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Ellen Wilkinson
Primary School

School Development

To ensure that as a school we are always striving for the best possible outcomes for our pupils, the following three year strategic development plan has been created.  This strategic plan is  reviewed at the end of every academic year as part of the school’s self-evaluation cycle and is used to inform next steps for development.

It is assumed that as the plan progresses, improvements from the previous year are maintained & embedded.

This strategic plan is complemented by the School Development Plan (SDP), a shorter term more detailed operational plan extending over the course of an academic year.

The following sets out a summary of what we wish to achieve for this year.

The Big Picture

The vision of Ellen Wilkinson Primary School is ‘Learning to Grow and Succeed Together’. This underpins all aspects of our school community.

In order to achieve our vision the school has adopted a set of core values around which school development is planned. These values are a result of consultation with all members of our school community and we expect everyone to embody them. Therefore everyone has the right and the responsibility to be:

  • Inspired and inspire others
  • Respected and respect everyone
  • Successful and help others to succeed
  • Resilient and help others to develop resilience
  • Heard and cared for

We also expect all members of our community to uphold the 5 British Values of Democracy,  Rule of Law, Respect and Tolerance, Individual Liberty.

To ensure that as a school we are always striving for the best possible outcomes for our pupils, a three year strategic development plan has been created.  This strategic plan is reviewed at the end of every academic year as part of the school’s self-evaluation cycle and is used to inform next steps for development. It is assumed that as the plan progresses, improvements from the previous year are maintained & embedded. The strategic plan is complemented by this School Development Plan (SDP), a shorter term more detailed operational plan extending over the course of an academic year.

Main development priorities for the year are called focus priorities. Other elements that may need to continue as they are not yet embedded or need further development may be identified as background priorities.

The timeline for the plan is divided into 4 quarters throughout the year coinciding to link with the school Learning Fairs. These quarters are used to track progress towards each priorities success criteria (green = on track/ahead of schedule, amber = generally on track but may lack consistency, red = not on track). This can be found in Steps to Success & Evaluation.

  • Quarter 1 ends …19/11/21
  • Quarter 2 ends …04/02/22
  • Quarter 3 ends …06/05/22
  • Quarter 4 ends …15/07/22

This is done through the agreed monitoring evidence which includes a series of quarterly reports & meetings from school leaders at all levels which are evaluated by the Head Teacher, GB Curriculum Committee and ultimately the full Governing Body. 

Priorities & progress towards achieving them are shared with staff via school development display in the work room. It is the responsibility of all staff to support development of whole school priorities in order to ensure the best outcomes for pupils

 

Key priorities 2021 - 2022

Addressing the ongoing impact of the pandemic whilst continuing to move the school forward will be the main focus of development for the next 2 years. Although significant improvement has already been achieved, it is expected that the remaining negative impact gap on attainment is at least halved this year and fully closed by the end of 2022-23. Targeted Learning Time (TLT) will continue and use of COVID premium will be used to support additional sessions and further 1:1 tuition where appropriate. It is to be noted that high mobility due to COVID & Brexit has also impacted in this regard, and therefore refined induction arrangements are being put into place.

Embedding our curriculum redesign that began prior to the pandemic, and the pedagogical expectations linked to the curriculum vision will also form a main part of development within this year. This includes a more cohesive approach to learning sequence across the school particularly at points of transitions such as YR to Y1, Y2 to Y3 & Y6 to secondary. This will also support the school's approach to the revised EYFS framework and will necessitate a focus on training & support for not only EYFS deployed staff, but many subject leaders to develop understanding of their responsibility area in Early Years. Ongoing curriculum development will focus on developing in greater detail the three ‘golden strands’ of Education 4 Change (diversity), global citizenship (including Eco guardians and environmental education) and safeguarding which we are deliberately weaving into our offer. Development of music provision in light of the model music curriculum will also begin.

The pandemic has reinforced the importance of strong pastoral support and development in order to support mental health and wellbeing. Areas of focus will be: senior mental health lead training, reviewed curriculum provision & mapping, introduction of Wellbeing Wednesdays & school created PSHE units on well being, development of pupil wellbeing surveys to support identifying target groups and evaluate impact of interventions, creation of wellbeing team and staff ongoing workload review. ‘Up and Out’ week will be reviewed and reformatted to build in some of the dreams and aspirations units from the PSHE curriculum. Reestablishing links to further education institutions will support this.

A ‘learning conversation’ approach to school development and a bespoke CPD offer are being introduced so that support and development for staff is more in keeping with the vision, aims and ethos of the school. An evaluation of the impact of the ongoing workload review to identify next areas to address will also take place as part of this