The Department of Education, Sport and Culture disclosed the 2016-2017 School Improvement Plan for a secondary school, detailing three key focus areas: parent partnerships, creative learning approaches, and distributed leadership.
Key Facts
The plan identifies three key areas for development based on the SSRE and NOC visits.
Parent partnerships aim to improve communication through questionnaires, email systems, and drop-in sessions.
Distributed leadership encourages teaching and support staff to lead school development through action research.
Performance management targets for all staff relate to the three priority areas.
The school vision 'learning is a journey to be taken together one step at a time' is linked to the improvement priorities.
Data Disclosed
2016-2017
2015-16
March 2016
November 2016
June 2017
October 2016
January 2017
May 2017
March 2017
April 2017
KS1
KS2
Geoff Moorcroft
112 pages
6 documents
Data Tables (174)
Actions
Expected Outcomes
Evaluation
Time
Led by
Scale
To review communication systems with all
stakeholders.
Questionaires developed further
Review the school email system
Develop SMT drop in sessions for parents
Questionaire distributed
November 2016/ June 2017
Email system in place linked
with Arbor- liaise with GTS
Weekly drop in sessions
established
Is communication improved
between home and schools? Do
Parents feel better informed?
Oct
May
Nov
Sept- July
Provide opportunities for Parents to
understand educational approaches to
learning through:
INSPIRE sessions
Parents evenings
Curricular events- reading, maths, IT etc
New Parent meetings
Learning Logs
Themed INSPIRE sessions taking place
in each class twice a year
Meetings held by each year group in
first half term for parents to deliver
expectations
Subject leaders hold parent
information events in a range of
subjects
Learning logs established in all classes
which are used regularly
Do Parents have a better
understanding about
learning rather than work?
Do Parents have knowledge
about learning that takes
place in school?
Ongoing
September
Ongoing
spread
across year
September
Develop the Parents School website
providing clear, up to date information
relating to educational web links,
learning opportunities and home
learning activities
Liaising with - Subject Leader for IT ,
GTS and Team Leaders a clear site is
developed to share examples of learning
support systems
Is there an increase in the % of
Parents accessing the school
website to support learning?
Jan- July
2017
/Teamleaders
/ SLT/SMT
Actions
Expected Outcomes
Evaluation
Time
Led by
Scale
Develop a parent partnership policy with
stakeholders thus developing a clearer
understanding of how children learn
A Parent Partnership policy is
written by a working group
which reflects best practice
developing links with Parents.
Does the schools policy reflect
best practice and is it
adhered to by all staff?
-May 2017
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
Lesson observations take place
identifying aspects of effective
learning across the school
SLT discussion with Link Advisor
Curriculum planning
sampling will identify where
challenge is not yet embedded
and where example of
challenge are positive
Where is challenge appropriate?
What Key Stages offer best
practice?
Does the planning format
enable challenge?
Is metacognition evident?
October 2016
SLT
Feedback to staff from lesson
observations to enable action to be
taken
Improvements in challenge
based learning
Next planning sample to show
improvements in challenge,
metacognition and
October 2016
SLT
Staff meetings planned to discuss what
challenge looks like across the school
Whole staff discussion
Improvement in staff
knowledge
Staff developing challenging
learning activities within
class
Feedback from staff meeting
Sample March 2017- what have
you done differently?
Pupil interviews- March/ April
2017
Jan 2017
Challenge days planned- focus on
investigations (link to AT 1 science &
maths) and creativity
Pupils invigorated by open
ended learning
(Link to INSPIRE days?)
Update SSRE evidence
Feedback from Parents and
Pupils showing growing
understanding towards Growth
mindsets, Challenge based
learning, differentiated
practice, self improvement
Summer 2017
All staff
Challenge based learning developed
as home learning to encourage
greater creativity
Development of Learning logs
to show increase in learning
challenges.
Feedback through effective
marking to inform Parents
Learning log sampling- July
2017.
Feedback given to staff to be
effected into 2017-18
By Summer
2017
All staff
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
Action research group developed
looking at the impact of challenge
throughout learning
Staff awareness growing
regarding developing best
practice through research,
visits to other schools,
trialling of new ideas
Feedback to staff on
developments so far.
Presentation developed showing
direction of research and an
opportunity for full staff input
before Year 2 commences
By Autumn
2017
Action
Research
Group
Support all teachers in developing
Speaking and Listening opportunities
across the curriculum
There are plenty of
opportunities for S and L
activities which are planned
and assessed effectively which
extend beyond S&L weeks
which are timetabled
Use of S&L descriptors across the
whole school
Accurate assessment of S&L onto
Arbor- June 2017
Analysis of data - July 2017
By Summer
2017
All staff
Learning and teaching policy
updated
Learning and teaching policy
used by teachers when
planning and during lesson
observations
New Learning and teaching
policy updated and shared with
all staff. Planning format
developed to ensure Sept 2017-18
challenges are planned across
the school like to each theme
July 2017
SLT
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
To develop staff training explaining
Action Research and identifying 4 areas
of research to improve the school.
Establishing Action Research Teams across
the school involving all staff
Following staff meetings all staff will
have identified aspects of research
will interest them and which would
result in a potential improvement in
the quality of L&T at Onchan School
4 groups
developed
All staff place
themselves into
areas of interest
November 2016
To establish the process that action
research will take- what will come out of
the research? To clarify the exact area
and parameters of research and
formulate a question
Staff meetings take place resulting in
high quality discussion around
current research linked to their area
of interest
Staff are
energised,
enthused.
Participation
rates across the
school are high
November 2016
Reading, visits to other schools, meetings
with other professionals, professional
dialogue takes place
Increased understanding, depth of
knowledge, feedback to the rest of the
group, sharing of ideas, discussion
within the group re next steps
Feedback to
groups. Quality
of discussion,
feedback,
generating
ideas
March- June
2017
All staff
Each group to come up with at least one
recommendation for school improvement
with wider evidence and school based
evidence to back this up.
Feedback to all staff, information
presented July 2017 re progress to
date and the direction of
development for the next academic
year linked to the 2017-18 SIP
Staff meeting
taken place.
SLT update SSRE
- Leadership
section
July 2017
4 Groups
Cronk-y-Berry Primary School
Single Raising Attainment Plan:
Spring Term 2017
School’s targets- JULY 2017
Monitoring group:
Headteacher
Deputy Headteacher
Literacy and Numeracy Co-
ordinators
SENCO
Chair of Governors
Link Adviser
Support and quality
assurance:
Link Adviser
Moderating teams
70% children making at least 2 NC levels progress throughout KS2 in Reading
70% children making at least 2 NC levels progress throughout KS2 in Writing
50% of children making at least 2 NC levels progress throughout KS2 in Maths
The percentage of children working at or above age-related expectations by July 2017:
EYFS
96% to achieve a ‘Good’ level of development in Reading, 82% in Writing and
82% Number by end of Reception.
English
Mathematics
Year 1
65% on track in Reading or above by
end of year
50% on track in Writing or above by
end of year
76% on track or above by end of year
Year 2
From 56% (2016) to 68% L2b+ in
Reading. (IOM = 66% 2016)
From 47% (2016) to 55% L2b+ in
Writing. (IOM = 66% 2016)
From 56% (2016) to 72% L2b+ in
Mathematics. (IOM = 71% 2016)
Year 3
73% on track in Reading or above by
end of year
87% on track in Writing or above by
end of year
87% on track or above by end of year
N.B., To ensure impact on 2 levels
progress though KS2 and combined
attainment at the end of KS2, children
identified in the target groups who are
falling behind, making slow progress or
stuck need to make accelerated
progress of at least 1 NC level in the
academic year, taking account of their
prior attainment, baseline attainment and
their potential to improve
Year 4
From 74% (2016) to 81% L3b+ in
Reading.
From 53% (2016) to 65% L3b+ in
Writing.
98% children in Reading to make at
least 1 NC level progress since end
of KS1.
85% children in Writing to make at
least 1 NC level progress since end
of KS1.
From 77% (2016) to 78% L3b+ in
Mathematics.
94% children in Maths to make at
least 1 NC level progress since end
of KS1.
Year 5
76% on track in Reading or above by
end of year
62% on track in Writing or above by
end of year
78% on track or above by end of year
Year 6
78% L4+ in Reading.
80% L4+ in Mathematics.
(IOM = 89% 2016)
(IOM = 90% 2016)
68% L4+ in Writing.
(IOM = 83% 2016)
Cronk-y-Berry Primary School
Single Raising Attainment Plan:
Spring Term 2017
Monitoring group:
Headteacher
Deputy Headteacher
Literacy and Numeracy Co-
ordinators
SENCO
Chair of Governors
Link Adviser
Support and quality
assurance:
Link Adviser
Moderating teams
65% on track in Reading or above by
end of year
50% on track in Writing or above by
Reading. (IOM = 66% 2016)
From 47% (2016) to 55% L2b+ in
73% on track in Reading or above by
end of year
87% on track in Writing or above by
N.B., To ensure impact on 2 levels
progress though KS2 and combined
attainment at the end of KS2, children
identified in the target groups who are
falling behind, making slow progress or
stuck need to make accelerated
progress of at least 1 NC level in the
academic year, taking account of their
prior attainment, baseline attainment and
their potential to improve
From 74% (2016) to 81% L3b+ in
Reading.
From 53% (2016) to 65% L3b+ in
Writing.
98% children in Reading to make at
least 1 NC level progress since end
of KS1.
85% children in Writing to make at
least 1 NC level progress since end
From 77% (2016) to 78% L3b+ in
Mathematics.
94% children in Maths to make at
least 1 NC level progress since end
end of year
62% on track in Writing or above by
80% L4+ in Mathematics.
(IOM = 89% 2016)
Key success criteria to be reviewed by leadership team at each single plan (RAP) review meeting
N.B., All activities planned in the single plan (RAP) should link explicitly to the achievement of one or more of the success criteria:
Priority One: Raising Standards and accelerating progress.
Key entitlement is to ensure all children progress at least 2 NC levels throughout Key Stage 2 and secure Level 4 or above in both
English and mathematics by the end of KS2
a) Accelerated progress of all children in identified target groups in Y1 to Y6 to meet or exceed their targets by the end of June 2017.
b) N.B., To ensure impact on 2 levels progress though KS2 and combined attainment at the end of KS2, children identified in the target groups who are falling behind, making
c) slow progress or stuck need to make accelerated progress of at least 2 sub-levels in the academic year, taking account of their prior attainment, baseline attainment and
their potential to improve
d) ?% Children in EYFS to achieve a ‘Good’ level of development in Reading, Writing and Number by end of Reception year
e) Progress of all children currently working at or above age-related expectations:
f) to achieve at least Level 2b or above by the end of Year 2
g) to achieve at least Level 3b or above by the end of Year 4
h) to achieve at least Level 4b or above by the end of Year 6
a. NB children in Year 1,Year 3 and Year 5 working at or above age-related expectations should be on a secure trajectory to achieve the NC expectations by end of
Year 2,
i) Year 4 and Year 6 respectively.
j) Children working well below (or well above) age-related expectations to make expected progress (negotiated pupil by pupil based on knowledge of the child, prior and
baseline attainment) NB Most children working below age-related expectations should still be expected to make at least 2 NC levels progress throughout KS2
Priority Two: Improving the quality of learning and teaching. Priority Three: Improving the conditions for learning.
Key entitlement is to high quality teaching and learning which enables all children to make good progress to reach or exceed national
expectations
k) The proportion of literacy and mathematics lessons judged ‘effective’, ‘very effective’ or beyond is over 75% (large majority) based on impact on pupil progress and
attainment.
l) All children in the identified target groups make accelerated progress to achieve the half termly age-related curricular focus/ targets in key aspects of reading, writing and
mathematics
m) All children currently working at age-related expectations or above achieve at least the half termly age-related curricular focus/ targets in key aspects of reading, writing and
mathematics
n) Children working well below (or well above) age-related expectations make good progress towards (or well beyond) the age-related expectation based on their starting point
in key aspects of reading, writing and mathematics (individual curricular focus/ targets negotiated pupil by pupil based on knowledge of the child and prior and baseline
attainment)
o) All children in the identified target groups demonstrate increased confidence, motivation and attitude to their learning of the age-related curricular focus/ targets
p) All children can talk confidently about their learning and their personal achievement of the half termly curricular focus/ targets in key aspects of reading, writing and
mathematics
q) All classroom environments support the children’s achievement of the half termly curricular focus/ targets in key aspects of reading, writing and mathematic
Priority Four: Developing the school as a learning community.
School leadership promotes leadership of learning that impacts on pupil progress and attainment
r) School leadership and management is judged as ‘effective’.
s) All staff understands the entitlement of a minimum of 2 levels progress over KS2 and how this links to combined attainment of level 4 or above at the end of KS2. Individual
pupil and cohort targets and performance appraisal targets reflect this ambition for each teacher and support staff
t) All pupil progress meetings promote professional accountability for pupil progress and attainment, taking account of prior and baseline attainment and making effective use
of school termly tracking information to inform teaching and learning in the classroom
u) School leadership identifies all pupils at risk of falling behind, making slow progress or stuck and plans appropriate additional interventions (including quality first teaching,
precision guided group work, ELS interventions and 1 to 1 support where appropriate) to ensure all children catch up and keep up
v) All governors have a clear understanding of how the school is using the core elements of Improving Schools Programme as the key strategy for school improvement and
the intended impact on pupil progress and attainment in all year groups and their role in holding the school to account for progress and attainment
w) Literacy and Numeracy co-ordinators to undertake sustained actions in their monitoring and support roles.
x) School leadership monitoring and evaluation focuses on the impact of all planned activities on pupil progress and attainment, linked to further development of
the single plan for improvement and appropriate continual professional development of all staff
Priority 1
Raising attainment and accelerating progress
School’s targets- JULY 2017
70% children making at least 2 NC levels progress throughout KS2 in Reading
70% children making at least 2 NC levels progress throughout KS2 in Writing
50% of children making at least 2 NC levels progress throughout KS2 in Maths
Objective
Date
Specific actions and responsibility
Resources
To raise awareness of
progress and standards
for 2015/16
1.1 All staff to be aware
of where all children in
school are against
national expectations
(NC levels)
17.01.17.
To ensure that all class teachers are introduced to ISP process and whole school trackers and
Twilight time + individual support for
colleagues
Tracking into Action proformas to highlight performance of all pupils against national expectations.
Discuss process of targeting groups of pupils who are underachieving and need accelerated
progress. Discuss use of aspirational targets.
17.01.17.
Jan data in
by
20.01.17.
Teachers undertake to analyse their children’s progress at the start of the Spring Term
using the trackers, preparing for the Pupil progress Meeting.
Twilight time + individual support for
colleagues
1.2 To identify whole
school curricular targets
in key aspects of
reading, writing and
mathematics
11.01.17.
HT + DHT to discuss with subject leaders through use of assessment information and monitoring
Meeting + time for to
consider/confirm these.
reports from last year to identify key areas for curriculum development and map out whole school
curricular focus/ targets for each half term in reading, writing and mathematics.
17.01.17.
(Twilight)
Jan/Feb/M -
on-going
HT and DHT to ensure that subject leaders share whole school curricular focus/ targets with all
staff and there are appropriate and professional discussions about how this translates into
medium term planning.
All teachers to explain this process to support staff, emphasising how these curricular targets are
to be focussed on for the term ahead.
Twilight time + individual support for
colleagues
Feb/March
HT to ensure that all staff incorporate identified layered curricular focus/ targets into their short
and medium term planning for each half term and use established systems for recording progress
and achievement against the curricular focus/ targets.
SENCO to ensure IEPs include individual curricular targets related to the whole school focus/
targets for children with SEN.
Scrutiny of planning
Discussions with individual teachers
Discussions with support staff
Wk beg
30.01.17.
HT and DHT to work with EYFS colleagues to look at:
Baseline Data and predicted targets
January data and early progress made
identify the foundations required to support the development of the whole school targets
within a broad and balanced EYFS curriculum across all areas of learning
Meeting time
1.3 To understand the
shared professional
accountability for
sustained improvements
in standards and
progress of all pupils.
23/24th Jan
Pupil Progress Meetings- Staff 1 to 1 professional discussions with Headteacher and Deputy
2 X supply days to release teachers
for 50 minute meetings. (Jan), (Apr)
and (June)
Headteacher on individual children’s targets/ expectations and progress and achievement against
NC age-related expectations following input through quality first teaching, additional interventions
and support.
Wk beg.
Feb 13th
2017.
All staff to share children’s termly curricular focus/ targets and end of year expectations and
appropriate home learning activities with parents/ carers during Parents Evening in February.
1.4 To ensure
appropriate interventions
are in place to support
the accelerated progress
of identified target
groups/ individuals.
Check support staff are
effectively deployed.
7th and 28th
Feb
SLT (with support from SENCo) to use pupil tracking information to provision map all interventions
for all target groups in literacy and mathematics, including use of guided group work, additional
intervention programmes and 1 to 1 support for children not making adequate progress
SENCo time/SLT time
Priority 1
Raising attainment and accelerating progress
70% children making at least 2 NC levels progress throughout KS2 in Reading
70% children making at least 2 NC levels progress throughout KS2 in Writing
50% of children making at least 2 NC levels progress throughout KS2 in Maths
Twilight time + individual support for
colleagues
Meeting + time for to
consider/confirm these.
2 X supply days to release teachers
for 50 minute meetings. (Jan), (Apr)
and (June)
Priority 2
Priority Target: At least 75% of literacy and mathematics lessons are judged to be ‘Effective or
‘Very Effective’ based on the impact on pupil progress and attainment
Leading on learning: Improve the quality of learning and
teaching, including the conditions for learning
Objective
Date
Specific actions and responsibility
Resources
2.1 To improve learning
and teaching so that at
least 75% of all
observations are judged
effective or very
effective.
INSET
Twilight
17.01.17.
Introduction of whole school and layered targets for each year group in English and
Use of Twilight
Mathematics as follows:
Spring term 2017 EYFS focuses for Reading and Writing are:
Focus on A.F. 1 - decoding of text and A.F. 2 - understanding the text.
Use of Capital letters
Number threaded through the school day, e.g. counting milk and juice. Songs, rhymes
based on number etc.
Spring term 2017 KS1 and KS2 focuses are:
Reading: To plan for key questions that are clearly linked to the assessment focuses. (See
Reading assessment focuses on Cloud)
Writing: To plan ‘Out of Hours’ Literacy lessons to ensure most children can accurately use
the punctuation relevant to their year group. (See Punctuation Pyramid on Cloud)
Mathematics: Every teacher to be planning for and teaching an oral and mental starter at the
beginning of EVERY numeracy lesson.
Feb-March
2017
Monitoring throughout the Spring Term using the following tasks:
Writing
Pupil interviews (2 pupils per class) – evidence of pupils knowing their targets/achieved?
Monitoring of planning – evidence of phonics and guided writing?
Formal observations – paired ( + support of Link Adviser
Book scrutiny – adherence of marking policy re: feedback
Planning (MTP)
Use of photography/filming examples of good practice.
Punctuation Pyramid on display in classroom.
Maths
drop- ins, planning scrutiny, pupil interviews.
Use of Tuesday release time – Jan
– March 2017
Monitoring timetable to be
established and agreed with all
staff.
Weeks beginning 13th, 20th and 27th
March
2.2 To recognise, create
and maintain an effective
learning environment,
including the use of ICT
31.01.17.
All staff to review their current learning environments and then generate ideas and plan the
development of the learning environment to support the children’s achievement of the age-related
curricular focus/ targets for each half term. This will include the use of interactive displays,
working walls, exemplification of high quality of learning using photos, key notes and in books and
displays.
Rec, and KS1 staff to ensure that the learning environment provides sufficient opportunity for
children to apply phonic skills and knowledge across the curriculum and in both adult-focus and
child-initiated activities
Regular Floor meetings with
minutes forwarded to the SLT.
2.3 To develop effective
AfL and use of
summative assessment
Feb/March
HT and SLT to ensure that all class teachers hold at least one progress meeting per half term with
all children to discuss progress towards achievement of the curricular focus/ targets and any
additional personal learning targets in guided group sessions for reading, writing and mathematics
Part of Quality-First teaching
Use of PPA
Priority Target: At least 75% of literacy and mathematics lessons are judged to be ‘Effective or
‘Very Effective’ based on the impact on pupil progress and attainment
INSET
Twilight
17.01.17.
Monitoring timetable to be
established and agreed with all
staff.
2.4 Supporting on-going
professional
development through
appropriate training
14th & 28th
March
28th Feb &
21st March
May 15/16th
and INSET
Raising standards in Writing training – led by [redacted]
Look at Writing Process; modelled and shared writing, use of working walls. Staff to carry out a
Gap Task before second staff meeting, which will look at Guided Writing and Independent Writing
Raising standards in Numeracy skills – led by [redacted]
Developing effective use of the Oral, Mental Starter and using Focus Groups in the Numeracy
Lesson to raise achievement
Developments in Writing through staff attending ‘Talk for Writing’ course and then feeding back to
all colleagues through INSET and use of Gap Tasks.
Staff meeting time including use of
Gap Tasks
Release time for 6 members of staff
Twilight 4 - May 23rd
Priority 3
Sustaining success: Develop the school as a
professional learning community
Aim: There is a self-evaluation judgement of leadership as a secure ‘Effective’.
1. The Headteacher..”articulates the vision and priorities for improvement, and understands his
role in delivering improvements. School demonstrates commitment to shared values.”
2. “The school improvement process generates evidence of sufficient quality to identify key
priorities for improvement and effective action has been taken.”
Objective
Date
Specific actions and responsibility
Resources
3.1 To develop the
effectiveness of
leadership and
management to lead on
learning
INSET-
06.09.16.
13.09.16.
20.09.16.
31.01.17.
SLT to promote greater collaboration with teachers working together to support ongoing
Staff meetings/INSET/Individual
meetings with teachers when
finalising Appraisal targets
developments in pedagogy. This will be supported through CPD and highlighted in the Appraisal
Process. Staff training to include:-
Review of expectations across core subjects
Raising Standards Agenda and Shadowing colleagues
Appraisal Targets set for all staff support the four key themes of the ISP process;
1. Raising standards and accelerating progress
2. Improving the quality of teaching and learning
3. Improving the conditions for learning
4. Developing the school as a professional learning community
3.2 To understand the
shared professional
accountability for
sustained improvements
in standards and
progress for all
stakeholders including;
Governors, Staff,
Families, Children and
the Wider Community
22.05.17.?
HT and Link Adviser to present pupil progress report to governing body.
Govs meeting
From Feb
1st 2017
All staff to share children’s half termly curricular focus/ targets and end of year expectations with
their children.
Prepare for this during staff meeting
31.01.17.
Wk beg.
Feb 13th
2017.
All staff to share children’s half termly curricular focus/ targets and end of year expectations with
parents at consultation evenings (February 2017).
Prepare for this during staff meeting
31.01.17.
23.01.17/24
.01.17.
02.05.17./0
3.05.17.
Pupil Progress Meetings – Staff engaged in professional discussions with HT/DHT on individual
children’s progress and achievement of the age-related expectations, following input through
quality first teaching, additional interventions and support
NB Headteacher and subject leaders to support identified Year groups/ individual staff, as
appropriate
2 X supply days to release teachers
for 50 minute meetings. (Jan), (Apr)
and (June)
Priority 3
Sustaining success: Develop the school as a
professional learning community
3.1 To develop the
effectiveness of
leadership and
management to lead on
learning
INSET-
06.09.16.
13.09.16.
20.09.16.
31.01.17.
Staff meetings/INSET/Individual
meetings with teachers when
finalising Appraisal targets
Date
Monitoring cycle arrangements and responsibility
(against agreed success criteria)
Date
Evaluation of impact on pupil progress mechanisms
(against agreed success criteria)
17.01.17.
(Twilight) +
Pupil
progress
meetings
23/24th Jan
HT to ensure all staff can identify the children that need to make
accelerated progress in their class and understand what they need to
do to improve. This to be discussed through Pupil progress Meetings.
04.04.17.
(Staff
meeting)
04.04.17.
Single plan (RAP) review
SLT to use evidence gathered from monitoring activities, including
individual pupil progress meetings, to report on the impact of activities and
interventions on the progress of all children including the accelerated
progress of pupils targeted/those underachieving.
The Link Adviser to formally evaluate the impact of the RAP against the
success criteria
Link Adviser and DOE to quality assure/ model/ support as appropriate
Single plan (RAP) review
SLT to use evidence gathered from monitoring activities, including
individual pupil progress meetings, to report on the impact of activities and
interventions on the progress of all children including the accelerated
progress of pupils targeted/those underachieving.
The Link Adviser to formally evaluate the impact of the RAP against the
success criteria
Link Adviser and DOE to quality assure/ model/ support as appropriate
23/24th Jan
2/3rd May
All staff to attend termly 1 to 1 pupil progress meeting with Headteacher
and DHT to discuss individual children’s achievements and identify
barriers to progress, leading to clear outcomes for further improvements
Class teachers and support staff to monitor support given to identified
target pupils and annotate / record progress and achievement of the
curricular targets and attitudes to learning on current ‘tracking to action
sheets’ to refer to in pupil progress meetings.
NB Staff to make termly NC level judgements and to send data to the HT
(Jan/Apr/June).
Reporting and accountability mechanisms
Monthly report from SLT to provide ongoing progress of RAP, including
relevant evidence from monitoring activities by Literacy and Numeracy co-
ordinators and senior staff/ other middle leaders
Outcomes from RAP reviews to feed into school SSRE and development of
next term’s single plan (RAP).
Monthly report to Link Adviser by HT/DHT on progress of RAP.
Termly report to governors to reflect on impact of RAP progress on pupil
attainment and progress
Performance appraisal processes and outcomes reflect the impact on pupil
Wk beg
27.03.17.
Feb/March
Feb/March
to be
confirmed
Headteacher, Deputy Headteacher and subject leaders gather
appropriate evidence of impact on standards and progress against the
success criteria detailed on page 1 for end of term RAP review (April
2017) using a combination of the following:
Analysis of Teacher Assessment level judgements for April using
baseline information, end of KS1 data, projected targets and Island
expectations
learning walks,
lesson observations
scrutiny of teachers’ planning, and discssions with teachers
analysis of selected children’s work and focused discussions with
selected target group children
SENCO to monitor implementation of individual curricular focus/ targets
for selected groups of children with SEN through discussions with
teachers, planning trawl, book scrutiny and discussions with selected
children and feedback findings to SLT for RAP review
HT and LA Adviser to carry out joint lesson observations in selected
literacy and mathematics lessons (including guided sessions with target
groups) to look for evidence of impact of interventions on children’s
learning and the achievement of the age-related curricular focus/ targets
to feed into RAP review.
Monitoring cycle arrangements and responsibility
(against agreed success criteria)
04.04.17.
(Staff
meeting)
04.04.17.
Feb/March
to be
confirmed
HT and LA Adviser to carry out joint lesson observations in selected
literacy and mathematics lessons (including guided sessions with target
groups) to look for evidence of impact of interventions on children’s
learning and the achievement of the age-related curricular focus/ targets
to feed into RAP review.
Day
Month
Action
Day
Month
Action
Day
Month
Action
and date
and date
and date
Mon
2nd Jan
2nd Jan
Bank Holiday
Mon
23rd Jan
23rd Jan
Pupil Progress Meetings with HT
Mon
13th Feb
13th Feb
Parent’s Evgs – sharing of
targets
+ DHT
Tues
3rd Jan
Tues
24th Jan
Pupil Progress Meetings with HT
Tues
14th Feb
Parent’s Evgs – sharing of
targets
+ DHT
Weds
4th Jan
Weds
25th Jan
HT/DHT + Num/Lit cos meet to
review outcomes from Pupil
Progress Meetings – plan for
monitoring and CPD
Weds
15th Feb
Parent’s Evgs – sharing of
targets
Thurs
5th Jan
Thurs
26th Jan
Thurs
16th Feb
Parent’s Evgs – sharing of
targets
Fri
6th Jan
By 9th Jan
Fri
27th Jan
Fri
17th Feb
HT/DHT to compile Pupil
Tracking grids using
baseline data from Arbor
and identify children at risk
of not making good
progress.
Mon
9th Jan
Mon
30th Jan
Mon
20th Feb
Half Term
Tues
10th Jan
10th Jan
Review meeting with Link
Advisor + Director – outline
of plan for ISP
Tues
31st Jan
31st Jan
Staff meeting - Work on
Tues
21st Feb
21st Feb
Appraisal Targets/confirmation
of monitoring programme for
term
Weds
11th Jan
-work with Lit/Num co-
ordinator re: RAP + layered
targets
Weds
1st Feb
HT/DHT – meeting with Link
Weds
22nd Feb
Adviser – updates on RAP
All teachers to begin sharing
targets with pupils for the term
Thurs
12th Jan
Thurs
2nd Feb
Thurs
23rd Feb
Fri
13th Jan
13th Jan
Fri
3rd Feb
3rd Feb
Deadline for all teacher
Fri
24th Feb
24th Feb
appraisal targets to be sent to
Mon
16th Jan
Mon
6th Feb
Tues
17th Jan
17th Jan
Twilight – intro to all staff re:
Tues
7th Feb
7th Feb
ISP, trackers and layered
targets. Teachers to start
analysing their pupil progress
info, prepare for Pupil
Progress meetings
Weds
18th Jan
Weds
8th Feb
Thurs
19th Jan
Thurs
9th Feb
Fri
20th Jan
20th Jan
Deadline for all January
data to be submitted
Deadline for all January
Fri
10th Feb
10th Feb
Deadline for confirmation of
data to be submitted
appraisal targets and job
descriptions
Review meeting with Link
Advisor + Director – outline
of plan for ISP
Day
Month
Action
Day
Month
Action
Day
Month
Action
and date
and date
and date
Mon
27th Feb
27th Feb
Mon
20th Mar
20th Mar
Observation week 2
Mon
10th Apr
10th Apr
Easter Holidays
Tues
28th Feb
SLT meeting – prep for team
meetings.
Tues
21st Mar
Raising standards in Numeracy
skills –Part 2 (redacted)
Raising standards in Numeracy
Tues
11th Apr
skills –Part 2 (redacted)
Staff meeting:
Raising standards in
Numeracy skills –Part 1
(redacted) –Gap Task
Weds
1st Mar
Weds
22nd Mar
Weds
12th Apr
Thurs
2nd Mar
Thurs
23rd Mar
Thurs
13th Apr
Fri
3rd Mar
Fri
24th Mar
Fri
14th Apr
Mon
6th Mar
6th Mar
Mon
27th Mar
27th Mar
Observation week 3
Mon
17th Apr
17th Apr
Tues
7th Mar
Team meetings – review of
Tues
28th Mar
Staff meeting – Raising
standards in Writing-Part 2
(redacted)
Staff meeting – Raising
Tues
18th Apr
layered targets, (prep. For
standards in Writing-Part 2
Govs visits) learning
(redacted)
environments and progress
with appraisal targets
Weds
8th Mar
Weds
29th Mar
Weds
19th Apr
Thurs
9th Mar
Thurs
30th Mar
Thurs
20th Apr
Fri
10th Mar
Fri
31st Mar
Fri
21st Apr
Mon
13th Mar
13th Mar
Observation week 1
Mon
3rd Apr
3rd Apr
Mon
24th Apr
24th Apr
Governors visit
classrooms – focus on
pupil’s targets
Tues
14th Mar
Staff meeting – Raising
Tues
4th Apr
Review of RAP using evidence
Tues
25th Apr
April Data onto Arbor-Staff
Meeting
standards in Writing-Part 1
gathered from all monitoring.
(redacted) - Gap Task
(Link Advisor to support)
Weds
15th Mar
Weds
5th Apr
Weds
26th Apr
Thurs
16th Mar
Thurs
6th Apr
Thurs
27th Apr
Fri
17th Mar
Fri
7th Apr
Fri
28th Apr
April Data onto Arbor-Staff
Meeting
Operational
Target
Resources / Action
Key
Performance
Indicators
Evidence / Review
Review
Targeted interventions to
improve results, including
coaching and mentoring.
1. Develop resources to support mentoring
2. Share resources with all mentors
3. Develop smaller teams within larger groups
1. Resource development allocated to mentors from
each faculty
2. Resources shared with each mentor
3. Smaller teams formed with team leader assigned
4. Monitor use/impact of resources
5. Review at end of year
1. Improvement from
baseline of mentored
students.
September 2017
Assessment
1. Faculty target setting based on more focused
and effective use of data.
2. Monitor levels of progress.
1. Targets agreed for all classes
2. Trace progress against targets set
3. Review and plan for further improvement at each
assessment opportunity.
4. Review against final grades set.
5. Underachievement identified.
6. Plans for improvement in place.
7. Use levels of progress to inform target setting.
1. Questionnaires prepared for parents, tutors and
students.
1. Responses to surveys
discussed in line
manager meetings.
2. Refinements to system
implemented.
October 2016
Develop e-learning
2. Introduce and develop ITS Learning.
1. Developing use of ITS Learning as an e-learning
platform.
1. Students and staff
trained in use of
platform.
2. Programmes of study
implemented on
platform.
February 2017
Key
Performance
Indicators
Operational
Target
Operational
Target
Resources / Action
Key
Performance
Indicators
Evidence / Review
Review
2a/3a Develop curriculum
1. Review of KS3 curriculum: to include:
Progression; Condensed KS3 models;
Literacy and Numeracy interventions;
Teaching & Learning strategies;
Timetabling and staffing.
2. Provide appropriate curriculum support
for most / least able through timetable
and intervention groups.
1. Discussions with FLs and subject leaders.
2. Review complete and reported to SLT.
3. Creation of intervention groups in Y7, Y8 and Y9
1. SIP includes reforms
2. Triangulated review of
each group involving
performance data, and
feedback from
stakeholders.
April 2017
Develop Literacy
1. Review resources and practice from
2015/6
2. Further develop Genre Based Pedagogy
and other strategies.
3. Co-ordinate faculty leaders’ development
of GBP.
1. Triangulated review with faculty leaders, teachers
and students.
2. Lesson observations.
3. Training and discussion with faculties.
4. Agreed amendments to schemes of work
1. Literacy strategies
observed in an
increasing number of
lessons.
March 2017
Continuity and
progression of KS2 to KS3
curriculum (English,
Maths and Science)
Introduce and develop
KS2 / KS3 transition
Literacy through GBP in
transition programme
Introduce and develop
parent support sessions in
English, Maths and
Science
1. Develop SOW in partnership with primary
staff for year 6 into year 7
2. Develop agreed marking criteria and bank
of resources
3. 3 BHS members of staff with responsibility
for transition in English, Maths and
Science - co construct with primary
colleagues
4. Attend primary subject (English, Maths
and Science) moderation meetings
5. Review of KS2/KS3 curriculum
6. Develop SOW in partnership with primary
staff for year 6 into year 7
7. Develop agreed criteria and bank of
resources for year 6 and year 7
8. Develop (co construct) with primary
colleagues and run GBP sessions for
primary staff, year 7 identified subject
staff
9. Develop sessions with identified (3)
members of BHS staff and run for parents
10. Develop subject support section on school
website
1. SOW in place, shared and reviewed by primary and
secondary staff
2. Marking criteria in place, shared and reviewed by
primary and secondary staff
3. Feedback forms used to inform future development
4. Resource banks developed co constructively and
shared
5. Discussions with primary colleagues
1. SOW in place, shared and reviewed by primary and
secondary staff
2. Criteria in place, shared and reviewed by primary and
secondary staff
3. Feedback forms used to inform future development
4. Resource banks developed co constructively and
shared
5. Discussions with primary colleagues, year 7 identified
staff
February 2017
Key
Performance
Indicators
Operational
Target
Operational
Target
Resources / Action
Key
Performance
Indicators
Evidence / Review
Review
Wellbeing initiative, to
include:
Mindfulness / meditation
Therapeutic group work
Staff wellbeing
programme
Psycho-Education
programme for Year 12 &
13
LSS support
1. Continuous 8 week programmes for groups of
10 or more students, with control group.
2. Needs led basis covering: self-esteem, anxiety,
depression, self-harm, sexuality, confidence &
assertiveness, emotional intelligence.
3. 12-16 week programme using meditation /
mindfulness techniques.
4. Stress management
5. Therapeutic support for LSS staff. 4-6 weekly
sessions offered to individual staff members.
This is to support ‘case management’ and staff
wellbeing.
1. Qualitative measures from baseline, externally
analysed and validated at half-termly intervals.
2. As above.
3. As above
4. Evidence based measures to evaluate effectiveness
5. Feedback forms used to gather insight and inform
future development. Quantative measures completed
anonymously.
1. Improvement in
psychological wellbeing.
2. As above + reduction in
long term use of
listening service.
3. On-going monitoring of
statistical evidence &
feedback
questionnaires.
4. As above.
5. Feedback indicates
improved morale,
resilience and job-
satisfaction.
Final review February
2017
Development of careers
advice and guidance
1. Develop whole school CEIAG policy in light of
changes to IOM framework.
2. Develop CEIAG section on school website.
3. Complete Intermediate certificate for
Investors in Careers award.
4. Develop schemes of work for CEIAG in Key
Stage 3 and Key Stage 4.
1. Policy completed, reviewed by LT and shared with
staff.
2. Section of website developed and launched.
3. Statistical analysis of page ‘hits’.
4. Intermediate certificate submitted for external
verification by IIC body.
5. SOW in place, reviewed by staff and students.
1. School Policy.
2. School website.
3. Feedback and
certificate from IIC.
4. SOW
5. Feedback from staff and
students about SOW.
Review February 2017
Completion June 2018
Strategic development of
Student Voice
1. Develop student voice to encompass
development of curriculum, learning and
teaching, and pastoral provision.
1.
2.
Student voice develops from operational to strategic
1.
Monitoring through
Review July 2017
imperatives.
student council
Student voice informs school planning and
meetings, student
development.
surveys and interviews.
Key
Performance
Indicators
Operational
Target
Develop whole school CEIAG policy in light of
changes to IOM framework.
Develop CEIAG section on school website.
Complete Intermediate certificate for
Investors in Careers award.
Develop schemes of work for CEIAG in Key
Stage 3 and Key Stage 4.
Policy completed, reviewed by LT and shared with
staff.
Section of website developed and launched.
Statistical analysis of page ‘hits’.
Intermediate certificate submitted for external
verification by IIC body.
SOW in place, reviewed by staff and students.
School Policy.
School website.
Feedback and
certificate from IIC.
SOW
Feedback from staff and
students about SOW.
Review February 2017
Completion June 2018
Develop student voice to encompass
development of curriculum, learning and
teaching, and pastoral provision.
Operational
Target
Resources / Action
Key
Performance
Indicators
Evidence / Review
Review
Further development of
SIMS / EMS
1. Develop use of progress grids
2. Further development of chance and result
analysis
3. Reading and spelling ages in SIMS
4. Creation of risk groups and new students
5. Audit of SIMS data entry quality from last
year
1. Training undertaken
2. Sample data explored by FL and SLT.
3. Relevant data collected and input to SIMS
4. Nature and scope of audit determined and audit
undertaken.
5. Report and recommendations to SLT.
SIMS data
Audit plan
Evidence presented to SLT
February 2017
Relevant and targeted
training for ITT/NQT and
new staff
Support curriculum
development through
training – emphasis on
KS3
1. Develop menus for client groups
2. Programme to exchange best practice.
1. Menu of appropriate training opportunities
produced.
2. Places allocated.
3. Best practice included in revised schemes of work.
External reports on ITT and
NQT
Observation and feedback
forms.
Schemes of work.
March 2017
Health & Safety
1. Work towards validation by approved
agency
1. Establish benchmarks for qualification.
2. Complete action plan for implementation.
3. Cost and select validating organisation.
4. Submit proposals for SLT approval and agreed
timescale.
Report to SLT.
March 2017
Review Leadership roles
1. Negotiate roles to allow appropriate
development and effective use of skills.
1. Review of SLT roles and responsibilities completed.
2. Individual and shared responsibilities agreed.
Posts operational
September 2016
Risk Management
1. Identify and prioritise contingencies and
plan to meet them.
2. Implement termly review cycle.
1. Review of temporary and part-time
employees.
2. Consolidation of roles into full-time posts
where appropriate.
1. New posts agreed and advertised.
Post holders appointed.
January 2017
Freedom of Information
1. Development of protocols to meet
requirements of FoI legislation.
2. Staff training / awareness raising.
1. Protocols for FoI aligned with ICT policy and data
protection regulations.
2. Staff advice sheet published and available.
Documents published.
March 2017
Review accommodation
1. Review accommodation to ensure most
efficient use of space.
1. Explore viability of providing more meeting /
consultation rooms.
2. Progress any required minor works.
Report to SLT.
Changes actioned.
September 2016
1. Transfer policies, protocols, bulletins and
internal communication to a single
1. ITS Learning in general use for staff
Key
Performance
Indicators
Operational
Target
CASTLE RUSHEN HIGH SCHOOL IMPROVEMENT & DEVELOPMENT PLAN 2015-2018
Our Vision
Best possible Create skilled
education communicators
To change from good to great,
Inspire Care, Quality, Lead by
progress Opportunity example
becoming a learning powered school,
for all
based on shared values,
improving performance,
Empower Change and maximising potential for all.
stakeholders and improve
Major strategic
Nature of direction/activity
Key outcomes
Timescale
Cost
Oversight
themes/areas
1. Innovation
1. Innovation
Reengineer staffing and
Develop appropriate staffing capability & capacity to support a
school of approx. 800 students, whilst supporting other themes
O&S
curriculum to meet new
challenges
Ensure all new A-Level, iGCSE
and equivalent courses have
been planned and resourced
Develop a range of external exam courses ready for first teaching in
2015/16 or 2016/17, depending on subject
O
Effective teaching & learning
Most appropriate approaches to Theme 1, created through linking
S
solutions
new knowledge from learning sciences, best use of resources and
staff
Invigorate teaching and
Establish a culture of continuous reflection and refinement of the
learning
craft of teaching
Become a ‘Learning
Powered’ school
CRHS has the necessary embedded characteristics of high quality
learning experiences. Focus on improved learning processes for and
by students, better outcomes and potential barriers to learning
understood and addressed
S
2. Developing a
Key Stage 3 results
Maintaining attainment levels above IOM averages, improved levels
of progress (LOP) from KS2-3, improved moderation of KS3 TA
O&S
success & high
achievement
culture
Key Stage 4 results
Improved attainment figures – 60+% for 5A*-C (EM) each year,
improved LOP from KS2-4
O&S
Key Stage 5 results
Improved attainment figures – A*-B and average UCAS points per
O&S
entry,
Raise standards of ‘Literacy
for Life’
Improved student communication skills at all Key Stages
O&S
Know our impact
Develop in-house expertise in monitoring/evaluation
S
Annual self-evaluation model and processes
O
Develop appropriate staffing capability & capacity to support a
school of approx. 800 students, whilst supporting other themes
Maintaining attainment levels above IOM averages, improved levels
of progress (LOP) from KS2-3, improved moderation of KS3 TA
Major strategic
Nature of direction/activity
Key outcomes
Timescale
Cost
Oversight
themes/areas
Increased use of CRHS performance data
O&S
3. Leadership &
Governance
Develop the leaders of the
future
Programme of innovative development opportunities –
internal and external established for all staff
O&S
LT, responsibility point
Active participation in leadership and management activities for all
senior/experienced staff
O
holders & UPS colleagues to
be active in school networks
Increase governor
participation in running of the
school
Networks with governor involvement developed, governor interest
encouraged. Involve governors in the monitoring and quality
assurance of teaching and learning. Enable mainscale, middle
leaders and TLR3 holders report back to Governors. Include
Governors in the interviewing process for promoted post holders.
S
4. Partnerships
Pastoral Support
Develop and extend care, guidance & support systems
O&S
Build home/community links
Set up a parental forum and collect parent voice evidence
Bring in external/industry support for certain aspects of teaching
and learning
Further our links and communication with our associated primary
schools
Create and maintain relationships with former students to showcase
pathways and to capitalize on their success
O
O&S
O&S
Student Voice
Develop and extend student involvement in school improvement
O&S
Enable STL to be creative in their use of pupil voice. Use feedback to
inform Subject Development Plans and SDP. Include student panel in
interview process. Move School Council towards strategic planning
and away from purely operational functions.
5. School learning
environment
Complete 2015/16
refurbishment programme.
Create a motivating learning
environment
Labs 5 & 6 redeveloped
Boys SPHA changing modernized
Develop curiosity, awe and wonder
O
Submit business cases for the
Clear plan of learning environment improvements and priorities
O
next stage of CRHS minor
submitted to DoI
Active participation in leadership and management activities for all
senior/experienced staff
Major strategic
Nature of direction/activity
Key outcomes
Timescale
Cost
Oversight
themes/areas
capital to DoI
Further development to existing school building as central funding
S
becomes available
Continue to canvas for new
school building
Design a 21st century teaching
and learning focused school
for the future
To remodel the staffing
structure of the school to
reflect a falling
roll/budget and an
ongoing student
population of less than
800 (O & S)
The remodel the staffing
structure to reflect the
needs of the students and
the new school priorities,
within strict budget
constraints
Review of current
curriculum & associated
staffing, identification of
possible savings
Model different options
in terms of associated
costs and potential
impact on progress (O)
Implement new model to
best fit a school roll of
approx. 800 students (S)
Audit school priorities
and identify areas of
need. Other short term
TLRs to address needs
and review annually.
LT,
End of financial
year 2014/15 into
new financial
years 2015/16,
2016/17,
2017/18. Speed of
remodelling will
be dependent on
school roll/budget
fluctuations.
High - Staff time, particularly
HT, and Business Manager
Updated curriculum
from September 2016
and again 2017.
Staff teaching
capacity used more
efficiently.
People’s views – team
meetings at all levels.
Observation –
progress reports to
governors.
Quantitative Data -
school finance
figures.
School under less
budget pressure, %
committed towards
staffing decreases
from current +86%
Establishment of an
innovation in T&L
professional development
group. Emphasis on new
practice and different
approaches and then
spreading best
approaches across the
school. Draw in existing
strands such as J Astin’s
work on ‘tweak of the
week’, e-learning
progress with MBC (Its
learning), & coaching.
2016/17 – recruitment of
a Director of T&L and 2 x
TLR3 T&L development
posts. Bespoke team
created.
Learning Development
Executive (LDE),
rebranded and
refocussed as Learning
Development Group
(LDG) with a wider
membership. Working
with HT to provide clear
strategic direction for
T&L.
Half-termly meetings for
those colleagues that
choose this strand as part
of their annual appraisal
target. Feedback to
whole staff on progress
and ideas using (F)INSET
and staff meetings.
Established high quality
classroom practitioner
became Director of T&L
in 2016/17.
, LT,
Director of T&L
(O) - Begins in
2015/16 appraisal
cycle, then
continues, (S).
Medium - Meeting time,
resources such as key texts
and video cameras.
High – CPD costs, external
expertise brought in.
Documents- Records
from T&L group
available. Minutes
from Learning
Development Group,
Subject Team
Leaders, Subject
meetings. FACE of
CRHS design.
Direct Observation -
Subsequent lesson
observations show
that accelerated
learning techniques
introduced at various
meetings/INSET
sessions are being
used in lessons.
People’s Views –
Discussion and input
from colleagues who
have benefitted from
T&L Professional
Development.
Student voice.
Open Doors initiative.
Increased working
between colleagues
across subject
specialisms;
commenting on
other colleague’s
work e.g. plans,
assessments.
Cooperative
teaching and
discussion, more
classroom visits.
Bank of materials,
approaches &
expertise available
in-house.
All teaching
colleagues
completed ‘Open
Doors’ lesson visits
during 2016/17
Process began in 2015/16.
Initially single appraisal
group led by LT. Focus on
‘Itslearning’ had limited
impact.
More momentum in
2016/17 when post
validation, report gave
clear direction to T&L as a
priority for the school. All
staff appraisal target that
year. T&L team formed
and their ideas and good
practice became
increasingly embedded.
External expertise (
Develop new monitoring
systems to reflect new
practice and expectations
Create new monitoring
documentation for STLs
and PTLs to gather
evidence more
autonomously and in
keeping with the nature
of their subject area
Introduce ItsLearning as
the DEC preferred
platform
Promote to staff and
showcase good practice,
gradually moving from
the diverse practice and
systems used to a more
streamlined hub
Develop colleagues’
pedagogical knowledge
on developments in
learning and specific
subject knowledge
related to their own
teaching.
CPD opportunities form a
menu of sessions and
activities.
Increased rigour in the
appraisal process; target
setting, interim and full
review.
LT, T&L team,
CPD
responsibility
point holders,
teaching staff
O & S
High – CPD budget likely to be
under increased pressure.
Variable – costs for UK
courses are high, however
FINSET cascading of best
practice gives opportunities
for dissemination.
Direct Observation -
Lesson observations
in 2015/16 show new
practice.
FACE Engagement
focus in 2016/17
visible in lessons.
Documents - meeting
records and other
sources such as
appraisal evidence
show successful take-
up of INSET, FINSET &
other training
opportunities
End of year CPD
review from staff
shows positive
views on CPD.
iGCSE training in
September 2015
INSET to introduce
‘Teaching Backwards’
CPD subject specific
Buy Lesson Box
FINSETs Classroom Craft
and Quizlet
training a
small group as part of
‘Outstanding Teaching
Intervention’ programme
with selected staff over
2016/2017
Create a coaching culture
whereby staff support
each other’s professional
development. Promote
SRE for every teacher
Establish a system of
ongoing observations of
colleagues by colleagues
to learn from each other.
Establish a bookable CPD
and training room,
resourced with current
library
Open Doors
team of
volunteers
Possible cover
Movement towards CRHS
being ‘learning powered’
Development of
improving reading power
initiative for Year 7
students (O).
Lessons become dual
purpose, balance
between content and
learning skills/habits (O)
LT, all staff
FT – to realise
fully.
Early strands O
and then S.
Medium (although potentially
variable) – meeting time, staff
training, teaching &
curriculum time, resources.
Quantitative Data –
Reading ages for
those most behind
their chronological
age at the start of
Year 7 improve.
Direct Observation –
6R’s used more
Students clear
about the learning
habits and
processes they
possess, and those
they need to
develop. Student
effort and progress
Boosting reading potential
initiative re-launched in
2015/16.
All students identified
through standard reading
test in Year 7, years old +
no SEN status.
Visible Learning
Strategies more explicit
in each subject area,
increased classroom talk
focussing on the process
& experience of learning
(S).
Assessment and
reporting to reflect the
value CRHS places on skill
and attribute
development. Students
trained to self=assess and
target set
frequently as the
language of learning
power. Epistemic
dimension
acknowledged in
lesson observations
from 2015/16
onwards.
People’s Views –
student self-
assessment of their
learning skills
development
becomes easier to
evidence.
Learning to learn
initiative in 6th form.
becomes as
important as
attainment.
Movement of 6th
fomers self-
assessed learning
skills
20 minute slot, reassess at
TT week
20 minute slot, reassess at
TT week
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
Ensure CRHS
remains above the
IOM average for all
the main KS3 & 4
benchmarks; 5A*-C,
5A*-C(EM), Level 5+
and Level 6+ in core
subjects at KS3.
Improve A*-B at A2
and average UCAS
points score per
student. (O & S)
Detailed review and analysis of
each cohort’s external exam
data. Focus on performance
against estimates/targets,
Identification of trends and
agreeing whole school strategies
for improvement (O)
Utilise the ‘flight paths’ across all
Key Stages. Build flight paths into
tracking and reporting systems.
, LT
First draft
completed for
INSET days
September 2015,
subsequent
detail added
during remainder
of first half-term
Medium - Time during summer
holiday
Quantitative data -
Whole school exam
results and review
document/
Presentations.
Exam review for
governors
People’s views - Further
detailed work done
with middle leaders
through
LT /SLs/KSLs
All staff aware of exam
successes and areas for
development. Continuous
improvement in school
headline figures
Use of 4matrix
improved exam
data analysis in
August-September
2015.
Business case
written with GTS,
SLs have met with
.
New data
summaries
available.
War Wall in the
staffroom.
Individual subject/Key Stage
review meetings with LT & staff
leader. Identification of trends
and strategies for improvement.
Regular reviews at subsequent LT
line management meetings (O)
, LT line
manager,
each
subject
leader
Meetings
completed in the
first half-term.
Medium - Approx. a lesson for
each subject area and KS – 15
lessons worth of meeting time
+ prep. of each individual
subject/area report
Documents – minutes
from eacxh
Direct Observations -
Action point minutes
from each end of year
review & each half-
termly LT line
management meeting.
To include action points
and timescales.
More effective targeting of
individual pupil groups,
leading to improved
results (particularly in
relation to KS2 ability
group conversion %)
First round of
results meetings
completed in
Autumn 2015.
Meetings
embedded
annually.
Completed in
Autumn 2016.
First round of
results meetings
completed in
Autumn 2015.
Meetings
embedded
annually.
Completed in
Autumn 2016.
Setting of aspirational yearly and
end of KS targets within each
subject area.
Levels of progress and KS2
quintiles to inform and review.
Define and establish different
intervention groups, e.g. those
requiring assertive mentoring
from LT/KS pastoral staff,
additional support in certain core
subjects, reduced no. of
LT, ,
each
subject
leader,
teaching
staff
First half-term.
Intervention
groups to run
from November
through to May.
Medium - Data analysis time
KS4 pastoral tem to
interrogate data, work out
best pathway & suitable
interventions
People’s views - Each
student & their
parent(s) are made
aware of targets.
Quantitative Data -
Progress towards
targets is monitored
regularly using internal
data.
VA indicators improve.
Progress measures
improve
New target setting
approach
investigated and
implemented
during Autumn
Term 2015.
Movement away
from CEM data.
Jesson Quintiles
and flight-paths
New target setting
approach
investigated and
implemented
during Autumn
Term 2015.
Movement away
from CEM data.
Jesson Quintiles
and flight-paths
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
GCSEs/exam entries,
before/after school support
classes, controlled assessment
catch-up etc (O)
Direct Observation - Set
option ‘pathways’
established at KS4
used to formulate
targets.
Establish and publish a support
programme to include a different
approach to KS4 options,
‘pathways’ (S)
LT, SLs, KSLs
Year 9 cohort in
2015/16, then
ongoing
Medium - Meeting time
Direct Observation -
Well planned courses
and structured lessons
which meet needs of
students.
Quantitate Data - CRHS
GCSE average entry
figure to drop from
current 9.8
Students in the best
possible subjects and
qualification routes for
their individual needs.
SQA qualifications
part of offer
College route –
Retail, Salon
Services,
Engineering
ASDAN, CoPE
22 students
identified as being
in bottom quintile
Development of
Assessment,
Recording and
Reporting systems
(O)
Review current practice,
including each year group’s data
input points, current reports and
tracking schedule and
information (O).
Establish priorities for
development, to include; new
whole school assessment policy,
simplified KS3 reporting, use of
whole school attitude to learning
grade & descriptors across all
year groups, introduction of
current or latest assessment
grade for all subjects across both
KS4 and KS5 data collection
points (O).
Incorporate flight paths, 6R+ and
self-assessment elements into
tracking and reporting systems
LT, teaching
staff
2015/16
Medium - Meeting time
Direct Observation -
Updated whole school
assessment protocol
Updated assessment
calendar, reflects new
iGCSE timescale.
People’s views - New
style of reports
introduced after
consultation for Year 7
in 2016.
Documents - Use of
common effort grades
and descriptors
Students and parents will
have a more realistic view
of the current position,
genuine ‘current level of
performance’ grade.
Maintain the challenge of
a relatively high estimated
grade.
New Assessment
policy launched in
Autumn Term
2015.
Closing the gap
Appraisal group
formed
New Assessment
policy launched in
Autumn Term
2015.
Closing the gap
Appraisal group
formed
To continue with
our movement
towards 3 levels of
progress as the
expected norm for
Review levels of progress for
each Year 11 cohort from their
external exam results. Data to be
available for whole cohort,
gender split, subject
, LT,
SENCO
Complete in first
form for INSET
days Each
September
Low – part of annual exam
reviews already, needs
revisiting more often.
Quantitative Data - LOP
data available for each
cohort from summer of
2015 onwards.
3 LOP target achieved by
more students in each
year 11 cohort. Pupil
progress improves lower
down the school,
Progress data from
KS2 entry used for
the first time in
2015.
used to formulate
targets.
Progress data from
KS2 entry used for
the first time in
2015.
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
all students from
KS2-4 (O).
performance and smaller pupil
groups such as SEN, FSM, LAC
(O).
LOP data available for
each subject area, clear
comparisons made
between subject and
whole school
performance.
People’s views –
interviews with
individual pupils and
parents, team meetings
& progress working
party.
Direct Observation -
Progress tracking is
available for each year
group, clear procedures
for those above, on,
and below target.
evidenced by clear internal
tracking.
Jesson Quintiles
used.
Regular checks on progress after
each data collection for each
year group (O).
Increased use of SIMS and
4Matrix software by teaching
staff (S)
STLs,
KSLs, LT,
teaching
staff
Ongoing
throughout each
year.
Low – as above
As above
As above
4Matrix business
case written for
GTS
4Matrix available
in school, although
staff need training
on the use of it.
Update whole school lesson
observation paperwork and
associated systems. Strike a
balance between information
required for appraisal and focus
on student progress (O)
LT,
promoted
post
holders/
appraisers
Change to
observation
protocol in
2015/16.
Reviewed the
same year.
Medium – meeting time,
would need to include all
teaching colleagues
Documents- New
lesson observation
system that focusses on
‘progress’
People’s views – new
observation paperwork
and criteria discussed
and minuted in
meetings.
Coaching approach to
lesson observation. LT to
trial and refine a new
approach. New
observation model will
move away from
traditional ‘sitting at the
back of the class with a
clipboard’ towards a
discussion with the
colleague being observed
and students in the class.
Initial ideas shared
at LT meetings in
Autumn Term
2015/16.
New ‘Progress’
paperwork
designed and
trialled.
Initial ideas shared
at LT meetings in
Autumn Term
2015/16.
New ‘Progress’
paperwork
designed and
trialled.
Jesson Quintiles
used.
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs, Training,
Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
Improve the school’s
ability to self-review,
greater focus on our
impact (S)
Implement our own SSRE annual
calendar
Echo SSRE sections in our own
review systems
Feed-in to annual SIDP update
LT, Subject
Leaders, KSLs
O & S
Medium –
Meeting Time
People’s views – LDE focus on
self-evaluation.
Document - SSRE annual
calendar. SSRE progress
updates to governors.
Improved understanding
of staff impact on learning
throughout the school.
Holistic view of ‘quality’ at
CRHS with different inputs
& consistent evaluation.
SSRE broken down
into constituent
questions/areas for
middle leaders in
Autumn 2015, (pre-
validation) replies
collated.
Exam analysis
meetings focus more
on SSRE Framework.
Monitoring calendar
updated for LT to
focus more on the
SSRE Framework.
to attend
training on the new
Framework in
Autumn 2016.
Consistent and high
expectations across
the school for all
pupils’ literacy levels
(S)
To further develop our whole
school approach to
literacy/communication for life,
implementation of a specific
literacy action plan, driven by a
literacy development group
comprising of colleagues who have
identified this as an area of their
appraisal focus (O & S)
, LT, Literacy
development
group, all staff
O & S
Medium –
Meeting time &
resources (lit kits
for each
classroom,
WALT & WILF
figures)
Direct Observation - Book
trawls & lesson
dipping/observations to
include aspects of literacy.
Participation in extra-
curricular literacy provision
e.g. News Wall, Southern
Chronicle and Debating.
Quantitative Data - tracking
of key groups such as
‘average’ boys
Student awareness &
confidence of
literacy/communication
skills improves
Improved scaffolding of
written work
(WILF/WAGOLL)
Improved quality of
teacher feedback
Widen staff contribution
to raising standards of R,
W, S&L
Narrow the performance
gap e.g. ‘average’ boys
Whole school
introduction of WILF
and WAGGOLL,
numerous literacy-
based clubs, LitKit’s
for every room,
Literacy Steps going
out every week
WILF & WAGOLL
successfully
embedded.
Whole school
introduction of WILF
and WAGGOLL,
numerous literacy-
based clubs, LitKit’s
for every room,
Literacy Steps going
out every week
WILF & WAGOLL
successfully
embedded.
Review, evaluate and
redevelop all schemes
of work, priority given
to ensuring clarity and
Subject areas to have complete
schemes of work for all new exam
courses (O)
LT subject line
managers,
Subject leaders,
subject
Ongoing,
new IGCSE
planning
began in
High – teacher
time &
curriculum
development
Documents - New schemes of
work available.
Direct Observation – Lesson
Observations in 2015/16 will
Teachers ready to deliver
new courses.
Subjects that began
first teaching new
courses in 2015/16,
observed and
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs, Training,
Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
adequate preparation
in those areas where
there is a change in
exam syllabus for first
teaching in September
2015, September 2016
responsibility
point holders &
subject teachers
2014/15,
now
continuing
confirm correct courses and
associated content are being
followed.
People’s views – subject
team meetings
checked as part of
ongoing monitoring.
checked as part of
ongoing monitoring.
What is to be done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
To develop our primary
transition partnership
working
Less ‘loss of learning’
from Year 6 into 7.
Make more use of
parents a point of
continuity
Best pieces of primary
learning used as agreed
starting points at CRHS
Target those primary
pupils most at risk of
learning to fail; establish
their interests and
provide more support in
the basics.
Start Year 7 earlier in
the Summer Term (S,
FT)
Establish a ‘primary
room’ to that associated
primary schools can visit
with minimum pre-
arrangement, to look
at rooming with . (S)
Appraisal group of 6
transition.
Exchange of teachers
and older pupils
working in primary
schools (FT) Similar
exchange of Primary
colleagues into
Secondary (Very FT)
, LT, TLR3
point
holder,
selected
staff
O & S
High/Medium – TLR3 post, meeting
time, potential cover costs to allow
CRHS staff to work in associated
primary schools
Quantitative Data –
better correlation
between KS2 levels and
initial Year 7
assessments. Pupil
progress measures from
end of Year 6 to end of
Year 7. Year 7 intake
numbers optimised.
Direct Observation –
CRHS colleagues teaching
in primaries, working
alongside primary
colleagues.
Documents – Job
description for TLR3
primary transition holder.
People’s Views – more
discussion between
primary and secondary
colleagues on ‘levels of
progress’. Collection and
review of pupil &
parental views on
transition.
Pupils experience a better
transition from primary to
secondary education.
TLR 3 primary
transition point
holder appointed
– Dec. 2015
ITSLearning as
shared point of
contact between
CRHS & APS.
Learning walks
started in March
2016.
Planning on
needs led basis
CRHS staff visits.
Lessons delivered
in line with
primary school
curriculum
Year 5/6 evening
was in January
Year 6 students
have two days
introduction in
the summer
term.
PE host Year 6
transition sports
clubs from Jan
onwards.
Subject teachers
go to Primaries to
teach some
lessons
To develop our
curriculum to ensure
that all students are
Plan & implement a
pathways approach to
subject options at KS4.
LT, SLs,
HOKS
S
Variable, depends on provision
Quantitative Data – CRHS
average GCSE entry
figures/student drop.
More manageable workload for
Year 10 & 11 students
Year 11 students
withdrawn from
certain subjects
supported with suitable
and inclusive pathways.
Reduce lower ability
students curriculum
breadth at KS3, utilise
additional time created
to focus on ‘depth’ in
core areas.
Increased take-up for
vocational courses run
via IOM College.
Direct Observation – of
relevant lessons.
People’s Views – parental
and pupil responses to
post-options surveys.
Quantitative Data – improving
exam results, better pupil
progress towards targets.
to ensure they
gain 5 GCSEs
More BTECs,
SQAs and UCM
courses available
To support colleagues
with their wellbeing
and health.
Creativity side of staff
wellbeing, reducing
workload, holistic
approach.
Opportunities to be
provided for staff to
invest in their own
health and well-being.
Links established with
Mindfulness trainer,
IOM government health
services and local
fitness provider.
Line managers to
monitor workload issues
LT/Line
Managers
Pilot in
2015/16
academic
year
Low, small contribution made to
those colleagues who want to take
a wellbeing strand forward.
Whole staff meeting time
Quantitative Data – Staff
absence statistics
Staff views – feedback
after staff meetings.
Some colleagues get
stacked up with teaching
commitment.
Quantitative Data – Lower rates
of staff absence.
Staff aware of IOM gov’t and
DEC employee support for their
health and wellbeing.
Reduce workload by one job
each year.
Rebalance workload.
English and Maths skills for all.
Mindfulness and
health & fitness
external speakers
in staff meetings
Autumn 2015.
Staff swimming
Timetabled
sessions in school
gym
Staff workload on
reports has been
reduced following
the reformat
Develop our careers
education offer
School working through
criteria for ‘investors in
careers’ status
LT, TLR3
Careers
Coord.
O
Low/Medium – Department of
Economic Development funding
TLR3. However staff time required
will increase.
Achievement of Investors
in Careers award
Direct observation –
careers lessons and other
inputs such as assemblies
observed.
Student views –
responses to school
careers advice survey.
Quantitative Data –
destinations data.
Each cohort that goes through
CRHS will have access to
updated, relevant careers
information. Students given best
possible advice and input to
make informed decisions re.
their future.
Member of staff
with Careers
TLR3, work-
experience
provided every
year, JA days
offered each
academic year
Member of staff
with Careers
TLR3, work-
experience
provided every
year, JA days
offered each
academic year
Support students, staff,
parents and carers to
develop key skills and
knowledge in e-safety
Parental e-safety
information evenings.
Student assemblies and
PSHE lessons.
A selected group of
students to train as
Digital Leaders.
O
Medium cost
Group of Digital Leaders
working together to
deliver workshops to
other students that
develop e-safety skills.
PSHE schemes of work in
place.
Trained Digital Leaders in
school
Students use internet with more
awareness.
Less personal information and
inappropriate information sent
via social media
Less incidents of social media
bullying reported in school.
2 Year
programme.
Review
September 2018
Digital Leaders
Digital Leaders
group set up
to ensure they
gain 5 GCSEs
More BTECs,
SQAs and UCM
courses available
2 Year
programme.
Review
September 2018
Digital Leaders
Digital Leaders
group set up
Create a Digital Leaders
Community Page within
the school website.
Produce and shape e-
safety policies and
priorities within school.
Safer Internet days
planned into the school
year.
Links on school website
to advice from our Digital
Leaders.
E-Safety Policy
Calendared e-safety days.
To further develop our
systems for behaviour
management, ensuring
clarity and consistent
application for all
To continually update
LT, HOKS, all
staff
O
(Although
ongoing)
Medium/High – ESO’s used
extensively to support teachers
with this. Stage 4 conversations
pick-up particularly intensive on
staff time. Any updates or
reminders are more effective when
presented to all staff.
Quantitative Data – less
behaviour incidents
recorded. Long-term
trend for less repeated
suspension.
Direct Observation –
pupil behaviour
in/around school
People’s Views – school
council, behaviour
working party, discussion
at HOKS and tutor team
meetings.
Behaviour that is below
expectations is consistently
challenged, whilst maintaining
the warm, friendly, relaxed
CRHS atmosphere that many
students, teachers and families
value. A calm learning
atmosphere in and around the
school, standards of uniform,
punctuality and general
behaviour are consistently good.
New behaviour
report designed
our current systems and
staff responses,
ensuring that the 4
cornerstones of
behaviour management
at CRHS are:
Positive Correction,
Prevention (via
planning for good
behaviour), Clear
Consequences &
structures, Repair &
Rebuild (after things
don’t work out).
To focus on improving
our provision for
students on the SEN
register, particularly
those with Dyselxia,
Speech, Language and
Communication needs
(DSLCN).
Raise the attainment of
pupils with dyslexia and
other literacy needs.
Support teachers and
support staff in their
planning for inclusion
and developing teaching
strategies to effectively
meet the needs of
DSLCN students.
Raise the attainment of
SENCO, LT,
staff with
associated
appraisal
target.
O
Low/Medium
Quantitative Data –
attainment and progress
data for DSLCN students
reviewed against targets.
Direct Observation –
early recognition of signs
of difficulties with DSLCN.
People’s Views – Parent
and pupil feedback.
Increased confidence &
knowledge of all
practitioners and
teachers in narrowing the
Improved outcomes for DSLCN
pupils, development of more
inclusive practices.
Natural reader
extended out to
all subject areas
for mainstream
lessons
pupils with dyslexia and
other literacy needs.
Support teachers and
support staff in their
planning for inclusion
and developing teaching
strategies to effectively
meet the needs of
DSLCN students.
New behaviour
report designed
Natural reader
extended out to
all subject areas
for mainstream
lessons
gap between pupils with
different types of SEN
and their peers.
Improved partnerships
with parents, carers
and families.
Set up a CRHS parental
HT
O & S
Low – staff time, particularly HT
People’s Views –
Consultation with parents
on key initiatives e.g.
changes to annual
reports and assessment
snapshots.
Documentation –
Parental forum email list
established &
communication logged.
Planned and purposeful
communication and
consultation between the school
and parents. Parental forum is
involved in decisions about the
future work of our school.
Parental Forum
being set up,
survey’s taken at
Parents’ Evening
and Opening
Evening
forum. Engage with a
subset of parents to
seek their views on their
children’s learning and
the life of the school (O)
Supporting parents to
understand their child’s
progress and taking an
active part in
discussions about next
steps for learning (S).
Improved partnerships
with parents, carers
and families.
People’s Views –
Consultation with parents
on key initiatives e.g.
changes to annual
reports and assessment
snapshots.
Documentation –
Parental forum email list
established &
communication logged.
Planned and purposeful
communication and
consultation between the school
and parents. Parental forum is
involved in decisions about the
future work of our school.
Parental Forum
being set up,
survey’s taken at
Parents’ Evening
and Opening
Evening
What is to be
done?
What has to happen?
Who will
lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
Develop the leaders
of the future
Programme of innovative
development opportunities
established. Opportunities
for young/new staff to
experience promoted post
responsibilities.
LT
O
Quantitative Data –
dependant on role.
Documentation – Job
descriptions for each TLR 3
position.
People’s Views – exit
interviews for those stepping
down from temporary
promoted posts.
Direct Observation –
members of LT line managing
these roles, relevant appraisal
targets in place to ensure
pupil focussed outcomes.
A series of time
constrained TLR3
development roles
established in key
areas of school
improvement.
5 new developmental TLR3’s
established in 2015 for
Literacy for Life coordination,
Year 9 progress manager,
Primary Transition
coordinator, Careers
Education coordinator and
CPD coordination.
5 new developmental TLR3’s
in September 2016 –
EVC, KS4 Interventions
Manager, KS5 Learning &
Skills Coordinator, Year 8
Progress & Behaviour
Manager, Assistant to the
Director of T&L
Effective leadership
for excellence,
quality and
promotion of
continuous
improvement.
A commitment to planning
and implementing
strategies for
improvement.
LT,
promoted
post
holders.
O & S
Low/Medium – Staff time and
energy variable depending on
the development.
Documentation – agendas and
minutes from LT, LDE, Subject
Leader & HOKS meetings.
People’s Views – Wider staff
team & learners are clear &
committed to their part in
achieving improvements &
aware of classroom
implications.
Quantitative Data – Evidence-
based decisions on resource
allocation, targeting agreed
objectives and achieving best
value.
Direct Observation – Those
with leadership
responsibilities demonstrate
learning commitment through
class visits, modelling good
Learning is the central
focus of our
improvement plans.
Improvement
priorities visible in
developing classroom
practice.
All members of LT have
appraisal target linked
working group to lead in
2015/16.
Induction of new
governors in
January 2016.
Increased governor
participation in the
running of the
school.
New governors inducted
into CRHS as quickly as
possible. Changes to the
IOM Education Council
meant that CRHS’
governing body changed
dramatically in 2015/16.
(Other targets and
initiatives to be discussed
at the first governing body
meeting in January 2016)
Governing
Body
O
Low – governing body meetings
already scheduled.
To be discussed at the first
governing body meeting 2016.
To be discussed at the
first governing body
meeting 2016.
What is to be done?
What has to happen?
Who will lead/be
involved?
Timescale
Costs/Training/Resource
implications
Success criteria:
Evidence
Success criteria:
Impact
Review
To continue to gain political
support for the funding required
for school redevelopment(S)
Complete existing refresh
schemes (O)
Submit business case to
DoI for longer-term
developments (S)
Continue to canvas
political support required
for a new school building
(FT)
Direct Observation -
Remodelled labs 6 & 7.
Refitted boys changing at
SPHall
People’s Views – Discussion
and meetings with those
colleagues affected.
Documents – DOI Business
Case for CRHS
developments.
Students have
equitable Science
provision in all labs.
Boys have same
modern changing
facilities as the
girls.
Additional areas of
the school
improved
DOI Business Case
document written in
Autumn Term 2015.
Ministerial visit
hosted in December
2015.
More investment
received in summer
term 2016
(cid:1) (update
assessments)
(cid:1) (role play
introduction for
speaking
assessments)
(cid:1) (Lots of others!)
(cid:1) (iPads for Vocab
Express/This Is
Language/Conjugue
mos)
Geography
(cid:1)
(cid:1)
(cid:1)
(cid:1)
(cid:1)
(cid:1) (Global Learning
Programme from
the GA)
(cid:1) (Geography
Ambassador
Programme)
(cid:1)(working towards
Secondary
Geography Quality
Mark and Centre of
Excellence from the
GA)
(cid:1) (GIS)
(cid:1) (Google Docs)
(cid:1) (with primaries)
(cid:1) (between staff)
History
(cid:1)
(cid:1)
(cid:1) (SHP
Conference)
Religious Studies
(cid:1)
(cid:1)
(cid:1) (websites, videos,
MBC, Google Docs)
(cid:1) (online quizzes)
1. Increased Student
engagement in lessons with
appropriately differentiated
lessons.
Develop independent/student
focused learning
Improve progress of boys
Improve progress of students
on FSM.
(SSRE section 2: outcomes
Section 3: learning environment, teaching
and learning)
✓
✓
✓
Whole
school
All teachers
Led by
HOS
CPD team
to monitor
to monitor
From
September
2016
Schemes of Learning (SoL) identify what the students will be learning and
scaffold new learning.
Assessment targets are agreed with the students to promote growth mindsets
and high aspirations.
Teachers focus on what the students are learning in the classroom rather than
what the teacher is doing. Teachers to focus on differentiation for their students
and lessons include wider range of active learning opportunities.
CPD to support staff to be confident in using wider range of activities.Staff
whose lessons lack pace to be supported to improve.
Teachers Implement guidance from VISA’s and help students to access
appropriate learning. CPD to provide guidance and strategies to improve on
this.
SoL are shared with students and parents so that students can understand the
plan of learning. Skills for independent learning are built into SOL so that
students progress as they move through the key stages.
Online platforms are used to share information and resources.
Strategies from the June inset day are implemented to help develop
independent learning and thinking skills. Evidence of use of GCSE pod and
other online platforms.
Teachers apply the same standards of work and behaviour to boys and girls.
Boys are encouraged to have high standards of work and effort and are held to
account if their standards are low.
Higher aspirations and achievement for boys.
Reasons for lack of progress are identified and appropriate support strategies
implemented. Students on FSM make same progress as those not on FSM.
2.Renewed focus on Literacy.
(SSRE section 2: outcomes )
✓
✓
✓
All teachers
Led by
DSA
All teachers use strategies in lessons to help students improve their literacy.
Recommendations for literacy review are implemented.
Students are able to access the curriculum.
From
September
2016
Students are confident in communicating accurately both orally and in writing.
3.Increase course completion
rates of KS5 students by
improving transition and
induction.
(SSRE section 2: Outcomes and
section 3: Teaching and learning)
✓
DKS5, HoS
Led by
From
September
2016
Guidance provided to Y11 students from subject areas is clear. Students make
informed choices.
SOL provide scaffolding and clear plan of what is to be learned and how it will
be assessed for new courses at KS5. Milestones are in place to make sure
students are on track.
Students are supported in developing the skills they need to cope with linear A
levels and other KS5 courses.
Completion rate for courses is higher.
4. Review School Behaviour
Policy.
(SSRE Section 3: Teaching and learning,
care, learning environment)
✓
✓
✓
Led by
New policy
by January
2017
Use research from Education Endowment Foundation and strategies from June
inset as basis.
Consult on policy and amend as necessary with a focus on behaviour for
learning.
Rewards focus on progress and effort in learning.
Students, parents and staff understand behaviour expected.
Parents are involved in their child’s learning.
Behaviour and language improve. Fewer behaviour points and more reward
points.
5. Increase resilience and
mental health awareness at
KS3, KS4. and KS5.
(SSRE Section 3: Care)
✓
✓
✓
DKS 3, 4 &
5
Led by
Ready for
2017
Tutor programme, assemblies and PSHE include opportunities to explore
mental health and resilience. Information from the June inset day is used to
support students in developing resilience.
Parents and students are guided on appropriate use of social media.
Revised tutorial programme in place for 2017
Focus for development
Key
Stages
Who?
When?
Detail/Success Criteria
3
4
5
1.Develop and implement
strategies to assess progress
in 6 R’s/PLTS.
(SSRE Section 2: outcomes)
✓
✓
Led by
September
2018
Explore ELLI dimensions being done at SNHS, review outcomes of
trials here, look at other alternatives. Determine appropriate actions
and implement a strategy from September 2018.
2. Plan for and implement a
range of new courses that
caters for the needs of all
students.
(SSRE Section 3: curriculum)
✓
✓
✓
Deputy Head
and HOS
2016-18
Gain SQA subject approval in a range of subjects
Investigate possibility of delivering a range of SQA accredited courses
at KS4/5.
Roll out following new courses:
L2 (equivalent) SQA NPA PC Passport
L3 BTEC sport
L3 WJEC Food and Nutrition
L3 Applied ICT
Review KS3 curriculum to make sure it prepares students for the 14-19
curriculum.
3. Improve collaboration for
14-19 education.
(SSRE Section 3: curriculum and
partnerships)
✓
Deputy Head
and DKS5
2016-18
Work towards agreeing assessment dates and methods. Share good
practice for T&L., Agree protocols for tracking and dealing with
concerns.
Students feel part of a genuine collaboration such that their experience
of KS5 is positive and successful.
4. Continue to develop
curriculum links with partner
primary schools.
(SSRE Section 3: partnerships)
✓
✓
Led by and
DKS3
Completed by
September
2017
Work with children in years 3-5 to engage them in our activities.
Review calendar to identify suitable events and dates eg CSI,DT,
Science Fair new-intake, concerts etc.
Improve format of new-intake evening and roadshows.
Produce new prospectus and video.
5. Improve School website,
marketing and publicity.
(SSRE Section 3: learning resources and
stakeholders)
✓
✓
✓
Led by
For January
2017
Improve website quality. Use website to share information, consult
stakeholders, publicise events and successes. Trial a student-led
newsletter/media group. Communication improves and the school’s
reputation reflects our strengths and USP.
Students feel proud of the school and community engagement
increases.
6. Continue to press for new
STEM block.
(SSRE Section 3: Learning environment)
Head
Start scheme
by 2018
DEC put forward proposal as part of capital schemes to treasury for Pink
Book.
STEM block built ready for bigger year group in 4 years time.
7. Manage staffing and
resources with a reducing
budget.
(SSRE Section 3: learning reources)
Head
Budget
holders
For 2017-18
financial year
Curriculum offer reviewed to manage staffing as efficiently as possible.
Teaching staff structure reviewed. Support staff structure reviewed. Staffing
brought to within reduced budget with minimum impact on standards of
teaching and learning.
Budget holders ensure that resources are well-maintained, budgets are used
efficiently and there is minimal loss/wastage.
8. Review Assessment policy
and procedures in light of the
changes to DEC SSRE Toolkit
and removal of CEM data.
(SSRE Section 3: assessment)
✓
✓
✓
SMO
Ready for
September
2017 start
roll-out
Review of assessment policy and use of data.
Use information from Education Endowment Foundation (EEF) and other
research to investigate best practice in assessment.
Test out new methods of assessment with year 7.
Consult relevant stakeholders and implement change of policy from
September 2017.
School Improvement Priority 1: Develop the Effectiveness of Assessment
Objective
Overall Success Criteria
Priority Leader
To raise standards and develop students as
independent learners by:
• improving the ability of students to make
realistic assessments of the quality of their
work.
• ensuring both teachers and pupils use
assessment information to move learning to
the next stage.
Through a range of monitoring activities including
student interviews and book scrutinies most students
demonstrate that they are able to identify what is
good about their work and what they can do to
improve it. Teachers’ records and planning
demonstrate that assessment information is
effectively used to inform next steps in learning for
pupils. More accurate assessment and target-setting
will result in higher standards and an improvement of
* in A*-C (incl Eng and Ma)
Key Actions to Deliver
Objective
Success Criteria for Actions
Action Leader
Time
Scale
M&E Activities
Resource
Implications
Assessment policy
Assessment protocols
Tracking
Develop system of target-
setting
Improve feedback
Involve parents and community
School targets are met or
exceeded
Most students are on track to
make expected progress
Interventions are made where
underachievement is identified,
and impact positively on
performance
All data collection and reporting
processes completed according to
schedule
Middle leaders challenged and
supported where
LG line
managers
Sept 16-
August
17
Line manager
meetings
LG meetings
Review July
2017
Training in 4
Matrix for all
relevant staff
School targets are met or
exceeded
Most students are on track to
make expected progress
Interventions are made where
underachievement is identified,
and impact positively on
performance
All data collection and reporting
processes completed according to
schedule
Middle leaders challenged and
supported where
underachievement is identified
New staff provided with training
and support
Feedback to governors and LG
School Improvement Priority 2: Develop the Curriculum to Meet the Needs of Students
Objective
Overall Success Criteria
Priority Leader
To improve curricular provision for students so that it
reflects the desired outcomes of the Department’s
Curriculum for Learning and Achievement by
providing:
• A rich and well-balanced range of
experiences which engages and meets the
needs of all pupils.
• Opportunities for children to apply core skills
in cross-curricular contexts.
A range of monitoring activities including lesson
observation and scrutiny of planning demonstrate
that most lessons accelerate progress by providing
opportunities for children to apply core skills, and
develop learning dispositions, in a cross-curricular
context through challenging and engaging activities.
Analysis of impact will show that a more engaging
and appropriate curriculum will result in higher
standards and an improvement of * in A*-C (incl Eng
and Ma)
Key Actions to Deliver
Objective
Success Criteria for Actions
Action Leader
Time
Scale
M&E Activities
Resource
Implications
Curriculum Audit
Schemes of Work
Adapt KS4 and 5 specs
‘Pastoral’ curriculum –
PSHE/Tutorial provision
CEIAG
Involve parents and community
Roll out timeline for new
specifications
SOW in place for all courses
Research vocational, STEM
initiative and skills based
curriculum options
Further develop KS4 Provision
including SQA awards and exams
Roll out enhanced KS5
collaboration and review and
develop on an annual cycle
Sept
2016
start
LM meetings
CD monies
Training and
courses
Priority 3: Develop the Effectiveness of Teaching & Learning
Objective
Overall Success Criteria
Priority Leader
To raise standards by:
1. Improving the extent to which students
engage actively in, and take responsibility
for, their learning
2. Increasing the range of the pedagogical
approaches staff draw on
3. Ensuring lessons are stimulating and
motivating
4. Ensuring both teachers and students use
assessment information to move learning to
the next stage.
A range of monitoring activities including lesson
observation demonstrate that students are involved
in, and making decisions about, their own learning
and a variety of learning styles are supported. The
majority of students will make better than expected
progress.
Key Actions to Deliver
Objective
Success Criteria for Actions
Action Leader
Time
Scale
M&E Activities
Resource
Implications
Autonomy/metacognition
Pedagogy – CPD (inc P4C)
Learning Away from the
Classroom Review of
homework policy and
development of “ learning away
from the classroom” policy
Literacy – identification of
priorities for future development
ICT – review of curriculum and
Training/initiatives, including Team
Release, delivered with
demonstrable positive impact on
classroom practice
New T&L policy driven lesson
observation sheet introduced and
lesson observation data recorded
Any teachers whose teaching is
judged to require improvement are
supported and challenged
appropriately by their team leader
Middle leaders are held
Sept
2016
start
Lesson
observation
Team release
INSET
INSET training
provision
Training/initiatives, including Team
Release, delivered with
demonstrable positive impact on
classroom practice
New T&L policy driven lesson
observation sheet introduced and
lesson observation data recorded
Any teachers whose teaching is
judged to require improvement are
supported and challenged
appropriately by their team leader
Middle leaders are held
Learning Away from the
Classroom Review of
homework policy and
development of “ learning away
from the classroom” policy
accountable for observation,
monitoring, evaluation and review
and know the processes in place
for these. Any new middle leaders
are mentored through the process
by an experienced colleague
SSRE Q2 evidence of teaching
and learning being at least “Good”
Date
SIP Objective and Key Action
Item
Cost
Summer 2016
Autumn 2016
Priority 1: CURRICULUM –
Starting point...
What do we want our curriculum to teach children?
What are the values underpinning out curriculum, what will drive it?
What do we want our curriculum to do/what is its purpose?
What do we want our curriculum to look like? Highlighted each year? By year group?
What do we want to include in our curriculum as well as subjects? Learning powers? Mindset? Environment?
What do we use currently to plan from?
Objective
Overall Success Criteria
Priority Leader
To establish a skills based curriculum which ensure
consistency and appropriate progression throughout the
school year.
Each year group will have a clear map of the skills which they
need to cover within the year and all of the skills within the
chosen ‘schemes’ will be covered during a child’s time at Ashley
Hill.
Key objectives
Key Actions to Deliver Objective
Success Criteria for Actions
Time Scale
Resource
Implicatio
n
To learn how other
schools have developed
their curriculum to
ensure progression and
coverage.
To decide what we want
the purpose of our
curriculum to be, what
are the
drivers/principles?
To establish what
teachers are currently
Arrange meetings with local Senior leaders
who have recently developed their curriculum
to support our understanding of the processes
we will need to go through.
Staff meeting time, to mind map what the
purpose of developing our curriculum is and
what it could look like. What do we value about
our curriculum/what do we need from our
curriculum to ensure coverage/progression?
Staff meeting to share what people use, what
works well, what we could use and decide upon
A meeting will have been held and
notes from the meeting are shared
with the Curriculum group to help
provide insight into the process of
developing a clear curriculum.
An outline of the principles and
drivers of our curriculum will be
established to underpin the
curriculum development.
A list of which skills based
resources will be created and used
Dec 2016
Nov 2016
Nov 2016
Staff
meeting
time
Priority 2: ENVIRONMENT
Objective
Overall Success Criteria
Priority Leader
To develop our school environment so that it engages children
and ensures staff can take advantage of the learning
opportunities on offer.
Children regularly taking advantage of opportunities outside the
classroom to engage them in learning.
Key objectives
Key Actions to Deliver Objective
Success Criteria for Actions
Time Scale
Resource
Implications
To learn how other schools
have developed their outdoor
environment to maximise
learning.
To visit Willaston and Ballasalla Primary Schools
to talk to HT and observe outdoor provision.
Staff to assess whether principles can
be applied to our school.
Autumn 2016
To learn how other schools use
their outdoors during break /
lunchtimes.
Lunchtime ancillaries to visit Ballasalla School.
Ancillaries to begin to develop positive
play approach to their roles.
Autumn 2016
To ensure our school has an
environment that engages
children.
Work to develop our foyer area. Use of television
to show off children’s learning and displays
including a ‘curiosity cabinet’.
Children engage in their environment.
Children walking calmly through the
school and using display as
conversation opportunities.
Spring 2017
To develop lunchtimes by
encouraging children to assess
their own risk, for overall
benefit.
Stock the Playbin with equipment from
parents/staff/local providers.
Have whole school Twilight on Outdoor Play and
the use of the Playbin
School Assembly on Risk Benefit.
Children use the Playbin equipment
effectively.
Lunchtime ancillaries aware of
encouraging positive play.
Spring 2017
Letter to parents
regarding
Playbin
equipment.
To ensure parents are aware of
our outdoor play policy.
Write letter to parents regarding our new
procedures and invite them in for an afternoon of
fun!
Parents attend afternoon and get
involved!
Autumn 2017
To utilise areas within the
school that aren’t currently
used.
- Refurbish Class 7.
Tidy mobile classroom and set up timetable.
Class 7 used for creative activities (such
as cooking and textiles). Mobile
classroom used for peri activities and
FAST programme.
Summer 2017
£400
Priority 3: SCIENCE –
Objective
Overall Success Criteria
Priority Leader
To equip staff to teach high quality
science lessons which ensure appropriate
coverage of skills and content.
Greater confidence amongst the staff, leading to enhanced enjoyment and results in
this area of learning; hold a ‘Science week’ across the school.
Key objectives
Key Actions to Deliver
Success Criteria for Actions
Action
Leader
Time
Resource
Implications
Objective
Scale
1. Improve the quality and quantity of
resources for science.
Carry out an audit of existing
resources, including those stored in
classrooms & topic boxes.
order new resources: replace
unsuitable/broken resources & order
necessary items that the audit shows
as missing.
Staff will have adequate amounts of
suitable resources and equipment
available, which will enable them to
deliver the curriculum coverage needed.
Pupils will enjoy lessons that have been
adequately resourced.
By
Easter
2017
Time: the whole
staff need to be
involved in this.
Time costs will be
staff meeting
times/ inservice
time.
Money for new
equipment.
2. Improve teacher confidence
Observe good practice at other
schools
See quality lessons delivered in school
by visiting Science practitioners
Increased staff confidence, resulting in
quality science lessons, and the
planning and delivery of a ‘science
week’.
All staff
By
July
2017
Time to go to
other schools
Supply costs
Visitor costs
Planning time for
science week
3. Ensure SC1 is prioritized
Ensure children are ‘working
scientifically’ by staff focus on SC1
objectives in every lesson
alongside knowledge Learning
Intentions.
Evidence of SC1 is clear in tasks
undertaken by children.
Planning ensures there is a progression
of SC1 skills from R to Y6.
Children show increasing independence
in setting up investigations and in
recording, analysing and interpreting the
results.
Spring
2017
Time for
discussing the
model/structure
we follow
learning walks
monitoring
(Planning/books/reco
rded work)
Key Actions
Action Leader
Time Scale and
Resource
Implications
Outcomes for Children
Evaluation/ Review
To reflect on the existing long term plan
and rewrite it to support clarity of
learning intentions in non core subjects.
Summer term ready
to use in Autumn
term
Children’s involvement in planning non core subjects
has clear skills/ knowledge guidance. Children are
aware of the difference between the two and can talk
about skills development across a range of subjects with
clarity.
*LTP ready for use in Sep. All classes using it to
support topic work and guiding children in 3 parts of
learning i.e ASK.
To produce a template for lesson
observations which focuses on
monitoring progression in
skills/knowledge/learning habits.
Autumn term
Lesson observations will show that clear learning
intentions enable children to develop the skills and
knowledge stated in the planning and that learning
progresses.
*Nov - Observation checklist & new format in use -
observations (non core) show some confusion in
learning intentions - staff need to focus on 1 aspect of
the ASK model in any one session
*Feb repeat of non core observations shows distinct
improvement in learning intentions
*April - checklist refined to support feedback
To restructure short term plans to
support the development of clear
learning intentions in non core subjects.
Summer term ready
to use in Autumn
term
Planning scrutinies will show that teachers are using
skills/ knowledge to guide activities which enable
children to develop/use the stated skill/knowledge
*Ready for use in Sep - now on Google Docs to allow
joint reflections with HT/DHT.
*Feb - ASK section made more explicit in non core
subjects.
INSET and twilight training in visual
mapping.
September INSET
and two twilights
Children will be able to structure their thinking using
the visual maps. Pupil interviews will demonstrate that
pupils find the maps a useful tool and that their thinking
skills are improving.
Circle and bubble maps used from Sep. Dec. - ready for
more! *
*March - breadth of maps in use across school
*Feb - thoughts developing alongside use of maps with
Blooms … future thoughts!
*May - range of visual maps used consistently across
school - obs. show children beginning to choose specific
maps for a specific purpose
To reflect on the existing long term plan
and rewrite it to support clarity of
learning intentions in non core subjects.
Summer term ready
to use in Autumn
term
Children’s involvement in planning non core subjects
has clear skills/ knowledge guidance. Children are
aware of the difference between the two and can talk
about skills development across a range of subjects with
clarity.
*LTP ready for use in Sep. All classes using it to
support topic work and guiding children in 3 parts of
learning i.e ASK.
To restructure short term plans to
support the development of clear
learning intentions in non core subjects.
Summer term ready
to use in Autumn
term
Planning scrutinies will show that teachers are using
skills/ knowledge to guide activities which enable
children to develop/use the stated skill/knowledge
*Ready for use in Sep - now on Google Docs to allow
joint reflections with HT/DHT.
*Feb - ASK section made more explicit in non core
subjects.
To produce planning walls/areas with
children.
Ongoing
Children will take an active role in planning using the
LTP as guidance: any questions they ask will be
researched, knowledge will progress and findings will
be displayed on the planning wall/areas for children to
refer to.
*Nov - All classes have planning walls. Trialling
enquiry based topic learning from Jan.
*April - planning walls show ASK in all classes
* To use a high order thinking skill in
the split screen introduction and
ensure children use these skills across
a range of contexts.
Ongoing
Pupil interviews and visual maps will show children are
increasingly able to use/discuss skills in a variety of
situations.
*Nov. lesson ops. resulted in teachers beginning to use
triangular representation for ASK introduction. All
teachers observed had a HOT skill but clarity is still
needed.
*Feb - informal pupil interviews during lesson ops. - all
children thought ASK supported their learning as it
helped them ‘know what to do’
To produce planning walls/areas with
children.
Children will take an active role in planning using the
LTP as guidance: any questions they ask will be
researched, knowledge will progress and findings will
be displayed on the planning wall/areas for children to
refer to.
*Nov - All classes have planning walls. Trialling
enquiry based topic learning from Jan.
*April - planning walls show ASK in all classes
Key Actions
Action
Leader
Time Scale &
Resource
Implications
Outcomes for Children
Evaluation/ Review
To research outdoor environments
Visit Ballacottier, Ballasalla
Visit Ballacottier, Ballasalla
Summarise key points from Dirty Teaching (Robertson) and identify range
of additional readings
Willaston
All - anything of particular interest to be displayed / shared
Autumn Term
4 afternoons
supply costs to
cover release
Children are encouraged to play by staff
who understand the value of free play,
measured risk taking and a richer outdoor
environment
*Sep Twilight with IOMCC - all staff - new
play policy in place
*All classes engaged in risk assessment/benefit
from Oct. Play display in green hall - also
photo. evidence.
LOtC Course 2/3/17
To research outdoor environments
Visit Ballacottier, Ballasalla
Visit Ballacottier, Ballasalla
Summarise key points from Dirty Teaching (Robertson) and identify range
of additional readings
Willaston
All - anything of particular interest to be displayed / shared
Autumn Term
4 afternoons
supply costs to
cover release
Children are encouraged to play by staff
who understand the value of free play,
measured risk taking and a richer outdoor
environment
*Sep Twilight with IOMCC - all staff - new
play policy in place
*All classes engaged in risk assessment/benefit
from Oct. Play display in green hall - also
photo. evidence.
LOtC Course 2/3/17
To understand thorough risk assessment for playground activities
1) Identify appropriate forms
2) Liaise with @ children centre
3) Liaise with
4) Check caretaker can be expected to monitor weekly & what changes
should be noted
5) Share / develop ideas in responsibility / risk in KS assemblies
Autumn Term
2 afternoons
supply costs to
cover release
Children are engaged in a dialogue about
rights, risks and responsibilities
Children are more self aware / reliant and
able to identify hazards and take measures
to control them
Children have a shared language that
encourages safe but adventurous play
Supply caretakers - doing much of weekly
monitoring
Ongoing child based risk assessments -
displayed in green hall
called out two occasions - tree play and
paperwork
Phone calls and emails with Nov16
£4k agreed from budget for CC paperwork,
name support, resources
site visit 2/3/17
Discussion with / job spec to follow (3/3)
Changes to policy and RAs from Feb17 - clearer
roles and responsibilities required by
April - risk assessments reviewed and signed
To compile list that identifies, sources and costs appropriate equipment for
out door play
1) school visits
2) quiz
3) To provide equipment for outdoor play e.g play bins
Autumn Term
£TBC
Children have equipment with which to
engage freely
All spends on spreadsheet
some equipment delivered Feb16 - slow intro
vital
den building resources to follow 3/3
To share ideas with all staff, including dinner ancillaries
1) training from Children’s Centre - twilight for all staff (20.9.16)
2) consider mix of year groups on playgrounds
3) display board/use It’s Learning page during research process
4) slots at staff meetings to relay progress
5) 15min lunchtime observation sessions where staff pair up and work
with ancillaries
Ongoing - inc.
twilight in
September
Children benefit from a consistent
approach to outdoor play and a shared
language concerning safety, opportunities
to explore, make mistakes, take risks and
stay safe
Twilights Sep16 and Jan17
Mixed year group play areas happened naturally
by mid. Oct
3) neither used - idea dropped as not serving
purpose
staff meeting and assembly discussions when
necessary - as result of reflective practice
highlighting prospective hazards
To compile list that identifies, sources and costs appropriate equipment for
out door play
1) school visits
2) quiz
3) To provide equipment for outdoor play e.g play bins
Autumn Term
£TBC
Children have equipment with which to
engage freely
All spends on spreadsheet
some equipment delivered Feb16 - slow intro
vital
den building resources to follow 3/3
To ensure money is ring fenced at start of year
(not necessary until April 17 budget - once list developed)
a) to remove fitness trail
b) to landscape in place of fitness trail inc. possible removal of fencing
c) to move sheds for loose item storage
Autumn
term
£10,000 for
equipment
work
Sheds etc
TBC
Children have purposeful equipment to
engage with
trail removed
harris fencing removed Jan 16
Sheds moved Jan 16
£4000 for contents of play bin and to move
sheds allocated.
To ensure money is ring fenced at start of year
(not necessary until April 17 budget - once list developed)
a) to remove fitness trail
b) to landscape in place of fitness trail inc. possible removal of fencing
c) to move sheds for loose item storage
Autumn
term
£10,000 for
equipment
work
Sheds etc
TBC
Children have purposeful equipment to
engage with
trail removed
harris fencing removed Jan 16
Sheds moved Jan 16
£4000 for contents of play bin and to move
sheds allocated.
Key Actions
Action Leader
Time Scale and
Resource
Implications
Outcomes for Children
Evaluation/ Review
TLRs to work alongside other staff to
improve indoor environments by
creating:
1) Role play, nature tables / wonder
areas
2) Independent areas with resources
which facilitate open ended
activities
DHT and TLR s
Ongoing but
beginning in
Autumn term
Children have time to collaborate on creative,
purposeful and ‘non-directed’ challenges, engage in role
play and contribute to conversations/ activities
involving high order thinking
Following AHT/ADHT training with -review of Awe &
Wonder in Nov. - needs to be in it’s own right not to
stimulate writing.
Good use of new S&L descriptors & ICT in KS1 to
support expected outcomes for oral rehearsal of writing
*Feb - KS1 working on shared area to provide focussed
stations with more rigorous outcomes expected
*March - nature tables in KS1 and Y5
TLRs to work alongside other staff to
improve indoor environments by
creating:
1) Role play, nature tables / wonder
areas
2) Independent areas with resources
which facilitate open ended
activities
Ongoing but
beginning in
Autumn term
Children have time to collaborate on creative,
purposeful and ‘non-directed’ challenges, engage in role
play and contribute to conversations/ activities
involving high order thinking
Following AHT/ADHT training with -review of Awe &
Wonder in Nov. - needs to be in it’s own right not to
stimulate writing.
Good use of new S&L descriptors & ICT in KS1 to
support expected outcomes for oral rehearsal of writing
*Feb - KS1 working on shared area to provide focussed
stations with more rigorous outcomes expected
*March - nature tables in KS1 and Y5
Staff to provide well resourced creative
areas (see above) which encourage
purposeful free writing
All staff
Ongoing but
beginning in
Autumn term
Children have opportunities and time to follow their
own lines of enquiry / write about/discuss their own
ideas and experiences
*Nov learning walks - still some issues with
independent areas (resourcing, time) - children need
directing to them and then need time to continue ideas.
Staff meeting discussion re: ‘free writing week’
*March - use of picture books across school to provide
stimulus and structure
All staff use children’s free writing to
inform expectations and help judge
levels
All staff
Ongoing
Teacher/child assessments lead to purposeful/ accurate
building of writing skills to ensure appropriate next
steps for individuals
Nov. moderation - free writing used but still need
greater range of evidence - time in KS2 an issue
To ensure every class has sufficient
resources
All staff
Autumn Term
£600 for all classes
Children are able to develop their language and thinking
by having access to quality relevant resources in role
play/ writing etc areas
Budget available - need for key boards for i pads in
Y5/6 (request from boys)
Issue of time to monitor resources
To monitor boys use of the environment
and adapt practise to increase productive
engagement for boys
All staff
End of year
Boys are given more challenging and engaging
opportunities to practise and extend writing skills, they
have clear guidance on using independent challenges
and have expected outcomes for these challenges
March - Work on writing stimuli began - learning walk
showed lots of skills support but few ideas to stimulate
writing
Websites and other resources shared with staff re:
stimulus of writing
All staff use children’s free writing to
inform expectations and help judge
levels
Teacher/child assessments lead to purposeful/ accurate
building of writing skills to ensure appropriate next
steps for individuals
Nov. moderation - free writing used but still need
greater range of evidence - time in KS2 an issue
To monitor boys use of the environment
and adapt practise to increase productive
engagement for boys
Boys are given more challenging and engaging
opportunities to practise and extend writing skills, they
have clear guidance on using independent challenges
and have expected outcomes for these challenges
March - Work on writing stimuli began - learning walk
showed lots of skills support but few ideas to stimulate
writing
Websites and other resources shared with staff re:
stimulus of writing
Pupil participation
maximised through
inclusive practice to remove
barriers to learning for all
children.
Vulnerable groups are identified and impact of interventions are tracked
Inclusive practice monitored to ensure barriers are removed for all children - link with E4L principle ‘inclusion’
Observations and learning walks indicate increase involvement in outdoor learning across the school
FS have undergone the Step into Quality Mark
School Council have developed and embraced Rotakids - link with E4L principle Pupil Voice
Use of ‘Inclusion indicators ‘ show progress in Creating Inclusive Cultures ( ‘Partnership between staff and parents/carers’
‘Local communities involved in the school’, staff and students treat one another with respect) see http://dantescuola.gov.it/
dantescuola.eu/COMENIUS/Comenius2013 15/01Mobilita%20in%20Bulgaria%20-%20Sofia/Readings/Index4INCLUSION.pdf
Link to E4L principle ‘partnership with the community’
Partnership between staff and
parents/carers
Local communities involved in the
school
Peng - establish a bedtime story initiative in KS1
link to above invite parents to come in to share an
afternoon for T4W
sum 17
Following parent forum - suggestion for bring a parent/carer
to school day.
Medium term priorities
Raising attainment/Quality of teaching
and learning
21st Century learning Thinking
Parental/community engagement
Inclusion
Long term priorities
Raising attainment
Quality of teaching and learning
Parental/community engagement
Inclusion
look at leadership styles and effectiveness of
team - LEAD insights
FS - clear manageable systems for
continuous assessment
meshing of levels
Science - science assessment and
moderation (teaming up with Foxdale and
maybe Cronk y Berry)
Use of forest school/outdoor learning
embedded
curriculum skills map- use national
curriculum, curriculum to
ensure statutory requirements are covered
along with what WE think is important for
our children.- further developed
E4L - focus on 1 or 2 areas over a 3 year
rilling programme
community room
parent learning opportunities provided on-
site through links with UCM
Community facility /SOLE classroom for use
by business community/secondary schools/
UCM
inclusion quality mark
Possible large scale Purchases:
* new system in hall for display in assemblies
* whole school audio system to enable music to be played across the school including outside 17/18
* chairs for staff
* carpets for yr1/2 plus classrooms on corridors - 4 carpets - next priority
* refurbishment of office area 17/18
* refurbishment of staffroom 17/18
* further developing outdoor environment 15/16 £6,000
* Reception outdoor classroom - funding required to make it a useable space all year round - priority
* Continue development of reception/yr1/2 outside area, outdoor classroom - making it useable during wet weather√
* Re-fitting of outdoor class to provide working stations internally
* Community room
* Dedicated SOLE classroom
* netball/football posts / FOOTBALLS
* furniture for front porch
* painting - rolling programme
* office/staffroom
* carpets in other areas - rolling programme
* whole school audio system to enable music to be played across the school including outside 17/18
* guided reading scheme
* paths
* outdoor learning - trips away to see other schools
Full Response Text
2016-2017
There are 3 key areas that the whole school is focussing on for 2016-2017. These have come from our SSRE which has highlighted
a few key areas that need developing.
Parent Partnerships (SSRE - Section 3) rationale- During 2015-16, evidence gathered through the SSRE process, NOC
visits,feedback from Parents have indicated that this needs further development. During 2015-16 this commenced and a body
of work resulted in improved communication with Parents and Parents more involved in the Learning process. This next year
we wish to ensure this is sustainable and mesh the work we have carried out developing the Learning Language though
developing further work with Parent Partners
Developing Creative approaches to learning across the school (SSRE Section 1 ). Analysis of levels of attainment, monitoring
and evaluating activities and careful examination of SSRE teaching and learning have indicated that during 2016-17 a
focus upon this would impact upon pupil achievement. Boys achievement in KS1 will be identified and higher level
investigations across the school will have a positive impact upon learning in KS2.
Develop distributive Leadership across the schools (SSRE - Section 3) All teaching staff and some support staff to be
encouraged to lead on aspects of school development through action research. Staff identifying aspects of interest, making
judgements for improvement, researching and feeding back to the whole staff on outcomes for success.This is further
identified from the SSRE/ NOC- Geoff Moorcroft March 2016
Success criteria- improvement in outcomes- attainment, achievement, attitudes n values, learning impact
All staff have been given Performance Management Targets which relate to the above areas. These will be reviewed regularly
throughout the year.
Link to the school Vision
“learning is a journey to be taken together one step at a time”- Onchan Learning language will feed into this explicitly through
Priorities 1,2 and 3
SIP future developments
Distributed Leadership (year 2)
Curriculum development (English and Science)
Parent Partnerships
Actions
Expected Outcomes
Evaluation
Time
Scale
Led by
To review communication systems with all
stakeholders.
Questionaires developed further
Review the school email system
Develop SMT drop in sessions for parents
Questionaire distributed
November 2016/ June 2017
Email system in place linked
with Arbor- liaise with GTS
Weekly drop in sessions
established
Is communication improved
between home and schools? Do
Parents feel better informed?
Oct
May
Nov
Sept- July
Provide opportunities for Parents to
understand educational approaches to
learning through:
INSPIRE sessions
Parents evenings
Curricular events- reading, maths, IT etc
New Parent meetings
Learning Logs
Themed INSPIRE sessions taking place
in each class twice a year
Meetings held by each year group in
first half term for parents to deliver
expectations
Subject leaders hold parent
information events in a range of
subjects
Learning logs established in all classes
which are used regularly
Do Parents have a better
understanding about
learning rather than work?
Do Parents have knowledge
about learning that takes
place in school?
Ongoing
September
Ongoing
spread
across year
September
Classteachers
Teamleaders/
Classteachers
Subject
Leaders
Classteachers
Develop the Parents School website
providing clear, up to date information
relating to educational web links,
learning opportunities and home
learning activities
Liaising with - Subject Leader for IT ,
GTS and Team Leaders a clear site is
developed to share examples of learning
support systems
Is there an increase in the % of
Parents accessing the school
website to support learning?
Jan- July
2017
/Teamleaders
/ SLT/SMT
Actions
Expected Outcomes
Evaluation
Time
Scale
Led by
Develop a parent partnership policy with
stakeholders thus developing a clearer
understanding of how children learn
A Parent Partnership policy is
written by a working group
which reflects best practice
developing links with Parents.
Does the schools policy reflect
best practice and is it
adhered to by all staff?
-May 2017
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
Lesson observations take place
identifying aspects of effective
learning across the school
SLT discussion with Link Advisor
Curriculum planning
sampling will identify where
challenge is not yet embedded
and where example of
challenge are positive
Where is challenge appropriate?
What Key Stages offer best
practice?
Does the planning format
enable challenge?
Is metacognition evident?
October 2016
SLT
Feedback to staff from lesson
observations to enable action to be
taken
Improvements in challenge
based learning
Next planning sample to show
improvements in challenge,
metacognition and
October 2016
SLT
Staff meetings planned to discuss what
challenge looks like across the school
Whole staff discussion
Improvement in staff
knowledge
Staff developing challenging
learning activities within
class
Feedback from staff meeting
Sample March 2017- what have
you done differently?
Pupil interviews- March/ April
2017
Jan 2017
Challenge days planned- focus on
investigations (link to AT 1 science &
maths) and creativity
Pupils invigorated by open
ended learning
(Link to INSPIRE days?)
Update SSRE evidence
Feedback from Parents and
Pupils showing growing
understanding towards Growth
mindsets, Challenge based
learning, differentiated
practice, self improvement
Summer 2017
All staff
Challenge based learning developed
as home learning to encourage
greater creativity
Development of Learning logs
to show increase in learning
challenges.
Feedback through effective
marking to inform Parents
Learning log sampling- July
2017.
Feedback given to staff to be
effected into 2017-18
By Summer
2017
All staff
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
Action research group developed
looking at the impact of challenge
throughout learning
Staff awareness growing
regarding developing best
practice through research,
visits to other schools,
trialling of new ideas
Feedback to staff on
developments so far.
Presentation developed showing
direction of research and an
opportunity for full staff input
before Year 2 commences
By Autumn
2017
Action
Research
Group
Support all teachers in developing
Speaking and Listening opportunities
across the curriculum
There are plenty of
opportunities for S and L
activities which are planned
and assessed effectively which
extend beyond S&L weeks
which are timetabled
Use of S&L descriptors across the
whole school
Accurate assessment of S&L onto
Arbor- June 2017
Analysis of data - July 2017
By Summer
2017
All staff
Learning and teaching policy
updated
Learning and teaching policy
used by teachers when
planning and during lesson
observations
New Learning and teaching
policy updated and shared with
all staff. Planning format
developed to ensure Sept 2017-18
challenges are planned across
the school like to each theme
July 2017
SLT
Developing Challenge
Priority 3 - Distributed leadership
Type to enter text
Type to enter text
Actions
Expected Outcomes
Evaluation
Time Scale
Led by
To develop staff training explaining
Action Research and identifying 4 areas
of research to improve the school.
Establishing Action Research Teams across
the school involving all staff
Following staff meetings all staff will
have identified aspects of research
will interest them and which would
result in a potential improvement in
the quality of L&T at Onchan School
4 groups
developed
All staff place
themselves into
areas of interest
November 2016
To establish the process that action
research will take- what will come out of
the research? To clarify the exact area
and parameters of research and
formulate a question
Staff meetings take place resulting in
high quality discussion around
current research linked to their area
of interest
Staff are
energised,
enthused.
Participation
rates across the
school are high
November 2016
Reading, visits to other schools, meetings
with other professionals, professional
dialogue takes place
Increased understanding, depth of
knowledge, feedback to the rest of the
group, sharing of ideas, discussion
within the group re next steps
Feedback to
groups. Quality
of discussion,
feedback,
generating
ideas
March- June
2017
All staff
Each group to come up with at least one
recommendation for school improvement
with wider evidence and school based
evidence to back this up.
Feedback to all staff, information
presented July 2017 re progress to
date and the direction of
development for the next academic
year linked to the 2017-18 SIP
Staff meeting
taken place.
SLT update SSRE
- Leadership
section
July 2017
4 Groups
CYB - Raising Attainment Plan
January to July 2017
TheThis
Cronk-y-Berry Primary School
Single Raising Attainment Plan:
Spring Term 2017
School’s targets- JULY 2017
70% children making at least 2 NC levels progress throughout KS2 in Reading
70% children making at least 2 NC levels progress throughout KS2 in Writing
50% of children making at least 2 NC levels progress throughout KS2 in Maths
Monitoring group:
Headteacher
Deputy Headteacher
Literacy and Numeracy Co-
ordinators
SENCO
Chair of Governors
Link Adviser
Support and quality
assurance:
Link Adviser
Moderating teams
The percentage of children working at or above age-related expectations by July 2017:
EYFS
96% to achieve a ‘Good’ level of development in Reading, 82% in Writing and
82% Number by end of Reception.
English
Mathematics
Year 1
65% on track in Reading or above by
end of year
50% on track in Writing or above by
end of year
76% on track or above by end of year
Year 2
From 56% (2016) to 68% L2b+ in
Reading. (IOM = 66% 2016)
From 47% (2016) to 55% L2b+ in
Writing. (IOM = 66% 2016)
From 56% (2016) to 72% L2b+ in
Mathematics. (IOM = 71% 2016)
Year 3
73% on track in Reading or above by
end of year
87% on track in Writing or above by
end of year
87% on track or above by end of year
N.B., To ensure impact on 2 levels
progress though KS2 and combined
attainment at the end of KS2, children
identified in the target groups who are
falling behind, making slow progress or
stuck need to make accelerated
progress of at least 1 NC level in the
academic year, taking account of their
prior attainment, baseline attainment and
their potential to improve
Year 4
From 74% (2016) to 81% L3b+ in
Reading.
From 53% (2016) to 65% L3b+ in
Writing.
98% children in Reading to make at
least 1 NC level progress since end
of KS1.
85% children in Writing to make at
least 1 NC level progress since end
of KS1.
From 77% (2016) to 78% L3b+ in
Mathematics.
94% children in Maths to make at
least 1 NC level progress since end
of KS1.
Year 5
76% on track in Reading or above by
end of year
62% on track in Writing or above by
end of year
78% on track or above by end of year
Year 6
78% L4+ in Reading.
(IOM = 90% 2016)
68% L4+ in Writing.
(IOM = 83% 2016)
80% L4+ in Mathematics.
(IOM = 89% 2016)
CYB - Raising Attainment Plan
January to July 2017
Key success criteria to be reviewed by leadership team at each single plan (RAP) review meeting
N.B., All activities planned in the single plan (RAP) should link explicitly to the achievement of one or more of the success criteria:
Priority One: Raising Standards and accelerating progress.
Key entitlement is to ensure all children progress at least 2 NC levels throughout Key Stage 2 and secure Level 4 or above in both
English and mathematics by the end of KS2
a)
Accelerated progress of all children in identified target groups in Y1 to Y6 to meet or exceed their targets by the end of June 2017.
b)
N.B., To ensure impact on 2 levels progress though KS2 and combined attainment at the end of KS2, children identified in the target groups who are falling behind, making
c)
slow progress or stuck need to make accelerated progress of at least 2 sub-levels in the academic year, taking account of their prior attainment, baseline attainment and
their potential to improve
d)
?% Children in EYFS to achieve a ‘Good’ level of development in Reading, Writing and Number by end of Reception year
e)
Progress of all children currently working at or above age-related expectations:
f)
to achieve at least Level 2b or above by the end of Year 2
g)
to achieve at least Level 3b or above by the end of Year 4
h)
to achieve at least Level 4b or above by the end of Year 6
a.
NB children in Year 1,Year 3 and Year 5 working at or above age-related expectations should be on a secure trajectory to achieve the NC expectations by end of
Year 2,
i)
Year 4 and Year 6 respectively.
j)
Children working well below (or well above) age-related expectations to make expected progress (negotiated pupil by pupil based on knowledge of the child, prior and
baseline attainment) NB Most children working below age-related expectations should still be expected to make at least 2 NC levels progress throughout KS2
Priority Two: Improving the quality of learning and teaching. Priority Three: Improving the conditions for learning.
Key entitlement is to high quality teaching and learning which enables all children to make good progress to reach or exceed national
expectations
k)
The proportion of literacy and mathematics lessons judged ‘effective’, ‘very effective’ or beyond is over 75% (large majority) based on impact on pupil progress and
attainment.
l)
All children in the identified target groups make accelerated progress to achieve the half termly age-related curricular focus/ targets in key aspects of reading, writing and
mathematics
m) All children currently working at age-related expectations or above achieve at least the half termly age-related curricular focus/ targets in key aspects of reading, writing and
mathematics
n)
Children working well below (or well above) age-related expectations make good progress towards (or well beyond) the age-related expectation based on their starting point
in key aspects of reading, writing and mathematics (individual curricular focus/ targets negotiated pupil by pupil based on knowledge of the child and prior and baseline
attainment)
o)
All children in the identified target groups demonstrate increased confidence, motivation and attitude to their learning of the age-related curricu
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