The Vyne Community School

“Aspire, learn, achieve together”

SCHOOL IMPROVEMENT PLAN

2012 – 2013

The Vyne Community School is committed to ensuring a happy and successful place of learning. We provide a culture of excellence, opportunity, diversity and tolerance to allow all learners to thrive.

We aim:

· for all learners to make outstanding progress as a result of engaging and inspirational learning experiences

· to provide learners with a dynamic, relevant and inclusive curriculum

· to move forward together to promote lifelong learning at the heart of our community

· to encourage learners to be positive, tolerant and respectful members of our community

· to foster the skills needed to develop independent lives in a rapidly changing world

· to develop independent learners, creative thinkers and good team players

Priorities and objectives:

1. Maximise student progress and continually improve standards of achievement

1.1 develop an inclusive curriculum encouraging independent, creative and personalised learning

1.2 enrich learning through explicit and structured transitions at all levels

1.3 develop the use of assessment of and for learning to promote student progress

1.4 provide excellence in the teaching of, and provision for students with Individual Learning Needs (including Able, Gifted and Talented, LAC, English as an Additional Language, Ethnic Minorities, SEND and vulnerable groups)

1.5 ensure every student is literate, numerate and technologically competent in order to function effectively in the adult world

2. Develop and embed a culture of high quality learning and leadership

2.1 ensure that every member of staff is able to make a full and effective contribution to raising standards

2.2 develop a coaching culture which facilitates independence, leadership and improvement

2.3 develop robust and rigorous accountability through constant monitoring, evaluation and review

3. Develop and sustain a positive learning culture and environment

3.1 encourage students to be responsible for their own learning and respectful of others’ right to learn

3.2 celebrate participation, contribution and achievement

3.3 create a culture where emotionally literate learners work together and understand rights, respect and responsibilities

3.4 develop our school site to provide a stimulating environment for learning

4. Expand opportunities and broaden horizons for all learners

4.1 continue our commitment to lifelong learning

4.2 establish sustainable links with community partners to promote greater community cohesion

4.3 continue to promote the excellence of our school

The Vyne SLT Page 1 25/10/2012

Priority 1: Maximise student progress and continually improve standards of achievement

Key Activity / Success
criteria / Tasks / People responsible / Timescale
completed by: / Monitoring & evaluation / Resources /
1.1
develop an inclusive curriculum encouraging independent, creative and personalised learning / 5A*-C inc E&M: 46%
5A*-C: 73%
5A*-G: 97%
3levels En: 67%
3levels Ma: 55%
National Curriculum reform planned
Subject Specialists well versed and confident
Schemes of Learning Reflect new requirements
New exams arranged and implemented
Students are ready for the change
Lessons reflect exam preparation
Students successfully complete college course and progress to further education/training
Fewer incidents of poor behaviour in Year 11
New models considered for
Implementation 2013
Ensure provision is high quality and accredited where appropriate / Be responsive to NC changes:
· Keep abreast of NC documentation as released
· Disseminate impact to staff
· Disseminate changes to parents and students
· Ensure curriculum changes are implemented across subjects
· Review our curriculum time allocations to meet statutory guidance
· Link curriculum timings to staffing needs and review in light of budget
(CR SP 1.1B)
Implement changes to exam arrangements:
· Review the linear arrangements for 2014
· Explain to parents and students the implications of such arrangements
· Embed further, examinations in all year groups, to ensure preparedness for the changes
· Clarify the proposed changes to GCSE and exam boards, how will this affect our students?
· Clarify the changes to reporting exam results and the implications on league tables
(CR SP 1.1A)
Develop the personalised curriculum for target group of Year 11 girls at risk of becoming NEET
· Develop an induction programme for college
· Devise procedures for monitoring attendance, reporting progress and monitoring behaviour
· Set up regular meetings to monitor progress
(CR SP 1.1B)
Investigate alternative curriculum models to meet the needs of our intake:
· Establish a change team to consider models
· Review setting/banding arrangements
· Research a skills-based curriculum model e.g. RSA “Opening Minds”
· Consider diversity of intakes
· Establish rigorous CPD for senior leaders in curriculum planning
(CR SP 1.1D)
Audit extra-curricular provision:
· Review and audit current extra-curricular provision and identify those which are accredited
(CR SP 1.1C) / MKD
MKD
MKD
MKD
JEE
JEE
CBR
CBR
CSH
CBR
MKD
MKD
MKD
MKD
MKD
MKD
MKD
MKD
MKD
KCO / Oct 2012
Nov 2012
Dec 2012
Dec 2012
Feb 2013
Feb 2013
Dec 2012
Dec 2012
Ongoing
Dec 2012
Dec 2012
Sept 2012
Sept 2012
Sept 2012
Sept 2012
Dec 2012
April 2013
April 2013
April 2013
April 2013 / Govs Curr
Govs Curr
Govs Curr
Govs Curr
Govs Curr
Govs Res
KDS
KDS
CBR
Govs Curr
Govs Curr
KDS
KDS
KDS
Govs Curr
Govs Curr
Govs Curr
Govs Curr
Govs Curr
RPT / Possible financial support for new resources/CPD
£14k cost of BCoT Extended Provision
Resources for new curriculum schemes of work
Training cost
1.2
enrich learning through explicit and structured transitions at all levels / Protocols in place to ensure uniform data is transferred between establishments
Parents feel supported and positive about their child’s transition to the school
Calendar of transition events is in place and operating effectively
At least three primary schools engaged in the year 4 & 5 activities
Careers advisor established and known
Feedback to parents is established and effective
80% plus attendance at the post 16 evening
Aim Higher programme in place with positive engagement in all year groups
Ex students involved in positive experiences with students in school
Rates of progression into HE monitored and improved / Further enhance subject transition arrangements for year 6:
· Evaluate the impact of English transition
· Plan transition projects across core subjects
· Develop accurate and consistent data sharing procedures between The Vyne and feeder schools
(CR SP 1.2B)
Review transition arrangements
· Instigate a taster morning for parents and students immediately after offer day
· Review our year 5 activities and link them to the performing arts
· Introduce year 4 activities and link these to CCF
· Develop a termly newsletter for feeder schools
· Instigate Meet the Headteacher evenings at feeder schools
· Review transition day arrangements and parents’ evenings
(CR SP 1.2B/C)
Monitor and evaluate the CEIAG
· Undertake initial meeting with advisor to establish protocol
· Identify priority students
· Ensure outcomes are shared with year leader and ASL
· Investigate feedback mechanisms to parents and other professionals
· Ensure post-16 progression routes are publicised to parents and students
· Organise post-16 evening, enabling a full range of providers to provide information to parents and students about progression routes
(CR SP 1.2E)
Improve our links with higher education providers
· Develop the AimHigher programme
· Establish programmes in each year group
· Ensure effective data transfer
· Identify ex-students in HE as role models
· Offer enrichment programmes to encourage higher aspirations for all students
(CR SP 1.2E) / SBE
SBE/NPY/ BSN
MKD
RPT
KCO/JMN
/DLH
JMN/ NPY
JMN/ LFR
JMN/ KDS
JMN/ RPT
KCO
KCO
KCO
KCO
KCO
KCO
KCO
KCO
KCO/ DHR
KCO
KCO / Sept 2012
April 2013
April 2013
Feb 2013
Dec 2012
Dec 2012
Dec 2012
Sept 2012
April 2013
Sept 2012
Sept 2012
Oct 2012
Dec 2012
Ongoing
March 2013
Ongoing
Ongoing
Oct 2013
March 2013
Ongoing / RPT
RPT
KDS
KDS
KDS
KDS
RPT
BNS
KDS
RPT
RPT
RPT
RPT
RPT
RPT
RPT
RPT
RPT
RPT
RPT / Advertising leaflet
Printing costs
1.3
develop the use of assessment of and for learning to promote student progress / All staff use data to inform learning and planning
Every member of staff has an appropriate data set for the classes they teach
Student valued added figure rises to 1000
Student intervention programmes are in place and appropriately targeted – outcomes for targeted students at or above expected levels
Data is robust, SiSRA is fully embedded as data management system for the school
Assessment calendar set up
SIMS used as report mechanism
Parental satisfaction high
Higher order
Questioning observed in 80% of lessons / To ensure that student data is effectively used:
· Provide all staff with data in an accessible format
· Staff use the data to help inform starting points of learning
· Scrutiny of student data is an integral part of lesson observations
· Through assessment sweeps ensure student progress is at expected level
· Students that require intervention are identified at either subject or whole school level
(CR SP 1.3 A)
Develop the use of SiSRA to ensure that all staff have access to the same set of data:
· Ensure the integrity of the data
· Ensure that data collected is moderated in departments
· Introduce cross subject moderation at subject leaders meeting
· Standardise methods for reporting whole school and subject specific data to stakeholders and external agencies
(CR SP 1.3 B)
Review and evaluate reporting systems:
· Review assessment calendar
· Identify rolling programme for reporting mechanism to parents
· Introduce SIMs as the reporting tool
· Provide CPD regarding quality formative comments for reports
· Develop the use of parent portal for sharing progress
(CR SP 1.3 C)
Develop the use of Assessment For Learning:
· Clarify with staff the definition of higher order questioning involving the “scamper” model
· Model teaching and learning activities that use higher order questioning
· Train LSAs in the use of high order questioning with ILN children
· Define with staff the impact on learning and language
· Clearly plan for questioning opportunities in lessons
· Instigate a thematic review on questioning
· Identify lead practitioners to support others
(CR SP 1.3D) / MKD
MKD
MKD
MKD
MKD/ASY
MKD
MKD
MKD
MKD
MKD
MKD
MKD
MKD
SMH
CBR
CBR
ASY
CBR
All
CBR
CBR / Sept 2012
Sept 2012
Oct 2012
Oct 2012
Dec 2012
Oct 2012
Dec 2012
Dec 2012
Jan 2013
Sept 2012
Sept 2012
Dec 2012
Dec 2012
Jan 2013
Oct 2012
Oct 2012
Oct 2012
Oct 2012
Ongoing
June 2013
June 2013 / KDS
KDS
KDS
KDS
KDS
KDS
KDS
KDS
KDS
Govs Curr
Govs Curr
Govs Curr
Govs Curr
Govs Curr
MKD
MKD
CBR
MKD
CBR
MKD
MKD / £1.5k per year cost for SiSRA subscription
CPD for Subject Leaders (No cost)
Cost of VLE development/Parent Portal to be confirmed
Cover costs
1.4
provide excellence in the teaching of, and provision for students with Individual Learning Needs (including Able, Gifted and Talented, LAC, English as an Additional Language, Ethnic Minorities, SEND and vulnerable groups) / SEN data is accurate and meets current best guidance.
SEN data is accurate and progress rates are tracked.
Teaching observations demonstrate targeted teaching.
Data for vulnerable groups is reliable and accurate
GT provision mapped across curriculum
80% of quality of teaching and learning in lessons good or better / Improve progress rates of SA and SA+ students by:
· Base line data reviewed and amended termly based on data sweeps
· Publish ILN register, defined as categories in a cohort
· Monitor composition of students on the ILN register and update regularly
· Monitor the termly progress and attendance of SA/ SA+ students and analyse trends
· Teachers to identify learning strategies for those on SA+ and share with Subject leaders
· Continue to develop and review personalised intervention programmes based on analysis
· Publish student profile guidance sheets for ILN students (CR SP 1.4 A/B)
Refine reporting mechanisms for vulnerable groups and track progress rigorously by:
· Establishing vulnerable groups on SiSRA
· Reporting progress for each vulnerable group
· ASL and SLT monitoring trends across the cohort
· Subject leaders monitor trends across the subject, between different groups and put in place measures to rectify
(CR SP 1.4 A/B)
Develop GT in teaching and learning by:
· Audit curricular and extra curricular AGT provision across both KS
· Differentiate between types of AGT and revise register
· Teachers identify A* and EP. Performance in their subjects
· Identify staff to model good practice to a range of colleagues
· Parents informed that their child is on AGT register
· Hold parental meetings to give advice on how parents can assist their child and what the school will do for them
(CR SP 1.4 C)
To ensure that the quality of teaching is consistently good or better for all:
· Develop a programme of tracking to review the quality of teaching for different groups in each year
· Train Year Leaders in lesson observation
· Outcomes used to identify areas of underachievement and professional development
(CR SP 1.4D) / ASY
ASY
ASY
ASY
All
ASY
ASY
SMH
SMH/ ASY
SMH
SL’s
DCR
DCR
All
DCR
DCR
DCR
JEE
JEE
JEE/CBR / Ongoing
Oct 2012
Ongoing
Ongoing
April 2013
Ongoing
Oct 2012
Oct 2012
Dec 2012
Ongoing
Ongoing
Jan 2013
Dec 2012
April 2013
April 2013
Dec 2012
July 2013
Oct 2012
Feb 2013
April 2013 / RPT
Govs pastoral
Govs pastoral
Govs pastoral
ASY
RPT
Govs pastoral
MKD
MKD
MKD
SMH
MKD
MKD
MKD
MKD
MKD
MKD
Govs Curr.
KDS
KDS / CPD for staff
Possible visits to QMC/BCoT to observe excellent post-16 teaching
Cover costs
1.5
ensure every student is literate, numerate and technologically competent in order to function effectively in the adult world / Writing still a priority focus
Learning through talk evident in lesson observations / Develop key skills of literacy, numeracy and technological competence with and across subject areas
· Review and sustain progress made on writing
· Develop the use of learning through talk
· Identify lead practitioners to disseminate good practice