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Earlsfield Primary School

School Priorities

What are our priorities?

March 2020 to August 2021 has left the education system and society in general with much to reflect on.

The unforeseen has placed wide ranging pressures on the global society. The shifting landscape and the events of that last two years makes long term planning challenging but it is important that schools continue to offer a place of stability and security for children, staff and the local community.

There are many factors to take into account when shaping the strategic vision and annual goals. In developing this document we have taken into account many aspects that will influence education over the course of the next few years:

  • The ongoing impact of COVID 19, not only on the education system but also the families within our school community. We acknowledge that COVID will present a challenge in the coming years however we will endeavour to ensure that whatever the challenge we will not compromise on our standards and expectations.
  • Children have different experiences in childhood and face different challenges The impact of new technologies particularly with regards to home learning
  • The resource and financial implications of both COVID and BREXIT and the impact that this will have on the workforce, recruitment and retaining staff.
  • Demographic changes within the school community that have led to a falling roll in recent years and the financial implications  that accompany this.
  • School funding formula / funding restraints.
  • Environment and sustainability.
  • The curriculum and the future of learning.
  • Government initiatives and educational changes.
  • Partnerships with the LEA and other schools.

In order to achieve our goals we will stay true to our vision.

At Earlsfield, all members of the school community will develop every child to their full potential as  ‘Bright Thinkers’ with ‘Bright Futures.’

Children and staff will promote our values ‘I care’

  • I Care by being considerate, helpful and thoughtful
  • I Inspire others by being a positive role model to my peers
  • I Challenge myself by aiming high, overcoming obstacles and never giving up.
  • I Achieve by having self-belief and determination to be successful
  • I Respect my community by treating everyone equally
  • I Enjoy learning because I make the most of all the exciting opportunities

In doing so we will develop children who

  • inspire others through their behaviour and attitude.
  • challenge themselves and encourage others to meet their full potential.
  • are proud of their school and their achievements.
  • are socially responsible and respectful of one another.
  • embrace diversity and care about the wider world.
  • promote rights and responsibilities and enjoy all opportunities.
  • believe in our core school values.

What are Earlsfield’s current successes?

  • Performance that is above the national average at the end of KS2.
  • A broad and balanced curriculum that offers a wide range of opportunities to children beyond the core curriculum.
  • High levels of engagement in before and after school activities.
  • An attendance level that is frequently above the national average.
  • An outstanding OFTSED judgement in 2017.
  • Positive responses to children and parent surveys.
  • Strong working relationships with a network of schools

Outcomes for pupils (Challenge and Achieve)

  • All children make expected or better progress from their starting points 
  • All groups performing securely within or exceeding age related expectations
  • Ensure that gap analysis is succinct and that strategies for catch up are practical and measureable  - Readingwise, Ready To Progress, Number Sense.
  • Ensure that the pupil premium plan is explicit in the way it builds cultural capital.

Teaching, Learning and Assessment (Inspire and Enjoy)

  • To review the Teaching and Learning Strategy and curriculum alongside Fullan’s 6Cs  - character, citizenship, collaboration, communication, creativity and critical thinking.
  • In light of the above review the curriculum to ensure that it is reflective  Gender, Race, Disability, BLM as well as other key indicators such as technology, mental health and wellbeing and entrepreneurial activities.  
  • To review reading alongside  evidence based research and the DFE framework ‘Teaching the foundations of literacy July 2021’ and ensure that as a result we are developing  confident and competent readers who value it’s importance as a life skill and that staff and children understand the definition of ‘reading for pleasure’ and the enjoyment that reading brings.
  • To review the remote learning strategy and the school’s approach to hybrid learning.
  • Moderation process takes places on a termly basis for maths and writing to validate the teacher judgments. Group analysis by teachers and SLT will evaluate the pupils’ progress by class and year group. Low stakes testing is used in Science and Humanities to support teacher judgements. Comparative judgement trialled and evaluated.

Personal Development, Behaviour and Welfare (Care and Respect)

  • Relaunch with renewed vigour, all pupil led groups and ensure that all stakeholders value the importance of the responsibility and independence this brings.
  • Ensure that the language of RRS and the school values is prominent in classrooms, the environment and used frequently.
  • Build upon the development of the RSE curriculum and review after it’s  launch in the summer term of 2021.

Leadership and Management (Challenge and Inspire)

  • Staff demonstrate consistently that roles and responsibilities are shared equitably in accordance with role type and career stage through coaching, accountability and sharing best practice.
  • Teaching staff are engaged pro-actively in personalised performance improvement. They demonstrate knowledge of and responsibility for their career development, linking it to current research (LSTSA/CD Research School), school improvement priorities and personal goals. Career development plans improve pupil outcome
  • Build upon the strengths of our partner schools as a tool of self-evaluation and reinstate this to Pre Covid levels.
  • Ensure that the school business plan takes into account the changing demographics of the school, the roll and income generation.
  • Ensure that parent workshops achieve a  balance between educational and emotional development.
  • Embed the new Early Years framework and measure it’s impact.