Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Priorities for Improvement

How we set our priorities and targets

At HPAPL we monitor and evaluate the impact of our work on all our children’s learning and progress. This activity is set out in a schedule devised by the Principal and senior team.  The schedule involves regular analysis of children’s progress, lesson observations alongside close scrutiny of pupils’ work and teachers’ planning. The outcomes of this monitoring and evaluation are presented to governors at meetings and termly governor review days.

Our monitoring and evaluation is very important. It informs how we prioritise improvement and how we set targets for achievement and attendance. It also helps us to reliably review the impact of our Academy Improvement Plan and schedule staff training and development so all of this does enhance the  children’s learning and progress.

Monitoring and evaluation is undertaken by all our Leaders, including the Principal, Vice Principal, subject and aspect leaders. 

Our key priorities:


Priority 1- Effectiveness of leadership and management

Support, challenge and celebrate

To develop the skills and capacity of inexperienced senior and middle leaders, enabling them as leaders to

  • demonstrate an ambitious vision
  • have high expectations for what all children and learners can achieve
  • ensure high standards of provision and care for children and learners

Priority 2 – Quality of teaching, learning and assessment

Effective pedagogy and practice

HPAPL teaching quality is always good and often outstanding, across all phases and subjects

  • Consolidate teachers’ skills so that teaching and learning becomes securely good with more that is outstanding
  • All trainee teachers have regular assigned mentoring and support.
  • Further raise attainment in reading and writing.
  • Continue to embed Maths Mastery.
  • Ensure all staff have consistently high expectations of what each child can achieve, including the most able and the most disadvantaged.

Priority 3 – Personal development, behaviour and welfare

Happy safe and secure

Further improve the management of behaviour and welfare by building on the positive culture across the academy so

  • learners are proud of their achievements and show commitment to their learning.
  • children have an increased moral awareness and can interact in a positive and caring manner with a wider range of pupils.
  • sustained effective community cohesion and parental engagement.
  • thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive.

Priority 4 – Outcomes for children and other learners

No child left behind


Raise standards of attainment for all pupils, particularly those who are more able, and close gaps for vulnerable groups where they exist.

By July 2017,  pupils’ attainment at the end of  Key Stages 1 and 2 meets or exceeds the national averages  on all measures

Improve outcomes in writing, reading and maths, particularly the higher levels

Progress for SEN learners with a statement or EHCP show an upward trend

Priority 5

Early Years and the Foundation Stage

An excellent start


Improve the provision so that it has a stronger impact on children’s learning.

Leadership of EYFS is good or better.

By July 2017 attainment at the end of EYFS will exceed the national average with 15% of children ‘exceeding’ levels for GLD areas.

The provision is always good and often outstanding.

Effective partnerships with parents.

100% of children are prepared for a more formal curriculum in Year 1.

Behaviour is outstanding.



Emma Penzer