Each year the school creates a school development plan that is about how we plan to improve the school during the year. It focuses on a few key priorities. This is not to say the school is not working on other things too, but the priorities are the focus of training and monitoring. The priorities in our School Development Plan are based on the following key evaluative work:
- Our analysis of summative assessment data regarding the children’s attainment and progress
- Discussions at our whole staff and governors twilight session in June and the inset day at the start of the year with all teachers and TAs
- External views and recommendations from our HIP/SILC visits with the Crofty MAT
- Parent views from questionnaires and the Parent Forum
- Children’s views from pupil conferencing and school council
Our Current Priorities are:
Below is a link to describe the success criteria for each of these priorities. From this an overview action plan has been created and this is supported further by subject, safeguarding, health and safety and consolidation action plans, alongside a monitoring timeline.
In 2017-2018 our priorities were:
- Learning Behaviours– To embed the 5 learning behaviours in school life, with a focus on resilience and introduce the concept of Growth Mindset in order to improve progress across the school in all subjects. This work had a huge impact on the school as a whole and shifted the culture of the school in a positive way. Children are now much more aware of the learning behaviours and growth mindset and display them whilst learning. Lesson observations and HIP visits have evidenced that the children are aware of the learning behaviours and growth mindset. The children can discuss them confidently and demonstrate them. Children’s attitudes towards learning is positive. This is starting to have an impact on progress and attainment and we expect the impact to be even more evident over the next few year.
- Maths–To raise attainment in Maths by developing a mastery approach with a particular focus on reasoning, uses of models and images and challenging our higher attaining children. The school began to explore key elements of mastery during the year and children improved their reasoning skills. The majority of children made expected progress with some children in each year group making better than expected progress. However, the maths results are still below national, therefore, this will be a key priority next year. The school will be working with the Maths Hub and employing an additional teacher to enable single age maths teaching across the school.
- Spelling and Phonics– To raise attainment in writing through improving spelling and raise the phonic screening pass rate to ensure it is line with national results. In 2017 only 55% passed the Year 1 phonics screening test and in 2018 86% did and in Year 2 89% of the children who didn’t pass in Year 1 went on to pass bringing the total to 95% of Year 2 passing the screening. The improved phonic work means that the children are better prepared for the Y2 spelling work, which should lead to improved Y2 results in 2018 onwards. 91% of Reception children achieved the reading ELG and 82% the writing ELG, so they are well placed to achieve well in phonics in Y1 and even more focus can be given to the spelling of phonemes during Year 1. Spelling has improved in Y2-Y6 since the introduction of RWI spelling programme and should continue to improve as it becomes more established. The percentage of children working at the expected level in writing in Key Stage One is rising.
- ICT–To ensure we have implemented a ICT curriculum across the school, which includes work on e-safety. Coding is now being taught across the school regularly and the school has created e-safety rules (see school website under safeguarding). The HIP visits have evidenced that the children are aware of the importance of online safety and can talk about ways to keep themselves safe. We will continue to build on this next year.
- Early Years– To raise the percentage of children achieving a ‘Good Level of Development’ (GLD) at the end of Reception by providing an enabling environment, the role of adult during child initiated time and through spotlighting children who need extra support. The school was involved in an Early Excellence project which had an impact on teaching and learning in EYFS. 77% of the Reception children achieved GLD (83% of boys and 75% of girls, 100% of pupil premium). The environment has significantly improved and is now more enabling, therefore, the children are more independent and engaged. This has been noted in the HIP visits by other head teachers as well as by internal monitoring.