Thursday, 14 June 2012

The school improvement cycle and target setting

1. How well are we doing? 

Involves assembling and analysing evidence of:

• pupil performance  and 

• contributory factors -most notably teaching, leadership and management

2. How much better should we aim to achieve and how do we compare with similar schools?

Information on pupil performance in other similar schools, particularly those schools
achieving the best results

3. What must we change to achieve this?

This is where schools determine their priorities for the year ahead and set themselves realistic and challenging targets for improvement. It is important for schools to involve all staff in the
target-setting process. It helps them to own the targets and to accept responsibility for achieving them.

4. Planning for improvement and what actions will we take?

The closer development plans get to the work of children in classrooms, the greater the
impact on achievement.

Implementation and review - Taking action and reviewing progress

If pupil achievement is to rise, implementation of the plan needs to influence classroom practice and improve the quality of teaching and learning.

it is vital that schools: monitor the action being taken against their plans and evaluate the impact of that action on pupil progress and achievement

National comparative data is  available through RAISEonline and Fischer Family Trust (FFT)
which provide details of the range of outcomes pupils have achieved so far given their various starting points and circumstances.

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