To be committed learners who enjoy learning, make outstanding progress and achieve.

Transcription

1 Development Plan

2 Appendix Vision & Values 3 Trust Rationale 4 Self-Evaluation 5 School Priorities 6 Effective Leadership & Management 7-8 High Quality Teaching, Learning & Assessment 9-11 Personal development, behaviour and welfare Outcomes for children & learners Quality Assurance 16 2

3 Vision & Values At Connaught we believe passionately in developing the whole child through inspirational teaching coupled with a broad, balanced and creative curriculum. At the heart of our school are our three core values. These underpin everything that we strive to achieve for our pupils, staff, parents and community. To be committed learners who enjoy learning, make outstanding progress and achieve. To be confident individuals who are able to live safe, healthy and fulfilling lives. To be caring citizens who make a positive contribution to society. We aim to develop enquiring and lively minds as well as the knowledge and core skills to enable children to thrive in an ever changing world. Our Curriculum actively promotes the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. Through a system of Sports and House Captains as well as a Pupil Parliament with four councils: Learning, Safety, Eco and Friendship, we are growing the leaders of tomorrow. We ensure that children develop high levels of self-esteem. If you feel successful, you will be successful! Governors and Directors are committed to quality assure the effectiveness of leadership in delivering an outstanding education for every child. Childhood is a very special time and no one gets a second chance at it. We want our school to deliver the very best education for all. Sebastian Sales Headteacher Sam Goggin Chair of Governors Trust Rationale 3

4 On the 1 st October 2013, Connaught Junior School converted to become an academy to provide the best value for money for its pupils and staff. This meant that the school left the direct control of the local authority and formed a trust company, which is limited under charity law. This is known as the Connaught Academy Trust. At the time of conversion all governors became directors and trustees to make sure there was an equal share of accountability. The structure of our Academy looks like this at present: Department for Education STAFF 3 RD PARTY/LA LAND Funding Agreement Employment Contracts Supply/Service Contracts 125 year Leasehold CONNAUGHT ACADEMY TRUST Charitable company limited by guarantee Operates Connaught Junior School Since conversation, the Trust has expanded the leadership of the school to allow for the growth of the school from a three to four form entry to meet an urgent demand for places, as well as requests for leadership support for other schools from the local authority. Presently the school is in consultation with good and outstanding local Junior, Infant and Primary Schools to form a new multi-academy primary trust. Leaders and governors from these schools are keen to benefit from the experience and expertise that Connaught has gained since conversion. This process is being supported by the Connaught Academy Trust s lawyers, Stone King. Connaught Academy Trust is continually striving to build capacity and sustainability through a culture of teamwork and collective responsibility. We are focused on ensuring high levels of staff satisfaction and fulfilment, as well as strengthening partnerships and cross-school collaboration. At the heart of everything we do are our pupils. 4

5 SECTIONS SUMMARY EVALUATION 1 SCHOOL CONTEXT School context and summary 2 WHOLE SCHOOL PRIORITIES * Leaders and Governors create a culture that enables pupils and staff to excel * Teaching, Learning & Assessment are outstanding and supported by a broad, balanced and challenging curriculum * Pupils spiritual, moral, social and cultural development & well-being are excellent * All groups of pupils make sustained progress that leads to outstanding outcomes 3 EFFECTIVENESS OF LEADERSHIP & MANAGEMENT How well leaders demonstrate ambition for pupils, improve teaching and learning, develop staff, sustain improvement. Accuracy of SSE, appropriate curriculum, governance, e. opp, safeguarding, and partnerships 4 QUALITY OF TEACHING, LEARNING & ASSESSMENT Expectations, engagement, motivation, challenge, independence, reading, writing and mathematics skills, assessment and next steps in learning. 5 PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Including behaviour in lessons & around the school, attendance & punctuality, attitudes towards others, how well protected from bullying, views of pupils/parents 6 OUTCOMES FOR PUPILS Attainment, progress and the quality of learning, for individuals, different groups, particularly SEND & disadvantaged pupils 7 QUALITY ASSURANCE Strengths * Leadership has had a significant impact on raising standards across the school. * Governors are fully involved and committed to improving the school * The school has developed positive links with the parents and the wider community Strengths * Teachers plan lessons effectively, making maximum use of lesson time * Teachers provide pupils with incisive feedback, which pupils use effectively * Teachers have consistently high expectations for pupils attitudes to learning Strengths * Pupils leave school as mature, articulate young people, well-prepared for secondary school * Pupils have a strong sense of selfdiscipline and keenness to learn. * Attendance is well above average because of good systems which promote it Strengths * Attainment overall is significantly above national in all areas by the end of Year 6 * Groups of pupils including those with SEND are tracked and supported effectively * % of pupils making expected progress exceeds national from Year 3 baseline * All disadvantaged pupils make expected progress from baseline. Focus Areas * Leaders at all levels frequently and rigorously check the quality of teaching and pupils rates of progress * The school curriculum provides opportunities for excellence in all areas * Governors stringently hold senior leaders to account for all aspects of the school s performance Focus Areas * Teachers enable pupils to use questioning highly effectively to develop a deeper understanding across the curriculum * Teachers monitor progress of all learners and intervene with notable impact * Parents are provided with timely information on their child s progress Focus Areas * Pupils attitudes to learning are equally high across subjects, years, classes and with different staff * Pupils self-regulate with excellent improvements for vulnerable groups * Pupils make important decisions about the school including the SDP Focus Areas * Connaught s assessment system provides clarity and accuracy * The proportion of pupils making and exceeding expected progress are high compared to national figures * Attainment and progress of disadvantaged & SEND pupils is above average

6 SECTION 2 SCHOOL PRIORITIES FOCUS IMPACT () PROGRESS Leaders & Governors create a culture that enables pupils and staff to excel Teaching, Learning & Assessment are outstanding and supported by a broad, balanced and challenging curriculum Connaught receives an outstanding judgement High levels of staff satisfaction and fulfilment Clear succession planning and sustainability Teaching as measured by lesson observation, learning walks, lesson study, data analysis, work scrutiny and pupil conferencing is outstanding summer 2017 Governors quality assure the support / challenge provided by leaders to staff National Leader of Education provides external challenge and support Progress matrix with Career Stage Expectations as part of Pay Policy Senior Leaders Ofsted training 100% good with 53% outstanding (Summer 2016) All Class Teachers engaged in termly cycle of filming and self-review with National Teaching & Learning Coach ( ) Partnership links with outstanding secondary teaching school and Maths Hub from 2015 to present(sjb) Pupils spiritual, moral, social and cultural development & well-being are excellent Pupil independence and leadership are clear throughout the school Work Scrutiny and Learning Walks show increased engagement and impact on pupil output Curriculum Teams with Teachers & TAs embed Connaught Curriculum against new NC Well-being team led by DHT Councils from the Pupil Parliament lead areas of School Improvement with Actions Plans and budgets All groups of pupils make sustained progress that leads to outstanding outcomes VALUE ADDED exceeds 100 All pupils make expected progress each year 40% of pupils make more than expected progress each year In year progress of DAPs & SEND pupils out performs all pupils ( ) Attainment at the end of Year 6 significantly above Surrey and National markers

7 SECTION 3 EFFECTIVENESS OF LEADERSHIP & MANAGEMENT Priority to be addressed: Leaders at all levels frequently and rigorously check the quality of teaching and pupils rates of progress How reliable is the evidence base that leaders use to evaluate the quality of teaching at Connaught? How accurate are the formative and summative assessments against local and national data? What is the evidence of improved rates of progress? How are leaders implementing the new standards for teacher professional development? (What outcomes will we expect to see if Middle and Senior Leaders provide a secure evidence base for the quality of teaching The quality of teaching measured across 7 key strands matches outstanding The percentage of pupils making expected and more than expected progress matches and exceeds national markers Outcome Monitoring check whether we have met the criteria?) Assigned governors quality assure the evidence of whole school T&L tracker Joint Learning Walks and Lesson Observations with external SIA and Leaders from CJS Scrutiny of new RAISE online and school transition matrices to measure outcomes for all groups including SEND and disadvantaged pupils by FGB through HT Reports and C&L (What actions will we take to bring about change?) Leadership Learning Tours established three times a day Leadership Training through JY with 2 new Heads of Year. Integrated system of performance partners Teachers and Teaching Assistants work together to deliver wave 1, 2 & 3, measuring impact at agreed points with the Inclusion Leader Monitoring Joint formal observations, dropins, learning walks and book scrutiny between senior and middle leaders Minutes and Actions from committees and FGB Ongoing pupil progress meetings, appraisal reviews and regular target reviews between Performance Partners Resources human and material costs?) Half-day release for Head of Years as Performance Partners 12,000 5 x Leadership days with JY 1200 FGB Training within SLA & FASNA 2,0000 SG & FL Leadership Training in Autumn Term Monitoring cycle in place Sept 2016 Action Plans for key subjects by Oct 2016 Appraisal targets set by 31 Oct 2016 Termly data shows rapid and sustained progress of all groups 100% of teaching is good by Spring 2016 with 40% outstanding T&L is judged 100% good with 50% + outstanding July 2017 All pupils make expected progress with 40% more than (School data July 2017, RAISE online Oct

8 SECTION 3 EFFECTIVENESS OF LEADERSHIP & MANAGEMENT Priority to be addressed: The School Curriculum provides opportunities for excellence in all areas How does the CJS Curriculum promote tolerance and respect for all faiths, cultures and lifestyles through the effective SMSC development of pupils? How does the CJS Curriculum uphold fundamental British Values and prepare pupils for life in modern Britain? How effective is the sharing of information with parents and carers? How does it promote high levels of achievement and good behaviour? (What outcomes will we expect to see if Connaught s curriculum provides broad and balanced contextualised learning opportunities for all pupils Assessment cycle is mapped against key skills linked to the new National Curriculum and provides stretch for More Able G&T (PP) Outcomes are judged of sufficient quality to share with schools English & maths progress evident through all books Outcome Monitoring check whether we have met the criteria?) Pupil and Parent Evaluation of Creative Curriculum Topic reviews by CTs and Leaders Outcomes of assessments across curriculum show that increasing % of pupils are making rapid progress Evidence of progress is clear in books and has been evaluated by CTs Computing curriculum is embedded across the school (What actions will we take to bring about change?) Curriculum leaders develop example planning to show fluidity across topic whilst incorporating and embedding key aspects of the National Curriculum Curriculum Leaders support teachers in delivering engaging hooks for learning Pupil voice used to plan for topics Curriculum Teams set up with monthly meetings to review impact of Action Plans Monitoring process is working as Curriculum leaders carry out learning walks, book and planning scrutiny with feedback to staff New planning is reviewed against NC end of year expectations Regular pupil written and oral feedback End of module assessments for core learning Resources human and material costs?) Year Group budgets for activities and topic work 4,000 New Leader release time (half day per week) Growth Mind-set training through DHT & PSHE leader including conferences with Dr Carol Dweck SG & FL Subject Leader Action Plans developed within teams (Oct 2016) New planning embedded in topics (Oct 2016) Twilight training to all staff with curriculum review time (Nov 2016) CJS Curriculum Maps and Policy revised with skills linked to NC Progress of core skills evident in book scrutiny, display and learning walks Significant stretch for More able an G&T (Pupil Premium) evident in planning Assessment cycle is embedded across the entire CJS Curriculum tracking attainment and progress against NC 50%+ of lessons seen in learning tours and lesson observations match outstanding with the rest good. 8

9 SECTION 4 QUALITY OF TEACHING, LEARNING & ASSESSMENT Priority to be addressed: Teachers enable pupils to use questioning highly effectively to develop their deeper understanding across the curriculum How has the CPD programme impacted on teachers knowledge and skills in developing higher order questioning amongst pupils? How is this priority delivering outstanding teaching against Ofsted criteria? How has the quality of teaching improved since last year? What is the impact on all learners and their ability to develop mastery? How is good practice shared across the school between teachers and teaching assistants? (What outcomes will we expect to see if Teacher s questioning enables pupils to analyse, synthesise and evaluate their learning Teachers develop pupil led enquiry and dialogue that is linked to learning outcomes and associated success criteria The percentage of pupils gaining an embedded knowledge of their curriculum increases Outcome Monitoring check whether we have met the criteria?) Outcomes of Lesson Observations and learning tours comparing September to July HT from partner school and SIA to carry out joint observations in the Summer 2017 (What actions will we take to bring about change?) All teachers and TAs receive CPD on effective questioning delivered in house and through links with other schools Buddy teachers will undergo a termly cycle of filming and selfreview linked to effective questioning. This visual feedback is focused on our priority of developing higher level questioning skills. INSETs on Philosophy 4 Children (Spring / Summer) Monitoring Termly review as part of reflection Feedback to CTs (weekly learning tours) Focus for Learning Tours and Lesson Observations by Leadership Resources human and monetary costs?) 4 twilights ipad reflector software and installation for filming 2 x INSET training days for Philosophy 4 Children 12 days CPD with Michelle Carter on film and review RD & LJW* Delivery of two twilights on effective questioning and feedback Filming Cycle with National Teaching Coach 100% good teaching Two INSETs with follow up twilights on Philosophy 4 Children Focus of learning Walks by SLT show higher end teacher questioning 100% good teaching with 40% outstanding Higher end questioning develops pupil independence evident through joint observations with external HT Review of effectiveness of Teacher then pupil questioning with expertise shared internally through CPD Yellow Pages 100% good teaching with 50%+ outstanding 9

10 SECTION 4 QUALITY OF TEACHING, LEARNING & ASSESSMENT Priority to be addressed: Teachers monitor progress of all learners and intervene with notable impact How do the internal systems of monitoring develop the skills of teachers to adapt learning to meet the needs of learners within lessons? What is the impact on teacher well-being and confidence? How is good practice shared across the school between teachers and teaching assistants? How has the quality of teaching improved in this area since last year? (What outcomes will we expect to see if Outcome Monitoring check whether we have met the criteria?) (What actions will we take to bring about change?) Monitoring Resources human and monetary costs?) RD & SG Teachers check pupils understanding systematically and effectively in lessons, offering clearly directed and timely support Pupils are aware of how to improve following teacher and teaching assistant intervention Teachers provide pupils with incisive feedback in line with the school marking and assessment policies. Pupils use this feedback to improve Daily learning tours by leaders Lesson Study and Buddy Teachers Joint lesson observations with HT and performance partners Pupil reviews All teachers and teaching assistants trained on evaluative use of assessment to inform pupil next steps (Sept 2016 onwards) Lesson Observations focused on the use of A4L by teaching teams as part of a Connaught Code (Sept 2016 onwards) Weekly Pupil Conferencing We will use the ongoing monitoring of pupils work, learning tours, pupil interviews and dropins to gauge the effectiveness of A4L in the classroom. This will be linked to the progress of groups through lesson observations and pupil progress meetings. Year Leaders with (Half Day Release per week) Teacher & TA training including the use of A4L strategies (Aut 2016) Clear evidence in lesson observations and learning tours of teaches and teaching assistants using ongoing assessment to intervene when progress of individuals or groups slows. Systems to support pupils next steps are clear and utilised by pupils. Feedback by leaders is given at the point of teaching not just afterwards All groups of pupils make significant progress which meets school targets. Teachers share their strategies with other schools. 10

11 SECTION 4 QUALITY OF TEACHING, LEARNING & ASSESSMENT Priority to be addressed: Parents are provided with timely information on their child s progress; How has the school communicated changes in assessment to parents? Do the schools strategies reflect the literacy skills of its parents? How is the school empowering parents to gain the knowledge and understanding to assist in their children s learning? What is the communication strategy of the school with parents? (What outcomes will we expect to see if Parents are clear about what knowledge and skills their children have and what they need to do to improve Parents are fully engaged and confident in supporting their children s learning ( in particular their core reading, writing and mathematics skills) Outcome Monitoring check whether we have met the criteria?) Parent questionnaire Feedback from new report templates Feedback from parental core skill workshops (What actions will we take to bring about change?) Design and refine a new termly reporting template to parents Train all teaching staff to input pupil learning information into Pupil Asset Provide parent workshops on school methods around core learning Develop content on website to support parents in understanding what and how their children are learning Monitoring All teaching teams review and refine the new reporting templates Evaluate the use of assessment capture through Pupil Asset on a half-termly basis Evaluate feedback from parent workshops and content on website on a termly basis Resources human and monetary costs?) Pupil Asset new Report Templates Twilight training Teacher, Teaching Assistant and Leadership review meetings Parent Questionnaires RD & SG The school has developed a new and clear pupil report, which is generated termly for parents Parent workshops have been delivered on the way Connaught teaches mathematics, writing and reading Specialist Teachers as well as Teaching Assistants capture evidence of learning which contributes to the new reports. Parent questionnaires are positive about the new reporting formats The school is developing live online reporting which involves a secure parental logon and password 11

12 SECTION 5 PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Priority to be addressed: Pupils attitudes to learning are equally high across subjects, years, classes and with different teachers and staff How does the school track behaviour and how does this inform strategy? What are the systems for robust safeguarding in the school? How do pupils involved in developing powerful learning habits? (What outcomes will we expect to see if Outcome Monitoring check whether we have met the criteria?) (What actions will we take to bring about change?) Monitoring Resources human and monetary costs?) HH & JM Transition between lessons is smooth enabling immediate purposeful learning Incidents of low level disruption in lessons are extremely rare Pupils show excellent behaviour & conduct inside and outside lessons All groups of pupils are safe and feel safe in school Collate evidence of positive behaviour managed by staff and pupils through learning walks and lesson observations Pupil Interviews and questionnaires with focus on priority undertaken by Leaders and Governors Friendship Council linked to Youth Council through SHLP Pupils undertake learning walks with focus on learning behaviours alongside Inclusion Leader (Aut 2016 onwards) Pupil, staff and parent training on Cyber bullying and e-safety ( Aut 2016) Anti-Bullying week focus with input from Safety Council & new Digital Leaders Middle and Senior Leaders will meet weekly to review behaviour in the school and analyse any trends in data, outcomes of learning tours and impact of training. Councils will review effectiveness of projects within school and linked to work with other schools through the Junior Council Weekly Leadership meeting for one hour after school Pupil Parliament weekly meetings Funding for Junior Council through SHLP levy 730 Behaviour & Learning Policies revised in Autumn Term Pupil Parliament involved in cross school partnerships through Junior Council New DSL with revised systems around new SCC structures Safeguarding training completed for all new staff Behaviour of all pupils in formal and informal lesson observations matches outstanding Specialist teachers report purposeful learning and focus on pupils across year groups Moderation by SIA and external HT in learning walks, lesson obs and through pupil interviews confirm excellent behaviour both inside and outside classrooms 12

13 SECTION 5 PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE Priority to be addressed: Pupils make important decisions about their learning environment, quality of provision and ultimately school development How are the roles and responsibilities of pupils decided upon? What impact does the Pupil Parliament have in improving the learning environment for pupils? What is the view of parents in relation to the Pupil Parliament? What are the outcomes of the review by the Pupil Parliament in relation to this priority? (What outcomes will we expect to see if Councils from the Pupil Parliament have significant impact on improving the learning environment and provision for all pupils Pupils engage well in self-evaluation and can level or assess their own and others work accurately as a result Pupils represent the school as ambassadors sharing their practice and ideas with other schools Outcome Monitoring check whether we have met the criteria?) Outcomes of Pupil Parliament projects improve learning for pupils Outcomes of book scrutiny, learning walks and lesson observations show that pupils are fully engaged in the process Feedback from visitors is excellent (What actions will we take to bring about change?) Councils interview external providers for projects in line with Academy Financial Handbook (Oct 2016) Learning Council engaged in Learning walks (Aut 2016) Friendship Council liked to SHLP Junior Council Eco Council lead the Sensory Garden Project Pupil Parliament assess impact of this area of the SDP (June 2017) Monitoring Review minutes of Council Meetings Feedback on projects from councillors to all pupils in assemblies Reports and newsletters from Junior Council in SHLP minutes Councils review their own effectiveness and achievements in Swift Junior Resources human and monetary costs?) Weekly Council Meetings in HT Room with leadership facilitation Google Hangouts used to link members of the Junior Council Learning Walks with SLT (monthly with Learning Council) HH & JM New councillors elected with focuses for projects set up Use of read and respond is embedded across all year groups House Captains lead prospective parent and visitor tours School hosts Junior Council meeting for SHLP School Councillors involved with Expansion Project and school resource improvement Evidence from Councillor Learning Walks improves learning resources Councils linked to International development Each council reviews effectiveness of projects and impact on pupils in the school School bids for International Schools Award with pupil input 13

14 SECTION 6 OUTCOMES FOR PUPILS 1. Priority to be addressed: The proportion of pupils making and exceeding expected progress in English and mathematics are high compared to national figures How does the school define making and exceeding expected progress in relation to assessment of the new National Curriculum? How are leaders ensuring that all groups are focused on exceeding expected progress? Are there particular subjects and areas where the progress of pupils needs to accelerate? (What outcomes will we expect to see if Outcome Monitoring check whether we have met the criteria?) (What actions will we take to bring about change?) Monitoring Resources human and monetary costs?) AM & KW All pupils make expected progress 40% of pupils exceed expected progress 85%+of pupils are at age expected by the end of the key stage Progress data matches attainment with no sig- End of Year data tracks expected and more than expected progress for all significant groups Outcomes for progress and attainment in Raiseonline 2016 match success criteria CTs and Year Leaders / AHTs focused on securing more than expected progress through revised targets and CPD Reporting arrangements use new NC assessment descriptors All new teachers trained in use of Pupil Asset to inform planning and provision All Leaders trained in analysis of Raise online, Inspection dashboard and internal school data. Pupil Progress meetings with report to Children & Learning Committee and FGB Progress Objective for appraisals of all teachers is monitored by appraisers and by assessor for NQTs Governors to quality assure training for CTs re Pupil Asset 2 days INSET on Pupil Progress (Teachers and TAs) Pupil Asset annual fee Life without Levels training Leadership release for Ctte and monitoring All pupils are on track to make expected progress with 40% making more than expected. Progress of SEND, DAPs, HAPs and MAPs matches others Mid-Year data shows that all pupils are on track to make expected progress with 40% making more than expected. Progress of SEND, DAPs, HAPs and MAPs matches others End-of Year data shows that all pupils are on track to make expected progress with 40% making more than expected. Progress of SEND, DAPs, HAPs and MAPs matches others. Progress matches national markers 14

15 SECTION 6 OUTCOMES FOR PUPILS Priority to be addressed: Attainment and progress of disadvantaged & SEND pupils is above average How is disadvantaged funding being targeted to meet this priority? What is the impact on the more able pupils in receipt of pupil premium? What is the effectiveness of the new teaching teams (Teachers & TAs) in supporting the sustained progress of these groups? Is this strategy leading to improved engagement and attitude to learning amongst disadvantaged and SEND pupils? What is the evidence? What is the statistical evidence for the improved progress and rising attainment of these groups? (What outcomes will we expect to see if % of DAPs & SEND making expected and more than expected progress matches others The attainment gap between DAPs & SEND and others pupils closes Disadvantaged pupils are aware of their targets and next steps Attendance and learning behaviours of disadvantaged pupils and those with SEND matches other pupils Outcome Monitoring check whether we have met the criteria?) Termly tracking of progress and attainment of DAPs & SEND against others within the school/nat Use transition matrices to track % of DAPs & SEND against others making expected and more than expected progress across each year group Track attendance of DAPs a& SEND against others (What actions will we take to bring about change?) School data system updated to include new DAPs in Year 3 All teachers use tracking to revise planning and focus for slower progress of DAPs Training given on A4L and feedback for all pupils TA training on questioning and feedback Provision for wider curriculum targeted for DAPs Monitoring Leadership meetings with focus on achievement of groups (DAPs) Learning Walks, planning and book scrutiny focus on provision and outcomes for DAPs Attendance Officer tracks attendance of DAPs and highlights any patterns to CT & HT Resources human and monetary costs?) 1 hour a week Leadership Meeting (Middle and Senior combined) AHT/YL release time per week Senior and Middle Leader monitoring Attendance Officer (half day per week) Milestone 1 All teachers are tracking and reviewing progress of targeted pupils Data reporting is clear and concise for governor scrutiny Pupil Premium Report is revised to focus on strategies that have the highest impact on raising achievement of DAPs AM & KW Milestone 2 Measure impact of change strategies and focus on quality first teaching Training on AfL and questioning completed Outcomes of learning walks show increased provision Pupils are on track to make expected progress Milestone 3 Progress of DAPs across the school matches the progress of others Attainment gap has narrowed significantly Impact of Pupil Premium Report is fully evaluated against school, local and national data. Pupil and Parent questionnaires are monitored and evaluated for DAPs 15

16 SECTION 7 QUALITY ASSURANCE Priority to be addressed: Governors stringently hold senior leaders to account for all aspects of the school s performance How do leaders ensure continuous focus on school improvement? Is there a consistent of what good/outstanding teaching looks like? How has professional development improved the quality of teaching? How does performance management strengthen leadership in all areas? How are all staff involved in decision making and how are their views taken into account? How well do leaders promote the spiritual, moral, social and cultural development of the all pupils? (What outcomes will we expect to see if There is a clear vision, ethos and strategic direction for the school Leaders in all areas improve the quality of teaching, pupils outcomes and wellbeing Performance Management improves teaching and leadership Governors ensure solvency and probity and that financial resources made available to the school are managed effectively Outcome Monitoring check whether we have met the criteria?) Evaluation of staff, pupil and parent questionnaires in relation to clarity of vision and values Middle & Senior Leader presentations and interviews with Governors Outcomes of HT Performance Management and Pay Committee Outcomes of audit and Business Committee (What actions will we take to bring about change?) Governor Committees linked to four main Ofsted areas. Governors monitoring focused on quality assuring impact of leadership on school improvement Internal and External Audits are scrutinised by Business Committee Committee minutes feed into end of term HT and Governor Report Monitoring Governors evaluate impact against milestones within each strand of the School Development Plan. This takes the form of a specific part of each Committee report which is then sent to all governors. This will then inform content for the Directors Report at the end of year. Resources human and material costs?) 5 hours leadership release per term for Committee meetings. 6 hours per year leader release for Leader presentations to Governors Annual SLA for School Auditors 7,500 Ongoing internal and external trustl branding 2,000 FGB Leaders and teachers using new standards for CPD. Governor monitoring in place New SDP completed and reviewed by Committees School accounts and governance report published by School Mid-year data shows increases in rates of progress for all groups compared to the previous year Budget shows ongoing solvency and probity for the Trust Mid-year PM reviews show improved levels of teaching and Progress End of year data meets targets for all pupils making expected progress and 40%+ more than Governor monitoring quality assures the role of leaders in improving the school Agreed budget for is mapped against school priorities 16