Bishop Fox's 2019/20 School Improvement Plan - Bishop Fox's School
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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 IRU SURJUHVVLRQ LQ VWXGHQWV¶ NQRZOHGJH 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
%,6+23)2;·6 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 ¶5DLVLQJVWDQGDUGV·DQG This to include SOW and ensure Text books, support resourced. *RYHUQRUV¶$FKLHYHPHQW x Developing quality first teaching through the T&L Framework with a focus on agreed actions are materials etc. SOW reflect subject FRPPLWWHH·PHHWLQJV 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 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 practice
1.2.2 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 ´/HDGLQJ/HDUQLQJµDQG/HDGHUVKLS5HVHDUFK3URMHFWV 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, /HDUQLQJµ3URJUDPPHIRU 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 leaders
1.2.3 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 ´3HUIRUPDQFH&ULWHULDIRU &DUHHU6WDJH([SHFWDWLRQVµ 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 impact
%,6+23)2;·6 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 Expectations
To 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 Expectations
To 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 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 2019-20
To 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 Expectations
To 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 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 ´+LJK6WDQGDUGVDQG+LJK([SHFWDWLRQVµ 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 Expectations
Fire 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 Expectations
Pupil 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 (October 2019)
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