WROTHAM SCHOOL SDP 2017-18- Action Planning (MCA) WHY? KEY AIMS AND ETHOS (DETAIL) HOW?- Our approach WHAT?- Day to day Who? Completed? Impact? Linked Documents KEY OBJECTIVE To strive to provide an outstanding provision in all aspects of Wrotham School provision because our students and wider community deserve this. As judged by Ofsted guidance and requirements, achievement when compared to national. A close focus on everything that we do from systems of leadership to classroom provision. Leadership Portfolios to address key objectives of T+L/ KS3/4/5, community values, SMSC, Calendar, timetable and options, HOA, LPA, PP and other key groups, SG, Communication, LM and Governors Links. High Expectations of all students and in every aspect of provision. Use of KPI to measure progress and provide intervention.
progress to the next stage of their education and career in confidence. students achieving target grades. interventions with these students. Where we have seen success it has been in core subjects where teaching has focussed specifically on these students. To seek innovative approaches to this issue whilst closely monitoring what we have done well and has had an impact in the past. To review the expectations of these students at all PA levels and ensure that alongside catch up work they are targeted to work with the very best teachers even when ability does not automatically provide this. To ensure that early intervention strategies are closely monitored and maintained to “catch up” PP students in years 7 and 8 before the gap grows to levels that are harder to close. To ensure that intervention strategies are closely monitored and maintained to “catch up” PP students in years 7 and 8 before the gap grows to levels that are harder to close. To offer experiences which may prevent the narrowing of these student’s worldview and aspirations as part of our extra curricular offer and to ensure that money is not a barrier to this engagement or any other aspect of their experience and opportunity. To seek innovative approaches to this issue whilst closely monitoring
what we have done well and has had an impact in the past. KEY OBJECTIVE To achieve KPI scores for attainment (5.50-5.70 – ALL, 7.00- HPA, 5.30- MPA, 4-5- LPA, 4.90- 5.40- PP) In ALL year groups. The KPI document has been a useful and document that ensures that all stakeholders are focussed on clear targets that are consistent with the outstanding achievement of all students. Attainment has been a key measure of this document for benchmarking each year group and key groups progress and attainment. To share this document more widely to all staff and governors to ensure that progress is measured and understood against these targets. To be used in all LM meetings. To continue to identify each year groups expected ATT scores and that these targets represent outstanding and exceptional provision if achieved. To find consistency in this document that allows us a reliable baseline for all measures of performance for both appraisal and day to day line management and measuring of impact and intervention. Good attendance tracks in line with performance at all levels. Therefore this is a vital and important part of the To Achieve a new KPI of 96% for attendance to ensure that education is not missed unless absolutely necessary. The KPI document has been a useful and MCA to line manage attendance directly.
community decision, process and outcome. To develop clear communication with parents over what happens in cases of bad behaviour and ensure they understand that exclusion is not always the best option, particularly when their child is the victim. To increase the number of consistently outstanding teachers at the school to 30% and the number of good or better teachers to 95% to improve quality and consistency of teaching and to improve student experience and progress in all areas. Although we are well on our way to this target and are in a good position to share good practice to achieve this more consistently, there is the on going challenge of ensuring that new staff are meeting these high expectations. AGR to lead this provision as her main portfolio on the leadership team. More shared work/ development with Aylesford and TWGS School. The addition of a specific and active link governor for this area. Increased student feedback on T+L provision. 360 and peer review of T+L including feedback. Weekly agenda item at LT meetings and LM meetings. GROUP – T+L KEY OBJECTIVE To ensure that leadership opportunities are made available and encouraged Everyone is a leader both at the school and New, enhanced LT structure for new SLT with key portfolio agendas.
to sue their own skillset to provide outstanding opportunities and outcomes. To engage staff and students in calculated and well managed risk-taking strategy that will encourage new approaches and fresh thinking on all aspects of high performing school provision. Risk taking is a vital part of developing deep learning and understanding of the curriculum it is also an important part of outstanding and innovative teaching. It is particularly important at Wrotham School in building resilience and allowing students to experience outside of their comfort zone. group working on trips and experiences that involve risk taking and exposure to new experiences. All trips, visits and experiences to be valued and evaluated at LT and ML level to ensure they meet this criteria. Lesson observation feedback to include and accept innovation and risk taking as part of key objectives. To further develop the successful safeguarding and mental health team to focus on early intervention, restorative work and ensuring With the introduction of the MAC room in 2016, SG and mental health A continued schedule of intervention from our highly qualified school counsellor.
developed further. Support to students and parents via our website and our specialist MAC team. Staff awareness training as part of safeguarding. Regular feedback meetings and consultation with LGBTQ+ staff and students. Continuation of awareness work in from time and assembly. KEY OBJECTIVE To develop all language skills in the widest possible sense to ensure appropriate and skilled expression of thought, feelings, communication, questioning and intellectual enquiry. To understand that language and languages and the way we speak and communicate with each other are vital life skills of the utmost importance when working as part of a community. Understanding language, how it works and the positive language reinforcement. A relevant and well taught English and MFL curriculum. Clear guidelines and rules for use of language and supportive guidance on appropriate use of language in staff and students development. Further development of our successful ‘oracy’ project with year 7. Mock interviews for all students in year 10/11/12/13.
specifically identified areas of school development linked to our SDP. To continue to refine the strategy for intervention, PPE and exam preparation for all year groups to provide exceptional preparation for the new GCSE’s and ‘A’ levels. Another success to be developed further from 2016/17. PPE intervention now needs to be smarter with a focus on the students individual needs within their identified groups. Bespoke intervention for those who most need it with minimal disruption to lessons time. Continued ½ term and holiday/ after school/ before school interventions for key students and key groups. Close work with Pixl in all departments on Huddle with predicted papers and analysis to provide further intervention. PPE exams for all years groups calendared and planned to maximise outcomes, preparation time, feedback and analysis. The majority of lesson to be linked to exam related learning and assessment as observed in lesson observations. Shared good practice on exam technique and language to be led by English/ Maths/ History and Science. Data to continue to inform intervention – led by DZA.
To improve the parent and students communication of the options process to ensure that parental choice is balanced with key measures of progress, student experience in line with ability profile. This must be clearly understood by parents, students and staff. Options process was an area for improvement this year with many not wishing to follow the EBAC pathway in the HPA sets. Parental choice was recognised as important but the timing of the process was wrong and many parents needed more information relating to options to inform their decisions Re-naming sets in year 7 and 8 to explicitly identify the pathways the students are on. HPA = Ebacc. To provide information early on in the year to ensure that information and issues are resolved through good information and discussion before the option event. To consult with parents about the process before the options events start. Data to support options process with staff and parents. Decisions in year 10 to be made about success chances on options choices and to move/ adjust as appropriate in the best interest of the students progress and success at the end of year 11. To continue to promote the success of the school to current and future parents to ensure Wrotham School remains a popular choice, whilst recognising pride in our community and to increase the school roll significantly over the next 3 years as discussed Numbers and applications in year have increased this year. This is a significant increase as the reputation of the school Increased and improved use of FB and online sources to promote the school and its work. Improved communications and feedback from parents to guide our customer focussed work.
with KCC and as part of the Divergence MAT. improves. This will continue to be important as we realise our aims of leading a successful MAT and growing our school to offer more the opportunity to attend at Wrotham School and benefit from our excellent work. Review of our open day schedule to incorporate an additional year 5 open day/ evening. An additional 6th form open event. To develop an in house publicity system that does not rely on newspapers and local press and the negative connotations that come with these. To work outside of the traditional promotional structures that limit the USP communication to future parents and students. Increased local community work to ensure that the schools impact is understood more widely and dispel myths from 10-15 years ago about what kind of school Wrotham is and what it stands for. To support the work of the MAT for the significant benefit of all students and staff. The initial MAT collaboration is now secure but the next steps are now needed to ensure the partnership is strong and mutually beneficial. Regular – Teach meets with a specific focus on key areas of development. Middle leader collaboration and information sharing time. leadership development sessions at all levels. A partially collaborative CPD schedule that allows benefits and specific targeting of areas of need.
All stakeholders to be involved in partnership work that positively impacts on both schools. Peer review throughout the year at key points. Development of the wider MAT. Sharing of key documents to develop a of common objectives and goals. The Governing Body has a role that can enrich and enhance every aspect of the schools performance. This should be focussed through structure, communication and support. This should include long term planning following a period of national change and disruption. . To utilise the new governing body structure and format to optimise governor and challenge to the work of the school and to use their skillset appropriately to develop and outstanding governing body that has a direct impact on school improvement. At the end of the 2016/17 academic year we initiated a review of the governing body structure and recruited new governors with specific skills and interests that will benefit the school. 2017/18 is about putting these into action and ensuring a strong critical and supportive structure that benefits the work at the school. A link governors to be in place for each member of the leadership team directly linked to their won portfolio. Reports linked to case studies to be fed back to governing body for critical feedback and support. Increase of governors awareness of work in each area of the school and close links to events and celebrations of outstanding work. Governor training to be linked to LT key areas and outstanding provision led by MCA/ SSM
To ensure lines of communication are well developed and clear both to provide quality of service, balance of workload and efficiency at all levels. As the school grows and develops this is a key part of our outstanding provision and growth/ success. Clear and effective communication will have a direct impact on the support the school receives from parents and the buy in from all stakeholders. Published communications guides and expectations. Customer focussed communication. Review and quality assurance of all communications. Positive promotion of school achievements in internal and wider press. Refinement of website provision to support parents and students in real and practical ways that have an impact on their experience. Lines of communication to be made clear to ensure balance and clear pathways. To ensure the new refined leadership structure reflects its intention to focus on clear portfolios of school improvement with the aim of having maximum impact in each area. This year we have introduced a new LT structure with a clear focus on key areas, expertise and new LT positions to ensure maximum impact. These lines of leadership run Clear LM and support of new senior leaders. Development of new SLT and ML’s through specific training. Time provided as leadership time for leaders to innovator and lead. Encouragement of recognising when we are wrong and need to improve – honesty, integrity and high expectations.
through the school and reflect the needs of Wrotham School in achieving an outstanding provision at all levels. SDP to replace action plans as LT appraisal document and DAP to replace Appraisal for middle leaders. definition of roles well understood by all staff and students. Leaders and aspiring leaders are to the performance and future of the school they should be developed as part of an attention to developing new leaders and extending current leaders. To develop new leaders in both the leadership team and in the middle leadership team to ensure outstanding practice and excellence is achieved in each new role. To further plan for succession in these key leadership rolls by developing cohort 3 middle and senior leaders to ensure continuity of excellence in the middle and long term. With rapid growth comes a need to maintain our pool of future leaders. With a significant shift up in 2016/17 to accommodate our vision and leadership school development targets we need to ensure we identify our future leadership talent and nurture them appropriately. Aspirant middle leaders sessions throughout the year. Work across MAT in sharing good practice and developing ML/ SLs. Early identification of future leaders and appraisal based pay reviews to ensure they are given adequate responsibility in line with their development potential based on quality and level of work rather than “time served”. To further improve calendar and timetable delivery and effectiveness. To support the This is the framework that ties together our Appointment of VRO to LT to manage this alongside other events,
Case studies linked to LT portfolios and link governors and form evidence reports for each key step. To review and re-design the appraisal process to ensure that whole school targets are supported by staff defined objectives and goals, improving ownership and utilising this to improve the impact of appraisal targets. Our current appraisal process no longer fits with our goals of moving from good to outstanding and needs to be much more personalised and staff led to provide ownership and innovation. Key targets/ KPI’;s remain and are published for the school. Retaining the ability to manage individual underperformance as part of our capability process which remains robust. New targets to be developed and quality assured by LM’s and reviewed by HT to ensure rigour but to personalise and un-restrict potential. Appraisal to reflect high professional expectation and innovation. Pay linked to performance to be reviewed as part of this and data performance and to encourage outstanding practice. Underperformance to be managed formally in our capability and performance policy at any in the year and linked to appraisal but standalone as required. To continue to reduce unnecessary paperwork and We have made a lot of progress in The HT to review all initiatives, paperwork and information
work with the hard to reach local community and parental community through innovative connections and learning opportunities for students. is our biggest barrier. Student from this area have lower expectations, lower opinion of the school, more challenging parental views and behaviours, increased SG risks. The local community still has a view of the school that is a long way from the high regard we are held in outside of this local area. Local communities to be included in events at the school. IB work to develop these links to the local community. To develop initial work on authentic outcomes in all provision to ensure engagement and relevance of our curricular and curricular work. Launched in 2016 but with limited impact – mainly due to poor understanding by staff and lack of follow up. Re- launch. Positive feedback to be given in lesson observations with feedback on how outcomes could be more authentic. Experiences linked – see trips, visits and experiences. Renewed staff development on authentic outcomes.
To continue to broaden our extra curricular provision in a way that provides unique opportunities for our students. See above. More experinces of higher qulity as seen this year. Devleopment of more unique experinces that links to moving students out of their comfort zone. To monitor data and assessment policies developed in 2016/17 to provide stability for parents and students whilst providing rigorous moderation to ensure data is accurate, worthwhile and clearly presented. Data, over time has now settled and is now understood. This has significant raining and time, this now needs to settle to ensure stability and understanding in order to develop laser sharp moderation and accuracy. No changes to the way we record or monitor data for 1 year. Moderation across MAT schools. Links to PIXL used to moderate and predict data in PPE’s. KPI’s more widely used. Parent information accompanying data to be improved. To share KPI targets and use as the key, simple measure of data based performance of all staff. Now clear and settled these need to be distributed and shared. more widely as they are updated. KPI performance shared with ALL during appraisal and at the end of each assessment cycle. KPI performance to be the focus of each LM meeting. KPI’s to follow same format across both schools for comparison purposes.
are proud of its tolerant values. throughout the school. To ensure swift and decisive intervention and consequences when incidences are reported. Students feel safe and happy to disclose and challenge within the school community. Uphold the school values at all times to the highest standards. Review and record impact. Visibly celebrate all global and national inclusion events such as Pride. To visibly challenge all incidents of intolerance. Challenge staff and students to identify and confront on subtle forms of racism or homophobia (any intolerance). Discuss use of language in the classroom as part of on-going staff development. Create identified safe spaces for students to express themselves without fear with a person to listen to them. Ensure all classrooms are clearly identified as being places of tolerance and safety for every student via visible notices/images. As part of behaviour leadership training make it that gender is neutral when addressing students generally and challenge staff to address the gender gap in attitudes to behaviour and attention. Review and record impact through student and staff surveys. Student ‘PASS’ style survey completed by all students. This is something we used two ago and it proved very a whole school survey based on the successful PASS survey used previously. Ensure every student has completed the survey during term 1.
Ensure the pastoral structure is understood by all Wrotham stakeholders so that communication and escalation procedures are clear. Review behaviour records and challenge when our high expectations are not met. unless their behaviour is assessed to be too high a risk or dangerous. Remove superfluous ‘reward’ trips. Promote community bonding with progress tutors with a cultural focus. For all students to be invited and take part. Review staff use of ‘on-call’ and behaviour points issued. Challenge if pastoral structure has not been effectively utilised. Monitor student behaviour records on SIMS and ensure that the appropriate intervention and communication with parents/carers has happened at the appropriate within the pastoral team. Lead professional judgements on poor behaviour and ensure escalation is based on sound professional management of the situation. Further behaviour leadership training given to those staff that require or ask. To be used in all LM meetings when discussing behaviour leadership. (VRO)
grades; HOD check; SLT check within each assessment semester To identify early key marginal students so that individual class teachers can take appropriate action, that intervention can take place within departments, followed by monitoring of the effectiveness of these strategies Use of SIMS assessment manager to track progress of students on a termly basis This data is linked to progress charts – now available for 7-11 HODs and Progress Leaders can use the SIMS assessment and grade sheets to look at key groups; grade distribution; progress All teachers to use progress charts to identify underperforming students Middle leaders All teachers Summary grade sheets available for all departments; access for all middle leaders Progress charts for each class to be annotated and placed in teacher data folders To monitor effectively progress 8 and attainment 8 and other KPIs, enabling the identification of areas of concern, trends and issues to be addressed Grades entered each semester are used to produce KPIs for each year group. SWA will produce information following each data drop. VRO will review data prior to SLT meeting in order to identify trends/ areas of concern. This will be shared with SLT to promote further discussion. SWA VRO and SLT Termly KPI data KEY OBJECTIVE
To create a calendar for the new academic year that ensures all key dates, events and opportunities for students are included To manage the calendar throughout the year so that events for students and staff are balanced across the terms and across the different year groups Standing items were entered first, e.g. parents’ evenings New additions fitted in around these Items from previous year were transferred to the new calendar Anyone wanting to add an item has to email VRO VRO and KLE VRO Calendar in place for start of academic year with key dates included Calendar updated throughout year To improve communication with staff on key events so that all staff know upcoming events, their roles and responsibilities within the events and can plan accordingly Calendar is now on Outlook – easily accessible by all Email reminders and specific details of key events will be sent with plenty of notice Presentation to staff on INSET day in September will explain how the new calendar can be accessed and how new items can be added, including trips VRO to check calendar and email support staff/ teachers as appropriate VRO VRO point presentation Emails sent
To ensure that all will promote learning/engagement and the ethos of the school Staff wishing to run trips have to explain how the trip fits with schemes of work and how the trip will impact learning and engagements Trip request form now includes section on learning/schemes of work/impact VRO SLT authorised by MCA Updated trip request form created KEY OBJECTIVE To review the exam season to identify areas of improvement for 2017-2018 and ensure compliance with JCQ regulations Review all aspects of the exam process, including entries, coursework, invigilation, inspection JKI and VRO to read the updated JCQ guidelines issued 1st September 2017 Meet with JKI to evaluate the process JKI to produce an ‘exam handbook’ that outlines the requirements as laid out by the JCQ and included relevant policies VRO and JKI Action points identified Exam handbook produced To ensure all students are entered for correct exams and at the correct tier of entry JKI produces entry forms for HODs, which are JKI to check the up to date rules regarding entering students for different tiers of entry for different components of the JKI HODs of rules for entry Entries will be made in compliance with rules from JCQ
process and expectations. To ensure all coursework is submitted in plenty of time before exam board deadlines Students need the opportunity to complete work to the best of ability and meet deadlines. HODs JKI to inform HODs of coursework deadlines as soon as known. Internal deadlines should factor in time for copying work and posting. JKI, HODs, VRO and DZA/KJA Coursework submitted and sent to exam boards To schedule PPE weeks for years 10-13, so that students have opportunities to test knowledge and understanding, and to practise exam skills These weeks will help teachers assess more accurately. PPE weeks provide students with the opportunity to rehearse the exam process and for HODs to obtain data in exam conditions. These weeks occur in terms 1-3. Students with access arrangements should receive the support/extra time they will DZA/KJA to liaise with HODs over specific requirements for exams – information then passed on to JKI JKI to produce an exam timetable to accommodate exams (likely to require retiming of school day) and to liaise with KEA regarding access arrangements HODs DZA/KJA JKI JKI and KEA PPE exam timetables in place Access arrangements in place
support student in changing attitude to learning. To communicate with parents our behaviour expectations and ensure that sanctions are clearly understood and agreed. Parents have a strong influence on the learning of their pupils. Letter to year 11 parents in first week and year 11 parents’ information evening in school calendar for Sept. Parents notified as soon as an issue with attitude to learning or school is identified and appropriate actions agreed. communication to parents DZA/SWI To support and train staff on effective behaviour management and positive relationships to ensure low level disruption is prevented. Via our action teams and teacher development and support structure – coaching programme put in place where there are concerns Leading by example when engaging pupils. SLT
where they were meant to go. Pupils were also not registered at revision classes and there was no record of where they were going. pupils and know where they are going. Parents to be informed of what revision sessions are on and when. To improve progress and attainment 8 scores we will offer some pupils and extra course for those that did not do well in their RE exam. SFU to a new NEFC course to a small group of pupils. Yr 11 team to support possible Year 11 team New school website to make it easier and clearer for all teachers to track pupil’s attainment around the school. Also, it will make it quicker to find relevant documents that teachers need. Also, it will make it quicker to find relevant documents that teachers need. DZA to keep google website up to date to have clear tracking information for all teachers. Updating website and tracking sheets. DZA form students to be tutors for students that our behind in Maths or English. Sixth form Students to be given specific targets to meet. For example, your pupils will be tested on DZA/SWI
what you have taught them. PP and HPA pupils to be given priority. Department and class specific data to be refined and redesigned to give laser sharp detail of progress and gaps to all school leaders and classroom teachers when measuring the performance of students, key groups of students, departments and staff class groups. VRO to work with SWA to improve how data is presented. This data will inform the leadership and action based teams in their work and improvement. VRO To ensure Oracy, Literacy and good communication skills are at the core of all aspects of Teaching and learning. To raise standards around the school. Learning and formal observations by SLT and department heads. CPD/observations between teachers DZA/AGR Try to engage pupils that are disengaged in school. This year group has a higher number of disengaged boys than last year. Male and female mentors assigned from year 11 intervention team to engage students who Mentors to meet with pupils once per week. SWI
either in school or through an outside agency. Interventions for to be coordinated through MAC. This will help minimise anxiety of pupils. Create a sense of wellbeing amongst pupils. Especially those with high anxiety. This will help improve attendance. Group Mindfulness sessions with RDE with year 11 and to be extended. RDE/MAC team Attendance issues to be identified early to stop long term issues. Actions and meetings with parents to be put in LMA to update the upper school team with attendance issues weekly. Key Groups Pupil Premium mentors to be assigned to years 10 & 11. Pupils to receive guidance that they might not receive at home. Bi-weekly meetings following a programme to engage students in their own learning and development and raise aspirations. Mentors to track their individual students and support as needed. SWI Parental engagement for disadvantaged students. Parents can a positive To be a priority for whole Upper School team Letters/phone calls home.
effect on pupil’s motivation. and wider pastoral team. Focus on ensuring parents are accessing the Parent Portal and reading academic reports. To improve buy in from key groups to ensure that they realise that “school is for them” and feel part of the community. Through work in action based groups and wider provision outside of the curriculum. Action based groups to action based teams Careful monitoring of attendance and contact with parent’s key – particular focus on pupil premium students attendance. Involve all key parties to improve attendance (LMA, RDE Progress Tutors etc) LMA to communicate absent PP students to Upper school progress team daily) LMA to monitor attendance and inform school team of pupils with low attendance in key groups. HA students need to access the hardest work. Ensure all HA students are Monitor HA progress DZA/AGR
rewards, trips, mentoring etc to raise engagement Find ways of giving them success on. Pupils to be shown that they can achieve. Get students to focus on one subject in PPE exams to show them they can do well. Get disengaged pupils to focus on one exam for the PPEs to realise success. DZA/SWI Boys to be directed to clubs at lunchtimes to keep them active and motivated. Boys that find it hard to behave at to have a sanctuary where they can go. Make sure behaviourally challenged boys are occupied at lunch. (KWI) Why? KEY OBJECTIVES WHY? DETAIL How? (Our Approach) What? (Day to day) Who RAG / Impact / Linked docs Key Objective – Transition Transition into the school is an important time in a student and parent experience of school. It marks a attainment of HPA students so that they are stretched and challenged Strategic use of Prog time activities Engaging clubs and trips Prog Time reading, tables, oracy, IB Skills, spelling, grammar, comprehension HPA Science club. HPA CCCU Uni trip (master classes) KWI / Pro Tut / Trans team
significant change which I carefully managed can lead to the right atmosphere and outlook for future success. It is the pivotal point in the school in which high performance needs to be developed. Good year 7 transition means good relationships and development throughout the school in the future. (ensure educational element) Lesson obs and Line Management to review curriculum offering HPA survey to assess and evaluate provision Best of me work Up for the Challenge homework HPA specific SLT interview at parents eve Closing gaps in Eng and Maths for PP students so that they quickly catch up with non PP students Strategic use of Prog time activities and targeted interventions Lesson obs and Line Management to monitor progress of PP students Prog Time reading, times tables, oracy, IB Skills, spelling, grammar, comprehension Lesson obs to focus on PP, quality of work in books PP specific SLT interview at parents eve KWI / Pro Tut / Trans team Raising Engagement in school so that students and parents ‘buy in’ to the values and ethos of Wrotham School and see school as a place that benefits them Early focus on student and parent engagement and buy in – increase contact with school. meet the tutor event. Target setting, Parents eve. Trips with educational purpose Rewards – IB credits, certificates, letters Assemblies on character development KWI / Pro Tut / team
Assemblies, activities and events which engage, challenge but are fun. Clubs – monitored and tracked, especially for disengaged Careers trip and activities All students to have good attendance so that they are in school Above attendance 98% for every student Rewards – IB credits, certificates, letters, lunch, termly prizes Careful monitoring with intervention LMA / KWI / Pro Tut Key Objective – SEN Closing gaps in all subjects so that SEN / EHCP students make progress in line or other students Targeted SEN outcomes with termly reviews Lesson obs and Line Management to monitor progress of SEN students Appropriate and strategic deployment of TAs Staff training of SEN strategies Targets shared with Prog Tutors and teachers Teachers to use SEN strategies within lessons to ensure students needs are met TA provision reviewed termly KWI Ensure SEN attendance is above 98% and that SEN exclusions are low so that SEN students are in school Above attendance 98% for every student Rewards – IB credits, certificates, letters, early lunch, termly prizes Careful monitoring with early intervention Review alternatives before exclusion LMA / KWI / Pro Tut / Prog Leader
Catch up numeracy intervention so that numeracy gaps are closed for identified students in Yr 7 Specific catch up lessons to target individuals areas of appropriate strategies and boost progress In class support with KS2 teacher in nurture group. Intervention with catch up specialist students in other groups KWI/ SLE / SSE Reading intervention so that every child leaves school able to read. Whole school reading intervention so that every child is literate by the time they leave Yr 11 child who cannot read to receive intervention, increasingly personalised as they progress throughout the school Identification of key individuals with targeted, personalised intervention KWI/ SLE / SSE Key Objective - LAC Closing gaps in Eng and Maths for LAC students so that they quickly catch up with other students Strategic use of Prog time activities and targeted interventions Lesson obs and Line Management to monitor progress of PP students Prog Time reading, times tables, oracy, IB Skills, spelling, grammar, comprehension Lesson obs to focus on PP, quality of work in books KWI / Pro Tut / Trans team Ensure LAC attendance is 98% and that LAC attendance LMA to monitor as key priority – welfare call LMA / KWI / Pro Tut
exclusions are low so that LAC students are in school 98% for every student Rewards – IB credits, certificates, letters, early lunch, termly prizes Careful monitoring with early intervention Review alternatives with social workers before exclusion / Prog Leader All LAC students to receive 2 LAC reviews and 2 PEP reviews throughout academic year to ensure their needs are met Reviews with Designate teacher, student, carers, social worker, LAC team, (and sometimes parents, Prog Tut) Reviews to consider additional provision / intervention required. Student specific issues and support strategies shared with Prog and teachers where appropriate Interventions personalised to student needs LAC interview with carers at parents eve KWI / ASA / KFI Apply for PP+ funding for all LAC students to fund appropriate interventions and activities to support, assist progress, stretch and challenge LAC students All LAC students to receive provision above and beyond to aid them in making progress and assisting them Appropriate interventions / activities agreed at LAC / PEP review meetings Termly application for personalised intervention PP+ funding KWI / ASA / KFI
in personal development Key Objective - Access Early testing of all identified Yr 9 – 13 students with appropriate AAA before Easter so that applications and provision can be in place early approach using SEN reg, teacher and parents, and reading age scores to enable appropriate identification Test Yr 9 and remaining identified students Yrs 10 – 13 in T1-2 Work with JKI to apply for AA Communicate with staff regarding identification KWI / JKI / KEL Review Implementation of current AA arrangements so that students are able to make the best use of their AA Students to effectively use AA to maximise their academic outcomes Review exam procedures and JCQ regs with VRO / JKI Work with KEL for implementation of AA in all external and PPE KWI / VRO / JKI / KEL Staff and students training in AA provision so that they are able to develop exam techniques and strategies which maximise outcomes All students to be prepared and able to use their AA effectively Training for staff on specific arrangements, considerations when teaching examination techniques, identified and identifying students Training for students in maximising use of AA KWI / HODs Teaching and Learning AGR WHY? KEY OBJECTIVES WHY - DETAIL HOW?- Our approach WHAT?- Day to day Who? Completed? Impact? Linked Documents
beneficial by arranging termly Teachmeets and opportunities for departments or CPD groups will meet for a Teachmeet and for HODs to visit TOGs KEY OBJECTIVE: To deliver a tailored T&L CPD timetable to improve T&L strategies T&L intervention now to be smarter with a focus on the teacher’s individual needs to improve their T&L. Bespoke/ invite intervention based on confidence survey findings, staff requests and lesson observation findings. Termly- AGR to add to the calendar AGR to liaise with CPD group leads to deliver T&L workshops -Staff to be identified by AGR and to be invited to specific targeted CPD workshops T&L CPD group members to deliver T&L workshops AGR/ CPD groups leads and T&L CPD group members VRO- calendar KEY OBJECTIVE: To ensure the rigour and relevance of marking to improve pupil outcomes Making marking/ AFL concise, Termly book samples to be carried out by HODs and feedback given to LT. AGR/ HODs and LT
department specific and useful has been a key marker of improvements in this area over the last year. AGR to disseminate book scrutiny proforma to HODs HODs to supply updated department marking policies for 2017-18- LM to check and agree rigour with HOD AGR to complete a teacher marking survey KEY OBJECTIVE: To mentor and model best practice to support identified staff in their progress from RI to G/O To seek supportive approaches to this issue whilst closely monitoring and intervening with AGR to identify RI/ new teachers and supply them with a mentor from the T&L CPD group CPD member to observe and meet with the staff member on a termly basis to help improve their T&L- mentoring sessions and monitoring progress Utilisation of Open door week and peer observations to model best practice AGR/ LT / T&L CPD group members KEY OBJECTIVE: To ensure that every teacher is a Behaviour Leader Behaviour Leadership is an important part of outstanding and innovative teaching. It is particularly important that Term 1- 5 weeks AGR to identify RI teachers and liaise with HODs to register them on the Future Learn Managing Behaviour for Learning course AGR/ AZD/ NRU Behaviour Leadership training delivered on staff inset day
Behaviour Leadership weaknesses are identified and intervention is put in place to support and help develop BFL skills. AGR to progress in BFL once the 5 week course has been completed LCO to deliver behaviour leadership training on staff Inset Day KEY OBJECTIVE: To ensure that strong T&L improves outcomes for students in all subject To ensure early intervention based on data, lesson observations and department reviews. High expectations at all times of staff an students. Department reviews: AGR and MCA to device timetable for observation and report format AGR- arrange meetings with HODs AGR, LT, HODs team to complete observations and provide feedback Links with Aylesford School and TOGs AGR/LT/HODs HPA KEY OBJECTIVE: KEY OBJECTIVE: High Prior attaining students have traditionally not performed as well in To improve the performance of HA students in all year groups and to monitor departmental intervention Rev Monitor the intervention put in place by Review HA action plans of all departments on a termly basis for all year groups AGR, CGH, AZD, SBO, SFR
senior core department staff (year 11). PM intervention on rotation from core staff (year 11) Additional year groups T5/6. intervention in Eng, Maths and Science Small group tuition to be run weekly /before/ during/ after school by specialist staff to any bottom 4-5 HA student in each year to improve progress. To provide mentoring and support for HA students to help improve progress and attainment High expectations at all times, without limits to progress. Support and mentoring given to raise aspirations. HA CPD mentor underachieving HA students with low aspirations. Mock interviews. UCAS research to raise aspirations HA CPD group members as mentors KEY OBJECTIVE: KEY OBJECTIVE: To close the gaps in HA underperformance with KS3 catch-up sessions Any student not meeting their target by end of T5 catch-up in English, Maths and Science in T6. Possibly extended to other subjects with T6 week AGR, SPA, AZD, NRU
Parents need to be aware of the option limitations for their child before learning about the all the subjects offered. To raise aspirations and ready students for their Options choices Options process: Ensure profile is favourable against 2017 National Averages i.e. EBacc. Raise aspirations and personalise curriculum choices Audit students about aspirations. Link Options process with future careers. Ensure that students are aware of their required subjects for future career paths Introduce careers advice and guidance before Options in to CG time for Yr 8 and Audit students about aspirations. Link Options process with future careers. Ensure that students are aware of their required subjects for future career paths AGR to create careers resources and disseminate with CGLs an DPL -PL to book computer suites for audit AGR- organisation of options communications with stakeholders and event. PL/ CGL To further on careers advice and strategy that ensures students are well prepared for their Options process and the expectations for their future career choices. Careers activities were added into Progress time in 2016-17 this initiative is to continue but AGR to organise University visit from a visitor from Canterbury Christ Church to discuss University Life- Yrs 8. Liaise with PCH to combine the Post 16 Careers Fair with Yr 11 and Yr 8 PCH
will start earlier in T1 KEY OBJECTIVE: To improve literacy and oracy skills Literacy and oracy opportunities to be incorporated into CG time. This allows for continuity from Year 7 into Year 8 AGR- plan and disseminate literacy resources for one session a week -AGR to send letters home regarding texts AGR/PL/CGLs KJA WHY? KEYT OBJECTIVES WHY? DETAIL HOW?- Our approach WHAT?- Day to day Who? Completed? Impact? Linked Documents 6th form has seen rapid and now sustained improvements at Wrotham School. The next step of this development is to maintain the quality of attainment and progression whilst broadening options, raising student numbers/ uptake Raise the attainments of students on post sixteen courses Set challenging and appropriate targets the positive L3VA approach Provide ongoing support for new in developing positive working relationships with sixth form students. Termly line management meetings to look at groups and indivuduals. Increased cohesion and positive relationships with families in supporting a student.