St Julians School

School Improvement

What is self evaluation and improvement planning? 
Self evaluation and improvement planning is an important part of any school’s work. At St Julian’s we invest a vast amount of time engaging in rigorous self evaluation processes to ensure that we know precisely what our strengths and areas for development are in all areas across the school. We set out success criteria for each area for development and address them through improvement plans at a whole school, department and year group level. Senior and middle leaders regularly monitor, review and evaluate plans for effectiveness through a range of activities which ensure that evaluations are accurate and are supported with robust evidence. As part of this ongoing cycle, we update and adapt plans where necessary.

How exactly do we monitor, review and evaluate?

We monitor, review and evaluate (MRE) the quality of teaching, learning, curriculum, student support and leadership across the school through a range of MRE activities. These include:

  • Learner work reviews;
  • Learning observations;
  • Discussions with learners;
  • Discussions with teachers;
  • Data analysis;
  • Seeking views from parents/carers;
  • Document reviews

What are the school’s improvement priorities and how will we improve?
Self evaluation processes have identified the following priorities:

2023/2024 Priority

What exactly do we want to improve?

How will we improve this area?

Reduce the variability in the quality of learning and teaching
  • Maximise student engagement and participation in learning
  • Increase levels of challenge for all
  • Further develop learners’ literacy and numeracy skills
  • Increase learner independence 
  • Further improve the quality of assessment and the impact of feedback on learning
  • INSET 
  • Department professional learning
  • Support for individuals
  • Regularly sharing effective practice
  • Development of resources
  • Intervention programmes
Developing the curriculum in line with the Curriculum for Wales
  • Further develop long-term curriculum plans to progressively develop learners’ knowledge, skills and experiences from 3-16
  • Develop high quality medium-term curriculum plans which effectively support progression in learning
  • Improve provision and maximise opportunities across the curriculum to support learners with their personal development
  • Department meeting time 
  • Support and development for departments
  • Development of schemes of learning and resources
  • Development of PDCS curriculum and wider curriculum
Further improve student support
  • Improve learners' attendance and punctuality
  • Further develop support for learners’ wellbeing
  • Further improve the impact of behaviour systems for a very few learners
  • Utilise support staff to improve provision and communication home
  • Open Cwtch wellbeing support centre
  • Refine processes and systems to further strengthen their impact
Further improve inclusion and equity
  • Improve provision at all levels for all ALN learners
  • Improve the support and provision for EAL learners
  • Decrease the impact of barriers to learning for eFSM learners
  • Support and development for departments/teams/individuals
  • Utilise support staff to improve provision and communication home
  • Refine processes and systems to further strengthen their impact
Developing leadership at all levels
  • Further improve leaders’ ability to monitor, review and evaluate the quality of provision and its impact on learning over time
  • Further develop leaders’ ability to challenge, support and develop their teams 
  • Develop the ability of all teachers to accurately evaluate the quality of learning and teaching and use findings to improve teaching practice
  • Maximise the use of stakeholder voice to support improvement planning
  • Middle leader and senior leader professional development
  • Support, development and challenge for departments/teams/individuals
  • Provide opportunities for teachers to evaluate and develop
  • Utilise Student Council, learner voice and parental surveys/discussions

Who will support the school?
Different stakeholders will be involved in the professional development and support of staff in each priority area. Middle and senior leaders within the school will be responsible for much of the professional development and support in driving the school forward towards meeting our aims. We are held to account by governors on the Academic and Pastoral School Improvement sub-committees: Progress reports are submitted to these committees, who meet periodically to discuss the progress being made in key priorities and the evidence used to support evaluations. In addition, all schools in Wales are allocated a School Improvement Partner, whose role it is to support and evaluate the work of leaders in the school on behalf of the Local Authority and Education Achievement Service for South East Wales (EAS). The school also accesses other support services, offered to all schools by organisations such as the EAS.