Statement of Action and Action Plan - Hinckley Academy of Action... · Timescales for Action: The trust has provided a first year Improvement Plan covering all of the areas of concern,

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Statement of Action and Action Plan

Actions for Improvement:

The attached plan sets out our principles for improvement within the following sections:

Teaching and Learning

Personal Development, Behaviour and Welfare

Outcomes for Students

Leadership and Management (including Governance)

16-19 Provision

Safeguarding

Each strand is aligned against specific areas for improvement identified under the ‘what the school needs to do to improve’ section of the report. Key actions, personnel,

milestones and success criteria are identified as is the overall lead for each section. Monitoring of the impact and success of the plan is identified within the heading of each

section with the relevant Governance Monitoring committee specified. An additional monitoring matrix is included to show the overview of monitoring by each sub-committee.

Informing Parents and Stakeholders:

The proposed plan of action will be made available on the school website. All registered parents will be notified via text and email when it has been published. The senior

team are holding regular parent surgeries in the new term where any parent can drop-in to have their questions answered, raise a concern or share any successes. These will

be advertised once the plan is published. We will continue to demonstrate our improvements via our website and social media.

External Support and Challenge:

The trust will continue to work with President Kennedy TSA who are providing CPDL for senior and middle leaders as well as support for NQTs as described in the plan. In

addition, the trust is undertaking investigation into joining a MAT within the next academic year. Working closely with the DFE and office of the RSC, the trust has now

reached a shortlist of two potential MATs with a view to making a final recommendation after this year’s examination results.

In reviewing our approach to Pupil Premium, the trust has been in receipt of support and advice from Sir John Dunford in scrutinising our revised strategy and who has

undertaken the required Pupil Premium review. The Trustees have brokered a review of Governance with the Local Authority which has now taken place with an action plan

which commenced mid/late November 2018.

Timescales for Action:

The trust has provided a first year Improvement Plan covering all of the areas of concern, with the external support provided and to be gained from a MAT, the Trust intends

to be judged to be out of Special Measures within two years.

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MONITORING AND REVIEW MATRIX Improvement Area Improvement action Senior lead responsibility Governance Monitoring RAG/Term 1/2/3 Comment

Teaching and Learning

TL1

VP – Teaching and Learning

C Herd (Vice Chair) Teaching and Learning

Monitoring ongoing=Amber

TL2 Monitor Differentiation in class

TL3 Student Voice #2 (RC)

TL4

TL5

TL6

TL7 Green for term 2 - ongoing

TL8

Outcomes for Students

OS1

AP – Assessment and Achievement

B Haytree (Vice Chair) Standards and Achievement

OS 1d/f = Amber (Rest Green)

OS2 All targets set Sep 2018

OS3

OS4 In place for term 1 - ongoing

OS5 PSE Speakers = Amber

OS6 Ongoing year on year

Leadership and Management

LM1

Principal P Brown (Chair)

Full Trustees

Green for term 1/2 (RAG/TSA)

LM2 Lit/Num/EAL=G G&T=Amber

LM3 NPQSL/ML and NPQH

LM4 ERG=Green and reviewed

LM5 SLT Patrol=G and ongoing

Sixth Form

SF1

(Acting)/Head of VI Form P Brown (Chair)

Full Trustees

Q3 focus in subjects

SF2 VESPA=now in place again

SF3 Procedures in place

Personal Development, Behaviour and Welfare

PD1

VP – Curriculum, PDB&W

C Herd T&L

In place

PD2 Ongoing monitoring

PD3 Careers map ongoing

PD4

A Wortley Safeguarding

(A Wright PD6)

Monitoring to continue

PD5 Outcomes TBC

PD6 % above NA, tutor - ongoing

PD7 Net points etc. monitor

PD8 PSHE/Assemblies map=Green

PD9 Monitoring/Review of FBV

PD10 Monitor impact of 123 STOP

Safeguarding SG VP - DSL Ongoing monitoring of policies

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POST OFSTED IMPROVEMENT PLAN – 2018/2019 TEACHING AND LEARNING – Senior Lead: Vice Principal Teaching and Learning Governance Monitoring: Teaching and Learning Committee

Guiding Principles

Area for improvement (From OFSTED report)

Actions Key Personnel

Additional Personnel

Milestones Success Criteria Resources

Consistency of approach

TL1: Increase the impact of leadership and management on raising students’ achievement, by:

making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.

TL1a: Standardise Teacher Files, share with staff and implemented by all.

VP – Teaching & Learning team

Core SLT HoDS

September 2018 – Teacher files introduced implemented and completed by Sept 14th.

Evidenced in:

SLT Drop Ins

Learning walks

Observations

Department Learning Walks

CPDL time Red Folders Photocopying

TL1b: Standardised lesson Impact statement to be trialled and introduced to all staff.

Teaching and Learning Team

Core SLT HoDS

Impact statements produced and trialled June/July 2018 Introduced to all staff August 2018 Effective use monitored initially September 2018 through learning walks and continued half termly.

Evidenced in:

SLT Drop Ins

Learning walks

Observations


Time Photocopying CPDL

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Guiding Principles





Consistency of approach

TL1: Increase the impact of leadership and management on raising students’ achievement, by:

making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.

TL1c: Introduce Enquiry Question as focus for lessons Whole school Marking and Assessment Policy produced, shared and implemented by all.

Teaching and Learning team

Enquiry question Introduced September 2018 Marking and Assessment Policy written June 2018 Implemented September 2018

Evidenced in:

SLT Drop Ins

Learning walks

Observations


CPDL September 2018 Marking and assessment of work. Time to introduce marking and assessment policy. Assemblies to introduce students to marking and assessment.

Tl1d: Monitoring of marking and assessment policy alongside the electronic mark book *revised for 2019


Core SLT/ ALT/HoDS

Work Scrutiny Carried out each term to check for consistency of use of assessment and marking policy. Check each AP for recording of assessments onto the electronic mark book.

Evidence of assessment and marking policy being used effectively. Assessments recorded onto the electronic mark book.

Time to carry out work scrutinies.

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Guiding Principles





Differentiation provides progress for all

TL2: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that teachers plan to meet the needs of students of all abilities to secure good progress and good behaviour in lessons

TL2a: Sequence of planned CPDL on differentiation scheduled and delivered through the academic year.

VP – Teaching & Learning Team SENDCo

HoDS All teaching staff

CPDL delivered initially September 2019 Evidence of differentiation.

Differentiation embedded Students able to access work Stretch and Challenge evident evidenced by Learning Walks each half term:

The Key CPDL package £1020

TL2b: Class activities include differentiated work as indicated on lesson impact statements. *Monitor

Class teachers

Teaching and learning team

30th September All impact statements showing differentiation is being implemented in lessons.

Impact statements show planning of differentiated activities

Impact statements available for staff to use.- photocopying

TL2c: Review SOW and identify differentiated activities / tasks Checklist for SOW given to HODS June 2018

HoDS

ALL teachers Teaching and Learning team / Core SLT

Lead Teachers to review SoW Autumn Term 2018. Review of SoW January 2019 Amend SOW by June 2019 Monitoring of SoW include differentiated tasks/activities Differentiation evident in observations and learning walks throughout the year

SOW clearly identify where differentiation is taking place and how. SOW fit for purpose by June 2019

Time

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Guiding Principles





Aspirational – Stretch and Challenge

TL3: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging

TL3a: Review SoW to identify S&C Revisit booklets/ class activities/tasks etc to ensure S&C activities are included.

VP Lead Teachers HoDS

All Teaching staff

Review SoW -Autumn Term Check booklets for suitability September 2018 Ongoing 2018/2019 Booklets have S&C embedded in the activities/tasks - evidenced by senior line managers

More able students make good or better progress as evidenced in external examination results. AP data shows more able achieving above MEG and profiles.

Time Support for development

TL3b: Student voice of more able students

VP, G&T Co-ordinator

Students voice carried out December 2018

Student voice evidence is that more able are stretched and challenged

Time

7 Year Spiral Curriculum – rich and engaging. Links: Key knowledge, skills and understanding Review, recap and retain

TL4: Increase the impact of leadership and management on raising students’ achievement, by: implementing the findings of the recently competed review of the curriculum so that it is fit for all students, including those who have special educational needs (SEN) and/or disabilities

TL4a: Review and re write SoW to show progression through Key Stages of knowledge, skills and understanding. *In process

VP – Lead Teachers HoDS (inc. seconds, thirds, UPS3)

All teaching staff

Spiral Curriculum produced by June 2018 Review of SoW January 2019 Summer term – *July 2019

SOW evidence the spiral curriculum skills, knowledge and understanding. Student voice evidence that lessons show progression from each year and lesson on lesson.

Time for development work CPDL for Ho DS

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Guiding Principles





Appropriate pace and pitch – no dead time, focus and purpose

TL5: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all teachers use information about students’ attainment and progress to provide work that is at the right level

TL5a: CPDL on effective planning - Quality First Teaching. August 2018


All teaching staff

Effective planning using impact statements Sept 2018

Observations and Learning Walks show improved pace and pitch. (RAG rating of 80%+ amber/green)

CPDL Time

TL5b: CPD on effective use of classroom assistants. August 2018


All teaching staff

Early Autumn Term

Classroom assistant voice – 95% positive responses

CPDL Time

TL5c: Student Voice on quality of teaching and learning

VP Student sample from each tutor group

October 2018 March 2019

Student Voice to identify that ptich, focus and purpose allow them to make progress

ICT facilities Time

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Guiding Principles





Regular, accurate and meaningful assessment leads to progress. All students know where they are at, where they are aiming for and how to get there.

TL6: Increase the impact of leadership and management on raising students’ achievement, by: ensuring the accuracy of progress data so that leaders, governors and teachers are better informed about the next steps in students’ learning. – ensuring that teachers check students’ understanding regularly in lessons so that learning matches their needs and they make good progress

TL6a: Introduction of Whole school Marking and Assessment Policy August 2018 Number and types of assessments identified Marking & Assessment Policy Work to be marked using MEGS and profile grades for each piece of work,

VP – Teaching & Learning Team HoDS (incl. seconds, thirds, UPS3)

All teaching staff

Whole school Marking and Assessment Policy including number and types of assessments identified written June 2018 Introduced September 2018

Marking and Assessment Policy fully implemented Evidence of Marking and Assessment Policy being used Marking and assessment of work monitored

CPDL use of policy and how to mark and assess work.

TL6b: Random checking of marking and assessment procedures.

Core Leadership

All teaching staff

Throughout academic year

Evidence shows that assessment is accurate and robust

Time

TL6c: Introduction of electronic mark book CPDL on marking assessment and responding to feedback


Introduction of electronic mark book Assessments in SoW reviewed in meetings – Autumn Term CPDL: Responding to feedback – 2018/19 academic year

Electronic mark book in use Sept 2018 Whole school assessment data shows improving outcomes in line with NA Evidence of online mark books 100% of staff using WAG grades are more accurate – evidenced each AP point and in analysis following external exam results. External exam results produce improved data on key measures – in line with NA

CPDL Time

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Guiding Principles





Monitoring and challenge of teaching is accurate, robust and effective.

TL7: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that teachers plan to meet the needs of students of all abilities to secure good progress and good behaviour in lessons

TL7a: Half termly whole school learning walks to take place. Staff to be RAG rated. TL7b: Lesson observations standardised and benchmarked. To take place throughout the year starting with RED rated teachers. TL7c: Clear criteria for lesson observations. to be produced TL7d: Teachers not meeting expectations to be given informal support / if still not meeting expectations to be moved to formal support followed Capability if necessary.

Core SLT Teaching and Learning Team/ALT

HoDS (inc. seconds and thirds)

Learning Walks carried out half termly. Lesson observation standardisation and benchmarking taken place all staff to be observed once by end of Autumn term starting with RED rated teachers.

Learning walks RAG rated based on set criteria. 80% green or amber September 2018 moving to 90% March 2019 Lesson observations show at least 80% meeting expectations Sept 2018 increasing to 90% by the end of the academic year Individual support programmes in place if required/capability procedures if required

Time to carry out learning walks and observations Training for HoDs via paired observations

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Guiding Principles





Provide effective support for NQTs

TL8: To provide additional external support for NQTS from good and outstanding schools as part of the PKTSA

TL8a: NQTS to attend PKTSA

CPDL

VP – T&L LT (Progress and

continuity) NQT

Mentors

NQT s to attend CPDL

at PKTSA

NQTS receive the required support and make progress throughout their NQT

year

Cost £150 per NQT

Cover and transport costs.

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OUTCOMES FOR STUDENTS – Senior Lead: Graeme Price, Assistant Principal Governance Monitoring: Standards and Achievement Committee

Guiding Principles





Progress for all: Outcomes and progress are in line with national averages and rising

OS1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging

OS1a: Comparison of overall school data, including key measures, shared with all staff at each assessment point using Trustees Report.

Assistant Principal -Assessment and Achievement Core SLT HoDs

ALT HoYs Subject teachers Trustees Data Manager

Assessment points on school calendar. External exam results 2019

Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND)

OS1b: Data compared to previous year’s HAJC and national data





OS1c: Data presented as graphs showing above/below baseline target for subject vs subject and class vs class comparisons





OS1d: Subject and class data to be agenda item at all department meetings following AP points



All department meetings

Department minutes show data agenda item discussion *Audit of minutes – request sample

Department meeting time

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Guiding Principles





Progress for all: Outcomes and progress are in line with national averages and rising

OS1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging

OS1e: CPD to be delivered on data and target setting for all staff


ALT HoYs Subject teachers

Start of academic year

CPD delivered to all classroom based staff

Time slot in CPDL session in September

OS1f: Subject based CPD to be delivered on exam requirements for Y9 onwards


ALT HoYs Subject teachers

Termly

All work graded appropriately and accurately *Understand AP assessment - @Y9-Y11 All staff to be consistent – using grade calculator

CPDL time

OS1g: Investigate external data analysis package, eg 4matrix, SISRA, etc

Assistant Principal -Assessment and Achievement

Core SLT Trustees Data Manager

Autumn Term Decision made on investment Cost of data package plus data manager training

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Guiding Principles





Targets are both realistic and challenging – target grade FFT 50, Challenge grade FFT 20

OS2: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all teachers use information about students’ attainment and progress to provide work that is at the right level

OS2a: Set all targets (for students who have KS2 results) centrally, from Y7 (profiles), using agreed common approach in all subjects: FFT50 for baseline, but FFT50 plus one for students who have FFT50 grade showing as grade+ (top end of grade). Aspirational targets set as FFT20 or baseline + 1, whichever is higher.

Assistant Principal -Assessment and Achievement Data Manager

HoDs Parents/carers

Target setting reviews at end of academic year/start of new academic year

Data analysis at each AP point is more realistic in relation to national benchmarks Average grade at each assessment point is above average baseline target for each subject Assessment points on school calendar All targets set at FFT50 or one above All grade +FFT estimates have targets one above FFT50 All aspirational targets set at FFT20 or baseline target plus one

Data manager time

OS2b: CPD on data and target setting to reinforce that baseline targets are the minimum that students must achieve. Targets can be amended up but not down

Assistant Principal -Assessment and Achievement Data Manager

HoDs Parents/carers

Target setting reviews at end of academic year/start of new academic year

CPDl Delivered to all staff and leaders

Time slot in CPDL session in September

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Guiding Principles





No group is behind expectations

OS3: Increase the impact of leadership and management on raising students’ achievement, by: creating an effective strategy for the use and evaluation of the additional funding the school receives to improve the attendance and outcomes of disadvantaged students

OS3a: External PP review Introduce a ‘Disadvantaged First’ policy: the five Ps (Plan, Place, Prioritise, Provide, Phone)

External review team (Sir John Dunford) Assistant Principal -Assessment and Achievement SENDCo

Core SLT ALT Teaching staff Classroom based Support Staff

Publish of review outcomes report. Assessment points on school calendar. External exam results 2019

Outcomes of reviews result in Disadvantaged and SEND gaps closing to national averages

Cost of external review Printing costs for launch (Teaching Strategy, Staff Guide, Posters, Stickers)

OS3b: Use of outside company, eg Elevate *& Resilience group (THS)

External agencies (e.g. Elevate) Assistant Principal -Assessment and Achievement SENDCo

Core SLT ALT Teaching staff Classroom based Support Staff

Lesson observations, drop ins, Learning Walks, work scrutinies, CPD to launch ‘Disadvantaged First’ policy

Outcomes of reviews result in Disadvantaged and SEND gaps closing to national averages

Cost of outside company (approximately £1000 from PP budget)

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Guiding Principles





Tracking and monitoring is rigorous, effective and undertaken at all levels Intervention is swift, focussed and effective

OS4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring the accuracy of progress data so that leaders, Trustees and teachers are better informed about the next steps in students’ learning

OS4a: HoDs/Subject Leaders to analyse and assess subject data prior to all line management meetings, using common format, and attend meeting with list of subject-based actions

Core SLT HoDs Classroom teachers Curriculum support staff

ALT HoYs PPLAs Caseload Welfare Officer EWO

Assessment points on school calendar

Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND) to national averages

Line management meeting time

OS4b: Subject-based targeted intervention is early, frequent, regular and structured, with parents fully informed

Core SLT HoDs Classroom teachers Curriculum support staff

ALT HoYs PPLAs Caseload Welfare Officer EWO Parents

Autumn Term

All subjects run intervention strategy/programme

Staff time and reprographic costs

OS4c: Common format developed (electronic) for recording student performance in each subject, to allow quality assurance of AP data

Core SLT HoDs Classroom teachers

Curriculum support staff

Work scrutinies

All staff using new electronic mark books

Development time for data manager to design in-house system

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Guiding Principles





All students have the desire to achieve their best

OS5: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students

OS5a: Foster a culture of high expectations and high aspirations: PSE/PDP programme, outside speakers Link rewards to progress, including Y10 internal exams and Y11 mock exams

Heads of PSE/PDP Careers personnel HoYs Form tutors

Teaching staff Support staff Parents 6th Form students Ex-students

Assessment points Internal and mock exam results External exam results

Whole school and subject data shows improving progress at each assessment point compared to previous assessment points and previous cohorts. Gaps closing on all key measures and in each subject to national averages

PDP scheme of Work amendments – time Visiting speakers: cost? Up to £200 Rewards: Up to £150

The curriculum supports achievement and provides opportunities for effective transition

OS6: Implementing the findings of the recently completed review of the curriculum so that it is fit for all students, including those who have special educational needs (SEN) and/or disabilities

OS6a: Embed the spiral curriculum Monitor the effectiveness of the new curriculum pathways

Curriculum lead SLT

HoDs HoYs

Assessment points External exams 2019

Whole school and subject data shows improving progress at each assessment point compared to previous assessment points and previous cohorts. Gaps closing on all key measures and in each subject to national averages Uptake and completion of Ebacc increases in line with national averages with regards to similar schools.

Scheme of Work planning – time

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LEADERSHIP AND MANAGEMENT – Senior Lead: Richard Cahill, Principal Governance Monitoring: Full Trustees and Link Trustees

Guiding Principles





Leadership is rigorous, proactive and effective

LM1: Increase the impact of leadership and management on raising students’ achievement.

LM1a: Ensure consistent approach by all leaders – all are clear on required improvement and actions required RAG Rating of middle leaders using OFSTED criteria every term 360 reviews of senior leaders (Colour works model) PKTSA CPDL for all SLT

Principal Core SLT Trustees

ALT Middle leaders PKTSA Trainers

Autumn term review of leadership, strengths and weaknesses, second RAG rating of middle leadership Termly RAG based on T&L, Outcomes, AP data and QA (lesson obs. Work scrutiny, drop-ins, line management info)

RAG ratings and reviews show consistent improvement in quality of leadership – 80%+ of RAG ratings are positive Completed 360 reviews of leadership showing consistent improvement of team skills/approaches Positive outcomes demonstrated from CPDL

Subscription to Leadership Matters toolkit £400 CPDL for senior leaders time (4 evenings at PKTSA) and course cost £2500

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Guiding Principles





Invitational approach provides opportunities for leadership at all levels

LM2: Increase the impact of leadership and management on raising students’ achievement, by: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all students across the curriculum, especially for boys and disadvantaged students.

LM2a: Continue to identify needs within academy developments matched to identified future leaders. Future opportunities in G&T*, EAL, Literacy and Numeracy – leading to T&L which meets the needs of all learners.

Core SLT ALT

Middle leaders Prospective future leaders

September 2018 – T&L based leadership roles are filled.

Key leadership roles are filled with additional capacity coming from within wider group of staff – G&T, EAL, Literacy and Numeracy Collective leadership capacity is increased *HAP

Additional responsibilities for leadership roles as per actions 4 x TLR3 (£2500)

LM2b: Continue to promote NPQSL and NPQML and SLEs

Core SLT ALT

Middle leaders Prospective future leaders

Autumn term 2018 – new leaders identified for NPQSL x 2 NPQML x 3 SLE

Second wave of NPQSL and NPQML and SLEs in place Collective leadership capacity is increased

CPDL Costs to school for NPQSL and NPQML

Leaders have autonomy but understand the need for accountability

LM3: Increase the impact of leadership and management on raising students’ achievement, by: Making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.

LM3a: Rigorous tracking of progress and improvement via line management cycle, performance management targets linked to specific improvements needed in each area.

Trustees Core SLT

Middle Leaders

Performance Management reviews based on 2018 outcomes Line management cycle including review of AP data, lesson observations and work scrutiny

Line management approaches are consistent and focussed on progress and outcomes. Common format for recording discussions Leaders are clear of expectations and their accountability Termly RAG ratings show improvements in leadership element

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Guiding Principles





Middle leaders are consistently effective in challenging and supporting their teams

LM3: Increase the impact of leadership and management on raising students’ achievement, by: Making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.

LM3b: SLT and Trustees monitor the progress of departments and teams and the impact of leadership on outcomes. Underperforming leaders called to present to Trustees.

Trustees Core SLT

Middle Leaders

Trustee meetings of underperforming departments

HoDs present up-to-date action plan with success criteria and timeline for delivery shared with Trustees at full Board of Trustees meetings

Time for HoDs to attend meetings within school at SLT/Trustee meetings 4 x 1.5 hours

Governance provides strong and effective support and challenge based on accurate and appropriate information

LM4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that Trustees have the skills to hold school leaders to account with more rigour

LM4a: Review of governance in accordance with OFSTED recommendations. The makeup of the Trust ensures that trustees have relevant, effective and complementary skill sets

External reviewer(s) Trustees

Principal Core SLT

Reviewed governance structure and makeup following review – by November 2018

Revised and effective governance structure recommendations from external review in place

ERG cost and time for meeting with ERG facilitator Skills audit time to complete and analyse

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Guiding Principles





Governance provides strong and effective support and challenge based on accurate and appropriate information

LM4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that Trustees have the skills to hold school leaders to account with more rigour

LM4b: Full Trustees meetings and sub groups are focussed on accurate data which is tested and seen first-hand by effective link governance and externally verified. Trustees to identify and implement link governance

Trustees Principal Core SLT

Link governance in place from September 2018 and link visits every half term – PP Safeguarding Health and Safety SEN/Transition Teaching and Learning Behaviour reporting back to appropriate groups

Link governance in place with half termly visits to offer support and challenge

Time for visits to take place

LM4c: Principal’s reports and those of SLT are based on sound and accurate data linked to OFSTED action points

Principal Trustees

Core SLT Trustee meetings Sub Committee meetings

Link governance in place with half termly visits to offer support and challenge All reports contain reference to improvement points/action plan and progress towards meeting these

Senior leaders are visible, approachable and effective with clearly defined and understood roles

LM5: Increase the impact of leadership and management on raising students’ achievement.

LM5a: Review of Core SLT and ALT roles ready for September term. Shared with all staff Time put into timetable to enable senior leaders to be visible in classrooms and around the Academy

Core SLT ALT

Timetable staff HoDs

Regular review of roles within SLT and ALT meetings and through line management to establish effectiveness SLT and ALT are out and about every day – staff voice shows increase in SLT visibility

Clearly established roles shared with all staff in September 2018 Increased visibility every day leading to improvements in behaviour and quality of teaching and learning

Timetabled sessions on SLT timetables for proactive patrols 10 hours (5 SLT x 2 hours each)

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SIXTH FORM – Senior Lead: Head of 6th Form Governance Monitoring: Full Trustees

Guiding Principles




Milestones

Success Criteria Resources

No group is behind expectations

SF1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging

SF1a: Identify any students who fall between QCA score of 50.2-55.0 aka GCSE score of 6.7-7.5. Identify critical student who are found in critical subjects

Head of 6th Form Assistant Head of 6th Form 6th Form Data Manager HoDS Teaching staff

Learning Advisors (1-2-1 sessions) Interventions within departments

Identification of critical group by October ½ term of year 12/13. Critical students in critical groups having mentoring arranged by after October ½ term. Parents contacted when mentoring arranged.

Critical students making progress towards their MEGS at each assessment point (AP1 25/10/18) (AP2 17/01/19) (AP3 14/03/19 for Y13 and 08/04/19) though 6th form analysis Evidence of early interventions and evidence of progress made with the critical students through Line Management minutes. Evidence of mentoring from Learning advisors by each assessment point. Student performance against MEGS in summer 2019/2020 Parents contacted when mentoring arranged.

Staff that happen to be under hours to staff specific intervention classes rather than being placed directly on cover.

Proactive tutors who take responsibility for the pastoral and academic welfare of their students

SF2: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all students across the curriculum, especially for boys and disadvantaged students.

SF2a: Develop of the role of the tutor. Induction training for all tutors with expectations Tutors to “coach” students using VESPA model

Head of 6th Form Assistant Head of 6th Form 6th Form Tutors

Learning Advisors

Introduction of coaching method/paperwork during PDP in October. Provision of additional training for all tutors at next tutor meeting (05/12/18) Each student to have had at least one coaching meeting by Christmas.

Staff being trained and confident in the delivery of the VESPA model (and coaching) Students receive coaching every term from staff that is recorded. *most students coached

Increase in availability of CPDL time to incorporate more “pastoral” training Money available for VESPA workbooks each year. £1000 from foundation trustees?

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Guiding Principles




Milestones

Success Criteria Resources

Attendance is in line with national average and monitoring/ support is rigorous and timely

SF3: Increase the impact of leadership and management on raising students’ achievement, by: strengthening the monitoring of students’ attendance by including rigorous checks on absence at an earlier stage so that actions can be taken to improve attendance for all students

Sf3a: Robust attendance policy and procedures including the safeguarding of all students Include a statement on attendance in the 6th Form “Learning Agreement” Early intervention and involvement with parents.

Head of 6th Form 6th Form Administrator 6th Form Tutors

Teaching staff 6th Form Tutors Main school behaviour staff

Inclusion of attendance statements in the 6th form agreement (sign by parents/students) by end of 09/18. Weekly attendance/punctuality checks to tutors at Tuesday meetings from end of 09/18 High levels of attendance at each monthly check and communication with parents. Promotion of high attendance including stats in fortnightly assemblies. Weekly attendance % out to tutors on a Tuesday. Use of myEd to contact parents daily with missing marks and late marks. Parents to be called by 6th Form Administrator after 2 days of absence. Students placed in main school detention for attendance violations.

Less than 21% or students with persistent absence (<90%) at the end of each term. Better informed parents/parental engagement. Letters and meetings with parents at milestone percentages each month. Meetings with parents at parents evening. High attendance being high profile in assemblies and communications with students and parents.

Depending on requirement/issues more time for administration of myEd.

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PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE – Senior Lead: Azizah Pathan, Governance Monitoring: Teaching and Learning/Safeguarding Committees

Guiding Principles Area for improvement (From OFSTED report)




Behaviour starts with the positive through fostering of positive relationships

PD1: Increase the impact of leadership and management on raising pupils’ achievement, by: ensuring that teachers plan to meet the needs of pupils of all abilities to secure good progress and good behaviour in lessons

PD1a: Clear and simple and robust rewards and Behaviour Policy in place Expectations document devised by staff and students and in place Continue with the HAJC6 Way

VP – PDBW ALT – Continuity and Progression HoDS HoYS

All teaching and support staff

Declining trend in behaviour points and increasing trend in achievement points (logs) at each assessment point Behaviour SEF shows increase in agree and strongly agree statements in December and July

100% Students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour/bullying incidents and outcomes in line with NA T=Trust R=Respect U=Unite E=Excel Tuck shop operational with revenue used for rewards School shop operational for rewards (Nov 18) Restorative justice programme implemented

SIMS – admin time Conduct log CPDL time on August training days Fundraising time £250 for stock per half term 1 x ASL time per week Staffing and time and £200

Consistency of approach by all staff

PD2: Increase the impact of leadership and management on raising pupils’ achievement, by: making sure that all members of staff are consistent in their application of school policies, including managing pupil behaviour and feedback to pupils.

PD2a: Rules displayed in prominent areas Drop ins / LW / monitoring behaviour policy in practice Directly challenging staff who do not adhere to the Behaviour Policy-everyone, everywhere Key behaviour personnel in each department to keep expectations high profile

VP – PDBW ALT – Continuity and Progression HoD HoY

All staff Reduction in complaints by parents by term and year group Reduction in complaints by students Behaviour SEF shows increase in agree and strongly agree statements

100% Students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour / bullying incidents and outcomes in line with NA T=Trust R=Respect U=Unite E=Excel SLT parent clinics operational Parent forum operational

Resources for tutor rooms £80 - £100 SIMS – admin time per week CPDL time Meeting time SLT / HOY time to monitor LW and drop in time

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Students are intrinsically motivated

PD3: Ensure that pupils develop a good understanding of fundamental British values so that they are well prepared for life in modern Britain.

PD3a: Careers and inspiration is embedded throughout the curriculum via SoW. Learners come first in T&L – set the scene from the transition days through to Y7 and beyond

Core SLT ALT PSE Co-ordinator Careers Co-ordinator

Teaching Staff Careers Co-ordinator SEND Team Tutors

AP1 AP2 and AP3 progress data and flight path from year to year shows improvements at each assessment point

Outcomes in line with NA Increased participation in extra-curricular activities Careers provision mapped for 5 / 7 years. Rugby Works implemented Achieve Club implemented

Development time for Scheme of Work Transition day resources £3000 for university days / careers events Transition day resources Time to organise visiting speakers Budget to run motivational workshops 4 hours a week of coach time 4 hours a week of instructor time and salary

Sense of pride and personal responsibility Every student actively participates the HAJC6 community


PD4a: Vibrant school council leading on uniform and environment Staff modelling practices leading to pride in presentation

Students Student Council Leaders Student ambassadors ALT – Continuity and Progression VP - PDBW

All teaching staff

Decline in Behaviour points linked to uniform Less detentions linked to uniform More parental support at each assessment point

Smartly presented uniform Work is presented with pride Environment is clean and tidy Adherence to school values: T=Trust R=Respect U=Unite E=Excel

New uniform Time to monitor by HOYHODS ASL and SLT School council budget £1000

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Proactive tutoring by all, taking responsibility for the pastoral and academic welfare of all students

PD5: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all pupils across the curriculum, especially for boys and disadvantaged pupils.

PD5a: CPDL for staff to understand what ‘tutoring’ means Quality dialogue modelled by staff

ALT – Continuity and Progression

All Staff Tutor Handbook Bespoke CPDL about effective tutoring Oracy focused PSE lessons to embed welfare elements Registration time valued by staff and students - start of Autumn 2018

Outcomes are in line with National Average and moving above for all groups Tutor Board in each Tutor group displaying routines and expectations by end of September Attendance in line with national average (95%) and decreasing trend in lates.

August training day inset Tutor handbook Identical tutor boards in place from Oct 2018 in each tutor room Attendance letters and policy Time for tutors to follow up punctuality and attendance issues Registration monitoring time for HOY ASL SLT

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Attendance is at least in line with national average and monitoring/support is rigorous, proactive and timely

PD6: Make safeguarding effective through ensuring that there is an appropriate system for monitoring pupils’ attendance which includes rigorous, timely checks on absences.

PD6a: Robust attendance policy and procedures including the safeguarding of all students Learning Adviser time to be used to track and intervene on attendance issues for PP students

VP - PDBW Attendance Officers HoY AP – Assessment and Achievement

All teaching staff Tutors

Weekly attendance stats to be in line with national average and towards whole school target (97%)

95+% attendance PA below NA Attendance gap between disadvantaged and whole-school reduces

Attendance letters and policy Daily absence protocol followed by Attendance Officer/ Welfare Officer / Heads of Year and PP Learning Advisors See safeguarding action plan

PD6b: SEND Team to track and intervene on attendance issues for SEND

SENDCo

All teaching staff Tutors SEND team

SEND student attendance to be in line with national averages

Attendance gap between SEND and whole-school reduces

SENDCO and SEND team time

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Meaningful rewards which are valued and sought after


PD7a: Build in bonus points for students with no behaviour points Behaviour points linked to withdrawal from enrichment Points linked to long term rewards regarding trips and activities

VP - PDBW ALT – Continuity and Progression HoY Student Council

All Staff Fortnightly enrichment sessions shows all students taking part

NET points are always in the positive Decreasing trend in behaviour points Tuck shop operational with revenue used for rewards School shop operational for rewards (Nov 18) Enrichment sessions operational Restorative justice programme implemented Student council leadership

Rewards budget for special prizes as above (up to £150) Fundraising time £250 for stock per half term 1 x ALT time per week £10000 enrichment budget Budget to subsidise trips Staffing and time and £200 Student council time

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Every child is safe and feels safe

PD8: Make sure that all pupils understand what constitutes bullying, so they are able to recognise it if it occurs and report it appropriately to staff.

PD8a: PSHE curriculum mapped out to ensure all elements of safety are covered throughout the 5 years/7 years Each child has access to at least one trusted adult Anti-bullying Champion is easily accessible by all students Workshops/activities promoting keeping safe

DSL Core SLT ALT HoY PSE Co-ordinator Anti-bullying Champion

All Staff SoW for each academic year showing each safety strand

100% of the student body feel safe in all areas across the school PSHE Curriculum mapped out and published Assemblies mapped out and published term by term 123STOP Anti-bullying programme operational and having impact

Anti-Bullying champion appointment and time PSHE Curriculum Centrally available resources for PSHE lessons Time to plan prep and administration Assemblies Time to plan and prep and / or organise visiting speakers 123STOP Anti-bullying programme Tutor guidance handbook Central location for Anti-bullying champion £500 for access to beyond bullying award.

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Pastoral curriculum is fit for purpose: 7 year plan for every child – linked, appropriate and compliant, promoting growth and personal development. The plan engenders personal skills and understanding to become a safe and responsible citizen


PD9a: SMSC Audit to gauge how SMSC is embedded in the curriculum PSE curriculum mapped out to ensure all elements of PD welfare, safety, careers, SRE and prevent are covered throughout the 5 years/ 7 years Providing students with opportunities to have a strong moral compass Student Council have a prominent presence in the decision making at the Academy

VP – PDBW PSE and Careers Co-ordinator Teaching & Learning Team Yr 7 Transition Curriculum Co-ordinator HoY All Academy staff Student Council Leader Student Ambassadors Trustees

Tutors HoY All staff

SMSC evident throughout the curriculum Spiral curriculum developed for PSE to include all elements outlined PD and Welfare SEF shows that students personal development needs are being met

Students can lead, articulate and demonstrate through student voice the core British Values interwoven True values linked to British Values Each British Value activity to have kite mark with SMSC

Time for audit Admin time to collate audit findings Time for SRE training £3000 for university days / careers events Time to organise visiting speakers Budget to run motivational workshops Safeguarding training time Prevent training time Tutor meeting time and CPDL training Staffing and time to run student council

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Students understand their role to support and care for each other and the community whilst upholding British Values

PD10: Make sure that all pupils understand what constitutes bullying, so they are able to recognise it if it occurs and report it appropriately to staff.

PD10a: Robust buddying and peer mentoring systems in place Staff modelling good practice Sixth form students provide valuable support through academic mentoring Students participate in community events

ALT - Continuity and Progression Learning Advisors HoY SEND Team AP – 6th Form Student Council Leaders PSE Co-ordinator Anti-bullying Champion

All staff Opportunities to work within the community and develop an ethos of unity in line with values taken throughout the year

100% of students have a culture of cohesion within the academy and the community where all students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour / bullying incidents and outcomes at least in line with National Average 123STOP Anti-bullying programme operational and having impact

SIMS admin time 123STOP Anti-bullying programme l Tutor guidance handbook Central location for Anti-bullying champion Staffing and time to run student council Time to plan and prep assemblies and PSHE lessons HOY monitoring time

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SAFEGUARDING – Senior Lead: Vice Principal SAFEGUARDING Vice Principal STUDENT WELFARE AND BEHAVIOUR , Governance SAFEGUARDING Committee


Actions taken to date

Actions still to do

Key Personnel



SG1: Safeguarding procedures are not adequate

SG1a:Appointed new DSL August 2018

Safeguarding Audit Safeguarding action plan for areas that need further development.

D Guzzetta A Pathan J Selby K Canning R Marshall P Harrison

New DSL is in post August 2018

Audit completed October half term 2018 Action Plan start of November 2018 Changes/adaptions made to Safeguarding procedures as required.

The key safeguarding audit Time to analyse audit and to put changes into place.

SG1b: Development of safeguarding team to include a DDSL at each of the Key Stages. August 2018

Ensure new team are equipped and capable to fulfil the role - ongoing

M Boast R Arnold K Wright A Pathan

Procedures working efficiently.

All safeguarding concerns being dealt with efficiently and in a timely manner.

Time for DDSLs to carry out duties


SG2: The safeguarding policy was not up to date and did not take into account statutory guidance.

SG2a: Policy re written supported by LCC Staff training on policy and KCSIE Updating Trustees on safeguarding 20/9/2018.

Staff survey to check understanding of polices and KCSIE 09/18 Ongoing training for Teachers through Tutor meetings – July 2019 Re survey staff who are unable to answer safeguarding questions correctly.

D Guzzetta

ALL staff and Trustees to have completed safeguarding training by of Sept 2018 Survey completed by staff 5/10/2018

All staff are able to answer safeguarding questions correctly and are fully aware of their responsibilities under KCSIE 2018.

Staff CPDL time Staff completion of survey time Resources £200

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Actions still to do

Key Personnel



SG2: The safeguarding policy was not up to date and did not take into account statutory guidance.

SG2b: Prevent Training for DSL

Attend Prevent training with Leicestershire Police Training 21st Sept 2018 Update staff on Prevent through newsletter Oct 2018

D Guzzetta Training completed Newsletter sent out to staff

DSL fully up to date on prevent and able to distinguish when threshold for reporting has been met and the procedures that should be followed. Staff fully aware of their responsibility and procedures.

Time for course.


SG3: Staff need to know about reporting female genital mutilation or peer-on-peer abuse or child sexual exploitation

SG3a: Staff updated August Training Day (see above)

Ongoing training and half termly updates for all staff. ( see above)

D Guzzetta All staff have received training and are able to answer survey questions correctly.

All staff have their awareness raised and know their responsibilities as stated in KCSIE 2018.

Staff CPDL time as above Resources as above

Attendance is in line with national average and monitoring/ support is rigorous and timely

SG4: Ensure that there is an appropriate system for monitoring pupils’ attendance which includes rigorous, timely checks on absences.

SG4a: Revised attendance procedures including threshold meetings and communication in place.

Student clinics every half term. Attendance spot week- any student with 100% for that week regardless of their current attendance receives a reward.

A Pathan G Whittingham

Current Attendance is looking to have improved on last year for attendance and P.A

Monitoring of students is including all staff and therefore students are more aware of their attendance and where they can get support to achieve good attendance

AIO to be able to process legal proceedings Rewards to Attendance spot week My Ed App to make truancy phone calls Transport and time for home visits

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Actions still to do

Key Personnel



SG5: Take action to ensure

that those absent from the

school are free

from harm.

SG5a: 15 Day attendance management strategy in place

Continue to follow procedure – refine and review

A Pathan G Whittingham

Procedures are working efficiently

Reasons for absences are being dealt with mostly within a 24hr period and therefore ‘N’ codes are very few.

Transport and time for home visits Training for DSL to safeguard including home visits

Documents

Statement of Action and Action Plan - Hinckley Academy of Action... · Timescales for Action: The trust has provided a first year Improvement Plan covering all of the areas of concern,