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Church of England Primary School

Small school, big hearts. Wise, Responsible and Kind like the Good Samaritan.

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


  • 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.



  • 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.


  • All children make at least expected progress.



  • All children (except SEN) meet the expected standard.


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



Priority 2 (Quality of teaching, learning and assessment)  ​​​​​​


  • 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




  • 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.




  • 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


  • 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.


  • 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:


  • 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.    


  • 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.


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


  • 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.