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6a What is the overall effectiveness and efficiency of leadership and management?

- how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of integrated care and education
- how effectively performance is monitored and improved to meet challenging targets through quality assurance and self-assessment
- how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential (ie inclusion)
- the adequacy and suitability of staff, specialist equipment, learning resources and accommodation
- how effectively and efficiently resources are deployed to achieve value for money
- how effectively links are made with other providers, services, employers and other organisations to promote the integration of care, education and any extended services to enhance learning
- the extent to which governors (and, if appropriate, other supervisory boards) discharge their responsibilities

• New SMT after restructuring exercise is beginning to have a positive impact on decision making and running of school eg budget, staffing organization.
• SMT communicates the school’s vision and ethos and are good role models to the rest of the staff.
• SMT have clear view of strengths and weaknesses in school and identify into SDP and medium term vision.
• SMT lead key stages, core subjects, ICT, SENCO< extended services projects and Performance Management.
• Assessment data is used by SMT to set targets, raise awareness of concerns and eventually raise achievements.
• Framework for monitoring is established and supported by high quality training and support mechanism.
• SMT/subject leaders are effective in translating the school’s development priorities into positive practice.
• Info from monitoring activities are used as priorities for future development needs.
• Subject leaders play an effective role and have established an understanding of subject leadership.
• New subject leaders have received training from an AST and established clear priorities for this year.
• Quality of Office Manager knowledge in finance and personnel issues is high.
• All staff are clear of support mechanisms available to them within the school. There is an ethos of co-operation and teamwork.
• Head and SMT have high expectations of behaviour and academic achievement, plus a commitment to high quality provision. Aims and visions are reflected in the life of the school.
• Headteacher has created a team of complementary strengths and acts as a facilitator empowering other staff to lead ad inspire in curriculum development and classroom practice.
• Staff training opportunities are given a high priority. This helps to improve overall standards and attainment.
• Performance Management structure is well managed and linked to the School Development/Post Ofsted Action Plan.
• Headteacher constantly looks for strategies which bring about change leading to improvements. Over the past ten years buildings, resources, breadth of curriculum and increased staffing levels have led to an improvement in the quality of provision for pupils.
• Majority of subject leaders are confident in leading their subjects to further development.
• Through regular analysis of test data, pupil interviews, work scrutiny, classroom observations and feedback from other SMT members the Headteacher is able to ensure a high quality provision and determine areas for development.
• Subject Co-ordinators in English, maths and ICT in particular have influenced curriculum development. This has been through model lessons, data analysis, planning and work analysis and classroom observations. All issues are dealt with in a sensitive manner and fed back to staff.RE, PE and art are beginning to follow this example.
• Twice yearly analysis of test data by the Headteacher is fed back to staff. These are analysed against national and benchmark schools and fed into planning and target setting. this gives a culture of shared overall responsibility for pupil attainment and progress throughout the school.
• Two staff successfully completed Leading from the Middle April 2006.This is an example of the management giving high priority to staff development.
• School involved in Learning Network from September 2005 - August 2006.Results from the project led to 10% increase in keystage 1 SAT reading.
• Governing Body makes informed decisions on staffing and finance issues.They are developing a greater role in curriculum matters.
• Governing Body are willing to take informed risks to improve the quality of provision. Over the years have been very innovative ie house lease, sports development officer, new Senior Management Team, all have had a major impact on the school development.
• Governing Body monitor teaching at least once per year and regular visits and involvement shows staff they are valued.
• Kept aware of school’s strengths and weaknesses and make informed comments concerning this.
• Chair of governors and parent governor involved in Extended Schools Pilot Project, two parents heavily involved in the later development with the Sutton Centre family of schools.
• Governors act as a critical friend to the school and views are regularly sought. They bring extensive local knowledge into meetings.Governors are very strong in giving advice on health and safety and personnel issues.
• Governors involved in the Performance Management of the Headteacher.
• Chair of Governors regularly meets with Headteacher and other professionals to make strategic decisions about the school.
• Governors ensure statutory requirements are met.
• Financial management is monitored closely by the Headteacher, Office Manager and governing body and apply best value.The budget is always very strong.
• Staffing allocation and ICT resources show financial priority given in these areas.ICT is now a real strength to the school, one of only nineteen schools nationally to gain the new ICT quality mark.
• Headteacher and assistant head of ICT lead the SLICT programme for the NCSL.Many staff are involved in these days showing high quality ICT teaching throughout the school.BECTA ICT mark shows quality of leadership in the subject and the framework will be used in other areas of the curriculum.
• TAs effectively deployed and managed throughout the school to ensure learning needs of specific children and SIP priorities are developed.Ratio of TAs is very high.
• Appointment of Sports Development Officer has enhanced outdoor PE provision from F2 – Y6.
• Effective induction programme for new staff, particular NQTs and teaching students.Six teaching staff and five TAs are former students from the school.

6b Where relevant: what is the effectiveness of leadership and management in the Foundation Stage?

  • Leadership and management in the Foundation Stage is very good.(Ofsted 2004). Staff are motivated to deliver an exciting curriculum and their attendance is very good.
  • All the staff work hard to help our children achieve to the full extent of their abilities.
  • Tracking documents are in place from entry to F1 (see folders) to ensure that all children are developing at levels that are appropriate to them as individuals and extend their attainment possibilites to the full.
  • Resources are well used (see quality of provision) and the outdoor area has been developed into an ever changing learning area that is fully used across the foundation stage.
  • Transition procedures between F2 and KS1 (see plans)are very good making this potentially difficult time for children run extremely smoothly.

6c On the basis of your evaluation, what are your key priorities for development?

  • To further develop the role of the SMT to inform Headteacher and the Governing Body of the schools priorities for development.
  • To ensure the new SMT has professional development opportunities to succeed in their role.
  • To further increase governor involvement in curriculum issues.
  • To develop a more structured approach to SMT meetings and feeding these back into staff meetings.