School priorities

Priority

Success Criteria (by the end of 2021-2022)

The Quality of Teaching: Quality First Teaching inclusive teaching for all pupils in class

• Teaching is evidenced as focused, engaging and well-paced
• Differentiated learning strategies to meet the learning needs of all pupils
• Classroom displays include key vocabulary and celebrate work
• High quality work evident in books
• Assessments shows all children have made strong progress in reading, writing and maths
• Barriers to learning are clearly understood and appropriate intervention is in place for each child

School Curriculum:

A bespoke curriculum covering of the National Curriculum aligned with the school context and the local community

• A clear curriculum intent with key themes and ‘big ideas’ included
• Clear sequencing and progression from EYFS to Y6 evidenced in planning
• Knowledge and skills being taught are mapped out to enable children to deepen their understanding of core curriculum content
• Implementation through teaching and learning is a strength
• Robust system to measure the impact of the curriculum
• Opportunities for oracy are embedded
• Children speak confidently about the knowledge they have acquired
• Build on opportunities to improve levels of cultural capital. A plan is in place to deliver extra-curricular activities

Early Reading and phonics

• Evidence-based reading curriculum that meets the school context needs
• Children listen to and engage with high quality texts
• Children are listened to reading at least once per week and SEN and PP children are listened to at least three times per week
• Phonics scores are 95% (Y2) and 90% (Y1)
• Children read for meaning and pleasure; staff model this
• Improved expected standards, and targeted interventions to close the gap
• There is a plan in place to develop the library into a magical reading area as well as a functional library where children go to read for pleasure and expand their reading experiences

EYFS:

Focus on Leadership, phonics, CoEL

• Leaders are fully aware of the strengths and weaknesses of EYFS
• Clear focus from all staff on developing CoEL
• Leadership of the EYFS ensures that progress across the class is consistently good
• Language and communication needs are supported as a priority with successful intervention using NELI and Word Aware
• There is a plan in place to ensure the EYFS area is developed by the end of the academic year

Leadership and management:

A focus on impact

• Strong senior leadership with clear vision for the school
• Strong subject leadership ensures all subjects are taught to a high standard
• Leaders are proactive and have a clear plan for subject development that delivers improvements on progress for all children
• Leaders are able to demonstrate impact
• A robust system is in place for monitoring and improving attendance