Saint Edmunds Catholic Primary School

School Improvement Intended Impact :

Vision and Values

• Multiplication Tables Check mean will improve through the year to be inline with national in June 2025
• High teacher expectations result in a significant proportion of the cohort scoring 100%
• Data is used by the maths lead to inform monitoring and focus support

• Data shows that interventions are effective and that pupils are closing gaps.

• Outcomes for children in EY and end of KS1 are in in line with national or higher
• Monitoring shows effective use of Mastering Number alongside White Rose Maths

• Staff and Children use effective modelling and manipulatives.  

• Staff and children use stem sentences to develop mathematical thinking and application of key mathematical principles.
• The interventions in place for children who are at risk at not achieving their EOY target show that pupils have made progress on the specific areas identified.

• Outcomes for children in Year 3 and 4 in end of unit White Rose arithmetic assessments in line with national and remain on track from expected or higher to end of KS2 data point. 
• Pupils in year 3 and 4 have improved fluency and increased scores in termly arithmetic assessments
• The interventions in place for children who are at risk at not achieving their EOY target show that pupils have made progress on the specific areas identified.
• Interventions address identified gaps in knowledge

• Maths data reflects improved outcomes in KS2 maths
• Assessments and data is used to targeted teaching.   Interventions are used for children who are at risk of not achieving their EOY target show that pupils have made progress on the specific areas identified. 
• Data analysis is used to identify effective interventions and their impact.
• Maths Subject Lead knows which children are at risk of falling behind and knows what is in place to address this.

• Phonics is taught effectively across EYFS and KS1 with consistent approach in evidence across all classes
• Improved outcomes are maintained in year 1
• Early reading outcomes are improved with application of blending/segmenting and decoding seen across KS1 and KS2 as evidenced by assessments completed by class teachers.
• Phonic Lead knows which children are at risk of falling behind and knows what is in place to address this.

• Assessment data in Reading is in line with or above national (and Trust)
• High quality texts are used to engage pupils and improve range of vocabulary children are exposed to.
• Children can read age appropriate texts with fluency and at suitable pace.
• Children answer comprehension using the text as a basis for answer (VIPERS)

• Staff confidently articulate the key elements of the Saint Edmund’s writing approach
• Monitoring shows consistent teaching of the key elements of the Saint Edmund’s writing approach
• Outcomes for all children show positive impact in attainment and progress across all year groups.
• Termly assessments show an improved number of children working at ARE and/or have made significant progress.
• EOY assessments are inline with National and Trust outcomes in EY, Year 2 and Year 6.

• Children throughout the school learn though a broad and balanced curriculum across a wide range of subjects
• Subject leaders ensure coverage and appropriateness of skills in mixed age year group.
• Subject leaders have planned out knowledge across subject area with consideration to mixed age year groups
• Monitoring by range of subject leaders shows effective and consistent use of agreed pedagogical approaches

• Teacher accurately assess children at end of unit/term/year.
• Teachers judgements are validated by internal and external moderation
• Teacher use data to adapt teaching to meet the needs of all children and in particular those with identified vulnerabilities such as SEND/PP/EAL/Known to Social Care/under achieving or at risk of underachieving
• Teachers use data to monitor the impact of interventions and make suitable adaptations as required.
• SENCO use data to monitor the impact of interventions and make suitable adaptations as required.
• SLT complete robust Pupil Progress meeting to measure the impact of teaching in Reading, Writing, Maths, Phonics and in Early Years  

• All teaching and learning is compliant with the DCET and Saint Edmund’s curriculum principles
• Monitoring across all subjects demonstrates effective use of Rosenshine’s principles
• All staff can articulate the school’s vision and their part in achieving it.
• All monitoring and evaluations are completed using the agreed proformas

• Subject leaders use data to identify areas of strength and development within their subject.
• Subject Leaders use data including pupil voice, learning walks and observations to make judgements about the impact of teaching and interventions within their subject area.
• In line with the monitoring and evaluation calendar, Subject leaders challenge and support colleagues to improve impact in their subject using evidence-based research and approaches to develop their subject area.
• Deputy Head (Curriculum Lead) challenges and supports Subject leaders on the impact of leadership in their subject
• SIP validate the judgements of SLT and Subject Leads providing challenge and support.
• Governors validate the judgements of SLT and Subject Leads providing challenge and support. 

• All Members of the LGC challenge and support the Senior leaders of the school in improving the outcomes for all children.
• All Members of the LGC articulate the actions and impact seen to improve outcomes for all children.
• All members of the LGC understand the strategic remit of their role. 

• The school operates within a balanced budget
• The school runs open mornings and drop in sessions for prospective new children and their families in Autumn terms and throughout the year.
• The school engages with the local community to market itself effectively.
• The school has a professional designed prospectus.
• The school website is professional and welcoming to parents and visitors to the school.
• The Estates and Premises are maintained effectively by the Caretaker and SOM.
• The LGC, Headteacher and TFM has oversight on budget spend and allocations making virements in line with schemes of delegation where required.