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.
Our Strategic Priorities for 2026/8
Priority 1: Attendance
To secure sustained improvement in attendance for PP and SEND pupils.
- To rigorously identify and address individual barriers to attendance.
- To strengthen partnerships with families through the work of the HSLW and the wider pastoral team.
- To ensure consistently high-quality, inclusive provision that enables all pupils to attend regularly.
Priority 2: Behaviour & Belonging
To embed a consistent, positive and inclusive behaviour culture.
- To successfully implement and embed our revised behaviour policy.
- To ensure that pupils develop the skills to manage their own emotions and resolve conflict.
- To ensure tailored and responsive reasonable adjustments, interventions and support have a demonstrable impact.
Priority 3: Inclusion
To strengthen inclusive practice across the school.
- To ensure prompt and accurate assessment and identification of pupils’ needs (including emerging and changing needs)
- To implement timely and evidence‑based interventions across the whole school.
- To implement high‑quality, accurate EHCP provision enabling pupils with SEND to make strong, sustained progress from their starting points.
Priority 4: Reading
To successfully implement a high-quality, structured reading scheme in KS2 (CUSP).
- To implement the CUSP reading scheme with fidelity from Years 3-6.
- To develop staff expertise in the teaching of CUSP reading (fluency & comprehension)
- To strengthen leadership, monitoring and evaluation of reading.
Priority 5: Assessment
To ensure all staff make effective use of assessment information.
- To establish a robust whole-school assessment framework.
- To develop staff confidence and accuracy in interpreting data.
- To embed responsive teaching informed by both formative and summative assessment.
