FEATURE FOCUS: CPD AND SCHOOL IMPROVEMENT
Improvement planning: get it “write”
preparation is critical when writing an improvement plan. It’s also important to remember to keep things simple, clear and precise to a deliver a successful roll out of your plan. If the printout is as thick as a doorstop, or you have a spreadsheet with so many columns you can’t see the beginning and end on one screen, the whole thing becomes a pain to oversee. Also, draw on the experience of work
colleagues, who will ensure your approach is inclusive from the outset - their expertise and knowledge will be invaluable in formulating and answering key questions and addressing some fundamentals. It helps to ensure that there is ownership of the plan by more people than just the senior leadership team. What does Ofsted say about the matter? Self-
I
n our first look this month at CPD and school improvement, we hear from Louise
Doyle, director at quality assurance specialists Mesma, who argues for a more coherent approach to school improvement, and offers some pointers on how to produce an effective plan which satisfies the needs of all stakeholders. Improving quality is a critical step on the
(seemingly endless) road to nirvana for education and learning leaders, and, as in many things,
assessment and improvement planning is covered under ‘Effective Leadership and Management’ in the CIF, which says to ‘evaluate the quality of the provision and outcomes through robust self- assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement’. But it’s not a prescriptive approach, instead laying out a framework in which it’s expected to include a SAR that is accurate and a plan that brings about improvement where it is needed or desired. So, how do you go about writing an effective quality improvement plan?
Clarity and definition It might seem obvious but when you’re knee
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www.education-today.co.uk October 2018
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