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
Guide |
Link |
Our School Improvement ModelStage 1 Where are we?
Stage 2 Where should we go?
Stage 3 Planning the Journey
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Stage 4 The Journey
Stage 5 Where have we been?
Stage 6 A better future
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Area Organisation and Analysis
Each area is organised with our reflections and intentions:
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Vision and value - Why is this are important...
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Principles - What are the underlying rules and non-negotiables for the area (these will form the fundamental self evaluation tests)
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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
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Area Leadership - ownership, accountability and responsibility
- Area Leadership accountability
- Evidenced based leadership
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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
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COVID 19 Response
- Covid - Maximise Opening - Minimise Risk
- COVID school community trust and faith
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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
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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
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Learning and Teaching | Summer 1 2021 |
Reading for All |
Reading for All
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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 |