KEY :
Areas
highlighted
Green: Completed
Action Plan
Governors’ Review
Amber: Completed in line with
plans but will be ongoing/are
longer term items
Red: Incomplete & transferred to
HT4 plan 2014-15
Blue: Timeline reconsidered and
Summer 2015 - Half Term 5
transferred to HT4 action plan
(refer to evidence column for
further explanation on all colours)
What does the Academy need to do to improve further?
Section 1:
Improve the quality of teaching so that it is at least good and so all groups of students, especially those who are
supported through the pupil premium, make at least good progress across all subjects and key stages, by:
1. ensuring that all teachers use the available information about how well students are achieving to provide activities which engage well and
meet the needs of all students
2. ensuring that the strategies for improving the literacy and communication skills of students are consistently applied by all teachers and
embedded across all subjects, and that all teachers have high expectations of how students should present their work
3. ensuring that teachers direct the work of teaching assistants effectively, so that lower-ability students make good progress
4. ensuring that teachers use questioning effectively to check students’ learning and challenge their thinking
5. raising students’ self-esteem and confidence so that they are more involved in, and responsible for, their own learning by providing them with
more opportunities to work independently
6. providing opportunities for students to respond to teachers’ marking and feedback
7. providing opportunities to share the good and outstanding practice in the school.
Section 2:
Reduce further the rates of exclusion so that they are at least in line with national averages.
Section 3:
Improve leadership and management, including governance, by:

1. ensuring that all improvement actions are closely monitored to check that they are having the desired impact
2. raising teachers’ expectations of what students can achieve by embedding the new target-setting systems, and ensuring the accuracy of the
data collected by teachers
3. broadening the range of evidence which leaders take into account when making judgements about the quality of teaching, to include scrutiny
of students’ work and evidence of their achievement
4. embedding the new line-management structures and strategies so that senior leaders are effective in holding teachers and middle leaders to
account
5. ensuring that governors have sufficient information to monitor the impact of performance management targets and of the pupil premium
funding
6. undertaking an external review of governance, to include a specific focus on the school’s use of the pupil premium, in order to assess how this
aspect of leadership and governance may be improved.
Monitoring of Actions
In addition to specific monitoring referred to in each section of the Action Plan, completion of actions will be formally monitored by The Governors
Standards Committee, Executive Leadership Team (each week) and by Senior Leadership /RAG rated fortnightly as a calendared agenda item. Agreed
steps will then be taken against any RED items identified. A summary at the end of the half term will identify any items not completed and further
actions to be taken. Actions will also be linked to the Academy’s Quality Assurance Calendar and associated meetngs.
Evaluation of Impact
In addition to specific evaluations within the Action Plan, Senior Leadership will undertake a formal evaluation of impact on attainment &
achievement at each formal academy assessment point. These will be compared to KPIs and agreed targets and any actions required will be recorded
in revisions to the Action Plan. Findings & progress will be scrutinised the Standards Committee and reported at Full Governing Body Meetings.
Role of Governors The Governors Standards Committee will meet on a regular calendared basis to monitor the progress and impact of the Action
Plan. At these meetings relevant evidence will be presented and resulting actions identified. Information on progress, and from these meetings, will
be taken to all full governing body meetings for wider information and scrutiny The body will form part of a range of review and quality assurance
measures. Each week the Chair of Governors will meet with the Principal to discuss any matters arising around the action plan.
Key Performance Indicators (These are derived from the Strategic Academy Development Plan 2014-15)
All groups in the school in line with national progress measures (School Action students make expected progress 75% 3LOPs(Currently 81% En, 94%
Ma) 4 LOPs in line with national data (currently in line both En and Ma) . Pupil Premium Gaps below 20% (Currently 19%) (2013-14 MHA 11%/
national 26%)
85% good or outstanding teaching. Maximum 15% RI. No inadequate teaching (Currently 82%/18% with 24% Outstanding. No inadequate)
Attendance above 96%. Currently 94.5% (in line with national) Fixed term and permanent exclusions in line with national figures (exclusion is in line)
1.1 Expected Outcome: all teachers use the available information about how well students are achieving to provide activities which engage well
and meet the needs of all students.
Action
Complete Progress reflection activity for
Recorded in
planners on tracking
pages
All teachers complete Who’s In
My Class monitoring sheet to
all students.
Who
Timescale
Teachers
Form
Tutors
All
teachers
identify and address planning
requirements
Focus on Progress:
Checks & student assessment against
grades for all groups of students
All SLT
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
End of
week 2
HT5
SLT Year and subject leads
planner monitoring process
w/b 4 May 2015
Planning &
conversations support
successful completion
Activities as per Teaching
& Learning Quality
Assurance Calendar.
Standards Committee
LA QA report May 2015
Completed. To be
monitored again week
1 HT6 (for half term
5)
End of
week 2
HT5
All CLs and AP Links check
w/b 4 May 2015

HT4 data review

Whos in my class
sheets
Learning Walks & CL Mtg
minutes
Academy Strategy Group
meeting HT5
AP Link meetings: evidence

Differentiated
outcomes

Challenge for able

Use of levels in
lessons
Immediate
& ongoing
Data known and used
by teachers on all
individuals and groups
within all classes
Progress checks are
discussed as SLT
enter
classrooms
and
set
against
levels and grades to
evidence
progress
and understanding
Weekly monitoring of plan
ELT & SLT
Student voice ongoing
comparisons with past
data evidence continuing
upward trends
CL AP Link meeting
agenda and minutes
Completed: noted at
LSA
observations,
Faculty learning walks
and Ofsted inspection
Outcomes presented
to Standards Cttee
May
15.
To
be
monitored in lesson
observations
June/July 15
1.2 Expected Outcome: strategies for improving the literacy and communication skills of students are consistently applied by all teachers and
embedded across all subjects, and that all teachers have high expectations of how students should present their work.
Action
Who
Timescale
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
Use the outcomes of Work Scrutiny HT4
to specifically address all individual and
faculty AFIs
Include presentation of work and yellow
sheets
CLs
As per QA
calendar
APs and CLs through
individual discussion & f
work scrutiny HT5 against
HT2-4 outcomes.
AP link minutes
Learning Walks
Work scrutiny
report HT5 to Govs
Standards Cttee 2
July 15
reading
and reflection across ALL
subject areas
GFG
AC
HCC
Marking of all teachers
is at least good or has
improved from
recommendations of
report HT3&4.
Teachers insist
upon student
response
Literacy targets
evidenced
Presentation good
or better
Look cover write
and corrections
consistent
Develop focus on regular



Get Caught Reading & reflection
Celebration & visuals
All students with a book
Presentation and format of
literacy data evidences increasing
ages/skills
GFG/AC/LAN Link meetings
All CLs
GFG
range of strategies and impact in a clearly
understandable way
Analyze impact of form time
reading to evidence improved reading
Complete
by end of
HT4
GFG
AC
Week 3
HT4
present to
SLT
DO GFG Link meeting Tues
21 May
Week 4
HT4
present to
SLT
DO GFG Link meeting Tues
28 May
Student Voice activity
Dates as per Teaching &
Learning Quality
Assurance Calendar.
Fortnightly monitoring of
plan across ELT & SLT
groups
Initial form time literacy
data for benchmarking
This area needs
further
development in
HT6
Data format to be
completed
Literacy- Standards
Committee standing item
Literacy returns end of
HT3 show data-based
improvement from form
time activity and
intervention (AC/GFG)
To be completed in
HT6 (GFG/AC)
1.3 Expected Outcome: teachers direct the work of teaching assistants effectively, so that lower-ability students make good progress.
Action
Who
Timescale
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
Place role of Literacy intervention:
Library-Based coordinator
Nurture Group Teacher/additional
and allocate TA support to be further
developed against 2015-16 timetable
GFG
AC
Provision
determined
end HT5
ELT review provision
against curriculum plan
and finance
Low ability year
7
2015
16
cohort
identified,
provision
mapped and staff in
place . Same with Y8
DO GFG weekly meeting
To be confirmed
against
budget
June 2015 (LS/DO)
1.4 Expected Outcome: teachers use questioning effectively to check students’ learning and challenge their thinking.
Action
Monitor Questioning element of
Essential Curriculum Planning for y7&8
2014
Develop content PHILOSOPHY FOR
CHILDREN (P4C) against P4C action
plan
Who
Timescale
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
S Barclay
Ongoing HT5
JAH (ACM) through
development of KS3 for
2015-16. DO JAH Link
meeting 24 April 2015
A wider range of (higher
order) questioning is
evident in HT3 Drop Ins.
Reflected across L Walks
HT4 & EC content
Observations of Essential
Curriculum lessons –
Learning Walks
Completed, but
questioning will be a
continuing area of
focus (Ofsted AFI April
15)
JAH DO link meeting
Into strategic plan 15
16 to fully develop
ACM
ongoing
JAH DO link meeting 24
April 2015
JAH Individual meetings
with ACM
Data on use of planned
questioning reflects
minimum 80% good or
better practice
Programme in place
within Y7/8 structures
Enrichment
1.6 Expected Outcome: provide opportunities for students to respond to teachers’ marking and feedback.
Action
Work Scrutiny focus
 presentation
 response to
comments
 yellow feedback
sheets
 reference to grades

work matches
student grades
Who
Timescale
CLs
HT5 QA and
fortnightly
link meetings
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
CLs monitor specifics of
these areas for individual
staff and, report back to
SLT link within HT5 scrutiny
Work Scrutiny at least
Good all faculties/no
inadequate marking
SLT links & CLs examine
Work Scrutiny Reports SLT
against Individual
outcomes to be addressed
(link meetings)
HT5
work
scrutiny
report to Standards
Cttee 2 July 2015
Comparisons of
scrutiny reveal
improving trends in
student response to
teacher comments
&evidence of progress
Scrutiny Evidence of
improvements in all RI
marking areas
Min 85% marking
good or betterstudent response
above 75%
Dates as per Teaching &
Learning Quality Assurance
Calendar.
Fortnightly monitoring of
plan across ELT & SLT
groups
1.7 Expected Outcome: Provide opportunities to share the good and outstanding practice in the Academy.
Action
Develop CPD Model for 2015-16
identifying UPS and excellent teachers in
support of Programme.
Who
Timescale
GFG/LAN
Draft for end
HT5
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
Teaching and Learning
Strategy Group HT4 LAN to
monitor with GFG
Resources available to
staff for development
of priority areas of
teaching practice.
Through Link meetings and
individual support planning
DO GFG
DO LAN meetings
Focus for planning for
HT6 so that this is in
place for September 15
Areas for improvement
and support linked
clearly to PM
objectives and UPS
Fortnightly monitoring
across ELT & SLT
Teaching & Learning Advocates
Group to develop the practice of
colleagues newer to academy /requiring
improvement through Good all the Time
INSET Summer term.
Develop proposal for use of STAR
lesson observation & prepare pilot for
HT6
GFG
Proposal to
SLT week 5
HT5
DO GFG Link meetings
ongoing
Begin development of
student feedback on
quality of teaching through a
DEJ DO
(UPS
staff)
Action Plan
DO DEJ fortnightly meetings
-report to SLT week 5
HT5
student voice working group: What does
a good teacher always do? What works
well for us?
Identify further research into student
voice on teaching & learning
Able to grow new staff
and place MHA support
in house
Engagement
with
peers
promotes
improved practice in
identified area
Evidence of student
feedback
on
what
works
well.
‘Good
Teacher
Standards’
drafted
CL at follow up meeting
To complete pilot HT6
and plan protocols for
2015 16 (GFG)
Teaching Advocates Group
student
representative
input
Student
Advocates
identified-to work with
school council HT6.
Report proposal to SLT
(DO) week 4 HT6
Pilot
Good
Rewards in HT6
Teaching
Section 2 Expected Outcome: Reduce further the rates of exclusion so that they are at least in line with national averages.
Action
Who
Timescale
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
IEU/ BFL reports shared with Faculties
to identify trends, actions & strategies for
key students/support for staff
PAJ
Week 2 HT5
Faculty QA meetings weeks
2-3 HT5 with DO
AP Link meetings
Cohorts identified for
pilot Intervention
package show
improved outcomes
BAGS Group as per
meeting calendar
Used in T&L matrix
HT5
Review data from Pilot Inclusion
Engagement Package against student
outcomes/Core Skills/Behaviour patterns
PAJ
End HT5
Continue to develop working practices
around group mentoring and core skills
provision with Engagement Team and
Sonja Evason
GFG/PAJ
WAG/SE
PAJ Report to SLT on *Y7
boys HT4 & Pilot MHA
internal group outcomes.
11 May 2015
PAJ though link meetings
with DA and GFG report to
SLT meeting on provision
devt 11 May 2015
ongoing
Individual staff
behaviour logs
demonstrate reduction
in recorded incidents v
HT2 against 4
Repeat offenders show
reduction in points
accumulated and
number of incidents at
C3 and above (PAJ)
FTE in line with
national
Reduced on
call/enhanced reward
data. Reduced low
level disruption logs.
Performance data identified
group report to SLY 11/5
PAJ half termly analysis
of exclusion data to SLT
*Student perspective
feedback on provision
PAJ Half termly
behaviour analysis to
DO week 2 HT5
Report to SLT week 1
HT6 (PAJ) on pilot and
outcomes
Work to continue HT6
PAJ
Section 3.1 Expected Outcome: all improvement actions are closely monitored to check that they are having the desired impact
Action
Full QA Reviews all faculties – STAR
Chamber Peer Discussion model
SLT Link meetings examine:
Progress and challenge
Marking and expectation
Consistent standards
Who
Timescale
DO
AP Links
Week 2-3
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
At meeting
Standards Cttee report DO
All Faculties Good or
Better
Teaching 80-85%
Good or better/ no
inadequate
Governors Standards
Committee as per calendar
Completed. All faculty
areas graded 2. AFIs
communicated
to
Curriculum
Leaders
and actions identified
with AP links
Marking:
Yellow sheets, presentation,
spelling, match up v grades
Progress:
HT4 data v Who’s in my
class v student work
Evidence of progress of all
‘groups’ in lessons.
Challenge for the most &
least able
Good all the Time
standards & PRIDE
Average QA & overall
gradings improved on
summer 2014.
Identified AFIs
improved
LA as per calendar. End of
each term
SIP meetings as per
calendar
SLT Meetings review action
plan progress weekly
DfE scorecard Spring 2015
Section 3.4 Expected Outcome: embed the new line-management structures and strategies so that senior leaders are effective in holding
teachers and middle leaders to account.
Action
Who
Timescale
Monitoring of actions
Who/When/How?
Success Criteria/
Impact Measure
Evaluation of impact
Who/When/How?
Evidence /
Actions to follow
Evidence impact of Teaching Leaders
Teams Programme Project on academy
development work
GFG
To summer
2015
DO GFG weekly meeting
TL Teams and
bespoke projects are
within Middle Leaders
PM objectives and
developed against
academy improvement
priorities
Post Ofsted Action Plan
monitoring visits as per
agreement.
LA/Standards Cttee
Completed. All Subject
Leaders to receive QA
training Autumn 1
2015-16 to deepen
accountability
Developing research based staff learning:
Draft programme for 2015
16 CPD Model ‘Beyond Good’
placing coaching provision cycle 1 and
audit for twilight cycle content.
GFG
HT4 & 5
ongoing
Outcomes of current
strength/need profiling also
considered
DO GFG
DO LAN meetings
Review of practice with AP
links
Ongoing.
To
be
completed in HT6