School Improvement Plan
The key targets for this academic year are as follows:
1. Children to make good or better progress from their starting points so they reach national standards in mathematics, reading, writing, and Early Years.
Historically the school’s attainment and combined score is below national in reading, writing and maths at key stage 1 and 2; progress is also below. EYFS scores are in line with national. This is impacted further by recent loss of learning due to Covid-19. The focus will be on accelerating progress across the school to ensure the attainment increases through a progressive, sequential curriculum. The increased maths focus will close gaps in number and the detailed reading and writing curriculum will continue to be embedded. High expectations for teaching, learning and challenge needs to be in place with a ‘no excuses’ culture for children to achieve.
2. To develop leadership at all levels to impact on QFT, to drive standards and affect change across the school.
Leaders are accountable and responsible for standards within their site, phase or curriculum area. Leaders are clearly able to articulate and share their ‘intent’ and impact is demonstrable. They are ‘exemplars,’ model high expectations and are relentless in the pursuit of excellence, all rooted in a strong pedagogical knowledge. All staff are leaders of learning and are responsible for improving their own knowledge base. Staff are developed through coaching; self-perpetuating improvement teams and bespoke CPD.
3. To use a range of assessment systems to inform teaching to close gaps and accelerate progress, with an increased focus on disadvantaged and SEND.
The information gained informs teaching to identify children that need their learning accelerated. Gaps that have widened, and specifically those in vulnerable groups need to close and there is a basic skills focus. Staff review progress and strategies such as pre/post teaching, boosters, tutors, assessment system needs to be accurate and there is a shared understanding and ownership of both formative and summative assessment across the school. Fast feedback methods impact on learners and children know what to do next to improve.
4. To develop a broad and balanced curriculum that is relevant, engages the school community and centres around the most vulnerable children.
Cornerstones is used as a starting point to generate an engaging curriculum that complements the whole school quality text approach. Links with learning are made across all subjects and there is an increased focus on building resilience and supporting well-being thought the use of Forest schools and outdoor learning.
5. Safeguarding procedures are rigorous; the culture of safeguarding is embedded and the school site is safe and secure and well-maintained.
External reviews and peer audits and views from stakeholders support the school’s validation that children are safe. External health and safety; fire audits are completed and recommendations swiftly addressed, incorporating a review of premises efficiencies.