Post on 29-Jun-2020
School Development
Plan2019 - 2020
School Development Plan2019 -2020
Vision and Values
Our visionOur aim is to give our students the best possible education in a safe, healthy and happy school where everyone matters and where learning is at the heart of everything we do.
Our values
Positivity: We engage children in learning to allow for all pupils to have a positive experience of education.
We recognise pupils’ progress daily. All of our pupils achieve and this is rewarded and celebrated.
We promote positive relationships between parents/carers, pupils and staff.
Mutual respect and tolerance are central to our ethos.
Understanding: We use a nurturing approach to meet pupils’ individual needs.
We have a good understanding of our learners and when they need support.
We want the best outcomes for our children and share their parents’/carers’ hopes and aspirations.
Individuality and diversity are celebrated.
Personalised: We develop tailored programmes relevant to a pupil’s individual needs and interests.
We adapt the learning environment and curriculum to allow young people to feel safe, secure and enable them to achieve.
We provide our pupils with a range of strategies to help them to succeed in life.
The child is at the heart of everything we do.
2
School Development Plan2019 -2020
2019/2020 Priorities
QUALITY OF EDUCATION
Improve pupil progress in the non-core subjects (GC) Review the KS4 curriculum to ensure it better meets the needs of all pupils (AH/SG) Fully embed the principles of ELKLAN (Communication Development Group) Develop strategies to improve the teaching of pupils on the ASD spectrum (AH) Further develop our nurture group provision (KB)
BEHAVIOUR AND ATTITUDES
Improve attendance (AH) Develop a consistent approach to attachment/trauma through the use of emotion
coaching and restorative practices (AB/KB)
PERSONAL DEVELOPMENT
Further develop emotional literacy and Mindfulness (KB) Improve the quality assurance of safeguarding (AB)
LEADERSHIP AND MANAGEMENT
Expansion of the schools (AB) Improve staff wellbeing (AOB) Develop a communications strategy (AB) Reorganise the school day to better meet the needs of all learners (AB) Develop leadership capacity throughout the schools (AB)
3
1. Quality of Education
Priority 1: Improve pupil progress in the non-core subjects Success Criteria: 70% of pupils to make at least expected progress in the non-core subjects.
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
1.1.1 Review and develop the Federation Curriculum Overview for non-core subjects matched with the National Curriculum Programmes of Study to ensure full coverage and progression in each year group in non-core subjects
To appoint subject leaders in non-core subjects which will be linked to their appraisal
SLT to review curriculum overviews for non-core subjects at SLT meetings to ensure there is continuity on both KS2/3 sites which then feeds into KS4
September 2019
September 2019
HOC
HOC
All non-core subjects are successfully being co-ordinated by staff
A whole Federation Curriculum overview is developed for non-core subjects
No cost
INSET
1.1.2 Review and develop schemes of work and medium term planning to ensure full coverage and progression in each year group in non-core
Newly appointed subject leaders to meet and develop schemes of work using the agreed Federation overview
October half term
HOC and Subject leaders
Joint cross Federation meetings to take place with specific subject leaders to develop curriculum
Subject leader non-contact time
School Development Plan2019 -2020
subjects
1.1.3 Develop a comprehensive assessment system to monitor pupils’ progress in non-core subjects
To update Classroom Monitor with differentiated learning outcomes for non-core subjects
To use Classroom Monitor as an assessment tool with updated objectives linked to new curriculum overviews
December 2019
January 2020
HOC and Subject leaders
EH and HOC
All teachers will be able to use and assess all non-core subjects using the new objectives on Classroom Monitor
All teachers will be able to carry out formative assessment in non-core subjects
Time
Classroom Monitor costs
1.1.4 Monitor and review quality of planning, teaching, pupil work and progress in non-core subjects
During QA monitoring, specific time is allocated to focus on assessing planning, marking and pupil progress in non-core subjects
April 2020 Subject leaders Developing the role of the middle leaders by supporting them to monitor in the non-core subject they are co-ordinating
Adding non-core subject monitoring to Blue Sky and link to teacher appraisals
Teacher time
Blue Sky cost
5
School Development Plan2019 -2020
1.1.5 Whole school displays to be developed which have a non-core theme
To improve the profile of non-core subjects across the Federation by developing quality displays of pupil work and progress.
January 2020
Subject Leaders The best quality displays are photographed and uploaded onto the website, Twitter and the School Prospectus for parents and carers to see
Teacher time
Allocated money in the cost centres to purchase resources and equipment for subject specific needs
Priority 2: Review the KS4 curriculum to ensure it better meets the needs of all pupils
Success Criteria: Provide music and drama on the curriculum Operate an options system for year 9 pupils moving into KS4
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
1.2.1 To gain a greater understanding of the current needs of other pupils at KS4
Analyse results of vocational and GCSE Courses in order to identify which provide the most successful outcomes
Staff/vocational centre input into what subjects they feel work better with SEN pupils. Create a Federation staff and vocational staff centre questionnaire to distribute
Staff consultation of
September 2019
Nov 2019
AH/SG
AH/SG
Gain a greater understanding of pupils emotional and academic strengths and highlight which particular subjects pupils produce better outcomes
6
School Development Plan2019 -2020
what the 3 curriculum (Academic, practical learning, vocational/bespoke) pathways should look like
Dec 2019 and ongoing
AH/SG
1.2.2 To create a system for pupils in year 9 to choose options for KS4
Analyse results of pathway programmes (See 1.2.1)
Consultations with all vocational centres, teachers and TA’s to identify external and internal expertise in any subjects
Create a business plan to consider costs and resources
Create an options choice questionnaire for students
Options Choice sheet provided to students in Year 9
Dec 2019
Jan 2020
Feb 2020
March 2020
AH/SG
All HOC
AH/SG
SG
KS3 HOC
To see clear guidelines of the most relevant subjects appropriate/relevant subjects
Provide a teaching pool for all subjects
A viable curriculum option framework can be offered
To consider student interests and career aspirations to support post 16 transitions.
Access to wider choice of subject’s curriculum for all KS4. To formulise their choices of curriculum.
7
School Development Plan2019 -2020
Change the title of enrichment to options afternoon.
June 2020
Sep 2020AH/SW
1.2.3 Free resource database to enhance the teaching of vocational subjects including PHSE
Consult with all school staff, external agencies and vocational centres requesting offers of free delivery of courses relevant to students
Create a non-vocational resource database available in the Heads Shared Area.
Send to all schools
Sep 2019
March 2020
April 2020
AH/SG
SG
SG
Provide the details for the free resource pool for vocational subjects taking into account PHSE.
Schools can access free non-vocational subjects
1.2.4 Delivery of Music and Drama
Create a business plan including purchase of equipment
Locate an
April 2020
April 2020
AH/SG
AB
Consider costs and resources to be able to offer music and drama
Enable students to identify, process and
8
School Development Plan2019 -2020
appropriate space in the new building plans
Advertise post
Interviews and appoint
May 2020
July 2020
AH/SG
AH/SG
express their emotions through the use of Drama and Music. These subjects can also help stimulate the brain which
Priority 3: Fully embed the principles of ELKLAN Success Criteria: 70% of lesson observations/ marking scrutinises to have good or outstanding as a grade
for ELKLAN criteria. Increase in the number of staff who have completed ELKLAN training. On each site 2 x L4
trained staff and 4 level 3 trained staff. Budget year of 2020/2021 for the federation to have a speech therapist.
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
1.3.1 Develop CPD training in ELKLAN strategies throughout the Federation.
CPD training plan for next year.
Staff audit of current ELKLAN need.
Half termly meetings of the communication development team.
Communication development team to meet termly with
18/7/19
18/7/19
18/7/19 then half termly
26/9/19
Communication Development team
Communication Development team
Communication Development team
Communication Development team
CPD plan completed.
Needs identified audit completed.
CDT to meet 6 times a year. Needs identified and train planned.
Support in progression of ELKLAN across the
N/A
N/A
N/A
£600 x 3
9
School Development Plan2019 -2020
Faith Cross.
Develop induction programme for new staff.
Spring termSummer term.
18/7/19Communication
Development team
federation.
New staff to have a good understanding of ELKLAN in a short period of time.
N/A
1.3.2 The development of joint observations across the federation.
For joint observations /learning walk to be built into the new timetable to share good practise.
Sept 2019 Communication Development team
Joint observation/ learning walks to happen at least once a term.
N/A internal cover
1.3.3 For the communication team to have input into new builds.
Communication team will be consulted on adaptations needed to make new build communication friendly.
TBC Communication Development team
SLT
New build will be a communication friendly environment
TBC
1.3.4 For the federation to have its own designated speech and language therapist.
For the Budget to plan in the costing of a speech and language therapist.
May 2020 Communication Development team.
Budgeting agreed
Recruitment in 2020/21
~£23,000 plus depending on pay banding
1.3.5 Develop Tier 2 vocabulary into designated form/ literacy sessions.
Staff to monitor pupils progress with tier 2 words in weekly sessions.
Sept 2019 weekly
Communication Development team.
Pupils progress in Tier 2 vocabulary will be monitored
NA
10
School Development Plan2019 -2020
1.3.6 To continue the monitoring of ELKLAN strategies.
SLT to monitor ELKLAN in termly lesson observation, planning and marking scrutiny.
Targeted ELKLAN learning walks focusing on form times.
Termly
Half termly
SLT 70% of staff to get good/ outstanding in lesson observation/ planning and marking scrutiny based around ELKLAN and differentiation.
NA
Priority 4: Develop strategies to improve the teaching of pupils on the ASD spectrum
Success Criteria: A 30% reduction of behaviour incidents for ASD pupils A 30% reduction in the exclusion of ASD pupils A 10% improvement in attendance of ASD pupils
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
1.4.1 Create an informed training programme to support staff in understanding challenging behaviour presented by pupils with an ASD diagnosis/profile
Analyse the Iris data for all ASD pupils to ascertain where and why incidents are occurring to determine if there are key areas across the Federation where more effective and targeted support could be offered
Ensure that there are termly sessions built
JW, AH & JMc
JW & JMc
To reduce the number of behaviour incidents of pupils with a diagnosis of ASD
Staff confidently identify ASD
11
School Development Plan2019 -2020
in to the CPD calendar for ASD focused training “the emotions behind the behaviour”
anxiety and can put support measures in place
1.4.2 To consider how best to support pupils with an ASD diagnosis/profile during unstructured times
All centres to have an ASD friendly base room for use during unstructured times including form time and eating.(This should be moderated by JMc and JW)
Identify a list of activities/rewards most likely to enable pupils with an ASD diagnosis to be successful during unstructured times
JW & JMc
JW & JMc
To ensure that pupils with an ASD diagnosis can feel secure during unstructured times which in turn will result in them being able to focus when it’s lesson times.
All centres to offer ASD friendly activities and rewards based on what we know typically works for a pupil with an ASD profile.
1.4.3 To consider how best to support pupils on off-site visits/ D of E
Create a good practice checklist to be used by all leaders of off-site visits/D of E
Offer training and
JW
JW
Improve the participation of ASD pupils in extra-curricular activities
Reduce the number of
12
School Development Plan2019 -2020
exemplar resources/ templates to support with the implementation of the checklist
behaviour incidents occurring off-site
1.4.4 To effectively prepare pupils with an ASD diagnosis/profile for new experiences/ emotions
Create a library in the Head’s shared area of social stories
JW Pupils are more likely to cope with unfamiliar/stressful circumstances
1.4.5 To enable staff to independently develop their knowledge of ASD strategies
Create a library/reading list of recommended reading
SLT Even the most experienced staff continue to develop their ability range to support and teach pupils with ASD
Priority 5: Further develop our nurture group provision Success Criteria: Pupils working in nurture groups have increased attendance (10%) and fewer exclusions
(30%). Reduction in PI’s for pupils within the nurture group (10%)
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
1.5.1 Nurture group teachers are trained in the Theory and Practice of Nurture Groups.
Current cohort of staff complete their training – AA (SX) JM (CC). Teachers to set up classroom in line with principles -
July 19 HOC
Nurture Group Teachers with HOC
Staff working in the nurture groups are all trained and are implementing the nurture group ethos and values within the classrooms.
13
School Development Plan2019 -2020
Staff from each site identified for the training.
Trained staff lead CPD for other staff in the main principles and practices of Nurture Groups.
June 19
June 20
HOC
HOC
2. Behaviour and Attitudes
Priority 1: Improve attendance Success Criteria:14/15 15/16 16/17 17/18 18/19 19/20
SX 78% 88% 82% 75% 88% 90%MH 77% 85% 83% 82% 77% 85%CC 60% 67% 75% 67% 76% 80%WC 45% 60% 75% 70% 45% 55%
Action Milestones Date Responsibility Outcomes Resources/ Cost Status
(R/A/G)2.1.1 Ensure that
pupils are on the right medication to suit their needs
The office to make termly calls to check that our medication records are correct
GN to inform school of pending CAMHs appointments in order for us to
Sept 2019 and ongoing
HOC and DSL, office staff
Pupils can focus for longerLess impulsive behaviour reducing damage, violent incidents and days lost through exclusions
14
School Development Plan2019 -2020
remind pupils and parents and ensure that they attend. School to offer support with transport if needed.
DSL & GN to keep a record of all appointments/interventions so that we can track impact
2.1.2 Ensure that a discussion with the pupil takes place within a few days of a dip in attendance or after a long period of absence
Form Tutor/Identified close member of staff to arrange a discussion with the pupil to offer early intervention support e.g change in groups, timetable, transport etc.
Form tutor to refer to SLT and DSL where applicable (Early Help/Mash referrals, therapy)
Sept 2019
Sept 2019
HOC and Form Tutors
Pupils know that we offer them support immediately improving motivation
Staff are aware of any personal factors impacting on their attendance and can offer support. This should reduce the number of pupils refusing school.
2.1.3 Weekly attendance meeting
HOC to meet with office member responsible for
Sept 2019 HOC and DSL, office staff
Consistent liaison with parents
15
School Development Plan2019 -2020
attendance admin. Identify any pupils with 80% attendance or less/more than 10 sessions missed
Follow attendance procedures
Refer to Early Help attendance team from the point of letter 3
Sanctions for parents who don’t engage in line with legal requirements
Supportive and appropriate approach to offer the opportunity to build positive relationships with our parents
2.1.4 Attendance Rewards
School council to meet annually to review attendance rewards systems and feedback to SLT
SLT to agree attendance reward schemes across the Federation in line with budget planning
Oct 2019
Oct 2019
HOC and school council
Pupils feel like they are taking ownership of the scheme
Pupils are motivated by appropriate rewards which in turn improves attendance and school engagement
Priority 2: Develop a consistent approach to attachment/trauma through the use of emotion coaching and restorative practices
Success Criteria 10% reduction in fixed term exclusions 0.3% improvement in staff attendance 20% reduction in damage due to pupils in crisis
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
2.2.1 Improve the Daily circle time for Sept 2019 AB Standard school Ed Psych time
16
School Development Plan2019 -2020
mental health and wellbeing of all pupils
all pupils and staff at the start and end of the day.
Ed Psych to train staff in the use of circle time
Daily PSHEC lessons with a particular focus on emotional literacy once per week
Introduce daily scheduled mindfulness
June 2019
Sept 2019
Sept 2019
AB
AB
AB
timetable to be used at each site
All staff able to deliver circle time
PSHEC curriculum clearly highlights emotional literacy curriculum
2.2.2 Improve the capacity of staff to influence how they react and respond to emotions in others.
Provide regular counselling for key staff who deal with pupils in crisis and SLT
Half termly reflective sessions for all staff
Mindfulness training available for all staff through an annual 10 week course in self-practice
June 2019
October 2019
Jan 2020
AB
AB
KB
Improved staff well-being See 4.2.1 and 4.2.2
17
School Development Plan2019 -2020
Stress management training available for all staff twice yearly. Sept 2019
and February 2020
AOB
2.2.3 All staff have improved understanding of dealing with attachment/ trauma
Changing Minds to train all staff
Key staff trained as Emotion Coaching Trainers
All staff trained in the principles and use of Emotion Coaching.
Sept 2019
April 2019
July 2019
AB
AB/KB
AB/KB
Emotion coaching is being used with pupils to good effect.
2.2.4 Helping children and staff to understand the different emotions they experience, why they occur and how to handle them
Trained Emotional Coaching Mentors who are also trained in Restorative Approaches at each site
Creation of Safe Havens
Consistent approach to reflective practice after a crisis
June 2019
Nov 2019 & Feb 2020
Dec 2019
Dec 2019
AB
AB
KB
KB
Improved pupil well-being
18
School Development Plan2019 -2020
2.2.5 Replace the Behaviour Policy with a Behaviour Regulation Policy
SLT to co-create the template for the new policy working with Changing Minds
Changing Minds to lead staff training at the start of the academic year to introduce the new policy/procedure
May 2019
Sept 2019
AB
AB
All staff aware of the new policy.
3. Personal Development
Priority 1: Further develop emotional literacy and Mindfulness
Success Criteria: Increase number of pupils making the top weekly reward (20%) Reduction in PI’s (10%), Fixed term exclusions (30%) and increased attendance (5%)
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
3.1.1 Improve daily check in for all pupils
Ed Psych to complete training to staff at all sites on circle time.
SLT to agree non-negotiables that should take place during the daily check in.
May 19
June 19
AB
SLT
All staff able to deliver a quality circle time session and pupils have an improved start to the day.
Learning walks will give actions on how to improve these sessions if necessary.
19
School Development Plan2019 -2020
To timetable daily check in and check out sessions into the timetable
HOC/PSHEC lead to monitor check in sessions as part of learning walks
September 19
Autumn term 2019
HOC
HOC/ GH
3.1.2 To develop the emotional literacy curriculum across the school.
To include a weekly emotional literacy sessions with a specific focus across the federation
To build the weekly emotional literacy session into the timetable at each site.
To review the emotional literacy curriculum across the Federation
June 19 KB / GH
HOC
KB / GH
All staff will begin to have a mindful approach to learning, and will develop confidence with regular practice and training.
3.1.3 To develop a mindfulness
Each site to have at least 1 daily
September 19
HOC
20
School Development Plan2019 -2020
curriculum mindfulness session timetabled in.
Each site have a mindfulness activities training by Avril
Each site to identify a member of staff to oversee mindfulness session (preferably a staff member who have completed .b course or equivalent)
To embed mindfulness practice into staff training (3-5 minutes to start or finish the training)
July 19
July 19
July 19
AB / KB
HOC
Mindfulness staff member
Priority 2: Improve the quality assurance of safeguarding
Success Criteria: Safeguarding Lead appointed 3 QA reports presented to SLT All Safeguarding Champions receive up to date training
Action Milestones Date Responsibility Outcomes Resources/ Cost Status
21
School Development Plan2019 -2020
(R/A/G)3.2.1 Employ a
Federation Safeguarding Lead
Governors to approve the appointment of a safeguarding and welfare lead for the Federation.
The new position to be in the new budgets for 2019/20.
Position to be advertised and appointment made to start Sept 2019.
May 2019
June 2019
June 2019
AB
AOB
AB
Safeguarding and Welfare Lead appointed
C£6000
3.2.2 Safeguarding lead to have oversight of all safeguarding matters across the Federation
This role to have the responsibility for:
Annual Safeguarding audit
Reporting to Federation SLT termly on the QA outcomes
Ensuring that
Sept 2019
Nov 2019 and then half termly
AB
AB
The SLT are well informed about any safeguarding matters.
The annual safeguarding audit is sent to the LA on time and shared with GovernorsSafeguarding champions are up to date with training.
£1500 training costs
22
School Development Plan2019 -2020
champions are up to date with training and that their role is widely known
AB
4. Leadership and Management
Priority 1: Manage the expansion of the schools (over 18 – 30 months)
Success Criteria (over two years): Increase pupil numbers to 335 across all schools Ensure that budget surplus never falls below 3% due to the costs of expansion Zero appeals from staff about the process
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
4.1.1 Engage with all stakeholders to ensure they understand our vision
Ensure all stakeholders receive timely communications
Staff:
Notify all staff about the expansion and discuss changes and opportunities
Engage with design process
Carry out consultations with staff/unions over all
Ongoing
February 2019
June 2019 onwards
June 2019 onwards
AB
AB
AB
All staff are engaged with the process.
Any complaints/concerns from the local community are effectively dealt with.
Governors report being well informed of the process.
23
School Development Plan2019 -2020
items related to the expansion
Community
Meet with members of the local community around the new Southern Cross.
Hold some community engagement meetings at Southern Cross
Hold some open evenings at Southern Cross for potential new staff
Governors
Keep Governors informed at each stage of the planning and implementation process
Governors to agree
July 2019
Autumn Term 2019
Spring Term 2020
Each meeting
June 2019
AB
AB
AB
AB
AB
24
School Development Plan2019 -2020
staffing structure and accountability model
Pupils/parents
Use the community newsletter and social media to engage with parents about the expansion process
Consult with all parents who will be affected and address any concerns
Engage parents and pupils in the design process
Other agencies
Ensure all agencies and services are aware of the changes and any families that might require additional support
Summer 2019 and termly
Spring 2020
Spring 2020
Summer 2020
AB
AB
KB
KB
KB
4.1.2 Develop a Work with the LA to March AB Staffing structure and
25
School Development Plan2019 -2020
staffing structure for the new schools
agree a model for the expansion which meets the needs of the LA for place planning
Create a costed staffing model for the new schools
Develop a transition model to ensure staffing is in place at the right time to meet need and can be afforded.
Agree with the LA the timescale for increasing pupil numbers and the funding mechanism.
2019
April 2019
April 2019
February 2020
AB
AB
AB
transition plan agreed by Governors and LA.
4.1.3 Centralise HR and Finance
Create a costed plan for how central services will operate
Consult with SLT about how this will fit with the new accountability framework and how it
April 2019
May 2019
AB
AB
All centralised services are in place and operating in September 2020
26
School Development Plan2019 -2020
will work operationally
Ensure the design of the new buildings create a space for the centralised services
Sept 2020 AB
4.1.4 Agree scheme of delegation and accountability structure
Agree the scope and range of the delegated authority for each school that takes account of the new staffing structure and centralised services
Sept 2020 AB Senior Leaders are well informed about the limits of their authority in the new schools.
27
School Development Plan2019 -2020
4.1.5 Develop a transport plan
Update all pupils transport plans based on the new locations of Southern Cross
Develop a school transport plan and commission new services to meet the needs of pupils
Commission new transport for the additional pupils at Castlefield Campus
April 2020
May 2020
June 2020
KB
AOB
AOB
The transport system is in place and fit for purpose from September 2020
4.1.6 Plan the move to the new building
Finance
Audit all contracts at Mersey Valley and ensure that they are closed, transferred or passed to the PRU
Agree a budget for new resources for the new buildings
Furniture, equipment and other resources
April 2020
April 2020
AOB
AOB
All finance and resources are in place for September 2020
28
School Development Plan2019 -2020
Ensure that the Southern Cross asset register is up to date
Transfer appropriate and usable resources to the new site
Dispose of all resources not required
Ensure that no records/resources are left at Mersey Valley and that the site is left in a good state of repair
Mar 2020
July 2020
July 2020
July 2020
AOB
AOB
AOB
AOB
Priority 2: Improve staff wellbeing Success Criteria: Improve staff attendance by 0.3%
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
4.2.1 To establish a staff counselling support & wellbeing service.
Contact identified service providers to develop a costed programme.
April 2019 AOB Reflective workshop dates arranged from Sept’19 to July’20 (8 each half term).
1 day contract required to offer SLT & DSL
Cost to be confirmed.
G8 Pt32 (new scale) permanent TTO contract & the salary
29
School Development Plan2019 -2020
supervision sessions. would be £6,098 (on cost to be confirmed).
4.2.2 Implement annual training sessions that promote staff wellbeing.
Identify suitable suppliers to delivered February INSET training.
June 2019 AOB 2 half day sessions (AM & PM) on understanding work-life balance to be delivered by Mark Clayton.
Costs under negotiation.
4.2.3 To establish a Mental Health First Aid programme.
Work with Health Assured to deliver on-site MHFA training.
June 2019 AOB To educate selected employees on the common signs and symptoms of mental health issues.
2 day training course booked for 8 staff for the 9th & 10th of July’19. Cost £
Priority 3: Develop a communications strategy Success Criteria: 20 families from the new Southern Cross locality engage with the process 20 potential staff members attend an engagement event
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
4.3.1 Improve communications with parents and other stakeholders
Rebrand the Federation
Produce 3 community newsletters per year
Produce 3 staff newsletters per year
July 2019
Nov 2019Feb 2020June 2020
Sept 2019
AB
AB
AB
Community and staff newsletters are published and circulated.
Social Media channels are updated by each school every week.
£3000
30
School Development Plan2019 -2020
Set up social media channels for each school and train staff on their use
Jan 2020May 2020
Sept 2019 AB/HOC
4.3.2 Market the schools to support expansion
Promote the schools through positive PR in the local press
Build relationships with the local community by organising two community events
Improve staff recruitment by arranging two staff recruitment events
Sept 2019 ongoing
Nov 2019
Jan 2020
AB
AB
AB
Engagement events are well attended.
£3000
Priority 4: Reorganise the school day to better meet the needs of all learners
Success Criteria: New school day agreed by governors All parental concerns addressed
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
4.4.1 SLT agree plans for changing the school day
SLT meet to discuss the pros and cons and look at possible models
April 2019 AB
4.4.2 School consults on the proposals
Parents/carers are consulted on the proposals for a new
April 2019 AB
31
School Development Plan2019 -2020
school day.
Governors consider all responses to the consultation.
Governors decide whether to go ahead with the proposed changes.
May 2019
June 2019
Governors
Governors
Priority 5: Develop leadership capacity throughout the schools
Success Criteria: 11 staff provided with relevant leadership training Training programme evaluations show improved confidence of school leaders Training programme evaluations show impact on leaders’ practice All leadership courses successfully completed
Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)
4.5.1 Improve the quality of leadership at each site
Each site SLT to carry out the spotlight profile
Training events for each member of SLT to improve effectiveness.
Leadership coaching provided to senior staff at each site
Nov 2019
April 2020
April 2020
AB
AB
AB
Leaders report being better able to carry out their role.
£ Cost of changing minds
32
School Development Plan2019 -2020
4.5.2 Build middle leadership capacity at each site
A range of courses to be provided for key middle leaders:
NPQML NPQSL NPQH NPQEL Level 3
Leadership
Sept 2019 AB All leadership courses successfully completed.
£15,500 + Level 3 @ £455 each
33