Sayes Court School Development Plan 2021 / 2024
Quality of Education - Priorities
PR – RR/CB/VP
Governors – AR/AA
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Autumn
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Spring
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Summer
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- To ensure the curriculum is broad, balanced and ambitious, considering the needs of all children post Covid and in transition phases
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- 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
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- To ensure progression in skills and knowledge in all subjects is evident over time
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- Steppingstones in place for all subjects
- Training planned includes revisiting progression grids and staff book looks
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- 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
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- Robust monitoring of all targeted pupils
- Robust support and training for teaching staff linked to PM
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- To ensure a robust catch-up programme is in place across the school which includes the development of Precision Teaching
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- Children identified for catch-up
- Redo intervention training
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- To ensure all pupils have the vocabulary they need to access all areas of the curriculum
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- Key vocabulary in place for all subjects
- Key vocabulary shared with all stakeholders
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Evidenced By
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
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Behaviour and Attitudes – Priorities
PR – RR/GC
Governor – AD
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Autumn
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Spring
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Summer
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- To ensure whole school attendance and PA continue to be in line with or exceed national
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- Strategies in place to support families where attendance is lower than national
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- To embed strategies to support the small minority of pupils who have struggled with the transition back into school
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- 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
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- Revisit feedback policy
- Establish pupil voice on feedback
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Evidenced By
Attendance Data, Behaviour Records, Gate Duties, Lesson Observations / Learning Walks, Parent Feedback, Pupil Voice Teacher and Support Staff Feedback / Discussion
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Personal Development – Priorities
PR –RR/CB/VP
Governor – CH
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Autumn
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Spring
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Summer
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- To develop the wellbeing strategy in place
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- 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
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- To ensure the curriculum enables pupils’ human capital to be developed
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- 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
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Evidenced By
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
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Leadership and Management – Priorities
PR – RR
Governors – HQ/KL
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Autumn
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Spring
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Summer
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- To build on the good practice currently in place regarding safeguarding, GDPR and Covid
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- Programme of ongoing training in place
- Risk assessment updated
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- To ensure development opportunities are available to all staff
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- 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
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- To ensure subject leaders are experts in their subject area and take on full accountability for their subject
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- Training for subject leads
- Programme of monitoring in place
- Programme in place for subject leads to engage with other specialists outside of school
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- To ensure governors take an active and strategic role in supporting the priorities of the School
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- Gap meetings taking place
- Programme of visits in place
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- To continue to work with and develop links within the community
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- Links developed with local secondary schools
- Links developed with local businesses/ providers e.g. Brooklands Museum
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- Evaluate the school's position related to equality, diversity and inclusion
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- Complete the Trust's self-evaluation audit to identify next steps
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Evidenced By
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
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