The Windmills Junior School

Your new design will be uploaded in:
Please contact Delivery Team on
0113 3200 750 if you have any queries.

School Improvement Plan

To ensure our school continues to provide an effective education for your children, we continually evaluate what we do and how well our pupils achieve.  As part of this process we look for ways of doing things better of differently to ensure we continue to provide the best education and care we can.  Our priorities for development may change as the needs and strengths of our school change. Each year we decide on our improvement priorities for the coming year after evaluating and assessing the impact of the School Improvement Plan from the previous year. This is done through working with the Governing Board and our LA link advisor.

After careful reflection and robust evaluation of pupil outcomes, we have chosen the following School Improvement Priorities for 2023-24:

Key areas for developments                                                                                                                                                                                                                                                                                                                      
1.  Teaching Pedagogy – teachers clearly model expectations through the ‘follow me’ part of the learning cycle. They ensure that teacher talk is    concise and children are enabled to actively engage and participate in their learning.
2.  Children’s individual needs are planned for and met in all lessons. SEND provision is prioritised in order to ensure that those children who need the most targeted, planned support receive it.  Appropriate learning tasks and targets are positively impacting on progress.

3.  Subject leader development – 2 strands:

  1. Subject INTENTs are evidenced by collating outcomes that verify and support assessment judgements, including provision for SEND, showcasing the subject and providing support with inspiration and planning.
  2. Subject leaders ensure that there is appropriate SEND provision in their subject (monitoring, book looks and pupil voice provide evidence which is collated).
Teachers are supported where there is limited evidence and action planning is used to improve the experience and outcomes for these children.
4.  Mental Health and well-being of children, particularly our most vulnerable, and staff are actively considered and systems and structures are developed to promote a caring, nurturing and successful school (see separate action plan)

5.  PSHE review and development:

The profile of PSHE is raised. The curriculum is reviewed and updated so that children's emotional literacy and resilience are developed. Digital literacy is a significant focus to ensure children are supported to be safe on line. Learning across both computing and PSHE will provide children with the tools to build confidence and self-worth, and to stay safe in the modern world both online and in relationships with others.