Priority 1: Effectiveness of leadership and management
- 1.1 – Ensure there is clarity of roles and responsibilities, giving senior leaders and subject leaders greater autonomy and accountability for their specific areas of leadership.
- 1.2 – Ensure senior leaders and subject leaders are able to identify the attainment and progress of different groups in specific subject areas leading to making informed decisions about provision and accelerated progress.
- 1.3 – To further develop systems and structures that enable the development of whole school teams for different curriculum areas.
Priority 2: Quality of teaching, learning and assessment
- 2.1 – Improve progress and attainment of children achieving greater depth in reading, writing and maths by the end of key stage two so that they are higher than national figures.
- 2.2 – Develop greater pupil resilience and raise independence of all pupils through a challenge based learning approach.
- 2.3 – To ensure the deployment of support staff impacts on all children, not just those that have specific learning needs.
- 2.4 – To develop targeted interventions that support Disadvantaged and SEN groups.
Priority 3: Personal development, behaviour and welfare
- 3.1 – To have a clear whole school approach to improving school’s attendance to at least in line with the national percentage and reducing the persistent absence figure.
- 3.2 – To distribute a whole school approach around growth mindset that supports pupil well-being and a greater resilience for learning.
- 3.3 – To develop a system for pastoral management and family support through both internal and external CPD.
- 3.4 – To build on the established school behaviour expectations policy and procedures, reviewing and monitoring the impact on behaviour for learning in light of current need.
Priority 4: Outcomes for children and learners
- 4.1 – Raise attainment and progress of the current year 2 cohort to ensure the % of children achieving at least expected standard in KS1 is above the national average in reading, writing and maths.
- 4.2 – To have a clear focus with measurable outcomes to further close the gap in attainment in reading, writing and maths for the current year 5 cohort.
- 4.3 – To increase the percentage of children passing the Year 1 Phonics screening.
- 4.4 – To increase the percentage of children achieving ELG for the current Reception cohort.