


Where children are challenged to be their personal best
SCHOOL IMPROVEMENT PRIORITIES
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.
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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.
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Teachers develop their questioning skills, particularly in foundation subjects, so that they consistently check and deepen pupils’ knowledge and understanding.
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Teachers’ subject knowledge is secure, particularly in maths.
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All subject leaders to provide support to colleagues, including support staff, in order to improve their subject knowledge.
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Teachers provide more opportunities for pupils to apply their mathematical skills in problem solving and reasoning.
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To improve accountability of spelling accuracy, presentation and accurate use of age appropriate punctuation across the curriculum.
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Reading assessment is rigorous, at all stages, gaps are addressed quickly and effectively for all pupils.
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To further develop reading skills by ensuring consistent exposure to a range of types of texts.
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To recognise achievement in reading mileage and provide more opportunities where mileage is poorer.
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The curriculum organisation develops knowledge in all curriculum areas.
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Curriculum delivery ensures that mental health and wellbeing are focuses throughout the year.
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Leaders ensure that all stakeholders have an understanding of and are aware of the part they play in the delivery of an ambitious curriculum.
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To improve the recall and fluency of times tables.
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.
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Teachers to seek, praise and record examples of pupils demonstrating resilience against setbacks.
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To further develop learning behaviours so more active learning is evident in all lessons, and less passivity.
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.
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To ensure the new framework for Relationships is embedded and progressive.
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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
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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.
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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.
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Governors are skilled appropriately to be able to provide leaders with effective challenge and support, particularly towards outcomes.
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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
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Leaders provide children with more opportunities to practise writing outdoors.
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Improve the number of children achieving the expected standard for reading and maths.