BerkswichCE Primary School

Achieve, Believe and Care

Translate Translate

School Improvement Priorities

Key School Improvement Priorities




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, outcomes from previous Ofsted and SIAMS inspections and analysis of our Reception, KS1 and KS2 data, we have identified ways in which we can continue to improve and the children can continue to excel. 


This year we have carefully considered the needs of our pupils in light of the COVID-19 pandemic and the impact that this has had on our children throughout school.


COVID-19 Response- Regaining lost progress

  • 100% of pupils make at least expected or accelerated progress in all English and Maths
  • All SEND pupils, Vulnerable and Pupil Premium children or other identified groups have made accelerated progress to close the gap, as a result of targeted, precision intervention by teachers and TAs and an increased participation in the IEP process.
  • Through careful identification of barriers and needs, Covid Catch Up Funding and The National Tutoring Programme have positively contributed to all pupils to meet aspirational top performing FFT schools targets
  • Assessment systems have enabled teachers to swiftly respond to the challenges of the full reopening of school
  • Throughout the year teachers have ensured robust contingency plans for remote education, this is an integral part of learning within school and school-home partnership
  • As a result of high quality computer literacy learning, all pupils have an enhanced understanding of online safety with particular reference to increased use of technology due to blended learning
  • Through rapid identification, children’s mental health has been effectively supported through individualised programmes including ELSA and the Wellbeing for Education Return Programme
  • 100% of pupils are equipped with strategies to support their wellbeing, enabling them to strengthen their abilities as resilient learners
  • Vulnerable pupils’ achievement and progress is in line with their peers due to the tailored support and enrichment
  • All pupils have regained and further improved their confidence, independence and resilience in their approach to learning



Our school and Christian values continue to underpin all aspects of life at Berkswich. Within this context, we believe that the following key priorities will impact pupil learning greatly:


  • Rich curriculum design is continuously honed through purposeful schemas which ensure deep coherence and progression; skills and concepts are interwoven throughout curriculum subjects and school years, creating conscious connections impacting on long term memory and therefore pupil outcomes and progress
  • Assessment systems are refined to ensure that these are streamlined, timely and meaningful and therefore ensure effective use of teacher time, impacting pupil learning to an even greater extent.
  • The impact of curriculum Professional Development, dissemination of best practice, and high-quality mentoring results in 100% of class teachers and teaching assistants demonstrating outstanding practice.
  • Subject/area leaders deepen their own knowledge and understanding, through enriching the pedagogy of others within and from other schools, impacting on practice and pupil outcomes.
  • At least 90% of all children are on track for ARE in reading, writing, SPaG and maths (including multiplication tables from Y2-Y6) and on track to meet FFT top performing schools targets.
  • High quality mathematics CPD and outstanding teaching ensures that all pupils who were set Greater Depth aspirational top performing schools FFT Targets are on track to achieve these
  • Maths has a high profile throughout school and children have an exceptionally positive attitude to learning within this area. 100% of children are making expected or accelerated progress within mathematics.
  • Barriers to learning are reduced as the well-being of pupils is pivotal; systems of support and counselling are well-established, utilising the skills of the ELSA professional (Emotional Literacy Support Assistants programme). Vulnerable pupils’ achievement and progress is in line with their peers.
  • PE provision is evident across the school curriculum, our commitment to healthy living and enhanced physical activity underpins all aspects of the school day. 100% of pupils have increased their level of fitness through additional opportunities within lessons and through high quality extra-curricular opportunities.
  • Through our curriculum, children are aware and can actively respond to current cultural climate, including those affecting race and gender and RSE is embedded into the wider curriculum
  • Our bespoke enrichment programme has enabled all children to access a range of opportunities allowing them to grow as children, form their unique opinions and continuously aspire to be the best that they can be in all aspects of their lives