Avening Primary School

School Development Plan

Our School Development Plan is written in consultation with children, parents, staff and governors. It is driven by the school's vision and aims, as well as in response to internal monitoring and evaluation and external factors, such as government directives and Ofsted feedback.

If you would like to see a detailed copy of the plan, please contact the school office.

 

These are our priorities for 2017-2018:

Key Priority 1: CURRICULUM

To evaluate the curriculum to ensure breadth and balance, impacting positively on pupils’ outcomes

  1. Subject leaders to evaluate the curriculum to ensure it meets statutory requirements
  2. Subject leaders to evaluate pupils’ outcomes using Milestones
  3. New French scheme implemented across KS2

 

Subject specific areas:

  • In English SDP, guided reading practice from Year 1 – 6, follows updated English policy
  • In English SDP, reading buddies are trialled between EYFS/ Y5
  • In Maths SDP, a mastery approach is embedded, providing adequate time for practice to embed the pupils’ knowledge, understanding and skills securely by:

-Implementation of Arithmekit throughout the school

-Embed focused key learning point for each year group each lesson

  • In Healthy Schools SDP – implement Gloucestershire syllabus for RE
  • In Healthy Schools SDP – implement new Sex and Relationships syllabus

In Science and Technology SDP, evaluate the provision for science, computing and DT to ensure breadth, balance and high standards.

 

Key Priority 2: ASSESSMENT

To ensure assessment information is used to plan appropriate teaching and learning strategies, including to identify pupils who are falling behind in their learning or who need additional support, enabling pupils to make good progress and achieve well

  1. More children reach age-related expectations in reading and maths, and progress in all areas is positive by end of KS2
  2. Assessment timetable introduced, with clear guidance around what/when assessments to be completed
  3. Class teachers to prepare for Pupil Progress Meetings using INSIGHT and other assessment data to rigorously track all pupils and groups
  4. Marking and feedback to impact on progress

 

Subject specific areas:

  • In EYFS SDP – Expectations are explored with Playgroup to develop effective moderation, particularly around reading and writing
  • In Maths SDP, rigorously track the progress of all pupils and groups, particularly ensuring SEND/ disadvantaged and prior low mid-attainers who may be falling behind are identified and support to catch up, and previously high attaining pupils are challenged.
  • In English SDP, rigorously track the progress of all pupils and groups, in reading, writing, phonics and letter formation particularly ensuring that previously high attaining children are challenged, and that SEND/ disadvantaged and prior low mid-attainers who may be falling behind are identified and support to catch up.

In Science and Technology SDP, ensure assessment data in science, computing and DT informs teaching and future provision.

 

 

Key Priority 3: EXPECTATIONS

To ensure leaders and governors create a culture of high expectations, aspirations and scholastic excellence in which the highest achievement is recognised as vitally important

  1. Subject leaders to evaluate the quality of provision: planning, assessment, presentation, feedback, and quantity of work
  2. Teaching assistants are deployed effectively, following guidance from EEF research
  3. School publicity and communication is improved

 

Subject specific areas:

  • In EYFS SDP, continue ‘staff swaps’  with Playgroup to share and develop practice
  • In English SDP, in writing, there is a clear learning journey following policy, with photographs/ annotations where no writing is produced
  • In English SDP, phonics and spelling workshops support parental understanding
  • In English SDP, implement updated handwriting policy
  • In Science and Technology SDP, science focus enquiry across the school to develop coverage and improve staff subject knowledge

Key Priority 4: LEADERSHIP

To ensure leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff and that this is used  to keep the school improving by focusing on the impact of their actions in key areas. To ensure self-evaluation is rigorous and accurate, leading to planning that secures continual improvement

  1. Subject leaders play a key role in school improvement.
  2. Governance cluster work to develop role of governors in playing an integral role in communicating the vision, ethos and strategic direction of the school, and in providing a balance of challenge and support to leaders
  3. Children as leaders in teaching and learning, promoting meta-cognition, is developed
  4. Parent Council meets six times a year and impacts positively on school development and governance
  5. Safeguarding is effective with a culture of vigilance
  6. Attendance is promoted
  7. New data protection regulations are met
  8. Health and Safety actions are completed following audits
  9. School Financial Value Standards are followed to ensure best value

 

Subject specific areas:

In Science and Technology SDP, evaluate the impact of new IT equipment, including staff knowledge