School Development Plan

Every year the Leadership team together with Governors and Staff write a School Development Plan highlighting our key areas of development for the coming year.

For 2015-16 our targets of the SDP will include

  • To wider disseminate the GROW development model

  • For teachers to master the teaching of Mastery in Maths

  • To introduce an increased problem solving/enquiry based approach to learning

  • To develop provision for the more able


1. Wider disseminating the GROW development model

The GROW model is an internal method of coaching we have developed within St. John’s to develop teaching and learning. It has provided bespoke professional development for teachers and we want to continue and develop this in order to further improve teaching and learning for all children. Some of the things we will do to ensure this are

  • Developing a GROW model for new members of staff so that they are fully inducted into St. John’s and our methods for teaching.

  • Extending GROW to include RE teaching

  • Introducing problem solving GROW to support the development of mastery in maths

  • Developing a training schedule for TAs

  • Developing training opportunities for new collective worship leaders


 2. The teaching of Mastery in Maths

The maths section of the National Curriculum includes a paragraph which explains the principles of a mastery approach.  ‘The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on’.


Some of the ways that we will develop the teaching of mastery in maths are by

  • Understanding that ‘mastery’ is the deepening of pupils’ learning and understanding and that all children have the capacity to demonstrate mastery.

  • Understanding what mastery is not.

  • Ensuring Opportunities for developing mastery are interwoven into everyday mathematics lessons.

  • Developing questioning skills and actively planning qualityquestions to:

  • gauge children’s understanding and confidence

  • probe children’s thinking enabling them to ‘think harder’

  • Enabling children to use their problem solving and reasoning skills

  • Ensuring that more able pupils and rapid graspers are challenged through the presentation of complex and sophisticated tasks requiring more demanding thinking


3. Introducing an increased problem solving/enquiry based approach to learning

We want to develop opportunities for problem solving within the classroom and in doing so develop children’s ability to be resilient and struggle with problems. Some of the things we will do to achieve this include

  • Holding staff training to introduce enquiry based learning approach/ Growth Mindset

  • Creating a questioning ladder to encourage children to ask higher order questions.

  • Creating a St John’s MAZE which represents the different ways you can approach/ solve a problem

  • Holding whole school MISSION IMPOSSIBLE event to introduce St John’s MAZE as an approach to help solve problems.

  • Developing the language involved with problem solving including that it is good to find things hard and struggle with a problem

  • Purchasing resources to support the teaching of enquiry based learning techniques in the classroom


4. Developing provision for the more able

We want to ensure that all children including the more able are challenged and able to flourish in their learning. To help us to do this we will implement a number of initiatives including

  • Using test data to identify children in the top 2%.
  • Investigating children’s abilities in other areas e.g. outside of school e.g. Dance, Karate, Swimming, Music– send a letter home – find out grades/awards
  • Monitoring and analysing progress of More Able children using Target Tracker.
  • Identifying what makes a gifted/more able learner in different areas so that staff are able to identify them more easily
  • Working with class teachers/subject leaders to identify gifted and more able children in their subject e.g. Music, PE, Science, RE, DT, Art, Geography/History, MFL, ICT
  • Planning for extra –curricular opportunities where possible e.g. G&T PE, Art, book group, Chess, Quiz club.