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Priority One: To continue to raise the quality of education that the school provides

    1. Ensure that learning meets pupils’ needs through a relevant curriculum, appropriate resources, suitable interventions and high expectations.
    2. Make certain that pupils who have fallen behind in their learning during school closures resulting in a widening achievement gap between them and pupils working at similar cognitive ability are addressed.
    3. Inspire pupils to learn through memorable experiences and linked cross-curricular opportunities.

1.4 Ensure that the school’s curriculum within key stages 3 and 4 reflects the rationale for determining pupils’ pathway within the secondary phase of their education. 

1.5 Increase consistency of teachers’ effective use of assessment to plan learning that meets the wide range of pupils’ needs and abilities. 

1.6 Ensure pupils have access to high level careers education that expands from early years to post-16 so that they are increasingly autonomous, possess transferrable skills, and are better prepared for life outside of school.

1.7 To ensure that accreditations are well planned and delivered in a timely manner so that key stage four, five and post-19 learners achieve the highest standards within academic areas.

1.8 To ensure that Relationships Education (compulsory in all primary schools in England) and Relationships and Sex Education (compulsory in all secondary schools), as well as Health Education (compulsory in all state-funded schools) is implemented in a way that is meaningful to pupils and students.


Priority Two: To continue to strengthen pupils’ positive behaviours and attitudes towards themselves, others, learning and life

2.1 To work with those pupils who may struggle to reengage in school and are at risk of being absent and/or persistently disruptive, including providing support for overcoming barriers to attendance and behaviour and to help them reintegrate back into school life.

2.2 To improve staff confidence and expertise when supporting pupils who have social, emotional and mental health difficulties-zones of regulation

2.3 To empower pupils to help raise standards throughout the school and continue to involve them in decision making, particularly surrounding the quality of the school’s curriculum.


Priority Three: To further enable pupils to grow in their personal development so that they are increasingly self-reliant and able to impact on, and benefit from, the community in which they live

3.1 Ensure that the life-skills curriculum provides opportunities for pupils to progress so that they work towards greater independence and employability.

3.2 To implement a Recovery Curriculum to support pupils’ transition back to school following an extended period of absence due to the COVID19 Pandemic.

3.3 To ensure that transition arrangements for pupils and young people are highly effective as they move from one phase of their education to another.          


Priority Four: For leaders and managers to ensure that the school’s values cascade through the school’s curriculum intent with staff that are enabled, empowered and expert in their responsibilities and work closely with other stakeholders of the school so that all pupils are successful.

4.1 Continue to raise the quality of teaching and learning across the school with particular focus on practitioners new to the profession and those who were unable to complete their ITT or NQT year.

4.2 The school’s PRIDE values are personalised and meaningful to each key stage so that pupils are motivated and inspired throughout the school day.

4.3 To support staff mental health and wellbeing as a result of the COVID19 pandemic

4.4 Ensure staff receive training and development that will develop their expertise and subject knowledge in the areas for which they are responsible

4.5 To enhance stakeholder engagement in pupils’ learning and development especially in relation to parental engagement.

4.6 To work alongside the local authority to support the authority’s priorities for SEND pupils across Kent. (nursing, capacity NOR, EHCP, KSENT, KAH, STLS, TTA)

4.7 To ensure that governor skills and knowledge are developed and used effectively, and to ensure that governors are provided with opportunities to effectively monitor the school’s progress against school improvement and action plans


Priority Five: Evaluating the quality of early years education in schools (insert priorities above)

5.1 Continue to raise the quality of teaching and learning within early years.

5.2 Extension of EYFS Primary areas of learning.

5.3 To ensure that the transition from nursery to school supports children to continuously build on prior learning and personal development, while maximising the beneficial relationship between school, families and wider professionals


Priority Six: Evaluating sixth-form provision

6.1 To ensure that students receive personalised careers and work experiences opportunities that ae closely linked to their interests and accreditations.

6.2 To ensure that students are supported to quickly regain the learning opportunities lost as a result of the COVID pandemic and are supported to deal with any physical and mental health difficulties that have resulted from this period.

6.3 To ensure that students learning is assessed in all areas of study and that this is used highly effective to plan work that is acutely matched to the student’s ability.

6.4 To support student’s transition into and from sixth form, working with other professionals to enable students and families to sustain their forward trajectory.




  • Ofsted Outstanding
  • Ofsted Outstanding 2012/2013
  • Ofsted Outstanding 2010/2011
  • The Cedar Federation
  • SEN Specialist Schools
  • Sport England
  • Healthy Schools
  • International School Award
  • Thames Teaching Alliance
  • Kent County Council
  • Ifield Smile
  • iNet
  • Financial Management Standard in Schools
  • Olympic & Paralympic Values
  • RFS