School Development Plan priorities 2019-2020


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.




Leadership Actions

  • Use data collected to identify any under performance across the school
  • To monitor the quality of teaching and learning
  • To monitor quality of writing opportunities across the curriculum
  • To organise curriculum link governors to meet with subject leaders to discuss curriculum and standards
  • To continue to ensure legal compliance with the running of the trust
  • Review and adhere to the principles in the Academies Financial Handbook
  • To oversee roofing replacement to the main building
  • To refresh the infant toilet blocks
  • To improve the school signage
  • To secure and maintain the vacant caretaker house



EYFS Actions

  • Utilise outdoor provision to provide more independent writing opportunities.
  • Provide writing opportunities based on children’s interests.
  • Lead a Phonics and Reading meeting for parents and carers.
  • Plan regular interventions for EAL children focusing on language acquisition and application of skills.
  • Ensure EAL children have an extra 1-1 read weekly.
  • Provide a range of speaking and listening opportunities.
  • EYFS staff member to take part in social skills training.
  • Ensure play partnering is taking place, where adults facilitate play and model good social skills.
  • Implement specific social skills interventions focussing on gaps in learning.
  • In class support to be given to children identified as underachieving in PSED.



English Actions

  • Plan and deliver phonics meeting for parents from Nursery to Year 2
  • Plan and agree a new class-based approach to teaching phonics
  • Ensure interventions are put into place for under-achievers
  • Ensure there is a consistent, structured approach to the teaching of guided reading.
  • Improve the percentage of children achieving greater depth at the end of Key Stage Two
  • Plan regular learning walks for guided reading.
  • Plan opportunities for cross-curricular writing.
  • Ensure interventions are put into place for under-achievers
  • Introduce Read, Write, Perform units as an additional resource to support the teaching of writing



Mathematics Actions

  • Introduce Rapid Recall (RR) questions daily (post it notes).
  • Introduce Rapid Recall sheets after a unit of work.
  • Question children on prior learning linked to the RR sheets when completing a book scrutiny.
  • Baseline planet maths.
  • Run a multiplication club for those children who need to be targeted.
  • Practise TT Rockstars at the beginning of an ICT lesson.
  • Hold Parent workshop to show TTRockstars.



SEND Actions

  • Intervention tracking sheets to be completed and kept in SEN assessment folder.
  • Introduce the Birmingham A2E Toolkit Framework to track the progress of our SEND children in English and Maths
  • Purchase PSS Toolkit Tracker
  • Complete training for the Toolkit Progress Tracker and data interpretation course to support Provision Management
  • Intervention book/work scrutiny
  • Appoint a member of staff to deliver Speech and Language activities for children with significant needs/awaiting outside intervention.
  • Appoint a member of staff to deliver social skills intervention to support those children with challenging behaviour.
  • Training for Speech and Language and Social skills.
  • SEN staff meetings
  • SEN communication book.