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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 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


  • 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.


  • 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.


  • 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)  ​​​​​​


  • 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.



  • 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


  • 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.


  • 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:


  • 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   


  • 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.


  •    The positive ethos of the school is maintained
  • Deputy Head enjoys her role.


  • 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