School Development Plan

Priority 1: Personal Development

To provide an environment that fosters good mental health habits and where pupils can grow spiritually, morally, socially and culturally. 

Specific Action 1.1

Intent

To support pupils in being confident, resilient, and independent and to develop an understanding of ways to foster good mental health.

Implement

1. Introduce the My Happy Mind programme to staff and provide training on how to use the programme with pupils, parents and staff.
2. Implement My Happy Mind to all pupils.
3. Introduce the My Happy Mind programme to parents with a workshop and roll out of the app for parent engagement.
4. To provide additional adult support to pupils with SEND to enable them to access the myHappymind programme fully.

Impact

Pupils will be able to talk about ways that they are resilient to challenges and changes. They will be able to show ways in which they look after their own mental health, and they will have the confidence to be independent thinkers.

Specific Action 1.2

Intent

To provide a wide range of opportunities to nurture, develop and stretch pupils’ talents and interests.

Implement

1. All children and staff will have the opportunity to engage in forest school learning.
2. Support pupils with SEND to excel by setting ambitious but achievable targets, particularly in subjects that interest them.
3. Celebrate pupils’ achievements in school and outside school through celebration assemblies and the use of seesaw videos uploaded at home.
4. Provide opportunities for pupils to engage in sporting and other cultural events and visits.
5. Provide opportunities for pupils to become Worship leaders and school councillors, encourage pupil voice to help implement change, and Teach British values through Courageous advocacy worship, PSHE, RE and other curriculum areas.
6. Pupils and staff are encouraged to become Happiness Heroes linked to the My Happy Mind programme.
7. Pupils trained as Worship Leaders at Federation Training Day and are fully involved in planning and delivering worship sessions to the whole school.

Impact

• Pupils will feel a sense of pride and accomplishment through the sharing of their talents and interests.
• Pupils will share an empathetic acknowledgement of their peers’ talents and will feel inspired by others’ achievements.
• Pupils will feel that their opinions are valued when pupil voice has an impact on change.
• Pupils will feel empowered to become Courageous Advocates.

Specific Action 1.3

Intent 

Provide pupils with meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society.

Implement 

1. All children will have the opportunity to engage in forest school learning.
2. Implementation of My Happy Mind programme for all pupils.
3. Teaching of the One Decision PSHE scheme where pupils will learn about British Values and how to be responsible and respectful by considering the opinions and emotions of others.
4. Teaching the RE curriculum provides pupils with different perspectives on faith and beliefs, British values, and learning about Christian values.
5. KS2 pupils are involved with Worship Leader training with other Federation Schools.
6. KS2 pupils lead whole school worship.
7. All pupils are involved in daily worship with themes linked to Christian values.
8. Through the broad curriculum offered, children will learn about Courageous Advocates and influential members of society who have made positive contributions to our society. (Sports champions, politicians, clergy, scientists, artists, environmental activists).
9. Using the ‘Windows, Mirrors, Doors’ language of spirituality in our daily act of worship and by teaching pupils how to be Courageous Advocates, we will show our pupils how they can positively make a difference in the world.
10. Pupils will become school councillors, where their voices are heard and where they listen to the voices of their peers to enact change.

Impact

Pupils will be able to express ways in which they are responsible and respectful and how they can make a positive contribution to the world in which they live.

Priority 1 Summary & Overall Impact

Pupils will be able to show a clear understanding of how they can take steps to develop and maintain healthy lifestyles and become good citizens.

Priority 2: Quality of Education

To Improve Curriculum Delivery and Knowledge Retention – with a particular focus on Computing and PE

OFSTED 2023 development point:

“The implementation of the new curriculum does not always ensure that pupils learn and embed key knowledge into their long-term memories. This means that some subject-specific content can be missed, leading to gaps in what pupils know. Leaders should continue to provide training and support so that staff implement the curriculum as intended.”

In the foundation subjects, leaders have not thought carefully enough about how to check on what pupils know. This means that they are not clear about what pupils have remembered and what they need to learn next. Leaders should ensure that there are effective and manageable routines for assessing pupils’ learning.

Specific Action 2.1

Intent 

The curriculum is delivered effectively, leading to improved knowledge retention and understanding among pupils.

Implement 

1. Introduce spaced repetition and retrieval practice techniques in lesson planning.
2. Regularly review the effectiveness of these strategies through pupil voice and performance data.
3. Provide opportunities for pupils with SEND to review their learning in small groups or 1:1 to ensure meaningful learning has taken place.
4. Provide opportunities for peer observations and collaborative planning among teachers.
5. Continue to roll out assessment procedures in foundation subjects and ensure that this feeds into future planning.

Impact

1. Improved teaching quality and consistent curriculum delivery across all subjects.
2. All pupils demonstrate improved long-term retention of subject knowledge.
3. Positive feedback from pupils and improved results in knowledge-based tasks.

Specific Action 2.2

Intent   

Effective Implementation and Integration of the Computing Curriculum using Purple Mash as the new curriculum delivery tool.

Implement 

1. Introduce and implement a new scheme – Purple Mash- for all teaching staff.
2. Use the Purple Mash CPD sessions to inform and enhance subject delivery, pupil engagement, pupil knowledge and retention of the subject.
3. Implement the new computing curriculum plan that effectively caters to mixed-age groups.
4. Provide time and resources for teachers to attend workshops, webinars, and conferences on innovative computing teaching methods.
5. Adjust the curriculum and training programs based on evaluative findings to ensure continuous improvement.

Impact

1. Improved pupil outcomes in computing, demonstrated by proficient computing skills and successful completion of computing tasks in every area of the computing curriculum by all pupils.
2. Positive feedback from teachers and pupils on computing curriculum and resources.

Specific Action 2.3

Intent 

Development of a robust and engaging PE curriculum

Implement 

1. Fully implement Get Set for PE throughout all year groups.
2. Continued employment of Sports Coach to deliver PE lessons weekly and to run sports clubs at lunchtime and after school.
3. Facilitate opportunities for teachers to attend PE CPD.
4. Review and evaluate the impact on teaching methods and pupil engagement regularly.
5. Take part in regular inter-school sports competitions and fun activity days.
6. Implement a recognition system where pupils’ efforts and achievements in PE are celebrated.

Impact

1. Positive feedback from pupil surveys on enjoyment and participation.
2. Visible increase in pupil involvement in the organised sports events and activities.

Priority 2 Summary & Overall Impact

Improvements in teaching quality, curriculum delivery and pupil knowledge retention identified in classroom observations and pupil outcomes.

Priority 3: Quality of Education

To enhance the maths curriculum offered by establishing a consistent framework for the concrete-pictorial-abstract model. To raise standards and the profile of maths throughout the school community. To reduce teacher workload when preparing lessons. To develop a tracking system to ensure that maths skills are embedded effectively.

Specific action 3.1

Intent 

Establish a Consistent Framework for the Concrete-Pictorial-Abstract (CPA) Model.

Implement

1.  Employment of a maths specialist teacher in KS2 to model teaching and lead staff development of maths teaching.
2. Conduct training sessions for all staff on the CPA model. 
3. PD day training from a maths consultant on teaching maths reasoning and problem-solving.
4. Development of Maths policy to reflect CPA model (including use of bar model progression).  
5. Regular classroom observations, pupil workbook looks and feedback sessions to ensure the approach is consistently applied. 

Impact

1. All maths teachers consistently use CPA strategies across all year groups.
2. All pupil attainment is raised in maths. 

Specific action 3.2

Intent 

Raise the Profile of Maths in the School Community.

Implement 

1. Launch a half-termly maths newsletter highlighting student achievements, puzzles and games.
2. Organise termly maths events such as workshops for parents, maths fairs, and whole school maths focus days.
3. Introduce a ‘Maths Star of the Month’ award to celebrate student successes.

Impact

1. Increased participation in maths-related activities among students and parents. Positive feedback on maths events and newsletter.
2. A noted increase in students’ enthusiasm for maths.

Specific action 3.3

Intent 

Develop and Implement a Maths Skills Tracking System

Implement

1. Develop a comprehensive list of math skills for each year’s group. 
2. Select the appropriate tracking process.
3. Train teachers on how to effectively use the tracking system.

Impact

1. All teachers use a fully functional tracking system. Regular data entries show progressive monitoring of pupils’ skills.
2. Effective interventions are in place based on tracking data.

Specific action 3.4

Intent 

To support staff in delivering math interventions to pupils who are working below age-related expectations.

Implement

1. Identify and assess the specific needs of each pupil requiring intervention through diagnostic assessments.
2. Develop a personalised learning plan for each pupil, specifying targeted outcomes.
3. Train staff in delivering targeted interventions effectively, including the use of manipulatives, educational technology, and differentiated instruction techniques.
4. Implement regular intervention sessions.
5. Monitor and evaluate the effectiveness of interventions every half term through pupil progress meetings and adjust the learning plans as needed.

Impact

1. Enhanced pupil engagement and confidence in maths.
2. Improved test scores within the targeted pupil groups.
3. Positive feedback from staff and pupils about the intervention process.

Priority 3 Summary & Overall Impact

1. All year groups demonstrate a clear understanding and consistent use of the CPA model.
2. Enhanced perception of maths as a valuable and exciting subject within the school and wider community. Improved performance in maths as evidenced by term assessments and teacher observations.
3. All teachers consistently use a fully operational tracking system.
4. Enhanced ability to quickly identify and address gaps in student understanding and skills in maths.

Priority 4: Quality of Education

Enhance the Early Years Foundation Stage (EYFS) curriculum offered to build upon the individual interests and developmental needs of each child, ensuring that our children in the EYFS have the best start to their educational journey.

Specific action 4.1

Intent 

Develop EYFS curriculum plans for each year’s group, which will build into and prepare children for the KS1 curriculum.

Implement 

1. Develop a revised curriculum plan that includes a clear progression from EYFS to KS1.
2. Identify and provide opportunities for specific training for EYFS and KS1 staff on curriculum principles.
3. Provide time for staff to develop curriculum.

Impact

1. Alignment of EYFS curriculum with KS1 expectations, with mapped progression.
2. Feedback from teachers and parents is positive.
3. Improved pupil readiness for KS1 as observed by teachers.

Specific action 4.2

Intent 

The children are provided with a stimulating indoor and outdoor environment which is tailored to their individual needs and interests. The environment links directly to the curriculum plan for each term.

Implement 

1. The learning environment is well organised and set out to enable children to access the resources independently.
2. The environment reflects the current themes and the interests of the children.
3. The environment celebrates the children’s achievements and helps them to become independent thinkers and problem solvers.

Impact

The learning environment, both in and outdoors, allows children to actively explore, play, create and think critically. 

Priority 4 Summary & Overall Impact

1. The curriculum is comprehensive and well-aligned with the EYFS statutory framework.
2. Visible enhancement in children’s engagement and learning outcomes measured through formative observational assessments.

Priority 5: Leadership & Management

To develop leadership roles and responsibilities.  

Specific action 5.1

Intent 

For the interim Headteacher to refine leadership skills. 

Implement

1. Support from mentor headteacher from within the federation
2. Attending CPD for new headteachers
3. Begin NPQH
4. Work alongside other headteachers from within the federation to gain support and advice.

Impact

1. The interim Headteacher will feel supported and confident in the role of Interim Headteacher.
2. The school will provide a happy, safe and thriving environment for all pupils and staff.

Specific action 5.2

Intent

New staff will successfully take leadership roles in EYFS and subject development.

Implement

1. Provide targeted leadership CPD on curriculum management.
2. Pair staff with experienced subject leaders within the federation to provide support and help with subject development.
3. New leaders will meet with staff to share their vision and provide action plans to explain planned developments.
4. To give feedback to IHT on the successes and challenges faced.

Impact

The new leadership role will lead to improved attainment for the pupils and positive feedback from pupils, parents and staff.

Priority 5 Summary & Overall Impact

All subjects and phases will have strong leadership with clear action plans where priorities for development will be identified and worked on in collaboration with the whole staff team.