Priority 1: Raise standards in spelling and phonics by embedding consistent, high-quality teaching practices across the school, with a particular focus on application in independent writing.

Target Leader: CM/DL

Team Members: All Staff

Why a Priority?

• Through internal monitoring LLC leader/SLT have identified that the basic skills of grammar and punctuation are inconsistent across PS2/3.
• Book looks have identified an inconsistent standard of extended writing across the school
• Summative GL Assessment data in PTM: SAS lower than spelling and reading
• “Closing the gap” remains a priority

1a. Implement consistent phonics teaching and spelling strategies in literacy lessons and reinforce these skills in other curriculum areas.

1b.Equip staff with ongoing training and resources to effectively teach phonics and spelling within and beyond English lessons.

Use regular formative assessments to identify pupils who need additional support and provide tailored interventions.

1c Encourage pupils to apply spelling and phonics skills in writing tasks across the curriculum, including topic work and creative writing.

Priority 2: To enhance pupils’ numeracy skills by integrating purposeful and relevant mathematical learning opportunities across all curriculum areas, ensuring that children can confidently apply their numeracy knowledge and skills in a variety of real-life contexts by the end of the academic year.

Target Leader: KM / CM

Team Members: All Staff

Why a Priority? Recent assessments have identified specific gaps in multiplication and division procedural knowledge that limit pupils' mathematical fluency and confidence. Strengthening these foundational skills through targeted and consistent instruction will improve automaticity and support progression in more complex concepts. Furthermore, a refined and coherent approach to teaching measurement will ensure pupils develop a secure understanding of key concepts, which are fundamental to applying mathematics practically.

2a. To address identified gaps in multiplication and division procedural knowledge across the school, teachers will implement a consistent and focused approach to fluency using targeted instruction.

2b. Enhance and refine teaching strategies for Measurement

2c. Develop Math Fluency Across the Curriculum by integrating purposeful numeracy activities into other subjects to reinforce math fluency in real-life contexts through authentic applications in subjects such as science, geography, and design technology.

Priority 3: Develop greater pupil independence through the effective use of TAITH Tasks, particularly in Progression Steps 2 and 3, to foster critical thinking, resilience, and self-regulated learning.

Target Leader: CM

Team Members: All Staff

Why a Priority? Many pupils currently lack independence and struggle to transfer mathematical skills across the curriculum. Problem-solving and resilience remain key development areas. TAITH Tasks, particularly those involving STEM activities such as coding and Beebots, offer engaging, hands-on opportunities to foster critical thinking and self-regulated learning. Focusing on Progression Steps 2 and 3 will help build these essential skills early, supporting improved outcomes and greater learner autonomy.

3a. Embed coding tasks to build logical thinking by integrating age-appropriate coding activities into TAITH Tasks to strengthen pupils’ problem-solving and computational thinking (including unplugged), particularly in Progression Steps 2 and 3.

3b. Use bee-bots to support sequencing and spatial skills by incorporating bee-bot-based and unplugged challenges to encourage hands-on learning, fostering independence through exploration, sequencing, and spatial reasoning.

3c. Design termly collaborative STEM projects to promote resilience implementing STEM-focused TAITH Tasks that require pupils to work independently and collaboratively, encouraging critical thinking, self-regulation, and perseverance.

Priority 4: Improve pupils’ confidence, fluency, and accuracy in Welsh oracy across the school by embedding purposeful speaking and listening opportunities in daily routines and curriculum delivery.

Target Leader: CM/RD

Team Members: All Staff

Why a Priority? Helpwr Heddiw sessions have not been consistently delivered across the school, and where they are used, the quality is often varied and outdated. Pupils’ use of incidental Welsh remains limited, which impacts their confidence and fluency in speaking the language. Strengthening Welsh oracy through daily routines, staff training, and engaging activities is essential to ensure pupils develop the vocabulary, accuracy, and resilience needed to use Welsh confidently in a range of contexts.

4a. Train staff in effective Welsh oracy techniques by delivering targeted CPD to build staff confidence and consistency in modelling Welsh language, focusing on progressive sentence patterns and strategies to increase pupil participation.

4b. Embed daily Helpwr Heddiw sessions by ensuring all classes run daily Helpwr Heddiw routines to promote regular use of Welsh greetings, questions, and incidental language in meaningful contexts.

4c. Develop and use structured oracy resources by creating and sharing a bank of age-appropriate resources (e.g. role-play, storytelling, drama) to support planned oracy activities and encourage spontaneous Welsh speaking.

Priority 5: Strengthen leadership at all levels by developing the capacity of new and existing staff through targeted professional learning and strategic role development

Target Leader: DL

Team Members: RD, KH, TM, HJ

Why a Priority?

New staff members have joined the EYFS team and require support to deliver consistent, child-centred practice.

Support assistants’ roles are not clearly aligned with pupil progress, and their training needs vary widely.

Strengthening leadership capacity—particularly among AoLE Leads and the Deputy Headteacher—is essential to drive whole-school improvement, ensure curriculum consistency, and build a sustainable leadership pipeline.

5a. Develop New Staff in Early Years Foundation Stage (EYFS) Deliver professional development focused on Froebelian principles, curiosity-led learning, and authentic early years practice to ensure consistent, high-quality provision.

5b. Enhance support assistants’ skills through bespoke training to align with classroom needs and PM targets, focusing on behaviour support, communication strategies, and scaffolding learning across age groups.

5c. Strengthen AoLE Leads’ Strategic Leadership by offering ongoing coaching and collaboration opportunities to ensure AoLE Leads contribute effectively to curriculum development, staff mentoring, and whole-school evaluation.

5d. Support Deputy Headteacher’s Leadership Development by providing access to the Aspiring Headteacher Programme and mentoring to build strategic leadership capacity and prepare for future senior roles.