Home Page

School Development Areas

School Development Priorities


Each year, we sit down as a staff and look at what happened in school the previous year, think about our successes and challenges and try to identify areas for development in the coming year.


Sometimes targets run over two years (as is the case with the Mental Health target) as we recognise that a longer-term aim is more appropriate.

As with anything, when you focus your attention in one area, it means other areas have reduced attention (a little like keeping track of multiple children!).  We do our very bets to keep all plates spinning at school, but try to give these areas a bit of a boost.




The gap between reading and writing is increasing at KS1 and the standard of reading (in particular) and writing from KS1 are not maintained in KS2

Improve reading and writing standards through school so that at the end of KS1 and KS2 to raise to National %

Current assessment practice are not effective in demonstrating that children 'know more, remember more and can do more'. 

Improve assessment practices in foundation subjects so that they are robust and accurate

Positive mental health in school is increasing, but still low in some areas for some children. The effectiveness of the interventions has been demonstrated and evidence shows it is effective during the pastoral times, but little evidence of it being maintained in class by the teachers.

Increase the % of children exhibiting positive MH traits.

Questioning for assessment (AFL) is not rigorous or effective enough in classes so that it promotes independence or understanding. Children are becoming too adult dependent during the working phase.  Teachers need to ensure that the input has been of sufficient quality and sufficiently understood that children can work independently, allowing the adults to be live marking (assessing) or enhancing (through scaffold or extension)

Improve the quality of teaching and learning, in the areas of questioning and cognitive load so that the children become more independent learners