Hatfeild Primary School

Hatfeild Primary School

Hatfeild Primary School

Our Development Plan


School Context


Hatfeild is a larger than average primary school.

The proportion of disabled pupils and those with special educational needs supported at school action, school action plus or with a statement of special educational needs is slightly below average.

The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils entitled to free school meals) is below the national average though with some variation between year groups.

Most pupils are of White British heritage. A minority are from a range of minority ethnic groups.

The proportion of pupils who speak English as an additional language is broadly average.

The school has a breakfast club which is managed by the school and an after-school club which is not managed by the school. 

In recent years there has been some structural changes to the leadership and management of the school.


Our Development Priorities 2021-2022


 Our development priorities for 2021-2022 are broadly reflected following Co-Vid 19 pandemic. 


Priority 1 : Positive well-Being for all                                                                                

  • To ensure a harmonious school community following the return to work after the lockdowns of Covid 2020-21.
  • To ensure that the well-being of the children at Hatfeild remains a high priority for all staff.
  • To ensure the well-being of all staff at Hatfeild allows them to complete their roles in a safe and positive way.
  • To ensure our curriculum is tailored to support our children in the 21st century through positive mental attitudes.


Priority 2: Curriculum Leadership

  • To ensure a consistent delivery of the broader curriculum offer at Hatfeild by all teaching staff.
  • To ensure all staff are able to track the skills progression across the curriculum when planning for an individual subject.
  • To ensure that subject leaders monitor that the intent, implementation and impact is evident for their subject across the whole school.


Priority 3: To continue to improve the rate of progress in Literacy         

  • To increase the percentage of children that are making expected or better progress in their writing
  • To continue the journey of ensuring that ‘Talk for Writing’ is a consistent teaching approach across the whole school
  • To raise the profile of spelling across the school to allow the application of spelling to be transferrable into writing.
  • To monitor that the improvements made to guided reading across the whole school continues to support pupil progress.


Priority 4: To continue to embed a mastery approach in Mathematics  (4th Year)                    

  • To increase the percentage of children that are making expected or better progress in their maths
  • To develop the role of the new maths team to leading the school towards a mastery approach.
  • To support new members of staff (lower KS2) in the planning and delivery of maths mastery.
  • To continue to support upper KS2 in the planning and delivery of maths mastery.