School Priorities

1. Leaders and Governors to understand the school's strengths and areas for development

2. Monitoring and improvement planning are aligned and sustained

3. Governors hold leaders to account using a strong understanding of school priorities

1. All staff understand and apply safeguarding procedures consistently

2. Concerns are acted on quickly and recorded consistently

3. The safeguarding culture is proactive and preventative

1. The curriculum is well planned and sequenced in all subjects

2. Staff understand what pupils should know and when

3. Pupils can recall and apply key knowledge confidently

1. Teaching is matched to pupil need and builds knowledge over time

2. Assessment informs next steps and identifies gaps

3. Support is in place for staff to improve pedagogy and subject knowledge

1. Pupils make strong progress from their starting points

2. Gaps for key groups (e.g. disadvantaged, SEND) are closing

3. Attainment is inline with or better than the national average where applicable

1. Children experience a language-rich, well-sequenced curriculum

2. Staff respond to learning needs and next steps are sharply focused

3. Children are well-prepared for KS1

1. Pupils with SEND are known, supported and included

2. Teachers adapt provision and monitor progress

3. Parents and pupils are involved with meaningful reviews of support

1. Attendance is improving and above 97% overall

2. Persistent absence is reducing each term

3. Systems for following up absence is timely and effective

1. Pupils behave respectfully and show positive attitudes to learning

2. Disruption is rare and dealt with consistently

3. Staff feel supported to manage behaviour well

1. Pupils access a broad range of experiences that build character

2. The curriculum supports personal, social and emotional development

3. Pupil voice shows strong engagement in school life