Lindfield Primary School School Improvement Plan and Self-Review Strategy 2010/11

Lindfield Primary School
School Improvement Plan and Self-Review Strategy

2010/11
Contents
1. Introduction
2. Vision and Mission Statements.
3. A context for the School Improvement Schedule
4. Subject leader reviews 2009-10
5. School review of strengths and areas for development
6. Self Review, Improvement and Evaluation Schedule:
Main Priorities (2010-11)

Year 1 (2010-2011)
Years 2-3 (2011-13)
Curriculum Cost Centre Allocations (2010-11)
7. Individual Subject Action Plans for Year 1 (2010-11)
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1. Introduction
The main aim of our School’s Improvement Plan (SIP) is to set out a cycle of actions that
reflects a commitment to continuous self-review and improvement. The overall schedule
is based on the OFSTED Framework, which is applied within the inspection process and
defines a regular cycle of review identifying strengths and weaknesses within the
School. The identified weaknesses become actions for improvement and form a basis for
evaluation of the intended outcomes. Although there is a regular review schedule for all
subjects and aspects contained within the OFSTED Framework, the flexibility remains
for staff, governors and children to make contributions to the whole SIP process.
Additionally, the SIP also reflects a response to local (SALT learning network, Locality,
County) and national priorities and initiatives. Our SIP links to the Self Evaluation Form
(SEF) which the school updates and submits to OfSTED on a regular basis. Copies of our
current SEF are shared with all governors and available to all staff.
2. Lindfield Primary School’s Vision and Mission.
Our vision, mission and values statements that appeared in our original School
Prospectus were established at an INSET Day in May 2000 before Lindfield Primary
School opened. In drawing up a new set of statements, we involved governors, staff and
children in a consultation process. The statements confirm the continuing commitment
our School has to its children and staff. These statements also appear in our current
School Prospectus and are reviewed on an annual basis.
Vision
We aspire for all our children to become confident, secure, caring individuals who
achieve personal success and develop a love of learning.
Mission
♦ To provide a warm welcoming secure environment for all children
♦ To encourage, value and extend every child’s contribution to the school
♦ To recognise and celebrate success in everyone
♦ To provide a broad, balanced, carefully planned curriculum
♦ To build strong collaborative partnerships with families and the local community
♦ To encourage and enable the continuous professional development of all staff
Values
• We are excited when children learn
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• We encourage through praise and reward
• We enable everyone to believe in themselves
• We are a mutually supportive community
• We love learning new things
• We get excited when we learn something new
• We enjoy sharing our successes
• We enjoy finding new ways of thinking
• We enjoy challenges
• We take care of, enjoy and respect our environment
• It is important that we feel successful
• We all feel good about ourselves
• We enjoy working as a team and also learn to become independent
• We have high expectations
• We put people first
• We value everyone
• We value life-long learning
3. A context for the SIP Schedule.

Our SIP adheres closely to the ‘Handbook for inspecting Primary and Nursery Schools’
which defines the OFSTED Framework. The OFSTED Schedule helps schools to find
the answers to a set of eleven questions about a school. The numbers correlate with
each section of the OFSTED framework that our self-review and improvement schedule
follows.
Effectiveness of the school

1. How successful is the school?
2. What should the school do to improve?
3. Standards achieved by pupils

3.1 How high are standards achieved in the areas of learning and subjects of the
curriculum?
3.2. How well are pupils’ attitudes, values and other personal qualities developed?
Quality of education provided by the school

4. How effective are teaching and learning?
5. How well does the curriculum meet pupils’ needs?
6. How well are pupils cared for, guided and supported?
7. How well does the school work in partnership with parents, other schools and the
community?
Leadership and management of the school

8. How well is the school led and managed?
9. How good is the quality of education in areas of learning and subjects?
10. What is the quality of other specified features?
Our schedule maps out distinct lines of enquiry for the evaluation and monitoring of the
School. Through adopting a rigorous framework, no aspect of our school should be left
without close scrutiny over a period of three years. It allows us to have more clarity
3
about our strengths and areas for future development. Essentially we have a valuable
tool for school improvement and self-evaluation.
Five types of evidence gathering are used in our reviews, monitoring and self-evaluation:
• Analysis and interpretation of information and data

• Observation of educational and management, interpersonal processes
• Discussion with pupils
• Scrutiny of pupils’ work
• Discussions with staff, governors, parents and others
Regular SIP reports, within the budgetary context of the school, are presented to
Governors (Full Governing Body and Committee meetings) by the Headteacher and/or
Senior Management Team that provide evaluative updates on developments in progress
throughout the year. It is part of our commitment to continuous improvement within a
partnership between staff and governors.
Each year’s SIP is established through following a specific trail:
• All staff (teachers/non-teaching) feed strengths/ areas for development to

subject leaders.
• Subject leaders submit budget bids/SIP priorities to SMT.
• School Management Team submits their SIP priorities to headteacher.
• Chairs of Governors’ committees outline their SIP priorities.
• Questionnaire for pupils (every 2 years)
• Questionnaire for parents (every 2 years)
• Written report on previous SIP by subject leaders are presented to staff.
• Subject leaders submit action plans to SMT.
• Headteacher and bursar preparing a budget plan for 2009-10 following arrival
of School Budget Share (Part 4 statement) in early March linking cost centres
to the proposed SIP. The budget plan is formally approved at a full governing
body meeting in May.
• Headteacher, Deputy Headteacher, Chair of Governors finalising the SIP using
views/actions from the consultation process.
4
4. Subject leader reviews 2009-10
• Able Pupils (Gifted and Talented)

• Art
• Design Technology
• English
• Every Child Matters
• Foundation Stage (Early Years)
• ICT
• Inclusion
• Knowledge and Understanding
• Mathematics and Creative Development
• Modern Foreign Languages (MFL)
• Personal, Health, Citizenship and Social Education
• Physical Education
• Special Educational Needs (Inclusion Support)
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5. School review of strengths and areas for development
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6. Self-Review, Improvement and Evaluation Schedule
The next section provides an overview of our planned reviews and

developments for the year 2010-11 and then in less detail for the years
2011-13. Also included is the curriculum cost centre allocations from the
budget plan for 2010-11. Percentages given are of total allocation for the
school’s budget plan.
7
7. Individual Subject Action Plans for Year 1

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Lindfield Primary School

School Improvement Plan and Self-Review Strategy

2. Vision and Mission Statements.

3. A context for the School Improvement Schedule

4. Subject leader reviews 2009-10

5. School review of strengths and areas for development

6. Self Review, Improvement and Evaluation Schedule:

Main Priorities (2010-11)

7. Individual Subject Action Plans for Year 1 (2010-11)

2. Lindfield Primary School’s Vision and Mission.

♦ To provide a warm welcoming secure environment for all children

♦ To encourage, value and extend every child’s contribution to the school

♦ To recognise and celebrate success in everyone

♦ To provide a broad, balanced, carefully planned curriculum

♦ To encourage and enable the continuous professional development of all staff

• We are excited when children learn

3. A context for the SIP Schedule.

Effectiveness of the school

3. Standards achieved by pupils

Quality of education provided by the school

Leadership and management of the school

• Analysis and interpretation of information and data

Each year’s SIP is established through following a specific trail:

• All staff (teachers/non-teaching) feed strengths/ areas for development to

• Able Pupils (Gifted and Talented)

The next section provides an overview of our planned reviews and

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