School Improvement Priorities

2025/26

At Berkswich CE Primary, personal development, wellbeing and the 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 flourish.

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 a new tailored spelling and handwriting programme and bespoke CPD,  teachers are provided with a highly effective approach that impacts the accurate use of age-related spelling rules, grammar and handwriting. Gaps in children’s knowledge and application are closed; learning is individually tailored and provides stretch and challenge for all groups including SEND.

1.2. 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 Four and through review and revision, the quality of teaching in this area is consistently outstanding and leads to children strengthening their number sense to impact outcomes for all pupils including SEND.

2.2. Research underpins the enhancement of reasoning; high quality CPD significantly enhances teaching and learning across school, leading to children approaching their maths with greater tenacity and ownership. This positively impacts all groups with a specific emphasis on SEND and increased greater depth outcomes.

Priority Three – Curriculum

3.1.High quality CPD enhances practical and technical knowledge, resulting in enhanced planning and practice in Design and Technology whereby children are equipped to be resilient, aspirational problem solvers and product designers. 

3.2. The school’s theologically-rooted Christian vision is evident throughout every curriculum area and year group;  rich opportunities are provided for children to respond to learning using the mirror, window and door approach. Curriculum design, with rich deeper thinking opportunities, effectively allows children to have a lived experience of our revised school values.

Priority Four – EYFS  

4.1. The highly ambitious EYFS curriculum and theologically rooted Christian vision 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. Inclusive practice is further enhanced through the use of Dingley’s Promise. 

Priority Five - Personal Development, Wellbeing, Behaviour and Values,

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.