Strategic Plan & School Improvement Targets

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Mytham Strategic Plan 2019-2022

Mytham Governors are committed to securing or maintaining the following outcomes for the school;

(Achieved through continual revisiting the school’s Vision, Values and Ethos and via monitoring progress towards the Key Priorities in the annual School Improvement Plan )

Levels of attainment and progress continue to improve and are ‘in-line with’ or ‘better than’ national data in all subjects from EYFS to Y6

The majority of pupils are able to talk about emotional health and well-being and have strategies to look after their own

Every child is prepared for the next step of their educational journey

Each child benefits from teaching and learning which is good or better, as they progress through the school.

We aim to increase quality of teaching through a focus on effective staff development ,support and training

Every pupil is kept safe and their wellbeing is of paramount importance.

Early Help processes are used swiftly and effectively to get support for children and families when needed

Mytham is a vibrant and welcoming school where positive relationships are fostered between all adults and all children.

All members of the school community are listened to and their views and opinions are valued and respected.

Mytham pupils contribute positively to the community, both locally and globally

Each child will have the opportunity to develop their creativity via a rich ‘Arts infused’ curriculum.

Mytham will achieve the Gold Artsmark standard

Emerging issues, such as dips in attendance or behaviour, are dealt with swiftly

a curriculum which enables our children to stand up to intolerance in all its forms and treat all those from protected characteristic groups with respect

To establish a sustainable financial model to ensure that children have access to the best possible staff, facilities and learning environment

Funding for targeted pupils is used effectively to secure the best possible outcomes for them

Key Strategic Plan 2019-2022

Area of School Evaluation

Key priority

Governor Committee Responsible for priority

Quality Of Education

Intent and Implementation

Our curriculum ‘Intent Statements’, long and medium term curriculum overviews and ‘Curriculum Knowledge organisers’ are embedded and used effectively by staff to plan learning journeys which ensure pupils make good or better progress. Parents use these well to support their child’s learning at home

Quality Of Education

Quality Of Education

Impact

In all year groups, expected curriculum end points are met for the majority of individual pupils in all subjects and more children exceed them

Quality Of Education

Leadership and Management

subject leaders

Subject leaders to confidently lead their subject. They support staff with developing pedagogy, provide evidence of quality monitoring and evaluation of their subject sharing this effectively with Governors, School SIP and Ofsted

Quality Of Education

Leadership and Management

Governors

All governors have a good understanding of their roles and responsibilities and carry them out effectively.

All governors have a clear, accurate and up to date understanding of the strengths and weaknesses of the school

Chairs Of Committees/

Full Governing Board

EYFS

INTENT/IMPLEMENTATION: The EYFS curriculum is ambitious and enables pupils to revisit, apply, consolidate and embed skills in different contexts and environments; with a particular focus this year on Outdoor learning

IMPACT/ L & M : Further develop the leadership & management of the early years through the development of a strategic approach to ensure consistency, continuity and progression across the Early Years department, resulting in at least good progress for pupils in each phase

Quality Of Education

Personal Development

Improve staff, parent, governor and pupil understanding of the importance of mental health and wellbeing and focus on ‘character building education’ developing resilience and independence skills from nursery to Y6.

Pupil and Staff Wellbeing

Behaviour and Attitudes

Attendance data has increased to 97%, as a result of addressing persistent absenteeism and lateness with a minority of families

Pupil and Staff Wellbeing