School Development Plan 2016-17

Our School 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 analysis of the school’s performance in 2015/16 highlighted the following areas for improvement. These areas form the four key priorities for our current 2016/17 School Development Plan.

Effectiveness of leadership and management

Priority 1To further develop and strengthen the role of strategic leadership and governance in securing improvements in teaching, learning and outcomes for children.

Why? – The last three years have seen a significant shift in the focus of leadership within our school. Governors are beginning to play a more proactive role in supporting and robustly challenging the leadership team and middle leaders now play a significant role in raising standards through effective and rigorous Performance Management. 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 securing accountability within specific focus areas across the school.

Desired Outcomes for Children – Pupils enjoy school and achieve well. All children, including the more able and disadvantaged make at least expected progress with the majority making good 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 2016 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 alongside our high expectations for children’s progress 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.

Quality of teaching, learning and assessment

Priority 2 – To further develop and embed an effective assessment system which enables staff to monitor, track and evaluate the progress and attainment of all pupils effectively in the light of the new curriculum and assessment without levels.

Why? – We have been working within a system of ‘assessment without levels’ since September 2014 and it is clear that as a school we are still in the early stages of establishing a robust and refined progress tracking system. Following the introduction of GL Assessments across all DASP schools in June 2016, we now need to build on the excellent assessment work that was developed last year to reflect our understanding of a widened suite of assessment data whilst further developing our grasp of ‘mastery’ and the implications of tracking and planning for greater breadth and depth across the curriculum.The progress of boys and how this is tracked has emerged as a key priority this year, with boys appearing to underachieve when measured against interim standards at the end of KS1.

Desired Outcomes for Children – All children will access high quality targeted and effective teaching and learning within a mastery curriculum which is underpinned and informed by robust and accurate assessment data.

How have you influenced this area of development? – Feedback from our parents in July 2016 indicated that a number of you would like to receive more information about your child’s progress in school. As part of our work in this area last year we explored developing our online tracking system to include access for parents with a target group. Feedback from this target group will be used to inform further developments this year alongside more widely available support materials in core subjects.

Priority 3 – To further develop our understanding of what constitutes outstanding teaching and learning, with a particular focus on our provision for maths.

Why? – The majority of teaching is now judged as consistently good or better. We know that in order to increase the proportion of ‘outstanding’ teaching in our classrooms we need to embed our whole-school Learning Model which promotes a consistent understanding of and focus on deepening children’s learning and higher order thinking.   Our outcomes for children in July 2016 showed that 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 exceed expected 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 2016 indicated that you would welcome further guidance on how to support your children’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 supporting reading. Our English and Maths leaders will be developing further materials to support home learning in these areas as part of our development plan this year.

Personal development, behaviour and welfare

Priority 4 – To evaluate the revised Behaviour Policy and adapt and amend in the light of the changing nature of the Base and a focus on anti-bullying provision.

Why? – Following our whole-school development of a revised Behaviour 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 challenges of our current overcrowded accommodation. 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, 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 2016 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 an anti-bullying strategy as their child had never been bullied. We hope that through further development of this work that there will be a greater level of communication about our policy and procedures and a proactive whole-school shared and explicit understanding of our approach.

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