School Development Plan

/School Development Plan
School Development Plan 2017-02-07T13:29:34+00:00
  • Have high expectations of all children
  • For the vast majority of children to make4 steps  progress  year with at least 35% making 5 steps and at Mastery
  • For 90% of pupils to be working at age related expectations in years 1-6
  • To drill down further to look at pupils who are not working at age related expectations especially if there is a pattern or trend, and ensure that all staff are aware of any pockets of under achievement and how this is being addressed
  • To ensure that we make best use of our Pupil Premium Grant and the gap between deprived and their peers is further reduced
  • To continue to ensure that the vast majority of our most able children make better than expected progress
  • For 80% of children to gain a good level of development at the end of EYFS
  • Increase % of pupils attaining a pass in the Y1 Phonics screening check to 90%
  • To use the Assertive Mentoring system and Gap analysis to identify common areas of ‘Stuck’
  • Have high expectations of all staff and hold ourselves to account with use being made of performance management and performance related pay
  • To have a relentless focus on improving quality of provision and outcomes for children
  • Develop subject leadership so that they are in a position to drive improvements in their subject, make accurate judgments about the quality of provision, carry out data analysis to evaluate provision and support staff development
  • Continue to develop our professional development provision so that it is linked to performance management and appraisal and the needs of the school
  • For all staff to have a full understanding of data and know which children need additional support and how they can be supported with a particular focus on the progress of identified children and pupil groups, and the use of Pupil premium grant
  • Make phase and subject leaders increasingly accountable for the standards in their phase and subjects including the development of pedagogy and subject knowledge.
  • For all staff to have a full understanding of data and know which children need additional support and how they can be supported with a particular focus on the progress of black Caribbean and afro Caribbean boys and the use of Pupil premium grant
  • Make phase and subject leaders increasingly accountable for the standards in their phase and subjects including the development of pedagogy and subject knowledge.
  • To develop the role of Governors so that they increasingly are able to hold the school and leadership team to account
  • Provide focused inset and staff training on changes to assessment and testing
  • Work with schools in our network learning community and beyond so that leaders, teachers and support staff share practice, are challenged to think differently
  • Ensure that the school has a strong safeguarding ethos and that systems have adapted to new legislation and that they are robust and fit for purpose
  • Review and develop further the schools Discipline/Behaviour management policy as part of the schools SMSC programme
  • Develop St Mary’s so that it becomes the ‘First Choice’ Primary school in the area
  • Improve communication with and for families through the development of our website, newsletters, email, text, twitter and exploit digital media to promote our children achievement and success and showcase the work of the school
  • Time table senior staff so that every member of the leadership team has a duty day to support with day to day tasks and support play and lunch times
  • Review staffing structure and audit for skills gaps
  • Develop the work of the children and families team so that parents have a knowledgeable direct point of contact for information and provide services to include coffee mornings, parent information sessions, toddle groups, family cookery classes,
  • Engage fully with the PSA and conspicuously support their work to include the HT team to meet with class reps
  • Further embed school systems that enable us to deliver a high quality provision for our children in the classroom and beyond – organisation of PPA so staff can continue to plan together, Phase Leaders release time to mentor and coach subject leaders and develop subject leadership
  • For each subject leader to have a clear action plan to the development of their subject and for Phase leaders to coach and mentor subject leaders
  • Develop further the teaching of reading to reflect in the progress made and increase the challenge for the children and how children are supported at home
  • Ensure staff are fully understanding of the new age related expectations and how progress and attainment will be measure and the impact this has on the delivery of the core curriculum
  • Ensure that all subjects or groups of subjects are reviewed for provision, quality and standards as part of the schools monitoring cycle and that topics and subjects are well resourced
  • Further develop our provision for online learning so that parents and children can use these resources at home
  • Develop the use of our digital resources so that they become integrated in the delivery of the curriculum
  • Further develop our provision for online learning so that parents and children can use these resources at home
  • Parents workshops and information sessions to support home learning
  • Raise the profile of ICT and coding
  • Review and develop the schools Staff Handbook to include Teachers Standards and School Ethos
  • Ensure that the ways we communicate with parents and the wider community are constantly under review and improving
  • Develop further links  with our Church making clear our distinctive Christian character
  • For staff to become involved with community projects to model community participation and demonstrate our schools core values
  • Develop our school vision in partnership with staff, children, families and community so that reflects the core values that are important to our school and the people involved with it.
  • Create a 3 to 5 year strategic plan