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School Development Plan

 

 

SCHOOL IMPROVEMENT PLANS

 

Priorities  for 2018 - 19

 

Target One

Ensure that Key Stage One achieve national averages or above at the end of KS1 and for the school to achieve the Basic Skills Award.

 

Target Two

Continue to improve the skills of early leaders so they are fully equipped to lead their subjects and are fully accountable for progress in their subjects with good links made to governors.

 

Target Three

To further improve the curriculum particularly in the foundation subjects and to embed nurture principles, cross curricular working and outdoor learning.

 

 

 

2017-18 Autumn

Our Mission: “We care, we share, we learn, we grow”

 

 

 

 
 

Targets for 2017-18

  • Ensure that at least 90% of pupils make good progress and 30% make better than expected progress across all year groups.

Key Stage One

  • To continue to increase the % of pupils reaching the expected standard in Reading, Writing and Maths in KS1 so that it is in line with the national% with a particular focus on writing as this is our weakest subject.
  • Narrow the gap between all children and disadvantaged children in achievement in KS1 in all subjects with a particular focus on reading as there was a dip in 2016-17
  • Increase the % of pupils achieving greater depth in writing to be in line with the national average (13% national figure for 2016-17) in Year 2
  • Increase the % making more than expected progress in Year One across all subjects so that it is more than 30%.
  • Increase % of girls in Year 1 achieving 1s in all subjects by 10%
  • Increase the % of disadvantaged pupils working at the expected level in phonics in Year One and ensuring all disadvantaged children showing good progress over the year in phonics where they have SEN
  • . Ensure pupils with FSM make increased points progress from Autumn 1 and in writing and to show progress made where pupils have SEN and they are working at P levels effectively in Year One.

EYFS

  • To match the LA % for GLD
  • To increase the % of pupils achieving expected in Mathematics at the end of Reception to match the Bucks average%
  • To ensure that at least 90% of pupils are secure at phase 3 and entering into phase 4 and can read linked reading books confidently.
  • Increase % of pupils achieving exceeding in Literacy to match Bucks %
  • Increase % of pupils achieving expected in feelings and behavior to match Bucks%
  • Increase the % of boys achieving expected in PD (fine motor skills) by 20% and to narrow the gap between the boys and girls.

 

 

 

 

 

 

 

 

 

 

 

 

 

3 Year Plan

  • Ensure that the school’s future is secure in terms of leadership and OFSTED status

  • Ensure that teaching and learning is strongly good and forward looking so pupils can achieve well with the more able agenda is an integral part of the whole teaching process

  • Ensure we have a strong and secure budget that will enable the school to meet the needs of the school improvement plan effectively and to begin a review of the school environment especially in KS1 to ensure there is more space.

  • Ensure that achievement is as high as it can be and at least matches national expectations in all standardised assessment and the upward trajectory continues rapidly

  • Ensure collaboration with the junior school and other local support network for the benefit of both schools

  • Ensure that the resources including staffing and the outside areas are utilized as well as they can be for the benefit of the pupils

  • Ensure that the school is nurturing and caring for all stakeholders particularly for the pupils and teachers so staff retention is high with the school awarded Nurturing School status

  • Ensure that the school is well regarded by all stakeholders and takes a lead in collaborations with other schools.

     

     

     

     

     

     

     

     

     

Three Year Plan

Target

How will this be measured?

The school’s leadership is consistently good or better

 

Outside monitoring shows that the school fulfils the good or outstanding Ofsted criteria for leadership and management.

There is a substantive head with a clear management structure that drives the school forward.

There is a highly effective, knowledgeable governing body who support and challenge in driving the school forward.

Teaching and learning is at least good and forward looking so pupils can achieve well

 

Outside monitoring using the Ofsted criteria for teaching will consistently show that teaching is at least good and the % of good and outstanding teaching is continuing to increase rapidly.

The school regularly looks outside of itself and uses research to ensure that practice is as up to date as it can be.

There is a highly engaging curriculum as shown in pupil meetings, parent surveys and through the school environment.

 There is a strong and secure budget that will enable the school to move forward successfully and the school improvement plan is prioritised

The school has an appropriate carry forward so that school development can take place effectively.

The school is suitably staffed with clear succession planning in line with the budget for the best interests of the pupils.

Achievement is as high as it can be and at least matches national expectations and the upward trajectory continues rapidly

The school compares well with national data in terms of attainment and achievement.

Any gaps are rigorously addressed and action taken can be evidenced

The school is well regarded by all stakeholders and actively collaborates with the junior school, local support networks and beyond for the benefit of the pupils.

 

Key projects take place with the junior school to raise achievment and sustain improvement and attainment. This can be evidenced through project plans and the rise in achievement.

The school plays an active role in the liaison group particularly in developing leadership and assessment.

The school uses county and other support so that it moves forward rapidly in the most effective way.

Ensure that the resources including staffing and the outside areas are utilized as well as they can be for the benefit of the pupils

 

There is a suitable, affordable staffing structure in place that matches the learning needs of the pupils well.

Learning walks show that the resources and every part of the school and its resources are used as well as they can be in exciting and creative ways.

Ensure that the school is a nurturing, caring school for all stakeholders particularly for the pupils and teachers so staff retention is high.

Staff, parent and pupil surveys are highly positive

Projects to improve well-being for pupils make a highly positive difference

 

 

School Improvement Plan 2017-18

 

Key Priority 1

 

To further ensure that all levels of leadership has a secure understanding of the strengths and weakness of the school so they can plan effectively for school improvement with a significant impact on levels of achievement in the school.

To ensure that the school fully meets the requirements of the good grading or better in terms of OFSTED for leadership and management

 

Key Priority 2

 

Improving outcomes for all pupils and vulnerable groups in Reception Year One and Year 2 in reading writing and Maths by improving teaching and learning so it is 100% good or better – see targets above

 

Key Priority 3: Further improve assessment throughout the school

 

 

 

 

 


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