SINGLE SCHOOL ACTION PLAN · agency plan. BBO Sept 2018 100% of pupils in all year groups on an appropriate curriculum Provide well-matched pastoral support and intervention to Sept

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SINGLE SCHOOL ACTION PLAN ALL SAINTS’ CofE SCHOOL

8 JUNE 2018 Working document

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Signed

Martin Mcleman Executive Headteacher

Brian Boyes Acting Headteacher

Harry Turner Chair of IEB

Review dates: July 2018 then 4 weekly Jan 2019 half termly May 2020 the school is judged as ‘Good’

RAG status

White: Not started

Red: Not achieved past deadline

Amber: In process

Green: Achieved

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Priority 1 Safeguarding

Outcomes

Safeguarding is effective

Objective

WHAT

Actions, including CPD

HOW

Time scale

WHEN

Responsible

WHO

Milestones What will success look like?

Monitoring Status

Vulnerable pupils, especially those on part-time timetables, will be monitored rigorously and kept safe

Ensure all vulnerable groups of students have appropriate curriculum

Sept 2018 AW July 2018 Completed audit of pupil part time timetables

Leaders and managers create a culture of vigilance where pupils’ welfare is actively promoted.

Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi-agency plan.

BBO

Sept 2018 100% of pupils in all year groups on an appropriate curriculum

Provide well-matched pastoral support and intervention to

Sept 2018 AW Sept 2018 Single member of SLT responsible for PSP

Safeguarding is effective resulting in a significant reduction of risk for vulnerable pupils, thus enabling them

BBO SENDCO to lead on PSP

Sept 2018 Pastoral meeting established to discuss

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keep pupils safe

actions for vulnerable groups and those at risk

to achieve the best outcomes of which they are capable.

Sept 2018 Standing item on SLT agenda

Sept 2018 CPD for Safeguarding booked into calendar to include safer recrutiment

Pupils achievement and well-being are safe from poor behaviour

See Priority 4 Personal development, behaviour and welfare

Ensure that the Single Central record is complete and up to date.

To update the SCR with all relevant checks and address actions required in LA review and audit

July 2018 LL May 2018 Carry out safeguarding audit

Single Central

Record has been

updated and is

compliant with

statutory guidance


BBO/ MPM/ IEB

June 2018 Compile SCR work schedule

July 2018 Complete checks to include: Identity, Right to work, barred list, qualifications, DBS, prohibition, QTS, Leadership

July 2018 Carry out Risk assessment for missing data

July 2018 Governor audit of Safeguarding

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Priority 2 Leadership

Outcomes


100% of teaching is at least good

Progress 8 is positive

Objective

WHAT


HOW

Time scale

WHEN

Responsible

WHO


Monitoring Status

Secure long-term leadership capacity within the school

Re structure of SLT

1 Sept 2018

BBO Sept 2018

Appoint HOD Maths

SLT have the capacity and skills to provide effective leadership for the school resulting in high quality teaching (100% of teaching is at least good) supported by improving progress data (Progress 8 is positive) Safeguarding is effective

MPM/ IEB All positions appointed to for fixed 1 year contracts. Backfilled to build capacity.

HOD Maths permanent appointed.

Sept 2018

Appoint AHT T&L

Sept 2018

Appoint AHT Progress and Standards

1 Sept 2018

BBO June 2018 Compete observation training

MPM/ IEB

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Implement a robust system for monitoring and evaluation

Clear and coordinated systems for monitoring and evaluation are established Information used to produce an accurate whole school SEF

Middle leaders produce subject/ area SEFs

Sept 2018 Evaluation of Summer KS4 data

Leaders have an accurate understanding of the school’s strengths and weaknesses supported by up to date, evidenced-based judgements.



Improve effectiveness of governance and secure clear lines of accountability

A Governing body is formed

Policies updated

Embed system for monitoring and reviewing school development priorities

Jan 2020 IEB June 2019 Formation of governing body

Governing body

has capacity to

provide support/

challenge to SLT:

A robust system is

implemented to

ensure that that

the GB closely

checks the

achievement of

pupils, including

those who are

disadvantaged and

IEB Two new local members have joined the IEB 20.7.18

July 2019 Formation of Governance panels

July 2019 Governance training

December 2019 Governance review

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those who have

special educational

needs and/or

disabilities

Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement.

Improve the leadership of teaching so that there are clear expectations of teachers and they are held to account for the quality of their teaching

A teaching and learning policy is developed through research, development, CPD and review

1 Sept 2018

VG July 2018 T&L Policy shared

Non negotiables visible in all lessons



BBO Draft policy see by SLT

July 2018 T&L CPD

July 2018 Non negotiables for classroom standards implemented

Jan 2019 T&L CPD

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A quality assurance policy is developed through research, development, CPD and review

1 Sept 2018

VG November 2018

50% of lessons graded

good or better

50% of books demonstrate progress

Monitoring and evaluation calendar shared

Observations to provide an accurate evaluation of the strengths in teaching across the school, as well as areas for development

Support plans in place to tackle under-performance and rapidly improve teaching

Teaching is highly effective across the school.



BBO

Feb 2019

75% of lessons graded good or better


June 2019 100% of lessons graded good or better 100% of books demonstrate progress

Raise expectations of middle leaders so they can improve the quality of teaching in their subjects

Provide clear and effective line management

1 July 2018

BBO June 2018 Establish line management structure

Middle leaders have an accurate understanding of the school’s strengths and weaknesses supported by up to date, evidenced-based judgements.

MPM Line management structure introduced and shared. Linked leadership strands to line meeting agendas.

June 2018 Establish fixed line management agenda

Provide opportunity for discussion and coaching

1 Sept 2018

June 2018 Establish middle leader briefings

Sept 2018 Establish Middle leader forum

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Provide CPD for middle leadership

1 Sept 2018

Sept 2018 middle leaders to begin NPQML a`nd NPQSL

Middle leaders are able to intervene effectively to improve the quality of teaching and hence outcomes.




July 2018 CPD for Key Performance measures KPI

Ensure that assessment systems and practice are fit for purpose.

A marking and feedback policy is developed through research, development, CPD and review

1 Sept 2018

VG July 2018 Marking and feedback Policy shared



BBO Policy introduced 9.7.18 July 2018 Marking and

feedback CPD

Sept 2018 Marking and feedback CPD

1 Sept 2018

ANH Sept 2018 Assessment calendar shared

BBO Policy complete

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An assessment, recording and reporting policy is developed through research, development, CPD and review

Sept 2018 Assessment CPD

Priority 3 Teaching, Learning and Assessment

Outcomes



All pupils in KS3 are making at least expected progress

Objective

WHAT


HOW

Time scale

WHEN

Responsible

WHO


Monitoring Status

Raise expectations of what pupils can achieve

July 2019 BBO July 2018 all pupil targets to give P8+

MPM

Oct 2018 Y7 targets to give P8+

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CPD Complete pupil attainment target review

July 2019 Y11 outcomes to be P8+

100% of teaching is at least good Progress 8 is positive


Increase levels of challenge in lessons

July 2019 VG July 2018 TL policy introduced

Teachers have high aspirations for all pupils to achieve

In all lessons pupils are challenged to meet highly aspirational lesson objectives 100% of teaching is at least good Progress 8 is positive


BBO

Sept 2018 CPD 50% of books demonstrate progress Jan 2019 75% of books demonstrate progress

July 2019 100% of books demonstrate progress

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Ensure that assessment is reliable and gives teachers a good understanding of what pupils know, understand and can do

Promote examiner marking

June 2018 BBO May 2018 Complete applications and references

Pupils know where they are and how to improve in relation to national standards 100% of teaching is at least good Progress 8 is positive


MPM

June 2018 Complete external marking

Sept 2018 CPD Share learning with departments, generate teaching resources

April 2019 Walking talking mocks delivered

Internal and external moderation KS3/4

July 2019 ANH Sept 2018 Department meeting time


Progress 8 is

positive


BBO External moderation of year 10 mock exams with PHS complete. No recommendations.

Jan 2019 Paired HOD work scrutiny

April 2019 Department meeting time

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Curriculum mapping

Sept 2018 VG July 2018 Long term planning to include appropriate schemes of work and assessments complete

Pupils know and understand what they are learning

Parents and teachers know where pupils are in relation to their courses 100% of teaching is at least good



BBO Faith Jarrett has spent time with ANH planning curriculum strategy

Sept 2018 Medium term planning to include appropriate schemes of work and assessments complete

Join PiXL initiatives for moderation

Sept 2018 BBO Nov 2018 PiXL PPE 100% of teaching is at least good


All pupils in KS3

are making at least expected progress

MPM PiXL Joined Jan 2019 PiXL PPE

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Ensure that teachers match planned teaching activities to the needs of pupils, particularly pupils who have SEN and/or disabilities and the most able pupils

Increased levels of differentiation in lessons

July 2019 VG July 2018

TL Policy

introduced; renewed focus on expectations and outcomes (non-negotiables)

Robust assessment leads to effective planning which precisely addresses all pupils’ abilities resulting in good or better progress.



BBO

Sept 2018 CPD 50% of books demonstrate progress

Jan 2019 75% of books demonstrate progress

July 2019 100% of books demonstrate progress

Quality wave 1 intervention

July 2019 BW (SENDCO)

July 2018 Wave 1 CPD for TAs

Staff identify and intervene proactively to ensure that pupils do not fall behind

All leaders hold staff to account for outcomes of pupils

BBO

Sept 2018 CPD for teaching staff 50% of books demonstrate progress for SEND pupils

Jan 2019 75% of books demonstrate progress for SEND pupils

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July 2019 100% of books demonstrate progress for SEND pupils



Raise standards of literacy across all subjects

Embed reading program through tutor time

CPD/INSET Staff meetings

July 2019 BM Jan 2019 XX% of Y7-9 @ expected reading age

Pupils confidence in reading is improved

Pupils are able to access the broad curriculum across Key stage 3 and 4


BBO

April 2019 XX% of Y7-9 @ expected reading age

July 2019 XX% of Y7-9 @ expected reading age

Embed literacy policy

CPD/INSET Staff meetings

July 2019 VG Sept 2018 CPD for teaching staff


Pupils are able to access the broad curriculum across Key stage 3 and 4

Pupils confidently use subject specific terminology in their work

BBO

April 2019 75% of books demonstrate progress

July 2019 100% of books demonstrate progress for SEND pupils

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Pupils spelling, punctuation and grammar are of high standard across the curriculum



Ensuring that pupils know how to improve their work

Embed marking and feedback policy:

July 2019 VG July 2018 Policy developed

BBO Feedback policy introduced 9.7.18

Sept 2018 50% of books demonstrate progress

April 2019


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July 2019


All teachers implement good practice as set out in the school’s policy.

Evidence shows consistently effective diagnostic marking and pupils’ response to ‘now’ tasks resulting in good or better progress.



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Priority 4 Personal development, behaviour and welfare

Outcomes


Reduced behaviour incidents

No low level disruption

Attendance of all groups to increase to at least national average

Persistent absence of all groups to reduce to at least national average

Objective

WHAT


HOW

Time scale

WHEN

Responsible

WHO


Monitoring Status

Improving behaviour around the school site

Implement duty rota

June 2018

AW June 2018 Timetable published with checks in place



BBO Embedded and in a monitoring phase

Eliminate low-level disruption in lessons

Embed behaviour policy

Sept 2018

AW

BW

STO

June 2018 Behaviour policy introduced



No low level disruption

BBO Currently showing a reduction in warnings and removals.

July 2018 AW and External to conduct review of policy with recommendations and consultation with ALL stakeholders

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Raise attendance to at least the national average

½ termly reports are analysed by all groups

July 2018 AW

BW

STO

July 2018 Termly attendance report prepared with commentary

Attendance of all groups to increase to at least national average

BBO

Faith Jarrett has spent time with AW planning attendance strategy

Sept 2018 Attendance interventions are in place and attendance is rising compared to 2017/18

Interventions are tracked, followed up and where appropriate referred to EWS or LA for further action

Jan 2019 Jan 2019 Attendance procedures are followed and referrals to EWS and LA are made, with evidence of tracking all interventions

Reduce persistent absence, particularly of pupils who have SEN and/or disabilities and disadvantaged pupils, so it is in line with the national average

Weekly Attendance meetings focus on students who are, or are close to becoming PA

Jan 2019 AW

BW

STO

July 2018 Weekly attendance meetings scheduled and actions taken following each meeting

Persistent absence of all groups to reduce to at least national average

BBO

Faith Jarrett has spent time with AW planning attendance strategy

Every fortnight attendance meetings are multi – agency to involve as many key people as possible

Jan 2019 AW

BW

STO

Sept 2018 Fortnightly attendance meetings are attended by DH, LA attendance officer, EWS and other relevant agencies

Documents

SINGLE SCHOOL ACTION PLAN · agency plan. BBO Sept 2018 100% of pupils in all year groups on an appropriate curriculum Provide well-matched pastoral support and intervention to Sept