School Improvement Plan 2025–2026
Our three priorities for the coming year
Formulating our School Improvement Plan
Our School’s priorities for the coming year have been carefully shaped through a thorough process of reflection and collaboration. We began by carrying out detailed school self-evaluation, looking closely at evidence from staff and classroom practice. We listened to the views of pupils to understand their experiences and aspirations, and we shared our findings with governors, parents, and carers to gather wider perspectives.
From this, we identified three key priorities that will drive our school improvement work over the next year, ensuring that every decision we make supports high-quality teaching and learning, pupil well-being, and continued progress for all groups of learners.
Priority 1 – Leadership
Developing strong leadership at all levels
We are committed to developing strong leadership across our School. Last year, our Headteacher and Deputy Headteacher completed Peer Inspector Training, and this year, the Deputy Headteacher is working towards the NPQH qualification by 2026. The final member of our Senior Leadership Team is aiming to start the Senior Leadership Award, ensuring leadership development is tracked and linked to succession planning.
Our Governing Body is also strengthening its role, with all governors completing updated training and induction modules, publishing new support questions, and carrying out a formal evaluation of their strategic impact by the end of the year.
For pupils, we are excited to launch three new leadership groups:
- The Sustainability Squad – working on Eco Schools Award
- Criw Cymraeg – working on the Arian Award
- The Rights Rangers – working on the Rights Respecting Schools Award
Staff will receive training to support these groups, which will deliver at least one project each term. Pupil voice surveys will help us to measure increased leadership, responsibility, and engagement.
We are investing in aspiring middle leaders, identifying at least three early-career staff for coaching and professional learning so that they can lead projects and prepare for future roles. All staff in Grade 6 and Grade 4 roles will complete induction and demonstrate confidence and professionalism in their roles, with positive impact shown through collaboration, mentoring, and progress towards fully embedding expectations.
Priority 2 – Curriculum and Pedagogy
Ensuring high-quality teaching and learning
We are focused on ensuring high-quality teaching and learning across the School. Nearly all staff will have a secure and shared understanding of the 12 Pedagogical Principles, which is evident in planning, professional dialogue, and ongoing training. Monitoring activities will show that these principles are consistently applied, creating learner-focused and inclusive classrooms.
Many staff will model spoken Welsh throughout the day, and pupils will become increasingly confident and fluent in Welsh, as seen in oracy assessments and pupil voice feedback.
Maths and Numeracy teaching will remain strong across nearly all classes, with most pupils demonstrating fluency, accuracy, and confidence. Pupils will apply numeracy skills effectively in real-life and cross-curricular contexts, in line with the Curriculum for Wales.
Planning will include meaningful challenge for pupils who are ready to accelerate, promoting reasoning, problem-solving, and deeper learning. Our tracking systems will identify these pupils, and data will show sustained progress, with more learners working at greater depth.
Priority 3 – Well-being
Embedding a strong rights-based, inclusive culture
Our School continues to embed a strong rights-based culture and improve attendance for all learners. Most staff and pupils will consistently understand and apply the Rights of the Child across lessons, assemblies, and daily routines, creating an inclusive environment aligned with the Rights Respecting Schools Award. Pupil-led initiatives and well-being practices will further promote this positive ethos.
Attendance will improve across all year groups, with targeted support helping previously underperforming groups move closer to whole-school targets. We shall identify pupils with attendance concerns early and provide tailored interventions, working closely with families and our Attendance Officer.
Staff will continue to develop a deeper understanding of how poverty impacts attendance and engagement, responding sensitively and signposting families to support services. Barriers such as uniform costs and access to breakfast will be reduced through targeted provision, resulting in better attendance and engagement for disadvantaged pupils, as shown by monitoring data and family feedback.