Rhyddings School Development Plan 2014 – 2015smartfuse.s3.amazonaws.com/rhyddings.co.uk/uploads/2013/02/School... · Rhyddings School Development Plan 2014 – 2015 Rhyddings SDP

Rhyddings School Development Plan

2014 – 2015

Rhyddings School Development Plan 2014 – 2015

Rhyddings SDP 2014/2015: LB Able Gifted and Talented

Rhyddings Business & Enterprise School

Whole School Area Able Gifted and Talented Objective School action to be taken.

Including staff responsible Success Criteria Timescale Budget/

resources required

Monitoring procedure

Create a new register for AGT.

Establish clear criteria for defining each group, record on Sims and increase awareness for whole staff. LB Decide upon an appropriate way to measure and Yr7 and 6, LB, HW Specific subject areas to nominate their Talented students. AQ, AB, LH

All students and staff are aware of the Able, gifted and talented cohort. Clear identification will lead to more challenge, flexibility and adapted leaching and learning within the classrooms.

Sept - Oct None Awareness of who the AGT cohort are. Evidence form observations that the AGT students are being challenged.

Audit To complete an up to date audit detailing what currently takes place in school with relation to Able Gifted and talented, within subject areas and additional activities. LB, Subject specialists, CC, JB

Full documentation of all AGT activities. Areas for improvement will have been highlighted and can be worked on.

Sept - Dec None Feedback for staff Audit available for staff.

Parental involvement and tracking

Improved communication with parents. A letter informing that their children have been identified as AGT. LB Improved monitoring and tracking. Peer mentoring of all KS3 AGT by KS4 AGT LB, MC Termly mentoring of KS4 AGT students LB, Year leaders, coaching group Interim reports and tracking sent home.

High expectations of students, parents and staff Improved parental involvement. Improved attainment of AGT Need for further intervention highlighted.

Sept - July Arrangements for mentoring

Feedback from students, parents and staff.


Rhyddings SDP 2014/2015: LB Able Gifted and Talented


STEM – increase opportunities and provision in these subjects

Plan activities during the National STEM week for Yr 7& 8 W/C 9th March. AH, JB, LB Bring in local employers and stem ambassadors. LB, AH, CC, JB I will ensure that AGT students are targeted and challenged.

Increase awareness of career opportunities. Improved motivation in STEM subject areas.

March ?? cost for ambassadors or trips out?

Evaluation of the day


Rhyddings SDP 2014/2015: WN Achievement (Attainment)


Whole School Area Achievement (Attainment) Objective School action to be taken.


resources required


Attainment Targets: Expected Progress>80% More than Expected Progress>30% (>50% for Outstanding judgement)

All students in all subjects will have Expected Progress Grades and Greater Than Expected Target Grades. WN All subjects to target all students to make expected progress. WN All subjects to identify 30-50% of students to make greater than expected progress. WN

School maintains National Averages (progress) in Maths & Eng. School reaches National Averages (progress) in all subjects.

Targets set in Autumn term August 2015

Staff development meeting time for training on accountability measures and progress 8.

School assessment cycle. Line management

Go4Schools roll out

All assessment, recording and reporting to be done using Go4S. WN Training for SLT to use Go4S knowledgeably. WN Student and parental access set up. WN/CH Attendance module of Go4S investigated and, if appropriate, implemented. JB/WN

Go4S becomes a powerful tool that enables timely and powerful intervention to occur. SLT have instant information on current whole school, departmental and individual position. Go4S becomes the key management system for staff.

Dec 2014 Spring 2015 Spring 2015

Regular staff training – formal and informal. £1200

Line management

Monitoring of sub groups

Class: Departmental: Whole School tracking of PP/CLA, Prior Attainment, SEND as part of assessment cycle and focus of week 8/9 line management meetings. WN Intervention groups identified for next

Sub-groups perform in line with their peers and in line with (better than) national norms.

Ongoing

Some elements will be identified as Pupil Premium costs

All staff involvement in monitoring, directed through line management.


Rhyddings SDP 2014/2015: WN Achievement (Attainment)


learning cycle. SLT/Ext SLT See also: Pupil Premium RR New RAP groups developed with regard to Progress 8. WN

Tracking of students across 8 subjects enables students to gain Achievement 8 and Progress 8

As per Cycical Management Plan

Meeting time

SLT/Ext SLT/Lead Specialists

SEND students: identification, groupings and tracking.

See: SEN CB

Formative Assessment

See: Assessment for Learning GB

Whole school intervention strategies inc LAC/NAC

See: Teaching and Intervention CL


Rhyddings SDP 2014/2015: GB Assessment for Learning


Whole School Area Assessment for Learning Objective School action to be taken.


resources required



Improving self-assessment = create a working group made up of students and staff to pilot and measure effective self-assessment strategies. Roll out to whole school in January 2015 GB

· A model to roll out · Impact on progress

(both numerical and skills)

½ year · Monitored through the pilot group

· Lesson observations


Develop Year 7/8 formative and summative assessment structure – recording life skills and curriculum skills using go4schools. Develop new grading structure to be piloted in English, then rolled out whole school (replacing National Curriculum levels) GB/WN

· Impact on life skills (to be recorded on go4schools and be reported back to parents)

· Impact on progress · English staff confident

enough with new grading system to provide training to other staff.

Cycle 1 Further training on go4schools

· Monitored through the pilot group

· Recorded on go4schools

· Moderation · Lesson

observations


Developing consistent and meaningful feedback between student and teacher through a process of staff training/ coaching reflection logs to be used with teacher and student, reflection week (week 8) after assessment, intervention etc. GB

· Reflection logs · Students more aware

of their own meta-cognition (recorded on go4schools)

· Impact on progress

½ year · Go4schools · Work scrutiny · Lesson

observations


Rhyddings SDP 2014/2015: CC/IH Behaviour and Safety


Whole School Area Behaviour and Safety Objective School action to be taken.


resources required


Increase whole school attendance. Reduce the number of PA.

Identify PA students- JB Work with year leaders to target identified PA students and families to improve attendance. JB & Year Leaders Home Visits JB & Year Leaders Commence legal proceedings where appropriate. JB Ensure that staff complete registers accurately in line with current legislations. JB & CC

Reduction in P.A and overall attendance

Full year

Non required

Daily, weekly, and monthly monitoring. Regular attendance updates for staff. Home Visits. .

Respecting Rights

Identify the Respecting Rights Curriculum links- RSSA-Global dimension. Ask the year 7 zone team to pilot the respecting rights curriculum. Measure the impact and the success of the curriculum skills. Review to rolling this across other curriculum areas in the summer term.

Positive impact on behaviour for learning. Curriculum links to the global dimension. Positive impact on student learning.

Full year

Planning time with staff in the zone.

Meetings with staff involved. Liaise with the external respecting rights team. Review the impact through staff feedback and student impact groups.




Embed a culture of behaviour for learning

Create a student impact working group looking at how behaviour for learning can be embedded consistently across school. Student Impact, TS, NL Student Bulletin, Assemblies, form activities – B4L focus CL, Pastoral team, AS, NL B4L – AS to use accountability measures in an intelligent way to monitor B4L systems e.g. Call out, Internal / external exclusion

Student taking more ownership of their actions Reduction in low level behaviour More challenging environment for learning and student engagements across all student groups Students achieving at least expected progress and some better than expected progress

On going Planning time. Half termly monitoring or more, if appropriate

Internal tracking systems, drop ins, classroom observations, student impact / parental questionnaires







Whole School Area Behaviour and Safety Objective School action to be taken.


resources required


Increase whole school attendance. Reduce the number of PA.

Identify PA students- JB Work with year leaders to target identified PA students and families to improve attendance. JB & Year Leaders Home Visits JB & Year Leaders Commence legal proceedings where appropriate. JB Ensure that staff complete registers accurately in line with current legislations. JB & CC

Reduction in P.A and overall attendance

Full year

Non required

Daily, weekly, and monthly monitoring. Regular attendance updates for staff. Home Visits. .

Create a student impact working group looking at how behaviour can be improved within school.

Reduction in low level behaviour incidents. Students taking more ownership and responsibility over their actions.




Respecting Rights

Identify the Respecting Rights Curriculum links- RSSA-Global dimension. Ask the year 7 zone team to pilot the respecting rights curriculum. Measure the impact and the success of the curriculum skills. Review to rolling this across other curriculum areas in the summer term.

Positive impact on behaviour for learning. Curriculum links to the global dimension. Positive impact on student learning.

Full year

Planning time with staff in the zone.

Meetings with staff involved. Liaise with the external respecting rights team. Review the impact through staff feedback and student impact groups.





Rhyddings SDP 2014/2015: CC Business and Outward Facing Schools


Whole School Area Business and Outward Facing Schools Objective School action to be taken.


resources required


• Parental

Engagement

Develop strategies to engage with parents and improve relations within the community. Creation of ‘Parenting Group’ CC & NL Shop front window in Accrington Town centre promoting the school. LH, CC & NL (Sep 2014)

The formation of Rhyddings Parenting Group.

Start canvassing for potential parents at Year 6 induction day

Non required

Ask parents for regular feedback.

• Arts Award

Deliver the Arts Award to all Year 6 students at summer school. CC Production of Rhyddings Arts Award DVD to show parents at open evening. CC

More students gain the Arts Awards. Students and parents pick Rhyddings as first choice.

Commence Summer 2014.

£8 per student to certificate the award.

Number of students who successfully complete the award.

• Improve

primary links. (Whole school)

New publicity campaign Creation of publicity DVD, copy on school website- Visit all feeder primary schools. SLT Work with Rotary Club to develop a range of competitions for primary schools to engage with Rhyddings. CC & NL Improve the Image of the school using new ‘Rhyddings the Right Choice’ publicity drive. CC & NL

Increase students on role Parents and students have a positive image of the school.

From Sep 2014

£2000

Ask parents attending open evening to complete questionnaires Did attending change their perceptions of the school?


Rhyddings SDP 2014/2015: CC Business and Outward Facing Schools


Offer the Heys Pavillion for use for primary schools. CC & NL Promotional campaign at Tesco Accrington on the run up to open day. SLT

• Community

Engagement

All students at Rhyddings to be involved in community activities. CC Link with local community groups and charities to ensure projects are effective and relevant. CC Establishing Community Days- Organising large community projects that enable all students to work towards their Vinspire qualification and make a positive impact on their local community. CC

Raise the profile of the school within the local community. Students achieve their V inspire qualification. Students empathise with people less fortunate than themselves.

Summer 2015

none

Feedback from the community.

• Increase

lettings revenue

Investigate the possibility of hiring out the back fields to local community groups and football clubs.

Back field is used at weekends by local football club. Increase funds for the school.

From Sep 2014

Non

Ensure regular checks are made on the fields and that they are maintained to a suitable standard.


Rhyddings SDP 2014/2015: CC CEIAG


Whole School Area CEIAG Objective School action to be taken.


resources required


• Careers

Matrix

Collate appropriate evidence. JB

School receives accreditation

Sept onwards

£1000

Assessor will monitor progress

• Student destination

Destination of all leavers to be recorded to enable all staff to access information. Staff training on how to access the information and the importance of identifying these students. JB

Staff are aware of the progress of past students.

Sep 2014

Continuous

• NEETS

• Ensure that we identify and

address those students who could potentially be NEET. JB

• Work with identified students. JB • Ensure all staff are aware who is in

this category. JB • Improve attendance of these

students. JB • Inform parents that their child has

been identified as potentially in this category. JB

Students are provided with better opportunities. Reduction in the number of NEET students.

From Sep 2014

Continuous


Rhyddings SDP 2014/2015: MC Coaching and Mentoring


Whole School Area - Coaching and Mentoring Objective School action to be taken.


resources required


Student Create a student impact group with the aim of raising attainment in subject areas.

Highlight suitable students to be part of student impact groups (MC/LB/TS/Year leaders)

Identify opportunities for coaching group to take place (MC/KW)

Share good practice through staff development INSET (MC/C&M group)

Improved attainment of targeted students in highlighted areas Increased deep learning of students involved in the student impact group

Sept - July None Starting points and tracking progress of students involved Evaluation meeting with staff and students involved

Student Further develop and improve links with local primary schools

Introduce students as part of the primary liaison team linking ex students to primary schools (MC/DT)

Successful primary transition visits Improve confidence of new year 7 students

Sept - July Time off timetable for students to help deliver primary transition lessons

Feedback from visiting students and primary school teachers

Staff Look to develop and improve lesson observation structure to be more useful to staff

Develop peer observation opportunities for staff – Internal and possibility of externally via Leading Edge group and local schools (MC)

Develop system where TA’s and year leaders can observe others (MC)

(Identify area to develop à Peer

Improved quality of teaching Increased opportunities for staff to observe lessons. Improved use of TA’s in the classroom Stronger evidence

Jan - July Cover required for staff to observe other members of staff in school and in other establishments

Feedback from staff Lesson observations Evidence of mentoring meetings with staff


Rhyddings SDP 2014/2015: MC Coaching and Mentoring


observation à Formal observation)

Decision to be made on formalising as part of professional development (SLT)

produced for performance management targets.

Create a pastoral mentoring process to further develop student support and improve behaviour

Develop a structure for pastoral leaders to use when having conversations with students (MC/MB) Create a pastoral coaching proforma for staff to use (AG) Trial the system in Autumn term and evaluate its impact before taking forward (MC/MB/AG/KW)

Consistent approach to dealing with students More reflective students with ownership of their behaviour

Trial in Autumn term Develop Jan 2015 à

None Feedback from Pastoral team to working group


Rhyddings SDP 2014/2015: TT/NL Leadership and Management


Whole School Area Leadership and Management Objective School action to be taken.


resources required


‘5 year GCSE’ pedagogical change – linked to pedagogical mindset

Re-visit “can-do” skills curriculum in light of removal of NC levels of attainment and need to develop new progression indicators. (DN/GB/Lead subject teachers)

Agreement of potential success indicators (possible cross-curricular characteristics) to assist in tracking progression. Amended Can-do skills lists for each subjects area,

January 2015 February 2015

None Minutes of Lead Subjects teacher meetings. Updated curriculum information on School Website.

Investigate planning structures that will allow staff to map learning and plan across timescales longer than 1-2 years. Tie this planning to the cyclical calendar. (TT/NL/Extended SLT)

Agreed planning expectations (may require a new structure). Explicit links for knowledge and subject development to the pedagogy to be used in each subject area. Explicit links made, within subject planning, to past and future learning opportunities.

February 2015 February 2015 April 2015

May need time to liaise with other schools to look at planning structures. Potential as agenda item for Hyndburn Deputies meeting time (January 2015, Rhyddings).

Minute of SLT meetings.

Planning documents from subject areas. Classroom observations.




Look at timing of Option choices (currently end of Yr 9) with possibility of moving 1 year earlier. (DN/TS/Extended SLT)

Collection of initial information regarding staff perceptions. Collection of information from students who have been through the Options process (Yr10&11). Decision regarding timing of Options for Current Yr8.

November 2014 November 2014 January 2015

None Questionnaire data and analysis. Report to Governors. Date for “Yr 8” Options.

Tie planning within curriculum areas to Cyclical management structure. (SLT)

Subject area planning aligns to 4 cycle structure.

May 2015 None Subject area planning documents. School website curricular information.


Rhyddings SDP 2014/2015: TT/NL


Leadership and Management



resources required


Formalise 10 week cycle of ‘Quality Control’ Calendaring of school meeting cycles in

line with new structure to emphasise regular/ cyclical nature of planning structure. (DN/SB/DS)

Meetings calendared and available through Google calendar

September 2014 (Cycle 1)

None Google calendar, Cyclical planning document.

Formalising of Subject scrutiny and Work moderation opportunities (and expectations) through planning structure. (SLT/SB/DS)

Calendar of scrutiny events and expected follow-up, shared through plan with all staff.

September 2014 (Cycle 1)

None Google calendar, Line management meetings, Cyclical planning document.

Increased awareness of the impact of subject planning on the learning in other curricular areas. (DN/SLT)

Clear framework for agreeing potentially disruptive learning opportunities, through the SLT. Decreased disruption to teaching across weeks 1-6 of cycle.

September 2014 (Cycle 1) November 2014 (Cycle 2)

None Google calendar, SLT Minutes, Cyclical planning document.


Rhyddings SDP 2014/2015: TT/NL


Leadership and Management

Aligning of assessments across the school (week 7) to allow for Data-drops to capture most up-to-date information available. RAP Meeting to track progress and impact of interventions once per Cycle. Mock exam provision for all year groups. (DN/WN/SLT/Year Leaders/ Lead Subject teachers)

Assessment & Exam weeks calendared to cycle, with Data-drop to follow in Week 9. Calendared RAP meetings and ongoing intervention. Exams in hall for all year groups across the year.

September 2014 (Cycle 1) September 2014 (Cycle 1)

None Google calendar, Cyclical planning document, Data analysis & RAP meetings minutes.

Analysis of impact of changes to staff. (DN/SLT)

Questionnaire to judge how changes have affected staff within their role.

April 2015 (Cycle 3)

None Results and analysis, report to Governors and further recommendations.






resources required


Embed new extended SLT

All new posts to be in place by Sept 1st 2014. With an understanding of their brief.

Posts in place Sept 14 SLT

Link SLT members to have light touch oversite as a mentoring contact.

Members linked SLT

Rota of Extended SLT meetings to be in place at approx. 4/5 week intervals.

Rota in place and meetings take place.

HT

Opportunities to be given for communication with staff asap, in order for the posts to be seen as important foci for the school.

CPD opportunities planned and taken.

Sept14 – Jul 15

SLT/NL






resources required


Establish and monitor new Governors structure

Meet with Chair of governors to decide timeline and responsibilities.

Sept 2014 Chair of Govs

Produce new meeting structure cycle and format for the new, reduced meeting.

Cycle in place Sept 2014 Governing Body

Establish the number and makeup of a new governing body, deliver to full governors.

Governors informed Nov 2014 Governing Body

Introduce and fill the positions in the new body.

All governors in place






resources required


ELSSA Headteacher to be part of the overall core group in order to pursue opportunities within the Alliance for Rhyddings CPD ITE S2S support

Sept 2014 – Jul 15

SLT


Rhyddings SDP 2014/2015: SB New Technologies


Whole School Area New Technologies Objective School action to be taken.


resources required


Staff training To be offered in 3 ways: ‘techie brekkies’, whole staff CPD, and 1:1 (either ad hoc or planned) – all run by SB.

• Techie brekkies – half hour before school, once a month on a rolling basis (SB to run weekly sessions): Google apps, flipped learning, BYOD/1:1 devices, blogging. On-going or cumulative, depending on staff attendance and training needs.

• Whole staff CPD on eSafety, remixing, VLEs(?). Must tackle platform vs pedagogy (ie ‘make a powerpoint’).

• 1:1 (ad hoc or planned) – done on a needs basis.

Increase in staff confidence; increased use of existing tech in lessons; increased use of new tech in lessons.

On-going Breakfasts (incentive to turn up) Time for training is crucial (whole school via staff development or as part of carousel).

SB’s eLearning calendar (training sessions noted) Use of tech in lessons, monitored through drop ins, learning walks and observations.

Digital Leaders SB to invite students to apply for a DL group during assemblies in September (liase with IH for timing). Advise TS of students who are in the group. DLs are ‘techsperts’ based in classrooms – provide teachers with support in lesson time. Ongoing training and support for DLs provided by SB.

Impact on staff confidence using tech in lessons; support more readily available around school (instead of waiting for SB to be available).

September start (depending on assembly timetable), then on-going

Ideally would provide badges for students

SB’s regular meetings with DLs for feedback from lessons.


Rhyddings SDP 2014/2015: SB New Technologies


Research and piloting of new technologies

SB to continue on-going research into new and developing technologies and pilot them in classes (either alone or with selected staff as appropriate).

Implementation of new technologies; new uses for older technologies.

On-going CPD for SB (e.g. BETT 2014 and Digitally Confident)

Feeds into staff training. Discussion with SLT overseer.


Rhyddings SDP 2014/2015: RR Pupil Premium


Whole School Area Pupil Premium Objective School action to be taken.


resources required


To raise profile and awareness of pupil premium students and their performance

1. In September distribute to all members of staff a register of all Pupil Premium students in each year group. RR 2. After each grade trawl distribute a newsletter to staff informing them as to which students are at least two sub levels below expected progress, initially in Maths and English. RR

Members of staff will become familiar with PP students in their classes and will have particular awareness of PP students who are achieving less than their expected progress. This will enable any appropriate subject based strategies to be put in place.

Sep onwards

Printing of register

RR will liaise with subjects to ascertain whether the information is being received appropriately and acted upon.

To initiate the Pupil Premium Pot.

RR will prepare a template form which all members of staff will have access to. It will be in both paper and electronic form (stored in Shared Area.) Members of staff can use the form to apply for funding for particular PP students. This could be for text books to take home, trips, music lessons, extra curricular activities etc.

Bids will be received from staff who know their particular students well and can justify how this extra provision will raise the student’s achievement. The bids will be assessed by RR and CC and funds will be provided where judged appropriate.

Sep Onwards

Funding from Pupil Premium money for appropriate bids.

RR to review bids and liaise with CC.

To initiate diagnostic testing with Year 7/8 PP students.

RR to research appropriate diagnostic tests EG Alphie soft, Pixl etc.These will be used to monitor progress being made by PP students during Year 7 and Year 8. This will hopefully start to highlight PP students who may need additional intervention.

Students in Year 7/8 will be tested in the first half term with diagnostic tests in Maths and English. They will be retested later in the year (as yet time unspecified) to give an independent gauge of

Sep onwards

Funding to buy tests

RR will be responsible for storing the data of these test results and analyzing retesting to highlight students who are not


Rhyddings SDP 2014/2015: RR Pupil Premium


their progress. This could then lead forward into more specific intervention.

making the expected progress.

To initiate a PP Case Study folder

RR will begin to document case studies on a small number of PP students in Year 7 and 8. These will document as many aspects as possible : background, attendance, behaviour, attitude to learning, grade trawls, interventions already in place etc

RR will build up a picture of a number of students. These will be used as a starting point as to examples of how PP interventions can best take place to be at their most effective.

Sep Onwards

RR will request information from staff, use necessary data and conduct meetings with chosen students to build up the case study.


Rhyddings SDP 2014/2015: IH SMSC


Whole School Area SMSC Objective School action to be taken.


resources required


Develop International links. Create a structure within the form citizenship tasks for year 7-11 Explore external funding opportunities.

Establish 5 external international links. Continue to embed the link with India and Nepal. Develop and embed form tasks for each term linking to the chosen international link. Explore opportunities for Skype and further face to face dialogue. Explore links to connecting classrooms British Council.

Increased Global awareness. Increased knowledge and understanding and appreciation, of other countries and cultures. More structured form tasks. Increased awareness of global education/ skills. New wider learning opportunities to engage with other international schools.

September-December September- July January- July

Planning time for international link leaders.

Meetings- liaise with international link leaders/ year leaders/ form tutors. Attend form tutor meetings. Student/ staff feedback sessions. Drop- in to form time.

SMSC Links to the creative curriculum

Explore links to Curious Minds Project. Link to specific curriculum areas and pilot a project.

New learning opportunities. Increased impact on the SMSC across the school.

January- July

Planning time for the curious minds project. A financial commitment from school is required.

SMSC subject -Audit 2015 Evaluation of the progress/ impact of the curious minds projects. Meetings with AB/ Curriculum leaders.


Rhyddings SDP 2014/2015:TS Student Impact


Whole School Area Student Impact Objective School action to be taken.


resources required


Create a structure where students can have an impact in whole school decisions.

Create new roles and appoint students to these roles. Roles to include

• School Junior Leadership Team • Prefects • Student Working Groups • New student parliament (TS)

Share with staff and students model for student impact. (TS) Encourage staff especially lead learners to create working groups with students looking at their specific areas. (TS)

Students want to make a difference more in our school and the community. A clearer understanding within school of how student impact can be used effectively. Staff valuing students opinions more.

September - July

Approx £300/400 for school travel costs. For trip to houses of parliament. (Trip part funded by government)

Weekly meetings with JLT Regular meetings with prefects Monthly meetings of school student parliament.


Rhyddings SDP 2014/2015:TS Student Impact


Junior Leadership Team to attain the Student Leadership Accreditation

Run leadership training with students to give them leadership skills (MC/TS) Teach students how to take ownership of SLA, and how to successful complete criteria. (TS) With students help gather evidence of JLT hitting SLA criteria. (TS) Coach and mentor students in their junior leadership role throughout the year. (MC)

JLT have developed their leadership skills. 100% achieve at least silver award, with hopefully at least 25% achieving gold leadership award.

September - April

External leadership training.

Check on students’ progress in completing criteria grid, once every half term.

Create a structure at form time where ALL STUDENTS can discuss and give their opinions

Form tutors to appoint a form rep for each form in school. (Form Tutors) Create a form time structure where different topics/questions are discussed on a regular basis. This is to enable ALL STUDENTS to be able to give their views and ideas. The opinions and ideas of the students will then be fed back to the student parliament for further discussion. (TS)

An effective structure now in place where all students feel like their opinions are valued.

September – July

None Monthly Student Parliament meetings. Monitoring of form reps.


Rhyddings SDP 2014/2015: CL Teaching and Intervention


Whole School Area Teaching & Intervention Objective School action to be taken.


resources required


SEND and literacy intervention

• Read through the new frameworks (CL) • Develop robust strategies to improve

literacy across the curriculum linking with SEND (ALL)

• Liaise with CB about current practise, arrange meetings to discuss intervention ‘wish list’ (CL)

• Liaise with the pastoral team and their interventions

• Use the extra English time to address other intervention required within literacy (CL/GB)

• Whole school literacy focus one morning every week in form time (ALL)

• Whole school commitment to celebrating WBD etc (CL/JB)

• Use week 0 to provide whole school opportunities to work with authors, poets etc (CL/JB)

• Literacy pupil bulletin (CL) • Using the library to enhance reading,

reading clubs for students with different needs (ALL)

• Reward programme for reading, writing reviews (by both teachers and students), published around school

EAL – what levels of intervention and support in place and what else needs to be done

Greater understanding of the new legislation Teachers have clearer ideas of what level of intervention their students are receiving and why Greater understanding and links between departments about the various interventions taking place Increased progress in literacy Cross-curricular approach and understanding of literacy More students reading and enjoying reading

Summer 2014 Autumn term July 2014 From the autumn term onwards As calendared From autumn term onwards Ongoing

Teachers covered so they can observe the intervention which impacts upon their students Potential funding for external experts to come into school and work with students

Monitored by feedback and observation


Rhyddings SDP 2014/2015: CL Teaching and Intervention


Numeracy • Common language for numeracy developed (CL WITH MATHS DEPRTMENT)

• Raise awareness of what numeracy in each subject may be/look like (CL)

• Form focus once a week on numerical problems/brainteasers (ALL)

Greater awareness of cross-curricular numeracy Ability to problem solve and work in teams

Autumn term

Differentiation for challenge

• Whole school focus on how to differentiate for students of all abilities so they are challenged (CL)

• Staff development training using materials provided by ‘Differentiation’ course (CL)

• Revisit questioning quadrants • Drop in sessions (ALL)

Lessons more challenging for students Challenge planned for Higher levels of progress

Training day in autumn term Throughout the year at calendared times

Time off timetable

Drop in sessions Coaching meetings (if relevant) Lesson observations


Rhyddings SDP 2014/2015: NL Teaching for Learning (T4L)


Whole School Area Teaching for Learning (T4L) Objective School action to be taken.


resources required


To embed a school culture where staff & students are strongly committed to improving the quality of teaching for learning

• Embed a whole school approach to AFL - questioning for deep thinking and extended reasoned answers – refer to Teaching & Intervention CL

• Planning lessons to better meet the needs of all students, in particular providing more challenge for the more able – refer to Teaching & Intervention plan CL

• Review of whole school learning plan

• Embed and enhance primary / secondary / international links NL/CC/IH

Lessons more challenging for students Challenge planned for At least 80% of students making expected progress & more To increase the % of students obtaining more than EP ( 4 levels or more) to 30% (increasing to 50%) Outward facing community Continuity & progression Vibrant culture for learning Students turned on to learning SMSC awareness

On going Autumn term Throughout the year at calendared times Spring term On going

Time

Drop in visits – SLT Lesson Observations – SLT / Line Management Monitored by line management feedback, observation, student impact Primary transition grid Student impact SOL Assemblies Alliance Minutes


Rhyddings SDP 2014/2015: NL Teaching for Learning (T4L)


To eliminate RI teaching & increase outstanding teaching

• Increase challenge for all groups CL

• Consistently better questioning CL

• marking for steps to improvement GB

• Embed network of best practice. Members of the Extended Leadership team

• Develop coaching way of working as part of the teacher’s toolkit of evaluation MC / ELT/SLT

Lessons more challenging for students Consistently challenging student targets Greater staff awareness & delivery of the key components of outstanding lessons All teaching is at least good & an increased no. of outstanding teaching

Twilight: 17 / 11 / 14 On goinng

Staff feed back Learning blog resources As above


Rhyddings SDP 2014/2015: LH What Kind of Learning


Whole School Area What Kind of Learning Objective School action to be taken.


resources required


observations of a Learner’s Day and how they have to “change their approach” as they go to every lesson

Audit / Reflection Observations to inform working with Student Impact TS. Training and observations of willing staff identify key preferred learning styles PLUS increase understanding of the role of a teacher / how SI can comment and feed back to Student Parliament. Audit of range of findings for further action (staff share success/report least effective anonymously). 2014-15 INSET = Use of Foci – challenge – questioning – reflection – responses to marking after advice www-ebi-ebi- (“what went well” – “even better if” – “my response is”– strategies for resilience etc. NT GB DIRT (Directed Improvement & Reflection Time) > Development of FRAMEWORK to ensure that self & Peer Assessment are robust. AIM – to get Learners to explain their thinking with growing confidence. Audit – marking sampling.




Inset – Pro-social and Epistemic Qualities

IH SMSC/ Creativity in Planning > Staff reflective Teaching & Learning Log (such as Challenge and Questioning strategies) - (private between owner and Buddy/L-L (tbd) > address observation of Ofsted re; speaking (and Listening?). Work with NL IH CO LM MC JY et al.

Some Inset time required: timing tba

Learning Pods students discuss and record progress/lack of with a member of staff (as a mentor > coach > facilitator) in a small group situation, tea and biscuits (hidden Curriculum), random and irregular timings (eg; early in term + after report issued, reflecting on feedback and progress (arrow chart for Mentor) MC GB CL LB RR. Development of Emotional Intelligences – Prompts for Mentor and record. For Y10 and 11, this ties in with 3LP and targets, a “light” form of intervention whilst there’s still time...the activity could be split with another initiative in order to free up enough staff to handle the activity and rotate partway through the new lesson timing. Collaborate with MC for staff coaching and Learner Coaching TS; invite staff to volunteer for set-up to inform via different teaching




approaches, like a GATEWAY; this will aid set up whole-school. A key area here is to lay the ground for Teaching students HOW to learn – growth Mindset, resilience etc. Connect with PLTS already taught and link to real-life

Learning from our Feeders

how do those independent, mature year 6s turn back into “the Youngest ones”? DN SB Learning from our colleges (eg Blackburn – what qualities they look for – not just “how to succeed”, but “how to adapt”, be “collegiate”, “resilient” etc. Learning from Employers – commodities that demand learning for life – MINSDET – JB + YCos

Developing the Students’ Reflective Learning Log

(reported on GB) into a viable currency GB as part of the Portfolio taken to Interview, endorsed by colleges and Employers – an Epistemic Apprenticeship. Work here is already happening with JB – Links with SMSC IH




Documents

Rhyddings School Development Plan 2014 – 2015smartfuse.s3.amazonaws.com/rhyddings.co.uk/uploads/2013/02/School... · Rhyddings School Development Plan 2014 – 2015 Rhyddings SDP