St. Mary’s Catholic Academy

Senior Science

Technician

Information to Candidates

June 2018

St Mary’s Catholic Academy St Walburga’s Road Blackpool. FY3 7EQ Tel: 01253 396286 Email: admin@st-mary.blackpool.sch.uk Fax: 01253 442589 Web: www.st-mary.blackpool.sch.uk Head Teacher: Mr. S. Eccles B.Sc. (Hons) MEd

Dear Colleague

Thank you for your enquiry about the post of Senior Science Technician. This post has been advertised to ensure the future leadership and development of the science technical support team. Further details of the post are outlined in this information pack. Please note the closing date for receiving applications is Friday 6 July at 12 noon. The post is term time only and will start on 1st September 2018. Further information about the Academy is available on the website.

St Mary’s is a successful 11-18 voluntary aided, mixed Catholic Academy and part of the Blessed Edward Bamber Multi Academy trust. We are part of a family of three schools: St Mary’s, along with two other primary academies - Christ the King Catholic Academy and St Cuthbert’s Catholic Academy. This provides a unique opportunity for us to work across the primary and secondary phase in developing pedagogy and practice to deliver high quality learning and outcomes across both phases.

St Mary’s is accommodated in a 22.5 million pound refurbished / new building along with Christ the King Primary and Church. Our state of the art facilities make our building amongst the best school buildings in the region, if not nationally, and allow us to deliver learning and develop pedagogy in fantastic new surroundings. In addition St Mary’s was recently designated as the research school for Blackpool as part of the education endowment fund research schools network and also as a CPD hub for the teacher development trust. These represent a fantastic opportunity for the Academy to develop the use of evidence based research and maximise its impact on staff development and ultimately students learning.

We are very highly regarded both within the Diocese of Lancaster and the local community of Blackpool. A short Ofsted Inspection of St Mary’s in March 2017 was extremely positive and confirmed that St Mary’s Catholic Academy continues to be good. The following quotes are taken from the body of the inspector’s letter:

• The leadership team has maintained the good quality of education in the school since the inspection of your predecessor school.

• Pupils spoken to during the inspection showed great pride in their school and parents wholeheartedly appreciate the efforts made by staff.

• Comments from parents such as ‘The staff go above and beyond what is expected’ and ‘The staff clearly have the best interests of the children at heart’ were typical.

• Staff were equally positive; their comments portray a school where people are valued and supported. One member of staff put this very clearly: ‘Each and every pupil knows there are people in school who care deeply for them…who will go the extra mile for them…that is something of which I am incredibly proud.’

Our Mission and Vision statements encompass the essence of a distinctive Catholic education. As an Academy we aim to help students develop a values system that will provide them with firm foundations in the stormy waters of life. The Academy is Catholic, which is both universal and inclusive, and wants to encourage people to come to work and contribute to the Academy’s continuing mission. Our Diocesan Inspection Report in March 2017 graded us as “outstanding”. Some of the inspector’s findings were:

• This is an outstanding Catholic Academy. Christ is at the centre of all it does and Gospel values permeate throughout.

• The leadership of the academy is outstanding as Directors and leaders are totally committed to the Church’s mission of high quality Catholic education for all.

• Staff are authentic witnesses to Gospel values and endeavour to live these out in their work with pupils, especially the most vulnerable. The quality of the pastoral care is outstanding with all pupils and staff expressing the caring community that exists in all aspects of the life of the academy. Pupils care deeply about their school with one Year 11 pupil saying, “I feel lucky to come here.”

• The prayer and liturgical life of the academy is outstanding. There is a very strong Chaplaincy team whose work permeates the whole of the academy and supports and encourages the work of all staff. Pupils are actively engaged in the prayer life of the academy and take part and lead prayer and liturgy on a regular basis.

• Pupils are attentive and want to achieve. They show confidence in their teachers and enjoy positive relationships with them.

Academic results across the Academy were pleasing in the academic year 2016/17. GCSE results were in line with the National Average, students at GCSE achieved 59% A*-C in English and Maths with a progress 8 score of +0.1. We were particularly pleased with the progress 8 score for disadvantaged students which was -0.01, significantly better than the national data of -0.34 for this group of students and an important part of our mission as a Catholic Academy. Results this year were slightly down on last year, but are still around national average for attainment with 59% of students achieving a grade 4 or better in Maths and English. Progress 8 data for this cohort is -0.34 and for Pupil Premium students -0.76 – there is still much work to do.

At A level, results in 2016 and 2017 were excellent with a 100% pass rate. In 2016 our A2 ALPS grade, which measures progress from GCSE to A Level was a grade 4, “good”. In 2017 this improved to a grade 3 “excellent” placing our sixth form in the top 25% of sixth forms nationally.

The Academy is an exciting and innovative place to work. Our willingness to seek new solutions to a range of educational challenges is central to our success. In particular the academy’s professional development programmes are outstanding with a full induction programme for new staff and a range of leadership development programmes also available. Some extensive work on personalising learning and implementing curriculum pathways for students across the Academy attracts national interest.

St Mary’s is a rewarding place in which to work. Relationships between colleagues and students are excellent. We have a well-developed and supportive Induction Programme for new colleagues and greatly value the professional development of all. Our Investors in People status was renewed in March 2015. The latest report is available on our website and contains the following comments:

“With the positive ethos based on Christian values, the college, with its stakeholders, applies these principles throughout their activities and in how they carry out their roles for St Mary’s Catholic Academy… …The result of this is that people continue to go the extra mile in effort and time. It was clear that everyone lived and breathed the values which were reinforced through the 4 C’s. Community, Caring, Catholic and Challenge.”

“CPD on offer is varied and specifically tailored to the current needs of the school. All those interviewed referred to the development on offer as second to none and related to how it has informed their practice and changed the ways they carried out their roles within the school.”

“Overall, it was clear that the commitment to people development was linked to the provision of a range of learning and development opportunities,”

Some quotes from the interviews

“If you want the opportunity to do more and progress, this is the best place to be.”

“The Academy has helped me in so many ways, I have been encouraged to try new things, and the support there is brilliant. You are never on your own and people are so helpful and supportive whatever the issue.”

“My HOD knows my aspirations and works with me to get there for the children and for my career”

Support staff play a vital role in ensuring the academy runs smoothly with support services of the highest quality. This post offers you the opportunity to work as part of a hard-working and professional team.

There is still much to do. The Chief Executive, Directors and I are ambitious for all students to experience the best resources, most outstanding learning environments and achieve the highest possible outcomes. I would be delighted to receive your application for this post.

Yours sincerely

Simon Eccles Headteacher

SCIENCE DEPARTMENT

INFORMATION FOR CANDIDATES

PERSONNEL The post is a term time only contract starting in September 2018. Currently the department consists of: Miss Rebecca Jones – Head of Science, Head of House and Senior Middle Leader Miss Catherine Hetherington - Second in Science, Head of Chemistry Dr Marc Leaver - Head of Physics and Key Stage 4 Miss Clare Courtney - Head of Biology (Sept 2018) Mrs Sarah Cowie - Head of Applied Science and Key Stage 3 Mr Matthew Allen - Science Teacher Mrs Amanda Baines - Science Teacher Mrs Jenny Burrough - Science Teacher, Head of House Mr Russell Brookes - Science Teacher Mr Phil Naylor - Science Teacher, Assistant Headteacher, CPD – Hub Leader Mr Mark Sergeant - Science Techer and Deputy Headteacher Miss Lauren Stephenson - Science Teacher Mrs Katie Thomas - Science Teacher Miss Kirsty Young - Science Teacher Miss Alice Parr - Science Teacher (Sept 2018) Miss Sophie Riley - Science Teacher (Sept 2018) Vacancy - Senior Science Technician Mrs Anna Dyson - Science Technician TERMS AND CONDITIONS The successful applicant will be employed on Grade D of the new NJC Scale (Points18-21 - £18,870 - £20,541 full time, full year). Actual term time only, pro-rata starting salary on Point 18 is approximately £15,792 Hours of Work: Monday – Thursday 8am – 4pm Friday – Friday 8am – 3.30pm With a lunch break each day of 30 minutes. Holiday entitlement is 25 days in the first five years of service plus all public holidays, increasing to 30 days after five years continuous service and to 31 days after ten years continuous service. Holidays must be taken outside of the academy’s stated term times. This post is subject to:

• The CES (Catholic Education Service) form of contract, • To DBS (Disclosure and Barring Service) formerly the CRB, • Medical clearance and • Verification of your qualifications and National Insurance number.

ST. MARY’S CATHOLIC ACADEMY

SENIOR SCIENCE TECHNICIAN

Person Specification

The Directors of St. Mary's Catholic Academy are seeking to appoint a quality candidate whose job and personal profile most closely matches the specification given below:

Knowledge/Skills

• Good literacy and numeracy skills and educational qualifications to Level 3 in Science based subjects (A-levels,

NVQ3 or HNC/HND) • Knowledge of general health & safety issues related to handling chemicals and scientific equipment • Ability to relate well and develop positive relationships with adults and students • Ability to work constructively as part of a team and to show individual initiative

Experience

• Prior experience of working in a scientific role within an educational or commercial environment for a minimum of

twelve months. Attitude / Approach

• A calm manner is essential and a good sense of humour. • A willingness to be part of the whole College and to contribute to its ethos. • Flexibility, reliability and honesty. • Understand the need for confidentiality. • An excellent attendance and punctuality record. (Please note that excellent attendance is considered to be 95%

attendance over the past two years. Governors will take note of one off illnesses/absences and individual circumstances).

The Senior Science Technician will be required to provide demonstrations to support the work of the Technical Support Team.

Evidence will be drawn from:

• Letter in support of application. • Application Form. • Practical preparation task. • Response to questions during interviews. • References.

Letter of application should:

• Be clear, concise and well presented. • Demonstrate you meet the person specification. • Describe how you would lead the Science Technical support at St Mary’s. • Be no more than two sides of A4 in length.

SENIOR SCIENCE TECHNICIAN

Responsible to: Head of Science Key Responsibilities: To co-ordinate the use of practical resources and facilities and provide assistance and advice in meeting the practical needs of the Science curriculum, including liaising with teaching staff and support staff outside the department. To ensure the maintenance of a healthy and safe working environment through: • Actively contributing to the assessment, monitoring and review of both health and safety procedures and information

resources. • Keeping up to date with current procedures and practices through continuing professional development. • The provision of technical advice and support on health and safety issues to teaching and technical staff. • The safe treatment and disposal of used materials including hazardous substances and responding to actual or

potential hazards. • The healthy and safe storage and accessibility of equipment and materials. • To ensure that both routine and non-routine checking, cleaning, maintenance, calibration, testing and repairing of

equipment are carried out to the required standard. • To assist the team-leader with the day-to-day organisation and development of technical staff to ensure that

essential performance standards are achieved. • To contribute to the design, development and maintenance of specialist resources and/or long-term projects and

offer professional guidance, assistance and support to students and teachers on the practical aspects of the curriculum.

• To be responsible to the Head of Science in co-ordinating the use of, and development of, practical resources and facilities, including the provision of guidance and support in meeting the practical requirements of the Science curriculum, including liaising with all areas of the school and outside organisations.

To be responsible for setting up and monitoring systems used in the management and control of practical resources including: • Leading on stock control, compiling orders, liaising or negotiating with suppliers and maintaining appropriate

records. • Monitoring, controlling and keeping financial records of the departmental expenditure in accordance with the

school’s policy. • Ensuring the availability of suitable materials and equipment and suggesting alternatives for suitability and economy This post is subject to:

• The CES (Catholic Education Service) form of contract. • To DBS (Disclosure and Barring Service) formerly the CRB. • Medical clearance. • Verification of your qualifications and National Insurance number.

Please note as part of the Academy’s commitment to the protection and safety of its students: • References will be required including a judgement about your suitability to work with children. Referees will

be asked whether you have any disciplinary offences relating to children (even if spent) and whether you have been the subject of any child protection concerns.

• Open references supplied by candidates will not be accepted. • A member of the interview panel will be trained in implementing Child Protection procedures.

These responsibilities will be reviewed in the light of the Academy’s development plan and changing needs.

S. Eccles June 2018

MISSION STATEMENT

St. Mary’s Catholic Academy is a caring faith community.

Our mission is to provide an outstanding whole-person education through which all are challenged to grow in wisdom, understanding, self-esteem and closeness to God.

The hallmarks of St. Mary’s are: Catholic Caring Community Challenging St. Mary’s is a Catholic school where prayer and reflection are woven into the fabric of the school’s life. The universal message of the Church and its call to new life encourages us to value every individual as precious in God’s sight. The distinctive education offered at the school includes the continuing development of morals and Christian values. Respecting the uniqueness of each person is central to the caring nature of the school and a reflection of the Gospel message of love. A strong and supportive pastoral system continues to care for all and helps build people’s self-esteem. The school strives to be a community where high quality and enriching relationships are built. Tolerance and the valuing of others are key points of daily life. We seek to manage every aspect of school life, with justice, for the common good of all. We challenge all people to use their God-given gifts to achieve excellence and make significant progress in their learning. Opportunities exist for aesthetic, performing and creative talents to be nurtured.

“I have come that you may have life and have it to the full.”

John 1010

OUR VISION

St. Mary’s Catholic Academy is a secure, caring community with a clear focus on learning.

The school’s distinctive curriculum seeks to provide the experiences that help create a community of enthusiastic and increasingly independent learners. The attainment of all students is a matter of pride, and good results across all ages and abilities reflect this enthusiasm. The Academy aims to develop innovative and high quality teaching and learning across the curriculum. St. Mary’s Catholic Academy provides an extended and enriching curriculum. Using creative and innovative teaching styles, incorporating developing technologies, the school seeks to challenge and support all students to achieve their individual potential. We promote the use of Mathematics and ICT across our curriculum. The school recognises the importance of working closely with parents and students, parishes and primary schools towards excellence. We strive to work in close partnership with our family of schools, with our local community and business sharing our specialist facilities and resources. By developing and disseminating good practice, especially in the teaching and learning of Mathematics and Computing, all learners will benefit. There is a calm, tolerant and supportive atmosphere in which talents are developed and weaknesses understood. The Christian spirituality of the school is reflected in curriculum, liturgy, prayer and practice. These important aspects of our community nurture students on their unique journey of faith. The governing body and school leaders promote a shared vision and common purpose. School development planning, self-review and evaluation translate this vision into a process of continuous improvement. Structured programmes for all students, a caring pastoral system and excellent facilities ensure that St. Mary’s remains a popular choice. The school environment is pleasant and well maintained. Classrooms and specialist areas enhance learning. Effective displays throughout the buildings celebrate the range and vigour of all aspects of school life. This range and vigour is further seen in the full programme of extra-curricular activities that enrich our students’ lives and further enhance the reputation of the school.

Academy Raising Achievement Plan 2017-18

1 2 3 4 51 Improve attendance particularly of Free School Meal and pupil

premium pupilsImplement Harvard letter system across academy

First call focus to shift to FSM students daily.

Develop script for attendance meetings to focus on parental suppot and impact on learning.

Improve and embed attendance rewards to raise

the profile attendance across the academy.

Investigate attendance interventions involving

control group trials to raise attendance of PP and FSM

pupils.Overall lead MPH

2 Develop a set of clear processes to implement and embed the St Mary's way

Develop a series of key processes in running the

Academy.

Implement series of processes and measure

their progress.

Review the St Mary's way each half term with staff to

determine areas for improvement.

Ensure provision for LAC and SEND pupil is in line

with and meets the St Mary's Way

Develop and embed resilience programme using MTQ48 across year groups.

Overall lead JEM JLE SCO3 Plan and implement a "getting over the bar" culture of attainment Research approaches to

setting which move towards setting an aspirational

standard for all studentst to achieve.

Design CPD to develop staff needs to teach mixed

ability.

Review and adjust schemes of learning to accommodate

changes in Year 7

Overall lead NRI4 Research, design and introduce a system to improve the reading and

recall of students across all phases of the academyScreen Y7 - 9 using NGRT to establish base line and nature of any issues.

Review potential interventions and schemes from literature and other schools to design a bespoke system for St Mary's

Implement trial reading intervention across Y7 and measure progress through second NGRT.

Develop resource of knowledge organisers with principles of spacing, self quizing and tracking completion integral to design.

Implement trial revision process using organisers within Y11 to promote better knowledge recall across subjects.

Overall lead SEC5 Improve help for parents in supporting their child's learning. Develop scripts for use at

parents evenings and at progress day.

Implement system of follow up with personal meeting where possible to missed

information evenings.

Develop a parents forum (through coffee mornings) and phone interviews to

enquire as to mechanisms to better support parents

suppor their children.

Develop a system to support targeted parents with helping their children to learn through homework portals (Heggarty maths, Bedrock Learning and reading).

Investigate an improved parental communication app and portal to replace

INSIGHT in 2018-19.

Overall lead EHO MPH

Actions 2017/18Objectives

MSESEC

EHO

MPH

JEM

NRI

Strategic Business Plan 2015-2020

St. Mary’s Catholic Academy, Blackpool

Contents Page

1. Introduction 3

2. Object & Vision 4

3. Catholic Ethos 5

4. Teaching, Learning & Assessment Strategy 6

5. Objectives 2015-2020 7

6. Actions 2015/16 8

7. Key Performance Indicators 9

Introduction The Blessed Edward Bamber Catholic Multi Academy Trust was formed on the 1st September 2014 from Christ the King Catholic Primary School, St. Cuthbert’s Catholic Primary School, both one form entry schools, and St. Mary’s Catholic College, an 11-18 school. As part of a coherent vision to act together in a deep partnership, the trust was formed with a single Board, an Executive Director and no local governing bodies. Each academy has its own head teacher. Two of the academies were convertors and the other a sponsored academy. The Trust is open to other Catholic schools joining as determined and agreed by the Lancaster RC Diocese Trustees.

In developing this strategic business plan the directors and senior leaders, of the Trust’s academies, were aware of the potential reduction in teacher supply over the next five years. Its determination to improve the educational outcomes of all the children and young people, it is directly responsible for, will only be achieved through the recruitment and retention of a high quality and committed workforce. To this end the Trust is aspiring to become the employer of first choice within the area. We intend to develop, implement and embed a recruitment and retention strategy based on a positive ethos within all our academies, delivering workload reform, outstanding professional development and enhanced career opportunities for staff.

This plan is deliberately focussed on a few objectives that we believe will have a significant impact on the quality of teaching and learning, removing barriers to achievement and enhancing educational outcomes. As Ofsted implements its short inspection programme and external accountability is replaced by greater internal responsibility, the Trust will develop, implement and embed a Quality Assurance Programme with external validation/peer review to ensure its processes and outcomes are of a consistently high quality.

The Trust is a strategic partner in the Catholic Teaching Alliance (North) and the Fylde Coast Teaching School Alliance. It is active in supporting the delivery of leadership programmes and providing places for initial teacher education trainees. The development of the Blackpool Challenge initiative is at an early phase and may offer opportunities to further the Trust’s work in meeting its stated vision. The academies’ head teachers and staff are members of a series of local and regional networks and the Executive Director is charged with developing alliances, at a national level, which will add value to the Trust’s work.

St. Mary’s Catholic Academy, Blackpool

Object The Company’s object is specifically restricted to the following:

to advance for the public benefit education in the United Kingdom, in particular but without prejudice to the generality of the foregoing by establishing, maintaining, carrying on, managing and developing Catholic schools designated as such which shall offer a broad and balanced curriculum and shall be conducted in accordance with the principles, practices and tenets of the Catholic Church and all Catholic canon law applying thereto including any trust deed governing the use of land used by an Academy both generally and in particular in relation to arranging for religious education and daily acts of worship and having regard to any advice and following directives issued by the Diocesan Bishop.

Vision The Blessed Edward Bamber Catholic Multi Academy Trust seeks to be the place of first choice for children to learn and staff to work. Through an extensive challenging curriculum and best practice in teaching and learning, informed by research and the experiences of our staff, we will enhance children’s life chances by maximising their educational outcomes. A rich Catholic ethos in which all grow in wisdom, responsibility, respect of others and love of God will be our hallmark.

The Trust will be a powerful developer of people delivering coherent and stage appropriate teaching & learning, leadership and technical knowledge and skills enhancement programmes alongside focussed and impact orientated staff development projects, opportunities and experiences. Robust and rigorous quality assurance processes will help leaders across the Trust further develop and enhance their leadership skills and increase their influence and impact.

The Trust’s ability to look and work cross phase will enable us to become a centre of excellence in transition. Moving beyond social and management issues, we will develop strong curriculum, pedagogy and learning transition processes, in core subjects, to ensure enhanced progression in children’s learning from the primary to the secondary phase.

Alongside local parishes, with who we share deep historic links, we seek to be a powerful advocate for Catholic Education within the locality and region, serving the needs of vulnerable children and their families and the wider community, as part of the educational mission of the Church. Prioritising our local family of Catholic schools, we are committed to supporting the evolution of a school-led system through connecting, working with and supporting schools and educational organisations, locally, regionally and nationally.

Distinctive Catholic Ethos Further strengthening the distinctive Catholic ethos of the academies within the Blessed Edward Bamber Catholic Multi Academy Trust is a priority for the Board and will be achieved through focussing on the four dimensions of the pastoral mission of the church:

a. Kerygma (Announcing – distinctiveness of witness, religious contribution to every aspect of our education. The Proclaiming School). b. Leitourgia (Liturgy – Grace builds on nature but must acknowledge the sphere beyond the natural world. The work of the Christian assembly to adore God in

prayer, thanksgiving and penitence. The Worshipping School). c. Diakonia (Ministry - Culture has to be changed and transformed by the Christian Gospel. This emphasises social activism and the service of the poor. The Serving

School). d. Koinonia (Community – Christian community existing in reasonable harmony with the surrounding society. Christian school plays a part in the country’s general

education provision. One mission of all Christians is the creation of community which inevitably involves at times compromise and creating common ground with the surrounding culture. The Civic School).

All of these elements are part of the Mission of the Church and all these elements will be found in an authentically Catholic school. Kerygma and Leitourgia give the essential “roots” to the community and help define our distinctiveness. They provide the opportunities to gather and centre ourselves around a core of beliefs. The Trust will be respectful of parents as the first and foremost educators of their children and seek to engage them in their child’s education.

Both Diakonia and Koinonia give the opportunity for our faith to take “wings” and reach out beyond our own community in order to have a positive impact on other communities, particularly those suffering from poverty, and society in general. The service and civic nature of our schools helps give witness and richness to our distinctive way of living. This will include an education rich in the spiritual, moral, social and cultural and supportive of British Values.

Proclaiming, worshipping, service and civic duty are essential elements of the Catholic school. We need both roots and wings to ensure we deliver an education in faith and wisdom which is the hallmark of a Catholic school.

St. Mary’s Catholic Academy, Blackpool

Teaching, Learning & Assessment Strategy The Blessed Edward Bamber Catholic Multi Academy Trust is seeking to further improve the quality of teaching and learning through developing a data and feedback informed approach to teaching and learning across its academies. This will build on aspects of current good practice and a further convergence of curriculum through collaborative planning and shared schemes of learning, teaching approaches and programmes across its primary academies. There will be a specific focus on transition arrangements, initially from Key Stage 2 to 3, in Mathematics & Numeracy and English & Literacy followed by Religious Education and Geography.

Time will be built into “directed hours” for collaborative planning of a challenging curriculum and forensic analysis of the pre-planned assessments.

Planning schemes of learning is a complex tasks which benefits from the additionality and diversity that a team brings. Our collaborative planning will be informed by experience, research and in time data, from the outcomes of student assessment and lesson study projects, so that we redefine and capture curriculum excellence and share it as widely as possible. Getting this right will mean that best practice becomes available to all staff so all children may benefit from it. We will plan learning not lessons, starting with the key concept or main idea to be taught, determining challenging milestone and end point success critieria and pre-planned common, cumulative assessments which exemplify the expected level of challenge will be brought by everyone to the planning process. After this the learning intentions and flow can be determined though in reality the whole process tends to be more iterative in nature. Identification of common pupil misconceptions will be part of the planning process as will how to address them, non-negotiable activities and assessment and strategies which may have been more successful previously or with certain groups of pupils can be discussed and explored.

Teachers will receive feedback on the quality of teaching and learning in their classes through formative and summative lesson observations, the outcome of pre-planned assessments and the use of lesson study. The coming year will see a trial across all academies within the Trust of weekly/fortnightly micro lesson observations with feedback to teachers. A range of professional development will be provided to assist teachers in their desire and efforts to improve.

Pupils will receive feedback through the formative use of summative assessments and via written and oral comments on their work, against shared and challenging success criteria. Time will be given, as appropriate, to reteach elements of the scheme of learning or for pupils to improve their work to a higher standard

Objectives 2015-2020

2015/16 2016/17 2017/18 2018/19 2019/20

1Implement a challenging spiral Mathematics & Numeracy Curriculum from Key Stage 1 to 5

Implement Implement Embed

2Develop & Implement a challenging spiral English & Literacy Curriculum from Key Stage 1 to 5

Develop Implement Implement Embed

3Develop & Implement a challenging spiral Religious Education Curriculum from Key Stage 1 to 5

Develop Implement Implement Embed

4Develop & Implement a challenging spiral Science Curriculum from Key Stage 1 to 5

Develop Implement Implement

5Implement a Data & Feedback Informed Teaching Approach directed towards challenging next stage ready assessments and associated closing the gap processes

Implement Implement Embed

6Develop & Implement a stage appropriate professional development curriculum for teachers

Develop Implement Implement Embed

7Develop and share an expertise in primary/secondary transition in core subjects as part of an external CPD offer

Develop Implement Implement Embed

8Implement a Quality Assurance Programme across the Trust with external validation/peer review

Implement Embed

9Develop & Implement a Healthy Minds, Healthy Mindset Strategy to address mental health and resilience barriers to achievement

Develop Implement Implement Implement Embed

10Develop & Implement a recruitment & retention strategy based on a positive ethos, workload reform, professional development and enhanced opportunities for staff

Develop Implement Embed

Academic YearsNew Objectives

St. Mary’s Catholic Academy, Blackpool

Actions 2015/16

1 2 3 4 5

1 Implement a challenging spiral Mathematics & Numeracy Curriculum from Key Stage 1 to 5

Collaboratively plan common schemes of learning for Key Stages 2 & 3

Devise challenging next stage ready assessments for Upper KS2 Ready and GCSE Ready

Implement an intensive intervention programme for Years 3, 5, 7 & 10 identified as not yet ready

Devise a Key Stage 3 numeracy programme and pilot in form time and one learning house in addition to MIT LH

Collaboratively review the common schemes of learning for Key Stages 1 & 4

2 Develop a challenging spiral English & Literacy Curriculum from Key Stage 1 to 5

Collaboratively plan common writing schemes of learning for Key Stages 2 & 3

Agree a common scheme for the teaching of phonics in primary academies

Devise challenging next stage ready assessments for Upper KS2 Ready and GCSE Ready

Implement an intensive intervention programme for Years 3, 5, 7 & 10 identified as not yet ready

Appoint AHT English & Literacy at a Trust level

3 Develop a challenging spiral Religious Education Curriculum from Key Stage 1 to 5

4 Develop a challenging spiral Science Curriculum from Key Stage 1 to 5

5

Implement a Data & Feedback Informed Teaching Approach directed towards challenging next stage ready assessments and associated closing the gap processes

Provide staff training on collaborative planning and data informed teaching

Produce academic year calendar with interim assessments and data analysis meetings

Develop 4-6 (2-3) common challenging interim assessments for core (foundation) subjects

Monitor analysis of assessments and closing the gap teaching response

Revision of schemes of learning to develop new teaching approaches where required following data analysis

6 Develop a stage appropriate professional development curriculum for teachers

Develop and implement a PD programme based on the formative LO choices by teachers

Develop a leadership CPD ladder for staff using in-house and external leadership programmes

Implement a series of lesson study projects across the Trust

Trial a programme of weekly/fortnightly formative lesson observations with NQTs

Revisit NTED CPD Audit Tool and reassess standard

7Develop and share an expertise in primary/secondary transition in core subjects as part of an external CPD offer

8 Implement a Quality Assurance Programme across the Trust with external validation/peer review

Develop & implement yearly quality assurance reviews for subjects within the academies

Review Directors' quality assurance process, revise as appropriate then embed

Review Safeguarding quality assurance process, revise as appropriate then embed

Devise a quality assurance programme for the Trust's business activities beyond audit

Devise and trial a peer review of outcomes and associated processes across the Trust

9Develop a Healthy Minds, Healthy Mindset Strategy to address mental health and resil ience barriers to achievement

Engage in consultation for Phase 3 of HeadStart Programme including "Resil ient School" strand

Support Blackpool's Executive Board to help develop Phase 3 of HeadStart Programme

Plan implementation Phase 3 of HeadStart Programme across the Trust if Blackpool bid to Big Lottery is successful

Develop bereavement support at St. Cuthbert's through Rainbow training and support group

Implement second year of randomised control test on Growth Mindset at St. Mary's

10Develop a recruitment & retention strategy based on a positive ethos, workload reform, professional development and enhanced opportunities for staff

Engage with Schools Direct, SCITTs and PGCE placements to enhance rectruitment

Approach Teaching School All iances to include Christ the King & St. Cuthbert's in ITE

Implement an Annual Workload Review in each Academy within the Trust

Continue to develop a "brand identity" using online and more traditional means of publicity

New ObjectivesActions 2015/16

Objective starts in 2016/17

Objective starts in 2017/18

Objective starts in 2016/17

Key Performance Indicators Performance Area Performance Measure

Academic Standards Christ the King and St. Cuthbert’s Catholic Academies to be at or above the national average for expected progress in Reading, Writing & Mathematics and a KS2 value added score in the top 25% of primary schools nationally.

St. Mary’s Catholic Academy to attain at or above national average for students attaining A*-CEM and a Progress 8 score in the top 25% of secondary schools nationally.

The gap between pupil premium and non-pupil premium children (on the above two measures) to be below the national average.

St. Mary’s Catholic Academy to have a post-16 value added outcomes to be at or above national average All A-level subjects, at St. Mary’s Catholic Academy, to have a value added ALPS residual of grade 5 or

better. All academies to be graded as good or better in Ofsted & Section 48 inspections

Attendance & Behaviour

Overall attendance in all academies to be above national average and in the top 40% of schools nationally. Persistent absence to be below national average in all academies. The level of permanent and fixed term exclusions (as a percentage of the pupil group and enrolment) to be

below national averages. The gap between pupil premium and non-pupil premium children, on attendance & behaviour measures, to

be below the national average. Recruitment & Retention All academies to be over subscribed for entry into reception and Year 7 as appropriate.

All academies to be full in all year groups. All academies to have a full staffing establishment in September of each academic year. The number of staff leaving due to retirement & promotion is greater than all other reasons for leaving the

Trust’s employment Positive data in pupil, parent and staff voice surveys.

Finance The Trust to maintain an annual outturn of between 3-5% of its annual income. Audit reports identify no high risk aspects to the functioning of the Trust or its academies. Rolling three year finance & capital strategies are used to make key spending decisions and identify

efficiencies. Governance Full and timely submission of Annual Report to Companies House.

Attendance at Full Board and Committee Meetings to average 90% or higher over the academic year. Form al schemes of delegation are produced and reviewed annually.

Vision & Ethos The Trust has a clear three to five year vision which has been used to identify strategic priorities. All academies to be graded as good or better in Section 48 inspections.