Bushfield Road Infant School

Our School

COVID-19 Response

Whole School Development 2020/21

We are always striving to maintain high standards and continue to improve. Each year we celebrate the success and achievement of the school and evaluate what went well. We use a variety of different sources of information to set targets in order to further improve. Please read below to find out our achievements from the previous year and our school development priorities for the coming year.

Last year, our whole school priorities were:

AREA OF DEVELOPMENT: CURRICULUM REVIEW

To review the current school curriculum to ensure that the school continues to provide a broad, rich and deep curriculum to promote meaningful and personalised learning which meets individual needs.

All curriculum areas have a clear curriculum intent statement written by subject leaders and agreed at staff meetings. Action plans have been created for English, Maths and Science and have been shared with all teachers and Governors. Whole school progression maps have been formulated for Maths and English, with a long term Plan based on identified Quality Texts from Nursery to Year 2 in English, a Curriculum Progression map from Nursery to Year 2 in Maths and a long term plan for Science clearly identifying the curriculum coverage for Year 1 and 2 in Biology, Chemistry and Physics. Opportunities for the application of skills across all areas of the curriculum, through a thematic approach has continued to be a non-negotiable for the whole school.

AREA OF DEVELOPMENT: MIDDLE LEADERSHIP
To further develop the accountability of middle leaders in continuing to raise attainment and to sustain whole school improvement.

Core subject leaders attended Middle leadership CPD and shared information with staff & Governors. 

English, Maths and Science leaders created specific action plans leading to a review of the progression and sequencing of knowledge and skills across the whole school. Middle leaders were beginning to meet with Governors in school and to attend targeted governors’ meetings to report to governors and share information, however unfortunately due to the COVID-19 Pandemic, this had to be put on hold and will therefore continue as a priority in the 2020/21 School Development Plan.

In response to the pandemic, no statutory Assessments took place in 2019. As a result, middle leaders were unable to monitor performance data and progress within their subjects.  Middle leaders therefore, will continue to develop their knowledge of school performance data for all year groups and further develop accountability in continuing to raise attainment and to sustain whole school improvement.

AREA OF DEVELOPMENT: EARLY YEARS FOUNDATION STAGE

To review EYFS outdoor learning provision and re-develop the outdoor learning area, fit for purpose.

EYFS staff met to review the recommendations from the EYFS Learning walk 2019 and to share ideas for re-developing the outdoor learning space for the Reception children. Visits were made to other EYFS settings to explore outdoor areas, organisation and current practice. Plans were discussed to create clearly defined areas of learning and plans were also made to clear areas of the courtyard and purchase new resources. Unfortunately, the Pandemic prevented these plans from being actioned and will be re-considered in the future, once the area can be opened up for both classes to share again. Currently the area has been split into two, with a central barrier to ensure that bubbles do not mix and to reduce the risk of the spread of infection.

AREA OF DEVELOPMENT: PERSONAL DEVELOPMENT AND PUPIL WELL-BEING

To explore additional strategies to further improve pupil well-being and maximise pupil engagement and progress.

The school has purchased a new resource, ‘Jigsaw’ to replace the existing and outdated ‘Health for Life’ resource. The PSHE lead led staff meetings to demonstrate the new resource, including information relating to planning, resourcing and implementing the new resource. Examples have been shared and stored on SharePoint for easy access. Staff have begun to use the resource to support children’s personal development, mental health and well-being. In the current climate of COVID-19, this has become even more important and staff have used a wide range of strategies to support their children, both during lockdown and on their return to school.

A variety of physical activities have also been implemented to support health and well-being including ‘Go Noodle’, ‘Primary steps in PE’, ‘Active Learning in class’, ‘Happy to be me’ and Healthy homework activities. Twelve ‘Sports leaders’ were trained to support our existing playground pals and lunchtime supervisors have received training to support playground games and activities. Many new resources have been posted on the school website to support families with Personal, Social, Heath & Emotional well-being. The introduction of the new statutory Relationships Education, RSE and Health Education from September 2020 is covered within the Jigsaw, along with the school’s other strategies and good practice to support children, however as a result of the impact of the pandemic, the DFE has asked that it is implemented by the summer of 2021.

All activities and partnerships planned for 2019/2020 will resume once schools are able to return to some form of normality where social distancing currently restricts and prevents many of these from taking place.

This year, our whole school priorities are:

  • To identify and implement rigorous procedures to manage the impact of COVID-19. Procedures are line with Government guidance to ensure the risk of infection is reduced for pupils, staff and parents. Reporting of attendance and positive cases adheres to DfE and LA requirements. Remote learning via Microsoft Teams is working effectively and has a positive impact. Emotional well-being is a priority.
  • Implement flexible approaches to assessment. High quality assessment is consistent across the school, in line with National progress measures and adheres to newly introduced frameworks. Catch up strategies clearly evidence progress and demonstrate where gaps in learning have been filled for identified individual/groups.
  • Continue to create a curriculum which has a clear intent, high quality implementation and a positive impact on attainment and achievement. Through cross curricular themes and the use of quality texts, the curriculum is rich and varied with a focus on skills and knowledge across the whole curriculum. Targeted academic support through structured interventions, small group tuition, 1:1 support, flexible grouping and the effective deployment of Teaching Assistants demonstrate improved progress and attainment for all pupils.
  • Further develop the accountability of middle leaders to continue to raise attainment and sustain whole school improvement