Strategic Development
School Strategy
To: Secure consistently excellent attendance, teaching and outcomes for all pupils — particularly those with SEND or disadvantage — by July 2027
By: Providing rich, challenging, and purposeful learning that builds character and enables every child to contribute positively to their community and the wider world.
In order to: Raise achievement, strengthen inclusion, deepen learning through expeditions and develop the knowledge, skills and habits that prepare pupils for success in life and learning.
Critical Success Factors
CSF 1: We need attendance that is consistently above 96% for all pupil groups, with the gap between disadvantaged and non-disadvantaged pupils closed, persistent absence reduced to below 5% and severe absence maintained at exceptionally low levels.
CSF 2: We need outcomes in reading, writing and mathematics for all pupil groups — including disadvantaged, SEND and by gender — that match or exceed national comparators and are in line with whole-school attainment, closing gaps from the earliest stages of school and building on subject strengths to secure equity across all areas.
CSF 3: We need consistently expert teaching in every classroom that delivers high-quality learning for all pupils, closes attainment gaps and applies evidence-based practices with intention and consistency.
CSF 4: We need a curriculum of purposeful, challenging and well-structured learning expeditions that build deep knowledge, skills and character, connect learning to authentic audiences and inspire all pupils to contribute positively beyond the classroom.
CSF 5: We need an assessment culture where pupil ownership of learning is deeply embedded—evidenced by their ability to articulate progress, use clear learning targets and engage with feedback—and where formative checks are consistently used to drive learning.
CSF 6: We need pupils who can communicate confidently, clearly and respectfully in a range of contexts, using spoken language to think, learn, collaborate and present to authentic audiences.
CSF 7: We need pupils who communicate effectively in writing across the curriculum, with fluency, legibility, and structure that enable them to express ideas confidently. Outcomes must be above national averages and gaps closed for disadvantaged, SEND, and by gender across all phases.
CSF 8: We need effective subject leadership in every curriculum area, with leaders who drive high standards, ensure curriculum quality, meet statutory requirements and contribute to SQM priorities where relevant.
Whole School Projects
- We will raise whole school attendance to at least 96% and reduce absence gaps.
- We will close attainment gaps for disadvantaged pupils through targeted teaching. Phase 1: Build staff expertise in privileging disadvantaged pupils.
- We will close attainment gaps for disadvantaged pupils through targeted teaching. Phase 2: Implement targeted strategies to ensure disadvantaged pupils make accelerated progress.
- We will close attainment gaps for disadvantaged pupils through targeted teaching. Phase 3: Evaluate progress towards closing attainment gaps for disadvantaged pupils.
- We will strengthen the consistency and impact of expert teaching using evidence-based teaching practices. Phase 1: Co-create a High-Impact Teaching Guide with teaching staff based on research.
- We will strengthen the consistency and impact of expert teaching using evidence-based teaching practices. Phase 2: Intentionally use the guide’s practices every day, with coaching in daily practice.
- We will strengthen the consistency and impact of expert teaching using evidence-based teaching practices. Phase 3: Embed and sustain practice.
- We will strengthen project-based learning so all projects are purposeful, well-sequenced and have authentic public outcomes.
- We will strengthen pupil ownership of learning using agreed Child Engaged Assessment practices.
- We will ensure pupils can communicate confidently, clearly and purposefully in a range of contexts.
- We will raise the quality, consistency and ambition of writing across the curriculum so that disadvantaged and SEND pupils close attainment gaps, and the percentage of pupils working at greater depth increases. Phase 1: Embedding consistency in standards, routines and handwriting foundations and strengthen challenge and provision for greater depth writers to ensure sustained high outcomes.
- We will raise the quality, consistency and ambition of writing across the curriculum so that disadvantaged and SEND pupils close attainment gaps, and the percentage of pupils working at greater depth increases. Phase 2: Addressing disadvantaged and SEND writing gaps.
- We will raise the quality, consistency and ambition of writing across the curriculum so that disadvantaged and SEND pupils close attainment gaps, and the percentage of pupils working at greater depth increases. Phase 3: Evaluation and Embedding.
- We will build subject leadership as the engine for delivering SQM priorities and raising the quality of teaching and learning across the school.
- We will strengthen equalities education within our curriculum.
- We will ensure all staff consistently use high-quality adaptive teaching strategies for SEND. Phase 1: Build staff expertise in adaptive teaching.
- We will ensure all staff consistently use high-quality adaptive teaching strategies for SEND. Phase 2: Implement targeted strategies .
- We will ensure all staff consistently use high-quality adaptive teaching strategies for SEND. Phase 3: Evaluate and sustain impact .
