Strategic Action Plan, AP, Independent Transition
Demonstrating existing Outstanding delivery against Independent School Standards, commas ensuring all changes are saved to the cloud.
Strategic Action Plan
Benchmark Mode, Evidencing Outstanding Registration Readiness
Elevated Futures
Education Provision
1. Leadership, Governance & Management, Independent Standard, Part 8
Active AP Baseline| Ref | Key Strategic Action | Lead Role | Target | Outstanding Success Criteria | RAG | Evidence Snapshot |
|---|---|---|---|---|---|---|
| 1.1 | Statutory Oversight Audit, Continuous benchmarking of current AP management against Independent Standards. | Proprietor | Immediate | Management demonstrates high, level skills and knowledge, standards are not just met but embedded in culture. | Embedded | Gov Minutes Jan ’26 Management Skills Matrix |
| 1.2 | The Golden Thread Implementation, Ensure all existing AP policies reflect DDP strengths, based philosophy. | Architect of Inclusion | Ongoing | Policies serve as living tools that staff fluently reference to guide relational practice. | Active | DDP Handbook V2 Policy Impact Reviews |
| 1.3 | Registration Validation, Finalise transition of current learner impact data into DfE standard format. | Headteacher | Feb 2026 | Impact data shows current AP learners making progress well, above national average for similar settings. | In, Progress | Learner Tracker V4 Ofsted Readiness Folder |
2. Quality of Education, Intent & Delivery, Independent Standard, Part 1
Model Embedded| Ref | Key Strategic Action | Lead Role | Target | Outstanding Success Criteria | RAG | Evidence Snapshot |
|---|---|---|---|---|---|---|
| 2.1 | Curriculum Superpower Mapping, Audit current delivery for breadth and strengths, based gateway access. | SLT | Immediate | Evidence of a full curriculum, linguistic, mathematical, scientific, etc., delivered via individual DDP profiles. | Embedded | Schemes of Work Superpower Maps |
| 2.2 | The Developmental Coaching Audit, Measure efficacy of TAs as Developmental Coaches in live lessons. | Headteacher | Monthly | Coaching methods are consistently exceptional, students demonstrate rapid gains in autonomy and self, regulation. | Embedded | Observation Log Coaching CPD Tracker |
| 2.3 | Adaptive Teaching Excellence, Shift from differentiation to adaptive teaching where staff adapt in the moment. | SLT / Teachers | Ongoing | Inclusive teaching is universal, commas anticipating barriers without lowering challenge. Pupils articulate how they learn best. | Embedded | One, Page Profiles Adaptive Planning Audit |
| 2.4 | Curriculum Coherence, Ensure knowledge builds deliberately with retrieval planned across years. | Heads of Dept | Ongoing | Clear narrative across the provision, pupils revisit concepts to deepen understanding, commas knowledge builds deliberately. | Embedded | Spiral Curriculum Map Retrieval Practice Audit |
Strategic Action Plan
Benchmark Mode, Evidencing Outstanding Registration Readiness
Elevated Futures
Education Provision
3. Welfare, Health and Safety, Independent Standard, Part 3
Compliance Leader| Ref | Key Strategic Action | Lead Role | Target | Outstanding Success Criteria | RAG | Evidence Snapshot |
|---|---|---|---|---|---|---|
| 3.1 | Safeguarding Curiosity Audit, Validate current relational safety beyond baseline compliance. | DSL | Ongoing | Staff articulate thresholds confidently, chronologies are analytical, commas decision making is Curiosity, driven. | Embedded | Analytical Chronologies DSL Supervision Logs |
| 3.2 | Behaviour as Culture, Evidence the impact of predictable routines and emotionally intelligent restorative responses. | Lead Coach | Ongoing | Zero punitive exclusions, relationships are improved through restorative approaches, commas calm learning environments. | Active | Restorative Meeting Logs Incident Reduction Data |
| 3.3 | Culture of Belonging, Relaunch behaviour expectations rooted in attunement and consistency. Address disruption by embedding restorative frameworks and daily briefings. | Head of Wellbeing | Immediate | Reduction in incidents by 30%, pupils report feeling safe and respected. Learning time is protected through proactive relational attunement. | In, Progress | Behaviour Logs Pupil Voice Surveys SLT Attunement Logs |
| 3.4 | Attendance as Wellbeing, Monitor attendance as an indicator of anxiety, SEND, or family context. | Head of Attendance | Weekly | Early help intervention before sanctions, pastoral casework replaces deficit, led penalty notices. | Embedded | Pastoral Casework Logs Attendance Context Audit |
4. Staff Suitability & CPD, Independent Standard, Part 4
Professional Growth| Ref | Key Strategic Action | Lead Role | Target | Outstanding Success Criteria | RAG | Evidence Snapshot |
|---|---|---|---|---|---|---|
| 4.1 | DDP Practitioner Certification, Internal assessment of staff proficiency in pillars. | Architect of Inclusion | May 2026 | 100% of staff meet Elevated Futures Outstanding Practitioner status in strengths, based delivery. | Ongoing | CPD Folder Portfolio Training Feedback |
| 4.2 | Staff Wellbeing Lever, Plan for workload reduction, commas psychological safety, commas and coaching over compliance. | Headteacher | Ongoing | Wellbeing serves as a strategic lever for school improvement, staff turnover is low, commas professional cohesion is high. | Embedded | Workload Audit Data Staff Psychological Safety Survey |
| 4.3 | Neurocoach Certification, Certify staff in advanced neuro, inclusion through the framework provided by NeuroLearn Ltd. | NeuroLearn Ltd | July 2026 | Staff hold accredited status as Neurocoaches, commas demonstrating advanced skill in identifying superpowers and applying strengths, based DDP strategies. | Planned | Neurocoach Training Logs Staff Portfolios |
| 4.4 | Trauma Informed Practice, Implement comprehensive staff training on trauma, informed approaches, commas ensuring a safe and predictable environment for all learners. | Senior Leadership Team, commas Inclusion Manager | August 2026 | Staff demonstrate deep understanding of trauma, informed principles, commas pupils with ACEs show increased emotional regulation and school belonging. | Planned | Training Attendance Logs Trauma, Informed Policy Audit |
5. Information Provision & Complaints, Independent Standards, Part 6 & 7
Mutuality Model| Ref | Key Strategic Action | Lead Role | Target | Outstanding Success Criteria | RAG | Evidence Snapshot |
|---|---|---|---|---|---|---|
| 5.1 | Stakeholder Mutuality Portal, Review transparency of live DDP data for parents/carers. | SLT | Immediate | Parents report 100% satisfaction in their involvement as equal developmental partners. | Active | Parent Survey Results Review Meeting Agenda |
| 5.2 | Restorative Resolution Mapping, Evidence of low informal concern escalation to formal complaint. | Doreen Sinclair-McCollin, commas Chair | Annual | Proactive relational repair prevents formal complaints; 100% satisfaction in restorative outcomes. | Audited | Complaints Log Restorative Case Notes |
| 5.3 | Impact, Led Pupil Voice, Evidence that pupil feedback changes provision, wide practice and delivery. | Head of Student Council | Termly | Pupil voice is meaningful, commas feedback leads to measurable shifts in curriculum and environmental design. | Embedded | Impact of Voice Report Student, Led Change Log |