Core priorities

Leadership and management

• Governance, especially in relation to the SIAMS framework, challenges the school consistently effectively

• Subject leadership is effective; evidenced in the impact on raising standards in ‘other subjects’ across the school

• Aim to successfully achieve grade 1 against the new SIAMS inspection framework (October 2019)

Effectiveness of teaching, learning and assessment

• Quality of T&L is at least good (and in the examples of best practice, outstanding) across the school (as reflected in books - high standard of presentation and clear evidence of better than expected progress)

   

Personal development, behaviour and welfare

• Medical practice and procedure is of a consistently high standard

Outcomes

• Increase % of pupils achieving Expected level in writing (Y1, 3-6) and at GD (Y1 – Y6) - STRAND1 (develop writing flair and independence) and STRAND 2 (To use self and peer-assessment and editing accurately, in order to improve standards in pupils’ writing)

• Raise attainment and progress of disadvantaged pupils in reading, writing and maths – key focus KS2 pupils

Effectiveness of the EYFS

• Outdoor provision in EYFS promotes high quality continuous provision T&L opportunities; impacts on standards

Leadership and management

• Effective induction of new leaders and staff into their roles – AHT, HT, RE leader, NQTs, Governors

• Curriculum – cross-curricular, enrichment

• Implement effective tracking system (Target Tracker) in order to greater analyse data to target improvement/ develop teacher skills and accountability

• Further develop subject leader effectiveness

• TA effectiveness – “enabling not doing”

• Website – new website design, upgrade and update

Effectiveness of teaching, learning and assessment

• Reading – two strands; Develop a love of reading, Raise attainment and progress in reading (KS2 outcomes)

• (Ofsted action point) Provide more opportunities for pupils to be more involved in reviewing their own work (review and embed marking policy and practice)

• Assessment and tracking – including effective use of marking to impact on progress

• IRIS as a tool to improve practice

• Maths – reasoning and greater depth across school/ times tables knowledge and application

Personal development, behaviour and welfare

• Attendance and punctuality – target of 96% (focus group is disadvantaged pupils and those with SEND)

• Vulnerable pupils – behaviour tracking, involvement of parents, use of LAC funding

• Growth Mindset – embedded throughout school – resilient learners

• British Values

• Improve security - front gate with fobs, CCTV cameras

Outcomes

• Raise attainment and progress in reading (KS2 outcomes)

• Challenge – ensure those pupils on track or exceeding at end of KS1 continue at end of Y3, 4, 5 (key focus 17-18 Y5, 6 pupils who were not on track July 2017 – increase % of pupils achieving GD across KS2, progress outcomes at end of KS2 particularly in R and W

• EY ELG – reading and writing focus

• Disadvantaged pupils – to be in line with non-disadvantaged nationally

• Impact of interventions – accelerated progress

Effectiveness of the EYFS

• Focus teaching of reading and writing

• Outside space for continuous provision, child initiated and adult led opportunities

• Parental engagement and involvement

• Assessment and tracking