School Priorities
School Priorities for 2025-2026
Area 1: Leadership and Governance
Objective 1.1:
To develop highly effective subject leaders who drive continuous improvement within their respective subjects, fostering a culture of high achievement for all pupils in alignment with the school's vision by July 2026.
- Subject leaders review the curriculum for their subject and make adaptions based on assessment data, leading to a measurable improvement in pupil engagement and understanding,
- At least 90% of staff report enhanced subject knowledge and teaching practices following targeted professional development sessions, as measured by post-session surveys.
- Subject leaders engage in collaborative planning and sharing of best practices with colleagues, resulting in documented evidence of at least two
- initiatives that enhance pupil learning experiences.
- Subject leaders consult with pupils regarding their learning experiences, leading to actionable feedback, with evidence of at least two significant changes made to the curriculum or teaching methods based on this feedback.
- Subject leaders conduct termly evaluations of teaching practices and curriculum implementation, leading to documented adjustments and improvements that are reflected in subsequent pupil performance data.
Objective 1.2 Support the Governing Body in building on their understanding of the new Ofsted Framework 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 Leadership and Management, Quality of teaching, Behaviour and Safety and Personal Development. 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 2026.
Area 2: Curriculum, Teaching and Achievement
Objective 2.1:
To establish a robust and coherent whole-school approach to the teaching and learning of writing, with a specific focus on grammar, spelling, and punctuation, ensuring consistency in pedagogy and curriculum design.
Success Criteria:
- All staff receive targeted training on effective writing instruction, with at least 90% of staff reporting improved strategies for teaching grammar and spelling.
- All teachers follow a shared, sequential curriculum map that shows clear progression for writing knowledge and skills across all year groups.
- Writing lessons consistently reflect the agreed pedagogical approach, as evidenced through lesson observations and planning scrutiny.
- All staff, especially those who provide cover, have access to high-quality texts and model examples of writing to exemplify high standards.
- Pupils demonstrate improved accuracy and complexity in grammar, spelling, and punctuation in their independent writing tasks.
- At least 85% of pupils make expected or better progress in writing, as measured by internal tracking systems and external assessments.
Objective 2.2: The accuracy and consistency of writing assessment improves because:
- Regular assessments show clear tracking of pupil progress in writing, leading to a measurable increase in the number of pupils meeting age-related expectations.
- A consistent approach to writing assessment ensures that all pupils receive timely and constructive feedback.
- Teachers use assessment frameworks confidently and consistently to make secure judgements (e.g. Teacher Assessment Framework at KS2).
- Internal and external moderation confirms alignment with national standards.
- Assessment data, including gap analysis, is used effectively to inform planning, target setting, and pupil feedback.
Area 3: Strategic Planning/Inclusion
Objective 3: To continue developing a tailored curriculum and teaching strategies that address the specific requirements of pupils with ADHD, resulting in improved academic outcomes and learning behaviours by July 2026 (IQM Flagship project).
Success Criteria:
- At least 85% of pupils with ADHD demonstrate improved academic performance, as evidenced in their attainment levels in core subjects by the end of the academic year.
- Staff receive specialised training on ADHD strategies, with 90% of participants reporting increased confidence in adapting their teaching practices.
- A dedicated ADHD hub is established, providing tailored interventions and resources for pupils with ADHD, leading to positive changes in learning behaviours and a reduction in reported incidents of disengagement or disruption among these pupils.