School Improvement Strategy

Rationale

The Blessed Christopher Wharton Trust (BCWCAT) includes 19 schools in the Bradford and Keighley Districts, comprising 17 primary and 2 secondary schools, both with Sixth Forms. Guided by the Bishop's Vision, BCWCAT focuses on building strong, collaborative relationships to face challenges and seize opportunities as a diocesan family of schools.

We are committed to working together with shared values to enhance our schools' spiritual, cultural, and personal development. BCWCAT believes that school improvement thrives through collaboration, constructive challenge, and mutual support. Every member of our Trust—leaders, teachers, and staff—plays a vital role in driving success and improving outcomes for students.

Our improvement strategy leverages internal expertise and external partnerships, with key roles played by the CEO, Director of Catholic Education, Director of Leadership and Learning, and our Secondary School Improvement Officer. We maintain a balance between school autonomy and collective advancement to ensure that every school can effectively meet its community's needs while driving improvement.

Aims

The fundamental aim of the BCWCAT Improvement Strategy is to ensure our schools have high quality education which educates the whole children to their highest potential and prepares them for their God-given roles in society. The Improvement strategy is designed to allow schools to work in partnership to raise standards, engage in effective professional development, develop capacity at all levels, and be ready to respond to Section 48 and Ofsted inspection.

Raising Standards:

is meant in the broadest term. First and foremost, to raise the quality of our
Catholic Life provision. Secondly, to raise individual and groups of pupils’ performance; and at the same
time raise the standard of the factors that impact on pupil achievement, including: the development of
teaching and learning, leadership, pupil behaviour and the contribution of parents and the community.

Readiness and Responding to Inspection:

As part of their engagement, school leaders will have the opportunity to ensure improvement is being made that satisfies external audit, particularly Section 48 and OFSTED inspections. Schools need to understand the expectations of a Section 48 and OFSTED inspection and build an appropriate evidence base that will support their response in securing at least good judgements.

Developing Capacity:

Part of the journey of improvement will be to ensure that we develop capacity
within and across our schools to ensure that schools have the confidence and ability to deliver
intellectual, social and emotional improvements within and across all levels of our schools.

Professional Development:

Staff at all levels will become more knowledgeable, self-aware, reflective and self-critical when undertaking any school improvement focus. This will have impact on how they monitor their own and others performance as well as collective professional growth.

Key Aspects

Read the full document here:

• School Improvement Strategy