Whole School Targets

To ensure through consistently good and outstanding good teaching that all pupils meet or exceed national age related expectation for both attainment and progress

 

 The  environment within the classroom will support  all children with their learning  eg expectations of presentation, exemplification of work, checklists , key vocabulary

Lesson structure and time management is  used effectively

There is sufficient opportunity for ‘ stretch and challenge ‘

There will be evidence of peer learning support eg through CLIPS

Children will acknowledge that mistakes and difficulties are a sign of learning  and will persevere

All additional adults will be used from the outset of the lesson to support learning

Assessment for learning will be evident throughout the lesson

Staff members respond to the needs of pupils giving useful effective and immediate feedback  which moves the learning forward

Teaching staff will be aware of which groups of children are not making the required levels of progress  and effective planning will be put into place with changes made based on formative assessment  and data eg disadvantaged, disadvantaged more able,  SEND

There will be clear triangulation between lesson observation outcomes,  data and evidence in books which will  show the impact of teacher feedback  and it’s impact on progress.

Pupil Progress reviews will celebrate improvements in joint and individual attainment.
Ensure high quality and consistent provision for the most vulnerable  children   ie SEND / PP and PP more able All adults working in the learning space will demonstrate high expectations and be able to identify key next steps for the most vulnerable learners

Emotional support for vulnerable learners will be paramount  eg daily welcome through meet and greet, positive behaviour management strategies, accessing support where necessary, having an enthusiastic high motivating approach, rewarding effort and achievement.  Having an awareness of which children find it hard to access  opportunities through funding or parental support and enabling these learners to be supported

Environmental and  physical  resources

Some learners might need a more  personalized pathway through the curriculum  to address any specific barriers to learning or to extend the more able.. Some strategies which might be to be used when planning might include  check lists, pre teaching , over learning, chunked tasks, stepped approach, concise sentences, allowing wait time and highly collaborative peer learning support  ( CLIPS)  limited instructions   use of visuals on worksheets and instructions ,  key words on instructions ,appropriate font size  personalised dictionaries, sentence starters, then and next , coloured resources to reduce visual stress, differentiated questions to support or extend  and an opportunity to review learning at the end of a lesson. The school has now also joined NACE to support the development of more able learners

Whole School Priorities

Ensure assessment systems are in place that drive accelerated pupil progress, including effective use of data for planning and target setting and point of need intervention.

  • Develop consistently high expectations across the school leading to good behaviour for learning.
  • Ensure simple, clear, concise and consistent expectations are in place for teaching and learning and impacting on pupil progress.
  • Ensure leadership capacity continues to drive the strategic vision to positively impact on pupil progress and attainment.
  • Raise progress and attainment in Maths at least in line with if not better than ARE. Increase the percentage of children achieving above national including those in the disadvantaged group
  • Uphold the core values of the school to educate the whole child within the Christian ethos and values, developing the teaching of Religious Education and the participation of children in leading CW

Feedback project schedule

Priory Parent Forum – Feedback information

Whole School raising Attainment Plan