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School Priorities

Priority 1:  Quality of Teaching, Learning & 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 July 2017,53% judged as outstanding by April 2017.
  • All teachers have high expectations of all children in all lessons.
  • Maths Mastery curriculum is supportive of children making progress and increased % of pupils achieving at a greater depth in Maths.
  • Oral and written marking and feedback systems in Maths are consistently applied and are effective in supporting Maths reasoning and mastery.
  • Pupils’ writing is becoming more creative and real life experiences are used to develop and extend vocabulary.
  • All adults working with pupils provide high levels of support and challenge.
  • Assessment systems are robust and moderation activities demonstrate accuracy of teacher judgements.
  • Parents are involved in all aspects of children’s learning and progress and technology will be used effectively to further support this.
  • Teachers have secure subject knowledge to ensure progress across the curriculum.

Priority 2:  Personal Development, Behaviour & Welfare:  To raise attendance, bringing this closer to National figures

  • To achieve at least 96.2% attendance for the academic year.
  • To continue to highlight to parents and carers the importance of good attendance and punctuality.
  • To reduce numbers of children PA or at risk of by working closely with the LA to monitor children at risk of persistent absence.
  • To further develop children’s attitudes to learning through embedding a whole school P4C curriculum.
  • The behaviour policy is implemented consistently across school.
  • The most vulnerable pupils are effectively supported through an enhanced Nurture Group.
  • Lunchtime arrangements show an increase in structure, systems and communication to promote safety and pupil engagement.
  • To enhance the outside environment/provision to be developed to enhance engagement and enjoyment during break and lunch times.

Priority 3:  Outcomes for Pupils:  To continue to raise standards in reading, writing and maths to ensure progress for all children is good

  • To raise standards in Reading, Writing and Maths and ensure better and more consistent achievement of pupils across the school.
  • To ensure inwardly mobile children are rapidly assessed to ensure teachers know individual skills and learning needs.
  • To ensure the achievement of all groups is similar, or differences are diminishing between their national comparator group.
  • All staff to have target groups and progress of children in targeted groups to be tracked.
  • Increase proportion of children working at expected standard + and at a greater depth across the school.
  • To increase opportunities to write across the foundation subjects to support improved outcomes in writing.
  • To increase opportunities for cross phase/school moderation.

Priority 4:  EYFS:  To develop outstanding practices

  • To accelerate progress in EYFS, particularly for target groups.
  • To increase the number of pupils who exceed expectations at the end of EYFS by targeting pupils who show the potential to learn quickly.
  • To ensure strategies successfully engage all parents and carers in their child’s learning in school and at home.
  • To develop middle leadership in EYFS.
  • To extend outdoor provision.

Priority 5:  Leadership & Management:  To increase the effectiveness of leadership & management

  • To further improve pupils’ outcomes and teaching and learning across school.
  • To continue to diminish differences between groups of pupils and their national comparator groups.
  • To embed system leadership at all levels across the CLPT hub.
  • Further develop monitoring and evaluation procedures so that judgements are accurate and consistent across SLT.
  • To ensure subject leaders are highly skilled and able to accurately evaluate and monitor their subjects.
  • Ensure effective moderation procedures are in place and support accurate assessments.
  • To continue to refine and improve whole school systems which support parents/carers’ capacity to support their children at home.
  • To develop whole school systems which support parents/carers capacity to support their child’s learning at home.
  • Continue to develop strength and rigour of Governance and Leadership structures.