Learning Development Plan 2019-20
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 2018/19 highlighted the following key questions and areas for improvement. These areas form the four key priorities for our current 2019/20 Learning Development Plan.
Effectiveness of leadership and management
Priority 1 – To refine our curriculum design, ensuring a clear intent and planning for skills progression across all subjects.
Why? – We offer a unique and diverse curriculum but do we clearly articulate how our curriculum is designed and why? In 2018/19 we began to explore the introduction of Harmony principles within our curriculum. It became evident that these provided a powerful tool to ensure that the intent behind our curriculum was clear, that there was a meaningful and logical link between subjects and children’s wider learning experiences, and that outcomes for children included awe, wonder and a focus on resilience through a greater understanding of their place within the natural world. We want to ensure that we share this with you more clearly.
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 2019 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.
Priority 2 – To further develop our understanding of what constitutes outstanding teaching and learning, with a particular focus on our provision for maths and reading.
Why? – We know that in order to increase the proportion of ‘outstanding’ teaching in our classrooms we need to ensure that further research-focused professional development opportunities are available to all staff so that no child is left behind and that the most able pupils are challenged to deepen their thinking and reasoning skills. Reading has been prioritised to allow pupils to access the full curriculum offer. and our excitement about the success of Maths No Problem is now being translated into other curriculum areas .
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? – Following feedback in July 2019, 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. Some of these areas will also become the focus of our ‘Stay and …’ sessions.
Behaviour and Attitudes / Personal Development
Priority 3 – To finalise our whole-school Behaviour / Relationships policy following the introduction of ‘Steps’ and the development of a mental health and wellbeing strategy.
Why? – Although we are confident in our use of effective behaviour management techniques in school we are increasingly aware of how these may differ to what parents perceive as ‘discipline’. 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 explore a therapeutic approach to Behaviour Management. We now need to ensure that our behaviour / relationships policy reflects our research in this area and our expectations of all staff and that this is communicated well to parents.
Desired Outcomes for Children – Pupils’ impeccable behaviour is consistently evident outside as well as inside lessons. Skilled and consistent therapeutic behaviour management is evident from all staff groups and all stakeholders are able to articulate the key principles of our whole school ‘Relationships’ ethos. Children access a lunchbreak 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 2019 indicated that although parents felt that behaviour was good overall many of our parents said that they didn’t know what the school did, particularly 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 approach and a shared understanding of our mental health and wellbeing strategies.
Leadership and Management
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? – The last six years have seen a significant shift in the focus of leadership within our school. Further work is now needed to ensure that these improvements are sustained and that within the structure of the Wessex MAT, both middle leaders and governors begin to play a more significant role in securing accountability within specific focus areas across the school.
Desired Outcomes for Children – Governors and middle leaders make an effective contribution to the overall leadership and management of the school leading to improved quality of teaching and outcomes for pupils.
How have you influenced this area of development? – Your feedback in July 2019 indicated that 99% of you were confident in the leadership and management of the school. We are incredibly proud of this and want to ensure that this is sustained. As we now take our place within the Wessex MAT we hope that parents will quickly realise the ambition and impact of this decision.
To read our Learning Development Plan in detail please click here.