School Improvement Plan
What is a School Improvement Plan and why do we have one?
Each year we produce an Improvement Plan. The plan is the result of an analysis of the School’s needs, strengths and weaknesses as identified by our own monitoring, assessment and evaluation systems, as well as inspections and the Local Authority. The School Improvement Plan contains the long term priorities and ambitions, which the school wishes to work towards, and also short term actions which will ensure that the long term priorities are achieved.
Why this brief overview?
The School Improvement Plan is a very full document. It is a strategic plan and, more importantly, a working document for all staff involved at Whaplode Church of England Primary School. We believe that it is important for everyone who has an interest in the future of our school to be aware of what we are striving to achieve, and of how we intend to do this. We are reliant upon the interest, advice, work and support of all those who come into the school and, as such, are anxious to provide a brief overview of our intentions.
Having defined the main areas to work upon in our school, we have established four main priorities for the coming year. The priorities are:
Leadership and Management
To achieve outstanding school leadership
- SLT to rigorously hold teachers to account in order to improve outcomes for all learners
- Higher visibility of Governing body
- Development of Governors monitoring systems in line with Ofsted criteria
- Consult and research academy status
- Adapt leadership model in line with Essentials Curriculum
- Financial leadership
IV successful primary schools do the right things consistently well.
Vi Teaching which focuses on clear learning objectives, effective instruction for all, steps needed to make progress, feedback and assessment, is essential to children’s good progress.
Vii school leadership is key to raising standards.
(Research Reference: Qualities and Knowledge, systems and process, the self improving school system)
To achieve outstanding teaching and learning
- Continuing to raise standards and maximise progress for all groups of pupils in English and Maths so that at least 85% children are at national standard.
- Assessment through development of depth of learning
Notes from previous Ofsted
To continue to raise standards and maximise progress for all groups of pupils in Reading Writing and Maths
Improve teaching and learning so that it is consistently good or better, and improve pupils’ achievement in reading, writing and mathematics by making sure that teachers;
- Learning is brisk and more-able pupils tackle activities for themselves earlier in lessons.
- High quality explanations demonstrate what pupils are going to learn and what is expected of them during and by the end of lessons including the use of success criteria.
- Consistent high expectations of what pupils should achieve in lessons and over time, with particular emphasis on mastery.
- Consistent high quality written and verbal feedback so that pupils have clear next steps and time to respond to comments.
- Pupils peer assess with clearer links identifying how to improve their learning.
- Pupils explain the reasons for their answers so that they, and other pupils, can learn from each other.
- Plan opportunities for children to challenge their own learning.
- Learning environments support and celebrate children’s learning and promote independence.
- Teachers make use of all assessment information to quickly adapt lessons in response to the needs of all learners.
- School leaders to monitor impact of intervention groups more rigorously.
- Transfer to new depth of learning tracker by the end of academic year July 2017
- Subject improvement in the delivery, assessment and progress across the school in reading and grammar in light of KS2 results.
- Continued Participation in the Calderdale research project Y5/6 and the rest of the school developing spelling and grammar,
- Clearer development on focused teaching of reading and SPaG writing structures, the use of connections books so that children have more cross curricular writing opportunities linked to literacy skills and expectations across the whole school
- Assessment through development of mastery structures to ensure good progress for high achieving pupils. Consolidation of assessment without level systems and clarity of how to measure what good or better progress looks like without levels. School selected for mastery in maths research related and meet national expectations.
All learning groups make good or better progress and gaps are closing rapidly. Reading, spelling and grammar progress is improved and 85% of pupils meet expected levels of development and are in line with national results.
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