School Improvement Priorities 2018-19
Ofsted Priorities (November 2017):
Leaders and Governors should ensure that:
- Teaching and learning in the Early Years are more sharply focussed to enable pupils, particularly boys, to achieve at least age-expected standards in reading and writing.
- More pupils work at a greater depth and achieve the higher standard of attainment by ages seven and eleven.
- The leadership roles of middle and senior leaders are developed so that teaching and learning flourish across all areas of the curriculum.
Priority 1: Learning to Learn
To develop resilience and independence in learning for pupils and staff.
- to develop a whole school approach to resilience in learning and enabling the children through promoting resilience to achieve their potential.
- to revise and apply the school values (including the children’s values)
- to ensure that there is a joint understanding of what each curriculum subject looks like in each Key Stage at Highwood including teaching sequences, expectations for both age related and greater depth and cross curricular learning.
- to ensure that children are enabled to take ownership of their own learning and progress.
- to enable staff to trial innovative approaches following discussions centred on the pedagogy of learning.
- to continue to develop as a STEPs school including the development of the restorative approach to modifying behaviour.
- to develop supportive, collaborative and positive relationships between pupils in different parts of the school.
Priority 2: Literacy
To improve outcomes in writing for pupils across the school including those at greater depth
- To raise expectations of what pupils, especially the most able and those in receipt of the PPG, are capable of achieving
- To plan learning suited to the different abilities of pupils taking into account the context in which they are learning
- To revise and apply the school’s planning proformas and curriculum maps to ensure relevance and efficiency
- To revise and apply the teaching sequence for writing across the school
- To continue to develop the profile of reading across the school
- To develop a consistent approach to the teaching of spelling and grammar across the school
- To monitor rigorously pupils’ learning and progress in literacy so that outcomes are improved through targeted and timely intervention
- To confirm that assessments are rigorous, accurate and illustrate clearly how well all pupils are progressing
Priority 3: Leadership and Curriculum Development
To develop the leadership roles of middle and senior leaders in order to strengthen teaching and learning across the curriculum
- To ensure that there are clear roles and responsibilities for the newly strengthened Senior Leadership Team
- To ensure that monitoring and evaluation by the Leadership team has an impact on outcomes for pupils and use this information to plan further improvement
- To identify needs and provide coaching and support in order to strengthen teaching and learning across the school
- To continue to develop the effectiveness of Subject Leadership in order to evaluate the impact and breadth and balance of the wider curriculum
- To continue to develop Phase and Subject Leaders to enable substantial and sustained progress across the curriculum