School Development Priorities
At St Chad’s, we are committed to maintaining high standards and fostering continuous improvement. We celebrate the successes and achievements of our school community each year, reflecting on what has worked well and identifying areas for growth. Through ongoing monitoring, self-evaluation, we set clear and ambitious targets to ensure continued progress.
In addition, we are dedicated to supporting all our staff's ongoing professional development. Staff have regular access to high-quality training opportunities, both within school and through local and national events, as well as through our Multi-Academy Trust, DDAT. Continuing professional development (CPD) is directly linked to our school development plan and priorities, ensuring that we meet the evolving needs of our school. Our commitment to staying abreast of the current educational landscape, both nationally and globally, is central to our approach. Staff enjoy researching, reading, and bringing fresh ideas into school for professional discussion and reflection, ensuring we remain at the forefront of best practices.
Our school priorities for 2024-2025 are:
Priority 1: Quality of Education
To improve the quality of education in our school so that outcomes improve for all groups of children.
- Further develop teaching and learning so that ‘good practice’ in all subjects is consistent across school, and subjects.
- Further develop school assessment systems and monitoring to ensure that all under attaining children and those ‘falling behind’ are promptly identified and supported to help accelerate their progres
- Further develop inclusive practice to ensure all pupils with SEND access a broad and balanced curriculum
Priority 2: Behaviour and Attitudes
To further embed inclusive practice to support children’s behaviour and attendance so that outcomes improve for all children.
- Introduce Emotion Coaching and restorative practice so that children can recognise and manage their emotions more effectively, promoting self-regulation, resilience and ‘repair and restore’ skills.
- Refine systems to support more effectively children and families with persistent absenteeism and/or punctuality concerns, particularly disadvantaged, New Arrival families and ‘non-Forever St Chad’s’ families.
Priority 3: Personal Development
To further develop spirituality so that children have improved relationships with themselves, others and the wider natural world.
- Introduce the language and the concepts of wows, ows and nows within Collective Worship to develop children’s understanding of spirituality.
- Ensure that teachers have the expertise to deliver the intended curriculum in RE (Understanding Christianity) and Collective Worship.
- Further embed spiritual well-being through nature.
Priority 4: Leadership and Management
To strengthen leadership and management so leadership within all areas of school improves outcomes.
- Further develop subject coordinator monitoring across the curriculum so that coordinators know that their subject(s) intent and implementation are embedded securely and consistently across the school and can identify next steps in school improvement
- Further develop link governor roles and governor monitoring so that all governors can provide strategic oversight and to ensure high standards of governance and accountability
Priority 5: Early Years
To continue to improve the quality of Early Years Education so that outcomes for all children continue to improve.
- Introduce and embed the new EYFS Manager role so that leadership and management of the Early Years continues to be effective.
- Increase Nursery numbers to help future-proof the school.
- Further strengthen the EYFS curriculum intent and implementation.