School Development Plan priorities 2016-2017

 

Our School Development Plan (SDP) is written annually. At Stirchley we look at our data to identify areas of development which may includes new initiatives. This is followed by a discussion with our staff and school governors, where their thoughts and opinions are added. The Senior Leadership Team then collates the information together so we all know what we are working towards.

 

Foundation Stage

  • To plan topics based around the children’s interests.
  • To plan suitable daily interventions for under achievers in order to close gaps quickly and move learning on.
  • To continue to embed the use of the COEL.
  • To organise frequent ‘Stay and Play’ sessions for parents across Nursery and Reception.
  • To plan a workshop where parents can learn to support their child at home.
  • To utilise the skills of parents and carers in school
  • To ensure more able children are being appropriately challenged within the continuous provision.
  • To ensure the more able are challenged through targeted intervention.

 

Mathematics

  • Year 1 and Year 2 reaching mastery within a lesson to be challenged through the NCETM greater depth questions.
  • Children to complete Maths Early Bird (More Able Tasks) from the More Able challenge book to develop further Reasoning, Problem solving and Fluency skills.
  • Year 2 children to advance to applying multiplication and division skills as they reach the expected planet maths stage.
  • Accurate assessment data and evidence to be kept up to date-Classroom Monitor/Books/Planning
  • Children identified from data and class teacher knowledge. Children to be discussed, actioned, tracked and reviewed in Pupil Progress Meetings.
  • Appropriate SMART actions put in place and actions implemented.
  • At least one child per class identified to form part of the book trawl from the subject leader-early identification of children not making progress.

 

English

  • To implement new medium term plans for English.
  • To implement more rigorous moderation and assessment procedures for writing.
  • To use outcomes of regular moderation and assessment to feed into planning.
  • To improve spelling outcomes in regular assessment and spelling in written work.
  • Accurate Assessment data and evidence to be kept up to date-Classroom Monitor/Books/Planning.
  • Children identified from data and class teacher knowledge. Children to be discussed, actioned, tracked and reviewed in Pupil progress meetings.
  • Appropriate SMART actions put in place and actions implemented.
  • At least one child per class identified to form part of the book trawl from the subject leader-early identification of children not making progress.

 

Special Educational Needs and Disabilities

  • NJG and CN to meet during the Autumn Term to select a new spelling intervention aimed at pupils for whom current schemes are not as successful.
  • First full academic year of inputting data onto the Classroom Monitor system for identified SEND pupils. Use tools within Classroom Monitor to effectively identify progress for individual and groups.
  • Class based Teaching Assistants to have their own logging in details in order to access Classroom Monitor.
  • Introduce the Birmingham A2E Toolkit for Language and Literacy to track the progress of our New to English children.
  • NJG to liaise frequently with VP to share with her the responsibilities of the SENDCO role at Stirchley Primary School.
  • NJG to continue to work alongside LS to share with her the responsibilities of the Pastoral Manager role.