KEY PRIORITY HEADING 1 – Leadership and Management.
To redefine, articulate and share the vision and ethos for Diamond Hall Infant Academy moving into the future.
To provide the structure, organisation, environment, provision, teaching to ensure the high quality vision is achieved.
To maximize the impact of all leaders in the school to ensure that the challenging high /outstanding outcomes for all children are achieved.
Impact on learners
 To ensure the vast majority of children achieve the national expectation for their age /school year in Reading , Writing , Maths and
communication.
 To ensure PP (disadvantaged children) children achieve well consistently with gap between PP and NON PP in school and nationally closing
further.
 To ensure children become resilient, self confident, curious, creative independent learners with a strong foundation of academic knowledge
and social skills needed to succeed in their lives.
Key Actions and associated
sub actions
Who
When
Support/Financial
implication
Monitoring/Evaluation
Success outcomes
1a To revisit the shared vision
for the school leading into the
future.

To prepare a draft vision
discussion statement to
be shared with all
stakeholders.
SMT/
Chair
/Vice CH
Sept 15
Discussion time
Evaluate everyday practice in
light of the revised vision .Feb 16 Invite SMT
partnership schools to
evaluate alongside.
Vision is visible throughout
School /Nursery .

To consider steps and
structure needed to
ensure the achievement
of the agreed vision.
SMT /
MLship
Team
Oct 15
Re- allocation of
current finance to
support revised
structure
Monitor progress of steps
towards achievement of
vision.
All staff , governors
understand the vision and
how it is fulfilled
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Comments

To review the current
structure and clarify
roles and responsibilities
in light of the recent
change within SMT.
HT
Sept 15
Planning time . Reallocation or
consideration of
arising financial
implications –
NASCO training
costs.
Monitor effectiveness of Key
tasks.
Structure enables essential
key tasks to be achieved.
Structure allows for
development, growth of
school and individuals..
1b –Role and effectiveness
of Team Leaders.

To develop further the
monitoring aspect of
Team Leaders role.
Ht /All
Team
Leaders
Oct 15
Non –contact
release time. Cover
by DHT
Team Leaders monitoring
plans used to structure tasks
Each yeargroup achieves
consistently good + teaching
and provision for learning.

To ensure each Team
Leader has identified
priorities for success
within yeargroup and is
monitoring and
supporting in respect of
the priorities.
Team
Leaders –
BM,SC,AP
,LP,FC.
Sept 15
1-1
HT time.
Non contact time
Review of Team Leader
monitoring Plans.
Priorities in terms of
outcomes for children are
achieved.

To continue to work with
external consultants to
support and develop
Middle leader alongside
our partner Middle
HT/DHT
/Middle
Leaders
Dec 15
Supply cover –
Partnered
programme
2 participants
External consultant
costs – Richard
Evaluate effectiveness of
Team Leaders
Yeargroup works well as a
team. Individual skills within
team=m develop alongside
strength of the team.
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Leader programme. (
RH, KR,)

To ensure that key
elements of practice
and expectations of the
children are non
negotiable

To ensure Team leaders
identify non –
negotiables and that
expectations are clear.

To enhance and embed
the cohesiveness of each
year group team ensuring
year group collective
responsibility for
outcomes for all
children in Yeargrp.

To ensure the effective
deployment of all staff
within a yeargroup.
1c Targeting effectively to
achieve.
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Hegarty
SMT/MD
Leadershi
p team
Oct 15
Leadership/
Team leader meeting
Learning walks /children’s
voice /observations
Non Negotiables are visible
in practice . Children achieve
expected outcomes.
Team
Ldrs
Oct 15
Team ldr time
Year group mtgs
Team Leader mtgs
Learning walks /drop ins .
All staff commit to the Non –
Negotiables.
Team
Ldrs
Dec 15
Year group mtgs
/Team talks
SMT monitor team meetings
/ Team LDR evaluation of
this.
Predicted /expected
outcomes are achieved for all
children.
Team
Ldrs
Oct 15
ongoing
Cost reviews
/ongoing analysis
Monitor yeargroup planning
mtgs. Practice walks.
Outcomes achieved for all
children . Time can be seen
to be used effectively

To use an analytical
approach to effective
interventions and
additionality / providing
high quality effective
teaching achieving good
outcomes for children.

To analyse in greater
depth the effect of
interventions /support
to improve outcomes for
disadvantaged children
(PP) .

To further develop the
use of high quality
staff to further target
PP children further
alongside supporting
parents where
appropriate.

To target the work of
teachers supporting PP
children strategically.
HT / RFS
(Interven
tion LD )
Dec 15
March
16
Role of intervention
lead
Evaluation of effectiveness
of interventions.
Children in an intervention
make accelerated progress.
HT / VL
PP GOV –
P..Henry
Sept 15
Include Progress
review with PP
teacher in cycle.
Progress review monitoring
throughout year
Children PP make good
progress . Gap decreases
across each yeargroup .
What works is identified and
built on.
HT
May 16
Allocate finance to
part time high
quality intervention.
Progress review monitoring
PP children achieve well
making good progress.
Improved participation from
identified PP parents .
HT/VL
Sept 15
ongoing
Planning time
Progress review monitoring .
Identified gaps at beginning
of year decrease .
HT/DHT
Oct 15
Staff mtg time
Inset mtg
Performance management
class data
Good quality teaching leads
to all children achieving
required target
1d Leading to achieve the best
performance from all staff.

Ensure firm link
between quality of
teaching and outcomes
achieved for the
children is understood
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by all.

Review the monitoring
data base of
performance to include
the recording of this
link .

DHT
Oct 15
DHT time allocation
Evaluation of teaching makes
this explicit link
All children achieve required
target for learning.
Audit the needs of all
staff individually in
light of outcomes
achieved , progress this
year , requirements of
new curriculum
/assessments .
HT/DHT
Oct 15
Planning time
Staff meeting
Use of audit to plan CPD
provision /peer coaching.
Staff are equipped with
knowledge to achieve
outcomes for children

To formulate an explicit
support programme
alongside monitoring
/peer support for each
stage of Early stage
teachers / trainees. (
Pre NQT , NQT , NQT
+1 )
DHT
Oct 15
Supply cover for
NQT time ,
Experienced teacher
support for trainee,
Additional support
re NQT+1
Evaluation of effectiveness
of programme in terms of
teaching.
Staff observed to have a
good level of developing
understanding re areas
covered.

Implement the
requirement for each
teacher to take
significant level of
personal responsibility
for identifying and
seeking solutions to
their areas for
development. ( personal
professional
development )
SMT, all
Teachers
Nov 15
Planning time –
teaching staff ,
Supply cover ,
access to training as
appropriate
Performance management
review process
All areas of performance
management have been
addressed and skill level
developed
1e
Reporting to and working
with parents to achieve optimum
outcomes for children.
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
Respond effectively and
appropriately to the
views of parents /carers.
Eg Reporting
/information about
curriculum.

Review the current
reporting system in
school. Do parents know
enough, could it be
improved.

To support parents in
parenting/personal
wellbeing to enable
children to be ready for
school and able to learn
through the school day.


DHT
Nov 15
Time allocation –
DHT
DHT monitoring/evaluation
of changes made in light of
parent comments. –
Parents receive information
of actions and are happy with
outcome.
HT
Partner
schools
Dec 15
Time allocation – HT
Working Party
Evaluation of revised
reporting system .
Involvement of parents .
Parents feel happy with
information given which is
helpful to them to support
their child.
HT
DHT
JWaugh
ADoherty
Jan 16
Ongoing
Meeting time with
parents. Planning
time for staff
involved.
Monitoring of effectiveness
of CAF,TAF , school support
Outcomes for children
improve . Children are
productive in school.
Further publicize the
website as a means of
communication.
SMT /
Team
leaders
Admin
Team
Jan 16
Admin team time.
Staff meeting
agenda
Clarify expectations for
teacher communication in
regard to children
joining the school. ( LIS
HT/DHT
/RFS
Sept 15
Parent /teacher Mtg
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Drop in to website to
consider ease of navigation
Team leaders to monitor if
policy followed by all.
Parents know about and use
website regularly
Clear starting point for LIS
children ( transient ) which is
acted upon promptly .
)

Formulate yeargroup
plans to support
parents to help their
childs learning Review
and consider a variety of
approaches.
Team
Ldrs
Nov 15
SMT/Team Ldrs
MTG- Yeargroup
planning time
Evaluate effectiveness of
support plan for parents –
half way through year and
end of year.
Baseline completed within
time scales. Evaluate
consistency of staff
assessment . ( Team Leader )
Parents follow requirements
of school – reading / holiday
project work . Phonic
support.
1f Effective and productive
implementation of new
assessment requirements
/standards.

Train and support staff
to implement the new
baseline system at the
beginning of Reception
and Nursery
A.Parker
B.Mack
Sept 15
CPD allocation of
time.

Ensure effective use of
assessment for
successful learning. Use
to identify child’s
learning needs ,tailor
teaching accordingly.
HT/DHT/
All
teachers
Oct 15
Ongoing
Inset time. PPA
discussion.
Accurate starting point
achieved .

Support all staff in their
understanding of the
revised system for
assessment at the end of
KS1 . Ensure a good level
of the required subject
knowledge . Plan ahead
Lit lead,
Maths
Lead
All staff
Oct 15
Inset Session –all
staff .further
support as required.
Team leader monitoring year
group mtgs /ppa / Progress
reviews.
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Baseline enables accurate
planning and provision for
children.
Baseline enables accurate
planning and provision for
children.
Good understanding of
assessment demonstrated all
staff . Provision to achieve
built into yeargroup
curriculum.
for all implications.
1g Successful Governorship

To build further on the
clear ability of the
Governing body to
challenge develop the
knowledge and and
impact the development
of the school.

Review the strengths
/areas to develop of
Governing body work (
20 questions )

Plan for and implement
Governors role in
scrutinizing the work of
the school. –link govs .
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SC/HT
Challenge
group
Chair
/ Vice Ch
– HT
/business
mang
HT/ DHT
Link Govs
Jan 16
Consultant Cost .
R. Heggarty .
Govs evaluate impact made in
evaluative discussion of key
factors effecting strategic
direction.
Important strategic
direction made in relation to
GOV challenge .
Nov 15
Meeting /review
time
Evaluation of current
position in relation to 20
questions.
Required actions identified
and addressed.
Nov 15
Planning time .
Governors time
allocation
Monitor through scrutiny
plan
Governors understand school
in practice and can further
develop challenge aspect .
Decision making based on
practical knowledge.
1h Partnership working to
achieve success.
To further develop the
partnership work of the
school providing
opportunities for staff
at all levels to learn
,share and network
together.
DHT to
coordinate

To plan Professional
training event together
working collaboratively
to develop staff
knowledge and
understanding .
HT/ DHT
/KR (
consultan
t)

To continue to develop
further work on
Moderation and
teaching practice to
raise standards within
the partnership.

Partnership Mtgs
DHT time to coordinate ,organize
events and
document.
Inset allocation
Evaluation of benefits of
shared working – Staff
feedback .DHT to collate.
Staff feel shared work is
beneficial .Learning helps to
achieve outcomes for
children .
Jan 16
Planning time
Inset allocation
Cost of K.Rooks –
consultant to coordinate.
Observations /drop ins .
Contribution to planning
sessions
All staff developing in skill
set in focus areas and
performing at a good level.
Children progress due to
this.
RMF
/DHT
Feb 16
Ongoing
Inset allocation
Staff feedback and
evaluation
Moderation shows increasing
match of standards
SC/HT
RMF /HT
Nov 15
SMT task. Time
allocation
Gov Challenge evaluation –
outcomes achieved end of
year Monitoring results in all
actions in place .
Monitoring plan in place with
timescales and dates.
Evaluation produces
productive actions .Planning
results in effective teaching.
All actions completed.
Jan 16
1i Monitoring /Evaluation

To plan and implement a
relevant and
appropriate,timed
monitoring /evaluation
programme to include all
key elements of SIP .
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
To ensure regular work
scrutinizes/ learning
walks / learner
discussions across
yeargroups and groups of
children ensuring
feedback is followed up.
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SMT
Middle
Leaders
All staff
Half
termly
Time allocation
Consultant to advise
on effective work
scrutiny. Financial
cost.
Work scrutinises and
feedback.
Work is seen to be of high
quality with productive
feedback seen.