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Ambitious; Inclusive; Resilient

School Development Plan, 2025-26 

Pupils consistently demonstrate a clearer understanding and application of audience and purpose in their writing, resulting in more effective and impactful written communication across text types. Writing across all year groups will show improved accuracy in spelling, indicating a successful whole-school approach. Pupils will regularly use high-quality sentence stems to structure their thoughts and writing, leading to more accurate, sophisticated and varied sentence structures. Pupils will actively engage in and benefit from structured editing and adapting opportunities, leading to refined and improved written pieces.

Pupils within the AS Resourced Provision demonstrate purposeful and consistent progress, that is formally monitored, toward their key priorities and individual targets.  Pupils achieving greater independence and meeting specific learning goals within their specialist curriculum. The provision will be widely recognised for its highly tailored and effective support, resulting in positive feedback from SEND reviews and parental surveys.

Sustained improvement in overall attendance rates, coupled with a measurable reduction in persistent absence. Through implementation of Thrive strategies, pupils will demonstrate enhanced self-regulation skills and emotional literacy, leading to a reduced reliance on adult support for managing their emotions and behaviours, fostering an even more positive and productive learning environment.

Anti-racist work strengthened, explicitly linking with online safety education to address the increase in racist incidents observed, and to community links and careers pathways enhanced.

Middle leaders to take greater ownership of their subjects, thereby distributing leadership and reducing reliance on senior leaders.

Practice of all teaching assistants is consistently strong, through the effective use of Iris Connect for professional development and sharing best practice.

High-quality outdoor learning activities planned and structured in EYFS, promoting high-quality interactions (SHREC model) and vocabulary development, and targeted speech and language interventions based on Wellcomm assessment outcomes for pupils in the Early Years.