School Priorities 2018-19
Priority 1 – All teaching to be good or outstanding
- Regular PPM to address any children making insufficient progress
- 4 Cornerstones of learning is evident in all lessons. All teachers are following the behaviour policy
- Moderation to take place to ensure teacher judgements is accurate
- Teachers are coached and support with relevant CPD and mentoring
- QA cycle to continuously monitor lessons
Priority 2 – To embed the mastery approach to mathematics to raise attainment and progress across school.
- Increase percentage of all children working at age related.
- Ensure working walls are consistent across school
- CPA (concrete, pictorial, abstract) approach to calculation embedded to ensure deep conceptual understanding of the four operations
- Higher attaining children to be challenged appropriately through a carefully planned out approach to fluency, reasoning and problem solving
- Lower attainers supported with basic skills through ‘Maths Mash Up’
Priority 3 – To embed Novel Study and whole class reading to ensure provision and progress across school is good.
- Increase the percentage of children working at ARE.
- Ensure working walls are consistent across schools.
- Novel study approach is adopted throughout school with language rich texts at its heart.
- Whole School reading approach enables all children to make progress in all reading sessions.
- Develop subject knowledge to ensure teachers can confidently discuss EGPS non-negotiables
- Improve the standard of handwriting and spelling to enable more children to achieve ARE outcomes.
Priority 4 – To sustain outcomes in EYFS through the improvement of continuous provision
- To increase the % of pupils exceeding in reading, writing and numbers.
- F1 outcomes % increase to 30-50 secure in reading/writing and numbers
- Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.
- Assessment accurate and based on high quality observations
- Gaps between the attainment of EAL and NON EAL children and, have closed or are closing rapidly
- Adults take every opportunity to promote language and writing skills well
Priority 5 – Governors are appropriately skilled to support the School’s Strategic Plan
- CPD for governors on assessment and pupil premium to enhance governors subject knowledge
- Governors to attend pupil progress meetings to challenge teachers and leaders around children’s next steps
- Governors to effectively monitor teaching and learning by observing teaching by SLT
- Governors to review safeguarding and behaviour for learning climate to ensure all children are safe and engaged in learning
Priority 6 – To diminish differences between disadvantage and others by quality first teaching.
- Reduce the gap of performance for pupil premium children for reading, writing, maths
- Expected progress for all pupil premium children in all core subjects
- Pupil progress meetings identify underperforming vulnerable groups including disadvantaged children and interventions are appropriately put in place to support children’s progress
- Written feedback is exemplary and is consistent across key stages
- Increase the quality of teaching and learning for all vulnerable groups to narrow the gap in attainment
- Increase engagement of parents at parents evening
- Pupil voice to guide the impact of pupil premium spend
- Improve the attendance of vulnerable groups.
Priority 7 – To enhance and broaden the wider curriculum to ensure quality of teaching and attainment is raised
- Introduce assessment tool and use of post assessment to ensure science is moderated accurately
- Introduce science curriculum with progression of skills and ensure all teachers are delivering consistently good lessons linked to thinking scientifically strands
- Ensure working walls are consistent across school and focusing on the working scientifically skills with age appropriate objectives and vocabulary
- Ensure all staff across the hub have clarity within their theme and support through theme tuning meetings gives clear sense of direction for units of work.
- Staff to receive appropriate subject CPD (internal and external) alongside termly CPD for subject leaders to ensure all lessons in non-core are either good or better.
- To participate in a peer review with outstanding schools from across the LA to focus on certain areas of non-core subjects.
Priority 8 – Work with stakeholders to ensure high quality provision
- Cross hub moderation cycle to ensure teacher assessments are accurate and use support of SLEs and Moderators from across the trust.
- Cross curriculum planning models in place with Trust partners.
- Peer review linked to schools out of MAT to share practice and engage in strengths from other schools.
- CPD courses and NLE/SLE support generate enough funding to support provision of children.
- Use of TRG from Maths specialist to generate links of schools of best practice while generating income to finance resourcing within mathematics.
- Oracy training from Voice 21/LF to ensure that best practice nationally is disseminated across hub schools.
- Strength links with leaders across the MAT to strengthen practice across the hub by solving logistical problems when coming to collaboration.
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