School Development Plan priorities 2020-2021

 

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 underperformance across the school
  • Secure fundamental skills in maths and English from the ‘missing’ terms
  • To monitor the quality of teaching and learning
  • Key Leaders to attend governor meeting (Standards and Attainment) to report on progress
  • To continue to ensure legal compliance with the running of the trust
  • Review and adhere to the principles in the Academies Financial Handbook
  • To increase the number of members to above 3 ensuring appropriate skill sets
  • To refresh the infant toilet blocks
  • To improve the school signage
  • Re-decoration of upstairs classrooms and corridor
  • Maintain the Caretaker House garden

 

 EYFS Actions

 

  • 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
  • SMSC sessions will focus on main areas of need within PSED
  • All of EYFS staff to meet weekly to discuss and plan for the continuous provision (child-led and independent activities) across the unit
  • Create a timetable detailing where and when staff members will lead activities and outdoor sessions to ensure consistency and improve communication
  • Class teachers across EYFS to plan adult led activities together

 

English Actions

 

  • Teachers in Yr 4-6 to deliver 20-minute spelling catch-up every day
  • Teachers to adapt Autumn 1 unit of work to address KPIs
  • Writing tasks planned in for History/Geography and Science
  • Teachers to read with PP children during assembly times
  • Training to be delivered for key members of staff
  • Phonics assessments to be carried out on children in yrs1-3
  • Year 3 to be taught Phase 6 phonics in the Autumn term
  • Direct phonics to be delivered to children who are falling behind in phonics
  • GPS starters to be planned in for each English lesson
  • All teaching staff to ensure that their subject knowledge is to the standard of their year group and phase
  • Children to leave their year group with a bank of sentences they can use in their writing

 

Mathematics Actions

 

  • Follow the Bright Pi planning for the previous year group for Place Value, addition and subtraction, division and multiplication
  • Bright Pi progression document is followed for Place Value and the 4 operations
  • Bright Pi calculation strictly adhered to.
  • End of Unit Rapid recall sheets are used as AFL to see if the skills are embedded.
  • Y5 complete the MTC if it is available as a baseline or maths frame link. TTrockstars planned in during Early Bird sessions
  • Focus on the children who have not received their timetables badge in Y4
  • 80% or more Y6 children to have completed their times tables badges by half term
  • 5 sessions a week of maths during Early bird Y1-6 to - fluent in five in Y3-5
  • Children are explicitly taught efficient mental strategies following mental arithmetic test analyse-one taught session weekly, followed by a test the next week. Explicitly teach and model the strategy-verbalise the inner thought process whilst modelling
  • To provide opportunities for children to explain their mental thinking –modelled regularly by the teacher
  • Children to complete daily Rapid recall questions (RR) based on mental calculations-stick with the same type of calculation for a week

SEND Actions

 

  • To research different interventions to support writing across the school.
  • Deliver regular training opportunities for teachers and TAs
  • To work with external agencies- Pupil School Support (PSS) and Communication Autism Team (CAT) to support with training for SENDCO and teaching staff
  • SEN baseline assessment to be completed using SEN toolkit for those with red bands in reading and writing
  • Toolkit data to be inputted onto toolkit tracker- supplementary assessment
  • Any areas of the assessment which are recorded as negative from the previous assessment need to be addressed through support and intervention
  • To complete the Wave of Provision sheet
  • To use the whole school wave provision map
  • To introduce and use an Intervention Record book for each year group