Raising Achievement Plan (RAP)
Every year, we use our school self- evaluation to help identify the priorities for school development during the coming year. These are organised into the 4 key areas of: Outcomes for Children and Learners; Quality of Teaching, Learning and Assessment; Personal Development, Behaviour and Welfare and Effectiveness of Leadership and Management. In 2018-19 our priorities are:
The aims of our plan for this year are built on the following premises:
- Loving each one of our children will ensure they are emotionally ready to learn.
- Every child is capable of achieving the expected level.
- Verbal feedback is the most powerful tool.
- Parents want the best for their children.
- Being part of a MAT adds value and an expanded MAT benefits our community.
- Staff learning new skills and working in different ways brings a sense of vibrant, forward thinking.
To ensure that –
Priority 1 (Outcomes for children and learners)
- All children have an extended vocabulary bank in their English book.
- Children are excited about their vocabulary and enjoy new words.
- Lessons are vocabulary rich and extend children at every opportunity.
- Children actively find what new words mean when they come across them.
- Every class has a Wow Words display space.
- Teachers’ planning clearly shows the new words for the week.
- Children’s writing and speaking work demonstrate a broad and rich vocabulary.
- KPIs exist for all foundation subjects.
- KPIs are used in planning differentiation in lessons.
- Children can discuss their achievements and next steps in foundation subjects.
- All children make at least expected progress.
- All children (except SEN) meet the expected standard.
- There is evidence that identified children are making more than expected progress and achieving greater depth.
Priority 2 (Quality of teaching, learning and assessment)
- There will be outstanding teaching in all classes.
- Teachers will have highly effective working relationships.
- All teachers will be able to identify outstanding teaching.
- Pupils will make excellent progress.
- All teachers will be able to identify and pursue their own areas for development
- Lesson observation will show continual feedback between teachers and pupils.
- Pupils’ books will demonstrate a high level of effective self and peer assessment.
- Pupils will feel they are in control of their learning and can identify their strengths and areas for development.
- Teacher work-load will be more manageable.
- Learning conversations will be planned for each week with identified groups of pupils.
- Y1 children will settle quickly, be happy and make excellent progress from the outset.
- Y2 children will receive input and challenge at the level required, thus making excellent progress.
- Colleague new to Y1 and 2 will quickly adapt to a new curriculum and age range, providing outstanding teaching.
- All staff will make effective interventions to support learning, using questioning skilfully.
Priority 3 (Personal development, behaviour and welfare)
- All pupils will feel well supported by their teachers and support staff.
- Pupils will make outstanding progress.
- There will be fewer incidents of disruption caused by friendship issues in class and at playtimes.
- Support plans for those in need will be highly effective in helping pupils.
- All pupils, especially SEND believe they can achieve.
- All pupils are seen to start independently in lessons.
- Pupils demonstrate a range of strategies when they are challenged, rather than putting their hand up and waiting.
- The support and differentiated activities in lessons allow all to be independent.
Priority 4 (Effectiveness of leadership and management)
- All parents understand and support the vision of the school.
- All parents understand their children’s next steps, what the school is doing to support and how to help them at home, especially for SEND pupils and those needing additional support.
- 30 hour provision will be outstanding.
- Children will make excellent progress.
- Parent feedback will be excellent.
- Observations will show all staff making high quality interventions.
- All staff will be able to identify outstanding practice.
- Staff, children and parents will feel positive about the opportunities of an expanded MAT.
- New roles are viewed positively by children, staff, parents.
- Standards are at least maintained as a result of staff changes.
- Staff morale is high.
- The culture of the school remains outstanding and continues to thrive.