School Context

Hatfeild is a larger than average primary school.

The proportion of disabled pupils and those with special educational needs supported at SEND support is close to average and those with an EHCP is above average.

The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils entitled to free school meals) average, though with some variation between year groups.

Most pupils are of White British heritage. A minority are from a range of minority ethnic groups.

The proportion of pupils who speak English as an additional language is above average.

The school has a breakfast club which is managed by the school and an after-school club which is not managed by the school. 

In recent years there has been some structural changes to the leadership and management of the school.

Our Development Priorities 2024-2025

Priority 1

To ensure there is consistent teaching of phonics and Early Reading

• Continue to embed RWI as the phonics scheme across EYFS, KS1 and The ARP -in school resources and the going home books, matched to children’s phonic abilities. 

• Continue staff training to provide a consistent approach to teaching phonics and early reading.

• Monitor the quality of teaching and learning in phonics and progress of the pupils.

• Provide additional support through the phonics lead - taking on the role as phonics coach for phonics lessons and 1:1 tuition.

• Ensure that there is Quality First Teaching of reading and phonics across the whole school-including the ARP and EYFS.

• Ensure every child is making progress and leaves HPS a fluent reader.

• Continue to embed actions from the reading review.

• Promote reading for pleasure.

• Continue to improve teaching & phonics outcomes.

Priority 2  

To ensure maths mastery is embedded across the school and staff have the subject knowledge and skills to deliver the maths mastery curriculum

• Embed the C, V, A approach to teaching maths-maths lead to run training sessions and support planning.

• Ensure all maths taught across the school follows the mastery approach-monitoring and team teaching.

• Develop a calculation policy that clearly outlines which methods should be taught when.

• Ensure that there is Quality First Teaching of maths mastery across the whole school-including the ARP and EYFS.

• Ensure that every child leaves school competent in maths.

• Start training staff in the use of NCETM Materials.

Priority 3

All pupil groups (SEND, vulnerable, disadvantaged and pupil premium children) are well-supported and achieve well.

• Continue to work to diminish the difference between disadvantaged pupils and non-disadvantaged pupils.

• Audit staff needs and provide training-Ordinarily available, OT, Dyslexia, ASD etc.

• Review the use of support staff-staff audit of skills and expertise.

• Provide support staff training in OT interventions, S+L, phonics, Lego therapy, etc. 

• Ensure all staff understand their responsibilities towards the SEND pupils they are working with and there is clear communication around pupils’ needs with staff working more collaboratively with SENCO, parents and other SEND professionals.

• Embed Zones of Regulation and begin training to assist pupils in managing their emotions and staff in how to de-escalate situations. 

• Provide annual and half-term safeguarding training for all staff.

Priority 4

QUALITY OF EDUCATION: The broad and balanced curriculum ensures all children make excellent progress

• Continue to embed an enriched and appropriate curriculum with high quality teaching and learning where children know more than they did before. 

• Ensure that all staff have skills and knowledge to deliver a Hatfeild curriculum.

• Ensure that gaps in knowledge and skills are identified and closed rapidly-progression maps and knowledge organisers developed.

• Develop the Diversity and Equality elements of the curriculum so it represents the school community.

• Children demonstrate evidence of their prior knowledge and sticky knowledge.

Priority 5

Early Years Foundation Stage

• Develop the outdoor area to ensure outdoor provision matches the indoor provision and offers.

• Embed a Hatfeild EYFS curriculum and review with cohorts.

• Work with parents in supporting their children’s early education by providing parent workshops/reading café.

• Monitor the quality of provision and increase the % of children achieving GLD.

• Provide weekly EYFS open mornings to promote Hatfeild School within the local community.

Priority 6

Attendance

• Continue to work with parents EWP/Early Help to understand and improve attendance.

• Continue to improve attendance across school.

• Following the improving attendance in school.

• Reduce Persistant Absence.

• Promote attendance with EYFS and also target year groups - 1, 4, 6 

Priority 7

To ensure that high standards in writing are maintained across all areas of the curriculum

• With a focus on Pupil Premium and SEND - this will be linked to the teachers' appraisal targets 100% of children with PP to make 3 or more steps of progress in writing.

• Being part of the Merton Writing project.

• Consistent approach to teaching.

• Moderation opportunities to write.

• Jane Considine - working alongside Joseph Hood to support the implementation.

• Drawing Club in the EYFS.

• Focus year groups 3 & 5 for SEND writing.

Additionally

Embed a culture of health & wellbeing across the school for pupils and staff.

• Early Career Framework – supporting  ECT +1’s through this process.

• Embed the new RHSE curriculum.

• Develop a clear understanding of the current context surrounding mental health and wellbeing of children and staff.

• Early Family Support / Early Help.

• Ensure that all pupils, including disadvantaged, have a trusted adult.

• Develop further links to safeguarding culture in developing a wellbeing culture across the school. 

• Create an environment and culture which promotes wellbeing. 

• Work effectively with parents/carers to promote the whole school culture of wellbeing.

• Become an attachment and trauma informed school.