Operating Plan #8 (Oct 2012-Oct 2013)

Preamble: The Vision

At the annual 2012 October Conference, the Governors and Senior Leadership Team undertook the following analyses:

An evaluation of Operating Plan #7;

An evaluation of the 2012 GCSE results, including an examination of the impact of the controversy surrounding the English results;

An assessment of the changing demographics of Havering with its falling local rolls and increased mobility;

A summary of the Academy’s readiness to fulfil the requirements of the educational policies of the coalition.

An evaluation of the latest stakeholder responses, 3 recent external consultancy visits, internal reviews and book checks.

Key aspects determined to be addressed as a result of this were:

1. Changing teachers’ habits in order to meet the Academy’s ‘Learning Challenge’;

2. Facilitating the sharing and dissemination of best practice in teaching and learning whilst also addressing any weaknesses effectively;

3. Delivering S.E.N. provision in the light of the impending system reform;

4. Meeting the needs of a pupil intake which has an increasingly widening ability spectrum;

5. Better ‘narrowing the gap’ for our Pupil Premium children;

6. Meeting the challenges presented by the proposed and current qualification reforms;

7. Determining whether our admissions policy is still fit for purpose;

8. Aligning our infrastructure strategy with our focus on improving pupil outcomes;

9. Ensuring our plans are financially viable in the light of reducing funding and changes to funding methodology;

10. Our succession strategy.

The resulting Operating Plan #8 which was formulated to address these aspects is guided by some broad themes which bind our vision together; these

being:

Coaching;

Curriculum reform;

Literacy;

Classroom practice;

Pupil ability;

Value for money;

Admissions criteria;

Leadership

With a common thread of creating a bespoke approach for each of these aspects according to the needs of key groups and/or individuals so as to ensure

maximum impact and sustainable change, supported by clearly defined links to staff appraisal.

OPS 8 Actions (Oct 2012 - Oct 2013)

Aspect / Target Framework reference

1. Changing teachers’ habits in order to meet the Academy’s ‘Learning Challenge’.

Task group to devise ‘Hall Mead Essentials’ for a standard lesson. T

Create and share a directory of staff skills for use in support and development. T

Devise and share more detailed profiles of individual pupils and cohorts where applicable. A

Form and run more shared planning ‘triads’. T

2. Facilitating the sharing and dissemination of best practice in teaching and learning whilst also addressing any weaknesses effectively.

Devise and implement a systematic, targeted coaching programme. L

Devise and implement development programmes aimed at 2nd year teachers, 3rd year teachers and middle leaders.

L

Introduce ‘Peer Observation Fortnight’ with self review outcome. T

Refresh Hall Mead recruitment processes. L

Introduce staff ‘Academy Improvement Token’. L

3. Delivering S.E.N. provision in the light of the impending system reform.

Address current skill base through practical training, bespoke consultation and sharing best practice.

T

Expand and consolidate the ‘Makola Model’ of differentiation. T

Facilitate improved co-ordination between the varied interventions focused on categories of learners.

A

Investigate the ‘Marylebone Girls’ School’ model of speech and language pedagogy coaching. T

Rollout training in phonics. T

4. Meeting the needs of a pupil intake which has an increasingly widening ability spectrum.

Define and share effective differentiated groupings classroom strategies. T

Gather and evaluate stakeholder views from both ends of the ability spectrum. A

Explore, plan and implement expanded approaches to banding within specified subjects and/or cohorts in the Academy.

T

Cohere strategies, training, tracking and interventions with Upper Band boys under the leadership of the Academy Stretch and Challenge Leader.

A

Devise and implement stretch and challenge programmes/events for targeted Year 5 and 6 pupils in our feeder primaries.

T

Provide CPD for staff in the use of effective speech and language with target groups.

5. Better ‘narrowing the gap’ for our Pupil Premium children. T

Adjust FFT targets using CATs to counteract previous under-performance. A

Liaise more closely with parents around programmes, running tutorials/support in how to support their children for academic success.

A

Take the lead on Borough-wide FSM collaborative intervention project through Havering Educational Partnership.

A

6. Meeting the challenges presented by the proposed and current qualification reforms.

Debate KS4 curriculum models through SLT, Academy Leadership Group and HoDs, implementing revised plan from September 2013.

L

Inform all stakeholders of implications of the reforms and Hall Mead’s response. L

Widen scope of and training in Literacy Policy and formulate Numeracy Policy. T

7. Determining whether our admissions policy is still fit for purpose.

Review and revise Admissions Policy accordingly in light of birth rate profile and neighbours’ policy changes.

L

Strengthen outreach to feeder primaries around stretch and challenge agenda through new programmes and extension of day events.

L

8. Aligning our infrastructure strategy with our focus on improving pupil outcomes.

Using audit of current provision, teachers’ definition of optimum learning environment, impact measures for pupil outcomes and subject to value for money and allotted budget, revise resources strategy through a suitably qualified task group.

L

Review support staff structure in the light of the above and succession opportunities. L

9. Ensuring our plans are financially viable in the light of reducing funding and changes to funding methodology.

Cost plans thoroughly against draft budget, review capital projects and evaluate viability of income streams from current and potential sources.

L

10. Our succession strategy.

Ensure all staffing replacements are strategic and evaluated against Ops8 changes. L

Expand leadership development through coaching programme and Havering Educational Partnership Middle Leaders course.

L

Review SLT roles and responsibilities. L

Revise structure of S.E.N. provision with reduced complexity, clearer delineation and financial flexibility in response to national S.E.N. reforms and internal evaluation.

L

Implement skills audit cycle for Governing Body and rotate chairs of committees and links as part of a strategic plan.

L

*Key: Teaching (T); Achievement (A); Behaviour and Safety (B); Leadership (L).

A: Self Evaluation

The ‘Learning Challenge’: PLAN MORE, TEACH LESS.

Middle Leaders – development of strategic leadership,

including non-teaching staff.

KS4 curriculum.

Changing demographic.

B: External Evaluation

Ofsted Consultant: lesson planning; focus on progress;

learner passivity; impact marking.

Havering School Improvement Services Senior Inspector:

assessment for learning impact; spiritual, moral, social,

cultural in lessons.

D: Stakeholder Views

E-bullying

Gender perceptions

C: Standards

E.Bacc

GCSE English 2012

FSM and Pupil Premium outcomes

Literacy: reading ages c.f. chronological

Pupil intake profile 2012

Upper Band boys.

Learning Challenge

73% 5 A*-C

(En/Ma)

PARTNERSHIP WORKING

Upminster Learning Trust

Academy Chain; Redden Court / The

Albany/Bower Park

The Schools Network (‘Leading Edge’)

Upminster and Cranham Locality