The SDP informs all stakeholders and staff within the school of the priorities for the 2022- 2023 academic year. The Self Evaluation Form (SEF) is a position statement of the school’s up to date performance and the SDP springs from this analysis.

DEVELOPMENT STRAND 1 : Deepening Curriculum Knowledge

Develop teacher’s curriculum knowledge to enable them to understand how new knowledge and skills build on previous years’.

Ensure breadth of curriculum knowledge is consistent through and across the year groups and is augmented with higher expectations of pupil progression.

Continue to prioritise reading across all areas of the curriculum, including the completion of the Larkhall Phonics Scheme.

CPD for new Curriculum leaders, with a focus on upskilling of new staff,  monitoring, action planning, progression (Early Years Foundation Stage-Y6) and assessment.

Continue to reinforce teh Personal Social Character Development as a core curriculum area from EYFS (Prime areas) – Y6.

Using children’s targets to develop children’s understanding and knowledge of literacy (e.g. spellings and handwriting) and numeracy (e.g. number facts and mental calculations).skills that are applicable across all areas of the curriculum;

Curriculum development will allow teachers across the school to peer mentor, model and share best practice and give feedback.

Reinforce the cycle of Building Learning Power and Zones of Regulation and provide ongoing support for all staff.

Embed consistency in learning environments; learning walls and clearly defined themes.

Continue cycle of reviewing all curriculum policies, Teaching & Learning Policy and Behaviour/Relationship Policy.

DEVELOPMENT STRAND 2 : Assessment Trends

2021 – 2022 Year 6 SATs analysis of underperformance areas across subjects and Sig Group shortfalls.

2021 – 2022 Whole school analysis of underperformance across subjected and significant groups.

Build in an understanding of the expectations for the moderation of children’s work in all subject areas – e.g. presenting evidence for ‘Expected’ children, together with rationale for why ‘Expected’. This has been implemented for the ‘core’ subjects. Curriculum Leaders to further develop evidence ‘bank’ for demonstrating children’s progress.

Assistant Heads for Phase and teachers triangulate data tracking of children, class context sheets with focus children and significant group analysis.

AfL including verbal feedback to form a key part of feedback to children.

DEVELOPMENT STRAND 3: Staff Development and well being

Develop teacher’s curriculum knowledge to demonstrating what Larkhall wants children to know, understand and be able to do at the end of their stage of learning.

CPD for new Curriculum leaders, with a focus on upskilling of new staff,  monitoring and and assessment.

Within the review of the curriculum and T & L policies, there is a renewed focus  on pedagogy when teaching the ‘whole curriculum’. It is focusing on the real curriculum as the lived daily experience of children in classrooms, with curriculum development being an inherently creative process by which teachers take the desired outcomes from the intended curriculum and convert them into engaging activities in classrooms. These objectives only can be achieved by the way in which the learning experiences are planned and conducted in the classroom.’ Leading on from this is the acknowledgment that these aspects of content depend on how things are taught as much as, or more than, what is taught – in other words, pedagogy.

There is a continued focus on developing the techniques and skills for reflective thinking, values and attitudes, sensitivities and feelings, all contributing toward producing academic and social skills.

Staff Well-Being Policy to be formulated by HT and WBC’s; Graduation of benefits and support available; SLT ensure all staff groups are part of the well-being feedback; Staff Well-Being Policy to be ratified by the Governing Body by end of autumn term 2.

Identify what has worked well for staff wellbeing in the last two years and incorporate that into our approach moving forward.