Mawsley C.P School improvement priorities July 2020-July 2022

 

Quality of education

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• Teachers use assessment information effectively to set pupils work that provides sufficient and appropriate challenge, particularly the most able pupils.

• Teachers use assessment information effectively to set pupils work that provides an opportunity to address gaps and misconceptions which may have developed due to the partial school closure.

• Teachers develop their questioning skills, particularly in foundation subjects, so that they consistently check and deepen pupils’ knowledge and understanding.

• Teachers’ subject knowledge is secure, particularly in maths.

• All subject leaders to provide support to colleagues, including support staff, in order to improve their subject knowledge.

• Teachers provide more opportunities for pupils to apply their mathematical skills in problem solving and reasoning.

• To improve accountability of spelling accuracy, presentation and accurate use of age appropriate punctuation across the curriculum.

• Reading assessment is rigorous, at all stages, gaps are addressed quickly and effectively for all pupils.

• To further develop reading skills by ensuring consistent exposure to a range of types of texts.

• To recognise achievement in reading mileage and provide more opportunities where mileage is poorer.

• The curriculum organisation develops knowledge in all curriculum areas.

• Curriculum delivery ensures that mental health and wellbeing are focuses throughout the year.

• Leaders ensure that all stakeholders have an understanding of and are aware of the part they play in the delivery of an ambitious curriculum.

• To improve the recall and fluency of times tables.

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Behaviour and attitudes

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• Reducing the proportion of pupils who are regularly absent from school, particularly disadvantaged pupils, so it is below the national average.

• Teachers to seek, praise and record examples of pupils demonstrating resilience against setbacks.

• To further develop learning behaviours so more active learning is evident in all lessons, and less passivity.

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Personal development

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• To ensure a safe and happy learning and working environment for all stakeholders where learners are willing to take risks.

• To ensure the new framework for Relationships is embedded and progressive.

• To develop how we as a school provide a wide range of opportunities to nurture, develop and stretch pupils’ talents and interests.

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Leadership and management

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• Leaders are supported in gaining the necessary skills to monitor and improve the quality of teaching and learning in their areas of responsibility.

• Leaders and governors monitor and evaluate closely the impact of additional funding received by the school for disadvantaged pupils and pupils who have SEN and/or disabilities, so that these groups of pupils make stronger progress.

• Governors are skilled appropriately to be able to provide leaders with effective challenge and support, particularly towards outcomes.

• Leaders and governors rigorously and regularly review records for attendance and safeguarding concerns, making certain that they are precise, accurate and detailed.

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Quality of education in early years

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• Leaders provide children with more opportunities to practise writing outdoors.

• Improve the number of children achieving the expected standard for reading and maths.