SCHOOL IMPROVEMENT PLAN 2017 2020€¦ · by HODs and YTL. Are questions hard enough? – Differentiation strategy with ERS. Trial Disadvantaged passport Review effectiveness of sticker

SCHOOL IMPROVEMENT PLAN

2017 – 2020 18/12/17

WARBLINGTON SCHOOL EXECUTIVE SUMMARY FOR THE SCHOOL IMPROVEMENT PLAN 2017 – 2002

The senior team have prioritised the key issues during the summer term of 2017. We reviewed our progress against OFSTED Outstanding

criteria, reviewed current data in terms of progress, predictions, teaching, learning and assessment. In addition, we used our knowledge of the

current standing of the school from our regular reviews and learning walks. All this local knowledge has enabled us to identify the following

five key priorities.

1. Progress of target groups

2. Achievement of individual subject areas

3. KS3 progress

4. Marking and feedback

5. Student culture

We have taken this opportunity to slim down the SIP and focus it on a smaller number of priorities. There are a number of key areas of school

life not included, such as the KS4 strategy or safeguarding. However, it is our belief that these strategies are embedded in school life and no

longer need to be reflected in an improvement plan.

Target groups of disadvantaged, more and most able and SEN continue to be a focus. The outcomes of these groups fluctuate and as a school,

we must find strategies that enable us to gain improved and more consistent outcomes.

A minority of subjects require further support to ensure their internal residuals are improved and they are equal or better to national average

outcomes.

KS3 comprises of year 7 and 8 and we are determined to ensure the best possible transition for our students.

We will continue to monitor the quality of marking and feedback with a focus on the presentation in students’ books

Through our student culture priority, we are aiming to eliminate low-level behaviour and also gain RRR status and therefore further enhance a

positive learning environment.

Within the current austere climate the schools resources are extended to the optimum, however strategic leadership and a focus on our core

values and school philosophy is ensuring that the school meets its statutory function and more.

Warblington is a good school; however, we have an ambition to be better than this. The improvement plan has highlighted the critical areas,

which are key to achieving this ambition.

Julia Vincent

December 2017

The Governing Body have endorsed this plan and monitor it through regular meetings with members of the Senior Leadership Team and

through reports submitted by the Headteacher and SLT at Full Governing Body and Committee meetings.

Regarding financial scrutiny of the SIP, the Governing Body appreciates that it is not possible to itemise every aspect of expenditure as a lot of

the school’s resources are spread across a number of different activities and student groups. However, we do carefully monitor the use of

Pupil Premium, SEND and LAC funding to ensure that the appropriate support is being provided to disadvantaged and needy students.

At the 2018 Governors’ Away Day, the Governing Body revalidated the School Mission Statement, which is one of the drivers of the SIP

Ian Crabtree

Chair of Governors

January 2018

WARBLINGTON SCHOOL PRIORITIES

1. Ensure that the following target groups achieve in line or better than expected progress;

a. SEN

b. More and most able

c. Disadvantaged

2. Ensure that the following subjects achieve at least in line with or better than National Average;

a. Geography

b. Maths

c. MFL

d. Science

e. English

3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies;

a. PLC

b. Mastery statements

c. Literacy strategies

d. Homework

e. Transition

4. Ensure consistency in the application of the teaching, learning and assessment policy addressing the following areas;

a. Diagnostic feedback to students building in sufficient TRIM for response

b. Implementation of the presentation policy

5. Develop an outstanding culture for students and staff. This will be achieved through addressing the following areas;

a. Achieving RRR status

b. Addressing student relationships and building resilience through GMS

c. Eliminating low level behaviour

d. Signposting healthy student lifestyles

The school aspires to become outstanding by building a school community based on mutual trust at all levels and will work towards this by:

1. Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

a. SEN (Article 23)

Actions Staff Success Criteria

Resources Quality

Assurance

2017 – 2018 2018 – 2019

Autumn Spring Summer Autumn Spring Summer

Review wave 2 teaching

JV KCN HOD

SEN outcomes in line or above NA for 2018 outcomes

Progress of SEN in years 7-10 to show progress in

line with targets

SEN budget TAs

HLTAs CPD

Report to governors SEN book

look SEN review

Regular observations

Raise teacher

expectations of SEN student

outcomes.

Book looks by HOD to

show improved

presentation and

improved marking.in SEN books

Observe teaching

during review

Ensure PLCs and mastery statements for SEN are appropriate

and understood.

CPD input re

SEN

Track progress across all

years

Termly SEN student voice

Continue to track progress

RAP focused

on SEN

Ensure differentiation

is in place where

necessary through lesson observations

Lesson

observations to show greater

challenge and expectation for

all SEN students.

Termly SEN student voice

Focus on differentiated planning Lesson observations to show greater challenge and expectation for all SEN students. Ensure SEN student response in books. Termly SEN student voice

Distribute TA resource appropriately

KCN

SEN outcomes in line or above

NA

SEN budget TAs

HLTAs

Report to governors

Conduct LS review, analyse

outcomes Use this as a

tool to ensure

improvements

Ensure effective induction for new TA.

Ensure Ta resource is

providing VFM as a result of

the review process

Review TA s as a resource for 18-19

Ensure an appropriate response to SEN behaviour

CCS(HOY) KCN

SEN budget TAs

HLTAs HOY

Report to governors

Review behaviour points of

SEN students and track across

the term Ensure HOY are focused and know

SEN student’s

issues HOY to liaise with SENCO

re SEN students

behaviours.

Track behaviour and reward point

Review target groups

Document successes

where behaviour has

improved

Plan for new SEN students arriving in September and review processes between HOY and SENCO

b. More and Most Able (Article 29)

Actions Staff Success Criteria Resources Quality

Assurance 2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Thinking Hard Pixl Strategy

NBN All Teachers

Thinking hard observed in lessons through learning walks Outcomes and progress for M and M students to be in

PiXL website PiXL main meeting

Lesson observations Data collections

Work with CPL group to plan for Thinking Hard implementation CPD delivered

Drop ins to begin Feedback from drop ins with actions to move forwards

Review of Thinking Hard Strategy

line with or above target grades.

MM Strategy

EWN NBN YTL

Students progressing towards FFT5 target grade

PiXL website PiXL main meeting Admin

Data review Reports to SLT and Governors

Sharing practice with top set teachers in KS4 discussion Set up Master classes with Havant college Create and distribute strategy RAP process Mentoring Criteria:

Banding

Portraits

Setting

Careers

Visits

CPL

RAP

Set up first meeting with top set core teachers in year 11 – focus on what is working for specific students. All years MM review Review actions implemented RAP process Review Master classes Criteria

Set 1 Planning

Mentoring

Monitoring of strategy

c. Disadvantaged (Article 28)


Resources Quality

Assurance

2016 – 2017 2017-2018


Metacognition and differentiation to be built into Teaching and Learning

JLE JWD CPL

group

Students understand the process of learning

CPL group

Action research literature

Disadvantaged students engage

with learning and make better

progress

Pen portraits and black dots

completed Student voice

with target group – Year 10’s identified

Trial strategies

with target students

Deliver CPL workshop to all

staff

All staff trial and develop strategies to

teach metacognition

Leaning walks with specific

focus on metacognition

Set up student voice

disadvantaged group

EWN ERS

Section on Student Voice

newsletter

Report to Tackling

Disadvantaged Team

Set up student voice group

from year 7 – 11.

Timetable times

to meet

Survey all pp students on all

topics related to eduction

Survey review: Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance FSM collection – MBR to analyse – HOD to focus on barriers to why – action to put in place CWG and TG not known by all – last week of term – all students to update target flightpaths – DSSI forms to be completed by HODs and YTL. Are questions hard enough? – Differentiation strategy with ERS.

Trial Disadvantaged

passport

Review effectiveness of

sticker

Student Voice 2

Expectations

and Ownership of learning

All Teachers

ERS EWN

Improved presentation

of work in Books

Students books

Student Voice Team

Report to Tackling

Disadvantaged Team and

SLT/Governors

Students to complete

review on own books and behaviours using the

subject review template

Students to review each

other’s books and behaviours

Students to complete individual

Students to reflect on the work towards their actions

October book

look

Survey on perceptions of

book presentation

feedback to each other

Student Voice to summarise

Impact –

Presentation?

Literacy lead – presentation focus group

Develop evaluation model for

Disadvantaged Activities

EWN ERS DHR CWN HBN

Evaluation model

complete

Karen Chaffey

Nigel Sharp

Report to Tackling

Disadvantaged Team and

SLT/Governors

All staff

employed using Pupil Premium funding to meet

Review to be completed on impact of their work on 2016-17 academic

year

Create initial template for evaluation

Distribute draft template to all

colleagues

Collect feedback and

review

Distribute final template to

complete for identifying

activities and impact on PP

students

CPD created for colleagues to begin to use

All staff

complete evaluation half

termly

Distribute report end of term

report

Distribute yearly report

Tackling Disadvantaged

initiative

EWN ERS

All Staff

Case Study Write up

Teachers Marc Rowland

report

Visit Burnt Mill Academy 18th

October

Schedule Spring 2018

visit in afternoon

Review actions points above

Draft Case study for

school using template that is

going to be provided

Publish case

study

Sharing conference

(TBC)

Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

2.Ensuring that the following subjects achieve at least in line with or better than National Average. (Article 28)

a. Geography


Resources Quality

Assurance 2017 – 2018 2018 – 2019


Fully review 2017 results

ACE/ASC/JFR

Clear actions from exam analysis for current KS4

students

Department time

Line Management

feedback Attached Governor meeting

Analysis of results

alongside potential

purchased papers to

unpack what went wrong

Work with

HIAS to improve T & L opportunities / progress of KS4 students

ACE/ ASC ERS/JVT

Actions to target closer

matched predictions to target grades

Department Time

HIAS time

Student Voice

Feedback at Line

Management Feedback Attached Governor meeting

Use HIAS to identify actions

to address which will

improve KS4 T & L

Monitor T & L. RAP time to

monitor predicted

grades from PPE1

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

Work with HIAS to

ensure KS3 SoW prepare students for

KS4

ACE/ ASC ERS/ JVT

KS3 fully develops

GCSE skills Including numeracy

HIAS time Department

Feedback at Line


Review updated KS3 SoW

alongside KS4 skills & update as necessary

Evaluate Autumn units and update as

necessary.

Evaluate Spring units and update

as necessary.

Internal intervention /

Support mechanisms within Geog to improve T

& L

ASC/ACE/ JLE/ JWD LFR / JFR

Improved T & L within

Geography observations

Observation schedule

Department Monitoring Classroom

routines

Feedback through

leadership meetings

Line Management

Action plans created to

improve T & L Focus on

marking and assessment alongside

GCSE skills criteria. Focus

on paper 3

Continuation of support to

improve T & L including

marking and assessment alongside

GCSE criteria

Evaluation of support and setting

of new targets

b. Maths


Resources Quality

Assurance 2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Improve Exam outcomes

All department

Maths outcomes 2018 in line with NAV

Sisra Exam analysis sheet

Gov/SLT meeting Results presented to SLT LLP meeting with HT

All staff exam analysis with key areas of development identified Interim HOD commences in October 17, national advert placed in sept 17 for Jan 18 start. New Grade boundaries implemented. Ensure in class focus on new exam style multi layered questioning. Year 10/11, RAP to identify target students. Sage 2 intervention to commence P6 to target students. Department to review targets and ensure high expectations Embed grade tracker in classroom practice

Analyse PPE results Review target students and 4/5 boundaries and 7/8/9 attainment Prepare for PPE2 Ensure WTM reflect new style questioning KS3 strategy for maths implemented. Regular updating of student tracker Time for student response to feedback.

Ensure robust revision strategy

Department SEF and Develop Plan

PHN EWN

Outcomes in line with NA

Exam analysis Teacher evaluation Student evaluation

MHL NPQH analysis

Complete SEF in the light of the analysis Create development plan in light of the analysis

RAG development plan

Classroom routine and expectations

All Department

Improved behaviour management strategies

School behaviour strategies Outside classroom before and at end

Prompt start to all lessons Regular Low Stakes Testing Time at end for rewards

Consistency with department inclusion HOD monitoring regularly implemented.

Outcomes All department


Pixl Federation

Outcomes in summer

PPE 1 preparation and reflection SAGE and P6 intervention Attend PIXL Maths conference PLC development Wave 1 Complete Maths staff using analysis from wave and department assessment to teach to gaps.

PPE 2 preparation and refection SAGE and P6 intervention PLC completion by all students PIXL classrooms implementation

c. MFL


Resources Quality

Assurance 2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Develop a 3 year KS4 strategy

GUN JV


teachers Report and presentation to governor’s C and A Separate meeting with C of G and SLT link.

Review 2017 actions Create DIP Analyse new syllabus Agree actions required to make progress. Focus on marking and assessment which supports progress Insist on student attendance at P6- enlist HOY support Work with HIAS advisor and Porchester school to further develop good practice.

Analyse PPE1 and teach to the gaps See 4a and b Analyse PPE2 and target students. Check all 4 components are given equal classroom time

Develop a 2 year KS3 strategy

GUN JV

Book look KS3 strategy to be monitored by SLT Use of PLCs for all

Ensure PLC mastery cycle is embedded in department strategies

Use PLCs to support homework Report against mastery statements Embed grade tracker in classroom practice

Consistently apply a robust and rigorous monitoring strategy

Regular line management Governor scrutiny and meeting

Regular teacher observations, book scrutinies, student voice.

Moderated activities with carefully chosen other schools

d. SCIENCE


Resources Quality

Assurance

2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Develop a 3 year KS4 strategy

JLS JWD


Teachers HIAS

Report and presentation to governor’s C and A Separate meeting with C of G and SLT link.

Review 2017 actions Create DIP Analyse new syllabus Agree actions required to make progress. Focus on marking and assessment which supports progress Insist on student attendance at P6- enlist HOY support

Develop a 3 year KS4 strategy


Teachers HIAS

Report and presentation to governor’s C and A Separate meeting with C of G and SLT link.

Improve Outcomes in Triple Science

JLS JWD


Teachers PIXL Think resources

Regular agenda item in line management Data analysis Book Scrutinies Student Voice Lesson Obs Link Gov meetings

Analyse 2017 outcomes Create DIP Support Plan for teacher of triple science Use PIXL Think and other S&C strategies Create weekly P6 revision for triples with variety of teachers with diff strengths

Improve Outcomes in Triple Science Use PPE 1 results to analyse individual students Review borderline students and decide on appropriate course, remain in Triple or move to Trilogy

Make Physics high profile Use GMS strategies to build resilience for triple scientists


Teachers PIXL Think resources

Regular agenda item in line management Data analysis Book Scrutinies Student Voice Lesson Obs Link Gov meetings

Work with HIAS to

improve T & L opportunities /

progress of KS4 students

JLS Science Team JWD

Actions to target S & C for all students

Department Time

HIAS time

Student Voice

Feedback at Line


Use HIAS to identify actions

to address which will

improve KS4 T & L

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

Review KS3 curriculum

Ensure no

repeat teaching

across the Key stages

A4L to be a department

focus

Department CPD

programme to be

implemented

Monitor T & L.

RAP time to monitor predicted grades

from PPE1

Planned regular

support for new staff

Analyse

PPE2 and teach to the

gaps

e. ENGLISH


Resources Quality

Assurance 2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Ensure curriculum reflects the new syllabus

ERS

P8 in line with FFT 20

Time HIAS PIXL

PPE Governor monitoring

Curriculum review

Monitor of new curriculum and develop teaching methodology

KS4 strategy to be outworked

ERS

P8 in line with FFT 20

Build up a resource bank PIXL

PPE Governor monitoring

Take part in PIXL Wave initiative

Complete syllabus by end of Autumn term Focus on revision RAP students for revision in sage 2 Teach to gaps shown through Wave analysis

Revision Sage revision

Lead CPD on dialogic talk

and differentiation

ERS/KWF P8 in line

with FFT 20 HIAS

support

PPE Lesson

observations

Lead CPD in February

Department to lead on

development of dialogic talk and

differentiation

Review differentiation and dialogic talk across the school

3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28)

a. PLCs


Resources Quality

Assurance 2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Ensure that KS3 and KS4 feedback is robust and incisive and linked to PLCs

JWD/ JLE/ EWN

Students make progress against targets as a result of incisive feedback based on assessment criteria with clear indication of how to improve

Examples of good practice

Monitor marking, feedback & TRIM in KS3 Book-Looks, student voice, Drop-ins Subject and year Reviews

Improve quality of Marking and feedback & TRIM linked to PLCs through CPL Team action research Use Mastery statements as assessment criteria for KS3 and GCSE for KS4

Share good practice in marking, feedback & TRIM through CPL Workshops Monitor the quality and consistency of Marking and assessment at KS3 through Book scrutiny Identify teachers needing support and invite to training session on Outstanding feedback linked to PLCs

Carry out year 7 and 8 Reviews to monitor the marking and assessment of KS3 linked to PLCs Collate folder of good practice of marking and feedback and TRIM for KS3 and 4 Offer one to one coaching of marking to ensure deeper understanding Identified teachers use self-assessment to ensure improvements are embedded

Evaluate the consistency of marking and feedback and TRIM at KS3 to ensure the same rigour as KS4 Line managers ensure subject leaders carry out comparison of KS3 and 4 books in all subjects through Book scrutiny Follow up by observation with book looks to ensure improvements have been made by identified staff

Embed consistent good practice in all subjects by refining the use of the learning Q and systematic use of TRIM linked to PLCs

Improve quality of Marking and feedback & TRIM linked to PLCs in practical and non-practical subjects through CPL Teams

Ensure that students know how to use PLCs to identify strengths and weaknesses

JWD EWN

Students can use the PLCs to self-assess, understand and can articulate their targets & achievements and know what

PLCs in all subjects for all years based on criteria and linked to targets

Student voice during drop ins, interviews, subject and year reviews

Use CPL group to action research ways to embed PLCs with staff and students Ensure that all staff have clarity of purpose with PLCs in order that

CPL workshops show links between marking, assessment, targets & PLCs. Drop in with TRIM as a focus to

CPL workshops show links between marking, assessment, targets & PLCs.

Evaluate students’ understanding of PLCs and update action plan Investigate the use of PIXL

against targets so that they can achieve them

to do to improve and reach their targets

students also have clarity

observe clear links with PLCs Student Voice on PLCs

Carry out student voice with emphasis on use of PLCs

Classroom App

Ensure all HOD monitor consistency of marking and feedback in their subjects to have a positive impact on learning

JLE/ JWD

ML more effective in holding their departments to account and ensuring greater consistency

Tailored C4L programme Subject monitoring pack Subject review programme and exemplar materials SLA support for identified subjects

SLT meetings and LM notes Link governor meetings Futures – with monitored actions Book scrutiny reports Learning walks Student voice External reports

Deliver coaching for leadership programme Introduce new subject reviews to ensure HOD’s ownership and accountability Recommendations from SWOT leading to report and key actions Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs LM agendas to feature drivers of improvement Whole school book scrutinies

Deliver coaching for leadership programme Continue programme of subject reviews Recommendations from SWOT leading to report and key actions SLT to discuss LM agenda items regularly and assess impact of subject review packs Whole school book scrutinies

Evaluate the coaching for leadership programme Evaluate impact of subject reviews Evaluate effectiveness of using SWOT analysis to drive improvement and greater accountability Evaluate and adapt subject monitoring pack for Autumn term

Extending the coaching for leadership programme to HOY and new members staff Using improved ML to coach others requiring support

b. Mastery Statements


Resources Quality

Assurance

2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Data collection and reporting

EWN TME Teachers

Successful data collection October 2017 Successful report

Sims TME RAP meeting time

Data collection on time Feedback from parents

Arrange sessions for CPD on new data collections Propose template for

Review collection process and reporting implementing actions for Academic

Review collection process and reporting implementing actions for Academic

home to parents

Repot to Governors and SLT

reporting and finalise for data to be sent home in October Trial new RAP meeting style with new collections Information letter created for parents

review 2 in February

review 3 in May Review all statements Implement statement changes in preparation for September 2018

c. Literacy Strategies

Actions Staf

f Success Criteria

Resources

Quality Assurance

2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Develop Guided Reading for identified groups to increase students’ comprehension skills

HBN JWD

Students’ reading assessments improve Students’ reading ages increase

Teachers & TAs time Appropriate sets of fiction and non-fiction books

Base line comprehension skills Re assess after series of guided sessions Monitor TAs GR sessions

TAs to deliver effective guided reading sessions with low level KS3 and 4, reluctant readers and year 7 MMA

TAs use guided reading as intervention tool with students identified as weak readers

Monitor interventions to ensure students make progress in reading skills and confidence Use data to analyse group for next round of group guided reading

Introduce reading comprehension activities into SAGE reading sessions to ensure students read for meaning

Develop reading buddy team to support weak readers

Monitor interventions to ensure students make progress in reading skills and confidence

To ensure all staff correctly identify common mistakes in class work

HBN JWD

Literacy Stickers on front of books SPaG marking in margin Green pen to reflect on errors made

Learning Walks and book scrutinies will identify strength of marking and areas to improve

All staff to be reminded of the Literacy Codes and given examples of good Literacy Marking

Carry out book scrutiny with SEN students to ensure they are being supported in their literacy

Identify teachers who need support with literacy marking and run a workshop

Gather evidence and create a best practice booklet to support staff training

Evaluate the impact of support for identified teachers who required intervention

Refine best practice booklet and deliver further training support staff

and ensure that teachers address these mistakes

To develop a Word Bank for all pupils to access in their lessons

HBN JWD

Students spelling and understanding of subject terminology improves

Key words for each subject created by depts.

Sheets will be stuck in books Evidence of teaching strategies being used Student voice and drop ins evidence use of key words

All pupils to have a set of key words in back of exercise books

Teachers to be using the key words as starters and homework tasks with pupils

Literacy CPL team to review the impact the use of Word Banks has had on their pupils and in Departments

Review key words by department and update in light of curricular changes

Ensure school displays make key words a learning resource

Whole school spelling bee with representatives from all subjects

To promote Reading for Pleasure

HBN JWD

More pupils accessing RR to read at lunch Pupils involved in leadership roles

Reading Room SLS

Book borrowing increases Higher Reading Ages

Use of Reading Room at lunchtime and during SAGE reading sessions

Hampshire Book Awards launch and meetings/ Date with a Book Introduce Reading Programme for MMA

Reading Room to be led by a group of Trained Student Librarians

Paired reading schemes set up between KS4 and 3 and adults and students

Promote love of reading by inviting guests to share their favourite books

Evaluate the uptake and diversity of book borrowing

To develop Oracy within SAGE sessions

HBN JWD

Pupil involvement in SAGE sessions Better communication skills when tackling RRR issues

Prizes winning Balloon Debate Teams

Pupil Voice will express interest

Creation of 3 SAGE sessions:

Quiz

Global Goals

In the News

Tutor Groups to be led in a Balloon Debate competition – in Tutor/Year

Monitor SAGE Oracy activities with HOY Conduct student voice to receive feedback

Explore federation/ local debating competitions

Assembly presentations to year groups

Develop a lead oracy student panel to interview candidates for teaching positions

d. Homework

Actions Staff Success Criteria Resources Quality

Assurance

2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer HOD’s

JLE Clearly identified:

Purpose

Class Charts

Report to Governors

Review of current

New policy completed

Review of new policy

Review departments Homework policies

EWN CPL group

Frequency

Guidance on differentiation

Rewarding

Teachers

Report to SLT

policy with all departments

and shared with Governors

identifying actions to move forward into 2018.

Information booklet created for parents

HODs JLE EWN CPL group

Booklet to include:

Student homework timetable

Expectations

Guidance on completion

Department information (possible yearly plan)

Different types of homework and what to do with them.

Teachers Admin

Parent survey monkey

Create homework timetable Gather student voice on expectations on Homework

Create draft booklet with information from new department policies

Survey monkey parents and students to identify actions for moving forward.

Class Chart review

EWN JLE CKT

Higher percentage of Homework being recorded on Class Charts

Class Charts Teachers Admin

Repot to SLT Report to Governors Report to HOD’s

SWOT analysis completed on Class Charts – to include both staff and students Staff CPD

Feedback on analysis and CPD on ways of moving forward

Report discussion on distribution with HOD’s

e. Transition


Resources Quality

Assurance

2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer Improve transition process to ensure best possible progress

JWD RBD

Students make quick progress against targets and avoid transition ‘Dip’

Transition initiatives

Transition Booklets

Monitor the impact of different strands of transition through observation and student voice

Ensure redrafted Transition Booklet is looked at by teachers & rewards given

Conduct early Year 7 student voice to monitor success of Transition

Run a Year 5 WOW Day in June

Evaluate Joint Inset and implement any

Twilight CPD Cross phase in subjects to aid greater collaboration Use the Transition Timeline to ensure planned events take place for year 5 & 6 from main feeder schools

Deliver Joint Cross Phased INSET CPD providing opportunities to plan & work together more closely Plan Year 5 and 6 WOW Days

subsequent actions Run Year 6 WOW Days Organise and run new year 7 and parents’ BBQ Have a Year 7 ‘graduation’ of key skills assembly

Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills

JWD/ HOD Students make quick progress against targets and avoid transition ‘Dip’

Time to liaise with feeder schools Time to review year 7 curriculum and map skills

Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice

Analyse lessons and student data to triangulate evidence

Use greater liaison with feeder schools to review year 6/7 curriculum and skills Use KS2 example of writing to set high expectations of year 7

Produce a glossary of literacy key words that students have been introduced to in KS1/2 Intro list to all staff to ensure consistency of language Use student voice to find out the texts they have read at KS2 to avoid repetition

Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress Evaluate best work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress

4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas:

a. Diagnostic feedback and TRIM


Resources Quality

Assurance 2017 – 2018 2018-2019

Autumn Spring Summer Autumn Spring Summer Ensure all staff provide consistently high quality feedback in their subjects

JLE/ JWD

Feedback to students in all subjects follows the policy PLCs are linked to diagnostic feedback

Subject monitoring pack Regular book scrutiny feedback Agenda item on SLT and LM

SLT meetings and LM notes Link governor meetings Futures – with monitored actions Book scrutiny reports Learning walks Student voice External reports

Year 9 book scrutiny Year 8 book scrutiny Subject review book scrutinies External reports – Crookhorn and LLP

Subject review book scrutinies Further whole school book scrutinies Reports back to staff Futures HOD monitoring focus CPL team workshop and sharing research Provide ‘Golden Nuggets’ on Feedback

Evaluate effectiveness and compliance with policy Complete self- assessment against policy linked with PM target Ensure ML more effective in holding their departments to account and ensuring greater consistency Provide coaching workshops for those requiring support

TRIM JLE JWD

Students are able to respond in depth to teacher feedback and close gaps in learning

Book scrutinies Learning wlak and dept. reviews Student voice

Students make progress Clear learning journey across books

Specific feedback given to subjects

Teachers

self-assessed

their marking

Learning walks Student voice Book scrutiny

Provide coaching workshops for those requiring support

b. Implementation of the presentation policy


Resources Quality

Assurance

2017 – 2018 2018-2019


Update T,L & A policy with presenation information

JLE JWD

Students work will be well pesented and aligned with quality of teaching

Produce copies of the new policy for consultation

Implementation and monitoring

Updated the policy to include presentation Set up working group for consultation

Agree policy changes and present to staff at CPD Time to implement through dept time Conduct book scrutiny

Evaluating the impact of the changes to policy Further book scrutiny and student voice Production of exemplar booklet

5. Develop an outstanding culture for students and staff. (Articles 12, 14, 28, 29 & 31) This will be achieved through addressing

the following areas: -

a. Achieving RRR status (Articles 1 – 3)


Resources Quality

Assurance 2017 – 2018 2018-2019


Ensure that rights-

respecting values

underpin leadership

and management

Leadership Team

Rightsrespecting values are central to everything

Assembly Time

School Vision School Policies Class

Charters

Line Management

Governor Meetings Lesson

Observations Student Voice

Ensure all updated

policies have a rightsrespecting

focus. All School Leaders

demonstrate a good

understanding of the

Convention Ensure that the Convention is understood in classrooms Embed the Charter into day to day practise

Continue with Autumn Term aims

in preparation for UNICEF

Level 1 accreditation

visit. Ensure that displays are linked to the Convention.

If successful with Level 1

accreditation, investigate

Level 2 aspects to

start developing.

Embed

aspects not found during

Level 1 accreditation

if not successful

Continue to explicitly embed a child rights approach based on the convention into the ethos and culture of the school. Enable students to see themselves as rights-respecting global citizens, advocates for

Continue to collate

evidence to show how

being a rights

respecting school has improved wellbeing

and achievement,

including attainment,

reduced exclusions

and improved

attendance.

Audit the curriculum to identify the

prominence of the

Convention within

lessons.

Student voice to monitor

their understanding

of the key articles and how they

affect their lives.

social justice, fairness and for children’s rights.

Start to work with other schools

(especially Feeder

schools to share our journey.

Embed Global

Citizenship to enable

students to become rights-

respecting citizens

JFR & CPL Team

All staff

Large majority of school are able to articulate the

language of rights and respect in

relation to global citizenship

Assembly Time

Lesson Observations

Student Voice

Line Management



. Continue with Global

Citizenship literacy

activities each month

Continue to develop regular

inclusion of Global

citizenship within

Assemblies and Literacy focus.

Continue with Global Citizenship literacy activities

each month Carry out Rights Respecting focus

and gather evidence from each curriculum area as to aspect of global citizenship

addressed Continue to develop regular inclusion of

Global citizenship within Assemblies and Literacy

focus. .

Student & Staff voice to

gauge the depth of

understanding regarding the link between

rights and global

citizenship.

Monitor the impact on the community of using rights respecting

language and attitudes.

Embed opportunities for students

to be confident in using the

language of rights and respect in relation to

global citizenship.

Continue to provide

opportunities for the school to take action to uphold the

rights of children locally,

nationally and globally and makes these

explicit.

Students are empowered to become

active citizens and

learners

JFR HOY

School community can express their opinions and make informed decisions about their health and wellbeing.

Assembly Time

Lesson observations

Steering Group

Year Team Community

Projects

Line Management



Continue to develop opportunities for students to be active citizens via their community

projects

Ensure Enrichment Days support students to make active decisions about their health and

wellbeing.

Student voice to gauge how confident they are that their

views are listen to and respected.

Continue to

collate evidence of

how students are involved in decision

making across the

school.

Enable student to recognise the opportunities they have to

access information that equips them to make

informed decisions about their learning, health and

wellbeing.

b. Addressing student relationships and building resilience through GMS


Resources Quality

Assurance

2017 – 2018 2018-2019


Coaching for students in years 7 and 8

JLE JWD CCS RBD

More reflective practice enabling students to cope with the demands of the school

PIXL NOW rsources PIXL Edge SAGE

Monitor stduents resilience through students voice

Introduce year 7 to coachng, GMS and resilience through planned induction session

Create SAGE time resileine and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 amd 8

Introduce year 7 to coachng, GMS and resilience through planned induction session

Create SAGE time resileine and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 amd 8

Rewarding GMS

JLE CCS HOY RPS

Students rewarded for effort

GMS potcards certificates

Analysis of data and increased publicilty

Publicity drive on use of GMS postcards for insible stduents Create HOY certiciate

Feature in WOW magazine Use images for displays

End of year for stdunts who have put in effort and developed resilience

Development of new postcard designed by stduenst

Ceate GMS abmassadors in primary schools on building resislience

c. Eliminating low- level behaviour (Articles 14, 28 and 20)


Resources Quality

Assurance

2017 – 2018 2018-2019


Regulr analysis Classcharts data

JFR CKT

Awareness for staff Improved behaviour and routines

Classcharts CPD

Given to HOD/ SLT Line mgt Year group dept review

Classcharts training Staff voice on behaviour in lessons Revised routines and standards

Compare stats to gauge improvements Monitor and evaluate

Offer coaching buddies to support weaker teachers

Provide HOD with behaviour stats

JFR CKT

Better ownership of behaviour in departments Better use of Classcharts

Classcharts

Line management SLT/ HOD Futures Year Group meetings Subject reviews

Provide HOD with breakdown of stats Use ML and SLT meetings to identify

Analysis of Classcharts data to identify trends Provide suitable interventions as required

Review progress across academic year Consider hot spots across school

areas of concern Track through RAP meetings

Focus on positive behaviour for learning to embed Article 28

JFR CKT CCS HOY

calmer school with focused transitions

Leanring walks Drop ins Focussed CPD sessions Input from CPL group

Teacher voice Futures Line management Year group meetings Subject reviews

All learning walks to have specific behaviour focus Ana;ysis of positive behaviour recorded on Classharts

Staff meeting to address issues with routines or standards HOD to address inconsisitencies Series of assemblies to focus on ; behaviour policy and levels Corridor behaviour Peer to peer abuse Sexual harassment

Use Futures to highlight how departments are using pride points to reward positive behaviour

Develop individual behaviour training

JWD JLE

Improved T&L Teachers have clear repertoire of B4L skills

Classcharts Observations Students voice

Learning walks Data analysis Coaching and mentoring support

Run B4L sessions after school with invited teachers

Review progress through self- evaluation , further coaching, mentoring and intervention

Further actions as required

a. Signposting healthy student lifestyles (Article 24)

Actions Success

Criteria Resources

Quality Assurance

2017 – 2018 2018-2019

staff Autumn Spring Summer Autumn Spring Summer

Appoint and Induct new chef

SCS PLY KRK

Greater percentage of students eating food prepared in school

QA visits from PCS

Sous chef to be part of Warblington Induction process PLY to monitor teamwork between catering assistants and chef

Regular QA visits by S Cross. Reciprocal chef visits to ensure consistent quality of food preparation and service.

Advertising campaign to promote FSM uptake

PLY KRK MBR

100% uptake for students entitled to FSM

Weekly menus and advertising in assemblies, newsletters Initial advertising on a ‘Grab and Go menu’

Weekly menus and advertising in assemblies, newsletters FSM student voice

Develop catering opportunities for lets.

Ensure healthy balanced meals are attractive to students.

SCS KRK

Student voice is positive regarding school prepared food

Target Improved uptake and ensure they are eating balanced meals. Use of tutor time, assemblies and enrichment days Student voice regarding quality and type of food served

ImprovImproved uptake and ensure they are eating balanced meals. Use of tutor time, assemblies and enrichment days Feedback on student voice to chef

Track improvement and analyse % uptake in target groups

Ensure that Article 24 is followed and encouraged in school community and globally.

SCS KRK HOY

Students feel that school supports them to live healthily and global projects are supported via charity days.

Student Voice Community Projects

Enable student to recognise the opportunities they have to access information which equips them to make informed decisions about their health and wellbeing and for the global projects which the school supports

Student voice activity regarding health and well being

.

Documents

SCHOOL IMPROVEMENT PLAN 2017 2020€¦ · by HODs and YTL. Are questions hard enough? – Differentiation strategy with ERS. Trial Disadvantaged passport Review effectiveness of sticker