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School Improvement
Self Evaluation and School Improvement
Governors and Senior Leaders at Woodlands recognise the link between self-evaluation and school improvement planning and know that accurate judgements about the school’s performance leads to highly effective planning for future improvements. They recognise that self evaluation enables them to justify their judgements, and present focused plans for development and improvement.
Robust school self-evaluation (SSE) underpins the school improvement planning cycle. It gives focus to gathering and analysing a range of evidence and making accurate judgements. The cycle involves on-going review, updated planning, implementation and evaluation throughout the school year.
The school carries out an in-depth evaluation of its performance, identifying strengths and areas for improvement or development. These findings are then written up in a self-evaluation report. Using the report, we then produce Strategic Intents that span 3 years and a School Development Plan (SDP) that covers the following year’s objectives.
The plan is based around the four Ofsted judgement areas, as well as including details about how the school will deliver effective provision for spiritual, moral, social and cultural development (SMSC). It is not a list of everything which the school will do during the year; but it is a list of the key objectives which school leaders need to address if the school is to remain or move towards excellent outcomes for pupils.
The SDP is then implemented, monitored and evaluated on a regular basis to assess the impact the school improvement plan is having on improving outcomes and performance. Findings are shared with governors and staff and the improvement plan is modified to respond to the evaluation findings.
Monitoring
The SDV and Self Evaluation are used on a continual basis to drive improvement. They are frequently updated and regularly monitored. Governors receive regular, termly updates on progress towards targets in the plan.
Appraisals
The staff’s appraisal objectives link to the priorities for the school, and our CPD programme supports the targets and objectives.
School Self Evaluation
School self-evaluation (SSE) is a collaborative, reflective process of internal school review. It provides teachers with a means of systematically looking at how they teach and how pupils learn and helps schools and teachers to improve outcomes for learners.
At Woodlands we have introduced a cycle of School Self Evaluation for continuous reflection and improvement:
- Curriculum Impact Weeks (Teachers)
- Learning Walks (Teachers and TA3s)
- Learning Conversations (Teachers and TAs)
- Peer to peer observations (Teachers, TA3s and TA2s)
- Planning Scrutiny (Teachers and TA3s)
- Pupil Progress meetings (Teachers)
- Weekly moderation / Feeding Forward / Reflection (Teachers and TA3)
- Half termly moderation (Teachers, TA3s and TA2s)
- Half termly quality assurance (SLT / MLT)
- Staff Appraisals (Teachers, TA3s and TA2s on request)
Strategic Intentions
Vision
At Woodlands School, every pupil will be safe, valued, challenged and empowered to achieve their fullest potential through an ambitious curriculum, exceptional teaching and a culture of inclusion. We prepare young people for successful futures by developing independence, communication, confidence and lifelong learning.
|
Strategic Intent |
Primary Focus |
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Deliver Exceptional Teaching, Learning and Achievement |
Curriculum, teaching, assessment and pupil progress. |
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Create an Inclusive Community Where Every Learner Thrives |
Personal development, inclusion, enrichment, careers and Preparation for Adulthood. |
|
Build a Positive Culture Where Everyone Belongs |
Attendance, behaviour, wellbeing, safeguarding and family partnerships. |
|
Develop Excellent Leadership That Sustains Continuous Improvement |
Leadership, governance, quality assurance, professional development, staff wellbeing and partnerships. |
Strategic Intents:
Deliver Exceptional Teaching, Learning and Achievement
Curriculum and Teaching, Achievement – Ofsted framework:
2026-2027
- Continue to embed consistently high-quality teaching and curriculum implementation, using assessment to analyse individual pupil progress, evaluate curriculum impact and inform responsive teaching for every learner.
- Embed the Woodlands assessment framework and use it consistently to inform teaching and monitor individual progress.
- Refine and strengthen high-quality teaching through the consistent use of assessment information to identify learning trends, personalise curriculum pathways, and further improve pupil outcomes, independence and preparation for adulthood.
- Refine - Use assessment data confidently to personalise learning, evaluate curriculum impact and improve outcomes across pathways.
- Sustain excellence in teaching and learning by using robust assessment evidence to drive continuous curriculum improvement, demonstrate long-term pupil progress and share highly effective practice across the school and wider SEND community.
- Sustain and Innovate - Use assessment evidence strategically to drive curriculum innovation, demonstrate sustained impact and share best practice beyond the school.
Create an Inclusive Community Where Every Learner Thrives
Inclusion, Personal Development and Wellbeing, Safeguarding (embedded) Ofsted framework:
2026 - 2027- Review and further develop Woodlands' inclusive provision by embedding a Personal Development opportunities, enhancing the enrichment and careers offer, and strengthening Preparation for Adulthood pathways to ensure every pupil develops the knowledge, skills, confidence and independence needed to thrive within school and beyond.
- Embed – Establish consistent, high-quality Personal Development with a clear focus on inclusion, enrichment, careers and Preparation for Adulthood.
- Refine and strengthen the Personal Development curriculum through high-quality enrichment, meaningful community engagement and personalised careers education, using pupil voice, assessment and stakeholder feedback to maximise engagement, independence, wellbeing and successful Preparation for Adulthood outcomes for every learner.
- Refine - Use evidence, pupil voice and evaluation to strengthen provision and maximise pupils' independence, aspirations and engagement.
- Sustain an outstanding inclusive culture by embedding a highly ambitious Personal Development, enrichment and careers programme that is responsive to pupils' needs, demonstrates measurable impact on independence and aspirations, and prepares every learner for successful adult life, employment and participation within their community.
- Sustain and Innovate - Demonstrate sustained impact through an ambitious and responsive programme that equips every learner with the skills, confidence and experiences needed to thrive beyond Woodlands.
Build a Positive Culture Where Everyone Belongs
Behaviour, Attendance, Personal Development – Ofsted framework:
2026 - 2027- Embed a whole-school culture that promotes positive relationships, wellbeing and excellent attendance by strengthening attendance monitoring, ensuring attendance is a key focus within Annual Reviews, and working proactively with families and external agencies to identify and remove barriers to regular school attendance.
- Embed attendance, wellbeing and belonging within whole-school practice by making attendance a consistent focus in Annual Reviews, strengthening early identification of barriers and working proactively with families to secure the right support.
- Refine attendance and wellbeing systems through earlier identification of emerging attendance concerns, increased partnership working with families, Early Help and the Local Authority, and the use of attendance information to deliver timely interventions that promote sustained engagement, inclusion and readiness to learn.
- Refine attendance systems through the effective use of data, multi-agency collaboration and personalised interventions, ensuring families receive timely support through Early Help and Local Authority services where appropriate.
- Sustain an inclusive culture where excellent attendance, positive relationships and emotional wellbeing are embedded through collaborative working with families and professionals, ensuring every pupil receives the right support at the right time to maximise engagement, achievement and Preparation for Adulthood outcomes.
- Sustain a culture of belonging by embedding collaborative attendance practices, maintaining excellent attendance outcomes and ensuring every pupil benefits from coordinated support that promotes engagement, wellbeing and successful Preparation for Adulthood.
Develop Excellent Leadership That Sustains Continuous Improvement
Leadership and Governance – Ofsted framework:
2026-2027- Embed - Continue to strengthen leadership at all levels by embedding robust self-evaluation, quality assurance and professional development systems, ensuring leaders use evidence to drive school improvement and deliver consistently high-quality provision for every pupil.
- Embed robust leadership, quality assurance and professional development systems that enable leaders to use evidence, self-evaluation and collaboration to drive school improvement.
- Refine - Refine leadership systems through the effective use of performance information, distributed leadership and collaborative professional development, ensuring leaders confidently evaluate impact, develop staff expertise and improve outcomes for pupils across all areas of school life.
- Refine leadership practice through distributed leadership, effective use of performance information and high-quality professional learning, ensuring leaders confidently evaluate impact and improve provision.
- Sustain a culture of continuous improvement through highly effective leadership, governance and professional learning, ensuring Woodlands remains an innovative, outward-facing specialist setting that shares best practice and continually improves outcomes for pupils, staff and the wider school community.
- Sustain a culture of continuous improvement by embedding highly effective leadership, governance and professional learning, while strengthening partnerships and sharing innovative SEND practice beyond Woodlands.
Golden Threads throughout School:
- Preparation for Adulthood
- Communication and Language
- Safeguarding
- Equality, Diversity and Inclusion
- Family Partnership
- Careers Education
- Personal Development
- British Values