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School Priorities

Every year, we make sure that we focus on key priorities highlighted in our school. We take pride in the fact, that we are a very reflective and forward-thinking staff, who are always keen to improve and develop the learning opportunities for all our children.

 

Below you will find the key documents for this academic year 2015-2016, detailing our school priorities and what we are doing to address them:

 

1) Priorities linked to OFSTED are: making sure all pupils use marking/feedback to move their learning on, all adults to use questioning to promote learning, encouraging all pupils to try their hardest in all subjects and developing the EYFS outdoor area.

 

2) Our school priorities are:

•Reading – To create lifelong readers who enjoy a variety of genres - To improve achievement in Reading and make sure all groups of children achieve ‘sufficient progress’ in all years, achieving their end of year expectation or greater depth.

•Phonics - To improve achievement in  Phonics, especially in Year 1. To monitor progress, teaching and pronunciation of Phonics across the school.

•Writing - To improve achievement in Writing, with a specific focus on consistent sentence construction and punctuation. To make sure all groups of children achieve ‘sufficient progress’ in all years, achieving their end of year expectation or greater depth. To improve progress by planning more writing across the curriculum, regular monitoring and moderation. To record more writing in books. To develop ‘Talk for Writing’ in all classrooms.

•Maths – To develop fluent mathematical reasoning for all groups of children. To develop the CPA approach to teaching Maths so that all staff use this method. To develop Calculations across the school.

•EYFS – To provide more Writing opportunities both indoors and outdoors – to raise the achievement of EYFS children achieving >70% of ELG in Literacy by 2016. To develop the outdoor area in the EYFS learning environment.

•Assessment – To track progress of all groups of children to enable us to identify areas for intervention. To use Pupil Asset to record assessment without levels.

•Marking - To continue to use and adapt marking codes so that children know their next target. To make sure that marking and feedback are consistent in all classes and that children know precisely how to improve their work.

•Bloom’s Taxonomy/higher order questions – To use higher order questions to develop positive learners with enquiring minds.

•Safeguarding and Child Protection Procedures – To keep up to date with developments.

 

 

2015-04-28T08_41_02 School Improvement Plan 15-16 School Improvement Plan 15-16 School Self Evaluation 15-16