Strategic Plan: Focus and Goals

We hope you enjoy reading our Strategic Plan's Focus and Goals, and find the information informative. Please click on the links below to jump to each section, or, scroll down the page. 

A. Learning Structure
B. Organisational Structure
C. Safety and Security
D. Finance and Facilities
E. Climate

A. Learning Structure

"The school has in place clear statements that express a definition of learning and a set of learning principles and objectives that shape and drive its programmes and practices. A curriculum articulating learning outcomes, expected teaching practices, and principles of assessment exists."

Focus A1: 

To review and define Halcyon’s identity, ensuring institutional clarity about our purpose, so that we can communicate and project our identity effectively across the Halcyon community ­ students, staff, Board and parents­ and to prospective parents and external partners, universities, and the local and international community.


  • A1.1 - Review Halcyon’s current mission, vision and core objectives and, from these, develop a simplified and accessible statement of identity.
  • A1.2 - Develop a statement of intended purpose, articulating the central, purposeful experiences - learning impacts - of a Halcyon education.
  • A1.3 - Building a clear and consistent narrative sharing Halcyon’s identity and purpose, so that the school is well-understood both inside and outside the School community.
  • A1.4 - Develop institutional mechanisms that will allow Halcyon to understand how well it meets its intended purpose, and be able to respond accordingly.

Focus A2:

To ensure that Halcyon’s expanding curriculum continues to offer an innovative, challenging and comprehensive range of learning opportunities.


  • A2.1 - Develop an intended, embedded, institutional framework that will explicitly underpin and support on-going innovation in learning and teaching practice.
  • A2.2 - Continue to develop structures and practice which promote a consistent and shared culture of academic inquiry.
  • A2.3 - Create a framework for effective and sustainable extension opportunities.
  • A2.4 - Develop Halcyon sports’ programmes, both competitive and non-competitive.
  • A2.5 - Create a framework for effective and sustainable learning support services, informed by Halcyon’s admissions policy.
  • A2.6 - Develop our extracurricular programmes to offer greater variety of opportunity, increase participation, and maintain quality of instruction.

Focus A3:

To continue to establish a demanding IB Diploma Programme, which is well articulated both with the IB Middle Years Programme and the requirements and expectations of universities.


  • A3.1 - Continue to develop a broad and sustainable range of subject offerings across the DP curriculum.
  • A3.2 - Build a robust academic transition from MYP to DP, ensuring students are facilitated and enabled in their choice of programme in Grades 11 and 12.
  • A3.3 - Develop a high-quality, thorough careers and college guidance programme which reflects and supports changing student needs.
  • A3.4 - Develop a curriculum review cycle, grounded in data, measuring the impact of learning and responding accordingly.
  • A3.5 - Develop a fully articulated curriculum, Grades 6 to 12, responsive to innovation and personal learning.

Focus A4:

To develop service learning, supporting both personal development and Halcyon’s charitable commitment.


  • A4.1 - Develop an institutional understanding of service learning, which is clearly communicated to the community, and visible through our activities.
  • A4.2 - Decide the nature and extent of charitable commitment (both the current and intended ‘footprint’) and develop planning targets to meet that commitment.

Focus A5:

To strive towards Halcyon becoming a lead­ school, both in London and internationally, for innovative digital learning and teaching.


  • A5.1 - Ensure that Halcyon continues to review its provision of resources and training to ensure on-going and high quality support for innovative, market-leading, digital learning and teaching.
  • A5.2 - Continue to build our relationships with Google and Apple, to bring new products, workshops, school visits, conferences, training and other events to Halcyon.
  • A5.3 - Ensure that our innovative digital learning and teaching is projected beyond our community, including provision for teacher and student leaders to deliver presentations and workshops at other schools, organisations, conferences and workshops.
  • A5.4 - Develop an intended scope and sequence of digital and technological skills and dispositions, Grades 6-12.
  • A5.5 - Develop appropriate tools to understand the impact and effectiveness of digital learning and teaching, and use this understanding to develop an appropriate integration of digital and non-digital skills across the curriculum.

Focus A6:

To provide library services that respond effectively to curricular needs while reflecting the school’s commitment to innovation.


  • A6.1 - Ensure library services are demonstrably connected with and support IB programmes.
  • A6.2 - Ensure that digital learning platforms are central to the library provision, integrated into students learning experience at Halcyon.
  • A6.3 - Build effective mechanisms to track and respond to changes in access to, and use of, library services ensuring that the school continues to be flexible and innovate in its provision.

Focus A7:

To ensure students have an active, purposeful role in developing their own learning, and that this agency is a part of the essence of Halcyon.


  • A7.1 - Continue to develop student-led personal learning projects, and to ensure institutional support for the same. 
  • A7.2 - Continue to build student governance structures that provide real access to and influence over the school's decision-making.
  • A7.3 - Ensure that student agency is promoted and celebrated across the Halcyon learning community.  

B. Organisational Structure

"The school has in place a clear governance and leadership structure with defined roles and responsibilities, and a faculty and staff qualified for the roles to which they are assigned. Expectations defined in policy are carried out and observed in practice. Mechanisms for assessing the effectiveness and functionality of the school’s organisational structures have been developed."

Focus B1:

To develop and implement an effective and transparent governance structure.


  • B1.1 - Develop a Board Policy Manual that defines governance structures, Board responsibilities and practice, and governance procedures, aligned to the principle of building creative, transformative, innovative leadership.
  • B1.2 - Outline a clear timeline for the separation of operational and governance roles at Halcyon, leading to the structured and secure transition of all Board members from daily operational activities.
  • B1.3 - Develop a sustainable governance model that expects learning - Board training and professional growth - as a sine qua non of Board membership.
  • B1.4 - Develop Board membership to ensure that the necessary expertise - developmental, financial, legal, innovative, learning - to fulfil the school’s stated purpose.

Focus B2:

To develop and implement an effective and transparent pedagogical leadership model, fit for full student capacity.


  • B2.1 - Develop a leadership model that measures effectiveness against the school’s stated identity and purpose, and agreed, purposeful impacts on learning.
  • B2.2 - Distribute leadership for learning, providing  opportunities that are never static in time or purpose, and promote transformational relationships.

Focus B3:

To continue to develop effective and purposeful evaluation processes for staff, administrators and Board members, always aligned to the school’s values and always supporting learning.


  • B3.1 - Continue to develop current staff evaluation, always aligned to standards of practice, and informed by multiple sources of data and professional portfolios.

Focus B4:

To ensure that developing policy and practice continues to advocate, and make visible, innovation across the school.


  • B4.1 - Develop institutional practice - clear, sustainable ways of thinking and being - that ensure innovation is embedded in the Halcyon experience, for students, staff and parents.

C. Safety and Security

"The learning environment is safe, healthy, and secure for all members of the school community. Effective and well-established and procedures exist and are acted upon to protect children and adults alike from all forms of abuse."

Focus C1:

To develop and implement a student wellbeing programme that is dedicated to meeting the needs of both the student and the school’s commitment to innovation.


  • C1.1 - Develop a student wellbeing policy that reflects the school’s identity and purpose; expresses an understanding of the intended personal experience of individual and community wellbeing at Halcyon; and actively seeks to evaluate and improve organisational, emotional and social learning.
  • C1.2 - Develop a mentoring programme which provides every student with a teacher-mentor, and outlines clear intended learning impacts.
  • C1.3 - Determine and provide the necessary resources and training to build a robust and sustainable wellbeing programme engaging the whole community.
  • C1.4 - Develop effective student-to-student mentoring programmes.
  • C1.5 - Continue to develop responsible digital citizenship with a particular emphasis on positive online relationships.  

D. Finance and Facilities

"The school has in place policies, practices, and procedures that ensure financial health and economic sustainability. The principles governing financial management are designed to provide the resources (in personnel, equipment, and facilities) required to support the school’s learning concept and objectives. The school facilities are fit for purpose."

Focus D1:

To establish governance policy and practice to provide learning-focused oversight of the school’s finances.


  • D1.1 - In support of the school’s learning concept and objectives, develop, and articulate in the Board Policy Manual, procedures for reviewing, verifying and approving the school’s annual and longer-term budget planning.

Focus D2:

To develop a business or financial office, responsible to the Director.


  • D2.1 - Within the context of the school founders no longer being engaged in operational decisions, determine the role and responsibilities of a Financial Director, or CFO, within the school leadership team, and take steps to establish this role.
  • D2.2 - Define and establish the Halcyon financial office - both office staff and outsourced support - and establish policies and practice to maintain necessary accountability to the Director and the Board, and appropriate Board oversight.

Focus D3:

To ensure school facilities are fit­-for-­purpose, accommodating 240 students by 2019.


  • D3.1 - Complete renovation of second floor (north wing) to provide innovative flexible concurrent learning spaces for 100 students.
  • D3.2 - Review onsite catering requirements, including both service and facilities, to develop planning for an effective and flexible provision for 240 students.
  • D3.3 - Review outdoor learning provision, to ensure a balanced provision of different learning environments.
  • D3.4 - Review existing classroom facilities and develop a sustainable cycle of innovative renewal.

Focus D4:

To ensure provision for wider student access through a sustainable bursary programme.


  • D4.1 - Define the expected parameters of the Bursary programme for a school of 240 students.
  • D4.2 - Develop a Bursary fund appropriate to a school of 240 students. 

Focus D5:

To establish and promote Halcyon’s philanthropic development programme.


  • D5.1 - Agree philanthropic fundraising targets, both for short-term projects and over the longer-term.
  • D5.2 - Develop a holistic philanthropy programme, whereby existing and past Halcyon community members and interested external parties are educated about and inspired to support the school's development projects.

Focus D6:

To ensure Halcyon develops an alumni programme designed to provide long­term engagement with, and support for, the school.


  • D6.1 - Agree outreach targets for alumni leavers and graduates and their families.
  • D6.2 - Develop the structures, and allocate necessary resources, to support the point above.

E. Climate

"The school has well-established, transparent policies and practices in place to ensure that employees, learners, and parents are treated fairly, equitably, and ethically."

Focus E1:

To ensure that Halcyon defines and meets its sustainability commitment.


  • E1.1 - Develop a policy statement to define 'sustainability' at Halcyon.
  • E1.2 - Establish the institutional framework, including appropriate resources, to support a sustainability policy.

Focus E2:

To ensure that policy and practice are aligned with Halcyon's mission and promote shared organisational understandings.


  • E2.1 - That, institutionally, policy development is distributed, and that practice seeks feedback and is reflective. 
  • E2.2 - Develop transparent and inclusive policy review procedures.

Focus E3:

To market and communicate effectively the school’s concept (identity) and objectives (purpose).


  • E3.1 - Re-consider the Halcyon brand, in the light of focus area goal one, and develop any necessary strategies to position the school appropriate to meet our intended market.
  • E3.2 - Continue to develop the Halcyon website, ensuring that this mirrors our innovative approach to learning.
  • E3.3 - Develop data streams, such as feedback surveys, to reflect the community's on-going understanding of our identity and purpose.

Focus E4:

To build and preserve Halcyon’s institutional memory.


  • E4.1 - Create a PLC to build recommendations for the community, including action that consciously builds and promotes the school's identity, encourages institutional community-building, makes provision for the safe-keeping of artifacts, and preserves and  projects the school's history.