Equality Objectives 2017/18

Equality Duty Objectives Action Plan: 2017/18

 

 Priority

 Actions

Close the gap between pupils making less than satisfactory progress; particular focus on Special Needs, English as Additional Language, Pupil Premium and other disadvantaged pupils

 

  • TA in every classroom supporting quality teaching, learning and progress of disadvantaged pupils in English and Maths
  • SENCo to coordinate and guide provision for children with SEND – supported by named Governor and SEND register
  • Pupil Premium Champion and Learning Mentor to coordinate and guide provision for other vulnerable and disadvantaged children – supported by named Governor and Vulnerable Children Register
  • Differentiated phonics groups across Key Stage 1 supported by Phonics into Writing
  • Systemic (and targetted) support for Speech and Language with staff CPD to support individuals and groups – including blank level questioning, preteaching of vocabulary, mind maps etc
  • Systemic (and targetted) support for Physical Development to support individuals and groups – including TopStart, Sensory Circuits, Fizzy and the PE intervention Fizz Kids
  • Marking and feedback policy active with mentoring time every morning led by Teachers, TAs and peers – typically 20% of children daily.

Accelerate achievement in writing

 

  • 3 phase planning in English with clear non negotiables
  • Reading Eggs for all pupils to boost exposure and reading enthusiasm for all
  • Targetted work to develop reading comprehension to improve writing
  • Focussed support for Grammar, Punctuation and spelling

Boost achievement of more able disadvantaged pupils across Key Stage 2 especially in Maths and Writing

 

  • CPD to develop higher level questioning
  • Careful tracking of pupil progress to drive provision
  • Routine planning for problem-solving and fluency in Maths so all children access it
  • Planning for higher ability pupils to work independently during whole class input and then return for high quality adult input

Adapt Emotional and Learning Environment to be inclusive and supportive

  • All classrooms to have working walls in Maths and English to develop skills and expertise and support independent learning
  • Entrances ramped where possible – clear access routes, low door released, disabled toilets
  • Relationships and Behaviour Policy robust – use of restorative approach and clear systems of behaviour management

Support children with Medical Needs to access a broad and balanced curriculum using appropriate support

  • Provide and use materials to access learning eg chairs, wheelchairs, writing slopes, sensory cushions, sensory circuits, rest areas
  • Clear policy to support children with Medical needs and named person and Medical needs register
  • Clear protocols negotiated with medical professionals to support access of children with medical needs
  • Intimate care policies in place

Boost self-esteem and emotional regulation of children with difficulties

  • Pupil Premium Champion and Learning mentor to support and monitor
  • Play Therapist and Music Therapist to support as required
  • CPD for Trauma and Attachment difficulties
  • Special Needs support as required