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 2017-18 our priorities are:
The aims of our plan for this year are built on the following premises:
- Lower Prior Attaining (LPA) children will need an increased level of focus in order to achieve the expected level in each year group.
- Girls’ mind sets are key and we need to articulate this in order for them to see themselves as achievers.
- Supporting and working with other schools can deepen our understanding and improve our provision.
- As a learning community, everyone has a growth mind set – adults and children.
- Foundation subjects require the same level of thought and planning as maths and English for progress in skills and knowledge to take place.
- If children can choose how to work, their outcomes will be better because of their intrinsic motivation.
- Children need to be involved in discussing difficult issues in order to begin to develop an understanding and strategies to deal with them.
To ensure that –
Priority 1 (Outcomes for children and learners)
- Every child enjoys reading and achieves at least the expected level in all year groups.
- The standard of spelling and writing is raised for Lower Prior Attaining (LPA) children in particular.
- Confidence is evident in girls’ maths and equal progress / outcomes with boys is achieved.
- Lower Prior Attaining (LPA) children across school are targeted and supported in all subjects. (Those not yet achieving expected in all year groups.)
Priority 2 (Quality of teaching, learning and assessment)
- Should, could, deepening activities are offered in all foundation subjects and link back clearly to learning objectives.
- There is pupil choice in how to get to an outcome within deepening activities in particular – (write, draw, compose, act….) to ensure engagement and progress of Higher Prior Attaining (HPA) pupils in particular.
- Peer observation and feedback is developed across school amongst staff, ensuring consistency in approaches.
Priority 3 (Personal development, behaviour and welfare)
- Children know support is available and are empowered to ask for it / identify when they might need it.
- Children’s experience and understanding of diversity is further enhanced, focussing on similarities between us as well as differences. Link to understanding common features of all faiths and the importance of tolerance.
Priority 4 (Effectiveness of leadership and management)
- The potential merger of FAoS with Eynsham Partnership Academy (EPA) is successfully managed within the community.
- The role of new Chair and 2 new governors is successfully effected.
- We work with the Academy to manage the budget and premises effectively.
- We work with staff to secure their effective Continued Professional Development (CPD) and manage succession planning.
- The EYFS setting evolves to secure future viability of the Nursery.
- The school fulfils the role of being a National Support School in offering support to other schools.