School Development

At the end of each academic year, the school collects data in all subjects and also speaks to the children, staff and parents of the school to investigate the strengths and areas of development for the year ahead.

This year (2021 – 2022), we have 5 key areas that the school wish to develop.

Key Area 1: Attainment & Progress: Covid-19 Recovery


As a result of Covid-19, from March 2020 to July 2021, the children had several disruptions to their education including a national lockdown from March 2020 to July 2020 & January 2021 to March 2021, class bubble closures, individual isolation and staff absence due to isolation.

End of year data (July 2021) showed several pupils in each cohort declining from Greater Depth to Expected, Expected to Working Towards and Working Towards to Below when compared to levels taken just before the first lockdown in March 2020. This significantly impacted end of year results with regard to the percentage of pupils working at the expected level or above.


The aim of this key area is to have a secure and in-depth understanding of the impact that Covid-19 has had on the attainment & progress of individual pupils across the school. This is so that the necessary changes can be made during 2021 – 2022 to the curriculum, teaching & learning and intervention/tuition programmes so that pupils are supported in returning back to making expected progress or more overtime.





Children to complete end of year assessments (July 2021). Gap analysis documents to be produced by teaching staff. Assessment to be used to inform planning during the next academic year to support with catch up.


School to produce a clear tracking and monitoring document so that class teachers can clearly identify pupils that are no longer on track to make expected progress overtime as a result of lockdown, class bubble closures, isolation and other disrupting factors over the past two years. Teachers to target these pupils both in class and via small group intervention work. Target pupils to be identified in teacher appraisals.


As a significant number of Greater Depth children were identified as moving from Greater Depth to Expected during July 2021 assessments, school to provide more Greater Depth interventions for these children (including face to face tuition) and target these children during teaching & learning in lessons.


The school day to be extended so that additional Maths/English learning sessions (specific to cohort need) can be added to support teaching & learning. Flexibility to be given to teachers with regard to the timetable so that they can prioritise key and critical learning for their cohort.


Reading, Writing & Maths expectations for the term to be shared with Parents/Carers at the beginning of the year so that they are aware of what is expected from theie chid by the end of the year.


School to provide parent/carer workshops with regard to how they can help their child at home with Reading, Writing & Maths.


School to promote reading, practising spellings and playing on TT Rockstars as much as possible when at home and celebrate their success in doing this. Also, the school to re-introduce the previously held reading, timestables & spelling competitions to encourage additional learning at home.


CPD to be provided throughout the year for all staff in the following areas: Phonics, Maths Methodology, Teaching Reading & Working Walls.


Year 6 to return a week earlier than other year groups to support them with settling into Year 6 and with addressing any gaps that have been identified from Year 5.


As spelling was identified as an area of concern when discussing writing assessments, English Lead to implement a new Spelling Programme. Discrete spelling to be taught each day.

Success Criteria:

100% of pupils that declined in levels between March 2020 and July 2021 return back to their initial academic level by the end of July 2022.

Key Area 2: Phonics & Early Reading


For the past three years, the school has been using the Letters & Sounds Phonics Scheme of Work which from February 2022 will no longer be a sufficient Scheme of Work for the school to use.

Results in Reading at the end of Reception 2021 was lower than previous years showing the impact that Covid-19 had on some of our Reception children in Reading. (Previous Years – 2020: 70.0%, 2019: 73.1%).

Phonics results, although steady, fluctuate between being in-line with national and slightly below national and therefore the school aims to have results consistently above national. (Previous Years – 2021: 80.0%, 2020: 80.7%, 2019: 82.8%).


The aim of this key area is to ensure that the school has a successful validated phonics programme fully embedded in school by February 2022 to support early reading and to increase the reading attainment in Reception & Year 1. Also, to increase the phonics screening scores so that the score is above national in 2022.





School to secure a validated Phonics Programme, provide training to staff, purchase resources and organise timetables for the delivery of this programme.


School to share with parents/carers the new phonics programme as well as provide information on how to effectively listen to their child read. Parents to be invited into school to listen to their child read on regular occurrences – reading mornings.


School to re-introduce home reading awards, invite guest readers / authors into school, continue to purchase texts as requested by the children, invite book companies into school to promote books, ensure reading areas in each classroom are inviting, encourage more use of the immersion room for when reading to the children as an additional stimulus.


School to assess all under-performing pupils from Year 2 to Year 6 to identify accurate barriers to learning using the new Little Wandle Assessments Tools. Intervention to be implemented where required.


School to ensure that all reading books match phonics levels and reading ages. Also, that the books sent home are engaging and enjoyable for the children to read.


Timetables to be organised so that there are several sessions dedicated to reading – Silent Reading, Guided Reading & Class Read etc.


CPD to be provided for all staff with regard to the new Phonics Programme and Reading Programme.


1:1 & small group reading interventions to be implemented for identified pupils.

Success Criteria:

Phonics results at the end of  Year 1 will be above national – Target 82%.

Reading at the end of Year 1 will show a significant increase from end of year Reception scores.

When listening to children read, children will use their phonics to decode the reading of more complex words.

All books will be matched to the correct age and reading ability.

A significant majority of children in Year 1 will have a reading age in-line with their actual age.

When speaking to the children, they will talk positively about reading and be able to name different authors/genres and talk about their favourite story.

The percentage of children reading at least three times at home each week will be at least 90%+ per class.

Key Area 3: Vocabulary


  • Research has shown that having a good understanding of a range of vocabulary in all areas of the curriculum can significantly support and strengthen fluency in reading and comprehension understanding.

  • The school is aware of the 30-million-word gap research (45 million for middle class & 13 million for poorest groups by the age of 3) and from data can see that there are some gaps between Pupil Premium Pupils and Non-Pupil Premium Pupils in attainment in reading in the majority of year groups at the end of July 2021. Current Year 1: Gap of 32.2%, Year 2: Gap of 32.3%, Year 3: Gap of 50.0%, Year 4: Gap of 39.8%, Year 5: No gap, Year 6: Gap of 13.3%. Last year (July 2021), the school ended with a gap of 31.4% in reading between PP Pupils and Non-PP Pupils. The gap however can be seen reducing as the children move further up the school.


To ensure that time is allocated in all lessons to explore key vocabulary in detail so that a good understanding of the meaning of words is obtained, in addition to the children being able to use the word within the correct context.





To provide staff training in the importance of exploring vocabulary with the children. To share the research carried out with regard to disadvantaged pupils and non-disadvantaged pupils and link with vocabulary development.


Subject Leaders to ensure that each unit of work has an associated vocabulary list and agreed definitions. Knowledge Organisers to display these key words and these words to be referred to frequently throughout the unit of work. Teachers to ensure that when pupils answer questions they use words from the recommended vocabulary list within their answer.


Key vocabulary to be displayed on all subject working walls with definitions to support the children with their understanding of the meaning of these words.


All staff to plan time within lessons and sessions to explore vocabulary with the children. Prep work to be carried out by staff before engaging in a text. This is to ensure that the teacher has good teacher knowledge of the words that they will be discussing with the children and have visual clues ready if these will be effective in supporting the child in learning what the word means.


School to purchase better quality non-fiction texts linked to other subjects such as Science, History & Geography so that the children have better access to quality texts and vocabulary linked to specific subjects.


The prosody reading sessions in KS1, target reading with fluency and expression. The English Curriculum is based around texts which make explicit links with the Non-Core Curriculum allowing children to revisit, review and extend their knowledge of key vocabulary.

Success Criteria:

  • Attainment of Pupil Premium Pupils will increase in all subjects when compared to end of July 2021. Targeted PP Pupils (1 or 2 PP Pupils per class) will move from Working Towards to Expected by the end of the year. This increase should result in the gap between PP Pupils & Non-PP Pupils in each year group continuing to narrow and attainment overall increasing.

  • Both PP Pupils & Non-PP Pupils will be able to articulate their learning using key vocabulary to enhance their description. PP Pupils should be able to do this at the same level as Non-PP Pupils.

  • The expanding of vocabulary should enhance reading, allowing children to read more fluently.

  • In writing, there should be an observed increase in the language choices that the children are making and using.

Key Area 4: Health & Well-Being


  • As the school is on its journey to recovering from the pandemic, it is important that the school considers the impact which the disruption, isolation and missed schooling has had on the mental health of its pupils, parents/carers and staff.


To ensure that the school have systems in place to ensure the health and well-being of staff, pupils & parents/carers so that they all feel well supported and looked after.



Actions for Parents/Carers


School to re-introduce face to face meetings, whole school events and parents evening so that parent/carers can return to being part of school life on a face to face basis.


The Pastoral Team to organise help/support workshops for parent/carers to support them with helping their child at home, for example: Sleep, Healthy Eating, ADHD/Autism Support Groups & Community Network Groups etc.


To re-introduce regular invites for parents/carers to celebration events such as Celebration Workshop if their child is the VIP. Lots of blogging of good work on the school website and Facebook page.


Place a worry box in the entrance hall for parent/carers to add  a comment to if they wish for the school to address a concern.


Actions for Children


Teachers to ensure that there is at least one trip out of school each term. This is to help with the children’s enjoyment and building of experiences after being in lockdown for a significant period of time.


At the start of every term, to spend time focusing on mental health. Teachers to have the flexibility in their timetable to schedule much needed slots to talk to the children about any issues or concerns. School to participate in World Mental Health Day and Mental Health Awareness Week.


School to gradually introduce the children being back together during Worships.


Teachers to make best use of the Forest Schools provision to enhance learning and create time for reflection and class team building.


Each class to have a WOW work wall, VIP, send post cards home, give out dojos etc. Lots of positivity with the children and celebration. Introduce sharing good work on the weekly newsletter.


Vulnerable Provision Maps to be put together to ensure that individual pupil pastoral needs are met.


In each classroom, to have a Reflection Area with a prayer box and worry box for the children to put in any worries that they may have. These to be checked each week.


School to re-instate breakfast club for vulnerable pupils to attend each morning 8.30am to 9.00am.


Teachers to ensure that the feelings board is completed each day, alternative feelings board to be used for more vulnerable pupils in Breakfast Club room.


The school to offer a range of mental health clubs for the children to participate in which teaches them how to relieve stress.


School to re-introduce working in house teams and the organisation of special events linked to house teams.


Actions for Staff


Each week, SLT to select a VIP  in which all of the staff within this year group will be treated as VIP staff members for this week. This will include staff enjoying a special lunch and welfare meeting with EH/RD.


Once every half term, there will be a coffee/tea and cake afternoon which staff can go to see the governors to discuss any concerns or issues that they have or just have conversation and catch up with them about what they have been doing in school.


To ensure that there is good communication between all members of staff.


To ensure that throughout the year there are regular opportunities to review work tasks to ensure that there are no unnecessary tasks being completed by staff adding to teacher workload.


Subject Leaders to provide CPD that meet the needs and requirement of the subject.


The English Subject Lead to develop a quicker system for changing reading books and staff to be issued with postcards, stamps and an address sheet so that these can be completed in the class rather than moving between the office and classroom.


More flexibility in the timetable for teachers to prioritise learning and the children’s well-being.

Key Area 5: Early Years


  • Previously, Early Years has been in the 5th Quintile for attainment of GLD. In 2019, this moved to the 4th Quintile after the school worked incredibly hard to develop the provision, environment and tracking system so that this could be used to ensure effective targeting of individual children requiring support in specific or prime areas of the Early Years Curriculum. Since these successful developments, the school and the new children coming into Reception have experienced the disruption of the pandemic. In September 2021, the school also implemented the new Early Years Curriculum. As a result of this, the school feels that having an SDP focus on Early Years would be beneficial in supporting Early Years in continuing its successful developments from 2019.


The aim of this key area is to ensure that Early Years continues to increase its end of year attainment in GLD so that this is at least in line or above National Expectation.





To review current learning environment to ensure that this meets the requirements of the new Early Years Framework and develop as necessary.



To review current outdoor learning environmentto ensure that this supports all areas of the Early Years Framework, in particular Physical Development.



To meet regulary with the Early Years Team to develop staff understanding of the Early Years.



To ensure that the tracking is used effectively to identify areas of development for individual pupils.




To provide intervention in the following areas: SEND, Phonics Keep Up & Targeted Areas for Development.



To work with the Early Years Team to design a curriculum that is aspirational and engaging and which meets the requirement of the Statutory Framework and which equips pupils with the knowledge and skills to effectively transition to KS1.


Once the children are settled, introduce independent learning challenges so that they are encouraged to explore all of the setting and engage in activities that are appropiate to their personal development.


During the Summer Term, to support the children in preparing for Year 1 by developing a transition programme working closely with the Year 1 teacher.

Success Criteria:

Results at the end of  Early Years will be above national – Target 72%.

Children on the SEN Register will have met their ITP Targets and made good progress.

When observing the children, they will be engaged in their setting and working well both with others and independently.

Children are ready for transition to Year 1.