School Development Plan
Each year the Governors in partnership with the Senior Leadership Team write a School Development Plan (SDP) following self-evaluation.
At Mary Elton our SDP is related to the 6 School Development Priorities noted below.
Mary Elton School Development Priorities
- Every child is kept safe and nurtured to aspire and achieve his or her best, with consideration for others to do the same
- Continuous improvement at every level through a broad and balanced curriculum, achieving and then exceeding national standards
- All staff and volunteers are supported and developed to make a strong contribution to school improvement and achieve personal growth
- A safe, well-maintained and welcoming environment that stimulates learning in and around the school
- Strong and coherent leadership with shared goals achieved through transparent governance and management
- The school plays a full part in the local community, seeking partnerships and encouraging engagement and good citizenship
School Development Plan Summary
- Close the attainment gap between disadvantaged and other pupils
- Develop the subject leader team to drive the implementation of the Futura Curriculum
- Develop curriculum implementation and intent in EYFS so that learning is planned progressively and coherently in line with EYFS toolkit.
- Raise standards in writing so that outcomes in Key Stage 2 are at least in line with National Average
- Improve the quality and impact of our SEND provision. Ensure that the adaptations are in place to support learners to access the curriculum
- Secure consistently high teaching in every class through the Futura Fundamentals/Principles of Effective Teaching (this is a key strategy to raise attainment of disadvantaged pupils).
- Improve attendance of disadvantaged pupils (pupils with SEND and those eligible for Pupil Premium Grant).
Whole School Ofsted Priorities
The school has been asked to further improve (Ofsted April 2020)
- From Reception to Year 6, in many subjects the curriculum is not planned or designed sufficiently to enable pupils to acquire deep knowledge. As a result, pupils have gaps in their knowledge, including in reading and mathematics. Leaders need to ensure that pupils build knowledge and skills at the right time, so that all pupils can achieve well.
- There are too many weaknesses in the school’s reading and phonics programme. These prevent pupils from reading fluently and confidently, particularly those who need to catch up. Leaders must ensure that a coherent reading and phonics programme is implemented, with accurate assessment to ensure that all pupils learn to read well, including in the Reception Year.
- The strategy to support pupils with SEND is not good enough. This means pupils do not achieve as well as might reasonably be expected. Leaders must ensure that a robust programme is implemented so that every pupil with SEND can achieve well.