Our Mission Statement: Vision: Values: - Minsthorpe

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Our Mission Statement: • As a College at the heart of the community it serves, our aim is to raise the expectations and achievements of all learners and by

doing this play a leading and proactive role in the local area. Minsthorpe Community College's mission is to change for the better the lives and life chances of all members of our community. In order to achieve this we are committed to the achievement of rapid educational transformation within the college through the development of outstanding practice based upon sustainable collaboration.

Vision: • Minsthorpe Community College aims to become an outstanding college in which all children are enabled to reach their potential

through the provision of high quality education within a caring and supportive environment. The on-going professional development of all staff will ensure sustainability and assist in the creation of a culture of continued improvement. Guided by the principle of ‘learning without limits’ students will be responsible for their own learning and strive to achieve at the highest level in an environment that allows the values of the ‘Minsthorpe Way’ to flourish.

Values: Minsthorpe Community College’s values are embodied by the term 'The Minsthorpe Way' and are: • Believe • Achieve • Succeed • Enjoy • Support They are underpinned by a commitment to provide an education for all our young people that is founded on honesty, openness, optimism, aspiration and an unshakeable belief in the intrinsic worth of every individual within our community. Intelligence is learnable: it is expandable, not fixed, and is the product of hard work. The key to expandable intelligence lies far more in self- belief than it does in any ideas about ability. This is why the student motto, "always believe you can achieve" is at the heart of what we do and is embedded, both in our values and in our culture.

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Culture:

• Staff have a shared sense of purpose and pour their hearts into teaching

• The underlying norms are of collegiality, improvement and hard work • High expectations of all learners is the hallmark of the college • Student rituals and traditions celebrate student achievement, teacher commitment and parental support • An informal network of storytellers, heroes and heroines provide a social web of history, information and support • An ordered college where success, joy and humour abound.

Ethos: Minsthorpe Community College’s ethos is encapsulated in the phrase, “Everybody matters, Everybody succeeds, Everybody helps”. By involving everyone in ensuring that all are enabled to achieve, the college creates communities which share in the success of all when the highest of aspirational targets are set and met. Everybody Matters Every member of our community is equally valued, regardless of their race, gender, ethnic origin, marital status, sexual orientation, religion or belief, age or physical or mental capability We focus upon the more vulnerable members of our community in order to ensure that they are enabled to realise their potential. We recognise and value the uniqueness of every individual within the college, and of every stakeholder institution, believing that strength does come through diversity Whilst acknowledging the central role played by the classroom teacher, we also recognise the part played by all other members of our community and value teamwork as an essential part of our success Professional development opportunities and individual career plans are in place for all members of staff and encouragement given to seek advancement within the college. Student councils, parental consultations, staff surveys and an all pervasive open door policy ensure that everybody believes that their opinions matter and that they are fully involved in the development of the college.

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Everybody Succeeds Challenging individual performance targets are set for all students and staff, enabling success to be celebrated and underperformance to be addressed. Progress is viewed as the key success indicator, ensuring that students of all abilities can achieve successful outcomes and that appropriate support can be allocated appropriately. The college recognises that “success breeds success” and provides a wide range of extended curricular opportunities to enable students to achieve outside as well as inside the classroom. The development of high level interpersonal skills, self-confidence, self-reliance, resilience and a sense of personal responsibility is viewed as a key measure of success. The inculcation of values such as honesty, a sense of justice, compassion, consideration for others, friendship and service are implicit in all that we do. Every opportunity is taken to celebrate success, with praise and reward considered infinitely more powerful motivators than criticism and sanction. Everybody Helps

We recognise the truth behind the African perception that "if you want to walk fast, walk alone; but if you want to walk far then walk together" and value the contributions of everybody in achieving our goals. Systems are in place to ensure that students are encouraged and enabled to help others as well as themselves, both academically and through the assumption of roles such as peer mentors, prefects, helping hands, school council representatives, reading partners, etc. The development of good citizens is central to our mission and we achieve this both through formal education and the provision of practical opportunities such as charity fund raising and work in the community. Suggestions and improvement strategies are valued from all staff, with systems in place to receive and respond to all such contributions. We believe that collaborative working with other schools enhances the educational provision for all, with every institution having examples of innovation and best practice which, when shared, ensures that the whole becomes more than the sum of its parts. The provision of clean and safe learning environments, of healthy and nutritious food, of efficient and high quality administrative and financial services, of effective pastoral and student support systems, of consistent and empathetic leadership and governance, of positive and productive community relationships combines with high quality teaching and learning to provide an outstanding education for all our young people.

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Strategic objectives: • Students across the college to achieve at least expected levels of progress- target grades will be aspirational: meeting them is a given; exceeding them the aim • The college to be rated outstanding by Ofsted • The overwhelming majority of teaching across the college to be rated good or outstanding.

We will work to achieve this by:

• Working relentlessly to ensure ‘no child is left behind’. • Professionally developing our staff in an ethos of ‘capacity and care’. • Continually striving to deliver inspirational learning, teaching and training for all learners. • Driving for outstanding through engagement, enjoyment and safety. • Constantly reviewing the effectiveness and impact of the college’s practices, in partnership with our governing body.

Through our role as: • A community college at the heart of the SESKU area – a focus for education and training for children and adults.

• A Community College with a commitment to enabling lifelong learning for all ages.

• A recognised quality provider who is part of the Wakefield Learning Community and the hub school for the Minsthorpe Consortium and the YTCA SCITT.

• A community college that values partnership working and has strong links with other institutions including primary, secondary, further and higher education, work-based learning providers. We work closely with other agencies and are committed to multi-professional support for our learners.

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Minsthorpe Community College Strategic Plan (CSP) 2012-‐2015 COLLEGE STRATEGIC PLAN (2014-‐15)

Priority 1 : Raise standards & accelerate progress throughout the college OVERALL EFFECTIVENESS:

• Improved quality of teaching across the college • Improved rates of progress (including better than expected progress) across the college, particularly in academic Post 16 courses • Vulnerable groups’ rates of progress in line with others • Higher levels of student attainment at all key stages including Most Able

OBJECTIVES LT

LEAD IMPACT Deadline;

MONITORING/ EVALUATION

1.1 Improve the overall quality of teaching and learning to ensure consistently good or better practice (8 key objectives): Spring 2014 Ensure an increase in outstanding practice and a reduction in the number of RI: 1.1.1 Further develop the work of the LPs to include greater sharing of good practice across college. Bp

• Increasing percentage of good or better lessons across the college from 84% to 90%

• Identified strengths and addressed weaknesses/inconsistencies of tracker sub grades across all curriculum areas.

• Accelerated student progress in all curriculum areas, particularly those currently below national to reduce expected progress or greater from 4 departments at GCSE to 1.

• To embed the sharing of good practice across CAs • Successful Lesson Study Pilot 2014/15 with clear direction for whole

college launch in September 2015. • To increase percentage of outstanding practice from 28% (2013-‐14)

to 33% by end of 2014/15 • Evidence of 100% good or better positive climate for learning • Evidence of 90% good or better PSIS (as on tracker)

By July 2015 QASER Learning Walks(LW) LT Link meetings Securing Good & Challenge Group AP data Staff attendance at INSET / CPD programme & evaluation CA QA procedures LS Pilot feedback & Evaluations QoT tracker Student Voice

1.1.2 Use the INSET programme and Lesson Study Pilot to build on the above and further develop the sharing of good practice.

Bp, Fh, Ad

1.1.3 Further develop the work of the ‘Securing Good’ and ‘Challenge Group’ programmes to ensure delivery of good or better lessons

Bp, Ad, LPs

1.1.4 Develop the Securing Outstanding Programme by ensuring effective identification of staff, inspiring creativity in the classroom and effective dissemination of practice.

Bp, Ad, LPs

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OBJECTIVES LT LEAD

IMPACT Deadline; MONITORING/ EVALUATION

1.1.5 Further enhance collaborative lesson planning to ensure an approach which embeds differentiation, independent learning and intelligent accountability (IA) across the college.

Bp

• Work in all areas accurately matches student ability and ensures stretch, challenge and opportunity to work independently – to increase PSIS sub-‐grade to 90%

• Astute and consistently high quality lesson planning and delivery across all CAs leading to accelerated progress for all as evidenced by reducing number of underachieving departments in terms of expected progress or greater from 7 to 2 at GCSE. (Maths,French, German, English Literature, Leisure and Tourism, Statistics and Sociology) At A Level the number of departments in the blue to reduce from 8 to 4, and at AS Level from 5 to 3.

July 2015 QASER CA QA Lesson Study QoT Tracker Subject Ambassadors AP data

1.1.6 To ensure effective marking and feedback across all areas is impacting on student progress.

Bp

• Consistently effective, diagnostic marking across all Key Stages as evidenced through rigorous CA QA.

• Students routinely take on board teacher advice and know how to monitor and assess their own progress

July 2015 On-‐going rigorous QA of marking and student reflection via CA QA QASER Student voice & Subject Ambassadors

1.1.7 Further involve Student Voice in driving forward the L&T agenda.

Bp, Ad • Evidence of a change in practice amongst staff as a direct result of Student Voice as shown in CA Team Action Plans.

July 2015 Subject Ambassador feedback Learners Survey / QASER Student Council minutes

1.1.8 To ensure a more consistent approach to whole college delivery of both literacy, numeracy and oracy in order to raise achievement further.

Bp,Ad,Gm

• 90+% good or better RWCM • Improved scores on LUCID reading test for Y7 2014 cohort • Numeracy – to develop numeracy strategy across college by

establishing better cross curricular links and use of numeracy across college in CA’s and P&A time.

• 100% good or better CfL

July 2015 Literacy Policy (to include oracy) Involvement in No Pens Day (October 2014) QoT tracker

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OBJECTIVES LT LEAD


QASER STAR Test scores

1.1.9 Encourage an open door policy to lesson observations

Bp/ Ad • Create more opportunities for staff to observe each other by establishing a WOW Week (Watch Our Work) in which staff volunteer to be observed and observe other volunteers.

• The development of a more collegial atmosphere to lesson observations via the Lesson Study programme.

July 2015 The establishment of the first WOW Week Feedback from the Lesson Study pilot

1.2 Strategically manage the pupil premium budget to ensure all Pupil Premium students receive appropriate and specific support to enhance their progress. Mk,

Gm

• To have a targeted intervention process for Pupil premium students to narrow the gap between this group and their peers

• Development of clear tracking systems which combine support and attainment

• Development of the Nurture group programme

July 2015 Exam results Data analysis CCTL IA Pupil premium policy Pupil premium tracking documents Nurture student feedback

To maintain improvements in ‘Expected Progress’ and ensure an increase in the number of students making ‘better than Expected Progress’ across the college,

including the Most Able

Gm, Mk

• Expected Progress (3+ LP) – All subjects to be at or above national figures

• Better than expected progress (4+ LP) -‐ To Maintain the subjects already at or above national levels -‐ All other subjects to show incremental imrovements in next 3

years to reach national levels or beyond

Sept 2014 IA / APA analysis LT Link meetings LT meetings Intervention programme

1.3.1 To increase numbers of students in Science making & exceeding EP in all key stages and across all courses.

Bp, (Ws)

• Numbers of students making expected progress in science at all key stages and in all courses are at least at national averages.

• Increase in those more able students (5b) exceeding expected progress by 6% in Core and Additional Science, and by 5% in Additional Science

• Improved ALPS score across all courses at P16 with a particular focus on Physics at AS and A2.

Aug 2014 AP analysis Science intervention programme QASER

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1.3.2 To increase numbers of students in Social Sciences making and exceeding EP at Post 16 across all 4 subjects

to ensure subject ALPS grades and VA are positive.

Ad, (Ot)

• Numbers of students making expected progress in all 4 subjects in Social Sciences at Post 16 are not in the blue in ALPS reports, or significantly below national at L3VA – in 2014 AS and A2 Psychology, AS Economics and A2 Sociology were in the blue.

• Increase top grades (A/B) from able students, across all subjects but especially at A2 Sociology and Business where no students achieved A/B

• Particular focus on Psychology at AS and A2

Aug 2014 APA analysis Social Science Strategy doc. Psychology intervention prog QASER

Continue to embed MLP and Be Safe, Feel Safe and review the reward system in order to improve student behaviour, punctuality, attitudes to, and the climate for, learning.

Bp, Ad Mt, Ys

• Evidence of 100% good or better Positive Climate for Learning and 95% Teacher Expectations as evidenced via QoT tracker.

• Improved student, parent and staff perceptions of behaviour and , safety

• Reduction in RNIs / MID Room / Exclusions

Jan 2015; April 2015, July 2015 QoT tracker Kirkland Rowell Perceptions Surveys WCPR Student Voice feedback Parental feedback at Parents’ Evenings

To explore the feasibility of an internal ‘exclusion’ provision. Ys, Mk • Reduction in exclusion figures as evidenced via WCPR July 2015

WCPR To develop a strategic approach to student wellbeing & safety, including a review of staffing roles.

Mt

• Strategic plan/policy and revised staffing model in place. July 2015 Kirkland Rowell Perceptions Surveys WCPR Student Voice feedback Parental feedback at Parents’ Evenings

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OBJECTIVES LT LEAD


1.7 To reduce persistent absence to improve attendance and achievement, including achievement and attendance of SA+ students. Ys,

Mk, SENCO Gm

• Reduce PA figures by showing a downward trend over the next 3 years

• Improve overall attendance by showing an upward trend over the next 3 years

Jan 2015; April 2015, Aug 2015 Weekly meetings between Year offices, Admin support & EWO WCPR QASER Impact of SfA mentoring

1.8 Expand New Technologies (NT) to support learning in and out of the classroom and ensure that the college is at the leading edge

Bp / SL • An increase in staff and students’ awareness and confidence in the use of new technologies

• Capacity in place (hardware / infrastructure) to respond to emerging New Technologies

• NT embedded within teaching and learning and student experience • NT utilised to ensure efficiency of service to stakeholders

July 2015 ICT Strategic Plan LT Meetings ICT Link meetings

1.9 Co-‐ordinate international, local and cultural learning opportunities as on-‐going development of SMSC.

Bp / Fh (JK)

• Increased opportunity for student involvement in all aspects of SMSC • An increased student awareness of international /cultural dimensions • Achieve ISA Full Award

July 2015 Extra-‐Curricular and off/on-‐site learning data ISA full award Connecting Classrooms project work L4L & RE curriculum ITSOT Assemblies

1.10 Further enrich the learning environment through the use of outdoor classrooms

He • Creation of a small farm • Evidence of wider use of outdoor learning spaces-‐ college and

primary partners • Enhanced SMSC opportunities for student independence and

enjoyment

Sep 2014 Student Voice Y7 Helping Hands Projects led by Friends of Minsthorpe

1.11. To embed SfL into the Curriculum for Years 7-‐8 Ad, Br • SOW in place, and evaluation demonstrates impact across other subjects

• 100% CfL

July 2015 Staff voice Student voice

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OBJECTIVES LT LEAD


Tracker SfL training and Action Plan

Priority 2 : Strengthen the impact of senior and middle leaders to drive improvement. OVERALL EFFECTIVENESS: Greater understanding of the quality & impact of practices More accurate data to inform self-‐evaluation of progress Rigorous monitoring and review to ensure college improvement and effectiveness

OBJECTIVES LT LEAD

IMPACT MONITORING/ EVALUATION

Consistency in QA procedures at all levels to maximise impact on student and staff performance

Fh

• All teams have a full and accurate strategic understanding of the quality and impact of their practices and performances

• Appropriate strategies are in place to ensure sustained improvements across all areas e.g. standards of attainment, progress rates, lesson observations, efficiency / satisfaction of service to stakeholders

• Regular review of all strategies / practices takes place to ensure their continued effectiveness

Dec 2014, April 2015, July 2015 Data Analysis QASER inc. Action Plans LT Meetings LT Link meetings SEF

Strategically coordinate all intervention strategies through close liaison with Data Manager / CTLs / CCTLs, with a focus on Core subjects

Mk, Ys, Gm

• To have a targeted intervention process to raise standards at KS4 • With a particular focus on Core subjects and individual student

progress, all subject areas to benefit from a coordinated approach • Expected Progress (3+ LP) – All subjects to be at or above national

figures • Better than expected progress (4+ LP)

-‐ To Maintain the subjects already at or above national levels -‐ All other subjects to show incremental imrovements in next 3

years to reach national levels or beyond

Dec 2014, April 2015, July 2015 Assessment Point QASER IA CCTL IA

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OBJECTIVES LT LEAD


2.3 Strategic Directors ensure finances and staffing resourcing requirements underpin the college’s capacity to improve through strategic forecast analyses and seeking new opportunities for income generation.

He Ge Cg

• Staffing Levels meet need • TLR structure reflects strategic needs of the college • Subject Specific staff recruited • Good team resourcing levels • Learning environment developed

Dec 2014, April 2015, July 2015 Curriculum Analysis Budget planning /forecast New TLR structure 10 year building plan

2.4 Ensure the appraisal process continues to support and develop CPD; improves classroom practice and further develops and challenges staff performance at all levels.

Fh\Cg

• Appraisal objectives targeting student levels of progress & achievement whilst addressing staff underperformance if applicable.

• Improvement in the quality of L&T: increase in numbers of staff who consistently deliver good or better lessons.

• L&M that consistently drives up achievement, where leaders and managers are highly ambitious, rigorous in their actions and lead by example.

• Introduce appropriate appraisal software to ensure more streamlined process and tracking

Dec 2014, April 2015, Aug 2015 Appraisal cycle CPD programme SEF Action Plans

2.5 Review format of reported information to parents and carers (informative, national context and how to progress). Implement new P&A review Session.

Mk, Gm

• Students reflection on achievement and setting single whole school target during P&A sessions throughout the year (new format, single session)

• Clearer reports enabling parents/carers to understand progress (against personal target and national context) and how students can progress.

• Better understanding by all of how college practice impacts on progress and achievement.

Aug 2015 CCTM LT meetings QASER Kirkland Rowel Parent and Student Feedback

2.6 To further develop the effectiveness and contribution of the Governing Body to challenge and support L&M.

He/Fh/Bp/Gm

• Well trained governors who use their knowledge and expertise to appropriately challenge the leadership of the college.

• A deepened understanding amongst the Governing Body of the strengths and areas for development of the college.

• Enhance the quality of the Governing Body via a process of strategic recruitment

Dec 2014, April 2015, Aug 2015 Governor Training Records. Minutes of meetings.

2.7 To ensure that all strategic plans, including this CSP, All LT • Clear milestones and targets will be set so that success can be July 2014

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OBJECTIVES LT LEAD


include clear measures of success (e.g. statistics / dates for milestones where appropriate) to ensure focused and

challenging targets are set to achieve further improvement across the college.

measured more easily • Objectives set will be tighter and benchmarked against national /

internal measures as appropriate • The effectiveness of leadership and management will be further honed

so that the college will be on track to achieve Outstanding at the next Ofsted Inspection

LT Meeting Minutes INSET programme CTL / CCTL Meeting minutes Revised / New CSP Team Action Plans

2.8 Refocus our efforts on Y7 in order to allow for the early identification of student issues and the allocation of

appropriate, focussed, timely interventions.

Gm/Mk

• Addressing of student needs following benchmarking tests (CATs; STAR Reader)

• Sussessfull implementation of the Y7 Nurture Group back into mainstream curriculum

• Evidence of literacy/ numeracy catch-‐up premium improvements over time

July 2015 ST minutes/ LT Link meetings Annual re-‐integration figures AP data

2.9 Develop a member of the LT as an Ofsted inspector and the PLP as an Ofsted inspector for the SCITT.

Gm/Yt • CPD for the whole LT led by the inspector • Whole college benefits from have access to information and advice

from an Ofsted inspector

July 2015 Successful application Ofsted training started

2.10 All CAs to improve the provision of homework and/or home learning.

BP/Ph • Regular showcasing of successful projects • Reduction of detentions for failure to complete homework • Subject Ambassadors reports on student engagement • Whole college homework/home learning policy in place

• Improved student & parent perceptions

April 2015 QASER Kirkland Rowell Perceptions survey WCPR LT Link meetings

2.11 Develop middle leaders as an Extended Leadership Team

LT • Middle leaders leading on whole-‐college projects • Wider involvement in decision-‐making • Increased awareness of whole-‐college issues • Increased CPD opportunity

September 2014 LT rota LT minutes CTL/CCTL-‐led projects CPD Programme

2.12 Develop a culture of student leadership Ad/Pl/ P16 CCTLs

• Creation of the Y7 Helping Hands Team to get students involved in supporting the college from the start

• Creation of the P16 Leadership Team who will act as role models for

July 2015 Helping Hands duty rota

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OBJECTIVES LT LEAD


the whole college and supervise the Helping Hands Team • Enhancing the role and scope of the School Council so that they

become a focus group and a sounding board • Develop Subject Ambassadors so that they support learning and

teaching

P16 Shadow Leadership Team P16 supervision rota Student Council Minutes and presentations to LT Minutes from Student Ambassador meetings

2.14 Implementation of Support and Aspiration National Agenda in ST and successful implementation of new ST structure

Mk, Gm

• Successful implementation of the new Nurture Curriculum – whole college understanding of purpose

• Production of the Local Offer by Senco for informing parents • Successful implementation of new SEND categories – whole college

understanding of such. • Develop more detailed tracking to monitor impact of work carried out

to support SEND students within ST and in the wider school. • Whole school Inset to inform staff about national changes – impact.

Tracking in ST by Senco Tracking in Nurture by CTL LT meetings (Senco and Nurture CTL) QASER – ST and Nurture Inset evaluation SCIF folders during QA process

Priority 3 : Enhance and extend the outward facing nature of the college to become a hub for school-‐led systems for educational change. OVERALL EFFECTIVENESS: The SCITT attracts the best graduates in teaching. The college initiates a feasibility study looking at developing a Multi Academy Trust of primary school partners. The college aims to become the hub for school-‐to-‐school support systems. Staff are given every opportunity to model teaching, coaching, mentoring outside of the college With EHU, the college starts to build a sustainable network of support groups-‐ e.g. headship networks, SENCos, specialist curriculum areas (Science,

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maths, English, ICT) etc. Minsthorpe shows the drive, ambition and vision to think of having an impact way beyond that of the college. CPD development for both Minsthorpe staff and the staff of our partners in a reciprocal learning programme.

OBJECTIVES LT LEAD


Continue to deliver leadership programmes to teaching and support staff so as to underpin and increase the capacity for improvement.

Yt

• Effective team work that is well led which challenges underperfomance at all levels • Improvement in performance / achievement of teams

Dec 2014, April 2015, July 2015 LT Link meetings QASER CSE SEF

Actively develop more stakeholder groups Fh/He/Bp/Gm

• Creation of the Friends of Minsthorpe Group and the Minsthorpe Alumni Group

December 2014 Inaugrel meeting of both groups Setting up of constitutions

3.3 To explore the feasibility of setting up a primary Multi Academy Trust.

He

• Greater economies of scale • Shared assets-‐ physical and staff • Creation of a Minsthorpe through-‐school from Y1-‐Y11 • Reciprocal CPD opportunities • Raised achievement across partner schools • Protect vulnerable feeder primary schools from other MATs

October 2015 Feasibility study complete by end of September Expressions of interest from primary partners Bid to DFE (if deemed feasible)

3.4 To develop a School Direct provision with our primary partners

Yt/ He

• Sharing of effective practice. • Stronger links forged with primaries. • Enhanced CPD for teachers. • Increase in transition numbers from primaries • Establishment of CPD support groups with MCC as the hub

April 2015 SD take-‐up Evaluations from delegates 1% increase in transition numbers from each member

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OBJECTIVES LT LEAD


primary

3.5 Develop and market the Joint Professional Learning programme created by the Alliance SCITT

Yt • Evidence of staff/ SCITT student usage of the programme • Visible on Firefly

April 2015 Sales income Record of access to the programme

3.6 Working with the local community and Wakefield MDC to investigate the feasibility of MCC becoming the site for the new South Elmsall swimming pool

He • Successful business model • Offering swimming to the local community and local primary schools

December 2015 Plan to site the pool at MCC adopted or rejected

Additional Target – Spring 2013 Additional Targets – Autumn 2013 Additional Targets – Summer 2014

Documents

Our Mission Statement: Vision: Values: - Minsthorpe