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Muriel Green Nursery School

For all your education and day care needs for under 5's

School Development Plan 2020-2021



“Developing curious children who are prepared for lifelong learning”












At Muriel Green Nursery School and Day Care we aim for all children to be:


Secure, safe and happy in their relationships and the environment

Interested, excited and motivated to learn so that they achieve their full potential

Independent learners, proud of their achievements and confident in their own abilities

Confident speakers and listeners that express their own needs and opinions and reflect on and understand those of others

Curious independent thinkers that investigate, experiment and ask questions












Quality of education:

Well planned inclusive curriculum that uses clear pedagogical approaches underpinned by teaching skills, knowledge and understanding with emphasis on new vocabulary which engages all children.

Personal Development:

Equip children with the language of feelings to enable the development of their secure emotional literacy and understanding. So that they can learn to keep themselves mentally healthy and resilient supporting their next steps in their education.

Leadership and Management:

Establish a culture of professional learning whereby staff and leaders of all levels act as researchers to embed change.


Ultimately, school is fun for everyone

Parents, governors and the wider school community are fully involved and participate in school life

Reduced workload for staff at all levels

Key Performance Indicators


  • A clear pedagogical approach can be seen across the setting, differentiated at an age and ability appropriate level.
  • A clear 4 stage approach to adult led activities which is underpinned by the principles of Attention Autism.
  • Gap between all identified vulnerable children and their non-vulnerable peers across the school is narrowed
  • All children to achieve to their full potential, making expected+ progress from their starting point
  • 100% of teaching and learning to be good or better
  • Ensure a clear focus on vocabulary acquisition so pupils have a wide lexicon with which to access the appropriate texts for their year group
  • Interactions with adults and one another evidences appropriate and ambitious word choices
  • Individual children Leuven scales increase during curriculum adaption
  • Children can be heard practicing and applying zones of regulation throughout the setting.
  • Practitioners have a thorough understanding of Zones of Regulation and understand its relevance to the age group they work with.
  • Practitioners seize every opportunity to teach new and relevant vocabulary, offering real life scenarios to embed.
  • Children have a bank of strategies to utilise when they feel anxious or stressed
  • Children demonstrate the Characteristics of Effective Learning consistently across the setting
  • Children are able to articulate how they are feeling and ways to change this if appropriate.
  • Proportion of children attaining above age related expectations in PSE to improve on previous year.
  • Staff members can articulate the impact of their action research
  • Action research projects improve the quality of education and learning experiences for all children.
  • Staff understand the benefit of applying approaches learning in other areas of the setting.
  • The curiosity approach is implemented and supports children’s imaginations to ensure they are deeply engaged and sustain high levels of concentration.
  • Governors access all relevant and pertinent training and complete scheduled visits in line with annual schedule.