1
Pittville School, Cheltenham
School Development Plan
2014-2016
Final version ratified by Full Governing Body July 2014
2
Contents
Pittville school’s purpose, 2016 vision and values……………………………………………………………………………………….page 3
Our school improvement cycle…………………………………………………………………………………………………………………page 4 -5
The Pittville principles……………………………………………………………………………………………………………………………page 6
Overview of general success measures 2014-2016………………………………………………………………………………………page 7
Development strand aim 1: Sustain continued improvements in students’ progress and attainment………………………page 8-11
Development strand aim 2: Achieve good or better standards of teaching and learning ……………..………………………page 12-14
Development strand aim 3: Provide a caring, inclusive and encouraging school environment……….………………………page 15-17
Development strand aim 4: Managing/Ensuring the sustainable growth of the school………………………………………...page 18
3
Our school vision is…. To be a school where every student is valued as an individual, feels part of the school community and leaves Pittville with a passion
for life-long learning and the ability to achieve their potential.
Pittville School is a school where students can enjoy learning and where everyone is known and valued. Ambition and success are encouraged and
celebrated and our aim is that our students leave the school supremely well- equipped and prepared to achieve their true potential in life. The Headteacher
and Governing Body have unashamedly high expectations of both staff and students, are rigorous in ensuring these expectations are achieved. We expect
students to attend school regularly, work hard and show respect towards our school community by exhibiting the highest standards of behaviour. We aim to
inspire confident and independent learners who will thrive in a changing world. We aim to have the staffing to enable us to have the flexibility in timetabling
and resources to deliver a personalised provision for our students. We will develop a flexible curriculum, adapted to the needs of all learners to inspire
learning and all future decisions about new buildings will have this flexibility as the guiding principle.
By 2016 Pittville School will be a healthy, happy school where our house system ensures students feel safe and happy to learn at school. We will be at the
heart of the local community and at the centre of Cheltenham’s education system, helping to meet the diverse needs of students with the support of all our
stakeholders, especially parents. Our school will be dynamic and forward thinking; it will be somewhere that students and parents are proud of as exemplified
in our Proud of Pittville campaign. Pittville will be a school where everyone, including staff has a clear sense of where they are in their school careers, of
where they want to get to and of how they will get there. We will ensure that all teaching and learning will be informed by our own best practice, there will
be a buzz around teaching and learning and teachers will be able to take risks with confidence. We will be guided by the principle of ‘marginal gains’, the idea
that small improvements in a number of different aspects of what we do can have a huge impact to the overall performance of the team.
Positive relationships will be a central feature of our school. Students will have high aspirations and understand how decisions they make impact on their
futures. Positive mindsets will be a central tenet of the school for both staff and students. Talent will be recognised and developed but there will also be an
understanding that hard work and effort determines success or failure rather than natural talent, as described by Matthew Syed in his book ‘Bounce’. Finally
the ideas put forward by Carol Dweck in her book ‘Mindset’ will be central to the ethos of the school; an example of this being the idea that people with a
fixed mindset believe their traits are just givens, that they have a certain amount of brains and talent and nothing can change that. People with a growth
mindset, on the other hand, see their qualities as things that can be developed through their dedication and effort. We will be a school that promotes a
growth mindset; a belief in the limitless potential of people.
Keen to sustain success, this plan sets a direction for the continued improvement of the school. It provides a working set of principles, important priorities
and a list of key actions for implementation during 2014 and 2015 to ensure that within the next two years we will be good or better as judged by Ofsted.
References
Mindset: The New psychology of Success: Carol Dweck isbn: 9780345472328
Bounce: Matthew Syed isbn: 9780007350544
4
The School’s self evaluation cycle




September
Examination results and
analysis
FDPs
Evaluate SDP success
criteria/targets
Performance appraisal cycle
begins
November/December
April- July





On-going line management
On-going school monitoring e.g. pupil
pursuits, taking the temperature, book
scrutinies
Final evaluation of progress towards SDP- Full
GB meeting-July
Revisions made to SDP



January/ March





On-going line management
On-going school monitoring e.g.
pupil pursuits, taking the
temperature, book scrutinies
Second evaluation of progress
towards SDP- Full GB meeting
Mid Year appraisal reviews
Second SIP visit

On-going line management subject
reviews
On-going school monitoring e.g. pupil
pursuits, taking the temperature, book
scrutinies
Raise analysis and implementation of
actions
First evaluation of progress towards SDPFull GB meeting-December
First SIP visit
5
The GB monitoring cycle
September
Examination results-headlines
Exam analysis meetings-Governors invited
On-going evaluation through
Insert portfolios and link to
relevant part of SDP
July meeting




Ratify revised SDP
Predictions for current
cohorts
Staffing updates
External visit-SIP
Policy reviews


Pay policy
Child protection
April meeting






Progress on current cohorts
Staffing updates including teaching and
learning updates
Whole school planning for next yearfacilities, budget, student numbers
External visit reports
 Budget
Policy reviews
Finance
Charging
Up dated December meeting





Analysis of results and
evaluation of SDP and targets
Appraisal updates
Progress on current cohorts
Reports on external visits
Safeguarding audit
Policy reviews



Appraisal policy
Admissions policy
SEF
6
How we work – The Pittville Principles
Everything we do at Pittville is underpinned by our values.
All students and staff should be:Protected
Polite
ensure the safety and wellbeing of students and staff
celebrate a calm and purposeful atmosphere where
everyone is respected
Proud
feel valued and having pride in yourselves and our
school
Positive
be ambitious to achieve their full potential through
hard work dedication and commitment
Prepared
expect to make the most of every school day
Present
recognise that attendance and punctuality at school
are fundamental to achieving success
Participation Ensure staff and students fully engage with the life of
the school
7
General success measures/Targets*
1.
2.
3.
4.
5.
6.
7.
8.
9.
60% of students achieve 5 plus GCSEs with grades A* to C, including maths and English
Students achieve at least expected levels of progress across KS2 – KS4 (Yrs. 7 – 11) in the following ratios: 70% (English); 70%
(maths)
Students achieve better-than-expected levels of progress across KS2 – KS4 (Yrs. 7 – 11), with an overall standard of 3 levels of
progress, in the following ratios:- 30% (English); 30% (maths)
Improving progress at KS 3 and 4 in all subjects at whole school level against Yellis and Midyis predictions
Students achieve at least expected levels of progress across KS2 – KS3 (Yrs. 7 – 9) in the following ratios: 70% (English); 70%
(maths)
Students achieve better-than-expected levels of progress across KS2 – KS3 (Yrs. 7 – 9), with an overall standard of 4 levels of
progress, in the following ratios:- 30% (English); 30% (maths)
Ensure that students within the PLC (SEND,EAL, BESD), more able and PP students in both key stages make or exceed national
expectations as a result of the provision of high-quality learning opportunities and a coherent curriculum which meets their
needs
Provide an engaging and supportive teaching and learning environment, which facilitates students’ progress, evidenced in year
on year improvements to the quality of teaching and to student progress measures
Achieve whole-school attendance at or above the national average (94.2% National figure, School is 93.9% as May 2014) and
punctuality in school at 100%
*Due to changes in the way schools performance will be measured these targets will be reviewed during the course
of the new two years
8
Aim 1: Sustain continued improvements in students’ progress and attainment
Objectives
i.
PPI
English
maths
Actions to achieve (AA)/Success Criteria (SC)/milestones (MS)
To further close the gap between PPI and Non
PPI students across the school at both key
stages.
National gap
Pittville
Target
gap KS4
18%
19%
To close the
Pittville gap to
be within 10% or
better at both
key stages
22%
27%
To close the gap
to be within 10%
or better
at both key stages
Short term
December 2014
Medium term: February 2015
Long term: June 2015
Actions and success
criteria
Improved support for
identified students through in
class, extraction and
differentiated materials.
Actions and success
criteria
Actions and success
criteria
Interventions and impact
tracked on Blue Hills.
Interventions and impact
tracked on Blue Hills showing
which interventions are
effective and which are not.
Term 1
PPI focus SLT Book scrutiny
Term 2
PPI focus- Faculty Learning walk
Faculties meet after each data
entry to analyse current
performance and agree on
strategies for targeted
intervention.
Line management meetings to
focus on this work.
Updates to GB on progress
towards targets:
13th October – Y7-11 data entry
21st October – Y11 RAP
24th November – Y11 dta entry
Term 3
PPI focus –Pupil pursuit
Term 4
PPI focus-Faculty book scrutiny
Updates to GB on progress
towards targets:
2nd February – Y7 – 11 data entry
10th February – Y11 RAP
16th March – Y11 data entry
Milestones
Year 10
Gap at
Feb
Easter
15
2014
Eng
0%
maths
27%
15%
Year 9
Eng
11%
7%
marths
11%
7%
Year8
Eng
-1%
Maths
21%
13%
Year7
Eng
-9%
maths
-20%
Term 5 and 6 are
Open slots for further book
scrutinies/pursuits/TTT
Updates to GB on progress
towards targets:
11th May – Y11 final data entry
working towards…..
18th May – Y7-9 data entry
Line management Mtgs
Milestones
Year
Gap at
June 15
10
Easter
2014
Eng
0%
maths 27%
10%
Year 9
Eng
11%
5%
marth 11%
5%
s
Year8
Eng
-1%
Maths 21%
10%
Year7
Eng
-9%
maths -20%
Blanks- maintain to be
within 10% or better
Evaluation and
monitoring/
Person responsible
JAP
See above for
reporting milestones.
Faculties meet after
each data entry to
analyse current
performance and
agree on strategies
for targeted
intervention. Line
management
meetings to focus on
this work.
Termly reports on
student progress to full
GB/Portfolio. See
above
Raise on line Dec ‘14
9
Milestone
Year 10
Blanks- maintain to be within 10%
or better
Gap at
Easter
2014
0%
27%
Dec
14
Eng
maths
21%
Year 9
Eng
11%
9%
marths
11%
9%
Year8
Eng
-1%
Maths
21%
17%
Year7
Eng
-9%
maths
-20%
Blanks- maintain to be within
10% or better
ii Expected progress to be equal to or above 10% that of the
boys at KS4 in English and maths. Cross reference to Girls
strategy in aim 2
Actions and success
criteria
Actions and success
criteria
Actions and success
criteria
A cross section of girls have been
spoken to about the ‘Pittville
experience’.
Term 1
Girls focus-Pupil pursuit
Term 2
Girls focus-Faculty book scrutiny
Progress data shows improved
progress data and improved ATL
grades.
Year 1 of girls strategy has
been implemented and
reviewed
Mentoring at KS4 is embedded
Actions identified for Year 2
A whole school review of teaching
strategies, language used to
engage girls, use of role
models/mentors,work
around
safety
and
aspiration
and
transition work at KS2-3 and KS4.
Term 3
Girls focus-SLT book scrutiny
Term 4 Faculty learning walks
Girls strategy is written
actions identified.
Updates to GB on progress
and
Analysis of session Session 2 data
Updates to GB on progress
towards targets:
See dates above
Term 5 and 6
Open slots for further book
scrutinies/pursuits/TTT
Updates to GB on progress
towards targets:
See dates above
KLF/RL
See above for
reporting milestones.
Faculties meet after
each data entry to
analyse current
performance and
agree on strategies
for targeted
intervention. Line
management
meetings to focus on
this work.
Termly reports on
student progress to full
GB/Portfolio.
10
towards targets:
See dates above
Milestones
Gap Easter 14
Eng
19%
Maths
19%
iii To accelerate progress for SEND students at both key
stages.
SEND
National gap
Pittville
Target
gap KS4
English
%
27%
To close the
pittville gap to be
within 10% or
above
at both key stages
maths
%
46%
To close the gap
to be within 10%
at both key stages
Milestones
Dec 14
16%
16%
Gap
Eng
Maths
19%
19%
Milestones
Feb 15
13%
13%
Gap
Eng
Maths
19%
19%
June 15
10%
10%
Actions and success
criteria
Actions and success
criteria
Actions and success
criteria
For specific actions see SEND
action plan
Improved faculty understadning
and provision for SEND
Term 1
SEND focus- Faculty book scrutiny
SEND book scrutiny led by RL.
Term 2
SEND focus-SLT book scrutiny
Learning walks/book
scrutinies/pupil pursuits on-going
by RL as part of review of impact
on SEND
Blue Hills is being used to identify
successful interventions for SEND
students.
Term 4
SEND focus-Faculty leanring walk
Term 5 SEND focus-Pupil pursuit
Learning walks/book
scrutinies/pupil pursuits on-going
by RL as part of review of impact
on SEND
Alternative curriculum
developed to support leanring
of SEND pupils (Functional
Skills, ASDAN, ESOL,
Enterprise and Employability).
Faculties meet after each data
entry to analyse current
performance and agree on
strategies for targeted
intervention.
Updates to GB on progress
towards targets:
See dates above
Faculty learning walks and book
scrutinies to look at progress of
SEND students and quality of
work in books.
Updates to GB on progress
towards targets:
See dates above
Term 5 and 6
Learning walks/book
scrutinies/pupil pursuits ongoing by RL as part of review
of impact on SEND
Updates to GB on progress
towards targets:
See dates above
RL
See above for
reporting milestones.
Faculties meet after
each data entry to
analyse current
performance and
agree on strategies
for targeted
intervention.
Termly reports on
student progress to full
GB/Portfolio
11
Milestones
Year 10
Eng
maths
Year 9
Eng
marths
Year8
Eng
Maths
Year7
Eng
maths
iv To increase the % of high ability students making good
progress in English and maths at KS3.
Target to be at or above national (based on the national fine
level percentages from 2013 Raise on line) .
We have used fine levels and not the overall National average
because our level 5 is not an average level 5 cohort
Level 5+
on entry
Year 10
Year 9
Year 8
Numbers of
pupils in
bracketsmajority
come in at
5.2
Maths (19)
English (7)
Maths (23)
English (17)
Maths (17)
English (33)
Exceeding
Easter
2014
42%
0%
57%
6%
35%
0%
Target based on
(See explanation
above)
47% (1 student)
29% (2 students)
49% (maintain)
47% (7 students)
59% (4 students)
48%(16 students)
Milestones
Gap at
Easter
2014
0%
40%
Dec
14
30%
5%
3%
-4%
28%
22%
2%
-9%
Year 10
Eng
maths
Year 9
Eng
marths
Year8
Eng
Maths
Year7
Eng
maths
Milestones
Gap at
Easter
2014
0%
40%
Feb
15
20%
5%
3%
-4%
28%
16%
2%
-9%
Year 10
Eng
maths
Year 9
Eng
marths
Year8
Eng
Maths
Year7
Eng
maths
Gap at
Easter
2014
0%
40%
June1
5
14
10%
5%
3%
-4%
28%
10%
2%
-9%
Blanks- maintain to be within 10%
or better
Blanks- maintain to be within 10%
or better
Blanks- maintain to be within
10% or better
Actions and success
criteria
Actions and success
criteria
Actions and success
criteria
Term 1
Higher ability focus-Faculty
Learning
Walk
Term 2 Higher ability focus-pupil
pursuit
Updates to GB on progress
towards targets:
See dates above
Line management Mtgs
Term 3
Higher ability focus-Faculty book
scrutiny walk
Term 4
Higher ability focus-SLT book
scrutiny.
Updates to GB on progress
towards targets:
See dates above
Line management Mtgs
Term 5 and 6
Open slots
Updates to GB on progress
towards targets:
See dates above
Line management Mtgs
See above for
reporting milestones.
Faculties meet after
each data entry to
analyse current
performance and
agree on strategies
for targeted
intervention.
Termly reports on
student progress to full
GB/Portfolio.
12
Year 7
Maths(24)
English (15)
42%
33%
54% (3 students)
47% 2 students
I
2.Whole school data tracking
2.1 Staff take full account of assessment information so that
correct degree of challenge and support to all groups of
students by continuing to develop the use of data in
identifying trends for sub groups. As a result there are
continued improvements in lesson quality in terms of
pace, questioning, differentiation (this links to 4.3 in that
Sow match the abilities of teaching groups), improved
content in lessons.
Milestones
Based on number of students
meeting targets. See opposite
Milestones
Based on number of students
meeting targets. See opposite
Milestones
Based on number of students
meeting targets. See opposite
Actions and success
criteria
Actions and success
criteria
Actions and success
criteria
JAP
2.1 Training for all staff on the
use of data results in staff
engaging with Yellis and are
much more aware of Yellis value
added measures
Culture of high expectations is
clearly embedded shown in
improved levels of progress shown
in data at both Key stages
All faculties are accurate in
their assessments and
moderation.
There is a high degree of
accuracy in assessing students
work at both Key Stages
because tasks meet the ability
needs of students.
Termly reports on
student progress to full
GB/Portfolio. Annual
analysis of examination
results
RAP meetings for Year
10 and year 11 as per
calendar
Improved levels of progress
shown in data
Academic Board
Half termly line
management meetings
Faculty meetings
Termly house reports
Midyis and Yellis are used to set
targets and monitor progress
Improved subject reviews show
continued improvement in lesson
quality and content.
Increased focus on KS3 data and
early identification and
intervention of underachievement
at KS3 ensures that appropriate
courses of study are followed at
KS4.
Presentation to staff on Progress 8
Nov 2014
Assessment and tracking at KS 3
and 4 is moderated and is
accurate. Hofs are confident that
their staff know the assessment
criteria /grades etc for their
courses. There is consistent and
routine standardisation.
MER shows that staff
Staff are using reading and writing
scores to inform planning.
Expectation is clearly established
that faculties meet after each data
entry to analyse current
performance and agree on
strategies for targeted
intervention. Line management
meetings to focus on this work
Reviews of teaching/lesson
sampling, subject reviews, and
book scrutinies all indicate that
assessment information is
Proportion of lessons with
outstanding features has
improved see aim 2
Proportion of lessons with
outstanding features has
improved see aim 2
13
being used to better inform
lessons and teaching resulting
in improvements in progress
and attainment.
2.2 Fewer ATL grades at grade 3 and 4. Baseline this at KS3
on session 3 data.
2.2Heads of house and academic
team share data on pupil
performance through the pastoral
board meetings. Ranking of
students in each house/year
according to ATL grades which
results in imporved ATL which
impacts on student progress.
3.Marking and feedback
Rationale
The growth mind-set will play a key part in the feedback
process. Marking is the single most effective way of showing
that students’ work is valued and worthwhile. Our green pen
response strategy enables students to understand how well
they have understood the work and how they can improve.
Actions and success criteria
This in turn will lead to improved outcomes for students. If
students are made aware of the progress they are making and
are clear about what to do next to improve that will prove
motivational. There is evidence of good feedback across the
school but it is vital that we continue to share best practice
and ideas for developing effective feedback perhaps leading to
a toolkit of effective strategies for effective feedback. This
would have to be a simple document/or perhaps a
weekly/fortnightly idea provided electronically.
Sharing of best practice of good
feedback around the school with
particular reference to how
feedback to SEND students can
best support students to make
rapid progress.
The school recognises that different feedback is appropriate
for different subject areas but that this feedback should always
be aimed at raising aspirations for all students. AT KS 4 it is
vital that both staff and students know their courses/syllabi
very well.
As a result of our work:
1. There will continue to be improvements in the quality
of marking and feedback with particular attention to
student feedback through green pen response.
Best practice and ideas for
developing effective feedback is
being developed to provide a
toolkit of effective strategies for
effective feedback.
Regular SLT and faculty book
scrutinies show that students are
engaging with with red pen
marking using the green pen
response and are actually
improving work/tasks as a result
of this.
Some but not all students
interviewed as part of SLT book
scrutinies are able to talk about
the structure of their course
Milestone
2.2. Fewer ATL grades at grade 3
and 4. Baseline this at KS3 on
session 1 data
Actions and success criteria
A toolkit has been developed and
is providing weekly/fortnightly
ideas electronically.
This is part of the good ideas
being promoted on Friday
mornings
An improved number of students
interviewed as part of SLT book
scrutinies are able to talk about
the structure of their course
(GCSE or BTEC), the structure of
exam papers and
marking/assessment criteria.
Milestone
2.2. Fewer ATL grades at
grade 3 and 4. Baseline this at
KS3 on session 3 data
Actions and success
criteria
Cross reference to aim 2
All students interviewed as
part of SLT book scrutinies are
able to talk about the structure
of their course (GCSE or
BTEC), the structure of exam
papers and
marking/assessment criteria.
SLT
Half termly Book
scrutinies
Termly Line
management reports
Student feedback from
book scrutinies
Termly faculty /subject
reviews
Refer to MER calendar
Taking the temperature
walks, pupil pursuits,
book scrutinies
14
2.
All students should be able to talk about the structure
of their course (GCSE or BTEC), the structure of exam
papers and marking/assessment criteria. They should
be given ample opportunity from the start of the
course to practice and hone their exam skills through
the use of past papers style questions and the use of
self and peer assessment. Students will be well
prepared in the discipline and expectations of end of
year exams across the school.
4.To continue to improve the impact of middle
leadership in raising whole school attainment
4.1 Data: As a result of an increased focus on KS3 data
we will ensure:
1.
That middle leaders are competent in the tracking of
pupil data in order to identify underachievement as
well as to ensure that gaps continue to narrow for
pupil premium students and SEND/AFA students.
Data will continue to develop so it is fit for purpose
with particular reference to KS3
2. An increased focus on KS3 data and early
identification and intervention of underachievement at
KS3 ensures that appropriate courses of study are
followed at KS4.
3. Faculties and subjects are smarter in their use of data
and tracking and data/assessments continues to
become more accurate.
As a result of HOFs knowing their data well they will be able to
identify which year groups, teaching groups, sub groups are
making most progress, can report on gaps and explain why.
(GCSE or BTEC), the structure of
exam papers and
marking/assessment criteria.
Cross reference to aim 2
Milestone
100% of students’ work receives
high quality feedback regularly
with evidence of consistent and
high quality green pen response
to feedback
Milestone
100% of students’ work receives
high quality feedback regularly
with evidence of consistent and
high quality green pen response
to feedback
Milestone
100% of students’ work
receives high quality feedback
regularly with evidence of
consistent and high quality
green pen response to
feedback
Actions and success criteria
HOFs are tracking the courses
being studied at KS3 closely,
consistently and accurately.
Actions and success criteria
Improved use of data evidenced
through line management /subject
reviews show a consistent use of
Sims data across all subjects
Actions and success
criteria
Middle managers are
consistently using data
evidenced through line
management reviews
HOFs ensure staff take full
account of assessment
information so that correct degree
of challenge and support to all
groups of students
Continue to develop the use of
Data in identifying trends for sub
groups. Increased focus on KS3
data and early identification and
intervention of underachievement
at KS3
Faculties meet after each data
entry to analyse current
performance and agree on
strategies for targeted
intervention. Line management
meetings to focus on this work.
Moderation ad standardisation of
assessments is routine. HOfs are
fully engaged with the Life beyond
levels debate
HOFs are able to report on which
year groups, teaching groups, sub
groups are making most progress,
can report on gaps and explain
why.
Reports from working party on life
without levels have been
discussed with HOfs. School is
well placed to move forward.
SLT are confident that HOFs
are able to report on which
year groups, teaching groups,
sub groups are making most
progress, can report on gaps
and explain why
School has clear plans in place
for Life beyond levels.
KLF and JAP
Line management
Academic board
Monitoring via Half
termly line
management reports
subject reviews
15
4.2 Monitoring, Evaluation and Review
As a result of improved MER HOFs know their teachers well
and track marking and feedback rigorously. MER provides
rigorous information to help raise standards and includes
learning walks, lesson sampling, pupil pursuits, book
scrutiny, subject reviews and student voice. Self- review
is embedded across the school.
Focus will be on replicating the
good practice in maths and
English in science, Humanities and
MFL in first instance.
Actions and success criteria
The sharing of best practice
means that HOFS and SL know
exactly what is expected of them,
what MER looks like and are
providing robust and accurate
information about their areas
including monitoring behaviour.
Actions and success criteria
Third subject review completed.
Reviews are consistent and robust
Evidence base with HOFs. HOfs
and SLT line managers are
consistent in their judgements.
First two subject reviews
completed by December reported
improvement in consistency of
MER.
Actions and success criteria
HOFs and SL are working towards
targets for curriculum
developments laid out in June 14
Different timelines for different
areas linked to curriculum
changes.
This will be included in FDPs.
HOFs know their areas well.
This is evidenced by subject
review and moderated by SLT.
There is a robust evidence of
MER supported through the
school SEF.
KLF and line
managers
HOFs
Learning walks half
termly by HOFs and
moderated by line
manager
Self- review is embedded
across the school. All staff
involved in self-evaluation.
Clear evidence of HOFs knowing
their areas well.
4.3 Schemes of work
1. To ensure that we support HOFS and subject leaders
to implement a KS3 curriculum for September 2014
and beyond.
2. The curriculum is planned for 2015 to take account of
national changes and to support our students to
progress on at post 16.
3. To reflect whole school SEND initiatives such as the
PQ4R strategy as part of our BDA strategy.
4. To ensure that schemes of work are embedded and
are of a good standard to support teachers to teach
and to be creative in their planning.
Actions and success
criteria
Actions and success criteria
Continued progress towards
targets.
Other developments as
information becomes available
Improved communication
between HOFs/SL and faculty
staff.
Actions and success
criteria
Continued progress towards
targets.
Targets set as other
developments/ information
becomes available.
Reviewed in FDPs in
September 15
KLF and line
managers
HOFs
FDPs
Line management
reports
subject reviews
reports to full GB
16
5. Literacy.
Our aim is to further develop a challenging literacy policy at
whole school level underpinned by the English department but
supported by the whole school. This will Raise the profile of
the importance of literacy across the curriculum through
seeing evidence in books, evidence in marking and ultimately,
an impact on levels and exam results.
See Literacy action plan for more detail
Actions and success criteria
See Literacy action plan
Literacy champions are
established
Focused action plan and literacy
policy in place.
Greater student awareness of
literacy and to create greater
student responsibility for literacy
by creating a literacy leaders
group made up of G+T students.
Book scrutinies/learning walks
showing staff marking for
meaningful aspects of literacy in
their subject.
Actions and success criteria
See Literacy action plan
SOW across all departments will
include literacy aims (marked for
by department)
Increase in confidence and skills
of staff across the school in being
able to teach literacy through the
Literacy Champions group;
sharing good practice and
dispersing information to faculties
Actions and success
criteria
See Literacy action plan
Continue with the programmes
in place of intervention,
Literacy Leaders groups,
Literacy tutors, review the
effectiveness of resources and
improving them, as well as
providing new resources for
staff.
RGR
Review of progress on
action plans termly
Reports to GB portfolio
and full GB
Literacy is high profile in the
school
Literacy Champions continuing to
share good practise
6.SEND- Our work in this area will result in: See SEND
action plan
1. More accurate identification and assessment of SEND
2. Improved Provision by developing a bank of
appropriate resources to support the delivery of short
term literacy interventions and in particular the use of
ICT to support teaching and learning
(Acceleread/Accelerwrite)
3. Improved outcome for students with SEND by
continuing to close the gap ( see aim 1)4. Improved engagement of parents through a variety of
methods (see SEND action plan).
5. Increased engagement of students and Parents in
IAG information evenings and personalise applications
process to ensure positive steps for moving on post
16.
6. Improve faculty understadning and provision for
SEND
7. An enhanced alternative curriculum to support
leanring of SEND pupils (Functional Skills, ASDAN,
ESOL, Enterprise and Employability).
Actions and success criteria
See SEND action plan
SLT and Governors to be kept up
to date with changes to code of
practice September 2014
onwards.
Also see aim 1
See SEND action plan for detailed
actions
Termly data reviews
MER cycle provides updates on
progress
Actions and success criteria
See SEND action plan
Termly data reviews
MER cycle provides updates on
progress
Actions and success
criteria
See SEND action plan
Termly data reviews
MER cycle provides updates on
progress
RL
Review of progress
against action plan
Line management
reviews
Book scrutinies
Termly updates to GB
and GB portfolio
17
Aim 2: Ensure higher proportion of good or better teaching
Objectives
Rationale: Our aim is for Pittville to become a
research and development centre of excellence for
teaching. We recognise that the way to improve the
quality of teaching is through the personalisation of
CPD. There is a clear expectation that staff take
responsibility for their own professional development
and this is where the electronic sharing of best
practice and engagement with social media may play
a major role. Our aim is to ensure ‘There is a buzz
about pedagogy’ and that CPD seen as tool for all,
rather than a threat. Our Balcarras partnership and
our teaching school will significantly contribute to
this work
1.Teaching and Learning Group
We will continue to develop the teaching and learning group
to act as the engine room for driving forward improvements
in teaching and learning. This team will have a variety of
roles; the carry out action research with staff, to support
staff on their development needs, to lead on inset days
where appropriate and to decide on future areas for
development.
The teaching and learning group will complete their work on
questioning in by December 2014. As a result of their work
higher order questioning will have improved and staff will be
able to share strategies for improved questioning. This will
ultimately support our aim to improve proportion of lessons
that are outstanding or have outstanding features to 20% .
Actions to achieve/ Success Criteria/milestones
Short term
Medium term: February
December 2014
2015
Actions and success criteria
Sept 2014 T and L group deliver
programme to staff
Teaching and learning group have
delivered planned programme on
questioning and this has been
evaluated.
Impact in lessons evidenced
through MER calendar
Report to full GB on impact of T and
L group.
New focus for 2015 to SLT and full
GB by Dec 2014.
Changes to group make up have
been decided.
Actions and success
criteria
Second area of focus has
been identified and actions
planned.
Research begins. Baselines
identified and actions
agreed.
Staff talk positively about
impact of T and L group.
Improve proportion of
lessons that are outstanding
or have outstanding features
to 15%
Long term: June 2016
Actions and success
criteria
Report and evaluation
progress of second focus area
has been completed. There
are clear measures of success
against planned actions.
T and L group has been
effective in transforming
practice. See below
Actions for future areas have
been identified and have been
actioned.
SDP will be tweaked in June
2015.
New target of
lessons that are outstanding or
have outstanding features set.
Evaluation and
monitoring/
Person responsible
Teaching and
learning team
KLF
HOFs
Reports from T and L
group. Focus to SLT
and full GB –Dec 2014
Further reports and
evaluations provided.
Termly updates to SEF
Summary report to full
GB in July
18
2.Performance Appraisal
Performance Appraisal identifies targets for all staff or how
they can further improve their teaching and in order to
improve pupil progress. Performance appraisal supports the
target to achieve 20% of lessons that are outstanding or
have outstanding features.
3.Lesson Study: Rationale
We want to develop great teachers and our best
teachers need to be at the centre of our drive to be a
truly great school. Lesson study will be responsible
for developing pedagogic practice across the school
and will play a central role in shaping future strategic
T&L developments. We will ensure that HOFs and SL
are given the time with which to develop lesson study
and to act as drivers of improvements in teaching. We
will provide training through school and external
consultants around best practice for schemes of
leaning, monitoring teaching, lesson observation and
evaluation of impact.
Lesson study will be used to help to develop staff and to
ensure that all staff engage with their appraisal targets and
with how they can become better teachers. The impact of
our work in this area will result in an increase the number of
lessons that are outstanding or have outstanding features
from 7% to 20%.
Actions and success criteria
All performance reviews and
planning records completed by Oct
31 2014
Moderation by SLT is complete
Staff able to identify and articulate
their needs.
Mentors identified.
Actions and success criteria
Training on lesson study completed
by17.9.14
Lesson study inset has taken place
Plans are in place for faculty
development of lesson study
monitored by line managers.
Impact of staff sharing best practice
and knowing what outstanding
teaching looks like. Staff are aware
of what good feedback looks like.
Actions and success
criteria
Mid-term reviews completed
by 31 March 2015
Actions and success
criteria
PA planning and review is
consistent and staff
evaluations show 100%
positive outcomes from
reviews.
RG/KF
HOFs
Actions and success
criteria
Progress on lesson study can
be presented to GB portfolio
and shows progress against
planned actions.
Actions and success
criteria
Lesson study is at the centre
of our CPD programme.
KLF
HOFs
All departments on track to
complete lesson study cycle
by June 2015
Case studies are starting to
be collated on planned
actions and impact.
Impact on teaching can
begin to be evidenced.
Case studies June 2015
There is evidence that LS has
developed practice across the
school and has helped to
shape future T and L
developments. Link here with
work of teaching and learning
group.
Further improvements to
progress and rising attainment
shows impact of lesson study.
Target for 20 % of lessons
being outstanding or that
have outstanding features is
met
Reports to full GB each
term on progress with
PA
Termly updates from
HOFs as part of line
management reviews.
Termly report on
progress with LS to GB.
Case studies of lesson
study can be provided.
19
Other strategies to further develop teaching and
learning. We want to be aspirational and improve the
number of lessons that are outstanding or have outstanding
features. Our aim is to ensure ‘There is a buzz about
pedagogy’ and that CPD seen as tool for all, rather than a
threat. Our Balcarras partnership and our teaching school will
significantly contribute to this work. In order to further
improve the number of lessons that are outstanding or have
outstanding features further strategies will be implemented.








We will appoint a lead teacher to support staff
mentoring and developments in pedagogy. There
will be a cost implication here.
A hub of ideas will be generated of strategies and
resources to enhance exposure to exemplary
teaching and to assist in the development of
opportunities for online CPD. This will be facilitated
by:
Staff sharing more ideas through the T drive/good
ideas briefings/staff meetings/social media
Other ideas to share ideas are generated through
faculty meetings
SEND dept to produce differentiated resources to
support schemes of work
Sharing ideas for opportunities for students to work
independently, in groups and in pairs. This will be
monitored and evaluated by HOFs/SLT through the
MER calendar.
Girls Strategy to include teaching strategies,
language to engage girls, mentoring at KS4, role
models, work around safety and aspiration and
transition work at KS2-3 and KS4
Opportunities for staff to visit other schools. Inset
day/twilight in Spring/summer term 2014 or inset in
2015-2016
Actions and success criteria
Lead teacher has been appointed
and rationale for role established
Actions and success
criteria
Some areas are trialling use
of social media.
A hub of ideas will be generated of
strategies and resources to enhance
exposure to exemplary teaching and
to assist in the development of
opportunities for online CPD. This
will be facilitated by:
Staff sharing more ideas through
the
T
drive/good
ideas
briefings/staff
meetings/social
media
The T drive is a key
resource area for staff
Progress is evident on girl’s
strategy
SEND dept producing differentiated
resources to support schemes of
work
There should be direct correlation
between improved teaching,
improved feedback and marking in
books and improved progress.
Book scrutinies act as clear
milestones for SLT. Reports to full
Governing Body and T and L
portfolio.
Cross reference to aim 2
Increase in staff taking
risks.
Improvements in
opportunities of students
to work independently, in
groups in pairs identified
in learning walks , reviews
Girls strategy is in place and
is facilitating the sharing of
teaching strategies,
language to engage girls
Mentoring at KS4 identifies
adults to act as role models,
Work around safety and
aspiration and transition
work at KS2-3 and KS4 is in
place.
Actions and success
criteria
There is a clear buzz about
pedagogy which is facilitated
by sharing of ideas. Social
media is being used by all
departments as a means of
sharing best practice. This is
clearly embedded and has
transformed practice. This can
be evidenced by continued
improvements in results.
The number of lessons that
are outstanding or have
outstanding features is 20%
SEND – Partnership
programme to be developed
further providing SEN CPD
opportunities for both our staff
and our partner primaries and
secondary schools.
Opportunities for staff to visit
other schools. Inset
day/twilight in Spring/summer
term 2014 or inset in 20152016
Staff, where appropriate are
able to visit other schools.
Milestone
Improve proportion of
lessons that are outstanding
or have outstanding features
to 15%
Milestone
The number of lessons that
are outstanding or have
outstanding features is 20%
KLF
Tracking of quality of
teaching, marking ,
planning is updated
termly through the MER
calendar: Taking the
temperature walks,
pupil pursuits, book
scrutinies, HOF line
management report
provide evidence of
consistent tracking of T
and L and improved
quality of typical
teaching-lesson
observations, book
scrutines
20
Aim 3: Provide a caring, inclusive and encouraging school environment
Objectives
Our attendance strategies will result in:
Achieve whole-school attendance at or above the
national average
Baselines National 94.2 %/ Pittville May 2013 94%
/May 2014 93.9%
1.
2.
3.
4.
5.
6.
7.
Reduction in PA from 8.5% (May) in 2104 to
by 7% by May 2015
Reduce gap between PPI and Non PPI gap in
May 2014 is 3.3 % gap. Reduce to below
3% by May 2015
Girls attendance shows improvements from
baseline of 93.4% May 2014
Continue improvements on Year 11
attendance Baseline May 2014 94.3 % May
2013 93.4%
Year 7 baseline May 2014 93.6 %. Target for
Year 8 95%
Improvements in % students achieving
100%
Improvements in % attenders at 98+
95+
The above will act as milestones
Actions to achieve/Success criteria/Milestones
Short term December
2014
Medium term
February 2015
Long term June 2015
Evaluation and monitoring/
Person responsible
Actions and success
criteria
Attendance shows progress
towards targets
Actions and success
criteria
Actions and success
criteria
AP
Attendance is high profile
across the school through
displays, staff meetings,
briefings, parents
evenings, newsletters,
letters . Display materials
at focal points – form
rooms, corridors, open
evening, parents evening,
information evening,
weekly house briefing and
whole school update.
Work of LPPA is beginning to
improve parental
engagement across the
school
Attendance review
meetings used to deal with
specific concerns,
individual support plans for
all students for whom
attendance/punctuality is
an issue.
Systems for monitoring
progress of students
and sub groups through
data is consistently
used.
Data on impact on
punctuality linked to late
patrol provided to full
Governing Body
House heads and pastoral
teams are high profile in
raising attendance and
focus on identified sub
groups using attendance
challenge. Tutors are clear
of their role staff twilight
5/9/14
Review roles of
attendance team
Attendance figures show
improvement term on
term.
Greater consistency across
Year groups and houses
Introduction of Governor
panels in place
Punctuality is being
monitored through late
patrol and in school by
pupil pursuits and MER.
Improved communication
with parents e.g. when
parents ring in,
hold information
evenings/mornings for
identified families with
support from LAparenting skills
Produce newsletters and
flyers to put through
doors
Half termly and termly reports to
Portfolio and full GB and project
group
Attendance standard item on SLT
agenda
21
Development of growth mind-set through
house system/effort challenge/independent
learning.
We aim to embed the philosophy of growth mind-set
in all we do. This will help to develop an ethos of
independence and celebrate how staff and students
embrace effort and challenge, persist in the face of
setbacks and learn from criticism. Pittville Parliament
will play a key role in shaping how this is embraced
across the school. The raising of self esteem and
belief amongst our student groups will ultimately raise
progress and engagement in lessons highlighted by
improved ATL grades.
Actions and success
criteria
Training of students in
growth mind-set can be
delivered through PSCHE
and tutor sessions and
TRIX
Actions and success
criteria
All PSCHE sessions are
planned to include growth
mind-set and are being
consistently delivered by
staff and monitored by SI
Action group set up to
develop a programme to
encourage a growth mindset amongst students (and
staff)
Leadership opportunities
identified and PP involved
in shaping the growth
mind-set
display are well developed.
Plans to use Parents
evenings to celebrate
success are in place.
Leadership opportunities
such as Pittville Parliament
for KS 3 students including
PPI students and other
vulnerable students have
been identified
PSCHE sessions have been
reviewed to include session
around the growth mindset
Displays begin to develop
to reflect growth mind-set
Feedback from students
and staff via interviews and
questionnaires (show
improvements from
baseline)
Faculties are beginning to
contribute to this ethos
reflected in the
developing display areas
around the school.
Using achievement evening
and assemblies to
celebrate the growth mindset is embedded. This will
include carefully kept
registers profiling number s
of students and PPI
involvement
Development of extra
curricular activities
including lunchtime clubs is
well developed.
Feedback from students
and staff via interviews and
questionnaires (show
improvements from March
2014)
Actions and success
criteria
Any visitor to the school is
able to identify the growth
mind-set as being a central
feature of school through
extensive displays in all
areas of the school.
Students are able to
articulate and confidently
talk about the growth mindset.
There is measurable
improvements in confidence
levels amongst students.
Independent learning is a
central feature of learning
around the school.
Feedback from students and
staff via interviews and
questionnaires (significant
improvements from March
2014)
AP/HoH/SI
To evaluate the impact of the growth
mind-set we will gather baseline on the
number of positive comments/rewards
given to a random sample of 10 students
per year group from across the ability
range and gather data on number of
vivos, number of commendations, praise
postcards etc. this will be done in the
summer 2014.
In order to judge the impact of
celebrating he growth mind-set action
point we will establish a summer 2014
baseline of how staff and students feel
their efforts and achievements are
celebrated. We will then conduct
interviews with the same individuals
(where possible) over the two years.
Baseline of year group/house effort grade
averages will be taken for summer 2013
and used as a tool to measure success
over the two years.
In order to evaluate the impact of the
leadership action point 4 for vulnerable
students, the attainment of students at
the end of 2013-14 year will be used as a
baseline. We will also gather qualitative
student voice data and track progress of
the selected students through Year 9-11
and their post 16 destinations
22
Parental engagement-LPPA
To follow the LPPA programme in order to improve
engagement and communicate effectively with key
partners in order to ensure:
1.
2.
3.
4.
The school is a welcoming and friendly place
for parents and carers.
Lifelong learning is promoted in school and
the community
Opportunities to hold and promote
enrichment opportunities for joint
parent/child participation
A comprehensive induction programme for
parents at transfer and Key Stage transition.
Milestones
Some improvement in the
average ATL grade
awarded compared to
summer 2014 baseline
Improvements in KS3
progress- seed datsa
milestones
Milestones
Good level of improvement
in the average ATL grade
awarded compared to
summer 2014 baseline
Improvements shown in
progress data by October
2015
Milestones
High level of improvement
in the average ATL grade
awarded compared to
summer 2014 baseline
Actions and success
criteria
Parents forum has been
established
Actions and success
criteria
Improvement in
engagement with parents
especially vulnerable
parents
Evidenced at parents
evenings
Actions and success
criteria
Further improvement in
engagement with parents
especially vulnerable parents
Evidenced at parents
evenings, structured
conversations
Hold and promote
enrichment opportunities
for joint parent/child
participation
Applications for September
are positive –they have not
dropped to below September
2103.
School has identified
opportunities for joint
parent/child participation
Primary liaison and transfer
arrangement s have been
reviewed and updated
Increased opportunities for
junior school engagement
Improvements in KS3
progress by June 2015
Positive engagement with
junior schools results in
more KS 2 students coming
to Pittville for transition
activities.
Milestones
Feedback on Parent view,
responding to questions 1
(My child is happy at this
school) and 3 (My child
makes good progress at
this school) with an
increase
aseline from baseline of
current questionnaires
Milestones
Feedback on Parent view,
responding to questions 1
and 3 with an increase of
in % of positive responses.
Milestones
Feedback on Parent view,
responding to questions 1
and 3 with an increase of
% of positive responses.
RL
LPPA working group
Reports to full GB
23
IAG: To continue to raise aspirations by further
developing IAG provision by further embedding
strategies to ensure an effective transition at post 16
Actions and success
criteria
Clear plan for IAG from
September 2014 is in
place.
PSCHE programme has
been planned to include
career lessons at KS4
Review the place of work
experience at Pittville
Behaviour for Learning
We will review our BFL system to ensure that our
systems are more efficient and to build on the
established, good standards of behaviour.
Actions and success
criteria
Plan for IAG is being
delivered and monitored
PSCHE programme has
been planned to include
career lessons at KS3
Review of work experience
has taken place involving
SLT and governors.
Actions and success
criteria
IAG is embedded across the
school including careers
lessons.
Future actions have been
identified.
Review of work experience
has been completed and
actions are in place.
Improved offers and uptake
at post 16 at partner school.
No NEETS
KLF
Pupil surveys indicate that students feel
supported to make decisions at Post 16
and option level
Parent surveys indicate positive
satisfaction.
Review and updates to full GB as part of
on-going review of SDP
Positive feedback from post 16 providers
Actions and success
criteria
Actions and success
criteria
Actions and success
criteria
AP
HoH
Review of role of HOFs in
BFL system has taken
place. Training for HOFs
provided.
HOFs report feeling more
confident in supporting BFL
system.
Fewer low level incidents
(reported on day list)
reaching House teams
because of more effective
systems in place.
Reduction in internal
exclusions
Rewards system has been
reviewed and actions
implemented
Systems working effectively
Reports to GB portfolio
SLT
House reports
Reviewing the roles and
responsibilities of the
Pastoral team have been
reviewed.
Pittville Parliament
undertake a review of
rewards across the school
Fewer low level behaviour
issues reported.
Further Reduction in internal
and external exclusions
Changes to reward system
have been implemented
Roles and responsibilities for
pastoral team are clearly
established
24
Aim 4: Managing/Ensuring the sustainable growth of the school
Actions to achieve
Success criteria/Milestones
Evaluation and monitoring/
Person responsible
Development of land sale to bring about planned improvements to sports facilities
RG/SLM
Full GB meetings
Finance and premises portfolio
Maintain a sound financial planning, budgeting and reporting procedure
Work with LA to ensure that we maintain, refurbish and develop the existing building so that it is
fit for purpose. This will include:

The food technology teaching rooms refurbishment

The remodelling of the PLC
Work with the LA to develop a long term strategy for a sustained and consistent growth in pupil
numbers to enable the school to effectively plan for appropriate staffing levels to satisfy the
curriculum requirements.
Review of admission policy for 2016 in place by December
HR and succession planning cross reference to aim 2
To provide opportunities through internal and external training for staff development which
supports the curriculum and provides for succession planning and staff aspirations. This will be
supported by:
Planning for leadership development at SLT level and Governance through teaching school, visits
and other CPD training as appropriate.
The work of the leadership team in supporting staff CPD
The teaching school work
The Balcarras partnership
Internal appointment opportunities
Internal staff development opportunities
Clear guidance in staff development policy
Strict financial budgetary control maintained
with monthly internal monitoring supporting
termly reporting to Finance and premises
portfolio
Plans for catering room refurbishment on
track for completion by summer 2015
SLM/RG
Finance and premises portfolio
Meeting with LA in Sept 2014 to establish
future plans
Indications on pupil numbers by
October 2014
Update in March 2015 following allocations.
RG
Full GB meetings
Finance and premises portfolio
Review of staff questionnaires-June 2014
Review of CPD provision in Sept 2014
SLT
Full GB Meetings
Portfolio
RG/SLM/AM/RL
Full GB meetings
Finance and premises portfolio