STRATEGIC PRIORITY 2

Increasing The Quality Of Provision Within Our Education System

Why

We are ambitious for every child to be provided with the opportunity to succeed no matter what their background or beliefs. We aim to provide the best education and experiences to the children in our care through staff and students driving the highest standards of accountability and bringing out the best in each other.

How

The development of MAC policy and school improvement strategy will support our schools to continue to improve and develop in line with best practice. Providing opportunities to work collaboratively with internal and external advisors. The central team will monitor and evaluate individual school approaches to developmental objectives linked to educational priorities.

Objective

Development and implementation of MAC School Improvement Strategy over three years.

Success Criteria

Year 1-2

Implementation of the MAC School Improvement Strategy.

Impact of school improvement strategy evaluated at the end of each academic year.

Review of strategy in line with evaluation and findings prior to the start of each academic year.

Coaching method and impact of coaching on professional development of school leaders.

Success Criteria

Year 3-5

Robust and embedded approach to systems leadership.

School improvement strategy for all schools developed for delivery by school leaders.

Wider contribution to supporting underperforming schools outside of the MAC in the spirit of building a trust led system.

Development and implementation of a CPD strategy in line with school improvement strategy and individual school objectives

Clear and robust CPD strategy identified and implemented in each school to deliver school improvement objectives.

Leadership and key staff three-year development plans linked to MAC strategy.

Embedded best practice linked to recognised research.

Impact of Catholic Primary Partnership training evaluated.

Development of school leaders as coaches.

Development of career pathways for all staff informed by school improvement strategy and priorities.

Embedded and structured coaching model at all levels.

Continue our focus on inclusive practices to ensure that those who are most vulnerable within our schools are supported to make progress at least in line with peers.

Monitoring the curriculum to ensure it is well sequenced, resourced and supports all pupils in knowing and remembering more.

Adapted teaching techniques are monitored and shared where good practice is identified.

All children in our schools are making at least good progress through the embedded curriculum and quality first teaching. Identification and planning for SEND children as a MAC strategy and provision.

Ensuring the curriculum in all schools is suitably broad, balanced, well planned and in line with evidence-based research.

Pupils in identified groups as, and as a minimum those who are SEN, PP and in the bottom 20% remain a regular focus on internal monitoring and external monitoring.

Implementation of action plans linked to SEND reviews.

Impact of Pupil Premium funding in our schools.

Monitoring of internal data with a specific focus on groups and developing bespoke training and informing conversations with school leaders.

Regular monitoring of the curriculum by school leaders and members of the central team.

Support for subject leaders through the development of a network to share good practice.

Opportunities and directions to quality CPD to ensure subject leaders are strong in their subject knowledge.

A review in year 1 of the transition curriculum for KS2/KS3. Supportive of making continued progress for those pupils transitioning within our MAC.

Strategic vision and intent for sixth form curriculum offering.

Development of an all through curriculum which meets the needs of the individual schools and takes into account individual school context.

To develop the service offering of School Improvement complimenting the requirement to build a self-improving system

Explore and identify ways in which we can support other schools or MACs with our school improvement model.

Extension and recruitment of a School Improvement team.

Development of existing roles to expand into wider educational contexts.

Provision of an SLA service to support others and forage good practice through external links, training and research.