Manor Road, Huddersfield, West Yorkshire HD7 4QE | Tel:

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Golcar Junior Infant And Nursery School

School Development Plan


Aims of the School development plan

Continuation of School Vision and Values

School development planning rationale

Budget overview


Strategic action plans



Aim of the School development plan


 Golcar JI& N School’s school development plan seeks to implement the school vision and uphold the underlying values whilst raising standards and moving the school forward.


School Vision statement:

At Golcar School our central purpose is to provide a safe, challenging and child friendly environment in which everyone is inspired to learn and achieve.


In order to achieve this we believe that:

  • The needs of the child come first.
  • Everyone has something to contribute.
  • Everybody matters.
  • Individuality is celebrated.
  • Effort and achievement should be celebrated.
  • Everyone has the opportunity to learn.
  • We can learn from each other.
  • We can learn from our mistakes.
  • A culture of support allows for both success and failure.
  • Teaching and learning should be fun.
  • Resources should be of a high quality.
  • Rich stimulating environments foster learning and inspire curiosity.
  • Partnerships with parents, community and the wider world should be fostered.


At our school we believe that every child will:


  • Be successful and confident.
  • Learn to make informed choices.
  • Be friendly, polite and show respect and empathy for others.
  • Enjoy all aspects of learning.
  • Be well prepared for their future and leave school with happy memories.
  • Be happy and feel safe and secure.
  • Recognize their own needs, rights and responsibilities and those of others.


Our three core values are:

                          Nurture, Aspire and Achieve.


School Development Planning

Golcar’s School Development Plans are written as working documents. They are not written for a fixed period of time but are intended to be revised and updated termly showing progress and subsequent on-going plans. The areas identified for development have been generated through careful analysis of the school’s strengths and weaknesses. The priorities in the SDP closely match areas for development identified in our School Self Evaluation document



Budget Overview


Area of spending

Allocation 2016-17


Allocation 2018-19






Buildings and Maintenance




Supplies and Services incl transport costs








Total expenditure less income




Budget allocation

Carry Forward

Total Allocation













Priorities for 2018-19

Our major priorities are as follows:


  • To raise the profile of well-being in school so that pupil can make informed choices about their health, relationships and emotional and metal well-being.
  • To ensure pupils make substantially and sustained progress across the curriculum, developing excellent knowledge understanding and skills.
  • To develop and design a broad, balanced and challenging curriculum to inspire pupils to learn.


Successes from 2017-18


1.Increase the impact of leaders and managers to improve teaching and raise standards, (Ofsted priority)


  • Cohort 1 completed Leadership development programme and all have driven some type of project
  • Core subject teams beginning to take more responsibility for data analysis and action planning
  • Two members of staff are currently undertaking the NPQSL qualification as part of their career development
  • Teams are beginning to drive forward school improvement agenda with support from SLT when necessary but are generally more proactive in their role
  • Peer coaching and mentoring have been introduced and those members of staff who have taken part have given positive feedback. This needs to continue as sessions had to be cancelled due to lack of cover.
  • Monitoring by SLT shows an increase in the number of teachers who are deemed to be outstanding.


Next steps

  • Targets will be based on progress indicators not attainment from 2018-19
  • Cohort 2 to complete the leadership development programme in 2018-19.



  1. To raise aspirations so all children make better than expected progress and achieve above the national in reading, writing and maths at the expected level and at greater depth. (Ofsted priority)
  • Assessment policy updated and definition of good progress defined
  • Growth mindset culture becoming embedded across school with some classes being identified as growth mindset champions.
  • In school data shows that good progress made by the following year groups:


                 Reception            Typical or better progress

                 Reading                91%

                 Writing                  80%

                 Number                91%



Figures in brackets show children who have made accelerated progress and have achieved higher than predicted


Data at end of KS2 shows good progress above the national across all subjects:

Reading +1.0, Writing +1.1 and Maths +2.9


Identified high achievers achieve greater depth above national in reading writing and maths


Reading progress =+2.4  6/7 = 86%

Writing progress =+1.7    4/7 = 57%

Maths progress = +1.9     5/7 = 71%


Identified middle achievers achieve greater depth above national in reading writing and maths


Reading progress = +1.3  7/ 42 = 17%

Writing progress = +1.2  4/42 = 10%

Maths progress = +3.0  9/42= 21%


Progress of disadvantaged learners is good and is above the national in reading, writing and maths


Reading progress = +1.3 6/10 = 60%

Writing progress = +4.4  7/10 = 70%

Maths progress = +4.5   9/10 = 90%


Next steps


  • Growth mindset questionnaire not completed as SLT undertook focus learning walks and discussions with children instead to get a picture of attitudes to learning across the school. This to be done in Autumn 2018
  • Girls maths to continue to be a focus for the maths team as attitudes have changed and there have been some positive gains but this now needs to be embedded across the school.
  • Curriculum leaders to take a greater responsibility for data analysis of their subject and be more pro-active in driving school improvement agenda based on this analysis



  1. To raise the profile and standards in Science through more focused teaching and assessment.(ASP /perspective lite)


  • Science team have received support from the LA and are now more confident in driving forward this priority
  • Science assessment trackers have been produced and introduced to all staff to be implemented from September 2018
  • Decisions re the teaching of Science as a discrete subject to be implemented from September 2018
  • Science reources and teaching have been audited and the curriculum team have a clear overview of the current status of Science teaching.
  • Plans are in hand for staff CPD sessions in October 2018
  • This objective will continue with the Science team driving forward improvements in 2018-19


Next steps


  • It has been a newly formed team who have been driving this objective and it was decided to get some support from the local authority before implementing the action plan. This has ensured that the team are confident in their role and understand the Science curriculum fully. This objective will continue in 2018-19 as we move into training sessions to consider how we deliver and assess the Science curriculum more effectively.
  • As we are still not assessing Science as effectively as we could our data is very skewed as staff confidence develops the data will improve.
  • Science is now to be taught weekly rather than through cross curricular topics to ensure coverage and progression in skills, knowledge and understanding.



  1. To ensure there is consistency in the identification, planning and provision, and assessment of SEN children’s needs.(ASP)


  • CPD sessions on the identification, planning and provision for SEN have taken place throughout 2017-18
  • New tracker system for SEN children implemented in 2017-18
  • High levels of support offered by SENCO to support individual members of staff
  • SENCO has completed qualification and has presented to SLT and Governors
  • Time spent researching interventions and best practice before action plan developed for supporting SEN children
  • ETA teams set up to deliver time limited, recognized interventions
  • Children requiring additional interventions mapped using information from staff, data trackers etc. These intervention will begin in Autumn 2018.
  • Baseline testing of identified children prior to an intervention has been implemented.



Next steps


  • Interventions were not in place in 2017-18 and so were not measurable. This year all planned interventions will have a baseline and exit assessment to determine the success of the intervention. Identified staff are delivering recognized interventions to groups of children from across the school.
  • Aspirations questionnaire not completed as these discussions have been held with parents and children during meetings with the SENCO which has been more effective and has built positive relationships between home and school.
  • Further training for all staff is needed as we are having to deal with more complex issues within school. Currently looking at training for ASD.



Personal development, behaviour and welfare


  1. To raise the profile of well-being in school so that pupils can make informed choices about their health, relationships, and emotional and mental well-being.






Lead person




Success criteria


To develop an effective school-wide PSHE curriculum.

Agree a whole school approach to PSHE

Plan a scheme of work that meets the needs of our pupils

Allocate CPD time

Produce and implement an action plan

Monitor and evaluate

Update the relevant policies


PSHE team

Oct 18/

July 20

INSET day Nov 5th


PSHE timetabled and taught weekly

Scheme of work developed



To complete the nurturing schools accreditation

Allocate CPD time

Produce and implement an action plan

Produce a clear overview of nurture provision in school

Implement Boxall assessments acorss school

Produce a staff training plan

Begin to engaged all stakeholders.

Complete accreditation folder





Sep 18

July 20



School achieves national nurturing schools program

Nurture embedded in classroom practice and other aspects of school life.

All children to complete the Boxall assessments

Children involved in decision making process in school

Well-being of all is high profile

Partnerships with parents and carers is strengthed

School work closely with the community

Less incidents of negative behaviour


To improve well-being services available to stakeholders through school and the Aspire Hub

Survey stakeholders to establish their needs

Improve community support networks.

Designate a representative from school.



Sep 18/ July 19




Survey undertaken and analysed and results acted upon

Learning Mentor available to parents at the start and end of each day to offer support and advice

Parents signposted to relevant support.



To provide a clear overview of SEMH provision in school.

Audit and evaluate provision.

Identify training needs.

Collate evidence of work with external agencies.


Sep 18/ July 19



Audit completed and next steps indentified

Relevant training identified and delivered and impact measured



Outcomes for pupils


  • To ensure pupils make substantial and sustained progress across the curriculum, developing excellent knowledge understanding and skills.






Lead person




Success criteria


To ensure progress is substantial and sustained  across the core curriculum subjects and teacher confidence continues to increase

Review and evaluate current practice

Relook at assessment tracker headings

Plan a series of moderation activities within and across schools- SLT and curriculum development teams





Oct ’18-July ‘19



Moderation sessions with partner schools and within school


Progress continues to be above national and is rising (cohort dependent)

Agreed tracker heading for assessing reading, writing and maths.

Moderation carried out and feedback acted upon.



To implement a system for assessing and reporting attainment in the foundation subjects with a view to being able to measure progress once this is established

Produce and implement assessment criteria for all subjects.

Allocate CPD time

Agree what good progress looks like across school

Monitor and evaluate pupil progress.



Curriculum teams

Oct ’18-July ‘20


WM and curriculum team leaders

Assessment criteria for foundations subjects agreed and integris markbooks set up to begin to record end of year data

Monitoring feedback is acted upon by staff.

Good progress is agreed by staff.


To raise attainment and therefore progress in boys writing across school.

Identify barriers in writing for boys.

Employ a range of strategies to address e.g. writing for purpose, creative writing.

Audit resources

Monitor and evaluate current practice


Literacy team

Oct ’18-July ‘19


SLT and Literacy lead

Barriers identified

Strategies in place to address issues

Literacy team to share suggested strategies with staff.

Audit of resources completed and new resources bought.

Monitoring feedback is acted upon by staff.



To raise attainment in reading for girls

Research strategies for improving reading from EYFS upwards

Consistent approach to the teaching and assessing of phonics from EYFS to KS1

Regular opportunities for children to practice reading across a range of subjects

Focussed interventions for identified children in phonics and early reading to diminish the differences.







Oct ’18-July ‘19



Evaluation of current practice completed and next steps identified

Research completed and shared with all staff

Phonics teaching is consistent across EY and KS1

Phonics screening for Y1 is above national

Wide range of appropriate books are available to support all areas of learning

Intervention entry and exit data compiled and impact evaluated.

Gap reduces between identified children and their peers.



To monitor, evaluate and report on the progress of all learners to ensure they make good progress in Early Years

Moderation of baseline judgements in prime and specific areas of learning

Evaluation of curr content and lesson plans with a focus on progress

Frequent analysis of Early Essence progress data

Regular moderation within and across school and other settings.



Sept ‘18

July ‘19

Time to analyse data with Nursery colleagues

JB and SLT

Pupil progress meetings include discuss re early essence progress measures

Expectations for pupil progress are understood by all staff

Curriculum and lesson plans are evaluated and amended to address individual needs

Most children make typical or above progress across early Years.


To develop a school wide coaching and mentoring culture

Identify opportunities for coaching for staff based on individual needs

Highlight good practice across the school

Give staff opportunities to discuss and debate teaching strategies etc



Oct’18-July ‘19

Cover time for planning and reflection and observations


Staff become more reflective practitioners

Coaching is seen as an integral part of professional development

Staff develop their curriculum knowledge and understanding

Percentage of staff who are deemed outstanding practitioners increases.


To ensure recognised interventions are closely matched to need ad are havinh a positive impact on outcomes for pupils








Leadership and Management


  1. To develop and design a broad, balanced and challenging curriculum to inspire pupils to learn.





Lead person




Success criteria


To address the  working scientifically element of the curriculum, to improve outcomes

Two CPD sessions from Claire Geisler.

Planning scrutiny

Pupil interviews

Curriculum team to audit resources

Evaluation of teaching strategies



DC and Science team

Sep 18

Oct ‘18

2 CPD sessions



Science team



Staff attend CPD sessions to develop understanding of working scientifically

Undertake gap task as part of CPD session

Planning includes aspects of working scientifically

Working scientifically is planned into maths and literacy lessons to make links

Teachers more confident in teaching lessons involving working scientifically- questionnaire


To develop teacher confidence in teaching and assessing science.

Confidence questionnaire entry and exit

Collaboration with other schools


Partnership working with Greenhead College


Sep 18

July 19


Science team



CPD session attended where assessment in Science was a focus

Clear understanding of expectations for their year group

Ongoing assessments built into planning

Moderation across classes of assessment data

Confidence of staff increases in assessing science


To increase the percentage of children achieving the expected standard

Scrutiny of planning

Lesson drop ins

TestBase science assessment


DC and Science team


Sep 18

July ‘19



Planning meets age related expectations and has working scientifically as a key component

Regular assessment  opportunities built into topics

Assessment grids completed for each child to inform future planning

Test base science test used to inform final teacher assessment judgements

Percentage of children achieving the expected level rises and is at least in line with national in July 2019


To redesign our curriculum to develop skills, knowledge, understanding and attitudes so that children are well prepared for their future.

CPD time

Find out what children’s interests are.

Understanding local issues

Look for opportunites for first hand experiences.

Sharing good practice



Sep 18

Dec ‘19

INSET day Feb ’19- speaker



To consider children’s interests within our curriculum

To reintroduce launch events to hook the children into their learning

To give children more responsibility for presenting their learning

To get the children to ask their own questions about the learning

To ensure coverage of the national curriculum and elements which we feel are important to us

Staff share good practice and adapt plans as necessary

More flexible approach to curriculum planning

Children enjoy their learning and have positive attitudes

Skills taught are transferred into other areas of learning.


To ensure SMSC and the promotion of Fundamental British Values are at the heart of our school curriculum

Staff identify SMSC in topic planning.

Further develop themed weeks

To make links between the curriculum and the real world

First hand experiences

Visits and visitors.

Share good practice.



Sep 18

Sept ‘19

INSET day 5.11.18

PSHE team


PSHE is evident through all topic planning

Skills are taught and are being used in different context

Displays reflect our work on British Values



To review, evaluate and amend our curriculum policy.

To produce a curriculum statement of intent.


Feb ‘19

July ‘19



New curriculum intent statement is produced

Curriculum policy reviewed and updated in line with our school curriculum intent statement



For a PDF Version, please click here.