At Nettlesworth Primary School, we are always striving for excellence and to ensure we are delivering the best possible education and life experiences to the children. In order to continue to grow as a school, we constantly evaluate and reflect upon all the work we do in school. Each academic year we will as a school create our own School Improvement Plan. This Improvement plan outlines exactly what we intend to do over the coming year to improve our school in all areas. Our current School improvement Priorities are shown below.
The school improvement priorities have been selected following extensive discussions and consultation with our teachers, governors, parents and pupils as well as representatives from the Local Authority and the wider community. Our next priorities have been grouped under the New Ofsted Common Inspection Framework Heading.
Our School Improvement Plan Priorities for the 2019 – 2020 academic year are listed below:
Quality of education
- To use Cornerstones to develop the content of our curriculum. The quality of the wider curriculum continues to be improved, so that topics are covered in more depth and detail.
- There continues to be a disparity in percentage attainment between Maths and other subject areas in 2019 KS2 SAT tests. We need to continue to close the gap in percentage attainment with other subjects via involvement in Great North Maths Hub Mastery Maths Workgroup and improved arithmetic techniques.
Behaviour and attitudes
- Children continue to make links between UNCRC articles and other curriculum topics being studied.
- Improve the attendance of a small minority of our pupils
- To further embed the work already undertaken via NACE and RRSA on inclusion we would like to seek re-accreditation for Inclusion Quality Mark.
Leadership and management
- Ensure governors and senior leaders have a full and realistic picture of the impact of the school improvement priorities using an increased range of monitoring processes.
- Further develop the expertise and skills of our senior and middle leaders to secure effective succession planning, ensuring checks on the quality of teaching and learning look more comprehensively across the curriculum and continue to more objectively identify the strengths and weaknesses in teachers’ practice.
Quality of education in early years
- To strengthen work with external partners and the wider community to broaden the curriculum and experiences for all children. Explore the scope for improved links with pre-school providers to increase proportion of pupils joining school.
- As a NACE research school, continue to focus on the drive of outstanding teaching.
Our School Improvement Plan Priorities for the 2018 – 2019 academic year are listed below:
Leadership and Management
1.1 The system for managing teachers’ performance is improved, so that teachers are held to account for the progress of their pupils more rigorously.
Quality of Teaching, Learning and Assessment
2.1 Checks on the quality of teaching and learning look more comprehensively across the curriculum and more objectively identify the strengths and weaknesses in teachers’ practice.
Personal Development, Behaviour and Welfare
3.1 School accreditation for the Rights Respecting School Award (RRS) Level 2 expires in 2018. We are seeking to be reaccredited in order for us to further continue our work with children, parents and the wider community in this area of the curriculum.
4.1 The quality of the wider curriculum is improved, so that topics are covered in more depth and detail.
4.2 There continues to be a disparity in percentage attainment between Maths and other subject areas in 2018 SAT tests. We need to continue to close the gap in percentage attainment with other subjects via involvement in Great North Maths Hub Mastery Maths Workgroup
- Ensure that the progress of children in EYFS continues to be accelerated from good to outstanding by on-going review of what is currently provided in the outdoor learning environment and through Forest Schools to ensure the best use of what is available and add to it where necessary, so that it is as good as that provided indoors.
Ensure that access to learning outdoors is available to children throughout the day.
- Continue to increase the proportion of pupils that exceed at the end of Reception.