School Development Plan
School Development Plan 2025 – 2026
Inclusion:
IN1: Ensure the pupil premium strategy is aligned with wider priorities, and is implemented and monitored effectively, including through training and support for staff.
IN2: To ensure leaders of SEND have high expectations of all staff & for all pupils by creating a training programme for all staff, & ensuring that systems & paperwork are designed to meet needs.
IN3: Review and revise the SENCo job description, and to include consideration of role of Inclusion Manager (Also S1).
IN4: To ensure all SEND and disadvantaged pupils experience success in their learning by ensuring that teaching and the curriculum is suitably and appropriately adapted.
IN5: To ensure that SEND and Pupil Premium funding is used effectively and efficiently for SEND and disadvantaged pupils achieve their targets and make good progress from their starting points.
SEND:
S1: Review and revise the SENCo job description and to consider role of Inclusion Manager (Also IN3).
S2: Ensure the SEND Information Report is aligned with the SEND Policy and reflects the work of the school appropriately.
Leadership and Governance:
L1: Ensure all staff have professional learning programmes build expertise and are aligned with whole-school improvement (particularly SEND/Disadvantaged pupils) and individual needs.
L2: Ensure that staff’s time is used as effectively as possible to secure the best outcomes for learners and workload is manageable.
Curriculum and Teaching:
C1: Areas for improvement are identified and built into the professional learning programme to ensure staff develop the expertise needed to deliver the curriculum effectively (linked to L1).
C2: Ensure assessment accurately identifies any gaps in pupils’ foundational knowledge in communication and language, reading, writing and mathematics.
C3: Ensure ongoing, targeted teaching and practice are prioritised so that pupils quickly catch up.
‘Leaders should ensure that the pedagogical approaches they intend teachers to use are clearly outlined and understood by staff’ (Ofsted Inspection June 2022).
C4: Review areas of the curriculum to ensure the curriculum has subject-specific rigour, so that pupils gain disciplinary knowledge and can answer subject-specific questions.
C5: Ensure teachers have expert knowledge of the subjects that they teach so that any gaps in knowledge does not disadvantage pupils.
Achievement:
A1: Ensure interventions are used effectively to enable the securing of important foundational knowledge in language and communication, reading, writing and mathematics so that pupils can access the whole curriculum.
A2: Ensure the ‘curriculum pathways’ of SEND/ Disadvantaged pupils are clear and are ensuring that they make good progress.
Attendance and Behaviour:
B1: Review and refine attendance strategy to ensure any actions needed are addressed effectively.
B2: Leaders and other staff have a ‘Therapeutic Thinking’ approach which underpins the clear routines and expectations for the behaviour of pupils in all aspects of school life, not just in the classroom. Reviewed and updated school behaviour policy for consistency.
B3: Staff ensure they are consistently creating a climate where pupils are committed to their learning, motivated, self-confident, and able to work cooperatively and collaboratively with their peers and staff.
Quality of Early Years:
EY1: Staff ensure all children have access to an ambitious curriculum, including those who are disadvantaged or SEND.
EY2: Staff use assessment well to make any necessary changes to teaching and/or the curriculum, including sharing information with KS1 staff.
EY3: Staff engage children in high-quality interactions to develop their knowledge and vocabulary; they help children articulate what they know and understand by scaffolding, modelling, extending and developing their ideas.
EY4: Staff quickly and accurately identify children who face any barriers to their learning or well-being and they consider children’s different starting points and stages of development and reduce any barriers.
Personal Development and Well-Being
P1: The curriculum and culture promote equality of opportunity ensuring understanding of the protected characteristics.
P2: The curriculum and personal development programme are focused on developing all pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.
SIAMS:
SI1: Strengthen partnerships with local schools and the diocese to share good practice and learn from them in order to further enrich the school’s provision (Dec 2022) (Link P1).
SI2: Enable pupils to study people from a range of faiths more frequently and in a greater depth. This is so that they can extend their experience of cultures and differences, enhancing their appreciation of diversity (Dec 2022).
SI3: Review the RE curriculum to ensure it is effective and appropriate.
Resources and Premises:
R1: Creation and development of Chaddleworth School site as an alternative learning space or ’Small Garden’ learning space for SEND, Disadvantaged and all other pupils.
R2: Plan and develop the Triangle Garden as a space for self-regulation and reflection.
R3: Develop outside teaching space to enable delivery of interventions and specialist teaching, such as Music and ELSA.
R4: Update, refresh and replace school signage and visitor information.
R5: Review viability of the school as a small, maintained school in terms of future support and sustainability for the needs of the pupils.