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School Improvement Priorities

School Improvement Priorities 2019-20

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: Building a Bespoke Curriculum (Quality of Education)

– To construct an ambitious, coherent and experience led curriculum for the Highwood Child

  • Intent: To deepen our understanding of the context of the community of the Highwood Child to build the bespoke curriculum
  • Intent: To develop a consensus on what the learning sequence (knowledge and skills) for each subject looks like
  • Intent: To develop meaningful and enriching cross curricular connections between subject areas, between phases and across the school
  • Implementation: To ensure that there is an unapologetic emphasis on reading as a base for all aspects of the curriculum as we become a reading school
  • Implementation: To develop a shared learning language for all subjects across all key stages
  • Implementation: To develop the sequence of learning in mathematics through HfL Essentials
  • Impact: To ensure that PPG children, PPG children with SEND, SEND children and the more able children at Highwood acquire the knowledge and cultural capital they need to succeed at Highwood and beyond
  • Impact: To ensure that all Highwood children develop enjoyment in reading
  • Impact: To ensure that all staff have a full understanding of end points for their year group, phase and for the school as a whole

Priority 2: Personal Growth and Lifting Barriers for all (Personal Development)

– To promote equality of opportunity for all pupils and staff within an inclusive environment

  • To develop differentiation and bespoke learning through planning based on key SEND children
  • To ensure all children in every class are provided with the tools they need to learn
  • To develop the principles of the Early Learning Characteristics of Effective Learning across the school
  • To promote consistently high expectations of the learning that is recorded in books
  • To further develop opportunities for building positive relationships and enhancing collaborative learning
  • To build opportunities for acquiring Cultural Capital
  • To further develop the principles of STEPs within our restorative approach to behaviour and attitudes
  • To build upon our initial experiences of Lesson Study in order to further develop a positive and collaborative approach to adult learning
  • To develop knowledge, skills and pedagogy in the teaching of reading and the use of high quality texts as a basis for learning themes
  • To continue to promote and support personal and whole school well-being

Priority 3: Cultivating Community Cohesion (Leadership and Management)

–To engage with parents and the local community thoughtfully and positively

  • To enable children, staff and parents to be proud to belong to Highwood
  • To develop the profile of Highwood as part of the local community
  • To develop the profile of Highwood as part of the wider community of the UK and beyond
  • To enhance systems of communication in order to reach parents and carers and the local community effectively
  • To continue to provide parents and carers with quality opportunities and events for them to attend at Highwood and beyond
  • To develop opportunities for effective and constructive parent voice
  • To strengthen relationships between staff and parents and carers
  • To support staff well-being in relation to parent and carer concerns and complaints
  • To develop opportunities for parental engagement and collaboration with staff to enrich learning opportunities for the children