School Development Plan
School Priorities 2016-2017
|Areas||Key Indicators/Trends/Patterns||Priority Objective|
|A2||Reading and targeting groups||A school analysis of reading records and school attainment data indicated a correlation between pupils who read regularly at home and achieving expected or higher than expected outcomes. During the summer term 2016, a one day audit of reading records took place, with a particular focus on upper KS2. Year 6: 100% of girls were reading regularly. 25% of boys were reading regularly. Year 5: 25% of girls were reading regularly. 20% of boys were reading regularly.
FFT Aspire indicated boys were ‘lower performing’ in KS2 reading achievement in the 2016 KS2 Outcomes. Our Summer 2016 school data analysis indicated an overall gap between ‘all boy’s’ average progress scores and ‘all girl’s’ average progress scores. Our school data indicated a much narrower gender gap in Year 5 (our current 2017 Year 6), but summer 2016 reading record data indicated a culture of not reading at home with this cohort with both boys and girls. This could have an impact on their chances of meeting the expected standard due to their low average prior attainment.
|To further increase expectations for all pupil’s to read consistently at home, with particular focus on underperforming boys identified in our school data.
|B1||Effectively targeting groups||Our 2016 KS2 data indicated that ‘high prior attaining’ pupils succeed well above national expectations in both attainment and progress. However, it also indicated that some ‘low’ and ‘middle’ prior attaining pupils do not make the expected outcomes in reading, writing and maths. Our current Year 6 2017 target data includes a significant number of ‘low prior’ attaining pupils (43%) and ‘middle prior’ attainers (36%). Nb: Some of these pupils have SEN (29%). These pupils may not achieve attainment at the expected level, however their success will be measured on how much progress they have made from their starting points.||To identify and challenge key ‘low’ and ‘middle’ prior attaining pupils progress across school to ensure they make at least expected progress in reading, writing and mathematics.|
Area A: – Effectiveness of Leadership and Management
- To enable the Acting Headteacher to undertake the necessary training to begin his development towards becoming an influential leading professional as outlined in the ‘National Standards of excellence for headteachers’.
- To maintain and continue to secure high standards and raise aspirations for the children of Thurton Primary School.
- To plan for reduced budget constraints which could impact on the support necessary for children who attend the school with significant needs.
- To continue to ensure governance monitoring within school is effective in promoting positive outcomes for all learners across the curriculum.
- To increase the range and frequency of monitoring and evaluation by governors and pupils of collective worship and outcomes for spiritual, moral, social and cultural (SMSC) development including a regular formal link between governors and pupils to ensure that impact is identified and sustained improvements are made.
- To further increase expectations for all pupil’s to read consistently at home, with particular focus on boys identified in our school data.
- To further develop strategies to increase parental engagement with our school curriculum.
Area B: – Quality of Teaching, Learning and Assessment; and Outcomes for pupils
- To identify and challenge key ‘low’ and ‘middle’ prior attaining pupils progress across school to ensure they make at least expected progress in reading, writing and mathematics.
- To continue to develop subject leaders knowledge of coverage and standards across the school curriculum.
- To continue to develop assessments without levels across key foundation subjects.
- To continue to develop teacher’s understanding of effective teaching and learning.
- To continue to develop an effective whole school assessment and reporting sytem which is well considered, efficient and fit for purpose.
Area C: – Quality of Personal development, behaviour and welfare
- To continue to develop all adults understanding of safeguarding
- To continue to effectively promote at least good attendance
Area D: Quality and Standards of the Early Years
- To maintain high quality and effective practice and high standards in the Early Years.
Area E: – Premises
- To update areas of our outside learning environment to continue to promote learning across the whole day.
- To begin to purchase new interactive CleverTouch Boards to enhance teaching and learning as part of rolling program.