School Development Plan 2019-20 Summary
1. Teaching, Learning and Assessment
- Assessment system in place for History and Art emerging, expected, exceeding for each year group.
- Reading environment in classrooms promotes literature and love of rich quality texts. It will be a feature of the classroom. Class environments and resources are high priority to promote learning.
- The library will be well organised using the dewey system and children will understand how to access the system independently.
- Children will be able to solve mathematical problems using a variety of methods and strategies. They will be given many opportunities to challenge and deepen their thinking skills and reason with others.
- Children will visit a different town centre in the spring term and compare and contrast to Church Lench. They will meet up with pupils from an urban school.
2. Personal Development, Behaviour and Welfare
- Eco council set up by TA and meetings on regular basis about enhancing the school grounds and saving energy and looking after the environment.
- PSHE assessment of concepts and skills will be researched and discussed in detail with staff. Begin to organize a system for each class/ Key Stage
- SRE policy updated and delivered in line with new guidance. Ensure concepts being taught in each year group.
- Marking policy reviewed-teacher's well being
- Staff have continuous CPD to support mental health and well being and feel valued and inspired to teach.
- Two teachers will be able to spot the signs of mental health in children and develop training for all staff. They will understand how to address particular issues.
- Children enjoy tournaments and team games as a way to keep fit and cope with winning and losing. Building resilience and having a go at new sports and opportunities in school to increase wellbeing
3. Outcomes for Pupils
- Clear sequence for learning in books and lessons
- Clear feedback for pupils which is not onerous for teachers
- Challenge and extension is provided during the lessons for pupils to work on and show progress
- Rich quality texts deepen understanding of vocabulary and grammar
- Provision of rich mathematical problem solving and reasoning in planning and lessons
- Children to independently and confidently access strategies and methods to assist them in solving mathematical problems
- Classroom environments to be relevant, exciting and supportive in assisting children’s development e.g phonemes, 100 squares, number lines
- Classroom environments to reflect high standards and expectations
4. Leadership and Management
- Health and Safety governor trained to ensure audits are robust every 6 months
- Safeguarding training and safer recruitment is completed to ensure robust procedures are followed.
- Skill sets are used effectively across the governing body so that the school thrives under the best possible management
- Governors monitor their area once a year following the schedule and are trained by the headteacher in learning walks.
- SIAMs sub committee will be able to lead the Christian vision, ethos and be able to communicate the school’s effectiveness to stakeholders.
5. Early Years
- High expectations are set; the youngest children achieve well across a wide range of curriculum areas and are well prepared for the National Curriculum on transition to KS1.
- Early reading will be a key priority with a focus on rich and repetitive texts, phonics and resourcing the environment with key vocabulary and signs.
- New resources in the outside area are used effectively and creatively. Children will independently access resources to enhance their play and provision
- Creative and meaningful writing resources for pupils to use and develop fine motor skills.
- Gross and fine motor skills will develop and hand eye coordination will improve.