Whole School and Faculty Action Planning and Accountability … 11 27 Whole School an… ·...

Risedale Sports and Community College Hipswell, Catterick Garrison, North Yorkshire, DL9 4BD

Whole School and Faculty Action Planning and Accountability Tracking 2018 – 2019 Version 1 (Original) September 2018 Version 2 (Updated) 16 November 2018 Version 3 (Updated) (should be end March 2019) ? Version 4 (Updated) (should be end June 2019) ?

Our school aims to… ensure everyone exceeds their potential shape our curriculum to meet the future aspirations of our children learn from failures and celebrate success always be a force for resilience and excellence

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Structure of responsibilities and priority areas: (areas highlighted also have identified action plans)

Senior Teacher Jane Hailwood

Science & Tech

Whole School:

SMSC/British Values

Community Liaison

Pupil Council/Surveys

Parent surveys

Teach/Learn Group member

Science & Tech:

Science

Technology

PHSE

TLR1 Mark Carter

Numeracy

Whole School:


Numeracy:

Maths

Computing

TLR1 Stacey Burke

Communications

Whole School:


Communication:

English

Modern Foreign Languages

TLR1 Richard Sherwood

Humanities

Whole School:


Humanities:

Religious Education

Geography

History

Senior Teacher Sarah Cox

Creative Arts

Whole School:

Targeted Pupil Attainment

All Equalities

Prefects


Creative Arts:

Music

Art

Physical Education

Drama

Media Studies

Asst. Principal Sally Zaranko

Strategic: PREVENT and

Safeguarding

DSP

Safe Recruitment

Hi-Needs Behaviour

Service Children

Admissions

Careers

Attendance and Exclusion

Staff Welfare/Surveys

Rewards

Special Needs: Teach Assistants

IEPs

Disadvantaged/PP

Line manage: Year Teams/SSD

Support Adviser for Attendance

Asst. Principal Sarah Matthewman

Training for All: CPD

Directed Time

Duties

Catterick/Primary Collaborative

Staff Support Plans

NQT/ITT

Teach/Learn: Perf Management

Assessment

Quality of Teaching

Literacy for all

Teaching/Learning Group Leader

Line manage: Librarian

Humanities

Local Authority Nick Horn

External Advice Mark Wilson

Governors Chair: Beki Bulmer

Principal Colin D Scott

PA to SLT/Govs Stef Blood

Vice Principal James Yates

Progress: Outcomes for all

Data/Tracking

Leading Raising Attainment

Strategic: Curriculum

Timetable

Exams

STEM

MIS development

Numeracy for all

Academic Board Lead

Line manage: Communications

Maths/Computing

Science/Tech

Exams + Data Manager

Cover Supervisor

Facilities’ Director Gill Morrissey

Strategic: Internal &

External Communications

Health/Safety

Site security

School Trips

Lettings

Promotion

Contracts

Capital Projects

Funding Bids

Displays and Learning Environments

ICT infrastructure

Line manage: Catering

Site Team

Admin staff

ICT Team and department Technicians

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Whole School Priority ONE Outcomes Person directly accountable:

James Yates N

ee

d

Increase the rate of progress and attainment for all pupils including Service Children, SEND, Disadvantaged and the Most Able in all year groups

Re

aso

ns

Progress across subjects is variable – especially KS3

Strong literacy and numeracy skills required for curriculum success

Progress8 is rising in Y11 but not yet high enough

Disadvantaged gap narrowing but not closed

SEN gap widening in 2017/18 in KS3

Most able not achieving highest results possible in some subjects

Actions/activity to be undertaken: Person(s) responsible: Success Criteria Expected by year end:

1 Relentless monitoring of the provision of effective learning focussed on appropriate challenge and differentiation with rapid and focused support where necessary.

JYA / SMN / TLR1and2 holders

SP progress data to evidence ongoing positive growth, with proportion of students meeting or exceeding MEGs/threshold increasing.

Leaders fluently articulating student progress

2 Relentlessly high expectations of all students, all lessons providing appropriate challenge and engagement.

JYA P8 levels to exceed school target of +0.2

Open P8 to be positive

Accelerated progress across KS3

3 Use of high quality assessment to ensure curriculum is refined and adapted and fit for purpose and applied consistently by all staff.

JYA / TLR1and2 holders Highest attainers achieve greater numbers of higher grades

Progress of HAPs across all year groups and subjects evidencing sustained improvements

4 Teachers aware of individual student need and providing quality first teach intervention

JYA / All stakeholders SEN and Disadvantaged pupils’ progress gaps narrows in comparison to peers

Teachers consistently using IEPs

Teachers able to evidence student action plans

Progress monitoring of above actions SLT link: Colin D Scott Governor: John Glahome

Notes end of November 2018 Notes end March 2019 End year notes at June 2019 Signed

Action 1: Current Y11 over half a grade better than previous cohort P8: -0.7 (current) Current Y10 P8 -1.6 (last year -1.9) Awaiting KS3 data

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Action 2: Y11: OPEN P8 in line with others (currently -0.96) P8: Based on expected progress should end up positive Y10: OPEN P8 in line with average P8

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Action 3: Y11: Progress of HAPS in line with others (-0.99) 4% of grades 9-7 (last year at 1%) Leavers cohort: HAPS were at -2.66 at equivalent time so grade and a half up

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Action 4: Y11: Disadvantaged gap -0.3 SEN gap: -0.3 Both statistically negligible Y10: Disadvantaged gap -0.2 SEN gap: 0 QA demonstrates P4P sheets evidencing student actions in place for KS4

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Whole School Priority TWO Teaching, Learning and

Assessment Person directly accountable:

Sarah Matthewman N

ee

d Teachers’ skills and deep

knowledge of subject need to impact further on all groups of pupils’ outcomes R

eas

on

s

SEN and Disadvantaged pupils’ gaps to peers need more rapid

improvement

Overall rates of progress in KS3 + KS4 need further improvement

Assessment routines not always accurate or used in planning effectively

Support for literacy and numeracy across all subjects needs developing


1 Staff plan collaboratively for learning and progress

SMn Achievement gaps across year groups to narrow

Rates of progress overall across year groups improves according to tracking data

2 Design a rich and deep curriculum in all subject areas

SMn Students at both key stages will achieve more rapid progress than was seen in 2017/2018 – measured by tracking data

3 All staff to use P4P to challenge and support key groups

SMn SEN, HAPs and Disadvantaged gaps are narrowed

4 Learning dialogue is central to teachers’ practice and pedagogy

SMn Students can confidently discuss their own learning

This articulacy will enable access to increased progress (SP data)

WELLL tracking with evidence more ‘Always’ and ’Mostly’ learners

Progress monitoring of above actions SLT link: James Yates Governor: Beki Bulmer


Action 1: SLT leadership residential focused on planning. SIP has QAd process. P4P sheets to be used alongside medium term plans. Training 12.11.18 2nd QA visit by SIP 27.11.18 Inconsistencies tracked by TLR1s.

All faculty mtgs include collaborative planning. See outcomes sheet.

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Action 2: All subject areas have re-written curriculae in line with new KS4 specifications.

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Action 3: P4P sheet introduced to all staff Sep 18. All now complete and shared with TLR1 holders. Used to discuss Key Progress students. Sheets to be available in lessons for visitors alongside planning. See outcomes sheet.

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Action 4: SLT residential created key questions for observers to focus on. Assembly delivered-all staff know of focus. Ensure DIRT is re-launched and quality time is given to improvement and reflection on learning. Observations and walkthroughs evidence more focus on learning dialogue. GUINY data evidences students articulate adults at school talk to them. 61% RSCC compared to 48% across NY.

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Whole School Priority THREE Personal Development, Behaviour and Welfare

Person directly accountable:

Sally Zaranko N

ee

d

To embed the new ethos of the “Risedale Way” where respectful, calm and purposeful learning can take place and where pupils fully engage in their futures

Re

aso

ns

Behaviours for learning, in some area, requires improvement

Confidence and resilience by significant minority is lacking

New behaviour routines (Risedale Way) require time to embed

More pupils need to achieve “WELL” standards 1 and 2

Further improvement is required in pupils’ pride of their own work

More pupils need to engage in broader curriculum opportunities


1 Daily monitoring of pupils’ progress and behaviour which leads to swift targeting of underperformance

SWr / ABe Reduction in negative comments on Bromcom

Increase in SP tracking data apparent

Improvements in positive rewards via new system

2 Monitoring of extra-curricular opportunities and the pupils’ access to them

SZa / TLR1and2 holders Increase in pupils accessing extra-curricular opportunities and out of school visits (including those relating to work)

3 Continued meetings (termly) of the “Risedale Way” working group to adapt policy where required

SZa / RMi “Risedale Way” is known and pupils respond well evidenced by positive behaviour system

Reduction in sanctions used as the year progresses due to pupils’ acceptance of expectations

4 PHSE programme (for careers) to be enhanced and closer working with FE/HE and industry to enable placements

SZa / HPo / LDu All pupils to access careers learning opportunities in all year groups

Increase the number of pupils accessing work-related learning opportunities regularly

Progress monitoring of above actions SLT link: Colin D Scott Governor: Stewart Gardiner

Notes end of November 2018 Notes end March 2019 End year notes at June 2019 Signed Action 1: Daily summary reports received and sanctions actioned quickly. Number of negatives have decreased-number of positives increased. Sept - Nov 2017 Negatives: 2930 Positives: 1759 Sept - Nov 2018 Negatives: 2544 Positives: 8580

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Action 2: Increased opportunities of extra-curricular activities. Trips by History/STEM PP supported by NCOP funding until Dec.

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Action 3: The Risedale Way amendments accepted from working party by SLT. Consultation process in progress, students informed.

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Action 4: Careers lead delivering careers element of PSHE Y7 completed.

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Whole School Priority FOUR Leadership and Management


Colin D Scott N

ee

d

To ensure that leaders of all levels are skilled, challenging of their peers and their teams and are fully accountable for their roles

Re

aso

ns

Governing body still relatively new and further training required

Middle leadership accountability requires strengthening

New school leadership structure in place from September 2018 with

four new middle and senior middle leaders

Senior team not always effectively holding other leaders to account

LA and governance review confirm improvement but more needed


1 Creation of new “school improvement committee” of governors who meet monthly

BBU / CSC Governors give challenge, as evidenced through minutes and notes of visits, to leaders at all levels

Minuted targeted questions linked to school improvements

2 Newly reformed “Academic Board” of TLR1 holders/SLT

CSC / JYA Accountability of both TLR1 and TLR2 leaders recorded and monitored for impact

Agreement of policy of improvements by all senior leaders

3 Governors training to be fully structured with learning goals

CSC / SBL Governors’ skills in their roles strengthen and challenge to leaders increases as evidenced by minutes

4 All middle and senior leaders to engage with NPQML/NPQSL/NPQH

CSC / SMN / HSI All leaders to be externally accredited for their roles

Progress monitoring of above actions SLT link: N/A Governor: Beki Bulmer


Action 1: SIC has met 3 times up to Nov 2018, notes clear and identify few ways forward just note what has been done.

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Action 2: Academic Board set and meet weekly. Clear accountability structure in place. SLT clear challenge to TLR1/2 – but beginnings only.

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Action 3: Audit in Feb 2018. Governors to be asked to complete skills audit and Clerk to ensure all complete this. Clerk to identify any potential training opportunities from skills audit.

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Action 4: 2 x SLT now engaged on NPQSL with another to join in next round. Still work to be done for NPQML.

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Strategic Priority Curriculum Person directly accountable:

James Yates N

ee

d

Despite a broadening curriculum, more links to the world of work are required in all subjects and physical resources are not always appropriate for learning

Re

aso

ns

Changing times, constant check on appropriate curriculum required

Despite additional subjects, developments needed to engage all pupils

Curriculum in all subject areas needs reviewing to ensure fitness for use

Significant minority of pupils lack independence

Development of subjects to emphasise links to post-16 required

Physical resources across school need enhancing


1 Schemes of work refined/adapted to provide coherent 5 year learning journey

JYa /SMn / TLR1and2 holders

Curriculum offer for GCSE 2019 – 2021 fully-balanced with foundations of learning in KS3 strengthened

Students able to articulate links to post-16

2 Schemes of work provide specific differentiation activities with a focus on explicit challenge and learning rather than task

TLR1and2 holders Schemes of work fully understood by all staff within teams and planning takes pupils’ needs into account

Walk-throughs evidence structured differentiation 3 Schemes of work refined to

articulate effective learning activities, with staff sharing best practice regularly

JYa / SMn / TLR1and2 holders

Pupils able to work independently and in groups on a range of effective learning activities

Student voice demonstrates greater engagement with learning across all subjects

4 Carry out audit to ensure subjects have all resources required to teach effectively

JYA / HSI / TLR1and2 holders Subjects correctly resourced and stocked to deliver meaningful learning experiences

Staff trained to use a wide range of resources and ICT as effective learning tools



Action 1: All systems of work in place. Learning walks indicate majority of staff following the planning, with inconsistencies addressed. Broadened KS3 curriculum ensures all KS4 subjects have appropriate KS3 time allocated.

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Action 2: QA of P4P and planning sheets used by all staff. An increased number of staff reflecting student need in planning. QA in Dec to monitor and implement strategies where required. All staff explicitly planning for progress over chunks of time with plans in place to address inconsistencies.

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Action 3: Agenda minutes demonstrate collaborative planning, becoming embedded. Student voice used to modify curriculum strategies. Further student voice will demonstrate impact.

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Action 4: ICT working group established. Too early for impact. Audit to commence end of November.

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Strategic Priority MIS Development Person directly accountable:

James Yates N

ee

d Current “management

information system” (MIS) not utilised to its fullest potential R

eas

on

s

MIS system currently underused

Systems for recording progress and behaviour not fully integrated

Too many different systems in use making teaching administrative


1 Audit of current MIS system and availability of other systems. MIS system chosen, refined, and training provided.

JYA / JTO The number of systems used by teachers to administer learning in the classroom minimised

All leaders able to access data fluently regarding student progress and articulate in meetings

2 Develop the external log in for parents so that they can check any time for their child’s progress and behaviours

JYA / SZA / JTO Maximise the number of parents accessing information about their child

School-home communication improved, and parents provided support to utilise effectively

3 Formal strategy developed to formalise form tutor conversations. This is relentlessly checked by SLT.

JYA / SZA / Form Tutors Pupils take ownership for their own behaviour records. Documented and coherent staff-student conversations recorded

Further improvement in behaviours for learning



Action 1: BromCom and SISRA rationalised and fully set up for new assessment policy. Increased logins on SISRA from TLR1 holders. Training held for TLR1 Holders to be rolled out to all staff in 2019.

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Action 2: WELLL, comment focused on internal system to improve communication. Average of 64 logins per day 35% of parents logged in since Sep. SP1 data release organised to improve this figure and increase parent participation.

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Action 3: Systems improved to allow more focused communication on behaviour for learning. Significant reductions in call-in and removals.

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Strategic Priority Numeracy for All Person directly accountable:

James Yates N

ee

d To enhance pupils’

understanding of the importance to be numerate in their lives R

eas

on

s

Not all subjects exploit opportunities to support the use of numeracy in

their subject

Pupils’ numeracy skills need further development outside of the subject

of mathematics

Numeracy not traditionally seen as important as literacy by some staff


1 Cross-curricular numeracy working body established to ensure consistency of approach

JYA / MCT A consistent numeracy policy produced shared with all staff and embedded with schemes of work

All staff able to articulate the importance of numeracy

2 Schemes of work refined to explicitly ensure staff integrate and refer to numeracy in lessons where applicable

TLR1and2 holders Schemes of work reflect opportunities for teachers to use numeracy in their teaching

QA demonstrates numeracy delivered consistently

3 Numeracy strategy developed and applied consistently by all staff

TLR1and2 holders Pupils recognise the importance of numeracy in their lives and work scrutiny and student voice evidences ability to articulate examples of how it’s used in the everyday environment

4 Numeracy training provided to staff where applicable

MCT Teachers plan and can state how their subject uses numeracy skills to enhance pupils’ understanding

Progress monitoring of above actions SLT link: Colin D Scott Governor: Beki Bulmer


Action 1: Some informal liaising with Science and DT and some evidence of consistency of numeracy across the curriculum.

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Action 2: QA of key numeracy SOWs completed. Meeting arranged with departments to discuss numeracy in their curriculum.

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Action 3: Not possible until action 2 is completed. Currently not evidenced in all curriculums.

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Action 4: Training formally delivered. Some informal 1:1 discussions with departments.

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Strategic Priority Literacy for All Person directly accountable:

Sarah Matthewman N

ee

d

To broaden teachers’ understanding in the scope of literacy so that ‘Tiers’ of vocabulary skill are exemplified and supported

Re

aso

ns

Pupils’ understanding of literacy often slows their development in a

subject due to their level of skill in vocabulary and reading

Pupils need to enjoy reading more to support their development of

literacy overall

Pupils’ ability to read higher language in examinations needs

development


1 All staff trained to understand and deliver explicit tier 2 vocabulary instruction

GRo / SMn The numbers of students using level 2 and 3 vocabulary increased (Baseline scrutiny and GCSE outcomes) T+ S voice

2 Curriculum schemes throughout KS3+4 to be updated with specific exam terminology

SMn / JYa More pupils able to access higher examination papers (where appropriate)

3 AR re launched to focus on celebration of student reading achievements and progress

SMn / SBu Use of the library for the personal enjoyment of reading increases



Action 1: All staff have now completed training and are sharing progress on The Source. Bank of tutor time resources being created to be delivered weekly.

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Action 2: Literacy lead attended training on 12.11.18 and will disseminate key ideas to subject leads at ABM 03/12/18. Walkthroughs evidence inconsistent focus on this at present.

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Action 3: AR successful first half term with commitment certificates awarded to all KS3 groups. Y7+9 students reached or exceeded ages-risen by 16%. Quizzes pass rate improved on ave by 0.04% since last year.

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Strategic Priority Performance Management Person directly accountable:

Sarah Matthewman N

ee

d

To hold all staff fully accountable for their roles and personal development to ensure the highest-skilled workforce possible

Re

aso

ns

Some staff would benefit from more personalised CPD opportunities

Re-affirm that progression is dependent upon personal performance

‘Passing’ performance management requires an agreed approach to

success rather than simply ‘tick-sheet’ data targets so that it takes into

account all areas of teaching including classroom performance,

assessment, scrutiny, personal development, behaviour management


1 Digital and paper based option of recording to ensure compliance

SMN Only staff who can evidence success to agreed performance levels are given pay progression

2 NPQML and SL courses identified and launched

SMN All staff have bespoke training opportunities with all leaders successfully completing externally-recognised qualifications

3 New P.M system established to allow for greater clarity as well as flexibility

SMN / TLR1and2 holders Performance management routines more robust with regular performance progress meetings taking place with their line manager

Evidence of line manager dialogue and impact



Action 1: New PMR system now in place. Digital and paper based options. All targets to be QAd at the start as well as the end of the process.

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Action 2: 2 staff now started NPQSL.

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Action 3: The move away from SchoolIp to Google Docs has been positively received by staff. TILT sheet now shared ½ termly with a variety of stakeholders (SIC, SLT, MM) to help inform progress.

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Strategic Priority Assessment for all Person directly accountable:

Sarah Matthewman N

ee

d

To ensure that all pupils know the standards they have reached, what they need to learn and how they can improve their knowledge, skills and understanding

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aso

ns Routines for assessments in some subjects lack robustness for pupils

WELLL routines embedded but not always clear as to standards reached

Pupils not always clear about ‘next steps’ by a few teachers

Assessment routines not always accurate or used in planning effectively


1 Communicate clearly with all stakeholders at SP points

SMn / TLR1 holders / JYa Staff, pupils and parents know what standards they have reached AND the progress they have made

2 WELLL is embedded in teacher planning and delivery – students are actively reflecting on their skills as learners

SMn Pupils able to reflect and respond to challenges given through any given marking routines and do so regularly

Regular staff feedback/dialogue evidenced

3 Regular, dialogic feedback informs more rapid and effective progress

SMn Pupils able to state what their next-steps are within a subject when they are asked

Students responding to opportunities to reflect on next steps and make improvements

4 Assessments standardised and moderated. Assessment refined to provide a more accurate measure of progress

SMn Assessments provide a more refined and accurate understanding of student progress

Improved accuracy of predictions

Progress monitoring of above actions SLT link: James Yates Governor: Beki Bulmer


Action 1: Systems all now established. (SISRA) streamlining will enable effective communication. Middle leader training completed.

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Action 2: WELLL also not on SISRA. Lesson observations demonstrate that behaviour for learning is improving-65% of lessons graded good or better.

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Action 3: SLT residential created non-negotiables for TLR1 on cycle of planning for progress and work scrutiny. 2nd half term will focus on SLT link training TLR1 holders on effective work scrutiny and planning sheets. SLT meets TLR1s wkly to ensure consistency of approach. The focus being to train TLR1s on P4P/planning. QA of the process – 27/11/18

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Action 4: New SP system now in place. Moderation is evidenced through Departmental minutes. TLG trng on 22/11/18 is for ensureing accuracy of all tracking data.

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Strategic Priority Catterick Schools’

Collaborative Person directly accountable:

Sarah Matthewman N

ee

d

To ensure a collegiate and collaborative approach to training across schools within Catterick and to develop an understanding of how pupils progress from KS2 to KS3

Re

aso

ns

Transition arrangements do not always allow for clarity of

understanding between colleagues of where pupils are at and what they

need to do to improve

Opportunities for value for money training limited

There are common challenges for schools across Catterick, e.g. parental

engagement and attendance – not always worked on together


1 6 CPD opportunities to be staged during the year (3 pedagody, 3 well being)

SMn Staff from across the Catterick schools increasingly accessing training opportunities afforded by it

2 Catterick Collaborative team to meet 3 times a year

SMn Common issues now worked on by teams of schools together

3 Opportunities to share good practice and plan for progress calendared into CC year

SMn Focused and structured primary liaison in place

Yr7 schemes of work fit for purpose to provide suitable challenge evidence by swifter Yr7 progress

4 Website designed and launched SMn / JTi Staff from across the Garrison to access information

Progress monitoring of above actions SLT link: Colin D Scott Governor: Lara Vinsen


Action 1: No impact as yet-group not yet fully created. Staff survey results to be analysed in order to plan events.

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Action 2: Team will meet when 4 schools have signed.

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Action 3: New primary transition now in place. All primaries have taken part in PE activities as well as creative activities linked to the Hub.

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Action 4: Website is designed. To be launched when the team and training sessions planned.

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Strategic Priority PREVENT and Safeguarding Person directly accountable:

Sally Zaranko N

ee

d To maintain the highest

possible levels of safeguarding for all members of the school community R

eas

on

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New “Keeping Children Safe in Education” for Sept 2018

Some staff, including new, require PREVENT awareness training

All staff to feel confident in reporting any concerns


1 Weekly monitoring of SCR and additional checks made each time someone is appointed or becomes known as “regular”

SBL / CSC Complete and thorough single central record is maintained and up to date

Barring checks carried out

Regular visitors (e.g. LA) to be added to SCR

2 Staff safeguarding CPD checklist to be actioned and kept up to date

SBL All staff know processes for reporting concerns and aware of all requirements of safeguarding and acknowledge that they have read and understood

3 Updates from Prevent to be cascaded to staff

SZa / LDu / SWr / ABe All staff awareness enhanced and register taken on CPD attendance

4 PSHE pilot (Prevent) SZa / LDu Students to be given up to date information and training on PREVENT – improved knowledge



Action 1: SCR audited by Governor this half term. Visits this half term by Safeguarding Link Governor.

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Action 2: CPD now on Google Drive – live document. Follow up emails sent to staff not completed training.

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Action 3: PREVENT e-course in mandatory training for all staff. LDu attended PREVENT conference following which a meeting held with key staff re Lockdown.

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Action 4: Not yet started.

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Strategic Priority Hi-Needs Behaviours Person directly accountable:

Sally Zaranko N

ee

d

To provide higher support levels for those few pupils with hi-needs whose impact on others due to behaviours undermines the learning for the majority

Re

aso

ns Minority of pupils show very complex and challenging behaviours

The negative impact on the learning of others is sometimes high

The engagement of some parents whose children display high needs is

often unsupportive


1 “Room6” isolation to be used as a sanction to modify behaviours of those who may benefit from this approach

CSc / JYa Repeat use of Room6 for certain pupils reduces over time

Further reduced fixed-term exclusions

2 Attend fortnightly “collaborative” meetings with local schools to agree and broker support

SZa / SWr / ABe Successful managed moved to/from school

THRIVE opportunities

Zero permanent exclusions

3 Swifter interventions from outside agencies, where appropriate, to ensure the right support is given to families

SZa Reduction in poor behaviours by identified pupils

Improved SP tracking data for identified pupils

4 Development of new “Lawrence House” for specific pupils to access

SZa / CSc / Northallerton PRS

Lawrence House becomes operational

Calm atmosphere in main school evidenced by behaviour system

Pupils attending new provision attend and achieve



Action 1: Room 6 being used for identified students on 1 occasion and during break/lunch report, cards completed as record.

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Action 2: Collaborative attended, minutes and MM recorded. No fixed term exclusions to date. 1 student with THRIVE support.

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Action 3: 4 students: 1 x Alternative Provision now off role 1 x PRS (PT) 1 x left/moved schools 1 x School refusing/cancelling - now attend HUB each day-attendance shows positive impact

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Action 4: Initial discussions and proposals in place. Discussion with SLT & SSD.

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Strategic Priority Careers Person directly accountable:

Sally Zaranko N

ee

d To provide aspirational and

appropriate pathways for pupils post-16 R

eas

on

s Recent historical lack of pupils’ exposure to the actual workplace

New Gatsby standards required for careers advice

NEETs, although reducing, still greater than national

More pupils should remain in Post16 after their first Christmas of FE


1 To provide heads of subjects with area-specific information regarding careers relevant to their areas

HPo / TLR1and2 holders All schemes of work will record links to careers relevant to their subjects

Pupils will be able to relate their learning to the world of work

2 Pupils in each year group to be surveyed termly and actions implemented to improve provision where necessary

HPO Pupils demonstrate an awareness of the workplace

3 To provide students with the opportunity to visit post 16 providers in Yr9, Y10 and Yr11 to improve course choice

HPo Zero NEETS

More students remain post 16

4 Careers adviser to interview all Yr9, Yr10 and Yr11 students with personal action plans to be used by PT for GREAAT conversations

KBo / HPo / Personal Tutors Students aspire to post 16

Zero NEETS

Better outcomes

More informed choices



Action 1: All HoFs had posters provided by Careers lead. Some HoFs upgraded options booklet ready for Feb launch with Career Pathway. Schemes of work and lesson plans record links to careers.

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Action 2: Y9-11 all students 1:1 interview and completed Shine questionnaire – results due Jan 19. Y7-8 provided with ‘What Do I Know’ sheet – completed by Y7.

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Action 3: Y10 Taster Day planned for June 2019. Y9/10/11 Careers Fair 7/11/2018. Y8/9/10 Darlington College visit. Y9/10/11 York St John visit.

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Action 4: Y11 up to Dec on track. Y9 Dec/Jan. Y10 Easter. Allocation plans on BromCom. STEM for girls 2018 x 2 session Y10

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Strategic Priority Pupil Rewards Person directly accountable:

Sally Zaranko N

ee

d To acknowledge, celebrate

and reward positive behaviours R

eas

on

s To provide a fair system of rewards for students who go above and

beyond expectations

To encourage all students to accumulate and save rewards and build an

ethos of saving amongst the young


1 Develop a “Risedale Reward Bank” protocol for implementation by November 2018

SZa (interim rewards system in place Sept-Nov 18)

Risedale Rewards begin being accumulated from November 2018

2 New system of recording rewards in place

SZa / GLa Staff competent in recording awards and aware of when it is appropriate to give them

Pupils clear about how to gain rewards and how to ‘spend’ or ‘save’ them

3 Pupil council and prefects’ working party to develop rewards scheme

Pupil Council (JHl) and Prefects (SCo)

Initial system gets further development because of pupils’ requests

4 ½Termly “Praise Assemblies” to promote the positives

SWr / ABe More pupils gain ‘awards’ in assemblies as year goes on

Reduction in negatives recorded on Bromcom



Action 1: Rewards to be in place Jan 2019. Student prefects asked to help to design rewards.

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Action 2: By Jan 2019 using BromCom. Work undertaken on ‘Pathways in BromCom’ for Jan 2019 start.

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Action 3: Student prefects asked to help to design rewards – feedback due end of Nov 2018 to Behaviour working group.

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Action 4: Presentation assembly very successful – high impact. Presentation assemblies ½ termly, linked to YTM PMR targets.

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P a g e 18 | 36

Strategic Priority Attendance and Exclusions Person directly accountable:

Sally Zaranko N

ee

d

To further improve attendance, persistent absence and exclusion rates so that they positively exceed national levels

Re

aso

ns

Despite great improvement of 3% in 2016/17, attendance fell slightly

Persistent absence rates increased by 3% (now at 12%)

Girls’ attendance overall weaker than boys’

Exclusions reduced 2016/17 to 10% previous levels, now slight increase

Prosecution of parents of poor attendees slowed by LA processes

Too many parents still take term-time holidays


1 Daily monitoring of data captured on Bromcom relating to behaviour, supporting Form Tutors and imposing sanctions

SZa / SWr / ABe Further decrease the use of fixed-term exclusions across both Key Stages so that it is at most 10% of pre-July 2016 levels

Increased attendance across the school

2 Improved monitoring of absence and home visits and letter drops to all whose attendance falls below 95% to reduce persistence absence.

GMl / AOF Reduction in holidays taken during term time

Reduction in persistent absence by at least 3%

Improved attendance of girls

3 Improved communications with parents re absence and attendance leading to an improved prosecution process.

AOF Increased successful PACE (and prosecutions where necessary)

Increased home-school communication

4 Meet students who are identified at risk of persistent absence below 95%

GMl / ABe / SWr Student attendance improved

Better understanding of student of need to be in school – more enjoyment



Action 1: YTM undertakes late detention every break – lates decreasing. BromCom behaviour: Sept - Nov 2017 Negatives: 2930 Positives: 1759 Sept - Nov 2018 Negatives: 2544 Positives: 8580

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Action 2: Rigorous and critical analysis of holiday requests-No. of fines increased: 2017/18 – 26 (over 190 days) 2018/19 – 11 to date (55 days) Home visits increased 2017/18 – 699 (over 190 days) 2018/19 – 303 (over 55 days) Attendance by Yr Gp increased in all but Y10. Boys attendance increased 17/18 43.7% - 18/19 46.4% Girls attendance decreased 17/18 56.3% - 18/19 53.6%

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Action 3: GMl visits homes and meetings more swift. 2017/18 – 2 PACE 2018/19 – 1 PACE to date

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Action 4: Students and parents spoken to by GMl.

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P a g e 19 | 36

Strategic Priority Service Children Person directly accountable:

Sally Zaranko N

ee

d To ensure children from a

military family are not disadvantaged in any way in their school lives R

eas

on

s

Some service children have moved school too frequently

SEMH challenges can be higher with service children due to parental

deployments

Higher proportion of SEND children from service backgrounds

Planning for service children not explicit in all areas


1 Tracking data to interrogate Service children progress

HPo / Eth / JYa / SZa The progress made by military pupils at least equals that of their civilian peers

2 Explicit reference to service children in curriculum plans with organised alternative curriculum plans in place where necessary

HPo / Eth / TLR1 and TLR2 holders / SWr

Smooth transition as evidenced by student voice and regular, systematic questionnaires

3 To ensure new starter information is in place for better transition and attendance at Garrison meetings

SWr / Eth / HPo Positive Parental Voice

Positive Student Voice

Tracking equals civilian peers

4 1:1 conversations with Yr11 post 16 Service students

HPo Zero Neets

Liaison with out of County Post 16 if appropriate

Progress monitoring of above actions SLT link: Colin D Scott Governor: Lt Col Jordan


Action 1: Eth/JYa developing service tracking questionnaire. Interview Y11 Service target students (pilot), mentor if deployment a problem.

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Action 2: SWr/HPo/JTo liaise on individual basis ref matching options and curriculum. HPo provides 1:1 where curriculum mismatch.

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Action 3: Career lead attended SCIP Alliance-Northern Hub (minutes). Attended Strategy SFSG (minutes). Questionnaire school responded.

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Action 4: Career lead has 1:1 in registration time. Priority Service Nov-Dec (application by Dec).

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Strategic Priority Pupil Premium and

Disadvantaged Person directly accountable:

Sally Zaranko N

ee

d

To ensure pupils who are disadvantaged or with a SEND are appropriately supported and all staff and teachers can account for their needs

Re

aso

ns

Progress and attainment gaps between groups, albethey small in

number, overall are still wide across Key Stages

Some teachers’ support for disadvantaged not explicit in their planning

Deployment of TA’s does not always take PP and SEND into account

Use of TA’s by teachers inconsistent


1 Regular (at least termly) monitoring of learning in the classroom

SZa (supported by SMn as part of standard teacher observations)

Teachers give extra support where appropriate to the needs of PP and SEND pupils, with these support strategies clearly articulated

2 Intervention data and progress update meetings ½ termly to discuss PP and SEND

SZa / JYa PP and SEND pupils’ progress further improves and gaps between them and their peers are reduced

3 Production of PP and updated SEND lists termly

EPI Teachers fully aware of the needs of individuals pupils identified as PP or SEND, with specific actions clearly articulated

4 TA’s to be allocated on the evidence of tracking data and agreement and progress update meetings

SZa TA’s interventions are timely and add to the support required for the improvement of progress for identified pupils



Action 1: Observations taken place to date – data on T&L spreadsheet.

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Action 2: PP/SEND identified in data-Key Progress students supported by TA as indicated in data booklet Sp1 SP2.

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Action 3: SEND register updated ½ termly – email to alert staff of changes All PP now flagged on BromCom as part of CTF transition process.

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Action 4: TA timetable reflects tracking need and EHCP requirements. Progress meeting with TA+JYa held and actions agreed.

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P a g e 21 | 36

Strategic Priority Impact and use of

Teaching Assistants Person directly accountable:

Sally Zaranko N

ee

d

To provide effective interventions for pupils, particularly disadvantaged and SEND, so that their progress rates increase and gaps to peers narrows

Re

aso

ns

Historical lack of evidence for the impact in the use of TA’s

TA’s need to further support disadvantaged and SEND pupils so that

the progress these pupils make increases

All TA’s need to undergo relevant courses to develop skills further

Not all teachers use TA’s as effectively as needed to provide for

sustained improvements in the targeted pupils


1 TA’s allocated to classes with targeted pupils identified from ½ termly meetings

SZa / JYa Improvement in the progress identified pupils make – to be at least 2x the rate of progress seen by their peers

2 Teachers to meet regularly, as required, with relevant TA’s

All teachers who have an allocation of a TA in their groups

TA’s know how they are to be used in the classroom and aware of the learning taking place prior to their arrival for support

TA’s report better deployment

3 Reading Intervention Programme for students with lowest RA

WCa Students make at least 2 x rate of progress and close gap with peers



Action 1: (see action 4 PP+Disad pg 20) TA timetable reflects SP tracking need of specific students – reviewed after each tracking. From SP1-SP2 15 PP/SEN students made progress, 1 stayed the same, 2 went down due to attendance issues.

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Action 2: Some staff doing this very effectively but not all. Mentioned 12/11/18 at CPD planning. TAs more actively speaking to teachers.

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Action 3: 10 Students identified +10 week programme started with Y8 students –due for completion Dec 2018.

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Strategic Priority Staff Welfare Person directly accountable:

Sally Zaranko N

ee

d

Staff need to be acknowledged and recognised for their hard work to gain greater ownership of their areas of work

Re

aso

ns

Despite some reduction in workload, a few staff resistant to change

Opportunities to collaborate between colleagues sometimes missed

Obvious ‘burn-out’ more apparent towards end of half terms in some

Staff perception of SLT and how SLT view them varies

Workload perceived not to be reducing as expected, despite efforts to

reduce workload (e.g. reports, CPD time given, reduced meetings)


1 Model positive behaviours of trusting colleagues with all teaching staff to leave school by 3:30pm on a Friday

CSc / SLT No teachers on site on a Friday after 3:30pm

Further increase in the levels of staff contentment

Reducing staff absence

2 Open-door policy of all leaders (from subject leads to headteacher) so that staff can talk about concerns

All leaders Increased cooperation

Clearer and earlier pathways of support where problems exist

Greater engagement of teachers

3 Identify areas where staff can be ‘released’ or ‘freed’ to create opportunities for creativity to increase

SMn / SZa More creative lessons made leading to improved pupil outcomes

Healthier staff



Action 1: Most staff leave early at least 1 night a week.

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Action 2: Better communication between staff.

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Action 3: Better use of Cover Supervisor to support HoFs to monitor departments.

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Strategic Priority Internal and External

Communications Person directly accountable:

Gill Morrissey N

ee

d

To ensure parents receive timely and adequate information about their child and communication to and between staff is robust and clear

Re

aso

ns

A few parents (survey) claim communications not always clear

Processes for information between reception/others not always robust


1 To set up a communications working group to develop a Communications Plan

GMo / JGa The number of parents who agree the school communicates well with them increases

2 Staff informed on new Plan and communication processes for effective communication

GMo / Group Members Fewer complaints received from parents



Action 1: Group established. First meeting to be held 14/11/18. Reduction in the 10.1% who disagree that they receive valuable information from the school about their child’s progression

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Action 2: Ongoing following Plan development-action 1. Improved electronic communication systems with parents, reduction in paperwork.

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Strategic Priority External School Promotion Person directly accountable:

Jen Gardner N

ee

d

To ensure the whole community is able to understand what the school is doing for its children and the community itself

Re

aso

ns Some community members do not know how the school supports the

local area

Some parents do not fully understand the opportunities available to

their children if they were to come to our school


1 Share good news via social media outlets, press releases and promotional material.

JGa Further increase in the numbers of pupils making Risedale their first choice school from primary.

2 Publish newsletter 3 times a year. JGa Newsletter produced detailing positive news and success stories, giving examples of how the school and its pupils support the community.

3 Maximise social networking opportunities with local business/community/parents.

JGa Further increase in followers on Facebook and Twitter and positive feedback.

Progress monitoring of above actions SLT link: Gill Morrissey Governor: Lt Col Jordan


Action 1: Ongoing daily task. Increased student numbers Sep 2018 from cohort of 90 year 7’s to 120. Media coverage on a regular basis.

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Action 2: Working on Christmas 2018 newsletter pulling together the key celebration events over the term. (3 newsletters in total across the year.

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Action 3: Number of followers on both FB & Twitter increasing daily. Numbers presently standing at Facebook (joined March 2014) 1,336 Likes at 26/11/2018 Twitter (joined October 2015) 236 Followers at 26/11/2018 Primary links further established for promotional opportunities. Media opportunities well utilised.

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Strategic Priority School Displays and

Learning Environments Person directly accountable:

Gill Morrissey N

ee

d To promote and display the

good work produced by pupils, celebrate success and challenge the reader R

eas

on

s

School environment (displays) not always clear or up to date

Some areas appear uncared for

Space to celebrate pupils’ achievement not maximised

Some displays do not always further challenge the reader to explore

concepts more or ask questions


1 All displays to be renewed on a termly basis

Every subject leader (compliance monitored by JGa / GMo)

Display boards show up to date and relevant work that continues to challenge students as well as celebrate achievements

All display boards are used

2 Review of the school display policy GMo Policy is adopted by governors

All leaders aware of the display requirements and adhere to them

3 Regular meetings with literacy and numeracy leads to ensure literacy and numeracy display materials are up to date and complement current standards.

GMo / MCa / GRo Professional and consistent Literacy and numeracy displays throughout the school

Progress monitoring of above actions SLT link: Sarah Matthewman Governor: Beki Bulmer


Action 1: Review of boards still required. Planned to be undertaken January 2019

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Action 2: Draft of new Display Policy written, yet to be shared with SLT and Governors.

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Action 3: Meeting with L&N staff still to be held following the review of boards in January 2019.

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Strategic Priority ICT Infrastructure Person directly accountable:

Gill Morrissey N

ee

d

To maintain a robust and failsafe ICT infrastructure that allows pupils/staff/visitors to access online learning anywhere, any time

Re

aso

ns ICT equipment (network backbone) across school is old and failing

No strategic teaching-driven lead for ICT development

Underused ICT resource rooms

Development of ICT cloud-based technologies required


1 All network switches to be replaced GMo / MKa / JTi “Down Time” of computer systems reduces

2 Extension of wireless infrastructure GMo / GLa Pupils/staff/visitors to school able to use own portable technology in any location around school with a subsequent increase in its use

3 Development of schools’ ICT working party

AFi / GMo School has a clear direction of travel for enhanced ICT provision and its use resulting in increased use of technologies for learning

4 Reduction / reallocation of ICT resource rooms

GMo / Academic Board Increased use of personal technologies

Reduction in the use of computers to simply ‘type up coursework’

Increased use of ICT for actual learning



Action 1: All switches now replaced. Switch work completed Sept 2018. 0% of downtime experienced since the installation.

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Action 2: Finance dependent, also based on need following the outcomes of the ICT working party. Teacher/Student need led.

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Action 3: First meeting taken place with ICT working party 25/10/18. Survey to be undertaken.

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Action 4: Teacher/Student need led. Further work on this prior to priority being agreed.

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Strategic Priority Equalities for All Person directly accountable:

Sarah Cox N

ee

d

To ensure the school is beyond compliant in all regards of equalities legislation including but not limited to disabilities, sexuality, race, gender, age

Re

aso

ns A number of pupils and staff identify as LGBT+

Some pupils and staff have recognised disabilities

A desire from all leaders to ensure people are recognised only for

their talents and abilities in their role


1 Undertake new national “Positive Allies” award to support those living with HIV (first school nationally to do so)

SCo / Governors Awarded “Positive Allies” and “Stonewall” charter marks

2 Use outcomes from the Stonewall Survey to address key issues amongst pupils through assemblies and PSHE

Equalities Group established

SCo Pupils feel safe as evidenced by student surveys and any homophobic or transgender bullying is reduced to zero

3 All areas of school to be audited for accessibility with adjustments made to timetable or rooms where necessary

GMo / SCo All staff and pupils able to fully access their areas of work/learning

4 Equality Policy is renewed, action plan updated and effective training provided to all staff to ensure staff understand their roles and responsibilities in relation to E&D

SCo / SZa / LDu School fulfils its duty under the Equality Act by ensuring the learning environment is one which tackles discrimination, celebrates diversity and includes all sections of society.



Action 1: Positive Allies award complete. Collecting evidence for Level 2, expected to achieve soon. Higher Level of involvement.

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Action 2: Stonewall Survey completed May 2018 and being used to address key issues amongst pupils.

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Action 3: Yet to start.

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Action 4: Ongoing – training was booked but course cancelled by NYCC. SCo to speak to NYCC to identify training for staff.

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Strategic Priority Development of Prefects Person directly accountable:

Sarah Cox N

ee

d

To ensure that leadership within pupils is further developed to encourage an ethos of ‘future leaders’ post-16

Re

aso

ns

Prefects currently seen by many simply as ‘corridor managers’

Prefects are currently more led than they are able to lead

Links to how the role will support their future careers underdeveloped


1 Clear prefect strategy produced with clear job roles and responsibilities

SCo / Head Prefects / Abe Clear roles allocated to all prefects with specific areas across EVERY spectrum of school life including teaching and learning and mentoring

2 Leadership skills training SCo / SLT Formal (or in-house/informal) leadership programme completed by all prefects (covering a wide range of skills and visits)

3 Meeting with each prefect SCo Individual professional links/leadership mentors in place for every prefect

4 Identify KS3 Leaders SCo / SWr KS3 leaders



Action 1: Prefects arranged into key groups and roles defined. Duties assigned for prefects at key events and prefects involved in student council and staff appointments.

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Action 2: Yet to start

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Action 3: Met with some Prefects. New Prefect programme to start after Christmas-applications close w/c 03/12/18.

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Action 4: New Prefect programme to start after Christmas. Discussions ongoing with Year Team Manager.

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Strategic Priority SMSC and British Values

(incl PHSE) Person directly accountable:

Jane Hailwood N

ee

d

To ensure that pupils are able to fully understand their place in British society and how they can contribute to their own well-being

Re

aso

ns Some pupils unable to fully believe in their own abilities or aspire to a

positive future for themselves

Pupils’ understanding of democratic principles underdeveloped

A minority within the wider community who display extreme views


1 Carry out an audit to identify any gaps in provision and raise awareness of SMSC

JHl SMSC opportunities are clear and identifiable in all lessons where appropriate

2 Develop social studies SoW so that inclusivity is a strand running through

LDu All students to engage in some form of positive project linked to inclusivity

3 Keep SMSC at the heart of assemblies, tutor programme and the ethos of the school

JHl All students receive clear guidance and opportunities to engage in debate and discussion to develop empathy



Action 1: Growing up in North Yorkshire Survey used to identify bullying as an issue- assembly given by JYa during anti-bullying week. LDu attended Prevent training. This has resulted in a series of necessary actions involving ICT technicians and a meeting with GMo/SZa to discuss procedures has been arranged. Audit yet to be carried out.

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Action 2: Progression built in to the social studies SoW from Y7 to Y11. Teacher planning lessons involved in its delivery. Training used from PSHCE link meetings to develop these resources. Identity (race/religion etc.), sexuality, gender and choices are key themes studied in all year groups.

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Action 3: Whole school assemblies focus on key SMSC themes that are relevant and smaller assemblies delivered most weeks to highlight important events throughout the year. This still needs more structure and resources need developing for tutor time. PowerPoints developing to help engage students in debate and discussion during tutor time. This needs reviewing next term.

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Strategic Priority Community Liaison and Promotional Activities


Jane Hailwood N

ee

d To ensure that the community

is aware of the school and its place within the local area R

eas

on

s

Risedale historically viewed as the poor school of the area

Pupils not always given opportunities to show the community how

good they are and how supportive they are of others


1 Develop stronger links within the community to raise the profile of Risedale

JHl Proportion of students engaged in community engagement increases

2 Reform the student council so as to increase their involvement in organising community events

JHl A greater number of potential community projects for students to choose from

3 Identify disaffected students and short term projects to build resilience and self esteem

GMl Disaffected students taking part in positive community work. Improvements in their attendance and progress.

4 Develop a manageable programme with volunteers to engage more students in community based tasks

JHl Increased enrolment and completion of DofE, NCS and other opportunities as they become available



Action 1: Fashion show arranged in collaboration with Tesco to support a local boy with muscular dystrophy. Projects identified and organised by students to achieve max. engagement-can be monitored by numbers taking part and attending.

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Action 2: Poster campaign and assembly for Y7 has resulted in an increase in number of students attending meetings and wanting to get involved in events. Number of new events identified and being explored. Y11 students are taking more responsibility for organisation.

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Action 3: Meeting arranged with GMl to develop a proposal and identify a group of students lacking in resilience. Enquiries made leading to initial outline, focusing on Y9/10.

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Action 4: DofE launched to Y9. 50+ letters distributed so far, first meeting w/c 03/12/18. Lots of opportunities for community links and volunteering. NCS dates for assemblies confirmed, programme was successful last year. Assembly arranged to promote hosting of foreign students. Links made with Foxglove Covert.

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Faculty Priorities Science and Technology Person directly accountable:

Jane Hailwood N

ee

d

To ensure the highest standards are reached across all subjects within the faculty and that the curriculum for pupils is fit for purpose, challenging and stretches all

Re

aso

ns

Quality of Teaching and assessment is variable within both subjects

Accountability of science and technology staffing not rigid

NQT within the science department

Behaviour of some pupils within subject is not as strong as required

Curriculum requires enhancement to properly engage all groups

Historic over-reliance on controlled assessment for high marks


1 Teachers planning for challenge and progress on a lesson by lesson basis

JHl Improved rates of lessons regarded as strong (observations) with a subsequent reduction in those where major development is required

2 Moderation to include better use of SP data and P4P sheets to focus intervention

AMa Y11 attainment to exceed 65% (4-9) in both Sci subjects with the highest grades (7+) to be 15%

Y11 attainment in Tech 60% (4-9) and Food 75%

Progress rates in all year groups increases

3 All students to receive good quality personal feedback based on secure assessment

AMa Marking and feedback integrated within learning

Students responding regularly to staff through dialogue and challenge

Appropriate challenge and higher order learning

4 Support staff to embed ‘The Risedale Way’ and better behaviours for learning

JHl Fewer recorded incidents of low-level behaviour, call-ins and times pupils spend in the corridors

Progress monitoring of above actions SLT link: James Yates Governor: John Glahome

Notes end of November 2018 Notes end March 2019 End year notes at June 2019 Signed Action 1:

Some Medium term plans (MTP) now complete for term 1 with learning maps for each topic. Being used to plan weekly, staff more aware of progression and better collaborative planning. Regular monitoring now in place with immediate feedback. SV show students more aware of links between lessons.

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Action 2: P4P sheets produced by all staff as a result of baseline data but not for all year groups. Baseline data determined following departmental standardisation. Used to inform planning and to focus discussions in CDT but not yet being used for max. effect.

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Action 3: CDT used to focus on ‘What I am Looking For’ (WILF), what will be assessed, how? WS now shows more focused feedback in books for some groups. Little evidence of students responding. More practical observed following collaborative planning and from SV.

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Action 4: Corporate identity is developing to raise the profile of science in school. Lab-coats worn by all Science staff. Notice boards improve learning environment. Call-ins reduced as behaviour is dealt with in department. Students removed to another lab. Support to be offered with restorative conversations and use of the Risedale Way.

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Faculty Priorities Creative Arts Person directly accountable:

Sarah Cox N

ee

d

To enable the creative arts faculty to fully exploit its recent enhancements in both resources and subjects so that pupils become more confident and independent

Re

aso

ns

Three new teachers in drama and PE (including an NQT)

Variety of sport is too minimal and not fully engaging pupils physically

New drama subject being introduced

Variety of music/instruments offered is limited

Lack of public-facing (confidence-building) choirs and productions

Progress of pupils varies – particularly in PE/Sport


1 School production Increase capacity of instrumental lessons Drama club

SCo / ASo Sco ASo

More pupils become involved musically/theatrically in school life with an increase in those who play instruments

2 Range of lunchtime inter form competitions Extra-curricular programme put together with a variety of staff involved

SBr SBr

Pupils in sports teams become more successful in inter-school competitions

Greater number of sports teams and a greater variety of sports offered

3 Sports Day / It’s a Knockout SBr More pupils access opportunities to take part in physical activities

Broader range of activities on offer

4 Regular data meetings Intervention priority students

AHn / KPe SCo / JWe / SBr

Increase of Y11 attainment to 70% (4-9) in Art, Music and BTEC Sport equivalent

Progress of all groups according to tracking data improves



Action 1: School production is in the planning with Head of Drama. HT approached with proposal. Needs costing and details confirming. Other school models approached. Yr7 drama club happening

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Action 2: Currently 23 clubs on offer over the week–ave of 154 students each week attending. 923 students have accessed clubs. 13 fixtures have taken place. Student voice is the platform for student input in clubs.

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Action 3: It’s a knockout – despite many meeting still waiting for a response from Army – email send 22.10.18.

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Action 4: Regular faculty meeting, evidence in the meetings of discussions about key progress students.

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Faculty Priorities Communications Person directly accountable:

Stacey Burke

Ne

ed

To ensure that pupils become literate and successful in all areas of English and languages so that they may increase their success across the curriculum

Re

aso

ns

Attainment and progress in Modern Foreign Languages is weak

Progress of pupils in English not consistent between teachers

New faculty structure (incl. new head of faculty) in place

Curriculum within English not fully fit for purpose

Pupils require development of Tier 1, 2 and 3 vocabulary skills

Actions/activity to be undertaken: Person(s) responsible:

Success Criteria Expected by year end:

1 Faculty focus on quality first teaching strategies as a result of identification and implementation of measurable intervention

SBu Y11 attainment to increase to at least 65% (4-9) in both English Lang and Literature

Y11 attainment in MFL to increase to at least 60%

2 To ensure all lessons consistently challenge and engage through formal collaboration and share of best practise

SBu An increase in the numbers of lessons judged to be strong with a reduction in those needing development so that teaching is more consistent between teachers

3 Faculty to increase vocabulary focus by implementing a series of vocabulary strategies (both departmental and whole school)

SBu Pupils more able to access higher-level examinations due to an increase in their vocabulary skills

4 Creation and embedding of a new English curriculum at KS3 and KS4 to engage, enthuse and challenge pupils

SBu The progress made by all groups of pupils in all year groups increases according to tracking data

Progress monitoring of above actions SLT link: James Yates

Governor: John Glahome

Notes end of November 2018 Notes end March 2019 End year notes at June 2019 Signed Action 1: Assessments moderated within faculty shows on track for expected attainment. SP1. 9-4 English Language 37.9%; English Literature 41.4%; German 27.6% & French 23.1%. Negligible progress gap between HAPS and MAPS. LAPS progress slightly stronger. Disadvantaged gap close, at -0.2

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Action 2: 13 walkthroughs taken place across faculty. 4 share with others; 1 strong and 8 developing. Improvements made by staff within cycle. Department meetings include collaboration of ideas and sharing of best practice using two week planning cycle; impact of this planning already shown through walkthroughs.

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Action 3: Implementation of vocabulary a focus – added to long term plans. Improvement in writing tasks evidenced in book scrutiny. Specific vocabulary taught fortnightly as part of planning for progress two week cycle. Strategies offered during whole school CPD are being trialled.

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Action 4: New English curriculum launched for Y7–10, greater consistency evidenced in walkthroughs. Embedding and engagement monitored and evidenced through walk-through feedback; two student voices and department individual work scrutiny. As a result of a student voice department have refined specific aspects of the curriculum, with improved student voice. Walkthroughs evidence better planning for progress.

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Faculty Priorities Numeracy Person directly accountable:

Mark Carter

Ne

ed

To ensure that mathematics is able to excite and engage all groups of learners so that they achieve their very best

Re

aso

ns

Attainment and progress in maths is too variable between teachers

New NQT in place

Progress of higher ability pupils not strong enough overall

Curriculum requires further development to engage and excite

Too many boys make insufficient progress in maths by the time they are in Y11



1 Specific grade 7-9 intervention for targeted students provided by JYa/MCt

Specific grade 4-9 intervention for targeted students provided by all staff

MCa MCa

Y11 attainment to reach at least 65% (4-9) overall

Yr 11 attainment to reach 20% (7-9) overall

The progress made by HAPs in all year groups increases throughout the year and is in-line with expected progress by the end of the year

2 Girl-focused student voice. Staff to make appropriate changes and progress to be checked with a later student voice

Planning and delivery of trips focussed on engagement of girls in mathematics

MCa / CFo MCa

Gaps between boys’ and girls’ progress reduces

Gaps between progress in disadvantaged and others narrows

3 The sharing of more engaging approaches to teaching are to be part of all CPD meetings

Each member of staff to plan and run a trip that promotes engagement of maths in some capacity

MCa

MCa / MMa

Student voice demonstrates that students are consistently positive about their experience of learning in maths

Broader range of learning experiences

4 Change to marking process. Move to single book with regular teacher assessment and student responses

MCa

Marking and feedback fully integrated within learning

Students responding regularly to staff through dialogue and challenge

Progress monitoring of above actions SLT link: James Yates Governor: John Glahome


Action 1: 54% Grades 4-9 at SP1 compared with 27% 4-9 at SP1 in 2017. 5% grades 7-9 at SP1 compared with 1% at SP1 in 2017. HAPs making most subject progress at -0.41

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Action 2: Gap between progress made Y11 boys/girls -0.56 boys & -0.71 girls. Disadvantaged gap -1.08 compared with -0.45, compared to whole school figures this is due to better performance by non-disadvantaged students.

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Action 3: Sharing of resources established – a standard practice at meetings. Major Y10 trip 23/11/18. SIP positive about the learning in mathematics.

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Action 4: Greater dialogue in student books – picked up through book scrutiny. Some inconsistencies across the department.

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Faculty Priorities Humanities Person directly accountable:

Richard Sherwood N

ee

d

To enable a re-grouping and re-energising of humanities teachers to broaden the curriculum offered and the success pupils make across all subjects

Re

aso

ns

Geography is still too weak with ongoing staffing issues

New head of Religious Education joined Sept 2018

Assessment too variable across subjects not fully supporting progress

Curriculum requires development to engage and excite

New faculty leader in place from September 2018



1 More focus on exam technique within lessons

RSh / JSm / AFi / DHu

Y11 attainment to reach at least 60% (4-9) in History and Geography.

Y11 attainment to reach at least 70% (4-9) in Religious Education

2 Identify students in groups not making sufficient progress and develop intervention


Progress rates of all groups across all years to increase according to tracking data

Gaps to close for all sub-groups

3 Widen RE curriculum and increase opportunities for geography, history and RE field trips (joint visits/international?)


Pupils are more aware and accepting of other cultures with an increased awareness of historical influences

Balanced option choices at GCSE

4 Include robust summative assessments at each SP stage to accurately inform tracking

RSh / AFi / JSm Robust assessment, of sufficient depth and challenge, across all subject areas

Assessment integrated fully within learning

Accurate assessments and predictions

Progress monitoring of above actions SLT link: Sarah Matthewman Governor: John Glahome


Action 1: RE-Exam questions set across all grades as plenary activities and answers explicitly scaffolded in Y10 and Y11. Y11 attainment improved (Y11 SP1) Geog-Y11, 10, 9 have attempted exam questions and then re-drafted. Structure strips have been used with Y9, 10, 11. Y11 attainment improved % Grade 9-4 40-45.7%. History not completed due to staff absence.

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Action 2: RE-initial P4P sheet developed Y11 intervention to be introduced Jan 19-one session at lunch and one after school. Y11 attainment improved. Geog-initial P4P sheet developed. Y11 updated following SP point and Y7 to follow-staff absence will impact on this. Y11 intervention Mon lunch and Wed after school. Y11 attainment improved % Grade 9-4 10.3-27.69%.

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Action 3: RE-KS3 curriculum rewritten to improve engagement and student knowledge. Contact made re fieldtrips. Geog-Planning for Y7 and Y8 trips in summer-staff absence may impact this.

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Action 4: RE-KS4 end of term 1 assessment took the form of AQA practice exam (after sessions on revision). Students provided with scripts after assessment and given opportunity for reflection-students now better placed to answer longer questions-impact evidenced SP2. Geog- Y11 and Y7 sat progress exam (40’) with revision lesson prior to this. Y8, 9 and 10 to follow before Christmas.

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SEF on a page Leadership and management (3) Teaching, Learning and Assessment (3) Governance now strong with regular challenge to

leaders of all levels

Governors and senior leaders have a clear sense of direction and future development

All faculties now led with strong accountability

Curriculum broadened with more choice to pupils

Progress gaps between groups (disadvantaged) reducing overall including English and maths

Monitoring is now secure with regular target discussions by leaders as to pupil progress

Pupils and staff have secure and positive relationships built on mutual respect

Teachers’ CPD purposeful and personal

PP funding impacting positively on pupil outcomes

SMSC and British Values is strong across school

Equalities structure exceed legislative requirement

Safeguarding fully secure and effective However:

Leaders need further CPD for professional skills

More work by leaders is required to further reduce weak teaching and assessment in some areas – particularly science and humanities (although new staffing is now in place and strong improvements already noted)

Teachers are secure in their own subject knowledge

All staff follow bespoke CPD to develop skills

Classroom expectations consistently reinforced

Literacy is firmly embedded in all subject areas

Teachers know pupils well and overall plan for lessons that develop knowledge and understanding

Homework is used appropriately

Assessment routines improving leading to stronger outcomes – new refined tracking introduced

Parents receive strong information about the progress pupils are making and can see real-time information

Pupils can spend time reflecting on their learning and suggest independently how to improve

Pupils are now more able to learn from failure However:

Assessment and expectations at KS3 has inconsistencies within some subjects and across year groups

Reading requires development across subjects so pupils can access exam papers effectively and access higher/more challenging work

Stretch and Challenge is not consistently high

Feedback is not used effectively by some staff to engage in learning conversations

Personal Dev, Behaviour and Welfare (2) Outcomes (3)

Pupils take pride in their appearance and work

Persistent absence trend is reducing significantly

Attendance rates improved by 3% over two years

FTE reduced massively in two years – now less than a fifth of the rates seen in 2016

Permanent exclusions rare

Inclusive school – pupils promote equalities well

Pupils feel safe and are safe

SMSC strong overall and expanding further

Careers guidance exceeds legal requirements

Bullying rare and dealt with swiftly when it occurs

Pupils punctual overall and prepared for work

Disruption due to low level behaviour is reducing However:

PA rates in 2017/18 increased slightly (although well below previous levels)

Girls’ attendance not as strong as boys’ overall

Need to further work towards a zero-exclusion culture

Too many parents still take term time holidays

New systems to ensure staff and pupils are working towards consistently high expectations

Overall, progress at KS3 is now mostly good, with majority of students meeting aspirational thresholds across a wide range of subjects

Progress of sub-groups is relatively consistent at KS3

Improvements continue in the new GCSE cohort, with progress expected to increase further

English and mathematics nearing national rates of progress (blip year 2018, in 2017 were at national rates of progress or better)

Disadvantaged gap is not significant However:

Progress for all students, inc HAP, needs to improve to be significantly above zero by the end of KS4

Progress 8 ‘blip’ in 2018 due mainly to legacy, the effect of 3 boys, the use of supply and staffing issues – now rectified

There needs to be greater consistency across subjects and between teachers within subject areas

Performance of SEND students, whilst good, is not always consistent

Improvements in students achieving 8 good grades, thus increasing the OPEN element.

Overall effectiveness therefore is currently requires improvement overall

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