Journey To Excellence
Leading the school community
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'Excellence means the children all know 'I CAN'.' Teacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Leaders apply well-established systems so that they successfully maintain standards of efficiency. They consistently adopt successful management styles, securing the commitment of most staff to the school’s policies and values. | Leaders at all levels within the school use a range of leadership styles to mobilise people. They adjust these styles to context and setting, and are sensitive to relationships. Their styles are consultative and collegiate, securing shared commitment. When required, leaders drive action forward directly. |
| Leaders organise and deploy people and resources effectively, within a consultative management system, and as part of the development of a supportive school climate. | Leaders continuously reinforce an atmosphere of collective responsibility and mutual support between staff and staff, pupils and pupils, and staff and pupils. They create, review and improve structures for formal management, learning and support, in order to secure these relationships. |
| Leaders establish effective working relationships. They support, persuade and praise. They are accessible and visible and lend legitimacy and support to school activities. | Leaders at all levels within the school act as exemplars in sustaining the school climate. They demonstrate empathy with a range of groups and individuals. They are prepared to challenge individual staff and pupils. Through their own behaviour, leaders persuade others that core values are shown in small-scale daily actions, as well as in strategic moral vision. |
| Leaders provide opportunities for young people to identify with the aims of the school, to be proud of their school, to participate in a range of activities, to have a say in the running of their school and to achieve and attain. They set the conditions in which children feel safe, valued and included, and they respond appropriately and effectively to discriminatory behaviour. | Leaders create activities and systems which signal to every child his or her worth as a learner and as a person, enabling all to experience success. They emphasise the capacity of young people to support each other. They set high expectations and lead by example. Leaders give high priority to the pupil voice within a context of rights and responsibilities. They promote equality of opportunity and encourage the celebration of diversity. |
| Leaders create effective referral channels for dealing with misconduct and disruptions to learning. | Leaders retain active personal responsibility for the school’s approaches for promoting positive behaviour, understanding what motivates learners and managing behaviour. They establish coordinated and integrated support for pupils. |
| Leaders show competence in managing and directing staff and young people and are aware of the effect they have on other people. They persuade through demonstrating the appropriate professional knowledge and skills. They deploy resources effectively. | Leaders establish high levels of personal credibility and gain the confidence of the school community. They demonstrate a willingness to learn from others and to acknowledge mistakes. They convince people and cement the trust of others by their actions. Leaders sustain an optimistic outlook about the potential of the school community to achieve success and to make a difference. |