Schools across the country have been using the school improvement planning framework in a variety of ways, reflecting their diverse circumstances and priorities.
Vision: school clusters in Birmingham are using the framework to see how extended services can improve pupil well-being and standards.
Consultation: a secondary school in Cumbria has used the framework to engage with pupils, governors, school staff, parents and community groups, then fed the results into its improvement plan.
Decision making: one primary school in Gateshead has used the framework to help it decide whether to refurbish its existing Victorian buildings or plan for a new build.
Partnership working: a secondary school in Kent is using the framework to plan more effectively with its multi-agency partners.
Prioritisation: a secondary school in West Berkshire has used the framework to identify those objectives with the highest impact.
Implementation: a primary school in Oldham has used the framework to establish a practical, realistic timeline for developing its extended service provision. It has used this input as a basis for planning.
Deliver impact: a secondary school in Oxfordshire has put in place a personalised offer and targeted support for a cohort of pupils at risk of under-achieving.
Self-evaluation: many schools say that the quality and quantity of evidence for self evaluation is better and attribute an improved overall Ofsted assessment to using the framework.