Strategic Objectives and Priorities
Pupil progress and attainment results (aggregated) show a year on year upward trajectory
To ensure education settings are integrated well within the diocesan mission
Effective leadership and management of the EDBE is ensuring the teams’ work has a positive impact on pupil outcomes
|PRIORITIES||Ensure rapid and sustainable school and trust improvement, with a focus on those most in need.
Challenge and support schools, trusts and sponsors to improve the attainment and well being of their most disadvantaged pupils.
|Improve the links between churches, schools and families. Influence diocesan policy and practices to increase engagement.
Support disadvantaged pupils within their communities to facilitate social mobility.
|Promote strong system leadership, including in governance, across our schools and trusts.
Nurture the growth in capacity of schools, federations and trusts, to support schools especially in the most challenging areas.
|STRANDS||Strong system leadership (including governance) and partnership working; supporting new communities; open and honest communication; increased intelligence; focussed advisory and improvement work; robust monitoring; building of capacity and sustainability; supporting school collaborations; managing risks and resources.|
Direction, Key Performance Indicators & Performance Management
Pupil progress and attainment results show a year on year upward trajectory.
-School Leadership, including governance, is good or better, where it is not action is taken:
-Data is used strategically to identify schools needing support
-Education team and Associates are effective in work with schools to improve outcomes
-Schools see SIAMS framework as integral to school improvement
To ensure education settings are integrated well within the diocesan mission:
-The EDBE influence the wider mission and policy in the diocese
-There is effective partnership working between church schools, other schools and mission communities
-A focus on disadvantaged communities and partnership working supports families
-Church schools have a clear Christian vision, values and ethos
-High quality RE and collective worship is evident in schools
Effective leadership of the EDBE is ensuring the board / teams’ work has a positive impact:
-The EDBE’s vision is clear and is underpinned by policy / practice and rigorous self evaluation
-Provide and participate in system leadership, including admissions and place planning to ensure growth capacity and financial sustainability
-Strategic links across departments support improving outcomes
-There is effective engagement with schools/MATs and federations that enables best practice to be shared
|KPIs||-Good or better inspections – Ofsted 90% and SIAMS 90%
-Schools meeting support/challenge are identified, with decisive and effective actions take in partnership
-School visits are focussed and contact notes reflect purpose, key points discussed / seen and highlight action to be taken
-Achievement outcomes for all pupils are improving from baseline (Summer 2018 KS2 and KS4 results)
– The gap between disadvantaged and all pupils is closing
|-Parish profile and mission action plans reference engagement with schools as intergenerational communities
-Schools feature in Ministerial Development Reviews and clergy CPD
-School and Mission Community links are strong and are a natural part of ministry
-Schools with a Christian Foundation understand how ethos enhances outcomes
-RE and collective worship is of good quality and builds bridges with local faith communities and belief systems
|-A compelling vision underpins the work of the EDBE/education team
-Monitoring of objectives is regular and robust and focused on-going work
-Quality Assurance of the team’s work ensures it is effective in enabling schools to improve outcomes for children
-There is effective communication and engagement with the vast majority of schools and Trusts
-Partnership working is strong
Read the Diocesan Board of Education (DBE) Annual Report to the Diocesan Synod 2020-21