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

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