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PD opportunities for specialists to observe other specialists in other schools

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PD opportunities for specialists to observe other specialists in other schools

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Teachers to share HPL value of the week to have a consistent approach when children are in specialists lessons

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Ensuring all objectives can be taught
Simplifying ‘statements’ so children remember them
Does it need to be a concept or can there be times where it’s cross-curricular links
Sometimes extra time is invested in a concept for concept sake not always to the benefit for the children

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Ensure that children are beingCORRECTLY differentiated for - Yr 4 working at Yr 2 need Yr 2 provision

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Teachers to be accountable for SEND and ELL through personalisation

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Better space use for role play areas. Sensory areas and break out spaces and PE storage

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Use appropriately across whole school including giving TA to FS

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Make PD relevant for all teachers especially FS and specialists

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An enrichment TA for FS to help close gaps

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how to measure progress for SEN and parental understanding of progress within bands

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For teachers and TAs - across KS?

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Create a purposeful and meaningful marking system (create a marking rubric).

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7am start for TAs to improve communication and quality of provision

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7am start for TAs to improve communication and quality of provision

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Consistent lunch break for teachers

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Engagement levels need to be better to impact positively on the writing journey - create space in class for books and inspiring displays

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Year 1 would like to focus more on focus and story telling and imagination and they feel they this is prevented by the concept curriculum

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A consistent behavior approach and reward system for every class. Dojo or house points (specialists are not sure what to use in their lessons)

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Whole school approach to develop love for reading. STOP DROP READ for the last ten minutes at end of the day.

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Children not being in class for eating and snacks. Hot break provision.

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Adjust Ta working time to allow discussions with upcoming learning and feedback

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Concept curriculum is it appropriate? Are teachers enjoying delivering it and is it appropriate for the children and is it working alongside the objectives

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Spoken language and vocabulary to be developed across the whole school, mainly in FS to help impact children as they move up through the school

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Inclusion for all learners more support in class to ensure inclusion for all

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Concept curriculum teacher confidence in delivering concept compared to the confidence, enjoyment, enthusiasm for cross-curricula. Specialists to be involved/informed of year group concepts.

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Consistency around school and approach

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- social
- wellbeing
- optional

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Improve social times and not eating in classrooms (Air Conditioned outdoor tent) 

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Improve social times and not eating in classrooms (Air Conditioned outdoor tent) 

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Utilising Clare Gadsby’s approach to marking and feedback. Getting away from mountains of marking. Make feedback more meaningful and timely.

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Marking and feedback - reassess policy so that it can feed into learning ladders.

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make learning environments such as displays more purposeful and interactive

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make learning environments such as displays more purposeful and interactive

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Transitions to year 1 FS and year 1 less concept at beginning of year

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To improve the effectiveness of marking and feedback policy

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To improve the effectiveness of marking and feedback policy

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To move away from concept curriculum to enable freedom in planning and learning 

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To move away from concept curriculum to enable freedom in planning and learning 

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Improved Ta training and curricuum knowledge

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PSED curriculum for all year groups that include mindfulness as this will enable children to develop skills needed to cope with feelings.

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AR/IS
IMPROVE THE ARABIC SPOKEN LANGUAGE AND QURAAN RECITATION

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Well being mindfulness timetable for wellbeing room and weekly activities

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More support for SEND and beginners

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Appropriate learning spaces to meet needs of all learners.  E.g. Role play areas for year 1, sensory areas for children, brain brain breaks, constructive play areas

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Behavior approaches. Tiger turf and toilets links to pivotal education

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Outdoor learning, space and time outside 

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Outdoor learning, space and time outside 

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Purposeful play learning
-Outdoor classrooms
-Improving break times and more social times to allow children to leave the classroom regardless of the weather
-Outdoor classroom spaces develop perhaps using flexible seating
- stop eating in classrooms
- forest school approach

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Improve the outdoor area spaces and corridors to promote engagement and focus in learning 

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Improve the outdoor area spaces and corridors to promote engagement and focus in learning 

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Learning spaces
Break break space
Tiger turf resources
Social time hot play
Corridor space utilized for learning
cp space for yr1

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Rewarding and transition behavior System for the whole school

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AR/IS
Rewarding system

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To promote opportunities for reading for enjoyment to raise attainment in reading and spoken language vocabulary 

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To promote opportunities for reading for enjoyment to raise attainment in reading and spoken language vocabulary 

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AR/IS
To raise the challenge and expectations

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Improve the Assessments

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Improve digital learning

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To improve spoken language opportunities and closing the vocabulary gap 

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To improve spoken language opportunities and closing the vocabulary gap 

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A more robust and consistent behavioral and reward system across the whole school. This will aid transitions in school, behavior of children when engaging with other children, behavior in specialists including Arabic and Islamic.

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Clear consistent approach to lining up.
Reduce amount of rewards and narrow these down to make this more consistent to all teachers.

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Focus on PSED across the entire school to improve school community feeling

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Focus on PSED across the entire school to improve school community feeling

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Improve digital learning in Arabic and Islamic

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AR/IS
RAISING THE LEVEL OF EXPECTATIONS

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To raise challenge and expectations in Arabic and Islamic 

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To raise challenge and expectations in Arabic and Islamic 

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Involving the parents more in the teaching process

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Resources to develop and support teaching and learning

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To have a central space which is shared and clearly organised. To move away from ‘year group’ resources to shared resources.
Audit whole school resources honestly.
Classroom essentials given out and shared for each class, appropriate to each key stage.

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Clear and relevant PD for specific year groups and departments such as FS and Specialists.

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Resources