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 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

Area Leadership - ownership, accountability and responsibility

Area Leadership accountability
Evidenced based leadership

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

COVID 19 Response

Covid - Maximise Opening - Minimise Risk
COVID school community trust and faith

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