HCC Sixth Form Development Plan: 2015 - 16
Our Mission Statement
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'Success for All'
Our Vision
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Everyone at HCC believes in themselves and their potential to succeed because they are empowered to develop their own solutions and shape their
own futures.
Our Values
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Respect for learning
Respect for each other
Respect for the environment
Improving the Quality of Learning
To make students better learners we
aim to….
To innovate and create strategies to
ensure that more children develop a
thirst for knowledge during their formal
education that will underpin success in
education and work and therefore shape
their own futures.
ACTION
1.
Further formalise Work Placements
within the KS5 curriculum study
programmes.
IMPACT
1. Structured and monitored Work experience will
be purposeful to the individual student over a period
of time to enhance their curriculum being studied
and engage with a profession to further their career.
Workskills qualifications can be added to the
individual student as a LA.
1
Monitoring
1.
October 2015 – Students have sourced
internal and external purposeful placements
with reporting forms and visits established to
give feedback to students to improve their
skills.
December 2015 – Students continuing their
work placements with good feedback from
employers. Some students working here
within college departments if appropriate.
March 2016 – Students continue to maximise
opportunity to gain skills for their future
career paths either within Higher Education or
leads into Apprenticeships.
2.
Plan an exciting, knowledgeable, diverse 2. Tutor Periods will cover wide and engaging topics
and engaging Tutor Period SOW for the on values, SMSC and careers including
year
Apprenticeship and UCAS to increase the
individual’s knowledge and understanding and help
shape their own future. External speakers and
purposeful visits will widen their perception of
opportunities available to them.
2.
October 2015 – SOW established for the year
with a wide range of external speakers to give
the students a wide source of information that
is relevant for their development.
December 2015 – Student voice planned for
summer 2016. Use of governor skills to plan
and deliver some sessions at request of the
students.
March 2016 – Range of career presentations,
NCS, National Apprenticeship Service, UCAS
Fair, all implemented to the SOW. Working
with Exeter University to deliver Sixth Form
Transition Programme.
3.
Observe Good practice at other Sixth
Forms providers.
3.
October 2015 – Regular meetings held with
Head of Sixths from East Devon Group to share
good practice.
December 2015 – Consult with ELT on possible
alternatives / ideas collected. Eg: vertical tutor
groups. Visit to larger sixth forms to be
arranged. Possible collaboration to arrange a
sixth form seminar in October 2016 for East
Devon Sixths to co host.
March 2016 – Regular Head of Sixths meetings
continuing to share good practice. Attendance
by Head of Sixth at APLS conference and
Sutton Trust allowing sharing of ideas with
other Head of Sixths nationwide. Visits by HOL
to other sixth Forms gaining new ideas. Eg:
Mental Health Awareness Day, EPQ
implementation for 2016/17.
3. Adoption of good practice from outstanding
Ofsted graded schools to incorporate into Sixth
Form at HCC will bring new ideas to the students
that will increase their motivation and interest in
Post 16 education.
2
4.
Increase independent learning skills
4. Incorporation of learning / research /
independent study skills within the tutor period
programme will increase their knowledge and desire
to progress further in education and ensure success
at KS5.
4.
October 2015 – Implementation of the
Character Education Programme / Resilience
training delivered in the Tutor Periods to Year
12 and 13.
December 2015 – Year 12 students all
completing the BCP award and now logged on
line. Follow up talk on resilience due on 10th
Feb by Olympic Rower.
March 2016 – Sixth Form Transition
programme delivered by Exeter University
being implemented to Year 12 students. 2016
/ 17 Year 12 students will all study the EPQ that
will deliver independent learning skills as part
of the curriculum.
5.
Establish HCC Alumni group
5. Establishment of an approved Alumni platform /
system will allow current students to contact various
ex-students regarding their progression choices and
profession to access help and advice.
5.
October 2015 – Ex-student profile posters are
being created to inspire current students on
progression routes.
December 2015 – Working party established
to explore workable options for Alumni. Aim
for February 2016 introduction.
March 2016 – Use of ex students in Tutor
Periods and talks with current students. Links
made on social media. Dedicated IT member
of staff working on development of project.
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6.
7.
Establish useful and purposeful links with 6. Established links will increase the awareness of
local organisations and businesses.
what opportunities are available to the students
locally and on a national scale. Links will enable
students to develop their social skills as well as their
academic knowledge and interest.
Year 12 students to engage with a pilot
Award – Building Character Award - as
part of the Character Education Grant.
7. Students will gather and evidence personal and
social skills and improve their character strengths by
completing this award. This evidence will assist their
completion of their UCAS personal statement and
CV in Year 13.
The impact of the above will be measured by
student satisfaction survey as well as achievement
data and final destinations of the students.
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6.
October 2015 – Links made with local charities
and business - Young Devon.
December 2015 – Ongoing links being made
via work placements and press awareness
through work done at the sixth form. Use of
governor’s links to promote business
opportunity.
March 2016 – Planned for April 2016 - Town
council delivering session on their work to
promote the Youth of the Town and how they
can become involved. Students being elected
onto HCC Governing body.
7.
October 2015 – Award started to all Year 12
students.
December 2015 - Year 12 students all
completing the BCP award and now logged on
line. Follow up talk on resilience due on 10th
Feb by Olympic Rower.
March 2016 – Formal feedback given to the
University from Year 12 students. Data to be
collected on achievements of awards.
Striving for ‘Success for All’
To raise attainment and support
students to make more rapid progress
we aim to....
Continue to refine and strengthen
intervention strategies
ACTION
IMPACT
Monitoring
1.
Early identification of underperforming
students
1. Timely analysed data will highlight any ‘At Risk’
students and placed on Progress Report with AHO /
SBU. Students that have been wrongly coursed will
have been re coursed at an early stage to give them
the best opportunity of success.
1.
October 2015 – Low rate of re coursing due to
accurate admissions procedure followed.
Clear STEP system and intervention
programme established to give students
generic help on A level comprehension and
writing skills.
December 2015 – Low rate of students on
progress report following December 2015
data collection. No Year 13 students. These
are now meeting with HOL every 3 weeks to
monitor performance and extra support being
given.
March 2016 – Good feedback and
improvement of students skills from English
Intervention class. Mid year ALPS data
analysed and explored by individual students
with HOL / HOD. Intervention classes
implemented accordingly. Mid Year ALPS data
is good.
2.
Efficient communication with HOD /
Subject teachers
2. HOL using the 3 stage system will have an accurate
knowledge of intervention systems in place from
each department and support the individual learner
to improve academic progress.
2.
October 2015 – Through regular 1:1 meetings
with HOD and the recorded mark sheet
system, students are identified at an early
stage for support to be given.
December 2015 - English intervention for all
sixth form students set up for generic English
skills to be addressed. Students get referred
by subject teacher to English department.
Parents are informed of referral and support
being given. Marksheet has been set up for
accurate monitoring of students on report.
Weekly review with Sixth Form team ensures
it is kept up to date and actioned as necessary
March 2016 – Marksheet is ensuring quick and
accurate actions can be taken for individual
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students. Attendance by students at contact
meetings is good ensuring they have individual
regular feedback on academic progress.
Increase rigour in 6th Form to ensure
standards raise further.
3.
Regularly review the impact of the
intervention being offered.
3. Student feedback and academic data will
demonstrate the efficiency of the systems in use and
decrease the amount of intervention needed.
3.
October 2015 – Feedback to be gained.
December 2015 – Too early to evaluate the
English intervention scheme. JCTSA review
(November 2015) reported feedback from
students in that they knew what they needed
to do to improve. They valued the regular
individual meetings with tutors and felt
confident that HOL was holding them to
account for the level of commitment they
showed to study.
March 2016 – Staff have seen improvements
in Students work on the English intervention
programme. Maths and science intervention
in place following Spring data and mock
exams. Impact to be measured next data
collection. Students appreciate the support
teachers give them outside of their formal
lessons. Views collected in student voice
during department reviews.
1.
Review Student contract and handbook
1. Students / parents / tutors / teachers will have a
clear understanding of expectations we have of the
students and what they can expect from HCC.
Improvement of communication and image of the
Sixth Form with parents and external stakeholders.
1.
October 2015 – New handbook issued and
Year 12 Parents Evening held 09/15.
December 2015 – Large decrease from
previous year in parent operational queries.
Winter newsletter circulated celebrating
events of the term and to highlight upcoming
events / dates.
March 2016 – Regular communication via
parentmail has kept parents up to date of
events happening within the sixth form.
Parents survey from parents evening was
good.
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2.
Review ‘Stages’ of referral for students that 2.Students / parents / tutors / teachers will have a
are underperforming
clear understanding of how HCC will support them if
they are underperforming in KS5 either through
attendance, motivation, and academic progress. A
three stage process will be followed to allow regular
reviews with relevant staff with early official
parental involvement being made to assist in
meeting and raising their progress.
3.
Review effectiveness of the Platinum group 3. Platinum group meetings will be purposeful to
meetings
identify students underperforming at an early stage
after data collection. Individual meetings will be held
with HOL / HOD to implement early intervention.
4.
Plan and implement wider levels of
curriculum at KS5 to include L1 and L2
4. Students leaving KS4 will be placed on appropriate
KS5 levels to ensure the retention and success of the
individual and allow further progression in KS5.
Wider levels and range of curriculum will allow
increased levels of appropriate applications to HCC
Sixth Form from internal and external applicants.
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2.
October 2015 – New STEP system
implemented at the start of the academic
year. SIMS Mark sheets created for each post16
student
clear
reporting
of
underperforming students to tutors and HOL.
December 2015 – rapid intervention now
happening with delays removed.
March 2016 – Ongoing adoption of the STEP
system ensures quick identification and
resolve of underperforming students. This
works alongside the lower schools WAVE
system.
3.
October 2015 – Meetings with HOD planned
for every quarter term with fixed Agenda.
December
2015
Subject
specific
conversations
enable
drill-down
conversations using progress data. Provides a
more comprehensive/forensic scrutiny of
reasons for UP and solutions.
March 2016 – Meetings progressing well with
good outcomes of quick identification of
individual actions required. Good platform to
discuss general curriculum plans with the
HODs and future developments.
4.
October 2015 – Increased rigour in September
when placing students on L3 courses. New
Level 2 programme planned for September
2016.
December 2015 – Curriculum planned for
2016 including Level 2. Presented to Year 11
students and parents at Open Evening
(November 2015). Autumn traffic light data all
green for Year 12 students.
March 2016 – All Year 11’s met individually
with Head of Sixth for progression meeting.
Good recruitment onto the Level 2
programme.
5.
Review the role of the Sixth Form Tutor /
Tutor Period
5.Tutors will provide a standardised 1 :1 support role
to their tutees working with the HOL to allow high
quality support and guidance to the individual
5.
October 2015 –Weekly tutor meetings allow
quality control of contact meetings and advice
given to the students. Group Tutorials allow
each tutor to meet weekly with the whole
group.
December 2015 – Group Tutorials working
well for tutors to see their group as a whole.
10 minute tutor briefings too short to allow
purposeful discussions on curriculum and
national issues. ELT to reconsider for 2016/17
March 2016 – Identified the need for
timetabling and staffing of tutor periods /
meetings / contact time to be discussed and
implemented to ensure most appropriate and
effective support to the students is given. Job
description for sixth form tutor 2016/17 has
been written to incorporate new role of EPQ
supervisor.
6.
Review effectiveness of cover lessons for
KS5
6. Students will feel confident in independent
learning when cover work is set. The cover work will
be purposeful and set in a timely manner that will
not have an impact on their overall progression.
6.
October 2015 – A review has seen a reduction
so far of the amount of lessons set to cover.
Separate 6th Form Cover e mail has been
established so work set can be monitored and
checked.
December 2015 – Students feel confident of
cover work that has been set when asked by
HOL. Data to be collected and analysed in the
amount of cover lessons set as against
previous years at end of year.
March 2016 – Cover e mail continuing to be
used effectively.
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7.
Implement a structured Transition
programme for KS4 to KS5
7. Students will have an increased awareness and
knowledge base of independent learning and study
skills at KS5 before they start Year 12. This will
increase their effectiveness in their academic
programme by learning these skills in year 11.
All of the above will ultimately contribute towards
the impact of raising the retention, achievement
and success rates of KS5 students. It will increase
the A* - B grades or equivalent at A level and
reduce the U grades.
Impact will be demonstrated via data/ results and
student / parent surveys.
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7.
October 2015 – To be implemented.
December 2015 – Liaise with HBO on inclusion
of sessions in new PSHE curriculum.
Discussions underway with other East Devon
sixth forms to have a seminar in the October
of Year 12 to focus on study skills and
independent learning.
March 2016 – Working with Exeter University
to implement programme for Year 12’s when
they start. Other East Devon sixths have
reported good success following delivery to
their students. Look to introduce at Year 11.
Parents evening for Year 11 applicants
planned for June 2016 that will engage their
support in essential skills required for KS5.