Our school strategic plan (RAP) gives an overview of our objectives for the academic year. This plan is broken down into termly objectives and actions. All staff take a part in leading our short and long term objectives with the senior leadership team taking overall responsibility.

Our school leadership team 2018/ 2019

Headteacher: Sarah Greer

Deputy headteacher: Joy Potter (Monday Tuesday Wednesday)

Assistant headteacher: Joely Gibbons (Tuesday Wednesday Thursday Friday)

Early years phase Nursery Reception: Joy Potter
Key stage 1 (year 1 and 2): Laura Roddick
Key stage 2 (year 5 and 3): Charlotte Morgan
Key stage 2 (year 6 and 4): Rachael Evans

Subject/ aspect leaders:

English: Charlotte Morgan
Mathematics: Laura Roddick
EYFS: Joy Potter
Science: Rachael Evans
Pupil Premium: Sarah Greer
History: Tayla Murphy
Geography: Tayla Murphy
Spanish: Charlotte Morgan
Computing: Jennifer Pinch
Art: Lucy Smart
Design technology: Lucy Smart
PE: Alison Power
RE: Joely Gibbons
Music: Katie Patterson
SEND: Joy Potter
PHSE: Joy Potter (with pastoral team)

Our Raising Attainment Plan (RAP) objectives for 2018 2019 

Leadership and management

To ensure skilled leaders drive rigour and accuracy of self-evaluation across a broad, balanced curriculum in order to continue to support, sustain and secure improvements to teaching and learning.

A culture of high expectations leads to outstanding achievement: attainment and progress measures strong at end of all three key stages in line with pupil, group and whole school targets and pupils make outstanding progress in SMSC development. Personal leadership development is supported (5 staff Ambition School Leadership courses) plus peer to peer coaching within school and the wider multi-academy trust.The school offers a broad, balanced curriculum that meets statutory requirements in line with The National Curriculum (2014) and reflects the needs of pupils in the Litherland Community.

Teaching, learning and assessment

To drive consistent high expectations of what all pupils can achieve using assessment information to achieve this and a focus on communicating this to parents.

Teachers reflect on their own practice consistently and demonstrate deep understanding of the subjects they teach using highly effective questioning and range of vocabulary. They plan lessons effectively and check understanding systematically providing pupils with incisive feedback. Parents are clear about what is expected of their child and the strategies school uses to promote excellent achievement for all pupils. O Track summative assessment tool in place and used to inform teachers, governors and leadership team.

Personal development, behaviour and welfare

To ensure pupil attitudes to learning are excellent and have a strong positive impact on outcomes, including attendance.

Pupils are confident and self-assured. They take pride in their work and in the school. They understand the value of education and are self-disciplined and show resilience. Pupil attendance is at least at the national average.

Outcomes

To improve writing outcomes for pupils at end of all key stages whilst maintaining strong outcomes in reading, mathematics (and SPAG) and EYFS as per pupil targets.

Writing attainment and progress shows improvement as per pupil targets.
Reading, mathematics, SPAG and EYFS outcomes are good as per targets set.