sixth form strategic plan detail academic year 2016 /17 ... · sixth form strategic plan detail –...

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Sixth Form Strategic Plan Detail – Academic Year 2016 /17

(January 2017 Update)

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Sixth Form Key Priority 1: Achieving Success - All pupils (including identified groups) across all key stages secure at least good outcomes regardless of their context.

Strategies / Actions Staff Lead

Timescale (Start/End)

Success Criteria

Finance, resourcing and allocations of time within the

calendar

To ensure enhance the information available in relation to the progress outcomes of all pupils within the academy and that it is readily available and is updated after each data entry point. This information must include specific information relating to the progress and outcomes of:

Gender (particularly boys)

Disadvantaged students (by prior attainment)

Low, middle and higher ability groups.

Students with SEND (with or without an EHCP / Statement)

In receipt of Bursary

EAL

At post 16, the required focus from the data dashboard indicates the following groups for GCE Academic qualifications will require particular focus:

- Non-FSM - Higher attainers (based on prior

attainment) (A*-B)

JCR / MTH First produced post SPM1. Information in relation to the progress of students across all key stages to be available from October half term. Subsequent information to be available within 5 working days of data window closing

Accurate and reliable data packs relating to students’ current performance and predicted outcomes and progress is readily available in an easy to access form. This data is updated quickly once new data has been submitted and all relevant leaders are in receipt of the data in an easy to access format. The data specifically includes analysis of the key groups of students identified within the Academy Strategic Plan. The data covers all year groups. Predicted outcomes accurately reflect progress

towards reaching academy KPI’s / targets.

Checking exercise to be completed

retrospectively to see that we are compiling

accurate lists of ‘groups’ based on who the DfE

tracked us against last year. This may involve re-

visiting data agreements with the LA and other

academies.

CPD for CTLs: session to be run in November. Follow up before each data entry via leadership briefing and bulletin (JCR) Time with MTH to establish accurate data dashboard for P16 which can be shared. Access to data between schools, academies and LA.

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Success Criteria


calendar

The starting points of students continue to be reviewed on entry to both at Y12 and Y13 to ensure they are on the best programme of study and that they have the best chances of success. Progress for those students ‘at risk’ of underperformance is continually tracked. For those at risk of missing targets, appropriate support structures are in place and are regularly reviewed. LLs will be mindful of: - Progress towards A*-B targets and the

overall percentage of these - Performance against Split target grades

(ALPS) across subjects and the cohort - E/U who have carried through to year

13 - Performance of groups of students (as

detailed above) -

(All of the points above needs regular discussion with tutors)

JCR/RSP

First checking by w/c 3rd Oct Data checking to continue through SPM points

Students starting Year 12 are supported in making subject choices which reflect progress in Yr 11 and which represent the best chances for progression, in line with minimum requirements. Year 13 students who return an E/U grade are given the opportunity to reflect on their pathway (Meetings held in the summer). Those continuing with students are offered bespoke support to ensure progress at the end of the Key stage is better than at the end of Year 12. Retention between years reflects IAG. Predictions to reflect outcomes and to be discussed in terms of their proximity to academy targets for the different cohorts.

Meeting time Input of CLTs and class teachers at crucial points

The curriculum offer, including the allocation of guided learning hours, is continually reviewed to ensure the curriculum is fit for purpose and best supports all students to make outstanding progress and secure outstanding outcomes. Provision for students needing to improve grades in English and Maths at Level 2 is considered and appropriate curriculum time afforded to the cohort to assist in helping students make progress towards this headline measure.

PYE/JCR/AWR Curriculum finalised in January 2017

The curriculum provision across key stage 5 best meets the needs of all students and supports all students and groups of students to make good progress and secure good outcomes given their starting points

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Success Criteria


calendar

Ensure that those without a 5 grade in maths and English are given a robust programme to ensure they improve their grades in the coming year. Reporting and recording of progress in these subjects to be monitored in the same way as L3 subjects. Data collections to report on progress of students and groups of students and percentage figures to be reported in KPI.

JCR/HPO/LGO/PYE/MVE From September and on-going. Post November re-sit, students are required in lessons until grade is confirmed

CTLs are aware of the need for robust checking, recording and performance in these subjects. All stakeholders, including PPTs and parents, to be included in discussions on progress in these subjects. Reports are published at each data collection point and discussed at RAT meetings at P16 level. P16 re-sit student are included in master classes and appropriate interventions with the Y11 cohort, maximising opportunities for progression.

Curriculum time for E&M Inclusion in intervention strategies where legacy and current specs cross over.

Raising Achievement Meetings for Key Stage 5 take place regularly and are attended by key personnel with responsibility for leading improvement in priority areas. Particular attention is to be paid to the key priority groups as outlined above. The minutes and agreed actions from the meetings reflect the most recent data picture and specific actions that are put in place to drive the improvement of progress and outcomes for students.

JCR/SBO and Key RAT personnel including: LL, PYE, MVE, JCR, MTH.

Weekly for P16 team, half termly with RAT team academy wide

Leaders within the academy are taking informed steps to improve progress and outcomes for young people across all key stages. Agreed actions are implemented and have a notable impact on students’ progress and outcomes. Predicted outcomes accurately reflect progress towards reaching academy KPI’s / targets. Progress on key groups is monitored and the narrative around each student, subject area and groups of students is known, understood and centrally recorded.

One hour per week for KS5

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Key Priority 2: Securing Success - Teaching, learning and assessment are all highly developed and lead to excellent outcomes and progress for all students

across all key stages.



Success Criteria

Finance, resourcing and allocations of time within the calendar

Assessment across Key Stage 5 is both formative and summative in nature. In summative assessment, teachers are supported in giving clear, focused and specific targets, aimed at raising the attainment of the individual. Verbal and written feedback is offered, ensuring that students are in no doubt about the actions they need to take to raise their attainment. Formative assessment will be regular and robust and will mirror the PIXL model of diagnosis, testing and therapy.

JCR/CTL’s/RSP After SPM1 and on-going Students receive regular, consistent and comprehensive feedback at key assessment points, understanding (through consultation with PPTs) their areas of priority and gaps in both skills and knowledge across their programme of study. They target these areas in department based intervention and through Supported Study. Summative assessments are carried out for students simultaneously across subjects Evidence of dialogic marking and improvements to past pieces are evident in student folders. SPM data is triangulated between CTLs and subject leaders, PPTs and the P16 leadership team. PPTs quality assure the targets given to students across the board and feedback areas of good practice and areas for development across the academy. Learning leaders collate information on key skills lacking across the cohort and use targeted PPT group sessions to address skill deficiencies. Classroom teachers use formative assessment to direct teaching and to inform targeted intervention.

Cover for PPTs to guarantee timely initial feedback to students.

PPT meetings are used to address common targets and barriers to learning experienced by students and robust, teaching and learning conversations challenge low expectations, lethargy to learning and address learning habits. While pastoral issues may form part of discussions where they prove a barrier to learning, the main focus will be on driving standards and developing a culture of determination, resilience and academic focus in students.

RSP/PPTs From SPM1 and on-going Students are able to communicate areas for development that are common across subjects. They know what they need to do to improve and how to ask for that support. They are directed towards useful materials for independent study and view learning as an occupation. PPTs use data provided through SPMs to give holistic feedback to students and to share, with students and parents, any barriers to learning, coaching towards remedy. A growth mind-set is established and encouraged as part of a wider school initiative.

Time to develop growth mind-set materials Potentially ‘developing success’ associated costs with rolling the initiative out across the sixth form.

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Success Criteria


Lessons are appropriate challenging and homework is a regular and effective method of building knowledge and skills. Staff and students appreciate the importance of a fast moving curriculum, which builds in time for therapy and revision, through planned out of classroom learning.

JCR/SLT/CTL’s

Sep 2016 with an ongoing review alongside QA protocols in the main academy (learning capture)

Staff and students operate in a climate of challenge where the focus is on the application of skills and the manipulation of basic understanding. Lessons demonstrate rigour and best use is made of contact time. The setting of homework is regular and challenging: lesson time is not wasted. Coursework, where still relevant, is set-up, marked and reviewed by teachers, but class time spent working on projects is limited and proportionate. Expectations for the amount of student time spend on college work outside the classroom are high and students are supported, where necessary, in planning appropriate time. Expectations are heightened with regard to non-contact hours in the Drake building and use of the facilities for study. Links to the growth mind-set are made.

Staffing for ILC Use of staff who have additional capacity’. Materials for challenging ethos (Dweck et al)

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Key Priority 3: Developing Success – All colleagues are supported to develop their practice and pedagogy through continuous and collaborative high

quality professional development and partnerships.



Success Criteria


Discrete post 16 CPD sessions target teaching at KS5 as a skill. Sessions on delivery to P16 students are modelled and coaching pairs are established to offer models of good practice. CPD regarding assessment addresses the points outlined in the previous objective. In addition to this, information concerning the SPM process and its rationale is shared with staff, is detailed and consistently applied throughout the reporting cycles. This addresses specifically the expectations for marking, assessment and feedback at post 16 through the SPM cycle.

MVE/JCR From January 2017 and on-going

All staff are aware of SPM process and the rationale for recording and collating information on students’ targets for progression. They have a working knowledge of the system and the expectations for recording data. It will be subject to quality assurance and further training needs addressed. Records of SPM conversations are recorded centrally and are quality assured through the PPT process and with LLs.

Time in CPD meetings for P16 staff

At Post 16, opportunities for inter-academy working are explored with partners including New College, Garforth Academy, MFG, Batley Grammar School, and Milnsthorpe Academy. The strengths of differing institutions may be shared through colleague visits, teach meets or electronic sharing of resources and assessments. The Pixl6 Requests forum is offered as another way for staff to gain insight and experience from a range of establishments across the country.

JCR/RSP From January 2017 and on-going

Opportunities for informal collaboration are secured in order to strengthen provision and outcomes at Post 16.

Time for release (where applicable)

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Success Criteria


There is an expertise within the college with regard to external assessment and this expertise is shared with colleagues in teaching areas. Staff are encouraged to become exam board markers, undergoing specific training in assessment, feedback and grading by number. Key areas to target include:

- Law - Sociology - Psychology - English Lit - English Lang - Economics - Media - History - Entire BTEC Provision

JCR Support from CTL’s Backing from SLT

Start process early Oct. Central file on markers compiled by half term, including records of training. Marking starts summer 17.

Colleagues will be invited to become markers by CTLs and have CPD access to an established ‘marker’ from the academy to gain understanding of its value. The activity will be part of the PM system and can be set as a personal objective to support success. Predictions for performance are more consistently in line with final results, through a shared understanding of the key marking principles within departments. Schemes of learning reflect feedback gained from training courses and experience of markers.

Time for training exercises. Potentially CPD time for disseminating feedback to depts. and amending schemes.

A robust approach to reform is taken in subject areas, both from tranche 1, tranche 2 and BTEC subjects, leading towards assessment at the end of Key Stage and at the end of Year 12. Staff are given access to resources and opportunities to develop and enhance their understanding of the subject matter, the skills tested and the methods of assessment – including marking and feedback. Specific exam board exemplars and schemes of work are signposted and staff have access to the collections of materials produced by those responsible for administering the tests.

CTLs/RSP(BTEC) From Sept. Review at SPM

Good practice and access to exam board support is shared across faculties so that opportunities are not missed. Activities in preparation for reform, particularly with regard to assessment criteria, are addressed in results meetings through the year and discussions take place regarding the robustness of predictions. Links with other institutions are publicised and utilised.

Time in leadership meeting to discuss findings. Some CPD time to be devoted to the sharing of these ideas and the setting up of links with other partners in education.

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Success Criteria


All key stakeholders have an understanding of the new headline measures at post 16 and recognise the impact this has on the analysis of data and where key areas of focus are. The language of reform is commonly used and staff address issues of progress and attainment at Post 16.

JCR From September 2016 All staff and governors have a working knowledge of the new measures and can use the correct language of learning to discuss results. Progress and attainment are discussed independently within results meetings and with subject tutors.

Leadership meeting time.

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Key Priority 4: Standards for Success - All students maintain the highest standards for success across all aspects of academy life.



Success Criteria


To ensure the academy continues to focus on rewards and positive recognition of pupils through the effective use of class charts data. Ensuring that the programme of rewards is:

A regular feature of academy life.

Represents the views of students following consultation.

Provides an effective incentive for students to continue to improve and develop a wide range of their academy experience to include: - Attendance and punctuality - Attitude to learning -

Engagement with the wider life of the academy beyond the classroom. For post 16 students, this should reflect rewards that will be gained through their progression to Post 18 education or employment.

SWI From the end of term 1 2016 and then on-going throughout the year

Pupils are regularly rewarded for a range of things and as a resulted are motivated to improve and meet the academy’s expectations. IAG and PPT meetings reflect the rewards to be gained from being an active member of the community. The attendance ‘lottery’ is a feature of weekly PPT meetings or assemblies and successes are shared.

Time

To ensure the academy has accurate and reliable information readily available in relation to the following key areas:

- Attendance and behaviour data including data relating to specific groups of pupils including:

- By gender - Pupils with SEND - Disadvantaged learners

(particularly the most able)

JCR From Oct 16 and on-going At any given point and in line with academic data, reliable and accurate information in to the behaviour and attendance of pupils is available. Where gaps exist, they are closing and strategies are in place and are effectively impacting upon the behaviour and attendance of groups of pupils.

Time

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Success Criteria


Where the data shows that the attendance of pupils is below the academy target threshold then strategies and actions are in place to continue to improve the attendance of young people paying particular attention to priority groups of students.

CTLs/PPTs/LL From Sept 16 and on-going The strategies in place have notable impact on supporting groups of learners to improve their attendance at the academy. Strategies are record and their impact analysed at the end of the year. Student voice exercises are carried at Post 16 as a research tool to improve learning for others.

Time

To ensure that all leaders are making effective use of data to identify key pupils, groups of pupils and subject areas where progress and outcomes are at risk of not meeting minimum expectations. At Post 16, particular attention is paid to key priority groups of pupils including:

- Pupils entering Yr 13 with E/U grades at GCE AS Level

- Non FSM learners - High Attainers

And the following subject areas, based on performance at both AS and A2 in Summer 2016: (From A2 results) Geography; Law; PE; Physics; Sociology; (From AS results): Biology; Chemistry; English Language; English Literature; Geography; German; History; Media; PE; Psychology. Where these are identified targeted support and interventions are in place in line with the PIXL model of intervention. This targeted intervention is tracked and regularly reviewed to monitor the impact.

CTL/SLT Link/JCR

From Sept 2016 Post 16 KPI’s are met in the summer of 2017 (Actual Yr13, Mock Yr120

Relevant resources from department budgets

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Success Criteria


To ensure that all leaders are making effective use of data to identify key pupils, groups of pupils and subject areas where progress and outcomes are at risk of not meeting minimum expectations. At Post 16, particular attention is paid to key priority groups of pupils including:

- Pupils entering Yr 13 with E/U grades at GCE AS Level

- Non FSM learners - High Attainers -

And the following subject areas, based on performance at both AS and A2 in Summer 2016: (From A2 results) Geography; Law; PE; Physics; Sociology; (From AS results): Biology; Chemistry; English Language; English Literature; Geography; German; History; Media; PE; Psychology. Where these are identified targeted support and interventions are in place in line with the PIXL model of intervention. This targeted intervention is tracked and regularly reviewed to monitor the impact.

CTL/SLT Link/JCR

From Sept 2016 and ongoing through RAT meetings

Post 16 KPI’s are met in the summer of 2017 (Actual Yr13, Mock Yr120

Relevant resources from department budgets

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Key Priority 5: Supporting Success - All students are supported to live balanced, healthy lives that are rich with both academic and extra- curricular

opportunities.



Success Criteria


To ensure that all leaders, teachers and PPTs are making effective use of data to identify where pastoral interventions and support are needed. Where there is an identified need targeted intervention is put in place to provide pastoral support. This may include support from:

Peer mentoring programme

Learning leader

P16 mentoring programme

PPTs

External agencies where available to P16 students

This support is tracked and is regularly reviewed to monitor the impact of the support provided.

JCR/CTLs From Sept 2016 and on-going

Pupils who require additional academic intervention are quickly identified and form part of coordinated and targeted intervention groups. The intervention is timely, targeted and reviewed to evaluate impact. Internal assessment and predicted outcomes accurately reflect progress towards reaching academy KPI’s / targets Retention rates reflect a supportive and personalised approach to PPT/teacher meetings.

Potential to explore more opportunities for P16 support that is accessible and personal – and that doesn’t take teaching staff away from lessons and learning.

To improve parental engagement and support through a series of calendared events that actively encourage and support parents to engage with the academy and increase parental support in their child’s learning at Key Stage 5. These sessions are registered to track attendance and engagement and are evaluate to ensure where possible the provision can be improved.

JCR/RSP As per calendar across the academic year

Calendar of events is securely in place and well attended by both parents and students. Non-attendance is followed up. Feedback from the events evidences a high satisfaction rating.

Costs of refreshments and materials handed out.

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Events to include:

Supporting success – targeted at all year groups across the year focusing on the support of pupils and their parents who are at risk of under-achievement or vulnerable/part of our key priority focus groups. This should include the more able.

Increased number of parent teacher consultation with a view to replacing written reports and providing more personalised feedback on academic progress.

Parents forums – to increase the engagement of parents with key priority issues for the academy – to include a focus on reporting, understanding assessment changes, homework etc.

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Success Criteria


To ensure that the provision of SMSC is routinely updated to reflect societal or governmental changes or ‘threads’ and that the materials used help to keep students safe, promote equality and diversity, improve understanding of more adult areas of staying safe on line and cleaning up the digital footprints in readiness for employment. Materials need to be age appropriate.

RSP Each week and on-going Assemblies are effective in supporting the students’ SMSC development and are personalised to the needs of each year group.

To further develop the role of Student Leaders within the academy whereby they are supported to actively participate in the development of teaching and learning. They may also be used to help positively market the sixth form within the lower school, acting as role models and mentors.

RSP Development from Oct half term and on-going

Student Leaders play an active role in the school and are actively supporting the further development of teaching and learning. This can be seen through:

Their involvement with CPD where relevant.

The increased understanding in teaching and learning via learning walks. They can speak confidently and articulately to visitors and understand the impact of their conversations. They represent the academy outside the school environment, including at other educational establishments.

Training time and any related costs

To continually develop our enrichment and IAG programme to reflect changing student profiles, qualifications, UCAS tariff and the jobs market. This will specifically include our statutory obligations to promote and support the new apprenticeships, as well as the development of pathways towards university

DGR From Sept 2016 and on-going

Bespoke pathways are in place, supported by external experts, which promote awareness of alternative routes to employment Changes to previous tariffs are shared with staff and key stakeholders, including parents. Enrichment will be established and regular, supported by members of the wider academy and some experts from industry where possible. It will be given sufficient curriculum time for students to embed skills and experiences.

Cost associated with visiting speakers Time from curriculum in June to deliver some programmes Staffing costs to support enrichment

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Success Criteria


To promote and support extended periods of work experience for those in the Vocational cohorts, extending the offer to academic students where possible. This can be extended to include participation in Academy and community events and being involved with teaching and learning in the wider school community.

DGR From Jan 2017 Arrangements in place from Sept 2016 and on-going

Useful and productive work experience is secured for all students on a vocational pathway. Activities and skills are recorded and placements quality assured to ensure positive outcomes for students are recorded, especially in terms of destinations after Yr 13.

Costs of funding the robust checking for work experience placements. Cost of staffing to check and visit placements Training may be required for the monitoring of placements.

The recording of destinations data is robust and includes analysis on key groups of learners.

DGR From Sept 2016 and on-going

Destinations data is accurate, timely and is used to address gaps in the destinations of cohorts of students. Barriers to ambition are addressed with key groups and more targeted IAG is directed towards these groups in order to ensure access to opportunity. Projects such as women in STEAM are promoted through PPT sessions and parents are invited to join IAG meetings, so they can discover the range of support available to students from different backgrounds in HE and apprenticeship routes.

Staff time to robustly secure information Access to LA data Costs associated with parental events

Ensure a full marketing campaign is in place for prospective new entrants to post 16. This is to include all marketing material and prospectus

DGR/JCR From January 2017 and on-going

All college entry KPI’s are met Costs associated with marketing

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