School Development Plan


DfE number – 103981


At the end of 2015-2016, the school evaluated itself as secure ‘good with elements of outstanding’ following the priorities identified from the Ofsted inspection in 2014. The school was judged ‘good’ by Ofsted in July 2016 and recognised for the rapid improvement made. This plan now identifies the schools priorities to continue on the journey to achieve outstanding.



The plan is organised into 6 main areas;

  1. Leadership and Management (PN)
  1. Quality of Teaching, Learning and Assessment (AM/TB)
  2. Outcomes for children (MH)
  3. Personal Development, Behaviour and Welfare (TB)
  4. The effectiveness of the early years provision: quality and standards (JM)
  5. Governance Assurance Plan (JR)


Monitoring and Evaluation of Progress  

  1. Senior Leaders will RAG rate and review the plan termly and provide a self evaluation report to the HT and governors.
  2. Middle Leaders will review their plans termly and provide a report to Senior Leaders and governors.
  3. A Governance Assurance plan will be written so governors can continue to monitor the impact against the SDP priorities.


Key Issue 1: Leadership and Management

Ensure that the quality of L&M is judged as outstanding at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.
  • Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.
  • The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.
  • Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.
  • Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
  • Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.
  • Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.
  • The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.
  • Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.
  • Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.
  • Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.
  • Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

·       Ofsted judged leadership and management as ‘good’ in July 2016

·       School have been recognised for the sustained and rapid improvements and this will be highlighted in the 2016 Parliamentary Review

·       Leadership team restructure took place in September 2016 with AHT responsible for SEND and an EYFS Middle Leader

·       There are now 4 middle leaders; Reading (from Sep 16), Writing, Maths and EYFS (from April 2016)

·       Business Manager maternity leave from Sep 16, DT maternity leave from Oct 16, AHT maternity leave during Spring term

Leader: PN

Leadership and Management Governor: JR


 ObjectiveActionLeadResourcesTimescaleImpact / Success CriteriaProgress and impactRAG
1.1Further develop leadership roles at all levels1.      HT to coach all senior and middle leaders.

2.      Fortnightly SLMT meetings.

3.      Teaching Assistants to lead pupil committees and subject areas.

4.      Subject leaders to deliver staff training and model effective practice through team teaching.

1.      PN

2.      PN

3.      TB

4.      TB

Release time for middle leaders


Time for TAs


Staff meetings – see termly calendar



1.      Half termly

26/9   19/11

11/1   16/3

13/5   8/7


2.      Fortnightly

3.      Termly RAG rated action plans

18/12   19/3   8/7

4.      Half termly

26/9   19/11

11/1   16/3

13/5   8/7

1.      Leadership skills for SLMT are further developed.

2.      Middle leaders are more accountable for whole school monitoring, progress and attainment

3.      Targets met

4.      Subject leaders have opportunity to deliver training and model effective practice within own subject.


1.      DHT booked on course. PN arranged to meet with all newly appointed leaders for coaching sessions

2.      See SLMT calendar and agenda

3.      TAs leading committees successfully

4.      These have taken place for RWM and Science

1.2Raise the profile of reading across the school1.      Restructure middle leadership to create role for Reading Leader.

2.      Monitor current provision of reading resources and teaching of Reading.

3.      Fully implement reciprocal reading

4.      Research and order more books in line with current reading scheme.

5.      Implement reward scheme.

6.      Implement online home reader access.

7.      Review assessment of Reading

8.      Monitor and review reading provision.

1.      PN

2.      SR

3.      AM

4.      SR

5.      SR

6.      SR

7.      MH

Time for staff meetings.


£2000 for new books


£1000 for online reading resource


1.      Sep 16

2.      Oct 16

3.      Nov 16

4.      Nov 16

5.      Dec 16

6.      Jan 17

7.      Nov 16

8.      Ongoing

1.      Role of Reading and writing leaders to be highly effective

2.      Accurate evaluation of current provision and effective next steps planned

3.      Teaching of reading is good across the school

4.      Pupils have opps to read more texts within their ability

5.      Highly motivated pupils

6.      Assessment is accurate

7.      Continual self evaluation

1.      SR Reading Leader from Sep 16 – action plan in place and reviewed

2.      See action plan

3.      Training delivered and monitoring of lessons A1 and S1

4.      Books ordered

5.      Launched on 6.1.17

6.      Oxford Reading launched Jan 17

7.      New staged targets

8.      Planned summer 1

1.3Joint professional development is in place for all staff to further improve and reflect on their practice1.      More opportunities to share effective practice through staff meetings.

2.      Opportunities for staff to observe practice at other schools.

3.      Peer coaching – review model.

4.      Staff room swap shop to share useful resources.

5.      BPS CPD programme developed for all new staff



1.      SLT

2.      PN

3.      SLT

4.      MLT

5.      SLT

1.See staff mtg termly calendar

2.Time – LP to cover

3.Look into class watch

4.Time to share

5.Time for SLT to develop


1.      21.9.15

2.      Termly action plans

3.      Staff meeting – Oct 15

4.      Weekly assembly time

5.      Weekly at staff meetings

6.      Half termly

26/9   19/11

11/1   16/3

13/5   8/7


1.      CPD Leader aware of staff CPD needs and action plan in place

2.      Staff are continually reflecting and improving their own practice and as result the teaching is at least good or better.

3.      Staff are confident in sharing effective practice and supporting new teachers.

4.      Improved practice at all levels

5.      CPD logs to support new learning for all staff and ensure staff reflect on new training

6.      CPD needs for individual teachers are met through professional discussions and in line with pupil progress to ensure impact.

1.      See staff mtg calendar and phase meeting plan

2.      Tba for summer term

3.      See MEANI

4.      Swap shop set up by NS/LP

5.      Induction programme in place but teaching CPD to be implemented for Sep 17

1.4Governors play a more strategic role in all areas of school1.      Governors to access further training in areas identified

2.      Governors to continue to challenge leaders about attainment gaps

3.      Governors continue to challenge leaders about funding for PP and Sports Premium

4.      Governors to write, monitor and review their own action plans

5.      Governors to input into termly SEF

1.      JR

2.      Govs

3.      Govs

4.      Chairs of committees

5.      JR/DW

1.      Training calendar £500

2.      Gov mtgs

3.      Gove mtgs

4.      Mtg room

5.      Meeting time


2.Gov mtgs

3.Gov mtgs




1.      Governors receive up t0 date training

2.      Govs provide appropriate challenge to all leaders

3.      Govs provide appropriate challenge to all leaders

4.      Govs are accountable for monitoring school SDP

5.      Governors are part of schools self evaluation

1.      ROL training planned 12.1.17. Training calendar available for SIPs

2.      Ongoing at gov meetings

3.      Ongoing at gov mtgs

4.      Reviewed at end of term

5.      Tba


·          SLT/Middle Leader action pans termly RAG rated (A2, Sp2, Su2)

·          All monitoring records – termly MEANI grid (A2, Sp2, Su2)

·          CPD programme – Jan 17

·          Termly governor meetings(A2, Sp2, Su2)

·          Termly attendance at SEF meeting (A2, Sp2, Su2)






















Key Issue 2: Quality of Teaching, Learning and Assessment

Ensure that the quality of teaching, learning and assessment is judged as outstanding at the next S5 inspection.

In order to be judged outstanding the following criteria will need to be met:

  • Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
  • Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
  • Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
  • Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
  • Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
  • Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
  • Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

·       Summer term profile of teaching was 100% good and 70% outstanding

·       Peer coaching to continue for academic year 2016-17

·       Peer mentoring to be introduced as next step to facilitate sharing good practice

·       2 NQTs; Year 3 and Reception

·       3 form entry in Reception

Leader: AM (TB)

Teaching Governor: SA/JB

Additional action plans; Maths Leader, English Leader, Phase Leader, HLTA



ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

2.1Increase the proportion of outstanding teaching in all year groups so that

80% of teaching is outstanding.

1.      Peer mentoring to continue to share outstanding practice – extend this to middle leaders supporting academy staff

2.      Teachers to use ICT effectively to enhance learning and support independent learning

3.      Provide children with learning kits to ensure they are well equipped for every lesson

4.      Support teaching of greater depth through introduction of Singapore maths

5.      Improve teaching of spelling through introduction of new spelling scheme

6.      Raise profile of reading across school (see Reading subject leader action plan)

7.      Quality of teaching in all academies is consistent

1. SLT

2. SLT

3. AM


5. NS

6. SR



1. None

2. Purchase of new APPs

3. Learning kits

4. Purchase of Singapore maths scheme £3000

5. New spelling scheme

6. None




1/2. Half termly monitoring

3. December 2016

4. January 2017

5. Aut 1

6. Half termly monitoring


1.      Percentage of outstanding practice increases by Dec 16 and then 80% by Summer 2017

2.      Pupils know when ICT will support their learning and choose when to use it

3.      Pupils are independent throughout the entire lesson and are responsible for their own learning

4.      Children’s greater depth of understanding in maths is developed across the school

5.      Children’s spellings improved across the school. Evidence of this seen in writing, spelling tests etc.

6.      Profile of reading is raise. Reading results are as good as writing and maths results. Children read widely and for pleasure.

7.      Teaching is consistent in all academies

1.      Ongoing

2.      Ipads for Y2/5/6

3.      To set in new budget

4.      Planned for Sep 17

5.      Jan 17 SM

6.      See action plan

7.      See MEANI Spr term

2.2Marking is consistent and effective in all classes and in all subjects.1       Teachers and TAs use effective feedback to ensure progression of skills. This is evident in books

2       Gap tasks provide children with ‘next step’

3       Gap tasks are always completed by children and move learning forward and provide appropriate challenge

4       Teachers and TAs consistently apply presentation policy- unacceptable presentation addressed

5       SLT and Academy Heads to monitor books in line with monitoring calendar

1. AM

2. AM

3. AM


5. SLT/AHs

Time for monitoring of books1. Half termly monitoring

2. Weekly on going

3.Weekly on going

4.Termly monitoring

5. Termly monitoring

1.      Marking policy is applied consistently across school in all pupil books

2.      Progress is made in every lesson by every pupil due to effective marking and feedback – evidence is seen in books

3.      Policy is embedded in all classes

4.      Progress in basic skills is visible in pupil books following effective feedback

5.      All pupil books display perfect presentation and any presentation issues are addressed.

1.Feedback consistent

2. Review on 26.4.17

3.Gaps still remain – review 26/4/17

4.Imporved presentation

5. See M and E cycle

2.3AfL is used effectively by all teachers, TAs and pupils to consistently move learning forward.1       AM to train staff on use of peer assessment within their lessons to ensure progress

2       AM to provide staff with peer assessment rules to ensure a consistent approach across all year groups

3       Re launch talk partners to support use of peer assessment as well as to promote independent and collaborative thinking/working

4       Re launch ‘Stuck strategies’ to be used in class with the pupils (SNOT)

5       Staff to include ‘reflection time’ in lessons to allow pupils opportunity to reflect on their learning at regular intervals

6       Implement principles of growth mindset to promote independent learning

1. AM

2. AM

3. AM

4. AM

5. SLT


Peer assessment rules





1/2/3/4. Staff mtg 5.10.16


5.Lesson observations w/b 3.10.16

1.      PA is evident in pupil books at least once a week and supports progress of pupils

2.      All classes use same peer assessment rules to ensure consistency across the school

3.      Talk partners are used effectively in promoting independent learning.

4.      Pupils use SNOT as a strategy when stuck.

5.      Pupils regularly reflect on their own learning during lessons

6.      Children are independent in their learning

1-4 Training took place during A2/Sp1

5.Training in Feb training day

6. Applied for EEF project and rolls out is in May 2017

2.4New stage targets are used consistently and effectively to ensure expected progress for all pupils and judgements moderated.1       English and Maths lead to work alongside SLT to monitor assessment using stage targets

2       Assessment week WB 28.11.16- teachers to update stage target sheets during this week

3       SLT to analyse data for their academy using the stage targets alongside Academy Heads

4       Establish moderation sessions both internally and externally.

1. MH



2. CT

3. SLT

4. MH

Stage target sheets for pupil books1. Half termly monitoring


2. 28.11.15

3. Termly monitoring


4. Date tbc



1.      Stage targets are used by class teachers to assess reading, writing and maths half termly.

2.      Stage targets are updated regularly to assess progress in reading, writing and maths

3.      Data is analysed by SLT and academy heads. Pupils making little/no progress identified and intervention put in place.

4.      Consistency in assessing across school


1.Mtgs taken place with MH and leaders

2. Updates

3. See termly data analysis report

4. Arranged with Nishkam and Causeway

2.5Celebrate children’s successes showcasing work1.      All classrooms to include children’s ‘best’ work on displays

2.      Every classroom to have ‘perfect Presentation’ display which is updated regularly

3.      Children sent to academy heads or SLT for exceptional work

4.      Children chosen weekly for perfect presentation award in assembly

1.AHs and SLT

2. AHs and SLT




Perfect presentation cards1/2/3.Aut 1 and ongoing


1. All classrooms have children’s work displayed

2. All classrooms have a perfect presentation wall and work displayed ios of a high standard

3. Academy Heads and SLT see children regularly for good work and special stickers given

4. Children’s presentation improves over the year as a result of awards in assembly

5. Children feel proud of their work

1/2. SLMT focus for Spring 2 to review

3.SLT monitor

4. Weekly prizes continue


·       80% of teaching judged ‘outstanding by July 2017

·       Spelling scheme implemented – September 2016

·       Peer coaching set up – January 2017 (Earlier for individual staff if needed)

·       Singapore Maths introduced January 2017 – this has been postponed due to review of impact on other schools

·       Marking policy embedded and being used consistently and effectively – December 2016

·       Staff trained on talk partners and peer assessment strategies – 5.10.16

·       Staff trained on ‘stuck strategies’ – 5.10.16

·       New stage targets embedded and used effectively – December 2016

·       Displays showcasing children’s work in classrooms – w/b 19.9.16 (learning walk to monitor 12.09.16)

·       Children are independent in their learning – July 2017









Key Issue 3: Outcomes for children

Ensure that outcomes for children are judged as at least good at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge and understanding, considering their different starting points.
  • The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.
  • Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.
  • Children in Year 1 achieve well in the national phonics check.
  • For pupils generally, they achieve in line or above national
  • From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics is in line or above National.
  • The progress of disadvantaged pupils matches or is improving towards that of other pupils at KS2.
  • The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving.
  • Pupils are exceptionally well prepared for the next stage of their education.



2015-2016 Results

·       GLD: 71.7%, in line with national


Key Stage 1

 Y1 Y2 

(81% without Disapplied)





(2 appeals in place)

·       KS1 in line or above National

·       KS2 above National in all areas


Leader: MH

Outcomes Governor: DW

Additional action plans; English, Maths



ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

3.1Continue to be in line or above with national, at the end of all Key Stages including groups.1.      Ensure all monitoring records for monitoring activities are completed and sent to SLT

2.      SLT and middle leaders analyse data of individuals and groups regularly

3.      Present progress data to Governors

4.      Complete and evaluate MEANI grids

5.      Class Teachers identify pupils in need of intervention and plan actions for these both at PPM’s and in between







2 Academy Heads /SLT




1. A.M


2. Academy Heads



Teacher profiles


Monitoring schedule


Pupil progress reviews


Dashboard Commentary


Peer Coaching

1.Ongoing –

please see termly monitoring calendar

2.Half termly

A1 A2 Sp1 Sp2 Su1 Su2

3.Half termly

A1 A2 Sp1 Sp2 Su1 Su2

4. Ongoing –

please see termly monitoring calendar

5. Termly

A2 Sp2 Su2


1.      All teaching will continue to be at least good, with an increasing percentage of outstanding.

2.      Groups falling behind and not making expected progress are identified quickly and intervention is put in place.

3.       Governors hold school leaders to account.

4.      Identified actions are completed and have a measurable impact.

5.      Attainment and progress measures are in line or above national/on track for this. & 7.4.17  and placed into MEANI grid for action by SLT/MLT. & 7.4.17 SLT evaluated progress data and passed information to class teachers for PPM prep.

3. 5.12.16 (2016) given at Governors for 2016 EOY National data. & 4.4.17 – Meani outcomes shared with staff. CPD and middle/Senior leaders acted on blue/black hat.

5.Prior to PPM’s 3.1.17 & 7.4.17 teachers completed intervention maps and TA timetables for targeted support ready for PPM’s. Mid point review of impact and interventions made Feb 17.2.17.

3.2To increase the attainment of boys in phonics in KS1.


1.      Teachers regularly assess the progress in phonics and plan appropriately for phonics, including the deployment of TA’s.

2.      Phonics lead to monitor the teaching and assessment of phonics, addressing any training needs that may be required

3.      Phonics lead to monitor individuals and groups across the year, ensuring gaps (particularly gender) are identified and interventions planned for and narrowing the gaps.


1.Class teachers













Monitoring schedule


Pupil progress reviews


Peer Coaching


PP/SEN folders


O-Track/Excel tracker


TA’s planning

1. Weekly (planning)




2. Half termly





3. End of each half term



1.      Pupils in Key Stage 1 will achieve expected 2017 target in Phonics (Yr1 – 78% and Yr 2 – 80%) narrowing or no gaps.

2.      All TAs and teachers are effectively supporting pupils through in class support and interventions

3.      Gaps between groups, particularly boys will have narrowed.


1. 15.10.16 & 17.2.17.assessments were made and groups/interventions were adjusted to ensure boys make appropriate progress. Aut 2 and Spring 2.

2.Dec- EYFS assessment to be reviewed in order to better understand how assessments are made. Support for the articulation of phonemes for new staff in the phase following monitoring.

3.Aut1, Aut 2, Spr 1 (T.B & S.R)   Spring 2 S.R & N.S monitored data, groups and trends (See point 1 above). This feeds directly into PPM for Sum 1.

3.3To increase the attainment of boys reading and writing in KS2.


1.      All staff are confident in planning appropriately pitched lessons and planning differentiation (including interventions) to ensure accelerated progress.

2.      Appropriately challenging targets set for all pupils

3.      Data is analysed half termly to identify gaps and required intervention

4.      TAs attend all PPM’s to plan targeted interventions


1. A.M/SLT







3.MH/Middle leaders





Reading Vol’s




Monitoring schedule




Peer Coaching


PP/SEN folders

1. Weekly planning




2.Half termly:

A1 A2 Sp1 Sp2 Su1 Su2


3. Half termly

A1 A2 Sp1 Sp2 Su1 Su2


4. Half termly

A1 A2 Sp1 Sp2 Su1 Su2





1.      Attainment of groups is broadly in line with national averages or, if below these, it is improving rapidly.

2.      Aspirational targets are set for all pupils

3.      Planned interventions are effective in accelerating progress of groups not making expected progress

4.      TAs are accountable for impact of interventions and are fully involved in planning interventions


1.Oct-Jan 17 – Reading and writing staff meetings have ensured the launch of reciprocal reading and a change to staged targets (paper based) Spr 1 in order for planning and assessment to be more accurate.

The assessment of writing and the planning for writing has also had two staff meetings to help clarify expectations on writing under the staged targets process.

– 26.1.17 Reading planning monitored by S.R, fed back into MEANI and staff action points made clear.

-28.3.17 N.S monitoring of the – 22.12.16 N.S has carried out moderation, particularly in Y4-6 to ensure writing is challenging through accurate assessment. & 3.1.17 – PPM’s took place with gaps identified and interventions planned for.

4. 5.9.16 & 3.1.17 TA’s attended and were involved in prep for PPM’s to ensure interventions were targeted to groups.


·       Pupil premium and SEN folders are in place and used regularly by TA’s enabling middle leaders, SEND and PP Leads to review impact of support.

·       All monitoring records are in termly monitoring folder

·       Data tracking analysis of groups shows that gaps are closing and pupils on track for National expectations. (A1 A2 Sp1 Sp2 Su1 Su2)

·       Progress data report to governors

·       Greater number of pupils are on track/are at, age related for their year compared to starting points. (A1 A2 Sp1 Sp2 Su1 Su2)







Key Issue 4: Personal Development, Behaviour and Welfare

Ensure that personal development, behaviour and welfare is sustained as outstanding at the next S5 inspection.

In order sustain outstanding, the following criteria will need to be met:

  • Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
  • Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
  • High quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.
  • Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
  • Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average.
  • Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
  • For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained.
  • Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.
  • Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language.
  • The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
  • Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
  • Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.
  • Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

·       Personal Development and Welfare was judged as Outstanding (Ofsted 2016)

·       Overall attendance has improved since previous year and is just below the National Average.   (2015-2016 – 95.36%)

·       11.41% Persistent Absenteeism in 2015-2016

·       20 % of known Vulnerable pupils and families (94 pupils out of 472 – July 2015) attend Blackheath Primary School.

Leader: TB

Link Governor: SDS

 ObjectiveActionLeadResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

4.1School attendance to be above national average for the academic year 2016 – 20171.      Leaders / Governors to continue meeting with parents of persistent absenteeism / lateness to find solutions for improvements made.

2.      Continue to track and monitor vulnerable families attendance (case studies).

3.      Add attendance / late figures to school newsletter so parents are informed.

4.      DHT to continue weekly meeting with Attendance Officer to review case studies and attendance monitoring.

5.      Attendance display in school to promote improved attendance.

1. PP / SLMT / Gov




2. PP/MH



3. PP/KB




1.SIMS Attendance figures / reports


2. SIMS Attendance figures / reports

3. SIMS attendance figures / Newsletter

4. SIMS Attendance figures / reports

5.Display board

1.  Ongoing








3.Half termly

Oct, Dec, Feb, Apr, Jun, Jul




1.Attendance of PA and late figures improves.(Dec16)



2.Case loads decrease and attendance figure improves.


3.Less term time holidays and improved attendance.


4/5. Attendance figure improves.

1./2.slt / Gov’s meet with persistent absenteeism. There has been a slight improvement with lateness/attendance but communication from parents has improved.

3. Added to newsletter – Dec 16.Newsletter reviewed March 17 with section on Attendance/Punctuality (MH)

4. Continuing.

5. Displayed during parents evening and new academy attendance board being launched in Jan 17.




Personal Development and Welfare provision continues to be Outstanding1.    Launch Healthy Harry in school assemblies to personalise health and fitness for pupils.

2.    Fully embed Healthy minds provision.

3.    Train pupils on peer mediation.

4.    Introduce growth mindset into assemblies / classes.

5.    Y5 / Y6 Pupils receive career guidance

6.    Create new National – KS1 /     International school links – KS2

7.    Achieve well being charter mark

8.    Embed Kagan / Thinking Hats with all     staff including NQT’s / new staff.

9.    Fully embed school RESPECT values throughout school; school office, after school clubs etc

1. SLT











7. PN/TB



1. Healthy Harry puppet, powerpoints

2. Staffing, wellbeing hub, nuture resources

3. Peer mediation training

4. Growth mindset class packs

5.Budget – Kidzania trip / volunteers

6. Skype, contact links

7. Well being evidence.

8. Kagan / 6 Hats info


1.Sept 2016 – Weekly


2. 26.2.16 – daily

3. January 2017

4. Oct 2016

5. May 2017

6. December 2016

7.July 2017

8.Sept 2016 / July 2017

9. July 2016

1.     Pupils continue to have an excellent understanding on how to lead a healthy lifestyle.

2.     Pupils emotional well being and mental health continues to be effectively supported.

3.     Pupils are fully equipped to support each other to problem solve issues

4.     Pupils have positive attitudes and outlook.

5.     Pupils continue to be well equipped for their future life.

6.     GLP is embedded across school.

7.     Accreditation achieved.

8.     All staff continue to use Kagan / 6 hats effectively in lessons.

9.     School values fully embedded across the school

1.Healthy Harry was launched in Sept. Now House Captains present weekly healthy tips.

2.Healthy minds provision is live and running. Review provision in Jan.

3. TB visited school in Nov. Bursary grant awarded £400. Training to take place September with 20x Y5 pupils

4. Not in place as yet – Launch in Monday assemblies spring term.

5. To be actioned in Spring 2.

6. Initial enquiries to international school made in Dec 16. Further National links to be made. Links with Oldbury Academy Science

7. Tasks following audit all actioned – mid point meeting to follow.

8.Staff rec refresh training in Sept 16. Kagan evident during writing Learning walk- Oct16.

9.Further develop.

4.3Sustain exceptionally high standards of behaviour1.    Support NQT’s / new staff with school behavioural expectations / values

2.    Ensure consistency of behaviour expectations across academies.

3.    Continue Nurture groups and Behaviour therapy for vulnerable pupils.

4.    Launch new Values points in hall.

5.    Launch new duty rota for behaviour management at lunchtime.



2. SLT





5. SLT

1. NQT time / phase mtg

2. Phase mtg time


3. Well being hub, CK/AD/SS, therapy resources

4.   Dojo Values reports, rosettes

5. SLT mtg, lunchtime rota

1. Sept 2016


2. Ongoing


3. 26.2.16


4.Oct 2016



5. wc.27.3.17

1.    Values / behavioural expectations consistent across school.

2.    Values / behavioural expectations consistent across school.

3.    Vulnerable pupils continue to be supported effectively.

4.    Pupils continue to be motivated by school values.

5.    Fewer incidents of yellow/red cards at lunchtime

1.Both NQT’s have received behavioural coaching as part of induction programme.

2.Reduction of behavioural incidents across academies. Values embedded.

3. Nurture / therapies continue to target vulnerable children.

4. Launched in Jan 17 in line with school attendance figures.

5. So far, fewer red and yellow card incidents. All incidents dealt with accurately and promptly by SLT.



·       Whole school attendance figure is above national average of 96% – termly monitoring A1 A2 Sp1 Sp2 (95.3%) Sum1 Sum2

·       Achieve Well Being Charter Mark initial meeting Sep 2016, action plan Nov 2016, Report June 2017

·       Monitoring of healthy minds programme – Boxhall profiles Sep/Jan/April

·       Behaviour monitoring records – ongoing (monitor all records termly)


Key Issue 5: The effectiveness of the early years provision: quality and standards

Ensure that Early Years is judged as at least good at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • The pursuit of excellence by leaders and managers is shown by an uncompromising, highly successful drive to improve outcomes or maintain the highest levels of outcomes, for all children over a sustained period of time.
  • Incisive evaluation of the impact of staff’s practice leads to rigorous performance management and supervision. Highly focused professional development improves the quality of teaching.
  • Safeguarding is effective.
  • There are no breaches of statutory welfare requirements.
  • Children’s health, safety and well-being are greatly enhanced by the vigilant and consistent implementation of robust policies and procedures.
  • Leadersuse highly successful strategies to engage parents and carers, including those from different groups, in their children’s learning in school and at home.
  • A highly stimulating environment and exceptional organisation of the curriculum provides rich, varied and imaginative experiences.
  • Teaching is consistently of a very high quality, inspirational and worthy of dissemination to others; it is highly responsive to children’s needs.
  • Assessment is accurate and based on high quality observations. It includes all those involved in the child’s learning and development. Provision across all areas of learning is planned meticulously. It is based on rigorous and sharply focused assessments of children’s achievement so that every child undertakes highly challenging activities.
  • Children are highly motivated and very eager to join in. They consistently demonstrate curiosity, imagination and concentration. They are highly responsive to adults and each other. They do not distract others or become distracted easily themselves.
  • The vast majority of children are developing a very good understanding of how to keep themselves safe and manage risks. They demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others.
  • Children make consistently high rates of progress in relation to their starting points and are extremely well prepared academically, socially and emotionally for the next stage of their education. As a result, almost all children, including disabled children, those who have special educational needs, disadvantaged children and the most able, are making substantial and sustained progress.
  • Gaps between the attainment of groups of children and all children nationally, including disadvantaged children, have closed or are closing rapidly. Any gaps between areas of learning are closing.
  • Context: GLD – School 71.7%; National         69.3%; Areas of Learning for development (to achieve school target – YN 70%; YR 80%): C&L, R and M
  • The gaps that are occurring between significant groups (PPv nonPP/ Boys v Girls/ Summer born) are within the more able children (those achieving above ARE). Gaps are closing (or have been closed) amongst the groups achieving ARE
  • 2 new teachers to EYFS; 1 x NQT (YR), 1 X longstanding experience (YN). All Blackheath experienced teachers are graded as outstanding
  • OFSTED Inspection July 2016 graded Early Years Provision as good.
Leader: JM/ JR

Link Governor: JB/SA





ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

5.1To continue to develop leadership and management opportunities across EYFS1.    To continue to develop other staff towards and within a middle leadership role (See Explorers SDP – 1.1)

2.    To continue to empower teaching staff to take the lead on EYFS areas (See Explorers SDP – 1.2)

3.    To empower LSPs to take the lead on EYFS areas (See Explorers SDP – 1.3)


1. JM/JR




2. JM/JR



3. JM/JR/


Release cover time



Release cover time


Release cover time

1. Half termly

A1 A2 S1 S2 Su1 Su2


2. Termly Aut, Sum, Spr



3. Termly Aut, Sum, Spr

Staff are continually reflecting and improving their own and others practice and as result current good EYFS practice is sustained in all areas – leading to a judgement of outstanding1. JR Attending NPQML (Sep16-April17)

Attended Baseline PPMs. Taking responsibility for EYFS monitoring and leading Phase Meetings.

2. CMc taking lead on developing reading within YN – rhyme time challenge, KE taking phase meeting minutes.

LR/KE starting to lead interventions to close gaps in group attainment – Spring 1 2017- parent workshops to take place Summer term

3. SB completing Level 3 forest school/ LR taking lead on Speech and Language within YN. SK taking lead on corridor environment




ResourcesTimescaleImpact / Success CriteriaProgress and impact

(dated entries)

5.2To sustain outstanding teaching in EYFS1.    To attain the Basic Skills Quality Mark – Early Years role (See Explorers SDP – 2.1)

2.    To sustain (and support new staff in providing) challenging, adult led and independent learning opportunities within a stimulating environment (See Explorers SDP – 2.1)

3.    To support all staff in planning, modelling, peer mentoring and observing each other’s lessons – teachers and TAs (See Explorers SDP – 2.2)

4.    Raising the profile of Reading across EYFS (See Explorers SDP – 2.3)

1. JM/JR


2. All EYFS staff



3. All EYFS staff




4. All EYFS staff

Cost for Basic Skills Quality Mark – Early Years

Peer coaching/

mentoring time

EYFS budget – cost of training/


1.  July 2017


2.  Fortnightly on-going



3. Half–termly

A1, A2, Sp1, Sp2, Su 1, Su 2


4. Beginning Sep 2016 and ongoing

Observation termly -A, Sp,S

1.  Basic Skills Quality Mark – Early Years application successful

2. Staff are confident in sharing effective practice and supporting new teachers

3. Improved practice at all levels

4.    All children make good progress compared to their starting points in Reading

1. Postponed until September 2017 due to EYFS lead completing NPQML

2. Increased opportunities for challenge evident in planning and some areas of CIL – Autumn 2017; Focussed challenge for the more able children to achieve above ARE discussed PPM Spring 1

Learning Environments enhanced in accordance to areas within the classroom – Actions on going in line with Learning Walk recommendations; Spring 2 focused on writing opportunities

3. Supporting and advising NQT ED. ED observed JR teaching Nov 16. JM supported ED/SK with teaching of writing March 17

4. Story book used for topic planning. Encourage talk for writing, communication and writing opportunities. Sep-ongoing. YN Rhyme time challenge

5.3To sustain the consistently high rates of EYFS children’s progress in relation to their starting points; further closing the gap between significant groups of children in C&L, R and MTo further improve attainment in:

1. C&L: through focussed intervention teaching – Wellcomm/ SALT Programmes

2. Reading: through sustained pace in Phonics lesson delivery and fostering a ‘love of reading/books in children (particularly boys) – REAL Raising Early Achievement in Literacy (See Explorers SDP – 3.1)

3. Maths: through ensuring all areas of learning have maths opportunities and introducing explicit teaching of ‘Number fun’ songs (See Explorers SDP – 3.2)

And closing the gap in significant groups:

4. Boys reading

5. High ability children from all groups (PP and boys in particular) through providing support for HA pupils and utilising technology to impact on attainment (See Explorers SDP – 3.3)


1. JM/LR


2. JR/ CM






3. JM/JR




All EYFS staff





Release cover time





REAM training for JR

1.Weekly 1 hour and 20 minutes


2&3. Weekly

Monitor planning termly

A, Sp, Su

Observation termly

A, Sp, Su




4&5. Data Analysis – half termly

4.  A1, A2, Sp1, Sp2, Su1, Su2

1. All children make significant progress in C&L; attainment is in line/ above national

2. 80% of children are at the appropriate phase (Letters and Sounds) by the end of the school year (YN – Phase 1; YR – Phase 4)

All children make significant progress in R; attainment is in line/ above national

3. All children make significant progress in M; attainment is in line/ above national

4.& 5. Boys and HA pupils achieve in line with National expectations and begin an upward trend from previous cohort

1.     Wellcomm and SALT -ongoing.

Additional SALT delivery YR children(LR) , YN children (LR)

2. Continued pace in delivery of YR Phonics ongoing.

YN delivering Phase 2 sounds Spring 1 on REAL parent workshop (RR parents) Nov/Dec 16

3. YN Maths teaching focus Spring 1. YN progress in maths increased Spring term

4. Reading areas enhanced Nov 16

Texts to engage boys used – ongoing

Boys Literacy after school club (JR) – March 17

5. Subscription to Purple Mash to enhance ICT skills and purchase of EYFS I pads – Sep 16

HA more able pupils need challenge – Spring 1 in order for more children to achieve above ARE expectations

5.4Ensure PDBW continues to be outstanding within EYFS1.    EYFS attendance to be improved in line with National average (See Explorers SDP – 4.1)

2.    Maintain the high standards of behaviour for all EYFS children (See Explorers SDP – 4.2)


2. JM/JR

 1. Weekly – Spring 1 onwards

2. Beginning Sep 2016 and ongoing

1. EYFS attendance in line with National Average

2. Reduction in the number of behaviour incidences recorded on o track

1. Monthly attendance award (sticker/certificate) launched Spring 1

2. Children awarded VIP of the week demonstrating values and showing consistently outstanding behaviour- – launched Spring 1


Milestones for success
Lesson Observations – JM – Termly: A, Sp, Su                                                                                                                                                   Learning Walks – JM/JR – Termly: A, Sp, Su                            

Learning Environment checks – JR – Half–termly: A1, A2, Sp1, Sp2, Su1, Su2                                                                                           Work Scrutiny – Books/Learning Journeys – JM/JR – Termly: A, Sp, Su

Planning – JR – Termly: A, Sp, Su                                                                                                                                                                       Data Analysis – JM/JR/Teaching staff – Half–termly: A1, A2, Sp1, Sp2, Su1, Su2

Basic Skills Quality Mark – JR – Early Years successfully achieved – July 2017


Key Issue 6: Governance Assurance Plan

Ensure that Governance is judged as outstanding at the next S5 inspection.

In order to be judged outstanding, the following criteria will need to be met:

  • Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff.
  • Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and SEN funding, secures excellent outcomes for pupils. Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.
  • Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
  • Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school.

·       All actions recommended in the Governor review (Mar 2014) have been met. Governor post ofsted action plan for 2014-2015 was externally evaluated and all action have been addressed.

·       The governing body committees are aligned with the new Ofsted areas

·       Governors have received training on analysis of data and monitoring of teaching and learning

·       Each committee has a lead governor who is responsible for monitoring and reviewing the school development plan

·       Each lead governor is responsible for RAG rating their own action plan termly

·       A further Governor Review is planned for October 2015




Ensuring that governors’, actions are entirely focussed on continuing to improve the quality of educational provision so that pupils’ achieve as well as they should.

1. Governors challenge leaders about priorities identified from the Ofsted report in July 2016

2. Ensure Reading leader is supported and challenged

3. Governors RAG rate action plans termly

4. Chair and Vice Chair contribute to termly SEF

5. Ensure school system and process fully support new 3 form entry uptake


JR1.      Gov meetings

2.      Meetings

3.      Action plans

4.      Meeting time

5.      Monitoring activity


2Mtgs with SR


4. Termly


Governors challenge senior leaders so that deployment of staff and resources impacts on positive outcomes for children. Governors have a good understanding of the school and swiftly address any issues that arise from parent, staff and pupil surveys. Gaps in Reading between boys and girls have closed.

Ensuring all teaching continues to be at least consistently good with an increase in outstanding teaching

1.      Ensure the marking policy is effective and all gap tasks are completed

2.      Learning walk to focus on teaching of Reading

3.      Monitor the quality of teaching to ensure good teachers are receiving appropriate support to be outstanding

4.      Challenge leaders to ensure texts available to pupils for to all school topics

JB/SA1.      Time with SLT

2.      TBC with SR

3.      Termly gov mtgs

4.      Mtg with SR

1.      Oct 2016/Feb 2017/July 2017

2.      Termly

3.      Termly

4.      Termly

All children will have access to consistently good quality teaching and will make at least good progress in their learning.

Quality of teaching to be monitored by TLAO committee to ensure consistently good teaching. Higher profile on teaching of Reading


Ensuring all pupils, and groups of pupils, make at least good progress in Reading, Writing and Mathematics, and a greater proportion of pupils exceed expected progress, and that this is checked by regularly holding individual teachers, managers and leaders accountable through progress monitoring and review;

1. Share Data Dashboard with governors

2.MH to provide written and oral report on pupils’ progress and achievement – including pupil groups

3.Middle Leaders to report termly on and present pupil progress in relation to areas of responsibility, focussing specifically on standards in RWM

4.DW to monitor progress of Reading for boys v girls in all year groups

5. DW to analyse termly data for gaps

DW1. DD analysis from MH

2.Report from MH

3.Release time for LP/NS/SR/JR

4. Time for meetings

5. Time for DW

1.Nov 2016

2.Outcomes and Teaching committee meetings







School leaders are held accountable by governing body for pupil progress outcomes every half term, following pupil progress reviews.

Governors use national data sets routinely to compare school performance with national indicators, as part of outcomes meetings.

Pupils’ progress in their learning is at least good, as shown in their work books, and monitoring evidence shows the impact of improvements made is contributing to raising standards in lit / num each half term.


Ensuring pupil’s attendance is in line or above national averages

1.      Attendance – ensure whole school attendance is above national average

2.      Governors meet with parents of pupils who are persistently absent (PAs)

3.      Ensure number of pupils arriving late is significantly reduced with the monitoring of late gate.


SDS1.Half termly report

2. Ongoing meetings

3. Half termly reports

1.      Time with MH

2.      Ongoing

3.      Half termly monitoring records

Higher attendance figures across all classes. Increased attendance will impact on achievement and progress

Pupils punctuality has improved and pupils are not late to school which will also impact on progress.



·       Governor visit forms show the impact on raising standards – ongoing – JR to monitor

·       Termly attendance report at governor meetings A2 Sp 2 Su 2

·       Teacher profile summary shows 100% good teaching has been maintained

·       Teacher profile summary shows increased percentage of teaching is outstanding

·       School targets are met July 2017