Learning Development Plan 2018-19

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 2017/18 highlighted the following key questions and areas for improvement. These areas form the four key priorities for our current 2018/19 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 with a particular focus on curriculum design and disadvantaged pupils.

Why? – We offer a unique and diverse curriculum but do clearly articulate how our curriculum is designed and why?  We want to ensure that our intent is clear and that our curriculum seeks to ignite the learner in every child. 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 are excited by learning in its many and varied forms. 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, bold and courageous curriculum.

How have you influenced this area of development? Feedback from our parents in July 2018 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 curriculum, underpinned by strong shared values and principles 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 a particular focus on barriers and 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, particularly 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 EYFS and KS1 emerging.We want to use what we know about addressing barriers to learning and the value of greater parental engagement to ensure that the achievement gap narrows further for this targeted group. Following feedback in July 2018, it is clear that some parents feel that communication around pupil progress could be improved. 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 will be promoting this through the development of a number of projects this year.

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 and a refined focus on establishing ‘equity’.

How have you influenced this area of development? Feedback from our parents in July 2018 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, phonics and spelling.

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. We have now introduced Maths No Problem into Years 1,2 and 3 and as this becomes embedded in our practice our own understanding of ‘mastery’ continues to grow. We continue to develop our whole school practice in terms of spelling and phonics provision following feedback from our Ofsted inspection in October 2017.

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. Spelling practice across the school will be rigorous and consistent and parents will have a deeper understanding of how to support their children in this area.

How have you influenced this area of development? Feedback from our parents in July 2018 indicated that you would welcome further guidance on how to support your child’s learning further at home, particularly in writing / spelling and maths where a number of parents 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 and revise our whole-school Behaviour policy in the light of the changing nature of the base and our focus on the development of a mental health and wellbeing strategy.

Why? – As a school we are facing an increasing number of challenges linked with mental health and wellbeing issues within children and their families. These often have an effect on behaviour and relationships within school and have forced us to seek a deeper understanding of this area and to analyse whether our current Behaviour policy is still fit for purpose. We recognise through feedback from our parents and pupils that we need to raise the profile of our anti-bullying provision and 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, particularly the lunch break.

Desired Outcomes for Children – Pupils demonstrate impeccable behaviour consistently outside as well as inside lessons. Children access a lunch break that has been gradually tailored to provide family dining and structured play opportunities to support personal development at this vital time of the day.

How have you influenced this area of development? – Feedback from our parents in July 2018 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 understanding of our mental health and wellbeing strategies.

To read our Learning Development Plan in detail please click here.