To ensure R. teaching staff - Ensure all R. staff are kept SH On On - Any weekly issues are resolved at PPA sessions Termly are working well together, informed of all day-to-day / going 2017 planning sessions planning sessions are weekly developments and Encourage an open dialogue between the R. Assessments effective and resources are occurrences. two R. teachers staff shared to ensure children - Compare and analyze end -Assessments are used to group children Planning are successful in E.Y.F.S. of term assessment results appropriately. profile. and ensure all children are -Groups are planned for and taught Book trawls making progress. effectively and teaching monitored. - Key skills are taught and -Learnt key skills are applied in Data analysis assimilated for an easy classroom and curricular work. transition into year 1. -75% of children reach the expected - Plan for early standard at the end of Year 1 phonic intervention to ensure check. children not making progress are targeted. - Facilitate moderation between reception staff to focus on key skills and progress KEY ISSUES FOR ACTION: To continue to develop effective practice and curriculum development including transition from EYFS and transition into KS2 HN Planning Monitoring/ Evaluation Target Action Staff Time Target Cost Success Criteria Monitoring Reporting Date Procedure To further develop Professional HN On July Good knowledge of Leadership log PT/ SLT knowledge of EYFS practice discussions with SH SH going 2017 EYFS development (nursery) and AT EYFS Good understanding of (Reception) staff assessment Observe procedures lessons/sessions Good understanding of taught in EYFS EYFS curriculum delivery To secure assessment Facilitate moderation All On July Staff have a sound Minutes of PT/SLT judgements from EYFS to sessions for Rec/Y1 staff going 2017 understanding of key moderation Governors Y3 staff and Y1/Y2 and Y2 skills meetings and Y3 staff in school Key skills are being Key Skills document embedded in for year groups
To ensure R. teaching staff are working well together, planning sessions are effective and resources are shared to ensure children are successful in E.Y.F.S. profile. - Ensure all R. staff are kept informed of all day-to-day / weekly developments and occurrences. - Compare and analyze end of term assessment results and ensure all children are making progress. - Key skills are taught and assimilated for an easy transition into year 1. - Plan for early intervention to ensure children not making progress are targeted. - Facilitate moderation between reception staff to focus on key skills and progress SH R. staff On going 2017 On - Any weekly issues are resolved at planning sessions Encourage an open dialogue between the two R. teachers -Assessments are used to group children appropriately. -Groups are planned for and taught effectively and teaching monitored. -Learnt key skills are applied in classroom and curricular work. -75% of children reach the expected standard at the end of Year 1 phonic check. PPA sessions Assessments Planning Book trawls Data analysis Termly KEY ISSUES FOR ACTION: To continue to develop effective practice and curriculum development including transition from EYFS and transition into KS2 HN Planning Monitoring/ Evaluation Target Action Staff Time Target Date Cost Success Criteria Monitoring Procedure Reporting To further develop knowledge of EYFS practice Professional discussions with SH (nursery) and AT (Reception) Observe lessons/sessions taught in EYFS HN SH EYFS staff On going July 2017 Good knowledge of EYFS development Good understanding of assessment procedures Good understanding of EYFS curriculum delivery Leadership log PT/ SLT To secure assessment judgements from EYFS to Y3 Facilitate moderation sessions for Rec/Y1 staff and Y1/Y2 and Y2 and Y3 staff in school All staff On going July 2017 Staff have a sound understanding of key skills Key skills are being embedded in Minutes of moderation meetings Key Skills document for year groups PT/SLT Governors