We are committed to continually improving our school. The school improvement plan or SIP (2014-2019) is a key part of this. It is based on an honest appraisal of our strengths, weaknesses and aspirations. It forms the basis of our work together. It enables the Principal and the Senior Management Team to monitor the development of the school, and it enables the board of governors to monitor the work of the Principal and the Senior Management Team. It reflects Ofsted and performance priorities, but it also recognises our wish to engage creatively with the Steiner curriculum and methodology and to build on the opportunities afforded to us as an Academy established under the Free Schools programme.
Each year our focus and priorities will shift, depending on the progress we make, the obstacles we meet and the opportunities that arise, but always within the context of this plan.
Below there is a detailed schedule of SMART objectives detailing the `what, who, when, why and how` that will enable each aspect of the plan to become embedded in the day-to-day work of the school.
Ensure that teaching is sufficiently differentiated to engage and extend all learners, at all times and in all subjects.
1.1 Improve outcomes for the most able students by ensuring that:
- the Gifted and Talented Policy is implemented;
- a culture of aspiration informs all teaching;
- pupils are provided with a range of opportunities to deepen their knowledge, understanding and skills and to demonstrate their abilities;
1.2 Improve outcomes for those pupils who have fallen behind or do not reach standards expected of their age by:
- ensuring regular assessment of needs, challenges and strengths;
- implementing targeted catch-up and support programmes;
- the effective use of TA’s.
1.3 Improve learning and assessment in numeracy by ensuring that teaching:
- fosters creative mathematical understanding and its application to new concepts and methods;
- fosters a love for the world of number, irrespective of a pupil's abilities in the subject;
- ensures that pupils acquire mathematical knowledge appropriate to their age and starting points and enables them to recall it confidently and apply it fluently and accurately;
- uses resources and approaches to enable pupils in the class to understand and master the mathematics they are learning;
- develops depth of understanding and readiness for the next stage of development.
1.4 Provide a range of resources and opportunities for Early Years pupils to extend their play, exploration, engagement and learning.
Ensure that adequate systems are in place to assess, monitor, record and support progress.
2.1 Improve outcomes for children by ensuring the assessment framework provides relevant data which in turn is used to inform planning by:
- Liaison and comparison with methods in other Steiner academies;
- Regular progress check-in for each class;
- Ensuring Y7 catch-up funding is targeted and its impact assessed.
2.2 Align the school’s system of teacher appraisal with its assessment framework and School Improvement Plan by incorporating both into job descriptions, lesson feedback and annual target setting.
2.3 Continue to develop and improve on the ways in which feedback is given to pupils and information to parents.
2.4 Improve the school’s engagement with parents and carers by providing more background and context to explain their children’s learning and
2.5 Raising students’ and teachers’ expectations re attendance and punctuality through combination of stick and carrot.
2.6 Improve the behaviour of the students by:
- Consistent approach to managing low level disruption;
- Revised procedures for informing and involving parents;
- CPD targeted at classroom management skills;
- Use of pupil-pupil support and coaching;
- Peer observation and school visits;
- More challenging and engaging work particularly for the more able children (see SP One).
3. Vulnerable Groups
Further improve provision and outcomes for students whose circumstances make them potentially vulnerable (specifically, SEND and PP students).
3.1 Ensure on-going improvement in how PPF is targeted.
3.2 See also 1.4 Extend provision mapping for SEND pupils to ensure maximum inclusion in lessons and access to the curriculum
3.3 Develop and implement a policy to support `looked after` (or previously looked after) children and their carers/parents.
3.4 Develop and implement a policy to support EAL children
4. Community and Collaboration
Develop more robust links between the school, our parents, our local community and other partner organisations, including the SAT, SWSF and regional Learning Forum.
4.1 Use the SIP, the revised Ofsted inspection framework and client feedback to monitor leadership and management.
4.2 Continue to develop collaboration within the Steiner Academy Trust.
4.3 Undertake an external review of governance.
4.4 Review communications with parents, in particular the way in which concerns are addressed.
4.5 Host SWSF Easter conference 2016
4.6 Engage with Regional Learning Forum meetings
4.7 Establish overseas school partnership project (Ethiopia).
Ensure that the curriculum meets the needs of the students, responds to contemporary demands, provides appropriate progression and
exemplifies innovation and best Steiner-Waldorf practice.
5.1 Ensure the phased development of curricula, staffing and timetable to support introduction of GCSE’s from September 2016.
5.2 Ensure that policies, staff awareness and teaching address issues relating to the impact of technology on sexualisation (sexting, pornography etc.) and radicalisation.
5.3 Expand the provision of extra-curricular and out-of-school activities.
5.4 Ensure that all safeguarding policies comply with current statutory guidance.
5.5 Establish an outline SMCS curriculum, incorporating contemporary needs with traditional spiritual and moral content.
5.6 Develop a range of resources and responses to ensure that the needs of older Early Years pupils are met prior to transition to class 1
5.7 Innovate and develop a broad, balanced and integrated land-based curriculum.
5.8 Innovate and develop a broad, balanced and integrated movement curriculum.