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How are we improving our school?

Key Priorities

Raising Achievement

What do we need to do?

Priority 1: To raise and improve outcomes/achievement/progress in English across schools.

To promote good progress and outcomes by pupils

Why are we doing this?

% of children achieving ARE in read write and phonics is below NA at the end of EYFS and KS2

KS2 53% achieve expected in read write maths

66% reading   72% spelling and grammar 74% writing

Phonics yr1 77%  end of yr 2 90%

-    How will we know if we achieve it Success Criteria:

-    Age related expectation will be broadly in line with NA in 2017

-    Monitoring and analysis will demonstrate an upwards trend in progress and attainment.

All actions and enhanced policies and practices outlined in plan will be achieved and impact analysed.

To Improve Quality of Teaching

What do we need to do?

Priority 2: To ensure all teaching consistently good or better across all stages of school .  To set high expectations which inspire motivate and challenge pupils TS

Why are we doing this?

OFSTED 2016 Not all teachers use the school’s marking policy to inform pupils about the next steps they need to take in their learning

OFSTED 2014 Teaching does not fully challenge pupils in every lesson.

Need to identify groups and  “2B” children at end of yr 2 and ensure they are challenged and pushed to make good and accelerated progress across all year groups

 

How will we know if we achieve it Success Criteria: 

Staff are motivated to develop own skills and subject knowledge

Appraisal for all teachers will evidence

Performance against Teachers’ Standards is always good or better. 

Practice is embedded and good pedagogy is evident.  Sustained progress of pupils is evident. 

Contributes well to the wider life of the school.  Responds positively to advice and feedback.  Identifies own professional development needs.  Communicates positively with all stakeholders.  Works collaboratively.

Raising achievement and progress

n Priority 4: To provide outstanding Personal Development, Behaviour and Welfare so that pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.

Why are we doing this?

Personal Development and safeguarding has a high profile at school and new staff and present staff need to ensure profile actively promotes all aspects of pupils’ welfare.

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

OFSTED highlighted that Pupils conduct themselves well throughout the day, however behaviour at lunchtimes could be improved further.

-    How will we know if we achieve it

-    Pupils conduct themselves well throughout the day, including at lunchtimes.

Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.

Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.

Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

 

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