School Improvement Priorities 2022-23
Quality of Education
1a) To embed a fluency-based approach to the teaching of Mathematics across school.
1b) To refine the approach to the teaching of writing across school and use a range of effective strategies for engaging ALL pupils in the editing and redrafting process.
1c) To continue to refine the assessment system to inform teaching and ensure assessment in all forms is used purposefully to close gaps and accelerate progress.
Behaviour and Attitudes
2a) To participate in the Bullying Intervention Group Award for excellence in bullying intervention.
2b) To embed the Zones of Regulation work across school to teach children self-regulation and emotional control.
2c) Continue to monitor attendance and to work swiftly with families whose attendance causes concern.
Personal Development
3a) To strengthen pupil voice by renewing our Investors in Children Award and providing more opportunities for children to give service.
3b) To continue to review the opportunities provided to children to further develop their resilience, resourcefulness and empathy across the whole curriculum and improve our play offer.
Leadership and Management
4a) To continue to monitor, ensuring workload and well-being are a priority.
4b) To ensure Pupil Progress meetings are regular, effective & purposeful.
Early Years
5a) To ensure that the EYFS Reforms 2021 are embedded and utilised effectively.
5b) To provide training and development for Early Years staff to raise the profile of teaching to outstanding across the phase.
5c) To continue to adapt our curriculum offer and provision to meet the ever-changing needs of our early years children.
School Improvement Priorities 2021-22
Quality of Education
1a) To ensure the school’s curriculum intent and implementation are embedded consistently across the school so that work is of consistently high quality in all wider curriculum subject areas.
1b) To ensure a culture of challenge runs throughout the school.
Behaviour and Attitudes
2) To use our school ethos, values and routines to support children in their recovery and development post-pandemic.
Personal Development
3) To continue our focus on wellbeing and recovery due to the effects of COVID 19 – Embed the RSE curriculum. Further develop active, outdoor learning, forest schools and support emotional resilience and well-being.
Leadership and Management
4) To further develop the role of subject leaders to enable them to develop themselves as specialists in their curriculum areas and to take full responsibility for the subjects they lead.
Early Years
5) To ensure that the new EYFS Reforms 2021 are embedded and utilised effectively.