School Improvement Plan - 2026-2027
Whole School Focused Priority 1 - raise the achievement of our disadvantaged pupils
Raise the achievement of our disadvantaged pupils, closing the disadvantaged and non-disadvantaged gap in attaining in core subjects and the prime areas of learning. We want our pupils who receive meaningful targeted support to make accelerated progress from their starting points and achieve strongly in reading, writing, spelling, handwriting, oracy and arithmetic to ensure they have the strong foundations for their next stage of learning.
Whole School Focused Priority 2 - secure strong oracy and high quality interactions for every child
Further develop and embed oracy practice across the school, embedding strategies and principles from our training to subject-specific learning across the curriculum. We want all of our pupils to be confident linguists with ability to speak, listen and express their ideas as respectful communicators. We will continue to work as a Voice 21 Oracy school to build on our professional practice, for a whole-school and whole curriculum approach to teaching and learning through highly-effective communication.
Whole School Focused Priority 3 - prioritise maths achievement and progress
We will prioritise the achievement, progress and attainment of maths, with a focus on strong arithmetic learning and retention. With a strong use of assessment for learning across the prime and specific areas in EYFS, mastery maths approach in Key Stage 1 and arithmetic and times tables in Key Stage 2 our teachers can respond swiftly to any gaps in learning through the analysis of insight tools. Staff training will support the embedded use of scaffolding and explicit modelling strategies for learning.
School Improvement Plan - 2025-2026
Whole School Focused Priority 1 - prioritise reading and writing achievement and progress
This year, we continue to strengthen our approach to ensure nothing is left to chance with reading and writing. Our teaching will reflect the latest and best practice and research from the 2025 Writing Framework, as well as the Little Wandle Early Reading and Reading Fluency programmes. This means high-quality, consistent teaching that helps every child become a confident reader and an enthusiastic, capable writer.
Impact July 2026
Our writing curriculum has been updated and refined across all year groups for an ambitious and step-by-step progression of skills and knowledge each school year. Our reading curriculum continues to be embedded ensuring our children make a strong start to early reading by securing the knowledge to decode and consistent and regular practice of the skills for reading fluency.
Our Outcomes
88% of pupils in Reception achieve the ELG for Reading and 85% of pupils in ELG for writing.
100% of pupils in Y1 passed the Phonics Screening Check
91% of Y2 pupils achieved the expected standard in Reading, with 35% achieving Greater Depth in Reading
75% of Y2 pupils achieved the expected standard in Writing, with 24% achieving Greater Depth in Writing
90% of Y6 pupils achieved the expected standard in Reading, with 41% achieving Greater Depth in Reading
81% of Y6 pupils achieved the expected standard in Writing, with 39% achieving Greater Depth in Writing
The Year 6 average scaled score in Reading was 108.5. This reflect statistically significantly higher achievement than the National Average
Whole School Focused Priority 2 – Adaptive teaching and targeted intervention
We want every child to feel supported, confident and able to achieve their very best. We continue to develop the support we offer for children with SEND and for those who may face additional challenges. We are making sure that any adaptations, interventions and extra help are consistent, highly effective and carefully matched to each child’s needs. Our teachers and support staff will keep using the Assess–Plan–Do–Review approach so that we truly understand every child, respond quickly and help them make strong, meaningful progress.
Impact July 2026
Our teaching and support staff have been highly trained to assess, plan, deliver and review intervention support to our pupils. We have a highly effective keep up approach to intervention for pupils in the Early Years, which focuses on strong foundations for learning in reading, handwriting, high quality interactions, maths and fine motor skills for early writing. As a result, all pupils enter Year 3 able to decode for reading, which unlocks access to the breadth of the curriculum. Intervention is always in small groups or individual, with progress and impact measured every 3-6 weeks. Teachers plan the steps of progress for pupils receiving intervention on a weekly basis. As a result of consistency and precision the impact of intervention is typical of a 75% or greater success rate in the progress step met.
Whole School Focused Priority 3 – Curriculum
We are continuing to strengthen the teaching and learning across all our foundation subjects so that children enjoy a rich, inspiring curriculum. This includes supporting our teaching team with high-quality professional development and ensuring that assessment is consistent across all subjects. We will also be developing the use of knowledge organisers to help families understand and engage with what children are learning. Our aim is to make the Tidbury Green curriculum exciting, clear and meaningful for every child—and for our whole school community.
Impact July 2026
Knowledge Organisers are now embedded across all year groups and subject areas, ensuring pupils and families know and understand our curriculum at Tidbury. The progression of key concepts across core and foundation subjects are effective in providing a broad, balanced, progressive and ambitious curriculum. Assessment processes have been strengthened this year, providing greater information to teachers enabling them to respond quickly with any adaptations required to the teaching sequence or to revisit learning where required. The revised assessment policy reflects processes in place to ensure an embedded approach across the school year. As a result, teachers are responding earlier to assessment trends and patterns, which has impacted pupil progress throughout the school year for individuals and groups.