Abbey School Improvement Plan 2019-20
Priority:
Revise QA; Embed NPQML; UPS VFM; Communication strategy (click here to return to summary)
Lead Person : RK
LEADERSHIP and Management
Intent What do we want to achieve in the next 12 months? Our rationale .
Implementation How are we going to achieve and what do we need to do?
Impact What will be the impact of our intentions through the tasks identified for implementation? What is the success criteria? QA policy is re-drafted, consulted and agreed with all stakeholders. QA policy demarcates the split between core and non- core subjects to increase the frequency of non-core tasks. Leaders spend as much time working alongside staff as the time spent in formal monitoring. This will reduce the frequency of formal QA but provide a dialogue of professional support and challenge to impact upon daily practice. Governors increase the amount of time in classrooms, alongside leaders and staff, to supplement their already embedded focussed visits.
Time scale for completion
Personnel
RAG
To revise the Quality Assurance ‘ QA ’ policy.
SMT to re-draft the QA policy.
By the end of September 2019
RK & wider SMT
Checks are sufficient, timely and used to inform L&M time, CPD and wider INSET needs of staff. Grow the responsibility of those who are well trained, including UPS staff, to develop the culture of learning among staff to keep the school consistently good. Governors ’ role develops to a balance of both focussed visits (current practice) to working with leaders on implementation of the QA policy. NPQML leaders to work alongside other senior leads to enact the QA policy. Adopt a coaching and mentoring approach to semi-structure and support their use of the QA information. Enable leaders to draw upon the full-range of evidence to inform judgments across the EIF framework by drawing links across graded aspects.
Ensure that the mechanisms for checking, training and support are fit for purpose.
Leaders ’ time is spent in a balanced way to secure enough information to assure leaders, governors and external scrutineers of the quality of education. Following on, provide sufficient CPD to ensure new initiatives are supported well and that on-going agreed practice is consistently good.
Evidence from the QA supports all aspects of the new EIF 2019.
NPQML leaders secure their skills following completion of their course.
Embed the skills & attributes of the NPQML middle leaders.
By the end of the academic year
SMT & NPQML
Linked to the QA policy review, all NPQML staff, will rehearse and refine their skills of school self-review to impact upon outcomes for pupils. Refine the action and impact statement of leaders ’ monitoring to draw upon the full range of QA materials so that links are made across the EIF judgements to support and inform the school ’ s SEF
SEF judgements are drawn from the full range of QA material and within the QA material, maximise the links possible from the EIF framework. Accuracy of SEF reflects the new EIF Middle leaders are able to write a subject report summarising the work across the academic year.
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