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Raise standards of attainment and improve rates of progress for all pupils:

• improve the achievement of pupils, particularly in KS2
• work with schools to help ensure teacher assessments are accurate; school tracking systems are robust; any underperformance is swiftly identified and suitable interventions implemented at the earliest opportunity

Close the attainment gap for disadvantaged pupils:

• work with schools to help ensure interventions are appropriately targeted and effective to enable underperforming pupils to make accelerated progress

Increase the proportion of schools that are providing a good or better education for their pupils:

• continue to strengthen the quality of leadership at all levels
• continue to strengthen the accountability role of governors to ensure robust and independent monitoring and evaluation

Strengthen partnership arrangements to Increase school to school support:

• continue to work in partnership with head teacher representative groups, the Teaching School and Curriculum hubs and other system leaders to share effective practice and broker school to school support
• promote the sharing of effective practice

All schools are ultimately responsible for their own performance and must develop their own capacity for improvement. However, working on behalf of º£½Ç»»ÆÞ Local Authority, we are statutorily required to provide challenge and support to schools in line with their current progress and circumstances. To distinguish between highly effective schools and those requiring additional support to meet the needs of all their pupils, we undertake regularly review and risk assess available data ensuring appropriate support and intervention when required.

Schools will be categorised into one of the following groups and provided with a level of engagement

Secure Plus

• annual desk-top analysis to identify strengths or gaps in performance
• invitation to submit self-evaluation summary–school can self-refer
• further checks on capacity only where performance is a concern
• opportunity for high performing schools to lead support for others

Secure

• desktop analyst
• telephone conversation: discussion of self-evaluation
• access to traded offer to help address any agreed Areas for Improvement
• follow up telephone discussion of progress

Light touch support

• desktop analysis
• initial visit
• telephone follow-up discussion of progress- end term one OR a school visit if progress on areas for improvement is an issue

Focus support

• desktop analysis
• initial visit to discuss aiming for outstanding criteria based self-evaluation
• school Improvement Adviser led reviews frequency proportionate to need
• aiming for outstanding school improvement programme tier 1 or 2 involvement
• project board meetings frequency proportionate to need

Intensive support

• initial visit to discuss aiming for outstanding criteria based self-evaluation
• school improvement adviser led reviews frequency proportionate to need
• aiming for outstanding school improvement programme tier 1 or 2 involvement
• project board meetings frequency proportionate to need