events take Plan Year 5 Have a Year spectrum of vulnerable place for and 6 WOW 7 feeder schools. Plan Year 5 students ‘graduation’ year 5 & 6 Days of key skills and 6 WOW within our from main assembly out the days. Transition. feeder Primary Maths schools Challenge with Begin the Year 6 students transition in September. process to Evaluate begin to get Transition to know protocols and vulnerable activities to students and ensure best their families. action/preparation for vulnerable students. Monitor Weekly SEN Review Ensure Students Time to Monitor & Use greater Produce a Create that KS3 HOD make liaise with evaluate the liaison with glossary of opportunities gateway room bulletin yearly Curriculum CCS quick feeder use of best feeder literacy key for subject and students successes builds on progress schools work through schools to words that staff to teach carefully Develop and areas KS2 and against Futures, review year students in each SEN toolkit for extends targets Time to Observations, 6/7 have been other’s Communicate development students’ and review year book looks & curriculum introduced phases to with staff re Develop knowledge avoid 7 student voice and skills to in KS1/2 ensure SEN student SEN Continue to and skills transition curriculum greater needs for function on monitor Year and map Use KS2 All staff to understanding Analyse ‘Dip’ planning classcharts 7 progress skills example of ensure and better lessons and writing to set consistency progress against KS2 student data high of language to triangulate Ensure robust Continue to data and expectations Evaluate best evidence analysis by YL monitor Year highlight of year 7 work, to monitor 7 progress students changes in students who against KS2 making less curriculum are not data and than and use of progressing in highlight satisfactory and linked Year 7. students progress via assessments Develop making less RAP. to ensure focused RAP than enough systems to satisfactory challenge for students to target and move progress via make students on. RAP. progress
events take place for year 5 & 6 from main feeder schools Plan Year 5 and 6 WOW Days Have a Year 7 ‘graduation’ of key skills assembly spectrum of feeder schools. out the Primary Maths Challenge with Year 6 students in September. Evaluate Transition protocols and activities to ensure best action/preparation for vulnerable students. Plan Year 5 and 6 WOW days. Begin the transition process to begin to get to know vulnerable students and their families. vulnerable students within our Transition. Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills HOD CCS Students make quick progress against targets and avoid transition ‘Dip’ Time to liaise with feeder schools Time to review year 7 curriculum and map skills Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice Analyse lessons and student data to triangulate evidence Use greater liaison with feeder schools to review year 6/7 curriculum and skills Use KS2 example of writing to set high expectations of year 7 Produce a glossary of literacy key words that students have been introduced to in KS1/2 All staff to ensure consistency of language Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress Evaluate best work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress Monitor gateway room and students carefully Communicate with staff re SEN student needs for planning Ensure robust analysis by YL to monitor students who are not progressing in Year 7. Develop focused RAP systems to target and move students on. Weekly SEN bulletin Develop SEN toolkit Develop SEN function on classcharts Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP. Review yearly successes and areas for development Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.
SIP-2017-2020.docx