School Improvement & Development

To improve the quality of teaching and raise standards for all children, ‘nothing is as important as learning’.

Improvement is most likely to be successful if it involves:

  • a commitment by the whole community to ongoing improvement;
  • a set of practical strategies for change;
  • the setting of priorities and timeframes;
  • clear accountability for monitoring implementation and evaluating impact.

The School Improvement and Development Plan (SI&DP) communicates the school’s priorities to all stakeholders and is a tool to drive the budget plan. Through the implementation of the SI&DP we hope to achieve our school mission statement and fulfil our school aims.

PROCESS OF DEVELOPMENT All stakeholders will be involved with the development of the SI&DP; including pupils, parents, governors and staff, contributing their views through questionnaires, meetings and informal discussions. The governors have a key role in monitoring the implementation and effectiveness of the SI&DP through formal visits and termly reports from the senior leadership team. The Leadership Team will also monitor implementation through observation and discussion at regular Leadership Team meetings.

We remain committed to the EVERY CHILD MATTERS agenda:

being healthy: enjoying good physical and mental health and living a healthy lifestyle

staying safe: being protected from harm and neglect

enjoying and achieving: getting the most out of life and developing the skills for adulthood

making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour

economic well-being: not being prevented by economic disadvantage from achieving their full potential in life

Ofsted Key Issues – May 2018:

∎ Improve the effectiveness of leadership and management by:

– sharpening the skills of all leaders, including governors, in regularly checking precisely the quality and consistency of teaching, learning and assessment and the progress pupils make to ensure that they are good

– clarifying middle leadership roles and providing opportunities for middle leaders to hold teachers effectively to account for the quality of learning in their areas of responsibility

– further developing the wider curriculum so that it clearly plans for pupils׳ learning and development to enable pupils to develop greater knowledge and deepen their understanding across a wide range of subjects

– making sure that all staff understand leaders׳ and governors׳ vision for improvement and that leaders provide more opportunities for staff contribution to rapid school improvement.

∎ Improve the quality of teaching, learning and assessment so that pupils make rapid progress by ensuring that:

– all teachers have consistently high expectations of what pupils can do and achieve

– teachers use assessment information to effectively build on pupils׳ prior learning and they support pupils to make good progress

– where assessment identifies pupils who are falling behind, additional support is provided quickly to help them to catch up.

∎ Ensure that all groups of pupils make consistently strong progress from their starting points by making sure that:

– pupils benefit from consistently effective teaching across a wide range of subjects

– more pupils reach the national standard in reading, writing and mathematics by the end of key stage 2

– most-able pupils make good progress in all key stages so that more pupils reach the higher standard by the end of key stage 2

– pupils develop their knowledge and skills across the wider curriculum so that they are better prepared for the next stage of their education.

∎ An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

We have created a Post-Inspection Action Plan to ensure that our focus this year is on the key issues identified by Ofsted, to bring about rapid school improvement for all our children.

09.01.20 RK SIDP

‘Without continual growth and progress, such words as improvement, achievement and success have no meaning.’ Benjamin Franklin