uttershaw usiness & enterprise ollege draft school

tvh/DRAFTSIP/2015-16/SIP 06/10/15 page 1 of 14

Buttershaw Business & Enterprise College

DRAFT School Improvement Plan 2015-16

Values Skills Aspiration


As a result of our school improving, the Buttershaw student will increasingly be:

Values Driven

Wise: able to make good choices about life, leisure, employment and study

Just

Compassionate

Honest

Ambitious

Personally Confident

Reflective

Resilient

Skilled

Articulate

Analytical

Creative

Evaluative

Literate

Numerate

Socially and emotionally capable

Confident with new technologies

A good team worker

Able effectively to absorb, understand and recall key information and concepts

Able to manage their health and risks to their wellbeing

Aspirational

Motivated and hard working

Curious

Keen, and able, to lead others and be a role model

Keen and able to help others

Politically and culturally aware

Financially and economically aware

Aesthetically aware

Clear about career opportunities and aspirations

Clear about next steps

Reading for pleasure


In order to help our students achieve we will support the development of:

Values Skills Aspiration Staff Model appropriate behaviour and

ambitions

Model the key school values of:

Wisdom

Integrity

Justice

Compassion

ambition

Be professional, enthusiastic, consistent and determined in all things.

Model social and emotional literacy

Use appropriate language

Develop literacy strategies

Be competent with new technologies

Deliver subject skills expertly

Ensure student safety and health and teach them how to manage risk

Set and mark homework regularly

Deliver effective period 3 activities

Be aware of FE and HE requirements

Teach lessons that have pace and challenge and develop independence

Provide appropriately differentiated work

Parents Have the confidence to discuss learning issues constructively

Support the school ethos by reinforcing its expectations of students in all areas of school life.

Understand student courses and their general skill demands

Help their children develop basic literacy

Attend parents evenings regularly

Access student data and curriculum information via the SLG

Understand the new career opportunities and challenges for students

Show they want their children to do well by checking planners and homework

Support students into sixth form, college and HE

Partners Employers

Be clear about employability requirements

Offer direct curriculum support

Employers

Support mentoring schemes

Provide adult role models

Employers

Offer work experience/internships

Offer CV/interview training

Support student leadership training

Other schools/Bradford Partnership Support and challenge improvements in behaviour for learning.

Other schools/Bradford Partnership

Support and challenge improvements in teaching

Other schools/Bradford Partnership

Support joint careers/HE events

Engage in a joint curriculum offer


Our Strategic Intents for 2015-17 Leadership and Management

School leadership at all levels will be focused on the continual improvement of student life chances through a rigorous emphasis on raising standards, improving learning and opening student minds to new possibilities. In particular all leaders will consistently:

model appropriate behaviour and high expectations.

rigorously challenge and support other staff and students.

plan for, and monitor, the impact of actions with clarity and vigour.

be committed to continual and urgent improvement.

Teaching and Provision

Teaching will be consistently good or outstanding, with practitioners who lead learning both inside and outside the classroom, motivating and directing students effectively.

Quality assurance will take place termly to ensure effective planning, delivery and feedback.

Student voice will also inform developments in teaching and learning.

Literacy, numeracy and communication skills will be a key focus for development.

The curriculum will cater for all learners, providing a clear core that builds key competencies and a menu of choice both between and within courses.

The school will be proactive in tackling/dealing with bullying.

All students will be known well through effective tracking and tutoring. Where additional help is needed, there will be professional services available in appropriate in-school environments.

Transition from primary schools will be very effective, as will work with partner agencies, ensuring that students receive appropriate support from age 10 to age 16 or 19.

The school will actively seek to support students’ parents, carers and families and involve them fully in the life and work of the school.

Attitudes to learning and life

Students will leave Buttershaw fully equipped emotionally, socially and academically for the demands of a full and rich adult life as employees, family members and global citizens.

Employability, creativity and functional skills will be developed within a broad-based curriculum that values all achievement.

Students will be effective learners and responsible citizens, understanding and applying the school’s values. They will be ambitious for themselves, their community and their city.

Students will be equipped with the skills to learn independently. They will understand their own strengths and areas for improvement and will be able to set their own targets and plan elements of their own learning.

Students will be able to make informed and wise choices in all aspects of their life and to help each other to succeed.

Achievement and Standards

Students will achieve their academic potential and thus the typical Buttershaw student will make progress above national expectations. In consequence, achievement will exceed national benchmarks and the school will:

have a significantly positive Progress 8 figure.

be at national attainment for English and maths crossover.

see the NE:ET figure is below 1%

achieve above expectations at level 3 post-16.

allow students to achieve well in sport, the arts and as responsible citizens.


Three Year Outline Plan and Improvement Trajectory 2015-17 Priority and Diagnosis Success Criteria Year 1 2016 Success Criteria Year 2 2017 Success Criteria Year 4 2018 1 Priority 1

Improving leadership at all levels. Diagnosis Leadership has been effective at improving many aspects of the school’s work, but impact must be both greater and sustained.

Leadership is judged to be at least good at all levels, including governance.

Student outcomes continue to improve to compare well with national rates and in-school gaps decrease.

2A*-C (disadvantaged) at 40%.

3+ disadvantaged En at 65%; 4+ at 25%; ma at 50%; 4+ at 15%.

Leadership is judged to be at least good at all levels, including governance, with clear elements of outstanding practice.

Student outcomes continue to improve to compare well with national rates and in-school gaps decrease.

2G5 (E/m) (disadvantaged) at 35%.


Leadership is judged to be outstanding.

Student outcomes are consistently above national rates of progress.

2L5 (E/m) disadvantaged at 40%.


2 Priority Improving teaching so that student aspiration is raised. Diagnosis Teaching needs to improve so that student aspirations and progress are raised in all years and across all abilities, but especially amongst disadvantaged students.

Teaching is judged to be at least good.

All inadequate teaching is eradicated.

Literacy and numeracy provision is good.

All teachers are offered support whose student progress is not yet good.

SEN provision is good.

80% of staff agree that training is appropriate and of good quality.

3A*-A at 15%.

5A*-B at 30%.

NEET at 1%.

Teaching is good, with more outstanding practice.

Some literacy and numeracy provision is outstanding, whilst all is good.

SEN additional provision is outstanding and classroom provision is consistently good.

3A*-A at 18%.

5A*-B at 35%

NEET below 1%.

Teaching is consistently good, with much outstanding practice.

Literacy and numeracy provision is outstanding.

SEN provision is outstanding.

3G7+ at 25%.

5G6+ at 30%

NEET below 1%.

3 Priority 3 Improving student safety, values, attitudes and behaviour even further. Diagnosis Whilst the overwhelming majority of students conform to school rules, they do not take enough responsibility for their own learning. A small, but significant number do not consistently reflect the school values in their attitudes.

Low level disruption is rare.

Safeguarding is judged to be outstanding.

Disadvantaged attendance is improving at a faster rate than that for non-disadvantaged students.

Rising Stars improve by at least 0.2 in all years.

Whole school attendance is 95.2% or above.

Attitudes to learning are consistently good and often outstanding.

Low level disruption is exceptionally rare.

Safeguarding remains outstanding.


Rising stars improve by at least 0.2 in all years.

Whole school attendance is at 95.5% or above.

Attitudes to learning are consistently good and often outstanding.

Low level disruption is exceptionally rare.

Safeguarding remains outstanding.


Rising stars improve by at least 0.1 in all years.

Whole school attendance is at 95.8% or above.

4 Priority 4 Improving student skills, qualifications and success. Diagnosis Achievement is on an improving trajectory, but is not good enough. In consequence insufficient numbers of students leave with the skills they need for the next stage of education or for employment.

Progress 8 positive.

2A*-C (E/m) is at 52% or above.

KS3 progress accelerates.

3+ levels of progress English at 70% or above.

3+ levels of progress maths at 60% or above.

4+ levels of progress English at 28%.

4+ levels of progress maths at 25%.

Sixth Form level 3 progress is at ALPs 3 or above.

Disadvantaged students’ achievement rises more quickly than that for non-disadvantaged students.

Progress in science is at national rates for 3+ and 4+ levels of progress.

Progress 8 is at 0.2 or above.

2G5 (E/m) at 48% or above.

KS3 progress is above national KS2-4 rates.







Progress in science is above national rates for 3+ and 4+ levels of progress.

Progress 8 is at 0.3 or above.

2G5 (E/m)

KS3 progressi s above national KS2-4 rates

3+ levels English at 80%

3+ levels maths at 73%

4+ levels English at 33%

4+ levels maths at 30%



Progress in science is above national rates for 3+ and 4+ levels of progress.


School Improvement Trajectory 2015-2016

Achievement

Year 13 2014 2015 2015 Aut 1 2015 Aut 2 2016 Spr 2 2016 Target

% of departments rated at ALPs 6+ 70% 73% 33% 50% 75% 90%


Retention N/A 91%

Year 12 2014 2015 expected 2015 Aut 1 2015 Aut 2 2016 Spr 2 2016 Target



Retention N/A 95%

2014 2015 2015 Aut 1 CWA 2015 Aut 2 CWA 2016 Spr 1 CWA 2016 Target

Year 11 Disadvantaged

Non- Disadvant

aged

Overall Disadvantaged

Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvan

taged

Overall

Progress 8 -0.3 +0.2 Positive

A*-C(E/m) 22% 40% 32% 23% 54% 44% 10% 40% 25% 18% 45% 35% 27% 55% 4% 38% 64% 52%

5A*-B 10% 25% 19% 16% 31% 25% 3% 20% 12% 8% 30% 20% 17% 30% 28% 23% 36% 30%

3A*-A 4% 14% 9% 6% 16% 12% 3% 8% 5% 5% 12% 8% 7% 18% 12% 10% 22% 15%

Ebacc 10% 26% 19% 17% 37% 29% 25% 41% 35%

Maths 3+ 40% 63% 53% 32% 60% 49% 16% 52% 34% 26% 62% 44% 34% 70% 52% 50% 78% 60%

Maths 4+ 10% 16% 14% 10% 25% 19% 5% 10% 8% 12% 18% 15% 15% 24% 20% 20% 30% 25%

English 3+ 38% 55% 48% 47% 70% 60% 49% 60% 55% 55% 65% 60% 60% 70% 65% 67% 73% 70%

English 4+ 8% 17% 13% 15% 27% 22% 12% 16% 14% 15% 21% 18% 18% 26% 22% 24% 32% 28%

2015 end Yr9 CWA 2015 Aut 1 CWA 2015 Aut 2 CWA 2016 Spr 1 CWA 2016 Target CWA 2017 Target

Year 10 Disadvantaged

Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvant

aged


Non- Disadvan

taged

Overall

Progress 8 .0 +0.4 +0.2

2G5 26% 35% 30%

G6 25% 34% 30%

G7 15% 26% 20%

Maths 3+ * 60% 82% 67%

Maths 4+ * 25% 36% 25%

English 3+ * 75% 86% 75%

English 4+ * 40% 52% 30%

NB The Year 10 trajectory will be completed by January 2016, when more information is available on new GCSE grading and national flightpaths. * or equivalent, to be worked out when trajectory is available.


Teaching Quality

2014 * 2015 2015 Aut 2016 Spr 2016 Sum 2016 Sum target

Departments judged as having good or better teaching (%)

40% 50% 70% 80% 80%

Feedback judged as good or better (%) 60% 75% 90% 100% 100%

Teaching typicality judged as good or better (%) 50% 60% 80% 85% 85%

Attitudes to Learning

2014 * 2015 2015 Aut 1* 2015 Aut 2 2016 Spr 1 2016 Sum target

Lessons where attitudes to learning are judged as good (%)

60 70 75 90

Exits to the BSU (average daily number)

8 10 8 7 6

Disadvantaged exits to the BSU (average daily number)

4 5 4 4 3

Attendance

2014 2015 2015 Aut 1 2015 Aut 2 2016 Spr 1 2016 Sum target 2017

Overall school attendance (%)

93.9 94 94.5 94.8 95 95.2 95.6

Disadvantaged overall attendance (%)

90.6 91.5 91.7 91.9 92.1 93.0

Persistent Absenteeism 85% 8.7 9.2 8.8 8.5 8.3 8 7

Persistent Absenteeism 90% 16.6 20.2 18 16 15 14 12

Disadvantaged Persistent Absenteeism Gap -9.4 -10.1 -9 -8.8 -8.5 -8.2 -7.5

*N/A signifies a data series where previous comparisons are misleading or absent


Intended outcomes: Impact Milestones (1-6)

Milestone 1 Half term 1 Sept 2015

Milestone 2 Half term 2 Nov 2015

Milestone 3 Half term 3 Jan 2015

Milestone 4 Half term 4 March 2015

Milestone 5 Half term 5 May 2016

Milestone 6 Half term 6 July 2016

AFI 1

First departmental audits of teaching

quality, including planning, marking and

feedback have taken place.

New data analysis available for all groups

including more prominently for SEND.

Homework and presentation policy

expectations are clarified and reinforced.

Teaching quality judgements recalibrated

in light of summer results; departments

prioritised and support plans agreed as a

consequence.

Departmental reviews and audits

completed and showing significant

improvement in teaching quality.

Data conversations taking place

regularly and data is clearly used in

planning.

Homework and presentation audits

have taken place and show clear

improvements.

Support plans in place as required.

Teaching quality has improved in line

with school trajectory.

Data conversations are informing

planning for all groups.

Students’ progress matches school

trajectory for Years 10-13.

Progress in other year groups is

(significantly) improved.

75% compliance with school

homework and presentation policies

are achieved.

Support plan impacts are resulting in

improved teaching.







85% compliance with school

homework and presentation policies

are achieved.

Teaching quality continues to improve

in line with school trajectory.



Student progress in Years 7-9 is

improved on 2014-15.



Teaching quality has improved in line with

school trajectory and Ofsted expectations.

Year 10 and 11 examination predictions are

in line with the school trajectory.

Students’ Progress in Years 7-9 is

significantly improved on 2014-15.





90% compliance with school homework and

presentation policies are achieved.

Progress (RAG)

AFI 2

New attendance strategy and reviews in

place.

Disadvantaged students ‘ achievement

report for 2014-15 is produced.

SEND progress is available alongside other

data both to leaders and class teachers.

Actions in place for PA students

around improved attendance.

Disadvantaged funding is closely

targeted at improving

Disadvantaged students’ progress in

English and maths.

Teachers area confident about key

actions for improving progress for

SEND students.

PA has reduced and matches school

trajectory.

Progress of disadvantaged students has

improved and matches school

trajectory.

Progress of SEND students has

increased by 5% in English and maths

by 10%.

Whole school attendance strategies

have led to 0.7% improvement.

Mock exams show progress of

disadvantaged students has closed the

gap by at least 10%

Key interventions in place to ensure

significant improvement in progress of

SEND students.

Attendance of key groups shows at

least 1% improvement on 2015.

Progress of disadvantaged students

matches trajectory in English and

maths.

Progress of SEND students has

increased by 8% in English and 15% in

maths.

Whole school attendance strategies have

led to 1% improvement in attendance.

PA has reduced by ?%.

Progress of SEND students in all years has

improved significantly – gap has closed.

Progress (RAG)

AFI 3

Baseline testing is organised for all groups.

Sixth form leaders are involved in QA of

teaching quality.

Sixth form attendance tracking is

reviewed.

Sixth form tracking now shows leaders

disadvantaged and SEND students’

progress separately.

Baseline testing has taken place and

students are in appropriate groups.

Sixth form leaders have a teaching

quality tracker that is being used to

target challenge and support.

Sixth form tracking has been used

to target support for students and

challenge for teachers.

95% agree that confident to report

bullying and would do so.

The gap between the progress of

disadvantaged and SEND with other

students is narrowing.



In addition to visual learning walks,

sixth form leaders have conducted a

learning walk focused on sixth form

issues.

All groups of students are progressing

in line with ALPs national average for

all students.



In addition to visual learning walks,

sixth form leaders have conducted a

learning walk focused on sixth form

issues.

All groups of students are progressing

in line with ALPs national average for

all students.

Examination predictions show student

progress is in line with school trajectory.

Examination predictions for all groups of

students show no gap in performance.

Progress (RAG)

AFI 4

School targets agreed and shared with all

leaders.

New QA processes in place.

New MIS (PARs) is in school.

Disadvantaged and governance audits are

organised.

Proposed PM and pay policy is agreed by

senior team.

Targeted bullying action plan is in place.

Attendance plan actions in place.

SIP is amended, to incorporate and cross

reference to, AFIs as necessary.

Work scrutiny and learning walk

shows improvements in marking

and feedback and book ethos.

Pupil Premium spending audit has

taken place.

First half-termly report is published

on key indicators in behaviour and

attendance, showing improvements

in line with trajectory.

PM and pay policy is in place

Bullying assemblies have taken

place to where to go for support.

QA shows improvements in

assessment dialogue and

differentiation.

Governance audit has taken place.

Support plans are being effectively

used to raise teacher performance.

Key indicators for disadvantaged and

SEND students especially, show

improvements.

95% of students agree that they are

confident to report bullying and would

do so.



Appropriate planning for actions

arising from audits is in place.

Improvement to attitudes to learning

evident through QA and key indicators

report.



do so.

Teaching quality continues to improve

in line with school trajectory.

Actions from audits are on track.

Attitudes to learning show

improvement and match relevant

trajectory.



do so.

Teaching quality has improved in line with

school trajectory and Ofsted expectations.

Actions from audits are on track.

Key indicators show significant

improvement I attitudes to learning in the

classroom and around school.


confident to report bullying and would do

so.

Progress (RAG)


Ofsted Areas for Improvement Mapped to School Improvement Plan

Area for Improvement identified in report SIP references

1) Teaching

Improve the quality of teaching so that it is consistently good and enables all groups of students to achieve well, by ensuring that:

1. work set matches the needs and abilities of all groups of students and is adjusted appropriately if they are not making at least good progress

2. there are high expectations of what students can achieve 3. interesting work is planned to engage students in their learning and consequently encourage them to behave

well at all times so they make at least good progress 4. when teachers mark students’ work clear advice is given to students about how they can make the necessary

improvements 5. homework is used consistently well to drive up standards and to challenge students to contribute well to their

progress 6. students’ presentation of work is always good and accurate spelling is insisted upon at all times.

2.1.1 2.1.3, 1.1.3, 1.3.1 2.1.1 2.1.1 2.1.4 2.1.4

2) Achievement

Improve the overall achievement of disadvantaged students, disabled students and those with special educational needs, by ensuring:

1. the attendance of students in those groups who do not attend well urgently improves so they can make an effective contribution to their learning

2. the disadvantaged funding is used effectively to improve the achievement of disadvantaged students so that the attainment gaps of these students, when compared to non-disadvantaged students nationally, close quickly

3. information on the progress of disabled students and those who have special educational needs is made available and used effectively by leaders to take actions that lead to these students making at least good achievement.

3.4.1 4.2.3 4.2.4

3) Sixth Form

Improve the provision in the sixth form by:

1. making sure that the attendance of students improves so that all make an effective contribution to their learning

2. ensuring that leaders in the sixth form thoroughly check the quality of teaching across all subjects, especially in terms of its impact on students’ achievement over time and take action where it is not good enough

3. making sure leaders check the progress of all groups of students, including the disadvantaged and take action where necessary, to prevent students from falling behind.

4.4.1 4.4.1 4.4.1

4) Leadership

Rapidly improve the impact of leadership, management and governance by ensuring:

1. teaching is at least consistently good and all leaders promote high expectations and ambition for all students 2. subject leaders check the quality of students’ work thoroughly and take effective action to improve teaching

and the achievement of all groups of students 3. all students are confident to report bullying whenever it occurs 4. governors hold the school to account for the effective use of use of the disadvantaged funding and the

performance of all groups of students.

1.1, 1.3.2, 2.4.1 1.1.5 3.3 1.2, 1.4.2


Priority 1 - Improving leadership at all levels. Diagnosis - Leadership has been effective at improving many aspects of the school’s

work, but impact must be both greater and sustained.

Success Criteria for Evaluation

Leadership is judged to be at least good at all levels, including governance.

Leadership of the sixth form is judged to be at least good.

Student outcomes improve to compare well with national rates and in-school gaps decrease.

Evaluation Bradford Partnership, SSMG, Ofsted reports

Person responsible for co-ordination/monitoring RBH

Priority Objective Actions including CPD Lead Person

Impact Nov 2015 RAG Impact March 2016 RAG Outcome/Impact July 2016 RAG

1.1 Establishing systems to ensure relentless consistency in all aspects of leadership and practice. [AFI 4.1 & 4.2]

1.1.1 Revisit leadership competences and embed.

1.1.2 Ensure accountability measures for performance at all levels are clear.

1.1.3 Agree challenging student outcome targets that reference national progress.

1.1.4 All departments will be prioritised for QA

1.1.5 Revised department reviews will emphasise QA role of Achievement Leaders

RBH

RBH

KLS

KLS

Competences have been used to audit practice and create plans as necessary

Performance targets are in place.

Every member of staff has half termly and annual targets.

Department audits led to appropriate actions.

Audit confirms that marking and book ethos has improved.

Plans have produced clear outcomes

Spr1 data shows 80% of PM targets likely to be achieved.

80% of half termly and annual targets audited are met.

All priority 1 departments have improved so that outcomes are on track to be good

Sum1 data shows 80% of PM targets likely to be achieved.

90% of weekly and half-termly targets audited are met.

Progress is on track to be above national rates in 90% departments

1.2 Improving governance further. [AFI 4.4]

1.2.1 Involve governors more effectively in establishing school priorities.

1.2.2 Ensure governors have even better information and mechanisms to hold the school to account for the effective use of the disadvantaged and the performance of all groups of students.

1.2.3 Provide opportunities for governors to ‘see for

themselves’.

1.2.4 Achieve Governors’ award

RBH

KLS

RBH

Strategy and budget working group established and meeting.

New Pupil Premium spending report arranged.

Standards Committee has met and received new milestone information with advice from LA.

Governors ‘day in school’ is planned and governors have signed up.

Audit of governance has taken place and governors have agreed timescale for necessary award actions

Strategy and budget working group has reported to full governors.

Governors are now monitoring new disadvantaged and SEN action plans. HMI agrees that standards committee is effectively holding SLT to account for student progress.

50% of governors have gained evidence first hand and fed back to committee.

90% agreed actions completed

New SIP in place reflecting governors’ and leaders’ vision.

Disadvantaged students and SEN achievement on track for school targets

Governors have participated in school improvement planning.

Award achieved

1.3 Embedding high expectations for students in every area of practice. [AFI 1.2]

1.3.1 Set all targets for outcomes, provision and value for money at or above national levels, embedding 4LOP and ALPs 3 targets further

1.3.2 Ensure that all staff are modelling the school values, skills and aspirations

RBH/ MDT

RJH / KLS

Audits of performance management, department and school targets show this to be consistently the case

Values are modelled day to day as evidenced through LW, student voice etc.

School outcomes on track to exceed national levels.

Staff are regularly challenged where values are not demonstrated.

School outcomes ono track to exceed national levels.

Learning walks evidence support that values are embedded in practice.

1.4 Comparing practice with the national best and make changes where required.

1.4.1 Require all leaders to visit a good or outstanding school/department and bring back at least one idea for implementation.

1.4.2 Use Ofsted inspectors and consultants to audit school practice and drive improvement.

KLS

KLS

50% of visits have taken place and impact evident in classroom and leadership practice

80% of teachers have been trained by Ofsted inspectors to judge teaching quality accurately

Quality of teaching and learning has improved in 90% subjects

95% of observed lessons show teachers understand the nature of good progress

Quality of teaching and learning is at least good in all subjects

10% of progress is at 5 LOP and 30% is at 4 LOP in the vast majority of subjects


Priority 2 - Improving teaching so that student aspiration is raised. Diagnosis - Teaching needs to improve so that student aspirations and progress are

raised in all years and across all abilities.


Teaching is judged to be at least good.

All inadequate teaching is eradicated.

Literacy and numeracy provision is good.

All teachers are offered support whose student progress is not yet good

SEN provision is good.

80% of staff agree that training is appropriate and of good quality.

Evaluation Department reviews and audits, learning walks, Bradford Partnership, Ofsted reports, Student Voice

Person responsible for co-ordination/monitoring KLS



2.1 Ensure that levels of challenge and progress in lessons are raised, especially in KS3. [AFI 1.1, 1.3, 1.5, `.6]

2.1.1 Embed better QA procedures to gauge typicality of teaching quality.

2.1.2 Ensure that learner dialogue continues to improve.

2.1.3 Communicate high expectations and ambition

to all students. 2.1.4 Ensure that homework is set consistently and

book presentation in line with the school policy.

KLS

KLS

KLS

KLS

All QA judgements are mapped to outcomes, departments are categorised by priority

All teachers where marking and feedback is judged to be less than good are on a plan to support and monitor

Relevant QA data shows students are aware of high expectations set (4 LOP)

75% compliance with school policy is achieved.

Department judgements are commensurate with achievement, 70% at good or better

QA shows marking and feedback to be judged at least good at 70%

Relevant QA data shows all students are aware of high expectations set (4 LOP)


Achievement is good or better in all areas and matches QA data

QA shows marking and feedback to be judged at least good at 90%

Relevant QA data shows all students are aware of high expectations set (4 LOP)and 90% respond positively


2.2 Embedding effective literacy teaching across the school.

2.2.1 Agree and implement a new cross-school literacy plan to focus on:

Quality of extended writing

Modelling by staff

Interventions used

Use of library

JAS

75% of impact measures are at green see separate literacy plan.

90% of impact measures are at green see separate literacy plan..

100% of impact measures are at green see separate literacy plan..

2.3 Embedding effective numeracy teaching in key subjects.

2.3.1 Agree and implement a clear, new cross-school numeracy plan.

2.3.2 Develop further numeracy support for

students within maths.

BRO

VLH/ SAH

75% of impact measures are at green see separate numeracy plan.

75% of impact measures are at green see separate maths plan.





2.4 Equipping all teachers to be effective practitioners. [AFI]

2.4.1 All staff to be placed on teaching and learning plans according to career stage, student progress or specific need, to ensure rigorous monitoring and acceleration of progress.

2.4.2 CPD plan to ensure all teachers are planning for individual student needs.

KLS

JAS

50% of teachers placed on student progress plans in September will be judged to be at least good with further action in place where this is not met.

75% of impact measures are at green see separate CPD plan.





2.5 Securing the accuracy and effectiveness of assessment. [AFI 1.4

2.5.1 Implement the KS3 improvement plan to drive expectations higher.

2.5.2 Ensure that all subjects have clear descriptions for KS2 to KS4 flightplans and assess against these.

2.5.3 Ensure that all subjects are accurately assessing

against all specifications.

PEP

PEP

PEP

Progress focused plan in place

Transition matrices are in use at KS3 in all departments

Draft proposals for new structure in place

All subjects have both internal and external standardisation and moderation processes in place

Transition matrices show at least good progress in 60% of subjects

Transition matrices show at least good progress in 60% of subjects.

Draft descriptors agreed for use across whole school and consultation with stakeholders taking place.

60% of departments have moderated / standardised at KS3.

Transition matrices show at least good progress in all subjects and year groups.

Transition matrices show at least good progress in all subjects and year groups.

Descriptors agreed in school and major stakeholders including FLP and parents.

100% of departments have moderated / standardised at KS3.


Priority 3 - Improving student safety, values, attitudes and behaviour even further. Diagnosis - Whilst the overwhelming majority of students conform to school rules, they

do not take enough responsibility for their own learning. Too many do not consistently display the school values.


Behaviour for learning in all lessons is judged to be at least good: -Low level disruption is rare -Rising Stars improve by 0.2 in all years

Safeguarding is judged to be outstanding.

Attendance is at 95% or better and disadvantaged attendance is improving at a faster rate than that for non-disadvantaged students.

Evaluation Student Voice, department reviews and audits, Bradford Partnership, Ofsted reports.

Person responsible for co-ordination/monitoring RJH



3.1 Improving student engagement with and independence in learning.

3.1.1 Agree and implement a new behaviour policy that ensures BBEC expectations are consistently applied in all classrooms

3.1.2 Embed further a culture of celebration and reward

3.1.3 Setting and half-year groups will drive

expectations of progress even higher

KLS

AMI / HDW

KLS

New policy in place with: -New signage and planners.

-80% of lessons observed showing good attitudes to learning

Celebration and rewards planned and first celebration assemblies has happened

80% data conversations demonstrate appropriate expectations

Key behaviour indicators are improving -LW show 90% consistency achieved

Attitudes improved as evidenced by LW

80% of all IAG interviews, student voice and LW provide evidence of higher expectations by and of students

Key indicators are rapidly improving -LW show 100% consistency achieved.

90% students have accessed a reward and had this publicly acknowledged

3.2 Developing students respect for and support of others

3.2.1 More effectively teach and model the school’s values and expectations in all aspects of school life

RBH/ HDW

Plan for the year is in place

School values clearly present in planners and around school

One day a week tutorial session for attitudes and attendance monitoring is taking place with 80% judged effective

LW evidence shows 80% of tutorial lessons judged to be at least good

90% of tutorial check sessions judged to be effective

75% of students can explain both the school values and classroom expectations

80% of tutorial lessons judged to be good.

90% of tutorial check sessions judged to be effective

90% of students can explain both the school values and classroom expectations.

3.3 Achieving outstanding student safety. [AFI 4.3]

3.3.1 Audit student awareness and knowledge of safety and plan accordingly.

3.3.2 Ensure e-safety is clearly understood by all students.

3.3.3 Ensure students are confident to report bullying whenever it occurs.

GLP

MKE/ SLS

GLP

Audit has taken place and planning is secure

E-safety notices are in all classrooms

E-safety lessons have taken place for all year groups

Bully assemblies have taken place

Curriculum has been reviewed to ensure student reporting mechanisms are emphasised.

95% of students agree that they would be confident to report bullying and would do so.

Safeguarding is judged to be good and improving

90% of students ‘pass’ an e-safety test

Pastoral team has surveyed students and students confirm they are confident to report bullying.


Safeguarding is judged to be outstanding by internal and external audit: -Students very clearly know what constitutes unsafe situation -They are highly aware of how to keep themselves and others safe in different situations


3.4 Ensuring that student attendance improves further. [AFI 2.1]

3.4.1 Agree and implement a new attendance improvement plan that tackles key issues

MJR

75% of impact measures are at green.

90% of impact measures are at green. 100% of impact measures are at green.


Priority 4 - Improving student skills, qualifications and success. Diagnosis - Achievement is on an improving trajectory, but is not yet consistently good.

In consequence insufficient numbers of students leave with the skills they need for the next stage of education or for employment.


Progress 8 is positive.

English and maths A*-C crossover is at 55% or above.


KS3 progress accelerates.

Progress in science and maths is at national rates for 3+ and 4+ levels of progress.

Evaluation Half-termly data collections, based on standardised, moderated assessments. Examination results.

Person responsible for co-ordination/monitoring RBH



4.1 Ensuring that overall school achievement is above national progress.

4.1.1 Ensure the use of transition matrices in all data conversations.

4.1.2 Within performance management, all teachers have a target that encompasses all groups’ progress compared to national rates.

4.1.3 Develop Wave 1 intervention across the

school.

RJH

RJH

PEP

100% of data conversations show use of transition matrices for all groups.

In place.

All classes have Wave 1 plans.

Standard is maintained.

80% of teachers are on track to meet the PM targets.

All classes have Wave 1 plans and 50% of targeted students have closed the gap.

Standard is maintained.

80% of teachers are on track to meet the PM targets.

All classes have Wave 1 plans and 80% of targeted students have closed the gap.

4.2 Raising disadvantaged and SEND students’ achievement more quickly than both non-disadvantaged students in school and all students nationally. [AFI 2.2, 2.3]

4.2.1 Ensure disadvantaged students are a focus in all data conversations with more effective use of data.

4.2.2 Develop motivational schemes further.

4.2.3 Ensure that Pupil Premium money is well spent so that outcomes of disadvantaged students rise rapidly..

4.2.4 Implement new SEND strategy.

RJH

AMI

RBH

SEK

Audit shows that this is the case and that disadvantaged students’ progress is improving in line with school trajectory.

League tables extended to all of KS4.

Governors have approved disadvantaged spend and external audit confirms appropriateness of disadvantaged spend.

New offer is on website and review of provision is on track. All teachers and leaders are confident about what key actions to take to improve progress for SEND students.

Progress is maintained.

School targets for disadvantaged students are on course to be achieved.

Disadvantaged students on track to close 3+ levels gap with national by 18% in both maths and English.

SEND students’ progress has improved by 5% in English and 10% in maths.

Progress is maintained.

School targets for disadvantaged students are on course to be achieved.

Disadvantaged students close the 3+ levels gap with national by 18% in both maths and English.

School targets for SEND students are on course to be achieved.

4.3 Accelerating progress at KS3.

4.3.1 Introduce new tracking system for KS3 that compares to national expectations.

4.3.2 Ensure that KS3 leaders are using the new

tracking system for all intervention decisions.

4.3.3 KS3 assessments in English and maths will

be moderated against primary colleagues’ and external secondary expertise.

MKE

RJH

PEP

System in place and being used in all KS3 data conversations.

AL conversations show this is the case in 90% cases.

Moderation has taken place and assessment is deemed accurate.

Standard is maintained and progress in Yr7 and 8 is in line with national rates.

Standard is maintained progress in Yr7 and 8 is in line with national rates.

4.4 Ensuring better than good progress at KS5. [AFI 2.1, 2.2, 2.3]

4.4.1 Implement the Sixth Form plan effectively, ensuring attendance and outcomes rise further.

MDT 75% of impact measures are at green, including attendance

Sixth form progress trajectory is on track.

90% of impact measures are at green.


ALPs at grade 3.

Sixth form judged to be good


4.5 Continually modifying the curriculum to ensure success

4.5.1 Ensure the curriculum is personalised and leads to successful outcomes

4.5.2 Develop a new, innovative high quality ‘in-

KLS

GLP

Predicted Progress 8 at 0.2 above national level.

Students on external provision are achieving

Data shows that curriculum is appropriate

Students on external provision are achieving

Data shows that curriculum is appropriate

In house alternative students are on track to


for all. house’ approach to alternative provision with appropriate courses and qualifications

4.5.3 Implement the new science action plan

DRO

progress above last years’ cohort and closing the gap on other students

80% of plan targets are at green

progress above last years’ cohort and closing the gap further on other students

80% of plan targets are at green

achieve national rates of progress in 5 subjects including English and maths.

Achievement in science subjects is in line with national rates

Improvement Plan Costings

Minimal or zero cost objectives and actions omitted

Priority 1 Additional Cost Comment / Timescale

Priority 2

2.4.1 CPD budget to be maintained at current level despite costs pressures: IIP Reward £3,000.

Priority 3

3.3.2 Cost of entering small cohort of students for moderation purposes. Likely to be iro £500.

Priority 4

4.2.2 Incentive schemes for students. Costs offset against savings from ending VIVOs scheme.

4.5.2 ICE Manager Focus Manager KS3 Focus Co-ordinator

Costs offset against reduction in alternative provider costs – nil net cost.

All additional costs are in the school budget, with the exception of any further legal costs.

Governors’ Standards Committee Meeting

Date SIP Trajectory RJH/KLS SIP Milestones

RBH SIP Impact Measures

RBH Minutes to full governors

on: Student Progress Other Measures

16 November Autumn 1 data Milestone 2 November 23 November

25 January Autumn 2 data Autumn Milestone 3 1 February

14 March Spring 1 data Milestone 4 March 25 April

23 May Spring 2 data Spring Milestone 5 20 June

11 July Sum1 data Summer Milestone 6 July September

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