Our School Development Priorities for the academic year 25-26 are built upon the foundation of our school vision and values.
The strategic vision for our school has been planned through analysis of the successes of the previous academic year and a forensic approach to the next steps required, in order than we maintain our unwavering commitment of enabling everyone in our community to shine.
The priorities have been shared with our staff, Governors and in a child friendly way with our children.
Our priorities are:
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Whole School Key Priorities for 2025-2026
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- Embed the consistent use of Literacy leaves (NC) and Bridge to spelling (Little Wandle) schemes to transfer skills into composition
- Handwriting is correctly orientated and formed at age appropriate stages across the whole school and bespoke fine and gross motor programmes.
- LKS2 reading assessment is timely and all reading books are accessible and sufficiently challenging. Little Wandle assessments to be analysed to ensure gaps are caught early and progress is measurable. Workshops for parents to foster parental confidence in phonics support at home.
- Sustain robust SEN monitoring and processes of early identification, to ensure barriers are addressed quickly, evidence-based interventions and best endeavours.
- Embed adaptive practice to ensure a fully inclusive opportunities reducing gaps in progress and CPD opportunities for all stakeholders.
- Foundation subject leadership prioritises rigorous and sustainable triangulation of monitoring activities, opportunities for development of oracy skills in each subject. (writing framework released 8th July 25)
- Monitor the impact of the curriculum, with a focus on vulnerable groups, ensuring SMSC opportunities are highlighted in each subject.
- RE is taught and assessed as a core subject. Experiences of places of worship for major world faiths for pupils are broadened. Embed consistent use of floor books across the school for RE. Further develop the concept of mirrors, windows and doors in collective worship. Measure the impact of collective worship on all stakeholders.
- Embed mastery In Number across Early Years and KS1. Develop children’s articulation of the concept being learnt and the application of skills and knowledge for problem solving.
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Develop wellbeing lead role to capture all that is being done to support wellbeing of staff, pupils and stakeholders and measure the impact on attendance.
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A focussed programme of CPD addressing the revised SIAMS framework has been implemented, to embed our distinctive Christian vision, enable us to continue to live our vision and use our theologically rooted biblical reference as a keystone of decision making and everything we do for our school, church and wider community.