The Effectiveness...

...of Leadership and Management

Leadership and the drive to improve datag

  • The Head teacher is good with outstanding features; leading with vision and ambition to constantly improve the school.
  • The quality of leadership and management in the school is improving moving strongly towards distributive leadership, as key leaders use their secure knowledge of the school’s strengths and areas for development to effectively plan and secure improvements.
  • The Leadership are an effective and strong team; sharing the Head’s drive to continually improve and raise standards. They demonstrate an increasing commitment to the school vision and set good examples to the school community, resulting in motivating all staff to set aspirational targets for all pupils and work hard to achieve them.

Distributive Leadership datari

  • Distributive leadership provides excellent management and SMART objectives that result in highly motivated teams, an increased capacity for improvement and the consistent raising of standards. Morale is very high, with a very stable and experienced staff sharing a belief in the school’s success runs through all levels.
  • Leaders are using data well and clearly demonstrate impact in their areas of responsibility and school priorities, which lead to identifying key areas for improvement and providing exemplary practice or identify where exemplary practice is happening, to secure the improvement of all staff and ensure that teaching is at least good in all aspects.
  • Teaching assistants and support staff are making increasingly effective contributions to the vision of the school and are ensuring that most children make at least good or better progress.
  • The school is committed to nurturing and growing new leadership.

Effective Governance datari

  • Governors are not yet good in evaluating, challenging or supporting the effectiveness of the school and in holding the leadership to account. They are professional, understand their roles but do not yet have a strategic awareness, they are currently too heavily involved in operational processes. They have relevant experience for their committee and specific responsibilities.
  • Valuable contributions are made to the leadership of the school, offering a wide range of experience ensuring all their statutory duties are fulfilled; key policies are up to date, safeguarding and safer recruitment practices are followed rigorously and there is full compliance on the school website including an outline of how the school promotes British values.
  • Full governing body agendas allow governors to challenge, to some degree, key data such as RAISE online, SEF judgements and school improvement evidence. Their relationships with staff are constructive. Committee structures are now productively in place and are active in seeking improvements.
  • The governing body is self-reflective and there is some evidence that on-going training is taking place.
  • The strong caring community ethos in school is governed by the SMSC principles expected of and embraced by our school.

Self Evaluation datag

  • Self-evaluation is focused and embedded in the work of the school.
  • School self-evaluation is successfully influencing the direction of the school. It identifies the priorities for improvement which are built in to the school development plan. The school is fully aware of its strengths and weaknesses.
  • Good self-evaluation informed by constructive feedback from all stakeholders, searching analysis and self-challenge, help shape the strategic vision of the school leading to an accurate understanding of areas for development.
  • Senior and middle leaders are active in monitoring all aspects of school life through a disciplined, pre determined schedule.  There is open conversation with all staff about areas for improvement.

Value for Money datag

  • The leadership’s deployment of resources is excellent due to imaginative problem solving, often by the Leadership team, bringing together financial, human and environmental resources to take decisive action in order to maximise provision and outcomes for pupils.

Quality of Teaching and Learning datari

  • Teaching is variable, but with intensive support, INSET and CPD is moving with pace to the categories of good and outstanding.  Where it is outstanding, it ensures that pupils are motivated and engaged in learning with good progress being made.
  • The recent strengthening of the monitoring of teaching and learning, including observations, scrutiny of pupils’ work and planning, together with analysis of assessment outcomes ensures that judgements are validated as well as providing valuable development opportunity for staff.
  • Where there are significant weaknesses in the curriculum, i.e. writing, staff have fully embraced new ways of working and have developed innovative and bespoke models of change.

Performance Management datari

  • Performance management systems run well and help ensure each member of staff is appropriately trained and developed so that they contribute positively to the success of the school. Everyone is given ambitious objectives to achieve which are geared around ensuring pupils receive a high quality education and experience. The process is underpinned by teachers’ own self-evaluation and the evaluation by line managers using national standards. Standards are now integral to key targets.
  • The leadership team acknowledge and have acted upon the recommendation that targets are more specific and challenging to focus on the use of pupils’ attainment and progress.
  • Appraisal and monitoring show that staff are professional, caring and united as a team, resulting in accurate self-evaluation of where improvements are required.

Impact on Pupils datag 

  • Due to good strategic leadership committed to raising the quality of teaching and learning through closely monitored aspirational targets, continuous professional dialogue and a supportive team culture, the pupil outcomes have been positively impacted resulting in a trend of increasing achievement throughout school.

Engaging with parents datag

  • Our partnership with parents is excellent. When engaging with parents, the school leadership is committed to open communication, proactive relationships and continuous refining of procedures, consequently the leadership of the school has a good relationship with a large majority of groups of parents and carers.
  • The majority of parents and carers are involved in decision-making on key matters through established procedures. Governor committees actively seek and act upon the views of parents when reviewing key school policies. The school's systems for keeping parents informed are good ensuring parents and carers have coordinated, up-to-date, accurate information (weekly newsletters, termly curriculum newsletters, web site and class information).
  • Children's progress is supported through regular consultations, beginning of the academic year, two midterm and end of year reports as well as an 'open door' policy where parents are invited to talk to the staff at the start and end of each day (bookings for longer conversations are encourage). Pupil targets and attainment are shared with parents each term and key learning objectives for the year are shared at the start of each academic year.
  • Parents gave us the following scores; where 1 was most positive and 5 least positive.  Happy: 1.28, Safe: 1.32, Good progress: 1.40, Looked after: 1.24, Taught well: 1.24, Behaved: 1.60, Bullying: 2.04, Led and Managed: 1.36, Respond well: 1.52 and would recommend: 96% - Yes.

Pupil Premium/PE  datag

  • In order to accelerate pupils’ progress in learning, through activities and interventions by Pupil Premium, funding has included: teaching support to deliver small group and individual lessons in order to address children's gaps in learning and accelerate progress: one to one and group support in Maths and English throughout the school, provision of nurture groups/counselling/social stories groups for vulnerable pupils, subsidise school trips and clubs, sustain the role of the SENCO to develop the school’s provision, monitoring and mentoring infrastructure. As a result of these, the gaps have been successfully narrowed by the end of KS2 to the point where these groups are out performing the non pupil premium students.
  • The PE and Sports Grant received has enabled us to enhance the way PE is taught at our school, teaching children the importance of healthy living and how to adopt healthy attitudes to eating and exercise. At our school, we have chosen to spend our allocation of these funds on providing sports coaching for each class, providing resources and training courses in PE, purchasing sports equipment, training and support in order to develop collaborative skills, resulting in our pupils experiencing an extended range of sports and games and a variety of sports clubs.

Committed to the Community datag 

  • Providing the best for our children and being at the heart of the community is essential to our school where mutually positive relationships between the school and the wider community are fostered.
  • As a caring community school and a partner of the local community, the leadership team has developed a good role in the community by ensuring our pupils: engage with a range of community groups, encourage local residents and explore their role and responsibilities within their local, national and international communities. Community engagements include:… We have very strong links with the following:... There are engaged, proactive and supportive partnerships with the vast majority of parents who give guided support to their child’s learning.

Capacity for further improvement of the school datag

The school has a good capacity for further improvement as a result of:

  • The new head teacher has a clear vision and is ambitious in his drive for whole school improvement.
  • The Leadership Team have identified the correct priorities for improvement and is accurate in its evaluation of the school’s effectiveness.
  • Proactive governors who provide consistent support and are rapidly developing their skills of challenge in relation to school improvement.
  • Experienced Leadership Team who are now beginning to strongly and rigorously review and evaluate achievement.
  • Focused teaching staff that are thorough and determined in achieving the best outcomes for all pupils with a determined focus on high quality teaching and learning.
  • Engaged, supportive and enthusiastic parents who provide guided support to partner in their child’s learning.
  • Empowered pupils who increasingly take ownership for their own success and support peers effectively.

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