School Development Plan 2020-2021

Schools are required to maintain a School Development Plan, based on a three year cycle to review progress and plan for improvement across a range of areas.

In Spring 2020 we were preparing surveys of parents, pupils and staff about School Development. It was our intention to use the feedback from those surveys and also our evaluation of the previous plan to inform the drawing up of a new plan. This is a work in progress and it takes time to refine the plan - new versions will be uploaded periodically.

The 2019 -20 and 2020 - 21 school years have been severely impacted by the Covid-19 pandemic and this has impacted our ability to see through our plans. However, no crisis occurs without learning and we have learned much from having had to respond dynamically to the demands the pandemic has placed upon us. An interim plan was put in place for the period of the pandemic.

We will be reviewing and updating our plans in the summer term 2021 and we are confident that a revised plan will reflect not only the things that have been held up because of the pandemic, but also to embrace the new learning which has been a necessary response to the challenges of the pandemic.

School Development Plan 2020-2021

On 3rd June 2020, due to Covid-19 DE produced guidance to clarify the requirements of SDP for 2020/2021.

The SDP is an important vehicle for school improvement, communicating a coherent, shared vision for the development work of a school with all members of its community.

DE and ETI recognise the need for a flexible approach to SDP in the coming academic year.

Boards of Governors are asked to take a pragmatic approach to school development planning, ensuring that the process is useful in supporting the work of the school and that it is manageable.

DE have suggested that the following may be appropriate priorities:

1. supporting the physical, mental and emotional health and well-being of pupils & staff;

• Organise a Summer School to support P5/R5 &P6/R6 children
• Incorporate PE, Daily mile, Mediation, Mindfulness into lessons
• Integrate PATHS strategies throughout the school
•     Other activities/programmes

2. developing effective approaches to remote/blended teaching, learning and/or assessment;

• Develop Policy for Remote/Blended Learning
• Trial Online resources, as appropriate to each Key Stage: Seesaw; Seesaw Class; Study Ladder; Oxford Owl; Sumdog, Bug Club Teams; AR etc.
• Develop approaches to support children’s learning during potential lock downs:- 2 weekly printed packs including reading resources, daily schedules, tutorials and videos to explain learning intentions, support for key worker, SEN & vulnerable children, monitoring children’s learning, live/recorded lessons, survey of parents, pupils and staff’s experiences and perceptions.

developing effective approaches to delivering services to vulnerable learners and those learners who have statements of special educational need;

• Develop Online approaches for children who are Shielding: eg - Collaborate, weekly packs etc 
• Protect Statemented children by ensuring that Classroom Assistants don't need to cross bubbles, wear masks/visors when working closely with children.

3. identifying and addressing underachievement, particularly for those pupils who have experienced barriers to

    engaging in remote learning;

• Complete GL assessments: CAT; PTE & PTM; Analyse performances to identify high achievers; low achievement and underachievement.
• Numeracy baseline: Busy Ants within KS1 & KS2; FS school-devised assessment
• Implement ‘Engage’ funding to enable SENCO to support underachieving children

4. enhancing parental engagement to support their child’s learning; and

• Utilise Seesaw as the primary means of communication between teachers and parents and to help them support their children
• Keep the school website updated with accurate information about how parents can support their children
• SEN and IEPs:

5. developing an effective programme of professional learning for teachers.

• Up-skill staff in use of Online resources: Teams, Seesaw Class, Google Classroom etc
• Focus on staff Well-being: Stephen Beattie training session- Recovery

6. developing key curriculum priorities for this year: Literacy, Numeracy and Wellbeing

• Revised streamlined Action plans and weekly planning cycle