| Priority 1: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT | |
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. To closely monitor, evaluate and develop the school’s approach to differentiation to ensure it impacts positively on rates of pupil progress, particularly for lower performing groups.
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Lower performing groups in terms of progress:-
KS2 lower attainers in mathematics , reading (2015 and 2016) and also GPS (2016) KS1 lower attainers in writing and mathematics (2015) and higher attainers in reading and maths (2012 and 2014) and writing (2012, 2014 and 2015) |
| 2. To tightly monitor the impact of interventions, ensuring they are tightly focussed and effectively delivered to support children in making rapid progress towards expected standards. | |
| 3. To consider and develop a future model of collaboration for our school which facilitates the changing needs of our partnership working. | Government proposals envisage all schools becoming academies (White Paper Educational Excellence Everywhere 2016)
To shape the future destiny of our school |
| 4. To ensure our remaining sports premium funding is used effectively to secure improved and lasting outcomes for pupils in PE and school sport. | Monitoring of quality of PE identified need for increased good quality playing surface particularly for larger KS2 classes and small-sided sending/receiving games. |
| Priority 2: QUALITY OF TEACHING, LEARNING AND ASSESSMENT | |
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. To be relentless in our high expectations in standards of productivity, presentation and attention to detail in books. | Analysis of KS2 test papers highlighted careless errors in calculations, explanations, spellings and punctuation.
Learning walks and work scrutiny identified inconsistencies in lesson productivity and expected quality of work in books. |
| 2. To ensure that the basic skills of phonics, grammar, punctuation, handwriting and spelling are taught consistently well across the curriculum throughout school. | Raised expectations and emphasis on SPAG in new curriculum. |
| 3. Ensure that maths planning supports pupils calculation abilities through concrete, pictorial and abstract progression and includes daily arithmetic practices and reasoning/problem-solving questions. | Book scrutiny June 2016 identified the following areas for improvement:
· Greater use of photographs to evidence practical maths (concrete stage) Greater emphasis and evidence required of open-ended investigations and application of skills in books. |
| Priority 3: PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE | |
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. Celebrate attitudes and independent behaviours of children, particularly at lunchtime. | Learning walk June 2016 identified the following areas for improvement:
· Movement of children around school · Little for children to play with Development of cross phase relationships particularly LKS2 with UKS2 (parental perception) |
| Priority 4: OUTCOMES FOR PUPILS | |
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. To ensure that rates of progress are consistently above national averages in reading, writing and maths. | Whilst rates of progress have improved since 2013, the revised expected standards provide new challenges in this area. |
| 2. To ensure that children are well-prepared for the new-style test arrangements. | Analysis of test papers highlighted pace of productivity and checking of accuracy as key barriers to achieving potential. |