School Improvement Plan

Priority 1: Raise attainment and progress through consistently strong teaching and precise assessment

1. Increase the proportion of pupils achieving or moving securely towards age-related expectations in reading, writing and mathematics.
2. Secure consistent teaching built on prior knowledge, clear modelling, purposeful practice, questioning, retrieval and timely feedback.
3. Ensure assessment identifies barriers and misconceptions quickly so teaching, scaffold, challenge and provision are adjusted promptly.

Move reading and writing attainment towards national outcomes.
Identify gaps from Baseline Assessments
Ensure pupils below ARE are identified. Identify gaps in understanding from gap analysis
Bottom 20% of readers are precisely identified and receive the right teaching and support.
Improve reading fluency, vocabulary, comprehension, spelling, handwriting and the quality of written outcomes.
Use oracy and high-quality discussion to strengthen comprehension and writing.

Improve Year 4 multiplication tables and KS2 mathematics outcomes.
Develop secure declarative and procedural knowledge, arithmetic fluency and confident recall.
Strengthen questioning, reasoning and problem-solving so pupils explain and justify mathematical thinking.
Ensure pupils receive appropriate scaffold and challenge without unnecessary ceilings on learning.

Move attendance towards 96% and reduce persistent absence from the 2025/26 position.
Improve punctuality and reduce repeated patterns of absence.
Ensure attendance barriers for vulnerable and disadvantaged pupils are identified early and addressed through coordinated support.
Maintain a safe, calm culture with clear routines and personalised support for pupils who need help with self-regulation.

Ensure pupils with SEND and disadvantaged pupils access an ambitious curriculum and make strong progress from individual starting points.
Identify emerging need early and use accurate small-step assessment to determine the next barrier and response.
Improve the impact of LSA deployment and intervention while reducing unnecessary adult dependency.
Improve attendance for disadvantaged pupils and address wider barriers through coordinated support.

Give pupils genuine leadership and voice with visible impact on school and community life.
Ensure disadvantaged pupils and pupils with SEND participate meaningfully in leadership and enrichment.
Strengthen pupils’ self-awareness, confidence, communication, citizenship and understanding of safety/wellbeing.
Develop outdoor learning and enrichment as purposeful parts of the wider curriculum.

Ensure leaders at all levels understand their responsibility for improvement and evaluate impact precisely.
Develop subject leaders’ curriculum knowledge, monitoring, feedback and ability to turn evidence into strategic next actions.
Create a professional learning culture in which CPD changes practice and is evaluated through subsequent evidence.
Maintain strong ECT induction, staff wellbeing/workload considerations and governance scrutiny.
Ensure improvement priorities, appraisal, CPD, subject plans and governor monitoring are aligned.