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Learning and achieving together

School Improvement Plan

Improvement Priorities : 2019 / 2020

Priority 1 : The Quality of Education (Outcomes)

  • To ensure reading is strength throughout the whole school.
  • To ensure the whole school curriculum map is developed across year groups to increase the proportion of pupils achieving at least the national expectations in reading, writing and mathematics, at the end of key stage 1 and key stage 2 at ARE/GD.
  • Strengthen the quality of the curriculum with a sharp focus on ch acquiring a wide, rich vocabulary in EYFS and key stage 1, so that pupils make strong progress from their starting points to the end of year 2 and basic skills (including handwriting, spelling) are secure for all pupils.
  • Develop the assessment process so that it is used in the school to support teaching and progress across the curriculum.

Priority 2 : The Quality of Education (Teaching and Learning)

  • Ensure that the curriculum is well planned and sequenced, so that new knowledge and skills build on what has been taught before. (See curriculum action plan).
  • Share and build on the strong practice found in the school so that all teaching meets the needs of all pupils across the curriculum.
  • CPD is well planned to ensure teachers have secure subject knowledge across all subject areas and understand how concepts develop in long term memory over time.
  • Ensure that the curriculum enables  lower-ability pupils, those new to the English language and those who have SEN and/or disabilities, to make the progress of which they are capable.
  • Ensure that the curriculum enables the most able pupils to achieve as well as they should particularly in reading.
  • Assessment for learning and feedback practices enable all children to take ownership of their learning and knowledge.

Priority 3 : Leadership and Management

  • All leaders are all levels distribute leadership to ensure shared, collective and extended leadership practice that builds capacity for change and improvement.
  • Governors ensure that staff workload and well-being are monitored and that staff morale is good.
  • For governors to really develop their roles within the school through future visits and interaction with children, ensuring that all leaders are held to account for the quality of education.
  • Parental involvement is owned and the responsibility of the whole school community.
  • Senior leaders to support middle leaders in ensuring skills progression is evident within their subject area, monitor and evaluate impact of the knowledge based curriculum.

Priority 4 : Behaviour and Attitudes / Personal Development

  • Ensure attendance of persistent absentees shows marked and sustained improvement.
  • Improve attendance for 2019-20 to be at least 97% across the school.
  • Further develop pupil voice and pupil involvement in the leadership of the school developing a restorative approach with all staff.
  • Ensure pupils are provided with meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society.
  • Develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationship and sex education. Develop the school’s RSE policy to ensure that the whole community thrives together, understanding that difference of all type is a positive.