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Church of England Primary School

Small school, big hearts. Nurturing outstanding learning.

Raising Achievement Plan (RAP)


Every year, we use our school self- evaluation to help identify the priorities for school development during the coming year. These are organised into the 4 key areas of: Outcomes for Children and Learners; Quality of Teaching, Learning and Assessment; Personal Development, Behaviour and Welfare and Effectiveness of Leadership and Management. In 2016-17 our priorities are:

Priority 1 (Outcomes for children and learners)

To ensure that:

  1. Identified Year 1 pupils make accelerated progress from low starting points.
  2. Identified Year 2 pupils who made slower progress last year to close the gap with the expectation that they will meet the expected level for end of Year.
  3. Identified pupils who are less advantaged make progress equal to that of other groups and achieve similar outcomes.
  4. Systems to measure progress of individuals are robust and useful in demonstrating progress to a range of audiences.
  5. For higher ability pupils, in particular, deepening of learning is securing achievement beyond the expected level.
  6. Excellent progress and achievement in science.
  7. Girls enjoy and see themselves as good mathematicians leading to progress and outcomes that are equal to that of boys.
  8. Boys enjoy and see themselves as good writers leading to progress and outcomes that are equal to that of girls.


Priority 2 (Quality of teaching, learning and assessment) 

To ensure that:


  1. Higher level questioning is used to challenge throughout lessons.
  2.  Teachers’ knowledge of foundation subjects is strong and enables them to offer imaginative and innovative activities, making powerful cross curricular links which promote excellent learning.
  3. Teaching takes every opportunity to develop children’s understanding and application of diversity – resources used, teachers’ plans and teaching strategies reflect it continuously.
  4. Teaching assistants add maximum value for learners.
  5. Teachers fully use the capacity of parents to support learning, development of relationships and positive attitudes.
  6. Pupils love the challenge of learning and thrive.


Priority 3 (Personal development, behaviour and welfare)

Ensure that:

1.    Children are happy to learn from their mistakes and accept getting things wrong as a part of learning. They are resilient and independent.

2.    All staff are highly observant and quick to challenge disrespectful behaviour amongst children.

3.    Pupils are knowledgeable and can talk about diverse communities showing respect to all.

4.    Attendance for identified pupils improves.

5.    Pupils are confident. They discuss and debate issues showing respect for opinions of others.

6.    Physical fitness and enjoyment for all – understanding its importance in a healthy lifestyle.

7.    Identified pupils are given support to nurture their wellbeing and develop an awareness of their mental health.


Priority 4 (Effectiveness of leadership and management)

Ensure that:

  1. All steps are taken to promote equality of opportunity and understanding of diversity across the school.
  2. Governors further develop their understanding of the school and its strengths and weaknesses through class visits.
  3. High levels of staff well-being leads to high levels of staff retention.
  4. There is an explicit link between the school’s core and curriculum values and fundamental British values and that pupils can articulate these with examples.
  5. Pupils understand the ways in which they can keep themselves safe and raise awareness of potential dangers.
  6. There is an ethos of reflection and innovation. Staff share ideas and excellent practice.