post ofsted action plan january 2015 – december … · edmund arrowsmith catholic centre for...
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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.
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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.
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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.
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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.
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progress and that the
school policy is being
followed
Successes and good
practice are shared
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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
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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
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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.
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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.
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responsibility for
other
departments.
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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