To maintain the OFSTED grading of outstanding

William Patten School Development Plan 2022–23

Leadership and management

To improve outcomes in writing in Year 2, 3 and 5 with particular reference to boys writing in 3 and 5
To improve outcomes in Maths in Year 3 and 4
To induct new subject leaders in their role – English, Humanities and PE and further develop current subject leaders with a focus on monitoring, target setting and review to maintain and develop standards across all curriculum areas
To further develop the role of the Year 4, 5 and 6 phase leader.
To increase the quality of handwriting and the accuracy of spelling across key stage 1 and 2.
To further develop the school’s engagement with vulnerable families.
To implement new digital system for safeguarding record keeping
To continue to ensure that Governors are well equipped to maintain their oversight of the school in order to play an active role in its strategic development, through visits, targeted questioning and presentations
To ensure Governance offers challenge and is fully aware of their commitments in relation to communication

To ensure consistency in provision and teaching approaches from all staff to enable SEND pupils to acquire the key identified knowledge and skills across the curriculum
To ensure that SEND learners develop both their independence and confidence.
To ensure that the targeted support for Pupil Premium Grant (PPG) learners impact on the progress and attainment of this group by tracking progress and attainment
To develop WRM in conjunction with NCETM PD materials, incorporating stem sentences and additional representations as part of lesson design in Years 1 – 6.
To ensure consistency within lesson components (progressive questioning, task design and the use of TV mats).
Develop opportunities for extended writing in years 1-6.
To further develop the quality of handwriting, with a particular reference to EYFS and KS1.
To embed the teaching of handwriting with a focus on spelling patterns within words, according to separate word lists for each year group (1-6).
To ensure that the school’s curriculum promotes race, gender and LGBT+ equality, and that opportunities to develop children’s understanding are considered, planned for and incorporated as part of the core offer, as opposed to add ons.
To provide CPD that further develops provision of challenge for high attainers and the support for current lower attainers in writing and maths, and which enhances TA knowledge and provision for SEN.
(Autumn 1 Focus: Writing)(Autumn 2 Focus: Maths)

To develop the concept of community responsibility and being grateful and appreciative for what they have
To foster an awareness of global issues of inequality and how movements, including Black Lives Matter, can achieve positive change.
To develop awareness of gender inequality, and how to recognise negative gender stereotypes as a means to overcome limitations
To encourage / remind children of the importance of acceptance and tolerance of differences
To instil positive values (in line with fundamental British values), instilling a culture of consideration for others, responsibility, respect, active citizenship and a sense of gratitude.
To understand the health and wellbeing needs of our local community through scrutiny of local data – and respond accordingly

To introduce growth mindset as a way of ensuring that the children develop resilience and set high expectations for themselves.
To embed the Zones of Regulation across the school as the way towards developing a metacognitive pathway to build awareness of children’s feelings / internal state and utilise a variety of tools and strategies for regulation, prosocial skills, self-care and overall wellness.
To extend children’s tolerance, humility, respect and kindness for others both within and beyond the school community.
To give SEND and PPG children a greater pupil voice including having more representation from SEND and PPG pupils on School Council and the Eco Team
To implement new Pupil Wellbeing Champions and develop their voice and role within the school community.
To further develop the MHWB support available to all members of the school community through Parent workshops and development of Parent and staff Wellbeing Champions (with WAMHs workers in school)

To maintain attendance rates of pupils across EYFS with a particular focus on those whose attendance falls below 95%.
To ensure that the pitch and access to independent learning for key groups, including disadvantaged pupils and boys in EYFS.
To further develop writing in EYFS – daily handwriting, spelling and FMS activities. Timely intervention for children needing FMS and RWI intervention.
To continue to refine and embed the use of NCTEM Mastering Number resources into daily Power Maths lessons.
To link EYFS outcomes with the whole school curriculum map for the current year 2022 – 2023
To embed Bloom’s taxonomy questions, Word Aware and retrieval practice in daily literacy and maths lessons.
To amend the Reception RWI lessons, to include a greater focus on phonics input, GPC and spelling.
To assess all children using the NELI Language Screen Assessments, to identify children most in need of C&L/Lit support and to start NELI interventions ASAP.
To create areas in the outdoor area that offer opportunities for sensory development, collaborative play, self-regulation and speaking and listening skills.
To ensure summative assessment materials and tracking is simple, meaningful and effective.