Leadership and Accountability To develop effective PM procedures To ensure all staff have clear roles and lines of responsibility To develop robust MER procedures To improve communication systems To build capacity through distributed leadership MT/VCD See operational plan Boarding (see separate Tactical plan) To ensure outstanding outcomes for boarders To ensure outstanding quality of boarding provision and care To ensure outstanding boarders safety To ensure outstanding leadership and management of boarding RW/MT See operational plan Securing the future of the school To increase student numbers To ensure the financial security of the school To develop a clear identity for Brymore To develop strong partnerships MT/RJ See operational plan
To ensure all students make 3 levels progress in English and Maths Implement Raising achievement strategies in English and Maths. Continue traffic lighting of students in for breakfast/after school including Set Zero and C/D borderline students. Continue to run Raising Achievement sessions in English and Maths on last day of term for parents. Increase number of mock throughout the academic year. Start w/b 16th September Easter holidays and May half term Extraction groups in Successful days Students are able to work independently at home – work packs IA/IH IA/ COST – BE to tutor key students in maths COST – resources and lunch for parents CALENDAR – Raising Achievement Days VCD
To develop an effective mentoring system Streamline the mentoring system to make it more achievable and effective Review Course Information booklets and update. Produce Countdown to Exams calendar for Y11 Mentor high tariff students on a weekly basis (see LS plan) Monitoring of Mentoring Weeks: review impact of Mentoring Sept 2015- By September 29th 2015 From September 2015 Mentoring Week) Revised mentoring calendar effective and well received Y11 and Y10 Course Information booklets complete Countdown calendar published and shared with Y11 parents Weekly mentoring in place LW LW LW Couse Information book photocopying costs Countdown calendar copying To improve the provision for all students through effective teaching and learning See Learning support Plan LFW
w/b 1st December 2016 SLT Work Scrutiny on SLT agenda w/b 1st December 2016 To ensure all students make 3 levels progress in English and Maths Implement Raising achievement strategies in English and Continue traffic lighting of students in maths for breakfast/after school including Set Zero and C/D borderline students. Continue to run Raising Achievement sessions in English and Maths on last day of term for parents. Start w/b 16th September Easter holidays and May half term Extraction groups in Maths Successful days Students are able to work independently at home – work packs IA/IH IA/ COST – BE to tutor key students in maths COST – resources and lunch for parents CD
Review Course Information booklets and update. Produce Countdown to Exams calendar for Y11 Mentor high tariff students on a weekly basis (see LS plan) Monitoring of Mentoring Weeks: review impact of Mentoring By Dec 2016 From September 2016 Mentoring Week) Y11 and Y10 Course Information booklets complete Countdown calendar published and shared with Y11 parents Weekly mentoring in VCD VCD LW LW LW Course Information book photocopying Countdown calendar copying costs To improve the provision for all students through effective teaching and learning See Learning support Plan To develop a learning support strategy that focuses on raising achievement See Learning support Plan
STRATEGIC THEME 2- Brymore Operational Plan: Teaching & Learning (2014/2015) REVIEW Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar Work with staff who require improvement VCD to establish a clear plan of action for working with teacher A and B. 2014 Regular lesson observations reveal
STRATEGIC THEME 2- Brymore Operational Plan: Teaching & Learning 2016-18 Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar Work with staff who require improvement Continue to provide support for key staff. VCD to support 4 key staff, through regular meetings, observations and feedback Change the methodology – staff observing each other, not all VCD. Specifically develop MC, NC, HLJ, JTL, CT as observers Identify staff for others to observe – CT, HLJ, JTL, AA, MC VCD to maintain links via school networks for key staff with other schools VCD and AA to work with JA, NQT to develop high quality teaching VCD and NC to work with BW to improve subject knowledge and classroom management September 2016- Sept 2016 Sept 2016 Sept – July 2016 Regular lesson observations reveal improvement from RI to ‘good’ over time. Reduction in level 1,2 & 3 incidents in 4 areas Student interviews show improved attitude to learning and greater sense of being challenged from boys Staff happier Improvement over the year Improvement over the year VCD VCD VCD VCD VCD, AA VCD, NC Encourage progress through formative assessment and TIM VCD to continue working on targets from TIM impact report, focus on embedding best practice Sept 2016- using Triple R time as a matter of course VCD
Monitor quality of tutorial provision through regular ‘drop ins’ Good quality delivery of tutorials highlighted through drop ins Staff revise pathway to GCSE from Yr7, with a literacy focus VCD to meet with all HoDs to discuss end of course assessments Staff given time in November to plan writing tasks and end of unit assessments for Yr 7, 8, 9 Staff Meeting – curriculum focus Nov 2016 Sept 2015 Staff clear plan of action to meet need for students to be exam ready by KS4 VCD Cost of resources Research the impact of new measures/ changes to GCSEs on exam board choices Establish a clear policy for life after levels at Brymore – how we grade students, measure progress etc. Look at VCerts – how these fit into the ebacc Ensure ECDL continues, make sure we have a replacement when it no longer counts. Early entry for Yr10? Clear deadlines set for coursework subjects Audit of number of exams in each subject (no surprises) Consult with staff on plan for KS3 exam week – end of Spring term? INSET day in November focus on LIFE AFTER LEVELS in practice – review how we assess and measure progress at KS3 PIXL conferences to continue to be attended by subject to ensure we are up to date with the best exam board choices and resources for the new GCSEs October 2016 September 2016 October 2016 Staff mtgs, Sept 16 - VCD VCD VCD VCD VCD VCD
d) To develop use of SIMS gateway to allow behaviour incidents to appear on log in. To visit CFCS to see it in action To revise lesson monitor to record evenings/Sat pm 1a To develop a SIMS system that is unified for day and evening incidents Ensure Behaviour log generates required reports and train all staff in its use Level 1&2 incidents go to the Office. Level 3s go straight to HOH for investigation. HOH responsible for communicating Level 3s to houseparent 1b To reduce fixed term exclusions and increase pastoral support following behavioural incidents Organise whole staff Level 2 training on managing students with attachment difficulties and devise follow up procedures centred around key students Organise Level 3 training for individuals working around those students Improve Mentoring system (see Raising Achievement plan) Increase use of Pastoral Support Plan following term exclusion. HOH, houseparent and associated SLT to Oct 2012 Sept 2012 Sept 2013 Sept 2013 September 2013 September 2013 September 2013 Changes possibly made to the system SIMS utilised more effectively Lesson monitor in Behaviour Log reports used daily by HOH and Boarding Day and evening staff aware of incidents Staff will have more understanding of attachment difficulties and more strategies in dealing with key students Creation of teams around the student MT/NA HOH and Staff and HOH NA/SA NA NA/DO Visit to CFCS Time to organise SIMs and run training Cost of EP to train staff LM of HOH PC
Support plans in place for every students that has received two level 3 in a term (Prevention of 3 strikes exclusion) To ensure Brymore at least meets and in many cases exceeds the boarding minimum standards a) DO/RW to go through minimum standards with boarding staff during INSET day in September. b) In line management meeting with RW to go through minimum standards and Ofsted criteria for minimum standards/ safeguarding. c) RW to create an audit sheet with minimum standards on it and safeguarding criteria. Staff to complete and provide evidence by Sept 2012. Now reviewing in light of NMS d)RW meet with House Parents to go through the results of the audit and prioritise the order in which to tackle each area - come up with a calendared plan of what to do when (boarding development plan), starting immediately Link to appraisal and review effectiveness e) To review the induction process RW to review Additional risk planning of implications of larger Induction 2014 to be completed by SLT Sept 2012 Sept 2012 By Sept 2012 By Oct 2013 W/B 23rd Sept 2012 Sept 2012 point developed and delivered Understanding of the new standards by all necessary - staff input into audit Staff input into audit Create a priority list of action of development for the boarding and safeguarding Development plan produced awareness of the boarding team of that plan and of the priorities that need to be addressed. Boarding staff appraisal linked to responsibility Induction procedures produced DO DO DO/RW RW DO/RW RW DO/RW p/point new standards from website audit sheet priority list plan -key dates on calendar
To develop clear communication and recording systems a) DO to meet with RW and Matron and LC on a weekly b) Improve communication between day and night staff to transfer information effectively to each other. RW and DO to attend SLT briefing HOH to attend SLT briefing c) To improve communication with parents for positive and negative behaviour (part of reward and behaviour policy) Review logging of calls in boarding Teaching and LS to log phone calls to any student at Deputy Head stage of behaviour review Introduce Student Support Plan as Linked Document on SIMS to centralise all information and planning around the child: key information on transition/strategies, Learning Support information and Boarding Care plan Store Pastoral Support Plan in a similar way Weekly meetings between RW and LFW to develop communication systems. Consistency with the reporting systems from the boarding team and day staff. Sept 2012 Sept 2012 Sept 2012 Sept 2014 Meetings established Electronic use of behaviour log visible to key staff Daily updates on behaviour and other pertinent care issues Increased and improved communication in place Students at risk of PEx have a comprehensive log of parental contact Centralised information on each student accessible for all staff. All staff able to their work with others in the school Weekly meeting to be held, day and night systems to complement each other. House parent s notified of any attendance concerns or DO DO/RW DO RW VCD to trigger NA to lead P/point Training
SIMS used to record behaviour incidents day and night. Follow up system to be used effectively. behavioural incidence that have occurred that day. To develop SEAL across the school a) DO to a curriculum for PHSE/R.E. for September 2012. NA to review with DO in LM DO to train selected staff and students in Restorative Justice. Introduce RJ proforma. Staff to begin using RJ as a matter of course. NA to review with DO in LM and request minutes of RJ held following key incidents Sept 2012 By Sept. 2012 Sept. 2012 October 2012 October 2012 Scheme of work incorporating RE/PHSE RJ on the C3 form, training delivered and practised across the school DO DO DO DO SoW RJ referral forms RJ referral
Use of a Pastoral Support Plan following two fixed term exclusion. HOH, houseparent and associated SLT to review 2 weeks 6 weeks and 12 weeks after issue checking that strategies employed are having desired impact. 2. Review and revise the reward system. Original system maintained with addition of badges and certificates Maintain SIMS achievement record 3. To embed student leadership across years and boarding a) Prefect meeting cycle established b) Prefect duty teams established and to meet with duty staff 4. Student council elections to be held as a part of VT programme e) Student council meeting cycle established Terms of reference and meeting protocol established RW and LFW to meet student council regularly. h) To establish forms of student voice and protocols such as suggestion boxes, house meetings. December 2015 September 2013 September 2016 - onwards September 2015 ongoing September 2016 PSP leads to improvement in personalised support for student and reduction in fixed term exclusions SIMS will enable: Rewards system evaluated and analysed Student voice group consulted on rewards More regular presentation of awards throughout the year and more opportunities to report points to CT Elections place and student council in place. Regular meetings, Half termly feedback of changes made or ongoing concerns in Assembly. Raised awareness of the student council LFW/RJ LFW LFW LFW RW LFW achievement points) Cost Printing of coloured certificates Meetings on calendar Badges on calendar Money for rewards Edmodo and SIMS handbooks generated
the boarding minimum standards To develop clear communication and recording systems a) RW and Matron and LC on a weekly basis. b) RW and LFW to attend SLT briefing HOH to attend SLT briefing c) To improve communication with parents for positive and negative behaviour (part of reward and behaviour policy) Review logging of phone calls in boarding d) Edmodo for prep, parent and student votes. Teaching and LS staff to log phone calls to any student at Deputy Head stage of behaviour review Embedding practice: Student Support Plan as Linked Document on SIMS to centralise all information and planning around the child: key information on transition/strategies, Learning Support information and Boarding Care plan Store Pastoral Support Plan in a similar way (linked documents on SIMS) Weekly meetings between RW and LFW to develop communication systems. Consistency with the reporting systems from the boarding team and day staff. Sept 2014 Sept 2014 Ongoing October 2015 December 2015 Meetings established Increased and improved communication in place Students at risk of PEx have a comprehensive log of parental contact Centralised information on each student accessible for all staff. All staff able to their work with others in the school Weekly meeting to be held, day and night systems to complement each other. House parent s notified of any attendance concerns or behavioural incidence that have occurred that day. RW RW LFW LFW
To develop SEAL across the school SEAL to become an integral part of the tutoring programme, the assemblies and the PSHRE programme. SMSC to be tracked and on across the schools. Aspects that are not met or need improvement will be targeted in the tutorial and mentoring programme. Sharing of good practice: Vertical tutoring sharing of good practice (SLT involvement in tutor activities) Sept 2014 ongoing December 2015 - ongoing SMSC Mapped across school, every SMSC and SEAL criteria met. Regular activities both within and outside the classroom to support SEAL. Consistency in tutorial delivery, monitoring of attendance and behaviour and mentoring comments LFW/MT LFW Regular tutor drop ins by SLT ensure safeguarding procedures are outstanding a) LFW to review the Safeguarding Action Plan - for the first year by December 2015 b) Student leadership - mentoring To have established a list of those suitable for mentoring. To establish a training programme to give theoretical and practice solutions to be a mentor - looking at House parents to involved in the same training December 2015 September 2016 Priorities listed and how to be actioned detailed. Internal and external training provided - Leadership and mentoring skills developed of both staff and student leaders MT/LFW LFW/VCD LFW/RW HP’s Action plan Certificates of training
1.To develop effective appraisal procedures (focus impact on student progress) Revise appraisal procedures meeting in September go through appraisal procedures. MT complete appraisal of all teaching staff MT to present recommendations to governing Body MT to review progress of students with all staff following each data drop (to include data, work scrutiny, attitude to learning) June 2014 Sept 2014 4th Oct 2014 Oct 2014 15th Oct 2014 17th Jan 2015 7th Mar 2015 1st May 2015 13th Jun 2015 Procedures in place All Staff aware of appraisal procedures Appraisal documentation completed Consistent approach Sharper focus on progress MT MT MT SLT/ LM’s Staff meeting Sept 2014 Full Gov. Body meeting Oct 2014 2.To ensure all staff consistently follow agreed working protocols Rationale and working protocol document launched in first INSET day in September Core principles for staff agreed. Accountability framework produced.All staff accept: Every boy really does matter There is an expectation of the highest standards Their role is vital in improving organisational efficiency Sept 2014 Sept 2014/On going Document agreed and in MT MT Inset day Sept.
SLT go thorough document and middle leaders responsibilities in line management meetings To produce a calendar of staff development – individualised following appraisal Sept 2014 Sept 2014 Reviewed Oct 2014 All staff following protocols Coherent staff development programme in place based on need MT Line man. meetings INSET day/staff meeting meeting calendar 3.To ensure robust MER procedures SLT produce calendar for line management meetings SEF’s, Departmental plans and reviews carried out according to calendar See T&L and Raising Achievement plan for detailed monitoring throughout the year. To establish ‘area’ reviews for identified teams: Departments/ Office/site/boarding/care/Learning support/Technicians/grounds Launch Inset day To establish external inspection visits/support for moderation purposes and to provide challenge To book INCITE September 2014 September 2014 Sept 2014 June 2014 Calendar on SLP and shared with all Procedures produced and shared with staff Continuous improvement culture established External programme of accountability established VCD MT MT Meeting calendar MT/
STRATEGIC THEME 5 - Brymore Operational Plan: Leadership and accountability (2015/2016) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar
1.To ensure all staff consistently follow agreed working protocols To improve communication through: 1. Improved bulletin with deadlines included for following week (2 week bulletin) 2. Improved use of staff notice board 3. Use of staff meeting time for business as well as staff development, with agenda’s updated and staff contributions welcomed 4. Common agenda items for LM meetings Sept 2015/On Sept 2015 Sept 2015 Sept 2015 All following protocols/Greater consistency MT day Sept. Bulletin Notice board INSET day/staff meeting meeting calendar 2.To ensure robust MER procedures SLT produce calendar for line management meetings SEF’s, Departmental plans and reviews carried out according to calendar See T&L and Raising Achievement plan for detailed monitoring throughout the year. To establish ‘area’ reviews for identified teams: Departments/ Office/site/boarding/care/Learning support/Technicians/Kitchens Launch Inset day To ensure existing feel part of the school vision and to re-enforce core principles/working protocols through September 2015 September 2015 Sept 2015 From Sept 2015 Calendar on Outlook and shared with all staff Procedures produced and shared with staff Continuous improvement culture established Greater staff involvement/awareness of key decisions VCD MT MT Meeting calendar
Half termly meetings established attended by SLT, led by key staff for: Office team (CT) Site team (PC) Boarding team (RW) Learning support team (RJ) Technicians (MT) Kitchens (JR) To establish external inspection visits/support for moderation purposes and to provide challenge To embed links with Lillian Baylis School in London To join PixL or challenge partners To develop links in Family B Sept 2015 Greater staff involvement Improved team work All staff mindful of core principles in day to day working practice/feel valued External programme of accountability established £3000 – part of Somerset challenge 4.To capacity through distributed leadership To establish three School Development Teams to work with SLT: Raising achievement and welfare (MT,VCD,JTL,IA,AAT,LW) Business and General purpose (MT,PC,JE +GW) To continue to establish Impact reports: TIM, LAC, Maths Sept.2015 Sept 2015/On going Greater staff involvement/awareness of key decisions Greater staff involvement Improved team work MT MT
To increase student numbers To ensure Brymore is successfully marketed. To establish a marketing strategy To identify key roles and responsibilities To review Brymores presence at To identify areas for direct marketing To continue to develop the Brymore brand See 3 Sept.2013 26th Sept. 26th Sept. 22nd October 26th Sept. A marketing strategy exists which is successful in raising numbers MT/LW Brochures/Open mornings/Primary visits/Shows To ensure the financial security of the school 1. To review all aspects of the school budget, along with the staffing review (see leadership and management). To include: a) Teaching staff budget b) Support staff budget c) General school budget d) Boarding e) Farm f) Gardens See Leadership and management plan for timescales 26th Sept 22nd October Three year financial plan in place aligned to the school development plan All operational plans are in place and costed. GC Full governors
To target primary schools with marketing materials Ensure that all publications that are released have gone through SLT for reading. Sept. 2015 Ongoing awareness of Brymore within local primary schools. Clear policy that all publications are submitted to SLT for approval before release. Farm, Garden and DT days for primary schools DT To ensure financial security To continue to develop the letting potential of the school and its facilities. To continue to tighten financial controls To develop the earning potential of the farm and gardens ( to re-invest) Ongoing Ongoing Ongoing Increased letting income Increased savings In place Enhanced provision MT/PC MT/JE MT/PC/Farm & Gardens Board To continue to develop strong partnerships (To develop a clear identity) To develop opportunities to host local primary schools through the farm, gardens, workshops and sport To develop stronger links with local business – key focus in operational plans for farm, gardens, sport and workshops via Brymore Brand. September 2015 September 2015 Increased links with primary schools established – PCO already created links with Wembdon, Somerset Bridge, Otterhampton, Stourgursey. Create better working relationship with local business to market Brymore produce Calendar dates identified
ICT Development Plans Review staff use of ICT within curriculum. Review staff use of SMART Boards within classrooms. Possible cloud base server system or equivalent. Development ICT future plan Development of new Photocopier system New telephone system September 2015 – Ongoing Complete review of all ICT usage at Brymore to develop a 5 year plan in line with the school curriculum. Discussions with Crispin associates regarding new photocopiers PCO/MT TBC Revenue development Increased numbers for Primary Catering Increase external catering options Brymore Sponsorship from industries July 16 Ongoing August 16 Increase number of primary schools that we cater for within local area. Add Brymore Catering to the SCC recommended list. Increased advertising through the Brymore website and raising Facebook profile Create a list of potential working partner companies. PCO – To arrange meetings with MD’s to discuss PCO/JR/MT PCO/LWA/JR & Garden Boards Site Development plans Replacement of Elliot Buildings. Renovation or demolition of old Dining hall Ongoing TBC CIF Funding application Jan 16 PCO – to investigate possible funding. PCO/MT PCO/MT
Provide increased opportunities to strengthen friendships and a sense of community throughout the houses, whilst developing a strong affiliation for their residential environment. Ensure that communication and consistency across all houses and to all stakeholders is maintained and developed to be a significant strength across all JF RW The quality of care and support Plan and deliver an induction program that maximises the opportunities for pupils to settle and engage in Brymore life as quickly and effectively as possible, both prior to arrival and during their initial few months. To develop the of support and intervention types / groups used across boarding to promote individuals health and wellbeing including mental and emotional health. Provide opportunities for all pupils to undertake a lead role(s) of responsibility within boarding, with a of promoting student voice / views and the 3 R’s. Increase the and diversity of activities program to develop social and spiritual awareness. Promote and maintain an ethos that students are constantly and centrally involved in the planning and reviewing of their care and future development. RW JL/KT JL EH RW See operational plan
2 - a pupil driven student voice system throughout school day + boarding, ensuring individuals and groups are able to make significant contributions to schools operation and development. Continue to develop existing and new focus groups of student voice (Council / HIT / Food group / Activities Group / school site group / boarding group). Development of social media platform to feedback student voice. Ensure raised in groups are publicly available and update feedback provided within specific time frame via assembly / notice boards / social media. Publically (in school /to parents) celebrate termly actions / change that has been driven by pupil voice via news letter section / social media Oct 2015 Nov 2015 On-going On-going Multiple focus groups established and driven by pupils for pupils. 2 x scheduled meetings per half term. 1 x assembly per half term feedback. Feedback for selected groups to be published via notice boards / assemblies / online within set time frame. Pupils taking and increased responsibility for their school facilities / activities / direction. Pupils becoming more forthcoming with in a realistic manner and channelled correctly. LW/ RW Badges for groups 3- Increase the range and diversity of opportunities for pupils to become involved in new experiences to develop physical, emotional and Increase the of activities available that are not sport focus, but focus of creativity and emotional development. Nov 2014 Oct 2015 Increased of activities that are not driven by physical ability, focus on DB / LG Costs of external trips (subsidised by school?) Purchasing of new equipment.
psychological health, whilst providing opportunities to reach their full potential Provide opportunities to visit external attractions / shows within the program. Develop smaller focused activity groups to allow for greater interaction and socialisation in a relaxed setting, targeted groups individuals according to needs. Celebrate success more publically and creation of a culture that embraces success and effort. Oct 2014 Nov 2015 On-going creativity / social interaction. Create opportunities for individuals to relax and undertake activities previously unknown to them. Pupils with increased cultural awareness and heightened social awareness when in groups. Increased personal confidence and to try new ventures and celebrate success both personally and publically. A more balances extra-curricular activities program to cater for both key stages and varied interests. Staff training 4- Provide increased opportunities to strengthen friendships and a sense of community throughout the Introduce an inter house competition format to be delivered throughout the year. Nov 2015 Nov 2014 displaying a strong sense of allegiance towards their boarding house RW/LG
houses, whilst developing a strong affiliation for their residential environment. Promote a house identity through décor within the houses and ensuring accommodation is individualised. Provided opportunities for intra house competitions and social events to socialise as house / family. Provide opportunities to undertake charity work for local community through the houses. Houses to select a charity each for the year. Dec 2015 Jan 2014 and individuals within it. Termly inter house completion across a variety of activities competing for a boarding cup. Development of a healthy of competitiveness amongst boys within houses, with an understanding of boundaries and being respectful in defeat. Continued house improvement and creative thinking to individualise personal space and communal areas.
Boarding : STRATEGIC THEME 1 - Brymore Operational Plan Boarding : Outcomes for Boarders (2016/2018) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 1.1 To introduce BSA boarding skills awards program to selected students and year 7s that allows both pupils and to monitor, track and develop an individual’s progress towards SEAL and the ECM agenda. JL to research and establish appropriate program specific to students’ age and specific needs. Introduce program across selected year 7, 8 and 9s as scheme for 2016 /17 Selected prep sessions designated for delivery of program throughout year. Link program to all elements of school life to allow maximum success potential. Specific prep sessions per term set for self-assessment and evaluation / impact Jan 2017 Mar 2017 Mar 2017 Mar 2017 Year 7 Pupils their own social / emotional/ physical development and target setting. Increased of personal areas of strength and weakness. Increased motivation to succeed and challenge themselves in all areas of personal development. Once completed boys supporting new students through the program. JL BSA boarding skill award content 1.2 Embed a pupil driven student voice system throughout boarding, ensuring individuals and groups are able Continue to promote and establish existing student Oct 2016 Multiple focus groups established and driven by pupils for pupils. LW/ RW Badges for groups
to make significant contributions to boarding’s operation and development. platforms to provide multiple opportunities to share views. Development of social platform to feedback student voice. Ensure items raised in groups are publicly available and update feedback provided within specific time frame via assembly / notice boards / social media. Publically (in school /to parents) celebrate termly actions / change that has been driven by pupil voice via newsletter section / social media Dec 2016 Ongoing On-going 2 x scheduled meetings per half term. 1 x assembly per half term feedback. Feedback for selected groups to be published via notice boards / assemblies / online within set time frame. Pupils taking and increased responsibility for school facilities / activities / direction. Pupils becoming more forthcoming with in a realistic manner and channelled correctly. 1.3 Increase the range and diversity of opportunities for pupils to become involved in new experiences to develop socially, physical, emotional and psychological health, whilst providing opportunities to gain success and Increase the range of both weekday and weekend activities available that are not sport focus, but focus of creativity and emotional development. 6 x theme nights that are focused on specific cultural / Nov 2016 Oct 2016 Increased range of activities that are not driven by physical ability, focus on creativity / social interaction. Create opportunities for individuals to EH Costs of external trips (subsidised by school?) Purchasing of new equipment. Resources for theme nights. Staff training
achievement across a range of different environments. spiritual themes which are used within houses throughout the week. Provide opportunities to visit external attractions / shows within the program. Develop smaller focused activity groups to allow for greater interaction and socialisation in a relaxed setting, targeted groups individuals according to needs. Celebrate success more publically and creation of a culture that embraces success and effort through social media and rewards program. Sept 2016 Nov 2016 On-going and undertake activities previously unknown to them. Increased cultural awareness and tolerance of boys. Pupils with increased cultural awareness and heightened social awareness when in groups. Increased personal confidence and to try new ventures and celebrate success both personally and publically. A more balances extra-curricular activities program to cater for both key stages and varied interests. 1.4- Provide increased opportunities to strengthen friendships and a sense of community throughout the houses, whilst developing a Expand the development and use of inter house competition format to be delivered throughout the year that Nov 2016 Nov 2014 Pupil displaying a strong sense of allegiance towards their boarding house RW/JF
strong affiliation for their residential environment. accommodates academic, physical and creative abilities. Create a strong house identity through creation of house shields / colours / moto. Provide opportunities to undertake charity work for local community through the houses. Houses to select a charity each for the year. Provision of opportunities for boarding staff to socialise and build positive relationships / experiences through selected activates / house meals / trips with small groups of boys within houses. Jan 2017 Dec 2016 Dec 2016 and individuals within it. Students associating with house ethos, values and staff, strengthening friendships across year groups. Termly inter house completion across a variety of activities competing for a boarding cup. House charities selected and specific events run throughout year to support chosen charity. Development of a healthy sense of competitiveness amongst boys within houses, with an understanding of boundaries and being respectful in defeat. 1.5 Ensure that communication and Implement and use all pastoral monitoring features of REACH Dec 2016 Students and parents using REACH for all RW Annual cost of REACH
consistency across all houses and to all stakeholders is maintained and developed to be a significant strength across all areas. across all houses, promoting continuous use of specific features by both parents and students to aid effective communication. House reviews and feedback for HP to monitor and review each house x3 per year. Student feedback and gathered x 6 per year through boarding group meetings with DOB, focusing on consistency across houses and future development required. Use of meeting gold to detail all boarding meeting agendas and actions required, reviewed on a 6 week cycle. July 2017 July 2017 Sept 2016 leave requests and confirmation of leave. Use of incident reports / all leave aspects / behaviour monitoring and analysis by all staff. Specific feedback and development opportunities provided to each house from half termly observations. Actions and feedback through house meetings and student council assemblies on items raised during boarding group meetings. Boarding : STRATEGIC THEME 2 - Brymore Operational Plan : Quality of Boarding provision and Care (2014/2016)
Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 1-Plan and deliver an induction program that maximises the opportunities for pupils to settle and engage in Brymore life as quickly and effectively as possible, both to arrival and during their initial few months. Two day induction program to arrival at start of academic year. Develop a 2 week, year group focused induction program at the start of academic year that eases into Brymore life, providing full experience. Establish and maintain effective communication link between house and parents (phone contact a minimum of twice within initial 4 weeks + progress postcard). Create and deliver a range of opportunities for each individual to succeed and celebrate this within 2 weeks. Pupil and parent evaluation of induction process to be carried out. June 2014 Sept 2014 / 15 Oct 2014 Sept 2014 Oct 2014 / 15 Increased retention rate within term Positive feedback from pupils and parents from evaluation. Formation of strong friendship groups / year group identity. Development of strong connections to houses and school by new intake. Reduction in behaviour incidents within term 2015 JL 2- To ensure high quality and methods of communication are maintained and further developed between boarding and day supporting pupil’s academic and personal progress. Increased use of and analysis of SIM’s data by staff in accordance with behaviour monitoring program. Merging of selected practices onto one platform for all to use. Sept 2015 Jan 2015 Oct 2015 Both teaching and boarding staff effectively inputting data onto SIM’s, and understanding analysis / reports. RW /LW SIM’s training and support.
Review of prep setting system and monitoring by LW/RWA/VCD/LG. Pilot use of Edmodo with selected teaching staff. HoB and DoB to be present in briefings. DoB to meet weekly with AHT (Raising achievement / welfare) + 2nd I/C learning support to review safeguarding files and CFC cases. Sept 2015 Termly All staff to use universal monitoring systems throughout. Boarding staff to have more detailed knowledge and informed conversations with pupil’s progress, allowing individualised support. 3- Boarding and academic staff to work closely together to monitor and review academic progress with a particular focus on quality of prep completed, allowing parents to view and monitor prep set and completed. Electronic prep setting system that can be available on Edmodo to provide info to all parties involved. Prep guidelines for staff on frequency and volume of prep for year groups. Systematic monitoring of prep setting by SLT. Increased use of electronic system to highlight poor quality / lack of prep completed. Oct 2015 Oct 2015 On-going Oct 2014 Parents able to download resources for individual prep tasks. Specific information about prep available online. Increased attainment by pupils. Reduction in behavioural incidents recorded in prep. Staff training on electronic recording systems. Website development 4 -Provide opportunities for all pupils to undertake a lead role(s) of responsibility within boarding, with a focus of Implementing the mentoring system. Use of duty teams within the house. Development of head / deputy head of house Oct 2014 Sept 2015 Oct 2014 Increased pupil confidence and willingness to undertake responsibility. JF
accountability and celebrating success when completed. Creating opportunities for each individual to succeed and for it to be celebrated. Pupil survey on leadership and what it means to them. Mentoring review 1 x half term + and individual training from JF. Dec 2015 Oct 2015 Increased awareness of accountability of actions by pupils. Increased understanding of leadership styles and methods evaluation and positive outlook on leadership. 5- Continued development and implementation of detailed and rigorously implemented care plans that have a highly beneficial impact on outcomes for individuals. Review of previous years care plans. Prioritisation of pupils for care plan completion. Individual meetings with pupils to set targets / discuss care plan Timeline for reviewing of PSP + BPS + SEN plans to be completed within one central document Oct 2014 Oct 2014 Termly Nov 2014 Sept 2015 Highly personalised care plans shared with pupils. Focused target setting to develop personal progress. Specific intervention strategies. JL + HP Boarding : STRATEGIC THEME 2 - Brymore Operational Plan : Quality of Boarding provision and Care (2016/2018) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 2.1 Plan and deliver an induction program that maximises the opportunities for pupils to settle and engage in Brymore life as quickly and effectively as possible, both Two day induction program prior to arrival at start of academic year that plans for presenting needs / proposed dormitory plans to aid friendship development prior to September start. June 2017 Sept 2016 Increased retention rate within term Positive feedback from pupils and parents from evaluation. JL
2.4 Increase the range and diversity of activities program to develop social and spiritual awareness. Increase the range of both weekday and weekend activities available that are not sport focus, but focus of creativity and emotional development. Provide opportunities to visit external attractions / shows within the program. Develop smaller focused activity groups to allow for greater interaction and socialisation in a relaxed setting, targeted groups individuals according to needs. Celebrate success more publically and creation of a culture that embraces success and effort through social media and rewards program. Nov 2016 Oct 2016 Sept 2016 Increased range of activities that are not driven by physical ability, focus on creativity / social interaction. Create opportunities for individuals to relax and undertake activities previously unknown to them. Increased cultural awareness and tolerance of boys. Pupils with increased cultural awareness and heightened social awareness when in groups. Increased personal confidence and to try new ventures and celebrate success both personally and publically. A more balances extra-curricular activities program to
cater for both key stages and varied interests. 2.5 Promote and maintain an ethos that students are constantly and centrally involved in the planning and reviewing of their care and future development. Half termly feedback from student council members to all houses. Weekly house meetings fed into relevant student groups. Half termly reviews of care plans with students, gaining feedback and future actions put forward and discussed by student. Dormitory check ins to be feedback to individuals when required detailing relevant actions / developments X 6 surveys completed with action created and feedback to houses, reviewed 3 times per year for progress update. Termly meeting with HOH and DHoH with HOB to review progress and discuss and concerns raised (feedback to boarding staff) Ongoing Positive student engagement in care plans creating and review process. 85% strongly agree / agree within surveys regarding having opportunity to develop their environment. Regular and sustained attendance at dormitory check ins across houses. RW
Boarding : STRATEGIC THEME 3 - Brymore Operational Plan Boarding : Boarders’ Safety (2014/2016) Objective (Tactical) What do you want to do? Action How are you to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 1-Carry out a full review of policies and procedures for child protection and safeguarding ; countering bullying, including racism, homophobic and health and safety; and for children missing from school in line with national guidelines. RW and JL to review all policies and procedure in accordance with national guidelines. JL to carry out mini OFSTED inspection with focus on CP and Safeguarding procedures. Update all policies and procedures and share with staff / pupils. Research and visit other boarding schools and create a link with SBSA school. Jan 2015 Sept 2014 Dec 2014 Dec 2015 Nov 2015 Identification of areas of weakness / development. Formation of specific plan to address and improve highlighted areas. To be judge outstanding in this area. Reduced incidents of bullying.
Formal / structured approach to monitoring through ‘house swaps’ review, evaluate, review. Effective use in practice by staff of procedures. 2-To promote positive and proactive behaviour management strategies and celebrate success across boarding. Reinforcement and CPD on positive behaviour management use. Continue to develop positive reinforcement and success within boarding (ie boarder of week / dorm of the term / rewards stamps). Introduce visual representation of success for individuals in houses. Nov 2014 Dec 2014 Feb 2015 Pupil focus on positive behaviour and benefits of displaying it. Reduced behaviour incidents Increased confidence Calm atmosphere within houses Increased positive behavioural awards LG/JL 3-To monitor and update the out of bounds procedures and policies to reduce incidents occurring. Review and update current policy and procedures. Research existing practices at boarding schools. Develop new procedures / policy with input. Dec 2015 Dec 2015 Dec 2015 Pupils fully aware of out of bounds areas. Clear and concise consequences. Reduction in pupils going out of bounds. Visual maps within houses displaying areas out of bounds. RW 4-All senior boarding to have undertaken a minimum of level 1 CP training Boarding staff to undertake minimum level 1 CP training. Refresher CPD to be delivered to staff with level 1. Dec 2014 Dec 2014 All staff trained to level 1. JL Level 1 CP training
Boarding : STRATEGIC THEME 3 - Brymore Operational Plan Boarding : Boarders’ Safety (2016/2018) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 3.1 Carry out a full review of policies and procedures for child protection and safeguarding ; countering bullying, including racism, homophobic and health and safety; and for children missing from school in line with national guidelines. RW and JL to review all policies and procedure in accordance with national guidelines. JL and KN to carry out mini OFSTED inspection with focus on CP and Safeguarding procedures. Update all policies and procedures and with staff / pupils. Research and visit other boarding schools / care homes and create a link with BSA school focus on safeguarding procedures and practices. Weekly meeting between AHT, DOB to review and update safeguarding folders, and action weekly CFC updates as appropriate. Half termly update re safeguarding procedures and practices during boarding meeting Jan 2017 Dec 2017 Jan 2017 Dec 2017 Sept 2016 Oct 2016 Identification of areas of weakness / development. Formation of specific plan to address and improve highlighted To be judge outstanding in this area. Reduced incidents of bullying. Effective use in practice by of procedures. 3.2 To promote an ongoing personal development program for all houses that highlights and details how young people Half termly themes that focus on personal awareness of detailed topics delivered through house meetings / dorm check ins / specific prep sessions Jan 2017 Group discussions and 1-1 conversations regarding specific topics. RW/ JF
can be protected and helped to keep themselves safe from bullying, homophobic behaviour, racism, sexism, radicalisation and other forms of discrimination. Group discussions / delivery through BSA boarding skill award within selected prep sessions. PD sessions delivered in combination with mentoring program. Termly focus to be discussed when appropriate during care plan meetings if relevant. Personal awareness survey regarding topic areas. Feb 2017 Reduction in homophobic/ racists incidents recorded. Increased personal awareness displayed and confidence to speak with peers / staff and report any concerns. 85% strongly agree / agree with key indicators on safeguarding survey regarding topic areas 3.3 Complete a review of all risk assessments and ensure all future requirements of any risk assessments are complete, amended, shared and reviewed considering all presenting needs, allowing effective responses are made as a team. Dormitory compatibility plans reviewed, amended and shared at start of academic year + as and when movements occur alongside dormitory move request procedure. Review and update of all risk assessment within boarding, added to student risk file. Termly review carried out by DOB and HOB EVC training for activities coordinator, to oversee all activities RA in combination with DOB. Dormitory compatibility plans projected risk rating of 9+ to trigger immediate Ongoing Dec 2016 Jan 2017 Ongoing All boarding staff confident and competent to complete and review compatibility plans based on presenting needs. Training EVC within boarding team. Complete and updated RA for boarding / medical / student specific. Reduced dormitory movements in year. RW Cost of RA training (SCIL) EVC training
1-Departmental review of consistency across all houses regarding standard practices identified. Standardise expectations and key routines within boarding meetings. House swap for staff to review and experience other houses, formal process with evaluation and action plans Independent review of boarding houses by external individual(s) Line management meetings 1 x week Pupil surveys 6 x per year using electronic program. House SEF completed 3 x year to feed boarding SEF Oct 2014 Termly DEC 2015 On-going Dec 2015 June 2016 Consistent approach for standard practices across all 3 houses. Pupil and parent view that all houses are consistent in their approach. House parent self reflection and evaluation of performance. High standards of accommodation and practices maintained and improved. House inspections both internal and external. RW 2-Update and sharing with of NMS document to ensure theory is in fact reality. Specific NMS to be discussed at boarding meeting, reviewed then evaluated. parents to take active role in contributing to NMS information. of responsibility to form key components of NMS evidence. Termly review of NMS and updates. Jan 2016 On-going Sound understanding by all staff of NMS document and evidence folders. Distributive responsibility for NMS to aid theory into practice across houses. HP to continually add and amend NMS RW
Boarding : STRATEGIC THEME 4 - Brymore Operational Plan : Leadership and management of Boarding (2016/2018) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar 4.1-Update and sharing with of NMS document to ensure theory is in fact reality. Specific NMS to be discussed at boarding meeting, reviewed then evaluated. 3 x review and updates shared with boarding governor and SLT Jan 2017 On-going Sound understanding by all staff of NMS document and evidence folders. Distributive responsibility for NMS RW
parents to take active role in contributing to NMS information Areas of responsibility to form key components of NMS evidence. to aid theory into practice across houses. HP to continually add and amend NMS document when required to keep it current. Live working document allows for continued and development across all aspects. 4.2 Development of a robust and continual monitoring process of all boarding provision (key focus safeguarding) to include both external and internal monitoring, feedback and evaluation. Termly monitoring visits from boarding governor to review key areas from OFSTED framework and feedback, with action plan / time frames. Continued development and use of termly house review system, with key focus each term. External reviewing and sharing of good practice with care home / BSA school / Bridgwater College, with key focus taken from strategic plan. Spot monitoring check by HOB against specific Ofsted criteria x 6 per year. Dec 2016 Ongoing Feb 2017 Ongoing Ongoing Whole staff input into developments and evaluation that is focused and specific to needs of individuals and boarding as a whole. Targeted line management meeting and PM targets based on monitoring feedback. Increased accountability throughout RW
4.4 Continued development and review of weekly line management meetings and supervision if required to promote collaborative team work, consistency and stability. Staff to be provided with specific boarding related targets driven by Ofsted strategic plan and specific needs of individuals Provided opportunity to self-assess and identify areas of development through weekly line management meetings and annual performance management meeting Supervision opportunity offered to staff who feel appropriate. Half term review of line management meetings / records by HOB and shared with HT. Weekly line management of all boarding staff completed and recorded on required pro forma. Sept 2015 Clear and focused targets to aid performance. Individualised support and guidance to develop specific areas identified. Increased opportunities to identify CPD requirements. All SLT of appraisal procedures Appraisal documentation completed Line managers aware/able to complete appraisal of staff 4.5 Effective implementation of REACH boarding software to aid communication and accountability. In house + external training provided to demonstrate all key features of reach to boarding and admin staff. Sims integration with Reach and initial set up configuration to ensure specific to Brymore needs. Initial assembly and house awareness presentation provided to boys Sept 2016 Aug 2016 Sept 2016 Reach fully integrated with Sims to avoid double input of data. Detailed and specific information gained from both students and parents regarding requests Annual cost of Reach
demonstrating leave request features of reach. Launch of Reach to all students for weekend and weekday leave All boarding staff to use pastoral management features to record and monitor pupil progress and behaviour management (in combination with Sims) Review of Reach and feedback to Reach support for future developments and amendments to Brymore platform School day use of for any movement of students off site to ensure total accuracy and up to date location of all students. Sept 2016 Nov 2016 Dec 2016 Oct 2016 displayed for all staff to access. Increase responsibility and access for all boys to access across multiple platforms to manage their leave requests. ADDITIONAL OPERATIONAL PLAN – Learning support (2014/15) REVIEW Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar
To ensure that the Learning Support Team are effective in support of students through deployment and quality of support provided 1. Timetable LSAs a) Timetable LSAs to Faculty areas b) Timetable Y9 ILI and Corrective reading into 7Y and 9Y English c) Ensure that provision is timetabled for students out of GCSE History and establish a literacy group to come out of one Option block. e) Timetable Forest School sessions (Y9,) in addition to Y7 Forest School (already timetabled on carousel) f) FT to work with CSI on literacy interventions and GS on establishing Morning Readers. g) LS meeting to be timetabled on a Monday after school. Strengthen links between HOD and LSAs. LSAs to plan and use differentiated materials they have produced throughout year including during any observations. Share these as appropriate through the team. Create a central LSA resource bank on drive to share resources amongst team. Provide opportunities in LS meetings to show resources. Effective work of the team FT to SA on how to observe staff and give feedback SA completes observations to support and develop the team. c) Each member of the team to receive Performance Management review in line with MTs document. September 2014 Ongoing Throughout 2014-2015 2014 Throughout 2014 Learning Support team to have a two week timetable Generation of new resources. Bank of resources on staff resources SA will be able to observe the LS team twice throughout the year. Learning Support will have been observed and have had feedback NA/FT Learning Support team with HOD FT/SA FT and other HOD FT to review timetable of support and adjust accordingly once the first two weeks have run. Photocopying of new resources
d) Plan Consultation Meeting, Kathy Smith time, Jo Dennis time, Michelle Sercombe for those students requiring additional support. e) Review new Y7 and Y9 – ascertain who needs for High Needs funding and any in year audits. 2. Review intervention groups a) Y7 and Y9 set 3 English – ILI/CR b) Option group – Corrective reading c) DHH and MM – LRC lesson and a supported lesson d) Any Level certification in Y11 September 2014 Throughout Autumn term Autumn term 2014 2015 Annual Review cycle set up and adhered to Early referral to LSS and EP to assist with funding applications Successful High Needs Complete RA after 10 weeks ILI and at February half term for CR FT and SA FT/SA CSI FT 3. Develop teaching of students with SEN at Brymore 1. Ensure have training and key reminders. a) Attachment training reminders/key messages b) Autism training for staff through a staff meeting c) Training on new Code of Practice and Local Offer 2. Make the teaching of SEN students higher in profile a) Re-issue SEN register to staff and transition notes for two new groups Autumn term 2014 W/b 8th Sept Staff meeting for key reminders re attachment and autism training. understand key changes of Code of Practice All staff will have SEN register and transition notes FT SA Staff meeting (to be agreed with VCD/MT) SEN slot on September INSET day
b) At LS meetings, discuss which Y7 and Y9 need a support plan and divide between the team to give relevant SEN information (students with statements/EHC plans and those who are High needs funded have support plans plus any others). 3 Improve the use of Room 14 as the centre of Learning Support and the Office as a base for Learning Support staff to work Discuss with MT plans for that room in 2015 Throughout LS meetings in Autumn first half term Throughout the year Support plans in place and shared with staff. Opportunity for tutor/HOH and boarding to complete any relevant information. Clear plan of where interventions will happen in 2015 FT, SA and team FT, SA, CSI 4. Ensure that the work of the Learning Support Department is well documented and marketed 1. Review existing SEN policy and rewrite, presenting to Governors for ratification. Update Local Offer at 2 key points in the year. Send to parents of key (4-5) SEN students for feedback. June 2014 By November 2014 SEN policy updated June 2014 Local Offer updated NA FT and SA ADDITIONAL OPERATIONAL PLAN – Learning support (2015/17) Objective (Tactical) What do you want to do? Action How are you going to do it? Deadline (Date) Success criteria What will it look like? Lead Resources/ Costings/ Calendar
External agency to train TAs on delivering SCL support RJ to train SA on how to observe staff and give feedback RJ and SA completes drop-ins/ observations to support and develop the team. Each member of the team to receive Performance Management review in line with MTs document. Fortnightly meetings to include sharing good practice Training on new Code of Practice and Local Offer 4. Mentoring and Vertical Tutoring a) To develop a timetabled SEN mentoring programme as an intervention for students b) To keep records of mentoring on new Pupil Profiles. c) To provide timetabled TA support in Tutor groups where needed. Ongoing throughout the year TAs will have been observed and have had feedback TAs will successfully be running targeted intervention sessions and keeping records TAs are part of the tutor system Mentoring is timetabled Number of SEN students mentored increases Mentoring is recorded and monitored LS Team RJ/SA TAs Training and timetabling 2. Ensure students receive appropriate funding and interventions a) Administer literacy and numeracy testing to all new students. Retest half termly to review progress. Use online phonics diagnostics to plan intervention. July 2015 and ongoing Online testing completed. Scores updated to SEN register, Sims and pupil profiles. RJ/CW CSi/HLJ Online package £400
b) Read Write Inc programme delivered to all year 7 and 9 with reading age 9 or below. Progress monitored Christmas/ Easter/ June c) Literacy intervention and social intervention groups delivered during assemblies for KS3 d) SEN students identified on registers using colour coding e) Unified Profiles created for SEN students and those identified with pastoral and boarding needs. Shared with staff and linked to Sims. f) KS3 Numeracy interventions reviewed. HLTA timetabled to deliver appropriate interventions. g) HODs to contribute to Form 8 Pupil Profiles intervention notes to provide Form 8 evidence. h) Create SEN calendar and ensure relevant information is collated and ready for annual reviews and funding applications. i) Hold Consultation Meeting, Kathy Smith time, Jo Dennis time, Michelle Sercombe for those students requiring additional support. e) Review new Y7 and Y9 – ascertain who needs for High Needs funding and any in year audits. f)Work with HODs in English/Maths/Science/ Geog to develop Entry level courses Sept 2015 and ongoing Jan 2015 Read Inc runs and is monitored. Targeted interventions running and monitored Sims registers are altered IEPs/Pupil profiles and BSBs are unified Form 8s are well evidenced Deadlines are met with support services are strong Successful High application reapplications RJ/SA /TAs RJ/CW JR/IH HODs/ RJ/SA RJ/SA RJ/SA RJ/SA RJ/SA /HODs Staff training and photocopying Timetabling/training Resources RFW
July 2015 - ongoing Students will successfully follow appropriate curriculum. 3. Develop teaching of students with SEN at Brymore 1. Make the teaching of SEN students higher in profile a) SEN register to be reformatted as profiles, connected to pastoral and boarding profiles. b) LS meetings share good practice and highlight students in further need. TAs develop excellent knowledge of SEN register. c) SEN Students to be highlighted on class registers on SIMS. 2) Develop effective training and communication. See points 2 and 3 in “1.To ensure that the Learning Support Team are effective in their support of students through deployment and quality of support provided”. Summer 2015 and ongoing Summer 2015 and ongoing September 2015 and ongoing July 2015 and ongoing All staff will have and be able to access SEN register and pupil profiles. Review meetings will have easy access to shared information. Pupil profile support plans in place and shared with staff. SEN/Pastoral/Boarding teams working collaboratively Clear plan of where interventions will happen in 2015 RJ/SA /LFW/ SEN slot on September INSET day and ongoing meeting time
4. Ensure that the work of the Learning Support Department is well documented and marketed 1. Review existing SEN policy and rewrite, presenting to Governors for ratification. Update Local Offer at 2 key points in the year. Autumn term 2015 Ongoing SEN policy updated June 2014 Local Offer updated RJ RJ/SA