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School Priorities

Our school priorities very much focus around our vision, with our targets linking back to supporting all children to grow academically as well socially and emotionally. This allows them to  ‘…flourish as a unique and whole child of God’

School Priorities 2023-2024

Leadership & Management

  • Ensure the governing body has a clear understanding of the school curriculum and quality of education in order to support and hold to account. (Ofsted)

  • Continue to develop leadership at all levels.

  • Ensure that new subject leaders have the knowledge and time to check the quality of curriculum thinking, delivery and its impact on how well pupils achieve. (Ofsted)

  • Support curriculum leaders to continue to develop their understanding of the quality of teaching and learning within their subject through observation, using the findings to inform and drive their in-class support.

  • Promote partnership working to support St. James and FWSG in all areas such as: Financial, Professional Learning, Peer to peer support and quality of teaching and learning.

  • Review the current partnership arrangement in place between St. James’ & FWSG, clarify and agree next steps

Behaviour & Attitudes

  • Continue to monitor and develop our safeguarding provision, procedure and practice across the school.

  • Upskill teachers in how to adapt behaviour management strategies to meet individual need based on evidence and pedagogy.

  • Draw on the good practice of a range of different settings to provide the best possible support for identified pupils with SEMH needs. 

  • Review lunchtime routines and implement changes to promote a calm and positive lunchtime experience for all.

Quality of Education (Intent, Implementation & Impact) 

  • Ensure there is a clear and sequenced understanding of the knowledge & skills to be taught in each subject area. (Ofsted) - Intent

  • Provide teachers with guidance and support to ensure they teach the curriculum equally well in all subjects (CPD) (Ofsted)   - Implementation 

  • Ensure that pupils who struggle with reading are accurately assessed and that support is precisely targeted to support them. (Ofsted) - Phonics

  • Implement an evidence based whole partnership understanding of principles behind high quality teaching and learning. (Rosenshine) - Implementation

To ensure teaching secures pupil’s understanding including appropriate vocabulary. (Ofsted)  To break down learning into small steps .  (Ofsted)  To ensure pupils have mastered key knowledge before introducing new content.  (Ofsted)  

Personal Development

  • Continue to embed the vision and values within the school to ensure that it runs as a consistent thread throughout all areas of school life. 

  • Promote further the British values, alongside our school vision and values, making clear and explicit links between them.

  • Continue to develop partnership working in relation to personal development opportunities, such as social and functional skills, sports etc.

  • Review and measure the impact of pupil development opportunities, specifically in relation to trips and clubs and action appropriately.

Early Years Development

  • Continue to increase opportunities to enhance pupils' language and vocabulary development.  To ensure teaching secures pupil’s understanding including appropriate vocabulary. (Ofsted)

  • Raise standards and achievements regarding the percentage of pupils achieving GLD at the end of reception. 

  • To have a continued focus on providing early intervention for pupils with SEND to ensure they make the best possible progress from their starting points.

  • To utilise learning time to the greatest effect, in order to accelerate progress from initial baselines. 

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