blackminster raising attaintment plan

Blackminster Middle School Raising Attainment Plan 2010 – 2011 Revised: 16th July 2010

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We aim to know each and every student so that they discover and make the most of their skills and talents and turn potential into success Vision Statement At Blackminster Middle School we aim to provide learning opportunities for all our students so that they are:

Self-regulated, self-motivated, self-aware, self-confident, safe, healthy and that they:

Show empathy, respect, consideration and caring for others and themselves.

Have high expectations and are determined to make the most of their skills and talents.

Understand their role, and the role of others, as international citizens in a global society

Have skills so that they are: resilient, creative, good communicators, problem solvers, able to work with and support others, positive when dealing with challenge and change, reflective, evaluative, responsible for their actions, adopting a ‘can-do’ attitude, innovative.

Learn, enjoy and make progress

Participate in a range of activities both in and out of school making a contribution to the wider community

We will do this through:

A curriculum and a wide choice of enrichment activities that meets the needs of each individual student

A range of compelling learning opportunities that provide variety, pace and challenge

Mentoring to support the learning process and to set targets so that students meet or exceed targets

Assessment for learning and regular positive and constructive feedback to students

Learning to learn and lead for staff and students

Continuing professional development for all our staff so they have the knowledge, skills and understanding to do the job

Organising our school so that resources are efficiently and effectively deployed

Regularly monitoring, evaluating and reviewing our work and that of the students

Providing a safe and caring environment including e-safety

Creative use of ICT

Listening to the students through Student Congress

Listening to parents / carers through Parent Voice

Providing our students with up to date, impartial, information, advice and guidance

Links with parents and other stakeholders

Ensuring barriers to learning are removed through in-school provision and links with outside agencies and organisations

Ensuring equality of opportunity and to tackle any form of discrimination


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This development plan should be read in conjunction with other key documents:

Pyramid Raising Achievement Plan (PRAP)

Data Calendar and MASC (Monitoring Accountability Support & Coaching) Documents

Attendance Action Plan

Self Evaluation Form (SEF)

FFT data

RAISEONLINE

LA analyses of Key Stage 2 (KS2) performance

Specialist School Plan

Behaviour for Learning document

School policies

Department Development Plans

Department Financial Planning Documents

Overview Table 1: Average points scores over three years for all subjects, English, mathematics and science at the end of Key Stage 2

2007 2008 2009 2010

Significantly above average (SIG+)

Above, but not significantly different to, average

En En Sc En Sc

Below, but not significantly different to, average

All Ma All Ma All

Significantly below average (SIG-)

Sc Ma

Table 2: Attainment thresholds at the end of Key Stage 2 for 2009 and 2010

2009 2010

L4+ L5+ L4+ L5+

Significantly above average (SIG+)

Above, but not significantly different to, average

En Sc

Below, but not significantly different to, average

Ma En Sc

Significantly below average (SIG-) Ma

Initial analysis and hypothesis about the judgement on attainment Indicators not significantly different from averages over the last three years – Attainment KS2 Average

2007 Science and 2009 maths blips

Judgements in-line with SEF

Ma L5+ could be an issue


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Key Stage 2 Results 2009

Focus / Measure Result

Total number of pupils on roll (all ages) 356

Pupils with statements of SEN or supported at School Action Plus: number 43

Pupils with statements of SEN or supported at School Action Plus: percentage 12.1%

Pupils with SEN, supported at School Action: number 53

Pupils with SEN, supported at School Action: percentage 14.9%

Number of pupils on roll aged 10 as at 31 August 2008 132

Contextual Value Added

KS1-2 CVA Score 99.8

Lower Limit of CVA Confidence interval 99.4

Upper Limit of CVA Confidence interval 100.1

Coverage indicator - % of pupils at the end of KS2 included in CVA calculation 98%

Key Stage 2 Test Results 2009

Published eligible pupil number 131

Eligible pupils with SEN with a statement or supported at School Action Plus: number 17

Eligible pupils with SEN with a statement or supported at School Action Plus: percentage 13.0%

Eligible pupils with SEN supported at School Action: number 15

Eligible pupils with SEN supported at School Action: percentage 11.5%

English

Percentage of pupils achieving Level 4 or above in English 83%

Percentage of pupils achieving Level 5 in English 28%

Percentage of pupils absent from or not able to access the tests in English 0%

Mathematics

Percentage of pupils achieving Level 4 or above in mathematics 73%

Percentage of pupils achieving Level 5 in mathematics 23%

Percentage of pupils absent from or not able to access the tests in mathematics 0%

both English and Mathematics

Percentage achieving Level 4 or above in both English and mathematics 68%

Science

Percentage of pupils achieving Level 4 or above in science 92%

Percentage of pupils achieving Level 5 in science 41%

Percentage of pupils absent from or not able to access the tests in science 0%

All subjects

Average point score 27.7

Year on year comparisons

Aggregate of test percentages for Level 4 and above

Aggregate across the three core subjects: pupils achieving expected level or above 2006 243




Aggregate of test percentages for Level 5

Aggregate across the three core subjects: pupils achieving above the expected level 2006 89




Progress Measures from KS1 - KS2

% of pupils achieving the expected level of progress in English 81%

% of pupils included in the calculation of the English progress measure 99%

% of pupils achieving the expected level of progress in maths 68%

% of pupils included in the calculation of the maths progress measure 99%

Absence record for day pupils of compulsory school age

Overall absence 6.2%

Persistent absence 2.7%


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Blackminster Middle School Key Stage 3 (Years 7 and 8) Predictions / Targets

Target Area

Target for

Years

Type B Type D School History

Target agreed with LA

Sta

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Ke

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The proportion of 14 year olds achieving Levels 5+ in both English and mathematics

2011 (Year 8)

2012 (Year 7)

2013 (Year 6)

The proportion of 14 year olds achieving Level 5+ in science

2011

2012

2013

The proportion making 2 National Curriculum levels progress in English from the level attained at the end

of Key Stage 2

2011

2012

2013

The proportion of students making 2 National Curriculum levels progress in mathematics from the

level attained at the end of Key Stage 2

2011

2012

2013

Ab

se

nc

e Confirmation of absence target 2011

2012

2013

No

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ta

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ts

Key

Sta

ge

3

The proportion of 14 year olds achieving Level 6+ in both English and mathematics

2011

2012

2013

The proportion of 14 year olds achieving Level 6+ in science

2011

2012

2013

ICT: % achieving Level 5+ 2011

2012

2013

ICT: % achieving Level 6+ 2011

2012

2013

Year 6 ‘Groups’ % based on FFT D KS1 - 2

Group Level 4 English

Level 5 English

Level 4 Maths

Level 5 Maths

Level 4 Science

Level 5 Science

Level 4

E / M

Level 5

E / M

Ave Points Score All Subjects

Attendance

Girls

Boys

FSM

Statement

SEN School Action

SEN School Action Plus

White

BME

LAC

Overall


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To Raise Standards Further We have 4 Priorities

Priority Summary

1. Learning and Teaching meets need

1. Low attaining students achieve or exceed target grades 2. High attaining students meet or exceed expectations (all other students achieve or exceed targets) 3. Assessment for Learning (formative assessment) is used consistently well across all subjects and teachers and leads to improved student attainment and

progress – 100% compliance 4. Teacher summative assessment, including the use of APP, is used to monitor progress and inform lesson planning – 100% compliance 5. Literacy, oracy, numeracy, ICT, PLTS, SEAL, SMSC and Enterprise Skills are developed through all subjects and mapped across the curriculum. Students to

self-assess – mapping completed and linked to schemes of work 6. Curriculum reviewed to identify areas of strength / development, need and to review staffing including SEN provision

2. Leadership and Management

1. The School’s Self-Evaluation Form is accurate and informed by regular Monitoring, Evaluation and Review (MER). The detailed SEF leads to effective and rigorous planning.

2. Development of the Management Information System (SIMS) – ALL staff have access to and use SIMS – 100% compliance 3. Performance Management is used to improve Achievement, Learning and Teaching – targets set include a learning and teaching target when monitored

show improvements in student progress and achievement 4. Further develop the use of data (FFT and RAISEONLINE) to track student and group progress and to intervene when students ‘fall behind’ – ALL

underachieving students identified and supported 5. Ensure ALL statutory policies are updated and verified by Governors – policy review cycle completed and in action 6. Governor Days used to MER and action plan – Governor representative at MASC and Department Reviews

3. Partnerships 1. Further develop partnerships with First / High Schools and other stakeholders to explore Specialist Status and to improve data exchange 2. Parent Voice established and leads to parents / carers involvement in decision making – 90% of parents state satisfaction with process 3. Further develop partnerships with LA and other agencies to support student learning, progress and well-being 4. Investigate the running of adult night classes as a service to the community

4. Administration, grounds maintenance

1. Ensure students with disabilities can access all parts of the school 2. Review admin support so that Workforce Reform is fulfilled 3. Develop the Management Information System (SIMS) so that all staff have access to and use ‘Take Register’, ‘Profiles’ and ‘Assessment Manager’ to

register students and to record progress and attainment 4. Website, including VLE, updated and allows parents to better communicate with school and have real time access to ATTAINMENT, PROGRESS,

ATTENDANCE, BEHAVIOUR AND SEN 5. Prospectus and other school information updated 6. Review Financial Planning Document and move to new SAP Finance Management System 7. Ensure Safeguarding procedures are up to date and meet statutory requirements including membership of ISA (Independent Safeguarding Authority)


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Priority Target Action Person/s Accountable

Date Success Criteria and IMPACT on students / stakeholders

Provision by School including

budget

How monitored and evaluated with reference to

SEF

RAG

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1.1 All low attaining students meet or exceed target with key focus on maths

1. Termly data used to track progress 2. Lesson obs focus on low attainers 3. SEN identify low attainers at risk of underachieving and implement appropriate strategies 4. Lessons differentiated to meet need 5. Internet Café introduced 6. Termly Student Congress meetings with focus on progress and achievement 7. Students ‘falling behind’ have 1:1, withdrawal (small group or individ), parents notified 8. Work sampling and moderation 9. Parent Voice document FAST Track produced to support parents as co-educators 10. Support for teachers not ‘adding value’ from in-house and LA consulatnts

1. PN 2. SLT / HoD 3. JB / CN 4. All / CN 5. PH 6. ND/PH 7. PN / CN 8. ND/PH 9. PH 10. PH/CN

1.Termly 2. Termly 3. 10/10 4. 9/10 5. 10/10 6. 10/10 7. 10/10 8. Termly 9. 12/10

1. Students on track to achieve target grade 2. Lesson obs show that low attainers are making good or better progress 3. Students identified have relevant and appropriate support 4. ALL students access learning and make progress 5. min 50% of cohort attend at least once a week 6. By Jan 2011 ALL students will have been formally asked about learning and progress 7. Students identified and intervention in place – no student slips through the net 8. Levels moderated as correct, ALL teachers following school policy 9. 80% of parents attend launch of FAST Track 10. Progress of students shows rapid improvement and students meet min targets

Termly Progress Reviews Lesson observations Work sampling Learning Walks SEN data FFT data SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.10 SEF A3.1 / 3.2 / 3.3 / 3.4

1.2 All high attaining students (G+T) meet or exceed targets with key focus on maths

1. Termly data used to track progress 2. Lesson obs focus on high attainers / G+T 3. Enrichment for High Attainers including Internet Cafe 4. Lessons differentiated to meet need 5. Termly Student Congress meetings with focus on progress and achievement 6. Students ‘falling behind’ have appropriate intervention and support, parents notified 7. Work sampling and moderation 8. Parent Voice document FAST Track produced to support parents as co-

1. PN 2. ALL / CN 3. PH / CN 4. ALL / CN 5. PH 6. PN / CN 7. ND/PH 8. PH 9. CN/PH 10. PH/SLT 11. PH/SLT

1. Termly 2. Termly 3. 10/10 4. 9/10 5. Termly 6. 10/10 7. Termly 8. 12/10 9. 10/10 10. 9/10 11. 11/10

1. Students on track to achieve target grade 2. Lesson obs show that high attainers are making good or better progress 3. min 50% of cohort attend at least once a week 4. ALL students access learning and make progress 5. By Jan 2011 ALL students will have been formally asked about learning and progress 6. Students identified and intervention in place – no

Termly Progress Reviews Lesson observations Work sampling Learning Walks SEN data FFT data SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.10 SEF A3.1 / 3.2 / 3.3 / 3.4


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budget


SEF

RAG

educators 9. Support for teachers not adding value 10. Focus on progress of high attainers / L5+ in maths in early department review. Include EHS maths department 11. Classroom and Institution Quality Standards used to audit provision

student slips through the net 7. Levels moderated as correct, ALL teachers following school policy 8. 80% of parents attend launch of FAST Track 9. Progress of students shows rapid improvement and students meet min targets 10. Review of data/lesson obs leads to effective action plan and intervention, including support from EHS maths dept. 11. Quality standards used and actions derived from audit

1.3 AfL is used consistently across ALL subjects to improve student learning and progress – 100% compliance

1. SIMS used to generate targets and progress reviews 2. ALL students have targets grades for ALL subjects using FFT D 3. Professional Development Day (PDD) on AfL and APP 4. Work sampling to MER 5.

1. PN 2. PN 3. CN/PH 4. ND

1. 10/10 2. 9/10 3. 01/11 4. 10/10

1. Teachers, students and parents have access to targets and progress 2. Students know target and how to improve 3. AfL policy revised and action plan generated 4. Grades moderated, action plan generated, greater consistency after audit

Termly Progress Reviews Lesson observations Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.10 SEF A3.1 / 3.2 / 3.3 / 3.4

1.4 Summative assessment is used to track progress and inform lesson planning so that all planning is outstanding – 100% compliance

1. ALL departments have minimum termly summative assessments 2. Summative assessments moderated within and across departments – Dept meeting 3. Summative assessment data analysed to review teaching and student understanding – Dept meeting 4. Summative data added to Student Record on SIMS 5. After assessments, curriculum changes made if necessary 6. Parents notified half-termly of their child’s progress 7. Lesson plan sampling

1. CN/PH 2. CN/PH 3. CN/PH 4. PN 5. CN/PH 6. PN 7. PH / SLT

1. 09/10 2. 10/10 3. 10/10 4. 10/10 5. 01/11 6. 10/10 7. 10/10

1. School has progress data on each student for each subject / teacher 2. Levels are secure and agreed 3. Evidence that teaching modified as a result of analysis 4. ALL teachers, including tutors have access to grades 5. Evidence of curriculum changes/modifications as a result of assessments 6. Parents state satisfaction with Progress Reviews 7. Lesson plans show evidence that data informs planning

Termly Progress Reviews Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.10 SEF A3.1 / 3.2 / 3.3 / 3.4 SEF 4.2 / 4.4


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budget


SEF

RAG

leading to appropriate learning opportunities 8. When asked, students can state how they can improve

1.5 ‘Skills’ taught and mapped through all subjects and self-assessed by students – audit complete and used to inform schemes of work and lesson planning

1. ALL schemes of work map where skills to be taught 2. Lesson obs with focus on ‘skills’ 3. Students use planner to assess skills, teachers moderate student assessment 4. Explore introduction of ‘Opening Minds’ type curriculum 5. PDD on the teaching of skills and other learning and teaching strategies so that lessons have PACE, CHALLENGE, VARIETY and DIFFERENTIATION.

1. CN 2. PH 3. PH 4. PH 5. CN

1. 11/10 2. 9/10 3. 1/11 4. 3/11 5. 10/10

1. It is clearly evident where and when skills are taught. It is obvious that all skills are taught. 2. Lesson observations reflect teaching of skills. Students can state what skills they have developed and how they apply them across all subjects. 3. Tutors able to help track skill development through planner monitoring. 4. Teachers, TAs, governors and students on working party to explore OM curriculum. Decision made. 5. One PDD with action plans from each subject area

Termly Progress Reviews Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.10 SEF A3.1 / 3.2 / 3.3 / 3.4 SEF 4.2 / 4.4

1.6 Curriculum, staffing and SEN review

1. Curriculum reviewed in collaboration with First and High schools. Curriculum models generated 2. Staffing models generated and costed 3. Review of SEN provision including TAs

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2.1 SEF is informed and accurate leading to effective planning

1. All departments have termly reviews (MASCs) with designated member of SLT which inform SEF 2. Termly SEF updates with subsequent actions published/communicated to all staff and Governors 3. BMS Raising Attainment Plan evaluated, reviewed and updated termly 4. Student Congress meet fortnightly to inform SEF and drive school development 5. Parent Voice meet half-termly to inform SEF and drive school developments

1. PH 2. PH 3. PH 4. PH/SLT 5. PH/SLT

1. 10/10 2. 10/10 3. 10/10 4. 10/10 5. 10/10

1. All departments are reviewed and have resulting action plans 2. Governors state satisfaction with the process 3. 98% of identified underachieving students show progress

Admin support for data collection and typing

MASC meetings and monitoring of action plans Termly Progress Reviews Minutes of Governor meetings SEF (all sections) Student Congress (important actions for the school) Parent Voice (important actions for the school)

2.2 Blackminster becomes a SIMS school – ALL staff use SIMS and 90%

1. SIMS put on all staff laptops 2. CPD on SIMS modules for teaching and

1. PN 2. PH

1. 8/10 2. 9/10 3. 9/10

1. Staff have access to relevant SIMS software, have had training

1. £750 for the licence and £350

SEF A2.5 / 2.6 / 2.9 SEF Section 4


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SEF

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of parents state satisfaction with reporting

admin staff 3. Electronic register completed for all lessons 4. Reports and Progress reviews generated through SIMS 5. SIMS accessible through VLE so that parents have real time access to ATTAINMENT, PROGRESS, ATTENDANCE, BEHAVIOUR AND SEN 6. Heads of House record all incidents (praise, rewards, awards and behaviour) on SIMS

3. AMcN 4. PN 5. PN 6. ND

4. 12/10 5. 4/11 5. 12/10

on how to use and are using 2. Attendance officer states 100% of staff using efficiently 3. Number of hits on website increases termly 4. 90% of parents asked report satisfaction with accessibility

per annum for the maintenance charge.

Parent Voice Audit use of SIMS

2.3 Performance Management (PM) focuses on raising achievement with at least 1 target for student achievement

1. PM process evaluated and reviewed with PM working party 2. Changes implemented and monitored 3. Half-way review of teacher targets implemented 4. PM informs CPD programme 5. Introduction of coaching triads explored 6. Leadership Pathways (LP) and Leading from the Middle courses explored for relevant staff 7. Meet with Julie Cowmeadow (IIP 07799067935) to ensure BMS invests in ALL its staff

1. PH 2. PH 3. PH 4. PH 5. CN 6. PH 7. PH

1. 9/10 2. 10/10 3. 3/11 4. 11/10 5. 12/10 6. 1/11 7. 9/10

1. ALL staff targets available, monitored and reviewed after 6 months 2. Professional Development Days (PDDs) reflect identified need. Staff state satisfaction with in-house INSET 3. Coaching triads in place and meetings held once a month 4. Student Congress indicates greater satisfaction with learning and teaching

6. £550 per candidate for LP 7. £1000 for IIP

PM review documents and targets. Six month review of the documents PDD questionnaires Student Congress

2.4 School data used to track student progress so that all meet or exceed target

1. All data collected centrally on SIMS 2. Department reviews and lesson obs informed by use of student data 3. Heads of House use data to track student progress against targets

1. PN 2. PN 3. ND

1. 2/11 2. 11/10 3. 12/10

1. 100% of students know target grades and how to improve their work 2. Lesson observations, learning walks, MASCs, Department Reviews informed fully by data 3. Tutor observations indicate that 100% of tutors are sharing data with students

SIMS license SIMS audit Student Congress Lesson observations Learning Walks SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.9 / SEF A3.1 / 3.4 SEF A4.2 / 4.4 / 4.5

2.5 ALL statutory policies reviewed and signed off by Governors

1. Policies ‘collected’ 2. Policies reviewed by Policies Working party 3. Governors generate policy review cycle

1. PH 2. PH 3. PH

1. 9/10 2. 10/10 3. 1/11

1. All statutory policies collected and available in one place 2. All stakeholders represented and policies reviewed and updated

Admin support for collection and communication

Policies available on website Policies reviewed on date indicated SEF A4.3 Parent Voice

../Professional%20Development/Performance%20Management


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3. Policy review cycle identifies when policy will be reviewed and by whom

Student Congress

2.6 Governor days used for MER and action planning

1. Link Governor visits to Department Reviews 2. Invite Governors to participate in department reviews 3. Governors feedback to staff and students

1. PH 2. PH 3. Govs

1. 9/10 2. 9/10 3. 9/10

1. Governors fully involved in evidence collection, review and are present at feedback

MASC and Department Review documents SEF A4.3

3. P

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3.1 Achieve Specialist School Status 1. Collaboration cemented with Evesham High School (EHS) 2. Bid completed with School Improvement Partner/Governors

1. PH/SLT 2. PH/SLT

1. 9/10 2. 12/10

1. Specialist status achieved (depending on Govt reforms)

Specialist School working party action points SEF A4.4 / 4.5 SIP meeting action points

3.2 Parent Voice (PV) group established and making key decisions on aspects identified by the group

1. Review how we work with parents especially: open evenings and induction; reception; signs; written communication including letters/newsletters/website; telephone/email/text communication; reporting on student progress 2. Letters sent to identified parents to get PV up and running. Group then opened out to include a greater number of parents 3. Identify ‘hard to reach’ parents and invite in or visit by PH / SLT

1. CN 2. ND 3. ND

1. 1/11 2. 11/10 3. 10/10

1. Parent Voice (PV) group meets in 2nd half of Autumn Term. Group initially led by BMS SLT but then agenda items then driven by PV. Numbers increase term on term. 2. Reduced number of parents who fail to engage with school

£300 for refreshments and admin support

SEF A4.4 / 4.5 / 4.6 / 4.8 Parent Voice numbers and Action Points Numbers attending Consultation Evenings and other ‘school’ events

3.3 Further develop LA and ‘other’ agency links with clear link to raising achievement – all student/parent needs met through appropriate and relevant agency links

1. Audit existing links and the impact on student achievement 2. Explore ‘other’ agencies and funding streams

1. ND 2. ND

1. 2/11 2. 2/11

1. Agency register produced and impact evaluated – identified students achieving or exceeding target grades / improved attendance and/or behaviour 2. Parents state satisfaction with support

£XXXX for Family Support Worker / Family Support

LA Consultant reports Parent Voice Termly Progress Reviews SEF A1.1 SEF Section 2 SEF Section 3 SEF A4.4 / 4.5 / 4.6 / 4.7 / 4.8

3.4 Report produced on the possibility of introducing adult evening classes. One class piloted.

1. Seek the views of the community on the possibility of running evening classes and which classes would be popular 2. Audit capacity of school to run after school classes

1. AM 2. AM

1. 10/10 2. 10/10

1. The school is used after 4pm for community classes

£XXXX for staff to run classes, lock school. (cost recovered through charges)

SEF A4.4 / 4.5 / 4.6 / 4.8


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SEF

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4.1Ensure students and visitors with disabilities can access all areas of the school

1. Liaise with LA on provision for students/staff/parents/visitors with disabilities – Govs to be involved 2. Review Accessibility Plan, Admissions Policy and Disability Equality Scheme 3. Meet with Trevor Gates LA Monitoring Officer for maintenance and Improvement of BMS (01905 766452)

1. PH 2. PH 3. PH

1. 9/10 2. 1/11 3. 9/10

1. All students / staff / parents / visitors can access all areas of the school 2. Practice reflects policy 3. Action plan generated for maintenance and improvement of BMS buildings and grounds

SEF A2.3 / 2.4 / 2.5 / 2.9 SEF A3.4 SEF A4.1 / 4.3 / 4.4 / 4.5 / 4.6 / 4.7 / 4.8 / 4.9 Meeting action points

4.2 Admin team supports work force reform, no teacher carrying out admin tasks

1. Identify job responsibilities and accountability 2. AM joins SLT as admin rep 3. Investigate appointment of IT technician to relieve PN of IT responsibilities

1. PH 2. PH 3. AM

1. 9/10 2. Now!

1. ALL staff know who does what, where and when 2. AM contributes to and informs SLT discussion and decision making 3. IT technician in place and working in school min 3 days a week and relieves PN of IT ‘chores’

£4000pa for upgrading AM and MR £3500pa for Sarah Green 25 to 35hours £200pa to increase hours of Janet Southwell £6820pa for 20 hours IT support

Admin action points Termly Progress Reviews to see if reduced admin improves learning and teaching

4.3 Blackminster becomes a SIMS school

1. All teachers have access to laptops with appropriate levels of permissions for SIMS 2. All rooms networked or wireless 3. Appropriate and relevant CPD for teachers and admin 4. Use Lesson Monitor 5. Daily and weekly reports completed for academic and attendance data 6. Half-termly Progress Reviews, reports and data reports all done through SIMS

1. PN 2. PN 3. PN 4. PN 5. ND/CN 6. PN

1.10/10 2.9/10 3.10/10 4.11/10 5.10/10 6.10/10

1. ALL teachers using SIMS to record academic progress and attainment. SLT able to use data from SIMS to monitor progress 2. Laptops used in situ without problems getting access to SMS 3. SIMS training assists all staff in efficient use of software. Staff identify training needs and these are met 4. Electronic registers completed for tutor time and lessons 5. SLT have access to data to inform on progress and action planning 6. Parents state satisfaction with reporting procedure

£1000 for Lesson monitor and appropriate support

SEF A2.2 / 2.3 / 2.4 / 2.9 / SEF A3.1 / 3.2 / 3.4 SEF A4.2 / 4.4 / 4.7 SEF A8.1 / 8.2 / 8.3 / 8.4 MASC meetings Parent Voice Student Congress

4.4 Website facilitates better communication between school / home and receives positive comments. ‘New’ website in place by November 2010.

1. Students and parents consulted on what they would like to see on the website and how it could be used 2. Links made to website for parents to see ATTAINMENT, PROGRESS,

1. ND/PH 2. PN 3. PN

1. 9/10 2. 10/10 3.10/10

1. Website reflects views and wishes of parents. Parents and students state satisfaction. 2. Parents have easy access and ALL state satisfaction or

£2000 for software and maintenance

SEF A2.1 / 2.2 / 2.3 / 2.4 / 2.6 / 2.9 / SEF A3.1 / 3.2 / 3.4 SEF A4.1 / 4.2 / 4.4 / 4.5 / SEF A8.1 / 8.2 / 8.3


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BEHAVIOUR, ATTENDANCE, SEN in real time 3. Explore web server , internet service providers (ISP) and LA Learning platform including web usage tools such as Webalizer (www.webalizer.org) and Google Analytics (www.google.com/analytics)

reasonable improvements 3. Tools enable ‘hits’ to be monitored and ease of communication

Parent Voice Student Congress

4.5 Prospectus updated, hard copy in place on website and receives positive comments

1. Working party created to evaluate current prospectus and ideas for new prospectus generated 2.Prospectus put on website 3. Prospectus completed and out with First schools in advance of Open Evening / Days

1.PH/AMc 2.AMc 3. AMc

1. 9/10 2.ASAP 3. 10/10

1. Students, staff, parents and governors all contribute to prospectus. Min 90% asked state satisfaction. 2. Monitoring indicates number of visitors increasing and are accessing updated information 3. First Schools and parents state satisfaction with product. PAN filled / oversubscribed

£500 for folders and inserts

Parent Voice Student Congress First School feedback

4.6 Financial Planning Document (FPD) links department and school priorities to budget needs

1. FPD support for SLT from PH 2. FPD issued to all subject leaders and support/instructions provided through MASC 3. FDP meeting with PH / AMc 4. Development plan priorities and funding needs transferred to School Raising Attainment Plan (RAP)

1.PH 2. SLT 3. PH/AMc 4. PH/SLT

1.12/10 2.1/11 3.3/11

1. SLT familiar with document and contribute suggestions improvements 2. Departments link budget request to development plans offering VfM 3. Plans and funding inform important action points for the school. 4. Budget set and agreed by Governors to meet priorities and developments 5. 3/5 year plan evolving as result of forward planning through FPD

FPD Department Action Points MASC Action Points SEF A4.9

4.7 Safeguarding procedures judged outstanding

1. All new/Governors staff CRB checked (visitors CRB checked if necessary) 2. Single Central Register updated and in line with Ofsted criteria 3. Introduction of staff and visitor badges 4. Review of site in terms of stranger access/entry 5. School drive traffic management system introduced

1. PH/AMc 2. PH/AMc 3. ND 4. PH/AMc 5. ND 6. PH

1. 9/10 2. 9/10 3. 10/10 4. 10/10 5. 10/10

1. SCR updated and complete 2. All staff and visitors have clear identification 3. Risk assessments / H+S checks identify potential dangers and these are resolved 4. min 98% of students and parents state they feel the school is safe.

£2000 for ‘drop down’ traffic posts (£400 for hinged)

SEF A4.7 SLT Learning and H+S Walks / checks Department / school risk assessments

http://www.webalizer.org/

http://www.google.com/analytics


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budget


SEF

RAG

6. All risk assessments / H+S checks complete in line with school policy including Buildings book and electronic version and accident book.

Timeline of Support

Month Action Who September At the beginning of the school year, Blackminster makes use of the students’ data to plan how their needs can be met by adapting their teaching and learning strategies and pitch for students in their individual classes.

1. Review KS2 and Y7 / Y8 grades in comparison to FFT target grades by individual student and by teaching group. 2. Amend individual student targets in light of review above so that they are challenging. 3. Implement support for teachers with negative value added and explore possible reasons 4. INTERNET café – introduced 5. Review SATS report and implement suggested actions 6. Work sampling and lesson observations of Year 6 – SLT to support 7. Register of students finalised. 8. Year 6, 7 and 8 underachievers identified in Summer term 2010 and support implemented term 1 2010 9. Display photos of successful students from last academic year, year 6 10. Parents of ‘borderline’ 3 / 4 in both English and Maths informed and invited in to meet ‘mentors’. 11. SEN support process begins and continues throughout the year. 12. 1:1 tuition begins 13. English and maths consultants in to support, focus on learning and teaching

1. PN 2. SLT / HoDs 3. ND 4. CN 5. SLT 6. SLT 7. AMc 8. PN 9. ND 10. CN 11. JB 12. CN 13. PH

October During October, comparative national data is available through RAISEonline. The school will have undertaken subject reviews and analysed students' performance and identified actions and interventions arising. The data is also be used by the school improvement partner to identify key issues for discussion with the school.

1. Interrogate termly Progress Reviews. Undertake subject review of results with MASC Lead and identify strategies, interventions and actions arising. Heads of House involved in the process.

2. Identify what lessons can be learned from relative student performance in other subjects. Identify which subject areas need to improve to meet the targets and in what aspects.

3. Identify underachievers, implement support programmes. 4. Parents informed about underachievement. 5. Mock SATS preparation begins with focus on study skills 6. English and Maths Department review with focus on year 6 attainment 7. Year 6 Introduction to KS2 SATS Evening – targets and expectations shared 8. Download FFT data and compare to current targets 9. Maths groups re-organised if necessary 10. Maths schemes of work reorganised if necessary 11. Attendance added to Venn diagram 12. English and maths consultants in to support

1. SLT 2. HoDs / SLT 3. PN / SLT 4. CN 5. ND 6. PH 7. ND / PW 8. PN 9. PH 10. PH 11. CN 12. PH


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Timeline of Support

Month Action Who November The visit by the SIP to provide support and challenge for the target-setting process will normally take place during November. This will draw on the various analyses and of progress in previous years, as well as proposed school targets for performance.

1. Identify which students will have to be successful in order for the targets to be met: Who is making good/unsatisfactory progress? What interventions need to be made to support better progress?

2. Review progress of year 6 to 8 towards meeting statutory targets and identify where targeting and intervention required. 3. Academic Monitoring. HoH / SLT presence at meeting with underachieving students 4. English / maths day for students with under target grade work 5. Mentoring booklet issued. Priority students identified and given more focused mentoring 6. Visit by SIP to provide support and challenge for 2010 - 2011 target-setting

1. PN 2. PN 3. CN 4. CN 5. CN 6. PH

December By the end of the term, teachers will have recorded their assessment of students’ attainment in key areas of work, and recorded these on SIMS including behaviour, where appropriate. In addition, statutory targets for performance for Key Stages 2 and 3 will be agreed by the governors and communicated to the local authority.

1. Ofsted 2. Identify areas of strength and areas for intervention arising from the term’s analysis of student progress: How effective are the strategies

used so far over the term? How should they be adapted, reinforced, changed? 3. Statutory targets set by 31st 4. Mock SATS, Year Exams – exam breakfasts provided 5. Text messages to parents informing about mocks 6. Interrogate termly Progress Reviews. 7. Identify underachievers, implement support programmes. 8. MATHS – revision for Year 6

1. ALL 2. SLT 3. PH 4. CN 5. AMC 6. PN 7. PN 8. PH

January Teachers review the progress of all students over the autumn term, with particular focus on whether targets for the end of the year will be reached and what further support and interventions are required to help all individual and groups of underachieving students.

1. SLT review last two terms and mock examination results 2. Undertake question level analysis in English and maths. As a result of this identify short term actions to address cohort issues 3. Parent teacher consultation evening / Reports issued – intervention group identified and parents informed 4. Mock examination review – strategies for individual students and teaching groups implemented 5. KS2 tests preparation begins to include practice exam questions 6. Exploration of Literacy Plus to be included in Year 6, 7, 8 Curriculum 2011-12

1. SLT 2. PH 3. ND 4. ND / SLT 5. ND 6. PH

February This may be a good time to update the SEF and also to refine the priorities for the

1. Interrogate termly Progress Reviews. 2. Identify ‘new’ underachievers, implement support programmes. 3. Year 6 Assessments – results compared to targets, underachievers identified and supported – progress reviewed with HoDs.

1. PN 2. PN 3. ND


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Timeline of Support

Month Action Who school development plan arising from the data. The school improvement partner visit for the spring term is likely to focus on the identified development issues for the school, and how support for these will be provided, whether from the school budget or provided by the local authority.

March By the end of the term, class teachers will have recorded their assessment of students’ attainment in key areas of work, and recorded these on the school’s tracking systems. They will be tracking coursework and ensuring arrangements are in place for revision and catch-up.

1. Plan generated for support required in SATs for students with SEN 2. ‘Second’ Mock week for English and maths. Learn to Learn week for all other subjects 3. English Consultant support and info passed to English

1. ND / JB 2. ND / SLT 3. PH

April The start of the summer term marks the beginning of an intensive period for the school supporting students through the exam process. This requires detailed planning of study support arrangements.

1. Easter School for target groups in ALL subjects 2. English Day for level 3 / 4 / 5 borderline students 3. Maths Day for level 3 / 4 / 5 borderline students

1. SLT 2. ND 3. ND

May This is the opportunity to ensure attendance at the Key Stage 2 Assessments and Key Stage 3 examinations and also to undertake some initial paper analysis.

1. Ensure attendance at exams - preparation 2. Revision sessions as part of enrichment 3. Establish conditions for students to be well prepared on exam days through breakfasts and ‘last / sharpener’ revision sessions 4. CHECK ATTENDANCE AT SATs – on the day!

1. ND 2. ND 3. CN 4. ND / CN

June 1. Analyse Years 7 and 8 Performance in end of year exams 1. PN


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Timeline of Support

Month Action Who This is the opportunity to ensure attendance at the Key Stage 3 exams and also to undertake some initial paper analysis.

2. Yrs 7 and 8 Exam Week 3. HoDs analyse exam papers for match with preparation and curriculum

2. ND 3. SLT

July The Key Stage 2 and 3 Assessments and question level analyses provide invaluable information on the effectiveness of teaching and learning at Key Stage 2 and 3 and also key information on what each cohort needs. By the end of the summer term, information on the progress of individual children will need to be reported to parents/carers alongside attainment in the statutory tests where relevant.

1. Provisional analysis of KS2 Assessments and implications for KS3 and review of performance over the year: How have students performed over the year compared to their targets? What teaching and learning strategies have worked well? What leadership and management strategies have been effective? What have been the barriers to further improvement? What further support is required?

2. Publish whole school targets for 11/12 3. Induction Evening for students and parents new to the school. Meet tutors and Heads of House 4. Induction at EHS / PHHS for year 8

1. PN / SLT 2. PH 3. ND / PW 4. PN

August During August, Blackminster analyses its students' results for KS2 SATs and begins to identify the particular issues from how students have performed against their targets and in different subject areas using the residuals.

1. Celebrate results that reflect challenging targets 2. Analysis begins

1. ALL 2. SLT

School Development Plan The Raising Attainment Plan is reflected as an integral part of School Development planning.


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Blackminster Middle School SEF Categories and Responsibilities

A1.1 School Context

A2 Outcomes

A2.1 Students’ attainment PN

A2.2 Quality of students’ learning and their progress ND / PN

A2.3 The quality of learning for students with SEN and/or disabilities and their progress

CN / PN

A2.4 Students’ achievement and the extent to which they enjoy their learning

ND

A2.5 Extent to which students feel safe ND

A2.6 Students’ behaviour ND

A2.7 Extent to which students adopt healthy lifestyles ND

A2.8 Extent to which students contribute to the school and wider community

ND

A2.9 Students’ attendance CN

A2.10 Extent to which students develop workplace and other skills that will contribute to their economic well-being

ND

A2.11 Extent of students’ spiritual, moral, social and cultural development ND

A3 Provision

A3.1 Quality of teaching ND

A3.2 Use of assessment to support learning CN

A3.3 Extent to which the curriculum meets the students’ needs, including, where relevant, through partnerships

CN

A3.4 Effectiveness of care, guidance and support CN

A4 Leadership and Management

A4.1 Effectiveness of L+M in embedding ambition and driving improvement PH

A4.2 Leadership and management of learning and teaching ND

A4.3 Effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

PH / Govs

A4.4 Effectiveness of the school’s engagement with parents and carers PH

A4.5 Effectiveness of partnerships in promoting learning and well-being CN

A4.6 Effectiveness with which the school promotes equal opportunity and tackles discrimination

PH

A4.7 Effectiveness of safeguarding procedures PH

A4.8 Effectiveness with which the school promotes community cohesion ND

A4.9 Effectiveness with which the school deploys resources to achieve VfM PH / AM

A8 Summative Judgements

A8.1 Outcomes for individuals and groups of students PN / SLT

A8.2 School’s capacity for sustained improvement SLT

A8.3 Overall effectiveness: how good is the school SLT

A8.4 Important actions for the school SLT


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Strategic Overview Headteacher

Peter Humphries

Quality of Learning and Progress Deputy Headteacher

Neil Davies

Standards and Achievement Assistant Headteacher

Phil Nosworthy

Inclusion for Learning Assistant Headteacher

Chris Nelson

Administration Finance and Site Manager

Angela McAnally (Maria Ritchie – Admin Manager)

Whole School Planning

RAP/SDP

Policy co-ordination, monitoring, evaluation and review

Staff Welfare

Partnerships – First and High Schools

Recruitment, Personnel & Staffing: Teachers, TAs

Staff Pay and Performance

Finance and resources to achieve VfM

Leadership and Management – ‘Ambition and Improvement’; Learning and Teaching

SEF

Safeguarding including Health and Safety and risk assessments

Equal Opportunities and tackling discrimination

Governing body links to Challenge and Support

Parent Voice

Student Congress

Performance Management

Classroom monitoring: quality assurance of teaching; student learning and progress

CPD to improve learning and teaching

Specialist School Status

Spiritual, Moral, Social and Cultural Education including assemblies

Community Cohesion

Marketing and publicity

Work related learning

Enrichment including Rewards/Awards and Celebration of Achievement events

Behaviour for Learning

ECM – outcomes for Safe, Healthy, Achieve and Enjoy, Positive Contribution to the school and wider community, Economic well-being

Standards, Achievement and Attainment of individual students and groups (SEN, boys, girls, LAC, BME, GRT, FSM, G+T)

Data Collection and analysis including Student Tracking

RAISE online

Timetable generation including changes

SIMS

Assessment including Student reporting system and reporting to parents with ADMIN support

Student Performance

Calendar

Duties rota

ICT Hardware & software

Year 8 data transfer to High School

Curriculum Development, planning and Implementation including partnerships

Assessment to support learning including AfL, APP, removing barriers to learning

Learning support and inclusion including Gifted and Talented

Care, guidance and support through Tutoring, the House System and subjects

First School liaison

Extended schools including CAF process and Parent Support Workers

Managed moves and casual admissions

NQT support / Coaching

Attendance

House system and tutoring

Child Protection

Premises: major building works, projects and contractors. Manage service contracts

Finance: financial admin, orders, invoices, licenses and insurance, school fund, Imprest, plan/monitor/evaluate budget, management of expenditure, reports for Govs/SLT/staff

Systems Manager: upgrades, access rights

Lettings: management of facilities

Personnel: maintaining staff records, absences, training records, contracts

Inventory management and Asset Register

Comply with and assist in generation and review of school policies to include: C.P., H+S, security, confidentiality and data protection

Supply / cover including PPA management and staff absence

Marketing, press releases and newsletter collation

Reception

Attendance Officer

Admissions

SIMS: student data, census returns, collate student assessments

Minibus bookings

Fund raising and sponsorship


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Strategic Overview Headteacher

Peter Humphries

Quality of Learning and Progress Deputy Headteacher

Neil Davies

Standards and Achievement Assistant Headteacher

Phil Nosworthy

Inclusion for Learning Assistant Headteacher

Chris Nelson

Administration Finance and Site Manager

Angela McAnally (Maria Ritchie – Admin Manager)

Reprographics

Daily plans, diary and calendar

Library

Health and Safety including premises and Off Site trips (EVC)

Website, prospectus

First Aid register and training

Recruitment, Personnel and staffing: Admin, Caretaker and cleaners

Strategic overview Year 6 – M.E.R and Induction Year 8 – M.E.R and data transfer Year 7 – M.E.R

Monitoring, Accountability, Support, Coaching (MASC) Meetings

English – Andrea Swindells Maths – Kate Shattock (Maternity leave)

Science – Simon Jacob History – Anthony Faughnan Air – Simon Jacob

ICT – Phil Nosworthy MFL – Cath Harris Geography – Chris Nelson PSHE / Citizenship – Helen Easton Earth – Cath Harris

Technology – Lydia Pettit R.E. – Richard Kent Art – Abi Lomax

Fire – Pat Watson

Music – Sue Bell SEN – Jan Blakely P.E – Hannah Burton Water – Helen Easton

Site team - caretaker Cleaners Reprographics assistant

blackminster raising attaintment plan

Documents

school provision

attainment plan

learning process

key documents

average en en sc en

average points

average sig

end of key stage