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1 | Page St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM ST. EDMUND ARROWSMITH CATHOLIC CENTRE FOR LEARNING POST OFSTED ACTION PLAN JANUARY 2015 DECEMBER 2015 Ofsted Key Priorities January 2015 1. Improve teaching and learning by ensuring that all staff are applying the school’s policies on behaviour and marking consistently. 2. Improve students’ progress and attainment by: improving students’ progress across Key Stage 3 so that gaps in the progress of those supported by the pupil premium and their classmates are closed increasing challenge for the most able, so that more reach the top grades of which they are capable improving the progress of those students with special educational needs and disabilities in Key Stage 3. 3. Improve students’ behaviour by: continuing to improve attendance, particularly for those students who are persistently absent improving students’ attitudes to learning to reduce low-level disruption in lessons 4. Improve leadership and management by sharing accountability for teaching and learning more effectively across leaders at all levels.

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1 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

ST. EDMUND ARROWSMITH CATHOLIC

CENTRE FOR LEARNING

POST OFSTED ACTION PLAN JANUARY 2015 – DECEMBER 2015

Ofsted Key Priorities January 2015

1. Improve teaching and learning by ensuring that all staff are applying the school’s policies on behaviour and

marking consistently.

2. Improve students’ progress and attainment by:

improving students’ progress across Key Stage 3 so that gaps in the progress of those supported by the

pupil premium and their classmates are closed

increasing challenge for the most able, so that more reach the top grades of which they are capable

improving the progress of those students with special educational needs and disabilities in Key Stage 3.

3. Improve students’ behaviour by:

continuing to improve attendance, particularly for those students who are persistently absent

improving students’ attitudes to learning to reduce low-level disruption in lessons

4. Improve leadership and management by sharing accountability for teaching and learning more effectively

across leaders at all levels.

2 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Current Position of School Data

KS3 Cohort 2014

At the end of Key Stage 3 pupils are deemed to be making expected progress if they move two full levels above their level on entry. This allows for a progress trend that

ensures that students meet and exceed national expectations at key stage 4.

In year 9 maths expected progress was slightly below what was required to ensure a consistent line of progress at the end of this key stage and moving into key stage 4 with 66% of students achieving this, however the number of students making more than expected progress was above this trend line with 43% of students exceeding the two levels of progress.

English year 9 showed that 71% of students at the end of key stage 3 made the two levels of progress this is close to national averages. The more than expected progress was significantly above average with 43% exceeding the two levels of progress.

The performance of Dis-advantaged was below other students performance making expected progress in both maths and English students but both subjects showed a narrowing of this gap in relation to end of KS4 data of 2014, The expected progress in English gap [-3% / 2014 KS4 Gap -16%] maths the gap was [-18% / 2014 KS4 Gap -23%]. English expected progress gap was -3 [Dis-advantaged 69% - other students 72%] and more than expected progress -9% [48%-37%]. Maths showed a wider gap but was narrowing, expected progress was -18% [74%-56%] and more than expected was -14% [35%-49%].

Individual subjects performance at the end of key stage 3 that was close to or above expectations in both expected progress and more than expected progress included history, science RE, and geography was close to or above comparative national figures, with technology [47% / 13%] and ICT [ 51% / 16%] below

KS4 Cohort 2014

60% of pupils are forecast to achieved 5 or more A* to C (inc E & M) which is in line with 2014 performance and significantly above the 2014 NA. For 5 A* to G it was in line with the NA [ 94% / 92%]

The best 8 capped APS was 283.5 which is well below the school performance in 2012 [301.2] and 2013 [325.1] and significantly below the NA [306.9]

In individual subjects the school was significantly above the NA for English, English language, English literature, history, Additional science and Core science. Performance was significantly below the NA in Mathematics, Business studies, Hospitality and catering, Product design, ICT, French and Physical Education.

Expected progress in English KS2 to KS4 was well above the NA [79% / 70%] but below in more than expected [25% / 32%]. However, the performance of disadvantaged pupils was well below the cohort average for expected and more than expected progress. expected progress [69% / 85%] more than expected progress [ 14% / 32%]

Expected progress in mathematics KS2 to KS4 was well below the NA [58% / 65%] and more than expected [17% / 29%]. The performance of disadvantaged pupils was well below the cohort average for expected and more than expected progress. Expected progress [43% / 68%] more than expected progress [ 6% / 23%]

Performance at A*/A in maths was below NA [11.3 /17.8]. In English it was above in English [ 2.4% / NA 2.1%], in English Language was close to NA [18.9% / 21.2%]

Ofsted Criteria for ‘Good’ in attainment From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in

Mathematics are close to or above national average. Progress in a wide range of subjects, including English and Mathematics is consistently strong and evidence in pupils’ work indicates that they achieve well. The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and

Mathematics. The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support

and the most able, is generally good.

3 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Pupil Outcomes / Overall Success Criteria Data

KS3 Cohort 2015

INFO: Average expected progress is judged at 72% and more than expected progress is judged at 35%

Current Data shows from review 3 shows:

In year 9 English expected progress and more than expected progress is below average, [41% / 26%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [33% / 48%] and well below for more than expected [16% / 34%]. SEND students achievement is well below the cohort average [23% / 45%] for expected progress and also for more than expected progress [13% / 28%]

In year 9 maths expected progress is below expected averages, but more than expected were above the averages [60% / 41%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [45% / 73%] and well below for more than expected [26% / 55%]. SEND students achievement is well below the cohort average [30% / 65%] for expected progress and also for more than expected progress [13% / 47%]

These groups will be targeted and form part of the focus for all departments. Current forecasts indicate that in general the main area of focus is students whose were deemed as middle achievers on entry (Level 4 students), who are currently below average in expected and more than expected progress in the majority of subjects. In maths the figures are [46% / 21%] in English [30% / 11%]

Individual subjects performance in year 9 showed that history, geography and computing were close to or above expectations in both expected progress and more than expected progress. Subjects below expected progress were MFL [47%] RE [57%] and science [42%],

KS4 Cohort 2015

National data shows that this cohort is broadly in-line with the national average fine point score at KS2 [27.7 / 27.6] but of lower ability on intake than the 2014

cohort [27.7 / 27.9]

Current Year 11 forecast data indicates:

60% of pupils achieved 5 or more A* to C (inc E & M) which is slightly above the performance in 2012 and 2013 and 5% above the NA. For 5 A* to G it forecast in line with the 2014 figure and above the NA [ 94% / 92%]

The forecast best 8 capped APS is 313.4 significantly above the centres 2014 figure of 283.5 and above the 2014 NA [306.9]

In individual subjects the centre is significantly above the NA for English language, geography, history, Additional science and art. Performance was significantly below the NA in PE, Media, RE and expressive arts

Expected progress in English KS2 to KS4 is expected to be above the NA [78% / 70%] and close for more than expected [30% / 32%]. However, the performance of disadvantaged pupils was well below the cohort average for expected [69% / 83%] and more than expected progress [19% / 37%].

Expected progress in mathematics KS2 to KS4 is forecast to exceed 2014 performance and be above the NA [70% / 65%] and for more than expected [32% / 29%]. The performance of disadvantaged pupils is still below the cohort average for expected [55% / 75%] and more than expected progress [21% / 37%] but the gap is narrowing.

Performance at A*/A in maths is close to NA [15.9 /17.8] an increase on 2014. In English Language it is below NA [14.2% / 21.2%]

We aspire to achieve these forecasts to bring us close to or above with national averages.

Interventions and strategies are in place at whole school and department level to ensure that these forecasts are realised, these include Assertive Mentoring of all

borderline students as well as other students who need support in achieving more than expected progress. Students identified as dis-advantaged and students who

have SEND as well as higher achievers with A*/A targets are the focus for departments to ensure that all identified groups are targeted/supported and achieve.

4 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Pupil Outcomes / Overall Success Criteria Data

KS3 Cohort 2016

INFO: Average expected progress is judged at 72% and more than expected progress is judged at 35%

Current Data shows from review 3 shows:

In year 8 English expected progress and more than expected progress is below average, [59% / 29%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [49% / 66%] and also below for more than expected [24% / 32%]. SEND students achievement is close to the cohort average [57% / 60%] for expected progress and also for more than expected progress [25% / 30%]

In year 8 maths expected progress is close to expected averages, with more than expected were above the averages [70% / 41%]. The performance of disadvantaged pupils was close to the cohort average of expected progress [68% / 72%] and below for more than expected [28% / 50%]. SEND students achievement is close to the cohort average [70% / 60%] for expected progress and also for more than expected progress [26% / 26%]

These groups will be targeted and form part of the focus for all departments. Current forecasts indicate that in maths the focus area need to be middle achievers on entry (Level 4 students), who are currently below average in expected progress [61%]. In English the under achieving group is the higher achievers on entry (Level 5 students), expected progress [47%] and more than expected progress [21%]

Individual subjects performance in year 8 showed that history, geography, technology and science were close to or above expectations in both expected progress and more than expected progress.

KS4 Cohort 2016

National data shows that this cohort is in-line with the national average fine point score at KS2 [27.5 / 27.5] ] but of lower ability on intake than the 2015 cohort

[27.5 / 27.7]

Current Year 10 Data – Based on Review 3

47% of pupils are expected to achieve 5 or more A* to C (inc E & M) in comparison to the same assessment for the 2015 cohort this shows a significant improvement [40%]. The 5 A*-G figure being 97% compared to [98%]

The forecast best 8 capped APS is 293.5 in comparison to the pervious cohort of [301.1]

In individual subjects the centre is significantly above the NA for Art, child care, history, PE and technology.

Expected progress at these similar points show that in maths [51%] are making expected progress compared [33%] form the 2015 cohort. More than expected progress for this cohort was significantly above 2014 cohort [14% / 2.4%]. However, the performance of disadvantaged pupils was well below the cohort average for expected [40% / 59%] and more than expected progress [8% / 20%].

Expected progress at these similar points show that in English [67%] are making expected progress compared [76%] from the 2015 cohort. More than expected progress for this cohort was in line with 2014 cohort [22% / 20%]. Dis-advantaged pupils were above cohort average [71% / 64%] and close at [21% / 23%] for more than expected progress

Performance at A*/A in maths is below NA [9% /17.8%] an increase on 2014. In English Language it is below NA [1% / 21.2%]

We are using the data about this cohort to review their progress at this stage and departments are developing interventions, reviewing groups, providing support to

ensure progress and more than expected progress is close to or above national averages.

5 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Issues (from summary of key

findings)

Teaching and Learning

1. Ensuring that teaching and learning is at least good in all lessons by improving teaching and learning by ensuring that all staff are applying

the school’s policies on behaviour and marking consistently.

Targets

i. Improve teaching and learning by ensuring that all staff are applying the school’s policies on behaviour consistently.

ii. Improve teaching and learning by ensuring that all staff are applying the school’s policies on marking consistently.

iii. Providing training for all teaching staff in order to plan effectively so that GTA / LTAs support is effective and value for money

Action to be taken Success Criteria and

Impact on Learning and standards

Lead Person Monitoring – how the

outcome will be evaluated

Cost/Resources Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

i. Managing Behaviour

Ensuring that the

policies and practices

for managing

behaviour are

embedded across the

Centre by all staff in all

lessons by:

a. Strengthening the

school’s ‘zero

tolerance’ attitude and

expectations for

behaviour in lessons

b. Improving current

behaviour policies and

procedures in lessons

with key individuals.

c. Identifying the role

of key players in

managing in class

behaviour.

Behaviour management

policies and practices

are applied consistently

across the school in all

lessons in order to

improve pupil

engagement and

progress in all subjects.

All students view it as

the same in each class /

each subject

All subject leaders know

exactly what is

expected of them and

ensure that classroom

management skills are

being utilised and the

level system is being

followed

Successes and good

practice are shared

B. King

Named SLT responsible

for behaviour at

departmental level

Subject Leaders

Subject Leaders report to SLT

Data analysis A reduction in the number

of detentions (whole school)

Learning Observations Consistent application of

the PSD system across the school evidenced in all

observations

More positive behaviour for learning being

demonstrated in class and around the school.

External validation of school judgement

together with trained Lead Practitioners and member

of SLT responsible.

Student Voice / Parent Interviews

Departmental Meetings to share best practice

Whole school (staff and pupils)

revisiting of PSD

Behaviour INSET for management

PSD included in induction of all

new staff/trainees

Remove/Detention data emailed on a

weekly basis. HOD/HOY to

monitor/support. (MFL)

School figures.

External support for observations.

Time to ensure each dept is

operating consistently

Named SLT for each

department agreed.

Audit of current practice in each dept completed

(inc student voice)

INSET has taken place.

Examples of good and

outstanding practice

identified by SLT.

All staff to

follow subject

specific rules

Decrease in the number of

students being placed in

remove and on detention due

to close management of low level disruption.

Observations identify

improved performance in

all departments.

Action plans agreed for all

staff still requiring

improvement in behaviour

management.

School practice in line with

Ofsted criteria for good

behaviour in all lessons.

Minimal use of detention or

remove in classroom practice.

All teachers to have delivered a planned lesson where there is

no low level disruption.

Student Voice and Parent

Interviews show improvements in

behaviour.

6 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

RL to monitor hot-spots,

deliver training, discuss

issues with staff and

parents

Co-coaching to be used

within dept

7 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and

Impact on Learning and standards

Lead Person Monitoring – how the

outcome will be evaluated

Cost/Resources Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

ii. Marking

Ensuring that the

Marking Policy is

embedded across the

Centre by all staff in all

departments, without

exception by:

a. Relaunching to all

staff the only

acceptable marking

practice to ensure

consistency and

non-negotiables.

b. Establishing a

timeline for quality

assurance (with

evidence of impact

gathered and dated)

at three levels

subject leaders

peer subject

leaders

SLT

Quality of marking and

feedback has a clear

impact on the progress

of pupils in all subjects.

Monitoring evidences a

consistency of message

and approach – subject

appropriate but

common ground (non

negotiables)

All students view the

quality of marking as

the same in each class /

each subject and can

relate the key principles

of the marking policy.

Student views regarding

marking to be collected

by questionnaires and

feedback to be shared

with students.

All subject leaders know

exactly what is

expected of them and

ensure that marking

and feedback is having

a good impact on pupil

B. King

A. Gilbert

S. Shepherd

Support

SLT working

party

through work

scrutiny

Subject

Leaders

Pupil View

Ensure marking policy is

explicit and consistently

applied across all

departments. Achieved

through an agreed cycle of

pupil work scrutiny and

monitoring of teaching

and learning.

RL to monitor use of

proformas and policy

Moderating of marking

within dept-use of

exemplars of good

practice

Focussed work scrutiny to

identify weaknesses

Time allocation.

Working party to

conduct work

scrutiny.

Subject Leaders

actively involved

to complete

work scrutiny

Marking policy re-

issued to all staff

(M1). Non

negotiables

agreed (subject

specific)

Subject Leader

work scrutiny

carried out after

review 3 to

identify recent

improvements

especially in areas

identified in

marking and

feedback review

(Dec 2014) (M2)

SLT/Working

party to conduct

whole school

review with work

scrutiny

demonstrating

that all subjects,

all teachers are

embedding the

MP into marking

and feedback

(M3)

Subject level

and whole

school work

scrutiny

indicates that

students are

responding to

written

feedback,

utilising “pit-

stops” to

identify how to

move forward

and clearly

demonstrating

in their books

that progress is

developing

overtime.

Students Voice

feedback feel

that the MP

improving

progress

Marking policy is

fully embedded

at all levels.

Scrutiny of work

via lesson

observations and

book reviews

show that the

marking policy is

supporting

progress of

students when

compared to

expected and

more than

expected

progress.

Outcomes and

assessment data

show a marked

improvement

over time.

8 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

progress and that the

school policy is being

followed

Successes and good

practice are shared

9 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and

Impact on Learning and standards

Lead Person Monitoring – how the

outcome will be evaluated

Cost/Resources Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

iii. Training

Providing training for

all teaching staff in

order to plan

effectively so that GTA

/ LTAs support is

effective and value for

money

Appropriate training

has been planned,

delivered and

evaluated.

Support for Teaching

and Learning to be

judged as “good to

outstanding” in all

lessons.

More effective use of LSA in lessons

LSA to be more

proactive Implement training

Utilisation of technical

support extended to

pupil support

J. Woodward

Interview staff. Assess needs

Lesson Observations

Lesson observations to

include focus on

behaviour and role of

GTA’s

INSET Best practice on use of

GTAs shared with staff -

Ensure training of more staff to

carry out LO with effective quality

assurance

Review of current support

completed to identify strengths and weaknesses.

Appropriate

training planned and costed.

Training to take place and

evaluated.

Pupil progress to be above

national average at KS3/4 for all pupils receiving

support.

10 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Issues

(from summary of key findings)

Progress and Attainment

2. Improve students’ progress and attainment by:

improving students’ progress across Key Stage 3 so that gaps in the progress of those supported by the pupil premium and their classmates are closed

increasing challenge for the most able, so that more reach the top grades of which they are capable

improving the progress of those students with special educational needs and disabilities in Key Stage

Targets

i. improving students’ progress across Key Stage 3 by ensuring that pupil tracking systems are effective

ii. Ensure that gaps in the progress of those supported by the pupil premium and their classmates are closed

iii. increasing challenge for the most able, so that more reach the top grades of which they are capable

iv. improving the progress of those students with special educational needs and disabilities in Key Stage 3.

v. Improving literacy skills across the school in all departments

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December 2015)

i. KS3 Progress

Focus on the small but

significant proportion

of students in KS3 who

are not making

progress by:

a. Investigating and

supporting subject

departments who

fall below expected

outcomes and

national targets.

b. Ensuring that all

data in KS3

identifies every

student’s progress.

Ensure that all KS3 students make at least expected progress in all subjects across the curriculum eliminating

under performance.

Analysis of the data to

be completed for

every significant group

(SEND, Gifted and

Talented, PPF Pupils,

gender etc) and

quality assured for

accuracy.

Staff roles agreed

P Helme

KS3 staff Learning

Designated staff roles

Subject Leaders

Teaching Staff

SLT to meet regularly with Subject Leaders to monitor the impact and outcomes of individual

students/ groups

Data provided by Progress leaders to

analyse from assessments.

Staff and student feedback as to

usefulness / accuracy of data analysis and ease / speed of access to data following assessments

Target groups data compiled against

targets to see correlation.

Staff release time.

Subjects analysis to demonstrate patterns from which to take

action.

Review of current data tracking

systems to identify necessary

improvements.

Identify and

analyse why

some groups of

pupils are making

more progress

than others.

Assessing the impact of support

/ intervention programmes on

performance (progress / attitudes to

learning)

Data to be approaching targets for students in

key groups to be in line with other students

New staff roles agreed and in place

for data tracking.

Feedback from pupils and

staff to evidence

improvement in data

tracking.

Consistent performance of students across all groups in line

with national norms.

School able to demonstrate

improvements in the performance of all key groups

across the school.

Data evidences an improved

impact of support / intervention

programmes on performance

11 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

RL/Cc to interrogate

data at each assessment

point for each year.

Significant groups to be

monitored via subject

staff and subject

leaders.

Passport 7 or similar to

be used with year 7

prior to and on entry

and rolled into year 8 as

appropriate.

Sub level 3 students to

be targeted for

intervention via SENd

dept and LSAs

CC to establish and

monitor intervention

cohorts as appropriate

Lesson obs used to check the progress of LA

students in years 7-9 including level 4c in

other groups

12 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December 2015)

ii. PPF Pupils

To rapidly narrow the

gap significantly for

disadvantaged students

in both English and

maths.

.

Disadvantaged

students to make at

least expected

progress in maths and

English and not to be

allowed to achieve one

grade lower than their

peers.

Staff to understand

that PPF is to be

monitored at teacher

level plus collectively

To raise awareness of

staff by identification

and analysis of the

performance of all PPF

pupils and the key sub

groups within PPF

cohort.

To close the gap

rapidly between all

pupil premium

students so they are at

least in line with the

national average.

All PPF students

supported to

participate in extra

curricular activities

PHelme

All teaching

staff

Individual performance

meetings with subject

leaders and SLT

Data analysis Analysis of all PPF Pupils

and key sub groups of PPF

Learning Observations Use of PPF and

differentiated activities / support for PPF pupils

Student Voice

interviews.

Pupil Premium

champion to take lead

responsibility for PPE

pupils. English (K

Unsworth) and Maths

(C Crowe) have a named

member of staff

Intervention for

PPF pupils to

increase progress.

Staff release time.

PPF to be used for

extra-curricular

opportunities.

Training costs

Ensure that the

identity of PPF

students is known

to all staff and

there is an

awareness of

activities and

resources

targeted at them.

Identify the PPF

students

underachieving at

KS3 and KS4

when analysing

data and agree

interventions if

below target

Each department

to identify a

member of staff

to take lead

responsibility for

PPF pupils.

Any training

needs assessed.

Whole school

evidence file

of evidence of

strategies

used to

support PPF

pupils.

Pupil tracking

shows

disadvantaged

students to

make at least

expected

progress in

maths and

English

Departments

to review

impact of

interventions.

Any necessary

training

delivered.

Pupil tracking

shows any gap in

performance

between

disadvantaged

students and the

national average

is rapidly closing.

13 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December 2015)

iii. SEND Pupils

Data Manager to

report after each

assessment cycle

regarding the progress

of this sub group.

Ensure students who

have special

educational needs and

disabilities make at

least expected

progress.

SEND Co-ordinator to

ensure those students

in KS3 accelerate their

learning in order to

catch up with their

peers and make

expected progress

when transferring

from Y6.

All staff to access data

package on Integris

Each department to

appoint teacher

responsible for SEND

pupils?

All staff to be aware of

the SEND students in

their classes (on

electronic registers)

and the new SEND

definitions

GOR

J Woodward

Individual performance

meetings with subject

leaders and SLT

Data analysis Analysis of all SEND pupils and key sub

groups of SEND

Learning Observations Use of additional

resources and differentiated activities

/ support for SEND pupils

Student Voice

interviews.

Use Passport maths/JW

intervention to

accelerate level 4c and

below

Ensure training needs of

relevant staff are met,

build upon recent

training and Big Maths

Day

Staff release time.

Additional

interventions /

support for SEND

pupils to increase

progress.

Training costs

Ensure that the

identity of SEND

students is known

to all staff and

there is an

awareness of the

support available.

Identify the

impact of support

/ interventions for

SEND students

when analysing

data and agree

further

interventions.

Support for

teaching staff best

practice for use of

LSA if in

classroom/relating

to needs of

students.

English and Maths

to have a named

member of staff

to take lead

responsibility for

SEND pupils.

SEND co-ordinator

to take

Whole school

evidence file

of evidence of

strategies

used to

support PPF

pupils.

Pupil tracking

shows SEND

students

making at

least expected

progress in

maths and

English

Departments

to review

impact of

support /

interventions.

Deliver

training for all

staff with

regard to

differentiation

for SEND

students

taught in main

lessons.

Pupil tracking

shows SEND

pupils

achievement is

good.

14 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

responsibility for

other

departments.

15 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December 2015)

iv. Higher Ability

Pupils

Encourage and support

all departments to

stretch higher ability

students to make more

than expected

progress.

Subject leaders must

identify the students

in each year group

who are the most

able.

Subject leaders to

track and monitor

progress after each

assessment

Top 4 sets in English

will sit the higher

paper this year.

Enable the proportion

of most able students

to reach at least

expected progress

Additional extra

curricular

opportunities for

higher ability students

P Helme Individual performance

meetings with subject

leaders and SLT

Data analysis Analysis of all SEND pupils and key sub

groups of SEND

Learning Observations Focus on opportunities

for higher ability pupils

to improve their

progress within normal

lesson time and that all

staff provide

opportunities for

challenge in their

lessons

Student Voice

interviews.

RL/CC to ensure cohort

established in each

year.

Masterclasses(MEM)

and Maths challenge to

be used to a greater

extent

Establish links with

HE/FE

Data Manager to

measure the

progress of this

sub group

Exemplify good

practise so that

the departments

can lead on

stretching and

challenging the

most able in both

key stages

Subject leaders to

write a statement

of intent plus

actions to

establish what

they are

implementing in

order to stretch

and challenge the

most able

students

Deliver training

regarding

differentiation for

the most able

within normal

teaching groups.

Head to organise

whole school

training

Lead

Practitioners

to identify

good practice

and showcase

Strategies for

A/A* teaching

agreed by

each

department.

Pupil tracking

shows higher

ability

students

making good

progress

Training for all

staff with

regard to

differentiation

for higher

ability

students

taught in main

lessons.

Increase in the

number of pupils

achieving or on

track to achieve

A*/A in all

subjects.

16 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Conceptual

understanding of Higher

level content to be

discussed/developed

with all staff

Lesson obs to be used

to ensure stretch in all

classes. Revisit sow in

all years to ensure

coverage appropriate to

changing intake

Develop Junior Maths

Leaders for more able

students

RL/CC to deliver training

on Problem solving and

proof

17 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December 2015)

v. Literacy

To raise pupil

performance in literacy

across all subjects by:

a. Encouraging more

students in KS3 /

KS4 to read more

both in and out of

lesson time.

b. Literacy skills being

supported across all

subject areas

establishing basic

grammar rules.

Each department to

have its own specific

literacy policy in line

with the Centre

literacy policy.

Additional resources

for literacy identified

for all departments.

All staff follow the

Centre marking policy,

promoting SPAG

where appropriate.

All teaching areas

promote the

importance of QWC

All schemes of work

include key words and

all key equipment is

labelled.

Homework often

includes spellings of

key words.

Audit of Literacy Policy and use

Learning Observations Focus on opportunities

for pupils to improve

their literacy and

explicit references to grammatical terms and concepts in all lessons

Use of correct

grammatical terms by students

Encouraging students to

read for pleasure

Additional literacy resources

Marking Policy

used effectively to

highlight SPaG

Each department

has its own

specific literacy

policy in line with

the Centre literacy

policy.

Additional

resources for

literacy identified

for all

departments in

place.

Data and lesson

observations evidence

improvements in quality of literacy work in all subjects

so that standards across the

school are at least in line

with national average

expectations.

Increase in the

number of pupils

achieving or on

track to achieve

C+ in English

GCSE.

18 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Issues (from summary of key

findings)

Behaviour

3. Improve students’ behaviour by:

continuing to improve attendance, particularly for those students who are persistently absent

improving students’ attitudes to learning to reduce low-level disruption in lessons

Targets i. Improve attendance particularly those students who are persistently absent

ii. improving students’ attitudes to learning to reduce low-level disruption in lessons by delivering challenging and engaging lessons

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

i. Attendance

Improve the attendance

of the small but

significant groups of

students who are

preparing for GCSE

exams and who fall

below the 90% indicator

by:

a. Analysing data for

different sub groups.

c. Preparing data

printouts for progress

leaders / form tutors

/ subject leaders /

subject teachers in

order to establish a

strict process

Improved attendance

of each identified sub

group.

Attendance does not

drop at transition.

Resolve issues of

student who have been

poor attendees at

primary.

Reduction in late to school marks for persistent lateness

Mr. King

Mrs. Moore

Progress and Attainment

Leaders to monitor

attendance trends for sub

groups and identify

impact on learning

standards (half termly

review).

Mrs. Moore/LSAs to interview PA parents half

termly.

Student Voice / Parent Interviews

RL/CC to monitor

attendance for all years (Maths)

LSAs allocated by

each year group.

Time given to

support

Attendance Lead.

Review

procedures for

attendance and

punctuality (Mr.

King and Mrs.

Moore).

Create data files for each sub

group identified

Assess the

impact of

procedures on

improved

attendance

for each sub

group.

Whole school focus on

attendance, staff, pupils,

parents, community,

governors, local authority support.

School

attendance in all yeargroups is improved and

good.

19 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

ii. Low Level Disruption

Improving students’

attitudes to learning by

eliminating low level

disruption in lessons by

following the procedures

already in place by:

a. Ensuring that all

lessons encourage

pupil engagement.

b. Good attitudes to

learning are rewarded

and encouraged by all

departments.

Behaviour policies and

sanctions are followed

consistently and are

clear, simple, displayed

in every teaching area,

in every diary, available

for every parent

The number of pupils

removed from class

due to low level

disruption is reduced.

The rewards system for

good attitudes in class

and good behaviour

has been reviewed and

re-launched.

The consistent

implementation of the

PSD system, entry and

exit policy by all staff,

has removed most low

level disruption outside

of lessons.

B King

M Campbell

Data analysis Analysis of all data to

identify trends and areas of relative strength and

weakness

Learning Observations Focus on pupils’

engagement within

normal lesson time and

that all staff reward good

attitudes to learning and

quickly address low level

disruption

To use the PSD system

and follow the current

classroom rules –

displayed in all English

classrooms

SLT / Progress

leaders/Subject Leaders

to monitor the success

2/4/6 weeks?

RL/CC to deliver training

to new staff re low level

disruption

RL to monitor use of PSD

system to establish

weaknesses

Whole school

behaviour and

discipline training

has taken place

ensuring

consistent

application of the

school policies.

Good practice in

pupil progress,

excellent

attitudes to

learning are

identified and

shared with all

staff.

Each department

to review its own

systems for

addressing low

level disruption

and rewarding

good attitudes to

learning.

Decrease in the number of students being

placed in remove and on detention due to close

management of low level disruption.

Observations identify less

low level disruption in

all departments.

Departments to create

evidence files for impact of

new initiatives / rewards etc.

Pupil Voice interviews

evidence the impact of changes.

School practice in line with

Ofsted criteria for good

behaviour in all lessons.

Minimal use of detention or

remove in classroom practice.

All teachers to have delivered a planned lesson where there is

no low level disruption.

Student Voice and Parent

Interviews show improvements in behaviour.

20 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Issues (from summary of key

findings)

Leadership and Management

4. Improve leadership and management by sharing accountability for teaching and learning more effectively across leaders at all levels.

Targets

i. Subject leaders to monitor the quality of teaching and learning in order to develop and support all staff to be good to outstanding

ii. To ensure that performance management targets are consistent and challenging

iii. The Centre to put in place a new structure to encompass the growth of the Centre and responses to the new curriculum.

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

i. Subject Leaders

Subject leaders to

monitor the quality of

teaching and learning

in order to develop

and support all staff to

be good to

outstanding

Teaching and Learning

to be judged as “good

to outstanding” for all

staff

Department subject

inspections have

enabled all staff an

insight into OFSTED

expectations.

All staff are following a

list of priorities that

will enable the

department to be

‘good’

The Centre’s Teaching

and Learning

Collaborative are

established.

Each department has a

Lead Practitioner.

Staff review of roles is

completed and acted

on.

C.Riley

S.James

BOC

SLT

All Subject

Leaders

Joint lesson observations

in line with the school

policy and union

guidance led by A Gilbert,

C Riley, K McParland and

S Venables

Collation of lesson

observations.

In house training e.g.

questioning

More staff are involved

in teaching and learning

collaborative.

Collaborations with

external organisations

such as National Science

Learning Centre, Institute

of Physics, CLEAPPS etc

Staff given time and

support to observe

learning across the

school and to feedback

to staff.

Lead practitioners to be

trained in lesson

observations and analysis

by end of May.

In-house training to hone

skills across multiple

subject areas in

partnership with subject

leaders.

Monitoring of

teaching and

learning

established to

give the SLT a

baseline of

strengths and

weaknesses

across the

school

Subject leaders

to establish

departmental

specific

guidance for

staff and

updated SOWs.

Staff given

opportunity to

plan lessons

collaboratively.

Monitoring of

teaching and

learning by

subject

leaders can

demonstrate

impact on

standards in

all

departments

since the

inspection.

Teaching and

learning

judged to be

‘good’ in all

departments.

Pupil progress

to be above

national average

at KS3/4 in

majority of

classes

21 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

ii. Performance

management

To ensure that

performance

management targets

are consistent and

challenging in order to

deliver the expected

outcomes of progress

for all based on

expected progress and

national averages.

Performance Management and

lesson observations to indicate that teaching

is good to outstanding(whole

school) and departmental level

Teaching observation and working practice

contribute to the improvement of

student achievement

Clear challenge in the

use of targets for

Performance

Management in line

with school policy.

MC

Performance

Management targets to

be scrutinised by line

managers.

Assess and audit present targets

in order to quality assure

regarding “fit for purpose”.

Review of school

performance management policy to be completed.

Performance

management

carried out

according to

revised school

policy

Performance management

targets to evidence an

impact on pupil progress and attainment.

22 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM

Action to be taken Success Criteria and Impact on Learning

and standards Lead Person

Monitoring – how the outcome will be

evaluated Cost/Resources

Milestone 1 (April 2015)

Milestone 2 (July 2015)

Milestone 3 (December

2015)

iii. New Staff

Structure

The Centre to appraise

present staffing

structure and put in

place a new structure

to encompass the

growth of the Centre

and responses to the

new curriculum.

Re-establish roles and

responsibilities in line

with expectations

New staff structure in

place that is better

able to support the

new curriculum and

the overall

performance of the

school.

SLT / LA monitoring

Governing Body

Performance

Management

Planning with

SLT/Governors/Unions