Objective:

Why we have chosen this objective:

To achieve this objective we plan to:

1.To design and implement a curriculum that closes the gender gap specifically in relation to oral language, reading and writing.

Whilst there is some variation in outcomes due to small cohorts, girls generally outperform boys both in the EYFS and in KS1. This is particularly noticeable in their oral and written language skills.

• Further develop phonics teaching through ongoing CPD and research into a new scheme.
• Prioritise reading through 2021-22 (see SIP).
• Use targeted intervention as appropriate.
• Base our work on research as to what works well for boys, providing, for

example, more opportunities to develop literacy skills outdoors.

• Monitor pupil progress regularly and take action as required.

2.To narrow the gap between the attainment and progress of pupils entitled to pupil premium (PP) and those that are not across all areas.

Outcomes for children entitled to PP remain variable; cohort size and additional vulnerability factors have an impact, but the numbers achieving expected and higher levels are too low. The number of children entitled to PP has increased since the pandemic began.

• Further develop phonics teaching through ongoing CPD and research into a new scheme.
• Prioritise reading through 2021-22 (see SIP).
• Prioritise targeted intervention for children entitled to PP.
• Base our work on EEF research as to what works well for pupils entitled to

PP.

• Develop stronger working relationships with families that enhance children’s

progress.

• Monitor pupils progress regularly and take action as required.

3.To ensure the curriculum explicitly celebrates diversity and promotes understanding of difference.

Our children come from an area that is typically White-British.  There are fewer than average children from ethnic minority groups whose first language is not English. It is particularly important that the curriculum provides lots of opportunities for children to learn about and appreciate the richness and diversity of God’s world all around them.

• Teaching of School Values so that pupils understand that all people are children of God and should be valued as such.
• Daily collective worship with a clear focus on our values so that pupils use and understand the language around the school.
• Embedding of the PSHE scheme ‘Talking Points’ giving pupils opportunities to discuss matters of diversity, share their views and giving teachers opportunities to challenge stereotypes or misconceptions.
• Improved RE teaching through the year and visits linked to an understanding of religions (synagogue, church).
• Visitors that support children’s cultural development.
• Development of long-term planning so that learning starts with what is

known and moves outward (me, my community, the wider world).

• A focus on the heritage of the community we serve so that the next

generation are more socially mobile (e.g. work on the local mining heritage and jobs we might do in the future).