WORKING HARD, ACHIEVING MORE” - Sarum …sarumacademy2017.org/images/PDF_Documents/Strategic/...“WORKING HARD, ACHIEVING MORE” “….those who work hard will prosper” Proverbs

“WORKING HARD, ACHIEVING MORE” “….those who work hard will prosper”

Proverbs 13:4

Strategic Development Plan 2019-20 Rapid Improvement Priorities

RESPECT: ASPIRATION: EXCELLENCE: SERVICE: TENACITY: PARTNERSHIP

Version 1.0

2

CONTENTS

Academy Vision Statement Page 3

Mission Statement Page 4

What will make us (more) effective Page 5

Academy Improvement Cycle Page 6

Key Performance Indicators (KPIs) Page 7

Rapid Improvement Priorities Page 8

Strategic Aim 1: Educating for wisdom and knowledge – Curriculum Page 9

Strategic Aim 2: Educating for wisdom, knowledge, hope and aspiration- Teaching and Learning Page 13

Strategic Aim 3: Educating for community, dignity and respect – Character Development Page 18

Strategic Aim 4: Increasing pupil numbers – Growth Page 23

Strategic Aim 5: Governance Page 26

3

Our Vision Statement

“WORKING HARDACHIEVING MORE” “….those who work hard will prosper”

Proverbs 13:4

Our caring Christian Community will encourage pupils to become responsible for themselves and for others, be

independent and self-motivated for the common good. At the heart of our commitment is the belief that every

person in our School is known and valued by God.

As members of our Christian Family we want every pupil to feel valued, knowing that their contribution to school life

is unique. We want every one of our pupils to set themselves the highest standards, aiming at all times to achieve a

potential that knows no bounds.

All members of Sarum Academy are committed to working hard to achieve more. It is our belief that if you work

hard your light will shine1.

INCLUDING ALL SERVING ALL “Each of you should use whatever gift you have received to serve others.…”

Peter 4:10

1 Matthew 5:16 - In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven.

4

Our Mission Statement – ‘Living out the vision’

As leaders in this Church of England School we aim to:

EDUCATING FOR HOPE AND ASPIRATION

Share a passion for our subjects and a love of life in the hope that it inspires others.

Guide pupils in overcoming barriers and setbacks and teach them to ‘fail well’.

EDUCATING FOR WISDOM & KNOWLEDGE

Provide a relevant curriculum with a wide range of learning experiences to meet the differing needs of individual pupils whilst offering equality of opportunity.

Deliver teaching of the highest quality, that motivates, stimulates, builds confidence and challenges all pupils, taking into account pupils individual needs.

Nurture academic habits and skills and the joy of learning as a lifelong process.

Cherish imagination, creativity and daring exploration.

EDUCATING FOR COMMUNITY

Provide a safe and happy environment in which all pupils have the opportunity to develop spiritually, physically, intellectually, emotionally, morally and socially.

Be a school community in which staff, pupils and parents relate well, put each other first and live well together.

EDUCATING FOR DIGNITY AND RESPECT

Develop in pupils a deep respect for self and for others, and the worth of every individual.

Promote the physical, mental and emotional health of the child.

5

What will make us (more) effective? What we already are and what we aim to embed; each of us within the

organisation has our part to play. As a good school we will ensure we:

Offer professional leadership

Give clear messages and ensure there is a consistent purpose

throughout

Decision making will be shared

Identify lead professionals with an emphasis on the quality of

teaching

Be outward looking, research based and work collaboratively with

other schools

Professional management

Have clear lines of management

Have clear job descriptions – Operational activities clearly defined

for all staff

Agree measureable performance goals – Key Accountabilities and

KPIs

Give ongoing feedback on performance

Have regular developmental discussion

Agree and communicate a shared vision and goals

Agree values with all staff

Ensure consistent practice and goals amongst staff

Have a plan for developing all staff

Create an inspirational learning environment

Create an orderly atmosphere

Provide an attractive working and learning environment

Work interdepartmentally

Secure high quality teaching & learning

Organise resources and act efficiently

Structured, planned lessons with an academic emphasis and

progress driven

Adapt lessons with effective differentiation

Maximise learning time

Plan and deliver an effective programme of teaching professional

development

Maintain high expectations

Expect a lot from everyone – ‘an idealistic ambition and unwavering

optimism’

Verbalise our high expectations to pupils

Ensure intellectual challenge in all that we do

Maintain positive reinforcement

Communicate clear and fair discipline: rewards, restorative

practices and (where needed) sanctions

Give feedback to pupils being aware of ambition, current attainment

and next steps

Monitor progress

Continuously monitor individual progress

Continuously monitor the Academy’s progress

Communicate rights and responsibilities

Model good (positive) relationships

Provide positions of responsibility

Teach pupils how to take responsibility for their learning

Maintain home school partnerships

Involve parents

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TERM 1 1. Strategic Development Plan (SDP)

published with Raising Improvement

priorities identified post exams

2. Learning Environment – Learning walk

3. Examination results analysis & department

action plans published

4. Quality Assurance documentation

published:

a. Data entry and report writing

guidance

b. Teaching & Learning Policy

c. Assessment for Learning Policy

d. Guidance on marking and

presentation

e. Tutor Handbook

f. Behaviour for Learning Policy

g. KS3 Assessment Framework

5. Pupil targets published – SISRA

6. ‘Back on Track’ sessions begin – Year 11 –

English, Maths & Science

7. Catch-up Literacy begins – Year 7

8. Staff CPD Cycle begins – Staff Training

Plan published

9. Staff appraisal reviews and target setting

10. Pupil Premium review – Annual Statement

published

11. SEND Review – SEN Information report

published

12. Update Self Evaluations – T&L and SIAMs

13. Progress review - Progress Check 1 and

Data Dashboards published

14. Equality Information published

TERM 2 1. Staff pay review meetings

2. External Sixth Form Review

3. Curriculum review – Audt

4. Book Looks – Key Stage 4&5



6. BTEC Quality Review

7. Stakeholder Survey 1

TERM 3 1. Whole School Teaching Review

2. Core subjects review inc. Humanities

3. Book Looks – Key Stage 3

4. SDP Mid-Year Review

TERM 4 1. Foundation subjects review



3. Staff Appraisal Mid-Term Reviews

4. Stakeholder survey 2

TERM 5 1. Book Looks – all year groups

TERM 6 1. Progress review - Progress Check 4 and


2. SDP Review and Strategic Planning –

Roles and responsibilities

ACADEMY IMPROVEMENT CYCLE

KEY DOCUMENTS

Who and what we are…. (CUR)

The Curriculum 11-19 Study Programme(s)

(MOR)

Strategic Development Plan 2019-20 (CUR)

SIAMs Self Evaluation (CUR)

Academy Self Evaluation (CUR)

Leadership Roles and Key Accountabilities

(CUR)

Outcomes for pupils - Self-Evaluations (BKT)

Attendance for Learning – Self Evaluation

(FOX)

Exclusions – Self Evaluation (FOX)

Behaviour for Learning - Self Evaluation (BKT)

Pupil Premium Statement (BKT)

Key Stage 3, 4 & 5 Data Dashboards (BKT)

Stakeholder Surveys (MOR)

Staff Training Plan (MOR)

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Key Performance Indicators (KPIs)

Key Stage 4 Outcomes for pupils 2019-20

Target

ALL PUPILS – Progress 8

Score

BKT +0.3

% OF PUPILS WITH A +VE P8

SCORE

BKT 75%

NON-PPD – Progress 8 Score - +0.35

PPD – Progress 8 Score BKT +0.25

SEND – Progress 8 Score MFD +0.2

BOYS – Progress 8 Score BKT +0.25

GIRLS – Progress 8 Score MOR +0.35

% Student destinations - Post

16 BKT 100%

ENGLISH – Progress 8 Score MIN +0.3

MATHS – Progress 8 Score RUS +0.2

SCIENCE – Progress 8 Score PAR +0.2

HISTORY – Progress 8 score MLL +0.2

GEOGRAPHY – Progress 8

score

CRO +0.2

HIGH - Progress 8 score MID +0.2

MEDIUM - Progress 8 score - +0.35

LOW - Progress 8 score - +0.35

Key Stage 5 Outcomes for pupils 2019-20

Target

A Level Value Added JON +0.1

A Level Average Grade JON C+

Academic Value Added JON +0.1

Academic Average Grade JON C+

Applied General Value Added JON +0.3

Applied General Average

Grade

JON Dist-

% Student destinations –

Education and employment

Post 18

JON 95%

Other metrics

Number on roll (NOR)

2020-21

Targets

Year 7 - NOR MFD 120

Year 12 - NOR

JON 75

Total NOR

MIN 520

Attendance

2020-21

Targets

Whole school attendance FOX 94%

PA

FOX 8%

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RAPID IMPROVEMENT PRIORITIES 2019-20 Priority Success Criteria

1. Ensure new staff become quickly and fully established and are received well by pupils.

As a result of ‘outstanding’ teaching and assessment, and a curriculum that meets the needs of all pupils, pupils in Year 11 will secure an overall progress score in the top quintile of schools nationally allowing them to transition to sustained further education.

2. Further improve attendance by reducing the number of Persistent Absentees.

Secure school attendance above the national average in 2 years. Reduce the number of pupils persistently absent (PA) to below the national average in 2 years. Focus on pupils/families with ‘year on year’ PA

3. Stretch and challenge for pupils with ‘High’ prior attainment. Secure a P8 for pupils with KS2 scores upper/high on entry above the National Average. Increase the % of pupils securing 7+.

4. Homework – rigorous and challenging homework, especially for Year 10 and Year 11. High expectations of quality and quantity.

Secure a homework attitudinal grade of 1.5 or better.

5. Focus on pupils who make ‘limited progress’ through Key Stage 3 - more notable in Maths.

Improved P8 in Maths for pupils within the lower group.

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STRATEGIC AIM 1: EDUCATING FOR WISDOM & KNOWLEDGE -

CURRICULUM

STRATEGIC LEAD(S): MARK BIRKETT - ASSISTANT HEADTEACHER

MISSION STATEMENT: KEY PERFORMANCE INDICATORS:

Provide a relevant curriculum with a wide range of learning experiences to meet the differing needs of individual pupils whilst offering equality of opportunity.

+0.5 progress 8 score

+0.5 L3VA score

75% of pupils achieving a positive progress score

75% of pupils choosing to study at the Academy 6th form

Coherent, progressive schemes of work, collaboratively developed

STRATEGIC INTENT: STRATEGIC IMPACT:

Our curriculum will develop a sense of awe and wonder that secures a joy

for learning.

Our curriculum will be inclusive and support children to do more than they

thought possible.

Our curriculum will develop children’s talents.

Our curriculum will allow children to discover new interests.

Our curriculum will open children’s minds.

Our curriculum will build resilience.

Our curriculum will empower children to make informed decisions.

Our curriculum will be delivered by experts.

Our curriculum will be broad, balanced and stretching.

Our curriculum will be relevant and contextual.

Our curriculum will be rich in knowledge and skills, secured through

application, developing understanding.

Our curriculum will allow children to seek meaning and achieve personal

growth.

Our curriculum will be progressive so that it logically builds knowledge,

skills and understanding by stage.

By the time they leave Sarum Academy our pupils will be able to read, write,

speak and listen effectively. Pupils will be able to ask questions confidently

with an enquiring mind and solve mathematical and scientific problems. We

expect them to be able to express themselves imaginatively and in creative

ways through the Arts. Pupils will be reflective, adaptive, resilient and positive

in their mind-set. They will make informed choices that effect positively on

their own wellbeing. We expect our pupils to understand the difference

between right and wrong, to appreciate other cultures and traditions and to

respect others. Through their participation in active citizenship and

collaboration our pupils will make a difference to their community and society.

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STRATEGIC OBJECTIVES - IMPLEMENTATION:

Actions to achieve STRATEGIC INTENT if not already embedded

Named person(s)

responsible

Resources and

costs (inc.

Meeting time)

Review dates Monitoring

person and

method

- Launch Year 11 curriculum folders (black folders) at the start of the academic year. Enhance quality of contents to ensure meaningful use. Do this by including core documentation: curriculum overviews, assessment details, knowledge organisers, revision materials.

MFD & BKT £500 for folders

& printing. 2 days

for organising.

CTM agenda

4/9/2019,

departments

check contents

CUR

Line

management

- Year 11 tutor team will meet at least once a term to monitor the use of the black folders, and to arrange action plans where there is ineffective use. Do this by ensuring the use of folders is a recurring agenda item in Tutor meetings.

Tutor Team Agenda item of Tutor team meeting

Year 11 Tutor Meeting – 2/10/19 and recurring agenda item thereafter

MFD Tutor Meetings

- CTLs to write a rationale for why they have sequenced their curricula in the way they have. Do this by ensuring the rationale is written into Curriculum Overviews for each Year group’s termly focus.

CTL - - BKT Via line managers

- CTLs peer review curriculum rationale (above). Do this through them sharing their rationale for the sequences in their schemes of work.

CTLs CTL agenda item 23/9/19

SLT meeting agenda item

BKT CTL meetings

- Departments to peer review another department’s curriculum overview. Do this by repeating process above with wider teams.

CTLs CTM meeting (16/10/19)

CTLs feedback in CTL meeting 11/11/19

BKT CTL meetings

- CTLs to update their rationale/sequencing within the Curriculum Overviews. Do this by updating existing documents on L-drive.

CTLs - - BKT Documentation saved on L-Drive

- Make transparent the knowledge needed to be mastered in each scheme of work. Do this by breaking down units of work into sequenced lesson objectives (detail on the short term plans).

CTLs Curriculum planning time

CTL – recurring LM agenda items

BKT Documentation on L-Drive

- Save all schemes of work and planning documents on L-drive. Do this by allocating time for members of staff to quality assure logical, coherent names and titles for folders and documents.

MOR & MFD CTL meeting time Sept

SLT meeting time Oct (standing agenda item)

BKT Via line management meetings

- Structure a coherent language into all schemes of work, which explicitly reinforces an environmental message. Do this by creating ‘Green’ Champions (TWI & LAW), who will lead on this environmental agenda, ‘I am Green’, celebrated during the environment week.

LAW & TWI School Council meetings

- CUR

- Identify where the environmental agenda is structured into schemes of work. Do this by auditing Curriculum overviews to highlight where the

BKT - CTL meeting Dec

CUR Review of school

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environmental agenda is present so that we can communicate what we do more effectively via a page on the Academy website.

website

- Give the student council the objective of eliminating single-use plastics within all areas of the Academy by 2022.

LAW School Council

Ongoing CUR (School Council minutes)

- Introduce Year 12/13 curriculum folders (purple folders) at the start of the academic year. Enhance quality of contents to ensure meaningful use. Do this by including core documentation: curriculum overviews, assessment details, knowledge organisers, revision materials.

JON, HIN CTLs

Folders £500 Tutor Team Meetings

Year 12/13 Tutor Meetings – recurring agenda item

CUR line management meeting

- Ensure the planning of BTEC courses meets the needs of the new TECH awards and that units are sequenced effectively. Do this by scheduling BTEC meetings, and ensuring staff and pupils have BTEC Administration folders, including new assessment sheets, new IV sheets, assessment planner and tracker, witness and observation forms, instructions for electronic submission, procedural clarity.

MDD Folders, £100 BTEC Meetings – recurring agenda item

Sept 2019 Staff folder check Oct 2019 pupil folder check

BKT BTEC meeting minutes

- Increase confidence of Tier 2 vocabulary through teachers showing pupils where words are from (etymology). Do this by having CTLs research the etymology of Tier 2 words and add this knowledge to their curriculum overviews. This will ensure vocabulary is explicitly and progressively planned.

CTLs CTM time CTL Agenda item in Sept & Jan

BKT updated Curriculum Overviews on L-Drive

- Increase confidence of Tier 2 vocabulary through tutors showing pupils where “spiritual” words come from (etymology). Do this by having collective worship lead research the etymology of at least 7 Tier 2 words and add this knowledge to the collective worship PowerPoints i.e. ‘blessing’ from the Latin ‘benediction’, which was from two words “bene” (good) and “dicere” (speak), literally “to speak well of, bless”.

ROC - Agenda Item on RS LM meetings

BKT Collective Worship slides

- Make explicit the pastoral curriculum so that knowledge of core values is explicitly planned and taught. Do this by Heads of Year following/linking to the theme of the week and the ‘I am statements’ in their briefings.

Heads of Year - Pastoral Meeting Sept & Jan

MFD Briefing drop-ins

- Ensure the collective worship focus/theme of the week is articulated in the staff briefing each week. Do this by having the lead for collective worship/a member of SLT take responsibility for saying it each week.

ROC - SLT Jan BKT Line management of RS

- Conduct weekly learning walks to monitor the correlation of curriculum overviews with the coverage in lessons, providing opportunities for curriculum leads to discuss changes where necessary. Do this by scheduling a regular time for the learning walks and time for dialogue with the curriculum leads.

CTLs & BKT Weekly time built into calendar

Ongoing meetings with curriculum leads

CUR Line management meetings

- Establish an effective French curriculum for all Year seven pupils (and MIN LM meetings SLT – Nov. MOR

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building thereafter). Do this by ensuring French lead is LM by an experienced curriculum lead (Head of English).

Line management meetings

- Ensure all pupil premium pupils attend an external visit during activities week. Do this by using the pupil premium to finance where needed.

BKT Pupil premium Apr 2020 CUR Line management

- Ensure all disadvantaged pupils have revision materials (books). Do this by using the pupil premium to purchase books and monitor when they have been given out.

BKT Pupil premium Costed plan

Sept CUR Line management

- Ensure assessment is motivating and helps pupils to make progress through their curriculum. Do this by setting targets that are progress 8 neutral, and sharing with pupils the process for generating these targets i.e. that they are an impersonal statistic, not a judgment from known teachers within the institution.

BKT Sept and Apr CUR Line management

- Review guidance for assessment and target setting. BKT Sept and Apr CUR

- Ensure all targets are in SISRA by mid-September (Year 7 by December) BKT CUR data visible on SISRA

- Address KS2 gaps in Geography knowledge. Do this by resourcing KS3 Geography with at least 2 hours of curriculum time per week.

BKT Apr 2020 CUR (timetable)

- Establish a SIAMS working group and give them the objective of responding to 2019 inspection feedback by 2022.

ROC Feb 2020 BKT (Committee minutes)

- Ensure dynamic and well attended sports and music clubs are operational. Do this by mapping-out the sports and music club curriculums

PEC, MUR, Sept 2019 CUR (SLT meeting)

- Review the current careers provision (audit current mapping of it). Update the document to reflect improvements.

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STRATEGIC AIM 2: EDUCATING FOR WISDOM, KNOWLEDGE, HOPE &

ASPIRATION – TEACHING & LEARNING

STRATEGIC LEAD: JEN MOORE – DEPUTY HEADTEACHER


Share a passion for our subjects and a love of life in the hope that it

inspires others.

Deliver teaching of the highest quality, that motivates, stimulates, builds

confidence and challenges all pupils, taking into account pupils individual

needs.

Nurture academic habits and skills and the joy of learning as a lifelong

process.

Cherish imagination, creativity and daring exploration.

Guide pupils in overcoming barriers and setbacks and teach them to ‘fail

well’.

Overall P8 score

Pupil learning survey

Progress of most able group

L3 value added scores

Reading age progress

Attitudes to learning progress

Post 16 retention


Programmes of study will have intent and be thoroughly planned

The resources we provide will be of the highest quality

Our teaching will differentiate for all abilities

Our teaching will stretch all pupils

Our teaching will develop and consolidate secure literacy and numeracy

Our teaching will secure/embed knowledge and understanding

The Homework we set will have purpose - extending and embedding

learning

Our assessment of pupils will allow teachers and pupils to respond

accordingly

The best practice will be shared – staff will be outward looking

The learning environment will stimulate learning

By the time they leave Sarum Academy our pupils will be able to read, write,

speak and listen effectively. Pupils will be able to ask questions confidently

with an enquiring mind and solve mathematical and scientific problems. We

expect them to be able to express themselves imaginatively and in creative

ways through the Arts.

As a result of ‘outstanding’ teaching and assessment for learning pupils in

Year 11 will secure an overall progress score in the top quintile of schools

nationally allowing them to transition to sustained further education.

As a result of ‘outstanding’ teaching and assessment for learning pupils in

Year 13 will secure an overall value added score in the top quintile of

schools nationally allowing them to transition to sustained further

education or employment.



Named person(s)

responsible

Resources and

costs (inc.

Meeting time)


person and

method

Teaching and learning priorities will fulfil our strategic intent and will include; 1. Enhancement of vocabulary through a focussed literacy strategy 2. Stretch and challenge for all pupils with explicit challenge for the most able 3. Homework accelerates the progress of all pupils

14

4. Focus and concentration of all pupils in lessons 5. Development of staff professional knowledge

Literacy – developing reading, vocabulary, written communication and talk for learning

- Bookwork. We will ensure that book work is a high standard across all

subjects. Marking is well planned and provides pupils with effective

feedback so they understand their next steps for learning. Teacher

marking is high impact with the minimum amount of time (workload) Class

mark sheets are developed by departments where useful.

CTLs None Fortnightly MOR

- We will assess reading ages across KS3 and Year 9 to track progress of

reading ability and inform intervention. This will be a three year project

and data analysis will take place three times a year.

MIN Subscription to

assessment

service /

programme

Yearly for some,

2-3 times a year

for lower ability.

MFD

- The Big Read will adopt a whole class reading experience with tutors

leading across Year 7-9. Support staff will be trained reading facilitators

to enable smaller group reading. Published Reading Journey will be

mapped to cover a range of voices, styles, cultures and SMSC and this

will be shared with parents and published on the website.

Tutors (Year 7-9)

for delivery

CPD time (to set

expectations and

help develop skill

set). Read

End of term 1 MIN

- We will improve reading for Year 7 pupils with the support of Sixth Form Reading Buddies. This will take place on a Thursday in tutor time.

MIN - Termly MOR

- We will introduce a portfolio of essential non-fiction for The Year 10 Big Read to further stretch pupils’ cultural experience.

Tutors for delivery. MIN for logistics.

CPD training time / printing and lamination

End of term 1 MIN / MOR

- Promote wider independent reading through an inter-house Reading Marathon, combined with 100 books to read before you’re 16! (Double points will be issued for books on the list)

Tutors / Heads of House

Promotional materials

Termly MIN / MOR

- Develop our differentiation of in the classroom, ensuring all staff use a range of appropriate strategies to support all learner’s literacy development.

MIN CPD time. Termly MOR

- Map explicitly taught vocabulary across entire curriculum; the 30 word

challenge! (A mix of tier 2 and tier 3 subject specific vocabulary.)

CTLs CTL meeting

time / CTM time.

End of term 2 MIN

- Explicitly teach vocabulary acquisition through the KS3 (and Year 9) English programme with fortnightly vocabulary lessons.

English staff Resourcing time Termly MIN

- Further embed Talk for Learning as a key differentiation strategy through continued CPD and explicit training for the pupils in active listening. Learning walks to assess range and impact of talk strategies.

MIN Learning walk time /

Termly MOR

15

- Introduce the Big Speak, with a focus on oration and developing personal opinions to help develop fierce advocacy.

COR Literacy budget to reflect prize fund and resourcing

Big Speech Final– July 2020

MIN

- Launch a debating club and compete in local and / or national competitions.

COR/MIN Enrichment time / programme. Cost of travel to events.

End of the year. MIN

- We will continue to develop the BIG literacy events, ensuring The Big Spell impact is felt beyond the designated focus-week for each subject by developing more spelling-support strategies that work in the classroom across the year.

MIN / COR Literacy budget to reflect prize fund and resourcing.

Big Write – March 2020 Big Spell – March 2020

MIN / MOR

- We will have a clear subject approach to support pupils who miss lessons due to absence and therefore minimise gaps in learning

CTLs - Through CTL meetings

MOR

Stretch and challenge

We will embed stretch and challenge in all lessons with explicit reference for TMA. This will include

- Sharing exemplar work - Sharing best work and develop peer review - Develop self-assessment methods across the curriculum - Subject related extended reading to be made available to all pupils - Provide opportunities for more in class debate

CTLs - Ongoing via learning walks and observations

MID / MOR

We will continue and enhance ‘The Brilliance Club’ MID Books for launch event. Visit costs. £1000

Review termly MOR

Homework

- We will use curriculum planning time to plan meaningful homework tasks which consolidate learning and help pupils to commit knowledge to their long term memory. In Year 11 these will be part of black folders when possible.

CTL

Planning time

Ongoing CRO

- We will produce ‘A Homework Guide for Parents’ which describes what

homework will be like in each subject and what to expect

CRO Time to produce

booklet

End of Term 2 MOR

- We will review the expectations around the setting of homework CRO

- End of Term 2 MOR

- We will review ATL score for homework after each data capture and provide appropriate interventions for all grade 3s

BKT then HOY - After each data capture

MFD

Focus and concentration

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- We will use a common language in lessons to highlight expectations of focus and concentration as part of our ‘Being great learners’ classroom poster.

CTLs - Ongoing MOR

- We will create seating plans to promote extended focus and concentration. Correct seating plans will be available for cover supervisor.

CTLs - - MOR

Professional knowledge

- We will review the lesson observation form and learning walk to be straightforward to complete on BlueSky. Observations will be less generic and more focussed on the areas of development highlighted by staff and CTLs on the teacher tracker

MOR Time to complete By September CUR

- We will develop the use of BlueSky so all staff have greater ownership of their profile and professional learning

MOR Conference call time

Termly CUR

- We will ask teachers to have one appraisal target focussed on

professional knowledge. This could be subject knowledge, pedagogical

knowledge (including subject specific) or wider professional knowledge

which may need specific expertise e.g. BTEC QN

MOR through

appraisal process

- Termly MOR via HT

reports and

annual

evaluation

- We will enhance all teacher subject knowledge through external

moderation, external professional learning and collaboration with MLP

and Wessex Partnership.

MOR through

training plan

Supply cost Termly MOR via HT

reports and

annual

evaluation

- We will audit departments to review where they gather subject knowledge and invest in membership of subject associations if advantageous.

CTLs Cost of any memberships

Second CTL meeting Term 1

MOR

- We will plan Curriculum Team Meetings to include a minimum of two subject specific experts a year e.g. STEM training for Science. This could also include input from MAT SLEs

CTLs Any fees Throughout the year

MOR

- Teaching and Learning briefings are planned to share good practice

and provide the latest T&L updates

MOR Pedagogy books

£200 yearly

Reviewed as

part of the

Training Plan

evaluation

CUR

- Teaching and Learning training sessions will include training on pupil self-assessment, differentiation, stretch and challenge, reading and vocab

MOR Refreshments 5 sessions across the year

MOR

- New staff induction

We will ensure all new staff experience a well-planned and bespoke

induction. This will include an observation of all new teaching staff in

MOR observations

of new staff

None New staff

survey in

January

CUR

17

Term 1. All new staff will have a new staff buddy to support them with

their induction in addition to a line manager

- We will provide opportunity for all staff to enhance their professional learning, this could be external courses but could also be researching a particular area or professional reading. Early Careers Teachers will all have a one week professional learning week.

MOR Cover time Throughout the year

CUR

- Leadership development

CTL meetings will be focussed on developing leadership skills for half of

the time using ‘Leadership Matters’ as a key resource

MOR £295 annual

subscription to

Leadership

Matters

Termly CUR

18

STRATEGIC AIM 3: EDUCATING FOR COMMUNITY, DIGNITY &

RESPECT – CHARACTER DEVELOPMENT

STRATEGIC LEAD(S): KATE MILFORD – ASSISTANT HEADTEACHER,

MAXINE FOX


To provide a safe, happy and inspiring environment in which all pupils

flourish and have the opportunity to develop spiritually, physically,

intellectually, emotionally, morally and socially.

To be a school community in which staff, pupils, parents and carers relate

well, put each other first and live well together.

Attendance to be above the national average (94.6%) in two years

Year 1 = 94%

Year 2 = 94.5%

Year 3 = 95%

Reduction in the number of exclusions

An increase in the number of pupils who achieve good or better in their

attitudinal data.

Evidence to be captured through attitudinal stakeholder surveys.

All pupils in Year 7 and 8 will complete the Apprentice Level of the LORIC

programme within two years. Some pupils will have advanced to the

Graduate Level.

Data to show an increase in the numbers of pupils engaged in Duke of

Edinburgh and other enrichment opportunities.

An increase in the number of parents who are actively involved in the

Parent Forum.


We will communicate clear and fair consequences and reward pupils for

effort and excellence.

We will gather and use attitudinal data effectively.

We will gather the views of stakeholders and respond accordingly

We will examine the means by which character is developed and

assessed.

We will promote both physical and mental health and wellbeing and

examine the means by which character is assessed.

We will identify and respond to those most at risk to further reduce

exclusions

We will promote ‘outstanding’ attendance and intervene swiftly if required

and we will develop the means of achieving attendance above the

national average.

Pupils will be reflective, adaptive, resilient and positive in their mind-set. They

will make informed choices that effect positively on their own wellbeing. We

expect our pupils to understand the difference between right and wrong, to

appreciate other cultures and traditions and to develop a deep respect for self

and others and the worth of every individual. Through their participation in

active citizenship and collaboration our pupils will make a difference to their

community and society.

19

We will further develop pupil’s experiences in tutor time and we will

complete a review including appropriate assessment.

We will provide greater opportunities for spiritual development. (SIAMS

2019) and provide a range of activities to further develop the character of

the individual. This will include enrichment opportunities such as the

Duke of Edinburgh Award and Pupil Leadership.

Assembly’s, collective worship, visiting speakers and charity days will

encourage others to be ‘active citizens’ and ‘courageous advocates’ to be

responsible for themselves and for others.

To develop the cultural capital of the individual.

To further embed the use of Restorative practice to ensure consistency

around the Academy.



Named person(s)

responsible

Resources and

costs (inc.

Meeting time)


person and

method

- We will produce a service level agreement with the Education Welfare

Service to ensure the consistent and speedy approach to non-

attendance.

FOX Liaise with key

MAT staff.

October 2019 CUR

- We will continue to maintain contact with relevant health professionals in able to support any attendance concerns.

LEY Meetings, letters FOX Monitor the communication with health professionals.

- We will ensure home visits are conducted if absence continues for more than three days without contact.

LEY FOX

Time for home visits

Weekly LM FOX Communication log.

- We will ensure that all pupils at risk of low attendance are placed on an attendance action plan.

LEY Actions Plans Fortnightly LM FOX Number of action plans and impact on attendance.

- We will ensure all Tutors embrace the attendance initiatives organised by the Attendance Officer through the monitoring/challenging of tutors by the pastoral leaders. This will include implementing attendance support

LEY Weekly tracker Raffle ticket

Ongoing FOX Head of Years Observations.

20

strategies such as the weekly tutor tracker and distributing raffle tickets to all pupils with improved attendance.

- We will ensure all Tutors follow up any unexplained absences and contact parents after second day of absence. This will be recorded on the communication log which will be monitored and actioned by the Attendance Officer. All tutors will report any concerns to the Attendance Officer and ensure relevant strategies are implemented to enhance the pupil’s attendance.

Tutors Tutor meetings Phone calls

Fortnightly FOX Heads of Year

- The Attendance Officer will challenge pupils who are persistently late and liaise with the tutors to ensure an appropriate consequence is put in place.

LEY Meetings Letters

Weekly in LM FOX Monitor through SIMS Attendance tracker

- To increase the number of parents attending the SAM meetings. Tutors LEY

Meetings Phone calls Letters

Weekly in LM FOX Monitor through SIMS and attendance tracker.

- We will ensure that attendance is celebrated through a variety of challenges and rewards including within the house groups.

House Leaders Briefing times Purchasing of rewards £500 Certificates/prizes

Termly FOX Monitor attendance Display boards

- A bespoke induction programme to be delivered to new staff which will include observations, training and support when necessary.

- Induction program to support new tutors

FOX Observations Training Support strategies

Ongoing MFD MOR

- The use of “I am’s” in the Year briefings. ROC Tutors

Tutor briefings Ongoing Heads of Year

- To conduct an evaluation of the current intervention programmes and to develop further interventions to meet the needs of our pupils.

FOX MFD FUT DAW

Meetings SIMS data

September 2019 Ongoing

Feedback from pupils

- Attitudinal data to be displayed in the form of a Horsforth quadrant following each data capture for every year group.

- Heads of Year to utilise quadrant data to identify target pupils - Gold awards for all pupils in the top quadrant - Greater emphasis on the majority of pupils who are making good

RAM Software £100 Staff training Time

October 2019 December 2019 March 2020 June 2020

BKT

21

progress - Briefing for each quadrant at the end of each data capture

- A baseline assessment of character will be assessed in September. - MUR to create a Character profiling tool

MUR Surveys Analyse results

September 2019

MFD

- Following the pilot project, we will further embed the LORIC programme

to Years 7 and 8 as part of the tutor programme.

- Pupils and staff need a PIXL login.

- Staff training on how to deliver the course.

- Programme to be communicated to tutors to explore the key attributes.

- Pupils to set goals that are reviewed termly.

- Celebrate completion of the Apprenticeship Level.

MUR

Tutors

PIXL Log in

Certificates

Prep time session

Staff training

Celebration

assemblies.

Start

September

2019

Ongoing

reviews

throughout the

year.

MFD

- Develop tutor programme to make it bespoke for each year group. FOX

MFD

Revision

materials

LORIC resources

Group reading

Termly in Head

of Years

meetings and

Tutor meetings.

MFD

- To monitor the effectiveness of morning and afternoon tutor/prep time through observations and learning walks on a termly basis.

Heads of Year Time to conduct observations and learning walks.

Termly through Head of Years.

MFD

- Working group to discuss spiritual development and evaluate the impact of tutor programme through pupil surveys and Ethos group.

ROC Meetings Stakeholder surveys

December 2019 CUR M. Guillebaud

- Increase parental engagement through increased numbers at the Parent Forum.

- Stall to be visible at Parents Evenings - Letters to be sent to prospective parents informing them about the forum. - Governors to be present at Parent Evenings to promote parental

engagement.

Parent Forum M. Oldham

Stand up banner £ Letters Meetings

Four parent forum meetings throughout the year.

CUR Numbers on the parent forum

- We will ensure that all Year 6 pupils transitioning to us will provide a piece of work that they are most proud of. This will be placed into their Year 7 books as a benchmark of excellent work showing resilience and aspiration.

MFD MUR STE

Transition visits September 2020

MFD Best work in each pupils book.

- We will deliver as part of the Year 7 induction day, sessions to promote mental wellbeing and academy expectations through PIXL Edge, Restorative practice and internet safety.

Year 7 Tutors FOX FUT

Resources Assembly time

September 2019

MUR

- We will provide information to staff to raise awareness of mental health FUT/DAW Training time Ongoing FOX

22

needs, giving them knowledge of early signs and strategies to support their learning alongside their mental health. (Mental First Aid)

resources

- Restorative Practice training to be delivered through the Teaching and Learning briefings on a termly basis to ensure consistency throughout the Academy.

- Restorative Practice Ambassadors to deliver information through Year group briefings on a regular basis depending on the need of the Year group.

FOX Teaching and Learning briefings Meetings Year group briefings.

Ongoing FOX

23

STRATEGIC AIM 4: INCREASING PUPIL NUMBERS - GROWTH STRATEGIC LEAD(S): JONATHAN CURTIS - HEADTEACHER


Sarum Academy becoming the choice school for the local and wider population (MLP Strategic Intent)

50% of pupils in MLP schools to attend Post 16 education at Sarum or

S6C. 70% from Sarum Academy.

120 pupils in Year 7 – Sept 2020

75 pupils in Year 12 – Sept 2020


We will work closely with S6C in developing a strong joint offer for pupils

across Salisbury

We will strengthen our core vocational offer pre and post 16

We will work closely with local primary and feeders schools in enhancing

provision for young people within our clusters schools

We will provide regular opportunities for KS2 pupils to visit the Academy

to share in our experiences

We will improve access for pupils Pre and Post 16

We will market ourselves effectively

We will be an online presence through social media

Pupils will be reflective, adaptive, resilient and positive in their mind-set. They

will make informed choices that effect positively on their own wellbeing. We

expect our pupils to understand the difference between right and wrong, to

appreciate other cultures and traditions and to respect others. Through their

participation in active citizenship and collaboration our pupils will make a

difference to their community and society.



Named person(s)

responsible

Resources and

costs (inc.

Meeting time)


person and

method

Undertake a Year 10 pupil survey across the MLP (Summer Term) in order to direct market Post 16 courses. (See below)

MOR Survey July

2019 – July

2020

BKT

Effectively analyse data from MLP Year 10 survey and Academic data from schools to identify target pupils and groups. Plan and facilitate a response to the information working with MLP Careers Advisor.

BKT/JON A.Sluman CUR to gather academic data

Meeting with S6C Sept 2019 CUR

Working with MLP Careers Lead - Develop a planned provision for Careers advice and guidance across the MAT. Target : 50% of pupils in MLP schools to attend Post 16 education at Sarum or S6C. 75% from Sarum Academy.

CUR/JON/ A.Sluman

Working with MLP Careers Lead (A.Sluman) JON to complete Careers lead training

Applications Dec 2019 Feb 2020.

CUR – MLP Careers Strategy developed

24

Development of September 2020 Post 16 prospectus and marketing materials for assembly’s and careers events. Dates for assembly’s at MLP schools in MLP Calendar. Timeline: Open Evening Flyers – July 2019 2020 Prospectus – July 2019 (SMT/JON) Pull-up Banners for Assembly’s and Parents Evenings – Sept 2019 2021 Prospectus – June 2020 (SMT/JON)

CUR Marketing Costs

£1000 – Joint

marketing budget

£250 Prospectus

print

See timeline

Development of ‘Level 2.5 Post 16 access offer’ to broaden market share. 20 pupils on access pathway for enrolment September 2020. Promotional materials produced by end of September 2019.

BKT Using data from

Year 10 survey

Sept 2019 CUR

Development of the wider provision for pupils attending MLP Post 16 education e.g. combined sports teams, lecture programme, visiting speakers etc.

JON/S6C MLP Post 16 partnership meetings

Ongoing – Proposal by March 2020

Identify and ‘prime’ target pupils for courses Post 16. This includes developing relationships with teachers (influencers) in other MLP schools.

CTLs CTL Meetings Early in Year 10 and ongoing

BKT

Further improve tracking systems to track participation Post 16 and beyond. To include systems to follow-up at the start of Year 12 and the end of Year 12 and Year 13 for pupils leaving Sarum Academy.

BKT/JON - Letter Year 12 leavers – Mid Sept Year 12 & 13 letters June

CUR

Develop Sarum Academy (and predecessor schools) Alumni – Share personal stories across the school i.e. through wall displays, newsletter etc.

JON £500 Ongoing CUR

Increase marketing activity around KS2 Open Evenings including senior leader visits and presence at Parents Evenings at local schools. KS2 Sarum banners developed (CUR)

MUR – Planned

programme

CUR - Marketing

£500 Marketing

Budget

Planned

programme by

end of Term 6

MFD

Develop transport plan for the Academy to improve access for all pupils and reduce carbon footprint. This includes information about cycle routes, minibuses, pedestrian access etc.. To be developed with the School Council. Pupil and parent friendly publication. – Environmentally friendly. Market effectively.

SMT - Oct 2019 CUR

Develop transport strategy for pupils Post 16 to facilitate ease of movement from train station and other major hubs. Part of the above.

SMT/MLP Commercial Operations Manager

- Jan 2020 CUR

Outline the journey of a pupil through their time at Sarum Academy – key ‘school life’ events. Share this at open events and prospective pupil

MUR/MID £250 Printing costs

For Sept 2019 Open Event

MFD

25

encounters.

Development of marketing message and materials– I am Sarum Academy CUR £500 marketing/display budget

Ongoing MOR

Develop the website to ease access in applying for school places mid-year – pre and post 16 and booking tours.

SMH/MOR By end of Sept 2019.

CUR

Development of the Academy’s website for Dec 2020 SMH/MOR £3000 2020-21 Budget

Proposed approach Feb 2020

CUR

26

STRATEGIC AIM 5: GOVERNANCE STRATEGIC LEAD(S): MIKE OLDHAM – CHAIR OF GOVERNORS


Enable continued development of all school activities in order that staff and pupils flourish in themselves and in community.

P8 and A8

Increase in non-academic activities

Recommendations from SIAMS Working Group

Increasing NOR

Identified future CofG


Monitoring compliance with MLP vision and strategy

Ensuring local implementation of the vision for the Trust whilst maintaining, respecting and enhancing the distinctive ethos of the school

Responsibility for the implementation of the Supplementary Funding agreement and its statutory compliance

Monitoring standards and outcomes through a focus on teaching and learning

Determining the cycle of LGB meetings, in line with Trust Board annual schedule.

LGB Chair to support Headteacher during Ofsted/SIAMS inspections

Improving academic outcomes in each year group

Development of non-academic activities and measurement of their impact

Continuing development of Sarum Academy as a CofE school

Local Academy of choice for pupils, staff and parents



Named person(s)

responsible

Resources and

costs (inc.

Meeting time)


person and

method

Challenge, support and encourage the SLT and others in all their school activities and outcomes.

All governors LGB Meetings

Link Governor

visits

Termly M.Oldham

(Chair of

Governors)

Determine and implement the most effective type of reporting and scrutiny for LGB meetings and Governor visits.

M.Oldham/CUR Discussion through Chairs of Governors Forum

December 19 Link Trustee

Succession planning and capacity building of LGB membership to meet emerging requirements of both MLP and Sarum Academy.

M.Oldham

Membership of MLP working group on Governance. D.Casey Meeting time Feedback to

LGB

Establish SIAMS Working Group to address ‘Spirituality’ CUR/M.Oldham 3 x Mtgs Easter 2020 Actions to be

included in

revised SDP

27

Provide feedback to parents via Headteachers Newsletter – Governors take turns in providing a short summary of what was discussed.

M.Oldham - Ongoing Headteacher

A governor to attend at least one Parents Forum and one School Council each year

M.Oldham - - Headteacher