LEADERSHIP AND MANAGEMENT Expected outcome: Leaders and governors use performance management effectively to improve teaching. Accurate monitoring by senior and middle leaders identifies best practice: CPD is designed to build on best practice, drive up standards and improve students’ learning opportunities. Leaders foster a climate of collegiate responsibility. Effective action is taken to recruit and retain specialist staff, to ensure continuity of high quality staffing for all students. (Ofsted report ref: 3.3, 3.4, 3.6, 3.9, 3.12) Expected outcome: Senior and middle leaders set high expectations of staff and students, in a culture of respect. All relationships are positive, between leaders, staff, students and the community, which support all students’ progress. Leaders consistently promote British values and students’ spiritual, moral, social and cultural development. Leaders promote equality of opportunity and diversity. Staff and students work together to prevent discrimination and prejudice. (Ofsted report ref: 3.2, 3.10) Expected outcome: The curriculum is broad and balanced, providing students with opportunities for students to acquire knowledge, learning and skills across a range of subjects, including humanities, scientific, technical, social, physical and artistic learning. Middle leaders ensure that all subjects contribute to students’ behaviour and welfare (physical, mental and personal well-being, safety and SMSC). (Ofsted report ref: 3.2) Expected outcome: Governors hold senior leaders to account for all aspects of performance. The use of Pupil Premium and SEN funding is deployed effectively on staffing and resources to deliver improving outcomes for students. (Ofsted report ref: 1.7 (TAs), 3.8, 4.5) Leaders and governors have high expectations for all students’ progress and outcomes. Actions to ensure improvement for disadvantaged students are effective, especially in English and mathematics. (Ofsted report ref: 3.7) Leaders’ and governors’ accurate knowledge of all aspects of the academy is used to plan, monitor and improve strategies for sustained improvement. (Ofsted report ref: 3.1, 3.5) Expected outcome: Leaders ensure that Safeguarding is effective. Leaders and all staff take appropriate action to identify students who are at risk of neglect, abuse or exploitation. Concerns are reported and support is provided, in line with statutory policies. Leaders protect students from radicalisation and extremism. Staff are trained and vigilant. Positive and trusting relationships between staff and students create a climate of open discussion.
2015/16 Autumn 2016 Spring 2017 Summer 2017 The quality of provision is improved through rigorous analysis, appraisal, recruitment and retention, quality CPD. Re-structured leadership is judged to be taking effective action. The quality of T&L is making sustained improvement , following recruitment to substantive posts. Middle leaders are more effective at holding teachers to account. Action Plan and SEF revised. QA programme in place. Appraisal: all initial meetings completed on time and CPD needs supported. Induction programme completed. Peer-led, research-based CPD programme in place. Staff well-being programme initiated. Quality of provision continues to improve. Staff attendance and retention rates reflect collegiate responsibility and staff well-being. CPD programme effective in raising achievement. Leadership is effective in bringing CMA out of special measures. Recruitment is successful, ensuring full staffing complement for 2017/18 Programmes are effective in developing students’ SMSC understanding, equality of opportunity and positive relationships across the community. The RS/Citizenship department leads on SMSC and British values, creating a welcoming and inclusive ethos. HMI highlights the quality of relationships as a strength. Role of the tutor enhanced. Assembly and tutor time at the start of the day. Revised behaviour management strategies introduced to acknowledge right behaviour. Change to single lunchtime and introduction of City Year to support behaviour. Review of SMSC curriculum in preparation for next academic year. Review of behaviour policy and practice. The curriculum is broad and balanced. Middle leaders ensure all subjects contribute to pupils’ behaviour and welfare. The curriculum offer is improving, through joint planning with primary colleagues, starting GCSE in Year 9,and widening access to EBACC Introduction of Creative and Performing Arts, Key Stage 3. Consultation on expanded curriculum offer for 2017/18. Teachers take responsibility for pupils’ attendance and readiness for learning. Enhanced curriculum offer in place for Year 8 options. Year 8 options completed Staffing decisions following on from Year 8 options etc. Review of year
What will success look like? Lead How will we get there? (actions) How will we know we have arrived? (impact) Cost, training and resources L and M 2 The curriculum is broad, balanced and offers the full range of subjects. KWA ELT, SLT, subject leads Autumn term consultation on curriculum offer for 2017. Revision of Year 7 offer (planned Dec 2016 – April 2017, implemented September 2017) New curriculum in for KS3 and KS4 for Autumn 2017. Year 7 new offer in place for September 2017. Improved feedback on transition. Year 7 behaviour points indicate improved behaviour. New resources Inset Day time CPD as relevant Recruitment if needed. L and M 2 Pupils’ requests for an extended curriculum offer are addressed KWA ELT, SLT, all staff Autumn term consultation on additional courses. Full set of responses received and acted on. Pupil survey indicates increased levels of satisfaction with curriculum. Further reduction in fixed term exclusions. Staff recruitment as needed to ensure range of subjects required offered. L and M 2 B2 O3 T and L 4 Alternative courses added to the curriculum offer for pupils in The Bridge and SEND NCA ELT, SLT, SENCo, AP staff An appropriate accreditation within a personalised programme of learning is available to all students in The Bridge. Actions as outlined in the Behaviour and Welfare sections of the Action Plan Implement COPE for SEND students. Bridge students accessing alternative accreditations via Man City, Diane Modahl etc. Cope being taught and having impact on SEND students skills and behaviour. Cost of alternative accreditations (subsidised by Man City in some cases)
L and M 2 Enhanced access to EBACC KWA ELT, SLT, subject leads Targeted pupils offered EBACC subjects in 2016 Options process revised to ensure that more pupils can access full EBACC in future Percentage gaining EBACC to improve to 10% in 2017 and 20% in 2018. Staffing CPD as needed Additional resources as needed. T and L 3 Behaviour for learning is consistently good in all lessons SLE ELT, SLT, middle leaders, all staff CPD for staff Rewards and sanctions reviewed Bespoke timetable for targeted pupils Lesson feedback shared with staff Behaviour for learning observed as good in 90% of lessons by July 2017. 100% of lessons by December 2017. CPD time Cost of bespoke teaching programme (£2000). Link to SEF area number: Expected Outcomes 4: Governors hold leaders to account for the progress of all pupils, in particular for the disadvantaged, SEND and for attainment in English and maths What will success look like? Lead How will we get (actions) How will we know we have arrived? (impact) Cost, training and resources L and M 5 L and M 6 Re-establish local governance arrangements in line with Trust policy. GHA SIB SIB meets monthly, to receive reports on academy improvement. SIB members conduct monitoring visits, including learning walks and work scrutinies and meet with students. Recruitment for a permanent Governing Body to start Easter 2017 Ofsted inspection judges the academy to be out of special measures by the summer term 2017. Arrangements are In place to re-establish a local governance model for September 2017. Various Cost of Governor training and clerking L and M 4 Pupil Premium action plan is effective in narrowing the gap between disadvantaged and non-disadvantaged pupils. DGI ELT, SLT, subject leads, SIB Pupil Premium funding is targeted, to raise the rate of progress of disadvantaged pupils, evidenced in reports to the SIB. Progress data and outcomes demonstrate the narrowing gap, towards national expectations. Resources Staff training Additional staffing
Outcomes 8 SEND pupils make expected progress NCA ELT, SLT, SENCO SIB Actions as in the Teaching and Learning and Outcomes sections of the Action Plan. Evidence in regular reports to SIB Progress data and outcomes demonstrate that SEND pupils make expected progress. Resources Staff training Additional staffing Outcomes 1 Progress and attainment in English and maths are in line with national expectations. PME ELT, SIB HODs of English and maths Department action plans and intervention strategies in place, in line with Year 11 Strategy. Evidence in regular reports to SIB English and maths outcomes in line with national expectations. Books , off site trips, staff meeting time, lesson observations and book scrutinies. Link to SEF Area: Expected Outcome 5: Leaders ensure that Safeguarding is effective. Leaders and all staff take appropriate action to identify pupils who are at risk of neglect, abuse or exploitation. Concerns are reported and support is provided, in line with statutory policies. Leaders protect pupils form radicalisation and extremism. Staff are trained and vigilant. Positive relationships between staff and students create a climate of open discussion. What will success look like? Lead How will we get there? (actions) How will we know we have arrived? (impact) Cost, training and resources L and M 5 Safeguarding practices are effective and rigorous. PME, SLT, MPR Induction training for new staff, Sep 2016, is completed. Level 1 training for all staff, September 2016, is completed. Level 3 training for senior staff, Autumn term 2016, is competed. Website reviewed to check up to date versions are in place. Policies are reviewed, updated as required and appropriate personalised to the Academy. There is a central record is in place recording staff have seen and read all policies linked to safeguarding. Ensure all staff are aware of the Academy Whistle Blowing Policy. A Safeguarding Team is in place with roles and responsibilities of each member clearly defined. The Team meets regularly (at least each half term); records of meetings demonstrate the development of working practises. Safeguarding is on each agenda for the SIB and reports demonstrate progress towards securing and embedding rigorous safeguarding practices across the Academy. Meeting time Staff CPD time (Level 3 for SLT, Level 1 for all staff and Governors, other as appropriate) SIB meeting time First aid resources