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School Priorities

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 embed and promote the school’s Vision and Values.
  • To strengthen the role of middle leaders by encouraging greater ownership and accountability for their areas of responsibility.
  • To develop leadership at all levels.
  • To implement a new RE curriculum / assessment system and Collective Worship format across the school.
  • To further strengthen the role of all governors to increase their impact across the school.
  • To address and promote the well-being of staff and pupils.

Behaviour, Safety and Welfare

  • To maintain high standards of safeguarding policy, procedure and practice across the school.
  • To maintain high expectations of behaviour and behaviours for learning across the school.

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)

Pupil Achievement

  • To ensure all children understand and articulate their targets and what they need to do to improve their learning in reading, writing, maths, Science and RE.
  • To ensure the early identification of pupils not on track to meet Age related expectations at the end of KS2.
  • To diminish the difference between Pupil Premium (disadvantaged) children and other groups.

Children's Spiritual and Emotional Development

  • To embrace and follow the new LDBS RE curriculum and our new structure for Collective Worship.
  • To review the teaching of PSHE across the school and how it impacts on children’s social, moral, spiritual and cultural development.

Engagement with Parents and Community

  • To embed and engage with the Parent Voice Committee.
  • To organise workshops for all parents to support their understanding of maths, English, science, computing and humanities (Learning Challenges) These to be led by the Subject Leaders.
  • To engage with the school and local community by organising a yearly community event.

Early Years Development

  • To ensure baseline assessments are used to inform planning & learning.
  • To ensure that the outdoors and outdoor learning is planned for and utilised effectively.
  • To support the teacher in working with a new Reception team and liaising with them effectively to ensure the best outcomes for the children.
  • To embed new planning formats, expectations of evidence gathering and curriculum adaptations to ensure good outcomes for all children, including disadvantaged pupils and provide appropriate intervention / challenge when required.
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