Longford Park Primary School

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School Development Plan

In this first year, we created a School Opening Plan. This set out the main school development priorities and ensured that we meet the ambitious milestones focused entirely on meeting the needs of the children and providing them with a high quality education.

Year two was focused on assimilating the multi academy trust teaching and learning strategies and embedding practice. All staff and governors contributed to this plan, reviewing this three times a year.


Review Priorities for 2018/19

Our Strategic Development Plan focused on the following key areas:

  • Collective Efficacy - we developed the foundations for a maturing organisation that helped sustain, develop as well as implement change)
  • Reading – we developed the Longford teaching sequence and reading systems / planning were improved. We developed assessment including Accelerated Reader, an online system for pupils, parents and teachers to access. 
  • UNITED (our learning curriculum) was introduced. 
  • Learning taxonomy (how we develop ways to focus on depth on understanding from shallow to deep conceptual thinking) was introduced. 
  • Talk for Writing was embedded as a strategy for teaching writing. 
  • Foundation Subject planning (all subjects other than literacy and maths) were developed further. 


Updating the CURRICULUM approach

  • 1 Implementation of the new GLA ‘3D Curriculum’ – adding essential knowledge to the curriculum provision that builds upon prior learning

Teaching and Learning Strategies

  • All children are appropriately challenged using ‘Learn, Link, Launch’ based on Bloom’s taxonomy.

Tracking impact of target group teaching strategy.

Middle leadership development

Monitoring of planning (pitch and progression) and understanding impact of intent across the curriculum and outcomes. 

Core Curriculum Writing:

Securing accurate spellings in all year groups (focusing on the previous Programme of Study) – See GLA intervention plan

Handwriting – CPD on approach (‘The write path’); consistent expectations and practice in EY and KS1


Attendance, Punctuality and Commitment to Education: Pupils who have Particular Needs  

Reducing persistent absence and improving the attendance of SEND pupils including those with an EHCP

Minimise Exclusion Risk: Calm and Orderly School

Restorative practice is being introduced

Motivation and Positive Attitudes

Some children continuing to develop independence and responsibility for learning.

Implement (Spring 2019) P4C and promote oracy within the curriculum

Be Active, healthy choices

 Involvement in local competitive sports events

Social Development

Peer mediators and the restorative approach

Impact of Primary Talk strategy on personal development

Developing Character and Cultural Development

Broaden experiences of a wider variety of different faiths and cultures

Self-Evaluation  (Early Years Nursery)

Involve all staff in the self-evaluation using a variety of tools to verify strengths and next steps

Effective Engagement at All Levels (Early Years Nursery)

Nursery – developing partnerships with parents (learning from school approaches); developing marketing strategy on ‘unique selling points’

Explore greater variety of engagement strategies