Our School Development Plan outlines the improvements that we are working on behind the scenes. We are aspirational for our pupils as we want them to have an exceptional education. Read a summary of our 2023/24 SDP below.

• BPS SDP 2024 - 25 Summary

BPS Key Priorities for 2024 - 2025

1. Teaching & Learning

For pupils to make accelerated progress in Reading, Writing and Maths (8 steps a year instead of 6)

For 71% of Year 4 (20 children out of 28) achieve full marks in MTC with 82% achieving 16+ marks (23/28 children)

The school has clear procedures for teaching Maths and Writing, and now needs to focus on developing and embedding its Handwriting Policy further. All staff received relevant and frequency CPD to enable them to be effective in their role, where all teachers and TAs can competently deliver phonics sessions for all year groups, including KS 2. This further ensures all teachers and TAs have a strong understanding of delivery of lessons and expectation regarding presentation, layout of work, objectives and approaches, through our T&L Policy. A broad and balanced curriculum is taught with increasing insight into current research to ensure provision is of a high quality and children learn and remember more, with a well-thought through approach to spaced retrieval. Pupils are able to model their working out in 3 formats: concrete manipulatives, pictorial drawings and abstract calculations, to further develop their understanding. Calculation policy to become embedded, therefore pupils having secure strategies to draw upon. The staff continue to receive CPD and work on implementing ‘Thinking Frames’ as part of our school-wide metacognition project, to enable independence and confidence in our pupils.

2. SEND & PPG gap to be narrowed

For SEND & PPG pupils to make accelerated progress to narrow their attainment gap

For SEND & PPG’s attendance to be above 96% and reduce the number of Persistent Absence

The careful and regular tracking of SEND/PPG will enable swift intervention and support to be implemented, ensuring all SEND/PPG making better than expected progress. This is further enhanced by ensuring all quality assurance prioritises SEND and PPG. High quality adaptation and further embedding the EEF Send 5-a-day researched approach, children will make good or better progress to narrow the attainment gap. The school will continue to build on its strong pastoral care, further developing support for wellbeing and embedding the use of Zones of Regulation. 

 

3. The Wider Curriculum & Personal Development

To secure knowledge, skills and cultural capital for all pupils from Reception to Year 6, through an ambitious curriculum, with a focus on DT as a development subject.

To increase uptake of extra curricular for PPG pupils in particular, to ensure children feel valued and a sense of belonging, through exploring a range of experiences.

With DT being a developing subject, we aim for staff to be confident and competent in delivering coherently mapped and engaging DT sessions, with children demonstrating increasing skill with clear high-quality end products, through a school agreed lesson structure. The school has recently secured a qualified music teacher through Surrey Arts, and has extended its music provision beyond Records and Ukulele, to introducing Clarinets, along with the introduction of a school funded Music extracurricular club targeted at the SEND/PPG pupils with the intention of securing equity and inclusion. A range of music and expressive arts opportunities have been implemented this year, with children liaising with our local Nursing Home to share singing, dancing and other activities. Life Skills Club and lunchtime clubs further target individuals who will benefit from additional support socially, enabling children to access essential Life Skills to ensure children are: ‘Always Growing, Ready for Life’. A pupil survey identified that very few of our PPG pupils have watched a live sporting event, joined in with a choir, been to an art gallery or visited a place of worship other than a Church; subsequently, the school has identified opportunities to enable these pupils to experience some of these events by the time they leave BPS.