School Development Priorities
- To ensure all teachers use consistent mathematical language and modelling strategies across year groups to support pupil understanding and progress in maths.
Pupil voice activities in the previous academic year highlighted confusion around vocabulary and strategies. For example, carrying numbers during column addition, vocabulary used during partitioning and large number multiplication. During pupil progress meetings staff referred to having to re-teach strategies at the beginning of focus areas due to a lack of knowledge around areas, despite effective curriculum coverage. The monitoring team felt these inconsistencies were limiting pupil progress.
Research by Rosenshine (2012) highlights the importance of explicit instruction and consistent modelling in promoting pupil understanding. Consistent language helps reduce cognitive load and supports schema development, especially for pupils with additional learning needs. Modelling strategies such as “I do, we do, you do” have been shown to improve pupil outcomes across subjects.
- To embed memory-enhancing strategies—such as retrieval practice, spaced repetition, and dual coding—into daily teaching across all year groups to improve pupils’ ability to retain and recall key knowledge over time.
During pupil voice activities it was noted that pupils struggled to recall information from previous learning experiences, that would benefit their current learning. Our numeracy and literacy frameworks are based on the concept of ’if you can do that, then you can do this’. However, staff felt that this was an underperforming area due to some pupils inability to retain key information such as times table facts, number bonds, phonic recognition and trick word recognition.
Cognitive science research (e.g., Willingham, 2009; Deans for Impact, 2015) emphasizes the role of retrieval practice, spaced repetition, and dual coding in improving memory retention. Embedding these strategies into daily teaching helps pupils retain and apply knowledge more effectively over time.
- To increase the % of pupils in Year 2-6 reading at or above their chronological age by implementing whole school strategies.
Data analysis of reading and comprehension ages shows an over reliance on the need for interventions across the school. The recent trend shows that the number of pupils on intervention is not reducing despite the high amount of staff time invested in this area. Phonic assessments show that pupils are not entering Key Stage 2 at a higher enough level to accessing reading strategies currently being taught. Pupil reading ages consistently demonstrate a dip following holidays, due to a lack of home reading which suggests a lack of interest in reading amongst our pupils.
Reading fluency and comprehension are foundational to academic success. Research from the Education Endowment Foundation (EEF) shows that targeted reading interventions and fostering a reading culture can significantly improve outcomes, especially for disadvantaged pupils.
- Pupils in Year 2-6 will regularly track their progress in the Integral skills using a pupil friendly framework aligned with the Welsh Curriculum.
Monitoring reveals that Pupils are developing an understanding of the integral skills and the importance they play in their learning, especially in upper Key Stage 2. Pupils identified that to support a wider number of their peers in developing an understanding of their progress a visual record of achievement should be created. Staff echo this belief and have identified self and peer reflection within the integral skills as a priority for this year.
Metacognition and self-regulation are key drivers of pupil progress (EEF, 2021). When pupils understand and monitor their own development in core skills—such as collaboration, problem-solving, and communication—they become more independent and motivated learners.