School Improvement




  • To implement and embed strategies to support the positive emotional and mental wellbeing of all members of the school community
  • To develop a structured CPD programme tailored around the WalkThrus programme to improve the quality of education for pupils
  • To develop a whole-school approach to embedding Oracy across the curriculum
  • To identify gaps in learning for all pupils, refine the curriculum to address these gaps, and provide targeted support in key areas for identified groups of pupils
  • Continue to upskill subject leaders to enable them to drive curriculum improvements and monitor progress effectively
  • Embed key initiatives to support the quality of Reading, to include Early Reading provision
  • To continue to develop the curriculum, to ensure intent in understood by all stakeholders, the implementation is reviewed, and the impact is measured
  • Improve the profile of the schools and increase pupil numbers for September and beyond
  • Build the effectiveness of governors within the new structure
  • Improve the school building (s) and outside areas to enhance the learning environment for pupils


  1. To improve outcomes in Maths, Reading and Writing, ensuring a greater percentage of pupils meet their potential.
  2. To improve outcomes for current EYFS pupils to address the impact of Covid preschool non-attendance, particularly in CLL (Communication, Language and Literacy) To match or exceed Devon and National outcomes for the percentage of pupils achieving a Good Level of Development (exceed 80%).
  3. Target groups make at least expected progress (6 steps) with a higher percentage making accelerated progress (8 steps) from baseline assessment data.
  4. Improve outcomes for SEND and disadvantaged pupils >75% to make expected progress in Reading, Writing and Maths.
  5. Data in EYFs, Y1 phonics check, KS1 SATs, Y4 multiplication check and KS2 data is in line with or above national. Pupils are making at least expected progress, with some groups and cohorts making accelerated progress (6 steps or more).
  6. 100% of subject leaders feel that they have an effective curriculum offer, which is well taught, resourced, accurately assessed and monitored. Oracy is a golden thread which runs through all subjects.
  7. The school has successfully achieved key milestones within the Rights and Respecting Award.
  8. The website is updated and informative, pupil numbers are increasing and communication to the wider community is enhanced. Parents are worked together with the school to improve outcomes for pupils.
  9. Target Tracker is used as the assessment system; staff are inputting assessment data accurately and leaders and governors can analyse progress and attainment quickly and efficiently.
  10. Subject intent statements match the vison and values of each school and show a clear awareness of the local context. Subject leaders are confident in articulating strengths and areas for improvement. Quality networking and collaboration is taking place. Subject action plans for all subjects are in place and progress has been made towards achieving targets.
  11. Staff and pupil voice are reporting that they feel supported, valued, motivated and safe. The School Council has a voice and is making a difference to the school community. The RRS pupil group is leading and driving change. The schools have achieved at least the Silver Award (RRSA).
  12. Evidence demonstrates teaching and learning is a good standard, clear action plans are in place and recommendations from external audits are being met. Subject leaders feel that they have improved their practice, the curriculum is progressive, and assessment is accurate.
  13. All pupils have experienced school visits and memorable experiences. After school clubs are running and a plan is in place for the next academic year.