Hayes Park School 2020/21
An inclusive whole school focus on improving progress outcomes.
What problems were in your school and how did you identify them?
Increasing numbers of children struggled to access learning to make sufficient progress from starting points. We tracked progress and analysed learning gaps to identify whole school needs alongside individual needs.
What actions did you take?
• High expectations for all children.
• CPD and an expectation of Quality First Inclusive teaching including identifying and explicitly teaching key vocabulary.
• Focus on tracking and teaching reading fluency.
• Additional teachers to support key year groups in English and Maths.
• Use of quality schemes for English and Maths supported by home learning resources.
• Use of standardised tests, tracking against individualised ambitious targets, gap analysis and rigorous pupil progress systems.
• Enhanced parental engagement and raised expectations for parental support.
• Specific interventions and actions for pupils falling behind.
• Enhanced pastoral support including Nurture groups.
• Adaptations to the school environment.
• Celebrating success with our school community.
What were the outcomes?
Progress: Reading, Writing, Maths above National Average
LPA/SEND Support progress: Reading, Maths - top 5%, Writing – top 25%
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