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School Development Plan

School Development Plan


A School Development Plan (SDP) is a legal requirement for all schools. The Department for Education states the following regarding SDP's; 

'Effective self-evaluation, and the actions that flow from it, should deliver improved educational outcomes and experiences for all pupils.  Self-evaluation must be an integral part of the school development planning process with the resulting actions and targets captured in School Development Plans (SDPs).

The SDP is a strategic plan for improvement.  It should bring together, in a clear and simple way, the school’s priorities, the main measures it will take to raise standards, the resources dedicated to these, and the key outcomes and targets it intends to achieve.

Article 13(3) of the 1998 Education Order places a duty on Boards of Governors, through the scheme of management, to prepare, and periodically revise, a SDP.  In doing so, Boards of Governors are required to consult the principal and consider any guidance provided by the Department of Education, the Education & Library Boards......and also any inspection findings.'

The following information is a summary of our School Development Plan. If you require a full copy of the SDP, please speak to the school office.


Our values and beliefs

  • We believe in the ethic of ‘everybody’.
  • We believe children and adults can be trusted to learn.
  • We believe children have the right to agency in their own education.
  • We believe in learning without limits.


Our educational aspirations

  • To embed an ethic of excellence and equity that promotes scholarship, craftsmanship, quality, standards and character throughout our school.
  • To support children in their own personal beliefs and engender British Values, whilst equally celebrating diversity.
  • To keep children safe from harm and the risk of harm.
  • To educate everybody so that they every child has the knowledge and skills they need to lead a flourishing life; and have the disposition to help others’ to do so.
  • To ensure that whenever our children look back on their time at Uphill school, they will always do so with positive regard for the experience and opportunities they received here.


Our desired outcomes for children after development effort

  • Progress meetings indicate the vast majority of children will meet the ARE at the end of each year (in Science, Maths or two-yearly in English).
  • English across the curriculum accelerates progress in mastering English PoS for all children.
  • Outcomes for children with SEND and disadvantaged children improve at an accelerating rate, as evidenced in their progress meetings and Personal Pathway assessments.
  • Teaching is consistently developing in strength against the 7C’s criteria for ‘Expert Teaching’, demonstrating more depth to pedagogy and classroom provision, evidenced by observations and scaled self-evaluations of 7C’s descriptors. (Ofsted descriptors for Good embedded in all teaching and frequent evidence of Outstanding.)
  • Feedback from children indicates they understand the schools’ Learning without Limits ethos and enjoy school greatly, evidenced by School Council Crew meetings and questionnaires 2017/18.
  • The curriculum identifies and uses the language of concepts (big ideas) to support integrated learning, working memory, knowledge acquisition, progression, spaced-practice and depth.


The SMART detectable differences in performance indicating we are achieving our goals

  • By 2017/18, 78% of children are Secure at Age Related Expectations (ARE) - at the end of Year 1, Y2, Y4 and Y6 in English.
  • By 2017/18 outcomes at the end of KS 2 are: 75% in Reading; 80% in Writing; 82% in GP&S and at KS1 are: 79% in Reading and 69% in Writing
  • By 2017/18, 75% of children are Secure at Age Related Expectations (ARE) at the end of Year1 - Y6 in Mathematics (End of KS2 outcomes: 75-81%) (End of KS1: 78%).
  • By 2017/18, 79% of children are Secure at Age Related Expectations (ARE) at the end of Year 2, Y4 and Y6 in Science.
  • By 2017/18, at least 68% achieve the expected national standards in Combined English and Maths SATs tests at KS2 and 63% at KS1.
  • At least 80% of children make appropriate progress to ensure they will meet the attainment goals above.
  • By 2017/18 outcomes for children identified with SEND in English and / or Maths, are at least in line with national SEND outcomes, as a minimum and above national by 2% by 2018/19.
  • By 2017/18 outcomes for children identified as disadvantaged in English and Maths, are at least in line with national outcomes as a minimum and above national by 2% by 2018/19.

Educational Strategy

The major development focussed on goals or ‘what are we doing’

  • Learning without Limits strategy and approaches innovated by school (see LWL framework / milestones map)
  • Teaching children self-regulation and strengthening their learning behaviours. (Also see SEND Plan)
  • Learning Clubs (in assembly time) focussed on ‘diminishing difference’ for children identified with Pupil Premium & SEND.
  • Professional development of teachers and support staff, focussed on LWL ‘Close to Practice units’, staff meeting sessions, Inset and external CPD programme. (see Learning without Limits Action Plan)
  • Monitoring of teaching using expert teaching 7C’s with a programme of peer mentoring and coaching - see Expert Teaching Plan (ETP)
  • Membership of Maths Boolean Research HUB; EYFS/Y1 Maths hub and Talk for Writing project to support mastery approaches in new maths curriculum and Writing 2016 - 18 (see Maths / Phonics / Writing Action Plan).
  • New school curriculum designed to support internal motivation (IM) factors (see curriculum action plan)
  • Restructuring of EYFS and Key Stage 1 2016-17 and monitoring impact over time 2017-2019.
  • Start embedding assessment of science and achieve Science Quality Mark 2016/17.
  • Active engagement of parents with school developments and curriculum.
  • Use of interactive education programmes for school extension work to be explored e.g. Spelling / Nessy; TT Rock Stars

Quality Characteristics

How provision, especially teaching and curriculum will be after the strategy is in place

  • The curriculum is more connected to the real world with authentic opportunities to offer service to the community and make a difference within projects, evidenced by conferences with children, planning, project portfolios and children’s outcomes. Children demonstrate greater levels of internal motivation.
  • Teachers register greater professional satisfaction and confidence with main pedagogical approaches.
  • We will have developed a set of ‘Core Practices’ by 2018/19 for all school staff that is beginning to be evaluated as well embedded.

Implications for Resources

What are the changes required in human, physical, or financial resources?

  • Resourcing for new school curriculum.
  • Resourcing for an environment of excellence - digital tools (IPads), FFE (agile and flexible), refurbishment.
  • SEND professional development for everybody, focussed on teaching children self-regulation - collaboration with BIBIC residency, SENCo to undertake National SENCo Award.
  • Professional development investment - 5 x inset days 2015/6 and 2016/17, and 2017/18 and all staff meetings.
  • Budget assessment and staff restructure / consultation 2015/16.


Project completion markers, monthly map.

  • See Milestones Map and Action Plans for Learning without Limits; English across the Curriculum; Phonics; SEND; Curriculum; Mathematics; Science; Expert Teaching Plan; Parental Involvement; Healthy Schools