Queen Elizabeth Humanities College Academy Action Plan · and action plan informs planning of 2016-2017 Statement Through Progress Policy and other mediums, PP students identified

Queen Elizabeth Humanities College Academy Action Plan

Queen Elizabeth Humanities College Academy Action Plan URN 137703 Inspection # 10006551 Page 2

Contents

Key Priority 1: Raise student outcomes at all levels and across all groups

Plan, Budget Implications, Evidence Grid, RAG Grid, Gantt Indicative Timeline and Potential Monitoring Points Pages 3-9

Key Priority 2: Develop sustainable capacity at all levels of Leadership to effect rapid change supporting improved outcomes


Key Priority 3: Further improve Teaching and Learning across the Academy so that all teaching is consistently good or outstanding


Key Priority 4: Strengthen Governance so that Academy Leaders can be effectively challenged and held to account


Key Priority 5: Ensure students are safe and that all stakeholders fully understand the potential risks they face


Appendix 1: Inspection Report Areas for Improvement (AFI’s) Page 22

Appendix 2: 2016 Target Data and Methodology Page 23

Appendix 3: Evidence Review Committee (ERC) Remit and Terms of Reference Page 24

Appendix 4: QEHC Assessment Windows 2015-2016 Page 24

Appendix 5: QEHC Staffing, Governance and Support Partners 2015-2017 Page 25

Appendix 6: QEHC Lesson Observation Proforma 2015-2016 Page 26

Appendix 7: Recommended Actions RSC 10.02.2016 Page 27-29


Key Priority 1: Raise student outcomes at all levels and across all groups

Ofsted identified Areas for Improvement (AFI’s) Planned Actions Success Criteria/Impact Deadlines/Potential Monitoring Milestone Opportunities

3a. Raising the achievement of all students and groups of students, including that of disadvantaged students and the most able and 3b. Ensuring that students achieve well in all subjects, and by reducing gaps in students’ attainment and progress between subjects Lead Professional: PLW Monitoring Governor: AJ Evidence Reviewer: DS/AB Support Partners: NG

i. Ensure all teaching staff fully understand key student groups across all year groups ii. Subject intervention strategies planned and delivered following assessment windows and RAP meeting identification for key student groups iii. Rapid identification of all KS3 students at each assessment window who are making insufficient progress from their KS2 starting points with subject intervention plans put in place and delivered successfully iv. Introduce KS3 Progress Leader role to focus on improving academic progress of all students at KS3 relative to their starting points and across all groups v. Ensure persistent absence for all key student groups is targeted with appropriate strategies put in place to raise attendance subsequently vi. For Catch-up funded students, develop individual learning profiles to facilitate rapid improvement in reading age and/or numeracy levels through effective support in all subjects vii. Develop a culture of success at the academy, using every opportunity to celebrate success at every level viii. For subjects identified as inadequate over time, close adherence to and improved monitoring of planned actions under AFI’s 1b through 1f and 2a through 2e through RAP and Line Management meetings

All key student groups identified and updated start of 2016-2017 academic year Subject interventions as required deliver improved outcomes in line with target data (appendix 2) KS3 underperforming students are identified swiftly and interventions at subject level enable them to make up lost ground improving outcomes Progress Leader in place, working closely with the Deputy Headteacher in identifying, monitoring and supporting students at KS3 in achieving their expected outcomes Persistent absence for keys groups reduces over time with attendance rising to national equivalences Catch-up funded students all have individual learning profiles used throughout the academy to develop their literacy and/or numeracy so that they make a minimum of 1 full level (or equivalence) of progress from their relative starting points in reading age and/or NC mathematics levels High levels of aspiration shown from students celebrating their own and others success enables a culture around the academy of wanting to achieve All subjects “at risk”, through sharper monitoring engage with strategies as listed 1b through 1f and 2a through 2e to show improved outcomes for students Evidenced through Class Charts and Battle Board data, subject intervention strategies, faculty meeting, line management meeting and RAP meeting minutes, underperforming student data sets and analysis records, ERC/FGB meeting minutes, Progress Leader intervention documentation, persistent absence and attendance data and intervention records, Catch- up funding data sets and individual learning profiles, all aspects of academy success captured, Student Voice data, progression pathways and NEET data and attainment and progress forecasts and actual results data

Current cohort by 31.01.16, new cohort by 07.09.16 Mi Current Year 11 students through to May 2016, repeated September through May academic year 2016-2017and Year 10 students specific focus May through July 2016 but monitored throughout Milestones include assessment windows Mii KS3 students identified at each assessment window for duration of plan with interventions according to need Miii Progress Leader appointed by 24.03.16 and impact reported to ERC bi-monthly Miv Persistent absence and attendance figure monitored monthly by Headteacher and Attendance Officer, reported to ERC bi-monthly Mv Individual learning plans in place for all Catch-up funded students for current cohort by 24.03.16 and for new cohort by 30.09.16, progress monitored ongoing with reports to ERC bi-monthly Mvi Impact of success culture recorded at key points throughout the plan and reported to ERC/FGB on a monthly basis Mvii Increased monitoring of failing subjects conducted on a weekly basis through line management structure and half-termly through RAP structure, reported to ERC bi-monthly Mviii

1c. Continuing to review and refine the deployment and monitoring of pupil premium funding so that it is used effectively to close the gaps between the attainment and progress of disadvantaged students and others

i. Action recommendations of external review as required from action plan ii. Monitor and update Pupil Premium Statement to reflect more effective targeted use of additional funds

All recommendations of external review report actioned as required English progress gap between PP funded students and other students is narrowed to <14% (2 students or less) in 2015-16, similar target (based on 2 students or less) will be applied to 2016-17 progress outcomes

All actions of plan completed by 20.07.16 and progress reported to ERC bi-monthly Mi Regular monitoring of assessment forecast data for gap at assessment window points reported to ERC bi-


Lead Professional: PLW Monitoring Governor: MH Evidence Reviewer: DS/AB Support Partners: NG/CH

iii. Ensure high priority attached to Pupil Premium students achievement, develop a range of strategies to remove barriers to learning iv. Ensure targeted use of funding across all year groups so that progress is supported throughout the academy for disadvantaged students through proactive intervention v. Appoint a Governor to monitor and report to FGB/ERC on all Pupil Premium and Student Achievement vi. Appoint Intervention Mentor to focus needs driven support and monitoring for Pupil Premium students

Mathematics progress gap between PP funded students and other students is narrowed to <14% (2 students or less) in 2015-16, similar target (based on 2 students or less) will be applied to 2016-17 progress outcomes A*-C in English and mathematics gap between PP funded students and other students is narrowed to <14% in 2015-16 In 2016-17 the gap between PP funded students and other students attaining 9-5 in English and mathematics is narrowed to <13% EBacc entry gap and outcome gap between PP funded students and other students is narrowed to <14% in 2015-16 and <13% 2016-17 Monitoring Governor appointed with specific remit of monitoring student outcomes, narrowing of all gaps and improving the performance of High Attaining students, reporting back to ERC Pupil Premium Statement checked, amended as required and action plan informs planning of 2016-2017 Statement Through Progress Policy and other mediums, PP students identified as high priority for all staff, strategies put in place to remove barriers across all cohorts e.g. books and work of PP students marked first In line with pupil Premium Statement, ensure funds are targeted at PP students across cohorts to reflect improved outcomes and a clear narrowing of gaps at all levels Monitoring Governor appointed and reporting back to ERC Intervention Mentor appointed, working with PP student client base across a range of strategies and interventions to impact on outcomes Evidenced through external review report, report action plan, FGB and ERC minutes, Governor visit forms and reports, PP student data updates, Intervention Mentor reports and records, Student performance data and examination results and Pupil Premium Statements and plans

monthly followed by actual data summer 2016 and summer 2017 Mii Lesson observations, work scrutiny and learning walk documentation reviewed for policy compliance and reported to ERC bi-monthly Miii PLW as Deputy Head to provide reports to FGB/ERC on use of PP funding by period with impact indicators across all cohorts Miv Monitoring Governor appointed and reporting back to ERC bi-monthly Mv Intervention Mentor appointed by 01.01.16 and impact reported to ERC bi-monthly Mvi

1d. Monitoring rigorously the quality of teaching and students’ progress, including that of different groups of students in all year groups, so that underachievement is identified and arrested swiftly Lead Professional: SS/PLW

i. For subjects that have underperformed, initiate Raising Achievement Planning (RAP) meetings ii. Appoint a Governor to monitor and report on Pupil Premium and Student Achievement and a Governor to report on Teaching and Learning to FGB/ERC

Underperforming students are identified quicker with no longer than half-term before identification and development of individual intervention plan Monitoring Governor appointed with specific remit of monitoring student outcomes, narrowing of all gaps and improving the performance of High Attaining students, reporting back to ERC

RAP meetings take place every half term throughout plan Mi Monitoring Governor reports to ERC bi-monthly Mii SchooliP observation records updated termly Miii


Monitoring Governor: DS/AJ Evidence Reviewer: AB Support Partners: NG

iii. Embed use of SchooliP to facilitate monitoring of teaching across the academy iv. Where required, use mentoring programme to support teachers enabling rapid improvement and sustainable impact on teaching practice v. Review assessment data at all windows, for all cohorts and for all groups

SchooliP in use for all observation recording, used during observation weeks and for PM target analysis, staff use SchooliP to reflect on own practice and respond to individual developmental targets Teachers in need of support as identified through lesson observations and attainment data follow a programme of support with AHT and develop capacity Sharper information on student progress at assessment windows will ensure swifter intervention leading to improved outcomes Evidenced through RAP meeting minutes, line management meeting logs, ERC meeting minutes, SchooliP observation records and usage data, Informal mentoring programme records and meeting minutes, student progress data analysis documents and meeting minutes between PLW and JP

Teachers under informal process are monitored as required, programme in place for duration of plan and individual monitoring points tbc (no teacher would remain on programme greater than 12 weeks without consideration of formal capability if improvements not secured) Miv Monitoring of student performance data at assessment windows throughout plan Assessment windows 2015-2016 as per assessment window table appendix 5, 2016-2017 tbc but likely to replicate 2015-2016 Mv

1e. Strengthening the skills and abilities of middle leaders in monitoring students’ progress in their areas and in checking the work of their teams Lead Professional: PLW Monitoring Governor: AJ Evidence Reviewer: DS/AB Support Partners: NG

i. Clear structure of accountability embedded with Faculty Leaders by a member of SLT and meeting on a weekly basis ii. As a rolling programme, Faculty Leaders undertake an NCTL accredited Middle Leader Award to develop their skills and capacity to run their Faculty successfully iii. Purchase of data analysis software 4Matrix with in house CPD on how to use and interpret data for all Faculty Leaders iv. Ensure increased opportunities for all Middle Leaders to network with their counterparts within and beyond the LA to develop their capacity v. Develop Faculty leaders through RAP process enabling them to more astutely reflect on the work of their teams and be accountable for it vi. An expectation that Middle Leaders are able to talk with increasing confidence around student performance issues from their analysis of data by showcasing Faculty data at ERC and FGB meetings

Weekly Line Management meetings focus on a range of appropriate issues pertinent to their role, enabling Faculty Leaders to plan, prepare and present reports on a regular basis Middle Leaders receive accredited CPD through NCTL Middle Leadership course and develop capacity in their role Faculty Leaders become proficient in the analysis of data securing improved challenge within their Faculty Middle Leaders develop networks of support and development with colleagues enabling their continued development RAP process sharpens focus of data analysis and intervention, Faculty leaders begin to develop a strong sense of the strengths and development areas of their teams and respond accordingly through their strategic planning Faculty Leaders present updates to FGB/ERC on a rolling programme bringing real accountability to their role Evidenced through Line Management meeting logs, Middle Leader Award enrolment and completion documentation, reflection logs, Faculty Action Plans, RAP meeting minutes and FGB/ERC meeting minutes

Weekly Line Management meetings with SLT for duration of plan Mi 5 x Faculty Leaders enrolled on Middle Leader Award over duration of plan, monitored on a termly basis Mii CPD for 4Matrix by 31.01.16, ongoing use of 4Matrix throughout plan Miii All Middle Leaders have initial contacts in place by 24.03.16 with continued collaboration through duration of the plan Miv RAP meetings take place half-termly for duration of plan Mv Rolling programme of Middle Leader attendance at FGB/ERC tbc Mvi

1f. Ensuring that information on students’ attainment and progress is accurate in all subjects Lead Professional: PLW Monitoring Governor: AJ

i. Audit and check all current targets and assessment grades are correct to use as effective start points ii. With Faculty Leaders, have a full understanding of the components and assessment methods for all examined

All targets and current data confirmed as accurate providing a solid benchmark on which to base forecasts Ensure all subjects are correctly following the specifications and assessments are relevant with correct grade boundaries applied

All held data checked for accuracy by 12.02.16, repeated for new intake by 07.09.16 Mi Through RAP meetings, line management meetings and Faculty Leader INSET ensure all assessment


Evidence Reviewer: DS/AB Support Partners: NG

subjects, ensuring where appropriate, robust materials have been pre-checked by examination boards as fit for purpose iii INSET to ensure all staff are fully aware of the differences and distinctions between different assessment data, e.g. working towards and working at grades iv. External moderation of key assessment decisions informing attainment and progress forecasts v. Actual performance compared to forecast to reflect variances and the degree to which further development may be required

INSET used to ensure all staff are clear about the nature of assessment data and how this is used to accurately forecast performance External moderation confirms assessment judgements ensuring performance data is robust and secure Ensure subjects that were least accurate in their summer forecasts receive additional support in confirming their assessments are relevant and ensure their forecasts for 2016 have a sound basis Evidenced through assessment data records and 4 Matrix reports, examination specifications, board communications and moderation reports, INSET records, ERC meeting minutes, RAP meeting minutes and external moderation communication

systems, practice and materials are robust and authorised at exam board level with progress reported to ERC bi-monthly Mii INSET with all staff to have been completed by 12.02.16, repeated for new staff/refresher by 07.09.16 Miii External moderation to take place where appropriate in collaboration with Support Partners throughout plan and reported back to ERC bi-monthly Miv Comparison of summer results by 31.08.16 Mv

4b. An external review of the academy’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and management may be improved Lead Professional: PLW Monitoring Governor: MH Evidence Reviewer: DS/AB Support Partners: NG/CH

i. Commission and facilitate external review of pupil premium ii. Report findings and recommendations of external review to FGB/ERC iii. Generate plan of action linked to report recommendations

External review of pupil premium successfully commissioned and completed FGB/ERC review report and plan produced to implement recommendations Evidenced through external review report, report action plan, FGB and ERC minutes

External Review completed by 12.02.16 Mi Findings reported to ERC by 24.03.16 Mii Action Plan to address report recommendations completed for 18.04.16 Miii

Budget implications 3a/b Progress Leader TLR £2500 pa; Planning time across requirements approx. 12 days pa 1c Planning and meeting time across priority approx. 8 days pa 1d Meeting time for RAP and Monitoring Governor meetings approx. 6 days pa; Planning, meeting and monitoring time for informal support programme approx. 3 days pa 1e Middle Leadership course 5 x £350 over plan; 4Matrix software £2500; Network development time and expenses approx. 15 days pa across Middle Leaders and £300 1f Planning and preparation time to include external moderation visits approx. 10 days pa; INSET planning and preparation time 1 day 4b Fees for external review £1500; Planning and preparation time 2 days Evidence presented to address Key Priority 1

AFI’s Evidence Location Approved By Date

3a/3b All faculties operate Battle Boards and maintain them for Year 11 with Year 10 being introduced following mock examinations. All other year groups have key student groups identified in a communal location for all staff to access. Planned developments next academic year will see the introduction of further defined “groups”: Support+, Support, Challenge and Challenge+ to assist staff in providing targeted strategies for differentiation. Subject intervention strategies are planned and delivered with an obvious focus on Year 11, copies of intervention schedules are held by the DHT.


The appointment of a KS3 Progress Leader will enable much more rapid identification of underachieving KS3 students. This post was taken up 11.04.16. Initial client list and parental meetings held with impact being tracked by Progress Leader and DHT. Strategies for the reduction of PA students, especially across key student groups are agreed and in place. Rewards strategies developed with DHT for implementation next academic year. Individual learning profiles for students requiring catch-up funding are in place and interventions in progress. Additional time planned in to next years’ timetable ensuring all catch-up funded students receive additional intervention to accelerate progress. Use of a dedicated team during Form Time next academic year to further support catch-up funded students. Further improvements in developing a culture of success have been made with the addition of a success wall and raising the profile of students achieving success. Recent Celebration Evening given high profile. Through an improved internal structure, Faculty Leaders and Middle Leaders are monitored closely to ensure they are able to discharge their duties effectively and secure improved outcomes.

1c. Pupil Premium Action Plan is in the process of being finalised following the completion of the required Pupil Premium External review. Pupil Premium Statement updated in line with feedback from external assessor. Pupil Premium students receive targeted individual needs based support from appointed Intervention Mentor, strategies to promote PP students as a priority are in place. Funding being used across all year groups with increasing regularity. Mr J Parry appointed as link governor for Pupil Premium students. Subsequent resignation created vacancy filled by Mr M Henderson. Mrs S Taylor appointed as Intervention Mentor with specific remit for Pupil Premium students. Miss B Godsall appointed as TA with partial responsibility for PP students next academic year. Contract with Commando Joe’s not renewed for next academic year to fund TA position.

1d. RAP meetings in place for subjects as required and held each half-term. Mr J Parry appointed as link governor for Pupil Premium students, and Mrs D Strutt appointed as link governor for Teaching and Learning. Subsequent resignation of Mr J Parry created vacancy filled by Mr M Henderson. SchooliP fully in place as vehicle for lesson observations and feedback. System generates data to analyse strengths and developmental areas by individual teacher and across whole school. Mentoring programme in place to support teaching staff to develop their own areas where assistance is required. Since inception, 1 staff member has successfully completed and consistently produces good lessons (now released from programme), 2 staff members are currently working through the support programme. 1 of these 2 supported staff members has resigned his position effective August 31st 2016. Use of 4Matrix is allowing regular assessment data analysis which is increasingly being used and embedded across all year groups.

1e. Middle Leadership fully in place with clear accountability and line management. Regular meetings held at least fortnightly and in most instances weekly between SLT and Middle Leaders. 4Matrix software purchased and staff trained on the effective use of the system. Increasingly Middle Leaders are visiting good and outstanding schools including John Kyrle High School and Fairfield High School to develop their capacity. RAP process fully set up and Middle Leaders developing increased competence in analysing and presenting performance data. SHA presented to FGB on behalf of Faculty of English and Communication June 2016, Maths to repeat September 2016.

1f. All current student targets have been checked to ensure they reflect the aspirational nature of the school target setting policy.


Middle Leaders working with the DHT to ensure components of courses are fully understood. INSET conducted so that all teaching staff are fully aware of the differences and importance of different performance measures and targets used within school. Faculty Leaders in English, Mathematics and ICT have had cross moderation of coursework elements completed and agreed, other subjects are planned in including History and French. Developmental work ongoing with Faculty Leaders to address “Life after levels” with school response implemented.

4b. Pupil Premium External Review completed by Mrs C Hoddinott.

Criteria R A G Criteria R A G Criteria R A G Criteria R A G Criteria R A G Criteria R A G

3abi 1ci 1di 1ei 1fi 4bi

3abii 1cii 1dii 1eii 1fii 4bii

3abiii 1ciii 1diii 1eiii 1fiii 4biii

3abiv 1civ 1div 1eiv 1fiv 4biv

3abv 1cv 1dv 1ev 1fv 4bv

3abvi 1cvi 1dvi 1evi 1fvi 4bvi

3abvii 1cvii 1dvii 1evii 1fvii 4bvii

3abviii

Jan-16 Feb-16 Mar-16 Apr-16 May-16 Jun-16 Jul-16 Aug-16 Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17

3abi. Mi Mi

3abii. Mii Mii Mii Mii Mii Mii Mii Mii Mii

3abiii. Miii Miii Miii Miii Miii Miii Miii Miii Miii

3abiv. Miv Miv Miv Miv Miv Miv Miv Miv

3abv. Mv Mv Mv Mv Mv Mv Mv Mv

3abvi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi

3abvii. Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii Mvii

3abviii. Mviii Mviii Mviii Mviii Mviii Mviii Mviii Mviii

1ci. Mi Mi Mi

1cii. Mii Mii Mii Mii Mii Mii Mii Mii Mii Mii

1ciii. Miii Miii Miii Miii Miii Miii Miii Miii

1civ. Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv Miv

1cv. Mv Mv Mv Mv Mv Mv Mv Mv Mv

1cvi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi

3bvii.

1di. Mi Mi Mi Mi Mi Mi Mi Mi

1dii. Mii Mii Mii Mii Mii Mii Mii Mii

1diii. Miii Miii Miii Miii Miii Miii

1div. Miv Miv Miv Miv Miv

1dv. Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv

1ei. Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi


1eii. Mii Mii Mii Mii Mii

1eiii. Miii Miii Miii Miii Miii Miii Miii Miii Miii

1eiv. Miv Miv Miv Miv Miv

1ev. Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv

1evi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi

1fi. Mi Mi

1fii. Mii Mii Mii Mii Mii Mii Mii Mii

1fiii. Miii Miii

1fiv. Miv Miv Miv Miv Miv Miv Miv Miv

1fv. Mv

4bi. Mi

4bii. Mii

4biii. Miii


Key Priority 2: Develop sustainable capacity at all levels of Leadership to effect rapid change supporting improved outcomes


1h. Drawing on leadership support from good and outstanding schools in order to build leadership capacity Lead Professional: MF Monitoring Governor: TH Evidence Reviewer: DS/AB Support Partners: NG/SG/ND

i. Commission NLE to review work of academy Leaders ii. NLE to provide ongoing support to secure improvements in capacity of Leaders at all levels iii. NLE to provide support in effective Strategic Leadership iv. Work collaboratively with a range of other good or outstanding providers to secure developments across Leadership Capacity, securing improved Outcomes and Improving Teaching, Learning and Assessment practice v. Leaders to source and work with named mentors from outstanding schools vi. Headteacher to complete “New Headteacher” programme through SSAT, Deputy Headteacher to complete “Aspirant Headteacher” programme

NLE commissioned and reviewing work of academy Leaders on a regular basis NLE providing support as required or requested Leaders demonstrate clearly improved capacity to secure improvement Leaders demonstrate full capacity to secure improvement Leaders able to deliver strategic vision and overview leading to secure action planning All staff working with other providers develop aspects of their own practice and secure capacity for future autonomy To support development of academy leaders, each to have a named mentor to further support them in developing their role and discharging their duties Headteacher enrolled on New Headteacher course through SSAT and moving towards successful completion Evidenced through NLE visit notification returns, ERC/FGB meeting minutes, Support Partner visit records, course enrolment confirmation and progress reports, Parent View data and parental feedback and Leaders reflection documents

NLE commissioned by 01.01.16, monitoring visits tbc but at least half-termly Mi NLE providing on call support to SLT in addition to monitoring visits, reporting back to ERC bi-monthly Mii and Miii Middle Leaders engaged with networking with Support Partner schools on an ongoing basis over the plan, SLT similarly working with counterparts to develop and secure capacity, reported back to ERC bi-monthly Miv and Mv Headteacher to enrol with SSAT New Headteacher course and Deputy Headteacher with SSAT Aspirant Headteacher course at next available window (Sep 2016), completion of course will fall outside the date parameters of this plan for New Headteacher course but interim monitoring points available each term Mvi

1b. Setting clear targets in improvement planning so that the success of leaders’ actions can be measured in terms of their impact on outcomes for students Lead Professional: MF Monitoring Governor: TH Evidence Reviewer: DS/AB Support Partners: NG

i. Compile and submit for approval appropriate Statement of Action and Academy Action Plan to address inspection report AFI’s ii. Convene Evidence Review Committee (ERC) to challenge evidence and work of Academy Leaders (see remit appendix 2) iii. Update Academy Action Plan following Monitoring Visits to reflect progress and additional requirements iv. Faculty Leaders generate Faculty Action Plans following approval and adoption of Academy Action Plan v. Set academy priorities for 2016-2017 academic year in response to Monitoring Visits and examination performance in collaboration with all appropriate stakeholders

Academy Statement of Action and Academy Action Plan completed and approved by NLE/FGB and HMI ERC established and meeting bi-monthly to review and scrutinise evidence towards AFI’s Academy Action Plan reviewed and updated following Monitoring Visits to reflect need Faculty Action Plans fully in place 2015-2017, updated in line with Academy Action Plan Academy Priorities determined in advance of new academic year by all appropriate stakeholders including Middle Leaders with Academy Action Plan for 2016-2018 fully in place Academic targets set in advance by ERC for inclusion in Academy Action plan 2016-2018 and PM Target Setting for all staff Evidenced through Statement of Action, Academy Action Plan, Faculty Action Plans, ERC/FGB meeting minutes

Statement of Action and Academy Action Plan completed and submitted by 13.01.16 Mi ERC established in January 2016 and convening bi-monthly throughout plan Mii Academy Action Plan updated following HMI Monitoring Visits tbc but termly Miii Faculty Action Plans in place by 24.03.16 and adapted in line with Academy Action Plan Miv Leaders at all levels meet to agree priorities going forward to academic year 2016-2017, confirmed post results Mv ERC and academy Leaders meet to set academic targets for 2016-2017, confirmed post examination results and used for PM 2016-12017 Mvi


vi. ERC meet to determine fully transparent academic targets for academic year 2016-2017

Budget implications 1h NLE support SLA approx. £5000 pa; Cover and expense costs approx. £1500pa; Course costs £1150 and £850 each 1b Planning and meeting time approx. 3 days pa Evidence presented to address Key Priority 2


1h. Mr N Griffiths NLE and Head of John Kyrle High School commissioned to fulfil role of School Improvement Partner with a particular focus on developing leadership capacity. Ongoing meetings with NoV’s as part of an ongoing support process. July 12th meeting taken place in readiness for ERC. Close links being fostered with John Kyrle High School, Fairfield High School and Wigmore High School across all areas of leadership. Mrs S Gaston of Fairfield High School has agreed to support Mr M Farmer outside of the remit of the NLE. Deputy Headteacher to register on NPQH for September 2016 cohort instead of Aspirant Headteacher course providing more appropriate CPD. DHT successful in acceptance onto NPQH effective September 2016.

1b. Academy Statement of Action and Academy Action Plan passed as fit for purpose by HMI. Evidence Review Committee (ERC) convened and chaired by Mrs D Strutt, Vice Chair Mr M Robertson, meeting schedule agreed and meetings held January and March. ERC held in May and July 2016. MR resigned position replaced as DC of ERC by AB. HMI Monitoring Visit 1 conducted June 27-28. Draft Monitoring Visit Letter received 05.07.16, awaiting final release. Academy Action Plan updated to include 1 identified AFI resulting from Monitoring Visit. Faculty Leaders have generated Action Plans due for review and update post HMI Monitoring visit.

Criteria R A G Criteria R A G

1hi 1bi

1hii 1bii

1hiii 1biii

1hiv 1biv

1hv 1bv

1hvi 1bvi

KP 2 Jan-16 Feb-16 Mar-16 Apr-16 May-16 Jun-16 Jul-16 Aug-16 Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17

1hi. Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi

1hii. Mii Mii Mii Mii Mii Mii Mii Mii Mii

1hiii. Miii Miii Miii Miii Miii Miii Miii Miii Miii

1hiv. Miv Miv Miv Miv Miv Miv Miv Miv


1hv. Mv Mv Mv Mv Mv Mv Mv Mv

1hvi. Mvi Mvi Mvi

1bi. Mi

1bii. Mii Mii Mii Mii Mii Mii Mii Mii Mii

1biii. Miii Miv Miii Miii Miii

1biv. Miv Miv Miv Miv Miv Miv

1bv. Mv Mv Mv Mv

1bvi. Mvi Mvi


Key Priority 3: Further improve Teaching and Learning across the academy so that all teaching is consistently good or outstanding


2a. Ensuring that all teachers have the highest expectations of what students are capable of achieving Lead Professional: PLW/SS Monitoring Governor: DS Evidence Reviewer: AB Support Partners: NG

2ai. Ensure 4LP is applied consistently across all students KS2 entry 4A average (inc. equivalences) or higher 2aii. Draw up an Academy Target Setting Policy to clarify how targets are set and revised 2aiii. Review current High Attaining and Talented Students Policy 2aiv. Students actively encouraged to pursue EBacc pathway through options process to link up with national EBacc agenda 2av. All staff value each student as an individual and provide support so that no child is “left behind”, no student should feel that they are not capable of achieving in line with expectations as a minimum 2avi. Increased use of role models, both peer or otherwise to develop a culture of high aspiration

All targets correctly set across all cohorts and all subjects Academy Target Setting Policy devised, adopted and embedded as standard across the academy Academy High Attaining and Talented Student Policy reviewed, adopted and embedded as standard across the academy, policy better reflects how to maximise outcomes for High Attaining students and is embedded Students following EBacc suite at least matches national entry (39% 2015) and attainment data (24% 2015) with all High Attaining students following EBacc suite Staff increasingly focus on the needs of the student, foster high aspirations and rebuff the “can’t do” attitude, students report positive climate within academy where high attainment is promoted for all and by all Use of successful past students and other individuals to develop and improve an aspirational ethos, especially with boys through visits and a wall of fame feature Evidenced through academy policies, FGB/ERC meeting minutes, option choice data sets, student voice data, visitor logs and wall of fame captures

Ensure targets are accurate and in line with policy by 31.01.16, review targets every assessment window to allow for movement up only. Assessment windows 2015-2016 as per assessment window table appendix 5, 2016-2017 tbc but likely to replicate 2015-2016 Mi Academy Target Setting Policy completed and adopted by 12.02.16 Mii High Attaining and Talented Students Policy reviewed and adopted by 12.02.16 Miii EBacc pathway selected by Year 9 students by May 2016, repeated for current Year 8 by May 2017 Miv Student Voice surveys to be carried out across cohorts and foci on monthly basis Mv Wall of fame feature in place by 24.03.16, updated by 30.09.16, visits tbc Mvi

2b. Planning lessons and setting activities that take into account the prior knowledge, understanding and skills of students and enthuse them to do well Lead Professional: SS Monitoring Governor: DS Evidence Reviewer: AB Support Partners: NG/SG/ND

2bi. All teaching staff to follow Progress Policy in respect of use of Class Charts system 2bii. Review of and updating of Programmes for Learning (PfL’s) 2biii. Increased use of Student Voice to reflect student perceptions about their learning, feeding findings back to staff to inform future planning and improvement 2biv. Improved teacher training and information sharing for students with specific learning needs so that differentiation can become more effective with greater impact on student outcomes 2bv. INSET to address planning and delivering lessons to an outstanding standard, set aspirations of our lessons high 2bvi. Develop Learning Library of resources aimed at delivering outstanding teaching for all staff to access

Teaching staff have full sets of Class Charts available for inspection on request PfL’s across all cohorts reflect activities designed to engage and enthuse and fully differentiated, all PfL’s fully reviewed and updated Students report improving engagement in learning through regular Voice Of surveys, teachers increasingly reflect on student views through INSET INSET refresher on strategies for students with specific needs, Virtual TA regularly updated and usage tracked, consequently student outcomes for the less able improve in line with expectations Ensure an academy wide ethos of only the best will do by aiming for outstanding teaching Grades for strands 1 and 9 of observation proforma increase above 90% good or outstanding year 1 (observations 2 and 3) and 100% year 2 (all observations) Comprehensive library of texts and resources developed for staff CPD as a teacher Learning Library

Charts fully in place by 31.01.16 and repeated for 30.09.16, updated as required by teachers Mi All PfL’s fully revised to include new specifications on a rolling programme, monitored half-termly Mii Student Voice surveys to be carried out across cohorts and foci on monthly basis Miii INSET session for less able focus conducted by 24.03.16 Miv Outstanding lesson focus INSET to be delivered by 27.05.16 Mv Learning Library established by 12.02.16, usage tracked and reported back to ERC bi-monthly Mvi


Evidenced through Class charts and lesson observation records, PfL’s and PfL tracking database, student voice data, INSET records and Learning Library tracking data

2c. Ensuring that all teachers have the confidence and skills to respond to how well students are learning and adapt their lessons accordingly Lead Professional: SS Monitoring Governor: DS Evidence Reviewer: AB Support Partners: NG/SG/ND

2ci. Use Teach, Pair and Share programme to develop resilience and skills to adapt lessons 2cii. Increased frequency of learning walks so that visitors to lessons become accepted and empower staff to develop their practice within a reflective and supportive environment 2ciii. Staff to showcase outstanding practice to develop colleagues and foster reflective approach to teaching 2civ. Ensure assessment practice and feedback from students allows staff to judge if learning is secure and to adapt their plans where required

Teachers respond increasingly well to changing situations in class and when planning over time as evidenced within lesson observation reports Teachers meet once per year to assess progress made under Teach, Share and Pair programme with AHT for Teaching and Learning Teachers increasingly confident when leaders are present and willing to adapt lessons accordingly, lessons are interactive with students engaged and learning. Grades for strands 3 and 8 of observation proforma increase above 90% good or outstanding year 1 (observations 2 and 3) and 100% year 2 (all observations) Sharing of outstanding practice through breakfast club breaking down barriers to sharing good practice INSET for staff looking at key indicators that students are not secure and plans consequently need adapting Evidenced through Teach, Pair and Share reflection logs, teacher meeting records, learning walk records, ERC meeting minutes and INSET records

Teach, Pair and Share programme initiated 04.01.16, reviewed every half-term and through AHT/teacher programme feedback meetings tbc Mi Learning walks conducted every month and reported back to ERC Mii Breakfast club set up by 24.03.16, convening every half-term thereafter Miii Adapting lesson focus INSET to be delivered by 27.05.16 Miv

2d. Ensuring that students act on teachers’ feedback to improve their learning and work Lead Professional: SS Monitoring Governor: DS Evidence Reviewer: AB Support Partners: NG/SG/ND

2di. Increase frequency of work scrutiny to ensure full compliance with Academy Progress Policy 2dii. Conduct work scrutiny with Faculty Leaders and use findings to develop Faculty practice 2diii. INSET focussing on positive use of feedback and student/teacher dialogue in response to feedback to ensure understanding and demonstrate progress over time effectively within student books 2div. Initiate and develop a cross staff working party to focus on marking and feedback practice, review the Academy Progress Policy and pilot new approaches gathered from good and outstanding partner schools 2dv. Where books have been marked or other feedback provided to students, TOE must give students the opportunity to respond and show their understanding

Work scrutiny timetable conducted and evidenced on a weekly basis Half-termly Faculty work scrutiny used to inform all teachers Grades for strand 15 of observation proforma increase above 90% good or outstanding year 1 (observations 2 and 3) and 100% year 2 (all observations) Working party in place, piloting different strategies for effect, cascading through faculty structure. Academy Progress Policy reviewed, adopted and embedded All learning walk, work scrutiny and lesson observation records reflect that TOE is used to enable students to reflect on their progress in line with policy Evidenced through work scrutiny records, ERC meeting minutes, Faculty meeting minutes, INSET records, working party meeting minutes and lesson observation records

Work scrutiny across groups and cohort conduct on a weekly basis, fed back to ERC bi-monthly Mi Faculty Leader work scrutiny take place half-termly Mii Feedback focus INSET to be delivered by 27.05.16 Miii Working party established by 12.02.16, meeting every month and then reviewed for effect/continuation by 30.09.16 Miv TOE’s take place every lesson, reports made to ERC bi-monthly on impact Mv

2e. Sharing the best practice in the academy so that all teaching matches that of the best Lead Professional: SS Monitoring Governor: DS

2ei. Initiate Teach, Pair and Share programme across teaching staff to develop outstanding practice 2eii. Review effectiveness of Teach, Pair and Share programme in delivering outstanding teaching

Programme introduced, pairings working together to develop their own practice, no inadequate teaching by 2016-2017 academic year

Programme introduced 04.01.16 running throughout planning period with reports bi-monthly to ERC Mi During term 3 2015-2016 and term 2 2016-2017 all teachers met for review of


Evidence Reviewer: AB Support Partners: NG/SG/ND

2eiii. Enrol 2 consistently outstanding teachers on an accredited NCTL Outstanding Teacher Programme, using the skills they gain to develop colleagues as Teaching Mentors 2eiv. Teaching and Learning only focus for twilight INSET 2ev. All teachers PM targets to include external visits to good or outstanding schools with additional INSET day to feedback and develop own practice and that of colleagues from external visits 2evi. Purchase Class Watch Lesson Review system, developing use to share good practice to improve all teaching across the academy

Teachers meet once per year to assess progress made under Teach, Share and Pair programme with AHT for Teaching and Learning In developmental areas, teachers improve practice securing relevant strands through observation Members of staff fully accredited and used as Teaching Mentors to develop practice across academy A planned programme of INSET every half-term with Teaching and Learning focus according to need External visits completed, PM target accordingly met INSET day used to develop practice across academy and develop new thinking on teaching methods Class Watch video system used to develop bank of lesson videos to facilitate improved reflection on teaching practice Evidenced through Teach, Pair and Share records and materials, teacher reflection logs and meeting minutes, enrolment confirmation and certification for Outstanding Teacher Programme, INSET records, Performance Management records and lesson evidence through Class Watch system

teaching practice outside appraisal process by AHT Mii 1 teacher per year , by year end enrolled and completed programme, dates TBC Miii Twilight training takes place every half-term Miv External visits to take place over academic year then repeated academic year 2016-2017, INSET to provisionally take place July 2016 Mv Class Watch system purchased by 31.01.16, used throughout duration of plan and impact reported to ERC bi-monthly Mvi

Budget implications 2a Leadership time to deliver policy reviews etc. 3 days pa; Wall of fame costs £200 2b Leadership time for planning and preparation 3 days pa; Learning Library funding £500 pa; Inset costs (outside delivery) £500 2c Leadership time for planning and preparation 3 days pa; Breakfast club funding £150 pa; Inset costs contained within 2b 2d Leadership time for planning and preparation 9 days pa; Inset costs contained within 2b 2e Outstanding Teacher Programme enrolment costs approx. £700 pa; Travel expenses for external visits £300 pa; Class Watch system £4000 Evidence presented to address Key Priority 3


2a. 4LP established as school policy and embedded, reflecting fully aspirational targets for all students and in particular high attaining students. New intake data without levels has seen DHT developing appropriate target setting techniques. Academy Target Setting Policy completed, shortly tabled to FGB for approval. High Attaining and Talented Students Policy reviewed and accepted as fit for purpose. EBacc choices actively promoted across Year 9 cohort prior to Options Process, early indications are that the language element entry will fall but that EBacc subject entry across the suite will rise significantly. Confirmed uptake of full EBacc suite from Year 9 cohort <20% primarily due to language element. Whole school approach to every child is increasingly being seen throughout the school and within lessons.


Ex-students have conducted assemblies with their younger peers so that students have active role models with whom they can identify. High level guest at Celebration Evening to engender aspiration amongst students.

2b. All staff use Class Charts system in line with school policy, monitored through lesson observation mechanism. HMI Monitoring Visit reports good but not total compliance, to be adopted as major priority next academic year. Programmes for Learning (PfL’s) were a focus prior to inspection. Responsibility for oversight has now passed to Mr S Seneque and the review of documents will recommence summer term. Increased use of Student Voice across key groups is now embedded across the school. Governor involvement now an integral part of system. INSET within school focussing on differentiation completed with ongoing support through the use of the Virtual TA system. New grouping next academic year (Support/+, Challenge/+) to further support and embe effective differentiation. Though the drive to develop teachers to produce outstanding lessons is constant, specific focussed INSET is planned for the summer term. Learning Library sourced and established to facilitate staff CPD.

2c. Teach, Pair and Share programme in place with all teaching staff paired in a mutually beneficial arrangement. Review of provision completed with report on effectiveness and development due for release shortly by AHT. Learning walks conducted on an increased basis, including/led as appropriate by Middle Leaders. Planned learning walks for governors to be introduced summer term. Now agreed, focus of first Governor Learning Walk confirmed as Student Engagement. Governor learning Walk completed July 2016. Early planning for staff showcasing outstanding practice is currently being developed, with the primary vehicle being the planned introduction of a Teaching and Learning Breakfast session. Policy on use of TOE for students to reflect on feedback in place. Lesson observations and work scrutiny show much improved focus and quality on appropriate assessment and feedback to students.

2d. Work scrutiny calendar in place and monitored through AHT. Work scrutiny completed with Faculty Leaders on regular basis with Faculty Leaders feeding back results to their teams. Ongoing INSET specific to assessment and feedback to be supported by further specific INSET summer term. Working Party established to review current assessment and feedback practice with several pilots underway of potential alternative approaches. Lesson observations reflect increasing use of TOE as a way to enable students to access teacher feedback.

2e. Teach, Pair and Share programme in place. Review of effectiveness to be conducted through individual teacher meetings summer term. Review of provision completed with report on effectiveness and development due for release shortly by AHT. All twilight training sessions have been at the sole discretion of the AHT and set according to developmental areas of need in teacher practice across the school. All PM targets for teaching staff reflect a need to visit other good and outstanding schools to develop teacher effectiveness leading to improved student outcomes. Class Watch system purchased and in use to support individual teachers upon request/suggestion.

Criteria R A G Criteria R A G Criteria R A G Criteria R A G Criteria R A G

2ai 2bi 2ci 2di 2ei

2aii 2bii 2cii 2dii 2eii


2aiii 2biii 2ciii 2diii 2eiii

2aiv 2biv 2civ 2div 2eiv

2av 2bv 2dv 2ev

2avi 2bvi 2evi


2ai. Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi

2aii. Mii

2aiii. Miii

2aiv. Miv Miv

2av. Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv

2avi. Mvi Mvi

2bi. Mi Mi

2bii. Mii Mii Mii Mii Mii Mii Mii Mii Mii Mii

2biii. Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii Miii

2biv. Miv

2bv. Mv

2bvi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi

2ci. Mi Mi Mi Mi Mi Mi Mi Mi Mi Mi

2cii. Mii Mii Mii Mii Mii Mii Mii Mii Mii

2ciii. Miii Miii Miii Miii Miii Miii Miii Miii Miii

2civ. Miv

2di. Mi Mi Mi Mi Mi Mi Mi Mi

2dii. Mii Mii Mii Mii Mii Mii Mii Mii Mii Mii

2diii. Miii

2div. Miv Miv Miv Miv Miv Miv Miv

2dv. Mv Mv Mv Mv Mv Mv Mv Mv

2ei. Mi Mi Mi Mi Mi Mi Mi Mi Mi

2eii. Mii Mii Mii Mii Mii Mii

2eiii. Miii Miii

2eiv. Miv Miv Miv Miv Miv Miv Miv Miv Miv

2ev. Mv

2evi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi


Key Priority 4: Strengthen Governance so that Academy Leaders can be held effectively to account


1a. Ensuring that governors receive further training so that they have the necessary skills to challenge leaders and hold them to account for the performance of the academy Lead Professional: MF Monitoring Governor: TH Evidence Reviewer: DS/AB Support Partners: KF

i. Action recommendations of external review as required ii. Enrol Governors with GEL, taking e-learning modules as appropriate iii. Enrol Governors with The Key for Governors iv. Conduct NGA Skills Audit exercise, collate results, assign responsibilities to Governors based on audit findings, generate strategic plan to ensure succession and continued development v. Appoint a Governor to monitor and report to FGB/ERC on all Leadership and Management vi. Enrol Governing Body with National Governors Association vii. Appoint professional Clerk to the Governing Body to advise and support in discharging responsibilities

All recommendations actioned as required, Governing Body discharges its duties as required and reviews changes to ensure sustainability Governors enrolled on GEL e-learning platform, accessing and completing modules according to need and responsibility, full coverage of modules across Governing Body All governors enrolled with and accessing The Key for Governors NGA Skills Audit completed, compiled and analysed to inform strategic plan, plan adopted Monitoring Governor appointed, reporting back to FGB/ERC Governing Body enrolled as members of NGA Clerk to Governing Body appointed of appropriate level and proficiency, meeting minutes appropriately reflect challenge of Academy Leaders Evidenced through external review report, report action plan, FGB and ERC minutes, CPD/INSET records, Governor visit forms and reports, professional body membership certification, skills audit documentation, strategic recruitment plan

Plan of action criteria fully completed by 20.07.16 with a review to ensure they are embedded by 21.10.16 Mi All governors enrolled with GEL by 31.01.16, updates to ERC on module completion, all modules completed across Governing Body by 27.05.16, training updated 2016-2017 academic year as modules updated Mii Governing Body enrolled with The Key for Governors by 31.01.16 Miii Skills audit circulated, completed and collated by 01.01.16, strategic recruitment plan drawn up by 19.02.16, actioned fully by 30.05.16 and reviewed for 07.09.16 Miv MR to report to FGB/ERC in capacity as Governor Monitoring Leadership and Management back to ERC bi-monthly and FGB as required Mv Governing Body enrolled with NGA by 12.02.16 Mvi Clerk appointed by 01.01.16 Mvii

4a. An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved Lead Professional: MF Monitoring Governor: TH Evidence Reviewer: DS/AB Support Partners: KF

i. Commission and facilitate external review of governance ii. Report findings and recommendations of external review to FGB developing action plan to address recommendations

External review of governance successfully commissioned and completed FGB review report and produce plan to implement recommendations Evidenced through external review report, report action plan, FGB and ERC minutes

External review completed by 23.03.16 Mviii Plan of action based on report recommendations completed by 18.04.16 Mix


Budget implications 1a GEL membership £150 pa; The Key for Governors membership £400 pa; Skills Audit collation 2 hours pa; SLT time with Monitoring Governor 5 days pa; National Governors

Association membership £260 pa; Professional clerking SLA £1000 pa. 4a Fees for commissioning external review £1500; Planning time to facilitate review 1 day; Time to action review findings at SLT level 2 days. Evidence presented to address Key Priority 4


1a. All governors enrolled with Gel with a programme of module study agreed and in place. All governors enrolled with the Key for Governors. Renewed for next academic year. NGA Skills Audit completed, collated and presented to FGB. Will need further update to accommodate new governors, planned September 2016. Mr M Robertson appointed as link governor for Leadership and Management. Subsequent resignation of Mr Robertson effective June 1st 2016 created vacancy filled by Mr T Hayes. Governing Body enrolled and accepted as members of the National Governors Association. Mr J Ling appointed as per recommendation of Worcestershire LA Governor Services.

Academy personnel records (see bursar Mrs R Allen)

4a. Mrs K Frost commissioned in capacity as NLG to conduct External review of Governance, initial meeting held April 2016 with full report expected June 2016. Meeting held with K Frost, M Farmer, T Burt and J Parry. Review ongoing with individual stakeholders being contacted by KF directly.

Criteria R A G Criteria R A G

1ai 4ai

1aii 4aii

1aiii

1aiv

1av

1avi

1avii


Key Priority 5: Ensure students are safe and that all stakeholders fully understand the potential risks they face



1ai. Mi Mi

1aii. Mii Mii Mii Mii Mii Mii Mii Mii

1aiii. Miii

1aiv. Miv Miv Miv Miv

1av. Mv Mv Mv Mv Mv Mv Mv Mv Mv

1avi. Mvi

1avii. Mvii

4ai. Mviii

4aii. Mix


1g. Making sure that all staff have read and are fully conversant with statutory guidance to keep children safe Lead Professional: KL Monitoring Governor: SRW Evidence Reviewer: DS/AB Support Partners: NG/SG/ND

i. Second DDSL to SLT as DSL to allow for division of labour so that DSL can discharge safeguarding responsibility as sole role ii. All safeguarding policies checked for compliance, reissued as required and CPD to ensure staff are fully conversant with their responsibilities iii. All staff to be fully updated so that they understand fully the risk factors students face and how to accurately identify them iv. All staff to understand fully the systems and process of reporting concerns of a safeguarding nature v. Monthly checks on SCR to ensure all appropriate levels of vetting have been observed for all adults within the academy vi. Appoint a Governor to monitor and report to FGB on all Safeguarding matters

The new DSL will focus within SLT on a safeguarding only remit All policies will be current and appropriate All new statutory requirements will be met as required Staff at all levels to be appropriately vetted with all checks in place Students continue to feel safe Parents continue to view the academy as a safe environment Monitoring Governor appointed, reporting back to FGB/ERC Evidenced through SLT meeting minutes, academy policies on both website and 1g evidence folder, FGB and ERC minutes, Single Central Register, student voice of records, Parent View records, Compliments and Complaints folder, CPD/INSET records, Governor visit forms and reports

KL seconded to SLT role by 01.01.16 Mi Policies fully reviewed by 23.10.15 and checked as requirements are updated and no later than 01.09.16 to ensure compliance 2016/2017 Mii Staff understanding of requirements checked on same timescale Miii and Miv All staff CPD and vetting checks to be completed by 23.10.15, updated according to need and no later than 05.09.16 KL/MF/AJ/TB check SCR monthly Mv KL and AJ to meet monthly reporting back to FGB bi-monthly and ERC as required Mvi

Budget implications 1g Cost of secondment to SLT 2 year period as additional TLR £7000 pa; Planning and delivery time INSET/CPD 2 days pa; Policy review and production 3 days pa; Governor Monitoring

Visits 11x2 hours pa; CPD relevant to role/release to other providers for CPD purposes 2 days pa and £500 pa. Evidence presented to address Key priority 5


1g. Mrs K Lane seconded to SLT position and new DSL/SPOC. Mr S Seneque takes up role of DDSL. All safeguarding policies reviewed and checked for accuracy. All staff received additional training to ensure they fully understand their role and responsibility in respect of safeguarding students, including potential risk factors to students and the processes and systems in place to report them. SCR checked on a monthly basis and moderated for full compliance. Mr A Jones appointed as link governor for Safeguarding. AJ moved to oversee Student Progress May 2016, S Reeves-Walters appointed as governor with responsibility for Safeguarding June 2016. Safeguarding provision scrutinised by HMI at Monitoring Visit 1 with all provision in place.

Criteria R A G

1gi

1gii

1giii

1giv


1gv

1gvi


1gi. Mi

1gii. Mii Mii

1giii. Miii Miii

1giv. Miv Miv

1gv. Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv Mv

1gvi. Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi Mvi

Appendix 1: Inspection Report Areas for Improvement (AFI’s)

1. Effectiveness of Leadership and Management

2. Quality of Teaching, Learning and Assessment

3. Outcomes for Students 4. Additional Requirements

a. Ensuring that governors receive further training so that they have the necessary skills to challenge leaders and hold them to account for the performance of the academy

a. Ensuring that all teachers have the highest expectations of what students are capable of achieving

a. Raising the achievement of all students and groups of students, including that of disadvantaged students and the most able

a. An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved

b. Setting clear targets in improvement planning so that the success of leaders’ actions can be measured in terms of their impact on outcomes for students

b. Planning lessons and setting activities that take into account the prior knowledge, understanding and skills of students and enthuse them to do well

b. Ensuring that students achieve well in all subjects, and by reducing gaps in students’ attainment and progress between subjects

b. An external review of the academy’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and management may be improved

c. Continuing to review and refine the deployment and monitoring of pupil premium funding so that it is used effectively to close the gaps between the

c. Ensuring that all teachers have the confidence and skills to respond to how well students are learning and adapt their lessons accordingly


attainment and progress of disadvantaged students and others

d. Monitoring rigorously the quality of teaching and students’ progress, including that of different groups of students in all year groups, so that underachievement is identified and arrested swiftly

d. Ensuring that students act on teachers’ feedback to improve their learning and work

e. Strengthening the skills and abilities of middle leaders in monitoring students’ progress in their areas and in checking the work of their teams

e. Sharing the best practice in the academy so that all teaching matches that of the best

f. Ensuring that information on students’ attainment and progress is accurate in all subjects

g. Making sure that all staff have read and are fully conversant with statutory guidance to keep children safe

h. Drawing on leadership support from good and outstanding schools in order to build leadership capacity

NB. Though Personal Development, Behaviour and Welfare was graded to Require Improvement, there were no specific AFI’s noted by HMI, with reference only being made to the need for students to understand the risk they face from radicalisation and extremist views so that they appreciate the full range of risks they face. This has been tackled in addressing 1g. AFI’s highlighted as green reflect AFI’s considered addressed but still subject to monitoring of impact, amber are ongoing, red are not yet started. Appendix 2: 2016 Target Data and Methodology

3+ Levels Progress 4+ Levels Progress Achievement Gap Attainment

National 2015 School 2015 School Target 2016 National 2015 School 2015 School Target 2016 PP Gap Boy Gap A*-A

English 69% 62% 71% 30% 23% 30% <14% <6% 13%

Mathematics 66% 43% 68% 30% 15% 30% <14% <6% 13%

Additional Science 58% 58% 54% 23% 25% 21% <20% <10% 7%

Chemistry 80% N/A 81% 50% N/A 51% <50% <22% 23%

Physics 81% N/A 82% 51% N/A 51% <50% <22% 23%

French 55% 22% 49% 27% 2% 22% <16% <8% 8%


Geography 62% 28% 64% 35% 12% 38% <40% <22% 12%

History 62% 35% 55% 37% 30% 31% <14% <6% 12%

The above targets have been generated using 2015 KS2-4 subject national transition matrices from the RAISEonline library and represent those subjects identified within the inspection report as underperforming. QEHC’s Y11 cohort for the exam year 2016 has been analysed by sub-level and the relevant percentage of progress from the national transition matrices has been applied to the numbers of students at QEHC, then, aggregated to give these targets. To contextualise these targets, the school’s 2015 progress has been included as well. For the achievement gap figures, these percentages are based on the percentage of 2 students from each subject cohort would represent, e.g. there are 4 PP students studying Chemistry and Physics, which means that we would expect the ‘gap’ between their performance and ‘other’ students to be no greater than 50% as this represents 2 students, whereas in mathematics, whilst the ‘gap’ of 14% is smaller in terms of percentage, it still represents 2 students. QEHC introduced Single Sciences for the 2016 cohort, this has meant a reduction in the number of High Attaining students taking Core and Additional Science and is reflected in the lower than National 2015 and school 2015 target for Additional Science in 2016. Appendix 3: Evidence Review Committee (ERC) Remit and Terms of Reference EVIDENCE REVIEW COMMITTEE (ERC)

Remit of ERC

To monitor all aspects of school and student performance

To evaluate the impact of actions on performance using a range of quantitative and qualitative evidence

To achieve this ERC will:

Receive and consider reports from external adviser/s

Review and evaluate whole school and departmental action plans

Consider and question reports on departmental reviews

Consider and question reports on the quality of teaching and learning e.g. lesson observations, learning walks, book reviews


Consider and question governor visit reports

Ensure members understand the assessment recording and data tracking system/s

Regularly receive update reports on projected Yr11 outcomes and challenge validity and variances

Receive and consider historic data reports e.g. Aspire, RAISE

Appendix 4: QEHC Assessment Windows 2015-2016

Session 1 Session 2 Session 3 Session 4

Year 11 Oct 2015 Nov 2015 Feb 2016 March 2016

Year 10 Nov 2015 Jan 2016 April 2016 June 2016

Year 9 Nov 2016 Jan 2016 March 2016 May 2016

Year 8 Nov 2015 Feb 2016 April 2016 June 2016

Year 7 Nov 2015 March 2016 June 2016 n/a

Appendix 5: QEHC Staffing, Governance and Support Partners 2015-2017

Key College Staff Governing Body External Support M Farmer (Headteacher) MF M Farmer (Governor : Headteacher) MF L Fraser (Local Authority) LF

P Lowe-Werrell (Deputy Headteacher) PLW T Burt (Chair : Finance) TB N Davis (Aldersley Academies Trust) ND

S Seneque (Assistant Headteacher, DDSL) SS J Parry (Governor : Student Progress) JP (Post resigned May 2016) F Hedges (Aldersley Academies Trust) FH

K Lane (SENCO, DSL) KL (secondment to SLT) A Jones (Governor : Student Progress and SEN) AJ L Vernon (Aldersley Academies Trust) LV

M Keene (Academy Business Manager) MK M Robertson (Governor : Leadership & Management/ERC Vice Chair) MR (Post resigned June 2016)

N Griffiths (NLE and Primary Support Partner) NG

S Hackett (Middle Leader) SHA R Whittaker (Governor : Curriculum and Conduct ) RW C Hoddinott (NCTL Pupil Premium Reviewer) CH

M Watkiss (Middle Leader) MW D Racic (Governor : Staff) DR M Tyler (Programming Consultant) MT

G Jones (Middle Leader) GJ D Strutt (Governor : Teaching and Learning/ERC Chair) DS PC J Meek (Police and Channel Contact) JM

D Racic (Middle Leader) DR J Ling (Clerk to the Governing Body) K Frost (NLG) KF

J Tyler (Middle Leader) JT C Fox (Governor : Marketing) CF S Gaston (Fairfield High School) SG

J Pridden (Middle Leader) JP N Ferguson (Governor : Student Voice and Community) NF R Rainbow (SLE JKHS Mathematics) RR

L Gwilliam (Middle Leader) LG M Henderson (Governor : Policy Review) MH S Delahoy (SLE JKHS English) SD

R Jones (Key Stage Leader) RJ A Beddoe (Governor : Teaching and Learning) AB * R Hackfath (HMI OFSTED) RH

V Leighton (Personal Assistant to SLT) VL T Hayes (Governor : Leadership & Management) (Appointed May 2016)


D Wiles (Data Manager) DW * S Reeves-Walters (Governor : Safeguarding) (Appointed June 2016)

Z Hannay (ICT Technician) ZH

H Eames (Teacher) HE

S Bohan (Teacher) SB

* S Cooke (Teacher) SC (retirement effective 31.08.16)

E Davies (Teacher) ED

S Day (Teacher) SD

M Durham (Teacher) MD

W Evans (Teacher) WE

I Gateley (Teacher) IG

S Holyoak (Teacher) SH

L Jordan (Teacher) LJ

* R Love (Teacher) RL (resigned effective 31.08.16)

T Paisey (Teacher)TP (secondment to MLT)

L Robb (Teacher) LR

E Smith (Teacher) ES

S Taylor (Pupil Premium Intervention Mentor) ST

T Lewis (Attendance Officer) TL

C Lush (Careers Advisor) CL

J Porter (Caretaker) JPO

S Hadley (Administrative Assistant) SHD

NB. Will be updated as need arises. Changes in any area will be donated by an *. Appendix 6: QEHC Lesson Observation Proforma 2015-2016

TS Inadequate Requires Improvement Good Outstanding

Pup

ils

1.Progress 2a Some or all pupils are making inadequate progress as a result of weak teaching over time.

Progress to date is broadly in line with national from similar staring points.

Progress to date suggests most pupils make good progress and will achieve well over time.

Progress to date demonstrates that almost all pupils are making rapid and sustained progress.

2. Learning 2e Learning is limited; pupils underachieve. They are not independent, confident or resilient when tackling challenging tasks.

Pupils’ learning is satisfactory. They grow in confidence and beginning to become resilient when tackling challenging tasks.

Pupils learn well. They are encouraged to be independent, confident and resilient when tackling challenging tasks.

Pupils learn exceptionally well. They are independent, confident and resilient when tackling challenging tasks.

3. Attitudes 1c, 7d Teaching fails to engage or interest pupils or specific groups of pupils.

Most pupils want to work hard and improve but some do not. Teachers engage some students in learning.

Pupils are interested and engaged; teachers motivate and encourage most students to participate. Attitudes to learning are consistently positive.

High levels of engagement and commitment to learning are generated by teachers and exhibited by pupils; attitudes to learning are exemplary.

Con

duct

and

saf

ety

4. Disruption to learning

7b Pupils’ lack of engagement / low level disruption reduces learning and / or lead to a disorderly classroom environment.

Occasional low level disruption, but major issues are rare. Disruption is not endemic.

A good climate for learning. Low level disruption to lesson is uncommon.

An exceptionally positive climate for learning. Lesson proceeds without interruption.

5. Conduct 7a, 7c Procedures for managing conduct are not used consistently or a significant minority of pupils do not respond to them.

Clear procedures for managing conduct are evident, but not always used consistently. Nearly all pupils respond promptly to the teacher.

Conduct is managed consistently well. Conduct improves in the lesson as a result of this.

Conduct is managed skilfully and consistently. Conduct improves and is outstanding as a result.

6. Safety 1a Pupils do not understand risk and may endanger themselves and others.

Pupils know the major risks they face and reflect this in their behaviour.

Pupils understand how to keep themselves safe. Pupils understand unsafe situations clearly and are highly aware how to keep themselves and others safe.

Tea

c

hing

7. Planning 6c, 5, 4a, 1b

Fails to take sufficient account of individual needs.

Adequate planning fails to address needs of all pupils in developing their knowledge, understanding and skills.

Good planning sufficiently deepens the knowledge, understanding and skills of all pupils.

Excellent planning considers the needs of individual students carefully and as a result they learn exceptionally well.


8. Activities 5, 2b

Activities are not well matched to pupils’ needs. Time is wasted by some or all pupils.

Activities are mostly appropriate, but do not meet all needs. Time is mainly used well.

Effective strategies are used, with tasks matched carefully to most pupils’ needs including least and most able. Time is used well.

Well-judged and often imaginative strategies are matched carefully to pupils’ needs. Tasks inspire pupils. Learning time is maximised.

9. Expectations

1b Expectations of attitudes towards learning and ability are not high enough. Progress is limited as a result.

Expectations of attitudes towards learning and ability are sufficiently high enough to enable pupils to make satisfactory progress.

Expectations of attitudes towards learning and aptitude are high. Resulting in good progress being made.

Consistently high expectations of attitudes towards learning and aptitude result in rapid and sustained progress being made.

10. Interventions

5a, 5d Additional support has little or no impact on learning and fails to narrow gaps.

Additional support has limited impact and/or may be not always timely or consistent in meeting pupils’ needs.

Additional support is appropriate and has a good impact on learning.

Additional support is sharply focused and timely; matching pupils’ needs accurately with notable impact on their learning.

11. RWCM 3c Pupils cannot use reading, writing, communication (standard English) and mathematical skills as well as they could and no effort is made is address these issues or support pupils’ development in them.

Some support is provided but it may be inconsistent or inappropriate to their levels.

Effective support in these skill areas allows students to maintain standards across the curriculum and develop their basic skills further.

Opportunities to develop high standards of reading, writing, communication and mathematics are taken at appropriate moments and taught at a consistently high level.

12. SMSC 8a SMSC is ignored or opportunities are overlooked.

SMSC is occasionally promoted. Opportunities are developed to promote SMSC. Every opportunity is taken to develop SMSC skills, knowledge and understanding.

Ass

essm

ent

13. During the lesson

6b Assessment is not used effectively to help pupils improve.

Work is monitored during the lesson. General misconceptions are addressed and plans are adapted, but this is not always timely or relevant for each pupil.

Progress is assessed regularly and accurately within lessons. Teachers listen to, carefully observe and skilfully questions pupils to reshape tasks and explanations to improve learning. Students are given verbal feedback on how to improve further.

Understanding is checked systematically and effectively, anticipating interventions. Students are given verbal feedback on how to improve further and as a result make excellent progress.

14. Homework 4c Homework is not set regularly and / or it does not contribute to learning.

Appropriate homework is set. It matches most pupils’ needs and allows for progress to be made.

Appropriate homework is set, matching nearly all pupils’ needs; developing their independence and resilience and contributing towards good progress.

Appropriate homework is set which matches individual pupils’ needs carefully and allows them to develop their understanding well and practise basic skills.

15. Feedback and marking

6d, 2c Pupils are rarely informed about progress. As a result of this many do not know how to improve. Marking is minimal.

Marking is inconsistent. Some pupils are aware how well they are doing and what they need to do to improve. There is little evidence of pupil reflection and response to the marking.

Pupils know how well they have done; what they can do and what they need to do to improve. Marking is in line with the school policy and shows regular reflective dialogue and pupil response to marking.

Consistently high quality marking means that pupils are clear on their strengths and weaknesses and understand how to achieve the next level. Their reflections and reactions to marking are of a high quality and clear improvement can be seen as a result.

Appendix 6: Recommended Actions RSC 10.02.16

RSC identified Recommended Actions (RA’s) Planned Actions Success Criteria/Impact Deadlines/Potential Monitoring Milestone Opportunities

RSCA1. Develop emerging strategies relating to a. joining a strong trust and b. forming a local cluster Lead Professional: MF Monitoring Governor: TB Evidence Reviewer: DS/AB Support Partners: SG

i. Initiate contact with potential trusts ii. Achieve agreement in principle to explore partnership iii. Develop emerging partnership plan towards sponsorship iv. Explore opportunities with local partners to move forward with a Bromyard cluster arrangement ii. Advise DFE of progress

Contact made with potential trust sponsors Agreement reached to explore potential sponsorship with appropriate partner Initial plan developed to pursue potential sponsorship Development of Bromyard cluster explored with stakeholders and viability assessed Evidenced through FGB and ERC minutes and communication logs

Report progress to DfE as requested by June 2016 ensuring updates provided via FGB and ERC

RSCA2. Develop the role of the Evidence Review Committee (ERC), building on the strong start made following the inspection, so that it provides challenge to, and scrutiny of, the leadership team and progress towards outcomes

i. Conduct ERC meetings January through May 2016 ii. Submit meeting minutes as requested by DfE May 2016 iii. Review effectiveness of ERC prior to July 2016 meeting for effect and adjust as required/advised

ERC becomes highly effective in monitoring, moderating and approving/declining presented evidence ERC judgments on progress towards AFI’s upheld by HMI/RSC

End of March, May 2016 for RSC meeting minute copies, July for review of ERC effectiveness


Lead Professional: MF Monitoring Governor: TB Evidence Reviewer: DS/AB Support Partners: NG

Evidenced through ERC meeting minutes, monitoring visit reports, NLE documentation

RSCA3. Define the role of the School Improvement Partner more precisely so as to benefit more fully from his input Lead Professional: MF Monitoring Governor: TB Evidence Reviewer: DS/AB Support Partners: NG

i. Governors meet to discuss and prepare proposal for effective deployment of NLE in School Improvement Partner role ii. NLE agrees parameters of role iii. ERC approves remit of NLE

Clear remit of role for NLE with regards to School Improvement Partner role, agreed by all parties to enable effective support at appropriate levels Evidenced through ERC meeting minutes, monitoring visit reports, NLE documentation

March 2016

RSCA4. Extend the use of RAP plans throughout all year groups Lead Professional: MF Monitoring Governor: AJ Evidence Reviewer: DS/AB Support Partners: NG

i. Develop proposal for phased introduction of RAP meetings across all year groups for presentation to ERC March 2016

Proposal produced, submitted to ERC and approved with subsequent implementation Evidenced through ERC meeting minutes and RAP meeting minutes and documentation

March 2016

RSCA5. Complete external reviews of Governance and use of Pupil Premium and forward copies to DfE Lead Professional: MF Monitoring Governor: TB Evidence Reviewer: DS/AB Support Partners: CH/KF

i. Receive completed Pupil Premium Review ii. Facilitate Review of Governance iii. Receive completed Review of Governance

Reviews for Pupil Premium and Governance completed by support partners and submitted to DfE as requested Evidenced through external reviews and email communication logs

Pupil Premium by end March 2016 Governance Review by end June 2016

RSCA6. Rigorously evaluate progress towards addressing Ofsted findings set out in the Academy Action Plan Lead Professional: MF Monitoring Governor: TH Evidence Reviewer: DS/AB Support Partners: NG

i. Present evidence towards AFI completion in advance to ERC members for review ii. ERC table evidence and approve/reject as required iii. NLE supports ERC in reviewing presented evidence iv. HMI Monitoring Visits reflect progress towards completion of AFI’s

ERC meetings focus on evidence to support completion of AFI’s and the removal of Special Measures HMI agrees evidence presented supports completion of AFI’s Number of outstanding AFI’s reduces in line with Academy Action Plan deadline dates Evidenced through ERC meeting minutes, monitoring visit reports, NLE documentation

ERC meetings over next 12 months

RSCA7. Provide a commentary and updated table on progress towards achieving the current predictions for the current year 11 to the DfE Lead Professional: PLW Monitoring Governor: AJ Evidence Reviewer: DS/AB Support Partners: NG

i. DHT produces updated performance data for ERC approval ii. DHT produces supporting commentary for ERC consideration iii. HT forwards to DfE

Performance data updates and commentary provided to ERC for consideration and approval Updates forwarded to DfE as requested

End of March and May 2016


Budget implications Nil, all actions covered within Academy Action Plan AFI Action Points Evidence presented to address RSC Recommended Actions

RA’s Evidence Location Approved By Date

RSCA1

RSCA2

RSCA3

RSCA4

RSCA5

RSCA6

RSCA7

Criteria R A G

RSCA1

RSCA2

RSCA3

RSCA4

RSCA5

RSCA6

RSCA7

RSCA’s Jan-16 Feb-16 Mar-16 Apr-16 May-16 Jun-16 Jul-16 Aug-16 Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17

RSCA1 RSCA1

RSCA2 RSCA2 RSCA2 RSCA2

RSCA3 RSCA3

RSCA4 RSCA4

RSCA5 RSCA5 RSCA2

RSCA6 RSCA6 RSCA6 RSCA6 RSCA6 RSCA6 RSCA6

RSCA7 RSCA7 RSCA7

Documents

Queen Elizabeth Humanities College Academy Action Plan · and action plan informs planning of 2016-2017 Statement Through Progress Policy and other mediums, PP students identified