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School Development Plan 2019-2020

School Development Plan Objectives

2019-2020

 

Leadership & management:

Intention 1 To embed new leadership and ensure leaders are aware of their roles and responsibilities and are held to account to the provision, progress and achievement of learners to ensure we meet the spiritual and academic needs of all.

  • Further develop the LSU charisma of the school within the MAT process.
  • Continue to develop a shared culture enabling all schools, especially leaders, to excel through collaboration.
  • Provide high quality training, support, mentoring and coaching for ‘Senior’ & ‘Middle leaders’ allowing for more distributive leadership.
  • Make use of ‘stakeholders’ views to offer a curriculum that meets the needs of all pupils.
  • Further strengthen governance to provide focused challenge and support linked to the school’s improvement actions, whilst also preparing to work within the multi academy trust.
  • Continue to improve the impact of leadership and management by improving the rigour with which the quality of teaching and the impact on pupils’ progress are checked through building capacity of middle leadership.
  • Ensure induction processes are in place for the new Head Teacher.
  • To promote Student Council and voice through engaging through the immediate and wider communities and current affairs that may affect them and their futures.
  • All leaders to have a good understanding of the new inspection framework and ensure that leaders are accountable for the progress and attainment in their phases and subjects.
  • Improve outcomes in reading, writing and maths at all key stages (including EYFS) for EXS and targeted increase for GDS.

 

Quality of education:

Intention 2 To ensure the curriculum and provision is engaging and challenging and provides all learners with the knowledge and skills to success in their next stage of education.

  • Continue to make sure that all pupils, particularly the most able, less able, SEND, EAL and disadvantaged pupils, in all Key Stages, are set challenging work that enables them to excel to ensure targets are met or exceeded in all year groups.
  • Continue to provide a thematic curriculum that ‘embeds’ learning for all pupils, particularly in reading, writing and maths.
  • Provide appropriate and relevant CPD to continue to improve teacher knowledge, skills and understanding to raise the quality of teaching to consistently at least 100% good, with ------% outstanding.
  • Improve maths outcomes by ensuring teachers are clear about expectations, progression and assessment through the maths mastery approach, good practice received from the Maths Hub and the implementation of ‘Powermaths’
  • To further strengthen Early Years’ practice by developing writing, reading and phonics and mathematical skills through working with partnership schools to share good practice.
  • To ensure the assessment cycle is fully embedded, with a specific focus on tracking combined data in all year groups and the accountability of class teachers in years 1, 3, 4 and 5.
  • To improve the impact of PPM’s to ensure leaders are accountable for the progress in their subjects and phases.
  • Continue to improve standards in Religious Education and embed the new assessment system.

 

Behaviour and attitudes:

Intention 3 To ensure the high expectations for learners’ behaviour and attitudes are consistently applied to ensure a positive and respectful culture is embedded throughout the school.

  • All teachers and support staff have consistently high expectations of all pupils’ attitudes to learning.
  • For all staff to continue to teach and support children to manage their learning behaviour more effectively with a pro-active approach to managing behaviour.
  • To ensure visual reminders on the behaviour policy are consistently visual and referred to throughout all lessons and in all areas of the school.
  • To raise the profile of pupil voice in ensuring learners behaviour is positive and is building independence and roles and responsibilities of pupils are identified and valued.
  • Attendance –To improve attendance to consistently above 98%.
  • Support pupils to keep themselves and others safe in different settings and on line.
  • Work in Partnership with BCCS, Dotcom Foundation, Diocese and partnership schools to develop mental health agenda in school.
  • Implement and embed the Emotional, Well-being and Mental Health policy
  • To ensure that all staff and Governors adhere to the Safeguarding Policy and any changes made to the school to make sure that this is effective and the safety of the children is forefront.

 

Personal development:

Intention 4 To ensure the provision and curriculum prepares children as learners for life through enriching their cultural entitlement and the development of independent learners with the skills to succeed at school and beyond.

  • To audit curriculum provision and redesign to ensure it provides opportunities for learners to develop and discover interest and talents.
  • Provide good quality ‘extra-curricular’ activities, including sports and ‘the arts’.
  • Continue to improve standards in Religious Education Continue to improve standards in Religious Education and establish and embed a ‘faith council.’
  • Provide opportunities for children to develop healthier and more active lifestyle choices so that obesity levels within the school continue to decrease.
  • Audit and develop a curriculum that ‘embeds’ learning for all pupils within a cross curricular approach that embeds developing key skills of reading, writing and maths.
  • All teachers and support staff have consistently high expectations of all pupils’ attitudes to learning.
  • To raise aspirations through the curriculum provision through developing children’s and awareness of different jobs / vocations.
  • Continue to make sure that all pupils, particularly the most able, less able, SEND, EAL and disadvantaged pupils, in all Key Stages, are set challenging work that enables them to excel to ensure targets are met or exceeded in all year groups in core areas to ensure children are ready for their next stage of education.
  • To ensure British values are embedded across curriculum provision.
  • To ensure the diversity of the school community is represented through the curriculum provision

 

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