1. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE
Priority 1: Further improve attendance.
Success Criteria:
SX
MH
CC
WC
BH
14/15
15/16
16/17
78%
77%
60%
45%
75%
86%
88%
67%
60%
80%
95%
95%
80%
75%
85%
Attendance at the end of half term 3 is as follows:
Change
14/15
15/16
HT1
HT2
HT3
-6%
SX
78%
86%
84%
80%
80%
-5%
MH
77%
88%
79%
82%
83%
+4%
CC
60%
67%
75%
73%
71%
+13%
WC
45%
60%
68%
72%
75%
+2%
BH
75%
80%
90%
89%
82%
Although we have maintained the improvement in overall attendance from last year, there have been no further improvements. The situation
continues to be related to individual non-attenders. We have significantly improved our use of legal interventions with 8 pupils having been
issued with a FPN or invited for a PACE interview. These interventions have yet to show any improvement in attendance of these individuals.
Priority 2: Improve pupils’ independence by increasing the number of
Success Criteria:
pupils who are travel trained.
 80% of pupils in year 9 to be travel trained
 50% of pupils in KS4 to be travelling independently.
 70% of year 9 pupils to be travelling independently by the end of the
academic year.
Castlefield Campus
Meade Hill (Y9)
Draft - Friday, 28 July 2017
Percentage of independent travellers
28.5 % fully independent 45%
partially
60%
2016 2017
Action Plan
Southern Cross (Y9)
61%
Wythenshawe
Campus
58%
Priority 3: Analyse and quantify the improvement in behaviour across the Success Criteria:
federation.
 Implement a system where the improvement in behaviour outcomes
can be tracked.
 Have an identified baseline position for various behaviours and
evidence of impact throughout the year.
The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and mental health difficulties and are
failing at school. The profile has two sections, each consisting of a list of 34 descriptive items to be scored by a member of staff who knows the
child well in class.
Section I: Developmental strands
This measures progress through the different aspects of development. Satisfactory completion of this first stage of learning is essential if children
are to make good use of their educational opportunities, so being able to identify the child's strengths and weaknesses allows staff to focus on
the areas where extra support is most needed.
Section II: The diagnostic profile
This consists of items describing behaviours that inhibit or interfere with the child's satisfactory involvement in school. They are directly or
indirectly the outcome of impaired learning in the earliest years.
Percentage of pupils making progress
Buglawton Hall
Castlefield Campus
Meade Hill
Southern Cross
Wythenshawe Campus
Developmental Improvement
Diagnostic Improvement
Both Areas
36%
29%
18%
41%
39%
59%
50%
26%
33%
2
2016 2017
Action Plan
Priority 4: Further develop our work around well-being.
Success Criteria:
 All staff aware of ELKLAN strategies.
 Use of therapist reviewed and actions taken to improve.
 Use of Speech and Language therapists for pupils that require
intervention.
 Staff well being supported and monitored.
 Mindfulness introduced to all staff in the Federation.
 PSHEC curriculum up to date with current affairs.
Staff from ARC, Buglawton, Castlefield Campus, Southern Cross and Wythenshawe Campus completed the .b foundations in Mindfullness. As a
consequence of staff being trained in Mindfullness, Castlefield Campus are offering stress management sessions for our Year 11s in the build up
to exams as well as staff wellbeing events to allow staff to unwind at the back end of the school term.
The Federation QA professional reviewed the implementation of the therapists and determined that it had a positive impact on pupils’ wellbeing.
Buglawton Hall is trialling a staff well-being helpline and this is due to be rolled out to all staff across the federation.
The ELKLAN contract has been signed and 16 staff identified for training.
Impact on well-being
The school uses an emotional literacy checklist to monitor the impact of the work of the therapists. An analysis of the data from Sept 2015-Jul
2016 is shown below. It represents the data from all pupils who consistently engaged in Art Therapy and Drama Therapy last year.
3
2016 2017
Action Plan
Teacher's ending overall scores
Teacher's starting overall scores
20
15
10
5
0
20
15
10
5
0
Priority 5: Improve the behaviour of pupils at unstructured times.
Success Criteria:
 Less violent/high conflict incidents (IRIS log/exclusions to measure this)
 Improved pupil views of school break-times (PASS survey to measure
this)
 Higher points achieved collectively (Daily points system to measure
this)
The outcomes of the PASS survey results suggested that pupils did not always feel safe and happy during unstructured times, to try and gain
intelligence on how to improve this, pupils completed a survey specifically focusing on pupil views regarding unstructured times. Also, AH
observed break times at Meade Hill and Southern Cross to establish break-time routines, like Castlefield, pupils are offered a range of fully
supervised activities. Although at Meade Hill their activity rota is dictated whereas at Southern Cross and Castlefield pupils can make a choice
which activity they would like to do. The activities that are on offer, range from sports such as basketball and football to snooker and relaxation
time on I-Pads and computers.
The survey results showed that at Castlefield Campus 79% of pupils like break times and at Meade Hill this is 88 %. At Castlefield 71% like the
activities on offer and at Meade Hill this is 88 %. However, there were a number of suggestions for improvement:
4
2016 2017
Action Plan
SX & MH: Pupils who aren’t able to socialise complete activities on a one to one in classrooms
Castlefield Pilot Scheme: Changed breaks for some staff; 2 members of staff are now on support and two in the activities room (our most popular
choice) to ensure better supervision of pupils reducing the risk of incidents between pupils. Access to the ARC and the autism base for more
vulnerable pupils who cannot cope with socialising in larger more noisy environments. Access to fruit and milk ensuring staff on duty are
supervising their activity rather than being distracted making toast. Pupils who do not eat due to the effects of their medication have access to
the ICT room.
Castlefield also discussed unstructured times with their school council, pupils wanted a wider range of in school rewards such as extra controllers
for the console and better games as well as a cinema experience with pizza. These suggestions will be trialled after the Easter holidays.
The number of incidents during unstructured times recorded are as follows:
Autumn term SX:
35
CC: 59
MH: 16
Spring term SX:
28
24
MH: 17
Priority 6: Improve pupils’ personal hygiene by encouraging them to
change for PE activities.
Success Criteria:
 70% of pupils change for PE activities.
SX – 30%
MH – 100%
CC – 0% this was due to not having any changing rooms until September. The Head of PE is going to implement the new system commencing in
the June transition 2017.
BH – 100%
2. EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
Priority 1: Improve the enjoyment of school of those pupils who report
not liking school.
Success Criteria:
 Percentage of pupils who report that they dislike school to reduce from
24% to 10%.
5
2016 2017
Action Plan
The latest results from the pupil questionnaires shows that the percentage of pupils who report that they do not like school has decreased to
21%. With the size of the sample this is not judged to be very significant. We have worked with individuals who identified that they did not like
school and we have some anecdotal evidence that they have more positive views about school following our interventions.
Case Study 1: DS- Attendance in Spring 1 2016 46% Spring 1 2017 79%
Case Study 2: TF (MH) - in his EHC review TF reported that he had started school with a deep mistrust of adults. He was placed in the Nurture
Group in Year 7 and remained there whilst in Year 8. He had frequent physical interventions due to his extremely challenging behaviour. He had a
managed move into the Year 9 class in October 2016 and has made significant improvements in both learning and behaviour. In Year 8, he
achieved a 3a in English, (roughly equated to a stage 3 exceeding), in his assessments in March 2017, he achieved a stage 5 beginning. He has had
no physical interventions since September and he explains that he will now talk to staff to get things off his chest and feels he is being listened to.
TF is noticeably more settled and happy around school. Mum said she feels their relationship has improved as he is behaving better at school.
Priority 2: Develop a long term training plan for staff.
Success Criteria:
 The federation has a published training plan for the year.
 The training plan clearly highlights the essential training for all staff and
an entitlement for staff.
The training plan is now in place. It clearly states all of the essential training that will take place over the next year and ongoing from there. The
dates have been set and providers booked. There is still some work to do each year to ensure that the training needs of individuals is captured
from the appraisal process.
Priority 3: Improve the consistency of staff in applying policies and
procedures.
Success Criteria:
 Percentage of staff who report inconsistency in the application of
policies is reduced from 13% to 5%.
The percentage of staff who report inconsistency in the application of policies has increased to 16%. We have worked with staff in a number of
different areas where there were inconsistencies such as:
3. OUTCOMES FOR CHILDREN AND OTHER LEARNERS
6
2016 2017
Action Plan
Priority 1: Improve literacy outcomes.
Success Criteria:
 Trained staff delivering literacy interventions across all sites.
 Literacy outcomes improved.
 Literacy being taught across all subjects.
Literacy across the curriculum posters should now be in each classroom specific for each term.
Data from monitoring scrutinies shows that in half term 1 54% of staff needed some improvement in marking for literacy objectives. This
reduced to 23% by half term 3.
Data from testing to be added July.
Priority 2: Improve reporting to parents through the use of classroom
Success Criteria:
monitor and ensure pupils are involved in the process.
 All pupils are aware of their targets in subjects and their progress.
 All pupils provide a written comment for their school report.
 Parents report being better informed of their child’s progress.
End of term reports have been sent out to parents for pupils using classroom monitor in December and are due to go out again at the end of
March. The end of year report will include comments from teachers, form tutors and Head of Centre. (Southern Cross). End of term reports are
discussed with parents during the end of term coffee morning.
Target cards have been introduced in the core subjects and humanities at Meade Hill, these show pupils the stage they are at and what they need
to do to get to the next stage
Priority 3: Improve KS4 outcomes in art, English and mathematics.
2012/13
Maths Result
Success Criteria:
 70% of pupils in KS4 achieve their targets in English mathematics and Art
2013/14
2015/16
2014/15
Residual
Value
Percentage
Reaching
Target
Residual
Value
Percentage
Reaching
Target
Residual
Value
Percentage
Reaching
Target
Residual
Value
Percentage
Reaching
Target
-1.8
15%
-2.0
23%
-1.2
22%
-1.5
50%
7
2016 2017
Action Plan
Art Result
-3.1
0%
-2.3
8%
-2.7
0%
-1.1
40%
Both maths and art results improved dramatically in 2015/16 but did not reach the target of 70%.
Priority 4: Develop the use of e-Portfolios for vocational subjects.
Success Criteria:
 All Vocational subjects to implement use of eportfolio’s into their
subject’s areas.
 To improve how students work is assessed internally and externally
through eportfolio solution.
Due to a change in staffing this target has not been completed.
Priority 5: Improve numeracy outcomes.
Success Criteria:
 All staff to Implement and embed phase 1 and 2 of the Numeracy Policy
Numeracy across the curriculum posters are displayed across classrooms. All relevant pupils have numeracy targets on their learning plan which
are reviewed on a regular basis. All pupils have a short numeracy sessions each week – the focus this year has been time and times tables. (SX)
Meade Hill have introduced intervention work for pupils with the most significant needs
4. QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Priority 1: Improve the teaching of PSHEC.
Success Criteria:
 All teachers to have an appraisal target regarding the teaching of PSHEC.
 Lesson observations of PSHEC show at least 70% is good or better.
 Evidence from learning walks and work scrutiny support the lesson
observation data for PSHEC lessons.
8
2016 2017
Action Plan
Due to maternity leave this target is not completed. This will form part of the role of the PSHEC lead in next year’s action plan.
PSHEC targets were set for Southern Cross Staff 2015 – 16 and were met by all.
Castlefield Campus now have a dedicated PSHEC lesson each week and has seen an improvement in the delivery and completion of good quality
work in PSHEC.
Priority 2: Provide effective training for new teachers.
Success Criteria:
 All new teachers to achieve ‘Broadening and embedding’ on the teacher
evaluation within 6 months of starting in the Federation.
 50% of new teachers to achieve at least ‘Deepening and extending’ after
12 months.
MT is now deepening and extending in planning and work scrutiny, with a good at observation. (SX) 6 months in.
AA is broadening and embedding (SX) 6 months in.
DG at MH is Deepening and extending in work scrutiny and in all his observations has been good with outstanding behaviour management.
Priority 3: Embed the use of pupil feedback forms.
Success Criteria:
 Evidence from scrutiny of work shows that the pupil feedback forms are
regularly used and show at least good practice.
Evidence from work scrutiny shows an improvement in our judgements for the following statement:
‘Marking and feedback is frequent and a consistently high quality. Marking signposts how pupils can improve their work and that they are
consistently involved in evaluating their own learning.’
From half term 1 to half term 3 the percentage of staff judged grade 4 reduced from 12% to 4%. The percentage of good or outstanding is now
50%.
Priority 4: Improve differentiation in lessons
Success Criteria:
 Evidence from lesson observations and other monitoring activities shows
that differentiation is at least good in 70% of lessons.
Evidence from work scrutiny shows an improvement in our judgements for the following statement:
‘Clear evidence of differentiation through task and marking focus, clearly labelled extension tasks and appropriate comments to reward hard
work.’
9
2016 2017
Action Plan
From half term 1 to half term 3 the percentage of staff judged grade 4 reduced from 35% to 14%. The percentage of good or outstanding is
increased from 31% to 50%.
Evidence from lesson observations shows that for differentiation the percentage of lessons judged at least good increased from 57% in 2015/16
to 86% in cycle 1 lesson observations following the training provided in September. This has since decreased to 67% due mainly to new staff
being borderline.
10