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School Improvement

School Improvement 2018-2019

 

1.All Leaders are continuing to take effective actions to diminish the difference between key groups across RE/Wr/Ma in identified year groups so that

the attainment of Reading, Mathematics, SPAG improves towards national.

 

2.All leaders are continuing to improve the Quality of teaching in Reading , Mathematics, Writing through

  • Refining Modelling to deepen and extend learning.

  • Extending the opportunities for active learning throughout lessons

  • Ensure the pace of learning is appropriate so that learning is accelerated

     

3. Teaching and Learning reflects a metacognitive approach for learners so that children can maximise recall of facts, make effective connections within their learning to maximise progress and attainment.

 

4. To reduce workload where appropriately using DFE guidance and toolkit so that teachers can continue to prioritise T & L so that pupil outcomes for progress and attainment are maximised.

 

School Improvement for children

School Improvement 2017-2018

At Henry Whipple an intrinsic part of our school is the continuous drive for school improvement at all levels for all stakeholders.  When looking at how to improve our school we look at four key areas:

 

 

READING:

 

Improve attainment levels in Reading in all year groups for age related and greater depth towards national levels by:

  • All children making at least expected progress
  • Exceeding progress rates in KS2 for children below Age Related
  • Exceeding progress rates for boys Pupil Premium , Prior Lower Attainers across KS1 and 2

 

WRITING:

 

Improve attainment levels in Writing including Greater Depth in all year groups to meet national standards at end of KS2 by:

  •  Sustaining exceeded progress rates across all year groups
  • Prior lower attaining group make exceeded progress.

 

MATHEMATICS:

 

Improve attainment levels in Mathematics including Greater Depth at UKS2

by sustaining progress rates across all year groups specifically Pupil Premium and Prior Lower Attainers.

 

EARLY YEARS:

 

Provide challenge within learning in continuous and focussed provision across all areas of EYFS to support children sufficiently specifically low attaining group identified at baseline / higher ability learners

 

Personal Development Behaviour and Welfare

Ensure all children specifically prior lower attaining group have strategies to be independent learners.

Develop schools  pupil mental health/emotional well-being support and provision.

 

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