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BerkswichCE Primary School

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School Improvement Priorities

Key School Improvement Priorities

2024/25

 

 

At Berkswich CE Primary the welfare and learning of every pupil is at the heart of all that we do; we constantly strive to achieve the best for our children.

 

As a result of our own continuous self-evaluation, we have identified ways in which we can continue to improve and all children including the most vulnerable and SEND, can continue to excel. 

 

Well-being underpins all elements of school life, children are cherished as individuals with systems in place to ensure all pupils thrive and are able to live life to the full, reaching their God given potential. At Berkswich CE, we place the greatest importance on educational research to guide school improvement.

 

Priority One - English

1.1. Through bespoke CPD, teachers are provided with a highly effective approach that impacts the accurate use of age-related rules and SPG within lessons in every year group, closing gaps in practice across all curriculum areas. Learning is individually tailored and provides stretch and challenge for all groups including SEND.


1.2. Whole-school handwriting progression aligns with development in phonics and spelling; high standards of handwriting and presentation support fluency and lead to higher outcomes in writing, impacting standards in SPG.


1.3. Children transitioning between Year One and Two, and Year Two and Three, are effectively supported in the next steps of their reading journey. Specialist knowledge of staff continues to be enhanced in line with early reading developments, specifically impacting transition from phonics to ‘Reading Adventures’ to challenge and promote the highest outcomes in reading across all groups including SEND.

 

Priority Two - Mathematics

2.1. The Mastering Number approach is in place from Reception to Year Two and through review and revision, the quality of teaching in this area is consistently outstanding. Children’s number sense is impacted and seen through excellent progress by children in every cohort and group, including SEND.


2.2. Research underpins the enhancement of reasoning; high quality CPD, with a focus on mastering number and reasoning, significantly enhances teaching and learning across school, positively impacting all groups with a specific emphasis on SEND and increased greater depth outcomes.

 

Priority Three - Curriculum

3.1. High quality CPD ensures sound knowledge of assessment practice and purpose, and this impacts learning across the curriculum. Teachers refine and develop an assessment practice that enables all children, including SEND, and parents, to be active participants in the learning processes involved.

 

Priority Four - EYFS

4.1. Our highly ambitious EYFS curriculum ensures that all children, particularly the most disadvantaged, those with additional needs, SEND, and communication barriers achieve the best possible outcomes, through high quality provision. An enhanced programme for parent and carer partnership further supports transition into the Early Years.

 

Priority Five - Behaviour & Attitudes and Personal Development

5.1. A global partnership has been established and embedded meaningfully across the whole of school; courageous advocacy and the impact of individual and community actions are understood and maintained.


5.2. Children have an excellent understanding of how they are able to positively impact the environment: sustainability is threaded intentionally through the curriculum in ways that ensure that learning is deep, relevant and impactful.
 

 

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