Junior School

A school where everyone can succeed

School Improvement Priorities

 Key Improvement Priorities 2022-23


Quality of Education:

  • Improve outcomes for all groups of children in Reading, Writing and Maths so that they are achieving in line with groups nationally
  • Implement a fully resourced synthetic phonics programme across the school that all staff are sufficiently trained to deliver effectively, to enable children to become fluent readers (OfSTED priority)
  • Guided reading: improve the quality of teaching, learning and assessment so that pupils, including those with SEND, and the more able, make accelerated progress in reading by ensuring that teachers use ongoing assessment to plan activities to closely match pupils' learning needs and have consistently high expectations of, and provide appropriate challenge for all groups of pupils (LLPR focus)
  • Continue to ensure that gaps in children’s knowledge, that have occurred due to Covid 19 school closures, are identified and addressed so that children ‘keep-up’ with their learning in Reading, Writing and Maths, making effective use of ‘catch up funding
  • Continue to adjust and realign the foundation curriculum to address missed learning due to school closures learning to ensure subject knowledge is sequential and progressive
  • Develop outdoor learning provision for children to enhance their curriculum experience


Behaviour & Attitudes and Personal Development:


  • Behaviours for Learning: support all children, including those with complex and challenging social, emotional and behavioural needs to develop independence and resilience, taking into account the impact of school closures due to Covid 19.
  • Continue to develop Thrive provision across the school in order to meet the specific needs of identified individuals and groups of children, monitor the impact of this through Thrive assessments.
  • Provide outdoor learning opportunities for children, with a focus on those children requiring additional learning support
  • Embed the role of Curriculum Champions across the school in order to actively involve the children in the development, shaping and monitoring of the school and it’s curriculum
  • Improve the Mental Health and wellbeing of staff and pupils through a robust programme of support


Leadership and Management:

  • Further develop strategies to improve the attendance of pupils who are persistently absent so that this does not have an adverse impact on their learning (OfSTED priority)
  • Strengthen the governing body to enable them to effectively hold leaders to account
  • Support middle leaders, in particular Maths and Science to develop into their new role through a bespoke programme of support
  • Provide an effective mentoring and coaching programme for Early Career Teachers and staff new to the school