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School Development Plan

Action Point 1

Action Point 1

Ongoing drive to raise attainment , ensure accelerated progress and close gaps between current and age related expectations especially in year 4,5 and 6



Success Criteria


1a Raising attainment for identified groups ie target, underperforming, SEN, More able, PP EAL

  • Use target tracker to identify specific gaps in knowledge ie joining two simple sentences, not recognising the inverse for 6 x tables, use of ay etc
  •  Use 4x weekly basic skills sessions plus lesson starters, 1/1 support and over teaching to teach gap.
  • Liaison between T and TA to ensure opportunities are used for pupils to apply skill
  •  Targeted support reviewed weekly to ensure impact is rapid
  • T to liaise with AD , KC and DL for additional strategies
  •  Performance tracked every two weeks
  • Progress meetings each half term are focused on these groups
  • Governors attend progress meetings
  • Attendance is tracked weekly and governors meet with parents if attendance is below 89%
  • Poor attendees are collected each morning

Percentage of children attaining ARE in year 4,5 and 6 increases ( new higher expectations in National Curriculum


Children make accelerated progress ie 6+ points

.6 days additional teacher for year 2


Three teachers in year 6



1b To continue to embed the use of spelling and grammar strategies

  • All children continue to use Grammar homework books
  • Grammar homework is marked together as a class so that errors can be used as a focus for over teaching or learning points in the warm up
  • The expectation that all topic vocabulary is spelt correctly
  •  Grammar is a focus in all English exposition as part of warm ups
  • Curriculum spellings once learned are expected to be spelt correctly and becomes part of whole school non negotiables
  •  Phase 5 and 6 phonics are over taught in term one in year2


Standards of spelling improves by 20% in the year


Writing is judged by internal and  school to school moderation as grammatically correct


Pupil explanations are grammatically correct


Pupils meet ARE for spelling and grammar

£ 800


1c  To continue to develop the school as a reading community

  • The Reading action plan is used to ensure pupils know the names of authors and poets
  • Displays of well-known authors are around school
  • Children are taught to use twitter to log a review of favourite books
  • Staff also add their review of their favourite children’s book
  • School engages with world book day
  • Parents are encouraged to observe guided reading sessions and read alongside their child
  • Readometers are used to visually engage parents in hearing their child read with Do Jo rewards
  • Displays of children and parents reading are displayed in school and on the main playground
  • Drop everything and read sessions are introduced in September 2017
  • Videos are produced of phonic, 1/1 reading and guided reading to use for school to school support
  • School organises a Reading Conference in September 2017

The reading culture continues to develop  across the school


Pupils confidently talk about their favourite book or author


Pupils know the names of at least six authors


School becomes involved in school to school support for reading

More parents listen to their child read at home


15% more  pupils are heard read at home

£100 World Book day activities



( cost to be re cooped through conference fees)



To ensure pupils have hands on learning experiences and that the curriculum is supported to ensure fun, engaging and kinaesthetic learning.

  • Phase Leaders  use a budget to support learning
  • Subject leaders plan to ensure resources support learning
  • All subject leaders ensure all assessments are recorded on Target Tracker
  • Media weeks are held each term
  • Science days happen 2x each year
  • A multicultural week is organised
  • A British week is organised
  • Year 5 and 6 experience debate in the Council offices


Learning is kinaesthetic  and meets the needs of all

The % of children meeting ARE increases by 30%

Parents and pupils learn together


The children use the farm to engage in

  1. applying Maths and English  skills
  2. Children learn about food cycles
  3.  experience looking after their environment
  4. Learn about entrepreneurial skills


Curriculum resources

FS- £5000 plus £2000 to develop outdoor learning classroom

Yr 1 and 2

      £5000 plus £2000 for playground

Yr 3 and 4


Year 5 and 6

£ 4000


Educational visits

FS- £5000

Yr 1 and 2


Yr 3 and 4


Year 5 and 6

£ 4500


In School activities

Media week £100 per week

Multicultural, Science and British week £1000 per week

World Book Day £500


English, Maths  £4000 each

Science £750

PE - £1000 plus £6000 DfE grant

PHSE £500

Art and D&T £3000

Farm £20000

Teacher MPG

SEN/CPD to be determined once SLA’s are agreed


1e accelerate progress in KS1 to ensure children are ready for KS2

  • Use a focused half termly action plan that links to the NC and sets half termly objectives and skills that need to be attained
  • Children to be writing cursively- this to be introduced from Nursery
  • Role play areas to be used as work areas for Maths and English and activities planned for each week
  • In KS1 Science, Topic and RE to be taught in blocked weeks
  • Basic skills to be  taught first thing every morning
  • Word board to be in every classroom  which will display word of the week, alternative vocabulary
  • Play activities on the playground to provide opportunities to count, and practise tables
  • All classes to moderate twice each half term to ensure assessment is accurate

               TA’s to be used effectively and capitalise on their skills- over teaching,     

               delivering interventions, leading guided groups in the classroom

  •  Outstanding teachers to be placed in Yr2
  • Inter school Moderation to  take place with Our Ladies of Grace and Northwood Broom

80% + attain ARE

Role play areas are used productively and impact on learning

.6 additional teacher in yr 2



Action Point 2

Action Point 2

Exemplary early years provision is available both outside as well as inside   



Success Criteria


2a Practitioners audit and photograph current outdoor areas

  • As in 2a
  • Practioners visit 3 recommended FS outdoor areas and use this input to  plan outside- include 2 role play areas
  • Action plan to take account of plan  and input from visits- projected costs to be included
  • Colours to define areas to mirror indoors

Children have opportunity to practice skills learned in the morning

Children have opportunities to explore and comment on discoveries

Children learn from planned learning activities

Children use the language of problem solving, discovery

Staff facilitate further  learning by extending and consolidating skills or concepts

The outdoors is used as inside as a learning area


 To be determined after planning stage


Staff need time to visit schools, plan , layout and review


£ 2000





2b NW and MH to visit three schools with outstanding outdoor provision- see below

 Kingsland Nursery School

Thomas Boughy Nursery School

2c NW and MH to complete and action plan and a time line for upgrading area

2d  Colour code each key area

2e List resources needed for each area.

  • List resources for each area  and intended impact
  • As in 2f and 2g
  • Planning sent to GJ

2f Use two days to lay out areas

2g Use a week for all practioners to model use of areas

2h Outdoor planning  and continuous provision on plans

2i After 4 weeks review use and impact of outdoors


Action Point 3

Action Point 3

To meet the needs of the more able, especially in writing



Success Criteria


3a To ensure there is early identification of more able pupils from early years and for those new to the school

  • Baseline and observations to be analysed to identify children who are working above ARE in speaking and listing English Maths and Personal and social
  • IEP to be written to ensure challenge, consolidation activities are planned to deepen knowledge and skills
  • Parents and school work in partnership to ensure parents are supported if necessary to enable application of skills
  • To provide opportunities for children to work with a parallel curriculum if deemed appropriate.

More able pupils needs are identifies, needs met and challenge and additional support in place

 Senco time


3b To embed the use of Authorial craft

  • Audit the range and progression of questioning used across the year groups and across a term. 
  •  Teachers to select topic based books to ensure texts progressively enable the three layers of authorial craft literal, interpretative and analytical understanding.
  •  Produce a school progression so that  KS1 embeds the use of  literal and early inferential understanding; Lower KS2 use both literal and interpretative understanding and Yrs 5/6 literal, interpretative and analytical together.
  • A media week is used to look at the three layers in an   In-depth and fun way? 
  • Develop a progression across the school for comprehension skills
  • Provide e books and classic books to challenge the more able reader

All children’s writing skills improve


More able write with a mature style


Teachers are aware of where their year group is on


Pupils meet ARE for spelling and grammar


3c  To embed the use of Differentiated texts

  • CPD delivered in order to upskill staff on developing further opportunities for writing within week one and two of the Differentiated text system  ie letters, diary entries, invitations, character and setting description, biography instructions or. Poems
  • Teachers to liaise with JB to ensure texts are available to match topics
  •  Internal moderation and sharing sessions are planned each half term to ensure a common language is the norm
  • To ensure higher order vocabulary is shared with  more able
  • High expectation as to phraseology is at least year group above



For additional texts

Plus 2 x days for S Preston  pay to CLC


3 d To develop networks with schools across the city to organise master classes for Reading Writing and Maths and then moderate each others work with the children

  •   Make links with the Willows, Ashgreen and Waterside and organise termly meetings
  • Create an on line menu of non-fiction topics and activities related to Science History,  and Geography that More able can acess for independent research

 Pupils have opportunities to discuss with other MA students

Master classes can create a high degree of  challenge


% of greater depth children increases by 15%

£500 licence fees


3f To facilitate pupils accessing  a year group above their own in order to ensure children are working within an appropriate curriculum for English and Maths

  • Plan a system which enables children to join the year group  for either English or maths
  • Ensure this is included on IEP

 Pupils needs are met and extended


3g To establish links with Ormiston, Haywood and the Cooperative in order to access the facilities  to create challenge for more able ie Reading and Maths

  • Organise meetings with schools to establish links with schools
  • To link into curriculums or teachers when appropriate
  • Work with H schools to enable students to access curriculum  on line

If necessary the school can tap into KS3 curriculum


3h  To introduce a Reading circle  based on Reciprocal reading in order create discussing texts, authorial craft used etc

  • See Sue Shelton

MA access this as a independent peer guided session so are able to engage in in-depth discussions about writers use of language


3i To use coaching strategies to encourage pupils reflection on their own and others writing

  • AM and BB to train year 4,5 and 6 to use Blooms when asking questions orf each other or teachers
  • To train TA’s to use Blooms so that they can support discussions confidently

Pupils are able to use the seven layers of questioning confidently to extend their own and others learning


All staff feel confident to ask higher order questions to provide challenge and assess learning and determine next steps



Action Point 4

Action Point 4

 To use Oracy as a vehicle for children to be able to discuss and debate  Citizenship and British Values



Success Criteria


4a To improve children’s Speaking skills

  • SLT  Visit St Gregory’s to view the English Speaking Board in use
  • Create a timeline for implementation for ESB
  • Share above system with all staff
  • Release teachers to visit ESB schools( Oakhill) to  view delivery
  • Introduce ESB in September 2017 to year1-year6
  • Teaching Talking to continue to be delivered in FS and KS1
  • TA’s to continue to deliver Speech and Language programmes
  • Expectation that children stand to answer questions in KS2  becomes common practice
  • Above point and responding in sentences is agreed as a Non-negotiable.
  • CPD delivered to staff so all use Standard English
  • All classrooms have sentence starters that children can use to support them when they are answering questions
  • CPD is delivered on the development of language from birth to year 6 and beyond
  • Year 4, 5 and 6 are taught to use the language of Blooms questioning skills

 Children’s conversational skills improves- peer to peer and pupil to adult


4b To share importance of speaking correctly  with Parents

  • Parent workshops on ESB delivered across the school
  • ‘Listen Up’ packs purchased and distributed to parents following workshops

Parents feel able to support their children appropriately.

Parents have some knowledge of school’s expectations and work in classrooms


4c Children are able to identify key figures  in Britain

  •  Circle time is used once each half term to talk about  MP’s, Parliament and the monarchy so that children learn about roles and how that benefits them and their community ie The Queen, Prince William and Harry etc.; Theresa May,  The Speaker in the House of Commons, The Chancellor etc ; Our local MP’s- Ruth Smeeth Local government etc
  • British week focusing in British traditions, values and local news
  • Debate sessions take place for year 5 and 6 around topics current in the news
  • Parents come in to talk about their favourite Royal

 Children’s knowledge of British Values improves


4d Children study to lives of international speakers

  •  Children in year 4 learn about Barak Abama  Yr 5 about  Manmoon Hussain- president of Pakistan Year 6 learn about Theresa May
  • Children study how these figures deliver speeches and discuss how they can emulate a formal style of speech

  Children learn about speaking in public and how to speak confidently


£500 licence fees


Action Point 5

Action Point 5

To develop a collaborative approach to continuing to improve teaching and learning



Success Criteria


5a   Group discussions focused on outcomes of lesson observation

  • Videos of lesson observations are used  as a CPD tool for teachers to discuss and improve pedagogy ie focus on exposition, questioning use of AFL
  • Phase leaders discuss videos with individual teachers to focus attention on good practice
  • Above is used as part of school to school support

%of lessons observed are outstanding


Teachers support each other to improve

Time- .5  4x each half term to discuss practice

5b  All teachers extend their knowledge of good and outstanding pedagogy

  • Teachers visit good and outstanding schools in other LA’s
  • Teachers in year groups use this as action research task ie  teaching more able, writing, questioning, handwriting  i.e.  year 1 visit schools with a focus on xx , yr 2 visit with a different focus
  • Teachers present research to  whole staff and this is then fed into school improvement plan in a series of staff meetings
  • Agree expectations for delivering high quality learning

A culture develops where teachers talk about pedagogy


Data, books and teaching show high quality teaching and learning


Pupils make very good progress


Gap between where pupils are and NC expectations for years 4, 5 and 6 begins to close



£500 to cover travel expenses


5c    Using Partnership   to improve practice 

  • Each year group work together- observing each other’s practice and discuss with SLT an area for development. SLT coach teachers in order to effect improvement 

100% of observations are good and better

Data and evidence in books support good attainment and progress


5d  Provide emotional support for all staff

  • Create  leadership role for ‘Well being;
  • Deliver inset for all on Mindfully Me
  • Provide half termly surgeries for staff to access

 Staff feel supported



Action Point 6

Action Point 6

Directors and Governors  are skilled and confident  to lead the school when it  has Academised



Success Criteria


6a School governors and future directors are ready for when the school becomes an academy

  • Chair and Vice Chair to meet with St Bartholomew  Primary academy and St Matthews Academy to gain  knowledge of their role and then feed back
  • Chair and Vice Chair to create a timeline in order for directors and governors feel prepared
  • Governors create an action plan to address needs
  •  F Green to source CPD on the role of directors ie Jeff Marshall
  • JM to lead CPD on HR and Appraisal  once academised
  • Governors and directors to meet  to determine individual  and collective responsibilities
  •  AD to provide CPD on Data analysis  and analysing Target Tracker
  •  GJ, CM and CMi  to lead CPD on teaching and learning, Non negotiables, Moderation of standards and conducting book scans
  • DL leads CPD on SEND
  • DH leads CPD on PP
  • Governors develop a network with directors from established academies to gain a knowledge of how academies function


All Governors and directors feel confident to carry out their duties


 Roles and responsibilities are defined and known by all


Staff and parents know the names and faces of both governors and directors via noticeboards, the website and by letter



Staff time


Action Point 7

Action Point 7

To ensure all children know all  their tables and can use them confidently  in problem solving activities from year 4



Success Criteria



Progression for learning tables in place and used

  • F S, Year 1 and Year 2 include objectives and activities to ensure children know number bonds and tables and the inverse
  • Phase leaders and Maths lead monitor progress and attainment every three weeks and ensure children are on track to achieve in line with Whole school progression document FS to year 4
  • Progression document displayed in Staffroom, corridors and in classrooms

 Phase leaders can talk knowledgeably about standards in their department


All teachers are aware of the school’s expectations

£4000 Maths Budget

7b  Children are confident to show quick recall of tables for their year group

  •  Children learn tables by rote
  • Timed Table tests are used to check progress and encourage quick recall
  • TT Rock stars continues to  be used  in class to  encourage recall and consolidate skills
  • Table songs are played three times weekly during lunchtime and lunchtime supervisors join in asking tables
  •  Photographs and celebration of  Rock Star achievement added to the website and Facebook
  • Hyper link added to take viewers to Oracy page so that viewers see the cross curricular links

 Children have quick recall of times tables in their year group and can complete inverse operations


7c Children use timetables and number  when problem solving knowledge to solve problems

  •  Discussion cards or Concept cartoons are used as a starter for ‘Think it Thursday’ maths mornings across the school-(k Cooke to elaborate at a staff meeting)
  •  The Farm shop creates opportunity for children to use their basic calculation skills when selling produce.
  • Number activities are planned for children to solve calculations or problems in the farm( see list of activities) and on KS1  playground

  There is a consistent approach to using   Concept cartoons  and ‘Think it Thursday’ sessions

 Farm £20000 see budget


£2000 to update KS1 yard

7d Parents are actively involved in their child’s learning tables and solving problems

  • ‘Think it as a family’- a problem set for each year group to be taken home and solved during holidays. Families photograph process and send in to school to be displayed in corridor/ added to website and to Facebook.
  • Maths lead delivers workshops on problem solving

 Parents learn alongside their child

Parents and children are working in partnership with school



Role play areas in FS/KS1 and year 3

  •  Each half term three weeks are planned to use role play for  Maths- this could be cross curricular or stand alone
  • Planning indicates planned activities for groups to be taught, trained and use independently  around a  mathematical focus ie money, time, shapes measure capacity etc etc
  • Photographs are put on website, TV and  Facebook


 £50 per class for the year  ie