Raising Achievement Plan | Buckland Church of England Primary School

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 2018-19 our priorities are:

The aims of our plan for this year are built on the following premises:

Loving each one of our children will ensure they are emotionally ready to learn.
Every child is capable of achieving the expected level.
Verbal feedback is the most powerful tool.
Parents want the best for their children.
Being part of a MAT adds value and an expanded MAT benefits our community.
Staff learning new skills and working in different ways brings a sense of vibrant, forward thinking.

To ensure that –

Priority 1 (Outcomes for children and learners)

Success Criteria

1.

All children have an extended vocabulary bank in their English book.
Children are excited about their vocabulary and enjoy new words.
Lessons are vocabulary rich and extend children at every opportunity.
Children actively find what new words mean when they come across them.
Every class has a Wow Words display space.
Teachers’ planning clearly shows the new words for the week.
Children’s writing and speaking work demonstrate a broad and rich vocabulary.

2.

KPIs exist for all foundation subjects.
KPIs are used in planning differentiation in lessons.
Children can discuss their achievements and next steps in foundation subjects.

3.

All children make at least expected progress.

4.

All children (except SEN) meet the expected standard.

5.

There is evidence that identified children are making more than expected progress and achieving greater depth.

Priority 2 (Quality of teaching, learning and assessment) 

6.

There will be outstanding teaching in all classes.
Teachers will have highly effective working relationships.
All teachers will be able to identify outstanding teaching.
Pupils will make excellent progress.
All teachers will be able to identify and pursue their own areas for development

7.

Lesson observation will show continual feedback between teachers and pupils.
Pupils’ books will demonstrate a high level of effective self and peer assessment.
Pupils will feel they are in control of their learning and can identify their strengths and areas for development.
Teacher work-load will be more manageable.
Learning conversations will be planned for each week with identified groups of pupils.

8.

Y1 children will settle quickly, be happy and make excellent progress from the outset.
Y2 children will receive input and challenge at the level required, thus making excellent progress.
Colleague new to Y1 and 2 will quickly adapt to a new curriculum and age range, providing outstanding teaching.
All staff will make effective interventions to support learning, using questioning skilfully.

Priority 3 (Personal development, behaviour and welfare)

Success Criteria

9.

All pupils will feel well supported by their teachers and support staff.
Pupils will make outstanding progress.
There will be fewer incidents of disruption caused by friendship issues in class and at playtimes.
Support plans for those in need will be highly effective in helping pupils.

10.

All pupils, especially SEND believe they can achieve.
All pupils are seen to start independently in lessons.
Pupils demonstrate a range of strategies when they are challenged, rather than putting their hand up and waiting.
The support and differentiated activities in lessons allow all to be independent.

Priority 4 (Effectiveness of leadership and management)

Success Criteria:

11.

All parents understand and support the vision of the school.
All parents understand their children’s next steps, what the school is doing to support and how to help them at home, especially for SEND pupils and those needing additional support.

12.

30 hour provision will be outstanding.
Children will make excellent progress.
Parent feedback will be excellent.
Observations will show all staff making high quality interventions.
All staff will be able to identify outstanding practice.

13.

Staff, children and parents will feel positive about the opportunities of an expanded MAT.

14.

New roles are viewed positively by children, staff, parents.
Standards are at least maintained as a result of staff changes.
Staff morale is high.
The culture of the school remains outstanding and continues to thrive.