St Helen's Primary School: School Development Plan 2016-2019

Click here to view our Strategic Direction

Underpinning this document are the following principles:

  • Our children deserve to be in the best schools in the country and we will relentlessly drive towards improvement and excellence to achieve this ambition aiming for St Helen’s to be judged as ‘outstanding’ at its next Ofsted inspection.  

  • All stakeholders will be fully involved in setting high expectations and aspirations and driving improvement towards our goals

  • Our pupils and staff will be empowered to “Be The Best They Can Be” with underperformance no longer acceptable at any level

  • We will build the skills, knowledge, behaviours and attitudes to enable every individual to be successful and fulfilled

  • Our curriculum will be irresistible to learners and lessons pitched so that all pupils reach age-related expectations with no limits placed on learning

  • The Trust values of excellence, engagement and empowerment will be core to everything that we do

IPAT School Profile September 2016:

Prior Attainment Band: Low 21%, Middle 46% High 33% Mobile 5%, EAL 32% SEN (Combined) 12%

  • The school has met the 2016 floor standards by meeting all the progress measures. This was also the case in 2015.

  • Early years attainment is exactly at National Average.

  • Phonics attainment is significantly above National Average and is a particular area of strength.

  • The school is above national averages for progress in both Writing and Reading. The school has continued its relatively strong position on progress from 2015. However, Maths continues to be an area of key focus to raise above national averages. However, it is important to note the progress figure for Maths is 1.3 (so is close to being statistically significant to be above NA)

  • The school is 5 % above national average for children scoring 110+ in combined at KS2.

  • Attainment in SPAG is significantly above national average.

  • Attainment in Maths is 7% below National Average and is therefore a key focus. However, progress is in line with National.

  • Attainment in Writing 3% below national so broadly in line.  

  • Combined is 2% below national average so broadly in line.

  • KS1 attainment is below national averages and needs to be a key focus area.

2016/17 Minimum Targets

  • PP children to achieve in line with all children nationally

  • The school must ensure it is above national averages in all areas specifically by focussing on Maths where there is the largest attainment gap to National Averages. Again the focus on Maths will help to ensure all progress measures are even further above National Averages.

  • Strong performance in phonics must be maintained

  • EYFS must continue to be built and move attainment further above national averages.

  • KS1 must be an area of focus to move achievement in line with national averages.

KEY PRIORITY 1:  Improve pupil achievement across the school (with a particular focus on ensuring that any child working below the nationally expected level is identified for effective, targeted, additional support) by:

  • Ensuring that all pupils, in all year groups, can achieve success against age related expectations with 85% commonly achieving success in lessons (or with immediate follow up) against the learning objective

  • Building on the success of Year 1 phonics in 2016 so that all pupils (with the exception of SEN and early EAL) achieve the required standard in 2017 and Year 2 phonics re-checks are at least in line with national averages.  New EAL pupils in KS2 should meet the required standard for Y1 within the first three terms of living in the UK.  

  • Improving reading comprehension results so that reading is consistently above national standards in Year 2 and Year 6 and all pupils working below the expected level are targeted for additional support

  • Improving writing (particularly from Y2 up) so that standards exceed national expectations with a particular focus and additional provision for all those boys and pupil premium funded children who are working below the expected standards (use of IPAT standards files, more focus on language structures, more stimulation for writing)

  • Improving maths progress for all pupils with a particular focus on the pupil premium funded group so that they achieve as well as other pupils and individual targeting for any pupil who is working below the expected standards, aiming for results at least equalling national outcomes and gaps with reading closed

KEY PRIORITY 2:  Improve teaching and learning so that it is ‘outstanding’ overall by :  

  • Provide excellent induction for new teachers and ensure that all St Helen’s teachers are consistently delivering high quality lessons focused on achieving the pupil achievement outcomes in Key Priority 1 above, with particular focus for every teacher on...

    • Use of pupil choice in choosing their levels of challenge and excellent higher order questioning so that no ceiling is put on learning in any English or Maths lesson

    • Use of language structures to improve writing across the curriculum, particularly enabling boys and lower attaining children to succeed

    • Use of IPAT Exemplification Materials to ensure high quality outcomes are constantly modelled and aimed for

    • Accurately measuring and improving success against the LO in every lesson and achieving at least an 85% success rate through use of Distance Marking, pre-teaching, immediate expert feedback and planned follow up

    • Use of peer critique and multiple drafting so that all pupils experience ‘excellence’, can talk about the need to try hard and can be justifiably proud of their work

    • Use of IPAT Excellence Statements to form an accurate self-perception and know what to do to improve further

  • Ensure that teaching improvement is informed by EEF research and builds on high impact strategies to improve the pace of learning

  • Encourage teachers to be innovative in their practice, develop and share ideas and make good use of REAL projects training to bring extra life, motivation and enjoyment to the learning that takes place in their classrooms on a daily basis

KEY PRIORITY 3:  Strengthen leadership and management by:

  • Increase the focus for middle and senior leaders on improving classroom practice at the fastest rate possible through

    • full involvement in IPAT teacher and leader SEF materials (middle and senior leaders)

    • Regular monitoring and use of  IPAT T&L monitoring spreadsheets  to record improvement (senior leaders)

  • Improve the ease and accuracy of school data collection and analysis through efficient use of the new MIS Scholar Pack to improve attendance, pupil attainment and behaviour

  • build a stronger leadership team and develop clear processes and systems, including regular line management, so that leadership is having a direct impact on improving teaching and can lead the school effectively in the absence of the Headteacher

  • Improve communications with parents and governors so that they are increasingly involved in decision making and contributing to school improvement - including use of new Roma staff, developing links for parents with limited English

  • Following the EOS review (Sept 2016)  identify key actions to take which will raise standards of achievement and pupil engagement in learning and ensure that every stakeholder is fully involved, aware of their responsibilities and achieving expected outcomes on time

  • Provide excellent leadership of the new roles in safeguarding and sports so that these new members of staff are fully involved and making a contribution to school improvement which can be measured (see separate role briefs)

  • Improve subject leadership so that all leaders have a good knowledge of subject coverage and standards across the school - Kate to fill in

KEY PRIORITY 4:  Improve personal development, behaviour and safety so that pupils want to learn, feel safe and know the importance of being the best they can be including an understanding of their role in their community by:

  • Ensure that all pupils are aware and involved in

    • BTBYCB

    • keeping safe in and out of school (including e-safety, anti-bullying, PREVENT, road safety, etc)

    • Importance of healthy lifestyles (SHEEP)

    • School Council - needs a complete re-think

    • House system - encourages and rewards  team and individual effort so that pupil engagement, motivation and independence is improved

  • Understanding the importance of living by values (including British values and IPAT values)

  • Develop the family liaison role so that pupils feel safe and supported to be the best they can be (see plan under leadership and management) and attendance improves (particularly persistent absence - add current figures)


  • The following plan will be subject to half-termly review using the intended outcomes and impact which will incorporate quantifiable data as the basis of review

  • On-going monitoring and evaluation activities will be used to judge the impact of all targets and actions throughout this plan

  • Half termly updates to the LGB and termly updates to the Executive Principal/IPAT Board

  • Judgements benchmarked against other IPAT schools

  • External consultants will be used as appropriate to support the judgements made

  • All judgements will be benchmarked against the Ofsted Inspection handbook