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School Development Plan 2014-16We strive to make Rose Bridge Academy the best school in the country by ensuring that we are:
Dedicated to Achievement for All by: • Developing well rounded individuals that demonstrate greater resilience, determination and strength of character to
succeed• Equipping students with the skills to access increased opportunities and enhance their life chances• Insisting on high expectations and challenge• Developing an aspirational school community• Engage all parents and carers
These key priorities will focus on:Raising attainment in all areas of school by:
Accelerating progress for all groups of students through reading, writing, communication and maths. Focusing on effective strategies to raise the achievement of boys and disadvantaged students Focusing on marking, assessment and students acting on quality feedback to support the raising of achievement. Developing accountability of Leadership throughout the school Embedding Social, Moral, Spiritual and Cultural educational opportunities.
And Demonstrating resilience when faced with challenges Embedding the notion of every grade counts Implementing Post Ofsted Action Plan Ensure value for money and improved outcomes in the use of Pupil Premium funding Focusing the budget on ensuring the priorities of the development plan are met
Targets
5A*-C Maths and English 41% English 3 LPs Maths 3 LPs in line with national averages (70% and 65%)All other subjects 3LPs to be above national averages
Attendance above 94.9%Persistent absence below 5.8%
1. Student Achievement Sept 2014 position Objectives/ link to
school prioritiesWhom Cost Actions Impact/ Success
CriteriaEvidence
1.1
2014 results (FFTB)
33% (39%) 5+A*-C Ma/En
3 levels progress En= 45% (53%)
National = 70%
3 levels progress Ma= 40% (46%)
National = 65%
Accelerate the progress of
students at KS3 & KS4
2015 FFTD47% 5+A*-C Ma/En3 levels progress En= 58%3 levels progress Ma= 51%VA to be above 1000
Improvements in Maths outcomes for all students
Raise attainment for all students, exceed floor standards in all key measures
Levels of progress in all areas to be at least in line with national average. Improve the accuracy of the data captures still further to ensure it demonstrates the progress that is evident in books and supports appropriate intervention.Developing accountability through rigorous quality assurance at department level.
Increase the amount
ScaGradyData ManagerWiltonSLSLTKellyGuy
SLT liaison to focus more regularly on the quality assurance of levelled work ensuring it is evidence based and that it relates directly to the data captures (agenda item termly).Subject Leaders to increase their level of monitoring and support to department staff when capturing data to ensure it is based on a balanced view of where the student is currently working at, factoring in class work, homework and formal assessments.Staff to use the ARR 1-3 data intervention system to identify the likelihood of students achieving their target grades, adding a note/strategy that will help to close the gap. DHT/AHT/Data Manager to create ‘hot lists’ of identified targeted students based on M&E match up.Subject Leaders/Heads of Year/SPM/AHT/DHT to then ensure that appropriate intervention is put in place, impact is monitored and parents are informed.Continue to support a discreet group in Year 7, 8 and 9 (SLC plus 1) for students that have low literacy and numeracy levels and would benefit from a smaller class sizes, additional LSA support and a more bespoke curriculum modelDHT to work as Maths and English liaison to support the raising of standards in both areas, to increase the level of collaborative work and to improve the match up at Year 10 and 11 with targeted students
Review teacher deployment to key groups in Maths, English and Science, following the examination results analysis.
Agree with staff a co-ordinated extra curriculum offer that enables students to access as many subject areas as possibleAsk staff to make a pledge to further
Accelerated progress of students and more effective intervention with those students that require it. Progress to be at least in line with national averages at both key stages.
More accurate and consistent system that supports progress.
All staff to introduce a universal target sticker that supports consistency of target setting.
Students knowing their targets and developing strategies that enable them realise and surpass them.
Students in all Year groups make the expected progress in line with national averages.
70% of students make 2 sub-levels of progress in English Maths and Science each year
Key groups taught by strong teachers
70% of students make 2 sub-levels of progress in English Maths and Science each year
Assessment Policy has now been updated with a clear focus on how to improve the accuracy of data captures using graded system
It also highlights the importance of SLT liaison working with SL on evidence based judgements.
The new policy has been revised to adopt PIXL principles of Diagnosis, Therapy and Intervention
Policy to be rolled out at conference in May 2015.
Both DHT have met with SL for Maths, English and Science to agree appropriate staffing for 2015-16
of extra learning opportunities on offer to students
Increase the number of students
accessing these additional sessions
support the key subject areas in school within and beyond the school day
Through assemblies, class teachers and HOY continually promote and communicate to students and parents what is on offer beyond the school daySource additional incentives to encourage students to attend on a more regular basisSLT/HOY to liaise with parents directly to promote the importance of the additional offer
The increase still further the number students making 2 sub-levels of progress in English Maths and Science each year to enhance chances of success at KS4
Key groups taught by strong teachersAll key?
Staffing to be deployed appropriately based on experience and expertise
Increase in attainment and achievement levels particularly in the core areas with Y11
DHT and SLT Mentors have contacted parents that have been identified as key students from y11 explaining the additional sessions that are on offer
1.2The following groups are a priority in school:
BoysBelow level 4 (& 4C)5CsSchool Action +Disadvantaged
Concern groups:BoysDisadvantaged
Priority group in school below level 4 on entry
A large proportion of our students are WBRI, Boys , FSM
These groups nationally
To develop thumb prints and gap plans for each student in school that belongs to a discreet group or/and is below target in a range of curriculum areas.
Reduction in Gap for Pupil Premium students (<10%) Improved performance of boys
Statement students to achieve in line with peers nationally
Narrowing the gap of students that are below level 4 on entry
To accelerate progress through reading, writing,
ScaGradAir/CrushClo SPMThorn
SchuSLT liaison
Sca Inn
Clo/ Grady
Faz
GibbsPilkDearn
ScaGibbs
To establish a ‘Monitoring of Groups’ team to meet to analyse data and plan appropriate interventions. Led by Sca/ Grady
Thorn to be lead for raising the achievement of boys across all year groupsEnsure we deliver an engaging curriculum, fit for purpose that is relevant for boys. Depts. to plan- Twilight devoted to this.
Relaunch Emerging Leaders Group led by Faz/ Inn to focus on the leading of teaching and learning key areas as project- below level 4 and raising boys’ achievementContinue with Themed learning walks focussing on data tracking and vulnerable groupsData tracking to identify those boys who are not achieving and action plan
SENCO continue to work with SLC team to complete gap plans and narrow gaps as much as possible.Maths to be taught to SLC by maths specialist.Map out relevant curriculum and option choices at KS4 for those below level 4
Increase in standards of performance of all studentsMore success on internal and external exams accessing questions with greater confidence.
More balanced levels of literacy and numeracy across the year group on entry, narrowing the gap between higher and lower ability students.
Monitoring Group Minutes.
The group have met once per half term after every second data capture to discuss planned interventions and impact.
Group includes leads for discreet group SPM and HOY
Schedule to be revised from September with scheduled meetings to be increased to every half term
As part of the transition plan the
underachieve communication and maths.
PilkDearn
on entry
Withdraw Y6 pupils once secondary choices have been made to access booster sessions in literacy and numeracy.
NOT SURE THIS WILL NOW HAPPEN: REMOVE??
To collate and analyse data for SLC+1 students below level 4 in English & MathsAs a result plan appropriate actions
To raise attainment of students when entering RBHS helping to close the gap in their learning. Reduce the ‘drop’ in attainment from summer yr. 6 to autumn yr. 7
level of detail requested from the Primaries has risen sharply.
The information will offer RBA more finite detail for each individual student joining us in September in terms of how Secondary Ready they are
A filter for those students below L4 has been added to all data capturesSPM is analysing this group and identifying issues.
Needs a whole school lead
1.3 Concern subjects: (significantly below national average)
Maths
English (*Based on 2014 results)
Science
Strengths:
RE, Performing Arts, PE, History
To ensure that all subjects meet the level of progress 70%Improve Maths, science and English performance focussing on improving Literacy and Numeracy. (RWCM)
Strategies in place to address attainment issues of GCSE under achieving subjects.
FazScaWdThornInn
Wd
Increase level of scrutiny/ support plans of underperforming subjects.Liaise with Subject leaders re action plan for improvementRedesign the curriculum offer consider 3 Yr. KS4Performance capability of underperforming staff (2 staff identified)
Science action plan via external audit. (Commissioned through SIC Hawkley Hall)Science staffing/ attendance to be addressed.
All UPS –non TLR holders to write action plan of department and whole school support
All subjects improve their outcomes at KS4Maths results improveEnglish resume the strong results
Last data capture for Y11 suggests the following results:5A*-C including E&M 37%
3L progressEnglish 47%Maths 66%
These would be an improvement on those we achieved last year
1.4
Current inconsistencies in marking and quality of feedback given.Good practice evident in Maths, English Perf Arts, Geog
Ensure that planning of work reflects the data gathered to ensure that it supports the progress of all learners in all classes. Ensure students are
Inn/ ScaWd
SLT
Use quality assurance weeks to analyse the correlation between data captures and work set/producedAHT T&L/SLT liaison to work with SL. Detailed seating plan produced Reviewed Learning Plan
Students given quality information so that they know what is needed to
Narrowing of the gap for the students that belong to a discreet group with PP, SEN and CLA in particular.
The gap between groups is reduced to below 10%
The DHT for Maths and English has been involved in the QA weeks for those subjects supporting the SL to scrutinise key areas of improvement from the data.
given quality feedback on which to act upon.Focusing on marking, assessment and students acting on quality feedback.
Ensure that this good practice is universally adopted across all departments
Inn/Sca/Th
improve
Ensure that the areas in school where marking and feedback is clearly a strength are used to support and strengthen the areas in school where this needs to improve to still further
Students understanding how to improve their work in all areas of school leading to a raising of standards in performance.
The Head and AHT responsible for T&L have also used the data to ensure it matches work and assessments in books
A common approach to assessment and feedback across school will be rolled out at Conference in May 2015
1.5
Staff knowledge and use of data systems remains inconsistent in some areas of school requiring further refinement to ensure that the most appropriate students receive intervention
Provide more regular and appropriate additional 1-1 support to all students.Target intervention appropriately.
Developing accountability through rigorous quality assurance at department level.
ScaGradyData ManagerSPM
SLTScaSPMGrady Data Manager
£3000 initial start up for SISRA
Launch SISRA/FFT Aspire (No longer needed at this stage)
(date at SLT planned)Training of SLT and SL initially then all teaching staff and GovernorsUpdate KS4 Tracker post mocksEnsure discounting completed and analysis on those not getting 5Review ARR policy to build in new assessment without levelsHot lists of students universally shared with staffUpdate new KS3 intervention room with photosAnalyse 3C, 4C and 5C students and agree appropriate actions with SPMDetermine and see Y10 and 11 Target studentsGreater quality assurance by the Subject Leader after every data captures needs to be implemented
Further training for assertive mentors as required for new staff to be offered by the SPM.Staff with responsibility for discreet groups with subject leaders and heads of year to analyse data after every half term capture with AHT/DHT to ensure appropriate and early intervention is rolled out.
Develop an area in school where
Narrowing the gap in performance. Improved performance in external examinationsMore rapid and sustained progress.
To exceed national averages at KS3 and KS4 for 2 and 3 levels progress.70% of students make the expected progress
The gap between groups is reduced to below 10%
Populated gap plans and case studies for a sample of students produced.Intervention room fully operational
Information on how best to use and navigate SISRA will be rolled out at Conference in May 2015 where SL and Governors will be attendance. Follow up training will be offered by the DHT and data manager
Information on key students on hot lists has been increasingly share with the monitoring group and SL.
Information is shared with staff via shared area on SIMS
This now needs to cascade down to all staff after each capture with increased accountability in terms of actions and follow up
Monitoring group established with calendared meetings
assertive and department mentoring and the work of LSAs can be rolled out effectively with clear leadership being offered by SPM
Assertive mentors have now been re-distributed so that they are assigned to individual need by the SPM rather than specific form groups
1.6
2013 100% students in EET 0% NEET2014
To increase the number of students accessing more relevant and appropriate opportunities post 16.
SharCurriculum Director to respond to schools priority of effective IAG Continue in partnership with Local college a well-qualified Careers Advisor.Enhance links with Further/Higher education.Information Advice Guidance- through Assertive Mentoring and Careers education programme.Careers fair
Increase numbers of students taking up level 3 post 16 qualifications
Ensure NEET figures remain below the national expectation
1.7
The majority of school are still adopting a levelled approach to assessment and data captures`
Students staff and parents understand what the existing assessment process within school means
For all departments and members of staff to agree a common way of approaching assessment at classroom and whole school level
Ensure that that all assessments are clearly related to relevant performance descriptors
Teachers responsible for ensuring that benchmark against national standards at the end of every term/year
Inform parents and students about progress and achievements, the next steps required for further progressAdding national expectations and
LFPSSPMCGData Manager
YP PD EG
Meet with JI, DW and LF to share information gathered from Conference on assessmentLF to also share curriculum implications on assessmentResearch current nationally recognised strategies for assessment and share them as case studies with SLT and T&L group to discuss.
Meet with local Primaries re assessment to discuss and evaluate current practice at KS1 and KS2 including any timeline for changeWorking with them to create appropriate bridging units from KS2-3
Departments to complete a department audit of current assessment practice within their area and share with other SLAgree a timeline for introduction of a new model that includes effective communication to all stakeholders
Review DHT rolesOne to Implement appropriate systems for tracking and assessment and the other DHT taking the lead for implementation at classroom level in partnership with the AHT lead for Teaching and Learning
A common approach across school that is adopted by all departments, understood by parents and students
DHT has met with Primary feeder schools to establish assessment principles at KS1 and KS2.
Their focus on assessing students against age related competencies is being adopted by RBA.
Research via attendance at ASCL and PiXL Conferences has enabled DHT to formulate a new assessment policy that focuses on a fairer system for all students, fits with the national agenda and performance indicators and adopts the PiXL principles
Roles of DHT to change in September once new
standards
Inform teachers about gaps in students’ knowledge
Inform school leaders about the progress of students and groups and where to target resources and interventions
All Teachers Parents and Students to know what outstanding, good and RI work looks like in terms of assessment
JJ DWCatch up funding
SL to gain a real understanding of what the curriculum is expecting from students at different ages and stages; national expectations
Students that fail to reach the standard to access catch up sessions with those at risk accessing keep up sessions
Review current reporting and screening format to ensure it matches any changes to assessment protocols in school
Create a working group with assessment champions from each department under the strategic lead of SLT T&L groupProduce exemplar pieces of work across departments to help guide and support students and teachers markingBuild in plenty of time at the start of lessons to complete learning reflections
Follow on after the launch of the new assessment model
assessment procedures are fully implemented
Following Conference in May 2015 SL will be asked to nominate a assessment/PiXL champion to represent them and receive training and guidance from DHT that they can share with department colleagues
2. Quality of Teaching Sept 2014 position Objectives/ link to
school prioritiesWhom Cost Actions Impact/ Success
CriteriaEvidence
2.1
Learning walks, Performance excellence and subject reviews show some inconsistencies with lessons particularly when they don’t always correlate with exam results
Promote Teaching & Learning across the school to raise attainment – All Teaching to be Good or Better
InnSLTSubject leaders
Emerging LeadersT & L Focus group
SLT LiaisonWd
Teaching and Learning CPD for Staff Requires Improvement, approx £200 per staff member ALL will not require Specific T & L
Strategic planning to promote teachers sharing excellent practice with other Staff – Teaching and learning Group / Teaching and Learning Fayre.Much more evidence of sharing Good practice.
More regular Learning Snapshots – with liaison notes feedback to WD / Inn – Snapshots of learning carried out at LiaisonRequires improvement teachers – plan to improve and support put in much earlier – (highlighted in liaison)
Strategic planning to focus on T & L requirements of staff Learning Walks to assess the use of the inset sessions and where gaps still lie. Inform T & L group of staff training requirements. Staff using the materials from the inset to deliver good or better lessons.
Liaison notes to highlight much earlier if Staff need support – coaching and mentoring offered to
Teaching & learning Fayre Inset held on 24.10.14More focussed Teaching and Learning every Tuesday night . T & L Inset and sharing good practice.
Snapshots of learning carried out at liaison – needs to be more regular .
3 teachers identified and on support plans
Inn
InnSubject Leaders
T & L Focus Group
Inn
£500 subscription to Teaching and Learning£1000 for new Teaching and Learning books
CPD Support – see above
Teaching and Learning Group to deliver more at Twilight and Full Staff Inset
New Teaching and Learning books purchased and Teaching and learning library actively promotedTeaching and Learning Board in the staff room allowing staff to share examples of good practice. New Teaching & Learning Blog
Learning Walks followed with Learning Walk Action Plan with Actions for Subject Leaders T&L Agenda item- mins to InnPaired observationsAll Inset to focus on T&LStudent voice re learning experience
Review the meeting schedule to have even more focus on teaching and learning
improve staff performance.
Specific T & L focuses lead to better teaching and ensure progress made by learners
Inn to monitor whole school T & L and have an overview of supported teachers
All teaching observed in Learning walks, subject reviews and Performance Excellence to be graded as Good or Outstanding.
Student voice – learning experience of ALL staff Good or better, no inconsistencies
Twilight led by strategic SLT T & L group
Books purchased and lent out
T & L blog and twitter feed
Learning walks and action plan in place
RBA Reviews mean joint observations to take placeStudent voice taken place
Tuesday night strategic T & L
2.2
QA calendared needs to be amended and more thorough, with some unannounced book scrutinies
Current inconsistencies in marking and quality of feedback given.Good practice evident in Maths, English and Perf Arts, Geog
Further embed Marking, Assessment and feedback to ensure books are well marked with clear effective feedback and evidence of students acting on feedback having an impact on learning and attainment.
InnSubject leaders
Current good practice in marking highlighted – training for new staff on what is expected on marking and feedback. Current good practice to be used as examples
Training for subject teachers on marking by Subject Leader – use of department time to promote and share good practice and to use department time to standardise current making practices
All departments to ensure marking is effective with examples of good practice shared amongst colleagues so staff and students know marking expectations,
Appropriate and regular homework contributes very well to students’ learning. It is set and marked by the teacher and feedback is given.
Lots of work done all year on marking including additional INSET and Subject Leaders time to develop marking,Subject leadrs have had additional time for QA work scrutiny and developing marking. Insets have been given for Moderation and standardisation
Developing accountability through rigorous quality assurance at department level.
InnSLT LiaisonSubject Leaders
Quality Assurance to monitor consistency of marking at Subject Leader level and SLT.
Learning walks to feature Questioning and effective feedback.
Marking and feedback are frequent and of a consistently high quality.Evidence of Students acting on feedback.Results of “Show my homework”
Quality Assurance checks that understanding is checked systematically and effectively throughout lessons, anticipating interventions.
Through subject reviews, Performance Excellence observations and Learning WalksQuestioning and effective feedback are observed regularly and to a consistently high standard
Regular SLT and Subject Leaders QA has taken place every half term
In Autumn term Learning walks took place on Questioning. Effective feedback has been the focus of every Learning Walk
2.3Not all staff differentiate at classroom level for Most Able students – some use enrichment experiences and need to challenge Most Able from inside the classroom giving them a different learning experience
To ensure appropriate challenge for ALL learners especially the Most Able
InnScaSeddon
SLT
To analyse data and make changes to setting groups, where necessary.Staff to use more frequent and appropriate intervention strategies.To extend the amount of progress and challenge students make in lessons and become more resilient/ independent learners by addressing weaknesses.To provide ways of demonstrating progress and evidencing progress made through work scrutiny. Staff inset on working and extending the ‘most able’
Correct groupings, appropriate level of work set.All students challenged in lessonsStudents make good or better progress.
Progress demonstrated in work and results.
Intervention groups for targeted students have been used effectively in Eng and MathsINSET in January on progress and Challenge in past 2 learning walks these strategies have been observed being embedded into lessons
2.4During lesson observations and Learning walks need to increase the opportunities for independent learning and the encouragement of additional challenge
To increase the level of independent learning and promoting resilience in lessons
InnSubject Leaders
£500 T & L Materials on Most Able
Work is differentiated to stretch most able More independent learning to be observed in lesson observations and Learning WalksA specific Leaning walk to focus on Independent LeaningFocus on resilience and independent learningFocus through T & L Group on ChallengeRegular book scrutiny by Wd / Inn to ensure data correlates with work in books Work scrutiny at departmental level
More independent Learning which increases students resilience is observed through lesson observations and learning walks
Learning walks have taken place on independent learning.
Challenge and resilience has been the focus of 2 INSET sessions again with strategies being observed in the classroom on learning Walks.
Setting of homework – show my homework differentiated tasks
Book scrutiny is thorough and regular work correlates with data and Subject Leaders have had training on what this should look like
2.5
New Maths TLR to lead Numeracy Appointment made
To Launch “Numeracy” whole school
To accelerating progress through reading, writing, communication and maths.
TaylorThornGuy
Form Tutors
£2000 To have good understanding of the Numeracy needs of students.To ensure all staff are confident and have the skills to teach Numeracy across the curriculum and within individual Numeracy lesson. Inn /Thy / Wil to deliver inset to develop staff with Numeracy across the CurriculumTo improve Numeracy skills of students.To develop discrete Numeracy scheme of work and assessment focus for discrete Year 7-9 Numeracy lesson. To improve classroom learning environment to ensure minimum expectations of a Numeracy supportive classroomTo provide Numeracy experiences for students beyond the curriculum. To improve transition from Primary to Secondary school in Maths.To improve parental confidence of parents to support their children with Numeracy.Tutor time numeracy
Improve the Numeracy skills of all studentsImprove staff confidence in the teaching of Numeracy across the CurriculumConsistent approach throughout school students raised Numeracy levels
Confidence in Numeracy improvement in Maths lessons and improvements in resultsStudents and parents fully understand their targets.Improved results due to engagement of students and parents.
Numeracy Inset delivered on 5.515 and follow up 12.5.15 to deliver Numeracy across the curriculum
2.6
Separate SMSC action plan
Embedding Social, Moral, Spiritual and Cultural educational opportunities.
SeddonInn
£7,000
£2000
£350 subscription costs
Whole staff training
Embed the ethos of the schoolRBHS- Respect, Believe, Hear, Support
‘Dress’ the school corridors to provide more opportunities for SMSC
TLR opportunity to have a Champion for SMSCTo develop a whole school tracking system that identifies SMSC opportunities taking place within school.
To increase awareness of the links with School South Africa.
Ensure lesson observation format allows for comments on SMSC opportunities within the lesson.
Increased staff awareness of current guidelines Increased student awareness of our core ethos, promoting positive learning environments. Stimulating student discussion, debate and interest.
Co-ordinated approach to SMSC
Central system developed, allowing for staff to recognise the opportunities provided across school.
SMSC Inset delivered in September followed with an SMSC week of activitiesSMSC Audit completed
Tracking system launched needs to be developed on LS return
Lesson observations all have an SMSC focus now
Variable costs
To introduce “Tell a Story” questions into citizenship lessons.
To update all departmental audits, highlighting current practice.
To promote further guest speakers and motivational figures visiting school.
Reflect upon Enrichment Day activities, providing a broader range of opportunities.
To launch a discreet focus group for SMSC.
Assembly and more active involvement from students in contact with SSA
Adaptation of lesson plan format, allowing all observations to address SMSC
Allowing for shared experiences and questioning based around new experiences. Increased awareness at Subject Leader level.
Raising aspirations and allowing for new experiences.
To extend current successful practice allowing for students to access new experiences.
Dedicated team supporting SMSC departmentally.
2.7 Teaching and Learning to remain at the heart and sole of our work
InnSca
Subject Leaders meetings to have a Teaching and Learning focus .
Sharing of exemplary practiceTeam approach
Subject Leaders meetings now have a & L Focus training has been given in work scrutiny
2.8 To raise an awareness of Teaching and Learning strategies to engage boys and raise boys achievement
Inn Thy Use INSET and Twilights to work on Teaching and Learning strategies to engage boys and raise boys achievement. To use an INSET and invite boys to attend and speak to their class teachers on HOW they would like to be taught and what activities they enjoy.To work with staff and give them time to adapt SOW and planning on engaging boys and raising boys achievement . To continue to embed the work led by Nova Thornley but with a Teaching and Learning focus.To drive raising boys achievement forward through random quality assurance checks on boys .
Raising aspirations and allowing for new experiences for boys within their learning environment.All boys challenged in lessons and they make good or better progress. Progress demonstrated in work and results.Improved results due to engagement of students and parents.
2 full staff twilight Insets have been delivered on Raising Boys AchievementBoys were interviewed as part of INSET and findings shared wit group
NT will continue to look to embed T & L with Boys
2.9 To develop and embed Tuesday
Inn Thy Sca
To give more emphasis on driving teaching and learning through “class
Specific T & L focuses lead to better teaching
During Subject Leaders meetings JI
night meeting focus with a drive to promote “Teaching and Learning” across the whole department
teachers” to allow seconds in department take a lead in embedding whole school teaching and learning strategies.Far more focus of Teaching and learning being at the heart of meetings. To allow classroom teachers time within meetings to focus on teaching and learning and follow up ideas from whole school twilights to allow RQT’s the opportunity to share good practice working with each other.Develop Teaching and Learning Fayre – sharing of good ideas use the INSET to promote progress in lessons
and ensure progress made by learners
Inn to monitor whole school T & L and work closely with 2nd in department and class teachers in driving T & L forwardsAll teaching observed in Learning walks, subject reviews and Performance Excellence to be graded as Good or Outstanding.
and NT have led second in departments in driving forwards T & L and embedding wholes school T & L strategies across the department
2.10 To create and develop a new SLT Strategic group to drive Teaching and learning forward and use the group to embed teaching and learning across classroom teachers and ensure progress at all levels.
Inn Thy Sca
Meet with SLT Strategic group to ensure Teaching and Learning is at the focus of every meeting.Use Teaching and Learning to drive forward assessment and progress over time, challenge, independent learners , resilience.Emphasis on Teaching boys Work with classroom practitioners to ensure time is given to follow up from INSET.
All teaching observed in Learning walks, subject reviews and Performance Excellence to be graded as Good or Outstanding.Progress demonstrated in work and results.
SLT strategic T & L group meet every Friday to drive T & L forward there has been much more productive INSET and follow up with impact being seen in students books and observations on the last learning walk . Ensure T & L next year is driven by group
3. Quality of Leadership and managementSept 2014 position Objectives/ link
to school priorities
Whom Cost Actions Impact/ Success Criteria
Evidence
3.1Ofsted 2011“The relatively new senior leadership team articulates a very clearand ambitious vision for the school, with raising attainment at the heart of theagenda. Staff at all levels share that vision, feel valued and involved, and recognisetheir own contribution to what the school is aiming to achieve.”
Continue with the focus to develop leadership at all levels
SLT/ Subject LeadersSha/ JJInn
Subject leaders
Sha
£10,000
£8,000
£5,000
Continue in house Leadership programme -Emerging Leaders
Leadership conferences attendance to be agenda driven- invite additional potential future leaders per conference.
Develop more ‘Team/ Department’ Leadership Conferences’.
Further develop student leadership team.
Review meeting schedule to have more time to develop leaders and to model expectations to middle leaders
Distributed leadershipSuccession planningBuild capacityBetter leaders= better results
Disseminate good practice.
Future leaders identified.Focussed intervention groups working together across faculties. Improved outcomes for students.
Minutes/ calendar of meetings and projects
Minutes and agendas
HistoryScience
Calendar/ minutes/ agendas
More rigorous QA and monitoring by Subject Leaders, improved accountability
3.2
Subject reviews, good practice.
More rigorous and robust monitoring procedures in place
FazInn
Review/ continue subject reviews, involve link Governors to reflect new criteria
Continue with QA procedures and formal scrutiny of student’s work to monitor feedback and students acting on targets. Subject leaders to take more responsibility, by allocating time to ensure this happens and that feedback is given to JI
Governors fully informedImproved accountability.Consistency
Improved accountabilityConsistency within and across departments.Improved teaching and learningImproved attainment where students are knowledgeable about where they are and how they can progress.
Reviewed and now moving to RBA review days – governors meeting discussed 17.03.15
QA weeks on school calendar
3.3
Appraisal/ Capability Policy in place, good procedures for teachers
Embed new systems of appraisal and capability to be in line with new pay policy
WdJJLog
Wd
Ensure smooth transition 2014 to new pay policyInset session focused on target setting.Report to Personnel committee for Governors, so we have ‘expert’ governors re pay progression
UPS teachers with no TLR complete an action plan against career stage expectations to justify UPS
Focussed approach to school improvementEvidence based decisionsJDs used in appraisal /Performance Management target setting meetings
Increased accountability, UPS staff contribute beyond their own classroom
SLT and Govs minutes.Agendas for Personnel Committee
All UPS no TLR staff have completed an action plan with their SL
3.4SLT liaison with Subject Leaders good, need to refocus on school improvement
SLT liaison to focus on school improvement.Common format to meetings, direct challenge and appropriate questioning to bring about school improvement
WdSLT
Review the headlines on SLT liaisons to align with school priorities.
Review the faculty structure to allow liaison with History/ Geog/ computing and SLT
Focussed approach to school improvement
Middle leaders set challenges
Common approach
Looser agenda
Liaison changed
3.5ITE Good practice already in place, good links through Kingsbridge EIP
To develop ITESchools direct
Inn £7000 inc on costs Second AHT to Kingsbridge EIP one day per week
Head to continue to be Chair of the Board of Directors
Strong partnership working
KEIP minutes
Staff supported to progress through the schools direct model HT to plan for future staff requirements
Grow our own teachers of the future
3.6Inconsistencies of expectations by staff of students
Focus on standards and accountabilityUniform- high expectationsBehaviour zero tolerance
Embed the school values
All staff to expect more from all students
SLT
Air
Faz
All staff accountable e.g. break duties meeting deadlines and staff follow procedures established for all to follow re standards protocols.Introduce staff code of conduct Sept 2014.
Re launch the new Academy values, Respect Believe AchieveAll SLT and middle leaders expected to model expectations.
Staff challenged by SLT to ensure zero toleranceStudents challenged by SLT and all staff
Focussed SLT walkabouts each week, uniform, seating plans, etc
Clear expectations for staff and students
Back to basics approach.
High expectationsImproved achievement and engagement
Code of conduct in place. E mailed to all staff and now sent to all newly appointed staff.
Assemblies/ staff meeting end March 2014 to launch values
Focussed walkabout around classes to visit not yet specific focus other than book scrutiny
3.7Extended Leadership Mtgs meet ½ termly need reviewing
To have a more strategic schedule of meetings
To meet more regularly with middle leaders
SLT Extended Leadership meetings to be re-launched as Monitoring/ Intervention group used to discuss ‘thumb prints’ of groups of students e.g. CLA, Pupil Premium, SEN etc. and ensure appropriate intervention takes place.Reschedule Tuesday night meetings, to have more time with middle leaders and SLT.
More focussed strategic leadershipDevelop future leaders.Monitor progress of all students.Reduce any in school variations.
Middle leaders modelled to by SLTMiddle leaders greater awareness of whole school issues
Calendared meetingsAgendas/ minutes
3.8Prepare for inspection Autumn 2014
Ensure school is well prepared for future Ofsted Inspections
SLT
Wd
Leadership conference briefing.Develop/ recap SMCS through Inset.SLT to attend Ofsted briefings.Familiarity with new frameworkShared info with Subject Leaders and Governors.Summary SEFHT to train as an Additional InspectorTo ensure that we have experts in key fields i.e. Schu Safeguarding
Ensure all fully informed and prepared.SLT know the new framework
HT sign off inspection
3.9 Staff up to date SLT Termly SLT whole staff updates re Ensure all fully informed Staff meetings/
Context is that of a potentially challenging school
and understanding of school context
current education issues and expectations.
and prepared.Staff understand issues.
rescheduling of meetings on Tuesday pm
3.10New curriculum and accountability measuresLife without levels etc
To ensure school is prepared for the implementation of the curriculum 2014 and ensure that school is best placed to achieve the highest possible outcomes in terms of performance measures
FazSLT
Review the curriculum offer at both key stagesEnsure students are signposted to the best outcomes in terms of top performing GCSE subjectsReview option structureReview staffing structure to allow the delivery of the appropriate curriculum
Students ultimately achieving the highest possible outcomesOffering a broad balanced curriculumSchool in best position for new progress measures
Faz- minutes SLT and Governors and SLs meetings
3.11SLT have wide roles that occasionally overlap
SLT to be experts in one field
Wd Review all SLT roles and responsibilities.
Have termly priorities as opposed to roles.½ termly meetings / 1:1 with HT to discuss progress towards priorities
Narrower focusSLT individuals become experts to advise rest of SLTRaising achievement
SLT minutes
4. Student behaviour and safety
Sept 2013 position Objectives/ link to school priorities
Whom Cost Actions Impact/ Success Criteria
Evidence
4.1attendance 2014 93.8 % 2013 92.2 %2012 91.5 %
2014 PA 9.3%2013 PA 12.2 %2012 PA 16.9 %
Improve attendance and punctuality to be in line with national averages
FazAirAttendance teamHoY
Sca
New Learning Mentors for KS3 and KS4 need supportHoY to work closely with Attendance OfficerWork with DHT and Data Manager to develop data templates that enable monitoring and analysis of discreet groups and individuals that have issues with punctuality and/or attendance.Revise annual attendance action plan.Staff to act as role models leading on attendance and punctuality.Attendance team, supported by SLT to monitor accuracy of registers.
95% attendance
<10% PA
Reduced % lates
Weekly attendance monitoring (G drive)
Governor minutes
Inclusion group minutes
Refer to detailed attendance action plan for specific actions4.2
Protocol bookletImprove consistency in the use of school protocols
SLTAir
Embed the use of SIMS to record incidents.To develop the functionality of SIMS for rewards. (E-Praise instead of SIMS)
Improved standards of behaviour to enhance learning.E-Praise leader boards
SIMS behaviour reports
EPRAISE
High expectations of all staff and students Staff to be more accountable on escalated intervention system for behaviour (amend to include BST list/new reports).Bespoke intervention with selected staff for low level disruption.
Level of accountability of staff.
leaderboards
BST list / Reports
SLT minutes
4.3 Embed reward system for students
SchuHoYIT technicians
£5,000 Students to receive meaningful rewards linked to achievement and/or attendance.Rewards system to be co-ordinated via SIMS.(E-Praise instead of SIMS)Additional KS4 rewards linked to attendance at revision sessions
Improved standards of behaviour to enhance learning.E-Praise leader boards
EPRAISE leaderboards
4.4Working towards RRSA
Greater respect for self and others
ShaHarriAll staff
High expectations of all staff and students To challenge any discriminatory or derogatory language. (To include Homophobic bullying)To improve communications between all members of the school communityCode of conduct in place and displayed in all classrooms.Students adopt a group of principles (school values).Student voice activities
Improved standards of behaviour to enhance learning.
RBA assembly week
5 Academy Conversion Action Plan
Rose Bridge position
Objectives Whom Cost Actions Impact/ Success Criteria
Evidence
1
A significant percentage of students are below level 4 on entry for English and maths, leavers 2013 38% and leavers 2014 -25%. We have a significant number of students who arrive at school on low level 4c.
51% of leavers 2014 were 4c and below on entry.
Enable students to keep up rather than catch up.
Accelerate progress on entry to remove barriers to further progress
Appoint additional
Platt Bridge Primary School expertise regarding teaching students with low levels on entry to accelerate progress on entry.
Funded via Community
Students have additional literacy/ numeracy time to help them to catch up to their peers.
Lowest ability students have a bespoke curriculum specifically tailored to their needs. There is a cohort of students (15 per year group) that are significantly below level 3 on entry for English and maths, many at level 2 and below, but may also have additional special education needs.
Enable students to keep up rather than catch up.
All groups of students are monitored well and appropriate intervention to boost progress is planned and costed.
These students, follow an alternative curriculum that focuses on the development of literacy and numeracy skills within the ‘Small Learning Community’ (SLC) where
Average fine KS2 scores are significantly below national average in all year groups.
Learning Support Assistant
First Academy Trust intervention support budget
Below level 4 catch up premium
Additionally we have another cohort of students below level 4 (SLC plus 1) that have a dedicated LSA to support our drive to improve literacy and numeracy and close the gap on performance.
SLC and SLC+1 additional intervention and catch up premium is targeted at these groups to accelerate progress. Eg full week off timetable in November on Maths and English intensive tuition.
they are taught, often following a stage not age approach. This is an area of exemplary practice.
Below level 4 catch up premium using PET- Xi to deliver
2.
Improve Primary transition
Very successful Literacy/ Numeracy based transition Summer School (70% of whole Yr 7 cohort attended for 2 weeks). Evidence shows having an impact ie those who attended have high levels of attendance first ½ term.
Pupils visit R regularly
Replicate successful summer school
Platt Bridge Primary School to further support the transition work
Community First Academy Trust
Summer School Funding
Plan an extensive programme of primary liaison and Maths/ English/ Science booster work to support transition
Working alongside Commando Joes to provide a bespoke package
Reduce the ‘drop’ in attainment KS2 to KS3
3.
The English results were not as predicted. Our tracking and predictions in the past have been sound; this year’s results have shown an increase in the volatility around the Maths and English results this reflects the pattern of volatility nationally, in particular with schools with similar
English staff to work with other Heads of English to ensure that we are well prepared for the new examination system.
Share good practice with other successful English Departments
Collaborative work between Heads of English from Standish Community High School, St John Fisher Catholic High School, Shevington High School and Fred Longworth High School.
Funded through LA school improvement consortia
Support brokered through the Wigan School to School Improvement Consortia. (using schools that we have a history of working with through the Kingsbridge Improvement Partnership)
Schools have a history of 12 years working together collaboratively initially through the Kingsbridge Improvements Partnership, EiC, BiP, and now as a cluster of schools working as part of the Wigan School Improvement Consortia. This is a highly successful school led improvement group whereby headteachers work as critical friends sharing data etc across the consortia to bring about school improvement.
English results improve, back to outstanding results seen in 2013.
Levels of Progress at least in line with national medians, for all groups of students.
demographics to ours.
4.
Maths results improved and on an upward trend
4 new teachers out of 6 including ASTs
(managed through capability)
New Maths TLR to lead Numeracy Appointment made
Maths staff to work with other Heads of Maths to ensure that we are well prepared for the new examination system.
Share good practice with other successful Maths Departments
Reduce class sizes in Maths lessons
To Launch “Numeracy” whole school
To accelerating progress through reading, writing, communication and maths.To improve Numeracy skills of students.
Collaborative work between Heads of Maths from St John Fisher Catholic High School, Shevington High School and Fred Longworth High School.
TaylorThornGuy
Community First Academy Trust
Platt Bridge Primary School
Funded through LA school improvement consortia
£45000
School Budget
£2000
Support brokered through the Wigan School to School Improvement Consortia. (using schools that we have a history of working with through the Kingsbridge Improvement Partnership)
Recruit additional Maths teacher Sept 2015
Use Kingsbridge SCITT to have a maths placement for January term to support the philosophy of ‘grow your own’- as supported by Charlie Taylor.
To have good understanding of the Numeracy needs of all students.To ensure all staff are confident and have the skills to teach Numeracy across the curriculum and within individual Numeracy lesson. Inn /Thy to deliver inset to develop staff with Numeracy across the CurriculumTo develop discrete Numeracy scheme of work and assessment focus for discrete Year 7-9 Numeracy lesson. To liaise with primary feeder schools to develop a KS2-3 through curriculum.To provide Numeracy experiences for students beyond the curriculum. To improve transition from Primary to Secondary school in Maths.
Maths results continue to improve on an upward trajectory
Levels of Progress at least in line with national medians, for all groups of students.
Support the improvement in attainment still further
Improve the Numeracy skills of all studentsImprove staff confidence in the teaching of Numeracy across the CurriculumConsistent approach throughout school students raised Numeracy levels
Confidence in Numeracy improvement in Maths lessons and improvements in resultsStudents and parents fully understand their targets.Improved results due to engagement of students and parents.
2 maths recruited Sept 2015 one from KEIP
5.
School needs to achieve at least 40% 5+A*-C 2015
Intervention time needed to boost external examination results
WdCFT
£30000Approx.From Community
Appoint graduate LSAs for two terms January 2015 in Maths English and Science
Improvement in outcomes 2015 in Maths English and Science
Lewis Dunstan and Joe Shillcock difficulty recruiting quality
(Early calculations show a positive score for 2016 Progress 8 measure)
(School already has a SDP and an improving exam performance action plan)
Summer 2015
Current Year 11 need to focus sharply on terminal exams and be better prepared
Use form time more productively
SLTExternal provider
Guy/ Kelly/ Nuttall
Schu
First Academy Trust Support grant
£3000 approxFrom Community First Academy Trust Support grant
£2000 approxFrom Community First Academy Trust Support grant
£1000From Community First Academy Trust Support grant
Study skills/ revision day session prior to mock examinations (December 2014)JR to lead on whole school exam preparation
GCSE examiners in for a day to train students
Form tutors to deliver packages on revision especially maths English and ScienceRevision resources providedMonitor weekly form time activities to ensure not lost learning timeAdditional revision guides
Students more confident and competent at revising All departments to share the good practice that is evident in RE
Maths LSA
Maths 27.04.15
Emails info Yr 11 revision folder shared area/ network
6.
Science results poor. HH action plan and support through SIC
Improve outcomes in Science- in part due to lack of subject knowledge
FazNuttall
Hawkley Hall Academy
Science SLE (Gill Dobson)- Fred Longworth Academy
LA funded and agreed action plan
£45000School Budget
Support has been brokered through the Wigan School to School Improvement Consortia.
Ongoing support brokered throughout this academic year.
Hawkley Hall –Roy Halford NLE, Phil Rimmer SLE- carried out initial audit
Science SLE (Gill Dobson)- Fred Longworth academy working with Science Department to bring about improvements
Recruit Physics teacher
Improved Science results especially PhysicsLonger term school better placed to be successful in Progress 8 measure- more students achieving 2 sciencesNew curriculum offer – no vocational science studied- all students to study traditional GCSEs in Sciences- offer Triple, Dual and Single Sciences
Specialist subject knowledge enhanced
Audit and support happened Impact not yet evidenced
2 Science teachers recruited Sept 2015, Chemistry only SKE Physics
7.
Platt Bridge Primary School and Westfield
Succession planning across Primary and
Westbridge Teaching School
Use the Teaching School Alliance to appoint and designated SLEs to work alongside Middle leaders to bring about capacity in the system to support further
Capacity developed to allow outreach work and further school improvement inparticular
Primary School (Both Outstanding schools) have established a Teaching School Alliance
Good practice already in place, good links through Kingsbridge IP SCITT
Secondary Schools in the Kingsbridge Improvement Partnership cluster
To further develop ITE to continue with grow your own philosophy.
Alliance
Community First Academy Trust
AHT RB
£8000 I day per week secondment
school improvement.
Second AHT to Kingsbridge EIP one day per weekHead to continue to be Chair of the Board of Directors
Community First Academy Trust.
Headteachers of both Platt Bridge and Westfield are NLEs and work closely with RB through Kingsbridge IP, and SCITT, experience of working with schools to support improvement. Head of PB is Consortia Lead for Wigan School Improvement Consortia.
Strong partnership working
Minutes KEIP meetings
8.
Links with Greater Manchester Teaching Schools and GM Partnership
Further support for areas of improvement where the Trust does not have capacity
GMTS appointed SLEs
Community First Academy Trust support grant
Broker support for further school improvement where Secondary specialism is required using GMTS and the GM for schools by schools network.http://www.byschoolsforschools.co.uk/
Areas requiring bespoke secondary specialism enabled by outward facing support
9Academy needs a new identity
Current uniform traditional, need to replace the red jumper- old fashioned Blazer sometimes a barrier-
Signs around school RBHS need replacing
Rebrand school- to support the launch of the academy January 2015New valuesRespect Believe Achieve
SLT RB
Schu/ JJ RB
SchuWd
JJ
Support from Community First Academy Trust
In house
£7000 approx
£7000 approx
Admin time
New logo designed and consulted on
Change to uniform-all year groups have a jumper and no blazer- all year groups black, Yr 11 grey? Consult students
School to buy ALL students new jumper for January with new logoUniform suppliers to be advisedParents to be advised not to buy anything new
New signage around school to reflect RBAJJ to collate estimates and designsWalk around school to identify what needs removing/ replacingPosters in classrooms all need rewriting to reflect RBA
New letter headed paper
New image created more modernLaunch of a new Rose Bridge
New image created more modernLaunch of a new Rose Bridge
Evidence on front of school website etc
New uniform in place
WebsiteMini busSchool film
10Few students do additional work at home
Encourage more students to revise independently with parental support
SLT
SLT
£500School Budget
£2500School Budget
Purchase calculators so students use the same style on Maths, Science, at home and in examsParents evening to demonstrate technologies available ie show my homework GCSE Pod Frog etc, revision techniques, how to support their child at home
Students confident and competent
Parents support students at home
6 Premises
Sept 2014 position Objectives/ link to school priorities
Whom Cost Actions Impact/ Success Criteria
6.1Reasonable provision for ICT
Improve ICT infrastructure
Owen Enable more access to ICT for all curriculum areas (SLC).
Improved the quality of teaching and learning
6.2Suiting of faculties needed
Improve the school environmentCloser working of faculties to enable sharing of good practice
WdJones
On-going programme of painting.Litter picking after each break/lunchtimeRegular renewal of displays to include student’s work.Relocate World Studies facultyRelocate Art classroomsRelocate Computing classroomsRefurbish old Art rooms to History rooms
Engagement of studentsImproved learning environment.
Student voice
6.3Improve further the school environment
All students get a good experience in all areas of schoolAll areas modernised- including the outside areas
Wd Jones
Refurbish the changing rooms including toilet areas and some private changing cubiclesImprove the landscaping on the rear yard
To continue with the programme of upgrading the flooring to help keep the building look more modernisedTo improve signage outside and around the school as part of the rebranding project
7. Improving Examination Performance Action Plan 2014-15 (additional document)8. Implement Pupil Premium Action Plan 2014-15 (additional document)9. Post Ofsted Action Plan 2011
8.1 capitalising on the now securely good and often outstanding teaching to ensure that this accelerates the rates of progress made by students in all subjects
InnASTs
Staffing (+£5000)
Staffing (+£5000)
Agenda item on January Leadership Conference See School Development Plan 2012 with regards to Teaching and LearningFurther development on the setting and monitoring of appropriate homework (AAHT to be appointed)Further challenge of underperforming teachers to drive attainment of students.(AHT to be appointed)
Improved student engagementImproved student
progressImproved student attainmentBetter quality shared lesson planning and resources.Students make better progress by staff providing higher levels of challenge.Staff understand differentiation through quality inset levels of challenge improve
8.2 ensuring that teachers’ questioning skills are used consistently to develop students’ deeper understanding and ability to consider carefully and expand upon their responses
InnASTs
Agenda item on January Leadership Conference See School Development Plan 2012 with regards to Teaching and LearningTeaching and Learning to focus on improving teacher’s use of questioning.INSET on effective questioningOn-going peer coaching on effective questioningLesson observations with specific focus on effective questioning Paired lesson observationsLesson Plan scrutiny - ensure effective questioning included (AHT role)
Students are effectively questioned in order to deepen/ consolidate their understanding and learning. All teachers understand how questioning can aid progress. Impact improved progressImproved questioning techniques impact on improved results
8.3 improving students’ ability to practise and apply their language skills in a wider range of contexts, in order to express their ideas more fluently and articulately when talking about their learning and demonstrating their understanding
InnASTsKellyClay
Develop speaking and Listening skills through staff training.Agenda item on January Leadership ConferenceWhole school theme to improve OracyExcellence Visit to The Radclyffe schoolCampaign Word of the Week (WOW)Students improved revision skills through better use of literacy materialsLiteracy on the curriculum to develop ideas Further.
Students able to express their ideas more fluently and articulately when talking about their learning and demonstrating their understanding
8.4 ensuring that the deployment of support staff in lessons is matched closely to students’ specific needs
CloSubject Leaders
Agenda item on January Leadership ConferenceT&L Group InsetWhole staff Inset
LSAs play a more active role in the lesson, supporting the learning,
and provides very precise levels of support and challenge, to help move their learning on at a rapid rate.
SLT LiaisonInn
Training/CPD budget £1000
Re-launch TAs to become Learning Support Assistants.Improve training available for LSAsLSAs to be involved in teacher training for questioning / Oracy etc.Map out LSAs and match more evenly to need.Subject Leaders to map out where the support is best needed to support learning not behaviour.Teachers to liaise with LSAs
to accelerate progress.
8.5 To improve attainment through improving attendance and punctuality to school
FazSchuHds House
SLT liaison to meet weekly with Attendance TeamRegular item on SLT agendaRefer to School Development Plan 2012 and 2013
Evidence based data allows correct interventions93% + student attendance (2012 target)
