Improve the quality and consistency of teaching so that all pupils make strong, sustained progress.

Ofsted (last inspection) identified uneven curriculum implementation, variable support for pupils with SEND and inconsistent phonics/reading delivery. In 2025/2026 Professional Development and coaching systems have been created to embed quality first teaching techniques underpinned by high impact research led strategies. This has led to a more consistent teaching approach across the school and improved children outcomes: Reading 16.9% (+) , Writing 8.7% (+) , Maths 6.5% (+) 

In 2026/2027 school focus will continue to embed teaching strategies introduced in 2025/2026 (explicit modelling and retrieval, adaptive teaching informed by assessment, pupil engagement through lesson design and assessment for learning strategies- hinge questions) and Professional Development will have a sharper focus on supporting disadvantage children (inc EAL) and the use of data to raise attainment for all children and to narrow the attainment gap for disadvantage children.

Strengthen Middle Leadership, Governance and assessment systems to secure consistent high quality curriculum delivery, targeted intervention and accelerated pupil progress.

Ofsted judged variability in curriculum implementation and inconsistent reading/phonics delivery.  In 2025-2026 core systems in assessment, governance,  teacher’s performance management, and behaviour were reviewed and new processes introduced. Focus was on implementing Professional Development  and coaching systems to support school leaders and core subject leaders (Early Reading, SEND, Writing and school leadership). Subject leaders produced curriculum pathways ensuring mapping out key skills and knowledge and produced a subject on a page to support action planning. Assessment and monitoring systems and SEND systems to support the identification of needs and provision mapping were developed and introduced. The governing body was strengthened and a clear action plan and monitoring timetable devised. Attendance (July 2026) Improving- 93.9% (93.2% 24/25, National 93.2%) persistence attendance 18.4% (22.2% 24/25, National 18.7%). Severely absent 0.8% (2.24%). 

Data shows a narrowing of attainment gap Year 1-6 and all children achieving better for 2025-2026 academic year

Reading : All children achievement Summer term 67% ARE+  (Autumn term: 52.5% ARE+) +14.5%  improvement

Disadvantage children achievement Summer term51.5% ARE+  (Autumn term 36.4% ARE+) +15.1% improvement

Writing: All children achievement Summer term48.1% ARE+  (Autumn term 39.5% ARE+) +8.6% improvement

Disadvantage children achievement Summer term31.8%  ARE+ (Autumn term 18.2% ARE+) +13.6% improvement

Maths: All children achievement Summer term59.9% ARE+  (Autumn term  53.5% ARE+) +6.4% improvement

Disadvantage children achievement Summer term 34.8%  (Autumn term 28.8% ARE+) +6% improvement

KS1 Phonics check  82.5%  increased 6%

In 2026-2027 core subject leads will support senior school leaders to imbed curriculum plans and systems devised in 2025-2026, tracking of disadvantage children alongside progress of all children will be tracked and there will be a tighter focus on effectively using data and intervention to narrow attainment gap and increase attainment.  Governance will be more visible in school to act as a critical friend against school priority.   Subject leaders will be supported by creating subject teams to refine subject pathways, identify misconceptions and key language to support teachers planning and subject knowledge. Work that has begun on supporting staff to imbed a consistent approach to behaviour will continue.

Developing the quality of the curriculum in order to create an ambitious, progressive and engaging offer across all subjects.

Previous Ofsted inspection and leaders reports show variability in curriculum implementation, especially in the fundamentals . In 2025-2026 school leaders undertook a curriculum review and a number of curriculum changes implemented focusing on core fundamentals in Reading, Writing and Maths. Professional Development systems to support developing English curriculum and teaching of early reading implemented. Weekly bitesize CPD sessions implemented to support the consistent teaching of the curriculum. In the summer term school leaders created implementation plans for the teaching of reading and implementation of maths mastery. 

Year 4 Multiplication Check: average score of 19.5 (-2.4) 21% of cohort achieved 25/25 (-24.5%) 57.9% of cohort achieved >20/25 (-22.8%)

In 2026-2027 school will implement a whole school approach to the teaching of maths, mental maths and reading comprehension further supporting pupil attainment in reading and mental maths. 

Subject leaders will be supported by creating subject teams to implement action plans and will be supported by school leaders to refine subject pathways to identify misconceptions and key language to support teachers planning and subject knowledge.

To strengthen Early Communication, Language and Early Writing in the EYFS.

In 2025/2026 school leaders reviewed EYFS long term plans and implemented PD utilising external support focusing on developing oracy, role of adult and learning environments. Early identification systems to support in improving Communication and Langue were implemented and systems to support pupil induction devised and implemented. Teachers planning formats and teaching timetables were adapted and implemented.

GLD EYFS GLD 72.4% +10% improvement  (ELG Writing- 73.3%, Reading 80%, Number 80%), children achieving less in CLL, comprehension and writing compared to other ELGs.

In 2026/2027 there will be a sharp focus on further developing children's oracy. Implemented data systems (disadvantage tracker and PP meetings) will be embedded to support intervention planning, group teaching outcomes and to narrow attainment gap between disadvantage children and boys and girls across the curriculum.

To strengthen Pastoral Systems and embed a constant approach to behaviour management across the school.

In 2025/2026 school Relationship Policy was revised and implemented, pastoral lead was created with clear job description and school leaders devised implementation plans for individual pupil pastoral support, including young carers.  four groups of staff received half termly Professional Development and coaching to raise awareness of an emotionally regulated classroom to begin to embed vision of Behaviour Policy. Pupil voice and leadership observations highlighted inconstancy in approach amongst staff.

In 2026/2027 PD and coaching support will continue with external support and the role of pastoral lead will be embed to provide individual support for identified children.