School Development Priorities

As a stakeholder in your child's education, we feel it is important that we share with you our school improvement priorities.

Please find below the School Development Plan for 2021-2022. 

If you have any questions or queries regarding this, please contact our school on 01246 822324 or, via email, at info@bolsover-jun.derbyshire.sch.uk.

Implementation

• Inclusion and well-being are at the heart of Bolsover Church of England Junior School to be certain that all pupils know and understand how they are a valued member of society, how it is their right to feel and to be kept safe and how to maintain their own positive well-being.

• Our curriculum is entrenched through an effective cycle of evaluation by all stakeholders.  

• The National Curriculum provides the core requirement of academic skills and fundamental knowledge across a wide range of areas of learning. The National Curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement (The National Curriculum in England: Key Stages 1 and 3 framework document, 2013).
• The curriculum will be delivered through a fluid organised timetable and achieving all knowledge and understanding for each stage of the curriculum.  
• Teaching and learning is delivered through a range of resources to deliver the curriculum as well as blended learning. Interventions are specific, regularly reviewed and revised and delivered within the daily teaching and learning. 
• All teachers work collaboratively to lead on subject development ensuring pupil outcomes and teacher’s CPD for subject knowledge are collaborative and highly effective.   
• A varied timetable for extra-curricular activities is offered by the school, with clubs that support the core curriculum offer, as well as those which develop specialist skills, whilst also further extending the range of children’s experiences. 
• Long-term memory, recall and application will be enhanced through low stake assessments and critical thinking. 
• Pupils will progressively learn techniques and strategies for completing tests and assessments, including Government statutory assessments, as they continue through the school, mastering previously learned skills and acquiring new ones as appropriate.  As knowledge and understanding will look different for each subject and in each stage of learning, so will the evidence of this learning.   

Impact

• The curriculum design along with high quality teaching, supported by targeted interventions (where appropriate) ensure that the needs of individuals and small groups of children can be met.
• The environment of high quality teaching has a positive impact upon the outcomes of all pupils. 
• All pupils will have equitable learning opportunities to achieve high attainment and progress by the end of key stage 2 across a broad and balanced range of subjects. 
• Through the use of context based learning and low-stake assessments, pupils will have a wealth of skills and knowledge that will remain a foundation throughout their lives.  
• Pupils will have due respect and consideration for the local and wider community and will be resilient, inquisitive, confident communicators with a strong work ethic and the desire and capacity to be responsible, principled, successful citizens.
• The innovative practice across the school provides a strong foundation and opportunities for children to collaborate and develop safe and secure social interaction skills in all environments and circumstances. 
• Enjoyment of the curriculum promotes achievement, confidence and appropriate learning behaviours in an environment where the safeguarding of pupils is paramount and they feel safe to try new things. 
• High quality enrichment activities and visits enhance the curriculum, particularly providing opportunities for writing for a purpose.
• Pupils have opportunities to share their learning with each other, their parents and carers and others through school-based exhibitions, performances, competitions and events involving other schools.