School Priorities

Our vision is to ensure that our children become successful learners who enjoy their learning, are challenged in their thinking, make good progress and excel in an environment where everyone is valued and respected.

In order to do this, each year we produce an Improvement Plan. The plan is the result of an analysis of the School’s needs, strengths and weaknesses as identified by our own monitoring, assessment and evaluation systems, as well as inspections, The Local Authority and our work with the Seven Stars group of schools. The School Improvement Plan contains the long term priorities and ambitions which the school wishes to work towards, and also short term actions which will ensure that the long term priorities are achieved.

Please use to following links to read an overview of our plan for parents, carers and other interested parties and/or our School Improvement Plan for 2017:


Analysis of Strengths, Areas for Development and ‘Next Steps’ – September 2018

Strengths Areas for Development Next Steps When/Who
  • Continued improvements in teaching & learning –consistently good or better across whole school
  • Rich and creative curriculum
  • Pupils attitude to learning/ Behaviour for learning – Pupils are engaged, enthused and know what ‘good learning’ is
  • Teaching and learning, outcomes and the Learning environment in EYFS
  • Strong senior leadership team
  • Strong, emerging middle leaders
  • Networks/ collaborations – Seven Stars, Moorside, Painsley Maths Hub, Ogden Trust
  • Promotion of British values/SMSC across the school
  • Successful development of Maths Mastery
  • Parental communication/ relationships
  • Data tracking
  • CPD investment/provision – development of whole school learning community
  • Behaviour of pupils / behaviour management
  • Developing Resilience/Growth mindset of staff & pupils
  • Relationships – staff/staff, staff/pupil, pupil/pupil
  • Teachers know their pupils well – assessment of core subjects is increasingly accurate (Mark-Plan-Teach)
  • Pastoral care – Pupils feel safe and happy
  • School ethos (‘Together we succeed’) is evident in all lessons
  • Secure safeguarding procedures in plac
  • Increase percentage of pupils achieving ‘higher standard’ in Reading across the school – Ensure challenge and ‘teach to the top’
  • Improve pupil progress in Reading across the school – Ensure challenge and ‘teach to the top’
  • Increase the percentage of pupils achieving ‘higher standard’ in Maths by end of KS2 – Ensure challenge and ‘teach to the top’
  • Increase pupil progress in Maths across the whole school – Rigorous monitoring/triangulation of Maths – appropriate support/interventions given as early as possible (Early identification)
  • Continue to monitor and evaluate the impact of maths improvement strategies on pupil outcomes and build on this in order to secure sustained, long-term improvement – Cross curricular opportunities
  • Continue to ensure that learning environments promotes curiosity and facilitates good learning
  • Continued & regular safeguarding, e-safety & PREVENT training for pupils & parents – improve the whole school community’s understanding of safe online behaviour for our children
  • Increase the school’s capacity to support children’s mental health issues
  • Actively encourage/develop improved use of more sophisticated vocabulary across the whole school
  • Further enhance opportunities for oracy – speaking – across the whole school
  • Continue to develop use and sophistication of questioning by both teachers & pupils
  • Continue to develop and extend opportunities for reasoning across the curriculum
  • Ensure that feedback and assessment are at the core of all teaching (Mark-Plan-Teach)
  • Continue to Ensure the right type of intervention for potentially vulnerable pupils
  • Develop use of ‘pre-teaching’ and ‘pre-assessment’
  • Ensure that pupils can see the purpose & meaning in everything they learn
  • Provision of quality CPD for all staff – audit/identify needs (personalised CPD)
  • Ensure teaching assistants more consistently support learning in lessons
  • Regular monitoring of teaching & learning (lesson observations with focus on ‘reasoning’, ‘questioning’, ‘employability skills’, vocabulary development, explicit ‘purpose’ for learning)
  • Half termly pupil progress meetings – analyse effectiveness of ‘interventions’ & respond
  • Continue use of ‘intervention-based’ TAs to provide consistent, regular, quality interventions
  • Termly ‘case studies’ of interventions compiled
  • Continue to close gender gap – literacy/D&T project
  • SLT to carry out weekly ‘book looks’ – focus on presentation, challenge, progress, cross curricular opportunities for Maths
  • Maintain planned programme of CPD – Maths and Reading
  • Use Performance Development process (to include ‘disciplined enquiry’) to improve teacher standards and to identify personal CPD needs
  • Continue to develop ‘leadership’ across the school staff – NPQML/NPQSL opportunities
  • Encourage/facilitate peer lesson observations – develop ‘open classroom’ ethos
  • Continue to enhance links with effective collaborative networks – CPD opportunities
  • Planned CPD on developing learning environments – staff encouraged to ‘experiment’ (and to visit each other’s classroom)
  • CPD – marking & feedback. Trial ‘no-marking’ in Y4, Y5 and Y6. Share outcomes/good practice
  • Use of ‘pre-teach’/’pre-assessment’ (Use of TA)
  • Further develop methods of communication with parents to involve them in their child’s learning and to promote reading & maths (including introducing ‘Tapestry’ for EYFS parents)
  • Map maths & reading opportunities across whole curriculum
  • Oracy/speaking opportunities made explicit across whole curriculum
  • Vocabulary & spelling focus in all lessons
  • Introduction of ‘Forest Schools’ – dedicated member of staff trained; new classroom facility developed
  • Continue to develop open-ended ‘continuous provision’ in EYFS
  • Development of Mental Health Team – release senior leader to oversee
  • Continue to develop dinnertime experience for pupils – new dining room furniture, development of outdoor areas
  • Buy in external SIP to QA school SEF
  • Maintain regular safeguarding/online safety/Prevent training/awareness for whole school community
  • Use of Assemblies to reinforce school ethos. Introduce ‘Werrington Acts of Kindness’

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School Priorities 2018/19

At Werrington Primary School we have looked at the results and progress for all of our pupils. We have consulted staff and pupils on what is good about our school and what we most need to improve. Based on the outcomes of our discussions and analysis we have developed plans to address the priorities below.

Pupil Outcomes

We are working on helping our pupils to do better by the end of Y6 and to ensure that even more of them get to the expected standard or better in Reading, Writing and Maths and continue to improve their progress.

We are doing this by:

  • Ensuring that all ‘interventions’ are effective in improving rates of progress of pupils
  • Ensuring that achievement in Maths & English remains at the heart of our broad and balanced curriculum
  • Ensuring ‘networking’ with other schools enhances good practice which has positive impact on pupil outcomes
  • Embedding strategies to improve vocabulary and spelling across the whole school
  • Embedding Maths mastery, ensuring opportunities for written reasoning & problem solving
  • Making sure that Marking and Feedback are effective
  • Introducing ‘English Mastery’ across the whole school
  • Daily Mental Maths and Spelling tests maintained
  • Providing more opportunities for the more able pupils to achieve a ‘greater depth’ of understanding in English and Maths

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Personal Development, Behaviour and Welfare

We are continuing to work hard in school to promote positive behaviour and attendance at school so that all pupils show respect and care for each other.

We are doing this by:

  • Continue to improve the dinnertime experience for pupils
  • Further improving learning behaviour so that pupils display a thirst for learning across all subjects and consistently engage with their learning.
  • Ensuring that all pupils are aware of dangers of cyber bullying/online safety
  • Improving tracking of ‘behaviour’ and impact of actions
  • Continuing to embed strategies to support pupil and staff mental wellbeing – developing a ‘wellbeing curriculum’ and a wellbeing team
  • Continuing to enhance pupils’ understanding of ‘British Values’ and support their spiritual, moral, social and cultural development
  • Embedding ‘Werrington Random Acts of Kindness’ initiative

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Teaching, Learning and Assessment

We are working hard with all of the teachers and teaching support staff to ensure that all teaching is of high quality and meets individual needs. We aim to ensure that our curriculum is exciting and engaging for all pupils.

We are doing this by:

  • Developing ‘feed-forward’ strategies to ensure that all pupils make rapid, sustained gains
  • Continuing to raise attainment and accelerate the progress made by pupils in identified groups so that they consistently make progress in line with or above those expected nationally for their age group in reading, writing and Maths
  • Improving the quality of teaching and learning so that all pupils consistently make at least good progress
  • Continuing to develop teacher subject knowledge (CPD) and supporting staff to engage with academic research
  • Ensuring that the quality of teaching, particularly in mathematics, is more consistent across school
  • Improving delivery of the foundation subjects through increasingly challenging ‘topic’ work – Broad and balanced curriculum with explicit Maths reasoning/problem solving and English reading and writing opportunities
  • Continuing to embed ‘Mark-Plan-Teach’ across the whole school. Ensuring ‘interventions’ are effective

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Leadership and Management

We are working to ensure leaders and the Governors in school to have a good knowledge of their subjects and standards.

We are doing this by:

  • Continuing initiatives to ‘close the gap’ – Gender gap/’Disadvantaged’ gap
  • Having clear data to show the positive impact of new leadership initiatives
  • Continuing to develop profile of Governing body so that Governors systematically self-evaluate effectiveness and demonstrate deep knowledgeable of the context and challenges including provision for vulnerable groups.
  • Further developing the role and skill set of Middle Leaders and leaders at all levels
  • Embedding a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils
  • Ensuring all staff have opportunities to engage with latest educational research and to participate in a ‘disciplined enquiry’ that contributes to their professional development

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Early Years

We are further developing work in our early years based upon an analysis of results in 2018.

We are doing this by:

  • Ensuring that a highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences
  • Embedding an informative baseline in EYFS to ensure rapid and sustained progress for all groups to attain National levels at end of Reception year, particularly for SEN starters
  • Continuing to develop open-ended continuous provision
  • Continuing to develop the use of natural resources in the classroom (Bringing the outdoors in)
  • Developing ethos of ‘communication friendly spaces’ and role play to promote oracy
  • Continuing to ensure that the learning environment (indoors and outdoors) is developed to inspire and enthuse all groups of pupils

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Partnerships

Ensuring we work better with parents and keep them fully informed of how their children are doing and how they can help them at home.

We are doing this by:

  • Having more parent workshops in school
  • Continuing to develop our communication through newsletters, website, social media and Class Dojo
  • Supporting parents to understand how to keep children safe online
  • Continuing to hold structured conversations with parents of pupils who have special educational needs and/or disabilities
  • Facilitating/Offering ‘wellbeing’ initiatives, including opportunities to meet with other parents/carers to share experiences and ideas

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Other things that we are working on this year are:

  • Continuing to celebrate and promote ‘reading for pleasure’ – promoting events such as World Book Day
  • Continuing to develop our links with the Seven Stars so that our pupils have the opportunity to work with children from different backgrounds and have meaningful opportunities to collaborate on real life issues that affect all pupils

How can you help us:

  • By reading with your child every day.
  • By encouraging your child to attend school every day and on time.
  • By attending parental consultation and workshop events.
  • By supporting your child with homework.
  • By responding to parental questionnaires.

We hope you find this brief outline of what we are doing useful. Please come and talk to us if you have any questions and ideas. Thank you for your continued support.

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Please use to following links to download pdfs of the above Analysis of Strengths, Areas for Development and ‘Next Steps’ and our School Improvement Plan for 2017:

 


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