Red Lodge Learning where leadership matters

Leadership and School Improvement Framework

School Leadership Framework Matrix

Framework Area	Beginning Stage	Emerging Stage	Dynamic Stage
CORE AREAS
Leadership	No shared vision or values exist Safeguarding concerns present Poor progress and outcomes Over-reliance on external support Inconsistent performance management Poor stakeholder communication	Shared vision and values demonstrated Effective safeguarding arrangements Accurate improvement identification Clear accountability structures Consistent performance management Effective community engagement	Values embedded in all decisions High-quality professional development Strategic stakeholder engagement Innovation and risk-taking encouraged System leadership contribution Distributed leadership excellence
Governance	No unifying strategy or values Poor resource management Variable performance management Poor policy compliance No stakeholder consultation Skills gaps at multiple levels	Coherent strategy in place Adequate resource management Systematic policy compliance Clear scheme of delegation Regular stakeholder communication Governance handbook established	Deep stakeholder consultation Exceptional resource management Comprehensive impact evaluation Multi-stakeholder feedback systems Competency-based recruitment System leadership contribution
Culture	No unifying values present Frequent bullying allegations Poor attendance (staff/pupils) High exclusion levels Elevated staff turnover Climate of fear and lack of innovation	Shared values and expectations Improving educational outcomes National benchmark attendance Low exclusion levels Systematic CPD programme Earned autonomy and innovation	Values demonstrated by everyone Elevated attendance levels Extremely low exclusions Systematic use of stakeholder voice Innovation actively encouraged Celebration systems embedded
THE SIX LEVERS
Accountability	No clear accountability structures Poor data collection and analysis No stakeholder reporting Inconsistent intervention approaches External accountability seen as burden Poor financial accountability	Clear accountability structures Regular performance monitoring Systematic intervention strategies Regular stakeholder reporting Some evaluation of initiatives Adequate financial oversight	Accountability embedded in culture Strategic use of performance data Proactive issue identification Comprehensive stakeholder engagement Rigorous initiative evaluation Exemplary financial management
Knowledge	No systematic data approach Data stored in silos Decisions not evidence-informed Limited data literacy Poor information governance No systematic learning from evidence	Basic data collection systems Some evidence-informed decisions Growing data literacy Improving information governance Some evaluation taking place Technology systems integrating	Sophisticated data systems All decisions evidence-informed High levels of data literacy Advanced analytics capabilities Exemplary information governance Strategic knowledge management
Curriculum	No coherent curriculum vision Inconsistent planning approaches Limited progression consideration Curriculum doesn't meet all needs Assessment not aligned with intent Variable delivery quality	Developing curriculum vision Some consistency in planning Some attention to progression Beginning to address different needs Some curriculum-assessment alignment Some enrichment opportunities	Clear, ambitious curriculum vision Highly consistent planning Expertly designed for all pupils Assessment fully aligned Rich, varied enrichment Outstanding subject leadership
Collaboration	Little or no collaboration exists Staff work independently No formal partnerships Limited parent/community engagement Competitive rather than collaborative culture No resource or expertise sharing	Some collaborative activities emerging Some practice sharing occurring Some partnerships developing Some professional learning communities Some cross-curricular work Culture becoming more collaborative	Collaboration systematic and embedded Regular structured practice sharing Strategic value-adding partnerships Thriving professional communities Rich cross-curricular collaboration Strategic external collaboration
Technology	Limited or outdated infrastructure Ad-hoc technology use Staff lack confidence/skills Limited pupil access No strategic planning Inadequate technical support	Basic infrastructure in place Some technology integration Most staff have basic skills Some strategic planning Some use for administration Basic digital citizenship coverage	Robust, reliable infrastructure Seamless technology integration All staff confident users Equitable access for all pupils Strategic planning aligned with vision Comprehensive digital citizenship
Pedagogy	Inconsistent teaching methods Limited understanding of learning Assessment doesn't support learning Limited differentiation Ineffective feedback to pupils Subject knowledge gaps	Some consistency in approaches Growing understanding of learning Assessment beginning to support learning Some differentiation taking place Some use of research evidence Growing repertoire of strategies	Highly consistent, evidence-informed practice Deep understanding of learning science Assessment seamlessly supports learning Sophisticated differentiation Outstanding subject knowledge Extensive strategy repertoire