leading parent partnership award action...

LEADING PARENT PARTNERSHIP AWARD ACTION PLAN

2018-2019

Adviser-led Initial Report and Action Plan

Use the following document to assist in completing the Action Plan: LPPA Evidence Requirements for Portfolio

School name Christ the King College

School address

including postcode

Wellington Road,

Newport,

Isle of Wight.

PO30 5QT

School telephone 01983 537 070 School website www.christ-the-king.iow.sch.uk

Head teacher Matthew Quinn (Interim Headteacher) Head teacher’s email [email protected]

Coordinator Amanda White Coordinator’s email [email protected]

LPPA Adviser Steve Bassett Adviser’s email [email protected]

Date of initial visit 4th October 2018 Completed Action

Plan to be returned by 13th October 2018

Provisional month for

interim visit Early March 2019

Provisional month for

verification visit December 2019 tbc

Brief description of the school You may wish to use information from Ofsted, RAISEonline, or similar.

Comprehensive School Voluntary aided Age range of pupils 11 to 18 Gender of pupils Mixed Gender of pupils in 16 to 19 study programmes Mixed Number of pupils on the school roll 1,606 Of which, number on roll in 16 to 19 study programmes 308 Christ the King College is larger than the average-sized secondary school. It serves a community of pupils drawn from all parts of the Isle of Wight. The Roman Catholic Diocese of Portsmouth and the Church of England Diocese of Portsmouth have joint control of the school, in partnership with the Isle of Wight local authority. The school is split across two sites, but has a building programme under way so that pupils will be fully housed on the existing upper college site by September 2019. The school’s current sixth-form provision is housed on the upper college site. The proportion of disadvantaged pupils is below average. The proportion of pupils who speak English as an additional language is below average. The vast majority of pupils are from White British backgrounds. There is a broadly average proportion of pupils who receive support for their special educational needs (SEN) and/or disabilities. The proportion of pupils who have an education, health and care plan is above the national average. The school serves a community that has median levels of deprivation. The school is in partnership with Southampton Football Club Foundation, which provides a level 3 vocational programme in sport. The school meets the government’s current floor standards.

Objective 1 The school demonstrates a commitment to work towards achieving the LPPA.

Adviser’s comments on the school’s achievements

The school is very much committed to achieving the LPPA award.

The Interim Headteacher, Matthew Quinn, is very much behind it, the Coordinator, Amanda White, is enthusiastic, very capable and will be well-

supported by the Interim Headteacher and the Leadership Team, and a supportive, knowledgeable, diverse Working Group which will be put in

place shortly.

The Headteacher, Coordinator and the Working Group will very much want to see the ‘process’ of working towards this award as a very important

key driver for school improvement and in the next year they will be embedding it as rapidly as possible across the key strategic priorities of the

school’s Improvement Plan in order to give it maximum impact on parental engagement leading to improved outcomes for students.

It is true to say that the school is embarking on the LPPA Award process from a very low starting point and clearly a huge amount of work will be

needed to significantly improve parental engagement as quickly as possible.

NB:

(On the day of the Initial visit, the school’s ‘Inadequate’ Ofsted Report was published. Poor parental engagement is currently a feature of the school

and the Interim Headteacher is extremely keen to turn this around as quickly as possible.

Additionally, the school is currently on two sites (one, a very new, modern building and the other, a very old building in poor condition) and is in the

throes of a massive building programme, due to be completed July 2019, to bring the whole school together on one, very modern site. The old

building, in particular, currently has very poor directional signage and a very small, unwelcoming Reception area. The school readily recognises this

and understandably, is reluctant to spend a large amount of money on the old building by updating signage and the Reception area, etc, when it

is going to be demolished in a matter of months BUT it recognises the need to do so and will update it as far as practicable so that it is improved and

serviceable for the next 8 or 9 months. At the same time, the school will be taking more extensive steps to carefully prepare and update the signage

and Reception area of the new building to meet LPPA requirements by the time it opens in September 2019.)


Key Performance Indicator SEF Level

(FA, PA,

MMDN)

Action to be taken Who will deliver/monitor

action?

When will the action be

taken?

1.1 LPPA coordinator and working group

are in place.

PA Achieved:

The LPPA Coordinator is in place.

Actions:

-A Working Group needs to be put in place as quickly as

possible. The Working Group will include, among other

representatives of the school, parents and local community

representatives, the Headteacher, a member of the Admin

Team, governors (and possibly student representation).

-to compile a list of names and job titles of the members of the

Working Group;

-to consider appointing a student to the working group so that

Pupil voice can be heard.

1.2 The statement of commitment is signed

and stored in the portfolio of evidence.

MMDN Action:

-The statement of commitment needs to be signed and

stored in the Portfolio of Evidence.


1.3 A commitment to achieving the LPPA,

and information about the award, is shared

with all LPPA key partners: teaching and

support staff, parents, pupils and governors.

MMDN Action:

-A commitment to achieving the LPPA and information

about the award has been shared with staff and governors

but still needs to be shared with parents and the student

body.

-To provide at least one piece of evidence that

demonstrates how each group was given the initial

information, eg, staff meeting and governing body

minutes, Newsletter to parents, information to students.

1.4 There is evidence that external partners

that work with the school, for example,

feeder schools/nurseries/cluster groups,

social care providers, family and adult

learning and community organisations,

churches and/or charities have been

informed about the LPPA and have been

encouraged to become involved.

MMDN Action:

-To ensure that as many as possible of the school’s external

partners, especially the key external partners, have been

informed about the LPPA and have been encouraged to

become involved, as far as practicable.

-Prepare information to send out and keep a distribution list

as evidence.

Objective 2 The school makes and implements effective plans to achieve and maintain the LPPA.


The school intends to fully embed and incorporate the LPPA Action Plan and award process into the whole school improvement planning process

for the coming year.

The school’s Newsletters, website, emails, school comms. system and noticeboards, as appropriate, will be used to update and inform parents and

other partners throughout the process.



(FA, PA,

MMDN)


action?


taken?

2.1 The school’s fully completed Action

Plan is included in the portfolio.

MMDN Actions:

-When completed, use the Action plan as a baseline for

regular discussion by the Working Party at their meetings (in

a similar way to how the school governors use the school

improvement plan), to enable a clear understanding of

the progress being made towards the award and the

evidence that is being accumulated and still needed.

-Completed Action Plan to be placed in the portfolio.

2.2 Up-to-date information and ongoing

involvement keeps all key partners in touch

with developments in parent partnership

and progress towards achieving the LPPA:

teaching and support staff, parents, pupils,

governors and local partners.

MMDN Action:

-Systems will be put in place to ensure that all key partners

are kept informed of the process and developments

through, for example:

Staff briefings and staff meetings;

HT’s Report to governors and the relevant minutes;

Parents’ Newsletter / Parent Forum meetings’ minutes;

Pupil voice minutes;

Newsletter/email to external agencies.

Note: 3 sets of information for each partner will be present

prior to final verification of the award.


2.3 The LPPA is included in the school’s

improvement plan, detailing strategies for

LPPA achievement and for the

maintenance of parent partnership after

the award is achieved

MMDN Achieved: -as a result of the recent Ofsted Report, the

school has already a very strong commitment to including

improving parental engagement in the forthcoming SIP.

Actions: -To ensure that parental engagement is included

within the appropriate key priority areas of the school

Improvement plan (SIP).

-consistently use the LPPA action plan to detail strategies

to support the parental engagement priority.

-Include the school’s long-term vision for the LPPA in the

SIP, including plans for long-term sustainability after the

award.

-Insert the relevant section(s) of the SIP into the portfolio as

evidence.

2.4 EVALUATION: the LPPA Action Plan is

regularly monitored (for example, the plan

is annotated or RAG-rated). Progress is

evaluated and the findings are recorded

and acted upon.

MMDN Actions:

-An annotated / highlighted copy of the Action Plan will

need to be added to the portfolio as evidence of regular

monitoring, supported by Working Group minutes.

-Evidence to be kept of the evaluation of progress towards

achieving the award, the recording of achievements and

of how this has been fedback regularly to stakeholders.

Objective 3 The school is a welcoming, communicative and friendly place for parents.


The LPPA adviser found the reception staff to be welcoming, helpful and friendly. The entrance lobby is cluttered with a small, seated, waiting area

with some current information for parents and students on display but some is also out of date. The school’s values/aims are not clearly displayed

although the Latin motto is prominent. Photographs and other pieces of interest are not displayed to best advantage. Directional signage is not

good.

Displays around the new building are of good quality and engaging but in the old building are less so, partly because of the overall poor condition

of the building itself.

The school’s vision is not prominently displayed around school but the Latin motto is displayed a couple of times but not to good effect.


(FA, PA,

MMDN)


action?


taken?

3.1 The school’s vision statement/aims of

the school are displayed prominently.

MMDN Action:

-The schools vision statement/aims are not clearly

displayed around school. However, the newly appointed

Interim Headteacher is making very clear his new vision for

the school and is beginning to make this widely known, as

in the current year’s Prospectus, for example.

The school will now need to revisit the vision statement and

consider relaunching it with a view to displaying it more

prominently, (along with the motto and maybe the values),

in key, strategically determined areas of the school,

including the entrance lobby, where parents, students and

visitors can engage with it regularly. (cont)


In particular, the school will want to consider where the

vision might be prominently displayed in the new building

when the school is on one site from September 2019.

3.2 Clear internal and external

location/direction signs and symbols meet

the needs of parents when visiting the

school.

MMDN Actions:

-currently, external and internal signage is poor. Take

further steps to verify that the signage is indeed adequate

from a parent’s point of view – perhaps consult with

parents and/or take the Parent Forum group on a walk

highlighting the signage and asking for their opinion.

Respond as appropriate to positive suggestions. Record

such activity and store as evidence.

3.3 The school’s physical environment is

welcoming, including high quality, up-to-

date displays of pupils’ work and other

materials throughout.

PA Achieved: -Half of the school, the new building, provides

an excellent learning environment but this is not true of the

old building.

Action: -During the award period, and in particular, once

the school is on one site and the physical environment is

greatly improved, collect photographs of displays for

inclusion in the portfolio.


3.4 The school’s reception arrangements

are well organised and welcoming for

parents.

PA Achieved: -Visitors are received in a welcoming manner by

the Reception staff, signed in and provided with relevant

safeguarding information.

Actions: -Some information is available there for parents to

access and engage with but because the Reception is

currently in the old building, information and the

surroundings are of poor quality. Consider how this can be

improved rapidly for the remainder of this academic year

but also, simultaneously, consider how to create an

exceptionally welcoming and well-presented Reception in

the new-build. (Many ideas were shared already during

the Initial visit.)

3.5 Two-way home-school communication

systems meet the needs of individual

parents: one-to-one discussion, individual

letter writing, telephoning, emailing, texting,

and other online platforms used by the

school.

PA Achieved: -A range of systems are in place and were

discussed at the initial meeting. School comms system is

being used effectively but could perhaps be used to even

better effect in future.

Action: -Keep systems under review and record evidence

of updates and improvements for the portfolio. In

particular, record the school’s ongoing efforts and

incremental success in engaging with the harder to reach

parents.

3.6 High-quality general information is

provided for parents, using a range of

media, such as notice boards, plasma

screens, letters, newsletters, emails, texts,

the school website, other online platforms

used by the school.

PA Achieved: -Some general information is provided for

parents in a number of ways using a range of media,

including a screen in the reception area but, as discussed,

some information is old and tatty and the information on

the screen is often too small and unreadable.

Action: -Explore this area further with the Working Group

and the Parent Forum group to gain a greater awareness

of parent perspective on how the school can improve its

systems of information sharing eg noticeboards, wider use


of existing online platforms etc, especially with a view to

providing an excellent level of information in the Reception

area of the new building from September 2019 .

3.7 All staff are made aware of their

responsibility for engaging with parents, for

example, by including guidance in the staff

handbook, in induction training, at staff

and departmental meetings.

PA Achieved: - staff are implicitly aware of their responsibility

for engaging with all parents.

Action: -Aim to make this more explicit eg by reviewing the

Staff Handbook and by reinforcing the message at staff

meetings. Consider forming a small, staff working group to

explore positive engagement with parents and to explicitly

recognise and address ways in which staff might be able

to respond more confidently and positively to parents,

especially to the more negative encounters with some

parents.

3.8 EVALUATION: parents are asked

regularly about the quality of: two-way

home-school communication; the general

information they receive from the school;

the welcome they receive when visiting or

telephoning the school.

This should include reference to linguistic

diversity where appropriate.

PA Action: -Consider distributing a parent questionnaire or

survey, which specifically focuses on parents’ views on

communication, the quality of information they receive

from the school and how they feel they are received and

welcomed by the school.

Keep a copy of the paperwork for the portfolio.


3.9 EVALUATION: parents’ responses are

analysed, feedback is provided through a

range of media and appropriate follow-up

action is taken.

PA Action:.

-Analyse and respond to the responses. Feedback to

parents and other stakeholders through a range of media.

This could be done simply using the – “we asked - you said

- we did” principle.

-Keep copies of all documentation produced and used for

this objective as evidence for the portfolio.

Objective 4 The school promotes the awareness and participation of all groups of parents in supporting their

children’s learning and developing their own learning. In addition, the school holds and actively

promotes a programme of opportunities and events for joint parent and child participation.

MMD

From initial discussions, this Objective appears to be a challenging one for the school as it is not currently something that school does to any great

extent. Positive changes to meet this objective will entail a significant shift in school culture.

At first glance, it would appear that currently there are limited examples of parental participation in activities that support pupil learning and

develop parents’ own learning but there are some instances to be found in some departments and, most importantly, the school has a desire and is

prepared to work hard to increase those instances as much as possible across the school whilst being mindful of potential safeguarding issues.

The Objective 4 section of the Handbook, providing many helpful ideas and tips, can be used extensively here to support the school’s ambitions.


(FA, PA,

MMDN)


action?


taken?

4.1 Training and development

opportunities available include courses

and/or activities to help parents support

their children’s learning.

MMDN Action: -Complete the table at 4.1 to identify everything

that is in operation across the school. This may include

activities that can cross reference to 4.2, 4.3 and 4.4

below.

-The list will therefore include all activities across the school that support parents to help their child

academically and also in any pastoral/family support

capacity as well as supporting adults to learn both on

their own and with their children.

-When the list has been completed an exercise will

need to be undertaken to pick out a minimum of 2

activities for objective 4.1, 2 activities for 4.2, 2 activities




for 4.3 and one activity for 4.4 that can be fully

evidenced and thus support objective 4.6.

4.2 Training and development

opportunities available include courses

and/or activities that support parents in

developing their own learning.

MMDN Action:

-To explore if external providers can offer courses for

groups of parents, maybe within the school or at other

venues that are signposted by the school.

-To explore strategies, perhaps in liaison with other

providers, to engage harder to reach parents.

-Also, see above – some activities on the list at 4.1 might

be able to be further developed to enable the school

to make training and development opportunities

available that include courses and/or activities to

support parents in developing their own learning.

4.3 A programme of opportunities and

events is available that encourages parents

and children to enjoy learning together,

e.g. home-school learning; family learning;

parent participation in school curriculum

events and educational visits.

MMDN Action: -Again, see 4.1 – this list of activities may show that

the school already offers some opportunities and events that

encourage parents and students to enjoy learning together,

e.g. home-school learning; family learning and parent

participation in school curriculum events, perhaps sporting

events, and/or educational visits. (Some ideas were discussed

at the Initial Meeting with the LPPA Adviser.)

Everyone, all staff in particular, across the school need to be

asked to try to contribute to this KPI in some form relevant to

their department and the age of their students.




4.4 Community and cultural diversity is

celebrated and reflected within the

programme.

MMDN Action:

-See 4.1. above and highlight relevant events in which

community and cultural diversity is celebrated and

reflected, with supporting evidence.

4.5 The school recognises and celebrates

parents’ and pupils’ success while

participating in joint opportunities and

events.

MMDN Achieved:

-Parents are provided with thanks in schools newsletters

for attending events. Celebration events in school

recognise and celebrate student achievements in

school and outside of school.

Action: consider the following possibilities-

-Regular ‘thank you’ in Newsletters for parent volunteers

/ helpers, once these are established.

-Perhaps survey to ask parents to identify skills and

interests which could support the school eg sports

activities, curriculum enrichment, motivational

encouragement (what I do for a living)…‘Sometimes it

was hard but I overcame my barriers by…’ etc.

-Consider sharing celebratory information on parent

success eg parents completing courses, perhaps on

Newsletters, if appropriate.




4.6 The school actively and effectively

promotes the attendance of parents at

courses and/or activities, both in school

and in the community, using a range of

media.

MMDN Action: -See 4.1 regarding publicity information /

signposting through various media in relation to the

events chosen from the list, eg

-Establish what courses are available for parents locally;

-Use Parent Forum to ask for ideas and use survey

monkey perhaps to elicit more ideas about courses

parents might want to attend and be signposted

towards.

4.7 The school helps to facilitate parents’

involvement in these courses and/or

activities through providing, for example,

child care, free or low cost places,

transport, flexible timing, a range of

locations.

MMDN Action: - Use a case study format to illustrate how the

school uses personalised approaches to meeting child

and family needs.

-Consider completing the Record of Strategies Used to

Facilitate Parental Engagement in Adult Learning

proforma at 4.7 to support this KPI.

4.8 EVALUATION: the school gathers

evaluative feedback from parents in

relation to the quality of the courses and/or

activities provided and the extent to which

they have supported their own and their

children’s learning and development.

Parents’ responses are analysed, feedback

is provided through a range of media, and

appropriate follow-up action is taken.

MMDN Action: -If/when parents attend events and/or courses,

use a proforma or Post-its (as discussed)to evaluate

parent attendance and perspective and include

further details eg father, mother, ‘Even Better if …’ to

obtain feedback on the activities chosen for this

Objective.

-Following the information gathering activity the

Recording Evidence and Actions Form will be

completed to provide evidence of consultation,

analysed data a feedback to cover 4.8 and 4.9 below.




4.9 EVALUATION: the school collects

statistics about the take-up of opportunities

by groups of targeted parents, e.g. parents

whose first language is not English, parents

whose children attract the Pupil Premium,

parents whose children are

underachieving, etc. (Schools will need to

decide which statistics will be most

appropriate and relevant for them to

collect.) The school acts upon the findings

to make its work more inclusive of all groups

of parents.

MMDN Action: -

-Use the proformas to collate information and complete

an analysis eg who did not attend, attendance by pupil

group and required follow up action. Overview of all

activities involving parents included in Recording

Evidence and Actions Form.

The attendance lists for the activities chosen at 4.1, 4.2,

4.3 and 4.4 will provide the breakdown of information in

relation to relevant targeted groups e.g. parents whose

first language is not English, parents whose children

attract the Pupil Premium, parents whose children are

underachieving, etc. SLT to review all of this on a

termly basis and use the information to inform the SIP.

Objective 5 The school provides a good induction for all new parents.


The school’s LPPA Co-ordination, Amanda White, is the teacher-in-charge of induction. The school has a thorough induction process for pupils joining

the school, both for those starting at the beginning of the school year and those joining during the school year.

Induction meetings are held giving a wide range of information to parents.

As far as possible, the approach to induction is individualised to meet the needs of parents and students, the aim being to ensure that the students

are settled in well and parents’ concerns are dealt with.


(FA, PA,

MMDN)


action?


taken?

5.1 Induction meetings and/or events are

held for groups of parents when their

children are new to the school. These

should support parents in building

relationships with staff; getting to know the

school site; meeting other parents;

addressing practical issues; getting to know

what the school has to offer to parents as

well as to their children.

PA Achieved:

-Meetings are held, enabling the sharing of practical

information and relationship building.

Action:

-Keep under review the information for parents that is on

the school’s website to familiarise parents with the school –

perhaps consider giving some students the task of

producing a virtual tour of the school.

-Perhaps involve the Parent Forum group in an annual

review (Autumn Term or Spring Term?) of induction


arrangements and how they will cater for the needs of all

parents.

5.2 Induction meetings and/or events are

arranged with sensitivity to parents’

availability.

PA Achieved:

-Individual meetings are offered to parents who can’t

attend the full meeting. Those parents are followed up to

try to achieve 100% attendance in some way.

5.3 Accessible induction information is

produced and distributed. It is made

available through translation/interpretation

where appropriate.

PA Achieved:

-Clear information is available.

-No translation is needed usually but it would be available

if needed.

5.4 There is clear guidance for the

responsibilities of parents, school and pupils

and these expectations are provided in a

format that is easy for parents to

understand. This information is shared with

parents as a key part of the induction

process.

PA Achieved:

-The Home-School Agreement is shared during the

induction process and kept under review.

Action:

-Consider using Parent Forum group to review this on an

annual basis.


5.5 The school analyses attendance at

induction events and follows up with those

parents who do not attend.

PA Achieved:

-Attendance by parents is analysed and non-attenders are

followed-up..

Action:

-Continue to follow up on non-attenders, rigorously and

provide evidence in the portfolio to show what happens if

parents do not attend the meetings and how they receive

their information.

5.6 Clear procedures are in place for

parents of children joining during the school

year, including those entering the country

for the first time, or having other additional

needs.

FA Achieved:

-A clear process was evidenced through discussion but this

perhaps needs to be more clearly documented.

Action:

-Perhaps prepare a flow chart of this procedure.



relation to the quality of the induction

meetings and/or events, in-year

procedures and information provided.

MMDN Action:

-Gather feedback from parents and the Parent Forum

group about the quality and usefulness of induction events

and the information provided at these events.




range of media, and appropriate follow-up

action is taken.

MMDN Action:

-Analyse feedback and decide on follow up action.

-Provide relevant feedback to parents on induction eg “You

said … We Did”….Information for this KPI.

Objective 6 The school provides parents with relevant and user-friendly guidance

and information to help them to support their children’s learning.


Curriculum information is not routinely provided for parents and this does not currently include suggestions as to activities parents can do at home to

support their children’s learning.

Parents’ evenings are held termly and individual reviews held for special needs and vulnerable students.

Samples of relevant documentation alluded to in each of the following KPIs should be kept for the portfolio.

It is important to establish whether information on the website is accessed by all parents. The challenge is therefore to involve all parents, including

the ‘harder to reach’ parents, in supporting their children’s aspirations and learning.


(FA, PA,

MMDN)


action?


taken?

6.1 General curriculum information is

provided for parents at each key stage on

a regular basis and at least once a term.

MMDN Action:

-Ensure curriculum information is provided for parents at

each key stage on a regular basis and at least once a

term.

-Keep samples of relevant documentation for portfolio.



6.2 Parents are provided with

comprehensive information about their

own children’s learning and progress, for

example, through parents’ consultation

events; school reports; individual pupil

reviews; targeting and tracking information.

PA Achieved:

-Parents’ evenings are held throughout the year and each

child has an annual report.

-Action: explore how School Comms system could help the

school provide more information to parents about their

children’s learning on an almost instantaneous basis.

6.3 There is a high level of parental

involvement where home-school dialogue

is encouraged about their own children’s

learning and progress.

MMDN Action:

-Develop new/creative ways in which parents, particularly

the harder to reach parents, can be encouraged to be

involved in regular, positive dialogue.

6.4 Parents are actively involved in, and

given the opportunity to feed back on,

home-school learning.

MMDN Action:

-Ask the Parents’ Forum group to provide feedback.

-Strive to increase the percentage of parents signed up to

the School comms app.



6.5 Parents are provided with appropriate

and relevant guidance to help them to

support their children’s learning and

development, such as guidance booklets;

website references; materials posted on

online platforms; home learning and

revision guides; subject specialists’

guidance.

MMDN

Action:

-Ensure that the school website provides guidance for

parents.

-Consult with the Parent Forum group as to the

appropriateness, frequency and relevance of the

guidance provided, the media and the formats used.

6.6 Parents are actively involved in, and

informed about, the celebration of the

school’s and their own children’s success.

PA Achieved:

-Successes are sometimes celebrated in newsletters, on the

website

Action:

-Perhaps build on this aspect of School comms, gradually

increasing the percentage of parents and readers, in order

to widely celebrate successes of the school and the

children



relation to the quality and relevance of the

information and guidance they receive.

MMDN Action:

-Ensure feedback is obtained from Parent Forum group.

Continue to gather feedback from this group but also

consider gathering feedback from a wider group of

parents, via survey perhaps, including feedback on the

usefulness of information provided and the extent to which

it has enabled them to support their children’s learning.





range of media and appropriate follow-up

action is taken.

MMDN Action:

-Analyse parental feedback, decide on appropriate follow

up action and again, make sure that the school feeds

back to parents.

Objective 7 The school produces and implements parent-friendly policies to establish effective home-school links

and to improve children’s attendance, punctuality, progress and positive participation in school.


Essential school policies are in place, free from jargon and available on the school website.

The school regularly reviews policies. The attendance policy will be under close scrutiny this year to make it more accessible to parents and there is

potential to ensure some other ‘key’ policies become user friendly. It is also important to check with children and their parents that procedures,

identified in policies, are known and followed in practice. There are some mechanisms in place for rewarding good attendance, behaviour and

progress and for notifying parents.


(FA, PA,

MMDN)


action?


taken?

7.1 The following essential school policies

are provided for parents in a form that is

easy to read, free of jargon and translated

where appropriate: homework or home-

school learning; behaviour, including anti-

bullying; attendance and punctuality; any

key school policies where appropriate.

PA Achieved:

-Policies are written in clear, accessible language and are

available on the school website.

Action:

-Consider taking the essential policies to the Parent Forum

group and the LPPA Working Group on an annual basis to

review clarity and the relevance of content in respect of

parents.



7.2 The school provides a Parent

Partnership policy, handbook or guide for

parents, which is easy for parents to read.

This should give them information about the

steps they can take to help achieve the

key school policies and set out the key

arrangements for home-school links.

(Essential policy information – KPI 7.1 above

may be included within this.)

MMDN Action:

-Consider developing a Parent Partnership policy,

handbook or guide giving information to help parents

support key policies and be clear about home-school links.

-Review ‘key’ policies to highlight and make explicit where

parent partnership is important.

7.3 The school has effective mechanisms

to promote and reward good attendance,

punctuality, behaviour, progress and

positive participation in school which have

been shared with parents and governors.

PA Achieved:

-Some mechanisms are in place but these will be coming

under close scrutiny as part of the post-Ofsted Action Plan.

-These mechanisms have been shared with parents and

governors.

Action:

-Check with the Parent Forum group that these

mechanisms are well understood.

All evidence will need to be referenced in the portfolio.

7.4 The school has an agreed protocol for

parents volunteering in school, and all

safeguarding requirements are met.

MMDN Action:

-The number of parent volunteers is very small at the

moment but the school will be exploring other possibilities

and opportunities in the coming year as another way of

improving parental engagement whilst being mindful of

potential safeguarding issues.

Copy of volunteer protocol is required for portfolio.



7.5 Parent volunteers contribute to a range

of activities, where appropriate.

MMDN Action:

-Parents will need to be recruited to support the Parent

Forum group and there will need to be parent

representation on the LPPA Working Group.

-Parents occasionally accompany school trips and sporting

events. There is no or very little other, direct work with

children carried out by parent volunteers in school at

present but this will be explored with senior leaders and

HoDs and will be kept under review whilst being mindful of

safeguarding issues.

7.6 The school regularly seeks, values and

acts upon parents’ views on policies,

procedures and developments using a

range of consultation strategies, such as a

parents’ forum; focus groups; annual and

single-issue questionnaires; one-to-one

discussion; website or online surveys.

MMDN Action:

-The Parent forum group, once formed, will meet regularly

and will be consulted on procedures and new initiatives.

Action:

-Consider asking the Parent Forum group to review key

policies on an annual basis. Consider other ways to gather

representative parents’ views on policies, procedures and

developments.



7.7 The school informs parents about its

implementation of current national

strategies and initiatives for schools,

describing how the school is taking action,

for example through the school website.

Such strategies and initiatives may include,

for example, safeguarding; British Values;

use of the Pupil Premium funding; Prevent;

student attainment and progress measures.

PA Achieved:

-A range of information is available on the school website

and some information is included in the school newsletters

when appropriate.

Action:

-Review information on the school website regularly to

ensure it is up to date. Ask the Parent forum group to

comment on its accessibility for parents.



relation to the quality and relevance of its

policies, procedures and developments,

and its strategies for consulting with

parents.

MMDN Action:

-Gather evaluative feedback from parents on policies,

procedures and developments and on strategies for

consulting with parents.

Following the information gathering activity the Recording

Evidence and Actions Form will need to be completed to

provide evidence of consultation, analysed data and

feedback.



7.9 EVALUATION: parents’ responses to KPI

7.6 and KPI 7.7 are analysed, feedback is

provided through a range of media and

appropriate follow-up action is taken.

MMDN Action:

-Analyse evaluative feedback, decide on follow up action

and feedback to parents.

Objective 8 The school provides good support for all parents as their children move through or leave the school


Students predominantly go on to the school’s purpose-built Sixth Form, housed in the new building, or they go on to local colleges. Parents and

students are signposted to the online application process and given support if necessary with the process. Systems and dates are highlighted for

parents and information from colleges is shared with them.

Liaison between the school and other colleges appears to be good.

The school might now benefit from consulting with parents to establish if there is any additional support they would find useful to help them through

the transition process.


(FA, PA,

MMDN)


action?


taken?

8.1 In partnership with receiving schools

and/or organisations (and local authorities,

when involved), impartial transition

information, advice and guidance is

produced, distributed and made

accessible to parents, through

translation/interpretation where

appropriate.

PA Achieved:

-Information is provided for parents and 1-1 support is given

as necessary. Systems and procedures are kept under

review.


8.2 Additional support and guidance are

provided during transition for parents of

children with special educational needs, or

who are vulnerable.

PA Achieved:

Support appears to be given to aid transition for parents of

special needs and vulnerable students.

Action:

Consult with the parents of SEN and vulnerable pupils to

check that they are satisfied with the support they receive.

Explore any ideas they might have to improve the support

that they are given.

8.3 Clear procedures are in place to

support parents whose children leave

during the school year, including those who

have recently entered the country, or have

other additional needs.

PA Achieved:

-Information files are transferred electronically, with the

exception of child protection and SEN folders, which are

securely delivered, if possible.

Action:

-Ensure that requests for information from receiving schools

are responded to as promptly as possible

-To keep these procedures under review to ensure that

they are thorough and smooth running.

8.4 Appropriate opportunities are provided

for parents to be involved in ‘in-school’

transition as their children move through a

school, for example from nursery to

reception, Key Stage 2 to 3, or Key Stage 3

to 4.

PA Action:

-Ensure that every year parents receive a document giving

information on students’ new teachers and timetables.

-Review the extent of parental involvement in the annual

‘in-school’ transition procedures, perhaps focusing, in the

first instance, on parents of SEN and vulnerable students.




relation to the quality of transition meetings

and/or events, procedures and information

provided (including provision for parents

whose children leave the school during the

school year).

MMDN Action:

-Gather evaluative evidence from parents on key transition

meetings and on key issues surrounding transition. Keep

samples of the evidence for the portfolio.



range of media, and appropriate follow-up

action is taken.

MMDN Action:

-Summarise parents’ responses and show how feedback

was given to parents. Decide on key actions based on

parents’ feedback. Keep evidence of this process for the

portfolio.

Objective 9 The school summarises its achievements against the

LPPA Objectives and outlines its future plans.


I feel confident that the school will be able to achieve the actions as set out in this plan, even though it is launching the LPPA work from a very low

starting point, and that it will ensure that parental engagement is sustained beyond the achievement of the LPPA. This is due to the fact that the

Interim Headteacher has a clear vision and is determined that a strong and revitalized partnership with parents will support rapid school

improvement and have the necessary systems in place to support future developments. The LLPA team will include a cross section of representatives

which will ensure a distributed leadership approach and reflect the views of all staff, governors, parents, students and external agencies.

Further support will be provided at the Interim Assessment.

In the meantime, the school would benefit from a hard copy of the Handbook to guide them and will be supplied with a copy of the guidance as to

what evidence they will need to provide for each KPI.


(FA, PA,

MMDN)


action?


taken?

9.1 The school has plans to ensure the

effective leadership and management of

parent partnership beyond the

achievement of the LPPA and sets these

out on the Objective 9 Evidence Record.

MMDN Action:

-Complete the Objective 9 Evidence Record with information in relation to the school’s plans to ensure the effective leadership and management of parent partnership beyond the achievement of the LPPA.

Objective 9 The school summarises its achievements against the

LPPA Objectives and outlines its future plans.

9.2 The school has identified its key

evaluative findings under each of

Objectives 2-8 using the Objective 9

Evidence Record.

MMDN Action:

-Continue to complete the Objective 9 Evidence Record with identified key evaluative findings under each of Objectives 2-8.

9.3 The school has identified the next steps

for future development under each of

Objective 2-8 using the Objective 9

Evidence Record.

MMDN Action:

-Continue to complete the Objective 9 Evidence Record with identified the next steps for future development under each of Objective 2-8.

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