September 2017

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School Improvement and Development

Our whole-school approach to continuous improvement is what shapes our School Development and Improvement Plan or SDIP each year.

School Development and Improvement Plan 2016-2017

Information for Parents and Carers

What is a School Development and Improvement Plan?

Every school has to have a development and improvement plan. Although we are confident that we provide an excellent standard of education and care for all of our children, we always look for ways in which this can be developed. This helps us to maintain high standards and ensure we are up to date in all areas, such as the teaching and learning, buildings, policies and procedures.

In education, things are constantly changing and we need to make sure we all keep up to date.

The targets are identified through a process of self evaluation by all those involved in the school.  The plan builds from other activities that take place in the school, such as appraisal and subject action plans.

We look at local and national initiatives, reports from subject leaders, results of our evaluation in school and developments in education.

We then take all of this information and put it together in one plan, which we then cost out and implement. It is evaluated throughout the year. This plan runs for the academic year. We ensure funding is in place for all tasks and activities involved.

Each year, there is a target on developing the premises. Works detailing accessibility and equality are contained in the Single Equality Scheme and SES action plan. In addition to this we have up to three others. This information will outline the main aims of the plan and how we hope it will be implemented in our school and build upon the good practice already in place.

Everyone in the school works together and carries out tasks on the plan. By working together we can ensure continuous improvement and high standards in all areas for everyone in our school – children, parents, staff and governors.

If you would like to see a full copy of the plan, please call into the school office.


Target One

To continue to raise standards in maths, literacy and science across the school.

Our children achieve well in all areas and make good progress, but we are always looking at ways to improve this, either in the resources we use, the way we teach or just by taking a different approach.

Some of the tasks involved in this are:

  • Analysing progress information for all children to look at areas for improvement.
  • Ensuring gaps in learning for individuals and groups are identified and addressed swiftly.
  • Maintaining an inspiring and engaging curriculum.
  • Creating action plans for each subject.
  • Developing comprehension skills in reading.
  • Developing the use of joined up handwriting throughout the school as this is a requirement in the end of Key Stage 1 assessments to be judged as working at greater depth.
  • Ensuring Science provision is engaging and embeds the process of working scientifically.
  • Ensuring all children have the skills to solve problems in maths.
  • Developing mental maths skills and mathematical problem solving without using resources.
  • Ensuring Maths Whizz is being used effectively.
  • Improving the use of data handling across the curriculum.
  • Looking at our Early Years provision now the environment has been redesigned and updated to ensure all children are supported effectively to progress towards the learning goals, especially in areas that they may not be as interested in or may find difficult.
  • Sharing information with parents in school and via the website to allow parents to support learning at home.
  • Making sure Governors are aware of their role and know the standards in school.


Target Two

To maintain the high level of Good Level of Development achieved (in the Early Years Foundation Stage) addressing any gaps with groups

Our children’s outcomes at the end of the Early Years Foundation Stage are generally above the national average. However, we always look to improve, and have highlighted that there are some differences between certain groups of children which we seek to address.

Some of the tasks involved in this are:

  • Analysing all data from the EYFS during the year and at the end of the year.
  • Identifying strengths, areas for improvement and actions needed.
  • Creating action plans to implement changes and share good practice.
  • Identifying groups and ways to address any gaps in achievement between these groups and all children.
  • Implementing the use of Tapestry as an online learning journey to heighten parental involvement in the learning journey.
  • Using the extended outdoor area (Ted’s Den) to enhance provision and close gaps in learning.


Target Three

To continue to develop an effective and consistent system for assessment to support high quality teaching, learning and outcomes for all children.

The purpose of assessment in our school is to inform future planning for individual children and groups of children. This means we can move their learning forwards effectively. Assessment for us means ensuring we know the child, their barriers to learning, their strengths and their individual needs and using that information to develop each child’s learning, self-confidence and understanding appropriately. We review our systems to ensure they are effective and impact positively on progress and development for all children.

Some of the tasks involved in this are:

  • Ensuring all staff and governors are aware of how effective assessment has a positive impact on learning.
  • Reviewing assessment procedures to confirm processes are supported by an online tracking system.
  • Ensuring the progress of children with SEN is supported by effective assessment and intervention.
  • Ensuring we moderate our judgements with each other and with other schools.
  • Ensuring we keep up to date with changes to assessments.


Target Four

To maintain and develop the school premises within a given budget

We have a specific allocation of money to develop our premises as we believe necessary each year as well as money we set aside from our school budget. We believe that to inspire children to learn you need a bright, well maintained and stimulating environment that they want to be in and appreciate and respect.

This year, we plan to:

  • Continue to maintain the premises to a high standard
  • Extend the outdoor learning environment for Reception children
  • Develop the play equipment outside
  • Extend the sports facilities with a Smooga
  • Develop a friendship area on the playground with benches and signs

Also over the summer holidays 2016 the following was completed:

  • External redecoration
  • Internal redecoration


Target Five

To ensure that the school promotes accessibility and equality of opportunity to access to the curriculum, the life of the school and the school building in general (This is also the Accessibility/Equalities Scheme)

All children are welcome at our school, regardless of ability, race, gender, difficulty or disability. We are proud to have a diverse school community, and to ensure our children accept, respect and understand  other children, adults and visitors who may be ‘different’ to themselves and are sensitive to the needs and feelings of others.

Some of the tasks involved in this are:

  • Ensuring we are aware of children’s individual needs in this area and have staff trained
  • Continuing to ensure equality of access to the curriculum including educational visits.
  • Listening to views of those in the school community to ensure equality of access for everyone

This plan is just one of the ways we work to improve the quality of care and education we provide for the children in our school.

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