The school has a very strong The school gives good The school’s leaders take Although account is taken of national track record in implementing attention to national and local account of national and local and local priorities planning to improve successfully national and priorities and in general priorities but planning does standards, learning and teaching is of 8 local priorities to improve implements these effectively not always have sufficient too variable a quality and has limited standards and the quality of to improve standards and the impact on standards, impact. learning and teaching quality of learning and learning and teaching. teaching. Leaders and staff work very Leaders and staff take Leaders and staff participate Leaders and staff have limited successfully with schools and advantage of opportunities to in school improvement involvement in worthwhile collaborative other partners to enhance work with schools and other activity with schools and activity with schools and other partners significantly their own and partners. Collaboration is other partners but the impact and the capacity to benefit from 9 others’ capacity to bring about developing well and makes of collaboration on standards partnership working is underdeveloped. improvement. an important contribution to and provision is inconsistent. capacity building and improvement. Governors have a very good Governors have a good Governors support the Whilst governors are supportive of the understanding of the school’s understanding of the school’s school. They receive school as a body they do not have strengths and areas for strengths and areas for relevant information but sufficient capacity to challenge the improvement and are highly improvement. Their work to require support to be fully school to make the improvements effective in supporting and support and challenge the effective in how they necessary. challenging the school’s school’s performance is challenge the school to performance. strong. make improvements.
8 The school has a very strong track record in implementing successfully national and local priorities to improve standards and the quality of learning and teaching The school gives good attention to national and local priorities and in general implements these effectively to improve standards and the quality of learning and teaching. The school’s leaders take account of national and local priorities but planning does not always have sufficient impact on standards, learning and teaching. Although account is taken of national and local priorities planning to improve standards, learning and teaching is of too variable a quality and has limited impact. 9 Leaders and staff work very successfully with schools and other partners to enhance significantly their own and others’ capacity to bring about improvement. Leaders and staff take advantage of opportunities to work with schools and other partners. Collaboration is developing well and makes an important contribution to capacity building and improvement. Leaders and staff participate in school improvement activity with schools and other partners but the impact of collaboration on standards and provision is inconsistent. Leaders and staff have limited involvement in worthwhile collaborative activity with schools and other partners and the capacity to benefit from partnership working is underdeveloped. Governors have a very good understanding of the school’s strengths and areas for improvement and are highly effective in supporting and challenging the school’s performance. Governors have a good understanding of the school’s strengths and areas for improvement. Their work to support and challenge the school’s performance is strong. Governors support the school. They receive relevant information but require support to be fully effective in how they challenge the school to make improvements. Whilst governors are supportive of the school as a body they do not have sufficient capacity to challenge the school to make the improvements necessary.
Cat%202017-18%20Eng.docx