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School Improvement

School Improvement 2021 – 22

Please find a summary of School Improvement Priorities for the year 2021 – 2022.

 

Key Area 1

 

Quality first teaching allows all pupils to make progress at least in line with their peers nationally and those that need catch up provision make more rapid progress than their peers by:

 

Ø Monitoring that indicates teachers have the highest possible expectations of what pupils can achieve.

Ø Teaching that builds on what your pupils already know, can do and understand.

Ø Planning appropriate lessons to meet the needs of all pupils including those with SEND and disadvantaged.

Ø Ensuring that on-going assessment is robust and carefully monitors pupil progress to identify gaps in learning.

Ø Providing additional interventions for those pupils who may need specific support. The impact of these interventions is regularly monitored and amended if necessary.

Ø Ensuring assessments indicate that pupils are performing at least in line with their peers nationally in the core subjects of reading, writing and mathematics.

Ø Ensuring that those children identified as needing catch up provision are making rapid progress.

Ø Ensuring teaching and learning is consistently good or better so all pupils can make at least expected progress.

Ø Providing planned and monitored support to those who need ‘catch up’ provision.

Ø Ensuring there are suitable CPD opportunities for staff to develop practice.

Ø Developing pupils’ personal development by implementing and monitoring provision for their emotional wellbeing and mental health.

 

 

Key Area 2

 

Further develop the school’s curriculum to ensure it is increasingly effective by:

 

Ø Ensuring that a curriculum review shows how knowledge is built over time through the sequencing of learning.

Ø All staff understanding the links with the school’s curriculum to prior learning, future learning and learning in other subjects.

Ø Reviewing how the curriculum is planned, taught and assessed effectively in order to support pupils to build their knowledge and to apply that knowledge as skills (‘implementation’)

Ø Ensuring good outcomes for pupils as a result of the education they have received (‘impact’).

Ø Refine the skills of all subject leaders so they are able to check with greater precision the implementation and impact of improvements in their areas of responsibility.

Ø Further developing a whole school monitoring timetable whereby senior leaders and governors can monitor and evaluating the school priorities robustly and effectively to allow subject leaders to have a very clear understanding of the strengths and weaknesses in their subject areas.

Ø Ensuring that any identified inconsistencies in practice are identified and effectively addressed.

Ø Ensuring relevant CPD is put in place to support curriculum/subject leaders in understanding and delivering their role.

Ø Having a strong contingency plan in place for remote education provision.

Ø Ensuring a whole school approach to the well-being of pupils.

Ø Ensuring that our taught curriculum:

–       addresses social disadvantage through opportunities to build cultural capital.

–       identifies the appropriate and necessary vocabulary at each stage.

–       reflects the local context by addressing typical gaps in pupils’ knowledge.

 

 

Key Area 3

 

Refine the whole school approach to the teaching of reading by:

 

Ø Implement and monitor then effectiveness of the school’s new SSP (systematic synthetic phonics) programme (Bug Club Phonics).

Ø Implement and monitor a whole school approach to the teaching of reading using the simple approach to reading: word recognition and language comprehension.   

Ø Continue to raise the profile of reading so that all of our children foster a lifelong love of reading.

Ø Support parents and carers in helping children read effectively with their children at home.   

Ø Teaching that builds on what your pupils already know, can do and understand.

Ø Planning appropriate lessons to meet the needs of all pupils including those with SEND and disadvantaged.

Ø Ensuring that on-going assessment is robust and carefully monitors pupil progress to identify gaps in learning.

Ø Providing additional interventions for those pupils who may need specific support. The impact of these interventions is regularly monitored and amended if necessary.

Ø Ensuring assessments indicate that pupils are performing at least in line with their peers nationally.

Ø Ensuring there are suitable CPD opportunities for staff to develop practice.

Ø Ensuring that any identified inconsistencies in practice are identified and effectively addressed.

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May 20 2022

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School Contact Details

Calver Bridge, Calver, Hope Valley.

Derbyshire, S323XA

E: enquiries@curbar.derbyshire.sch.uk

T: 01433630266

         

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