WOOTTON BASSETT SCHOOLfluencycontent-schoolwebsite.netdna-ssl.com/.../Documents/...15.docx · Web viewRoyal Wootton Bassett Academy . School Improvement Plan 2014-15. Aim – All

Royal Wootton Bassett Academy School Improvement Plan 2014-15

Aim – All students to make better than expected progress in every area

Royal Wootton Bassett Academy

School Improvement Plan 2014-2015

Aim - “All students to make better than expected progress in every area”

Art 5-10Bursaries – Primary Liaison 11-14

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Aim – All students to make better than expected progress in every areaBursaries – HGE/VE 15-20CEIAG 21-24Challenge the Gap – Pupil Premium 25-27Citizenship 28-30Community Cohesion and Volunteering 31-34Computing 35-38Curriculum 39-43Data, Recording and Reporting 44-47DofE 48-49Drama 50-54DT 55-61English 62-66Gifted, Able and Talented Transitions 67-68Geography 69-72History 73-77ICT Whole School Strategy 78-80Internationalism 81-82Leisure and Tourism 83-86Literacy Whole School Strategy 87-88Maths 89-95MFL 96-106Music 107-115Numeracy Whole School Strategy 116-118PE & Dance 119-133Personalised Alternative Curriculum 134-136Personal Development including Enterprise and Finance and Health 137-140Personalised Learning 141-150Raising Standards including Boys Underachievement 151-164Religious Education 165-168Science 169-177Social Science 178-185Student Voice 186-192Teaching & Learning including CPD 193-196Teaching Schools including Teacher Development, Initial Teacher Training and e-Development 197-213Year Groups – Achievement & Guidance 214-233

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ACHI

EVEM

ENT

A B C D E F G1 G2 Teac

hing

&Le

arn

A B C D E F BEH

& S

AFET

Y

A B C D LEAD

ERSH

IP

A B C D E F G

ArtBursaries – Primary LiaisonBursaries – HGE/VECEIAGChallenge the Gap – Pupil PremiumComm Cohesion and VolunteeringCitizenshipComputing CurriculumData, Recording and ReportingD of EDramaDTEnglishGAT TransitionsGeographyHistoryICT Whole School StrategyInternationalismLeisure and TourismLiteracy Whole School StrategyMathsMFLMusicNumeracy Whole School StrategyPE

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ACHI

EVEM

ENT

A B C D E F G1 G2 T&l

A B C D E F BEH

& S

AFET

Y

A B C D LEAD

ERSH

IP

A B C D E F G

Personalised Alternative CurriculumPersonal Development incl Enterprise/Finance and HealthPersonalised LearningRaising StandardsReligious EducationScienceSocial Science Student VoiceTeaching and Learning incl CPDTeacher DevelopmentInitial Teacher TrainingYear 7 Year 8Year 9Year 10Year 11Year 12Year 13

Faculty/Department/Area: Art

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Aim – All students to make better than expected progress in every areaPerformance Intention – Achievement

Please identify your actions here in order to enable you to achieve the PIs.

Member of StaffResponsible

Monitoring – how frequently and when will this be achieved by?

RAG Review and Evidence to demonstration PI achieved.

A Assessment systems. To ensure all PLC Structures are in place and effectively used by Sept. To review levelling system and determine best method of recording students

performance from KS2-4. To review data sheets in sketchbooks to ensure they are relevant and up to date.

All staff. Regular planning/training time. Review at line management meetings and Faculty meetings. Standing agenda item.

B 3 level improvement. Liaise through ‘Art in the Community’ on content delivered in Art at KS2 to link

with SOW for KS3 students. Assess needs and progress skills. Modify POS to accommodate particular strengths of cohorts. Refine current foundation course in Yr7. Monitor progress using PLC’s.

Monitor progress of all students through regular department meetings. Promote links between KS2 and KS3 through Art in the Community and Primary

Liaison programmes and workshops. Extending links with local primary schools.

KGO

ARO

KGO

Review in line management meeting.

C Accelerated progress. Analyse current curriculum structure to ensure maximum achievement. Identify PP students early and monitor progress across the department. Standing agenda item in line management meetings and Faculty meetings. Introduce mentoring programmes within the department to ensure accelerated

learning.

All staff Review progress termly. Note JHI report re: pupil premium underachievement. Prioritise for Sept 2014.

D Students aware of targets. To review marking and NC levelling using new PLC’s and provide a simple

student friendly tracking document. This will incorporate targets for improvement. Improve the use of SISRA to determine progress across all curriculum areas. Identify vulnerable students early and discuss at Faculty meetings and during QA

and LW.

JBR Student feedback monitored through LW/QA and observations.Standing item termly at FM.


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E Underachievement. Challenging underachievement through purposeful intervention. Department reports, mentoring, phone call home and positive intervention using the

Faculty Parking system.To improve the attainment of underachieving boys in KS3/4.

Identify a target group(s) Use data to help establish measurable targets Develop effective intervention strategies to challenge underachievement To continue to use the department withdrawal system and offer one to one

mentoring (as the four YR9 this year).

ARO Identify through LM.Using parking and mentoring systems to support. Review every term.

F Appropriate challenge. Ensure all staff have appropriate resources to provide stimulating and challenging

lessons. Termly reviews and QA to ensure best practice in department. Homework monitoring and consortium marking across the key stage to ensure

parity of marking.

ARO Monitor POS and delivery. Review through feedback and Student voice. Termly.

G1 Intervention. To ensure literacy and learning aids are appropriate to this issue. Review power point presentations to ensure that language is appropriate and key

concepts are intelligible.

JBR Discuss in LM meetings.

G2 Attaining reading age. Establish literacy objectives. Encourage reading through research and presentation. Ensure all students have access to key words essential to the subject. All for more varied verbal and written response to tasks. Review and model responses using ICT and other interactive methods

JBR QA termly.


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Aim – All students to make better than expected progress in every areaPerformance Intention – Teaching and Learning





A Support staff school alliance Art is already engaged in the process of the teaching schools alliance. (Sept 2014

our first student teacher will arrive). Talks with SKN have already taken place to expand the teaching role of staff

within the TSA and plans for possible course content submitted.

ARO/KGO/JBR

Ongoing in collaboration with SKN

B Observations good or outstanding. Ensure that all teachers have a clear understanding of how to achieve outstanding

through reviewing new Ofsted observation framework and reflecting upon Challenge. Use QA and LW to reinforce and check on best practice.

ARO QA/LM/PM observations and triads.

C Differentiation in teaching Ensure learning aids/ vocabulary/visual aids supports all. Ensure all tasks allow for extension work. Ensure that all teachers use data effectively to track progress using FFT and SISRA

data. Ensure this data is used to monitor all students particularly those underachieving with

a particular focus on PP students. Regularly review practice through Faculty meeting – Standing Agenda item. Identify

difficulties and resource effectively.

All staff Review regularly.YR9 POS currently being re written for greater access. Ready for Sept 2015

D Learning conversation. Ensure appropriate us of stamps and student feedback. Green pens to record

ongoing conversations should be evident throughout the work.

All staff QA termly.

E Literacy and Numeracy Ensure literacy aids and subject specific words combined with Blooms taxonomy is

used to reinforce the explicit literacy content in the student’s work.

All staff QA termly.

F Mobile devices to enhance learning. Ensure that mobile devices are considered when reviewing POS. Review schemes of

work to allow of mobile opportunities.

JBR Ongoing


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Aim – All students to make better than expected progress in every areaPerformance Intention – Behaviour and Safety





A Rewards Ensure that the rewards system reflect all students achievements. Picture of the month, postcards home, exhibitions and praise for

KGO Termly awards.Discussed in Dept.

B E.safety environment. Ensure that all students using the school internet are made aware of the schools

policy regarding appropriate research. Ensure that the use of ipads with students is properly supervised and no personal or

school information is accessible to students.Ensure that no student uses a staff log in for any purposes.

ARO Ongoing. Review any sites that students can access re: art homework.

C Growth mindset. Review POS’’s to ensure self-reliance and resilience. Encourage students to take chances in art. Move from their comfort zone and

encourage independent learning through course content.

All staff YR 9 work re written for Sept. Reviewed through SV June 2015

D Behaviour for learning.Set high expectations through the use of the rewards, intervention and mentoring.All staff - Discuss expectations and make clear behaviour anticipated at the beginning of each year.

Ensure rewards system is tailored to suite the endeavours of all students. Ensure that students have access to POS and relevant information to support

learning including wider studies and extension work for gifted and talented. Ensure all students can ‘achieve’ in one aspect of their work. Monitor disaffected individuals and use the department reporting system to review

progress.

ARO Termly standing item at Faculty meetings.


Performance Intention – Leadership Member of Monitoring – how frequently and RAG Review 8


Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. Staff

Responsiblewhen will this be achieved by? and Evidence

to demonstration PI achieved.

A Q/A. Ensure that termly QA takes place particularly in respect of marking and pupil

progress. Ensure PM targets reflect those set in the SPP. Reviewed termly.

ARO Termly.

B All Faculty meetings have standing items including T&L achievement and CPD.

Ensure faculty and department meeting are effectively minuted and targets agreed are implemented and reviewed.

All staff involved in minuting meetings. Action points clearly identified.

ARO Every Faculty Meeting.

C CPD Where identified in the SIP or in response to department needs CPD is effectively

implemented either internally or externally. Plan and Develop new BTEC Art and Design course due to the ending of Applied

Art and Design. This includes being the lead verifier for Art and gaining OSCA accreditation.

Aide the planning and development of the new BTEC Art and Design course and gain assessment accreditation for compulsory consortium assessment.

ARO

KGO

KFR

New spec GCSE and AS/A2 CPD as priority for Sept 2014

D Intervention programmes.Use the behaviour systems in place within the department / Faculty to ensure intervention following unsatisfactory PR’s.

ARO LM and Faculty meetings ongoing.


Performance Intention – LeadershipPlease identify your actions here in order to enable you to achieve the PIs.

Member of Staff


RAG Review and Evidence

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Aim – All students to make better than expected progress in every areaResponsible to

demonstration PI achieved.

E Informing and developing areas of the curriculum.

Conduct yearly questionnaires/surveys across the key stages Primary school surveys conducted to inform delivery at KS2 and review skills,

knowledge and practice to be outlined in KS3. Ensure impact and measurability Student Voice will be a standing item at meetings in the summer term. Add information and project details, course outlines etc to the portal for universal

access.

All staff June 2014

F Academy responsibility Ensure all staff promote a positive working environment. Ensure all displays are effective in describing (visually) effective learning. Ensure all students (particularly ay GCSE and A’level ) understand the

requirements and the commitment needed to pursue a course. Ensure the rewards system in collaboration with effective intervention is used to

challenge and promote outstanding behaviour. Ensure POS are reviewed to encourage both boy and girl engagement. Student

voice.

All staff QA/LM/LW.

G Collaborate with Governors. Meet yearly in FM to discuss progress. Feedback at governor’s meeting.

ARO Ongoing.

Faculty/Department/Area: Bursary- Primary Liaison

Performance Intention – Achievement




RAG Review and Evidence to demonstration PI

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Aim – All students to make better than expected progress in every areaachieved.

C All Pupil Premium students to make accelerated progress. All Staff to ensure this happens.

PP children from selected schools to have a specific club during summer term/s. This would be by invitation only.Could target literacy/ numeracy across several subject areas; this will need to be looked at in consultation so that it is not too similar to the summer school programme.In order to assess the effectiveness of the progress made by these pupils, they would need to be tracked into RWBA Year 7.

RST to liaise with Spa, JBr and AEl

Planning starts in Sept.

Not achieved- overlap with Summer school was too significant and 1 night per week during summer term being spent with teachers on CPD as requested by schools.

Performance Intention – Teaching and Learning





A All Staff to support the development of the Teaching School Alliance.

Work with selected departments across the school to devise and deliver CPD workshops to Primary colleagues, in line with teaching school. Work with SKN to decide on the focus for these sessions.

Set up subject groups of secondary (subject teachers) and primary teachers (subject leads) to ensure consistency and progression between primary and secondary subject curriculums. This could be used for forums/ email contacts/ individual meetings with subject specialists if required and requested from primary schools.Trial for science, MFL and DT in 2014

RST, SKN, AEL, SMU, JCH, JKI

RST, JKI, JCH, AMO

Meet with SKN for focus in Sept. Meet with dept leads through year.

Meet with dept leads in Sept, set up group lists.

Survey of schools to understand what CPD they would wish to attend. Subject/ teachers groups set up for communication purposes.

Workshops in Science and DT planned. This will be curriculum planning for science and delivery of difficult concepts for DT







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F All staff to actively engage with mobile devices to enhance learning

Ensure that opportunities to use iPads and mobile devices is written into the Mission X format.Look at the possibility of running sessions on how parents and children can use devices for extending their learning.Look at the possibility of linking the idea of subject groups (see point 2.A) with the relevant ICT lead from RWBA to share ideas linked to subjects.

RST, SGI, ZIS, LWN

By January

Ongoing problems with connectivity. Some sessions use ICT effectively but class sets of iPads not available

Performance Intention – Behaviour and Safety





C All staff to promote ‘growth mindsets’ for all

Work with subjects to ensure that the concept of growth mind sets is written into the induction processes for 2015

RST, AEL By June Not done


Performance Intention – Leadership





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C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately.

At the start of 2014 academic year, survey our partner schools to find out what CPD/ focus areas they would like to work on this year. Find out if any schools would like to take a lead role in delivering any CPD.

Include evaluation of CPD for parents (eg parent and child workshops)

Circulate evaluation of CPD and feedback with all schools in the cluster to encourage dialogue on specifically what aspects of the CPD delivered were useful. This can then inform future planning.

RST, AMO

RST, AMO

RST, AEL , AMO

Sept

Ongoing

Ongoing

Survey took place on the Partnership day

No CPD for parents took place this year

Feedback from surveys circulated through meetings with primaries and emails

E All Academy Staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy.

Inform feeder schools of calendar of events by term. Planned events this year include;

-Mission X (maintain places at 700+). This could possibly be extended over a greater time period in 2015 to allow even more pupils to take part. A further development would be the provision of differentiated workshops within the Mission X theme.-Art in the Community; work with KGo to ensure that schools are invited according to the plan. Ensure that this work gains a place on the portal to showcase the work and allow parents to see the work.-MFL workshops; details TBC but possibly a parent/ child event or working with Primaries to develop their provision of MFL.-Parent and child events for a range of subjects

From portal- allow parents to sign up to a Primary Liaison newsletter to inform of forthcoming events

Distribute Mission X info and calendars to schools, with a suitable method for parents to respond and book sessions.

Maintain and update data on which schools have been offered places for events and their uptake.

Design and maintain a page/s on the portal for teachers/ parents/ pupils.

Carry out more rigorous evaluation of activities and their impact.

RST, AMO, AEL

KGO

RST, AMO, SLA

RST, AMO

AMO

RST, AEL, SLA, SGI

Ongoing

From Oct

From Dec

From Dec

Start in Sept

Ongoing

Portal now has a Primary outreach page which has been populated with PE and Mission X dates. More dates can be added next year as required now it is set up.

Newsletter not started.

Data on schools being tracked

Evaluation of impact is ongoing- schools taking part in CPD have a feedback form to complete. Mission X feedback has proved difficult to compile

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Aim – All students to make better than expected progress in every areaRST, AMO

Faculty/Department/Area: HGP/Values Education

Performance Intention – Achievement Member of Staff

Monitoring – how frequently and when

RAG Review and Evidence to demonstrate PI achieved.

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Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. Responsible will this be achieved

by?C All HGP staff to be aware of & implement strategies & interventions identified on

‘challenge the gap – accelerating attainment’ document (JHi). E.g. Specific praise – clear and positive comments that shows that the teacher has taken time to look through their work. Rewards system can reinforce this (kiosks). A positive phone call home or postcard. Recognising other strengths – knowing students to reinforce progress (true personalised learning)

NWT & all HGP staff in liaison with JHi

Review & monitor during work scrutiny, LW lesson observations. Challenge the gap data. Throughout 2014-2015

Yr9 K,A,B surveys demonstrate HGP ability to reach under-achieving, disengaged boys outperforming girls substantively by 17% - challenging the gap, reaching the ‘hard to reach’.Postcards and phone calls home, public student recognition at events, plus upcoming awards ceremony.

F Ensure all lessons are differentiated by task, resource and outcome e.g. extra for experts. Review all HGP SoW, days, individual lessons & workshops to ensure teaching staff are able to provide appropriate challenge to all learners through differentiation by task, resource and outcome. Audit sample lessons, evidence & collate range of differentiated materials to support all learners. Ensure all new resources, LP and SoW include range of learning styles, respond to student needs etc

NWt and all staff delivering aspects of HGP

Termly updates of HGP SoW, events and days. Review & monitor during work scrutiny LW & lesson observations. Apply to all new SOW. Annual review & advice to departments delivering aspects of HGP. Termly AEL RAG report. Throughout 2014-2015

See Holocaust Day lesson plans by way of example.SOW under annual review – but also in light of upcoming IOE student research and its implications, plus PM Commission recommendations and IHRA guidance. And on-going.


G1 Identify via termly meeting of HGP WG, or appropriate staff, to ensure an awareness of & intervention explicit for students who have a reading age under 9.6 (link to

NWt and all staff

Termly updates via HG WG and liaison

Literacy featured in all HGP working group meetings, Yr9 tutors CPD and G2

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Aim – All students to make better than expected progress in every areaaccessibility of resources/materials & differentiation). Ensure necessary interventions are put into place and are explicit for said students. Link with Librarian on e-book availability and iPads

delivering aspects of HGP. NWt in liaison with SEN reps & LM team. NWt to liaise with DBa

with all staff delivering aspects of HGP. Termly AEL RAG report. Throughout 2014-2015

ongoing liaison with SEND/LMs for cohorts.More use of librarian and IPads an area still in need of development






A Identify all CPD needs for HGP WG staff or new staff members who may deliver key aspects of programme AND ensure that when it takes place, it is acted upon, circulated and evaluated. Identify & develop external, internal, free & priced CPD opportunities for HGE/VE & related areas; New Hums staff esp – but also wider school. Aim to run at least one HGP related CPD opportunity per term (whether IOE day, HET LFA programme, internal workshops to support departments, Soton’ Uni PGCE day or twilights etc) Dates TBC and calendared. Run/Host IOE CPD Day 1 & twilights x2 during course of year. Take up student and staff LFA opportunities as arise in year (aim for two students and three staff to participate). 2hr Year 9 tutor team training to support and develop their delivery of Holocaust linked PD. Date TBC and calendared. Run termly internal & partner schools CPD workshops. Plus existing & on-going course run for Southampton University PGCE students – also own trainees (as above). Publish CPD brochure of HGP opportunities to RWBA and external colleagues for academic year – these may/may not be TS linked, but open to alliance partners. Engage in research (IOE) – foreground research informed practice. Continue to engage, liaise and contribute to the ongoing PM Commission for Holocaust Education. Lead a second #EYP2CtW conference – research informed practice, sharing best practice, leadership opportunities (17-18th July 2015 preferred, 16-17th July 2015 as alternative) – convene a conference RWBA WG party (4-6). HGP LP role to function and offer same school to school support as traditional SLEs.

NWt in liaison with SKN, RDA, PDA (and Beacon School hub partners)

Post CPD event evaluation. Termly report to SKN and LM: AEL. Conference RWBA WG to meet at least termly dates TBC and calendared. Termly AEL RAG report. Throughout 2014-2015

Yr 9 tutors 2.5 hrs of training support.5 RWBA staff participated in IOE CPD. 1 RWBA colleague attended LFA. Full days of training provided for NWiTSA secondary cohort (9), day of provision provided for Southampton Uni (PGCEs) and also a second for Winchester University (22)Conference planned –Continued to work with PM Commission and its subsequent body; visit by Tim Kiddell, Dame Helen Hyde. RWBA only named and featured school in the document. Contributed to the research of IOE. Led SLT session for partners schools - CPD, IOE and Commission (9)And on-going.


Performance Intention – Teaching and Learning Member of Staff



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by?B Develop the teaching and learning in HGP/VE opportunities; specifically Holocaust

Day LW, observation of VHR sessions, work scrutiny etc.NWt and all staff delivering aspects of HGP in liaison with AEL/SKN or LT.

Evaluate each LW, obs and overall feedback following identified HGP events. All LW, Lesson Obs etc filed with AEL for QA and in termly RAG report. Throughout 2014-2015.

See LW and work scrutiny feedback on Yr9 Holocaust Day, PD feedback and HGP evidence file held in KSA office.

C All staff delivering HGP components to use data effectively to personalise the T&L; to ensure differentiation & challenge


Collated evidence in central filling. Termly AEL RAG report. Throughout 2014-2015

See the personalisation of Hums staff Lesson Plans for Holocaust Day – deployment and use of LMs etc and continued engagement with partners to inform the process and foster a holistic learning experience

D Develop means in which as per regular lessons and learning opportunities, staff delivering HGP components are to engage and record learning conversations with students – green pen, FB stamp, RAG etc, other kiosk rewards.


Work scrutiny and LW during HGP identified events. Termly AEL RAG report. Throughout 2014-2015

Green pen, feedback stamp, RAG123 established as common practice, but other kiosk rewards remains an area for development

E Ensure all HGP SoW, days, individual lessons & workshops include Literacy objections/components (and where appropriate, explore numeracy opportunities). Develop Reading and Discussion Group & sister group ‘Engage’. Embed literacy LI/O in all HGP/VE work/lesson plans. All members of staff to use the literacy codes when marking for spellings and punctuation – in red pen. Standardise the use of HGP specific terms across the Academy (possible use of keyword displays). Students #EYP2CtW conference, PD 29th June 2015; UN Sec Council focus – debate, research, speech-writing etc, use of visiting authors to support range of literacy goals (SEN, G&T).

NWt and all staff delivering aspects of HGP. Liaise with VNe and Dba. #EYP2CtW students – in liaison with SHa & HMc

Termly AEL RAG report. Work scrutiny, LW, Lesson Obs. #EYP2CtW pupil evaluation. Throughout 2014-2015

Literacy component evident in Lesson Plans and SOW, and harnessed increased numeracy dimension as result of IOE research findings and RWBA student K,A,B survey data.Significant progress in standardising definitions in Hums, English, MFL and Drama – more work needs to be undertaken to ensure true of whole school


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A Develop formalised recognition reflecting “all students making better than expected progress” in holistic & academic terms within HGP programme – Impact upon behaviour with each other – ‘Community badges’ (AEL/HMC) or online rewards / kiosks (ICT/SGi)

NWt to liaise with AEL, HMC, SGI and HGP staff

Termly AEL RAG report. Throughout 2014-2015

Awards ceremony

B Develop and maintain RWBA Holocaust Site for students, Beacons hub/network partnership site for teachers and #EYP2CtW site for delegates. Ensure ICT based lesson opportunities exist within HGP/VE and that within SoW, lessons and events safety is modelled and promoted.

NWt in liaison with SGi and ICT colleagues


Achieved and ongoing

C Model and promote explicit values education in all aspects of HGP planning, delivery and potential for ongoing active engagement; expectations, display and vocab linked to exemplar of value of education, achievement and resilience/mindset – display and inspirational speaker encounters, VHR course and in all feedback. Create- risk tolerant learning experiences throughout HGP and hone notion of spiral curriculum. Process feedback to be used throughout HGP allowing skills, holistic, attitudinal, behavioural and academics to be championed and recognised

NWt in liaison with SKN, PDA (research) and all HGP staff


And on-going. Assembly, HMD, events, displays and selection of guests, visitors and speakers

D As above (c) and by rewarding resilience and holistic progress through the use of the kiosks and reward systems (see Objective A). Hone spiral curriculum

NWt in liaison with SKN, PDA (research) and all HGP staff


Needs greater ICT know-how and input


Performance Intention – Leadership Member of Staff



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by?A Implement review standing agenda at HGP WG meetings after every HGP/VE Day,

Event, Workshop, PD etc using evidence from all Q&A processes to ensure better than expected progress, identify strengths & areas for improvement. Collate evidence & circulate

NWt and all HGP staff, with support from curriculum admin team (collating data and reports, including Student survey)


As in SKn evidence folder for HGP, and circulated via email.

B To lead termly HGP WG meetings to be calendared/published, with standing agenda items that include T&L, Achievement and CPD needs. HGP WG meetings will also include Safeguarding esp. where related to Year Group events. All meetings to be recorded & action points made clear. Termly meeting (At least terms 1,3,5 subject to availability of LT) with SLT LM.

NWt in liaison with HG WG and all HGP staff, plus LM (AEL)


As in SKn evidence folder for HGP, and circulated via email.

C Continue to deliver, record, evaluate and review all CPD offered internally and externally, and share appropriately.

NWt in liaison with SKN, RDA, PDA (research) and all HGP staff


As in SKn evidence folder for HGP, and circulated via email to AEL, GCR and others. Also evidenced and collated in NWT file, and HGP QA data/folder in KSA office.

E Utilise admin support to ensure evaluation & communication is effective to partner schools & external agencies; Portal, Twitter, Letters home, use of text messaging, in-school displays, local press, Open Evenings, email etc. Aim to run at least one HGP related parental, community or family learning opportunity per term (whether survivor speaker, reading group, Question Time, family learning, screening or other student led event) Dates TBC and calendared.

NWt in liaison with curriculum admin team, SGI (for tech advice)


More effective this year and ongoing – see also evaluations by parents who report on communication - As in SKn evidence folder for HGP, and circulated via email to AEL, GCR and others. Also evidenced and collated in NWT file, and HGP QA data/folder in KSA office.

F As above (e) and publish HGP leaflet to Yr9 Parents – via ARD or Parents Evening (Date TBC). Encourage and engage opportunities for family learning (Terms, 2,4,6 identified opportunities)

NWt in liaison with curriculum admin team, SGI (for tech advice) and SKn regarding


Completed. Copy of which available on line and in folders. 2 family learning events run (48 attendees)

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Aim – All students to make better than expected progress in every areaall CPD and TS links







G Report termly via LT that may be used to inform/engage Governors in work of the programme.

NWt in liaison with curriculum admin team and LT as and when required


Via LM meetings with SKN, meeting with governors on 10/06/2015

Faculty/Department/Area: CEIAG

Performance Intention – Achievement Member of Monitoring – how RAG Review and Evidence to

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Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs.

StaffResponsible

frequently and when will this be achieved by?


A To identify Targeted Year 11 that need 1:1 interviews with careers adviser to help with post 16 option choices (SEN, LAC)

KHa/Smc/HOY/LMs

Termly – by December 2014

Students Identified and 90% seen

B To Offer ALL Year 11 students a 1:1 or group interview to support with post 16 options

KHa/HOY Termly – Ongoing; by June 2015

All Y11 students offered 1:1. 101 seen

C To improve employability of students by providing opportunities and experiences in Further Education and Employment

KHa July 2015 Through PD days, and contact with Colleges/business – ongoing, Progression Fair February 2015

D To identify Year 9 students that need 1:1 interview with careers adviser to assist with GCSE option choices

KHa/HOY/SM

February 2015 Y9 students have self-referred through Year team - ongoing

E To Identify Year 13 students will benefit from 1:1 interviews with careers advisor/6th form staff to assist with UCAS applications

KHa/SVa January 2015 Y13 students self-refer or through tutor - ongoing

F To identify with 6th Form staff, all Year 12 students that need 1:1 interviews with careers adviser

KHa/APo July 2015 Y12 students self-refer or via tutors – Ongoing

G1 To Liaise closely with 6th Form Heads in relation to early UCAS Applications for Medics and Vets (Y12 and Y13)

KHa/SVa October 2014 Completed

G2 To identify any Year 7/Year 8 students that would benefit from a 1:1 interview with a careers adviser to improve engagement and motivation in school

KHa/KHe/DSo

July 2015 Number of Y8 students identified and seen

G3 To create, update and maintain the Post 16 Intentions/ Destinations Database and liaise with other providers to ensure accuracy

KHa Offers Completed Ongoing – database in early stages

G4 To access CPD opportunities for careers coordinator especially in relation to progression pathways through school and beyond

KHa/Abe July 2015 Number of conferences and training days attended


Performance Intention – Achievement Member of Monitoring – how RAG Review and Evidence to

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StaffResponsible



To engage in an exchange programme with Careers Adviser from Dorcan Academy to emphasise impartiality and quality review of Interviews (SIP 4a)

KHa Termly Ongoing – adviser sick/pregnant

Social Networking: to establish a well-publicised social networking system to enable students/Parents to access Careers Information with ease

KHa Termly – to be updated

Twitter and Website to be maintained

Website: to ensure that relevant and up to date Careers Content for students and Parents is posted on the Academy Website

KHa Termly Ongoing – up to date

To ensure that all staff have the necessary knowledge to ensure consistent and cohesive Careers Guidance is being provided in KS3,4 and 5

KHa/All staff Ongoing Ongoing process


Performance Intention – Teaching and Learning Member of Monitoring – how RAG Review and Evidence to

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StaffResponsible


demonstrate PI achieved.

A The identified Year 11 students will have had 1:1 interviews with careers advisor (SIP 3b)

KHa Termly – by December 2014

B To organise external visits to Colleges, Universities and Work Places relevant to maximise understanding of further education and employability.

KHa Termly – Ongoing; by June 2015

C The identified Year 9 students will have had 1:1 interviews with careers adviser (SIP 3b)

KHa February 2015

D Year 13 Students will be offered or will have had 1:1 interviews with the Careers Adviser

KHa/SVa January 2015

E All Identified Y12 Students will be offered or have had 1:1 Careers Guidance Interviews

KHa January 2015

F The identified Year 7/8 students will have had 1:1 interviews with careers advisor(SIP 3b)

KHa/KHe/DSo

July 2015

G Independent Exchanges will be completed with Dorcan Academy KHa Termly by July 2015

G1 To participate in the Wiltshire Careers Collaborative meetings and conference KHa 4 x Yearly

C To launch and coordinate the Academy’s Work Experience Programme KHa From October to July 2015D To provide mock interview practice to Year 10 and Year 12 students using local

business people (SIP 3b)KHa By June/July 2015

E To coordinate the inaugural Progression Fair for all year groups KHa By Feb 2015


Performance Intention – Teaching and Learning (contd) Member of Monitoring – how RAG Review and Evidence to

23



StaffResponsible



A To ensure that each year group has Lesson Plans and Activities in relation specifically to Careers and Employability for agreed PD Days.

KHa/Tutors By July 2015PD days

B To Maintain relationship with external contractors to ensure Health and Safety checks are carried out for Work experience and ensure value for money going forward

KHa From October 2014onwards

F To Develop relationships with Key Staff to better implement Careers/Work experience Within the Curriculum

KHa Ongoing

G Establish a system of evidencing the quality of Careers Advice and Education provided and progress being made by students

KHa/Abe By November 2015

H To maintain a close working relationship with Employers and Colleges KHa Ongoing

Faculty/Department/Area: Challenge the Gap and Pupil Premium

24







A PR’s of PP students tracked termly. Underachieving students to be published to HoY’s and HoF’s/HoD’s as appropriate. Challenge the Gap Impact Tracker to be used for the selected 15 PP students for the Challenge the Gap programme.

JHi, HoY’s, HoF’s, HoD’s

Termly PR’s Ongoing through C the G workshops and RS Meetings

B All teachers to receive guidance on how to support PP students in their teaching through CPD (workshop and information based) and JPD (the Challenge the Gap programme with other schools). The Challenge the Gap programme led by RWBA should cascade within school through within English, Maths, and MFL faculites. Tracking to occur as above. PP to be deployed as appropriate to support all students in achieving this and spend to be tracked in line with progress. Underachiving PP students to be mentored through the Challenge the Gap mentoring programme.

JHi and on the Challenge the Gap programme ENa, SHa, MMo, RMa, MWo. For the mentoring JHI/HoY’s and tutors

Termly PR’s Ongoing through Challenge the Gap Workshops. NQTs met with and 2 cx Learning Forums

C See point B As above.D All teachers to ensure that they are aware of PP students in their class, and the need for them

to make accelerated progress. Staff to be trained through CPD on the importance of effective feedback.

JHi Lesson Obs./Learning Walks - ongoing

Briefed twice re whole school and 6th form.

E PP progress to be tracked and HoF’s/HoD’s and HoY’s to be made aware. JHi to publish underachieving lists to appropriate staff. Underachievement to be pursued through LM meetings. PP used as appropriate to support underachieving students. Mentoring of underachieving PP students to take place on the Challenge the Gap model.

JHi/Line Managers/HoF’s/HoD’s and HoY’s

Termly PR’s and through QA work.

Ongoing through Challenge the Gap Workshops. NQTs met with and Learning Forums taking place Mentoring ongoing.

F CPD/JPD to be provided through twilights, publications, and the Challenge the Gap programme to help staff understand the needs of PP students. Tutors to develop Pen-Pictures of students through them mentoring programme to be shared with staff.

JHi and re. mentoring JHi/HoY’s/Tutors

Lesson Obs./Learning Walks - ongoing

Ongoing through Challenge the Gap Workshops. NQTs met with and Learning Forums taken place. Pen Pictures for y8 currently being developed.

G1 Challenge the Gap workshop 3 to focus on the academic literacy of PP students. Potential literacy weaknesses of PP students to be highlighted through CPD/JPD. PP to be used as appropriate to support vulnerable PP readers.

JHi and Challenge the Gap team (see above).

Reading Scores – annually.

W3 done and training on 28/1 to focus on this

G2 Challenge the Gap workshop 3 to focus on the academic literacy of PP students. Potential literacy weaknesses of PP students to be highlighted through CPD/JPD.

JHi and Challenge the Gap team (see above).

Reading Scores – annually.

W3 done and training on 28/1 to focus on this


25







A RWBA to continue as the Lead and Facilitation school in the Challenge the Gap programme with 5 other local schools. JHi to contribute to work with Bath Spa University and the training of PGCE students.

JHi Evaluations every workshop.

Ongoing. 6 Workshops complete.

B Staff CPD and JPD to continue both in-school and through the Challenge the Gap programme to ensure staff are kept abreast of the latest developments and recommendations for outstanding teaching of PP students. Staff to be updated on the expectations for teaching PP students.

JHi Lesson Obs./Learning Walks

Ongoing through Challenge the Gap Workshops. NQTs met with and 2 x Learning Forums

C PP students to be highlighted on seating plans/lesson plans for all staff. Underachieving students to be highlighted to HoF’s/HoD’s and HoY’s.

JHi/All teachers Lesson Obs./Learning Walks.

Ongoing. ZIs software to allow for this.

D The importance of effective feedback in relation to PP students (Hattie et al) to be emphasised through CPD/JPD

JHi Lesson Obs./Learning Walks.

Ongoing through Challenge the Gap Workshops. NQTs met with and 2 x Learning Forums

E Literacy and Numeracy are important features of the Challenge the Gap workshop programme. Staff involved to cascade knowledge through the in-school teams. Pupil Premium to be used to support Literacy and Numeracy where appropriate. English and Maths both have a full time Learning Mentor to support students in receipt of the Pupil Premium.

JHi/SHa/ENa/MMo/RMa/MWo

Lesson Obs./Learning Walks.

Working with Mwo and RMa through Challenge the Gap programme. VNe using PP to support some students. And has contributed to W3.

F Pupil Premium students will be eligible for a free I Pad to lease from the school. JHi/SGi Lesson Obs./Learning Walks

This programme no longer but running but trolley I Pads available.






A Rewards through the Pupil Premium to be investigated for successful PP students JHi Termly Not yet commenced.B Pupil Premium students will be eligible for a free I Pad to lease from the school. JHi/SGi Lesson Obs./Learning

WalksThis programme no longer but running but trolley I Pads available.

C The Pupil Premium mentoring programme in Y7-10 focuses on building key skills such as Independence, Resilience, and Self Awareness.

Jhi/Tutors Fortnightly Ongoing


26


Aim – All students to make better than expected progress in every areaPerformance Intention – Leadership





A PP performance to be reviewed termly and interventions directed as appropriate. Subject leaders and HoYs to be informed through sharing of data of underachieving students and to act and intervene as appropriate. Staff training to ensure they are empowered to do so (this is ongoing from 2013-14).

JHi/HoF’s/HoD’s/HoY’s

Termly PR’s Ongoing through Challenge the Gap Workshops. NQTs met with and Learning Forums taken place

B Subject Leaders provided with relevant material in order to support their areas in ensuring accelerated PP attainment.

JHi Ongoing. Reviewed July 2015

Ongoing through Challenge the Gap Workshops. NQTs met with and Learning Forum taken place.

C All Challenge the Gap and Pupil Premium CPD/JPD to be recorded as appropriate. JHi Ongoing. OngoingD PP performance to be reviewed termly and interventions directed as appropriate. Subject

leaders and HoYs to be informed through sharing of data of underachieving students and to act and intervene as appropriate. Staff training to ensure they are empowered to do so (this is ongoing from 2013-14).

JHi/HoF’s/HoD’s/HoY’s/Teachers

Termly PR’s Ongoing through C the G workshops and RS Meetings

E To use Student and Parent Voice forums as necessary to review and improve the support and strategies in place for improving outcomes for PP students

JHi Ongoing Not yet started

F Parents in receipt of the PP to be communicated to with regards to the spend of PP as appropriate. Communication in place to encourage parents to apply for PP.

JHi Ongoing. Communication at the start and end of the year with regard to the PP.

Website fully up to date

G Governors to be informed of all developments at the sub-committee group meetings JHi Termly Ongoing

Faculty/Department/Area: Citizenship

27







A To introduce citizenship progress tracking method for PD days and i-learn work booklets in order to show progress during a day’s activities and throughout the i-learn work booklet term

SHr On-going evaluation after each PD day and term

Progress charts introduced within i-learn workbooks (7,8,9 +10) more thought needed for tracking PD day progress

F Differentiated tasks and support given with PD day and i-learn work and opportunities for stretch and challenge incorporated


Support sheets provided for PD day activities and extension discussion questions provided with all tasks. However more differentiated tasks needed.

G1 Specific resources provided for pupils with a reading age of under 9.6 years within PD day work and i-learn booklets.


Differentiated reading task for Y7 PD day and encouragement of mixed ability support groups for working in all group tasks- more needed across all activities

G2 Literacy and reading tasks to introduce specialist vocabulary to widen knowledge, particular emphasis on new vocabulary associated with politics and law.


New vocabulary and key word spellings introduced in every i-learn booklet (7,8,9 +10)


28







C Differentiated resources provided for PD days and i-learn work, with dyslexia friendly power points provided


Some differentiated resources provided for PD days; however more needed. Dyslexia friendly powerpoints always used and KS3 booklets printed on coloured paper.

D Opportunities provided for verbal feedback within PD days and i-learn work SHr On-going evaluation after each PD day and term

Verbal feed opportunities built into ilearn work booklets and PD days for all year groups

E Literacy, numeracy and e-learning tasks made explicit within PD day work and i-learn work SHr On-going evaluation after each PD day and term

Tasks built into PD days and i-learn booklets eg. Key words in all i-learn booklets, statistic tasks in Y8 booklet and Y10 booklet using IT research tasks

F Provide opportunities for use of mobile devices during PD days and i-learn work SHr On-going evaluation after each PD day and term

eg. Y8 research into political parties + Y10 research into members of the government


29







A Develop reward certificates to be rewarded on PD days, contributing towards house points SHr + tutors On-going evaluation after each PD day

House points awarded during year 7 PD day- community project

B Reminders of e-safety given during e-learning activities SHr + tutors On-going evaluation after each PD day and term

Attached to lesson plans for each task eg. research task for Y7 PD day

C Tasks during PD days and i-learn to promote the growth mind-set, particularly focusing on problem solving


Problems solving activities included in PD days and booklets eg. Y11 PD day problem solving through mock trial

D Clear, structured lessons and activities created for PD days and i-learn work to encourage and promote behaviour for learning


SOWs created for i-learn program and clear, concise lesson plans made for PD days. Activities adjusted to incorporate pupil and staff preferences and to give a variety of task.






E Make use of staff, student, parent and community forums to inform of progress, news and opportunities within citizenship

SHr July 2015 Twitter photographs of remembrance ceremony and messages, communication with parents about NCS, notice board updated with Citizenship news/ opportunities

G Inform Governors of developments and progress made within citizenship throughout the academic year

SHr July 2015 Presentation on 10/06/16

Faculty/Department/Area: Community Cohesion and Volunteering

30







C Pupil Premium students to make accelerated progress –

Using the school’s Census Data, AEL to target socio-economically vulnerable groups of students for directed support. AEL, HOYs, KHu and SMs to promote the Pupil Premium to vulnerable families to be used on transport and uniform costs etc.... Free Time monies to be used to enhance the school and wider life of students on FSM with rewards, club memberships, school trips, funding for materials and ‘Family Learning’ Opportunities.

AEL, JHI, KHu, HOYs and Year Group SMs.

Each Family Learning Event to cost approx £400.00 each.

To keep longevity of FT monies, allocation to be £100.00 per eligible student. Transport and Uniform costs from Pupil Premium and Service Premium.

Students being identified for Free Time monies – SHE recording funds for PP and SP.

Throughout 2014 and 2015.

Students identified by SMs, students receive Free Time access.

Family Fishing took place on 4th July 2015, 15-20 families took part from Years 7, 8 and 9. ZMa and KHe organised this.

G1 Literacy Focus for Summer School 2015

AEL to bid for a share of DofE Summer Schools premium. Using the PS’s Census Data, AEL to organise Summer Schools 2015 to target socio-economically vulnerable students coming up from PS to join RWBA in September 2015.

AEL, JBR & SPA.

DofE premium for 2014 was £24,000.

May 2015

Funding accepted and being organised by AEl, JBr and SPa.


31







A Students achievements are recognised –

Community Cohesion area developed on Website. ZMa and AEL to update with new events and photos in order to keep the community informed.

AEl, ZMa, SLA, DBA.

Scrap Book costs and photocopying.

Community Website fully operational with events and photos.



To use and frequently update the Street Projector, Reception Projector and Community NoticeBoard to promote events, invite volunteers and inform the school community of our achievements, it will also include feedback from members of the community who we have worked with/for. This will continue to motivate the students to further participate in community events. MHO to ensure that on community centred events (EG Parents Evenings and Open Evenings), that the projector is working and showing relevant events.

AEL, ZMa and MHO.

Notice Boards and Street and Reception Projector fully working with notices, Media clippings and photos informing students of their participation in Academy life.


Each event is placed on the screens.


To encourage staff and students to use the local and wider media to promote RWBA events, and identify opportunities to advertise RWBA to the wider community. All Charity/Community events to be promoted through Gazette and Herald, Wiltshire Times and BBC Wiltshire (points of contact already established with GCR, AEL, ZMa and RBU as Lead Practitioner for Student Voice).

ZMa to continue to work with the Town Council and will continue to establish contact to promote RWBA events to the wider community through their facilities.

GCR, AEL, ZMa, EHo and RBU, Town Council and Area Board.


Most are published in the local media and BBC.

Magna Carta Pageant in June 2015.

RWB Arts Festival June 2015.


“Bring Your Grandparent To School” – Year 7 – ZMa to continue to manage and organise links with RWB local community, through Senior Citizen Tours, Christmas Meal instead of Parcels and visits to residential homes in the local area.

ZMa and KHe Throughout 2013 and 2014.

Very successful event this year.


32







A & C

Students achievements are recognised and a Growth Mindset encouraged –

AEl and ZMa to work with the Head of PD (HMC) and Lead Practitioner for Student Voice (RBU) on RWBA students deciding the Charities to support, organisation of events and activities and the collection of Non-Uniform Day. This will ensure that students feel that their feelings, contributions and participation have been valued.

Stand By Me – Ethiopia (International Charity)

Autumn Concert - The Filling Station (Local Homeless Charity)

‘Red, White and Blue’ Day in October 2014 for Armed Forces related Charities (National Charity)

Christmas Jumper Day in December 2014 - Save the Children (International Charity)

Christmas Dinner in December 2014 (Local Charity)

Winston’s Wish throughout December 2014 (Local Charity)

Pink (Brighter Futures), Green (NSPCC) and Red (BHF) Day (Local and National Charities)

AEl, ZMa, ESe, HMc, RBU, HOYs

Photocopying for posters to advertise.


Successful charity fundraising so far

A & C

Students achievements are recognised and a Growth Mindset encouraged –

Advertising the achievements of 2014’s students who attended Summer School to the wider Academy community and their Parents so that they can feel confident about starting in September. Using the students to promote the event for 2015 Year 6 students.

AEl, JBr, SPa and KHe

Gaining feedback from teachers and tracking of students throughout 2014-15.


Planning for this and using achievements in Year 6 PEs.


33







E AEL to continue to develop the Parent Voice Forum to include possible parental support for key Academy events such as Open Evenings and promoting RWBA.

Parent Voice Questionnaires to support the QA & E.

Involvement of PV in Ofsted interviews.

AEL and Parent Voice Forum.

Minutes Throughout 2014 and 2015

Ofsted also met with our Parents during Consultations.

E KS 2 Primary Liaison – AEL to continue to oversee links and the development of ideas between KS 2 Liaison in Departments and our growing number of PSs. Key events will continue to be cross-department and linked to the needs of PSs on key events. RST (LM by AEL), KGO (LM by ARO) and KHR (LM by SGU) to continue to develop work with PSs alongside DT’s Ambassador programme (JCH), Maths Enhancement programme (JRI). See other SIPs for further details.

AEL, RST, KHR, JCH, JRI, KGO and various KS 2 Liaison Reps.

Each event potentially to cost £400.00.

Excel Spreadsheet identifies what we are doing and which schools are engaging.


Mission X has begun.Various KS2 Art Projects.Christmas Market attended by Millbrook.

E KS 2 Liaison and Enterprise – Christmas Market participation with cross-curricular areas for KS 2 students. Lead Practitioner for Enterprise to develop the initial ideas from 2010 and ensure that more than 6 Primary Schools are involved in 2013. Music, DT and MFL involved.

JRE and various Depts.

December 2014.

Successful.

Faculty/Department/Area: Computing

34







Evidence

A Assessment tracking sheets to be in place for every course and made available for scrutiny as and when required.

All course leaders

Check systems in place for every course by 14th Sept

Check assessment sheets are in place

Assessment sheets in place

B Successful introduction of new KS3 Year 9 Computing course to build on Yr8 course and deliver at least 3 sub-levels of progress within the year.

Rja, Nwi Check every PR point

Check Yr9 T6 PRs and compare with Yr8 T6

At T5, Yr9 made 2.8 sub-levels of progress against Yr8 T6 levels

C Pupil premium students to be identified on seating plans with appropriate interventions if required

All staff Check seating plans in place by 14th Sept

Check seating plans New seating plan system now implemented by ZIS in use

D Develop and use combined PLC/feedback form as well as ZIS online KS3 assessment system to include current and target grades as well as feedback to provide clear indications of how to progress

All course leaders

Learning walks/observations to identify use

Review learning walks/observations

Feedback policy written and implemented. Agreed strategy to use PLCs and RAG rating sheets

E Space and time to be built into schemes of work as a matter of policy to provide opportunities for students to revisit areas of poor learning or understanding

Course leaders Schemes of work to be reviewed prior to delivery to ensure appropriate opportunities provided

Review of schemes of work.

Not always put in place although staff directed to build in time at the start of each term…needs to formally enter schemes of work, particularly at the start of each year to reflect/improve on previous year’s learning.

F Resource pool to be created to encourage sharing of differentiated materials for all courses

All staff Learning walks/observations to identify use


Shared area on portal provided, and generally good collaboration between staff to share resources.

G1 Continued use of Rapid Reading scheme to support improved reading at Yr7. Poor literacy/reading ability to be identified on seating plans

All staff Use software to identify progress made

Use software to identify progress made

Almost 2000 books read by year 7 in little over a term using rapid read. Staff target weaker students.

Faculty/Department/Area: Computing

35







Evidence

G2 Differentiated resources to be used to support poor readersContinued focus on use and identifying of keywordsContinued and extended use of specific literacy tasks



Differentiation become a matter of course…built into schemes and implemented by staff.

36


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Computing






Evidence

A Support provided through supporting initial teacher training with a School Direct programme.Continued support of primary schools through SMU providing primary teacher training to support the new computing curriculum

Nwi, Smu SKN has overview of School Direct program and will be monitoring. RSt to have oversight of primary liaison.

Feedback from trainees as and when required as part of program.

SMU continued to provide support to primary teachers

B Extend triad idea to something done within the department…at least once a term, all teachers to observe 1 other member of the department

All staff Agreed lesson obs schedule by 21st Sept

Review progress in lesson obs scores each term

Triad continued as part of school policy

C PR data to be used to be made available to the whole dept, including identifying SEN, PP etc...to allow staff to be informed



Data provided and used to target students making least progress with interventions

D Continued use of feedback forms to record learning conversations and allow students to know how to tailor their endeavours to achieve better progress



Learning conversations not being recorded in a meaningful way…resort to paper to start recording.

E Numeracy naturally playing an increasing role as computing curriculum is extended. Mathematical skills and understanding are being increasingly reinforced.Literacy skills are being embedded in several schemes of work combined with specific strategies for poor readers, using Rapid Read software



Rapid read put in successfully. Literacy mat designed but needs to be displayed in rooms

F Mobile device starter activity/challenge to be placed outside classroom to engage students prior to start of lesson

All staff Ensure all staff putting up challenges by 21st Sept

Share challenges set each term and review as part of PR review

Not done.

37


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Computing






Evidence

A Recognition provided for outstanding progress through the awards system. Postcard home system to be introduced to recognise individual achievement throughout the year.

All staff System to be explained and set up by 28th Sept

Review end of T1 how many postcards sent

Postcards used at the end of each term by most (not all) staff to reward students for good progress

B E-safety module run for students in Year 7 which uses CEOP resources and advice to provide clear advice and guidance

All staff Delivered in T4 of Yr7 scheme

Review success at end of T4

Again, very successful and clearly got the message across

C Staff to be encouraged to use praise through their own teaching practice as well as reward systems to develop a ‘can-do’ ethos



Growth mindset embedded as part of school policy. Interventions used to support students who fail to make progress

D All staff to follow the guidance and policies on behaviour management All staff Learning walks/observations to identify use


Behaviour management system generally worked well.






Evidence

G Collaborate with Governors.

Meet yearly during Governors Visit to discuss progress. Feedback at Governor’s Sub Committee meeting.

NWi Ongoing. ZIS provided tour meeting other members of the dept. Positive feedback on increased numbers coming into the subject.

38


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Curriculum






A To oversee the further development of Personalised Learning Checklists (PLCs) in all Key Stages and to track their usefulness in determining each students’ skill ability.

Key Stage 5 – completed but being updated due to curriculum change throughout 2014-17, next stage is to embed their use for staff and students to engage with them.Key Stage 4 – started but being updated due to curriculum change for English, Lang and Lit and Maths in September 2015–16 and all others in 2016-17, next stage is to embed their use for staff and students to engage with them.Key Stage 3 – started in some subjects due to having KS3 NC specifications, need to audit who has written SOWs and plan PLC completion. New curriculum due to start in September 2014. Next stage is to embed their use for staff and students to engage with them.

AEl, SGi and all HOFs and HODs.

Termly feedback on PLC use.

Currently being re-written and adapted for new systems – being developed by MRO and SGI.

D By rigorous use of PLCs, each subject teacher should be able to determine reasons for underachievement or skill confidence by academic group – Boys, Girls, SEND, GAT, CLA and EAL.

Key Stage 3 PLCs will be developed throughout 2014-15 but skill development will be monitored for Level 4 students in particular.

HOFs, HODs and each subject teacher.

Feedback in each LM meeting and PR Review Meetings.

Monitoring of L4 students via PRs and LM, not via PLCs in all subject areas currently due to NC changes.

E By rigorous use of PLCs, each subject teacher should be able to determine reasons for underachievement by ascertaining confidence in skills.

SGi to develop the student interaction and use of PLCs.

GCSE – Maths and English underpinning groups – using early data in Year 10 and 11, Raising Standards Team to ensure that students are moved into these groups to provide them with additional Maths and English coaching. Q5 groups to be monitored for progress and appropriate support.

AEL to collate Controlled Assessment deadlines and Intervention Sessions times and dates and display on Street Board for students to use as a guide.


SGi.

RS TeamRLU

AEL


AEl to monitor development by December 2014.

By October 2014.

September 2014.

English and Maths using PLCs, Science and DT using a similar system. Social Science using them at KS4 and 5.

“How is my class doing?” sheets completed for 1st PPEs in January and end of year assessments in June.

39








F Ensure that the Academy’s curriculum offer remains flexible, cost effective and provides challenge and differentiated support where needed.

Continue to work with external providers (New College, Lackham College, SEND providers, Swindon College, Chippenham College and Springfield Academy) to ensure appropriate pathways for RWBA students from Year 9 upwards. AEL to ensure that value for money is assured when using external providers at KS4 and 5.

Develop the role of the Confidence Coach (BTh) who will be intervening with small targeted groups of students and individual students in KS3 to maximise their potential and deter disaffection.

Monitor the progress, success and cost effectiveness of new subjects for 2014-15 – BTEC L2 and 3 Child, Learning, Play and Development, GCSE Photography, BTEC L3 Engineering.

AEL to carry out an Audit of KS4 and 5 subject areas to ascertain – Appropriate matches and future funding for KS4 and 5 courses linked with

Performance Measures Cost effectiveness to support the current and future RWBA financial budget Projected student population growth

AEl, KSa, HMc, HOFs and HODs.

AEl, KSa, HMc and HOYs.

AEl, KSa, HMc, SMl, ETh.

AEL, SBR and HOFs and HODs.

AEL, SBR and ABE

Subject Audit in September 2014 linked with pathway and expectation.

HMC and LMs to continue to monitor cost and progress of all students participating on courses with external providers.

External providers to ensure they attend Parents Evenings to provide frequent feedback to Parents.

Termly feedback from BTh and students where progress and attitudinal data will be tracked.

Data monitoring against expectations and staff and student questionnaires.

Starting in September 2014, the audit will be completed before the Options Processes begin to allow for future planning by ABE and SBR.

Done.

External Providers cut (New College) due to no value for money and poor outcomes. AEL has re-structured teh courses so that internal Leads will teach a new Alt Bacc programme including Public Services L1 and 2.

Done.

Outstanding interventions from BTh run internally and using external providers eg Dove.

Done.Positive residuals for L2 and 3 CPLD and Photo. L3 Eng – some issues with Maths provisoin resolved with Maths timetabling.

Done.

40








A Life Without Levels Working Group created to develop new levelling systems across the NWLF, meaning across Key Stages 1 to 5.MRo to head the WG and to include AEl, SGi, KHr, RSt from RWBA along with DHTs from all other schools initially.

The WG will work alongside MRo’s RWBA pilots on Life Without Levels, being driven across each Faculty area from September 2014.

MRo and AEl with Working Group.

MRo and HOFs and HODs.

1st NWLF Meeting in September, all DHTs to discuss frequency of meetings and actions.

RWBA led pilots for LWLs across Faculty areas from September 2014.

Currently MRo working on this, attended various conferences and working with HOFs.

B Use of LOs to be used to judge quality of current and new subject areas – for further curriculum planning.

AEL and SBR.

Use of 2013-14 data and new data.

See QA Data.Oustanding delivery.

E Literacy, Numeracy and Reading Programme – Co-Ordinator positions have been created to ensure that these skill sets are developed and embedded across the curriculum. SIPs have been written and AEL to ensure that termly data is provided to show progress in these areas.

Learning Walks to be created by VNE to gain an understanding on what has been learnt in Literacy lessons.

For 2014, all 16-19 students must achieve an A*-C grade at English and Maths and will become a condition for funding, exploration of staffing and timetabling implications to be undertaken by AEL, ABE and SBR.

AEL, MRO, SML, VNE, JRI and RWI.

VNE

AEL, ABE, SBR

Termly data on progress in Literacy engagement, Numeracy engagement and Reading abilities across the Academy.

Literacy lessons to be LW’d each term to gain student perception of quality and progress.

Reading Progress in, Lit and Num SIPs are up to date. Skills need to embed.

Literacy LWs created.

Core Maths introduced at Post 16.

F E-Development Lead Practitioner role has been created to ensure that IT related skills are developed and embedded across the curriculum. SIP has been written and AEL to ensure that termly data is provided to show progress in this area.

SGI and ZIS Termly data on progress in mobile device engagement by staff and students.

Learning Forums and Teachology sessions run for whole school – tailor made to skill set.

41



Faculty/Department/Area: Curriculum






C ILearn to be used to develop ‘Growth Mindset’ amongst all students. JFe and HOYs

In Assemblies and across the curriculum.

Surveys completed by students and staff.

ILearn workbooks created and completed by students with feedback from students and staff.

42



Faculty/Department/Area: Curriculum






B AEL to continue to chair C&L Meetings to pass important curriculum development information onto HOFs and HODs.

AEL to pass OFQUAL Bulletins onto LT, HOFs and HODs to ensure they are kept informed of current curriculum situation.

AEL to chair new Heads of Key Stage 3 meeting to ascertain progress, issues arising and curriculum development.MRO/KSA to chair Heads of Key Stage 4 meeting to ascertain progress, issues arising and curriculum development.ABE to chair Heads of Key Stage 5 meeting to ascertain progress, issues arising and curriculum development.

AEL and HOFs and HODs

AEL

AEL, MRO, KSA and ABE.

Every 4 weeks.

Frequently.

Every 4 weeks.

Continues.

Cancelled due to heavy meeting loading. Now we use “How is my class doing?” sheets.

KS3 Leaders commented on the usefulness of the meetings. AEL to search for an alternative.

E Year 9 and Year 11 Student Expression of Interest Subject Audits – to ascertain interest for the Options Processes and to gather information regarding cost effectiveness of courses at both KS4 and KS5.

AEL, KSA and ABE.

For Year 11 students – by end of September 2014.For Year 9 students – by end of October 2014.

Done.

F Set up a series of Parent’s Introduction to………. sessions for each subject in KS4. This will allow the Parents to see the assessment criteria, what will be learnt and the difficulty or challenge involved for a specific subject.

Continue to inform Parents via PV on curriculum change.

Ensure that Curriculum Areas on the Portal are kept up to date with new changes and assessment criteria for Parent and Student use and to comply with DofE and Ofsted expectations.

AEL and HOFs and HODs.

AEL

AEL and SGI

Week Commencing 10th and 17th November, before Year 9 Options – subject leaders to run sessions to inform the Year 9 Options PE on 14th January 2014.

PV Meetings

September 2014.

Done and very well received by Parents and Students. Staff feedback was very positive and need to look at Soc Science and how many different subjects in one room.

Discussed in various PV meetings.Emails sent to all HOFs and HODs from OfQual.

G Inform Governors via C&L Sub Committee and Governors Reports on curriculum change.

AEL C&L Sub Committee Meetings

Continues.

43


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Data, Recording and Reporting






A To research, pilot and adopt a whole school assessment system by the end of the year. Communicate and train all stakeholders eg students, teachers, admin, parents, governors.

MRo, MWr, SjD,DTh, JHi, JHa

Fortnightly meetings with GCr. Parent Forum, student voice.

Researched, launched to HODs and at writing stage in departments

B To publish entry levels and communicate this out, track 3 levels of progress at shorter interval periods to monitor success.

MRo, MWr, SjD

Start of term and termly

All marksheets have clear average entry level from September.

C Monitor and review the effectiveness of target setting for PP, track their progress against entry and communicate this out.

MRo, MWr Termly Termly tracking of focus groups and communicated back out but not sure of the impact

D Publicise MEG setting, what a MEG is to students via assemblies at regular intervals throughout the year. Also via iLearn programme. Also increase the publicity surrounding examinations to the students.

MRo, MWr and MGa

Start of term and termly and as examinations occur.

Waiting on exam assemblies April

E Identify all underachievement of students and communicate this out via line management system. MWr Termly Continues to be done.

F To ensure data profiles are updated, accurate and easy to utilise by class teachers. PMo, SJd Start of term, Dec and May

Data checks continue to be done to ensure accuracy.

G1 Identify and publicise students under 9.6 and track their progress as a group on headline tables. SJd, MWr After tests and termly Identified for all year groups. Set as focus groups on sisra.

G2 Identify and publicise students under their reading age to tutors, line managers and to the reading coordinator.

SJd, MWr After tests and termly Identified for all year groups. Set as focus groups on sisra.

44








A Look for ways to use data to support the TSA eg data training, data packs, logins etc. MRo, MWr, SJd, PMo, MGa

As per TSA Logins supplied for exams, data programmes and training provided.

B Ensure that data profiles are accessible and accurate to support planning SJd, PMo, MWr

Termly Met

C Communicate and train how to use data effectively in the classroom eg what do CATs mean, how do you use Sisra analytics? Also see 1B.

MRo, MWr, SJd, PMo,

Termly as per CPD calendar

Training continuous via MWr, MRo and SD.

D To consider how to incorporate this into the new assessment system. MRo, MWr, SJd, PMo,

Dec pilot review Currently with Departments

E To support the assessment of impact of the strategies on student progress. MRo, MWr, SJd, PMo,

July Ongoing

F To investigate mobile device use for exams & assessment tracking eg pilot schemes, intranet, ipads

MRo, MWr, SJd, PMo, MGa

July Kiosks for exam timetables but waiting on SGi, Capita restrictions. Need in-touch. Computer Readers

45



Faculty/Department/Area: Data, Recording and Reporting






A Ensure the new assessment system links to achievement for the students. MRo, MWr, SJd,

July Central to planning

B Investigate the use of It for the new assessment system. MRo, MWr, SJd,

Dec and July Working with SGi, visit to BETT, research of Web based / APP programmes available

C Harness the growth mind-set approach to implementing the new assessment system & examinations.


Dec and July Where possible employing GMS

D Publish and track the Attitude to Learn for focus groups. MWr, SJd, Termly Met and ongoing

46








B To ensure two weekly meetings for line management takes place and weekly or two weekly meetings for the data team.


Fortnightly Always happens and will continue.

C Record all CPD and disseminate new information to all staff. MRo, MWr, SJd, PMo, MGa

Termly Always and done via meetings

D Identify progress and attainment of all students to Academy leaders to track intervention impact. MRo, MWr, SJd,

Termly

E Ensure examinations and data harness forums MRo, MWr, SJd, PMo, MGa

Termly and linked to examination calendar

Exams – yes via calendars and school docs

F Track basic deadlines and standards and completion dates by teacher, subject and department. MRo, MWr, SJd, PMo, MGa

Termly Deadlines are being met much more timely than last year but still improvement needed.

G To communicate and complete Governors dashboard and share information on exams with the Governors at regular intervals.


Termly Training provided. Termly review on PRs provided. Positive feedback.

47


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Duke of Edinburgh






A 70 (not 80) Year 10 students to complete Bronze Award ESe/JMa/DHi/KAn

At enrolment in October 2014 and at end in July 2015

July 2015

B 36 (not 40) Year 11 students to complete Silver Award Ese/TCh/SMi

At enrolment in October 2014 and at end in July 2015

July 2015

C 22 (not 25) Year 12 students to complete Gold Award ESe/TCh At enrolment in October 2014 and at end in July 2015

July 2015

D Completion rates (number of students who receive the award) to be increased to 60% ESe At year end/comparison to last year

July 2015

E Awards Ceremony to celebrate achievement across all levels. ESe Annually January 2015F Track all vulnerable groups’ participation, progression and completion. ESe Termly July 2015






A Awards Ceremony to celebrate achievement – in January 2015 ESe January 2015B Staff Training – TCH and ESe to complete South West Moorland Leadership scheme to enable

Gold to be run ‘in-house’ in 2016 onwardsJMa and DHi to complete Coastal and Countryside Leadership award schemeNew staff to be asked to volunteer to increase help later in year

ESe By April 2015 when both courses are finished

April 2015

C Increase the number of vulnerable groups participating in the Bronze and Silver Award by 10%, this will be achieved by:

Track all vulnerable groups’ participation, progression and completion at all levels.

ESe At enrolment in October 2014 and at end in July 2015

July 2015

48



Faculty/Department/Area: Duke of Edinburgh






A Completion rates (number of students who receive the award) to be increased to 60%

Track all vulnerable groups’ participation, progression and completion at all levels.

Awards Ceremony to celebrate achievement

ESe/TCh

ESe

ESe

July 2015

B All expeditions to be carried with correct number of staff and in a safe and responsible manner using relevant risk assessments and first aid training.

ESe Before every expedition

49


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Drama






A Effective use of all marking policies and specific success criteria for assessment to be developed.

KS3 booklet updated to show clear progress and feedback. The creation of PLC's for implementation in September 2014.

ZMA September 2014 – ongoing.

KS3 booklet updated. Learning conversations evident and progress evident. All marking policies adhered to. PLC’s created and adapted for ‘flight plans.’

B KS3 to complete 'knowledge checks' within a written test and underachievement identified and HOD to provide intervention.

Regular department meetings to discuss and identify any pupils not on target.

ZMA September 2014 and reviewed each term.

Tests completed and intervention as needed. Discussion point in meetings.

C Identification of PP pupils. Creation of a system to allow for accelerated progress.

AMT October 2014 – ongoing review.

All staff have identified PP. AMT developing photo identification.

D Continue the use of bi-termly individual pupil targets (identified by the class teacher) and improvement of self-evaluation upon how to improve.

All pupils to be able to identify their own targets (within a written termly evaluation) and class teacher to provide feedback.

Identifying all target groups and discussing areas for development at department meetings.

All staff September 2014 and reviewed each term.

Targets set and displayed in P1. Termly evaluations completed and feedback given.

E Effective use of data and SISRA to identify underachievement and the use of purposeful intervention.

Departmental use of KS3 behaviour report card with parental contact. Development and use of the department behaviour policy. GCSE and A-Level intervention identified quickly and clear steps for

improvement discussed with parents. Use of data tracker for GCSE reviewed termly in meetings.

ZMA & AMT September 2014 and reviewed each term.

Behaviour policy adapted and all staff aware. GCSE intervention and tracking complete.

50



Faculty/Department/Area: Drama






F QA termly of written work to ensure best practice. Specific practical assessment tasks videoed and discussed/analysed in

department meetings to standardise the marking. Provide and update stimulating resources to engage learners. Challenge findings from pupil evaluations, record and discuss at

department meetings.

ZMA & AMT September 2014 and reviewed each term.

New resources created by both ZMA/AMT. QA completed. Evaluations discussed in dept. meetings.

G1 Literacy intentions to be identified for each lesson. Identification and challenge of pupils with a reading age of 9.6 and below.


Literacy intentions in every lesson plan. Identification of 9.6 and supported where necessary.

G2 Encourage reading and research through specific homework tasks. Key words displayed and differentiated. Verbal feedback to include key words and pupil response to demonstrate the

understanding of the key words.


Key words discussed and meaning checked in lessons. Homework tasks have included reading and research.







A Drama has already taken part in the alliance by completing the interview process and possibility of gaining a student teacher in the near future.

Links with the partnership school (as they took on a drama student teacher) to offer support.

ZMA Awaiting response from SKN.

51


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Drama






B Use of QA and LW. Sharing of good practice within the department. Regular department meetings to ensure the understanding of the new Ofsted

observation framework and how it can be implemented in Drama.


Regular use of all actions stated.

C GCSE tracker to be used and shared at meetings. Implementation of A-Level tracker to show a closer grade prediction. Improved use of SISRA. Improved use and challenge of PR data. Ensure all pupils FFT's are 'on target' and share any concerns in department

meetings as well as faculty.

All staff October 2014 and reviewed as and when needed.

FFT’s closely tracked this year. Awaiting new A-level syllabus to complete tracker.

D Verbal feedback given twice termly and recorded in pupil booklets. Exam classes are to have feedback sheets in their folders and verbal

feedback recorded and evaluated twice termly.


Completed and reviewed.

E Development of GCSE coursework guidance sheets to include sentence starters and key vocabulary with examples.

Literacy intentions to be clear in each lesson. Pupil booklets to include key words, encouragement of use in verbal

feedback within lessons.

ZMAAll staff

September 2014 and reviewed when needed.

GCSE sheets for coursework updated and new booklet to aid understanding of the drama assessment created.

F Introduction of I-pad strategies and App's. Twitter feed to be set up.

AMT November 2014. Poster created and displayed. Decided against the Twitter feed.


52








A Pupil of the month to be given a higher profile and announced in assemblies.

Postcards to parents to be maintained for outstanding work – to be added to the department meeting agenda.

Better use of Bassett bonus and house point system.

ZMA

All staff

September 2014 and reviewed each term.

Completed at the start of the year, however more consistency is needed.

B Ensure no access to staff devices. Pupils are to be closely supervised on any internet activities. Reporting of any misuse to the ICT department.

AMT September 2014 and reviewed each term.

C Growth mindsets are always supported and encouraged in Drama as in every performance to peers pupils risk take.

Growth mindsets are to be supported in a collaborative environment.

All staff Completed through discussion and feedback in lessons. Use of GM in verbal or written work praised.

D Specific behaviour policy in Drama to be up-dated and implemented. All staff to have high behavioural expectations and go through the specific

‘drama expectations’ displayed in performance spaces. Room entering policy to be adhered to (drama specific) – to create the right

learning environment from the start of the lesson. Review of gifted and talented extension tasks and performance

opportunities encouraged to those on the register.

ZMAAll staff


All completed and reviewed.


53








A Continue termly QA and gain samples of written work from all drama staff.

Regular LW.


B Regular department meetings with agenda items to fall in line with the SIP as well as action points from all staff. (To be documented with clear action points and deadlines.)


Completed and recorded.

C All CPD to be shared and documented. Closer links with other schools for sharing of good practice and the

teaching alliance.

All staff September 2014 – ongoing.

More CPD needed.

D Individual target setting for each pupil to be continued along with staff members documenting/tracking underachieving PR students. (Class teacher to provide initial intervention, then HOD.)

Analysis of data through SISRA.

ZMA All staff


Target setting complete. More work on SISRA.

E Evaluations (written) to be completed each term by pupils – QA will provide an insight into how to develop areas of drama.

Questionnaires after performances with the public will be introduced. Close links with the RWBA Arts Festival (community) and entries to be

made

ZMA November 2014 and various other points of the year.

Complete.

F Up-dating of the GCSE and A-Level booklets (giving course details, criteria and deadlines) as well as a letter home to inform parents.

Ensure rewards and sanction are used correctly by each staff member. Intervention to be documented and reviewed regularly. Promotion of good collaborative skills in drama and rewards given.

ZMA September 2014 and reviewed June 2015.

Completed but needs adapting again for the new syllabi (not yet released.)

G Contact to be made with our ‘link governor’ and invitations to performances offered.

Governors to be made aware of the rooming situation and ask for assistance.

ZMA October 2014. Meetings have taken place and Governors aware of the space issue in drama.

54



Faculty/Department/Area: DT






A To endorse and implement the whole school assessment system across all key stages Clear and simplified assessment linked to each SOW/Specification throughout all key stages

with opportunities to re-work written into SOW Where under achievement is prevalent or students are receiving level 3 or 4 on PR’s, all

students will be immediately placed onto the DT reporting system Development of KS3 PLC’s based on the New DT NC Use of photographed exemplar work on the portal to support consistent marking while using

the ‘legacy’ KS3 assessment system

All DT Staff

JFe, SDa, AMi

All DT Staff

All DT Staff

Sept 2014

Ongoing

Ongoing

Ongoing

B All students to make a minimum progress of 3 levels from KS2 to KS4 AMi – KS3, SDa - KS4, JFe – KS5 to evaluate each defined group per term/module, devise,

record and review intervention strategies to DT team members and feedback to HOD/DT LM , DT staff for review (KS3, KS4, KS5 co-ordinator to focus on the boy and girl split within their phase, actual compared to MEG based on A*-C and VA)

Continue to deliver the content of KS4 specifications in KS3, and use the technique of Controlled assessment in KS3 to support transition to KS4, as well as KS4 assessment underpinning KS3 criteria

Re-training for all DT staff with the use of SISRA to enable effective tracking of teaching groups

Ensure ‘teaching up’ is taking place in all lesson to allow students to access higher marks – reviewed through work scrutiny and lesson observations

JFe, SDa, AMi

All DT Staff AMi

All DT Staff

Ongoing

Ongoing

Sept 2014

OngoingC To identify pupil premium students and accelerate their progress

All DT staff to ensure they are aware of PP students in their teaching groups, and track progress. All DT staff must involve parents/guardians, tutor, HOY, HOD in their learning journey and seek support with interventions strategies when students are receiving a level 3 on ATL or not meeting MEG

All DT Staff Sept 2014 and ongoing

D All students (Boys, Girls, SEND, GAT, CLA, EAL and level 4 students) to be aware of their targets and how they need to improve. MEG’s are written on all students work and are displayed on Excel group progress charts All DT staff to share assessment at point of T&L, and use this as a basis for formative

feedback. The opportunity to re-work MUST ALWAYS be provided to the student

All DT Staff All DT Staff

Ongoing Ongoing

55









E All underachievement to be challenged and interventions to be put in place to improve performances within the following term. All interventions to be evaluated and should include parental input DT report cards include clear stages of progress in managing poor and improved behaviour

and should be used by all staff where under achievement is prevalent or a level 3/4 has been awarded to a pupils for ATL

DT Staff rota in place which Alexa Weeks, Jane Spencer and Richard Lucy will also join Regular use of SIM’s to log all pupils related concerns, as well as communication with HOY,

tutor, SSM’s, LM’s and parents/guardians Consistent use and communication with AMi (KS3), SDa (KS4) and JFe (KS5 and severe

behaviour/motivation concerns)

All DT Staff

All DT Staff, Awe, JSp & RLu

All DT Staff

All DT Staff

Ongoing

Ongoing

Ongoing

Ongoing

F All teaching staff to provide appropriate challenge to all learners in all lessons through differentiation by task resource and outcome ‘Challenge’, Independent learning, including the opportunity to problem solve, experiment,

develop thinking skills (Blooms), GAT and SEN provision have all been defined in KS3 SOWs and aim to be developed this year for KS4/5; However, this may need to be postponed due to the pending new specifications due this academic year.

All DT Staff July 2014

G1 Awareness and intervention to be explicit for students who have a reading age below 9.6 Readers with a level below 9.6 to be highlighted on RAG charts and strategies for support to

be developed this year as a DT team through support from the SEN dept All DT Staff Sept 2014 and

ongoingG2 All staff to support all students to attain a reading age above their chronological

Literacy objectives/tasks defined in all KS3 SOW, placed with all lesson objectives or onto the classroom board and written into KS4/5 SOW this year

All DT classrooms have an effective display of how literacy can be used in their subject area

All DT Staff

All DT Staff

Completed & ongoing

Completed

56









A All staff to support the development of the Teaching School Alliance RWBA DT department to host the TSA DT North Wiltshire Federation day on Friday 28th

November JFe Friday 28th Nov

2014B 100% lessons to be judged good or better

To achieve 100% of lesson good or better - Continued shared pedagogy at DT team meetings, progress checklist in planner, Blooms hints on all DT staff desks and placed into SOW, lesson checklist in planner, consistent revision of all DT SOW throughout the year

KS4 SOW and KS5 SOW to include all headings which include o How will pupils make progress on previous attainment?o Controlled assessment taskso Literacy including keywords for this project (Link to literacy objectives)o Numeracyo Challenge for allo Independent learning, including the opportunity to:

Problem solve Experiment Develop thinking skills (Blooms)

o Learning about and analysing the work of key designers/chef’so Key materials/ingredientso Latest D&T related theoryo Cross-curricular linkso Sustainability

However, this may need to be postponed due to the pending new specifications due this academic year

All DT Staff

All DT Staff

Ongoing

Ongoing

C All staff to use data effectively to inform differentiation in their teaching RAG charts consistently updated and QC’ed each term/per module in KS3, KS4 and KS5 via

DT co-ordinator in order to devise, record and review interventions, where required, with support from HOD

All DT Staff

All DT Staff

Ongoing

Ongoing

57









D All staff to demonstrate evidence of appropriate and effective learning conversations through with students Effective learning conversations encouraged via ‘2nd chance’ column on all DT pupil

assessment pro-forma’s and Blooms hints on all DT staff desks All DT Staff

Ongoing

E Literacy, numeracy and e-learning to be developed in order to improve teaching and learning across the Academy Literacy and numeracy objectives/tasks defined in all KS3 SOW and developed this year for

KS4/5 All DT classrooms have an effective display of how numeracy and literacy can be used in

their subject area

All DT Staff

All DT Staff

KS3 completed, KS4/5 July 2014

Completed

F All staff to actively engage with mobile phone devices to enhance learning DT staff to seek support from SGI regarding how e-learning could support DT students and

staff All DT Staff &

SGi December 2014

58




Performance Intention – Behaviour and SafetyPlease identify your actions here in order to enable you to achieve the PIs.




A Ensure that Student’s achievements are recognised by the rewards system. Designer of the Month criteria to change to reflect the DT Designer of the Month based on

effort and persistence (Growth Mindset), only 1 winner per year group from Sept 2014 chosen from a draw at team meetings

‘DT Recognition for Effort and Persistence’ wall via Designer of the Month promo All students have the opportunity for their work to be ‘posted’ onto the @rwba_dt page on

placed upon the Twitter display in each DT classroom DT staff to be trained on how to use the RWBA Kisok rewards system

VSh

All DT Staff

AMi/VSh

Ongoing

Ongoing

Sept 2014

B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe online Monitored use of the DT twitter page Monitored use of the internet when searching for inspirational research

All DT Staff All DT Staff

Ongoing Ongoing

C All Staff to model and promote ‘Growth Mindsets’ for all Please see the separate SIP for Growth Mindset JFe & All DT

Staff Ongoing

D Encourage outstanding behaviour for learning Standing agenda point for DT meetings DT report cards include clear stages of progress in managing poor and improved behaviour

and should be used by all staff where under achievement is prevalent or a level 3 has been awarded to a pupils for ATL

Regular use of SIM’s to log all pupils related concerns, as well as communication with HOY, tutor, SSM’s, LM’s and parents/guardians

Consistent use and communication with AMi (KS3), SDa (KS4) and JFe (KS5 and severe behaviour/motivation concerns)

JFe All DT Staff

All DT Staff

All DT Staff

Ongoing Ongoing

Ongoing

Ongoing

59









A All Academy Leaders to use evidence from all QA procedures to ensure better than expected progress JFe as KS5 co-ordinator, SDa as KS4 co-ordinator and AMi as KS3 co-ordinator to provide a

summary for DT Staff, HOD and AEl regarding the findings of each QA sessions (PRs, per module, and progress charts), as well as the record of staff interventions and feedback upon the impact made; informed either at staff meetings or 1:1

JFe to create pro-forma for all DT managers to use throughout the year

JFe, AMi, JFe

JFe

Ongoing

Sept 2014B All line management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SENS,

BTEC, ICT meetings to have standing agenda items that include Teaching & Learning, Achievements, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear JFe to create a DT Team meeting pro-forma for use throughout the year JFe Sept 2014

C When informal and formal CPD has taken place, it is recorded, evaluated and shared appropriately All CPD to be shared at team meetings where appropriate and RWBA CPD feedback forms

to be completed by all staff All DT Staff Ongoing

D Following termly PRs, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced See Leadership Section A

E All Academy staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy DT staff to seek support from SGI regarding how e-learning could support DT students and

staff All DT Staff Ongoing

60









F All Academy Leaders to take responsibility for exceptional standards and behaviours in the Academy, and for Parental communication Consistently high expectations of behaviour demonstrated by all DT staff alongside a

supportive and approachable culture and exemplar practice by JFe, SDa and AMi DT report cards include clear stages of progress in managing poor and improved behaviour

and should be used by all staff where under achievement is prevalent or a level 3/4 has been awarded to a pupils for ATL

DT Staff rota in place which Alexa Weeks, Jane Spencer and Richard Lucy will also join Regular use of SIM’s to log all pupils related concerns, as well as communication with HOY,

tutor, SSM’s, LM’s and parents/guardians Consistent use and communication with AMi (KS3), SDa (KS4) and JFe (KS5 and severe

behaviour/motivation concerns)

All DT Staff

All DT Staff

All DT Staff, Awe, JSp, RLu

All DT Staff

Ongoing

Ongoing

Ongoing Ongoing

Ongoing

G The leadership Team to work collaboratively with Governors to continue to raise standards at the Academy and with its partners

Meeting not scheduled yet.

61



Faculty/Department/Area: English






A To schedule regular PPEs across all years to practise exam criteria/protocol To implement the new Whole School Reporting Calendar across all years To ensure that all curriculum changes are fully integrated into the new calendar. New

GCSEs and A levels will be planned and resourced with all training received and applied across the department.

Awe/GDa/JSp/SGu

KS3 changes Awe

KS4 changes GDa

KS5 changes JSp

QA calendar / throughout the year.(Sixth Form Open evening)First teaching 2015

B To redesign SOWs/PLCs/assessments/DTTs in light of changes to the National Curriculum and new KS4/5 courses.

Establish new reading coordinator (KS2/3) to provide intervention strategies for targeted students, including PP. Lexia/Accelerated Reading will be explored to support language comprehension/decoding/thinking skills. To activate recent research on preparing students for KS3 reading.

Establish new writing coordinator at KS3 to support the development/progression of skills from KS2/3 in light of curriculum changes.

Key Stage teams

KHr

ENa

SGu – termly

Awe / SGu - termly

Awe / SGu - termly

C All PP parents to be contacted by class teacher to offer subsidised resources/trips/books to support progress. Details of homework clubs to be given at the start of the year.

PP student progress to be reported to Heads of KS at the end of each term with MWo coordinating intervention/RAP plan for these students.

Student subject leaders will be directed to support PP students with programmes such as Reading Challenge with CMa providing 1to1 where appropriate.

Subject teachers

MWo (PP)/HOP

NQTs

HOP/HOD

First term - ongoing

D All students to have target sheets (FFT or better) in books and planners To ensure the new SEN reforms are fully embedded with tracking of outcomes and

impact. SEN/PP reports to be produced termly based on PR data across all KSs Learning conversations to be fully embedded in SOWs to clinch progress and crystalize

targets for all students.

All TMn

All

HOP/HOD

First term - ongoing

62


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: English






E Contracts to be signed by students/parents at KS4/5 establishing expectations Any underachievement must be reported to parents by class teacher via email with

HOD/HOD/HOY/tutor copied in. Any persistent underachievement will result in meetings with HOF+HOD After School catch up / surgeries will be offered to targeted students. Results of student/parent voice/surveys to be available on the portal and made standing

items at department meetings.

HOPs All

HOP/HOD All NQTs/HOP

HOP/HODFirst term - ongoing

HOP/HOD

Throughout the year

F Success criteria will be personalised and based on HTI comments written in students’ books.

Support with differentiation will be provided with each unit of work. Best practice will be a standing item and the focus for every other meeting. Will also be a recommended focus for our Federation Day in November.

All

Key Stage teams

HOP/HOD

Termly (November – Fed. Day)

Meetings are scheduled with partners as a result of Fed Day.

G1 Students will be placed upon the correct GCSE route for their ability, based upon FFT target (Core or Extended)

Core students are in smaller classes and will follow a more coursework based route. Teaching will be slower paced and will concentrate on core skills of English

HOP/all teachers

First term Ongoing

G2 All teachers will teach the literacy objectives in lessons (see points on differentiation/reading) and promote KS reading lists.

All teachers First term Ongoing

63








A The department will be hosting a PGCE student. Our lead in KS2/3 transition will be working with primary teachers/students across the

alliance. Our SLE will be providing support and training for schools within and outside the

alliance and ensure all inset is shared across the department. The department will help lead the CPD day for Teaching Schools in February The department will continue its link with the IOE for developing R&D projects.

KHr

SGu

AllSGu

SGuSGu/AEl

SKn/AEl (ongoing)

SGu (February)SKn (Sept16th ongoing)

B Ensure that subject teachers understand what great teaching looks like and how does it work.

To practise new research on assessment/dialogic teaching/growth mindsets/visible learning/instructional strategies.

To break Pedagogy down to clear components so that success criteria are shared. Regular observations and continuous sharing of best practice within department/Key

stage teams

SGu / HOPs

SGu

SGuHOPs/HODs

AEl – ongoing

AEl – ongoing

SGu/AEl QA calender

C Ensure that all reported data leads to real impact and better outcomes. Training/planning time will follow each set of PRs where intervention/differentiation will embedded into SOWs.

All HOD/HOPs termly

D Continue to develop effective models for learning conversations/SMART marking. See D.

Key Stage teams HOD/HOPsOngoing

E All SOWs across the Key Stages to have literacy/numeracy or e learning clearly marked. Training in e learning will be a standing item at department training. A numeracy rep. will be appointed next term. All LOs will expect one or more of these to be clearly evident in planning and practice.

HOPsChaSGuAll

HODGDa/HODJRiLine Managers

F GDa to liaise with CHa to create list of apps and websites to add to transition booklet Students are encouraged to follow the department on Twitter and Pinterest Students to use Padlet for collaborative planning.

GDa/ChaAllAll

SGu/SGi

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A Each KS to have ‘Celebration Board’ with student of the month / showcasing work Continue to implement sustainable and imaginative rewards (post cards/jump the queue

cards/letter home.

HOPEPa

SGu termlySGu termly

B All teachers to create e safety environments in all areas of practice, utilizing and prioritising opportunities of new technologies.

All Cha/GDa/SGu - ongoing

C HOD will train the department on modelling and promoting Growth Mindsets. Teacher activities on Growth Mindsets will be completed in department time. Introduce ‘Deliberative Practice’ within KS teams to improve performance.

SGu

SGu

AEl/SKn

Autumn Term - ongoingD Will ensure that outstanding ‘behaviour for learning’ is modelled and encouraged in all

lessons (See also Achievement E). Clear systems will be in place from class teacher / HOP / HOD to ensure contracts with parents are upheld.

All HOP/HODAutumn Term - ongoing

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A HOPs/HOD will ensure that evidence from QA processes impact T&L through Regular PM/LM meetings and training time.

HOPs/HODs PM / LM meetings – every two weeks - ongoing

B All Key Stage and department training will be recorded and will inform CPD Standing Items will include whole school areas and information bulletins from each KS

will be sent every two weeks.

HOPs/HOD HOD/AElOngoing

C HOD will ensure that all CPD is recorded, evaluated and shared appropriately. HOD AEl LM meetings

D Following PRs, there will be a KS meeting to create targets and secure intervention strategies.

These targets will be shared with students and placed in their books. DTTs will ensure that skills are clinched and targets met.

HOPALLALL

HOD/AELTermly

E Will continue to promote student voice through student leaders Will continue to involve the community in developing and celebrating work. Establish online forums for students and parents to improve communication and help

develop our provision.

ENa (NQTs)PBu/HODCha/HOD

HOD - ongoing

F See Achievement and Behaviour and Safety.

G Meet yearly during Governors Visit to discuss progress. Feedback at Governor’s Sub Committee meeting.

SGi Ongoing.

Faculty/Department/Area: GAT Transitions

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A Ensure all data pertaining to GAT students is on SIMS and available to staff All Gifted Students updated.Awaiting feedback on Able year 7 students.

D Complete audit of able and talented students within departments to update SIMS and make students and parents aware.Update parents of Gifted Year 7.

SVA + HOF+HOY

Year 7 meeting first week of March – letter to be taken home.

E Review all GAT students following PRS and PPEs. Follow up underachievement with HOF and students.

SIMS report following publishing of PRs allows quick access to gifted student grades.

Monitoring on-going - first issues arose after term 3 – currently being followed up.

F Audit provision put in place within departments to challenge and enrich GAT student education.

Learning walksStudent voice style feedback from GAT students.

Review of opportunities held during GAT meetings.






C Ensure SIMS is up to date with GAT data. Use Student voice style feedback from GAT students to provide student perception of the challenge/ enrichment within lessons.

Initial meeting with Year 9 discussed lessons and challenge – group task on what they enjoy before Easter. Ditto for 8 and 10.

F Research resources to enrich/challenge GAT students via mobile devices. Promotion of sites such as NRich and using BBC site to follow up interests.

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: GAT Transitions






A Create new rewards to celebrate progress and participation in GAT activities SVAC Provide activities which promote Growth Mindset

Include KS3 and KS4 GAT students in meetings with Oxbridge liaison officers, Dare to Doctor talk (moved to hospital and only Year 12 now invited) and any other appropriate talk by external speaker invited in for Sixth Form.

SVA /AllStaff

SVA

Year group activities within iLearn sessions once a term.On going across academic year.

Year 11 students attended meeting with Cambridge Liaison officer.Future session with Oxford planned for summer term.

D Monitor behaviour of GAT students within learning environment. SVA Learning walksBehaviour reports

Will follow up PR concerns students with faculties following 1:1 meetings.






D Review GAT students after each set of PRs and PPEs. Follow up interventions that are put in place.

SVA/ GAT reps

Each PR session On-going

E Use website and twitter feed to publicise GAT activities. Keep staff, students and parents informed via newsletter.

SVA



SVa Ongoing. Meeting held with governors in January 2015

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Geography






A To endorse and implement the whole school assessment system across all key stages

TCH & LDO and whole dept

Term basis/ end of year

Assessments written and completed for all year groups.

B All students to make a minimum progress of 3 levels from KS2 to KS4 Whole dept Term basis/ end of year

SISRA overview following Y9 end of year exam.

C To identify pupil premium students and accelerate their progress TCH & LDO and whole dept


Revision guides provided to PP students. Contact with parents regarding fieldwork and revision sessions.

D All students to be aware of their targets and how they need to improve. Target set at the beginning of the year across all year groups. Summative assessment to take place each term.



Tracking sheets monitored through work scrutiny

E Identify students who are underachieving and interventions to be put in place.



GCSE and A Level students identified in recent PPE results. Revision guides provided to PP students. Contact with parents regarding underachieving. Skills day for AS students and A2 re-sits. GCSE students invited in to work on CA during ARD. CA sessions afterschool. Letters home for all students for exam revision sessions.

F Lessons have been planned to ensure differentiation/ challenges has been implemented.


Ongoing Focus area especially with new KS3 SoW now being introduced. Some lessons still require differentiated material/

G1 To identify students who have a reading age below 9.5 years. Plan appropriate lessons to ensure all students can access the lesson.

TCH & LDO and SEN rep

Ongoing Also on seating plans and differentiated work needed, make good use of LM and discuss strategies for supporting students. Diff resources as required.

G2 Staff to support students who have a reading age above their chronological age through lesson planning and challenging activities.


Ongoing DSO has a ‘reading corner’ for high achievers, could be introduced into every classroom to stimulate advanced reading, e.g. National Geographic. To disseminate to other staff.

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Faculty/Department/Area: Geography






A All staff to support the teacher school alliance, offer to have lessons observed, take on a trainee etc.

TCH & LDO Ongoing New member of staff MCA will require mentor within department. LDO? Invited governors to LDO + TCH lessons.

B 100% lessons to be judged good or better. Appraisal observations to take place and offer support to department if the good criteria has not been met.

TCH for ACHLDO/for ASN & MJOPAT for TCH & LDOKSA for DSOABE for ESE GCR for MRO

Appraisal completed by October half term with observation. Ongoing if needs be.

So far all lessons observed under HFL were judged good or above. Since January this has continued.

C All staff to use data effectively to inform differentiation planning. Staff to identify weaker students and plan accordingly.

Whole dept Ongoing GCSE entry amendments to exams officer. Some changes based on PPE result. Diff in KS3 needed more formally through resources. Disadvantaged students were targeted as a focus group in run up to GCSE exams. Letters home to students not meeting MEG.

D All staff to demonstrate use of learning conversations through stamps and green pens.

HFl and whole dept

Ongoing All work scrutiny is positive. Recorded on Perspective. A work scrutiny ‘fixture’ list has been created so different staff scrutinise another each round. DIRT implemented as a faculty. A5 marking proforma for effective learning conversations.

E Literacy, numeracy and e-learning to be incorporated into lessons. TCH & LDO and ICT dept rep

Ongoing SoW have incorporated tasks that cover numeracy, literacy and e-learning regularly.

F Department to actively engage in the use of mobile devices during lessons and encourage students to use them.

ICT dept rep and whole dept

Ongoing Socrative has been piloted by DSO and others in dept. Explain Everything used by DSO wireless connection limits mobile uses. iPads and mobile devices used more frequently for research purposes.

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Faculty/Department/Area: Geography






A To encourage staff to use the rewards system. TCH & LDO Ongoing DSO set up a number of kiosk points, are these liked by students? Postcards home for exceptional work in Geography.

B Create an e-safety environment. Always remind students on the correct usage of mobile devices during lessons.

Whole dept Ongoing Students use 3G on mobile as this is more reliable than school wifi

C Department to encourage ‘growth mind-sets’ for all. Whole dept Ongoing Always encouraged in lessons.

D Encourage outstanding behaviour for learning. Challenge those who are continuously misbehaving. Use the disciplinary procedures in place.

Whole dept Ongoing TCH and LDO supporting dept members and reinforce school policy on behaviour and sanctions actioned when required.

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Geography






A To use lessons observations, QA and learning walks to encourage changes to the department.

TCH & LDO Ongoing Perspective review between LDO and TCH has resulted in changes to the marking policy within dept, positive praise from learning walks and work scrutiny reviews to maintain high marking standards.

B For all line management meetings, department meetings an agenda to be decided and sent out prior to the meetings. Action points to be made clear with SMART targets if suitable.

TCH & LDO Ongoing LDO write-up of minutes for every department meeting. Agenda’s set in advance. Line management meetings required for LDO and TCH.

C When informal CPD has taken place, ensure the department is happy with the information and is well supported.

TCH & LDO Ongoing Covered in department meetings.

D To check progress reports on a termly basis, identify underachieving students and set up interventions to ensure better progress next time.

TCH & LDO Termly Focus on KS3 underachievers based on PRs. Intervene where necessary.

E To aim to set up a geography forum for homework or any news that is related to the subject for both students and parents.

TCH & LDO Ongoing Use of Twitter (A-Level Geog) for relevant material. Need to make better use of the student portal for access to past papers .

F To ensure that exceptional standards are maintained throughout the department and that parental communication is encouraged.

TCH & LDO Ongoing Q&A evidence for exceptional standards e.g. learning walks and scrutiny.

G To be able to feedback to the Leadership Team on how standards have been met and maintained within the subject area.

To feedback to Governors during Sub Committee Meetings and during Governors Visits.

TCH & LDO Ongoing Have met frequently with AEL, SBR, MRO and ABE. Discussed department vision with governors.

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: History






A Endorse and implement whole school assessment systems e.g. PPEs, PRs, and subject termly assessments. Pilot KS3 assessment and reporting system (MRo). Continue to enhance the use of PiXL.

PAtSWn/AKn KS3AllSHr input key

Progress ReportsSubject meetings

Clear endorsement and use. Pilot vg variety and purpose

B All staff to monitor students’ progress to ensure a minimum of 3 levels of progress is made from KS2 to KS4 - use PR data and assessments to monitor students. Implement appropriate intervention strategies. Continue to enhance the use of PiXL.

PAtSWn/AKn KS3All

Progress ReportsSubject meetings

Clear progress all staffPiXL sidelined

C All Pupil Premium students to make accelerated progress. All staff need to be aware of and implement the strategies and interventions identified on the History ‘challenge the gap – accelerating attainment’ document (JHi). JHi History teacher to guide on subject specific strategies.

JHiSWn/AKn KS3All

Progress ReportsReview and monitor during work scrutiny and lesson observations.

OngoingSome initial input and target students. Impact partial

D All students to be aware of their targets, their current position and how they need to improve. All KS3 students to have an assessment tracker in their exercise books (FFT, Current Grade and how to improve through WWW EBI). All students to have a success criteria published prior to attempting key assessments. All KS4 students have assessment guides to complement their topic booklets. All KS5 to have key pieces assessed via pro forma with WWW EBI. Continue to enhance the use of PiXL.

PAt KS4/KS5SWn/AKn KS3All

Review and monitor during work scrutiny, LWs and department meetings.

Strong in HistoryBook ReviewsDIRT across subject/Faculty

E All underachievement is to be challenged and interventions put in place. Continue to invite underachieving students to after-school sessions. Controlled Assessment support sessions (KS4) to continue for all students on or below Target. Identify underachieving students in KS5 earlier through early assessment and personal task. Evaluate intervention. Use PR data and assessments to monitor students – all Key Stages. Ensure progress is clearly communicated with parents.

PAtAll staff

Progress ReportsDepartment MeetingsAssessment AnalysisPPEs

Very strong KS4 KS5 attendance and commitment

F Ensure all lessons are differentiated by task, resource and outcome. Continue to enhance common differentiated resources and to share pupil specific resources at KS3. To continue to upgrade work booklets at KS4 and rewrite for C-D and D-G students.


Review and monitor during work scrutiny and lesson observations. Apply to all new SOW.

OngoingKS 4 partial 3 new Booklets Increased sharing of load

G1 Track students who have a reading age under 9.6 – ensure necessary interventions are put into place and are explicit.

PAt KS4/KS5SWn/AKn KS3MNa (SEN Rep)

Department, Subject and SEN Meetings.

Partial and specific to individual

G2 All staff to support all students to attain a reading age above their chronological age. All staff Department, Subject and SEN Meetings.

Partial and specific

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Faculty/Department/Area: History






A All staff needs to support the development of the Teaching School Alliance. To remain open to the possibility of hosting a trainee teacher in the future. To be prepared to share the varied expertise within History as appropriate or required. Take advantage of the CPD opportunities the TSA offers regardless of experience and expertise.

PAt Appraisal and CPDPM Reviews

Scitt leader Interviews with x9 at least All staff

B 100% of lessons observed to be judged good or better. To continue to use the collegiate approach to Unit and Lesson planning by sharing good practice without judgement.


Throughout 2014-2015 Q+A processes

All outstanding or good except PAt RI

C All staff to use data effectively in their teaching, in particular to inform differentiation. All staff Throughout 2014-2105. Lesson observations.

Strong indication in obs and reviews

D To further develop the process and impact of Learning conversations. All Prime Assessments to have criteria, WWW EBI, and room for staff/student dialogue as a matter of course. All staff to demonstrate evidence of learning conversations with students as appropriate eg:VF stamp/green pens.


Throughout 2014-2105. Lesson observations, learning walks and work scrutiny.

Whole Fac policy KS3 grown inFormat KS4Sheets KS5

E Keywords, for each term for each year group and topic, to be clearly displayed in classrooms. All students to have copies in exercise books and to learn the spelling of keywords (this is embedded in all new SOW). All members of staff to use the literacy codes when marking for spellings and punctuation – in red pen. eLearning to be developed and embedded into SOW.


Review and monitor during work scrutiny and department meetings.

Done and used fully

F To maximise the learning opportunities offered by eLearning to enhance/extend teaching and learning. eLearning to be developed an embedded into SOW. All staff to actively engage with mobile devices to enhance leaning e.g. use of apps such as

Halftone, Aurasma and Tellagami. Look at opportunities to set h/w online, and to use e mail with KS4/5 as a group tool. Continue to update revision resources and past papers on-line. Continue to explore new ICT resources.

All Throughout 2014-2015.Review during department meetings. Lessons Observations.

PartialStaff interest and perceived expertise dependant

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Faculty/Department/Area: History






A Ensure both school (house-points, Bassett bonuses) and departmental (stickers/stamps and postcards) reward systems are used effectively to encourage and reflect ‘better than expected progress’.

All staff Throughout 2014-2015

Partial

B Direct students to suitable websites when carrying out on-line research tasks to ensure an e-safety environment.


In all KS

C All staff to adopt the ethos of ‘Growth Mindsets’ and to use the language more explicitly with students in lessons.


Evidence in Lesson Obs

D Promote high standard and expectations through the use of the kiosks and reward systems (see Objective A).


School based Subject PoM






A All Quality Assurance and Evaluation procedures to be followed e.g. work scrutiny; and fed back as appropriate.

PAt KS4/KS5SWn/AKn KS3

Throughout 2014-2015 as programme.

Limited by HoD

B Ensure all departmental meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. Meetings to be recorded with action points.

PAt Throughout 2014-2015. As programme.

Completed as appropriate

C Identify all CPD needs – ensure it is acted upon and evaluated. PAtSWnAKnAll staff

Performance Management and Review Meetings.Appraisal

Completed

D Following termly Progress Reports ensure intervention programmes happen and targets are set. PAt KS4/KS5SWn/AKn KS3

Termly

E All staff to effectively use forums to inform, develop and improve all areas of the Department and Academy.

All staff Throughout 2014-2015. As programme and as appropriate.

Ongoing

F All staff to take responsibility for standards, behaviour and parental communication. All staff Throughout 2014-2015

Ongoing

G Work collaboratively with Governors (Gill Campbell) to raise standards within the department and Academy.

PAt Throughout 2014-2015

C+L and Gov visit Good relationship Gill

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: ICT Strategy






A To endorse and implement whole school assessment systems.Continue development of PLCs and investigate how these may feed into whole school assessment systems

SGi Termly meetings with MRo

B All Students to make a minimum of 3 levels of progress from KS2 to 4.Investigate how the intranet and apps can be used to communicate progress in subjects to pupils, staff and parents

SGiZIs

Termly meetings with MRo

C All Pupil Premium students to make accelerated progress. All Staff to ensure this happens.Investigate how the intranet and apps can be used to communicate progress in subjects to pupils, staff and parentsBank of iPads available from IT Support

SGiZIs


D All students (Boys, Girls, SEND, GAT, CLA, EAL and Level 4 students) to be aware of their targets, their current position and how they need to improve. All Staff to ensure this happens.Investigate how the intranet and apps can be used to communicate progress in subjects to pupils, staff and parents

SGiZIs


E All underachievement is to be challenged and interventions put in place to improve performances within the following term. All interventions to be evaluated and should include parental input.

F All Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome.Targetted CPD in using e-Learning in the classroom to be delivered to staff as per CPD calendar

SGi, ZIs Termly, leading to Twilight training in Term 6

G1 Awareness and intervention to be explicit for Students who have a reading age below 9.6.Continue development of app to raise awareness of groups of students

ZIs App v1 released after Christmas for evaluationApp v2 in development for Easter

G2 All Staff to support all Students to attain a reading age above their chronological age.Investigate use of iPad apps to encourage reading

SGi/SMl/LMs Imp. Jan 2015Review. Jul 2015

A: PLCs re-written to be accessible across all devices (desktops, phones, tablets) and expanded so that it can cope with tracking PLCs across a MAT (or even across the country). SGi attended Challenge Partners Assessment without Levels meeting 26 November 2014 and CP Assessment Group Hub Meeting at Waycroft Academy on 8 December.B: As above, plus Parent Portal available with these data accessible by parents. ZIs continuing to develop application, v1 release imminent for testing with Computing Department. Investigated use of Groupcall for Parents, but there is a cost implication, so have held off on that.

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C: iPad bank set up, but waiting on implementation of Mobile Device Management server. ZIs continuing to develop application, v1 release imminent for testing with Computing Department F: Technology for Learning sessions delivered by ZIs/SGi. Now completed 7 out of 9 sessions.G1: ZIs continuing to develop application, v1 release imminent for testing with Computing Department G2: Rapid Reading programme again being delivered by Computing Department. DBa has eBook library.

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A All Staff to support the development of the Teaching School Alliance.Provide CPD sessions for the TSA

SGi, ZIs Oct 2014, Dec 2014

B 100% of lessons observed to be judged good or better.C All Staff to use data effectively to inform differentiation in their teaching.

Continue development of app to raise awareness of groups of studentsZIs App v1 released after

Christmas for evaluationApp v2 in development for Easter

D All Staff to demonstrate evidence of appropriate and effective learning conversations with Students.Staff to pilot using Blogs (http://blogs.rwba.org.uk) for learning conversations

SGi + Dept Reps Imp. Sep 2014 Rev Dec 2014

E Literacy, Numeracy and eLearning to be developed in order to improve Teaching and Learning across the Academy.Targetted CPD in using e-Learning in the classroom to be delivered to staff as per CPD calendar


F All Staff to actively engage with mobile devices to enhance learning.Targetted CPD in using e-Learning in the classroom to be delivered to staff as per CPD calendarEnsure staff are equipped with ICT tools to support teaching and learning (e.g. iPad Minis, desktops, use of intranet and Lync to extend out-of-hours learning/eRevision sessions/provide opportunites to continue study in the event of a school closure, Remote Applications to support students who cannot access specialist software at home)


A: Primary and Secondary PGCE students attended ICT in the Classroom sessions run on 16 October and 12 December 2014 respectively by ZIs and SGi. Feedback was very positive.C: ZIs continuing to develop application, v1 release imminent for testing with Computing DepartmentD: Media mostly using blogs, but other faculties not engaging. Also investigating and piloting the use of Microsoft OneNote for same purpose with Computing Department. Technology has been difficult in getting set up, but is now available.

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http://blogs.rwba.org.uk/








A Ensure that Students’ achievements are recognised by the rewards system.Continue to develop the electronic achievements system for both the intranet and touch-screen kiosks, including link to house points

SGiDepartmentsHMc

Ongoing reviewDevelop House Points by Oct 2014

B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe online.Whole staff CPD for e-safetyParent e-safety eveningsContinue to invest in technologies to ensure safeguarding of students(e.g. Smoothwall, Identity Manager etc.)Promote eSafety through KS3 Computing lessons and assemblies

SGi CPD for whole staff Oct 2014Parent evenings planned Term 1, delivered Term 2

C All Staff to model and promote ‘growth mindsets’ for all.Continue development of PLCs and investigate how these may feed into mastery learning

SGi Termly meetings with MRo

A: Technology in place, but now need all-staff buy in to award achievements in their subject areas.B: Staff undertook e-Safety training online in Term 1, still a few outstanding to chase. DSt/CSi/ZIs have run two very successful Parenting in the Digital Age (PitDA) evenings. Smoothwall filtering in place. KS3 Computing will deliver the e-Safety module next term.C: PLCs re-written to be accessible across all devices (desktops, phones, tablets) and expanded so that it can cope with tracking PLCs across a MAT (or even across the country). SGi attended Challenge Partners Assessment without Levels meeting 26 November 2014 and CP Assessment Group Hub Meeting at Waycroft Academy on 8 December.

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B All Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SEND, BTEC, ICT meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear.ICT Reps meeting to have standing agenda items including T&L, Achievement, eLearning and CPD needs. Meetings recorded and Action points made clear.Each group

SGi Imp. Sept 2014, review each term

C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately.Ensure that Perspective system is available

Imp. Sept 2014, review each term

F All Academy Staff are leaders and take responsibility for exceptional standards and behaviours in the Academy, and for parental communication.This data to be made available through the staff and parent portals.Develop the use of social media to enhance parental communication.Investigate the use of a mobile app for more effective parental communication.

SGi Imp. Sept 2014, review each term

G The Leadership Team work collaboratively with Governors to continue to raise standards at the Academy and with its partners.

Regular attendance at Gov’s Committee Mtgs.

B: Meeting completedC: Perspective system in use by all staffF: Parent Portal available with these data accessible by parents. Using Facebook and Twitter to inform our community of important events.

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Internationalism






A Global Learning Programme Liaise with Global Learning Programme Continue to deliver CPD to partner schools Review Programme and impact Evaluate future planning of GLP

ESe Termly CPD session to be delivered

B Develop a Sixth Form Global Action Group – follow up from International Conference in Malmesbury Present to Sixth From Students in an assembly If too many students pick a group that represents all groups. Meet and develop a strategy for that year, establish meeting times and dates – publish these. Implement plans of the group

ESe Termly review and fortnightly through LM meetings

C Create link with Ethiopia through the charity ‘Stand by Me’ Work with ZMa to raise funds for charity Visit Ethiopia to strengthen link and plan for future visits

ESe July 2015






A Cross Curricular PD Days – Year 7-10 PD days to be cross curricular ( as this year) –Year 8 (India), Year 9 and Year 10 (Global Awareness) PD days to be delivered.

ESe After each PD Day and at end of year

B Ensure CPD in Internationalism is delivered to the staff At least one session to deliver the aims of the Global Award and Evidence required to address

the criteria.

ESe January 2015

C Create link with Ethiopia through the charity ‘Stand by Me’ Students to learn about Ethiopia through awareness in PD days and whole events.

ESe with ZMa and HMc

July 2015

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Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Internationalism






D Continue to increase the status of Internationalism across the Academy – through open evenings, portal and local media.

Internationalism page on website (updated every term). Internationalism boards etc. at open evenings and major parent communication session. Press releases for internationalism events (with the agreement of LT)

ESe July 2015

E Link with South Africa and Zimbabwe to be strengthened through teacher exchanges and joint curriculum projects in Humanities and Science

ESe and LWn January 2015






A Create link with Ethiopia through the charity ‘Stand by Me’ Students to learn about Ethiopia through awareness in PD days and whole events.

ESe with ZMa and HMc

July 2015

B Cross Curricular PD Days – Year 7-10 PD days to be cross curricular (as this year) –Year 8 (India), Year 9 and Year 10 (Global Awareness) PD days to be delivered in a safe and responsible way.

ESe After each PD day and at end of academic year








ESe Ongoing.

Faculty/Department/Area: Leisure and Tourism

82







A To endorse and implement the whole school assessment system across all key stages TCH & LDO and whole dept

Term basis/ end of year KS4 and KS5 assessments are both exam assessed and coursework assessed. Termly? Check with ESE

B All students to make a minimum progress of 3 levels from KS2 to KS4 Whole dept Term basis/ end of year To reach MEG by end of KS4

C To identify pupil premium students and accelerate their progress TCH & LDO and whole dept

Term basis/ end of year All seating plans to have PP students identified.

D All students to be aware of their targets and how they need to improve. Target set at the beginning of the year across all year groups. Summative assessment to take place each term.


Term basis/ end of year Tracking sheets monitored through work scrutiny

E Identify students who are underachieving and interventions to be put in place. TCH & LDO and whole dept

Term basis/ end of year GCSE and A Level students identified in recent PPE results.

F Lessons have been planned to ensure differentiation/ challenges has been implemented. ESE and MJO Ongoing Based on OCR specification and levelling of coursework.

G1 To identify students who have a reading age below 9.5 years. Plan appropriate lessons to ensure all students can access the lesson.

TCH & LDO and SEN rep

Ongoing Seating plans to have this information.

G2 Staff to support students who have a reading age above their chronological age through lesson planning and challenging activities.


Ongoing The use of ICT resources allows students to access higher reading material. ESE and MJO to encourage this in and out of lessons.


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A All staff to support the teacher school alliance, offer to have lessons observed, take on a trainee etc. TCH & LDO Ongoing Not yet.B 100% lessons to be judged good or better. Appraisal observations to take place and offer support to

department if the good criteria has not been met. TCH for ACHLDO/for ASN & MJOPAT for TCH & LDOKSA for DSOABE for ESE GCR for MRO

Ongoing MJO has been observed by HFL last term. ESE observation from ABE was in Geography, need for ESE to be observed in T&T?

C All staff to use data effectively to inform differentiation planning. Staff to identify weaker students and plan accordingly.

Whole dept Ongoing PPE Jan 15 review has been completed and ESE and MJO to put intervention in place if necessary.

D All staff to demonstrate use of learning conversations through stamps and green pens. Whole dept Ongoing Work scrutiny shows both learning conversations and verbal feedback is applied thoroughly in L&T

E Literacy, numeracy and e-learning to be incorporated into lessons. Whole dept Ongoing e-learning is a fundamental element of the courses. Literacy and numeracy are also key skills used frequently in the coursework modules.

F Department to actively engage in the use of mobile devices during lessons and encourage students to use them.

Whole dept Ongoing Socrative, Arasumus and Nearpod filtering in to lesson plans. Wireless technology has hindered pupil access.

Faculty/Department/Area: Leisure and Tourism84








A To encourage staff to use the rewards system. ESE and MJO Ongoing Any kiosk points for L&T? Postcards for L&T? Need to check with ESE

B Create an e-safety environment. Always remind students on the correct usage of mobile devices during lessons.

Whole dept Ongoing ICT H2 policy now displayed on door and in room. H2 computers are very dated, unreliable and there is no longer a need for the fold down computer desks which actually cause more damage to computer hardware. A refurbishment of H2 is desperately needed not just for Geography and L&T but for all the departments that now use this inadequate resource.

C Department to encourage ‘growth mind-sets’ for all. Whole dept Ongoing Posters displayed throughout the corridor and in classrooms.

D Encourage outstanding behaviour for learning. Challenge those who are continuously misbehaving. Use the disciplinary procedures in place.

ESE MJO TCH LDO

Ongoing School and department policies such as afterschool detentions routinely used when necessary.


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A To use lessons observations, QA and learning walks to encourage changes to the department. TCH & LDO Ongoing Feedback from the observations, QA and learning walks will make regular features in department meetings.

B For all line management meetings, department meetings an agenda to be decided and sent out prior to the meetings. Action points to be made clear with SMART targets if suitable.

TCH & LDO Ongoing

C When informal CPD has taken place, ensure the department is happy with the information and is well supported.

TCH & LDO Ongoing

D To check progress reports on a termly basis, identify underachieving students and set up interventions to ensure better progress next time.

TCH & LDO Termly TCH & LDO to meet with ESE and MJO to identify any underachievers.

E To aim to set up a geography forum for homework or any news that is related to the subject for both students and parents.

ESE MJO Ongoing Regular input onto the student portal for students to access new material.

F To ensure that exceptional standards are maintained throughout the department and that parental communication is encouraged.

TCH & LDO Ongoing Yes

G To be able to feedback to the Leadership Team on how standards have been met and maintained within the subject area.

Feedback to Governors Sub Committee meetings and during Governors Visits.

TCH & LDO Ongoing Curriculum Leaders meetings attended by TCH & LDO, meet with PAT as HoD and as whole department.

Faculty/Department/Area: Literacy

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A Continue developing Literacy Hour lessons for Years 7 and 8.- Review and improve LTP for both years.- Improve links to GCSE criteria for English and SPaG.

VNe/ Awe/ Subject Literacy Leaders

Ongoing Full set of literacy hour SoWs developed. Teachers given leeway to adapt as needed for classes. Literacy PLCs to be determined by dept. using guidance provided by VNe.

B Establish links between RWBA and feeder primary schools:- Examine how literacy is delivered and assessed at KS2.- create transition SoW/ summer reading challenge that ensures

consistent development in literacy skills between KS2 and KS3.- Liaise with KHr to develop more ‘writing masterclasses’ with

feeder schools.

VNe/ KHr/ AWe Ongoing – Fed day was useful and plans for Alliance day too.

Taken on by ENa. Writing masterclasses delivered, moderation with Primary schools complete. English PLCs tailored to Primary for smooth transition of literacy skills.ENa developed and distributed reading challenge booklets to Yr 6s.

C Create a sixth form Literacy group:- assist in lessons, working with targeted KS3 students (PP, SEN

etc.)- organise and run competitions in relevant departments.- Assist with after school book clubs.

VNe/ ABe Ongoing – current Student Ambassadors are running some activities. Abe organised volunteers to work in KS3 classes.

No permanent group established.

Faculty/Department/Area: Literacy

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A Literacy CPD coaching for individual staff members/ whole departments.

- Set up department specific twilight training (sharing best practice and/or VNe to work with departments)

- Use triads to develop good practice in delivering Literacy.

VNe/ SKn Literacy Toolkit in progress; Literacy Leaders meetings used for training; Learning Forum in cal.

Forum run on Supporting writing. Literacy talks delivered to trainee teachers, NQTs, and Alliance partners.Literacy reps offered 1-2-1 support/ advice.Literacy Little Literacy booklets available for staff and students.Literacy Tool of the Fortnight established.No specific triad work.

B Introduce more effective whole school Literacy approaches, eg:- DEAR (drop everything and read)- VCOP

VNe Ongoing. VCOP introduced as a Tool.DEAR not yet established.








VNe Ongoing.

Faculty/Department/Area: Mathematics88







A Be involved and feedback about any changes to the whole school assessment system. Make sure all members of the department can use it to benefit their students

Whole department

Termly with the PRsThroughout the year

PLC for year 7, A-level maths and fur maths are on the system. Year 8 and 9 are being worked on. All teachers are aware of the changes to the assessment system and understand the benefits to students.

B 70% of students in year 11 achieve a C or above. Whole department

DBe, KRi monitor this termly or when a PPE occurs

At Sep14 we were at 52% (improvement of 11% from the end of year 10).After PPEs in April we were at 66% with another 8% on a D1.

C All Pupil Premium students to make accelerated progress. Intervention put in place to support this if needed.

Classroom teachers, DBe, RDa, KRi, JMt

Termly with the PRsThroughout the year

KS3All teachers know who the Pupil Premium students are in their classes and support them to make better than expected progress(highlighted on seating plans). Any students who need extra support outside of the classroom to make accelerated progress are encouraged to attend KS3 drop-in after school on Tuesdays.Year 9 pupil premium students have been invited to after school intervention with RMa on two nights a week. When resetting the year 9 students we have made sure we’ve put them up a class if we can to help improve their progress.

KS4C/D borderline students are identified and encouraged to attend KS4 drop in sessions, in some cases offered 1-1 support. Marking of their books is made a priority as well as checking their understanding in class.

Yr 12Chris Colpus – attended Bridging from October onwards (asked to attend following poor 4-week test result – letter sent home to parents and concerns addressed by phone). Study leave removed.Harry Cook – tracked but intervention not necessary.Bradley Groom – concerns raised regarding work ethic and lack of homework (reluctantly allowed on the course to

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Aim – All students to make better than expected progress in every arearepeat Year 12). Invited to join Bridging but did not attend. Study leave removed.Daniel Murphy – invited to use Bridging following underperformance in Jan PPE, though he did not present as a major concern due to his facility in class. Detailed feedback provided on all marked work to target poor mathematical written communication.

Yr13Fraaz Naqvi – letter sent home urging attendance of after school intervention sessions following Jan PPE (and again following retakes in early March). However, Fraaz did not attend any of these sessions. Study leave removed.

D All books to have target levels written in the front and students be aware of level of work in lessons

Whole department

In department meetings, work scrutiniesThroughout the year

This is happening throughout the department and checked through work scrutinies and learning walks.

E All students who are 2 or more sublevels off their target are to have an email home and support available.

RDa, KRi, JMt Termly with the PRsThroughout the year

Termly checking of PRs are happening and with the reporting system slightly changing we have been looking at the likelihood at each point of students reaching their target grades/levels. Contact with home is happening with support in place to help students with after school sessions.

F All Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome, including multistep questions.

Whole department


Challenge is happening in every lessons.

G1 Staff to know and be aware of students who have a reading age below 9.6, highlighted in pupil data and support where needed in lessons.

Whole department

After tests and termly

Discussed again in the department meeting 12/01/15.Reading ages are in all teachers’ students’ data.

G2 Staff need to be aware of students who have a reading age below their chronological age and help them pick out key words and decipher their meanings.

Whole department


Teachers are highlighting keywords in the majority of lesson to support students. Spellings are corrected during marking.

Faculty/Department/Area: Mathematics

90








A Look for ways to support the TSA through sharing expertise Whole department

As per TSA Supporting on interviews. We’ve had a few prospective students spend either a day or a few days with us in the department which have always proven to have been very helpful.

B 100% of lessons observed to be judged good or better DBe to monitor this

By July 2015 7 goods and 4 outstanding lesson observations for appraisals on Perspective

C All teaching and support staff to use data effectively to inform and help teaching

Whole department


All teachers have excellent data packs. Regular testing and in-depth analysis of results is also helping to help students progress.

D When marking books all comments should have a question to help the student to progress and time given in lesson for the students to answer it.

Whole department


This is happening throughout the department and checked through work scrutinies and learning walks.

E Start to imbed literacy in the appropriate lessons and support staff around the school if required with numeracy

DBe, JRi and department

Throughout the year

Keywords are being highlighted. Corrections are made when appropriate.

F All Staff to use mobile devices to enhance learning where appropriate.

Whole department

In department meetingsThroughout the year

This has not been very successful yet due to the wifi system in school not being reliable at present. The majority of the staff have tried this and are finding new apps to use.


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A Ensure that Students’ achievements are recognised by the rewards system

Whole department

DBe to monitor termly with PRs

Achievements are now available on the system but have not been awarded yet.

C Each lesson should have one question in it that has multiple-steps with a reminder and links to other topics if appropriate.

Whole department


The schemes of work are being populated with rich and multistep questions. We have started using these with the current year 9s and are in the process of writing new GCSE style tests for this year group.

D Encourage outstanding ‘behaviour for learning’. Behaviour removal schedule is displayed in every classroom.

Whole department

DBe to monitor students who are causing problems in lessons.

Behaviour removal schedule is up in every classroom and used by everyone. Individual student maths reports are used as and when are needed and teachers regularly communicate with parents, sometimes on a lesson by lesson basis. This continues to be successful.


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A DBe and Key stage leaders to use evidence from all QA processes to ensure better than expected progress and use information to feed intervention groups

DBe, RDa, KRi, JMt


Analysis of termly PRs is feeding the list of who needs intervention.

KS3 After learning walks or work scrutinies are carried out within KS3, staff receive feedback on how best to support students’ progression and attainment by improving the quality of their written work. Also each round of reports are checked thoroughly to ensure that accuracy of student attainment reported home is as correct as possible and supported by the relevant evidence.

KS4Each student’s progress is monitored using rigorous recording of test attainment using detailed spreadsheets which allows areas of concern to be easily highlighted and acted upon. Intervention groups take the form of 1-1 teaching, dropped option sessions, individual/group after school sessions, booster packs and regular KS4 drop in sessions.

Feedback provided to staff members following Yr12/13 work scrutiny (for example, ensuring that a full, detailed solution was given for at least one mistake per marked piece rather than just a short comment).

B All department meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. All meetings must be recorded and action points made clear.

DBe, RDa, KRi, JMt, JRi

Throughout the year

Agenda points in every department meeting. Meetings are recorded and sent out to the department.

C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately

DBe, RDa, KRi, JMt, JRi

Throughout the year

We have had some CPD in almost every department meeting. We have looked at rich questions, how we teach pie charts, the New GCSE (presentation from AQA), work scrutunies, Core maths. I have requested a list of further topics/ideas.

Faculty/Department/Area: Mathematics93







D Following PRs parents are communicated with and intervention is changed to adapt to the changing needs of the students

DBe, RDa, KRi, JMt

Termly Students who’s progress is very low are being contacted via the head of the KS or the teacher. Intervention is in place to support.

KS3Following each round of PR’s pupils attainment is analysed and any students who are judged to be showing possible signs of underachievement, are highlighted as a department. The parents of these students predominantly in year 9 are then contacted by individual teachers or by the KS3 coordinator and offered specialised support by a Learning Mentor after school twice a week. Where each student will receive a wide assortment of work covering fundamentals in mathematics, but also provide personalised provision in terms of individual weaknesses highlighted through assessment.

KS4It is normal practise to keep in contact with parents at all times when there is a concern and parents are often invited in to discuss these issues.

KS5 - Parents of struggling students were contacted following major tests throughout the year and were informed (either by letter or phone or both) of relevant intervention, such as Bridging. Parents were also contacted where students failed to attend Bridging.

Throughout the year, students were invited to intervention sessions following analysis of underperformance in key tests. For the first time, additional regular support sessions were provided for key Yr13 modules (after school).


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E Use Staff/Student/Parent/Community Forums effectively in order to frequently inform and develop

DBe, RDa, KRi, JMt

We have posted on the staff, student and parent forums.

F All Academy Staff are leaders and take responsibility for exceptional standards and behaviours in the Academy, and for parental communication.

DBe, JRi, JMt, KRi, RDa

Throughout the year. Use the detention data, those who are being removed, ARD

Detention rota and removals rooms schedule are in place and being used by all members of the department. Maths reports are also available and staff are supported by DBe or KS leaders if there are issues.


Meet yearly during Governors Visit to discuss progress.

Feedback at Governor’s Sub Committee meeting.

DBe Ongoing. Simon Wright came in on 08/01/15 and is feedback about the department in the next governors meeting.DBe met Gill and Esther on 10/6 and discussed current issues and improvements currently in the department.

Faculty/Department/Area: MFL

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A To endorse and implement whole school assessment systems.

- Ensure all staff aware of whole school and departmental assessment systems

- Termly monitoring of PRs and MFL data tracker to ensure that all assessments are being carried out by deadlines set

- Work scrutiny to check Application Homework tasks are being regularly set and levelled

- Inform staff of key dates regarding PPEs

HOF

2nd

Termly monitoring and work scrutiny as per calendar

All staff completing termly assessments

All staff creating and uploading new termly assessments

All PR deadlines being met Application hwk are being

monitored through work scrutiny and all ok

Staff aware of key dates re PPEs

B All Students to make a minimum of 3 levels of progress from KS2 to 4

- Continue with monitoring of PRs and MFL Data tracker in KS3 and KS4 to highlight under achievers

- Arrange termly targeted support sessions for underachieving pupils – letter home to inform parents

- Analyse effectiveness of support sessions and use Kiosk to praise pupils who attend

- Ensure students are correctly advised regarding GCSE options

Teaching staff

HOF / 2nd

Termly monitoring

PRs and MFL tracker monitored and underachievers circulated

Letters home to parents inviting pupils to intervention

Have analysed effectiveness and changed plan.

Pupils have been slow to respond to the new form of intervention (support resources on the portal). The department will need to consider new ways to manage and enforce it next year.

Ideas for next year: letters will be sent out to all parents at the beginning of the year informing them of the online support resources and how to access them. They will then be sent another letter if intervention is needed. If pupils are still underperforming after completing support resources they will be invited to an after school session.

Students accurately advised at options evening- ongoing in class

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Aim – All students to make better than expected progress in every areaC All Pupil Premium students to make accelerated progress. All Staff to

ensure this happens

- Teaching staff to identify all Pupil Premium students on seating plans and in data packs

- Progress of Pupil Premium students to be monitored throughout the year and intervention to be put in place where underachievement is identified

- Continued work with Challenge the Gap programme and strategies shared at departmental meetings

- Use of FLAs to support Pupil Premium students where appropriate

MMO

HOF / 2nd

Termly monitoring

Seating plans all have PP pupils on Progress of PP pupils monitored and

intervention letters sent out where necessary

FLAs are targeting PP pupils first in lessons

In Y7 and Y8 PP pupils are making accelerated progress.

The gap is narrowing however there needs to be greater support for Year 9 and beyond. In year 9 for next year we have set PP pupils above their current level to encourage accelerate progress.







D All students (Boys, Girls, SEND, GAT, CLA, EAL and Level 4 students) to be aware of their targets, their current position and how they need to improve. All Staff to ensure this happens.

- JKi to circulate on first day of academic year ‘MFL Rocket and Journey to the stars’ grid which clearly indicates students starting point, target grade and what they need to improve.

- This to be updated with 2 grades minimum per class per half term for KS3, KS4 and KS5.

- Monitoring will take place during Q&A walks and work scrutiny. Individual discussions with teachers should there be any concerns

- More detailed termly assessment sheets to be circulated and completed by all pupils – teaching staff to ensure this is done

Class teachers

HOF / 2nd

Termly

Work scrutiny picked up that some rockets weren’t being completed regularly. These have now been completed.

Some termly assessment sheets were also not being completed regularly. Support is given within class time to ensure that this happens correctly.

Staff are now dedicating regular lesson time to DIRT time to ensure that pupils reflect on their mistakes and improve their work.


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- Termly completion of mark books on SIMs, which will colour code RAG according to targets.

- If students are below target, the class teacher is to specify what interventions have been put in place. This information to be updated termly and shared at departmental meetings.

- Interventions must be analysed and success gauged. If student has not made progress over a half term HOF to intervene

- HOF to analyse data for KS3 termly – students who are significantly underperforming will be invited to a termly after school session.

- Ensure that PLCs are completed termly

Class teachers

HOF / 2nd

Termly

KS3 termly after school session was not effective so alternative home learning put in place.

Interventions are in place in the form of online support resources as mentioned above.

All pupils were offered a drop in with the language assistants after school and all staff were involved in weekly interventions for KS4 pupils in order to improve their CA grades.

PLCs were not used effectively this year due to ICT issues and curriculum changes elsewhere taking priority, particularly KS3. Due to the curriculum changes the PLCs have changed to a skills set which will come into force next year.

F All Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome.

- Classes set in years 8 and 9. Some GCSE classes are set and some are taught in mixed ability groups. For GCSE classes, CA tasks are to be differentiated and class teachers to extend / support as necessary.

- SOWs to highlight differentiation and assessments to take this into account

- Learning walks, observations and work scrutiny to focus on challenge and differentiation

- Use of departmental meetings to share good practice

Class teachers

HOF / 2nd

Ongoing

Some pupils have been moved sets to help their progress

Differentiated assessments in place Good practice shared at

departmental meetings Introduced a new policy to set PP

pupils above their current level to ensure accelerated progress.

Learning walks, observations and work scrutiny all focus on challenge and differentiation.

Faculty/Department/Area: MFL98







G1 Awareness and intervention to be explicit for Students who have a reading age below 9.6.

- Teaching staff to identify students on seating plans and in data packs- Students who have a reading age below 9.6 to be monitored throughout

the year and intervention to be put in place where underachievement is identified

- Continued work with Challenge the Gap programme and strategies shared at departmental meetings

- Use of FLAs to support students where appropriate-

Class teachers

HOF / 2nd

Ongoing

Ongoing ideas from challenge the gap being trialled in lessons and with marking

All seating plans have reading ages on them.

Work is differentiated to enable pupils to access the curriculum appropriately.

G2 All Staff to support all Students to attain a reading age above their chronological age.

- Teaching staff to be aware of current reading age of pupils at the start of the year and this information should be clear in data packs

- Use of FLAs to support students where appropriate- Differentiate reading tasks during lessons to ensure all students are able

to access material

Class teachers

HOF / 2nd

Ongoing

Reading tasks are differentiated FLAs have offered after school

sessions for underperforming pupils. FLAs worked in small groups with

pupils with a low reading age during lessons.

Teachers are aware of reading ages.


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A All Staff to support the development of the Teaching School Alliance.- NQT in department to be mentored and supported accordingly - Offer support to local Primary schools with changes to new NC- OTP/ITP to be offered to staff in the department where appropriate

MGr

Ongoing mentoring of NQT MGr coached staff SMi contacted feeder Primary

schools about new NC and offered resources and support.

MGr shared ideas from OTP at department meeting.

ITP meeting information was disseminated electronically to the department by VGa after every meeting.

B 100% of lessons observed to be judged good or better.

- Discussion at department meeting as to what constitutes an outstanding lesson in MFL.

- Examples of observed lesson plans to be shared. - Staff invited to observe other examples of good practice within the

department. - JKi to coordinate extra support /coaching in how to improve where

appropriate. Liaison with SBr for coaching of staff. - All staff aware of how to achieve good/ outstanding based on the new

OfSTED framework.- Develop the use of questioning within MFL lessons, produce visual

displays for classrooms to aid teachers with questioning. - Develop the use of AfL within the department

HOF / 2nd Initial PM observations

Triad observations

Observations took place throughout the year.

All staff received good or outstanding apart from NRo, however this did improve after coaching.

NRo receiving coaching from PDa. SCr received extra support within

MFL and has improved to good. Marking stickers shared by MGr and

new marking codes. These will be used with all classes next academic year following a successful trial.


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C All Staff to use data effectively to inform differentiation in their teaching.

- Data packs to be produced at the start of the year and updated termly- All staff to complete MFL data tracker on a termly basis which

highlights underachievement- Termly analysis of PRs which then feeds into intervention sessions- All teachers to be aware of the current and target levels for their classes- Lessons should reflect individual student’s needs

HOF / 2nd Termly

Data packs produced MFL tracker completed Tracker and PR analysis shared

termly Differentiation in lessons evident

from Q&A

D All Staff to demonstrate evidence of appropriate and effective learning conversations with Students.

- Discussion of what constitutes an appropriate and effective learning conversation to take place during initial departmental meeting in September

- Sharing of good practice of learning conversations- Work scrutiny and learning walks to monitor this and conversations with

individual teachers where any concerns are found to take place

Discussed in meeting Share good practice in meetings Work scrutinies and Q&A highlight

strengths and weaknesses Examples of good practice to have

been shared at departmental meetings.

Analysis of work scrutinies has shown a steady improvement in the quality of learning conversations throughout the year.

E Literacy, Numeracy and eLearning to be developed in order to improve Teaching and Learning across the Academy.

- MFL department mark code adapted in line with cross curricular literacy scheme.

- All teachers to mark the application homework using the mark scheme and corrections done by every student. Class teacher to acknowledge corrections in book.

- Produce a literacy mat for MFL students in line with other departments.- Opportunities to imbed numeracy into the MFL curriculum to be in all

SOWs.- Sharing of good practice at departmental meetings for ICT opportunities

and apps that can be used – these should also be imbedded into SOW- SOW to be updated regularly with new ICT, Literacy and Numeracy

ICT repLiteracy rep

HOF / 2nd

Termly

All staff using marking code Literacy mats have been produced

but need more consistent implementation.

ICT and numeracy ideas shared every department meeting

SOW regularly updated with literature and ICT

There have been limitations in what could be implemented with e-learning due to wifi issues and hardware.

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Aim – All students to make better than expected progress in every areaopportunities

F All Staff to actively engage with mobile devices to enhance learning.- Regular discussion at departmental meetings and sharing good practice

regarding the use of mobile devices- ICT rep to attend regular meetings and feedback to the department in

order to keep staff up to date with any changes - Opportunities for use of mobile devices to be embedded in SOW

ICT discussed at every meeting and APP ideas shared

SOW suggests how to use mobile devices in lessons.

Progress has been limited due to wifi connection issues.

Staff recognise the need for further development in this area.








- Staff to send MFL postcards home when pupils make better than expected progress.

- Staff to manage own classroom rewards to highlight the importance of making progress to pupils. Pupils who are making excellent progress to be highlighted by class teacher and rewards discussed at MFL meetings.

- Regular sharing of good practice re: rewards for outstanding progress at Departmental meetings.

- MFL FLAs to arrange ‘linguist of the month’ award, all MFL staff to send nominations each month, winning student to be displayed in the languages corridor.

- Encourage the use of Kiosks to recognise achievement

HOF / 2nd

Class teachers

Termly

Use MFL postcards Bassett Bonus used Kiosk awards encouraged Linguist of the month taken over by

FLAs.


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B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe online

- Staff to receive appropriate training to support our students with specific learning needs and how this might be an issue with regards to e-safety (Autism, Aspergers, Dyslexia etc.

- Ensure that staff are aware of the school policies regarding e-safety and that they are aware who they can speak to with any concerns

SEN repHOF / 2nd

Termly

All staff completed training at start of year

Staff aware of school policies and where to find them

C All Staff to model and promote ‘growth mindsets’ for all.- Ensure staff are aware what the term ‘growth mindset’ means – discuss

at initial departmental meeting- Encourage and reward good teaching, effort and persistence through the

use of a range of independent activities in lessons and through rewards

HOF / 2nd Termly

Meaning discussed at meeting Rewards used to praise effort and

persistence All staff participated in failure week All posters displayed in MFL

classrooms.

D Encourage outstanding ‘behaviour for learning’.- Ensure staff are aware of whole school and departmental policies for

behaviour for learning- Use of after school detentions to be monitored and individual class

teachers to contact home when a detention is set- All staff to be aware of department re rooming timetable- Use of praise to be seen as an important part in outstanding behaviour for

learning- Where necessary support colleagues through observation and coaching

All staffHOF / 2nd

Termly

All staff aware of behaviour policies and log incidents on SIMS

NRo received coaching by PDa and has improved.

SCr mentoring from MGr and support from department. Her behaviour management has improved.

Staff use re-rooming when appropriate.

Weekly detentions have been organised and run effectively throughout the year.


Performance Intention – Leadership Member of Staff Monitoring – how RAG Review and Evidence to

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Responsible frequently and when will this be achieved by?


A All Academy Leaders to use evidence from all QA processes to ensure better than expected progress.

- Timetable of work scrutiny to be established and followed which ensures that each year group is checked once in the academic year. To be shared with the department.

- The form used to analyse marking/books to be shared with staff at the start of the year so expectations are clear. This will check marking and feedback.

- Results to be shared with the department and individual conversations if expectations are not met.

- To meet with LT member to get feedback from learning walks and then offer support to individual staff where necessary.

HOF / 2nd Termly

Work scrutiny results shared with staff

Learning conversations discussed regularly at meetings

Individual conversations had with certain members of staff who need to improve marking

Any staffing issues are raised at line management meetings.

B All Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SEND, BTEC, ICT meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear.

- All of the above to be standing agenda items. Minutes of all meetings to be taken and circulated following the meeting. All action points to be followed up.

HOF / 2nd Termly

On the agenda and minutes circulated.

All action points followed up.


Performance Intention – Leadership Member of Staff Monitoring – how RAG Review and Evidence to

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C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately

- When any CPD has taken place staff should be given an opportunity to feed back at a departmental meeting

- Use of the portal to upload resources and notes from CPD courses to be encouraged

HOF / 2nd Termly

Staff upload notes from course onto portal and share at department meetings

D Following termly Progress Reports, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced.

- HOF to analyse termly Progress Reports and share findings with line manager and with MFL staff

- Where there is significant underachievement, HOF to write home to invite students to formal after school intervention session

- Class teachers to encourage the use of PLCs and to afford students the opportunity for these to be completed at several stages during the term

HOF / 2nd Termly

PRs analysed and shared with department

Intervention letters sent out PLCs weren’t used effectively due

to the changes in curriculum and ICT issues as mentioned above. New skills have been written to be implemented next year.

E All Academy Staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy.

- All staff to encourage the use of surveys through the portal to complete student voice effectively

- This should be analysed regularly and completed at several stages during the year

- Findings to be shared with the department and with line manager- SOW to be updated accordingly

HOF / 2nd Termly

Surveys have all been completed and data collated very effectively.

All staff have been given the survey reports.

As a result, SOW have been adapted.

Staff surveys have been used to identify issues within the department and developmental needs.


Performance Intention – Leadership Member of StaffResponsible

Monitoring – how frequently and


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Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. when will this be

achieved by?F All Academy Staff are leaders and take responsibility for exceptional

standards and behaviours in the Academy, and for parental communication.

- Share expectations and standards with staff at initial departmental meeting

- Staff to attend all parent’s evenings and AR days to enable effective parental communication

- Meetings to take place prior to any trips to reiterate the high standards that we have of staff and students

HOF / 2nd Termly

Staff attend all parent evenings Staff communicate regularly with

parents if behaviour or achievements are logged.

Trip information have taken place for parents and were a success.


- Maintain regular contact with link Governor and keep them abreast of any changes or successes of the department

HOF / 2nd Termly

SMi met with governors in term 6 and discussed the new curriculum and how this will affect the department.

Faculty/Department/Area: Music

106







A Assessment systems. To ensure KS4 & KS5 PLC Structures are in place and effectively used

by Sept. To review levelling system and determine best method of recording

students’ performance from KS2-4. To review KS3 assessment sheets in folders. To create a new curriculum which does not include levels

All staff. Regular planning/training time. Review at line management meetings and Faculty meetings. Standing agenda item.

23/01/15PLCs in place and beginning to be used by staff but not students.26/06/2015 PLCs remain in place but not yet used by students. Staff have been checking the PLCS along the way. Scope to create new banding document for 2016 curriculum. Levelling system being reviewed as a whole school initiative.KS3 assessment sheets in folders have been developed and changed. New sheets being used by most classes successfully.

B 3 level improvement. Modify POS to accommodate particular strengths of cohorts. Monitor

progress using PLC’s. Monitor progress of all students through regular department meetings –

specific music mtgs. Track KS4 & KS5 lessons using current KS4 Tracker along with new

KS5 tracker.

ALL Review music meetings

23/01/15Progress in gradually being measured against PLCs. 26/06/2015 Banding document in place for 2015-2016. SOWs have been adapted to meet strengths of students. Year 10 are now being tracked with Year 10 tracker. Yr 12 Tracker is ready in place for September.23/01/15Individual students regularly discussed at meetings and intervention started for 2 x year 10. Year 11 are successfully being tracked with new and improved tracker. Year 10 will begin this progress after Easter.No tracker currently for year 13. It is not needed.


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C Accelerated progress. Analyse current curriculum structure to ensure maximum achievement. Identify PP students early and monitor progress across the department

and encourage instrumental lesson up take with the PP group. PP/EAL/GAT/SEND/Under achievers/ reading age/ level 2 etc to be

included on all lesson plans and seating plans. Develop differentiation for these groups.

Standing agenda item in line management meetings and Faculty meetings.

Introduce mentoring programmes within the department to ensure accelerated learning.

All staff Review progress termly. Note JHI report re: pupil premium underachievement. Prioritise for Sept 2014.

23/01/15Current curriculum has been reviewed and changed accordingly and brought ‘up to date’. PP/ EAL/GAT/SEND/Under achievers/ reading age/ level students identified in all lessons and seating plans.No mentoring programmes in place. They will begin if necessary.26/01/15 SOWs constantly developing especially with differentiation.Promoting PP Instrumental lesson take up.

D Students aware of targets. To review marking and NC levelling using new PLC’s and develop the

simple student friendly tracking document. This will incorporate targets for improvement.

Improve the use of SISRA to determine progress across all curriculum areas.

Identify vulnerable students early and discuss at Faculty meetings and during QA and LW.

Targets clearly on display in folders and current topic sheets.

ALL Student feedback monitored through LW/QA and observations.Standing item termly at FM.

23/01/15Marking taking place under old curriculum specifications. No GCSE or A Level new specification, yet. 26/01/15New draft A Level and GCSE specifications have been released. Nothing has yet been approved. 23/01/15SISRA in place to identify progress.Targets nearly always on display in folders and current topic sheets.


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E Underachievement. Challenging underachievement through purposeful intervention. Department reports, mentoring, emails home, phone call home and

positive intervention using the Faculty Parking system.To improve the attainment of underachieving boys in KS3/4.

Identify a target group(s) for boys Use data to help establish measurable targets Develop effective intervention strategies to challenge

underachievement To continue to use the department withdrawal system and offer one to

one mentoring (as the four YR9 in art this year).

ALL Identify through LM.Using parking and mentoring systems to support. Review every term.

23/01/15Intervention in place for 2 x year 10 students. 23/01/15I x year 11 boy in underachieving boys group.Data in place to measure targets. Zero students have been withdrawn using the faculty parking system.26/06/15Underachieving boys have been identified in KS3 – currently in faculty report. 23/01/15No current faculty parking system in place.

F Appropriate challenge. Ensure all staff have appropriate resources to provide stimulating and

challenging lessons. Termly reviews and QA to ensure best practice in department. Homework monitoring and consortium marking across the key stages

to ensure parity of marking. ‘Challenging conversation’ (Keith Hammerton, July 2014) Act upon RAF Central Band workshop to provide challenge for

instrumentalists. Messiah at the Royal Albert Hall trip for provides further challenge for

singers. SML theatre trips provide opportunities. EHO ENO Opera trip for inspiration.

EHO Monitor POS and delivery. Review through feedback and Student voice. Termly.

23/01/15Lots of wonderful resources in the department and more being created every week. QA carried out by HoF.Homework is closely monitored. 23/01/15Conversations with RAF Central Band still taking place. Original date (2nd March) cancelled by RAF due to a VIP visitor. Replies from RAF take time due to their commitments. 28/06/15Further conversation have taken place with RAF Central Band. Currently rescheduling for September/October.EHO Messiah at the Royal Albert Hall trip was a huge success. Professional CD recordings and photos to prove it. SML Theatre Trips an ongoing popular success.

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Aim – All students to make better than expected progress in every areaEHO ENO trip a success and an inspiration for students.26/06/15Further Successful Theatre Trips by SML/EHO/ACO – Charlie and the Chocolate Factory, Les Mis and Billy Elliot.

G1 Intervention. To ensure literacy and learning aids are appropriate to this issue. Review power point presentations to ensure that language is

appropriate and key concepts are intelligible. GCSE and A Level mentoring plus extra afterschool sessions where

necessary.

EHO Discuss in LM meetings.

23/01/15Literacy aids in place, print outs and objectives used. Language is reviewed as an ongoing agenda. GCSE after school sessions taking place and parents are informed. No current need for A Level afterschool sessions.26/06/15A significant amount of GCSE afterschool sessions took place and were led by EHO and included a Half Term Holiday revision session that was well attended.

G2 Attaining reading age. Use established literacy objectives. Encourage reading through research and presentation. Key words displayed and identified. Ensure all students have access to key words essential to the topic. Review and model responses using ICT and other interactive methods. Understanding of texts through differentiated comprehension

questions.

EHO LM meetings Literacy objectives and key words included on all lesson plans, PowerPoints and displayed on classroom walls. 23/01/15Currently we need to develop: Music review and model responses using ICT and other interactive methods.26/06/15Modelling of responses using ICT has been redeveloped and good resources made. Blooms taxonomy used with questioning.


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A Support staff school alliance School placement provided for Debbie Matthews in December as part

of the School Aliiance Head of department will mentor NQT 2014-2015 Talks with SKN have already taken place to expand the teaching role

of staff within the TSA and plans for possible course content submitted.

EHO NQT mtgs fortnightly

Debbie Matthews visiting 30th Jan and 6th Feb.EHO successfully mentoring NQT who is doing very well. Talks have taken place to offer a SCHITT placement September 2015 and this is a no go. 26/06/15Head of Department (EHO) has successfully mentored NQT (ACO) this year.

B Observations good or outstanding. Ensure that all teachers have a clear understanding of how to achieve

outstanding through reviewing new Ofsted observation framework and reflecting upon Challenge. Use Triad obs, QA and LW to reinforce and check on best practice. Along with NQT criteria.

EHO QA/LM/PM observations and triads.

Triad obs, QA and LW have taken place and will continue to. All members of the team are benefiting from it. NQT observation criteria being used for NQT observations. Both obs have been graded a very good ‘B’ grade. This of course is ongoing until the end of the academic year.

C Differentiation in teaching Ensure learning aids/vocabulary/visual aids supports all. Ensure all tasks allow for extension work/differentiation Ensure that all teachers use data effectively to track progress using FFT

and SISRA data. Ensure this data is used to monitor all students particularly those

underachieving with a particular focus on PP students. Regularly review practice through Faculty meeting – Standing agenda

item. Identify difficulties and resource effectively. GCSE and A Level tracker.

All staff Review regularly.YR9 POS currently being re written for greater access. Ready for Sept 2014

Yr 9 POS re-written and now ‘up to date’ using very current popular music. 23/01/15PP students are identified in lessons. Progress a standing agenda at meetings. 26/06/15PP students are a strong focus of lessons, lesson plans and seating plans.


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D Learning conversation. Ensure appropriate use of VF stamps and student feedback. Green pens

to record ongoing conversations should be evident throughout the work.

Challenging conversation

All staff QA termly. 23/01/15VF has been developed and ongoing.Challenging conversation taking place. 26/06/15Some excellent examples of WWW, EBI and deep feedback is evident in student folders.

E Literacy and Numeracy Ensure literacy aids and subject specific words combined with Blooms

taxonomy is used to reinforce the explicit literacy content in the student’s work.

Ensure numeracy is promoted within lessons.

All staff QA termly. Literacy, Blooms taxonomy and numeracy are promoted within lessons, PowerPoints and lesson plans.

F Mobile devices to enhance learning. Ensure that mobile devices are considered when reviewing POS.

Review schemes of work to allow of mobile opportunities and e-learning.

ACO Ongoing 23/01/15The use of mobile devices has been developed and is ongoing. Further opportunities for e-learning can be developed. 26/06/15Further opportunities for e-learning have taken place for example, important lesson powerpoints and resources have been made available on the portal along with GCSE revision resources, CDs, past papers and mark schemes – highly successful with students who actively accessed them.


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A Rewards Ensure that the rewards system reflect all students achievements. Musician of the month, concerts and praise for attending/performing.

ACO Termly awards.Discussed in Dept.

Reward system/musicians of the term in place, display in the music corridor and communication with home.

B E.safety environment. Ensure that all students using the school internet are made aware of the

schools policy regarding appropriate research. Ensure that the use of ipads with students is properly supervised and no

personal or school information is accessible to students.Ensure that no student uses a staff log in for any purposes. Strictly prohibited.

ALL Ongoing. Review any sites that students can access re: art homework.

E-safety regulations are adhered to.

C Growth mindset. Review POS’s to ensure self-reliance and resilience. Encourage students to take chances in music. Move from their comfort

zone and encourage independent learning through course content. All teachers are responsible for the development and progression of

SEND students.

ALL NQT mtgs Growth mindset POS have been implemented. More opportunities for students to take chances in music via composition and performance based tasks. SML (assistant head teacher for SEND) ensures that we are responsible for the development of SEND students.

D Behaviour for learning. School behaviour policy to be followed in Music lessons. HoD first point of contact.

Set high expectations through the use of the rewards, intervention and mentoring.

All staff - Discuss expectations and make clear behaviour anticipated at the beginning of each year.

Ensure rewards system is tailored to suite the endeavours of all students.

Ensure that students have access to POS and relevant information to support learning including wider studies and extension work for gifted and talented.

Ensure all students can ‘achieve’ in one aspect of their work. Monitor disaffected individuals and use the department reporting

system to review progress.

ALL Termly standing item at Faculty meetings.

High expectations set by music staff. Differentiation in place to support low and high end students. All students have the opportunity to achieve in SOWs.


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Aim – All students to make better than expected progress in every areaPerformance Intention – LeadershipPlease identify your actions here in order to enable you to achieve the PIs.




A Q/A. Ensure that termly QA takes place particularly in respect of marking

and pupil progress. Ensure PM targets reflect those set in the SPP. Reviewed termly.

EHO Termly. QA and book scrutiny taking place and ongoing. SPP discussed in PM meetings.

B All Faculty meetings have standing items including T&L achievement and CPD.

Ensure faculty and department meeting are effectively minuted and targets agreed are implemented and reviewed.

All staff involved in minuting meetings. Action points clearly identified.

ARO Every Faculty Meeting.

NQT and music department meetings are minuted and copies of these sent to ARO and SBR. Action points clearly identified and worked upon.

C CPD Where identified in the SIP or in response to department needs CPD is

effectively implemented either internally or externally.

ARO New spec GCSE and AS/A2 CPD as priority for Sept 2014

23/01/15No new spec for GCSE or A Level.26/06/15Draft GCSE and A Level specifications have been released, nothing has yet been confirmed. Opportunities for CPD are available.

D Intervention programmes. Use the behaviour systems in place within the department / Faculty to

ensure intervention following unsatisfactory PR’s.

ARO LM and Faculty meetings ongoing.

Music teachers are following the school behaviour system. Detentions logged on sims.


Performance Intention – Leadership Member of Staff Monitoring – RAG Review and Evidence to

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Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. Responsible how frequently

and when will this be achieved by?


E Informing and developing areas of the curriculum.

Conduct yearly questionnaires/surveys across the key stages Primary school surveys conducted to inform delivery at KS2 and

review skills, knowledge and practice to be outlined in KS3. Ensure impact and measurability Student Voice will be a standing item at meetings in the summer term. Add information and project details, course outlines etc to the portal

for universal access. New KS5 Section B topic resources to be created by ACO.

ALL

ACO

June 2015 Yearly questionnaire needs to be started at the end of this academic year.

F Academy responsibility Ensure all staff promote a positive working environment. Ensure all displays are effective in describing (visually) effective

learning. Ensure all students (particularly ay GCSE and A’level ) understand the

requirements and the commitment needed to pursue a course. Ensure the rewards system in collaboration with effective intervention

is used to challenge and promote outstanding behaviour. Ensure POS are reviewed to encourage both boy and girl engagement.

Student voice.

ALL QA/LM/LW. Nice working environments. Excellent new displays.

G Collaborate with Governors. Meet yearly in FM to discuss progress. Feedback at governor’s meeting - ARO Email all governors with concert/production dates. Continue to act on governor feedback from concerts.

EHO Ongoing. ARO meets with governors. Emails sent via NBL to governors regarding concert/production dates etc. Excellent governor feedback from concerts.

Faculty/Department/Area: Numeracy


Monitoring – how frequently


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Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. Responsible and when will

this be achieved by?

A To monitor the development of the new assessment system to see how numeracy may fit in the future.

JRi and MRo

July Not yet started

B a) Publicise the numeracy skills identified via the strategy.b) Monitor and support numeracy teaching in all subject areasc) Provide a numeracy programme in iLearn in years 7, 8 and 9

JRi SeptemberJulyJuly

In progress

Started in some subject areas:

Well on the wayC Support teaching staff and LMs as appropriate with advice on numeracy skill

development. Consider differentiated materials.JRi Termly and

review overall in July

Started in some subject areas

D Consider the feasibility of a student self-assessment task on the skills for life list. JRi, HoY and iLearn

Decision by December

Piloted with students in year 9

E Support teaching staff that may have identified students with particular numeracy needs in their subject.

JRi and all Not yet started.Need to advertise this option

F Support teaching staff as appropriate in the development of numeracy applications in their subject areas.

JRi and all Started in some subject areas

G1 Encourage class teachers to be aware of reading age when delivering numeracy tasks. JRi and all Started in some subject areas

G2 Encourage class teachers to be aware of reading age when delivering numeracy tasks. JRi and all Started in some subject areas


Performance Intention – Teaching and Learning Member of Staff



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A Publicise numeracy skills for life to all staff and look to include in the awards ceremonies or gain community recognition.

May pre awards Have spoken with KSa about possibility of awards in award ceremonies.Awards available on portal and tutors of 7,8,9 informed. Need to publicise again, however and monitor popularity.

B Incorporate numeracy element into lesson planning, observations and triad work December and July

Started in some subject areas.

C Increase awareness amongst department heads/numeracy reps and then subject staff what numeracy skills might be expected of students with varying levels.This to be done partly during meetings or via email

JRi September and July


D Encourage and support learning conversations about numeracy where appropriate.Investigate the introduction of a stamp or code to signify on students work that a numeracy conversation has taken place.

JRi, MRo all staff.


Not yet startedE a) Monitor and support numeracy teaching in all subject areas

Encourage the inclusion of numeracy objectives in all lessons where appropriate.b) Provide a numeracy programme in iLearn in years 7, 8 and 9

Support tutors in the delivery of the programme, involving maths staff where possible.

JRi

Mathematics department


Well on the way

Well on the way F Investigate suitable websites or apps which may, in the future, support numeracy

development.JRi Some promising possibilities.


Performance Intention – Behaviour and Safety Member of Staff



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A Provide prizes for competitions set as part of the iLearn programmeNumeracy for life “star of the month”Investigate other possible awardsPossible board of achievement on numeracy.

JRi; MRo Competitions planned for terms 5 and 6.Not yet startedAwards available on portal and tutors of 7,8,9 informed

B Provide examples of websites which are safe to use JRi All of the usual ones used for maths.

C Growth mind-set will be a feature of all activities. JRi, JFe All staff

Well on the way in tutor programme.







G Provide numeracy information to the Governors via line management JRi and MRo

Minutes of meetings provided by MRo.

Faculty/Department/Area: PE & DANCE




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ATO ENDORSE AND IMPLEMENT WHOLE SCHOOL ASSESSMENT SYSTEMS.- To trial the ‘Create Assessment Wheel’ to pupils in Year 7 in order to develop a

meaningful and effective assessment system for the school

- Continue to deliver the ‘Legacy’ assessment levels in Year 8/9 during the process of moving to a new whole school system

- DTh & KPe

- All

December review

On-going

This has been abandoned as the Create Wheel was not pursued by MRo and it was felt it was irrelevant in moving forward with this as method of assessment.We have been working to develop the new assessment statements that link to the new system ready for September. They will work along a ‘mastery’ scale and be linked to GCSE PE criteria and department led foci

This has continued to work effectively in Years 8 & 9 and has been deployed in the short term with the Year 7 while new system is being developed

BALL STUDENTS TO MAKE A MINIMUM OF 3 LEVELS OF PROGRESS FROM

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Aim – All students to make better than expected progress in every areaKS2 TO 4.- The explicit use of PLC/GCSE PE criteria linked into SoW Key Stage 3

- GCSE / A Level PE data tracking linked to predictions spreadsheet and target setting/knowledge of current vs. expected. This to be regularly communicated to pupils and parents (portal)

- GCSE PE intervention programme to include more directed attendance to revision sessions including a ‘revision buddy’ system, grade targeted revision sessions and use of the portal

- All

- DTh & KPe

- DTh/HHWo

- Review at Christmas following term 1/2

We have been working to develop the new assessment statements that link to the new system ready for September. They will work along a ‘mastery’ scale and be linked to GCSE PE criteria and department led foci

This has worked very well and the continual tracking of pupils on exam courses has been highly effective and both GCSE & A Level course are able to track and intervene as appropriate

The revision programme was relatively successful in terms of the current Year 11 cohort. Attendance to the Monday revision sessions remains inconsistent due to other subject commitments or the desire not to attend. The Saturday morning revision session was very successful. I feel we did everything possible to prepare the pupils for this years written exam. The portal was used much more this year which I hope will have a positive effect on the pupils.

This has been reviewed and a more rigorous process was implemented for Year 7 baseline data collection. This is currently being reviewed in preparation for next year.

This has been used effectively including the introduction of newer activities such as Rock-it-ball and removal of activities traditionally lower ability pupils have

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- Review and extension of Year 7 Induction & baseline data collection programme

- Tailored curriculum to focus on appropriate levels of challenge for all by adapting the activities and SoW appropriately

- Creation of a new PE rewards system that reflects a wide range of categories including those making better than expected progress, motivation and extra curricular attendance

- KPe

- All

- HWo

struggled to access such as contact Rugby and Hockey

HWo has really taken this on since February and has now created a very effective rewards system which will continue to grow next year. The incentivised rewards system where each member of staff nominates 5 pupils per term includes a personal postcard home to parents and then a prize draw for different rewards. This include Head of Heights vouchers, Ice skating vouchers and the overall prize being a PlayStation 4 console. A focus next year will be to look at the non participation policy and try to use rewards to reduce the percentage of pupils not taking part in PE


Performance Intention – Achievement Member of Monitoring – RAG Review and Evidence to

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StaffResponsible

how frequently and when will this be achieved by?


CALL PUPIL PREMIUM STUDENTS TO MAKE ACCELERATED PROGRESS. ALL STAFF TO ENSURE THIS HAPPENS- Pupil premium students targeted through data analysis following assessment periods

and appropriate interventions put in place

- All LM meetings to have standing agenda item to focus on Pupil Premium students and individual interventions and actions

- All

- DTh & KPe

- Ongoing

- Review at October to check progress

This has not been achieved and a greater focus must be put to analysing this data.All PP pupils have been supported financially if required with kit and equipment throughout the year to support this learning and progress

DALL STUDENTS (BOYS, GIRLS, SEND, GAT, CLA, EAL AND LEVEL 4 STUDENTS) TO BE AWARE OF THEIR TARGETS, THEIR CURRENT POSITION AND HOW THEY NEED TO IMPROVE. ALL STAFF TO ENSURE THIS HAPPENS.- Regular pre/during/post assessment ‘learning conversations’ to discuss current

position and how they improve linked to PLC/GCSE PE criteria

- GCSE PE and A Level pupils to have regular discussions relating to predictions spreadsheet linked to both practical and theory elements of the courses. This to be regularly communicated home

- All LM meetings to have standing agenda item to focus on target setting for students and individual interventions/actions

- All

- DTh & HWo & KPe

- All

- Ongoing and at end of each activity block

- Ongoing & after eacn PR session

- Twice weekly meetings and twice fortnightly LM meetings

Evidence of this from LM appraisal observations and Q&A feedback has been very positive

Evidence of this from LM appraisal observations and Q&A feedback has been very positive. Contact has been made home regarding this information and how it is broken down in the various elements of the exam courses

All LM meeting include these discussions


Performance Intention – Achievement Member of Monitoring – RAG Review and Evidence to

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StaffResponsible



EALL UNDERACHIEVEMENT IS TO BE CHALLENGED AND INTERVENTIONS PUT IN PLACE TO IMPROVE PERFORMANCES WITHIN THE FOLLOWING TERM. ALL INTERVENTIONS TO BE EVALUATED AND SHOULD INCLUDE PARENTAL INPUT.- The ‘COGS’ to be extended to focus on targeting a wider range of year groups and

pupils.

- Post PR review by all staff and relevant interventions put in place following Dept & LM meetings

- More rigorous half termly review of participation and progress with regular communication home via a tiered process to include verbal and written methods

- BTh

- All

- DTh & KPe (All)

- Christmas once pupils identified and programme started

- Post PR sessions

- October & termly

This has not been implemented as it was last year. BTh has working on her Confidence Coaching work including Bikeability, Westonbirt, and Primary School projects. I am rethinking how this can be implemented at the moment

All LM and PE meetings include discussion regarding this following PR sessions

Not fully implemented across all staff and year groups. The need to improve communication with parents still stands in particular with those who persistently do not take part in PE.

Postcards home linked to rewards system is one way forward with this though.


Performance Intention – Achievement Member of Monitoring – RAG Review and Evidence to demonstrate PI

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StaffResponsible


achieved.

FALL TEACHING STAFF TO PROVIDE APPROPRIATE CHALLENGE TO ALL LEARNERS IN ALL LESSONS THROUGH DIFFERENTIATION BY TASK, RESOURCE AND OUTCOME- The embedded use of PLC/ GCSE PE criteria linked into SoW

- To trial the ‘Create Assessment Wheel’ to pupils in Year 7 in order to develop a meaningful and effective assessment system for the school

- Tailored curriculum for all groups to focus on appropriate levels of challenge for all

- All

- DTh (All)

- All

- Christmas & ongoing after activity blocks

- December following trial

- Ongoing

As above new system currently being finalised for September

As above (A)

As above (B)

G1AWARENESS AND INTERVENTION TO BE EXPLICIT FOR STUDENTS WHO HAVE A READING AGE BELOW 9.6.- All staff to be aware of pupils with reading age below 9.6 and put appropriate

interventions in place where relevant

- Use of Dept meetings linked to SEN representatives to share information and best practice

- All

- SHl

- Ongoing

- Dept meetings

As above

SHl continues to feedback all relevant SEN info from meetings at all PE meetings


Performance Intention – Teaching and Learning Member of Monitoring – RAG Review and Evidence to demonstrate PI 124



StaffResponsible


achieved.

A ALL STAFF TO SUPPORT THE DEVELOPMENT OF THE TEACHING SCHOOL ALLIANCE.- Schools Direct Trainee & Bath Spa students to be fully integrated into the

department to allow for effective impact on trainee and department

- Pupil Leadership Programme (Power of 10) - NEW for 2014-15 we are designing a leadership programme which trains young leaders from KS3&4 to plan and run many of our festivals

- Extension of ‘Feeder Primary School’ programme to include the collection of meaningful baseline data in Year 5 & 6.

- Targeted intervention for key groups in Feeder Primary Schools identified by data collection during this year in preparation for Sept 2014 e.g. G&T/Movement groups

- High Profile our Network of Professionals - Sports Club Podium. To develop a system of ‘Networking & Club Links’ to improve the links between the school and sports clubs.

- Comprehensive Competition Calendar to offer a wide range of sporting festivals to Feeder Primary Schools

- PDa

- PSm

- PSm

- PSm

- DTh & PSm

- PSm

- PSm

- July 2015

-

- Begin in September & review February

- Completed in summer term 2015

- Ongoing – summer term

- Ongoing

Highly effective ITT programme being implemented

(No Bath Spa trainees coming now)

Power of 10 Group has been selected and have now been involved with running a Netball Festive, Swimming Gala and other Primary School events

Not yet able to implement but opportunities are looking limited at this time



The calendar of events and festivals has run very effectively this year and included the ‘Power of 10’ pupils

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- Gifted & Talented Programme - includes free CPD in Spring & Summer terms. This is to be used to support teachers when identifying G&T students and is followed up with G&T camps for these pupils providing them with high quality coaching

- Networking – Utilising ‘KEY’ partners to raise standards

- Teacher CPD – SSCo to lead two staff meetings / twilight sessions for whole staff CPD. Using information from audit to improve knowledge, confidence & raise standards in teaching across school

- PSm

- DTh & PSm

- Ongoing – using Leadership Programme pupils

- Summer 2015

- Ongoing


KEY partners and club links used to deliver festivals and CPD sessions with staff

Phil has continued to run staff CPD events including training on the Create Wheel Primary Schools

B 100% OF LESSONS OBSERVED TO BE JUDGED GOOD OR BETTER.- Continue to maintain long standing record of achieving 100% of lessons as

good or outstanding in all areas of the department

- Introduction of department reviews to include sharing or best practice and peer observation

- Development of resources to focus on Solo Taxonomy to be incorporated into SOW

- Extension of monitoring sheets in GCSE & A Level PE to include ‘Prove it Log’s’ to encourage action taken on learning conversations and feedback.

- DTh

- PDa/DTh

- PDa

- DTh & KPe

- Ongoing through LM observations. LW’s and department observations

- Begin in October – ongoing

- October - completio

Evidence from LM appraisal observations

This has been taking place with staff regularly observing others to share best practice

A Level PE have been taught this concept by PDa but it is not yet across the department

Year 10 GCSE class (DTh) using Prove It Logs really well

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Aim – All students to make better than expected progress in every arean ongoing

- Ongoing – PPE & Final written exams

Feedback policy being applied much more effectively with Year 10 classes in GCSE & A Level

C ALL STAFF TO USE DATA EFFECTIVELY TO INFORM DIFFERENTIATION IN THEIR TEACHING.- Make use of all relevant data from SIMS, Sisra and department generated to

differentiate teaching and SoW to ensure maximum impact on progress

- In KS3 regular standardisation of data following Progress Reports to ensure consistency and highlight underachievement/intervene

- All pupils achieving below targets at Progress Reports will be highlighted and discussion had at department and LM meetings regarding actions required

- All

- All

- DTh & KPe

- Post each PR session – ongoing

- Each Dept & LM meeting

- As above

As above Achievement (A)

D ALL STAFF TO DEMONSTRATE EVIDENCE OF APPROPRIATE AND EFFECTIVE LEARNING CONVERSATIONS WITH STUDENTS.- Extension of monitoring sheets in GCSE & A Level PE to include ‘Prove it

Log’s’ to encourage action taken on learning conversations and feedback.- DTh,

HWo & KPe

- Ongoing – PPE & Final written exams

As above T&L (B)

E LITERACY, NUMERACY AND ELEARNING TO BE DEVELOPED IN ORDER TO IMPROVE TEACHING AND LEARNING ACROSS THE ACADEMY.- Literacy displays to be used more explicitly to highlight key words relevant

to the subject/activity

- PDa - Displays now in place and to be used in lessons & SoW

They are now up in the PE corridor (we are having problems with them falling down)

F ALL STAFF TO ACTIVELY ENGAGE WITH MOBILE DEVICES TO

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Aim – All students to make better than expected progress in every areaENHANCE LEARNING.- Use of iPad and mobile devices to be more integrated into practical lessons

where appropriate.

- The use of a wide range of applications to enhance learning such as Ubersense, Padlet, and Aurasma to enhance learning in lessons

- All

- All

- Ongoing

- Ongoing

Staff are using the mobile devices into lessons and extra curricular activities. The focus has been on using them only to enhance learning and not to pressure to use when not appropriate

PDa has used Aurasma very well in A Level PE classes







A ENSURE THAT STUDENTS’ ACHIEVEMENTS ARE RECOGNISED BY THE REWARDS SYSTEM.- Develop the potential use of the Kiosks across the school to raise the profile

of PE and include the opportunity for rewards

- Creation of a new PE rewards system that reflects a wide range of categories including those making better than expected progress, motivation and extra curricular attendance

- SWh

- HWo

- Achieved by Jan 2015

- Ready for Jan 2015

Rob- Athletics & Football, Primary Swimming Gala evidence on kiosks

Some football teams have received kiosk rewards for representing the school in a fixture

BTh’s confidence intervention – evidence on larger screens

SHl – Interhouse scores/photos on larger screens

Holly has developed a new rewards system that is based on staff nominating 5 pupils per half term who are sent a ‘personal’ postcard home congratulating them on their efforts in PE. This could include progress, effort, helping others etc. They are then entered into a draw for prizes such as Head 4 Heights vouchers, Ice skating vouchers etc. The prize for the end of year in a PlayStation 4 which was given to the school following success in

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Aim – All students to make better than expected progress in every areathe Yr8 football.

Holly has coordinated this excellently and will continue to develop next year.

B CREATE AN E-SAFETY ENVIRONMENT THAT PRIORITISES THE OPPORTUNITIES OF NEW TECHNOLOGIES, BUT EQUIPS STAFF AND STUDENTS TO BE SAFE ONLINE.- Make use of PE social media such as Twitter to further promote the

department and our activities both during curriculum and extra curricular activities

- Make better use of the school portal and website to promote and communicate the department activities and successes.

- The use of a wide range of applications to enhance learning such as Ubersense, Padlet, and Aurasma to enhance learning in lessons

- Research further applications and ICT in order to increase pupil interaction and involvement in the use of iPad’s

- SWh

- SWh

- All

- All

- Ongoing – Easter 2015




Twitter has been used well top promote PE success and information. This must become more consistent each week and cover all the areas the department needs it to including lesson information, revision, extra curricular information.

This has not been developed fully and must be a focus next year

As above – but can still work to implement further in to lessons where approproate

C ALL STAFF TO MODEL AND PROMOTE ‘GROWTH MINDSETS’ FOR ALL.- All staff to encourage a Growth Mindset in all areas of teaching and

profession.

- All - OngoingGrowth Mindset display in PE corridor is as far as we have moved on this in terms of explicit displays

We do always promote a growth mind-set in all PE lessons by the way we deliver activities and offer competitive opportunities

129


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: PE & DANCE






D ENCOURAGE OUTSTANDING ‘BEHAVIOUR FOR LEARNING’.- Creation of a ‘Behaviour for Learning’ model for PE to be developed

highlighting key desirable behaviours to be successful in the subject and make more progress

- All staff to model the ‘Behaviour for Learning’ in all aspects of their teaching and professional outlook

- DTh

- All

- Created by October 2014 – reviewed Easter 2015

- As above

KPe has carried out staff and student voice activities on this and the ‘Behaviour for Learning’ model is now ready to implement for September. This is later than first planned but is now a working document that can be used with all pupils.







A ALL ACADEMY LEADERS TO USE EVIDENCE FROM ALL QA PROCESSES TO ENSURE BETTER THAN EXPECTED PROGRESS.- All QA procedures to be followed where appropriate to include all feedback

being given during LM and Dept meetings.

- All department staff to carry out work scrutiny across all year groups including KS3 standardisation of levels and assessment in addition to current KS4 work scrutiny

- DTh

- All

- Twice weekly meetings & LM Meetings ongoing

Have found it quite difficult to be able to carry out effective QA & Learning walks due to time constraints particularly in GCSE PE lessons where DTh teaches when other staff are teaching

All staff are having regular appraisal meetings with line manager.

130



- Termly QA Work Scrutiny & LW’s

KS4 & 5 work scrutiny has been carried out as planned with all groups/teachers been focused on.

Getting used to the new Perspective system has been more demanding and there need to be more focus on staff training on the system and ensuring it is updated regularly

B ALL LINE MANAGEMENT, FACULTY/DEPARTMENT, SML, C&L, HEADS OF KEY STAGE, LMS, SEND, BTEC, ICT MEETINGS TO HAVE STANDING AGENDA ITEMS THAT INCLUDE T&L, ACHIEVEMENT, ELEARNING AND CPD NEEDS. HOY MEETINGS MUST ALSO INCLUDE SAFEGUARDING AS A STANDING AGENDA ITEM. ALL MEETINGS MUST BE RECORDED AND ACTION POINTS MADE CLEAR.- All LM and Dept meetings to include standing agenda items to cover all

areas of the department

- All - Twice weekly meetings & LM Meetings ongoing

As above

C WHEN INFORMAL AND FORMAL CPD TAKES PLACE, IT IS RECORDED, EVALUATED AND SHARED APPROPRIATELY.- All LM and Dept meetings to include standing agenda items to cover CPD

and all opportunities are evaluated and shared through Dept meetings- All - Twice

weekly meetings & LM Meetings ongoing

-

As above

Faculty/Department/Area: PE & DANCE131








D FOLLOWING TERMLY PROGRESS REPORTS, ALL ACADEMY LEADERS TO ENSURE THAT INTERVENTION PROGRAMMES HAPPEN, TARGETS SET ARE MET WITHIN THE FOLLOWING TERM AND ARE EVIDENCED.- Make use of all relevant data from SIMS, Sisra and department generated to

differentiate teaching and SoW to ensure maximum impact on progress

- In KS3 regular standardisation of data following Progress Reports to ensure consistency and highlight underachievement/intervene

- All pupils achieving below targets at Progress Reports will be highlighted and discussion had at department and LM meetings regarding actions required

Post PR analysis has taken place and staff have worked to differentiate teaching and put interventions in place for specific pupils

SOW and curriculum plans have been adapted to meet the needs of all pupils, in particular for new pupils in Year 7.

PE meetings used to regularly discuss pupils who are causing concern.

E ALL ACADEMY STAFF TO USE STAFF/STUDENT/PARENT/COMMUNITY FORUMS EFFECTIVELY IN ORDER TO FREQUENTLY INFORM, DEVELOP AND IMPROVE ALL AREAS OF THE ACADEMY.- Carry out regular Student and Parent Voice opportunities to gather feedback

on all areas of the department including curriculum developments and extra curricular provision

- RBu - Termly Student voice has been carried out recently regarding the new rewards policy being looked into by HWo

Other student and parent voice activities require further attention


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F ALL ACADEMY STAFF ARE LEADERS AND TAKE RESPONSIBILITY FOR EXCEPTIONAL STANDARDS AND BEHAVIOURS IN THE ACADEMY, AND FOR PARENTAL COMMUNICATION.- More rigorous half termly review of participation and progress with regular

communication home via a tiered process to include verbal and written methods

- DTh (All)

Very good level of discipline being maintained with a low percentage of detentions and incidents requiring attention or contact home

KPe developing new Behaviour for Learning policy to compliment this

This must still be a focus to improve the amount of contact with parents/carers to ensure all issues are dealt with. This is important with a new HOD starting in September



DTh Ongoing. DTh attended a Governors sub committee meeting to present

Governors visit recently seemed to be a success

Faculty/Department/Area: Personalised Alternative Curriculum

133







A To track progress in all areas New College, Swindon College, Lackham and other outside agencies, for each student and for each term.

HMC Written reports and constant email/ text contact. Ongoing

Copies available of all contact

Qaulity of New College reports was poor and made tracking difficult. Good standard from Swindon and Lackham.

C To encourage and promote self-awareness and confidence in all pupil premium students. HMC Completed each lesson throughout the year

Pupils themselves

E To continue to evaluate interventions and the resulting improvements HMC Completed each lesson with improvements seen in other core subjects as well

Results from core subject tests and coursework

Informal feedback from students frequently.

See Q5 Survey completed by MWr.

F Students will have differentiated tasks and challenges to complete HMC Completed constantly throughout each lesson

Evidenced in PAC folders

G1 Reading skills tasks will be present in lessons to allow continued improvement. HMC Monitored weekly in informal tasks

Constantly encouraged in all lessons.

Students taken through Func Skills in English by RDe.

G2 When new vocabulary is used there will be specific tasks associated with it to encourage understanding and learning.

HMC Constantly encouraged in all lessons.

Faculty/Department/Area: Personalised Alternative Curriculum134








C Use of data to set tasks appropriate to individual students HMC; Data used both in school and sent to colleges to allow appropriate tasks for each individual pupil

Data sheets for each yr group.

See above re problems with Public Services Course at New College.

D Verbal feedback given at all opportunities to students HMC; Constantly Talk to pupils

E Lit/Num and eLearning to be present in all lessons as part of the PAC ethos HMC; Constantly Constantly encouraged in all lessons.

F To continue to use ICT to enhance all work set within the PAC remit HMC; Not easy to achieve as ICT provision limited







B Present at all times HMC; I am present in all lessons all the time

No behavioural problems

C Tasks and Challenges set to promote skills such as problem solving, improving own learning, working with others

HMC; Monitored each lesson as these pupils find it hard to do

Selling of Valentines Roses task

D All students will have clear guide lines what is ‘good behaviour’ HMC; Students know how to dress and how to behave in PAC lessons

No removals or exclusions with HMC.


135








G Meet yearly during Governors Visit to discuss progress. Feedback at Governor’s Sub Committee meeting.

HMC

Faculty/Department/Area: Personal Development

136







A To continue to use LM feedback on success criteria forms to improve tasks and challenges

HMC Throughout academic year Reviewed after each PD Day.

F To ensure that all challenges and tasks set have good differentiation to allow lesson objectives to be effectively achieved.

PD team Team to review outcomes after each PD day

Reviewed after each PD with student and LM input.

G2 Introduction of all specific vocabulary for PD day to be embedded PD team Continually Tutors deliver this.






B Lesson Observation to be completed with the PD day to record the successful delivery of PD

PD team Throughout year Informal Obs carried out each PD Day with formal for H&GEd.Reviewed at each Team Review meeting

D Verbal feedback from students to tutors and LMs to be recorded and acted upon in review meeting

PD team Throughout year Evidence from all HOYS and LMS on the PD Day events and activities.

E Lit and Num to be continually integrated into PD day tasks PD team Throughout the year As above.

F Use of ICT to be promote within e safety environment PD team E-Safety sessions and risky behaviour sessions.

Also Year Group sessions carried out for Parents on E-Safety.


137








A House reward system used to recognise achievement HMC On all 5 days Continuously done – see Board in the Street.

B E Safety discussed when using ICT during PD days PD day team Throughout the year As part of PD protocols.







A Use of Learning Walks during PD Days will give Lead Practitioners evaluation on activities and learning processes.

HMC, PD Team and HOYs

Lead Practitioners are always present when their activities are run so informal LWs completed. LWs carried out by H&GEd.

B All PD Meetings to have standing agenda items including Teaching and Learning.

HMC The quality of the Learning and the activities are always reviewed by the Team.

C All internal and external training given to staff members for PD related areas will be recorded.

HMC and PD Team All recorded.

G Governor Presentations when required. HMC Annually Louise Warwick has been in.

Faculty/Department/Area: Personal Development – Enterprise & Finance

138







F Personal Finance Lessons to be developed for Y8 & Y9. Functional Maths skills will be taught and differentiated in the same way as in Maths.

JRe Y8 Y9

Year 8 & 9 PD days included functional maths lessons allowing students to understand the concepts of income and expenditure

F Incorporate functional numeracy into every PD Day for every year. JRe End of School Year 2014-2015

Every PD included functional maths lesson.

G1 2 levels of case Case Studies to be developed for Y8 Personal Finance. JRe Case Studies included in the Year 8 PD Day. Students discussed what they would do differently






C Develop differentiated resources to be used appropriately on all PD Days JRe Throughout the year.

All functional maths lesson were differentieated with different scenarios being created for different levels of students. In addition for Year 7 a separate lesson was developed which allowed students to engage in a more hands on approach to learning about finance,

Faculty/Department/Area: Personal Development – Enterprise & Finance

139








A Incorporate at least on element of competition (with certificates/prizes for winners) into each full Enterprise\Finance PD Day, designed to promote engagement of topics being taught. Points will be awarded to houses for winning and achievements on the day.

JRe Throughout the year.

Winners announced in House Assemblies and Tutor time.

Prizes and house points have been awarded for the best money savings pot for Y7, the best idea for a box for Y8 and the best tenner idea for Y9.

D Develop additional Enterprise achievements which will be integrated into the schools Kiosk system.

JRe Throughout the year.

Kiosk awards will be entered for Y9






E Arrange with HoYs post PD tutor teams meetings with an aim to gathering tutor\staff feedback on the Enterprise and Finance content and that all students are making progress. Do we need to differentiate further? Do we need to spend longer on content?

JRe Throughout the year

Feedback has been received from all PD days and will be used to improve future events.

F Evidence of Enterprise events to be posted on RWBA website and school newsletters.

JRe Throughout the year

Success of Y7 enterprise event in local newspaper

Faculty/Department/Area: Personalised Learning

140







A To endorse and implement whole school assessment systems. Assessment to be relevant to schemes of work and carried out in order to inform correct attainment

on the PR’s. Reading to be assessed annually at KS3 using NGRT external test. Development of PLC’s for KS3 Catch Up. Development of KS2 L4 & L5 PLC’s to support learning for Level 3’s and below. To be conversant with the PLC’s used for English & Maths to support SEND students. Use of specialised tests to ensure progress is made regarding reading, writing & spelling for

students in the Launch Group. Any SEND students receiving Level 3 or Level 4 for their attitude to learning to be supported

through being put on report as well as 1:1 mentoring by a Learning Mentor.

STh, RWi, JSu

RWi, SMl, SMLSMLSMLSTh

LM’s

September 2014

Ongoing

Still some high levels in some subjects unrealistic when looking a reading ages

RWi/AKn observing testing

B All students to make a minimum of 3 levels of progress from KS2 to KS4. Inclusive first quality teaching a priority. To ensure that all students achieve FFT targets. All students to have a reading age of at least 9yrs 6m. Improve tracking/monitoring/reporting and evaluate SEND/G&T/CLA/EAL each term. Ensure all staff are trained in the use of SISRA. Demonstrate the impact of effective intervention strategies at KS3/KS4/KS5 giving clear baseline

data and evidencing progress made at the exit point. Further develop the SOW for Launch programme at KS3 accounting for Level 2’s and below. To continue with the after school homework club Monday – Thursday from 3-4pm led by the

Learning Mentors. Encourage a ‘mind set’ of the Academy day ending at 4pm. Letters home. Ensure students are given a personalised curriculum as necessary e.g.VI students have rest breaks;

dyslexics are supported either individually or in a small group by the Specialist Teacher; ASC students have access to a quiet room when anxiety levels significantly increase.

Ensure ELP (Enhanced Learning Provision) students are appropriately supported and challenged through the use of the top-up finding. This needs to be reported to Wiltshire SEND 0-25 Service.

Ensure PAC students who miss core subject lessons due to college placements are supported when they have days in at the Academy.

Liaise with the Wiltshire Virtual School and Swindon LACES regarding Looked After Children (CLA). Need to add Surrey Virtual School re. Yr8 LAC.

Liaise with GWH School Unit, Riverside, EOTAS home tuition provision, Rowdeford School, Greatwood, Swindon College, New College, Chippenham College and Lackham College regarding our students who are educated off site to ensure effective progress.

To support with Speech and Language for those who have been referred to the S&L Service and

STh, RWi, JSu & all staffRWi/SMLSMLSMLSML

STh, RWi, JSu

LM’s

SML & LM’s

SML

SML

SML

SML

Termly

October 2014

Ongoing

September 2014

November 2014

Ongoing

Ongoing

Ongoing

Keep reminding all teachers of thisSignificant SEN students will possibly not attain 9y 6m

Very successful

LM’s work really hard to achieve this

Wiltshire LAC significantly improvedEffective

Outstanding

141


Aim – All students to make better than expected progress in every areaalso students highlighted as a concern across all key stages.

Emotional Literacy small group support to be embedded in the curriculum to assist further with progress. (2 x LM’s currently part way through the ELSA qualification).

Support groups for ASC students to build on strategies to enable effective learning at all times.This is in place for Year 8 and several individuals across all year groups. Support being being revisited now that JSo has returned to work.

Pupil feedback/questionnaires to be used at KS3 & KS4 to inform teaching.

ASo

JAl/ASo

JSuSML

Termly

Every 6 weeks/termly

After each sessionJuly 2015

practice

Excellent start. 2 groupsJody Summers long term absence

C All Pupil Premium students to make accelerated progress. All staff to ensure this happens. All Pupil Premium students who are SEND are now highlighted on the Personalised Learning

Register and all staff should be aware of them in their teaching groups. All teachers/Learning Mentors to track progress of Pupil Premium student and if underachieving

should have a conversation within the Year team meetings with HoY, SM, LM’s & SENCO. Underachievement will involve putting in place strategies to overcome any issues in consultation

with Tutor, subject teachers, HoY, SM, LM’s and parent/carer.

ALL

ALL

ALL

Termly

Termly

Termly

All staff very much in control of this. Regular Year Team meetings very valuable.

D All students (Boys, Girls, SEND, G&T, CLA, EAL and Level 4 students) to be aware of their targets, their current position and how they need to improve. All staff to ensure this happens. SEND students to be tested at 6 monthly intervals and students to be aware of their reading age,

spelling age, comprehension age and writing speed as well as NC level for all subjects. To be given strategies to improve scores for reading, spelling & writing.

Students with a reading age of below chronological age to be given strategies to improve. SEND students to be targeted with a reading programme in four iLearn sessions per week.

Assessment sheet at front of Launch exercise books Personal achievement page at back of Distar reading book. To make more enhanced use of SISRA to determine progress across curriculum areas for all SEN

students. Yet further rigour and systematic target setting between teaching staff to determine Progress

Report for each student. To discuss at SEND Department Reps Meetings to ensure consistency across departments.

To continue to improve the transfer of data for Yr6 SEN/vulnerable students. To ensure students are supported in their transition from KS3 to KS4 and from KS4 to KS5.

Continue with the Year 9 Transition Information Evening early July 2015 and continue the individual meetings with student/parent/Head of Yr12/Head of Sixth Form as necessary.

To carry out the legal requirement of a ‘My Plan’ (previously referred to as an Annual Review) meeting for all students with an Education Health Care Plan (EHCP).

To carry out the legal requirement of a review every 6 months for CLA students. G&T Students to be highlighted using CAT data as well as discussions with and nominations by

subject areas. All G&T to be challenged appropriately by all staff.

STh

SML/LM’s

STh/RWi/JSu

SML

SML

SML

SML

SMLSVa

Every 6 months

Every 2 weeks

September 2014

Ongoing

Ongoing

June 2015

December 2014 – March 2015

September 2014

Evidenced on the Portal.

SML very conversant with SISRA but not STH/RWI/LM’s

All legal requirements. Up to speed with new SEND documents.

Not consistent amongst all staff

142


Aim – All students to make better than expected progress in every areaE All underachievement is to be challenged and interventions put in place to improve

performances within the following term. All interventions to be evaluated and should include parental input. Phone call home, email home, put on report. 1:1 mentoring through Pupil Premium. Support from external agencies (CAMHS, SSEN, SEND 0-25 Lead Worker, Psychology

Services and Parent Support Adviser) for a more specialised type of support for our ASD/SCD/MLD/SLC/EBD/ADHD/ students.

Consistent intervention across all subject areas for SEND students to be improved by all staff taking on board the strategies sent to them.

A well organised environment with clear routines and expectations. Strategies to support SEND students in lessons highlighted on the PLT Register in SIMs. One Page Profiles in place for all EHCP students and those placed within SEND Support who has

a significant need (to be found attached in SIMS and hard copy in student planner).

ALL Ongoing

1st September 2014

Not consistent across departments.

Liaise with External agencies well

Achieved and working well.

F All teaching staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome. Termly reviews and QA to ensure best practice. Lesson observations as part of the appraisal process. Multisensory teaching strategies to be used. Use of ICT to inspire learning. Only 3/10 laptops now function in LS2. Can book CLC but

very limited availability. Inhibiting the effective learning of our SEND students who like continuous change and a variety of activties. Walking to the CLC and other ICT rooms is a waste of lesson time. Their computer interaction time may be 10 minutes, then return to a written/reading task and then move back to the computer to undertake another activity.

Nessy Learning Programme a great resource to challenge all SEND students; extremely differentiated. A great resource but limited ICT in lessons to use it other than maximum of 3 students at any one time.

DISTAR, Rapid-Plus & Rainbow Reading scheme for phonics and comprehension activities. Specialist Teacher, SEND teachers, Learning Mentors and One-to-One teachers to support subject

teachers in differentiating work for our very low NC level achieving students. 1:1 Teacher intervention programme. EAL support for students. 1:1 SLC support for students. All teachers/Learning Mentors to have an awareness and understanding of ASC.

STh, RWi, JSu

ALL

JSmLLeASoALL

Termly

Termly

Every 6 weeksTermlyTermlyOngoing

NESSY LEARNING STILL NOT WORKING

ACCESS TO LAPTOPS IN LS1 & LS2 very limited

Lots of materials on ASC, also evening parent support meetings.

G1 Awareness and intervention to be explicit for students who have a reading age below 9.6. All underachieving students to be targeted with regular reading programme in iLearn time 3 or 4 days a week. Students to be encouraged to read a variety of resources: emails, texts, newspaper, magazine,

LM’s

ALL

Ongoing

Ongoing

143


Aim – All students to make better than expected progress in every areaGoogle extract, as well as fiction and non-fiction books.

Reading support materials to be sent home. Liaise with parents/carers on how to support their child. Encourage use of the school library and public libraries. Ensure all teachers review teaching resources to ensure that language is appropriate and key

concepts are comprehensible. To be responsible for the organisation of Access Arrangements for examinations.

ALLASt

ALL

SML/SHi

Ongoing

Ongoing

March 2015G2 All staff to support all students to attain a reading age above their chronological age.

Reading/comprehension is a priority in all lessons. To encourage reading at home for at least 15 minutes through regular consultation with

parents/carers. To withdraw SEND students during iLearn for individual and group reading activities. To improve the standardised score in reading, spelling & writing by 2 points every 6 months.

*Please see additional details from Rachel Williams, responsible for Reading Across the Academy, regarding supporting Level 4 reading at KS3 & KS4.

ALL

ALL

ALL

ALL STAFF

Ongoing

Ongoing

January & June 2015

Termly

Not all have achieved this


Performance Intention – Teaching and Learning Member of Staff Monitoring – how RAG Review

144




and Evidence to demonstrate PI achieved.

A All staff to support the development of the Teaching School Alliance. SENCO to deliver training on SEND 0-25 to primary and secondary PGCE trainees: “The legal

responsibilities and professional duties of a teacher – Inclusion” Specialist Teacher to lead session on SpLD (Dyslexia) to trainees CPD between North Wiltshire Federation Primary & Primary SENCO’s put in place for Terms 1,

3 & 5 for 2014-15 for sharing of good practice and to plan for KS2 Transition.

SML

STh

SML

October 2014

October 2014

October 2014, January & May 2015

B 100% of lessons observed to be judged good or better. To continue to achieve 100% of lessons observed with at least good or better. Ensure continuous sharing of best practice within department through lesson observations and

dialogue between teaching staff. Use of Bloom’s Taxonomy to aid questioning and higher thinking for students in lessons,

especially G&T. Awareness and understanding of the needs of students with a diagnosis of autism, as well as

behaviour, emotional and social difficulties, speech & language and communication difficulties, dyslexia and mental health to enable effective teaching and learning.

Effective use of the Learning Mentors in all lessons. All SOW to include: clear objectives; how will students make progress; challenge for all; literacy

& numeracy objectives; reading & comprehension targets.

ALL

ALLALL

ALL

LM’s & all teachers

STh, RWi, JSu, ASo

Ongoing

OngoingOngoing

Ongoing

Ongoing

September 2014

SEND awareness – most staff good

Reading & comprehension targets not always evident

C All staff to use data effectively to inform differentiation in their teaching. Ensure inclusive first quality teaching by all using the Graduated Approach (assess, plan, do,

review) as an integral part of the new SEND 0-25 framework. Use of FFT and PR data to regularly track progress To target accelerated progress through tight evaluation To problem solve where a student is not making adequate progress Use of RAG rated grids that are updated each term

SML

SML

September 2014

Termly

Working on this; the principle is in place.Wiltshire GRSS document usefulMore consistency


Performance Intention – Teaching and Learning Member of StaffResponsible



145


Aim – All students to make better than expected progress in every areaPlease identify your actions here in order to enable you to achieve the PIs. will this be achieved

by?to demonstrate PI achieved.

D All staff to demonstrate evidence of appropriate and effective learning conversations with students. Learning conversations to be evidenced in student folders on a pro-forma Students with poor working memory to record their learning conversations to a folder on their

mobile device.

ALL Ongoing

E Literacy, numeracy and e-learning to be developed in order to improve teaching and learning across the Academy. Literacy and numeracy objectives informed in all lessons where appropriate and relevant. All Personalised Learning classrooms to have objectives clearly displayed. Literacy to form an integral part of the daily iLearn programme.

ALL

RWi

Ongoing

September 2014

F All staff to actively engage with mobile devices to enhance learning. To have a resource bank of appropriate SEND/G&T apps to support learning. Needs to be

developed more. Good liaising with 1:1 with students Further use of Socrative to ensure all students are actively engaged and learning in class. Learning Mentors to seek advice from Wiltshire Visually Impaired Teacher on use of iPad for VI

student. iPad requires Wi-Fi to access resources and requires functioning email so that teahcers can send resources through to be enlarged.

Kindle app to be effectively used by students to support reading.

STh, RWi

ASo

ALL

December 2014

Ongoing

October 2014

iPad issue/Wi-Fi issue


Performance Intention – Behaviour and Safety Member of StaffResponsible



146



by?to demonstrate PI achieved.

A Ensure that Student’s achievements are recognised by the rewards system. Reader of the Term award to further encourage reading. One from each year group that must

reward effort but not necessarily attainment. Use of Kiosk to reward reading success. Change wall displays frequently and display students work. Publish good work in the Academy Newsletter. Create a Personalised Learning web page to celebrate student success.

RWi

STh, RWi, JSu

SML

Termly

Termly

October 2014

B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe on-line. Clear procedures for the use of iPads/devices in lessons following SGi’s guidelines. Monitor use of iPads/devices when used in lessons for researching materials. Learning Mentors monitor use of computers during supported homework sessions.

ALL Ongoing

C All Staff to model and promote ‘growth mindsets’ for all. Ensure all teachers/Learning Mentors responsible for individual and small group SEND lessons

give frequent formative feedback All activities to have high levels of challenge All students to be encouraged to make mistakes in their learning All teachers/Learning Mentors to reward effort and not attainment

ALL Ongoing

D Encourage outstanding ‘behaviour for learning’. Structured, clear, consistent and differentiated strategies for learning in all SEND & G&T

activities in and out of the classroom. Use of SIMs to log all concerns; communication with Tutor, HoY, Student Manager, Learning

Mentor and Parent/Carer. Liaise with HoY/SM to monitor report cards given to SEND/G&T students. Explicit rules for the use of LS1, LS2 or LS3 at break-times and lunchtimes for vulnerable

students.

ALL Ongoing Some excellent practice but not consistent





Monitoring – how frequently and when will this be achieved

RAG Review and Evidence to demonstrate

147


Aim – All students to make better than expected progress in every areaby? PI achieved.

A All Academy Leaders to use evidence from all QA processes to ensure better than expected progress. To ensure QA is carried out according to the QA calendar schedule and that results are evaluated

and teaching and learning is reviewed. To share data with Personalised Learning Team. Staff to have Performance Management targets that are areas of development as evidenced in the

SIP.

SML Ongoing

B All Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LM’s, SEND, BTEC, ICT meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear. Meeting with all Learning Mentors weekly to discuss strategies for supporting our SEN students

as well as discussions about EAL, LAC, FSM students when necessary. Meet with the 3 new Learning Mentors weekly for induction programme. Meet with Year Learning Mentors, HoY and Student manager every other week to discuss

progress of our SEND students. Meet termly with Head of English, Maths & Science to ensure Core Subject Learning Mentor is

deployed effectively. Informal chat rather than formal. SEND Department Reps meeting once a month to share strategies to improve teaching and

learning for our SEND students. Line management meeting with STh/RWi/JSu Meet regularly with ASo regarding Speech & Language support. Access Arrangements: Termly meeting with MGa & SHi to ensure consistency. Weekly meeting with PMl regarding SEND administration.

SML Ongoing

Not formally

Works really well.







148


Aim – All students to make better than expected progress in every areaC When informal and formal CPD takes pace, it is recorded, evaluated and shared appropriately.

CPD recognised through the national changes regarding SEND 0-25 agenda. Sessions formally evidenced on CPD calendar. Sharing through regular emails and discussions with all staff at staff briefings, staff meetings and through SEND Department Reps meetings.

CPD recognised through the appraisal process. Wiltshire CPD website, leaflets about courses, emails regarding courses are all readily available

for teachers and Learning Mentors to view. CPD feedback forms to be completed by all staff as set out in Academy CPD procedure.

SML Ongoing Achieved and more sessions planned.

D Following termly progress reports, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced. Look at the intervention needed and put appropriate resources in place for a specific amount of

time.ALL Ongoing

E All Academy Staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy. To complete SEND 0-25 Policy and Local Offer. To regularly update the SEND information on the academy website. Needs to be looked at more

regularly. To continue to be readily available after school hours on one core evening a week to meet parents

of SEN students through an appointment system. It seems to work much better that I am available whenever anyone want to see me. Readily communicate by Email and telephone.

Plan another Year 9 SEN Information Evening in June/July 2015 after the success of the evenings for the past two years. Need to put a date in the calendar.

Parent and Student SEND questionnaire to be sent out towards the end of academic year to see where PLT can be enhanced.

Learing Mentor Questionnaire to be sent out to staff.

SML

SML

SML

SML

SML

September 2014

Ongoing

February 2015

May 2015

Achieved and analysed







149


Aim – All students to make better than expected progress in every areaF All Academy Staff are leaders and take responsibility for exceptional standards and behaviours

in the Academy, and for parental communication. High expectation of behaviours at all times in Personalised Learning corridor before and after

lessons Consistent and appropriate behaviours in all Launch, English, Literacy, Maths, small group and

1:1 lessons whether taught by a teacher or Learning Mentor. Rota in place to support the quiet room (LS2) at break times and lunchtimes for vulnerable

students. Clear objectives set for eating arrangements and use of resources. Exceptional standards of behaviour expected at the supported homework club from 3.00-4.00pm.

ALL

ALL

LM’sLM’s

Ongoing

Ongoing

September 2014Ongoing

G The Leadership Team work collaboratively with Governors to continue to raise standards at the Academy and with its partners. Good working relationship with the Governor for Personalised Learning. Meet once a term to

discuss progress and any concerns. Report to Governors once a term via the Headteacher to share five significant highlights. Present to Governors as necessary about important issues regarding Personalised Learning e.g. the

SEND 0-25 agenda and updating of the SEND Policy.

SML Ongoing

Faculty/Department/Area: Raising Standards






150


Aim – All students to make better than expected progress in every areaA To continue to drive Personalised Learning Checklists (PLCs), Diagnosis, Therapy and

Testing (DTTs) and Fine Grading in all Key Stages and PPEs in KS4 and 5 in order to ensure a ‘Laser Sharp’ understanding of students’ progress and attainment.

AEL, LT and all HOFs and HODs.

Termly feedback on PLC and DTT use.

PLCs being used in Maths, English, Science, Computing, Social Science.

DTT being used across the curriculum and feeds into PRs.

B As above.

AEL to chair new Heads of Key Stage 3 meeting to ascertain progress, issues arising and curriculum development.


Feedback in LM meeting on KS3 data and interventions.

Feedback in KS meeting.

Meetings chaired for 2 terms and CPD received on SISRA Analytics. Unable to continue to workload but “How is my class doing?” sheets used.

Feedback from KS3 Leads was positive, 3 siting in Exit Interviews that they were useful. AEL to investigate alternatives for next year.

C and D

By rigorous use of PLCs, each subject teacher should be able to determine reasons for underachievement or skill confidence by academic group – Pupil Premium, Boys, Girls, SEND, GAT, CLA and EAL.

Key Stage 3 PLCs will be developed throughout 2014-15 but skill development will be monitored for Level 4 students in particular.


RS Team


RS Team monitoring.

As A.

Core Subject areas have complete PLCs for KS3.







151


Aim – All students to make better than expected progress in every areaE By rigorous use of PLCs, each subject teacher should be able to determine reasons for

underachievement by ascertaining confidence in skills.

SGi to develop the student interaction and use of PLCs.

GCSE – Maths and English underpinning groups – using early data in Year 10 and 11, Raising Standards Team to ensure that students are moved into these groups to provide them with additional Maths and English coaching. Q5 groups to be monitored for progress and appropriate support.

AEL to collate Controlled Assessment deadlines and Intervention Sessions times and dates and display on Street Board for students to use as a guide.

MRO and Data Team to oversee the production and updating of the Achievements Board in the SR for Year 10 and 11 to show students’ progression.

Use Summer Schools and ARDs for KS4 students to ensure their personal standards are met in preparation for their up and coming exams or finalised assessments.


SGi.

RS TeamRLU

AEL

MRO and Data Team

AEL and HOFs, HODs and Heads of KS.


AEl to monitor development by December 2014.

By October 2014.

September 2014.

September 2014 onwards.

Monitoring taking place but not always via PLCs.

SGi working with MRo on new LWL systems including development of PLCs electronically.

Done.

Done each term.

Done.






B Use of LOs to be used to judge quality of current and new subject areas – for further targeted support.

AEL and SKN, PDA.


Perspective Reports and PRs demonstrate that Photography, CLPD and Engineering are progressing well.







152


Aim – All students to make better than expected progress in every areaby?

C MRo and JFe to develop and embed ‘Growth Mindset’ amongst all staff and students. See 7 Phased Action Plan compiled by JFe.

MRo, JFe and all Teachers.

JFe to monitor her own set milestones with frequent reporting to LT, HOFs and HODs.

Assemblies done.Communication with Parents done.Leaflets produced.SOW in iLearn for whole school accomplished.Weekly reports and advice and GM tips produced for all staff.







153



A All RWBA QA processes and data produced to be used to inform the raising of standards.

AEL, SBR, SKN, PDA.


Perspective Data used in LT and with LM Meetings.

B Raising Standards Team to meet every 2 weeks to discuss current picture, progression, impact of action points and further need. Team to include –

AEL – Raising Standards Leader MRO – Data, Reporting and Recording including PPEs and co-ordination.MWR – Data ManagerKSA – Achievement and Guidance and LM to DTH and JHI (Pupil Premium)SBR – QA and EJFI – HOY 11 and working specifically with under-confidence in girls.DJO – SM to Year 11DBE – Head of Maths and LM to LM specifically for PP students.SGU – Head of English and LM to LM specifically for PP students.DTH – Boys UnderachievementABE – Head of Sixth FormSML – Personalised Learning and GATFrom Christmas onwards, NSU – Head of Year 10 and ASA – SM to Year 10.

MRO to post minutes to the RS Team and for the Action Plan to be updated on the Portal by all members so that all staff can see what is discussed.

RS Team

MRO/AEL to report to LT.

Every 2 weeks.

CCH – Head of Science now joined.

Every week.

Ongoing.

Students not secure in Eng and Ma have a tailored timetable.Full suite of electives for some students have been reduced.B15 used as a place to catch-up.Matching meetings taking place with MRo, DBe and SGu.iLearn used for Eng and Ma and termly swap depending on need.Achievements Board fully updated.Holidays sessions booked in.ARD used as catch up.Revision sessions sorted.Boys attached to a personal mentor.

C Raising Standards Team to continue to attend and engage with PIXL Meetings and use or pass on invitations to appropriate CPD and to share with PSs if necessary. Whole School CPD to be delivered when necessary on any new initiatives.

RS Team As and when required. Done for PIXL and PIXL6. Termly Meetings with Associate.

PIXL attended by JFI, JFE, PDA, DTH, AWE, CCH, SGU and DBE.







154



D KSA, JFI and DJO to ensure that interventions are taking place with targeted students in Year 11 by frequent communication with HOFs, HODs and Heads of KS4. This will feed into the ‘Hoodie Programme’ and other motivational programmes run specifically for Year 11.

KSA, JFI and DSO

Through LM meetings. Done.

F Set up a series of Parent’s Introduction to………. sessions for each subject in KS4. This will allow the Parents to see the assessment criteria, what will be learnt and the difficulty or challenge involved for a specific subject.

AEL and HOFs and HODs.

AEL to compile a schedule depending on the needs of each subject area.

Booklets and advice produced for parents from English and Maths and Science.

G Raising Standards Team to continue to attend and engage with PIXL Meetings. AEL to continue to pass on invitations to appropriate CPD and to share with PSs if necessary.

Raising Standards Leaders (AEL and ABE for Sixth Form) to continue to meet with their PIXL Associate in order to track progress and gain further advice.

AEL to report to Governors on PIXL ideas and impact.

RS Team Frequently. Done for PIXL and PIXL6. Termly Meetings with Associate.

PIXL attended by JFI, JFE, PDA, DTH, AWE, CCH, SGU and DBE.

Faculty/Department/Area: Raising Standards – Boys Underachievement

Performance Intention – Achievement Member of StaffResponsible



155



by?C

ALL PUPIL PREMIUM STUDENTS TO MAKE ACCELERATED PROGRESS. ALL STAFF TO ENSURE THIS HAPPENS- Boys highlighted in each year group who are on Pupil Premium to set meaningful

targets each term linked to their subjects and progress in school

- Use of competition and league tables to create an element of competition between the boys and pupils rewarded for success/progress

- DTh - Termly targeting setting and review with regular meetings to monitor progress

No progress made at this time beyond what is available in SISRA/SIMS

This is beginning with the Year 11 group within the coming weeks. Everything is in place to begin.

DALL STUDENTS (BOYS, GIRLS, SEND, GAT, CLA, EAL AND LEVEL 4 STUDENTS) TO BE AWARE OF THEIR TARGETS, THEIR CURRENT POSITION AND HOW THEY NEED TO IMPROVE. ALL STAFF TO ENSURE THIS HAPPENS.- Regular meetings with boys to discuss progress in subjects and how they plan to

improve. Feedback given to teachers and parents

- DTh - Two weekly meetings including half termly contact to parents

Year 11 Boys Mentor programme now in place with fortnightly meetings taking place with specific focus given to all mentors

Am hoping to extend this to Year 10 in Term 5





156



by?E

ALL UNDERACHIEVEMENT IS TO BE CHALLENGED AND INTERVENTIONS PUT IN PLACE TO IMPROVE PERFORMANCES WITHIN THE FOLLOWING TERM. ALL INTERVENTIONS TO BE EVALUATED AND SHOULD INCLUDE PARENTAL INPUT.- Regular meetings with boys to discuss progress in subjects and how they plan to


- Opportunities to explore personalisation of curriculum for boys in order to make their chances of academic success greater

- A ‘Menu of Interventions’ in place for each targeted boy so to create a forum for faculties to share best practice

- Boys Learning Walks to take place regularly to monitor targeted groups of boys as well as more general focus on boys performance in lessons


- Offer enrichment opportunities for boys linked to success/progress in school e.g.

- DTh

- RS Team

- DTh/HOD’s

- DTh/LT/HOD’s

- DTh

- Two weekly meetings including half termly contact to parents

- ongoing

- October 2014

- Regular weekly LW’s ongoing

- Noticeboard updated regularly and termly

Year 11 Boys Mentor programme now in place with fortnightly meetings taking place with specific focus given to all mentors

Curriculums and subjects have been reduced/personalised to support boys in achieving 5 A*-C. Have been involved in the decision making process and contact with parents

Nothing in place on this currently

Although I have carried out staff learning forums linked to boys interventions and would like to do more staff CPD

Boys Learning Walks have been really difficult to maintain on my own and I have not communicated with HOD’s to get them to support this. I feel that with the amount of other QA procedures currently going on that this is not sustainable and I am reviewing this going forward

157


Aim – All students to make better than expected progress in every areaOutdoor activities, visits, trips

- Using inspirational speakers/visitors to work with the boys in order to challenge perceptions of school and pathways to success

- Visits to other schools/establishments to promote the boys ‘growth mindset’ and value of education for future development

- To develop personal development through working on desirable ‘Learning & Life Behaviours’ and exhibiting them both in and out of school. To include volunteering for community projects in local area.

- DTh

- DTh

- DTh

- DTh

communication home

- Ongoing

- Ongoing

- Ongoing

- Ongoing

As above – beginning in coming weeks

Boys Breakfast on a Wednesday has been really successful.Academic Review Day Parents lunch was attended by some but not as many as hoped but it does give an opportunity to extend this in the future

No progress currently – visit to East London School planned for next weeksNo progress currently – speaker planned for coming weeks (Talan Skeels Piggins)

No progress currently






158



by?G1

AWARENESS AND INTERVENTION TO BE EXPLICIT FOR STUDENTS WHO HAVE A READING AGE BELOW 9.6.- To create a ‘Boys Readers’ group in each year group to focus on improving

reading skills by using more engaging texts- To include exploring the idea of ‘Drop Everything And Read’ (DEAR) time in

school for boys

- DTh/LM’s/English dept (RWi)

- Set up by October – using 6th form students to lead

No progress currently – lots already happening via English dept (VNe has been approached about targeting specific boys for this in future)

G2ALL STAFF TO SUPPORT ALL STUDENTS TO ATTAIN A READING AGE ABOVE THEIR CHRONOLOGICAL AGE.- To create a ‘Boys Readers’ group in each year group to focus on improving

reading skills by using more engaging texts- DTh/LM’s/

English dept (RWi)

- Set up by October – using 6th form students to lead






159



by?

A ALL STAFF TO SUPPORT THE DEVELOPMENT OF THE TEACHING SCHOOL ALLIANCE.- To work with Feeder Primary Schools highlight boys in need to support prior to

joining Year 7 and working with schools to prepare them for transition to Secondary school.

- CPD to support largely female staff with Boy Friendly learning strategies in the classroom and beyond

- DTh

- DTh

- January 2014 to begin delivery (TBC)

Plans to go into Primary Schools with Year 10 boys to do some activities such as cooking and reading in Term 5 – but nothing in place yet.

B 100% OF LESSONS OBSERVED TO BE JUDGED GOOD OR BETTER.- Develop the ingredients of ‘Boy Friendly Lesson’ to be used within teaching with

CPD opportunities through learning forums/twilights

- Recognised ‘Hi Viz’ Boy teachers who are recognised within each faculty and used as role models for sharing best practice

- Explore the opportunities for single sex teaching groups wider across the school, where appropriate taught by ‘Hi Viz’ boys teachers

- DTh/SKn/PDa

- DTh

- DTh

- Add to learning forum calendar/January 2015

Following PiXL conference & Boys course in Dec I feel much more prepared to lead staff CPD

‘Boy Friendly Ingredients not created as yet


I have worked with Gabbie Dawe and Thomas Roberts in English recently to support teaching and intervention of boys






160



by?

C ALL STAFF TO USE DATA EFFECTIVELY TO INFORM DIFFERENTIATION IN THEIR TEACHING.- Regular meetings with boys to discuss progress in subjects and how they plan to




- DTh

- DTh/LT/HOD

- DTh

- Two weekly meetings including half termly contact to parents

- Regular weekly LW’s ongoing

- Noticeboard updated regularly and termly communication home

As above

As above

As above

E LITERACY, NUMERACY AND ELEARNING TO BE DEVELOPED IN ORDER TO IMPROVE TEACHING AND LEARNING ACROSS THE ACADEMY.- Boy Friendly Literacy/Numeracy displays to be encouraged in school/departments- To include exploring the idea of ‘Drop Everything And Read’ (DEAR) time in

school for boys

- DTh/Dept No progress currently


Performance Intention – Behaviour and Safety Member of StaffResponsible



161



by?

A ENSURE THAT STUDENTS’ ACHIEVEMENTS ARE RECOGNISED BY THE REWARDS SYSTEM.- Use of competition and league tables to create an element of competition between

the boys and pupils rewarded for success/progress

- Offer enrichment opportunities for boys linked to success/progress in school e.g. Outdoor activities, visits, trips

- DTh

- DTh

- Noticeboard updated regularly and termly communication home

- Ongoing

As above

As above

C ALL STAFF TO MODEL AND PROMOTE ‘GROWTH MINDSETS’ FOR ALL.

- Using inspirational speakers/visitors to work with the boys in order to challenge perceptions of school and pathways to success

- Visits to other schools/establishments to promote the boys ‘growth mindset’ and value of education for future development

- To develop personal development through working on desirable ‘Learning & Life Behaviours’ and exhibiting them both in and out of school. To include volunteering for community projects in local area.


D ENCOURAGE OUTSTANDING ‘BEHAVIOUR FOR LEARNING’.- To develop personal development through working on desirable ‘Learning & Life

Behaviours’ and exhibiting them both in and out of school. To include volunteering for community projects in local area.

- Developing a ‘Boy Code’ for boys to follow in school linked to ‘Life Behaviours’. To include school perceptions, uniform, attendance, punctuality, organisation, workload management.

-No progress currently





162



by?

A ALL ACADEMY LEADERS TO USE EVIDENCE FROM ALL QA PROCESSES TO ENSURE BETTER THAN EXPECTED PROGRESS.- All QA procedures to be followed where appropriate to include all feedback being

given during LM and Dept meetings.

- Regular meetings with boys to discuss progress in subjects and how they plan to improve. Feedback given to teachers and parents


-- To create a ‘Boys Team’ of staff and 6th form to help deliver all aspects of the

Boys Achievement Programme

- DTh

- DTh

- DTh/LT/HOD

- DTh/targeted staff/6th form pupils

- Regular LM Meetings

- Ongoing

- Ongoing

- Ongoing

Mentor Programme as above

As above


B ALL LINE MANAGEMENT, FACULTY/DEPARTMENT, SML, C&L, HEADS OF KEY STAGE, LMS, SEND, BTEC, ICT MEETINGS TO HAVE STANDING AGENDA ITEMS THAT INCLUDE T&L, ACHIEVEMENT, ELEARNING AND CPD NEEDS. HOY MEETINGS MUST ALSO INCLUDE SAFEGUARDING AS A STANDING AGENDA ITEM. ALL MEETINGS MUST BE RECORDED AND ACTION POINTS MADE CLEAR.- All LM and Dept meetings to include standing agenda items to cover all areas of

the department

- DTh - OngoingNo progress currently

C WHEN INFORMAL AND FORMAL CPD TAKES PLACE, IT IS RECORDED, EVALUATED AND SHARED APPROPRIATELY.- All CPD/twilight/learning forum Boys sessions to be evaluated for effectiveness

and impact- DTh - Following each

twilight/learning forum

Learning forums carried out.

Keen to do more staff CPD where possible





163



by?

D FOLLOWING TERMLY PROGRESS REPORTS, ALL ACADEMY LEADERS TO ENSURE THAT INTERVENTION PROGRAMMES HAPPEN, TARGETS SET ARE MET WITHIN THE FOLLOWING TERM AND ARE EVIDENCED.

- See above – Achievement E

E ALL ACADEMY STAFF TO USE STAFF/STUDENT/PARENT/COMMUNITY FORUMS EFFECTIVELY IN ORDER TO FREQUENTLY INFORM, DEVELOP AND IMPROVE ALL AREAS OF THE ACADEMY.- Carry out regular Student and Parent Voice opportunities to gather feedback on all

areas of the Boys Achievement plan. To include an invited evening session for parents to come and discuss any issues/successes.

- DTh - Termly/OngoingNo progress currently

F ALL ACADEMY STAFF ARE LEADERS AND TAKE RESPONSIBILITY FOR EXCEPTIONAL STANDARDS AND BEHAVIOURS IN THE ACADEMY, AND FOR PARENTAL COMMUNICATION.- All parents of boys targeted are regularly communicated to and information shared

appropriately- DTh - Ongoing

Communication established with Yr. 11 Boys Mentor group including regular emails with meeting minutes for fortnightly meetings

Faculty/Department/Area: Religious Education

Performance Intention – Achievement Member of Staff Monitoring – how RAG

164




Review and Evidence to demonstrate PI achieved.

A Endorse and implement whole school assessment systems e.g. PRs and termly assessment. Pilot KS3 reporting system (MRo).

KUD, LNO, NWT Progress Reports

B All staff to monitor students’ progress to ensure a minimum of 3 levels of progress is made from KS2 to KS4 - use PR data and assessments to monitor students. Implement intervention strategies.

KUD, LNO, NWT Progress Reports

C All Pupil Premium students to make accelerated progress. All staff need to be aware of and implement the strategies and interventions identified on the RE ‘challenge the gap – accelerating attainment’ document (JHi). For example: Specific praise – clear and positive comments that shows that the teacher has taken time to look through their work. Visual indicators such as stickers or green traffic light signal. A positive phone call home or postcard. Recognising other strengths – making the students know that you are aware of their success in other subjects, even if they may not be achieving highly in RE. As a department we will look at the possibility of sixth form mentoring.

KUD, LNO, NWT Review and monitor during work scrutiny and lesson observations. Challenge the gap meetings.

D All students to be aware of their targets, their current position and how they need to improve. All students to have an assessment tracker in their exercise books (FFT, Current Grade and how to improve). All students to have a success criteria (KS3) and mark scheme (KS4-5) in their books/folders (AFL).

KUD, LNO, NWT Implement Sept 2014Review and monitor during work scrutiny and department meetings.

E Continue to invite underachieving students to after-school revision sessions (KS4/5). Identify underachieving students in KS4 earlier (mock moved to Jan – Term 3). Evaluate intervention. Use PR data and assessments to monitor students – all Key Stages. Ensure progress is clearly communicated with parents.

KUD, LNO, NWT Progress ReportsDepartment MeetingsMock Exam Analysis

F Ensure all lessons are differentiated by task, resource and outcome e.g. extra for experts. KUD, LNO, NWT Review and monitor during work scrutiny and lesson observations. Apply to all new SOW.


Performance Intention – Achievement Member of Staff Monitoring – how RAG

165





G1 Track students who have a reading age under 9.6 – ensure necessary interventions are put into place and are explicit.

KUD, LNO, NWTMNA (SEN Rep)

Department and SEN Meetings.G2






A All staff needs to support the development of the Teaching School Alliance. Look at the possibility of a PGCE student in 2015. Take the opportunity to attend Joint practice Development and possible Middle Leaders courses (LNo). All staff to attend twilights. Continue to use PiXL.

KUD, LNO, NWT CPDPM Reviews

B 100% of lessons observed to be judges good or better. Integrate * (maternity cover) into working procedures, philosophies and practices of the RE department to enable her/him to produce good/outstanding lessons. Ensure all performance management meetings and observations are carried out.

KUD, LNO Throughout 2014-2015

C All staff to use data effectively in their teaching, in particular to inform differentiation in their teaching. KUD, LNO, NWT Throughout 2014-2105. Lesson observations.

D Learning conversations – all assessment worksheets to include a section for comments and teacher/student dialogue. All staff to demonstrate evidence of learning conversations with students – VF stamp/green pens.

KUD, LNO, NWT Throughout 2014-2105. Lesson observations, learning walks and work scrutiny.

E Keywords, for each year group and topic, to be clearly displayed in classrooms. All students to learn the spelling of keywords at the beginning of a new topic (this is embedded in all new SOW). All members of staff to use the literacy codes when marking for spellings and punctuation – in red pen. eLearning to be developed and embedded into SOW.

KUD, LNO, NWT Review and monitor during work scrutiny and department meetings.


Performance Intention – Teaching and Learning Member of Staff Monitoring – how RAG

166





F To maximise the learning opportunities offered by eLearning to enhance/extend teaching and learning. eLearning to be developed an embedded into SOW. All staff to actively engage with mobile devices to enhance leaning e.g. use of apps such as

halftone, aurasma and tellagami. Look at opportunities to set h/w online. Continue to update revision resources and past papers on-line. Continue to explore new ICT resources.

KUD, LNO, NWT Throughout 2014-2015.Review during department meetings. Lessons Observations.






A Ensure both school (house-points, Bassett bonuses) and departmental (stickers/stamps and postcards) reward systems are used effectively to encourage and reflect ‘better than expected progress’.

KUD, LNO, NWT Throughout 2014-2015

B Direct students to suitable websites when carrying out on-line research tasks to ensure an e-safety environment.


C All staff to adopt the ethos of ‘growth mindsets’ and to use the language more explicitly with students in lessons.


D Promote high standard and expectations through the use of the kiosks and reward systems (see Objective A).



Performance Intention – Leadership Member of Staff Monitoring – how RAG

167





A All Quality Assurance and Evaluation procedures to be followed e.g. work scrutiny. KUD Throughout 2014-2015B Ensure all departmental meetings to have standing agenda items that include T&L, Achievement,

eLearning and CPD needs. Meetings to be recorded with action points.KUD Throughout 2014-2015

C Identify all CPD needs – ensure it is acted upon and evaluated. KUD Performance Management and Review Meetings.

D Following termly Progress Reports ensure intervention programmes happen and targets are set. KUD TermlyE All staff to effectively use forums to inform, develop and improve all areas of the Department and

Academy.KUD, LNO, NWT Throughout 2014-2015

F All staff to take responsibility for standards, behaviour and parental communication. KUD, LNO, NWT Throughout 2014-2015G Work collaboratively with Governors (Gill Campbell) to raise standards within the department and

Academy.KUD Throughout 2014-2015 Not yet

arranged.

Faculty/Department/Area: Science

Performance Intention – Achievement Member of Monitoring – how RAG Review and Evidence to demonstration PI

168



StaffResponsible


achieved.

A 1. All staff to be made aware of school assessment policy and Science assessments to be planned in accordance to this policy.

HoD and KS co-ordinatorsAll staff

First term (Sept)Formal obs, learning walks & work scrutiny - ongoing

All staff set regular assessments in-line with dept policy

2. All staff to assess books / PPE’s in accordance to department policy to create dialogue with students.

All staff feedback to create dialogue with students

B 1. All KS3 students to meet or exceed end of year targets2. All students in year 9 to have made a minimum of 2 levels of

progress from KS2.3. Science spreadsheets to track progression towards a minimum of 3

levels of progress in KS3

HoD, KS co-ordinators All staff

Each PR point

Regularly when assessments undertaken

32% of the cohort were on/ above target. 38% were 1 sub-level below FFT target.Only 15% made 2 or more full levels of progress from KS2 (6 sub-levels). 36% made 5 sub-levels of progress.Action has been taken to address this- the pacing and SOW has been altered for next year and the underlying issues have been identified and discussed.

Intervention at a class teacher level happening for all yrsAll spreadsheet track towards MEG

4. Achieve 81% A*-C for Core Science in year 105. Achieve 0% A*-C for single science in year 116. Achieve 92% A*-C in additional science for GCSE for yr 117. Achieve 59% A*-C in applied science GCSE for year 118. Achieve 100% A*-C in triple science for year 11

Following PPE:58% core yr1010% core yr1180% add59% apl100% chem / phys & 98% bioYr 10 – retest PPE to decide which students to enter this year – 20 students were not entered for their core science this year as it was felt they would not do as well as when entered next year.Yr 11 – add & triple intervention after school wed.

4. Achieve 100% A*-E at A2 and A-E at AS in all KS5 Science subjects (biology, chemistry, physics)

Intervention sessions ran last term for all students gaining a B grade in GCSE Science. Further intervention sessions ran following Jan PR’s and PPE’s


Performance Intention – Achievement Member of Monitoring – how RAG Review and Evidence to demonstration PI

169



StaffResponsible


achieved.

C 1. All pupil premium students identified on science spreadsheets ACp September

Each PR point

Run fortnightly and students monitored at each PR point

all spreadsheets now indicate PP students.

2. All pupil premium students to receive revision guide and workbook at key stage 3 & 4

all PP students been given rev guide and workbook

3. Member of the science department to undertake the role of monitoring and awareness of pupil premium students, to make staff aware of who they are and how they are doing and collate ideas towards furthering their progression.

Started to monitor/target underachievers (PP) in year 9.Person responsible went on maternity leave, KS co-ordinators monitored PP in their year groups.

4. Pupil premium intervention club to assist students who are currently not making the progression needed.

Reward club/session being organised. Teachers in dept been asked for ideas for intervention strategies. Need dept meeting time to collate.

D 1. All staff to be aware of students who are SEN, GT, LAC, EAL, Ever6 and FSM in their classes

All staff Sept

Formal obs, learning walks & work scrutiny - ongoing

Info updated on spreadsheets

2. All students to be aware of their end of year and end of key stage target.

Recorded on progress sheets in books

3. All students to record their levels on their progress cards in the front of assessment books to monitor their current position.

completed as go along

4. All students to have marked feedback on where to improve and action this advice.

LW, Q&A walks and obs show majority of staff following assessment and feedback policy

E 1. Intervention to be carried out across all key stages (see science intervention overview). Parents to be made aware of underachievement and intervention in place.

KS co-ordinators

Each PR point ACR – All KS5 Science students who gained B grade at GCSE in intervention sessions running from Sept to Dec. All students who failed to reach their MEG were placed on science report and required to attend compulsory intervention sessions. Prior to beginning intervention sessions, classroom teachers were sent a list and asked to comment on any reason why the students listed did not need intervention. Letters then went home to the parents of all students on the list, the letter stated why students were on intervention and how they could track this via the parent portal. Students attended 3 intervention sessions, each one specifically tailored to the AS of A2 subject they were taking (some were on intervention for 2 subjects), they also had to complete past papers. It also required

170


Aim – All students to make better than expected progress in every areastudents to have a 1:1 session with their classroom teachers regarding under performance (document also accurately tracks which students were invited to the second parents evening and who came).

Year 11 - Parents written confirmation for underachievement in controlled assessment and PPE. Intervention for year 11 controlled assessment was every Monday for set lengths of time with deadlines identified to parents and students. Wednesday evenings was content intervention for those that were below target in second PPE.

Year 10 - Intervention has been given/offered to all student on or below target, this selection took place through regular topic assessments and Mock papers during the year. From these assessments and teacher judgment students were selected to take part in an appropriate type of support. It has been targeted with many forms varying from coursework catch-up, content support and in class intervention through designed resources. The support sessions mainly ran after school during Monday, Tuesday Wednesday and Thursday. The staff involved took specific areas and focused on them for the support of students’. In class support was done as extra homework as broken down long answer questions (identified as a particular weakness) and then checked by class teachers as to whether further intervention is needed. Parents have been kept consistently up to date with relevant PR data, emails/letters home, parents evening and in more extreme cases phone calls home.

Year 9 intervention letters were sent home and a series of sessions delivered. Take –up was very poor despite chasing via tutors, HOY and science teachers. Teachers were asked to complete an individual intervention log for students who could not be invited to intervention due to the large number of pupils under target. Not all staff engaged with this and therefore a new plan has been discussed for next year

F 1. All Science lessons differentiated appropriately to the ability of the All staff Formal LW, Q&A walks and obs show all staff doing this171


Aim – All students to make better than expected progress in every areaset and the individuals within the set.

2. All staff to have identified SEN and GT students within their classes and be familiar with their target grades/levels

3. Resources / ideas shared within SOW’s and portal

observations, learning walksOngoingOngoing

G1 1. All staff to be aware of students within their classes that have a reading age below 9.6 and differentiate for this.

2. Science spreadsheets to identify students with reading age below 9.6 and those below their chronological age.

3. Literacy rep to work with department on ways to assist these students

All staff

CHa

CPe

Formal observations, learning walksSept Ongoing

Reading ages are on spreadsheets – CHa updating as required

Developing ideas for helping students with low reading ages

G2 1. Students with reading age below their chronological age to have additional support in lessons / homework’s that is science specific (i.e. keywords written phonetically to learn)

CPe & CHa Ongoing CHa shared ideas with dept. – need to roll out more formally

Currently writing an example of a key word list to give to CHa to complete for KS3- starting with year 7.


Performance Intention – Teaching and Learning Member of Monitoring – how RAG Review and Evidence to demonstration PI 172



StaffResponsible


achieved.

A 1. Provide training opportunity for PGCE / School direct placement through the ITT program

ARi As required 2 placements

2. Work with primary schools to provide training opportunities for sharing good practise / moderation of work / workshops for primary students.

RSt Ongoing Partnership day

3. Appropriate members of staff to participate in middle leaders / aspiring senior leaders courses.

TBC TBC ARi – OTPDHi - ITP

4. Deliver and participate in CPD sessions with other schools within the alliance.

All staff Feb ACr - Attended meeting on introduction of new A2 Science courses

B 1. All key stage co-ordinators in Science to be re-trained on new OFSTED criteria to ensure consistent approach.

2. Department training during dept meeting to ensure all members are secure on the OFSTED criteria

3. Department paired observations to improve confidence in OFSTED criteria

Line manager, HoD and KS co-ordinatorsAll staff

First term (prior to appraisal obs)

Ongoing

Attended meeting with SKn on lesson observations. Co-ordinated Triad observation and feedback within group, all documents on Perspective.

C 1. All staff to use the Science assessment spreadsheets to enter assessment data and monitor underachievement in their classes.

2. Results from assessments & PLC’s to inform staff of area’s to revisit in lessons

3. Using the new Year 7 scheme of work, all staff to use differentiated work after assessments to allow students to consolidate areas of weakness.

All staff ongoing Spreadsheets used to monitor formal internal assessments and CW Issues with the new Year 7 SOW – in contact with supplier and offered refund for resources.New key stage 3 curriculum being written currently

D 1. All staff to use assessments in accordance to department policy to create dialogue with students. (details to be confirmed once whole school marking policy announced)

All staff Regular assessment points

Majority of staff following dept feedback policy. Info on perspective following work scrutinies


173







E 1. Literacy rep to relay information from literacy meetings in order to develop within the department.

2. All classrooms to display science related literacy objectives

CPeAll staff

Ongoing Attended all literacy meetings, except the first (clash with new staff). Notes have been passed onto dept. in dept. meeting.In the process of getting literacy mats sorted for classes, next literacy meeting will discuss the literacy competition (already communicated with dept.)

3. Numeracy reps to establish regular meetings with maths to identify common mathematical concepts used within science and develop ways to unify the teaching of these and when they are taught.

KAn Sept Meetings established in first term, then ongoing

KAn met with Jane Richmond at the beginning of the year and decided to have regular meetings in term 6 when they have more time. So far no meeting has taken place. Once the SOW are written for KS3 KAn plans to look at where numeracy is required in them.

4. Department to develop elearning resources for use across all year groups

LWn Ongoing

F 1. Staff to use and collate ideas on how to use mobile devices within science

2. Staff to use mobile devices for assessment in year 7

LWn and all staff

Ongoing Ideas shared at each dept meeting.Mobile devises were used with yr 7 however problems with brought in resource meant they weren’t used effectively and resource has since been ended and refund issued


174







A 1. All staff actively promote and engage with the “scientist of the term” award

2. A member of the department to develop ways to recognise and reward students for achievement

All staffMHm

TermlyOngoing

Due to absence of staff member this has not been done

B 1. Schemes of work to contain opportunities to use tablets and online resources effectively

LWn & all staff

ongoing New ks3 SOW currently being issued so will be written in then

C 1. Staff to promote perseverance and resilience in their students learning.

2. Staff to use department reward system to help students develop growth mindsets.

3. Schemes of work / lessons to have a problem solving element to enable students to develop independence in their learning.

HOD, KS co-ordinators and all staff

Ongoing All staff followed growth mindset sessions in ilearn and reiterated in lessonsNew SOWs for entire KS3 have been devised and currently being written. These incorporate a full WS element.

D 1. All staff to use department and school procedures to encourage behaviour for learning (i.e. use of safety net system for removal of students from lessons / setting dept. detentions / contact with parents.)

KS co-ordinators

Ongoing All staff set appropriate sanctions for students missing deadlines and not attending intervention sessions.

2. All staff to promote and follow the department reward policy to encourage positive reinforcement for behaviour for learning.

MHm & all staff

Ongoing LWn designed kiosks awards – needs to be more utilised by the department.

175


Aim – All students to make better than expected progress in every area3. Establish science clubs to promote the enjoyment of the subject KSh Termly Science Club established and run for every week in

term 2 and continues in term 3 on a weekly basis - attendance records and resources done and saved. Approaxmently15 to 20 students each week attended in the first term supported by KSh PGCE Student and ACr. Range of students from y 7, 8 and 9 with a significant number of them being pupil premium students. Each week a different theme is planned and number of activities and or competitions are run related to that theme. Every Tuesday at 3.05in s13 for a n hour pupil’s work by themselves or in pairs to undertake such activities as building catapults making fireworks, or dissecting hearts.

4. Continue to work with DT to promote and run STEM activities ARi ongoing Entered a local stem competition and won a major prize this was then published in the evening post Taking a science and DT trip to the Nec with year 8 and 9 students.Pupils worked with te connectivity and praxis surface technologies industry consultants to produce an eco classroom model and presentation and a island classroom and presentation We won most innovative and pupils choice award Involving approx 16 yr 9 pupils in the go4set Swindon stem competition

176









A 1. Learning walks and work scrutiny to be carried out by KS co-ordinators at appropriate times throughout the year.

2. Feedback to be given to staff following QA process and advice offered where necessary

HoD and KS co-ordinators

As required by QA calender

Work scrutiny completed for Y12 and Y13, yr 11, 10 & 9, all data on Perspective.e-mail sent to staff with generic good practice and weaknesses, following completion of book scrutiny.

B 1. All faculty meetings to have standard agenda points (T&L, achievement, elearning and CPD needs)

2. Minutes to from these meetings to have a standard format and be shared to all the department and line manager immediately following the meeting.

HoD Termly All meetings minuted following specific format and emailed to staff immediately after meeting

C 1. All staff to identify CPD needs and HoF to monitor whether these needs are being met.

2. Staff to record and evaluate CPD and feedback to the dept as required.

HoDAll staff

Ongoing ACr attended KS5 development CPDAll staff attending ICT and CPD after school

D 1. Intervention program followed for all year groups2. Key stage co-coordinators to monitor outcome and evaluate

effectiveness.

KS co-ordinators

Following PR points

Dept intervention for years 9 – 13 ongoing for CA and content support.Dept intervention for yr 7-8 still to comeClass intervention ongoing

E 1. Develop the resources and notifications on the science area of the student / parent portal

Lwn & all staff

Ongoing

F 1. All staff to maintain regular contact with parents in all years groups to ensure exceptional standards and behaviours.

All staff Ongoing Class teachers in regular communication with parents and keeping records of these communications

G 1. Work with link governor to continue to raise standards within science.

CCh Ongoing Data extracted and report produced looking at uptake of Sciences at A-level (broken down by gender) and compared to uptake of other subjects. Data also extracted and analysed looking at success rates for A2 Science compared to National levels (broken down by gender) and compared to success rates of other A2 courses (broken down by gender)Need a new link governor!!!

177



Faculty/Department/Area: Social Science






ATo endorse and implement whole school assessment systems.

Reporting calendar to be displayed in Social Science office All staff to receive reporting calendar 2014-2015 All Progress reports in social science to be completed by the allotted deadlines Follow school verbal feedback policy. PPE’s to be used as a faculty to assess students’ progress

HOF to overseeClassroom teachers to ensure deadlines for PR’s are met.

Termly and on-going

BAll Students to make a minimum of 3 levels of progress from KS2 to 4

Use of KS2 English data to inform teaching at KS4 (Sociology, Business and CLP&D) KS2 level to be added to mark-sheet at KS4

HOF to oversee September 2014

CAll Pupil Premium students to make accelerated progress. All Staff to ensure this happens.

All pupil premium students identified on mark-books and registers Pupil premium students to be identified in lesson Observations PP list of students to be kept with SEN & G&T data PP students to be highlighted in all intervention strategies

Classroom teachers September and on-going.Reviewed with PR’s termly

178


Aim – All students to make better than expected progress in every areaFaculty/Department/Area: Social Science


Use of target setting sheets across the faculty 1-2-1 teacher/student discussions when setting targets Students to receive mark schemes All assessed work to be added to assessment trackers and feedback transferred.

Classroom teachers September and on-going.Q&A-Work scrutiny and learning walksLesson observations

EAll underachievement is to be challenged and interventions put in place to improve performances within the following term. All interventions to be evaluated and should include parental input.

HOF to review PR’s in LM meetings Intervention to be a standing agenda point in faculty meetings HOF to support ITT student with intervention Intervention board to be set up in the Social science office (KS4) Intervention spread-sheet to be set up by each subject teacher and completed on a termly

basis. Intervention student voice surveys to be completed. PLC’s to be used to identify areas for intervention.

HOF to oversee.Classroom teachers to implement strategies and escalate where necessary

On-going Reviewed after termly PR’s.

FAll Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome.

All lessons to include differentiation informed by student data Explicit differentiation in all lesson observations SEN representative to feedback to faculty with teaching and learning strategies

Classroom teachers and SEN representative

Q&ATermly and on-goingLesson observationsFaculty meetings


Students to be high-lighted on mark sheets SEN representative to advise on reading strategies and intervention

SEN representative and classroom teachers where appropriate

September on-wards





179



by?to demonstration PI achieved.

AAll Staff to support the development of the Teaching School Alliance.

Faculty staff to support ITT trainee (Ella Elms) through modelling lessons, 1-2-1’s etc.. CEl is Ella’s ITT mentor.

Meetings with Ella

B100% of lessons observed to be judged good or better.

All observed lessons in the faculty to be judged ‘good’ or ‘outstanding’ All staff are aware of how to achieve ‘outstanding’

Overseen by HOFClassroom teachers

Lesson observations

Through CPD, learning walks/work scrutiny (Q&A)

CAll Staff to use data effectively to inform differentiation in their teaching.

All lessons to include SEN and G&T Explicit differentiation in all observed lessons Mark-sheets to include data on students


On-going

DAll Staff to demonstrate evidence of appropriate and effective learning conversations with Students.

Use of verbal feedback evident from QA Use of feedback to improve evident on assessment trackers (via Work scrutiny)

Overseen by HOF On-goingClassroom teachers

On-going

ELiteracy, Numeracy and eLearning to be developed in order to improve Teaching and Learning across the Academy.

All students to have a copy of Social Science literacy targets (KS5) Social science literacy targets to be displayed in classrooms Schemes of work to be updated and literacy and numeracy to be added Faculty to appoint an literacy representative Faculty to appoint an ICT representative Both ICT and literacy to be a standing agenda at Faculty meetings

Overseen by HOFClassroom teachersLiteracy rep/numeracy rep

On-going


F All Staff to actively engage with mobile devices to enhance learning. 1 Application shared and discussed per term at faculty meetings ICT representative On-going

180








A

Ensure that Students’ achievements are recognised by the rewards system

Promote and use Social Scientist of the term Termly post-cards sent home to students to recognise good work


September start and termly

CAll Staff to model and promote ‘growth mindsets’ for all

Support and endorse growth mind set strategies in the classroom Develop ‘growth mindsets’ strategies for Social science teachers to use. Endorse growth ‘mindsets’ through reward systems in Social Science.


September on-going

DEncourage outstanding ‘behaviour for learning’.

All staff to model behaviour for learning Follow school sanction policy for behavioural issues


On-going







181


Aim – All students to make better than expected progress in every areaA

All Academy Leaders to use evidence from all QA processes to ensure better than expected progress. Q& A calendar displayed in Social science office and all faculty members to have an

electronic copy. HOF to follow up any concerns arising from Q&A/Work Scrutiny/Learning Walks.

HOF to oversee On-going

B All Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SEND, BTEC, ICT meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear.

Minutes taken at each Faculty meeting and distributed to the faculty. Copy of minutes to be sent to line manager (SBr) Agenda distributed before meetings with all staff given the opportunity to contribute Inclusion of standing agenda points every Faculty meeting


Reviewed by LM.Every faculty meeting

CWhen informal and formal CPD takes place, it is recorded, evaluated and shared appropriately.

Staff to feedback on training (to the relevant people depending on the training) Electronic documents to be added to the portal and shared area Central spread sheet to be kept in faculty for internal and external CPD


On-going.Reviewed in Appraisal meetings at the end of the academic Year (Summer 2015)







DFollowing termly Progress Reports, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced.

HOF to review PR’s in LM meetings

Classroom teachers over seen by HOF

On-going

182


Aim – All students to make better than expected progress in every area Intervention to be a standing agenda point in faculty meetings HOF to support ITT student with intervention Intervention board to be set up in the Social science office (KS4) Intervention spread-sheet to be set up by each subject teacher and completed on a termly

basis. Student voice intervention survey to completed with KS4

EAll Academy Staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy.

Student voice to be carried out for each subject a minimum of three times a year (every other term)

FAll Academy Staff are leaders and take responsibility for exceptional standards and behaviours in the Academy, and for parental communication.

Poor behaviour is challenged at a classroom level initially and escalated to faculty level if necessary

Classroom teachers to contact home at the first opportunity

Classroom teachers and HOF.








Maintain communication with link GovernorsHOF

During Governors Visit.

Faculty/Department Area: Child Learning Play and Development




183



by?to demonstration PI achieved.

Child learning Play and Development Plan schemes of work Complete BTEC paperwork to be submitted with dates of completion for Unit 2 at both Level

2 and 3 Promote BTEC CLP&D throughout the school (Board in faculty area, Open Evenings, 6th

form Open evening, promote community links, pictures for newsletters) Organise and implement vocational opportunities for students in and out of school setting. All CLP& D lessons observed to be good or outstanding. All Q&A (Learning walks and work scrutiny) to be good. Support JBe on teaching and delivering the Year 12 course. Training where necessary. Set up PLC’S for Unit 1 at Level 2 and Level 3 30 hours work experience at EYFS, recorded on spreadsheet. Student voice to be done termly (3 times a year)

CEl

JBe

Faculty/Department Area: Business






Business and Economics Intervention for KS4 students Start planning for curriculum changes at KS5 Training for SWl AS/A2 Economics Ongoing.

184



Faculty/Department/Area: Student Voice






A To endorse and implement whole school assessment systems.Get SV opinion on how through the work scrutiny survey, which have been uploaded on the portal so they can inform teaching. Carry out survey of SV 3 x yearly and feedback to staff to inform teaching on the implementation of assessments systems.

RBu HOD

Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups (Boys, Girls, SEND, GAT, CLA, EAL, PP, Reading age under 9.6 and Level 4 students)

Sept 2014 onwards

B All Students to make a minimum of 3 levels of progress from KS2 to 4.Use SV data from work scrutiny to inform staff on whether pupilsEnsure that target grades are clearly visible from KS2 to 4 which will allow the learner to see and realise their progress in school, help fostering the growth mind set.

All staff, G&T rep, SGi

Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups (Boys, Girls, SEND, GAT, CLA, EAL, PP, Reading age under 9.6

Sept 2014 onwards

185


Aim – All students to make better than expected progress in every areaDevelop and instil growth mind set within all pupils. Promote Learning Ambassadors in department with a view of developing peer teaching to increase achievement. Use IPads to develop clips of best practice for pupil led learning, which could be shown on the kiosks.

and Level 4 students) .

C All Pupil Premium students to make accelerated progress. All Staff to ensure this happens. Develop and instil growth mind set within all pupils. PP pupils targeted to develop this through using the pro-bock (stilts) to develop can do attitude. Identify these pupils and get them to answer questions relating to the Work Scrutiny Survey under Progress.

RBu KSa and JHi


Sept 2014 onwards

D All students (Boys, Girls, SEND, GAT, CLA, EAL and Level 4 students) to be aware of their targets, their current position and how they need to improve. All Staff to ensure this happens.Ensure that identified pupils (Boys, Girls, SEND, GAT, CLA, EAL and Level 4 students) know their target grades. Identify these pupils and get them to answer questions relating to the Work Scrutiny Survey under Progress.

‘Learning ambassadors’ to produce a presentation and deliver it to underachievers on their 3 steps to success. Develop steps to success blue print. Research groups on whether they are challenged in lessons and whether there is differentiation by task, resource and outcome.

RBu and SMc,


Sept 2014 onwards







E All underachievement is to be challenged and interventions put in place to improve performances within the following term. All interventions to be evaluated and should include parental input. Use data from Work Scrutiny Survey for SV pupils to speak to Parents during parent voice evenings.

RBu and AEl


Sept 2014 onwards

F All Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome. Research groups on whether they are challenged in lessons and whether there is differentiation by task, resource and outcome. Differentiation question added to Work Scrutiny questionnaire to find this data.

RBu and AEl

Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups (Boys, Girls, SEND, GAT, CLA, EAL, PP, Reading age under 9.6

Sept 2014 onwards

186


Aim – All students to make better than expected progress in every areaand Level 4 students)

G1 Awareness and intervention to be explicit for Students who have a reading age below 9.6.Encourage these pupils to speak out if they do not understand so that learning is not prohibited. Organise meetings with these groups to encourage them to communicate this with teachers. Encourage pupil’s text one another with proper English as opposed to short text language..

RBu, MRo and SMc


Sept 2014 onwards

G2 All Staff to support all Students to attain a reading age above their chronological age. RBu, MRo and SMc


Sept 2014 onwards







A All Staff to support the development of the Teaching School Alliance.SV Reps continue involvement with staff interviews and tours of the school. Develop Lead Interview and Tour Leaders so they train other pupils in interview and tour techniques and behaviours. Pairs placed together so they observe one another and learn of good communicators when doing the Y5 and Y6 parent tours.

RBu Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups (Boys, Girls, SEND, GAT, CLA, EAL, PP, Reading age under 9.6 and Level 4 students)

Sept 2014 onwards

B 100% of lessons observed to be judged good or better.Ask groups what they think is an outstanding lesson and how they gained knowledge during the lesson.

RBu Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups (Boys, Girls, SEND, GAT, CLA,

Sept 2014 onwards

187


Aim – All students to make better than expected progress in every areaEAL, PP, Reading age under 9.6 and Level 4 students)

C All Staff to use data effectively to inform differentiation in their teaching.Use Differentiation question in Work Scrutiny Survey to collect data from target focused groups. (Reading age under 9.6, PP, Boys, Girls, SEND, GAT, CLA, EAL and Level 4 students.)


Sept 2014 onwards

D All Staff to demonstrate evidence of appropriate and effective learning conversations with Students.Encourage pupils to speak openly with their teacher about being effective learners


Sept 2014 onwards







E Literacy, Numeracy and eLearning to be developed in order to improve Teaching and Learning across the Academy.Developing the use of QR codes to develop learning and understanding with in PE. Place QR codes up at workstations to develop this. Opportunity also to develop cross curricular learning (e.g. using speed, distance, time in athletics sprinting).

RBu and VNe


Sept 2014 onwards

F All Staff to actively engage with mobile devices to enhance learning.Develop the promotion of school based events where the pupils’ skills are recorded using Magisto video. These can be showcased through emails to tutors and shown with the use of the

RBu, SGi and ICT staff.

Sept 2014 onwardsTermly meeting with AEl. 3 x Yearly with targeted groups

Sept 2014 onwards

188


Aim – All students to make better than expected progress in every areakiosks. These have been completed for Primary Swimming Gala, Bath Athletics Event, RWBA Y8 National Cup Final.

(Boys, Girls, SEND, GAT, CLA, EAL, PP, Reading age under 9.6 and Level 4 students)







A Ensure that Students’ achievements are recognised by the rewards system.Celebrating Success agenda by promoting achievements on the street projector, kiosks and on the SV twitter account which is linked to the PE and Bassett’s main twitter account.

RBu, SGi and ICT Staff

Sept 2014 onwardsTermly meeting with AEl.

Need to develop use of the portal to upload and save videos so that they can be stored for pupils to review.

Sept 2014 onwards

B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe online.Develop pupils’ e-safety online though the use of the anti-bullying ambassadors and cyber mentors. Anti-bullying ambassadors going into assemblies to promote positive behaviours online.

RBu, KSa. Sept 2014 onwardsTermly meeting with AEl.

Promote cyber mentors around school and develops pupils

Sept 2014 onwards

189


Aim – All students to make better than expected progress in every areaUse twitter to encourage pupils to be e-safe online. awareness of being safe online

C All Staff to model and promote ‘growth mindsets’ for all.Pupils modelling and promoting growth mindsets recognised and established as Learning Ambassadors. Y8 SV pupils experienced failure by taking on the school disco project. Pupils analysed their processes and found that they targeted the wrong Year group in the Y8s and should have targeted the Year 7s. Pupils went through the processes of advertising the event, collecting money and reimbursing cash to students that had paid. Y8 project for the summer term has been to organise a Staff v Y8 House Students Relay for boys and girls. Y10 project has been to develop a survey focusing on the quality of the food in the canteen and to anlyse and publicise the details.

RBu, JFe and HOY


Sept 2014 onwards

D Encourage outstanding ‘behaviour for learning’Pupils who encourage and demonstrate outstanding behaviour for learning recognised and established as Learning Ambassadors.

RBu and HOY


Sept 2014 onwards







A All Academy Leaders to use evidence from all QA processes to ensure better than expected progress.Inform ALs of SV findings through Work Scrutiny Surveys.

ALs and RBu


Sept 2014 onwards

B All Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SEND, BTEC, ICT meetings to have standing agenda items that include T&L, Achievement, eLearning and CPD needs. HOY meetings must also include Safeguarding as a standing agenda item. All meetings must be recorded and action points made clear. Regularly hold SV meeting with year councils to be informed of pupil issues in school with a focus on learning and achievement. Pupils to use standardise agenda as guidelines for discussion during year council meetings.

RBu and AEl


Sept 2014 onwards

190


Aim – All students to make better than expected progress in every areaTermly meetings to be held with AEl

C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately.Record CPD of the pupils with regular meetings with AEl and SGi.Give opportunities for all pupils to get involved in groups of interest to them (e.g. Anti-Bullying Ambassadors, Learning Ambassadors, Cyber Mentors, Environmaniacs, and Celebrating Success Team). Make sure that these groups are Student Driven and develop the pupils’ communication skills.

RBu, AEl and SGi


Sept 2014 onwards

D Following termly Progress Reports, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced.Inform ALs of SV findings through Work Scrutiny Surveys. Review results from interventions questions with targeted groups.

RBu, JHi and SMc


Sept 2014 onwards

E All Academy Staff to use Staff/Student/Parent/Community Forums effectively in order to frequently inform, develop and improve all areas of the Academy.Inform ALs, Staff/ Student? Parent/ Community Forums of SV findings through Work Scrutiny Surveys. SV pupils to be involved in community projects building better neighbourhoods.Continue you to use SV pupils within the interviewing of new staff, Y6 induction, Open Evenings, Parent Voice Evenings, Y5 and Y6 Parent Tours.

RBu and AEl


SV have also been involved in Ofsted Consulation discussions.

Sept 2014 onwards







F All Academy Staff are leaders and take responsibility for exceptional standards and behaviours in the Academy, and for parental communication.Ensure pupils take responsibility for exceptional standards and behaviours in the academy. When representing SV these pupils accomplishments are recognised and promoted through letters home. (All SV pupils, Parent Tour Leaders, Open Evening Reps, Environmaniac, Anti-bullying Ambassadors are sent letters home explaining their role in school and the contribution that they have made. Promote Celebrating success agenda so pupils’ exceptional standards and behaviours are recognised, celebrate and the behaviour reinforced. Projecting in the street information for pupils and celebrating success. Increase promoting SV in school, in the community and nationally.

RBu SV have also been involved in Ofsted Consulation discussions.

Awarded ‘The Speaker’s School Council Award 2015.

191


Aim – All students to make better than expected progress in every areaPupils that demonstrate these exceptional standards and behaviours recognised using Twitter and street projector. Produce a letter after the pupils have been selected to inform parents of their role and responsibility around school so parents are informed of their duties, 2015-2016

G The Leadership Team work collaboratively with Governors to continue to raise standards at the Academy and with its partners.Establish SV representation in Governors meetings to have direct dialogue with pupils.

RBu Sept 2014 onwardsTermly meeting with AEl.

Sept 2014 onwards

Faculty/Department/Area: Teaching and Learning inc. CPD






A To facilitate training to allow the development of assessment system

SKn / MRo On-going review and dependent on governmental input to be ready to pilot / roll-out in September 2015

CPD calendar altered to allow more departmental time in response to dept. requestsMRO / SGI took advantage of Challenge Partners network / training on ‘life without levels’Whole staff training undertaken

B Ensure Teaching and Learning practice is monitored, evaluated and developed to support staff in achieving at least 3 levels of progress with every student. Training to be undertaken on evidencing progress.

SKn / SBr Regular data updatesReview of feedback from Appraisal and QA

Revised QA calendar appears to be operating effectivelyLearning Forums proving popular with lesson observation and evidencing progress sessions repeated at staff requestWork scrutiny undertakenT&L highly praised by all external

192


Aim – All students to make better than expected progress in every areavisitors/reviewers

C Incorporate teaching and learning methodologies from Challenge the Gap Programme into CPD programme

SKn / JHi Workshops undertaken by all staff and having an impact on teaching and learning in the classroom.

JHI led Challenge the Gap session as learning forum and he and ABe delivered to whole staff on post 16 challenge the gap

E Teaching and Learning best practice shared to ensure effective interventions at a classroom level are shared

SKn / JHi Method of sharing best practice refinedInterventions evidenced in observations

Triad observations halted following concerns from all staff as to judgements/workload etc. New format for sharing best practice being piloted in terms 3&4New system ready to be introduced in September 2015

F CPD to include sessions on differentiation SKn / PDa Best practice in differentiation evident in classrooms

Learning forum sessions and sessions to ITT and new staff included differentiationStill needs more work to ‘fine tune’ differentiation which is still ‘Crass’ in many areas

G1 Reading recovery strategies shared with all staff SKn / RWi Reading recovery strategies used where appropriate in classrooms

Reading recovery session delivered by Bron Parsons and well attended







G2 Reading recovery strategies shared with all staff SKn / RWi Reading recovery strategies used where appropriate in classrooms

Reading recovery session delivered by Bron Parsons and well attended


Please identify your actions here in order to enable you to achieve the




193


Aim – All students to make better than expected progress in every areaPIs.A Monthly updates shared with all staff

25 staff to engage with CPD / ITT / R&D / Leadership Development within the Teaching School Alliance

SKn

SKn

Updates posted on the portalStaff engaged with all Alliance related activities

Updates only shared at LT on weekly basis and sporadically with all staff and schools in allianceOver 30 staff actively engaged this year with work associated with Teaching School Alliance

B All staff to be involved in lesson observations (being observed / observing others) as part of Joint Practice Development time (Triads / Learning Walks)

Best practice to be shared via vodcasts, webinars, Best Practice Videos (BPVs)

SKn / SBr

SKn

All staff involved to feedback on impact of Triad observations / Learning WalksVideos of best practice shared via portal. Vodcasts / Webinars piloted

New developmental lesson observation format being piloted in terms 3&4Lesson observation form re-drafted

C Personalised training provided for departments / staff to ensure data is used effectively within classrooms

SKn / MRo Effective use of data evident in classrooms

New life without levels training has superseded this







D Review of Feedback policy undertaken

Training / support given to improve quality of feedback offered to students

SKn

SKn

Review undertaken and changes to policy madeLearning conversations evident in students work

Review undertaken and shared with staff – overwhelming positive response – approved by governors

E Development of Lead roles in Literacy, Numeracy and E-Learning

SKn and Line Managers.

CPD for key personnelLearning Forums / CPD on all 3 areas

Literacy coordinator continues to work well. Numeracy coordinator now in place and has met with other coordinators locally. LP E-Learning recruited and delivering staff training

F Technology for Learning CPD sessions differentiated based on staff audit

SKn / SGi / ZIs

Audits undertaken and TfL sessions held

Although not 100% attendance sessions have been coordinated very effectively and anecdotally are

194


Aim – All students to make better than expected progress in every areahaving an impact in the classroom – M&E to be undertaken in terms 5&6






C To develop an ethos of ‘Growth Mindsets’ through training with staff / Governors / parents and developing ILearn / assembly resources

SKn / JFe Attitudinal questionnaire with staff / students

1st and 2nd terms programme of GM completed – very well coordinated. Positive impact on staff and studentsContinued to be well received – next year focus on intervention

D Behaviour for Learning training facilitated SKn / PDa Training undertaken Review group established by KSa and findings fed back to whole staffDepartment specific BfL to be identified. Posters developed within PE with a view to sharing. T&L group to advise within individual Deptsfor consistency across the school.







A Use evidence for QA processes to design CPD SKn / PDa CPD calendar to include blank sessions to allow QA processes to be interrogated

Evidence form previous QA used to design CPD calendar.Beginning to use ‘Perspectives’ system efficiently to evaluate and re-design programme

B Ensure that all Line Management, Faculty/Department, SML, C&L, Heads of Key Stage, LMs, SEND, BTEC, ICT meetings have standing T&L and CPD agenda items – CPD needs fed back

SKn / PDa Copies of agendasCopy of CPD requests tracked

Little feedback coming from LM / depts.. Most do have standing T&L agenda item

C Improve course application and evaluation systems

Develop system for monitoring the impact of all CPD

SKn

SKn / PDa

New system establishedM&E system developed

New course application / evaluation form designed and in useImpact of CPD system still being developed

195


Aim – All students to make better than expected progress in every areaE Use staff / student / parent voice to gauge impact of CPD /

effectiveness of T&LSKn / PDa Student learning council

establishedStaff / Parent questionnaire

Impact of CPD system still being developed

F Link to QA processes to ensure high quality T&L SKn / SBr QA processes reviewedQA outcomes feed into CPD

New developmental lesson observation format piloted in terms 3&4 and rolled out in September 2015

G Feedback to C&L governors committee SKn Termly report to Governors

On-going

Faculty/Department/Area: Leading Practitioner for Teacher Development






F To lead whole staff development within differentiation through the use of teaching forums.

Learning Forums held on differentiation with more input planned for Feb TD Day

Development of differentiation strategies based on work with Teaching and Learning group and as a result of personal external CPD.

Meetings with T and L group have informed future planning of delivery of differentiation strategies to all staff.

PDa/SKn

PDa

As per CPD calendar of forums. Monitoring of feedback from all forms of lesson observations.

Meetings held per half term with lead meeting on differentiation. CPD undertaken within first term.

As above. Forums have been run, with T and L group sharing best practice with staff.

196









A Helping to lead CPD across RWBA and the TSA. CPD calendar developed and disseminated to all schools. Training

delivered to a range of teachers from different schools.

Contributing to the delivery of ITT sessions within the Schools Direct programme.

ITT sessions delivered to both primary and secondary trainees.

Development of a Teaching and Learning group to extend into a research

PDa/SKn

PDa

PDa

Development of CPD calendar to highlight all events for all teachers in the TSA

Weekly sessions to be delivered in conjunction with calendar produced by RDv.Group to be established by September 2014

All elements completed. Calendar has started to be pre-populated for next year for RWBA and TSA. ITT delivery was carried out to all trainees. T and L group have met formally throughout the year to change the professional learning system proposed for September 2015. 3 ITP, 2 OTP and 2 OFP will have run by the end of the year, delivering to over 75 staff across the TSA.

197


Aim – All students to make better than expected progress in every areaand development group.

T and L group established in September and are currently helping to develop new Professional Learning system.

Continued development and implementation of OTP and ITP training courses.

Courses delivered throughout first 3 terms, internally and externally.

PDa/SKn

Ongoing from September 2014 as per OTP/ITP calendar

B Identification of teacher development areas based on LM appraisal observations.

Targets collated and needs used to inform learning forum calendar.

Teachers with RI grades recommended for coaching and also directed to specific forums based on EBI feedback.

One RI teacher currently being coached

PDa/SKn

PDa

October/November 2014 to identify needs and fully structure learning forum content and delivery.

Coaching strategy offered as part of first set of forums as above.

Calendar designed around staff needs with further targeted forums planned for next academic year. Coaching of RI teachers undertaken, with more teachers having been POC trained as part of OTP to help facilitate this further next year.







C Differentiation for target groups applied within learning forums. Learning Forums held on differentiation with more input planned

for Feb TD Day

Strategies of differentiation to be developed within collaboration with schools within TSA and CP hub.

Contact to be made with other schools

Detailed analysis of practical applicability to be strategised within Teaching and Learning group meetings.

PDa

PDa

PDa

First raft of forums in November 2014 to include differentiation as a focus.

Liaison with CP and TSA schools as of September 2014.

Secondary meeting of T and L group in October

Forums carried out and made available for all staff.

Some liaison has happened, specifically within North Wilts T and L group, but more planned for next academic year.

All meetings of T and L group have followed this up. Strategies continued

198


Aim – All students to make better than expected progress in every area Meetings with T and L group have informed future planning of

delivery of differentiation strategies to all staff.2014 to follow up on strategies employed.

to be formalised and are very much an ongoing developmental target for the group.

D Development of Feedback policy in relation to evidencing verbal feedback. Learning forums and staff meetings used on development of

feedback policy

Focus on specific written feedback to pupils and giving pupils time in lessons to reflect on all forms of feedback and respond to it.

Learning forums held on use of DIRT time and also exploration within Teach Meet in October 2014.

PDa/SKn

PDa/SKn

Meetings with SKn to document development. Use of T and L group meeting in November 2014to discuss implementation of policy and suggested developments.

Learning forums on DIRT time in lessons and modelling of its use within first term.

Feedback policy finalised and made available to staff for implementation.

Progress learning forum covered the use of DIRT to monitor progression. Tied in with feedback policy to show how marking can lead to effect DIRT. Discussions on triple impact marking also carried out.







E Development of the role of lead teachers for Literacy and Numeracy within the school to deliver whole school strategies for Literacy and Numeracy.

Building on existing policies regarding Literacy and development of whole school Numeracy policy.

Whole school policies being developed, but further whole staff training and implementation required.

PDa

PDa

Liaison with Lead Teachers to lead twilight sessions on use of Lit and Num in curriculum.

Development of policies with Lead Teachers to provide whole school direction by December 2014.

Literacy policies are now well established throughout the school, with more to develop within Numeracy.

F Organisation of CPD surrounding the use of mobile devices within lessons. ICT learning forums highlighting the use of the application of

PDa/ZIs Liaison with ZIs in development of ICT CPD

CPD sessions published and carried out.

199


Aim – All students to make better than expected progress in every areatechnology.

Specific events on CPD calendar to highlight sessions for all staff. ICT forums on CPD calendar for all groups.

PDa

for all staff. Effective as of September 2014.

CPD events published as per whole school CPD calendar.







C Using Coaching and structured CPD sessions to model the use of growth mindset.

Sessions held on Growth Mindset for all staff as of September 2014.

Liaison with key staff within the delivery of CPD on GM and the development of GM within Coaching strategies.

PDa

PDa

Liaison with Lead Teacher to organise either twilight sessions or forum time to inform all staff. Initial planning as of September 2014.

Liaison with Lead Teacher to organise either twilight sessions or forum time to inform all staff. Initial planning as of September 2014.

CPD sessions published and carried out.

200


Aim – All students to make better than expected progress in every area See above

D Development of a ‘Behaviour for Learning’ strategy working with schools within the TSA that have existing strategies in place.

Use of twilight or forums to deliver strategies and share best practice, and detailed analysis of practical applicability to be strategised within Teaching and Learning group meetings.

Behaviour for Learning strategies being developed, planning in place for the delivery to staff via learning forums within Summer term

PDa

PDa

Meeting with practitioners at Lydiard Millicent School to discuss applicable models as of September 2014.

Use of Teaching and Learning group meetings to strategise and decide upon delivery to staff within first term.

Department specific BfL to be identified. Posters developed within PE with a view to share across whole school. T and L group to advise within individual departments for consistency across the whole school.







C Development and review of CPD record.

Use of the CPD record to identify future needs and also staff to lead learning forums.

New professional learning system being developed for monitoring of CPD and review of its impact. Professional learning profile will

PDa/SKn

PDa/SKn

Liaison with AEl with regards to new e-appraisal system to help monitor both informal and formal CPD – September 2014 ongoing.

Liaison with AEl with regards to new e-appraisal system to help monitor both informal and formal CPD – September 2014

New professional learning system developed and ready to be launched in September 2015.

201


Aim – All students to make better than expected progress in every areaform the CPD record for staff to maintain. ongoing.

E Measuring and monitoring the impact of CPD across the school. Monitoring system based on the impact of identified needs on pupil

performance being developed

Use of questionnaires and attitudinal surveys before and after CPD has taken place to identify need and overall impact on staff.

Needs identified and forums delivered. Impact monitoring being developed for future implementation.

Use of questionnaires to assess impact on pupils. To be arranged with RBu. Proforma for pupils to be developed and

implemented.

System of measuring progress against pupil targets. Evidence based professional learning will be specific to pupil

progress and the impact on pupil progress will form evidence of achieving self-selected targets

Monitoring of staff development against teacher standards as a means of identifying needs.

Professional learning system will be based on identified needs from the teacher standards to then show the specific aspect of teaching and learning that needs to be developed. This will then be related to proposed impact on student progress and outcomes.

PDa

PDa

PDa/RBu

PDa

PDa

After each formal CPD session – follow up with questionnaire.

Use of appraisal documentation and feedback from QA process to assess need. Questionnaires after formal CPD to assess impact.

Liaison with RBu to use student voice mechanisms to feedback on impact in lessons after formal CPD.

Use of PR data tracking each term to determine progress of target groups as a result of formal CPD.

Liaison with AEl with regards to new e-appraisal system to monitor progress against teacher standards as a measure for professional development.

Some follow up questionnaires used after sessions. Will be more formalised within new professional learning system.

Mechanisms being developed and trialled and further developed as of September 2015.

New professional learning system to cover this as of September 2015.

202



Faculty/Department/Area: Initial Teacher Training






A To endorse and implement whole school assessment systems. All trainees (School Direct and PGCE students) placed at RWBA will be

given training as part of the School Professional Studies (SPS) programme so that they are familiar with and have a working knowledge of whole school assessment systems.

Trainees will contribute to PR’s by working closely with class teachers.

RDv

Class teachers/Subject mentors supporting trainees

SPS session on assessment delivered.

On-going monitoring through discussions with class teachers and feedback on trainee involvement/contribution

Yearly evaluation of training provided.

MRo delivered a session on Introduction to assessment (02/09/14)

All trainees contributed to PR’s by working closely with the class teachers

June 2015 – Mentors report that trainees have been implementing the whole school assessment systems and that they have contributed to PR’s.

203


Aim – All students to make better than expected progress in every areaB All Students to make a minimum of 3 levels of progress from KS2 to 4

All trainees (School Direct and PGCE students) placed at RWBA will be given training on pupil progress so that they are equipped with strategies that will enable them to ensure pupils are making progress in their subject

Trainees to liaise with class teacher to monitor progress made by all students taught

Trainees to work with class teachers in identifying underperforming students and possible intervention strategies.

Trainees will focus on a small group of pupils when writing a PGCE assignment on pupil progress in their subject

RDv

Class teachers/HOF/Subject mentors supporting trainee

SPS session on pupil progress delivered.



All trainees liaise with class teachers on a regular basis to monitor progress made by students.

Following PPE’s trainees are working with class teachers to identify under-performers and implement intervention strategies.

June 2015 – Mentors report that trainees are successfully meeting these performance intentions. No data available to comment on 3 levels of progress







C All Pupil Premium students to make accelerated progress. All Staff to ensure this happens.

All trainees to be given training sessions as part of the School Professional Studies programme on use of effective strategies to support the learning and progress of pupils/learners eligible for the pupil premium

All trainees to analyse data for each class that they observe/teach so that they know who they are teaching.

All students to highlight Pupil Premium students on mark-sheets, seating plans and lesson planning forms.

RDv

Subject mentors/Class teachers supporting trainees

SPS session on pupil premium delivered.


Yearly evaluation of

JHi delivered a session to all trainees on Pupil Premium and followed this up with an afternoon of observations (pupil pursuit) 26/09/14

All trainees highlight PP students on their lesson plans and in seating plans

Mentors report that trainees are supporting the learning and progress of Pupils eligible for pupil premium.

204


Aim – All students to make better than expected progress in every areatraining provided.

PT Check of trainee teaching files

My observation of trainees still show inconsistencies in identification on lesson plans.


All trainees to be given training on the feedback policy/learning conversation

All trainees to analyse data for each class that they observe/teach Trainees will focus on a small group of pupils when writing a PGCE

assignment on pupil progress in their subject

RDv

Subject mentors/class teachers supporting trainees

SPS session on feedback policy delivered.




SKn delivered a session to SD trainees on Written and verbal feedback (10/10/14)

Evidence seen with many trainees showing analysis of class data.

This intention has been evidenced in a number of ways - Observations, evidence towards standards, progress reports etc








Trainees to work closely with class teachers to identify underachievement and support intervention where appropriate

Class teachers


On the back of PPE’s at RWBA trainees are identifying underperformers and intervention strategies.

June 2015 – Mentors report that trainees are working closely with class teachers to identify underachievement and support intervention where appropriate. In many cases trainees are leading and

205


Aim – All students to make better than expected progress in every arearunning intervention sessions.

F All Teaching Staff to provide appropriate challenge to all learners in all lessons through differentiation by task, resource and outcome.

Trainees to be delivered a training session on differentiation Trainees to identify differentiation tasks on SOW’s and lesson plans

RDv

Subject mentor/class teacher supporting trainee

SPS session on differentiation delivered.

On-going monitoring through discussions with class teachers and feedback on trainee lessons/progress



Lesson observations

PDa delivered a differentiation session to all SD trainees (21/11/14)

When trainees were observed, All had begun to incorporate differentiation in to their lessons and clearly identified this on plans.

Mentors report that this is happening and observations confirm this.








All trainees to identify students who have a reading age below 9.6 on seating plans and lesson plans and plan for support accordingly

RDv



Lesson observations

Trainees have access to this but it is not always used to plan every lesson.

G2 All Staff to support all Students to attain a reading age above their chronological age.

RDv PT Check of trainee teaching files

VNe delivered a session on Literacy across the curriculum to all trainees

206


Aim – All students to make better than expected progress in every area All trainees to make literacy objectives explicit in their planning


Lesson observations(7/11/14)

Some lessons show a literacy focus but this is not consistent.







A All Staff to support the development of the Teaching School Alliance.

To increase the number of trainee teachers trained each year:· Establish profiles and course outlines on the UCAS system· Market / advertise places using local media, technology (e.g.

Facebook, Twitter etc) at ‘Train to Teach’ events and advertise on school websites

· Recruit high quality applicants through the development of a robust recruitment process

· Look to increase the number of schools within our SD

RDv Yearly review and evaluation inc: number of trainees recruited and completing course

More training places have been allocated to North Wiltshire SCITT. We are nearing the end of our recruitment. We currently have 32 trainees recruited (almost twice that of last year).

Updated profiles and course outlines were uploaded to UCAS prior to applications opening.

207


Aim – All students to make better than expected progress in every areapartnership

· Oversee the quality of all training and mentoring· Develop rigorous QA systems to ensure the high quality of

trainee teachers· Establish mechanisms for tracking progress and offering CPD

to NQTs trained by North Wiltshire SD partnership· Develop, review and refine SD programme· Develop systems for gathering evaluations of all key

stakeholders Raise awareness of our ITT provision

Some marketing techniques are being used (Twitter and Facebook). 2 ‘train to teach’ roadshow events attended in Bristol (Jan 24th) and Reading.

Recruitment process has been adapted this year. Constantly under review.

A number of additional schools have agreed to take trainees. The ITT partnership has grown both with primary and secondary schools.Partnership agreements have been written.

B 100% of lessons observed to be judged good or better. All trainees to be given opportunities to encounter and learn from good

and outstanding practice so that they too become good/outstanding practitioners.

RDv Opportunity given to trainees to observe good/outstanding practise as identified on the SD programme

All trainees have been given opportunities to observe some of our ‘Outstanding’ practitioners.

All trainees are finishing their placements as good or outstanding trainees







C All Staff to use data effectively to inform differentiation in their teaching. Trainees will be given training on data and differentiation. Trainees will be expected to have data on all classes that they are

teaching in ‘teaching files’ All trainees will be required to specifically identify differentiation on

their lesson plans

RDv

Subject Mentors/class teachers supporting trainees

SPS sessions on differentiation/data delivered.

On-going monitoring through discussions with class teachers and feedback on trainee lessons/progress.

MRo delivered a training session on assessment and Pda delivered a session on Differentiation.

Evidence seen during observations of Differentiation being highlighted on lesson plans.

Trainees hold data on all classes that they

208


Aim – All students to make better than expected progress in every areaYearly evaluation of training provided.

PT check of trainee teaching files.

Lesson observations.

teach.

D All Staff to demonstrate evidence of appropriate and effective learning conversations with Students.

Trainees to be delivered a session on the School’s feedback policy

RDv

Subject Mentor/class teachers to support trainees

SPS sessions on differentiation/data delivered.

On-going monitoring through discussions with class teachers and feedback on trainee lessons/progress.



SKn delivered a written and verbal feedback session and introduced the policy to trainees.







E Literacy, Numeracy and eLearning to be developed in order to improve Teaching and Learning across the Academy.

All trainees to be delivered training on Literacy, numeracy and e-learning

RDv


SPS sessions on Literacy across the curriculum/Numeracy across the curriculum/E-learning to be delivered.


VNe delivered a session on Literacy across the curriculum.

209


Aim – All students to make better than expected progress in every areaLesson observations.

F All Staff to actively engage with mobile devices to enhance learning. All trainees to be delivered a session on 'using ICT to enhance teaching'

RDv SPS sessions on ICT to be delivered.



SGi and ZIs delievered a session on Technology for learning to all trainees (12/12/14)







Trainees to support and endorse the reward system

RDv



Lesson observations

All trainees are encouraged to follow department reward systems

Mentors confirm that this is happening – June 2015







B Create an e-safety environment that prioritises the opportunities of new technologies, but equips Staff and Students to be safe online.

Trainees to be delivered a session on e-safety in a school context

RDv


SPS session delivered


KSa delivered a session to all trainees on Safeguarding and e-safety (5/9/14)

210


Aim – All students to make better than expected progress in every areaLesson observations

C All Staff to model and promote ‘growth mindsets’ for all

Trainees to be given a Professional studies session on ‘Growth mindset’ Trainees to support and endorse growth mind set strategies in the

classroom Trainees to endorse growth mindset through the reward systems

RDv


SPS sessions delivered


Lesson observations

JFe delivered a session to all trainees on Growth Mindset followed by an afternoon of observing Growth Mindset in the classroom. (3/10/14)

June 2015 – mentors report that trainees do support and endorse growth mindset

D Encourage outstanding ‘behaviour for learning’.

All trainees to be delivered a session on classroom behaviour for learning strategies

RDv


SPS session delivered


Lesson observations

Beahviour management session was delivered at BSU/UWE.

Trainees attended a learning forum on behaviour for learning.







C When informal and formal CPD takes place, it is recorded, evaluated and shared appropriately.

Trainees will attend school meeting on the calendar Trainees will have professional studies sessions on a regular basis

organised by the Professional tutor Trainees will be asked to complete an evaluation form at the end of each

term to provide feedback on the professional studies sessions delivered in school

RDv Attendance at meetings

Logs in ‘teaching files’

Where trainees have been in school, they attend staff meetings where appropriate.

Professional studies session have been organised and delivered.

During SPS session, trainees are encouraged to share their experiences.

211


Aim – All students to make better than expected progress in every area During Professional studies sessions, students will be encouraged to

share experiences with fellow trainees Attend CPD sessions and meeting and feedback where relevant.

Students are encouraged to share experiences with fellow trainees.

F All Academy Staff are leaders and take responsibility for exceptional standards and behaviours in the Academy, and for parental communication.

Trainees will be delivered a session on professionalism. Trainees will be given a training session on communicating with parents

and will contribute to parent evening where appropriate

RDv SPS sessions delivered


Lesson observations

AEl delivered a session on professionalism to all trainees (5/9/14)

KHe delivered a session to all trainees on parent communication (21/11/14)

As and when parents evenings have been held for classes which trainees teach, they have attended and sat with the class teacher when discussions have taken place.

June 2015 – all trainees have attended parents evening and have contributed to discussion where appropriate.








Governors will be kept informed of any updates in relation to Initial Teacher Training i.e. trainee progress.

RDvSKn

Update reports Skn has updated Governors on some aspects of ITT

212



Faculty/Department/Area: Year 7






A Use planners to make sure students have record of assessments and show understanding of action needed to progress.

Khe/Tutors Termly /tutors Sheets in planners MEG’s only just released

B To use SISRA to monitor progression termly of all students across all subjects KHe/Tutors SISRA training booked Using PR’s to monitor ATL 3’s

C Tutors to meet with PP students to have a 1:1 mentoring session during LT assemblies

Tutors and KHe

Tutor proforma Regularly happening and copies of 1:1 mentoring on file.

D To regularly check planners to ensure students know their current position and action points to improve

KHe/Tutors Tutors weekly. Khe termly Planners Tutors doing weekly KHe learning walks to check.

E Liaise with HOD/KSa/tutors and data team to identify under achieving students and implement relevant intervention strategies.

KHe/Tutors Termly updates from PR and SISRA

Spreadsheet MEGs only recently been

213


Aim – All students to make better than expected progress in every areareleased so will be a focus for term 3 PR’s

F Appropriate Vision works tasks set for I-learn KHe Term 1 Vision works GM Booklets Term 2 GM Booklets and

citizenship bookletsG1 To use LM to deliver a reading programme to those with a reading age lower

than 9.6 initially LMs Updated reading age test. Increased reading age.

LMs focusing on those lower than 9.6, and sixth form working with groups set up by RWi

G2 To use LMs to support those with a lower reading age than chronological age. LMs Updated reading age test Reading age scoresLMs focusing on those lower than 9.6







B To use learning walks in I-learn to make sure delivery of scheme of work is consistently good or better.

KHe Record on the proforma Proforma Learning walks carried out in

term2C Tutors to support SEN students with I-learn work along with LMs. Tutors to

place students on staging system according to motivational grades from PRs.Tutors and LMs

Stages report/termly 7 Students on stage 1 report due to consecutive 3’s in ATL term 1 and 2

D To use Learning walks to monitor learning conversations

E Introducing maths programme into I-Learn once a term JRi/Tutors Happening this term

F To use I-Pads to deliver parts of I-Learn and to use socrative to assess progression

Tutors

214








A Tutors to fully implement the school reward system. Letters of praise sent home at each PR cycle for successful performance/improvement. To send HOY recognition postcards home for praise for whole school involvement.

KHe Monitored by Tutor review sheets every PR cycle.

Review sheets Postcards sent after term 1 but

more need to be sentB Presentation and booklet to be devised promoting E-Safety. Information evening

for parents to understand new technologies and equip students and parents on line safety. Assemblies/I learn and PD days to focus on E-safety. I learn to incorporate ICT to support learning where appropriate.

DSO/SGI Produce presentation and booklet by early autumn term and have parent info evening.

BookletDSO delivered e safety to parents and SGI to do assembly.

C To produce Growth mind-set check list for each tutor. To be placed in each tutor area and develop alongside I-Learn programme

KHe/Tutors. Start of term Each student aware of GMS Each class has GMS boards Just need to follow up if there

has been a shift in GMSD Small targeted group work by ELSAs JAl/Asu PR’s /termly JAL and ASu successfully

completed first course







A Carry out Pastoral Learning walks in I-Learn and use feedback to inform on going schemes of work.

KHe QA proforma. Proforma First learning walks on

perspective Currently revising Ilearn due to

feedback.B Safe guarding and best practice to be on the agenda for every HOY meeting and

clearly published agenda before the Tutor meetings. All minutes recorded and sent to KSa.

KHe Timetabled meetings Minutes and action points Only had one Tutor meeting

since beginning of termC CPD needs to be identified as appropriate and in line with SIP. KHe to liaise

with SKN with regard to NQT’s. All tutors to fill out course evaluation forms.KHe/SKn CPD forms/on-going

D Under achieving students identified through SISRA and PR’s and appropriate interventions put in place to support progress. Interventions to follow the stages

KHe PR’s and TA. SISRA training booked PR’s used to identify ATL 3’s

215


Aim – All students to make better than expected progress in every areaof support programme, literacy, challenge the gap and 1:1 with tutors and HOY Intervention by report

1:1 mentoring with tutorsE Use Feedback from: HOY surgery/Learning Walks/Student voice/Parent Voice

and PR data to inform on-going schemes of work for I learn and interventions and communication via Twitter with parents.

KHe PR’s Termly. Twitter feed. HOY surgery successful. Regularly 2-3 appointments

Twitter feed is consistentF To use Twitter as an effective method alongside the new HOY surgery and

staff/parent/community forums to frequently inform, develop and improve all areas of year 7. I-learn and interventions to be reviewed. Liaising with Departments.

KHe Twitter feed and HOY surgery Log.

On-going

G To liaise with Governors and work collaboratively with the governors in pastoral areas

Gov’s Visit in June.







A PRs to be used to monitor progress of the cohort and to track patterns of achievement/underachievement.

JHi/Tutors Termly - PRs Used all year, interventions used to address underachievement. Postcards for positive performance.

B Interventions to be used for those students who are underachieving in line with targets in multiple subjects. These to include monitoring cards, contact home, small group work where patterns develop, 1-1 meetings.

JHi/JOd Termly - PRs All students tracked and interventions used. Improvements across cohort with one exception, MC still on report.

C Challenge the Gap mentoring to take place for all PP students at risk of underachievement. The use of PP to be investigated to support as appropriate.

JHi/JOd/Tutors

Termly - PRs Used all year. See C the G SIP.

D Tutors to use Monday I learns to monitor planners and ensure students are aware of targets, and recording homework/targets as appropriate.

JHi/JOd Weekly – planner checks Monitored through QA.

216


Aim – All students to make better than expected progress in every areaE Interventions to be sued for those students who are underachieving in line with

targets in multiple subjects. These to include monitoring cards, contact home, small group work where patterns develop, 1-1 meetings.

JHi/JOd Termly - PRs All students tracked and interventions used. Improvements across cohort with one exception, MC still on report.going throughout year.

F I Learn Schemes of Work to include appropriate challenge and differentiation. JHI/Tutors Learning walks/QA – ongoing.

Used and QA’d throughout the year.

G1 Weekly reading sessions for all students to take place. Those who need additional support on reading/ handwriting to work with STh/learning mentors as appropriate

JHi/Tutors Reading Test Scores - annually

STh Handwriting Club used but poorly attended.

G2 Weekly reading sessions for all students to take place. Those who need additional support on reading/ handwriting to work with STh/learning mentors as appropriate

JHi/Tutors Reading Test Scores - annually

As above.







A Support to be offered to the Alliance from the Year/Tutor team as appropriate. JHi/JOd/Tutors

Ongoing Not yet required

B Full Schemes of Work to be in place for I Learn. Staff trained in PP mentoring, Vision Works, Growth mindsets etc. All vulnerable groups to be targeted within I Learn sessions.

JHI/Tutors Learning walks/QA – ongoing.

Staff trained and used throughout year. To be passed to MMO.

C Tutors to use PRs to ensure students are being provided with appropriate levels of challenge in their I Learn work

JHI/Tutors Learning walks/QA – ongoing.

Used all year. Work differentiated. Assessed through QA programme.

D Year team and tutors to ensure positive and effective learning conversations are occurring within I Learn.

JHI/JOd/Tutors

Learning walks/QA – ongoing.

QA’d throughout the year. Successful.

217


Aim – All students to make better than expected progress in every areaE Literacy and numeracy to be further embedded into I Learn through Schemes of

Work. E-Learning to be encouraged in I Learn and each tutor group to deliver a video assembly on values.

JHi/Tutors Learning walks/QA – ongoing.

See SOWs.

F Tutors to use mobile devices wherever possible to enhance the I Learn experience.

JHi/Tutors Learning walks/QA – ongoing.

Ongoing.






A Year team and tutors to fully implement the school reward system. Year team to explore creative ways of rewarding students re. their achievement as appropriate.

JHi Ongoing throughout year. JHi

Reward system used and postcards but could be further developed.

B Assemblies and I Learn to emphasise E-Safety throughout the year. A scheme of work to be created to inform re. E-Safety. Parents to be offered Digital Parenting magazine at all available opportunities.

JHi Ongoing throughout the year. JHI

Digital Evening. Assemblies promoted.

C Growth Mind-sets to be promoted through assemblies and I learn. Schemes of work in I Learn to incorporate the key themes of Growth Mindsets.

JHi/JFe/Tutors

Ongoing throughout year. JHi

Promoted throughout the year. Booklet used.







A Learning and QA Walks to take place throughout the year visiting all tutors. Folder monitoring to take place termly. Planner monitoring to take place termly.

JHi/JOd Termly Ongoing throughout the year.

B HoY Meetings to include Safe Guarding a s Standing Agenda item, along with Progress and Achievement.

JHi Ongoing Completed throughout the year.

C All CPD to be recorded appropriately by the Year team and tutors. JHi/JOd/Year team

Ongoing Perspective used as appropriate.

D Interventions to be planned, conducted and reviewed after each set of PR’s. Interventions to be used for those students who are underachieving in line with targets in multiple subjects. These to include monitoring cards, contact home,

JHi/JOd Termly - PRs Seeabove.

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Aim – All students to make better than expected progress in every areasmall group work where patterns develop, 1-1 meetings.

E All forums to be used as appropriate to inform and develop key areas. Student Voice to be used to review effectiveness of I Learn.

JHi Ongoing SV needs to be used more.

F High standards of behaviour to be reinforced in I Learn and through assembly. All appropriate behavioural interventions to be sued to reinforce positive behaviours. Stages of Support to be used to ensure consistency.

JHi/JOd/Tutors

Termly PR’s (Motivation Scores)

Used successfully with students throughout the year. See files.

G To work with Governors as necessary and appropriate. JHi As needed. Govs Visit in June.







A Work with HODs and HOFs to monitor and ensure students meet end of year target levels for Year 9 DSo/Tutors Termly /tutors Sheets in Planners

B When working with HODs and HOFs, looking specifically at vulnerable groups and interventions which departments will put in place to help any underachievement.

DSo/LMs

C Ensure tutors review PR after each set and use appropriate staging depending on Attitude to Learning scores. Monitor tutors tracking of staging for attitude to learning as well as behaviour logs. Also monitor weekly tracking by tutors of incidents throughout the school day. Ensure that correct pathways are established.for the options process.

DSO/AEL/KHa Tutor proforma

D Address the needs of individuals in the year group by working with the Student Manager to run intervention groups. Eg Career group,

LM Tutors weekly. Khe termly

Planners

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Aim – All students to make better than expected progress in every areaIdentify areas for concern and launch appropriate groups (eg FSM/ Challenge the Gap)

E Bi-termly individual meetings with tutors. Ensure all iLearn work is completed. DSo/Tutors Termly updates from PR and SISRA

Spreadsheets completed.

F Regular tutor team meetings to provide information, review iLearn career-specific work, staging process for behaviour, new initiatives and discuss concerns.

DSo

G1 Ensure existing and new staff are competent at using the SIMS for register, checking of behaviour logs, setting up and checking of reports

LMs Updated reading age test.

Increased reading age.

G2 Inform student manager of any relevant courses available LMs Updated reading age test

Reading age scores







A Ensure that literacy and numeracy work in ILearn is completed to the appropriate standard and tutors track work completion

DSo End of the year

B To use learning walks in I-learn to make sure delivery of scheme of work is consistently good or better. DSo End of the yearC Learning walks and tracking OF iLearn SOW completion DSO End of the year






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Aim – All students to make better than expected progress in every areaA Encourage positivity in the year group through rewards and roving rewards Dso CSi End of the yearC To produce Growth mind-set check list for each tutor. To be placed in each tutor area and develop

alongside I-Learn programmeDSo/Tutors. End of the year

D Small targeted group work by ELSAs LMs End of the yearStudent report cards and positive report cards when needed. DSo






B Safe guarding and best practice to be on the agenda for every HOY meeting and clearly published agenda before the Tutor meetings. All minutes recorded and sent to KSa.

DSo End of the year

D Under achieving students identified through SISRA and PR’s and appropriate interventions put in place to support progress. Interventions to follow the stages of support programme, literacy, challenge the gap and 1:1 with tutors and HOY

DSo End of the year

F To use Twitter as an effective method alongside the new HOY surgery and staff/parent/community forums to frequently inform, develop and improve all areas of year 7. I-learn and interventions to be reviewed. Liaising with Departments.

DSo End of the year

G To liaise with Governors and work collaboratively with the governors in pastoral areas Gov’s Visit in June.







A Use planners to make sure students have record of assessments and show understanding of action needed to progress.

NSu/Tutors Termly /tutors Sheets in planners

B To use SISRA to monitor progression termly of all students across all subjects. NSu/Tutors

C Tutors to meet with PP students to have a 1:1 mentoring session during LT assemblies. Tutors and NSu Tutor proforma

D To regularly check planners to ensure students know their current position and action points to improve.

NSu/Tutors Tutors weekly. NSu termly

Planners

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Aim – All students to make better than expected progress in every areaE Liaise with HOD/KSa/tutors and data team to identify under achieving students and implement

relevant intervention strategies.NSu/Tutors Termly updates from

PR and SISRAspreadsheet

F To set appropriate ILearn tasks which will be differentiated by tutors. NSu/Tutors Ongoing Work in folders

G1 To use LM to deliver a reading programme to those with a reading age lower than 9.6 initially. LMs OngoingUpdated reading age test.

Increased reading age.

G2 To use LMs to support those with a lower reading age than chronological age. LMs OngoingUpdated reading age test

Reading age scores







B To use learning walks in I-learn to make sure delivery of scheme of work is consistently good or better. NSu OngoingRecord on the proforma

Record on the proforma

C Tutors to support SEN students with I-learn work along with LMs. Tutors to place students on staging system according to motivational grades from PRs.

Tutors and LMs Ongoing

D To use Learning walks to monitor learning conversations. NSu/ASa OngoingE Literacy programme once per week during I-Learn. NSu/Tutors OngoingF To use I-Pads to deliver parts of I-Learn and to use socrative to assess progression. Tutors Ongoing

Performance Intention – Behaviour and Safety Member of Staff Monitoring – how RAG Review 222




and Evidence to demonstration PI achieved.

A Tutors to fully implement the school reward system. Letters of praise sent home at each PR cycle for successful performance/improvement. To send HOY recognition postcards home for praise for whole school involvement.

NSu Monitored by Tutor review sheets every PR cycle.

Review sheets

B Assemblies/I learn and PD days to focus on E-safety. NSu/Tutors Ongoing

C To develop growth mind-set in I-Learn programme NSu/Tutors/JFe. Students have completed GM Booklets and given feedback.

D Small targeted group work by ELSAs Report cards to improve behaviour

JAl/ASuNSu

Not started







A Carry out Pastoral Learning walks in I-Learn and use feedback to inform on going schemes of work. NSu/ASa QA proforma. Proforma

B Safe guarding and best practice to be on the agenda for every HOY meeting and clearly published agenda before the Tutor meetings. All minutes recorded and sent to KSa.LM and SENCO meetings to be minuted and agreed action points made.

NSu Timetabled meetingsTermlyFortnightly

Minutes and action points

C CPD needs to be identified as appropriate and in line with SIP. NSu to liaise with SKN with regard to NQT’s, KSA for ASa. Evaluation forms to be completed.

NSu/SKn/KSa CPD forms/on-going

D Under achieving students identified through SISRA and PR’s so that appropriate interventions are put NSu PR’s and TA.

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Aim – All students to make better than expected progress in every areain place to support progress, this will involve liaison with HODs. Interventions to follow the stages of support programme, literacy, challenge the gap and 1:1 with tutors and HOY

E Use Feedback from: HOY meetings/Learning Walks/Student voice/Parent Voice and PR data to inform on-going schemes of work for I learn, interventions and communication.

NSu PR’s Termly.

F To have an open door policy to all students to ensure exceptional communication. Reply to parents within 24 hours. Liaising with Departments.

NSu HOY diary

G To liaise with Governors and work collaboratively in pastoral areas. NSu/ASa Gov’s Visit in June.







A Liaise with HOD following PRs to check progress in GCSE grades being made. Attend raising standards meetings and look into further support strategies.

JFI/DJO Prs – end of each termRaising Standards meeting – once every 2 weeks.

Meeting held every 2 weeks

B Liaise with various HOD/MRo and KSa to ensure students are working to potential to achieve FFT target

JFI/DJO PR reflection every term and ongoing in between.

Discussed at RS meeting. How well is my class doing sheet completed by GCSE teachers.

C Ensure tutor mentoring of this group to aid significant progress. DJO to investigate use of funding to further learning

JFI/DJO/Tutors

Mentoring to go on during assembly every Monday. Tutor team meetings once a term.

Tutor mentor FSM students during assembly on a Monday for those willing to receive support. Students that are a concerns discussed at tutor team meeting.

D Work with DTH to ensure scheme is running well and encouraging JFI/SML/ Meetings held once every Discussion held regarding selection

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Aim – All students to make better than expected progress in every areaunderachieving boys to succeed.

Discuss concerns with SEND students at PLT meeting Good to Great Girls meeting

DJO/LMs/DTH/all staff.

2 weeks. criteria with DTH. Boys in group discussed at RS meeting and appropriate changes made to their curriculum.Discussion with SML at PLT meetings.Intervention for GG running throughout terms and longer interview held 1:1 with each girls after each set of PRs comes out.

E Identify key c/d boarder line target group of students. Ensure whole school understanding of the importance of this group through regular contact. Data also used to inform intervention groups.

JFI/DJO Termly and ongoing. Done at RS meeting

F Numeracy and literacy in iLearn from departments to include differentiation in a variety of forms.

Tutors/DBE/ SGU

On going DBE and SGU providing numeracy and literacy schemes of work each term.

G1 Identification and awareness by tutors of these students and work set appropriately in iLearn by them.

Tutors On going Tutors know tutor group well and work with these students when required.

G2 iLearn programme created to support increasing reading attainment age.

Tutors On going Literacy SOW







A Any Initial Teacher Training trainee teachers in the year 11 tutor team to assist in helping to run the iLearn SOW and develop understanding and skills involved with pastoral care

tutors On going Not designated to Year 11 team so far this year.

B iLearn learning walks to be continued by HOY and SM JFI/SM Every term Being done by JFI and DJO

C Use of data to inform deliver of numeracy /literacy in iLearn. DBE/SGU/tutors

On going By HOD through iLearn SOW.

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Aim – All students to make better than expected progress in every areaD Learning conversation to be included as part of learning walk

observations. JFI/DJO On going 4/5 students spoken to in each tutor

group each observation.

E Literacy and numeracy continued to be developed through iLearn work – focus on this for 3 iLearn session a week in every tutor group as of Year 11.

DBE/SGU/tutors

On going Being done

F Use of ipad and mobile phones to enhance learning during iLearn DBE/SGU/tutors

On going When appropriate







A Continued rigorous use of the behaviour staging system including clear communication with parents, staff and students.

Rewards and recognition for students who come off report, show progress, outstanding pieces of work in lessons

Tutors/ JFI/ DJO

On going Continually used by all

B Communication with students and parents if a student jeopardises the e-safety environment. Students to be part of any e-safety assemblies etc.

All staff On going Students invited to DSo Parenting in the Digital Age evening on 8th Dec

C Positively endorse and support the growth mind set via ilearn, year group JFI/DJO/tutors On going iLearn SOW has included a Friday

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Aim – All students to make better than expected progress in every areaassemblies and intervention groups. iLearn dedicated to Growth Mindset

work. Assemblies based on GM values.D Rigorous use of the staging process for all students ensuring consistency

with all staff.Tutors/DJo/JFI/all staff

On going ATL scores evaluated after every set of PRs and students placed on report as appropriate







A Learning walks to be carried out by SM and HOY to ensure standards are being met and any that are not followed up

JFI/DJO Every term. Being done by JFI and DJO

B Safeguarding to be included in each HOY meeting agenda. Continue to send agenda and record points discussed each meeting.

DJO termly Done following each meeting

C Identify CPD for student manager and act when advised of appropriate opportunity is available. Evaluation to take place afterwards. Same for

JFI On going Will advise when suitable opportunities arise. JFI attended PIXL conference on

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Aim – All students to make better than expected progress in every areaHOY 8th December

D Liaising with MRO to establish if a student is underachieving in numerous subject areas then act as with ACHIEVEMENT B and C

JFI/DJO/MRO On going As with Achievement B and C

E Applicable information put on parent portal DJO/JFI On going On going

F Maintain communication with staff/students/parents/community via telephone, meetings, e-mail, advising use of the portal.

JFI/DJO On going On going

G Discuss achievement/support of students with Governors when appropriate KSa/JFI On goingLearning walks to be carried out by SM and Hoy to ensure

Appropriate opportunity not present itself as yet

Tutors to support SEN students with iLearn work along with Learning Mentors, tutors to place students on the staging system according to motivational grades form each set of PRs place on report, monitor and ensure appropriate communication between tutor, student, staff and parent – please see Report Process Flow Chart

Faculty/Department/Area: Year 12 & 13






D Maintain Outreach programs to maximise opportunities for students from low income families and/or first in family to attend university. Provide Higher Education visit to Cardiff University open day and promote summer school opportunities.

Access to Bristol, Sutton Trust, EDT Register Year 13 students for Heading Higher Passport Scheme at

UWE as required.

APo/SVa/HSt £600 costs for Coach transport

Students allocated places on Access To Bristol scheme.Summer school applications on-going until end of March.

Heading Higher Passport students allocated UCAS credit. Accreditation to be renewed Autumn 2015.

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Aim – All students to make better than expected progress in every areaE Monitoring of Year 12 & 13 students’ progress against targets via

termly PRs. Spreadsheets in place to aid in tracking progress. Tutors to liaise with departments in regards to intervention. Particular attention on students repeating courses.

Monitoring of specific groups within cohort; FSM, PP, Armed Forces to ensure support is targeted when needed.

Follow staging procedure set out by Sixth Form Pastoral Team to intervene after each set of PRs.

Review January PPE results in detail with HOF and oversee intervention program to support students failing to achieve targets.

Ref:- (PI Achievement 1e Leadership 4d 4e)

All Tutors and HOF /HOY

SVa/APo/HOF

A few hours following PR releases.

Intervention process developed to create supervised study program for students failing to progress

Spreadsheet utilised by HOY to identify students raising concerns. 1:1 meeting with tutors and follow-up with subject areas to raise achievement.

Picked up by HOY if progress not made in initial period after review. Staging and supervised study programs put in place together with contact home. ARD meetings to discuss issues with parents.

APO has set up focus group in Year 12 (FSM/SEN) meeting fortnightly.U grade students allocated to additional Supervised Study periods following PPE review.







E Identify potential Oxbridge students, Medics, Vets and dentists for tailored preparation program for university applications. Maintain links with liaison officers at Oxford and Cambridge and local hospital to facilitate access to shadowing schemes and summer schools.

Cultivate link with St Marys School, Calne to share Oxbridge preparation with Oxfizz

APo/SVa/ABe Meetings 6+ hours £100 for outside links.

Throughout 2014/2015Oxbridge, Medics, Vets and Dentists group up and

2015 Entry – one offer from Oxford (Law)

Offers for medical school received for Gap Year student.

Visit from Cambridge Liaison Officer for Year 12 group.

Dare to Doctor Scheme launched with

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Aim – All students to make better than expected progress in every arearunning. students.

Summer school opportunities at Oxford and Cambridge currently recruiting.Taster days being promoted and students succeeding in being allocated places.

E GCSE Re-sit program for Maths and English to be monitored closely. Work with HOF to raise profile of study program.

Ensure students attend all timetabled lessons and Departments monitor as for other subjects – PRs, parents evening etc.

SVA/HOF Option blocks for Year 12 2014-15 include re-sit classes.

Regular feedback received from Maths .English monitoring controlled assessments and guiding students through appropriate examination program.







E Continue to develop iLearn scheme of work to deliver PSHE program and prepare students for options beyond A levels. Extend learning walks by HOY to monitor delivery of iLearn program.

Year 13 iLearn program to be in place until Easter 2015. Monitor attendance at supervised study lessons – educate students

in the most effective use of the time.

Deliver extended PD scheme of work (include Sex & Drug

SVa/APo Throughout 2014/2015Focus on transition from GCSE to AS and AS to A2 in Autumn term.Efficient use of study periods.

Progression careers fair.Sex, drugs and alcohol awareness program put in place for Year 13 students.UCAS application support delivered in iLearn and during PD Days.

Supervised Study culture still requires work with students perception of revelevancy. Tutors to continue to follow-up attendance.

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Aim – All students to make better than expected progress in every areaEducation)

Review of attendees to allow U grade students to maximise their supervised study.

E Continue to deliver EPQ program to include the majority of students with a GCSE average score of 44 or more. Year 12 tutors to be trained as supervisors. Extend link with Southampton University to support program and access of library.

CMR/APo Cost of coaches to Southampton University

Students selected and split into teaching groups. Supervisors assigned with weekly meetings timetabled.Visit to Southampton University Library organised.

EPQ cohort completed visit to Southampton university.

All EPQ students have completed the FutureLearn MOOC on EPQ.

Tutors trained on role of supervisor.







C Provide training for tutor teams in preparation for UCAS applications. Include use of UCAS referencing software.Ref:-

SVa/APo £500 for software

Academic year 2014-15Year 13 training to take place during work experience week.

Year 13 tutors trained on use of referencing software. Over 80 applications processed before deadline.

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Aim – All students to make better than expected progress in every areaD Monitoring of Year 12 & 13 students’ progress against targets via termly

PRs. Spreadsheets in place to aid in tracking progress. Tutors to liaise with departments in regards to intervention. Particular attention on students repeating courses.

Monitoring of specific groups within cohort; FSM, PP, Armed Forces to ensure support is targeted when needed.

Follow staging procedure set out by Sixth Form Pastoral Team to intervene after each set of PRs.

Review January PPE results in detail with HOF and oversee intervention program to support students failing to achieve targets.

All Tutors and HOF /HOY

SVa/APo/HOF

A few hours following PR releases.

Intervention process developed to create supervised study program for students failing to progress

E As above.







F Develop further links with careers advisor to include all pathways for students post A level.

KHa/SVa/Abe Flexible times

Throughout 2014/2015

HE Fair at RWBA

Year 12 students using careers advisor

232


Aim – All students to make better than expected progress in every areato explore post 18 options

F Skills Enrichment program to be extended to provide wider range of activities.

HST/ABE Flexible times - timetable every other Wed afternoon

Throughout 2014/2015

Faculty/Department/Area: Performance Management






E All underachievement is to be challenged and interventions put in place to improve performances within the following term. All interventions to be evaluated and should include parental input.CPD to develop skills to upload new documents to demonstrate interventions – “How is My Class Doing?” Sheet.Plan for further training for those who cannot attend initial training. Ensure that Sheets are being used for Parents Evenings and in Line Management meetings.Ensure that Sheets are used as evidence for interventions, necessary for PRP and Exam

AEL/SLA and all Teaching and Support colleagues.

CPD completed by end of Autumn Term 2014. AEL and SLA to ensure all done.

“How Is My Class Doing?” sheets used in discussions in RS Meetings throughout the year.

233


Aim – All students to make better than expected progress in every areaReports in September 2015. First completion of

sheets by January 2015 and uploaded onto Perspective during Reflection period. AEL to monitor and pass findings onto LM for meetings and RST.

Updated in June 2015 and used in Exam Report Briefings with HT in September 2015.

Used in PRP decision making by DHT and HT in September/October 2015.







B 100% of lessons observed to be judged good or better.All PM Reviews to be completed by all colleagues. Paperwork copies to be uploaded onto ‘DashBoard or held centrally in HR Office.

All PM lesson observations to be completed by 19th December 2014.

All Reviewers and Line Managers

All Reviewers

AEL by Christmas 2014.

Feedback to Governors via HT Report. AEL.

All completed.See findings.

234



Ensure that all colleagues are using ‘DashBoard’ to upload QA documents to demonstrate Learning Walk findings, Work Scrutinies and other Lesson Obs. All Reviewers,

HoFs, HoDs and Heads of KS.

All Reviewers, HoFs, HoDs and Heads of KS.

AEL by Christmas 2014.

Throughout the year.

All Completed. See findings.

SBR to collate findings and use to support improvements in QA and T&L.

D All Staff to demonstrate evidence of appropriate and effective learning conversations with Students.In Work Scrutiny sessions timetabled on QA Calendar, evidence of this to be recorded and uploaded onto ‘DashBoards’. All Reviewers,


See QA CalendarAEL/SBR to report findings back to Line Managers each term and direct support where needed via CPD.

All Completed.See findings.







A All Academy Leaders to use evidence from all QA processes to ensure better than expected progress.Ensure that all colleagues are using ‘DashBoard’ to upload QA documents to demonstrate Learning Walk findings, Work Scrutinies and other Lesson Obs. All Reviewers,


AEL/SBR to report findings back to Line Managers each term and direct support where needed via

All Completed.See findings.

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Aim – All students to make better than expected progress in every areaCPD.

D Following termly Progress Reports, all Academy Leaders to ensure that intervention programmes happen, targets set are met within the following term and are evidenced.CPD to develop skills to upload new documents to demonstrate interventions – “How is My Class Doing?” Sheet. All colleagues.

G The Leadership Team work collaboratively with Governors to continue to raise standards at the Academy and with its partners. Meet with Chair of Governors to re-create an Evaluation Cycle for Governors participation and verification of PM, Staffing and Finance.Set up PRP Review for September/October 2015.

AEL and MSW

AEL and MSW

Ensure that Governors, HT and NLA are adhering to deadlines.

All completed.

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