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● What do our students need?

● What are the student outcome targets that I need to achieve with my team?

● How can I develop my team?

● How can we further enrich student experience?

● How can we enhance relationships with our parents?

● What do I want to achieve in the next 1-2 years professionally?

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Promote Trauma-Informed Practices through GroWell for all WIS Stakeholders.

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Lead effectively to maintain high Net Promoter Scores (NPS) and parent satisfaction in Year 2 by fostering strong parent partnerships through impactful engagement initiatives.

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Effectively review and monitor student outcomes in Year 2. Collaborate with Curriculum Leaders to ensure that 100% of teachers and leaders conduct in depth analysis of outcomes and review the impact of strategies, resulting in <75% of Year 2 students exceeding curriculum standards and making better than expected progress.

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To support members of the team to enhance their professional development.

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●        Use GroWell in Year 2 to help students build resilience and support their emotional wellbeing.

●         Implement Zones of Regulation in all Year 2 classrooms to help students identify, understand and manage their emotions using four colour-coded zones to help improve emotional literacy and self-regulation.

●        Allocate a member of the Year 2 team to drive this across the year group and teachers can go an observe.

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●        Aim to achieve an NPS of 51 or higher in the January Parent Survey in Year 2, reflecting consistent growth and a positive reputation for WIS among the parent community.

●        Enhance satisfaction scores in the ‘communication’ category of the parent survey for by refining and improving communication practices within Year 2

●        Utilise the newly developed sense of belonging to cultivate a sense of community, as reflected in positive parental feedback.

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●        Aim for the member of staff to be successful in developing their own professional goals.

●         Scarlett Elkins to be aware of the role of a Head of Year.

●        Hattie Morris to be successful in achieving her SSAT status.

●        Katy Ashley to be consistently reach Very Good in lesson observation

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●        Targets to be set for each data capture to ensure final targets are achieved at the end of the year.

●        MER used effectively throughout the year and regularly mapped out to monitor areas of strengths and weakness.

●        All class teachers are aware of their GPS targets and class targets that need to achieved by end of the year.

●         Work closely with curriculum leads to ensure outcomes are achieved.

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●        Identify focus group students in Year 2 and evaluate their wellbeing and social-emotional understanding using the NHS Child Outcome Rating Scale for Wellbeing.

●        Support, review and adapt GroWell planning in Year 2 to incorporate trauma-informed curriculum elements, ensuring readiness for implementation in Term 2.

●        Deliver monthly assemblies to Year 2 focusing on resilience, emotional regulation and empathy to reinforce these themes across the school.

●        Launch the Teddy Bear Policy in Year 2 with a year group celebration to mark its introduction and promote engagement.

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●        Regular contact with promoter parents.

●        Engage with the parents that are scoring below a 9 or 10- work together to see what changes we can make.

●        Informal parent drop- in information session with Head of Year 2 to take place to best support parents feeling a sense of community - clear feedback on what is coming up for Year 2.

●        Impact of Parent Satisfaction Feedback Form - parents that need a follow up call and reassurance in Year 2.

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●        Regular data analysis after each data capture to see the attainment and progress within the Year 2.

●        Half termly moderation across all subjects to ensure that standards and judgments are consistent. A particular focus to be on writing as this is a key focus for the year group.

●        WISDOM tracker reviewed half termly to ensure highlighted groups of children are being targeted to drive data improvement.

●        Attend one Curriculum Lead meeting per term.

●        1:1 meetings with teachers in the team to discuss pupil progress. Teachers are provided with their class targets and the steps they need to achieve each DC.

●        Termly GPS meetings with each class teacher in Year 2.

●        Interventions to be put in place after each data capture and regular reviewed by teachers to ensure they are having a positive impact. Target children to be identified after each data capture and be evident on HOY analysis (WISDOM tracker) and teacher interventions.

●        MER: Regular book monitoring, learning walks, drop-in sessions with the CL. Follow ups to be made to ensure areas have been actioned.

●        Support to be given to teachers for areas of development identified from MER

●         Weekly QA of planning to ensure standards of planning are consistent and challenge is evident to ensure that 75% progress will made within lessons.

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●        Regular meeting with SE to map out the MER she would like to do with me.

●        SE to support with learning walks each half term and to provide feedback to the team.

●         Joint book monitoring with SE to identify strengths and areas of development. Provide SE opportunities to give feedback to the teachers and follow up on any next steps.

●         Allow opportunities for SE to plan a parental engagement and support with this.

●        SE to shadow TJ when planning a trip: showing the different steps that are taken and documents that need to be followed up on.

●        Team teach with any member of staff graded good or below.

●        Regular drop-ins to KA classroom to check in on behaviour management.

●        Monitor KA books when doing book looks and support with feedback. Regular check ins to ensure that these are being actioned.

●        Work with HM to implement strategies she is trialing for her SSAT portfolio.

●        Regular meeting with HM to check in on the process of her course.

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●        Provide additional training to class teachers in Year 2 to become Zones of Regulation champions, offering support to the year group.

●        Conduct a student voice survey in Year 2 to assess resilience, emotional regulation and empathy skills prior to engaging in trauma-informed curriculum activities.

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●        Expand parent engagement on communication by exploring initiatives such as testing business WhatsApp groups at WIS.

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●        Support teachers who have been graded good or below.

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●        Work alongside AHT

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Following T1 observations, the team were asked to share any strategies that they use in class.

https://docs.google.com/document/d/1OOXssQjjyjp9mL6Y7zhcgZTXRIeF7braljyQNTrWSSU/edit?usp=sharing

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I have broke down the targets for each DC t help ensure we reach our end goal. After each DC, I analyse the data and see whether we achieved goal or what we need to do next.

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Yr 2 team moderated the writing in preparation for DC1 moderation. Teachers outlined why they were that grade and what was needed to improve for next grade. We colour coded to show if judgments matched

https://docs.google.com/document/d/1I-UfzvIb2Dfj5kmjjiCSzdTPl_CD3QIA/edit

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Completed book look with CL focusing on English, Spelling and GR books. Next steps shared with team to address

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Spelling and GR-Books 2 ,8, 12

https://docs.google.com/document/d/1BCbopSpzzENDhPCZdXz7T4c7deKkA_mC/edit

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Teacher feedback on planning ready for Term1.2

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Teacher feedback on planning ready for Term1.2

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To help ensure we are providing the children with rich opportunities to achieve their targets, I asked the team to feedback on what elements we need to add into planning.

I feel it is important to listen to the teacher's voice and ensure that they feel valued and able to try new things.

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As Spelling is a key focus, I did a LW to see how the lessons were going. Strengths outlined and next steps shared https://docs.google.com/document/d/1AKR1ZRznNF8f3yee3pcBVif6pnr_fcaVPctBg6xLxmA/edit?tab=t.0

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SE completed a Science book look with me and outlined both the positives and next steps. SE fed back to the team via email.

https://docs.google.com/document/d/1Nd-aJEMjaWFY8xm2Ialj29KgkUNPrzGR/edit?usp=drive_link&ouid=103586096590461193633&rtpof=true&sd=true

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I created a Year 2 Spelling Bee to help encourage spelling practise across year group.

Round 1- 27.11.24

Round 2- 4.12.24

https://www.canva.com/design/DAGXwMf0cfI/MZsaRr0KbRbfc8sM_3Lpzg/edit

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Following DC2 analysis, I analysed the data against our targets. From this, I worked out how many children were needed for each subject to meet the next target goal. CT were asked to add key children in

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National Day Parental Engagement -28.11.24

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National Day Parental Engagement -28.11.24

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https://docs.google.com/presentation/d/18gDbALcfsRTalhjlP81srNdkcP_qsXYC/edit#slide=id.p1

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I asked the team to review the recent planning and add ideas of how we can adapt planning in preparation for Term 2.

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In my House Captain meeting, the children came up with games that could be played in the playground.

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Following on from our House Captain meeting, the children shared their new game poster in assembly and gave each class a poster.

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I planned a trip for the children to visit the Dolphins at Atlantis to celebrate their 'Amazing Animals' unit.

The children learnt about how to look after the dolphins and what to do if they see someone washed ashore.

They had a great time!

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English Book Look with English CL-21.1.25

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English Book Look with English CL-21.1.25

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Both positives and next steps shared with team.

Next steps:

English

Sheets- ensure that you are challenging the children where possible. S+ potentials should not have the ELL sheets.

Spellings- pick up year 2 spellings.

Handwriting and letter formation- penpals, are the booklets being sent home?

Underlining LOs

Spelling and Guided Reading

Consistency with lessons

Presentation in books

Next step challenges or misconceptions addressed

Spag to be evident in books

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As Reading is a big focus, I worked with key children identified from NGRT test A.

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Providing SE with opportunities - Assembly

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Providing SE with opportunities - Assembly

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SE did online assembly Wednesday 5th Feb. She used the template but then added her own touches.

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I gave KA lots of suggestions for positive behaviour strategies and emphasised the small simple wins- This will also help build positive relationships with both children and parents.

Positive praise cards they can take home for good choices

Comment cards- KA could write a positive comment about something good the children have done that day.

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Myself and Scarlett completed a learning walk looking at environments in preparation for our open day. I asked SE to take the lead and it was great to see her point out the positives in each classroom as well as key points the team needed to work on.

Together we put together an email to share with the team.

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To support KA, I followed up with an email and shared some ideas that she could use in class to support with the behaviour

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I analysed the NGRT Test B to identify target children and those who need to access Reading Wise.

Teachers were asked to share logins with the highlighted children.

After DC3- I will re-assess my GR groups and include target children.

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To support with my Blue Sky reviews, I conducted learning walks within my team to see if the targets from the previous learning walks had been actioned.

I was very impressed with the work the teachers had put into achieving their targets.

I gave the teachers their individual feedback in the Blue Sky review meetings. https://docs.google.com/document/d/1Zkf5sxapHIWBYx1yu4W8rHi_kHrNeOAEGV7ygkYptYw/edit?tab=t.0

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We found that the weekly SPAG test scores were low each week for some children and they were missing key gaps.

We changed the lessons so that 1 out of the 3 spelling lessons would be a SPAG lesson focusing on an area before completing a test base assessment based on that particular focus.

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Parents were invited into school to join in on Maths themed parental engagement.

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First PD on attachment theory linked to Teddy Bear Policy.

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Children decided on the theme day activities

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I organised with Vicky for Teach Rex to come back into school for a Dinosaur day with the children. They absolutely loved it and this helped support their writing in English.

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Second PD on the power of connection/ attachment

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After our first Teddy Bear assembly, the children were very excited to go back to the class and find their bears.

The children named and made tags for their bears.

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GroWell Lessons based on Zone of Regulation

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GroWell Lessons based on Zone of Regulation

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I created the Green Zone lesson for GroWell sessions.

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I created some 'Teddy Bear' themed activities for the children to complete at home if they wish.

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I did 4 assemblies linked to the Teddy Bears.

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I created a poster to display in class linked to Teddy Bear Assembly challenges.

1. Internal Teddy Bear Challenge: Focusing on making our people’s internal teddy bears feel happy

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Reflection- Internal Teddy Bears- 21.2.25

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Reflection- Internal Teddy Bears- 21.2.25

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Following a discussion with a parent, who said her child doesn't seem motivated in class or talk about school anymore, I created a reflection poster where children would discuss one thing that made them proud that day and go home to tell their parents.

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Yr 2 team moderated the writing in preparation for DC3 moderation. Teachers outlined why they were that grade and what was needed to improve for next grade. We colour coded to show if judgments matched

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I analysed the data from the recent assessment. We have made progress across all subjects. Targets set and shared for the next data capture

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I shared with the team what I would like them to do next in terms of using the data analysis to support our planning.

Teachers were asked to look carefully at their data results and the key areas of focus for their class and what they are going to do next.

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Key take aways:

Chunking tasks to support understanding

Smaller steps to ensure progression and could be used for regrouping

Recap of learning for retrieval opportunities

Importance of drawing on prior knowledge

Information to be presented visually and orally

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Key takeaways:

Cognitive Overload- something to think about with timetables to think about a learning goal.

Present new learning in steps- not trying to put so much into lessons

Importance of guided practise

17 Principles of Effective Instruction

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I asked each class to have a new ZOR display in the class.

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Morning Activities Learning Walk- wc 6.4.25

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Morning Activities Learning Walk- wc 6.4.25

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I did a learning walk to check in our the morning activities as after our DC3 results I asked teachers to ensure their morning activities were based on their data focuses.

It was great to see the teachers actioning this and lots of reading/ maths interventions

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Key takeaways:

Importance of 7 step rule to support independence.

Explicit teaching- not overloading the children with too much info to overload their working memory

When questioning, not just asking 2 pupils.

Guided Practise promotes confidence

Prior to independence it is important that children have varying amount of guided practise.

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Scarlett completed a book look with me and we focused on looking at the secure books to see what changes we need to make in preparation of DC5.

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Following on from data analysis, I conducted a PD with the team to share the next steps. Instead of telling them the trends in data, I asked them to look closely at the data and tell me what they could see and what our key focuses were. The team found this very benefical.

From this, we came up with a list of what we need to focus on. The team came up with ideas to alter English slightly and add in rewards such as special pencils to help improve presentation.

https://docs.google.com/presentation/d/18t4SE_zHX258ZYZBYGIEP57SDwOJesEQ/edit?slide=id.g349f8050234_0_0#slide=id.g349f8050234_0_0

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Guided Reading Learning Walks-wc 14.4.25

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Guided Reading Learning Walks-wc 14.4.25

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Learning walks to see how Guided Reading was going after our changes to whole class.

Lots of positives and it was great to see the children engaged.

https://docs.google.com/document/d/1BrKbymvbe31wjRH9xZQX3l8732PmAmmvkJBn6qTjyeU/edit?tab=t.0

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Following on from my team data analysis PD, I ordered 'special writing' pencils that a team member suggested might help encourage improved presentation and handwriting.

I created a poster that was shared in assembly to promote this. The children were very excited

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I completed a learning walk in English to see how the writing lessons were going as writing is a key focus for us in Year 2 to ensure we are reaching our 'better than expected targets'.

I wanted to see the modelling in action as well as seeing the support that was being put in place for the children and how the target children were being targetted.

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I asked the team to carefully check their NGRT Test B results and identify key children that I would be working with during the tests.

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Each week, I email the parents to let them know that their child has received my star of the week and the reasons why.

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I thoroughly enjoyed this PD and found it very effective.

Key takeaways:

Finding purpose and meaning- what is your vision in leadership?

Empowering others- ensure they feel seen

Ways of keeping purpose alive in school

Different leadership characters- it was interesting to reflect and see where I would put myself in those categories.

Importance on ensuring you lead by example

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Year 2 Explorers Parental Engagement -30.4.25

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Year 2 Explorers Parental Engagement -30.4.25

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I planned a writing themed parental engagement where the parents and children had to write a postcard on an adventure they have taken.

Parents were very happy and enjoyed the session.

https://www.canva.com/design/DAGkDHK9h5A/F3kQgwKYb-6giKBVJWBw7g/edit?ui=eyJEIjp7IlAiOnsiQiI6ZmFsc2V9fX0

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Following on from our moderation, the team were asked to put their writing data into sims. I anaylsed the data to see where we were currently sitting at in preparation for end of year data.

We moved from 46%-61% from our last data capture. This was a fantastic improvement and leaves us with needing 9% more to reach end of year targets.

From this the team were asked to identify target children. Close work with 2E to increase class percentage too.

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To ensure that we were on track to achieving our end of year targets, we did a moderation on secure books. This was productive as the team were able to identify the key things we need to focus on in our next unit to ensure the target children achieve S+.

https://docs.google.com/document/d/1JZMSbaHmRfA6Rk_BlUQw-Vo810Y3uKPw/edit

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Each week I email the parents of the SOTW winners to let them know that their child has been selected and why. I always receive positive feedback from the parents.

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I found this part of the Contender Charlie really powerful and made me reflect on the leader than I am.

I found that I have traits of both the 'great mother and good queen'. From the PD, it is important to have aspects of all to ensure you are a balanced leader. This is something I am going to ensure I improve and work on.

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Safeguarding PD with Year 2 and Year 3- 28.4.25

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Safeguarding PD with Year 2 and Year 3- 28.4.25

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I did a Safeguarding PD with the teachers from Year 2 and Year 3. The teams were given a case study which they need to discuss what steps they would take. It was great to hear the clear steps that the teachers would take and how they would support that child in their class.

https://docs.google.com/presentation/d/1VCfP6MkpthYyHJmsJluB6LoXYIQS2BD1/edit?slide=id.p1#slide=id.p1

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Ben Morton- Recognition and Appreciation

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Ben Morton- Recognition and Appreciation

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It is important to recognise every thing that everyone in the team is doing.

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Ben Morton- 'Prioritising: when not how"5.5.25

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Ben Morton- 'Prioritising: when not how"5.5.25

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Today's session focused on priotising and planning. Nice and effective tool that he shared to help you to manage and see how you can plan your time effectively. This will help reduce the feeling over being overwhelmed.

I have recently shared with the team and map out of the next couple a weeks as we have a lot coming up with assessments, reports and transition. The team thanked me for this as this allows them to see what is coming up and what is expected of them. https://docs.google.com/document/d/1gAwrOj89ad-o_HSodttYEl5dowteUlO0pSLeIYB0a5s/edit?tab=t.0

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Making one small adjustment to delegating an activity-
- Important to give more context to why they are doing- 'because' 'why'

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We celebrated our Teddy Bear's picnic with parents from Year 2-4. It was a huge success and the parents enjoyed it.

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Two words that should not get overlooked- this is something that I have ensured I have consistently done this year- thanking my team for everything that they do.

A simple end of week message and adding them to a weekly shout out.

Before any email that I send the team, I always begin with a thank you and recognition

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I have ensured that during my assemblies the children are celebrated. We do this in many ways:

Project pictures

SOTW

Be Amazing pictures

Awards from outside of school

Music performances

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A parent of a girl who performed in assembly emailed me to thank me for providing her child with an opportunity to perform on stage.

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I emailed parents to let them know that I selected their child as my star of the week and the reasons why.

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Emirati Mentoring - Welcome email 15.4.25

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Emirati Mentoring - Welcome email 15.4.25

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I emailed mum to introduce myself at Abdulla's mentor. Mum emailed back

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I emailed mum to keep her updated about the work that I have been doing with Abdulla. Mum was very appreciative and happy. Email trial

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I emailed mum an update to let her know how Salama has been getting on. She thanked me for the support and informed me that she completed the activities.

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The House Captains created the activities for the superhero theme day on 3.6.25

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We did a final writing moderation to help ensure we reach our target. Teachers moved children up

https://docs.google.com/document/d/1gugEK-Cn077y1j0RfY7Z3sVTzDMvx84C/edit

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We exceeded our targets in all areas apart from writing by 2%.

https://docs.google.com/spreadsheets/d/1LBfAfFYW0Jz17nOOql-sXtj2-O7jFIF6fQQ4FUKVXtY/edit?pli=1&gid=763800208#gid=763800208

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The teachers I was supporting throughout last year have expanded their own professional development with new roles.

Scarlett Elkins= Head of Year 2 at WIS

Katy Ashley= MFL teacher in new school

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Trips I organised:

Dolphin Bay (Term 1)

Teach Rex (Term 2)

Jam Jar (Term 3)

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I edited the assembly slides and add in Mrs Cairns's challenges to ensure that I was still adding in my presence during assemblies.

https://www.canva.com/design/DAGoEHhw-os/hrncjLOl7FCJA4-CrrkfqA/edit

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The children celebrated their final topic of Superhero with a theme day- which the House Captains organised.

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To celebrate our writing unit, the children watched up as a reward which they loved.