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Woodside High School Development Plan 2015-17
June 1
2015
The next phase of our school’s development will build on the legacy of Dame Joan McVittie, and see the following key developments:
1. Manage a smooth succession process for the new Headteacher / leadership and continue the upward trajectory in student outcomes.
2a “High Achievement for ALL”: ensuring high attainers’ progress is at the same high level as our other students,
2b Completion of our curriculum and assessment reform implementation, so that we stay ‘ahead of the game’ and respond to the political agenda.
3. Expanding our roll to 8FE, widening our influence on local educational standards, and using economies of scale to invest in continuing school
improvement
EXECUTIVE SUMMARY Area Priorities To be in place by 2017 or earlier
A. Leadership &
Management [L&M]
1. Effective Succession Planning, Induction & CPD for L&M
a) Vacancies covered by appropriate appointments, which ensure continued upward trajectory of student outcomes
b) Substantive posts filled by appropriately skilled & qualified candidates
c) New senior leaders competent in role
d) New middle leaders competent in role ( incl. self-review; progress tracking, PM, development plans)
e) Appropriate CPD available for middle leaders using both in-house (NPQSL, NPQML) and external courses where needed.
2. Effective leadership leads to outstanding progress for all key student groups
a) Teachers & support staff consistently monitor their students’ progress and act where progress is insufficient.
b) Subject Leaders systematically monitor progress (incl. key groups)
c) YAMs systematically monitor progress & act where progress is insufficient
d) SLT systematically monitor progress & act where progress is insufficient
e) Senior Leaders ensure middle leaders address under- achievement
B. Governance
1. Develop and implement a leadership succession plan
a) Appoint a `new Headteacher
b) Support additional leadership appointments suitable for an 8FE school
2. Raise attainment through a careful focus on progress
a) Governors must hold the school to account for continued upward trajectory and all major groups including the More Able
b) Appoint a governor responsible for the more able.
3. Develop & implement strategic 8FE strategic expansion plan
a) Plan, agree, resource & implement move from 7FE to 8FE
4. Develop a strategic governance & local partnerships plan
a) To review the needs of the local community and carry out a needs-analysis for support in existing schools or development of a free school or a sixth form
C. Achievement
1. Whole school implementation of 4matrix data analysis tool
a) All staff to confidently use 4Matrix data analysis tool at all levels. Focus on 4 key areas: I. Series analysis tool
II. Grading flight path III. Student comments IV. Research groups
2. Maintain upward trajectory and achieve attainment and progress targets.
a) HOD/YAM Reports KS3 & KS4 all subjects
b) Further develop academic mentoring for KS4
c) Further develop peer academic mentoring in all core subjects at KS4
3. Increase staff understanding of Progress 8 floor target
a) All staff have a clear understanding of Progress 8 floor target
D. Curriculum & Assessment
1. Complete GCSE reforms implementation
a) Teaching Staff at all levels understand Progress 8
b) Curriculum Focus group monitors coherence of developments
c) Curriculum & assessment criteria mapped & in line with requirements
d) Moderation shows new grading is consistent & accurate
2. Bridge the curriculum gap between KS2 and KS3
a) Transitional curriculum in place for cohorts have not be taught under the new KS2 programmes
b) Systematic work in place with parents of Most Able group from Y6/7, supporting & raising expectations
c) Systematic interventions in place, including KS2-3 transition & KS3 activities for MA
d) Introduce Renaissance Reading in to primary feeder schools
3. Standardise best marking practice a) Marking is consistently in line with school expectations
E. Teaching and learning (including the progress of the more able - ks2 L5 and above)
1. Achievement targets set for the More Able
a) KS4 attainment & Y7-11 A*/A progress targets set
2. Revise schemes of work and pedagogy to ensure they challenge and support all students (including the More Able - Area D, Priority 2)
a) Investigate where MA are achieving well and what strategies support best progress
b) Pedagogy challenges and supports every child (including the MA) through effective differentiation in lessons (including the development of academic language, higher level questioning, grouping, etc.)
c) SOW appropriately challenges this group
d) Further embed key literacy strategies including reading age progress, vocabulary development and writing skills
3. Use ½ termly tracking of MA student’s progress [Area A, Priority 2] to raise their achievement
a) All MA students are meeting progress targets
b) Any MA students underachieving have appropriate intervention
c) Other monitoring & accountability processes specifically track impact on this group’s achievement
4. Develop independent learning, home learning and study skills
a) Home learning challenges & supports the full ability range in all year groups
b) Bespoke Year 10 study skills programme developed
F. Behaviour & Safety
1. Further development and review of inclusion practices
a) Resources are used effectively to ensure that the needs of students are met within a changing political and economic climate.
b) All staff are aware of vulnerable students and strategies for intervention
c) The requirements of the new SEN Code of Practice are met fully
2. BfL systems consistently implemented & further developed to ensure low level disruption is eradicated
a) Clear and consistent BFL Policy is shared and understood by all staff and students. BFL systems are consistently implemented to ensure that low level disruption is minimised.
b) Behaviour data is recorded rigorously and consistently and analysed regularly to ensure that individuals and groups of students are identified for timely and swift intervention
c) CPD is in place for all staff who need further training on behaviour management – including BFL systems for new staff
d) The behaviour of students in unstructured times (before/after school, break and lunchtime) is outstanding
G. Environment & Resources
1. Develop & implement 8FE plan a) Plan, agree, resource & implement to move from 7FE to 8FE
2. Develop HR consultancy business a) Secure HR SLA’s with other schools and generate agreed income
b) Opportunities to further develop consultancy business investigated
c) Improve HR and finance admin services
3. Improve energy efficiency a) Reduce energy bills
4. Building refurbishments a) Reception new build evaluated, Ash Block and Canteen refurbished in line with specifications and plan timelines
KS4 Ebacc Targets
5+ A*-C
EM 5+ A*-C
5+ A
*-G
1 A
*-G
3 levels
English
4 levels
English
3 levels
Math
s
4 levels
Math
s
3 levels
Scie
nce
4 levels
Scie
nce
A*-
C M
FL
A*-
C
Hum
anit
ies
Ebacc
4LO
P
4LO
P
2016 (MWE)
62% 75%
95% 79%
99% 100% 90% 55% 79% 44% 95% 57% 74% 75% 23%
2017 (MMC)
63% 86%
96% 87%
99% 100% 91% 56% 80% 45% 96% 58% 75% 76% 24%
GCSE 2016 (MWE) 2017 (MMC)
BTEC 2016 (MWE) 2017 (MMC)
A* - A % A* - C % A* - A % A* - C % Pass % Pass %
English Language 10 79 24 93 Health & Social Care 100 100
English Literature 10 79 24 93 Science 100 N/A
Maths 21 82 24 92
Science 15 82 24 93
Science Additional 27 93 N/A N/A
Applied Business 8 83 16 93
Art and Design 13 75 16 96
Computer Science 10 85 23 89
Drama 3 87 29 96
French 26 95 30 80
Food Technology 0 69 N/A N/A
Geography 9 90 16 95
History 28 90 24 87
ICT Core 10 81 N/A N/A
Music 0 100 38 100
PE 8 80 10 80
Product Design 6 67 13 87
Spanish 9 91 37 100
KS3 – Aspirational Targets
English Maths 2+
En & Ma
3+
En & Ma
Science Languages Humanities
2+ 3+ 2+ 3+ 2+ 3+ 2+ 3+ 2+ 3+
2016 (LMD) 99% 92% 99% 94% 99% 91% 94% 99% 99% 94% 99% 94%
2017 (BHI) 98% 97% 98% 98% 98% 97% 78% 74% 95% 95% 95% 95%
2018 (MA) 98% 100% 99% 100% 100% 98% 100% 100% 100% 100% 100% 99%
2016 (LMD) 2017 (BHI) 2018 (MA)
2+ 3+ 2+ 3+ 2+ 3+
Art 99% 94% 95% 95% 100% 100%
Computer Science 99% 94% 95% 95% 100% 100%
Drama 99% 94% 95% 95% 100% 100%
French 98% 94% 97% 97% 100% 100%
Geography 99% 94% 95% 95% 100% 100%
History 99% 94% 95% 95% 100% 100%
Music 99% 94% 95% 95% 100% 100%
PE 99% 94% 95% 95% 100% 100%
PRS 99% 94% 95% 95% 100% 100%
Spanish 100% 95% 94% 94% 100% 99%
Technology 99% 94% 95% 95% 100% 100%
These are aspirational targets based on
KS2 data. They are created according to
where the students should be at the end
of Year 9 on the Flight Path.
AREA A: LEADERSHIP & MANAGEMENT [L&M]
Priority 1: Effective Succession Planning, Induction and CPD for Leadership and Management at all levels ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led / Monitored by Resources & Training Evaluation Evidence Review
a) Vacancies covered by appropriate appointments, which ensure continued upward trajectory of student outcomes
Fill vacancies as they come available
Where required
ARB Govs GR to complete safer recruitment training
Timetable fully staffed by appropriate teachers.
b) Substantive posts filled by appropriately skilled & qualified candidates
Recruit appropriately ARB Govs GR to complete safer recruitment training
Timetable fully staffed.
c) New senior leaders competent in role Continue to induct and mentor the two new acting appointments to Assistant Head. Maternity cover for EMc.
JMV summer term
Govs Cost of DG for summer term. Cost of upgrade for JB and MW.
Feedback from new appointments though PMR process.
d) New middle leaders competent in role ( incl. self-review; progress tracking, PM, development plans)
DH mentored by JB. JB ARB Time Continued upward trajectory in Science for students.
e) Appropriate CPD available for middle leaders using both in-house (NPQSL, NPQML) and external courses where needed.
Continue to provide NPQML and NPQSL in-house. Appropriate literature for external courses to be directed towards middle leaders.
Ongoing JT/ LTU
ARB Training for JT in NPQML and NPQSL.
Training records show positive evaluation.
Priority 2: Effective leadership by all staff leads to outstanding progress for all student groups a) Teachers & support staff consistently
monitor their students’ progress and act where progress is insufficient.
Target setting, departmental SEF, exam review, ½ term tracking and evaluated regularly with a focus on key groups.
Ongoing DG ARB Training on 4Matrix.
Evaluation through regular reviews and reports to governors.
b) Subject Leaders systematically monitor progress (incl. key groups)
HOD & YAM
ARB Training on 4Matrix.
‘Deliverable’ (Success Criteria) Action Required, & Milestones Led / Monitored by Resources & Training Evaluation Evidence Review
c) YAMs systematically monitor progress & act where progress is insufficient
Regular termly meetings with SLT. Termly YAM & HoD
ARB Training on 4Matrix.
LM & PM minutes
d) SLT systematically monitor progress & act where progress is insufficient
SLT receive ½ termly reviews & termly reports to governors
Termly ARB Govs SLT & LM minutes
e) Senior Leaders ensure middle leaders address under- achievement
EBACC Departments have a Subject Review with a focus on AMA
Summer ‘15
ARB JMV Education London cost £10,000
Report with areas for improvement for DDP and leading to increase in results of AMA students
HOD English and Maths to present to Governors
ARB and HODs
Governors meeting
Line Managers continue to monitor their team to ensure that individual teachers are achieving maximum progress with all students.
Ongoing HoD & YAM
ARB SLT & LM minutes
Audit all elements of academically most able (AMA) across the school using the ‘National Standards for G & T Audit’ with SLT and middle leaders
ML Meeting June ‘15
DG ARB ML Meeting Improved AMA systems and procedures leading to improved achievement of AMA students
HOD’s to carry out a ‘Department AMA Audit’ and feed in to the DSEF and DDP 2015-16
Depart meeting June ‘15
HOD’s DG Department meeting
Improved achievement of AMA students
Student voice research
Interview 10 AMA students across the school
Complete report on findings
Feedback to staff at CPD
May/June ‘15
DG/RB ARB Lunchtime meetings with 10 students
Report with actions Improved achievement of AMA students
AREA B: GOVERNANCE Priority 1: Develop and implement a leadership succession plan ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
a) Appoint a `new Headteacher Appointment process By Jan 2016 Govs Cost of the process New head in post
b) Support additional leadership appointments suitable for an 8FE school
Headship: plan & implement By July 2016
HT Govs Cost of new appointments
New appointments in post
SLT: develop & implement plan
Priority 2: Raise attainment through a careful focus on progress
a) Governors must hold the school to account for continued upward trajectory and all major groups including the More Able
Review of student outcomes at governing body meetings.
Termly Govs C of G Training on the use of data
Reports to GB & GB minutes
b) Appoint a governor responsible for the more able.
Review of outcomes for the more able.
Priority 3: Develop & implement strategic 8FE strategic expansion plan a) Plan, agree, resource & implement
move from 7FE to 8FE Evaluate the move from 6FE to 7FE to learn lessons.
Termly reports
HT Govs Time Reports & GB minutes
Priority 4: Develop a strategic governance & local partnerships plan a) To review the needs of the local
community and carry out a needs-analysis for support in existing schools or development of a free school or a sixth form
Regular communication with the local authority
July 2016 Govs C of G Time Reports to GB.
AREA C: ACHIEVEMENT Priority 1: Whole school implementation of 4Matrix data analysis tool ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
b) All staff to confidently use 4Matrix data analysis tool at all levels. Focus on 4 key areas:
V. Series analysis tool VI. Grading flight path
VII. Student comments VIII. Research groups
Share the grading flight path for KS3 with staff to help streamline and quality assure target setting. SLT to QA target setting with HoDs
Summer
September September
GG AB
Middle leaders conference Inset Day Presentations to
SLT at key reporting points of
the year
Familiarise all staff with the series analysis tool focusing on TA comparisons and TA against target
September
Ongoing MW AB
Inset Day
Data surgery
comparisons.
Use 4Matrix student comment boxes to build intervention plans.
Key assessment
points MW AB Data surgery
Work with middle and senior leaders to set up research groups to track progress of specific groups including the more able.
All year
MW AB Data surgery
Priority 2: Maintain upward trajectory and achieve attainment and progress targets. a) HOD/YAM Reports KS3 & KS4 all
subjects Use 4Matrix to track and report on student progress in all subjects identifying and addressing areas of concern
Termly assessment & reporting
points
HoDs &
YAMs
MW/ AB
Time to complete presentations Time in SLT meetings
Presentations to SLT at key reporting points of the year
b) Further develop academic mentoring for KS4
Using TA3 data analysis identify students Assign academic mentors Train mentors Monitor progress of students
Autumn
Termly JB GR
Mentors to allocate meetings every 2 weeks
Presentations to SLT at key reporting points of the year 4 Matrix Research group
c) Further develop peer academic mentoring in all core subjects at KS4
Review current system Using data work with HODs to match mentors (A/A*) with mentees (C/D)
Summer Autumn
JB GR
Mentors to allocate meetings every 2 weeks
Presentations to SLT at key reporting points of the year 4 Matrix Research group
Priority 3: Increase staff understanding of Progress 8 floor target. a) All staff have a clear understanding of
Progress 8 floor target Staff training on Inset day July ‘15
Sept ‘15 AB AB Time at CPD HoDs & YAMs
confidently commenting on data in presentations
AREA D: CURRICULUM AND ASSESSMENT Priority 1: Complete GCSE reforms implementation ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
a) Teaching Staff at all levels understand Progress 8
Outline at CPD training
Implement consistent use of 4matrix to be able to understand & track student progress
July ‘15 Sept ‘15
MW & AB AB Time at CPD 4matrix consistently used effectively
b) Curriculum Focus group monitors coherence of developments
Write brief, create membership & initiate meetings
Meet according to schedule
July ‘15 DG AB Meeting Minutes of meeting
c) Curriculum & assessment criteria mapped & in line with requirements
Use new mapping & revise SOW (according to national timeline dates)
Develop a timeframe to write and implement revised SOW with new assessment levels with reps on the Curriculum Focus Group
T1 - June 15 T2 - Nov 15 T3 - Mar 16
HOD’s JRS
DG Time to meet
Updated SOW reviewed
d) Moderation shows new grading is consistent & accurate
Standardise the new grading and implement improvements
Moderate grading & address inconsistencies through training
Termly before & after exams
HOD’s DG Time in meetings Lesson observations & work scrutiny
Priority 2: Bridge the curriculum gap between KS2 and KS3
‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
a) Transitional curriculum in place for cohorts have not be taught under the new KS2 programmes
Complete transitional plan
Implement transitional plan
Evaluate effectiveness of transitional plan
June ‘15 July/Sept ‘15 Dec ‘15
MA, JT, SS & Lead Practs
DG Time in meetings Student voice & parent surveys
b) Systematic work in place with parents of Most Able group from Y6/7, supporting & raising expectations
Arrange an event to meet with parents to set appropriate expectations & advise on support
Survey parents on future support
Sept ‘15 Oct ‘15
MA, JRS & DG
AB
Time to prepare Refreshments
Feedback from parents survey
c) Systematic interventions in place, including KS2-3 transition & KS3 activities for MA
Run externally-delivered core subject workshops & interventions (eg. summer schools, Brilliant Club, Masterclasses, etc)
July 16 JT DG Includes PP funding
Progress data
d) Introduce Renaissance Reading in to primary feeder schools
Deliver RR CPD for representatives of local primaries
By July ‘16 JT, WS and RR
DG RR partnership £10,000
All attending primaries
Provide support for the development of RR in primaries
Team (as below) successfully using RR Improved reading ages in feeders
Priority 3: Standardise best marking practice a) Marking is consistently in line
with school expectations Induct new staff into expectations As required WO DG CPD time Lesson
observations & work scrutiny
Audit marking quality through work scrutiny & take action to standardise best practice
Audit July & Nov ‘15
JT, SLT & HOD’s
DG Meeting time
Review and further develop the current marking policy to make more subject specific
Dec ‘15 LP’s DG Meeting time
AREA E: TEACHING AND LEARNING (INCLUDING THE PROGRESS OF THE MORE ABLE - KS2 L5 AND ABOVE) Priority 1: Achievement targets set for the More Able ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored
by Resources & Training Evaluation Evidence Review
a) KS4 attainment & Y7-11 A*/A progress targets set
Agree and set up a system to:
Agree criteria for most able students
Explain & set A*/A subject targets at ML Conference
Monitor progress and provide intervention support for teachers with underachieving groups
Mentor / interventions for underachieving students
Sept ‘15 June ‘15 Termly Termly
DG JT RB JB
ARB GR DG GR
SLT meeting Time at ML Conference June ‘15 4matrix at Strategy Meetings Mentors to allocate meetings every 2 weeks PiXL interventions
Revised AMA lists 2 weekly data in English, Maths and Science Termly progress data on 4matrix A*/A GCSE results
Priority 2: Revise schemes of work and pedagogy to ensure they challenge and support all students (including the More Able - Area D, Priority 2) a) Investigate where MA are
achieving well and what strategies support best progress
Analyse progress data and exam results to identify best practice
Student interviews and Book Looks
April/May ’15 Autumn term
JT/DG JT/DG
DG DG
Time to analyse, interview and produce a report
Lesson observations & work scrutiny Student voice
to identify best practice
Analyse lesson observation data for best practice
Autumn term
JT
DG
research
b) Pedagogy challenges and supports every child (including the MA) through effective differentiation in lessons (including the development of academic language, higher level questioning, grouping, etc.)
Identify best practice (in-house & elsewhere)
Use CPD to model and standardise such practice
Develop a differentiated CPD programme to further improve teaching strategies to challenge the most able
Rolling programme from July ‘15 Rolling programme from Sept ‘15
JT JT/LP’s
DG DG
Time in CPD sessions Planning time Planning time
Department / teacher progress data Lesson observation outcomes – an increase in grade 1’s and 2’s
c) SOW appropriately challenges this group
Establish rolling programme of review and rewrite the KS3/4 SOW
Quality-assure results
Start June ‘15 Finish Mar ‘16
HOD’s DG Time to review and develop
Progress data
d) Further embed key literacy strategies including reading age progress, vocabulary development and writing skills
Review and evaluate Literacy Audit Jan ‘16 WS/JT DG Time to review and develop
Completed audit
Literacy Promise G. Barton CPD
Literacy Promise strategy in every department
CPD Oct ‘15 Oct – Feb ‘16
JT HODs
DG JT
Twilight slot 2 hrs Depart meeting time
CPD delivered Strategy in place
Renaissance Reading : Develop vocabulary, literacy
skills and subject area quizzes
Improve levels of reading stamina for all
Pilot Year 11 reading
programme
Jan ‘16 Sept ’15 – July ‘16 Tutorial Time Nov ’15 – May ‘16
RR team WS HODs Tutors Eng team Tutors
WS YAM
WS
RR partnership £10,000 (as above) Licences £6,000 Library stock Photocopying costs YAM budget
Master School Certificate Improved reading ages to 11 months PA
Introduce book of the month reviews
Nov ’15 – May ‘16
CS WS Time in Tutorials to write
Book review displayed
Priority 3: Use ½ termly tracking of MA student’s progress [Area A, Priority 2] to raise their achievement a) All MA students are meeting
progress targets
G & T Coordinator to track the progress of all MA students every half term
Relevant Middle Leaders monitor the progress of MA students effectively and identify underachieving students every half term
Half termly Half termly
RB - Whole school YAM’s HOD’s
DG & GR
Time to analyse 4matrix at Strategy Meetings
Progress data
b) Any MA students underachieving have appropriate intervention
Post holders follow up underachievement with intervention strategies to ensure an impact on progress [including Area E Priority 2 actions]
Termly HOD’s & YAM’s
DG & GR
Meeting time Progress data
c) Other monitoring & accountability processes specifically track impact on this group’s achievement
Ensure all review/QA processes track outcomes for this group (eg. SEF, Dept SEF, Department Reviews, PM, observations & work scrutiny)
Termly & July / Sept ‘15
RB - Whole school YAM’s HOD’s
DG & GR
Time to analyse & produce report 4matrix at Strategy Meetings
Progress data & results QA Findings & Reports
Priority 4: Develop independent learning, home learning and study skills a) Home learning challenges &
supports the full ability range in all year groups
Evaluate & continue rolling programme of changes, synchronised with SoW developments
July ‘15 JT DG Evaluation form written, completed and report written
Work scrutiny’s
b) Bespoke Year 10 study skills programme developed
Develop study skills programme at key points throughout the year
YAM’s ensure that tutors are leading on follow-up activities
CPD on using the resources in Year Teams
July ‘15 QA termly
JB YAM’s
GR CPD Sept ‘15 Time to review programmes Cost of programme
Lesson observations of Tutor Time
AREA F: INCLUSION, BEHAVIOUR AND SAFETY Priority 1: Further development and review of inclusion practices ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
a) Resources are used effectively to ensure that the needs of students are met within a changing political and economic climate.
YAMs to work with Inclusion Team to set, monitor and evaluate impact of interventions.
Review use of Teaching Assistants to ensure that they are deployed effectively to make maximum impact on student progress.
Develop Inclusion Team through training to specialise in specific areas of AEN.
Sept 2015 to review on half-termly basis
GR PMC
GR Provision Mapping software CPD budget and time for Inclusion Team
Interventions lead to measurable progress for students. TAs are used effectively to support student progress (lesson observations, PMRs, student voice). TAs are skilled and specialised to run specific interventions.
b) All staff are aware of vulnerable students and strategies for intervention
Develop a comprehensive provision map which is shared with all staff.
Information about AEN students shared with staff through regular updates.
Learning Passports regularly reviewed and updated.
Sept 2015 to review on half termly basis. LPs and AEN information updated and shared termly.
PMC LS GR
GR Provision Mapping Software Admin support.
Provision map is in place and used by all staff. Staff are clear about student needs and how to meet them (lesson observations, student voice, AEN link meeting minutes.)
c) The requirements of the new SEN Code of Practice are met fully
All statements of special educational need are converted to Education Health Care Plans (EHCPs).
Child and family centred planning is developed throughout inclusion and pastoral team through training and
Schedule for conversion to EHCPs Sept 2015 – July 2016
PMC LS
GR CPD time and budget. Educational Psychologist
All statements converted to EHCPs by July 2016. Early Help procedures followed correctly. Minutes of
sharing of good practice.
Early Help processes are shared with inclusion team, pastoral team and SLT through training.
Training on Early Help Processes and Child & Family centred planning in autumn term 2015.
meetings.
Priority 2: BfL systems consistently implemented & further developed to ensure low level disruption is eradicated
a) Clear and consistent BFL Policy is shared and understood by all staff and students. BFL systems are consistently implemented to ensure that low level disruption is minimised.
Whole school CPD at start of term
Student Assemblies to revisit policy
Displays and information in student planners
Monitoring use of systems through SIMS data, YAMs and HODs
Increased accountability for behaviour management within departments – including use of departmental parking rotas.
Increased use of rewards system for students doing the right thing
Sept 2015
YAMs/HODs
GR CPD time Student Planners cost = £4,000 and Displays £ 100 d Behaviour Admin Support
BFL used consistently in classrooms and around the school, leading to reduction in incidents and eradication of low level disruption (evidenced by SIMs, lesson observations, IEU and Remove records) Departmental parking rotas in place.
b) Behaviour data is recorded rigorously and consistently and analysed regularly to ensure that individuals and groups of students are identified for timely and swift intervention
Whole school CPD at start of term
Behaviour data shared in all Year Team meetings for action by tutors
Behaviour data analysed and shared in weekly inclusion meetings to ensure students are identified and intervention planned
Behaviour data (including Remove, IEU and exclusions) shared at SLT on half-termly basis
Sept 2015 Every Year Team & inclusion Meeting Half Termly
YAMs Inclusion
GR Behaviour Admin support Therapeutic Behaviour Consultant – cost £12,000
Narrowed/eradicated gap between different groups of students in terms of behaviour. Targets in place for students based on behaviour data. Reduction in exclusions.
(evidenced by SIMs, lesson observations, IEU and Remove records)
c) CPD is in place for all staff who need further training on behaviour management – including BFL systems for new staff
Behaviour training stored in CPD calendar
Staff identified through lesson observations/behaviour data/HODs
Sept 2015 and then CPD calendar
LTU GR CPD budget Improved consistency in dealing with incidents, increased staff confidence. (Evidenced by lesson obs feedback, CPD evaluation)
d) The behaviour of students in unstructured times (before/after school, break and lunchtime) is outstanding
Record number of incidents during unstructured periods to identify priority areas
Review supervision duties and systems for managing school at unstructured times
YAMs GR Cost of supervision Reduced number of incidents during unstructured times. (Evidenced by SIMs, IEU, Remove data)
AREA G: ENVIRONMENT AND RESOURCES Priority 1: Develop & implement 8FE plan ‘Deliverable’ (Success Criteria) Action Required, & Milestones Led & Monitored by Resources & Training Evaluation Evidence Review
a) Plan, agree, resource & implement to move from 7FE to 8FE
Evaluate the move from 6FE to 7FE to learn lessons.
Termly reports
HT Govs Time Reports & GB minutes
Priority 2: Develop HR consultancy business
a) Secure HR SLA’s with other schools and generate agreed income
Market HR SLA to other schools including tender writing and presentations to HT’s
Secure HR SLA’s
Evaluate consultancy offer and review
By Dec 15 By End of Mar 16
BG HT / Govs
Time to write bids and present to schools
Feedback to HT and Governors
b) Opportunities to further develop consultancy business investigated
Investigate opportunities for other school support services to be part of the consultancy business
By July 16 JD HT / Govs
Time Feedback to HT and Governors
c) Improve HR and finance admin services Introduce new HR / finance IT package
Start in-house payroll
By Jan 16 By Jan 16
JD HT / Govs
CPD for HR, Finance and admin staff
HR and finance services evaluated and reviewed Staff paid on time and accurately
Priority 3: Improve energy efficiency a) Reduce energy bills Investigate / evaluate LED
lighting and solar power and agree a way forward with Governors
By March 2016 at FGB
JD HT/ Govs
Cash investment (?) Summary report by JD to FGB
Priority 4. Building Refurbishments a) Reception new build evaluated, Ash
Block and Canteen refurbished in line with specifications and plan timelines
Implement plan See plan timelines
JD HT/ Govs
Cash investment TBA
Summary report by JD to FGB
