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School Improvement Plan 2022-23

'3 Sites    2 Gether  1 Mission'

A collective drive to raise standards and create a school of excellence whereall are safe and want to learn.’

Targets for 2022/23  are:      

‘All teaching is good or better’

1. Children make good or better progress from their starting points; they are prepared for the next phase of education and are above national combined standards in mathematics, writing, reading and at GLD.

The focus will be on accelerating progress across the school, through the setting of aspirational end of year targets, attainment increases at every stage. Staff have secure subject knowledge and know the standards children need to reach. Maths, Writing – (SPAG and vocabulary) and reading (lowest 20%)  URGENCY

  1. Leadership at all levels impacts on improving QFT, staff are held to account at all levels and a ‘no excuses’ culture prevails. 

Leaders are focused wholly on outcomes for children; they are responsible for the provision and standards within their area. They are ‘exemplars,’ and demonstrate at all times, integrity to the school vision. High expectations are modelled consistently and leaders are relentless in the pursuit of excellence, rooted in a strong pedagogical knowledge.  URGENCY

  1. Assessment across all subjects deepens learning, closes gaps to accelerate progress for all children prioritising the most vulnerable - PPG & 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 and support they need to succeed. EQUITY

  1. Embed an engaging broad, balanced and enriched curriculum reflective 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

  1. Safeguarding procedures are rigorous; and well-being and a healthy lifestyle is promoted and prioritised.  

External reviews, peer audits and views from stakeholders support the school’s validation that children are safe. The premises team are proactive, 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