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School Improvement Plan

Priority 1:  Quality of Teaching, Learning and Assessment

  • To continue to improve the quality of teaching to ensure effective learning & good progress
  • 100% of all teaching judged as consistently being good or better by March 2018, 60% judged as outstanding by April 2018
  • All teachers have high expectations of all groups of learners in all lessons (Core & Non-Core)
  • Effective differentiation ensures all groups of learners make rapid and accelerated progress in all core subject areas
  • Outstanding provision ensures a greater percentage of pupils achieve GDS/Exceeding in EYFS, KS1, KS2
  • Teachers and Support Staff have secure subject knowledge to ensure all children make at least good progress across the curriculum
  • Maths Mastery approach is embedded and further developed to support
  • Teachers identify accurate starting points for all pupils
  • To develop assessment procedures in non-core subject
  • All teachers to precisely identify the needs of readers and writers who have fallen behind in their learning and use this information to address weaknesses


Priority 2:  Personal Development, Behaviour & Welfare

  •  To raise attendance, bringing this closer to National figures & reduce the numbers of PA
  • To achieve at least 96.2% attendance for the academic year
  • To further reduce the rates of PA or those at risk of by working closely with the LA to monitor identified children, particularly those who are disadvantaged and for those who have special educational needs
  • To further develop pupils understanding about diversity in Modern Britain by providing greater opportunities for teaching pupils more about a range of modern cultures, world faiths and different ways of living
  • Provide increased opportunities for pupils to debate current affairs
  • The most vulnerable pupils are effectively supported through an enhanced Nurture Group


Priority 3:  Outcomes for Pupils

  • To continue to raise standards in reading, writing and maths to ensure progress for all children is at least good
  • Ensure any differences in rates of progress between year groups are diminished
  • Increase proportion of pupils working at and above age related expectations across the school
  • To accelerate progress in non-core subjects so that it matches progress in reading, writing and mathematics
  • Ensure more of the most able pupils reach higher standards, especially in key stage 1 and lower key stage 2
  • Pupils in key stage 2 who are making slower progress in writing learn to write more accurately and fluently, and those doing less well with reading catch up to the standards of their peers
  • Ensure that vulnerable groups attain in line with their comparator group


Priority 4:  EYFS

  • To strengthen outstanding practice
  • To Increase the proportion of children exceeding the ELG in reading, writing and numbers
  • Continue to increase the attainment of boys, PP and EAL, so it is in line with national expectations
  • Develop the provision for F1 to increase the % attaining national expectations
  • Maintain a strong learning culture in foundation stage with a focus on mastery in all areas
  • To maintain and continue to improve outcomes in Foundation Stage
  • Further develop transition into EYFS and Yr1


Priority 5: Leadership & Management

  • To continue to improve pupils achievement and teaching and learning across school
  • To ensure there are opportunities for core subjects to be taught across the curriculum
  • High quality CPD to be delivered to ensure 100% of all teaching is judged as consistently being good or better by March 2018
  • To ensure NQTs receive effective induction & training so that teaching and learning is judged as being consistently good by March 2018
  • To enhance ICT provision to support effective teaching & learning
  • To identify future leaders, offer leadership CPD and secure succession planning
  • Further develop monitoring and evaluation procedures so that judgements are accurate and consistent across SLT
  • To ensure effective moderation procedures are in place and support accurate assessments in all subjects (core and non-core subjects)
  • To narrow the attainment gap between vulnerable groups through ensuring effective systems are in place
  • Continue to develop strength and rigour of Governance and Leadership structures.