Priority 1: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. To secure higher rates of progress particularly in writing and maths across the school. | Prior to 2016, the proportion of pupils making expected progress or better was broadly above national. Progress in maths and writing was less consistent. Progress measures in 2016 were in line with national figures for all prior attainment groups.
In 2017 the average progress score for reading was +2.0 but average progress scores for writing and mathematics were below 0 at -1.6 and -1.1 respectively (-1.08 and +0.45 for homegrown pupils) Securing consistently higher levels of progress in writing and maths within the context of the new assessment regime is therefore a priority. |
| 2. To increase distributive leadership capacity through developing the monitoring and coaching skills of all members of the senior leadership team | 2 new phase leaders appointed April 2017 and 1 temporarily covering a maternity leave |
| 3. Ensure that all members of the senior leadership team focus relentlessly on improving teaching and learning and provide focused professional development for all staff through effective induction, monitoring, coaching and evaluation. | To ensure all new staff are effectively inducted into their roles, understand school policies and are supported in sustaining consistently high expectations. |
| 4. To lead our school and support cluster schools through the academy conversion process resulting in the establishment of the South York Multi Academy Trust, reviewing our model of governance to ensure it reflects new lines of accountability. | Government proposals envisage all schools becoming academies (White Paper Educational Excellence Everywhere 2016)
To shape the future destiny of our school by securing efficiencies, challenge and support for our school, facilitating the emerging needs of our partnership working and embracing the changing national context. |
| 5. To ensure our sports premium funding is used effectively to secure improved and lasting outcomes for pupils in PE and school sport. | Increase the hard-standing surface to provide greater opportunities and flexibility for physical activity throughout the school year. |
6. To further school systems for parents in relation to:
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Priorities emerging from parent ‘3 stars and a wish’ consultation. |
| 7. Review the school process for allocating children to classes when more than one class in a year group. | Complaint received 2016/17 |
Priority 2: QUALITY OF TEACHING, LEARNING AND ASSESSMENT
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. Increase rates of progress in writing, particularly for boys
Continue to challenge more pupils to achieve the higher levels in writing throughout school. |
KS2 writing progress scores dipped significantly in 2017.
A significantly higher proportion of girls achieved the expected standard in writing than boys at both KS1 and KS2. The proportion of boys exceeding the Early Learning Goals in EYFS and achieving greater depth at KS1 and KS2 was significantly below the proportion of girls in 2017. |
| 2. Increase the rates of progress in mathematics throughout school, challenging more children to achieve greater depth | KS2 average scaled scores (2016 and 2017) and progress rates (2015, 2016 and 2017) in mathematics remain close to national statistics.
In 2016, fewer children achieved ‘greater depth’ in KS1 mathematics than in reading and writing. |
| 3. To further develop and refine systems of assessment, recording and reporting. | Climbing Frames assessment tracker needing to be supplemented with other systems of recording and reporting which is time consuming for staff and SLT.
Climbing Frames unable to reflect mixed-year curriculum organisation for science and foundation subjects, therefore providing skewed data reports. |
| 4. Train staff to deliver the new syllabus for Religious Education and continue to develop multi-faith links within our community | Introduction of the new Diocesan scheme of work for RE including Understanding Christianity syllabus.
Increased respect, awareness and understanding of life within multi-faith Britain |
| 5. Improve the provision for Primary Languages in school to take account of current staff confidence and expertise | Language skills audit of current teaching staff – expertise in French/ expertise in Spanish no longer available. |
| 6. Further develop alternative whole school curriculum days; humanities, science, RE | Opportunities for staff to teach all age groups and children of all ages to work together developing relationships beyond own year groups. |
Priority 3: PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE
| AREA FOR DEVELOPMENT | REASONS FOR IDENTIFICATION |
| 1. Whole school reward/house system | Opportunities for staff to support all age groups and children of all ages to work together developing relationships beyond own year groups |
| 2. Celebrate attitudes and independent behaviours of children, particularly at lunchtime through refining the roles of play leaders, prefects and peer mediators.
Review adult lunchtime supervision to increase efficiency and ensure a positive experience for children. |
Learning walk June 2016 identified the following areas for improvement:
Development of cross phase relationships particularly LKS2 with UKS2 (parental perception) |
| 3. Raise awareness and develop strategies and systems with staff to support pupils experiencing anxiety and emotional difficulties. | Increasing numbers of pupils presenting with anxiety and emotional difficulties. |
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 by:-
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Whilst rates of progress have improved since 2013, the revised expected standards continue to provide new challenges in this area. |
Click here to download the School Improvement Priorities as a .pdf