To continue to raise standards of teaching and learning and ensure the more able children are being challenged in English and Mathematics throughout the school to improve the % of children reaching greater depth.
The school was judged as ‘Good’ in the last Ofsted inspection (2018), however; the next step for the school is ‘to strengthen the approach to the teaching of mathematics so that pupils develop good problem-solving skills across the range of subjects and an increased proportion achieves at a greater depth’. This % increased in 2018-19 (no data available for 2019-20 due to pandemic), but needs to continue to be a priority; particularly due to gaps that may have occurred following many months out of school; together with a focus on increasing the % of children reaching greater depth in reading and writing.
- 85%+ pupils meet Age Related Expectations throughout the school (ARE)
- An increase in pupils achieving greater depth in English and Mathematics throughout the school – 35+% of pupils throughout Key stage 1 and 2.
- Evidence in Mathematics books of tasks that challenge thinking.
- Evidence of challenge in English books and cross-curricular writing.
- Evidence of problem-solving and reasoning activities in Mathematics books and other curriculum area books.
- Pupils are given verbal feedback during lessons to make immediate progress.
- All pupils to understand their targets (or ‘next steps’) in English and Mathematics and know how to improve. Children are given time to carry out next steps for immediate progress during lessons.
- Teachers use marking to ascertain what children can/not do and then plan next lesson accordingly for progress. This will be evident in children’s books.
- Evidence shows that the teachers’ plans and lessons take full account of children’s needs.
- Pupil Progress meetings are rigorous and teachers are held to account for the performance of all pupils in English and Mathematics.
To raise the profile of mental health and well-being for children and staff
RATIONALE: To raise the profile of mental health and well-being throughout the school to ensure that staff have a healthy work/life balance and children know how to keep themselves healthy and safe. To support the whole school community following the national crisis (COVID-19).
- To communicate effectively the importance of a work-life balance to all staff.
- Staff to have a manageable workload.
- A decrease in staff sickness due to stress related illness.
- To have a healthy, motivated workforce who are able to deliver a high-standard of education to pupils (this will be monitored through discussions during performance management reviews and through staff survey responses).
- To respond sensitively to external pressures which affect the lives of staff members.
- To ensure staff members are aware of the channels which can be used to manage and deal with stress or work related health and wellbeing issues.
- PSHE is evident within the long term plan for the school and is then used by class teachers to plan mid-term and weekly lessons.
- Regular use of mindfulness activities evident across the school.
- Children to be able to articulate how to keep themselves healthy.
To enhance provision and develop the wider curriculum, including further use of the outdoor space.
RATIONALE: The basic provision is good, and the wider curriculum is already enhanced. However, there remains greater scope to develop provision and the wider curriculum further including the outdoor space to improve outcomes for children.
- A wider range of high quality opportunities are available to pupils which extend their thinking and broaden their horizons.
- The curriculum takes more account of children’s individual interests and gives scope for more independent learning.
- The outdoor learning environment is utilised further, enabling the children to experience a wider range of learning opportunities.
- The revised curriculum ensures progression, avoids repetition and makes meaningful cross curricular links to deepen children’s understanding, showing clear intent and impact on children’s development.
- A wider range of extra-curricular activities that improve outcomes and provide opportunities for children to develop a wider range of skills
To raise the profile of Christian Distinctiveness
To ensure the recommendations given during the last SIAMs inspection are fully embedded within school practice so that the school is ready for their next inspection and the profile of Christian Distinctiveness is raised.
(ALSO SEE SIAMS SEF/ACTION PLAN FOR FURTHER ACTIONS/DEVELOPMENTS)
- The six Christian Values will be further embedded in school life. Each half term, time will be given to exploring the term’s Christian Value.
- Assessment in RE will continue to be carried out in the same way as Mathematics and English and data will be collated by the Headteacher at the end of each term for analysis.
- R.E days to become part of the school calendar (spring and summer terms).
- Prayer to be embedded into the school day.
- Children’s understanding of Christianity and other faiths will be developing and this will be evident through their recorded comments, work in books and assessment information.
- Children will continue to be given opportunities to actively lead collective worship in school and in church.
- The role of Collective Worship assistant will be developed to include leading prayer and reflection on worship.
- Displays around the school will mirror special services in Church and the RE learning that is taking place within school.