Introduction.

The school improvement plan is the main policy document for the school.  Governors ensure that it reflects all major aspects of school life, particularly those with cost implications.  It is the document, which influences and directs budget preparation.  It will also influence and link to the school self evaluation format for Ofsted and the school profile.

The process of drawing up the School improvement Plan.

Teaching staff, non-teaching staff, governors and through parents as a result of discussion, survey and parent meetings.

CORE ELEMENTS

·         Aims and values

·         Views of the community

·         Achievement and standards

·         Personal development and well being

·         How good is quality of teaching and learning

·         Leadership and management

·         Physical resources

·         Financial resources

·         Projects and external impact

The improvement plan incorporates the headings used in the School Self Evaluation format (SEF)   This allows all the participants to have a common approach and terminology and at the same time allows the school to note improvements, monitor change and to identify areas requiring improvement alongside its SEF document for the LEA and Ofsted.

Governors will review the plan and may add further elements as appropriate. Not all elements of the school improvement plan will be featured, the purpose of the improvement plan is to move the school forward in an effective manner avoiding overload in an all ready packed agenda of educational innovation and change.                                                                    

Mission Statement

Aims of the school

·         enable all children to fulfill their potential irrespective of ability, sex or ethnic origin

·         promote the spiritual, cultural and moral development of all children

·         develop knowledge and understanding through learning experiences which are appropriate for each child, and which prepare them for the next stage in their education

·         ensure that all children develop a high level of skill, knowledge and understanding in each area of the primary curriculum

·         encourage children to become well behaved, autonomous and responsible members of society

·         monitor, assess and record achievement in a way that will contribute effectively to the planning of the education of each individual child

·         provide an appropriate and stimulating environment equipped with the resources necessary for effective learning

·         assist each child in developing self discipline, self respect, self confidence and respect for others

·         review the effectiveness of the school on a regular basis, building on its strengths and overcoming its weaknesses.

School Values.

Beatrix Potter School values the contribution made to its educational and community activities:

·         by all children, who will be encouraged to fulfill their full potential

·         by all members of staff, who will be encouraged to further their professional development in pursuit of the school’s objectives

·         by all parents, who will be encouraged to develop a working partnership with staff.

The SDP is to the point.  Not every item is costed but the budget reflects the priorities in the plan.  Timescales are defined, they are not set in stone as other influences such as budget changes, national and local initiatives continue to impact on the schools direction and independence.  The plan is realistic and achievable.

SEF 2. VIEWS OF LEARNERS, PARENTS/CARERS AND OTHER STAKEHOLDERS

What are the views of learners, parents / guardians and other stakeholders and how do you know and feedback?

Gather views;   Questionnaire to Parents.   Questionnaire to Pupils.   Adopt Ofsted Model initially

Costs: Are time to compile survey, print, distribute, collect and collate.                                                                                                                                                                                                                                                                                                                                           

SEF 3  ACHIEVEMENTS AND STANDARDS

How well do learners achieve?

3a What are learners' achievement and standards in their work?

the standards learners reach as indicated by their test and examination results, taking account of: any significant variations between groups of learners, subjects, courses and key stages; trends over time; comparisons with other schools;   whether learners reach challenging targets; the standards of learners' current work in relation to their learning goals (noting any significant differences between current work and recent results); learners' progress relative to their starting points and capabilities, with any significant variations between groups of learners (making clear whether there are any groups that are underachieving and could be doing better)

Assessment Monitoring Policy  updated to reflect any amendments, staff clear on roles, tasks and target groups.  Clear on assessment for learning feedback and info for class

Costs: Are in analysis and reporting on findings.  Time then to compile and move to any response

3b Where relevant: how well do learners achieve in the foundation stage?

Costs: Budget to implement play area change. (Sept 08 onward)   Analysis and outcome, time in teacher hours.  CPD and advisory input on Nat Strategy and KS1.  Teacher time to discuss and network with colleagues. Teacher Training budget £3000.                                                          

3c On the basis of your evaluation, what are your key priorities for development.

Costs: CPD and release to examine Nat strategy Implications in delivery and planning. PM.  Release time to carry out PM. Reviewer etc  SIP is Head and Governor time.  

Costs: following up PM outcomes in CPD or standards funds

SEF 4.  PERSONAL DEVELOPMENT AND WELL-BEING                                               

4a To what extent do learners adopt healthy lifestyles? whether learners take adequate physical exercise, and eat and drink healthily;          

-          learners' growing understanding of how to live a healthy lifestyle.

Costs: Time and training in house to implement SEAL. TLR time to blend PSHE with SEAL.  Healthy school likely costs on implementing unclear.

Last are based on a budget of 10k, dependent on future budgets.                                                     

4b To what extent do learners feel safe and adopt safe practices?

whether learners feel safe from bullying and racist incidents; the extent to which learners have confidence to talk to staff and others when they feel at risk.

Costs:  Signage and prompts to encourage change and to maintain schools community feel.  School is from surveys highly regarded by community in and out.                 

4c How much do learners enjoy their education?

take. account of learners' attitudes, behaviour and attendance; learners' spiritual, moral, social, emotional and cultural development.

4d How well do learners make a positive contribution to the community?

learners' growing understanding of their rights and responsibilities, and of those of others;

how well learners express their views and contribute to communal activities.

4e How well do learners prepare for their future economic well-being?

how well learners develop skills and personal qualities that will enable them to achieve future economic well-being.

Costs: Maintaining International fund from external and internal sources.  Time to bid and to foster relationships with partners.

4g On the basis of your evaluation, what are your key priorities for development