School Improvement

School Improvement Priorities 2025 - 2026

Every school has a School Improvement Plan.  Our plan reflects priorities highlighted by parents, staff, governors and children.

The purpose of our School Development Plan is to:

• provide a strategy for the implementation of the school's aims;
• enable the school to plan for the improvement of the quality of teaching and learning;
• enable the school to focus on raising standards;
• provide a means of managing change in a planned and systematic manner;
• link the aims of the school and financial planning to the future needs of the school;
• establish how the school will measure its own efficiency and effectiveness;
• illustrate how successfully the school achieves value for money;
• provide a sound, but flexible and adaptable planning cycle, spanning at least 3 years;
• have an accountable framework that enables the school to provide information to others and explain and justify its decisions in the context of the school's particular circumstances and needs
• show a comprehensive and co-ordinated approach to all aspects of planning, implementing, monitoring and evaluating developments;

Priority 1

To establish a culture of metacognition, self-regulation, and personal responsibility

At our school, we are committed to developing a culture where metacognition, self-regulation, and personal responsibility are at the heart of learning. We want every pupil to become an independent thinker who understands how they learn, not just what they learn. Metacognition—the ability to think about one’s own thinking—helps pupils to plan, monitor, and evaluate their learning. By reflecting on the strategies they use and the challenges they face, children become more aware of their strengths and areas for growth. This awareness empowers them to take greater control of their learning journey and to make informed choices about how to improve.

Self-regulation builds on this by encouraging children to set goals, manage their time, stay motivated, and persevere when faced with difficulties. It supports emotional resilience and fosters habits that lead to lifelong learning. Alongside this, personal responsibility is about taking ownership of one’s actions, behaviour, and effort—recognising that success comes from dedication, reflection, and integrity. Together, these principles equip pupils with the mindset and skills needed not only for academic success but also for thriving in life beyond school. By nurturing these qualities, we aim to create confident, reflective learners who are ready to meet the challenges of the future with independence and purpose.

 

Priority 2

To strengthen the Leadership Team’s capacity and support staff development

At our school, we are dedicated to strengthening the capacity of our leadership team and investing in the ongoing professional development of all staff. We believe that strong, reflective leadership drives improvement across every aspect of school life. By developing a leadership culture rooted in collaboration, trust, and shared accountability, we aim to empower leaders at all levels to make confident, evidence-informed decisions that have a positive impact on teaching and learning. Strengthening leadership capacity means ensuring that every member of the team—whether in the classroom or in support roles—has the skills, knowledge, and confidence to lead change, inspire others, and contribute to the school’s strategic vision.

 

Supporting staff development is central to achieving this. We are committed to providing meaningful professional learning opportunities that encourage reflection, innovation, and growth. Through coaching, mentoring, and collaboration, we aim to build a culture where all staff feel valued, supported, and motivated to continually refine their practice. By investing in our people, we not only enhance the quality of teaching and learning but also foster a sense of shared purpose and professional pride. Our goal is to create a community where leadership is distributed, expertise is shared, and every member of staff is empowered to make a lasting difference for our pupils.

 

Priority 3

To enhance adaptations that improve outcomes for all children.

At Highfield, we are deeply committed to enhancing the adaptations and strategies that improve outcomes for every child. We believe that all pupils—regardless of their starting point, background, or individual needs—deserve access to high-quality teaching that enables them to thrive. By continually refining the ways we adapt our curriculum, teaching methods, and learning environments, we aim to remove barriers and ensure that every child can achieve their full potential. These adaptations are not about doing something different for some learners, but about designing learning that is flexible, inclusive, and responsive to the diverse ways in which children learn best.

 

To achieve this, we are developing a culture where teachers and support staff work collaboratively to understand each pupil’s needs and to implement approaches that make learning both challenging and accessible. This includes using assessment intelligently, drawing on evidence-based strategies, and creating classroom environments that foster independence, confidence, and curiosity. Our focus is on improving outcomes for all—ensuring that every learner feels supported, valued, and capable of success. By prioritising adaptive teaching and inclusive practice, we are not only meeting the needs of our current pupils but also equipping them with the skills and resilience they need to flourish in the future.

Priority 4

To improve phonics outcomes for our children and ensure fidelity to the Read Write Inc. (RWI) programme.

 

 

We are focused on developing and strengthening our phonics programme, Read Write Inc., to ensure that every child becomes a confident, fluent reader from the very start of their learning journey. We recognise that reading is the foundation for success across the curriculum and a vital skill for life. By embedding a consistent, high-quality approach to phonics teaching, we aim to give all pupils—especially those at the earliest stages of reading—the tools they need to decode, comprehend, and enjoy language.

 

Our commitment to Read Write Inc. goes beyond delivering a structured programme; it is about building expert teaching, enthusiasm, and a love of reading across the school. We have heavily invested in whole school training and resources to support this. Staff are receiving ongoing training and support to deliver phonics lessons with precision, consistency, and energy. We are also strengthening the links between reading and writing, ensuring that children use their growing phonetic knowledge to become confident spellers and expressive writers. Through this focused approach, we are creating a culture where every child experiences success in reading—where early confidence leads to lasting motivation, and where a love of books becomes part of who they are as learners.

 

Priority 5

To deepen pupils’ spiritual growth and embed Christian values.

We are dedicated to developing pupils’ spiritual growth and ensuring that our Christian values of peace, courage, and respect are deeply embedded in all aspects of school life. We want every child to grow not only academically, but also spiritually, morally, and socially—understanding who they are, how they relate to others, and how they can make a positive difference in the world. Spiritual development is nurtured through reflection, curiosity, and a sense of wonder, helping children to explore life’s big questions and develop empathy, compassion, and a strong moral compass.

 

Our Christian vision guides everything we do. By embedding the values of peace, courage, and respect across our curriculum, worship, relationships, and daily interactions, we aim to create a school community that lives out these principles in action. Peace encourages calm, harmony, and forgiveness; courage inspires pupils to face challenges and stand up for what is right; and respect ensures that everyone is valued as unique and precious. To ensure our vision is truly lived and not just stated, we will weave it into teaching, leadership, collective worship, and behaviour expectations—so that it shapes the language we use, the choices we make, and the way we celebrate success. In doing so, we aim to create a school where faith, values, and learning come together to help every child flourish and grow into a thoughtful, resilient, and compassionate individuals.