School Improvement monitoring visits (known as HIP within Crofty)
We visit each school within the MAT termly. Each visit has a focus linked to the Ofsted school inspection framework in addition to following up on areas identified in the previous visit.
A key aspect of this is peer review, with all headteachers committing to visit their partner school(s) termly, participating fully in the review. This achieves the following objectives:
- Facilitating sharing of good practice
- Enabling meaningful school to school support
- Creating genuine shared responsibility for school improvement within leaders across the schools
- Accelerating school improvement through peer accountability termly
- Reinforcing the MAT culture
Accountability: The School Improvement Officer is part of each visit to validate judgements made and report action required and impact to the board. In addition opportunities to facilitate support to accelerate progress are identified and organised within the MAT.
Risk assessment: prior to their HIP visit headteachers are expected to work with their leadership team to risk assess their school performance against key aspects of the Ofsted criteria. During the HIP visit evidence towards the judgements made is gathered and decisions verified or challenged. The outcomes of this are shared with the local board and an overview is shared with the MAT board.
This rigorous programme supports school self-evaluation and quickly identifies those schools in need of additional support enabling us to create bespoke support packages as necessary.
Continuing Professional Development
One of the many benefits of the school review system is that we know each of our schools well and are thus able to identify common areas for development and training across the MAT.
We recognise that investing in training and developing leadership within the MAT is key to developing future success and currently have two leadership programmes running – the first aimed at existing headteachers, developing their coaching skills and capacity to lead leaders. The second is targeting senior and middle leaders, giving them the skills to secure high quality leadership.
Serving as it does an area of significant social and economic disadvantage, attainment and achievement of those pupils who quality for Pupil Premium is a key priority. Our two schools serving the areas of highest deprivation are beacons of outstanding practice with disadvantaged pupils making progress at significantly faster rates than all pupils nationally, the good practice from these schools has been recognised and shared across the MAT. In the schools where improvement is required this has been addressed as part of the Disadvantaged Pupil Strategy.