Keystones

Keystones of improvement.

October 2017

Keystone (noun) Enablers which can be built around to take learning to new levels Aspects which we can focus upon together to ensure that learning is built upon solid foundations in every academy

Leadership Vulnerable Behaviour

groups Professional

and

learning

Safeguarding and Attendance

Culture & identity

Curriculumcontent and approach

Operational

Governance

essentials

Alignment

Beautiful Work

Pedagogies

Essentials

Dispositions

Leadership •

How do leaders establish a culture of high expectations?

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How well are roles and responsibilities aligned with the school’s improvement priorities?

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How do senior leaders equip middle leaders with the time, resources and skills necessary to carry out their roles effectively?

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How effective are lines of communication between middle and senior leaders?

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How does the Principal maintain oversight whilst delegating leadership?

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How effectively do leaders evaluate the impact of their actions and how does this affect next steps?

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How accurately do leaders monitor the achievement of different pupil groups and how does this inform future actions?

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How do leaders engage with parents and stakeholders to enhance provision for pupils?

Beautiful Work

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How well does pupil output reflect leaders’ high expectations?

Vulnerable pupil groups •

How do we ensure that the provision for vulnerable pupils ensures they make at least good progress?

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How do we diminish the difference between the achievement of vulnerable pupils and their peers?

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How do we address any gender issues that arise?

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How do we identify the barriers that individuals and groups of pupils face in their learning?

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How do we monitor and evaluate the impacts and effects of the work we undertake to enhance outcomes for vulnerable learners?

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How do we plan for, account for, evaluate and evidence our use of additional funding eg Pupil Premium, special educational needs funding?

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How do we determine which interventions make the most significant difference? (Needed- covered in point above?)

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How might we use causal chains to evidence our work with vulnerable groups?

(Need this?)

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How do we respond to pupils' emergent vulnerability- bereavement, medical issues, family emergencies, domestic violence, drug and alcohol?

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How do we help those learners whose mental health presents a barrier to learning?

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How do teachers plan for, teach and assess vulnerable pupils?

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How does the academy work in partnership with the families of vulnerable pupils?

Pupil premium •

What is the level of funding allocated to the academy?

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What is the focus of the spending - and the rational that underpins these decisions?

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How well do decisions about spending meet the barriers to learning identified?

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What is the impact of the additional resource, including for the most able disadvantaged pupils?

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How does the academy review the use of funding as data is tracked in year?

SEND •

What is the procedures for information, involving and learning from parents of pupils designated with SEND or additional educational needs?

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How much progress have you made with implementing transfer arrangements for statements of SEN and EHC plans?

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How many pupils with SEND are identified in each year group?

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How is SEND provision contributing to the school’s strategic goals, as outlined in the self-evaluation forms and the school improvement plan

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How does the school distinguish between progress for pupils with SEND and progress for pupils eligible for pupil premium funding?

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Are there any differences between groups with regard to progress?

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How do you use the data from RAISEonline to assist in setting targets for – and measuring the progress of pupils with SEND?

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How effective is the action the school takes to avoid exclusion?

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How does the school maximise inclusion opportunities for pupils with learning difficulties and/or disabilities?

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How do you support colleagues in developing identification, in-class support and target setting skills?

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What additional support is in place for pupils qualifying for pupil premium funding?

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How are the needs of pupils with education, health and care (EHC) plans and statements met, and provision monitored?

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What reasonable adjustments are being made by staff to ensure inclusion/success?

Professional learning •

How is data and intelligence used to plan whole school and one to one professional development opportunities?

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Does each adult receive an entitlement for professional development that meets their needs and allows them to improve their practice?

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How do we ensure that professional learning affects school priorities?

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How do we enable learning to be collaborative so that practice is shared and co constructed?

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How do we account for the learning? How do we make sure that learning opportunities make a contribution to improved outcomes for pupils?

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How do we know that all professionals are improving?

(Similar to above but I like it…! Reinforces the point…)

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How do we connect self evaluation, performance management, improvement planning and professional learning?

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How do we review and assure the quality of the professional development offer?

Curriculum- content and approach •

How we make sure that the curriculum content - from EY to Year 6 - is coherent and that there is a progression of skills and knowledge between each phase of learning?

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Are our approaches to the delivery of English, Maths and the wider curriculum clear to all and consistently well carried out?

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How do we ensure pupils acquire the skills - including learning skills - that they need to demonstrate success in national assessments?

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How do we ensure that the curriculum is adaptable, flexible and responsive to local, national and international trends?

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How do we excite, engage and enthuse our learners?

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How do we use our academy freedoms so that we have regard to the national curriculum but aren't ruled by it, maintaining breadth, balance and relevance?

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How do we place enquiry at the heart of the curriculum?

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How do we ensure that learning is purposeful, contextual and sequenced?

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How do we know that all learning carries sufficient breadth, depth and challenge?

Curriculum- content and approach •

How do the choices we make about our curriculum lead to improved outcomes?

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How do we enrich and enhance the formal curriculum to provide a world class offer and broaden the experiences of our pupils?

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How does the curriculum promote British values and prepare children for life in modern Britain?

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How well is the curriculum led? What arrangements are in place to ensure there is coherence over time and that progress is ensured?

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How are pupil outcomes tracked, moderated and validated?

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How is assessment information used to determine curricular priorities for the school? How are these communicated and understood?

Operational essentials •

How do we ensure that we have the resource we need to make a profound difference to learning?

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How do administrative processes support leadership, teaching and learning?

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How do we get pupils to come to school on time every day?

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How do we ensure that everyone stays safe?

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How do we enhance public perceptions of our work?

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How do we utilise, develop and deploy the skills, talents and professional propensities of our people?

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How do we build, maintain and develop our ICT systems?

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How do we design a bureaucracy that works for us (rather than the other ways round)?

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How do we ensure that pupils and staff have pride in themselves, their learning and their school?

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How do we ensure that we recruit and retain the very best people?

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How do we organise meal times?

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How do we build routines that assist effective transitions?

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How do we ensure that we are compliant with statutory and trust requirements

Alignment •

How are data, self evaluation, performance management and improvement planning validated and connected?

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What sources of evidence do we use to inform our decision making?

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How do we use the Enquiry process to fuel development and improvement?

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How do we utilise the strengths of the Trust to accelerate improvement?

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How is financial planning and decision making connected to school improvement?

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How do leaders share awareness of school priorities with all colleagues?

Governance •

How are governors involved in strategic decision making and oversight? How do we maintain focus upon our strategic goals?

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How do governors contribute to the development of a culture of ambition and high expectations?

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How is oversight, challenge and support provided?

How do we routinise this in a sustainable cycle of activity?

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How are governors involved in salary determination and performance management?

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How do governors understand the key issues of teaching and learning that exist within the academy?

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How are resources - including pupil premium and special needs funding- used effectively?

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How are governors transparent and accountable in their decision making?

Governance •

How do we ensure we make the right decisions for the right reasons?

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How do we ensure clarity of roles and responsibilities, especially where the work is emergent?

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How does governors’ self review ensure that the requirements of the scheme of delegation are adhered to?

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How do we ensure that our meetings formal and informal - are productive?

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How do we ensure that we are compliant with statutory and trust requirements?

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How do we review our practice and policy?

Safeguarding •

How do we ensure that children are safe to learn and our colleagues are safe to teach?

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How do we adopt statutory, trust and local guidance?

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How do we stay aware of current and emergent external risks?

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How do we design and review systems that are compliant, effective and understood by everyone?

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Have all relevant staff been trained in appropriate matters - CP, Safer Recruitment, Prevent, e-safety, first aid, paediatric first aid, to ensure that no child’s safety is compromised?

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How do we share information and intelligence across school, across the Trust and locally?

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How do we ensure our recruitment processes are safe?

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How do we align to local safeguarding processes?

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How do we look after the emotional health and well being of our people?

Safeguarding •

Is the SCR up to date with all statutory information?

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How do we sustain the regular review of attendance, including persistent absenteeism, for all groups of pupils? How do we adapt our practices to raise attendance in the light of what we know?

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Are all risk assessments - including EY, educational visits - up to date and accurate?

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Is there an effective induction process in place and are all records maintained accurately?

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How effectively do site managers keep abreast of the safety issues and ensure records are kept?

Assessment and intelligence •

How do we monitor the attainment and and progress of pupils in all parts of the school?

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How is intelligence used to inform learning and leadership activity?

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How is intelligence triangulated and validated between people, subjects and phases?

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How do we help pupils to understand the next steps in their learning?

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How do we use feedback to help pupils move forwards?

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How do we recognise and use pupils' voice?

Behaviour and Dispositions •

How do we develop positive and effective attitudes to learning? Is there a shared language for all to relate to?

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How can we manage pupils' behaviours so that learning is enhanced and the whole school community benefits?

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How do we create a culture where pupils are expected to be open minded, tolerant and reflective?

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How do we communicate high expectation for every child?

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How do we celebrate and share?

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How do we challenge and support?

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How effective are our efforts to improve attendance and punctuality?

Behaviour and Dispositions •

What systems are in place to enhance behaviour? How well are these used by adults and pupils?

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How well do pupils conduct themselves around the building?

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How do routines and systems encourage pupils to manage their own behaviour and dispositions?

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How does the design and execution of the learning environment promote high expectations and positive behaviour/s?

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How are exclusions minimised?

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How are exclusions used to secure improved behaviour?

Reflective

Being

Prepared

Discernm ,, ent

Additional adults

Authentic

Subject Knowledge

Humour