Thomas Telford Multi Academy Trust - Development Plan 2021-22
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Thomas Telford
Multi Academy Trust
Development Plan
2021-22Key Strategic Targets
Growth Action Timescale Responsibility
To develop plans in preparation for a Discussion with LA and Throughout KJS/SST/CW
new free primary school in Priorslee RSC regarding building the year
and admissions
To liaise with the DfE and Building Fully engage in client Throughout SST/SCT/RJH
Contractors to ensure that plans for based meetings on a the year with
the building extension at TTUTC regular basis. building
provide first rate accommodation to programme
educate additional students up to Plan for potential to be SST/ASG/SCT
1050. disruption that may be completed by
caused by building August 2022
programme.
Liaise with
Wolverhampton LA SST/ASG/KJS
and the University of
Wolverhampton
Standards
To provide support, guidance and
advice in helping the five academies
achieve their strategic priorities,
namely;
Deployment of additional staff Identify areas of Throughout Heads/SST
across schools to ensure staffing that are the year
specialist subject staff are vulnerable
always available and to
support improvements in Support TTUTC with SST/ASG
specific subjects staffing diseconomies
by deploying staff
from TTS where
needed
Ensure communication SST/FS
across the schools is
effective
Encourage additional SST/FS
recruitment strategies
to enable effective
staff sharing
Provide monitoring and External support to Termly SLR/SST
support at Walsall to address continue for English
Ofsted action points department with
observations shared.
Conduct an external
review focussing on Sept/Oct SST/SSP/FS
progress in addressing
Ofsted action points
To monitor and advise on key A series of informal Throughout KJS/SST/FS
issues identified by Head’s and and supportive visits the year
external reports
1to discuss issues and
observe daily practices
Develop collaborative Disseminate best Discussions Heads/SST
strategies to tackle the practice from Walsall with each of
disadvantaged and gender to help close the gap the schools
divide between boys and girls to develop a
at Madeley, TTS and programme
Sandwell and for each
collective thinking on school.
supporting
disadvantaged
students
Provide opportunities for Disseminate best Collaborative Heads/SST
collaboration on strategies for practice amongst key session in
improving literacy levels, personnel across each Summer
especially utilising Redhill Academy term and
Primary expertise earlier if
requested
Achieve an upward trend in Each individual Throughout Heads
Eng/Ma 4/9 and 5/9, with a Academy to monitor the year
particular focus at Sandwell progress during the
and Walsall. year
Continue to provide Booster and master Throughout CW/SST
opportunities for Redhill classes in numeracy the year
Primary students to benefit and literacy. Music and
from the facilities and staff dance classes and
expertise within TTMAT support with MFL.
secondary Academy’s Swimming and
sporting facilities
available for PE
sessions and fixtures
Safeguarding
To conduct an annual safeguarding Draw up programme Spring 2022 CHJ/SST
audit and visit for each academy, of visits, carry out the
including a mental health and well- visits and prepare
being template, providing additional reports for LGB’s and
support, guidance and challenge as TTMAT Board
necessary
To provide the TTMAT Board with To present reports at TTMAT Board SST/KJS
regular reports in relation to TTMAT Board meetings
safeguarding matters meetings
Finance
To exploit potential economies of Draw up collective Throughout SCT
scale across the academies to ensure contracts where the year
best value is achieved with the cost of appropriate
services and products
2To make use of funds for TTMAT board Prioritise projects and Throughout KJS/SCT
use eg Capital funds to support allocate funds the year
priority projects accordingly
ICT
To develop the common management Further discussions January 2021 Directors of
information system to provide timely needed to explore a ICT/SST
and consistent performance data for solution
LGB’s and the TTMAT board to assess
performance
To further explore a common All schools regularly Continuous Heads/Directors
strategies for the deployment of ICT meet to discuss of ICT/KJS/SST
systems and equipment to keep opportunities and
TTMAT schools at the cutting edge of future strategy
educational technology whilst
ensuring best value for money
Human Resources
To further develop a clear strategy for Senior staff and Spring 2021 Heads/KJS/SST
succession management at leadership developing middle
level leaders to be
identified and suitable
training and
opportunities to be
arranged as
appropriate
To support LGB’s with maintaining a Annual GB skills audits Throughout MMD/KJS/LGB’s
balanced and well trained team with to be organised the year
relevant Governor training Additional Governor
opportunities provided where expertise identified
necessary Appropriate training
provided as needed
Public Relations
To ensure TTMAT is familiar to key Ensure the TTMAT Throughout SST/Heads
stakeholders across all academies via a website is current and the year
dedicated website presence and compliant
effective communication
Communicate benefit
of TTMAT to relevant
stakeholders via Heads
Consider opportunities
to engage with staff
across all the schools
What follows are the key priorities for each of the TTMAT schools.
3TTMAT Key Strategic Priorities 2021-2022
Madeley Academy
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Standards and Testing on entry for Year 7 Reading and Numeracy progress for
outcomes Reading and Numeracy Age testing for Year students below functional reading age
Identifying and 8 Reduction in students on the Wave
providing for those Star group in Year 7 and 8 intervention process
students in need of Wave intervention process to identify Progress data on track
catch up concerns
Mock exam programme
Session 3 catch up sessions
Intervention sessions such as Maths
Summer school, reading mentoring scheme
and Year 11 Maths Most-Able Programme,
Key Stage 3 Reading Mentor
Closing the Identification of PP students in assessment Outcomes 2022 Attainment GAP reduced
disadvantage gap packs and subject tracking Outcomes 2022 Progress GAP reduced
Star group in Year 7 and 8 In year attainment GAP reduced
In-Reach Project
Employ a range of Year 11 Catch-Up
strategies including identifying catch up
students through regular assessments,
mock exams and target intervention
Online briefing evening for parents
Utilise Academic Coaches/Reading Mentor
with specific groups of students
Subject standards meetings by SLT to be
held with all departments
Increased staffing deployed to reduce group
sizes in Year 11
4Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
To ensure that the Employ a range of Year 11 Catch-Up Mock Exam results on target
number of students strategies including identifying catch up Combined 4+ English Maths at or above
achieving grades 4+ students through regular assessments, National Average
in Maths and English mock exams and target intervention Improved Combined 5+ English/ Maths
is at least in line Development of online revision resources outcomes
with National data and run parent information events remotely
Online briefing evening for parents
Utilise Academic Coaches with specific
groups of students
Subject standards meetings by SLT to be
held with all departments
Increased staffing deployed to reduce group
sizes in Year 11
Personal Introducing horizontal tutor groups and a Students feel supported by regular access to
Development regular tutor period to support the their tutor
Supporting students’ Wellbeing of students Wellbeing tasks completed by students
and staff’s Weekly student Wellbeing tasks to be Wellbeing tasks accessed and completed by
emotional Wellbeing completed in dedicated lesson time staff
Weekly staff Wellbeing tasks and support Mental Health and Wellbeing team supports
materials a large number of students and data shows
Mental Health and Wellbeing team to the interventions have had a positive
support students directly and refer complex impact
cases to specialist services
5Sandwell Academy
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Personal Increasing pastoral support for all students Students are fully prepared for lessons,
Development by introducing a morning PT session at the leading to improved self-reliance and time
start of the day. keeping, and a reduction in anxiety and
Support the mental
health and Increasing the ways students can engage non-attendance.
wellbeing of with the Academy by introducing: Full engagement by students in the
o a student council opportunities to be a greater part of
students and staff.
o year house captains Academy life.
o outstanding achievement and Positive feedback from student and parent
STEM awards voice in relation to pastoral support.
Extending the trial of horizontal tutor Positive feedback from students in relation
groups and developing the role of the PT to resilience and confidence.
and PT sessions Conversion of persistent absentees to
Re-establishing the full suite of counselling good attenders through the deployment of
and mentoring services, including successful intervention strategies.
Place2Be, Place2 Talk, and social skills Engagement by staff in wellbeing support
mentoring. strategies leading to positive staff voice
Counselling services for staff feedback and a reduction in staff absences.
Expanding the curriculum’s enrichment The enhanced personal tutor programme
opportunities through the diversification of study, address the emerging needs of
of Session 3 students, and helps them to develop the
Development of a strategy that promotes Sandwell Academy Student Characteristics.
the mental health and wellbeing of staff by
looking at staff recognition,
education/training, physical activity, and
social connection.
6Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Curriculum Baseline assessments to determine the Through suitable assessment, support
Identify and address extent of knowledge degradation and strategies are honed to ensure students
gaps in learning to shortfall. effectively address their gaps in learning.
develop an effective Departmental catch-up curriculum Session 3 intervention is more tailored to
recovery curriculum development, focusing on foundation the needs of specific students, is more
for all students knowledge retention and tailored responsive and reactive, and, as a result,
intervention. has greater impact.
Focused and rapid Session 3 intervention Students develop supportive learning
tuition sessions, with efficacy quality habits that aid them in recovering from
assessment. potential learning setbacks.
CPD focused on developing and The curriculum as a whole is effective in
embedding effective assessment practices supporting students recover from their
across the Academy in all subjects. experiences during the pandemic
Developing and embedding students’ use
of personal learning checklists, reflective
target setting and metacognition.
Standards and Launch Target 9 groups aimed and Outcomes for high ability students are in
outcomes enriching high ability students’ aspirations line with Academy targets, demonstrating
Secure strong and outcomes. the efficacy of strategies.
progress for high Parent/Student Study Skills evening event Successful practices are identified and
ability learners Close tracking of high ability students at deployed with a view to embedding
data capture points practice.
Use coached examinations to add to
students’ exam resilience and techniques.
Use of Horsforth analysis to strategically
deploy intervention and resources.
Progression discussions - student, parent
and Senior Leader meetings.
7Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Enhance teaching Embed the new Sandwell 6 – Excellence QA data and student outcomes support the
and learning to in Teaching across the Academy. conclusion that teaching and learning at
support student's Introduce four strand approach to staff the Academy on a continuing improvement
knowledge development, encompassing planned CPD cycle, which effectively identifies, areas for
retention and weeks during the year and structured improvement, and addresses these.
outcomes. support programmes for staff identified Teaching and learning in enhanced
through QA system. through a research–based approach to
External consultant working with Senior staff development, which is evident
Leaders in core subjects to refine through staff and students’ feedback.
departmental practices and leadership
approach.
Enhancing internal QA system closely
geared towards Ofsted aims.
8Thomas Telford UTC
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Support the PSHE planned topics for first term to focus High attendance across all year groups
emotional well- on friendships (Yr7), mental health (Yr10) indicating students are confident about
being of students and stress management (Yr11). returning to school.
and respond to Assemblies for all year groups to signpost Staff are aware of Vulnerable students
additional safeguarding and welfare support. within the UTC.
safeguarding
DSL to provide a ‘Student Vulnerable List’ Staff will be utilising CPOMS effectively for
responsibilities. reporting safeguarding concerns to DSL.
populated with safeguarding and welfare
(CGI) Students supported when they require it
concerns to share (in secure electronic
and in a timely manner.
site) with PTs and wider school staff.
All known safeguarding information about
Vulnerable students tracked to ensure
new students to be uploaded to CPOMS.
engagement in education and wellbeing. Students are referred for counselling as
DSL to meet with school counsellor to necessary.
discuss students who need support from School nurse service to provide additional
September. health and sexual health advice support on
Ensure school nurse service is resumed. weekly basis.
Ensure safeguarding training is carried out Safeguarding updates and training
with all staff around KCSiE and vulnerable provided to all staff. Regular staff
students. safeguarding briefing implemented.
Safeguarding Policy to be updated around Enhanced training to new staff.
new KCSiE.in education and wellbeing. Safeguarding Policy to be updated
whenever necessary and changes
disseminated to staff.
Identifying and Subject teams to review curriculum
providing for those coverage and forward planning documents
students in need of for Y11/13 to adapt programmes as
catch-up. needed and in light of DfE decisions around
adaptations for 2022.
(SMA)
9Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Robust assessment data collected at each
Assessment Point and used to plan
targeted short and sharp Session 3
Expected progress made by students and
Interventions for small groups.
reported on the module report to parents.
Session 3 programme to be utilised to
targeted at those subjects and students in
Student data demonstrates the
need of additional support. The initial focus
effectiveness of interventions in helping
will be on those students in year 11 and 13.
children regain any ground lost. Where
Use of Holiday/Weekend sessions where
interventions are evaluated as not
requested by teams to consolidate and
effective, alternative approaches identified.
improve outcomes.
Continuation of the HPA Ambassador role
Holiday and Weekend classes organised
to work with Middle Leaders to ensure
and led where requested and needed.
appropriate challenge and expectation
from teachers, parents and the students
HPA programme completed with regular
themselves.
input to Middle Leader Meetings to
Full programme of Enrichment for Y7/8
spotlight progress of this key group.
established including sporting activities,
interest clubs and Literacy/Numeracy and
Homework clubs.
Ensure the Monitor Online Curriculum progress and All Year 9 content to be completed and
completion, coordinate development with department quality assured by end of spring term.
implementation and leads.
positive impact of a Partner with staff at TTS as appropriate to Year 10 & 11 curriculum mapping and any
full Year 9 GCSE ensure effective ongoing collaboration. subsequent amendments to content to be
curriculum for the All subjects to have completed all Year 9 completed and quality assured by the end
new KS4 cohort. GCSE content by end of Easter 2022. of the academic year 2020/21.
Development of Year 10 & 11 curriculum
(TCL) mapping during academic year 2021-22. KS3 online curriculum to be successfully
utilised throughout year for isolating
students and/or during a lockdown
situation.
10Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Work with the DfE & Timely completion of adaptations to All snagging to be listed and followed up
MAT to ensure the current building ready for the for adaptations to current building
new building and September 2021 academic year.
facilities are
Engage, alongside the TTMAT and DFE, For the building to offer us rooming that
delivered by July allows our planned curriculum to be taught
in monthly progress meetings with
2022. to 1050 students and adequate outdoor
Morgan Sindall (MS) to ensure our
space to offer space for both PE lessons
(AGI) voice is heard in creating a building and social play.
which can match the needs of the
curriculum. The building completion date to remain on
Work positively alongside the DFE and track for handover in July 2022.
contractor and seek further support
from the TTMAT to help ensure that All snagging to be listed and followed up
the project remains on track and all for new build inc sports block and outside
milestones are met. space
To engage, alongside the Director of IT
Engage in all IT contract related workshops
for the TTMAT, on RM6103 framework
and ensure our voice is heard so they
alongside the DFE to ensure we have a
understand precisely what is required
suitable IT contractor in place.
Work alongside the IT contractor to
deliver our IT requirements by July
2022
11Walsall Academy
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Supporting the Pre-identification of students of Successful attendance of school of students
emotional well- concern. Support families and student with emotional difficulties.
being of students on prior to return including ongoing
return to school and mentoring and counselling support with
responding to close links with families and external
additional agencies. Fewer safeguarding concerns for mental
safeguarding health requiring external referrals.
responsibilities to Mental health lead appointed in 2021
support all students. who is working closely with the
safeguarding team and staff team to
support mental health. Fewer referrals into the safeguarding team
for mental health.
Access to Zumos for all year groups and
staff.
Information to PTs that helps to
identify and support children with
grief. All safeguarding issues identified quickly and
referred by staff within 30 minutes.
Additional member of team appointed
in summer 2021.
Examination targets Improvement in Basics % at grade 5 and Basics at 43% grade 5.
for 2022, including grade 4 to national average by close Basics at 65% grade 4.
the continuation of monitoring of cross-over between Progress 8 score > +0.00.
the improvement to English and Maths by the KS4 team.
the attainment and
progress of Using the intelligence gained from the Full evaluation of strategy used and report on
disadvantaged ‘Boys Intervention Project’ to create sustainable approaches.
students, and whole school sustainable intervention
maintaining the with a focus on groups who have had
improved progress higher impact due to lockdown.
of boys.
12Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Expansion of the Expeditionary Students to achieve a higher than average
Learning inspired project to include progress score > +0.00.
girls & boys who are not meeting their
target benchmark grades (especially
disadvantaged students)
To develop Installation of solar panels to reduce Reduction in CO2 emissions.
strategies to carbon footprint of the Academy.
become carbon zero
by 2030. Education of all Academy community
on sustainability. Development of habitats for wildlife on site
Establishment of Eco club and strategic Education of students making their steps
plan for the development of students towards carbon zero with positive actions.
understanding of environmental
issues.
To rebuild the Effective use of baseline testing by Actions to meet the student’s personal needs
Academy “even subject areas. Raising awareness with with a clear sequence of learning which the
better” than before departments to ensure identification of students understand and utilise
students through QLA for each
assessment to highlight gaps in
knowledge.
A well planned and focused set of drop-down
The development of dropdown days to days for all students during the year
meet PSHE/RSE and developmental
needs of the students.
The effective use of session 3 to support
Development of session 3 activities and students learning to and close gaps in
identify students for additional tuition attainments. A broad range of activities on
funding. offer to engage all students
Recruitment with sufficient numbers for T
Level courses to start in Sept 2022.
13Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Effective development of T Level Grant award from DfE.
curricula and subsequent marketing
and recruitment for T Levels courses.
T Levels capital grant bid to be
approved by the DfE for a building
project.
14Thomas Telford School
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Personal Returning to vertical tutor groups
Development giving PT’s regular contact with all
Supporting the students and targeted support to those
Good attendance of students with
emotional well- students with known additional
emotional difficulties.
being of students on emotional needs. Referrals to the
return to School nurture team where necessary.
Reduce safeguarding concerns for mental
health requiring external referrals.
Support families and students
including ongoing mentoring and
Students return in good time to mainstream
counselling support with close links
teaching with new strategies to support
with families and external agencies.
them in this environment.
Develop strategies for developing
resilience and breaking student
dependency.
Responding to Additions to safeguarding policies in Policies up to date and shared in a timely
additional place and understood by staff. fashion.
safeguarding
responsibilities to Additional counselling /mentoring time
support all students allocated to students who are Students supported when they require it
identified as a cause for concern. and in a timely manner.
Vulnerable students tracked to ensure
engagement in education and
wellbeing.
15Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Curriculum Recovery Curriculum
Ensure that the Analyse extent to which
curriculum is curriculum planning has been
suitably ambitious adapted to recover lost
for all learners learning – medium term
irrespective of planning adaptions.
starting points Covid contingency planning –
Blended Learning to comprise
of high-quality remote learning Curriculum meets the needs of all learners
and supports students fully following the
QA impact of interventions and pandemic period.
plans.
Curriculum Opportunities A fully inclusive curriculum which has been
Cross-curricular planning to enhanced and updated in light of lessons
ensure sequencing supports learned during the pandemic and embraces
skill building eg QA carried out issues bought to the fore in society.
by senior staff in RSE, PSHE,
numeracy, literacy.
Harnessing Technology –
develop EduTech group to
share best practice and
consider how advancement
during pandemic can be
captured.
Standards and Each department to assess the
outcomes progress of students during the
Expected progress made by students and
Identifying and pandemic and establish any students in
reported on the module report to parents.
providing for those need of intervention at the earliest
students in need of opportunity.
Student data demonstrates the
catch up
effectiveness of interventions in helping
Session 3 programme to be utilised to
children regain any ground lost.
targeted at those subjects and
students in need of additional support.
16The initial focus will be on those
students in year 11 and 13.
17Redhill Primary Academy
Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Personal After school clubs for PP children to be In Pupil voice – children are able to discuss
Development funded by the academy. the opportunities available to them outside
of academia.
The Academy’s
As many children as possible will be
excellent curriculum
given the opportunity to represent the The Academy consistently promotes the
extends beyond the
academy in sport. extensive personal development of pupils.
academic, providing
for pupils’ broader
Re-build links with the community post Opportunities in place for pupils to develop
development, along
covid in order to promote the their talents and interests are of exceptional
with opportunities
children’s wider development. quality.
to enhance pupils’
spiritual, moral,
Promote uptake of musical instrument There is strong take-up by pupils of the
social and cultural
lessons in the academy through an opportunities provided by the academy. The
development – the
assembly and a letter home. most disadvantaged pupils consistently
most disadvantaged
benefit from this provision.
pupils consistently
Ensure school trips resume and are to
benefit from this
a wide variety of settings including There is a coherent provision, within the
work.
theatres, art galleries and religious curriculum and through extra-curricular
buildings. activities, that strengthens the academy’s
offer.
The Academy‘s offer develops pupils’
character.
18Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Quality of Education All stakeholders to review the vision All stakeholders able to articulate the
Continue to plan, for the academy and next steps to be academy’s vision and aims for the next five
review and taken in curriculum over the next five years.
sequence an years.
ambitious and Children will have a greater appreciation for
progressive Ensure diversity, international links, diversity across the world, and themes of
curriculum in some ensure Fairtrade links, ensure sustainability and Fairtrade. The outdoor
subject areas, sustainability and use of outdoor classroom will be used for learning more
designed to give all classroom within the curriculum. frequently, giving all children the
learners sufficient opportunity to experience the outdoors.
powerful All subject leaders to be able to
knowledge, skills articulate the aims for their subject All stakeholders able to explain the
and cultural capital area, so that all stakeholders knowledge and skills children will learn in
that can be built on understand intentions around learning each subject area.
in future learning in that subject.
and employment. Children will be able to articulate that they
Continue to use pupil voice to confirm know more and remember more of our
the level of challenge and new learning curriculum.
in lessons.
All subject overviews to clearly set out the
Continue to ensure that there is an key knowledge and skills to be covered in
incremental build-up of knowledge and each unit of work in every year group.
skills across units of work. Review in
light of the new EYFS framework. Children will be able to strengthen their
schemata by returning to knowledge in
Transferrable knowledge – subject other contexts.
leaders look at cross-curricular links
and continue to review these Children will remember powerful knowledge
throughout the year. in each subject area, not being
overwhelmed by unnecessary knowledge.
Unit overviews to be reviewed by
subject leaders – identify powerful
knowledge. What is the balance of
19Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
substantive and disciplinary
knowledge?
Quality of Education Half termly staff meetings for team Teachers will be confident when talking
Improve outcomes leaders to support writing progress - about the next steps for all groups of
for writing in all year working towards/ARE/ARE+. learners.
groups, particularly Discussion of next steps with further
in Years 2 & 3, to review of progress at end of half term. There will be evidence of accurate target
ensure attainment is Teachers to tab progress prior to setting and confidence with assessing
back in line with meetings with team leader. writing by all teachers.
pre-Covid high
standards. Pupil progress meeting focussed on Coaching sessions will be documented, and
writing. teachers will be able to articulate the
progress made as a result.
CPD sessions -coaching, guided writing,
planning support. There will be evidence of peer and self-
assessment in books.
Embedding SPaG.
Drops ins and pupil voice will show the
Continue to embed peer and self- development of oracy skills and the resulting
assessment within literacy and across progress in written outcomes.
other curriculum areas.
Develop oracy through all year groups-
active listening, debate, vocabulary,
presentations, narratives, role play.
20Key Strategic Strategies/Actions Success Criteria Review of Progress
Priorities (IMPLEMENTATION) (IMPACT) (Jan/March/August)
(INTENT)
Leadership & Identify key staff to manage the role. Standards in phonic attainment remains
Management high and above national average.
Enhance the support Provide training from literacy
and monitoring role consultant and school improvement Validated SSP embedded through the
of Early advisor. academy.
Reading/Phonic
Specialist working Validated SSP purchased. Training for All staff are consistent in their approach to
alongside the all staff with delivery, use of resources, the teaching of phonics through the
English Leader to allocation of reading books, guided academy.
embed revisions to reading sessions. Coaching model for
the phonic/early teachers and teaching assistants with
reading offer. new SSP with a particular urgency for
those new to year group or school.
Fully decodable books purchased and
used effectively to support reading The academy has clear expectations of
progress, as well as the purchase of pupils' phonics progress term-by-term, from
new class-based resources. Reception to Year 2. The Year 1 phonic
screen test result is above national in 2022.
Ensure that on transition to new SSP all
staff are aware of new half termly Reading books are well-matched to
expectations for phonic progress so children’s phonetic knowledge.
that those in danger of falling behind
are quickly identified and supported.
Update paperwork to ensure that
evidence base for phonic and early Targeted intervention for those children
reading intent is in one place. identified as at risk of falling behind results
in rapid progress.
Supporting parents to help their
children learn to read.
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