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


Quality of education

  • 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.

Behaviour and attitudes

  • 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.

Personal development

  • 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.

Leadership and management

  • 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.

Quality of education in early years

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

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

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