Strategic Development Plan(SDP) 2015-2020

Updated for September 2017

ForewordThis five-year plan (SDP) provides a clear sense of direction and purpose from

2015 to 2020 by outlining the eight core strands that we use to help benchmark

the quality of the education we provide. These strands also provide the

framework for the School’s annual improvement plan (SIP) which provides the

yearly direction for the School.

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This Strategic Plan takes the following into account:

• TherecentISIInspections(March2002,February2008,January2013)• Annualconsultationwithallstaff• QuestionnairestoParents(mostrecently2017)andStudents(2017)• OFSTEDinspectionsofBoarding(2010)• BriefingsbyGenesisDesignStudio(Architects)(1996,2006)• FutureDevelopmentPlanasoutlinedbythePropertyDevelopment Committee

Thereare3mainreasonswhythisplanisimportant:

1. ItprovidesavisionfortheSchool.2. ItprovidestheopportunityforeveryoneinvolvedwiththeSchooltoembrace thatvisionandworktogethertoensureitsdelivery.3. Itprovidesastatementofintentforthenext5yearstoassistmanagementand governance.

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Mission statement

AIM

Our mission is to inspire life-long learning within a nurturing, culturally

creative and intellectually dynamic community.

BrentwoodSchoolisaCharity,theobjectsofwhichare“theadvancementofeducationinorneartheDistrictofBrentwoodbyprovidingday,ordayandboardingeducation”.

Withintheseobjects,theSchool’saimistoprovideafirst-classeducationforallofourpupilswhoareagedbetween3and18.

Ourobjectivesarethereforeto:

1. Ensureallpupilsachievethebestpossibleacademicresults.2. Providearangeofopportunitiesdesignedtoproducewell-educatedpupils withgoodleadershipskillswhoareabletoworkwithavarietyofdifferent peopleandhaveasenseofservicetoothers.3. Ensurethatstudentsemergeasintellectuallycurious,resilientand enterprisingandindependentlifelonglearners.

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1. The quality of pupil achievements and learning

2. The quality of teaching and assessment

3.The quality of pastoral care and arrangements for pupil welfare (including boarding)

4. The quality of the co-curricular activities

5.The quality of the spiritual, moral, social and cultural development of our pupils

6. The quality of leadership and management

7. The quality of governance

8.The quality of communications including marketing and alumni relations

Brentwood’s strategic frameworkEight core strands have been identified as providing the framework to meet

these objectives:

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Core strands

To ensure the quality of pupil achievements and learning we need:

• Abroadandbalancedwhole-schoolcurriculumthatisrelevantand appropriateforthetwenty-firstcentury• Sufficienttimeallocatedforeffectiveteachingwhichprovideschallengeand extensionopportunities• Teacherswhorecogniseanddevelopthepersonalstrengthsandabilitiesofall pupils• HeadsofDepartmentwhoenhanceteachingandlearningbyeffective monitoringandsharinggoodpractice• Constructiveandhelpfulfeedbacktopupilsandparents• Smallclasssizes,first-classfacilitiesandresources• EffectivecommunicationoftheSchool’slearningobjectivestopupilsand parents• Excellentacademicresults

1. The quality of pupil achievements and learning

Development areas 2015/2020

A broad and balanced whole-school curriculum:

• Maintain a clear focus on the benefits of the International Baccalaureate

• Develop Critical Thinking skills within Global Perspectives and subject areas

• Monitor the effectiveness of an enhanced Modern Foreign Languages provision

• Promote academic enrichment within the curriculum and beyond

• Implement the changes to public examinations

Sufficient time allocated for effective teaching which provides challenge and extension opportunities:

• Review contact time for teachers annually

Teachers who recognise and develop the personal strengths and abilities of all pupils:

• Ensure the teaching styles and learning styles meet the needs of individual pupils

• Improve the academic enrichment of candidates for Oxbridge and leading universities

Heads of Department who enhance teaching and learning by effective monitoring and sharing good practice:

• Set and closely monitor rigorous targets for

Heads of Department

Constructive and helpful feedback to pupils and parents:

• Promote accessible learning resources

• Continue to monitor and improve

the effectiveness of parents’ evenings, the

assessment schedule and electronic reporting

• Emphasise the importance of formative

assessment for all teachers

Small class sizes, first-class facilities and resources:

• Improve and develop facilities in the Preparatory School

• Maintain effective class sizes

• Promote accessible learning resources in the Bean Academic Centre

Effective communication of the School’s learning objectives to pupils and parents:

• Increase parents’ awareness of their role in the home school partnership

Excellent academic results:

• Set and monitor aspirational targets for both pupils, teachers, Heads of Department and Heads of

Year

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To ensure high quality teaching and assessment we need:

• Firstclassteacherswithstrongsubjectknowledgewhoknowtheirpupils’capabilitiesandadapttheirteachingtomeettheindividualneedsoftheirpupils

• Resourceswhichsupportexcitingandinnovativeapproachestolearning• Anassessmentschedulewhichmeetstheneedsofpupils,parentsandteachers• Acoherentstrategytoassessaddedvalueinallaspectsofschoollife.

2. The quality of teaching and assessment

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First class teachers with strong subject knowledge who know their pupils’ capabilities and adapt their teaching to meet pupils’ individual needs

• Improve the effectiveness of assessment practices

• Continue to provide attractive and favourable terms and conditions and improve the provision

of residential accommodation for teachers

• Ensure HoDs deliver high quality teaching, learning, assessment, recording and reporting in

their departments

• Deliver an effective programme of training for all teaching and support staff

• Continue to review the delivery of the curriculum

Resources which support exciting and innovative approaches to learning

• Excite and inspire pupils by innovative and creative use of the Bean Academic Centre

• Provide Departments with the technology necessary to deliver first class learning

• Develop the effective use of tablet technology to

enable better teaching and learning and more

effective use of classrooms

• Share good practice and resources in

departments and throughout the School

• Maximise use of ancillary staff (including

Teaching Assistants) and enable them to share

expertise

• Develop the ‘forest school’ learning

initiative for EY and KS1 pupils

• Enhance the provision for able and talented

pupils with greater differentiation in planning

and more themed events from KS1 upwards

• Continue to promote independent

learning

• Improve pupils’ independent skills and increase

their international awareness by incorporating

elements of the IB learner profile.

An assessment schedule which meets the needs of pupils, parents and teachers

• Continue to adapt and use the Management Information System for recording assessments and

tracking academic progress

• Make pupil assessment data more available and understandable to teachers and parents

Development areas 2015/2020

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A coherent strategy to assess added value in all aspects of School life

• Develop an effective system to record the co-curricular activities of pupils

• Develop a system to allow pupils to reflect on the benefits of their co-curricular activities

To ensure high quality pastoral care we need:

• RobustsafeguardingprocedureswhichincludePreventDutystrategies• Teachers,tutors,andotherpastoralstaff,whoknowandcarefortheirpupils

andareadeptathelpingthemtotakeadvantageoftheopportunitiesprovided bytheSchool

• AneffectiveHigherEducationandCareersGuidanceprogramme• Clearlinesofcommunicationwithinthepastoralstructureandanefficient record-keepingsystem• Staffwhoarewell-trainedandmotivatedtohelppupilsovercomeproblems whetherintheirworkorintheirrelationshipswithothers• Averypositiveethosinwhichpupilswithspecialeducationalorother

specificneedsarefullyincludedinthelifeoftheSchoolandreceive appropriatesupport

• Effectiveanti-bullyingandbehaviourmanagementpolicies• Acaringandeffectiveboardingcommunitythatisfullyintegratedintothe life of the School• TobemindfuloftheviewsofpupilsintheSchool• Toimprovesitesecuritytoenhancesafeguardingofpupils

3. The quality of pastoral care

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Robust safeguarding procedures which include Prevent Duty strategies

• Ensure all staff are fully trained in line with child protection and current safeguarding legislation

and are aware of and understand their statutory duties

Teachers, tutors, and other pastoral staff who know and care for their pupils and are adept at helping them to take advantage of the opportunities provided by the School

• Use the Bean Academic Centre to extend

our school day

• Improve the effectiveness of tutor contact time

with pupils and pupil monitoring

• Review the House System

An effective Higher Education and Careers Guidance programme

• Ensure that alternative pathways are

clearly identified as a viable option alongside

preparation for universities

• Make effective use of the alumni careers

support network

Clear lines of communications within the pastoral structure and an efficient record-keeping system.

• Extend the use of both the Pupil Information Management System and digital records as a

means of keeping and monitoring pupil records

Staff who are well-trained and motivated to help pupils overcome problems, whether in their work or in their relationships with others

• Improve the provision of training for staff in the pastoral care of pupils

• Develop the use of pastoral managers and counselling provision at KS3 and KS4

A very positive ethos in which all pupils with special educational or other specific needs are fully included in the life of the School and receive appropriate support

• Ensure the most effective support is provided for every pupil

Effective anti-bullying and behaviour management policies

• Keep policies under constant review and discuss regularly with parents and children to ensure

` that children feel confident to share their concerns with adults

A caring and effective boarding community that is fully integrated into the life of the School

• Ensure the School meets the required standards for boarding

Development areas 2015/2020

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In order to provide first-class co-curricular activities we need:

• Avarietyofexperiencesbothinsideandoutsidetheclassroomwhichdevelopeverypupilandpromotethepursuitofexcellenceandtheparticipationofall

• Anincreasedawarenessbypupilsofthebenefitstheygainfromtheirparticipationinco-curricularactivities

• TosignificantlyimproveEYandKS1pupils’accesstoimaginativeoutdoorexperiencesinlinewiththeexpectationsoftheinspectorateanddemandsoftheEYFSCurriculum

• ToensureoutdoorareasthroughouttheSchoolarewellmanagedandchildcentred

To be mindful of the views of pupils in the School

• Ensure effective pupil voice including School councils and pupil feedback

To improve site security to enhance safeguarding of pupils

• To continue to enhance our site security in response to changes in use of the School site

4. The quality of co-curricular activities

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A variety of experiences both inside and outside the classroom which develop every pupil and promote the pursuit of excellence and the participation of all

• Develop and publish a clear and compelling rationale for the co-curricular provision at

Brentwood School

• Encourage pupils to introduce and lead their own co-curricular activities

• Ensure that staff have the appropriate skills and encouragement to provide high quality

co-curricular activities

• Develop plans for the development and direction of each major co-curricular area at the School

– sport, performing arts and outdoor pursuits

• Publish a co-ordinated tours/visits/trips programme for all co-curricular activities on a

two year rolling programme

• Make full use of all of our facilities

• Evaluate the value of co-curricular activities for individual pupils and year groups

• Review the provision for co-curricular activities to ensure appropriate balance in terms of

quality and quantity

An increased awareness by pupils of the benefits they gain from their participation in co-curricular activities

• Develop and implement a process which allows pupils time to reflect on and discuss their

involvement in co-curricular activities both inside and outside School and reflect on their

participation in and the benefit they obtain from their participation

Development areas 2015/2020

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To ensure high quality spiritual, moral, social and cultural (SMSC) education of pupils we need:

• Pupilswhoaresensitivetonon-materialaspectsoflifeandshowwell-developedaestheticandspiritualawareness,andhaveagoodunderstandingofreligionsandcultures

• PupilswhomakeapositivecontributiontoSchoolandcommunitylife

• Pupilswhounderstandculturaldiversityanddevelopmutualrespectandunderstanding

• AppropriatetrainingforallstafftoensureanunderstandingoftheimportanceofthisaspectofSchoollife

• SchoolPoliciestosupportSMSCgoals

Pupils who are sensitive to non-material aspects of life and show well-developed aesthetic and spiritual awareness.

• Develop and publish a clear and compelling rationale for the charitable fundraising activities

of the School community

• Review the effectiveness of our Life Skills Programme in delivering SMSC

• Maintain and develop links with local churches, cathedrals and local faith communities

• Provide a greater variety of trips and visits to places of worship

Pupils who make a positive contribution to School and community life

• Ensure effective feedback to issues raised by Year Group Councils

• Maintain a consistent approach to ecological matters

• Improve the School’s sustainability by implementing the Eco Awards Scheme

• Provide good role models to assist children to learn high levels of self-control at break time

and allow greater integration across the 3-18 age range

Development areas 2015/2020

5. The quality of the spiritual, moral, social and cultural education of our pupils

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Pupils who understand diversity and develop mutual respect and understanding

• Ensure that the positive benefits of diversity and fundamental British values are reinforced, and

that in all our dealings with pupils we work to ensure an atmosphere of mutual respect and `

understanding

• Ensure that our teachers take every opportunity to reinforce positive messages about

the values of tolerance and mutual understanding, both in lessons and in the co-curricular

programme

• Increase the variety of visiting speakers

• Improve both the co-ordination and the delivery of themes through assemblies and chapel

Appropriate training for all staff to ensure a good understanding of the importance of this aspect of School life

• Ensure that this training happens on a regular basis

School policies to support SMSC goals

• Review policies annually to ensure their goals are consolidated

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To ensure high quality of leadership and management we must have:

• Aclearstrategicdirection• Robustoversightwhichensurestheconsistentandeffectiveimplementationof

policies• Schooldevelopmentprioritieswhichareclearlyunderstoodacrossthewhole

School• EffectiveContinuingProfessionalDevelopment(CPD)ofallstafftodevelop

leadershipandmanagementandsuccessionplanning• Parentconcernseffectivelyandsympatheticallymanaged• Anengagedandmotivatedstaff

Clear strategic direction

• Ensure that the mission statement and strategic plan are widely published and understood

Robust oversight which ensures consistent and effective implementation of policies

• Regular review of policies and dissemination to staff

• Maintain systems to review the implementation of policies with the help of all relevant staff

School development priorities which are clearly understood across the whole School

• Effective communication of policies by Headmaster and Senior Staff

• Development and consolidation of the curriculum management matrix which ensures best

academic practice from all subject co-ordinators throughout the Preparatory School

• Further development of the links between Preparatory and Senior School subject coordinators,

particularly in the core subjects

• Continue to provide opportunities that enable staff, pupils and parents to feed into the self-

evaluation of the School

Effective, Continuing Professional Development (CPD) of all staff to develop leadership and management and succession planning

• Ensure effective delivery of CPD based on appraisal and strategic needs

Development areas 2015/2020

6. The quality of leadership and management

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Concerns raised by parents effectively and sympathetically managed

• Provide training for staff to deal with concerns

• Ensure clear guidelines for the timescale to be followed in dealing with concerns and complaints

An engaged and motivated staff

• Develop and improve residential accommodation for teachers

• Effective communication and consideration of staff welfare matters

• Regular reviews of staff retention and recruitment

To ensure good governance we need:

• Aclearstrategicdirection• GovernorswhohaveaclearinsightintotheSchooland,inparticular,

educationalmatters,andseektoensurethatitsaimsarefulfilledthroughtheSchool’sImprovementandDevelopmentPlans

• SoundfinancialmanagementoftheSchoolandthemaintenanceanddevelopmentofaccommodationtoaidtheretentionandtherecruitmentofhighqualitystaff

• BrentwoodSchoolEnterprisestobeasprofitableaspossible• CarefulmonitoringofSchoolpoliciesandconstructiveoversightofacademic

standardsandpastoralcare,includingchildprotection,welfare,healthandsafety• Appropriatefacilitiesandresourcestodeliverafirst-classeducationfordayand

boardingpupils• Toreviewtheprovisionofscholarshipsandbursariesonanannualbasis• Tofulfilallregulatoryrequirementsandcomplianceincludingsafeguardingand

PreventDuty• Toensuretheeffectiveappraisalofseniormanagers

7. The quality of governance

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Governors who have a clear insight into the School and seek to ensure its aims are fulfilled through the School’s Improvement and Development Plans

• Encourage Governors to visit the School regularly

• Governors to participate in the School development planning process

Sound financial management of the School to provide the best possible human and physical resources

• Maintain effective financial scrutiny when setting budgets

• Continue to develop human resources and facilities

• Improve staff accommodation through acquisition and development

Brentwood School Enterprises to be as profitable as possible

• Maintain effective scrutiny of the operation through the Governors’ Committee

Careful monitoring of School policies and constructive oversight of academic standards, pastoral care, including child protection, welfare, health and safety

• Ensure meticulous and annual scrutiny of all policies

• Maintain existing structures to ensure continuing compliance

Appropriate facilities and resources to deliver a first class education for day and boarding pupils

• Plan future developments in the Preparatory School with meticulous attention to detail

• Review the development of boarding

To review the provision of scholarships and bursaries on an annual basis

• Monitor take-up of places and impact on overall

recruitment carefully

• Review the funding available for scholarships and

bursaries

• Review the outcome of our provision

To fulfil all regulatory requirements and compliance

• To ensure effective structures are in place to

ensure this

To ensure effective appraisal of Senior Managers

• Reflect on advice given by the appraisal team and

ensure that appropriate Professional Development

is undertaken.

Development areas 2015/2020

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To ensure high quality marketing, communications and Old Brentwoods relations we need:

• Strongrelationshipswithallrelevantconstituencies• AnOldBrentwoodsrelationsstrategyimplementedandreviewed• ToestablishanddevelopaBrentwoodSchoolFoundation• AleadingmarketpositionfortheSchool,bothlocallyandnationally,inorderto

filldayandboardingplaceswithhighqualitypupils• Toensureeffectiveoversightofthecommunicationsactivity

Strong relationships with all relevant constituencies

• Continue to improve communications with parents and internal communications

• Develop stronger links with feeder schools and boarding agents

An Old Brentwoods relations strategy implemented and reviewed

• Implement the Old Brentwoods relations strategy

• Develop our Old Brentwoods careers support network

To establish and develop a Brentwood School Foundation

• To establish a Foundation Committee

• To engage with potential donors

A leading market position for the School, both locally and nationally, in order to fill day and boarding places with high quality pupils

• Contribute effectively to the national and local education debate

• Develop the role of the Communications, Admissions and Development Department

• Continually review pupil recruitment strategies

To ensure effective oversight of the communications activity

• Ensure effective oversight of communications activities

• Maintain strategic and tactical clarity of direction and purpose

Development areas 2015/2020

8. The quality of communication including marketing and Old Brentwoods relations

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Full Name of School BrentwoodSchool

DfE Number 881/6035

Registered Charity Number

1153605

Address

BrentwoodSchoolMiddletonHallLaneBrentwoodEssexCM158EE

Telephone Number 01277243243

Fax Number 01277243299

Email Addressheadmaster@brentwood.essex.sch.uk

Head MrIanDavies

Chair of Governors SirMichaelSnyder

Age Range 3to18

Total Number of Pupils

1542

Number of Pupils 412Preparatory1130Senior

Number of Day Pupils (Total)

1480

Number of Full Boarders (Total)

62

MiddletonHallLaneBrentwoodEssexCM15 8EE

telephone:01277243243email:headmaster@brentwood.essex.sch.ukwww.brentwoodschool.co.uk