DEVELOPMENT PLAN 2017 - 18
Sept 2017
Priority 1 - Outcomes for pupils
Priorities 2017 - 18
- Development of reading strategy within faculties to develop a love of reading and have more opportunities for it in the school day.
- Development of work experience placements
- To further improve and use baseline tests to evidence pupil progress
- Development of intervention strategies
- Development of intervention programme
- Throughout each provision and across the curriculum students make sustained progress, developing excellent knowledge, understanding and skills considering their different starting points.
- Pupils are able to articulate knowledge and understanding in an age appropriate way.
- Pupils read widely and across subjects with fluency and comprehension appropriate to their age.
- Progress is above average in all areas.
- From each starting point the proportions of pupils making and exceeding expected progress in English and mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.
- The attainment of almost all groups of pupils is broadly in line with national averages or if below these is improving rapidly compared to PRU’s.
- Pupils are exceptionally well prepared for the next stage of their education, training and have attained relevant qualifications.
Priority Owner: MW Evaluation Frequency: Half termly To Whom: JS
Link Governor: MS / CH
Priority 2 - Teaching, learning and assessment
Priorities 2017 – 18
- Use of highly effective questioning.
- Effective incisive feedback and use of this feedback by students to gain a greater understanding of knowledge and skills- embedding time to complete next steps
- Targeting of intervention using data/evidence from PPM
- Further development of the FDP’s
- Exams – yr. 10 complete functional skills/ embedding early mock exams for yr 10 & 11
- KS3 -ICT taught cross curricular
- To ensure subjects offer accreditation, in addition to or as an alternative to GCSE (including year 9)
- To further embed the practice of moderation and teacher expectations
- Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and identify pupil’s misconceptions and act to ensure these are corrected.
- Teachers plan lessons very effectively, making use of lesson time and co-ordinating lesson resources well. They manage pupil’s behaviour highly effectively with clear rules that are consistently enforced.
- Teachers provide adequate time for practice to embed knowledge, understanding and skill securely. They constantly demand more of pupils, identifying those who fall behind and enable almost all to catch up.
- Teachers provide pupils with incisive feedback in line with the schools assessment policy about what pupils can do to improve their knowledge, understanding and skills. Pupils use this feedback effectively.
- Teachers embed WR and C and where appropriate mathematics well across the curriculum.
- Teachers are determined pupils do well – they encourage pupils to try hard, recognise their efforts and ensure pupils take pride in all aspects of their work.
- Pupils enjoy the challenge of learning and are resilient to failure.
- Pupils capitalise on opportunities to use feedback written or oral to improve.
- Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to standards expected. Parents are given guidance about how to support their child to improve.
- Teachers quickly challenge stereotypes and use of derogatory language in lessons and around school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.
Priority Owner: MW Evaluation Frequency: Half termly To Whom: JS
Link Governor: DT
Priority 3 - Quality of personal development behaviour and welfare of pupils
Priorities 2017 – 18
- To implements P4C - Philosophy for Children
- To become an even more Resilient school
- To continue to embed Community cohesion
- To ensure restorative approaches are embedded
- To continue with a programme of Mental Health, Wellbeing and mindfulness
- Further embed Values and RRSA
- Enrich SRE within school
- Continue to embed a culture of positive attendance and reach out to the most hard to reach with strategies and removal of barriers.
- Ensure strategies to support positive behaviour are embedded to support all learners
- Further enhance transition for all learners’ at all significant times.
- Pupil’s attitudes to learning have a positive impact on progress. They are proud of their achievements.
- Pupils discuss and debate issues, showing respect for others’ ideas and points of view.
- In our secondary provision impartial careers guidance helps pupils make informed choices. They are prepared for their next stage of education, employment, self-employment or training.
- Pupils understand how education equips them with behaviours and attitudes necessary for successful lives.
- The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly.
- Pupils conduct reflects the schools effective strategies to promote high standards of behaviour.
- Pupils with behavioural needs have a sustained improvement.
- Pupils work with the school to prevent all forms of bullying including online and prejudice based bullying.
- Staff and pupils deal effectively with instances of bullying behaviour and or use of derogatory or aggressive language.
- The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
- Pupils can explain confidently how to keep themselves healthy. They can make informed choices about healthy eating, fitness and emotional wellbeing. They have an age appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
- Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.
- Pupils’ SMSC development equips them to be thoughtful, caring active citizens in school and the wider community.
Priority Owner: KT Evaluation Frequency: Half termly To Whom: JS
Link Governor: PMcF / AS
Priority 4 - Effectiveness leadership and management
Priorities 2017 – 18
- Development of a Primary and KS3 curriculum – each member of staff to take on responsibility of subject area
- FL’s PM Objective based around curriculum enrichment slot
- Further develop mental health and well being strategy across the school
- Leaders and governors have created a culture that enables pupils and staff to excel. They are committed to setting high expectations for conduct of pupils and staff.
- Leaders and governors focus on consistently improving outcomes for all pupils. They are uncompromising in their ambition.
- The schools actions have secured sustained improvement.
- Governors challenge senior leaders so that effective deployment of staff and resources secures excellent outcomes for pupils.
- Leaders and governors have a deep and accurate understanding of the schools effectiveness informed by the views of parents / pupils and staff. They use this to keep the school improving by focusing on the impact of their outcomes in key areas.
- Leaders and governors use PM that leads to professional development that encourages, challenges and supports teacher improvement. Teaching is highly effective across the school.
- Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a culture in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.
- The broad and balanced curriculum inspires pupils to learn.
- Pupils’ SMSC development and within this the promotion of fundamental British values are at the heart of the schools’ work.
- Leaders promote equality of opportunity and diversity exceptionally well for pupils and staff, so that the culture of the whole school prevents any form of direct or indirect discriminatory behaviour.
- Safeguarding is effective. Leaders and mangers have created a culture of vigilance where pupil’s welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are subject to a multi-agency plan.
Priority Owner: JS Evaluation Frequency: Half termly To Whom: Man Com
Link Governor: BP