Our Improvement Journey
“We are at our best when we work together, for each other, in service of the common good, embracing both solidarity and subsidiarity. This is essential in all decisions undertaken by our Catholic schools.” Bishop Peter Doyle (February, 2019)
To secure our vision we will ensure that:
- Our decisions and practices place the interests of children at the centre and uphold the Catholic ethos of our schools.
- We are open to challenge and try new practices which respond to the current and future need of learners.
- We change what we are doing if it is not supporting the inclusion and development of the children and young people in our schools.
- We keep social, emotional, mental and spiritual wellbeing at the heart of our work by nurturing the adults so that they, in turn, can nurture the children.
Rationale for Improvement
Courageous Leadership – to challenge ourselves in the interests of ALL children
We work within our Catholic ethos where we have the confidence, courage and self- belief to challenge ourselves, as professionals, in the interests of all children. In retaining a focus on the needs of each child and providing a swift response to meet this need, we are confident that we will collectively raise standards in all aspect of our children’s and young people’s development.
Our improvement planning is based on the principle that, when we work together, for each other, in service of the common good we will achieve our ambitions for our children. As part of our improvement strategy, we emphasise the importance of each school owning their improvement journey. And sharing their success across the Trust for the benefit of others. To support one another, we have Core and Targeted improvement activity. The kind of improvement activity that we undertake is determined rigorous evaluation of our provision and guided by: evidence of social and emotional learning; the achievement and attainment of pupils across the curriculum, pupil and community voice and internal and external evaluation of our work.
The ELEMENTS of our CORE Improvement Activity
We have four key elements to our Core improvement activity:
This is the improvement activity that utilise the ELEMENTS of our improvement strategy to respond the needs of OLICAT schools. The Elements are as follows:
- Support and Challenge visits followed up by School Improvement Directors and Lead Practitioner support for the purpose of training or direct on-site support.
- A Continuous Professional Development Programme in response to reviews and outcomes and to build leadership capacity.
- Collaborative Leadership Meetings/Visits to moderate, exchange ideas engage in projects and to conduct Peer Review for Senior Leaders; MAT Leads and Curriculum Leaders.
- Inquiry into Practice Initiatives which promote evidence based practices and peer collaboration for practitioner inquiry to ensure contextually relevant improvement.
TARGET Improvement Activity
For schools that require additional support because they are in challenging circumstance, are new to the Trust and therefore require an Induction Programme or because they have been judged to Require Improvement or as Inadequate by Ofsted, a bespoke Improvement Plan will be initiated through negotiation between the Headteacher, the School Improvement Director, Systems Leaders, The Diocese and the Department for Education. To avoid schools receiving any confusing or conflicting messages, this improvement is specifically overseen and co-ordinated by a School Improvement Director from the Trust.
School Improvement Team:
Lorraine Cullen firstname.lastname@example.org
Jayne Clancy email@example.com
Sue Tomlinson – Reading Lead
Nathan Wells – Wellbeing Lead
Sarah Meeks – Curriculum Lead