Skypoint
School
School Improvement Plan (SIP)
2026 - 2027
In the dynamic landscape of education, a School Improvement Plan (SIP) stands as a crucial compass, guiding schools toward a journey of continuous enhancement and excellence. At its core, the SIP is a meticulous roadmap designed to address specific areas requiring improvement within a school. It sets forth clear, measurable goals encompassing academic achievement, student outcomes, and other key performance indicators. This data-driven approach not only informs decision-making but also holds the school accountable for its performance, establishing benchmarks that underscore the commitment to progress.
Collaboration is key in this process, with input from teachers, parents and students fostering a sense of shared responsibility. Moreover, the plan encourages a culture of continuous improvement, necessitating regular assessments and adjustments based on evolving needs. Compliance with educational standards, communication of priorities to stakeholders, and the facilitation of professional development are additional dimensions of the SIP, making it an integral part of a school's commitment to providing an optimal learning environment.
1
Target
Targeted Support and Adaptation
2
Target
Planning and Progress
3
Target
Learner Ownership
2026/27
Improvement
Plan Rationale
The profile of learners requires increasingly individualised approaches to learning, communication, regulation and sensory needs. Self-evaluation using the CIRCLE Framework and Occupational Therapy input has identified opportunities to improve environmental and sensory adaptations, including lighting, seating, furniture and sensory resources.
Self-evaluation has identified the need for individual planning to become more meaningful and responsive. The staff IEP survey found that 66% did not consider the previous format fit for purpose and 66% felt that pupils and carers could be more involved. This also continues the school’s work on assessment, tracking and monitoring identified through previous inspection
To build genuine learning ownership, we must standardise these formative practices. By teaching students how to accurately evaluate their own work and collaborate constructively with peers, we will empower them to articulate their strengths, identify their next steps, and take active responsibility for their own educational journeys.