7-10 to show progress in line with targets Book looks by HOD to show improved presentation and improved marking.in SEN books Observe teaching during review Ensure PLCs and mastery statements for SEN are appropriate and understood. CPD re SEN Track progress across all years Termly SEN student voice Ensure differentiation is in where necessary through lesson observations Lesson observations to show greater challenge and expectation for all SEN students. Termly SEN student challenge and expectation for all SEN students. Ensure SEN student response in books. Termly SEN student Review Year 11 Scaffolding for students Focus on SEN K year 7 behaviours Focus on planning Lesson to show greater challenge and expectation for all SEN students Training for SENCO Student voice focussed on CPD session for all staff Identify key character, identify students for support, outside agency Training for SENCO Training for of assistant SENCO role Measure impact; book scrutiny, data (start and end of intervention) Examplars of sharing best practice across departments Year 7 review Completion of training for Completion of training and exam for concessions Concrete roles and responsibility for assistant SENCO s intervention
Training for concession of assistant SENCO role Distribute TA resource appropriately CCS SEN outcomes in line or above NA SEN budget TAs HLTAs Report to governors Conduct LS review, analyse outcomes Use this as a tool to ensure Ensure effective induction for new TA. Ensure Ta resource is providing VFM as a result of the review process Review TA as a resource for 18-19 Individual support for students transfers in e.g. Prospect Constant parental review meetings Meetings with LSA’s HTLA’s to review and measure progress Review practice and start to plan for academic year based on the successes of 2018-2019 Ensure an appropriate response to SEN behaviour JFR (HOY) CCS SEN budget TAs HLTAs HOY Report to governors Review behaviour points of SEN students and track across the term Ensure HOY are focused and know SEN student’s issues HOY to liaise with SENCO re SEN Track behaviour and reward point Review target groups Document successes where behaviour has improved Plan for new SEN students arriving in September and review processes between HOY and Primary school meetings Key worker early meetings Reflective with SEN students in inclusion and seclusion Meet regularly with HOY Review behaviour stats and logs Create SEN reflection room
towards FFT5 target grade PiXL main meeting Admin Reports to SLT and Governors teachers in KS4 discussion Set up Master classes with Havant college Create and distribute strategy RAP process Mentoring Criteria: Banding Portraits Setting Careers Visits CPL RAP teachers in year 11 – focus on what is working for specific students. All years MM review Review actions implemented RAP process Review Master classes Criteria Set 1 Planning years 9, 10 and 11. Federation events – London, universities, MOD events PPE reviews in year 9 and year 10 highlighting key priorities Mentoring programme set up Pixl Independence launch Wave analysis for M and M students Pixl Independence review Wave 2 analysis for M and M students Pixl Independence targeted at gaps Disadvantaged (Article 28) Actions Staff Success Criteria Resources Quality Assurance 2016 – 2017/18 2018-2019 Autumn Spring Summer Autumn Spring Summer Metacognition and differentiation to be built into Teaching and Learning ERS EWN CPL group Students understand the process of learning CPL Action research literature Disadvantaged students engage with learning and make better progress Pen portraits and black dots completed Student voice with target group – Year 10’s identified strategies with target students Deliver CPL workshop to all staff CPD session to be delivered on metacognition. Staff to strategies within lessons. Dialogic Talk CPL Group to continue focus on differentiation Learning walks with specific focus on metacognition. CPL workshop. Sharing of good practice. meet style CPD) Learning walk on dialogic
through questioning. talk. (oracy week?) Set up student voice disadvantaged group ERS/EWN Section on Student Voice newsletter Report to Tackling Disadvantaged Team Set up student voice group from year 7 – 11. Timetable times to meet Survey all pp students on all topics related to education Survey review: Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance FSM collection – MBR to analyse – HOD to focus on barriers to why – action to put in place CWG and TG not known by all – last week of term – all students to update target flightpaths – DSSI forms to be completed by HODs and YTL. Are questions hard enough? – Differentiation Review effectiveness of sticker Disadvantaged passport Identify new groups of disadvantaged students. Approx 10 from each year group. Session 1 – discuss presentation policy with students – students to evaluate own presentation looking at best and worst book. Session 2 – focus on student progress. Improve student knowledge of CWG/targets in all subjects. Best v worst subjects – why? Metacognition - how they learn best? Discuss feedback and TRIM. Session 3 – review the year .
strategy with ERS. Expectations and Ownership of learning All Teachers ERS Improved presentation of work in Books Students Student Voice Team Report to Tackling Disadvantaged Team and SLT/Governors Students to complete review on own books and behaviours using the subject review template October book look Survey on perceptions of book presentation Parent and student survey developed Year 9 survey’s complete and distributed Literacy lead – presentation focus group Students to reflect on the work towards their actions Year 7 Parent and Student survey completed Re issue presentation policy/ posters to staff to reinforce with students. Drop ins focus on presentation. Link to SLT book looks/ dept reviews/ middle leader monitoring. Year 7/8 reading for pleasure and sage initiatives. HOY/Literacy lead to evaluate and monitor impact of literacy initiatives. Year 10/8 survey completed. Drop ins with a focus on presentation/ share evidence with teaching staff. Develop evaluation for Disadvantaged Activities ERS DHR CWN HBN Evaluation model complete Karen Chaffey Sharp Report to Tackling Disadvantaged Team and SLT/Governors All staff employed using Pupil Premium funding to meet Review to be completed on impact of their work on 2016-17 academic year Create initial template for evaluation Distribute draft template to all colleagues Collect feedback and review Distribute final template to complete for identifying activities and impact on PP students CPD created for colleagues to to use All staff complete evaluation half termly Distribute report end of term report Distribute yearly report New/specific staff to be targeted and trained in completion of provision map. Share good practice. Evaluate and review PP provision map and value for money. Distribute yearly report. Tackling Disadvantaged initiative ERS All Staff Case Study Write up Teachers Marc Rowland report Burnt Mill Draft Case study for Update website Update pp statement on website.
Academy 18th October Schedule Spring 2018 visit in afternoon Review actions points above school using template that is going to be provided Publish case study Sharing conference (TBC) statement referring to Rosendale case study impact ERS to attend Tackling Educational disadvantaged course. Investigate Commando Joe programme for targeted students - link to Sun bid. CPL wellbeing Ensure that the following target groups achieve in line or better than expected progress. (Article 28) 2. Ensuring that the following subjects achieve at least in line with or better than National Average. (Article 28) Geography Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 – 2019 Autumn Spring Summer Autumn Spring Summer Fully review 2017 results Clear actions from exam analysis for current KS4 students Department time Line Management feedback Attached Governor meeting Analysis of results alongside potential purchased papers to unpack what went wrong Work with HIAS to improve T & L opportunities / progress of KS4 students ACE/ ASC ERS Actions to target closer matched predictions to target grades Department Time HIAS time Student Feedback at Line Management Feedback Attached Governor meeting Use HIAS to identify actions to address which will improve KS4 T & L Monitor T & L. RAP time to monitor predicted grades from PPE1 Monitor T & L. RAP time to monitor predicted grades from PPE1 HIAS visit booked in. Focus on exam papers and ways forward. Trial
Work with HIAS to ensure KS3 SoW prepare students for KS4 ACE/ ASC ERS KS3 fully develops GCSE skills Including numeracy HIAS time Department Feedback at Line Management Feedback Attached Governor meeting Review updated KS3 SoW alongside KS4 skills & update as necessary Evaluate Autumn units and update as necessary. Evaluate Spring units and update as necessary. Internal intervention / Support mechanisms within Geog to improve T & L ASC/ACE ERS Improved T & L within Geography observations Observation schedule Department Monitoring Classroom routines Feedback through leadership meetings Line Management Action plans created to improve T & L Focus on marking and assessment alongside GCSE skills criteria. Focus on paper 3 Continuation of support to improve T & L including marking and assessment alongside GCSE criteria Evaluation of support and setting of new targets Maths Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Improve Exam outcomes All department Maths outcomes 2018 in line with NAV Sisra Exam analysis sheet Gov/SLT meeting Results presented to SLT LLP meeting with HT All staff exam analysis with key areas of development identified Interim HOD commences in October 17, national advert placed in sept 17 for Jan 18 start. New Grade boundaries implemented. Ensure in class focus on new Analyse PPE results Review target students and 4/5 boundaries and 7/8/9 attainment Prepare for PPE2 Ensure WTM reflect new style questioning KS3 strategy for implemented. Ensure robust revision strategy
Outcomes All department Outcomes in line with NA Pixl Federation Outcomes in summer PPE 1 preparation and reflection SAGE and P6 intervention Attend PIXL conference PLC development Wave 1 Complete Maths staff using analysis from wave and department assessment to teach to gaps. PPE 2 preparation and refection SAGE and P6 intervention PLC completion by all students PIXL classrooms from wave analysis implementation MFL Actions Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Develop a 3 year KS4 strategy KWF Outcomes in line with NA teachers Report and presentation to governor’s C and A Separate meeting with C of G and SLT link. Review 2017 actions Create DIP Analyse new syllabus Agree actions required to make progress. Analyse PPE1 and to the gaps See 4a and b Analyse PPE2 and target students. Analyse book scrutiny-develop clear strategies across the faculty Create Communications faculty Appoint a HOF Amalgamate MFL and English and build a communication strategy Develop common policies and monitor for compliance
Consistently apply a robust and rigorous monitoring strategy KWF Regular line management Governor scrutiny and meeting Regular teacher observations, book scrutinies, student voice . Moderated activities with carefully chosen other schools SCIENCE Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Develop a 3 year KS4 strategy JLS MHL Outcomes in line with NA Teachers HIAS Report and presentation to governor’s C and A Separate meeting with C of G and SLT link. Review 2017 actions Create DIP Analyse new syllabus Agree actions required to make progress. on marking and assessment which supports progress Insist on student attendance at P6- enlist HOY support Develop a 3 year KS4 strategy Outcomes in line with NA Teachers HIAS Report and presentation to governor’s C and A Separate meeting with C of G and SLT link. Improve Outcomes in Triple Science JLS MHL Outcomes in line with NA Teachers PIXL resources Regular agenda item in line management Data analysis Book Scrutinies Analyse 2017 outcomes Create DIP Improve Outcomes in Triple Science Use PPE 1 results to Make Physics high profile Use GMS strategies to build Outcomes in line with NA Teachers PIXL Think resources Regular agenda item in line management Data analysis Book Scrutinies Student Voice Lesson Obs
Student Lesson Obs Link Gov meetings Support Plan for teacher of triple science Use PIXL Think and other S&C strategies Create weekly P6 revision for triples with variety of teachers with diff strengths analyse individual students Review borderline students and decide on appropriate course, remain in Triple or move to Trilogy resilience for triple scientists Link Gov meetings Work with HIAS to improve T & L opportunities / progress of KS4 students JLS Science Team MHL Actions to target S & C for all students Department Time HIAS time Student Feedback at Line Management Feedback Attached Governor meeting Use HIAS to identify actions to address which will improve KS4 T & L Monitor T & L. RAP time to monitor predicted grades from PPE1 Review KS3 curriculum Ensure no repeat teaching across the Key stages A4L to be a department focus Department CPD programme to be implemented Planned regular Monitor T & L. RAP time to monitor predicted grades from PPE1
support for new staff Analyse PPE2 and to the gaps ENGLISH Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Ensure curriculum reflects the new syllabus KWF P8 in line with FFT 20 Time HIAS PIXL PPE Governor monitoring Curriculum review Monitor of new curriculum and develop teaching methodology KS4 strategy to be outworked KWF P8 in line with FFT 20 Build up a resource bank PIXL PPE Governor monitoring Take part in PIXL Wave initiative Complete syllabus by end of Autumn term Focus on revision RAP students for revision in sage 2 to gaps shown through Wave analysis Revision Sage revision Lead CPD on dialogic talk and differentiation KWF P8 in line with FFT 20 HIAS support PPE Lesson observations Lead CPD in February Department to lead on development of dialogic Review differentiation and dialogic talk across the school
talk and differentiation 3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28) PLCs Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Ensure that KS3 and KS4 feedback is robust and incisive and linked to PLCs ERS EWN Students make progress against targets as a result of incisive feedback based on assessment criteria with clear indication of how to improve Examples of good practice Monitor marking, feedback & TRIM in KS3 student voice, Drop-ins Subject and year Reviews Improve quality of Marking and feedback & TRIM linked to PLCs through CPL Team action research Use Mastery statements as assessment criteria for KS3 and GCSE for KS4 Share good practice in marking, feedback & TRIM through CPL Workshops Monitor the quality and consistency of Marking and assessment at KS3 through Book scrutiny Carry out year 7 and 8 Reviews to monitor the marking and assessment of KS3 linked to PLCs Collate folder of good practice of marking and feedback and TRIM for KS3 and 4 Offer one to one coaching of marking to ensure deeper understanding Identified teachers use to ensure Evaluate the consistency of marking and feedback and TRIM at KS3 to ensure the same rigour as KS4 Line managers ensure subject leaders carry out comparison of KS3 and 4 books in all subjects through Book scrutiny Follow up by observation with book looks to ensure improvements have been made by identified staff consistent good practice in all subjects by refining the use of the learning Q and use of TRIM linked to PLCs Improve quality of Marking and feedback & TRIM linked to PLCs in practical and subjects through CPL Teams self-
improvements are embedded Ensure that students know how to use PLCs to identify strengths and weaknesses against targets so that they can achieve them ERS EWN Students can use the PLCs to self-assess, understand and can articulate their targets & achievements and know what to do to improve and reach their targets PLCs in all subjects for all years based on criteria and linked to targets Student voice during drop ins, interviews, subject and year reviews Use CPL group to action research ways to embed PLCs with staff and students Ensure that all staff have clarity of purpose with PLCs in order that students also have clarity CPL workshops show between marking, assessment, targets & PLCs. Drop in with TRIM as a focus to observe clear links with PLCs Student on PLCs CPL workshops show links between marking, assessment, targets & PLCs. Carry out student voice with emphasis on use of PLCs Evaluate students’ understanding of PLCs and update action plan Investigate the use of PIXL Classroom App Ensure students’ completion of PLCs correlates to differentiated Learning Qs Dropins / dept reviews to focus on student voice and use of q questions in TRIM. to aid revision –year 10/11 Ensure all HOD monitor consistency of marking and feedback in their subjects to have a positive impact on learning ERS ML more effective in holding their departments to account and ensuring greater consistency Tailored C4L programme Subject monitoring pack Subject review programme and exemplar materials SLA support for identified subjects SLT meetings and LM notes Link governor meetings Futures – with monitored actions Book scrutiny reports Learning walks Student voice Deliver coaching for leadership programme Introduce new subject reviews to ensure HOD’s ownership and accountability Recommendations from SWOT leading to report and key actions Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs Deliver coaching for leadership programme Continue programme of subject reviews SLT to discuss LM agenda items regularly and assess impact of subject review packs Whole school book scrutinies Evaluate the coaching for leadership programme Evaluate impact of subject reviews Evaluate effectiveness of SWOT analysis to drive improvement and greater accountability Evaluate and adapt subject monitoring Include ML line management feedback regularly at SLT meetings regarding key priorities to ensure greater consistency across all subjects. Ensure all ML meetings including governor and SLT follow a set agenda so that key priorities are regularly revisited. Dept reviews - ML Share with SLT and Govs. ML update action plans - produce for Futures – report on best practice.
External reports LM agendas to feature drivers of improvement Whole school book scrutinies pack for Autumn term Deliver 2 linked workshops for identified staff to ensure 1. Greater consistency of feedback and 2. Student response using TRIM strategies ML focus on specific staff – monitoring. Report back to SLT in LM. Mastery Statements Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Data collection and reporting EWN TME Teachers Successful data collection October 2017 Successful report home to parents Sims TME RAP meeting time Data collection on time Feedback from parents Repot to Governors and SLT Arrange sessions for CPD on new data collections Propose template for reporting and finalise for data to be sent home in October new RAP meeting style with new collections Information letter created for parents Review collection process and reporting implementing actions for Academic review 2 in February Review collection process and reporting implementing actions for Academic review 3 in May Review all statements Implement statement changes in preparation for September 2018 Implement statement changes Review: reporting home (what does it mean to parents) Review criteria for offering Mastery Ensuring challenge through a mastery curriculum RAP analysis development – gaining the best intervention techniques Review of mastery curriculum
Literacy Strategies Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Develop Guided Reading & other reading strategies for Year 7 tutor team HBN ERS RBD Students’ reading assessments improve Students’ reading ages increase Students are reading more widely Teachers training time Appropriate sets of books Reading tests/quizzes Rewards & certificates for HBN to monitor Base line skills Re assess after series of guided sessions NGRT Tests Monitor SAGE sessions Student Voice Year 7 Review proposal with SLT and staff Identify and purchase suitable Plan and write the Programme Identify the Year 7 Team the team and ensure commitment Train the team Train Prefects to become reading buddies Do Baseline tests the literacy programme using book 1 Team evaluate the pros and cons and adjust Complete tests and PLCs out Student Voice Monitor Reading Buddies Carry out Year 7 Review (RBD) Use analysis of all evidence and PLCs to adjust the programme to focus on areas to improve Analyse team delivery and give any further training Learning Walk of SAGE Write and deliver progress report to SLT Complete the SAGE Programme Re-assess reading Analyse data and identify those needing literacy intervention in Year 8 Take student and tutor team voice and make any adjustments assembly To ensure all staff correctly identify common mistakes HBN ERS Literacy Stickers on front of books SPaG marking in margin Green pen to reflect on errors made Learning and book scrutinies will identify strength of marking and areas to improve All staff to be reminded of the Literacy Codes and given examples Carry out book scrutiny with SEN students to ensure they are being supported Identify teachers who need support with literacy marking and run a workshop Gather evidence and create a best practice booklet to support staff training Evaluate the impact of support for identified teachers who required intervention Refine best practice booklet and deliver further training support staff
in class work of good Literacy Marking & ensure that teachers address these mistakes in their literacy To develop a Word Bank for all pupils to access in their lessons HBN ERS Students spelling and understanding of subject terminology improves Key for each subject created by depts. Sheets will be stuck in books Evidence of teaching strategies being used Student voice and drop ins evidence use of key words All pupils to have a set of key words in back of exercise books Teachers to be using the key words as starters and homework tasks with pupils Literacy CPL team to review the impact the use of Word has had on their pupils and in Departments Review key words by department and update in light of curricular changes Ensure school displays make key words a learning resource Whole school spelling bee with from all subjects Transition Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Improve transition process to ensure best possible progress RBD Students make quick progress against targets and avoid transition ‘Dip’ Transition initiatives Transition Booklets Monitor the impact of different strands of transition through observation and student voice Ensure redrafted Transition Booklet is looked at by teachers & rewards Twilight CPD phase in subjects to aid greater collaboration Use the Transition Timeline to ensure planned Conduct early Year 7 student voice to monitor success of Transition Deliver Joint Cross Phased INSET CPD providing opportunities to plan & work together more closely Run a Year 5 WOW Day in June Evaluate Joint Inset and implement any subsequent actions Run Year 6 WOW Days Organise and run new year 7 and parents’ BBQ Ensure that the Transition Booklet a central part during Transition Days, especially rewards. Continue to build up on the collaboration already started via cross phase CPD. Use the Transition Timeline to ensure planned events take place for year 5 & 6 from wider Ensure that specific Year 7 student voice is carried out and feedback to school. Joint CPD with Cluster Primary Schools to strengthen opportunities to work more closely together. Run the Year 5 WOW day. Plan and deliver Year 6 Transition days to include barbeque. Strengthen contact with hard to reach / poor attendance students / most
events take place for year 5 & 6 from main feeder schools Plan Year 5 and 6 WOW Days Have a Year 7 ‘graduation’ of key skills assembly spectrum of feeder schools. out the Primary Maths Challenge with Year 6 students in September. Evaluate Transition protocols and activities to ensure best action/preparation for vulnerable students. Plan Year 5 and 6 WOW days. Begin the transition process to begin to get to know vulnerable students and their families. vulnerable students within our Transition. Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills HOD CCS Students make quick progress against targets and avoid transition ‘Dip’ Time to liaise with feeder schools Time to review year 7 curriculum and map skills Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice Analyse lessons and student data to triangulate evidence Use greater liaison with feeder schools to review year 6/7 curriculum and skills Use KS2 example of writing to set high expectations of year 7 Produce a glossary of literacy key words that students have been introduced to in KS1/2 All staff to ensure consistency of language Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress Evaluate best work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress Monitor gateway room and students carefully Communicate with staff re SEN student needs for planning Ensure robust analysis by YL to monitor students who are not progressing in Year 7. Develop focused RAP systems to target and move students on. Weekly SEN bulletin Develop SEN toolkit Develop SEN function on classcharts Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP. Review yearly successes and areas for development Continue to monitor Year 7 progress against KS2 data and highlight students making less than satisfactory progress via RAP.
4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas: Diagnostic feedback and TRIM Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Ensure all provide consistently high quality feedback in their subjects including TRIM ERS Feedback to students in all subjects follows the policy PLCs are linked to diagnostic feedback Students are able to respond in depth to teacher feedback and close gaps in learning Subject monitoring pack Regular book scrutiny feedback Agenda item on SLT and LM Book scrutinies Learning walk and dept. reviews Student voice SLT meetings and LM notes Link governor meetings Futures – with monitored actions Book scrutiny reports Learning walks Student voice External reports Students make progress Clear learning journey across books Specific feedback given to subjects Teachers their marking Subject review book scrutinies Further whole school book scrutinies Reports back to through Futures Futures HOD monitoring focus Provide ‘Golden Nuggets’ on Feedback Learning walks Student Book scrutiny Evaluate effectiveness and compliance with policy Complete assessment against policy linked with PM target Ensure ML more effective in holding their departments to account and ensuring greater consistency Provide coaching workshops for those requiring support Use CPL Team to lead action research into feedback. CPL team drive improvements across the school Book looks as part of m & e calendar and subject reviews good practice regularly through CPD time Evaluate compliance with policy CPL workshop. Book looks. Evaluate policy. CPD – teach meet – sharing of good practice (TRIM, learning qs, presentation, differentiation)
Success Criteria Quality Assurance Autumn Spring Summer Autumn Spring Summer Ensure that values underpin leadership and management Leadership Team Rights respecting values are central to everything Assembly Time School Vision School Policies Class Charters Line Management Governor Meetings Lesson Observations Student Voice Ensure all updated policies have a rights Respecting focus. All School Leaders demonstrate a good understanding of the Convention Ensure that the Convention is understood in classrooms Continue with Autumn Term aims in preparation for UNICEF Level 1 accreditation visit. Ensure that displays are linked to the Convention. Celebrate Silver accreditation with local community. Create Action Plan to Focus on the planned learning about children and young people’s rights throughout most aspects of the curriculum, . Embed the Charter into day to day practise Continue to collate evidence to show how being a rights respecting school has improved wellbeing and achievement, including attainment, reduced exclusions and improved attendance. Start to work with other schools (especially Feeder schools to share our journey. Audit the curriculum to identify the prominence of the Convention within lessons. Student voice to monitor their understanding of the key articles and how they affect their lives. Embed Global Citizenship to enable students to become citizens JFR & CPL Team All Large majority of school are able to articulate the language of rights and respect in relation to global citizenship Assembly Time Lesson Observations Student Line Management Governor Meetings Lesson Observations Student Voice . Continue with Global Citizenship literacy activities each month Continue to develop regular inclusion of Global citizenship within Assemblies Continue with Global Citizenship literacy activities each month Carry out Rights Respecting focus and gather evidence from each curriculum area as to aspect of global citizenship addressed Continue to develop regular inclusion of Global citizenship within Assemblies and Literacy focus. . Enable pupils to look at global issues, as appropriate, from a perspective of rights so that they develop a heightened sense of justice and equity through engagement with the Continue to develop the use of the language of rights and respect to strengthen school systems for resolving conflict (such as the use of restorative justice) and the Continue to provide opportunities for the school to take action to uphold the rights of children locally, nationally and globally and makes these explicit.
and Literacy focus. Sustainable Development Goals. promotion of positive attitudes and actions for rights. Students are empowered to become active citizens and learners JFR HOY School community can express their opinions and make informed decisions about their health and wellbeing. Assembly Time Lesson observations Steering Group Year Team Community Projects Line Management Governor Meetings Lesson Observations Student Voice Continue to develop opportunities for students to be active citizens via their community projects Ensure Enrichment Days support students to make active decisions about their health and wellbeing. Explore ways to reference correlation between improved outcomes for pupils and the implementation of a approach across the school. Explore the role pupils play in engaging in their right to learn. Consider, with them how this can be further enhanced. . Continue to strive for further creative and significant opportunities for the participation and decision making of pupils to influence and the life and work of the school Addressing student relationships and building resilience through GMS Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Coaching for students in years 7 and 8 JFR RBD More reflective practice enabling students to cope with the demands of the school PIXL NOW resources PIXL Edge SAGE Monitor students resilience through students voice Introduce year 7 to coaching, GMS and resilience through planned induction session Create SAGE time resilience and coaching opportunities Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8 Introduce year 7 to coaching, GMS and resilience through planned induction session Create SAGE time resilience and coaching opportunities Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 and 8 Rewarding GMS JFR HOY Students rewarded for effort GMS postcards certificates Analysis of data and increased publicity Publicity drive on use of GMS postcards for invisible students Create HOY certificate Feature in WOW magazine Use images for displays End of year for students who have put in effort and developed resilience Development of new postcard designed by students Create GMS ambassadors in primary schools on building resilience Eliminating low- level behaviour (Articles 14, 28 and 20) Actions Staff Resources 2017 – 2018 2018-2019
Success Criteria Quality Assurance Autumn Spring Summer Autumn Spring Summer Regular analysis Classcharts data JFR CKT Awareness for staff Improved behaviour and routines Classcharts CPD Given to HOD/ SLT Line mgt Year group dept review Classcharts training Staff voice on behaviour in lessons Revised routines and standards Compare stats to gauge improvements Monitor and evaluate coaching buddies to support weaker teachers Embed regular analysis of year group behaviour within line management. Develop the tutor role to embed the charter into day to day school life to ensure that good behaviour is part of their right to their education. Explore the role pupils play in engaging in their right to learn. Consider, with them how this can be further enhanced. Further develop the school’s strategic documentation to link to and reflect relevant Articles of the CRC and ensure that leaders at all levels can articulate school improvement in terms of the CRC. Provide HOD with behaviour stats JFR CKT Better ownership of behaviour in departments Better use of Classcharts Classcharts Line management SLT/ HOD Futures Year Group meetings Subject reviews Provide HOD with breakdown of stats Use ML and SLT meetings to identify areas of concern through RAP meetings Analysis of Classcharts data to identify trends Provide suitable interventions as required Review progress across academic year Consider hot spots across school Focus on positive behaviour for learning to embed Article 28 JFR CKT CCS HOY calmer school with focused transitions Learning walks Drop ins Focussed CPD sessions Input from CPL group Teacher Futures Line management Year meetings Subject reviews All learning walks to have specific behaviour focus Analysis of positive behaviour recorded on Classcharts meeting to address issues with routines or standards HOD to address inconsistencies Series of assemblies to focus on ; behaviour policy and levels Corridor behaviour Peer to peer abuse Use Futures to highlight how departments are using pride points to reward positive behaviour Link key aspects of “Gold” status to positive behaviour. Continue to develop the use of the language of rights and respect to strengthen school systems for resolving conflict (such as the use of restorative justice) and the promotion of positive attitudes and actions for rights.
Sexual harassment Develop individual behaviour training ERS JFR Improved T&L Teachers have repertoire of B4L skills Classcharts Observations Students voice Learning walks Data analysis Coaching and mentoring support Run B4L sessions school with invited teachers Review progress through self- evaluation , further coaching, mentoring and intervention Further actions as required Enhance the school’s ambassadorial activity by enabling pupils and as appropriate, to promote and encourage Rights Respecting values and actions and knowledge of the CRC with other schools and in the wider community. Ensure that the community is aware that adults, as Duty Bearers, should uphold children’s rights, and help facilitate their access to rights. Continue to run B4L training with new staff Improve Attendance to be in Line with National Average Actions Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Increase school attendance to 95% CCS HOY YAS Greater whole school attendance statistic More students with 95% attendance or above Report to governors Weekly year group and whole school competitions. Re-integration meetings following 3 consecutive days of absence Invite to extra-curricular activities and prom only to those with 95% attendance or more Attendance letter to be sent July and September 2018. Attendance hints and tips for website and newsletter Year 11 attendance action plans *Compare attendance from now to same point next year. Currently at 93.9%.