Our School Development

Each year, the entire Cranfield Academy staff work together to set key priority areas which will drive our school's improvement even further forwards. These 'whole school objectives' are created and contributed to by our Governors and Staff and it is our pleasure to share our objectives for the 2019 to 2020 Academic year below. Beneath each objective, its context within the Academy's improvement is detailed, alongside the objective areas for development.

Whole School Objective 1:

How can Cranfield Church of England Academy's Christian Vision be further established and promoted to enable pupils and adults to flourish?

Context:

• In 2018 – 2019, the Academy introduced a new Christian Vision, rooted in the Church of England’s vision for education. All stakeholders understanding, confidence and investment in this vision is strong.

• In November 2015, the Academy received a SIAMS inspection in which it was rated as ‘outstanding’ and in January 2018, the Academy participated in a pilot for the new SIAMS inspection framework. Were this to have been ‘real’, the Academy would have been graded as good.

• Our Academy is currently participating in Central Bedfordshire’s ‘Landscapes for the Future’ consultation – in which consultation on Cranfield Church of England Academy converting into a Primary School is taking place. It will be important to the Academy that any such growth is done so, rooted in a Christian vision.

Objective Areas for Development:

• Evaluate and develop practice in consideration of the new SIAMS Framework.

• Enhancement of Governor monitoring and knowledge of our Church School Status.

• Embed and define prayer space and time across the life of the school.

• Embed child-led worship.

Whole School Objective 2:

How can Cranfield Church of England Academy's curriculum intent and implementation be improved to further enhance outcomes for pupils?

Context:

• In 2014 the Academy introduced and delivered its new Cranfield Curriculum, reflecting the changes to the National Curriculum at the time.

• In the following year, Stepping Stones system of assessment was introduced to ensure effective assessment and delivery of the Curriculum. This programme has been a pillar of the school’s successes and continues to ensure high standards, above local and national averages, are delivered and the curriculum’s coverage monitored closely.

• Subject leadership is a noted strength in the Academy, with experienced and passionate teachers championing their subjects.

• In December 2018, the Academy’s Ofsted Inspection identified many strengths in our curriculum, in addition to next steps focused on reviewing our curriculum, ensuring SEMH pupils make rapid progress and extending skills, knowledge and understanding in Science more rapidly by using assessment information about pupils’ knowledge. In July 2019, the Academy was awarded the Inclusion Quality Mark – as we seek to further review and improve our curriculum, we are committed to ensuring it is a fully inclusive one in which all children are enabled to flourish.

• In September 2019, the new Ofsted Inspection Framework is placing an increased emphasis on curriculum intent, implementation and impact. Whilst the Academy is confident in its broad and balanced curriculum (reflected in the achievement of many quality marks), we are keen to take opportunity to reflect on our Curriculum, seek further innovation and ensure our intent is driven from and embedded in our Christian Vision.  

Objective Areas for Development:

• Introduce and develop a zoned approach to Curriculum leadership, focused on curriculum zones’ intent, implementation and enrichment.

• Ensure a confidence in the new Ofsted Inspection framework and its focus on curriculum.

• Embed the Academy’s Christian Vision at the centre of all curriculum development, monitoring, evaluation and developments.

• Review the Stepping Stones system of Assessment and Foundation Assessment to ensure our curriculum intent and implementation is impacting in the best way.

Whole School Objective 3:

How can our knowledge and understanding of social, emotional and mental health needs enhance our provision and enable pupils to make rapid progress?

Context:

• • The Department for Education and the Department for Health are committed to improving the mental health and wellbeing of children and young people. One in ten children aged 5-16 has a clinically diagnosed mental health disorder. One in seven has a less severe problem. In recent years, we have noticed the increasing impact of SEMH challenges on our children and families, and have ensured we are pro-active in responding to these needs – this progress and strength of provision has been consistently identified in external assessments including our December 2018 Ofsted Inspection, March 2019 School Improvement report and July 2019 Inclusion Quality Mark Report.

  • This whole school objective will enable further development of our provision, to ensure SEMH pupils are enabled to make the very best progress for themselves as individuals.

 Objective Areas for Development:

• Deliver, promote and embed the Mind Map Programme to equip staff, children and parents with tools to promote emotional literacy and wellness.

• Deliver a rigorous programme of CPD for Support Staff and Teachers focused on SEMH in children.

• Review and embed the Academy Learning Powers & EYFS’s Characteristics of Effective Learning.

• Continue to enhance the Academy’s outdoor learning and playtime environments.

If you have any questions about any of our Whole School Objectives, please do not hesitate to speak to a member of the Senior Leadership Team.

Click here to see how school development at Cranfield Academy has evolved over the past five years.