Our Improvement Plan
Growing Together ♥ Nurturing Individuals to Flourish ♥ Rooted by God's Love
Our school improvement plan (SIP) provides information regarding the key priorities identified through self evaluation for the next year. It is used to help drive school improvement and is monitored by school governors.
This year the priorities were agreed as a result of:
- lesson observations and learning walks
- staff feedback and reflections from our new curriculum
- pupil progress meetings
- emerging pupil and community need after COVID lockdowns
Our SIP is organised under the following broad objectives:
- To develop effective leadership to consistently improve outcomes for all pupils
- To improve the quality of teaching, learning and assessment so that all lessons typically create learning conditions that enable pupils to consistently make good or better progress over time.
- To develop learner's personal development, behaviour and welfare in order to have a positive impact on their progress.
- To improve outcomes for pupils in each year and across the curriculum so that current pupils make substantial and sustained progress from their different starting points.
The Key Priorities for a school year are supported by:
- personal and professional development for staff
- whole school training and INSET days
- school budgeting
The 4 Key Priorities for 2021-22 are:
- Improve pupil outcomes in reading and writing through widening pupils vocabulary use
- Improve pupil outcomes through teaching strategies which develop resilient, resourceful learners
- Develop pupils understanding and strategies for improving positive mental health and wellbeing
- Develop pupil's emotional literacy to improve relationships, pupils communication and behaviour
Due to a change of staff in EYFS the priory from 2020-21 SIP will carry forward:
Ensure there is high quality EYFS provision to improve outcomes for pupils
The SIP implementation is rooted in research. The headteacher and SENDCo researched each priority area to ensure that new strategies and training were based on evidenced positive impact reports. We used a wide range of research and reading materials to inform our decisions. The SIP journey for the year 2021-22 been carefully planned to ensure there is opportunity for training, embedding, monitoring and refection.
Over the course of the year, each teaching remember of staff will be given a range of reading materials to support their understanding of aspects of the SIP.
In 2020-21 as part of personal and professional development, the team were asked to consider an aspect of education they would like to dig a little deeper into. This research went across the entire academic year and culminated in a meeting where staff present their findings.
The research findings into mindfulness and greater depth reading will form part of our whole school practice for September 2021.
The projects included:
Researching and trialling systems and practices, to develop Greater Depth Reading in Year 2 children.
Can the use of gamification in classrooms have a positive impact on pupil's attitudes to learning, motivation and progress?
Are children's fine motor skills being affected by a tendency to use tablets and gaming?
Does the use of mindfulness have a place in the school day? What impact can mindfulness have on relationships and learning? Which types of mindfulness have the greatest impact and is there a gender bias?