1. EFFECTIVE SCHOOL IMPROVEMENT PLANNING Successfully combining the strategic and the responsive Raising achievement through effective planning

2. Development Planning – An Ofsted Viewpoint Governors need to be sure that the financial decisions have been effective in bringing about the desired improvements in standards, pupils’ learning and the quality of education provided. They do this by: Monitoring the implementation of the school’s development/improvement plan Evaluating how effective the school has been in achieving the targets set in its development plan Evaluating the cost-effectiveness of decisions by weighing the resource inputs against the outcomes and benefits

3. Development Planning – Ofsted Viewpoint (Old Framework) An effective process of development planning will focus on improving educational outcomes and relate expenditure to this. Even where the room for manoeuvre on the use of funding is marginal, the school should be able to demonstrate that it budgets systematically for new and well-focused expenditure, for example on learning resources, rather than relying on previous patterns – but minute detail should not be expected. Inspectors should look for evidence that the school plans ahead. It would be reasonable to expect detailed planning to be under way for the forthcoming year, with outline planning for at least one or two years beyond.

4. Development Planning – New Ofsted Framework Self-evaluation and audit – compare with Specialist Schools applications Setting priorities that match Self-Evaluation Capacity to improve Resources targeted to areas for improvement

5. Some Common Methods of Development Planning The Headteacher does it A Deputy Head does it The ‘wish list’ method The ‘include absolutely everything’ method The ‘do it and forget it’ method The reactive method

6. The Starting Point – Some Basic Priorities for Planning A shared vision A shared understanding of the issues Strategic versus operational Clear understanding of the various roles A shared belief in the value of development/improvement planning

7. Development Planning Cycles Where are we now? Where do we want to be? How will we get there? How will we know when we have got there? What will we do if we haven’t? What are the training needs? What are the costs?

8. Task 1 How is the Development/Improvement Plan constructed in your school? What are the links with self-evaluation? How is it costed? How are costs apportioned? Is funding targeted at priority areas? How are links with budget headings identified

9. The cost/value matrix Moving from low to high value Achieving value for money

10. A Possible Annual Cycle October/November Budget setting commences for following financial year – training budgets initially allocated. Review of PM objectives completed. Role of School Improvement Partner January/February Leadership Group and Governors review strategic objectives and previous SDP.

11. A Possible Annual Cycle (2) May/June Strategic School Improvement and Area Improvement Plans. Area training plans developed, drawing on PM and needs arising from Development Plans.

12. A Possible Annual Cycle (3) September School and Area Improvement Plans updated and extended, drawing on the full effects of self- evaluation post-exams. Role of School Improvement Partner. Whole School Training Plan incorporates Area Training Plans as appropriate, alongside national priorities, SDP priorities and individual priorities.

13. Costings – What Should be Included? Resources from the school’s budget, identified as appropriate Time, including cover Reprographics Opportunity costs? Management costs Other expenses The issue of training – separate items or costs against all items

14. Best Value Principles Compare Challenge Consult Compete

15. Prioritising CPD in the Development Planning Process Leadership Group focus Governor attachment Budget percentages Monitoring and evaluation Everything has a potential training cost Where does the training plan lie – an integral part of the SDP or a ‘file annex’?

16. Identifying Training and Development Needs National priorities and examination courses Performance management Area development plans Professional development portfolios Professional development interviews Individual requests Lesson observations School development plan

17. How is the Development Plan Monitored? The role of the Governing Body The role of the Leadership Group The role of other staff Be specific about the people responsible and their accountability

18. Successful Improvement Planning – In Summary Successful schools are invariably led by men and women who are aware of the gap between what should be, and what is, happening, who have the determination to tackle problems, and more generally, the determination to develop a culture which takes nothing for granted. They recognise that only so much can be done at once and they have the courage, whatever the pressures, external and internal, to prioritise. They deal with decisions with down-to- earth management efficiency, and, most important of all, they themselves know what constitutes high-quality teaching and educational excellence. Chief Inspector’s Annual Report 1997/98