Learning Development Plan 2017-18
Overview for Parents and Carers
Our Learning Development Plan is reviewed annually to enable the headteacher, leadership team and governors to analyse how well the school is doing and to identify areas where improvements are needed. Our plan is based on an action-research model and is underpinned by the key questions that we are trying to answer following a detailed analysis of recent outcomes for the children in our school.
Our analysis of the school’s performance in 2016/17 highlighted the following key questions and areas for improvement. These areas form the four key priorities for our current 2017/18 Learning Development Plan.
Effectiveness of leadership and management
Priority 1 – To further develop and strengthen the role of strategic leadership and governance in securing improvements in teaching, learning and outcomes for children.
Why? – Governors are beginning to play a more proactive role in robustly challenging (as well as supporting) the leadership team and middle leaders now play a significant role in raising standards. Further work is now needed to ensure that these improvements are sustained and that both middle leaders and governors begin to play a more significant role in challenging practice across the school.
Desired Outcomes for Children – Pupils enjoy school and achieve well. All children, including the more able and disadvantaged make at least good progress with the majority making better progress. All children access a broad, balanced, unique and engaging curriculum.
How have you influenced this area of development? – Feedback from our parents in July 2017 indicated that the curriculum that we provide and our targeted provision for children with specific needs are highly valued across our community. We want to ensure through strong leadership that we remain ambitious in the design of our learning experiences and that our programme for professional development equips all staff with the skills needed to sustain such a valued, effective and stimulating arts-based curriculum, underpinned by strong shared values which are understood by all.
Quality of teaching, learning and assessment
Priority 2 – To further develop and embed an effective assessment system which enables governors and staff to monitor, evaluate, challenge and effectively communicate the progress and attainment of all pupils with parents, with a particular focus on disadvantaged boys.
Why? – It is clear that as a school we are still in the early stages of establishing a robust and refined progress tracking system that is accessible to all, including parents and carers.The progress of disadvantaged boys has emerged as a key focus this year, with some indications of underachievement at the end of KS1 emerging. We want to use what we know about the value of greater parental engagement to ensure that the achievement gap narrows further for this targeted group. We want all parents to feel confident in knowing how best to support their children’s progress and to engage in a regular learning dialogue and we will be promoting this through the development of a number of plans including a growth mindset project and the promotion of greater involvement of male role models.
Desired Outcomes for Children – All children will access high quality, targeted and effective teaching and learning which is underpinned and informed by robust, accurate assessment data. The progress gap for disadvantaged boys will narrow and all children will benefit from greater parental engagement.
How have you influenced this area of development? – Feedback from our parents in July 2017 indicated that a number of you would like to receive more information about your child’s progress in order to support them further at home. Last year we explored developing our online tracking system to include access for parents within a target group. We have responded to feedback from this group which showed that we needed to find a more effective way of working in partnership this year.
Priority 3 – To further develop our understanding of what constitutes outstanding teaching and learning, with a particular focus on our provision for maths.
Why? – We know that in order to increase the proportion of ‘outstanding’ teaching in our classrooms we need to embed our Learning Model which promotes a consistent understanding of and focus on deepening children’s learning and higher order thinking. Whilst we have a consistently strong achievement picture for all groups in reading and writing, the picture in maths is more variable. Although our provision for maths will form the basis for our work, many of the skills further developed within the Learning Model will be transferable across other areas of learning.
Desired Outcomes for Children – All children access high quality teaching and learning and make at least good progress, regardless of their starting points. A greater proportion of children will make good or better progress in maths as a result of targeted higher order questioning and extension tasks which will extend and deepen their learning.
How have you influenced this area of development? – Feedback from our parents in July 2017 indicated that you would welcome further guidance on how to support your child’s learning further at home, particularly in writing and maths where many indicated that our guidance in these areas isn’t as strong as it is for reading. These areas will become the focus of our ‘Stay and …’ sessions which have been designed to address parental preferences in terms of school workshop style activities.
Personal development, behaviour and welfare
Priority 4 – To evaluate the revised Anti-Bullying policy and adapt and amend alongside the Behaviour policy in the light of the changing nature of the base and the move to new premises.
Why? – Following the development of a revised Anti-Bullying policy last year, further work now needs to be carried out to ensure its effective and consistent implementation in the light of the changing nature of our base provision and the opportunities that exist within our new environment. We need to ensure that the consistently good and outstanding learning behaviour that is seen in the classrooms is replicated during less structured times of the day, such as the lunch break.
Desired Outcomes for Children – Pupils demonstrate impeccable behaviour consistently outside as well as inside lessons and can expect skilled and consistent behaviour management approaches from all staff groups.
How have you influenced this area of development? – Feedback from our parents in July 2017 indicated that although parents felt that behaviour was good overall many of our parents said that they didn’t know what the school did in terms of anti-bullying strategies as their child had never been bullied. We hope that through further development of this work there will be a greater level of communication about our policy and procedures and a shared and explicit understanding of our approach.
To read our School Development Plan in detail please click here.