Current School Priorities

School Improvement Plan Priorities 2022-23

We agree a set of school improvement priorities each year in consultation with staff and governors. These are developed with national and local priorities in mind and having reviewed the impact of our previous work on the experiences and progress of our pupils. We consult our pupils on their views of the suitability of these priorities. You can see their comments when you come into school.

Our priorities for improvement support the following articles of the United Nations Convention on the rights of a child:

  • Article 3: The best interests of a child must be a top priority in all things that affect children
  • Article 28: Every child has the right to an education
  • Article 29: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as for their parents, their own and other cultures and the environment
  • Article 30: Every child has the right to learn and use the language, customs and religion of their family
  • Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities


The Federation improvement priorities for the academic year 2023-24 are:

Key Federation priority 1
For all leaders, including governors, to develop effective systems to evaluate the impact of their work 

Key Federation improvement priority 2
Effectively create opportunities for sharing resources and strong practice to manage workload and strengthen teaching and learning embedding Federation 5 

Key Federation improvement priority 3
To implement the new PSHE curriculum, ensuring pupils understand how to be responsible and respectful citizens in modern Britain 

Key Federation improvement priority 4
To develop cultural competence of all staff 

The school improvement priorities for Lady Margaret for the academic year 2023-24 are:

Key school improvement priority 1
To embed and further strengthen the initiatives introduced to develop pupils’ resilience, confidence and well-being (OPAL, Thrive, Ambassador programme, Junior leaders, extended school provision) 

Key school improvement priority 2
To further develop the curriculum to ensure it is sufficiently ambitious for pupils with SEND enabling them to maximise their progress from their starting points. (In all lessons, the teachers will have thought about different strategies to ensure those pupils with SEND can access the lesson fully) 

Key school improvement priority 3
To develop pupils’ understanding of self-regulation in order that they are able to consistently and independently make the right choices 



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