School Development Priorities


School Development Plan priorities 2017-18

Meare Village Primary School - Development Plan 2017-2018


Key Priority 1 – Outcomes for Pupils
Ensure that pupil outcomes in all year groups are outstanding
    • All adults use children's prior attainment outcomes to set work ensuring at least national levels of progress are made based on their prior attainment band
    • Supporting identified SEN and PP children so that they make at least national levels of progress
    • Children’s attainment exceeds national levels, particularly in KS2 and in R,W,M combined

Reason for Priority: Ambition for all children to meet or exceed prior attainment outcomes

December Milestone

    • Teachers set aspirational targets based on prior attainment
    • Children's work in all year groups reflect school: consistencies, clarity, expectations
    • Evidence of progress in addressing identified barriers to learning
    • December targets achieved for all year groups

March Milestone

    • Progress and attainment of Mid-attainers is at least in line with expectations for this time in the year
    • Outcomes and progress are evident across all areas of the curriculum
    • March targets achieved for all year groups

July KPI

    • Attainment for all Year Groups matches or exceeds national levels, including R,W,M combined
    • Minimum of 3TP progress in R,W,M and greater where needed
    • Progress of Mid-Attainers exceeds Prior Attainment outcomes

Key Priority 2 – Quality of Learning, Teaching and Assessment
Regular and rigorous assessment informs high quality teaching in all classes:                     
2.1 Teachers have consistently high expectations of all children’s outcomes, progress and their attitudes to learning
2.2 Teachers’ planning is based on rigorous assessment judgements, constantly demanding more of all children based on their starting point
2.3 Consistent use of incisive feedback, that is used by children effectively to improve their knowledge, understanding and skills

Reason for Priority: Assessment needs to be consistent and rigorous across the school to inform high quality teaching in all classes

December Milestone

  • Triangulation of outcomes identifies at least Good teaching in all classes, with 60%+ majoratively Outstanding
  • School assessment systems accurately match children’s outcomes
  • Progress is clearly accelerated through clear dialogue between adults and children

March Milestone

  • Triangulation of outcomes identifies at least Good teaching in all classes, with 60%+ consistently Outstanding
  • Planning is based on specific next steps identified in the school assessment system
  • Progress is maintained through clear dialogue between adults and children, with a focus on Mid-attainers

July KPI

  • Triangulation of outcomes identifies at least Good teaching in all classes, with 80%+ majoratively Outstanding
  • Incisive feedback has resulted in accelerated progress for targeted children

Key Priority 3 – Effectiveness of Leadership and Management
Ensure that ALL leaders consistently focus on improving outcomes for all children
3.1 Leaders and Governors have a deep, accurate understanding of the school’s effectiveness
3.2 Disadvantaged children have good outcomes, supported through the uncompromising ambition of the Pupil Premium Champion
3.3 All teachers take a responsibility to lead areas of the school improvement
3.4 Governors’ challenge of school leaders at all levels has clear impact on standards
3.5 Leaders focus on consistently raising standards

Reason for Priority: Monitoring and challenge for all staff needs to be relentless from all leaders

December Milestone

  • Subject leaders can articulate and demonstrate the impact of their leadership
  • PP Champion ensures that staff plan work to address the precise needs of their disadvantaged children
  • All teachers have individual targets triangulating to action points from internal and Hub CPD activities
  • Governors’ records clearly demonstrate challenge and impact on standards/provision

March Milestone

  • Subject leaders can articulate clearly the impact of their leadership matched against progress of each prior-attainment group
  • PP Champion’s monitoring of disadvantaged children shows the narrowing of the gap compared to non-disadvantaged
  • All teachers can provide examples where their individual targets have impacted on standards
  • Standards/provision have improved as a result of clear challenge from Governors.

July KPI

  • Progress is accelerated from children’s starting points by all Leaders' uncompromising ambition for all children
  • Impact of monitoring and challenge by all leaders demonstrates accelerated progress for all children
  • The range of subjects and courses helps children acquire knowledge, understanding and skills in all aspects of their learning

Key Priority 4 – Personal Development, Behaviour and Welfare
Children’s excellent attitudes to learning have a strong, positive impacts on their progress
4.1 Children demonstrate respect for others’ ideas, needs and points of view
4.2 All children’s successful attitudes to learning, including those from disadvantaged groups and SEN, are celebrated
4.3 Develop children’s strategies so that they are resilient to failure
4.4 Academic progress is supported by regular attendance at school

Reason for Priority: Children consistently demonstrate effective behaviours for learning in all aspects of school life

December Milestone

  • Work in books shows children responding positively to challenge from adults’ marking
  • Learning attitudes are supported through a programme of PSHE in all classes
  • Monitoring shows that mindfulness strategies used in class aids children in starting lessons with positive attitudes

March Milestone

  • Children’s written feedback peer to peer provides insightful and sensitive challenge
  • Monitoring of the new PSHE programme shows increased positive attitudes
  • Children’s verbal feedback to Governors shows a positive impact of strategies to support behaviours for learning

July KPI

  • Pupil questionnaire shows positive attitudes to learning
  • Monitoring of celebration of success has a positive impact on all children attitudes to learning

Key Priority 5 – Early Years Provision 
Ensure that all children make high rates of progress, in relation to their starting points
5.1 The EYFS environment is inclusive and promotes curiosity, imagination and concentration in all children
5.2 Highly focused professional development secures progress of all children, including disadvantaged and those with SEN
5.3 Assessment systems are effective in challenging children relative to their starting point

Reason for Priority: Ambition for the 2017 EYFS cohort to make substantial and sustained progress relative to their starting point

December Milestone

  • Teachers plans to support the progress of all children have had a positive impact
  • Robust assessment systems are tailored to individual children and demonstrate progress for all children

March Milestone

  • Leaders demonstrate their uncompromising drive for improved outcomes for all children
  • EYFS provision is adjusted in light on relentless ongoing assessment and observations
  • Children with specific Education Plans are making good progress

July KPI

  • EYFS GLD is in line with 2017 national values
  • Year 1 children in Class 1 make good progress relative to their prior attainment
  • Children who arrived in EYFS at a lower starting point make sustained progress