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Tidcombe Primary School aims to provide well-rounded education, develop moral and social values, and equip students with the skills and confidence to achieve their goals. This plan focuses on exemplary provision, effective assessment, and accurate monitoring and evaluation.
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Tidcombe Primary School Improvement Plan 2017-2018
What Tidcombe Primary School is trying to achieve: Overview For every child to be a well-rounded person with the moral and social values, skills and confidence to achieve their goals as they move on from Tidcombe school. Vision A. Purpose Values Resilience Enquiry Confidence Empathy Aspiration 1. Exemplary provision in all subjects enables all pupils to progress well 3. Accurate monitoring and evaluation shows impact of improvement at all levels 2. Effective assessment informs teaching and drives high levels of achievement Strategic Objectives Wider curriculum progression Mastery in Maths Culture of Accountability Monitoring cycle and timetable Link assessment and planning Incisive and timely feedback B. Direction & Perf Mgmt Priorities Strands Planning time, high expectations, coaching, pupil progress meetings, outdoor learning C. Actions
A. Purpose of Tidcombe Primary School For every child to be a well-rounded person with the moral and social values, skills and confidence to achieve their goals as they move on from Tidcombe school. Vision Resilience Enquiry Confidence Empathy Aspiration Values For pupils this means: I am in a safe place to learn. I know what is expected of me. I am treated as an individual. Learning opportunities are relevant, interesting and meet my needs. I have help if I need it. I am challenged to reach my potential and understand what I need to do to progress my learning. I am learning how to deal with life through strong social and moral values. School is enjoyable. A. Purpose For parents this means: I am included in and supportive of my child’s learning journey. The school listens to me and wants the best for my child. I feel that my child is special and known to everyone. I feel confident that the school keeps me informed of my child’s progress and growth as a individual. For staff and Governors this means: I am highly valued in my role. I have a key part to play in ensuring every pupil achieves their very best. I support the ethos in the school. I want pupils and their parents to be part of a shared approach to learning. I constantly seek ways to develop in my role.
B. Direction & Performance Management Framework Strategic Objectives 1. Exemplary provision in all subjects enables all pupils to progress well • There is clear curricular progression in all subjects across the key stages • Broadening the curriculum with rich and meaningful learning experiences, and opportunities to apply English skills • Embedding staff knowledge and skills in teaching for mastery in Maths 2. Effective assessment informs teaching and drives high levels of achievement • Formative assessment accurately and dynamically informs planning so pupils progress rapidly • Summative assessment in all subjects is accurate, informing school improvement planning • Feedback from, to and between pupils is more precise so that all pupils know how to improve and make strong progress 3. Accurate monitoring and evaluation shows impact of improvement at all levels • Subject leaders become more effective at evaluating (rather than narrating) their subjects • A monitoring and evaluation schedule supports good strategic leadership and governance • Teachers are challenged and supported by leaders at all levels to help those pupils making less than typical progress to catch up B. Direction & Perf Mgmt Priorities and Indicators Wider curriculum progression 1.1 Subject leaders’ evaluations demonstrate good pupil progress and curricular progression across the whole curriculum 1.2 Pupil voice evidences a rich, wide and enjoyable curriculum Mastery in Maths 1.3Closing the attainment gap between Reading and Maths with both in line with or above national average 1.4Primary Mastery Self-evaluation document shows progress in teachers knowledge and skills in teaching for mastery in Maths Link assessment and planning 2.1 Monitoring of planning shows that planned learning addresses pupils’ needs 2.2. Internal/external moderation shows that judgements in all subjects in all year groups are increasingly accurate Incisive and timely feedback 2.3Books evidence feedback is ensuring pupil progress 2.4Pupil voice evidences that feedback ensures they know what they can do and what they need to improve Culture of Accountability 3.1 Actions generated by pupil progress meetings are followed up and improve outcomes for pupils 3.2. There is evidence that governors are supporting and challenging all leaders responsible for school improvement 3.3 Teachers have the highest expectations for pupils to take pride in their work Monitoring cycle and timetable 3.3Subject leaders’ termly reports show evaluation of impact of school improvement actions 3.4Improved monitoring schedule in place and adhered to by all staff and governors at all levels
