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Ifield School Key Priorities 2018-19

Ifield School seeks to improve its provision for pupils year on year.  The School Plan sets out the direction and focus for the Ifield community.  Every year the plan is updated and new priorities are set to ensure that pupils have outstanding learning opportunities and achieve the best possible outcomes.  Below are the priorities for 2018-19.

To improve the Effectiveness of Leadership and Management so that standards continue to rise

  • To ensure middle leadership is further developed to aid succession planning and distributed leadership at all levels so that all leaders contribute highly effectively to raising standards at the school.
  • To ensure that the leadership structure, including the appointment of TALLS, and other support staff leadership roles, enable high quality delivery and promote better standards.
  • To embed an integrated curriculum approach from EYFS to Key Stage Three to ensure a broad and balance curriculum through which pupils make strong progress in subject areas, including PSHE, SMSC, Arts and Cultural experiences.
  • To promote the TTA so that it is viable for the future both through reputation and finance.
  • To continue to seek ways to strengthen communication of operational and strategic decisions that impact on staff and pupils.
  • To prioritise staff wellbeing and ensure that staff feel encouraged to bring forward ideas.
  • To improve the facilities and physical environment to better cater for the needs of pupils.
  • To better prepare young people for the transition to adulthood throughout post-16 and Post 19 provision.
  • To ensure that safeguarding practice continues to be exemplary.
  • To further strengthen the Governing Body to enable all members to have the high degree of knowledge, skills and understanding necessary to systematically challenge leaders in relation to raising school standards.

To improve the Quality of Teaching, Learning and Assessment throughout the school so that pupils achieve better outcomes.

  • To implement an assessment system that provides a holistic representation of a pupil’s provision and demonstrates the progress that they make.
  • To ensure that staff are highly skilled and confident in teaching progressive mathematical skills.
  • To ensure that staff are highly skilled in teaching phonics, guided reading, Arts and Cultural experiences so that pupils’ progress and achievement improves further.
  • To raise QTLA further through improved consistency in approach within year groups and across phases.
  • To ensure plans for lessons are communicated effectively with support staff so that the needs of pupils are met and consequently pupils’ progress.
  • To provide high quality professional development that enables staffs’ professional career development at all levels.
  • To ensure that performance review contributes highly effectively to raising standards of teaching and learning.
  • Ensure new staff receive purposeful and timely induction and subsequent support from an identified mentor so that they are fully equipped to undertake their role.

To prioritise the Personal Development, Behaviour and Welfare of pupils to better prepare them for life

  • To ensure that the delivery of the life skills curriculum enhances pupils’ personal development, contributing highly effectively to pupils’ EHCP outcomes.
  • To provide positive mental health support to pupils, thereby raising wellbeing.
  • To provide pupils with opportunities to express views and take additional responsibility so that they are empowered to affect their learning.
  • To ensure analysis of pupil behaviours are analysed throughout the year to inform improvement.
  • 3.5   To continue to explore strategies to raise pupil attendance.

To continue to improve the personal and academic Outcomes for Pupils

  • To ensure that assessment is used highly accurately to plan the next steps in pupils’ learning, both academically and emotionally.
  • To embed intensive interaction throughout the school to improve communication and interaction outcomes.
  • To evaluate the impact of the Key Stage 3 curriculum pilot and ‘sense’ programme throughout the school.
  • Increase pupils’ progress from their starting points in English and mathematics.
  • To ensure a measurable impact on improvement of pupils’ life skills.
  • To embed clear achievement and accreditation pathways across KS4 and post-16.
  • To ensure that speech and language needs continue to be met effectively so that pupils’ communication and interaction improve further.
  • To ensure that participation in The Paul Hamlyn Project with KSENT schools, raises standards in Arts and Cultural experiences.

To improve the Effectiveness of the Early Years Provision so that pupils have the best start to their education

  • To embed the Early Years principles and approaches into Key Stage 1.
  • To ensure that the new curriculum supports children’s learning and contributes to the progress they make.
  • Develop staff knowledge and skills in Early Years Practice through effective professional training, for instance, by developing staff understanding of using the natural environment as a learning resource.
  • Involve parents in learning programmes throughout nursery and reception class.
  • To ensure a measurable Impact of collegiate working on children’s progress and achievement.
  • To support the new SLA within the nursery provision so that placements positively impact on children of preschool age.

To improve the Effectiveness of the 16-19 Study Programmes in order that students are prepared well for life in the wider community

  • To develop a clear vision and improvement plan unique to post-19 priorities.
  • To ensure that staff receive CPD that enables them to be skilled in post 16 and post 19 education.
  • All teachers have high expectations of students and plan and deliver lessons that enable exceptional learning.
  • To work in partnership with post-16 providers to externally validate the strengths and areas for improvement of the provision.
  • To improve student progress by effective tracking and target setting within post 16 and post 19 provision.
  • To ensure that students receive personalised careers and work experience opportunities that are closely linked to their interests and accreditation throughout LINK College.
  • To make certain that all groups of students feel safe at college; they understand clearly what constitutes unsafe situations and are aware of how to keep themselves and others safe, including in relation to safety.
  • To develop promotional materials and a website that raise the profile of provision at LINK College.
  • Ofsted Outstanding
  • Ofsted Outstanding 2012/2013
  • Ofsted Outstanding 2010/2011
  • The Cedar Federation
  • SEN Specialist Schools
  • Sport England
  • Healthy Schools
  • International School Award
  • Thames Teaching Alliance
  • Kent County Council
  • Ifield Smile
  • iNet
  • Financial Management Standard in Schools
  • Olympic & Paralympic Values
  • RFS