These are our current priorities for next academic year. These have been set after careful analysis of our current whole-school data and after discussion with our School Improvement Partner and governing body. We have also liaised with the whole school community. Each of the areas for improvement are led by a different member of staff and evaluated by our governors every term. Please contact either myself or Mrs McDermott if you have any comments or questions. Thank you 

Priority 1 – Progress and Attainment

To increase the progress and attainment in reading, with a focus on year 3, 4, 5 and Pupil Premium children.

Our aim is that:

– Children can confidently approach unfamiliar language in texts and offer definitions

– Children are able to describe the skills needed within reading comprehension

– All younger children are able to use their phonics knowledge to confidently decode

– The reading speed of all children is sufficient for them to be able to understand the texts they read

– The children in the year groups listed above and all PP children make accelerated progress

– A larger majority of children across the school are able to access and achieve greater depth in reading.

Priority 1a – Progress and Attainment

To effectively use assessment systems and therapies to raise attainment for Key Marginal Children (those children who are close to but not yet reaching age-related expectations in reading, writing and maths.

Our aim is that:

– Our Raising Standards leader, with the support of the SLT and PIXL coach, will effectively lead the implementation of PIXL across the school

– All teachers are able to recognise who the key marginal children in their cohort are, through formative and summative assessments, emotional well-being checklists and reflective assessment systems

– Therapies, or interventions will be effectively used to identify and narrow gaps

– The curriculum planning will allow for repetitive learning and not move the children on too quickly. Children will be given the opportunities to master a new skill and apply it to their work

– The WIG (wildly important goal) will be established quickly and attainment will improve across the school, including for those children who have potential to reach greater depth

Priority 2 – Curriculum

To evaluate and refine the curriculum to allow for deeper learning

Our aim is that:

– Children and parents will be able to be involved in shaping the new curriuclum

– Class teachers/middle leaders will have greater ownership over the content taught, reflecting on the current needs of their cohorts of children

– Subject leaders will gather pupil voice and staff feedback as part of the curriculum review

– Staff will have adequate preparation time, which will include collaborative planning/discussion

– Children will have opportunities to ‘go deeper’ into a topic, enabling them to study something in much more depth. They will have opportunities to learn new skills, in every curriculum subject.

– Class teachers and subject leaders will be more confident at assessing foundation subjects appropriately and will be able to verbalise what the strengths and areas for development are in each subject area

– The curriculum will become much more broad, balanced and relevant to our community of children

Priority 2a – Implementing the new RSE curriculum

To effectively implement the new RSE curriculum

Our aim is that:

– All parents and children will be actively involved in the implementation of the new curriculum, through the use of surveys and workshops.  Children will be pivotal in determining the content of the curriculum.  i.e. identifiying the priorities for what should be taught when. 

– All staff will feel confident/skilled enough to deliver the curriculum to their own class.  Where necessary, experts will be used to upskill the staff

– Through participating in the ‘early adopter’ programme, we will have access to relevant training materials and will be able to shape necessary refinements

Priority 3 – Staff development

To improve subject knowledge and responsibility of subject leaders 

Our aim is that:

In addition to the weekly professional development meetings held at school, all staff will receive training and support relevant to their roles. 

– Mental health and wellbeing training is available to all staff.  All staff know how to access support should they need it

– Subject leaders will be able to audit the quality of teaching and learning in their subject across the whole school.  All staff will be involved in monitoring and weekly CPD staff meetings will be relevant to our current school priorities 

– All subject leaders will develop a skills continuum for their curriculum subject.  There will be a shared understanding of what a child should be able to do in each subject for each stage, without the workload becoming unmanagable.  Children will also develop an understanding of ‘what makes a good artist, musician, historian etc’. 

– Subject leaders will develop the confidence to produce their own subject action plans.  To facilitate this, there will be a clear programme of subject leadership time to protect teacher workload

– There will be the opportunity to work alongside the subject leaders at Eastoft CE Primary (our federated school)

– The head teacher will become a peer leader and therefore access training to further develop skills in leading teaching and learning reviews

– The assistant head teacher will continue to access NPQSL.  All teachers will have the opportunity to access local network meetings and professional qualifications should they so wish. 

Priority 4 – Children

Children continue to live out our school vision and values through leadership responsibilites, developing resilience and independence in their learning behaviour. 

Our aim is that:

– All children take on leadership responsibilities should they wish to, including digital leaders, forest school leaders, head boy/head girl, school council and buddies

– The curriculum steering group will be pivotal in sharing pupil voice as part of our curriculum review (see priority 2)

– All children will have a powerful voice, through lessons, the use of DB primary surveys and google forms

– All children demonstrate resilience in their behaviour for learning.  They are able to articulate their understanding of the skills builder curriculum and are able to progress through the continuum of skills.