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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.