Development Plan

Wheelock Primary School

Strategic School Development Plan 2018 - 2020



Desired Outcomes

Leadership and Management


  • To ensure that curriculum leaders are effective in raising standards and leading improvement within their subject areas.
  • Leaders have a detailed understanding of the strengths and areas for development within their curriculum area.
  • Action plans are used effectively to lead improvement within curriculum areas.
  • Leaders have good evidence of progression within their curriculum area across the school.
  • Leaders have good evidence of consistency of standards within their curriculum area across the school.


  • To ensure that the Local Advisory Board has a good knowledge of the school’s strengths and areas of development and is effective in holding school leaders to account.
  • Governors are confident to describe the school’s strengths and areas for development and have effective systems for identifying these.
  • Governors have a good understanding of the school’s data and what it tells them.
  • Governors have a clear understanding of the role of the Local Advisory Board within the governance system of the multi academy trust.
  • Governors are effective in holding school leaders to account through headteacher appraisal and through regular monitoring of school policies, procedures and outcomes.


Outcomes for Pupils

  • To achieve progress scores of 0+ in reading, writing and maths at the end of KS2 and be on track to achieve these progress scores in future years.
  • Teachers know which children in their class are not on track for 0+ progress and use quality first teaching strategies alongside targeted intervention to address gaps in learning.
  • Staff identify children at the beginning of the year to target for greater depth and plan regular opportunities for them to practise and apply their learning at a deeper level.
  • All children who are working at Pre-Key Stage have a Barriers to Learning profile, through which their progress can be tracked and evidenced.
  • Ongoing whole-school and cross-site moderation continue to ensure consistency and continuity between year groups and across key-stages.



  • To raise attainment in phonics in Year 1 to bring it in line with the national average.
  • The percentage of children passing the phonics screening in Year 1 is at least in line with the national average.
  • Teachers use regular assessment to identify gaps in phonic knowledge and provide targeted teaching to address these gaps.
  • Interventions group are used to target children with gaps in their phonic knowledge.
  • Alien words are introduced early in year 1 to enable children to embed strategies for using pure decoding when other strategies are not appropriate.

Teaching and Learning

  • To continue to embed the new school curriculum in its second year and continue to develop strategies for measuring its impact.
  • All teachers plan from the new curriculum, ensuring coverage of the whole of the two-year programmes of study.
  • Curriculum leaders track progression within areas of learning across the school.
  • All classrooms have a curriculum display where children can plot their learning in lessons across the areas of learning in the curriculum and reflect on how activities etc. have helped them develop as learners.
  • An AcSEED celebration event gives opportunity to share the Individuality (Polar Bear) curriculum with parents and to celebrate its impact.
  • To further develop the school as an autism-friendly environment, including continuing to develop the Acorns room, for the benefit of all children.


  • Autism-friendly strategies are used consistently throughout school.
  • Acorns room provides a calm and nurturing environment for children with ASC and those with other additional needs.
  • To develop and embed further opportunities for children to develop and apply their reasoning skills across the curriculum.
  • Children have regular opportunity to develop and apply reasoning skills to solve problems across the curriculum.
  • Children feel more confident and skilled in tackling reasoning questions in tests and other situations.


  • To develop a vocabulary-rich environment across the school to ensure that children are learning age-appropriate vocabulary linked to all areas of the curriculum.


  • Curriculum-related vocabulary at an age-appropriate display will be displayed in all classrooms.
  • Children will become familiar with an increased breadth of subject-related vocabulary.
  • Curriculum leaders will track progression in vocabulary linked to different areas of learning to ensure that children at all ages are learning new language.


Early Years

  • To update and further develop the EYFS outdoor area
  • Pirate ship replaced with a new climbing structure to support development of gross motor skills.
  • New outdoor furniture to replace old, worn out furniture
  • Water wall created to support sensory play and problem solving
  • New ride-on toys to promote physical activity and gross motor development
  • A new allotment area and potting shed to stimulate learning about nature, foster caring and empathy and encourage being outdoors.


  • To engage in cross-site CPD, delivered by staff from all trust schools in order to share best practice across the trust.


  • All staff will engage in at least 20 hours CPD, including some cross-site working.
  • Teachers on UPS will offer at least one session of CPD to staff from schools across the trust.
  • All teaching staff will engage with the trust CPD team to promote best-practice across schools within the trust.


Files to Download

Contact the School

Wheelock Primary School

Crewe Road
CW11 4PY

Tel: 01270 845911


Follow us @WheelockPrimary