Educate Norfolk Directory

Welcome to the new Educate Norfolk Directory, this online service hosted by Educator Solutions is designed to provide simple sign-posting to services and training to support and drive school improvement across Norfolk. 

School improvement is mainly concerned with the processes through which schools can raise standards: the changes they can make and the strategies they can use to improve pupil outcomes.

The significant political attention focused on the education system over the last three decades has undoubtedly led to pressure for improvement, in whatever form it has been defined, and this has been increasing and shows no sign of diminishing. The pressure comes from the desire of professionals to create an effective education for our pupils, as well as from the government's policy of providing an efficient and high-quality service to the taxpayer. As a result, the initiatives for school improvement have origins both internal to the school and externally through government initiatives.

If you would like to showcase your own teaching schools' offerings on the directory please do contact us

Leadership and Management

Governance and Leadership provides the framework for delivering outstanding education and driving up pupil and student performance

Quality of Teaching, Learning and Assessment

Planning, monitoring and reflecting on these areas enables each student to achieve their full potential and reach their optimum level of personal achievement

Outcomes for Pupils

Tracking and analysing student progress supports effective learning pathways and positive outcomes for all abilities 

Personal Development, Behaviour and Welfare

Student’s holistic personal development and enriched learning throughout school is central to their overall success and school experience

National and International Research and Development

Research-based teaching means that teachers engage in a continuous evaluation of their pedagogical approach to ensure that the most effective learning strategies are used to support pupil outcomes

School Improvement Planning

The school improvement plan is an essential tool to bring about change and identifying when is the right time to write a school improvement plan and who to involve is vital to its success


Governing boards have a significant degree of autonomy in our increasingly school-led system; they play a vital role in ensuring the best possible education that takes every child as far as their talents allow

Vision, Ethos and Culture

Strategic leaders should set and champion the vision, ethos and strategy through communication, clear future plans and promoting shared common culture

Finance - Leadership and Management

One of the board’s core functions is to oversee financial performance and make sure money is well spent

Planning Effective CPD&L

Regular skills audits are important, aligned to the organisation’s strategic, improvement plans and performance management objectives, to inform a planned cycle of continuous professional development (CPD) activity

Performance Management

The process of appraising the performance of the headteacher and staff, assessing their performance of their role and responsibilities against the relevant standards and their objectives is a crucial factor in school improvement


There is a duty on boards and school staff to have arrangements in place to ensure that they carry out their functions with a view to safeguarding and promoting the welfare of children and have regard to the statutory guidance issued by the Secretary of State in considering what arrangements they need to make

Stakeholder Engagement

Good decision making should be informed by both available evidence of what works or is likely to be effective, and by the views and needs of key stakeholders

Middle Leadership

There are several primary functions middles leaders must have, supported through rigorous procedures to manage them effectively


The organisation must have access to objective, high quality and timely data if it is to create accountability and know the questions that need to be asked of executive leaders and staff

Statutory Assessment

There are a number of statutory assessments at key points during a pupil’s educational journey

Self Evaluation

Self-evaluation is an important ongoing aspect of management to monitor and improve the quality and impact of leadership, including governance and the education of pupils

SMSC Development

SMSC education forms an important part of a broad and balanced curriculum, and children and young people should be provided with an engaging variety of cultural experiences throughout their time at school

Leading Teaching & Learning

If effective schools are those where a range of outcomes for children and young people are provided for, and where pupils make better progress than predicted on the basis of where they started, then the quality of the teachers and the learning they provide are central to success

Developing Teaching Practice

Teachers need effective initial and continuing professional development in order to secure quality outcomes for children


Schools have the freedom to choose their own approaches to formative and summative assessment, according to what best suits their pupils, curriculum and staff

Curriculum Development

High Quality Curricula ensure that children are provided with skills to ensure their success both during and post-statutory education

Curriculum Support (Core Subject Areas)

Schools should aim to provide curricula which are effective, engaging, challenging and compliant with the requirements of the National Curriculum

Curriculum Support (Foundation)

Delivering a balanced and broad taught curriculum needs careful thought and planning

Curriculum Support (EYFS)

The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care

Teaching Support Staff

Support staff can add to the quality and breadth of a schools offer through their expertise, encouragement and support

Career Readiness / Vocational

Modern careers guidance is as much about inspiration and aspiration as it is about advice

Pupil/Student Performance Data

The leader’s vision and ambition is crucial in ensuring all pupils progress well from their different starting points


The board with the executive leader should decide on the school’s policy and approach to meeting children and young people’s SEND requirements, including those with and without statements of SEN or Education, Health and Care (EHC) plans

Disadvantaged Students

It is important that objectivity is used to determine strategies and interventions that allow for the identification and addressing of any issues for disadvantaged pupils

Statutory Reporting

Those involved in the leadership and management of the school must have regard to the statutory guidance issued by the Secretary of State in considering reporting arrangements

Behaviour - Personal Development

Head teachers, proprietors and governing bodies must ensure they have a strong behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions


The decision to exclude must be lawful, rational, reasonable, fair and proportionate

Attendance and Punctuality

When a pupil attends school on a regular basis, they take an important step towards reaching their full potential, and are given the greatest opportunity to learn new things and develop their skills

Personal Development & Pastoral Support

Educational establishments should offer a holistic, enrichment opportunities that positively impact on pupil’s personal development

Welfare & Safety

Educational Establishments and their staff are an important part of the wider safeguarding system for children. This system is described in statutory guidance Working Together to Safeguard Children


Schools have a pivotal role to play in ensuring life opportunities are available to all and in helping all members of their school community promote equality and positive relations 

Alternative Provision

Local authorities are responsible for arranging suitable education for permanently excluded pupils, and for other pupils who – because of illness or other reasons – would not receive suitable education without such arrangements being made

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