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Nightingale Academy

Learning with truth and love

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Learning with truth and love

SDP Summary

School Improvement

The Department for Education’s (DfE) guidance document ‘Every School a Good School – A Policy for School Improvement’ (2009) aims to raise standards and promote equality in all our schools. Its vision is to embed across all schools the characteristics of effective schooling: effective leadership; child-centred provision; high-quality teaching and learning; and a school connected to its community.  At the core of the policy is self-evaluation, using performance data and other information, leading to sustained self-improvement.

The guidance emphasises that school improvement is first and foremost the responsibility of the school, based on the premise that schools themselves are best placed to identify areas for improvement and to implement changes that can bring about better outcomes for pupils.

Here at The King’s resulting actions and targets arising out of our self-evaluation are captured in our school development plan (SDP). Whilst our SDP has actions and targets ranging over one to three years, we review it annually in order to make any necessary adjustments in light of new information flowing from our self-evaluation.

 

The School Development Planning Cycle

In summary, our school development cycle follows five steps:

 

                    


The School Development Plan (SDP)

The King’s school development plan is divided into six key areas. We believe that asking what we want to achieve in each of these key areas is crucial to our continuous school improvement journey. The six key areas are:

 

Teaching and Learning: 

To have high expectations of both students and staff with an unwavering focus on reducing the variation in the quality of teaching and learning so that it is a consistently outstanding experience for all learners. 

 

Achievement for all: 

To embed deep learning experiences for all students such that they are learning experiences that last a lifetime, through careful monitoring and tracking of student progress and the use of select evidence-based strategies that, where necessary, deal effectively with underperformance.

 

Curriculum development: 

To develop a curriculum that meets the needs, aspirations and ambitions of all our students so that they are able to make a positive contribution in the world; promoting the importance of being decent, socially responsible adults built on knowing God’s truth and love. 

 

Leadership development: 

To deliver strong ethical leadership and management at all levels across the school by caring for the well-being of each individual, investing in their professional development and in so doing add strategic capacity.

 

Finance, buildings and resources: 

To develop and maintain first class facilities together with rich and diverse resources  

 

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