Self evaluation of leadership and management
We engage with parents and carers in supporting
pupils’ achievement, behaviour and safety and their
spiritual, moral, social and cultural development
None of the
leadership team
We improve the school and develop its capacity for
sustaining improvement by developing leadership
capacity and securing high professional standards
among all staff
Some of the
leadership team
We ensure that the school provides a broad and
balanced curriculum that: a) meets the needs of all
pupils; b) enables all pupils to achieve their full
educational potential and make progress in their
learning; c) and promotes their good behaviour and
safety and their spiritual, moral, social and cultural
development
We evaluate the school’s strengths and weaknesses
and use these findings to promote improvement
Most of the
leadership team
We demonstrate an ambitious vision for the school
and high expectations for what every pupil and
teacher can achieve, and we set high standards for
quality and performance
We improve teaching and learning, including pupils’
behaviour
All the
leadership team
Framework statement
Evidence
Self evaluation of leadership and management
We ensure that all pupils are safe
We rigorously implement well focused improvement
plans
We accurately monitor and evaluate the school’s
performance with a secure understanding of the
individual skills and attributes of pupils and staff, and
take account of the views of parents, carers and other
stakeholders
We ensure there is consistent application of policies
and procedures
We work to ensure that staff, pupils, parents and
carers are engaged by and contribute to realising the
vision and ambition of leaders, managers and
governors
We seek out and model best practice
We monitoring the quality of teaching and learning
and acting on its findings
We develop staff through dialogue, coaching, training,
mentoring and support
We lead a coherent programme of professional
development
Self evaluation of leadership and management
We lead well planned curriculum development which
is intended to meet the needs of pupils
We lead high quality training, including for example,
on child protection
We use a range of appropriate procedures for tackling
underperformance
We identify and supporting disabled pupils and those
who have special educational needs and pupils who
have other significant disadvantages so that their
progress is maximised
We work effectively with the governing body so that it
can act as a critical friend and hold me and other
senior leaders to account for all aspects of the
school’s performance
We promote the confidence and engagement of
parents and carers in their children’s learning and the
development of good behaviour
We work in partnership with other schools, external
agencies and the community, including business, to
improve the school, extend the curriculum and
increase the range and quality of learning
opportunities for pupils