Current School Priorities
Priority One: Quality of Education
- Teaching and learning is consistently good or better in every class.
- All significant groups, including SEND and disadvantaged groups, make strong progress and attain at age related or above. Where children do not attain at age-related, they have made significant progress from their starting points.
- The lowest 20% make accelerated progress in reading and writing.
- The curriculum is coherently planned and sequenced for cumulative knowledge and skills, ensuring all children make rapid progress – especially SEND and disadvantaged children.
- Quality of talk ensures widened vocabulary and grammatically correct sentences which are then reflected in improved reading comprehension and writing.
- All children have significantly increased mental maths recall, which they apply in maths calculations, consistently utilising the most efficient methods.
- Summative assessment is consistently accurate.
- The school attains the Basic Skills Quality Mark.
- The new EYFS Framework is fully and effectively implemented.
Priority Two: Pupil Personal Development
- The RSHE policy and curriculum are in place and implemented.
- Children have a high level of e-safety awareness, demonstrated in how they use the internet – particularly Teams and social media sites.
- The school builds on its success supporting children with SEMH needs.
- Children have opportunities to make positive contributions to school life: school council, eco-warriors, playground friends, peer mediators, healthy school ambassadors.
- School Council is an effective vehicle for children to express their views.
- Children play an integral role in enabling the school to attain the Eco-Schools Award.
- The school offers a healthy environment and children know how to be and stay healthy.
- Attendance to be in line with or above national average.
- Persistent absence to be below national average – including for disadvantaged children.
Priority Three: Leadership and Management
- The newly appointed English Subject Lead is effectively developed in her role.
- Strengthened impact of subject leadership in the wider curriculum ensures curriculum improvements are consistently embedded and pupils acquire secure knowledge, skills and understanding in a range of subjects.
- The induction programme for our ECTs is of high quality.
- The governing body understands its strategic role and is highly effective at challenging and supporting the school.
Priority Four: Marketing
Bearwood Primary School to be the school of choice within the community.