Lincolnshire Wolds Federation
Strategic Development Plan 2017 /2018 / 2019
Mission Statement.
Lincolnshire Wolds Federation, a place where we Learn for Life and Work for the Future, through Inspiring, Purposeful and Personalised Learning for all every day!
Vision
To be a centre of excellence for students with a range of Special Educational Needs, including Moderate, Severe, Profound and complex needs, Autism, Sensory Processing and communication difficulties, from Early years to 25. A provision that uses innovative and effective techniques in educating and supporting students.
Values
Approachable Consistent Happy Independent Enable Visionary Empower
LWF key priorities:
- Raise student outcomes and progression in all areas of development
- Increase the proportion of outstanding teaching and learning across the school
- Maintain high standards learning behaviours and social, emotional support for all students
- Continue to build on the development of outstanding standards of leadership across the federation
Introduction:
This federation development and improvement plan will reflect the developments of the federation for the next 3 years, in line with the values and aims of the federation and wider trust. It facilitates the importance of planning goals and targets not only in the short term but also medium and long term goals, to impact on change, drive improvements in teaching and learning and therefore outcomes for students.
The plan has been developed fully with staff, students, governors, parents and other stakeholders. Staff teams, governors and students have explored what is currently working well what is not and what needs to happen and then formed these into impact V ease to define short, medium and long term targets, with the focus on ensuring our students continue to make progress.
The Federation Development Plan provides a structure to improve our core aims based within the process and quality of teaching and learning for all our students, enabling us to introduce changes and innovations rationally, within a structure.
The plan is underpinned by sound financial planning and spans a financial year. school improvement has a key role to play in the translation of our values and aims into practice.
Some of the target areas within the plan have a whole school focus, some relate to development work being undertaken by groups and some refer to individual responsibilities. With the number of activities detailed in the plan would make it difficult for all staff to have a clear working knowledge of all areas of development. The school has therefore,prioritised the main areas of improvement work that have a whole school context. All staff, governors and parents will make a contribution, in some way, to achieving these priorities. Therefore, the annual plan will be reviewed with the federation team formally across the year.
Context:
Both schools within the federation have grown in student numbers, alongside a change in complexity of need, across the last few years. St Lawrence has grown from 132 in 2014 to 159 in 2017 and St Bernard’s moving from 50 in 2014 to 70 in 2017. With the changes we have experienced it is expected that an even greater number of students will join the federation in the near future, with even more complex, severe learning and behavioural difficulties. In order to meet these needs most effectively LWF has spent the last year re drawing the curriculum offer in line with educational, health and care plan development areas. This will provide even more personalisation to students across the federation with a wide range of challenges. The curriculum offered by LWF will therefore need to be kept under constant review, as will our range of styles, strategies, approaches and interventions to support curriculum delivery.
In developing the curriculum LWF has also re structured the Key stage 4 and 5 offer, enabling a range of accreditation within the needs of the students and also supporting school to school developments in meeting the range of needs. This was a result of moving away from a local college offer that fell very short of meeting a range of needs or supporting any levels of accreditation.
We have continued to work in partnership with other local special schools to explore new assessment systems, such as Milestones and MAPP. We are also currently leading a group across mainstream and specialist colleagues in developing a Lincolnshire model of assessment in all 4 areas of the curriculum. Throughout core subject areas we are linking with mainstream colleagues to support moderation of expected outcomes and maintain links with specialist schools for all aspects of moderation. The federation has taken on a new system of assessment from September 2017, B squared in response to the Rochford Review and addressing all 4 areas of curriculum assessment moving forwards. In our continued drive to our commitment to sharing assessment information with parents in the most efficient and informative manner possible, we have also taken on evisense, to utilise electronic media to share in real time students attainment and successes.
LWF continues to be committed to providing staff with the opportunity to develop their skills and access high quality professional development. We currently have a programme that supports apprenticeships, teacher training, leadership development across the 2 schools. We currently have 3 outstanding teachers who have trained with us, after losing 2 to New Zealand last year.
The federation remains committed to supporting the in-house development of staff and is currently providing coaching development for 8 members of staff from external coaches, as well as supporting LSAs to access degrees. As such LWF continually strives to provide career development opportunities to staff that contribute to enhancing the future capacity of the school and the wider Trust.
The federation has built into the structure dedicated staff team to support the emotional wellbeing of students, through solution focused coaching, alongside the ethos of restorative practice and programmes including PEERS, Friends and So Safe. We also maintain Aim4Lincs accreditation status and through ongoing training are committed to developing the skills of all staff in working with students with Autism.
Alongside student welfare the federation willalso continue to build on the support afforded the staff team. We will buildon our coaching ethos by developing the internal coach systems and continuing to provide opportunities for staff to access wellbeing support strategies. This will remain alongside all staff accessing a quality, rigorous cycle of professional development that links strategically to the federation and leadership of self-improvement, to build on teaching moving from good, good with outstanding to outstanding. Teaching staff will be supported to continue to build on taking on greater responsibility for the leadershipof the PLJ process for LSAs within their teams.
Moving forward the federation, within LWCT will continue to build on its existing collaborations to impact on student outcomes and engagement with the community. This will involve the links both within Lincolnshire and wider afield in supporting staff professional development, with both specialist and mainstream colleagues. The Executive Headteacher has been awarded National Leader in Education status and St Bernardsschool and the wider federation, has achieved National Support School Status. With this brings associated opportunities for staff to develop their skills in peer support, coaching and mentoring through school to school work.
LWF is well regarded within the communities it serves and will continue to build on strengthening these links. Building on work though the ELITE programme, primary cluster group working, LWF will through the trust, continue to provide a parental awareness service, which last year reached over 50 families from outside of LWF, as well as strengthening the opportunities for students across a range of settings.
All within the LWF community are committed to continuing to drive progress and developments across the federation throughout the coming year and beyond, through our vision and values.
Key Priorities:
- Raise student outcomes and progression in all areas of development
- Increase the proportion of outstanding teaching and learning across the school
- Maintain high standards learning behaviours and social, emotional support for all students
- Continue to build on the development of outstanding standards of leadership across the federation
How we will do this:
- 100% of students will make at least expected progress mapped against the new assessment system, levels of engagement.
- All students will make progress across all 4 areas of the curriculum, utilisngthe formal tools to evidence steps of progression, as they come on line
- All Pupil Premium students will make progress in line with or ahead of their peers. Continue to explore the use of MAPP Assessment Tool for identified pupils with PMLD and complex learning needs at p4 or below.
- Every student will have an evidence portfolio alongside all 4 areas of the curriculum.
- A bank of case studies will be established evidencing the impact of interventions for students falling behind targets, support for CiN, pupil premium and therapies / interventions
- Develop students voice through school council, circle time and contributions to ECHP reviews
- Develop a 5 year rolling plan ofsupporting ICT / technology and augmentative systems of support.
- All lesson observations will be graded as either good or outstanding.
- All staff will have access to professional development, coaching and mentoring linked to identified performance management targets. Teachers to receive peer observation and feedback to support professional development
- Work with mainstream colleagues to raise knowledge of expectations within English and Maths
- Introduce structured approach to teaching writing / recording / reading linked to mainstream expectations
- Review phonics offer
- Self led learning professional development structure for all staff
- Review use of numicon across all classes to support practical teaching of number.
- Explore use of Mathsprogrammes such as Singapore Maths to impact on structured teaching skills.
- Make further improvements to the learning context to support behaviour for learning including outdoor activity and restorative approaches
- Building on restorative practices.
- Maintain highest standards of Safeguarding practice with particular focus on training in line with audit
- Further improve pupil attendance.
- Support all students to maximize well-being throughout the school day through using our solution focused approaches
- Build on environmental approaches to support sensory integration and physical wellbeing
- Review assemblies and their impact on supporting our SMSC approaches.
- Strengthen cross school liaison through specialist network within and outside lincs (CP, DG) and through primary network cluster
- Embed new assessment systems (B sq, ASD..)and further develop systems for recording pupil progress
- Embed the KS 4 / 5 offer / vocational opportunities / work experience and accreditation/ life skills / travel training..
- leadership roles / TLR roles to develop cross site knowledge through involvement in work scrutiny and learning walks
- continue to build on career development opportunities for all staff, explore roles, SCITT, leadership development programmes
- with the trust evaluate options for school expansion to meet ever increasing local demand
- Increase community engagement
- ELITE project – developing parental engagementand student inclusion.
Raise student outcomes and progression in all areas of development / Link Advocate: / Strategic lead:
Heads of School / TALL working with class leads
What will success look like for students:
- Students make expected or more than expected progress in core curriculum subjects.
- Students make progress cross the 4 areas of development – cognition, social and emotional, communication and interaction and sensory and physical.
- Underachieving students will have additional personalised plans linked to assessment tools and make outstanding progress, closing the attainment gap relative to their peers.
- Attainment against EHCp targets is high. And evidenced through the ECH Learning Plans.
- Interventions and Therapy programmes are evaluated and impact demonstrated.
- Students in Key Stages 4 and 5 all receive external accreditation at a level commensurate with their current attainments.
- Post school outcomes for students continue to be monitored over time
Target Area: / Actions: / When will we have achieved success / resources to consider? / Monitoring – who will hold to account? / Review of outcomes:
- 100% of students will make at least expected progress mapped against the new assessment system, levels of engagement.
- All students will have personal targets set based on 95% expectations as a minimum and a stretch factor incorporated through discussion with the Head of School
- Progress towards targets will be tracked termly and formally at 3 interim points and intervention plans put in place if students are not on track.
- Core oct 17
In line with action plan
- Dec / March / July
- Class teaching staff / TALL
- Class staff TALL
- All students will make progress across all 4 areas of the curriculum, utilisngthe formal tools to evidence steps of progression, as they come on line
- Progress towards targets will be tracked termly and formally 3 times a year.
- Evisense to be used to classify evidence and share with parents, moderation exercises.
- Baseline and track progress against the remaining 3 areas as they come online – communication / SEMH / Sensory.
- Development of a programme for RSE through working group review of current practices.
- Dec / March / July
- Jan 18 onwards
- Easter 18 / summer 18 / autumn 18
- From sept 17, review Dec / March / July
- Class teaching staff
- TALL
- Class staff
- J Hargarve (LWCT) working with TS / SC / YC / TJ and H of S
- All Pupil Premium students will make progress in line with or ahead of their peers.
- All students will have appropriately planned intervention approaches to support progress, including any that require additional support who access pupil premium, year 7, LAC, additional funding.
- Progress will be analyised throughout the year and interventions planned accordingly to impact on outcomes.
- From sept 17
- Termly (6 weekly) supported by meeting schedule
- Class teaching staff
- TALL / H of S
- Continue to explore the use of MAPP Assessment Tool for identified pupils with PMLD and complex learning needs at p4 or below.
- Moderation and exploration with others schools through the year and evaluate use in line with B Sq.
- Assess use with the levels of engagement work developing.
- Through moderation schedule termly
- Review Dec / March / Julyin line with new content
- H of S / TALL
- H of S / TALL
- Every student will have an evidence portfolio alongside all 4 areas of the curriculum.
- Training day introduction
- Planning in line with B sq action plan
- Utilizing evisense to capture evidence and classify in line with EHCp outcomes and 4 areas of the curriculum.
- Review termly through meeting schedule, including moderation programme.
- Sept 17
- From sept 17
- Ex HT
- EX HT
- Class teams
- TALL / H of S
- A bank of case studies will be established evidencing the impact of interventions for students falling behind targets, support for CiN, pupil premium and therapies / interventions
- Staff to use template already in use.
- Re define template for shorter case studies
- Build portfolio across Maples intervention, transition, SEMH support, communicationintervention.
- 4 more established for spring 18
- Teaching staff / SRCO
- TALL
- H of S
- Develop students voice through school council, circle time and contributions to ECHP reviews
- Use of this is me document / transition doc / video / augmentative methods, to support EHCp meetings
- School council enterprise activities developing across LWF
- Students – this is me…my normal, event around ASD.
- Evidence of circle time activities in supporting restorative practices.
- Student buddy programme – outside activities, break time support
- From sept 17
- Alongside year planner
- Spring 18 – YJA involved to support ICT production £1500
- Spring 18
- Teaching staff
- SC leads
- SC leads / H of S
- TALL / H of S / Pastoral team
- TALL / class leads
- Develop a 5 year rolling plan of supporting ICT / technology and augmentative systems of support.
- Develop ICT refresh programme with LCS
- Continue to embed PODD / PECS / Makaton / eye gaze.
- Review impact of augmentative systems termly (3) alongside students outcomes across all 4 areas.
- Programme established for summer 18
- Review Dec / March / July
- FLT
- Teaching team / LSA team / TALL / H of S
- H of S / TALL
Increase the proportion of outstanding teaching and learning across the school / Link Advocate: / Strategic lead:
FLT
What will success look like for students:
- Teaching across all subject areas is always good and often outstanding.
- There is a strong culture of coaching, mentoring and self led development linked to focused peer support
- Students will make accelerated progress in the acquisition of English (writing, recording) and maths skills as a result of the mainstream collaboration
- Some targeted students who have made slower than expected progress will receive additional intervention support in order to make accelerated progress.
- Higher achieving students will access additional support to make progress from inclusion links.
- Students express enjoyment in learning and pride in their achievements
- All staff engage with CPL activities to develop their own skills and competencies.
- Learning walks, work scrutiny, drop ins and learning reviews will reveal an appropriately differentiated curriculum across all 4 areas of need, with real life and stimulating experiences leading to good progress