●         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

●        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.  

●        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.

●        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.

●        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.

●        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.

●         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.

●        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.

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

● 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?

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

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

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

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

Round 1- 27.11.24

Round 2- 4.12.24

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

• 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.

Teachers were asked to share logins with the highlighted children.

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

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 

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.

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

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.

• 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

• 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

• 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.

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

Parents were very happy and enjoyed the session.

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

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.

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

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

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

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

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.

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

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

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

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

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.

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

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

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!

The children named and made tags for their bears.

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

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

• Project pictures

• SOTW

• Be Amazing pictures

• Awards from outside of school

• Music performances

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

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

• Scarlett Elkins= Head of Year 2 at WIS

• Katy Ashley= MFL teacher in new school

• Dolphin Bay (Term 1)

• Teach Rex (Term 2)

• Jam Jar (Term 3)

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