School Priorities
Our School Priorities for 2025/26 are:
| Priority | Rationale |
|---|---|
| To improve provision in phonics and spelling to raise attainment in progression Step 2 and 3. | Although reading has improved in recent years, we are still finding that there is a group of children who continue to require phonic work as they continue to move up through the school. This hinders learning, as some learners find it challenging to access activities as they do not have basic phonological awareness.
Baseline assessments demonstrate that as learners return to school after the summer break, the level of reading and spelling capabilities continues to be an area of development, with only approximately a quarter of pupils able to read and write at their age expected level. |
| To improve fluency in number skills across the school, so that pupils have a deeper understanding of procedural skills. | Although the number of pupils making progress in numeracy has increased in recent years, the level of attainment has decreased slightly. This is also evident in personalised assessments completed by the pupils at the end of each academic year. What this means, is that some learners who lack the basic skills within mathematics itself, find it difficult to transfer these skills into a real-life authentic context (numeracy across the curriculum). Apart from geometry in PS3, number is the lowest attaining area in both Progression Step 2 and 3. Therefore, this area needs to be addressed as number plays a fundamental role in all other areas of the mathematics and numeracy curriculum. |
| Develop a whole-school culture based on trauma-informed practices, in order to support learners' emotional well-being, readiness to learn, and positive behaviour. | In the previous academic year, the Headteacher completed her diploma in Trauma Informed training. This helped the school identify support for our most vulnerable learners. The school wishes for all staff to have greater understanding of ACE’s and the forms of trauma that may effect young learners, so that we can best support them. |
| To enhance the delivery of the Science and Technology curriculum, ensuring progression in scientific knowledge, skills, and enquiry. | Science has been a focus of transition with the Coedcae Cluster in recent years, with discussions on how to improve this area at primary level. As a school, we have realised that not all learners have the necessary science skills and knowledge to undertake investigations as thorough as we would desire. Therefore, by reinvigorating our science curriculum, we want to provide purposeful investigations which build on pupils’ skills and knowledge as they progress through the school. |