Priority 1: Safeguarding 

To ensure that school procedures are robustly in place and monitored for pupils who are attending AP, at risk of or CME, or an at risk pupil
To develop systems to regularly check the culture of training by checking staff awareness of key risks potentially facing children

 

Priority 2: Inclusion 

To provide and track impact of  intervention and support for all learners as per their category on the Pyramid of Need

Priority 3: Curriculum & Teaching

To apply, develop and train all teaching staff in lesson expectations to  ensure consistency across the subjects and the school in the development of
• Effective pace for learning
• The identification and eradication of misconceptions during the lesson and in summative feedback to pupils
• Metacognitive modelling and the use of WAGOLLs to provide explicit expectations for pupils in writing their answers
• Effective use of recall activities within the lesson
To develop staff expertise in adaptive teaching strategies with the moniker of ‘ what is good for SEND is good for all’

 

Priority 4: Achievement 
To improve attainment and progress in
• Maths; French; Option Subjects - Art, Textiles; Comparative Performance across the Sciences
To embed strong reciprocal reading and explicit teaching of tier 3 vocabulary across the curriculum
To improve attainment (and derived CATs progress measure), particularly in core subjects, for lower-ability/SEND pupils (MLD, SEMH & S&L) with attendance challenges
 

Priority 5: Attendance & Behaviour 

To improve attendance of all pupils, especially non-SEND, with a focus on those in attendance bands 80-55% and 85-90%, to above national average through supportive measures and available sanctions
To triage attendance intervention for SEND PA pupils to remove barriers to learning to ensure their attendance reaches and is maintained above 90%.
To build pupil engagement and belonging to improve attendance, especially for SEND pupils and IYT
To develop The Hub provision to increase support and academic intervention for vulnerable pupils who are referred.
Strengthen the early identification, accurate assessment, and timely support for pupils with SEMH needs to ensure provision is responsive, inclusive, and enables all learners to make sustained progress both academically and personally.
 

Priority 6: Personal Development and WellBein

To develop the staff knowledge and skills to teach the content of the personal development programme
To embed assessment, including recall starters, that enables pupils to develop secure and detailed knowledge across the PHSE, RSE and citizenship curriculums.
To develop school practice to ensure that we meet the requirements of the amendments to the Gatsby Benchmarks
 

Priority 7: Leadership & Governance

To work with Trust leaders to ensure Trustees are able to articulate a strong knowledge of the school, its challenges and success.

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