At Northleigh we are committed to a process of continuous improvement to ensure that we provide the very best education for the children in our school.

As a result of rigorous self-evaluation and consideration of the impact of the coronavirus pandemic, the following school improvement priorities have been set for the academic year 2025-26.

Priority 1

Safeguarding 

Ensure safeguarding procedures are robust and well-understood. 

Priority 2

Inclusion 

Strengthen inclusive high-quality teaching that enables SEND and disadvantaged pupils to thrive academically, socially and emotionally. 

Priority 3

Curriculum and Teaching

Ensure consistently high-quality teaching from a broad and balanced curriculum across all classrooms that drives pupil progress, fosters curiosity and secures excellent outcomes.

Improve pupils’ communication, reasoning and expressive language by embedding high quality oracy opportunities.

Ensure all pupils develop rapid, accurate and confident recall of key number facts and procedures, enabling them to engage more deeply with mathematical reasoning and problem-solving.

Priority 4

Achievement

Strong outcomes across all foundation and core subjects are secured due to developed teacher subject knowledge, retrieval opportunities and vocabulary focus.

Raise attainment in Statutory Assessments:

90%+ pass Y1 phonics

70%+ achieve ARE+ KS2 Combined

35%+ achieve GD KS2 Reading and Maths

85%+ achieve GLD in EYFS

Y4 MTC 85%+ achieve 21/25

Priority 5

Attendance and Behaviour

Embed positive learning behaviours and resilience.

Improve attendance and reduce persistent absence.

Continue to strengthen parent-school relationships.

Priority 6

Personal Development and Well-being

Develop pupil leadership skills providing enhanced opportunity for student voice and responsibility.

Consider staff well-being in all school decision making.

Priority 7

Early Years

Develop the Nursery curriculum

so that children are fully equipped in Early Literacy skills and problem solving and are ready for school.

Reception children are well supported for the transition to Key Stage 1.

The EYFS lead ensures that there is a well-developed curriculum that is supported with purposeful CP and EP.

The EYFS lead ensures that adult-interactions with children impact pupil progress and offer challenge and support.

Priority 8

Leadership and Governance

Leaders have ownership of their areas of responsibility and where relevant, this will span both schools.

There are efficient mechanisms for sharing information with key stake holders.