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Eynesbury Church of England Primary School

Eynesbury Church of England Primary School

Love to learn, learn to love

 

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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 2021 - 2022
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. These are as follows:

Knowledgeable, confident, relevant leadership 

  • Leaders at all levels are effective
  • Development of new leadership team
  • Distributed leadership at all levels
  • The Interim Executive Board/ Governing Body  is able to challenge and support the school in continuing to raise standards and pupil progress through asking appropriate and challenging questions
  • Induction and development of new GB
  • CPD at all levels
  • School is OFSTED ready

Ensuring high standards of attainment and progress of every child

  • Floor level targets are met at the end of KS2 (65% ARE+)
  • Improvement in progress measures at end of KS2 2021 in comparison to 2019 progress measures
  • Implement baseline assessment and new EYFS framework in Reception
  • GLD/Phonics outcomes above local and national
  • Secure assessment across the school and develop the use of INSIGHT
  • Embed and ensure consistency in approach in RWM and the wider curriculum
  • Focus on differentiation to meet the needs of all learners
  • Tracking of pupils working out of year group
  • Disadvantage children to make good progress from their starting points

Creating breadth of opportunity through high quality teaching and learning

  • Curriculum intent is sound and the school implements a knowledge based curriculum fit for purpose for Eynesbury C of E Primary School impacting on standards and achievement for all
  • Quality of teaching is highly effective across school with precise professional development that encourages, challenges and supports
  • Further development of the wider curriculum
  • Cultural Capital and enrichment opportunities
  • Create memorable experiences for children through wider curriculum enrichment opportunities
  • Develop staff expertise in the arts curriculum

B and A/PD:

  • 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

​​​​​​​Making Eynesbury the school of choice: 

  • Marketing of the school
  • Pre-school sustainability
  • Develop local community opportunities
 

 

 
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