Rift House Primary School
Self Evaluation and Development Plan
Key Issue 1-Leadership and Management:
Parental engagement/academic support
Continue to develop and improve quality of teaching in all subject areas
Key Issue 2-Quality of Education:
Reading development + approach to teaching reading across the whole school.
Curriculum- design/opportunity, pedagogy, subject knowledge & use of assessment (including early years)
Improved subject knowledge in all subjects
Fluency in number
Key Issue 3-Personal Development, Behaviour and Attitudes:
Improved health and wellbeing for all
Improved attendance against national comparators
Continue to develop communication strategies –pupil/parent/staff voice
Key Issue 4-Outcomes for Pupils:
Improved outcomes for identified groups of learners across all phases of school (specifically identified in actions)
Early Years % of children on track to show positive progress
Greater depth (especially PP)
School Development Plan 2021-2022
Our School Development Plan is a pivotal document in the life and activities of our school. It is linked to our School Evaluation Form and focuses on the achievement of pupils, the quality of teaching, leadership and management and the behaviour and safety of pupils.
School Improvement Partner - review December 2020
Hartlepool Borough Council
Primary School Improvement Service
C/O Dr Oliver Harness
Senior School Improvement Adviser
School Improvement Partner – Mr. Mark Nugent
Mr D Turner (Headteacher)
Rift House Primary School
8th December 2020
Many thanks for our discussions this term. I have outlined below a brief summary of these under relevant headings. The SDP report, as advised by the Local Authority, will be populated further throughout the year.
Staff well-being has been a key priority this term. A range of strategies have been implemented across school to ensure that all staff are safe and have continued to remain at work wherever possible. Appropriate policies have been adopted and enforced in school to help ensure staff remain safe. Staff have reported throughout our discussions that morale remains positive and they feel very well supported by senior leaders. Leaders have made a conscientious effort to reduce workload during the assessment cycle to aid staff well-being and enable high-quality responsive teaching.
Behaviour and attitudes
Pupil behaviour has been very positive since full reopening of school in September. Attendance has been good across all groups in school. A range of support has been offered to families including a socially distant presentation to parents and families. The school has taken part in anti-bullying week and other strategies such as ‘Talk to the Team’ boxes and ‘Keys to happiness’ have all helped ease everybody back into school.
Quality of education
The school has developed a very detailed Catch-up curriculum. This addresses all age phases and incorporates features such as wellbeing, interventions, marking and display policies, assemblies and home learning. The curriculum is openly shared on the school website and has clear links to a range of incredibly supportive documents. The school approach predominantly focuses on three key aspects – teaching, targeted academic support and wider strategies. A huge amount of work during the summer and autumn terms has taken place to ensure the right offer is presented to pupils.
Blended and remote learning
The school has a remote learning policy in place. A range of strategies are incorporated including use of ‘Seesaw’ for staff to communicate and share work online with pupils. Training has been delivered to staff to support them in their delivery in both Seesaw and Microsoft Teams.
As always, the school continues to serve its community incredibly well through such difficult circumstances.
School Improvement Partner