School Development Plan
Our school is a place where:
All children will be nurtured so that they enjoy coming to school, and feel happy and safe while they are here. Every child enjoys learning because teaching is inspiring, fun and challenging. Every child is full of potential and deserves to be set high expectations of progress and behaviour. All children have the right to be treated with respect, and to learn about their rights and responsibilities so that they can make a positive contribution to school and society.
All children have the right to be included and to succeed. Every child is unique; difference and diversity are welcomed and celebrated. All children will learn how to keep healthy, how to stay safe and how to be good learners. Every child can shine. All parents will be welcomed so that we can work in partnership.
You will find Alexandra School next to Richmond Park, and close to the River Thames. Our school team is both creative and committed, and love to come up with engaging, relevant and enticing approaches to learning that are responsive to children’s interests. We use the local environment to design challenging, experiential and adventurous opportunities for learner engagement.
Our culture:
A school's culture is built by the people who are part of it. In our school, we are all learners, determined to improve. We care about our children, and nurture them as individuals. We welcome difference and celebrate diversity. We have high aspirations for every child, and work together to support our learners to achieve their best. There is a lot of love, a lot of laughter, and a lot of learning in our school.
Our learners:
We are very lucky with our learners! They are exuberant, enthusiastic, determined and articulate. They believe that with practice, perseverance, resilience and determination they can achieve the best they can possibly be. They are willing to learn from their mistakes, to listen to feedback from their peers as well as school adults, and to set themselves goals that are challenging and aspirational.
The learners in our school know that every individual is equally valuable, equally loveable, and has an equal right to be included. Our learners are always surprising us, and often make us smile.
Our teams:
Our teaching teams are passionate about learning. They want to offer an irresistible invitation to learn that will enable every child to achieve, and believe that children should feel secure, nurtured, listened to and happy. They believe learning should be fun. They work hard. Our Breakfast and After-School Club crew help many parents to balance their work and family commitments by providing up to 10 hours a day of childcare (including school hours).
Our dreams:
At Alexandra, pursuit of individuals’ beliefs and cultures are encouraged and celebrated. All members of our community are given the opportunity to be involved, to innovate and to participate in our sense of community and camaraderie. In our world, everyone can make a difference. We believe that every child can learn, achieve and make valuable contributions to the community they will be part of – and we believe it is our job to make sure this happens.
Our parents :
As educational partners we want to work with our parents and carers, to use their skills and talents and to support them in the most important job they do – their children are our future. We know how to enable children to grow up as successful learners, confident individuals, and responsible citizens, believing that they can make a difference in our world. We provide ideas, opportunities and challenges for learning that will excite and motivate both parents and children.
Our future:
Alexandra has had an exciting and challenging transition. We have changed from an Infant School into a Primary School. We continue to plan to make the very best of this opportunity so that our pupils will continue to enjoy an outstanding education.
We need to plan for the future, to hold on to what we know is important, and to create a Primary School that will nurture the growth of our children so that when they turn 11 they are ready for the next stage in their educational adventure equipped with the skills, knowledge, attitudes and self-belief that will help them to achieve their dreams.
Our school development plan:
This document is a summary of the objectives we will be focusing on over the next three years, as we continue to expand. We are determined that the business of expansion will not detract from the quality of the provision our children deserve.
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2018 - 2020 |
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Learning Outcomes |
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All children, including those with SEND, make great progress so that they meet challenging targets at the end of KS2. In 2020 KS2 Pupils achieve expected FFT20 targets (71% RWMc) and school’s own Greater Depth target (33%) in 2020. A greater proportion of children achieve GDS in all year groups. The gap in achievement between those who are disadvantaged or have a high level of need and other pupils is narrowed. Evaluation of outcomes results in an impact on standards. |
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Quality of learning and Teaching |
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UKS2 curriculum, teaching team and resources are outstanding Teaching for mastery strategies are embedded Achieve gold primary science quality mark Teaching of spelling improved All staff understand how a range of factors can inhibit pupil’s ability to learn and how to adapt teaching EEF toolkit impacts on interventions and learning strategies Curriculum promotes learning at greater depth in all subject areas Library supports and nurtures a love of reading |
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Learning Environment |
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Emotional environment Behaviour management and values teaching are appropriate to KS2 children KS2 pupils have developed independence, enterprise, and a sense of responsibility Healthy Schools Gold Award achieved Meta-cognition, self- regulation and a growth mindset embedded Physical environment Quality of KS2 sports provision enriched and improved All pupils develop healthy lifestyles and reach appropriate performance levels Playground meets the needs of pupils across both key stages and with all abilities Internal and external spaces support learning and high standards of behaviour From the main gate onwards school presents a great first impression |
| Learning Community |
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Parents and carers effectively support pupils’ learning, well-being, physical and emotional development Parents and carers who are learning EAL improve their language skills and capacity to support their children’s learning Pupils develop a sense of community with opportunities for them to make positive contributions to society The school has a high profile within the local community |
| Leadership of learning |
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Pedagogy is continually improving Subject Leaders ensure excellence, progression and coverage across both Key Stages. Leadership team includes UKS2 and succession planning for key SLT members Systems maximise the efficiency of school improvement activities Participation in the School Partnership Project has enabled inter-school peer review and subsequent improvement School practice is responsive to national and local changes Colleagues are up to date with educational research and guidance |
PRIORITY AREAS
| 2017 - 2018 | 2018 - 2019 | 2019 - 2020 |
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Learning Outcomes: All children, including those with SEND, make great progress. All children achieve challenging targets and those who do not have a very high level of need achieve at least age related expectations, including those eligible for PPG. Cohort outcomes in Cohorts 1 and 2. are improved Improve the percentage of boys who achieve GDS in writing.
Quality of Teaching, Learning and Assessment Investigate and implement teaching for mastery strategies in maths. Improve the teaching of spelling. Improve the teaching and assessment of science and apply for PSQM Use EEF toolkit to develop high/moderate impact low cost strategies Improve interventions focused on pre-requisite skills – use EEF research to audit and improve Design Y5 curriculum and recruit outstanding Y5 teachers. Nurture a love of reading and provide library and learning resources necessary for KS2 expansion. Environment for learningEmotional environment Promote an awareness of the importance of, and strategies to protect, mental health and well- being. Apply for Healthy Schools Bronze Award. Develop sense of responsibility in older pupils. Physical environment Improve the first impressions the school presents at the main gate. Identify and install a new ball court to cater for older pupils. Internal and external spaces support learning and high standards of behaviour. Learning Community Further develop parents’/carers’ skills so that they can effectively support pupils’ learning, well-being, physical and emotional development. Provide opportunities for parents/carers who are learning English as an additional language to improve their language skills and capacity to support their children’s learning. Make links with secondary schools to share good practice and resources Leadership of Learning Through the School Partnership Project, to engage actively in peer review in order to build a sustainable, self-improving, school-led system where schools are jointly responsible for the improvement of themselves and others. Develop the sharing of great practice, risk taking and lesson study so that teaching across the school is continually improving. Improve Subject Leadership focus on progression and coverage across both Key Stages. Plan for development of the leadership team to include UKS2 and succession planning for key SLT members. |
Learning Outcomes: Ensure that a greater proportion of children achieve learning at greater depth in all year groups, including those eligible for PPG. Use evaluation of outcomes to plan for improvement in Cohorts 1,2 and 3.
Quality of Teaching, Learning and Assessment Investigate and implement teaching for mastery strategies in reading and writing. Embed PSQM Gilt award. Continue to develop strategies recommended by EEF toolkit. Design Y6 curriculum and recruit outstanding Y6 teachers Provide library and learning resources necessary for Y6 expansion. Environment for learningEmotional environment Promote independence, and enterprise amongst our older pupils. Apply for Healthy Schools Silver Award. Physical environment Maintain the environment to highest standards. Quality of KS2 sports provision enriched and improved. All pupils develop healthy lifestyles and reach performance levels that they are capable of. Identify and prepare for school journey at the start of Y6 to provide adventurous outdoor learning. Learning Community Introduce learning review system for Y5 children and parents/carers. Develop pupils’ sense of community, and provide opportunities for them to make positive contributions to society. Raise the profile of the school within the local community. Develop links with secondary schools to implement effective transition for Cohort 1. Leadership of Learning Y2 of the School Partnership Project. Develop Subject Leaders’ capacity to impact on standards. Develop Leadership Team across all 3 key stages |
Learning outcomes: Ensure that our first Y6 cohort is well-supported to successfully meet challenging targets, including those eligible for PPG. Ensure that a greater proportion of children achieve learning at greater depth in all year groups –all areas of curriculum focus
Quality of Teaching, Learning and Assessment Respond to priorities identified in self- evaluation. Respond fully to the review provided by the SPP. Keep up to date with research to implement effective pedagogical strategies. Environment for learningEmotional environment Involve 6 pupils in school development planning and learning dialogues with teacher. Apply for Healthy Schools Gold Award. Physical environment. Exploit the resources of the locality to provide opportunities for older pupils. Learning Community Continue to develop Learning review for Y6 and Y5 pupils and their parents/carers. Support transition for Cohort 1 pupils. Leadership of Learning Y3 of the School Partnership Project. Undertake thorough self-evaluation |