Key Priorities
We feel, as a school, that it is important to share our vision and our key priorities. Having key priorities in place does not mean that other areas of the school community / curriculum will not still be worked on, however it is vitally important that we have a number of priorities that we focus on and drive forward throughout the year to further improve the school and the education that we provide the children with at Danetree.
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Strand |
Key Strategic Priorities 2025/26 |
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Strand 1: Quality of Education |
To embed a coherent curriculum that promotes secure, consistent and exceptional education for all pupils. 1.1 - To continue to embed Essential Writing across KS1 and 2 1.2 - To ensure teachers meet the needs of all pupils through effective adaptive teaching. 1.3 - To develop the oracy and vocabulary offer across all key stages. 1.4 - To use a graduated response for establishing an effective system of intervention |
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Strand 2: Behaviour and attitudes |
To develop a positive and respectful culture across the whole school to enable all children to develop the correct attitudes, values and behaviours to equip them for their futures. 2.1 To ensure consistency of approach to behaviour across the school and further embed robust systems that promote ALL pupils' positive behaviours and attitudes. 2.2 To further develop our inclusive (OAP) provision to ensure it meets and supports the social, emotional and mental health needs of all children. 2.3 To establish and embed a system where purposeful and productive play is evidenced during break/lunch. 2.4 To further engage parents, pupils and staff ensuring that all pupils meet the high behaviour expectations. |
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Strand 3: Personal Development |
To deepen children’s Personal Development through the provision of a wide and rich set of experiences. 3.1 To further develop our Pupil Voice to enhance pupil engagement and leadership across the school. 3.2 To further promote and strengthen our equality, diversity and inclusion offer within our curriculum (including protected characteristics) 3.3 To develop pastoral support for our most vulnerable pupils |
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Strand 4: Leadership and management |
To continue to ensure that highly effective leadership has a positive impact on the QofE and pupil outcomes. 4.1 To develop the leadership model at all levels to drive standards in all areas, whilst also creating a culture of wellbeing across the school. 4.2 To continue to drive all revenue streams, working within the budget set for the school. 4.3 To effectively establish an Enhanced Provision that supports pupils with severe and complex additional needs, where significant adaptation to the school curriculum requires targeted (pm) and specialist (am) support interventions. |
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Strand 5: EYFS |
To strengthen the quality of Early Years provision, ensuring ALL children experience rich, inclusive, and developmentally appropriate learning opportunities. 5.1 To embed the Essential Writing Curriculum into Reception practice, ensuring children develop strong foundations in mark-making, transcription, and composition through a structured and engaging approach. 5.2 To create a stimulating, inclusive, and developmentally appropriate outdoor learning environment that supports the Early Years Foundation Stage (EYFS) curriculum 5.3 To promote a language rich environment across the early years to support all children in their learning and development. |
