Bishop Fox’s
High Standards & High Expectations
Tel: 01823 289211 Fax: 01823 334582
Email:[email protected]
Website: www.bishopfoxs.co.uk
SCHOOL IMPROVEMENT
PLAN
2014/2015
1
Bishop Fox’s
High Standards & High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
CONTENTS
SECTION ONE
INTRODUCTION AND PURPOSE
SECTION TWO
THE EXISTING SCHOOL CONTEXT
SECTION THREE
THE OVERALL FIVE YEAR GOALS
SECTION FOUR
THE ONE YEAR PLAN
SECTION FIVE
PRIOR ATTAINMENT DATA AND
TARGETS
2
SECTION ONE
INTRODUCTION AND PURPOSE
This plan is central in our efforts to deliver continuing improvement. The school will seek
to build upon its strengths and develop those areas where we consider that improvement
is most needed.
The plan seeks to recognise that everything we do should impact in a positive way on the
quality of teaching and learning and ultimately on the progress and achievement and
outcomes for all of our students. In the period since 2007 outcomes rose consistently in
terms of measures of school performance though this was not the case in 2012/13. The
emphasis has therefore been on evaluating why this was the case and implementing the
changes necessary to re-establish a pattern of improvement.
In particular this plan seeks to:
 Detail the current context of the school
 Detail the priorities for the coming year
 Detail the one year plans within the context of our three year priorities and five
year goals which themselves relate to the schools Self Evaluation.
 Provide a coherent framework for change based on the expectation of meeting
or exceeding FFT “D” targets.
 Co-ordinate the deployment of staff, physical and financial resources
 Bring together in one place all the relevant documentations in terms of School
Improvement for 2014/15.
The plan is a working document which will be subject to change and amendment
throughout the year.
As a working document it will be subject to ongoing review and evaluation at various levels
within the school including Governors’ Committees, Senior Leadership Team, Team
Leaders and Curriculum and Pastoral Team Meetings. A minimum termly review is
expected.
The whole school plan should be read in conjunction with the team plans which share the
task of illustrating the means by which school improvement will be delivered this year.
Reference should also be made to the school SEF together with those produced by every
team in school.
The Performance Management process for individual staff links closely with and reflects
the school and team priorities as indeed it should. The whole school one year priorities are
detailed in Section Four.
PAUL SCUTT, (Headteacher)
3
SECTION TWO
THE EXISTING SCHOOL CONTEXT
The school had made considerable strides in the five years prior to 2011 in respect of
most of the indicators used to measure school improvement. However, 2011/12 and
2012/13 saw a decline in headline figures as a result of our inability to secure ‘C’ grades
for level 4 students at GCSE.
The table below illustrates the school’s performance in relation to outcomes. The Ofsted
full inspection of July 2010 awarded the school an overall judgement of “Good with
outstanding features”. In 2013 when the school was re-inspected the judgement in the
new more rigorous framework was “Good” overall and in all four categories.
KS4 OUTCOMES
2009/10
2010/11
2011/12
1020
1020.4
1017
82%
91%
90%
53%
58%
53%
98%
99%
96%
475.9
554.1
545
355.2
375.6
371
74%
77%
56%
Measure
CVA/VA
5 + A/C
5+ A/C EM
5 + A*/G
TAPS
CAPS
3 levels of
progress in
Eng
3 levels of
progress in
Maths
2008/9
1009
68%
49%
96%
419.1
332.4
73%
2012/13
N/A
76%
48%
97%
425
336
62%
53%
61%
65%
58%
59%
Attendance
(school)
93.1%
94.5%
94.7%
94.6
94%
2013/14
The school roll has been constantly fluctuating with a constant stream of casual
admissions.
However, for the first time in many years the school was oversubscribed in Year 7 for
2012/13. The feeling is that the school has reached a “tipping point” in terms of the
perception of the local and wider community. With an overall capacity of 915 it is
anticipated that the total number of students will grow to over 950 in September 2014.
Staffing has traditionally been very stable and average salary costs have been high with a
large proportion of staff on the top of UPS. However, the percentage of staffing costs for
the overall budget this year fell to 78% with a number of new staff being appointed as
NQTs over the past two years.
Student behaviour has been very well managed in recent years and exclusions are few.
No students have been the subject of a permanent exclusion from school for over 7 years.
As a Business and Enterprise school we embrace the concept of encouraging students to
broaden their horizons,take risks and be willing to learn from failure. This is an important
4
part of our culture as is the sense that staff and students are expected to reflect the “cando culture” of people who are able and expected to make a difference!
STAFFING
The school currently employs just under 55 FTE teachers and our support staff are slightly
less in number.
Our intention was always to build a Senior Leadership Team with collective responsibility
for decision making and individual areas of delegated operational authority ranging from
curriculum to student achievement, student support and oversight of Specialist Status and
Partnership. Our overriding goal has been to create a can-do culture in school and one
where staff seek out responsibility and accept accountability for outcomes.
The school is fortunate to have a number of excellent and highly committed staff who are
the cornerstone of its success. Staff turnover had been low for several years. For this
reason our overall staffing costs in relation to student numbers have been relatively high.
This is beginning to change.
We are fortunate to enjoy the services of an excellent complement of support staff who
support the core business of learning through their various individual and collective roles
and responsibilities. This team has increased in the most recent five years in response to
Workforce Reform. We are currently working on a new shadow structure for both teaching
and support staff.
STUDENTS
Bishop Fox’s School is a genuinely comprehensive school with a student roll close to 950
in September 2014.
The LA have set our capacity at 915 following lengthy debate with the school though
demographically the number of secondary aged children in Taunton is falling.
Our student profile puts us just over 26% in terms of Ever6. Our attainment profile at KS2
and CATS has been at or just below the national average. However according to KS2
Average Points Scores, the level of prior attainment is on the rise and is highest in Science
of the three KS2 core subjects.
Our CATS scores suggest that the ability profile is changing very little and is in fact in
decline with the exception of the current Year 9 (September 2014).
The student roll means that we are now over PAN in a number of year groups though the
pattern before this was one of spare capacity and a constant influx of casual admissions to
the extent that only about 80% of the students who completed their education with us
actually arrived in the school in Year 7.
As central Government continues to make changes to the headline measures of school
performance (i.e. EBAC) we have tried to steer a steady course and offer to students a
curriculum which we believe best matches their needs.
5
Attendance figures have risen consistently to over 95%. The development of our Flexible
Learning Support Centre is the cornerstone of our provision for the most needy and
vulnerable of our student population.
Our extra-curricular provision is important and we hope to develop the participation rates
still further and expand the breadth of our offer.
RESOURCES
The school is situated in a delightful site on the outskirts of Taunton. The school moved
on to the new site in August 1994.
Whilst our facilities are outstanding there are concerns about the ability of the school to
house in excess of 900 students.
Despite our modern building stock we do need to develop and deliver a rolling programme
of refurbishment and redecoration, which runs over a 3-5 year period. We are increasingly
concerned to improve quality and reduce costs.
We have also produced a 5 year capital build programme which is regularly reviewed by
the Governors’ Academy Status Committee. In 2013/14 we self-funded the building of our
own Astro Turf facility.
Teaching spaces are well equipped and we have invested heavily in improving access to
ICT. Three years ago investment in ICT infrastructure and staffing was a major priority
with the appointment of a Network Manager to oversee the development of an integrated
network facility. Food Technology has also been the subject of major refurbishment
expenditures in the summer of 2007. In 2008 the bulk of investment went into Science
refurbishment and the creation of our personalised intervention base. Science remained a
priority in 2012 as does ICT where we now have a suite of state of the art Applemac
computers and a capital investment spend close to £100,000.
ACADEMY STATUS
Following extensive consultation, the school converted as one of the new “successful”
Academies on 1 July 2011.
Whilst we have little sympathy in principle for this initiative, we felt that conversion would
best suit the needs of our students given the context in which we operate. The higher
levels of funding have we believed justified our decision.
ACHIEVEMENT
Disappointingly the progress the school had been making was seriously undermined by
performance in 2012 and 2013 and the school needs to re-double its efforts and reflect at
length on its approach if it is to remain on the path of improvement.
To this end our school priorities are clearly focused on :achieving robust progress and attainment targets
delivering consistently good lessons in all subjects and year groups.
ensuring that intervention delivers positive improvement
6
Whilst our focus is on short to medium term achievement measures we remain committed
to the strategic vision for the school which is to inspire in our students:
The desire to achieve and grow
A thirst for knowledge and a love of learning
The confidence to work independently and take risks
The skills to succeed in work and life
The personal commitment to ‘give’ as well as ‘take’.
Essentially we want our children to aspire, enjoy and achieve!
12 May 2014
7
SECTION THREE
THE OVERALL FIVE YEAR
GOALS
As a school we are mindful of the need to ensure that school improvement impacts on
teaching, learning and student achievement.
For this reason we have sought to classify all our improvement measures as having an
impact upon either one or more of our long term goals which are to:
A.
Deliver outstanding value added performance at both Key Stages
B.
Offer a broad range of extra-curricular provision in the seven fields of human
experience which allows each individual to find their niche.
C.
Help students to become independent learners
D.
Help deliver high self-esteem for each individual
E.
Challenge all members of the community to work outside their comfort zone
F.
Engender a values system based on a concern for others.
G.
Prepare students for Post 16 Partnership and Aim at 100% in education,
training or employment.
8
Bishop Fox’s
High Standards & High Expectations
SCHOOL IMPROVEMENT PRIORITIES
2014/15
Aspect
Achievement
1
Priority Target
To meet FFTD targets in respect of the following
measures:
- 5+ A/C E & M
- expected levels of progress KS2 – 4 E & M
- the performance of students with SEN/PP
Lead
SLT
RW
Teaching &
Learning
2.1
To ensure that the typicality in the quality of lessons is
in the region of 90% good or better
KT
Teaching &
Learning
2.2.
To deliver quality and consistency in the presentation
of students work and the assessment and feedback
dialogue between teacher and student
SJS
Leadership &
Management
3
To evaluate the impact of intervention strategies to
support student achievement
KT
Behaviour &
Safety
4
To win the hearts and minds of those students in
each year group who lack the desire to achieve.
CM
Resourcing
5
To produce and review the action plan to manage the
process of incremental growth in the school capacity
PS
12 May 2014
9
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN 1
GOVERNORS MONITORING COMMITTEE: Achievement
LEAD PROFESSIONAL: Rob Wetheridge
To meet FFT targets in respect of
ONE YEAR OBJECTIVE: 1a) Outcomes – 5 A*C and levels of progress
TASK
1a.1 Clarify challenge facing each
subject area for 1 and 3 years
FIVE
YEAR
AIM
AE
WHO
RW/CTL/SLT
WHEN
End of exams
analysis cycle
RESOURCES
SUCCESS CRITERIA




FFT Self Evaluation analysis
Exam Results Analysis
Data prep time (RW/CTL)
Meeting time SLT/CTL




Subject action plans agreed; TIP
amended
All CTLs clear about the challenge in
terms of outcomes
Understanding of any subject-specific
issues related to this challenge
Improvement in subject achievements
(grades vs estimates, progress, % 5 A*C
inc English, Maths) over time
1a.2 Progress towards success for each
subject monitored effectively
AE
CTL/SLT
Half-termly



1a.3 Ensure high levels of aspiration in
all areas through SoW, crash days,
homework and enrichment activity
ACDE
G
RW/CTL/GN
and SJS
December 2014
and ongoing
(Student Voice)



1a.4 Arrange appropriate professional
development for staff where results
indicate a continuing challenge requires
additional support
A
November 2014
and ongoing


Assessment and data entry
Meeting time
Effective action-planning for
appropriate follow-up
Staff meeting/INSET
‘Faculty’ time for planning
Subject summary report/action plan
on ‘Raising Aspirations’
Results analysis by class group
ERA meetings
1a.5 Review ERA document and update
in line with SIP
A
PW/RW/SLT
September 2014


Draft consultation at SLT
Presentation to CTL

Exams Analysis highlights specific points
for celebration and for improvement
1a.6 Promote the use of PMC analysis in
response to exam practice
AC
RW/KT/SLT and
CTL
Ongoing

Marking and analysis time for key
practice papers
Admin support where possible

Areas/topics for individual improvement
identified
Improved individual/overall performance
CTL planning for CA delivery,
successful completion
EH/CH deployment to support key
areas and CAs

KT/CTL

1a.7 Continue to promote effective CA
completion and provide capacity for
effective support where required
AC
RW/CTL/KT/EH
and CH
Ongoing








High levels of challenge clearly
identifiable in all subject areas
Positive Student Voice responses on
challenge levels in all subject areas
Changes to delivery for increased
teacher effectiveness secured
Positive Student Voice in Team Review
Subject – makes positive gains
CA % scores improved overall and in line
at least with target grades
10
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN 1
GOVERNORS MONITORING COMMITTEE: Achievement
LEAD PROFESSIONAL: Rob Wetheridge
ONE YEAR OBJECTIVE: To meet FFTd targets in the following: 16) 5 A*C with English/Maths; levels of expected progress KS2-4 English,
Maths; performance of PP/SEN students
TASK
FIVE YEAR
AIM
WHO
WHEN
RESOURCES
SUCCESS CRITERIA
16.1 ‘Base data’ downloaded to all
teacher marksheets ie KS2, SATs, CATs,
SEN status, FSM6
A
RW/JT/AL
September –
October 2014


Admin time
SIMS server

Complete set of base data available
for us
16.2 Latest FFT estimates downloaded
for all subject marksheets
A
JT
October 2014

All estimates available to support
target-setting
16.3 All subject targets updated ahead of
Academic Tutoring
A
RW/CTL/all
teaching staff
1st November
2014





Targets in student planners preAcademic Tutoring

Summary of aspirational subject
targets (A*A, A*C) available


Staff clear about individual
intervention/action plans
SLT clear about issues
16.4 Subject targets for Y11 and Y10
agreed
A
SLT/CTL
End of exams
review cycle


Admin time
FFT database
SIMS server
All base data, FFT estimates and
prior subject information available
Time for teachers/students to agree
new targets
RW time to review latest FFT
Meeting times
16.5 Individual student/class issues
identified for Y11
ACDE
CTL and staff/SLT
End of exams
review cycle

Meeting time

16.6 SLT ‘Raising Standards’ meetings
used for effective monitoring
AE
SLT and key Team
Leaders
Half-termly



Preparation, collection of data
Meeting time
Intervention/action as follow-up



Issues highlighted
Record of positive interventions
Issues dealt with ‘successfully’
16.7 Year team and Subject team
tracking monitored
ACDEG
SLT/CTL
Half-termly

Preparation of data by/for HOY and
CTL
Meeting time
Intervention/action time

Record of positive interventions and
of student improvement available for
all to view


11
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN 1
ONE YEAR OBJECTIVE:
GOVERNORS MONITORING COMMITTEE: Personnel
LEAD PROFESSIONAL: Rob Wetheridge
1c) To meet FFTD targets in respect of improved levels of
Literacy and Numeracy across the Curriculum
TASK
1c.1 LAC Policy finalised, agreed,
presented to staff
1c.2 Improve range of reading materials
available in all areas for all reading ages
FIVE YEAR
AIM
AC
ABCDEFG
WHO
RLS
SH/CTL/BB
WHEN
October 2014
Easter 2015
RESOURCES
SUCCESS CRITERIA



RLS time
RLS/PS/SLT draft approval
Staff meeting/INSET time


Money for all areas to spend on
additional reading materials - £8K?
Storage facilities





All cross-curricular roles and
responsibilities clear
All HOY/TG roles and responsibilities
clear
Overall increase in reading time
activity in school
Reading ages improve and gaps
close over time
Individual concerns dealt with
successfully
SEN and Pp students all reading and
making gains on peers in RA ie
progress is accelerated
1c.3 Improve availability of fiction and
non-fiction for students with low reading
ages
ABCDEFG
SH/K Hill
December 2014

Extra £1K - £700 to library
dedicated to this group of readers £300 to FLC area

1c.4 Improve Literacy resources to
support effective SoW in each subject
ABCDEFG
CTL
Easter 2015


Students use subject-specific
vocabulary accurately and frequently
1c.5 NAC/LAC policies monitored for
effective implementation
ACDE
SLT/CTL

Subject resources allocated to
items such as ‘subject literacy’
materials, key word displays etc
SoW cross-curricular mapping
available for Team Review
Lesson observations time/evidence


Levels of progress in English and
Maths and across other subjects
improve
SEN+ and PP close gaps
Positive progress overall
PP students ‘accelerated’ to close
gaps
Students ‘falling behind’ are dealt
with effectively in terms of diagnosis
and interven5tion
Students work positively to make
gains in reading
Positive gains in PP and SEN groups
1c.6 Maths/English StudyPlus and other
interventions reviewed for impact
AC
RLS/KH
Team Review
dates and
SLT/CTL 1:1
item
Termly
1c.7 All reading ages shared and
monitored for improvement
AC
BB/SH
Half-termly




1c.8 PP/SEN students with particular
Literacy/Numeracy issues identified for
additional support
ACDE
BB/SH
Half-termly


Termly review meeting time
Report available for SLT and
Raising Standards
Revision time and analysis/
Summary report/action – planning
Intervention time
Additional support capacity
Monthly review and summary
progress update






12
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN 1
GOVERNORS MONITORING COMMITTEE: Achievement
LEAD PROFESSIONAL: Rob Wetheridge
To meet FFTD targets in respect of the following:
ONE YEAR OBJECTIVE: 1d) Closing the Gaps
TASK
1d.1 Key students in all years identified
and overall progress monitored by LSA,
parents and tutors
FIVE YEAR
AIM
ACDE
WHO
SH/CM
WHEN
Half-termly
RESOURCES


SLT 1:1 meeting time for CM/SH
SH/FLC staff review time (halftermly)
CM/HOY review time
HOY and tutor time

KT attendance to SC ‘Closing the
Gaps’ meetings
KT/SH meeting time
Staff meeting/INSET time

Closing the Gaps Action Plan
published

SH/LSA parents’ review meeting
time
Report update time


Half-termly updates
Record of successes and ongoing
issues available to all


1d.2 School’s ‘Closing the Gaps’ Action
Plan drafted and presented to all staff
ACDE
KT/SH
October 2014
SUCCESS CRITERIA





Students in danger of ‘falling behind’
are promptly identified and effective
action taken
PP gaps close
1d.3 SH summary of effective actions for
additional needs students available for
‘Raising Standards’
A
1d.4 Revise PP student participation in
clubs, trips and other ‘enrichment’
activities
ABC
HOY/Year Teams
Pre-Academic
Tutoring

Survey and results analysis time


Issues identified
Action plan for improvement
1d.5 Audit PP student access to internet
facilities at home
ABC
HOY/Year Teams
Pre-Academic
Tutoring

Survey and results analysis time


Issues identified
Action plan for improvement
1d.6 Audit 2013-14 spend of Pupil
Premium money and ‘success’
ABC
KAR/CTL/SLT
End of exams
analysis


Time for audit
Redrafted EAR form for CTL
completion


Clear account of PP spend 2013-14
Spending plan/priorities for next 3
years of PP spend drawn up with
appropriate success criteria
SH
Half-termly
13
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN:
GOVERNORS MONITORING COMMITTEE: Strategy
LEAD PROFESSIONAL: Kerry Tonkin
Teaching & Learning 2.1:
ONE YEAR OBJECTIVE: To ensure that the typicality in the quality of lessons is in the region of 90% good or better
TASK
T&L 2.11
To ensure that all staff are clear about
what constitutes a good lesson at Bishop
Fox’s
(Somerset Challenge- Family E planning)
FIVE YEAR
AIM
A, C, D, E
T&L 2.12
To ensure that all staff are clear about
the ‘non negotiables’ in all lessons
(Somerset Challenge- Family E planning)
A, C, D, E
T&L 2.13
Team review improvements to
incorporate Learning Walks/Drop ins
rather than individual graded lesson
observations
A, D, E
T&L 2.14
Formal observations retained as part of
Performance Management /Staff
Appraisal
A, D, E
T&L 2.15
T&L Lead Teachers to regularly complete
learning walks throughout the year
A, D, E
WHO
KT, Lead T&L
teachers.
T&L staff
development group
WHEN
RESOURCES
Meeting time
From Sept 2014
KT, Lead T&L
teachers.
T&L staff
development group
From Sept 2014
PS, SLT
From Sept 2014
SUCCESS CRITERIA


Meeting time


Some cover implications for joint
Learning Walks/Drop ins



KT, all SLT/CTLs
KT, Lead T&L
teachers
From June 2014
From June 2014
Limited cover implications
INSET time to train Reviewers
Externally led Somerset Challenge
Family E joint INSET day (Friday 13th
February 2015)
Investment in 3 x Lead T&L teachers
T&L INSET





Agreed framework for all teachers to
follow
Greater consistency of typical
practice
Agreed framework for all teachers to
follow
Greater consistency of typical
practice
Staff consultation and agreed
systems put in place
Greater understanding of the
‘typicality’ of T&L in subject areas
Less stressful for staff
Minimum 90% of graded lessons are
good or better
Well trained staff who are well skilled
in completing lesson observations
Peer observations encouraged &
completed
Increased sharing of good practise in
staff meetings, INSET, T&L SDM,
BFS T&L website
Staff become more open & confident
14

T&L 2.16
NQT/New Staff have a formalised
induction programme with a clear focus
on quality T&L (external programme & in
school support)
Calendared Professional Studies (EAL,
SEN, data, ROL, SISRA, differentiation,
challenge, questioning, feedback,
display, etc)
T&L 2.17
Coaching to be extended to all 2nd to 4th
year teachers and more experienced
staff volunteers
A, D, E
KT, Lead T&L
teachers
From Sept 2014
Cost of NQT induction
Meeting time calendared for NQTs/new
staff (10 sessions)
Cover for University mentors/PSTs to
train with Exeter model




A, D, E
AKW, KT
From Sept 2014
AKW development point
Show & tell lunchtime meetings





T&L 2.18
Individual CPD packages/Individual
Support Plans put in place to support any
teachers who need to move from:
A, D, E
KT, Lead T&L
teachers
From Sept 2014
Requiring Improvement to Good
or
where any lessons are judged
inadequate
T&L 2.19
To be actively involved with the Somerset
Challenge programme of CPD.
Time bound 6-8 weeks


Weekly joint planning meetings with
Lead T&L teacher (30 mins),
observation (1 hour), feedback (30
mins)


Final observation & review
A, D, E
KT, PS, RW
From Sept 2014
Possible cover implications
Cost of the Somerset Challenge
Cover and transport costs to attend
Somerset training events



ITT/Novice Teacher/Improving
teacher/Outstanding teachers
Leading Self Programme, Middle
Leaders, Senior Leaders, Aspiring Heads

in sharing good learning
Learning walks completed – 3 x half
termly
Improved knowledge, skills &
understanding of effective T&L
Professional CPD delivered
externally & internally
Positive evaluations of CPD
opportunities
All new teachers assigned a pastoral
Buddy to support them being more
effective form tutors
3 successful cycles completed
Cross-curricular coaching
partnerships established
Cross-curricular lesson planning,
observations and evaluations
T&L ideas & bank of resources
shared (including T&L website)
Sharing good practice in staff
meetings
Positive evaluation of impact
The right staff are supported based
on triangulation of results/T&L
info/lesson observations/learning
walks
Specific T&L support given
Measure of effectiveness at the end
of the programme (next steps or
capability)
Next formal lesson observation is
good or better
Successful collaboration with the
Challenge Partner School
(Heathfield - hub)
Staff CPD focused at the appropriate
level of need. BFS teachers
involvement with Somerset Teacher,
fostering links, successful transitions,
closing the gap, families of schools,
links with National Schools
Improvement Groups
Successful evaluations at the end of
the year, development in Year 2
15
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN:
GOVERNORS MONITORING COMMITTEE: Personnel
LEAD PROFESSIONAL: Kerry Tonkin
Leadership & Management 3:
ONE YEAR OBJECTIVE: To evaluate the impact of intervention strategies to support student achievement
TASK
L&M 3.1
To identify effective interventions used in
all subject areas.
FIVE YEAR
AIM
A, C, D, E
WHO
KT to design
questionnaire for
CTL, subject
teachers
WHEN
RESOURCES
SUCCESS CRITERIA
Time to design & complete

Time to collate & analyse data

From July 2014


L&M 3.2
To improve the effectiveness of the KS3
intervention team
A, C, D, E
SH, KT, HoYs
From Sept 2014
Calendared Year group review
meetings
CPD/staff training of intervention team
L&M 3.3
To improve the effectiveness of the KS4
intervention team
A, C, D, E
KT, HoYs
From Sept 2014






Time to meet

Internal Raise package £300



L&M 3.4
A, C, D, E
KT, JT
From Sept 2014
Time to meet


To audit interventions used in June
2014 in all subjects
Gather information from Year 11
teachers about interventions used in
all subjects
Roll out to linear mock exams in
Yr10, KS3
Compare with external exam results,
which were most effective?
Report back to staff in Sept 14
Early identification of needs
Timely interventions
Robust monitoring of progress
Literacy focus
Raise awareness & understanding of
issues throughout the school in
regular staff meetings/core faculty
meetings
Coordination of the KS4 intervention
team (KT to lead)
Action plan drawn up
Joint meetings to ensure ‘key
marginals’ are picked up
Emphasis on groups ‘closing the
gap’ regarding levels of progress
(PP, EAL, SEN)
War room based on value added
Staff INSET on SISRA analytics
16

To ensure that all teaching staff (&
relevant support staff) feel more
confident in using data to effectively track
student progress
INSET time set aside for staff training
JT SISRA training (c£500 July 2014)

(PiXL – Year 2, sustain & build upon DTT
successes, more confident use of 3Ps)
Internal Raise package £300
JT & new data apprentice training



L&M 3.5
To monitor subject level intervention
strategies deployed for students ‘not
making expected levels of progress’
(including groups – PP, EAL,SEN)
A, C, D, E
KT, JT, SH
From Sept 2014
Investment of faculty time (calendared)

Meeting time to devise the most
effective method to gather information

PiXL resources/joining fee




L&M 3.6
To coordinate intervention support for
Year 11 in English & Maths
A, C, D, E
KT, RLS, KH &
intervention team
From June 2014
Meeting time
PiXL resources/joining
fee/meetings/transport


PP funding of Englsh iGCSE residential
(Oct 2014) £2,460



Evaluation of the accuracy of
predicted grades (Sept 2014)
provides comparable evidence of
improved accuracy
Relevant training completed in light
of findings
CTLs to moderate report data in
faculty meetings
Monitor usage
Value-added measures available
from data drops
Audit of KS3/KS4 interventions used
after each data drop
In calendared faculty meetings
teams evaluate the impact of any
interventions used in classrooms
Share good practise in staff
meetings
Empowered staff to be more
effective practitioners
To improve levels of progress made
by all students (70:30 3Levels:
4Levels)
Evidence of closing the gaps
between groups
Detailed action plans in place
Successful pilot English iGCSE
residential, positive student
evaluations
Regular meetings to monitor most
effective deployment of intervention
staff & resources
To improve levels of progress made
by all students (70:30 3Levels:
4Levels)
Evidence of closing the gaps
between groups (PP, EAL, SEN)
17
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN
Section 3. Behaviour and
Safety
GOVERNORS MONITORING COMMITTEE: PERSONNEL
LEAD PROFESSIONAL: CLIVE MILLAR
ONE YEAR OBJECTIVE: To win the hearts and minds of those students in each year group who lack the desire to achieve.
TASK
3.1 To deliver rates of progress for
all students/groups of students in
English/Maths/Science in line with
FFT D expectations.
FIVE YEAR
AIM
A, D
WHO
WHEN
CM/KT/HOY/SH/
KS3 and 4
parents/tutors/
Sept
2014
onwards
RESOURCES
Reports generated by
Pastoral Support Officer
and Attendance Officer.
Meeting time for pastoral
teams and tutors to
complete actions.
3.2 To ensure the quality of tutoring /
PSHE are good or outstanding
A, F
CM/HOY
Sept
2014
onwards
SUCCESS CRITERIA
-
-
Planning and time for
HOY to complete and
implement action plans
-
Year team meetings
-
KS3 and KS4 PSHE
annual resource
subscription.
-
Role of the tutor training
booklet and review
checklist.
Tutor file and
standardised procedures
completed.
-
The completion of tracking sheets and reviews for
individuals and groups.
The analysis and comparison of achievement,
progress, behaviour and attendance reports for
individuals and groups of students.
Action plans and interventions identified and
completed for students and groups
Evidence of successful interventions through
students achieving progress grades, increased
levels of achievement, high standards of behaviour
and attendance levels over 95%.
HOY to initiate a Raising achievement group in
each Year group.
To implement a Tutor mentoring programme
for all tutor teams in each Year groups, to
encourage academic progress, achievement,
positive behaviour and high attendance.
HOY mentoring of a small group of
underachieving students (target group)
To improve the quality of T & L in PSHE to at
least 80% of lessons good or better.
To further development an increased range of
well-resourced and appropriate KS3 and KS4
programme of study /scheme of work for
PSHE based upon the PSHE review summer
18
3.3 To increase the level of student’s
aspirations through the use of a
greater range of rewards in KS3 and
KS4.
A, D
CM/KT/HOY/
Tutors/RH
Sept
2014
onwards
HOY reward budget
-
Year team meeting time
-
RHayball Achievement
reports
-
3.4 To improve standards of
behaviour and reduce the number of
lower level behavioural concerns.
A, D, F
CM/HOY/HOF
Sept
2014
onwards
CTL line management
meeting times.
-
Behaviour for Learning
half termly reports for
CTL.
-
Meeting time with CM/KT
to identify the format of
the coaching programme
for behaviour.
Coaching time to support
key identified staff.
-
-
-
3.5 To further develop the
percentage of attendance for all year
groups and reduce the level of
persistent absence and lates.
A, D
CM/LK/HOY
Sept
2014
onwards
Meeting time for 1:1 with
EAO/LK/CM
-
Parental Attendance
review meetings planned.
-
2014.
Evidence of standardised procedures followed
by all tutors in reviews.
Positive HOY reviews of tutors through tutor
progress sheet and student voice.
To implement the new online SIMs reward
recording used by all staff.
For HOY and tutors to use the range of
standardised rewards for behaviour and
attendance for individuals, groups and forms.
For these records of rewards to be displayed
within classrooms and promoted in
assemblies.
A reduction in the number of behavioural
points and increase in achievement points
An increase in school attendance percentages
above 95%.
To further develop the use of the 3 strikes
system to include 3 incidents in the withdrawal
room resulting in a fixed term exclusion.
To produce Behaviour for Learning reports for
HOF/HOD which as action plans identify the
behavioural concerns and intervention
strategies. These are submitted to line
managers on a half termly basis.
For all staff to record incident slips and
achievements on SIMs
To reduce the number of incident slips related
to disobeying instructions and disruptive
behaviour.
To diversify the coaching programme to
include support for staff behaviour
management training and coaching.
To actively identify and work with staff that
require assistance in managing student
behaviour within the classroom.
To initiate a broad range of attendance
rewards for individual, groups and tutor
groups based attendance % and punctuality.
Individual attendance reviews completed for
students with persistent absence.
Intervention through WPN and EAO after 10
19
Attendance officer
monitoring reports for
attendance and
punctuality.
3.6 To ensure the quality of HOY
interventions are consistently good
or outstanding.
A, D
CM/KT/HOY
Sept
2014
onwards
Attendance reward data
and rewards from budget.
Pastoral Team meeting
time.
1:1 performance
management reviews.
-
-
-
HOY folders completed.
Professional development
opportunities planned.
-
3.7 To improve the engagement of hard
to reach parents through an increased
range of opportunities for parents /
guardians to engage with school.
3.8 To oversee the implementation of the
new SEN Code of Practice and review
the new FLC structure and
achievements.
A, C, E
A, D
CM/LK/HOY
CM/SH/KAC
Sept
2014
onwards
Sept
2014
onwards
Hard to reach survey
produced and completed.
-
Parents evening and
Academic tutoring reporting
data.
-
Meeting time for CM/SH to
review SEN Code of
Practice.
-
SEN tracking protocol
produced.
Meeting time for FLC review.
-
unauthorised absences.
Year group and school attendance at 95% or
over.
To reduce the number of lates in comparison
to 2013/14 data.
To initiate staff training in the role of the HOY
with clarity of expectations and review of
progress checklist.
Positive evidence through HOY meetings and
HOY reviews using the checklist.
Evidence of standardised procedures followed
by all
Identification of training and support for
professional development identified and
planned through performance management.
Greater consistency in the quality of
leadership between HOY evident in
attendance and behaviour data.
Identification of all hard to reach parents/guardians
Parental survey returned from Hard to Reach
parents, to include parental concerns at attendance
at parents evenings.
Engagement action plan for improving engagement
with hard to reach parents produced.
To complete whole school inset on the new SEN
Code of Practice and implications for teaching staff
and HOD/HOF.
To develop and promote a range of SEN tracking
and intervention templates for teaching staff and
HOD/HOF to use for tracking individual and group
SEN progress and attainment.
To complete the FLC review based on the nurture
class model and implement recommendations in
2014/15
20
3.9 To identify the students attitudes to
learning of students within KS3 and KS4.
D, E
CM
Sept
2014
Cost of PASS questionnaire
or equivalent
-
Meeting time for
communicating results and
action planning.
-
3.10 The further development of the
Behaviour Intervention Programme to
support behaviour and emotional literacy
of students.
A, F
CM/RH/SH
Sept
2014
onwards
FLC timetabled support
-
Meeting and review time
-
3.11 To further develop the role of the
Welfare and Attendance officer, to
ensure that proactive attendance
strategies and welfare support is in place
for students requiring support.
A, D
CM/KT/HOY
Sept
2014
onwards
EAO/LK/CM meeting time.
-
Attendance reports
completed regularly.
-
CAMHS resources training
completed.
-
Completion of PASS testing or equivalent for all
students.
HOY developing Action Plans for key students
based on these results.
Key raising achievement groups formed on the
basis of results.
Improved levels of progress, behaviour and
attendance for key students showing concerns.
Evidence of successful interventions and outcomes
based on reductions in incident slips and increase
in attendance.
A greater range of support and intervention
strategies as evidence for FLC bids.
A reduction in the number of incidents of exclusion
and disruption for identified students.
Evidence of a greater level of preventative wellbeing work using CAMHS resources, successfully
providing behaviour management strategies for
students to use.
To display and communicate the attendance
tracking and intervention sheet for all pastoral staff.
An increased number of referrals to EAO with 10 or
more unauthorised absences.
A reduction in the number of students identified as
persistently absent.
An increased level of percentage attendance in the
Year groups of Year 10/11
Evidence of a greater level of preventative wellbeing work using CAMHS resources. Increased
attendance levels for students that have welfare
concerns.
21
BISHOP FOX’S
SLT
High Standards and High Expectations
SCHOOL IMPROVEMENT PLAN
2014/15
MANAGEMENT PLAN - 5
GOVERNORS MONITORING COMMITTEE: ACADEMY
LEAD PROFESSIONAL: PAUL SCUTT
ONE YEAR OBJECTIVE: To produce and action the plan to manage the process of incremental growth in the school capacity
TASK
5.1 - To prepare a school forecast
spreadsheet based on a review of
current numbers in the light of the LA
projection to 2020
FIVE YEAR
AIM
A, G
WHEN
KAR
A, G
5.4 - To prepare the bids needed to
secure the necessary funding
A, G
SLT
PS, KAR
Dec 2014
SLT meeting time and relevant
management time
- Governors meeting time
- Paper prepared detailing
implications for:
- teaching and learning
- site facilities
Feb 2015
- LA site advice/support
Plans prepared and ready to submit
for funding necessary to deal with the
implications arising from the growth
in numbers
- Plans drafted which describe the
development of the facilities over 5
years.
- Architect costs (£1,000)
A, G
KAR
PS, KAR
SUCCESS CRITERIA
Clarity exists for SLT and governors
over anticipated growth in numbers
And pinch points
RW, KAR
A, G
RESOURCES
- LA support/advice
- PS/KAR management time
Oct 2014
5.2 - To identify the implications of
growth when numbers rise to 950, 1000,
1050, 1100 in relation to
a) classroom teaching space
b) site infra structure
5.3 - To prepare plans to manage the
implications of the growth in capacity
bids.
5.5 - To manage any agreed capital
projects with minimal disruption to
school life.
WHO
From March
2015
TBA
Architect costs
Costs of planning permission
Costs for Quantity Surveyor
Legal costs
= £5,000
- Management time and project
manager costs.
- Site alterations made with
minimum disruption to life of school
community
- Bids prepared and available for
submission by required dates
- Bids successful in raising capital
funding.
- building improvements made to
satisfy the needs of the growth in
school numbers.
22