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SCHOOL IMPROVEMENT PLAN2017 – 2020

18/12/17

WARBLINGTON SCHOOL EXECUTIVE SUMMARY FOR THE SCHOOL IMPROVEMENT PLAN 2017 – 2002

The senior team have prioritised the key issues during the summer term of 2017. We reviewed our progress against OFSTED Outstanding criteria, reviewed current data in terms of progress, predictions, teaching, learning and assessment. In addition, we used our knowledge of the current standing of the school from our regular reviews and learning walks. All this local knowledge has enabled us to identify the following five key priorities.

1. Progress of target groups2. Achievement of individual subject areas3. KS3 progress4. Marking and feedback 5. Student culture

We have taken this opportunity to slim down the SIP and focus it on a smaller number of priorities. There are a number of key areas of school life not included, such as the KS4 strategy or safeguarding. However, it is our belief that these strategies are embedded in school life and no longer need to be reflected in an improvement plan.

Target groups of disadvantaged, more and most able and SEN continue to be a focus. The outcomes of these groups fluctuate and as a school, we must find strategies that enable us to gain improved and more consistent outcomes.

A minority of subjects require further support to ensure their internal residuals are improved and they are equal or better to national average outcomes.

KS3 comprises of year 7 and 8 and we are determined to ensure the best possible transition for our students.

We will continue to monitor the quality of marking and feedback with a focus on the presentation in students’ books

Through our student culture priority, we are aiming to eliminate low-level behaviour and also gain RRR status and therefore further enhance a positive learning environment.

Warblington is a good school; however, we have an ambition to be better than this. The improvement plan has highlighted the critical areas, which are key to achieving this ambition.

Julia Vincent

December 17.

WARBLINGTON SCHOOL PRIORITIES

1. Ensure that the following target groups achieve in line or better than expected progress;a. SENb. More and most ablec. Disadvantaged

2. Ensure that the following subjects achieve at least in line with or better than National Average;a. Geographyb. Mathsc. MFLd. Science e. English

3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies;a. PLCb. Mastery statementsc. Literacy strategiesd. Homeworke. Transition

4. Ensure consistency in the application of the teaching, learning and assessment policy addressing the following areas;a. Diagnostic feedback to students building in sufficient TRIM for responseb. Implementation of the presentation policy

5. Develop an outstanding culture for students and staff. This will be achieved through addressing the following areas;a. Achieving RRR statusb. Addressing student relationships and building resilience through GMSc. Eliminating low level behaviourd. Signposting healthy student lifestyles

The school aspires to become outstanding by building a school community based on mutual trust at all levels and will work towards this by:

1. Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

a. SEN (Article 23)

Actions Staff Success Criteria Resources Quality

Assurance2017 – 2018 2018 – 2019

Autumn Spring Summer Autumn Spring Summer

Review wave 2 teaching JV

KCNHOD

SEN outcomes in line or above NA for 2018 outcomes

Progress of SEN in years 7-10 to show progress in

line with targets

SEN budgetTAs

HLTAsCPD

Report to governorsSEN book

look SEN review

Regular observations

Raise teacher

expectations of SEN student

outcomes.

Book looks by HOD to

show improved

presentation and

improved marking.in SEN books

Observe teaching

during review

Ensure PLCs and mastery statements for SEN are appropriate

and understood.

CPD input re SEN

Track progress across all

years

Termly SEN student voice

Continue to track progress

RAP focused on SEN

Ensure differentiation

is in place where

necessary through lesson observations

Lesson observations

to show greater

challenge and expectation for

all SEN students.


Focus on differentiated planning

Lesson observations to show greater challenge and expectation for all SEN students.

Ensure SEN student response in books.


Distribute TA KCN SEN SEN budget Report to Conduct LS Ensure Ta Review TA s as

resource appropriately outcomes in

line or above NA

TAsHLTAs governors

review, analyse

outcomesUse this as a

tool to ensure

improvements

Ensure effective induction for new TA.

resource is providing VFM as a result of

the review process

a resource for 18-19

Ensure an appropriate response to SEN behaviour

SAECCS(HOY)KCN

SEN budgetTAs

HLTAsHOY

Report to governors

Review behaviour points of

SEN students and track across

the termEnsure HOY are focused and know

SEN student’s

issuesHOY to liaise with SENCO

re SEN students

behaviours.

Track behaviour and reward point

Review target groups

Document successes

where behaviour has

improved

Plan for new SEN students arriving in September and review processes between HOY and SENCO

b. More and Most Able (Article 29)

Actions Staff Success Criteria Resources Quality Assurance

2017 – 2018 2018 - 2019Autumn Spring Summer Autumn Spring Summer

Thinking Hard Pixl Strategy

NBNAll Teachers

Thinking hard observed in lessons through learning walksOutcomes and progress for M and M students to be in line with or above target grades.

PiXL websitePiXL main meeting

Lesson observations

Data collections

Work with CPL group to plan for Thinking Hard implementation

CPD delivered

Drop ins to begin

Feedback from drop ins with actions to move forwards

Review of Thinking Hard Strategy

MM Strategy

EWNNBNYTL

Students progressing towards FFT5 target grade

PiXL websitePiXL main meetingAdmin

Data review

Reports to SLT and Governors

Sharing practice with top set teachers in KS4 discussion

Set up Master classes with Havant college

Create and distribute strategy

RAP process

Mentoring

Criteria: Banding Portraits Setting Careers Visits CPL RAP

Set up first meeting with top set core teachers in year 11 – focus on what is working for specific students.

All years MM review

Review actions implemented

RAP process

Review Master classes

Criteria Set 1

Planning Mentoring

Monitoring of strategy

c. Disadvantaged (Article 28)


Assurance2016 – 2017 2017-2018


Metacognition and differentiation to be built into Teaching and Learning

JLEJWDCPL

group

Students understand the process of learning

CPL group

Action research literature

Disadvantaged students engage

with learning and make better

progress

Pen portraits and black dots

completedStudent voice

with target group – Year 10’s identified

Trial strategies with target students

Deliver CPL workshop to all

staff

All staff trial and develop strategies to

teach metacognition

Leaning walks with specific

focus on metacognition

EWNERS

Section on Student

Report to Tackling

Set up student voice group

Survey review: Trial Disadvantaged

Set up student voice

disadvantaged group

Voice newsletter

Disadvantaged Team

from year 7 – 11.

Timetable times to meet

Survey all pp students on all

topics related to eduction

Attendance – students not knowing attendance – SAGE time every first week of term. Tutors go through attendance

FSM collection – MBR to analyse – HOD to focus on barriers to why – action to put in place

CWG and TG not known by all – last week of term – all students to update target flightpaths – DSSI forms to be completed by HODs and YTL.

Are questions hard enough? – Differentiation strategy with ERS.

passport

Review effectiveness of

sticker

Student Voice 2

Expectations and Ownership

of learning

All Teachers

ERSEWN

Improved presentation

of work in Books

Students books

Student Voice Team

Report to Tackling

Disadvantaged Team and

SLT/Governors

Students to complete

review on own books and behaviours using the

subject review template

October book

Students to review each

other’s books and behaviours

Students to complete individual

feedback to each other

Students to reflect on the work towards their actions

look

Survey on perceptions of

book presentation

Student Voice to summarise

Impact – Presentation?

Literacy lead – presentation focus group

Develop evaluation model for

Disadvantaged Activities

EWNERSDHRCWNHBN

Evaluation model

complete

Karen Chaffey

Nigel Sharp

Report to Tackling

Disadvantaged Team and

SLT/Governors

All staff employed using Pupil Premium funding to meet

Review to be completed on impact of their work on 2016-17 academic

year

Create initial template for evaluation

Distribute draft template to all

colleagues

Collect feedback and

review

Distribute final template to

complete for identifying

activities and impact on PP

students

CPD created for colleagues to begin to use

All staff complete

evaluation half termly

Distribute report end of term

report

Distribute yearly report

Tackling Disadvantaged

initiative

EWNERS

All Staff

Case Study Write up Teachers Marc Rowland

report

Visit Burnt Mill Academy 18th

October

Schedule Spring 2018

visit in afternoon

Review actions points above

Draft Case study for

school using template that is

going to be provided

Publish case study

Sharing conference

(TBC)

Ensure that the following target groups achieve in line or better than expected progress. (Article 28)

2.Ensuring that the following subjects achieve at least in line with or better than National Average. (Article 28)

a. Geography


Assurance2017 – 2018 2018 – 2019


Fully review 2017 results ACE/

ASC/JFR

Clear actions from exam analysis for current KS4

students

Department time

Line Management

feedbackAttached Governor meeting

Analysis of results

alongside potential

purchased papers to

unpack what went wrong

Work with HIAS to

improve T & L opportunities / progress of KS4 students

ACE/ ASCERS/JVT

Actions to target closer

matched predictions to target grades

Department Time

HIAS time

Student Voice

Feedback at Line

Management FeedbackAttached Governor meeting

Use HIAS to identify actions

to address which will

improve KS4 T & L

Monitor T & L. RAP time to

monitor predicted

grades from PPE1

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

Work with HIAS to

ensure KS3 SoW prepare students for

KS4

ACE/ ASCERS/ JVT

KS3 fully develops

GCSE skillsIncluding numeracy

HIAS timeDepartment

Feedback at Line


Review updated KS3 SoW

alongside KS4 skills & update as necessary

Evaluate Autumn units and update as

necessary.

Evaluate Spring units and update

as necessary.

Internal intervention /

Support mechanisms within Geog to improve T

& L

ASC/ACE/ JLE/ JWD LFR / JFR

Improved T & L within

Geography observations

Observation schedule

Department MonitoringClassroom

routines

Feedback through

leadership meetings

Line Management

Action plans created to

improve T & L Focus on

marking and assessment alongside

GCSE skills criteria. Focus

on paper 3

Continuation of support to

improve T & L including

marking and assessment alongside

GCSE criteria

Evaluation of support and setting

of new targets

b. Maths


Assurance2017 – 2018 2018 - 2019


Improve Exam outcomes

All department

Maths outcomes 2018 in line with NAV

SisraExam analysis sheet

Gov/SLT meetingResults presented to SLTLLP meeting with HT

All staff exam analysis with key areas of development identified

Interim HOD commences in October 17, national advert placed in sept 17 for Jan 18 start.

New Grade boundaries implemented.

Ensure in class focus on new exam style multi layered questioning.

Year 10/11, RAP to identify target students.Sage 2 intervention to commenceP6 to target students.

Department to review targets and ensure high expectationsEmbed grade tracker in classroom

Analyse PPE results

Review target students and 4/5 boundaries and 7/8/9 attainment

Prepare for PPE2Ensure WTM reflect new style questioning

KS3 strategy for maths implemented.

Regular updating of student tracker

Time for student response to feedback.

Ensure robust revision strategy

practice

Department SEF and Develop Plan

PHNEWN

Outcomes in line with NA

Exam analysis

Teacher evaluation

Student evaluation

MHL NPQH analysis

Complete SEF in the light of the analysis

Create development plan in light of the analysis

RAG development plan

Classroom routine and expectations

All Department Improved

behaviour management strategies

School behaviour strategies

Outside classroom before and at end

Prompt start to all lessons

Regular Low Stakes Testing

Time at end for rewards

Consistency with department inclusion

HOD monitoring regularly implemented.

Outcomes All department


Pixl

Federation

Outcomes in summer

PPE 1 preparation and reflection

SAGE and P6 intervention

Attend PIXL Maths conference

PLC development

Wave 1 Complete

Maths staff using analysis from wave and department assessment to teach to gaps.

PPE 2 preparation and refection

SAGE and P6 intervention

PLC completion by all students

PIXL classrooms implementation

c. MFL


Assurance2017 – 2018 2018 - 2019


Develop a 3 year KS4 strategy

GUNJV


teachers Report and presentation to governor’s C and A

Separate meeting with C of G and SLT link.

Review 2017 actionsCreate DIP

Analyse new syllabus

Agree actions required to make progress.

Focus on marking and assessment which supports progress

Insist on student attendance at P6- enlist HOY support

Work with HIAS advisor and Porchester school to further develop good practice.

Analyse PPE1 and teach to the gaps

See 4a and b

Analyse PPE2 and target students.

Check all 4 components are given equal classroom time

Develop a 2 year KS3

GUNJV

Book look KS3 strategy to be monitored by

Ensure PLC mastery cycle is

strategy SLT

Use of PLCs for allUse PLCs to support homework

Report against mastery statements

Embed grade tracker in classroom practice

embedded in department strategies

Consistently apply a robust and rigorous monitoring strategy

Regular line management

Governor scrutiny and meeting

Regular teacher observations, book scrutinies, student voice.

Moderated activities with carefully chosen other schools

d. SCIENCE


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerDevelop a 3 year KS4 strategy

JLSJWD


TeachersHIAS

Report and presentation to governor’s C and A


Review 2017 actionsCreate DIP

Analyse new syllabus

Agree actions required to make progress.

Focus on marking and assessment which supports progress

Insist on

Develop a 3 year KS4 strategy


TeachersHIAS

Report and presentation to governor’s C and A


student attendance at P6- enlist HOY support

Improve Outcomes in Triple Science

JLSJWD


TeachersPIXL Think resources

Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings

Analyse 2017 outcomes

Create DIP

Support Plan for teacher of triple science

Use PIXL Think and other S&C strategies

Create weekly P6 revision for triples with variety of teachers with diff strengths

Improve Outcomes in Triple Science

Use PPE 1 results to analyse individual students

Review borderline students and decide on appropriate course, remain in Triple or move to Trilogy

Make Physics high profile

Use GMS strategies to build resilience for triple scientists


TeachersPIXL Think resources

Regular agenda item in line managementData analysisBook ScrutiniesStudent VoiceLesson ObsLink Gov meetings

Work with HIAS to

improve T & L opportunities /

progress of KS4 students

JLS Science TeamJWD

Actions to target S & C for all students

Department Time

HIAS time

Student Voice

Feedback at Line


Use HIAS to identify actions

to address which will

improve KS4 T & L

Monitor T & L.

RAP time to monitor

predicted grades from

PPE1

Review KS3 curriculum

Ensure no repeat

teaching across the Key stages

A4L to be a department

focus

Department CPD

Monitor T & L.

RAP time to monitor predicted grades

from PPE1

programme to be

implemented

Planned regular

support for new staff

Analyse PPE2 and

teach to the gaps

e. ENGLISH


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerEnsure curriculum reflects the new syllabus

ERS P8 in line with FFT 20

TimeHIASPIXL

PPEGovernor monitoring

Curriculum review

Monitor of new curriculum and develop teaching methodology

KS4 strategy to be outworked

ERSP8 in line with FFT 20

Build up a resource bankPIXL

PPEGovernor monitoring

Take part in PIXL Wave initiative

Complete syllabus by end of Autumn termFocus on revisionRAP students for revision in sage 2

Teach to gaps shown through Wave analysis

RevisionSage revision

Lead CPD on dialogic talk

and differentiation

ERS/KWF P8 in line with FFT 20

HIAS support

PPELesson

observations

Lead CPD in February

Department to lead on

Review differentiation and dialogic talk across the school

development of dialogic talk and

differentiation

3. Ensure students in KS3 make maximum progress through robust implementation of the following strategies. (Article 28)

a. PLCs


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerEnsure that KS3 and KS4 feedback is robust and incisive and linked to PLCs

JWD/ JLE/EWN

Students make progress against targets as a result of incisive feedback based on assessment criteria with clear indication of how to improve

Examples of good practice

Monitor marking, feedback & TRIM in KS3Book-Looks, student voice,Drop-insSubject and year Reviews

Improve quality of Marking and feedback & TRIM linked to PLCs through CPL Team action research

Use Mastery statements as assessment criteria for KS3 and GCSE for KS4

Share good practice in marking, feedback & TRIM through CPL Workshops

Monitor the quality and consistency of Marking and assessment at KS3 through Book scrutiny

Identify teachers needing support and invite to training session on Outstanding feedback linked to PLCs

Carry out year 7 and 8 Reviews to monitor the marking and assessment of KS3 linked to PLCs

Collate folder of good practice of marking and feedback and TRIM for KS3 and 4

Offer one to one coaching of marking to ensure deeper understanding

Identified teachers use self-

Evaluate the consistency of marking and feedback and TRIM at KS3 to ensure the same rigour as KS4

Line managers ensure subject leaders carry out comparison of KS3 and 4 books in all subjects through Book scrutiny

Follow up by observation with book looks to ensure improvements

Embed consistent good practice in all subjects by refining the use of the learning Q and systematic use of TRIM linked to PLCs

Improve quality of Marking and feedback & TRIM linked to PLCs in practical and non-practical subjects through CPL Teams

assessment to ensure improvements are embedded

have been made by identified staff

Ensure that students know how to use PLCs to identify strengths and weaknesses against targets so that they can achieve them

JWDEWN

Students can use the PLCs to self-assess, understand and can articulate their targets & achievements and know what to do to improve and reach their targets

PLCs in all subjects for all years based on criteria and linked to targets

Student voice during drop ins, interviews, subject and year reviews

Use CPL group to action research ways to embed PLCs with staff and studentsEnsure that all staff have clarity of purpose with PLCs in order that students also have clarity

CPL workshops show links between marking, assessment, targets & PLCs.

Drop in with TRIM as a focus to observe clear links with PLCs

Student Voice on PLCs

CPL workshops show links between marking, assessment, targets & PLCs.

Carry out student voice with emphasis on use of PLCs

Evaluate students’ understanding of PLCs and update action plan

Investigate the use of PIXL Classroom App

Ensure all HOD monitor consistency of marking and feedback in their subjects to have a positive impact on learning

JLE/ JWD

ML more effective in holding their departments to account and ensuring greater consistency

Tailored C4L programme

Subject monitoring pack

Subject review programme and exemplar materials

SLA support for identified subjects

SLT meetings and LM notes

Link governor meetings

Futures – with monitored actions

Book scrutiny reports

Learning walks

Student voice

External reports

Deliver coaching for leadership programme

Introduce new subject reviews to ensure HOD’s ownership and accountability

Recommendations from SWOT leading to report and key actions

Development new subject monitoring pack with emphasis on quality marking, feedback and PLCs

LM agendas to feature drivers of improvement

Whole school book scrutinies

Deliver coaching for leadership programme

Continue programme of subject reviews

Recommendations from SWOT leading to report and key actions

SLT to discuss LM agenda items regularly and assess impact of subject review packs

Whole school book scrutinies

Evaluate the coaching for leadership programme

Evaluate impact of subject reviews

Evaluate effectiveness of using SWOT analysis to drive improvement and greater accountability

Evaluate and adapt subject monitoring pack for Autumn term

Extending the coaching for leadership programme to HOY and new members staff

Using improved ML to coach others requiring support

b. Mastery Statements


Assurance2017 – 2018 2018 - 2019


Data collection and reporting

EWNTMETeachers

Successful data collection October 2017

Successful report home to parents

SimsTMERAP meeting time

Data collection on time

Feedback from parents

Repot to Governors and SLT

Arrange sessions for CPD on new data collections

Propose template for reporting and finalise for data to be sent home in October

Trial new RAP meeting style with new collections

Information letter created for parents

Review collection process and reporting implementing actions for Academic review 2 in February

Review collection process and reporting implementing actions for Academic review 3 in May

Review all statements

Implement statement changes in preparation for September 2018

c. Literacy Strategies

Actions Staff

Success Criteria

Resources

Quality Assurance

2017 – 2018 2018 - 2019Autumn Spring Summer Autumn Spring Summer

Develop Guided Reading for identified groups to increase students’ comprehension skills

HBNJWD

Students’ reading assessments improve

Students’ reading ages increase

TAs time

Appropriate sets of fiction and non-fiction books

Base line comprehension skillsRe assess after series of guided sessions

Monitor TAs GR sessions

Train TAs to deliver effective guided reading sessions

Establish guided reading groups

TAs use guided reading as intervention tool with students identified as weak readers

Monitor interventions to ensure students make progress in reading skills and confidence

Introduce reading comprehension activities into SAGE reading sessions to ensure students read for meaning

Develop reading buddy team to support weak readers

Monitor interventions to ensure students make progress in reading skills and confidence

To ensure all staff correctly identify common mistakes in class work

HBNJWD

Literacy Stickers on front of booksSPaG marking in marginGreen pen to reflect on errors made

Learning Walks and book scrutinies will identify strength of marking and areas to improve

All staff to be reminded of the Literacy Codes and given examples of good Literacy Marking and ensure that teachers address these mistakes

Carry out book scrutiny with SEN students to ensure they are being supported in their literacy

Identify teachers who need support with literacy marking and run a workshop

Gather evidence and create a best practice booklet to support staff training

Evaluate the impact of support for identified teachers who required intervention

Refine best practice booklet and deliver further training support staff

To develop a Word Bank for all pupils to access in their lessons

HBNJWD

Students spelling and understanding of subject terminology improves

Key words for each subject created by depts.

Sheets will be stuck in booksEvidence of teaching strategies being usedStudent voice and drop ins evidence use of key words

All pupils to have a set of key words in back of exercise books

Teachers to be using the key words as starters and homework tasks with pupils

Literacy CPL team to review the impact the use of Word Banks has had on their pupils and in Departments

Review key words by department and update in light of curricular changes

Ensure school displays make key words a learning resource

Whole school spelling bee with representatives from all subjects

To promote Reading for Pleasure

HBNJWD

More pupils accessing RR to read at lunchPupils involved in leadership roles

Reading RoomSLS

Book borrowing increasesHigher Reading Ages

Use of Reading Room at lunchtime and during SAGE reading sessions

Hampshire Book Awards launch and meetings/ Date with a BookIntroduce Reading Programme for MMA

Reading Room to be led by a group of Trained Student Librarians

Paired reading schemes set up between KS4 and 3 and adults and students

Promote love of reading by inviting guests to share their favourite books

Evaluate the uptake and diversity of book borrowing

To develop Oracy within SAGE sessions

HBNJWD

Pupil involvement in SAGE sessions Better communication skills when tackling RRR

Prizes winning Balloon Debate Teams

Pupil Voice will express interest

Creation of 3 SAGE sessions: Quiz Globa

l Goals

Tutor Groups to be led in a Balloon Debate competition – in Tutor/Year

Monitor SAGE Oracy activities with HOY

Conduct student

Explore federation/ local debating competitions

Assembly presentations to year groups

Develop a lead oracy student panel to interview candidates for teaching positions

issues In the News

voice to receive feedback

d. Homework

Actions Staff Success Criteria ResourcesQuality

Assurance

2017 – 2018 2018 - 2019


Review departments Homework policies

HOD’sJLEEWN

CPL group

Clearly identified: Purpose Frequency Guidance on

differentiation

Rewarding

Class ChartsTeachers

Report to Governors

Report to SLT

Review of current policy with all departments

New policy completed and shared with Governors

Review of new policy identifying actions to move forward into 2018.

Information booklet created for parents

HODsJLEEWN

CPL group

Booklet to include: Student

homework timetable

Expectations Guidance on

completion Department

information (possible yearly plan)

Different types of homework and what to do with them.

TeachersAdmin

Parent survey monkey

Create homework timetable

Gather student voice on expectations on Homework

Create draft booklet with information from new department policies

Survey monkey parents and students to identify actions for moving forward.

Class Chart review

EWNJLECKT

Higher percentage of Homework being recorded on Class Charts

Class ChartsTeachersAdmin

Repot to SLT

Report to Governors

Report to HOD’s

SWOT analysis completed on Class Charts – to include both staff and students

Staff CPD

Feedback on analysis and CPD on ways of moving forward

Report discussion on distribution with HOD’s

e. Transition


Assurance2017 – 2018 2018 - 2019

Autumn Spring Summer Autumn Spring SummerImprove transition process to ensure best possible progress

JWDRBD Students

make quick progress against targets and avoid transition ‘Dip’

Transition initiatives

Transition Booklets

Monitor the impact of different strands of transition through observation and student voice

Ensure redrafted Transition Booklet is looked at by teachers & rewards given Twilight CPD Cross phase in subjects to aid greater collaboration

Conduct early Year 7 student voice to monitor success of Transition

Use the Transition Timeline to ensure planned events take place for year 5 & 6 from main feeder schools

Deliver Joint Cross Phased INSET CPD providing opportunities to plan & work together more closely

Plan Year 5 and 6 WOW Days

Run a Year 5 WOW Day in June

Evaluate Joint Inset and implement any subsequent actions

Run Year 6 WOW Days

Organise and run new year 7 and parents’ BBQ

Have a Year 7 ‘graduation’ of key skills assembly

Ensure that KS3 Curriculum builds on KS2 and extends students’ knowledge and skills

JWD/ HOD

Students make quick progress against targets and avoid transition ‘Dip’

Time to liaise with feeder schools

Time to review year 7 curriculum and map skills

Monitor & evaluate the use of best work through Futures, Observations, book looks & student voice

Analyse lessons and student data to triangulate evidence

English & maths leads to liaise with feeder schools to sample KS2 Tests for a better understanding

Use greater liaison with feeder

Produce a glossary of literacy key words that students have been introduced to in KS1/2

Intro list to all staff to ensure consistency of language

Create opportunities for subject staff to teach in each other’s phases to ensure greater understanding and better progress

Evaluate best

schools to review year 6/7 curriculum and skills

Use KS2 example of writing to set high expectations of year 7

Use student voice to find out the texts they have read at KS2 to avoid repetition

work, changes in curriculum and use of and linked assessments to ensure enough challenge for students to make progress

4. Ensure consistency in the application of the teaching, learning and assessment policy. Addressing the following areas:

a. Diagnostic feedback and TRIM


Assurance2017 – 2018 2018-2019

Autumn Spring Summer Autumn Spring SummerEnsure all staff provide consistently high quality feedback in their subjects

JLE/ JWD

Feedback to students in all subjects follows the policy

PLCs are linked to diagnostic feedback

Subject monitoring pack

Regular book scrutiny feedback

Agenda item on SLT and LM

SLT meetings and LM notes

Link governor meetings

Futures – with monitored actions

Book scrutiny reports

Learning walks

Student voice

External reports

Year 9 book scrutiny

Year 8 book scrutiny

Subject review book scrutinies

External reports – Crookhorn and LLP

Subject review book scrutinies

Further whole school book scrutinies

Reports back to staff

Futures HOD monitoring focus

CPL team workshop and sharing research

Provide ‘Golden

Evaluate effectiveness and compliance with policy

Complete self- assessment against policy linked with PM target

Ensure ML more effective in holding their departments to account and ensuring greater consistency

Provide coaching workshops for those

Nuggets’ on Feedback

requiring support

TRIM JLEJWD

Students are able to respond in depth to teacher feedback and close gaps in learning

Book scrutinies

Learning wlak and dept. reviews

Student voice

Students make progress

Clear learning journey across books

Specific feedback given to subjects

Teachers self-

assessed their

marking

Learning walks

Student voiceBook scrutiny

Provide coaching workshops for those requiring support

b. Implementation of the presentation policy


Assurance2017 – 2018 2018-2019


Update T,L & A policy with presenation information

JLEJWD

Students work will be well pesented and aligned with quality of teaching

Produce copies of the new policy for consultation

Implementation and monitoring

Updated the policy to include presentationSet up working group for consultation

Agree policy changes and present to staff at CPDTime to implement through dept timeConduct book scrutiny

Evaluating the impact of the changes to policyFurther book scrutiny and student voiceProduction of exemplar booklet

5. Develop an outstanding culture for students and staff. (Articles 12, 14, 28, 29 & 31) This will be achieved through addressing the following areas: -

a. Achieving RRR status (Articles 1 – 3)


Assurance2017 – 2018 2018-2019

Autumn Spring Summer Autumn Spring SummerEnsure that

rights-respecting

values underpin

Leadership Team

Rightsrespecting values are

central to everything

Assembly Time

School VisionSchool

Line Managemen

tGovernor Meetings

Ensure all updated

policies have a rightsrespectin

g focus.

Continue with Autumn Term aims

in preparation

If successful with Level 1 accreditation, investigate

Level 2

Continue to explicitly embed a child rights approach

Continue to collate

evidence to show how

being a

Audit the curriculum to identify the prominence

of the

leadership and

management

PoliciesClass

Charters

Lesson Observation

sStudent Voice

All School Leaders

demonstrate a good

understanding of the

ConventionEnsure that the Convention is understood in classroomsEmbed the Charter into day to day practise

for UNICEF Level 1

accreditation visit.

Ensure that displays are linked to the Convention.

aspects to start

developing.

Embed aspects not found during

Level 1 accreditation

if not successful

based on the convention into the ethos and culture of the school.

Enable students to see themselves as rights-respecting global citizens, advocates for social justice, fairness and for children’s rights.

rights respecting school has improved wellbeing

and achievement

, including attainment,

reduced exclusions

and improved

attendance.

Start to work with other schools

(especially Feeder

schools to share our journey.

Convention within

lessons.

Student voice to monitor

their understanding of the key articles and

how they affect their

lives.

Embed Global

Citizenship to enable

students to become rights-

respecting citizens

JFR & CPL Team

All staff

Large majority of school are

able to articulate the language of rights and respect in relation to

global citizenship

Assembly Time

Lesson Observation

sStudent Voice

Line Managemen

tGovernor MeetingsLesson

Observations

Student Voice

. Continue with Global

Citizenship literacy

activities each month Carry out Rights Respecting focus and

gather evidence from

each curriculum area as to aspect of

global citizenship addressed Continue to

develop regular inclusion of

Global citizenship

within Assemblies and Literacy

focus.

Continue with Global Citizenship literacy activities

each month Carry out Rights Respecting focus

and gather evidence from each curriculum area as to aspect of global citizenship

addressed Continue to develop regular inclusion of

Global citizenship within Assemblies and Literacy

focus..

Student & Staff voice to

gauge the depth of

understanding regarding

the link between

rights and global

citizenship.

Monitor the impact on the community of using rights respecting

language and attitudes.

Embed opportunities for students

to be confident in using the

language of rights and respect in relation to

global citizenship.

Continue to provide

opportunities for the school to take action to uphold the

rights of children locally,

nationally and globally and makes these

explicit.

Students are empowered to become

active citizens and

learners

JFR HOY

School community can express their opinions and make informed decisions about their health and wellbeing.

Assembly Time

Lesson observations

Steering Group

Year Team Community

Projects

Line Managemen

tGovernor MeetingsLesson

Observations

Student Voice

Continue to develop opportunities for students to be active citizens via their community

projects

Ensure Enrichment Days support students to make active decisions about their health and

wellbeing.

Student voice to gauge how confident they are that their

views are listen to and respected.

Continue to collate

evidence of how students are involved in decision

making across the

school.

Enable student to recognise the opportunities they have to

access information that equips them to make

informed decisions about their learning, health and

wellbeing.

b. Addressing student relationships and building resilience through GMS


Assurance2017 – 2018 2018-2019


Coaching for students in years 7 and 8

JLEJWDCCSRBD

More reflective practice enabling students to cope with the demands of the school

PIXL NOW rsourcesPIXL EdgeSAGE

Monitor stduents resilience through students voice

Introduce year 7 to coachng, GMS and resilience through planned induction session

Create SAGE time resileine and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 amd 8

Introduce year 7 to coachng, GMS and resilience through planned induction session

Create SAGE time resileine and coaching opportunities

Collaborate with primary schools to do cross phase SOW to build in resilience using PIXL NOW to start at the end of year 7 amd 8

Rewarding GMS

JLECCSHOYRPS

Students rewarded for effort

GMS potcards certificates

Analysis of data and increased publicilty

Publicity drive on use of GMS postcards for insible stduentsCreate HOY certiciate

Feature in WOW magazineUse images for displays

End of year for stdunts who have put in effort and developed resilience

Development of new postcard designed by stduenst

Ceate GMS abmassadors in primary schools on building resislience

c. Eliminating low- level behaviour (Articles 14, 28 and 20)

Actions Staff Success Resources Quality 2017 – 2018 2018-2019

Criteria Assurance Autumn Spring Summer Autumn Spring Summer

Regulr analysis Classcharts data

JFRCKT

Awareness for staffImproved behaviour and routines

ClasschartsCPD

Given to HOD/ SLTLine mgtYear group dept review

Classcharts training

Staff voice on behaviour in lessons

Revised routines and standards

Compare stats to gauge improvements

Monitor and evaluate

Offer coaching buddies to support weaker teachers

Provide HOD with behaviour stats

JFRCKT

Better ownership of behaviour in departmentsBetter use of Classcharts

Classcharts

Line managementSLT/ HODFuturesYear Group meetingsSubject reviews

Provide HOD with breakdown of statsUse ML and SLT meetings to identify areas of concern

Track through RAP meetings

Analysis of Classcharts data to identify trends

Provide suitable interventions as required

Review progress across academic year

Consider hot spots across school

Focus on positive behaviour for learning to embed Article 28

JFRCKTCCSHOY

calmer school with focused transitions

Leanring walksDrop insFocussed CPD sessionsInput from CPL group

Teacher voiceFuturesLine managementYear group meetingsSubject reviews

All learning walks to have specific behaviour focus

Ana;ysis of positive behaviour recorded on Classharts

Staff meeting to address issues with routines or standards

HOD to address inconsisitencies

Series of assemblies to focus on ;behaviour policy and levelsCorridor behaviourPeer to peer abuseSexual harassment

Use Futures to highlight how departments are using pride points to reward positive behaviour

Develop individual behaviour training

JWDJLE

Improved T&L Teachers have clear repertoire of B4L skills

ClasschartsObservationsStudents voice

Learning walksData analysisCoaching and mentoring support

Run B4L sessions after school with invited teachers

Review progress through self- evaluation , further coaching, mentoring and intervention

Further actions as required

a. Signposting healthy student lifestyles (Article 24)

Actions Success Criteria Resources Quality

Assurance2017 – 2018 2018-2019

staff Autumn Spring Summer Autumn Spring Summer

Appoint and Induct new chef

SCSPLYKRK

Greater percentage of students eating food prepared in school

QA visits from PCS

Sous chef to be part of Warblington Induction processPLY to monitor teamwork between catering assistants and chef

Regular QA visits by S Cross. Reciprocal chef visits to ensure consistent quality of food preparation and service.

Advertising campaign to promote FSM uptake

PLYKRKMBR

100% uptake for students entitled to FSM

Weekly menus and advertising in assemblies, newslettersInitial advertising on a ‘Grab and Go menu’

Weekly menus and advertising in assemblies, newsletters

FSM student voice

Develop catering opportunities for lets.

Ensure healthy balanced meals are attractive to students.

SCSKRK

Student voice is positive regarding school prepared food

Target Improved uptake and ensure they are eating balanced meals.Use of tutor time,

ImprovImproved uptake and ensure they are eating balanced meals.Use of tutor

Track improvement and analyse % uptake in target groups

assemblies and enrichment days

Student voice regarding quality and type of food served

time, assemblies and enrichment days

Feedback on student voice to chef

Ensure that Article 24 is followed and encouraged in school community and globally.

SCSKRKHOY

Students feel that school supports them to live healthily and global projects are supported via charity days.

Student VoiceCommunity Projects

Enable student to recognise the opportunities they have to access information which equips them to make informed decisions about their health and wellbeing and for the global projects which the school supports

.

Documents

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