School Priorities

St Alban’s CE Primary and Nursery School

School Development Plan Priorities – summary Sept 2018- July 2019





Core priorities


Leadership and management

  • Governance, especially in relation to the SIAMS framework, challenges the school consistently effectively

  • Subject leadership is effective; evidenced in the impact on raising standards in ‘other subjects’ across the school

  • Aim to successfully achieve grade 1 against the new SIAMS inspection framework (October 2019)


Effectiveness of teaching, learning and assessment

  • Quality of T&L is at least good (and in the examples of best practice, outstanding) across the school (as reflected in books - high standard of presentation and clear evidence of better than expected progress)


Personal development, behaviour and welfare

  • Medical practice and procedure is of a consistently high standard



  • Increase % of pupils achieving Expected level in writing (Y1, 3-6) and at GD (Y1 – Y6) - STRAND1 (develop writing flair and independence) and STRAND 2 (To use self and peer-assessment and editing accurately, in order to improve standards in pupils’ writing)

  • Raise attainment and progress of disadvantaged pupils in reading, writing and maths – key focus KS2 pupils


Effectiveness of the EYFS

  • Outdoor provision in EYFS promotes high quality continuous provision T&L opportunities; impacts on standards

St Alban’s CE Primary and Nursery School


School Development Plan Priorities – summary Sept 2017- July 2018







Leadership and management

  • Effective induction of new leaders and staff into their roles – AHT, HT, RE leader, NQTs, Governors

  • Curriculum – cross-curricular, enrichment

  • Implement effective tracking system (Target Tracker) in order to greater analyse data to target improvement/ develop teacher skills and accountability

  • Further develop subject leader effectiveness

  • TA effectiveness – “enabling not doing”

  • Website – new website design, upgrade and update


Effectiveness of teaching, learning and assessment

  • Reading – two strands; Develop a love of reading, Raise attainment and progress in reading (KS2 outcomes)

  • (Ofsted action point) Provide more opportunities for pupils to be more involved in reviewing their own work (review and embed marking policy and practice)

  • Assessment and tracking – including effective use of marking to impact on progress

  • IRIS as a tool to improve practice

  • Maths – reasoning and greater depth across school/ times tables knowledge and application


Personal development, behaviour and welfare

  • Attendance and punctuality – target of 96% (focus group is disadvantaged pupils and those with SEND)

  • Vulnerable pupils – behaviour tracking, involvement of parents, use of LAC funding

  • Growth Mindset – embedded throughout school – resilient learners

  • British Values

  • Improve security - front gate with fobs, CCTV cameras




  • Raise attainment and progress in reading (KS2 outcomes)

  • Challenge – ensure those pupils on track or exceeding at end of KS1 continue at end of Y3, 4, 5 (key focus 17-18 Y5, 6 pupils who were not on track July 2017 – increase % of pupils achieving GD across KS2, progress outcomes at end of KS2 particularly in R and W

  • EY ELG – reading and writing focus

  • Disadvantaged pupils – to be in line with non-disadvantaged nationally

  • Impact of interventions – accelerated progress


Effectiveness of the EYFS

  • Focus teaching of reading and writing

  • Outside space for continuous provision, child initiated and adult led opportunities

  • Parental engagement and involvement

  • Assessment and tracking