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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.

         Vision   Our purpose and ethos

Learning without Limits

Supporting children and staff to achieve more than they believe is possible


How do we achieve this?

Our values and beliefs

  • We believe in the ethic of ‘everybody’.
  • We believe children and adults can be trusted to learn.
  • We believe children and adults will take responsibility within the school community. 
  • We believe that children and adults will show courage within their own learning.


What do we want to achieve?

Our educational aspirations

  1. To embed an ethic of excellence and equity that promotes quality work, high standards and good character throughout our school.
  2. To support children in their own personal beliefs and engender British Values, whilst equally celebrating diversity.
  3. To keep children safe from harm and the risk of harm.
  4. To educate everybody so that every child has a love for learning, with the knowledge and skills they need to lead a flourishing life; and have the disposition to help others to do so.
  5. 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 and English) with an increasing proportion of children attaining at Greater Depth from prior attainment.
  • Maths learning encompasses greater problem solving and reasoning tasks and this accelerates outcomes for all children.
  • English and especially reading across the curriculum accelerates progress in mastering English PoS for all children.
  • Embed child engaged assessment processes across the school, supporting children to understand expectations
  • Outcomes for children with SEND and disadvantaged children improve at an accelerating rate, as evidenced in their progress meetings.
  • Teaching is consistently developing in strength, demonstrating more depth to subject knowledge pedagogy and classroom provision, evidenced by drop-ins, book scrutinies, coaching and feedback and discussions with pupils and teachers
  • The curriculum is designed with clear intent and integrated across subjects, it is experiential and identifies and uses key vocabulary with the language of concepts (big ideas) to support cross curricular learning, uses the agreed “curriculum essentials” to support deep knowledge acquisition, progression, cultural capital and depth in understanding. The curriculum is embedded and positively reviewed.
  • Children are kept safe ( safeguarding updated in line with KCSIE 2019 ) and are supported to  build emotional resilience that helps them cope with and bounce back from adversity

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.