What are we aiming to improve in our school this year?

Every year, staff and governors identify aspects of our school that we want to develop, improve or instigate.

We select each year’s priorities by looking at:

• School data about pupil progress and attainment
• Keeping an eye on changes in education nationally
• Giving a critical eye to what we’re already doing
• Listening to the comments of pupils and parents
• Our strategic plan for the school

Based on all of this, these are our priorities for the 2026/2027 academic year:

Priority 1 - Achieve

We are working to make sure every lesson is carefully planned so all children can access an ambitious, well-sequenced curriculum. Staff are using evidence-backed lesson design approaches and practical “walk‑thrus” to plan learning that builds on what pupils already know and moves them on confidently.

What this looks like in school

• Clear learning steps and outcomes for every lesson so pupils know what to aim for.
• Teachers routinely check understanding and adapt teaching during lessons so no child falls behind.
• Classroom routines that support purposeful learning and high expectations, reflecting our values of Respect and Responsibility.

What parents will notice

• Children talking about their next learning steps and what they are working towards.
• More consistent tasks that reinforce lesson learning.
• Children's improved understanding of consistency in lesson structure.

Priority 2 - Belong

At Crudwell we want every child to feel safe, known and valued so they can take learning risks and thrive. This year we are prioritising belonging, strengthening relationships across the school, improving communication with families, and removing barriers so every child feels part of our community.

What this looks like in school

• A whole‑school Belonging audit that identifies where children feel included — and where we can do better — with an action plan from the findings.

• Daily routines and classroom practises that deliberately teach connection: focused check‑ins, structured peer talk and planned opportunities for cooperative learning.

• A relational approach to behaviour: staff emphasise repair and re‑connection first, teach expected behaviours through modelling and rehearsal, and use restorative conversations where needed so children understand and repair harm.

• School involvement in community projects

• Pupil voice embedded in improvement: children help shape rules, routines and celebration systems so expectations feel fair and owned by them.

What this will mean for your child

• More school visibility in the community.

• Practical lessons in getting along, managing feelings and repairing friendships so they can learn without worry.

• Opportunities to take responsibility and play an active part in the life of the school through buddies, council roles and shared projects.

Priority 3 - Thrive

Strong foundations matter. We are prioritising consistently taught programmes for handwriting and times‑tables, quicker identification of gaps and early, proven interventions so children can learn without unnecessary cognitive load.

What this looks like in school

• A school‑wide handwriting programme and a daily times‑tables routine taught with the same expectations in every class.
• Termly checks that identify gaps early and short, targeted interventions to close them.
• Teachers using retrieval practice and spaced review to make learning stick.

What parents will notice

• Clear, simple guidance on how to support handwriting and times‑tables at home.
• Short focused interventions that your child may be invited to join, with measurable targets and review dates.
• Better fluency in basic skills that makes classroom work easier and more enjoyable.