BLAENORIAETHAU 2024 - 2025 PRIORITIES           

1 - Fostering Welsh Language Fluency and Cultural Pride.

Why this is a priority

• In Ynys Môn, where Welsh heritage is deeply rooted, it is vital to preserve and celebrate our cultural legacy within the school community.
• It helps create an inclusive environment where students feel a part of their communities
• Bilingualism has been shown to offer cognitive and academic advantages.
• Students proficient in both Welsh and English are better equipped for future opportunities in education and employment
• It will align the school with national priorities and fulfil the school's commitment to providing a bilingual education by 2029

How we will achieve this

1. We will integrate Welsh culture into our curriculum and school activities

2. We will promote bilingualism through targeted language support for teachers and pupils in the classroom

3. We will provide resources and opportunities for students to become proficient in both Welsh and English, preparing them for future educational and career opportunities.

4. We will align our efforts with national priorities by implementing our Welsh language development plan, ensuring the school meets the goal of bilingual education by 2029.

2. Enhancing Differentiation, Questioning, and Feedback to Elevate the Learning for All Students

Why this is a priority

• Strengthening differentiation, especially for middle and lower-ability learners, ensures that every student receives the appropriate level of challenge and support. This is essential for closing achievement gaps and helping students reach their full potential.
• Further improvement is required on the quality of questioning to encourage deeper thinking, improve engagement and encourage improved responses.
• Effective questioning is a critical element of our TEEP practice and a powerful tool for assessing understanding and promoting critical thinking.
• Further evidence is required that all staff are providing consistent, detailed, and actionable feedback to help guide pupils toward achieving higher standards

How we will achieve this

1. Provide targeted professional development on differentiation and questioning techniques for all teachers.

2. Use data to tailor lesson plans and resources that address the specific needs of middle and lower-ability learners.

3. Identify and implement effective classroom support strategies currently used for ALN and vulnerable learners across all classes.

4. Embed effective questioning strategies within the TEEP framework, ensuring consistent application across all lessons.

5. Establish clear guidelines and regular monitoring to ensure feedback is consistent, detailed, and actionable, driving student progress.

P3 -  Advancing Reading Proficiency and Cross-Curricular Skill Application Across All Subjects

Why this is a priority

• Many pupils in Years 7-9 have reading ages at least a year below their chronological age, indicating a need for focused reading interventions.
• Post-COVID, there has been a decline in pupils reading at home or during personal time, reflecting broader societal trends.
• Observations reveal inconsistencies in how skills are taught across different subjects.
• Pupils struggle to transfer and apply skills learned in one subject to new situations or problems in other areas of the curriculum.

How we will achieve this

1. Introduce reading programs and interventions for Years 7-10, focusing on students with reading ages below their chronological age, and monitor progress regularly.

2. Launch whole school initiative to encourage reading at home and during personal time, such as reading challenges, book clubs, and whole class reading sessions.

3. Provide professional development for staff to ensure consistent and high-quality teaching of cross-curricular skills across all subjects.

4. Develop strategies that teach students how to transfer and apply skills from one subject to different situations and problems

P4 - Boosting Attendance and Engagement Through Family Partnerships and Strengthened Alternative Provisions

Why this is a priority

• Whole school attendance is below the national average and lower than similar schools, particularly following partial school closure.
• Lack of family engagement and a negative attitude to school has an impact on motivation to attend
• Vulnerable pupils have notably low attendance at the beginning of the year, making it difficult for them to maintain good attendance throughout.
• Negative attitudes toward school from both pupils and parents lead to a lack of motivation to attend
• Some pupils have a lack of interest in some traditional subjects, highlighting the importance of implementing alternative provisions to make school more relevant and engaging

How we will achieve this

1. We will continue to implement a robust attendance strategy, including early intervention programmes for students with low attendance, particularly vulnerable pupils.

2. We will monitor attendance data closely and provide support where needed.

3. We will organise community outreach programs and flexible meeting options to improve family engagement, and offer workshops and resources that emphasise the importance of regular school attendance.

4. We will introduce and promote alternative curriculum options that cater to diverse student interests and needs.

P5 - Enhancing Assessment and Targeted Support to Maximise Student Potential

Why this a priority

• We have adopted a new data analysis platform to better track and address any slippage in pupil performance
• With the move to a skills-based curriculum in Years 7-9, we need to refine our assessment methods to accurately measure student progress.
• It is essential to trial and implement clear, concise reporting methods that help parents understand their child's progress and how they can provide further support.
• Standardised testing and reading scores need to be used more effectively to identify and address underperformance, ensuring all students achieve their full potential, especially in light of recent school disruptions.

How we will achieve this

1. Train staff on the new data analysis platform to ensure effective tracking and timely intervention for any slippage in pupil performance.

2. Refine and align assessment methods with the skills-based curriculum, ensuring they accurately reflect student progress.

3. Develop and pilot clear, concise reporting templates that effectively communicate student progress to parents and provide actionable steps for additional support.

4. Utilise standardised testing and reading scores to identify underperformance and implement targeted support strategies to help all students reach their potential.

P6 - Empowering Leaders to Drive Excellence Through Effective Reflection and Collective Responsibility

Why this a priority

• If leaders at all levels are not empowered, accountability for teaching quality may fall on a few individuals, leading to uneven responsibility and oversight.
• Evidence suggests that inconsistencies exist in the quality of teaching in a minority of areas which hinders collective efforts toward school improvement and pupil outcomes
• Evidence suggests there continues to be inconsistencies in the quality of effective evaluative work at departmental level to identify the impact of the pedagogical work implemented in the classroom.

How we will achieve this

1. Provide targeted leadership training and opportunities for leaders at all levels to take ownership of quality assurance and accountability processes.

2. Implement strategies that encourage all staff to take responsibility for teaching quality, such as collaborative planning sessions and peer observations.

3. Provide the opportunity for leaders to discuss with other HODs within or across schools whether their evaluative findings are accurate regarding the impact their work is having in the classroom.

4. Establish a school-wide culture that prioritises ongoing professional development, reflective practice, and shared responsibility for student outcomes.