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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