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The Hazeley AcademyAcademy Improvement Plans: Action Plan(s)

(02/09/2013

Department :Whole schoolStaff filter :All Staff Members

Priority :Not Applicable

Priority : N/A

Objective : Ensure the percentage of GCSE Art students A*-C meets target and is in line with National average, showing improvement in boys attainment from last year.

Department : FACULTY: Creativity

Start Date: 02/09/2013

Success Criteria : Improvement in GCSE Art A-C pass rate from 66% to be at least in line with NA.(NA 2012- 2013 76.9)

Activity/Task Personnel Resources Timescale Training & Development

Tracking and Intervention for GCSE Groups: Track more robustly the on-going attainment and progress of students in groups and then intervene in a timely fashion ( at each PR)to maximise impact: these groups to include gender, Ever 6, EAL, SEN(D) and the most able As the HOD is currently on Maternity leave the two acting HOD to meet regularly to discuss student progress and intervention - supported by the Creativity DOL (due to long term absence this support shall take place form January 2014)

24/07/2014

Evaluation Processes :

Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps Lead : Flitton, Matthew

Objective : Media GCSE Improve on 2013 results


Start Date: 02/09/2013 Target Date :

Success Criteria : - Aim for all coursework to be TAG- Ensure MF has access to exam board specification and guidance

Activity/Task Personnel Resources Timescale Training & Development Monitoring

Planning and delivery of schemes of work.

CMF 24/07/2014

Evaluation Processes : Continual improvement in data notable via PRsRegular meeting with SA to monitor teaching and learning

Overall Impact : Improvement on previous years Media results

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP F WHITE (ZVP/ZSH). The Raising of Teaching Standards to Outstanding Through Effective Coaching & Mentoring , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : 100% of Science lessons delivered to be Good or Outstanding.

Department : FACULTY: Science


Success Criteria : All lesson observations will be graded as at least 'Good' or 'Good with Outstanding features'.


All teaching staff to become aware of where exam groups are compared to National averages off the back of PR points throughout the year, and use of interventions to ensure achievement is in line or ahead of these. With a particular focus on achievement of higher grades (A*-C) and A/A*

ZLB 24/07/2014

Ensure that all teachers across all Key Stages, follow Academy policies rigorously, log and follow up achievements, through the the correct use CODES inputting as appropriate on to SIMs.

STA, ZLB, SCB, SAW, SCC, SJG, SSH, SNH, SCH, SNM, SDO, ZVP, SRP, SYT, SAT, SKW, ZTW

24/07/2014

Ensure that all teachers across all Key Stages, follow Academy policies rigorously, log and follow up poor behaviour, through the the correct use CODES inputting as appropriate on to SIMs.


24/07/2014


Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback Lead : Flanagan-Graham, Nicola

Objective : All Key Stages: Raising attainment through effective assessment and feedback

Department : FACULTY: Global Citizenship

Start Date: 02/09/2013 Target Date : 24/07/2014

Success Criteria :

1. Successful marking policy to be put in place that has evidence of students responding to feedback.


Audit use of worksheets in MFL

24/07/2014 1. Invest in year 7 voice recorders, one per teacher, in order to perform podcasts in lessons. 2. Introduce a MFL blog in order to showcase students work. 3. SOW to be overhauled to move away from utilising the text books so rigorously in order to maximise the range of resources used. 4. Use of Active Learn to transform homework. 5. Purchase of thisislanguage.com to increase use of video clips etc, focused particularly on KS4 and 5 students.

Faculty tracking sheets / traffic light system / closing the gap sheets prepared to be implemented with all new classes in Sept 2013. To be reviewed in December 2013.

24/07/2014 Since September 2013 two different strategies have been trialled; with the latter being adopted by all. Both marking policies are attached – the first made use of the traffic light system to grade class notes.

• After discussion about the effectiveness of the policy – both in terms of teacher time and student responding to feedback; HFW and HNF trialled and then introduced the ‘Closing the Gap’ sheets for all assessed work across the faculty. This makes use of target setting; WWW/EBI but also ensures that students are given the opportunity to respond to the feedback and improve their work.

• All staff were consulted during faculty meetings and given opportunities to trial / amend the idea to suit individual subjects.


1. A Humanities wide and MFL wide marking system put in place for Sept 2013.

2. Time spent marking class work reduced where possible; greater staff well-being.

3. Students will be responding to feedback.

Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students

Objective : Art A Level/IB Development of high achieving students in Art A Level Improve the IB profile



Success Criteria : Improve outcomes for Photography and Art.2013 IB points Visual Arts 5.52013 A level Photography Alps: 62013 Art AS Alps : 32013 Photography AS Alps: 7

NB. Member of staff currently on Maternity leave.


2 trips provided that support coursework and exam Stronger links with Tate, MK Gallery and Northampton University Links to be made with local artists and potential workshops Opportunity to pursue Gold Arts Award Greater opportunity to participate in local and national competitions Further staff training with the IB programme Links to be made with a successful current IB record Explore opportunities during Terms 1,2 and 3 Gold Arts Award – requires a least one Faculty staff member to have training

24/07/2014

Evaluation Processes : Uptake of IB art students for 2014 to increase

Feb2014 - currently 5 opting for HL Visual Arts

Outside opportunities to be booked the reviewed

Overall Impact : TO date 5 students have opted to take Visual Arts HL IB from Sept'14

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Art GCSE Percentage of GCSE Art students A*-C meets target and is in line with National average. Improvement in boys attainment from last year



Success Criteria : Redesign of CW and exam structureAssessment of % boys who make up groupsProvide differentiated workshops aimed at boys attainment


There are currently no Activities/Tasks associated with this objective.

Evaluation Processes : Monitoring of progress through PRsClose monitoring of boys resultsAfter school workshops to raise attainment boys and girls.

Overall Impact : Improvement on previous years attainment figures - improvement in boys attainment

Priority : KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Art/photography Maintain improved results for AS/A2 photography



Success Criteria : Robust admissions process to ensure students can effectively access the courseConsult with students and team to reformulate open and induction day plansReview and renew entry requirements in prospectusRedesign summer entry projectConsistently apply entry requirements prior to course



Evaluation Processes : Closely monitor summer portfoliosR Gouverner working with photography students specialised after school classes

Overall Impact : Monitor PRs and evidenced through final results

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback

Objective : Baseline assessment of questioning skills across the Academy in order to develop appropriate CPD for staff and target faculties that may need additional support

Department : Whole School


Success Criteria : Questioning survey developed to assess need.

Survey added to Survey Monkey

Staff across the Academy to respond to questionnaire


Survey Monkey survey of staff requirements.

SAT 01/10/2013

Evaluation Processes : Responses from the Survey Monkey survey to be downloaded for analysis by the pink group.

Analysis used to target specific CPD for staff / faculties

Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Btec Level 3 Music Continue excellent results from Aug2013



Success Criteria : SLT to confirm actions for managing withdrawn candidates and qualification changes- Continue to develop a secure intervention strategy across the Btec KS5 creative curriculum- Audit of equipment: budget/replacement/repair



Evaluation Processes : Monitor/moderate each Btec Unit and PR pointModeration with other MUSIC TECH staff in MK

Overall Impact : Continued success from previous year

Priority : N/A

Objective : Carry out at short review of ASDAN at Key Stage 4 & 5.

Department : FACULTY: Enterprise


Success Criteria : Improved standards of teacher-led planning, provision, assessment and outcomes.




Overall Impact :

Priority : N/A

Objective : Climate colour group affects Academy ethos



Success Criteria : new systems and structures embedded within Academy




Overall Impact :

Priority : N/A

Objective : Consolidate the working of the faculty team. Support robustly where staffing instability is clearly impacting on standards of delivery in some areas.



Success Criteria : All Faculty staff to attend weekly briefings, subject meetings and Faculty meetings. Student progress in all Creative subjects to be regularly examined and intervention to be planned and executed where appropriate. Subject staff to feedback weekly to SA and DW.Ensure staffing is maintained in Art and Dance throughout the 2013 -2014 session to maintain continuity.


All Faculty staff to attend weekly briefings on Thursday pre registration to discuss student progress/obstacles to progress. Examine tracking and progress specifically KS4 and 5. Intervention after school agreed and holiday revision sessions booked. Subject staff to feedback weekly to SA and DW. SA to lead on Btec subjects, coursework sampling and timelines. Ensure staffing is maintained in Art and Dance throughout the 2013 -2014 session to maintain continuity.

24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy Lead :

Objective : Continue to deliver Outstanding Teaching and Learning

Department : FACULTY: Well Being


Success Criteria : Achievement at KS4 and KS5 will be Outstanding.Achievement at KS4 and KS5 will be in line with National Averages.Lesson observations will be graded as at least good with outstanding features.


All BTEC courses to keep first drafts in folder, to show responding to feedback and evidence of marking for moderation

PCA, PBB, WRC, PJK, DAH, PRM, SEP

24/07/2014

All staff to become aware of where exam groups are compared to National averages off the back of PR points throughout the year, and use of interventions to ensure achievement is in line with these. With a particular focus on achievement of A/A*

PBB, WRC, PJH, DAH, PRM, DAM1, SEP, SCW

24/07/2014

All students across KS4 and 5 to highlight or underline key words/terminology in their books.

PCA, PBB, WRC, SSG, PJH, PJK, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Catering Department to work with the DOL in English to embed literacy into all lessons and promote a higher standard of literacy.

DAH, ESM, DAM1

24/07/2014

Catering to use written feedback on practical lessons for students.

DAH, DAM1 24/07/2014

Cross department observations, for support with poor behaviours and sharing good practice

PCA, PBB, WRC, PJH, PJK, DAH, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Development of KS3 assessment sheet for PE 24/07/2014

Development of KS3 Catering tracking sheet, including written feedback.

DAH, DAM1 24/07/2014

Embed independent learning in all departments within the faculty and ensure

PCA, PBB, WRC, SSG, PJH, PJK,

24/07/2014

pace is kept throughout these tasks. DAH, PCL, PRM, DAM1, SEP, SCW

Embed SMSC into all faculty lessons and interactions staff have with students.

PCA, PBB, WRC, SSG, PJH, ZSH, PJK, DAH, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Embed students responding to feedback across the faculty, for both KS3, 4 and 5. Create a working group to introduce new initiatives and gain feedback from all staff.

24/07/2014

Ensure all staff use the academy codes for behaviours and achievements in all lessons

PCA, PBB, WRC, SSG, PJH, ZSH, PJK, DAH, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Head of PE to review the changing arrangement in lessons to avoid wasted movement time.

24/07/2014

Improve the IV process of Health and Social Care Course work.

WRC 24/07/2014

Improve the Year 13 ALPs HSC score WRC, SEP 24/07/2014

Increase the number of GCSE Psychology C grades.

WRC, SSG, SEP, SCW

24/07/2014

Share the good use of high order questioning by some teachers in the faculty, to share good practice through paired observations.

PCA, PBB, WRC, SSG, PJH, PJK, DAH, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Sharing good practice across the faculty, to ensure all lessons are graded as good or outstanding.

PCA, PBB, WRC, SSG, PJH, PJK, DAH, PCL, PRM, DAM1, SEP, SCW

24/07/2014

Student led plenarys to become embedded in all lessons, students become acustomed to the faculty plenary star and can transfer the skills from one department to another. Through faculty meetings and peer observations, all staff and confident and consistent at using the plenary star in lessons.

PCA, PBB, WRC, SSG, PJH, PJK, DAH, PCL, PRM, SEP, SCW

24/07/2014

The PE department to review the curriculum in line with the new National Curriculum for September 2014, new SOW to be written/adapted

PCA, PBB, PJH, ZSH, PJK, PCL, PRM

24/07/2014

To close the gap between the girls and boys achieving the top grades in GCSE psychology

WRC, SSG, SEP, SCW

24/07/2014

to close the gap on achievement between girls and boys in GCSE PE

PBB, PJH 24/07/2014

To ensure all students know the expectations of behaviour and protocol for lessons.

PCA, PBB, WRC, SSG, PJH, PJK, DAH, PRM, DAM1, SEP, SCW

24/07/2014

To raise the AS PE and Psychology Results PBB, WRC, SSG, PJH, PJK, PRM, SEP, SCW

24/07/2014

Evaluation Processes : Progress Reviews AnalysisMock AnalysisExam Results Analysis TIPs

Overall Impact :

Priority : KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working Lead : Flanagan-Graham, Nicola

Objective : Contributing to Whole School Agenda



Success Criteria : 1. Link SMSC from SoW to have a faculty 'map' of SMSC delivery.2. Share good practice of the use of social networking across the faculty (blogs, twitter, facebook, flipboard etc)3. Faculty wide reward system to be put in place.4. Awards evening to celebrate achievement.5. Involvement in 'orange' group and assist with drop down days. 6. Highlight literacy in schemes of work7. Share good practice - literacy8. Nominate literacy champion


Literacy: . Develop further links with English by having a literacy ‘champion’ who could drive forward literacy across the faculty (one for humanities and one for MFL possibly?). Champion(s) to meet with Dan Lane before the end of term to pick up the key strands of this whole school focus.

24/07/2014

Literacy: Ensure that literacy is highlighted in Schemes of work, utilizing the appropriate colour from the colour wheel. HOD (or assigned member of staff) to check that sufficient literacy opportunities are highlighted in the scheme of work.

24/07/2014

Literacy: Share outstanding practice through faculty meetings by adding literacy to the agenda of whole faculty and

24/07/2014

department meetings. Prior to each faculty meeting departments should ensure that they have one WWW literacy feature to share at the whole faculty meeting.

SMSC: . Develop a faculty wide rewards scheme - raffle tickets Hold an awards evening where successful or improved students in each subject are celebrated, with parents present. Use Longrigg and link to progress made at PR points.

24/07/2014

SMSC: Draw links between SOW’s in all GC subjects to ascertain how the faculty is delivering SMSC

24/07/2014

SMSC: Share good practice of use of social networking across faculty to develop the climate outside of the classroom.

24/07/2014

Evaluation Processes : 1. Quality assurance of schemes of work by HOD/HOF.2. Drop in observations for QA focusing on literacy.3. Increased use of literacy across the faculty. QA observations should provide evidence of this.4. Popularity of sites. Data – discussion forums of topics will aid student understanding and documents can be shared such as revision guides, model answers etc.4. Attendance at help sessions.5. Faculty review student questionnaire.6. Attendance at awards evening7. Student feedback from trip8. Half-termly checks by one subject teacher – raffle ticket awarded for good use of passport9. Enjoyment of day and reviewing the day in all GC subjects

Overall Impact :


Objective : Dance GCSE Robust FOGs/assessment



Success Criteria : Unit 1 and Unit 4b assessment and forecasting grades to be more rigourousDevelop intervention strategies to ensure more efficiency, effectivity to improve students confidence with performing- more peer assessment in class- adapt stimulus where necessary- compile a folder of stimuli- start the choreography process earlier- narrow the stimuli choice- teacher led choreography sessions- Unit 1 written exam work into practical sessions- Rehearsal schedule implemented early in the session- Refer to last years exam paper outcomes and grade boundaries- 1:1 sessions for 4b- study evening- mini performances built into the calander to develop confidence



Evaluation Processes : PR reports, monitor closely progress within each module.

Check last years examiners reports.

Check moderation via the available video recording samples

Overall Impact : Improvement on last years A-C pass rate

Practical exam must be booked prior to Easter holidays

Priority : N/A

Objective : Develop questioning techniques and skills



Success Criteria : Higher level questioning and questioning techniques used more confidently in lessons to impact on student progress.


Questioning best practice video CMF, CAH, CAL, LJC, DAM

06/01/2014

Questioning workshop Jan 6th training day

CMF, CAL, CAH, SAT 24/07/2014

Evaluation Processes : Survey monkey survey after the workshop to look @ impact and where further support is needed.

Overall Impact : Higher level questioning and questioning techniques used more confidently in lessons to impact on student progress.

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum

Objective : Develop the provisions for the Wellbeing Faculty



Success Criteria : IT in the wellbeing teaching spaces matches the provision for the rest of the academy.Classroom space matches the needs of the lessons.Teaching and learning in PE continues to be outstanding when space is lost due to exams and poor weather.


Building and completion of a fitness gym PCA, PBB, MAB, ZSH, PJK, PRM, ZTN

24/07/2014

Building and completion of an all weather pitch PCA, PBB, MAB, ZSH, PJK, PRM, ZTN

24/07/2014

Catering lessons to have both a practical space and theory room available when teaching in the pavilion kitchen

PRM, DAM1 24/07/2014

Improved internet connection in the wellbeing classrooms

MAB, ZRB, ZTN, ZTW

24/07/2014

PE staff to invest time in planning and resourcing lessons during times without the sports hall and gym

24/07/2014

Training for PE staff on activities that lie outside the traditional school team sports

PCA, PBB, ZSH, PJK, PCL, PRM

24/07/2014

Evaluation Processes : IT is reported as good by staff in IT staff surveysLesson observationsFeedback from students on provisionAchievement in each KS.

Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Drama Tighter monitoring and assessment



Success Criteria : Create accurate assessment trackers for monitoring purposes that monitor each assessment objective on the GCSE course for each unit



Evaluation Processes : Tracking and assessment monitoring in place, much tighter than previous sessions. AL and AHAfter school revision and catch up sessions are in place AL and AH

Close monitoring of PR progress and outcomes evaluated in August results

Overall Impact : Continual check on PRs and results evidenced in August

Priority : N/A Lead :

Objective : Effective systems and structures within the Academy to to promote climate for learning ( purple group)



Success Criteria : reduction in negative behaviours and increase in positive behaviours.


monitoring of data each month to show progress in climate for learning

ZLB, ZTW 24/07/2014 30/11/2013 ZTWmonthly checking of school data


Overall Impact :


Objective : Effective working relationships within personalisation



Success Criteria : work of personalisation team has direct impact on student outcomes for the Academy


regular personalisation meeting to discuss progress of students

31/08/2013


Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working (ASCL SEF criteria - 2013 Section 7.6 Extra: the school’s promotion of students’ spiritual, moral, social and cultural development )

Objective : Embed Life Skills within the Academy



Success Criteria : Life Skills is delivered through Tutor times for KS3 and KS4.Cross Curricular delivery of Life Skills.Students can identify their progress in Life Skills


Audit of all departments current delivery of Life Skills and SMSC, staff to complete summary sheet highlighting areas covered.

CLB, PRM 31/08/2015

Create a tracking system to record academy PSHE events PCA, PJK, PRM

23/10/2014

Develop use of exercise books or student work books for completion of life skills work

CLB 31/08/2014

Embed Assessment of Life Skills into tutor time. PCA, CLB, PJK 31/08/2015



Ensure all drop down days are reviewed for progress and impact

31/08/2015

Ensure for the maternity cover job share, there are clear roles and responsibilities for WCA and WJK

PCA, CLB, PJK, PRM

22/04/2014

Identify areas of short fall from the dessemination of Life Skills across the curriculum. Key Stage 3 to be completed by 2nd September 2013 Key Stage 4 to be completed by end of Autumn Term

CLB 20/12/2013

Investigate the inclusion of Life Skills PR points. PCA, CLB, PJK, PRM, ZTW

31/08/2014

Involvement of Student Voice in choice of topics to be covered in Life Skill Sessions

PCA, PJK 31/08/2014

Life skills drop down days to be held for each year group PCA, CLB, PJK 31/08/2014

Progress leaders and Senior staff to carry out learning 31/08/2014

walks

Schemes of work to be written for each year group, CLB to attend year group meetings to roll these schemes of work out to form tutors of both key stage 3 and key stage 4. Key Stage 3 to be in place for 2nd September 2013 SOW to include learning objectives for each lesson, variation in teaching styles and differentiation

CLB 02/09/2014

SOW will be written, distributed to form tutors to deliver. Feedback from students and staff on each unit. Use of student voice to support topics delivered.

31/08/2015

Support sessions and attendance of HOS at tutor meetings, to ensure tutors are confident and supported in delivering the life skills programme. Use of inset/twilight time for providing CPD and support for tutors

PCA, ZLB, CLB, ZRB, PJK, PRM, ZTW

31/08/2014

Testing MAB 31/08/2015

Use of twilight and Year Group meetings to offer CPD for tutors delivering the SOW

PCA, CLB, PJK, ZTW

31/08/2015

Evaluation Processes : June 2014- KS3 students will have been taking part in life skills tutor time sessions for nearly a year, student questionnaires to establish effectiveness. Schemes of work can be altered off the back of this.Tutor and progress leaders feedback to also be obtained.Student voice to inform further planning.Incidents of poor behaviours to have been reduced in KS3, comparison of data between 2012/13, 2013/14 and 2014/15June 2015- KS4 students will have been taking part in life skills tutor time sessions for nearly a year, student questionnaires to establish effectiveness. Schemes of work can be altered off the back of this.Tutor and progress leaders feedback to also be obtained.Student voice to inform further planning.Incidents of poor behaviours to have been reduced in KS4, comparison of data between 2013/14, 2014/15.

Overall Impact : Students will be able to identify links with life skills from tutor time sessions to their curriculum lessons.


Objective : Embed new courses for GCSE Computing and Economics



Success Criteria : Entire schemes of work and resources developed for Year 9/10/11 GCSE students including theory and coursework booklets. GCSE Computing - IJE, GCSE Economics - ITN.




Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Ensure that all Enterprise teachers and across all key stages, rigorously follow academy policies and procedures for logging and following up poor punctuality and behaviour, through the use SIMS and the correct use CODES in the SIMS system respectively.



Success Criteria : Falling levels of latenessFallings levels of disruptive behaviourReduced damage to machinesReductions in the incidences of students procrastinating on the web and playing games


In house staff training for all Enterprise Staff on the use of SIMS.

24/07/2014

Evaluation Processes : Evidence will be reported from SIMS to ensure that there are patterns of consistent use of the official Academy behaviour policy.

Students will have a heightened sense of rigor and protocol and will be less inclined to arrive late, procrastinate on the web or fail to use time effectively.

Student surverys within the department will report a more harmonious climate and more evidence of students working independently

Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working (ASCL SEF criteria - 2013 Section 7.6 Extra: the school’s promotion of students’ spiritual, moral, social and cultural development ) Lead : Mayles, Becky

Objective : Host a Year 8 and a Year 9 SMSC Drop Down Day



Success Criteria : Students can identify each strand in all learning episodes during the drop down days and in all other interactions they experience during their time at the academyPositive evaluation from studentsPositive evaluation from personal tutorsOver two year period some quantitative evidence of reduced incidents of racist or culturally prejudicial incidents


Display of students work for a two week period. Each form group to display student work in form room, plus one group from each form is displayed in foye.

HMB, SEG, PRM, DAM1

20/12/2013 Year 9 work is displayed in the academy foyer, including photos taken from the drop down day. The quality of the work produced on the Year 9 day has led to reviewing this element of for the Year 8 drop down day, with the aim that students have an ongoing task to complete during the different sessions rather than just during lesson 5. The Year 8 drop down day was improved from the Year 9 drop down day, having learnt from the first day. The language groups were made smaller, Korfball was used instead of football, the P and E lesson was an hour rather than half. The on going task throughout the day, gave more focus to the day and helped develop the under lying theme of the day.

Early September meet with staff delivering the individual student sessions, to co-ordinate the themes

CLB, HMB, SSG, HEG, SEG, PAL, PRM, DAM1, HCO, CLS, HET,

13/09/2013

of each session. HFW, SCW

Key Colour group staff to meet with all staff who are delivering the individual sessions and those staff facilitating the feedback student sessions and facilitating the student presentation sessions.

CLB, HMB, LEC, SSG, HEG, SEG, PAL, PRM, DAM1, HCO, CLS, HET, HFW, SCW

27/09/2013

Staff from across the different departments within the academy planning the student sessions.

HMB, SSG, HEG, SEG, PRM, HCO, DAM1, CLS, HFW, SCW, CSA, MKA

31/08/2013

Student allocations to sessions

HMB, PAL, PRM

02/12/2013

Tutor time activites to be planned, resourced and delivered to prepare the students for the drop down day.

HMB, PAL, PRM, DAM1

02/10/2013

Tutor time follow up planned, resourced and delivered

HMB, SEG, PAL, DAM1

25/09/2013

Work out the logistics of the day

PRM 01/09/2013

Evaluation Processes : Questionnaires:Year 9 prior to day week commencing 16th September and post day week commencing 14th OctoberYear 8 prior to day week commencing 18th November and post day week commencing 16th DecemberAdministrative audit of incidents 2012/13 cf 2013/14 2014/15 - administrator (FTSA)

Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working Lead : Mayles, Becky

Objective : Host an activities week for the whole academy.



Success Criteria : Students will access a range of different experiences and activities in the last 3 days of the the academic year.Improve end of year attendance.Increase in positive behaviours.Decrease in negative behaviours.


Activities for activities week are planned and booked, cummulating in programme being released to students.

CJG, PCL, CLS, AZT, SAV

21/02/2014

Creating behaviour points system, for both positives and negatives, and deciding on the required points total needed by a certain point in 2014, which will determine students accessing the activities week.

MKA, PBB, ZLB, CJG, PJH, SSH, KAH, PCL, LJS, CLS, AZT, SET1, ZTW

06/09/2013 WCL met with ZTW, discussed the feasibility for tracking behaviour/achievement points and using this to inform the students activity choices at the end of the year. Both decided this was the ideal long term goal with activities week, however for the first time through of organising this, the group did not have the time to implement and be ready to roll out to parents/carers in time. It was also decided that activities week would be for two days not three, the Wednesday and Thursday in the last week. The focus for this year would be to increase attendance in the last week of term and prevent the dead time in lessons.

Launch activities week to students and parents Through assemblies and Welcome to the Year Ahead, students and staff are aware how their behaviour

MKA, PBB, ZLB, CJG, PJH, SSH, PCL, PRM,

25/10/2013

throughout the year may affect their choice of experiences/activities/opportunities in activities week.

LJS, CLS, AZT, SET1

Evaluation Processes : Questionnaires: student and staff, in relation to success of the activities and the incentive to maintain/improve behaviour throughout the year.Involvement of Progress Leaders Data analysis of attendance in last week of term- comparing 2013/14 and 2014/15

Overall Impact : This has been postponed due to the impedding OFSTED visit

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom Lead :

Objective : Improve attainment and confidence in Key Stage 3 Science (Year 7 & 8).



Success Criteria : A minimum of 80% of students to make at least 2 full levels of progress from their TA KS2 score (judged as a 'c' or '.3' eg TA of 5 = 5c or 5.3), including critical groups.


All assessment data to be recorded in a central tracker for management use (from teacher to SLT) within 10 school days of each assessment.

SAW 24/07/2014

Class data following assessment and PR points to be included in Faculty Folders and use of data demonstrated in terms of personalisation.


24/07/2014 03/04/2014 STA ZLB SCB SAW SCC SJG SSH SNH SCH SNM ZTN SDO ZVP SRP SYT SAT SKW ZTWFaculty Folders reviewed

CODES to be embedded into each KS3 lesson and followed through for those escalated out of lesson.


24/07/2014

Colleagues to have accurate and up to date information on support for vulnerable students based on the information published by Excellence.

SAW, ZTW 24/07/2014

Cross curricular lessons, homework and extended project homework to offer the opportunity to students to become more confident in science and how it fits into

SAW, SCH, MHH 24/07/2014

their lives.

Engagement by all colleagues and students with the RED weeks with timely, levelled, productive feedback offerred within 10 schooldays of project hand in date.

SAW 24/07/2014

Extra curricular support for students. A published plan to support students as required outside of lessons.

SAW, SCH 24/07/2014

Full year rotation published in advance with assessment dates and PR points clearly identified. Sufficient time available to teach, assess and mark in time for the dates published.

SAW 24/07/2014

Improve relationships with students and teaching and learning by reducing the number of splits from 3 teachers to maximum of 2 in 2013/14 with aim to move to just one in 2014/15.

SAW, SNH, SCH, SYT

24/07/2014

Information to students/home. Ensure FLIPs are available which give clear dates of what will be taught, assessed and when assessments will be.

SAW 24/07/2014

Intervention for students not making expected progress following each assessment to include resits of the assessment to raise the work to TAG and SMART targets to work on improvements in areas of weakness.


24/07/2014

Marking in line with faculty policy using the marking grid and with content driven www and ebi and response from students to follow through on the ebi.

SAW, SNH 24/07/2014

Meeting between Learning Leader for KS3 and DOF (SNH)/Line Manager (ZTN) towards the end of each term.

SAW, SNH, ZTN 24/07/2014

New accurate levelled assessments to be written and deployed following each topic rotation to provide valid levelled data for all and to feed in to PR points

SAW, SNM 24/07/2014

Seating plans to highlight SEN, Pupil Premium, TAG/MAG/WAG?FOG and updated after each PR point.

STA, ZLB, SCB, SAW, SCC, SJG, SSH, SNH, SCH,

24/07/2014

SNM, SDO, ZVP, SRP, SYT, SAT, SKW, ZTW

SISRA faculty KS3 data to be monitored following each PR to identify successes and opportunities for improvement. Information to be used to inform change as required.

SAW, SNH, SCH, SNM

24/07/2014

Evaluation Processes : Assessments are valid, reliable and timely- Produced by KS3 LL- Checked by Science SLT - in science SLT meetings All students on tracker with up to date data- Checked by KS3 LL (supported by SNS) - 5 working days before PRAll students have PR data entered (WAG, FOG, ATL, IL) - Checked ZTN- At PR deadline

Headlines shared in Faculty meetings and individual issues resolved face to face

Overall Impact : Analysis of Y8 FOG 3 v WAG 4 (Final Exam) More detailed review of teaching and sub group variations

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom Lead : Richards, Louisa

Objective : Improve attainment and levels of progress at Key Stage Four.

Department : FACULTY: Mathematics


Success Criteria : 83% A*-C GCSE August 2014, including at least 80% 3 levels of progress for all groups and an increase in the number of students opting to level 3 mathematics Sept 2014.


A central spreadsheet on the shared area to be regularly updated by class teachers and the use of the year 10/11 Maths tracker on SIMS to flag up pupils that show little or no progress from KS2 A target list of pupils will be displayed in the Maths work room to raise awareness

MMC 24/07/2014

Enrich G & T and improve Algebra skills Enhance student performance at both GCSE and A Level. 11M1 to be trialling MEI post 16 problem solving resources Pupils in 10M1, 9A1 and 9B1 to sit the Edexcel Algebra Award Level 2 and 3 by the end of year 10

MMC 24/07/2014

Half termly testing - These tests are to be full GCSE papers for year 11 and Past GCSE Questions for year 10 that will provide realistic working at grades throughout the year. This will impact on reliable PR FOGs. The tests will also provide SMART targets that pupils can work on immediately to improve

MMC 24/07/2014

Improve pupils ability to solve problems and justify their answers through independent thinking tasks set in class and for homework, MMC to use faculty time to share resources to Enable pupils to build up their audit of skills and answer the star questions that assess their quality of written communication skills and also build their SMSC skills

MMC 24/07/2014

Intervention timetable put into place for year 11 pupils Teachers and FSTA to use form time and lesson time to work in small groups allowing greater focus on pupils’ needs - MTS timetabled to support yr 11 set 8 and 11 set 9

MMC, MLR 24/07/2014

Introduction of Department TIPs to support staff with their performance management targets Class teachers to be more accountable for identifying pupils that begin to under achieve or make little progress in between tests and PR points. Department meetings to be used to raise concerns

MMC 24/07/2014

No split groups in yrs 10 and 11 to allow consistency in teaching (all groups were split in 2013/14) Only one group split in 2014 due to support from timetable team

24/07/2014

Timetable for intervention during registration for critical students, MHH to organise letters home and regular email/text reminders to ensure attendance is good. Focus on D/C borderline students

MHH 24/07/2014 When Which students What Who Communication February Half term Louisa and Anne’s classes (top two foundation classes) One day revision session at start of the week - TUESDAY Louisa Anne Letter home to students by 31/1/2014 (HH) Term 4 All year 11 Weekly Wednesday after school sessions (3:15pm – 4:15pm).

Week A: Alan teaches P6, so set 4 will split between sets 3, 5 & 6.

Week B: Adam teaches P6. Helen will take his set. All year 11 teachers Email and text to all year 11 parents (HH) Term 4 46 critical students* Weekly registration sessions before school (8:40am – 9:05am). 46 critical students split between 8 sessions = about 6 per group. Mon – Adam and Anne Tues – Helen and Louisa Wed – Anne, Helen and Louisa Thu - Kate Louisa x 2 Anne x 2 Helen x 2 Adam x 1 Kate x 1 Letter to parents of critical students (HH) Easter holidays All year 11 students Revision advice and resources Helen to sort Email and text to all year 11 parents (HH) Term 5 All year 11 Weekly Wednesday after school sessions (3:15pm – 4:15pm) All year 11 teachers Email and text to all year 11 parents (HH) Term 5 Critical students* Weekly registration sessions before school (8:40am – 9:05am). 6 in a group. Helen and Louisa to run 2 sessions, Anne and Adam, just one each. Louisa x 2 Anne Helen x 2 Adam Letter to parents of critical students (HH) May half term Critical students* One day revision session at the end of the

week – Friday preferably. Helen + another Letter home to students by 9/5/2014 (HH)

Train department staff on exam board marking techniques to ensure key facts are being shared with students. MLR to moderate a stratified sample of mock papers following March exams.

MMC, MLR 24/07/2014 Edexcel marking training completed during faculty meetings in December and January by MLR

Triangulate English FOGs to create critical groups Work with English faculty by creating a critical group of pupils that work on study skills that can be used across the faculties, additional option in yr 9.

ZRB, MMC, MLR, EGW

24/07/2014

Yr 11 revision sessions for all groups starting Feb half term, targeted intervention to ensure all students fulfil their potential, general revision materials provided for all students by MMC

MMC, MHH

24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP F WHITE (ZVP/ZSH). The Raising of Teaching Standards to Outstanding Through Effective Coaching & Mentoring , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom Lead :

Objective : Improve levels of progress at Key Stage Five.

Department : FACULTY: English


Success Criteria : All courses achieve an ALPS rating of 4 or better. IB achieves mean grade of 5 or better.


Colleagues develop pedagogy through in-house and external INSET.

ESB, EML, ESM, EOM, ZTN, ZNS, SET1, EGW

24/07/2014

Course overviews are planned, formalised and disseminated focusing on assessment.

ESB, ENG, EML, ESM, EOM, SET1, EGW

24/07/2014

Develop assessment: plan PR points, students give feedback in AOs, assessment early in the course.

ESB, ENG, EDL, EML, ESM, EOM, SET1, EGW

24/07/2014

Develop enrichment: wider reading lists, book club, EMAG subscriptions, mentoring, Friday afternoon lectures.

ESB, EDL, EML, ESM, EOM, EGW

24/07/2014

Develop resources: modelled answers and the availability of wider reading texts.

24/07/2014

Develop resources: modelled answers and the availability of wider reading texts.

ESB, ENG, EDL, EML, ESM, EOM, SET1, EGW

24/07/2014

Improve induction with quality summer homework and valuable taster days.

ESB, EDL, EML, ESM, EOM, EGW

24/07/2014

Inexperienced KS5 teachers are mentored to develop subject knowledge and pedagogy.

ESB, ENG, EDL, EML, ESM, SET1, EGW

24/07/2014

Infrastructure: limit class sizes, IT provision, limit split to two teachers.

EGW 24/07/2014

Intervention: Mentoring of under-performing students, fluid communication with parents, coursework drop down day.

24/07/2014

Students taking correct courses: ensure B grade entry requirement, develop provision for Level 2 GCSE retakers, review provision available in the faculty and investigate A-Level English Language and A-Level Creative Writing.

EGW 24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP F WHITE (ZVP/ZSH). The Raising of Teaching Standards to Outstanding Through Effective Coaching & Mentoring , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Improve levels of Progress at Key Stage Four.



Success Criteria : 80% A-C, 85% 3 Levels, 40% 4 levels



Evaluation Processes : EGW, LL KS4 peruse trackers and monitor intervention. Teachers are aware that intervention is their remit in the first instance. Teachers have an acute awareness of vulnerable groups. Accurate baseline for current progress. Allows students to ‘bank’ speaking and listening grade, 20% of final grade. Focus on Literature or other subjects in needed after January 13 results.All teachers are aware of our collective responsibility for achievement. Accurate baseline for progress. Improves student’s confidence. Colleagues have a deeper understanding of assessment criteria.EGW and LL KS4 have a clear understanding of areas of need and can give feedback to students. The Faculty have a clear understanding of areas of need and successes. EGW, LL KS4 address issues. The Academy can trust PR data.Students final grade are accurately forecasted so that appropriate intervention strategies are developed. Colleagues account for their forecasts. Year 11 support teachers to act as critical friends to ensure accuracy and quality assurance. Faculty will have a confident understanding of how to create termly forecast grades.Faculty wide resources will ensure that students will have high quality exemplars andYear 11 C/D borderline students feel confident in taking November 13 examination.Year 11 whole cohort has the opportunity to revise for November 13 examinations.Year 11 whole cohort has the opportunity to revise for November 13 examinations.High quality resources are disseminated. Colleagues read and reflect upon examiners report.Teachers feel more confident about delivering the courses.Focused revision sessions will improve skills and confidence of students.Student have exposure to exam style questions at the earliest opportunity. All students have access to high quality learning conversations and assessment data. Students have an acute awareness of what their progress review will be based upon. Students and academy feel confident in the skills of their teachers.Students develop their examination skills and are aware that their work is in need of improvement. Students have close one to one support from specialist teachers. EGW, LL KS4 and AP Maths are acutely aware of out critical students.

TAs and CTSA can confidently support students in lessons. Students receive more target support. Teachers are aware of their responsibility for achievement. Students receive last minute tips and strategies going into the exam. Students feel confident going into the exam.Students develop their skills in spelling punctuation and grammar to support their examination skills. Year 11 students are taught in one classroom by one teacher. Students arrive to lessons on time and have all resources to hand. Pastoral teams have access to materials to support students and can discuss progress more effectively. All teachers are aware of our collective responsibility for achievement.Student who are not accessing the AQA course are entered for Cambridge IGCSE.Students with examination concessions are given guidance about how this will affect their experience.Students are identified. Provision and intervention is put in place to support.Pupil premium students are identified and given extra provision to ensure they make progress. Students are identified. Provision and intervention is put in place to support.Students are identified. Provision and intervention is put in place to support.Students improve their grades so can prepare for the examination with confidence.Students are able to improve their work by employing success criteria. Colleagues have an understanding of weaker areas of CASS. CASS folders are audited and input on new spread sheet. Students develop independent study skills. Teachers feel confident that revision is focused. Students have access to high quality resources. Students have resources and strategies to use to prepare for the examination.Students have resources tailored to their needs. Teachers are aware of their responsibility for achievement. Allows parents to give timely support. Parents feel confident in supporting their child with revision.Parents have an acute awareness of their child’s performance and how it will impact upon their final grade. Parents have an acute awareness of their child’s performance and how it will impact upon their final grade.Parents have instant access to course information.Parents have timely access to information on HARPS. Acute focus on the Literature exam for short, limited periods.Faculty feel more confident teaching these components and see improved results.Students feel full (!) and have sustained energy throughout the exam. Students feel supported going into the examination.Students who feel excessively panicked about exams will have access to quiet, relaxation sessions before the exam. Allows strong teachers to target students and accommodate changing staffing levels.Underachieving students are supported at the earliest opportunity.More time to complete CASS and opportunity to redo.

Overall Impact :


Objective : Improve levels of progress at Key Stage Three.



Success Criteria : 80% of student make three sub-levels of progress in Key Stage Three (Year 7-8).


Develop independent learning through the use of homework tasks.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, EGS, SET1, EGW

24/07/2014

Develop KS2 to KS3 transition: summer school, induction days, dialogue with feeder schools.

EOM, EGW 24/07/2014

Early and timely intervention for underachieving students.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, EGS, EGW

24/07/2014

Faculty wide focus on behaviour through use of CODES, INSET and sanctions.


24/07/2014

Improve provision for students in vulnerable groups: teacher awareness, pupil premium money, differentiation.


24/07/2014

Improve the effectiveness of the progress review task, the progress review, SMART targets and review.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, SET1, EGW

24/07/2014

Review and develop schemes of work and the key stage three programme of study.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, EGW

24/07/2014

Evaluation Processes : Complete schemes of work are in place that adhere to new framework. Resources are relevant and of a high quality.

All colleagues understand the OFSTED definition of outstanding KS3 teaching and learning. Successful assessment means students make good to rapid progress.Students to develop holistic skills that are transferable between different schemes of work.Fewer/No split classes and more knowledge of new students. Lack of low level disruption in English classes.Teachers use restorative language when dealing with students.English develop a ‘house style’ in dealing with behaviour.Teacher s have acute knowledge and awareness of subgroups and how to cater for their needs.Underachieving students are identified, supported to make good to rapid progress. Colleagues have a clear understanding of whole cohort progress and implement required actions. Homework supports the understanding and skills required for the assessment of that term.Students develop independent learning skills for KS 4 in development with the green colour group. Students have an acute awareness of success and assessment criteria.

Overall Impact :

Priority : N/A

Objective : Improve student attainment and levels of progress at Key Stage 4.



Success Criteria : Over 70% of students achieving 2 higher grades (A*-C) inc BTEC, with 75% of students achieving 3 or more Levels of progress and 40% making 4 levels. To continue to be at least 10% points above National average for GCSE Core and Additional Science.




Overall Impact :

Priority : N/A

Objective : Improve student attainment at Key Stage 5 and improve opportunities for retention AS to A2.



Success Criteria : Improve ALPs score at AS and A level as agreed with Learning Leaders for each subject (at least one level) and Improve IB attainment by 1 level.




Overall Impact :

Priority : KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy

Objective : Improve the use of key words across the academy which in turn would lead to improvements in exam results



Success Criteria : Displays around the school surround students with key terms (Term 1&2) Work dips demonstrate accurate use of key exam terms and connectives (Term 3) Lesson observations show an excellent use of key words (Term 3)Extra curricular competitions engage students (Term 4)



Evaluation Processes : Displays around the school surround students with key terms (Term 1&2) Work dips demonstrate accurate use of key exam terms and connectives (Term 3) Lesson observations show an excellent use of key words (Term 3)Extra curricular competitions engage students (Term 4)

Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community

Objective : Improved behaviour towards outstanding and enjoyment for all students



Success Criteria : Supportive learning walks by senior Enterprise staff.Peer observation and marking reviews.Faculty meetings to share good and outstanding practice and to plan together common behaviour management strategies whilst also monitoring and responding to students’ level of enjoyment in their learning across Enterprise. Increase in the number of achievement points in SIMS.


Increase in the number of achievement points in SIMS for the whole faculty. Reduction in the number of behaviour points in SIMS for the whole faculty. IZY to create a student enjoyment questionnaire which will be distributed a across a sample of groups in key stage 3/4/5 and analysed.

24/07/2014


Overall Impact :


Objective : Independent Learning team. Ben Baines (Lead) Reduce the amount of time a teacher spends talking to a class and encourage the use of teacher strategies to enable student ownership, resilience and reflection of their own learning.



Success Criteria : Before (term 1) and after (term 6) "secret" ( timing exercise will demonstrate that on average teachers are talking less in the lessons and students are doing more by end April 2014. By the end of July 2014, lesson observations, learning walks and Student Voice feedback should evidence that students are actively involved and enjoying their own learning. Also that students will have developed and improved skills of independent learning – such as taking responsibility for learning, resilience and review of learning.


11/3/14 Dept meeting – departments discuss results and feedback ideas/resources to IL team.

12/03/2014

22/4/14 Whole staff meeting – IL Team announce results and give prizes.

23/04/2014

6/1/14 Staff training day “Independence Day”– launch TBQ challenge for staff (with prize for dept with most reduced talking %)

07/01/2014

By 13/9/2013 -subject teachers to decide on sample groups: 3 per key stage, 2 or more teachers depending on department size. Lists should be sent to WBB. WBB then to choose 3 weeks throughout term 1 for timings to take place, ideally by TA’s otherwise by reliable students.

13/09/2013

By 20/12/2013 - All “Teacher talking %” timings to have been completed prior to Christmas break to enable the production of subject averages and allow discussion over target percentage for reduction.

20/12/2013

By 20/9/13 - WBB arrange the renaming the 6/1/2014 training day as Independence Day to raise the profile.

20/09/2013

By 4/4/2014 – New “Teacher talking %” timings to be recorded and compared with previous rates

04/04/2014

By 5/11/13 –group members to bring some information on how to support independent learning in their respective subject areas with a view to information being made into a booklet prior to independence day in January.

05/11/2013

IL team Design/research independent learning tools for planners, classrooms etc.. and roll out to all teachers, TAs and around the academy (i.e. library). Teachers will also come up with their own ideas/resources.

11/03/2014

IL team issue press release 30/04/2014

IL team publish IL strategies/resources for all staff to use. 18/07/2014

IL use Student Voice Feedback, Lesson Observation and Learning Walk Feedback to assess effect/success of project.

18/07/2014

Evaluation Processes : • Comparison of "Secret" timing surveys of teacher talking time in lessons in September 2013 and June/July 2014. • Lesson observation and Learning Walk feedback • Student voice feedback

Overall Impact :


Objective : Independent Learning team. Helen Holding (Lead). Students in Key Stage 3 and 4 are increasingly able to complete independent learning tasks at home, using research, analysis, project planning, timekeeping skills.



Success Criteria : Students are developing and improving their skills of research and time management and that students enjoy carrying out their projects. This will be evidenced via a Student voice feedback in July 2014 (this will compare favourably with a similar survey from 2013) Usage statistics will demonstrate that the use of the library by students will be increased. Staff survey will evidence that there will be a higher turnover of completed projects in 13/14 compared to 12/13. A parental survey in July 2014 will show that involvement and support for students at home has increased.


1/10/13 Dept Meeting - Identify T2 IL projects and student skills needed. (Pass to IL team) (H. Holding)

02/10/2013

10/12/13 FAC Meeting - Feedback on T2 IL project (pass to IL team)

20/12/2013

29/4/14 FAC Meeting - Feedback on T2 IL project (pass to IL team)

30/04/2014

5/11/13 Chosen depts. Launch IL projects with letters to parents/website.

12/11/2013

DOF Agree further/same depts to carry out T4 IL proj. 14/01/2014

DOF Meeting- Agree 2/3 depts to carry out T2 IL proj. (H. Holding)

30/09/2013

IL team develop IL resources and web page link 31/08/2014

IL Team evaluate feedback and review skills needed. This will include Student Voice feedback, student, teacher and parent feedback via surveys.

30/05/2014

Leaflets to be created and given to tutors for all students in years 7, 8 and 9 week beginning 25/11/2013

22/11/2013

Librarians to run research and analysis skills sessions for staff and students (topic based)

21/12/2013

Mid-Jan - Dept Meeting to identify T4 IL projects and student skills needed. (Pass to IL team)

20/01/2014

Sub-team to define criteria for an IL project, along with marking criteria (C. Haupt, J. Wood) by 12/9/13

12/09/2013

Sub-team to develop a set of research and time management skills (M. Greenough, R. Gandhi-Patel, N. Studman, L. Anson, K. Richards, K. Smyth, Z. Rathor) by

12/09/2013

12/9/13

Teachers & librarians will provide support to their students throughout the duration of the projects.

20/07/2014

Teachers run sessions with students in their classes about project planning and time keeping (Gantt chart etc)

20/12/2013

Viral posters around the academy to promote Independent Learning projects "Do you have the I factor?" and other posters to advertise the library help sessions on Thursdays after school

22/11/2013

Whole team to consider methods to enable teachers to check on the progress of students carrying out projects by 12/9/13

12/09/2013

Evaluation Processes : Questionnaires for staff and parental survey (before (September 2013) and after (June 2014), student voice feedback (completed June 2013 - next one June 2014).

Overall Impact :


Objective : Independent Learning team. Nick Summers (Lead) Year 12 AS students will become competent to complete regular Independent Learning tasks for all of their AS subjects. As well as their homework, students will be allocated an hour per week per subject, in which they will carry out an Independent Learning focused task set by each subject.



Success Criteria : Improvement in outcomes (ALPS) for AS levels in 2014. Survey and ad-hoc questioning of staff and Year 12 student survey will demonstrate that year 12 AS students have developed skills to enable them to carry out tasks independently, including scheduling their time, interpreting a research brief and using a variety of research techniques to extend their knowledge. It should also show that students will feel more confident in lessons to discuss subjects they have researched, and more able to extend their learning in lessons.


11/11/13 Departments across academy launch IL activities for Year 12 AS students (put on planner live) using guidance provided by the Green group

22/11/2013

3/12/13 KS5 Independent Learning Day (IL team input to this) 03/12/2013

4/11/2013 Departments across the academy plan the first Independent Learning tasks to be set (on w/b 11/11) for year 12 AS students.

11/11/2013

4/2/14 Faculty Meeting – feedback on Year 12 AS IL activities.

05/02/2014

By 11/11/13 Year 12 AS study staff supervision organised 11/11/2013

By 13/9/13 nominate study periods on timetables (L. Green) 13/09/2013

By 27/9/2013 Humanities, Science and Enterprise faculties issue Independent study tasks to Year 12 AS students.

27/09/2013

By 27/9/2013 KS5 team develop post 16 study skills programme & IL activity criteria for teachers

27/09/2013

By 9/9/13 develop and post a generic study skills programme for all Year 12 AS students. (L. Green and C. Cullen)

09/09/2013

Develop IL resources for KS5, publish via webpage. 31/08/2014

During term 6, IL team review and analyse IL projects for Year 12 AS students and success of IL study skills provided to students during term 1 13/14. This will be carried out using a survey and ad-hoc questioning of staff regarding Year 12 student completion of independent learning tasks as well as a year 12 Student questionnaire. When AS results are published, ALPs scores will also be reviewed and compared with 2012/13.

31/08/2014

Humanities, Science and Enterprise faculties feedback to DOF/SLT by 25/10/13 o Hums (C. McKulluk & S Shay) o Science (S. Hartnett) o Enterprise (C. Jess)

25/10/2013

Terms 3, 4, 5 – Departments continue to issue IL activities to Year 12 AS students.

23/05/2014

Week of 9/9/13 – announce Independent Learning focus to Year 12 students in Lead Lessons (N. Summers)

13/09/2013

Evaluation Processes : • Improvement in outcomes (ALPS) for AS levels in 2014. • Survey and ad-hoc questioning of staff regarding Year 12 student completion of independent learning tasks. • Year 12 Student questionnaire

Overall Impact :


Objective : Intervention objective 2: To identify and monitor AS students working below MAG in order to improve AS grades.



Success Criteria : AS grades improved by at least one grade on ALPS.MRK to identify weaker AS students and provide early (from September) compulsory targeted intervention lessons with experienced A level teachers to be incorporate onto student timetables. MRK to update these compulsory lessons in January.



Evaluation Processes : MRK to identify weaker AS students and provide early (from September) compulsory targeted intervention lessons with experienced A level teachers to be incorporate onto student timetables. Students have been identified and compulsory lessons attended by students. Autumn term focus was core mathematics.MRK to update these compulsory lessons in January. 5 of the weakest statistics students have been identified and given compulsory extra timetabled lessons (in addition to after school revision lessons which are also being made compulsory for these students).

Overall Impact :


Objective : Intervention Strategies implemented in Drama



Success Criteria : AL to implement intervention programme for all students below MAGRegular standardisation of the CW elementsAssessment trackers used for intervention


Tracking in place and being utilised Intervention in place "Stages of intervention"

24/07/2014

Evaluation Processes : Create accurate assessment trackers for monitoring purposes that monitor each assessment objective on the GCSE course for each unit

CW elements moderated by Drama staff

Overall Impact : Closer monitoring of progress within Drama, and support strategies in place for under performing students.

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps

Objective : KS3: Increase attainment and confidence in Computing & Design Technology



Success Criteria : At least 80% of all students make at least 2 sub levels of progress from KS2; including critical groups.


After School help sessions to support students struggling with homework or classwork.

24/07/2014

Develop new tracking systems to record termly progress for KS3 Computing and D&T - colour coded to show progress in sub levels.

24/07/2014

Improved consistency and relationships by reducing the number of split classes at KS3. Teachers are able to develop better relationships with students and ensure they can personalise their teaching/learning.

24/07/2014

More accurate termly tests using Yacapaka assessment software for Computing to ascertain levels.

24/07/2014

Produce summer work for year 6 students. This should reduce the learning dip during the transition process.

01/07/2014

Termly meetings between IJE and IZR/IRJH with Excellence to ensure all students are at least making good progress.

24/07/2014

Update seating plans with SEN, Ever 6 and TAG/MAG and WAG/FOG - ensure that all staff are aware of which students require additional support. IJE & IRJH to ensure they are updated following each PR point.

24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : KS3: Increase attainment and confidence in Mathematics.



Success Criteria : At least 80% of all students to make at least 2 sub levels of progress from KS2, including critical groups


Afterschool help session every Friday to support students struggling with homework or classwork, sessions run by 6th form students

MMR 24/07/2014

All test dates on FLIPS to ensure parents can support students with revision FLIPS updated and promoted at the Year Ahead presentations

MMR 24/07/2014

Ensure students are told when they will be assessed and what they will be assessed on Students aware of what topics will be assessed in the termly tests so they can be independent and revise accordingly, copies of text books added to planner two weeks prior to each set of tests to allow students to revise

MMR 24/07/2014

Improved consistency and relationships by reducing the number of split classes at KS3. Teachers are able to develop better relationships with students and ensure they can personalise teaching/learning

ZTN, ZVP, MLR

24/07/2014

Improved feedback in books by using new marking policy, Students will be reflective practitioners and show that they are using feedback to improve their confidence. Started at the beginning of term. A random book check has shown it has been adopted well by most in the dept. MHH to review in term 4

MMR, MLR, MHH

24/07/2014

Increase basic number age of students in KS3 - Target Catch Up Numeracy. Timetable created by JP and HB in excellence for Additional small group and 1 to 1 lessons for extremely

MMR 24/07/2014

low ability students, MMR to review termly with excellence

New more accurate half termly tests to allow for more Accurate forecast levels for PR FOGs

MMR 24/07/2014

Produce summer work for year 6 students. Reduce learning dip during the transition process

MMR 24/07/2014

RED weeks after each assessment to ensure students use their target stickers to practise specific topics and then demonstrate their progress Teachers were informed in the last meeting and will complete the 1st RED week in the week beginning 21st Oct to be reviewed termly by MMR and MLR

MMR, MLR 24/07/2014

Share best practice within the faculty to ensure all students have a rich and varied curriculum New SOL is a working document with a section where lesson plans and resources can be attached. Teachers have been encouraged to add to it. MMR to review the SOL in July

MMR 24/07/2014

Students selected and Level 3-4 worksheet booklets created for Year 7 small group maths intervention after school on Thursdays.

MMR 23/02/2014

Students to re-sit assessment after school if results are below their expected progress, to ensure students revise areas of weakness and practice exam technique

MMR 24/07/2014

Targets spread sheet which identifies 2 topics for improvement, for each student. Students to attach target sticker into RED HOT sheet in their class book so they are aware of how they can improve

MMR, MLR 24/07/2014

Termly meeting between MMR, MLR and excellence to ensure all students are making at least good progress

MMR, MLR 24/07/2014

Update of Schemes of Learning (SOL) to ensure SOL is suitable for all abilities –including SEN and G&T

MMR 24/07/2014

Update Scheme of Learning so the assessments coincide with the PR dates

MMR 24/07/2014

Update seating plan with SEN, Ever 6 and TAG/MAG and WAG/FOG -Ensure staff are aware of which students require additional support, MMR to ensure they are updated following each PR point

MMR 24/07/2014

Use of department data, Classroom TIPs and SISRA to monitor progress. Ensure all groups are making expected levels of progress, and feed back to faculty meetings using TIPs MMR to feedback to faculty meetings once per term

MMR 24/07/2014

Year 8 6th form intervention Increase progress and MMR 24/07/2014

confidence with the underachieving year 8 students, list of pupils/progress to reviewed each term by MMR

Yr 7 one to one intervention using MTS and staff not on load MMR 24/07/2014


Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP F WHITE (ZVP/ZSH). The Raising of Teaching Standards to Outstanding Through Effective Coaching & Mentoring Lead : Flanagan-Graham, Nicola

Objective : KS4 raising attainment & Intervention



Success Criteria : 1. Centralise data tracking system and regular analysis of data (at PR points).2. Use FTSA to support where possible (Timetable to be put together for support from FTSA in high risk areas).3. Faculty wide intervention to be put in place alongside subject specific help sessions.4. Faculty wide rewards system.


Assessment, Data Tracking and Intervention: . Utilise centralized faculty data tracking – currently on google drive. So that DoF, DoL and SL can effectively monitor progress across subjects. . Class teachers to be aware of who is underperforming in their classes and flag them up at PR points if not sooner

24/07/2014 Centralised faculty tracking in place – using Google Chrome. Set up initially by FTSA and data input by subject staff. • Data monitored and analysed after each PR point by DoF, asst DoFs and DoL – cross referencing students who are under performing by one grade (orange) and by more than one grade (red) across all subjects in the Faculty. • KS5 students issued with ISAPs and intervention enforced by subject leaders. • PR1 - Any Y11 student who has multiple orange, red or a combination of the two was highlighted as a concern. They were given subject specific ISAPs (which were sent home to parents) and invited to attend Faculty Intervention with LEC until 5pm

Student concerns to be monitored via the faculty reporting system by Lead Learners and Faculty Directors and DoL as appropriate: rigorous intervention to be put in place for Y11 students across the faculty & KS5 within departments.

24/07/2014 • KS5 students issued with ISAPs and intervention enforced by subject leaders. • PR1 - Any Y11 student who has multiple orange, red or a combination of the two was highlighted as a concern. They

were given subject specific ISAPs (which were sent home to parents) and invited to attend Faculty Intervention with LEC until 5pm

Timetable FTSA (HAT) protected lessons around faculty year 11 timetables to enable him to carry out targeted intervention with critical KS4 students. Key target groups should include C-D borderline and students not making expected levels of progress.

24/07/2014 HAT liaised with ZRB to co-ordinate this protection of FTSA time across the Faculty. • Jan 2014 - timetable put in place (managed by ZRB) prioritising intervention lessons and protected time for FTSAs.

Evaluation Processes : 1. Key student concerns will be identified by ALL staff necessary and intervention will have been put in place. Students should move away from this process as progress is made.

2. Evaluation of impact in terms of work set by class teacher.

3. Evaluation of long term outcomes by HOD/HOF in final results.

Overall Impact :

Priority : N/A

Objective : KS4: Increase attainment and levels of progress (and confidence) in Business Studies & Design Technology



Success Criteria : 70% A*-C GCSE Design in August 2014 including at least 70% 3 levels of progress for all groups.100% MAG & 50% TAG in Level 2 BTEC Business Studies including at least 100% 3 levels of progress for all groups.


Central tracking spreadsheet developed for GCSE theory and coursework elements for GCSE Product Design - held centrally. To be updated regularly by class teachers.

24/07/2014

Ensure that all BTEC Business Studies at Level 2 work submitted is marked within 48 hours with feedback. Development of comprehensive SOW required at Key Stage 4 & 5 – in particular BTEC Business Studies at Key Stage 4 for the new NQF BTEC 2012 specifications. • Ensure that all students know there targets

24/07/2014

GCSE Product Design - half termly testing using GCSE past paper questions for Year 11 students. The tests will provide SMART targets that pupils can work on immediately to improve. Provide after school/Saturday am catch up sessions.

24/07/2014

Intervention Timetable put into place for Year 11 GCSE Product Design Students and BTEC L2 students.

24/07/2014

No split groups in Year 10 and 11 to allow consistency in teaching all groups.

24/07/2014

Performance management targets set so that teachers are more accountable for identifying pupils that begin to under achieve or make little progress between tests and PR points. Department meetings used to create raise 'cause for concerns'. Intervention strategies to be implemented.

24/07/2014

Train Design Technology staff on exam board marking techniques to ensure key facts and terminology are being shared with students. Year 11 revision sessions for all groups starting February half term. Targeted intervention to ensure all students fulfill their potential. General revision workbooks/materials provided for all students by IRJH

24/07/2014


24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom Lead : Richards, Louisa

Objective : KS5: Improve attainment and retention at KS5



Success Criteria : Improve ALPs score at A level and IB by at least one grade and increase number of students opting to study Mathematics post 16


Change attitudes towards “acceptable failure” by • Ensuring students redo any tests they have underachieved on, in their own time. • Ensuring that they are aware of their progress and how it is tracked. • Encourage use of “Brain, book, body, boss”. MRK to write an independent learning leaflet for mathematics students. Students to update planners with results and targets set by their mathematics teachers. Develop a feedback log for students to have in their folders. (Sharing good practice from the review)

MRK 24/07/2014 Independent learner leaflet written and introduced. (On plannerlive and updated termly.)

“Brain, book, body, boss” posters in maths rooms as reminders.

Use of planner to log progress against targets has ensured students take ownership of their learning.

Consider dropping mechanics as an option for AS maths students due to poor module grades (mechanics still to be available to AS further maths students)

MRK, MLR 24/07/2014 All 2013-2014 group to take S1 as the applied option. Monitoring of S1 results of all groups. Changes in staffing from January 2014. Intervention lessons to be set up for S1 for targeted pupils from January.

Core and applied teachers to use and keep up to date departmental TIP tracker for all KS5 groups to show the intervention they put in place. Termly review at faculty meeting

MRK 24/07/2014 Sixth form teachers reminded to keep faculty TIP documents up to date in faculty meetings.

Develop skills within the faculty by collaboration between teachers that are teaching or have taught the same modules to • share skills • share good practice resources, • collaboratively look at past papers and examiners reports. • feedback from training To learn how to use autograph. Observation of lessons. FMSP training for teachers aspiring to teach new modules.

MRK, MLR 24/07/2014 Regular KS5 learning walks, lesson observations and discussions with staff.

One meeting was allocated to look at past papers and examiners reports. MLS and MNO feed back info on summer course Casio graphical training for use in A level lessons by Further Maths Support Network.

MRK met once a fortnight with new IB teachers in Autumn term to help with collaborative planning. IB coursework moderation took place with MRK, MNS and MLS in February.

Autograph purchased further training on how to use best needed- To use faculty time.

Ensure Maths IA is fully started in the Summer term of year 12 and all deadlines are placed on new managebac system Continue informing tutors and IB coordinator of any concerns.

MRK 24/07/2014 All homework and deadlines to be recorded on managebac.

IB Studies, standard and higher IA coursework to be fully started in summer term of year 12

External IB coursework training needed at all 3 levels. Time needed for moderation of coursework.( Straight after Feb half-term.) Support with project by discussions and sharing ideas and moderating between year 13 IB teachers and MLR. MRK and MNS have attended training on the new

MRK 24/07/2014 Part day off timetable for MRK, MNS and MLS to moderate coursework has taken place.

syllabus with a part of the training covering this

Improve AS and A2 performance ALPS by Deliver target help sessions for KS5 open to all students for all core and applied modules

MRK 24/07/2014 ALPS scores to be improved by at least 1 level. Help sessions on Fridays after school open to all students with year 13 helpers. MLR and MRK running after school help sessions on Monday for AS core topics, MLR and MHH to run A2 sessions on Monday, MLS and MNO to run S1 sessions Tuesday and MMC and MMR to run S2 sessions Tuesday. MAF to run additional S1 session for underachieving students during study periods. MRK running help session of on Fridays for all IB higher students.

Improved Provision and outcomes for Year 12/13 GCSE Resit Group by: Create a personalized and detailed scheme of work for the year 12/13 resit group. Attendance at GCSE resit groups to be monitored and families and tutors kept informed of any issues. Families should be engaged to support the critical endeavour of securing for all 18/19 year olds a level 2 GCSE pass in mathematics. (Alongside this, iGCSE might be considered).

MRK, MLR 24/07/2014 Staff reminded to keep departmental TIP up to date for resit group.

MRK to identify weaker higher Ib students and provide targeted intervention lesson once a fortnight.

MRK 24/07/2014 Students identified and timetable put in place. ZNS kept informed

New module not taught before (D2). (Further mathematics A2) to allow any combination of modules to be included in either maths or Further Maths A level, maximise the potential for higher grades in both A levels

MRK, MLR 24/07/2014 The 2 current further maths teachers to work through D2 and utilize resources from the MEI website, so at least 2 teachers gain experience from teaching this module. (Link to developing skills within the department section.)

Review SOW for A level and IB in July 2014 Current teachers to annotate time plans with extra resources or suggested changes of timings.

MRK 24/07/2014 Main focus on this will be in Summer Term.

RK to identify weaker AS students and provide early compulsory targeted intervention lessons with experienced A level teachers to be incorporate onto their timetables

MRK 24/07/2014 Students identified and timetabled lessons added to students timetables. ZNS kept informed.

Support students to chose correct course and improve Algebra skill Early assessment and action. • Test on induction and summer work in first week, any underachieving to attend intervention and do a retest. • Sixth form team kept informed at all stages to help advise students on alternative suitable courses if needed.

MRK 24/07/2014Test on induction and summer work in first week, any underachieving identified and closely monitored. Some students changed course to one more appropriate for their ability early on. Sixth form team were kept informed at all stages to help advise students on alternative suitable courses if needed.

To continue to make better use of MEI assessments and EDEXCEL past paper questions. MEI assessments are now incorporated into schemes of work. Teachers to review and feedback about the content and timings of these tests so any amendments can be made.

MRK 24/07/2014 MEI assessments are incorporated into schemes and work. Some assessments need amendments after staff feedback. Staff are using EDEXCEL past papers for homework and in the after school revision lessons in the Spring and Summer terms. MEI assessments are being used more frequently by all AS and A level groups.

To increase the uptake of A level mathematics after studying AS mathematics by: Promote the importance and applications of mathematics. Include more applications in lessons, encourage independent study and wider reading. Opportunities to take part in UK senior maths challenges. (Linked to improving AS grades in year 12.)

MRK, MLR 24/07/2014 Higher proportion of students continuing with mathematics in A2.

Students took part in Senior UK maths challenge. Some girls took part in UKMT Girls Olympiad. Independent learning materials on planner live, updated termly by MRK

SMSC observed in several sixth form maths lessons during departmental review.

Evaluation Processes : Analysis of IB and A level results summer 2014 by MRK and MLR for presentation to ZTN, ZMB, NS and governor during TIPs meeting, faculty meeting. Analysis of group sizes/exam grades compared to previous years Review of SOW/time plans to ensure best practice is shared/updated across the faculty

Overall Impact :

Priority : N/A

Objective : KS5: Improve the use of data to support progress.



Success Criteria : Plan assessment tasks to inform assessment points for 2013-2014.Students use exercise books to draft and complete tasks to be assessed regularly and ‘show progress over time’.Teachers give feedback in reference to AOs only.




Overall Impact :

Priority : N/A

Objective : KS5: Increase attainment in Product Design.



Success Criteria : At least 100% of students achieve MAG with at least 50% achieving TAG,


After school catch up help sessions to support students struggling with AS/A2 coursework and theory homework.

24/07/2014

Develop theory support materials - topic based learning booklets cross referenced with examination questions.

24/07/2014

Reverse engineer the A level specification and develop theory and coursework tracking.

24/07/2014


24/07/2014

Use Department data and SISRA/ALPS to monitor progress. 24/07/2014


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps Lead : Flanagan-Graham, Nicola

Objective : KS5: Innovation and Improving Attainment



Success Criteria : 1. Students are more aware of the learning journey and communicate more effectively with teachers.2. Students show less reliance on static platforms such as Planner live3. Parents are more situationally aware and rely less on direct contacts and static guidance such as FLIPs.4. Teachers are more 'tech savvy' and can amend, adapt, manage and create live content.5. Learners are more reflective and more able to share their experiences with teachers and other learners. 6. To improve attainment in AS and A2 Spanish.


Hums staff to create learning blogs for KS5 students.

24/07/2014 In progress since Sept - as well as Flipboard app being used in Geography. see https://flipboard.com/section/ks5-geography-bKiJ5o

Through Good to Outstanding in A2 Spanish . LJW to target intervention for KS5 students and to evaluate impact of FLA. . LHM to oversee PR data target impact in coordination with LJW.

24/07/2014 LJW currently meets with CLO Spanish AS student once per fortnight to discuss progress. LHM currently considering withdrawals of 2 students (out of 6) for summer AS exams. The students are more aware now of their targets during lessons and I have also introduced the EBI/WWW for their essays to give them more concrete targets. Still work to do here, but remains a very difficult AS course. We have to make sure the right students are on this course and that we retain them from Year 11 (school-wide issue).

Evaluation Processes : 1. HNF and HFW to revieww the use of elearning blogs through questionnaires and 'counter' numbers on individual blogs.2. LJW to target intervention for KS5 students and to evaluate impact of FLA.3. LHM to oversee PR data target impact in coordination with LJW. 4. LHM to evaluate point 4 with HNF and ZSH.

Overall Impact :


Objective : Leadership – Structure & Support: Re-stabilise leadership and management and develop further the clarity of the leadership roles and responsibilities across the faculty to work, strategically towards consistently good planning, delivery, assessment, tracking, and intervention; across all subjects and all key stages in the faculty.



Success Criteria : Clear planning, delivery, assessment and tracking and intervention in all subject areas and all key stages linked to Performance Management Targets (PMTs).All subject leaders meet all their PMTs in their annual review cycle.Greater clarity of roles and responsibilities of post-holders.Improved communication within subject areas and across the whole faculty.


Carry out a separate, short review of ASDAN (key stages 4 & 5) to determine and improve standards of planning, provision and outcomes.

24/07/2014

ICJE to meet regularly with the faculty subject leaders and work collectively with them to ensure that good planning, delivery, assessment, tracking, and intervention; is evident across all subjects and all key stages in the faculty.

24/07/2014

Increased, supportive learning walks by senior Enterprise staff, peer observation and marking reviews should be used to monitor consistency across the faculty. Time should be built in within faculty meetings to share good and outstanding practice and to plan together common behaviour management strategies.

24/07/2014


Overall Impact :

Priority : N/A

Objective : Leadership across the Faculty of Science to be Outstanding.



Success Criteria : All science staff are clear on their roles and responsibilities and of their colleagues.


Faculty Structure published with clearly defined roles and responsibilities for all colleagues.

SNH 24/07/2014

Learning Leaders to compare exam group PR data to National Averages and student targets to ensure that teachers plan appropriately and use appropriate interventions to ensure achievement.

SCB, SAW, SNH, SCH, SNM, SAT

24/07/2014

Learning Leaders to to ensure all SOW's are available and all lessons can be fully resourced

SNH, SAT, SCB, SAW, SCH, SNM

24/07/2014


Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum

Objective : Leadership across the faculty to be Outstanding.



Success Criteria : All staff are clear on their roles and responsibilities.Day to day management of departments is Outstanding.


Head of Catering to promote Level 3 catering to contribute to the technical baccalaureate route.

DAM1 24/07/2014

Head of PE and new 2nd in PE to have clear defined roles and responsibilities through job descriptions and to hold each other to account.

24/07/2014

Head of PE improve organisation on day to day basis. Including wet weather plans, forward planning for loss of spaces, ensuring equipment is monitored and always available to staff.

24/07/2014

Head of PE to lead of improving the standards of all the PE areas, including store cupboard, changing rooms and teaching spaces

24/07/2014

Head of PE to put into place consistent approach and support of the department for non kit/participation, sanctions, sharing concerns/achievements within the department, central department detention day. The Head of department will then hold others to account on these new procedures.

24/07/2014

Heads of Subject to ensure all lessons are fully resourced WRC, DAM1, SEP, SCW

24/07/2014

Heads of Subject to ensure SOW are available and updated in line with curriculum and specification changes

WRC, DAM1, SEP, SCW

24/07/2014

Heads of Subjects to compare exam group PR data to National Averages and student targets to ensure that subject staff plan appropriately and use appropriate interventions to ensure achievement.

PRM, DAM1, SEP, SCW

24/07/2014

Heads of Subjects to monitor progress of all groups and to work with individual subject teachers to ensure any necessary interventions are put in place.

WRC, DAM1, SEP, SCW

24/07/2014

The Head of PE must lead by example and hold others to account when necessary

24/07/2014

Evaluation Processes : Staff feedbackAchievement in each KS.Teaching and Learning is observed as OutstandingBehaviour of Students continues to be Outstanding

Overall Impact :


Objective : Maintain success rate of Btec Textiles 100% pass rate during the transition to GCSE textiles.



Success Criteria : Recruit Textiles staffExternal training with AQALink with another school – with a current successful course for mentoring and group standardisation


Following the appointment of a temporary staff member. We have now secured a permanent appointment.

31/12/2013

In house support to be given to S Liepina regarding coursework deadlines and planning.

24/07/2014

S Liepina recruited as permanent staff - Christmas 2013. Currently linked with other Textile staff (Laura Stormer)

24/07/2014

Evaluation Processes : Temporary teacher in place from September, now on a permanent contract

Overall Impact : Permanent contract from January 2014

Priority : N/A

Objective : Maintain the improvements in Drama GCSE results 83% in 2013 NA 73.3 70% in 2012 .



Success Criteria : 2013 -2014 forecasts - Drama to achieve 96.3% A-C


Tracking and Intervention for Groups: Track more robustly the on-going attainment and progress of students in groups and then intervene in a timely fashion to maximise impact: these groups to include gender, Ever 6, EAL, SEN(D) and the most able.

24/07/2014


Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Marking, assessment and feedback ensure students make rapid progress in English.



Success Criteria : Progress across the key stages is outstanding.


A wide variety of assessment strategies are used across the faculty.

ESB, EDL, EML, ESM, EEM, ELM, EOM, EDR, SET1, EGW

24/07/2014

Moderation ensures marking and assessment are effective.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, EDR, SET1, EGW

24/07/2014

RED weeks are used to focus on students assessment and progress review.

ESB, ENG, EDL, EML, ESM, EEM, ELM, EOM, EDR, SET1, EGW

24/07/2014

Evaluation Processes : Students receive quality, timely feedback. Students respond and act upon the feedback to make rapid progress. Teacher use accurate data and assessment to plan for progression.

Overall Impact :


Objective : Media KS5 Level 3 Creative Media and final year of A2 - develop, plan and embed the Level 3 course - All students on A2 achieve at least MAG



Success Criteria : - MF to attend training and receive advice from another school in MK- Devise units and SOW- Plan tracking

-all students to work at least towards MAG aim for TAG


MF attended training, liaised with other Media staff in MK SOW units planned Tracking planned and running

CMF 24/07/2014

Evaluation Processes : Schemes Of Work planned and in place.Training sourced and attendedCross moderation with external and internal media teachers

Overall Impact : Improved results from last session


Objective : Music GCSE Improved pass rate A-C D/C borderline target students A-A* exam techniques



Success Criteria : - Intensive workshops to aid completion of coursework ahead of schedule- “non” musicians to receive a block of tuition via external tutors- imperative that students attend all classes in the Terms prior to exam- students to attend revision classes after school


Workshops completed in Oct and Jan - successful ensemble workshop Non musicians have been offered extra tuition REvision classes are continually offered.

CSA, CDW 24/07/2014

Evaluation Processes : Attendance at after school session, effectiveness of music tutor support for underachieving students, success and marks achieved after the ensemble/composition workshops.

Overall Impact : Overall impact will be measured by PRs, improvement from PR2 to PR3 and final results.


Objective : Promote take up for A Level Drama



Success Criteria : Relaunch A level with more “practical” exam boardPromote the A Level and PA Btec courses


Actively recruit A Level and Btec students by promoting these courses to YR 11 and at Open Evening

24/07/2014

Actively recruit A Level and Btec students by promoting these courses to YR 11 and at Open Evening

24/07/2014

Evaluation Processes : Notable increase in students wishing to continue with Drama into KS5 and Performing Arts.Increased confidence in new Head of Drama

Overall Impact : Final numbers wishing to study A Level Drama, Performing Arts and possibly IB

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress , KIP H BLACK (ZRB/ZVP): The Development of the New KS3 & 4 Curriculum , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps

Objective : Pupil Premium: Raise standards for all students



Success Criteria : Ever 6 students to achieve 80% 3 levels of progress at GCSE and 2 sub levels of progress per year at KS3.


Additional maths teacher employed to allow smaller class sizes in all yr groups

ZTN, MLR 24/07/2014

Ever 6 data added to spread sheets, and seating plans in faculty folders, to ensure all staff are aware of E6 students and can offer additional support in lessons

MMC, MMR, MLR

24/07/2014

Feb half term revision sessions for yr 11 set 8 and set 9 to prepare students for their mock in March

MMC, MLR 18/02/2014

Investigate providing exam packs for E6 students to ensure they can access all the questions within tests

MLR, ZTW 24/07/2014

May half term intervention session offered to all students to ensure they are thoroughly prepared for their GCSE exams

MMC, MHH, MLR

24/07/2014

One to one afterschool intervention offered to all set 8 and set 9 E6 students.

MMC 24/07/2014

Termly meeting with TLR holders to ensure all E6 students are on target and review what intervention is available if required

MMC, MRK, MMR, MLR

24/07/2014

Workbooks provided for yr 7 and yr 8 students to support underachieving students narrow the gap

MMC, MMR, MLR, ZTW

24/07/2014


Overall Impact :

Priority : N/A

Objective : Pupil premium: Raise standards for all students (and staff awareness).



Success Criteria : Ever 6 students to achieve 80% 3 levels of progress in BTEC L2 and GCSE and 2 sub levesl of progress per year in KS3 Computing.


Easter revision sessions for GCSE/AS/A2 Product Design. 24/07/2014

Ever 6 data to be added to all tracking spreadsheets in KS3/KS4/KS5. Ever 6 data to be added to seating plans in the Faculty Folder.

24/07/2014

Investigate the possibility of producing exam packs for GCSE/AS/A2 Product Design and ICT so that Ever 6 students can access all the questions withing the tests. Load into the VLE.

24/07/2014

Termly meetings with TLR holders to ensure that all Ever 6 students are on track and review what intervention is required.

24/07/2014


Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community (ASCL SEF criteria - 2013 Section 7.4 Behaviour and safety of pupils at the school )

Objective : Relaunch of the Behaviour Policy & Procedure



Success Criteria : Updating of policy procedure following faculty pilots - April 2013Re-Ratification and Republication - May 2013Launch to staff - whole staff meeting - May 2013


Launch new behaviour pilot to all staff 31/08/2013

regular meetings of the climate purple group to move behaviour from good to outstanding

ZLB, ZTW 18/07/2014


Overall Impact :

Priority : N/A

Objective : Relaunch of the Behaviour Policy and Procedures



Success Criteria : Updating of policy, CODE procedure following faculty pilots/working gsoupRepublication & re-ratifications


Update policy & CODE procedure ready for September 2013 launch to staff

ZLB, MAB, PRINCIPAL, ZRB, ZTN, ADW, ZTW, JEW

18/07/2014

Evaluation Processes : ....

Overall Impact :

Priority : KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps , KIP J GOLD (MAB/ZSH): The Consolidation of Outstanding Leadership & Quality Performance/Assurance at Every Level: governance, through senior, middle & in the classroom

Objective : Roll out a Faculty Folder to individual teachers so that all relevant data pertaining to their teaching groups and academy systems are readily available



Success Criteria : Any dip, any observation - faculty folder takes pride of place in the possession of the teacherThere is clear evidence that the data is being used to good effect - e.g. planning for personalisation, SEN, SMSC, EAL etc. Ultimately we would be able to measure the impact of the coherent gathering and access to key data on outcomes for learners - particularly more vulnerable (groups)


Consulting on the contents and style of the handbook

ZLB, MAB, PRINCIPAL, ZRB, LEC, ZSH, MHH, PRM, ZTN, SAT, ZTW, EGW

31/07/2013

Explore the possibility of cost-reasonable outsourced publication of the final document

MAB, PRINCIPAL, ZSH 21/07/2013

Evaluation Processes : Staff questionnaire - Xmas 2013, summer 2014 led by ZSH - Survey Monkey - clear evidence that TEACHERS feel this is of real value and can demonstrate it has impacted on their planning and progress outcomes for children - with specific examples being required.

Overall Impact :

Priority : N/A

Objective : Students identified in vulnerable groups make at least the expected progress in each Key Stage.



Success Criteria : Students identified as SEN, FSM, Ever 6, and/or EAL to make outstanding progress within their Key Stage.


Termly meetings with TLR holders to ensure that all vulnerable students are on track and review what intervention is required.

SCB, SAW, SNH, SCH, SNM, SAT

24/07/2014


Overall Impact :


Objective : Students in vulnerable groups make expected progress or better (narrowing the gap).



Success Criteria : Students identified as FSM, Ever 6, EAL and SEN make outstanding progress.


Parents of vulnerable students understand how to support their child in English.

ENG, EDL, EML, ESM, EEM, ELM, EOM, EDR, EGS, SET1, EGW

24/07/2014

Students in vulnerable groups are identified on seating plans, and lesson plans.


24/07/2014

Teacher develop provision for students in vulnerable groups at lesson level.


24/07/2014

Teachers use TA support effectively. ENG, EDL, EML, ESM, EEM, ELM, EOM, EDR, EGS, SET1, EGW

24/07/2014

Vulnerable students who underachieve receive timely and effective intervention.


24/07/2014

Evaluation Processes : Students identified as FSM, Ever 6, EAL and SEN make outstanding progress demonstrated in PR points. Teachers make use of data to plan for the progression of students in vulnerable groups. Pupil premium funding is used effectively in English to ensure outstanding progress.

Overall Impact :

Priority : N/A

Objective : Students' learning progresses as a result of their responding to teacher feedback



Success Criteria : Quality assurance shows that students are actively responding to feedback - book trawls and talking to childrenThrough talking to children, students clearly have more pride in their workImproved attainment and progress as a direct result of responding to feedback



Evaluation Processes : Reviews of student work and student interviews by faculty leaders, ZSH, ZTN at the end of each Red Fortnight: Fed back into SLTFeedback shapes next Red FortnightDissemination of best practice through SLT

Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback Lead : Weir, Dianne

Objective : Students respond to feedback from staff which leads to greater rates of progress



Success Criteria : 100% of students respond to feedback from staff during RED (review, enhance, demonstrate weeks)

All subject areas undertake at least one of these weeks in the first year in Y7 and 8 this is then rolled out to other KS from Sept 2014


1. How do we move forward with the Red Hot Weeks? 2.Format of the student sheet 3 Foci for departments 4.Performance management targets 5 Next meeting and action points 1.Red Hot Weeks to be decided by Faculty/Subjects Foci for the Red Hot Weeks also to be agreed by Faculty/Subjects 2. Format of the student sheet to include : foci (challenges), refine, evaluate, development sections(s) and column for assessing student success ( pupil speak - I am Red Hot and totally confident, I and working towards being confident, I am still unsure. Rewarding success through vivos 3. Each subject to decide on the foci (challenge) for the Red Hot Weeks. Trial with Yrs 7 and 8 - in the final term questionnaires to be completed by students and staff to evaluate success of trial. It will be vital that Red Hot weeks are spread evenly throughout the academic year to avoid too many subjects holding Hot Weeks at the same time ( too much for students to deal with) 4. It was suggested that a generic target could be implemented for the Red Hot Week team 5. DW to discuss progress to date at the DOF meeting on Thursday 12th Sept MBolam to draft the outline of the student template sheet and disseminate to the Red Hot Team for discussion 26/9/13 Minutes Minutes Red Hot (sub.meeting) 26/9/13 D1 3.20pm Present: DWeir ,

24/07/2014

LSaunders ,RPunian, MABolam, ABevilacqua Apologies: LSkinner, YTervit, SGulati, AAbraham, DRaymond, SVerrall, GStapleton, LPayne TNelson Agenda: 1.Draft rationale Red Hot Weeks 2.Subject templates/recording information – best options for individual subjects 3. Red Hot weeks timings, Calendar dates 4.Moving forward, next steps, actions. 1. DW presented overview/rationale behind the Red Hot Weeks as below: Red Hot Week(s) rationale Objectives: Review Enhance and Demonstrate • Staff should discuss and negotiate within subject areas the nature of the Red Hot Challenges for an agreed period prior to the Red Hot Week. This should be in line with current Schemes of Work. • The Red Hot week is an agreed time within subject areas for students to forensically consider how to improve and demonstrate skills already acquired in the period leading up to the Red Hot Week • Oral feedback is core to Red Hot weeks, teaching/support staff should aim to have formative discussions with the target student group to ascertain if students understand and can demonstrate acquired skills • Subject templates and dates for Red Hot weeks to be added to Faculty folder • Students should complete their Red Hot Sheet after verbal feedback with their teacher • How do students measure success? Students should collate their Red Hot sheets (into a file/folder/exercise book) and reflect at the end of every term/2nd term – have I made progress? Have the Red Hot challenges improved my learning? • How will staff measure success? Have the students improved specifically with their Red Hot Challenges over a given period of time? “Drop in” – subject staff to drop into each others lessons when Red Hot Weeks are in place to monitor effectiveness. 2. Subject templates and recording information: The draft template/recording sheet for students was discussed and several

changes were felt to be required. Some subjects may wish to adapt the templates but the core information should remain constant throughout. Storage of the sheets to be decided within subjects, some subjects may wish to paste the sheets directly into exercise books, some subjects may wish to keep the sheets for each class in folder. 3. Timings of the Red Hot Weeks: it was agreed that to have most impact and heighten importance RH weeks should take place at the same time throughout the academic year. However where subjects have less contact time than others with students the RH weeks could be fewer in number. It was suggested that the RH weeks could be implemented prior to PRs. 4. Next steps/actions: • DWeir , LSaunders ,RPunian, MABolam, ABevilacqua : to produce a sample subject template by Thursday 3rd October - DW AB completed 2/10/13 • RPunian to produce a PPT presentation to whole staff at next whole staff meet (and at DOF 17th Oct.) • DW to collate dates for proposed RH weeks from subject leaders to be included in the calendar (by 17th Oct) • Launch date – January 2014 for Years 7 and 8, • Review and refine the RH Weeks success/progress/effectiveness at the end of term 5 through staff and student feedback - DW email PM targets to Red Hot members - completed 29/10/13 Next meeting 5th November DW to feedback discussions for DOF meeting MBolam to have emailed draft student sheet - discuss and finalise at meeting

5/9/13 STUDENT TEMPLATE MBolam to draft the outline of the student template sheet and disseminate to the Red Hot Team for discussion and feedback. Red Hot team to feedback by 16/9/13

24/07/2014

5/9/13 MBolam to draft the outline of the student template sheet and disseminate to the Red Hot Team for discussion and feedback. Red Hot team to feedback by

24/07/2014

16/9/13 Template sheet completed and launched at staff inset day Jan'2014

Evaluation Processes : Lesson dips, sample book reviews and interviews with students during faculty QA shows that students have responded to feedback (Review, Enhance, Demonstrate)

Overall Impact :


Objective : The role of the personal tutor is judged as outstanding



Success Criteria : -Quality assurance processes indicate that tutor time is a productive, well-managed and valued part of the learning day. The following will be considered during the QA weeks:-Tutors demonstrate confidence in using attendance and punctuality data, CODES processes within tutor time are being used successfully.-Tutors follow the weekly tutor time activity schedule - the schedule reflects what is seen during the tutor observations.-Theme of the Week ideas are observed during tutor sessions.




Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback , KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress

Objective : Through a pilot with the Global Citizenship Faculty to develop a platform for better engagement between teachers, students and familites



Success Criteria : Students more fluid in voicing their opinions and in feeding back to staff Parental engagement in learning is also improved.............l


Colour group meetings every three weeks

ZRB 31/08/2014

Evaluation Processes : Student survey which looks to...Staff survey which looks to...Parent survey which look to...

Overall Impact :


Objective : To develop a world class NQT programme which helps produce consistently outstanding teachers



Success Criteria : 100 % awarded QTSAll feedback from NQTs is good or betterAll NQTs to be good or better in all observations and through all QAAll NQTs feel supported and valued on their journey



Evaluation Processes : Questionnaires to NQTs in term 1 and 3

Feedback from mentors (monthly) End of term assessments (terms 2,4 and 6) Feedback at principal welcome/ settling in meetings

Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working

Objective : To embed fully the Restorative Practices framework through tutor time (operationally led by ZVP & ZLB)



Success Criteria : All students 7-11 to fully understand the concept of restorative practiceAny visitor to any tutor session each Friday should witness effective circle time in action


First planning meeting MKA, ZLB, MAB, PRINCIPAL, SCB, EEM, EOM, ZTN, SKW, ZTW

03/07/2013

RP Champions to disseminate training to all tutors (led by ZSH)

02/09/2013


Overall Impact :


Objective : To improve standards of reading



Success Criteria : All students will engage with the system once per fortnight this will lead to progress in reading levels as shown by star tests and general reading tests.

Term 1 targets of 40% of students participation (pass rate of over 80%) Term 2 targets of 60% of students participation (pass rate of over 80%) Term 3 10 % increase per term from then until 90%



Evaluation Processes : Review participation and success rates each term

Overall Impact :


Objective : To improve the reading ages of Year 7 and Year 8 student.



Success Criteria : Embed the use of Accelerated Reader so 80% of year 7 and year 8 students are actively using the programme by July 2014.



Evaluation Processes : Accelerated Reader diagnostic report will show participation levels of students. Reading ages will be assessed in late July 13.

Overall Impact :

Priority : KIP C RED/PINK (ZTN/SAT/LLC). The Securing of Exceptional Progress Through Quality Learner Questioning, Assessment & Feedback

Objective : To improve the validity and reliability of assessment especially in year 12.



Success Criteria : PR data is the same as final exam results (FOG = exam result)PR data is effectively and successfully used for early intervention both in curriculum and pastoral teams.KS5 teaching staff are skilled in teaching to the assessment objectives.Targets in reports are SMART and have impact on progress


Compare FOG and Actual Grades

CSA, CLB, HMB, ZRB, XNB, MMC, LEC, WRC, HNF, CMF, HEG, CJG, PJH, SNH, SCH, ZSH, MHH, ICJ, DRJ, MRK, DAH, CAL, PAL, PRM, ESM, IVM, MAM, LHM, DAM1, ITN, ZTN, SEP, IZR, MLR, HKR, ZNS, HET, SAT, SET1, CDW, HFW, EGW, SCW

01/09/2014

Red group meeting to review whole PR process and set up the cycle for next year

LEC, ZTN, MLR 01/04/2014

Review MPR KS4 &5 via SLT and Facs Use this to inform next PR

LEC 07/03/2014

Evaluation Processes : The final exam results will be compared using SISRA to ascertain whether they match the PR forecasts.QA will show that assessments are planned and linked to the exam board specification and objectives.QA will show that targets are SMART and are used by staff and students to have impact on progress

Overall Impact : Feb 2014- QA Shows that targets are much SMARTER but still some variation between faculties

Priority : N/A

Objective : To promote the work of the purple climate group



Success Criteria : Outstanding behaviour in the Academy




Overall Impact :

Priority : KIP G BLUE/BLACK (ZRB/ICJ). The Use of eLearning & Technology alongside other initiatives to Enhance Motivation & Rates of Progress

Objective : To promote, manage and evaluate an enhanced level of learner engagement via eLearning blogs which will comprise learning resources, lesson evaluations and comments (from both Students and Staff)



Success Criteria : 1. Learners from specific teaching groups using the blogs to support their own learning2. Selected parents making use of the blogs and providing impact evaluation for their children3. Reduced reliance on existing platforms such as planner live or fronter



Evaluation Processes : There will be a series of three dip evaluations taking place in January 2014, April 2014 and September 2014. Each of these evaluations will consist of the following:

1. Student questionnaire

2. Staff Questionnaire

3. Parent Questionnaire

4. Practical review of at least three of the blogs

5. Technical review and update

6. Student interviews

Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP D YELLOW (DoL) The Embedding of Literacy Across the Curriculum and the Academy , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working (ASCL SEF criteria - 2013 Section 7.6 Extra: the school’s promotion of students’ spiritual, moral, social and cultural development ) Lead : Mayles, Becky

Objective : To raise the profile of SMSC in tutor time



Success Criteria : Students and staff will be able to explain SMSC and its importance. Number of indicidents related to poor behaviour, racist and prejudical attitudes will be reduced, as students demonstrate positive behaviours towards other people's values and cultures and right from wrong.


After 2 terms sourcing feeback on SMSC.

CLB, WRC, HKR, HET, SCW

20/12/2013 From students on SMSC in tutor time, through questionnaires and student voice. Feedback from tutors. Finding out what the students would like to be included in the programme, which can then be used to inform future planning.

Each form room will have a reflective orange tree.

PRM 20/12/2013 Initially this will be pinned on the form board. Tutors will have green (leaves) and orange tickets. Students will complete the tickets as and when they feel appropriate. On the orange tickets students will highlight achievements, things they are proud of, which themselves or the form tutor can share with the rest of the form group. On the green tickets students will ask questions, seek more information, share concerns, share ideas for acitivties in tutor time and within the academy. Form tutors may use the green tickets to inform tutor time planning/circle time. They will pass on to relevant staff to address the points raised. Tutors will feedback to WRM on the success. If successful will introduce a

sculptured tree, for visiual impact.

Informing tutors of the delivery of SMSC during tutor time, including expectations and the availability of resources.

CLB, WRC, HET, SCW

03/09/2013

Planning and resourcing tutor resources for first two terms.


31/08/2013

Reviewing the years programme, through evaluations from students, tutors and Progress leaders, to inform planning next years programme, for KS3 and KS4.

ZLB, WRC, PRM, HKR, HET, SCW

14/07/2014

Using feedback from students to plan the next 4 terms of SMSC in tutor time


23/05/2014

Evaluation Processes : Questionnaire: Staff and students, on understanding of SMSC and feedback on the tutor time activities. Data analysis- comparing 2012/13 data with 2013/14 and then 2014/15, looking for a reduction in the number of incidents of poor behaviour, inparticular the reduction of racist reports and prejudical behaviours. Work closely with the climate group and Progress Leaders, on analysis of data and reports on progress on these reductions during the academic year.

Overall Impact :

Priority : N/A

Objective : To reduce the absence of poor behaviour and to promote the prevalence of positive behaviour in which student's attitude and actions add to the ethos for learning



Success Criteria : Reduction in negative behaviour ( negatives on sims and exclusions) and increase in positive behaviour ( positives on sims and vivos)


monthly monitoring of key data

MKA, PBB, ZLB, MAB, PRINCIPAL, RAH, PJH, SSH, DXH, MAM, ZTN, LJS, ZNS, SET1, ADW, ZTW

31/08/2013


Overall Impact :

Priority : KIP A GREEN (MHH). The Active Promotion of Independent Learning in All Students , KIP I SILVER (ZTN/ZTW): The Raising of Standards of Achievement for All - Emphases on Post-16 & Narrowing the Gaps Lead : Whiteman, Toni

Objective : To reduce the gap between all vulnerable learning and whole cohort



Success Criteria : Attainment gap is narrowed between each vulnerable group and whole cohort


regular monitoring at each PR point and intervention planned

ZTN, ZTW 18/07/2014 At PR1 all cohorts within vulnerable groups are making suitable progress. Monitoring sheets attached as eveidence.


Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community (ASCL SEF criteria - 2013 Section 7.4 Behaviour and safety of pupils at the school )

Objective : Tutor time is judged as outstanding



Success Criteria : Quality assurance of the role of the tutor, effective use of tutor time, lead lessons and themes of the week demonstrates that the time spent with a personal tutor is of obvious benefit to students.


How to be an outstanding tutor INSET delivered in September 2013. Building upon training given in September 2012.

03/09/2013

KS3 and KS4 Tutor handbooks for 2013-2014 produced. Handbooks will be observed to be used in tutor time activities/referred to by tutors during quality assurance programme.

24/07/2014

Quality Assurance programme for tutor time planned and implemented throughout the year with the support of progress leaders

24/07/2014

Theme of the Week booklet 2013-2014 produced to include lead lesson rotations for SLT, PL and tutor groups

24/07/2014

Evaluation Processes : Quality assurance observations (as per the Academy QA cycle throughout the academic year) indicate that tutors are following the tutor time activities, using the theme of the week booklet effectively and following CODES expectations for attendance and punctuality as per the tutor handbook.

Progress Leaders and Assistant Principal will complete the quality assurance process using an adapted version of the faculty QA learning walk proforma on the following weeks:xx

Outcomes and findings will be shared with tutors during tutor team meetings on Tuesday mornings/afternoons. Key information will be shared with SLT during Thursday morning SLT meetings.

Further action as appropriate will be taken with specific tutors, if areas for individual development are identified.

Overall Impact :

Priority : KIP B PURPLE (ZTW/ZLB). The Securing of Outstanding Behaviour: for learning, climate & community , KIP E ORANGE (WRM/ZVP). The Building of Character & Positive Community Climate through Embedding SMSC and Partnership Working (ASCL SEF criteria - 2013 Section 7.6 Extra: the school’s promotion of students’ spiritual, moral, social and cultural development )

Objective : Underpin personal tutor time with well planned and evaluated activity around SMSC and Life Skills



Success Criteria : Concrete evidence of SMSC outcomes in all year groupsClear linking of Lead Lesson themes with tutor activity - driven by lead lesson leaders......


Deliver tutor time materials to support the theme of the week for each lead lesson - year appropriate

ZLB, MAB, PRINCIPAL, SSH, ZTN, ZTW

31/08/2014

Evaluation Processes : Student & staff Survey Monkey - February 2014

Overall Impact :


Objective : Using dedicated ELearning Blogs, build a system of learner engagement for a group of Global Citizenship teachers. Each teacher will select one class that they teach and produce an eLearning blog. This blog will enable learners and their parents to better engage with the learning journey, have better access to learning resources, be better informed about the learning process and develop a more critical approach to the quality of learning experiences.



Success Criteria : 1. Learners exhibiting a more proactive approach to learning2. A Greater awareness among learners about things like course deadlines, homework, milestones (PR Points, exams)3. Students being more willing to share their concerns with teaching staff and other learners.4. Parents shifting their attention away from static FLIPs towards a more active and engaging format (the blog)5. Teachers being more tech savvy and more willing to experiment in the future.




Overall Impact :

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