Sherwood Park School Development Plan - Park Campus

1.  Key Priority 1 - Risk Management across the campus 
2.  Key Priority 2 - Equality & Diversity Awareness 
3.  Key Priority 3 - Quality of Education - Stretch and Challenge for all pupils 

For individual pupil risk to be understood at a deeper level so that appropriate risk management  and controls can be put in place. 

Learn Tracker to be utilised in a greater capacity: 

Support from Admin to look at the data from the learn tracker. 

Create a report that goes to the team around the child on risk, provision and progress. 

Addition of intimate care and community access  to the risk register. 

Anna & Simon 

July 2026 

Transdisciplinary leadership risk meetings take place every term to assess the risk for each pupil in different areas.  

Termly learn tracker meetings take place with class tdt teams and members of SLT. 

Class list for 25-26 in draft using learn tracker information.  

Final parts of the project to be completed over the summer .

Risk meeting now in monthly with manager of social care to reduce risks and support integrated working. 

Staff more knowledgeable about risks and impact on provision and progress.

Data to support development of new pathways and higher aspirations for our pupils with complex access needs.

Risk Assessment: 

Availability and accessibility of risk assessments 

Class time: allocate key tasks for class time. 

E.g. read MH plans, 

Read risk assessments, 

Read Policies, 

E&D plans. 

Review documentation and create easy to use & read proformas to display. 

Risk assessment documents to have pre-populated hazards & associated risks to prompt and support teachers. 

Whole school generic risk assessment to be created. 

Luka & Karen & Belle 

July 2025  

Risk assessment policy has been updated. Next step is for it to go to the Governors for approval. 

Close working with Manual Handling consultant on staff competency, policy and individual pupil MH plans and profiles. 

Manual Handling Policy has been updated - next step Governor/Headteacher approval. 

Risk assessment templates have all been uploaded to the Google Templates area for staff to access easily. 

There is still difficulty identifying hazards - these are not always clear. 

Twilight training time was allocated to teams to sit together to go through and discuss pupil risk assessments and manual handling plans on 22/1/25. 

New one page manual handling profiles created with easy to read, key information related to sling type, bed rails and staff ratios, and displayed in all changing areas and swimming area. 

Hoist Checks posters created and displayed with key safety checks to carry out before, during and after hoisting, displayed in all changing areas.

All eligible staff have now had manual handling competency checks, enabling them to be the lead person when carrying out manual handling. 

New manual handling policy to be approved by governors and aspects of this are already in place. 

Every pupil that has a manual handling plan has had it reviewed and amended based on the new policy. 

Increased safety measures and risk management controls in place around manual handling, which has resulted in decreased risk of incidents/accidents. 

Increased clarity of roles and key information for staff regarding manual handling practice and processes. 

Safer practice being carried out day to day.

Review and refine processes regarding off site trips: 

Process of signing out medication from the nurses. 

Replacement of medication bags. 

Process of approval for off site trips. 

New medication bags ordered: different colours for different departments, bright coloured and designed for medication. 

Both daily outings form and new trip outings form amended to include pupils at risk of anaphylaxis and inclusion of lead nurse approval signature of trip. Forms to be signed by Nurse before being signed off by SLT. 

Reintroduction of off site trip schedule for the nursing team so that medication can be prepared in a timely manner. 

New process introduced of staff calling over to nurses block to arrange the time of pick up of medication beforehand.

Reduced risk of error: forgetting medication, taking another class/pupil’s medication, misplacing it, as bags are clearly identifiable. 

Increased oversight of offsite trips and associated risks.

Nurses able to plan ahead for medication preparation. 

Nurses block has reduced foot flow of education staff, reducing the risk of error in medication preparation, due to interruption.

Training: 

Training for teaching staff to confidently identify and understand risks. 

Training to be included in Teaching & Learning Strategy under classroom management and safeguarding. 

JB attended Health & Safety for Managers training. 

LD attended Trainer level Manual Handling training. 

Individual Risk Assessments have been regularly updated following incidents/ near-misses reported by staff.

Repeat of Risk assessment training scheduled for IPM 5th June. 

Focussing on the difference between hazards and risks. 

Fire awareness training for all staff led by David Charles (H&S Advisor).

Risk assessment training rescheduled for September 2025 as part of IPM/T&L strategy. 

Although training has not yet been delivered, individual teachers have been coached by SLT and Wider leaders through the risk assessment process as they are doing it (e.g. for summer trips).

SLT have an increased level of training that can be utilised in the school and knowledge can be shared with others. 

Increased knowledge and understanding within the teaching team of hazards and risks and how to write a high quality risk assessment.

To increase staff awareness, knowledge and understanding of equality and diversity, what it is and what part they play within it. 

Training & Events 

Identify key areas of E&D that the school want to focus information and training on 

Establish where external trainers are needed 

Create and plan staff E&D CPD for academic year 25/26? 

Look at events calendar to ensure diverse coverage of events - Develop 2/ 3 year strategy/plan to ensure a diverse range is covered across this time frame 

Jess & Simon 

July 2025 

HR manager emailed all staff to inform them of the month of Ramadan and to consider colleagues observing Ramadan 

Prayer room now available for colleagues to use 

Currently looking into Liz Pemberton - The Black Nursery Manager: Anti-racist training & consultancy in the Early Years sector - courses and training 

JB has got in contact with NEU regarding possible E&D training they could offer. 

JB has reached out to Stonewall regarding training offer around LGBTQ+ workplace training and being an inclusive workplace. 

Email circulated to all staff regarding the whole school working party to schedule of events (linked with assemblies) for next year which improves our equality and diversity to celebrate a greater range of faiths, cultures and special / themed days.  

7 areas of E&D identified and first area to focus on will be race and ethnicity 

All three schools signed up to undertake the Every Future Foundation Champions for Change: Anti-Racist Programme for Schools, starting in September 2025. This will include online cpd modules for all staff and face to face cpd days for a small number of staff. Training offer involves different levels of training for teaching staff and leadership and takes a year in total. 

JB to reach out to Diverse Educators to enquire about consultancy work with SLT and Wider Leaders regarding E&D in the workplace. 

Small amount of interest shown in the working party for ensuring diversity and broad range of assembly topics and school events. Meeting scheduled for summer term with Luka Dus to establish first cycle 

CPD strategy now includes Equality and Diversity training. 

Training programme in place to commence in September 2025. 

An increased understanding of the importance, purpose and relevance of this type of cpd amongst the senior and wider leadership teams. 

Increased breadth and diversity within school events and assemblies from September 2025 over a two year cycle, avoiding the repetition of some and the overlooking of others. 

Resources 

Communication systems depicts different ethnic groups & language spoken within the family 

Core boards - your core board is reflective of you 

Displays/ toys/ books depict people from all backgrounds and groups 

Tinney  and Rebecca Tomlin  

July 2025 

Therapy assistant spent time customising our universal offer templates to have multicultural representation (e.g. different skin tones) 

Gained feedback through consultation with the wider therapy team 

Individualised AAC systems customised to represent students skin tones through consultation with families 

Order placed for bulk order of multi-cultural wearable coreboards as well as A0 size outdoor coreboards.  

Band 6 SaLT has joined a working party within Cognus therapy team to look into bilingual AAC systems  

Project delayed by ordering process.   

Ongoing  

Quality of education. (Q)  Behaviour and attitudes (B)  Personal development (P)  Leadership and management. (L) 

Teachers planning  

adheres to non negotiables and is therefore  a useful and meaningful tool which includes adequate stretch and challenge for all pupils.

Implement shared planning within departments to create joint medium term plans. 

Wider leaders to monitor planning for non negotiables and support teachers with areas that they may be struggling with. 

Karen 

Simon &

Rebecca

July 2025

Spring term learning walks were positive. 

Lessons had good structure and pace. 

Lessons were age/developmentally appropriate in both content and resources. 

Key themes for improvement were:  

adaptive learning & access. 

Pupil groupings. 

Effective staff deployment. 

Summer term learning walks were of a consistently good standard. 

Key areas for development included: 

Access for some pupils. 

Deployment of staff.  

Staff understanding of how to increase pupil independence and decrease support. 

Greater progress and engagement for pupils. 

Clear themes identified to be focussed on in the Teaching and Learning Strategy from September 2025. 

Introduction of learning walks instead of formal observations have reduced the stress for a lot of teachers. 

Plan for regular (weekly) learning walks to take place throughout each term from September  - this will allow for a more realistic view of teaching and learning across the school and will be a lower stakes, more supportive approach 

Curriculum assessment enables teachers to accurately 

identify gaps in learning and skill development and appropriately plan for next step learning. 

Complete assessment checklists for priority subject areas.  

Curriculum team working parties to complete these on curriculum days. 

Training for support staff to effectively use EFL and develop their ability to accurately articulate (via written caption) their assessment of what a pupil is doing. 

Rebecca Tomlin

& Luka

End of July 2025

We completed whole school training for teachers to update their knowledge on EFL and to understand barriers.  

I then did TA, STA and agency training for EFL on how to add frameworks, add evidence and introduced how to insert templates to support write ups and that if you struggle to type how to record your voice on it.  

Curriculum Inset Day - 24/2/25 

Priority area development plans completed. 

Work has begun on populating assessment book descriptors for each subject. 

In April training was delivered to the lower school department on how to upload evidence and what to include in the write up to ensure there are clear links between the evidence and the PLP target it is being linked to. We also discussed making sure there was no background conversations so evidence is good quality, how adults are positioned and how this links to school policies. 

Curriculum Inset Day - 22/5/25 

Finish Assessment books for priority subject areas. 

Begin work on curriculum in these priority areas. 

Routes for Learning assessment transferred to EFL.  

Assessment checklists complete in all six priority curriculum areas and ready for use from September 2025. 

These checklists will support teachers with their assessment and guide their planning of next step learning for pupils. 

Accessibility to learning: 

Ensuring lessons and curriculum areas are well resourced with individual needs accounted for. E.g. cooking. 

Key area of Teaching & Learning strategy. 

Clearly define and understand adaptive learning and differentiation and how to successfully include this in planning. 

Previous independence team to complete on actioning links to adaptive equipment. 

Simon, Tinney

& Belle

July 2026

Fourth pathway created - complex access . This pathway will support pupils that are working at a higher cognitive ability but have complex access needs. 

Adaptive Equipment - Cooking 

Above circulated to teachers to signpost them to equipment that might support student access to lessons. 

Awaiting order of new equipment. 

Identification and creation of complex access pathway. This will support and guide teachers to effectively plan for, teach and assess pupils within this cohort and reduce the risk of pupils with complex access needs being overlooked or placed into a pathway that does not meet their academic level.  

Establish a clear Universal, Targeted and Specialist teaching and learning offer. 

Planning includes prompts for the different levels of the offer. 

Write a clear guide that details what is included under each level. 

Sustain ongoing support for teachers , therapists and support staff. 

Anna & Jess

July 2025

Work has begun on new pathways document which includes a complex access pathway. 

Pathway Ideas 

New Pathways work completed by wider leadership team. Introduction of complex access pathway. 

Wider leaders to finish ‘Learning Across the Key Stages' section. Scheduled for 15/5/25. 

Pathway Ideas 

Pathways work will be completed by the end of term. 

Four clearly defined pathways has allowed pupils to be appropriately assessed and placed into one of these pathways.  

This has helped with devising the class list and will help with future admissions and placement of pupils. 

Pathways to be introduced to staff in September 2025 with the aim that the increased clarity and guidance will support teachers to deliver appropriate and effective teaching and learning. 

Devise and plan Teaching & Learning Strategy for 2025-26 

Discuss plans for this strategy with teachers at IPM. 

Identify 6 key areas for strategy meetings. 

Plan structure and content of strategy meetings/workshops. 

Implement STA training strategy in September 2025. 

Jess

Ready to implement for September 2025

Learning walks for spring term 2025 were positive. 

Lessons had good structure and pace. 

Lessons were age/developmentally appropriate in both content and resources. 

Key themes for improvement were:  

adaptive learning 7 access. 

Pupil groupings. 

Effective staff deployment.

Feedback from teachers last term was that some enjoyed learning walks and found them really beneficial and took the pressure off. Others really didn’t enjoy them and preferred the formal lesson observation. They expressed that the openness of learning walks and when they might take place made them feel very anxious. 

Luka and Jess meeting on 9/7/25 to complete plan for teaching and learning strategy. 

Quality of education. (Q)  Behaviour and attitudes (B)  Personal development (P)  Leadership and management. (L)