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 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)

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.

Priority 4 (Effectiveness of leadership and management)

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