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School Improvement Priorities

Key Improvement Priorities for 2018-2019

  1. Outcomes: Improve outcomes for all groups of children in Reading, Writing and Maths so that they are achieving in line with groups nationally.

Maths

  • Improve pupils proficiency and fluency in calculation and problem solving so that cohorts achieve their cohort targets and that at least 85% of children achieve ARE by the end of KS2

  • Improve the progress of most able pupils in maths so that cohorts achieve their cohort targets and that at least 25% of children achieve GDS by the end of KS2

  • Improve the teaching of Maths so that it consistently challenges pupils to move on quickly from their previous learning, so that their progress accelerates more rapidly

  • To provide termly booster sessions for small groups of identified children in order to target gaps in their understanding.

English

  • Improve reading and writing outcomes so that cohorts achieve their cohort targets and that at least 85% of children achieve ARE in reading and that at least 80% of children achieve ARE in writing, by the end of KS2

  • Improve the progress of most able children in reading and writing so that at least 35% of children achieve GDS in reading and at least 12% achieve GDS in writing by the end of KS2

  • Improve the teaching of reading and writing so that it consistently challenges pupils to move on quickly from their previous learning, so that their progress accelerates more rapidly

  • Implement a consistent whole school approach to the teaching of spelling

  • To provide termly booster sessions for small groups of identified children in order to target gaps in their understanding

Development of middle Leaders

  • Further develop the skills of middle leaders to ensure effective cohort analysis leading to improved outcomes for children.

  • Through bespoke training, further develop the role of year leaders in analysing cohort data in order to allow them to evaluate class and cohort specific issues and plan next steps to accelerate learning

  • Through training, enable year leads to carry out robust tracking and monitoring of disadvantaged (FSM, LAC) children to ensure that they make good progress from their starting points

  • 2 teachers to complete the NPQML course

  • English manager to complete the NPQSL course

  • Behaviours for Learning: Improve provision for children with challenging behavioural needs to enable them to engage in learning activities and develop independence and resilience

  • Ensure there are clear expectations and targets for learning for individual children so that sufficient progress can be made (Senco to monitor)

  • Ensure the curriculum is adapted to meet the needs of individuals to enable them to access learning at a level appropriate to them (Senco to monitor)

  • SENCO analyse the data for these children and plan appropriate next steps in their learning to enable them to make further progress

  • Further embed behaviour systems to ensure a whole school approach to behaviour management

  • Implement the new 6 behaviour strands, to include whole school training from PBS, ensuring a shared understanding and whole school approach to supporting children with challenging behaviour

  • Ensure parents are familiar with the 6 behaviour strands through parent workshops to encourage a shared approach to behaviour management

  • Review current Nurture provision and further develop in order to meet the needs of identified individuals

  • To receive ‘Helping Harry Learn’ training for the EP service to develop staff skills in order to increase pupil’s independence and maximise their progress

  • Curriculum: To ensure that our curriculum is focussed on key skills, knowledge and understanding to ensure that subjects are progressive across the key stage as well as providing rich, challenging and motivating learning experiences for children.

  • Whole school training on the wider curriculum with Ross Irving (Joint INSET with infants 15.02.18)

  • Ensure foundation subjects focus on specific skills, knowledge and understanding to be learned to ensure that subjects are progressive across the key stage

  • To ensure that all subject managers produce a subject position statement and action plan for the academic year and ensure that this details budget implications (meeting in Sept/Oct to agree plans)

  • To continue to make links between areas of the curriculum in order to provide rich, challenging and motivating learning experiences for children and provide regular project homework across all year groups to enrich and extend learning opportunities

  • Monitor foundation subjects more closely through learning walks and work scrutiny and use findings to further develop identified areas within subjects

  • Develop curriculum days/ weeks in order to promote individual foundation subjects (Arts week, Science week)

  • To provide extra-curricular after school sports clubs which offer a range of sports opportunities

  • To provide year 5 and 6 children with the opportunity to gain a sports leader qualification

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