PRIORITY 1
Further improve teaching so that it is good or better across all subjects in order to raise achievement for all groups of
learners.
OBJECTIVES:
a) To enhance teachers’ questioning skills so that they are able to check
students’ understanding.
b) To secure consistent approaches to marking so that students
reinforce their knowledge and understanding and learn from their
mistakes.
c) To focus the judgements made about the quality of lessons on student
learning rather than teaching.
d) To challenge all teachers to set high aspirations and expectations for
all students.
e) To improve the mechanisms of setting, recording, completion and
parent/carer involvement in homework.
f) To review and improve the monitoring of teaching and learning and
student progress to bring it in line with the new Ofsted framework
g) To differentiate curriculum provision in Year 7 to support vulnerable
students who enter Trentham High School.
h) To ensure that teachers challenge all students equally
OUTCOMES:
a) Students are able to provide deeper explanations and extend their
learning.
b) Students have the skills to use feedback from marking to
accelerate their learning.
c) Learning and progress are the clear priorities during lessons.
d) Challenging targets set for all students leading to improved rates of
progress.
e) Appropriate homework contributes to at least good progress and is
accessible to be supported by parents/carers.
f) Judgements made on the quality of teaching and learning are
‘typical’ and link with improved student progress.
g) Identified students make accelerated progress in English and Maths
in Year 7 and enables them to be confident learners across the
curriculum.
h) Rates of progress for all learning abilities is equally strong,
particularly the most able
PRIORITY 2
OBJECTIVES
Improve leadership and management at all levels to ensure a sustainable capacity for continuous improvement.
OUTCOMES
a) To review the KS3 curriculum, to incorporate national
a) Students have an appropriate curriculum that meets their needs
changes, challenge the more able and provide more
and enables them to make progress in all subjects.
targeted learning pathways.
b) To enhance the skills of leaders to use data accurately to b) Data tracking demonstrates that students, having been set
inform them of the progress students make and to use it
challenging targets and are making at least expected levels of
to challenge teachers to increase the rate of learning
progress and the most able making above expected levels of
further, particularly the most able.
progress.
c) To strengthen Middle Leadership by sharing best practice c) All Middle Leaders have the ‘tools’ to support learning and
and enhancing leadership skills.
progress within their area leading to a sustainable capacity to
improve.
d) To ensure Governors use their knowledge to effect
d) Governors are able to provide high levels of challenge and
greater challenge to school leaders for the performance
support and hold school leaders to account.
of students
e) To extend opportunities for PSHCE/SMSC development
e) Students have extended periods of time to deepen their
understanding of issues that involve wider aspects of their
personal development.
f) To enhance the role of Achievement Managers, supporting f) Achievement Managers have a more pro-active leadership role in
distributed leadership throughout the school.
supporting all aspects of student progress.
g) To strengthen links with feeder primary schools.
g) A strong transitional plan supports those entering in September
and increases numbers in 2015 entry.
h) To sustain the consistent development of newly qualified
h) Staff new to the school make rapid progress to become good
staff and staff new to the school
and outstanding teachers.
i) To improve e-communications so that parents/carers are
i) The school website and learning platform provide effective
kept regularly informed about the school and the
communication with parents/carers
progress of their children
PRIORITY 3
Further accelerate the achievement of students particularly in Key Stage 3 and for the disadvantaged so that ‘gaps’
in achievement are closed.
OBJECTIVES
a) To ensure the rates of progress at least match the levels
expected in each year group, and by the minimum expectations
by the end of KS4, particularly in English and Maths
b) To provide more effective support for disadvantaged students.
c) To provide opportunities for students to improve their
independent learning skills.
d) To enhance literacy and numeracy skills for all, and particularly
for Pupil Premium students at KS3.
e) To embed the new SEN Statutory Code of Practice to support
progress of students on a school based SEN category and
EHCPs.
f) To develop an ‘able and aspirational’ culture which contributes
to high expectations for all students.
g) To enhance and strengthen all mechanisms to maximise
attendance, particularly for vulnerable individuals and groups.
h) To ensure teachers set high and challenging targets for
students.
OUTCOMES
a) Students make continuous progress from entry to year 11, particularly in
English and Maths
b) Students supported by Pupil Premium funding make at least expected
levels of progress, in line with their peers
c) Students’ experiences and opportunities contribute to rapidly increasing
levels of progress in all subjects.
d) Students supported by Pupil Premium make at least expected levels of
progress in all subjects.
e) Quality first teaching is demonstrated in lessons leading to enhanced
progress for all categories of SEN students.
f) Students have high aspirations as demonstrated by their progression
onto the next stage of their learning.
g) Students, parents/carers are acutely aware of the link between good
attendance and good achievement.
h) Students are supported to do well at school