Priorities: Quality of Education

Expected Outcomes 2020/21

PREPARE

Expected Outcomes 2021/22

DELIVER

Expected Outcomes 2022/23

SUSTAIN

Curriculum (DK - SLT Lead with support from all other Senior Leaders)

An outstanding curriculum in which our intent, implementation and impact are fully aligned; accessible but always ambitious and meeting the diverse needs of all learners. The work given to learners across the school is coherently planned and sequenced to ensure our young people are able to “know and remember more” thereby leading to them having the knowledge and cultural capital they need to succeed in life.

Stage 1 of our curriculum journey is to prepare the ground for our changes, and share our aims with staff.

Senior leaders will have attended CPD on curriculum development, and external audits will have taken place. Senior Leaders will have agreed on a curriculum intent statement that drives decisions made around the curriculum and quality of education.

Middle leaders will have attended Curriculum based CPD, both whole school and bespoke. They will begin to develop their own intent statements and will have reviewed their curricula to ensure there is clarity, consistency and a rationale to the knowledge that is taught. There will be evidence that our 4 curriculum principles have been considered when mapping out in their schemes of learning.

Teachers will plan and deliver lessons that focus on the learning experience. These lessons will implement the intended curriculum laid down by Middle Leaders.

Whole school provision for learners  with SEND and vulnerable learners will be carefully considered to ensure the curriculum is inclusive for all.

The curriculum will be broad and balanced with an extensive offer and aligned to the Government’s Ebacc ambition.

Stage 2 of our curriculum journey is to ensure consistent delivery and implementation of the curriculum changes.

Senior leaders will quality assure

all curriculum areas to ensure a consistent approach to the core principles outlined in our shared whole school intent statement, and those outlined by each curriculum area. They will reinforce initial curriculum training, with further internal/external support where necessary.

Middle leaders will ensure that all schemes of learning have been fully reviewed and the 4 curriculum principles can be explicitly evidenced. There will also be evidence of the explicit teaching of disciplinary literacy. There will be evidence that the planned ‘intended curriculum’ is being implemented consistently.

Teachers in all departments will contribute to a regular review of the curriculum. They will confidently and consistently deliver the curriculum to all learners and be able to explain ‘Why this? Why now?’

Whole school - the curriculum remains broad and balanced to enable successful progression to  A Levels, T Levels and level 3 qualifications.

Stage 3 of our curriculum journey is to ensure we sustain the changes we have implemented.

Senior leaders acknowledge, support and reward best practice, sharing this across the school. Protocols around evaluating and auditing the curriculum are firmly in place, allowing senior leaders to have meaningful curriculum conversations with all Middle Leaders.

Middle leaders ensure curriculum conversations are regularly at the heart of department meetings. They continue to evaluate, adapt and improve their curriculum from its solid foundation.  

Whole school, the curriculum compares favourably with outstanding local and national practice .

Teaching (Lead SLT DK)

The highest quality teaching, never less than typically good and frequently outstanding. Professional development is tailored to individual departments to allow the intended curriculum to be successfully implemented. Instructional coaching models are used to support staff across the school.

We give a challenging and inspirational curriculum by offering a broad range of subjects including opportunities beyond the classroom.

Groups vulnerable to underachievement e.g. SEND, Vulnerable and in year admissions fully catered for.

Teachers' professional development gives them a secure knowledge of evidence based research in the classroom that is relevant to their context. This knowledge is beginning to be explored, adapted and applied to their own classrooms. Teachers understand the need to focus on the learning, not the activity.

Professional development is supported with an instructional coaching style approach to support teachers in developing new strategies and how to implement them.

All teachers are aware of the barriers to learning that some children face and have considered strategies to address these.

Teachers have access to high quality professional development materials so they can continue to develop their practise in the classroom. Teachers routinely deliver lessons which are well considered.

Instructional Coaching, mentoring and peer-to-peer collaboration is used to ensure standards are high.

Lessons are consistently planned with powerful, well sequenced knowledge and the learning experience at the core.

All teachers routinely show in their planning and teaching that they are addressing individual barriers to learning that some children face.

Learners are beginning to be more engaged in the learning process and show signs of the ability to regulate their own learning.

Teachers' professional development allows them time to reflect on and develop practise, without overburdening them with new initiatives.

Learners are less passive in lessons, more engaged and more able to self regulate their own learning.

Across the school all lessons reflect the 4 core curriculum principles we have outlined resulting in an inspiring, ambitious curriculum for all.

Groups of learners who are vulnerable to underachievement due to their barriers to learning are making better progress, because of the increased understanding of staff with regards to their own practise.

Assessment (Lead SLT - AW)

A first class, robust assessment system which supports learning and enables real progression between different components and topics of learning with gaps in knowledge rapidly identified and addressed.

Assessment is as streamlined as possible to ensure systems are not a burden on staff or learners . Assessments are timed appropriately and inform parents/carers.

Senior leaders have ensured that there is a clarity around assessment and that our assessment procedures support our curriculum and the well being of staff and learners.

A trial of a new approach to assessment and feedback will be trialled by English Department in Sept 2021 - this will be set up in June/July 2021 following research by DL and SLT into the best approaches towards assessment.

Senior leaders regularly quality assure assessment procedures and where necessary give internal/external support. They challenge Middle Leaders to account for anomalies in any data produced.

Middle leaders have designed an assessment system that will ensure;

-learners are forced to regularly revisit learning in low stakes quizzes.

-gaps in knowledge can be identified so that they can revisit curriculum areas as necessary.

-learners’ progress can be measured by their acquisition, retention and application of knowledge as they move through the curriculum.

Teachers understand how to use formative assessment to check understanding and adapt their teaching.

Senior leaders acknowledge, support and share best practice across the school. They ensure that assessment systems remain robust and that there is a focus on improved outcomes for learners.

Middle leaders regularly quality assure their curriculum and assessment to ensure the two complement each other.

New schemes of learning are now fully planned with opportunities for both formative and summative assessments in place that are consistently used by all staff.

Teachers can regularly be seen to be using evidence from formative assessment to adapt their teaching.

PRIORITIES: Safeguarding, Welfare, Attendance and Behaviour (SWAB)

Expected Outcomes 2020/21

PREPARE

Expected Outcomes 2021/22

DELIVER

Expected Outcomes 2022/23

SUSTAIN

Lead SLT - CDD

Supported by:

Behaviour Lead - SVL

Culture, Wellbeing and Personal Dev SLT  Lead - ACA

The highest standards of personal behaviour and individual responsibility both in and outside of school, consistently managed at all times in all areas of the school, underpinned by our ethos and values.

An embedded and proactive approach to preventing bullying and all potential breaches of equality resulting in all learners  feeling safe and happy. Mental health and emotional resilience and wellbeing clearly prioritised without compromising on high educational outcomes (progress) for all.

Learners attend school and more importantly participate across the majority of opportunities. Learners who join the school outside the normal admission round are fully integrated into school life and strive at all times to meet the school’s high expectations and ambitious culture.

Learners who are vulnerable/PP/SEND or who have

poor attendance, continue to compare highly favourably, with gaps significantly reduced over time.

Conformity, comfort and engagement are the drivers to achieve more learners in school and fewer removal from lessons.

We will have implemented the Restorative Justice (RJ) trial with YOS and established basic data for analysis. Training for the Pastoral Team in RJ will be completed.

Post COVID-19 behaviour policy implemented.

Behaviour data and progress data will be used to inform curriculum setting models for next year in the summer term (HT5).

We will have established a pathway for high level disruption which includes SID and possible move towards mimicking HUB set up allowing SEND plans to be finalised where necessary.

An effective rewards system will be trialled in the final half term to allow it to be refined for next year.

Narrowed gaps between groups of learners  for rewards and sanctions in particular SEND/vulnerable/PP and in year admissions.

Attendance push will have to be established again here, providing that ‘normal’ school timetable is in place with no more covid isolations.

Behaviour data will continue to be used to drive a rewards structure and an intervention pathway that moves hard to reach learners into a RJ pathway.

Training for all staff will be done in each term on RJ to ensure that they are prepared to implement the strategies within the school behaviour system.

By Christmas the rewards structure which was trialled in HT6 will be in place.  It will be further refined and improved upon in this academic year.

Behaviour, engagement and progress will become drivers for identifying those that are impacting on the gaps.  Plans and interventions to be developed to impact on them specifically.

Attendance will be maintained at National average.

Behaviour will have shown a downward trend of removal from lessons for 3 years.

School will have a tiered behaviour system that is inclusive of RJ and SID and ensures that there are avenues of improvement available as well as avenues of alternative provision access.

The behaviour structure will be driven by a positive response to learners.  The positives of behaviour will be the talking point and the norm.  Thus progress will be improved alongside engagement and behaviour.

Priorities: Culture, Wellbeing and Personal Development

Expected Outcomes 2020/21

PREPARE

Expected Outcomes 2021/22

DELIVER

Expected Outcomes 2022/23

SUSTAIN

Full learner appreciation of the wide range of social and cultural influences which have shaped them as individuals and their regular application of a firm, altruistic responsibility to the wider local and national community.

An outstanding enrichment programme which extends beyond academic and vocational provision with the highest quality pastoral care and access to the widest possible rich set of experiences. All learners participate in many aspects of school life.

The leadership core capacity moves towards having a focus on ‘Wellbeing and Personal Development’

• Clear budget for funding of enrichment activities to ensure all groups can access high quality provision.
• To re-establish the offering of after school clubs and activities as outlined on the school’s website.
• Enhanced focus on National School’s sports week. (Part of wider enrichment week).

• Decision pending on offer of enrichment summer school catch up.

• Departments identify opportunities (‘hinterland’ knowledge) in their subject for learning which goes beyond the core knowledge.
• Each department offers or supports an after school and offsite enrichment opportunity across the academic year.
• Training on risk assessment writing/trips and visits/minibus lite/Kepier car to facilitate a wider offer from staff.
• Each department offers or supports an after school and offsite enrichment opportunity across the academic year.

• Each department offers or supports an after school and offsite enrichment opportunity across the academic year.
• Termly/Half Termly ‘drop down’ morning/afternoon/days (prioritising those departments who have historically had a reduced curriculum offer at KS3).

Careers SLT Lead - AW

Outstanding careers provision with all learners  receiving high quality guidance enabling them to access the widest possible range of opportunities when proceeding to the next stage.

The variety of opportunities are increased and allow access for all groups of learners to raise aspirations and encounter meaningful interaction with a wide range of providers that suit their individual needs.

Networks with a range of employment sectors are developed across the curriculum to engage learners and raise their aspirations.  Departments take more ownership of making career pathways in their subject more explicit in their teaching and extra-curricular provision.

Robust tracking and monitoring of activity will allow for strong evaluation of a sustainable careers programme that allows all learners to access a bespoke programme of careers advice and guidance that suits their individual need.

A mechanism is in place to ensure that our learners are given a wealth of opportunity to engage and participate in quality workplace experiences and become better prepared for the world of work.

Careers lessons are taught across the curriculum and allow learners to make strong links between their subjects and the careers opportunity and pathways available to them in each area.  

Staff are trained to deliver careers based opportunities and feel confident to help and advise learners on their next steps and career options.  

There is an embedded and sustainable programme in place to offer all learners a quality experience within a workplace environment.  All learners see the value in these experiences and can make tangible links to how their programmes of study can help lead them to their individual goals and aspirations.

Department Schemes of Learning have clear, well established and sustainable links to careers education with teaching staff making strong and relevant links to the world of work, career pathways and learners' individual aspirations.

Priorities: Leadership and Management

Expected Outcomes 2020/21

PREPARE

Expected Outcomes 2021/22

DELIVER

Expected Outcomes 2022/23

SUSTAIN

Having a 3 Year Financial Strategy and detailed plan that supports Teaching and Learning and the Curriculum (SLT Lead - DM)

Detailed Financial plans are prepared and approved by Trustees. Budgets are set at Budget Holder level with responsibilities allocated.

Monthly financial monitoring is produced and shared with all of the Core SLT team, Budget Holders and Trustees. Contracts are reviewed and Value Money is achieved.

Through the process of setting a financial plan that reflects and supports the overall school vision that is continually monitored and flexed as necessary.

Staff Structure SLT Lead - NJA

Ensure strong and robust leadership structure is reviewed and maintained at all levels.

The Core SLT structure is externally reviewed to ensure it is efficient and as effective as possible.

Recommendations from the review  are agreed and implemented for the academic year.

The whole of SLT is reviewed to ensure it is effective and robust.

The leadership core capacity is expanded to support a focus on ‘Wellbeing and Personal Development’.

The strategic direction of all key areas is resilient and Core SLT knows and understands each area in depth.  Core SLT are able to lead any area of the School due to the collegiate approach to leadership roles.

Leadership Lead - NJA 

Ensure leadership of key areas is acknowledged and implemented to support capacity and support professional development.

TLRs/FTR are reviewed and 3 year vision is implemented.

TLRs /FTRs are effectively deployed  and staff are held to account- as a result quality of education is improving.

Leadership of all key areas is strong and consistent.  As a result the quality of education is consistently outstanding.

Priorities: Staffing

Expected Outcomes 2020/21

PREPARE

Expected Outcomes 2021/22

DELIVER

Expected Outcomes 2022/23

SUSTAIN

Staffing SLT Lead - NJA

The staffing of all department areas from classroom teachers, to those with leadership responsibilities will ensure that we are able to deliver the curriculum offer we outline in our intent statement: a curriculum that delivers powerful knowledge to all, that is not narrowed and allows all individuals to thrive and succeed.

Review of curriculum plan, 3 year financial plan and leadership structure to enable strong and robust strategic vision is implemented.

Changes to core leadership structure (if any from the review) are implemented.

Changes to curriculum offer implemented.