School Development Plan

Priority 1 Objective: Enhance Literacy and Numeracy Foundations for All Pupils

We will improve pupils’ reading accuracy, fluency, and stamina from Early Years through Key Stage 1 by delivering daily phonics and fluency practice using phonically decodable books, ensuring all pupils, including those with SEND and dyslexia, are fully supported.

We will embed evidence-based dyslexia and literacy support across the school through specialist interventions and inclusive classroom strategies, alongside integrating assistive technology to increase pupils’ independence in literacy.

Our teaching staff will receive ongoing professional development focused on the new writing framework and the effective delivery of a sequenced, progressive writing curriculum, with a particular emphasis on early writing skills in Reception.

In mathematics, we will raise pupils’ confidence and fluency, especially in arithmetic and fractions, by ensuring regular, targeted practice sessions in Key Stage 1 and early Key Stage 2, aiming to increase the number of pupils achieving high scores in assessments.

We will strengthen the quality of teaching and learning in Science to help pupils retain key knowledge effectively.

SEND provision will be fully embedded within the core curriculum, supported by staff training in adaptive teaching strategies and a commitment to fostering an inclusive culture that promotes the wellbeing of all SEND pupils.

Priority 2 Objective: Promote Consistent Behaviour and Safety Across the School

We will ensure a whole-school approach to behaviour management, creating consistency and coherence in how expectations are communicated and upheld in every classroom and setting.

All staff will be supported to model and teach expected behaviours explicitly, including helping pupils develop essential self-regulation skills to manage their own behaviour positively.

Behaviour data will be carefully monitored and analysed to identify patterns and inform timely, targeted interventions that support pupils effectively.

For pupils requiring additional help, we will provide tailored, intensive behaviour support to meet their individual needs and promote their wellbeing and safety.

Priority 3 Objective: Cultivate a Holistic Approach to Pupil Well-being and Character Development

We will embed a whole-school approach to mental health, emotional resilience, and character development, ensuring every pupil feels safe, supported, and valued.

All staff will be trained and supported to deliver high-quality well-being and Relationships, Sex and Health Education (RSE) that meets statutory requirements and promotes pupils’ emotional literacy and positive relationships.

We will regularly monitor and evaluate the impact of our well-being and RSE provision, using pupil and staff feedback alongside behaviour and resilience data to inform ongoing improvements.

For pupils needing additional support, we will provide targeted interventions to enhance their mental health and well-being, ensuring they can fully engage and thrive in school life.

Priority 4 Objective: Strengthen Leadership Capacity and Accountability at All Levels to Drive Continuous School Improvement

We will develop and empower leaders at all levels, ensuring they have the skills, confidence, and resources to lead their areas effectively and contribute to whole-school improvement.

All subject and middle leaders will receive targeted professional development, mentoring, and structured opportunities to lead curriculum development, teaching quality, and assessment practises aligned with school priorities.

We will establish clear leadership roles and responsibilities, with robust systems for monitoring, evaluation, and accountability, ensuring leaders can track progress and impact within their teams and subject areas.

Succession planning will be embedded through identifying and nurturing potential future leaders, providing them with tailored leadership pathways and opportunities to build capacity and resilience within the leadership team.

Leadership effectiveness will be regularly reviewed through performance management, feedback from staff and pupils, and evidence of improved teaching, learning, and pupil outcomes, with actions taken to address any gaps.

Priority 5 Objective: Enhance Early Reading, Oracy and Maths Across the EYFS

We will embed a high-quality, evidence-informed approach to early reading, oracy, and mathematics in EYFS to ensure all pupils develop strong foundational skills for future learning.

All staff will be trained and supported to deliver systematic phonics teaching, rich language experiences, and daily maths fluency activities that are integrated throughout the EYFS curriculum and learning environment.

We will create oracy-rich environments that promote confident communication, vocabulary development, and social interaction, ensuring pupils have multiple opportunities to practise and extend their speaking and listening skills.

Ongoing formative assessment will be used to identify pupils’ current knowledge and skills in reading, oracy, and maths, enabling targeted support and timely interventions for those who need additional help.

We will engage families in supporting early literacy, language, and numeracy development through regular communication, workshops, and sharing of strategies to reinforce learning at home.

The impact of these approaches will be monitored through progress tracking from baseline to end of Reception, pupil engagement and confidence in communication and maths, and improved outcomes in the Early Learning Goals for Communication and Language, Literacy, and Maths.