Strategic Development Plan - Rudston Primary School€¦ · Web viewThe Plan is developed through discussion by, and consultation with, staff, governors, parents and pupils. It

[Strategic Development Plan]

2017-2020Rudston Primary school

‘To develop a love of learning, enabling all children to reach their full potential’

Rudston Primary School 3 Year Strategic Plan 2017-2020

Mission statement

Rudston Primary School Our pupils are at the centre of all we do

What can you expect from

us ?

How do we strive to be distinctive?

How do we want the Rudston

community to feel ?

What are we like as an

organisation ?

Amazing opportunities

To know each child as an individual

A progressive approach to education

Excellent learning environments

A broad and balanced curriculum

The quality of relationships

Inclusive and embracing

Innovative and creative thinking

A sense of place

Clear sighted

Self Critical

Driven with moral purpose

Positive

Community minded

Trusted

Welcomed

Respected

Engaged

Inspired


‘To develop a love of learning, enabling all children to reach their full potential’Our ValuesRespect, Responsibility, Challenge, Enjoyment, Resilience

We will achieve this by: Setting high standards and goals for all Ensuring pupils take responsibility for their own learningUsing a variety of effective and inspiring teaching strategies and effective feedbackProviding excellent learning opportunitiesHaving clear and consistent shared expectations of allWorking in close partnership with parents, carers and communitySharing and celebrating the successes of everyone in our school communityDeveloping an increasingly differentiated and distinctive learning environment

In an environment which is:Safe and nurturing Fun, exciting and purposeful Trusting respectful and inclusiveAppropriately resourced and organisedAccessible by the whole school and wider community


Strategic Implementation Plan :The aim of this plan is to secure pupils’ academic achievement and personal development.The School Development and Improvement Plan sets out the school’s strategy and development planning for the academic year each September. It sets out specific Action Plans for the year aheadThe Plan is developed through discussion by, and consultation with, staff, governors, parents and pupils. It is informed by School Self-evaluation. School Self-evaluation may also lead to amendment of the plan during the year. The Strategic Plan will be reviewed each yearBackground and Current Position :

It is important to state from the onset that we are confident that our school community is led by a governing body and leadership team who have a clear vision for our school and the ability and experience to secure the commitment of all stakeholders to that vision.We value all contributions and will make every effort to celebrate our successes.We will act with integrity and consistently in line with our agreed vision setting clear goals to structure the strategic intentions.We will link the vision with actual school & classroom practices and pupil learning, monitoring and adapting methodologies depending on progress.We will reconsider and revise the vision where necessary and encourage a visionary approach at all levels.As a leadership team we have a real sense of responsibility that as leaders we will keep abreast of new educational theory and practise. However, we will always ensure we act in the best interests of our young people and the community we serve.

Developing the Vision:Our vision statement is shared and lived by allTo establish a high expectations and success cultureTo develop an aspirational and inspirational curriculumTo develop a sustainable and high quality distributive leadershipTo build an innovative and life long learning communityTo develop and sustain outstanding Early Years provisionAcademic excellence is achieved by all studentsThere is high participation by pupils, staff and parentsOur environment is reflective of our ethos.The school community works in partnership with the local community in the development of our school.Relationships are characterised by trust, challenge and respectPupil voice is active and valued. This will be seen in pupil working parties (e.g School Council and governing body meetings).All staff and pupils enjoy a reasonable work life balance.The school collaborates and shares activities with other pupils and staff in identified schools nationally and globally.

Underpinning all of our work is the need to secure for funding to resource our learning community and enable staff and pupils to be successful within a building and learning environment which is “fit for purpose”.


Our Key Priorities1. Develop motivated, independent, self-reflective learners through excellent teaching and learning2. A curriculum which engages and excites through creativity3. Every child’s Rudston experience will provide a platform to build self-esteem, confidence and the skills to succeed in life

Goal Budget SHORT TERM Priorities for2017/2018

MEDIUM TERM Priorities for2018/2019

LONG TERM Priorities for2019/2020

OUTSTANDING LEADERSHIP AND MANAGEMENT

Develop an effective leadership team following appointment of new Head, DH, AH EYFS in September 2017

Embed effective SLT and deploy across school with outstanding effectiveness

Effective SLT in place across all areas with established Phase Leaderships

Further develop systematic processes and procedures across the school for performance management

Monitor effectiveness of performance management processes and procedures across the school

Rigorous processes and procedures for high standards of performance management are in place across school

Review and define procedures and systems for quality assurance

Embed quality assurance procedures Monitor the effectiveness of quality assurance procedures

Secure Governors’ roles including chairs of committees.Ensure monitoring schedule is in place and feedback reported to committees.

Embed Governors roles and monitoring of the school.Effective developing procedures and systems to evidence effectiveness of challenge, knowledge and insight .

Sustained, effective Governance in place across all areas with chairs established leading committees

Develop role of middle leaders to ensure accurate knowledge of pupil and school performance

Further develop role of middle leaders to ensure accurate knowledge of pupil and school performance including Pupil Groups

Middle leaders are confident in leading and judging standards and achievement across their curriculum area for all pupil groups

Effective teacher learning community drives CPD and continually enhance skills of all staff and pupil standards

Deploy all opportunities for teacher learning CPD through in house and in the wider community

Embed, effective and mutually supportive teacher learning community

Audit BV, SMSCD, Prevent, Attendance Review and case studiesReview H and S , use of Evolve

Continue to respond to and develop all aspects of BV, SMSCD, Prevent with whole school approach

Continue to respond to, all aspects of BV, SMSCD, Prevent with whole school approach


OUTSTANDING ASSESSMENT AND ACHIEVEMENT OF PUPILS (OUTCOMES)

Implement use of O track to assess using POS and benchmarks for RWMAnalysis and summaries are clear and well presented to establish strengths and weaknesses in pupil groups.Implement termly targets for RWM. Implement use of ‘O track’ to assess using POS and benchmarks for Foundation Subjects.

Implement termly targets for foundation subjects.Develop case studies to identify barriers and aids

Electronic system and case studies inform pupil progress meetings effectively and enables all children to be planned for individually to make outstanding progress. All staff and governors able to use effectively.

To plan the improvement of the quality of teaching and the curriculum delivery to benefit all children but particularly those at risk of underachievement (e.g. PP, MA, SEN). (Incl. feedback, marking and AfL)

The development and enhancement of curriculum and other provision to address the issues caused by social disadvantage and associated lack of opportunities

Embed an agreed outstanding curriculum and teaching strategies/ styles that are consistent across school but adapted for individual cohorts and children. Aspirational targets are met for all groups.

Identify gaps for PP and Disadvantaged in all curriculum areas. Establish vulnerable groups and individuals, plan individual support, overall cost and evaluate.

Plan for PP and MA PP (incl Disadvantaged) for progress to be consistent with Non PP groups. Cost % spend to % groups receiving support. Evaluate staffing and % chn accessing and reviewing impact

Planning, delivery and support for each individual child is effective and results in there being no gap between PP and Non PP (Disadvantaged and Non)

OUTSTANDING QUALITY OF LEARNING AND TEACHING

Develop a coaching triad programme for Lesson studies along with Lesson observations focused upon Maths.Secure 100% teaching being good

Set out expectations/ criteria for Outstanding teaching for all staff with rigorous observation and monitoring programme (Maths and Reading)Secure 100% teaching being good and 40% outstanding

Observing teaching is undertaken through a coaching model and this results in 100% good and 50% +teaching being Outstanding

Identify areas in teaching and learning criteria where there are gaps for individuals and plan training and

Consistently good + teaching outcomes across each class for all pupil groups. Differentiation is focused

Learning includes pupils and staff having an understanding of how they can improve and learn and


support. Develop staff knowledge of new expectations of the whole curriculum and POS and PIs With neighbourhood schools.

upon for pupil groups (incl SEND, PP, MA) . P4C is in place or ‘Lets’s Think’ style programme.

make progress in their capacity to learn through outstanding teaching across school.

OUTSTANDING BEHAVIOUR AND WELFARE OF PUPILS

Update Behaviour Policy with new legislation and Behaviour DfE 2016Implement the O Track electronic system to record behaviour incidents

Embed policy and reward and sanction system that promotes outstanding behaviour and attitudes in all pupil groups. Analyse incident logs.

Embed updated policy and reward and sanction system that promotes outstanding behaviour and attitudes in all pupil groups. Analyse incident logs.

Establish understanding of learning behaviours for staff and pupils.

Identify what are learning behaviours?How do we learn?Pupils able to identify what has changed in their thinking whilst learning a given theme / sequence?

Pupils are able to articulate learning behaviours and recognise ‘good learning behaviours’.Children have excellent attitudes and habits towards learning.

Develop leadership roles for childrenBuddy system in place across all year groups. Leadership incorporates economic and enterprise learning.

Leadership roles are accountable and records of learning and meetings are available to evaluate impact.Budgets set for roles to plan provision.Children are able to responsibly lead change in the school community.

Embed leadership roles and contributions for children across school ensuring all children in all pupil groups participate effectivelyChildren are able to responsibly lead change in the school and wider local community.

AN OUTSTANDING CURRICULUM

Further develop a rich and creative curriculum that is aspirational and with links to sustainability, outdoor and global education meeting the needs of all.Nominate a Cultural Champion and implement UNICEF Rights and Responsibilities to promote Rudston values

Plan in local and national links to learning that can enhance key skills and knowledge in the themes/ topics.British Values mapped and consistently delivered with effective impact – values and attitudes.

Sustain an effective, rich and creative curriculum that is supported by appropriate visits and creatives that enhance the learning.Learning is rich, varies and well thought out and has been carefully designed so that it is meaningful and relevant to all pupils.


Review impact of LCC.Secure consistent outcomes that map skill, knowledge and understanding progression explicit to each area.

Implement any adjustments to improve provision of LCC to ensure all children are inspired through differentiation and appropriate questioning

Embed culture of deep thinking with developed and tested sets of layered key questions to deepen thinking and question/ challenge knowledge and thinking

Progress and standards- evidence cross curricular and ensure consistent and comparable across all subject areas. Identify gaps and areas to strengthen.

Pupils make good and better progress across the full range of subjects taughtMore Able children and vulnerable groups are making equable progress

Senior leaders and MLT are undertaking work and curriculum design that provides appropriate learning and challenge to ensure all pupils reach their full potential in all subjects.

Enabling environments. Review and update Communication Friendly Spaces principles and adapt to needs of each year group. Plan for use of indoors and outdoors .Continuous Provision extended indoors and outdoors in Yr-Yr3

Enabling environments. Embed Communication Friendly Spaces principles and adapt to needs of each year group. Effective use of indoors and outdoors .Continuous Provision evident in YR to Yr 6 (adapted as relevant )

Outstanding Learning Environments indoors and outdoors are consistent and of high quality enabling and enhancing high quality teaching and learning. Environments impact upon behaviour and attendance.

Global understanding along with British values are planned and delivered through the key questions and how this applies to the wider world.

Embed links to sustainability and global education within the key questions to meet the needs of all children .

Children are globally aware and have an understanding of wider social, physical and economic issues.

Digital Literacy is delivered effectively by teachers across school.Computing is planned for and delivered consistently incl. use of Radio room and Immersive 3DHall

Digital Literacy is delivered effectively by teachers across school.Computing is planned for and delivered consistently incl. use of Radio room and Immersive 3DHall

Maximise the potential for technology to enrich curriculum,Computing is planned for and delivered consistently incl. use of Radio room and Immersive 3DHall

EFFECTIVE PARTNERSHIPS WITH OTHERS

Sustain Strategic Partnership with Hope University, gain strategic partnership status Liverpool JMU

Embed partnerships and forge new partnerships with local schools and further education establishments

Sustained , effective partnerships and collaborations with local schools and further education establishments to support Rudston


SLT Peer Review work with OLBE, Much Woolton- Pupil OutcomesG10 network attended by HT

SLT and MLT Peer Review with 3x schools G10- SDP , SSEG10 network attended by HTShared project work through ITE/ Teaching School Funding

SLT, MLT, Subject Leads Peer review- Leadership, CurriculumG10 network attended by HTCourses provided by Rudston and CPD attended through G10 / ITE/ TS

OUTSTANDING SAFEGAURDING

Plan and deliver ‘Healthy Schools Fortnight’. Identify Health& Wellbeing opportunities across the curriculum for children, parents and staff

Introduce ‘Childhood Obesity: a plan for action’ (DOH) Review and award criteria met across school

Healthy School Status sustained and children have a clear understanding of Healthy lifestyles and opportunity in school.

Safeguarding Audit (LA 175 Audit) is undertaken and identified actions are implemented to have outstanding safeguarding practise . Govn identified and supported by Vice Chair (GD)

Safeguarding Audit (LA 175 Audit) is undertaken and identified actions are implemented to have outstanding safeguarding practise. Govn undertakes role with DSO.

Safeguarding Audit (LA 175 Audit) is undertaken and identified actions are implemented to have outstanding safeguarding practise. Govn undertakes role with DSO.LA Review undertaken


Documents

Strategic Development Plan - Rudston Primary School€¦ · Web viewThe Plan is developed through discussion by, and consultation with, staff, governors, parents and pupils. It