Small Heath School & Sixth Form Centre Post-Ofsted Improvement Plan

Transcription

1 Post-Ofsted Improvement Plan -2017

2 Introduction This 2 Year Improvement Plan and its associated core Key Performance Indicators (KPIs) set the strategic direction and focus for Small Heath School. The Key Performance Indicators are measured and evaluated termly with RAG rated judgements made by senior leaders. These evaluations are further scrutinised and verified by the Interim Executive Board and Birmingham City Council. The ratings are substantiated by supporting evidence and data to support the assessment of the school s move out of Special Measures into which it was placed in January. The format of this plan was adopted by the IEB in ember. The previous plan presented at the Monitoring Inspection May was deemed not fit for purpose and was therefore adapted to this revised version.. The Plan is organised into 4 priority areas which mirror the Ofsted Inspection Framework. The specific improvement objectives are guided and defined by Ofsted s judgements and recommendations following the School s Section 5 Inspection in January. The School s Improvement Plan is supported by the Local Authority s Statement of Action which defines BCC s support and scrutiny for/of the school. 2

3 The Effectiveness of Leadership and Management Priority 1: Improve the effectiveness of Leadership and Management Lead Members of Staff: Tony Wilson (TWI) Headteacher Internal evaluation Monitoring of systems and processes with regular accountability reports led by SLT and reports to SLT meetings and IEB. External evaluation Auditors, Governor support service, BEP, Debbie James. 3

4 4 Small Heath School & Sixth Form Centre Success Criteria: 1.1 The Head, senior and middle leaders in the school work together to promote improvement across the school; they exhibit a collective, professional responsibility to implement the school s vision and to promote the school s ethos with a strong and effective working relationship. 1.2 The pursuit of excellence in all of the school s activities is demonstrated by an uncompromising and highly successful drive to improve strongly or maintain the highest levels of achievement, progress and personal development for all pupils over a sustained period of time. 1.3 All leaders and managers, including those responsible for governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school s performance, student progress and attainment data and of staff and pupils skills and attributes. 1.4 Governors, or those with a similar responsibility, robustly hold senior leaders to account for all aspects of the school s performance. 1.5 There are excellent policies underpinning practice that ensure the pupils have high levels of literacy and numeracy, or that pupils are making excellent progress in literacy and numeracy. 1.6 Leaders focus relentlessly on improving teaching and learning and provide focussed professional development for all staff, especially those that are newly qualified and at an early stage of their careers. This is underpinned by an affirmative performance management policy and practice that rewards, encourages, challenges and supports teachers improvement. As a result, teaching is outstanding, or at least consistently good and improving. 1.7 The school s curriculum promotes and sustains a thirst for knowledge and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils behaviour and safety, and contributes very well to pupils academic achievement, their physical wellbeing and their spiritual, moral, social and cultural development. 1.8 The school s actions have secured improvement in achievement and progress for those supported by the pupil premium, which are rising rapidly, including English and Mathematics. 1.9 The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult. 2.0 The school s arrangements for safeguarding pupils meet statutory requirements. 2.1 Staff demonstrates professional standards in all of their work, with high levels of respect and courtesy for each other and for pupils. 2.2 Through highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources such as the pupil premium funding. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils. 2.3 All stakeholders express confidence and trust in the leadership and management of the school, stating the school is well led and managed. 2.4 An OFSTED judgement of at least good for leadership and management. Initial Milestones (Date expected stage) Denotes already achieved By October a clear improvement plan will be in place. By October an IEB committee structure and restructured leadership team are in place. By December a parental consultation has occurred giving parents the opportunity to feed their views into the Improvement Planning process By March 2016 there will be clear evidence of plans being used at all levels to enact change; including effective training where needed as a result of audits carried

5 out; a schedule of policy review will be in place and well underway. By June 2016 the policy review will be in place and there will be evidence of success towards goals at all levels. By ember 2016 the plan will have been further informed by external monitoring and examination results and further modifications will have been made, with the effects of these beginning to be seen. Leadership and management at all levels will be functioning effectively and the improvement process will be efficient and normalised as a regular feature at IEB, SLT and Curriculum Team level meetings. By ember 2016 the IEB has approved improvements to pupil premium expenditure as a result of audit of effectiveness fed into the budgeting process; restructuring figures in preparation for the next academic year show the restructuring strategy is bearing fruit with an effective and efficient staffing structure in place. By ember 2016 governance is functioning efficiently and effectively; a regular pattern of holding the school to account on defined matters has been established and governor s advice has been acted upon to effect improvement. Where appropriate, changes have been made to further increase the effectiveness of arrangements. Parental questionnaires show greatly increased rate of satisfaction. 5

6 Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 1.1 Secure 1.1/1.2/1.3/2.1/2.3/2.4 TWI June October Appointment effective 2016 of new working members of relationships SLT between the Head, senior and middle leaders. a) Appoint interim Head. Audit and evaluate the current responsibilities and capacity of SLT. Strengthen SLT by a restructuring of responsibilities and increase in membership in order to implement effectively this plan. Communicate the leadership structure and responsibilities clearly to all stakeholders. The Head teacher leads the school effectively out of SM. An effective SLT with clearly defined structure and communicated roles and responsibilities as detailed in job descriptions. Monitoring/ Accountability IEB agrees structure and is involved in appointment process as appropriate. Minutes of IEB meetings. Head s report to IEB and LACCT Performance management meetings. Budget Salaries Time CPD for SLT 6

7 b) TWI meets fortnightly with each SLT member individually and SLT as a group weekly to improve communication, to promote on openness of dialogue and discussion and to promote a collective and coherent understanding and monitoring of this action plan. c) SLT meet half termly with middle leaders to consult and focus on leadership development, school improvement and the implementation of this plan (SIT meetings). 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 Improved professional relationships between HT and senior leaders. 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 Clarity of information between SLT and middle leaders. A shared vision for the school and its leaders. Improved professional relationships between SLT and MLs. Improved staff morale. Improved knowledge and understanding of team developments and strategies. TWI TWI July 2016 July 2016 Meeting time An external mentor/ advisor CPD focussed on leadership Selfevaluation time Meeting time Minutes of meetings to evidence to monitoring of implementation of the actions of the plan. Chair of IEB to meet monthly with HT and SLT. Performance management meetings to ascertain feedback. Minutes of half termly meetings. HT to report to IEB. Staff feedback. Time CPD Time 7

8 8 d) Review leadership and TLR job descriptions in response to teachers standards and moving the School to Good e) Review the meeting structure and calendar to improve communication and consultation and ensure all meetings are focussed on the implementation of action plan 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 Job descriptions agreed and signed. A clear and effective leadership structure with responsibilities understood by all. 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 A calendar of meetings for the academic year is published to all staff in advance. Communication is improved; staff, pupils and parents know and understand the priorities of the school and the achievements of the school. All staff have had the opportunity to contribute to the setting of the school calendar. An effective system of communication between SLT and middle leaders is in place. Meetings across the school are notified in advance, TWI TKH SIA Dec Nov Ongoing TL s meting time SLT meeting time Meeting time and planning time for SLT Consultation with staff. Advice from support school. TWI report to IEB autumn/spring term Minutes of performance management meetings Whole school meeting calendar is revised by SLT and agreed. Minutes of meetings forwarded to TWI and SLT Minutes of staff briefings available in staff rooms. Minutes and agendas for all meetings Time Time Printing costs

9 9 f) To increase the number of weekly staff briefings, thereby ensuring both audiences in lower and upper school each week. Briefings focus on school improvement ideas and developments. g) SLT and middle leaders trained on school improvement strategies to ensure that the whole school community is kept up to date with current educational developments. well organised, conducted with high-quality professionalism and minuted. Agendas are published in advance and closely linked to the Action Plan Staff informed, and consulted with, on school developments and the implementation of this plan. Improved communication throughout the school. Improved staff morale Current policy and strategies for PM, T&L are reviewed in light of training and understood by leaders and key stakeholders. Improvements are agreed and implemented consistently. PM and T&L policies reviewed and revisions ratified by IEB. Staff fully informed of changes and rationale for changes. TWI TWI EAA June Ongoing IT support Staff feedback Time IT resources June 2016 school to advise aspects of training and policy development. CPD provider Minutes of SLT meetings Amended policies implemented Action plan amended as appropriate Visit to support school Time Cost of training Cost of support school

10 h) SLT agendas are driven by this OFSTED action plan, with weekly agenda to secure clear outcomes and monitoring targets agreed, to ensure areas of school improvement are systematically acted upon. i) SLT have a Leadership Professional Development and Team Building focus j) State clearly to all staff communication protocol Progress is evidence of RAG rating of action plan and amended accordingly. IEB recognition that progress is being made. HMI monitoring visits evidence progress on targets Highly effective SLT with outstanding leaders who work collaboratively and supportively 1.1, 1.3, 2.1, 2.3, 2.4 Staff abide by protocol and there are consequences for those who fail to do so TWI TWI TWI Ongoing Time weekly 2 hour SLT meeting. Ongoing Ongoing CPD time Visits to schools Shadowing time Mentors Meeting time. Guidance document published. MTG scrutiny of SLT notes of meetings and actions evidenced. TWI IEB scrutiny of SLT minutes and progress re. action plan reported. HMI monitoring Visits and outcomes Staff, pupil and parent feedback Agenda and minutes of SLT meetings Reporting to IEB HT SLT Leaders Time of weekly 2 hour SLT meeting CPD cost Meeting time. 10

11 Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 1.2 Ensuring a) Staff, pupil and 1.1/1.2/1.3/1.6/1.7/2.3/2.4 TWI Oct Mar Meeting that the Head governor 2016 time teacher and consultation on the Vision known and owned Discussion leaders work school s vision by all stakeholders. Twilight staff with all statement. Clarity of vision ensures consultation colleagues in that all stakeholders creating a contribute to school vision for the improvement. school improvement that is sincere, clearly communicate d and widely shared across the school. 11 b) Review further an consultation on existing school vision statement with all key stakeholders staff, pupils, parents and the IEB 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 A sincere, simple and sharply focussed vision statement that reflects the school s improvement journey and unites the school community in its implementation. The vision statement displayed prominently and widely throughout the school, on the website and TWI Dec Presentation time. Consultation period. Discussion opportunitie s. Twilight / staff training time. Monitoring/ Accountability Consultation period and process are shared with all stakeholders Consultation period and process notified in team meetings, team leader meetings, staff briefings, LT meetings, HT and individual staff and pupil interviews, assemblies, form time, PSHE lessons. Agenda and minutes of Budget Cost of posters and published document Reprographics As above

12 in all school publications and communications. The vision statement is referred to in all assemblies and school presentations. The vision is amended to incorporate feedback. meetings, including school council. c) Leaders demonstrate actively their responsibility for promoting the vision and uniting the school community in this shared goal. 1.1, 1.2, 1.3, 1.4, 2.3, 2.4 Vision clearly understood by whole school community. School is united in the fulfilment of the vision There is a shared ownership of school improvement/ developments and initiatives. TWI Ongoing Opportunity of leadership training Minutes of meetings. Feedback from staff, pupils and parents. Interview notes. Assemblies, school events, letters to parents, school communication, job descriptions. Meeting time. LT developm ent time. Leadershi p CPD for LT members. 12

13 d) Evaluate the implementation of the vision statement 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 The vision is known, understood, and realised, contributing to school improvement. The vision is at the heart of the work of the school, embedded and evidenced in all that the school does. The vision is communicated clearly in all school publications e.g. websites, letters, calendar, planners, newsletters, posters and leaflets. TWI Dece mber 2016 Review time Meeting time Agenda and minutes of staff briefings, meetings, correspondence from parents. Minutes of IEB. Class/pupil interview notes. School council agenda and minutes. Time to evaluate and report. 13

14 Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 1.3 a) Half termly, SLT to be 1.2, 1.3, 1.8 TAS Ongoi Focussed Strengthening presented, for the ng meeting time. systems for purpose of review, Improved standards of Raising measuring evaluation and planning, attainment an levels of Standards performance with the attainment progress at GCSE and A Leaders at which hold all target and progress data Level, at least in line Holyhead staff and of all students, in with national averages. school. leaders clearly particular Yr 10, Yr 11 and 70% pupils make or and equitably Sixth Form. exceed expected levels to account for of progress. student progress across the school. b) Half termly, information and analysis presented to LT on targets, attainment and progress of different groups of students, e.g. SEN, EAL, FSM, PP, girls and boys. 1.2, 1.3, 1.8 Targeted intervention strategies implemented and reordered to impact positively on attainment and levels of progress of different groups of students. A closing of the gap in terms of attainment and progress evident. TAS DBL Ongoi ng Focussed meeting time. Consultation with Raising Standards Leaders at Holyhead school. Intervention strategies and mentoring support. Monitoring/ Accountability Agenda + minutes of SLT and SIT meetings. Intervention strategies implemented and impact monitored/ measured. Minutes of SLT and SIT meetings. Minutes of Year Leaders and Pastoral Team meetings. Intervention records. Budget Cost of external support from other school. Time. Mentorin g consultati on Meeting time. Potential training. 14

15 c) Updated attainment and progress data in line with RAISE presentation and other forms of external/ national data presentation. 1.2, 1.3, 1.8 Standards of attainment and levels of progress at least in line with national average and improving. TAS Ongoi ng External data reports SLT agenda and minutes. SIT agenda and minutes. Agenda and minutes of IEB meetings. Time. Professio nal training. Whole school training. d) Develop a comprehensive intervention strategy for each cohort to improve attainment and progress of under-achievers 1.2, 1.3, 1.8 The intervention strategies and actions implemented effectively with attainment and progress improved. TAS Ongoi ng Training Meeting time SLT meeting agenda and minutes. Team meeting agenda and minutes. Intervention group minutes and log. Time. External support. e) Consult, review and update, in accordance with latest statutory guidance, the Performance Management policy. 1.1, 1.4, 1.6, 2.1, 2.3, 2.4 An effective and affirmative PM policy that enables school improvement promotes professional development and delivers supportive, yet robust, accountability at all levels. TWI Dec Consultation time. External advice. Agenda and minutes of SLT, Team Leader, SIT and Team meetings. Feedback notes. Agenda and minutes of consultation meetings with professional associations Time 15

16 f) Consult, review and update the Line Management structure for the proposes of professional support, guidance and accountability 1.1, 1.4, 1.6, 2.1, 2.3, 2.4 A clear and effective Line Management system that promotes school improvement and communication TWII Dec Consultation time. Agenda and minutes of SLT, Team Leader, SIT and Team meetings Time g) All teaching and learning support staff to set a pupil progress objective as an integral and key aspect of the Performance Management policy. Student/ class attainment and progress to be a central part of PM review meetings and performance dialogue. h) Monitoring and evaluation of the implementation of this Action Plan through regular SLT meetings 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3, 2.4 Improved standards of attainment in line with national averages as evidenced in RAISE. 1.1, 1.2, 1.3, 1.6, 1.8, 2.3, 2.4 School improvement achieved through an effective implementation of this Action Plan as evidenced by the meeting of the success criteria. TWI TWI Dec Ongoi ng Consultation and review PM policy. PM training. Appraiser training. Objective setting training. Time. PM policy review and consultation. Minutes of PM meetings. Blue Sky recording. Half termly RAG rating and review of school Action Plan. Training time and cost. PM meeting time. Consult time. Meeting time. External consulting 16

17 17 i) Monitoring and evaluation of student attainment and progress by means of regular (half termly) meetings between Line Managers and Team Leaders and SIT focus groups. j) Regular (half termly) Team meetings to review, track and analyse student attainment and progress in order to develop effective intervention actions/plans to raise standards of attainment and levels of progress. k) Staff trained on the effective use of attainment and progress data to inform teaching and learning and intervention actions. 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 School improvement achieved by a raising of standards of attainment and levels of progress at GCSE and A Level. 1.1/1.2/1.3/1.4/1.5/1.6/ 2.1/2.3/2.4 The school improvement journey is recognised and celebrated. All staff are informed of and committed to a raising of standards of attainment and improving levels of progress of all students; a consistent approach is implemented across all teams. School attainment and progress data is more reliable and accurate. 1.2, 1.3, 1.4, 1.6, 2.3, 2.4 Pedagogy, schemes of learning and lesson planning are informed by student attainment and progress data. TWI TAS EAA External support via Raising Standards Leaders at Holyhead school re. best practice interventions PIXL CAT testing Agenda and minutes of Line Managers and Team meetings. Data tracking. Intervention log. SLT monitor their link department s data and intervention programme. Work scrutiny Lesson observations Minutes of Team meetings SLT agendas and minutes Meeting time. External consulting Cost of PIXL Training costs Time to implemen t

18 l) Disseminate effective use of SISRA analytics to enable teachers to know and understand their data. m) Implement an agreed Monitoring Cycle across all subject teams/ departments to monitor, track and evaluate the performance of the department, including an analysis of public and internal examination results, work scrutiny, lesson observations, pupil voice and any parent feedback. Intervention strategies raise attainment and secure at least expected levels of progress. Challenge strategies to extend students. 1.2, 1.3, 1.6, 2.3, 2.4 As above. 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4 Effective systems of monitoring are utilised by all leaders to monitor and hold their teams to account. TAS EAA Ongoi ng Ongoi ng SISRA Analytics Agenda and minutes of Team meetings Line Management meetings minutes. SLT meeting demonstrating feedback and reporting on this system. PM meetings/ documentation. School selfevaluation. Head s report to IEB. Cost of CAT Cost of SISRA Analytics. Time. Time CPD n) Implement a new schedule of reporting student academic attainment and progress more frequently to parents. 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.8, 1.9, 2.3, 2.4 Parents more reliably and accurately informed of their child s attainment, progress TAS July 2016 Development of report template Parental feedback Student tracking of attainment and progress. Analysis of Team grades. Printing costs. 18

19 and target grades. Raised standards of attainment and progress. o) Increase the number of parental consultation evenings throughout the year. p) Appoint and support effective Data Administration Team to support the school in raising levels of student progress and attainment. 1.9 More effective communication of student attainment and progress. Stronger partnership between home and school in terms of raising achievement and progress. Parents more reliably informed of student progress. Students able to access appropriate intervention and support. 1.1, 1.3, 1.5, 1.8, 2.1, 2.3, 2.4 The effective use of data to support teaching and learning and the improved levels of progress. An efficient data team working together and SIA TAS TAS TKH July July 2016 Oct Recruitment costs and time Parental feedback questionnaire Data analysis of student attainment and progress Agenda and minutes of Year and Team Leader meetings. Minutes of PM meetings. Minutes of SLT, Team Leaders, SIT and Team meetings. Out of school hours. Refreshm ents. Salary cost 19

20 supporting others with clear lines of management and accountability. Data is communicated and known and understood by staff. Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 1.4 Ensuring a a) Half termly , 1.8 TAS Oct July IT support regular supply attainment and HAN 2016 and training. of high quality progress and A2L Student attainment, Access to IT information data collection for all progress and A2L tracked and school on students year groups, as actively and regularly; system. progress that appropriate schedule effective interventions to allows leaders for data entry to be raise attainment and tackle and other calendared. underachievement staff in the implemented. main school and Sixth Form to compare key groups of students with that of others nationally. Monitoring/ Accountability SLT meeting half termly. Year and Team Leader meetings. SIT meetings. Minutes recorded. Reports to IEB each half term. Budget Cost of training. Time for data entry and analysis. 20

21 21 b) Analysis of data to be undertaken tracking individual and groups of students attainment and progress. Information to be shared with teaching staff, discussed at Team and Year Leader meetings and intervention strategies, as appropriate, implemented. c) CATs Baseline Tests on entry for all Year 7 pupils and again at the end of Year , 1.8 Accurate data, supporting Key Stage 2 data, to inform learning and teaching and to enable effective monitoring and tracking of achievement and progress. Improved levels of attainment and progress for the cohort. Implementation of more effective intervention strategies for individuals and groups of students. Attainment and progress to be at least in line with expected, national levels with an increasing TAS CAT Tests and IT support. SLT meeting in first half term. Team and Year Leader meetings. Department meetings. Data and report presented to SLT on CAT Test outcomes. school input if needed. Cost of CAT Testing. Analysis time.

22 percentage of pupils exceeding expected levels. d) ALIS data available to all Sixth Form teaching staff and entered on SISRA analytics. e) RAISE online and Insight to Raise are a key focus of line management and team meetings. Staff training in use and understanding of both as appropriate. Presentation to teaching staff on the RAISE reports, identifying key school priorities , 1.8 Sixth Form student attainment and progress tracked and monitored closely against ALIS predictions. Attainment and progress improved in line with national expectations. Improved A Level results. Improved VA score. Interventions implemented to raise standards of attainment. Production of regular and effective assessment data , 1.8 Raised standards of attainment and progress. Improved departmental attainment and student progress. Narrowing of interdepartmental variations in attainment and progress. Improved attainment and progress for groups (SEN, EAL, PP) of students with a closing of the gap. Fewer TAS RDE HAN TAS Ongoi ng June 2016 ALIS data report Copies of RAISE online teaching staff. Presentation software. SLT meetings to be presented with ALIS report. Sixth Form team to analyse data and devise intervention and support strategies. Data/ minimum targets shared with parents and students. ALIS grades reported each half term. Minutes of meetings. Close monitoring of departmental performance throughout the year in line with RAISE. Close monitoring of the attainment and progress of key groups of students. Report to IEB half Cost of ALIS. Data staff costs. Time. Printing cost. Meeting time. CPD time. 22

23 blues appearing in the RAISE report. termly. f) Use software package to produce a RAISE online report based on half termly attainment and progress data , 1.8 Regular and accurate review and evaluation of student performance and progress to inform learning and teaching. Underachievement identified with support/ interventions implemented. Raised standards of attainment and progress as evidenced by a reduction of blues in report and an increase in greens. TAS Oct Dec Software package Discussion time. school guidance. SLT meetings minutes. Team Leader meetings, Team meetings, Line Management meetings. Report published every half term to analyse outcomes over the academic year. IEB meetings. Cost of software ( 500). CPD for teaching staff. External course costs ( 300 per person per day). school input. 23

24 Outcomes for Children and Other Learners Priority 2: Improve achievement, particularly in mathematics and for disabled students and those with special educational needs. Lead Members of Staff: Tom Ashley (TAS) Interim Deputy Headteacher, School Improvement and Effectiveness and Deborah Bell (DBL) SENCO Internal evaluation Learning Walk Reviews, Team Reviews, Individual pupil reports overview, Data Tracking, Book scrutiny reviews External evaluation SEN Review, BCC SEND Service, BEP Success Criteria: 1.1 From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in the core curriculum subjects, including mathematics, is at least in line with national figures or exceeding them. 1.2 Pupils make rapid and sustained progress throughout year groups across many subjects, including mathematics, and learn exceptionally well. 1.3 Pupils, including those in the Sixth Form, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects, including mathematics, across the curriculum 1.4 Pupils develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics. They are well prepared for the next stage in their education, training or employment. 1.5 The achievement of pupils for whom Pupil Premium provides support at least matches that of other pupils in the school or is improving to close the gap. 1.6 The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for who Pupil Premium provides support and the most able is consistently good or better. 1.7 The standards of attainment of groups of pupils - including students who are disabled, students with special educational needs, students who are more able, girls and boys are at least in line with national averages, with many pupils attaining above this and any gaps in attainment closing rapidly. 24

25 Initial Milestones (Date expected stage) Denotes already achieved Small Heath School & Sixth Form Centre By October all teachers have comprehensive data sets for all classes By June 2016 CPD is delivered and utilised to ensure effective differentiation By ember 2016 a literacy strategy has been drafted By ember 2016 lesson observations demonstrate evidence of activities linked to ability By December 2016 a numeracy strategy has been drafted By December 2016 the literacy strategies is embedded in the school By December 2016 whole school tracking systems demonstrate evidence of impact of emphasis on numeracy By December 2016 teaching assistants are effectively deployed in support of boosting literacy and numeracy levels 25

26 Objective Action Success Criteria/Impact 2.1 Ensuring teachers use assessment information to plan work with both supports the progress of those who find learning difficult and deepens the knowledge and understanding of those who are more able in the class. a) Provide professional training to develop staff understanding of good and outstanding teaching with a clear focus on differentiation to support the learning of all pupils, including SEN and the more able. 1.1, 1,2, 1.6, 1.7 A range of differentiated learning activities are developed by subject teams and incorporated into schemes of learning and lesson plans. Lead Timescale Resources/ Start Evaluation Oct Ongoi ng EAA DBL Sharing of ideas and best practices with support school Monitoring/ Accountability Lesson observations and learning walks. Minutes of Team Leader meetings, Team meetings, SIT meetings and SLT discussions. Progress and assessment data. Budget Twilight CPD cost and time school cost and visit time 26

27 b) Ongoing monitoring of the quality of teaching and learning at all levels in the mathematics department, including learning walks, data analyses, peer lesson observations, book scrutiny, Line Management discussions and team meetings and training feedback is supported and actioned. Observation of mathematics departments in outstanding schools. Further development of out of class support for students and intervention strategies. c) d) Half termly in depth team and school review and tracking of attainment and progress of boys, girls, SEND students, Pupil Premium students, EAL students and more able students. Identification and communication of underachieving students and development of intervention and support strategies by both Team and Pastoral Leaders Improved standards of attainment and progress achieved in mathematics. Good and outstanding teaching observed regularly in mathematics department Students in groups across the school are tracked effectively and interventions clearly planned and interventions have traction. KEL EAA TAS DBL HAN SLT Oct Ongoi ng Ongoi ng school training Lead Practitioners support and training CPD Learning walks, data analyses, peer lesson observations, pupil feedback, staff discussions, minutes of Line Management discussions, Team meetings and SLT meetings. Implementation, development and evaluation of Maths Team plan. Attainment and progress data. Minutes of meetings. Monitoring of this plan by IEB and LA monitoring group. school cost. CPD cost and time. Cost of lesson cover during observati ons. Time Out of Hours support time. Learning support hours.

28 28 e) f) Fortnightly Line Management meetings with Team Leader of Mathematics to review progress of the department and to provide further support. g) Review and consult on more able strategies; provide CPD to support the implementation; ensure whole school strategies are reflected in departmental schemes. Develop and disseminate learning and teaching resources to support raising the achievement of our more able pupils and students. Develop resources in subject teams to extend the learning of our more able pupils. Peer observation/ CPD focussed on the more able to share pedagogy best practice and activities to stretch and challenge. Identification of more At least a good mathematics department achieving improved examination results and improved levels of progress. The quality of teaching is consistently good or better (specifically 1.6 and 1.7) All lessons include differentiated learning activities for more able students. Progress data shows more able students securing at least expected levels of progress. Teaching staff equipped with teaching and learning strategies to stretch the more able students. EAA KEL ADY Ongoi ng June 2016 half term and then each half term after Subject specialist advice from support school and Local Authority. Training for More Able coordinator and departmental team representativ e Purchase of software and resources as appropriate. school guidance. Time to collate information. Minutes of Line Management meetings shared with HT and SLT. Priority focus on attainment and progress of groups of students. Assessment data. Minutes of all team and whole school meetings; More Able to be a constant agenda item. Lesson observation, learning walks, work scrutiny, student feedback, data analysis levels of progress focus. Line Management monitoring and discussion. school costs. Time. Training costs. Cost of training internal and external. Resource cost.

29 able students. Data shared with all teaching staff. Monitoring, tracking and intervention strategies to support high achievement of more able students. Develop a programme of cross curriculum/ extracurricular enrichment to extend and deepen the subject knowledge and understanding of our more able students. h) i) Introduce a numeracy catch-up group in preschool registration time for pupils below L4 in mathematics in Year 7 entry cohort and devise a well-resourced programme to allow them to catch-up. j) k) Devise and consult on a whole school numeracy policy; implement the numeracy policy. 1.1, Numeracy catch up group to show the closing of the gap to L4. Pupils below L4 mathematics meet targets from the baseline CATs test Numeracy policy implemented. KEL DBL EAA KEL ADY April Each half term Dec 2016 Teaching and learning resources. Time. Teaching staff and TA training time. Time for planning, consultation and training. Resources to support implementati on. Team meetings and Line Management meetings. Data analysis of levels of progress half termly. LT meetings and minutes of all school meetings. Observations. Staff training and cost of time. Time. resources. 29

30 2.2 Conduct an external audit and review of the school s work in SEN. Reviewing systems to identify and designate SEN students. (Refer to SEN Team Action Plan also). 2.3 Design and implement more appropriate packages of intervention and support for students with SEN and systematically evaluate their 30 a) External consultant identified; initial briefing undertaken and review completed; written report submitted. LT knowledge and understanding report. b) SENCO to devise an appropriate and effective system to identify SEN pupils, in line with the Code of Practice. To share and train all teaching staff in the SEN identification system. a) Audit current provision for SEN pupils. Intervention/ support policy and plan presented to LT by Assistant Head: SEN. CPD time for all staff on its implementation. Planned method and criteria for identification agreed by LT and shared with staff. SEN attainment and progress to be a standing agenda Strengths of SEN provisions celebrated and implemented. Areas of improvement and development identified SEND register published and disseminated to all staff. The criteria for SEN identification are agreed and shared. SEN pupils clearly identified and known by teaching and support staff SEN students achieving in line with their target grades and in line with expected levels of progress. Any gap in attainment and progress closed. DBL TAS DBL TAS DBL Dec June 2016 Each half term External consultant school guidance. External support and consultancy. school guidance. All team meetings and SLT meetings Monitoring of impact report by SENCO to LT. All team meetings agendas and minutes. Seating plans and lesson observations. Data analysis of progress and attainment of SEN pupils. Student and parent feedback. Monitoring of SEN pupils progress and attainment at half termly intervals. Team meetings and SEN Team meetings minutes. Cost of external consults. Time and consults. Time, resources and training costs.

31 impact. for all LT and team meetings. Accurate attainment and progress data for SEN pupils shared with teaching staff. 2.4 Teaching Assistants are well trained to provide effective numeracy interventions to pupils who find mathematics difficult. a) Devise, publish and share a numeracy intervention plan to support pupils mathematics learning. Audit current TA skills provision, and deployment. Review the role of the TA. Develop a training programme for TAs to acquire the knowledge, understanding and skills to support effectively pupils who find learning in mathematics difficult. Share best practice in weekly TA meetings. TAs required to undertake a minimum number of hours of CPD annually. TAs required to set a clearly defined target around progress of learning as part of their performance appraisal Clearly directed TAs so that they can make a stronger contribution to the teaching of pupils. Improved skills of TAs to enable improved attainment and progress of pupils who find mathematics difficult. A training programme for TAs published and training log maintained. TAs are deployed to maximise the progress of individual pupils and small groups of pupils who find mathematics difficult. (Differentiation is proactively supported by the TA in the classroom). DBL KEL 2016 Each half term school. External consultancy. External and internal training provider. Analysis of SEN pupil outcomes attainment and progress every half term. Reports to LT and IEB. Lesson observations of TA support/ interventions. Work scrutiny. Agenda and minutes of meetings LT, Team: SEN, Team: Maths. Pupil and parent feedback. cost. Time to plan training. 31

32 Quality of Teaching, Learning and Assessment Priority 3: Improve the quality of teaching by: ensuring that the marking and assessment of student s work is regular, informative and is used systematically by students to correct or improve their work; and, securing consistently higher standards of presentation of work, especially for boys. Lead Members of Staff: Enass Al-Ani (EAA) Deputy Headteacher, Teaching and Learning and Ashley Dye (ADY) Associate Senior Leader for Learning Internal evaluation Learning Walk Reviews, Team Reviews, Individual pupil reports overview, Data Tracking, Book scrutiny reviews External evaluation BEP and Debbie James 32

33 Success Criteria: 1.1 Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, those for whom the Pupil Premium provides support and the most able are making rapid and sustained progress. 1.2 Teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. 1.3 Teachers systematically and effectively check pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. 1.4 The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. 1.5 Teachers and other adults authoritatively impart knowledge to ensure students are engages in learning, and generate high levels of commitment to learning across the school. 1.6 Regular and consistently high quality marking and informative and constructive feedback from teachers ensure that pupils make rapid gains. 1.7 Teachers use well-judged and often imaginative teaching strategies, including settings relevant and appropriate homework that, together with clearly directed and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. 1.8 Teaching nurtures a love of learning and a sense of pride is exhibited in the presentation of pupils work. Initial Milestones (Date expected stage) Denotes already achieved By October work is underway on a Small Heath School Great Learning Charter By June 2016 CPD programme is delivering high quality INSET By June 2016 most students agree that all teacher feedback in books is helpful in supporting their progress By June 2016 the majority of teaching is deemed good/outstanding By June 2016 the majority of feedback to students gives an indication of strengths and advice on how to make improvements By June 2016 a coaching structure is in place to support CPL By June 2016 a fit for purpose teaching and learning policy is in place By June 2016 curriculum team leaders have completed a teaching and learning audit 33

34 Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 3.1 Ensuring (specifically EAA July External best marking and 1.6) 2016 practice. assessment of pupils work is school regular, guidance. informative and is used systematically by pupils to correct and improve their work. a) Agree and establish the principles and quality of regular marking, assessment and pupil feedback. Review the school marking policy and communicate to all teaching staff. Identify ways in which pupils can engage in the process of marking and feedback. Embed work scrutiny as common practice across subject teams and good practice is identified and shared. Pupils are given regular time (5-10 mins) to respond to teacher feedback. Provide CPD and training on marking and feedback for all teaching staff. Subject teams to share marking practice. The high quality of marking and feedback improves pupils standards of attainment and progress. Department assessment policies reflect whole school marking and assessment principles. All marking is completed in a reasonable and timely fashion. The quality of marking and feedback is consistent across the school. Monitoring/ Accountability Subject reviews, lesson observations, work scrutiny, pupil feedback, data analysis and Team Leader monitoring. Budget Training costs. Time. school costs. 34

35 3.2 Securing consistently higher standards of presentation of work, especially boys. a) Consult, publish and implement a whole school policy on the presentation of pupils work across the curriculum. Expectations and standards are known by all staff and pupils. Poor presentation challenged and intervention strategies developed and implemented to secure improvement. b) Raise the importance of high standards of presentation in all classrooms and learning environments through classroom displays/ posters. 1.2, 1.7, 1.8 Consistently high standards of presentation of work from all students. 95% of pupils exercise books evidence high standards of presentation. Marking evidently challenges poor presentation. 1.2, 1.7, 1.8 Rewards used regularly and consistently by all subject teams to promote high standards of presentation. EAA Oct Ongoi ng Ongoi ng LT and Team meetings, work scrutiny, lesson observations and learning walks. Rewards Time to plan, deliver and monitor. Reprographic costs. Costs of rewards. Pupils praised and rewarded for high standards of presentation. School displays used to celebrate excellent expels of presentation and content of pupil work. 35

36 Personal Development, Behaviour and Welfare Priority 4: Improve the standard of student behaviour and ensure that all students access opportunities for personal development in a safe, secure and nurturing environment. Lead Members of Staff: Simon Adams (SIA) Deputy Headteacher, Personal Development, Behaviour and Welfare, Pete Ford (PFO) Assistant Headteacher for Learning and Rod Deaves (RDE) Interim Assistant Headteacher, Post-16 Internal evaluation Sleuth Reviews, Student Voice, Stakeholder Questionnaires, Exclusion figures External evaluation BEP and Debbie James 36

37 Success Criteria: 1.1 Students report that they feel safe, valued and clear about progression routes 1.2 The number of fixed term and permanent exclusions decreases and this is sustained over time 1.3 Sleuth figures demonstrate a sustained reduction of negative behavioural referrals 1.4 Sleuth figures demonstrate a sustained increase of positive behavioural referrals 1.5 Stakeholder questionnaires reflect a changed ethos and culture within the school 1.6 Students receive timely and effective intervention that enables them to take control of their behaviour 1.7 Enhanced opportunities for personal development result in a rise in students participation 1.8 Student voice is utilised effectively to contribute to the school improvement process 1.9 The pastoral curriculum is engaging and interactive and strengthens the academic curriculum within the school resulting in improved student progress Initial Milestones (Date expected stage) Denotes already achieved By October safeguarding structures and procedures have been checked and enhanced By October Behaviour structures have been reviewed and adapted By October staff have received updated Prevent training By December the DSL capacity in the school has been strengthened By December opportunities for student voice have been established and enhanced By December 2016 a fit for purpose BfL strategy is rolled out By ember 2016 an enhanced pastoral curriculum is in place 37

38 Objective Action Success Criteria/Impact Lead Timescale Resources/ Start Evaluation 4.1 Ensure a) Review existing 1.2 and 1.5 SIA Oct Ongoi BCSB, BEP that safeguarding practices to ng Safeguarding ensure compliance. Make There are clear procedures the necessary adjustments, processes in place that are rigorous training and appointments. mean concerns are and robust swiftly acted upon and and fit for staff are confident in purpose applying new procedures. Monitoring/ Accountability Weekly safeguarding meetings for DSLs BCC and DfE Safeguarding audit Budget DSL Training costs. Time. 4.2 Improve student behaviour and ensure that staff are consistent in applying sanctions and rewards a) Evaluate existing provision and processes. b) Develop new policy and practice with rollout. c) Establish monitoring framework for BfL The new BfL strategy is understood and consistently applied by all. There is a corresponding decline in negative behaviour occurrences and rise in positive behaviour occurrences SIA Oct 2016 Ongoi ng BEP Sleuth and SIMS.Net Exclusion data Stakeholder data Training time. Purchase of SIMS behaviour module. Time 38

39 4.3 Engage students in improving the school 4.4 Develop a pastoral curriculum that reflects the values of the school and underpins academic provision a) Re-invigorate existing student voice structures. b) Provide opportunities for student involvement in key decisions within the school e.g. appointments c) Establish structures for student involvement in designing and reviewing the learning process a) Evaluate and refine assembly and form time content. b) Display the monthly values around the school c) Create structures to monitor and evaluate the impact of the pastoral curriculum 1.5, 1.7 and 1.8 Students report that they have been provided with significant opportunities to input into the decision making processes in school. 1.7 and 1.9 Students and staff report that the pastoral curriculum is enriching and underpins the academic curriculum. SIA SIA Nov Oct Ongoi ng Ongoi ng SSAT student voice Stakeholder Questionnaires Student forums Schemes of work scrutiny Assembly and form time observations Stakeholder questionnaires SSAT input costs Training Costs and time. 39