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SDP 2016-17 End of Year Report

 

In September 2016, I outlined the development priorities for the school this year, based on assessments from external reviews and our own self-evaluation.

Here is an outline of the progress we made against each objective. 

 

OBJECTIVE 1: Enhance the quality of teaching, learning and assessment so that outcomes for pupils are improved.

Develop further opportunities for pupils to work at greater depth in reading, writing and maths across the curriculum.

The percentage of pupils working at greater depth in reading, writing and maths combined rose from 6% to 10% at the end of Key Stage 1, and from 3% to 15% at the end of Key Stage 2.  


Assessment and action research information is used to plan appropriate teaching and learning strategies.

In 2017, 68% of pupils reached the expected standard in reading, writing and maths combined at the end of Key Stage 2, compared to 63% in 2016 and 61% nationally in 2017.


Further develop the foundation curriculum and extra-curricular provision.

The development of our STEM (Science, Technology, Engineering and Maths) curriculum this year has resulted in the school attaining the Science Quality Mark Silver Award.  PE has continued to be strong as we were again awarded the School Games Silver Award.  An external review of the teaching and learning in RE was extremely positive with no areas for improvement given.


Continue to embed the school's assessment and feedback policy.
Embed the use of School Pupil Tracker Online software to track the progress of pupils.
Subject leaders report accurate information on the standards in their curriculum areas.

All leaders have a clear overview of pupil performance and are therefore able to prioritise the needs of any pupils who are at risk of not reaching their end of year expectations.  An external review of the teaching and learning showed that pupils were well aware of their learning targets for writing and maths due to robust assessment and clear feedback. However, their awareness was not as strong in reading, and this will be a target for development in 2017-18, so that pupil progress in reading is improved.  All learning targets will again be shared with parents in their child's school planner.


Close the gap in attainment and progress between boys and girls in reading and writing (equalities objective).

When looking at the progress that our pupils make from the end of KS1 to the end of KS2, we are closing the gap between boys and girls in writing, as the boys are making more progress than before.  The gap in reading progress is not closing, so we will be targeting boys' reading this year.


Improve the progress of SEN Support pupils in writing (equalities objective).

In ALL subjects, SEN pupils made at least one term's more progress in 2016/17 than they did in 2015/16.  The average points progress for SEN pupils was slightly above expected in reading, writing and maths.

 

OBJECTIVE 2: The wide-ranging and bespoke approaches to the promotion of SMSC, PSHE and physical well-being enable pupils to thrive.

Embed current practices in SMSC and further develop key areas so that pupils' spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and wider society.

Pupil questionnaires show that their understanding of SMSC has developed.  They are able to describe how each area is addressed within school life and across the curriculum.  Staff promotion of SMSC language and the school's Core Values has aided the understanding and personal development of the children.  Specific interventions delivered by our learning mentors have shown a positive impact on learning behaviour, leading to this group of pupils making better than expected progress in reading, writing and maths.  Results of an external audit showed that teaching and learning in RE is strong.  Feedback from our external peer review in July 2017 (conducted by headteachers and deputies from outstanding schools) stated that a particular strength of the school was that, "the school core values shone through all areas of school life - teaching and learning and social interactions". 

 

Pupils are given every opportunity to thrive as learners and leaders, and to lead healthy lifestyles.

Currently, 85% of our pupils demonstrate a growth mindset on a consistent basis, making them extremely effective learners. We will continue to work towards 100% in 2017/18. We have extended our range of opportunities for our Key Stage 2 pupils to be leaders, with the introduction of learning leaders, literacy leaders and school bank volunteers.  A questionnaire given to all our pupil leaders showed that they are able to explain what they have achieved in their roles and how they have helped the school and other pupils.  The introduction of a self-serve salad bar has proven popular with pupils. There has been an increased attendance at sports clubs from 34% in 2015/16 to 50.4% in 2016/17, and a record number of pupils represented the school at Level 3 Games (city wide competitions).


Further develop the curriculum to ensure pupils are taught how to keep themselves safe.

We have been focusing particularly on online safety this year, ensuring that pupils understand the dangers they could come across when on the internet. There have been no incidents of unsafe internet use or online bullying at school, where software is used to monitor pupils' online activity. Parents are made aware of how to keep their children safe online through the Online Safety page on our school website. There is also an Online Safety page for pupils, where they can get advice on what to do if they have any concerns.

 

Narrow the gap in attendance between SEN and non-SEN pupils (equalities objective).

 The attendance of SEN pupils has improved compared to last year, but is still lower than the attendance of other pupils. The gap is closing and we will continue to work on this in 2017/18.

 

OBJECTIVE 3: Embed outstanding processes of leadership and professional development at all levels.

Continue to ensure that safeguarding is a high priority for all staff and in the leadership and management of the school.

This year we introduced an online Safeguarding and Prevent assessment for ALL staff to ensure that everyone has an excellent understanding of their responsibilities to keep our pupils safe. 100% of staff passed the assessment. The Pastoral Team, led by our Safeguarding Lead Practitioner and supported by four further trained Designated Safeguarding Leaders ensure that proper procedures are followed to safeguard pupils in school and provide children and families with additional support where necessary.


Ensure that middle leaders make a positive impact on pupils' learning.

All middle leaders ensure that our curriculum is broad and balanced and contribute to achieving the main school priorities each year. They support and train other members of staff in their areas of expertise and monitor the impact of this by speaking to pupils and reviewing their work. 


Embed current systems for SEN provision across the school to improve outcomes for children with SEN.

In ALL subjects, SEN pupils made at least one term's more progress in 2016/17 than they did in 2015/16. The average points progress for SEN pupils was slightly above expected in reading, writing and maths.

 

Continue to develop a system of professional development where all needs are met.

Aspirational targets and the high expectations of all staff have led to better than expected pupil progress across the school for reading, writing and maths this year.

 

Further improve communication with all stakeholders (pupils, parents, staff and governors).

This year we increased the use of questionnaires for pupils and staff, and continued our practice with regards to parent questionnaires. Responses are used to evaluate and develop practice at all levels.  The school website was re-designed to provide parents and pupils with significantly more information about the school and how pupils can continue their learning at home. INSPIRE workshops were reintroduced for all year groups, and workshops offered to Early Years parents were extended and very well attended. Staff continued to use pupils' individual school planners to share learning targets with parents. Link governor roles have greatly strengthened the communication between governors and school leaders at all levels, ensuring that outcomes for pupils improve.