Ralph Sadleir School
Academy Improvement Plan
2014-17
‘Proud to Achieve’
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Contents
Section One: The whole-school priorities 2014-17
 Achievement
 Teaching
 Leadership
Implementation of New Curriculum
 Behaviour and Safety
 Social, Moral, Spiritual, Cultural
 Strategic Resource Management
Section Two: The school’s three year priorities 2014-17
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Section One: The whole-school priorities 2014-17
Achievement
What areas do we need to
improve?
Lead member of SLT: DOS/LIH



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
What specific impact do we
intend these actions to have on

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


Governors’ Committee: Curriculum &
Achievement
KS2 standards of attainment and progress of whole school cohorts and specific groups (SATs data,
RaiseonLine school tracking data)
KS3 standards of attainment and progress of specific groups in reading, writing and maths (school
tracking data and NMS data)
Attainment at KS2 in Reading, Writing, GPS and Maths to show 2 levels progress from KS1 for all pupils
(Raiseonline, FFT, school data, Herts data)
Cross-curricular teaching and awareness of literacy and numeracy to support more strongly core
expectations (school monitoring)
Use and understanding of data to inform staff and trigger focused interventions (INSET log, staff feedback,
intervention records)
School targets based on FFTD and CATs for whole cohorts to be met at KS2 and KS3
Differences between identified groups and whole cohort achievement to be closed and to be ‘better than’
national ‘gaps’
All pupils making at least 2 levels progress in reading, writing and maths KS1 – KS2
Reading, Writing, GPS and Maths attainment of L, M and U ability to at least match similar schools
Subject leaders (and PPCs) to have better understanding of data and take greater responsibility for
tracking and reporting on progress of groups in their subject
Subjects to support implementation of intervention strategies that support development of core skills
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What are our key actions to
effect improvement?
Complete the reorganisation of
KS2 literacy and development of
strategies to support and
challenge pupils appropriate to
their abilities.
Who is
responsible
for making
sure this
happens?
Key member
of staff
LIH
What resources will
we need?
Source of
resources?
(specific details)
Meeting and planning
time to be calendared
When will this action be
completed?
(actual date)
reorganisation: Dec 2014
(ROB)
strategies in place: ongoing
roll-out through 2014-15
At SLT and middle leader level
develop the use of SIMs to
establish greater use of data
tracking.
DOS
Subject leaders to use SIMs to
effect interventions, track and
monitor impact
DOS
Catch-up pupils to be tracked
from summer KS2 to end KS3
LIH
INSET – autumn 2014
INSET undertaken
December 2014 – start of
more effective use of data
tracking
Interventions INSET
INSET - autumn 2014
Subject leaders able to
access and use data more
readily to set in place
interventions
Subject reports show
greater use of data
More timely interventions
for pupils
More focussed short term
interventions
Gap closed to at least
national expectations
Data analysis from
KEM/BRP at termly
intervals
KS3 SATs outcomes
Cohort 2011 – July 2015
What is
the
current
status of
the
action?
(RAG)
KS2 outcomes show 2
levels progress KS1-KS2
FFTD expectations at least
met
Y5 through to end Y6 POS
continuous
INSET to train staff in
more effective use of
SIMs
Support staff to
support interventions
KC/BP
How will we know this
action has had the
intended impact?
Success criteria
Cohort 2012 – July 2016
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Core subject leaders to work with
SEN to implement targeted, short
term interventions and measure
impact.
Raising of profile of Numeracy
with all school groups to continue
LIH
Teaching
Lead member of SLT: KEM
What areas do we need to
improve?


SLB


What specific impact do we
intend these actions to have on






Data analysis from
KEM/BRP at termly
intervals alongwith
core subject leaders
Time for workshops,
meetings and staff
training
System in place July 2015
Key Stage impact July
2016
Ongoing through 2014-15
Standards will rise for
identified pupils and
specific tracked groups
Cross-curricular numeracy
well evidenced
Support staff reporting
greater confidence in
supporting XC numeracy
Parents more confident to
support numeracy at home
Governors’ Committee: Curriculum &
Achievement
Improve the amount of outstanding teaching throughout the school (observation records, learning walks)
All teachers to differentiate lessons to meet the needs of, and challenge, pupils of all abilities (planning
records, learning walks, observation records, pupil feedback, work scrutiny)
Lessons to be planned to allow increased time for pupils to respond to feedback from teachers’ marking
(planning records, learning walks, observation records, pupil feedback, work scrutiny)
Incorporation of agreed ‘Habits of Mind’ into lessons and everyday activities around school (planning
records, learning walks, observation records, pupil feedback, work scrutiny)
Increased percentage of outstanding lessons observed in all subjects and both Key Stages
All abilities of pupils challenged through differentiated tasks, support, expectation and challenge
All marking consistent with agreed school expectations
Pupils given time to respond to teacher feedback and acting on guidance on how to improve work
Pupils showing greater independence of learning in KS3
All pupils more resilient and able to cope with change and challenge
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What are our key actions to
effect improvement?
Review marking policy so greater
consistency in standards of
marking
Who is
What resources will
responsible
we need?
for making
Source of
sure this
resources?
happens?
(specific details)
Key
member of
staff
KEM
Cross- staff group to
review policy
DOS
When will this action be
completed?
How will we know this
action has had the
intended impact?
Success criteria
(actual date)


Review complete for
launch Nov 2014
Required consistency of
standards Feb 2015


Cross-curricular book
scrutiny
Learning walks
Teacher planner check
Review of SoW
Learning walks
Lesson observation
None
Planning checks
 Dec 2014
 March 2015
 June 2015
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


KEM
None
December 2014


KEM
Meeting time to share
expectations with
staff
September 2014
Schemes of work and short term
teacher planning to show
evidence of planned
differentiation
KEM
All lessons planned to give pupils
time to reflect and respond to
teacher feedback; written and
verbal
All lessons to show differentiation
to ensure challenge and progress
for all
SoW: CLM
What is
the
current
status of
the
action?
(RAG)
Teacher planner check
Evidence on pupils’
work shows response
to, and action on
feedback
 Pupil feedback
Lesson observation
Learning walks
December 2014
Lessons to be planned to include
independent and active learning
INSET
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techniques
Independence – (Habits of Mind)
KEM
Improve pupils’ independence by
having a whole school focus to
thro’ Habits of Mind
Resilience and ability to cope with
change – (Habits of Mind)
KEM
Improve pupils’ resilience by
having a whole school focus on
their ability cope with change thro’
Habits of Mind
Sharing of best
practice
Meeting time to share
with staff
Twilight planning
sessions
Revise Learning Walk
record
Analysis of impact
Meeting time to share
with staff
Twilight planning
sessions
Revise Learning Walk
record
Analysis of impact
Leadership
Lead member of SLT: LIH
What areas do we need to
improve?





September 2014
Staff feedback
September 2014
Learning walks and lesson
observations pupils show
increased levels of
independence in their
learning
July 2015
January 2015
January 2015
January 2015
July 2015
Staff feedback
Learning walks and lesson
observations pupils show
improved levels of
resilience when faced with
challenge and change
Governors’ Committee: Personnel and LGB
Management of changes in leadership team especially those due to retirement of Headteacher (HT
appraisal, HT reports to governors, governor led recruitment of new HT, AIP progress, staff and other
stakeholder feedback)
Leadership of externally driven initiatives (HT reports to governors, AIP progress, staff and other
stakeholder feedback)
Understanding and execution of role of Pupil Progress Co-ordinators (PPC appraisals, staff and other
stakeholder feedback)
Understanding of, and effectiveness in raising attainment by Middle leaders (data analysis, staff
feedback)
Governors’ understanding and development of their role in offering effective challenge and support to staff
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What specific impact do we
intend these actions to have on




What are our key actions to
effect improvement?
Details of all key information and
systems carried out by SLT to be
recorded.
HT to share processes with SLT,
and new HT
Lead externally imposed changes
and work with partner schools to
ensure Ralph Sadleir adapts to
ensure continuity of 4 – 19
education
Review role and expectations of
Pupil Progress Co-ordinators
through updating Job Description
(governor and staff feedback)
Smooth handover and continuation of effective working leading up to and following retirement of
headteacher
PPCs more pro-active in tracking achievement of pupils
Middle leaders more confident with data tracking, identifying under-performance and measuring impact of
interventions
Governors more confident in carrying out their ‘critical friend’ role
Who is
What resources will
responsible
we need?
for making
Source of
sure this
resources?
happens?
(specific details)
Key
member of
staff
LIH
None
When will this action be
completed?
April 2015
Effective handover of
school leadership
LIH / CLM
Cross phase meeting
time
(Partner schools)
July 2015
DOS
Meeting time for SLT
and PPCs
July 2015
Ralph Sadleir continuing to
be a lead school in local
partnerships and academic
standards 4-19 reflecting 913 attainment
 PPCs leading more
aspects of transition
 PPCs and other staff
reporting greater clarity
(actual date)
How will we know this
action has had the
intended impact?
Success criteria
What is
the
current
status of
the
action?
(RAG)
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Middle leaders to work with SLT
and Data Manager to track
performance within their subject
BRP
Meeting time
Tracking sheets
SIMs Assessment
training
July 2015
June 2015
December 2014




New system for tracking pupil
progress to be developed
reflecting national guidance and
local school agreements
Governors to review year 1 of
Academy status
Meeting and planning
time within RS and
with other schools
GS / JT
Time
Ongoing 2014-15
2015 – as local and
national developments
occur
January 2015

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
Governors/Directors to lead
recruitment process for new
headteacher
GS / JT
Meeting and planning
time
Resources to support
process
End March 2015


of role from revised JD
MLs more confident with
subject audit
Increase in whole
school data use
Increase in
effectiveness of
interventions
Shared monitoring with
SLT
Planning adjustments
Pupil tracking reflecting
systems
Tracking meeting needs
of RS
Actions identified for
implementation in year
2
Governor action plan
written
Stakeholders aware of
review outcomes and
action plan
New HT appointed for
April 2015
Effective handover and
transition between
outgoing and incoming
HTs
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Implementation of new
curriculum
What areas do we need to
improve?




What specific impact do we
intend these actions to have on





What are our key actions to
effect improvement?
Subject leaders to review
schemes of work to ensure they
meet requirements of national
curriculum (where appropriate)
Governors’ Committee: Curriculum &
Achievement
Lead member of SLT: CLM
Changes to the national curriculum to be introduced in timely manner (Subject plans, SOW, tracking
systems, parent and pupil feedback)
Develop support for feeder schools in core subjects to ensure agreement about embedding of key skills
(meeting minutes, joint training records, staff feedback)
Joint working with Freman College to improve Ralph Sadleir understanding of 13 – 19 progression
(meeting minutes, joint training records, staff feedback)
Review effectiveness of homework and cross-curricular links (Review record and outcomes, staff, pupil
and parent feedback, work scrutiny)
Phased changes to Ralph Sadleir curriculum to meet national expectations of timing
Inter school working between Ralph Sadleir and main feeder schools to be developed to ensure effective
continuity of curriculum
Staff and parents to be clear about changes affecting pupil cohorts through to 19
Changes to new curriculum planned and phased introduction underway
New system for tracking pupil achievement in place and shared with pupils and parents
Who is
What resources will
responsible
we need?
for making
Source of
sure this
resources?
happens?
(specific details)
Key
member of
staff
CLM
Meeting time
NC documentation
Cross phase meetings
When will this action be
completed?
(actual date)
July 2015
How will we know this
action has had the
intended impact?
Success criteria
What is
the
current
status of
the
action?
(RAG)
Revised SoW show
requirements of skill and
content
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Cross phase liaison with feeder
schools to ascertain level that
core skills are taught pre- yr 5
Core
subject
leaders
(CLM)
Meeting time
NC documentation
Cross phase meetings
July 2015
Minutes of meetings
Social devt tracking scores
lower
Baseline assessments
reflect skills
Cross phase liaison with Freman
College and Edwinstree Middle
Subject
leaders
(CLM)
Meeting time
Time to visit other
schools to observe
Cross phase meetings
July 2015
Minutes of meetings
KS3 SoW reflecting skills for
post yr 8
(long term effect on GCSE
uptake and results)
Behaviour and Safety
Lead member of SLT: DOS/GIB
What areas do we need to
improve?




What specific impact do we
intend these actions to have on






Governors’ Committee: Resources
Consistency in implementation of consequences ladder of revised behaviour policy (Behaviour records,
learning walks, staff and pupil feedback)
Develop greater consistency and thoroughness in monitoring, recording and reporting of behaviour
(Behaviour records, learning walks, staff and pupil feedback)
Develop improved strategies for continuing to improve attendance for all groups of pupils (Attendance data
and analysis, AIO meeting records, A for All, parent feedback)
Develop system to reflect whole school approach to rewards (School council records, pupil feedback,
extended rewards system)
Embed newly reviewed (summer 2014) behaviour policy and Code of Conduct
Raise awareness of WHY the behaviour levels at Ralph Sadleir are as high as they are – positive
reinforcement with stakeholders
Pupil Progress Co-ordinators, form tutors, SLT to have greater feel for behaviour of individuals
Pupil Progress Co-ordinators, form tutors, SLT to be able to respond faster to patterns of negative
behaviour
Parents to be involved sooner where patterns of negative behaviour are identified
Attendance to continue to improve with decreased difference between identified groups and between KS2
and KS3
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What are our key actions to
effect improvement?
Weekly monitoring by SLT lead to
ensure agreed systems are being
followed
Review policy and practice for
rewarding pupils
Who is
responsible
for making
sure this
happens?
Key member
of staff
DOS
DOS
What resources will
we need?
Source of
resources?
(specific details)
When will this action be
completed?
How will we know this
action has had the
intended impact?
Success criteria
(actual date)
Feedback to/from
staff, pupils and
parents
Ongoing



SIMs recording
Planner evidence
Pupil feedback
Time to meet with
pupils, parents and
staff
School council time
Parents’ Forum
December 2014

KS3 more positive
towards rewards
Pupil feedback that
rewards are motivating
more
Parent feedback on
effectiveness of revised
rewards
Parents reporting
greater awareness of
high standards RS set
and achieve
(questionnaire)
Records of types of
incident compared to
national data
Feedback from pupils
on questionnaires
shows more positive
attitudes


Through Parents’ Forum promote
WHY RS behaviour levels are
high
LIH/DOS
Parents’ Forum
meetings
Ongoing 2014-15
Report behaviour data to parents
with comparisons against national
levels
Embed the new anti-bullying
approach and extend to
understanding of difference eg
ethnicity, disability …


Ambassadors launch
and hold regular
meetings
Autumn half term1 2014

What is
the
current
status of
the
action?
(RAG)
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Teachers to take responsibility for
C1 behaviour in their lessons to
promote positive learning
environment
DOS
Review impact
Lesson observations
Learning walks
SIMs scrutiny
June 2015
Termly analysis
December 2014
March 2015
& July 2015



Raise awareness of the impact
that high attendance has on the
long term achievement and
attitudes of young people
LIH
None



Strategic Resource
Management
Lead member of SLT: MID
What areas do we need to
improve?





Fall in number of
detentions over time
Learning walks to
witness very high levels
of pupil engagement
Fall in number of C1
misdemeanours seen
around school
Increase in information
on attendance to
parents
Parents’ Forum
reporting greater
understanding of impact
Fall in non-illness
related absence
Governors’ Committee: Resources
Teaching environment through phased replacement of window walling in years 5 and 6 (staff and pupil
feedback, visual evidence)
Increase safety in playground / hard standing sports facilities by resurfacing court area (staff and pupil
feedback, reduced number of minor accidents)
Improve sports and play facilities by extending available area with all-weather sports pitches (staff and
pupil feedback, increased number of lettings, changes to PE curriculum)
Improve pupils’ attitudes to healthy eating by extending dining facilities and increasing opportunity for
pupils to spend longer eating and enjoying the lunchtime experience (pupil and parent questionnaire, staff
and pupil feedback)
Increase pupil and staff awareness, attitude and behaviour towards environment sustainability by reducing
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What specific impact do we
intend these actions to have on
What are our key actions to
effect improvement?
Replace window walling to Year 5
and 6
Resurface hard standing play and
sports area
the school’s carbon emission footprint and installing at least one sustainable energy project (pupil
questionnaire, staff and pupil feedback, carbon emissions data, Eco group)
 Increase the impact Ralph Sadleir has on the local community by developing its facilities and increasing
community use (increased use of facilities by community groups)
 Increased pupil satisfaction with facilities in particular break and lunch time and extra-curricular
 Increased positive pupil attitude to health and fitness
 Increased pupil attitude to impact of environment sustainability
 Increase in the number of parents listing Ralph Sadleir as their first choice school as the facilities improve
to match the quality of education received
 Raised profile of Ralph Sadleir as a community asset
Who is
What resources will
When will this action be
How will we know this
What is
responsible
we need?
completed?
action has had the
the
for making
intended impact?
current
Source of
sure this
status of
resources?
Success criteria
(actual date)
happens?
the
(specific details)
Key member
action?
of staff
(RAG)
MID
Appoint surveyors
end August 2014
By end August 2015
PCH Associates
teaching staff will report
acceptable temperature
Use allocated bid
levels in accordance with
money from ACM
external climate, a positive
Funding.
impact in pupil
performance and an overall
positive effect on pupil and
staff emotional wellbeing
MID
Continue to work with end August 2015
Increased safety and
PCH Associates
wellbeing of pupils during
recreational and directed
Apply for ACM
sport time. Improved
Funding
sporting facilities
Contingency of
increasing wider
Academy Trust DFC
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Develop all weather sports
surface
MID
Funding
Partnership with local
sports group to
access funding
Start September 2014
End summer 2016
Extend / develop dining facilities
to accommodate increased
numbers of pupils eating cooked
meals
MID
Continue to work with
PCH Associates
Apply for ACM
Funding
Ongoing 2014 -
Enhance ICT infrastructure
MID/ IT
manager
£40k
Ongoing from July 2014
community cohesion.
On site all weather facility
for sport and recreation
Increased community use
of Ralph Sadleir facilities
Increased area for dining
More time for pupils to eat
meal
Increased positive attitude
and experience of dining
Teachers and students
able to use hand held
devices across the school
IT abilities of whole school
more able to meet needs of
changing curriculum
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Section Two: Ralph Sadleir’s three year priorities
Key priorities for improvement
1. Ralph Sadleir to be consistently
fully/over subscribed in all year groups
2. Attainment at KS2 to improve so KS1 –
KS2 progress is in upper quartile of
attainment of similar schools
3. Continue to develop school’s facilities
through applications to EFA and other
authorities
4. Introduce and implement the
government’s curriculum reforms
5. Through closer working with Freman
College prepare pupils for changes at
GCSE
6. Develop the quality of teaching so
none is less than good
7. Maintain and develop further the
excellent levels of SMSC provision for all
pupils
8. Use academy status and academy
freedoms to support local schools and
increase partnership working
9. Ralph Sadleir to be judged outstanding
at its next Ofsted inspection
Key member of
staff
LIH
Resources
needed
Marketing in feeder
schools and local
area
Timescale for
completion
Sept 2016
Staffing
CPD
Summer 2016
Time
Finances
Ongoing from 2014
Roll out to 2016
LIH/KEM
Time
CPD
Time
KEM
CPD
Outstanding teaching and learning
Ralph Sadleir a lead school locally
Raised KS2 standards
Fully subscribed year groups
Ralph Sadleir profile rises locally
Fully subscribed year groups
DOS
LIH/MID
CLM
Ongoing from 2014
DOS/CLM
Planning time
Summer 2015 and
maintain
Ongoing
LIH/LGB
Meeting time
Ongoing from 2014
LIH
Next inspection
Intended impact
Settled groups throughout year
Full use of resources
Increased funding enabling facility
improvements
Outstanding attainment judgement
Improved learning environment
Improved learning
Increased pupil satisfaction
Curriculum reflects national picture
Improved T&L levels
Pupil outcomes at GCSE continue to
rise for RS pupils
Outstanding curriculum provision
Increased pupil satisfaction
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