Appleshaw St Peter's

Church of England Primary School

School Improvement

We consider ourselves a learning school and as such are always seeking ways in which to improve further. Our key improvement areas for 2018 - 2020 are: 

1. Improve the quality of the teaching of reading, especially through Years 2-6 so that:
  • All pupils improve their higher-order reading skills (inference, deduction, prediction, author intent etc.
  • All pupils better able to access, understand and comprehend unfamiliar texts
  • Most (>80%) pupils are quickly able to grasp the gist of a text and answer questions about it at an age-appropriate level
  • All pupils love reading and want to challenge themselves to read widely and at a suitable level of challenge
  • The quality (coherence, language choice, sentence structures etc) of pupils’ writing improves
  • The accuracy of pupils’ spelling improves
2. Improve the quality of the curriculum so that:
  • All pupils demonstrate ownership of their learning (they have knowledge of their current learning targets, they can talk about the progress they are making by showing concrete examples or through discussion with an adult/peer)
  • All pupils show significant levels of self-regulation, independence and self-motivation
  • All pupils demonstrate good rates of progress (evidenced through work sampling, pupil conferencing, standardised tests, regular spelling and times tables tests etc)
  • All stakeholders have an appropriate grasp of current learning priorities
3. Improve the quality of the teaching of RE so that:
  • Most pupils attain highly in RE
  • All pupils have a sound understanding of other faiths
  • All pupils have a good grasp of the key themes in Christianity across Old and New Testament
  • Assessment of 'RE is effective, accurate and informs future learning 
4. To improve the rates of progress for lower attaining pupils so that:
  • The attainment gap between those pupils and their peers narrows
  • More pupils are reaching end of year expectations
  • All pupils display greater levels of resilience and independence in their learning, in their relationships and in their social interactions