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School Improvement Plan 2020/2021


Key Priority 1-Quality of Education

To manage an effective transition back to school for all pupils, ensuring a focus on developing Key Skills and access to a broad, balanced curriculum


  • Use of formative assessments to identify gaps in learning as a result of school closure
  • Quality first teaching which has a focus on the teaching of phonics (Reception to Year 3), reading and writing
  • Catch Up Premium effectively used to target pupils with greatest need
  • Adjustments made to curriculum to plug gaps and use of knowledge mats to support and accelerate learning of all pupils
  • Review MT and LT planning in light of assessments and adjust as necessary
  • Within COVID H&S restrictions, provide a range of learning experiences/opportunities which excite and challenge children’s learning
  • Focus on mental health and well-being of pupils through PSHE curriculum
  • Re-establishing routines for learning and behaviour for learning
  • Provide opportunities for pupils to find things out for themselves.
  • Support development of the curriculum to ensure it targets school context and pupil gaps.
  • Consider Intent, Implementation and Impact of our current curriculum offer and how basic skills are incorporated and exploited through the curriculum.

Key Priority 2- Quality of Education

To strengthen the teaching of mathematics across the school, through improvements in pedagogy and resources which allows all pupils to make good progress by the end of the Key Stage.


  • Complete Power Maths training, making adjustments to pedagogy and providing resources that enable access for all pupils.
  • To have a greater focus on teaching of multiplication tables and ensure children are ready for MTC at the end of year 4
  • Identify and reduce barriers to learning for specific pupils.
  • To identify target groups of children in mathematics and plan appropriate interventions.
  • Track children’s progress through regular, on-going assessment. Adjust support as necessary.
  • To assess children’s work at planned intervals and provide feedback which includes targets specific to the child.
  • To ensure that children know and understand what they have to do to get better and this information is shared with parents.

Key Priority 3-Behaviour and Attitudes

Review and lead behaviour system in school to ensure consistency throughout the school and identify any new initiatives needed.


  • Review of system-rewards and sanctions
  • Carry out research to identify examples of good practice
  • Raise profile of system with children
  • Inform parents of system-agreed rewards & sanctions
  • Monitor behaviour systems in all classes to ensure consistency of approach and application
  • Support staff with advice and strategies for specific behaviour concerns
  • EP/SEN support services utilised for specific children
  • IBP introduced and monitored for individual children

Key Priority 4-Personal Development

Continue to improve the quality of our pastoral support for all pupils and ensure the criteria for the 5-Ways to Well-being are embedded.


  • High quality pastoral support and positive mental health for all stake-holders.
  • Children have access to trained MHFA & ELSA.
  • Embed the new curriculum for PSHE
  • Consult with staff, parents and governors on our SRE Policy

Key Priority 5-Leadership and Management

Monitor and review curriculum development, planning and classroom environments.


  • Each class has a carefully planned curriculum which includes a range of visits, visitors and practical experiences which inspire and excite learners.
  • Continue to develop subject leadership with involvement of external partners
  • Action Plans in place and clear impact on learning.
  • Subject leaders plan and organise training in new initiatives and monitor progress in subject.
  • All progression maps and knowledge organisers complete.
  • All medium term plans reviewed and adopted.

Key Priority 6-EYFS

To continue to improve provision in EYFS.


  • Continue to develop a language rich learning environment with an engaging reading and writing area.
  • Review and replacement of outdoor provision to ensure it reflects the provision indoors and provides appropriate levels of challenge for children of all abilities.
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