School Improvement Strategy
The core purpose of Barnsole Primary Trust is school improvement. The Trust has the capacity to react quickly and efficiently when joining schools require support. The Trust intends to provide a tiered level of service, tailored to the needs of each school, recognising where each school sits in its ultimate aim to be outstanding.
The Trust is based on six key drivers of school improvement.
1 Understanding and defining the approach to school improvement:
- understanding how to move schools from inadequate to good and good to outstanding;
- using cross-academy resources to provide consistency;
- facilitating and growing school-to-school support;
- adapting and applying improvement strategies according to each academy's needs.
2 Developing consistency while respecting identity:
- adopting and evolving non-negotiables in terms of attendance, behaviour, curriculum, assessment and pedagogical approaches;
- differentiating the approach according to the needs and performance of each academy:
- appreciating each academy’s individuality within its community.
3 Understanding each school and accountability:
- robust, consistent data and management systems;
- review and self-evaluation in partnership;
- commitment to the highest expectation for all pupils and staff;
- rigorous performance management systems.
4 Distributing, deploying and developing leadership:
- developing the roles of senior and middle leaders at academy and Trust level;
- empowering middle leaders to lead improvement;
- coaching and mentoring future leaders;
- strategically deploying expertise, ensuring succession planning;
- promoting, ‘Leadership at all Levels’.
5 Improving the quality of teaching and learning:
- adopting, ‘Talk for Teaching’ consistently across academies;
- establishing a robust and effective coaching model at all levels;
- commitment to the development of outstanding teachers and future leaders;
- establishing and agreeing principles for continuing professional development.
6 Developing the curriculum
- providing an engaging, inspiring and relevant curriculum at all phases;
- creating opportunities for pupils to acquire essential knowledge, skills and understanding;
- developing the wider curriculum including social, physical and artistic learning;
- allowing curriculum leaders the autonomy to lead, develop and inspire learning.
‘Talk for Teaching’: The Improvement Driver
‘Together with the Deputy Headteacher, the Headteacher has led the ‘Talk for Teaching’ programme that has been an
instrumental part of transforming the quality of teaching over time. The high-quality teaching in this school now leads to outstanding outcomes for pupils.’
Barnsole Primary School Ofsted: March 2016
Talk for Teaching is at the core of the Trust’s approach to school improvement and will impact positively on the quality of teaching and learning. Talk for Teaching enables teachers to develop and learn from each other. It establishes a culture of shared learning without judgement, fear or suspicion. A planned cycle of Talk for Teaching includes all staff and governors.
Talk for Teaching:
A group of six colleagues spend a session in class observing learning. During the teaching session, in-depth reflective teaching and learning conversations emerge. Teachers are never graded and notes are not recorded. Talk for Teaching promotes a culture of reflection and continuous improvement, permitting colleagues to offer suggestions to the teacher at the point of delivery. Following the session, the teacher self-evaluates with input from the group. This model of ‘open-dialogue coaching’ builds teacher confidence, promotes risk-taking and ultimately impacts on improved pupil outcomes.
School Improvement Partners
We work closely with a number of partners including:
- Canterbury Christchurch University;
- Medway Local Authority;
- Cambridge Primary Review Trust;
- SSAT Schools, Students and Teachers Networks;
- London Leadership Strategy.