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Tadcaster Primary Academy:  Development Priorities 2019-20

PRIORITY 1: QUALITY OF EDUCATION

Teaching and Learning 

1.1 To ensure that challenge is embedded within all learning opportunities and that high expectations are evident within teaching and learning. 

1.2 To embed the Teaching for Mastery approach to enable pupils to become fluent, reason mathematically and solve problems in mathematics

1.3 To establish the role of the newly appointed SENDco through observations of pupils, development of MSP’s and establishing thorough tracking systems.  With the support of the SENDco develop a wider range of strategies to support SEND and lower ability pupils so that they are able to work with even greater independence. Work to improve outcomes for pupils eligible for pupil premium grant.

Curriculum
1.4 Develop a creative curriculum which has clear intent, implementation and impact. Measure the impact of the planned curriculum. Offer pupils a ‘cultural capital’ which gives the pupils the essential knowledge to be educated citizens by the time they leave Tadcaster Primary Academy.

1.5 Ensure that children are given a range of opportunities to develop progressive skills across a broad curriculum.

1.6 To ensure that whole school creative curriculum planning reflects the rich local context, celebrating our community.

Outcomes for Children
1.7 To improve the outcomes in writing across Key Stage One and Two with an additional focus on increasing the percentage of pupils achieving Greater Depth. 

1.8 By the end of the year Key Stage One outcomes will be above 75% in Reading, Writing and Maths. 

1.9 Focus on gaps for the previous Year2 cohort/ new Y3 children to ensure that the percentage of pupils achieving expected standard increases. Intervention should be carefully planned to enable improvements to be made.

 

PRIORITY 2: BEHAVIOUR AND ATTITUDES

2.1 To establish and adopt clear routines and expectations for the behaviour of pupils across all aspects of school life by implementing a consistent behaviour policy with clear rewards and sanctions.

2.2     To ensure new leadership adopts a clear whole school approach to improving school’s attendance to at least in line with national percentage. Evidence a demonstrable improvement in the behaviour and attendance of pupils with specific needs.

2.3 Further develop learning behaviours by creating a positive respectful culture throughout school.

 

PRIORITY 3: PERSONAL DEVELOPMENT

3.1     To establish the role of a Pastoral Lead to provide high quality pastoral support, which will help to build children’s self-esteem, resilience and offer them a safe place to share worries and concerns. 

3.2     Develop a holistic approach to the curriculum which enhances pupils’ moral, spiritual, social and cultural development.

3.3    To further develop pupils’ confidence, independence and resilience throughout school by training them how to recognise that we learn from our mistakes and to persevere through challenges that they may face. 

 

PRIORITY 4: EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

4.1 Ensure all senior leaders and subject leaders are able to identify the attainment and progress of different groups in specific subject areas leading to making informed decisions around provision and accelerated progress. Further develop assessment of all subjects including foundation subjects.

4.2 All subject leaders must hold other staff members to account and evidence impact and progress in their subject area.

4.3 The Maths Lead to embed the Teaching for Mastery approach to ensure that the quality of teaching and learning of mathematics improves and therefore impacts on children’s outcomes. 

4.4 The English lead will develop the quality of reading across school by raising its profile and developing new approaches to improve children’s outcomes.

 

PRIORITY 5: EARLY YEARS

5.1 To  introduce a behaviour expectations/ positive reward system which will encourage children to begin to regulate their own behaviour and gain the ability to resolve disagreements without adult help.

5.2 To introduce philosophy to further develop children’s speaking and listening skills and particularly their ability to explain and justify their thinking.

5.3 To further develop parental links to engage families in effective ways to support their children’s development from early years. Raise the profile of Twitter with parents and encourage parental engagement  via ‘Tapestry’ , enabling parents to contribute to their child’s online learning journey.