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Ledbury Primary School

Determined to Succeed

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School Development Plan

Overview of Key Priorities of School Development Plan 2016 - 2018

SDP Area

Ofsted Key Judgement

Whole School Action

Proposed Outcomes

Key Priorities

SDP 1

Effectiveness of

Leadership & Management

Sharpen Leaders’ judgements on the work of the school (AFI)

Identify more precisely what needs to be improved and establishing clear and measurable criteria that will help leaders and governors determine whether they have been successful AFI

Ensure judgements on teachers’ effectiveness, and any targets they are set, are linked more directly to how successfully teachers are bringing about observable improvements in pupils’ learning AFI

  • Provision is directly linked to outcomes analysis
  • Targeted intervention is planned across all key stages to raise standards
  • Rigorous pupils targets are set using SPTO as a baseline for PPMs
  • Leaders’ judgements are secure and data analysis leads to rigorous improvement plans
  • Ensure leaders’ will become highly efficient in analysing SPTO data, work scrutiny, pupil discussions and LOs to move teaching and learning from good to outstanding
  • Use data analysis, including internal data and Raise, to identify and plan for priorities across the school.
  • Phase leaders to carry out Group Data analysis that contributes to a phase priority plan
  • Embed Pupil Premium Strategy to ensure schools actions secure substantial improvement in progress and attainment of disadvantaged pupils.
  • Leaders to undergo CPD to triangulate evidence enabling them to make secure judgements, analyse data and plan for improvements
  • Diminish the difference between sch disadvantaged and NA non-disadvantaged
  • Challenge most-able pupils to achieve GDS
  • Ensure Performance Management targets are rigorous and linked to group analysis data

SDP Area

Ofsted Key Judgement

Whole School Action

Proposed Outcomes

Key Priorities

SDP 2

Quality of Teaching, Learning and Assessment

Ensure all teachers make good use of data about pupils progress, particularly when planning  lessons  AFI

Ensure all teachers improve the level of challenge in lessons for all pupils so that they, and particularly  the most able pupils, achieve the higher levels in tests AFI

Teachers are held accountable for the pupil data in their classes and are fully prepared for PPM through analysis of this data AFI

 

 

  • Quality of teaching is highly effective across school with precise professional development that encourages, challenges and supports.
  • The gap is closing between the attainment and progress of Disadvantaged pupils and National non-disadvantaged pupils.
  • Teachers use their class data on a daily basis to inform their planning for all pupils with a focus on disadvantaged to meet EXS and the most able pupils so they can attain the GDS.
  • Teachers are fully accountable for their preparation prior to Pupil Progress Meetings which are held on a 60 day cycle.
  • Challenging targets are agreed with SLT by Autumn 30 with each class teacher and reviewed at each PPM. These are used as part of Performance Management Reviews.
  • New formal assessment procedures for pupils in Maths and English enable them to make progress and achieve well.
  • Continued implementation of the new Assessment system, providing pupils the maximum opportunity to progress and reach their end of year potential.
  • AFL is embedded throughout all lessons and used by all teachers to provide pupils with clear guidance to acquire and improve skills, understanding and knowledge.
  • Teachers are engaged in  CPD that supports them through a coaching method and enables them to become highly reflective practitioners in “Challenge for All” pupils

 

 

SDP Area

Ofsted Key Judgement

Whole School Action

Proposed Outcomes

Key Priorities

SDP 3

Personal development, behaviour and welfare

Teachers are held accountable for implementing the behaviour policy consistently across all classes

 

 

Maintain the high level of mutual respect between pupils through continuing to embed the Values-Based ethos in the school.

 

 

  • Pupils and their parents value their education and absence rates are maintained at above 97% across the whole school.
  • Fewer PP children will be recording attendance of less than 95% and those PP children whose attendance has been a concern is improving
  • Pupils can explain accurately and confidently how to keep themselves healthy and safe.
  • Parents, staff and pupils are positive about both behaviour and safety.
  • Pupils behave impeccably as school strategies promote high standards of behaviour.
  • To reduce the gap between school and National with regards to PP absence and persistent absence rates.
  • Introduction of a revised PSHE curriculum to enable pupils to explain accurately how to keep themselves safe and healthy.
  • To ensure pastoral information is recorded on SPTO to actively promote all aspects of pupils’ welfare.
  • Review behaviour policy

SDP Area

Ofsted Key Judgement

Whole School Action

Proposed Outcomes

Key Priorities

SDP 4

Outcomes for pupils

 

 

 

 

 

To ensure ‘outcomes’ are at least in line with National expectations at all Key Stages by pupils making substantial and sustained progress.

 

  • The % of pupils attaining the phonic standard in Year 1 and the re-test in Year 2 remains high. (see targets)
  • Ensure GDS attainment at all Key stages increases and becomes in line with National expectations.
  • Cohort and group progress is never less than 3 points to ensure sustained progress for pupils in Year 1-6.
  • End of year expectations in EYFS, Year 2 and Year 6 are at least in line with National expectations.
  • Enhanced phonic provision and monitoring of pupils to ensure increased standards are maintained.
  • Ensure a thorough and systematic approach to teach Reading across EYFS & KS1.
  • Progress of pupils demonstrates ‘substantial and sustained’ progress across all years in R, W, M and EGPS
  • EGPS is taught effectively to ensure higher outcomes for pupils.
  • To ensure English is taught consistently across the whole school, and Reading and Writing skills are embedded throughout.
  • To ensure Maths is taught consistently across school so pupils acquire skills appropriate to their age.

SDP Area

Ofsted Key Judgement

Whole School Action

Proposed Outcomes

Key Priorities

SDP 5

Effectiveness of the Early Years

 

To ensure children in Early Years are ‘school ready’.

 

 

  • School GLD is in line with National GLD
  • To ensure progress from pupils’ baseline assessments show substantial progress, especially in aiming to diminish the difference between disadvantaged and non-disadvantaged pupils nationally
  • To provide a stimulating, engaging learning environment both inside and outside, to develop children’s experiences and their potential for rich, learning opportunities.
  • Focused adult directed teaching to develop children as readers and writers.
  • Focused adult directed teaching to secure number sense up to 20.

For any paper copies requests for any of the documents on the website, please contact the school office.

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