Priority 1 

Quality of Education

• Enhance the quality of teaching by embedding evidence-based practice to secure improved progress and attainment for all pupils.
• Improve the quality and consistency of pupils’ handwriting by embedding a whole-school approach (Penpals scheme) that develops fluency, legibility, and pride in presentation.
• Embed and develop the 5 Big Ideas of Maths Mastery across the school to deepen conceptual understanding, promote reasoning, and improve fluency, using structured oracy and sentence stems to support mathematical discussion and explanation.

Priority 2 

Behaviour and Attitudes 

• Sustain the school’s excellent standards of behaviour and attitudes by embedding therapeutic approaches through staff training and practice.
• Improve whole-school attendance to meet and sustain a threshold of 96% or above

Priority 3 

Personal Development

• Ensure every pupil accesses the entitlement of the Tudor 10 extra-curricular experiences during their time at the school.
• Develop optimism and resilience by embedding the use of personal journals for Years 3–6 to build positive daily habits.
• Implement the “Feel It “ initiative to help pupils recognise, understand, and express 12 key emotions.

Priority 4 

Leadership and Management 

• Use PiXL data-driven pupil progress meetings to strategically identify, monitor, and address identified gaps across the year in learning, ensuring improved outcomes for all pupils, with a particular focus on SEND and those working below expected standards.
• Strengthen leadership by enhancing collaboration and evaluation through effective use of phase meetings, staff meetings, and briefing meetings

Priority 5 

Evaluating the quality of Early Years in school.

• Enhance the provision for Communication and language to ensure standards are strong to exemplary across all classes.
• Ensure that by the end of EYFS, all children develop the physical readiness, pencil control, and confidence required for effective handwriting through engaging mark-making experiences, targeted fine motor development, and consistent modelling of correct letter formation, underpinned by the Penpals for Handwriting programme.
• To implement a systematic and highly effective cycle of staff supervision that supports staff to manage their workload and well-being.  
• To ensure every EYFS practitioner is fully accountable for relentlessly identifying and removing barriers to children’s development, guaranteeing equitable opportunities for every child to succeed.