Overview

The Strategic Improvement Plan (SIP) is a one-year plan, and a three-year overview. The aims of the Strategic Improvement Plan are to raise standards, address OFSTED issues and accelerate progress through improving learning and teaching, the conditions for learning and the school as a professional learning community. This plan incorporates the views gathered from children, parents, learning support workers, teachers, senior leaders, governors and the regular monitoring visits of the local authority/sponsors and builds upon the progress made in previous years.

The School Improvement Plan has been organised into six catagories:

  • the quality of education (impact)
  • behaviour and attitudes
  • personal development
  • the quality of education (intent & implementation)
  • leadership and management
  • learning environment

Quality of Education

Target 2020/2021 GLD CLL Phonics Reading Writing Maths SPaG Science
Early Years Foundation 70% 80% 73% 72% 75%
Key Stage 1 82% 75%/18% 69%/9% 75%/15%
Key Stage 2 %/26% 79%/19% 85%/33% 82%/31% 82%
  • Outcomes to be closer to pre-pandemic levels at exp+ and GDS and in line with national at all KS
  • Implement new PP plan and Catch Up plan eg specific reduction in gaps
  • Further narrow the gap for under performing groups: boys and PP, white british
  • Increase progress for SEND pupils

Leadership and Management

  • Embed subject leadership at all levels - leaders understand the rationale behind the curriculum and the progression steps in their subject areas, leaders focus on impact of their actions and that they effectively provide support for those teaching outside their main areas of expertise
  • Further develop a strategic view of the whole curriculum with a particular focus on anticipating where pupils are likely to have misconceptions
  • GB more involved in everyday life of school
  • Support and develop staff across the school including new to roles through improving their subject and pedagogical knowledge - develop the use of the new Early Career Framework to support NQTs
  • Further reduce workload for all staff
  • Develop staff pedagogy through curriculum focuses each term
  • Continue to ensure Safeguarding is (highly) effective
  • Increase pupil numbers in the EYFS

Behaviour and Attitudes

  • Maintain attendance at least NA and improve punctuality post Covid, especially for PP pupils
  • Continue to ensure learning behaviour is excellent
  • Develop SEMH support further (Commando Joe, DK, AF, ZC, SEN hubs) ensure delivery of regular mentoring for vulnerable pupils (boys and those at risk of exclusion)

Personal Development

  • Plan further opportunities to foster pupils and parents' understanding of cultural diversity, review history long term planning to ensure cultural diversity is in place. Black History month provides rich experiences for all pupils, RE trips
  • Provide opportunities for pupils to develop their talents and interests - provide a range of experiences and opportunities through extra-curricular activities through the use of an online system for booking clubs to ensure 50:50 split of PP/NPP places
  • Ensure children's wishes and feelings captured and acted upon around concerns on matters such as safeguarding, mental health, emotional wellbeing and staying safe. School Councils to actively contribute to the development of pupil well being
  • Children with complex needs develop effective friendships and are included in whole class and social activities and are supported to have the ability to develop independence and manage their emotional needs
  • Ensure pupil leadership groups are consistently delivered and actions are implemented
  • To prepare and develop pupils' understanding of British Values

Learning Environment

  • Ensure a safe and secure site
  • Maintain Health & Safety statutory requirements
  • Ensure the learning environment is comfortable and suitable
  • Further develop outdoor environment
  • Continue to develop staff knowledge and pupil involvement in Health & Safety

The Quality of Education (intent and implement)

  • Increase % outstanding teaching through: developing outdoor teaching across the school, improving the teaching of writing, improving the teaching of reading, maintaining and continuing to improve the broad and balanced curriculum, continuing to develop peer mentoring peer observation/lesson study cycle with specific focus, embedding the teaching of phonics & spelling, embedding strategies for pupils to identify the need for challenge themselves (monitor the use of mild, spicy and hot across the curriculum to support challenge and differentiation and the use of blue cups across the school), ensuring challenge for most able in all subjects, ensuring SEN hub provision is good linked to each area of SEN need and individual pupil needs are met, to ensure pupils within SEN hubs are included in the wider curriculum, checking pupils' understanding systematically identifying misconceptions accurately and providing direct feedback through responsive teaching
  • Launch Learning with parents prior to summer holiday to enable parents to access for summer catch up
  • Ensure new EYFS curriculum is in place across all subjects and CPD has been delivered
  • Introduce the use of Tapestry (learning journeys, assessment, parental engagement, workload) within EYFS
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