EDUCATIONAL DIVERSITY SCHOOL IMPROVEMENT PLAN 2017/ 2018

Priority 1 – Outcomes for Learners

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

EVALUATION

Revised...

1

All data is used effectively to assess and ensure accurate  information is recorded and  used to generate targets for individual students



HT / DHT



DHT C/ PB




DHT C

AHT LT


LT/SL

 


AHT SEN / LT


DHT S




DHT S

Ensure target setting for student attainment is intrinsically linked to raising standards (GL, WRATS, CF)


Identify member of the middle SLT to gain full understanding of data processes to support succession planning and continue improvements in this area


Ensure the use of Climbing Frames continues to be used as a formative and summative assessment tool for all subjects across KS2/ 3


Regularly review progress with students and agree targets moving forward placed onto provision maps


Consider prior data on students and cross reference with induction assessments to refine target setting


Ensure that accurate attendance data is recorded on entry by Registrar to evidence future progress including YC, CLA and SEN


Implement annual MTQ and assess alongside behaviour checklist data

Sept - Oct




Sept





Sept - July





Half termly




Induction onwards



Sept - July





Sept - July

Data manager Progress tracking / Provision maps



SLT Appraisal objective





Climbing Frames  data, student files




Provision maps




SIMS and progress tracker, concerns highlighted to SENCo


SIMS





MTQ Evaluative reports and completed B Check

Students achieve accelerated progress



Progress monitoring is focus of SLT meetings and interventions are implemented


Increase in attainment at end of KS2 SATS leading to  solid foundations at KS3& 4


Shared drive towards raised attainment



Improved outcomes




All students have improved attendance




Robust soft evidence for each student

 





1B

Accurate intervention strategies are implemented upon identification of underachievement both on entry and throughout a student’s school life

AHT

SEN




DHTC



AHT SEN



AHT SEN



INC Lead




HT




AHT SEN

Completed termly Teacher assessments  for all students and are used to identify gaps in learning for individuals / groups



Upskill SSAs to better support student  academic needs by implementing ‘Catch up Literacy and numeracy’.


Target PP funding more  removing barriers to learning that impacts on individuals and identified groups.


Develop intervention matrix identifying what PP is available for and which needs it can address including for Young Carers


Further extend opportunities for learning through the development of the Google classroom / Nurture / Home Tuition / IFTE and Development groups


Complete ELKLAN training at level 3 and create Level 4 SLCN Champions.  Achieve Communication Friendly status


Implement Talking Teens Parenting Group (Family Links) across the school

Termly





October ‘17



Sept - July




Dec - May




Sept - July





October




October - June

Calendar, ARR timeline. MIT folder on Google / SIMS / lesson plans / provision maps


CPL records, lesson observations, provision maps. Course evaluation


Pupil Premium spreadsheet and SENCo evidence. Induction assessment (GL).


Intervention register and record of use / Updated on website


Resources on Google classroom, records of usage, lesson observations, progression plans


Accreditation and Communication friendly status across Centres


Group minutes, evidence of meetings in calendar

Raised attainment





Improved reading, writing and numeracy skills


Accelerated progress and attainment for all



PP+ used effectively to raise attainment for CLA


All students able to work independently with increased access to qualifications


Raised awareness and precision teaching raises attainment


Increased engagement of identified cohort

 

1C

Focus on all learners achieving a recognised qual and celebrate wider achievement

DHT

C



INCO / DHT S


INC O



Ensure all pupils from year 9 onwards complete nationally accredited assessments at appropriate level.


Develop alternative curriculum offer with Sport and Leisure Services to ensure continuity and opportunity for progression routes


Increase collaboration with learning partners and outside providers to engage students in alternative activities which lead to various qualifications and awards

Sept - July




Nov - Jul





Jan - July

Qualification folder on Google (KL). Number of   Functional Skills qualifications achieved

Cohort of students accessing, numbers of apprenticeships and W / W Exp


Joint work with partners. 4 tech, College. EVOLVE entries. Development of OAA

100% of students leave with recognised qualifications


All students engaged and progress onto Post 16 EET



Reduction in hard to reach students

 

 

1D

Improve the communication with parents / carers enabling better understanding of their learning journey

LTKS3




DHT S




LTKS4



INC

Increase parental attendance at consultation events

Improved engagement and support  from parents / carers


Relaunch the Educational Diversity portal for parents / carers and make it more accessible. Add onto YC website and introduce parent view section


Establish Pupil voice across all key stages and views inform planning within school, including Y C.  


Explore Toot Toot system across all settings and provide link through the website

On going





Sept – Oct





Half termly meetings



Sept

Induction files and records of parental contacts. Mental toughness questionnaire reports


Website and parent usage through portal




Questionnaires, pupil discussions



Entries onto system and  reduction in bullying incidents

Parents fully engaged with the learning journey








Evidence of PV impact across school



Anti Bullying data demonstrates reduction of incidents

 








EDUCATIONAL DIVERSITY SCHOOL IMPROVEMENT PLAN 2016/2017

Priority 2 – Quality of teaching, learning and assessment

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

Evaluation

2A

All staff have high expectations of students and plan and deliver lessons that enable exceptional learning.

DHTC



DHT

C




TL CON



TL CON



LT A





AHT SEN


AHT SEN

Ensure all long term plans are available and uploaded onto Google Drive by Sept 30th 2017


Develop a learning community of staff working alongside the SSAT on a planned 2 year programme based on formative assessment


Conduct focused learning walks




Ensure reflective planning provides opportunities for staff to collaborate, moderate and team teach together


Review the school’s  assessment processes to include a narrative around the 4 C’s so that students receive and make use of positive feedback


Ensure lesson plans demonstrate clear expectations and are differentiated appropriately to meet needs of all learners

Ensure SALT Targets are included into lesson planning to meet individual needs

Oct 30th




Jan - July





Oct - July




Termly




Dec 17





Sept - July



Oct - July

Google Drive




Minutes of meetings and improved planning documentation, action research


Learning walk reports and evidence against identified actions


Minutes of meetings and evidence of progress and impact


Revised policies. Improved classroom feedback




Learning walks, lesson observations


Learning walks, lesson observations

Improved quality of T and L - raised outcomes



Raised expectations from all staff in all subjects



Shared learning experiences across all settings


Improved CPL for all staff and shared understanding


Positive conversations at all times celebrating success



All teaching at least Good


Targeted students with SALT make accelerated progress

 

2B









2C




Secure accuracy and consistency of assessments by implementing assessment tracker for KS2 & 3




Ensure the school curriculum fully meets the needs of ALL students and reflects personal growth and resilience through confidence building and motivational programmes

HT




LT’S





LTA




LTA




DHT S



DHT S

SLT/EVC



HT TL CON



Provide opportunities for teaching staff to meet pupils to discuss work and set student targets.  


Continue to embed use of GL Assessment and Climbing Frames and other relevant resources to support monitoring student progress and attitude to learning


Embed the Mental Toughness resources developed during tutor time



Plan opportunities for the skills of mental toughness to be encouraged in all lessons and across all settings


Embed the cycle of change for behaviour through NLP within all Centres



Increase the opportunities for LOTC through enrichment at SP, CAST, residential Trips and visits which are planned regularly to provide students with wider learning experiences.


Submit a bid with Prince’s Trust to enable Inspire short term intervention

Oct ‘17




Sept - July





Sept – July




Oct - July




Sept – July




Sept – July






Dec



All students are able to articulate their targets. Form time


Information gathering from GL Assessment and Climbing Frames. Reports. GL Attitudinal test results.


Mental Toughness survey outcomes.  Resources and tutor time visits


Form time discussions. Lesson plans and LT plans



CPD, meetings, resources, planning documents. PSHE lessons / curriculum


Number of trips recorded on EVOLVE, number of visitors attending the school day



Number of Princes Trust awards, number of students

Focus more on learning than behaviour leading to improved outcomes


Continued learning





Staff and students resilience improves that supports T and L


Focus away from behaviour - raised outcomes


Increase of students making positive behaviour change








Increase in returns to school

 

2D

Improve the whole school SPAG and Maths provision across all key stages

E & M Lead


E / M Leads


LT



DHT C



AHT SEN

Identify objectives in staff planning for numeracy and literacy within each curriculum area


Develop E & M learning walks in all classrooms and rebrand literacy with a focus on ‘language for learning’


Using intervention strategies focussing on students with below expected reading age


Identify and then provide opportunities for best practice within English and Maths to be cascaded across all subjects


Develop  Lead Teachers groups to focus on the quality T & L with a focus on  literacy, numeracy and ICT

Oct ‘17




Nov, June




July ‘17



Sept - July




November



Long term and short term plans (Google drive)



Development of resources, training sessions and evaluations


Evidence from Climbing Frames, WRAT scores


Improved outcomes, lesson planning documentation



Learning walks and lesson evaluations

All students achieve qual in Eng and Maths which helps raise attainment in all areas.

Increase in number of students achieving qual in Eng and Maths


Increased reading ages evidenced


Increase in grades 4 -9 being achieved



Increase in Outstanding lessons leading to improved outcomes.

 




Priority 3: Personal Development, Behaviour and Welfare

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

Evaluation

3A

Improved attendance and punctuality

DHT

S



DHT S



DHT

S



HT



LT





DHT

S




DHT S INC



LT




LT



ST




INC L

Introduce monthly meetings with DHT and PWO to analyse individual student concerns and conduct parental meetings


Complete written  following PWO monthly meetings.  Actions discussed during HT / DHT Supervision


Produce  and  present termly written reports to Behaviour , Safety and Welfare Committee


Introduce termly HT attendance awards for “Best” and “Most improved”.


Increase opportunities for all pupils to be actively involved in setting their individual attendance targets on their one page profiles. Reviewed each half-term


Explore whether a half term pilot of parental meetings with all students who are subject to more than 5 IFTE’s reduces need


Develop personal learning plans (PLD) for these students considering alternative strategies and  bespoke curriculum packages to re-engage


Monitor implementation of PLD with all staff



Give attendance rewards within each Centre


Conduct parental meetings with all students who are persistently late  (more than 5 late’s in a  half term.)


Rigorously monitor and evaluate  of the content, delivery and impact of Home Tuition/ Google Classroom /IFTE

Sept – July



Sept – July



Termly




Termly



Sept - July




Oct - July





Oct - July





Oct - July




Sept - July


Sept - July



Sept - July

Calendar dates and minutes of meetings



Minutes of meeting and review of actions



Management Committee minutes



Chronologies and learning journals


Data held on chronologies and information on Provision Maps



FTE data on EMS.  Minutes of meetings




Evidence on chronologies and within curriculum plans




Evidence within provision maps / curriculum plans



Rewards



SIMS, minutes of meetings




Evidence on chronologies



Raised profile and challenge given to parents / carers


Increased attendance




Raised profile with the management committee / increased scrutiny


Improvements in behaviour


Improved attendance and engagement in learning



Reduction in IFTE and improved engagement in learning



Improved behaviour and engagement




Consistency across settings, improved rigour


Improved punctuality and attendance


Improved attendance and punctuality










3B

Develop resilient learners who have pride in achievement and commitment to learning



DHT

S




LT





DHT S INC O


LT KS4


HT





LT




BM

DHT S

Explore which use of electronic behaviour checklist / MT and / or Learning journals can be embedded across settings and include analysis in pupil folders


Formalise the use of  20 mins during tutor time sessions to focus on work using 4C’s




Develop curriculum programme for Hard to place KS4 students using Prince’s Trust and Introduce Dof E enhancing the 4Cs



Use KS4 Ed Div YP as Peer Mentors with KS2 students and explore TA qual’s


Continue to support Young Carers and to achieve Gold Award .  Focus on cascading across mainstream settings   



Develop and embed ‘Peer Mentoring’ programmes across the school for staff and students.


Embed the new rewards system replacing VIVOs to encourage student commitment and engagement which is more centre focussed.

Sept - Dec









Oct - July





Sept – Dec


Jan - July





Sept - Feb




Oct - Dec

Pupil chronologies





Pupil feedback, learning walk reports




S Park Alternative Programme of activities / engagement



Pupil chronologies / Learning walks


Certification awarded





Learning community partnerships / shared lesson obs


System embedded and respected by students

Reduction of serious concerns - see IFTE and Exclusion log (LTSC)


Increased resilience and academic achievement  




Improved attendance  confidence and engagement



Improved behaviour and engagement


Raised profile of YC across LA to raise standards and move barriers to learning


Improved T and L leading to improved outcomes


Reduction of exclusions and raised achievement





3C

All pupils understand how to keep themselves safe and healthy

CON

TL



Inc Off



Inc Off




Inc Off


INC O


DHT S




AHT SEN / Inc O


DHT S

Analyse SHEU data to prioritise PSHE topics within each Centre and across the school


Revisit whole staff CPL on on-line safety and develop questionnaire for staff, parents / carers and pupils to review


Ensure staff  knowledge on on -line safety is up to date and themes are embedded into lesson planning



Achieve Quality E Safety mark



Implement Toot Toot and ensure all staff and students have access


Further develop information page about Keeping safe and Healthy on website and in magazine



Revisit  CSE in house training, alongside Social Care to embed  practice


 


Revisit protocol around suspected substance abuse in collaboration with the HUB so that all staff are aware and understand process if concerns are raised

Sept - Oct




Nov - Dec



Dec





Dec ‘17



Dec ‘ 17



Oct





April 18





Jan 18

Centre Action Plans linked to SIP



Presentation used at CPL and completed questionnaires in settings


Lesson plans on Drive and E Safety action plan. PSHE. Website



Award achieved



Visits to website and usage from staff and students


Website and magazine editions




Training log and evidence of presentation given

Meeting notes



Learning environments, chronologies

Strong correlation with PSHE curriculum and needs of YP


Improved on-line safety awareness across school community


Reduction of safeguarding issues linked to social network sites


Raised awareness and focus on E Safety


Reduction of bullying incidents reported


Raised awareness and reduction in safeguarding issues.



Reduction of safeguarding issues reported / MARAC



Staff  know how to keep young people safe

and aware of risks.  Increase in HUB referrals










3D

Pupils understand the consequences of their actions to themselves and others.

LT




DHT

S



DHT

S



LT A



Ensure individual young people’s behaviour targets are SMART and owned by them


Incorporate the 4 C’s into the Positive Behaviour Policy, linked to rewards



Relaunch  IFTE across settings  and establish consistency of practice regarding work and expectations


Provide training around NLP, Structured Conversation and SLCN within mainstream

Oct – July




Nov – July



Sept – Dec



Sept - July

Lesson observations and learning walks, Provision maps


Pupil chronologies and RTS interview notes/ pupil discussions


Learning walks, reflection sheets and IFTE reports



Training notes and feedback forms.  Number of staff receiving training

Reduction in behaviour incidents and exclusions


Reduction in exclusions - see Inc Off



Reduction in IFTE repeat offenders



Reduction of students being referred for intervention

 

Priority 4 – Leadership and Management

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

Evaluation

4A

All staff have high expectations for what pupils can achieve through the demonstration of an ambitious vision

HT






LTA




DHT C




HT





DHT S INC O


AHT SEN




DHT C




DHT C

Further develop the use of the 4 C’s vision statements to encourage a  culture of high expectation  AT ALL TIMES, in each and every encounter with a young person and also with their parents /carers


Recognise YP progress around the 4C’s within the mid year and annual reports to parents


Provide opportunities for shared CPL between students, staff and support agencies so that new learning, although often challenging helps us achieve


Revisit  carousel for whole staff meetings but increase the emphasis on all Centres leading and sharing good practice (see schedule)


Introduce themed activity weeks using facilities at Stanley Park, focussed around each of the 4 C’s



Provide opportunities for  all staff and older pupils to act as role models  demonstrating the 4 C’s in line with the behaviour matrix


Promote self-evaluation of performance linked to SIP and Vision statement and

use “I Know My Class” to review lesson delivery


Further embed RTS Champions supported with  TLR to ensure an action research model is implemented to improve student outcomes

Oct - July






April / July



Oct - July





Sept - July




Sept - July




Sept - July




Sept





Sept - July

Meetings with parents, Learning walks





Reports, Consultation afternoons



Learning walks, lesson observations and visitor feedback



Information from CPL





Evidence in SEF, Evolve and feedback from students




Evidence in SEF and progress against SIP




Appraisal documentation and SIP reviews




Meeting notes and action planning from RTS Champions, individual research

Increased awareness amongst the wider community and partners



Evidence of 4C’s seen in all learning raising attainment.


One School, one vision with shared understanding of direction of travel


Increased knowledge of school direction and improved skill set



Improved outcomes for all young people and increase in Outstanding lessons


Strong positive relationships which support raised attendance


Improved attainment for all students - see SIMS



Improved engagement and behaviour




4B

Improve staff practice through rigorous performance management with both support and challenge

DHT

C




HT




HT




DHT

C



DHT

C


SLT

Ensure quality assurance procedures are in place for all staff observing lessons




Provide opportunity for shared observations for teachers with SLT that are shared in the calendar


Make Appraisal objectives  more structured, providing increased challenge with clear success criteria


Work with the Teacher Development Trust to improve how we streamline CPL with SIP and Appraisal and evidence impact


Achieve the Silver Standard Mark from the TDT for CPL


Increase the challenge and support to colleagues using both informal and formal support plans for teachers

Termly





October 17



October ‘ 17



April ‘17




Oct - July



Sept - July



Performance management pro-formas & discussions. Lesson observation feedback

CPL. Discussions with SLT.


DHT C observing observers.  Lesson evaluations



Agreed appraisal and SIP objectives. School policy



Appraisal documentation




CPD procedures,  requests and evaluation forms


Appraisals and support plans in operation

Improved quality of teaching and behaviour in the classroom



Q of T and  the outcomes are used as evidence for PM


Appraisals support both  personal and whole school improvement


Improved  performance and improved outcomes.


Improved outcomes for pupils


Increased teaching that is Outstanding





4C

Through a culture of “learning together” expertise is shared enhancing pupil outcomes.

LT, ST, BM


DHT

S



DHT C




HT





HT / DHT


DHT C



DHT S



DHT C / Out

Ensure that fortnightly supervision meetings for all teaching staff take place, along with  half termly for SSAs.


Explore resilient supervision model with MC and roll out for all staff



Further develop middle leaders effectiveness by continuing with LT and ST meetings and invite Eng and Mths lead to cascade practice


Ensure that CPL programme for the year is available by September, encompassing AFI from Ofsted and our own SEF



Embed the Athena Panel to make informed decisions on student placements


Develop Green to Go group, focusing on successful reintegration utilising Headstart coaches and Outreach reintegration team


Explore Chrysalis implementation team to share practice across the PRU,  mainstream settings and SERF’s


Introduce Play Therapy into Chrysalis, Pegasus and nurture and develop a tool to measure impact

Sept - July



Sept - Dec



Sept - July




Aug 31st ‘17




Sept - July


Sept - July



October ‘17



Sept - July

Minutes of meetings and updates on actions / Staff surveys


Minutes of meetings and evidence of improved performance


Meeting dates on school calendar and actions completed evidenced in minutes


CPL Booklet prepared, linking Appraisal personal development,  SIP and AFI



Panel minutes and data regarding admissions


Numbers of YP accessing provision / reintegration data, exclusions and numbers PRU


Curriculum embedded into Centres,  SERF’s and schools.  


Number of sessions and numbers of YP accessing / pupil voice

Staff body keen to take on new learning which improves outcomes






Further develop consistency  Curr areas.  Accurate assessments - improved outcomes


One staff moving in one direction which supports journey to Outstanding



Reduction in NTA YP coming over to the PRU


Reduction in PRU / Increased reintegrations



Graduated response and consistency.  Increase in reintegrations


Improved resilience and ability to self regulate

         



4D

Equality and diversity are promoted in an environment free from bullying, harassment and discrimination

CON TL



CON TL



INC Off


HT



INC OFF

Support Management Cttee in ensuring compliance with equality legislation and these are reflected in school policies.  


Support Management Cttee in ensuring equality in  recruitment and body membership


Identify E and D champions in Centres, coordinated by one member of staff


Extend community partnership links with external providers


Heighten awareness of school community regarding whistleblowing

Sept - July



Sept - July



Sept



Sept - July


Sept - July

     

 

4E

Safeguarding is robust and high profile across all settings

HT/DHT S



DHT S



DHT S



BM



HT



HT



DHT S

Ensure all staff and visitors wear ID badges at all times.  Visitors to sign in and out.



Ensure all staff have  Level 1 CP training with Leadership and BM completing Working Together training under statutory timelines


Ensure Safeguarding audit action plan  is completed, reviewed by LEA and ratified by PWBS Sub Group


Maintain Single Central Register and ensure all recruitment checks completed


Complete Driving checks for all staff through the on-line DVLA portal.  


Identified staff complete driving competency training to demonstrate “fitness to drive”


Introduce and embed the use of MyConcern across the school.

Sept




Ongoing



Sept - July



Oct - Dec


Jan -March


Oct

Badges worn and visible. New staff issued with badges



CPL records




Safeguarding audit on Drive

SCR



Spreadsheet maintained by HT



HT register



New staff identified for training

Ability to identify /challenge staff correctly


Safeguarding is robust and all staff are aware of processes


Compliant with Statutory duties



Compliant with Statutory duties


Compliant with LA and statutory guidance


Compliance with LA and statutory guidance

 






Academic outcomes and Priority targets 2017  / 18

Priority 1: Outcomes for Learners

 

2015 / 2016


Actual outcomes

97% students left with recognised qualification at end of year 11

82% students left with Eng qualification at end of year 11

6 % A - C in English

96% students left with a maths qualification at end of year 11

12% A - C in Maths

48% students left with 1 A - G

1% students left with 5 A - G

2016 / 2017


Actual outcomes

95%  students left with a recognised qualification at end of year 11

85% students left with English qualification at end of year 11

19% A -C in English (1% OFF ASPIRATIONAL TARGET)

93% students left with a Maths qualification at end of year 11

18% A - C in Maths (1% OFF ASPIRATIONAL TARGET)

61% students left with 1 A - G (MET REALISTIC TARGET)

23% students leave with 5 A - G (EXCEEDED ASPIRATIONAL TARGET OF 20%)

2017 / 2018


Targets

100% students leave with recognised qualification

100% students leave with English qualification at end of year 11

25% students achieve A - C in English

100% students leave with Maths qualification at end of year 11

25% A - C in Maths

70% students leave with 1 A- G

26% students leave with 5 A- G



Priority 2: Quality of teaching, learning and assessment

 

2015 / 16


Actual

95% Good or Outstanding

24% outstanding

71% good

5% RI

0% INA

2016 / 17


Actual

95% Good or Outstanding

30% outstanding

70% Good

0% RI

0% INA

2017 / 2018


Targets

100% Good or Outstanding

40% Outstanding

60% Good

0% RI

0% INA






Priority 3:  Personal development, behaviour and welfare

 

2015 / 16


Actual

Attendance across the service is 56.91%


The total number of fixed term exclusions for the year was 148 which demonstrated 118 days lost

2016 / 2017


Actual

Attendance across the service is 59.55% (pending final figures)


The total number of fixed term exclusions for the year was 290 which demonstrated 239 days lost

2017 / 18


Targets

Attendance across the service increases to%


Reduction in fixed term exclusions by %







Priority 4:  Effectiveness of leadership and management

 

NOW

 

REALISTIC



ASPIRATIONAL








Monday, November 20, 2017
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