School Improvement Plan 2021-22
Strategic School Improvement Planning at Dawpool Church of England (Aided) Primary School
Towards the end of the Summer term, an evaluation of the impact of the academic year’s priorities is undertaken in working groups, consisting of the lead staff and governing committee responsible for the improvement priority. The impact upon outcomes and improvement is discussed and agreed, alongside an evaluation of the school’s achievement of the success criteria. School self-evaluation against the Ofsted and SIAMS school evaluation schedule is undertaken by leaders to identify further priorities. An analysis of outcomes (progress, attainment & quality of teaching and learning) is undertaken by the Senior Leadership Team in July (reviewed considering the release of the validated external data) and findings shared with staff and governors to inform future improvement priorities. Performance Management objectives, based on the Teacher Standards, are agreed with all staff early in the autumn term and as there is an open policy to sharing objectives amongst staff these too are also considered in the self-evaluation process to identify future improvement priorities. During this process the staff and governors identify strengths and areas for development, including any barriers within the context of the school. The working party considers any pupil voice findings and family/carer questionnaires/forum findings in agreeing improvement priorities. Measurable outcomes are agreed in draft and formalised during the writing of the action plans by the Senior Leadership Team. This process is well embedded into our leadership & management practice and ensures that the improvement plans are well focused and have actively engaged staff, parents, pupils and governors. As part of the school’s monitoring cycle a review of the school’s progress of implementing the agreed actions is undertaken by the Senior Leadership Team at the end of each term. Review outcomes are shared with the Governing Body.
The annual process of Strategic Self Evaluation was completed in July 2021 and 3 key improvement priorities have been identified for the academic year 2021-22:
1. RESET FOR SAFETY
To establish a safe, secure and positive school environment by prioritising:
- A strong culture of safeguarding.
- An ethos of respect for the protected characteristics as defined by law.
- Safe working practices in response to the COVID-19 pandemic.
2. RECOVER FOR WELLBEING
To secure positive mental health and wellbeing for all pupils, families and staff by prioritising:
- Relationships & Health Education (RHE).
- High quality pastoral support.
- The personal development of pupils within the delivery of a broad and balanced curriculum.
3. REBUILD FOR LEARNING
To enable education recovery for all pupils by prioritising:
- Reading across the curriculum.
- Teachers' subject, pedagogical and pedagogical content knowledge.
- Quality First Teaching.