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 2016/17 are:

Priority 1: By July 2017 for ‘responsive teaching & learning’ (including a responsive curriculum) to be evident across the school, the impact of which being:

·         Improved rates of progress for all pupil groups

·         Higher attainment for all pupil groups

·         Improved teacher efficiency in relations to planning, marking and feedback

·         Better engagement from pupils in regard to their own learning.

Priority 2: By July 2017 to have improved attainment in spelling, the impact of which being:

·         Improved rates of progress for all pupil groups

·         Higher attainment for all pupil groups

·         Improved approaches to the teaching of spelling

Priority 3: By July 2017 to have further developed the Christian distinctiveness of the school, the impact of which being:

·         Clearly defined and expressed Christian Values (Fellowship - Love - Justice) that have demonstrable impact both within and without school.

·         A school culture that promotes ‘spirituality’ amongst all members of the school community.

Sub-Priority 1: continued development of effective middle management across the school, especially in regard to subject leadership that leads to:

·         Improved subject knowledge

·         Better understanding of standards across the school, especially for foundation subjects

·         Responsive tracking systems in place for all subjects#

Sub-Priority 2: To continue to develop our environment for learning both inside and outside the classroom:

·         Further development of our outside areas in line with our strategic plan

·         Consideration of how well our classroom environments reflect our approaches to responsive teaching.

Sub-Priority 3: to continue to develop positive learning behaviours for all pupils, but especially boys.

·         Improved rates of progress for boys

·         Higher attainment for all pupil groups

·         Improved teacher efficiency in relations to planning, marking and feedback

·         Better engagement from pupils (boys in particular) in regard to their own learning.