School Development Plan

PR – RR/CB/VP

Governors – AR/AA

Autumn

Spring

Summer

• To ensure the curriculum is broad, balanced and ambitious, considering the needs of all children post Covid and in transition phases

• Outcomes from questionnaires to be shared with all stakeholders
• Outcomes of questionnaires to feed into curriculum planning
• Links set up with local secondary to ensure continuity throughout curriculum
• Sayes Court Passports in place
• Changes to EYFS reflected in provision
• All subjects share the same profile across the school
• Multi-purpose room in use
• New EYFS expectations are embedded
• Reading for Pleasure continues to remain embedded across the school with further opportunities built in during lunch / play / community links established

• To ensure progression in skills and knowledge in all subjects is evident over time

• Steppingstones in place for all subjects
• Training planned includes revisiting progression grids and staff book looks

• To ensure results at the end of each phase or key stage and for the phonics screening and timetables test are in line with or above national

• Robust monitoring of all targeted pupils
• Robust support and training for teaching staff linked to PM

• To ensure a robust catch-up programme is in place across the school which includes the development of Precision Teaching

• Children identified for catch-up
• Redo intervention training

• To ensure all pupils have the vocabulary they need to access all areas of the curriculum

• Key vocabulary in place for all subjects
• Key vocabulary shared with all stakeholders

Data, Lesson Observations / Learning Walks, Planning, Pupil Progress Meetings, Pupil Voice, Teacher and Support Staff  Feedback / Discussion, Surveys – Parents/Pupils, Overviews, Work Scrutiny, Timetable, Homework

PR – RR/GC

Governor – AD

Autumn

Spring

Summer

• To ensure whole school attendance and PA continue to be in line with or exceed national

• Strategies in place to support families where attendance is lower than national

• To embed strategies to support the small minority of pupils who have struggled with the transition back into school

• Training for staff

• To embed strategies to fully engage all pupils in the process of assessment and feedback and over time this impacts positively on outcomes across the curriculum 

• Revisit feedback policy
• Establish pupil voice on feedback

Attendance Data, Behaviour Records, Gate Duties, Lesson Observations / Learning Walks, Parent Feedback, Pupil Voice Teacher and Support Staff  Feedback / Discussion

PR –RR/CB/VP

Governor – CH

Autumn

Spring

Summer

• To develop the wellbeing strategy in place

• Training – Thrive
• Focus on developing talents continues – this includes deepening the children’s understanding of their talents and training for staff on how to identify / nurture talents
• Pupil voice gained

• To ensure the curriculum enables pupils’ human capital to be developed

• Revisit gaps
• Gaps closed through units / topics taught and assemblies – aspects to be covered include skills / knowledge needed to be healthy / develop character / preparedness for life in modern Britain
• Assemblies cover range of topics / subjects including but not limited to: being healthy, role models, shared cultural knowledge, PSHE themes, Values
• Monitor roles embedded
• Pupil voice gained
• Routines set up for play / lunch time

Basic Skills List, Behaviour Records, Clubs List and Uptake Records, Gate Duties, Lesson Observations / Learning Walks, Parent Feedback, Pupil Voice Teacher and Support Staff  Feedback / Discussion

PR – RR

Governors – HQ/KL

Autumn

Spring

Summer

• To build on the good practice currently in place regarding safeguarding, GDPR and Covid

• Programme of ongoing training in place
• Risk assessment updated

• To ensure development opportunities are available to all staff  

• Continue with NPQ programmes
• Training programme in place for all staff
• PM in place supports development of skills and knowledge
• Ways to reduce workload continue to be developed

• To ensure subject leaders are experts in their subject area and take on full accountability for their subject

• Training for subject leads
• Programme of monitoring in place
• Programme in place for subject leads to engage with other specialists outside of school

• To ensure governors take an active and strategic role in supporting the priorities of the School

• Gap meetings taking place
• Programme of visits in place

• To continue to work with and develop links within the community

• Links developed with local secondary schools
• Links developed with local businesses/ providers e.g. Brooklands Museum

• Evaluate the school's position related to equality, diversity and inclusion

• Complete the Trust's self-evaluation audit to identify next steps

Completion of NPQ Courses, Leaders Articulate and Evidence Impact, Learning Walks /Observations, Teaching and Learning Reviews, Support Staff Feedback, Governor Feedback / Meetings, Numbers on Roll, All Spaces in Use