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 2020-21 our priorities are:
The aims of our plan for this year are built on the following premises:
- We all feel safe and happy at school and our learning is built on firm foundations
- Our teaching is inclusive so all children can make progress within every lesson.
- Being aware of our emotions and behaviours helps us all be a place to learn
- Knowing our rights and responsibilities helps us feel good about our place in and contribution to the community
To ensure that –
Priority 1 (Outcomes for children and learners)
Success Criteria
1.
- Staff will be able to talk knowledgably about their subjects as well as the actions to move them forward and monitor them.
- All children will be able to access teaching and learning across all areas of the curriculum through Quality First Teaching.
- Children will be able to share their knowledge when discussing their topics.
- Termly knowledge organisers will be created and sent home.
2.
- Staff will be confident in their ability to deliver phonics and their understanding of the principles of RWI.
- All children will be able to read their phonic readers with confidence.
- KS2 readers will be able to discuss genres they have read and will read a challenging text.
- Spelling mats, support cards/ grids and flaps will be observed used across school every day within monitoring.
3.
- All children including SEND make good progress and close the gap across the curriculum.
- Teachers and TA’s feel confident in providing for SEND children’s needs on a daily basis.
- All children have the opportunity to work with TA’s and Teachers regularly.
- Children feel confident to work independent.
- Children feel successful with their learning.
- Staff have a good understanding of the strategies to support SEND pupils
Priority 2 (Quality of teaching, learning and assessment)
1.
- Children will be able to recognise, name and talk about different emotions that they feel.
- Children will be able to identify when they are in the green zone and ready to learn
- Children will be able to explain possible strategies to move between each zone.
- All staff and children use restorative approach confidently.
- There will be less incidents that involve staff intervention at lunch time and break time.
- Children will use the class areas to change zones independently
- Children will be able to discuss how they changed their learning behaviours and the difference it makes to their progress.
2.
- Children will be able to discuss the areas they are responsible for and these areas are kept tidy.
- Children can explain their rights within school and in general life.
Priority 3 (Personal development, behaviour and welfare)
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Success Criteria
1.
- Children will be able to recognise, name and talk about different emotions that they feel.
- Children will be able to talk about and use strategies to improve their well- being.
- Children can discuss their experiences of lockdown with positives as well as negatives.
- Children feel safe within their classrooms and class groups.
- Children are aware of the amount of exercise they have and ways to increase it.
2.
- Children to recognise that spirituality is not the same as religion.
- Children to understand age appropriate vocabulary to do with spirituality and know these links with our values.
- Children are positive about calm times and enjoy them.
- Children will begin to develop and discuss their own understanding of what spirituality means to them and looks like in their life.
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Priority 4 (Effectiveness of leadership and management)
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Success Criteria:
1.
- SEND children and parents will feel well supported.
- SEND children will make good progress to close the gap.
- SEND provision will have maximum impact on pupil learning.
- SENCO will have a clear understanding of the needs for SEND children.
- Support plans will be clear, understood by all and used on a daily basis.
- Targets for SEND children are achieved.
- All staff will have an awareness of all children with SEND throughout the school.
- SEND will remain high on the agenda.
- Staff will feel well supported in their understanding and provision of SEND.
- New staff will feel part of the community and all staff will feel valued
2.
- 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.
3.
- The positive ethos of the school is maintained
- Deputy Head enjoys her role.
4.
- All colleagues feel valued and contribute
- The case for excellence is clearly outlined.
- All stakeholders can discuss the case for excellence
- Everyone in the school community thrives
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