Key Priority 1: Leadership and Management
- Trustees to ensure that there is a sustainable and strong leadership team that can rapidly improve the quality of teaching and learning throughout the school.
- Trustees and senior leaders to immediately put systems in place to ensure the safety of all pupils, including those off site, and that these systems are being used consistently.
- Senior and middle leaders to effectively and systematically address poor-quality teaching and learning.
- Senior leaders to use the additional funding for pupils with SEND and disadvantaged pupils appropriately so that they make at least good progress.
- Senior leaders to use the additional primary PE and sports funding to benefit all pupils.
- Senior and middle leaders to ensure that the curriculum enables pupils to develop knowledge, skills and understanding in a wide variety of subjects and prepares them well for life in British society.
- Senior leaders to analyse incidents of poor pupil behaviour and take effective action to eradicate disruptive and poor behaviour.
- Trustees to monitor and challenge the work of school leaders closely and accurately, holding them to account for the rapid improvements needed.
Key Priority 2: Teaching, learning and pupil outcomes
- Teachers to have high expectations of what pupils can achieve.
- Teachers to have strong subject knowledge so that they can plan learning to build systematically on what pupils already know and can do.
- Teachers to identify pupils who are not achieving the standards of which they are capable and use assessment information to plan next steps in learning.
- Teachers to identify and tackle misconceptions promptly, so that pupils understand how to improve their work.
- Teaching to meet the needs of pupils with SEND and disadvantaged pupils so that these pupils make progress that is at least good from their starting points.
- Teachers to set work that challenges pupils, particularly the most able pupils.
- Teachers to ensure that pupils learn a range of reading strategies for tackling unfamiliar words and that pupils’ reading books are well matched to their abilities.
Key Priority 3: Pupils’ personal development, welfare and behaviour
- Improve the punctuality of pupils.
- Further improve the attendance of all pupils, including disadvantaged pupils and pupils with SEND.
- Further develop pupils’ understanding of what bullying is and secure parental confidence in the way that the school addresses this.
Key Priority 4: Early Years
- Leaders to check that staff are undertaking regular and appropriate risk assessments.
- Leaders to monitor the progress that children are making and ensure that additional funding is being used appropriately to increase the progress of disadvantaged pupils in particular.
- Leaders to involve parents more positively as partners in their children’s learning and parents contribute to assessments of their children’s learning.
Key Priority 5: SIAMS
- Staff and community knowledge of the framework.
- Vision known and lived by the whole community.
- Well-being support for pupils and staff.
