School Improvement Plan

Improvement Planning

We have a shared approach to school improvement planning, including:

  • School Improvement Plan (SIP) Template – this highlights priorities, outcomes, milestones, success criteria and costs.
  • Monitoring Schedule (MS) template – born from the SIP.
  • Both the School Improvement Plan (SIP) and Monitoring Schedule (MS) underpin needs for staff training (joint staff meetings occur where needs are the same e.g. safeguarding).
  • Different external consultants, with specific expertise, support and challenge school leadership with priorities, report to Trust Board.

School to School Support

  • The ‘triad approach’. Schools work in groups of three, challenging each school’s Self Evaluation Form (SEF) through coaching, reflection and critical analysis. A report is produced with actions. This is on a termly rota.
  • Specialist Leader of Education (SLEs) from within the Trust (and from schools within the consortium) are deployed to support teachers and leaders (e.g. Maths, SEN, Assessment).
  • Support and Training through Teaching School Alliance.

Staff Development

  • School Improvement Plan (SIP) feeds into the MAT’s appraisal cycle (e.g. Success criteria for the SIP informs success criteria for staff appraisal targets).
  • Talent Management- Opportunities to develop and retain staff across the MAT through analysis of expertise against priorities.
  • Leadership responsibilities across the schools e.g. Forest School – particular advantage for the smaller schools.
  • Peer to Peer support – pairing up teachers across the schools.
  • Support to complete professional qualifications: NPQML, NQPSL, NQPH, NPQEH, SLE, LLE.

Curriculum & Assessment

  • Across MAT curriculum design through the thematic, cross curricular approach – sharing resources
  • Shared opportunities for enhancement- particularly beneficial for smaller schools
  • Facilitate outdoor learning opportunities to motivate children to learn by contextualising the learning through ‘real’ life opportunities.
  • Centralised data system – allows the trust to identify priorities (from individuals, whole school to MAT-wide) which feed into the School Improvement Plan (SIP), etc
  • Cross MAT moderation with a focus supported by accredited moderators

Leadership and Governance

  • Executive leadership meetings involving all headteachers to discuss priorities and strategical plan
  • Leadership support with School Improvement Plan (SIP) writing and review
  • Half termly governor training as identified by school leaders
  • Governor cycle which provides challenge and support linked to each school’s improvement plan
  • Support in recruiting governors to fill identified skills gaps and add value to the work of the Governing Body.

Ethos and Values

Through our virtues (Collaboration, Respect, Inspiration, Hope and Nurture)

we want all our young people to be valued, visible and fully included in our community.

  • Pupil voice is given a high profile and facilitates its influence upon the work of the schools.
  • The Trust will ensure that all Designated Safeguarding Leads (DSLs) are provided with the offer of clinical supervision for safeguarding once every half term.
  • Trust Attendance Policy which is adhered to by all schools outlining the need for supporting and promoting excellent school attendance for all.

Most Valued MAT-provided school improvement support

  1. Leadership opportunities across schools
  2. Opportunities to observe teaching and share practice in different settings
  3. Moderation with other teachers in the same/cross phase across the MAT (especially for smaller school colleagues)
  4. Strategic external support from consultants
  5. Robust systems that are linked together e.g. SIP and subject leader action plans

Flex approach to ‘category’ schools

The Trust will have non-negotiables for schools in a category. These include specific strategies for:

  • engaging and motivating children to learn;
  • processes for improving teaching and learning;
  • specific models for monitoring progress.