St Chad’s Catholic and Church of England High School ... · PDF fileThe NLE will also provide training on the new Ofsted ... NSS to Q/A Review of ... St Chads Catholic and Church

St Chads Catholic and Church of England High School Post OfSTED Action plan 2014 - 2015 1

St Chad’s Catholic and Church of England High School

Statement of Action and Action Plan

2014 – 2015

Unique Reference Number: 135731

Statement of Action


1. Action the Local Authority proposes to take in light of the inspection report that resulted in special measures, to address the main bullets under: What does the school need to do to improve further?

• Improve the quality of teaching and learning so that students’ achievement across the school accelerates rapidly, particularly in English, mathematics, geography and history, at GCSE and in the sixth form;

o ensuring that teachers use all the information they have on students’ capability to plan activities that will challenge students to think hard and

deepen their understanding, awaken their curiosity and raise their expectations of what can be achieved o ensuring that teachers maximise the opportunities in lessons to check their students’ understanding, making sure that students have

captured the key ideas in order to progress their learning o making sure that when teachers mark students’ work, teachers focus on those aspects that will bring about the greatest gains in students’

understanding in order to accelerate their progress and then making sure that students act on this advice.

• Increase the proportion of students, and in particular disadvantaged students, making expected progress and more than expected progress in English and mathematics at GCSE so that both measures meet, at least, the government’s targets.

• As a matter of urgency improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by:

o ensuring that senior leaders’ and governors’ evaluation of how well the school is doing, including the quality of teaching, is rigorous and

robust and used to inform the priorities in the school development plan o ensuring governors use a range of sources of evidence on the school’s performance to enable them to provide an appropriate level of

challenge to senior leaders and hold them to account o continuing to develop rigorous systems for monitoring students’ progress across the school and in all subjects, using this information to

target effective extra help for those students who are falling behind. o Using performance management to improve teachers’ classroom practice and hold them rigorously to account for students’ achievement. o Ensuring that improving the quality of teaching features as one of the key areas for improvement in the school development plan

An external review of governance should be undertaken in order to assess how this aspect of leadership and management maybe improved. An external review of the school’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and governance may be improved. 2. Arrangements for informing registered parents of the proposed action as well as ascertaining and taking their views in to account;


The published report was accompanied by a letter outlining the support the Local Authority will be providing for the school. A meeting for parents and carers will be held on 12th November 2014 and discussion will take place around the report, actions to date, the timetable for HMI monitoring visits and the role of the Local Authority. The meeting was supported by Steve Nyakatawa (Operational Director, Halton Local Authority) and Tony Billings (support Headteacher). The Headteacher was present in addition to the school’s senior leadership team and the Chair of Governors. The school will be seeking nominations from parents who wish to be more closely involved in a forum designed to enable parents and carers to share their views. The Local Authority will work closely with the Governing Body and Diocese to ensure that the progress the school is making is reported to parents after each monitoring visit by Her Majesty’s Inspector (HMI). Parents and carers will get a progress report linked to the HMI monitoring visits. The school will gather parents’ views through regular questionnaires and surveys. The responses from parents/carers will be scrutinised as part of the role of the Governors’ Special Measures Sub-committee. 3. The period within which proposed actions are planned: September 2014-July 2015. The school improvement plan will cover 2015/16 onwards. The local authority has commissioned the support of a National Leader in Education (NLE), Tony Billings (2 days per week in the autumn term 2014 and 2.5 days per week in the spring and summer terms 2015) to address two critical areas for improvement identified in the inspection report. In order to improve the quality of teaching, the NLE lead on training for all staff on the Teacher Effectiveness Enhanced Programme (TEEP). The resources for funding the programme will be met by the local authority and the school. The evidence shows that effective implementation of the TEEP programme has improved the impact of leadership and management in improving the quality of teaching and thus raising standards of attainment. The local authority has also commissioned the NLE to review leadership and management roles within the school and recommend if a re-structure of the senior leadership is required. The local authority Human Resources Department will support this process in order to secure strong leadership for the school. The NLE will also provide training on the new Ofsted framework to governors. The NLE is an accredited Ofsted team inspector. 4. In accordance with the Schools Causing Concern Guidance for Local Authorities, schools judged inadequate are expected to convert to Academy status under the leadership of a strong sponsor. The Department for Education will be holding discussions with the school, the local authority and the Dioceses of Chester and Shrewsbury about academy conversion in the middle of November 2014. The attached action plan could be subject to change when a sponsor has been identified and the timeline for academy conversion is agreed.


Ofsted Key Issue 1

Improve the quality of teaching and learning so that students’ achievement across the school accelerates rapidly, particularly in English, mathematics, geography and history, at GCSE and in the sixth form by; ensuring that teachers use all the information they have on students’ capability to plan activities that will challenge students to think hard and deepen their understanding, awaken their curiosity and raise their expectations of what can be achieved Overarching outcome Success Criteria ( pupil/student

impact) Activities / actions Key

Personnel Monitoring and Evaluation of

impact

Timescale

1a Expectations for pupils’ and students’ progress and attainment are appropriately challenging and ambitious

• Planning is showing appropriate differentiation and focused on appropriately challenging objectives.

• Planning is used to set challenging targets and purposeful outcomes

• Pupils engaged in purposeful skill development appropriate to their level of achievement

• Use of high order questioning and other strategies in lessons to raise challenge

Pupil impact:

• Increase in the % of pupils making minimum expected progress (2 sub-levels / year)

• School Progress will be in line with national median (2 levels from KS2 to KS3 and 3 LOPs KS2 to KS4)

• Increase % of pupils making more than expected progress (4 LOPS KS2 to KS4)-all, Most Able, SEN, Pupil Premium pupils/students etc

Establish regular moderation of pupils work to ensure consistency of standards within the subject through learning walks, work scrutiny etc (see key dates in appendix) Set challenging targets, at least 2 sub-levels progress a year (higher where the need for accelerated progress is identified e.g. PP) Staff attend regular departmental monitoring and standardisation meetings Peer observation to view quality provision in teaching and learning within school and externally – focus on level of challenge and progress against outcomes. NSS Subject Links. Ensure existing data is robust and is inputted to current tracking systems Ensure staff understand data, including RAISEonline, indicating trends in achievement and attainment through staff training in December 2014 All staff to consider issues arising from data on pupil progress during INSET sessions and departmental meetings and act accordingly to respond to remove in-school variation in attainment

CTLs/LT Curriculum team leaders (CTL) /all teachers NLE Link adviser External Challenge and Support Partner (ECSP) IR IR SC

ELT NSS to Q/A Review of monitoring and targets planning by CTLs/LT link Pupil progress meetings Lesson observations Work scrutiny weeks Report to Governors’ Standards committee and Special Measures Committee

Termly (see key dates summary) Monthly ½ termly ½ termly ½ termly Monthly On-going meeting programme


Student impact:

• Students in the sixth form meet their Level 3 VA target.

• CACHE and Little League students successfully complete their courses.

Head of sixth form to monitor and track progress and attainment in the Blue departments as determined by ALPS.

KS5 RAP team

½ termly


Ofsted Key Issue 1

Improve the quality of teaching and learning so that students’ achievement across the school accelerates rapidly, particularly in English, mathematics, geography and history, at GCSE and in the sixth form by; ensuring that teachers maximise the opportunities in lessons to check their students’ understanding, making sure that students have captured the key ideas in order to progress their learning Overarching outcome

Success Criteria ( pupil/student impact) Activities / actions Key Personnel

Monitoring and Evaluation of impact

Timescale

1b Monitoring is rigorous and effective. Quality of teaching is consistently good or better. Learning is supported by appropriate pace and challenge in all lessons.

• Staff will implement examples of shared good practice observed in other classes thereby improving teaching and learning and pupil/student progress.

• Staff will engage fully with lesson observations by CTL, leadership link and outside experts and use them to improve practice and skills.

• Use of higher order questioning of pupils becomes greater focus in lesson observations

• Staff communicate expectations of pupils clearly at outset and throughout lessons and review in plenary

• Pupils understand the learning objectives outcomes, success criteria, timescale for a task.

• Pupils engage in independent, more active learning with greater self initiated learning

• Pupils are actively engaged and demonstrate love of learning • All teaching to move from inadequate to requires improvement by

Easter 2015 and to good by summer 2015 • All pupils making progress in lessons and over time • Pupils are clearly aware of what they can do and what they need

to learn or acquire in order to improve. • Staff will demonstrate differentiation through the process of

teaching through the use of data rich contact sheets.

Staff can: • Identify the requisite steps for learning required to support pupil

attainment • Staff able to discuss/answer questions such as:

- Do boys and girls achieve equally? - Are able learners challenged?

Develop staff understanding of good and outstanding teaching through observation and INSET (Teacher Enhancement Effectiveness Programme provided by NLE/NSS) Establish a T and L leadership team with Lead Practitioners (NSS use of LP training programme.) Expert Coaching conversations Peer observation to view quality provision in teaching and learning within school and externally. Observe lessons and feedback areas for improvement. (NLE directly and contracts in other Additional Inspectors). Minimum expectations in terms of teaching and learning (clear planning, objectives, outcomes, challenge, pace) Focus intervention support

MF/CTLs NLE LT Link adviser (support across the outcomes and actions) All teaching staff SENCO BMO

Lesson observations particularly PM observations and LT link moderation with CTLs Scrutiny of books and planning, allied to in - year data Staff meetings and INSET sessions Report to Governors’ Standards committee and Special Measures Committee

½ termly ½ termly As diary Monthly


- How effective is special needs support? -Are there any differences in achievement across any other groups (eg FSM6, PP)

• Understand and share a common/corporate approach to effective teacher / effective learning behaviours, underpinning elements of excellent teaching so they can differentiate and adapt practice according pupils needs.

for pupils who are identified as falling behind target. INSET on observing lessons and giving feedback (NLE to engage all middle leaders in training for paired observations and feedback).


Ofsted Key Issue 1

Improve the quality of teaching and learning so that students’ achievement across the school accelerates rapidly, particularly in English, mathematics, geography and history, at GCSE and in the sixth form by; making sure that when teachers mark students’ work, teachers focus on those aspects that will bring about the greatest gains in students’ understanding in order to accelerate their progress and then making sure that students act on this advice. Overarching outcome

Success Criteria ( pupil/student outcomes) Activities / actions Key Personnel Monitoring and Evaluation of impact

Timescale

1c Curriculum is effective in supporting the development of pupils’ / students’ knowledge, understanding and skills

• Departments’ SOW/ plans include learning objectives, skill, knowledge and understanding progression and cross curricular links/SMSC as appropriate.

• Medium term planning is translated into effective short term lesson planning featuring key elements of OFSTED grading criteria.

• Active learning is taking place in all lessons

NSS – provision of common/expectations templates for PoS / SoW. Review departments’ SOW focusing on NC core knowledge, continuity and progression SOW modified to ensure challenge, progress and intervention CTLs and TLR holders, where appropriate, to monitor and review planning, delivery and pupil attainment and progress within departments.

CTLs NLE to Q/A Leadership link Link Adviser SD (pupil voice)

Lesson observations Work scrutiny Pupil surveys Parent view School Council Feedback to Governors’ standards committee and Special Measures Committee

½ termly ½ termly Annually Annually Monthly Monthly


Ofsted Key Issue 2

Increase the proportion of students, and in particular disadvantaged students, making expected progress and more than expected progress in English and mathematics at GCSE so that both measures meet, at least, the government’s targets. Overarching outcome

Success Criteria ( pupil/student impact) Activities / actions Key Personnel Monitoring and Evaluation of impact

Timescale

Pupils make expected and/or more than expected rates of progress, especially in English and mathematics through improved use of assessment data

• Staff feedback acknowledges achievement and identifies next steps

• Pupils meet or exceed expected targets for attainment and progress

• Pupils engage with and respond to teachers’ marking/comments to build on and further develop their learning

Pupil outcomes: • Increase in the % of pupils making

minimum expected progress • School Progress will be in line with

national median (NCER 2014 3 levels progress in En 68.8%, Ma 61.2%, Sc 52.6%)

• Targeted groups make MEP (NCER 2014 4 levels progress En 31.2%, Ma 27.2%, Sc 26.2%)

Review of implementation of marking/feedback policy – establish expectations All staff make effective use of external and internal assessment data in lesson planning, target setting and monitoring of pupil progress Unannounced sampling / scrutiny of feedback for consistency and pupil responses to feedback. Sharing good practice in school and externally on the use of data to improve pupil/student progress Standardisation in departments, across departments and across schools of quality and consistency of marking, feedback and assessment. Marking and feedback is directly linked to individual pupil targets for progression and attainment. Review of 1:1 and group support for underperforming pupils / groups. (Use of PP).

NLE/NSS to Q/A. DB LT CTLs LA Link Adviser NSS Subject Links

Scrutiny of marking Lesson observations Pupil interviews Feedback to Governors’ Standards Committee and Special Measures Committee

½ termly ½ termly ½ termly Monthly


Ofsted Key Issue 3

Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by: ensuring that leaders’ (at all levels) and governors’ evaluation of how well the school is doing, including the quality of teaching, is rigorous and robust and used to inform the priorities in the school development plan

Overarching outcome


Timescale

Leaders at all levels will have the leadership skills to drive forward school improvements in subjects and all areas of responsibility

Pupil impact • Increase in the % of pupils making

minimum expected progress (2 sub-levels / year)

• School Progress will be in line with national median (2 levels from KS2 to KS3 and 3 LOPs KS2 to KS4) Increase % of pupils making more than expected progress (4 LOPS KS2 to KS4

• Self- evaluation is robust and accurate • Leaders consistently communicate and

demonstrate high expectations and standards

Student impact: • Students in the sixth form meet their Level

3 VA target. • CACHE and Little League students

successfully complete their courses.

Regularly assess effectiveness of all leaders through robust performance management. Termly progress meetings between CTL and LT link Conduct L & M skills audit of all leaders and provide additional CPD as appropriate Secure headteacher support 2 days per week from 3rd November 2014 Governor actions to inform accurate evaluation of how well the school is doing eg school-in-action visits, Headteacher’s reports, RAISEon line training etc Identify cohort for NPQML and NPQML programmes.

HT/MF PM line managers NLE/NSS staff CTLs LA Link Adviser

NLE/NSS

Performance management reviews Lesson observations for PM Performance pay decisions by Governors’ Resources Committee Student Progress meetings half termly

Completed by 31st October Completed by 19th December November 2014 See Diary


Ofsted Key Issue 3

Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by;

ensuring governors use a range of sources of evidence on the school’s performance to enable them to provide an appropriate level of challenge to senior leaders and hold them to account Overarching outcome


Timescale

Through the external review of governance; Leadership and governance of the use and impact of the pupil premium, is secure and rigorous Governors have a clear, accurate picture of the school’s effectiveness and they hold leaders to account for students’ underachievement

Self-evaluation is judged as robust

Pupil impact:


• School Progress will be in line with national median (2 levels from KS2 to KS3 and 3 LOPs KS2 to KS4)

• Increase % of pupils making more than expected progress (4 LOPS KS2 to KS4)

Student impact: • Students in the sixth form meet their

Level 3 VA target. • CACHE and Little League students


NLE (AI) provides training session for Governors on new framework – broker support from a National Leader of Governance. (NLG). Involve governors in school self- evaluation cycle Senior and middle leaders to report to governors regularly on pupil progress and attainment Train, support and mentor governors on how to hold senior leaders to account

NLG HT Chair of Governors LA Link Adviser LA Governance MW/AK

External review Governors’ agendas, meetings and minutes Single School Update(SSU) evaluation SSU evaluation

Monthly Half termly Half termly


Ofsted Key Issue 3

Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by;

continuing to develop rigorous systems for monitoring students’ progress across the school and in all subjects, using this information to target effective extra help for those students who are falling behind Overarching outcome

Success Criteria ( pupil/student outcomes) Activities / actions Key Personnel Monitoring and Evaluation of impact

Timescale

Monitoring is rigorous and effective. Intervention is focused and effective in improving pupil progress All pupils/students, whatever their starting points realise their potential

Pupil impact • All pupils making progress in lessons and

over time • Pupils are clearly aware of what they can

do and what they need to learn or acquire in order to improve.


• School Progress will be in line with national median (2 levels from KS2 to KS3 and 3 LOPs KS2 to KS4) Increase % of pupils making more than expected progress (4 LOPS KS2 to KS4)

• All pupils in receipt of the pupil premium/service premium make better than expected rates of progress from their starting points

Student impact: • Students in the sixth form meet their Level

3 VA target. • CACHE and Little League students


Underachieving pupils (and those likely to, e.g. PP) identified at earliest possible opportunity through the monitoring process and the tracking of data on SISRA. (NSS Support Link) Focus intervention support for pupils who are identified as falling behind target. Monitoring and review of the effectiveness of intervention strategies RAP meetings All staff know who is in receipt of the PP/SP and ensure funding /interventions are deployed and monitored effectively, responding promptly when evidence suggests they are not working. External review of the use of the PP

DB IR CTLs All teaching staff Appropriate support staff School Lead for PP (Deputy Headteacher-SH) Steve Nyakatawa

Lesson observations Scrutiny of books and planning Data analysis and action Department meetings and INSET sessions Report to Governors’ Standards committee and Special Measures Committee Standards Committee Single School Update Evaluation

½ termly ½ termly As diary As diary Monthly Half termly


Ofsted Key Issue 3 Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by; using performance management to improve teachers’ classroom practice and hold them rigorously to account for students’ achievement Overarching outcome Success Criteria

( pupil/student impact) Activities / actions Key Personnel Monitoring and

Evaluation of impact Timescale

Performance management improves teachers’ classroom practice and holds teachers rigorously to account for pupils’ and students’ achievement

Pupil impact • Increase in the

% of pupils making minimum expected progress (2 sub-levels / year)


Student impact: • Students in the

sixth form meet

Performance Management policy updated Performance Management reviews take place by 31st October Performance Management observations completed by 19th December 2014 Appropriate CPD programmes are in place to support improvements in teacher repertoire to raise standards Performance pay decisions by Governors’ Resources Committee

HT/MF NLE/NSS shared commended practice. Line managers Governors’ Resources Committee

Evaluation of standards of PM review consistency by leadership link, Executive Leadership team and Governors’ resources Committee Lesson observations Scrutiny of books and planning Data analysis Single School Update meeting

September 2014 31st October 2014 19th December 2014 November 2014 December 2014


their Level 3 VA target.



Ofsted Key Issue 3

Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by; ensuring that improving the quality of teaching features as one of the key areas for improvement in the school development plan Overarching outcome Success Criteria

((pupil/ student outcomes)

Activities / actions Key Personnel Monitoring and Evaluation of impact

Timescale

The quality of teaching and the standards of achievement improve through the impact of leadership and management as evidenced by the School Improvement Plan, individual leadership team improvement plans and departmental RAPs

Pupil impact • Increase in the

% of pupils making minimum expected progress (2 sub-levels / year)


Student impact: • Students in the

sixth form meet their Level 3 VA target.

School Improvement plan, leadership improvement plans and departmental RAPs 2014-15 to be updated with focus on quality of teaching Planning for School Improvement Plan 2015-16 to feature quality of teaching as key area for improvement. Plan includes ways of ensuring that the TEEP framework is embedded and sustained – a look at CPD structures for delivery of regular (weekly) programme.

HT LT CTLs TLR holders in departments

School improvement plan monitored by governors and evaluated by LLE, HMI, LA Link Adviser evaluation

November-December 2014 January 2015-July 2015




Ofsted Key Issue 3

Improve the impact of leadership and management in improving the quality of teaching and so raise standards of achievement by; ensuring that the information published on the school website meets statutory requirements. Overarching outcome Success Criteria Activities / actions Key Personnel Monitoring and

Evaluation of impact Timescale

School website meets statutory requirements

All statutory requirements live on school website and accessible for key stakeholders

Website up-dated HT Adam Tate

LA to verify contents of website External website audit to be undertaken

Completed September 2014

School website compliance September 2014.docx


External Support Coordination and monitoring of External support and Single School Update meetings - x days per term LA(Operational Director - Learning and Achievement and School Link Adviser) Please note that external support will be provided on a sliding scale to ensure that the school builds its own capacity for sustainable improvement .Support will be gradually withdrawn as follows: Autumn term 2014 Spring term 2015 Summer term 2015 Autumn term 2015 Spring term 2016 Summer 2016 100% 100% 70% 50% 20% 5%

Evaluation of external support All the external support going into the school will be evaluated half termly initially through Single School Update (SSU) meetings. These meetings are chaired by the Operational Director - Learning and Achievement or Divisional Manager 0-19. All personnel supporting the school are held to account for aspects of the post Ofsted action plan. The Chair of Governors and the headteacher are expected to attend these meetings.


School Calendar 2014 -15

NOVEMBER 2014

DECEMBER 2014 JANUARY 2015 FEBRUARY 2015

KS3 Forecast and attainment data Yr 7 work scrutiny week Yr 10 work scrutiny week KS5 learning walk and work scrutiny Maths department review Yr 11 full report and

attainment/forecast data Yr 11 and 13 mock examination week

Yrs 7, 8, KS4 and KS5 forecast and attainment data

PM observations Yr 10 attainment/forecast data History and geography departments review

Y 10 and 12 mock week

KS4 RAP meeting Social Inclusion meeting Yr 9 full report and attainment/forecast data

Social Inclusion

KS3 RAP meeting (yrs 8 & 9) KS3 RAP (yr 7) KS4 RAP KS3 RAP (YR 9) Departmental moderation/standardisation of work/assessments

Departmental moderation/standardisation of work/assessments



KS5 RAP Staff INSET Sharing good practice KS5 RAP KS3 RAP (yrs 7 & 8) INSET day 3rd November PM observations completed Staff literacy INSET Staff literacy INSET Half year review of departmental

RAPs, PM objectives and SIPs

Report to Governors’ Standards and Special Measures Committees (HT & LLE)




MARCH 2015 APRIL 2015 MAY 2015 JUNE 2015 KS5 full report with attainment/forecast data

Yr 11 forecast and attainment grades KS4 RAP KS3/4 learning walk review

Science department review Yr 8 work scrutiny week Social Sciences review week Yr 8 forecast and attainment data Yr 10 full report with attainment/forecast data

Yr 8 full report and attainment and forecast data

KS3 RAP (yrs 7 & 8) PE/ Expressive Arts department review






DECEMBER 2015 JANUARY 2016 FEBRUARY 2016 MARCH 2016 Yr 7 work scrutiny week Yr 10 work scrutiny week KS5 learning walk and work scrutiny KS5 full report with

attainment/forecast data Yr 11 full report and attainment/forecast data

Yr 11 and 13 mock examination week

Yrs 7, 8, KS4 and KS5 forecast and attainment data

Department review

Yr 10 attainment/forecast data Department review Y 10 and 12 mock week Yr 10 full report with attainment/forecast data

Social Inclusion meeting Yr 9 full report and Social Inclusion meeting Departmental

Staff INSET Sharing good practice Social Inclusion INSET day KS4 RAP Staff literacy INSET Staff teaching and learning INSET KS5 RAP

Social Inclusion

Staff literacy INSET Report to Governors’ Standards and Special Measures Committees (HT & LLE)




JULY 2015

SEPTEMBER 2015

OCTOBER 2015

NOVEMBER 2015 Yr 7 full report and attainment/forecast data

Analysis of Standards of Attainment completed by CTLs

PM reviews completed by 31st October 2015

KS3 Forecast and attainment data

Yr 9 attainment and yr 10 attainment and forecast data

PM reviews Social Inclusion Department review

KS3 RAP (yr 9) KS3 RAP (yrs 8 & 9) KS3/4 Learning Walk PM observations Staff INSET Sharing good practice Department review Yr 11 work scrutiny week KS4 RAP meeting Report to Governors’ Standards and Special Measures Committees (HT & LLE)


Forecast and attainment data for KS4 and 5

KS3 RAP meeting (yrs 8 & 9)

KS5 RAP Departmental moderation/standardisation of work/assessments

Joint INSET day with primaries Report to Governors’ Standards and

Special Measures Committees (HT & LLE)



attainment/forecast data moderation/standardisation of work/assessments

KS3 RAP (yr 7) KS4 RAP KS3 RAP (YR 9) Staff INSET Sharing good practice Departmental moderation/standardisation of work/assessments



Staff literacy INSET

Staff INSET Sharing good practice KS5 RAP KS3 RAP (yrs 7 & 8) PM observations completed Staff literacy INSET Staff literacy INSET Half year review of departmental

RAPs, PM objectives and SIPs Report to Governors’ Standards and

Special Measures Committees (HT & LLE)




KS5 full report with attainment/forecast data

APRIL 2016 Yr 11 forecast and attainment grades Yr 8 work scrutiny week Yr 8 full report and attainment and forecast data


Social Inclusion meeting Staff teaching and learning INSET Report to Governors’ Standards and Special Measures Committees (HT & LLE)

Documents

St Chad’s Catholic and Church of England High School ... · PDF fileThe NLE will also provide training on the new Ofsted ... NSS to Q/A Review of ... St Chads Catholic and Church