Target Area

Objectives

1. Leadership and management

Exceptional leadership and management ensures that staff are well-supported so that high expectations of all pupils are realised.

a) To continue to develop the expertise of governors so that school leaders are robustly held to account and challenged knowledgeably (OFSTED TARGET)

b) To develop greater outcomes for every child, than would be individually possible, through collaborative school to school partnerships (deepen and extend collaboration and increase impact for pupil outcomes). To explore avenues to develop financial stability ensuring long term sustainability.

 c) To ensure staffing structure is effective, capable, skilled and supported, including developing leadership across the school, both middle and senior.   

2. Quality of Education

Our curriculum ensures that children are equipped with the knowledge and skills to succeed as learners.

   a) To ensure phonic screening pass rate is at least in line with national data in both year 1 and year 2

   b) To ensure the most able learners are sufficiently challenged and that the percentage of children reaching expected standards at the end of each year is in line with national age related expectations.  Children Exceeding at end of EYFS to reach GD at end of KS1

   c) To ensure gaps in reading, writing and maths as a result of lock down are identified and met.

3. Personal development, welfare and behaviour

Access to a wide, rich set of experiences for personal development is beyond the expected and of exceptional quality.

a) To make the Christian basis of the school’s values more explicit in order that all members of the school community are able to articulate this and draw upon it in living out the values. To embed a systematic process for monitoring and evaluating the impact of the school’s distinctive ethos in order to generate further strategies for continued improvement. To introduce a focus on God as Father, Son and Holy Spirit in collective worship. (SIAMS TARGETS)

b) Behaviour and Attitudes: to ensure a safe, calm, orderly and positive environment that has impact on behavior and attitudes of pupils.

 c) Personal Development: to ensure our curriculum and provision extends beyond the academic and that the schools supports staff and pupils in their own personal development.

4. Quality of Early Years Provision

Our curriculum ensures that children are equipped with the knowledge and skills to succeed as learners.

a) To ensure a “highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences” with a focus on the outdoor area  (Outstanding OFSTED criteria)

b) To maintain a high standard of writing and phonics with a writing and reading rich environment resulting in GLD levels being above national data.

c) To embed effective working relationships with pre-school settings to ensure smooth transition, and local schools to share good practice.