School Improvement Plan 2021-22
'3 Sites 2 Gether 1 Mission'
‘A collective drive to raise standards and create a
school of excellence where
all are safe and want to
‘All teaching is good or better’
- Children make good or better progress from their starting points; they are ready for the next phase of education and are above national combined standards in mathematics, writing, reading and at the end of Early Years.
The focus will be on accelerating progress across the school to ensure the attainment increases through a focus on basic skills. Staff are well equipped in subject knowledge; curriculum developments in reading, writing and maths will continue alongside high expectations for active teaching and learning result in children are prepared for the next stage of their education. POSITIVITY
- Leadership at all levels impact on improving QFT, staff are accountable for standards and ‘no excuses’ culture prevails.
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, rooted in a strong pedagogical knowledge. All staff are leaders of learning and are responsible for improving their own knowledge base. Staff at all levels are developed through coaching; self-perpetuating improvement teams and bespoke CPD. URGENCY
- Close gaps and accelerate, progress for all children centred on the most vulnerable - disadvantaged and SEND.
There is high ambition for disadvantaged children and a culture that subscribes to the view that all children can and will achieve. Staff swiftly intervene and use strategies such as pre/post teaching, flexible, targeted precision teaching enables children to catch up. SEND children are provided with the resources they need and bespoke targeted interventions accelerates progress. EQUITY
- Implement an engaging broad, balanced and enriched curriculum, designed to meet the needs of our school community.
There is a clear rationale for each curriculum area and children are taught a broad, balanced and progressive curriculum. Leaders are clear on priorities, links with learning and monitor closely. POSITIVITY
- Safeguarding procedures are rigorous; and well-being at all levels is prioritised.
External reviews, peer audits and views from stakeholders support the school’s validation that children are safe. The premises team are proactive and all aspects of the school safety is compliant. The well-being committee seeks views from all stakeholders, workload is kept under review whilst standards are maintained. RESILIENCE