Hammond Academy Academy Improvement Plan 2020 2021

 
Hammond Academy

Academy Improvement Plan

      2020 – 2021
Hammond Academy Improvement Plan 2020-21

Contents

Page 3            Aims and values
Page 4            Context
Page 5            Priority 1a    Aspire THRIVE APPROACH Plan
Page 7            Priority 1b    Hammond Academy THRIVE APPROACH Plan
Page 9            Priority 2     Reading: to improve standards of reading throughout the school
Page 11           Priority 3     Writing: to improve standards of writing throughout the school
Page 13           Priority 4     Pedagogy: to improve pedagogy to enable pupils to make good progress across the curriculum
Page 15           Priority 5     Leadership and management: to strengthen leadership and management

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Hammond Academy Improvement Plan 2020-21

Aims and values

Hammond Academy aims to:
• Nurture our children to ensure that they grow into happy confident young people who are ready for their next stage of learning.
• Encourage our children to behave according to our 5 Hammond values: respect, honesty, perseverance, teamwork and courage.
• Encourage our children to be motivated learners who have growth mind-sets: they feel safe making mistakes as they know it is all part of the
  learning process.
• Provide an innovative and creative curriculum, developed and delivered with high expectations for progress.
• Ensure that through outstanding teaching, children achieve their full potential.

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Context

COVID-19
In line with all schools in England, Hammond Academy closed to the majority of pupils in March 2020 due to COVID-19, remaining open to approximately 20
vulnerable and critical worker pupils throughout the summer term. Class teachers set daily learning tasks for all pupils throughout this time. Class teachers and the
pastoral team were in regular contact with all pupils. All statutory tests (EYFS Profile, Y1 Phonics, KS1 SATS, Y4 Multiplication Tables Check and Y6 SATS) were
cancelled.

Ofsted
Hammond was inspected on 26th – 27th November 2019 and received a Requires Improvement judgement.

    •    The quality of education          Requires improvement
    •    Behaviour and attitudes           Good
    •    Personal development              Good
    •    Leadership and management         Good
    •    Early years provision             Good

The report highlighted the school does the following well:
   • Supporting pupils to develop good phonics skills.
   • Maths lessons are well sequenced and teachers check pupils’ learning to pick up on misconceptions.
   • Science is well sequenced and pupils enjoy developing their scientific skills.
   • The programme of learning for PSHE meets pupils’ needs well.
   • The plans for PE are well ordered and build on pupils’ knowledge and skills as they progress through the school.
   • Disadvantaged pupils are included in all aspects of the school. Staff are aware of pupils’ personal development needs. Effective pastoral support is in place.
   • Children do well in early years. Leaders have created a calm, appropriate learning environment. Adults have set clear routines so that children engage
       immediately.
   • Pupils with special educational needs and/or disabilities experience the full curriculum. Staff identify any barriers to learning and put suitable support in place.
   • Leaders have high expectations for behaviour. Pupils say that behaviour is much better than it used to be and that disruption in lessons is rare.
   • The school is well led and managed. The trust has made sure that the right people are in the right positions to make the necessary improvements.
   • Staff are proud to work at the school. They feel leaders consider their well-being and workload.
   • The arrangements for safeguarding are effective.

The report highlighted the need for the following improvements:
   1. The teaching and curriculum for English are not supporting pupils’ reading and writing well enough. Senior leaders need to ensure that the chosen approach
       to reading and writing is implemented consistently in all classes across the school, so that standards improve.
   2. The trust are currently working on building up the numbers and profile of the LAB. The LAB must assure themselves that leadership systems are suitably
       robust to bring about further improvement, and that the school self-evaluation and improvement plans are suitably precise to ensure that the school offers a
       good quality of education.

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Priority 1a       Aspire THRIVE APPROACH Plan

 FOCUS:

 Aspire Perspective:                                          Academy Perspective:                                      Attainment/Progress:
 Through this plan, in our schools, we aim to                 Following in-depth training, individual academies         As a result of improving the social and emotional
 establish a shared knowledge and understanding of            should understand the theoretical underpinning of         health of all pupils, (and the school community), we
 and commitment to the principles and aims of the             the Thrive Approach and ensure that it becomes an         will maximise each child’s learning potential and
 Thrive Approach.                                             integral part of their provision for pupils’ social and   raise standards of achievement.
                                                              emotional development and consequently, their
                                                              behaviour.

 Intervention Description            Implementation Activities             Implementation Outcomes           Pupil Outcomes                   Review of Progress
 What are the essential              How will it be done? E.g.             How will we know it is            How will pupils benefit?         Towards Outcomes
 ingredients for the                 training, resources,                  working?                          Short – Medium – Long Term?      Are we making progress with
 intervention? What activities /     monitoring, coaching,                 Short – Medium – Long Term?                                        our plan? What are the actual
 behaviours will we see when it      mentoring, sharing best                                                                                  outcomes for pupils? What is
 is working?                         practice, communications.                                                                                the impact?
 • All schools and staff to buy      • Provide on-going high               • Staff attend CPD and            • Pupils can increasingly
     into the Thrive commitment          quality CPD and INSET to            INSET, both in-school and         regulate behaviour.
     to: ‘Support and encourage          give staff explicit training in     joint.                          • Pupils are better equipped
     the development of                  the Thrive Approach.              • Increased staff knowledge         to recognise and regulate
     confident, curious, creative    • Identify and deploy Thrive            of and confidence in              emotions, as well as talk
     and capable children and            Practitioners in each               Thrive, at all levels.            about them.
     young people who are                school.                           • Staff consistently              • Pupils’ social and
     open to learning and better     • Make best use of existing             demonstrate a shared              emotional health improves.
     equipped to deal with life’s        partnerships and expertise,         language associated with        • Pupils’ levels of
     ups and downs.’                     share best practice and             Thrive.                           independence increase.
 • All teachers and support              offer mutual support.             • Staff consistently              • Improved social and
     staff to be proficient in the   • Strong and consistent                 demonstrate Thrive                emotional health impacts
     principles, theory and the          communication in and                processes and approaches          positively on learning.
     practical application of            across schools, relating to         in practice.                    • Increased levels of
     Thrive.                         • Thrive, its implementation          • Schools successfully              parental engagement and
 • All teachers and support              and impact.                         incorporate and blend             home/school relationships.
     staff to have a good            • Identify, train and support           Thrive and STEPs into           • Can we demonstrate
     understanding of the                lead practitioners in each          their whole school                improvements in pupils’
     underpinning science and            school and ensure training,         approaches to PSHE,               attainment and / or
     theory behind Thrive.               knowledge and skills are            relationships and                 progress, linked to Thrive?
 • Key staff, including lead             kept up to date.                    behaviour.                        How might we evidence
     practitioners, to have a        • Ensure robust internal and          • Whole school provision            this?
     good grasp of Thrive On-            external monitoring                 improves and can be
     line, in order to effectively       systems are in place.               evidenced through pupil

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   assess, plan for and            • Improve levels of parental     outcomes (hard and soft
   evaluate progress.                engagement through             data.
 • Key staff to have a sound         Family Thrive.               • Improved levels of
   overview of the entire                                           engagement with
   Thrive programme and its                                         parents/carers and
   potential.                                                       families.
 • Schools to plan for and                                        • Where appropriate,
   monitor targeted support                                         attendance rates improve
   and interventions,                                               and exclusion rates fall.
   appropriate to need.

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Priority 1b       Hammond Academy THRIVE APPROACH Plan
                  Led by: Debbie Bloomfield

 FOCUS:

 Staff Perspective:                                       Pupils’ Perspective:                                     Attainment/Progress:
 Increased staff morale and well-being.                   Pupils will become more confident, happy and             As a result of improving the social and emotional
 Senior leaders having more time to focus on              emotionally intelligent.                                 health of all pupils, including improving attendance
 strategic leadership, rather than on reactive            Fewer disruptions in class will enable pupils to focus   and behaviour, we will maximise each child’s
 behaviour management.                                    on their learning and make better progress.              learning potential and raise standards of
                                                                                                                   achievement.

 Intervention Description          Implementation Activities         Implementation Outcomes            Pupil Outcomes                    Review of Progress
 What are the essential            How will it be done? E.g.         How will we know it is             How will pupils benefit?          Towards Outcomes
 ingredients for the               training, resources,              working?                           Short – Medium – Long Term?       Are we making progress with
 intervention? What activities /   monitoring, coaching,             Short – Medium – Long Term?                                          our plan? What are the actual
 behaviours will we see when it    mentoring, sharing best                                                                                outcomes for pupils? What is
 is working?                       practice, communications.                                                                              the impact?
 Autumn 1
 Establish Hammond’s Thrive        • Thrive team will meet at        • Over time, Thrive becomes        • Pupils will increasingly
 Team (Principal, Sendco,            least half termly:                an approach that is naturally      regulate their behaviour.
 Thrive Practitioners and            - keep staff informed of          discussed and referred to by     • Pupils are better equipped
 Family Liaison) to lead on the        Thrive activities               staff and pupils.                  to recognise and regulate
 school’s Thrive activities.         - provide support and           • Increased staff knowledge of       emotions, as well as talk
                                       advice, and lead training       and confidence in the Thrive       about them.
                                                                       Approach.                        • Pupils’ social and emotional
                                                                     • Staff consistently                 health improves.
                                                                       demonstrate a shared             • Improved social and
                                                                       language associated with           emotional health impacts
                                                                       Thrive.                            positively on learning.
                                                                     • Staff consistently               • Increased levels of parental
                                                                       demonstrate Thrive                 engagement and
                                                                       processes and approaches           home/school relationships.
                                                                       in practice.

 Autumn 2
 To support all pupils in          • Sendco to discuss with          • Pupils will continue to use      • Pupils will increasingly
 becoming ‘confident, curious,       class teachers and order          calm corners but will              regulate their behaviour.
 creative and capable children       posters.                          increasingly use Thrive          • Pupils are better equipped
 and young people who are          • Principal will introduce this     language when talking              to recognise and regulate
 open to learning and better         at whole school Friday            about their feelings.              emotions, as well as talk
 equipped to deal with life’s        assembly.                                                            about them.

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 ups and downs’, Thrive will be                                      • Teachers and classroom          • Pupils’ social and emotional
 integrated into all classroom                                         support staff will                health improves.
 calm corners.                                                         increasingly use Thrive         • Improved social and
                                                                       language when talking to          emotional health impacts
                                                                       pupils about their feelings.      positively on learning.
 Termly (just before half
 term)
 Teachers carry out termly         • Thrive team will:               • Teachers become more            • Reduction in the number of
 assessment on all pupils.           - review the assessments          confident about carrying out      behaviour incidents for high
                                       and support teachers in         assessments, and about            profile pupils.
                                       identifying whole class         identifying, planning for and   • Term on term improvement
                                       targets and actions to          implementing targets.             in the class profile (linked to
                                       meet those targets            • Thrive Practitioners become       outcomes listed above).
                                     - identify children for           more confident about their      • Increased levels of parental
                                       support from Thrive             role in supporting teachers       engagement and
                                       Practitioners                   and delivering 1:1 and small      home/school relationships.
                                                                       group support for targeted
                                                                       pupils.
                                                                     • Increased levels of parental
                                                                       engagement and
                                                                       home/school relationships.
 Policy reviews
 Review relevant policies, e.g.    • To be carried out by the        • We successfully blend           • Pupils will increasingly
 Behaviour Policy, and update        Thrive Team to enable all         Thrive and STEPS into our         regulate their behaviour.
 them to include the Thrive          stakeholders to understand        whole school approach to        • Pupils are better equipped
 Approach.                           how the Thrive Approach is        PSHE, relationships and           to recognise and regulate
                                     linked to what we are             behaviour.                        emotions, as well as talk
                                     already doing at Hammond;       • Staff consistently                about them.
                                     it is not a separate piece of     demonstrate a shared            • Pupils’ social and
                                     work.                             language associated with          emotional health improves.
                                                                       Thrive.                         • Improved social and
                                                                     • Staff consistently                emotional health impacts
                                                                       demonstrate Thrive                positively on learning.
                                                                       processes and approaches
                                                                       in practice.

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Priority 2        Reading: to improve standards of reading throughout the school
                  Led by: Nailah Hiles and Danielle Lacey

 FOCUS:

 Teachers’ Perspective:                                    Pupils’ Perspective:                                   Attainment/Progress:
 All KS2 teachers and TAs do not have a secure             Vocabulary knowledge and understanding needs to        Narrow the attainment gap between PPG and non
 understanding of the teaching of phonics.                 be improved.                                           PPG pupils in all key stages.
 Not all teachers utilise a range of strategies to teach   Pupils are not being precise enough when               Improve attainment and progress throughout the
 reading.                                                  answering questions about texts – the development      school.
                                                           from what they think rather than what’s in the text.
                                                           Pupils need to improve their reading fluency and
                                                           stamina.

 Intervention Description           Implementation Activities         Implementation Outcomes           Pupil Outcomes                  Review of Progress
 What are the essential             How will it be done? E.g.         How will we know it is            How will pupils benefit?        Towards Outcomes
 ingredients for the                training, resources,              working?                          Short – Medium – Long Term?     Are we making progress with
 intervention? What activities /    monitoring, coaching,             Short – Medium – Long Term?                                       our plan? What are the actual
 behaviours will we see when it     mentoring, sharing best                                                                             outcomes for pupils? What is
 is working?                        practice, communications.                                                                           the impact?
 Teachers will expose pupils to     • Regular and frequent class      • Timetabled ‘story time’ in      • Hearing fluent reading will   •
 good quality texts.                   texts (story time).              every class at least 4x per       support pupils in becoming
                                    • Guided reading texts to be        week in EYFS/KS1 and 2x           fluent readers.
                                       sourced from across Aspire.      per week in KS2.                • Pupils will be able to talk
                                    • NH to model how to plan         • Pupils voice: pupils can talk     about the class texts used
                                       guided reading lessons.          about the texts they have         during story time and
                                    • DL and NH to support and          heard and read.                   guided reading.
                                       monitor.                                                         • Improved attainment and
                                                                                                          progress.
 Teachers will expose pupils to     • Teachers will explicitly        • The teaching of new             • Over time, the standard of    •
 ambitious vocabulary across          teach new vocabulary in           vocabulary will be observed       reading will improve as a
 the curriculum.                      lessons across the                during formal and informal        result of pupils having a
                                      curriculum.                       observations.                     working knowledge of a
                                    • Vocabulary and definitions      • Pupils will be observed           broader range of
                                      will be displayed and             using the taught vocabulary       vocabulary.
                                      referred to during lessons.       during formal and informal
                                    • Pupils will use the               monitoring (lesson
                                      vocabulary when answering         observations, book
                                      questions and engaging in         scrutiny…).
                                      discussions, and in their
                                      written work.

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 Teachers and classroom            • Training for all teachers and   • All EYFS and KS1 staff         • Phonics outcomes at the         •
 support staff will deliver high     classroom support staff so        leading phonics groups will      end of KS1 will continue to
 quality phonics lessons.            that they have a good             be providing good quality        be high but the proportion
                                     working knowledge of              teaching.                        of pupils requiring
                                     phonics teaching. This          • Where staff receive              additional support will
                                     includes KS2 staff, as there      additional support, rapid        reduce as a result of quality
                                     are children in KS2 who do        improvements will be             first teaching.
                                     not have a firm grasp of          observed.
                                     phonics. Led by DL.             • Over time, the proportion of
                                   • In-depth training for EYFS        pupils requiring additional
                                     and KS1 staff so that they        support will reduce.
                                     have the skills to deliver
                                     high quality phonics
                                     teaching to all children. Led
                                     by DL.
                                   • Additional support (e.g.
                                     team teaching and
                                     modelling) to be provided
                                     by DL if necessary.
 Teachers and classroom            • Refresher training of the       • Increased staff confidence     • Improved attainment and         •
 support staff will deliver high     strategies that were              in the teaching of reading.      progress across the school.
 quality guided reading              introduced by NH before         • Staff consistently use the
 lessons.                            the school closed to the          school’s agreed approach
                                     majority of pupils in March.      to the teaching of reading.
                                   • Teachers will be pro-active
                                     in seeking support/advice
                                     from NH.
                                   • Additional support (e.g.
                                     team teaching and
                                     modelling) to be provided if
                                     necessary.
                                   • Ongoing monitoring by NH.
 Teachers and classroom            • Training and ongoing            • Whole school provision         • Pupils will be reading books    •
 support staff will deliver high     monitoring by NH and DL.          improves and can be              at the correct level,
 quality individual reading        • PM Benchmark used half            evidenced through end of         resulting in improved
 sessions.                           termly throughout KS2 to          key stage data.                  attainment and progress.
                                     ensure pupils are reading at    • KS2 pupils on levelled
                                     the correct level and to          readers are heard to read
                                     monitor progress.                 frequently and they make
                                   • Strategies from guided            rapid progress.
                                     reading, e.g. inference,        • Reduction in the proportion
                                     summarising…, will be             of KS2 pupils on levelled
                                     embedded into individual          readers.
                                     reading sessions.

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Priority 3        Writing: to improve standards of writing throughout the school
                  Led by: Nailah Hiles

 FOCUS:

 Teachers’ Perspective:                                    Pupils’ Perspective:                                    Attainment/Progress:
 Teachers do not give pupils enough opportunities for      The quality of pupils’ presentation of work is          Narrow the attainment gap between PPG and non
 writing and this limits the development of skills that    inconsistent across year groups and not enough          PPG pupils in all key stages.
 could help raise pupils’ achievement. (Ofsted)            pupils take pride in their work. (Ofsted)               Improve attainment and progress throughout the
                                                                                                                   school.
 The Talk for Writing approach the school was using
 was not embedded throughout the school; new staff
 had not been trained in the approach and high staff
 turnover meant it was difficult to keep up to date with
 the training.

 NH had started to introduce a new approach to
 writing when school closed to the majority of children
 in March 2020. That approach will be picked up in
 2020/21.

 Moderation needs to be more robust to ensure
 teacher assessments are accurate and consistent
 across each year group. (Ofsted)

 Intervention Description          Implementation Activities         Implementation Outcomes           Pupil Outcomes                    Review of Progress
 What are the essential            How will it be done? E.g.         How will we know it is            How will pupils benefit?          Towards Outcomes
 ingredients for the               training, resources,              working?                          Short – Medium – Long Term?       Are we making progress with
 intervention? What activities /   monitoring, coaching,             Short – Medium – Long Term?                                         our plan? What are the actual
 behaviours will we see when it    mentoring, sharing best                                                                               outcomes for pupils? What is
 is working?                       practice, communications.                                                                             the impact?
 Autumn 1
 Rewrite the Handwriting and       • EA to write a policy that       • The quality of pupils’          • Pupils will demonstrate pride
 Presentation Policy.                provides staff with a             presentation of work will         in their work through neat
                                     comprehensive guide to            improve in all classes.           presentation across the
                                     handwriting and                 • Class timetables include          curriculum.
                                     presentation at Hammond.          regular handwriting lessons     • Improvements in the quality
                                   • Teachers actively teach           (the minimum number of            of handwriting and
                                     pupils the new expectations       lessons for each year group       presentation will be evident
                                     and support them in               is stated in the new policy).     in all books across the
                                     achieving the expectations      • Pupils will be using the          curriculum and across the
                                     across the curriculum.            agreed style of handwriting.      school.

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                                   • SLT to monitor handwriting      • All work across the
                                     and presentation across the       curriculum will be presented
                                     curriculum and will support       following the school’s
                                     teachers where                    agreed approach.
                                     improvements in the
                                     standard of handwriting and
                                     presentation are not seen.
                                   • Develop a school culture of
                                     taking pride in presentation
                                     and handwritings, e.g.
                                     through celebrating neat
                                     handwriting and
                                     presentation in Friday
                                     assemblies, displays…
 Autumn 1 and 2
 Develop a whole school            • NH to revise with staff the 3   • The quality of pupils’ writing   • The quality of pupils’ writing
 approach to the teaching of         phases of writing that were       will improve over time.            will improve over time.
 writing.                            introduced in Spring 2020.      • EYFS pupils will be
                                   • NH to provide teachers with       observed writing
                                     a good model of how to            independently during child-
                                     plan a writing unit of work.      initiated learning.
                                   • NH to support and monitor.
                                   • Teachers will be more
                                     confident about teaching
                                     writing.
                                   • DL will support EYFS staff
                                     in developing good
                                     opportunities for writing
                                     across the curriculum in
                                     staff-led and child-initiated
                                     learning.
 Ongoing
 Teachers will have a good         • NH to support teachers in       • Teachers will be confident       • The quality of pupils’ writing
 understanding of the                understanding the writing         about planning units of work       will improve over time.
 standards expected by the           targets for each year group.      that are correctly pitched.      • Pupils will have a good
 end of each year.                 • NH to provide                   • Moderation (in school and          understanding of what is
                                     exemplification materials.        with Aspire schools) will          expected in their year group.
                                   • NH to support teachers in         show that teachers are
                                     understanding the Aspire          accurately assessing pupils’
                                     writing bands so that they        writing.
                                     can accurately assess
                                     pupils’ writing.

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Priority 4        Pedagogy: to improve pedagogy to enable pupils to make good progress across the curriculum
                  Led by: Eileen Anderson

 FOCUS:

 Teachers’ Perspective:                                   Pupils’ Perspective:                                    Attainment/Progress:
 Teachers were introduced to Rosenshine’s                 Some pupils need further support with understanding     Attainment and progress across the curriculum will
 Principals of Instruction in autumn 2019 but the         how they learn and being able to monitor, direct and    improve.
 Ofsted inspection and Covid-19 put a temporary halt      review their learning (metacognition).
 to this piece of work. Some teachers engaged in
                                                          Pupils need to have a consistency of approach so
 remote CPD on this subject during lockdown.
                                                          that they can learn more effectively as they move
                                                          through the school.
 We need to support teachers’ understanding of how
 pupils learn effectively, specifically with regards to
 metacognition, self-regulated learning and how the
 brain acquires and uses new information.

 Intervention Description          Implementation Activities         Implementation Outcomes          Pupil Outcomes                    Review of Progress
 What are the essential            How will it be done? E.g.         How will we know it is           How will pupils benefit?          Towards Outcomes
 ingredients for the               training, resources,              working?                         Short – Medium – Long Term?       Are we making progress with
 intervention? What activities /   monitoring, coaching,             Short – Medium – Long Term?                                        our plan? What are the actual
 behaviours will we see when it    mentoring, sharing best                                                                              outcomes for pupils? What is
 is working?                       practice, communications.                                                                            the impact?
 Spring 2021                       • Teachers read                   • Teachers will apply the        • Pupils benefit from effective
 Use Rosenshine’s ‘Principles         Rosenshine’s ‘Principles of      strategies in their day-to-      teaching and consistent
 of Instruction’ and Tom              Instruction’.                    day teaching to enable           expectations.
 Sherrington’s ‘Rosenshine’s       • EA will deliver four training     pupils to make good            • Improved attainment and
 Principles in Action’ to             sessions over the spring         progress across the              progress across the
 improve teachers’                    term:                            curriculum.                      curriculum.
 understanding of how pupils          - sequencing and               • The quality of teaching will
 learn.                                 modelling (principles 2, 4     improve, as evidenced
                                        and 8)                         through monitoring and
                                      - questioning (principles 3      pupils progress.
                                        and 6)                       • During PPMs, teachers will
                                      - reviewing (principles 1        be able to articulate what
                                        and 10)                        they are doing to support
                                      - stages of practice             pupils’ learning.
                                        (principles 5, 7 and 9)
                                   • In each session, discuss
                                      practical strategies for
                                      implementing the principles
                                      in the primary classroom.

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                                   • Teachers will implement the
                                     strategies in their day-to-
                                     day teaching.
                                   • KG to provide support
                                     through modelling, team
                                     teaching and mentoring.

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Priority 5        Leadership and management: to strengthen leadership and management
                  Led by:      1. LAB: Lyndon Evans/Eileen Anderson
                               2. Subject Leadership: Eileen Anderson/Kerry Graham/Rachael Laver

 FOCUS:

 School’s Perspective:                      Teachers’ Perspective:                    Pupils’ Perspective:                     Attainment/Progress:
 Without a school vision, there is no       The teaching staff is made up of very     Without a school vision, there is no     Not all subject leaders have a secure
 shared purpose or common goal.             experienced subject leaders and those     shared purpose or common goal.           understanding of the impact
                                            who are new to the role.                                                           (attainment and progress) in the
 The LAB must assure themselves that                                                  Pupils do not yet have access to a       subject they lead.
 leadership systems are suitably robust     Systems and procedures that will          well-sequenced curriculum in all
 to bring about further improvement,        support all subject leaders in being      subjects so that new knowledge can
 and that the school self-evaluation and    able to articulate the intent,            build on previous knowledge.
 improvement plans are suitably             implementation and impact of the
 precise to ensure that the school offers   school’s curriculum are not securely in
 a good quality of education. (Ofsted)      place.

 Relationships with parents/carers have
 been difficult in the past but the
 school’s approach to Covid-19 has
 resulted in positive relationships
 developing.

 Intervention Description          Implementation Activities         Implementation Outcomes           Pupil Outcomes                   Review of Progress
 What are the essential            How will it be done? E.g.         How will we know it is            How will pupils benefit?         Towards Outcomes
 ingredients for the               training, resources,              working?                          Short – Medium – Long Term?      Are we making progress with
 intervention? What activities /   monitoring, coaching,             Short – Medium – Long Term?                                        our plan? What are the actual
 behaviours will we see when it    mentoring, sharing best                                                                              outcomes for pupils? What is
 is working?                       practice, communications.                                                                            the impact?
 Local Advisory Body
 Build up numbers and profile      Recruitment:                      • Members with appropriate        • Pupil outcomes will improve
 of the LAB.                       • Advertise in the school           skills are appointed to the       as a result of the LAB
                                     newsletter.                       LAB.                              ensuring the school offers a
                                   • Seek support from other         • Minutes will demonstrate          good quality of education.
                                     leaders within Aspire.            that the LAB ensures
                                                                       leadership systems are
                                   Training:                           suitably robust to bring
                                   • New members to complete           about improvement and that
                                     HfL induction training.           the school self-evaluation
                                                                       and improvement plans are
                                                                       suitably precise to ensure
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                                   • All members to attend               that the school offers a
                                     training relevant to their link     good quality of education.
                                     role.

                                   Profile:
                                   • Regular communication to
                                     parents, e.g. termly LAB
                                     newsletter or regular
                                     section in the school
                                     newsletter.
 Establish a clear and             • Seek a facilitator to lead the    • Staff and pupils can easily   • Pupils confidently discuss
 ambitious vision for providing      LAB and SLT in formulating          discuss how the vision is a     how the vision impacts on
 high-quality education for all      a vision for the school.            living part of the school.      their relationships with each
 pupils.                           • EA to ensure the vision                                             other and their pride in the
                                     becomes a living part of the                                        school.
                                     school: clear                                                     • Over time, this leads to
                                     communication to all                                                improved attendance,
                                     stakeholders; strong                                                attainment and progress.
                                     curriculum links; forms part
                                     of school assemblies;
                                     included on the school
                                     website, newsletters and
                                     letterheads…
 Build upon the recent             • Establish a Parent Forum:         • The LAB will engage           • Pupils benefit from
 improvements in relationships       - 1 rep per class                   parents thoughtfully and        increased levels of parental
 between the school and              - meet half termly                  positively in a way that        engagement and improved
 parents/carers                      - minutes of meetings               supports pupils’ education.     home/school relationships.
                                         published on school           • Reduction in the number of
                                         website and                     complaints/concerns raised
                                         communicated to all             by parents/carers.
                                         parents/cares via the
                                         weekly newsletter
                                   • EA to work with the staff to
                                     develop their understanding
                                     of the need for consistency
                                     in:
                                     - communication with
                                         parents/cares
                                     - following school policies
                                         and procedures
                                     These are essential for
                                     building and maintaining
                                     strong relationships with
                                     parents/carers.

Grow Believe Achieve                                                                  16
Hammond Academy Improvement Plan 2020-21

 Subject Leadership
 Curriculum Intent                 • Complete the curriculum          • The school will have a well-    • Pupils will develop the
 Agree the knowledge, skills         documents started in               constructed curriculum that       knowledge and skills they
 and vocabulary to be taught in      summer 2019                        supports pupils in                need to support them in the
 foundation subjects.              • Support subject leaders in         developing the knowledge          next phase of their
                                     articulating what they intend      and skills they need to           education and to succeed in
                                     pupils to learn, the key           succeed in life.                  life.
                                     concepts pupils need to          • The quality of education        • Pupils will develop a broad
                                     know and understand.               provided by the school will       vocabulary.
                                   • Subject leaders will update        improve.
                                     the curriculum statements        • Subject leaders will be
                                     on the school website.             confident about articulating
                                                                        the school’s intent for the
                                                                        subjects they lead.
 Curriculum Impact                 • Staff meetings to explain:       • All subject leaders feel        • Over time, pupils will make
 Training for teachers to be         - how pupil voice and work         confident about carrying out      good progress and achieve
 effective subject leaders.            scrutiny can be used to          their role.                       well.
                                       monitor the quality of         • All subject leaders can
                                       education                        confidently talk about the
                                     - how to complete the              quality of education in their
                                       proformas that will be           subject, stating the
                                       used                             strengths and areas for
                                     - timescales for articulating      development linked to
                                       findings to the principal or     intent, implementation and
                                       assistant principal and to       impact.
                                       teachers being monitored
                                   • Provide training/support for
                                     subject leaders to carry out
                                     lesson observation and
                                     provide feedback.
                                   • Implement monitoring
                                     schedule for subject leaders
                                     to carry out work scrutiny,
                                     pupil voice or lesson
                                     observations. Teachers
                                     new to the role will be
                                     supported by a member of
                                     the SLT or a more
                                     experienced subject leader.

Grow Believe Achieve                                                                  17
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