A while ago I wrote a post, inspired by one by Down to brass tacks.Stephen Tierney, about focussing daily on the things that really make a difference in school:
That was about the day-to-day interactions that make the most difference. In this post I’m considering strategic priorities for school improvement. One of the features of working at a school which is in Special Measures is how many people come to visit us. Each one has some advice on defining our priorities. The trouble is that each one believes that their area of interest is the most important.
“Safeguarding definitely has to be at the top of your agenda. It’s absolutely imperative that children should be safe and feel safe.” No argument there.
“It’s the basics really. Literacy & numeracy; English & maths. They are the foundation of the whole curriculum. It’s crucially important that they are at the top of your agenda.” Well, quite.
“You’re a Catholic school. It’s obvious that Catholic Life should be at the very top of every agenda. After all, it’s what defines this school as distinctive.” Amen to that.
“You need to ensure that the Pupil Premium is your key priority. Look at your data. You have a high proportion of disadvantaged students: closing the gap is the key to school improvement.” The numbers are irrefutable.
“Attendance has got to be your top priority; if children aren’t in school, they aren’t learning.” Absolutely, that’s a given.
And so on. Each of these, say our visitors, must be at the top of our agenda. The trouble is, they’re not wrong. All of these factors are important to the success of students and to our journey of school improvement, but how can they all be at the top of the list?
The fact is, we have to keep all those plates spinning at the same time, and support colleagues who are keeping their own plates spinning. The real issue isn’t so much what to put at the top of the agenda but how to coordinate a coherent approach to developing all these interlinked aspects of an effective school. In my opinion, this involves two parallel elements:
- refining the most important aspects of each area so that, at any point, our efforts are focussed on a few things that make the most difference.
- Planning across the areas of focus so that the thinking and actions of staff members are directed efficiently, so that actions in one area support those in others.
An example of this approach is our school Pupil Premium strategy for 2017-18. In a departure from the previous format, 28 separate strands have been reduced to six areas:
- language and communication skills in Early Years & KS1;
- behaviour for learning;
- literacy, with a focus on KS3;
- numeracy, especially with respect to being prepared for the new KS4 curriculum; and
- lack of home access to resources, study support and cultural experiences.
The previous structure was unwieldy, difficult to coordinate and hard to monitor and evaluate effectively. The consolidation into just six strands (with behaviour and attendance as priorities in both primary and secondary phases) allows us to concentrate our work on those areas which we have identified as the greatest inhibitors to the progress of disadvantaged students.
Each of these areas also interlinks with other school improvement priorities, so that initiatives will work more efficiently, complementing each other and maximising the effective use of time an resources. For example, the focus on literacy in the Pupil Premium strategy sits within our values, is based on evidence-based evaluation, builds on previous whole school work, draws on expertise from the primary phase, and utilises resources developed within our inclusion department.
The next step I’m working on is to build in the milestones for each area to create a monitoring, evaluating and reporting map across the school year. This will enable better tracking of our progress, and better reporting SLT, governors, and all our visitors. I hope that this revised approach will help us keep all the plates spinning at once by integrating our different priorities.