Ensure effective induction for new TA. Ensure an appropriate response to SEN behaviour SAE CCS(HOY) KCN 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 students behaviours. Track behaviour and reward point Review target groups Document successes behaviour has improved Plan for new SEN students arriving in September and review processes between HOY and More and Most Able (Article 29) Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Thinking Hard Pixl Strategy NBN All Teachers Thinking hard observed in lessons through learning walks Outcomes and progress for M and M students to be in line with or above target grades. PiXL website PiXL main meeting Lesson observations Data collections Work with CPL group to plan for Thinking Hard implementation CPD delivered Drop ins to begin Feedback from drop ins with actions to move forwards Review of Thinking Hard Strategy MM Strategy EWN NBN YTL Students progressing towards FFT5 target grade PiXL website PiXL main meeting Data review Reports to SLT and Governors Sharing practice with top set teachers in KS4 discussion Set up Master classes with Havant college Set up first meeting with top set core teachers in year 11 – focus on what is working for specific students. Monitoring of strategy Trial
Create and distribute strategy RAP process Mentoring Criteria: Banding Portraits Setting Careers Visits CPL RAP All years MM review Review actions implemented RAP process Review Master classes Criteria Set 1 Disadvantaged (Article 28) Actions Staff Success Criteria Resources Quality Assurance 2016 – 2017 2017-2018 Autumn Spring Summer Autumn Spring Summer Metacognition and differentiation to be built into Teaching and Learning JLE JWD CPL group Students understand the process of learning CPL group 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 All and develop strategies to teach metacognition Leaning walks with specific focus on metacognition Set up student voice disadvantaged group EWN ERS 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 Survey review: Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance Disadvantaged passport Review effectiveness of sticker Student Voice 2
topics related to eduction 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 strategy with ERS. Expectations and Ownership of learning All Teachers ERS EWN Improved presentation of work in Books Students Student 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 Students to review each books and behaviours Students to complete individual feedback to each other Student to summarise Impact – Presentation? Literacy lead – presentation focus group Students to reflect on the work towards their actions Trial
Develop evaluation model for Disadvantaged Activities EWN ERS DHR CWN HBN Evaluation model complete Karen Chaffey Nigel 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 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 begin to use All staff complete evaluation half termly Distribute report end of term report Distribute yearly report Tackling Disadvantaged initiative EWN ERS All Case Study Write up Teachers Marc Rowland report Visit Burnt Mill Academy 18th October Schedule Spring 2018 visit in afternoon Review actions points above Draft Case study for school using template that is going to be provided Publish case study Sharing conference (TBC) 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 Success Criteria Resources Quality Assurance 2017 – 2018 2018 – 2019 Autumn Spring Summer Autumn Spring Summer 17
LLP meeting with HT Interim HOD commences in October 17, national advert placed in sept for Jan 18 start. New boundaries implemented. Ensure in class focus on new exam style multi layered questioning. Year 10/11, RAP to identify target students. Sage 2 intervention to commence P6 to target students. Department to review targets and ensure high expectations Embed grade tracker in classroom practice boundaries and 7/8/9 attainment Prepare for PPE2 Ensure WTM reflect new style questioning KS3 strategy for maths implemented. Regular updating of student tracker Time for student response to feedback. Department SEF and Develop Plan PHN EWN Outcomes in line with NA Exam analysis Teacher evaluation Student evaluation MHL NPQH analysis Complete SEF in the light of the analysis Create development plan in light of the analysis RAG development plan Classroom routine and expectations All Department Improved behaviour School behaviour strategies Prompt start to all lessons Regular Low Stakes Testing Consistency with department inclusion
management strategies Outside classroom before and at end Time at end for rewards HOD monitoring regularly implemented. Outcomes All department Outcomes in line with NA Pixl Federation Outcomes in summer PPE 1 preparation and reflection SAGE and P6 intervention Attend PIXL Maths 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 implementation MFL Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Develop a 3 year KS4 strategy GUN JV 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 Analyse PPE1 and teach to the gaps See 4a and b
monitoring strategy Governor scrutiny and meeting scrutinies, student voice. 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 JWD 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. Focus 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 JWD Outcomes in line with NA Teachers PIXL Think resources Regular agenda item in line management Data analysis Book Scrutinies Student Voice Lesson Obs Link Gov meetings Analyse 2017 outcomes Create DIP Support Plan for teacher of triple science Use PIXL Think and other S&C strategies Create weekly P6 revision for triples with variety of Improve Outcomes in Triple Science Use PPE 1 results to analyse individual students Review borderline students and decide on appropriate course, remain in Make Physics high profile Use GMS strategies to build resilience for triple scientists Outcomes in line with NA Teachers PIXL Think resources Regular agenda item in line management Data analysis Book Scrutinies Student Lesson Obs Link Gov meetings
teachers with diff strengths Triple or move to Trilogy Work with HIAS to improve T & L opportunities / progress of KS4 students JLS Science Team JWD Actions to target S & C for all students Department Time HIAS time Student Voice 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 support for new staff Analyse PPE2 and teach to the gaps Monitor T & L. RAP time to monitor predicted grades from PPE1 ENGLISH Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Ensure curriculum reflects the new syllabus ERS 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 ERS 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 Teach to gaps shown through Wave analysis Revision Sage revision Lead CPD on dialogic talk and differentiation ERS/KWF P8 in line with FFT 20 HIAS support PPE Lesson observations Lead CPD in February Department to lead on development of dialogic talk and differentiation Review differentiation and dialogic talk across the school 3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28) PLCs Actions Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Ensure that KS3 and KS4 feedback is robust and JWD/ JLE/ EWN Students make progress against targets as a result of Examples of good practice Monitor marking, feedback & Improve quality of Marking and feedback & TRIM linked to PLCs Share good practice in marking, feedback Carry out year 7 and 8 Reviews to monitor the Evaluate the consistency of marking and feedback and Embed consistent good practice in Improve quality of Marking and
impact on learning Subject review programme and exemplar materials SLA support for identified subjects Futures – with monitored actions Book scrutiny reports Learning walks Student voice External reports Recommendations from SWOT leading to report and key actions Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs LM agendas to feature drivers of improvement Whole school book scrutinies Recommendations from SWOT leading to report and key actions SLT to discuss LM agenda regularly and assess impact of subject review packs Whole school book scrutinies Evaluate effectiveness of using SWOT analysis to drive improvement and greater accountability Evaluate and adapt subject monitoring pack for Autumn term to coach others requiring support 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
Literacy Strategies Actions Success Criteria Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Develop Guided Reading for identified groups to increase students’ skills HBN JWD Students’ reading assessments improve Students’ reading ages increase TAs time sets of fiction and non-fiction books Base line skills Re assess after series of guided sessions Monitor TAs GR sessions TAs to deliver effective guided reading sessions Establish guided reading groups TAs use guided reading as tool with students identified as weak readers Monitor to ensure students make progress in reading skills and confidence Introduce reading activities into SAGE reading sessions to ensure students read for meaning Develop reading buddy team to support weak readers Monitor interventions to ensure students make progress in reading skills and confidence To ensure all staff correctly identify common mistakes in class work HBN JWD Literacy Stickers on front of books SPaG marking in margin Green pen to reflect on errors made Learning Walks and book scrutinies will identify strength of marking and areas to improve All staff to be reminded of the Literacy Codes and given examples of good Literacy Marking and ensure that teachers address these mistakes out book scrutiny with SEN students to ensure they are being supported in their literacy 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 To develop a Word Bank for all pupils to access in their lessons HBN JWD Students spelling and understanding of subject terminology improves Key words for each subject created by depts. Sheets will be stuck in books Evidence of teaching strategies used Student 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 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 To promote Reading for Pleasure HBN JWD More pupils accessing RR Reading Room SLS Book borrowing increases Use of Reading Room at Hampshire Book Awards Reading Room to be led by a Paired reading schemes set up between Promote love of reading by Evaluate the uptake and diversity of
to read at lunch Pupils involved in leadership roles Higher Reading Ages lunchtime and during SAGE reading sessions launch and meetings/ Date with a Book Introduce Reading for MMA group of Trained Student Librarians KS4 and 3 and adults and students inviting guests to share their favourite books book borrowing To develop Oracy within SAGE sessions HBN JWD Pupil involvement in SAGE sessions Better skills when tackling RRR issues Prizes winning Balloon Debate Teams Pupil Voice will express interest Creation of 3 SAGE sessions: Quiz Goals In the News Groups to be led in a Balloon Debate – in Tutor/Year Monitor SAGE Oracy activities with HOY Conduct student voice to receive feedback Explore federation/ local debating competitions Assembly to year groups Develop a lead student panel to interview candidates for teaching positions Homework Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018 - 2019 Autumn Spring Summer Autumn Spring Summer Review departments Homework policies HOD’s JLE EWN CPL group Clearly identified: Purpose Guidance on Class Charts Teachers Report to Governors Report to SLT Review of current policy with all departments New policy completed and shared with Governors Review of new policy identifying actions to move forward into 2018. Information booklet created for parents HODs JLE EWN CPL group Booklet to include: Student homework timetable Guidance on Teachers Admin Parent survey monkey Create homework timetable Gather student voice on expectations on Homework Create draft booklet with information from new department policies Survey monkey parents and students to identify actions for moving forward.
(possible yearly plan) Different types of homework and what to do with them. Class Chart review EWN JLE CKT Higher percentage of Homework being recorded on Class Charts Class Charts Teachers Admin Repot to SLT Report to Governors Report to HOD’s SWOT analysis completed on Class Charts – to include both staff and students Staff CPD Feedback on analysis and CPD on ways of moving forward Report discussion on distribution with HOD’s 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 JWD 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 given Twilight CPD Cross phase in subjects to aid greater collaboration Conduct Year 7 student voice to monitor success of Transition Use the Transition Timeline to ensure planned events take place for year 5 & 6 from main feeder schools Deliver Cross Phased INSET CPD providing opportunities to plan & work 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
together more closely Plan Year 5 and 6 WOW Days Have a Year 7 ‘graduation’ of key skills assembly Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills JWD/ HOD 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 & student voice Analyse lessons and student data to triangulate evidence English & maths leads to liaise with feeder schools to sample KS2 Tests for a better understanding 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 Intro list to all staff to ensure consistency of language Use student voice to find out the texts they have read at KS2 to avoid repetition 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 4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas: Diagnostic feedback and TRIM Actions 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 JLE/ JWD Feedback to students in all subjects follows the policy PLCs are linked to Subject monitoring pack Regular book scrutiny feedback SLT meetings and LM notes Link governor meetings Year 9 book scrutiny Year 8 book scrutiny Subject review book scrutinies Subject review book scrutinies Further whole school Evaluate effectiveness and compliance with policy Complete assessment
diagnostic feedback Agenda item on SLT and LM Futures – with monitored actions Book scrutiny reports Learning walks Student voice External reports External reports – Crookhorn and LLP book scrutinies Reports back to Futures HOD monitoring focus CPL team workshop and sharing research Provide ‘Golden Nuggets’ on Feedback against policy linked with PM target Ensure ML more effective in holding departments to account and ensuring greater consistency Provide coaching workshops for requiring support TRIM JLE JWD Students are able to respond in depth to teacher feedback and close gaps in learning Book scrutinies Learning wlak and dept. reviews Student voice Students make progress Clear learning journey across books Specific feedback given to subjects Teachers marking Learning walks Student Book scrutiny Provide coaching workshops for those requiring support Implementation of the presentation policy Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Update T,L & A policy with presenation information JLE JWD Students work will be well pesented and aligned with quality of teaching Produce copies of the new policy for consultation Implementation and monitoring Updated the policy to include presentation Set up working group for consultation Agree policy changes and present to staff at CPD Time to implement through dept time Evaluating the impact of the changes to policy Further book scrutiny and student Production of exemplar booklet
Conduct book scrutiny 5. Develop an outstanding culture for students and staff. (Articles 12, 14, 28, 29 & 31) This will be achieved through addressing the following areas: - Achieving RRR status (Articles 1 – 3) Actions Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Ensure that values underpin leadership and management Leadership Team Rightsrespecting 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 rightsrespecting All School Leaders demonstrate a good understanding of the Convention Ensure that the Convention is understood in classrooms Embed the Charter into day to day practise Continue with Autumn Term aims in preparation for UNICEF Level 1 accreditation visit. Ensure that displays are linked to the Convention. If successful with 1 accreditation, investigate Level 2 aspects to start developing. Embed aspects not found during Level 1 accreditation if not successful Continue to explicitly embed a child rights approach based on the convention into the ethos and culture of the school. Enable students to see themselves as global citizens, advocates for social justice, fairness and for children’s rights. 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. Global Citizenship to enable students to become citizens JFR & CPL Team All staff Large majority of school are able to articulate the language of rights and respect in relation to global citizenship Assembly Time Lesson Observations Student Voice Line Management Governor Meetings Lesson Observations Student Voice . Continue with Global Citizenship literacy activities each month Carry out Rights Respecting focus and 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 Student & Staff voice to gauge the depth of understanding regarding the link between rights and respecting Embed opportunities for students to be confident in using the language of rights and respect in Continue to provide opportunities for the school to take action to uphold the rights of children locally,
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. Global citizenship within Assemblies and Literacy focus. . global citizenship. Monitor the impact on the community of using rights language and attitudes. relation to global citizenship. nationally and globally and makes these explicit. 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 community projects Ensure Enrichment Days support students to make active decisions their health and wellbeing. Student voice to gauge how confident they are that their views are listen to and respected. Continue to collate evidence of how students are involved in decision making across the school. Enable student to recognise the opportunities they have to access information that equips them to make informed decisions their learning, health and wellbeing. 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 JLE JWD CCS RBD More reflective practice enabling students to cope with the demands of the school PIXL NOW rsources PIXL Edge SAGE Monitor stduents resilience through students voice Introduce year 7 to coachng, GMS and resilience through planned induction session Create SAGE time resileine 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 amd 8 Introduce year 7 to coachng, GMS and resilience through planned induction session Create SAGE time resileine and coaching opportunities Collaborate with primary schools to do phase SOW to build in resilience using PIXL NOW to start at the end of year 7 amd 8
Rewarding GMS JLE CCS HOY RPS Students rewarded for effort GMS potcards certificates Analysis of data and increased publicilty Publicity drive on use of GMS postcards for insible stduents Create HOY certiciate Feature in WOW magazine Use images for displays End of year for stdunts who have put in effort and developed resilience Development of new postcard designed by stduenst Ceate GMS abmassadors in primary schools on building resislience Eliminating low- behaviour (Articles 14, 28 and 20) Actions Staff Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Summer Regulr 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 to gauge improvements Monitor and evaluate Offer coaching buddies to support weaker teachers Provide HOD with behaviour stats JFR CKT Better ownership of behaviour in departments Better use of Classcharts Classcharts Line management SLT/ HOD Futures Year meetings Subject reviews Provide HOD with breakdown of stats Use ML and SLT meetings to identify of concern Track 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 Leanring walks Drop ins Focussed CPD sessions Input from CPL group Teacher voice Futures Line management Year group meetings Subject reviews All learning to have specific behaviour focus Ana;ysis of positive behaviour Staff meeting to address issues with routines or standards HOD to address inconsisitencies Use Futures to highlight how departments are using pride points to reward positive behaviour
recorded on Classharts Series of assemblies to focus on ; behaviour policy and levels Corridor behaviour Peer to peer abuse Sexual harassment Develop individual behaviour training JWD JLE Improved T&L Teachers have clear 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 Signposting healthy student lifestyles (Article 24) Actions Success Criteria Resources Quality Assurance 2017 – 2018 2018-2019 Autumn Spring Summer Autumn Spring Appoint and Induct new chef SCS PLY KRK Greater percentage of students eating food prepared in school QA visits from PCS Sous chef to be part of Warblington Induction process PLY to monitor teamwork between catering assistants and chef Regular QA visits by S Cross. Reciprocal chef visits to ensure consistent quality of food preparation and service.
Advertising campaign to promote FSM uptake PLY KRK MBR 100% uptake for students entitled to FSM Weekly and advertising in assemblies, newsletters Initial advertising on a ‘Grab and Go menu’ Weekly menus and advertising in assemblies, newsletters FSM student Develop catering opportunities for lets. Ensure healthy balanced meals are attractive to students. SCS KRK Student voice is positive regarding school prepared food Target Improved uptake and ensure they are eating balanced Use of time, assemblies and enrichment days Student voice regarding quality and type of food served ImprovImproved uptake and ensure they are eating balanced meals. Use of tutor time, assemblies and enrichment days Feedback on student to chef Track improvement and analyse % uptake in target groups Ensure that Article 24 is followed and encouraged in school community and globally. SCS KRK HOY Students feel that school supports them to live healthily and global projects are supported via charity days. Student Community Projects Enable student to recognise the opportunities they have to access information which equips them to make informed decisions about their health and wellbeing and for the global projects which the school supports .