School Development Priorities

We are continuously striving to improve the school, and our school development priorities help us to do this in a strategic and planned way each year, linked to the school’s vision, mission and aims. 

Vision Statement: Preparing the children of today to thrive and meet the challenges of tomorrow, by developing independence and resilience through a forward thinking and evolving curriculum, proudly reflecting our diverse community, inspiring and celebrating all achievements.

Mission Statement: We are a vibrant, diverse and inclusive community, fostering a culture of learning and resilience, through a creative and pupil centred curriculum where children are encouraged to take risks and learn from their mistakes, all within a supportive environment.


The school development priorities from 2024-2025 are shared below, along with a short summary of the impact of our work against the priorities last year:

SDP FOCUS 1 2024- 2025: To build capacity and expertise across the school to support the increasing SEND need.
  • SEN provision was reviewed by Hampshire advisors across the school and good practice was observed across all year groups.
  • Pupil led Inclusion Ambassadors have been set up and embedded across the school to promote special needs, disabilities and mental health with the children, including them presenting at half termly assemblies. Children have reported that they have felt seen as a result of being represented in this way. 
  • Staff expertise in the school has been enhanced with pathways in place for all support staff, enabling us to have expert support staff in place for different aspects of SEN including sensory needs, challenging behaviour, cognition and learning, and speech and language. 
  • Teachers have developed their SEN knowldege further through termly staff meetings as well as through their professional development through their own SEN pathways. 
  • Parents page on the website is set up to highlight the key work of the Inclusion Ambassadors throughout the year. 
Next Steps
  • To continue to develop staff confidence and knowledge with supporting a wide range of SEN and the new needs of pupils as they arise. 
SDP FOCUS 2 2024- 2025: To improve the combined reading, writing and maths outcomes by identifying and addressing the barriers to learning.
  • All staff have been involved in maths training to ensure a consistent approach across the school, and this has been monitored internally and externally with good results.
  • Progress meetings have been restructured to ensure continuity and a focus on the combined measure. 
  • Attendance has been a focus, and has been addressed with parents where this is a concern. Attendance has improved as a result, which in turn supports better pupil progress. 
  • External agencies are being used to support children where there are barriers, and referrals and being made in a timely manner. 
  • Additional practical resources have been purchased for use across the whole school to improve access to resources in maths and to ensure that children have opportunities at all levels for concrete, pictoral and abstract learning in the subject.
  • Staff have accessed a Hampshire 'combined' training programme and have implemented changes following this across year 3 and 6 initially. 
  • End of KS2 combined results have improved this year and last compared to the end of 2022 and 2023. 
  • The year 4 multiplication check results this year are higher than the local authority average. 
  • Phonics results this year continue to be above national levels as a result of our strong phonics programme in place.
Next Steps
  • To drive the improvements seen from the combined training course across the whole school to support the improved outcomes in reading, writing and maths. 

SDP FOCUS 3 2024- 2025: SDP 3: To improve writing outcomes across the school.

  • Writing outcomes at the end of the year improved in 5 out of 7 year groups across the school compared to the end of 2024. 
  • External and internal moderation across the school confirmed accurate moderation of writing in the school was in place. 
  • External support from Hampshire has hightlighted the rigour around the new spelling curriculum, which is now threaded through our reading and writing across the school. 
  • Staff training has improved confidence and effectiveness of teaching writing in the school. 
  • Assessment of writing to inform next steps in planning now has rigour as objectives are RAG rated and revisited as needed.
  • The support around sentence structure for children who struggle with writing is in place across the school, and staff are confident in planning for this support. 
Next Steps
  • Changes need to be fully embedded across the school, including with new teachers who have joined this year, so that the impact of the work done can be seen further. This includes promoting writing further with pupils to motivate them, and with parents to support a joint partnership. 

 

SDP FOCUS 4 2024- 2025: To develop effective leadership across the school, including that of middle leaders, in order to raise standards.
  • The new leadership team has been established and restructured, and roles redefined to support the raising of standards in the school. Outcomes in phonics, EYFS and the year 4 multiplication check continue to be above national results, and the combined year 6 data is continuing to improve on previous years results.
  • Performance management for teaching staff has been realigned to tie in with the school development plan, pay expectations and individual CPD.
  • Middle leaders have been empowered within their subjects to work with pupils regularly to get feedback, and to monitor pupil work across the school, through our subject shift afternoons termly.
Next Steps
  • To create a programme of coaching and support for subject leaders to be able to develop their subject area further, in line with our 2025-26 target, SDP3.


In 2025-2026, we will focus on the following: 


SDP 1: To enhance the provision in Early Years Foundation Stage (EYFS) to improve standards and outcomes for all pupils as they begin year 1

Our EYFS results are good and above national levels. However, with a push nationally to improve outcomes for children coming out of Early Years and being year 1 ready, we want to ensure that we are also moving forward and doing the best that we can for our children in their early years provision. We are working hard to improve the environment, both indoors and outdoors, in the EYFS area to provide excellent provision for all children which is both adult and pupil led. We want all the children to come out of the EYFS setting with a good level of development and ready for year 1. 


SDP 2: To improve the number of pupils achieving combined ARE in reading, writing and maths across the school to be in line with national outcomes

The school has worked hard to increase the number of children who, at the end of KS2, achieve the expected standard in all three subjects: reading, writing and maths and, across the last two years, these outcomes have improved. However, we are striving to keep moving forwards with this so we are able to exceed national results. The high mobility in our school impacts this data, as well as the high number of EAL pupils and SEND, but we want to be able to identify the barriers to learning quickly to improve outcomes for all our children. We want to be able to improve the combined reading, writing and maths results across the whole school from early years onwards so, by national testing in year 6, more pupils are moving to secondary school ready for their next steps. 


SDP 3: To develop an inclusive and diverse curriculum which reflects our school community so that our children and families feel a strong sense of belonging at the school

As a very multicultural school, we celebrate the diversity of our whole community and pride ourselves on the work we do around this, celebrating festivals such as Diwali, Eid and Chinese New Year together for example. We also want to make sure our curriculum reflects our diversity, and that children can identify themselves within texts we read and within people we study, for example. As well as languages and culture, we want to ensure we are representing SEN and disabilities, and different genders, within our curriculum to inspire and motivate our children and to promote a sense of identity and belonging.