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Academy Development Plan

Author’s Name: Mr. N. Houchen

Date Reviewed September 2016

Date Ratified by Governing Body

Signature of Principal

Signature of Chair of Governors

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Contents

1.0 Academy Context ....................................................................................................................................................................................................................... 3

2.0 Ethos .......................................................................................................................................................................................................................................... 4

3.0 Aims............................................................................................................................................................................................................................................ 4

4.0 Leadership Structure – Governance .......................................................................................................................................................................................... 5

5.0 Leadership Structure – Senior and Middle Leadership .............................................................................................................................................................. 6

6.0 Ofsted ......................................................................................................................................................................................................................................... 7

7.0 Key Development Priorities ....................................................................................................................................................................................................... 8

8.0 Outcomes for Children and Learners and Teaching, Learning and Assessment ........................................................................................................................ 9

9.0 Personal Development, Behaviour and Welfare ..................................................................................................................................................................... 12

10.0 Effectiveness of Leadership and Management ...................................................................................................................................................................... 14

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1.0 Academy Context The Eastwood Academy is an academy converter, established in August 2011. Its predecessor school held specialisms in Performing Arts, Sports and Mathematics and Computing. On entry, pupils’ KS2 average fine points score is slightly below the national average. The Academy is average size secondary school with slightly more boys than girls. It is heavily oversubscribed, regularly receiving over 500 first or second preferences for 180 places. To meet this local demand, the Academy increased its PAN by 10% in 2014. Most pupils on roll are of White British heritage, with the % of pupils from minority ethnic groups well below the national average. The proportion who speak English as an additional language is also below the national average. The proportion of pupils known to be eligible for the Pupil Premium is just below the national average. The proportion of pupils with SEN support is above the national average and the proportion with an SEN statement or EHCP is slightly below the national average. The Academy was subject to a section 5 inspection in September 2013 and judged to be ‘Good’ in all categories - Ofsted Report 2013. This judgement was further validated in a section 8 inspection in March 2015 - Unannounced Inspection 2015. The Academy has consistently been the highest performing non-selective school in Southend, with key attainment and progress measures significantly above national averages. To recognise this sustained achievement, the Academy was invited to represent Secondary Education in The Parliamentary Review 2015/16. This a publication in which a small number of outstanding or considerably improving schools are selected to appear in an annual government report highlighting best practice and raising standards in secondary education. In terms of substantive local partnerships, the Academy is a member of South Essex Teaching School Alliance (SETSA). It is also the hub school for the Southend West School Sports Partnership (SWSP) which provides services for 54 schools in the borough of Southend. In terms of substantive national projects, in 2016 the Academy hosted - and took part in - the Ofsted School-School Improvement (Triad) Project which involved 12 secondary schools across Southend and Essex.

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2.0 Ethos The Academy’s ethos ‘Believe, Succeed, Together’ is reflected in an uncompromising belief that all pupils can and will succeed in a learning community which supports and values everyone and their achievements.

3.0 Aims

To provide an environment in which pupils feel proud of the Academy, shown by their excellent behaviour, attitude to learning, attendance and punctuality.

To provide a safe and secure environment in which all pupils are able to thrive and any issues or concerns they have are dealt with promptly and effectively.

To provide a learning environment in which the majority of teaching is outstanding and never less than consistently good.

To provide a broad and balanced curriculum, including the opportunity for all pupils to achieve the ‘English Baccalaureate’ (EBacc).

To provide opportunities for all pupils to achieve the ‘Basics’ i.e. i.e. a grade 5 or better in GCSE English and mathematics.

To provide opportunities for all pupils to achieve an attainment and progress score (in English and mathematics, three other EBacc subjects, plus three others) that exceeds expectations.

To provide opportunities for all pupils to develop high levels of literacy and numeracy appropriate to their age.

To provide opportunities and experiences for all pupils so that they are very well equipped for the next stage in their education, training, employment or self-employment.

To provide an environment in which all pupils are able to broaden their education through a range of spiritual, moral, social and cultural opportunities.

To provide an environment in which every opportunity is taken to celebrate and share success.

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4.0 Leadership Structure – Governance

LW

Director (Appointed)

Chair

(Finance)

Code of Practice

Stautory Compliance

Self-Evaluation

Teaching and Learning

Key Development Priorities

Performance Management

Impact Assessment

AF

Director (Appointed)

Vice Chair

(Law/Business)

Science/MFL

Numeracy

Intervention

Pupil Premium

Catch Up Premium

NH

Director (Ex-Offcio)

Principal

Vision and Core Purpose

Improving Learning and Achievement

Leadership and Management

Wider Engagement and Contribution

CN

Director (Staff)

(Education)

Geography/History

Marking

Curriculum Pathways

Reporting and Assessment

LAb

Director (Staff)

(Education)

DT/Maths/Statistics

Attendance and Punctuality

Pupil Safety

E-Safety

MG

Director (Appointed)

(Health and Safety)

P.E/Dance

Safeguarding

Health and Safety

SEN

Equality and Diversity

KH

Director (Appointed)

(Public Services)

Art/Drama/Music

Training Link

Student Voice

Celebrating Success

Stakeholder Communications

KB

Director (Parent)

(Finance)

Computing/Business

Transition

Finance

Staff CPD

DP

Director (Parent)

(Community)

RE/Citizenship/PSHEE

Exclusions

SMSC

British Values

Collective Worship

Careers

SC

Director (Parent)

(Community)

English/PD/Life Skills

Literacy

Marketing

Business Services

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5.0 Leadership Structure – Senior and Middle Leadership

NH

Principal

Vision and Core Purpose

Improving Learning and Achievement

Leadership and Management

Wider Engagement and Contribution

MAT

CN

Vice Principal

Computing/Business

Richmond

Timetabling

Tracking and Reporting

Curriculum Pathways

Student Voice

Stakeholder Communications

IT Support

CW/MW

Computing

ND

Business

NN

Careers

ND

Life Skills

KS

JS

Assistant Principal

English/PA/Art

Kielder

Literacy

Quality of Teaching

Celebrating Success

Drama

IR

Music

LAm

English

ASt

Art

MA

YM

Assistant Principal

Science

Ashdown

SEN

LAC

Transition

Science

CC

SEN

DFi

MC

Assistant Principal

Maths/Statistics/DT

Elvedon

Numeracy

Attendance

Intervention

Pupil Premium

Catch Up Premium

Maths

SW

Statistics

SBr

DT

FRo

PB

Assistant Principal

Humanities/Ctz/PSHE

Bowland

Collective Worship

Examinations

AMA

Parents' Evenings

Homework

SMSC

R.E

JEd

Geog

CB

History

VLa

DE/Ctz/PSHE

NL

DPi

Vice Principal

MFL

Sherwood/Whinfell

Safeguarding

Performance Managament

Quality of Teaching

CPD

ITT

MFL

JHa

ITT

LHC

SS

Assistant Principal

P.E/Dance

Health and Safety

Finance/HR

Marketing

Outsourced Services

Reprographics

SSP

MAT

P.E

NHe

Support

Staff

Dance

IR

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6.0 Ofsted The Academy was subject to a section 5 inspection in September 2013 and judged to be ‘Good’ in all categories - Ofsted Report 2013 The targets provided by the inspectorate were:

1. Improve the performance of students eligible for pupil premium funding so that they make even better progress, in order to narrow the gap

between their performance and that of students who are not eligible for this additional funding. 2. Improve the facilities and support available for students who find it difficult to engage with school, to reduce the number of exclusions and the

incidence of persistent absence. 3. Improve further the quality of teaching and raise the proportion of outstanding teaching by:

Involving support staff in lesson planning so that they make the best possible contribution to students’ learning.

Encouraging the most able students to make a better contribution to their own learning by giving them opportunities to think critically about their work, and to solve problems independently.

The Academy was subject to a section 8 inspection in March 2015 - Unannounced Inspection 2015. The outcome was that, ‘Leaders and managers have taken effective action to maintain the high standards of behaviour and attitudes identified at the Academy’s previous inspection’. The targets provided by the inspectorate were:

1. Continue to reduce the above average level of fixed term exclusions, particularly for specific groups, notably boys and those students eligible for free school meals.

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7.0 Key Development Priorities

Area Key Development Priorities

Outcomes for Children and Learners (KS3)

O1. ~>70% of pupils in Year 7-10 meet or exceed their (FFT Type D) Forecast Grade.

Outcomes for Children and Learners (KS4)

O2. Basics >NA and +sig. O3. EBacc >NA and +sig. O4. Attainment 8 >NA and +sig. O5. Progress 8 >NA and +sig. O6. All pupil groups >NA and +sig. O7. >70% of subjects achieve ~>NA

Teaching, Learning and Assessment

T1. 100% of daily lessons that are ‘good or better’ with ~>50% ‘outstanding’. T2. Embed the changes in the KS3 and KS4 curriculum and assessment. T3. Develop the level of competency and effectiveness of teaching assistants.

Personal Development, Behaviour and Welfare

P1. Overall attendance ~>96%. P2. Persistent absence <NA. P3. Fixed term exclusion rates ~<NA, particularly for specific groups e.g. males and disadvantaged pupils. P4. Develop pupils' leadership and resilience. P5. Pupils are very well equipped for the next stage in their education, training or employment.

Effectiveness of Leadership and Management

L1. Increase the pupil roll by ~3% per year. L2. Form a Multi-Academy Trust (MAT). L3. Achieve Governor Mark Status. L4. Provide high quality CPD. L5. Build a new Science and DT building. L6. Extend the Main Hall.

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8.0 Outcomes for Children and Learners and Teaching, Learning and Assessment

Key Development Priorities Area Development Strategies

O1, O2 KS3 Curriculum and Assessment

Rewrite schemes of work and assessments to reflect the principles of a mastery curriculum. Write indicative competencies for each subject so there is a clear route from KS2 to KS4.

O3, O4, O5, O6, O7, T2, P4 KS4 Curriculum and Assessment

Rewrite schemes of work and assessments to reflect changes in ‘new GCSEs’ and the principles of a mastery curriculum. Provide the opportunity for every pupil to achieve the EBacc. Include GCSE Citizenship in the core curriculum pathway. Investigate broadening the range of vocational options offered at KS4 e.g. a BTEC in Work Skills. Embed the Life Skills and Personal Development programmes. Create individual subject resource pages which can be accessed through the Academy’s website.

O1, O2, O3, O4, O5, O6, O7,T1, T2

Teaching Reorganise the school day to create 65 minute lessons. Deploy outstanding teachers to KS3. Ensure teaching staff use Pupil Achievement Tracker (PAT) as the principal means to monitor and track progress. Develop a scholarly teaching methodology which is linked to a mastery curriculum. Encourage risk-taking and innovation that is right for the pupils. Ensure literacy and numeracy are an integral part of lessons.

T3 Teaching Support Monitor the effectiveness of TA through a competencies matrix developed from the Education Endowment Foundation’s Guidance: ‘Making Best Use of Teaching Assistants’. Provide training were specific needs are identified.

O1, O2, O3, O4, O5, O6, O7, T1, T2

Marking Embed the revised Marking Policy and monitor through termly audits. Develop the following principles in relation to marking: a) Incisive feedback by teaching staff. b) Marking for literacy. c) Diversity of approach where it is right for the pupils. d) Designated Reflection and Feedback Time (DRAFT).

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Key Development Priorities Area Development Strategies

O1, O2, O3, O4, O5, O6, O7, T1, T2

Homework Embed the revised Homework Policy and monitor through termly audits. Develop the following principles in relation to homework: a) Consolidate and extend learning. b) Challenge pupils, particularly the most able. b) Prepare pupils for new learning activities. c) Enhance pupil study skills, such as planning, time-management and self-discipline. d) Encourage independent study skills. e) Engage the co-operation and support of parents.

O1, O2, O3, O4, O5, O6, O7, T1, T2

RWCM

Ensure RWCM is included in all whole school CPD training. Maintain the additional level of curriculum time allocated to KS3 English (4 hours a week). Use form time for silent reading and literacy-based activities. Use afterschool Houses detentions for online literacy and numeracy activities. Continue with literacy-based initiatives e.g. literacy pocket book for every pupil, book fair, handwriting clinic, literacy parents’ evening. Include a module on economic wellbeing in the PSHEE programme at KS3. Include a module on finance skills in the Life Skills programme in Year 9. Investigate the feasibility of including Statistics in the KS4 core curriculum pathway.

O1, O2, O3, O4, O5, O6, O7, T1, T2

Pupil Premium (PP) Provide PAT training to Heads of House and SLT Links who will be responsible for monitoring the progress of PP pupils in their houses. Provide additional English and maths tutoring for PP pupils across Years 7-11. Provide additional careers advice to PP pupils across Years 7-11. Assign a mentor to all Year 11 PP pupils. Provide subject intervention sessions specifically for Year 11 PP pupils. Organise visits for PP pupils to Russell Group universities.

O1, O2, O3, O4, O5, O6, O7, T1, T2

Catch-Up-Premium (CUP) Organise for CUP pupils to receive English and Mathematics tuition in the Summer Term before they formally start at the Academy. Organise a programme for CUP pupils to receive English and Mathematics tuition during form time and a MFL lesson.

O1, O2, O3, O4, O5, O6, O7, T1, T2

Transition Organise an annual review of transition with representatives from the primary feeders. Work with primary feeders to map the KS2/KS3 curriculum to accelerate progress at KS3. Organise for English and Maths teachers to teach Level 6 at KS2 at the primary feeders. Continue to provide computing and science lessons for pupils from the primary feeders.

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Key Development Priorities Area Development Strategies

O1, O2, O3, O4, O5, O6, O7, T1, T2

Most Able Pupils (MA) Embed the revised Most Able Pupils Policy Deploy the MA Coordinator on primary transition visits to gather relevant data on MA pupils. Include MA strands into schemes of work that facilitate higher level thinking, problem-solving and independence. Undertake termly audits of homework to check that MA pare being stretched outside of the classroom. Organise visits to Russell Group universities. Organise an Eastwood Scholars Programme through The Brilliant Club. Embed an annual MA Parents’ Evening.

O1, O2, O3, O4, O5, O6, O7, T1, T2

SEND Organise training for the SENCO to achieve National Award for SEN Coordination. Ensure all statements are converted to Education Health Care Plans (EHCPs). Organise training on Early Help Assessment processes and Person Centred Planning.

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9.0 Personal Development, Behaviour and Welfare

Key Development Priorities Area Development Strategies

P1, P2 Attendance Raise the attendance threshold for cause for concern to 92% to ensure earlier intervention. Continue to commission the services of the LA to include weekly meetings with parents and pupils, home visits and the imposition of fines and penalty notices. Continue to incentivise high attendance through a broader rewards programme, including certificates, vouchers, Ipods, lunch with the Principal and external trips.

P3 Behaviour Form a new house – Whinfell. Fully embed SLT Links to include the processing and support of incidents pertaining to gross misconduct. Introduce a bespoke Behaviour Log to monitor the nature and frequency of incidents across the houses. Provide PAT training to Heads of House and SLT Links. Undertake behaviour audits in subject departments. Raise the expectations of specific pupil groups e.g. males and pupil premium pupils through attendance enhancement strategies, targeted careers advice, greater engagement with parents (particularly those at risk of exclusion), and community-based programmes e.g. Streets Ahead, YTS. Continue to take every opportunity to celebrate and share success e.g. Departmental Awards, Academy Newsletters, Jack Petchey Awards, lunch with the Principal, Commendations Evening and Sports Presentation Evening.

P1, P2, P3, P4, Safeguarding Assign responsibility for monitoring the strategic and operational effectiveness of safeguarding to the Vice Principal. Separate the Designated Safeguarding Lead role from the above. Provide level 2 safeguarding (including Prevent) training to all staff on an annual basis. Conduct an annual audit of safeguarding. Include additional topics in PSHEE lessons to cover the risks of extremism and radicalisation. Include a section on safeguarding compliancy in the lesson observation proforma.

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Key Development Priorities Area Development Strategies

P4, P5 Welfare and Development Embed the Life Skills and Personal Development programmes. Embed the revised E-Safety Policy. Introduce a Mental Health Policy. Develop resilience and leadership through the Life Skills and Personal Development programmes, assemblies and tailored PSHEE units of work. Establish a Pupil Ambassador Scheme to provide peer support with regards to bullying. Extend the BACP counselling service. Embed the Student Leadership Team and extended School Council. Achieve Healthy Schools Status. Work towards achieving the Quality in Careers Standard.

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10.0 Effectiveness of Leadership and Management

Key Development Priorities Area Development Strategies

L1 Admissions Increase the PAN to 190 and take up to 200 pupils (including appellants).

L2 MAT Convert Eastwood’s Single Academy Trust into a Multi-Academy Trust (MAT) and form a formal partnership with one or more primary schools.

L3 Governance Undertake an audit on the requirements for Governor Mark Status and produce a schedule for completion.

L3 Finance Review all cost centres and make proportionate cuts. Review staffing and streamline middle and senior leadership positions. Cap staffing costs at 80% of the budget. Review staff non-contact time. Implement revised Pay Policy. Increase income by increasing the PAN and ring fence lets income.

L4 CPD and Succession Planning Continue to source, provide and quality assure high quality CPD that raises the standard of teaching and learning in terms of: literacy, numeracy, challenge, engagement, differentiation, questioning, independent learning, marking for learning, confirmation of learning and behaviour for learning. Ensure that all staff - teaching and non-teaching - have opportunities for relevant CPD, e.g. CSBM, OTP, ITP, NPQSL, NPQML and ensure it is closely linked to performance management appraisal outcomes. Continue to succession plan and build capacity through early appointments, promotions, shadowing, temporary internal secondments and TLR 3 fixed-time tasks. Continue to recruit 5-10 ITT trainees per year, primarily in EBacc subjects.

L5 New Science and DT Block Sell the Academy’s land asset to finance the build.

L6 Extension to Main Hall Investigate finance options through the LA and EFA.

O1, O2, O3, O4, O5, O6, O7, Communication with Stakeholders

E-mail stakeholders half-termly newsletters. Continue to align Parent Consultation Evenings with the distribution of academic reports. Provide parents with the opportunity to complete a survey during parents’ evenings. Follow up non-attendance to parents’ evenings through HoH and SLT Links. Complete pupil and staff surveys in the Spring Term. Continue with ‘Study Support’ and ‘Information Evenings’ for parents.

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