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Darrick Wood Junior School

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School Improvement Plan

Cycle of Improvement


As part of its ongoing cycle of improvement, it is the school’s responsibility to identify areas for development and set out the ways in which these will be addressed. Priorities for any given academic year will be based on the following:


  • current audits of strengths and areas of need, particularly in relation to the four key inspection areas

  • current or upcoming policies and initiatives prescribed by the Department for Education

  • the local context and education landscape in Bromley

  • any current or recent external evaluation of the school e.g. Ofsted inspection, Local Authority review

  • actions to secure the school vision

  • staff professional development needs

  • developments in pedagogy, ICT or best practice in teaching and learning

  • infrastructure and resourcing needs


The SIP Document


The School Improvement Plan is an ever-changing, live document. Whilst the SIP is overseen and managed by the Headteacher, it is written by the whole staff and in this sense all teachers and governors have ownership of the plan. Where individual members of staff have responsibility for an aspect of the SIP, this is indicated.


The SIP broadly reflects the academic year. The previous year's plan will be reviewed in September, a process which feeds into the development of the current year's plan which is adopted by staff and governors in October.




The Governing Body receives termly updates from the Headteacher with regard to progress against school improvement priorities. In addition, teachers produce action plans in relation to their areas of responsibility which are updated each term. Many of these action plans reflect school improvement priorities and thus detail progress made against these priorities.

Please phone, email or text by 9.10am if your child is going to be absent. Text no. 01689 422004 . . . . . . . . . . . . . . . Please remember to keep your child's lunch money account topped up on School Gateway . . . . . . . . . . . . . . .