20 – 25% 0f pupils to achieve 5 A*-C at GCSE (incl. English and 45 – 50% of pupils achieving 5 A*-G at GCSE (including English and Maths) 80% of pupils surveyed will rate their learning experience as good or better. Ensuring an Appropriate KS2 / KS3 Curriculum Identification and Mapping of schemes of work regarding a KS3 Curriculum by subject. KS2 curriculum to be set by mainstream schools. LK, CB, JF Time for team meetings on Wednesdays CPD for staff training Collaborative working with Minster TSA. Development of REAL project base work using VLE materials that cuts across individual subjects and can be accessed by KS2 – KS3 pupils Support by EOS TSA. Collaborative learning based on REAL projects and immersive learning. 15 – 16 objective achieved. REAL projects VLE dependent Planning to Spring 2017 but is subject to funding for VLE. 80% of pupils making the equivalent of 3 levels of progress from KS2 – KS4 from baseline assessment on entry. There is no significant group of pupils making significantly less progress than their peers. Intervention groups will achieve 80% of the objectives which have been set for them. Making Appropriate Interventions. Identification of pupils in need of academic intervention by strengthening assessment points and expected rates of progress LK, JO, SL, DB, PS Progress Meetings Learning Mentor CPD Strengthening Middle Leadership The QA Calendar and assessment points are fully linked so that there is a systemic approach to identifying and tackling under achievement. Through the use of the progress meetings there is an integration between pastoral and academic interventions. The school has an explicit range of academic and pastoral interventions that can be used and is able to use these with other schools. Assessment points strengthened 2015 – 2016. Different approach to intervention in 16 – 17.
80% of pupils surveyed will rate learning experience as good or better. 20 – 25% 0f pupils to achieve 5 A*-C at GCSE (incl. English and Maths) 45 – 50% of pupils achieving 5 A*-G at GCSE (including English and Maths) 80% of pupils surveyed will rate learning experience as good or better. Establishing a cognitively challenging pedagogy Identification of tool for analysing teaching - PFACE SB and PS INSET times Wednesday Workshops Lesson Study A shared vision and language for learning is developed and shaped that promotes higher levels of learning – specifically accessible but cognitively challenging lessons with high order feedback; high order questioning and high order thinking developed. Use of lesson study – to promote high levels of learning and removal of barriers to learning. PFACE used as a way of describing T and L and CPD workshops based around them. Disadvantaged groups (Eg SEN, and Pupil Premium) pupils top make the same rate of progress as their peers. Meeting the needs of vulnerable children. To develop a range of tools which identify the needs of children – Needs analysis; pilgrim 16 and EHCP plan. SB, DB, CA, SR SENCO 2 days per week. CPD time Monitoring time Linked to progress checks. Provision maps within the school clearly identify support for pupils across the county. Analysis clearly identify pupil needs and are routinely used in lessons so that meeting Pupil voice is developed fully at an individual and corporate level and incorporated into everyday lesson planning. 15 – 16 milestones met. Good progress on 2018 milestones. 16)
Growth Scale. of policy on Resilience and Growth – of the how and the why. and intervention tool for pupils. It will also be used as a strategic planning tool for the school to scope provision for the school – eg resilient me will focus on the I am aspects of resilience; other parts of the curriculum will focus on other areas. all aspects of the school seamlessly. Clearly mapped curriculum, informal and formal, for resilience and growth development . Development plan in place for expanding / remodelling provision so that these aspects can be met. Pupil personalised curriculum to be mapped according to need in Pilgrim 16 Resilient Me mapped to Pilgrim 16 Development of Resilient Me as an intervention strategy for Pilgrim 16. Resilient me team to take Pilgrim 16 and use it as a set of objectives and it to meet objectives DB and RSO team. Time: Wednesday Workshop Routine use of Pilgrim 16 as a set of learning outcomes for pupils. Packaged intervention programme that could be used in other schools. – part of LA behaviour service package. NA Pilgrim 16 mapped resilient me planned and being delivered. Development of counselling service (including pupil mentors?) of counselling lead – funding DB and VS CPD for VS. Link to trauma Centre Link to CAMHS In School Counseling team – based on Person – Centred Psychotherapy. 1 Lead professional – linked to supervision and BACP recognised. Developed spectrum of support from tier 1 time to talk to in house school counsellor to CAHMS. Counsellor appointed. Funding dependent.
Number of pupils competing level 1 threshold. Pilgrim 16 figures for post 16. Mapping of of post 16 places based upon type of provision e.g. extended KS4, Supported placement at FE college, Supported placement at alternative education. Link to PILGRIM 16 and Centre TRG for resilience and growth building at this stage. QA processes to be in for monitoring and tracking pupils. overall capacity of the school. Pupils to have access to apprenticeships post 16 Pupils to have access to supported places at colleges post 16. Pupils to have access post 16 to Resilience curriculum – independent living skills (?) trust that already has post 16 provision it allows for the possibility of creating this provision across the MAT. A School which determines its own future Academy status – School investigates and considers the appropriateness of academy status for Pilgrim School. SB, LK, HG, GOVS. Resource time for leadership and management and project management School to have decided whether to stay as an LA maintained school; become an academy as part of a trust; free standing academy. School to have considered Academy in place Theme : A School that Provides Wrap Around Support
Key Performance Indicator. 80% of personal development objectives being met through ILP analysis. Analysis of concerns upon dropping by 50% upon exit Whole school Pilgrim 16 targets set 80% of pupil responses to personal development surveys being returned as good or very good 80% of parental / carer survey responses on their children’s personal development are returned as good / very good. Pupil Attendance at provision will be 90% Pupil satisfaction surveys on wrap around support to be 80% good or very good. KPI: Aspect : First Steps: People: Resources: 3 Year Mile Stone 5 Year Milestone Self Evaluation: Analysis of concerns upon entry dropping by 50% upon exit. 80% of pupil responses to personal surveys being returned as good or very good 80% of parental / carer survey responses on their children’s personal are Establishment of charitable trust Establishment of charitable trust after achievement of academy status Establishment of strategic partners – YMCA Lincolnshire and Safe Families for Children SB, HG, NB Time for charity establishment Funding streams established. Areas of work for charity identified. YMCA Lincolnshire to provide regular projects for young people out of school time – during the holidays and access to safe places after school during term time. Safe Families for Children to be used to provide a bridging level of support between CiN / Family Support Worker and school. Use of YMCA Lincolnshire to work with the same pupils post 16 and help ease transition. Post academy project for charity status. YMCA Lincolnshire contacted Sept. 2016. Funding bid being proposed for Summer 2017.