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SCHOOL IMPROVEMENT PLAN2017 – 2020

July 2018

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WARBLINGTON SCHOOL EXECUTIVE SUMMARY FOR THE SCHOOL IMPROVEMENT PLAN 2017 – 2020

The senior team have prioritised the key issues during the summer term of 2017. We reviewed our progress against OFSTED Outstanding criteria, reviewed current data in terms of progress, predictions, teaching, learning and assessment. In addition, we used our knowledge of the current standing of the school from our regular reviews and learning walks. All this local knowledge has enabled us to identify the following five key priorities.

1. Progress of target groups2. Achievement of individual subject areas3. KS3 progress4. Marking and feedback 5. Student culture

We have taken this opportunity to slim down the SIP and focus it on a smaller number of priorities. There are a number of key areas of school life not included, such as the KS4 strategy or safeguarding. However, it is our belief that these strategies are embedded in school life and no longer need to be reflected in an improvement plan.

Target groups of disadvantaged, more and most able and SEN continue to be a focus. The outcomes of these groups fluctuate and as a school, we must find strategies that enable us to gain improved and more consistent outcomes.

A minority of subjects require further support to ensure their internal residuals are improved and they are equal or better to national average outcomes.

KS3 comprises of year 7 and 8 and we are determined to ensure the best possible transition for our students.

We will continue to monitor the quality of marking and feedback with a focus on the presentation in students’ books

Through our student culture priority, we are aiming to eliminate low-level behaviour and also gain RRR status and therefore further enhance a positive learning environment.

Within the current austere climate the schools resources are extended to the optimum, however strategic leadership and a focus on our core values and school philosophy is ensuring that the school meets its statutory function and more.

Warblington is a good school; however, we have an ambition to be better than this. The improvement plan has highlighted the critical areas, which are key to achieving this ambition.

Julia Vincent Head Teacher July 2018

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The Governing Body have endorsed this plan and monitor it through regular meetings with members of the Senior Leadership Team and

through reports submitted by the Headteacher and SLT at Full Governing Body and Committee meetings.

Regarding financial scrutiny of the SIP, the Governing Body appreciates that it is not possible to itemise every aspect of expenditure as the

school’s resources are spread across a number of different activities and student groups. However, we do carefully monitor the use of Pupil

Premium, SEND and LAC funding to ensure that the appropriate support is provided to disadvantaged and needy students.

At the 2018 Governors’ Away Day, the Governing Body revalidated the School Mission Statement, which is one of the drivers of the SIP

Ian CrabtreeChair of GovernorsJanuary 2018

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WARBLINGTON SCHOOL PRIORITIES

1. Ensure that the following target groups achieve in line or better than expected progress;a. SENb. More and most ablec. Disadvantaged

2. Ensure that the following subjects achieve at least in line with or better than National Average;a. Geographyb. Mathsc. MFLd. Science e. English

3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies;a. PLCb. Mastery statementsc. Literacy strategiesd. Transition

4. Ensure consistency in the application of Teacher Standards and the teaching, learning and assessment policy addressing the following areas;a. Diagnostic feedback to students building in sufficient TRIM for responseb. Implementation of the Marking and Presentation policiesc. High teacher expectations for all students’ attitudes to learning and outcomes.

5. Develop an outstanding culture for students and staff. This will be achieved through addressing the following areas;a. Achieving RRR Gold statusb. Addressing student relationships and building resilience through GMSc. Eliminating low level behaviourd. Attendance for all years and all students to be in line or above government targets.

The school aspires to become outstanding by building a school community based on mutual trust at all levels and will work towards this by:

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1. Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

a. SEN (Article 23)

Actions Staff Success Criteria Resources Quality

Assurance2017 – 2018 2018 – 2019

Autumn Spring Summer Autumn Spring SummerReview wave 2 teaching CCS

HOD

SEN outcomes in line or above NA for 2018 outcomes

Progress of SEN in years 7-10 to show progress in

line with targets

SEN budgetTAs

HLTAsCPD

Report to governorsSEN book

look SEN review

Regular observations

Raise teacher

expectations of SEN student

outcomes.

Book looks by HOD to

show improved

presentation and

improved marking.in SEN books

Observe teaching

during review

Ensure PLCs and mastery statements for SEN are appropriate

and understood.

CPD input re SEN

Continue to track progress

RAP focused on SEN

Ensure differentiation

is in place where

necessary through lesson observations

Lesson observations

to show greater

challenge and expectation for

all SEN students.

Termly SEN student voice

Focus on differentiated planning

Lesson observations to show greater challenge and expectation for all SEN students.

Ensure SEN student response in books.


In year progress, yrs 7-10

Review Year 11 interventions

Scaffolding for students

Focus on SEN K year 7 behaviours

Focus on differentiated planning

Lesson

Department monitoring, book scrutiny

Student voice focussed on interventions

CPD session for all staff

Identify key character, observations, identify students for LSA/HTLA support, outside agency

Department review

Measure impact; book scrutiny, data

(start and end of

intervention)

Examplars of sharing best

practice across

departments

Year 7 review

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Track progress across all

years


observations to show greater challenge and expectation for all SEN students

Training for SENCO

Training for concession

Development of assistant SENCO role

involvement

Training for SENCO

Training for concessions

Development of assistant SENCO role

Completion of training for SENCO

Completion of training and exam arrangements for concessions

Concrete roles and

responsibility for assistant

SENCO

Distribute TA resource appropriately

CCS SEN outcomes in line or above

NA

SEN budgetTAs

HLTAs

Report to governors

Conduct LS review, analyse

outcomesUse this as a

tool to ensure

improvements

Ensure

Ensure Ta resource is

providing VFM as a result of

the review process

Review TA s as a resource for 18-19

Individual support for students transfers in e.g. Prospect

Constant parental review meetings

Meetings with LSA’s HTLA’s to review interventi

Review practice and start to plan for academic year 2019-2020 based

on the successes of 2018-2019

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effective induction for new TA.

on and measure progress

Ensure an appropriate response to SEN behaviour

JFR (HOY)CCS

SEN budgetTAs

HLTAsHOY

Report to governors

Review behaviour points of

SEN students and track across

the termEnsure HOY are focused and know

SEN student’s

issuesHOY to liaise with SENCO

re SEN students

behaviours.

Track behaviour and reward point

Review target groups

Document successes

where behaviour has

improved

Plan for new SEN students arriving in September and review processes between HOY and SENCO

Primary school meetings

Key worker early meetings

Reflective conversations with SEN students in inclusion and seclusion

Meet regularly with HOY

Review behaviour stats and inclusion/seclusion logs

Create SEN reflection

room

Joining SEN to the inclusion team

CCS

SENCO, LSAs,

HTLAS, CIAG,

Attendance officer, Home link worker,

Mentor, Matron

Report to governors

Inclusion meetings

Share and review school policy

Meet half termly with HOY

Increase communication among all stakeholders

Attend school /students meetings together

Review of inclusion

team

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b. More and Most Able (Article 29)


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring Summer

Thinking Hard Pixl Strategy

NBNAll Teachers

Thinking hard observed in lessons through learning walksOutcomes and progress for M&M students to be in line with or above target grades.

PiXL websitePiXL main meeting

Lesson observations

Data collections

Work with CPL group to plan for Thinking Hard implementation

CPD delivered

Drop ins to begin

Feedback from drop ins with actions to move forwards

Review of Thinking Hard Strategy

Whole school CPD

Resources produced and distributed

M and M1 criteria review

Included within department reviews

Drop ins

Review of whole school implementation

MM Strategy

EWNNBNYTL

Students progressing towards FFT5 target grade

PiXL websitePiXL main meetingAdmin

Data review

Reports to SLT and Governors

Sharing practice with top set teachers in KS4 discussion

Set up Master classes with Havant college

Create and distribute strategy

RAP process

Mentoring

Criteria: Banding Portraits Setting Careers Visits CPL

Set up first meeting with top set core teachers in year 11 – focus on what is working for specific students.

All years MM review

Review actions implemented

RAP process

Review Master classes

Criteria Set 1

Planning Mentoring

Monitoring of strategy

Early meeting with top set teachers in years 9, 10 and 11.

Federation events – London, universities, MOD events

PPE reviews in year 9 and year 10 highlighting key priorities

Mentoring programme set up

Pixl Independenc

PPE 1 review for year 11

Wave analysis for M and M students

Pixl Independence review

PPE 2 review for year 11

Wave 2 analysis for M and M students

Pixl Independence targeted at gaps

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RAP e launch

c. Disadvantaged (Article 28)

Actions Staff Success Criteria

Resources

Quality Assurance

2016 – 2017/18 2018-2019Autumn Spring Summer Autumn Spring Summer

Metacognition and differentiation to be built into Teaching and Learning

ERSEWNCPL

group

Students understand the process of learning

CPL group

Action research literature

Disadvantaged students

engage with learning and make better

progress

Pen portraits and black

dots completed

Student voice with

target group – Year 10’s identified

Trial strategies with target students

Deliver CPL workshop to

all staff

CPD session to be delivered on metacognition. Staff to trial strategies within lessons.

Dialogic Talk CPL Group to continue focus on differentiation through questioning.

Learning walks with specific focus on metacognition.

CPL group workshop.

Sharing of good practice. (Teach meet style CPD)

Learning walk focus on dialogic talk. (oracy week?)

Set up student voice

disadvantaged group

ERS/EWN Section on Student Voice

newsletter

Report to Tackling

Disadvantaged Team

Set up student

voice group from year 7

– 11.

Timetable times to

meet

Survey all pp students on

all topics related to

Survey review:

Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance

FSM

Review effectiveness of sticker

Trial Disadvantaged passport

Identify new groups of disadvantaged students. Approx 10 from each year

Session 2 – focus on student progress. Improve student knowledge of CWG/targets in all subjects. Best v worst subjects – why? Metacognition - how they

Session 3 – review the year .

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education collection – MBR to analyse – HOD to focus on barriers to why – action to put in place

CWG and TG not known by all – last week of term – all students to update target flightpaths – DSSI forms to be completed by HODs and YTL.

Are questions hard enough? – Differentiation strategy with ERS.

group.

Session 1 – discuss presentation policy with students – students to evaluate own presentation looking at best and worst book.

learn best?Discuss feedback and TRIM.

Expectations and Ownership

of learning

All Teachers

ERS

Improved presentation

of work in Books

Students books

Student Voice Team

Report to Tackling

Disadvantaged Team and

SLT/Governors

Students to complete review on own books

and behaviours using the subject review

template

October book look

Survey on perceptions

of book

Parent and student survey

developed

Year 9 survey’s

complete and distributed

Literacy lead –

presentation focus group

Students to reflect on the work towards their actions

Year 7 Parent and Student

survey completed

Re issue presentation policy/ posters to staff to reinforce with students.

Drop ins focus on presentation.Link to SLT book looks/ dept reviews/ middle leader monitoring.

Year 7/8 reading for pleasure and sage initiatives.

HOY/Literacy lead to evaluate and monitor impact of literacy initiatives.

Year 10/8 pupil/parent survey

Drop ins with a focus on presentation/ share evidence with teaching staff.

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presentation completed.

Develop evaluation model for

Disadvantaged Activities

ERSDHRCWNHBN

Evaluation model

complete

Karen Chaffey

Nigel Sharp

Report to Tackling

Disadvantaged Team and

SLT/Governors

All staff employed using Pupil Premium funding to

meet

Review to be completed

on impact of their work on

2016-17 academic

year

Create initial template for evaluation

Distribute draft template

to all colleagues

Collect feedback and

review

Distribute final template to complete

for identifying activities and impact on PP

students

CPD created for colleagues

to begin to use

All staff complete evaluation half termly

Distribute report end of term report

Distribute yearly report

New/specific staff to be targeted and trained in completion of provision map.Share good practice.

Evaluate and review PP provision map and value for money.

Distribute yearly report.

Tackling Disadvantaged

initiative

ERSAll Staff

Case Study Write up Teachers Marc Rowland

report

Visit Burnt Mill

Academy 18th October

Schedule Spring 2018

visit in afternoon

Review actions

points above

Draft Case study for

school using template that is going to be

provided

Publish case study

Sharing conference

(TBC)

Update website

statement referring to Rosendale Trust case

study impact

Update pp statement on website.

ERS to attend Tackling Educational disadvantaged course.

Investigate Commando Joe programme for targeted students - link to Sun bid. CPL wellbeing group.

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Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

2. Ensuring that the following subjects achieve at least in line with or better than National Average. (Article 28)

a. Geography


Assurance2017 – 2018 2018 – 2019


Fully review 2017 results ACE/ASC/

JFR

Clear actions from exam analysis for current KS4

students

Department time

Line Management

feedbackAttached Governor meeting

Analysis of results alongside

potential purchased

papers to unpack what went wrong

Work with HIAS to

improve T & L opportunities /

progress of KS4 students

ACE/ ASCERS

Actions to target closer

matched predictions to target grades

Department Time

HIAS time

Student Voice

Feedback at Line

Management FeedbackAttached Governor meeting

Use HIAS to identify actions

to address which will improve KS4

T & L

Monitor T & L. RAP time to

monitor predicted

grades from PPE1

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

HIAS visit

booked in.

Focus on exam papers

and ways

forward.

Work with HIAS to ensure

KS3 SoW prepare

students for KS4

ACE/ ASCERS

KS3 fully develops

GCSE skillsIncluding numeracy

HIAS timeDepartment

Feedback at Line


Review updated KS3 SoW

alongside KS4 skills & update as necessary

Evaluate Autumn units and update as

necessary.

Evaluate Spring units and update

as necessary.

Internal intervention /

Support mechanisms

within Geog to improve T & L

ASC/ACE ERS

Improved T & L within

Geography observations

Observation schedule

Department MonitoringClassroom

routines

Feedback through

leadership meetings

Line Management

Action plans created to

improve T & L Focus on

marking and assessment

alongside GCSE skills criteria.

Focus on paper 3

Continuation of support to

improve T & L including

marking and assessment

alongside GCSE criteria

Evaluation of support and

setting of new targets

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b. Maths


Assurance2017 – 2018 2018 - 2019


Improve Exam outcomes

All department

Maths outcomes 2018 in line with NAV

SisraExam analysis sheet

Gov/SLT meetingResults presented to SLTLLP meeting with HT

All staff exam analysis with key areas of development identified

Interim HOD commences in October 17, national advert placed in sept 17 for Jan 18 start.

New Grade boundaries implemented.

Ensure in class focus on new exam style multi layered questioning.

Year 10/11, RAP to identify target students.Sage 2 intervention to commenceP6 to target students.

Department to

Analyse PPE results

Review target students and 4/5 boundaries and 7/8/9 attainment

Prepare for PPE2Ensure WTM reflect new style questioning

KS3 strategy for maths implemented.

Regular updating of student tracker

Time for student response to feedback.

Ensure robust revision strategy

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review targets and ensure high expectationsEmbed grade tracker in classroom practice

Department SEF and Develop Plan

PHNEWN

Outcomes in line with NA

Exam analysis

Teacher evaluation

Student evaluation

MHL NPQH analysis

Complete SEF in the light of the analysis

Create development plan in light of the analysis

RAG development plan

Classroom routine and expectations

All Department Improved

behaviour management strategies

School behaviour strategies

Outside classroom before and at end

Prompt start to all lessons

Regular Low Stakes Testing

Time at end for rewards

Consistency with department inclusion

HOD monitoring regularly implemented.

Outcomes All department


Pixl

Federation

Outcomes in summer

PPE 1 preparation and reflection

SAGE and P6 intervention

Attend PIXL Maths conference

PLC development

Wave 1

PPE 2 preparation and refection

SAGE and P6 intervention

PLC completion by all students

PIXL classrooms from wave analysis implementation

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Complete

Maths staff using analysis from wave and department assessment to teach to gaps.

c. MFL


Assurance2017 – 2018 2018 - 2019


Develop a 3 year KS4 strategy

KWF Outcomes in line with NA

teachers Report and presentation to governor’s C and A

Separate meeting with C of G and SLT link.

Review 2017 actionsCreate DIP

Analyse new syllabus

Agree actions required to make progress.

Focus on marking and assessment which supports progress

Insist on student attendance at P6- enlist HOY support

Analyse PPE1 and teach to the gaps

See 4a and b

Analyse PPE2 and target students.

Check all 4 components are given equal classroom time

Analyse book scrutiny-develop clear strategies across the faculty

Create Communications faculty

Appoint a HOF

Appoint a second in faculty

Amalgamate MFL and English and build a communication strategy

Develop common policies and monitor for compliance

Use book scrutiny to check compliance against policy

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Work with HIAS advisor and Portchester school to further develop good practice.


KWF Book look KS3 strategy to be monitored by SLT

Use of PLCs for allUse PLCs to support homework

Report against mastery statements

Embed grade tracker in classroom practice

Ensure PLC mastery cycle is embedded in department strategies

Consistently apply a robust and rigorous monitoring strategy

KWF Regular line management

Governor scrutiny and meeting

Regular teacher observations, book scrutinies, student voice

.

Moderated activities with carefully chosen other schools

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d. SCIENCE


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerDevelop a 3 year KS4 strategy

JLSMHL


TeachersHIAS

Report and presentation to governor’s C and A


Review 2017 actionsCreate DIP

Analyse new syllabus

Agree actions required to make progress.

Focus on marking and assessment which supports progress

Insist on student attendance at P6- enlist HOY support



TeachersHIAS

Report and presentation to governor’s C and A


Improve Outcomes in Triple Science

JLSMHL


TeachersPIXL Think resources

Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings

Analyse 2017 outcomes

Create DIP

Support Plan for teacher of triple science

Use PIXL Think and other S&C strategies

Create weekly P6 revision for triples with

Improve Outcomes in Triple Science

Use PPE 1 results to analyse individual students

Review borderline students and decide on appropriate course,

Make Physics high profile

Use GMS strategies to build resilience for triple scientists


TeachersPIXL Think resources

Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings

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variety of teachers with diff strengths

remain in Triple or move to Trilogy

Work with HIAS to

improve T & L opportunities /

progress of KS4 students

JLS Science TeamMHL

Actions to target S & C for all students

Department Time

HIAS time

Student Voice

Feedback at Line


Use HIAS to identify actions

to address which will

improve KS4 T & L

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

Review KS3 curriculum

Ensure no repeat

teaching across the Key stages

A4L to be a department

focus

Department CPD

programme to be

implemented

Planned regular

support for new staff

Analyse PPE2 and

teach to the gaps

Monitor T & L.

RAP time to monitor predicted grades

from PPE1

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e. ENGLISH


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerEnsure curriculum reflects the new syllabus

KWF P8 in line with FFT 20

TimeHIASPIXL

PPEGovernor monitoring

Curriculum review

Monitor of new curriculum and develop teaching methodology

KS4 strategy to be outworked

KWFP8 in line with FFT 20

Build up a resource bankPIXL

PPEGovernor monitoring

Take part in PIXL Wave initiative

Complete syllabus by end of Autumn termFocus on revisionRAP students for revision in sage 2

Teach to gaps shown through Wave analysis

RevisionSage revision

Lead CPD on dialogic talk

and differentiation

KWF P8 in line with FFT 20

HIAS support

PPELesson

observations

Lead CPD in February

Department to lead on

development of dialogic talk and

differentiation

Review differentiation and dialogic talk across the school

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3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28)

a. PLCs


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerEnsure that KS3 and KS4 feedback is robust and incisive and linked to PLCs

ERSEWN

Students make progress against targets as a result of incisive feedback based on assessment criteria with clear indication of how to improve

Examples of good practice

Monitor marking, feedback & TRIM in KS3Book-Looks, student voice,Drop-insSubject and year Reviews

Improve quality of Marking and feedback & TRIM linked to PLCs through CPL Team action research

Use Mastery statements as assessment criteria for KS3 and GCSE for KS4

Share good practice in marking, feedback & TRIM through CPL Workshops

Monitor the quality and consistency of Marking and assessment at KS3 through Book scrutiny

Carry out year 7 and 8 Reviews to monitor the marking and assessment of KS3 linked to PLCs

Collate folder of good practice of marking and feedback and TRIM for KS3 and 4

Offer one to one coaching of marking to ensure deeper understanding

Identified teachers use self-assessment to ensure improvements are embedded

Evaluate the consistency of marking and feedback and TRIM at KS3 to ensure the same rigour as KS4

Line managers ensure subject leaders carry out comparison of KS3 and 4 books in all subjects through Book scrutiny

Follow up by observation with book looks to ensure improvements have been made by identified staff

Embed consistent good practice in all subjects by refining the use of the learning Q and systematic use of TRIM linked to PLCs

Improve quality of Marking and feedback & TRIM linked to PLCs in practical and non-practical subjects through CPL Teams

Ensure that students know how to use PLCs to

ERSEWN

Students can use the PLCs to self-assess, understand

PLCs in all subjects for all years based on

Student voice during drop ins,

Use CPL group to action research ways to embed PLCs with staff and

CPL workshops show links between marking, assessment,

CPL workshops show links between

Evaluate students’ understanding of PLCs and

Dropins / dept reviews to focus on

Smith proformas to aid

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identify strengths and weaknesses against targets so that they can achieve them

and can articulate their targets & achievements and know what to do to improve and reach their targets

criteria and linked to targets

interviews, subject and year reviews

studentsEnsure that all staff have clarity of purpose with PLCs in order that students also have clarity

targets & PLCs.

Drop in with TRIM as a focus to observe clear links with PLCs

Student Voice on PLCs

marking, assessment, targets & PLCs.

Carry out student voice with emphasis on use of PLCs

update action plan

Investigate the use of PIXL Classroom App

Ensure students’ completion of PLCs correlates to differentiated Learning Qs

student voice and use of q questions in TRIM.

revision –year 10/11

Ensure all HOD monitor consistency of marking and feedback in their subjects to have a positive impact on learning

ERS ML more effective in holding their departments to account and ensuring greater consistency

Tailored C4L programme

Subject monitoring pack

Subject review programme and exemplar materials

SLA support for identified subjects

SLT meetings and LM notes

Link governor meetings

Futures – with monitored actions

Book scrutiny reports

Learning walks

Student voice

External reports

Deliver coaching for leadership programme

Introduce new subject reviews to ensure HOD’s ownership and accountability

Recommendations from SWOT leading to report and key actions

Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs

LM agendas to feature drivers of improvement

Whole school book scrutinies

Deliver coaching for leadership programme

Continue programme of subject reviews

SLT to discuss LM agenda items regularly and assess impact of subject review packs

Whole school book scrutinies

Evaluate the coaching for leadership programme

Evaluate impact of subject reviews

Evaluate effectiveness of using SWOT analysis to drive improvement and greater accountability

Evaluate and adapt subject monitoring pack for Autumn term

Deliver 2 linked workshops for

Include ML line management feedback regularly at SLT meetings regarding key priorities to ensure greater consistency across all subjects.

Ensure all ML meetings including governor and SLT follow a set agenda so that key priorities are regularly revisited.

ML focus on specific staff – monitoring. Report back to

Dept reviews - MLShare with SLT and Govs.

ML update action plans - produce exemplarsupport for departments.

Futures – report on best practice.

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identified staff to ensure 1. Greater consistency of feedback and 2. Student response using TRIM strategies

SLT in LM.

b. Mastery Statements


Assurance2017 – 2018 2018 - 2019


Data collection and reporting

EWNTMETeachers

Successful data collection October 2017

Successful report home to parents

SimsTMERAP meeting time

Data collection on time

Feedback from parents

Repot to Governors and SLT

Arrange sessions for CPD on new data collections

Propose template for reporting and finalise for data to be sent home in October

Trial new RAP meeting style with new collections

Information letter created for parents

Review collection process and reporting implementing actions for Academic review 2 in February

Review collection process and reporting implementing actions for Academic review 3 in May

Review all statements

Implement statement changes in preparation for September 2018

Implement statement changes

Review: reporting home (what does it mean to parents)

Review criteria for offering Mastery

Ensuring challenge through a mastery curriculum

RAP analysis development – gaining the best intervention techniques

Review of mastery curriculum

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c. Literacy Strategies


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerDevelop Guided Reading & other reading strategies for Year 7 tutor team

HBNERSRBD

Students’ reading assessments improve

Students’ reading ages increase

Students are reading more widely

Teachers training time

Appropriate sets of books

Reading tests/quizzes

Rewards & certificates

Cover for HBN to monitor

Base line comprehension skills

Re assess after series of guided sessions

NGRT Tests

Monitor SAGE sessions

Student VoiceYear 7 Review

Share proposal with SLT and staff

Identify and purchase suitable books

Plan and write the Programme

Identify the Year 7 Team

Brief the team and ensure commitment

Train the team Train Prefects to become reading buddies

Do Baseline tests

Start the literacy programme using book 1Team evaluate the pros and cons and adjust

Complete comprehension tests and PLCs

Carry out Student Voice

Monitor Reading Buddies

Carry out Year 7 Review (RBD)

Use analysis of all evidence and PLCs to adjust the programme to focus on areas to improve

Analyse tutor team delivery and give any further training

Learning Walk of SAGE

Write and deliver progress report to SLT

Complete the SAGE Programme

Re-assess reading

Analyse data and identify those needing literacy intervention in Year 8

Take student and tutor team voice and make any adjustments

Rewards/presentation assembly

To ensure all staff correctly identify common mistakes in class work

HBNERS

Literacy Stickers on front of booksSPaG marking in marginGreen pen to reflect on errors made

Learning Walks and book scrutinies will identify strength of marking and areas to improve

All staff to be reminded of the Literacy Codes and given examples of good

Carry out book scrutiny with SEN students to ensure they are being supported in their

Identify teachers who need support with literacy marking and run a workshop

Gather evidence and create a best practice booklet to support staff training

Evaluate the impact of support for identified teachers who required intervention

Refine best practice booklet and deliver further training support staff

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Literacy Marking & ensure that teachers address these mistakes

literacy

To develop a Word Bank for all pupils to access in their lessons

HBNERS

Students spelling and understanding of subject terminology improves

Key words for each subject created by depts.

Sheets will be stuck in booksEvidence of teaching strategies being usedStudent voice and drop ins evidence use of key words

All pupils to have a set of key words in back of exercise books

Teachers to be using the key words as starters and homework tasks with pupils

Literacy CPL team to review the impact the use of Word Banks has had on their pupils and in Departments

Review key words by department and update in light of curricular changes

Ensure school displays make key words a learning resource

Whole school spelling bee with representatives from all subjects

d. Transition


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerImprove transition process to ensure best possible progress

RBD Students make quick progress against targets and avoid transition ‘Dip’

Transition initiatives

Transition Booklets

Monitor the impact of different strands of transition through observation and student voice

Ensure redrafted Transition Booklet is looked at by teachers & rewards given Twilight CPD Cross phase in subjects to aid greater collaboration

Use the Transition Timeline to

Conduct early Year 7 student voice to monitor success of Transition

Deliver Joint Cross Phased INSET CPD providing opportunities to plan & work together more closely

Run a Year 5 WOW Day in June

Evaluate Joint Inset and implement any subsequent actions

Run Year 6 WOW Days

Organise and run new year 7 and parents’ BBQ

Ensure that the Transition Booklet plays a central part during Transition Days, especially rewards.Continue to build up on the collaboration already started via cross phase CPD.Use the Transition Timeline to ensure planned events take place for year 5 & 6

Ensure that specific Year 7 student voice is carried out and feedback to school.

Joint CPD with Cluster Primary Schools to strengthen opportunities to work more closely

Run the Year 5 WOW day.

Plan and deliver Year 6 Transition days to include barbeque.

Strengthen contact with hard to reach / poor attendance students / most

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ensure planned events take place for year 5 & 6 from main feeder schools

Plan Year 5 and 6 WOW Days

Have a Year 7 ‘graduation’ of key skills assembly

from wider spectrum of feeder schools.

Carry out the Primary Maths Challenge with Year 6 students in September.Evaluate Transition protocols and activities to ensure best action/preparation for vulnerable students.

together.

Plan Year 5 and 6 WOW days.

Begin the transition process to begin to get to know vulnerable students and their families.

vulnerable students within our Transition.

Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills

HODCCS

Students make quick progress against targets and avoid transition ‘Dip’

Time to liaise with feeder schools

Time to review year 7 curriculum and map skills

Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice

Analyse lessons and student data to triangulate evidence

Use greater liaison with feeder schools to review year 6/7 curriculum and skills

Use KS2 example of writing to set high expectations of year 7

Produce a glossary of literacy key words that students have been introduced to in KS1/2

All staff to ensure consistency of language

Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress

Evaluate best work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress

Monitor gateway room and students carefully

Communicate with staff re SEN student needs for planning

Ensure robust analysis by YL to monitor students who are not progressing in Year 7. Develop focused RAP systems to target and move students on.

Weekly SEN bulletin

Develop SEN toolkit

Develop SEN function on classcharts

Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.

Review yearly successes and areas for development

Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.

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4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas:

a. Diagnostic feedback and TRIM


Assurance2017 – 2018 2018-2019

Autumn Spring Summer Autumn Spring SummerEnsure all staff provide consistently high quality feedback in their subjects including TRIM

ERS Feedback to students in all subjects follows the policy

PLCs are linked to diagnostic feedback

Students are able to respond in depth to teacher feedback and close gaps in learning

Subject monitoring pack

Regular book scrutiny feedback

Agenda item on SLT and LM

Book scrutinies

Learning walk and dept. reviews

Student voice

SLT meetings and LM notes

Link governor meetings

Futures – with monitored actions

Book scrutiny reports

Learning walks

Student voice

External reports

Students make progress

Clear learning journey across books

Specific feedback given to subjects

Teachers self-

assessed their

marking

Subject review book scrutinies

Further whole school book scrutinies

Reports back to staff through Futures

Futures HOD monitoring focus

Provide ‘Golden Nuggets’ on Feedback Learning walks

Student voiceBook scrutiny

Evaluate effectiveness and compliance with policy

Complete self- assessment against policy linked with PM target

Ensure ML more effective in holding their departments to account and ensuring greater consistency

Provide coaching workshops for those requiring support

Use CPL Team to lead action research into feedback. CPL team drive improvements across the school

Book looks as part of m & e calendar and subject reviews

Share good practice regularly through CPD time

Evaluate compliance with policy

CPL workshop.

Book looks.

Evaluate policy.

CPD – teach meet – sharing of good practice (TRIM, learning qs, presentation, differentiation)

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b. Implementation of the presentation policy


Assurance2017 – 2018 2018-2019


Update T,L & A policy with presentation information

ERS

Students work will be well presented and aligned with quality of teaching

Produce copies of the new policy for consultation

Implementation and monitoring

Updated the policy to include presentationSet up working group for consultation

Agree policy changes and present to staff at CPDTime to implement through dept. timeConduct book scrutiny

Evaluating the impact of the changes to policyFurther book scrutiny and student voiceProduction of exemplar booklet Create posters for classrooms about acceptable presentation

ML M & E presentation in their areas

Presentation criteria shared with ML and students

Whole school book looks analyse consistency

CPL team look at student responses and provide good practice examples to all staff

Re issue presentation policy/ poster. Teachers and students – high expectations.

HODs to monitor presentation as part of dept review. Review T,L & A policy.

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5. Develop an outstanding culture for students and staff. (Articles 12, 14, 28, 29 & 31) This will be achieved through addressing the following areas: -

a. Focusing on Gold RRR status (Articles 1 – 3)


Assurance2017 – 2018 2018-2019


Ensure that rights-

respecting values

underpin leadership

and management

Leadership Team

Rights respecting values are central to everything

Assembly Time

School VisionSchool PoliciesClass

Charters

Line Management

Governor MeetingsLesson

ObservationsStudent Voice

Ensure all updated

policies have a rights

Respecting focus.

All School Leaders

demonstrate a good

understanding of the

ConventionEnsure that

the Convention is understood in classrooms

Continue with Autumn Term aims

in preparation for UNICEF

Level 1 accreditation

visit.Ensure that displays are linked to the Convention.

Celebrate Silver

accreditation with local

community.

Create Action Plan

to Focus on

the planned learning about

children and young

people’s rights

throughout most

aspects of the

curriculum, .

Embed the Charter into day to day practise

Work towards deepening and widening the knowledge and understanding of Articles across the whole school community.Develop awareness of rights being: Inherent, Inalienable, Indivisible, Universal and Unconditional.

Embed a clear understanding of ‘Rights Holders’ and ‘Duty Bearers’.

Continue to collate

evidence to show how

being a rights respecting school has improved

wellbeing and achievement,

including attainment,

reduced exclusions and

improved attendance.

Start to work with other schools

(especially Feeder

schools to share our journey.

Audit the curriculum to identify the

prominence of the

Convention within lessons.

Student voice to monitor their understanding

of the key articles and how they

affect their lives.

Embed Global

Citizenship to enable

students to become

JFR & CPL Team

All staff

Large majority of school are

able to articulate

the

Assembly Time

Lesson Observations

Student Voice

Line Management


Observations

. Continue with Global Citizenship

literacy activities each

month

Continue with Global Citizenship literacy

activities each month Carry out Rights Respecting

focus and gather evidence from each curriculum area

Enable pupils to look at global

issues, as appropriate,

from a perspective of

Continue to develop the use of the

language of rights and respect to

Continue to provide

opportunities for the school to take action to uphold the

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rights-respecting

citizens

language of rights

and respect in relation to

global citizenship

Student Voice

Continue to develop regular

inclusion of Global

citizenship within

Assemblies and Literacy

focus.

as to aspect of global citizenship addressed

Continue to develop regular inclusion of Global citizenship within

Assemblies and Literacy focus.

.

rights so that they develop a

heightened sense of justice

and equity through

engagement with the

Sustainable Development

Goals.

strengthen school

systems for resolving

conflict (such as the use of restorative

justice) and the promotion of

positive attitudes and

actions for rights.

rights of children locally,

nationally and globally and makes these

explicit.

Students are empowered to become

active citizens and

learners

JFR HOY

School community can express their opinions and make informed decisions about their health and wellbeing.

Assembly Time

Lesson observations

Steering Group

Year Team Community

Projects

Line Management


ObservationsStudent Voice

Continue to develop opportunities for students to be active citizens via their

community projects

Ensure Enrichment Days support students to make active decisions about their health and

wellbeing.

Explore ways to reference correlation between improved

outcomes for pupils and the

implementation of a rights-

based approach across the

school.

Explore the role pupils play in engaging in their right to learn. Consider, with them how this

can be further enhanced. .

Continue to strive for further creative and significant

opportunities for the participation and decision making of pupils to influence and shape the life and

work of the school

b. Addressing student relationships and building resilience through GMS


Assurance2017 – 2018 2018-2019


Coaching for students in years 7 and 8

JFRRBD

More reflective practice enabling students to cope with the demands of the school

PIXL NOW resourcesPIXL EdgeSAGE

Monitor students resilience through students voice

Introduce year 7 to coaching, GMS and resilience through planned induction session

Create SAGE time resilience and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8

Introduce year 7 to coaching, GMS and resilience through planned induction session

Create SAGE time resilience and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8

Rewarding GMS

JFRHOY

Students rewarded for

GMS postcards

Analysis of data and

Publicity drive on use of GMS

Feature in WOW

End of year for students

Development of new

Create GMS ambassadors

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effort certificates increased publicity

postcards for invisible studentsCreate HOY certificate

magazineUse images for displays

who have put in effort and developed resilience

postcard designed by students

in primary schools on building resilience

c. Eliminating low- level behaviour (Articles 14, 28 and 20)


Assurance2017 – 2018 2018-2019


Regular analysis Classcharts data

JFRCKT

Awareness for staffImproved behaviour and routines

ClasschartsCPD

Given to HOD/ SLTLine mgtYear group dept review

Classcharts training

Staff voice on behaviour in lessons

Revised routines and standards

Compare stats to gauge improvements

Monitor and evaluate

Offer coaching buddies to support weaker teachers

Embed regular analysis of year group behaviour within line management.

Develop the tutor role to embed the charter into day to day school life to ensure that good behaviour is part of their right to their education.

Explore the role pupils play in engaging in their right to learn. Consider, with them how this can be further enhanced.

Further develop the school’s strategic documentation to link to and reflect relevant Articles of the CRC and ensure that leaders at all levels can articulate school improvement in terms of the CRC.

Provide HOD with behaviour stats

JFRCKT

Better ownership of behaviour in departmentsBetter use of Classcharts

Classcharts

Line managementSLT/ HODFuturesYear Group meetingsSubject reviews

Provide HOD with breakdown of statsUse ML and SLT meetings to identify areas of concern

Track through RAP meetings

Analysis of Classcharts data to identify trends

Provide suitable interventions as required

Review progress across academic year

Consider hot spots across school

Focus on positive behaviour for learning to embed Article 28

JFRCKTCCSHOY

calmer school with focused transitions

Learning walksDrop insFocussed CPD sessionsInput from CPL group

Teacher voiceFuturesLine managementYear group meetingsSubject reviews

All learning walks to have specific behaviour focus

Analysis of positive behaviour

Staff meeting to address issues with routines or standards

HOD to address inconsistencies

Use Futures to highlight how departments are using pride points to reward positive behaviour

Link key aspects of “Gold” status to positive behaviour.

Continue to develop the use of the language of rights and respect to strengthen school systems for resolving conflict (such as the use of restorative justice) and the promotion of positive attitudes and actions for rights.

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recorded on Classcharts

Series of assemblies to focus on ;behaviour policy and levelsCorridor behaviourPeer to peer abuseSexual harassment

Develop individual behaviour training

ERSJFR

Improved T&L Teachers have clear repertoire of B4L skills

ClasschartsObservationsStudents voice

Learning walksData analysisCoaching and mentoring support

Run B4L sessions after school with invited teachers

Review progress through self- evaluation , further coaching, mentoring and intervention

Further actions as required

Enhance the school’s ambassadorial activity by enabling pupils and staff, as appropriate, to promote and encourage Rights Respecting values and actions and knowledge of the CRC with other schools and in the wider community.

Ensure that the community is aware that adults, as Duty Bearers, should uphold children’s rights, and help facilitate their access to rights.

Continue to run B4L training with new staff

a. Improve Attendance to be in Line with National Average

Actions Success Criteria Resources Quality Assurance

2017 – 2018 2018-2019staff Autumn Spring Summer Autumn Spring Summer

Increase school attendance to 95%

CCSHOYYAS

Greater whole school attendance statisticMore students with 95% attendance or above

Report to governors

Weekly year group and whole school competitions.

Re-integration meetings following 3 consecutive days of absence

Invite to trips, extra-curricular activities and prom only to those with 95% attendance or more

Attendance letter to be sent July and September 2018.

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Attendance hints and tips for website and newsletter

Year 11 attendance action plans

*Compare attendance from now to same point next year. Currently at 93.9%.Review initiatives Continue to improve attendance

Reduce PA statistics

CCSHOYYAS

Decreased number of persistent absentees with 90% or below attendance

Report to governors

Lates initiative- same day detention, email to all staff, collection of students for detentions

Attendance officer actions

Tutor early intervention flagging

*Compare attendance from now to same point next year. Currently at 13.19%.Review initiatives Continue to improve punctuality

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