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.
|Vision||Our Values & Beliefs||
1. We believe in the ethic of 'everybody'.
2. We believe children and adults can be trusted to learn.
3. We believe children have the right to agency in their own education.
4. We believe in Learning Without Limits.
|Aims||Our Educational Aspirations||
1. To embed an ethic of excellence and equity that promotes scholarship, craftmanship, quality, standards and character throughout our school.
2. To support children in their own personal beliefs and engender British Values, whilst equally celebrating diversity.
3. To educate everybody so that every child has the knowledge and skills they need to lead a flourishing life; and have the disposition to help others' do so.
4. To ensure that whenever our children look back on their time at Uphill Primary School, they will always do so with positive regard for the experience and the opportunities they received here.
|Goals||Our desired outcomes for children after development effort.||
1. Progress meetings indicate the vast majority of children will meet the ARE at the end of each year (in Maths or two-yearly in English).
2. English across the curriculum accelerates progress in mastering English PoS for all children.
3. Outcomes for children with SEND and disadvantaged children improve at an accelerated rate, as evidenced in their progress meetings and Personal Pathways assessments.
4. 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'.)
5. Feedback from children indicates they understand the schools' Learning Without Limits ethos and enjoy school greatly, evidenced by School Council Crew meetings and questionnaires 2015/2016 and 2016/2017.
6. The curriculum identifies and uses language of concepts (big ideas) to support integrated learning, working memory, knowledge acquisition, progression, space-practice and depth.
|Targets||The SMART detectable differences in performance indicating we are achieving our goals.||
1. By 2017/18, 85% of children are at Age Related Expectations (ARE) - defined as working within the national expectations in the National Curriculum- at the end of yr 1, yr2, yr4 and yr 6 in English.
2. By 2017/18, 85% of children are at Age Related Expectations (ARE) at the end of yr1 - yr 6 in Mathematics.
3. By 2017/18, 85% of children are at Age Related Expectations (ARE) at the end of yr 2, yr 4 and yr 6 in Science.
4. By 2017/18, at least 75% of children achieve the expected national standards in combined English and Maths.
5. At least 85% of children make appropriate progress to ensure they will meet the attainment goals above.
6. By 2016/17, 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 5% by 2017/18.
7. By 2016/17, 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 5% by 2017/18.
|Educational Strategy||The major development focused on goals or 'what are we doing?'.||
1. Learning Without Limits' strategy and approached innovated by school (see LWL framework).
2. Teaching children self regulation and strengthening their learning behaviours. (also see SEND plan).
3. Early Bird Learning Club focused on sensory processing interventions and gap closing for children identified with SEND.
4. Professional development of teachers and support staff, focused on LWL's 'Close to Practice' units, staff meeting sessions, INSET and external CPD programme.
5. Peer mentoring and coaching - see Expert teaching plan. (ETP)
6. Trial of maths 'working examples' booklets and OUP Maths text book 'Teachers Guide' to support mastery approaches to new maths curriculum 2015/2016.
7. Active engagement of parents with school developments and curriculum. Use of interactive education programmes for school extaension work.
|Quality Characteristics||How provision, especially teaching and curriculum, will be after the strategy is in place.||
1. The curriculum is connected to the real world with real 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.
2. Teacher register greater professional satisfaction and confidence with main pedagogical approaches.
3. We will have developed a set of 'Core Practices' by 2016/17 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?||
1. Resourcing for new school curriculum.
2. Resourcing for an environment of excellence - digital classrooms, FFE (agile and flexible), refurbishment.
3. SEND professional development for everybody, focused on teaching children self-regulation - collaboration with BIBIC residency.
4. Professional development investment - 7 x INSET days 2015/16 and 2016/17, and all staff meetings.
5. Staff restructure for Early Years and Yr 1 unit.
6. Budget assessment and staff consultation.
|Milestones||Project completion markers, monthly map.||See Milestones Map and Action Plans for English across the curriculum; phonics; SEND; Curriculum; Mathematics; Expert Teaching Plan; Parental Involvement.|