School Improvement

Overview of School Improvement Priorities 2019 – 2020

To develop leadership capacity and its effectiveness across the federation, so that there is a consistent and effective approach to school improvement, its planning, monitoring and evaluation of impact, by:

  • Governors and leaders ensuring that there are clear roles and responsibilities for all leaders and that these are clearly articulated and understood and that all key leaders have a responsibility in reporting to governors.
  • Ensuring all policies are fit for ensuring delivery and consistency of high quality provision and expectations.
  • Ensuring that school improvement and the monitoring of this, by governors and senior leaders, focuses on the strategic and most pressing features of school improvement priorities to improve outcomes for pupils.
  • Developing the role of Year Leaders, so that they have a stronger overview of the performance of pupils and groups of pupils within their year groups, have a strong knowledge of the strengths and areas of development in their year groups, in order to work with senior leaders to support and challenge teachers, model best practice and drive improvements.
  • Developing the role of Year Leaders, so that they can work with senior leaders and, English, Maths and Assessment Leaders in particular, to begin to redesign the curriculum in order for it to meet the needs of the pupils and community. Particular focus should be paid to addressing the need for pupils to learn more about other religions, cultures and demographics within British society, developing an understanding, tolerance and respect for diverse British culture. Particular focus should also be paid to ensuring that the curriculum is planned with Intent, Implementation and Impact in mind and, that it is progressive, sequential and with meaningful linked learning opportunities, including curriculum embellishments to support and enhance it.
  • Developing the roles of English and Maths Leaders, so that there is a clear learning journey across the federation that imparts the skills and knowledge of the national curriculum, ensures that it is progressive and meets the needs of pupils.
  • Developing the roles of Inclusion Leaders to ensure that the SEND registers are accurate and reflect SEND needs and not children with historic under performance; that evidence is robust and, where necessary, EHCPs are applied for in a timely manner. In addition to this, Inclusion Leaders should audit the SEND needs across the school, so that the right interventions can be delivered and the impact measured in a timely fashion to meet pupils’ needs and, that staff, particularly Learning Support Assistants are given the right training and support to achieve this, with an increased focus on the responsibilities and accountabilities of teachers and support staff in meeting needs.
  • Ensure that governance is focused on strategic school improvements, through a triangulated governor monitoring plan that follows key threads of the SIP.

 

To improve the quality of teaching and learning, raising standards and expectations, particularly in reading, writing and maths, for all pupils by:

  • Ensuring that all leaders and staff have an accurate understanding of which groups pupils fall into, particularly focusing on the high proportions of disadvantaged pupils, vulnerable pupils, SEND pupils and the small, yet varied proportion of EAL pupils. That there is a wide culture of understanding of the barriers to learning for these pupils.
  • Developing assessment and tracking systems further to track each of these groups of pupils across the school at both ARE and GDS, with a clearer focus on ensuring that there are no disparities between the performance of groups, a focus on national data and pupil starting points to ensure sufficient progress.
  • Developing a greater understanding of assessment for learning, from that within lessons, from lesson to lesson and then onto longer term formative and summative assessments, so that interventions, marking and next steps accurately inform planned future teaching and learning.
  • Developing the roles of the adults in pupil provision and within the classroom, so that all adults work more effectively in delivering teaching and learning provision.
  • Ensuring that learning opportunities are more bespoke and that no learning time is wasted by using assessment for learning to ‘cut’ and ‘peel’ and maximise learning opportunities, increasing expectations and tools to ensure that pupils develop greater positive attitudes and to their learning, with an increased independence and interdependence focus and pupil involvement in the decisions around their learning, self and peer assessment. Including the development of the learning environment to support and enhance this and showcase outcomes.
  • Making planning, teaching and learning, particularly in reading, writing and maths, focused on age appropriate, lengthy and meaningful learning journeys that lead to high end outcomes and build upon prior content and assessment for learning.
  • Teachers working with leaders to make accurate judgments on pupil’s learning and next steps, so that assessments become more accurate and lead to higher expectations and outcomes.
  • Teachers and LSAs have an increased ownership and accountability for the teaching, learning and outcomes of pupils with SEND and, for those pupils who find positive behaviours and learning difficult, supported by the Inclusion Leaders and Behavioural Support Leader.
  • Leaders to review the Marking Policy, Teaching and Learning and Assessment for Learning Policies.

 

Improve provision, including teaching and learning, so that pupils develop ever positive attitudes to their learning and school life by:

 

  • Significantly reducing exclusions, particularly in the junior school, by ensuring that relationships between pupils are positive and that relationships between pupils and adults are positive, mutually respectful and pupil centred, promoting and expecting an inclusive classroom and school environments for pupils. That the suggested links between behaviour, SEND and EHCP requests are further explored and acted upon accordingly.
  • Providing and promoting increased opportunities for pupils to be empowered with their learning and take increased ownership for aspects of it.
  • Improving attendance by making school a place where children really want to come and don’t want to miss a day. Ensure that attendance is robustly tracked in accordance with the attendance policy and that actions are robust, including in the effective tracking and intervention of punctuality and persistent absence.
  • Effectively tackling the areas under leadership and management and teaching and learning, in order to continually develop and establish a positive culture and expectation for learning, where pupils are intrinsically motivated to learn and improve their work further.
  • Work more effectively with the community, particularly parents in articulating expectations and imparting increased knowledge of what the school does, particularly in relation to school attendance and curriculum coverage and expectations.