Leadership and Management– Leaders to rapidly drive improvements through direct coaching, strategic planning and robust performance management. Perspective will be used for school self-evalutiaon to assess the development of the school and it will be used to inform the School Development Plan (SDP). SDP will be used to inform Performance Management of the teachers and teaching assistants.

Quality of Teaching, learning and assessment – Improve the quality of teaching, learning and assessment so that by July 2017 all teaching is at least good or better. By July 2017:

  • Marking and feedback will be robust, consistent and purposeful throughout the school.
  • Maths teaching will be matched to children’s needs and pupils will be fully involved in their learning and know their next steps.
  • Teachers will know age related expectations for children in their class and will plan engaging lessons that enable their children to meet these.
  • The teaching of writing will enable children to imitate the key language they need they need for a particular topic orally before reading and analysing it and then writing their own version.

Outcomes for Pupils – Achievement –

  • In July 2017, the end of KS2 and KS1 data is at least at national in reading, writing and maths.
  • All children to make at least expected progress with class average to be 6.3 steps.
  • SEN children to achieve their individual targets.
  • Children in receipt of PPG to receive provision that enables them to: close the gap with others in their cohort; achieve in line with their peers nationally; and make good progress from their starting points.

Personal Development, Behaviour and Welfare

  • To improve attendance rates so that they are above 95% and improve punctuality rates.
  • To ensure that all pupils, staff and parents understand and apply the school’s mission statement and values and build opportunities for this into the curriulum and environment.
  • To further develop understanding of Safeguarding, prevent and radicalisation ensuring that all staff are trained and aware of safeguarding procedures.
  • To develop staff understanding of Education Personal Relationships (EPR) and develop pupils’ understanding of issues such as personal safety, anti-bullying, citizenship, sex education and relationships (in line with their age and stage).
  • To encourage all parents to engage with school policies and expectations and further improve parental participation

Early Years

  • Ensure outcomes at end of EYFS demonstrate at least good progress from starting points.
  • Develop collaboration with other schools.
  • Develop the inside and outside learning environments in the Early Years to ensure that there is high- quality provision leading to better rates of progress


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