· The purpose
To support and challenge the standards in all our schools (19 schools) for the mutual benefit of the children.
‘We serve our communities working as one to enrich the learning experience of our young people, so that they may achieve their God-given potential.’
· The Strategic 3 Year Plan (2021-2024) long term - ‘To be the highest performing Catholic MAC in the country’.
The aspirations are an ambitious and rich curriculum; all schools achieve above average outcomes from validated data and all schools are graded ‘good’ or better in CSI and Ofsted.
· The Improvement Cycle
A 6 week cycle over the academic year (X6) encompassing of: identification of ‘vulnerable’ schools; consistent self-evaluation through a positional statement; weekly Magnificat HTs meetings; individual HT meetings with the Director; MSI interventions and reviews of all schools; case conferences with the MSI team and CSEL; deployment of external verification to test standards in schools including safeguarding; MSI team based in schools; deployment of the Careers lead to ensure Gatsby is universal and of a high standard; the effective use of Birch HR to build that culture of accountability key to providing the best for the children ,and culminating in the RTR (every ½ term) where schools are invited to discuss strengths and issues with the CEO and MSI team. Actions are agreed from these meetings that inform the next stage of the cycle.
· The Strands of MSI
Our central role is supporting and challenging the standards in our schools. This involves a layered approach of utilising the wealth of talent in the Magnificat to the collective benefit of all. Apart from the Improvement Cycle, we focus on: Safeguarding where every school has an external annual review and subsequent action plan monitored by the MSI who lead on Safeguarding for the academy.; the Catholic Mission of all our schools; the ‘Most Disadvantaged’; Ofsted Preparation; ECT; NPQs and the Magnificat Leadership Development Programme and the collaboration of focus groups in the primary (14) and secondary (3) sectors to inform continual improvement.
· Data
The belief within the Magnificat is that it needs to be a data rich community that is transparent and supportive of each other. The Standards’ Lead generates, analyses, and evaluates school performance and holds HTs to account as part of the MSI Cycle. This involves providing leaders with up-to-date information on attendance, behaviour, and academic progress within and across the organisation through a central data bank (Power Bi) Standards Lead. From the MSI perspective, it highlights issues and concerns especially, in subgroups like SEND or Disadvantaged. This is used in the Improvement Cycle to take appropriate, swift, and effective action.
· Outreach
External support for other schools and Magnificat continues as the natural successor to the Teaching school. This takes the form of: NLE/ System Leader deployment in Birmingham, Manchester, Liverpool, Leeds. Stoke, Sandwell, and Coventry; DfE TSIO programme supporting vulnerable schools, DfE Behaviour Hub programme in 17 schools; Safeguarding in other Diocesan schools; external reviews in the areas of Sixth form, Pupil Premium, SEND, the Quality of Education, Ofsted Preparation, Deep Dives and Leadership and Management; offering NPQs; careers audits of schools, and supporting the Diocese with CSI inspectors.
· Accountability
We are accountable to the CEO and the Magnificat Directors.
· The Team
Director of Education; Assistant Directors X 3 (2 Primary and 1 Secondary, also EHTs); School Improvement Lead; Standards’ Lead; Maths Lead; SEND Lead; the MAC Careers Lead and Executive Support.