School Development Plan

2014 - 2015

Character and Ethos

Castlemorton CE Primary School is happy

place of learning that ensures every child

receives an excellent education. Pupils are

taught by the very best teachers and teaching

assistants in a wonderful community so that

they truly become successful learners, confident

individuals and responsible citizens.

Securing and sustaining numbers

� Maintain current marketing strategies and procedures

� Update the website including adding new expectations

to web site content

� Ensure development plan continues to drive provision

towards outstanding

Maintain and Strengthen

1 Thessalonians 5

Test all things; hold fast to that which is good.

Strengths:

Integrity, openness and honesty

Continually striving for improvement.

Creative and inspiring teachers

Family ethos and supportive learning community

Knowledge of the pupils as individuals

Creative curriculum which is value centred around the Castlemorton Cs and

includes opportunities for child driven learning

Vast array of learning opportunities

Good personal, spiritual, moral, social and cultural development

Gambia link, forest school, sporting activities, visits, events…

Priorities

Attainment What we are doing to make the difference:

We have developed a new curriculum which includes the National Curriculum and still retains the valuable aspects of the Castlemorton Curriculum that match our pupils’ needs and aspirations.

The focus must continue to be placed on the core aspects of the curriculum so that these skills can then be used across all areas of learning. Below are some of the main headlines for development.

Writing- Clear understanding of how to support and develop writing improved through training, sharing of good practice and appropriately matched resources. Pupils know how to improve their writing and show real determination and commitment to that improvement. Focus on the importance of spoken language in preparation for writing composition.

SPAG(including handwriting and phonics)- daily session in all years. Developed through training and resources. Read, Write Inc. resources used to support phonics teaching and learning. Handwriting expectations set out clearly for all.

Reading- maintain focus on specific groups using intervention programmes. Particularly Rapid Reading. All pupils have reading materials that support the development and improvement of reading. Reading for pleasure is celebrated. The school library and class libraries are developed.

Mathematics- Develop calculation skills and progression to support children’s number sense and problem solving abilities. Focus on developing children’s skills to quickly recall basic number facts. Introduce ‘choice and challenge’ lessons.

Other Curriculum areas- To ensure expectations are set high in all areas of the curriculum and pupils’ work and learning development accurately matches their capabilities.

Pupil progress-

Aim for all children to make 2 whole levels plus a sub level across a key stage. (12+ tracking

points).

Annual cohort progress 4 tracking points for cohorts across W, R, M and Sc.

Specific Groups

To track data for specific groups- SEN, PP, more able, lower attaining group, home grown.

To strive to maintain record for there to be no significant difference for these children with regard to attainment and/or progress.

What are we doing to make a difference:

School annual motto: try your best, praise effort, celebrate success.

Review system for progress tracking.

Staff have ownership of this data.

Highly focused targeted support based upon quality first teaching approaches and

successful intervention programmes.

Provision in curriculum motivates and inspires successful learning.

Data is used to support the raising of standards

Assessment is used well to inform the next stages of development.

Attainment

Teaching and Learning� Quality of Teaching

Striving for outstanding- each member of staff takes responsibility for improving their practice –

inspiring pupils, ensuring exceptional progress, excellent subject knowledge, understanding pupils.

Aim- To develop and enhance the skills of our new and resilient team who work together to take the school forward.

Training- well planned professional development supports whole school and individual

development. Improving teaching and learning with teachers and support staff.

Staff use cluster and partnership contacts to build support colleague support network.

� Planning

A two year curriculum plan supports the implementation of the national curriculum.

Planning guidance is set out in the Learning and Teaching Policy providing a consistent model

across the school.

Planning is used to ensure that teaching is good/outstanding in all lessons.

Topic/project model will continue to offer child driven learning opportunities, links to enterprise

with real and relevant content and understanding.

� Assessment

High quality assessments are made to inform and accelerate progress.

Moderation both internal and external supports and validates accurate assessments.

ARE assessments made. SPTO used to support assessments and tracking.

� Target setting and marking/feedback

Children have targets in planners. They are involved in the process of target setting and stars and

wishes marking is used consistently to inform children of their next steps. ‘ Fix it’ time is included

in lessons so that pupils reflect upon improvements.

Teaching and LearningPupil Premium- Targeted for the individual with the aim to really close the fluctuating gap between

eligible pupils and other groups in school. Focus on holistic progress including behaviour,

attendance, attitude, self awareness, resilience and academic progress.

SPORT- Develop new staff team’s ability to deliver high quality PE provision. Set high expectations

for sport and develop skills with rigour.

Some specific curriculum developments

Trips, visits and events- Continue to enrich the curriculum with consideration taken to cost for

parents.

Science- Practical science opportunities are a priority with lessons along with clear and precise

subject content. Links with STEMnet and other skilled experts.

Computing- New infrastructure to support developments. Highly skilled staff and coordinator have

positive impact on the quality of learning.

Music- Play to learn programme continues and school continues to provide excellent provision to

develop pupils’ musical abilities. Links to peripatetic teachers remains strong. Skilled musicians

demonstrate skills to inspire pupils.

RE- RE teaching and assessment are good or better, SIAMs report aims for outstanding judgements.

Forest School- New staff members trained to maintain capability levels within school.

Continue to consider the school’s aims and reflect on them to ensure the curriculum is achieving the desired

outcomes. Include staff, pupils, parents and Governors in this review.

Behaviour and Safety� Children contribute to class contracts.

� Children try their best, work hard and behave appropriately for the situation.

� Children are supported where necessary with targeted intervention.

� Children take responsibility seriously and know that the rules in school are there to

keep them safe.

� Annual review of E safety code involving the children, with specific focus on supporting not only supporting in school behaviour but positive out of school behaviours.

� Children are aware of how to keep themselves safe in and around school.

� Parental views regarding behaviour is positive.

� Thrive training develops staff skills.

Safeguarding-

All procedures are of a high standard.

Excellent health and safety record maintained

Training for new members of staff

Attendance and Punctuality – Target > 96%Pupils and all pupils are on time.

Parents support uniform expectations and homework.

Only in exceptional circumstances will absence be authorised.

Universal Free School Meals- School will strive to encourage all pupils to take up the offer of a free meal.

Leadership and Management� Teaching and Learning:

Strong sense of shared purpose- striving for outstanding, commitment to

consistent approaches and whole school initiatives. Support and

understanding of roles and responsibilities.

Rigorous and extensive monitoring- through distributed leadership

Sharing best practice- taking responsibility to improve

Curriculum monitoring- there is a shared purpose to ensuring continuity and

progression and high standards of achievement and progress.

� Governors

Governors engage purposefully with pupils, parents and the staff as a whole

and are knowledgeable of work of the school through rigorous monitoring.

They use these views to inform strategic priorities for development.

Evidence base is comprehensive so that the good practice is documented.

Governors to continue to implement succession planning with training and

support. New Governors receive quality induction.

Leadership and Management� Engagement with Parents

Parents’ Forum continues to develop and is a real place for purposeful discussion and

thinking. Actively involve parents through the forum with SDP and policies.

Curriculum evenings support parental understanding.

Continue to develop communication with parents and offer opportunities to provide

feedback- Forum, questionnaires, direct contact…

Encourage and support parent volunteering.

Support fund raising opportunities through the Friends of Castlemorton.

� Effectiveness of partnerships in promoting learning and well being

Partnership working is developed and extended to deliver better outcomes for pupils.

It becomes more rigorous and comprehensive.

� Preparing children for life in modern Britain

School will include opportunities within the curriculum to develop the skills,

knowledge and understanding needed to prepare them for life in today’s society and

for the future.

Personal learning and thinking skills are included in the Castlemorton Curriculum

Model.

Overall Effectiveness

� Striving for Outstanding

Everyone involved,

everyone responsible

Pre-school� Planning is pupil led and shows clear and developed understanding of the

EYFS curriculum

� Quality interactions support assessment and observations. These are

included in planning developmental learning opportunities.

� Training- staff implement the training into practice

� Performance Management- supports continued staff development

� Learning journeys continue to be developed looking particularly at quality

evidence

� Gross Motor skills are developed within continuous provision and ideas

from training sessions are incorporated into practice.

� CLL- continue to develop purposeful dialogue and questioning and ensure

environment promotes language and print. Increase range and opportunities

for mark making and phonic development.

� Number- develop opportunities for playing and talking numbers- making

number sense.