school improvement plan

School Improvement Plan 2012-‐13 qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqw

Willingdon Community School A Media & Visual Arts

and Leading Edge Specialist School

Gifted & Talented Lead School

School Improvement Plan 2011 – 14

Year 2

School Improvement Plan 2012-‐13

1

Introduction and Context

The period covered by this plan coincides with a period of national, financial constraint, at the same time as the emerging policies of a new government are likely to have their greatest impact; a combination of circumstances not faced since the early 1990s, although the level of constraint is now much greater and degree of reform potentially more radical. This context will be behind many of the drivers for improvement within this plan.

We enter the period in a strong position:

• Ofsted has recently confirmed from their on-‐line analysis, that the school is a good school with high standards of achievement (66% 5+A*-‐C including English and maths, 93% 5+A*-‐C, 41% 3+ A*/A), and therefore need not be inspected until the summer of 2012 at the earliest.

• Consistently, the highest achieving school in the area, exceeding “D” band targets. • Our Leading Edge and Gifted and Talented Lead School status have brought considerable revenue into the school; extended our

reputation and influence within the educational community; enhanced our quality of provision and transformed our professional development.

• The quality of our research and development work is very high, being a reflection of the school’s focus on self-‐improvement. • Training and CPD are a strong feature; the school having the capacity within its own staff to cover most training needs. In addition, it

has developed and leads successful leadership training programmes with and for local schools. • Staffing is exceptionally strong. There are areas where improvement is needed but capacity to improve is universally good. • Leadership at all levels across the school is of high quality. It has developed the capacity to sustain improvement, to take on new

challenges and lead beyond the institution itself. • Governance is well developed, with a commitment to challenge, support and scrutiny. • The school has a good reputation within the community and is popular with parents, despite the recent local demographic dip in

numbers. • Student engagement, attitude and standards of behaviour are overwhelmingly positive. • The level of partnership with local schools, community groups and businesses is of an exceptionally high order and developing still

further. • The school has taken a lead on working with primary schools, particularly in relation to transition. The Polegate and Willingdon

Schools’ Federation, involving our two main feeder primaries in a soft governance collaboration, is now firmly established and well placed to move forward and harden the relationship.


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• The quality and reputation of our ICT provision and learning is very high, with contracts to support other schools’ networks, the development of the Regional Apple Training Centre and new relationships with DB Primary and RM/Raiseonline adding to our training programme.

• The opening of the new Community Suite in September 2011 will bring additional focus to our work with and within the community, providing for an enhanced relationship with key external agencies and training facilities which will enrich our partnership with our business partners.

• Decisions taken in 2009-‐10 and 2010-‐11 have secured a strong budget situation. Careful re-‐prioritising, good housekeeping and cuts, combined with the generation of income, ensure that we start the period with a balanced budget and the capacity within it to cushion subsequent years, as cuts deepen. The current budget is not an austerity budget. The work done over the last two years has resulted in a budget that is better suited to the needs of the school. It is leaner; more sharply focused on the priorities for the school and has the capacity to provide for investment in those areas that require it.

Inevitably, there are also potential threats/challenges/opportunities:

• A reducing revenue and capital budget which will continue to challenge us to maintain and move forward on our standards, provision and resources. This may also be affected by a new national funding formula.

• As a result of the above, the particular need to continue to update our ICT to meet the demands we place on it. • A changing range of benchmarks against which the school will be judged, including the E-‐Bacc, new vocational options and new values

being placed on differing qualifications. • A new Ofsted framework. • Declining student numbers, as The Causeway School improves and increases in popularity. • Rising standards in local schools. • The diminishing role of the local authority. • The option to become an academy. • The gap in achievement between the vulnerable/FSM/LAC and those students not in these categories. • The need to develop new working relationships with agencies no longer supported or provided by the local authority. • The development of our work with vulnerable families. • The gap in achievement between boys and girls. • The need to improve literacy levels, particularly in boys. • The gap in achievement between the highest and lowest achieving curriculum areas.


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• The ability to offer opportunities which will keep good staff and leaders whilst continuing to develop their expertise and developing their career.

• Continuing development of strategies and skills to support, engage and provide success for disaffected/disengaged/challenging students.

• IAG, following the demise of the Careers’ Service. • Further opportunities to work collaboratively and differently with other schools and organisations.

This plan, whilst covering a three year period, only provides the detail for the first year, as we find that a focused approach on the key aims for each year, one year at a time, produces a clearer, more specific plan which is unlikely to change over a shorter period of time. It helps keep the plan (issues) live in staff minds and helps those who are leading to track the progress being made without having to adjust for changing statistics or new emerging issues. At the end of each year we shall review our progress, test whether the key objectives remain the same, change them or identify the next steps or introduce new priorities if they have emerged since the start of the planning period. The objectives are those items which the school has identified as being the key drivers of the plan and are likely to be so for much, if not all, of the three year period. The plan does not intend to cover all aspects of development work being undertaken on a more general, day to day basis. It just identifies what are seen to be the key priorities.

The next three years is a period in which the school will consolidate its Leading Edge status, both in terms of the internal quality of our provision and outcomes and in the level of leadership and support provided across the wider educational community. The key “closing the gap” issues, particularly around, FSM, boys’ achievement, literacy and engagement, will be the main drivers to raising standards to the very highest of levels. Our research and development work will drive training and “quality first teaching”, which will in turn support our outreach work. Careful management of the budget will be off particular importance in this period but ICT, and school improvement consultancy work, collaborative initiatives and the seeking of new providers/partners will help maintain our level of spending and investment, providing us with enhanced value for money. Attainment will remain above our “D” band targets throughout the period, rising by at least 5%, with the gap in attainment between “groups” being closed significantly by the end of the period.

Whilst most of the plan focuses on the in-‐school detail of provision and outcomes, there is one key issue which faces the school in relation to its status; whether to remain with the local authority or become an academy. Currently, our view is that the school is well served by being an LA school and that there is no noticeable advantage to becoming an academy, particularly in relation to the building and land liabilities we would inherit. However, we need to monitor the viability of the LA, in light of the number of other schools that decide to leave LA control, making their services uneconomic, of poor quality or both. Whilst that would be a whole county issue, we also need to look more locally and respond according to our interpretation of how the school is perceived in the town; whether staying with the LA or going down the academy


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route would have any bearing on our reputation. There is no thirst to change our status at the moment but governors will regularly monitor the situation throughout this period. Structure

The plan is deliberately concise as it is there to guide us through the year on the key priorities. The detail will come as a result of the work. It is also meant to be an easy to read document in which we can track our progress clearly.

• The Objective column briefly identifies the priority issue. • The Key Aspects column breaks down the objective into its constituent parts. • The Outcomes column briefly describes the success criteria for each key aspect. • The Main Actions column briefly describes the key activities/processes/tasks to be undertaken in order to achieve each outcome • For each main action a Term is identified as to when the tasks are going to be undertaken. • The Lead member(s) of staff responsible for each action are identified. • The RAG column will be used to monitor the progress towards the completion of each main action according to how much progress has

been made by red/amber/green coding. This column will be filled in at key monitoring points throughout the year. Green will indicate that the actions have been completed, amber that they are in process or not yet due to have been started and red will indicate that they are behind schedule or have been abandoned for some reason. The reason will be given.

Monitoring

The plan will be monitored at a senior team meeting in each of terms 2, 4 and 6. In addition governors’ sub-‐committees will monitor the relevant sections of the plan at each of their three meetings, with the final evaluation of progress made, presented to the FGB in July. Each governors’ sub-‐committee will identify key Outcomes they wish to scrutinise during the year, selecting a scrutiny group to evaluate the relevant work in school and present a report to their committee.

Ian Jungius September 2011


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Objective Key Aspects Outcomes Main Actions Term Lead

Ach

ieve

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Raising Achievement

1. Raise the standard of

boys’ achievement (see also Literacy strategies below)

• Further reduce the gap between boys’ and girls’ attainment, so that boys are reaching their indicators in all subjects, and eventually are achieving outcomes on a par with girls (7% current gap in 2012 GCSE results at 5+ACEM, 22% in 2011)

• Whole-cohort analysis of data at key assessment points, including an extra point in November, to highlight issues at both key stages and wider dissemination of analyses and intervention outcomes

1-6 JJ/SNB/AW

• Rigorous intervention strategies to help close current Y11 boys’ 10% gap between 5ACEM indicator and SOW at end of Y10 (58%/48%)

1-4 SNB/EB

• Rigorous intervention strategies to help close current Y11 5ACEM gap of 9% between boys and girls at end of Y10 (57%/48%)

1-4 SNB/EB

• Reduce boys’ underachievement in Ys7-9 through targeted mentoring and intervention strategies

1-6 AW


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Ach

ieve

men

t &

Pro

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• Increase departmental focus at KS3 on students classified or at risk of being classified as ‘red’ at key assessment points; (through staff awareness of prior under -achievement, through assessment, dept meetings, analyses and intervention)

1-3-5 JJ/DoLs

• Tracking and mentoring ex-Y9 underachieving boys showing as potential underachievers in Y10

1-2 JJ/SJS/CJ

• Set up mentoring/buddy system for Y10 boys (exY9 underachievers) with role-model Y11 boys

1 JJ/SJS

• Set up reading buddies scheme for Y7 boys with Y11, and Y8 boys with Y10

1 SP

• Explore the possibility of producing ‘ragged’ interim reports to highlight under achievement visually to parents

2 JJ/PB


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Ach

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t &

Pro

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2. Raise the standard of literacy

• Students’ levels of literacy in reading, writing, speaking and listening enable them to cope successfully with the increasing demands of the curriculum as they move up the school

• Effective, subject-specific literacy development evident in lesson observations across the curriculum, particularly in writing.

• Set up a steering group to raise the profile of the Library and of reading for pleasure across the school

1 SP/SJS/SSW/GP

• Manage the increase in Accelerated Reading registration (Y7 & 8); further improve active participation in the scheme, success-rates, and parental awareness

1-6 SP/SSW

• Termly ‘drop-everything & read’ sessions during tutor period time

2-4-6 SP

• Parent Forum on Literacy-Reading

3 SP

• Twilight sessions for all staff on group talk, talk for writing, and the reading toolkit

1 &3 SP/JB/DF

• Research & Development literacy groups (reading and writing)

1 – 6 SP/LB/JJ

• Participation in National Literacy Trust literacy survey (detailed analysis provided)

2 JJ


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Ach

ieve

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Pro

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• Expansion of literacy intervention groups in KS3 for underachieving and vulnerable groups: further develop identification strategies, SOW and tracking procedures

1 and on-going JJ/Literacy progress teachers

• Literacy Policy, including the literacy marking policy, fully implemented across the curriculum

1 JJ/DoLs

• Departmental SOW to have explicit literacy development work on reading, writing and talk written in to each unit of work

1-6 JJ/DoLs

• Literacy, in particular writing, to be a key focus of new Department Annual Reviews, including work scrutinies.

1-6 JJ/IJJ/FR

• Introduction 5% weighting for quality of written communication (QWC) for some GCSE subjects - implications and actions

1 JJ/DoLs


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Ach

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Pro

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• Set up reading buddies scheme for Ys7 & 8 delivered by Ys9&10 (see Boys’ Achievement

1 SP

3. Improve student aspirations and ambitions to reach and exceed indicators at KS3

• All students meet or exceed minimum expected grades/levels

• Vulnerable groups achieve as well as rest of cohort.

• Staff training, to increase understanding of the setting and use of indicator grades

1 SNB

• ‘Zero tolerance’ of red achievement levels: all departments to be aware of current percentages of such underachievers and have strategies in place for reducing them

1-6 JJ/DoLs

4. Increase the uptake/percentage success rate of the EBacc subjects

• Better parental/student understanding of the status/importance of the EBacc;

• Improved GCSE success rates in EBacc subjects – target to attain 24%

• Key focus of Y10 and Y9 Information Evening 1 JJ

• Close monitoring of History and French action plans for Y11

1-2

• Support for temporary GCSE teacher of Spanish 1-5 JJ/VV


10


Ach

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Pro

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(achieved 18% 2012) • Management of first year of new GCSE Science course Y10: assessment, tracking, intervention; strategies for preparing students for the increased number of terminal examinations

1-6 PJ

• Management of first year of new GCSE French course Y10: strategies for preparing students for the increased number of terminal examinations

1-6 VV/JJ

5. Close the gap between A*-C percentages in Maths & English (2012 – 11%) for a better match at grade C and above, and higher % 5ACEM outcome:

• All staff are aware of those students who are underachieving:

• All staff aware of intervention strategies in place and students being mentored:

• English and Maths targets of 79% and 82%

Review scheduling and assessment procedures for both controlled assessment and examination elements of the English course, for Y10, to maximise borderline students’ chances of gaining ‘C’ or above grades

1 JJ/SP


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Ach

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Pro

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respectively reached • Intervention strategies in place for underachieving Y11 GCSE Maths students/those not completing homework

1 DAC/EB

• Analysis of Y11 English CA outcomes, identification of underachieving and borderline students and intervention strategies implemented

1

LB/SP/JJ

• Develop independent learning skills, including revision techniques, so that students can effectively take a lead in their own learning.

3-4 RAG group

6. Improve consistency of GCSE outcomes at A*A, A*B and A*-C across Media Arts Faculty subjects so that all GCSE subjects are achieving in line with the best.

• Improve GCSE outcomes at A*A, A*B and A*-C in Drama and Music; outcomes at GCSE Media to reach at least indicator grades

Close monitoring of Drama and Music action plans for Y11 and of the management of the new Y10 groups Close monitoring of progress ofY10 students at key assessment points in new GCSE Media and Drama courses

1 – 3 - 6 FR/RK


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7. Enhance intervention strategies for all vulnerable and underachieving groups (see also in L&M section

• All vulnerable group students meet or exceed minimum expected grades.

• All staff are aware of those vulnerable group students who are underachieving.

• All staff are aware of targeted vulnerable students

• Specialist dyslexia teacher to join literacy progress team to provide differentiated literacy intervention for the very weak students

• Students eligible for free school meals and those in local authority care to be prioritised for literacy intervention

Progress of targeted students fed back to staff throughout the year. 1-6 MB/JJ/DoLs

Departmental analysis and minutes demonstrate departmental intervention strategies for key underachieving vulnerable students

1-6 DoLs

Ach

ieve

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INSET for all staff on SEND/behaviours that impede progress

1 MB/TH/SD

AP coach to take on a greater role in preparing FSM students on his caseload for controlled assessments.

2

Provide in-house training for AP coach and LINC staff on the requirements of GCSE English in order to enhance the support that they can offer to vulnerable, underachieving students

2


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• Improve the partnership between home and school of FSM students and SA+

Structured Conversations trial with Y7 parents of FSM and School Action Plus students

2 NTS

Ach

ieve

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Pro

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• Continue to reduce the FSM percentage point gap to reduce below 20%

Review and Revise KS3 & 4 Curriculum and Schemes of Work

8. Alternative KS4 curriculum for lower achievers or the disengaged (*see also below-provision for vulnerable groups/NEETS):

• Provision of appropriate but challenging curriculum for pathway 3 students, which will give best opportunities for progression to KS5

• Review current provision of CoPE, English Support, Travel & Tourism and Media BTECs and Resistant Materials CSE, and investigate alternatives

2-3 JJ

9. Y9 SOW to include more challenging work in line with GCSE requirements, in order to raise levels of achievement at the end of KS3 and to improve progression to KS4

• Increased % of students gaining level 7 and 6+ across all subjects, so that highest ability students are able to cope with the transition to A*A work at GCSE

• Departments to review SoW, core assessments and levelling criteria, to ensure that provision is sufficiently differentiated to enable ablest students to achieve highest levels

1-6 JJ/DoLs

10. Y7 SoW, assessments and levelling reviewed to meet the needs of a higher achieving intake

• All abilities are catered for in Year 7, progress is consistent with ability, and a corresponding

• Departments to review SoW, core assessments, and levelling criteria, to ensure that provision is

1-6 JJ/SNB/ DoLs


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from Year 6, and to ensure that all abilities are catered for,

spread of levels is achieved by the end of the year

sufficiently differentiated to enable all students to achieve at levels appropriate to their ability

Ach

ieve

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Pro

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Improve Progression at ‘Transition’

11. Enhance the quality of progression KS4/5, noting the impact of RPA (reducing NEETs)

• To reduce the number of Willingdon students who drop out of FE

• To further reduce the number of NEET students

• Address RPA and implement strategies

On-going LN

• Further develop links with FE in order to support vulnerable students

On-going LN

• Increase parental involvement

On-going LN

• Use of IAG provider to support potential NEETs on to pathways in KS5

5 & 6 LN

12. Develop curriculum progression KS2/3

• Teaching staff in both phases develop a comprehensive understanding of the similarities and differences between the two phases and can structure their lessons accordingly

• On-going programme of observation to accommodate new teaching staff in Ys 6 &7

2 & 4 AW


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• Students have well developed self-management skills prior to start in Y7

• New structure of Y6 planner reviewed as part of the curriculum steering group

2-3 AW

New students used to lesson structure and pace of secondary school lessons

• Continue programme of lessons throughout the year with a particular focus on EBAC subjects this year

1-5 AW

Shared understanding of assessment/curriculum content/method of delivery

• Develop the work of the curriculum working party network by extending to specific subjects with a particular focus on the Literacy and Maths groups

1-6 AW

Qua

lity

of T

each

ing

13. Develop ‘Improving Practice’ programmes for those staff who require support to deliver teaching that is never less than consistently good

• 100% of this group achieve ‘good’ lesson observations by the end of Term 2 with support provided thereafter to consolidate and improve practice further by the end of Term 5

• Individual staff meet with IJJ to discuss key issues

FR/DL/DF/DoLs

• Member of staff draws up individual action plan in conjunction with DOL linked to PM targets

1

• Assign coaches to staff on programme (as appropriate).

1


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• Improve monitoring systems and focus on more rapid interventions where appropriate

1 & 2

• Formalise meeting structure with staff to include two initial meetings to discuss and agree actions and one review meeting. DoL involved at every stage of process

1 & 2

Provide training for Middle Level Leaders in evaluating the quality of lessons and providing high quality feedback (oral and written) to support staff in making improvements

2-5 IJJ/JJ/FR/DL

Qua

lity

of T

each

ing

14. Provide support for those staff who have the potential to reach outstanding in their practice

• 100% of this group to achieve outstanding by the end of Term 5

• Weekly CPD programme

offers outstanding teaching sessions and staff are offered opportunities to work with a coach and Director of Outstanding Practice

1-5 DL


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• Opportunities provided for key staff to participate in the joint WCS/BB OTP

2-4 FR

15. Introduction of a new Performance Management model supported by an evolving CPD programme

• Performance Management supports improving practice across the school

• Introduce new Teacher Standards and Performance Management model. Provide training for all line managers involved in setting targets. Ensure training needs are clearly identified

1 IJJ/DL

Qua

lity

of T

each

ing

• A CPD programme that is clearly linked to whole school priorities and that caters for individual needs across the teaching force within the context of the new Performance Management

• As part of Performance Management, all staff to produce an individual pathway plan for CPD based on dept and self-assessment of needs?

1 FR/DL


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• Amend lesson observation proforma to identify seven focus areas which are key to developing outstanding practice in teaching across the school. During lesson observations observers will highlight which of the seven focus areas require development for each member of staff observed

1 SLT + line managers

• Log the focus areas highlighted in lesson observations and provide CPD sessions to address development needs

1-6 DL/FR

• DoLs monitor the impact of CPD on practice within their areas. Use action plans completed post training to track the impact of that training within their dept and on individual staff

1-6 DL/FR


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Qua

lity

of T

each

ing

• A CPD programme that is almost entirely delivered in house, drawing on the expertise that exists within the school

• Continue to develop talent within the school by involving a greater number of staff in delivering training – weekly sessions/twilight and R&D

1-6 DL/FR

• Develop a coaching culture across the school

• Develop the roles of the DoL for Outstanding practice and recently appointed coaches so they are key to the process of improving standards of teaching across the school

1-6 FR/DF

• Provide ongoing training for coaches so practice is being updated and shared

1-5 FR/DL

An improved review and evaluation process that is focused on measuring impact

Use impact evaluation tool to review impact of R & D weekly CPD programme and improving practice programmes. Review 3 times per year

2,4,6 FR


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16. Development of an R & D programme that supports the development of outstanding teaching and literacy

• High quality outcomes from R & D groups that impact on whole school practice by helping staff to deliver consistently good/very good teaching and improves standards of literacy across the school

Create 3 R & D groups in all to focus on literacy (reading/writing and modelling) and on outstanding practice 1 DL/FR

Qua

lity

of T

each

ing

• Improve research and presentation methods

• Invite colleagues from Brighton University to lead a CPD session for all staff on research methods

1 DL/FR

• Share exemplar projects/presentations completed in 2011-12 to set higher standards for projects in 2012-13

2-5 DL/FR

• Investigate potential of allocating MA points to R & D projects to those staff wishing to put credits towards a full MA course

3 DL

17. Using new technologies to support teaching and learning eg ipads

• Teachers to confidently use the latest and most appropriate

• Second launch of ipads for teachers scheme

• Run 4 further after-school CPD sessions

2 SNB


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technology to enhance teaching and learning

• Incorporate ipads into R&D projects

• Set up wireless connectivity to IWB

2 & 3

• Bookable ipads on a booking system in place

2

Stud

ent’

s B

ehav

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& S

afet

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Chi

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Close the Gap 18. Develop FSM support

strategy

• Continue to reduce the FSM percentage point gap to reduce below 20%

• Increase daily/weekly communication with FSM homes regarding progress

1 - On-going Jeff Nash

• AP coach to maintain a constantly reviewed caseload using progress data

On-going MB

• LINC 1 to be used to maintain individuals in crisis, freeing AP coach to target those with fewer social issues

On-going MB

• TH to lead on FSM analysis at T & L group Standing item TH

•


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19. Improve links with ‘achievement’ intervention strategies (above), developing enhanced support for targeted students and their families

• Percentage attainment gaps to reduce for all vulnerable groups

• LINC 1 to take a greater role in co-ordinating BTEC and controlled assessments for students in crisis and Y11 casual admissions

• Reduce the FSM percentage point gap to below 20%

• Structured Conversations trial with Y7 parents of FSM and SCA+ students

• SCA+ to make expected levels of progress

20. To adjust inclusive practice in line with new SEND legislation

• Review SEND register in the light of the green paper

• Produce local SEND offer

• Review current practice of TA recruitment in the light of new funding for SEND students

Stud

ent’s

Be

haviou

r &

Safety – Every

Child

Kno

wn

plus Provision

• Provide training on the use of ipad for SEND students through Apple Regional Training Centre


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Further Reduce the Need for Fixed-term Exclusions

21. Reduce numbers of detentions for targeted students and improve attitudes to learning

• Targeted students to be achieving indicator grades

• Target Y10 detentions to avoid bad habits and complacency developing. Use CJ to monitor target groups of boys

1 SD

• Parents of Ys 7,8,9,10 students to be contacted after acquiring 2 detentions – Y11 after 1

On-going SD

• Targeted students to have close Homework planner monitoring

On-going SD

• Close liaison with academic Intervention Team

On-going SD

• Monitor Attitudes to Learning grades On-going JJ/SD

22. Further improve Behaviour Management strategies

• Reduce numbers of sanctions used for disruptive behaviour

• INSET day September 1 SD/MB

Stud

ent’s

Beh

aviour &

Safety – Every Child

Know

n plus Provision

• Continue development of Personal Excellence Programme

On-going SD

23. Further reduce sanctions issued for smoking

• Detentions for smoking to be reduced

• Inclusion team/School Nurse, TYS to run smoking Cessation courses

3 LC/CM

• Better deployment of duty staff 1 SD


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24. Develop alternatives to exclusion

• Further reduction in numbers of exclusions

• Reciprocal use of internal exclusion units in local schools On-going SD/MB

• Revive SLOG to improve the range of strategies and support

• Liaise with Primaries to identify those at risk of exclusion

5 & 6 SD/AW/NTS

• Work with College Central and TYS to review need across all schools and enhance planning for provision

5 & 6 SD

Further Improve Attendance and reduce PA

25. Develop additional strategies to reduce persistent absentees

• Attendance mentoring group in each year 1 SD

• Attendance support plan to be time limited to four weeks and followed by an Attendance Panel 1 with SD if no improvement

1 SD

• New Attendance Panel 2 with IJJ

2 IJJ


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• Review use of Rewards system linked to Attendance

1 & 2 SD/EB

Stud

ent’s

Beh

aviour & Safety – Every Ch

ild

Know

n plus Provision

• Attendance RAG letter to be issued with Progress Reports

2 SD/JaJ

• Regularly review provision for each PA On-going SD/DoSPs

26. Develop IAG to support PAs

• To highlight the importance of good attendance

• Extend input on Attendance in Lesson 1 and link to employer expectations/ college requirements

2 SD

• All PAs in KS3 & 4 to have IAG interview with independent guidance provider

1-6 LN

Develop New Strategies to Support CEIAG

27. Develop impartial IAG programme

• To ensure provision gap caused by removal of ‘in school’ Connexions Career Support’ is covered

• Work with independent provider to offer a full programme of impartial IAG

1 LN

• Ensure school website includes access to impartial advice 1 LN


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• Develop further CEG programme for all years On-going LN

The

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& M

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Leadership & talent development

28. MLD Programme

• To grow future leaders and capacity to support TS

• FR/DL trained as facilitators 6 - 2011/12

FR/DL/IJJ

• Launch first MLD course across TS Alliance

29. NPQH modules with IoE

• Launch new cohort to include WCS staff 4 - 6

• Meet with Annette Beard (IoE) 1

30. New PM and revised support programmes to support development of T&L and Leadership

• Plan NPQH modules 2

• Launch first cohort 4 - 5

31. Complete last cycle of Willingdon / Cavendish SL & ML programmes

• Convert programme to NCSL equivalent programmes by September 2013

• Programmes to cease in 2013. Recruit wider cohort for NCSL programmes

5 - 6

Submit successful Teaching School bid

32. Multiple TS bid with Bishop Bell school by 21.09.12

• To be at forefront of LA and DfE training and school to school support initiatives, regardless of whether the bid is successful

• Prepare for NCSL visit, Nov-Jan

2 IJJ/FR/ME


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• Developing outstanding practice

• TS bid outcome March 2013

4

• Audit training needs in and beyond the alliance 3

The

Effe

ctiv

enes

s of

Lea

ders

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& M

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• Develop cross-alliance CPD/R&D plan

4

• New and innovative approach to ITT

• See Leadership above and Teaching section

• Submit application for Schools Direct with Universities of Brighton and Sussex

1

• Audit ITT needs across the alliance 2

• Develop new approaches which provide for a greater number of placements and fast track routes

4

Develop School to School Support

33. Expand range and capacity to deliver support

• Trained teachers able to support school improvement

• Launch cycle of ITP and QTP courses to increase number of trained OTP teachers by 6 and ITP by 6

3- 4 IJJ/FR/DL


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• Develop capacity to retain current teaching strength whilst also able to support others

• Appoint surplus teachers in English and Maths for September 2013 5 - 6

• Sustainable business

model to fund above • Business plan for 2013-14

produced using LA audit of need

5 - 6

34. Develop capacity to take on an additional (third) school in need of support

• Create Senior team shadow capacity out of successful TS business model

• Restructure Senior Team and possibly increase by one new member to cover TS leadership and intervention

5 – 6 IJJ

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Increase ICT income and related school to school support

35. Increase school network support by one additional school

• School to enhance its reputation as a deliverer of quality school data training

• Grow business model to increase income

• Gain an additional school for ICT support services

3 SNB

36. Develop Raiseonline training programme, particularly targeted at potential Primary School Heads

• Income generation but key aspect of school to school support in particular support for developing Primary School leaders

• Run a county wide training session alongside RM Data Solutions for school governors

• Run Minimum of 3 Raiseonline hands-on workshops for senior teams and governors

2-6 SNB


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• Develop and run a ‘Primary Deputy to Head’ course

2 SNB

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37. Expand, with DB Primary, range of VLE training and promotion

Increase primary uptake of VLE by 50%

• Set up 2 VLE training events 3

38. Develop Apple new technologies training programme for own staff and schools

WCS staff – new technologies to support learning enhanced and support for teachers across the TS alliance

• Apple training events for Willingdon staff

2-6

SNB • Targeted programme for

other schools developed and distributed

2

• Develop and run 3 paid ipad training events 2-6

Develop an increasingly independent/new relationship with LA and external agencies

39. Adopt a flexible response to the potential to take on sole or shared (with other schools) responsibility for LA and other services

Improved quality of service with value for money

• Develop, together with Bishop Bell, with LA a range of school to school support packages. Meet with LA.

2

IJJ/AJW • Review all services to school and explore alternative/flexible provision models including joint schools provision.

3/4


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Plan for reduction in funding under new formula

40. Prepare for 2% cut in budget by 2014-15

Identify balance between income generation and cuts by end of 2013 so overall costs can be in line with budget expectation in 2014

• Identify economies of scale within Teaching School funding, linked to income generation capacity.

3

IJJ/AJW

• Identify support staff savings by exploring potential for joint appointments across schools.

3 / 4

• Reduce budget costs by 1% in setting 2013-14 budget

4 / 5

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Improve quality of buildings

41. Programme of window replacements and resolve English block repair issues.

• Replace all Crittal windows and doors

• Repaint and resolve roof leak in English block

• Submit bid to LA • Produce plan to allow

replacements to be installed during term time without classroom disruption.

1

2/3

AJW

Raise the Bar on Achievement Targets for all Students at all Levels, raising the % of A* A grades obtained and Closing the Gap for the Vulnerable

5ACEM target 70% (indicator 66%). In order to secure this improvement: achieve the target of 82% A*-C in Maths, and 79% in English. A*A target 30% (indicator 22%). 24% of students to achieve the EBacc

• See above 1-6 IJJ/SNB/JJ


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Glossary ACEM A-C English & Maths

AH Assistant Headteacher AP Accelerated Progress Coach CA Controlled Assessments CEG Careers Education Guidance CoPE Certificate of Personal Effectiveness

CPD Continuous Professional Development

DfE Department for Education DOL Director of Learning DOSP Director of Student Progress EBacc English Baccalaureate FE Further Education FGB Full Governing Body FSM Free School Meal IAG Information Advice & Guidance

IoE Institute of Education – London University

ICT Information and Communication Technology

INSET Staff Training IWB Interactive White Board LA Local Authority LAC Looked After Children LDP Leadership Development Programme LINC Learning & Inclusion Centre LLE Local Leader of Education LPC Local Partnership for Children L&M Leadership & Management

MA Masters of Arts MFL Modern Foreign Languages MLD Middle Leaders Development

NEET Not in Education Employment or Training

NLE National Leader of Education

NPQH National Professional Qualification of Headteachers

NQT Newly Qualified Teacher NSS National Support School OTP Outstanding Teaching Programme PA Persistent Absence PALL Progress and Learning Leaders PCSO Police Community Support Officer

PIAGG Partnership Information Advice & Guidance Group

PM Performance Management

PWSF Polegate & Willingdon Schools Federation

QFT Quality First Teaching QWC Quality of written communication R&D Research & Development RAG Red, Amber, Green RPA Raising Participation Age SA+ School Action plus SDC Sussex Downs College

SEAL Social & Emotional Aspects of Learning

SEND Special Education Needs & Disability SLES Schools Learning & Effectiveness

Service

SLOG Supported Learning Operational Group

SOW Schemes of Work ST Statement T&L Teaching & Learning TA Teaching Assistant TLA Teaching & Learning Association TLC Teaching Learning & Curriculum

TR&D Training, Research & Development Group

TS Teaching Schools TSM Target Setting & Mentoring TYS Targeted Youth Support UPS Upper Pay Spine


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Lead Staff IJJ Ian Jungius – Headteacher JJ Joan Jordan – Deputy Head SD Sue Dixon – Deputy Head

FR Fionnuala Rodgers – Senior Assistant Headteacher

MB Mel Brown – Assistant Headteacher

SNB Solomon Berhane– Assistant Headteacher

DL Dee Leonard– Assistant Headteacher AW Ali Walters– Assistant Headteacher LN Les Naylor– Assistant Headteacher AJW Andy Webb – Business Manager SP Sally Porter – DOL-English

HCM Hayley Mallipoudy – Assistant DoL - English

VV Valerie Vogel – Leader of Learning – Modern Foreign Languages

TH Tom Hayes – DOL – Inclusion (SENCO)

DAC Darren Cooke – Assistant DOL - Maths

NTS Nadene Townsend-Smith – DOSP Y7 (Transition)

ME Mark Ellis – Geography Leading Teacher/Initial Teacher Training

JAG Jan Gregory – Exams Officer JJB Jason Bailey – ICT Network Manager SJS Sue Skilton - DoSP CJ Catherine Johnson LoL-Citizenship SSW Sally Willow – English Literacy

DF Dave Fielding – DoL Outstanding Practice

PJ Paul Jagot DAC Darren Cooke – DoL - Maths RK Rob King – DoL – Media Visual Arts EB Eamon Brennan – DoSP LC Lorraine Curryer – Inclusion CM Claire Meredith – Targeted Support PB Paul Bowman – SIMS Manager MP Michael Pye – Chair of Governors KH Karen Harrity – Clerk to Governors

school improvement plan

Documents

good school

primary school

highest achieving school

talented lead school

high quality

local schools

educational community

community groups