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School Development

School Development Priorities for 2018-2019

 

To increase PROGRESS in KS2 so that it is in line with National by Year 6

  • Clear targets set for all children across KS2
  • Progress is tracked towards target each half term
  • Assessment systems are robust in tracking pupil’s progress each term across all KS2
  • PPM are rigorous and identify, and set actions for, pupils who are at risk of not making expected progress
  • AfL is fully embedded across school
  • Teaching is consistently good
  • Differentiation is effective across school, with increased opportunities for challenge
  • Middle ability pupils make at least the expected progress, with more making accelerated progress
  • Higher ability pupils make the expected progress
  • The gap between disadvantaged pupils and other is diminished

To improve outcomes for pupils in READING so that attainment is in line with National by the end of Year 6

  • Proportions of boys attaining GDS across both key stages is more in line with girls
  • The gap between non-PP and PP pupils attaining GDS across both key stages is diminished
  • Middle ability pupils make at least the expected progress, with more making accelerated progress
  • Higher ability pupils make the expected progress
  • Power of Reading is fully embedded across the school
  • Project X intervention scheme targets pupils under-attaining
  • Accelerated Reading scheme is fully embedded across KS2
  • Guided Reading lessons are fully differentiated to meet the needs of all pupils
  • Pupils have a passion for reading
  • English specialist governor have a secure knowledge of improvements in reading

To improve outcomes for pupils in WRITING so that attainment is in line with National by the end of Year 6

  • Power of Reading is fully embedded across the school
  • Planning maps out the progression of skills across the unit with a clear outcome
  • Increased opportunities for cross-curricular writing
  • Outcomes for boys are in line with girls across school
  • Middle ability pupils make at least the expected progress, with more making accelerated progress
  • Higher ability pupils make the expected progress
  • English specialist governor have a secure knowledge of improvements in writing

To improve outcomes for pupils in the EYFS so that pupils working at a GLD are at least in line with national

  • Proportions of pupils working at a GLD are at least in line with National
  • Outcomes for boys are in line with girls
  • The provision in EYFS, indoors and outdoors,  is stimulating and challenges HA pupils
  • Adults in the EYFS move pupils learning forward through supporting play
  • Assessment systems are effective in monitoring progress and attainment
  • PPM are rigorous and identify, and set actions for, pupils who are at risk of not making expected progress
  • EYFS specialist governor has a secure knowledge of improvements in EYFS
  • Partnerships with parents are strengthened

To establish a DISTRIBUTED LEADERSHIP TEAM

  • Clear roles and expectations of all Leaders in School
  • Leaders write and implement a robust action plan which addresses issues in their area of responsibility
  • All leaders have a greater role in monitoring performance in school and leading improvements
  • The Governing body is well established with clear role sand responsibilities
  • Governors play an active role in school improvement through monitoring and school visits
  • Governors challenge leaders to ensure school improvement is robust
  • Leaders have consideration of staff’s workload and work to create an effective work life balance

To further develop the FIXBY CURRICULUM

  • Long term plans show  a high quality, broad and balanced curriculum which meets the needs of Fixby pupils
  • Topic lessons are stimulating and provide challenge
  • Robust assessment systems track pupil attainment across the foundation subjects
  • Science outcomes are at least in line with national by the end of KS2
  • Subject leaders have a clear vision for their subject
  • SMSC, Fundamental British Values, Mental Health, First Aid and pupil Well-being are fully embedded in the curriculum
  • Subject leaders have knowledge of how their subject is taught across school and pupils performance and share this with SLT & Governors
  • Curriculum governor has a secure knowledge of improvements across the curriculum
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