The Diocesan School Improvement Partner Programme (DSIP)

Each school within the MAT has an experienced School Improvement Partner linked to their school. The DSIP Programme has been developed to offer each school seven core monitoring days each year.  In addition, there are a minimum of seven days which are used to support in areas identified during the monitoring visits.  The DSIP Programme is designed to support schools to develop their practice as well as quality assure the information being provided to the MAT. Monitoring visits are spread across the academic year at key points to measure progress towards school improvement priorities.

The focus of these monitoring visits are defined below:

Focus Area 1: Leadership and Management;
To test evidence for SEF judgement and review headlines from School Improvement Priorities/School Development Plan.

Key Activities on the Agenda:

  • Review documentation and priorities
  • conduct a teaching and learning walk 
  • Complete a safeguarding check, including the safeguarding training register.

 

Focus Area 2: Teaching, learning and assessment via series of teaching/learning observations; book scrutiny, pupil voice, school’s own evidence base, triangulation involving Senior Leadership Team and middle leaders.

Key activities on the agenda:

  • Conduct a joint Learning.
  • Track key pupil groups - disadvantaged groups (including pupil premium groups), gender, underperforming, most able, groups/cohorts/key phase/subject focus in response to school’s monitoring during first half of the Autumn term.
  • Review the Performance Management processes.  Check that timelines have been adhered to and if any staff are at risk of under-performing, confirm that clear next steps have been identified.
  • Secondary schools – response to End of Key Stage results.

 

Focus Area 3: Headteacher performance management as per SDBE MAT agreed Performance Management process.

Key Activities on the Agenda

  • Review headteacher targets for previous year and set targets for the current year.
  • Triangulate performance management process.

 

Focus Area 4: Personal Development, Behaviour, and Wellbeing. 
Additional theme focus EYFS/ 6th Form or detailed review of provision in KS1, KS2, KS3 or KS4.


Key Activities on the Agenda:

  • Review key documents and policies for personal development, behaviour and wellbeing at the school.
  • Support and challenge the Senior Leadership Team review of provision in EYFS/6th Form (or other key phase)
  • Meet with middle leaders to discuss their impact on self-evaluation and school improvement; in particular the impact of the phase/department/subject ‘pupil voice’ strategy
  • Annual Website check for statutory information
  • Review annual parent/pupil surveys

Focus Area 5: Leadership and management and mid-year review;
SEF accuracy and monitoring on track.


Key Activities on the Agenda:

  • Complete the mid-year review of Headteacher performance management.
  • Cross-check progress towards whole school priorities identified in the SEF and SDP, including tracking any significant changes to the original plans.
  • Finance check – budget allocations to match SDP priorities; dentify deficit alert/carry forward plans.

 

Focus Area 6: Teaching, learning and assessment via series of teaching/learning observations; book scrutiny, pupil voice, school’s own evidence base, triangulation involving Senior Leadership Team and middle leaders.

Key Activities on the Agenda:

  • Conduct a Learning walk.
  • Book scrutiny.
  • develop a Pupil Voice strategy.
  • Responses to Parent surveys.
  • Review and discuss staffing plans for the following September.

 

Focus Area 7: Leadership and Management

Key Activities on the Agenda:

  • Discuss draft SEF/SDP for Autumn Term.
  • Confirm progress towards completion of performance management of staff.
  • Review Targets and outcomes (primary)in response to end of Key Stage results.
  • To validate Leadership and Management judgements through evidence review and discussion with Chair of Governors/Vice-Chair.
  • Complete Governor skills audit.
  • Evaluate the effectiveness of the team including meeting with representative from NQTs, middle leaders, support team.
  • Identify and highlight the successes of the year/share good news.
  • Clarify that processes are in place for those new to the school in September. This includes induction and handbook processes.
  • Set dates for following academic year.