School Development Plan
Priority 1:
To develop and establish distributed leadership for leaders at all levels to improve outcomes for pupils
How will we know we are successful?
- Clear vision and shared goals that is embedded throughout the school
- All Staff are established within new roles and CPD is completed
- Governors take an active role to ensure improved outcomes for all pupils
- Leaders supported to develop strategic overview and a clear understanding of school’s strengths and developments
- All leaders to establish areas of responsibility and develop individual CPD to support this – will be reflected in Appraisal Cycle
- All leaders to ensure that focused monitoring ensures that all groups of pupils make expected progress or better in all subjects across the Curriculum
- Continue to develop the Curriculum so that children experience a sequential curriculum that provides them with the skills to acquire knowledge, challenge thinking and motivate them to learn
- Establish working relationships with local schools for moderation and subject leadership development
- Work in Collaboration with SAFE learning support partner to externally validate school development
- Joint Collaboration with Subject Leaders at WBJS show linked Curriculum Journey
Priority 2:
To diminish barriers to learning and improve attainment outcomes for underserved pupils
How will we know we are successful?
- Underserved pupils are identified quickly and staff members are aware in class profiles
- Baselines are established to show progress over time
- Staff to provide quality first teaching approaches to ensure the curriculum is accessible for all
- Planning is effective in scaffolding knowledge and skills
- Leaders to ensure that school interventions have impact on progress through monitoring, planning and outcomes are transferable into class
- All pupils are engaged and evidence of scaffolding and differentiation being used effectively across the school is documented in monitoring outcomes
- Book Looks show adaptive teaching and learning approaches to support pupil achievement
- Provision for children in receipt of PP funding is mapped out in terms of needs and is RAG rated for impact and cost effectiveness
- Ordinarily Available Provision will be fully embedded across the school and used to support children in underserved groups
- Data Outcomes are improved for vulnerable groups through Pupil Progress tracking
- Community Engagement has increased for key vulnerable groups
Priority 3:
To use Assessment for Learning to inform teaching and learning across Foundation Subjects
How will we know we are successful?
- Assessment strategies ensure that all pupils make progress and assessment information feeds into future teaching and planning
- Effective questioning techniques are used to ensure challenge for all
- Provide broad and balanced curriculum to ensure consistent coverage of all subjects across the school
- All staff members to understand knowledge and skill for pupils in their class and to able to use this to inform teaching practice
- Subject Leaders through monitoring identify trends and patterns in embedded knowledge and skills across the school to inform Action Plans
- Children are able to retrieve, articulate and explain their knowledge and understanding of concepts across Foundation Subjects
- Foundation planning reflects the needs of the children in the cohort and builds on Prior Knowledge
- Foundation Planning is sequenced and allows opportunities to stretch and challenge thinking
- Children use subject specific vocabulary accurately within learning and can make cross-curricular links
- Concept Maps show ‘sticky knowledge’ and highlight gaps for future learning
Priority 4:
To develop and improve the opportunities and quality of Writing across the school to raise attainment outcomes
How will we know we are successful?
- Writing is a key focus and is used across all Curriculum Areas
- Writing standards are consistent across subject areas and all subjects have high quality text to support learning
- Pupils are exposed to a range of genres and texts
- Teaching sequences for Writing are embedded across school for KS1
- Feedback and use of same day interventions moves learning and writing forward
- Parents are engaged and understand the Writing process in order to support their child
- End of Year Expectations are explicit and staff use to benchmark in planning
- Teachers use a range of resources and strategies to support and scaffold learning
- Teachers use a range of approaches to encourage enthusiasm in writing
- Staff used shared writing to model high expectations for children
- Pupils experience marking and feedback that focuses on key elements of SPAG/Grammar
- Pupils in KS1 are building confidence with editing and improving their writing
Priority 5:
To further improve the personal development and welfare of pupils to ensure positive well-being and sense of belonging in the school community
How will we know we are successful?
- Feedback from parents, pupils and staff indicate positive view of school culture and ethos
- Reviewed behaviour policy has a positive impact on pupil behaviour and social interactions
- 80% cohort take-up (parents) for curriculum based workshops from all ethnic groups in school community
- Assembly plans reflect the School Values, British Values and SMSC links
- School Trips enhance children’s lived experiences and broaden opportunities for all
- Pupils celebrate all cultural celebrations through assemblies, visitors, pupil voice, school events
- The Parent community are able to access all communication and understand meaning – website development
- Values Rainbow – children are confidently able to articulate and display within school setting
- Learning Zoo is embedded across school and process of learning and characteristics are explicitly celebrated