Part One: Key Areas of Development: 2015-2018

Part One: Key Areas of Development: 2015-2018

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Strategic Plan 2015-2018

Part One: Key Areas of Development: 2015-2018

  • Guiding Statements
  • Teaching and Learning
  • Leadership and Management
  • Faculty and Support Staff (HR)
  • Access to Teaching and Learning (Student Services)
  • School Culture and Partnerships for Learning
  • Operational Systems

Part Two: Curriculum Development

PE

Primary: Foundation stage

Maths

Literacy

Science

Creative Curriculum

Computing

The Arts: Music, Art

MFL

Assessment

Senior:Maths

English

Humanities

Science

English

Languages and Culture

Creative Arts

Performing Arts

Strategic Headlines

  • To build on BISR’s heritage in Riyadh and to enhance its international reputation as a world class school.
  • To nurture a vibrant community of happy, confident, lifelong learners of all ages who are mindful of our world and of their role within it, whilst holding a desire to protect and care for it.
  • To maintain and develop the high standards of achievement through a commitment to personal development and a broad, balanced and challenging curriculum underpinned by the BISR Mission and Motto.
  • To ensure that the school attracts, retains and develops appropriately skilled and high quality teaching and support staff.
  • To improve communication with the wider community.
  • To provide high quality facilities through effective and responsible governance and leadership and management for the on-going and future needs of the school.

Key Targets

  1. Respond to all CIS Report Recommendations.
  2. Develop the VLE so as to provide an outstanding service to

students and parents

  1. Achieve Green Flag Award
  2. Decide on Relocation or Redevelopment of existing site.
  3. Deliver MoE curriculum requirements
  4. Review and update recruitment and finance systems.
  5. Develop a system of recoding non-academic activities.

Guiding Statements

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2016-2018
the Board of Governors clarifies the Vision of BISR. A1 / Board of Governors / By June 2015 / Publication / Time
A team is established in order to undertake a formal process and define indicators to assess the school’s success in achieving its aims as set out in its Mission Statement. A1 / Principal and SLT / By November 2015 / Publication of analysis / Time
Ensure the School Board take full responsibility for developing the strategic direction of the school, through a clearly stated vision and evaluation of their impact on raising achievement. A1 / Board and SLT / June 2016 and on-going / Publication of Vision / Time
A team is established in order to undertake periodic, data-driven reviews of the school’s Mission Statement. A1 / SLT and team of stakeholders / December 2015 / Publication of results / Time
the Senior Leadership Team (SLT) undertakes an analysis of its curriculum documentation from the Foundation Stage to Key Stage 5, in order to become more informed of the vertical alignment of the Appreciation of Diversity Policy. A2 / SLT / December 18 2015 / Analysis and publication of results / Time
Establish a committee made up of representatives of all stakeholders to Review and revise, if appropriate, the Mission and Motto / Board / June 2016 / Revised Guiding Statements
Review admission policies to ensure alignment with the School’s Mission. / Board / June 2016 / All accomplished / Time
The School undergoes a second BSO inspection. / SLT / December 2017 / Inspection report published

Teaching and Learning

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2017-2018
The school develop a school-wide definition of high quality learning. / SLT / September 2015 / Publication as part of Guiding Statements / 
The Senior leadership Team and staff publish and implement an agreed Assessment policy B7 (F and KS1) B8 (KS3), B7 (F and KS1) / PLT / September 2015 / Publication of document / Time / 
Train all staff in the effective use of Assessment data to track student progress and to implement aspirational student targets. B10 (F and KS1) / SLT and Asst Heads / December 2015 / Training complete / Time
Start to develop teaching strategies to deliver Building Learning power to create increased student centered learning. / ELT and others / Initial INSET Aug 15.
PM/Probation Observations done in Winter term.
Review in May 16 through PM reflections. / Lesson Observations show some BLP strategies in action which are reviewed after a period to determine effectiveness / Time for training
Develop the VLE to support learning and provide training to enable staff to utilize this effectively. / Homework and other materials regularly go through VLE / LD and Staff / Time
The Primary Leadership Team and Curriculum Leaders ensure that proper review of the Creative Curriculum is undertaken to uphold the Mission Statement. B1 (FS and KS1). / Creative Curriculum -coordinator / June 2016 / Revise, complete and revisions made / Time & review
Vertical articulation is strengthened across the school. B3 (FS and KS1) B10 (F and KS1) / SLT, Subject coordinator, Curriculum Leaders / On-going / On-going / Meeting time
The senior school Curriculum Leaders and staff prioritise horizontal articulation to support student learning. B3 / Curriculum Leaders / On-going / Curriculum mapped / Time
The Senior Leadership Team and Curriculum Leaders ensure students have opportunities for self-assessment that contribute to individualised goal-setting to support student learning. B8 / SLT, ELT, Curriculum Leaders / On-going / All students set goals in all subjects / Time
The Head of Senior School and Curriculum Leaders ensure that moderation of student work is carried out across all departments on a consistent basis to support student learning. B6 / Curriculum Leaders / On-going / Moderation on-going / Time
The Senior School Leadership Team, through reverse articulation, clearly map the skills and concepts needed for each subject from Key Stage 5 through to Key Stage 3. B3 / SLT, All PoRs / June 2017 / Mapping complete. Revisions on-going / Time
The Head of Senior School Key Stage 4 and Key Stage 5 Curriculum Leaders ensure that the performance of students is shared across curriculum areas to enable staff to share best practice and maximise student attainment. B8 / SLT, ELT, Curriculum Leaders / On-going / Data available / Time
The Head of Senior School and Key Stage 4 and Key Stage 5 Curriculum Leaders ensure that data and best practice are shared amongst departments to maximise student attainment B8 / SLT, ELT, Curriculum Leaders / On-going / Data shared / Time
The Senior Leadership Team and staff review the curriculum to ensure appropriate emphasis on the progression of skills, content and knowledge. B1 Vertical / SLT and all teachers / June 2015 / Review complete / Time
The Senior Leadership Team provides professional development to ensure that assessment data is effectively being used in all Key Stages. B1 Vertical. / SLT / June 2015 / Assessment data used effectively / Time
The Senior Leadership Team and staff ensure consistent differentiation and varied teaching strategies across the school to challenge and engage students in their learning. B6 (KS 4 and 5) / SLT and all teaching staff / June 2016 and on-going / All abilities challenged / Time
The Senior Leadership Team and Curriculum Leaders give staff more opportunities to effectively plan the Teaching and Learning programmes to strengthen the articulation both vertically and horizontally to support student learning. B3 Vertical / SLT / On-going / Scheduled Meeting time / Time
The Curriculum Leaders and staff across all Key Stages make reference to the resources, the multi-disciplinary experiences, assessment opportunities and the teaching methodologies in their planning documentation. B3 Vertical / Curriculum Leaders, Subject Coordinators / June 2015 / Curriculum documentation complete / Time
The Senior Leadership Team and staff ensure the full alignment of the development and awareness of learning styles across all stages and in all subjects to support student learning. B6 Vertical / SLT / June 2015 / Awareness raised / Time
The Senior Leadership Team implements an agreed, whole-school Assessment Policy to support student achievement. B8 Vertical / SLT / September 2015 / Assessment Policy published / Time
The Senior Leadership Team develops and implements transition policies for each Key Stage. B9 Vertical / SLT / September 2015 / Transition Policy published / Time
The Senior Leadership Team creates a system for recording and reporting non-academic achievements and success to support the Mission Statement of the School. B10 Vertical / SLT and Data manager / September 2015 / System in place / Time
Consider the use of flip learning to aid the development of application of knowledge. / Leadership throughout the school through team meetings at management and department levels / Action plan(s) for implementation ready for June 16
(May be separate ones for primary and senior) / Action plan created and agreed by all levels of management / Time
Embed aspects of the flip learning approach to learning. / All staff / Some measurable movement towards this style of learning by the end of June 17 / Lesson observations and homework evidence that flip learning is starting to take place. / Time

Governance and Leadership

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2017-2017
Review the entire curriculum and consider the most appropriate structure of the school week. / SLT and all staff / June 2016 / Review complete / Time
The Board approve a Strategic Plan for the period 2015-2018 / Board / September 2015 / Publication / Time
The Board of Governors clarifies, as a matter of urgency, the Vision of BISR to the whole school community. C1 / Board / September 2015 / Greater awareness among the community
The Board review and revise the Constitution to ensure alignment with Ministry of Education directives. / Board / June 2016 / Constitution published
The Board of Governors commits to the systematic appraisal of its governance organisation and effectiveness to support the Mission Statement. C4 / Board / June 2015 / Self-evaluation complete
The Board of Governors participates in formal, externally facilitated training to support the school’s Mission. C1 / Board / June 2016 / Training complete
The SLT clarify the PGCE program to parents. / SLT / September 2015 / Letter sent to parents and posted on the VLE / Time
The Board and School leadership review the SALWA SLA / Board sub-committee / December 2015 / Agreement reached with BAE / Time
The Board of Governors and Senior Leadership Team produce a whole-school Strategic Plan which provides Educational and Financial plans for the short, medium and long term, which is explicitly tied to the Mission Statement. C5 / SLT / June 2015 / Strategic Plan published / Time
The Board of Governors measures the school’s success in putting its Mission and Objectives into practice... C1 / SLT / December 2015 / Survey complete and report published / Time
Research programmes for curriculum mapping / SLT

Faculty and Support Staff (HR)

Strategic Target / Who (job title) / By When / Success Criteria / Cost / 2015-2016 / 2026-2017 / 2017-2018
The Senior Leadership Team review communication strategies to parents regarding the school Recruitment Policy, especially local hire appointments and the Post-Graduate Certificate of Education placement programme. D1 / SLT / September 2015 / Greater understanding / Time
The Senior Leadership Team investigates ways to improve the rigour of the background police checks for non-teaching staff and, in addition, review the procedures for all staff, particularly those not recruited from the UK. D4 / HR Manager / On-going through 2015-2016 / System in place / TBC
The Senior Leadership Team reviews Performance Management policies and procedures to ensure accountability in monitoring the quality of Teaching and Learning. D5 / All PoRs / In place 2015-2016 / System in place / Time
Further strengthen staff recruitment and retention policies and timings to be more effective. / HR Manager / June 2016 / Improved metrics for recruitment and retention
.Introduce on-line references / HR manager and team / December 2016 / System in place / TBC
Use SIMS to administer payroll / HR manager/Data manager / December 2016 / System in place / TBC
Continue process of moving towards a paperless office through use of Swordfish / MR manager and data manager / June 2016 / System in place
Develop use of technology in the recruitment process, use of video to ‘showcase the school. / HR Manager / June 2017 / Video uploaded onto the website. / TBC
Introduce a recruitment package where candidates can upload applications, CVs etc. / HR Manager / June 2017 / Introduction of such a system
Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2017-2018
The HR department introduces a system of on-line references. / HR Manager / December 2015 / System in place / TBC
Background checks introduced for non-teaching staff, / HR manager / December 2015 / All staff have background checks where possible / TBC
Introduce BlueSky Professional Development Package to provide
  1. paperless Performance Management
  2. online CPD course applications
  3. a formal CPD feedback process
/ PD Co-coordinator / December 2015 / All staff completing their PM and course applications using BlueSky / Approx. 340000SAR
(Approx. £5500)
Provide more opportunities for in-house Professional Development / PD Co-coordinator / June 2016 / Staff have attended more PD in school / None
Stock the Professional Development library with up to date research, books and periodicals / PD Co-coordinator / December 2015 / Staff library is well stocked / 5000SAR
Introduce an in-house peer coaching programme / PD Co-coordinator / June 2016 / Coaching programme is in operation / None
Develop the use of social media as a professional development tool / PD Co-coordinator / December 2015 / Social Media sites functioning / None
Introduce funded Action Research Projects (4) / PD Co-coordinator / June 2016 / Action Research Projects submitted / 12000 SAR
Introduce Professional Learning Visits / PD Co-coordinator / June 2017 / Professional Learning Visits taking place / Approx. 340000SAR
(Approx. £5500)
Expand the use of BlueSky to enable teachers to develop comprehensive online portfolios / PD Co-coordinator / June 2017 / Staff have BlueSky portfolios
Bluesky being used by all staff to full potential / PD Co-coordinator / June 2018 / Approx. 340000SAR
(Approx. £5500)

Access to Teaching and Learning (Learning Support, EAL, Counselling, AGT)

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2017-2017
Learning Support: In set training for ISAs during inset weeks/days. / DoSS / Throughout the year / ISAs are available for inset days / 272 SAR per person X 4 ISAs
Learning Support: Increase the number of LSAs by 2 so that all primary year groups have 1 LSA for their year group. / LS staff / For beginning of 2016-2017 school year / Each new LSAs to provide support across a year group / Each new LSAs to provide support across a year group
Learning Support: To have dedicated examination rooms that are quiet and available consistently throughout the year.
. / LS coordinator and Facilities manager / Term 1 / Rooms are quiet and students are able to use them for practice in the lead up to formal exams. / TBC
Also, a dedicated invigilation team available to provide specific access arrangements e.g. reader, scribe, and understand how an exam operates when computers are used / DoSS and facilities manager / June 2016 / Team appointed
EAL: Implement the EAL in the Mainstream program at SALWA.
Ongoing training for new staff at mainsite. / DoSS / Term 3 / New staff to BISR and SALWA teachers complete training. / Books cost $169AU
SALWA staff 11
BISR approx 20
TA training in EAL / DoSS and EAL coordinator / End Term3 / No cost
Formalise EAL assessment of students in Primary and Senior school. Student Services staff to be trained in this assessment process / EAL coordinator / Term 3 / EAL teacher and KS2/3 Student Services staff are able to confidently assess students with EAL. / No cost as tools bought in 2014-15 school year
Develop “Play Therapy” and the role of supervision as a support tool for Learning Support staff. / Counsellor / End of term 1 / Staff trained, working with pupils and ongoing supervision sessions are maintained weekly. / 700 SAR for toys
Work collaboratively with Whole School to develop support strategies for teachers in specific areas that are the greatest need for BISR students. / Counsellor / Whole year / All areas covered by proactive teacher support rather than being reactive. / Counsellor and teachers’ time
Through insets develop SS staff and Primary TAs skills in “Listening Skills”. / Counsellor / End Term 3 / Nil
Attend “Gifted education and higher order thinking” as provided by Unlocking the World. (They produced EAL in the Mainstream)
. / DoSS and GT Coordinator / ASAP / Teachers will have PD opportunity to develop their skills in understanding AGT students’ needs. / $4375 AU.
PD company is waiting for a host school so the course can run.
Provide staff with training on differentiation and ideas for supporting AGT students. / AGT Coordinator / June 2015
Continue to develop student identification and data collection via SIMs of AGT students. Focus for 2015/16 is the non-academic categories for AGT i.e. leadership, empathy, emotional intelligence etc / DoSS and SGT coordinator
Continue staff inset in EAL in the Mainstream / EAL coordinator
Continue to develop and maintain a high profile across the school for AGT. / EAL Coordinator

School Culture and Partnership for Learning

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2016-2017 / 2017-2018
Broaden the student leadership opportunities across the primary school with the introduction of Prefects , Little Picasso’s and Music Maestros / Assistant Head
Curriculum leaders (art and music) / Sept 2015 / Establish the revised structure. Draft JDs for the roles, / Cost of hats and badges.
Implement a weekend student leadership skills development course for student leaders based at Thumamah. / Assistant Head Trips coordinator / January 2016 / Has the course been devised?
Are dates set for the course delivery? / Cost for consumables.
Begin to research to the possibility and feasibility of setting up a student radio/podcast service. Run by students, for students. / Assistant Head Year Leader / January 2016 / Has the idea been explored and feasibility assessed?
Conduct review and evaluation of student leadership programme with the view of possible expansion the following year. / Assistant Head / Use feedback from the survey and evaluation to assess success of the programme identify next steps / None
Possible Introduction of Language Leaders to compliment art and music leaders. / Curriculum Coordinator (Languages)
Assistant Head / September 2016 / Has the new SL structure been set up?
Do SLs have job descriptions defining their roles?

Eco Committee

Strategic Target / Who / By When / Success Criteria / Cost / 2015-2016 / 2026-2017 / 2027-2027
Formalise application for the ‘Green Flag’ award. / Eco-committee cocoordinator / End 2016 /
  • Collate evidence
  • Identify areas needing to be completed
/ N/A
Establish and complete all supporting material / items and training required for recycling of paper, plastic and metal successfully within the school / Eco-committee plus coordinator / End 2016 /
  • Signage
  • Skips
  • External company collection
  • Training of Eco reps
  • Monitoring of recycling to ensure embedded across school
/ N/A
Signage using recycled items in school
‘BISR Eco Area’ / Wildlife area developed and it’s use to be incorporated within curriculum planning / Eco co-coordinators Eco reps
Plus input from Bursar and Facilities Manager / End 2016 /
  • Complete Eco greenhouse
  • Identify suitable ‘Eco Area’
  • Evidence collated
  • School Eco evidenced in curriculum planning
/ Develop Eco Area to be mainly developed using recycled items from the school
All required members of the Eco committee to be sources and termly meetings timetables / Eco co-coordinators Eco teems / End 2017 /
  • Parent / Gov members identified
  • Committee meetings scheduled
  • Weekly meetings with Eco reps to set agenda
/ Time
Statistics of water and electricity usage and waste produced by school to be formally recorded and monitored. Impact of school Eco campaigns to be calculated / Eco co-coordinators Eco reps
Facilities manager and Bursar. / End 2017 /
  • Monthly readings / values logged
  • Campaigns organised
  • Evidence of impact attached to Green flag application
/ Time
Community links to recycling / Eco Events established and trips for Eco reps organised. Overall impact of rubbish in local community reported back by children & imbedded into curriculum / Eco teams and co-coordinators / End 2018 /
  • Events identified
  • Local contacts made
  • Local Eco events supported
/ Time

Operational Systems

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