School Improvement 2020-2021
All Leaders taking effective actions so that -:
Tier 1 identified children regain trajectories in Reading, Writing and Mathematics to AR or GD
Tier 2 identified children move onto AR/GD trajectories for Reading Writing Mathematics
2. Quality of Education
3.Behaviour and attitudes – attendance remains high within COVID context .
School Improvement Priorities 2019-2020
Our key priorities for the year ahead are:
All Leaders are continuing to take effective actions to improve standards in Reading so that differences continue to be diminished between key groups including disadvantaged.
The teaching of vocabulary is rigorous, precise and consistent across all curriculum areas so that it pupils effectively acquire and use it within their learning.
Pupils learning within the wider curriculum is consistent with the quality and depth of the core subject Reading, Writing , Mathematics (2 Year project)
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 (Year 2 project)
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.
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:
WRITING:
Improve attainment levels in Writing including Greater Depth in all year groups to meet national standards at end of KS2 by:
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.