St Elphin’s Academy School Development Plan 2026–2027
Every year, we identify the areas of school life that we want to strengthen further. Our School Development Plan sets out the main priorities we will be working on during 2026–27.
Although the plan contains detailed actions for staff and governors, the most important question is always: what difference will this make for our children? This summary explains the key priorities and how we expect them to improve pupils’ learning, wellbeing and wider experiences at St Elphin’s.
Curriculum and Teaching
One of our biggest priorities this year is writing. We are introducing a new whole-school approach based on I Am a Clever Writer. This gives children a clearer progression from the basic skills of handwriting, spelling and sentence construction through to vocabulary, grammar, composition and writing fluency. Teachers are working together to make sure expectations build consistently from one year group to the next and that children receive the support or challenge they need.
We are also placing a strong emphasis on foundational skills in Key Stage 1. In Years 1 and 2, children will spend more time securing essential number knowledge and mathematical fluency before moving on to more complex learning. In reading, the initial focus will be on accurate decoding, confidence and fluency so that children have secure foundations before more demanding comprehension work is introduced.
Another important priority is ensuring that Pupil Premium pupils receive the support they need to achieve well. Our Summer 2026 data showed that disadvantaged pupils were achieving less well than their peers in Reading, Writing and Mathematics. We have therefore set realistic improvement targets in all three subjects. Pupil Premium funding is also being used to support the allocation of a full-time Teaching Assistant within each class, allowing additional support to be targeted where assessment shows that it is needed most.
We also want children to have access to a broader range of enrichment opportunities. We are considering a proposal to extend the compulsory school day by one hour on one day each week, with this extra time being used for curriculum-linked enrichment. Before any decision is made, we will consult staff, parents/carers and pupils and carefully consider practical issues including staffing, costs, wraparound care, SEND and equality. Subject to approval, the intention is to trial the approach during Summer 2 2027.
Our review of Modern Foreign Languages has also shown that this area needs strengthening. During the Summer Term, we will investigate different curriculum providers and teaching models and consider the costs with Governors. Our aim is to have a clearer, more consistent and progressive MFL curriculum ready for September 2027.
EYFS
In Nursery and Reception, our priority is to make sure children develop the strongest possible foundations for future learning.
We will continue to strengthen the progression between EYFS and Year 1, particularly in early reading, writing, mathematics, communication and physical development. Staff will work together to ensure that children are developing the knowledge and skills they need before moving into Key Stage 1.
We are also improving opportunities for physical development, particularly through the outdoor environment. Children will have regular opportunities to develop balance, coordination, strength, confidence and gross motor skills through purposeful play and adult-supported activities.
A further focus is early writing readiness. Children will develop the physical and language skills that support successful writing through activities such as fine-motor work, mark-making, oral sentence building and handwriting readiness. This will prepare children for the I Am a Clever Writer approach they will encounter as they move through school.
Inclusion
This year we have introduced a specialist class for children with additional needs. The pupils who would benefit from this provision were identified before the start of the year, and staff were selected and trained during Summer 2026.
The class provides smaller-group teaching, an appropriately adapted curriculum and targeted support, while ensuring that pupils continue to be part of the wider life of the school wherever appropriate.
Our main focus now is on progress. Each child has a clearly identified starting point, and our aim is for every pupil within the specialist provision to make clear progression in line with their individual needs by July 2027. Progress will be reviewed regularly and teaching or intervention will be adjusted where necessary.
The specialist class will not operate as a completely separate curriculum. Where appropriate, pupils will benefit from the same wider school developments in writing, reading, mathematics, enrichment and personal development, adapted to their individual needs.
Leadership & Governance
Our leadership priorities focus on making sure new developments are safe, sustainable and well planned.
The Executive Headteacher is completing the Diocese of Liverpool Christian Leadership Course. Learning from the course, including visits to other schools and places of worship, will support the continued development of our Christian ethos, collective worship, RE and leadership.
The school has also taken over the management of our wraparound care provision. Our priority is to maintain a safe, welcoming and financially sustainable service for children and families, with clear safeguarding, staff training, health and safety and operational arrangements in place.
Looking ahead, we are also exploring plans to open a school-led provision for two-year-olds in Autumn 2027. During this academic year, we will assess local demand, consider the suitability of the space, review safeguarding and staffing requirements and establish the financial implications before any final decision is made.
Personal Development and Wellbeing
Supporting children’s wellbeing and helping them become confident, responsible members of the community remain central to our work.
Our Community Police Partnership will continue to develop this year. PC Tribe and colleagues will work with pupils through collective worship, playground visits, family engagement and the Mini-Police programme. This gives children opportunities to learn about safety, citizenship, responsibility and their local community.
We are also developing a partnership with Women’s Aid so that children affected by domestic abuse can access appropriate specialist support alongside the school’s existing mental health and pastoral services. This includes targeted support for identified pupils and clear safeguarding and referral arrangements. The wider partnership will also include community and fundraising activity linked to our school value of community.
Finally, we are continuing our work towards the OPAL Gold Award for play. OPAL encourages children to experience richer, more creative and adventurous playtimes. This year we will continue improving the range of play opportunities available, including the carefully managed introduction of more challenging equipment and activities. Staff training, risk assessment and pupil involvement will remain central to this work.
Our Overall Aim
Across all of these priorities, our aim is simple: to give every child at St Elphin’s the strongest possible foundations, the right support when they need it and a broad range of opportunities to learn, grow and thrive.
Many of these priorities are deliberately connected. Improvements in EYFS feed into our Key Stage 1 work; our writing developments support Pupil Premium and SEND pupils as well as the wider school; and our enrichment, OPAL and community partnerships ensure that education at St Elphin’s is about much more than academic outcomes alone.
We will continue to review progress throughout the year and will keep parents and carers informed about significant developments, particularly where consultation or changes to provision are proposed.