2018 -2020 The Grange School Statement of Action
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The Grange School Statement of Action Final
The Grange School
Statement of Action 2018 -2020
1The Grange School Statement of Action Final
The Grange School OFSTED Action Plan
Key priorities from the most recent Inspection:
Overview target for Priority 1 – Leadership and Management
Improve the effectiveness of leadership by:
Ensuring leaders and governors evaluate more accurately the areas for improvement to identify precise actions that are necessary to improve pupils’ outcomes.
Reviewing and improving the overall provision for disadvantaged pupils so that they make at least good progress.
Ensuring that governors have a clear understanding of how to challenge leaders to improve the progress of pupils; especially that of disadvantaged pupils and the
most able.
Making sure that disadvantaged pupils and those who have special educational needs (SEN) and / or disabilities come to school more regularly than in the past, so
that their attendance becomes at least in line with national average for all secondary schools.
Overview target for Priority 2 – Strengthen the effectiveness of teaching and learning by:
Strengthen the effectiveness of teaching and learning by:
Checking that the work set for pupils, particularly for the most able, is not too easy for them and, when necessary, that more challenging work is provided for
those who are ready to move on.
Setting challenging tasks that engage and interest all pupils, so that low-level disruption in lessons is reduced.
Ensuring that teachers are able to more accurately assess pupils work to support them well.
Extending the sharing of successful teaching and learning that already exists across the school to all subjects.
Overview target for Priority 3 – review of governance
An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.
Overview target for Priority 4 – review of the school’s use of pupil premium
An external review of the school’s use of pupil premium funding should be undertaken in order to assess how this aspect of leadership and management may be
improved.
Key terminology
S of A Statement of Action The LA statement of action to support the school
LA Local Authority Buckinghamshire County Council Local Authority
2The Grange School Statement of Action Final
GB Governing Board
HT Head teacher The Head teacher
AHT Assistant Head Teacher Sharon Wilson, Dave Sabin, Catherine Bright, mark McGarvie
DH Deputy Head teacher Becky Brown
This is the current leadership team who are responsible for the operational running of the school and accountable to the
SLT Senior Leadership Team
Governing Body
LP Lead Practitioner A leading school-based practitioner with appropriate subject expertise
SbS Side by Side Project Side by Side Project commissioned by LA
MO Monitoring Officer Link between the school and person responsible for monitoring the Statement of Action
IEC John Bowers Independent Educational Consultant commissioned by the school – John Bowers
The Grange School OFSTED Action Plan
Priority One: Improve Leadership and Management Priority Lead People: HT/DH/SLT/MO/CL/SS HT
Overview target for Priority 1 – Leadership and Management
Improve the effectiveness of leadership by:
1.1 Ensuring leaders and governors evaluate more accurately the areas for improvement to identify precise actions that are necessary to improve pupils’ outcomes.
1.2 Reviewing and improving the overall provision for disadvantaged pupils so that they make at least good progress.
1.3 Ensuring that governors have a clear understanding of how to challenge leaders to improve the progress of pupils; especially that of disadvantaged pupils and the
most able.
1.4 Making sure that disadvantaged pupils and those who have special educational needs (SEN) and / or disabilities come to school more regularly than in the past, so
that their attendance becomes at least in line with national average for all secondary schools.
From the OFSTED report:
Leaders have not been effective in addressing the decline in the progress of pupils since last inspection.
Governors have not challenged leaders well enough to ensure that pupils make better progress.
Leaders’ evaluation of the school has not been precise enough to ensure that the decline in pupils achievement is reversed rapidly enough.
Leaders’ use of funding to support disadvantaged pupils has not helped to improve their achievement in GCSE examinations well enough.
3The Grange School Statement of Action Final
Leaders’ plans to improve the school have not secured consistently good progress for pupils. While leaders are clear on the key priorities for improvement, they have not
been precise and sharp enough in implementing specific plans. Leaders recognise that there is still much work to do to secure consistent improvement for all pupils.
Senior leaders have been overly generous in their self-evaluation of the school. Their ambitions for what pupils can achieve have not been high enough compared with
pupils with similar starting points nationally. Leaders have not responded rapidly enough to the underperformance of pupils.
Leaders have introduced an assessment system that is working well in key stage 4. However, in key stage 3, teachers are not yet accurate enough in making judgements
on the standard of pupils’ work. Leaders recognise that further staff training is needed to ensure that teachers are able to provide clearer guidance to pupils to improve
their work.
Leaders do not analyse the school’s data precisely enough to know whether the additional funding for disadvantaged pupils and pupils who have SEN and/or disabilities is
used effectively.
Some pupils, particularly those who are disadvantaged and those who have special educational needs and/or disabilities, do not attend as well as they should.
Governors have failed to challenge leaders well enough to ensure that pupils make rapid progress. Governors did not recognise the importance of progress over
attainment. While attainment in GCSE English and mathematics improved, the progress pupils made from their starting points declined. Governors’ monitoring and
evaluation of leaders’ actions in whole-school planning has been weak.
Impact and
outcomes
Objective 1.1 Ensuring leaders and governors evaluate more accurately the areas for improvement to identify precise actions that are necessary to
improve pupils’ outcomes.
Actions By whom & Success Criteria Monitoring Evaluation Review Comment
when (Who, How) (Who, How)
1.1.1 So that leaders demonstrate ambition i. CBR Sept Initial revised SLT through QA LA Focus Group
for all students and effectively promote 2018 procedures in place monthly review Meeting
improvement, ensure that school ii. VMU by October 2018 meetings as part of
performance is kept under regular review weekly SLT HT Report to GB
Monthly
and information is used to inform school The school will be meeting.
iii. SLT Monthly kept under regular
improvement plans.
iv. SLT Monthly review with leaders
i. Re-align the school’s quality
assurance (QA) schedule to match and managers being
Processes for QA focused upon
the priorities for schools will be
improvement. emerging areas for
implemented by improvement.
ii. Build in monthly opportunities to Sept 2018 and
review QA schedule at SLT fully embedded School evaluation will
meetings. by Dec 2018 to clearly reflect the
iii. Cascade evaluation from monthly ensure good practice and
meetings through LM meetings. consistency areas for
4The Grange School Statement of Action Final
iv. Modify planned actions based upon across development within
QA evaluations departments. the school.
1.1.2 In order that leaders intelligently use i. CBR July By the end of July SLT through QA LA Focus Group
there evaluations to focus improvement, 2018 2018 a consistent monthly review Meeting
identify the key impact measures from ii. Middle approach to meetings as part of
actions within the QA process. summarising QA will weekly SLT HT Report to GB
Leaders ½
i. Develop a consistent process for be in place. meeting.
termly Side by Side project
summarising QA processes.
iii. SLT ½ termly Clearly identify the SLT LM meetings
ii. Ensure that QA summaries clearly iv. Middle impact of our actions
identify areas of good practice and
Leaders ½ which will inform
areas for development.
termly future planning and
iii. Cascade QA summaries to relevant resourcing.
team members.
QA processes
iv. Develop areas for improvement identify actions
within relevant teams. for future
development by
October 2018.
1.1.3 So that leaders demonstrate ambition Subject leaders will SLT LM meetings QA Summaries
for all students and effectively promote i. Subject clearly identify the
improvement, nsure areas for development Leaders ½ impact of their
within departments are clearly linked to termly actions which will
team members, students and outcomes. inform future
ii. Subject
i. Subject Leaders act upon QA planning and
Leaders ½ resourcing.
summaries.
termly
ii. Monitor evidence that actions have iii. Subject
taken place.
Leaders ½
iii. Evaluate impact through next QA
termly
cycle.
All areas for
development
identified under
QA process
monitored and
evaluated as per
QA cycle by July
2019.
5The Grange School Statement of Action Final
1.1.4 In ensuring that students receive i. Subject By the end of SLT LM Meetings LA Focus Group
teaching that is securely good and meets Leaders ½ December 2018 we Meeting
their needs provide support and CPD for termly will see
identified staff in ensuring they progress improvements in HT Report to GB
ii. Subject
towards areas of development. quality of teaching
Leaders ½ and Learning based
i. Identify specific individual CPD
termly upon areas of
needs following QA cycle.
iii. Subject improvement
ii. Develop support and training on
Leaders ½ identified in PM
individual need basis to ensure they
termly process.
make progress
iii. Monitor evidence that relevant iv. Subject
Improvement in
support is in place Leaders ½
quality of teaching
iv. Evaluate impact through next QA termly for identified staff
cycle members.
All teachers who
are required to Improved student
improve will have outcomes within
received the subject areas.
necessary
training and
moved to GOOD
by July 2019.
1.1.5 In ensuring that students receive i. CBR Oct 2018 By the end of CBR updating and LA Focus Group
teaching that is securely good and meets ii. CBR / LPs October 2018 reporting progress Meeting
their needs develop teacher support plans, Oct 2018 Teacher to SLT Curriculum
where necessary, to make sure that all Improvement Plans on a ½ termly HT Report to GB
iii. CBR Dec
teachers are able to teach good lessons. will be in place for basis.
2018 teachers who are Side by Side Project
i. Identify teachers who require to
improve from QA processes. iv. CBR Jan 2018 required to improve.
ii. Formulate teacher support plan.
All teachers who Improvement in
iii. Monitor progress against the plan. are required to quality of teaching
iv. Evaluate progress through next QA improve will for identified staff
cycle. undergo teacher members, so that all
development plan teachers teach good
and moved to lessons.
GOOD by July
2019 and July
2020 thereafter.
6The Grange School Statement of Action Final
Improved student
outcomes within
subject areas
1.1.6 In enabling leaders to have an i. Subject By the end of SLT through QA LA Focus Group
accurate and comprehensive understanding Leaders Oct October 2018 all monthly review Meeting
of the quality of education at the school, 2018 departments SEFs meetings as part of
ensure the departmental school self- and improvement weekly SLT HT Report to GB
ii. Subject
evaluation is aligned to match the priorities plans will align with meeting.
Leaders Jan school priorities Side by Side project
for schools improvement.
2019. ½ SLT LM meetings
i. Review self-evaluation to ensure key termly there
focus on whole school priorities. after. Departmental actions
ii. Actions from departmental self- iii. SLT Jan will have a positive
evaluation impact upon student 2019. ½ impact upon student
progress. progress.
termly there
iii. Monitor actions within LM meetings. after.
iv. Report upon progress at SLT as part Leaders will have an
iv. SLT Jan
of QA items. accurate and
2019. ½ comprehensive
termly there understanding of the
after. quality of education
at the school which
All departments has helped plan,
self-evaluation monitor and refine
and actions plans actions to improve
will align to key areas for
school priorities improvement.
by the end of
October 2018 and
2019
1.1.7 In enabling leaders to have an i. Subject All department SLT through QA LA Focus Group
accurate and comprehensive understanding Leaders Oct priorities will be monthly review Meeting
of the quality of education at the school, 2018 consistent with whole meetings as part of
ensure the departmental actions plans are school priorities. weekly SLT HT Report to GB
ii. Subject
carefully aligned to self-evaluation and meeting.
inform SLT actions. Leaders Jan Departmental actions Side by Side Project
i. Develop action plan that is linked to 2019. ½ will have a positive SLT LM meetings
self-evaluation. termly there impact upon student
after. progress.
7The Grange School Statement of Action Final
ii. Actions from department action plan iii. SLT Jan Leaders will have an
impact upon student progress. 2019. ½ accurate and
iii. Monitor actions within LM meetings. termly there comprehensive
iv. Report upon progress at SLT as part after. understanding of the
of QA items. iv. SLT Jan quality of education
at the school which
2019. ½
has helped plan,
termly there monitor and refine
after. actions to improve
key areas for
All departments improvement.
self-evaluation
and actions plans
will align to
school priorities
by the end of
October 2018 and
2019
1.1.8 In enabling leaders to have an i. Year Leaders By the end of SLT through QA LA Focus Group
accurate and comprehensive understanding Oct 2018 October 2018 all monthly review Meeting
of the quality of education at the school, ii. Year Leaders Year group SEFs and meetings as part of
ensure the year group school self-evaluation improvement plans weekly SLT HT Report to GB
Jan 2019. ½
is aligned to match the priorities for schools will align with school meeting.
improvement. termly there priorities
i. Develop self-evaluation to ensure after. SLT LM meetings
key focus on whole school priorities. iii. SLT Jan Year Leader action
ii. Actions from year group self- 2019. ½ plans will have a
evaluation impact upon student termly there positive impact upon
after. student progress.
progress.
iii. Monitor actions within LM meetings. iv. SLT Jan
2019. ½ Leaders will have an
iv. Report upon progress at SLT as part
accurate and
of QA items. termly there
comprehensive
after. understanding of the
quality of education
All Year Group at the school which
self-evaluation has helped plan,
and actions plans monitor and refine
will align to actions to improve
school priorities
8The Grange School Statement of Action Final
by the end of key areas for
October 2018 and improvement.
2019
1.1.9 In enabling leaders to have an i. Year Leaders All year group SLT through QA LA Focus Group
accurate and comprehensive understanding Oct 2018 priorities will be monthly review Meeting
of the quality of education at the school, ii. Year Leaders consistent with whole meetings as part of
ensure that year group actions plans are school priorities. weekly SLT HT Report to GB
Jan 2019. ½
carefully aligned to self-evaluation and meeting.
inform SLT actions. termly there Year Leader actions
i. Develop action plan that is linked to after. will have a positive SLT LM meetings
self-evaluation. iii. SLT Jan impact upon student
ii. Actions from year group action plan 2019. ½ progress.
impact upon student progress. termly there
iii. Monitor actions within LM meetings. after. Leaders will have an
iv. Report upon progress at SLT as part iv. SLT Jan accurate and
2019. ½ comprehensive
of QA items.
understanding of the
termly there
quality of education
after. at the school which
has helped plan,
All Year Group monitor and refine
self-evaluation actions to improve
and actions plans key areas for
will align to improvement.
school priorities
by the end of
October 2018 and
2019.
Objective 1.2 Ensure disadvantaged students make at least good progress by reviewing and improving the overall provision to support their learning.
1.2.1 In order to develop the cultural capital i. AHTs July By September 2018 FTs will monitor the Track student activities
for our students and raise aspirations, 2018 we will have experiences of their and experiences and
identify and outline expectations and goals ii. AHTs July identified a list of group through report to GB
for students during their time at The Grange expectations and Form Time
2018
goals for all students activities.
i. ‘By the time you leave The Grange iii. FTs Sept at The Grange
School’ you will have…’ 2018 School. SLT PP will retain a
ii. Align experiences with Grange iv. FTs July 2019 whole school
PP students will have overview.
Enterprise and Learning Skills (GELs)
at the end of each
9The Grange School Statement of Action Final
iii. Implement personalised approaches A clear set of academic year
for PP students through tutor time expectations and progress towards
and extra-curricular activities to social goals to be achieving a wider
established for range of experiences
achieving expectations.
the incoming and skills.
iv. Fully implement programme for Year 7s by
raising aspirations and experiences. September. Students will have
record of academic
and non-academic
achievement for their
time at The Grange
School.
The school will be
able to closely track
the experiences and
skills of PP students.
1.2.2 In order that we have a more detailed i. MMG June By the end of July SLT PP group Focus Group Meeting
understanding of what has worked for 2018 2018 we will receive monitoring
students previously develop additional ii. BBR Sept additional transition from HT Report to GB
transition form for PP students information in Partner Schools
2018
i. Transition forms updated to ensure relation to our PP Aylesbury Learning
iii. BBR Sept students that will Partnership of School
additional details about PP students
2018 support their Trustees.
collected
transition into Year7.
ii. Information collated to identify The school will
barriers to learning. endeavour to Transition
iii. Links made with feeder primary receive additional information from
partners to identify general transition Partner Schools will
successful strategies and for information to provide detailed
support Year 7 PP information outlining
individuals
students from barriers to learning
September 2018 for PP students on
and 2019 entry.
thereafter.
Transition
arrangements will
inform PP Passports.
10The Grange School Statement of Action Final
Creation of a bank of
successful strategies
from Partner Schools.
1.2.3 So that progress across the curriculum i. BBR Oct 2018 By the end of BBR through data Focus Group Meetings
for our disadvantaged students matches or is ii. DSA Nov October 2018 the analysis at DE
improving towards that of other students 2018 school will have points. HT report to GB
with the same starting points make sure that clearly identified all
more-able PP students supported to achieve The first group more-able PP SLT More and Most
their challenge target in order to make HPA PP students who are Able Group.
consistently strong progress. underachieving ill underachieving.
be identified and
supported by Identification of
i. Use data analysis to highlight group
October 2018 and more-able PP
of students with need to reach students who require
reviewed at data
challenge targets additional support to
entry points
ii. Create most and more able thereafter. reach challenge
mentoring group for additional targets.
intervention and support
Mentoring group will
be established to
receive additional
intervention which
will accelerate
progress.
70% of Year 10/11
HPA PP on track for
at least 0.0 P8 score
by April 2019
80% of Year 10/11
HPA PP on track for
at least 0.0 P8 score
by April 2020
1.2.4 In order that those below age i. Intervention By the end of Intervention HT report to GB
expectations catch up, identify specific areas Coordinators October 2018 we will Coordinators report
for development for disadvantaged students Oct 2018 acquired knowledge on impact
arriving below expected levels from KS2 e.g. of particular areas of
ii. BBR Sept
below 100 in maths or reading or SPAG. development for Action plans
2018 developed in
11The Grange School Statement of Action Final
i. Use of Question Level Analysis tool iii. Intervention students below 100 relation to planned
to identify specific areas for Coordinators at KS2. interventions.
development / SLs core Oct
Intervention groups
ii. Identify students below expected 2018
established in timely
levels and analyse the specific iv. Intervention manner.
groups Coordinators
iii. Barriers identified and shared with Termly Positive impact from
teaching staff interventions.
iv. Monitor and evaluate impact of Catch-up
intervention 60% of PP students
interventions on the students below
groups in place arriving below
expectation for Year 7 PP expected levels from
students by KS2 e.g. below 100
October 2018. in maths or reading
or SPAG to be
working at 1+ by the
end of Year 7.
1.2.5 In order that disadvantaged students i. CBR Jan 2019 By the end of SLT C through Focus Group Meetings
are exceptionally well prepared for the next ii. CBR Jan 2019 January 2019 PP careful analysis
stage of their education, training or iii. SLT C Feb students will have option choices. Curriculum report to
employment and they have attained relevant made Informed GB.
2019
qualifications that strongly support their option choices for
career plans make sure that disadvantaged their KS4 courses
All PP students
students are supported at transition time to that match their
will have
KS4 and choices audited to ensure students ability.
received
student choices match their ability, as well as
personalised
career pathway. Increased
support during
i. PP Students have a personalised participation in Ebacc
their KS4 option
conversation with a member of staff subjects for PP
choices in
to ensure their choices meet their students.
January 2019
needs and 2020.
All Year 10 HPA PP
ii. Implement targeted conversations students to be
with students who wish to change studying full range of
their options Ebacc subjects by
iii. Determine Progress 8 risk June 2019
assessment for school and rationale
12The Grange School Statement of Action Final
for decisions about certain students
choices
1.2.6 For leader to demonstrate ambition for i. SLT / SLs By the end of SLT / SLs through Focus Group Meetings
their students and be accountable for Sept 2018 September 2018 SLs LM meetings and
performance they must be able to respond to ii. SLT / SLs will have a clear SLT C HT report to GB
challenge about variations in outcomes for understanding of
Sept 2018
student groups between disadvantaged and where variance exists Side by Side Project
other students nationally. iii. SLT / SLs between both staff
Sept 2018 and student interest
i. Examine variations in student groups iv. SLT Dec 2018 groups.
against examination performance. v. SLT / SLs Dec
ii. Identify subjects and teachers where 2018 By the end of
December 2018 we
there are significant variations from
Subject Leaders will see reduced gaps
national to national average
will have
iii. Implement plans where necessary. between PP and
reviewed their
iv. Monitor the progress of plans and examination others.
impact performance and
v. Evaluate the impact of plans planned In a wide range of
accordingly in subjects, the
Autumn 2018 and progress of
2019. disadvantaged
students currently on
roll is close to or is
improving towards
that of other
students with the
same starting points.
13The Grange School Statement of Action Final
1.2.7 In order for PP students to make By the end of July Year Leaders by Learning walks and
similar or better progress than non PP i. BBR - ½ 2018 all staff will be monitoring Student observations with
students ensure that staff are able to identify termly aware of their PP Passports tracking teachers
the specific needs and barriers to learning of ii. FTs, SEN, EAL students within their Pastoral database. demonstrating both
any PP students who are underperforming class list. that they know their
– annually –
PP students and acting
i. Share PP lists and additional details Autumn For October 2018 all upon Student passport
following new cohort arriving and 2018, student passports information.
update of PP records Autumns will give an insight
2019. into what works well Reported to GB
ii. PP student passports which are
for PP students.
completed by Form Teacher, SEN, or Side by Side Project
Form Teachers
EAL identify additional needs. will have In a wide range of
completed PP subjects, the
Student progress of
Passports by end disadvantaged
of October 2018 students currently on
and 2019. roll will be close to or
is improving towards
that of other
students with the
same starting points.
1.2.8 In order for PP students to make Classroom By the end of July Subject leaders Impact of
similar or better progress than non PP teachers 2018 all Learner monitor learner interventions reported
students ensure that both barriers to learning i. Classroom Record Sheets will be record sheets as to GB on termly basis.
in and teaching strategies exist to address teacher June complete with part of learning
barriers. Sharing of good practice amongst 2018 / Sept personalised walks and teacher Side by Side Project
staff related to specific barriers also takes interventions are in observations.
2018
place. place.
ii. Department
i. Staff complete learner group records meetings; Interventions are
and ensure that there are subject Wednesday having a positive
specific strategies in place for any PP Briefings; effect upon student
INSET progress.
students underperforming
ii. Sharing of good practice takes place opportunities
iii. Subject In a wide range of
iii. Intervention in place at subject level.
Leaders / subjects, the
progress of
disadvantaged
14The Grange School Statement of Action Final
iv. Additional interventions in place for Class teacher students currently on
PP students’ under-performing in a at DE points roll will be close to or
number of subjects. iv. SLT PP at DE is improving towards
that of other
v. Specific additional intervention in points
students with the
place in maths English and Science v. Intervention same starting points.
vi. Evaluate and report on impact of CCs at DE
intervention points
vi. BBR on
termly basis
The process for
identifying
barriers within
Learner Record
Sheets and
associated
interventions /
classroom
strategies fully
implemented and
reviewed by July
2019.
1.2.9 So that underperformance is quickly i. BBR following Analysis records SLT through LM BBR termly outcomes
identified and rectified ensure that progress each DE point identify meetings which is report to GB.
data is rigorously monitored and evaluated ii. SLT / SLs underperforming reported back to
by leaders at all levels students. SLT and recorded Side by Side Project
following
on SLT minutes.
i. Following each data entry PP each DE Interventions at
progress information is analysed and point. subject level are
evaluated in terms of effectiveness. iii. SLs following clearly identified and
each DE point tracked.
ii. Subject line management meetings
focus on discussion of progress of PP iv. SLs / class
teacher Impact is recorded.
students
iii. Identify students who are following
Good practice is
underperforming against target. each DE point shared.
iv. Track, record interventions and v. Classroom
evaluate impact. Teacher In a wide range of
following subjects, the
15The Grange School Statement of Action Final
v. Identify strategies that are making a each DE progress of
difference for PP students. point. disadvantaged
vi. Feedback through LM vi. SLs / SLT students currently on
roll will be close to or
following
is improving towards
each DE that of other
point. students with the
same starting points.
The process for
monitoring and
tracking PP
student progress
fully and
implemented and
impact assessed
by July 2019.
1.2.10 In order for PP students to make i. Class teacher Plans are recorded to Subject Leader LM SLT LM meetings after
similar or better progress than non PP following meet the needs of and Department each data entry points.
students all teachers must monitor the each DE students. meetings
progress of PP students within the classes SLT subject focus
point.
they teach. Evidence of student groups will evaluate
ii. Class teacher progress is taking effectiveness of
i. Using data entry points ensure that following place. interventions for
all teachers monitor progress of PP each DE targeted students.
students flagging underachievement. point. In a wide range of
subjects, the Overall PP progress
ii. Plan for those making less than
The process for progress of evaluated ad reported
expected progress to make progress, through termly
monitoring and disadvantaged
in line with their target, and catch up tracking PP students currently on outcomes report.
with peers student progress roll will be close to or
fully and is improving towards Side by Side Project
that of other students
implemented and
with the same
impact assessed
starting points.
by July 2019.
16The Grange School Statement of Action Final
1.2.11 In order for disadvantaged students i. DHT Sept For September 2018 MMG - distribution HT Report to GB
to be prepared for the next stage of their 2018, June there will be a more monitored through
education, employment, self-employment or 2019. AHTs equitable distribution form lists.
training. of PP students across
at point of
Year 7 Form Groups Year Leaders -
All PP students have an adult they feel able admission. Learning walks for
to go to. ii. DHT Sept. Student voice form time.
2018 indicates that PP
i. Ensure there is a balanced
iii. DHT termly students have an Form tutor
distribution of PP students across adult they feel able responsibilities
iv. DHT termly
form groups on entry. to go. monitored by MMG
ii. Develop role of form tutor to ensure All PP students through staff Qnn.
they have greater understanding of will have an adult Form tutors
needs of PP students in their form. advocate by the understand their role BBR - PP Statement
iii. Ensure support services are in place end of September is supporting PP
2018 and 2019 students.
to minimize the risk of
thereafter.
underperformance due to emotional Support services are
well-being issues able to demonstrate
iv. Monitor and evaluate the impact of the impact of their
support in place and interventions support.
put in place to support students’
emotional well-being.
1.2.12 So that underperformance is quickly i. BBR June By the end of July Termly evaluation Process reported to GB
identified and rectified review the processes 2018 2018 there be a clear of data entry though HT report.
for strategic tracking at Data Entry Points: ii. BBR June understanding as to through monitoring
how and when data and tracking of Side by Side Project
2018
i. Consider the flow of information that information is used data analysis and
impacts upon student progress. from data entry deadlines being
A new process for
ii. Formulate process for impacting points. met.
monitoring and
upon student progress at data entry tracking at data
points. entry points
implemented for
September 2018.
17The Grange School Statement of Action Final
1.2.13 So that underperformance is quickly i. DSA June By the end of July DSA through Termly report to GB.
identified and rectified review the attention 2018 2018 there will be a students identified
of Focus Groups and agree a cycle for ii. AHTs after DE revised process for at Focus Group Side by Side Project
monitoring that is line with data entry points. identifying students Meetings.
points.
from each key
i. Establish SLT Groups to analyse iii. AHTs after DE interest group that
underperformance: SLT PP; SLT points. informs Focus Group
SEND; SLT High Ability. iv. DSA / BBR Meetings.
ii. Identify students from Pastoral June 2018
monitoring of progress data Performance is such
Renewed focus that students across
iii. Agree target students at SLT upon key almost all year
Meeting. students groups and in a wide
iv. Integrate 4 Matrix into Focus Group reviewed and range of subjects,
Meeting implemented for including in English
September 2018. and mathematics,
current make
consistently strong
progress, developing
secure knowledge,
understanding and
skills, considering
their different
starting points.
1.2.14 So that underperformance is quickly i. DSA June For September 2018 DSA - Summaries Impact reported to GB
identified and rectified modify Focus Groups 2018 Clear barriers and produced from in termly report.
to ensure they meet the needs of the ii. DSA June interventions Focus Groups
students identified and shared PP Report
2018
with staff.
i. Barriers to learning and actions are iii. DSA / BBR Side by Side Project
clearly identified; and interventions termly Impact from
are established that are individual to interventions is
Renewed focus identified and
student. upon key reported.
ii. Process for recording is consistent students
over time ensuring that the same reviewed and
Performance is such
students are tracked more closely. implemented for
that students across
September 2018.
almost all year
18The Grange School Statement of Action Final
iii. Establish the link between groups and in a wide
intervention and impact over time range of subjects,
including in English
and mathematics,
current make
consistently strong
progress, developing
secure knowledge,
understanding and
skills, considering
their different
starting points.
Objective 1.3 Ensuring that governors have a clear understanding of how to challenge leaders to improve the progress of pupils; especially that of
disadvantaged pupils and the most able.
Actions By whom & Success Criteria Monitoring Evaluation Review Comment
when (Who, How) (Who, How)
1.3.1 Governors will develop action plan off
the back of a Governor review.
Objective 1.4 Making sure that disadvantaged pupils and those who have special educational needs (SEN) and / or disabilities come to school more
regularly than in the past, so that their attendance becomes at least in line with national average for all secondary schools.
Actions By whom & Success Criteria Monitoring Evaluation Review Comment
when (Who, How) (Who, How)
1.4.1 In order to improve attendance rates i. SWI July For September 2018 SWI through Impact reported
and minimise persistent absence review the 2018 all members of the feedback from through termly
school’s attendance policy to ensure that the ii. GB July 2018 school community parents / carers attendance report to
importance of being at school and academic will be aware of the GB
iii. Sept 2018
progress is clearly outlined. connection between
i. Review the current attendance policy attendance and
Attendance Policy
and practice. academic progress
will be reviewed
ii. Seek GB approval. for
iii. Implement reviewed policy. implementation in
September 2018.
1.4.2 Ensure persistent absence is reduced i. SWI July For September 2018 SWI through Impact reported
by reviewing the systems for monitoring, 2018 monitoring systems regular attendance through termly
tracking and evaluating actions to improve ii. SWI July will closely monitor meetings with attendance report to
overall attendance. whole school AHT’s as part of GB
2018
attendance and SLT Pastoral.
iii. SWI Sept persistent absence
2018 by interest group and
19The Grange School Statement of Action Final
i. Review current processes for iv. SWI Dec clearly evidence
monitoring, tracking and evaluating 2018 (termly) impact of school
impact upon attendance. actions upon
Renewed systems attendance.
ii. Devise new systematic approach to
will implemented
monitoring attendance. Whole School
and impact
iii. Implement new system to evaluated by July Attendance (WSA)
monitoring attendance. 2019 and 2020
iv. Evaluate its effectiveness and impact thereafter. Attendance was
upon attendance 93.63% in 2017
WSA – 2018 – 94.2%
WSA – 2019 – 95%
WSA – 2020 - 95.5%
PP attendance
91.31% in 2017
PP – 2018 – 92%
PP – 2019 – 93.5%
PP – 2020 – 95%
SEND K was 92.7%
in 2017
SEND K -2018 – 93%
SEND K – 2019 –
94%
SEND K – 2020 –
95%
EHCP attendance
85.26% in 2017
EHCP – 2018 – 90%
EHCP – 2019 –
92.5%
EHCP – 2020 – 95%
Persistent Absence
20The Grange School Statement of Action Final
PA down from 2017
– 23.15%
PA – 2018 – 17.5%
PA – 2019 – 14.5%
PA – 2020 – 12%
PP down from 2017 –
28.76%
PP – 2018 – 20%
PP – 2019 – 16%
PP – 2020 – 13%
SEND K down from
2017 – 26.19%
SEND K – 2018 –
22%
SEND K – 2019 –
18.5%
SEND K – 2020 –
15%
EHCP down from
2017 – 31%
EHCP – 2018 – 15%
EHCP -2019 – 13%
EHCP – 2020 – 12%
1.4.3 In order to raise the profile of the form i. SWI Sept For September 2018 Year Leaders Impact reported
tutor, review the role of the form tutor in 2018 Form Tutors will through Year through termly
promoting and understanding the reasons for ii. SWI Sept understand and take Leader Meetings attendance report to
absence. an active part in and standing GB
2018
i. Establish clear expectations as to the promoting the agenda item for
iii. SWI Sept importance of meetings.
role of the tutor in monitoring the
2018 attendance with their
attendance of their group.
tutor group.
ii. Develop clear guidelines for roles Form tutors will
and responsibilities in relation to be clear with
following up on attendance matters. regards to their
21The Grange School Statement of Action Final
iii. Develop communication links role in promoting
between the form tutor and attendance for
Attendance Officer. September 2018.
1.4.4 To increase motivation to attend i. AHTs May For September 2018 AHTs will monitor Impact reported
school, review rewards and sanctions in 2018 consistent processes the use of rewards through termly
relation to promoting high levels of ii. AHTs June for rewards and and sanctions in attendance report to
attendance. sanction in relation relation to their GB
2018
i. Evaluate effectiveness of existing to attendance will be areas of
iii. SWI Sept implemented across responsibilities.
practice into rewards and sanctions
2018 each phase of This will be
associated with attendance.
iv. SWI Oct 2018 education. monitored by SWI
ii. Modify existing practice as a result of
during SLT Pastoral
evaluations. Rewards and meetings.
iii. Implement renewed rewards and sanctions ladders
sanctions for attendance. in place for
iv. Review changes to practice and September 2018.
impact upon attendance.
1.4.5 In order to increase student motivation i. SWI July For September 2018 AHTs will monitor Impact reported
to attend school develop competitive 2018 there will a clearly the use of rewards through termly
approaches to improving attendance. ii. SWI July defined approach to and sanctions in attendance report to
i. Evaluate effectiveness of existing incorporating relation to their GB
2018
competitive approaches to improving competition into areas of
iii. SWI July attendance that is responsibilities.
attendance.
2018 consistent across This will be
ii. Modify existing practice as a result of
iv. SWI Oct 2018 each of phase of monitored by SWI
evaluations. learning within the during SLT Pastoral
iii. Implement renewed competitive Attendance school. meetings.
approaches to improving attendance. competitions in
iv. Review changes to practice and place for
impact upon attendance. September 2018.
1.4.6 Promote parental engagement in i. SWI July For September 2018 AHTs will monitor Impact reported
attendance by reviewing existing practice 2018 there will be clearly the use of rewards through termly
into communication with home as to its ii. SWI July defined practices and and sanctions in attendance report to
effectiveness in improving attendance. processes for relation to their GB
2018
i. Evaluate effectiveness of existing communicating areas of
iii. SWI Sept attendance matters responsibilities.
practice into communication with
2018 with home that is This will be
home as to its effectiveness in
iv. SWI Oct 2018 consistent across monitored by SWI
improving attendance.
each of phase of
22The Grange School Statement of Action Final
ii. Modify existing practice as a result of learning within the during SLT Pastoral
evaluations. school. meetings.
iii. Implement renewed practice into
communication with home.
iv. Review changes to practice and
impact upon attendance.
1.4.7 To ensure that we improve i. SWI For September 2018 AHTs will monitor Impact reported
engagement with hard to reach families. September there will a clearly the use of rewards through termly
i. Research best practice into engaging 2018 defined practices and and sanctions in attendance report to
hard to reach families in matters processes for relation to their GB
ii. YLs July 2018
relating to attendance. engaging with hard areas of
iii. YLs / FTs to reach families that responsibilities.
ii. Identify hard to reach families. Sept 2018 is consistent across This will be
iii. Implement practices into engaging iv. SWI Oct 2018 each of phase of monitored by SWI
with hard to reach families. learning within the during SLT Pastoral
iv. Evaluate impact upon attendance. The strategies for school meetings.
engagement with
hard to reach
parents will be
fully implemented
and first term
evaluated in
December 2018
and termly
thereafter.
1.4.8 In order to ensure smooth re- i. SWI July Develop a clear SWI will regularly Impact reported
integration back into school, continue to 2018 understanding as to monitor the through termly
implement use of personalised timetables as what works and how academic progress attendance report to
a tool to re-engage students and prevent this can be and attendance of GB
long-term absence. developed and those on
i. Evaluate effectiveness of implemented for personalised
personalised timetables. others. timetable through
closely monitoring
attendance of
students on such
provision.
1.4.9 In order to improve overall attendance i. SWI July There will be a clear AHTs will monitor Impact reported
and reduce persistent absence identify the 2018 understanding of the the use of through termly
potential barriers to interventions in
23The Grange School Statement of Action Final
barriers to attendance – student voice ii. SWI July attendance from a relation to attendance report to
activities. 2018 student’s perspective interventions to GB
i. Engage in student voice activities to iii. SWI Sept that enables the overcome barriers
determine the barriers to attending school to implement to attendance
2018
school. appropriate within their areas of
iv. SWI Dec interventions. responsibilities.
ii. Review co-operation with other 2018 This will be
agencies v. SWI Dec monitored by SWI
iii. Plan interventions to overcome 2018 during SLT Pastoral
barriers to attendance. meetings.
iv. Implement interventions to
overcome barriers to attendance. Student voice
v. Evaluate effectiveness and impact activities
implemented and
upon attendance.
evaluated on a
termly basis.
24The Grange School Statement of Action Final
Priority Two: Strengthen the effectiveness of teaching and learning Priority Lead People: HT/DH/SLT/GB/MO/CL
Overview target for Priority 2 – Strengthen the effectiveness of teaching and learning by:
Strengthen the effectiveness of teaching and learning by:
2.1 Checking that the work set for pupils, particularly for the most able, is not too easy for them and, when necessary, that more challenging work is provided for those
who are ready to move on.
2.2 Setting challenging tasks that engage and interest all pupils, so that low-level disruption in lessons is reduced.
2.3 Ensuring that teachers are able to more accurately assess pupils work to support them well.
2.4 Extending the sharing of successful teaching and learning that already exists across the school to all subjects.
From the OFSTED report:
Leaders do not analyse the school’s data precisely enough to know whether the additional funding for disadvantaged pupils and pupils who have SEN and/or disabilities is
used effectively.
Teachers’ assessment of pupils’ work is not yet accurate enough in key stage 3 to ensure that pupils are supported and challenged enough.
The poor behaviour of a small number of pupils hinders their progress in lessons.
While the quality of teaching is improving, it is too variable to ensure that all pupils make good progress.
Most-able pupils are not reliably given work that will challenge them to make good progress.
The overall quality of teaching, learning and assessment remains too variable, both within and across subjects. Teaching does not consistently meet the needs of pupils
effectively. In some lessons, the slow pace of learning hinders pupils’ progress so that they do not develop a deep understanding of their work.
Most-able pupils are not reliably provided with work that enables them to be challenged and stretched. This is particularly the case in art, mathematics and physical
education lessons, especially in key stage 3.
Teachers’ questioning does not always challenge pupils to develop their knowledge and understanding well. Where teaching is stronger, such as in English and modern
foreign languages, teachers’ questioning helps pupils to develop their explanations and analyses further. For example, in English, pupils studying ‘Oliver Twist’ were able to
develop effective arguments from their ability to analyse the text well. In modern foreign languages, pupils are keen to speak the language and are highly respectful of
each other.
In other subjects, expectations of what pupils can achieve, both academically and in their attitudes to learning, are not as high. Teachers do not consistently insist that
pupils concentrate and focus on their work. As a result, pupils do not make as much progress as they should.
Impact and
outcomes
Objective 2:1 Checking that the work set for pupils, particularly for the most able, is not too easy for them and, when necessary, that more challenging
work is provided for those who are ready to move on.
25The Grange School Statement of Action Final
Actions By whom & Success Criteria Monitoring Evaluation Review Comment
when (Who, How) (Who, How)
2.1.1 In order to know what outstanding i. DHT May Members of SLT and HT through LM Report to GB
looks like facilitate visits to local Grammar 2018 SLs are able to meetings.
Schools for identified SLT and SLs to observe share strategies to
ii. DHT May
how they meet the needs of their more able raise expectations in
2018
students meeting the needs
i. Visit AGS as part Secondary Schools iii. DHT Sept of our more able
Network. 2018 students.
ii. Report to SLT. Develop
iii. Develop link with AGS contacts with
AGS for the new
academic year
to share good
practice in
extending HPA
students.
2.1.2 To ensure our most able students are SLs Sept 2018 For the start of the SLT C through SL Teaching and learning
challenged to achieve what they are capable new academic year line management report to GB.
of by developing a common understanding in September 2018
round high expectations of learning in relation all teachers will be LA Focus Group
to the most able. aware and Meetings.
understand the
school’s expectations Side by Side Project
in relation to
challenging the most
able.
Teachers and
understand
demonstrate
effective strategies
for challenging the
most able.
Class data reflects
that most able
students are on
26The Grange School Statement of Action Final
track to achieve
their target grades.
To ensure that there
is evidence of
challenge in lessons
and this is securely
good by February
2019.
2.1.3 To ensure our most able students are CBR June 2018 Staff Qnn indicate CPD Qnn results Teaching and learning
challenged to achieve what they are capable that staff an reported to GB. report to GB.
provide whole school INSET to share increased
expectations that promote challenge within CBR Jan 2019 understanding of Good practice is LA Focus Group
the classroom for the most able. strategies to evident within LWs Meetings.
challenge the most
By the end of able.
January 2019 it
will be evident SLs produce a co-
through constructed subject
learning walks specific guide to
that teachers challenging the most
are teaching to able.
the most able.
To ensure that there
is evidence of
challenge in lessons
and this is securely
good by February
2019.
2.1.4 In order to maintain a focus upon SLTC July 2018 During the summer CBR - Whole school Teaching and learning
challenging our most able students ensure term 2018, teachers and departmental report to GB.
challenging the most able is a focus for whole are seen developing LWs
school and departmental learning walks. SLTC Jan 2019 strategies for LA Focus Group
challenging the most Meetings.
SLTC July 2019
able in the
classroom. We see Side by Side Project
this consistently
SLTC Jan 2020
during learning
By the end of walks.
January 2019 it
27The Grange School Statement of Action Final
will be evident To ensure that there
through is evidence of
learning walks challenge in lessons
that teachers and this is securely
are teaching to good by February
the most able. 2019.
2.1.5 Ensure there is a heightened awareness SLs Sept 2018 By September 2018 SL’s report through Teaching and learning
to challenge our most able by ensuring work progress will be LM meetings report to GB.
scrutiny takes place during Department evident in students’
Meetings that evidences progress being made SLs Feb 2019 work that is in line LA Focus Group
by our most able students. with their progress Meetings.
steps.
SLs Sept 2019
Students’ work in
books is reflective of
SLs Feb 2020 their target grades.
By February
To ensure that there
2019 the
is evidence of
evidence from
challenge in lessons
books will
and this is securely
demonstrate
good by February
that the most
2019.
able students
are making the
progress
expected of
them.
2.1.6 To overcome barriers to learning ensure Teachers Sept By the end of SLs through LWs LW summaries
that Learner Record Sheets are fully 2018 September 2018
developed to include personalised strategies detailed Teaching and learning
The process for
that lead to improved student outcomes. personalised actions report to GB.
identifying
will be evident in
barriers within
learner record Side by Side Project
Learner Record
sheets.
Sheets and
associated
Challenge evident in
interventions /
lessons.
classroom
strategies fully
28The Grange School Statement of Action Final
implemented To ensure that there
and reviewed is evidence of
by July 2019. challenge in lessons
and this is securely
good by February
2019.
2.1.7 In order for all students to make to SLs Oct 2018 Development over SLT C whole school CBR Whole school
good progress ensure that level of challenge is time will be learning walks. summary of areas of
a focus for learning walks. SLs March 2019 observable in strengths and areas
relation to level of for improvement.
SLs Oct 2019 challenge as a result
of departmental HT report GB
SLs March 2020 action plans.
Side by Side Project
By March 2019
To ensure that there
the evidence
is evidence of
from learning
challenge in lessons
walks will
and this is securely
demonstrate
good by February
that the most
2019.
able students
are being
challenged to
make the
progress
expected of
them.
2.1.8 In order for students to make good SL / SLT Subject knowledge HT - Performance Performance
progress, ensure that teacher subject Subject Link increases over time Management Management report to
knowledge meets the needs of students by Oct 2018 to meet the needs of reviewers through GB
reviewing the performance management cycle more able students. lesson observers
and evaluate audits and observations to
determine whether teacher subject knowledge SL / SLT Departmental CPD Bluesky
meets the needs of the more able students. Subject Link Plans are evident
Mar 2019 and actioned.
To ensure that there
is evidence of
challenge in lessons
29The Grange School Statement of Action Final
SL / SLT and this is securely
Subject Link good by February
Oct 2019 2019.
SL / SLT
Subject Link
Jan 2020
The process for
evaluating
teacher subject
knowledge
securely in
place and
evaluated by
October 2019
2.1.9 In order for student work to match their SLs July 2018 By the end of July SLT Link and LM HT report to GB
needs, audit Schemes of Work to ensure that 2018 SLs will be able meeting
(gained time)
they meet the needs of our most able to clearly articulate
students. Schemes of the strengths and
Peer to peer coaching conversations work will clear areas of
take place that share good practice in identify development within
relation to developing schemes of challenge for the schemes of work
the most able by to ensure that the
work.
September needs of more able
2018. students are met.
To ensure that there
is evidence of
challenge in lessons
and this is securely
good by February
2019.
2.1.10 To ensure that subject knowledge is SLs Sept 2018 Subjects will have SLT LM CBR CPD report to GB.
developed facilitate opportunities for developed their own
Bluesky
collaboration within departments. CPD action plans for
30The Grange School Statement of Action Final
Subject leaders enhancing subject
will be evidence knowledge.
department
To ensure that there
collaboration
is evidence of
and the impact
challenge in lessons
this has had on
and this is securely
teaching by
good by February
November
2019.
2018.
Objective 2.2 Ensure challenging tasks are set that engage and interest all students, so that low-level disruption in lessons is reduced and good progress
is made.
Actions By whom & Success Criteria Monitoring Evaluation Review Comment
when (Who, How) (Who, How)
2.2.1 In order for all students to make CBR Jan 2019 By January 2019 SLs through LM HT through SLT C and
progress develop an understanding amongst Staff and students meetings report to GB.
teachers and students about the learning Mid-year review will understand the
journey within a lesson which facilitates and elements making up Consultant visits and
appropriate student progress. Performance a journey through a visit reports.
Management lesson from
lesson objectives to overall
observations will progress.
evidence a clear
understanding Learning objectives,
of the T&L tools, structure,
embedded progress tracking
learning journey during the lesson is
by October consistently effective
2019. amongst all members
of a department.
Results of planning
are evident through
students actively
engaging in their
learning, with
minimal disruption,
and making progress
within the vast
31The Grange School Statement of Action Final
majority of lessons
by March 2019.
2.2.2 Ensure AFL is not just used at the end SLs Dec 2018 By the end of SLT C whole school CBR Whole school
of a lesson, but is used to understand and December 2018 learning walks. summary of areas of
respond to students’ understanding through Lesson teachers and strengths and areas
the entire learning journey in the lesson observations students understand for improvement.
and learning and demonstrate the
walks will progress that they HT report GB
evidence that are making during
AFL is fully lessons which inform Side by Side Project
embedded by next steps within the
March 2019. lessons.
Results of planning
are evident through
students actively
engaging in their
learning, with
minimal disruption,
and making progress
within the vast
majority of lessons
by March 2019.
2.2.3 In order for all students to make to SLs May 2018 Development over SLT C whole school CBR Whole school
good progress ensure that AFL is a focus for time will be learning walks. summary of areas of
learning walks. SLs Nov 2018 observable in relation strengths and areas
to AFL as a result of for improvement.
SLs May 2019 departmental action
plans. HT report GB
SLs Nov 2019 The secure planning
for AFL opportunities Side by Side Project
Lesson will be evident and
observations enable students to
and learning learn well. Time in
walks will lessons will be used
evidence that productively.
AFL is fully Students will focus
embedded by well on their learning
March 2019. because their
teachers reinforce
32The Grange School Statement of Action Final
expectations for
conduct and set clear
tasks that challenge
students. This will be
secure across the
school by March
2019.
2.2.4 Develop whole school and departmental DHT Dec 2018 By the end of the DHT through LM HT report to GB
systems and practices for capturing student Autumn Term 2018 a meeting.
voice, and use this to make informed decisions series of student Side by Side Project
as to the extent to which students feel voice activities will be
challenged undertaken that will
inform future actions
to ensure that
students are
challenged during
their lessons.
Through student
voice students show
themselves to be
confident and self-
assured. They take
pride in their work,
and articulate how
they are challenged
effectively during
lessons.
Students’
demonstrate positive
attitudes to all
aspects of their
learning. These
positive attitudes
have a good impact
on the progress they
make.
2.2.5 Ensure all teachers have a Teaching and PM reviewers By the end of PM reviewers HT PM report to GB
Learning based appraisal objective, focused on Oct 2018 October 2019 all
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