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CARDINAL NEWMAN CATHOLIC HIGH SCHOOL Post-Ofsted Action Plan

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POST OFSTED SCHOOL and GOVERNOR DEVELOPMENT PLAN CARDINAL NEWMAN CATHOLIC HIGH SCHOOL

J. Warburton, Headteacher, Cardinal Newman Catholic High School D J Cunningham, Director of Schools, Diocese of Shrewsbury B Dutton, Senior Adviser, Warrington Borough Council May 2014 – reviewed October 2014


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Priority 1: ACHIEVEMENT

Maintain and improve upon levels of attainment and progress so that outcomes are above national average

Success criteria

Achievement is on an upward trend with expected results and progress for 2014 showing further progress %5 A*-C – 78% 3 levels of progress in Maths – 62% %5 A*-C Eng & Maths – 66% FFT D Estimates – 3 levels Maths – 57% %1 A*-G – 99% Pupil Premium 3 levels English – 58% % EBAC – 38% Pupil Premium 3 levels Maths – 54% % Absence targets (persistent) – 6%/6.5% NTG English – 16% 3 Levels of progress in English – 78% NTG Maths – 8% FFT D Estimates – 3 l3vels Eng – 74%

• Feedback is precise and constructive

• All groups of underperforming/vulnerable pupils make progress so that by July 2014 the gaps have narrowed

• Information about the progress of different groups is used to set challenging targets for improvement

• All staff provide work that builds on pupils’ prior learning in order to improve their achievement

Summary September 2014 Attainment and progress targets have been met or exceeded except for Pupil Premium 3 levels Maths which fell short of our target at 44%. Analysis shows a disproportionate number of PP students were adversely affected by changes to grade boundaries in F Tier Maths. This also accounted for the widening PP:non PP gap in Maths. %EBacc at 22% which was mainly affected by poor performance in humanities and to some extent, Science and French

Actions Lead Person

Resources and Support

SCC Costs

Timeline start / finish

Monitoring who, when and how

Review Point 1 March 2014

Review Point 2 September 2014

1.1 Review curriculum design at KS4 to ensure that it delivers the best possible outcomes for students within the new accountability framework ‘Update on Progress 8 measure’

MBu

Timetable Intervention Staffing

Jan 2014 April 2014

Who Head of School SLT HOD When

• Spring term How By outcome 2016

Curriculum reflects new accountability framework All students chosen appropriate pathways which maximize individual progress and achievement

All students have embarked upon their GCSE studies. Curriculum design to be reviewed at KS3 to enable more curriculum time for Maths and English in Y9. Curriculum allocation for triple science to be reviewed as currently too tight.


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1.2 Ensure intervention opportunities for Maths and English within curriculum design. Pupil premium and under achieving groups

JCa & JDa, MRo, FBu

Targeted students are withdrawn from English/Maths on a weekly basis. Intervention sessions led by a specialist teacher. Progress Manager to provide 1:1 and group mentoring sessions

Educational Visual Analysis system £125 per year £375 KS3 & 4 reports x 5 JDa-Progress manager Intervention Staffing

Jan – June 2014

Who MBu,JCa, MRo, JDa monitor progress of pupils When Feb, Easter & Summer reports How

Half termly assessments to parents Departmental data base/tracking Core meetings JDa monitor reports

Intervention in place in Y10 & Y11 for identified students -working very well with students making clear progress. Developed into next year’s Y10 (flexible core) as very weak year academically – will have 4 groups for intervention with PP students highlighted as priority.

Intervention posts in Maths and English have now been terminated. Interventions in English Language were very successful with the gap between PP/non PP students closing and reversing. This was enabled by the exam structure in November with a higher % of overall marks allocated to controlled assessment. Results for English Literature show a wider gap which reflects the new exam composition but is also due to problems with the F Tier marking. The Dept. is currently in dispute with the exam board. Interventions in Maths were also successful but were counteracted to some extent by staffing inflexibility/temporary staffing in some groups due to maternity leave of HOD. (See above for PP progress comments)

1.3 Improve % of students making expected and good progress in English and increase % making expected and good progress in Maths through early identification of underachievement and effective intervention

MBu, JCa, MRo, JDa

Intervention posts Targeted students are withdrawn from English/Maths on a weekly basis. Intervention sessions led by a specialist teacher. Progress

Jan – June 2014 Educational Visual Analysis system £125 per year £375 KS3 & 4 reports x 5 Late

Jan – June 2014

Who

FBu/MRo/JCa HOD When Assessment cycle – 5 x per year How

• Rigorous target setting

• Monitoring

• Intervention programme

English 91% A*C in English achieved in January. 88% made expected progress, 41% made good progress. English Lit results expected to be 80% A*C. Maths Maths current predictions: 72% making expected progress, 25% making good progress,

Progress of students closely monitored and revision carefully structured and targeted. Groups were reorganized in Maths and more students were entered for the H Tier paper which proved successful. % of students making expected and good progress in English has improved further and is now outstanding. A number of students who resat the exam in Summer improved upon their grade


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Manager to provide 1:1 and group mentoring sessions

buses on a Mon & Wed £384.34 per week Late buses on a Thurs £2,000 Feb – April yearly (8 weeks)

• Mentoring (second half – spring term)

Additional maths classes in for individual students who have finished other courses. Lower band Maths split into small groups Sets 4&5 entered for higher paper to improve % of students making good progress. Students tested regularly, marks rigorously checked and updated- clear evidence of progress Revision sessions after school in Eng & Ma - key students required to attend at least one extra Maths revision session per week. Core group meeting with MBU and heads of E/M/S as well as pastoral staff. Mentoring process underway for key students

% of students making expected progress is lower than predictions in March but above the published target and FFTD predictions for this year group. % making good progress is also lower than predictions in March at 21%. This is in part due to staffing difficulties where inexperienced staff had to take key groups.

1.4 Continue to narrow achievement gaps through regular review of strategies to support pupil premium cohort and careful monitoring of progress and attainment

MBu, JCa, MRo, JDa,FBu, HOD

EVA Late buses Regular review of progress and department intervention

EVA Jan – June 2014 Educational Visual Analysis system £125 per year £375 KS3 & 4

Ongoing Who MBu Curriculum co-ordinators When Assessment cycle – 5 x per year How

• Rigorous target setting

• Monitoring

Expected prog 89% non PP, 88% PP, good progress 50% non PP, 48% PP. Gap virtually closed this year in English. Pupil premium cohort targeted for intensive intervention as above.

Regular review of progress of PP cohort Gap in English language reversed; +1% PP students made expected progress, +3% made good progress Gap in Maths widened unexpectedly (See above) which also impacted on outcomes at 5A*CEM


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reports x 5 Late buses on a Mon & Wed £384.34 per week Late buses on a Thurs £2,000 Feb – April yearly (8 weeks)

• Intervention programme

• Mentoring (second half – spring term)

• Monitoring

• Tracking

Priority 2: QUALITY OF TEACHING

Improve teaching further so that more is outstanding by ensuring that: - teaching is always appropriately challenging for students of different abilities - students are encouraged to have more opportunities to take more responsibility for their own learning - the quality of marking is consistent in showing students what they need to do to improve their work and insisting on neat and tidy presentation of work

Success criteria

90% of teaching is good and 25% is outstanding, no teaching judged to be inadequate by Jan 2015. Effective teaching strategies, together with appropriate targeting and intervention match most students’ individual needs so that students learn well across the curriculum

• Teachers understand what constitutes good quality teaching and learning

• Pupils know, understand and can articulate their next steps

2013-14 lesson observation cycle – 96% lessons rated good with 13% outstanding


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• Evidence from school self-evaluation lesson observations, learning conversations, drop-ins focuses on the quality and frequency of independent learning opportunities

• There is an agreed assessment policy which is fully implemented and consistently applied

• Time is allowed for students to review their work and respond to the feedback provided

• Feedback is regular and formative feedback is given

Teaching is always appropriately challenging for students of different abilities Action Person

responsible Resources and Support

Costs Timeline start / finish



Review Point 2 September 2014

2.1 Lessons to be structured so that students can self-select tasks with appropriate and individual level of challenge Strategies for effective differentiation to be a

HHu HODs

Twilights/ INSET Tuesday night meeting

Speaker

Jan – July ‘14 Jan – July Twice half termly

Who HOD SLT Head of School When

Meeting learning needs cycle. Lesson observation schedule. Performance Management Observations How Learning conversations Work scrutiny Lesson obs Who Head of School Curriculum

Evidence of clearly differentiated learning outcomes on lesson plans. Structure of lesson includes more independent learning activities, this is evident in lesson planning. E.g. SLT observation of Year 7 History lesson in Spring Term. Discussion at Humanities Focus Sessions centered on independent learning and student choice. See minutes of meetings. Evidence from Departmental minutes saved on Staff-share. E.g. Geography 11/02/14.

27th June Inset was given over

to independent learning. Sessions on individual strategies to promote independence in students were delivered in-house by staff who had been identified through lesson observation and through collaborative discussion in the T&L group as strong practitioners who regularly provide opportunities for independent learning in the classroom. Following Inset, we held a whole school ‘Independent Learning Week’ where staff were asked to trial some of the strategies that had been shared. This will be an ongoing focus during lesson observations and drop ins. Curriculum plan enables differentiation through mixed ability teaching in non-core subjects.


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standing item on dept, agendas Share good practice via coaching through outstanding teaching and learning audit and feedback from staff graded outstanding Set up model of voluntary peer observation so that staff can see effective challenge in practice

MBu, HHu MBu,HHu

Teaching & Learning meeting Lesson observation Peer matching through outstanding Teaching audit Lesson observations Discussion time Department focus day Supply HOD

Spring term 2014 Spring term – Summer term 2014

co-ordinators SLT When Curriculum co-ordinators meeting How

Dept minutes Who Head of School SLT All staff When

T&L meeting How Learning audit feedback Who Head of School SLT All staff When SLT meeting How Learning audit feedback Lessons

Calendared T & L meeting for 29/04/14.MRu/MDe/MBu/ACo/JMo to present to staff on outstanding teaching. Peer observations followed by discussion taken place in History & Geography and Science this Term. Planned for MFL and Technology in Summer Term

Dept. agenda template allows for sharing good practice, including by differentiation. Lesson observations show clear focus by HODs and SLT on differentiation. Increased whole school focus on progress of all students through appraisal, lesson observation and target setting processes Staff presented on areas of outstanding practice at T&L group and also led on Inset day (see above) MFL peer observations have taken place. 4 more members of staff have undertaken or are currently undertaking Excellence in Teaching programme with opportunities to observe colleagues in other schools. Voluntary peer observation also taking place in Autumn Term with identified staff in Maths and Technology depts.


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Use experience of colleagues on ‘excellence in teaching’ programme to share examples of good practice Monitor the level of challenge and differentiation via SLT and PM observations and drop ins

HHu SLT

meeting cycle T&L meeting Peer Lesson observations Department focus day Excellence in teaching programme Lesson observations Drop ins

Jan – June 2014 Ongoing

observation Who Head of School SLT When Post course dates How Lesson observations Staff feedback Who HOD SLT Head of School When Meeting learning needs cycle. Lesson observation schedule.

IRo & MRu fedback at previous T&L meeting. MRu took lead at Humanities Focus day on peer observation and lesson observed focused on independent learning strategies. Spring Term cohort (ATa & KMa) to present at T&L meeting on 29/04/14 Spring Term SLT lesson observation schedule followed. Discussion centered on level of challenge and independence following drop-ins. Focus of PM observations agreed in advance. Progress of all students within the lesson monitored. Of 17 lesson observations since inspection, 7 had challenge/ differentiation/independent

A formal model has not yet been set up due to financial constraints but remains on the SDP See above


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Performance Management observations How Learning conversations Work scrutiny Lesson observation

learning as clear strengths and 4 lessons were given these as development areas

Students are encouraged to have more opportunities to take more responsibility for their own learning Whole School INSET in June 2014 with a guest speaker to focus on independent learning Department Focus Days to include sessions in promotion of Independent Learning

HHu,MBu HHu

In school – Speaker Departmental time Allocated time

Speaker Supply cover

June 2014 March ‘14 onwards

Who Head of School SLT All staff When 27 June Autumn Term ‘14 How Lesson observations Learning conversations T&L meeting SOW Who Head of School SLT When Half term following the focus Day How Lesson obs Learning

De-federation has made INSET day on 27

th June available.

Focus on promoting independent learning strategies and the developing students’ skills. Recommendations by P.Ginnis for guest speaker investigated, however there was no availability until 2015. Explore options via Independent Thinking Website and WASCL links. Format of the sessions prepared by HHu (See agenda). Quality Learning session focused on independence in the classroom. MRu took lead at Humanities Focus day on peer observation and lesson observed focused on independent learning strategies. Discussion of takeaway homework model allowing

Independent learning Inset 27

th

June and Independent Learning Week w/b 7

th July

MFL Department Focus sessions 17

th June and 7

th July

with sharing of strategies for promoting independent learning


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Independent learning as a standing agenda item at Middle leaders’ Meetings

MBu,HHu, HOD

Meeting cycle

Jan –July 2014

conversation Peer lesson observation Student survey Who Head of School HOD When Half termly meeting How

Minutes of meeting

students to self-select tasks. DT Department minutes on circus activities 04/03/14

This continues to be on the agenda

Explore opportunities for staff to visit other schools eg Wade Deacon, Culcheth High for discussion around developing independent student learning Explore barriers to independent learning eg utilization of VLE for self-study or extended projects

MBu HHu

Wade Deacon Culcheth High VLE – training and support Internet support at home

Supply cover Internet support at home

Jan – July 2014 From September 2014

Who Head of School HOD When Termly How

Middle Leaders meeting T&L meeting Lesson obs Feedback from staff Who

Head of School HOD When Termly How

Middle Leaders meeting

4 colleagues have been on learning walks at Culcheth High School as part of the ETP with focus on challenge and independence – trialing techniques in school Easyclass Learning management System being trialed in ICT & MFL with a view to replace Uniservity VLE. Information given to staff at Humanities Focus Session to explore use for project based tasks.

A further 2 colleagues are on ETP at Culcheth High School 3 colleagues attended CPD opportunities around differentiation, challenge, feedback and Ofsted briefing on 25

th June at Wade Deacon

from 3.30 – 6.00 pm. On 27

th June the majority of

teaching staff attended a training session on Easyclass to facilitate self-study


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Introduce ‘Independent learning Week’ so that all staff can develop lesson planning and resourcing to enable student independence

HHu/MBu

Calendar Event Resources

Resources £150

July ‘14

T&L meeting Lesson obs Learning conversations Who Head of School HOD When

Autumn Term 2014 How Middle Leaders meeting T&L meeting Lesson observations Learning conversations

Calendared flexible learning day on 10/07/14 now replaced by Independent Learning Week. Staff INSET in June to provide input and time to plan and resource the week.

Independent learning week had a focus on trying out new strategies from the Inset Day and included World Cup Day as a flexible learning day with an emphasis on collaborative, independent activities This is ongoing via the T&L bulletin from September which includes contributions from each department over the course of the year

The quality of marking is consistent in showing students what they need to do to improve their work and insisting on neat and tidy presentation of work Revise whole school Assessment Policy to include clear time frames for marking Revisit assessment policy at whole staff meeting Work Scrutiny

HHu,MBu

Full staff meeting

Feb’14 Feb ‘14

Who Head of School HOD When Curriculum coordinators meeting Staff meeting How Work scrutiny Meeting learning needs cycle Who

Whole School Assessment policy amended to include reference to a working period of 4 weeks. Amended policy presented at whole staff meeting on 21.01.14. Support plan put in place for individual staff (see T&L evidence file) Year 9 work scrutiny carried out

Effective feedback Inset held as twilight on 2

nd June where

staff agreed common action points to ensure consistency. Agreement across depts. that all peer assessment would be signed and dated and DIrT (dedicated improvement and reflection time) DIRT now being introduced across curriculum from September This continues across depts.


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by HODs at Middle Leaders’ meetings Consistent approach to monitoring marking within and across depts. via Meeting Learning Needs monitoring form Regular discussion at Curriculum Coordinator meetings addressing any issues regarding quality of marking HOD and Curriculum Co-coordinator to hold all staff to account to ensure books are marked within a 4 week cycle Prepare

HODs SLT SLT EBa

HOD meeting Meeting schedules Full staff

Student

Jan – July 14 When appropriate Feb 2014

Head of School HOD When Curriculum coordinator meeting How Work scrutiny Who Head of School HOD When Appropriate How

Work scrutiny Who Head of School HOD When Fortnightly How Work scrutiny Who Head of School

by all HoDs at meeting on 25.02.14 (See Minutes) Exercise books / booklets/ portfolios scrutinised of students across all ability and form groups. Sharing of good practice of effective formative feedback. HoD completing departmental evidence forms after each Meeting Learning Needs cycle. Evidence of these saved on staff-share. Regular agenda item. HoD also reminded at meeting on 25.02.14 to be monitoring all year groups closely, not just following MLN cycle. Department minutes show evidence of departmental work scrutiny E.g. Maths Minutes 11.02.14, MFL Minutes 04.03.14 See support for individual staff. Minutes of meeting on 09/01/14 between AMc, HHa & JWo EBa prepared policy. Launched

with meeting learning needs cycle. T&L meeting reconfigured and divided into 4 areas, one of which focuses on effective feedback. 7

th Oct will provide

opportunity for staff to look at effective practice across departments This is ongoing and will be evidenced during formal SLT lesson observations. Drop ins in Summer Term led to two management instructions being issued for not following school assessment policy See above All teachers have been


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Presentation policy and launch with staff and students during PSHE time SLT to reward students for presentation of work – to be revisited regularly Work scrutiny to include a focus on presentation skills

SLT HODs

meeting Copy of policy to all students Policy displayed in all classrooms Policy to be in Student Planners

Planners Certificates Prizes

onwards March 2014 Jan – July 2014

SLT When

2nd

half spring tern How Subject teachers to select most improved Who SLT When Meeting learning needs cycle How Work scrutiny

with staff on 21.01.14. All staff and students received copy of new policy and also available on website. Launched with students during PSHE period on Monday 24.02.14. Example of presentation skills displayed in each form room. 16.12.13 SLT visited every class and rewarded students with good presentation skills. 24.03.14 SLT re-visited classes and rewarded students nominated by class teacher with improved presentation skills. Certificates awarded and letters sent home to parents (See examples) Work scrutiny form amended on 5.02.14. Spring Term MLN Year 7 & 9 work scrutiny include reference to presentation of work.

provided with equipment to issue in lessons to prevent loss of learning time. New exercise book covers have been introduced in some areas and shared via T&L section of Staff Share on school network This to be revisited in Autumn Term This is ongoing and will be evidenced through meeting learning needs cycle


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Priority 3: BEHAVIOUR AND SAFETY

Improve • Attendance

• Reduce number of exclusions of pupil premium cohort to be at least in line with NA

Success criteria

Meet agreed target of 6% overall absence and 5.2% of persistent absence Number of exclusions to continue to fall for NTG students (2012 number was aboveNat av)

Action Lead Person

Resources and Support

Costs Timescale start / finish



3.1 Review and develop and reinforce LA and whole school strategies to promote attendance and punctuality so that it is at least in line with national average. Set up focus group.

EBa/AMc

Rewards system LA Attendance team FHa

SLA –Attendance Prizes FHa

Jan – July ‘14

Who Head of School SLT FHa HOY FT’s When

Termly How Data analysis

Focus group on attendance set up. Meeting held 11.3 to discuss strategies to promote attendance Outcomes Target students with sporadic absence – letter home on 3

rd period of

absence. To be monitored by Pastoral support staff. Promote strategies for parents on website.

Website now has link to reinforce to parents the importance of attending school

3.2 Continue to monitor exclusion of pupil premium cohort to ensure effective strategies are in place to support behaviour and attendance

EBa/AMc

Progress Manager School Chaplain Behaviour policy Across school support Relationship center Pastoral managers

Jan – July ‘14

Who

Head of School SLT When Half termly How Data analysis

Behaviour/exclusion of PP students to be monitored by Pastoral staff via Behaviour Watch Interventions in place for key PP students


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Purpose: To address the issues of Governance to assist in the formation of a new governing body and to provide them with a strategic direction until they become established as a new governing body. Focus (x 5 key areas for improvement):

1. De- federation and constitution of new Governing Body

2. Monitoring of Pupil Achievement

3. Monitoring of the wider aspects of school Life and holding Leaders To Account

4. Financial Planning

5. Support for teaching and learning

Priority 4 LEADERSHIP and MANAGEMENT

�Improve governance so that − the governing body understands and uses data more effectively to gain awareness of how all students achieve, especially different groups of students − the governing body has a better understanding of what the school does well and where it could do better to provide more effective support and challenge for the school leaders and managers − the governing body has a much firmer grasp of how the school uses resources Ensure an external review of governance.

Success criteria • Progress towards targets for the end of 2014 are monitored by governors and targets are met (5A*-CEM: 66%, 3LP EN: 77.9%; 3LP MA: 62%)

• The school’s self-evaluation of its performance is accurately informed by rigorous and effective systems for monitoring evaluation and review, including procedures for monitoring the quality of teaching

• Governors continue to seek, and are provided with, the information they need to judge the school’s work effectively

• Governors are fully aware of their role in monitoring, evaluation and review

• Governors are able to proactively challenge school senior leaders and middle leaders through their improved knowledge, skills and understanding

• Governors understand their key roles, responsibilities and accountabilities including their link roles to subjects and/or classes

• Governors have an accurate and perceptive view of the school’s strengths and areas for development

•


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• Governors are able to set a purposeful the strategic direction for the school with school leaders

• Governors can clearly articulate and understand the impact of pupil premium funding on outcomes

• Governors have an in-depth knowledge and understanding of the school’s finances

• Governors ensure there are effective performance management arrangements in school, and conduct the headteacher Performance Management within requirements.

• Governors ensure that all staff are accountable though performance management for the progress that students are making.

Section 1: De-federation and constitution of new Governing Body Ref I/C Action Costs Resources,

support, training Date Success Criterion Evaluation and

review (red, amber, green)

1.1 DJC Meet with Local Authority and Liverpool Arch Diocese to discuss De-federation

Time Dec 13 – Jan 14

Agreement to De-federation

Department of education De-federation successfully completed within timescale.

1.2 DJC/TWN Meet with potholders to discuss implications of De-federation

Time HR input Jan 14 Post holders clear about their position if schools de-federate

1.3 DJC/TWN Meet with Governing Body to propose De-federation

Time LA Input Feb 14 Governors Agree to consult on Federation

1.4 DJC/TWN Consult all stakeholders on De-federation

Time Feb 14 Governors respond to consultation and vote to De-federation

1.5 DJC Formation of New Governing Body

Time Diocese & LA support

March 14 New Governing Body formed with Chair and Vice Chair elected

LA New governing body formed.

1.6 DJC Formation of Sub-committees to monitor more closely the work of the school

Time Training Plan to be developed

March 14 Two subcommittees – School Improvement & Finance and Personnel

Diocese/LA Sub-committees formed with


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evidence of challenge (see minutes 30/4/14, 6/5/13, 13/5/14). .

1.7 Governors Appointment of new Head Teacher

Salary (depending on starting point)

Support from LA & Diocese

April 14 Governors appoint new Headteacher

LA/ Diocese HT appointed 4/4/2014.

Section 2: Monitoring of Pupil Achievement

Ref I/C Action Costs Resources, support, training

Date Success Criterion Evaluation

2.1 DJC Governors Provided with Data Dashboard and current RAISEonline and commentary to ensure governors support the school, challenge it and hold it to account; continuing to focus strongly on pupils’ standards and achievement .

Time To be arranged Spring/Summer Term by DOS/LA

June 14 Governors understand the context of the school in light of current Performance Data, particularly that of individual groups of pupils

Completed - School Improvement Committee minutes June extraordinary GB minutes.

2.2 DJC Governors provided with recent Headteacher reports

Time Support from Diocese/LA

June 14 Governors aware of current format and able to suggest a format that helps them better understand students achievement and that of different groups

Full Board Completed within timescale – see summer and autumn term GB minutes

2.3 Head Revised format for Headteacher Reports


May /June 14

New format for Headteacher‘s Report with more detail about pupil attainment



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2.4 Governors Utilise the identified skills base on the Governing Body (JJ CMC) to monitor the standards of attainment

Time. NLG at approximately £1000

Support from Diocese/LA LA brokerage of National Leader of Governance (Steve Whatmore)

Sept 2014 Governors, independently of the Head teacher, will be able to analyse pupil performance data

Full Board Not yet needed

2.5 SI Committee + SLT

Devise mechanisms by which to monitor School Improvement

Time Support from Diocese

June 14 School Improvement Committee have established mechanisms by which they monitor pupil progress

Full Board Completed within timescale – see autumn term Standards minutes

2.6 Diocese + SLT

Governor Training Twilight sessions to include monitoring Pupil Performance

Time

Diocese/LA support LA brokerage of National Leader of Governance (Steve Whatmore)

June 14 Governors have more focused view on their role in monitoring pupil performance

Full Board 11 June 2014 – session 1 evaluation

2.7 Governors Formulation of Governor Development Plan

Time Support from Diocese & LA

June/July 14

A Longer Term Development plan devised by the new Governing Body

Diocese Not yet completed

Section 3: Monitoring of the wider aspects of school Life to celebrate what the school does well and challenge school leaders

Ref I/C Action Costs Resources, support, training

Date Success Criterion Evaluation

3.1 DJC Governors provided with recent Headteacher reports

Time March 14 Governors aware of current format and able to suggest a format that helps them better understand what the school does well


3.2 Head Revised format for Headteacher Reports


May /June 14

New format for Headteacher‘s Report with more detail about the school’s achievements.

Full Board Completed within timescale – see autumn term GB minutes


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3.3 Head + SLT

Termly reports from Departments focus on their achievements and areas for development

time Training by SLT June 14 Governors reports reflect a broad range of school achievements with contribution from Leaders at all Levels thus securing greater accountability


3.4 SI Committee + SLT

Devise mechanisms by which to monitor the achievements of the school and priorities for development

Time Support from Diocese + SLT

May 14 School Improvement Committee + SLT have established mechanisms by which they are aware of the school’s strengths and areas for development


3.5 Diocese + SLT

Governor Training Twilight sessions to include holding Leaders to account

Time Diocese June 14 Governors have more focused view on their role in holding school Leaders to account.

Full Board Completed within timescale – see spring term Standards minutes

3.6 Governors Formulation of Governor Development Plan

Time Support from Diocese & LA

June 14 A longer term Development plan devised by the new Governing Body

Diocese Not yet completed

Section 4: Financial Planning Ref I/C Action Costs Resources,

support, training Date Success Criterion Evaluation

4.1 DJC

Commission the LA to undertake financial audit so that the new Governing Body are fully aware of the current position in relation to potential deficit.

LA Services – Simon Bleckly (Audit Manager)

Further LA support: Phil O’Connor (Central Procurement Team).

March 14 New Governing Body has an accurate picture of school’s financial position and ongoing commitments in relation to salary costs.

LA and Diocese Audit completed. Reported to FGB (see minutes 6/5/ and 13/5/14)


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4.2 Governors + SLT

Using those with specific expertise form the Finance and Personnel Sub-Committee

Time Audit of financial competencies

May 14 A clear picture of the existing strengths in terms of Finance and personnel of committee members

LA and Diocese Audit completed. Reported to FGB (see minutes 6/5/ and 13/5/14)

4.3 Governors + SLT

To complete the Schools Financial Values Standards https://www.gov.uk/government/publications/schools-financial-value-standard-and-assurance

Time Identified through process

April 14 Identified strengths of the schools current position and identified areas for development.

LA and Diocese Audit completed

4.4 Governors + HT

Devise recovery plan to manage deficit budget

SLA @ £255.00 per day) £350 per day until end May.

LA Financial Support LA Finance Officer (x 0.5 days per half term –summer term 2014) LA brokerage of Adrienne Laing (Business Manager Bridgewater High School) x3 days at £350 per day.

April/May Governors have plan to reduce deficit budget

LA Phase 1 recovery plan approved (see minutes 6/5/14)

4.5 Governors + SLT

As a result of completing SFVS devise training plan to ensure Governors are able to monitor effectively how the school deploys its resources.

Time Training Courses On going Governors fulfil more of the SFVS

Full Board


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Section 5: Support for improving in teaching and learning TEACHING and LEARNING

�Improve teaching further so that more is outstanding by ensuring that: − teaching is always appropriately challenging for students of different abilities − students are encouraged to have more opportunities to take more responsibility for their own learning − the quality of marking is consistent in showing students what they need to do to improve their work and insisting on neat and tidy presentation of work

Success criteria • Teachers understand what constitutes good quality teaching and learning

• 80% teaching across the school is good or better by July 2014; % outstanding??

• Teachers are both supported and held to account with regard to pupils’ achievement and behaviour through developmental feedback

• Pupils know, understand and can articulate their next steps

• Evidence from school self evaluation (lesson observations, learning walks) focuses on the quality and frequency of independent learning opportunities

• There is an agreed marking policy which is fully implemented and consistently applied

• Middle leaders know how to conduct a developmental work scrutiny.

• Time is allowed for students to review their work and respond to the feedback provided

• Feedback is precise and constructive

• A literacy marking guide is used across the curriculum and reflects the marking of literacy in the English faculty

• The quality of student work in books improves

• All groups of underperforming / vulnerable pupils make accelerated progress so that by July 2014 there are no obvious attainment gaps

• Information about the progress of different groups is used to set challenging targets for improvement

• All staff provide work that builds on pupils’ prior learning in order to improve their achievement

• The work that all pupils are expected to do is always sufficiently challenging

2013-14 lesson observation cycle – 96% lessons rated good with 13% outstanding. Shared understanding of what constitutes good teaching through lesson observation feedback and discussion, T&L group discussion, peer observation and whole school Inset Teachers held to account for pupil achievement through appraisal structure, meeting learning needs cycle and lesson observation Whole school Inset on developmental feedback Independent learning a focus in lesson observations Assessment policy reviewed and monitored via meeting learning needs cycle and via SLT drop ins Good practice shared at T&L and Middle Leaders’ groups Dirt time has been introduced across the curriculum, together with PPP (purple pen of progress) for students to review and improve their work There is a whole school literacy focus every half-term. There has been considerable discussion about marking for literacy which is ongoing PP attainment gaps have closed in English but widened in Maths to due staffing and Foundation Tier issues School now includes 4 LOP in target setting information so that staff can ensure targets are challenging


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• All staff are accountable though performance management for the progress that students are making.

Staff are now required to analyse progress of all teaching groups for Appraisal and PRP purposes.

Evaluation Strategy

Method Through monitoring of school action plans - Governors’ Improvement Committee and Full Board meetings Monitoring the use of data to evaluate the effectiveness of intervention plans, lesson observations (as appropriate), work scrutiny, interviews with pupils, milestone targets to progress. Feedback from parents/carers

Ref I/C Action Costs Resources,

support, training Date Success Criterion Evaluation

5.1 LA Senior Adviser Governors

Support school leaders and governors to ensure accountability for sustained improvements in standards

Time Senior Adviser (x 3 days per term @ £510.00 per day)

Senior Adviser attendance at governing body and committee meetings

March 14 School is on track to meet statutory targets.

Senior Adviser Notes of Visit Governors’ School Improvement Committee minutes – spring and autumn 2014

5.2 LA Senior Adviser

Support school leaders in making robust judgements about the quality of teaching and learning and in identifying individual and whole staff training needs through paired lesson observations, work scrutiny, review of assessment data

Time Senior Adviser (x 2 days per term @ £510.00 per day)

Via half termly pupil progress reviews and attendance at GB meetings Senior Advisers paired lesson observations with SLT and Senior Adviser “Learning Walks” with SLT

July 14 Identified strengths of the schools current position and identified areas for development.

Senior Adviser Notes of Visit Governors’ School Improvement Committee minutes – spring and autumn 2014 Lesson obs not yet completed

5.3 LA Senior Adviser and Narrowing the Gaps advise

Challenge the school to respond swiftly to any pupil underperformance particularly vulnerable groups (less able, SEND, Pupil Premium)

Time Advisers (x 2 days per term @ £510.00 per day)

Via half termly pupil progress reviews

May 14 Identified strengths of the schools current position and identified areas for development.

LA School Support Meeting review (six weekly) of progress


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