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School Development Plan

The School Development Plan


Every year the school agrees a development/improvement plan on which to base activity relating to curriculum development, staff development, governor development, financial management, premises development and parental/ community involvement. Some of the projects that the school will become involved in will have been initiated by the government through legislation and many by the school itself based upon information gained through self evaluation. As with all other areas of society education is subject to an increasing pace of change, and by setting clear actions and success criteria the SDP ensures that workload is controlled and that the achievements of the staff and children are acknowledged.


A SDP has two main aims, namely:


  1. To ensure that all the school does contributes towards enhancing the educational opportunities that it provides


2.  To raise achievement and standards of attainment for all children


Purpose of School Improvement & Development Plan


School Improvement is most likely to be successful if it involves:

J       a commitment by the school community to ongoing improvement;

J       a set of practical strategies for change; and

J       the setting of priorities and timeframes.

The School Development Plan (SDP) communicates the school’s priorities to all stakeholders and is a tool to drive the budget plan. Through the SDP we hope to achieve our school mission statement and fulfil our school aims


Priorities for the Academic Year 2016 - 2017

Targets 2016 – 2017


  • To improve achievement in Writing, Maths and Reading across Key Stage 1 ensuring that results are in line with National and Local expectations.


  • Raise standards in learning and teaching, by engaging in high quality action research as part of the Mobilise Project which encourages schools to explore and implement effective use of teaching assistants


  • Assessment, tracking and target setting to be further enhanced leading to improved outcomes for all individuals and groups.


  • To deepen the skills and knowledge of staff when working with children with Autism Spectrum Disorders


  • Leadership capacity and subsequent roles and responsibilities are embedded and reviewed annually


Review of main priorities for 2015 -2016




To improve achievement in phonics and writing across Key Stage 1 ensuring that at least 85% of children with no additional factors achieve age related expectations


  1. Grammar and punctuation is taught daily, within context and that correct technical terminology is used.

  2. Phonics phases recorded and tracked for all children with those falling behind receiving time limited appropriate interventions

  3. Early morning group x 3 per week for those not meeting expected levels in KS 1.

  4. All staff provided with training in the updated expectations in grammar at KS1

  5. Pass rate for Phonics Screen in Year 1 increased significantly to 85%

  6. Standards in EYFS are in line with National, LA and regional expectations



    Teaching and Learning


    Develop staff skills to allow them to lead and train others in specific strategies and interventions


  1. 100% lessons graded Good; 30 % Outstanding

  2. Book and work scrutiny shows staff knowledge of renewed curriculum expectations increasing

  3. Areas for development for individual teachers and across the school are effectively identified and addressed

  4. Subgroups continue to progress well; gaps narrowed – Y1 Phonics intervention

  5. Teachers/TA’s feel practice is developing through shared practice.

  6. Adapted the TA role in Key Stage 1 to ensure that children were accessing the best possible support at all levels of attainment




    Develop assessment further, ensuring that the school has an excellent system in place which provides all staff with a clear picture of attainment which informs their planning effectively, leading to improved outcomes for all children.


  1. Assessment system used is appropriate to the needs of staff and pupils

  2. Consistency of levelling across the school and in line with other in which the school is in partnership – more agreement trialling required in school

  3. Introduction of Tapestry system in EYFS which was received well by parents and staff

  4. Introduction of SIMS assessment system for roll out in September 2016

  5. Evidence from work and planning scrutiny shows good quality formative assessment informing quality planning and learning at all levels of ability