School Development Plan

Priority 1: Quality of Education

1: To promote the spiritual, moral, social, cultural, mental and physical development of pupils to prepare pupils for the opportunities, responsibilities and experiences of later life.

2: To ensure teachers either have expert knowledge of the subjects that they teach, or are supported to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching.

3: Ensure the curriculum is reviewed and revised to ensure the school’s curriculum is planned and sequenced so that the end points are clear and built towards for pupils to develop their knowledge and skills, building on what has been taught before, to then be able to reach the end points.

Priority 2: Leadership and Management

1: Continuing Professional Development for teachers and school staff is aligned to the curriculum, and this develops teachers’ content knowledge and teaching connect knowledge over time, so that they are able to deliver better teaching for pupils.

2: An open and positive culture around safeguarding that put the pupils’ interest first. Ensuring that all school staff are trained well so that they understand their responsibilities and the systems and processes that the school operates and are empowered to ‘speak out’ where there may be concerns.

3: Effective safeguarding practice and impact for all pupils. The whole school implements safeguarding policies and processes effectively and keeps them under review.

Priority 3: Personal Development

1: School develops pupils to become responsible, respectful and active citizens who are able to play their parts and become actively involved in public life.

2: School provides opportunities through the curriculum, assemblies, wider opportunities, visits, discussions, literature to develop and deepen pupils’ understanding of mutual respect and tolerance.

3: Ensure school promotes equality of opportunity so all pupils can thrive together, understanding that difference is a positive, not negative, and that individual characteristics make people unique. Equality and diversity are promoted.

Priority 4: Behaviour and Attitudes

1: Leaders and other staff create a calm and orderly environment in school and the classrooms for pupils to be able to achieve their best learning.

2: Leaders and other staff have a ‘Therapeutic Thinking’ approach which underpins the clear routines and expectations for the behaviour of pupils all aspects of school life, not just in the classroom. Reviewed and updated school behaviour policy for consistency.

3: Leaders and other staff hold a clear focus on attendance and punctuality so that all pupils benefit from the full education, opportunities and experiences the school offers. Reviewed and updated school attendance policy for consistency and fair consequences.

Priority 5: SEND

1: To ensure all SEND and disadvantaged pupils experience success in their learning by ensuring that teaching and the curriculum is suitably and appropriately adapted

2: To ensure leaders of SEND have high expectations of all staff and for all pupils by creating a training programme for all staff, and ensuring that systems and paperwork across the Federation is aligned and designed to meet needs

3: To ensure that SEND and Pupil Premium funding is used effectively and efficiently for SEND and disadvantaged pupils achieve their targets and make good progress from their starting points

Priority 6: Quality of Early Years Education

1: The curriculum is meeting children’s needs to ensure that children’s learning and development over time supports children to know and remember more of the intended curriculum.

2: Aims of the EYFS are appropriately ambitious for the children it serves. Staff ensure that the content, sequencing and progression in the 7 areas of learning is secured.

3: Adults help young children learn through interactions during planned and child-initiated play and activities; communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenge. The equipment that adults provide and the attention given to the physical environment, as well as the structure and routines of the day all establish clear expectations.

Priority 7: Resources, Premises and Marketing

1: Creation and development of Chaddleworth School site as an alternative learning space or ’Small Garden’ learning space for SEND, Disadvantaged and all other pupils.

2: Plan and develop the Triangle Garden as a space for self-regulation and reflection.

3: Develop another / extended / outside teaching space to enable delivery of interventions and specialist teaching, such as Music and ELSA.

4: Update, refresh and replace school signage and visitor information.