Improvement Plan
Top Three Priorities
Priority 1
The Curriculum moves through a process of being introduced to embedded and is informed by a rigorous approach to assessment for learning, that leads to targeted and deliberate intervention with clear roles and responsibilities for staff. Lessons are appropriately sequenced, pitched and scaffolded to give access for all to ensure that our most vulnerable pupils deepen their understanding, move from dependence to independence and make progress.
Priority 2
Impact of subject and middle leadership is monitored closely, with leaders reporting to and being challenged and supported by senior leaders and governors. Subject Leaders work across two sites; within the LAT; and alongside the UL to support outcomes, assessment procedures, subject knowledge, pedagogy and lesson design.
Priority 3
A consistent approach to teaching, learning and assessment (pedagogy) is implemented across the school, with a focus on teaching and learning strategies, remembering and making links; and deepening understanding.
The Quality of Education- Area 1
1.1- The Curriculum moves through a process of being introduced to embedded and is informed by a rigorous approach to assessment for learning, that leads to targeted and deliberate intervention with clear roles and responsibilities for staff
1.2- Lessons are appropriately sequenced, pitched and scaffolded to give access for all to ensure that our most vulnerable pupils deepen their understanding, move from dependence to independence and make progress
1.3- A consistent approach to teaching, learning and assessment (pedagogy) is implemented across the school, with a focus on teaching and learning strategies, remembering and making links; and deepening understanding
1.4- The new writing approach is securely embedded to further raise standards across the school, with a specific focus on upper KS2.
1.5- The ‘Reading Diet’ at Ford is clarified and implemented with a focus on research-informed practice, engagement, rapid progress and a love of reading (focus on BARE, GDS & DIS)
1.6-To further embed RWInc practice, appointing a new and experienced RWInc Leader, to ensure full consistency across the school
1.7-To ensure that greater depth challenge within mathematics, reading and writing is securely embedded
Behaviour and Attitudes – Area 2
2.1- Attendance improves towards the Trust target, with bespoke packages of support in place for individual families.
2.2- Re-organisation of staff roles and responsibilities to ensure pupils can regulate learning behaviours, access learning and develop self-esteem linked to their learning outcomes
Personal Development – Area 3
3.1- Cultural capital is built through the introduction and increased focus in the expressive arts(music), with extended opportunities for targeted teaching, performance and feedback
3.2 - Children show they have a deep understanding of the Fundamental British Values
Leadership and Management- Area 4
4.1- Consistent implementation of the new KCSIE guidance, with a focus on attendance, early identification and strategic links with wider agencies
4.2- Impact of subject and middle leadership is monitored closely, with leaders reporting to and being held accountable challenged and supported by senior leaders and governors. Subject Leaders work across two sites; within the LAT; and alongside the UL to support outcomes, assessment procedures, subject knowledge, pedagogy and lesson design
4.3 – The LGB and the trust board support and challenge school leaders on school performance, especially the quality of teaching and learning
4.4- Staff are empowered to continuously reflect on and refine their practice. They are well-networked beyond their closest colleagues, have scheduled extended opportunities to articulate their ideas, receive feedback (including research) to create and make resources that inform wider school/trust/national development
4.5- Reconfiguration and update of learning environment across the school, that enables – and not stifles – learning, by promoting the whole school approaches to pedagogy
Early Years Education- Area 5
5.1 – The ambitious curriculum builds on children’s prior learning and enables them to be ready for the next stage in their learning journey
5.2 – The diverse needs of children is taken into consideration to ensure barriers to learning are overcome
5.3 – A continued focus on vocabulary and language skills ensures children make rapid progress in all 7 areas of the EYFS curriculum