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OVERVIEW 2020 – 2020/21 |
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Outcomes for Children and Learners (Area 1) |
Ensure the proportion of pupils making expected/more than expected progress from their starting points meets and exceeds national figures in all subjects by o Identifying pupils that are not making expected or better progress and intervening effectively to accelerate their learning and resolve underachievement promptly especially in writing across the school. o Further improve assessment and tracking of all pupils and those with SEN and use this to inform teaching and learning o Continue to explore the reasons for gaps in achievement in different classes, ability groups, higher achievers, EAL and pupil premium o Ensuring consistency of progress across Year Groups and across Key Stages o Ensuring consistency of progress made by pupils with SEN o Continue to improve writing outcomes across the school o Embed IT across the curriculum and use this to accelerate progress in mathematics, reading and writing
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Quality of Teaching, learning and Assessment (Area 2) |
Strengthen teaching so that all is good or better by o Ensuring that assessments are frequent, accurate and used to plan well-pitched lessons that result in good progress for all pupil groups. o Use assessment for learning strategies routinely to strengthen learning, resolve misconceptions and evaluate the impact of provision. o Improve the quality and impact of differentiation across the school, in all groups and in all classes. o Increasing level of active participation by pupils in lessons o Ensure that questioning follows the school policy and high order questioning is evident. o Ensuring that pupils’ and their parents/carers are aware of their standards of attainment and achievement throughout the academic year and that high expectations are shared.
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Quality of Behaviour
(Area 3)
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Ensure that we maintain an outstanding standard of behaviour and safety in school by o Providing engaging and well-differentiated learning tasks that engender a positive attitude to learning, promote high levels of engagement, questioning and build learning to learn capacity. |
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Quality of Personal Development (Area 4) |
Ensure that we maintain an outstanding standard of behaviour and safety in school by o Reducing levels of teacher direction so that pupils are afforded more opportunities to make decisions about their learning and response to tasks. Learning should be devised to encourage independence and a sense of personal achievement o Continue to ensure the outstanding Safeguarding Training with all staff. o Embed the safeguarding system C-Poms into the school recording systems further ensuring more effective use by all staff.
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Effectiveness of Leadership and Management (Area 5) |
Review and improve School Improvement Planning and Appraisal methodology by o Strengthening Performance Management processes to ensure that teachers are held to account for the impact of their work on pupils learning and progress o Implement the training of middle leaders received over the last two years to ensure all teaching staff are leaders of the curriculum o Increasing the frequency and rigor of monitoring processes to evaluate the quality of provision and focus of improvement work. o Use a coaching model to support the different phases of education – linked to the middle leader’s role. o Systematically evaluating the impact of school improvement work and reporting findings to key stakeholders, particularly parents and carers and governors. o Improving the quality and focus of professional development training to meet whole school priorities and strengthen the teaching profile. This year the key foci will be writing, consistency and differentiation at the higher end in Key Stage 2 and aspects of boys writing and mathematics in Year 5 middle ability group.
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