POST OFSTED ACTION PLAN JANUARY 2015 – DECEMBER ARROWSMITH CATHOLIC CENTRE FOR LEARNING POST OFSTED ACTION PLAN ... ICT, French and Physical Education.

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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 schools 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 schools policies on behaviour and marking consistently.

    Targets

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

    ii. Improve teaching and learning by ensuring that all staff are applying the schools 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

    schools 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

    GTAs

    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

    students 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 Centres 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

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