Promoting nurturing relationships and increasing opportunities for pupils to be more aware of their choices and rights as well as the choices and rights of others, as a Rights Respecting School.

Following the impact of covid on school activities during sessions 19/20 to 21/22:

Building on previous good practice to increase opportunities for high quality parental and community engagement across the school year, particularly during times of transition.

Further developing opportunities for play and Lego Therapy across the school.

Numeracy

Develop problem-solving skills in maths real-life contexts.

Literacy

Writing

Developing organisational and punctuation skills in independent writing.

Promoting nurturing relationships and increasing opportunities for pupils to be more aware of their choices and rights as well as the choices and rights of others, as a Rights Respecting School.

All pupils will demonstrate an increased understanding of their rights and the rights of others and how these have been exercised across the school year to bring about change in the classroom/school.

Staff will make changes to their approach/environment/L&T experiences as a result of self-evaluation and professional development around the Nurture Principles.

Impact:

Through a deeper understanding of their rights, all pupils will feel respected and listened to, and will be able to identify how they have had a real voice in shaping their school community. Peer relationships, particularly across identified group, will be seen to be more respectful and inclusive, with less intervention required from adults.

Evidence showing how pupil voices have led to change in their classroom/school across the year – linked to rights/nurture principles.

Pupil surveys for upper school during the year showing progress in their understanding of their rights

Staff survey after focus on identified Nurture Principles, evidencing increased understanding of principle and changes that have been made as a result (original self-evaluation as baseline).

Number of incidents regarding peer relations requiring adult intervention decreasing from term to term.

Building on previous good practice to increase opportunities for high quality parental and community engagement across the school year, particularly during times of transition.

Further developing opportunities for play and Lego Therapy across the school.

Increase opportunities for parental engagement in school, for example through surveys/open afternoons/Seesaw, by June 2023.

Increase the number of community events across the school year by June 2023.

Increase levels of engagement for identified group of learners, for example through play based learning and following Lego Therapy.

Impact:

Parents will report having a good understanding of their child’s learning and learning and teaching approaches adopted in school.

Identified pupils will demonstrate greater levels of engagement in learning.

Parental surveys will evidence that parents feel increasingly involved in their child’s learning and more able to support learning at home.

Number of community events organised by school and by the Parent Council will increase.

Observations of identified learners will show increased levels of engagement in learning.

Numeracy

Develop problem-solving skills in maths real-life contexts.

Literacy

Writing

Developing organisational and punctuation skills in independent writing.

Outcome

All pupils will be able to apply knowledge and skills in number in real-life problem-solving.

Impact

Pupils will have a deeper understanding of the purpose of learning in numeracy and demonstrate more confidence and independence in their numeracy skills.

Literacy

Outcomes

All pupils will be able to apply writing skills and techniques taught, in their independent writing.

All pupils use punctuation accurately in their independent writing.

All pupils’ writing will demonstrate improved organisation and structure.

Impact

Pupils will be more confident independent writers.

Pupils show progress in holistic assessments completed four times across the year.

Pupils show good progress in their learning in maths in their answers to problems solving in end of year assessments.

Pupils are observed to demonstrate greater confidence in responses in regular used resources/activities.

Pupils observed to use specific, learned skills in regular problem-solving skills.

Literacy

Most pupils make at least a year’s progress over the year in their writing.

Independent writing tasks across the curriculum show accurate punctuation.

Evidence of writing show pupils are acting on feedback in relation to applying skills.

Most pupils achieve expected or better than expected levels in Writing.