Priority 1:

To coherently sequence the foundation curriculum so that pupils build deep, connected understanding over time — with each subject reflecting the school’s vision and values, and supporting equitable access to high-quality learning.

How will we know we are successful?

• Each foundation subject has a clearly sequenced curriculum map showing progression of key concepts
• Pupils demonstrate improved retention, understanding, and ability to make connections across topics
• Staff articulate how prior learning informs current teaching and future outcomes
• Curriculum planning reflects inclusive access and challenge for all learners
• Subject leaders monitor and refine sequencing based on pupil outcomes and feedback
• Concept maps and knowledge organisers used consistently to support pupil understanding
• scaffolding and pre-teaching ensures access to core concepts for all pupils
• Book Study used to assess conceptual development over time 

Priority 2:

To develop and improve the opportunities and quality of writing across the school to raise attainment outcomes.

How will we know we are successful?

• Staff used shared writing to model high expectations for children
• Pupils experience marking and feedback that focuses on key elements of SPAG/Grammar
• Pupils in KS1 are building confidence with editing and improving their writing
• Writing standards are consistent across subject areas and all subjects have high quality text to support learning
• Pupils are exposed to a range of genres and texts
• Teaching sequences for Writing are embedded across school
• Teachers use a range of resources and strategies to support and scaffold learning
• Teachers use a range of approaches to encourage enthusiasm in writing
• Percentage of children working at ARE in writing is in line with National Standards
• Progress for all pupils is good or better in Writing
• Pupils confidently use and apply Phonics knowledge in their writing across all areas of the curriculum

Priority 3:

To reduce persistent absence and improve overall attendance for underserved pupils by fostering a culture of belonging, accountability, and proactive support.

How will we know we are successful?

• Reduction in persistent absence among underserved groups
• Improved overall attendance rates for disadvantaged, SEND, and EAL pupils
• Increased engagement from families in attendance support plans
• Staff demonstrate consistent use of inclusive attendance strategies
• Positive pupil voice on feeling safe, valued, and motivated to attend school
• Attendance data to identify trends and target underserved groups
• Share data with staff to raise awareness and drive accountability
• Home visits, phone calls, and multi-agency collaboration in place for targeted pupils
• Celebrate pupil achievements and attendance improvements regularly
• Attendance expectations are embedded into classroom routines and pastoral care
• Staff have strong relationships with pupils and families

Priority 4:

To cultivate a culture of distributed leadership where staff at all levels —are empowered to model the school’s values and contribute meaningfully to school improvement.

How will we know we are successful?

• Clear leadership roles and responsibilities across all aspects of school
• Increased staff engagement in leadership activities and decision-making
• Positive staff feedback on leadership culture and development pathways
• Improved outcomes in areas led by subject and curriculum leaders
• Evidence of values-driven leadership in practice and appraisal process
• Effective contribution to CPD delivery and reflective practice