Skip to content ↓
Chesswood Junior School

Chesswood Junior School

School Improvement Planning

Introduction

Welcome to our school improvement plan (SIP). The SIP contains only those actions that link to the whole school priorities. There are a considerable number of actions that are recorded and undertaken that do not link to the school priorities but are nevertheless important, require attention and are recorded within the school improvement database. The school improvement plan is a public document that may be scrutinised, monitored and evaluated by a wide range of audiences including, the school governors, families, the Local Authority and Ofsted.
All area improvement plans are continuously developing throughout the year in response to a wide range of changes and development that can, and do, happen at national, county and local level. Our priorities, however, will remain, for at least twelve months, as communicated to the governing body in annually in autumn and contained within our school brochure. 
The improvement plan develops through a continuous review of a wide range of areas throughout the school including:
The school vision and mission statements; our values and our aims form the bedrock of Chesswood Junior School's intentions and aspirations for the future.
The school aims, are inextricably linked to four core areas - Learning, Pastoral, Premises and Leadership. These are supported by and linked to 39 accountability and authority areas. Put simply, we leave nothing to chance, prioritise aspects most in need of development and take the action necessary to be the best we can be so children can be the best that they can be.

We split the 39 areas into two distinct groups - Whole School Level and Curriculum. There are 25 whole school themes e.g. finance; governance or teaching. There are 14 additional curriculum or theme areas e.g. English, geography and English as an additional language.

Leadership Flow - Foundation to celebration

 

Our School Improvement Model

Stage 1 Where are we?
  • Self Evaluation and quality assurance
Stage 2 Where should we go?
  • Choices
  • Priorities V Finite Capacity
Stage 3 Planning the Journey
  • Clarity of purpose (Intent)
  • Professional confidence and positivity
Stage 4 The Journey
  • Implementing the action
Stage 5 Where have we been?
  • Impact footprint
  • Account for impact and improvement
Stage 6 A better future
  • Communication and Celebration
  • Stability and Sustainability
  • Legacy

Area Organisation and Analysis

Each area is organised with our reflections and intentions:

  • Vision and value - Why is this are important...

  • Principles - What are the underlying rules and non-negotiables for the area (these will form the fundamental self evaluation tests)

  • Strategy - The leaders game plan to ensure the principles will be successfully and consistently embedded

Self Evaluation

Each area is evaluated, 'quality assured', against our expectations and a range of external audit, benchmarking and evaluation tools. The 'Area Leader' is responsible for quality assuring the impact of their intention and implementation. They judge the effectiveness of the implementation and impact based on valid and reliable evidence and their professional judgement. 

Core Objectives

Core Objectives follow from the quality assurance - a set of prioritised opportunities or areas for improvement that may be addressed within the current capacity - resource, expertise and funding.  

Actions

Area leaders determine and undertake specific actions to ensure any weaknessess, or areas that could reasonably improve, highlighted through 'Self Evaluation' are addressed effectively. These actions are typically defined small steps to successfully address the opportunity, area for improvement. They are implemented and quality assured for their impact.

Alignment

The school priorities evolve from a reflection on all of the above and any other pertinent information. School priorities are, necessarily, few in number and they may direct work throughout multiple areas of the school.  Priorities are generally chosen as they have been identified by Ofsted as an area for improvement or they are considered to be a key factor in addressing key opportunities for improvement. 

I hope you find this interesting and informative, should you have further questions please email the head teacher at:
head@chesswood.w-sussex.sch.uk or contact the area leader, if you know the member of staff responsible.

Whole School Foci Overview

  1. Area Leadership - ownership, accountability and responsibility  
  • Area Leadership accountability
  • Evidenced based leadership
  1. Balancing workload demand, accountability and achievement    
  • Workload – reflect, reduce, realign
  • Senior Leadership Delegation
  • Change management and oversight
  • Leadership capacity and structure sustainability
  • Exemplary, coherent and compliant school website
  • Role clarity and oversight
  • Systems, processes and metrics
  1. COVID 19 Response     
  • Covid - Maximise Opening - Minimise Risk
  • COVID school community trust and faith
  1. Curriculum: Intent, Implementation and Impact         
  • Reading, writing and maths combined achievement
  • Foundation subject sustained valid and reliable assessment
  • Early, effective individual intervention
  • Curriculum coherence and sequence
  • COVID Catch Up fund

 

Click the image below or follow this LINK to open the report

Key Areas of Development 

Area
Term
Key area for Development
Quality Assurance
Learning and Teaching Summer 2 2021

English Writing

English Writing

 

Learning and Teaching Summer 1 2021

Improving Memory

Improving Memory

Learning and Teaching Summer 1 2021

Metacognition and Self-Regulation

Metacognition and Self-Regulation

Targeted Intervention Summer 1 2021

Year Leader Interventions

Year Leader Interventions

Leadership Summer 1 2021

Year Leader School Improvement Model

Year Leader School Improvement Model

 

Learning and Teaching Summer 1 2021

Reading for All

Reading for All

 

Learning and Teaching Summer 1 2021

Improving Teaching in Mathematics

Improving Teaching in Mathematics

Behaviour Summer 1 2021

Positive Playtimes

Positive Playtimes

Learning and Teaching Summer 1 2021

Established Practice

Based on all previous KADs - practice that should now be established.

Established Practice