School Development Plan

School Development Plan 2018 - 2019

Key Objectives within School Development Plan 2018 – 2019

OUTCOMES FOR PUPILS

Continue to close the in-school gender gap in achievement to ensure that:

Boys’ achievement matches that of girls at the end of EYFS and KS1

a higher percentage of boys achieve Exceeding in reading, writing and maths in EYFS

Sustain the percentage of boys who achieved Greater Depth at KS1 to ensure the upward trend continues

Develop writing strategies across school to strengthen outcomes.

Focus on maintaining

the achievement of all children

within Year One making the transition to the National Curriculum, whilst accelerating progress 

for those children who have not achieved GLD.

Sustain the rate of achievement at greater depth levels at Year 2 overall and for children eligible for Pupil Premium and Boys in particular

Return the achievement of children at the end of the EYFS to a level broadly in line with national average, whilst maintaining the good average total point score.

Creatively use the reduced staffing resource to continue to offer targeted and focused on-going and consistent support to SEN children in order to increase the number of children who convert to achieving Expected Levels of achievement at the end of KS1.

Focus attention on spoken language, vocabulary development and understanding across the whole school, but with a particular focus on EYFS in order that children achieve more highly in this area in EYFS to give a secure grounding for KS1 learning.

 

QUALITY OF LEARNING AND ASSESSMENT

Consolidate internal and external

moderation opportunities

for EYFS and KS1:

Pre-school moderation, with other settings

In-school cross-phase moderation/standardisation timetable

Year One moderation with other schools

Build on family learning experiences, outdoor learning and creative partnerships as a basis to the curriculum provision and extending learning opportunities 

Further align the working practices within pre-school and establish strong teaching and learning provision for 2 year olds and 3 year olds within 30 hour provision to ensure the future sustainability of the services.

Strengthen the whole school approach to vocabulary and spelling development as part of a move to improve writing standards.

Begin to explore and introduce a Growth Mindset Model to teaching and learning 

Review the Marking and Feedback Policy

 

 

PERSONAL DEVELOPMENT, BEHAVIOUR AND SAFETY

Ensure that we meet our safeguarding duties at all times.

 

Develop a healthy body, healthy mind culture throughout school focussing on exercise, healthy eating and mindfulness. 

To promote inclusion, safety and teaching provision for vulnerable children whose mental health and well-being is preventing them from achieving their personal best.

Continue to broaden the school’s participation in events or links with other schools and communities to promote children’s ability to reflect, understand and appreciate the wider world.

To embed a structured whole school learning approach to SRE that is understood and supported by parents.

 

Review Extended School Provision in order to ensure it is of the highest quality, is targeted effectively and remains sustainable.

 

LEADERSHIP AND MANAGEMENT

Manage changes to staffing within the school in order to ensure that teaching, learning and outcomes are consistently good or outstanding across the school and for all groups.

Effectively bridge the gap in EYFS leadership over the period of maternity leave in order to support the EYFS unit to continue to develop high quality provision and sustain children’s outcomes.

Develop further strategies to improve staff well-being and work/life balance.

Continue to develop data protection policies and procedures, as part of a whole school safeguarding duty.

Use the recruitment of a new office clerk to review the office and administration team working practices to ensure efficiency of roles and supportive working conditions.

Further develop the strength and rigour of Governance through a strategic approach to induction and training for new governors and explore options for furthering stakeholder involvement

 

RESOURCES AND PREMISES

To continue to develop the school learning environment to be attractive, conducive to learning and working, well maintained, safe and efficient.

Review cleaning procedures and resources within school in order to ensure the highest levels of hygiene are maintained and school has an  attractive and well-maintained indoor and outdoor environment

Review the security of school to ensure it is of the highest standard and all the school community are protected and safe.

Develop new children and staff working areas by creating an intervention room and developing a working space within the well-being centre for staff.

Source funding and support to help utilise and transform the allotment at the bottom of the school drive into a working gardening space for both learning and community use.

Continue to commit to reducing waste within school and recycling as much as possible

 

PARTNERSHIPS
Promote the expectations associated with ‘school readiness’ to parents/carers
Work as an active partner within the Thrive Community Hub in order to develop effective links with other agencies, thereby providing holistic provision for ALL children, including those families experiencing low level social care difficulties.
To continue to make links with artists, community groups and other schools, using them as a basis for creative projects and fresh opportunities for developing children’s creative skills and knowledge.
Continue to work with parents, pupils and the community to improve children’s’ safety and healthy lifestyle choices.

Review the website and communication channels with parents to ensure they are the most effective they can be.

 

School Development Plan 2017-2018

 

 

Key Objectives within School Development Plan 2017 – 2018

OUTCOMES FOR PUPILS

Continue to close the in-school gender gap in achievement to ensure that:

Boys’ achievement matches that of girls at the end of EYFS and KS1

girls achieve in line with boys in Science at Expected level in KS1

a higher percentage of boys achieve Greater Depth in reading, writing and maths in EYFS and KS1

Focus on The World and Science teaching across the school to ensure raised outcomes in this area at the end of Key Stage One and ensure children’s attainment at least matches the national average
Be creative in addressing the in-school gap between children of different ethnic backgrounds in order to ensure all children achieve equally well.
Ensure we offer very targeted support and accelerate the progress of children entitled to Free School Meals (FSM) and Pupil Premium (PP) to ensure that a higher number achieve Expected Levels in all areas and a greater percentage achieve Greater Depth in all areas.
Offer ever more targeted and focused on-going and consistent support to SEN children in order to increase the number of children who convert to achieving Expected Levels of achievement at the end of KS1.
Continue to ensure that the teaching of maths is structured across the whole school, but with a particular focus on EYFS in order that children achieve more highly in this area in EYFS to give a secure grounding for KS1 learning.

 

QUALITY OF LEARNING AND ASSESSMENT

Further develop moderation procedures to ensure assessments are accurate and benchmarked, across school, within the cluster and nationally
Refocus on the creative and productive use of the outdoor learning environment to support teaching and learning in all curriculum areas.
Embed the PIVATs assessment and tracking system for children working well below the national age expectations of the National Curriculum.
All adults working with pupils provide high levels of support and challenge in all areas of the curriculum
Continue to embed assessment systems for Foundation Subjects.
Develop further the challenge and provision offered to Academically More Able children – both within lessons and through extended school provision

 

PERSONAL DEVELOPMENT, BEHAVIOUR AND SAFETY
Fully audit lunchtime organisation and provision to ensure it supports all children’s development and  that time is used to engage in purposeful activity
Continue to promote pupils’ and parents’ awareness of safeguarding
Embed the use of the CPoms system as a tool for monitoring and responding to behaviour and safeguarding concerns in order to ensure all children are safeguarded to the highest level
To ensure our curriculum and activities continue to promote children’s ability to reflect, understand and appreciate the wider world
Provide additional staff training and develop programmes within school that continue to ensure that high levels of well-being and involvement lead to high levels of child development and deep level learning

 

LEADERSHIP AND MANAGEMENT
Ensure that teaching, learning and outcomes are consistently good or outstanding across the school and for all groups, through support and challenge to all staff including those moving to new year groups.
Further develop the skills of Middle Leaders and Subject Leaders in lesson observation and evaluating teaching over time through targeted book scrutiny
Implement a school succession planning process to develop staff’s knowledge, skills and abilities and prepare them for advancement or promotion in ever more challenging roles and provide the school with a secure future
Continue to develop and manage a school community in which safeguarding is a priority, the environment is safe and children are prepared as citizens of a diverse world
Continue to plan for sustainability of the school’s finances and complete the introduction of extended day care/educational provision into the school in order that high quality standards of provision and attainment are consistently in place for all children

Continue to develop the strength and rigour of Governance to ensure that it is active and focused in all areas of school improvement and monitoring children’s outcomes.

 

RESOURCES AND PREMISES
To continue to develop the school learning environment to be attractive, conducive to learning and working, well maintained, safe and efficient
To continue to develop the outdoor learning environments to support children’s learning, promote healthy lifestyles and support children’s engagement in positive play experiences
To develop our facilities to provide for the needs of a school population of younger children
Ensure that the premises which are used for a purpose other than conducting the school curriculum are organised to ensure that the health, safety and welfare of pupils are safeguarded and their education is not interrupted by other users.
Policies and procedures for health, security and safety are reviewed and monitored effectively.
Commit to reducing waste within school and recycling as much as possible.

 

PARTNERSHIPS
Develop a strategic and operational plan for converting the Children Centre into the Pentland Well-being Centre, thereby increasing the range of activities and support for families with young children.
Work as an active partner within the Thrive Community Hub in order to develop effective links with other agencies, thereby allowing timely and holistic provision to be provided for ALL children and particularly for those families experiencing low level social care difficulties.
Encourage and support a range of volunteers to work within school and the Well-being Centre. 
Encourage the participation of all groups of parents/carers in learning opportunities available to support their own development and that of their children. 
Develop the ‘Friends of Pentland’ group to take a more active role in organising activities for parents and the local community and to provide a forum for two-way communication informing school evaluation and development plans.

 

 

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