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School Priorities 2019-2020

Our school priorities rest primarily in raising attainment and securing outstanding progress of  all children in all areas of the curriculum. We must also focus on the well-being and safety of our children in a challenging world. These  changes will necessitate consideration of the school management structure as well as pertinent physical aspects of the school.

Leadership and Management

  • To develop leadership at all levels.
  • To further strengthen the role of all governors to increase their impact across the school.
  • To further engage all parents and encourage them to feel comfortable in asking for support from the school, to impact on their child’s development.
  • To develop the understanding of all staff and Governors regarding the new Ofsted framework.
  • To implement a new assessment system across the school. (Scholar pack)

Behaviour & Attitudes

  • To maintain high standards of safeguarding policy, procedure and practice across the school.
  • To improve the lunchtime experience in the dining hall creating a calm and positive atmosphere.

Teaching, Learning and Assessment

  • To ensure that all teaching is consistently good or better in all curriculum areas.
  • To allow opportunities for all children to master the curriculum at their level.
  • Pupils’ skills acquired in phonics sessions are applied more widely across the curriculum at key stage 1 so that they continue to support spelling and grammar. (OFSTED)
  • The key skills of phonics and reading are applied more widely across the curriculum so that a higher proportion of early years children and key stage 1 pupils achieve a greater depth in their reading. (OFSTED)

Quality of Education (Intent, Implementation & Impact)

  • To ensure that all teaching is consistently good or better in all curriculum areas.
  • Pupils’ skills acquired in phonics sessions are applied more widely across the curriculum at key stage 1 so that they continue to support spelling and grammar. (OFSTED)
  • The key skills of phonics and reading are applied more widely across the curriculum so that a higher proportion of early years children and key stage 1 pupils achieve a greater depth in their reading. (OFSTED)
  • To ensure effective assessment of phonics skills and application is used consistently and appropriate intervention is identified and delivered.
  • To review and implement new intervention programmes.

Early Years Development

  • To trial the new baseline assessments from the NFER in preparation for statutory implementation 2020.
  • To ensure that the outdoors and outdoor environment effectively promotes learning and planned structured activities take place.
  • To improve the percentage of children reaching a Good Level of Development in Reception. (Reading & Writing Focus)

Children’s Spiritual and Emotional Development

  • To establish opportunities for pupils to think more globally by widening their understanding of Christianity as a multi world faith. (SIAMS area of development)
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