School Improvement Plan

 

EDUCATIONAL DIVERSITY SCHOOL IMPROVEMENT PLAN 2016 / 2017

Priority 1 – Outcomes for Learners

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

 

1A

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

 
 

HT / DHT A

 
 
 
 

DHT

A

 
 
 
 
 
 
 
 

DHT A/ PB

 
 
 
 
 
 
 

DHT

AHT LT

 
 

AHT SEN

 
 
 
 
 
 
 
 
 

LT/SL

 
 
 

AHT SEN / UQT

 
 

AHT/SENCO / UQT

Deploy a member of staff to manage data across all Centres

 
 
 
 
 

Upgrade school data systems with the data manager using SIMS.

 
 
 
 
 
 
 

Data Manager to support SIMS training needs of staff

 
 
 
 
 
 
 

Embed the use of Climbing Frames as a formative assessment tool for all subjects across KS2 & 3

 

Lead Teachers and subject leads meet with HT / DHT and identify practical actions to improve individual progress and discuss student targets

 
 
 
 
 
 

Staff meet students each half term to discuss work and set targets

 
 

Student provision maps and one page profiles are completed and used effectively within all Centres.

 

Embed targeted withdrawal programmes for students with additional needs

Sept

 
 
 
 
 
 

Sept - Dec ‘16

 
 
 
 
 
 
 
 
 

10.11.16

WSM

 
 
 
 
 
 
 
 

Inset 2.09.16

Sept - Dec

 
 
 

Sept - July

 
 
 
 
 
 
 
 
 
 

Introduce Oct

 
 
 
 

Within two weeks of induction for NTA -  Dates on calendar for rest

 
 

On going

Data manager discussions/meetings

Completed pro-forma in Priority 1 management folder.

 
 

Analysis reports written for Yr. 11/SAT’s. Full reports for KS2/3/Yr 10 to be copied onto SIMs. Regular meetings with key staff and evaluation of training. Work with LA IT team.

 
 

Organise SIMs training during Autumn term. Termly student reports generated directly in SIMS. Progress reports generated for e.g. HT/DHT

 

Monitor, analyse and record information from CF, GLA, SIMs

 
 

Individual pupils folders recorded on Google and in Centres Subject teachers meeting notes. Targets set and recorded on SIMS.

 
 
 
 
 

Student books. Staff records

 
 
 

SENCO assessment folders, 1 page profiles, provision maps, pupil centre planning (PATH) records.

 

ELSA, Speech Bubble, Equine studies, additional Maths and English support.

Accurate identification of strengths and areas for development. Improved staff evidence.

 
 

Detailed analysis of results which can be used universally e.g. Management Cttee.

 
 
 
 
 
 

Use and improved understanding of SIMs for all staff across all Centres. Data is owned and understood by all staff.

 
 

Increased accuracy of formative assessment against progress made.

 
 

Improved accuracy of assessments and understanding of areas for development.

Improved student targets and success criteria. Raised profile of  individual subjects leading to raised attainment

 

Improved differentiation, personalised learning &  commitment

 

Increased levels of progress

 
 
 
 

Improved progress in key subjects. Increase confidence

 
 
 
 
 

1B

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

AHT

A

 
 
 

DHT’s

 
 

LT/BM

 
 
 

AHT SEN

 
 
 
 

LTP

 
 
 

IFTE lead

 
 
 

HT

Teacher assessments  are planned termly for all students

 
 
 

Identify additional SSA skills and utilise these to support student progress for academic and pastoral needs.

 

Ensure all pupils have robust assessment on induction which is recorded centrally and shared with appropriate staff

 
 

PP funding is directed on removing barriers to learning that impacts on individuals and identified groups.

 
 
 

Agree expectations for all learning environments, with a focus on ICT

 
 

Extend opportunities for learning through the development of the Google classroom

 
 

Roll out ELKLAN training at level 3 and create Level 4 SLCN Champions

 

17.10 - 11.11

 
 
 

Oct

 
 
 

3.10.16

 
 
 
 

Sept - July

 
 
 
 
 

Dec - May

 
 
 

Sept - July

 
 
 
 

November - June

 

School calendar, ARR timeline. Management information folder on Google / SIMS

 

Appraisal outcomes,

121 support, student records, form time

 

Induction booklet. Parent/carer meetings. Prior school information. Google drive. SIMS

 

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

 
 

Learning walks and SIP visits. Speech Bubble

 
 

Resources of Google classroom, records of usage

 
 

Accreditation and Communication friendly status across Centres

All pupils demonstrate progress

 
 
 

Holistic development of the student

 
 

Standardised practice across the Service

 
 
 

Gaps to learning are narrowed.

All pupils achieve and make relevant progress

 
 

The environment is conducive to learning for all students

 

Increase in students engaging in virtual learning. Improvement in 4C’s

 

Improved teaching and learning and awareness of needs

 
 
 
 
 
 

1C

Focus on all learners achieving a recognised qualification and celebrate wider educational achievement

AHT ATT

 
 
 

IFTE Lead

 
 

AHT ATT

 
 
 

VALT lead

 

AHT/OAA Lead

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

 
 

Develop Google classroom and explore opportunities for online assessments, particularly for 1:1 students

 

Develop ASDAN opportunities to “catch” skill based learning at Specialist Centre and alternative programmes.

 
 

Develop additional links with Post 16 providers and AP 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

 
 
 
 

Nov - July

 
 
 

Sept - July

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

 

Qualification folder and individual student folders

 
 

Qualification folder on Google

 
 
 

Notes of visits and NEET data (HT)

 
 

OAA lead meetings and joint work with partners. 4 tech, College. EVOLVE entries

Increase in attainment

 
 
 
 

Improved access to learning for hard to reach and HHM

 

Increase in students gaining qual from 98% to 100%

 
 

Reduction in NEET

 
 
 

Increase in the number of OAA activities and participation of students (see Evolve log)

 
 
 

1D

Improve the communication with parents / carers to provide a better understanding of a students learning journey

LT

 
 
 

LT

 
 
 
 
 

HT

 
 
 
 

AHT/ATT

 
 
 
 
 
 
 

AHT / ATT

Reports are written in line with ARR schedule and parent consultation events and planned

 

Share the school values grid with students and parents/carers during induction process / consultation afternoons and form time and articulate the school’s expectation regarding mental toughness

Launch the Educational Diversity portal for parents / carers.  Introduce parent view section

 
 

Develop structured conversations  with Achievement for All Mentor to implement across all settings and work with partners e.g. Family Links to improve parental engagement.  Use of Consultant FN to embed

 
 
 

Pupil voice is established across all key stages and views inform planning within school.  Inroduction of Toot Toot Dec ‘16

Dec, March and July

 

On going

 
 
 
 
 

Sept – Oct

 
 
 
 

6th Oct training

 
 
 
 
 
 
 

Half termly meetings

Pupil reports on SIMS.  Parental discussions. School calendar

 

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

 

Website and parent usage through portal

 
 
 

A4A plan and minutes of meetings. Parental communication folders in Centres. Staff CPD. FL minutes of meetings. GRASP and EPIC meetings

 
 

Questionnaires, pupil discussions

Increase parental attendance at consultation events (see AHT A)

Improved engagement and support  from parents / carers (Questionnaires - AHT A

Open channel of communication with parents/carers. Analysis of survey and actioned

 

Heightened awareness of  behaviour, attendance and punctuality etc

 
 
 
 
 

Evidence of changes made through feedback from pupils

 
 
 

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.

HT

 
 
 
 
 
 
 
 

HT

 
 
 
 
 
 

AHT

 
 
 
 
 
 

DHT A

 
 
 

LT

 
 
 

LT

 
 
 
 
 

LT

 
 
 
 
 

DHT

Monitor teaching and learning to ensure it is consistently good or better and provide support where teaching is not good or outstanding

 
 
 

Ensure immediate feedback is given to colleagues following lesson observations and learning walks

 
 
 
 

Ensure reflective planning provides opportunities for staff to plan, moderate students work and teach together

 
 
 
 

Further develop the school’s  assessment and marking policies so that students receive and make use of excellent feedback

 

Introduce daily tracking using colour coding for assessments and display

 
 

Monitor Long Term plans and ensure they are available on Google drive

 
 
 
 

Use of daily planner to ensure all staff plans clearly show expectations and are differentiated appropriately

 
 

Staff take part in ‘I Know My Class’ survey

 

4 x’s a year (see calendar)

 
 
 
 
 
 

Sept - July

1st completed W / B 17.10.16 - slcn

 

Termly

 
 
 
 
 
 

Dec 16

 
 
 
 

Nov

 
 
 

Deadline 18.10 16

 
 
 
 

Nov 16

 
 
 
 
 

10.10.16 - 21.10.16

Lesson observations, focussed learning walks, support plans, peer mentor records, 121 meetings, verbal and written  feedback

 

Observation records and minutes of meetings with monitored staff

 
 
 
 

‘Buddy’ feedback on observations, CPD, rewards

 
 
 
 

Revised policies. Improved classroom feedback

 
 

Displayed in classrooms and understood by all

 
 

Google drive

 
 
 
 
 

Long and short term plans on the Drive

 
 
 

Survey outcomes. Discussions with R2S Champions. Self evaluation tool??

 

Teaching improves so there is greater consistency of good (95%) and outstanding (25%) teaching

 
 

Positive feedback and improved lesson delivery

 
 
 
 

Skill development of staff at all levels. In house celebration of excellent practice and consistency across Centres

 

Consistency across all centres

 
 
 

Shared understanding of attainment

 
 

Sharing of good practice across Centres.

Consistency across the key stages

 
 

Evidence of past achievements / levels and achievable targets

 
 

Greater understanding of own abilities and a willingness to positively change

Support plans are used to monitor staff where they require improvement

 
 

Strengths and AFI’s are evaluated and acted upon

 
 
 
 

Strengths and AFI are evaluated and acted upon

 
 
 
 
 
 
 

2B

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

2C

Secure accuracy and consistency of assessments (formative and summative) by implementing a new 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

 
 
 
 
 
 

All teaching staff

 

DHT/AHTHHT

 
 

BAT/BM

 
 

DHT/ MathLead

 

SLT/EVC

 
 
 

LT

 
 
 

Staff meet pupils half termly to discuss work and set student targets

 
 
 
 
 
 
 

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

 
 
 

Termly assessment cycle implemented for all students

 
 
 

Skills of mental toughness are planned for and actively encouraged in lessons and wider curriculum

 
 
 

Develop and disseminate the cycle of change for behaviour through NLP within all Centres

 

Embed ‘Blue Coat’ resources to foster the principles of growth mindset in all lessons across the key stages

 
 

Trips and visitors are planned for regularly to provide students with wider learning experiences.

 
 

LT & OAA lead / Creative Arts target specific groups of students to enrich their curriculum and work towards alternative awards and links in with alternative providers such as R2S (Masha Gordon girls group).

Oct ‘16

 
 
 
 
 
 
 
 

Oct ‘16

Inset: 02.09.16

 
 
 
 

See calendar

 
 
 

Sept – July

 
 
 
 

Sept – July

 
 

12.10.16

WSM

 
 
 

Sept – July

 
 
 

Sept – July

26.09.16

 
 
 
 

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

 

Teacher assessments, reports, GL A, SIMS

 
 
 

Ethos displayed and behaviour grid in all classrooms, form time discussions. Lesson plans and LT plans

 

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

 

Form time. Wall displays, planning, lesson observations, discussions with students, CPD

 

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

 

Number of D of E awards, number of students consistently attending OAA  / Creative Arts sessions. Number of students attending annual Water Park trip, E D has got talent.

 

Pupils work improves and they achieve their targets

Pupils more self- aware and are keen to progress. Independent pupils who want to improve.

 

Improved student progress across KS2 & 3

 
 
 
 
 

Robust data and improved accuracy of assessments

 
 

Independent students who believe they can improve their wider learning - MT scores improve (see DHT A)

 

Students more self aware and keen to positively progress

 

Student work improves and they adopt a positive attitude

 
 

Student perception changed and adopt an ‘I can do attitude’

 
 

Increase in the number of awards achieved by students. Increase in the number of students participating in different activities

 

2D

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

E & M Leads

Staff plans identify how to incorporate literacy and numeracy within each curriculum area

 
 

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

 
 

Using intervention strategies focus on students with below expected reading age

 

Provide further literacy and numeracy support through PP leads including any training needs for staff

 
 

Re-visit marking codes to ensure consistency and in particular place an emphasis on verbal feedback to students

 
 

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

 
 

Oct ‘16

 
 
 
 

Feedback from learning walks 17.10.16

On going

 
 
 
 

July ‘17

 
 
 
 

Oct ‘16

 
 
 
 

3.10.16, 17.10.16

Long term and short term plans (Google drive)

 
 
 

Development of resources, training sessions and evaluations

 
 

Evidence from Climbing Frames

 
 
 

Minutes of meetings.  Scheduled time on calendar. Money Matters lessons KS3

 

Pupil books, staff mark books, pupil discussions. Increase in rewards (VIVOs)

 

Minutes of meetings

 

Teachers use common process. Importance heightened and planned for.

 

The environment support the achievement for all students

 

Raised reading age for KS2 /3 (see SIMS)

 
 
 

Training is relevant and information shared across centres. Staff knowledge improved

 

Students progress

 
 
 
 

Raised profile of subjects leading to raised attainment

 
 
 
 
 
 
 

Priority 3: Personal Development, Behaviour and Welfare

 

REF

OBJECTIVE

SLT

LEAD

ACTIONS

WHEN

EVIDENCE

TRAIL

SUCCESS

OUTCOMES

Evaluation

3A

Improved attendance and punctuality

DHT

BEH

 

HT

 
 
 

LT

 
 
 

HT

 
 

LT

 
 
 

DHT

T&L

 
 
 

DHT

BEH

To embed weekly safeguarding meetings across settings to include the PWO

 

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

 

Ensure late comers to lessons are engaged in lesson by the TA so they do not delay or interfere with learning of others

 

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

 

All pupils to be actively involved in setting their individual attendance targets on their one page profiles

 

Introduce attendance capture cycles alongside progress data

 
 
 

Introduce DHT meetings for persistent FTE students to develop alternative strategies.  Bespoke curriculum packages to re-engage

Sept – July

 

Sept – July

 
 

Oct

 
 
 

Nov ‘15

 
 

Complete by 30.09

 
 

Sept - July

 
 
 

Sept - July

 
 
 

Minutes and actions of meetings.  School calendar

 

Calendar dates and minutes of meetings

 
 

VIVO’s, Incident forms and chronologies on Drive

 
 

Chronologies and learning journals

 

Data held on chronologies

 
 
 

SIMS Data

 
 
 
 

FTE data on EMS

Reduction in PA’s and increased attendance

 

Raised profile and challenge given to parents / carers

 

Reduction of interference and increased outcomes

 

Increased attendance

 
 

Raised profile with all students

 
 

Links established directly between progress and attendance

 
 

Reduction in FTE and repeated offending

 
 
 
 
 

3B

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

 
 

DHT

BEH

 
 
 

LT

 
 
 

R2S Cham

 
 

DHT

BEH

 
 

HT

 
 
 
 

AHT

 
 
 

ATT

 
 
 
 

LT

 

Establish use of electronic behaviour checklist (GL Assessment) across ALL settings and include analysis in pupil folders

 

Ensure components of resilience framework are embedded into lesson planning

 

Introduce 20 mins tutor time sessions using 4C’s around mental toughness(Blue Coat)

 

Introduce DofE into the curriculum and into the Tutor sessions (Blue Coat) developing 4C’s

 

Identify cohort of 20 girls aged 13-16 to engage with climbing programme with Masha Gordon to raise self esteem and close the gap

 

Use KS4 Ed Div young people as Peer Mentors with KS2 students and explore TA quals

 

To achieve Young Carers Bronze Award and achieve Gold by the end of the academic year

 
 

All staff to interact positively with students using language of the 4Cs

 
 

Nov – July

 
 
 

Jan – March

 
 

16.10.16

 
 
 

Oct - July

 
 
 

16.09.16

 
 
 
 

Oct - July

 
 
 

Bronze by Oct - Silver by July

 

Oct - July

Pupil chronologies

 
 
 
 

Lesson planning

 
 
 

Pupil feedback, learning walk reports

 
 

Blue Coat scheme of work

 
 
 

Groups identified and engaged with project

 
 
 

Pupil chronologies / Learning walks

 
 

Certification awarded

 
 
 
 

Learning walks and lesson observations

Evidence of reduction of serious concerns over time - see IFTE and Exclusion log (LTSC)

 

Evidence of improved behaviour and increase in student risk taking

 

Increased resilience and academic achievement for all students

 

Improved confidence and engagement

 
 

Impact can be demonstrate through improved MT scores and raised attainment

 

Improved behaviour and engagement

 
 

Raised profile of YC which helps raise standards and move barriers to learning

 

Improved relationships and focus away from behaviour

 

3C

All pupils understand how to keep themselves safe and healthy

Exc Off

 
 
 

HT

 
 
 

Exc Off

 
 
 

Exc Off /

 

AHT / Curr

 
 
 

DHT

 
 
 

AHT

 
 
 

ATT / EXC O

 
 

AHT Curr

 
 

DHT P

To embed on-line safety into the curriculum across all settings

 
 
 

Ensure vision and 4 C’s are displayed and used in everyday language in the classroom and around school.

 

Revisit whole staff CPD on online safety and develop questionnaire for staff, parents / carers and pupils to assess knowledge

 

School to gain Quality E Safety mark

 
 

Use Sapero to improve GRASP and voice forums to raise awareness of anti-bullying.  Implement Toot Toot.  Anti bullying week

 

Develop information page about Keeping safe and Healthy on website and in magazine

 

Facilitate delivery of CSE in house training, alongside Social Care

 

 

Deliver on-line training to parents through GRASP meetings

 
 
 

Provide opportunity for inspirational speakers and ex-students to deliver ‘Their Journey’ sessions to current students

 

Develop whole staff drug awareness

Nov – July

 
 
 

Sept - Nov

 
 

July 16

WSM

 
 
 

Jan

 
 

Nov 14th

 
 
 
 

Complete July ‘16

 
 

Dec

 
 
 

Oct - Jan

 
 
 
 

Oct - July

 
 
 

4.1.17

WSM

Lesson plans on Drive and E Safety action plan

 
 
 

Vision displayed and known by school community

 

Presentation used at CPD and completed questionnaires in settings

 
 

Award achieved

 
 

Evidence in pupil voice folder and parental portal information

 
 

Website and magazine editions

 
 

Training log and evidence of presentation given

Meeting notes

 

Log of training on website

 
 
 
 

Record of visits and presentations

 
 

WSM planning and evaluation

 
 
 

Reduction of safeguarding issues linked to social network sites

 

All school use positive language using 4 C’s

 
 

Improved online safety awareness across school community

 
 

Raised awareness and focus on E Safety

 

Raised awareness and reduction of bullying incidents reported 9see INC OFF)

 

Raised awareness and reduction in safeguarding issues.

 

Reduction of safeguarding issues reported / MARAC

 

Improved ability of parents to monitor safe internet use for their young people

 

Young people aware that they can overcome barriers and achieve

 

Staff know how to keep young people safe and aware of risks.  Reduction in HUB referrals

 

3D

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

DHT

BEH

 
 

DHT

BEH

 
 

BM / SO

 
 

LT

 
 
 

LT KS4

 
 

LT KS4

 
 
 
 
 
 

To further update, revise and embed the ‘Behaviour Levelling Document’ across all settings.

 

To cascade knowledge of NLP to staff and embed philosophy of “Cycle of Change”

 
 

To work through the Behaviour Levelling Document with pupils at time of incident and at RTS meeting to enhance the understanding of their behaviours.

To roll out the use of the SIMs Incident Reports across school.

 
 

Further develop internal exclusion programme across settings

 
 

Establish google classroom environment to increase access to learning, to include HHM

 
 

Oct – July

 
 
 

Nov – July

 
 

Nov – Dec

 
 

Sept

 
 
 

Sept - Jan

 
 
 

Sept - Dec

 
 

Lesson observations and learning walks

 
 

Pupil chronologies and RTS interview notes/ pupil discussions

 

Data input into SIMS and pupil chronologies

 
 

Data input into SIMS and pupil chronologies

 
 

Record of internal exclusions and copy of procedure on Drive

 

Evidence of work completed and increased hours of provision

Reduction in behaviour incidents and exclusions

 

Reduction in exclusions - see Inc Off

 
 

Reduction in exclusions and behaviour incidents

 

Improved behaviour and reduction in exclusions

 

Increased access to learning

 
 

Potential for 25 hours for all students, improved attainment

 
 

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

New vision around the 4C’s is launched on Inset in September

 
 

Vision statement is visible in all learning areas and around school

 

Tutor time in September is devoted to launching and then embedding new Vision.  Training completed on the 12.10.16

New vision is visible on website and included in next magazine publication

 
 

Vision headline is included on all email correspondence and letterheads

 
 
 

Pupil assessments and reports have a focus on the 4 C’s

 
 
 

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

 

Invite members of management committee to CPD sessions and whole staff meetings

 
 
 
 

Ensure that all staff and older pupils act as role models at all times demonstrating the 4 C’s in line with the behaviour matrix

 
 

Ensure that we promote safe and positive relationships between staff / staff, staff / students and students / students

 
 

Continue with subject and Centre self-evaluation of performance linked to SIP and Vision statement

Use “I Know My Class” tool findings through RTS and revise lesson delivery

 
 

Establish RTS Champions supported with  TLR to ensure pace is maintained and is impacting on outcomes

Sept 2nd

 
 
 

Sept - July

 

Sept

 
 
 

Oct - July

 
 
 

Oct - July

 
 
 
 

Oct - July

 
 
 
 

Sept - July

 
 
 

Sept - July

 
 
 
 

Sept - July

 
 
 

Sept - July

 
 
 

Sept

 
 

10.10.16 - 21.10.16

 
 

Nov

 
 

HT presentation to staff

 
 
 

Learning walks

 
 

Learning walks

 
 
 

Website and Magazine publication

 
 

Staff and young people’s email has the strapline

 
 
 

Progress against 4 C’s is measured and included on all reports that go out to parents

 

Minutes of staff meetings and presentations given

 
 
 

Attendance register

 
 
 
 
 

Learning walks, lesson observations and visitor feedback

 
 

Learning walks, lesson observations and visitor feedback

 
 

Evidence in SEF and progress against SIP

 
 
 
 
 

Evidence in SEF and progress against SIP

 

Vision is visible and language used by all community

 

All school aware and understand principles

 

Language of the 4 C’s is embedded and understood by all

 

Vision is used and is part of everyday practice

 

Increased awareness amongst the wider community and partners

 

Evidence of 4C’s seen in all learning which leads to raised attainment.

 

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

 

Increased knowledge of school direction and improved skill set which will enable greater challenge

 

Improved outcomes for all young people and increase in Outstanding lessons

 

Strong positive relationships which support raised attainment

 

Strong positive relationships which support raised attainment

 
 
 

Improved attainment for all students - see SIMS

 
 

4B

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

DHT

TL

 
 
 

DHT

TL

 
 
 

HT

 
 
 
 

HT

 
 
 

DHT

TL

 
 
 

DHT

TL

 
 
 
 

SLT

Lesson observations are clearly linked to performance management for all staff

 
 
 

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

 
 

PM objectives intrinsically linked to the SIP and be appropriate to the level of experience

 

Staff objectives to include pupil performance, service improvement, professional development needs and behaviour focus from the 4C’s

 

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

 
 

Ensure rigorous and consistent systems to support and address staff absence.

 
 

Termly

 
 
 
 

October

 
 
 
 

Nov 2016

 
 
 
 

October

 
 
 

Oct - July

 
 
 
 

Oct - July

15.09.16

 
 
 
 

On going

Performance management pro-formas & discussions. Lesson observation feedback

 

CPD. Discussions with SLT. Lesson observation pro-forma

 
 

DHT observing observers.  Lesson evaluations

 
 
 

Agreed performance management and SIP objectives. School policy

 

Appraisal documentation

 
 
 
 

CPD requests and evaluation forms

 
 
 
 

Staff supervisions. Return to work discussions. Phased return to work plans

 

Improved quality of teaching and behaviour in the classroom

 
 

Quality of teaching is challenged and the outcomes are used as evidence for PM

 

Shared understanding of what is an Outstanding lesson

 
 

Improved staff professional aspirations.

 

Improved outcomes for pupils

 
 
 

Improved outcomes for all young people and increase in Outstanding lessons

 
 

Improved staff attendance

 
 
 
 
 
 
 
 

4C

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

LT, ST, BM

 

LT’s

 
 
 

DHT T &L

 
 
 
 
 

HT

 
 
 
 

HT / DHT

 
 
 
 

Continue with fortnightly supervision meetings for all teaching staff and half termly for SSAs.

 

Introduce supervision model with MC and roll out for all staff

 
 

Continue to develop middle leaders effectiveness by forming a learning community to include LT and ST

 
 
 

Identify, plan and schedule annual CPD programme for whole school linked to SIP, supported by TDT

 
 

Continue to embed the Behaviour Attendance Partnership, the Inclusion Board and Transition pilot as agreed with Blackpool Challenge

Sept

 
 
 

Jan - April

 
 

Oct

 
 
 
 
 
 

Oct

 
 
 
 

Sept

 
 
 

Calendar, completed supervision notes.

 
 

Minutes of meetings. CPD.

 
 
 

Calendar of events. MLT discussion and minutes.

 
 
 
 

Calendar and evaluations of CPD

 
 
 

Minutes of meetings and schedule of dates

 
 

Raising of standards across school

 
 

Improved rigour and accountability across school

 

Improved communication. Improved professional development

 

Improved collaboration and networking. Raises pupil standards

 
 

Reduction in PRU placements / real collaboration across town

 
 
 
 

4D

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

HT/DHT

 
 
 

HT/

MAN C

 
 

EXC Off

 
 

HT

 
 
 
 

EX OFF

 
 
 
 

EX OFF

 
 

Management Cttee ensures compliance with equality legislation and these are reflected in school policies.  Monitored by SIO Consultant

 

The Management Cttee ensures equality in staff recruitment and body membership

 
 
 

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

 
 

Extend community partnership links

 
 
 
 

Use of pupil voice to embed the borough anti bullying programme and revise the school policy

 
 
 

Heighten awareness of school community regarding whistleblowing

Termly

 
 
 
 

Termly

 
 
 
 

Sept - July

 
 

Dec

 
 
 
 

Oct

Voice survey completed  09.16

 

Sept - July

 
 

Minutes of meetings. School policies

 
 
 

Minutes of meetings.

 
 
 
 

Evidence of E and D seen in and around the learning environment

 

Attendance at community meetings with Boundary and Grange

 
 

Attendance at events within the borough and school. Calendar. Anti-bullying policy. Minutes of meetings

 
 

LADO referrals and policy

Up to date, robust school policies.

 
 
 

Robust recruitment procedures. Full quorum in attendance at MC meetings.

 

Shared community vision and collaborative working

 
 
 
 
 
 

Increased awareness of anti bullying and the school policy. Reduction in incidents.

 
 

Safe community with reduction in escalation to LADO and SC

 
 

4E

Safeguarding is robust and high profile across all settings

HT/DHT

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

 
 

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

 

Ensure Safeguarding audit is completed and reviewed by LEA

 
 
 

Single Central Register is maintained and all recruitment checks completed

 

Driving checks completed for all staff through the on-line DVLA portal.  Evidence spreadsheet maintained by HT

 

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

 

Sept

 
 
 

24.10.16

 
 

Sept - July

 
 
 

Oct - Dec

 

Jan -March

 
 

Oct

 

Badges worn and visible. New staff issued with badges

 
 

CPD records

 
 
 

Safeguarding audit on Drive

SCR

 
 
 

Spreadsheet maintained by HT

 
 
 
 
 
 

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

 

 
Saturday, September 23, 2017
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Address
Bathurst Avenue, Blackpool, FY3 7RJ
Email
wendy.casson@eddiversity.blackpool.sch.uk

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