School self evaluation and improvement

Every year in the Summer Term we evaluate ourselves as a school and look at what we have achieved during the last academic year. With this evaluation and with the data available, we then decide what our whole school priorities are for the next academic year.

We like to include all staff in considering the strengths and areas for development. Information from parents and pupils gathered through the annual questionnaires also feeds into our evaluation.

We then make a plan for improvement based on the key areas of Achievement, Teaching & Learning, Behaviour & Safety and Leadership and Management.

All staff at Holly Park undergo annual appraisal which is linked to the school improvement plan. You can read their targets here

Once we know our key objectives, we then decide what actions are needed, who will do them, when they will be done, how they will be monitored and evaluated and what the costs and resources will be. This information is shared with all staff and with governors.

With the whole school priorities in mind, our key leaders and curriculum teams then make action plans for the year that feed in to this whole school plan and act as an appendices. These action plans focus their work for the next academic year.

Each half term our Senior Management Team and our School Improvement Team look at our whole school self evaluation and update this. They also monitor the School Improvement Plan and give reports about their own action plans. Governors monitor the plan at each termly meeting.

Mid way through the year (February) we monitor the school improvement plan and look at what we have achieved and what still needs to be done.

Towards the end of an academic year we evaluate the plan to see what the impact of the plan has been.

Here is our current Self evaulation for 2019 – 2020

We also like to make sure that our children know what our school priorities are. We have posters about school improvement all around the school.

The chart below is an overview of our current  School Improvement Plan.

Key priorities        

 Our School Improvement Plan priorities 2019-20 are:

The Quality Of Education


  • To ensure that we continue to offer opportunities to develop the all-round child through creative opportunities and extra-curricular experiences – trips, special days and weeks etc
  • To ensure that the whole school curriculum map is well thought out and is developed across year groups. Teachers collaborating with each other to ensure progression but not too much repetition of content or skills ( a spiral curriculum)


  • To ensure that skills progression continues in art, history and Geography
  • To ensure skill progression in DT, PE and Science in 2019-120
  • To continue with vocabulary development across the school and throughout the curriculum
  • To ensure there is effective whole class reading across the school
  • To re-focus on spelling and grammar in each year group
  • To embed a new handwriting scheme across the school
  • To ensure there is opportunity for writing across all subject areas of the curriculum
  • To ensure that there is opportunity to embed grammar within writing
  • To ensure that there are well planned for writing experiences that result in extended pieces fortnightly (this will include looking at good examples, drawing out key features, modelling, planning and editing)


  • To ensure that teachers use assessment in foundation subjects to inform their future teaching
  • To ensure that assessment in foundation subjects is appropriate and effective
  • To aim to increase the number of children attaining GD at all levels in reading, maths and writing
  • Introduce new marking policy to focus on pupils making effective progress
  • Develop the use of floor books in all classrooms to provide evidence of practical work  and also evidence of GD through the use of post it notes in the floor book

Leadership and Management

  • To ensure that middle leaders monitor their subject areas effectively across the academic year and use non-contact time efficiently to make themselves aware of the areas of strength and areas for development within their subject area and that they use this for action planning
  • To ensure that middle leaders are aware of progress and attainment in their subject area and use this information to develop accurate information about their subject and the assessment of it
  • For governors to really develop their new roles within the new governance structure that was developed last year in order to be as effective as possible
  • For senior leaders to keep in regular contact with subject leaders across the year about how the monitoring of their subject is developing
  • For senior leaders to oversee the progression of skills planning in foundation subjects

 Behaviour And Attitudes

  • To continue with the restorative approach
  • To continue the anti-bullying action plan which includes putting the policy into child speak
  • To recruit new permanent MTS who can be trained to deal with behaviour issues at lunchtime
  • To maintain high standards of presentation in exercise books across the school

Personal development

  • To ensure that circle times happen weekly
  • To introduce zones of regulation to support children manage their own feelings and emotions

 Early Years Foundation Stage

  • To ensure that all children are focused on an activity either adult led or independent at all times and engaged in effective learning
  • To make full use of the new outdoor equipment for developing upper body strength
  • To improve the number of pupils attaining the expected standard at end of reception profile in writing