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Fir Tree School

Fir Tree School

School Development Plan 2022-2023

This is a summary of our School Development Plan.  In order to write this document, we seek feedback from pupils, parents and staff at the end of each academic year. It focuses on key areas of improvement. 

Quality of Education

  • Pupils outcomes are at least in line with national average
  • Improve provision and progress for disadvantaged and SEN groups
  • Implement a broad and balanced curriculum which develops pupils’ disciplinary skills and subject knowledge
  • To further develop and embed the whole school approach to phonics teaching and reading through Rocket Phonics.
  • Ensure that the lowest 20% of readers  are identified and read regularly with by member of SLT.
  • To ensure reading remains a high priority and is celebrated and modelled throughout the school
  • Development of an ambitious Early Years curriculum to ensure children get off to the very best start
  • Reintroduce MFL into the curriculum for KS2

Personal Development

  • To extend the offer of extra-curricular provision, in order to build cultural capital, and increase accessibility
  • Through the introduction of a Mental Health lead, ensure further training and a review of provision so that pupils know how to keep mentally healthy
  • Develop pupils’ emotional literacy, enabling them to express their feelings
  • Raise awareness of differences within the world and its people
  • Introduce and implement a Forest School Curriculum at Fir Tree
  • Develop  opportunities to showcase pupils’ talents and interests.

Behaviour and Attitudes

  • To continue to improve overall rates of attendance for all groups of pupils, focusing on persistent absence
  • Continue to develop the role of School Council & Prefects
  • Strengthen the use of retrieval, metacognition, memory techniques and learning strategies.
  • Children and young people see themselves as rights respecting global citizens and advocates for fairness and children’s rights, both locally and globally.

Leadership and Management

  • A detailed Pupil Premium Strategy is in place to secure substantial improvement in diminishing the difference with progress and attainment of disadvantaged pupils
  • Leaders are aware and take account of the pressures on staff, considering staff wellbeing, ensuring well-being opportunities for all within the school
  • Subject leaders to further develop their roles to ensure high quality teaching and learning of their curriculum
  • To increase parental engagement
  • To ensure all stakeholders have a clear understanding of the pathways and processes involved in identifying and supporting children with SEN in school