statement of action and action plan - hinckley academy of action... · timescales for action: the...
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Statement of Action and Action Plan
Actions for Improvement:
The attached plan sets out our principles for improvement within the following sections:
Teaching and Learning
Personal Development, Behaviour and Welfare
Outcomes for Students
Leadership and Management (including Governance)
16-19 Provision
Safeguarding
Each strand is aligned against specific areas for improvement identified under the ‘what the school needs to do to improve’ section of the report. Key actions, personnel,
milestones and success criteria are identified as is the overall lead for each section. Monitoring of the impact and success of the plan is identified within the heading of each
section with the relevant Governance Monitoring committee specified. An additional monitoring matrix is included to show the overview of monitoring by each sub-committee.
Informing Parents and Stakeholders:
The proposed plan of action will be made available on the school website. All registered parents will be notified via text and email when it has been published. The senior
team are holding regular parent surgeries in the new term where any parent can drop-in to have their questions answered, raise a concern or share any successes. These will
be advertised once the plan is published. We will continue to demonstrate our improvements via our website and social media.
External Support and Challenge:
The trust will continue to work with President Kennedy TSA who are providing CPDL for senior and middle leaders as well as support for NQTs as described in the plan. In
addition, the trust is undertaking investigation into joining a MAT within the next academic year. Working closely with the DFE and office of the RSC, the trust has now
reached a shortlist of two potential MATs with a view to making a final recommendation after this year’s examination results.
In reviewing our approach to Pupil Premium, the trust has been in receipt of support and advice from Sir John Dunford in scrutinising our revised strategy and who has
undertaken the required Pupil Premium review. The Trustees have brokered a review of Governance with the Local Authority which has now taken place with an action plan
which commenced mid/late November 2018.
Timescales for Action:
The trust has provided a first year Improvement Plan covering all of the areas of concern, with the external support provided and to be gained from a MAT, the Trust intends
to be judged to be out of Special Measures within two years.
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MONITORING AND REVIEW MATRIX Improvement Area Improvement action Senior lead responsibility Governance Monitoring RAG/Term 1/2/3 Comment
Teaching and Learning
TL1
VP – Teaching and Learning
C Herd (Vice Chair) Teaching and Learning
Monitoring ongoing=Amber
TL2 Monitor Differentiation in class
TL3 Student Voice #2 (RC)
TL4
TL5
TL6
TL7 Green for term 2 - ongoing
TL8
Outcomes for Students
OS1
AP – Assessment and Achievement
B Haytree (Vice Chair) Standards and Achievement
OS 1d/f = Amber (Rest Green)
OS2 All targets set Sep 2018
OS3
OS4 In place for term 1 - ongoing
OS5 PSE Speakers = Amber
OS6 Ongoing year on year
Leadership and Management
LM1
Principal P Brown (Chair)
Full Trustees
Green for term 1/2 (RAG/TSA)
LM2 Lit/Num/EAL=G G&T=Amber
LM3 NPQSL/ML and NPQH
LM4 ERG=Green and reviewed
LM5 SLT Patrol=G and ongoing
Sixth Form
SF1
(Acting)/Head of VI Form P Brown (Chair)
Full Trustees
Q3 focus in subjects
SF2 VESPA=now in place again
SF3 Procedures in place
Personal Development, Behaviour and Welfare
PD1
VP – Curriculum, PDB&W
C Herd T&L
In place
PD2 Ongoing monitoring
PD3 Careers map ongoing
PD4
A Wortley Safeguarding
(A Wright PD6)
Monitoring to continue
PD5 Outcomes TBC
PD6 % above NA, tutor - ongoing
PD7 Net points etc. monitor
PD8 PSHE/Assemblies map=Green
PD9 Monitoring/Review of FBV
PD10 Monitor impact of 123 STOP
Safeguarding SG VP - DSL Ongoing monitoring of policies
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POST OFSTED IMPROVEMENT PLAN – 2018/2019 TEACHING AND LEARNING – Senior Lead: Vice Principal Teaching and Learning Governance Monitoring: Teaching and Learning Committee
Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Consistency of approach
TL1: Increase the impact of leadership and management on raising students’ achievement, by:
making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.
TL1a: Standardise Teacher Files, share with staff and implemented by all.
VP – Teaching & Learning team
Core SLT HoDS
September 2018 – Teacher files introduced implemented and completed by Sept 14th.
Evidenced in:
SLT Drop Ins
Learning walks
Observations
Department Learning Walks
CPDL time Red Folders Photocopying
TL1b: Standardised lesson Impact statement to be trialled and introduced to all staff.
Teaching and Learning Team
Core SLT HoDS
Impact statements produced and trialled June/July 2018 Introduced to all staff August 2018 Effective use monitored initially September 2018 through learning walks and continued half termly.
Evidenced in:
SLT Drop Ins
Learning walks
Observations
Department Learning Walks
Time Photocopying CPDL
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Consistency of approach
TL1: Increase the impact of leadership and management on raising students’ achievement, by:
making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.
TL1c: Introduce Enquiry Question as focus for lessons Whole school Marking and Assessment Policy produced, shared and implemented by all.
Teaching and Learning team
Enquiry question Introduced September 2018 Marking and Assessment Policy written June 2018 Implemented September 2018
Evidenced in:
SLT Drop Ins
Learning walks
Observations
Department Learning Walks
CPDL September 2018 Marking and assessment of work. Time to introduce marking and assessment policy. Assemblies to introduce students to marking and assessment.
Tl1d: Monitoring of marking and assessment policy alongside the electronic mark book *revised for 2019
Teaching and Learning team
Core SLT/ ALT/HoDS
Work Scrutiny Carried out each term to check for consistency of use of assessment and marking policy. Check each AP for recording of assessments onto the electronic mark book.
Evidence of assessment and marking policy being used effectively. Assessments recorded onto the electronic mark book.
Time to carry out work scrutinies.
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Differentiation provides progress for all
TL2: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that teachers plan to meet the needs of students of all abilities to secure good progress and good behaviour in lessons
TL2a: Sequence of planned CPDL on differentiation scheduled and delivered through the academic year.
VP – Teaching & Learning Team SENDCo
HoDS All teaching staff
CPDL delivered initially September 2019 Evidence of differentiation.
Differentiation embedded Students able to access work Stretch and Challenge evident evidenced by Learning Walks each half term:
The Key CPDL package £1020
TL2b: Class activities include differentiated work as indicated on lesson impact statements. *Monitor
Class teachers
Teaching and learning team
30th September All impact statements showing differentiation is being implemented in lessons.
Impact statements show planning of differentiated activities
Impact statements available for staff to use.- photocopying
TL2c: Review SOW and identify differentiated activities / tasks Checklist for SOW given to HODS June 2018
HoDS
ALL teachers Teaching and Learning team / Core SLT
Lead Teachers to review SoW Autumn Term 2018. Review of SoW January 2019 Amend SOW by June 2019 Monitoring of SoW include differentiated tasks/activities Differentiation evident in observations and learning walks throughout the year
SOW clearly identify where differentiation is taking place and how. SOW fit for purpose by June 2019
Time
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Aspirational – Stretch and Challenge
TL3: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging
TL3a: Review SoW to identify S&C Revisit booklets/ class activities/tasks etc to ensure S&C activities are included.
VP Lead Teachers HoDS
All Teaching staff
Review SoW -Autumn Term Check booklets for suitability September 2018 Ongoing 2018/2019 Booklets have S&C embedded in the activities/tasks - evidenced by senior line managers
More able students make good or better progress as evidenced in external examination results. AP data shows more able achieving above MEG and profiles.
Time Support for development
TL3b: Student voice of more able students
VP, G&T Co-ordinator
Students voice carried out December 2018
Student voice evidence is that more able are stretched and challenged
Time
7 Year Spiral Curriculum – rich and engaging. Links: Key knowledge, skills and understanding Review, recap and retain
TL4: Increase the impact of leadership and management on raising students’ achievement, by: implementing the findings of the recently competed review of the curriculum so that it is fit for all students, including those who have special educational needs (SEN) and/or disabilities
TL4a: Review and re write SoW to show progression through Key Stages of knowledge, skills and understanding. *In process
VP – Lead Teachers HoDS (inc. seconds, thirds, UPS3)
All teaching staff
Spiral Curriculum produced by June 2018 Review of SoW January 2019 Summer term – *July 2019
SOW evidence the spiral curriculum skills, knowledge and understanding. Student voice evidence that lessons show progression from each year and lesson on lesson.
Time for development work CPDL for Ho DS
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Appropriate pace and pitch – no dead time, focus and purpose
TL5: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all teachers use information about students’ attainment and progress to provide work that is at the right level
TL5a: CPDL on effective planning - Quality First Teaching. August 2018
VP – Teaching & Learning Team SENDCo
All teaching staff
Effective planning using impact statements Sept 2018
Observations and Learning Walks show improved pace and pitch. (RAG rating of 80%+ amber/green)
CPDL Time
TL5b: CPD on effective use of classroom assistants. August 2018
VP – Teaching & Learning Team SENDCo
All teaching staff
Early Autumn Term
Classroom assistant voice – 95% positive responses
CPDL Time
TL5c: Student Voice on quality of teaching and learning
VP Student sample from each tutor group
October 2018 March 2019
Student Voice to identify that ptich, focus and purpose allow them to make progress
ICT facilities Time
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Regular, accurate and meaningful assessment leads to progress. All students know where they are at, where they are aiming for and how to get there.
TL6: Increase the impact of leadership and management on raising students’ achievement, by: ensuring the accuracy of progress data so that leaders, governors and teachers are better informed about the next steps in students’ learning. – ensuring that teachers check students’ understanding regularly in lessons so that learning matches their needs and they make good progress
TL6a: Introduction of Whole school Marking and Assessment Policy August 2018 Number and types of assessments identified Marking & Assessment Policy Work to be marked using MEGS and profile grades for each piece of work,
VP – Teaching & Learning Team HoDS (incl. seconds, thirds, UPS3)
All teaching staff
Whole school Marking and Assessment Policy including number and types of assessments identified written June 2018 Introduced September 2018
Marking and Assessment Policy fully implemented Evidence of Marking and Assessment Policy being used Marking and assessment of work monitored
CPDL use of policy and how to mark and assess work.
TL6b: Random checking of marking and assessment procedures.
Core Leadership
All teaching staff
Throughout academic year
Evidence shows that assessment is accurate and robust
Time
TL6c: Introduction of electronic mark book CPDL on marking assessment and responding to feedback
Teaching and Learning team
Introduction of electronic mark book Assessments in SoW reviewed in meetings – Autumn Term CPDL: Responding to feedback – 2018/19 academic year
Electronic mark book in use Sept 2018 Whole school assessment data shows improving outcomes in line with NA Evidence of online mark books 100% of staff using WAG grades are more accurate – evidenced each AP point and in analysis following external exam results. External exam results produce improved data on key measures – in line with NA
CPDL Time
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Monitoring and challenge of teaching is accurate, robust and effective.
TL7: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that teachers plan to meet the needs of students of all abilities to secure good progress and good behaviour in lessons
TL7a: Half termly whole school learning walks to take place. Staff to be RAG rated. TL7b: Lesson observations standardised and benchmarked. To take place throughout the year starting with RED rated teachers. TL7c: Clear criteria for lesson observations. to be produced TL7d: Teachers not meeting expectations to be given informal support / if still not meeting expectations to be moved to formal support followed Capability if necessary.
Core SLT Teaching and Learning Team/ALT
HoDS (inc. seconds and thirds)
Learning Walks carried out half termly. Lesson observation standardisation and benchmarking taken place all staff to be observed once by end of Autumn term starting with RED rated teachers.
Learning walks RAG rated based on set criteria. 80% green or amber September 2018 moving to 90% March 2019 Lesson observations show at least 80% meeting expectations Sept 2018 increasing to 90% by the end of the academic year Individual support programmes in place if required/capability procedures if required
Time to carry out learning walks and observations Training for HoDs via paired observations
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Provide effective support for NQTs
TL8: To provide additional external support for NQTS from good and outstanding schools as part of the PKTSA
TL8a: NQTS to attend PKTSA
CPDL
VP – T&L LT (Progress and
continuity) NQT
Mentors
NQT s to attend CPDL
at PKTSA
NQTS receive the required support and make progress throughout their NQT
year
Cost £150 per NQT
Cover and transport costs.
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OUTCOMES FOR STUDENTS – Senior Lead: Graeme Price, Assistant Principal Governance Monitoring: Standards and Achievement Committee
Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Progress for all: Outcomes and progress are in line with national averages and rising
OS1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging
OS1a: Comparison of overall school data, including key measures, shared with all staff at each assessment point using Trustees Report.
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers Trustees Data Manager
Assessment points on school calendar. External exam results 2019
Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND)
OS1b: Data compared to previous year’s HAJC and national data
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers Trustees Data Manager
Assessment points on school calendar. External exam results 2019
Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND)
OS1c: Data presented as graphs showing above/below baseline target for subject vs subject and class vs class comparisons
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers Trustees Data Manager
Assessment points on school calendar. External exam results 2019
Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND)
OS1d: Subject and class data to be agenda item at all department meetings following AP points
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers Trustees Data Manager
All department meetings
Department minutes show data agenda item discussion *Audit of minutes – request sample
Department meeting time
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Progress for all: Outcomes and progress are in line with national averages and rising
OS1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging
OS1e: CPD to be delivered on data and target setting for all staff
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers
Start of academic year
CPD delivered to all classroom based staff
Time slot in CPDL session in September
OS1f: Subject based CPD to be delivered on exam requirements for Y9 onwards
Assistant Principal -Assessment and Achievement Core SLT HoDs
ALT HoYs Subject teachers
Termly
All work graded appropriately and accurately *Understand AP assessment - @Y9-Y11 All staff to be consistent – using grade calculator
CPDL time
OS1g: Investigate external data analysis package, eg 4matrix, SISRA, etc
Assistant Principal -Assessment and Achievement
Core SLT Trustees Data Manager
Autumn Term Decision made on investment Cost of data package plus data manager training
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Targets are both realistic and challenging – target grade FFT 50, Challenge grade FFT 20
OS2: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all teachers use information about students’ attainment and progress to provide work that is at the right level
OS2a: Set all targets (for students who have KS2 results) centrally, from Y7 (profiles), using agreed common approach in all subjects: FFT50 for baseline, but FFT50 plus one for students who have FFT50 grade showing as grade+ (top end of grade). Aspirational targets set as FFT20 or baseline + 1, whichever is higher.
Assistant Principal -Assessment and Achievement Data Manager
HoDs Parents/carers
Target setting reviews at end of academic year/start of new academic year
Data analysis at each AP point is more realistic in relation to national benchmarks Average grade at each assessment point is above average baseline target for each subject Assessment points on school calendar All targets set at FFT50 or one above All grade +FFT estimates have targets one above FFT50 All aspirational targets set at FFT20 or baseline target plus one
Data manager time
OS2b: CPD on data and target setting to reinforce that baseline targets are the minimum that students must achieve. Targets can be amended up but not down
Assistant Principal -Assessment and Achievement Data Manager
HoDs Parents/carers
Target setting reviews at end of academic year/start of new academic year
CPDl Delivered to all staff and leaders
Time slot in CPDL session in September
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
No group is behind expectations
OS3: Increase the impact of leadership and management on raising students’ achievement, by: creating an effective strategy for the use and evaluation of the additional funding the school receives to improve the attendance and outcomes of disadvantaged students
OS3a: External PP review Introduce a ‘Disadvantaged First’ policy: the five Ps (Plan, Place, Prioritise, Provide, Phone)
External review team (Sir John Dunford) Assistant Principal -Assessment and Achievement SENDCo
Core SLT ALT Teaching staff Classroom based Support Staff
Publish of review outcomes report. Assessment points on school calendar. External exam results 2019
Outcomes of reviews result in Disadvantaged and SEND gaps closing to national averages
Cost of external review Printing costs for launch (Teaching Strategy, Staff Guide, Posters, Stickers)
OS3b: Use of outside company, eg Elevate *& Resilience group (THS)
External agencies (e.g. Elevate) Assistant Principal -Assessment and Achievement SENDCo
Core SLT ALT Teaching staff Classroom based Support Staff
Lesson observations, drop ins, Learning Walks, work scrutinies, CPD to launch ‘Disadvantaged First’ policy
Outcomes of reviews result in Disadvantaged and SEND gaps closing to national averages
Cost of outside company (approximately £1000 from PP budget)
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Tracking and monitoring is rigorous, effective and undertaken at all levels Intervention is swift, focussed and effective
OS4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring the accuracy of progress data so that leaders, Trustees and teachers are better informed about the next steps in students’ learning
OS4a: HoDs/Subject Leaders to analyse and assess subject data prior to all line management meetings, using common format, and attend meeting with list of subject-based actions
Core SLT HoDs Classroom teachers Curriculum support staff
ALT HoYs PPLAs Caseload Welfare Officer EWO
Assessment points on school calendar
Gaps closing on all key measures and for each subject including key groups (gender, disadvantaged, SEND) to national averages
Line management meeting time
OS4b: Subject-based targeted intervention is early, frequent, regular and structured, with parents fully informed
Core SLT HoDs Classroom teachers Curriculum support staff
ALT HoYs PPLAs Caseload Welfare Officer EWO Parents
Autumn Term
All subjects run intervention strategy/programme
Staff time and reprographic costs
OS4c: Common format developed (electronic) for recording student performance in each subject, to allow quality assurance of AP data
Core SLT HoDs Classroom teachers
Curriculum support staff
Work scrutinies
All staff using new electronic mark books
Development time for data manager to design in-house system
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
All students have the desire to achieve their best
OS5: Increase the impact of leadership and management on raising students’ achievement, by: making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students
OS5a: Foster a culture of high expectations and high aspirations: PSE/PDP programme, outside speakers Link rewards to progress, including Y10 internal exams and Y11 mock exams
Heads of PSE/PDP Careers personnel HoYs Form tutors
Teaching staff Support staff Parents 6th Form students Ex-students
Assessment points Internal and mock exam results External exam results
Whole school and subject data shows improving progress at each assessment point compared to previous assessment points and previous cohorts. Gaps closing on all key measures and in each subject to national averages
PDP scheme of Work amendments – time Visiting speakers: cost? Up to £200 Rewards: Up to £150
The curriculum supports achievement and provides opportunities for effective transition
OS6: Implementing the findings of the recently completed review of the curriculum so that it is fit for all students, including those who have special educational needs (SEN) and/or disabilities
OS6a: Embed the spiral curriculum Monitor the effectiveness of the new curriculum pathways
Curriculum lead SLT
HoDs HoYs
Assessment points External exams 2019
Whole school and subject data shows improving progress at each assessment point compared to previous assessment points and previous cohorts. Gaps closing on all key measures and in each subject to national averages Uptake and completion of Ebacc increases in line with national averages with regards to similar schools.
Scheme of Work planning – time
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LEADERSHIP AND MANAGEMENT – Senior Lead: Richard Cahill, Principal Governance Monitoring: Full Trustees and Link Trustees
Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Leadership is rigorous, proactive and effective
LM1: Increase the impact of leadership and management on raising students’ achievement.
LM1a: Ensure consistent approach by all leaders – all are clear on required improvement and actions required RAG Rating of middle leaders using OFSTED criteria every term 360 reviews of senior leaders (Colour works model) PKTSA CPDL for all SLT
Principal Core SLT Trustees
ALT Middle leaders PKTSA Trainers
Autumn term review of leadership, strengths and weaknesses, second RAG rating of middle leadership Termly RAG based on T&L, Outcomes, AP data and QA (lesson obs. Work scrutiny, drop-ins, line management info)
RAG ratings and reviews show consistent improvement in quality of leadership – 80%+ of RAG ratings are positive Completed 360 reviews of leadership showing consistent improvement of team skills/approaches Positive outcomes demonstrated from CPDL
Subscription to Leadership Matters toolkit £400 CPDL for senior leaders time (4 evenings at PKTSA) and course cost £2500
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Invitational approach provides opportunities for leadership at all levels
LM2: Increase the impact of leadership and management on raising students’ achievement, by: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all students across the curriculum, especially for boys and disadvantaged students.
LM2a: Continue to identify needs within academy developments matched to identified future leaders. Future opportunities in G&T*, EAL, Literacy and Numeracy – leading to T&L which meets the needs of all learners.
Core SLT ALT
Middle leaders Prospective future leaders
September 2018 – T&L based leadership roles are filled.
Key leadership roles are filled with additional capacity coming from within wider group of staff – G&T, EAL, Literacy and Numeracy Collective leadership capacity is increased *HAP
Additional responsibilities for leadership roles as per actions 4 x TLR3 (£2500)
LM2b: Continue to promote NPQSL and NPQML and SLEs
Core SLT ALT
Middle leaders Prospective future leaders
Autumn term 2018 – new leaders identified for NPQSL x 2 NPQML x 3 SLE
Second wave of NPQSL and NPQML and SLEs in place Collective leadership capacity is increased
CPDL Costs to school for NPQSL and NPQML
Leaders have autonomy but understand the need for accountability
LM3: Increase the impact of leadership and management on raising students’ achievement, by: Making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.
LM3a: Rigorous tracking of progress and improvement via line management cycle, performance management targets linked to specific improvements needed in each area.
Trustees Core SLT
Middle Leaders
Performance Management reviews based on 2018 outcomes Line management cycle including review of AP data, lesson observations and work scrutiny
Line management approaches are consistent and focussed on progress and outcomes. Common format for recording discussions Leaders are clear of expectations and their accountability Termly RAG ratings show improvements in leadership element
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Middle leaders are consistently effective in challenging and supporting their teams
LM3: Increase the impact of leadership and management on raising students’ achievement, by: Making sure that all members of staff are consistent in their application of school policies, including managing student behaviour and feedback to students.
LM3b: SLT and Trustees monitor the progress of departments and teams and the impact of leadership on outcomes. Underperforming leaders called to present to Trustees.
Trustees Core SLT
Middle Leaders
Trustee meetings of underperforming departments
HoDs present up-to-date action plan with success criteria and timeline for delivery shared with Trustees at full Board of Trustees meetings
Time for HoDs to attend meetings within school at SLT/Trustee meetings 4 x 1.5 hours
Governance provides strong and effective support and challenge based on accurate and appropriate information
LM4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that Trustees have the skills to hold school leaders to account with more rigour
LM4a: Review of governance in accordance with OFSTED recommendations. The makeup of the Trust ensures that trustees have relevant, effective and complementary skill sets
External reviewer(s) Trustees
Principal Core SLT
Reviewed governance structure and makeup following review – by November 2018
Revised and effective governance structure recommendations from external review in place
ERG cost and time for meeting with ERG facilitator Skills audit time to complete and analyse
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Governance provides strong and effective support and challenge based on accurate and appropriate information
LM4: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that Trustees have the skills to hold school leaders to account with more rigour
LM4b: Full Trustees meetings and sub groups are focussed on accurate data which is tested and seen first-hand by effective link governance and externally verified. Trustees to identify and implement link governance
Trustees Principal Core SLT
Link governance in place from September 2018 and link visits every half term – PP Safeguarding Health and Safety SEN/Transition Teaching and Learning Behaviour reporting back to appropriate groups
Link governance in place with half termly visits to offer support and challenge
Time for visits to take place
LM4c: Principal’s reports and those of SLT are based on sound and accurate data linked to OFSTED action points
Principal Trustees
Core SLT Trustee meetings Sub Committee meetings
Link governance in place with half termly visits to offer support and challenge All reports contain reference to improvement points/action plan and progress towards meeting these
Senior leaders are visible, approachable and effective with clearly defined and understood roles
LM5: Increase the impact of leadership and management on raising students’ achievement.
LM5a: Review of Core SLT and ALT roles ready for September term. Shared with all staff Time put into timetable to enable senior leaders to be visible in classrooms and around the Academy
Core SLT ALT
Timetable staff HoDs
Regular review of roles within SLT and ALT meetings and through line management to establish effectiveness SLT and ALT are out and about every day – staff voice shows increase in SLT visibility
Clearly established roles shared with all staff in September 2018 Increased visibility every day leading to improvements in behaviour and quality of teaching and learning
Timetabled sessions on SLT timetables for proactive patrols 10 hours (5 SLT x 2 hours each)
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SIXTH FORM – Senior Lead: Head of 6th Form Governance Monitoring: Full Trustees
Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones
Success Criteria Resources
No group is behind expectations
SF1: Increase the impact of leadership and management on raising students’ achievement, by: ensuring that all teachers have high expectations of what students can achieve and provide them with work that is appropriately challenging
SF1a: Identify any students who fall between QCA score of 50.2-55.0 aka GCSE score of 6.7-7.5. Identify critical student who are found in critical subjects
Head of 6th Form Assistant Head of 6th Form 6th Form Data Manager HoDS Teaching staff
Learning Advisors (1-2-1 sessions) Interventions within departments
Identification of critical group by October ½ term of year 12/13. Critical students in critical groups having mentoring arranged by after October ½ term. Parents contacted when mentoring arranged.
Critical students making progress towards their MEGS at each assessment point (AP1 25/10/18) (AP2 17/01/19) (AP3 14/03/19 for Y13 and 08/04/19) though 6th form analysis Evidence of early interventions and evidence of progress made with the critical students through Line Management minutes. Evidence of mentoring from Learning advisors by each assessment point. Student performance against MEGS in summer 2019/2020 Parents contacted when mentoring arranged.
Staff that happen to be under hours to staff specific intervention classes rather than being placed directly on cover.
Proactive tutors who take responsibility for the pastoral and academic welfare of their students
SF2: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all students across the curriculum, especially for boys and disadvantaged students.
SF2a: Develop of the role of the tutor. Induction training for all tutors with expectations Tutors to “coach” students using VESPA model
Head of 6th Form Assistant Head of 6th Form 6th Form Tutors
Learning Advisors
Introduction of coaching method/paperwork during PDP in October. Provision of additional training for all tutors at next tutor meeting (05/12/18) Each student to have had at least one coaching meeting by Christmas.
Staff being trained and confident in the delivery of the VESPA model (and coaching) Students receive coaching every term from staff that is recorded. *most students coached
Increase in availability of CPDL time to incorporate more “pastoral” training Money available for VESPA workbooks each year. £1000 from foundation trustees?
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Guiding Principles
Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones
Success Criteria Resources
Attendance is in line with national average and monitoring/ support is rigorous and timely
SF3: Increase the impact of leadership and management on raising students’ achievement, by: strengthening the monitoring of students’ attendance by including rigorous checks on absence at an earlier stage so that actions can be taken to improve attendance for all students
Sf3a: Robust attendance policy and procedures including the safeguarding of all students Include a statement on attendance in the 6th Form “Learning Agreement” Early intervention and involvement with parents.
Head of 6th Form 6th Form Administrator 6th Form Tutors
Teaching staff 6th Form Tutors Main school behaviour staff
Inclusion of attendance statements in the 6th form agreement (sign by parents/students) by end of 09/18. Weekly attendance/punctuality checks to tutors at Tuesday meetings from end of 09/18 High levels of attendance at each monthly check and communication with parents. Promotion of high attendance including stats in fortnightly assemblies. Weekly attendance % out to tutors on a Tuesday. Use of myEd to contact parents daily with missing marks and late marks. Parents to be called by 6th Form Administrator after 2 days of absence. Students placed in main school detention for attendance violations.
Less than 21% or students with persistent absence (<90%) at the end of each term. Better informed parents/parental engagement. Letters and meetings with parents at milestone percentages each month. Meetings with parents at parents evening. High attendance being high profile in assemblies and communications with students and parents.
Depending on requirement/issues more time for administration of myEd.
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PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE – Senior Lead: Azizah Pathan, Governance Monitoring: Teaching and Learning/Safeguarding Committees
Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Behaviour starts with the positive through fostering of positive relationships
PD1: Increase the impact of leadership and management on raising pupils’ achievement, by: ensuring that teachers plan to meet the needs of pupils of all abilities to secure good progress and good behaviour in lessons
PD1a: Clear and simple and robust rewards and Behaviour Policy in place Expectations document devised by staff and students and in place Continue with the HAJC6 Way
VP – PDBW ALT – Continuity and Progression HoDS HoYS
All teaching and support staff
Declining trend in behaviour points and increasing trend in achievement points (logs) at each assessment point Behaviour SEF shows increase in agree and strongly agree statements in December and July
100% Students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour/bullying incidents and outcomes in line with NA T=Trust R=Respect U=Unite E=Excel Tuck shop operational with revenue used for rewards School shop operational for rewards (Nov 18) Restorative justice programme implemented
SIMS – admin time Conduct log CPDL time on August training days Fundraising time £250 for stock per half term 1 x ASL time per week Staffing and time and £200
Consistency of approach by all staff
PD2: Increase the impact of leadership and management on raising pupils’ achievement, by: making sure that all members of staff are consistent in their application of school policies, including managing pupil behaviour and feedback to pupils.
PD2a: Rules displayed in prominent areas Drop ins / LW / monitoring behaviour policy in practice Directly challenging staff who do not adhere to the Behaviour Policy-everyone, everywhere Key behaviour personnel in each department to keep expectations high profile
VP – PDBW ALT – Continuity and Progression HoD HoY
All staff Reduction in complaints by parents by term and year group Reduction in complaints by students Behaviour SEF shows increase in agree and strongly agree statements
100% Students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour / bullying incidents and outcomes in line with NA T=Trust R=Respect U=Unite E=Excel SLT parent clinics operational Parent forum operational
Resources for tutor rooms £80 - £100 SIMS – admin time per week CPDL time Meeting time SLT / HOY time to monitor LW and drop in time
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Students are intrinsically motivated
PD3: Ensure that pupils develop a good understanding of fundamental British values so that they are well prepared for life in modern Britain.
PD3a: Careers and inspiration is embedded throughout the curriculum via SoW. Learners come first in T&L – set the scene from the transition days through to Y7 and beyond
Core SLT ALT PSE Co-ordinator Careers Co-ordinator
Teaching Staff Careers Co-ordinator SEND Team Tutors
AP1 AP2 and AP3 progress data and flight path from year to year shows improvements at each assessment point
Outcomes in line with NA Increased participation in extra-curricular activities Careers provision mapped for 5 / 7 years. Rugby Works implemented Achieve Club implemented
Development time for Scheme of Work Transition day resources £3000 for university days / careers events Transition day resources Time to organise visiting speakers Budget to run motivational workshops 4 hours a week of coach time 4 hours a week of instructor time and salary
Sense of pride and personal responsibility Every student actively participates the HAJC6 community
PD4: Ensure that pupils develop a good understanding of fundamental British values so that they are well prepared for life in modern Britain.
PD4a: Vibrant school council leading on uniform and environment Staff modelling practices leading to pride in presentation
Students Student Council Leaders Student ambassadors ALT – Continuity and Progression VP - PDBW
All teaching staff
Decline in Behaviour points linked to uniform Less detentions linked to uniform More parental support at each assessment point
Smartly presented uniform Work is presented with pride Environment is clean and tidy Adherence to school values: T=Trust R=Respect U=Unite E=Excel
New uniform Time to monitor by HOYHODS ASL and SLT School council budget £1000
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Proactive tutoring by all, taking responsibility for the pastoral and academic welfare of all students
PD5: providing more bespoke professional development for staff, including the sharing of best practice, so that teachers can increase rates of achievement for all pupils across the curriculum, especially for boys and disadvantaged pupils.
PD5a: CPDL for staff to understand what ‘tutoring’ means Quality dialogue modelled by staff
ALT – Continuity and Progression
All Staff Tutor Handbook Bespoke CPDL about effective tutoring Oracy focused PSE lessons to embed welfare elements Registration time valued by staff and students - start of Autumn 2018
Outcomes are in line with National Average and moving above for all groups Tutor Board in each Tutor group displaying routines and expectations by end of September Attendance in line with national average (95%) and decreasing trend in lates.
August training day inset Tutor handbook Identical tutor boards in place from Oct 2018 in each tutor room Attendance letters and policy Time for tutors to follow up punctuality and attendance issues Registration monitoring time for HOY ASL SLT
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Attendance is at least in line with national average and monitoring/support is rigorous, proactive and timely
PD6: Make safeguarding effective through ensuring that there is an appropriate system for monitoring pupils’ attendance which includes rigorous, timely checks on absences.
PD6a: Robust attendance policy and procedures including the safeguarding of all students Learning Adviser time to be used to track and intervene on attendance issues for PP students
VP - PDBW Attendance Officers HoY AP – Assessment and Achievement
All teaching staff Tutors
Weekly attendance stats to be in line with national average and towards whole school target (97%)
95+% attendance PA below NA Attendance gap between disadvantaged and whole-school reduces
Attendance letters and policy Daily absence protocol followed by Attendance Officer/ Welfare Officer / Heads of Year and PP Learning Advisors See safeguarding action plan
PD6b: SEND Team to track and intervene on attendance issues for SEND
SENDCo
All teaching staff Tutors SEND team
SEND student attendance to be in line with national averages
Attendance gap between SEND and whole-school reduces
SENDCO and SEND team time
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Meaningful rewards which are valued and sought after
PD7: Ensure that pupils develop a good understanding of fundamental British values so that they are well prepared for life in modern Britain.
PD7a: Build in bonus points for students with no behaviour points Behaviour points linked to withdrawal from enrichment Points linked to long term rewards regarding trips and activities
VP - PDBW ALT – Continuity and Progression HoY Student Council
All Staff Fortnightly enrichment sessions shows all students taking part
NET points are always in the positive Decreasing trend in behaviour points Tuck shop operational with revenue used for rewards School shop operational for rewards (Nov 18) Enrichment sessions operational Restorative justice programme implemented Student council leadership
Rewards budget for special prizes as above (up to £150) Fundraising time £250 for stock per half term 1 x ALT time per week £10000 enrichment budget Budget to subsidise trips Staffing and time and £200 Student council time
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Every child is safe and feels safe
PD8: Make sure that all pupils understand what constitutes bullying, so they are able to recognise it if it occurs and report it appropriately to staff.
PD8a: PSHE curriculum mapped out to ensure all elements of safety are covered throughout the 5 years/7 years Each child has access to at least one trusted adult Anti-bullying Champion is easily accessible by all students Workshops/activities promoting keeping safe
DSL Core SLT ALT HoY PSE Co-ordinator Anti-bullying Champion
All Staff SoW for each academic year showing each safety strand
100% of the student body feel safe in all areas across the school PSHE Curriculum mapped out and published Assemblies mapped out and published term by term 123STOP Anti-bullying programme operational and having impact
Anti-Bullying champion appointment and time PSHE Curriculum Centrally available resources for PSHE lessons Time to plan prep and administration Assemblies Time to plan and prep and / or organise visiting speakers 123STOP Anti-bullying programme Tutor guidance handbook Central location for Anti-bullying champion £500 for access to beyond bullying award.
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Pastoral curriculum is fit for purpose: 7 year plan for every child – linked, appropriate and compliant, promoting growth and personal development. The plan engenders personal skills and understanding to become a safe and responsible citizen
PD9: Ensure that pupils develop a good understanding of fundamental British values so that they are well prepared for life in modern Britain.
PD9a: SMSC Audit to gauge how SMSC is embedded in the curriculum PSE curriculum mapped out to ensure all elements of PD welfare, safety, careers, SRE and prevent are covered throughout the 5 years/ 7 years Providing students with opportunities to have a strong moral compass Student Council have a prominent presence in the decision making at the Academy
VP – PDBW PSE and Careers Co-ordinator Teaching & Learning Team Yr 7 Transition Curriculum Co-ordinator HoY All Academy staff Student Council Leader Student Ambassadors Trustees
Tutors HoY All staff
SMSC evident throughout the curriculum Spiral curriculum developed for PSE to include all elements outlined PD and Welfare SEF shows that students personal development needs are being met
Students can lead, articulate and demonstrate through student voice the core British Values interwoven True values linked to British Values Each British Value activity to have kite mark with SMSC
Time for audit Admin time to collate audit findings Time for SRE training £3000 for university days / careers events Time to organise visiting speakers Budget to run motivational workshops Safeguarding training time Prevent training time Tutor meeting time and CPDL training Staffing and time to run student council
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Guiding Principles Area for improvement (From OFSTED report)
Actions Key Personnel
Additional Personnel
Milestones Success Criteria Resources
Students understand their role to support and care for each other and the community whilst upholding British Values
PD10: Make sure that all pupils understand what constitutes bullying, so they are able to recognise it if it occurs and report it appropriately to staff.
PD10a: Robust buddying and peer mentoring systems in place Staff modelling good practice Sixth form students provide valuable support through academic mentoring Students participate in community events
ALT - Continuity and Progression Learning Advisors HoY SEND Team AP – 6th Form Student Council Leaders PSE Co-ordinator Anti-bullying Champion
All staff Opportunities to work within the community and develop an ethos of unity in line with values taken throughout the year
100% of students have a culture of cohesion within the academy and the community where all students know they are at the core of HAJC6 values demonstrated through increased attendance, decreased behaviour / bullying incidents and outcomes at least in line with National Average 123STOP Anti-bullying programme operational and having impact
SIMS admin time 123STOP Anti-bullying programme l Tutor guidance handbook Central location for Anti-bullying champion Staffing and time to run student council Time to plan and prep assemblies and PSHE lessons HOY monitoring time
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SAFEGUARDING – Senior Lead: Vice Principal SAFEGUARDING Vice Principal STUDENT WELFARE AND BEHAVIOUR , Governance SAFEGUARDING Committee
Guiding Principles Area for improvement (From OFSTED report)
Actions taken to date
Actions still to do
Key Personnel
Milestones Success Criteria Resources
Every child is safe and feels safe
SG1: Safeguarding procedures are not adequate
SG1a:Appointed new DSL August 2018
Safeguarding Audit Safeguarding action plan for areas that need further development.
D Guzzetta A Pathan J Selby K Canning R Marshall P Harrison
New DSL is in post August 2018
Audit completed October half term 2018 Action Plan start of November 2018 Changes/adaptions made to Safeguarding procedures as required.
The key safeguarding audit Time to analyse audit and to put changes into place.
SG1b: Development of safeguarding team to include a DDSL at each of the Key Stages. August 2018
Ensure new team are equipped and capable to fulfil the role - ongoing
M Boast R Arnold K Wright A Pathan
Procedures working efficiently.
All safeguarding concerns being dealt with efficiently and in a timely manner.
Time for DDSLs to carry out duties
Every child is safe and feels safe
SG2: The safeguarding policy was not up to date and did not take into account statutory guidance.
SG2a: Policy re written supported by LCC Staff training on policy and KCSIE Updating Trustees on safeguarding 20/9/2018.
Staff survey to check understanding of polices and KCSIE 09/18 Ongoing training for Teachers through Tutor meetings – July 2019 Re survey staff who are unable to answer safeguarding questions correctly.
D Guzzetta
ALL staff and Trustees to have completed safeguarding training by of Sept 2018 Survey completed by staff 5/10/2018
All staff are able to answer safeguarding questions correctly and are fully aware of their responsibilities under KCSIE 2018.
Staff CPDL time Staff completion of survey time Resources £200
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Guiding Principles Area for improvement (From OFSTED report)
Actions taken to date
Actions still to do
Key Personnel
Milestones Success Criteria Resources
Every child is safe and feels safe
SG2: The safeguarding policy was not up to date and did not take into account statutory guidance.
SG2b: Prevent Training for DSL
Attend Prevent training with Leicestershire Police Training 21st Sept 2018 Update staff on Prevent through newsletter Oct 2018
D Guzzetta Training completed Newsletter sent out to staff
DSL fully up to date on prevent and able to distinguish when threshold for reporting has been met and the procedures that should be followed. Staff fully aware of their responsibility and procedures.
Time for course.
Every child is safe and feels safe
SG3: Staff need to know about reporting female genital mutilation or peer-on-peer abuse or child sexual exploitation
SG3a: Staff updated August Training Day (see above)
Ongoing training and half termly updates for all staff. ( see above)
D Guzzetta All staff have received training and are able to answer survey questions correctly.
All staff have their awareness raised and know their responsibilities as stated in KCSIE 2018.
Staff CPDL time as above Resources as above
Attendance is in line with national average and monitoring/ support is rigorous and timely
SG4: Ensure that there is an appropriate system for monitoring pupils’ attendance which includes rigorous, timely checks on absences.
SG4a: Revised attendance procedures including threshold meetings and communication in place.
Student clinics every half term. Attendance spot week- any student with 100% for that week regardless of their current attendance receives a reward.
A Pathan G Whittingham
Current Attendance is looking to have improved on last year for attendance and P.A
Monitoring of students is including all staff and therefore students are more aware of their attendance and where they can get support to achieve good attendance
AIO to be able to process legal proceedings Rewards to Attendance spot week My Ed App to make truancy phone calls Transport and time for home visits
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Guiding Principles Area for improvement (From OFSTED report)
Actions taken to date
Actions still to do
Key Personnel
Milestones Success Criteria Resources
Every child is safe and feels safe
SG5: Take action to ensure
that those absent from the
school are free
from harm.
SG5a: 15 Day attendance management strategy in place
Continue to follow procedure – refine and review
A Pathan G Whittingham
Procedures are working efficiently
Reasons for absences are being dealt with mostly within a 24hr period and therefore ‘N’ codes are very few.
Transport and time for home visits Training for DSL to safeguard including home visits