Return to About Us

School Improvement Priorities

School Improvement Priorities 2018-19

Ofsted Priorities (November 2017):

Leaders and Governors should ensure that:

  1. 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.
  2. More pupils work at a greater depth and achieve the higher standard of attainment by ages seven and eleven.
  3. 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