GSO Test

School Improvement 21-22

We have FIVE main areas to our school improvement plans this year. They are:

  • Quality of Education
  • Behaviour and Attitudes
  • Personal Development
  • Leadership and Management
  • Further developing the Christian distinctiveness of the school

Quality of Education 

What does this mean?

We aim to continue to develop the curriculum offer so that it is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities or high needs, the knowledge and cultural capital they need to succeed in life.

We are going to do this by:

Ensuring that revisions and adjustments to the schools’ rich, broad and deep curriculum ensures that the vast majority of pupils make progress whether they receive in school or remote education.

 Ensuring consistency in the standard of teaching, so that in all classes the updated curriculum is taught effectively, ensuring that there are increased opportunities across the curriculum for pupils to be resourceful learners and use their initiative.

Ensuring we have a rigorous and sequential approach to the reading curriculum to develop fluency, confidence and enjoyment in reading

 Improving progress for disadvantaged pupils to diminish the difference between their outcomes and those of non-disadvantaged children

To ensure that our curriculum is designed to meet the needs of pupils with SEN and/or disabilities, developing knowledge, skills and abilities to apply what they know with increasing fluency and independence.

BEHAVIOUR AND ATTITUDES

What does this mean?

 We aim that our pupils will make a highly positive, tangible contribution to the life of the school and/or the wider community.

We are going to do this by:

Increasing the opportunities across the curriculum for pupils to be resourceful learners and use their initiative

Developing the children’s understanding of Growth Mind Set across the school to improve resilience so that pupils are motivated to do their work

To ensure that our high expectations for pupil’s behaviour and conduct are commonly understood and are applied consistently and fairly so that our pupils have positive behaviour and conduct

 PERSONAL DEVELOPMENT

What does this mean?

Our school aims to consistently promote the extensive personal development of pupils. We will go beyond the expected, so that pupils have access to a wide, rich set of experiences.

We are going to do this by:

Providing meaningful opportunities so that our pupil’s understand how to be responsible, respectful, active citizens

 Promoting equality so that our pupils understand, appreciate and respect difference in the world

Providing a wide range of opportunities to nurture, develop and stretch pupil’s talents and interest

FURTHER DEVELOPING THE CHRISTIAN DISTINCTIVENESS OF THE SCHOOL

What does this mean?

We aim that our school will promote the personal religious development of all pupils

We are going to do this by:

Ensuring our pupil’s SMSC development is of a high quality so that pupils can reflect their own beliefs whilst having respect for others

Providing meaningful opportunities so that our pupil’s understand how to be responsible, respectful, active citizens

Ensuring that our whole school vision and values will be adapted in order to reflect the importance of being a Methodist school.

LEADERSHIP AND MANAGEMENT

What does this mean?

Our leaders have a clear and ambitious vision for providing high quality education to all pupil.

We are going to do this by:

Further developing middle leadership so that the team is empowered and confident to continue to drive forward the whole-school improvement strategy, resulting in improved outcomes, particularly for disadvantaged pupils.

To provide high-quality support and training for teaching assistants so that they are highly effective and confident to support pupils’ learning in a range of subjects.

Our Governors aim to ensure that we have a clear vision and strategy, that resources are managed well and that leaders are held to account for the quality of education.

Governors carefully monitor the School Improvement Plan to ensure it is robust and effective

Continuing to support the well-being of staff