h s p s chool trategic lan chool three year...
TRANSCRIPT
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Three Year Plan
HEARTLANDS
HIGH SCHOOL SCHOOL STRATEGIC PLAN
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Contents
Mission
Page 3
Plan on a page Page 4
Learning Targets, Quality Assurance and Accountability Page 5-6
Ethos Targets, Quality Assurance and Accountability Page -7
Partnerships Targets, Quality Assurance and Accountability Page 8
Business Plan Page 9-10
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Our Mission is to Create a Commitment to Learning
Business Plan
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School Strategic planning at Heartlands is simple and has a focus on the core elements that we want to improve in order to ensure outstanding outcomes for our students. We focus on simplicity, forward planning and securing accountability.
Achievement
Learning Ethos Leadership
1.1 Achievement of all students, including the most able, Caribbean boys and students with SEND reflects our high expectations
2.1 Teaching is consistently good or outstanding leading to exceptional growth in pupils’ knowledge
3.1 Outstanding behaviour leads to excellent attitudes to learning, attendance and punctuality
4.1 Ensure outstanding communication with parents leads to high levels of parental engagement
1.2 Intervention secures rapid progress of all students (KS3/4)
2.2 Sharp monitoring of teaching leads to a drive for continuous improvement and sharing of best practice
3.2 A culture of student leadership promotes a cohesive learning community
4.2 Further develop community links that benefit our students and lead to school improvement
1.3 Whole school assessment systems support target setting and monitoring of pupil progress
2.3 The curriculum reflects our core values and provides excellent educational experiences
3.3 Our competency based curriculum fosters students SMSC development
4.3 Robust self-evaluation and internal review leads to effective actions for school improvement
1.4 Students acquire high levels of literacy and mathematical knowledge and skills appropriate to their age
2.4 All students are very well equipped for the next stage of their education
3.4 Outstanding vertical tutoring supports students’ literacy, spiritual, moral, cultural and social development
4.4 Promote health and wellbeing for staff and students
The Plan on a Page
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Objective 1: Outstanding Achievement
TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) Monitoring/Evaluation
1.1 Achievement of all students, including the most able, Caribbean boys and students with SEND reflects our high expectations
High quality teaching, curriculum, behaviour and leadership lead to outstanding achievement of pupils
Appoint achievement co-ordinators for Y11 & Y10 to drive achievement of underachieving groups and the more able in particular
AFA programme implemented for Key groups of SEN students.
Students in Autism provision tracked against IEPs
School Information report is published on school website and its impact and value for money is analysed and reported
DH Ach-EN DH Incl-NE AH Autism provision SENCO -HL
Ongoing – 1st
results 08/15
10/14 Ongoing
Overall KPIs are met with no group sig –
Goal - 100% 3L+, 50% 4L+
No sig – in Raise online
SEND students achieve well in relation to Nat Ave
Data indicates that Statemented SEN students and SEN support Students make good progress against targets
Parental engagement with SEN reviews and contributions are positive
Whole school training on core areas of T&L, Beh, Curriculum, Leadership
SEND and PP budgets used to ensure maximum impact on pupil achievement
SEF Process
Report to Govs
Achievement of SEND pupils, underachieving groups, more able and students in the Autism provision is reported to SLT after each AFA
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1.2 Intervention secures rapid progress of all students (KS3/4)
Close analysis of data to identify underachieving students and groups:
Embed PLCs fully
More rigorous analysis of data in LM mtgs
Staff have clear understanding of who target students are
Pixl Mtgs – strategic matching and monitoring:
In class intervention for underachieving students
Additional intervention is effective in addressing underachievement
DTT method implemented effectively
Adjusting sets/teachers to maximise achievement
1-1 and small group interventions for key students
Rewards linked to academic progress
DH Ach-EN Ongoing Overall KPIs are met with no group sig –
Class level intervention is driven through LM at every level and through Curriculum Mtgs
Data led teaching evident through lesson observation
Knowledge of key targeted students is promoted through staff mtgs, display, LM, bulletin etc
Intervention programmes at KS3/4 are effective in closing gaps and driving 2L+ progress at each key stage
PIXL mtgs lead to close match up of Eng/Mat and develop strategic leadership skills of Hofs
Programme of rewards acts as a motivator for students and drives academy SUCCESS ethos
Whole staff training on Assmt systems, Intervention and Data
Pupil Premium (£?) budget for intervention programmes
Monitor through LM and AFA process
PIXL mtgs
SEF process and Target setting
Report to Govs
1.3 Whole School Assessment systems support target setting & monitoring of pupil progress
Targets set using NC levels with 2L+ targets set for each key stage
Develop strategic use of data at all levels in the school – classroom level leadership, middle leadership and senior leadership
Develop the use of the website to communicate key data to parents
Use pre-public exams and internal assessment to ensure pupils are prepared for the exam process within new GCSE curriculum
DH Ach -EN
9/14-9/15 Progress is outstanding in all areas - 100% 3L+ & 50% 4L+
Target setting system is transparent and understood by students, parents and all teachers and used to drive achievement and set high expectations
Website hosts up to date information on achievement, interventions (SEND, PP) incl impact and value for money
Data is used routinely to support learning
Whole school Assmt system drives effective assessment practices in the classroom
Moderation and standardising (incl external) show robust and accurate assessment/marking
Heads of House leading monitoring, tracking and interventions in progress within their house
Whole staff training on target setting and data led teaching
£2K for Sims support to change target setting system
Monitor through LM and AFA process
SEF process and Target setting
Report to Govs
Parents evenings and AFA days used to promote understanding of target setting
Internal review and PM review
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1.4 Students acquire high levels of literacy & mathematical knowledge and skills appropriate to their age
Plan interventions cycles
Implement effective interventions for students arriving below L4
Review year 7 SOW
Review and amend the Year 7 transitions process
Put interventions in place within feeder primary schools
Litco –LD SENCO -HL BI GD
09/14-07/15 Students make 2sl per year progress in Eng/Mat across KS3
Reading age data indicates significant growth in reading ages (Goal: 2 years progress in 1 year)
Students receiving intervention make accelerated progress in reading
Lit/Num interventions take place in feeder primaries
Impact of Beyond Words and other interventions presented at SLT termly
Whole staff training Training for Primary teachers Joint Planning time
Cover costs
Data tracking set up to monitor progress of students’ receiving intervention
Evaluate impact at SLT
SEF process
Objective 2 : Outstanding Learning
TASK ACTION Lead Timescale Outcomes/Success Criteria Training Cost (Budget) Monitoring/evaluation
2.1 Teaching is consistently good or outstanding leading to exceptional growth in pupils’ knowledge
Plan and deliver a system of support for all teachers to develop in areas according to the principles of learning to include: o Twilight and inset core
training o An elective programme of
study o Support plans for all
teachers post PM1 o Coaching o Work Scrutiny o Observation training o TL bulletin o Weekly TopTip
Deliver training to ensure that the new SEN COP is understood by all staff and teachers are equipped with strategies to differentiate effectively for pupils with SEN needs
LSAs are trained to have maximum impact on SEN pupils’ learning and progress
DH T&L-RS T&L team JS BL DH Incl-NE SENCO-HL
Ongoing T&L is 100% Good or better as observed in lessons, learning walks and work scrutiny.
There is an improvement in all areas of the principles of learning as seen in observations reported to SLT and governors 3 times a year
Lesson observation judgements are confirmed by external partners
There is an improvement in marking and quality of work as seen in work scrutiny reported to SLT and governors 3 times a year
Success of the Consolidating Good support programme and the Aiming for Outstanding programme
Teachers and LSAs intervene with notable impact to ensurethat students with barriers to learning are able to learn effectively.
Teachers tailor support in lessons for pupils of all abilities and particularly for student with barriers to learning
A programme of CPD including: Twilights, Sunrise & Inset days
No add cost PM review
Faculty reviews
Challenge partners review
Observation standardisation
Report to Govs/SLT
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2.4 Sharp monitoring of teaching leads to a drive for continuous improvement and sharing of best practice
Plan and deliver a system of rigorous and transparent review and monitoring of all teachers to develop practice according to the principles of learning. This will include:
Quality assured observations
Work Scrutiny
PM procedures
Self review and 360 reviews
Use of Bluesky by SLT to sharply monitor teaching and learning every half term
Plan and deliver a system of continuing CPD and sharing of good practice. This will include:
Teaching and Learning bulletin
Top Tip briefings
Full elective and core CPD programme themed on the principles of learning
Coaching and improvement programmes
Open Door week Implement new, rigorous Internal Review process
DH T&L-RS Training Team DH Ach-EN
Ongoing
Nov 14
T&L is 100% Good or better as observed in lessons, learning walks and work scrutiny A comprehensive programme of review, evaluation and training/sharing of good practice in place for all staff. This will impact teaching and learning to ensure:
There is an improvement in all areas of the principles of learning as seen in observations reported to SLT and governors 3 times a year
Lesson observation judgements are confirmed by external partners and used to support teachers
Open door week and the TopTip/TL Bulletin are deemed successful through staff evaluation
Internal Reviews complement the new DSEF and DSIP processes and deepen school leaders’ knowledge and understanding of strengths and weaknesses, leading to robust actions for school improvement
A programme of CPD including: Twilights, Sunrise & Inset days
No add cost Findings shared with SLT and presented at Govs’ SAC Committee. Feedback given to whole staff on progress towards school T&L targets
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2.3 The curriculum Reflects our core values and provides excellent, broad educational experiences
Undertake full curriculum review and act on it
Give clear direction in planning for KS3 and KS4 and quality control what is in place
Ensure that Heartlands’ principles for learning support each student
Ensure that the options process supports students in planning for high aspirations
Undertake review and implementation of the new programmes of study for KS3 and KS4
Review the creative curriculum
Review curriculum weightings
Improve vocational opportunities
Ensure better access to alternative provision either on or off site
The curriculum caters for the needs of all students with barriers to learning (incl SEND, EAL)
DH Cur-CY SENCO-HL LITCO-LD
Annually- See Curriculum review timeline
Overall KPIs are met with no group sig – 100% students make 3L+, 50% Students make 4L+
Student engagement and enjoyment in learning is high
Parental feedback on curriculum is positive
High quality schemes of work in place at KS3/4
Student are guided onto the right pathway
0% NEETs/100% engagement with education post-16
Heartlands is very well prepared for the changes to GCSE Curriculum.
Report to SLT
Students successfully accessing outside provision, monitored
and reported to SLT • Documented depth of provision that meets the needs of
SEND students at the school and locally • SEND/EAL provision is mapped, published and evaluated so
that staff and parents understand what is provided by the school
Joint planning time Training for staff
Mike Clayden to review curriculum costing
Monitor at Hofs/Hods Evaluate at SLT Report to Curric Govs
2.4 All students are very well equipped for the next stage of their education
Careers and IAG education embedded in the school from Years 7 to 11
Work experience completed and reviewed for current Yr 10
Post-16 guidance in place for Year 11
DH Cur-CY SI ML HL HY
July 2014 IAG offer throughout the school using PSHE and SEARCH Days
Training for staff on Academic tracking
Work experience and careers sessions are successful for Years 10 and 11
Options process runs with support and advice for Year 8 & 9
0% NEETs post 16
Training for tutors to deliver academic tracking
Monitor quality of Academic tracking & IAG advice Evaluate at SLT
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Objective 2: Outstanding Ethos
TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) Monitoring/Evaluation
3.1 Outstanding behaviour leads to excellent attitudes to learning, attendance & punctuality
Train staff to apply VFS consistently
Ensure Rewards are at the heart of improving behaviour in the school
Ensure regular monitoring and feedback to SLT and communicate outcomes clearly with staff
Review the VFS policy
Improve communication and input from parents
Design an effective approach to reduce repeat behavioural offenders
Embed V4S and SEARCH ethos in Collective worship
Review Internal / External Exclusion practices
Ensure regular attendance and punctuality checks and support mechanisms are in place
DH Beh-NE BW SLT GD
Ongoing Half Termly Ongoing Sep 2014 Sep 2015 Sep 2016
Lesson observations reveal consistent practice
Clear Training Cycle in place for Induction, review and for adapting to meet the needs of a growing school
Increase Reward : Sanction Ratio (2014 6:1, 2015 7:1, 2016 8:1)
Introduce and monitor the KS4 Rewards programme (Pay Slip)
Jack Petchey Awards celebrated across the school
EOY Celebration of Achievement in place with inspiration speaker
Year on year reduction in fixed term and permanent exclusions. Figures are lower than National Averages
Number of Internal Exclusions reduced (2014 – under 600, 2015 – under 550, 2016 – under 500)
VFS rewards consistently in delivered through Collective Worship
Outstanding Internal Exclusion provision in place
Outstanding External Exclusion provision in place with linked agencies
Attendance rises to 95%
Attendance rises to 95.5%
Attendance rises to 96%
Punctuality – number of students late to school decrease to less than: 15per day – 2014, 12 per day – 2015, 9 per day – 2016
Whole School Training INSET
Rewards Budget Attendance and Punctuality Budget Internal Exclusion Room Budget
HOH Meeting Half Termly Report to SLT Annual Report to Curriculum
Govs. SEF
3.2 A culture of Student Leadership promotes a cohesive learning community
Develop a clear and fair elections process
Set up a Society structure and ensure meaningfully student involvement
Peer mentoring introduced to supports student welfare
FX LI
Annually
Annual elections cycle in place
Junior Leadership team active with a measured action plan
Student Voice is valued and contributes to school improvement
Societies contribute towards teaching and learning
Peer Mentoring established, training in place and impact on student wellbeing is measured(e.g. reduced incidents of bullying)
Increasing numbers of students are involved in active leadership
Assembly. JLT Council Mtgs Peer Mentors
£5,000 Report to HOH and to SLT
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3.3 Our competency based curriculum fosters students SMSC development
Impact and value of SEARCH days evaluated
Impact and value of SEARCH competencies and the effectiveness of delivery assessed
SEARCH competencies published
Ensure greater impact of SEARCH principles in lessons
AH –DY SLT BW HOH
Review of SEARCH days completed and considered by SLT
SEARCH aims fully embedded in the curriculum
Lesson obs show impact of SEARCH principles and competencies
Heads of House drive SEARCH values through collective worship (assemblies) and Tutor time
Staff meetings/ CPD
No Cost
Report to SLT/Govs
Findings presented to whole staff
3.4 Outstanding vertical tutoring supports students’ literacy, pastoral and SMSC development
Review Vertical Tutoring Process and Handbook
Inclusion Provision Map designed and shared
Regular Tutor Team Meetings in place
Academic Mentoring programme designed, introduced and monitored
Communication with parents/carers occurs on a regular basis
Literacy Based Interventions introduced
NE HOH SI VT Tutors LD
Annually
Ongoing
March 2014 Ongoing Sept 2014
Vertical Tutor Handbook in place
Tutor Team Training Plan developed, implemented and evaluated
Tutors regularly communicate with parents / carers
MAP process ensures Early Help for all students
Interventions are measured and evaluated to show impact
Inclusion of External Commissioned Partners to enhance pastoral interventions
Case study work is evident of outstanding practice
KS4 Academic Mentoring in Place (Yr 11 – March 2014, Yr 10 – December 2014)
Clear communication points with parents in place (AFA, Parents Evenings, SEN reviews)
Quality Beyond Words Literacy Programme instilled into Tutor Time. Impact - increased reading age development
Tutor Teams £1000 Report to SLT
12
Objective 4: Outstanding Leadership
TASK ACTION Lead Timescale Outcomes/Success Criteria Training Cost (Budget) Monitoring/evaluation
4.1 Ensure outstanding communication with parents leads to high levels of parental engagement
Parent questionnaire distributed and collated in a timely fashion
Twitter used with parents
Focus groups for parents set up
Website reviewed and redeveloped
School prospectus redesigned
Use of curriculum booklets and learning booklet to inform parents and carers
Teachers call home regularly
Use of half termly letter to communicate with parents and carers
DH Cur- CY BW/GL/CD
Dec 2014
Ongoing
Data presented
Policy in place on use of social media for staff
Parent feedback suggests satisfaction in school communication
Excellent participation in PTA
Whole staff training
£10 000 Report to ST
SEF process
4.2 Further develop community links that benefit our students and lead to school improvement
Annual School Fete established
Student leaders involved in local Democracy and fund raising
Business partners developed for enrichment of the curriculum and additional funding
Extend links with universities and consolidate links with the university of Arts
Use links to develop IAG
Links with Challenge Partners and PIXL lead to better outcomes for students
Autism links with IOE and GOSH developed
Develop links wih the NLC and New River Teaching Alliance to enhance quality of T&L
NEET programme established
RS FX/HS ML CY/SD CY EN HL RS MH
Annually
Sept 2015
School Fete well attended and successful in engaging the
local community, promoting the school and raising funds
Students participate in local democracy and initiate a schedule of fundraising events
Rich enterprise days in place and there is investment from business partners
Brilliant Club well established, students attend a range of events which build aspiration to attend University
IAG provision map in place and successfully implemented
Students and parents are happy with the quality of advice given
PIXL strategies are well embedded in the school. Use the challenge partner network to have a direct impact achievement and standards
Involvement with IOE and GOSH leads to better experiences and outcomes for Autistic Students
Regular involvement with Teaching Alliance and NLC offers quality CPD and development to Heartlands staff
0% NEET students following exam results (Aug 15)
Student Council Meetings
Staff Meetings
£2,000 £15,000
Student Societies/Report to SLT
Report to SLT
13
4.3 Robust self evaluation and internal review leads to effective actions for school improvement
MSER cycle introduced
New DSEF/DSIP process introduced with training for middle leaders
Increased rigour of impact analysis through line management
Autism provision follows robust whole school SEF process
DH Ach-EN DH Incl-NE
09/14-09/15 then annually
MSER cycle ensures cohent systems for monitoring, self-evaluation and internal review
High quality DSEF and DSIP documents produced by HOF/HOds
SEF/DSEF process leads to strategic actions which drive school improvement and develops distributed leadership
Line management develops accountability of leaders at all levels in the school
High quality DSEF and Strategic plan produced for autism provision
Training MLT and
SLT
No add cost MSER cycle drives SEF and DSEF process
Report to Govs
4.4 Promote health and wellbeing for staff and students
Put in place healthy living weeks
Healthy Fridays
Meals Deals for eating with students
Vie Life support line
Staff council
Annually Report of Health presented to Staff Council
Programme of events during Health and Wellbeing Days Produced
Staff Meeting £5,0000 Report to SLT
4.5 Ensure outstanding Governance
Governance review day
SEF
Governor link visits take place
Chair Feb 2014 Skills analysis
Action plan and self-evaluation produced
Training has taken place and evaluated
Gov Training £2,000 Full Governors
Objective 2: Business Plan
TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) 11/12 Monitoring/Evaluation
5.1Ensure the school meets statutory requirements
Action Plan on Health and safety and Fire produced
Produce Risk Register
Develop internal and external auditing procedures
Mike/SK LA
Oct 2013 Recommendations to Health and Safety Committee
Risk Register produced and presented to Audit Committee
Clear terms of reference in place for the audit committee
Staff 4,000 Report to Govs
5.2 Seek further funding and links
Explore business sponsorship where appropriate
Research and apply for appropriate grants
LA October 2013 October 2014 October 2015
Bids written and in place
Sponsorship and additional funding agreed
LA-Training on bid writing
none Report to SLT
5.3 Ensure Outstanding facilities for learning
Develop extra space within the canteen
Research and produce feasibility on autism expansion and setting up with a separate URN
Outside Cover for lunchtime
Develop working links with
Mike/SK GD SK
April 2014 April2015 April 2016
Building Development plan produced
Work undertaken with governors and application in place for
new school if approved
Heads of Terms agreed and in place with the Cricket Club
None
TBC
Report to FGP
14
Middlesex Cricket Ground
Building Renovation Plan Produces scheduling works
5.4 Ensure outstanding resources for learning
Review procurement
Review ICT provision and produce a strategy
Review Staffing structure for ICT
LA LA LA
April 2014 April2015 April 2016
Review of current provision presented to SLT
Year ICT Strategic Plan produced and presented to SLT
Yearly Review presented to SLT
Training for staff on new ICT systems
£50,000 Report to SLT and to governors
5.5 Feasibility study on Post 16
Feasibility study undertaken
Collection of views and consultation
Proposal produced
Mike Clayden
May 2014 Sep 2015 Sep 2016
Report produced
Implementation plan in place
If feasible implantation begins
None Report to SLT/Govs