School Improvement Priorities

School self-evaluation is a continuous process which comprises of a number of key components that collect information and evidence about the standards in the school. These are then analysed, collated and the findings are used to appraise achievements and identify priorities to be pursued to improve the quality of teaching and learning. Eynesbury Church of England Primary School involves all stakeholders in the school self-evaluation process.

Each September a School Improvement Plan is written which feeds into TOPs (Termly Operational Plans). Targets are derived and actions implemented. As the school year progresses it may be necessary to amend targets inline with the changes in the world of education.

Priorities for improvement 2023 - 2024
Here at Eynesbury, we believe we consistently operate as a good school and demonstrate instances of outstanding practice. The priority for improvement is to move to the next level offering good or better learning across the school at all time to all the pupils. The school used evidence from its self-evaluation to identify key steps that will move the school to the next level. 

In May 2022 the Governing Body identified seven main strategic priority areas for the next three years to be reviewed annually. These will form part of the SIP:

• Continue to develop the breadth of learning and enrichment opportunities available to all pupils at Eynesbury
• Demonstrate inclusivity, encouraging pupils with the belief that anything is possible, for anyone.
• Ensuring Eynesbury is an employee of choice, promoting the continuing professional development and wellbeing of all staff.
• Celebrate the achievements of the school clearly and confidently to further the engagement of all stakeholders. 
• Position Eynesbury at the heart of its community, further integrating the school with its neighbours.
• Verify the impact of the school’s strategic plan.
• For the school to meet the criteria to be judged an Outstanding school by Ofsted.

School areas for improvement:

Knowledgeable, confident, relevant leadership 

• Induction and development of 3 x ECTs ( 1 x 1 term only)
• Distributed leadership at all levels – embed subject leader provision
• Distributed leadership in EYFS with new pre-school management and Early Years Worker development
• Further development of GB
• Accreditation of NPQSL awards and consideration of NPQH x 3
• Sharing of good practise with other schools where Eynesbury is considered the lead school

Making Eynesbury the school of choice in the heart of our community

• Develop local community opportunities for our children by working with local stakeholders
• Ensuring Eynesbury is an employer of choice, promoting the continuing professional development and wellbeing of all staff
• Celebrate the achievements of the school clearly and confidently to further the engagement of all stakeholders
• Position Eynesbury at the heart of its community, further integrating the school with its neighbours 

Ensuring high standards of attainment and progress of every child 

• Challenge for greater depth across the curriculum to ensure depth of learning and pupils being able to talk about their learning at depth
• Implement baseline assessment
• GLD/Phonics/KS1, MTC and KS2 outcomes above local and national
• Embed assessment across the school and further develop the use of INSIGHT in the foundation subjects to ensure consistency in approach
• Embed and ensure consistency in approach in R/W/M and the wider curriculum

Creating breadth of opportunity through high quality teaching and learning and enrichment

• Curriculum design is the blueprint to ensuring all learning is entrenched with a moral and ethical vision and purpose Learning is sequenced logically and progressively from EYFS to end of KS2. Each subject area is written so that teaching builds on previous learning. Skills and knowledge are repeated and rehearsed - a progression model curriculum ensuring knowledge and skills build and enter into long term memory through automaticity
• All Leaders speak the narrative of each curriculum area and can explain how and why the curriculum is sequenced, vocabulary enriched and reviewed for impact in order to meet the needs of the pupils
• CPD builds and secures teachers’ subject leaders’ knowledge to sustain Quality First Teaching to ensure high standards in progression in learning for all pupils and gaps in learning are diminished impacting on an outstanding quality of education
• Enhance equality and diversity opportunities through developing staff understanding and expertise
• Create memorable experiences for children through wider curriculum and cultural capital opportunities
• Continue to develop staff expertise in the arts curriculum – music/art/DT
• Continue to develop the breadth of learning and enrichment opportunities available to all pupils at Eynesbury

B and A/PD/ Safeguarding

• Embed all Safeguard practises - pupils can explain accurately and confidently how to keep themselves healthy and safe
• Embed learning behaviours and growth mindset across all year groups
• Attitudes to learning have a strong, positive impact on progress. Children demonstrate that they are proud of their achievements and of their school.
• Pupils value their education and the current high rate of attendance is maintained across the whole school.
• Pupils are able to describe what good learning looks like and can talk about their learning.
• Wellbeing at all levels

Inclusivity

• Focus on adaptation to meet the needs of all learners
• All vulnerable groups to make good progress from their starting points

Christian Distinctiveness

• Leaders to share the refreshed vision with the wider school community, embedding this into the life of the school so all decisions and evaluations are rooted in the Christian foundations the school is built upon
• Ensure that all governors can articulate the Christian vision. Equip them to facilitate the rapid improvement of the school by formalising monitoring and evaluation
• Enable pupils to plan and lead collective worship regularly
• Formalise how pupil voice is included in the planned monitoring of the impact of worship by leaders and governors
• In RE curriculum planning, ensure the depth of enquiry of all world faiths and views matches that of the Christianity taught, so that there is consistency of quality across the whole RE curriculum