School Priorities
School Priorities for 2024-2025
Area 1: Leadership and Management
Objective 1.1 Continue to improve learning behaviours and self-regulation in lessons, building on the work carried out in 2023 to 2024.
Success criteria:
- The school's behaviour policy clearly outlines the school’s approach to managing behaviour and relationships.
- Staff demonstrate understanding of the behaviour and relationships policy, evident in their implementation of procedures and techniques.
- Staff apply the school’s behaviour policy consistently and fairly
- The school has a calm and orderly environment, and in lessons, this is appropriate for the requirements of the planned activity.
- Clear routines and behaviour expectations are set and implemented across all aspects of school life
- Pupils demonstrate that they have positive attitudes to learning
- A positive and respectful school culture is evident, in which staff know and care about pupils.
Objective 1.2 Support the Governing Body in building on their understanding of the EIF and its implications for their role during an inspection.
Success criteria:
Working with the Headteacher, Governors’ will:
- Be confident of their roles in holding the leadership of the school to account against its performance on the 4 key Ofsted areas of Achievement, Leadership and Management, Quality of teaching and Behaviour and Safety. This will be possible because of a thorough understanding of the school’s evidence base.
- Be confident in navigating key benchmarking data and challenging the school on its implications.
- Be confident in carrying out monitoring (e.g. through audits, school visits, pupil voice).
- Be confident in making judgements on school performance based on a secure evidence base.
- As result of this strengthened evidence base Governors’ will be able to tell their story confidently and effectively and to an external validator.
- Governance will be judged to be at least Good by September 2025.
Area 2: Pupil Progress
Objective 2: To continue to strengthen teaching, learning and assessment in mathematics.
Success Criteria:
- Training for staff ensures that teachers are aware of and effectively use strategies that increase pupils’ attainment and progress in maths.
- The curriculum for Year 2 is revisited in the autumn term of year 3, to ensure that number bonds are secure by December 2024.
- Teachers routinely check whether pupils have secure knowledge and understanding of prerequisite mathematics and address any gaps, within lessons and over time.
- Teachers are regularly connecting new learning to what pupils have learned before through retrieval practice.
- Retrieval practice is structured and is an expectation in all lessons. (3 Ps, routinely check present, previous and past knowledge)
- Sufficient time is given to pupils practising new learning over and above the guided practice.
- Pupils who are currently lower attaining in maths encounter challenges in the guided practice that ‘stretch’ them but are not too difficult for them.
- Pupils develop “procedural fluency “and gaps are addressed as soon as possible through formative assessment methods to elicit understanding. (Use of white boards or chorus response).
- The difference between the percentage of pupils achieving the Higher Standard at the end of year 3 and year 4 is diminished.
Area 3: Strategic Planning
Objective 3: The school will develop a tailored curriculum and teaching strategies that address the specific requirements of pupils with ADHD (IQM Flagship ‘Wonderfully Wired’ project)
- Staff’s understanding of ADHD is increased and they can effectively adapt their practice to ensure pupils with ADHD make at least expected progress (positive impact to be evidence through specific case studies).
- Specialised interventions and teaching strategies developed that result in measurable improvements in academic and behavioural outcomes for ADHD pupils.
- The school environment is conducive to the learning of pupils with ADHD, in order that they can concentrate and focus on the learning in the classroom.
- Pupils learn and begin to use effective strategies to support their neurodiverse needs in order to develop independence.