INTRODUCTION TO SCHOOL IMPROVEMENT PLAN 2021-2022
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INTRODUCTION TO SCHOOL IMPROVEMENT PLAN
2021—2022This introduction to the School Improvement Plan (2021-2022) has taken as its starting point the Ofsted School Inspection handbook which should be read in this instance as an aid to school improvement. A copy of the document can be found here: https://www.gov.uk/government/publications/school-inspection-handbook-eif/school- inspection-handbook. As such this introduction uses the 4 key judgements as its starting point. • The quality of education • Behaviour and attitude • Personal development • Leadership and management The introduction looks at key questions for school leaders and possible sources of evidence. More detailed information about all areas (that includes targets, costings and success criteria) are available by delivering deeper into the School Improvement Plan.
Quality of Education
Key Question Source of Evidence includes but is not restricted to …..
1. How good is the curriculum? (Intent, Implementation • Overall curriculum model
and Impact). • Alignment with National Curriculum
• Remote education
• Teacher Assessment points
2. How good is the curriculum for the most • Overall curriculum model
disadvantaged pupils including SEND? (Intent, • Alignment with National Curriculum
Implementation and Impact). • Remote education
• Teacher Assessment points
3. How good is the wider school’s curriculum? • Schools curriculum versus the national curriculum
“Knowledge and cultural capital”. • Academic/vocational/life skills/collective worship/RSHE
• EBacc and curriculum narrowing
• Cultural capital
• SMSC
4. How do we monitor the quality of education at school? • Noticeboards
What does this tell us and how do we act on this • Role of homework
information? • Curriculum within subject areas
• Discussions with subject leaders
• Work scrutiny
5. What are the school’s assessment processes and how • Assessment
effective are they? • Pupil & parent voice
• Ability to read
6. Are pupils being adequately prepared to go into • NS
appropriate high-quality destinations? • Careers and Post 16. Gatsby benchmarks and NEETBehaviour and Attitudes
Key Question Source of Evidence includes but is not restricted to …..
1. Do we have a safe, calm, orderly and positive • Observed school culture. Calm and orderly. Positive environment.
environment? Do we have a positive and respectful Typicality
school culture in which staff know and care about • Child’s motivation and positive attitude to learn
pupils? • Behaviour for learning and as a teacher standard
2. Is there a strong focus on attendance and punctuality? •IDSR (exclusions/attendance)
•Our comparison of data v national figures
3. How well do we work with pupils with particular needs • Pupil and other stakeholder views
in order to improve their behaviour or attendance? •Other measurables e.g. bullying, discrimination, peer on peer abuse …
• Specific pupils with challenging behaviours
• Pupils offsite and relationships with offsitePersonal Development
Key Question Source of Evidence includes but is not restricted to …..
1. How well do we provide for the personal development • Schools curriculum and culture. Everything we do
of all pupils? • Duke of Edinburgh and all other extra curricular activities e.g. sports,
arts, trips, spectrum etc …
• Whole Life Skills programme
• Safety
• Careers and Post 16. Gatsby benchmarks and NEET
• Assembly programme
• “most disadvantaged pupils consistently benefit from this excellent
work”
2. How effective is the school’s provision for pupils’ • SMSC (“.. a broad concept”)
spiritual, moral, social and cultural education?
3. How effective is our teaching of Relationships and Sex • RSHE
Education?Leadership and Management
Key Question Source of Evidence includes but is not restricted to …..
1. Do leaders have high expectations for all pupils in the • Investment in site
school? Does this include the harder to reach? • School culture
• Everything
2. Do we focus our attention on the education provided • How are children doing against challenging targets?
by school? • What individuals and groups of children are not doing well.
Importance of teacher assessment and work that comes from that
• Leaders at all levels
3. Is CPD aligned with the curriculum? • Audit of CPD. Strengths and areas of development
4. Do leaders take into account the work-load and well- • Well being policy
being of staff whilst also developing and strengthening • Programme of activities
the quality of the workforce? • Role of AC and ST
• Attendance figures
• Exit interviews
5. What is the impact of governance on the school? • Governor meetings
• FG/RF
• JR and governance meetings
• Visits/Reports
• Training
6. Is pupil premium and catch-up funding being used • Evaluation of PP and catch up funding
effectively and having an impact on pupils? • Teacher Assessment points
• Saturday SchoolLeadership and Management
Key Question Source of Evidence includes but is not restricted to …..
7. What is the evidence for inclusion and off-rolling? • Entry and exit of pupils to GA
• Attendance figures
8. Do we have a specific understanding of how the EIF is • KJ and team
applied to the teaching of mathematics?
9. How are parents included in the child’s education? • Parent views
• Questionnaires
• Parents Forum
• AnecdotalSafeguarding
Key Question Source of Evidence includes but is not restricted to …..
1. Does the school have a culture of safeguarding? • Results/TA points analysis
• Attendance, punctuality, behaviour data etc …
• Pupil Feedback
• Observation
• CPOMs
• Safer Recruitment
• SCR
• All safeguarding training
• Safeguarding incidents/allegations since last inspection
• PEPs/LAC/PLAC performance
• Bullying culture?
• Sexual harassment?
• Life Skills/LGBTYou can also read
