Implementation:

• Topics and projects selected with boy-friendly genres to engage boys in writing, embedded within a bespoke curriculum for all learners (including vulnerable groups).
• Implementation of Quality First Teaching to support the use of more ambitious vocabulary.
• Timetabled extended writing opportunities.
• Greater emphasis on editing and redrafting.
• Use of Key Performance Indicator (KPI) grids as a teaching tool so children know what they need to evidence in their writing to make progress.
• Use of Education Endowment Foundation (EEF) research to inform practice.
• Curriculum lead conducts learning reviews to monitor writing.
• Pupil voice activities to gather feedback on projects and topics.
• Internal and external moderation of writing to ensure consistency of expectations.
• Staff training led by experienced colleagues to support assessment processes.

Impact:

• Boys are more engaged and speak more positively about writing.
• Stamina for writing is improving through Quality First Teaching.
• More ambitious vocabulary is evident in books during learning reviews.
• Pupils are more aware of making ambitious vocabulary choices and can articulate them.
• Teachers’ expectations have increased.
• Children are eager to write more and understand learning intentions and how to progress.
• Editing and redrafting are evident in books; children can explain how these skills have improved.
• Clear progression paths are established through KPI grids.
• Writing interventions and gap-plugging strategies are supporting progress.
• SLT discussions and staff meetings disseminate best practice and review findings.
• Pupil discussions reflect the high profile of writing and the focus on rebuilding stamina and refining key skills.
• Children speak positively about prior learning and connections across topics.

Implementation:

• Use of the Jigsaw curriculum to encourage children to question appropriately and respectfully.
• Raising awareness of protected characteristics and prejudice through collective worship, assemblies, Picture News, and circle time.
• Curriculum days focused on specific issues (e.g. Black Lives Matter).
• Open discussions of current affairs to support children in forming opinions and debating sensitive issues in a safe, supported environment.
• Active school council supporting charities and global events to raise awareness.
• Class-based collaborative displays to raise awareness of prejudice and diversity.
• Promotion of Fundamental British Values: democracy, rule of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs.
• Addressing racism and cultural diversity through age-appropriate education about differences within school and the wider community.

Impact:

• Children speak more openly and confidently. The Jigsaw charter is embedded and supports learning.
• Regular opportunities to debate and challenge current issues in a positive, well-managed way. Children are keen to contribute.
• In RE learning reviews, children spoke with empathy and positivity about curriculum days and how they help challenge prejudice calmly and supportively.
• The school council is an active force, researching local, national, and international events to support inclusion and break down barriers.
• Displays reflect collaborative work and raise awareness of global and local prejudices.
• Pupils can articulate the learning behind displays. Learning reviews confirm improved understanding and appreciation of cultural differences.
• Children use age-appropriate vocabulary to explain differences and the importance of respect.

Implementation:

• Promotion of the Cultural Capital agenda through curriculum opportunities.
• Raised expectations for all learners post-lockdown to close gaps and accelerate progress.
• Whole-school focus on aspiration and equal opportunities for all.
• Learning beyond the classroom: trips, visitors, events, and cluster activities.
• Pupil Premium children supported to attend visits to higher education institutions.
• Links made to real-world opportunities to enhance life chances.
• Pastoral and emotional support for vulnerable groups to raise self-esteem.
• “Talk Time” encourages children to speak with a trusted adult about worries.
• Robust Early Help offer to support families.
• Attendance tracked and monitored to ensure all learners have the best opportunities.
• Awareness raised around justice and responsibility, including challenging injustice beyond the local community.

Impact:

• Children are more aware of Cultural Capital and how it influences their life choices and chances.
• Increased aspiration and motivation to learn.
• Children make meaningful links in learning and show a positive attitude.
• Vulnerable groups are monitored and supported through a whole-school approach.
• Trips and events enhance understanding of the local area and wider world.
• Children are encouraged to believe in themselves and aim higher.
• Improved emotional wellbeing and self-esteem through targeted support.
• Children use “Talk Time” effectively and feel supported.
• Families benefit from Early Help interventions.
• Improved attendance supports better outcomes.
• Children confidently discuss and debate issues of justice and responsibility, both locally and nationally.