Bloomfield Collegiate School School Development Plan 2011 ... · Action Plan 1 Teaching & Learning ... English Club established Outcomes Actions to be taken to effect improvement

Bloomfield Collegiate School School Development Plan 2011/2012

Action Plan 1 Teaching & Learning – Tackling Underachievement

Priority Areas for Development Identified by Self-evaluation: • To raise attainment at all key stages and reduce in-school variation in attainment across subjects

• To identify and address underachievement by use of data and intervention strategies

• To consolidate and disseminate strategies to tackle underachievement

• To establish mechanisms for withdrawal of pupils

• To establish mechanisms for individual pupils to decide number and choice of GCSE and Advanced Level subjects

• To consolidate rigorous self-evaluation procedures for examination results

Where are we now? What is the evidence? • Some baseline data is available – limited number of year groups and limited use

• Good parental support – attendance at consultations, feedback, involvement

• Creation of revision materials – Schemes of Learning

• Additional support mechanism established - use of Learning Mentors, Peer mentoring

• Literacy support available - English Club established

Outcomes Actions to be taken to effect improvement

Timescale Resources (including staff development)

SMART targets & success criteria

Lead and other staff

MER (monitoring,

evaluation, review)

- Raise attainment at all levels -Early identification of under-achievers -Effective Target-setting and Pupil Tracking embedded - Devising and implementing subject strategies to raise achievement -Devising and implementing whole school strategies to raise achievement

-Raise awareness that tackling underachievement is highest priority – notice boards, meetings, training, ethos -Place Tackling Underachievement on all Departmental, HoD, SLT meeting agendas -Curriculum review assesses suitability of provision - Data used to set targets - Individual educational paths established -Use of external and internal data to support pupil tracking (Trial with selected Yr 8 classes) -SDD on Tackling Underachievement & Raising Attainment -Develop and disseminate intervention and support strategies -Parental Interviews and Individual Achievement Plans IAP used for underachievers -Pastoral to inform IAPs -Careers guidance informing pathways - Policy to support and embed mechanisms - Pupils, Teachers, Departments and School demonstrate procedures -Schemes of Learning reflect priority -Staff training on pupil engagement -Review of Gifted & Talented provision - Staff training on Gifted & Talented

2011-2013 2011-2012

-Staff development time -SLT time -Department time -Pastoral time -External advice -CASS support

SDD time

-To have in place a consistent and coherent approach to address underachievement at all key stages by 2013 -Decreased number of withdrawals from subjects 2013 -A reduction in absenteeism and pastoral issues associated with underachievement -Improvement in external examination results in 2012

G&T reviewed and policy produced

SLT HoDs HoYs Careers Dept All teaching staff PQH Candidate

-Agendas/minutes

-CPD log - Data from Lesson Monitor, Behaviour Management and Assessment Manager -Examination results and analysis -IAPs and follow-up -Record of Careers Interviews ongoing from Year 10


Action Plan 2 Teaching & Learning – Curriculum Review

Priority Areas for Development Identified by Self-evaluation: • Key Stage 3 Curriculum Review

• Entitlement Framework Review - Maintain Academic Ethos

• Learning for Life and Work Review

• ICT Strategy/E Strategy

• Controlled Assessment

Where are we now? What is the evidence? • Revised Key Stage 3 Implemented – Staff Training completed, Revised Schemes of Work, LLW delivered, Some Connected Learning,

• Progress towards Entitlement Framework requirements – Collaboration with EBALC partners, EBALC Implementation Plan, timetables, Course Options

• A strong academic ethos and tradition exists – Exam results, Higher Education applications, Academic Selection retained

• LLW delivered in Key Stage 3 as discrete subject – Timetables, Schemes of Learning

• Improved ICT facilities, subjects integrating ICT into Schemes, limited use of SIMs or VLEs - First-class ICT Learning centre, KS3 Schemes

• Some departments have introduced Controlled Assessment - Revised Specifications and Schemes of Learning, CCEA training completed, procedures established


Timescale Resources (including staff

development)



MER

KS3 - Assessment of Cross Curricular Skills - Mapped TS&PC - Connected Learning fully embedded - Effective Assessment for Learning strategies

- Replace Curriculum Leaders Group with a Teaching & Learning Team including agreed Terms of Reference - Generic Schemes of Learning template - Planning days used to complete mapping - Evaluate current activities - Agree additional activities - Implement new activities -Review time allocation for subjects and curriculum provision at all key stages - Staff revisit AfL rationale at INSET day - Exemplar Learning Intentions and Success Criteria issued. - Schemes of Learning reviewed for Learning Intentions - Questioning Techniques examined - Peer and self-assessment provision highlighted in Schemes of Learning

2011-2013

Departmental planning time Staff training time Staff planning time Possible additional connected learning resources

-New Teaching & Learning Team set up by end of September 2011 -Skills acquisition, development and assessment mapped across the curriculum by June 2012 -All Schemes of Learning for Year 8 explicitly reflect skills and follow common template by April 2012 -All pupils assessed in cross-curricular and other skills at KS3 and KS4 by June 2013 -Connected Learning update for HoDs Spring 2012 -All KS3 year groups participate in at least one Connected Learning Day during 2012-2013 -Pupils can make connections across their subjects -AfL embedded in Schemes of Learning by June 2013

PMcA CJG Curriculum Team HoDs Whole Staff

-Parent and Pupil Surveys -Examination Results -Successful Applications to HE -Staff Satisfaction Surveys - Schemes of Learning -Connected Learning Activities -PRSD -Reporting System -Results at KS 4 and Post 16 – benchmarking data -Curriculum Audit -Links with other Action Plans -ICT Policy and procedures


Action Plan 2 Teaching & Learning – Curriculum Review Entitlement Framework -Appropriate range of courses at KS4 and Post 16

LLW -Programmes coordinated at KS3 & KS4 - Effective Delivery ensured

ICT Strategy -Imbed e-learning - Extend use of ICT to support learning across curriculum -Extend use of ICT in support of teaching -Acquire, develop and assess ICT skills in general learning areas

-Curriculum Policy formulated -Pupil and Parental Consultation -Consultation with University Admissions Officers -Update audit -Identify gaps in provision and how these could be addressed to meet EF, especially applied courses. -Collaboration consolidated - Astronomy and Dance GCSEs introduced -With EBALC set targets to deliver EF by 2013 -Review short courses -Review number of GCSE/AS levels taken by pupils -Roles and responsibilities clarified -LLW team consolidated -LLW planning meetings - Schemes of Learning created/reviewed -Pupils entered for LLW qualification -General Learning Areas infuse LLW within Schemes of Learning -Appoint ICT Co-ordinator by Oct 2011 -Form ICT Strategy Group with Terms of Reference and create an Action Plan -Extend use of LearningNI to include additional courses, homeworks and tests - Pilot use of wireless technology for T&L - Use Lesson Monitor, Behaviour Management and Assessment Manager - Departments review Schemes of Learning to highlight ICT provision - ICT assessed using levels of attainment by specific departments - ICT progression reported to parents

2011-2013 2011-2014 2011-2013

Staff INSET Google Doc Link to ‘Consultation with Stakeholders’ Staff planning Examination Fee Additional Resources Visit other schools Specific ICT resources Staff training Planning time

-Curriculum Policy will be in place by September 2011 -Curriculum will respond to need and ethos 2013 -By 2013 all pupils will follow an education pathway which is appropriate to them - Targets to deliver EF by 2013 -LLW programme coordinated by 2012 -Level 2 Qualification achieved by Yr 12 pupils (AQA) in 2014 -Pupils are better prepared for life and work by 2012 -Use of Lesson Monitor to monitor

attendance by October 2011 -Use of Assessment Manager to facilitate pupil target setting by 2013 - Pupil learning experience enhanced with VLEs by 2013 -Flexibility in ICT enhanced by 2013 -ICT development mapped across curriculum by 2013 -Pupil ICT progress tracked by 2013 -legislative requirements met by 2013

PMcA CJG Curriculum Team HoDs Careers Dept. HE Dept CJG PMcA Curriculum Team JW HS LF Careers Dept. HE Dept

ICT team ICT dept HoDs


Action Plan 3 Teaching & Learning – CEIAG

Priority Areas for Development Identified by Self-evaluation: • Personalise Career Learning for all pupils

• Embedding of the Northern Ireland eProgress File e-portfolio and self-management system and process

• Promote continuous self-development, career exploration and career management skills (Preparing for Success DENI)

• Promote STEM Careers and Career Pathways

• Increase collaboration with Careers Service NI

• Increase collaboration with EBALC

• Increase communication with Parents at key transition stages

• CEIAG staff development and training

• Form cohesive programme with delivery of Employability

• Review UCAS procedures for effectiveness

• Review WRL provision

Where are we now? What is the evidence? • Interviews held with some year groups leading to individual career plans – records kept

• STEM audits completed – audits submitted to BELB

• Use and involvement of Careers Service NI – working relationship established

• Collaboration with local schools on careers events and the sharing of good practice – EBALC plans

• Some parental communications established - documents

• CEIAG staff training accessed – CPD log

• UCAS procedures established – successful applications

• Year 13 Work Experience procedures established


Timescale Resources (including staff development)



MER

-Interviews Year 10,

12, 13 and 14 consolidated -eProgress Files -STEM promoted -Career Service NI -Collaboration EBALC extended -Parents information extended - Employability linked -CEIAG staff training -UCAS reviewed

-Evaluation and audit of CEIAG Department against ‘Preparing for Success’ -Annual plan of Pupil Careers interviews -Pupil record of careers advice formed -Form Teachers trained in careers guidance -Parents information evenings established -STEM group formed -CEIAG training accessed and disseminated -UCAS referees extended -Mock interviews improved -Careers Evenings consolidated -Application and interview skills progressed -Departments embed careers guidance in SoL

2011-2013

Staff planning time Staff training

- Policies and procedures finalised by June 2012 -Provision of high quality CEIAG by 2013 -Pupils facilitated to choose appropriate career path by 2012 - More staff involved in CEIAG by end of 2011 -Employability June 2012 -improved success UCAS applications

SHE/JOH CJG

- Audit documents -Minutes of meetings -statistics of leavers destinations


Action Plan 4 Teaching & Learning – Planning for the Effective Use of Data

Priority Areas for Development Identified by Self-evaluation: • Audit where we currently are and decide where we want to go

• Respond to audit findings through e.g. provision of relevant training in how to access and use data relevant data

Where are we now? What is the evidence? • SLT have interrogated ETI benchmarking data relating to external examinations

• SLT have interrogated Midyis data to establish details of current intake into Year 8

• Individual departments benchmark against CCEA published data and use this to inform target setting



development)



MER

-Effective use of data by all staff

-Trend lines and correlations completed by June 2011 -Training in the use of SIMS for whole staff completed by 2012 -SLT take decisions and enshrine in policy by October 2011 -Comparison of Midyis, AQE and achievement in Year 8 -Staff development time for training in raising awareness of how we use data -Make decisions about potential use of data e.g. transparency with pupils -Discuss use of internal assessment data -Formulate Use of Data Policy

2011-2013

Staff training

-The correlations and trends established -Training provided -Revised policy established -Visit other data-rich schools for research purposes, October 2011

JB, LF, BK, MC, CJG

- More rigorous use of data in departmental reports and target setting -Staff views pre and post introduction -All staff logged on to SIMS -Raise attainment at GCSE, As and A2 examinations -Re-audit


Action Plan 5 Teaching & Learning – Use of Lesson Monitor

Priority Areas for Development Identified by Self-evaluation: • Due to societal changes current procedures need to adapt

• Investigation of effective procedures as used in other schools

• Individual pupil statistics need to be more reliable/rigorous

Where are we now? What is the evidence? • School Citizenship and Positive Behaviour Policy reviewed; implementation commenced

• OMR attendance register - not each class



development)



MER

-Use of LM by all staff for every lesson - Lesson Monitor reports used to identify issues -More reliable and detailed pupil data

-Embed in policy -C2k log ins operational -Training by C2K -Consultation with parents and pupils

2011-2013

Staff training Staff Planning time

-In place by end of October 2011 -More efficient storage of pupil information by December 2011 -Reduced behavioural issues outcomes surveyed June 2012 -Greater pupil empathy with self responsibility inc. punctuality and attendance June 2012

LF HoYs CJG SLT

-Compare Longitudinal School Council Consultations -Staff views pre and post introduction including that of Office Manager -All staff logged on and contributing to Lesson Monitor -Head of Years’ workload decreased -Senior Vice Principal’s workload decreased


Action Plan 6 Teaching & Learning – Reporting to Parents

Priority Areas for Development Identified by Self-evaluation: • Investigate the use of Assessment Manager as a reporting and tracking tool

• Review effectiveness of current reports and consult with staff, pupils and parents

• Consider reporting dates and deadlines together with assessment dates and Parents’ Meetings

• Meet the statutory requirements of KS3 and 4

Where are we now? What is the evidence? • Current reports in CARN

• Established pattern of parental consultation



development)



MER

-Reports effectively convey qualitative and quantitative data to parents and pupils enabling more informed decisions -Statutory requirements met at KS3 and 4

- Review current reports in consultation with staff, pupils and parents -Research other forms of reporting -Stored data is used to track pupil progress -Target setting for Year 11 pupils -Access C2K training -Review deadlines -Train staff using AM/Profile 7 -Statutory requirement established -Subjects identified to assess and report on different CCS at KS3 & 4 -TS&PC mapped at KS3 -Subjects identified to report on TS&PC at KS3& KS4 -Report templates to include relevant sections

2011-2013

-Staff training time Reduced cost if Carn phased out -Staff training time

-Reporting Group meets regularly during 2011/12 -Pilot Year 8, using Assessment Manager(AM)/Profile 7 for June 2012 -Schedules for deadlines and Parents’ Meetings agreed for Sept 2012 -Imputed Data is used to track pupil achievement across the Key Stages Sept 2012 Year 11 pupils -Parents regard reports as an improvement - survey 2013 -Staff are content with the new reports- survey 2013 -Pupils are able to make more informed subject choices by 2013 -Reduced subject drop out -Set targets, stored in AM -Reports at KS3 and 4 include all the statutory elements – by 2013 -Parents are better informed -Staff have minimal administration to carry out

PMcA CJG HoD SD

-Parental feedback through surveys and informal contact -Staff satisfaction with administration -Ease of operation of MIS System (staff feedback) -Quality of data -Effectiveness of Target Setting at Year 11 (examination results) -Pupil drop out rate


Action Plan 7 Teaching & Learning – Literacy & Numeracy Targets

Priority Areas for Development Identified by Self-evaluation: • Whole School Literacy Policy to be updated to include statutory (Year 10 2012-2013) arrangements for assessment in latest levels of progression for Communication

• Whole School Literacy Policy to be embedded into departmental policies and Schemes of Learning

• Numeracy Policy to be rewritten to reflect change in statutory requirements

• Whole school approach to Literacy and Numeracy in place

• Performance Indicators and recommendations of DENI ESaGS Count, Read, Succeed document utilised.

• Standardised testing used to identify pupils requiring additional help

• Mechanisms in place to help pupils identified

Where are we now? What is the evidence? • Existing Literacy and Numeracy policies require review

• Changes in statutory requirements at KS3 for Key Skills Communication and Using Mathematics in 2012-13

• More pupils are having difficulty coping with the range of subjects at GCSE



development)



MER

- Whole School Literacy Policy rewritten -Consistency of application of policy within and across all departments -Numeracy Policy rewritten -Communication and Using Maths Assessment & Reporting requirements met -Standardising testing used and help given to those identified

- Teaching & Learning Group formed and includes Head of English and Mathematics - Audit of current situation -Team and dept. meetings to identify opportunities for assessment and reporting from Schemes of Learning

-Whole Staff Training -Relevant staff attend external training -Departments, tasks and descriptors are selected appropriate to each year group -Pupil evidence selected to support summative assessments -Internal standardisation and pupil levels submitted to CCEA

-Discussion with VP, SLT Staff

- HoD to discuss common approaches -Training by CCEA -Assessments written and approved -Internal moderation of marking -Test arrangements in place and results analysed -Pupils offered help through letter to parents -Targets set and progress monitored

2011-2013

-Staff Development time -Time for a team -Time for JL & ND -Time for internal standardisation English and Maths dept time

Staff training by CCEA (subcover provided)

PM time

SENCO time

SLT time

JB time

- Team created/coordinator appointed June 2011

-Results of audit used to inform standards across all subjects -Each dept understands responsibilities -Departments identify assessment tasks which provide broad coverage of Levels of Progression -Staff attend training -Assessment data on KS3 pupil performance is used to inform whole school improvement in literacy standards -Statutory Levels of Progression Year 10 in May 2013 -Assessments in place and reporting arrangements 2011 -Whole school approach to Num & Literacy by June 2012 -Statutory requirements met -Pupils achieving results matching/exceeding their targets

JL HoDs Staff from identified departments

JB

JL & ND

PK

CJG SLT

-Departmental audits -Quality of pupils’ work -Allocation of time -Staff attendance at training -Year 10 Levels of Progression -Standardise testing of pupils at beginning of KS3, KS4 & post-16 -Review progress and targets -Pupils’ performance at GCSE is better than predictions made using the standardised test results in Y8


Action Plan 8 Teaching & Learning – Timetable changes

Priority Areas for Development Identified by Self-evaluation: • Expansion of extra-curricular activities would benefit from a single lunch for the whole school

• Increase community feel in school

• Option to have general lunch-time detention rather than detentions held by individual departments

• Common blocks with EBALC partners

• Above would be possible with a change to a 9 (35 min) period day

• Collaboration hampered by timetable restrictions

Where are we now? What is the evidence? • Choir rehearsals repeated over several lunch sittings

• Vast majority of extra-curricular activities take place after school

• Several departments hold separate lunch-time detentions, sometimes for only 1 or 2 pupils



development)



MER

-New timetable structure and model in place

- Proposals for model put forward by

timetablers -Consultation with SLT -Consultation with HoDs -Preferred model put to BoG

2012-2013

Timetablers’ time

Principal’s and VPs’ time SLT time BoG time

- To have in place by June 2012 -Expansion of extra-curricular activities with register June 2013

-Increased pupil involvement 2013 -Opportunity available to hold whole school lunch-time detention 2013 -Increased opportunities for meetings -Improved attendance at music rehearsals -Senior Staff duty at lunch and break

Timetabler

DB

LF & CJG

SLT

BoG

-Consultation with HoDs post change to monitor impact on departments - Departmental minutes -Audit of extra-curricular activities pre & post change


Action Plan 9 Leadership – Formation of Teams

Priority Areas for Development Identified by Self-evaluation: • Make available opportunities for staff to contribute to additional areas of experience as a form of staff development

• Develop certain aspects of school life/experience for the pupils

Where are we now? What is the evidence? • Desire voiced by some pupils to contribute to certain areas of school life more fully

• Wish of SLT to increase inclusiveness

• SDP reference to Staff Development



development)



MER

- Establishment of opportunities to contribute to ephemeral and longer-term teams

- Provide opt-in opportunities for staff - Provide training opportunities and support for staff as required

2011-2013

Staff development time Staff input time Any necessary resources

Range of teams established: - Becoming a Fair Trade School - Becoming a Mentoring and Befriending School - Setting up a Merit System -Young Carers Team - ICT Strategy Team - School Trips Policy Team - Continuation of Learning Support Team - Policy Team -Curriculum Team

SLT/LF Team leader dependent upon opt-in clientele

- Terms of Reference goals/targets and action plans -Review of changes/achievements once implemented


Action Plan 10 Leadership – Non-Teaching Staff Review

Priority Areas for Development Identified by Self-evaluation: • Build on the skills of the non-teaching staff to create and develop an efficient and effective team of people who can diversely carry out the roles needed to support the

functions of the school.

• Review present terms and conditions of employment, Job Descriptions and Contracts

• Introduce a Staff Appraisal system

• Review HR Policies and create a Staff Handbook

• Undertake a Training Needs Analysis to ensure members of staff are well equipped to do their jobs

• Arrange Job Evaluation

• Review of some staff working conditions and Health and Safety implications

Where are we now? What is the evidence? • Members of staff working in isolation and would benefit from the opportunity to feel part of a team and understand how their role fits into the School Development Plan

• Non-Teaching staff have raised concerns regarding lack of policies and contracts and outdated Job Descriptions and Roles

• There has been very little recent training courses offered



development)



MER

-Creation of a Team able to wholly contribute to the requirements of the school -Ensure each member of Non Teaching staff has updated terms of conditions etc -Staff Appraisal Scheme -Review of HR Policies and Staff Handbook -Identify Training Needs -Job Evaluation -Review of Work Areas

- Encourage staff to be more involved in all areas that relate to or crossover their duties -Ensure Transparency and Openness to convey fairness across the team -Encourage involvement at Line Manager Level and colleague level. Undertake information meetings and consult with staff -Consult and train staff to ensure they are aware of Policies and understand how and when they will be used -Consult with staff with regards to training needs -Consult with individual staff members -Investigate possibilities to improve bearing in mind cost. Where possible introduce temp measures -Review present Job Descriptions/Contracts and meet with individuals to update these -Source appropriate scheme in consultation with staff members. -Review present policies and adopt/create new ones

2011

-Team Meetings/Staff Development Time -Source any courses to help develop/protect staff in day to day duties -Source appropriate JE process -Seek advice and quotations from contractors

- Effective, efficient, and happy team -Diverse team -Job Satisfaction and fuller understanding of Roles 2012 -A more motivated and valued team -Awareness of Staff policies and how they can be used to improve and challenge day to day working situations 2012 -Individuals will be better equipped to carry out their duties 2013 -Individuals Roles will be clearer and geared to meet the needs of the school and feed into the SDP. 2013 Job Satisfaction -Safer/healthier working environments 2012

LT/DB

- Involve individual staff members at each stage of the above -Ensure each member is given the opportunity to contribute to all the areas of change and improvement -Encourage feedback -Review each area when introduced and amend/change if necessary


Action Plan 11 Leadership – Policy Review Cycle

Priority Areas for Development Identified by Self-evaluation: • To ensure that all statutory policies are in existence

• To ensure that all policies are current, relevant and appropriate

• To provide an appropriate consultation framework for policies

• To ensure transparency and accessibility in relation to policies

• Link to policies on website

• Policy review schedule implemented

Where are we now? What is the evidence? • Existing Policies

• Some pastoral policies reviewed



development)



MER

-Current, appropriate and evolving policies in line with statutory requirements

- Development of complete Policy Review Schedule -Assignment of responsibilities to relevant staff -Consultation with parents and pupils as appropriate

2011-2012

LF time Policy writer’s time Time involved in consultation process as appropriate BOG time – reading, amendments and ratification

Policy Review Schedule in place by January 2012 Policies updated Increased transparency Relevant policies available through website 2012

Review Schedule – LF Persons responsible for policies or Policy Team

- Policy Review Schedule and logged monitored by BOG/SLT -Evolution/flexibility of policies evaluated -Audit staff views on policies in action


Action Plan 12 Leadership – Review of SLT Structure

Priority Areas for Development Identified by Self-evaluation: • Review roles of Vice Principals to ensure they have key strategic input

• Review SLT structure

• Develop members of the team

• Provide timetabled management time for Senior Staff

• Distribute leadership

Where are we now? What is the evidence? • SLT/SMT structure in place

• SLT/SMT input into School Development Plan

• SLT Minutes

• Existing Staffing Structure



development)



MER

- Vice Principals have more strategic input -SLT is an effective strategic team -Newly appointed Senior Teachers - More opportunities for all teaching staff

- Review existing roles -Negotiate changes with Senior Vice Principal -VPs and Principal meet regularly -Residential -Create new SDP -Regular meetings -Strategic decisions taken -Senior Teachers included in rotas and duties - Create new leadership structure with 4 new Senior Teacher posts -Place a cap on accumulation of TAs up to 3 -Seek Board approval -Consult with staff -SDP greater input to developing staff and Teaching and Learning Improvements in Policy and Procedure

2011-2013 Sept 2011 Jan 2011 to June 2013 Sept 2011 to June 2013 Sept 2011

Principal’s time

SLT time

SLT time Additional timetabled time TAs

- Reduce management tasks by 30% 2012 -Increase strategic planning significantly 2012 -SDP regularly reviewed -ESaGS self evaluation conducted at least annually -First new Senior Teacher in post by Sept 2011 -At least 1 post offered after each new Senior Teacher is appointed -VPs more time to develop staff and Teaching and Learning Improvements in Policy and Procedure Better results Distributed Leadership Improved Staff Development opportunities 2012

Principal Vice-Principals

- Job Descriptions -Enhanced roles -Collegiality


Action Plan 13 Leadership – Self Evaluation

Priority Areas for Development Identified by Self-evaluation: • Establishing a culture of self-evaluation at whole school, departmental, teacher and pupil levels

• Whole school and departmental systematic use of data to evaluate performance

• Ensuring continuity and consistency of approach across the curriculum

• Leading to enhanced achievement for all

Where are we now? What is the evidence? • PRSD structures established

• ESaGS utilised for formulation of School Development Plan

• Departmental examination analyses completed annually



development)



MER

-Whole school self-evaluation instruments established -Departmental performance indictors devised -Departmental monitoring and evaluation checklists established -Action Planning and MER procedures undertaken -PRSD programme developed -Pupil target setting programme consolidated

- Staff training – awareness of self-evaluation

-Departments issued with exemplar performance indicators

-Joint TTI / ESaGS whole school evaluation planned

-Templates established for action planning

-Data training and mechanisms implemented

-Pupil target setting consolidated throughout school

-PRSD reviewers retrained

-Common PRSD objectives considered

2011-2013

Staff Development days

Departmental Time

- Phased introduction of Whole school mechanisms started by September 2011 -Coherent use of TTI/ESaGS evaluation tools – programme commenced by June 2012 -Whole school self-evaluation schedule consolidated by June 2012 -Departmental internal structures established by June 2013 -Whole school departmental evaluations started by 2014 -Staff and pupils are routinely, systematically and rigorously self-evaluative -Structures are in place to direct self-evaluation at all levels in school -External and Internal Data is used to support evaluations

SLT CJG HoDs

- Action Plans implemented and reviewed -Departmental minutes -Pastoral team oversee use of pupil target setting -SLT and HoDs monitor pupil tracking


Action Plan 14 Leadership – Staff Development

Priority Areas for Development Identified by Self-evaluation: • Coherent approach to CPD

• Link Staff Development to the SDP

• Continue to develop the Middle Management Teams (pastoral and academic)

• Increase the effectiveness of PRSD

• Plan for external accreditation of Staff Development

• Offer more opportunities for experiential posts within school

• Improve Teaching & Learning through Sharing Good Practice

• Formulate Teaching & Learning Policy

Where are we now? What is the evidence? • Initial teacher training, Induction and EPD programme set up

• Teaching staff avail of CPD opportunities offered by BELB

• Training undertaken for Revised Curriculum, New specifications

• Colleagues undertake CPD by acting as Examiners

• External speakers/visitors train staff on specific pastoral needs • Successful staff training days

• PRSD programme established



development)



MER

-Planned Staff

Development Days in line with SDP -Structure development of Middle Management teams -Review of PRSD -Investigate application for IIP/similar schemes -Working teams established with specific briefs More opportunities for all teaching staff -Dissemination of Good Practice -Teaching and Learning Policy formulated

-Training priorities identified through SDP

Professional Development area in Staff Room -Meeting schedule -Team identity established -Training provided -Training for reviewers -Consistency of approach -Corporate objectives -Review of PRSD Policy -Visit schools -Team membership -Leader appointed -Brief established -Create new leadership structure with 4 new -Senior Teacher posts -Place a cap on accumulation of TA up to 3 -Seek Board approval

2011-2012

INSET days Cost of external speakers

Time for meetings Planning Time

Fee charged TAs

- PRSD revised June 2011 -Teams formed 2012 -Schedule for INSET/CPD 2011 -HoDs meetings/training identified Sept 2011 - IIP research by Sept 2011 -Workings teams established with briefs Dec 2011 -Teaching and Learning policy in place by June 2012 -PRSD process consolidated June 2011 with common objectives -Audit September 2011 -Have in place policies and procedures by June 2012

EL CASS C2K SLT HODs HOYs

Reviewers All staff

- PRSD completion -CPD plan -CPD log -Staff surveys


Action Plan 15 Resources – Library

Priority Areas for Development Identified by Self-evaluation: • Managing pupil behaviour in the library

• More computers needed-at least enough for 1 full junior class

• Accelerated Reader for years 8-10

• Better shelving needed

• Fans or windows that open

• Computerised card system (the same system as is due to be introduced to the canteen)

• Closing of doors at one end

• Increased resources such as audio books, beanbags, floor cushions

Where are we now? What is the evidence? • Library rules are not currently enforced

• Years 8-12 are not allowed to use the Learning Centre at break and lunch to work on computers or to print

• Accelerated Reader proving successful with Year 8

• Schools’ Library Service have declared existing shelving to be unstable and a Health and Safety hazard

• Room becomes very hot during the day as there is no ventilation

• Other schools use this dual system very effectively

• The library is treated as a shortcut

• Pupils need more encouragement to use the resources effectively



development)



MER

- Use of library by all staff and all pupils

- Staff (including support staff) made aware of resources, facilities and expectations of use and behaviour -Changes to environment-bean bags, resources, temperature, silence etc to create suitable atmosphere for reading - - Audit of departments’ expectations of the resource and views/use of library pre- and post- relaunch -Audit of pupils’ views/use of library pre- and post- relaunch -Report by library supervisor or teacher-librarian as to pupil use of facilities, behaviour, Accelerated Reader etc Invite schools’ Library Service to review changes to shelving

2011-2013

Cost of supervision Cost of computers Cost of shelving Cost of fans or window opening Cost of books, audio books and comfortable seating Cost of Accelerated Reader Cost of e.card system.

-Regular use of library by all staff and pupils for both leisure and academic study. 2012

Improvement in school literacy standards 2013

Relaunch of library as a whole school resource September 2012 (to be used to facilitate staff and pupils in reaching new Communication levels of progression)

WAJ LEN

H.Boles

Audits Stocktakes


Action Plan 16 Resources –Accommodation

Priority Areas for Development Identified by Self-evaluation: • Year 13 Social and Study Facilities

• Drama and Dance Studios

• Senior Staff Office

• Business Manager’s Office

• House and Grounds Office

• Use of Preparatory Building

• Music Store

• Use of Room 16

• RE Department

• Art Department

• Locker Accommodation

• Staff Study

Where are we now? What is the evidence? • Year 13 use inadequate, unsupervised social area

• Drama Classroom small with low ceiling

• Poor storage facilities



development)



MER

- Classrooms in Prep used for Year 13 social and study areas -Drama and Dance Studio -Senior Staff Office -Business Manager’s & H&G’s Offices -Staff Study -Review RE and ART accommodation -Music Store -Locker Accommodation

- Paint rooms -Connect services -Buy furniture -Identify location -Refurbish room -Timetable analysis -Evaluation of split accommodation -Move lockers -Assess requirements -Provide suitable storage

Sept 2011 Sept 2012 Sept 2011 Sept 2011 Sept 2011

Labour Materials\services

Fees Contractors Furniture

Staff time, painting

- By 2011 all Yr 13 pupils have access to improved facilities -Dedicated studio provided 2012 -Office suitable for 4 senior staff 2012 -Look at existing provision and consider if it is fit for purpose 2011 -Dedicated Music Store provided -Lockers relocated Recommendations for future provision -Practice rooms decluttered -Secure storage -Safer environment -Less behavioural issues -Rooms are freed up

LT, LF, CG DB, LT, JL, KJ, BOG

DB, LT LT

-Provision of stimulating learning environment -inventory of rooms and usage -staff surveys


Action Plan 17 Community –Positive relationships with local community

Priority Areas for Development Identified by Self-evaluation: • Review current links with the community

• To further develop parental partnerships

• Maintain good relations with the wider community

Where are we now? What is the evidence? • Links with relevant statutory and voluntary agencies

• Links with education agencies

• Effective Parents’ Association with regular events and participation



development)



MER

- Review and evaluate current links -Maintain and develop existing links with the wider community -Maintain and develop opportunities for community use of school grounds and buildings. - Further develop and support Parents’ Association - Review and enhance all opportunities to inform support and involve parents.

- Create audit of current links with wider community including statutory and voluntary agencies.

-Agree additional links -Explore the possibility for increased community use of school grounds and buildings. -Parental focus groups and surveys

June 2014 June 2014 June 2014

Time for departments and pastoral system to review and record all existing links with the wider community.

Time for departments/pastoral system to explore opportunities and develop and plan links with the wider community

- By June 2012 all staff are aware of current links within the school -By June 2014 staff will have had opportunity to develop new and/or existing links. -By June 2012 school will have reviewed current opportunities for use of premises -Audit completed.

-Develop community links across all year groups and departments 2012

-Engagement with local community increased 2012

HoD, HoYs VPs

Follow-up audits - Links with statutory agencies -Links with voluntary agencies -Links with local community Improved attainment/attendance data Minutes of meetings


Action Plan 18 Community –PR & Marketing

Priority Areas for Development Identified by Self-evaluation: • Develop the website as an effective communication and marketing tool

• Develop and improve upon all aspects of published and disseminated materials

• Raise the profile of Bloomfield Collegiate successes

• Ensure value for money from external consultancy

• Streamline and improve information gathering (stories, photographs) to ensure information is not duplicated but used for a variety of media

Where are we now? What is the evidence? • Some media exposure - Success rate in local media outlets

• Utilise professional PR Consultancy – some successes

• Impressive new buildings, landscape needs attention and impact of general learning environment

• Website requires modernisation - Hits on current website



development)



MER

-Maintain number of pupils applying for entry to school -Maximise positive media exposure -Value for money ensured -Website developed and re-launched -Organisation of Open/visitors/parents events reviewed -Relationships with feeder primary schools consolidated and extended -Quality and consistency of published/issued materials ensured -Improved self-confidence of pupils by positive community exposure

-Launch new website -Update website regularly -Review and plan Transfer Events - Maximise physical appearance of built environment -Ensure high level of pupil involvement in all Open Events -Review relationships with feeder schools -Initiate parental questionnaire

2011-2013

Time PR Consultant

- All functions and events reflected on website by 2012 - All important functions and events reported in media by 2012 -Number attending Open Events increased 2012 -feeder Primary Principals’ Lunch -Sports tournaments for feeder schools June 2012

EL SLT SMT

- Numbers applying to school - Media exposure -Website -Community consultation outcomes -Profile of school raised – include anecdotal evidence and questionnaires

Thank you for taking the time to read the proposed School Development Plan. We would welcome feedback from parents on these proposals. Written feedback, addressed to the Principal, would be appreciated by Friday 9 September 2011.

Documents

Bloomfield Collegiate School School Development Plan 2011 ... · Action Plan 1 Teaching & Learning ... English Club established Outcomes Actions to be taken to effect improvement