Newby Primary School

1.Improve outcomes for pupils in Writing, so that increasing numbers of children are working at ARE and GDS.

2. To further develop adaptive teaching strategies which promote inclusion for all, ensuring all pupils make good or better progress.

3.To develop pupils communication skills across the curriculum.

4. To further develop the Personal Development offer at Newby by introducing a broader range of opportunities and experiences.

5. To develop Parental Engagement strategies which further support inclusion - both pastoral and academic.

1. Reading and Maths continue to be taught consistently with a sharp focus on ensuring teaching addresses next steps in learning.

2. Continue to embed and improve the provision made for pupils on the SEND register - including ensuring plans are underpinned by appropriate assessments. 

3. Embed assessment processes in the Wider Curriculum - ensuring any gaps in learning are addressed.

4. Continue to monitor attendance - embed strategies used to reduce Persistent Absence. 

1.Improve outcomes for pupils, particularly in Maths and Writing, so that increasing numbers of children are working at ARE and GDS.

2.Improve the quality of Teaching and Learning processes in the Foundation Subjects, particularly Assessment

3.To develop a clear and concise approach to Personal Development which formalises all of our current work.

4. To improve overall Attendance percentage whilst reducing the percentage of children classed as persistent absentees. 

1. All staff have a clear and consistent understanding of Newby Vision, Values and Practices, particularly in relation to Inclusion.

2.Newby continues to develop as a Reading community.

3. Staff have a secure understanding of the Teaching sequence and Assessment processes in Reading, Writing and Maths. 

1. Children are highly motivated and engaged. Learning is more readily embedded in the long term, through regular retrieval practice as well as being developed through story or self-led opportunities including wider reading.
2. Teaching approach ensures all adults check pupils understanding and adapt future teaching to address needs.
3. All subject leaders monitor implementation and impact for their subject, supportin colleagues with pedagogical and pedagogical subject knowledge as needed.
4. All staff have a clear and consisten understanding of Newby Vision, Values and Practices, particularly in relation to Inclusion. 

1. Empower teachers to critically analyse, evaluate and develop their own teaching independently whiclst continuing to embed pedagogical strategies.
2. Newby continues to develop as a Reading community.
3. Staff have a secure understanding of the Teaching sequence and Assessment processes in Reading, Writing and Maths. 

• All staff have a secure pedagogical understanding of ‘how’ to teach the full curriculum through a sustained shared thinking approach and with a focus on strategies that support explaining and modelling.
• All staff have an excellent pedagogical and pedagogical subject knowledge in Art, Music and Science.
• All staff work towards creating a ‘Reading Community’ which builds on developments made last year, ensuring reading is fully embedded in the wider and extended curriculum.
• Improve Pupil attitudes to learning so that all pupils are highly committed.

• Staff development in Rosenshine’s principles of instruction is fully embedded in to classroom practice.
• Gains made in Reading practice, and the subsequent outcomes, continue to be embedded.
• Newly developed Curriculum planning is reviewed and developed at regular intervals across the school year.
• Newly formed Inclusion Team continue to develop practice which informs and improves both academic and non-academic (e.g. Attendance) outcomes for Pupils.