school development plan 2017/2018 east bergholt...

School Development Plan 2017/2018

Contents

1. Introduction 2. Priorities for 2017/18 3. Monitoring and Evaluating the Plan 4. 2017 GCSE Results 5. Summary of Targets and success Criteria 6. Operational Plans

a. Leadership and Management b. Teaching, Learning and Assessment. c. Personal Development, Behaviour and Welfare of Students d. Student Outcomes

7. Summary of examination performance targets 8. Key areas of future development in the next 3 years.

East Bergholt High School

East Bergholt High School Development Plan 2017/18

Updated 12 December 2017 2

1. Introduction

East Bergholt High School is an inclusive high school which endeavours to recognise and meet the needs of the individual student. Our

practice is characterised by, (but not limited to);

● High expectations of student behaviour and achievement ● A commitment to high quality teaching. ● Putting students, their learning and welfare at the centre of our decision making. ● Allowing students to be involved in shaping and improving their school, to grow in self-confidence and to learn how to lead others ● Maintaining a safe and friendly community to which all can contribute and feel a part ● Being totally committed to partnerships with other schools and providers.

2. Priorities for 2017/18

The targets in the School Development Plan for 2017/18 are grouped under the 4 development areas headings of:

● Leadership and Management. ● Teaching, Learning and Assessment. ● Student Development, Behaviour and Welfare. ● Student Outcomes.

3. Monitoring and evaluating the plan

The following structures have been set up to monitor the progress made towards reaching the SDP targets: ● Head teacher will report progress monthly to the Full Governing Body. ● Staff to report progress to link Governors. (via Gov. visits) ● Half-termly SLT meetings will review SDP progress. ● Faculty leaders will report on progress on dept. plans via regular SLT link meetings and report twice a year to Govs.. ● School priorities areas are reflected in performance management objectives for all staff. ● External scrutiny of our plan this year is being provided by;

o Sue Hargadon, former Headteacher of Farlingaye High School, National Leader of Education and Ofsted inspector. o SSLT Leadership group



4. 2017 & 2016 GCSE Results

DfE Performance Indicator School 2017 Nat. Average 2017 School 2016 Nat. Average 2016

Progress 8 -0.12 0 +0.08 0

Attainment 8 46.9 46.0 52.5 49.8

% of students achieving 4+ En & Ma 70 63

% of students achieving 5+ En & Ma 50 42

% of students achieving A*-C in Eng. & Ma. 68 63

% of students entered for the EBacc. 34 35 56 40

% of students achieving the EBacc. 14 21 32 24

The above table shows that results in 2016 were above the national average for all headline performance indicators. In 2017 there was a significant improvement in student attainment for English Language compared with 2016. (A key area for development in 2016/17). For basics, there was no significant gender gap and no significant gap between PP students and others. However, analysis of the 2017 results, including progress measures, reveal that the school must continue to focus on its more able students and the attainment of PP students . (The SEF contains a more detailed analysis of GCSE results). All subject development plans have been reviewed and amended since the start of the autumn term via a meeting with the HT and their SLT link person to review examination results. All subjects have identified specific areas they need to target during 2017/18 to promote achievement.



5. Summary of Targets & success Criteria (Red indicates key areas for sustained improvement)

Area Target Success Criteria

Le

ad

ers

hip

&

Ma

na

ge

me

nt

To review our quality assurance procedures ● High standards are maintained across all areas of operation. e.g monitoring the quality of teaching, moderation of student work, student reports.

To review the curriculum for September 2018 ● Curriculum model in place which: ● meets the needs of all students ● is financially viable ● recognises the impact of terminal examinations of students. ● allows students to progress onto Further Education

To embed our position within the SSLT and ensure that we establish strong collaborative links with our partner schools.

● Joint meetings /working groups of key staff. ● SSLT initiatives address common development priorities

To review access to the school site with reference to safeguarding.

● Public access to the school site in closely monitored and restricted. ● Risk assessment in place for Sports Centre users

Te

ac

hin

g,

Le

arn

ing

&

Ass

ess

me

nt

To evaluate and review our current CPD programme

● CPD supports colleagues to develop their classroom practice, addressing whole school priorities.

● All staff, at whatever stage of their career, feel professionally supported. ● Succession planning ensures the recruitment of staff into key areas.

To continue to promote literacy and numeracy across the curriculum

● Promotion of high standards of literacy and numeracy permeates all teaching

Review our assessment & reporting policy ● Revised assessment policy in place for Sept. 2017

Develop strategies to effectively support differentiation with a focus on those students with SEN and the more able

● Students of all abilities are challenged appropriately in their lessons.

● Differentiated approaches are built into teachers’ planning

● Assessment is appropriately differentiated

● Where appropriate, staff establish the ‘normal way of working’ for students that takes account of

their identified needs



Area Target Success Criteria S

tud

en

t

De

ve

lop

me

nt

Be

ha

vio

ur

&

We

lfa

re

Review strategies to improve the attendance of disadvantaged students.

Attendance of disadvantaged students is in line with, or better than, other students.

To promote student well being ● Students become more resilient and independent learners ● Students are able to access a range of resources and support to help meet their needs

Stu

de

nt

Ou

tco

me

s

To strengthen the ownership of data by middle leaders and class teacher

● In school variations across student groups and subjects is eliminated ● Intervention in the class, within depts.& across the year group is timely and effective.

To ensure student outcomes at GCSE demonstrate good progress by all students by: ● Addressing subject areas with underachievement in 2016 ( Drama/MFL/Art/Sociology)) ● Maintaining a focus on reducing the gap between disadvantaged students and the rest of the national cohort. ● Continued focus on gender issues within subjects. ● Increasing the proportion high attaining students achieving 7+ grades. To ensure students in year eligible for catch –up premium make good progress.

2018 GCSE Results (set using FFT20)

● Progress 8 score = +0.2 ● Attainment 8 score = 54.0 ● Students achieving a grade 5 or above in Maths & English = 54% (FFT20 = 47%) ● Students achieving the English Baccalaureate = 28% ● To eliminate the gap in achievement (in terms of progress) between PP students and non-PP

students.

● Students eligible for catch-up premium make progress to ensure they are able to access the curriculum. i.e. secondary ready

2019 GCSE Results (set using FFT20)

● Progress 8 score = +0.3 ● Attainment 8 score = 55 ● Students achieving a grade 5 or above in Maths & English = 55%

(FFT20 = ) ● Students achieving the English Baccalaureate = 30% ● To eliminate the gap in achievement (in terms of progress) between PP students and non-PP

students.

● Students eligible for catch-up premium make progress to ensure they are able to access the curriculum. i.e. secondary ready.



6. Operational Plans

Development Area: Leadership & Management

Target: To review our quality assurance procedures Staff Lead: CT

Success Criteria: ● High standards are maintained across all areas of operation. e.g.

monitoring the quality of teaching, moderation of student work, student reports.

Evaluation Processes: ● Central Record of monitoring ● SLT link mtg. notes ● External reports

Task Staff Responsible Timescale Resources Budget (£ & source)

Review (record progress)

Curriculum Leaders issued with revised handbook

CT Sept. 2017 None none Done

Bi annual school reviews to take place to assess progress on SDP priorities

CT/CS Autumn and Spring term

SLT time none First review completed Nov 2017. Outcomes published to Govs & Staff. Action points produced.

All curriculum areas to produce a monitoring plan for 2017/18

Curriculum Leaders

Sept 2017 Proforma issued by CT

none All submitted to CT. Plans to be reviewed with SLT links in Jan 2018

SLT links mtgs. To focus on teaching & Learning matters

SLT link On going none none On going ( mtg. notes are sent to CT)

External advisor to provide support & feedback on SDP priorities.

CT 10 days throughout the year

External Advisor

Consultancy Fee £4k pa

Sue H has helped review the SEF ( Nov 2017)

Revised procedures I place for monitoring report quality.

SR In place for first report

none none On going. Quality of reports improving.




Target: To review the curriculum for September 2018 Staff Lead: CT

Success Criteria: Curriculum model in place which:

● meets the needs of all students ● is financially viable ● Recognises the impact of terminal examinations of students. ● Prepares students for further education/training

Evaluation Processes: ● Analysis of new curriculum model in terms of staffing

ratio/cost etc.

Task Staff Responsible

Timescale Resources Budget (£ & source)


External review of existing curriculum

CT Autumn 2017 SSLT appointment

SSLT Review completed 18 Sept. Report published.

Consideration of curriculum aims.

CT Autumn 2017 Govs. Mtg time

Investigation of other schools

CT Autumn 2017 Visits to other school

travel CT mtg with other SSLT schools

Impact on staffing considered of new curriculum model

CT Autumn 2017 None none

Timetabling of Curriculum model.

GH Summer 2018 Time

none




Target: To embed our position within the SSLT and ensure that we establish strong collaborative links with our partner schools

Staff Lead: CT

Success Criteria: ● Joint meetings /working groups of key staff. ● SSLT initiatives address common development priorities

Evaluation Processes: ● Notes of meetings ● Progress reviewed at SLT mtgs.




CT to attend fortnightly leadership mtgs.

CT fortnightly 2 hour mtg. none

EBHS to contribute to Trust Development Plan

CT allocated takes to look at curriculum across the MAT (See previous section)

SSLT support to address areas of concern in 2017 GCSE results.

CT

Drama teachers for CHS and EBHS working together on moderation of GCSE work

SLT to liaise across SSLT on strategic areas e.g data/safeguarding/curriculum

SLT

When required

Joint meetings to be established in curriculum areas.




Target: To review access to the school site with reference to safeguarding. Staff Lead: CT/CB

Success Criteria: ● Public access to the school site is closely monitored and restricted. ● Risk assessment in place for Sports Centre users

Evaluation Processes: ● Check by Govs. ● Police link to assess accessibility


Timescale Resources Budget (£ &

source)


Review of existing access (CT/RB/CB)

CT Summer 2017

Introduce site security measures-fencing/ lanyards/ improved signage (longer term-CCTV)

CT/CB/RB Autumn 2017 Fencing/ CCTV/ signage

Fencing in place, Sept 17/ lanyards in place-Sept 17 Improved signage completed Oct 2017

Increase awareness amongst staff and students of need to challenge unbadged visitors

CB/ KM/ JK Autumn 2017 Time with staff and students

Safeguarding procedures to follow MAT approach

CB/ members of MAT

Autumn 2017 Time



Development Area: Teaching, Learning & Assessment.

Target: To evaluate and review our current CPD programme

Staff Lead: CS

Success Criteria:

● CPD supports colleagues to develop their classroom practice, addressing whole school priorities.

● All staff, at whatever stage of their career, feel professionally supported.

● Succession planning ensures the recruitment of staff into key areas.

Evaluation Processes:


Timescale Resources Budget (£ &

source)


Termly twilight CPD sessions for teaching staff focusing on school and national priorities.

CS Once per term

Materials, resources, refreshments

£300 CPD

1st session - 27/09 - focus - SMSC (Thought for the Week, national priorities & More Able)

PD Days focus on school priorities and encourage meaningful development in teaching and learning. External advisors and experts utilised.

CS Once per term

Training fees £3K

Links developed with MAT schools, shared costs and good practice and staff given the opportunity to share CPD within the MAT.

CS Throughout year as necessary.

Cover for staff to attend sessions and meetings

£1K



To ensure that teaching staff have access to high quality teaching resources, up to date information from examination boards and relevant external CPD to inform classroom practice.

CS Throughout the year

Cover for staff to extend external CPD. Access to CPD providers in country, PiXL conferences and exam board training. Travel expenses, external assessor/training provider expenses.

£12K CPD

To work within the SWISS partnership to develop the Instructor Training Programme.

CS/CA February 2018

Materials, resources, refreshments, cover

£300

To ensure that all teacher training mentors and trainee teaching staff receive the appropriate level of external and internal training and support.

CA. Throughout year

Cover for meetings and training sessions

£500

To develop a CPD Handbook for staff.

CS End of Autumn term

Time and reprographic costs.

£250

To keep staff regularly updated with CPD

CS Throughout the year

_ _ Evidenced in CPD record and CPD calendar.



opportunities through the the weekly staff bulletin. To be aware of staff individual staff CPD needs and offer appropriate, quality CPD to meet those needs.




Target: To continue to promote literacy and numeracy across the curriculum Staff Lead: CS

Success Criteria: ● Promotion of high standards of literacy and numeracy permeates all

teaching





Appoint a Literacy Co-ordinator

CT/CS By Autumn half term

Time TLR 3 Successful appointment made - 2 staff appointed to the role September 2017.

Production of a literacy /LRC development planb

KP/HS By Autumn half term

Plan produced and published to Govs. & staff

Increase quality of teaching mathematical content in other subject areas by offering CPD session to departments with high mathematical demand such as science and geography

CA Ongoing throughout the year

Time

Ensure that the Numeracy policy is published and adhered to across the school

CA/CS (to publish)

Christmas None Sent to CS for uploading 23/11/17

Implementation of a Numeracy task into KS3 citizenship time (Numeracy Ninjas)

DF/CA By September and ongoing

Printing Photocopying cost

Implemented successfully into KS3 and rewards/certificated issued for first half term. Consider implementation of similar task into KS4.

Continue the schools participation in UKMT Maths

CA/DF Feb and April (ind.

Use of hall and invigilators

Cost of invigilators

Intermediate Challenge Papers ordered, hall and invigilators arranged 23/11/17



Challenges including the team challenge and improve percentage of awards through increased resilience and problem solving skills

challenges) Feb (team challenge)

Cover for team challenge

Cost of cover for 1 member of staff

Team challenge entered 23/11/17

Develop resources for the KS4 Numeracy support class

CA/GP Ongoing Time




Target: Review our assessment & reporting policy

Staff Lead: SR

Success Criteria: ● Revised assessment policy in place for Sept. 2017





Redraft the policy in line with feedback from staff consultation

SR June 2017 Time none

Completed

Present redraft to staff for final consultation

SR Summer PD Day 2017

Time

none Completed

Share final document with staff and Governors

SR / CS Autumn term

Time

none staff had the document re-issued on Sept PD Day

Build upon the use of DIRT across all areas of the curriculum - link to CPD

CS 2017-18 Time

none




Target: Develop strategies to effectively support differentiation with a focus on those students with SEND and the more able.

Staff Lead: CS

Success Criteria: ● Students of all abilities are challenged appropriately in their

lessons.

Evaluation Processes: ● Lesson Observations ● Students voice




To provide staff with CPD on teaching and learning strategies for More Able students and effective differentiation techniques.

CS + Senior

Team + Middle Leaders

Termly reviews

See CPD

To monitor the effectiveness of teaching and learning strategies through: regular data analysis, work scrutinies, lesson observations and learning walks.

CS

Termly reviews

_

To ensure that all staff are aware of and make use of monitoring and tracking processes for More Able students.

CS

Autumn Term

_ _ CPD session delivered on 27/09

To develop a teaching and learning policy with clear guidance and expectations on effective classroom practice.

CS

Spring Term

Time and reprographics costs.

£200



Development Area: Personal development, Behaviour and Welfare of Students.

Target: To promote student well being Staff Lead: CB

Success Criteria: ● Students become more resilient and independent learners

● Students are provided with resources and support to increase resilience

● The SSA is able to offer a range of support for parents

Evaluation Processes:PiXL materials reflect student awareness/SSA report fewer referrals




PIxl Edge extension CB/ AAu/GH/HA

Autumn Term

PiXL materials/

training

£200-PD

Support for PP students/PP Champions

CB/SR Ongoing Time

Pixl stamina-investigate suitability

CB/ AAu PiXL materials/

training

Pixl Health & Well being-investigate suitability

CB/ SSA Autumn Term

PiXL materials/

County

resources

£300

Student voice work CB/GH Ongoing Time

Consider MAT approach to Well-being. Well-being Award

CB/ MAT CEO/CT

Autumn 2017

Time/ purchase

of programme

£1600 MAT

Increase parental engagement with SSA

CB/ EB Ongoing Time/ materials

for parents

£150-SSA



Development Area: Personal development, Behaviour and Welfare of Students.

Target: Review strategies to improve the attendance of disadvantaged students.

Staff Lead: CB

Success Criteria: ● Attendance of disadvantaged students is in line with, or better than,

other students.

Evaluation Processes: Analysis of attendance data shows improved attendance across disadvantaged and vulnerable groups




Home visits made if attendance concerns arise and previous contact has not addressed these

CB/ HoY/KMc

Ongoing Time

Mentoring work with students whose attendance is variable

CB/ EB/ SSA/ HoY

Ongoing Time

Use of EWO/ PN processes as necessary

CB/ KMc Ongoing Time

Regular reviews of attendance across all groups, with specific focus upon disadvantaged groups

CB/ HoY/ KMc

Ongoing Time



Development Area: Student Outcomes

Target: To strengthen the ownership of data by middle leaders and class teachers

Staff Lead: SR

Success Criteria: ● In school variations across student groups and subjects is eliminated ● Intervention in the class, within depts.& across the year group is timely and effective.


Task Staff Responsible Timescale Resources Budget (£ &

source)


Explore approaches used by MAT schools to engage all staff with data

SR Summer 2017

time none

Issue class sets of report data to all teaching staff for them to highlight concerns and in-class interventions

SR Autumn 2017 onwards

time

none

Establish a “bottom upwards” approach of identifying student underperformance


time

none

Ensure subject leaders monitor underperformance and adopt strategies to tackle students in their area


time

none

Ensure subject leaders and SLT links discuss underperformance and intervention strategies as


time in subject leader / year

leader meeting

none



part of reviewing report data

Ensure that students demonstrating under performance across the curriculum are identified by Year Leaders


time in subject leader / year

leader meeting

none



Development Area: Student Outcomes

Target: To ensure student outcomes at GCSE demonstrate good progress by all students by:

● Addressing subject areas with underachievement in 2016 ( Drama and MFL) ● Maintaining a focus on reducing the gap between disadvantaged students and the rest of the cohort. ● Continued focus on gender issues within subjects. ● Increasing the proportion high attaining students achieving 7+ grades.

To ensure students in year eligible for catch –up premium make good progress.

Staff Lead: CT/SR

Success Criteria: Refer to page 4

Evaluation Processes: ● Analysis of GCSE results August 2017 ● Learning walks/ Lesson Observations

Task Staff Responsible Timescale Resources Budget (£ & source)


All curriculum leaders to meet with CT to review of 2016 results and amendment of dept. action plans.

CT/SLT/Curriculum leaders

End of Sept. 1 hour mtg. per subject

none Completed

Membership of PiXL as a forum to share Sch. Imp. strategies with other schools

SR Annual

Subscription fee

£3,000



Targeted intervention for English, maths, science and MFL - introduced through and Intervention evening with parents

● More Able ● PP

SR/ DF / SM / LB / JM /NW

Starting Sept 2017

None

KS4 Raising Attainment Team meet regularly to decide on intervention strategies following September launch

SR Throughout the year

none none

Offer Half-term & Easter revision/catch up classes.

SR Easter / May half term

2018

Time Intervention £25/hr

Offer Breakfast clubs during exam period & revision sessions during exam season.

SR / Subject leaders

May / June 2018

Time Intervention Refreshments

£100

“How to Revise” sessions part of PSHE provision

CS Spring Term 2018

None none

After school classes for students with weak Lit. & Numeracy.

SR

Nov 2017 Staffing Intervention £25/hr

Promote importance of mock exams. ● Revision Preparation

sessions ● How to revise KS4

evening ● Mock results release in

January

SR/SN Nov 2017 Maximise Potential. Transport

£400 Materials Intervention £1.4k Max.



Programme of revision classes once GCSE exams start.

SR Summer term 2018

Time none

Appointment of additional Pupil Premium Champions

CT Sept 2017 2 x £1,450 £2,900 (staffing)

Ensure all teachers of pupil premium students are:

● Aware of who these students are in their classes

● Monitoring the progress of these students regularly

● Providing adequate challenge

● Liaising with curriculum leaders to share concerns about progress

SR/PP Champions working with

curriculum leaders

ongoing Time – possible cover implications

Intervention

Personal Profiles (detailing support and monitoring progress) continue to be established for all PP students

PP Champions By Oct 2017 Admin support

Normal staff budget

All yr. 11 PP students to have access to early careers interview

Jon Tutt Autumn term IAG advisor none

Ensure PP students have access to trips/activities directly related to the

SR On going Trip funding



curriculum, and are provided with study/support materials.

Students eligible for catch-up premium identified students as achieving less than 100 in either of their KS2 tests.

JL Sept 2017 None none

Ensure all teachers of catch-up premium students are: • Aware of who these students are in their classes • Monitoring the progress of these students regularly • Providing adequate differentiation/support in lessons

CB working with curriculum leaders

ongoing Time – possible cover implications

Inclusive Learning Faculty provide appropriate intervention for students eligible for catch-up premium

JL On going Timetables sessions

Normal staff budget

To promote student achievement for A/A* students by ensuring curriculum leaders access and use A/A* PiXL materials.

SR On going Time Pixl Membership



Promote challenge in lessons using the PiXL thinking hard and thinking talk resources

CS Part of 2017-2018 CPD programme

Producing support resources for staff

PiXL membership CPD budget for p/copying

and laminating £300 max.



7. Summary of examination performance targets (set on FFT20 estimates)

2018

Measure School Target - TBC

Progress 8 +0.2

Attainment 8 54.0

Percentage of students achieving a grade 5 or above grade in Maths and English

Language

54%

Percentage of students achieving the English Baccalaureate 28%

2019

Measure School Target - TBC

Progress 8 +0.3

Attainment 8 55.0

Percentage of students achieving a grade 5 or above grade in Maths and English

Language

55%

Percentage achieving the English Baccalaureate 30%



8. Key areas of future development in the next 3 years

Leadership and Management

● Development of EBHS as a member of the South Suffolk Learning Trust.

● Marketing of the school to ensure student recruitment outside the catchment area.).

Curriculum

● Impact of curriculum change in 2017/18 on school performance.

Capital developments)

● Additional science Laboratory.

● Further Site security -additional fencing / more secure access.

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