Each year we review how the school is performing. This helps us to decide how we can further develop our school and enable our children to be the best they can be. We analyse our latest results, as well as information from our annual pupil, staff and parent questionnaires. We also listen to educational advisers who visit our school. Below is a summary of our current priorities.
| To improve the quality of teaching across the curriculum so that it meets the needs of all children |
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| Continue to improve the quality and consistency of teaching and learning within the school, particularly ensuring Early Career Teachers develop into good practitioners, supported by the ECT training offer, mentors and Year Heads Plan and teach clearly structured lessons across the whole curriculum, ensuring that previous learning is built on and that there is a clear purpose for lesson sequencing and why specific content is being taught Introduce the Learning Conversations model to further refine planning and teaching and develop a culture of professional dialogue around teaching and learning |
| Improve outcomes in phonics and English, and to promote a love of reading |
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| Continue to embed Read, Write Inc. to ensure all pupils learn to read accurately and fluently by the end of Key Stage 1 Prioritise our pupils’ writing and reading comprehension in Key Stage 2 through effective teaching of Destination Reader and Literacy and Language Ensure our pupils develop the habit of reading by promoting a Reading for Pleasure culture throughout the school |
| Ensure vulnerable pupils achieve successfully |
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| Focus on the needs of the most vulnerable pupils to ensure that every child reaches their full potential (including pupils eligible for Pupil Premium funding, pupils with Special Educational Needs and pupils who speak English as an Additional Language) Ensure pupils’ emotional well-being is prioritised through establishing a positive classroom environment and using additional resources i.e., Nurture, Early Help, Learning Mentor Plan to meet the needs of all children, including those with SEND |