Academy Improvement

The main aim of our Academy Improvement Plan (AIP) 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 academy. 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 AIP process. Additionally, the AIP also reflects a response to local (SALT learning network, Locality (Central Mid-Sussex Schools Community Interest Company), Local Authority) and national priorities and initiatives. Our AIP links to the Self Evaluation Form (SEF) which the academy updates on a termly basis. Copies of our current SEF are shared with all governors and available to all staff. At our last inspection in December 2010 our academy was judged as good with outstanding features. Achievement gained by our children was judged as outstanding. At the very heart of what we do is the impact our identified improvement priorities have on the outcomes for our children.

Our AIP adheres closely to the OFSTED Framework. The OFSTED Framework helps academy's to continually ask key questions and to find supporting evidence for judgements in five distinct areas:

  • Achievement
  • Teaching
  • Leadership and Management
  • Behaviour and Safety
  • Overall Effectiveness

Our schedule maps out distinct lines of enquiry for the evaluation and monitoring of the Academy. Through adopting a rigorous framework, no aspect of our academy should be left without close scrutiny over a period of three years. It allows us to have more clarity about our strengths and areas for future development. Essentially we have a valuable tool for academy 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 AIP reports, within the budgetary context of the academy, 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 AIP 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/AIP priorities to SMT.
  • Academy Management Team submits their AIP priorities to headteacher.
  • Chairs of Governors’ committees outline their AIP priorities.
  • Questionnaire for pupils (every 2 years)
  • Questionnaire for parents (every 2 years)
  • Written report on previous AIP by subject leaders are presented to staff.
  • Subject leaders submit action plans to SMT.
  • Headteacher and bursar preparing a budget plan for 2015-16 following arrival of Academy Budget Share (Part 4 statement) in early March linking cost centres to the proposed AIP. The budget plan is formally approved at a full governing body meeting in May.
  • Headteacher, Deputy Headteacher, Chair of Governors finalising the AIP using views/actions from the consultation process.