School Priorities & Self Evaluation
School Priorities and projects, Kaizen, Governor Monitoring and Self Evaluation
School Improvement is an ongoing iterative cycle of monitoring, evaluation, review and reporting. We call this our MERR cycle.
The school is a reflective learning community that appreciates its achievements but also looks to what further improvements can be made. "Kaizen" (Good and continuous improvement) is an important principle that underpins our work. As a forward thinking and outward reaching problem solving organisation we are keen to ensure that our practice is leading edge and exceptional. We do not rest on our laurels, we keep innovating, adapting and moving forward.
At the end of the academic year, we look at all available data, including National test results, pupil & parent surveys and staff feedback, we take stock of our achievements and look ahead to what needs to be done next.
School priorities are drafted and presented at the first meeting of the Governors' Teaching and Learning Committee. The school priorities are ratified at the first Full Governing Body Meeting of the academic year. The Headteacher presents a written report at every FGB that includes a description of how the priorities are being monitored by leaders across the school who are working on the key projects for school improvement. A named governor is assigned to work alongside each project team and it is the assigned governor who is able to provide the evaluation of the success of each priority. This is done through governor monitoring and their evaluation reports which are presented to the Full Governing Body.
There are many aspects to our ongoing school improvement work and these are scheduled across the year in the MERR framework which is monitored by the senior leaders' Currciulum and Standards team. Quality assurance and monitoring includes learning walks, lesson observations, book looks, standardised assessment and other activites including annual surveys with parents, staff and children. This monitoring schedule ensure that ongoing school improvement is a regular and daily activity.
School Priorities January 2020 - July 2020
- Introduce a systematic approach to teaching phonics - training undertaken and Story Time Phonics will be introduced from September 2020 in Foundation Stage and Key Stage 1.
- Introduce a whole school scheme for Maths - White Rose Maths has been purchased which has positively complemented existing resources.
- Investigate and introduce a school wide solution for Blended Learning - SeeSaw Learning Platform has been successfully introduced across the school
- Continue to improve the school environment both inside and outside so that it is purposefully orientated to maximize learning - the library, staff room, offices, classrooms and corridors, the website have been painted, de-cluttered and refreshed
- Strenghthened a culture of distributed leadership including a faculty approach to school improvement.
School Improvement Priorities/Projects 2020 - 2021
- Early Years and Key Stage 1: Continue to develop the pedagogy and curriculum offer in Early Years Foundation Stage to embed "in the moment planning" and child-led learning. Ensure the pedagogy of the EYFS class room; voice, choice and agency is embedded across the whole school to develop resilience, independence and creativity.
- Phonics, Reading & Writing: Successfully implement Story Time Phonics and early reading and writing in EYFS. Reading and writing in Key Stage 2 is motivating and purposeful, reading texts and reasons for writing are exceptional, reflecting some of the best classic and contemporary literature available for young people and the best insights from e.g. the United Kingdom Literary Association..
- Induction & Transition: Ensure successful induction for EYFS pupils and transition for EYFS children into Year 1 to build on their development through the foundation stage. Ensure successful transition for all pupils including those moving onto secondary school.
- Catch Up: Introduce "catch up" for all children whose learning and progress has been compromised as a result of missing school. Ensure all children achieve their highest potential including those with special educational needs and disabilities.
- Maths: Ensure that Maths teaching across the school is robust and that a deep dive shows that the investment in White Rose is being optimised so that all children achieve to a very high standard.
- Curriculum Design: by the end of the academic year a published draft describes the pedagogy and rationale behind Milton Road's curriculum which includes securing high academic standards through effective assessment processes, the 6Cs and opportunities for project based learning.
- Happy & Healthy - Art & Heart - The curriculum draft will also describe the rationale and pedagogy behind the school's commitment to an excellent and enjoyable curriculum that promotes creative opportunities, social and cultural capital and mental and physical well-being.
- Steps to Success - by the end of the academic year the school has a whole school behaviour management/relationships policy that is trauma informed and based on a basic understanding of neuroscience including self-regulation and co-regulation.
- Professional Development and Joint Professional Development - every member of staff in school recognises how their role contributes to the ongoing success of the school and has a meaningful and rewarding professional development experience. A workforce development strategy is in place to ensure that colleagues are challenged and supported to be the best they can be through feedback and appraisal and where appropriate be accountable for leading on a school improvement project. #WeAreCrew not passengers
- Community & Communication - the school will need to pivot and use Ed Tech effectively to realise its potential as a Blended Schools ensuring that through this time it is able to maintain a strong connection to its school community. Communication will be key, including weekly newsletters, Curriculum letters, Zoom meetings, PTA events on line etc.