School Development Plan Priorities 2025-2026
Target 1 – Development of the MIND
Embed a sustainable, vision-aligned model that strengthens subject leadership, builds staff capacity, and secures consistently high-quality curriculum delivery across the school.
Focus: Distributed leadership, curriculum quality, professional growth
Rationale
Strong leadership is central to securing high-quality teaching and learning. National reviews and EEF research highlight the importance of distributed leadership and staff development. This priority ensures we continue to build a sustainable model that supports excellence, aligns with our vision, and promotes continuous improvement.
Target 2 – Development of the MIND
Continue to review and refine knowledge essentials across the wider curriculum, embedding conceptual rigour and ensuring clarity, depth, and meaningful connection across all subjects.
Focus: Curriculum coherence, progression, disciplinary knowledge
Rationale
National reviews highlight the need for coherent, knowledge-rich curricula that support all learners. To secure high standards and deepen understanding, we must refine the essential knowledge pupils need across subjects. This work ensures clarity, progression, and accessibility, aligning with our vision to nurture curious, capable learners who are well prepared for their next steps.
Target 3 – Development of the MIND and BODY
Prioritise oracy across the curriculum to develop confident communicators, deepen thinking, and strengthen outcomes in speaking, listening, and writing.
Focus: Communication, cognition, confidence, inclusion
Rationale
Strong spoken language is vital for learning, inclusion, and confidence. Oracy supports deeper thinking, vocabulary development, and communication – especially for pupils with SEND or language disadvantage. Prioritising oracy strengthens subject understanding, equity, and engagement, and reflects our vision to empower all pupils to express themselves with clarity and confidence.
Target 4 – Development of the BODY
Embed a whole-school, trauma-informed culture as a dynamic and evolving practice that strengthens relationships, emotional literacy, and inclusion.
Focus: Safety, regulation, belonging, staff development
Rational
A trauma-informed culture is essential for inclusion, wellbeing, and safety. National strategy calls for emotionally literate, inclusive environments that meet diverse needs. Embedding trauma-informed practice supports regulation, strengthens relationships, and ensures all pupils feel safe, known, and able to flourish—particularly those with SEND or SEMH needs.
Target 5 – Development of the BODY and SPIRIT
Undertake a robust review of PSHE and RSE provision, embedding Pol-Ed resources to deepen pupils’ understanding of safety, citizenship, and healthy relationships.
Focus: Character education, personal development, safeguarding
Rationale
Our strong personal development curriculum supports flourishing, but evolving societal needs and safeguarding priorities require us to strengthen this further. Reviewing and enhancing our PSHE and RSE provision ensures pupils develop a deeper understanding of safety, citizenship, and healthy relationships, in line with our vision for moral growth and responsibility.
Target 6 – Development of the SPIRIT
Ensure spiritual development, justice, and responsibility are an intrinsic part of the curriculum, enabling all pupils to reflect, act, and flourish in life in all its fullness.
Focus: Vision-driven curriculum, moral formation, spiritual flourishing
Rationale
Spiritual development underpins our Christian vision and SIAMS strengths. To ensure it is lived, not just stated, it must be woven through the curriculum. Embedding justice, reflection, and responsibility helps pupils explore meaning, purpose, and moral action—key to shaping individuals who flourish in life and contribute to the world.