School Improvement

Priority 1 Safeguarding

a)     All safeguarding policies and procedures are in place and ensuring that there is a culture of safeguarding at Bell Lane

b)     New and additional POST COVID-19, requirements are in place to ensure that children, families and staff are safeguarded against harm during the pandemic


Priority 2: Quality of Education

1.      To effectively induct new members of staff so that the teaching profile reflects an increasing % of excellence in teaching and outcomes across the year

2.      To continue to develop the quality and effectiveness of modelling, questioning, marking and feedback (pedagogy) to ensure that it maximises direct impact upon outcomes for children.

3.      To ensure continued rigour in assessment and moderation of phonics groups for Year 1 and 2 to ensure a greater number of children meet the expected standard for phonics by the end of that year.

4.      To increase the % of disadvantaged children who achieve the expected standard in reading, writing and maths at the end of KS1

5.      To narrow the attainment gap for disadvantaged and vulnerable pupils in core subjects

6.      To increase the % of children who achieve a greater depth standard in reading writing and mathematics at the end of KS2

7. To embed curriculum development (History and Geography) to ensure that the received learning increases challenge through the pitch of skills, knowledge and opportunity to reason and explain.

8.      Adaptations to the curriculum and learning (including home/blended learning) are made to support effective learning.

9.    Assessment for learning and talk for learning embedded across the whole school

10.    Embed approach to assessment for foundation subjects and all students returning to school

11.    Embed approaches to reading to become a reading school where reading is taught very well so pupils read widely and often.

12.    Embed approaches to the teaching of writing using the write stuff approach.

13.    Use white rose maths as a tool to support the teaching and learning of mathematics.

14.    Finalise curriculum model so that there is an agreement for each subject about the core knowledge, skills and concepts which are embedded as part of pupils’ ongoing cultural capital. (knowledge at endpoints in the curriculum for foundation subjects)

15.    All subjects are evaluated as being at least good.


Priority 3: Behaviour and Attitudes

1.      Clear plan underpinned by a risk assessment for vulnerable pupils to support them returning to school

2.      Reinforce learning attitudes with pupils as they return to school especially those who are most vulnerable

3.      Develop a strong focus on attendance and punctuality so that all learners have above average attendance

4.      Provide a robust system to support children and families at risk through a network of support within and out of school

5.      Create a culture where children show that they are resilient in the face of difficulties

Priority 4: Personal Development

1.      Support all pupils to be mentally healthy.

2.      Improve the schools teaching and learning of equality and diversity with

3.      A focus on the protected characteristics

4.      Implement Relationships & Sex Education framework


Priority 5: Leadership and Management

1.      The school continues to provide a safe environment in line with Covid- 19 government advice

2.      All phase leaders are able to support staff equivocally in the delivery of high-quality lessons and supporting staff well-being.

3.      All subject leaders are able to lead highly effectively.

4.      PLM is bespoke and informed by highly effective monitoring including action research.

Priority 6: Evaluating the quality of Early Years Education from 2-5 years old

1.      To maintain attendance rates of pupils across EYFS with a particular focus on those whose attendance falls below 95%.

2.      To ensure that the pitch and access to independent learning for key groups, including disadvantaged pupils and boys in EYFS.

3.      To prepare for the new Profile and Baseline Assessment so EYFS is compliant by 2021.

4.      To embed a revised provision for early reading.

5.      To develop independent and outside learning opportunities in EYFS through effective facilitation.

6.      Effective transition into school for new starters

7.      To ensure children acquire a wide vocabulary and can communicate effectively in a range of contexts

8.      Support parents/carers to understand the Early Learning Goals

9.      Ensure that they know how to support their child effectively.

10.    Effective transition into Year 1 and analysis of learning gaps with effective planning to address these.