Firth Primary
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 78% 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 98% and therefore we now need to focus on Reading which has room for improvement at 82% 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, ethos and culture. We need to continue to create 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 attainment with space for improvement, with 83% 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.
