School Improvement Strategy

School Improvement Strategy

Our school improvement strategy is based on ‘predict and prevent’ rather than ‘find the fault and fix it’.  We ensure that we know our schools well and we do this through thorough quality assurance processes that include: data analysis, documentation review, school visits, audits, pupil, parent, staff voice and self-evaluation.  Working at school level and with school leaders, we establish priorities and areas of strength and expertise that can be shared across The Trust.

 

Our schools will have access to shared services provided by the Trust. Where schools are not already ‘good’ or ‘outstanding’, the Trust will facilitate a high quality, bespoke package of support. 

 

Evidence-informed practice

Most forms of professional activity involve choices; it is the ability to make the appropriate choice that is one of the key criteria for professional expertise and authority. A large number of professional activities depend on evidence.  For many professions work is very largely the collection, analysis and identification of strategies based on appropriate evidence.  We acknowledge that misdiagnosis or a failure to identify the appropriate intervention can result in tragedy.  Our approach includes:

 

  1. More accurate diagnosis of special needs and specific learning needs.
  2. Review and analysis of learning and teaching strategies (e.g. EEF, Hattie)
  3. Evaluation and review of school policy initiatives (e.g. P4C)
  4. Cost benefit analysis of new resources (e.g. Interactive White Boards)
  5. Synthesis of research
  6. Challenging pseudo-science (e.g. Omega 3, brain gym, learning styles)
  7. Improving practice through action research e.g. joint professional development

 

School improvement aims

  • All Schools will be judged good or outstanding by both Ofsted within 2 years of joining The Trust
  • All teaching within our schools will be good or better
  • Progress and attainment in schools will not only exceed floor targets but will be comparable with the very best for progress and outcomes within 3 years of joining The Trust
  • Our schools will demonstrate good leadership, including governance
  • Inspirational leadership will be shared across The Trust
  • Our schools will be able to accurately self-evaluate and will have a strong culture of continuous improvement and high aspiration
  • High quality professional development will ensure our schools attract and retain the very best staff
  • The diversity of The Trust will provide exceptional career development opportunities for all members of staff

 

Securing equity for children who are disadvantaged

Our approach is based on research by NFER.  The seven building blocks are:

  1. Whole school ethos of attainment for all
  2. Addressing behaviour and attendance
  3. High quality teaching for all
  4. Meeting individual learning needs
  5. Deploying staff effectively
  6. Data driven and responding to evidence
  7. Clear responsive leadership