1. Early Years Continue to create a stimulating indoor learning environment that children can access independently Continue to improve the outdoor environment Continue to improve the continuous provision, ensuring that it is challenging and relates to the planning Provide pupils with more accurate feedback which enables them to know precisely what they need to do to reach the next level of their learning. Moderate the learning and output of the EYFS pupils Investigate the use of Tapestry as an EYFS tracking & parental communication tool. Trial Baseline assessment

2. Leadership and Management Involve all stakeholders in the school’s self-evaluation Introduce and embed Footsteps to Friendship Share the school development plan with staff Review the impact of interventions Agree a common set of core Christian values Ensure all staff are aware of the School Staff Handbook & Policies and all new staff receive a standard induction Ensure all Disadvantaged, SEN, More Able pupils reach their full potential Embed Learning Challenges as an approach to topic work Respond effectively to travellers Ensure that CPD is effective and supports Performance Management objectives Embed Learn to Learn skills Carry out action-research & reflective teaching projects

3. Outcomes for Pupils Those pupils identified as exceeding at the end of Key Stage 1 (Level 3) exceed ARE at the end of Key Stage 2 The More Able pupils exceed ARE at the end of this academic year All SEN pupils make “good” progress & this is reasonable, achievable, identifiable & measurable All Disadvantaged pupils (receiving PPG) are making accelerated progress in line with or above their peers & compared to the national so that they reach their full potential All pupils make good or better progress Provide effective intervention support to ensure accelerated progress for those pupils identified as falling behind ARE so that the gap is closed

4. Overall Effectiveness Ensure the breadth of the RE curriculum to ensure appropriate achievement for all, especially in pupils’ knowledge and understanding of religions other than Christianity Include more pupil and parent voices in the self-evaluation processes of the school in order to secure future church school leadership across the community Create a cohesive approach to SEN support with the new SENCo Pursue collaborative working with Curry Mallet, Curry Rival & Thurlbear schools

5. Personal Development, Behaviour and Welfare Introduce “Footsteps to Friendship” providing pupils with the language of restorative justice and the means to resolve conflict together. Develop the e-safety area on the school website. Continue to develop the school’s role in the community and its relationship with the Church. Monitor & respond appropriately to all behavioural incidents including low level incidents

6. Teaching, Learning and Assessment Embed the use of Not As We Know It to plan and assess Foundation subjects Create medium term plans and Learning Challenges Re-write the Feedback and Assessment policy to reflect current best practice & monitor Identify cross-curricular opportunities to apply basic skills Turn the Library into a centre for reading enjoyment