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School Development Plan 2019-20


Below is information for parents on the main priorities

for the school in 2019-20.


SIP 1: To design and resource a whole school curriculum for sustained mastery in core and foundation subjects, and for personal development.

  • Improved teaching practice for maths mastery will be embedded across the school, leading to greater pupil progress.
  • Improved teaching practice in whole class reading will be embedded in Years 2 to 6, leading to greater pupil progress.
  • Greater pupil progress in writing will be achieved through embedding the robust teaching of vocabulary and extending models of writing for a range of audiences and purposes.
  • Book stock in EYFS and KS1 classroom libraries and KS2 library will be reviewed and updated to extend the selection of good quality fiction and non-fiction texts.
  • Subject coordinators will ensure that new medium term planning shows clear progression in knowledge and skills from Year 1 to Year 6.
  • Subject coordinators will monitor children’s work to ensure that good progression in knowledge and skills is evident across the school, and report to senior leaders.
  • Curriculum design will ensure coverage of the National Curriculum with topics chosen according to their relevance for our school community (see Curriculum Overview on the school website).
  • The curriculum will continue to be broad and balanced, and coverage will ensure that the vast majority of pupils achieve at least age-related expectations in all subjects by the end of Year 6.
  • Children will revisit knowledge learned across the curriculum regularly in order to commit this to long-term memory.
  • Children’s retention of knowledge will be monitored regularly through activities such as quizzes.
  • Our SRE curriculum and policy will be reviewed/amended in light of new statutory guidance: Autumn 2019 – senior leaders and governors will review current policy and curriculum and make amendments based on the statutory guidelines; Spring 2020 – parents will be consulted via parent workshops; Summer 2020 –SRE lessons will be delivered after notifying parents of where they have a right to withdraw.
  • A Cherry Orchard Citizenship Award will be introduced for pupils in Years 3 to 6. Pupils can choose to work towards a Bronze, Silver and Gold Award throughout their time in the juniors.
  • Understanding children’s rights will continue to be developed across the curriculum where relevant, with a Rights Respecting Focus Week planned for the spring term. The aim is to achieve the Gold Rights Respecting Schools Award by the end of the academic year.
  • The trim trail and staging area next to the infant playground will be replaced in the autumn term 2019 to further improve the range of outdoor activities available.


SIP 2: To teach the skills that pupils need in order to take advantage of opportunities, responsibilities and experiences in education and beyond.

  • Our five Learning Tools (skills that we teach the children to develop across the curriculum) will be improved upon this year. Eight Learning Skills that cover the areas of communication, creative problem-solving, self-management, and collaboration will be taught.
  • The skills that will be taught are as follows: listening, presenting, problem solving, creativity, staying positive, aiming high, leadership, teamwork.
  • Teachers will use prior training and the Skills Builder Framework and resources to teach these skills across the curriculum in appropriate steps, building on each skill each year, with the aim to develop life-long independent learners.
  • An Enterprise Focus Week will take place in the spring term 2020.


SIP 3: To ensure that pupils with special needs meet their individual targets.

  • Staff will work with parents to explore and address the issue of poor attendance of our SEND pupils compared to other pupils in school and other SEND pupils nationally.
  • A clear graduated response system will be followed in order to identify pupils with SEND and ascertain their primary area of need in a timely manner.
  • Senior leaders will use a clear overview of the primary and secondary needs of all our SEND pupils to arrange appropriate additional provision and staff training.
  • All SEND pupils have individual learning plans (to include attendance targets where appropriate) that are reviewed termly with parents at parents’ evenings.
  • Senior leaders monitor the effectiveness of additional provision for SEND pupils on a half-termly basis.
  • SEND Coordinator to attend and disseminate any necessary training with regards to leading best practice teaching of SEND pupils, and to attend termly NASEN SENCo network meetings.
  • We will continue to work with other professionals to ensure our provision for pupils with an EHCP effectively addresses their individual needs.
  • We will develop our assessment and tracking system to ensure attainment of SEND pupils is recorded accurately and next steps are clear, leading to greater pupil progress.