Leaders and staff have a Leaders and staff have a Leaders and staff have a There is an acknowledgement of the relentless focus on raising clear emphasis on raising clear understanding of the need to improve outcomes but targets standards. Targets reflect standards. Through its need to improve outcomes and expectations for pupils’ future 5 high expectations for the targets the school has high but targets and expectations achievement are too low. Leaders are future achievement of all expectations for the future for pupils’ future not always open to challenge or to taking pupils and these are met achievement of its pupils. achievement are not always the action required as a result. consistently. challenging enough. The school has a very good The school has good track The school’s track record in The school does not have a strong track track record in raising the record in raising the is raising pupils’ record in raising pupils’ achievement achievement of nearly all achievement of most pupils, achievement, including that including that of vulnerable learners over 6 pupils, including vulnerable including vulnerable learners of vulnerable learners, is a three-year period. learners over at least a over at least a three-year inconsistent over a period. period. year period. . Improvement planning at all Leaders and are clear Leaders and staff make Planning lacks detail and does not levels is highly effective in about the priorities that need suitable links between the address clearly enough the specific addressing the areas in need to be addressed in the outcomes of self-evaluation aspects that require improvement. The of most improvement. Action, school’s improvement plan. and improvement priorities in pace of improvement is often too slow. including the use of Action, and the use of a few areas. Planning and Implementation, including the use of resources, has led to resources, are effective in the use of resources have resources, has insufficient impact on 7 sustained improvement in securing improvement in key impact in some areas but not improving pupils’ outcomes in key areas, outcomes in key indicators for indicators for most pupils in others, such as the such as on the attainment of pupils nearly all pupils, including including for pupils eligible for attainment of pupils eligible eligible for free school meals and other those eligible for free school free school meals and other for free school meals and vulnerable groups. There is an meals and other vulnerable vulnerable groups. other vulnerable groups. on external support. groups.
5 Leaders and staff have a relentless focus on raising standards. Targets reflect high expectations for the future achievement of all pupils and these are met consistently. Leaders and staff have a clear emphasis on raising standards. Through its targets the school has high expectations for the future achievement of its pupils. Leaders and staff have a clear understanding of the need to improve outcomes but targets and expectations for pupils’ future achievement are not always challenging enough. There is an acknowledgement of the need to improve outcomes but targets and expectations for pupils’ future achievement are too low. Leaders are not always open to challenge or to taking the action required as a result. 6 The school has a very good track record in raising the achievement of nearly all pupils, including vulnerable learners over at least a period. The school has good track record in raising the achievement of most pupils, including vulnerable learners over at least a three-year period. The school’s track record in is raising pupils’ achievement, including that of vulnerable learners, is inconsistent over a period. . The school does not have a strong track record in raising pupils’ achievement including that of vulnerable learners over a three-year period. 7 Improvement planning at all levels is highly effective in addressing the areas in need of most improvement. Action, including the use of resources, has led to sustained improvement in outcomes in key indicators for nearly all pupils, including those eligible for free school meals and other vulnerable groups. Leaders and are clear about the priorities that need to be addressed in the school’s improvement plan. Action, and the use of resources, are effective in securing improvement in key indicators for most pupils including for pupils eligible for free school meals and other vulnerable groups. Leaders and staff make suitable links between the outcomes of self-evaluation and improvement priorities in a few areas. Planning and the use of resources have impact in some areas but not in others, such as the attainment of pupils eligible for free school meals and other vulnerable groups. Planning lacks detail and does not address clearly enough the specific aspects that require improvement. The pace of improvement is often too slow. Implementation, including the use of resources, has insufficient impact on improving pupils’ outcomes in key areas, such as on the attainment of pupils eligible for free school meals and other vulnerable groups. There is an on external support. year
Cat%202017-18%20Eng.docx