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    Page 1Striving Together for Excellence

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    The Structure of the AIP

    The Academy Improvement Plan (AIP)The AIP has been developed by governors and staff in consultation with ourparents/carers and pupils of David Livingstone Academy. The plan is thefocal point of the Academys drive towards excellence and should beconstantly referred to by all staff.

    The AIP is divided into two parts:Long-Term Aims (2013-2016) - extending from the Academys shared visionare the strategic long term aims. These represent the umbrella from whichthe annual priorities are drawn.

    Annual Priorities - each year, progress towards the long-term aims is assessedand priorities for the year are agreed. For each priority, a number of actionsare planned to take place throughout the year (in DLs Diary, given tostaff). The person/people responsible for the action are identified, resourcesallocated and success criteria agreed in our Action Plans.

    The Priorities have been collated into 4 criteria, taken from the OfstedFramework (Achievement, Teaching and Learning, Behaviour and Safety andLeadership and Management).

    Shared Vision

    Long Term Aims 2013-2016

    2013-2014 2014-2015 2015-2016

    Shared Vision

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    Long Term AimsSeptember 2013-August 2016Achievement of Pupils1. To ensure rapid and sustained pupil progress for all groups of children.2. Ensure our Pupil Premium spend effectively impacts results, thereby

    narrowing the achievement gap further for those vulnerable tounderachievement.

    3. Continue with a culture of high aspirations and ambition at all levels.4.Ensure legislation outlined within the new SEN: Code of Practice is

    embedded in Academy policy.

    Teaching and Learning5. Ensure the quality of teaching and learning is good and outstanding

    throughout the Academy.6. Revise and develop the use of ICT throughout the Academy.

    7. Continue to develop the use of the school environment.

    Behaviour and Safety8. To ensure the spiritual, moral, social and cultural development of all

    stakeholders.9. To help children make their own choices whilst taking ownership of

    their learning attitudes.10. Further enhance the partnership and communication with Parents/Carers and the Wider Community.

    Leadership and Management11. Consolidate and further develop rigorous school improvement systems to

    ensure the highest quality of teaching and learning.12. Develop leadership and recruit/retain good quality staff at all levels

    across the Academy, including governance.

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    Short Term Priorities: September 2013 - August 2014Achievement of Pupils1. To ensure rapid and sustained pupil progress for all groups of children.A. Improve the quality of teaching so that it is always good or outstanding

    (see 5).B. Progress for all pupils (inc most able and vulnerable) is rapid and

    provision is challenging.C. Raise attainment in writing further by: continuing to develop engaging

    writing lessons which provide opportunities for all groups of children towrite at length across all genres and the curriculum. Ensuring that at the

    same time, pupils develop a fluent, joined script (Nelson), present theirwork with pride and accelerate language development across all subjects(ie: provide more opps for speaking using subject-specific vocab) (OP).

    D. Raise the quality of guided reading and writing further, so it has greaterimpact on pupil progress (using the APP/Criterion Scale). Ensure excitingand challenging activities are planned and consistently timetabled in allclasses and provide varied opps for children to experience reading fiction/

    non-fiction texts in new and exciting ways.E. (Early) intervention continues to be in place and positive impact is evident

    for slow moving vulnerable groups, including pupils who are more able, soall make good+ progress.

    F. Develop AfL further to ensure consistency from class to class (AfLproforma sheets in books, knowledge of various strategies for peer/self-

    assessment, WAGOLL, personalised targets, etc).2. Ensure our Pupil Premium spend effectively impacts results: theachievement gap is narrowed further for those vulnerable tounderachievement.A. The vast majority of pupils for whom the pupil premium provides support

    for are making rapid and sustained progress through: quality first

    teaching, a relevant and coherent curriculum, targeted catch-up andresources, enrichment activities and high expectations.

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    B. Measure the impact of PP spend through monitoring and evaluation andreport it succinctly.C. Our learning mentor supports, motivates and challenges pupils who areunderachieving and helps pupils overcome barriers to learning caused by

    social, emotional and/or behavioural problems.D. Continue to raise the quality and deployment of teaching assistants andget results (OP).

    3. Continue with a culture of high aspirations & ambition at all levels.A. Provide a range of opportunities to share DLA and STEPs aims andvalues so they are communicated and understood- the bigger picture andfamily.

    A.Ensure marking (with focus on presentation) and feedback isdevelopmental, so pupils are able to take the next step with greater

    confidence, know what to do to improve and given opportunities to assesswork using specific prompts.

    C. Awards: Sing Up Platinum and Arts Mark Gold: introduction of

    specialist dance teaching and instrumental tuition from Y2-6(Y2:ocarinas, Y3:recorders, Y4:wind band, Y5/6:steel band and a G&Tukulele orchestra); Investors in People & ICT Mark.

    D. Devise and develop an outstanding environment guide and a Teachingand Learning expectation poster, to enable consistency of approach ofhigh expectations across DLA.

    4. Ensure legislation outlined within the new SEN: Code of Practice isembedded in Academy policy.A. Academy policy is reviewed and amended in line with new legislation.B. School practice with regard to SEN and inclusion is reviewed and adapted

    where necessary to meet new legislation.C. Be aware of and use the EAL assessment guide upon entry of a child

    who has no or very little English (as in the STEP Inclusion Policy).

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    Teaching and Learning5. Ensure the quality of teaching and learning is good and outstandingthroughout the Academy.A: All children are taking part in active and practical lessons and are

    therefore focused, engaged and making good progress, with all lessonscommencing at a rigorous pace (OP).

    B: Lessons are well differentiated- tasks matched to individual needs (OP).C: Deploy teaching assistants effectively to enhance learning throughout

    lessons (OP).D: Working walls used consistently in all classrooms to aid pupil progress,

    attainment and personalised journey.E: Align where necessary, DLAs curriculum (IPC, Science, Maths and

    English) to ensure it is following the new National Curriculum.

    6. Revise and develop the use of ICT throughout the Academy.A: Re-launch Fronter as a Gold Champion School take advantage of

    Fronters excellent wide range of tools to reenergise and support teaching

    and learning and support local schools by hosting events and trainingsessions, network, etc.

    B: Continue to implement the Rising Stars ICT scheme of work across theschool, and provide opportunities for children to use new technologiesacross the curriculum.

    7. Continue to develop the use of the school environment.A: The outdoor and indoor learning areas for children offer the best possibleopportunities to extend and maximise learning potential, eg: the pond areaand MUGA are used to their full potential and the outdoor environmentgives children a greater choice of activities for break times, etc. (OP).

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    Behaviour and Safety8. To ensure the spiritual, moral, social and cultural development of allstakeholders..A: Continue to promote healthy living across all aspects of DLA eg: re-

    accreditation of Healthy Schools Status, the importance of food for growingup happy and healthy andre-introduction of brain breaks..B: Reinforcement of expected behaviours of children and a renewed andclear knowledge of what constitutes bullying for all stakeholders..C: Audit the schools safeguarding procedures..D: Focus on persistent absences and latecomers, so we are above the NA.

    9. To help children make their own choices whilst taking ownership of theirlearning attitudes.A. To further embed RRS into a wider range of curriculum areas.B. To look more at the impact we as an Academy can make within our

    local and global communities.C. Children and staff to review the sanctions and reward systems in

    school, ensuring that all adhere to these in the same manner.

    10. Enhance the partnership and communication with Parents/Carers andthe Wider Community.A: Parent questionnaire analysed/shared with parents/carers and LGB.B: Introduction of a yearly diary/information brochure and design and

    produce curriculum focus booklets, demonstrating what children willlearn each term. Include guidance to support parents/ carers in workingwith their children at home.

    C: Further embed Family Learning opportunities (workshops: ICT, Mathsand English) at a level where parents/carers can support their childrenwith homework.

    D: Build on and enrich partnerships between allotment and re-establishment

    of the new PTA.E: Continue to update website with current information for parents/carers.

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    Leadership and Management11. Consolidate and further develop rigorous school improvement systems toensure the highest quality of teaching and learning.A: Review and develop teaching and support staff performance managementwithin national and LA regulations; use consistently as part of appraisal.B: Research into bespoke assessment tracking system (O-Track, Target Tracker

    or I-Tracker) to generate powerful and flexible reports for all stakeholders;including identifying trends, monitoring progress and comparison withnational data and expectations.

    C: Up-date the Academys SEF and Pupil Premium Report termly.

    D: Review format of Pupil Progress Meetings to ensure questioning draws outany barriers to learning with swift actions to overcome identified barriers.Teachers held accountable for pupils attainment and progress link withPM.

    12. Develop leadership and recruit/retain good quality staff at all levelsacross the Academy, including governance.A: Targeted recruitment and training- at all levels..

    B: Ensure Succession Planning within DLA at all levels include high qualitytraining to develop roles.

    C: Induction to new roles: senior leaders develop necessary skills to makeaccurate checks on quality of teaching and learning.

    D: Peer observations: good practice shared across DLA/STEP through

    teachers observing effective teaching and sharing ideas regarding thecomponents of good/outstanding lessons.

    E: Team leaders and Governors know where DL is in terms of similarschools (Dashboard, Raise, etc).

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    F. Governors committed to ensuring best value for money and, as such, lookclosely at the roles and responsibilities of staff, and how well they performbefore making decisions about pay increments and additional allowances

    (update and share personnel spreadsheet).G. Ensure Governors are shown best practice in action, eg: throughmonitoring and evaluation of pupil premium spend- an understanding ofimpact on achievement.H. Schedule for governor monitoring for 2013-2014. Ensure all governorshave a copy of the school governor monitoring pack.I. Pupil leadership skills are developed (school council, RRS and ECO

    Warriors, Advocates). Pupils to lead school projects eg. health and safetyaudit, suggestion box, etc.

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    The Academy Improvement SystemIn order to promote a collaborative approach to our academy self-evaluationand improvement, David Livingstone uses both an online and paper-based

    improvement planning system. The online system is called: SchoolCentre.Net.All action plans are completed online (using SchoolCentre) and, whereappropriate, linked to the SEF and AIP. Our SEF and PM systems are paperbased. As academy improvement is an on-going process, the SEF, AIP andother Action Plans are continually developing and evolving.

    Accessing SchoolCentreAt DL, we believe that improving our Academy is everybodys responsibility;therefore, all stakeholders are able to view and/or contribute to theimprovement process. All staff have been set up as users of SchoolCentre.Others wishing to access SchoolCentre may do so as a guest. This allowsread-only access to basic school details and Action Plans.

    To access the David Livingstones login page, type into the web browser:https://secure.schoolcentre.net/rdLogin.aspx?ReturnUrl=%2fDefault.aspx The SchoolCentre ID, a user name and password are required to enter thesite. To visit as a guest, enter:

    SchoolCentre ID: 5692User name: GuestPassword: David Livingstone

    So that Guest can be used by multiple users, guests are asked not to

    change the password. Please note, you can only see our Action Planning onthis site. Our PM and SEF are now paper-based.

    https://secure.schoolcentre.net/rdLogin.aspx?ReturnUrl=%2fDefault.aspxhttps://secure.schoolcentre.net/rdLogin.aspx?ReturnUrl=%2fDefault.aspxhttps://secure.schoolcentre.net/rdLogin.aspx?ReturnUrl=%2fDefault.aspx
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    Viewing the AIP and Other Action PlansHaving selected School Plans and then School Improvement Plan, the user isrequired to select a plan they would like to view. Any can be chosen as a

    filter and can be used to navigate between all school plans.

    To view the entire AIP, from the Group filter, select whichAIP interest you.

    There is a very clear ethos, articulated within the Step AcademyTrust non-negotiables statement, emphasising the schools ethos andculture, teaching and learning aims and that the school invests inthe people. Throughout the visit, this was made obvious through conversation,plans and visual evidence. The school Self Evaluation evidence and the last

    three years of the Academy Improvement Plan also highlight the learningcommunity. Therefore the following poem is offered as a summary.

    Unity (author unknown)I dreamed I stood in a studio and watched two sculptors there. The clay theyused was a young childs mind and they fashioned it with care.

    One was a teacher: the tools she used were books and music and art; onewas a parent with a guiding hand and gentle loving heart.And when at last their work was done, they were proud of what they hadwrought. For the things they had worked into the child could never be soldor bought! And each agreed she would have failed if she had worked alone.For behind the parent stood the school and behind the teacher the home!

    Care for children and their backgrounds underpins the David LivingstoneAcademy ethos. Assessor: Chris Chivers, Inclusion Quality Mark, July 2013

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