2015 – 2018  Strategic Plan


The Governing Body of Larkrise has produced a three-year strategic plan that sets out our priorities and describes the important milestones we need to achieve along the way. This includes our vision, four strategic priorities and the values that underpin all we do. We’re now (2017/18) in our final year of the three-year plan. Our strategic plan was compiled with ideas from our children, parents and teachers. We also visited excellent schools and researched what makes them excellent so that we apply the lessons at our school. Our governing body includes experts in primary education which has been very helpful and we aim to build upon the many excellent aspects already in place at Larkrise – for example the behaviour of our children is superb and the quality of our teaching transformed over the last small number of years. This plan focuses upon our priorities moving forward and balances what and how quickly our children learn alongside a commitment to develop and support them in all kinds of other different and exciting ways.

We have identified key objectives against each of these strategic priorities. These key objectives, shown in the Strategic Plan Table document below, are specific activities we have set as clear milestones to reach in each of the next three years.

A separate document, the School Improvement Plan (SIP), produced by the Headteacher and her staff, transfers these strategic priorities and key objectives into a yearly plan with more detailed actions, measures and targets for 2016-17. We’ll upload our latest SIP as soon as possible.


Beyond The Next Three Years

This year, we’ll be updating the next three-year strategic plan. We’ll be doing this alongside our Dream School project. The Dream School project was started in 2016/17 and aims to create our ambitions for the next ten years. It is a long term framework that helps us make important decisions and set our course for the long term. So far we’ve had children, staff and parents tell us what they want in their Dream School. Next we’ll be bringing this information together and sharing more throughout the year and working with our new Headteacher to within that process. See the governors blog for the latest on the Dream School project.


Our Vision

A vibrant, creative and caring school, proudly reflecting the diversity of our community, ensuring achievement and success for every child through excellent teaching.


Our Strategic Priorities

  • A curriculum which engages and excites through creativity.
  • Develop motivated, independent, self-reflective learners through excellent teaching and learning.
  • Every childs Larkrise experience will provide a platform to build self-esteem, confidence and the skills to succeed in life.
  • Children, parents, teachers, governors, other schools and the Larkrise community working together to constantly improve outcomes for children.


Our Values

Caring    Confident    Curious    Creative    Celebrating


Key Objectives

We have identified key objectives against each of these strategic priorities. These key objectives, shown in the Strategic Plan Table document at the bottom of this page, are specific activities we have set as clear milestones to reach in each of the next three years.

A separate document, the School Improvement Plan (SIP) (also at the bottom of this page), produced by the Headteacher and her staff, transfer these strategic priorities and key objectives into a yearly plan with more detailed actions, measures and targets for 2017-18.


Key Objectives for 2017/18

Key Objectives
Success Criteria
1. To further develop effective leadership and management through effective communication.


  • Share the schools vision to all of the school community.
  • Share attainment and progress results from 2017 and trend over the past three years.
  • Share the SIP and discuss what the outcomes for children will look like.
  • Improve internal communication across the school by using one form of communication.
  • Strategic meetings between the HT, DHT, SBM and HSLW, weekly staff meetings, bi-weekly team meetings, monthly TA meetings and weekly overview.
  • By October half term staff will feel communication has improved.
  • In staff surveys and informal discussions staff will know their role and how they contribute to our journey to outstanding.
  • Staff will be able to discuss the five objectives of the SIP.
2. To raise the attainment of all children and accelerate all pupils’ progress with particular focus on Pupil Premium and SEND pupils

SP1 and SP2

  • Analyse last year’s results with the staff and identify the most significant areas for the SIP.
  • Discuss historic trends and challenge underachievement during Appraisals, staff meetings, team meetings, Pupil Progress meetings and assembly times.
  • Involve the staff in identifying strategies that are effective in improving the outcomes for disadvantaged children and SEND children.
  • Lesson observations, book scrutinies and pupil progress meetings to be focussed on the progress of disadvantaged children, SEND children and those with the potential to be working at greater depth.


In 2018:

Key Stage 1

  • Key Stage 1 results to be above the National averages in reading (78%), writing (70%) and Maths (78%).
  • Key stage 1 results for Children working at Greater Depths in Maths to increase to 25%.
  • Children working at the Greater Depths (GDS) in writing to be inline or above the National Expectation as early predictions show that only 3% of pupils are on track to achieve Greater Depth at the end of Key Stage 1.

Key Stage 2

  • Year 3 children to increase the number of children working at greater depth to 30% in maths by assessment point C.
  • Year 5 to receive a rigorous booster plan to ensure that this cohort maintain the progress made in Y4 and to prepare them for Y6. Cohort to achieve 68%+ at the end of year 5 in all areas.
  • Key Stage 2 Y6 results to be 80%+ in Reading, Writing and Maths.
  • Combined KS2 Reading, Writing and Maths results to be 65%+
  • 87% of Pupil Premium children to attain the expected standard in Reading, 60% in Writing, 87% in Maths and 87% of Pupil Premium Pupils in SPAG.

Greater Depth KS2

  • The % of pupils working at the Greater Depth (GDS) in Key Stage 2 should be 40% in Reading, 45% in Maths and 35% in SPAG.
  • In Year 6 46% of Pupil Premium children are on track to reach Greater Depth in Reading and 53% of Pupil Premium children in Maths. 15% in Writing.
3. To raise attainment of all children in EYFS and accelerate pupil progress in EYFS

SP1 & SP2

  • Identify the children with a low entry point and produce cohesive plans to ensure accelerated progress.
  • Meet the parents of disadvantaged children to ensure they understand how they can support the school.
  • Ensure all children are developing a passion for reading through shared reading, guided reading, individual reading, reading with parents and reading with school reading buddies.
  • To deploy any additional TA support to the EYFS to ensure Pupil Premium children are given the time for 1:1 reading.
  • Identify children with Autistic Spectrum condition, Pathological Demand Avoidance and SEND in order to begin the process of applying for EHCP and additional funding by Christmas.
  • 75% of all pupils to reach a good level of development.
  • For 80% of children to exit EYFS with the early learning goal for reading.
  • For all FSM children to leave Foundation Stage with a GLD.
  • For 30% of children to leave EYFS with an expected trajectory of working at greater depth at the KS1 statutory assessments.
  • EHCP for SEND children are in place.
4. To improve the quality of teaching and learning to 50% good and 50% excellent


  • Use collaborative peer support to disseminate excellent teaching through lesson demonstrations, triangular peer coaching and the use of IRIS connect.
  • To Implement individual learning logs to demonstrate progression across the curriculum in all non-core subjects.
  • Coach teachers on using Assessment for learning to improve differentiation.
  • Monitor lessons to ensure all lessons include LO, SC, Key vocabulary. Talk partners and expectations.
  • Coach teachers on how to accelerate learning through the strategies of Dedicated Improvement and Reflection Time (DIRT) and Metacognition.
  • Coach teachers on directing TAs to deliver learning to children at age related expectation so that the teacher can spend additional time with the SEND pupils and those working Below age related expectations.
  • Coach teachers on prioritising the disadvantaged children by consistently following specific guidelines.
  • Provide staff with information and training on the effects of anxiety for children.
  • All teachers will receive one lesson demonstration in the Autumn term.
  • All Y5/6 teachers will use the IRIS connect material and participate in a learning conversation in the Autumn term.
  • EYFS and Y1/2 will complete a triangular peer coaching session in the Autumn term.
  • 100% of lesson observations include a disadvantaged pupil focus.
  • 100% of planning includes appropriate provision for SEND children.
5. To improve the behaviour, engagement and safety of all pupils across the school and with particular focus on Year 1.
  • Parent contracts and follow up meetings are organised and actioned in September for families with poor attendance.
  • Head Teacher to train reception staff on challenging parents who collect their children for non-urgent medical appointments.
  • Head Teacher to meet the parents of the 5 children on the behaviour record to collaborate on a behaviour plan.
  • Ensure that more staff are trained to deliver Team Teach for these pupils with complex needs.
  • Persistent absenteeism reduces to 0%. (Hospitalisation and chronic ill health will not be included in this percentage).
  • To improve the attendance rates of pupil premium children to 96+%.
  • The number of green cards reduces for the five recivist children.
  • Behaviour support plan, positive handling plans, crisis management plans and EHCP/additional funding secured for the ASD/PAD children in year 1.