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Strategic Development Plan(SDP) 2015-2020
Updated for September 2017
ForewordThis five-year plan (SDP) provides a clear sense of direction and purpose from
2015 to 2020 by outlining the eight core strands that we use to help benchmark
the quality of the education we provide. These strands also provide the
framework for the School’s annual improvement plan (SIP) which provides the
yearly direction for the School.
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This Strategic Plan takes the following into account:
• TherecentISIInspections(March2002,February2008,January2013)• Annualconsultationwithallstaff• QuestionnairestoParents(mostrecently2017)andStudents(2017)• OFSTEDinspectionsofBoarding(2010)• ISIBoardingInspection(2016)• BriefingsbyGenesisDesignStudio(Architects)(1996,2006)• FutureDevelopmentPlanasoutlinedbythePropertyDevelopment Committee
Thereare3mainreasonswhythisplanisimportant:
1. ItprovidesavisionfortheSchool.2. ItprovidestheopportunityforeveryoneinvolvedwiththeSchooltoembrace thatvisionandworktogethertoensureitsdelivery.3. Itprovidesastatementofintentforthenext5yearstoassistmanagementand governance.
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Mission statement
VISION
Our mission is to inspire life-long learning within a nurturing, culturally
creative and intellectually dynamic community.
BrentwoodSchoolisaCharity,theObjectivesofwhichare“theadvancementofeducationinorneartheDistrictofBrentwoodbyprovidingdayandboardingschooling”.TheSchoolprovidesafirstclasseducationforpupilsagedbetween3and18thatpreparesthemforlifeinthemodernworld.
Ourprioritiesarethereforeto:
1.Ensurethateachindividualpupilissafe,isvalued,isenabledtofulfilhisorherpotentialandachievesthebestpossibleacademicresults.2.Providearangeofopportunitiesdesignedtoproducewell-educatedbalancedpupilswithgoodleadershipskills,whoworkwellwithandshowaconcernforothers,andwhotakeprincipledactioninboththelocalandinternationalcommunity.3.Enablestudentstoemergeasintellectuallycurious,resilient,enterprisingandindependentyoungpeople,withgoodmoralcharacter.
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1. The quality of pupil achievements and learning
2. The quality of teaching and assessment
3.The quality of pastoral care and arrangements for pupil welfare (including boarding)
4. The quality of the co-curricular activities
5.The quality of the spiritual, moral, social and cultural development of our pupils
6. The quality of leadership and management
7. The quality of governance
8.The quality of communications including marketing and alumni relations
Brentwood’s strategic frameworkEight core strands have been identified as providing the framework to meet
these objectives:
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Core strands
To ensure the quality of pupil achievements and learning we need:
• Abroadandbalancedwhole-schoolcurriculumthatisrelevantand appropriateforthetwenty-firstcentury• Sufficienttimeallocatedforeffectiveteachingwhichprovideschallengeand extensionopportunities• Teacherswhorecogniseanddevelopthepersonalstrengthsandabilitiesofall pupils• HeadsofDepartmentwhoenhanceteachingandlearningbyeffective monitoringandsharinggoodpractice• Constructiveandhelpfulfeedbacktopupilsandparents• Smallclasssizes,first-classfacilitiesandresources• EffectivecommunicationoftheSchool’slearningobjectivestopupilsand parents• Excellentacademicresults
1. The quality of pupil achievements and learning
Development areas 2015/2020
A broad and balanced whole-school curriculum:
• Maintain a clear focus on the benefits of the International Baccalaureate
• Develop Critical Thinking skills within Global Perspectives and subject areas
• Monitor the effectiveness of an enhanced Modern Foreign Languages provision
• Promote academic enrichment within the curriculum and beyond
• Implement the changes to public examinations
Sufficient time allocated for effective teaching which provides challenge and extension opportunities:
• Review contact time for teachers annually
Teachers who recognise and develop the personal strengths and abilities of all pupils:
• Ensure the teaching styles and learning styles meet the needs of individual pupils
• Improve the academic enrichment of candidates for Oxbridge and leading universities
Heads of Department who enhance teaching and learning by effective monitoring and sharing good practice:
• Set and closely monitor rigorous targets for
Heads of Department
Constructive and helpful feedback to pupils and parents:
• Promote accessible learning resources
• Continue to monitor and improve
the effectiveness of parents’ evenings, the
assessment schedule and electronic reporting
• Emphasise the importance of formative
assessment for all teachers
Small class sizes, first-class facilities and resources:
• Improve and develop facilities in the Preparatory School
• Maintain effective class sizes
• Promote accessible learning resources in the Bean Academic Centre
Effective communication of the School’s learning objectives to pupils and parents:
• Increase parents’ awareness of their role in the home school partnership
Excellent academic results:
• Set and monitor aspirational targets for both pupils, teachers, Heads of Department and Heads of
Year
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To ensure high quality teaching and assessment we need:
• Firstclassteacherswithstrongsubjectknowledgewhoknowtheirpupils’capabilitiesandadapttheirteachingtomeettheindividualneedsoftheirpupils
• Resourceswhichsupportexcitingandinnovativeapproachestolearning• Anassessmentschedulewhichmeetstheneedsofpupils,parentsandteachers• Acoherentstrategytoassessaddedvalueinallaspectsofschoollife.
2. The quality of teaching and assessment
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First class teachers with strong subject knowledge who know their pupils’ capabilities and adapt their teaching to meet pupils’ individual needs
• Improve the effectiveness of assessment practices
• Continue to provide attractive and favourable terms and conditions and improve the provision
of residential accommodation for teachers
• Ensure HoDs deliver high quality teaching, learning, assessment, recording and reporting in
their departments
• Deliver an effective programme of training for all teaching and support staff
• Continue to review the delivery of the curriculum
Resources which support exciting and innovative approaches to learning
• Excite and inspire pupils by innovative and creative use of the Bean Academic Centre
• Provide Departments with the technology necessary to deliver first class learning
• Develop the effective use of tablet technology to
enable better teaching and learning and more
effective use of classrooms
• Share good practice and resources in
departments and throughout the School
• Maximise use of ancillary staff (including
Teaching Assistants) and enable them to share
expertise
• Develop the ‘forest school’ learning
initiative for EY and KS1 pupils
• Enhance the provision for able and talented
pupils with greater differentiation in planning
and more themed events from KS1 upwards
• Continue to promote independent
learning
• Improve pupils’ independent skills and increase
their international awareness by incorporating
elements of the IB learner profile.
An assessment schedule which meets the needs of pupils, parents and teachers
• Continue to adapt and use the Management Information System for recording assessments and
tracking academic progress
• Make pupil assessment data more available and understandable to teachers and parents
Development areas 2015/2020
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A coherent strategy to assess added value in all aspects of School life
• Develop an effective system to record the co-curricular activities of pupils
• Develop a system to allow pupils to reflect on the benefits of their co-curricular activities
To ensure high quality pastoral care we need:
• RobustsafeguardingprocedureswhichincludePreventDutystrategies• Teachers,tutors,andotherpastoralstaff,whoknowandcarefortheirpupils
andareadeptathelpingthemtotakeadvantageoftheopportunitiesprovided bytheSchool
• AneffectiveHigherEducationandCareersGuidanceprogramme• Clearlinesofcommunicationwithinthepastoralstructureandanefficient record-keepingsystem• Staffwhoarewell-trainedandmotivatedtohelppupilsovercomeproblems whetherintheirworkorintheirrelationshipswithothers• Averypositiveethosinwhichpupilswithspecialeducationalorother
specificneedsarefullyincludedinthelifeoftheSchoolandreceive appropriatesupport
• Effectiveanti-bullyingandbehaviourmanagementpolicies• Acaringandeffectiveboardingcommunitythatisfullyintegratedintothe life of the School• TobemindfuloftheviewsofpupilsintheSchool• Toimprovesitesecuritytoenhancesafeguardingofpupils
3. The quality of pastoral care
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Robust safeguarding procedures which include Prevent Duty strategies
• Ensure all staff are fully trained in line with child protection and current safeguarding legislation
and are aware of and understand their statutory duties
Teachers, tutors, and other pastoral staff who know and care for their pupils and are adept at helping them to take advantage of the opportunities provided by the School
• Use the Bean Academic Centre to extend
our school day
• Improve the effectiveness of tutor contact time
with pupils and pupil monitoring
• Review the House System
An effective Higher Education and Careers Guidance programme
• Ensure that alternative pathways are
clearly identified as a viable option alongside
preparation for universities
• Make effective use of the alumni careers
support network
Clear lines of communications within the pastoral structure and an efficient record-keeping system.
• Extend the use of both the Pupil Information Management System and digital records as a
means of keeping and monitoring pupil records
Staff who are well-trained and motivated to help pupils overcome problems, whether in their work or in their relationships with others
• Improve the provision of training for staff in the pastoral care of pupils
• Develop the use of pastoral managers and counselling provision at KS3 and KS4
A very positive ethos in which all pupils with special educational or other specific needs are fully included in the life of the School and receive appropriate support
• Ensure the most effective support is provided for every pupil
Effective anti-bullying and behaviour management policies
• Keep policies under constant review and discuss regularly with parents and children to ensure
` that children feel confident to share their concerns with adults
A caring and effective boarding community that is fully integrated into the life of the School
• Ensure the School meets the required standards for boarding
Development areas 2015/2020
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In order to provide first-class co-curricular activities we need:
• Avarietyofexperiencesbothinsideandoutsidetheclassroomwhichdevelopeverypupilandpromotethepursuitofexcellenceandtheparticipationofall
• Anincreasedawarenessbypupilsofthebenefitstheygainfromtheirparticipationinco-curricularactivities
• TosignificantlyimproveEYandKS1pupils’accesstoimaginativeoutdoorexperiencesinlinewiththeexpectationsoftheinspectorateanddemandsoftheEYFSCurriculum
• ToensureoutdoorareasthroughouttheSchoolarewellmanagedandchildcentred
To be mindful of the views of pupils in the School
• Ensure effective pupil voice including School councils and pupil feedback
To improve site security to enhance safeguarding of pupils
• To continue to enhance our site security in response to changes in use of the School site
4. The quality of co-curricular activities
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A variety of experiences both inside and outside the classroom which develop every pupil and promote the pursuit of excellence and the participation of all
• Develop and publish a clear and compelling rationale for the co-curricular provision at
Brentwood School
• Encourage pupils to introduce and lead their own co-curricular activities
• Ensure that staff have the appropriate skills and encouragement to provide high quality
co-curricular activities
• Develop plans for the development and direction of each major co-curricular area at the School
– sport, performing arts and outdoor pursuits
• Publish a co-ordinated tours/visits/trips programme for all co-curricular activities on a
two year rolling programme
• Make full use of all of our facilities
• Evaluate the value of co-curricular activities for individual pupils and year groups
• Review the provision for co-curricular activities to ensure appropriate balance in terms of
quality and quantity
An increased awareness by pupils of the benefits they gain from their participation in co-curricular activities
• Develop and implement a process which allows pupils time to reflect on and discuss their
involvement in co-curricular activities both inside and outside School and reflect on their
participation in and the benefit they obtain from their participation
Development areas 2015/2020
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To ensure high quality spiritual, moral, social and cultural (SMSC) education of pupils we need:
• Pupilswhoaresensitivetonon-materialaspectsoflifeandshowwell-developedaestheticandspiritualawareness,andhaveagoodunderstandingofreligionsandcultures
• PupilswhomakeapositivecontributiontoSchoolandcommunitylife
• Pupilswhounderstandculturaldiversityanddevelopmutualrespectandunderstanding
• AppropriatetrainingforallstafftoensureanunderstandingoftheimportanceofthisaspectofSchoollife
• SchoolPoliciestosupportSMSCgoals
Pupils who are sensitive to non-material aspects of life and show well-developed aesthetic and spiritual awareness.
• Develop and publish a clear and compelling rationale for the charitable fundraising activities
of the School community
• Review the effectiveness of our Life Skills Programme in delivering SMSC
• Maintain and develop links with local churches, cathedrals and local faith communities
• Provide a greater variety of trips and visits to places of worship
Pupils who make a positive contribution to School and community life
• Ensure effective feedback to issues raised by Year Group Councils
• Maintain a consistent approach to ecological matters
• Improve the School’s sustainability by implementing the Eco Awards Scheme
• Provide good role models to assist children to learn high levels of self-control at break time
and allow greater integration across the 3-18 age range
Development areas 2015/2020
5. The quality of the spiritual, moral, social and cultural education of our pupils
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Pupils who understand diversity and develop mutual respect and understanding
• Ensure that the positive benefits of diversity and fundamental British values are reinforced, and
that in all our dealings with pupils we work to ensure an atmosphere of mutual respect and `
understanding
• Ensure that our teachers take every opportunity to reinforce positive messages about
the values of tolerance and mutual understanding, both in lessons and in the co-curricular
programme
• Increase the variety of visiting speakers
• Improve both the co-ordination and the delivery of themes through assemblies and chapel
Appropriate training for all staff to ensure a good understanding of the importance of this aspect of School life
• Ensure that this training happens on a regular basis
School policies to support SMSC goals
• Review policies annually to ensure their goals are consolidated
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To ensure high quality of leadership and management we must have:
• Aclearstrategicdirection• Robustoversightwhichensurestheconsistentandeffectiveimplementationof
policies• Schooldevelopmentprioritieswhichareclearlyunderstoodacrossthewhole
School• EffectiveContinuingProfessionalDevelopment(CPD)ofallstafftodevelop
leadershipandmanagementandsuccessionplanning• Parentconcernseffectivelyandsympatheticallymanaged• Anengagedandmotivatedstaff
Clear strategic direction
• Ensure that the mission statement and strategic plan are widely published and understood
Robust oversight which ensures consistent and effective implementation of policies
• Regular review of policies and dissemination to staff
• Maintain systems to review the implementation of policies with the help of all relevant staff
School development priorities which are clearly understood across the whole School
• Effective communication of policies by Headmaster and Senior Staff
• Development and consolidation of the curriculum management matrix which ensures best
academic practice from all subject co-ordinators throughout the Preparatory School
• Further development of the links between Preparatory and Senior School subject coordinators,
particularly in the core subjects
• Continue to provide opportunities that enable staff, pupils and parents to feed into the self-
evaluation of the School
Effective, Continuing Professional Development (CPD) of all staff to develop leadership and management and succession planning
• Ensure effective delivery of CPD based on appraisal and strategic needs
Development areas 2015/2020
6. The quality of leadership and management
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Concerns raised by parents effectively and sympathetically managed
• Provide training for staff to deal with concerns
• Ensure clear guidelines for the timescale to be followed in dealing with concerns and complaints
An engaged and motivated staff
• Develop and improve residential accommodation for teachers
• Effective communication and consideration of staff welfare matters
• Regular reviews of staff retention and recruitment
To ensure good governance we need:
• Aclearstrategicdirection• GovernorswhohaveaclearinsightintotheSchooland,inparticular,
educationalmatters,andseektoensurethatitsaimsarefulfilledthroughtheSchool’sImprovementandDevelopmentPlans
• SoundfinancialmanagementoftheSchoolandthemaintenanceanddevelopmentofaccommodationtoaidtheretentionandtherecruitmentofhighqualitystaff
• BrentwoodSchoolEnterprisestobeasprofitableaspossible• CarefulmonitoringofSchoolpoliciesandconstructiveoversightofacademic
standardsandpastoralcare,includingchildprotection,welfare,healthandsafety• Appropriatefacilitiesandresourcestodeliverafirst-classeducationfordayand
boardingpupils• Toreviewtheprovisionofscholarshipsandbursariesonanannualbasis• Tofulfilallregulatoryrequirementsandcomplianceincludingsafeguardingand
PreventDuty• Toensuretheeffectiveappraisalofseniormanagers
7. The quality of governance
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Governors who have a clear insight into the School and seek to ensure its aims are fulfilled through the School’s Improvement and Development Plans
• Encourage Governors to visit the School regularly
• Governors to participate in the School development planning process
Sound financial management of the School to provide the best possible human and physical resources
• Maintain effective financial scrutiny when setting budgets
• Continue to develop human resources and facilities
• Improve staff accommodation through acquisition and development
Brentwood School Enterprises to be as profitable as possible
• Maintain effective scrutiny of the operation through the Governors’ Committee
Careful monitoring of School policies and constructive oversight of academic standards, pastoral care, including child protection, welfare, health and safety
• Ensure meticulous and annual scrutiny of all policies
• Maintain existing structures to ensure continuing compliance
Appropriate facilities and resources to deliver a first class education for day and boarding pupils
• Plan future developments in the Preparatory School with meticulous attention to detail
• Review the development of boarding
To review the provision of scholarships and bursaries on an annual basis
• Monitor take-up of places and impact on overall
recruitment carefully
• Review the funding available for scholarships and
bursaries
• Review the outcome of our provision
To fulfil all regulatory requirements and compliance
• To ensure effective structures are in place to
ensure this
To ensure effective appraisal of Senior Managers
• Reflect on advice given by the appraisal team and
ensure that appropriate Professional Development
is undertaken.
Development areas 2015/2020
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To ensure high quality marketing, communications and Old Brentwoods relations we need:
• Strongrelationshipswithallrelevantconstituencies• AnOldBrentwoodsrelationsstrategyimplementedandreviewed• ToestablishanddevelopaBrentwoodSchoolFoundation• AleadingmarketpositionfortheSchool,bothlocallyandnationally,inorderto
filldayandboardingplaceswithhighqualitypupils• Toensureeffectiveoversightofthecommunicationsactivity
Strong relationships with all relevant constituencies
• Continue to improve communications with parents and internal communications
• Develop stronger links with feeder schools and boarding agents
An Old Brentwoods relations strategy implemented and reviewed
• Implement the Old Brentwoods relations strategy
• Develop our Old Brentwoods careers support network
To establish and develop a Brentwood School Foundation
• To establish a Foundation Committee
• To engage with potential donors
A leading market position for the School, both locally and nationally, in order to fill day and boarding places with high quality pupils
• Contribute effectively to the national and local education debate
• Develop the role of the Communications, Admissions and Development Department
• Continually review pupil recruitment strategies
To ensure effective oversight of the communications activity
• Ensure effective oversight of communications activities
• Maintain strategic and tactical clarity of direction and purpose
Development areas 2015/2020
8. The quality of communication including marketing and Old Brentwoods relations
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Full Name of School BrentwoodSchool
DfE Number 881/6035
Registered Charity Number
1153605
Address
BrentwoodSchoolMiddletonHallLaneBrentwoodEssexCM158EE
Telephone Number 01277243243
Fax Number 01277243299
Email [email protected]
Head MrIanDavies
Chair of Governors SirMichaelSnyder
Age Range 3to18
Total Number of Pupils
1542
Number of Pupils 412Preparatory1130Senior
Number of Day Pupils (Total)
1480
Number of Full Boarders (Total)
62
MiddletonHallLaneBrentwoodEssexCM15 8EE
telephone:01277243243email:[email protected]