St Luke's C of E Primary School

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School Development Plan

 Abridged School Development Plan for Parents – St Luke’s Primary School (2021/22)


Dear parents and carers,


Over the last year, the Governors and staff have met with you, listened to your comments and taken some of your suggestions on board:

  • Developing our provision of devices and engagement with online learning
  • Inviting parents to a range of virtual curriculum workshops and coffee mornings
  • Developing our own breakfast club and after school provision for pupils
  • Increasing the range of clubs after school

We hope that you will see the progress that we have made in all of these areas.

Following the success of our parents consultation, virtual coffee morning session and Harvest celebration, we will continue to hold these throughout the year, ensuring that you are fully informed about your child’s learning and your child has regular opportunities to share their learning with you.

Over the course of the next year, we will be aiming to address our priorities, as set out in our School Development Plan. The aim of the School Development Plan is to raise standards in all areas. We are particularly focusing this year on raising the proportion of outstanding teaching and learning, maths and writing and the achievement of all groups of pupils, especially the more able.

Our priorities are set out on the following page so that you can see clearly what we are aiming to achieve and we look forward to meeting you all in school over the coming term.

Yours sincerely,

Nicky Zeronian-Dalley Executive Headteacher


School Development Plan – St. Luke’s Primary School 2021-22


Priority 1 - the quality of education

  • Ensure that teachers, particularly those new to the profession, understand and implement teaching and assessment expectations effectively to plan and adapt learning, to meet the needs of all pupils, particularly the disadvantaged and those with SEND.
  • Ensure that the curriculum implementation is embedded securely and consistently across the school so that all pupils achieve highly, particularly the disadvantaged and those with SEND.

  • Ensure that work across the curriculum is consistently of high quality which continues to provide opportunities for challenge in order for pupils to further develop their knowledge and skills for future learning.


Priority 2 - Behaviour and Attitudes

  • Continue to take decisive action to support attendance of all groups of pupils to be at least in line with national average.
  • Reduce persistent absenteeism to be at least in line with national average of all pupils particularly the disadvantaged pupils and those with SEND.
  • Continue to develop the use of pupil and parent voice regarding behaviour and safety to inform future practice.
  • Continue to manage behaviour and communication systems effectively; ensuring consistency and in depth analysis of behaviour types and frequency, to inform future practice.


Priority 3 - Personal Development

  • To embed RRS Gold and the Archbishop of York’s Young Leaders Award by extending courageous advocacy opportunities in line with the SIAMS framework.
  • Continue to actively promote all aspects of pupils’ welfare including mental health and wellbeing.
  • Monitor the effectiveness of the PSHE curriculum including character education, RRS, RHE in preparing pupils enabling them to develop healthy lifestyles and become active contributors to their community.


Priority 4 - Leadership and Management

  • To share expertise, develop and utilise skills across the partnership.
  • Building a strong sustainable school.
  • To further develop the Christian ethos of the school.


Priority 5 - Early Years Education 

  • Introduce the new EYFS framework and baseline assessment.
  • Ensure the curriculum, and care practices continue to meet the needs of all groups of pupils including disadvantaged and those pupils with SEND.
  • Sustain high quality assessment processes to ensure that all pupils make progress relative to their starting points, in preparation for the next stage of their education.
  • Continue to raise standards at least in line with national data, with a particular focus on disadvantaged and those pupils with SEND.