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Securing ‘Outstanding’ Action Plan: 2015-2018

Staff- SOAP- GSH Jan 16

Priority Area-

OUTCOMES

Key Targets (school

target) [2015] PP Targets

[2015] Actions Responsibility RAG Term 1 Monitoring

(Sept-Dec)

Term 2 Monitoring

(Jan-April)

Maximising Year

11 Progress and

Attainment

3LOP+ EN = 76% [97]

3LOP+ MA = 79% [63]

4LOP+EN = 52% [66]

4LOP+ MA = 55% [22]

5A*- C E&M = 69% [64]

CAPS = 380 [329]

Progress8 = +0.30

[+0.24]

3LOP+ EN = 91% [97]

3LOP+ MA = 83% [43]

4LOP+EN = 55% [78]

4LOP+ MA = 58% [9]

5A*-C E&M = 70% [42]

CAPS = 384 [300]

Progress8 = +0.35 [+0.13]

Excellent progress and attainment for all and eradicating the gap for disadvantaged students:

Target setting used to drive individual student aspiration by ensuring that all students are set targets that promote 4LoP as a minimum with PP students set on 5LoP.

Accurate assessment to take place based on sound evidence at a class and department level as evidenced through leaning walks, lesson observations, work scrutinies, data and achievement analysis;

Subject leaders to analyse student data before each assessment cycle to ensure that it is accurate before it is analysed at a whole school level;

Full analysis of data to be carried out by subject leaders to ensure that they have autonomy and are accountable for the performance of students in their subject area;

Intervention groups in mathematics, English and science identifying students making less than 3LoP specifically those students who are PP;

Ensuring that the target setting system promotes a narrowing of the gap between PP and NPP students;

PP focused learning walks by SLT;

PP progress will feedback on lesson observation forms;

PP progress agenda item for all middle leader’s meetings – analysis of PP students involvement in pastoral issues, achievement, attendance, detentions, seclusion and exclusions;

All internal quality assurance has a PP focus for example marking trawls, journal checks;

PP SLT focus – standard agenda at various SLT meetings comparing PP & non PP in terms of achievement, attendance, assessment and behaviour;

Appraisal – all colleagues have a PP target, all middle leaders held accountable for their PP performance and judged by gap in achievement for focus groups and non PP students.

Teaching to be pitched at Level 5 as a minimum in year 7 to ensure students make greater progress earlier;

Teaching in KS4 and Post 16 will be pitched at the highest sections of the examination rubric to improve the proportion of students leaving THS with the highest grades;

Formal external partnerships to be formed to act as external assessors of the quality of students’ work through high quality standardisation and moderation.

Improving the use and impact of school data on student outcomes:

Responsible

ANJ

Monitoring

GSH

Evaluating

ANW

Governance Link

Student Progress

Student targets set. More ambitious targets

set for PP to close gap. PMR Targets set, inc.

PP

‘War room’ set up after STARS 1 with crucial

students highlighted.

Teaching and Learning/ behaviour/L&M

review of Mathematics implemented.

Evaluation of form time teaching periods

implemented.

Administrative support for yr. 11 form

teachers actioned.

PP/SEND students targeted by SENCO/SLPT

and director of Pupil premium.

Student Voice questionnaire.

Revision strategy activated.

‘War room’ in third cycle of use. Maths line

management changed and action plan

implemented, 71% A-C based upon mock

exams. STARS 3 5A*-C inc E&M 68%.

Year 11 PP

3LOP+ EN = 76.7 68

3LOP+ MA = 72.3 64

4LOP+EN = 42.7 24

4LOP+ MA = 26.7 20

5A*- C E&M = 68 53.8

CAPS = 344.3 324.69

Progress8 = +0.44 +0.23

Year 11 pupil individual results analysis for

CLs giving picture of STARS results

compared to other subjects.

Maximising Year

13 Progress and

Attainment

APS Entry = 215 [192]

APS Student = 600 [574]

APS Entry = 215 [234]

APS Student = 600 [615]

Critical students’ (intervention groups) info

given to CLs.

New LM Maths, action plan reviewed and

amended. GORSE info re: maths

intervention, mock review and course

coverage. Offer of day at TFA for

inexperienced maths staff focused on ‘pace’

in lessons.

Year 13 PP

APS Entry = 222.32 219.19

APS Student = 781.48 849.38

Maximising Year

12 Progress and

Attainment

APS Entry = 230 [302]

APS Student (AS Grade) =

98 [97]

APS Entry = 200 [172]

APS Student = (AS Grade) 95

[91]

LM meetings completing dep’t STARS

review.

APS Entry = 103.55 PP = 104.65

APS Student = 580.57 PP = 450

Maximising Year

10 Progress and

Attainment [* based upon Yr. 10

STARS 3, 2015]

3LOP+ EN = 85% [91]

3LOP+ MA = 85% [87]

4LOP+EN = 60% [52]

4LOP+ MA = 60% [56]

5A*-CEM = 80% [77]

CAPS = 385 [340]

Progress8 = +0.35

3LOP+ EN = 85% [78]

3LOP+ MA = 85% [77]

4LOP+EN = 60% [39]

4LOP+ MA = 60% [36]

5A*-CEM = 75% [54]

CAPS = 350 [320]

Progress8 = +0.30

Learning walks for tutor time English, maths

and science tutors.

STARS 2 PP

3LOP+ EN = 45.1 33.3

3LOP+ MA = 68.3 59.3

4LOP+EN = 3.7 3.7

4LOP+ MA = 24.4 14.8

5A*-CEM = 59.3 44.4

CAPS = 332.06 322.41

Progress 8 = -0.14 -0.03

Maximising Year 9

Progress and

Attainment

8 SLOP+ EN = 100%

[32]

8 SLOP+ MA = 100%

[60]

EN L5+ = 100%

[97]

EN L6+ = 70% [86]

MA L5+ = 100%

[98]

MA L6+ = 70% [79]

SC L5+ = 95%

8 SLOP+ EN = 75% [26]

8 SLOP+ MA = 75% [48]

EN L5+ = 100% [89]

EN L6+ = 70% [68]

MA L5+ = 100% [85]

MA L6+ = 70% [68]

SC L5+ = 95% [100]

SC L6+ = 68% [71]

GORSE provided English standardisation

materials – new spec.

STARS 2 pp

8 SLOP+ EN = 0 0

8 SLOP+ MA = 28.3 29.3

EN L5+ = 92.5 90.2

EN L6+ = 73.6 63.4

MA L5+ = 93.4 87.8

MA L6+ = 68.9 61

SC L5+ = 99.1 100

SC L6+ = 73.6 68.3



[100]

SC L6+ = 68% [88]

Subject leader’s training to ensure that all members of staff are confident and competent in using data systems to synthesise key areas of improvement;

Subject leaders to establish and maintain a portfolio to include evidence of work which will be used to justify grades/levels;

Use of line management meetings to complete departmental STARS reports.

Maximising Year 8

Progress and

Attainment

5 SLOP+ EN = 90% [28]

5 SLOP+ MA = 90% [48]

5 SLOP+ EN = 80% [32]

5 SLOP+ MA = 80% [43]

Assessment Portfolio to be developed in

spring term including bank of standardised

assessment materials.

5 SLOP+ EN = 13.3 PP 10.8

5 SLOP+ MA = 38.9 PP 45.9

Maximising Year 7

Progress and

Attainment

3 SLOP+ EN = 90% [57]

3 SLOP+ MA = 90% [70]

3 SLOP+ EN = 80% [67]

3 SLOP+ MA = 80% [77]

Post 16 1st Formal Assessment Dec 2015.

STARS 2 and actions pending Jan 18th 2016.

Critical students put on contract after post

16 STARS 1 – review period up at STARS 2

data point – pending.

Year 11 mocks WB 18th Jan.

3 SLOP+ EN = 4.6 PP 6.7

3 SLOP+ MA = 21.5 PP 16.3

Engagement with

parents and carers

Establish a Parents’ Forum focussed on assessment;

Improvement plan established for improved assessment;

All actions of the improvement plan carried out by the end

of 2015-2016;

Increased engagement with parents/carers at Parent

Consultation Evenings – turnout above 90%;

Establish a Parents’ Forum to improve the way in

which the school engages with parents regarding the

progress students are making;

Any families who do not arrive at Parent Consultation

Evenings will receive a follow up phone call or will

arrange a meeting in school at an alternative time;

Establish ‘Engage’ evenings for parents/carers where

they attend taster lessons with their children;

Establish ‘Core Revision’ evenings for parents/carers

to provide them with useful strategies that can be

used at home to support student learning.

Responsible

ANJ

Monitoring

GSH

Evaluating

ANW

Governance Link

Student Progress

Parents in partnership group – introduced

to year 7 parents eve… after February half

term (WB22nd Feb’)

Core revision eve to be scheduled pre-

Easter.

Post 16 parent and student seminars on

UCAS application and finance systems

scheduled for March 2016

Response to request for interest year 7

parents limited. Intention to open up group

to broader range of year groups.

Responding to the

national agenda

The school curriculum is fit for purpose;

Student achievement in key measures including Progress 8

and Attainment8 is positive (above NA) including for PP

students;

The school has a new reporting system by 2016-2017.

The school’s curriculum is reviewed on an annual

basis to ensure that it meets all statutory

requirements and is in line with the new/updated

performance measures;

SISRA is used to monitor and track the performance

of students in terms of progess8 and attainment8;

From consultation with parents/carers, other

providers, subject leaders and staff a new reporting

system is established for first use in September 2017.

Curriculum plan underway, potential models

have been reviewed at SLT level.

Use of SISRA well embedded in systems.

Research still to be undertaken re :

reporting systems 2017.

A new curriculum plan has been discussed

at all levels.

ANJ has designed the Option blocks to be

Progress 8 (but not Ebacc on the advice on

MC) compliant. All students have received

detailed IAG and the process is complete.

The new model includes citizenship in KS4

and a rationalised option block for Year 10.

It also boosts History in Year 9 with 3

periods.

Governors, Finance and PAWG hold SLT to

account with curriculum and financial

scrutiny. Curriculum re-design to take big

picture into account.



Priority Area

Leadership and

Management

Key Targets Strategy Responsibility RAG Term 1 Monitoring Term 2 Monitoring

Securing ambitious

and proactive

leadership

Student performance shows considerable

improvements over time and results in achievement

which is above the national average;

Staff surveys show that staff are aware of the vision of

the school and carry out the values of the school in

their daily work;

The school vision to be an integral part of recruitment;

To ensure that all professionals are fully committed to the

vision of the school and work together to achieve the aims

of the school:

Student performance in line with section 1 of the

SOAP 2015-2018;

Carry out regular staff surveys to identify staff

attitude towards the school vision.

Vision and ethos to play a major role in the visual

image of the school (internal/external), recruitment,

induction and training of all staff;

School’s curriculum has a positive impact on

achievement and behaviour and reflect the changing

national picture on an annual basis;

Governance to ensure through holding leaders to

account that the vision and aims of the school are

being realised.

Responsible

GSH

Monitoring

Evaluating

Finance and

Resources

Governance Link

Full Governors

Data dashboard, R-o-L data very positive,

with maths plan activated.

School vision is now an integral part of

induction.

Staff surveys need to be done next term.

School vision and ‘brand image’ firmly

established on website and in all school

materials and policies / procedures. New

award instigated to reflect local-national-

international agenda: THS goes Global –

awarded for first time in Jan 2016.

Several curriculum models presented to SLT

to discuss national picture and students’/

school’s needs.

Governors’ meetings hold SLT to account.

Staff surveys show that middle leaders receive high

quality line management;

Headteacher carries out joint line management

meetings;

Scrutiny of line management notes as part of appraisal

– all SLT successful;

To strengthen quality assurance processes including line

management to ensure even greater consistency:

SLT line management notes are scrutinised as part of

the appraisal process;

Quality of line management to be a part of appraisal;

Headteacher to carry out joint line management

meetings with all members of SLT;

QA documentation across the school are reviewed on

an annual basis (at least) to ensure that they reflect

the changing national picture including Ofsted;

Increased effective use of performance data to

highlight areas of the school that require stronger line

management.

Line management meeting take place one

per fortnight.

All SLT on track to pass appraisal targets for

first review.

Headteacher / Deputy head holds all LM

meetings, holding SLT to account on all

levels-.

Impact on student data analysed and

weaker points/ AFI identified and

addressed.

Staff surveys will be done next term.

All work scrutinies are evidenced and evaluated in

relation to student progress;

Work scrutinies causing concern are revisited;

To utilise more opportunities to assess the progress

students are making through targeted work scrutinies and

more effective use of STARS data to drive this process:

Following each STARS cycle individual/groups of

students or class groups will be identified and their

work will be assessed through a work scrutiny to

ensure that achievement is in line with expectations;

Work scrutinies are revisited to ensure improvement

are made when necessary;

Work scrutiny to have a clear focus around PP

students and the progress they are making;

Subject leaders to carry our specific PP focussed work

Year 10 pre-STARS ‘dry run’ complete.

All Middle Leaders engaging in

standardisation with partner schools.

The responsibility for work scrutinies is part

of the MLDP.

Work scrutinies have been done as part of

lesson observation rounds 1 and 2.

CJC to report back on progress.



scrutinies to ensure that PP students are making rapid

and sustained progress;

Middle leaders’ development programme established;

the move to outstanding.

To establish a Middle leaders’ development programme

securing highly effective and efficient middle leadership:

Documented through Departmental SEF Portfolios and

monitored/challenged through line management.

Outstanding Leadership and Management of all departments

will ensure outstanding teaching, learning, behaviour and

welfare in lessons. In addition to this, outstanding Leadership

and Management in tracking students’ progress, ensuring

outstanding progress for all, will assure outstanding

outcomes.

1) Work Scrutiny – scrutinise; the teacher’s marking – does it impact progress? Quantity and quality over time, Presentation of work, Accuracy of assessment (for standardisation processes), Schemes of work being followed / planning for progress over time. Standards of Literacy / extended writing throughout. 2) Lesson Observations/ Pop INS/ Student Voice/Learning Walks – look at standards of; Teaching/Learning/Assessment. Behaviour/Welfare / Personal Development. Literacy and Extended Writing. 3) Data; after each STARS cycle ML’s are provided with data snap shots. Ensuring progress for all (ANJ identifies student concerns) 4) Talk to staff/Appraisals/Line management & department meetings, 1;1. Covers; Teaching, Learning and Assessment, Planning for progress, Behaviour, Work life balance, Barriers / Problems in and out of school, CPD/PDP needs. 5) Self – Evaluate and Action Plan (SEFs): Live working document that is updated to continue and embed outstanding teaching, learning and assessment for all.

1) Work Scrutiny: Oct/Nov Work Scrutinies

conducted through appraised lesson

observations by SLT & ML’s: 94% of marking

and feedback was judged as good or better

(61% outstanding.)

THS Work scrutiny procedure shared with

external schools for training purposes; CVHS

and PLHS.

B11 assessed THS work scrutiny procedure,

confirming it as ‘robust system’. Focus; Ebac

subjects and ‘does marking & feedback

impact progress.’

2) TL&A ‘departmental profile’ created for

all ML’s to reflect & assess AOS/AFD. All

departments have a good or better TL&A

profile.

3) Data snap shots produced for Year 11, 10

and Post 16 classes. AFD identified for

students not making expected levels of

progress and immediate intervention

actioned & identified through programme.

4) Individual MOS TL&A profiles created and

shared through line management,

identifying AOS/AFD. Supporting 1:1

conversations and personal targets for all;

ensuring all professionals receive bespoke

professional development, feeling valued

and supported, focus at all levels;

TF,NQT,RQT,MPS,UPS and SLT level.

Supporting appraisals targets.

5) SEF: All ML’s have analysed and reflected

on TLA profiles, securing and improving TLA

departmentally, ensuring outstanding

outcomes for all.

Student progress data actioned.

CJC and SLT line managers received detailed

MLPD Action Plans supporting outstanding

outcomes for, strategic monitoring through

SLT line management.

ML meeting planned ‘sharing outstanding

Action Plans / strategies impacting 4 critical

areas: TLA, Behaviour & wellbeing,

Leadership and Progress/Attainment.

ML’s completed training around ‘Difficult



conversations’.

The school is in a positive budget position by the end of

the 2018-2019 financial year.

To ensure that the financial practices and procedures of the

school are sound and provide the school with a balanced

budget by the end of the 2018/2019 financial year:

Governance to hold leaders closely to account for the

financial stability of the school through all committee

meetings;

Regular scrutiny of the school’s financial position

carried out by members of SLT;

High quality reporting systems established to ensure

that all leaders and budget holders can manage the

school finances effectively.

Responsible:

RNU

Monthly finance committee meetings take

place attended by both the Headteacher,

Finance Manager and members of the

school Governing body, monthly

management reports are produced for and

discussed at these meetings. The outcomes

of these meetings are reported directly to

SLT.

Finance matters are reported to SLT on a

weekly basis and SLT take an active part in

authorising any activities not initially

budgeted for.

Budget holders receive budget monitoring

reports on a monthly basis and have the

opportunity to meet with the Finance

Manager to ensure they are monitoring

their budgets effectively.



Priority Area

Teaching,

Learning and

Assessment

Key Targets Strategy Responsibility RAG Term 1 Monitoring

Securing High

Standards of

Teaching and

Learning

100% of lessons judged as good.

40%+ of lessons judged as outstanding

All TLR holders observed as good or better

All teaching which requires improvement or

inadequate is removed from the school;

Capability proceedings are initiated where needed;

Marking and dialogue target:

100% of work is marked frequently

100% of work is marked showing strengths and targets

G4G is used effectively – 100%

Ensuring that teaching over time in all key stages and subjects is outstanding and never less than good: Personalisation, Engagement, Progress - Lessons are for learning – all lessons/books are focussed

on the development of skills and knowledge; - Well-judged and planned teaching resources are

deployed when necessary to promote student learning,

with a specific focus around HA/SEN/PP students;

- Subject leaders to ensure that all lessons are centred around ensuring that all students make exceptional rates of progress;

- Positive climates for learning create passionate and

resilient learners. All staff contribute to the design and

provision of the department, sustaining exceptional

learning environments

- New Curriculum and sequences of learning provide challenge, engagement and depth to learning with a focus around exam habits allowing progress from all learners.

- Staff encourage exciting and engaging extra-curricular activities.

Responsible

CJC/CHR

Monitoring

GSH

Evaluating

ANW

Governance Link

Student Progress

Whole School: 89 % of lessons judged good

or better, 41% outstanding.

Core subjects: 95% good or better

judgements / 44% outstanding. 1 lesson RI

(Teach First / support, ongoing.)

Foundation subjects; 77% of lessons judged

good or better/53% outstanding.

23% (5 lessons) judged as RI/I. (2X Teach

First and 2X re observed, achieving a good

judgement).

All departments achieved a good or better

TLA profile overall, English / Geography /

Arts an outstanding TLA profile.

Support actioned in 4- Departments to

secure consistently good TLA.

All TLR holders judged as good or better;

SLT: 100% Good / 84% outstanding

ML’s:100% Good / 50% outstanding

MPS/UPS: 93% Good or better / 36%

outstanding

Areas of strength in the TLA framework

analysis;

+ 63% outstanding in;

Behaviour, standards and expectations

of students ( 70% of lessons

outstanding)

Standard of literacy (69% of lessons

outstanding).

Student’s attitudes to learning (64% of

lessons outstanding).

Student engagement in marking and

feedback.

AFD where outstanding judgments were <

50%:

Personalisation and challenge ( 41% of

lessons outstanding)

Progress in lesson (48% of lessons

outstanding)

Progress over time.(47% of lessons

outstanding)

CPD completed;

Outstanding Teaching and Learning:

- Reading, writing & communication

- Writing strategies



- Planning & delivering outstanding

lessons

- Consistently outstanding – you said, we

did

- IMPACT of consistently

good/outstanding teaching and

learning

Literacy update / Exam and revision

techniques

PDP completed;

Marking and feedback. Supporting

exceptional standards. Work scrutiny

conducted by all MOS.

Exam habits – ‘How we did it’ (English

dept.)

Engagement

Staff evaluations conducted: 80-90% of

staff found these sessions; engaging, useful

material, using advice to inform

planning/teaching and learnt something

new to develop professional practice.

Staff evaluation conducted around Exam

Rubric for both KS4/5, showed majority of

staff not confident in knowing that students

can revise skilfully and effectively. CPD

actioned training around this.

Student Voice conducted; All Year 11

students (English / Maths).

Exam Preparation & student confidence

in approaching exams:

English: 71% of students confident in

questions asked.

Maths: 59% of students confident in

questions asked.

TLA:


questions asked.


questions asked.

Behaviour for learning:


questions asked


questions asked.

OTP completed:

66% of cohort (2 MOS) received

outstanding judgement within the OTP

observations

(1 monitored / supported internally).

33% good judgment (1 MOS).



The use of data to drive up standards of teaching: • All Subject teachers use data skilfully to inform teaching

and promote greater levels of personalisation through strategic seating plans;

• Regular and explicit focus around data at a class, department and school level to ensure there are no surprises during lesson observations and for students on results day;

• Departments collaborate in their approach to ensure that gaps in attainment are closing rapidly and that any gaps in achievement are identified quickly.

CPD/PDP training sessions conducted,

introduction to all MOS the ‘Data Snap

shot’ supporting PEP (personalised,

engaging T&L to impact rapid rates of

progress).

85% of staff found this session engaging

90% of staff plan to use advice in

personal planning/teaching.

40% of staff had never used data to

inform personal teaching practice.

80% of staff found material useful.

78% of staff learnt something new or

developed a new skill as a professional.

MLDP: Provided data snap shot to all KS4/5

observed lessons, for ML’s to analyse the

impact of Teaching and learning with

progress over time for all learners.

All KS4/5 Data snap shots have been

provided to ML’s to inform Appraisal targets

and for intervention to be identified early

and actioned.

ML’s to share strategies that are having an

impact through PDP/ ML’s meetings

calendared throughout the trem.

All staff and students and parents to engage with speaking and listening, reading and writing as integral parts of teaching and learning;

All teachers to promote speaking and listening, reading and writing skills in lessons and through high quality marking;

Improved student outcomes as in line with section 1 of the SOAP 2015-2018;

Consistent approach to SPAG in all lessons/marking and feedback. All books (100%) to demonstrate that marking policy and literacy code has been consistently applied.

Extended writing to be embedded in every scheme of work to give students the opportunity to speak, read and write like a historian, designer, scientist or mathematician etc.

All lessons judged as good or better for the delivery of reading, writing and speaking & listening

Establish a ‘Best Practice’ forum that all subject areas take part in and contribute to;

Literacy sessions with Literacy mentors for students below level 4 on entry.

Improve the teaching of reading, writing and speaking & listening skills:

Establish an agreed ‘best practice’ in teaching writing skills- disseminated to all staff;

Whole school staff CPD on what best practice looks like in the classroom;

Embed a whole school best practice sequence of learning and ensure that this is used consistently by all staff;

Quality Assurance/ sharing good practice at Faculty and SLT level (Learning walks, observations, marking trawls);

Set aspirational levels of competency for each year group, aimed at the very highest achievement;

Review lesson observation/marking form and literacy marking code to include the teaching of speaking, listening, reading and writing skills;

Monitor the progress of students’ writing skills-through assessment of specific writing skills;

Review all faculties’ schemes of work and embed the teaching and learning of speaking and listening skills;

Teachers modelling good and outstanding practice so that opportunities to develop reading, writing and speaking & listening are not missed;

Review all faculties’ schemes of work to ensure that the teaching of writing skills at word/sentence/text level is fully integrated;

‘Literacy Link’ to focus on writing skills.

Responsible

LPF

Monitoring

GSH

Evaluating

ANW

Governance Link

Student Progress

Whole school CPD delivered on the

deliver and sequence of teaching

Extended Writing the amended

marking code and the use of SPaG.

September 7 2015.

All departments produced action

plans of how they plan to improve the

teaching of extended writing.

All departments to have a ‘spot’

sharing good Literacy practice at the

beginning of each PDP session.

Assemblies launching SPaG delivered

to all students w/b 28 September

2015. SPaG posters displayed in all

classrooms.

All students to have a Literacy book to

use on Tuesdays-with accompanying

powerpoint.

Lesson observation/marking form

reviewed and amended to include the

teaching of Literacy skills.

Literacy/numeracy whole school

appraisal target.

Thesauri made available in all

classrooms.

Literacy Update delivered 2nd CPD day-

In Round 1 lesson observation 92% of

lessons -demonstrated

good/outstanding teaching of Literacy.

Round 2 LO Literacy was judged

through book scrutinies.

PP 74%-students could show how

teachers helped with them with their

literacy.

SEN 77%

High ability 77%

85% teachers promoted high

standards of literacy.

Responsible:

ANJ



reinforce the importance of teaching

‘Best Practice’ when teaching

extended writing.

Literacy was good or outstanding in

91% lessons observed in Round 1 LO.

SPaG badges awarded to 3 Yr11

students for ‘Professional’ SpaG.

All Yr7 and Yr8 Reading have now

been tested for Accelerated Reader.

Literacy Intervention targeted to

students below Level 4 on entry.

A common approach to numeracy is used by all relevant subjects.

Improved student outcomes as in line with section 1 of the SOAP 2015-2018;

Implementation of a whole -school calculation policy to ensure consistency in the delivery of relevant mathematical concepts.

Improve students’ Numeracy Skills:

Develop a CPD programme to support the teaching of numeracy.

Buddy system established mathematics & other relevant faculties.

Virtual handbook to be created to aid the consistent teaching of mathematics.

Dissemination of the calculation policy.

Journal pages to reflect the key facts and methods of the calculation policy to ensure consistency of delivery.

Elements of mathematics, taught within other subjects to be identified and consistently taught within schemes of work.

Decide on a common numeracy approach and language in teaching mathematical skills e.g. graphs, measurement.

Numeracy Friday-tutor time.

Responsible:

RIH

Evaluating:

ANJ

Numeracy development has focussed on ensuring that in the mathematics department (a serious weakness of the school in the past) the basic number skills are embedded throughout lessons.

In addition to this, all students actively participate in numeracy form time activities at least once a week to further support the development of basic skills such as addition, subtraction, division, multiplication, fractions, ration and proportion. Ofsted 2015 – ‘the teaching of mathematical skills is equally strong…’



Priority Area

Personal

development,

behaviour and

welfare.

Key Targets Strategy Responsibility RAG Term 1 Monitoring Term 2 Monitoring

Reduction of FTE:

All = 10% [2014/15 = 11.9%] [2015/16 = 2.5%]

PP = 5% [2014/15 = 6%] [2015/16 = 1.6%]

Non-PP = 5% [2014/15 = 5.9%] [2015/16 = 0.89]

SEN = 4% [2014/15 = 4.4%] [2015/16 = 1.4%]

Male =7.5 % [2014/15 = 8.5%] [2015/16 = 1.7%]

Female = 2.5% [2014/15 = 3.3%] [2015/16 = 0.7%] Reduction of Seclusion utilisation:

All = 36% [2014/15 = 40.5%][2015/16 = 10.5%]

PP = 20% [2014/15 = 24.8%] [2015/16 = 5.2%]

Non-PP = 14% [2014/15 = 15.6%] [2015/16 = 5.4%]

SEN = 10% [2014/15 = 12.4%] [2015/16 = 3.2%]

Male = 25% [2014/15 = 28.8%] [2015/16 = 6.9%]

Female = 10% [2014/15 = 11.7%] [2015/16 = 3.6%] Reduction of Permanent Exclusion:

PX = 0.36% [2014/15 = 0.53%] [2015/16 = 0%]

Improved behaviour for all groups.

- Review and modify ‘Seclusion’, location, staffing, work, routines.

- Introduce ‘internal exclusion’ to reduced fixed term exclusion.

- Increased profile of rewards through visible symbols of positive contributions to school life and learning – Bronze, Silver and Gold badge system based on cumulative number of Commendations.

- Student Voice and School Council to lead on student engagement with rewards process.

- Embed the behaviour system and hold to account staff who do not uphold the system. Monitored by ‘Behaviour for Learning Walks’ - Lesson monitoring via SLT and department heads of student engagement and behaviour in lessons.

- Lesson Observations to explicitly monitor and record use of Positive Discipline.

- Refinement of current ‘Attitude to Learning’ policy. - Robust tracking of rewards and sanctions for all groups. - Threshold triggering TAC intervention. - Form tutors to take on greater pastoral responsibility. - Behaviour for Learning CPD emphasising importance of

Positive Discipline – Sept 2015. - Greater emphasis of governor contribution towards

improved Behaviour for Learning. Through regular ‘Attitude to Learning Walks’ – Joint lesson monitoring of student engagement and behaviour.

- Clear triggers for Governor Welfare Panels below the statutory 15 day guideline.

Responsible

EMR

Monitoring

GSH

Evaluating

ANW

Governance Link

Student Progress

Positive Discipline training for all

staff undertaken Sept 2015, update

offered Jan 2016.

Seclusion redesigned, staffing re-

structured, introduction of formal

‘work books’.

Internal exclusion established with

the extended timeframe between

8:30am and 4:30pm.

Learning/behaviour walks set up &

timetabled including collaboration

with the link governor.

Commendations and FWs tracked

and monitored by Learning

Managers; journal report utilised

to positively manage students not

getting it right.

First Bronze badges distributed to

students with over 400

commendation Dec 2015. Silver

and Gold badges ready for when

the 800 and 1200 threshold have

been reached.

Governor Welfare Panels held for

those students exceeding 15days in

one term, monitored and tracked

via SLPT administration.

Reduction of FTE:

All = 6.3%

PP = 3.1%

Non-PP = 3.2%

SEN = 2.3%

Male =5.2%

Female = 1.1% Reduction of Seclusion utilisation:

All = 30%

PP = 13.1%

Non-PP = 16.9%

SEN = 8.1%

Male = 21%

Female = 9%

Reduction of Permanent Exclusion:

PX = 0.36%



Increased attendance at parents’ evenings:

All = 85%

PP = 85%

Non-PP = 85%

SEN = 85%

Male = 85%

Female = 85% Increased number of parent view responses. Increased attendance for all.

Increased parental engagement.

- Restructure parents’ evening arrangement – Allow for greater privacy and more focused discussion. Removal of appointment systems to lower waiting frustration.

- CPD for staff centred on effective streamlined dialogue used with parents in line with our thorough STARS reporting system – Reduce waiting time at parents’ evening.

- Ensuring the strategies employed by the TAC team are pro-active in engaging ‘hard to reach’ families.

- Proactive communication with home – utilise current systems including the website and texts home to inform parents earlier and more regularly of necessary information.

- Learning Managers to have greater collaboration with SLPT – Monthly ‘Pupil Progress Panels’ to discuss needs and intervention for most vulnerable.

Parents’ evening now arranged in

the hall and the gym to allow

greater privacy for those attending.

Dialogue with home held for all

SLPT referrals.

Increased leadership opportunities.

Greater proportion of PP/SEN students in leadership

roles.

Enhanced student leadership and ownership of learning.

- Widen the number of roles available; create a Todmorden School Council in liaison with the feeder primaries.

- Manage leadership roles more effectively ensuring staff are providing meaningful opportunities within each curriculum area – monitor the impact of these roles throughout the year utilising LM meetings to facilitate this.

- Monitor the proportion of PP and SEN students applying for roles and offer support to complete applications for these students.

Students Voice representatives

elected through form and form

tutor nominations.

School Council representatives

elected through application form

regarding the experience and skills

they could bring to the role;

support offered to students where

needed.

4 candidates have been supported

in their campaign to be the next

Calderdale Youth MP

Gill Davies award introduced at

Prize Giving for a student who has

demonstrated excellent leadership

within their prefect role.

Increased Attendance

All = 97%

PP = 97%

NPP = 97%

SEN [SEN support] = 97%

Male = 97%

Female = 97%

PA for all groups of students = below 10%

Increased Attendance

- Add tracking of SEN students to weekly SLT report by SEN Support and Statement / EHC.

- Restructure Community Engagement Officer’s work pattern to enable increased home visits and earlier intervention.

- Provide staff training at the start of the year to increase the profile of the form tutor.

- Initial tracking of students based on their previous year’s attendance; utilise Y6 attendance information to categorise potential attendance problems.

Learning Manager for Community

Engagement working restructured

with more home visits and

engagement of hard to reach

families.

All students below 90% [PA

threshold] tracked weekly by the

Learning Manager for Community

Engagement.

Attendance policy under review to

ensure it reflects current practice

and targets.

Positive Discipline training Sept

2015 highlighted the importance of

the role of the form tutor.

All = 95.9%

PP = 93.3%

SEN [SEN support] = Y7=96.7, Y8=95.2, Y9=91.9, Y10=89.2, Y11=90.13.

Responsible: ANJ



Male = 95.2%,

Female = 96.6%

PA for all groups of students = 9.6% Post 16 attendance to 15th Jan significantly increased from last year

Year 12 last year = 95.6%, this year = 96.4%

Year 13 last year = 91.1%, this year = 95.2%

PP y13 last year = 89.7%, this year 93.4%

PP y12 last year = 93.8% this year = 92.3% - critical students to tackle here as a result – only downward trend in post 16

Ensuring the safety of all students

- Training for all leaders relating to safer recruitment;

- Training for all staff regarding safeguarding and

extremism;

- Additional specialist training to be arranged for TAC

officers and other new roles in the school pastoral

structure;

- Enhanced auditing and control on the process of risk

assessments to ensure that they are not only compliant

but ensure that all steps have been taken to ensure the

security and safety of students in all aspects of school

life.

Proportion of SLT received safer

recruitment training.

Safeguarding and extremism

training complete including

updates regarding FGM and

Prevent agenda.

Ongoing training timetabled for

new staff and trainees.

Documents

Securing ‘Outstanding’ Action Plan 2015-2018todhigh.com/clickandbuilds/WordPress/wp-content/... · ZWar room [ set up after STARS 1 with crucial students highlighted. Teaching