School Improvement Plan 2024-25
Strategic School Improvement Planning at Dawpool Church of England Primary School
To ensure that Jesus’ promise of ‘An Abundant Life’ underpins Dawpool’s School Improvement Plan, we draw upon findings from the Association of Christian Schools International ACSI's Flourishing Schools research initiative which identifies five broad areas that are connected to flourishing outcomes for pupils, educators and schools: Purpose, Relationships, Learning, Resources & Wellbeing.
Dawpool’s School Improvement Plan for 2024-25 is structured around these five domains. There are 5 key improvement priorities:
School Improvement Priorities 2024-25
Overarching Aim
To ensure the school's distinctive Christian vision is a living reality that enables all pupils and adults to flourish by . . .
- Purpose
- Relationships
- Teaching & Learning
- Expertise & Resources
- Wellbeing
The Process
Towards the end of the academic year, an evaluation of the impact of the previous academic year’s priorities is undertaken by lead staff. The impact upon outcomes and improvement is discussed and agreed, alongside an evaluation of the school’s achievement of the success criteria. School self-evaluation against the Ofsted and SIAMS school evaluation schedule is undertaken by senior leaders to identify further priorities. An analysis of outcomes (progress, attainment, quality of teaching and learning) is undertaken by the Senior Leadership Team in July (reviewed considering the release of the validated external data) and findings shared with staff and governors to inform future improvement priorities. Performance Management objectives, based on the Teacher Standards and closely aligned with the school’s priorities, are agreed with all staff early in the autumn term. There is an open policy to sharing objectives amongst staff and these too are also considered in the self-evaluation process to identify future improvement priorities. During this process the staff and governors identify strengths and areas for development, including any barriers within the context of the school. Pupil voice findings and family/carer questionnaires/survey findings are also considered in agreeing improvement priorities. Measurable outcomes are agreed in draft and formalised during the writing of the action plans by the Senior Leadership Team. The school's self evaluation and improvement priorities are discussed with the Trust as part of the 'annual conversation' in the Summer Term and support for the next academic year is planned from there. Further information about CDAT's School Improvement support can be found here.
This process is well embedded into our leadership & management practice and ensures that the improvement plans are well focused and have actively engaged staff, parents, pupils and governors. As part of the school’s monitoring cycle a review of the school’s progress of implementing the agreed actions is undertaken by the Senior Leadership Team at the end of each term. Review outcomes are shared with all staff and the Governing Body.
The latest annual process of Strategic Self Evaluation is due to be completed in July 2024.