Bushfield Road Infant School

Our School

Whole School Development 2022/2023

Last year our whole school priorities were:-


Impact has been effective in minimising risks and the spread of infection. The highest impact throughout the pandemic occurred 2 weeks before the Easter break 2022 affecting staffing and causing staff shortages. The school has followed updated guidance from 1st April 2022, in relation to ‘Living with COVID.'


Decision made to use FFT to enable the use of local and national comparative data to analyse performance (The Fischer Family Trust is a non-profit organisation focused on providing accurate information to schools to help inform teaching and policy.)  Foundation Stage Teachers submitted all EYFS (Early Years Foundation Stage) data retrospectively for exit cohort 2022 and exit cohort 2023. This has enabled SLT to estimate end of Key Stage 1 outcomes in comparison with national benchmarks based on EYFS data. Foundation Staff have accessed relevant training relating to new EYFS framework in the Summer term 2021. They familiarised themselves with new documentation and statutory framework and decided to use Development Matters as basis for the EYFS assessment.  Foundation Stage staff developed new Long Term plans, progression documents and assessment grids to meet the new requirements, with a focus on Quality Texts.  The new skills progression, assessment formats and long and medium term plans were implemented in September 2021.  Staff will continue to review documentation in the summer term 2022 to enable any changes to be made for September 2022.  EYFS staff attended termly cluster meetings to discuss changes to the EYFS curriculum. EYFS Moderation has taken place between Bushfield Infants, Bottesford Infants, Enderby Road Infants and Frodingham Infants (Summer 2022).

New PUMA Maths Assessment and PIRA Reading Assessment: 

Tests administered termly by class teachers and pupil scores used by teachers to inform termly tracking assessments. 

Teachers used these test results to identify gaps in maths knowledge and adapt short term planning to address gaps in knowledge and understanding. Individual and small group interventions planned for and delivered where needed by class teachers. Test results shared with Maths subject leader. Maths subject leader used PUMA maths results to check if Year 1 pupils were on track according to FFT predictions.  

Phonics Screening Check: 

Phonic Screening Check completed with Year 2 (November 2021). In 2019 pre-covid school pass rate was below both national and local authority at 76%. Staff worked together to look at how we could exceed national and local scores. This has led to us devising The Bushfield Bespoke Phonics Programme and a greater fidelity to the progression spine. In return we have seen a rapid improvement and impact on progress in the application of phonics skills and the embedding of phonic skills in written work. This has resulted in a significant improvement in the percentage of children meeting the phonics threshold in 2021 (90%). No gender gap was formed and 100% of PP meet the screening threshold. 58.3% with an I.L.P met the threshold.  Pupils who did not meet the threshold have been identified and interventions have been put into place. Weekly ‘catch up’ sessions take place with each Year 2 TA to plug any gaps through using formative and summative data



Ensure coverage of missed key elements of the curriculum due to COVID-19.  

Nursery tracking data and Pre-school records passed on to Reception Teachers in September 2021. Teachers administered PUMA Maths tests and used test results to identify gaps in maths knowledge and adapt short term planning to address gaps in knowledge and understanding. Individual and small group interventions planned for and delivered where needed by class teachers. 

Phonics Review: 

New reading material purchased to support and ensure fidelity to our bespoke phonics programme and to meet the requirements of the new DfE Reading Framework. Books are fully decodable and are matched to each pupil’s current phonic knowledge. All staff using the programme consistently enabling pupils to progress well. Full guidance provided for all staff to support the delivery of the school’s programme. New grapheme wall charts and resources support a systematic approach across the school. Flexible interventions through both ‘catch up’ and ‘keep up’ groups take place as quickly as possible and children’s needs are quickly identified by all staff. Once gaps have been addressed children re-join groups where they can continue to ‘keep up’ and make progress with their peers.  A thorough and rigorous whole school review of Phonics implemented and supported by LA advisors. Recommendations have already been considered with most already actioned. A New Phonics Assessment Booklet has been produced in line with phonics progression. 


All subject leaders have created subject specific documents which identify and describe Curriculum Intent, Implementation and Impact. Subject Curriculum Maps which clearly identify the coverage of the National Curriculum, learning sequence and progression across the school. These documents can be found on the school’s website. Subject monitoring over the year included observing lessons, talking to pupils, planning and work scrutiny. Outcomes shared with staff.

This year, our current whole school priorities are:-

  • Reading and phonics are a priority. There will be a continuous review of the content and sequence of our phonics and reading programmes to ensure that books promote the use of phonics as the route to reading unknown words. Clear expectations about pupil’s progress term by term will be evident. Reading books will be carefully matched to the sounds that children know. Pupils who fall behind are supported to catch up quickly by intensive additional support which is consistent with the school’s phonics programme.
  • Continue to implement high quality assessment consistently across the school, in line with National progress measures using FFT Aspire Pupil Tracking and Curriculum Tracking. Data used to identify strengths and areas for improvement. Teachers identify lowest 20%, pockets of underachievement and those pupils at risk of falling behind.
  • Further develop the accountability of middle leaders and subject leaders to continue to raise attainment and to sustain whole school improvement. Further develop knowledge of school performance data for all year groups using Aspire Curriculum and Pupil Tracking.
  • Improve reading and writing attainment among disadvantaged pupils. Narrow the gap between disadvantaged pupils and their non-disadvantaged peers. (See Pupil Premium Strategy Statement).