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Carry on sharing best practice - metacognition strategies throughout single subjects

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To have more listening assessment

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Maximise effective use of assessment data generated during the year, and further embed formative assessment across the school

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Staff to lead professional development sessions in order to share professional knowledge and expertise

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Make further use of the writing rubrics across the school (including learning support), to set specific writing goals and monitor progress.

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Agree that students who are working at a level below that considered the grade level will be assessed and reassessed at the level they will be taught at, so that we can track progress rather than test scores.

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Digital art technology strand of curriculum

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Scope and sequence - redo across campus

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Link between primary/secondary: Primary art work to be included in Westminster Art show (end of Spring Term)

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Work with teams across campuses.

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Mother T scope and sequence - implement
Grade 2; ipads in lessons

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Increase the visibility/international mindedness.

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The use of GRASPS as an assessment tool to support conceptual understanding

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The use of GRASPS as an assessment tool to support conceptual understanding

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Online assessment

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Trail digital art portfolios

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Effective implementation of the information literacy scope and sequence. Through a collaborative approach with librarian and class teachers.

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Aim to be paperless...

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Connect to what is happening in the class - ask chn during homework - they explain Firefly updates

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Raise profile of sport through entries to leagues and tournaments and by making further links with local schools.

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Develop conceptual understanding - more focus on the learning. Focus on conceptual understanding, not just the doing. Learn more about GRASPS 

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Develop conceptual understanding - more focus on the learning. Focus on conceptual understanding, not just the doing. Learn more about GRASPS 

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Timetable of children leaving/arriving

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Schedule throughout the year to monitor interruption of single subjects

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Clarification of the roles of heads of school/ learning support teacher in dealing with pastoral care and behaviour in absence of head of pastoral care. Clarification of behaviour policy and procedures.

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Using EVOLVE for ECAs

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Revise the steps for consequences - need further consistency

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Shared expectations for use of 1-1 devices e.g. So that specialists are aware of them - nothing currently in place

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Have more consistency between class teachers and specialist teachers with the information we share.
Inform parents of updates and where to find the information

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Develop more cross campus opportunities between art, music and PE. Eg Southbank strings to join a Barcelona trip with Westminster