Bishop Fox's 2019/20 School Improvement Plan - Bishop Fox's School
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Bishop Fox’s
School Improvement Plan
2019/20
High Standards & High Expectations
INTRODUCTION & PURPOSE
This plan is central in our efforts to deliver continuing improvement. We aim to build upon our strengths
and develop those areas where we consider that improvement is most needed.
The plan seeks to recognise that everything we do should impact in a positive way on the quality of
teaching and learning; and ultimately on the progress, achievement and outcomes for all of our students.
In particular this plan:
• Details the priorities for the coming year
• Details the one year plans within the context of our school ethos and values which themselves relate to
the schools Self Evaluation.
• Provides a coherent framework for change based on the expectation of meeting challenging targets.
• Co-ordinates the deployment of staff and our physical and financial resources
• Bring together in one place all the relevant documentation in terms of School Improvement for 2019/20.
The plan is a working document which may be subject to change and amendment throughout the year.
As a working document it will be reviewed and evaluated by Governors’ Committees, the Senior
Leadership Team and Team Leaders. A minimum termly review is expected.
The whole school plan should be read in conjunction with the team plans which share the task of
illustrating the means by which school improvement will be delivered this year. Reference should also be
made to the school SEF together with those produced by every team in school.
The Performance Management process for individual staff links closely with and reflects the school and
team priorities as indeed it should.
KERRY TONKIN
(HEADTEACHER)
High Standards & High Expectations
BISHOP FOX’S ETHOS
VISION
High Standards and High Expectations.
MISSION STATEMENT
“Bishop Fox’s School is an aspirational learning community where everyone strives to
become successful lifelong learners who are resilient, respectful and responsible citizens”
VALUES
• We will set no limits on what our learning community can achieve by establishing high
levels of challenge and a lifelong love of learning.
• We will inspire our community to have a determination to succeed, a hunger to master
new skills and a willingness to learn from mistakes.
• We will create a safe, caring and inclusive environment, which fosters a strong sense of
belonging and promotes equality of opportunity for all.
• We will support our students to be charming, respectful, responsible and happy.
• We will celebrate individuality, talents and achievements in school and through a wide
range of enrichment experiences.
• We will strive to serve every young person by building strong collaborative partnerships
with their families and our local community.
• We will develop an inspirational learning culture through high quality professional
development for all staff.
• We will continuously strive to establish the best possible site, resources and working
environment for us all.
• We will ensure that we provide opportunities to enable all leavers to have ambition to
continue in full time education, employment or training.
K Tonkin
High Standards & High Expectations
SCHOOL IMPROVEMENT PRIORITIES
2019/20
Aspect Priority Target Lead SLT
1.1 TR HQVXUH %LVKRS )R[¶V SURYLGHV D KLJK
Quality of Educationquality curriculum (including enrichment) KT/SJS
that is suitable for all students. All
Leadership & curriculum areas will further develop a plan
Management for sequential layered learning that allows
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Personal Development skills and understanding.
1.2 To continue to improve on the consistency
Quality of Education and accountability of leading learning so RGH/RWA
that all students benefit from high quality NWB
Leadership & teaching, learning and assessment across
Management the school.
1.3 To raise standards of attainment and
Quality of Education progress in specific areas of the curriculum KT/NWB
to levels above the national average.
Leadership & These to include: Disadvantaged, Boys,
Management Literacy, English, History & Business.
2.1 To eliminate low level disruption and
Behaviour & Attitudes reduce rates of exclusion (including key CM
groups) through fair and consistent Ready
to Learn expectations and routines.
2.2 To raise levels of attendance, including
Behaviour & Attitudes that of our Persistently Absent, NWB/AMT
Disadvantaged and SEN students to above
that of national average.
3 To effectively manage the process of KT/KAR
Leadership & expansion without negatively impacting on
Management safety and standards.
High Standards & High Expectations
Nov 2019
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SCHOOL IMPROVEMENT PLAN - 2019/20
GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL(S): KT / SJS
SIP PRIORITY: 1.1 OBJECTIVE: 7RHQVXUH%LVKRS)R[·VSURYLGHVDKLJKTXDOLW\FXrriculum (including enrichment) that is suitable for all students. All
FXUULFXOXPDUHDVZLOOIXUWKHUGHYHORSDSODQIRUVHTXHQWLDOOD\HUHGOHDUQLQJWKDWDOORZVIRUSURJUHVVLRQLQVWXGHQWV·NQRZOHGge, skills and
understanding.
Timeline Key Personnel Resources and costing
Tasks to achieve objectives (by when) Success Criteria End of Year
Review
To further embed the principles established in the Curriculum policy across all Changes to our approach
areas of the school curriculum by: to the curriculum are
comparable to those being
Make use of links with external agencies, local schools and our Somerset April 2020 SJS, KT, RGH, NWB, Meeting time, potential course made by similar schools
Education Partner to ensure that the curriculum policy is suitably ambitious and RWA costs, SEP time and are validated by
clearly establishes principles and practices that will enable students to develop in external agencies.
line with the vision and values of the school. CTLs feel enabled to lead
Continuing to make use of CTL meetings to develop the skills and understanding April 2020 CTLs, SJS Meeting/INSET time the development of their
of the middle leadership so that they are able to lead their teams on the driving teams in further
principles of the new approach to curriculum planning. understanding the intent,
Developing opportunities for CTLs to work with their teams to improve the April 2020 SJS, KT Meeting/INSET time implementation and impact
understanding of how the rationale and ambition outlined by each curriculum area of their new curriculum.
can be embedded into SofW and individual lessons. Thereby ensuring that Resulting in teachers
students experience a knowledge rich curriculum based upon sequential layered adapting lessons to reflect
learning, with high expectations of literacy and specific subject understanding, that the principles of the new
ensures all students are appropriately supported so that they are able to make curriculum that enables all
High Standards & High Expectations
rapid and sustained progress. students to experience a
richer curriculum and
make more rapid progress.
To develop a quality assurance process that will ensure all curriculum areas have a September 2019 SJS/KT/NWB/RGH Planning time for CTL SLT links support CTLs
high quality curriculum plan that allows students to experience a knowledge rich Line management time to adapt new
curriculum, based on high standards of literacy and specific subject understanding, CTL/SLT curriculum plans
that is planned with sequential layered learning and appropriate support to enable Time to undertake learning following presentation.
rapid progress for all students. It will make effective use of homework to develop walk and work scrutiny 5 Year plans adapted
VWXGHQWV·VNLOOVNQRZledge and understanding and will have a focus on British and approved for all
values, current affairs and careers education whilst also providing a variety of curriculum areas
enrichment opportunities that will help students develop in line with the schools Approved 5 Year plans
vision and values. uploaded to Website
alongside rationale and
The curriculum plans will include: ambition statements
x 5 plan year outlining sequential layered learning Rigorous QA process is
x Key content covering knowledge, skills and understanding undertaken by SLT and
x Key assessment opportunities included to demonstrate student progression CTLs throughout the
x Clear rationale and ambition with a statement of intent in relation to spring and summer
progression and enrichment. terms to ensure the
successful
The quality assurance process will include: implementation and
Autumn ² Intent: CTLs present their new curriculum 5 year plan, rationale, Dec 2019 SLT, CTLs, LJ impact of the new
ambition alongside progression and enrichment statements to SLT. Curriculum curriculum plans.
plans are adapted and published on school website.
Spring ² Implementation: Series of learning walks and work scrutiny to assess April 2020. SLT, CTLs
how the new curriculum has influenced the learning experience for all students
across the curriculum,
Summer ² Impact: Review tracking data, undertake a series of learning walks, June 2020 SLT, CTLs
work scrutiny and students voice to identify evidence of impact on VWXGHQWV·
progression through the implementation of the new curriculum.
Develop a plan for the review of the 2 year KS3 SOW in all curriculum areas so Sept 2019 SJS Planning time for SOW reviewed for 2
that they reflect the rationale and ambition of the subject and whole school departments year KS3 SOW in all
curriculum policy. Line management time curriculum areas
CTL to meet with linked SLT member to review KS3 SOW. Each SLT member to Dec 2019 SLT KT/SLT SOW includes
review 2/3 subject areas. New learning materials - homework and new
Text books, support grading assessments.
This to include: materials etc. SOW reflect subject
x Developing quality first teaching through the T&L Framework with a focus on £5,000 curriculum and school rational and
a metacognitive approach development budget to ambition and provide
x High expectations of literacy support new resources breadth of knowledge
x Plan for sequential layered learning and effective challenge
x Promote retrieval practice through silent starters and preparation for
x PURJUHVVLRQLQVWXGHQWV·NQRZOHGJHVNLOOVDQGXQGHUVWDQGLQJ transition to 3 year KS4
x Substantive assessment opportunities
High Standards & High Expectations
x An approach to ongoing assessment that provide high quality feedback to
facilitate greater student progress
x Homework linked to SOW
x Preparation for KS4
x Key focus on target groups
x Linking curriculum learning with careers
Agreed actions from SLT review are established in updated SofW. June 2020
To develop a plan to review KS4 SOW for all GCSE and Vocational courses in all Sept 2019 CTL/SLT Planning time for SOW developed for 3
curriculum areas so that they reflect the rationale and ambition of the subject and departments Year KS4
whole school curriculum policy. Coordinated by SJS Line management time SOW includes
CTL to meet with linked SLT member to review KS4 SOW. Each SLT member to April 2020 CTL/SLT homework and new
review 2/3 subject areas. All curriculum areas, School INSET time grading assessments
to review 2 Year KS4 New learning materials - Courses effectively
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This to include SOW and ensure Text books, support resourced.
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x Developing quality first teaching through the T&L Framework with a focus on agreed actions are materials etc. SOW reflect subject
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a metacognitive approach completed. and school rationale
x High expectations of literacy and ambition and
x Plan for sequential layered learning provide effective
x Promote retrieval practice through silent starters £5,000 curriculum challenge and
x PURJUHVVLRQLQVWXGHQWV·NQRZOHGJHVNLOOVDQGXQGHUVWDQGLQJ development budget to preparation for
x Substantive assessment opportunities support new resources transition to KS5
x An approach to ongoing assessment that provide high quality feedback to
facilitate greater student progress
x Homework linked to SOW
x Preparation for KS4
x Key focus on target groups
x Linking curriculum learning with careers
June 2020
Agreed actions from SLT review are established in updated SofW.
x
To develop and improve our Enrichment provision across all curriculum areas. February 2020 SJS/KT Planning time to complete Enrichment provision
audit audited and report
x
To review the enrichment provision in terms of Extra-curricular, trips, visits, Produce report Coordinated by SJS Student voice audit circulated
x
guest speaker and activities, residentials and other subject based provision identifying current Time to write report Enrichment provision
Identify any new opportunities to enhance the enrichment provision enrichment offer with £3,000 enrichment agreed for 2020/21
To review SOW to ensure effective provision of subjects linking curriculum agreed areas for development budget to
learning with careers. enrichment support new provision.
development
To review and plan the KS3 curriculum in preparation for the school 2020 December 2019 SJS Planning time to complete Agree new KS3
x
expansion. review structure and subject
Agree KS3 curriculum CTL meetings provision
x
To review Key Stage 3 curriculum provision in light of increased cohort in provision and Revamped staffing Nurture group
Year 7 in September 2020 structure for requirements due to provision agreed for
x
Identify and agree number of teaching groups for each subject and agreed September 2020 expansion 2020
curriculum blocks.
Review effectiveness of nurture group in Year 8 in light of mixed ability English
and humanities GCSE teaching
September 2019 SJS Meeting time Positive engagement of
High Standards & High Expectations
x
To successfully introduce alternative curriculum college links Courses begin TA support (Thursday) students on courses
Transport time and cost Reduced incidents of
x
To establish College links on Wednesday and Thursday to provides alternative Monthly review behaviour
opportunities for targeted KS4 students meetings Improved attendance
Monitor attendance, progress and behaviour of cohort in school and college%,6+23)2;·6
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SCHOOL IMPROVEMENT PLAN ² 2019/20
GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL(S): RGH/NWB/RWA
SIP PRIORITY: 1.2 OBJECTIVE: To continue to improve on the consistency and accountability of leading learning so that all students benefit from high
quality teaching, learning and assessment across the school.
Timeline Key Personnel Resources and
Tasks to achieve objectives (by costing Success Criteria End of Year
when) Review
1.2.1 To further develop and embed, through the teaching and learning x
framework, high quality teaching and learning across the school.
Demonstrating greater consistency, accountability and evidence of impact, by:
Staff are aware of framework
and use it regularly, faculty
x
minutes evidence discussions
x x
and summary evaluation of
Update and re-ODXQFKWKH%LVKRS)R[·V7 / framework Sept 2019 RWA / LJ Meeting time: impact
)DFLOLWDWLQJJUHDWHU´WDONIRUWHDFKLQJµ to promote quality first teaching by utilising Sept 2019 ² RWA Staff T&L items are regularly
Thurs July 2020 CTL calendared in meetings and
x
AM briefings, staff meetings, faculty meetings centred around the T&L framework Sept 2019 RWA FM evidence in minutes of staff
x Introduce Teaching Hub meetings (replacing SDGs) with a focus on metacognition Thurs AM briefings sharing positive strategies
to drive quality first teaching Sept 2019 ² RWA / SLT Teaching hub Teaching files in Teacher hubs
July 2020
x
x Develop system to promote the use of expert observations, practice opportunities are completed and demonstrate
and review observations between staff to coach for quality first teaching Sept 2019 ² RWA / SLT / CTL / teacher reflection of key areas
x Develop feedback loop between SLT, CTL and teaching staff to support and July 2020 All staff Quality of teaching and learning
develop effective teaching practice following learning walks. improves, evidence through
x
learning walks, drop-ins and
team reviews
Closer and more regular liaison
occurs between SLT, CTL and
teaching staff with regular
x
developmental conversations
x x
becoming the standard
Improving the consistency and quality of feedback between staff and students Meeting time:
Sept 2019 ² RWA / SLT / CTL / Staff
x
Increase the opportunities for staff to share good practice through staff meetings, Evidence through work scrutiny
July 2020 All staff CTL and drop ins that consistency
CTL meetings, faculty meetings and Thurs AM briefings
FM
x x
Increase quality of verbal feedback by providing development points following and quality of feedback has
Thurs AM briefings
High Standards & High Expectations
learning walks and drop-ins. improved
x
Develop consistency in the use of marking stickers with a focus on specific and task Improvement identified through
x x
based EBI comments and promoting an appropriate student response through work scrutiny
x
effective use of D.I.R.T. Positive student voice results
Improve the presentation of work with an emphasis on student accountability. Minutes from various meetings
Change process of work scrutiny to allow developmental conversations within evidence effective use of time to
context of student work between SLT, CTL, all staff promote good practice1.2.2 To develop a comprehensive CPD offer in response to agreed whole
school, team and performance management priorities that supports staff in x
developing and embedding consistently high quality teaching and learning
across the school, by:
Successful CPD programme
planned, published and delivered
with a focus on Quality First
x
From RGH Aspects of CPD School Teaching and Building a Middle
Continuing a IRFXVRQ´4XDOLW\)LUVW7HDFKLQJµWKURXJK September RWA Budget ² Agreed for leaders Powerhouse
o Coordinated professional development involving INSET/µ7ZLOLJKW 2019 to 2019/20: CPD provision reflective of
&7/·V
Sessions/CTL Meetings/Staff Briefings/ Staff Meetings/New Learning September SLT Line Managers External events agreed strands of SIP, T&L
Hubs/New Staff and NQT meetings 2020 Internal Speakers Framework,
o In developing aspects of: Courses with 3rd Party Marking/Feedback/Assessment,
Curriculum Development Literacy Coordinator commercial providers CPD priorities and School,
x
Metacognition Team and Performance
&RQWLQXLQJWRIRFXVRQ´%XLOGLQJD0LGGOH/HDGHUV3RZHUKRXVHµE\
Literacy Numeracy Management Priorities.
Numeracy Coordinator Meeting time: The quality and consistency of
RGH/RWA T&L improves as a result of
o Developing a comprehensive and stranded CPD offer that provides greater Aspiring Middle SLT Line Management focused CPD sessions as
opportunities for staff to engage in, UHOHYDQWWRWKHLU´FDUHHUVWDJHµ Leaders RGH & Peer Mentors evidenced in TIP, PM evidence
expectations and ambitions ² including: CTL base, Team Review, Work
Academic routes Pastoral Middle Learning Hubs
x
Scrutiny and Focused Learning
Pastoral routes Leaders All Staff: Walks processes.
CTL Training CTL Meetings Staff
x
Positive reflections in
Pastoral Training UPS Staff Meetings Governor/OfSTED reports
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o (QFRXUDJLQJPRUHVWDIIWRFRQVLGHU´OHDGHUVKLSµSDWKZD\V, by: AM Briefings Learning Hub Action plans
Continuing to provide a broad range of opportunities to engage in All Teaching staff established with summary
x
evaluations of impact in respect
o Developing greater capacity amongst staff to drive whole school aspects of IT Technical Support of Metacognition
teaching and learning to improve outcomes for all students. Identified strategies shared with
Further developing and monitoring the links between staff attendance at CPD (external
x
staff resulting in improved
and internal) with accountable project based programmes back at school outcomes for targeted groups
Work Scrutiny findings focused
on key aspects of the SIP, T&L
Framework,
x
Marking/Feedback/Assessment,
and CPD priorities
Focused Learning Walks
embedded and used to monitor
key aspects of SIP, T&L
Framework,
x 6XFFHVVIXOGHOLYHU\RID´/HDGLQJ
Marking/Feedback/Assessment,
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and CPD priorities
x
current and aspiring middle
leaders
Staff personalise their CPD offer
by engaging with appropriate
High Standards & High Expectations
programmes in line with TIP and
Performance Management
x
Priorities ² which are signed off
by the CTL.
Successful delivery of a
´Aspiring Pastoral Leadersµ
Programme for current and
aspiring middle leaders1.2.3 Develop an assessment framework that enables regular and effective x
interaction between teachers and VWXGHQWV· in a way of that acknowledges
VWXGHQWV·work, checks outcomes, guides predictions and enables decisions to
NWB, RWA Staff are aware of and can
be made about what teachers and students need to do next, with the primary
effectively implement a variety
aim of driving student progress, by:
of assessment methods across
the curriculum. This will be
done in a consistent way across
x Write and launch new assessment framework with staff and merge existing marking the school that enables more
x
and reporting policies into one overarching assessment policy. rapid student progress through
x Improve teacher use of informal assessment models including silent starters, timely and informative feedback.
vocabulary tests, A4L activities, thinking talk and student talk to better inform Substantive assessments are
students and teachers of progress. used in each subject in each
x Improve the consistency with which regular substantive assessments are used and year group resulting in greater
create more opportunities for standardization and comparative assessment to accuracy of assessment and
x
improve the accuracy of assessments, particularly at key stage 3. more reliable grades used for
x Develop the reporting process at Key Stage 3 to have a greater focus on the effort the reporting process.
and application that students are showing as opposed to an end of key stage Reporting at KS3 has greater
outcome. impact on student progress by
giving more accurate and
1.2.4 To further develop the teaching and learning quality assurance processes
meaningful data that is also fully
in school, and ensure that it is understood, accepted and implemented
understood by parents.
effectively, by:
x x
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Embedding adjustments to the current Performance Management processes so as From RGH RGH/RWA Middle Leaders/Staff using BFS
to continue to ensure more accurate and rigorous links to performance related pay September
- with a focus on consistency, accountability and evidence of impact from MPS 2019 to RWA RGH/Sam Simmons
x
through to UPS which is understand and used by staff, by; September meeting time document as a guide for
o EnsurLQJWKH%)6´3HUIRUPDQFH&ULWHULDIRU&DUHHU6WDJH([SHFWDWLRQVµ 2020 Sam Simmons 2019/20 PM processes
x &RQWLQXLQJWRHPEHGWKHOLQNEHWZHHQVWDII30WDUJHWVDQGWKHVFKRROV·
document is completed (Autumn Term) to be launched with staff (Spring Consistent and accountable
&7/·V
Term) in readiness for use as a guide for 2020/21 PM process. SLT Line Managers RGH/RWA meeting time Performance Management
x
+ staff included in; processes² which are signed off
improvement priorities. Team Reviews by the CTL, that identifies clear
Continuing to develop a system of whole-school quality assurance processes that TSP/TED expectations, responsibilities
x
Peer Mentoring
x
makes more effective use of experienced teachers and middle leaders in checking and summary of impact towards
and challenging underperformance. All Teaching staff: NQT/New Staff performance related pay.
UPS Staff
x
Links made with quality external experts schools to support review of School Published Team Review
ZKR´RSWµLQWRpeer
Teaching staff
x x
and/or Team improvement priorities resulting in clear recommendations and schedule
actions recommended for or CTL Meeting time Team Review reports published
x
Providing targeted support for staff through engagement in a Peer Mentoring Positive reflections in
mentoring process. Coaching/Training for
x
programme, Teacher Support Programme (TSP) and where necessary Teacher Governor/OfSTED reports
experiencing Difficulties (TED) programme Teaching staff peer mentors Links made with quality external
Publishing a schedule of Team Reviews in light of School Priorities, Student identified for experts have supported reviews
Outcomes and Subject SpecLILF(5$·V TSP/TED Aspects of CPD School of School and/or Team
o Focused on: Budget ² Agreed for improvement priorities, which
2019/20
x
Subject: have resulted in clear
x History recommendations and actions
x English Published and shared findings of
whole school QA processes
High Standards & High Expectations
x Business Studies
Whole School: including ´)RFXVHG/HDUQLQJ
x Literacy :DONVµ foci and findings, with
x
targeted future actions that are
x 8VH´)RFXVHGOHDUQLQJ:DONVµLQYROYLQJ0LGGOH/HDGHUVDQG6/7WRFRQWLQXHWR
x Disadvantaged
x Boys closely monitored.
Accountable and targeted
provide an accurate understanding of the strengths and areas for development in intervention support through
teaching and learning across the school Peer Mentoring/TSP/TED
programmes with evidence of
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SCHOOL IMPROVEMENT PLAN ² 2019/20
GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL(S): KT / NWB
SIP PRIORITY: 1.3 OBJECTIVE: To raise standards of attainment and progress in specific areas of the curriculum to levels above the national average.
These to include: Disadvantaged, Boys, Literacy, English, History and Business.
Timeline Key Resources
Tasks to achieve objectives (by when) Personnel and costing Success Criteria End of Year
Review
To continue to improve the use of progress data to inform interventions: Targets are set for students, sub groups
Use the 2019 results to identify the variability in KS4 estimates provided by DforE and establish November NWB/TMT n/a and subjects that are suitably challenging
a method for tracking whole cohort and sub group progress in Years 10 and 9. 2019 to ensure that the school would achieve
Continue to improve the use of alternative progress data such as CATS scores and Reading results that are noticeably above national
ages so staff are better able to understand the academic potential of each student. average.
Establish key intervention strategies for English, Maths and Science from the start of the Autumn Staff have a better understanding of the
term, making use of staff capacity, Ark, Alternative curriculum and other areas of support. academic potential of all the students
they teach and are able to tailor their
teaching and interventions appropriately
VWXGHQWV·SURJUHVV
Interventions take place in core subjects
that have a noticeable impact on
To forensically analyse the exam performance from 2019 to identify improvements
that can be made:
ERA are scheduled for identified sub
November KT/NWB/JMT n/a groups and all subjects.
Complete an exam review analysis of all the identified curriculum areas to determine areas of 2019 ERA document to make reference to
underperformance and opportunities to develop. Evaluations of intervention strategies
Continue to improve the ERA process so that individual teachers are more aware and that took place such as HPAS, Boys and
accountable for their exam results and are given the opportunity to analyse their own classes Y11 Mentoring to show the impact of
results in more detail. each strategy and therefore inform
LF·V
Review the impact of intervention strategies that took place in 2018/19 as part of the ERA. school of need to repeat or improve
Involve all key stake holders in the ERA including, where relevant, support staff, HoY, CTLs and each strategy.
Staff complete individual ERA documents
To ensure outcomes of the ERA are incorporated into the Team SIP and actioned effectively. and QLA to identify areas of strength
High Standards & High Expectations
Monitor the impact of subsequent actions though Raising Standards meetings, line management and underperformance in their Year 11
and QA of T&L with specific focus on identified curriculum areas. 2019 results and are then able to alter
Teachers to make use of online exam board analysis tools to carryout question level analysis of their teaching and interventions
the summer 2019 papers, to ensure they identify areas of strength and development. To use accordingly.
this information to inform the teaching of their team. Staff take part in targeted CPD linked to
Staff identify areas of training and development linked to their ERA and QLA and liaise with the outcomes of their ERA.
CTLs to enable subsequent training to take place.To review the teaching, learning and assessment strategies experienced by students
in the identified areas of the curriculum: December NWB/RGH n/a Team reviews are completed in each
Use the Exams Review Analysis in each curriculum area to identify key lines of enquiry for the 2019 identified subject area or sub-group
Team review. resulting in improvement in practice
Complete Team reviews in the selected subjects. Present findings of this to SLT and subject across the subject area and greater
teams to ensure new identified strategies and systems are embedded across each subject team. progress made by students.
Complete team review of selected sub-groups and identify areas for development. Present Findings from team review are clearly
findings of this to SLT and whole staff to ensure new identified strategies and systems are communicated to key stakeholders,
embedded across the school. resulting in improvement in practice
across the school and greater progress
To better prepare students for the rigours of end of year, PPE and end of course
made by students.
exams. March 2019 NWB/RWA n/a Results of End of Year Exams and PPEs
Use INSET to communicate the results of student survey and educational research to highlight show students making greater progress
with staff the best practice for exam preparation and embedding knowledge in long term than previous academic year.
memory. Student voice shows students feel well
Establish clear procedures for exam preparation in each year group including effective use of prepared for exams in all year groups.
topic checklists and knowledge organisers. Evidence from Show My Homework
Establish clear routines such as low stakes testing and retrieval practice for the use of tier 3 demonstrates appropriate support is
vocabulary in each subject in each year group. provided for all students in al subject
Make more effective use of Show My Homework to provide greater support for studeQW·V areas.
independent learning and help parents become more aware of how they can support students
with their independent learning in preparations for exams in all years.
Ensure Exam Success Strategies in all subjects use evidence from November PPEs to identify
focus for Year 11 in final two terms with regard to exam practice, interventions and revision
To embed the Active Mentoring programme in Year 11 that has a particular boy
strategies.
and disadvantaged student focus: October 2019 NWB/Mentors/ n/a 50+ students will receive impactful
Use progress data to identify a group of 50+ students the majority of whom will be boys and HoY11 assertive academic mentoring, whereby
key sub groups including HPAS boys and PP boys, for the mentoring programme. they meet with their mentor six times
Assign and train 10+ staff including SLT in the process and methods of assertive academic per year at key points to discuss
mentoring. progress information. Tracking data of
Establish timeline and pro forma for mentor meetings. mentored students shows improved
Inform parents of mentoring plan and ensure they are informed and engaged by the mentor progress with a particular focus on 5+
throughout the process. attainment in English and Maths.
Develop use of SIMS and or SISRA to enable effective tracking of mentees progress.
Meet regularly with mentors to evaluate the impact of the process.
High Standards & High ExpectationsTo further develop the role of literacy at the heart of our knowledge rich
curriculum across the school by: December NWB/ PNF/ n/a Regular line management of literacy
Establish a literacy specific Team Improvement Plan that identifies the strategies and 2019 EH intervention takes place and clear plans
interventions that will take place in 2019/20. established in Literacy TIP have an
Ensure that progress with the literacy action plan is a standing agenda item on the English Line impact across the school.
management meetings with SLT link. CPD and training takes place regularly to
Ensure there are CPD and INSET opportunities to support teachers to teach a wealth of rich support the aims of the TIP.
vocabulary that will close the word, and attainment, gap for students, particularly those from Year 6 students are better prepared for
disadvantaged backgrounds. Year 7 and Year 7 are able to make
Improve the quality of transition work to ensure Year 6 students are fully prepared for the greater progress in English.
rigors of Year 7 and that Year 7 work is suitably challenging. The profile of and importance of reading
Promote the importance of reading across the curriculum. is increased both for pleasure and in
Promote reading for pleasure through tutor time and evaluate the consistency with which this is lesson time.
implemented. Literacy interventions are accurately
Ensure that testing of reading ages is accurate and enables the effective identification of students targeted and effective in all years.
for literacy interventions.
Embed effective reading and literacy interventions in Year 7 for student identified as not
meeting the expected standard.
Ensure that there is effective reading and literacy interventions for identified students in each
year group.
Promote the consistent and effective approach to teaching tier 2 and tier 3 vocabulary across all
subjects to increase VWXGHQWV· cultural capital, particularly for disadvantaged students.
High Standards & High ExpectationsTo further raise standards of attainment and progress of disadvantaged students by
implementing strategies around five areas of focus: Quality First Teaching, Targeted
Intervention, Pastoral Support, Parental Engagement and Aspiration & Student Engagement
Aspiration and Student Engagement: Improving levels of attendance and reduce incidences of November NWB/PPIW £500 Attendance of disadvantaged students
persistent absences (See SIP 2.2 for further details). All PPIWs to have improving attendance as 2019 improves to levels at least in line with
one of their Action Plan targets for 2019/20. national and persistent absence rates
decrease to be in line with national
averages.
Targeted Intervention: Review the focus of the role of the PPIWs and improve the line Greater consistency of practice in the
management system of PPIWs to help improve practice and develop greater consistency. approach to mentoring students by the
Embedding the mentoring system being used by PPIWs in 2018/19 for all year groups by PP Intervention Team, resulting in
creating a timeline for each year group identifying key mentoring opportunities through the students mentoring having a strong
year. academic focus that will result in
improved progress at KS4. At KS3
disadvantaged students will show a
greater engagement in the school
community and make a positive
contribution to all aspect of the school.
Aspiration and Engagement: Review the rewards programme on offer in school to ensure PP PP students receive a proportionate
students are proportionally represented and therefore feel valued. amount of rewards resulting in improved
33VWXGHQWV·SDUHQWVDUHPRUHIUHTXHQWO\
positivity about school and consequently
´WH[WLQJµLQWHUYHQWLRQ
better attendance and attainment.
Parental Engagement: Investigate the potential to increase parental engagement by the EEF
informed of the progress there child is
making and are more engaged with the
school through regular communication
via text message.
Staff are aware of the students who are
Targeted Intervention: Continue to identify the FSM duration for each PP student to enable most likely to have the greatest barriers
more accurate and early intervention of those students statistically most likely to struggle to to learning and therefore plan their
progress. interventions accordingly.
Develop a series of Individual Learning Plans for PP students who are most in need of support. Staff have greater knowledge of the
Based upon the ILPs sued for our SEN students create documents for key students in each year barriers to learning for key PP students
group that identify for staff key barriers and support strategies for these students. and are able to use this information to
plan accordingly to ensure students are
better able to succeed.
Pastoral Support: PP Strategy is reviewed so that support roles including PPIWs, Pastoral Schools resources are more strategically
support officer, Counsellor, Medical and Welfare Officer are all carrying out responsibilities that directed towards offering support to
have a proportionally positive impact on the progress and engagement of disadvantaged disadvantaged students resulting in these
students. students showing greater engagement
and progress.
High Standards & High Expectations%,6+23)2;·6
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SCHOOL IMPROVEMENT PLAN ² 2019/20
GOVERNORS MONITORING COMMITTEE: Personnel LEAD PROFESSIONAL(S): CM
SIP PRIORITY: 2.1 OBJECTIVE: To eliminate low level disruption and reduce rates of exclusion (including key groups) through fair and consistent Ready
to Learn expectations and routines.
Timeline Key Personnel Resources
Tasks to achieve objectives (by when) and costing Success Criteria End of Year
Review
To review and embed the Ready to Learn ² The Behaviour for Learning
DSSURDFKZLWKLQ%LVKRS)R[·V6FKRROE\
x
x
Review the impact of Ready to Learn 2018-19 through data analysis, student, staff and July 19 CM/SLT Evidence of Ready to Learn data
parent voice, identifying areas of success and areas for development. analysis, impact and area for
x
Making appropriate adaptations to policies, based upon review recommendations as July 19 CM/SLT development completed through
verified by SLT. the Ready to Learn review paper.
Sept 19 CM All adaptations completed to
x
Lead on staff training with the production of resources and procedures to ensure that
there is clarity in the Ready to Learn procedures including any changes. policies and procedures in the light
To initiate individual Ready to Learn arrangements for students with SEND and SEMH Sept 19 CM/KAC/HOY of the review.
Completion of whole school staff
x
needs through their ILPs/IBPs and PSPs in partnership with the SENCO, HOY and
Pastoral Support Officer. training to all staff in September
To complete two weekly reviews of the Ready to Learn approach, with the analysis of Sept 19 onwards CM/AJL inset.
Evidence of appropriate
x
data to ensure that there is consistency in the application of the policy by all staff and to
measure the impact of this policy change. arrangements for SEND and SEMH
To implement individual and group staff training as evidenced by data analysis through Sept 19 onwards CM students produced through
regular after school Ready to Learn training sessions. ILPs/IBPs and PSPs communicated
to staff on linked documents.
Evidence of two weekly reports for
all students including key groups
identifying trends.
Completion of individual and group
staff training sessions regularly
throughout the year.
High Standards & High Expectations
Reduced rates of Fixed term
exclusions in 2019-20To ensure that all staff consistently support student wellbeing and positive
behaviour management for all students :
x
Completion staff training sessions
x
Whole school training on well-being and positive behaviour management strategies as a Sept 19 onwards CM/HOY/SLT throughout the year.
part of quality first teaching. Evidence of completed Student
Introduction of Student Passports to summarised students holistic needs and support, Sept 19 CM/HOY/KAC Passports.
x
including ILPs, Student intervention Summaries / Behaviour Intervention Plans Evidence of differentiated support
completed by all HOY, used by all staff to support interventions. within classes / individual through
Sept 19 onwards CM/CTL completed Faculty Ready to Learn
x
Evidence of differentiated support strategies through Faculty Ready to Learn Review
Review forms.
x
forms completed by CTL/Class teacher.
Reintroduction of Solution Focused meetings with key class teachers attending. Sept 19 CM/RH Staff attendance at Solution Focused
Review of Restorative Conversations and Positive Relationships training for all staff. Sept 19 onwards CM/HOY/SLT meetings.
Delivery of Restorative
Conversations and Positive
To ensure that all pastoral staff consistently UHVSRQGWRVWXGHQW·VQHHGVE\
Relationships training for all staff.
following Graduated response through:
x
x
Pastoral Team/SENCO and Return to Learn Centre training on the refined Graduated Sept 19 onwards CM/KAC Staff successfully completing staff
response strategy. training sessions
x
Completion of behaviour and welfare impact reports on a monthly basis, as reviewed at As above CM/AMT/AJLY/HOY Behaviour and Welfare impact
Behaviour and Welfare two weekly meetings. reports completed monthly
Student intervention Summaries evidencing the graduated response completed by all As above CM/AMT/AJLY/HOY Student Intervention Summaries
completed with action plans
To effectively support students through appropriate curriculum / pastoral
HOY, with action plans- reviewed at the Behaviour and Welfare meetings.
support and interventions by:
Development of PIXL/Thrive
x
programmes to be completed
through the Ark and Enrichment
To further develop educational opportunities within school to facilitate students Sept 19 onwards NWB/CM Total of off-site Centre to support students
x
experiencing difficulties in key lessons. Current capacity includes The Ark and costs including experiencing SEMH difficulties.
Enrichment Centre. College link not To develop a proposal for support
To ensure appropriate provision and interventions, with the view to develop these to exceed of students experiencing
resources for individuals and small group work, to support the management of students July 19 onwards CM/RH/SLT £35,000 difficulties in order to access the
who are unable to effectively access all or part of the normal curriculum offer. This will curriculum.
x
be managed through a clear referral and exit system to ensure that appropriate support The development of a range of
is in place in a timely manner. external providers that can
To develop as a part of the graduated response, a range of external providers to work CM/RH supplement student progress,
in partnership to provide alternative opportunities to support key students (including Sept 19 onwards achievement and engagement.
work experience).
High Standards & High ExpectationsTo embed the whole school rewards programme to encourage a positive
culture through the use of Positive Achievement Points by:
Sept 2019- on CM/HOY/AJLY Staff training Audit use of Positive Achievement
x
going Points in 2018-19 and delivery of
Meeting time staff training, student assemblies
x
Re-visiting Positive Achievement Points through staff training, student assemblies and and communication with parents.
communication with parents. Rewards budget Evidence of a standardised
x
Completion of Positive Achievement Points reports on a monthly basis to be shared by programme of rewards used by
Tutors on a weekly basis. HOY and tutors as a basic
HOY promoting the use of Rewards through the two weekly, half termly and termly entitlement to all students.
rewards assembly programme (this will include rewards for behaviour, attendance and Evidence of increased range and
progress) number of rewards given to
students and communicated to
students at a.m. and p.m.
registrations.
Evidence of standardised rewards
that are being used in all Year
teams for positive behaviour, high
attendance and high achievement.
Evidence of increased use of
rewards in year groups, with an
increased range of opportunities to
reward students in addition to
behaviour, attendance and
achievement and progress.
Successful reviews through student
voice and staff voice of the
amended reward programme.
High Standards & High Expectations%,6+23)2;·6
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SCHOOL IMPROVEMENT PLAN ² 2019/20
GOVERNORS MONITORING COMMITTEE: Personnel LEAD PROFESSIONAL(S): NWB / AMT
SIP PRIORITY: 2.2 OBJECTIVE: To raise levels of attendance, including that of our Persistently Absent, Disadvantaged and SEN students to above that of
national average.
Timeline Key Personnel Resources
Tasks to achieve objectives (by when) and costing Success Criteria End of Year
Review
Establish new absence procedures to raise attendance and reduce persistent
absence of all students by:
Train whole staff on new attendance procedures September AMT/NWB Sol costs Whole school awareness of new
procedures
Weekly updates using SOL Attendance tracking systems Weekly AMT/HOY/LAB Meeting Transparent tracking system
time/admin
Weekly tracking meetings with HOY (Monday)-HOY timetable to allow for this. Weekly AMT/HOY/LAB Meeting Clear tracking systems in place with
time/admin identification and actions for absence.
Implement findings of Sol Attendance audit On-going AMT/LAB Meeting Improved attendance figures above
time/admin national average for identified cohorts
of students
Bi-Weekly meetings with AO to ensure appropriate coding Bi-Weekly AMT/LAB Meeting No unexplained or inaccurate coding
admin/time
Implement leavers file with overview procedures template. Sept-onwards LAB Admin time Clearly evidenced file in line with SOL
To review the processes around failed reintegration meetings following a FTE Sept AMT/CM Meeting and Systems in place for failed reintegration
admin/time
Monitoring of coding to ensure accuracy including B/D codes On-going AMT/LA/CM/RH Meeting and B and D codes recorded accurately.
High Standards & High Expectations
admin time Accurate coding
Attendance, P.A and lateness to form HOY P.M target Autumn term CM/HOY Meeting time Clear accountability and improvements
in PA, lateness and overall attendance.Raise the profile of the importance of attendance to staff, students and parents
by:
Introduce reporting data in a more effective manner as part of the progress reports for Immediately NWB Admin time 3 x yearly reports
+LJKOLJKWWKHLPSRUWDQFHDWWHQGDQFHDW$FDGHPLF7XWRULQJDQGODWHQHVVDW3DUHQWV·(YHQLQJ.
parents.
As per NWB/HOY/Tutors Admin time Clearer awareness, expectations and
calendar impact on missed learning.
Review the rewards programme associated with attendance to make it more timely and Autumn Term AMT/LAB/HOY/Tutor HOY Budget- Improved attendance
impactful. rewards. Admin
time
Attendance reward focus in fortnightly HOY assemblies. Fortnightly LAB/HOY HOY Budget Raised awareness of attendance and
admin time positive attitude of students towards
regular attendance
Raise profile of importance of attendance through assemblies and information for parent Throughout SLT/HOY Admin and Raised awareness of impact in lost
including letters and website. the year planning time learning
´´
All staff to monitor attendance and ensure that missed work is available. Daily Teaching and support Planning time Lesson content available
staff
All staff to ensure that students are not disadvantaged by poor attendance or lateness. Daily Clearer understanding of impact of lost
learning on specific groups
Students to take responsibility for collecting/completing missed work. As required Students/Parents Students accountable for obtaining
missed work
Subject teachers to ensure parents are aware of PA from subject and the impact this has on As per Subject teacher/HOY Planning time Improvements in attendance of subject
progress through phone-calls, parental meetings and parent evening. timetable specific absences.
Establish new absence procedures to raise attendance and reduce persistent
absence of disadvantaged students by:
PPIW to have attendance as one of their focus for the year Autumn Term NWB/JT/PPIW Planning and Attendance figures to be above
PPIW to attend weekly attendance meetings Weekly PPIW admin time national average for disadvantaged
PPIW to get weekly update on attendance of key students Weekly PPIW pupils.
PPIW to identify attendance intervention group of students and forge closer relationships As required PPIW
with parents to encourage greater engagement in school.
AO to identify Ever6 pupils to establish patterns of PA and to liaise with AHT to establish Autumn Term PPIW/Admin
appropriate support from PPIW
Establish new absence procedures to raise attendance and reduce persistent
PPIW to have an overview and understanding of SEND need within year group and Autumn term PPIW
absence of SEN students by:
potential impact on attendance, lateness and PA
Action plans and outcomes for SEN
AO to produce half-termly reports on identified SEN, SEN/PP and SEN/Medical students to Half termly AO Admin and students with identified patterns of
establish patterns of absence. planning time. absence.
SENCO to attend weekly attendance meetings to discuss identified students.
Weekly KAC Meeting time Improved attendance of SND students
High Standards & High Expectations
Collaborative working between school, external agencies to provide appropriate and time
limited interventions to support and improve school attendance On-going AMT/KAC/PPIW/HOY Improved partnership work and
identified interventions to support
SENCO/HOY to meet regularly with parents to obtain evidence to support PA. attendance
As required KAC/HOY Evidence of PA
Appropriate and time limited provision to be provided within the E.C. to improve
attendance for SEN/Medical students. As required NWB/KAC/AMT Provision within the EC to improve
attendance.%,6+23)2;·6
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SCHOOL IMPROVEMENT PLAN ² 2019/20
GOVERNORS MONITORING COMMITTEE: Finance & Premises LEAD PROFESSIONAL(S): KT / KAR
SIP PRIORITY: 3 OBJECTIVE: To effectively manage the process of expansion without negatively impacting on safety and standards.
Timeline Key Resources
Tasks to achieve objectives (by when) Personnel and costing Success Criteria End of Year
Review
Preparation for enabling works and start of onsite construction, including demolition of Timeline KT, KAR, PP Various Staff meeting and assemblies to inform
B&E room, fire escape and grub up foundations. shared 1st July contractors staff of timeline and changes to the site
19 involved in pre- including fencing, bridges and walkways
demolition
requirements to Summer newsletter item to inform
B&E room be recovered parents of impending building
emptied by from BAM
12th July 19 B&E room emptied and classes
relocated to CLC. ICT blocked off in
preparation for demolition during
summer holiday
Regular meetings and tours of the site to ensure safe working practices are being adhered From May 19 KT, KAR, PP, Time Weekly meetings with KAR (KT) and
to. ongoing Carol Bond Carol Bond
(FFS)
Site team touring
Impact of noise pollution regularly
assessed
High Standards & High ExpectationsFire evacuations routes updated in light of the changes to the building and flow of From 4th PP/LJ Time Fire officer from County Hall consulted
staff/students September
2019 SLT and site team staff have delegated
Close monitoring and adjustment of the evacuation procedures and updating of the fire roles with the evacuation plan
drill log book
Staff informed on INSET day and
students in assembly on first morning
back
Evacuation map drawn up and shared
showing preferred routes out of the
building. Signs displayed in all
classrooms.
Evac-chair training completed by LSAs
Fire drill documentation updated
To ensure the contractor workforce is safe to work on the school site. Safeguarding From 4th KAR/PP Time SCR updated with all contractors DBS
checks are fully compliant and contractors are well informed of procedures. September and is compliant
2019
KCSIE read by all contractors
To minimise the disruption and improve communication, weekly meetings are held for a Weekly from KAR/Cover/PP Meeting time Liaison meetings to be held every
brief on the foUWKFRPLQJZHHN·VZRUNLQRUGHUWREULHI6/7DQGSODQIRUDQ\QHFHVVDU\ 1st October 19 Monday between BAM and School
room changes staff.
Schedule of forthcoming activities
forwarded every Friday by BAM
BAM will communicate with neighbours to keep them up to date with the building project As required BAM BAM to To improve the communication flow
including newsletters that are produced periodically resource and address any issues as they arise
To use media coverage to update stakeholders and local community, marketing After half-term BAM/KAR/Carol Time Turf cutting / bolt tightening, topping
opportunity out and opening ceremonies to be
scheduled.
Regular media updates through FfS
blog, website; BAM newsletter and
High Standards & High Expectations
Facebook page; SCC press releases.To offer an opportunity for students to find out more about a career on construction site Periodically BAM, KT, DD, Time Potential work experience
and to inform students of the progress being made on the construction of their school. CCB opportunities for some students, with
safe and appropriate checks and risk
assessments.
BAM to arrange tours of the building
site through the DT faculty.
Updates from BAM in assemblies
To ensure that tKHVFKRRO·Vrequirements for classroom interiors and loose furniture are October ² KAR, KT, Carol Time Series of workshops to be held with
agreed and of a high standard of finish December Bond, BAM BAM and School to discuss fixed FF&E
2019 colour selection (blinds, pin boards
etc); internal finishes (walls, floors, IPS
& lift); drama lighting scope; key suiting;
kitchen layout & dining refurbishment
To ensure that the build is running to plan and construction is progressing as planned, so Monthly from KAR, KT, Carol Time Project Progress meetings held with
that an early indication of any delays can be planned for September 19 Bond, BAM BAM on a monthly basis.
Early Warning Notices to be issued by
BAM under the contract to notify of
any potential programme delay.
High Standards & High ExpectationsPupil Disadvant KS2 KS2
Year Male Female Premium aged Low Middle High SEN(K) SEN(E) EAL Average Average Average
(Size) No No No No No No No No No No CATS Fine Scaled
(%) (%) (%) (%) (%) (%) (%) (%) (%) (%) Point Sc
Score (Nat
(Nat
average)
average)
Year 7 87 110 44 24 48 104 36 41 2 19 Not yet 103.59
(197) (44) (56) (22) (12) (24) (53) (18) (21) (1) (10) available
T Tridgell Predictions based on KS2 Data
Year 8 101 95 40 43 45 104 41 32 2 33 101.3 104.8
(196) (52) (48) (20) (22) (23) (53) (21) (16) (1) (17)
D Usher-Clark Predictions based on KS2 Data
Year 9 107 85 50 47 52 96 36 37 0 19 98.77 103.42
(192) (56) (44) (26) (24) (27) (50) (19) (19) (0) (10)
D Packer Predictions based on KS2 Data
Year 10 91 102 43 47 55 106 22 24 1 17 98.62 102.52
(193) (47) (53) (22) (24) (28) (55) (11) (12) (1) (9)
D Contreras Predictions based on KS2 Data
Year 11 93 98 43 39 14 100 70 20 0 22 99.72 28.91
(191) (49) (51) (23) (20) (7) (52) (37) (10) (0) (12)
N Towell
High Standards & High Expectations
Year 12 87 93 45 40 23 82 66 27 3 20 99.16 28.17
(180) (48) (52) (25) (22) (13) (46) (37) (15) (2) (11)
A Trigg
COHORT PROFILES 2019-2020
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