Our Lady & St Patrick's Roman Catholic Nursery & Primary School
Fourth Avenue
TQ14 9DT
Tel: 01626 773905

Headteacher Mrs Sarah Barreto


Living, Loving and Learning Together in God's Way - School Development Plan Summary 2014 -16

Mission   Link to Ofsted Inspection Key Priority Time
Success criteria

OIKP 1 Post Ofsted T and L Plan for use of ICT across the school (Completed 15-16)
Secure Fencing in place around the school

(Completed  2015-16)

April 15 School provides interesting activities that hold pupils’ attention and linked to confident, regular use of ict /computing skills across school age range and its curriculum
FINANCIAL STABILITY Forward projection of budget, including both revenue and capital funds using the best available information with an agreed and timed plan for eliminating any deficit and end year outturn in line with budget projections, or governing body alerted to significant variations in a timely manner June 15 and each year Clear and demonstrable link between school budget and plan for raising standards and attainment- 3 year budget plan in place
well-informed and balanced budget  set each year
COMMUNITY Parent forums taking place regularly and demonstrate confidence in school and its leaders.

April 15

APRIL 16 and annually

Positive feedback from parents on ParentView.
Loving ETHOS Ensure OLSP embraces the key components of what it means to live the Christian life as a way of being community and living the mission of the Church; as a Catholic community rooted in Baptism, Eucharist and an on-going call to Conversion. Successful S48 inspection
Ethos committee set up including staff, parents, governors, Parish and pupils to monitor Catholic life of the school each term.

July 15- July 16


S48 inspection summer 16

All staff and learners can articulate and explain what the school motto “Living, Loving and Learning Together in God’s Way” means to them in the areas of Welcome, Worship, Word, Welfare and Witness.



Create an atmosphere where each child is valued as an individual, enabling them to develop a positive self-image, self-discipline and respect for others.

Develop pupil's well being through the PSHE and SRE curriculum

To provide a safe and secure learning environment which enables children to continue to treat others with understanding & respect.

 June 2017




 Apr 2017



  Sept each  




 By Oct half term annually

 80%+ children say that playtimes are fun and they know who to go to if they are worried.

Pupils are able to demonstrate knowldege of British Values and global awareness through international links

Buddy / friendship system are in place at playtimes and lunchtimes.

Anti bullying and internet safety awareness takes place every term.

Safeguarding audit completed autumn term every year

ADULT CARE AND DEVELOPMENT OIKP 3  Improve the effectiveness of leadership and management, including governance
  • Monitoring of CDP demonstrates positive impact on teaching and learning
  • 100% of staff attend CPD activities and are able to identify the impact
  • Appraisals for teaching and learning support staff will have been completed and evaluation will show that the process has been effective in helping raise expectations and standards

July 2015


July 2016

  • Middle leaders have time and opportunities  to develop leadership skills
  • School provides high quality training including mentoring and modelling good practice
  • Middle leader to attend National College leadership training (NPQML) or TTSA training each year
  • Increased capacity to drive up standards through delegation and empowering middle leaders
Learning EDUCATIONAL STANDARDS OIKP 1  Improve the quality of teaching and learning to at least good by ensuring teachers:
  • provide interesting activities that hold pupils’ attention
  • have high expectations of what pupils, especially the more-able, are able to achieve in lessons and plan tasks that are better matched to pupils’ needs
  • use information on pupils’ achievement to plan lessons that build effectively on prior learning
  • question pupils more effectively and use their responses to reshape teaching and learning, mark pupils’ work consistently,
OIKP 2  Raise achievement in English and mathematics by:
  • accelerating the rate of progress pupils make, especially in writing and mathematics, so that pupils make good progress
  • improving the teaching of phonics, especially in Key Stage 1, so that pupils develop their reading and writing skills at a faster rate
  • ensuring that the development of writing skills is given a high priority across all subjects
  • improving provision in the Early Years Foundation Stage so that more children reach a good level of development by the time they move into Y1.

June 15 Mar 15 July 15 June 15 Mar 15 July 15


termly each year

  • 100% of teaching is observed to be good or better. 40% is observed to be outstanding
  • All staff to receive and consolidate Big Maths numeracy  training
  • Positive feedback from children and parents on maths support initiatives.
  • Groups/children at risk of underachievement are identified quickly and receive appropriate support
  • 100% of groups/children at risk of underachievement make more than expected progress unless they have specific/complex needs
  • Children eligible for pupil premium make progress that is in line with other pupils in the school or rapidly approaching it
  • At least 60%+ EYFS children good level of development

Aim to be in top 20% schools nationally in all subjects at each key stage

LEADERSHIP AND MANAGEMENT OIKP 3  Improve the effectiveness of leadership and management, including governance, by:
  • developing leaders’ skills in judging the school’s effectiveness so that they are clear about how well the school is doing, thus enabling them to devise pertinent plans for improvement
  • ensuring leaders tackle pupils’ underperformance more swiftly
  • ensuring that checks made on teachers’ performance and that strategies to improve teaching take into account the impact teachers are having on pupils’ achievement
  • rationalising the roles and responsibilities of subject leaders so that they can have maximum impact on the areas for which they are responsible
  • ensure governors fully understand how well pupils are doing and how well funding, especially the pupil premium, is being used to improve pupils’ progress.
  • Governor self-evaluation form used as part of each committee’s agenda
  • Committees reconfigured to ensure teaching and learning remains at the heart of each committee and Governor visit reports to reflect systematic focus on impact

Mar 15 July 15 June 15 July 15







pupil and parent survey summer term each year




 Oct 16






 July 17

  • Any underperformance dealt with swiftly using plans for improvement –all teaching good
  • Interventions evaluated half termly
  • Evaluation of interventions, with staff demonstrates impact-report to govs
  • Work scrutiny evidence demonstrates 100% of feedback/marking is good and at least 20% is outstanding
  • Pupil survey demonstrates that marking and feedback is having a positive impact on learning 
  • governors are able to identify how funding has been used to support Children eligible for pupil premium


Safeguarding is up to date

H&S is current and meets statutory requirements

Successful recruitment of high quality staff

Plan in place should staff move on to provide opportunities for quality professional development

Staffing structure reviewed in summer terms each year


1. For the achievement (progress and attainment) of pupils to be raised by staff and governors having a shared understanding of what constitutes "best practice" in the management of learning and a commitment to effective teaching and equality of opportunity for all pupils. This will result in more consistent provision throughout the school. (OIKP 1 & 3)

2. To establish effective and efficient assessment of pupil achievement (progress + attainment). From this we will have confidence in our ability to identify needs accurately and quickly. Together with Pupil Progress Meetings and full use of School Pupil Tracker Online the school will be able to provide the Governing Body with the information it needs to fulfill its duties. School leaders will be rigorous in checking standards. (OIKP 1 & 2)

3. To improve aspects of leadership, management and governance. (OIKP 3)

4. To improve achievement in Literacy especially in writing. See pages 18 and 19. This priority will result in staff having raised expectations, improved subject knowledge and the ability to deliver enough opportunities for pupils to practice and apply their learning across other curriculum areas. Resources and the learning environment will be improved including the use of digital resources in all classrooms. The role of the Literacy Leader will be developed as part of a Literacy Leadership Team. (OIKP 2)

5. To improve achievement in Numeracy especially in calculation, problem solving and investigations. See pages 18 and 19. This priority will result in staff having raised expectations, improved subject knowledge and the ability to deliver enough opportunities for pupils to practice and apply their learning across other curriculum areas. Resources and the learning environment will be improved including the use of digital resources in all classrooms. The quality of leadership in Numeracy will be improved through the development of the Numeracy Leader as part of a Numeracy Team. (OIKP 2)


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