Our key school priority is to raise progress across the school to ensure more than 6 points (one whole level) per year are made by the end of year 2 (KS1) and more than 3 points per year (half a whole level) by the end of year 6 (KS2).
Increase the proportion of classes achieving good and better learning over time to at least 88%.
- To ensure teaching reflects assessment and is differentiated effectively for all learners.
- To embed the use of Talk for Writing for improving writing for all learners.
- To apply a thinking approach (using Mason’s Powers) to the teaching of maths.
To ensure that classes that are using the new National Curriculum are making progress towards meeting the 85%
target of pupils at expected level in reading, writing and mathematics.
- To implement and monitor the consistency of a new rigorous assessment system throughout the school.
- To ensure a smooth transition of teaching the old National Curriculum to the new one.
- To raise attendance to 96.2%.
To narrow the achievement gap between pupils who receive Pupil Premium funding and those who do not.
- To ensure interventions are robust, effective and provide value for money.
- To make sure that teachers consistently take account of children’s learning needs during the lessons.
- To ensure that learning support assistants (LSAs) are used effectively in order to deliver effective intervention and support.
To narrow the gap in gender across the school in reading, writing and maths.
- To ensure children know what they are able to do in writing and maths and what their next steps are.
- To ensure children’s learning is challenging and that marking is formative, instant and accurate.
- To raise girls’ confidence in maths and boys’ interests in writing.
To develop and improve the teaching of phonics and spelling (phonics especially at KS1).
- In years 1 and 2 (Key Stage 1) introduce quality daily phonics and in years 3, 4, 5 and 6 (Key Stage 2) alternate daily spelling teaching.
- To ensure that differentiated phonics and spelling teaching is based upon the regular assessment of the children.
- To introduce and embed phonic and spelling intervention for those needing it, including children with special educational needs but no statement.