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