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.
· 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.