School Improvement Priorities 2025-26

Our Priorities

Oracy on entry is exceptionally low. The gap closes over time with rapid improvements in progress from starting points but the complex and unique needs of the school (43% SEND, 69% PP significantly above National)  impact on overall outcomes, and especially in reading against national. Reading is a key focus for analysis and rigor in 2025-26.  Pupils who have English as an additional language (EAL) who have arrived in school after Y1 are a focus in the school development plan for reading and additional priority is given to this area with the support of our specialist EAL teacher. EAL children closed the gap in reading but very narrowly missed the expected standard this year.  Our EAL learners did however achieve above National in writing and maths compared to EAL learners Nationally. 

There is strong global research data to show that weak levels of oracy impact on reading outcomes, so the programme in school is research led and dynamic to meet need. Speech and language NHS trained specialists in school secure early access to services and in-school and home support are prioritised to address specific needs.

Our disadvantaged children (69%) continue to have access to a breadth of opportunity and a rich, bespoke approach to narrow their gap with National outcomes, and strong progress is made from individual starting points. 

Writing is an area for CPD in 25-26 across all cohorts to strengthen existing good practice. 

Strengthening approaches to oracy and language development will remain a continued focus to narrow the gap in reading. 

Main Governor tracked targets for 2025-26

• English 

• To ensure rigorous half termly data scrutiny and challenging outcomes through prior attainment grids and revised AI tracking system

• Strengthen oracy structures taught in school by researching latest materials and creating an implementation plan to complement current practice
• To refine strategies for writing (external provider CPD)
• Reading (including a strengthened focus on EAL learners)

• Pedagogy

• To secure outstanding adaptive teaching to meet the needs of learners with SEND

• Artificial Intelligence

• To explore the use of AI, working with other schools and Gov.uk research

• To secure safe practices around data use and teaching responsibility in use of AI (colleagues, children and parents), including the environmental impact

• Health, well-being and nutrition 

• To develop the use of Flourish community kitchen 

• Attendance 

• To reduce persistent absence to below 20%