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Home > About Us > School Improvement Priorities 2021 - 2023

School Improvement Priorities 2021 - 2023

Quality of education

·    Teachers use assessment information effectively to set students work that provides sufficient and appropriate challenges, particularly the most able students.

·    Teachers use assessment information effectively to set students work that provides an opportunity to address gaps and misconceptions which may have developed due to the partial school closure.

·    Teachers develop their questioning skills, particularly in foundation subjects, so that they consistently check and deepen students’ knowledge and understanding.

·    Teachers’ subject knowledge is secure, particularly in maths.

·    All subject leaders to provide support to colleagues, including support staff, in order to improve their subject knowledge.

·    Teachers provide more opportunities for students to apply their mathematical skills in problem solving and reasoning.

·    To improve accountability of spelling accuracy, presentation and accurate use of age appropriate punctuation across the curriculum.

·    Reading assessment is rigorous, at all stages, gaps are addressed quickly and effectively for all students.

·    To further develop reading skills by ensuring consistent exposure to a range of types of texts.

·    To recognise achievement in reading mileage and provide more opportunities where mileage is poorer.

·    The curriculum organisation develops knowledge in all curriculum areas.

·    Curriculum delivery ensures that mental health and wellbeing are focuses throughout the year.

·    Leaders ensure that all stakeholders have an understanding of and are aware of the part they play in the delivery of an ambitious curriculum.

·    To improve the recall and fluency of times tables.

Behaviour and attitudes

·    Teachers to seek, praise and record examples of students demonstrating resilience against setbacks.

·    To further develop learning behaviours so more active learning is evident in all lessons, and less passivity.

Personal development

·    To ensure a safe and happy learning and working environment for all stakeholders where learners are willing to take risks.

·    To ensure the new framework for Relationships is embedded and progressive.

·    To develop how we as a school provide a wide range of opportunities to nurture, develop and stretch students’ talents and interests.

Leadership and management

·    Leaders are supported in gaining the necessary skills to monitor and improve the quality of teaching and learning in their areas of responsibility.

·    Leaders monitor and evaluate closely the impact of additional teaching input for students who have SEN and/or disabilities, so that these groups of students make stronger progress.

·    Leaders are skilled appropriately to be able to provide teachers with effective challenge and support, particularly towards outcomes.

·    Leaders rigorously and regularly review records for attendance and safeguarding concerns, making certain that they are precise, accurate and detailed.

Quality of education in early years

·    Leaders provide children with more opportunities to practise writing outdoors.

·    Improve the number of children achieving the expected standard for reading and maths, as per the age related expectations in the early years goals.