As an outstanding school, we are constantly striving to maintain our high standards and to make improvements wherever we can. Each year the school uses a self-evaluation process to identify a number of key improvement priorities for each academic year. In 2019-2020 the school has identified the following key priorities:
Key Objective 1: The Quality of Education: To further develop a cohesive curriculum which reflects the context and ethos of our school
Why do we want to do this? The new Education Inspection Framework (EIF) will assess the delivery of a school curriculum in terms of intent, implementation and impact. We need our subject leaders to plan and sequence the teaching and assessment of their subjects so that children can build an apply knowledge to achieve good outcomes in all curriculum areas
Planned impact on attainment: As a result of a well taught curriculum, outcomes in foundation subjects will show an improvement on last year’s attainment at Greater Depth.
Key Objective 2: Behaviour and attitudes: To develop a positive mental health and well-being programme in order to promote resilience and positive attitudes to learning
Why do we want to do this? With the rise in mental health in young people nationally we think it is important to support children in their emotional well-being and give them strategies to look after their own mental health. We also want children to continue to develop a positive attitude to learning and build resilience in order to improve behaviour and engagement in class.
Planned impact on attainment: By developing understanding, expertise and capacity of staff to improve mental health and well-being, this will impact on attainment and progress, although this may not be measureable immediately. In observations, children are more resilient and engaged in learning.
Key Objective 3: Personal development: To develop a PDL programme to meet the statutory requirement to teach Relationships and Sex Education
Why do we want to do this? To prepare for new statutory guidance from September 2020, we want to trial the draft guidance for Relationships and Sex Education (RSE). We want to develop planning for circle times and assemblies to ensure coverage of all aspects of PDL and SMSC.
Key Objective 4: Leadership and management: To narrow the attainment gap by accelerating the progress of children that are below ARE at the start of the year
Why do we want to do this? We have a number of new LSAs in school with varying amounts of training. Current research (EEF and DISS project) shows that support staff may have a negative impact on attainment. In previous years, children working below ARE have been given a great deal of LSA support, however gains made in interventions are not necessarily transferred to classroom work.
Planned impact on attainment: Diminishing the difference report (Target Tracker) shows a narrowing gap between ARE and below ARE children. Progress of children that did not meet ARE last year is accelerated this year.
Key Objective 5: Early years’ education: To plan and deliver a highly engaging curriculum which delivers high levels of achievement for all, regardless of needs so that all children make good progress
Why do we want to do this? We want to build on the high quality curriculum already offered in Year R and maximise the opportunities to provide rich experiences which all children can access, particularly those with additional needs (approximately 10% of the cohort).