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SAINT AUGUSTINE’SCatholic HighSchool &SixthForm CentreOur Ladyof LourdesCatholicMultiAcademyCompany

Principal MrA F QuinnBA (Hons) NPQH StonepitsLane, Hunt End, Redditch, Worcs, B975LXtel 01527550400www.st-augustines.worc

SCHOOL DEVELOPMENT PLAN 2015/16In conjunction with Our Lady of Lourdes Catholic MAC Development Plan

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SAINT AUGUSTINE’SCatholic HighSchool &SixthForm CentreOur Ladyof LourdesCatholicMultiAcademyCompany

Principal MrA F QuinnBA (Hons) NPQH StonepitsLane, Hunt End, Redditch, Worcs, B975LXtel 01527550400www.st-augustines.worc

RISK REGISTER AND STRATEGIC PRIORITIES (SUMMARY)Summary of the Risk Register

Risk Consequence(s) Categorisation Action ( including timescale) ProgressCompetition from local schools eg High Schools/Middle and First Schools/two tier/three tier system.

• Loss of income due to falling rolls

Unacceptable risk

• Monitoring admissions policies of other local schools.

• Increasing the PAN.• Raising achievement to

compete.• Promoting the school through

media.• Offering wider curriculum at all

Key Stages.• Academy Development plan.

Loss of Bromsgrove students • Reduction in Catholic students coming through.

• Impact on Sixth Form numbers.

• Possible reduction in school performance as traditionally high achieving students.

Unacceptable risk

• High examination results and positive Ofsted.

• Transport solution through Academy status.

• Continued marketing of the school.

Loss of experience/failure to recruit high quality teachers

• Lower achievement

Unacceptable risk

• CPD investment.• Comprehensive NQT, Middle

2

• Possible disaffection issues

• Poor staff morale

• Parental concerns.

Leader and Senior leadership training.

• Links with universities and TSA.• Quality support for staff.• High expectations at the

recruitment process.

Changes to school performance eg drop in GCSE/A Level results

• Negative publicity

• Falling rolls• Loss of revenue

streams• Loss of quality

staff

Unacceptable risk

• Raising Achievement agenda for MAC.

• Curriculum Plan implements for 3 year GCSEs.

• Deployment of SLEs.• Emphasis on Teaching Standards

and take action.• Comprehensive staff training. • Wide Intervention programme

esp ENMAReduction in funding streams

• Academy – Fair Funding WCC

• Academy – Capital grants• VA implications• National education

reductions

• Staff numbers• Low staff morale• Reduction in

quality of service

• Quality of provision

• Loss of students

Significant – requiring action

• Draft contingency plan Academy Representatives Finance and QI.

• Emphasis on importance of academy status.

• Bids for capital grants.• Certain contracts on temporary

basis.

Impact of Academy status does not lead to a raising of standards at all tiers.

• Fragmented approach to acceptable standards – low entry levels in Year 9

• Continued issues of transition students in Year 9

• Bromsgrove issue remains unresolved

Critical risk • Continue to consolidate the academy.

• Provide consolidated funding comparisons to consider with all stakeholders.

• Termly reviews of academy action plan.

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Disappointing Ofsted for the school or one of the MAC schools.

• Implications for recruitment of staff and students

• Re-evaluation of support network through TSA, Diocese and MAC

• Additional pressure for staff especially leadership

Critical risk • MAC Ofsted Action Plan – September 2015.

• Linking standards across the tiers.

• Sharing leadership roles.• Building capacity to ensure all

key areas are covered.• Setting MAC targets.

To enrich and sustain the Catholic Life of the school; a Catholic School for All;

To consolidate and develop Our Lady of Lourdes Catholic Multi-Academy Company for the benefit of all students in our community;

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To maintain the safety and welfare of all our students and staff in our school community;

To offer a broad and balanced curriculum to meet the needs of all our students;

To maintain and even improve upon the achievement levels at KS3, GCSE and A Level.

OUTCOMES FOR CHILDREN AND LEARNERS (1of 4)Priority: To provide a broad and balanced curriculum to meet the needs of all our students.

Current Grade

1 2 3 4

Key Notes: This should take into consideration the changes to National Curriculum, GCSE and BTECs and A Level and Level 3 courses. In addition, reference should be made to the individual department development plans, Our Lady of Lourdes Catholic MAC Development Plan, and RAISE on Line/Data DashboardWhat will we do?

• Develop the three year GCSE curriculum beginning in Year 9

• Consolidate the Middle Schools Intervention programme especially with St Bede’s and Walkwood

• Further develop our Year 9 Transition programme to incorporate key skills in literacy and numeracy in the summer school.

When will we do it?

Autumn 2015

Autumn 2015

Termly Review Days

Monitoring throughout Year

Key staffOC & HoDs

Achievement Leader

PD

AM/PD

OC

Success criteria

• Curriculum Plan 2015-2016/ tracking data shows consistent progress against target grades.

• Evidence of student outcomes when joining STA in Year 9; Secondary Ready Test data

• Establishment of a common curriculum between ourselves and all our feeder middle schools.

• Transition programme established Autumn 2015

Review Comments

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• Continue to review the Pathways system to offer a broad and balanced curriculum for to Year 8 students

• Prepare staff and students for the array of changes to the curriculum, qualifications, accountability measures and funding in the near future: GCSE Reforms (current) GCSE reforms (2017 onwards) A Level reforms A Level reforms (future) Vocational Qualifications (KS4) – list 96 Vocational Qualifications (post 16) Performance Tables – Progress 8 (2016) RPA – 18 in 2015

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September 2015 onwards

OC/QI/ CO

• Pathways programme and feedback – Spring 2016

• Staff are aware of the proposed changes and make the necessary amendments to the curriculum.

• Pathways at KS4 and KS5 are tailored to meet the changes.

• No significant shift in performance at KS4 and KS5

• Training programme both internally and externally provides suitable support.

• Continue to explore new subject/topic and vocational areas to offer our students at GCSE and A Level.

OUTCOMES FOR CHILDREN AND LEARNERS (2 of 4)Priority: To consolidate the GCSE 5+ A*-C with English and Mathematics to 65%+ (FFT A prediction for 2016= 57%)

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the individual DDPs, the Our Lady Of Lourdes Catholic MAC Development Plan and the ENMA Action Plan.

What will we do?

• Support staff to deliver quality teaching to the students whilst challenging and holding all to account.

• Continue to use the iGCSE in English.

• Continue with the ENMA support group with individual action plans, including interventions and early entry.

• Support and consolidate the development

When will we do it?

Ongoing – SLT Monitoring

Autumn 2015

Ongoing – weekly

meetings/rewards system

On-going

Key staffOC and

HoDs

OC, DK PDENMAGroup

HOD

Success criteria

• Target grades are met and bettered for the majority of students.

• Results in positive ENMA outcomes for targeted students (ie C+ in ENMA)3LPS/4 LPS and VA for the school

• Early entry positives-Jan 2016• 65%+ ENMA results – August 2016

• Target grades of 100% for German and 95.6% for French – August 2016

Review Comments

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of German and French in the school curriculum.

• Food Technology Action Plan.

• Immerse the new GCSE curriculum into the Pathways system and KS4 Curriculum offer.

• Consolidate the vocational strand of the curriculum to increase post 16 student rolls.

• To continue to Close the Gaps in achievement levels between specific groupings and whole school achievement.

Pupil Premium students. DSEND students. Non-white British students –

Asian/Eastern European/Black

• To continue to challenge and beat the predictive data of downward achievement levels (FFT A) on entry(2016 = 58%, 2017 = 65%).

Strategies:• Year 9 Curriculum and Pathways offer –

review and evaluate• Early entry using iGCSE English • Dedicated use of PIXL and the Think Tank

to focus school improvement on consolidated and long term

• Continue to overstaff, (where possible) in Mathematics and English.

• Continue empowerment of middle leadership to raise standards

• Implement intervention strategies for Mathematics in Year 9, 10 and 11 through the deployment of Graduate Coaches and the Achievement Leader.

• Full implementation of the support programme for middle schools to avert future decline esp Walkwood and St Bede’s

• OLOL MAC Development Plan - deployment

October onwards

November-December 2015

November-December 2015

Ongoing – targeted

intervention

October 2015 through to

August 2016/2017/201

8

and PD

WI and AS

OC & HoDs

OC

OC

QI, PD, OC, DK

• Food Technology GCSE results above target grade.

• New curriculum evaluated in summer term 2016.

• Evidence of increased vocational course (Applied/BTEC in the Pathway’s programme – March 2016

• Gaps continue to narrow especially with Pupil Premium and DSEND students/also stretching other groups.

• Evidence of progress from Secondary Ready Test outcomes to the end of Year 9; impact of new 3 Year GCSE

• Tracking evidence above FFT (A) of 58% in 2016 outcomes.

• Recruitment and retention of quality ENMA teachers including HOD of English.

• Year 10 tracking data positive.

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OUTCOMES FOR CHILDREN AND LEARNERS (3 of 4)Priority: To consolidate the success rates of the A Level outcomes (100% 3+ A Level pass rate/ positive VA)

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with individual DDPs and the Sixth Form Action PlanWhat will we do?

• Improve the teaching and learning of students with low entry grades.

• Continue to improve results and retention at AS Level.

• Consolidate the Transition Programme between Year 11 and Sixth Form.

• New Curriculum review of provision and service using external TSA support and local 6th Forms.

• Sustaining the high achievement rates at A2 levels, especially VA scores.

• Work on increasing the number of students going to Russell Group universities.

When will we do it?

On-going – Set monitoring

times

October -August 2016

November 2015 onwards to spring 2016

Autumn 2015

August 2015 onwards

November 2015 – August 2016

Key staffCO and

Teachers of

A Level

CO

CO & QI

CO and TSA

CO and

HoDs

CO/EAC

Success criteria• Evidence of increased points score and

grades for this cohort.

• Results data compared to 2015/16 (3 year trend)

• Action points implemented summer 2015 65% retention rates – September 2016

• Action points implemented January 2016.

• 100% 3 or more A Level pass rate. Comparative high achievements to the rest of the county for key measures.

• Destination Report 2016.

Review Comments

OUTCOMES FOR CHILDREN AND LEARNERS (4 of 4)Priority: To enrich and sustain the Catholic life of the school.

Current Grade

1 2 3 4

Key Notes: This should work alongside the Our Lady of Lourdes Catholic MAC Development Plan, Chaplaincy Development Plan and the Religious Education Development PlanWhat will we do?

• Build on the positive outcomes of the Section 48 Inspection Report to ensure quality SEF

When will we do it?


Key staffQI/CN

Success criteria

• Clear evidence of actions from the Section 48 Inspection/SEF supported by Diocese

Review Comments

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• Consolidate the HOD into SLE status within the academic year ( in addition to impact on SLT secondment)

• Establish a suitable and appropriate induction programme for non-RC staff and students

• Enhance the moral and faith life of the school – organize a Whole MAC/School Mission as part of OLOL MAC initiative

• Consolidate the successful examination outcomes at GCSE and A Level.

• Further strengthen the links with our Partnership schools and parishes through Our Lady of Lourdes MAC Spiritual Group

• Regular and systematic evaluation of Chaplaincy/Appointment of permanent Chaplain

• Further develop student leadership within the school esp in the field of chaplaincy and Catholic Life

September 2015 ongoing

Autumn 2015Easter 2016


On-goingSeptember

2014

On-going

On-going

On-going

CN/MN

CN/SC

CN/SC

CN/CO

CN

CN

CN

• NCTL external verification• CN - impact on Our Values

• Student surveys/Parental evaluations/SMSC audit – Ofsted; Non Catholic student/staff survey

• Establishment of Whole MAC/School Mission week for summer term.

• Examination results in 2016 above 80% A – C grades at GCSE/100% A Level

• Evidence of clear and consolidated links eg curriculum, events, partnerships, joint initiatives and cross phase.

• Catholic Mission – summer term 2016

• Annual Pastoral Review 2016

• Student feedback/evaluation in RE and Catholic Life Development Plan

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE OF PUPILSPriorities: Safeguarding, Pupil Welfare, Attendance, Behaviour and Rewards, Student Leadership, and PHSE (to include careers guidance and E-safety)Staffing

Current Grade

1 2 3 4

Key Notes: This should be viewed in conjunction with the Pastoral Development Plan; Attendance Plan and OLOL Catholic Mac Development Plan.

What will we do? When will we Key Success criteria Review

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Priority 1a: Ensure all students are safeSafeguarding Training:• All relevant staff will be trained up to level

1. With Safeguarding Lead and Deputy at level 2

• All staff will receive regular training on safeguarding matters.

• All student teachers, cover teachers, new staff will receive safeguarding as part of their induction.

Safeguarding Policies:• All safeguarding policies will be regularly

updated and be reflective of the school concerns.

• All staff will be briefed of any changes during extended pastoral briefings and CPD days.

Safeguarding procedures:• Systems and procedures will be regularly

audited to ensure they are robust.

Priority 1b: Pupil Welfare• Ensure all students have access to

additional learning support. This will be in the form of: PLC and Smith Proforma Academic mentoring 1 to 1 In lesson additional support Breakfast club Homework club

• Ensure all students have access to emotional and wellbeing support. This will be in the form of: Educational Psychologist sessions School Nurse Refocus In house mentoring Samaritan sessions Crush Exam anxiety

Priority 1c: Attendance• Ensure attendance is at or above the

school target of 96%. This includes the gap

do it?September 2015 and ongoing

January 2016 for the whole staff 3 year

renewal.

Monthly during the

Safeguarding Panel meetings.

September on-going

September on-going

staff &

ResourcesFL & BL

FL

FL/BL/

QI/CO

FL, GA, Plus

Achievement Leader

, Gradu

ate coach

es, HOY

FL/BI/ HOY/Tr

• All staff are trained on all safeguarding matters and understand procedures that need to be followed so that rapid and appropriate action is taken.

• All students feel safe and are confident that staff will deal with all concerns effectively taking rapid and appropriate action. (Pupil welfare Survey)

• All paperwork is up to date showing concerns are dealt with as per the Safeguarding Policy.

• All students have access to additional support emotionally and academically. Students are able to achieve target grades.

• All students can access breakfast / homework club and have support from staff members on subjects they need.

• There are no groups of students who are disadvantaged by low attendance. The attendance of students who have previously had exceptionally high rates of absence is

Comments

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narrowing for PP students. PP will be targeted for regular

intervention. New tracking system for all students

so that tutors can be the first intervention point if students show their attendance has dropped.

Use of rewards to promote attendance for all (iPad, Prom, Drayton Manor)

Regular parent meetings Text and calls Included on all school reports

explaining what this means to their learning. (colour coded)

Colour coded system for all students

Priority 1d: Behaviour and Rewards• Ensure staff follow the whole school

behavior system so there is a consistency.

All departments to have a time-out rota that is used for persistent low level disruptions.

Consequences are consistent with the behavior policy and flowchart across all departments

Behaviour for learning is an agenda item in all departments.

The inclusion centre to be used as an alternative to exclusion and to include a re-integration meeting with relevant staff.

Behaviour point system introduced

• Ensure staff follow the rewards system so that there is a consistency and all students are rewarded where earned. Reward point system introduced Rewards desk introduced to trade in

points for prizes

Priority 1e: Student Leadership• All students to have the opportunity to

apply for leadership roles within school such as:

September on-going

September on-going

September/

ansition

leader/ Achievement Leader

FL/HOY/

Transition

Leader/Achievemen

t Leader

FL/Achievement Leader

/ RS

rising quickly towards the national average.

• Whole school target is met at 96%

• Behaviour is dealt with consistently across all departments. Procedures are followed as per the behaviour policy.

• Students are self-disciplined with incidences of low level disruption extremely rare.

• Fixed Term exclusions show a reduction as other interventions are developed.

• Data for the Inclusion centre shows a reduction and re-intervention sessions are taking place for all students.

• A points system successfully introduced September where all students are involved and actively are responsible for the points they gain or lose.

• Data analysis shows that all students are engaged in a behaviour for Learning system taking ownership.

• Data shows that there is sustained improvement in students’ behaviour for individuals or groups with particular needs.

• More students are involved in a leadership role which equips them to be thoughtful, caring and active citizens in school and in wider society.

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Prefects Bullying Monitors DoE Subject Leaders Events/Community

• Launch PiXL Edge to all students within tutor time which will develop leadership skills. (Ofsted June 2015 guidelines)

Priority 1f: PHSE (to include E-Safety and Careers and guidance)• Launch Doodle in tutor time to deliver a

PHSE program.

• Ensure an overview of assemblies that cover PHSE and E-Safety throughout the year is delivered.

• Ensure enrichment and topic events run through the year to support the PHSE curriculum.

• Careers day introduced for all year groups.

Priority 1g: Staffing

• Ensure training needs are met so all pastoral team can develop.

January

September on-going

Summer term

On-going

FL/Achievement Leader

/RS

FL

All pastor

al

• All students develop leadership qualities within Tutor time.

• A large majority of year 10 achieve the Level 1 Apprentice level, with some progressing to Level 2 Graduate Level.

• Tutor time is purposeful with all students engaged in their learning.

• Students have an excellent understanding of how to stay safe online and can confidently explain how to keep themselves healthy.

• All students have access to high quality impartial careers guidance so they can make informed choices and be prepared for the next stage of their education, employment, self-employment or training.

• Staff feel confident within their roles which has a positive impact for all students.

TEACHING, LEARNING AND ASSESSMENT including MAC, CPD, TSA, ITT(See separate New Technology SDP) Main SLE responsible listed in redTeaching and learning priorities for 2015 – 16 are RWCM and differentiation (focus on most and least able).TEACHING (priorities 1a – 1c)LEARNING (priorities 1d and 1e)ASSESSMENT (priority 1f )

Priority 1a: Improve the consistency of teaching of RWCM across the curriculum PD to oversee

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan

What will we do? When will we Key staff Success criteria Review

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RWCM (PD)• These skills will be made visually important within the learning environment by establishing display boards in every classroom to reinforce a love of learning (#LOL) and reinforce a cohesive approach.• Subject teachers will actively focus on these skills as part of the marking process and use agreed codes.• CPD sessions will be led by the literacy and numeracy champions on a calendared basis.• Graduate coaches will support the most and least able with regards to literacy and numeracy skills.Literacy (PD)Reading :• Active reading - activities based on non-fiction articles covering events in the Weekly Quiz.• ERIC – optional use as a starter to test subject based reading skills. • Accelerated reader - within all year 9 and targeted Year 10 lessonsWriting:• QWC – All subjects to develop and use literacy mats to support extended writing activities.• Vocabulary – All subjects to implement the use of Keyword bookmarks.• Skills – All subjects to deliver SPG starter activities as part of the feedback process within the marking cycle.Numeracy (DK)• Numeracy – common mathematical methodology to be illustrated on the reverse of the literacy mats.• Numerical comprehension questions based on non-fiction articles covering events in the Weekly Quiz.

do it?September 2015 and ongoing

Tutor time (weekly)

Lessons as appropriate

Fortnightly

As and when appropriate.

Lessons as appropriate

Tutor time (weekly

and ResourcesAll staff led

by the literacy and numeracy

champions.

Graduate coach/hard

copies/hyperlinks to tutors

All staff

Literacy lesson staff led by AS

All staff led by the

Literacy champions

All staff

All staff to understand and demonstrate the importance of RWCM within their current practice and apply appropriate and effective strategies within lessons.

Greater engagement in wider reading activities and increased skills with regards to skimming, scanning, inference and deduction as evident in MER activities.Improved results when retested.

Clear and consistent written responses across a range of subject areas that demonstrate improved levels of accuracy.

Increased confidence in the everyday application of number.

A cohesive approach to mathematical methodology by all staff.

Comments

Priority 1b: Deliver a CPD programme to improve the teaching of the most able and the least able across the curriculum MN and RE to oversee

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development PlanWhat will we do? When will we Key Staff Success Criteria Review

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Regularly share teaching ideas through the Fortnightly buzz – strategies to focus on #LOL priorities of RWCM, most and least able (RE)

Demonstrate and share ideas across the school through Buzz weeks once per term

Promote the Buzz through a termly newsletter

• Most able CPD sessions with teacher champions from each curriculum area (RE)• CPD session focusing on research and development, stretch and challenge• Least able CPD sessions with teacher champions from each curriculum area (MN)• CPD sessions focusing on key words, spellings, writing frames• Department reps to attend and be champions that take ownership to develop and share resources/ strategies back in departments.Set up a #LOL board in each classroom which has practical ideas for teachers and students to use during lessons

do it?

Fortnightly from September

2015

13/11/15, 26/02/16, 15/04/16

After each Buzz Week

15/10/15, 14/01/16, 24/03/16 (INSET), 16/06/16

15/10/15, 14/01/16, 24/03/16 (INSET), 16/06/16

And ResourcesRE, all staff

RE, all staff

RE, all staff

RE, R&D Group of

Department reps.

MN – least able

RE- Most able

RE- Challenge focus for

#LOL boardMN –

Support focus for

#LOL board

All departments represented regularly at fortnightly Buzz. Attendance consistently

above 20 colleagues. Range of T&L strategies for most, least able and RWCM.

Impact observed in observations and Learning Walks.

Buzz weeks embedded. Range of strategies with foci on most able, least able and RWCM

offered by range of staff across departments. Promoted on staffroom

display. Observed by colleagues. Good practice ideas shared across departments and staff. Impact observed in observations

and Learning Walks.

Three ‘Buzz Briefings’ published, highlighting T&L strategies for most able,

least able and RWCM shared through fortnightly Buzz and Buzz Week. Evidence from student voice on impact of strategies.

Participation by Department reps. Discussion and sharing good practice on strategies for more able. Action research

carried out. Findings shared with Departments and through staff via

fortnightly Buzz, Buzz Weeks, the Buzz Briefing and INSET. Impact observed in observations and Learning Walks and

evidenced by student voice.High quality CPD on least able teaching and learning strategies delivered and evaluated as good and outstanding. Impact observed

in observations and Learning Walks and evidenced by student voice.

High quality CPD on most able teaching and learning strategies delivered and evaluated as good and outstanding. Impact observed

in observations and Learning Walks and evidenced by student voice.

#LOL board to be established in each classroom and used by staff and students in

lessons. Resources and strategies to be readily accessible in each classroom.

Comments

Priority 1c: Successfully induct/train new staff, NQTs and ITT Curre 1 2 3 4

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trainees and appraise all other staff to ensure teaching standards are met, recruitment takes place in shortage subjects and there is a clear link between pay progression and performance. MN to oversee

nt Grade

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development PlanWhat will we do?Provide a comprehensive programme of New staff inductionAll new staff 3rd July – full day including induction handbookAll new staff to be assigned a mentor/ buddy and timetabled time to be allocated for NQT and ITT mentoring

Fortnightly induction programme, compulsory for NQTs and ITT trainees. Some optional for experienced staff

Provide NQT registration and high quality support and ITT training and mentoring

Use CPD Genie and train all appraisers to ensure challenging targets are set which link to the school priorities. • Personal/ professional target to link to the CPD champions• T and L target to link to using the #LOL strategies within their curriculum area

When will we do it?

3rd July – full day including

Catholic ethos, T and L,

behaviour and safety

Fortnightly after school for the

first term

As per dates for Ninestiles NQT

and ITT programme,

plus ITT programmes with Worcs,

Wolver, Bham, Newman where

we can accommodate.October 2015 plus mid-cycle

review

Key Staff and

ResourcesMN, ON, FL,

RETimetabled mentor time

MN plus any relevant

school staff

MN and NQT/ITT mentors

MN and appraisers

Success CriteriaNew staff feel welcomed, secure in their understanding of expectations and school standards and routines. Staff make links with their mentors/ buddies. Initial questions answered. Positive and successful start in September as a result of this induction.

Induction programme in place that covers the teaching standards, whole school aspects, school specific aspects such as teaching the sixth form. High attendance at programme and good feedback that meets the needs of the new staff. New staff and trainees meeting the standards and performing at good or better in learning walks, work scrutinies, leadership skills. High quality mentoring and training that enables all ITT/NQTs to be good or better at each assessment point. All ITT establishment requirements met. High quality staff that we wish to appoint should vacancies arise.

Staff are set challenging targets that enable them to develop their teaching skills plus that of others in the #LOL areas that are priorities for this year. Evidence of #LOL being used in curriculum areas and impact seen in MER activities. Teaching standards being met at good or better.

Review Comments

Priority 1d: Use the SLE and Family Leaders structure to ensure learning over time is good or better. MN to line manage CHAMPS; FL to line manage Bus and ICT; PD to line manage MFL and English; CN to line manage DT and RE; OC to

Current Grade

1 2 3 4

15

line manage Sc; DK to line manage Maths.


What will we do?Ensure staff have Learning over time folders in line with school policy

Carry out Learning observations as per the school policy

Carry out MER activities as per calendar• Work scrutiny, learning walks to focus on the 4#LOL areas• Introduce a Pupil voice peer work scrutiny• Pupil voice – identify focus group of 20 KS4/5 pupils to be surveyed during the course of the year, same questions (Sept/ Dec) to assess impact (ON)• Departments to complete more subject specific questions following on from this

Continue Middle leader skill development/ consistency/ line management• regular subject family meetings• extend membership of Thinktank • OC fortnightly briefings

When will we do it?INSET

September and 3rd July with

new staff

Autumn term

As per MER calendar

As per calendar

Key Staff and

ResourcesMN

SLEs and key HODs

SLEs, HODs and other

staff

Family leaders and

subject leaders

Success CriteriaAll staff following school policy for LOT folders (as per Teaching and Learning policy). Evidence of progress over time and differentiation clear for observers to see.All staff identified for learning walks observed and LOT seen as good or better. Any weaknesses identified and addressed via support and/ or CPDEvidence from MER shows consistency of school policies, positive impact of #LOL CPD. Any strengths and weaknesses identified feed into a CPD programme for whole staff and individuals. Middle leaders fully aware of the strengths/ weaknesses of their departments and action points put in place. Effective and informative pupil involvement in MER.

All Middle leaders performing to the level of the very best.

Review Comments

Priority 1e: Actively work with the MAC and TSA to enhance learning and teaching across the Academy and other networks.MAC T and L group: PD – Thinktank and assessment, MN – CPD and teaching; TSA School to school support PD to oversee; TSA CPD/ITT/Leadership MN to oversee

Current Grade

1 2 3 4


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What will we do?Think tank: Divide the focus into two areas:• Transition: Develop into the next phase (see action plan) and work with an increased number of subjects within our two main feeder schools.• Pixl: Use the forum to monitor and support HODs in the use of Pixl materials, both tracking and assessment in order to support successful implementation whole school.MAC Teaching, Learning and Assessment development plan• Work with MAC schools and leaders to improve the standard of teaching, learning and assessment (see MAC plan)Teaching School Alliance • Identify opportunities for SLE collaboration over new specs

When will we do it?

As per plan

Key Staff and

ResourcesAs identified

in plan

Success Criteria Review Comments

Priority 1f: Continue to attend PiXL events and embed assessment/ tracking procedures across curriculum areas - FL to oversee

Current Grade

1 2 3 4


What will we do?All departments to use the PiXL master PLCs to create tracking systems that generate pupil specific targets for intervention and reports• Set up PLC’s for all option subjects• Use PLC’s for intervention groups for core subjects• Use Sharp Proformas as part of the reporting system to identify key targets• Identify a key person as the PiXL champion within departments / families • Attend PiXL meetings to keep up to date with new resources and ideas.

When will we do it?

September onwards.

Monthly meetings

PiXL meetings as per

calendared.

Key Staff and

ResourcesFL, MN

PiXL champions from each

department area.

Success CriteriaPLC’s are used as a common

tracking format across all subjects for Options and Science.

Online PLC’s are used for Maths and English

Sharp Proformas are used as part of the reporting system. All students have access to the proforma and be able to take control of their own learning

Review Comments

17

Use MOODLE to set up independent revision/ learning resources to support students following on from Smith proformas

TEACHING, LEARNING AND ASSESSMENT; New Technologies

Priority 1a: Develop effective communication between St Augustine’s staff/MAC Schools (Staff and students)/St Augustine’s and parents

Current Grade

1 2 3 4

Key Notes:This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development Plan

What will we do?

• Investigate ways of communicating with parents which are more cost effective for Saint Augustine’s

• Develop staff and student communication using various media – Communication between teachers in MAC/between students in MAC/Teacher and student

• Further Develop Saint Augustine’s Social media feeds ensuring parents stay up to date using Social Media

• Ensure E-Safety issues are communicated to all students, staff and parents effectively.

• Website and VLE is up to date and regular slot in the weekly newsletter.

When will we do it?

September ongoing

Key Staff and

ResourcesLH/BG

FL/LH/BG

Success Criteria

• A streamlines approach which is cost effective to communicate to parents will be set up.

• The Portal system and Office 365 will be developed and running effectively across the MAC

• Facebook/Twitter will be updated regularly as another communication method for the community.

• Regular E-Safety assemblies will be carried out. Two E-Safety evenings will be delivered for parents to attend across the MAC.

• Regular E-Safety sections within the school newsletter.

Review Comments

Priority 1b: Ensure technologies help to support and enhance the achievement of all students

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and

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Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development PlanWhat will we do?• Develop an “in house” homework zone to

ensure students can stay organized with homework.

• Ensure that all hardware and software is fit for purpose and relevant to industry.

• Ensure all students have access to technology such as PC’s, iPads, Tablets and laptops.

• Ensure that Moodle is a key area for all students to access work.

• Create and launch an App to act as a planner/diary for 6th form students.

When will we do it?

September ongoing

September

Key Staff and

ResourcesFL/LH/BG

Success Criteria• Success Criteria

• Moodle is used for all students to access work anytime anywhere. Work can be uploaded and marked so that students have feedback to ensure they progress.

• Students develop skills in all technology areas to prepare them for the world of work.

• All 6th formers have an online diary planner that can alert them to assignment deadlines.

Review Comments

Priority 1c. Ensure technologies help to support and enhance the teaching and learning.

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development PlanWhat will we do?• Investigate the latest technologies that will

help improve teaching and learning. Classroom Solutions Moodle

• Develop the use of portable devices in subject areas. Ensuring teachers and students can collaboratively work together.

• Ensure that all staff are trained using systems that we use here (Portal, Moodle, Cover)

When will we do it?

September ongoing

Key Staff and

ResourcesFL/MN/LH/BG

Success Criteria• Classroom solutions will be

used in all lessons to create seating plans to aid with “More able/Less able”

• Classroom solutions will be used to issue all behavior and reward points so that data is can be analysed across the different groups.

• Hand held devices are seen to be used in more lessons as a collaboration tool.

• Training is regular and calendared so that all staff can attend where necessary.

Review Comments

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Priority 1d: To develop the Leadership and Management of New Technologies throughout St Augustine’s

Current Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development PlanWhat will we do?• Ensure PiXL Tracking is developed and

supported for all departments. To include PLC’s Smith Proformas

When will we do it?

September ongoing

Key Staff and

ResourcesFL/LH/BH/MO/LR/OC

Success Criteria• All option subjects have a PLC

style tracker in place.• Core subjects (Maths and

English) are using the online tracking system available through PiXL.

• Sharp Proformas are used as part of the reporting system for all option subjects.

Review Comments

EFFECTIVE LEADERSHIP AND MANAGEMENTCurrent Grade

1 2 3 4

Key Notes: This should be read in conjunction with the Dept Development Plans/DEFs; Teaching and Learning Plan; Library Learning Zone Plan; the Pupil Premium Action Plan; OLOL MAC Development PlanWhat will we do?• Continue to develop Leadership

opportunities with students eg: Year 9 Ambassadors - Transition Student Council Groups Chaplaincy Team Spiritual Leaders –Catholic Life Digital Leaders Sports Leaders Reading Mentors Music Ambassadors/ Performers Work Experience placements Literacy and Numeracy Peer Tutors Year 11 Prefects Future Leaders Programme MAC Sixth Form Ambassadors Sixth Form Lunchtime Supervisors Library Learning Zone Languages’ Leaders Duke of Edinburgh PIXL – the Edge programme 6th Form Community Service

programme

When will we do it?


Key Staff and

ResourcesFL, GI and

Achievement Leader 9 in addition to

(HODs)

Success criteria

• Positive responses from external verification (fellow academy schools and student/staff/parental feedback.

• Pastoral data – good for targeted students.

• Community service/vocational placements feedback.

• Experience used for leadership journey to UCAS form/Apprenticeship application form

• Student Voice feedback• Positive response to the role of the

Achievement Leader

Review Comments

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• Consolidate and develop middle leadership at all levels:

Nurture and develop emerging and aspiring middle leaders - Leadership Development Bursary scheme/ rolling TLR system – one year opportunities

Mentoring and supporting new middle leaders in Transition; PE and Sport; MFL.

Empower middle leadership to inform innovation and change within the school – Think Tank

Provide opportunities for middle leaders to move to SLE and senior leadership pathways.

• Establish and consolidate the SLT structureincluding Head of School (OC), Executive Head (QI) and secondment (CN) Also new job roles for Assistant Principals Support for St John Wall – building

capacity OLOL MAC Support Groups Ofsted training and preparation Diocesan work TSA link work NPQH accreditation Partnership work – FAPP Panel Financial work Governance PIXL

• Continue to develop the dual responsibilities of the Governors (Directors and Academy Representatives) and school leaders to bring success to the school by: Ensuring Governance and strategic and

management is operational. Developing and supporting the

Governing Body in training, recruitment and reviewing performance.

Understanding the school and its stakeholders.

Establishing a Governors’ Ofsted Preparation Group

Prioritizing Safeguarding


September 2015 –

December 2015And onwards

September 2015 – July

2016

QI,Assistant

Principals/SLEs

SLT

QI/Directors/ Academy

Reps

• Evidence from external verification/TSA curriculum reviews/SLT internal reviews/student/parental surveys/CPD rewards/rewards’ log.

• Evidence the closing of the gap in subject leaders are as good as the best in improving the quality of teaching and students’ achievement.

• Building on the Ofsted Pilot report on middle leadership – March 2015

• Evaluation of impact on SLEs and secondments.

• Quality of meetings in SLT and Leadership Plus

• Positive and seamless Executive Head/ Head of School roles in Autumn term 2015

• Impact through staff, student and parental feedback.

• Student outcomes meet and supersede targets.

• Accreditation of SLEs by National College of T&L for all St Augustine’s candidates.

• Succession leadership for Head of Sixth Form; process to begin in autumn term 2015.

Evidence of: Safeguarding Monitoring of school progress

against SDP targets Well informed and challenge in

decision making – evidence in minutes

Hard decisions in the interest of students – examples through sub-committees

Insightful contribution to self-evaluation.

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• Consolidate and continue to develop Our Lady of Lourdes Catholic MAC by:

Delivering the MAC Development Plan for 2015-2016

Working closely with stakeholders, including Governors, staff, students and parents.

Thorough preparation for the OLOL MAC Ofsted in Spring term 2016

Participating the MAC focus groups. Communicating effectively and with

impartiality. Contributing to the consolidation phase

of the MAC Developing strong links with Walkwood

and their feeder schools Continue to make an effective

contribution to the 2/3 tier debate in Redditch.

• Retain and further develop the partnerships with other schools to improve the quality of education in the school: Supporting St John Wall in developing

capacity to improve – support imminent Ofsted.

Bishop Challoner Teaching School Alliance – CPD/Leadership Training/Curriculum Review/Academic Support

Our Lady of Lourdes Catholic MAC – see MAC development Plan 2015-2016.

Redditch and Bromsgrove High Schools – FAPP/HTs group/Curriculum group

Catholic Association of Secondary

September 2015 – July

2016


OC/ENMA group

QI/OC/CL/ MAC HTs

QI(MN/FL/CN)

OC/ENMA Group

Clarity of roles and responsibilities. Positive and challenging relationship

between Principal/Chair and Vice Chair of both Governing groups.

Participation in school life and events.

The Business Manager and Accounting Officer shows that statutory duties are met.

Links with external support networks and professional contacts.

MAC status consolidated with clear induction procedures.

Reflective practices is evident – changes take place in practice.

Positive outcomes for the OLOL MAC Ofsted in Spring term

• Improvement across the MAC in; Outcomes; Standards in Teaching, Learning and Assessment; Personal Development, Behaviour and Welfare; Leadership and Management as indicated in the MAC Development Plan.

• Transition data shows improvement in entry data for new Year 9 for 2016 with long term positive trends; based on 2016 SATs data reaching NAs and Years 7 and 8 data from the main feeders

• Continue to be over-subscribed with a PAN of 230

• Positive Ofsted reports in Spring term 2016

• Evidence of continuing strong links and impacts from partnership especially in Leadership and Management – key impact areas should be established:

• Capacity to Improve at SJW• SLE appointment through TSA/ NCTL

accreditation – CN• MAC developments as outlined

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Schools – Diocese WASH – fellow Worcestershire Schools.

• Pupil Premium students – to ensure that funding is used to make a significant impact on the targeted students by: Closing the Gap between PP and Whole

School achievement levels. Currently 24% so target so 2016 is 12%

Supporting Sixth Form uptake Providing constructive Post 16 advice

and support.

• Principal (QI) to lead the OLOL Catholic MAC in Leadership and Management in the following areas: The Leadership of Catholic Life of the

academy Student Leadership -Future Leaders’

programme Phase 1-3 Leadership of Staff – TSA and Middle

Leadership Leadership of Governance Leadership of Practice – providing

common pastoral care and guidance.

September 2015 ongoing

QI

• Local Curriculum group established• Diocese recognition of the role STA

plays and supports – QI/ MN

• Closing the Gap in terms of the following for Year 11 students:

• APS 5 x A*-C ENMA 12%; Attainment 8 - 1.0; Progress 8 – 0.25.

• Evidence of enrichment of education experience – Trips/the Arts – performance and participation.

• Destinations – retention rate at St Augustine’s/outcomes – tracking Year 9 – Year 11 students.

• Clear evidence provided of strong collaboration esp in student leadership through the Future Leaders programme

• Quality of Governance continues to improve.

• Common practice established in pastoral care and guidance – attendance/ welfare/ safeguarding and child protection/ behavior expectations/ shared ethos and values

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