Introduction

The Schools Alliance for Excellence has been commissioned by Surrey County Council to deliver the statutory duties relating to school improvement from September 2019 to April 2022.

A new approach to school improvement is being developed by SAfE in partnership with the Early Years, Primary, Secondary and Special School sectors. This approach is being developed within the framework of the following principles:

Prime objectives

During the Autumn term the SAfE team will continue to work with Surrey LA as we transition to a new strategy.

Over the three-year life of the strategy, the proposed outcomes are to:

• Maintain Surrey pupils’ top-quartile performance at the early years foundation stage (EYFS), Key Stage 1, 2 and 4
   
• Increase the percentage of schools judged as good or outstanding, with the aspiration that no school will be placed in an Ofsted ‘inadequate’ category within the next 18 months
   
• Increase the percentage of disadvantaged pupils achieving the expected standards at Key Stage 2 and at Key Stage 4
   
• Increase the percentage of disadvantaged learners making good progress in Writing and Maths between the ages of 7 and 11
   
• Grow the percentage of disadvantaged pupils making expected or better progress against the Progress 8 measure at Key Stage 4
   
• Increase the percentage of disadvantaged learners who enter higher education (HE) by age 19
   
• Reduce the percentage of vulnerable pupils’ absence and exclusion from school

• The prime responsibility for the performance of any school lies with the school itself
   
• School leaders are responsible for leading and driving school improvement and we will work with schools to help them know themselves well and welcome challenge from each other to be the best they can
   
• Schools have a collective responsibility and shared commitment for Surrey school improvement and through effective and deep partnerships ensure sustainable improvement and that no school fails
   
• We know the strengths and needs of our schools through rigorous self-evaluation and partnership working, our school improvement team and our system leader consultants. This will mean that we can tailor our support and commission learning opportunities to address the needs of our communities
   
• We will ensure all schools receive the support and challenge they need to develop and improve: effective interventions are brokered quickly where there are issues of concern
   
• Improving outcomes for disadvantaged pupils and vulnerable groups is central to all our work​

• We facilitate leaders, teachers and other professionals to become reflective practitioners, building on research and sharing of best practice between themselves and our wider partners
   
• We will develop a culture of openness and transparency in all our work