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 andoffering 

            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.

The School Improvement Priorities identified for 2017/2018 are:

Effectiveness of Leadership and Management

· To ensure the school assessment system is reviewed following introduction of new assessment materials with a focus on measuring impact especially for vulnerable groups and high achievers (G&T).

· To ensure leaders and governors have a deep and accurate understanding of the school’s effectiveness and Catholic Ethos of the school informed by parents, pupils and staff views.  And use this to focus on improving impact of their actions.

Quality of teaching, learning and assessment

• 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 continue to develop next step marking and feedback which drives pupil progress and response to marking and should be evident from pupils.

Personal development, behaviour and Welfare

• Encourage our pupils to work alongside us to further improve information to prevent all forms of bullying and develop information sharing platforms to support welfare staff and children at lunchtimes in order to recognise good behaviour.  This will ensure all staff deal effectively with rare instances of bullying or behaviour
• To support the prayer life of children at home, through use of materials to enrich the family and their involvement in prayer and establish a new RE Relationship and Sex Education policy and curriculum to support emotional wellbeing and resilience and develop further opportunities to ensure children make informed healthy choices about food, activity and understanding of society.   

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 to rise above the floor standard of 65% combined.
• Focus on curriculum provision, resources and assessment in GP&S and promote writing for varied purposes to engage boys and ensure there is appropriate challenge for higher ability children.

The School Improvement Priorities identified for 2016/2017 were;

Effectiveness of Leadership and Management

• To develop processes and procedures to secure both good and outstanding teaching and learning through a drive towards developmental marking and opportunity for greater evaluation of teaching strategies.
• To further develop processes and procedures to measure the impact of PE sport funding and SEN funding; monitor progress of groups of pupils to ensure non falls behind the national comparable standards and underachieves.

Quality of Teaching, learning and assessment 

• To embed learning and provide pupils with scope to improve levels of deeper learning, through lessons that stand out.
• To improve teaching, learning and attainment in Maths and Reading across the school to exceed national figures of 53% combined with Writing (Maths 70%, Reading 66%), with a focus on using and applying and challenge for higher ability children in Maths and further development of comprehension activities in Reading to secure deeper levels of development and understanding of text.

Personal development, behaviour and Welfare

• To develop further opportunities to promote child led learning and self-assured learners that have a problem solving approach to challenges, relationships and behaviours. 
• To develop learning outside the classroom environment to promote knowledge and thirst for learning especially in Numeracy and Reading comprehension lessons. 

Outcomes for Pupils

• To ensure the children’s books show a journey of learning with both developmental next step marking and pupil response informing the learning journey. 
• To ensure vulnerable groups of learners make expected progress comparable to national expectations using class based intervention files to monitor progress.