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WARBLINGTON SCHOOL EXECUTIVE SUMMARY FOR THE SCHOOL IMPROVEMENT PLAN 2017 – 2020
The senior team have prioritised the key issues during the summer term of 2017. We reviewed our progress against OFSTED Outstanding criteria, reviewed current data in terms of progress, predictions, teaching, learning and assessment. In addition, we used our knowledge of the current standing of the school from our regular reviews and learning walks. All this local knowledge has enabled us to identify the following five key priorities.
1. Progress of target groups2. Achievement of individual subject areas3. KS3 progress4. Marking and feedback 5. Student culture
We have taken this opportunity to slim down the SIP and focus it on a smaller number of priorities. There are a number of key areas of school life not included, such as the KS4 strategy or safeguarding. However, it is our belief that these strategies are embedded in school life and no longer need to be reflected in an improvement plan.
Target groups of disadvantaged, more and most able and SEN continue to be a focus. The outcomes of these groups fluctuate and as a school, we must find strategies that enable us to gain improved and more consistent outcomes.
A minority of subjects require further support to ensure their internal residuals are improved and they are equal or better to national average outcomes.
KS3 comprises of year 7 and 8 and we are determined to ensure the best possible transition for our students.
We will continue to monitor the quality of marking and feedback with a focus on the presentation in students’ books
Through our student culture priority, we are aiming to eliminate low-level behaviour and also gain RRR status and therefore further enhance a positive learning environment.
Within the current austere climate the schools resources are extended to the optimum, however strategic leadership and a focus on our core values and school philosophy is ensuring that the school meets its statutory function and more.
Warblington is a good school; however, we have an ambition to be better than this. The improvement plan has highlighted the critical areas, which are key to achieving this ambition.
Julia Vincent Head Teacher July 2018
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The Governing Body have endorsed this plan and monitor it through regular meetings with members of the Senior Leadership Team and
through reports submitted by the Headteacher and SLT at Full Governing Body and Committee meetings.
Regarding financial scrutiny of the SIP, the Governing Body appreciates that it is not possible to itemise every aspect of expenditure as the
school’s resources are spread across a number of different activities and student groups. However, we do carefully monitor the use of Pupil
Premium, SEND and LAC funding to ensure that the appropriate support is provided to disadvantaged and needy students.
At the 2018 Governors’ Away Day, the Governing Body revalidated the School Mission Statement, which is one of the drivers of the SIP
Ian CrabtreeChair of GovernorsJanuary 2018
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WARBLINGTON SCHOOL PRIORITIES
1. Ensure that the following target groups achieve in line or better than expected progress;a. SENb. More and most ablec. Disadvantaged
2. Ensure that the following subjects achieve at least in line with or better than National Average;a. Geographyb. Mathsc. MFLd. Science e. English
3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies;a. PLCb. Mastery statementsc. Literacy strategiesd. Transition
4. Ensure consistency in the application of Teacher Standards and the teaching, learning and assessment policy addressing the following areas;a. Diagnostic feedback to students building in sufficient TRIM for responseb. Implementation of the Marking and Presentation policiesc. High teacher expectations for all students’ attitudes to learning and outcomes.
5. Develop an outstanding culture for students and staff. This will be achieved through addressing the following areas;a. Achieving RRR Gold statusb. Addressing student relationships and building resilience through GMSc. Eliminating low level behaviourd. Attendance for all years and all students to be in line or above government targets.
The school aspires to become outstanding by building a school community based on mutual trust at all levels and will work towards this by:
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1. Ensure that the following target groups achieve in line or better than expected progress. (Article 28)
a. SEN (Article 23)
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 – 2019
Autumn Spring Summer Autumn Spring SummerReview wave 2 teaching CCS
HOD
SEN outcomes in line or above NA for 2018 outcomes
Progress of SEN in years 7-10 to show progress in
line with targets
SEN budgetTAs
HLTAsCPD
Report to governorsSEN book
look SEN review
Regular observations
Raise teacher
expectations of SEN student
outcomes.
Book looks by HOD to
show improved
presentation and
improved marking.in SEN books
Observe teaching
during review
Ensure PLCs and mastery statements for SEN are appropriate
and understood.
CPD input re SEN
Continue to track progress
RAP focused on SEN
Ensure differentiation
is in place where
necessary through lesson observations
Lesson observations
to show greater
challenge and expectation for
all SEN students.
Termly SEN student voice
Focus on differentiated planning
Lesson observations to show greater challenge and expectation for all SEN students.
Ensure SEN student response in books.
Termly SEN student voice
In year progress, yrs 7-10
Review Year 11 interventions
Scaffolding for students
Focus on SEN K year 7 behaviours
Focus on differentiated planning
Lesson
Department monitoring, book scrutiny
Student voice focussed on interventions
CPD session for all staff
Identify key character, observations, identify students for LSA/HTLA support, outside agency
Department review
Measure impact; book scrutiny, data
(start and end of
intervention)
Examplars of sharing best
practice across
departments
Year 7 review
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Track progress across all
years
Termly SEN student voice
observations to show greater challenge and expectation for all SEN students
Training for SENCO
Training for concession
Development of assistant SENCO role
involvement
Training for SENCO
Training for concessions
Development of assistant SENCO role
Completion of training for SENCO
Completion of training and exam arrangements for concessions
Concrete roles and
responsibility for assistant
SENCO
Distribute TA resource appropriately
CCS SEN outcomes in line or above
NA
SEN budgetTAs
HLTAs
Report to governors
Conduct LS review, analyse
outcomesUse this as a
tool to ensure
improvements
Ensure
Ensure Ta resource is
providing VFM as a result of
the review process
Review TA s as a resource for 18-19
Individual support for students transfers in e.g. Prospect
Constant parental review meetings
Meetings with LSA’s HTLA’s to review interventi
Review practice and start to plan for academic year 2019-2020 based
on the successes of 2018-2019
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effective induction for new TA.
on and measure progress
Ensure an appropriate response to SEN behaviour
JFR (HOY)CCS
SEN budgetTAs
HLTAsHOY
Report to governors
Review behaviour points of
SEN students and track across
the termEnsure HOY are focused and know
SEN student’s
issuesHOY to liaise with SENCO
re SEN students
behaviours.
Track behaviour and reward point
Review target groups
Document successes
where behaviour has
improved
Plan for new SEN students arriving in September and review processes between HOY and SENCO
Primary school meetings
Key worker early meetings
Reflective conversations with SEN students in inclusion and seclusion
Meet regularly with HOY
Review behaviour stats and inclusion/seclusion logs
Create SEN reflection
room
Joining SEN to the inclusion team
CCS
SENCO, LSAs,
HTLAS, CIAG,
Attendance officer, Home link worker,
Mentor, Matron
Report to governors
Inclusion meetings
Share and review school policy
Meet half termly with HOY
Increase communication among all stakeholders
Attend school /students meetings together
Review of inclusion
team
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b. More and Most Able (Article 29)
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring Summer
Thinking Hard Pixl Strategy
NBNAll Teachers
Thinking hard observed in lessons through learning walksOutcomes and progress for M&M students to be in line with or above target grades.
PiXL websitePiXL main meeting
Lesson observations
Data collections
Work with CPL group to plan for Thinking Hard implementation
CPD delivered
Drop ins to begin
Feedback from drop ins with actions to move forwards
Review of Thinking Hard Strategy
Whole school CPD
Resources produced and distributed
M and M1 criteria review
Included within department reviews
Drop ins
Review of whole school implementation
MM Strategy
EWNNBNYTL
Students progressing towards FFT5 target grade
PiXL websitePiXL main meetingAdmin
Data review
Reports to SLT and Governors
Sharing practice with top set teachers in KS4 discussion
Set up Master classes with Havant college
Create and distribute strategy
RAP process
Mentoring
Criteria: Banding Portraits Setting Careers Visits CPL
Set up first meeting with top set core teachers in year 11 – focus on what is working for specific students.
All years MM review
Review actions implemented
RAP process
Review Master classes
Criteria Set 1
Planning Mentoring
Monitoring of strategy
Early meeting with top set teachers in years 9, 10 and 11.
Federation events – London, universities, MOD events
PPE reviews in year 9 and year 10 highlighting key priorities
Mentoring programme set up
Pixl Independenc
PPE 1 review for year 11
Wave analysis for M and M students
Pixl Independence review
PPE 2 review for year 11
Wave 2 analysis for M and M students
Pixl Independence targeted at gaps
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RAP e launch
c. Disadvantaged (Article 28)
Actions Staff Success Criteria
Resources
Quality Assurance
2016 – 2017/18 2018-2019Autumn Spring Summer Autumn Spring Summer
Metacognition and differentiation to be built into Teaching and Learning
ERSEWNCPL
group
Students understand the process of learning
CPL group
Action research literature
Disadvantaged students
engage with learning and make better
progress
Pen portraits and black
dots completed
Student voice with
target group – Year 10’s identified
Trial strategies with target students
Deliver CPL workshop to
all staff
CPD session to be delivered on metacognition. Staff to trial strategies within lessons.
Dialogic Talk CPL Group to continue focus on differentiation through questioning.
Learning walks with specific focus on metacognition.
CPL group workshop.
Sharing of good practice. (Teach meet style CPD)
Learning walk focus on dialogic talk. (oracy week?)
Set up student voice
disadvantaged group
ERS/EWN Section on Student Voice
newsletter
Report to Tackling
Disadvantaged Team
Set up student
voice group from year 7
– 11.
Timetable times to
meet
Survey all pp students on
all topics related to
Survey review:
Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance
FSM
Review effectiveness of sticker
Trial Disadvantaged passport
Identify new groups of disadvantaged students. Approx 10 from each year
Session 2 – focus on student progress. Improve student knowledge of CWG/targets in all subjects. Best v worst subjects – why? Metacognition - how they
Session 3 – review the year .
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education collection – MBR to analyse – HOD to focus on barriers to why – action to put in place
CWG and TG not known by all – last week of term – all students to update target flightpaths – DSSI forms to be completed by HODs and YTL.
Are questions hard enough? – Differentiation strategy with ERS.
group.
Session 1 – discuss presentation policy with students – students to evaluate own presentation looking at best and worst book.
learn best?Discuss feedback and TRIM.
Expectations and Ownership
of learning
All Teachers
ERS
Improved presentation
of work in Books
Students books
Student Voice Team
Report to Tackling
Disadvantaged Team and
SLT/Governors
Students to complete review on own books
and behaviours using the subject review
template
October book look
Survey on perceptions
of book
Parent and student survey
developed
Year 9 survey’s
complete and distributed
Literacy lead –
presentation focus group
Students to reflect on the work towards their actions
Year 7 Parent and Student
survey completed
Re issue presentation policy/ posters to staff to reinforce with students.
Drop ins focus on presentation.Link to SLT book looks/ dept reviews/ middle leader monitoring.
Year 7/8 reading for pleasure and sage initiatives.
HOY/Literacy lead to evaluate and monitor impact of literacy initiatives.
Year 10/8 pupil/parent survey
Drop ins with a focus on presentation/ share evidence with teaching staff.
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presentation completed.
Develop evaluation model for
Disadvantaged Activities
ERSDHRCWNHBN
Evaluation model
complete
Karen Chaffey
Nigel Sharp
Report to Tackling
Disadvantaged Team and
SLT/Governors
All staff employed using Pupil Premium funding to
meet
Review to be completed
on impact of their work on
2016-17 academic
year
Create initial template for evaluation
Distribute draft template
to all colleagues
Collect feedback and
review
Distribute final template to complete
for identifying activities and impact on PP
students
CPD created for colleagues
to begin to use
All staff complete evaluation half termly
Distribute report end of term report
Distribute yearly report
New/specific staff to be targeted and trained in completion of provision map.Share good practice.
Evaluate and review PP provision map and value for money.
Distribute yearly report.
Tackling Disadvantaged
initiative
ERSAll Staff
Case Study Write up Teachers Marc Rowland
report
Visit Burnt Mill
Academy 18th October
Schedule Spring 2018
visit in afternoon
Review actions
points above
Draft Case study for
school using template that is going to be
provided
Publish case study
Sharing conference
(TBC)
Update website
statement referring to Rosendale Trust case
study impact
Update pp statement on website.
ERS to attend Tackling Educational disadvantaged course.
Investigate Commando Joe programme for targeted students - link to Sun bid. CPL wellbeing group.
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Ensure that the following target groups achieve in line or better than expected progress. (Article 28)
2. Ensuring that the following subjects achieve at least in line with or better than National Average. (Article 28)
a. Geography
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 – 2019
Autumn Spring Summer Autumn Spring Summer
Fully review 2017 results ACE/ASC/
JFR
Clear actions from exam analysis for current KS4
students
Department time
Line Management
feedbackAttached Governor meeting
Analysis of results alongside
potential purchased
papers to unpack what went wrong
Work with HIAS to
improve T & L opportunities /
progress of KS4 students
ACE/ ASCERS
Actions to target closer
matched predictions to target grades
Department Time
HIAS time
Student Voice
Feedback at Line
Management FeedbackAttached Governor meeting
Use HIAS to identify actions
to address which will improve KS4
T & L
Monitor T & L. RAP time to
monitor predicted
grades from PPE1
Monitor T & L.
RAP time to monitor
predicted grades from
PPE1
HIAS visit
booked in.
Focus on exam papers
and ways
forward.
Work with HIAS to ensure
KS3 SoW prepare
students for KS4
ACE/ ASCERS
KS3 fully develops
GCSE skillsIncluding numeracy
HIAS timeDepartment
Feedback at Line
Management FeedbackAttached Governor meeting
Review updated KS3 SoW
alongside KS4 skills & update as necessary
Evaluate Autumn units and update as
necessary.
Evaluate Spring units and update
as necessary.
Internal intervention /
Support mechanisms
within Geog to improve T & L
ASC/ACE ERS
Improved T & L within
Geography observations
Observation schedule
Department MonitoringClassroom
routines
Feedback through
leadership meetings
Line Management
Action plans created to
improve T & L Focus on
marking and assessment
alongside GCSE skills criteria.
Focus on paper 3
Continuation of support to
improve T & L including
marking and assessment
alongside GCSE criteria
Evaluation of support and
setting of new targets
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b. Maths
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring Summer
Improve Exam outcomes
All department
Maths outcomes 2018 in line with NAV
SisraExam analysis sheet
Gov/SLT meetingResults presented to SLTLLP meeting with HT
All staff exam analysis with key areas of development identified
Interim HOD commences in October 17, national advert placed in sept 17 for Jan 18 start.
New Grade boundaries implemented.
Ensure in class focus on new exam style multi layered questioning.
Year 10/11, RAP to identify target students.Sage 2 intervention to commenceP6 to target students.
Department to
Analyse PPE results
Review target students and 4/5 boundaries and 7/8/9 attainment
Prepare for PPE2Ensure WTM reflect new style questioning
KS3 strategy for maths implemented.
Regular updating of student tracker
Time for student response to feedback.
Ensure robust revision strategy
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review targets and ensure high expectationsEmbed grade tracker in classroom practice
Department SEF and Develop Plan
PHNEWN
Outcomes in line with NA
Exam analysis
Teacher evaluation
Student evaluation
MHL NPQH analysis
Complete SEF in the light of the analysis
Create development plan in light of the analysis
RAG development plan
Classroom routine and expectations
All Department Improved
behaviour management strategies
School behaviour strategies
Outside classroom before and at end
Prompt start to all lessons
Regular Low Stakes Testing
Time at end for rewards
Consistency with department inclusion
HOD monitoring regularly implemented.
Outcomes All department
Outcomes in line with NA
Pixl
Federation
Outcomes in summer
PPE 1 preparation and reflection
SAGE and P6 intervention
Attend PIXL Maths conference
PLC development
Wave 1
PPE 2 preparation and refection
SAGE and P6 intervention
PLC completion by all students
PIXL classrooms from wave analysis implementation
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Complete
Maths staff using analysis from wave and department assessment to teach to gaps.
c. MFL
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring Summer
Develop a 3 year KS4 strategy
KWF Outcomes in line with NA
teachers Report and presentation to governor’s C and A
Separate meeting with C of G and SLT link.
Review 2017 actionsCreate DIP
Analyse new syllabus
Agree actions required to make progress.
Focus on marking and assessment which supports progress
Insist on student attendance at P6- enlist HOY support
Analyse PPE1 and teach to the gaps
See 4a and b
Analyse PPE2 and target students.
Check all 4 components are given equal classroom time
Analyse book scrutiny-develop clear strategies across the faculty
Create Communications faculty
Appoint a HOF
Appoint a second in faculty
Amalgamate MFL and English and build a communication strategy
Develop common policies and monitor for compliance
Use book scrutiny to check compliance against policy
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Work with HIAS advisor and Portchester school to further develop good practice.
Develop a 2 year KS3 strategy
KWF Book look KS3 strategy to be monitored by SLT
Use of PLCs for allUse PLCs to support homework
Report against mastery statements
Embed grade tracker in classroom practice
Ensure PLC mastery cycle is embedded in department strategies
Consistently apply a robust and rigorous monitoring strategy
KWF Regular line management
Governor scrutiny and meeting
Regular teacher observations, book scrutinies, student voice
.
Moderated activities with carefully chosen other schools
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d. SCIENCE
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring SummerDevelop a 3 year KS4 strategy
JLSMHL
Outcomes in line with NA
TeachersHIAS
Report and presentation to governor’s C and A
Separate meeting with C of G and SLT link.
Review 2017 actionsCreate DIP
Analyse new syllabus
Agree actions required to make progress.
Focus on marking and assessment which supports progress
Insist on student attendance at P6- enlist HOY support
Develop a 3 year KS4 strategy
Outcomes in line with NA
TeachersHIAS
Report and presentation to governor’s C and A
Separate meeting with C of G and SLT link.
Improve Outcomes in Triple Science
JLSMHL
Outcomes in line with NA
TeachersPIXL Think resources
Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings
Analyse 2017 outcomes
Create DIP
Support Plan for teacher of triple science
Use PIXL Think and other S&C strategies
Create weekly P6 revision for triples with
Improve Outcomes in Triple Science
Use PPE 1 results to analyse individual students
Review borderline students and decide on appropriate course,
Make Physics high profile
Use GMS strategies to build resilience for triple scientists
Outcomes in line with NA
TeachersPIXL Think resources
Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings
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variety of teachers with diff strengths
remain in Triple or move to Trilogy
Work with HIAS to
improve T & L opportunities /
progress of KS4 students
JLS Science TeamMHL
Actions to target S & C for all students
Department Time
HIAS time
Student Voice
Feedback at Line
Management FeedbackAttached Governor meeting
Use HIAS to identify actions
to address which will
improve KS4 T & L
Monitor T & L.
RAP time to monitor
predicted grades from
PPE1
Review KS3 curriculum
Ensure no repeat
teaching across the Key stages
A4L to be a department
focus
Department CPD
programme to be
implemented
Planned regular
support for new staff
Analyse PPE2 and
teach to the gaps
Monitor T & L.
RAP time to monitor predicted grades
from PPE1
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e. ENGLISH
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring SummerEnsure curriculum reflects the new syllabus
KWF P8 in line with FFT 20
TimeHIASPIXL
PPEGovernor monitoring
Curriculum review
Monitor of new curriculum and develop teaching methodology
KS4 strategy to be outworked
KWFP8 in line with FFT 20
Build up a resource bankPIXL
PPEGovernor monitoring
Take part in PIXL Wave initiative
Complete syllabus by end of Autumn termFocus on revisionRAP students for revision in sage 2
Teach to gaps shown through Wave analysis
RevisionSage revision
Lead CPD on dialogic talk
and differentiation
KWF P8 in line with FFT 20
HIAS support
PPELesson
observations
Lead CPD in February
Department to lead on
development of dialogic talk and
differentiation
Review differentiation and dialogic talk across the school
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3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28)
a. PLCs
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring SummerEnsure that KS3 and KS4 feedback is robust and incisive and linked to PLCs
ERSEWN
Students make progress against targets as a result of incisive feedback based on assessment criteria with clear indication of how to improve
Examples of good practice
Monitor marking, feedback & TRIM in KS3Book-Looks, student voice,Drop-insSubject and year Reviews
Improve quality of Marking and feedback & TRIM linked to PLCs through CPL Team action research
Use Mastery statements as assessment criteria for KS3 and GCSE for KS4
Share good practice in marking, feedback & TRIM through CPL Workshops
Monitor the quality and consistency of Marking and assessment at KS3 through Book scrutiny
Carry out year 7 and 8 Reviews to monitor the marking and assessment of KS3 linked to PLCs
Collate folder of good practice of marking and feedback and TRIM for KS3 and 4
Offer one to one coaching of marking to ensure deeper understanding
Identified teachers use self-assessment to ensure improvements are embedded
Evaluate the consistency of marking and feedback and TRIM at KS3 to ensure the same rigour as KS4
Line managers ensure subject leaders carry out comparison of KS3 and 4 books in all subjects through Book scrutiny
Follow up by observation with book looks to ensure improvements have been made by identified staff
Embed consistent good practice in all subjects by refining the use of the learning Q and systematic use of TRIM linked to PLCs
Improve quality of Marking and feedback & TRIM linked to PLCs in practical and non-practical subjects through CPL Teams
Ensure that students know how to use PLCs to
ERSEWN
Students can use the PLCs to self-assess, understand
PLCs in all subjects for all years based on
Student voice during drop ins,
Use CPL group to action research ways to embed PLCs with staff and
CPL workshops show links between marking, assessment,
CPL workshops show links between
Evaluate students’ understanding of PLCs and
Dropins / dept reviews to focus on
Smith proformas to aid
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identify strengths and weaknesses against targets so that they can achieve them
and can articulate their targets & achievements and know what to do to improve and reach their targets
criteria and linked to targets
interviews, subject and year reviews
studentsEnsure that all staff have clarity of purpose with PLCs in order that students also have clarity
targets & PLCs.
Drop in with TRIM as a focus to observe clear links with PLCs
Student Voice on PLCs
marking, assessment, targets & PLCs.
Carry out student voice with emphasis on use of PLCs
update action plan
Investigate the use of PIXL Classroom App
Ensure students’ completion of PLCs correlates to differentiated Learning Qs
student voice and use of q questions in TRIM.
revision –year 10/11
Ensure all HOD monitor consistency of marking and feedback in their subjects to have a positive impact on learning
ERS ML more effective in holding their departments to account and ensuring greater consistency
Tailored C4L programme
Subject monitoring pack
Subject review programme and exemplar materials
SLA support for identified subjects
SLT meetings and LM notes
Link governor meetings
Futures – with monitored actions
Book scrutiny reports
Learning walks
Student voice
External reports
Deliver coaching for leadership programme
Introduce new subject reviews to ensure HOD’s ownership and accountability
Recommendations from SWOT leading to report and key actions
Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs
LM agendas to feature drivers of improvement
Whole school book scrutinies
Deliver coaching for leadership programme
Continue programme of subject reviews
SLT to discuss LM agenda items regularly and assess impact of subject review packs
Whole school book scrutinies
Evaluate the coaching for leadership programme
Evaluate impact of subject reviews
Evaluate effectiveness of using SWOT analysis to drive improvement and greater accountability
Evaluate and adapt subject monitoring pack for Autumn term
Deliver 2 linked workshops for
Include ML line management feedback regularly at SLT meetings regarding key priorities to ensure greater consistency across all subjects.
Ensure all ML meetings including governor and SLT follow a set agenda so that key priorities are regularly revisited.
ML focus on specific staff – monitoring. Report back to
Dept reviews - MLShare with SLT and Govs.
ML update action plans - produce exemplarsupport for departments.
Futures – report on best practice.
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identified staff to ensure 1. Greater consistency of feedback and 2. Student response using TRIM strategies
SLT in LM.
b. Mastery Statements
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring Summer
Data collection and reporting
EWNTMETeachers
Successful data collection October 2017
Successful report home to parents
SimsTMERAP meeting time
Data collection on time
Feedback from parents
Repot to Governors and SLT
Arrange sessions for CPD on new data collections
Propose template for reporting and finalise for data to be sent home in October
Trial new RAP meeting style with new collections
Information letter created for parents
Review collection process and reporting implementing actions for Academic review 2 in February
Review collection process and reporting implementing actions for Academic review 3 in May
Review all statements
Implement statement changes in preparation for September 2018
Implement statement changes
Review: reporting home (what does it mean to parents)
Review criteria for offering Mastery
Ensuring challenge through a mastery curriculum
RAP analysis development – gaining the best intervention techniques
Review of mastery curriculum
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c. Literacy Strategies
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring SummerDevelop Guided Reading & other reading strategies for Year 7 tutor team
HBNERSRBD
Students’ reading assessments improve
Students’ reading ages increase
Students are reading more widely
Teachers training time
Appropriate sets of books
Reading tests/quizzes
Rewards & certificates
Cover for HBN to monitor
Base line comprehension skills
Re assess after series of guided sessions
NGRT Tests
Monitor SAGE sessions
Student VoiceYear 7 Review
Share proposal with SLT and staff
Identify and purchase suitable books
Plan and write the Programme
Identify the Year 7 Team
Brief the team and ensure commitment
Train the team Train Prefects to become reading buddies
Do Baseline tests
Start the literacy programme using book 1Team evaluate the pros and cons and adjust
Complete comprehension tests and PLCs
Carry out Student Voice
Monitor Reading Buddies
Carry out Year 7 Review (RBD)
Use analysis of all evidence and PLCs to adjust the programme to focus on areas to improve
Analyse tutor team delivery and give any further training
Learning Walk of SAGE
Write and deliver progress report to SLT
Complete the SAGE Programme
Re-assess reading
Analyse data and identify those needing literacy intervention in Year 8
Take student and tutor team voice and make any adjustments
Rewards/presentation assembly
To ensure all staff correctly identify common mistakes in class work
HBNERS
Literacy Stickers on front of booksSPaG marking in marginGreen pen to reflect on errors made
Learning Walks and book scrutinies will identify strength of marking and areas to improve
All staff to be reminded of the Literacy Codes and given examples of good
Carry out book scrutiny with SEN students to ensure they are being supported in their
Identify teachers who need support with literacy marking and run a workshop
Gather evidence and create a best practice booklet to support staff training
Evaluate the impact of support for identified teachers who required intervention
Refine best practice booklet and deliver further training support staff
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Literacy Marking & ensure that teachers address these mistakes
literacy
To develop a Word Bank for all pupils to access in their lessons
HBNERS
Students spelling and understanding of subject terminology improves
Key words for each subject created by depts.
Sheets will be stuck in booksEvidence of teaching strategies being usedStudent voice and drop ins evidence use of key words
All pupils to have a set of key words in back of exercise books
Teachers to be using the key words as starters and homework tasks with pupils
Literacy CPL team to review the impact the use of Word Banks has had on their pupils and in Departments
Review key words by department and update in light of curricular changes
Ensure school displays make key words a learning resource
Whole school spelling bee with representatives from all subjects
d. Transition
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018 - 2019
Autumn Spring Summer Autumn Spring SummerImprove transition process to ensure best possible progress
RBD Students make quick progress against targets and avoid transition ‘Dip’
Transition initiatives
Transition Booklets
Monitor the impact of different strands of transition through observation and student voice
Ensure redrafted Transition Booklet is looked at by teachers & rewards given Twilight CPD Cross phase in subjects to aid greater collaboration
Use the Transition Timeline to
Conduct early Year 7 student voice to monitor success of Transition
Deliver Joint Cross Phased INSET CPD providing opportunities to plan & work together more closely
Run a Year 5 WOW Day in June
Evaluate Joint Inset and implement any subsequent actions
Run Year 6 WOW Days
Organise and run new year 7 and parents’ BBQ
Ensure that the Transition Booklet plays a central part during Transition Days, especially rewards.Continue to build up on the collaboration already started via cross phase CPD.Use the Transition Timeline to ensure planned events take place for year 5 & 6
Ensure that specific Year 7 student voice is carried out and feedback to school.
Joint CPD with Cluster Primary Schools to strengthen opportunities to work more closely
Run the Year 5 WOW day.
Plan and deliver Year 6 Transition days to include barbeque.
Strengthen contact with hard to reach / poor attendance students / most
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ensure planned events take place for year 5 & 6 from main feeder schools
Plan Year 5 and 6 WOW Days
Have a Year 7 ‘graduation’ of key skills assembly
from wider spectrum of feeder schools.
Carry out the Primary Maths Challenge with Year 6 students in September.Evaluate Transition protocols and activities to ensure best action/preparation for vulnerable students.
together.
Plan Year 5 and 6 WOW days.
Begin the transition process to begin to get to know vulnerable students and their families.
vulnerable students within our Transition.
Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills
HODCCS
Students make quick progress against targets and avoid transition ‘Dip’
Time to liaise with feeder schools
Time to review year 7 curriculum and map skills
Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice
Analyse lessons and student data to triangulate evidence
Use greater liaison with feeder schools to review year 6/7 curriculum and skills
Use KS2 example of writing to set high expectations of year 7
Produce a glossary of literacy key words that students have been introduced to in KS1/2
All staff to ensure consistency of language
Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress
Evaluate best work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress
Monitor gateway room and students carefully
Communicate with staff re SEN student needs for planning
Ensure robust analysis by YL to monitor students who are not progressing in Year 7. Develop focused RAP systems to target and move students on.
Weekly SEN bulletin
Develop SEN toolkit
Develop SEN function on classcharts
Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.
Review yearly successes and areas for development
Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.
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4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas:
a. Diagnostic feedback and TRIM
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018-2019
Autumn Spring Summer Autumn Spring SummerEnsure all staff provide consistently high quality feedback in their subjects including TRIM
ERS Feedback to students in all subjects follows the policy
PLCs are linked to diagnostic feedback
Students are able to respond in depth to teacher feedback and close gaps in learning
Subject monitoring pack
Regular book scrutiny feedback
Agenda item on SLT and LM
Book scrutinies
Learning walk and dept. reviews
Student voice
SLT meetings and LM notes
Link governor meetings
Futures – with monitored actions
Book scrutiny reports
Learning walks
Student voice
External reports
Students make progress
Clear learning journey across books
Specific feedback given to subjects
Teachers self-
assessed their
marking
Subject review book scrutinies
Further whole school book scrutinies
Reports back to staff through Futures
Futures HOD monitoring focus
Provide ‘Golden Nuggets’ on Feedback Learning walks
Student voiceBook scrutiny
Evaluate effectiveness and compliance with policy
Complete self- assessment against policy linked with PM target
Ensure ML more effective in holding their departments to account and ensuring greater consistency
Provide coaching workshops for those requiring support
Use CPL Team to lead action research into feedback. CPL team drive improvements across the school
Book looks as part of m & e calendar and subject reviews
Share good practice regularly through CPD time
Evaluate compliance with policy
CPL workshop.
Book looks.
Evaluate policy.
CPD – teach meet – sharing of good practice (TRIM, learning qs, presentation, differentiation)
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b. Implementation of the presentation policy
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018-2019
Autumn Spring Summer Autumn Spring Summer
Update T,L & A policy with presentation information
ERS
Students work will be well presented and aligned with quality of teaching
Produce copies of the new policy for consultation
Implementation and monitoring
Updated the policy to include presentationSet up working group for consultation
Agree policy changes and present to staff at CPDTime to implement through dept. timeConduct book scrutiny
Evaluating the impact of the changes to policyFurther book scrutiny and student voiceProduction of exemplar booklet Create posters for classrooms about acceptable presentation
ML M & E presentation in their areas
Presentation criteria shared with ML and students
Whole school book looks analyse consistency
CPL team look at student responses and provide good practice examples to all staff
Re issue presentation policy/ poster. Teachers and students – high expectations.
HODs to monitor presentation as part of dept review. Review T,L & A policy.
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5. Develop an outstanding culture for students and staff. (Articles 12, 14, 28, 29 & 31) This will be achieved through addressing the following areas: -
a. Focusing on Gold RRR status (Articles 1 – 3)
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018-2019
Autumn Spring Summer Autumn Spring Summer
Ensure that rights-
respecting values
underpin leadership
and management
Leadership Team
Rights respecting values are central to everything
Assembly Time
School VisionSchool PoliciesClass
Charters
Line Management
Governor MeetingsLesson
ObservationsStudent Voice
Ensure all updated
policies have a rights
Respecting focus.
All School Leaders
demonstrate a good
understanding of the
ConventionEnsure that
the Convention is understood in classrooms
Continue with Autumn Term aims
in preparation for UNICEF
Level 1 accreditation
visit.Ensure that displays are linked to the Convention.
Celebrate Silver
accreditation with local
community.
Create Action Plan
to Focus on
the planned learning about
children and young
people’s rights
throughout most
aspects of the
curriculum, .
Embed the Charter into day to day practise
Work towards deepening and widening the knowledge and understanding of Articles across the whole school community.Develop awareness of rights being: Inherent, Inalienable, Indivisible, Universal and Unconditional.
Embed a clear understanding of ‘Rights Holders’ and ‘Duty Bearers’.
Continue to collate
evidence to show how
being a rights respecting school has improved
wellbeing and achievement,
including attainment,
reduced exclusions and
improved attendance.
Start to work with other schools
(especially Feeder
schools to share our journey.
Audit the curriculum to identify the
prominence of the
Convention within lessons.
Student voice to monitor their understanding
of the key articles and how they
affect their lives.
Embed Global
Citizenship to enable
students to become
JFR & CPL Team
All staff
Large majority of school are
able to articulate
the
Assembly Time
Lesson Observations
Student Voice
Line Management
Governor MeetingsLesson
Observations
. Continue with Global Citizenship
literacy activities each
month
Continue with Global Citizenship literacy
activities each month Carry out Rights Respecting
focus and gather evidence from each curriculum area
Enable pupils to look at global
issues, as appropriate,
from a perspective of
Continue to develop the use of the
language of rights and respect to
Continue to provide
opportunities for the school to take action to uphold the
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rights-respecting
citizens
language of rights
and respect in relation to
global citizenship
Student Voice
Continue to develop regular
inclusion of Global
citizenship within
Assemblies and Literacy
focus.
as to aspect of global citizenship addressed
Continue to develop regular inclusion of Global citizenship within
Assemblies and Literacy focus.
.
rights so that they develop a
heightened sense of justice
and equity through
engagement with the
Sustainable Development
Goals.
strengthen school
systems for resolving
conflict (such as the use of restorative
justice) and the promotion of
positive attitudes and
actions for rights.
rights of children locally,
nationally and globally and makes these
explicit.
Students are empowered to become
active citizens and
learners
JFR HOY
School community can express their opinions and make informed decisions about their health and wellbeing.
Assembly Time
Lesson observations
Steering Group
Year Team Community
Projects
Line Management
Governor MeetingsLesson
ObservationsStudent Voice
Continue to develop opportunities for students to be active citizens via their
community projects
Ensure Enrichment Days support students to make active decisions about their health and
wellbeing.
Explore ways to reference correlation between improved
outcomes for pupils and the
implementation of a rights-
based approach across the
school.
Explore the role pupils play in engaging in their right to learn. Consider, with them how this
can be further enhanced. .
Continue to strive for further creative and significant
opportunities for the participation and decision making of pupils to influence and shape the life and
work of the school
b. Addressing student relationships and building resilience through GMS
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018-2019
Autumn Spring Summer Autumn Spring Summer
Coaching for students in years 7 and 8
JFRRBD
More reflective practice enabling students to cope with the demands of the school
PIXL NOW resourcesPIXL EdgeSAGE
Monitor students resilience through students voice
Introduce year 7 to coaching, GMS and resilience through planned induction session
Create SAGE time resilience and coaching opportunities
Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8
Introduce year 7 to coaching, GMS and resilience through planned induction session
Create SAGE time resilience and coaching opportunities
Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8
Rewarding GMS
JFRHOY
Students rewarded for
GMS postcards
Analysis of data and
Publicity drive on use of GMS
Feature in WOW
End of year for students
Development of new
Create GMS ambassadors
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effort certificates increased publicity
postcards for invisible studentsCreate HOY certificate
magazineUse images for displays
who have put in effort and developed resilience
postcard designed by students
in primary schools on building resilience
c. Eliminating low- level behaviour (Articles 14, 28 and 20)
Actions Staff Success Criteria Resources Quality
Assurance2017 – 2018 2018-2019
Autumn Spring Summer Autumn Spring Summer
Regular analysis Classcharts data
JFRCKT
Awareness for staffImproved behaviour and routines
ClasschartsCPD
Given to HOD/ SLTLine mgtYear group dept review
Classcharts training
Staff voice on behaviour in lessons
Revised routines and standards
Compare stats to gauge improvements
Monitor and evaluate
Offer coaching buddies to support weaker teachers
Embed regular analysis of year group behaviour within line management.
Develop the tutor role to embed the charter into day to day school life to ensure that good behaviour is part of their right to their education.
Explore the role pupils play in engaging in their right to learn. Consider, with them how this can be further enhanced.
Further develop the school’s strategic documentation to link to and reflect relevant Articles of the CRC and ensure that leaders at all levels can articulate school improvement in terms of the CRC.
Provide HOD with behaviour stats
JFRCKT
Better ownership of behaviour in departmentsBetter use of Classcharts
Classcharts
Line managementSLT/ HODFuturesYear Group meetingsSubject reviews
Provide HOD with breakdown of statsUse ML and SLT meetings to identify areas of concern
Track through RAP meetings
Analysis of Classcharts data to identify trends
Provide suitable interventions as required
Review progress across academic year
Consider hot spots across school
Focus on positive behaviour for learning to embed Article 28
JFRCKTCCSHOY
calmer school with focused transitions
Learning walksDrop insFocussed CPD sessionsInput from CPL group
Teacher voiceFuturesLine managementYear group meetingsSubject reviews
All learning walks to have specific behaviour focus
Analysis of positive behaviour
Staff meeting to address issues with routines or standards
HOD to address inconsistencies
Use Futures to highlight how departments are using pride points to reward positive behaviour
Link key aspects of “Gold” status to positive behaviour.
Continue to develop the use of the language of rights and respect to strengthen school systems for resolving conflict (such as the use of restorative justice) and the promotion of positive attitudes and actions for rights.
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recorded on Classcharts
Series of assemblies to focus on ;behaviour policy and levelsCorridor behaviourPeer to peer abuseSexual harassment
Develop individual behaviour training
ERSJFR
Improved T&L Teachers have clear repertoire of B4L skills
ClasschartsObservationsStudents voice
Learning walksData analysisCoaching and mentoring support
Run B4L sessions after school with invited teachers
Review progress through self- evaluation , further coaching, mentoring and intervention
Further actions as required
Enhance the school’s ambassadorial activity by enabling pupils and staff, as appropriate, to promote and encourage Rights Respecting values and actions and knowledge of the CRC with other schools and in the wider community.
Ensure that the community is aware that adults, as Duty Bearers, should uphold children’s rights, and help facilitate their access to rights.
Continue to run B4L training with new staff
a. Improve Attendance to be in Line with National Average
Actions Success Criteria Resources Quality Assurance
2017 – 2018 2018-2019staff Autumn Spring Summer Autumn Spring Summer
Increase school attendance to 95%
CCSHOYYAS
Greater whole school attendance statisticMore students with 95% attendance or above
Report to governors
Weekly year group and whole school competitions.
Re-integration meetings following 3 consecutive days of absence
Invite to trips, extra-curricular activities and prom only to those with 95% attendance or more
Attendance letter to be sent July and September 2018.
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Attendance hints and tips for website and newsletter
Year 11 attendance action plans
*Compare attendance from now to same point next year. Currently at 93.9%.Review initiatives Continue to improve attendance
Reduce PA statistics
CCSHOYYAS
Decreased number of persistent absentees with 90% or below attendance
Report to governors
Lates initiative- same day detention, email to all staff, collection of students for detentions
Attendance officer actions
Tutor early intervention flagging
*Compare attendance from now to same point next year. Currently at 13.19%.Review initiatives Continue to improve punctuality
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