The School Improvement Priorities identified for 2020/2021 are:

RE, Catholic Life of the school and Collective Worship

• To continue to rigorously monitor the quality of teaching and learning in Religious Education to ensure there is consistently outstanding teaching throughout the whole school.
• To embed high-quality marking and feedback so that pupils know how to improve and can show depth to their understanding.
• To further strengthen pupils’ learning experiences in Religious Education teachers should effectively use their secure subject knowledge to broaden the delivery of lesson content, for example through art, drama, music, and technology.

Quality of Education

• To further develop the school’s curriculum which sets out knowledge and skills (Intent) for each stage, supports the teaching and assessment to deliver application of skills (Implementation) and measure outcomes for pupils’ achievement (Impact) including disadvantaged and pupils with SEND.
• Co-ordinators will continue to develop curriculum portfolios with a structure that sets out the Intent, Implementation and Impact which measures the knowledge and skills to be gained.  Awareness should be given to cultural capital (see definition) and end points which the curriculum builds towards.
• To ensure a whole school approach to the curriculum is developed amongst staff, pupils and parents, and is accessible to all stakeholders.
• To ensure attainment matches or exceeds National averages in Writing (78%) and GP&S (78%)

Behaviour and Attitudes

• To ensure behaviour and attitudes are consistently applied by all staff with clear routines and expectations in order

to promote positive attitudes from everyone in a respectful and safe school culture.  Developing rewards for positive behaviours.

• To review children’s attitudes to learning and the revised curriculum content in order to support positive behaviour, relationships and conduct between all.

Personal Development

• To build confidence, self-belief and resilience in all learners through acknowledgement and celebration of their learning, and understanding of next steps and the promotion of inclusive learning environments which celebrate achievement.
• To further develop the pupil’s understanding of healthy, active lifestyles, supporting mental health and wellbeing(P4C) and develop the RSE curriculum.
• To develop provision for the cultural development of pupils; increasing cultural capital through a range of opportunities (visits and visitors), providing breadth of experiences and opportunities for appreciation and understanding of art, music, sport and diversity of cultures.

Effectiveness of Leadership and Management

• To ensure opportunities for continual professional development, including pedagogical content for staff which is aligned with the curriculum and enables for shared leadership in the school’s approach to the curriculum review and implementation.
• To develop consistency and coherence across the school with the reviewed curriculum ensuring all stakeholders are aware and benefit from the school’s approach.
• To further review wellbeing and workload of staff and pupils whilst ensuring high ambitions for all.
• To further develop safeguarding through reviews shared amongst all leadership and ensure all children are included in the school’s approach.  

Early Years

• To ensure learners make appropriate progress to their starting points and that the curriculum is planned to meet the needs of all groups of children.
• To ensure new leadership in EYFS sequences and plans a curriculum using Early Adopter framework and develops an environment which meets the seven areas of learning and provides children with foundations for the rest of their schooling and can demonstrate attitudes and behavior which meet the characteristics of effective learning.

The School Improvement Priorities identified for 2019/2020 are:

RE, Catholic Life of the school and Collective Worship

• To continue to rigorously monitor the quality of teaching and learning in Religious Education to ensure there is consistently outstanding teaching throughout the whole school.
• To embed high-quality marking and feedback so that pupils know how to improve and can show depth to their understanding.
• To further strengthen pupils’ learning experiences in Religious Education teachers should effectively use their secure subject knowledge to broaden the delivery of lesson content, for example through art, drama, music, and technology.

Quality of Education

• To develop the school’s curriculum which sets out knowledge and skills (Intent) for each stage, supports the teaching and assessment to deliver application of skills (Implementation) and measure outcomes for pupils achievement (Impact) including disadvantaged and pupils with SEND.
• Co-ordinators will develop curriculum portfolios with a structure that sets out the Intent, Implementation and Impact which measures the knowledge and skills to be gained.  Awareness should be given to cultural capital (see definition) and end points which the curriculum builds towards.
• To ensure a whole school approach to the curriculum is developed amongst staff, pupils and parents, and is accessible to all stakeholders.
• To ensure attainment matches or exceeds National averages in Writing (78%) and GP&S (78%)

Behaviour and Attitudes

• To ensure behaviour and attitudes are consistently applied by all staff with clear routines and expectations in order

to promote positive attitudes from everyone in a respectful and safe school culture.

• To review children’s attitudes to learning and the revised curriculum content in order to support positive behaviour, relationships and conduct between all.

Personal Development

• To build confidence, self-belief and resilience in all learners through acknowledgement and celebration of their learning, and understanding of next steps and the promotion of inclusive learning environments which celebrate achievement.
• To further develop the pupil’s understanding of healthy, active lifestyles, supporting mental health and wellbeing (P4C)
• To develop provision for the cultural development of pupils; increasing cultural capital through a range of opportunities (visits and visitors), providing breadth of experiences and opportunities for appreciation and understanding of art, music, sport and diversity of cultures.

Effectiveness of Leadership and Management

• To ensure opportunities for continual professional development, including pedagogical content for staff which is aligned with the curriculum and enables for shared leadership in the school’s approach to the curriculum review and implementation.
• To develop consistency and coherence across the school with the reviewed curriculum ensuring all stakeholders are aware and benefit from the school’s approach.
• To further review wellbeing and workload of staff and pupils whilst ensuring high ambitions for all.
• To further develop safeguarding through reviews shared amongst all leadership and ensure all children are included in the school’s approach.  

Early Years

• To ensure learners make appropriate progress to their starting points and that the curriculum is planned to meet the needs of all groups of children.
• To ensure new leadership in EYFS sequences and plans a curriculum and develops an environment which meets the seven areas of learning and provides children with foundations for the rest of their schooling and can demonstrate attitudes and behavior which meet the characteristics of effective learning.

The School Improvement Priorities identified for 2018/2019 are:

RE, Catholic Life of the school and Collective Worship

To ensure that the school culture enables and promotes staff and children opportunity to excel in RE, Catholic Life of the school and Collective Worship.

To further develop child led liturgy to strengthen enjoyment and enthusiasm for RE and collective worship

To promote and support mental health, well-being and RSE in school through a revised policy and practice in RSE using approaches such as ‘The Big talk’

Effectiveness of Leadership and Management

To ensure leaders and governors have a deep, accurate understanding of the school’s effectiveness across core subjects informed by the views of pupils, parents and staff (inc co-ordinators) and a clearer understanding of progress towards agreed success criteria.

To further develop the role of middle leaders so they are able to evaluate the impact of the actions they take to improve pupils’ learning and use this to inform future actions.

Quality of teaching, learning and assessment

           To develop teacher CPD and resourcing for GP&S through new GP&S Rainbow Grammar sessions

            across the school in order to exceed the National Standard of 77% ARE.

            To develop teacher CPD and resourcing for Maths Mastery and Literacy Mastery in order to

            strengthen the curriculum offer in these core subjects and maintain standards of achievement

            with a focus on supporting vulnerable groups.

            To ensure all children including vulnerable groups, especially disadvantaged children, make realistic

            and sustained progress across the school with teachers identifying and supporting any pupil who

            falls behind and enables almost all to catch up, checking understanding systematically and offering 

            timely support to reach targets in each cohort to meet / exceed LA figures as follows KS2 GP&S

            FSM6 63%, EAL 77%, SEN 33% / Reading FSM6 61%, EAL 66%, SEN 34% / Maths FSM6 62%,

            EAL 75%, SEN 34% and KS1 Reading FSM6 58%, EAL 70%, SEN 27% / Writing FSM6 50%, EAL

            68%, SEN 17% /  Maths FSM6 59%, EAL 75%, SEN 27% 

Personal development, behaviour and Welfare

           To achieve the ADHD friendly school kite mark through a drive towards providing appropriate

            learning experiences for all vulnerable groups of children and gain the Gold mark for being an

            ‘Altogether School’.  Further developing Mental Health pastoral care and support in school.

Outcomes for Pupils

To improve teaching, learning and attainment in GP&S across the school to exceed national figures of 77% and ensure the combined figure for all three subjects exceeds the National figure remain above the floor standard of 65% combined.

To they identify more precisely the barriers to learning for disadvantaged pupils, implementing actions to overcome them and evaluating their actions more sharply to establish what works well, supporting greater rigour in evaluation.