How will we know if we are achieving our key improvement priorities? 

We will review progress 4 times a year in line with BGE Tracking Toolkit by analysing the data and setting next steps 

We will follow the QI calendar and involve children in self-evaluation using the HGIOURS  

We will take part in self-evaluation and audits of learning environments 

We will use high quality assessments to gather robust evidence of progress and attainment 

We will review individual targets on a termly basis and adapt interventions accordingly 

We will moderate with partner schools to support teacher’s professional judgement 

SCHOOL IMPROVEMENT PRIORITY 1: Reading – pupil planning and higher order thinking skills 

Rationale that informs this priority:  

A data analysis of statistics across the school in 24/25 shows that literacy overall is the area in which the school has the lowest attainment, with 73% of children reaching targets in all three – Listening & Talking, Reading and Writing.  In 2024/25 we introduced interventions for Writing and this will be maintained as we move into 2025/26 with the impact being realised in 2025/26.  Listening and Talking is at 85% and therefore we now need to focus on Reading with 81% of children meeting targets across the school.  To make significant progress we require consistency through a shared high quality teaching approach, which is also supported by high quality resources.  This reading focus will be the catalyst for creating a robust learning environment in which we can develop pupil planning and higher order thinking skills.   

SCHOOL IMPROVEMENT PRIORITY 2: Maths – high quality teaching and assessment 

Rationale that informs this priority:  

A data analysis of statistics across the school in 24/25 shows that numeracy is an area in which the school has the 2nd lowest attainment, with 79% of children reaching targets.  We have started an intervention for maths recovery in 24/25, mainly covering support and early/first intervention.  This will continue in 25/26 to develop professional skills at 2nd level for continuity and progression across the school.  To make significant progress we require consistency through a shared high quality teaching approach underpinned by Maths Recovery knowledge and skills development, which is also supported with high quality resources.  This maths focus will be the catalyst for creating a robust learning environment in which we are skilled in supporting maths progression in numeracy using high quality questioning, and where we plan for high quality assessments.