Quality of Education

Behaviour and Attitudes

Personal Development

Leadership & Management

EYFS

Key   Priorities

Key Priority 1: To develop the curriculum, ensuring adaptation, oracy, success criteria and feedback support the best possible outcomes.

• All children, including those with special educational needs (SEND) and those who are disadvantaged, access a coherently structured, ambitious, and adapted curriculum that consistently meets their individual needs.
• Oracy, clear success criteria, and consistently high-quality feedback are embedded systematically across all subjects, demonstrably improving pupil understanding, retention, and application of learning.

• Pupils consistently engage with the adapted curriculum and participate actively in oracy-focused lessons, demonstrating high levels of attentiveness and positive learning behaviours.

• Pupils demonstrate resilience and a strong 'can-do' attitude in response to challenging tasks, leveraging specific feedback and clear success criteria to make improvements and persevere with learning.

• Pupils articulate their ideas and opinions clearly and respectfully in a variety of contexts, demonstrating confidence and effective communication skills developed through embedded oracy strategies.

• Leaders have a clear, ambitious, and well-articulated vision for curriculum development, ensuring it is meticulously planned, adapted, and monitored to secure the best possible outcomes for all pupils.

• The EYFS curriculum is highly ambitious and precisely adapted to meet the developmental stages and individual needs of all young children, including those with SEND, ensuring rapid progress in communication and language, and across all areas of learning.
• Oracy is explicitly and joyfully promoted through rich interactions and purposeful play in EYFS; children consistently receive immediate, specific, and nurturing feedback that celebrates achievements and guides their next steps in learning and development.

Key Priority 2: To embed the empowerment approach alongside Opal and our curriculum offer so pupils have a sense of belonging and community.

• Pupils consistently engage in collaborative learning, dialogue, and practical activities (including Opal play), demonstrating enhanced social skills, problem-solving abilities, and an active contribution to their learning environment.

• Pupils consistently demonstrate respectful interactions, empathy, and positive conflict resolution skills, applying restorative practices modelled through the empowerment approach across all school settings.
• The vibrant and inclusive environment, including Opal play, consistently leads to high levels of positive engagement, significantly reducing low-level disruption and fostering a culture of self-regulation and collaboration among pupils.

• Pupils exhibit a strong sense of pride in their school and demonstrate active citizenship by contributing positively to the school community and wider society, influenced by the empowerment approach and a curriculum that values community.

• Leaders have strategically embedded the empowerment approach and Opal into the school's ethos, policies, and practices, effectively fostering a strong sense of belonging, community, and pupil well-being across the school.

• The EYFS curriculum and daily provision actively cultivate a strong sense of belonging for every child, ensuring they feel secure, valued, and confident to explore, make choices, and interact positively within the school community.

 To further improve:

• Activities in some lessons are not consistently adapted to meet pupils’ needs across some subjects. As a result, some pupils do not achieve as well as they could. The school should continue to develop teaching so that all pupils achieve equally highly across the whole curriculum, and none are left behind.