8.

F6: developing

outstanding

provision

7.

Training

6.

Partnerships

and

Communication 5.

Teaching and

Learning

4.

Care and

Guidance

3.

Behaviour and

Attendance

2.

SMSC

1.

Outstanding

Achievement

Good

to

Outstanding

Fullbrook

School

Development

Plan

2015-2018

Good to

Outstanding

Vision

Statement

Fullbrook students will become responsible adults who: understand

their worth; achieve their potential and make a positive

contribution to the global community.

Fullbrook will be an outstanding school, offering a broad and

balanced curriculum to facilitate outstanding achievement.

Fullbrook students, staff and our community will enjoy learning and

leisure in an inspiring and forward-looking environment.

Objectives

Objective 1: to secure outstanding achievement and make learning and

progress outstanding for all key stages and across the whole curriculum.

Objective 2: for all students regardless of race, gender, sexual orientation,

disability or learning needs to have the opportunity to make outstanding

progress. This objective will be underpinned by our students’ outstanding

spiritual, moral, social and cultural awareness.

Objective 3: to have outstanding behaviour, safety and attendance which is

managed independently by students.

Objective 4: to improve the quality of teaching and student feedback so that

all students have the opportunity to make outstanding progress.

Objective 5: to develop outstanding pastoral care and CEIAG to enable every

student to achieve their potential.

Objective 6a & b: to engage parents and carers ensuring equal access for all.

Objective 7: to develop collaborative working with partnership schools, 11-19

partners, local businesses, employers and the local community to provide high

quality learning opportunities for all stakeholders.

Objective 8: to develop outstanding provision and achievement for Fullbrook

6.

Accountability Measures & Targets for 2016

Subject Number of students

studying a GCSE only qualifications

Target A*-C with the exception of Progress 8 and VA measures. Bracketed targets are ‘better than expected’ progress.

Explanation of target/performance measure

English 251 (259) 79% (44%) Target based on: FFT Type D data for English - based on Type B (student prior attainment, gender, age and school context) with adjustment to ensure it is consistent with top 25 per cent of schools (value added).

Mathematic 246 (259) 79% (44%) Target based on: FFT Type D data for Maths - based on Type B (student prior attainment, gender, age and school context) with adjustment to ensure it is consistent with top 25 per cent of schools (value added)

Science (2 GCSEs) 253 (259) 79% (44%) Target based on the average FFT Type D data for both English and Maths (see above)

Humanities -Geography 107 (111) 87% (53%)

Targets are 20% above expected conversion from English KS2 Sublevels, based on the 2015 Raise Online report. i.e. If 52% of students (nationally) who arrived at secondary school at Level 4c made 3 levels of progress in English at the end of KS4, Fullbrook would set an aspirational target of 72% of students to make this same rate of progress. Likewise, if 24% of students at 4b in English at KS2 made 4 levels of progress at the end of KS4, Fullbrook would set a target of 44%.

History 123 (126) 92% (56%)

Languages – French 68 93% (59%)

German 46 93% (57%)

Spanish 55 89% (75%)

5A*-C including English and Mathematics

259 74% Target based on the average FFT Type D data for both English and Maths (see above).

Attainment - 5A*-C 259 83% Target based on KS2 results and expected (or better than expected) levels of progress for all subjects.

Basics – English and Mathematics

259 74% Target based on the average FFT Type D data for both English and Maths (see above)

Ebacc – 5 259 74% Based on the new EBACC, to include: English, Maths and three of Science, Computing, History, Geography or MFL.

Progress 8 259 > 0.00 Value added measure, in which a student’s results are compared to the actual achievement of other students with the same prior attainment. Any value above '0.00' indicates that students are making better progress than similar students nationally.

VA based on the 58 point system

248 (259) 1000+ Based on each student's value added score - a comparison between their best eight results at GCSE and equivalent (sometimes referred to as their capped point score) and the median or middle performance of other students with the same or similar results. The individual student scores are added together and averaged to produce the school level VA measure. This number is presented as a number based around 1000.

Colour

Key

Leadership and Management

Behaviour and Safety

Quality of Teaching

Achievement

1.

Outstanding

Achievement

F1

Outstanding Attainment

Target (we have set targets which reach the Ofsted outstanding criteria for 2016)

1. To meet challenging targets set (see target sheet). 2. To achieve positive relative performance indicators for all subjects (against national benchmarks) 3. To eliminate differences in achievement between different sub groups in school. 4. To achieve outstanding VA for all groups in the context of GCSE performance not including

equivalences. 5. F6 targets – see separate document to be generated once the cohort is known. 6. To plan to achieve in accordance with the Progress and Attainment 8 measures. 7. Pupils to read widely and often across all subjects to a high standard.

Process:

Proactive use of assessment data to identify underachieving sub groups.

Supported Review and Reflection (SRR) will confirm that all subjects are implementing the controlled assessment and coursework requirements to deliver outstanding achievement.

Controlled test/coursework days for targeted students to raise level of work.

Maintain use of 6th form students to support learning in KS3.

HOF and HOS to become accountable for difference in performance of subgroups.

Maintain discrete responsibility groups to track the consistent implementation of SMSC, ICT, QFT/LLL and numeracy.

To establish a systematic academic mentoring/monitoring for all.

Take up opportunities for summer school funding to develop a holiday intervention programme, where appropriate, for students with specific needs.

SLT to be responsible for quality assuring the tracking and monitoring of vulnerable groups across a year.

Implement new data tracking system for tracking data and student performance.

Maintain KS4/5 whole school examination weeks to practise for terminal assessment and consider their introduction at KS3.

Embedding of LLL policy across the curriculum.

2.

SMSC

Target:

1. Implement Equality Scheme (ES). 2. To develop students’ spiritual, moral, social and cultural awareness, including knowledge

and understanding of British Values, to an outstanding degree. 3. To continue to recognise and develop the creative aspects of the additional curriculum.

Process:

Gather evidence for: IQM Renewal and the Rights Respecting Schools Award.

Ensure care, guidance and support is evidenced within the pastoral system.

Develop SMSC across the curriculum through the SMSC leadership roles.

To increase the number of vulnerable students participating in enrichment activities.

Signpost opportunities to encourage a knowledge and understanding of British values.

3.

Behaviour,

Safety

&

Attendance

Target:

1. Attendance to be 96% and lates to be reduced to 1.0% by July 2016. 2. The threshold for persistent absence is to be reduced from 15% to 10%. 3. Gap closed between the attendance of vulnerable groups of students and that of their peers. 4. To facilitate HOF, HOS and HOL to take responsibility for behaviour/attendance standards. 5. The Behaviour for Learning policy will support students in maintaining their own outstanding

behaviour. 6. Staff and students to take pride in and enjoy their work, to include demonstrating a thirst for

knowledge and a love of learning. 7. Students to wear their uniform to a consistently high standard and with pride. 8. Promote and monitor high standards of behaviour when travelling to and from school. 9. Reduce the number of IRIS incidents.

Process:

See Attendance Plan which describes comprehensive strategies to improve attendance.

See Pastoral Development Plan, House Enrichment Co-ordinator Plan and Citizenship curriculum.

HOL to complete half-termly reports/intervention records regarding behaviour and attendance.

Demonstrate well targeted support for individual students whose behaviour is particularly challenging.

Trial and evaluation of ‘closing the gap’ strategies.

Staff to apply uniform regulations consistently to ensure high standards are met.

Advice and guidance provided to key groups to model behaviour appropriate to the workplace.

Implement the new Behaviour for Learning policy which promotes student participation and advocacy and reinforces the school’s high expectations towards active learning.

Restorative Approaches are operated in each classroom supported by INSET/training and systematic co-ordination.

Create a system to supervise students’ journeys to and from school.

To access intervention funding to support outcomes for vulnerable groups.

4.

Care

&

Guidance

Target:

1. To ensure a safe environment for learning where students feel supported and bullying and harassment are tackled effectively with particular attention to vulnerable groups.

2. To continue to develop and maintain effective independent careers education, information, support and guidance for all students.

3. To ensure that all students are on an appropriate course and are exceptionally well prepared for the next stage in their education, training or employment.

Process:

Achieve Gold Anti-Bullying award.

Achieve Investors in Careers award.

Utilise the Student Voice to gather data around anti-bullying.

Maintain Respecting Individuality programme

Maintain outstanding safeguarding practices.

Maintain the use of an independent careers advice service.

Vulnerable students are targeted, through CEIAG, to ensure appropriate Post 16 provision is adopted.

UNIFROG utilised to support CEIAG.

To gather evidence for Healthy Schools Award.

To continue to expand and publicise careers talks.

To review and renew the current careers education through citizenship, tutor programmes and DLD days.

Continue to update careers micro site with interactive VLE reflection and career development activities.

Develop the Petrofac mentoring scheme for years 9-11.

Member of staff required to monitor and evaluate work experience health and safety visits.

Develop links with Post 16 providers.

5.

Teaching

&

Learning

Process:

QFT/LLL Faculty Champions to be accountable for disseminating best practice to meet the needs of vulnerable groups.

CPD to ensure that staff are up-to-date with curriculum changes (school, local and national).

KS3, 4 and 5 schemes of work are adjusted to meet new frameworks.

Improve teachers’ planning for lessons by improving the Fullbrook Lesson Plan Proforma to ensure best pedagogy and practice is evident in all lessons.

CPD refines staff’s ability to track progress and forecast outcomes.

The Fullbrook 10 facilitates improved pedagogy and practice.

Deep Learning Days are embedded to maximise learning and teaching opportunities.

Implementation of a new Virtual Learning Environment.

Supported Review and Reflection will be extended to include Student Learning Partners.

Develop numeracy team to coordinate numeracy across the curriculum.

Prepare for 2016/17 examination specification changes.

Investigate implementing a homework club for those students who are vulnerable in this area.

To support teachers using additional adults in the classroom to improve progress.

The outcomes of SRR will inform CPD.

To investigate and create an accurate system for assessing student progress at KS3 in the absence of National Curriculum levelling.

To train teachers to understand numerical grading at GCSE.

Target:

1. To improve the quality of teaching and feedback so that all students have the opportunity to make outstanding progress 2. All stakeholders will be aware of strategies for student improvement through the school assessment and reporting systems. 3. Classroom practice will meet the needs of all students, with particular attention to vulnerable students at KS3 (Ofsted 2013) and

the most able. 4. To continue to improve the quality and presentation of students’ writing (Ofsted 2013).

5. Students acquire knowledge rapidly and develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics.

6. Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all students currently on roll in the school, including disabled students, those who have special educational needs, disadvantaged students and the most able, are making sustained progress that leads to outstanding achievement.

7. All teachers have consistently high expectations of all students. They plan and teach lessons that enable students to learn exceptionally well across the curriculum.

8. Teachers systematically and effectively check students’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

9. The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

10. Teachers and other adults authoritatively impart knowledge to ensure that students are engaged in learning and generate high levels of commitment to learning across the school.

11. Consistently high quality marking and constructive feedback from teachers ensure that students make significant and sustained gains in their learning.

12. Teachers use well-judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, matches students’ needs accurately.

13. Internal monitoring, through SRR, facilitates the achievement of targets.

6a.

Partnerships

Target:

1. Increase the inclusion of the parent/carer/local community in the work of the school. 2. Develop and maintain outstanding transition from KS2 to KS3 (working with feeder primaries);

KS3 to KS4; KS4 to KS5 and KS5 to HE. 3. Maintain outstanding links with local and national federations and confederations. 4. Increase engagement of the parents/carers of vulnerable groups to contribute to raising

attainment. 5. Join the GEP MAT.

Process:

Introduce a parent/carer survey.

Develop a STEM master class programme for Year 5 students subject to staffing capacity.

Capitalise on the benefits and opportunities of joining a Multi Academy Trust. E.g. enhanced value for money management of the LRC.

6b.

Communication

Target:

1. Maintain high level of parental/carer engagement. 2. To engage hard to reach parents and carers.

3. To achieve a diverse parent voice that represents our school community (FPV).

Process:

Development of online parent portal and provision of training as required.

Outreach work of HSLW to include community focus groups in and out of school.

Review the benefits of a multi lingual aspect of school website.

Continue to meet the new legal requirements for information provision on the website.

Ensure all groups within parent/carer community are canvassed for feedback.

7.

Training

Target:

1. To develop ITT and CPD links with other schools particularly within the GEP. 2. Establish strong links between staff appraisal, the SDP and subsequent CPD. 3. Governors equipped to meet the needs of the latest Ofsted framework. 4. To develop, promote and maximise the use of Performance Coaching across the school. 5. All job profiles are current and fit for purpose. 6. All new staff receive thorough induction of our teaching and learning policy and 2nd year

teachers encounter a bespoke training programme

Process:

Create GEP link partner plan.

Use external consultant to train governors.

Offer 2nd year teachers Performance Coaching to help facilitate outstanding practice.

Make Performance Coaching available as part of the appraisal process to help identify and achieve targets and facilitate professional well-being.

Monitor the extent to which external CPD is providing value-for-money.

Develop staff training in how to offer stretch and challenge strategies.

Systematic review of staff job profiles.

Continue whole-school focus on Quality First Teaching to improve provision for vulnerable groups (QFT/LLL Champions).

8.

F6

Outstanding

Provision

Target:

1. Ensure that the F6 vision meets current needs and results in a fully subscribed provision. 2. To achieve outstanding progress and success rates as demonstrated by ALPS and LAT. 3. To improve the environment for learning through extending facilities for growing numbers. 4. Promote Student Voice. 5. Extend further CEIAG provision. 6. Further develop the pastoral programme to meet the needs of all students. 7. To ensure a seamless transition between legacy and new specifications. 8. Extend EPQ provision. 9. Improve the literacy and communication skills of KS5 students. 10. Improve percentage of A* at A2.

Process:

Use systems and processes to continue to evaluate vision and drive improvement.

Develop provision to ensure the curriculum allows all students to achieve.

Improve guidance and induction to support students in choosing courses.

Liaison with HOF for regular feedback on student progress and interventions.

Improve programme of physical, social and cultural activities.

Regular SRR sessions.

Developing role of HE Co-ordinator.

Improve advice on non- HE routes.

Liaise with ‘Student Voice’ and the Peer Voice Consultancy Team in order to improve the quality of tutor time.

Develop the role of subject ambassadors.

Improve apprenticeship options.

Offer training, time and guidance to prepare for the new specifications.

Develop the role of KS5 Extended Writing Co-ordinator.

Objective 1 Success Criteria – Outstanding Achievement Costing Completion

Date

1. To meet challenging targets set (see target sheet).

2. To achieve positive relative performance indicators for all subjects (against national benchmarks)

3. To eliminate differences in achievement between different sub groups in school.

4. To achieve outstanding VA for all groups in the context of GCSE performance not including equivalences.

5. F6 targets – see separate document to be generated once the cohort is known.

6. To plan to achieve in accordance with the Progress and Attainment 8 measures.

7. Pupils to read widely and often across all subjects to a high standard.

To achieve 2015-2018 targets. Staff Ongoing

To achieve positive relative performance indicators (against national benchmarks) for all subject. Staff Sept 2016

To continue to close the achievement gaps between subgroups in the school until there is no difference. Staff Dependent on

cohort.

To achieve outstanding VA for all groups in the context of the new Progress 8 measure. Staff Ongoing

As a result of rigorous progress tracking by Assistant Principals, evidence of year group by year group

closing the gap such that subgroups achieve in line with their peers nationally is achieved.

Staff Ongoing

To train staff in the use of PARS and 4Matrix. Cost of data

package

selected

Sept 2016

Resources and SOW in place to accommodate/deliver 2016 and 2017 specifications. Staff Sept 2016

Successful progress measures seen as a result of summer school and catch-up intervention if relevant. £5K Summer

School

funding

£20K Catch-

Up funding.

Sept 2016

Examination weeks completed which results in better student preparation for terminal examination.

Staff Ongoing

Students’ reading to be comprehensive and developed across all subjects. Staff Ongoing

Objective 2 Success Criteria - SMSC and Equality duty Costing Completion

Date

1. Implement Equality

Scheme

Successful review of how the Single Equality Duty is being met. Staff Nov 2016 –

school

Spring term

2017 –

Governing

Body

1. To develop students’ spiritual, moral, social and cultural awareness, including knowledge and understanding of British Values, to an outstanding degree.

SMSC elements in tutor programme and assembly schedules results in greater student

awareness as measured by student questionnaires and SRR.

Students to have an outstanding knowledge and understanding of British Values.

SOW reflects SMSC, the result of which is seen in student work scrutiny and evidenced in

quality of student reading and writing.

Reduced incidents recorded in bullying and racial incidents log.

IQM and Rights Respecting Schools Award achieved.

Staff Ongoing

2. To continue to recognise

the creative aspects of the

additional curriculum.

Increased number of students from vulnerable groups to participate in enrichment activities.

Staff Ongoing

Objective 3 Success Criteria - Behaviour, safety and attendance

Costing Completion

Date

1. Attendance to be 96% and

lates to be reduced to

1.0% by July 2016.

2. Gap closed between the

attendance of vulnerable

groups of students and

that of their peers.

Attendance to be 96% and lates to be reduced to 1.0% by July 2016.

Gap closed between the attendance/punctuality of vulnerable groups and that of their peers.

Attendance

Officer

Ongoing

3. To facilitate HOF, HOS and HOL to take responsibility for behaviour/attendance standards.

4. The Behaviour for Learning policy will support students in maintaining their own outstanding behaviour.

Embedding of Behaviour for Learning policy which is adhered to both inside and outside of the

classroom: evidenced by IRIS, inclusion/exclusion and walkabout data and Restorative Approaches

records.

Increased range of student engagement and parental/carer awareness of rewards.

Students using IRIS log on to independently monitor their behaviour. Reduced number of IRIS

incidents.

HOL to have completed half-termly reviews of behaviour and attendance.

Staff Sept 2016

5. Staff and students to take

pride in and enjoy their

work.

Students take pride in their writing and books are well presented.

Staff Sept 2016

6. Students to wear their

uniform to a consistently

high standard and with

pride.

Relaunch use of yellow slips for uniform and ensure that and IRIS records are reduced.

Students to wear uniform better.

Staff Ongoing

7. Promote and monitor high

standards of behaviour

when travelling to and

from school.

Reduced number of contacts from the local community regarding poor behaviour of students. Staff Ongoing

Objective 4 Success Criteria – Care and Guidance Costing Completion

Date

1. To ensure a safe environment for learning, where students feel supported and bullying and harassment are tackled effectively with particular attention to vulnerable groups.

Updated anti-bullying policy and gold anti-bullying charter mark achieved. Time July 2016

Engagement of hard to reach parents. Inclusion manager and to keep records of and

prepare case history of success.

Staff July 2016

All staff DBS checked, safeguarding to maintain current outstanding grade by Ofsted. Cost of DBS Ongoing

All new staff completed NSPCC Educare course online (update every 3 years). Time Ongoing

All new staff completed NSPCC Bullying Awareness Module. INSET time Ongoing

Online reporting of bullying between students developed. Time July 2016

2. To continue to develop and maintain effective independent careers education, information, support and guidance for all students.

3. To ensure that all students are on an appropriate course and are exceptionally well prepared for the next stage in their education, training or employment.

Renewal of national Healthy Schools Award. Time July 2016

Successful implementation of Education Health Care Plans (EHCPs) and new SEND Code

of Practice.

Staff/INSET July 2016

Maintain the use of an independent careers advice service (Innovate). £3500 Sept 2016

95% attendance at careers talks. 1 member of staff responsible for administration and

organisation of careers talks. Renewal of the IiC award. Petrofac/Mosaic mentoring

maintained.

Time Sept 2016

Tutor programme updated termly to reflect careers education. Time Termly

Careers micro-site continues to be updated with VLE resources with interactive reflection

and career development activities.

Time Dec 2016

CEIAG for Year 10 and 11 developed further. 1 member of

staff

Sept 2016

Objective 5 Success Criteria – Teaching and Learning Costing Completion

Date

1. To improve the quality of teaching and feedback so that all students have the opportunity to make outstanding progress

2. All stakeholders will be aware of strategies for student improvement through the school assessment and reporting systems.

3. Classroom practice will meet the needs of all students, with particular attention to vulnerable students at KS3 (Ofsted 2013) and the most able.

4. To continue to improve the quality and presentation of students’ writing (Ofsted 2013).

5. Students acquire knowledge rapidly and develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics.

6. Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all students currently on roll in the school, including disabled students, those who have special educational needs, disadvantaged students and the most able, are making sustained progress that leads to outstanding achievement.

7. All teachers have consistently high expectations of all students. They plan and teach lessons that enable students to learn exceptionally well across the curriculum.

The quality of teaching and learning will be judged as outstanding overall and quality assured by independent school advisor.

Staff July 2016

Increased focus on meeting the needs of vulnerable groups and improving students’ writing across the curriculum. (Ofsted 2013). Improved focus on meeting the needs of students identified as Gifted and Talented.

Staff Sept 2016

Students receive outstanding feedback from teaching staff. AfL embedded demonstrated through differentiated student feedback every 3-4 weeks and progress made is evident. SRR will evaluate the extent to which dialogic marking is embedded.

Staff Ongoing

The Literacy, Learning and Language policy (LLL) is embedded in all teaching and learning. INSET, staff Sept 2016

The environment for learning supports student progress and is specific to subject areas, including at post 16. £3k Sept 2016

The homework programme at key stage 3, 4 and 5 supports progress. Revisions made to project homework in Year 7 and 8.

Staff July 2016

Classroom practice meets the needs of all students. Fullbrook 10 evidenced in lessons. INSET, Staff Ongoing

Staff are able to accurately forecast levels and access progress. Verified by data manager annually. INSET, Staff July 2016

New ARR policy ensures clearer communication to students and parents throughout the academic year as measured by parental questionnaires.

Staff July 2016

Improved quality of writing and numeracy for students through access sustained opportunities. Staff July 2016

Appraisal targets (linked to SDP and CPD) quality assured and achievable/measurable. Staff July 2016

DLD days developed. Reduced disruption to curriculum time as a result of off timetable activities. Staff July 2016

Coherent SRR strategy published which all stake holders commit to. Staff July 2016

Improved use of additional adults in the classroom. Staff/INSET July 2016

8. Teachers systematically and effectively check students’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

9. The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

10. Teachers and other adults authoritatively impart knowledge to ensure that students are engaged in learning and generate high levels of commitment to learning across the school.

11. Consistently high quality marking and constructive feedback from teachers ensure that students make significant and sustained gains in their learning.

12. Teachers use well-judged teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, matches students’ needs accurately.

13. Internal monitoring, through SRR, facilitates the achievement of targets.

Objective 6a

Success Criteria - Partnerships Costing Completion

Date

1. Increase the inclusion of the parent/carer/local community in the work of the school.

Student academic data on the parent portal. Time Sept 2016

Working party set up to investigate how to engage hard to reach parents. Bursary July 2016

2. Develop and maintain outstanding transition from KS2 to KS3 (working with feeder primaries); KS3 to KS4; KS4 to KS5 and KS5 to HE.

Transition from KS2 to KS3 for pupils not SEN but vulnerable is improved. Evidenced in HOL Year 7 data. Staff Ongoing

KS2 staff to liaise with KS3 staff in English and Maths with a view to improved end of KS3 outcomes. Time July 2016

Year 12 students to hit the ground running at the start of KS5 fully aware of requirements and demands, evidenced

in Head of F6 notes and less students changing courses.

Time Sept 2015

3. Maintain outstanding links with local and national federations and confederations.

Representation at both national (PiXL) and local level. Staff and

subscription

costs tbc.

Sept 2016

4. Increase engagement of the parents/carers of vulnerable groups to contribute to raising attainment.

Improved outcomes for vulnerable groups. Staff Sept 2016

5. Join the GEP MAT.

Joined Guildford Education Partnership. TBC Sept 2015

Objective 6b Success Criteria – Communication with parents Costing Completion

Date

1. Maintain high level of parental/carer engagement.

2. To engage hard to reach parents and carers.

A more diverse FPV steering group represented. Hourly rate for

administration

Sept 2015

Attendance at Parent/Carers’ Evenings increased to 85%. Follow up intervention sent to

non-attendees.

NA

Sept 2016

3. To achieve a diverse

parent voice that

represents out school

community.

Community liaison worker to provide evidence of intervention with ethnic minority families

increasing engagement with parent activities.

July 2016

Solutions identified to introduce multi-lingual aspect of the school website. Time July 2016

Objective 7 Success Criteria - Training Costing Completion

Date

1. To develop ITT and CPD links with other schools particularly within the GEP.

Review of links with initial teacher training route to result in a more focused induction programmes.

New federation partnerships to be investigated.

Increased retention of Year 1 and Year 2 teachers through developed programme.

‘Teach Direct’ implementation plan in place.

Training links established and developed between schools within the GEP.

Staff

£3-5K

July 2016

2. Establish strong links between staff appraisal, the SDP and subsequent CPD.

Staff appraisal targets informed by the SDP and effective CPD programme delivered.

Staff/time

July 2016

3. Governors equipped to meet the needs of the latest Ofsted framework.

Use of external consultant to train governor’s results in good understanding of new framework and role and

responsibility of governor within it.

Staff/Time

£5K

July 2016

4. To develop, promote and maximise the use of Performance Coaching across the school.

Increased retention of Yr 1 into Yr 2 teachers. Outstanding practice observed across an increased percentage of

their lessons.

Staff to set SMART appraisal targets which have been identified though performance coaching. Evidence that

coaching has impacted to successful achievement of appraisal targets.

Anonymised qualitative and quantitative research data about coaching access/outcomes. Reflection/action on the

issues brought to coaching.

INSET/time July 2016

5. All job profiles are current and fit for purpose.

Job profiles all up-to-date. Time/staff. July 2016.

6. All new staff receive thorough induction of our teaching and learning policy and 2nd year teachers encounter a bespoke training programme

Successful delivery and development of the new /NQT/NQT+1 programme. Time/staff. July 2016.

Objective 8

Success Criteria - Developing outstanding provision in F6 Costing Completion

Date

1. Ensure that the F6 vision meets current needs and results in a fully subscribed provision.

Maintain current admissions/intake.

Curriculum offer meets current needs.

Time/PR tbc Sept 2015

2. To achieve outstanding progress and success rates as demonstrated by ALPS and LAT.

Development of intervention strategies.

Raised staff awareness of use of data, particularly that which pertains to subgroups and how to move

these students forward.

SRR/time Ongoing

3. To improve the environment for learning through extending facilities for growing numbers.

Use of wall space to promote SMSC and extracurricular activities. £30 per hr Sept 2016

4. Promote Student Voice. Use of student QA surveys covering F6 in general, post 18/19, subjects and pastoral information. Time Sept 2016

5. Extend further CEIAG provision.

Develop UCAS, apprenticeships and careers information. Events

Staffing

Sept 2016

6. Further develop the pastoral programme to meet the needs of all students.

Healthy lifestyle survey reflects healthy lifestyles.

Participation rates at events and range of events undertaken by students increase.

Time/staff Sept 2016

7. To ensure a seamless

transition between legacy

and new specifications

Schemes of work in place for new specifications.

CPD delivered to develop staff knowledge regarding new materials.

Time/staff Sept 2015

8. Extend EPQ provision.

Timetabled EPQ lessons in place with a dedicated EPQ specialist. Time/staff Sept 2015

9. Improve the literacy and communication skills of KS5 students.

The role of KS5 Extended Writing Co-ordinator to be established.

Improved outcomes for students’ writing.

Bursary Sept 2016

10. Improve percentage of A* at A2.

Percentage of A* grades improved at A2 level. Staff Sept 2016

Review – 2015/2016

Outstanding Achievement – (1) - Review

Spiritual, Moral, Social, Cultural (2) - Review

Behaviour, Safety and Attendance (3) - Review

Care and Guidance (4) - Review

Teaching and Learning (5) - Review

Partnerships and Communication (6a and b) - Review

Training (7) - Review

F6: developing outstanding provision (8) - Review

ALPS: A Level Prediction Service

CPD: Continuing Professional Development

CEIAG: Independent Advice and Guidance

CoP: Code of Practice

Dialogic Feedback: assessment which reveals a dialogue between teacher and

pupil

DLD: Deep Learning Day

EBAC: English Baccalaureate

EHCP: Education, Health and Care Plan

EWO: Education Welfare Officer

FDP: Faculty Development Plan

FFT: Fischer Family Trust – a non-profit company who provide data to schools.

FSM: Free School Meals

Fullbrook 10: 10 specific lesson features which capture recommended

pedagogy.

HE: Higher Education

HOL: Heads of Learning

IEP: Individual Education Plan

IIC: Investors in Careers

IQM: Inclusion Quality Mark

Glossary of

Key Terms

Glossary of

Key Terms

IRIS: Online behaviour monitoring system

ITT: Initial Teacher Training

LAC: Looked after children

LAT: Learner Achievement Tracker

LLL: Literacy, Language and Listening

MAT: Multi Academy Trust

NEET: Not in Education, Employment or Training

PPI: Pupil Premium Indicator (a measure of disadvantage)

PETE: Potential Education, Training and Employment

QA: Quality Assurance

RA: Restorative Approaches

SDP: School Development Plan

SEND: Special Educational Needs and Disabilities

SFS: Student and Family Support

SMSC: Spiritual, Moral, Social and Cultural

SRR: Supported Review and Reflection (formerly QA)

STEM: Science, Technology, Engineering and Mathematics

TAHMS: Targeted Mental Health in Schools