School Improvement Priorities

School improvement is what we do every day at Bangabandhu

At Bangabandhu Primary School, we are committed to continually improving the education, opportunities and experiences we provide for our children.

Each year, we evaluate what is working well, where we can improve further and what will make the greatest difference to our children. This helps us identify our School Development Priorities for the year ahead.

Our priorities are informed by a range of evidence, including children's outcomes and progress, our monitoring and evaluation of teaching and the curriculum, pupil and parent voice, staff and governor discussions, research and national developments.

Our School Development Plan is a working document. Leaders and governors regularly review our progress and the impact our actions are having on children, adapting our approach where necessary.

Our Priorities for 2026–27

Our priorities reflect our commitment to ensuring that:

Everyone Belongs • Everyone Achieves • Everyone Thrives

Strong Foundations for Learning

We will strengthen the essential knowledge and skills children need to succeed throughout their education.

This year, we are placing particular emphasis on communication and language in the Early Years, strong foundations in writing and strong foundations in mathematics. We want our children to become confident speakers, listeners, readers, writers and mathematicians.

An Ambitious and Engaging Curriculum

We will continue to develop our broad and ambitious curriculum so that learning is carefully sequenced, builds on what children already know and prepares them well for future learning.

This year, we are giving particular attention to further developing our science curriculum, helping children to secure important knowledge and understanding and then explore their learning in greater depth.

Inclusion – Removing Barriers to Success

We are committed to being a school where every child belongs and is able to succeed.

We will further strengthen inclusive practice and adaptive teaching across the school. We will continue to develop our whole-school approach to inclusion, ensuring that children with SEND and others who may face barriers to their learning receive high-quality teaching, appropriate adaptations and additional or specialist support when needed.

We will work closely with children, families and other professionals to understand children's individual strengths and needs and enable them to participate fully in school life.

Belonging, Wellbeing and Wider Opportunities

Children learn best when they feel safe, valued and that they belong.

We will continue to develop our approach to wellbeing, helping children understand and communicate their emotions, develop strategies to regulate their feelings, build positive relationships and know how to support their own wellbeing.

We will also continue to broaden our enrichment offer, giving children opportunities to discover new interests, develop their talents and learn beyond the classroom. Our aim is for every child to have the opportunity to participate in an enrichment club during the year.

Excellent Teaching Through Professional Learning

Excellent teaching has the greatest impact on children's learning. We will continue to invest in our staff through high-quality professional development, coaching, deliberate practice, collaboration and instructional coaching.

Our staff will have opportunities to develop their expertise, practise effective teaching approaches, learn from one another and continually refine their practice.

Developing Leadership at Every Level

We will continue to strengthen leadership across Bangabandhu by developing the expertise, confidence and responsibility of our middle leaders.

Our middle leaders will play an increasingly important role in developing the curriculum, supporting colleagues, providing enrichment opportunities and driving school improvement.

How will we know we are making a difference?

Throughout the year, leaders and governors will evaluate the impact of our priorities through a range of evidence, including children's learning and outcomes, assessment, visits to lessons, children's work, pupil and parent voice and discussions with staff.

Most importantly, we will consider the difference our actions are making to our children and whether they are increasingly able to belong, achieve and thrive.