Academy Development Plan - Phase 2, years 4-6

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1 Academy Development Plan - Phase 2, years 4-6 Self-Evaluation, internal evidence and external reviews indicate that the first phases of school improvement are largely complete, with the old ways removed and a stronger, more coherent organisation now in place. This phase has taken place over three years and has seen rigid systematization and has necessarily had to improve all areas of practice at the same time, from poor starting points. It is time for the academy to move into a second phase of development where the systems in place are adhered to, in order to ensure that the lag of the old ways is overcome now that students have received a majority of teaching under the new expectations, but a phase where the accurate and rigorous selfevaluation can now be relied upon to identify the good areas and to target others so that improvement in key areas is accelerated. Results at the end of phase 1, in 2015, were disappointing however, largely due to the unexpectedly low outcomes in Maths. The academy has conducted detailed reviews and evaluations of why this occurred, with grade boundary shifts significant in this, but additionally there were barriers in the students literacy, independent thinking and resilience that contributed, though most significantly the academy has been limited by the hours it can reach our students in what is a very complex and challenging set of local circumstances. This analysis has formed the basis of our ADP for For additional information on this see reporting documents to SAT from August and September 2015, and all external review documents from September 2015-present. Key Areas for development based on all of the above, and including actions from OFSTED 2014: 1: GCSE outcomes progress and attainment in Maths and Science. 2: Further improve student behaviours so that they begin to self-manage 3: Improve students confidence and ability to think independently and to cope with exam pressures emotionally 4: Develop/lead a strategy to ensure the local community is supported in becoming more resilient and ambitious for its young people 5: Improve students ability to resist negative community pressures that lead to de-motivation and poor outcomes despite academic ability 6: Ensure provision for SEN students is tailored specifically to need, tracked and measured appropriately 7: Ensure the sharing of best practice is embedded in the culture of teaching and learning so that teaching over time is typically good and can reach outstanding 8: Build on the internal data showing narrowing of the gap and carrying this through into Y11. 9: Distribute leadership more fully to the middle tier, including in QA strategies in order that teaching over time can be more frequently monitored.

2 Success Criteria: How: Positive P8 and improved attainment in 2016 Narrowing of the gap between PP and non PP evident in Y11 Fluctuations in records of attendance and behaviour during the year (due to anticipated implementation dip re increase in expectations) will level out by summer 2016 Internal progress data continues to reflect impact of good teaching over time as each year group moves through the academy Partnership work on community aspects will demonstrate quantitative data showing impact on their particular cohorts 1: GCSE outcomes progress and attainment in Maths and Science. 1.1: Full external review completed September 2015 and focussed on Maths and Science, leadership and teaching, including actions taken in the lead up to GCSEs 2015, and those planned now. 1.2: Full KS4 curriculum reviews to take place against assessment outcomes and predictions as well as expected progress, led by CALs Maths and Science. Timetabling and subject specialists in Science to be in place and recruitment gaps caused by poor quality in previous years to be filled using senior staff. 1.3: Full KS3 review to take place in both subjects to ensure continuity for new KS4 model is in place. 1.4: Exam papers 2015 to be recalled to allow for detailed review of where students picked up marks and where they didn t, information fed into planning for this year. In Maths, analysis of whether the early difficult question led to too many failing to complete the next sections/giving up indicates that many simply stopped at this point Maths dept to incorporate more frequent formal mocks and preparation for the psychological aspects of exams this year. Named Senior Mos - VP DOW, LM Maths and Science. 2: Further improve student behaviours so that they begin to self-manage 2.1: Design and launch new wave of higher expectations re uniform standards, behaviour at social times and sense of taking responsibility for self. 2.2: Visit range of schools (autumn) to explore systems for this that ensure high supervision is still expected; target schools in areas similar to ours. 2.3: Analyse risks (eg parental resistance, attendance figures) to embedding still higher expectations of self-management, including impact of sending home when standards not met on figures.

3 2.4: Ensure CPD for teaching staff continues to ensure that good teaching facilitates good behaviours in the classroom and link this to action research projects with the university, training for new and entry level teachers and ongoing support for all staff. Named Senior MoS AP SSV (Behaviour), with support from AP KAL (T&L) 3: Improve students confidence and ability to think independently and to cope with exam pressures emotionally 3.1: Develop series of strategies disseminated through the new form time provision for Y11 to use to cope with exam anxiety 3.2: Implement range of revision techniques through the year before each mock series to familiarise students with emotional impact 3.3: Link resilience strategies to SMSC curriculum more widely through all year groups using form time planning 3.4: Use social networking and other technologies to ask and explore thinking questions particularly for Y11 Named Senior MoS AP WCL (SMSC), with support from AP MBO (Y11 link) and LRE (Form time lead) 4: Develop/lead a strategy to ensure the local community is supported in becoming more resilient and ambitious for its young people 4.1: Lead the 0-25 pilot work for Salford East in partnership with the LA exploring use of community resources on ambition, uses of social time for young people and entrepreneurial opportunities 4.2: Ensure young people are leading the development of the innovative community development work rather than being done to. 4.3: Conduct student voice surveys relating to their use of their free hours and use this to inform pilot project work, form time planning and curriculum content related to risks in the local area, SMSC and resilience. And 5: Improve students ability to resist negative community pressures that lead to de-motivation and poor outcomes despite academic ability 5.1: Link with local gang awareness work through community contacts 5.2: Extend range of tracking for vulnerable students to ensure risks of drug use are tracked in the same way as other safeguarding risks 5.3: Implement bespoke parental support and engagement strategy that does not assume uniformity or similarity but responds to each family as individuals Named Senior MoS JLA, with VP DOW (Safeguarding) and WCL (SMSC/Curriculum).

4 6: Ensure provision for SEN students is tailored specifically to need, tracked and measured appropriately 6.1: Conduct full SEN Review including individual provision, nurture provision and classroom provision. 6.2: review IEP and student documentation as used by class teachers through working groups 6.3: Design whole-academy SEN strategy that draws together research on engagement, SEN records and IEPs and CPD for differentiation 6.4: Track SEN students as a cohort through SENCo as well as through departments and ensure parental meetings review appropriacy of curriculum provision for each regularly 6.5: Review all transition points KS2-3, and especially KS3-5 when nurture is no longer available for the resilience of the students in particular Named MoS SCL (SENCo), and WCL (LM SEN) 7: Ensure the sharing of best practice is embedded in the culture of teaching and learning so that teaching over time is typically good 7.1: Launch whole academy CPD model using tiers of need to identify those who could use action research to develop own skills and better contribute to others 7.2: Ensure the academy s own M2E CPD programme draws in experienced staff to deliver and lead/coach 7.3: Link with QA processes so that single observations are not the main aspect of monitoring and to ensure that good teaching over time can be seen in books, progress records etc. 7.4: Design and roll out a dept review system that comes away from a wholly central QA system and looks for all aspects of a teacher s professional efficacy Named Senior MoS AP KAL (T&L) with AP MBO (QA) and Data team 8: Build on the internal data showing narrowing of the gap and carrying this through into Y : Ensure data tracking of PP and non PP gaps are fed into data mtgs every half term 8.2: Review PP funds and impact with focus on the top-up interventions that were borderline in : Ensure teaching staff are aware of cohort in their classes using seating plan records and dept mtgs to identify and review areas where progress is slower

5 Named MoS- JLA, with Data Manager, and WCL (PP champion) 9: Distribute leadership more fully to the middle tier, including in QA strategies in order that teaching over time can be more frequently monitored. 9.1: Design, implement and oversee a dept monitoring and review system that includes intensive review period, regular learning walks/observations, book scrutinies, progress discussions and dept mtgs QA that the CAL leads and is able to use as an improvement tool 9.2: Establish team of middle leaders that are regularly reviewing student progress as individuals with their line managers and data managers, as well as with each other as a team through weekly mtgs 9.3: Establish the skills of middle leaders so that they are able to take responsibility for the improvement of practice in their areas using all aspects of their remit curriculum design, line management of their team, the ability to influence and improve the skill set of each teacher and to hold to account, management of student behaviours etc Named Senior MoS AP MBO (QA), with JLA and AP KAL (T&L) Please Note: The content of this ADP also informs the judgements we make of practice and necessary actions in the SEF sections where all areas of practice are placed under an OFSTED category based on our internal and external evidence. Most of the areas noted here for action are therefore in RI, with some in Good but in need of alterations, extensions or developments. The SEF forms the tracking of actions of taken against the framework, this document will be reviewed for impact in the summer of 2016.

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