School Improvement Priorities 2021 - 2022
School Improvement Priorities
Each year, the school creates a School Improvement Plan (SIP) that details the targets and actions that we intend to take to develop teaching, learning and the school environment. Our SIP currently has 4 priorities which we will continue to work on during the next academic year. Most of our school improvement work requires funding to be readily available and we are therefore constantly grateful to those who contribute to PTA events and to the School Fund. Our priorities are as follows:
1) To identify children's learning needs and support their next steps.
This priority continues to focus on children’s recovery from the pandemic. In addition to focussing on children’s health and wellbeing, we are currently using the Covid Funding allocated by the government to provide more support for children within their classrooms. This includes focussed support from Mrs Hardy and Ms Patel across key stage 2 and from Mrs Sandler and Mrs Gosling in Key Stage 1. Our pupil progress discussions show that this strategy is working successfully for us and we are pleased with the progress that children are making. We are awaiting further details from government regarding future funding to further support children and we will use this carefully to adapt and respond to the children’s changing needs. Our plans for next year include a more regular commitment to forest school and to develop this so that more year groups benefit from outdoor learning with our beautiful surroundings.
2) To develop a curriculum that celebrates identity and diversity.
In Key Stage two, the teaching team are leading a project to update our curriculum with a focus on identity and diversity. We are using our recovery from the pandemic to review and update our curriculum to one that will add more value to the children’s lives and this will involve updating our enquiry topics and purchasing a more diverse range of resources. We are committed to do this well and teaching deeply so that children have a sound understanding of concepts such as the difference between equality and diversity. We are starting this journey by looking at our own identities, exploring the diversity that is represented at our school and investigating the cultural and environmental factors that make us who we are. This is a very exciting opportunity and we are looking forward to seeing how this project evolves.
3) To develop EYFS ethos across KS1.
Over the last two years we have developed a fantastic approach to teaching and learning in Saplings, whereby the class environment is set up to allow children to self-direct their learning. Teachers respond to children’s interests and support them in their development, which is now considered best practice. By teaching in this way, we have seen that children learn faster as they are self-motivated and more deeply engaged in their learning. We have now started implementing this ethos in Elms so that there is continuity as children move up a year group and now we intend to move this same ethos into year two. This huge project, which involves reviewing and revamping our indoor and outdoor environments to be able to offer better quality continuous provision e.g. a trim trail installation that can be utilised by the whole school, facilities to allow children easy access to resources that interest them such as woodwork, baking, and writing stations. We are currently looking at indoor environments and resources to ensure that there is progression in skills across the key stage.
4) To develop computing across the school.
Now that we have benefited from new laptops we are keen to update our computing curriculum so that it complements our enquiry topics. Work has already begun on trialling schemes and seeking feedback from staff and from other schools. We hope to have completed this work shortly and have a new scheme in place next year.