Scroll down this section to find: School Improvement, Ofsted, DfE and a General Jargon Buster
Our current targets :
- Raise standards in reading and writing with a focus on improving handwriting, presentation and spelling
- Embed Assessment for Learning, setting high expectations that match children’s ability and ensure children know what they need to do to edit and improve their work
- Ensure gaps for Pupil Premium/SEND are diminished rapidly
- Continue to develop distributed leadership - focus on securing further improvements to the quality of teaching
School improvement is an ongoing and continuous process. Consequently, our School Improvement Plan is an organic document, outlining goals and current plans. Behind each of the objectives is a plan with milestones to track how we are delivering against them and these will be altered and reviewed as we go through the year. Our whole learning community will continue to be involved in this process through consultation, helping to build capacity for further improvement.
The working document sets out how we aim to raise overall school standards, individual pupil achievement and to place every child at the heart of every decision we take.
We are extremely fortunate to have a staff and governing body that are so passionate about school improvement. Our strength comes from a relentless focus on providing high quality learning and teaching experiences, within a culture of continuous improvement.
At Drighlington Primary School we value the uniqueness of every child. We know that safe and happy children learn best. We offer a nurturing and stimulating environment which allows children to become independent and grow. Governors, staff, children, parents and carers work together in a culture of collaboration and mutual support. We foster the long term development and personal achievements of every child within our broad and balanced curriculum and in the immeasurable learning beyond it. We provide a challenging, relevant and creative school experience which nurtures a sense of social responsibility and inspires life-long learning. We are passionately committed to ensuring that every child fulfils their academic potential and receives a holistic education. This will help our children develop as confident individuals well equipped for secondary education and beyond.
Our School Improvement Plan has been adopted based on the OfSTED framework for inspection and our own self-evaluation Form. School Improvement planning is a continuous process. Consequently, the School Improvement Plan (SIP) is an organic document, outlining goals and current plans. As it is not rigid, it will alter as evaluation and reviews occur at times throughout the year.
School improvement lies at the heart of our school – we are relentless in the pursuit of excellence for our children. As a community, we are determined to show that every child matters, that we are narrowing the identified gaps between pupil groups and that improvement is continual. We set challenging targets each year and work hard to achieve them.
Our vision for the school is ambitious. It builds on the concepts of nurturing, supporting, believing, and achieving. We need to anticipate the future and build confident, resilient children ready to embrace the opportunities and challenges of secondary school and beyond. Developing creative, articulate, resilient, empathetic, reflective and self-aware children will ensure they are able to maximize their individual talents.
Our school will only be successful if we make a commitment to our staff as well as our children. Setting high expectations for staff, offering opportunities for further development of their skills and talents and providing innovative resources will lead to a cycle of high achievement for all. We look wider than our own school and explore the potential for collaboration with wider professionals and other schools to enhance the experience of our children and staff.
By implementing our vision:
- our children will be inspired to develop a lifelong love of learning;
- our staff will be inspirational practitioners who create memorable learning experiences for our children;
- our children and staff will develop the skills, mind-set and drive that empower them to maximize their achievements;
- our children and staff will be prepared for lifelong learning and future challenges.
Ofsted and DfE
We take into account the findings of Ofsted inspection reports in our school improvement planning, and in our everyday approach.
The Department for Education publishes annual data about the school and pupil performance. As with Ofsted reports, the school uses this data alongside school-based data to inform self-evaluation and planning for improvement.
Click here to see a copy of the last inspection report.
Click here for link to Ofsted Parent View so that you can add your comments to the school page
Click here for access to Department for Education School Performance Tables
General Jargon Buster
We hope this glossary of common education and related terminology is helpful...
Academies - Academies are independent state-funded schools.
AfL - Assessment for Learning - Day-to-day assessments to include effective questioning; observations of children during teaching and while they are working; holding discussions with children; analysing work and reporting to children; conducting tests and giving quick feedback.
DfE - The Department for Education - They responsible for education and children's services in England.
EAL - English as an Additional Language - Refers to children whose first language(s) is/are not English and who may not yet be speaking English fluently or even at all.
EBD - Emotional and Behavioural Difficulties
ESOL - English for Speakers of Other Languages or English as a Second or Other Language - If English is not your main language you can take part in a course to help you improve your English. These courses are called ESOL.
EWO - Education Welfare Officer - Person employed by the Local Authority to help parents and the LA meet their statutory obligations in relation to school attendance.
EYFS - Early Years Foundation Stage - A framework for care and education of children from birth to five years of age.
FSM - Free School Meals
G & T - Gifted and Talented
HLTA - Higher Level Teaching Assistant
ICT - Information and Communication Technology
INSET - In-Service Education and Training - Training for teachers which takes place during the school year.
ITT - Initial Teacher Training
KS1 - Key Stage 1 - 5-7 years old
KS2 - Key Stage 2 - 7-11 years old
LA - Local Authority
LSA - Lunchtime Support Assistant
MFL - Modern Foreign Languages
MLD - Moderate Learning Difficulties
NQT - Newly Qualified Teacher
Ofsted - The Office for Standards in Education is an independent organisation, reports to Parliament.
PE - Physical Education
PPA - Planning, Preparation and Assessment Time is a statutory requirement for teachers and they are entitled to have 10% of their teaching time out of class
PSHEC - Personal, Social, Health Education and Citizenship
QTS - Qualified Teacher Status
RE - Religious Education
SATs - Standard Attainment Tests/Tasks - National Curriculum Tests and Tasks which take place at the end of Key Stage 1 (Y2) and at the end of Key Stage 2 (Y6).
SEN - Special Educational Needs Provision - Support for pupils with learning difficulties.
SENDCO - Special Educational Needs and Disabilities Co-ordinator
SLD - Severe Learning Difficulties
SLT - Senior Leadership Team
SMSC- Spiritual, moral, social and cultural development
TA- Teaching Assistant