Priority 1: Maths
Intended Outcomes:
To raise standards in mathematics with the
aim of all children making at least expected
progress from their starting point.
To raise achievement and progress at KS1
And KS2 so that it is at least in line with
National averages.
To reach then exceed national Average
scores for percentages of children who:
Reach expected achievement in KS2 Maths
Reach expected progress in Maths from KS1
to KS2
Exceed expected progress in Maths from
KS1 to KS2
To reach then exceed National Average
scores for percentage of Pupil Premium
children who:
Reach expected achievement in KS1
Reach expected progress in Maths from KS1
to KS2
To further develop the implementation of
Maths Makes Sense to gain consistent &
good Mathematics teaching and learning
throughout the school.
Priority 2: English
Intended Outcomes:
To reach then exceed National Average
scores for percentage of children who:
Exceed expected achievement in KS1
Reading
Reach expected achievement in KS2
Reading
Reach expected progress in Reading from
KS1 to KS2
Exceed expected progress in Reading from
KS1 to KS2
Exceed expected progress in Writing from
KS1 to KS2
To reach then exceed National Average
scores for percentage of Pupil Premium
children who:
Reach expected achievement in KS1
Reading
Reach expected achievement in KS1 Writing
Reach expected progress in KS2 Reading
Reach expected progress in KS2 Writing
To close the gap between girls’ and boys’
attainment from Reception through to KS2
(including CLL, phonics, reading, writing,
spelling and grammar)
Continue to exceed National Average score
in all other areas.
Reepham Primary School
School Improvement and Development
2015-16
Ofsted 2014
What does the school need to do to improve further?
Improve teaching in order to raise pupils’ achievement by ensuring that teachers:
• set high expectations for achievement, especially for the most- and least-able pupils, by providing challenging learning activities which are
neither too easy nor too difficult
• make sure that pupils in Year 1 build on the good progress they made in Reception and continue their good rate of learning
• make sure that pupils develop a secure understanding of what they are learning in mathematics before moving them on to the next step
• teach handwriting skills systematically and give pupils time to practise regularly to refine their skills
• set high expectations for pupils to present their work to the best of their ability.
Core Values and Vision
Strengthen the impact of monitoring by leaders and governors on pupils’ achievement by ensuring that:
• senior leaders are allocated time to put their recent training into practice and check on pupils’ work and teaching in lessons rigorously and
regularly
• the outcomes of monitoring are used to help teachers improve their practice
• the school development plan includes measurable targets and timescales so that governors can hold the school to account for improvements.
Critical Issues
Challenges
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New assessment criteria
Impact of Sports Funding
Primary Curriculum 2014
Impact of pupil premium
Ofsted Framework 2015
Vision Statement 2015
At Reepham Primary School we aspire to be
confident and ambitious learners who care for
ourselves, others and the world.
We will reach for the stars by:
Being responsible for our own learning
Exploring ideas , asking questions and being creative
Being brave enough to take on new challenges
Working independently and knowing where to find help
Embracing our mistakes and learning from them
Knowing if it’s not our best, it’s not finished yet
Supporting our classmates and helping them to learn
Co-operating with others and being tolerant of their ideas
Being respectful, listening and learning from others
Including everyone in our school community, we all have
different strengths
Keeping ourselves healthy and safe
We are proud of our achievements
KS1 Reading (%L3+)
KS1 Reading (%L2+) Pupil Premium Children
KS1 APS (R/W/M) Pupil Premium Children
(not overall)
KS2 Reading, Writing, Maths (%L4+) / (%4B+)
KS2 Reading, Maths (%L4B+), Writing (%L4+)
KS2 Reading (%L4+) / (%L4B+) (test)
(although improved on last year this needs
further improvement)
KS2 Maths (%L4+) / (%L4B+) test) (although
improved on last year this needs further
improvement)
KS2 Grammar, Punctuation and Spelling
(%L4B+) (although improved on last year this
needs further improvement)
KS1-2 % Reading (test) – Expected Progress
KS1-2 % Maths (test) – Expected Progress
KS1-2 % Reading (test) – Expected
Progress and Expected Progress of Pupil
Premium Children
KS1-2 % Reading (test) – Above Expected
Progress
KS1-2 % Writing (TA) – Expected Progress
of Pupil Premium Children
KS1-2 % Maths (test) – Expected Progress
of Pupil Premium Children
KS1-2 % Reading (test) - Above Expected
Progress
KS1-2 % Maths (test) - Above Expected
Progress
KS2 APS - Maths (test)
KS2 Writing (%L5+) (TA used from 2012
onwards)
Priority 3: Key Stage 1 (Including Phonics
Development
Intended Outcomes:
To continue to focus on high standards
and high expectations of achievement
throughout EYFS and KS1, supporting our
new member of staff to ensure consistent
practice across the year groups, so that
outcomes above national average.
To close the gap between boys and girls
in Literacy and Phonics, so that the gap is
beneath 10%..
To ensure that outcomes for all children
at the end of KS1 are above national
average, with a particular focus on
ensuring PP children reach their
potential, with achievement above that
at national for PP children.
Priority 4: Leadership
Intended Outcomes:
Develop the role of Deputy Headteacher
to ensure that an impact is made on
teaching and learning across the school.
Strengthen the roles of middle leaders
and subject leaders so that an impact is
made on teaching and learning across the
school.
Through the above ensure that children
at least in line with national expectations,
and as far as possible above the national.
Priority 5: Curriculum
Intended Outcomes:
Further develop our whole school
curriculum to ensure good coverage of
the new national curriculum whilst
providing our children with exciting,
creative learning opportunities.
Further develop our inside spaces so that
they support teaching and learning,
particularly with regard to reading, the
arts (incl. music and drama) and
computing.
Make good use of our outside spaces to
support learning in all areas of the
curriculum, with a particular focus on
science.
Ensure that we have evaluated our use of
Sport Premium and that outcomes for
children in sports and PE are good.
Fully involve Subject Leaders in
developing our curriculum across the
school.