Key priorities for 2016-17

Key Priorities
Writing RAP 1 

• Improve the standard of writing with a focus on boys’ performance so that boys perform in line with girls in all classes. Expected standards in writing to be at least 85% at the end of the year for each year group. 100% of SEN/PP pupils targeted to make at least expected progress in writing and 65% are making better than expected. 

• Introduce a handwriting scheme across the school with the expectation that all pupils are consistently joining their writing by Year 2. 

• Raise expectation for spelling so that at least 80% of pupils in each class spell the expected year group words correctly across all subjects.

Phonics and Comprehension skills RAP 1

• Continue to develop the confidence and expertise of all staff especially teaching assistants to teach high quality phonics so that at least 90% of pupils reach the expected standard at the end of Year 1 and at least 100% pass the re-test at the end of Year 2. 

• Improve deeper level understanding of higher level texts at KS2 so that at least 85% of pupils are at the expected level in reading at the end of Year 3,4 and 5 and at least 85% at the end of KS2.


Maths RAP 2

• Increase the teaching of timestables and identified basic number facts so that all children can apply these skills at an age appropriate level resulting in at least 85% reaching the expected level by the end of the year and 100% of SEN and PP making at least expected progress. 

• Increase the confidence and growth mindset of girls in maths so that girls perform in line with boys. 

• Increase effectiveness of marking and feedback so that misconceptions are addressed quickly and planning is adapted to meet needs of all pupils. 

• Implement consistency in maths resources and interactive displays.


Teaching, Learning and Assessment RAP 3

• Provide clear, whole school expectations for effective learning for pupils linked to the growth mind-set approach so that lesson visits, book monitoring, pupil feedback and learning environments show that pupils are fully engaged in the learning process. All classes to have interactive road to learning displays. 

• Improve effectiveness of feedback to all learners so that all pupils are consistently responding to feedback and continuing to improve work. 

• Embed assessment procedures so that progress and depth of learning can be assessed accurately and planning responds to pupil needs.

SEN/PP/Pupils at Risk RAP 4

• Target quality first teaching for SEN and PP boys in writing so that they perform in line with girls. 

• Analyse needs and target support for SEN and PP boys in phonics in EY and Y1 

• Develop the confidence of PP girls to problem solve and self challenge in maths so that they perform in line with boys.


Early Years RAP 5

• Increase opportunities for writing especially in the outside area so that at least 85% of pupils achieve the expected standard at the end of FS and boys perform in line with girls. 

• Provide regular training and support for support staff and parents in phonics so that at least 90% are on track to pass phonics screening check. 

• Develop the teaching of shape and space so that at least 85% reach the expected 
standard in maths at the end of FS. 

• Embed the Red Kite Values with the characteristics of effective learning.