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Parbold Douglas Church of England Academy

School Development

We believe we can always be better. As an organisation, we seek to continually improve what we do whilst sustaining that which is already excellent. We are driven in the pursuit of our ambitious vision and our school development planning plays an essential role in directing us on our journey.

Three-year Plan: 2022-25

 

Underpinned by our vision, our three-year development plan identifies four 'golden threads' that will guide our improvement work throughout the three years from September 2022.

 

A summary of our three-year plan, including the vision-led outcomes we seek to pursue and the key drivers of change we have identified, can be downloaded below. 

 

This is a working document and will be updated periodically by the Senior Leadership Team and Governing Board. The copy published to the website may not be the latest copy.

School Development 2022/23

 

During the first year of the school's new three-year development plan, key actions and drivers of change are outlined below. A more detailed implementation plan (informed by the EEF's evidence-led implementation guidance for schools) is used by school leaders and governors to pursue these areas of improvement. 

 

Preparing Children for the Future

  • Continue to use collective worship to pursue the school’s Christian vision and to enable children to grow in faith as followers of Jesus.
  • Implement the first steps of the Digital Strategy (Phase 1)
  • Equip children with the tools and strategies to support and develop their own mental health and wellbeing through a broad package of internal and external support.
  • Appoint and develop a school-based Wellbeing Coach to empower children in response to their SEMH needs.
  • Raise pupils’ aspirations for their future making sure they are aware of the wealth of opportunities and avenues open to them as Kingdom Builders of the future.
  • Across the curriculum, introduce more frequent opportunities for pupils to speak in front of peers and others (poetry performance, reading own writing, etc.).
  • Provide opportunities for the school community to develop meaningful relationships with people from other backgrounds.

 

Striving for Academic Excellence

  • Build subject-specific teacher knowledge and expertise. Areas of focus for Year A:
    • Spanish
    • Computing
    • Science
  • Develop teaching staff to ensure their expertise in areas relevant to their specific subject delivery.
  • Review curriculum overviews, planning materials and resources, making enhancements in line with feedback from teachers and ensure tracker can be utilised to improve outcomes for pupils.
  • Subject Leaders are ambitious in driving the development of their subject areas.  
  • Outcomes for pupils in writing and spelling are improved by curriculum enhancements.  
  • Create opportunities for teaching staff to revisit the theory underpinning the knowledge of evidence-informed practice.  

 

Developing Leaders of Change

  • Continue to foster a culture of leadership development at all levels, developing staff who make change happen.
  • Nurture the existing culture of aspiration: leaders promote and signpost opportunities to all. Individuals take ownership of their own development journey and are proactive in pursuing opportunities.     
  • Share the school’s leadership capacity and expertise more widely, enhancing outcomes for pupils across other settings within the education sector.
  • Continue to embed Year 6 Young Leaders projects and initiatives, sustaining the exceptional impact seen since 2021 (#pdayoungleaders).

 

Equity, Diversity and Justice

  • Staff and governors develop their knowledge and understanding of equity, diversity and justice.
  • Further develop knowledge of curriculum leaders (including subject leaders), creating the foundations for the development of a curriculum that reflects our commitment to equity, diversity and justice.
  • Policies and procedures in relation to flexible working, extended leave, and the ‘return to work’ following periods of leave, are clear, fair, supportive and inclusive. They reflect our commitment to equity, diversity and justice.
  • Invest in curriculum materials and resources to ensure that, where appropriate, our curriculum better reflects diversity.

School Development 2021/22

 

For the 2021/22 academic year, our school development priorities fell within three categories:

 

Curriculum: Review, Sustain and Develop

 

  • To review the impact of our curriculum, celebrating successes and enabling teachers to learn from one another whilst pursuing further improvement.
  • To sustain and refine the delivery of an exceptional curriculum, identifying and addressing arising priorities for development.
  • To develop resources and establish systems that support continued excellence within all subjects whilst allowing other schools to benefit from our materials.

 

Shining Even Brighter [COVID-19 Recovery]: Respond and Relate

 

  • To continue to support all pupils to thrive socially, emotionally and spiritually in 2021 and 2022, embracing and enjoying ‘life in all its fullness’.
  • To remain responsive, continuing to adjust teaching approaches and to provide targeted academic support so that pupils continue to progress well in key areas identified. 
  • To develop a long-term ‘Digital Strategy’ that builds on past successes and secures ambitious development in the use of technology to enhance learning and pupil progress.

 

Leadership Development: Inspire and Equip

 

  • To encourage more staff members to aspire to school leadership, unlocking the extraordinary leadership potential within our team.  
  • To develop and equip staff members as leaders of change, pursuing our shared and ambitious vision.
  • To equip children as leaders of the future, planting seeds of passion and teaching skills that will enable them to transform society.

 

A summary of the 2021/22 school development plan, detailing the actions we intended to take can be accessed below, along with a summary of the impact seen:

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