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 to Drive Improvement through an Evidence‑Informed Coaching Culture

We will strengthen leadership capacity and accountability across the school by embedding an evidence‑informed coaching culture. Governors, senior leaders, middle leaders and emerging leaders will focus on precise monitoring, targeted coaching and practical evaluation so that leadership drives consistent improvements in classroom practice. This approach shifts leadership from directive oversight to visible, supportive coaching: leaders model effective pedagogy, run short coaching cycles with staff, and use clear evidence to prioritise actions that raise teaching quality for every pupil.

The aim is that leadership is practical, distributed and aligned with our HEART values — Honesty, Equality, Accountability, Respect and Trust. Staff workload will be protected through focused professional learning and by removing dependency practises so teachers can develop pupil independence in the classroom. The impact we seek is measurable: stronger day‑to‑day teaching, increased pupil agency (including for pupils with SEND and disadvantaged groups), clearer governor assurance and a culture where leadership activity is demonstrably linked to improved outcomes.

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.