SCHOOL STRATEGIC PLAN 2013-2014 Collaboration Teaching and Learning Learning and Achieving Together Our aim is that we learn and achieve together. We will, therefore: Ensure every student succeeds Shape our curriculum to meet students' interests, needs and aspirations Strive to be effective in all we do Work in partnership in the interests of students Manage our resources to support our students Leadership and Management Behaviour and Safety
ALLERTONSHIRE SCHOOL STRATEGIC PLAN 2013-2014 Goal 1 Teaching and Learning - To be a school where teaching and learning is of the highest quality Targets Strategic Lead 1.1 Ensure the effective development of literacy across all subjects. GCA 1.2 Develop effective feedback to ensure student progress. RKM/NBR 1.3 Develop inter-dependent and collaborative learning. IST/SBE 1.4 Ensure learner progress is underpinned by appropriate challenge and support. TSA/EMY/VKA Goal 2 Leadership and Management - To develop leadership to support all aspects of learning and teaching Targets 2.1 Drive improvement by rigorous monitoring and intervention by. MCH/CSB 2.2 Ensure effective leadership of all areas by developing the role of middle leaders. MCH/CSB 2.3 Develop a culture where staff take responsibility for their own professional development JAA 2.4 Develop the leadership capacity of the new governing body. CHAIR 2.5 Develop learner voice/student leadership to inform school improvement. VKA/EMY 2.6 Embed focussed, effective self evaluation MCH Goal 3 - Collaboration - To extend and enhance our partnerships with all stakeholders to provide a better response to the needs of our students. Targets 3.1 Develop closer collaboration with the new federation. CSB/MCH 3.2 Develop curriculum collaboration to enhance transition from Key Stage 2 to Key Stage 3. CSB 3.3 Community and parental views have a demonstrable impact on school provision. AWI 3.4 Communication and publicity become highly effective. AWI Goal 4 Behaviour and Safety - To create a modern high quality safe environment that enhances learning Targets 4.1 Ensure that safeguarding procedures are highly effective. CSB/AWI 4.2 Ensure systematic consistently applied approaches to behaviour management. MEW 4.3 Ensure bullying in all its forms is dealt with effectively. SBE
Goal 1: Learning - To be a school where learning and teaching is of the highest quality TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY 1.1 Ensure the effective development of literacy across all subjects. 1.2 Develop effective feedback to ensure student progress. 1.1.1 Evaluate and refine Literacy Action Plan 1.1.2 Extend Accelerated Reading Programme to all students with a particular focus on vulnerable groups 1.1.3 Share methods of improving communication skills and scaffolding learning 1.1.4 Maintain P4C in L4L and English/RE curriculum and disseminate good practice 1.2.1 Pilot Student Progress Improvement Tracker (SPIT) Action plan agreed, in place and monitored. Sept 2013 GCA CSB/MCH ARP embedded CSB/CBR MCH Rise in reading ages, particularly amongst target group of Year 9 boys Reduction in number of recorded warnings/ relocations for target group Scaffolding techniques eg starter sentence stems widely used. Embed group work structures to enhance communication/listening skills/behaviour for Learning. Improved communication skills Teachers use assessment data to inform planning and intervention Teachers/departments jointly plan and share good NBR/ English teachers CSB July 2013 NBR MEW Apr 2014 GCA/ CSB/MCH / IST/SBE CSB/MLs Sept 2013 Dec 2014 Apr 2014 L4L/ English dept EMY/ VKA EVALUATION
Goal 1: Learning - To be a school where learning and teaching is of the highest quality TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY 1.2.2 Further develop AfL processes 1.2.3 Embed use of Habits of Mind, Blooms taxonomy in planning, questioning and meta- cognition 1.2.4 Provide CPD on clarifying Habits of Mind practice AfL techniques evident in lesson observations and lesson walkthroughs Students are consistently made aware of what they are learning, where it fits in the big picture and what they need to do in order to improve Teachers adapt their lessons as they go to respond to the needs of the students Students/staff use a common language to discuss the how of learning. Assembly themes linked to Habits of Mind. Questioning is differentiated and effectively used to deepen understanding and promote high order thinking Departments plan jointly and share good practice Staff Survey reflects improved understanding Easter 2014 Dec 2014 Easter 2014 RKM/ VKA RKM/ NBR EVALUATION
Goal 1: Learning - To be a school where learning and teaching is of the highest quality TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY 1.3 All staff to provide consistent opportunities for students to collaborate in active learning tasks. 1.2.5 Use department time to ensure that marking/verbal feedback provides the next steps 1.2.6 Ensure that there is feedback time built into PSHCE to follow up Becoming a Better Learner reports 1.3.1 Maintain systematic opportunities for staff to share good practice 1.3.2 Embed consistent school-wide approach to collaborative learning e.g. group roles 1.3.3 Provide further training in Kagan style collaborative learning structures There is consistent evidence of diagnostic/dialogic marking Students acknowledge and respond to feedback that is given (verbal feedback stamp) Students can identify feedback that has helped them make progress Students are supported in setting their own targets for improvement after each cycle and recorded in their planners Opportunities identified/planned Staff are well equipped to plan and implement identified good practice Staff use consistent innovative approaches to collaborative and independent learning Staff are well equipped to plan and implement collaborative learning Sept 2013 April 2014 April 2014 RKM/ RKM/ SBE/ VKA JAA/ CSB/ MCH IST/SBE/ MCH IST/SBE CSB 1.3.4 Embed coaching Classroom practice July 2013 MLs EVALUATION
Goal 1: Learning - To be a school where learning and teaching is of the highest quality TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY 1.4 Ensure that learner progress is underpinned by appropriate challenge and support practices through departments 1.3.5 Pilot systems to equip staff through peer observation/coaching (lesson study) 1.3.6 homework policy. Subject Leaders systematically monitor homework set 1.3.7 Develop coaching/lesson study as above to promote reflective practice 1.4.1 Explore ways of using technology to make data easier to access for subject teachers 1.4.2 Ensure that teachers use the assessment information to plan tasks that precisely meet the needs of individuals and groups of students and focus on closing the gaps improved by peer coaching Coaching culture established Parent surveys indicate that homework policy is implemented consistently Staff are pro-active in seeking help/support and reflect on their own practice and what they need to do to improve. Rise in % of good or better lessons Staff have all the data they need in one place Lessons are appropriately differentiated and all students make progress in lessons and over time Tasks are well matched to student need. RKM/ JAA/ RMO/ NBR CSB/MCH July 2013 RKM/JAA CSB/MCH MCH/VKA April 2014 TSA/EMY/ VKA TSA EVALUATION
Goal 1: Learning - To be a school where learning and teaching is of the highest quality TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY 1.4.3 Embed AfL to equip staff to identify those in need of challenge or support as the lesson progresses 1.4.4 Equip staff to use Blooms taxonomy to differentiate learning objectives and questioning All students make good progress in the lesson. Afl evident in lessons Learning objectives are clearly displayed and differentiated in every classroom Questioning techniques keep all students engaged and present an appropriate challenge. CSB April 2014 RKM/NBR April 2014 RKM/NBR EVALUATION 1.4.5 Maintain and develop effective interventions All students make good progress Core subject targets Targets based on KS2 prior attainment, MIDYIS and FFT estimates 2013 5+ 6+ English 90 57 Maths 88 70 Science 90 60 English 2 levels progress 47% Maths 2 levels progress 73% 2014 5+ 6+ English 90 52 Maths 90 69 Science 91 59 English 2 levels progress 49% Maths 2 levels progress 70%
Goal 2 Leadership and Management - To develop leadership to support all aspects of learning and teaching TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY EVALUATION 2.1 Drive improvement by rigorous monitoring and intervention by 2.2 Ensure effective leadership of learning by further developing the role of middle leaders 2.1.1 Develop and embed our Monitoring, Evaluation and Action processes 2.1.2 Ensure learning walks are sharply focussed on improving teaching and learning 2.1.3 Embed cycle of joint lesson observations to constantly calibrate judgements 2.1.4 SEF/SIP to become a standing item on strategic LT/SDG agenda 2.1.5 Further develop the analysis of student progress made by different groups of students in Y7/Y8 2.2.1 Middle leaders group meetings to focus solely on teaching and learning 2.2.2 Create more time for departments to meet 2.2.3 Develop MEA evidence file Middle leaders know their teams and intervene to ensure the best student outcomes Learning walks help to establish the impact of initiatives/training /MLs judgements/ feedback are consistent and help staff to improve their performance School improvement and the required intervention is at the hart of the role Groups of students who are under-performing are identified earlier and appropriate intervention put in place MLs equipped to develop T&L in their department Increase in the number of department meetings TLC s department based Middle leaders know the strengths and areas for development in their CSB MCH CSB/ Easter 2014 Easter 2014 CSB/MCH MCH Easter 2014 Sept 2013 MCH/CSB MCH MCH/CSB MLs LA/ Governors
Goal 2 Leadership and Management - To develop leadership to support all aspects of learning and teaching TARGET ACTION SUCCESS CRITERIA BY WHEN LED BY MONITORED BY EVALUATION teams and can intervene when necessary 2.3 Develop a culture where staff take responsibility for their own professional development 2.4 Develop the leadership capacity of the new governing body 2.5 Embed learner voice/student leadership to inform school improvement. 2.2.4 Ensure staff are secure in all of their assessments. 2.3.1 Maintain staff questionnaire to ascertain staff views 2.3.2 Ensure appraisal focuses on impact on teaching and learning 2.3.3 CPD programme will address school priorities as well as the professional development needs of all staff 2.4.1 Embed new reporting to governors process across the Federation 2.4.2 the role of each committee to ensure they offer appropriate challenge and support 2.4.3 Establish a department SEF See Appendix 2 (LV action plan) Moderation/monitoring processes evidences consistent judgements Questionnaire in place and views established and responded to Easter 2014 July 2013 AWI Teaching is good or better JAA/CSB/ MCH CPD programme offers a wide range of opportunities Governors are well informed about school performance GB is a critical friend and helps to drive school improvement SEF presented to Governors Dec 2013 JAA Chair/ Clerk to Govs/M Hill CSB/MCH Governors M Hill Governors Oct 2013 MCH/CSB Governors VKA/EMY
Goal 3 - Collaboration - To extend and enhance our partnerships with all stakeholders to provide a better response to the needs of our students TARGET ACTION AND DEADLINES SUCCESS CRITERIA BY WHEN LED BY MONITORED BY EVALUATION 3.1 Develop closer collaboration within the Federation 3.1.1 Align systems, where appropriate, to enhance transition Foundation subjects develop the same positive relationships across phase CSB/MCH M Hill Governors 3.2 Develop curriculum collaboration to enhance transition from Key Stage 2 to Key Stage 3 3.3 Community and parental views have a demonstrable impact on school provision 3.1.2 Develop potential of working in a family of schools 3.2.1 Extend three day induction to one week 3.2.2 Explore feasibility of full cluster meetings (2 per year) 3.2.3 Ensure Subject Leaders for English and Maths attend primary network meetings 3.2.4 Further develop sharing of good practice across phases 3.3.1 Ensure that our response to parental questionnaires is communicated clearly. 3.3.2 Develop a Parents Forum an opportunity for parents to have a say. Invite a different Head of Dept at each so parents know what is being Students and key staff meet more regularly to review and inform practice All students have a flying start and feel more comfortable about joining the Allertonshire in September Vehicle to enhance transition established A synergy between phases begins to develop. Impact on curriculum/delivery Best practice embedded across phases Parents see that their views are listened to. Parents better informed so could lead to more parental involvement CSB/MCH M Hill Governors July 2013 TSA/HMP CSB/MCH Sept 2013 MCH CSB/MCH July 2013 RKM/JST/ VKA CSB July 2013 CSB AWI CSB/MCH AWI CSB/MCH
Goal 3 - Collaboration - To extend and enhance our partnerships with all stakeholders to provide a better response to the needs of our students TARGET ACTION AND DEADLINES SUCCESS CRITERIA BY WHEN LED BY MONITORED BY EVALUATION taught in curriculum? 3.3.3 Develop the potential of the PSGA PSGA meetings well attended (20+) AWI 3.3.4 Increase number of parental questionnaires Better use of Survey Monkey to inform future planning. Impact on our approach. HT s/awi 3.4 Communication and publicity become highly effective 3.4.1 School publicity to be given high priority (budget assigned) 15 positive articles about the school in the local press AWI CSB/MCH Parents feel that their views are listened to and any concerns responded to. AWI CSB/MCH 3.4.2 Increased use of school texting system Communication to parents is regarded as a strength AWI CSB/MCH 3.4.3 Use email system to communicate with parents newsletter could be interactive Communication to parents is regarded as a strength AWI CSB/MCH 3.4.4 Further develop use of website. All whole school letters posted on website parents can access all letters electronically AWI
Goal 4 Behaviour and Safety - To create a modern high quality safe environment that enhances learning TARGET ACTION AND DEADLINES SUCCESS CRITERIA BY WHEN LED BY MONITORED BY EVALUATION 4.1 Ensure that safeguarding procedures are highly effective 4.1.1. Ensure that the SCR is exemplary The SCR meets all statutory requirements April 2014 AWI/HTs /LA/ Governors 4.1.2 site security Site is secure and safe Sept 2013 4.1.3 Embed an effective induction programme for staff all staff aware of safeguarding procedures, child protection procedures etc All staff fully aware of their responsibilities, routes of referral etc. Sept 2013 Gov s/hts TBA AWI 4.2 Ensure systematic consistently applied approaches to behaviour management 4.3 Ensure bullying in all of its forms is dealt with effectively 4.2.1 Expectation Scheme to ensure it is fit for purpose 4.2.2 Use recorded warnings/relocation data to identify patterns/trends/ required intervention See Action Plan All stakeholders see the scheme as fair Appropriate interventions at all levels take place evidenced by data MEW CSB/MCH MEW CSB/MCH