southern cross action plan – leadership and management...

Action Plan 2016 - 2017

Aims

Our aim is to give our students the best possible education in a safe, healthy and happy school where everyone matters and where learning is at the heart of everything we do.

We will strive for excellence in all aspects of our work. This means:• valuing all students and staff as individuals, celebrating diversity and promoting equality• building an inspirational learning environment• developing a staff of highly trained people working with commitment to a common purpose

– a high quality education for all students• ensuring lessons and all other learning experiences are of the highest quality for every

student and assessment is used to make teaching and learning highly effective and help everyone understand how to improve

• establishing strong relationships with parents and the wider community by communicating clearly what we are trying to do, listening to feedback and working together for the benefit of our students.

Draft - Friday, 05 May 2023

Action Plan2016 -2017

2016/2017 Action Plan Priorities

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Further improve attendance. Improve pupils’ independence by increasing the number of pupils who are travel

trained. Analyse and quantify the improvement in behaviour across the federation. Further develop our work around well-being. Improve behaviour at unstructured times. Improve pupils’ personal hygiene by encouraging them to change for PE activities.

EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

Improve the enjoyment of school of those pupils who report not liking school. Develop a long term training plan for staff. Improve the consistency of staff in applying policies and procedures.

OUTCOMES FOR CHILDREN AND OTHER LEARNERS

Improve literacy outcomes. Improve reporting to parents through the use of classroom monitor and ensure

pupils are involved in the process. Improve KS4 outcomes in art, English and mathematics. Develop the use of e-Portfolios for vocational subjects. Improve numeracy outcomes.

QUALITY OF TEACHING, LEARNING AND ASSESSMENT

Improve the teaching of PSHEC. Provide effective training for new teachers. Embed the use of pupil feedback forms. Improve differentiation in lessons.

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1. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

Priority 1: Further improve attendance. Success Criteria:14/15 15/16 16/17

SX 78% 88% 95%MH 77% 85% 95%CC 60% 67% 80%WC 45% 60% 75%BH 75% 80% 85%

Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)

1.1.1 Increase the number of Fixed Penalty Notices (FPN) being issued.

Each of the pupils who are below 75% attendance to have an agreed flexible curriculum or an attendance monitoring report.

All pupils on an attendance monitoring report to be reviewed half termly by the Executive Headteacher in the monitoring meetings with Heads of Centre.

Any pupil who remains below 75% for two consecutive half terms to be considered for an FPN.

June 2016

Oct 2016

Dec 2016

HOC

AB

Attendance Officer

The HOC will have a file which contains all of the documentation for pupils below 75% attendance.

The number of pupils below 75% attendance issued with FPNs increases.

SLA for attendance support

1.1.4 Improve the involvement of Form Tutors in the

Form tutors to be issued with attendance ragging data for their forms.

Draft - Friday, 05 May 2023


monitoring of attendance. Form tutors to be required to

encourage good attendance.1.1.6 Prevent patterns of

poor attendance developing in Years 6 and 7.

SX and MH to identify one pupil in year 5, 6 or 7 with poor attendance or who is being supported with education off-site.

SX and MH HOC to draw up an attendance plan for the pupil with a view to achieving significantly improved patterns of attendance or a more suitable placement.

The progress of each attendance plan to be monitored by the EH at half termly monitoring meetings.

SLT to review the impact of the attendance action plans and draw up plans for the following year.

May 2016

June 2016

July 2016

Feb 2017

HOC

HOC

AB

SLT

Attendance of these two pupils to improve significantly or for new placements to have been found.

SLT to have a better understanding of the strategies that can be used with young pupils who are not attending school.

£10,000 per pupil

Priority 2: Improve pupils’ independence by increasing the number of pupils who are travel trained.

Success Criteria: 80% of pupils in year 9 to be travel trained 50% of pupils in KS4 to be travelling independently. 70% of year 9 pupils to be travelling independently by the end of the

academic year.

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1.2.1 Pupils in year 9 to be travel trained to MH or SX

HOC to identify a plan of how and when the current year 8 will be travel trained in the coming year.

HOC to ensure that pupils receive parental agreement for the training and that it is completed.

July 2016

April 2017

HOC

HOC

There is a plan in place to travel train the year 9 pupils.

Pupils and parents are happy with the training.

Pupils feel confident to travel to school.

Each centre has a travel plan in place which makes effective use of school resources.

Staff time when available.

1.2.3 Pupils to have refresher travel training to their new KS4 site

Travel training to be included as a part of the transition programme for year 9 pupils.

Feb 2017 AH

1.2.4 Reward pupils for independent travel

Investigate ways of rewarding pupils who travel independently.

October 2016

HOC Cost of rewards

1.2.5 All centres to have an agreed travel plan in place.

All pupils to have a completed travel pack.

EH and FSBM to meet with the HOC and finance officer to consider the travel pack information and draw up a travel plan.

HOC to implement the travel plan with pupils.

EH, HOC and FSBM to evaluate the travel plan arrangements in each centre.

June 2016

July 2016

Sept 2016

Jan 2017

HOC

EH

HOC

EH

Cost of transport budget

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Priority 3: Analyse and quantify the improvement in behaviour across the federation.

Success Criteria: Implement a system where the improvement in behaviour outcomes

can be tracked. Have an identified baseline position for various behaviours and

evidence of impact throughout the year.


1.3.1 Implement online Boxall profiles.

SX to trial the online Boxhall profiles and to report back to SLT.

Each centre to implement the Boxhall profiles with one historical data point entered into the system.

Staff will update the boxhall profiles every term and comment and add new targets onto the pupil progress plans.

HOC will evaluate progress in improving pupils’ emotional intelligence.

The effectiveness of our PSHEC curriculum to be evaluated by SLT in response to the data provided by

Feb 2016

April 2016

April 2016

Nov 2016

Feb 2017

KB

HOC

Form Tutors

HOC

SLT

All pupils to have online Boxhall profiles.

Ongoing monitoring of the data shows improvements in pupils behaviour over time.

£250 for online access to Boxhall profiles.

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the online boxhall profiles.

1.3.6 Improve the use of IRIS by Heads of Centre to analyse improvements in behaviour

Heads of Centre to be trained in the use of the IRIS analysis.

IRIS reports to be used as the main agenda items in the daily debrief.

IRIS to be used to update the pupil risk assessments using the analysis by risk category.

HOC to be asked to complete a termly analysis of behaviours showing key actions and areas for development.

June 2016

July 2016

July 2016

Dec 2016

AB

HOC

SENCO

HOC

The quality of IRIS reporting improves.

HOC produce reports showing the improvements in behaviour over time.

Priority 4: Further develop our work around well-being. Success Criteria: All staff aware of ELKLAN strategies. Use of therapist reviewed and actions taken to improve. Use of Speech and Language therapists for pupils that require

intervention. Staff well being supported and monitored. Mindfulness introduced to all staff in the Federation. PSHEC curriculum up to date with current affairs.

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1.4.1 Evaluate the introduction of therapists to the federation

QA professional provides an independent view of the work of the therapists.

The executive Head produces a report summarising the outcomes from the work of the therapists.

Governors discuss the report and decide on the way forward for the next academic year.

April 2016

May 2016

June 2016

AB

AB

AB

A plan around therapies is agreed and fully funded.

£80000

1.4.4 Implement the Elklan training in KS2

KS2 staff to deliver training to staff at Meade Hill and Southern Cross

Meade Hill and Southern Cross to implement work from the ELKLAN training at both KS2 & KS3

Training on ELKLAN to be delivered at KS4

July 16

October 2016

Dec 2016

KS2 teams

HOC

All staff aware of ELKLAN and strategies that could be used in school to support pupils.

1.4.7 Improve the well-being of staff

To investigate a help line number for staff to contact if feel they require support.

April 16 KB All DP will have regular supervision.

Cost of trainingTBC

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Support for all staff introduced from September 16

Supervision organised for all DP staff on a termly basis

Sept 16

Sept 16

HOC

HOC

A support network will be available for all staff should they need it.

1.4.10 Introduce Mindfulness to the Federation

KB to investigate becoming a mindfulness school – contact Altrincham Grammar School for Girls.

Training packages to be sourced for mindfulness and a plan to be created for becoming a mindfulness school.

Staff taster session to be arrange to introduce mindfulness to school

Identified staff to start learning mindfulness – 8 week course of 90 minute sessions

Identified staff to learn to teach mindfulness to pupils

April 16

July 16

July 16

September 16

April 17

KB

KB

KB

HOC to decide on staff

HOC to decide on staff

Mindfulness will be introduced to staff in the process of becoming a Mindfulness school.

Staff will know what mindfulness is.

Key staff understand mindfulness personally from the inside – enhancing staff well being.

Staff enabled to deliver mindfulness to pupils to enhance pupil well being.

Staff will then be able to train to introduce colleagues to mindfulness.

£250 taster session for staff.

£180 per person to complete 8 week mindfulness course.

Staff training to teach pupils £450 per person for teach paws (7-11yrs)£625 for Teach b (11-18yrs)Per person.

Training to introduce staff to mindfulness.

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1.4.15 To continue to develop the PSHEC curriculum

Ensure emotional aspects of learning are being covered at KS4 in tutor sessions

Organise training around topical issues such as Forced marriage and Female Genital mutation.

Ensure that CSE and Prevent are embedded in our PSHEC curriculum

Create a circle of links for PSHEC support for the whole Federation and ensure that all pupils have access to enrichment days / opportunities eg. Brooke Advisors, Healthy Schools, School Nurse, Eclipse etc.

July 16

Dec 16

Sept 16

July 17

PSHEC group / SN

PSHEC group / HY

PSHEC group / HY

PSHEC group / HY

1.4.19 To improve staff knowledge of emotional well-being and mental health

Source support from Manchester Healthy Schools to deliver training for staff.

July 16 HY

1.4.20 To develop self-assessment in PSHEC.

Source resources for pupil self-assessment

Oct 16 HY / PSHEC group

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Introduce resources to the pupils for self assessment.

Dec 16 HY / PSHEC Group

1.4.22 To ensure each site has a Stonewall Champion for LBGT

Source training for Stonewall champions

Identified staff member to attend training and become a Stonewall champion.

July 16

Dec 16

HY

HY

Priority 5: Improve the behaviour of pupils at unstructured times. Success Criteria: Less violent/high conflict incidents (IRIS log/exclusions to measure this) Improved pupil views of school break-times (PASS survey to measure

this) Higher points achieved collectively (Daily points system to measure

this)Action Milestones Date Responsibility Outcomes Resources/ Cost Status

(R/A/G)1.5.1 Develop a set of

expectations for pupils during breaks and lunchtimes.

AH to observe unstructured times at all sites

Record best practice

Share best practice in SLT meeting

Each site completed by May half-term

08/06/16

May 2016

AH

AH

AH

To gain an understanding of what is currently on offer

To gain an understanding of best practice

A practical and consistent set of guidelines to be used by all federation schools to manage break-times more effectively which can be established and then carried

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Create a uniform federation approach to breaks

08/06/16 AH & other HOC’s across all key stages

New equipment built in to school budget and then purchased at the earliest opportunity

Cost associated tbc

1.5.5 Introduce a reward scheme for break and lunchtime activities.

Research current systems through observations and SLT meeting discussion

Ask HOCs to place on the agenda of the next school council meeting for students to evaluate the current systems and make suggestions of improvement

HOCs to feed back school council outcomes by e-mailing AH

08/06/16

21/04/16

Each site completed by May half-term

AH

AH

HOC’s

To gain an understanding of what is currently on offer

To have a clear view of students’ perceptions and to know how to improve rewards and sanctions if required

An updated reward schemeCost associated tbc

Priority 6: Improve pupils’ personal hygiene by encouraging them to change for PE activities.

Success Criteria: 70% of pupils change for PE activities.

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1.6.1 Improve the pupil changing facilities at Castlefield Campus.

Carry out a feasibility study and cost analysis of providing changing facilities at Castlefield Campus.

When funds become available ensure that the works are carried out.

Agree protocols on all sites for pupils to change for PE activities.

April 2016

Dec 2016

Feb 2017

AF

AF

AB

All pupils have the facility to change for PE activities and most pupils take this option.

£45,000Cost of PE kit for all pupils

2. EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

Priority 1: Improve the enjoyment of school of those pupils who report not liking school.

Success Criteria: Percentage of pupils who report that they dislike school to reduce from

24% to 10%.


3.4.1 Explore ways of improving the curriculum offer to

Each head of centre to explore ways of enriching the curriculum to better meet the needs of pupils.

June 2016 HOC Pupils show satisfaction with the curriculum offer where it has been changed.

Staff resources.

Course

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enhance the learning experience for our pupils.

New curriculum options to be trialled and evaluated. April 2017 HOC

resources.

3.4.3 Identify individuals who have a negative view of school and draw up an individual action plan to address their concerns.

Identify pupils from the PASS survey or pupil questionnaire who say they do not like school.

Meet with the pupils to create an individual action plan to better address their needs.

Evaluate the success of the action plan at the end of a specified period.

October 2016

November 2016

February 2017

HOC

HOC

HOC

Identified pupils report being happier with school.

Priority 2: Develop a long term training plan for staff. Success Criteria: The federation has a published training plan for the year. The training plan clearly highlights the essential training for all staff and

an entitlement for staff.


2.2.1 The federation will have an up-to-date matrix of all training undertaken by staff in

A training spreadsheet will be in place.

A list of compulsory training will be developed.

July 2016

July 2016

BE

SLT

The EH is aware of all training that is undertaken throughout the federation.

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the last 12 months.The spreadsheet will list the date that all staff were trained in the compulsory courses and the frequency that these should be renewed.

The spreadsheet will be extended to all additional training that staff undertake throughout the year.

All training to be assessed against the training plan and recorded centrally.

Sept 2016

July 2017

Oct 2016

BE

BE

HOC

Governors are assured that all staff have the required training.

2.2.6 A training plan will be maintained and updated after every cycle of appraisal.

All training identified as necessary to support appraisal objectives are listed in a training plan after each cycle.

The school training plan is used to inform weekly training sessions and INSET days.

The training plan will be published for all staff on a termly basis.

Dec 2016

Jan 2017

Jan 2017

BE

HOC

BE

Staff understand that they have a training entitlement and report that their professional development is taken seriously.

Training booklet to be published annually £1000

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Where staff are supported financially to complete significant accredited courses, staff will be expected to sign up to an agreement where they would repay some of the costs of the course if they leave the federation soon after completion of the course.

The Federation will celebrate and publicise to other staff where staff are supported financially to complete significant accredited courses.

Sept 2016

Sept 2016

BE

AB

Priority 3: Improve the consistency of staff in applying policies and procedures. Success Criteria: Percentage of staff who report inconsistency in the application of

policies is reduced from 13% to 5%.


2.3.1 Create an induction process for new staff (see 4 below)

All staff to given an induction over the first half term to ensure that they know and understand the expectations of the federation.

March 2017

March 2017

AB A written induction process is in place and some members of staff have completed the process.

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Each new member of staff to be buddied up with an experienced member of staff throughout their first 6 months.

HOC

2.3.3 Draw up Standard Operation Procedures (SOPs) in key areas where consistency is needed.

SLT to agree a list of areas where there is a perceived lack of consistency.

SOPs to be drawn up for each area which codify the expectations, procedures and administrative arrangements required to standardise practice.

Nov 2016

March 2017

AB

AB

SOPs are in place for all key areas of policy and practice.

2.3.5 Staff training to address the need for consistency in applying policies and procedures

Staff training to be provided for each of the SOPs created above.

A training schedule to be produced for the whole school year.

March 2017

July 2016

HOC

AB

The school training plan clearly identifies when SOPs will be addressed.

3. OUTCOMES FOR CHILDREN AND OTHER LEARNERS

Priority 1: Improve literacy outcomes. Success Criteria: Trained staff delivering literacy interventions across all sites. Literacy outcomes improved. Literacy being taught across all subjects.


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3.2.1 To embed half termly literacy across the curriculum focuses across the Federation.

Literacy group to complete a early calendar with a half termly focus for literacy across the curriculum

Work on literacy to be monitored and evaluated every half term.

April 16

July 16

Literacy group

Literacy group

Clear links for literacy across the curriculum across the whole of the Federation.

N/A

3.2.3 To evaluate the impact of the literacy TA’s

Evaluation procedure of literacy support – and changes made accordingly.

Look at the possibility and financial availability of Extending Literacy support to Wythenshawe Campus and possibility of additional days at KS4

May 16

July 16

SLT

SLT

Literacy support is available at all sites.

Cost of Additional support for Wythenshawe Campus and an additional day at KS4

3.2.5 To allow the literacy support to gain a qualification in delivering literacy

KB to source qualifications for literacy (SPLD – dyslexia) L5 qualification.

Literacy TA’s to be offered the opportunity to develop skills and complete the training.

May 16

Start Sept 16Complete July 17

KB

Literacy support TA’s

Qualified literacy support is being delivered at all sites.

Cost of training and cover for staff to attend course(if required)

Priority 2: Improve reporting to parents through the use of classroom monitor and ensure pupils are involved in the process.

Success Criteria: All pupils are aware of their targets in subjects and their progress. All pupils provide a written comment for their school report. Parents report being better informed of their child’s progress.

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Action Milestones Date Responsibility Outcomes Resources/ Cost

Status (R/A/G)

3.2.1 Introduce ‘Rising Stars’ to all KS3 staff and use this for reporting to parents on a termly basis.

Use expert form Classroom Monitor to help plan a series of training sessions.

Deliver the training to all KS3 staff over the summer term.

All staff to use ‘Rising Stars’ for the new academic year.

Classroom Monitor to transfer all historical data to the new system.

Reports to be developed that share the information with parents about their child’s progress.

May 2016

June 2016

Sept 2016

Aug 2016

Dec 2016

AB

AB

HOC

AB

AB

The school reports to all KS3 parents on a termly basis and these assessments are consistent with ‘Assessment without Levels’.

£3000

3.2.6 Develop a system of sharing curriculum targets with pupils.

Use the ‘Rising Stars’ system to inform pupils termly of their curriculum targets at KS3.

Dec 2016 AB

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Allow pupils to comment on their successes, what they need to improve and any actions they need to do to improve.

Dec 2016 HOC

3.2.8 To improve the quality of Pupil progress plans and ensure these are sent out to parents on a termly basis.

Ensure pupils progress plans are updated on a half termly basis

QA PPP each half term

PPP to be sent out to parents at the end of each term after QA

Coffee morning to explain what the PPP is to parents and that they should receive a copy each half term.

Each half term

Dec, April, July

Dec 16

Form tutors

SENCO

HOC

SENCO

Quality of PPP will be more consistent and targets will be SMART. Parents will know the progress pupils are making and what their targets are.

N/A

Priority 3: Improve KS4 outcomes in art, English and mathematics. Success Criteria: 70% of pupils at Castlefield Campus achieve their targets in English

mathematics and Art


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3.3.1 Draw up a support plan for each subject.

Analysis of examination results to determine the areas for improvement and where support can be given.

Head of centre to provide ongoing support where appropriate to support the examination results.

Sept 2016

October 2016

AH

AH

Pupil tracking shows that the pupils are more likely to meet targets.

Staff time.

Priority 4: Develop the use of e-Portfolios for vocational subjects. Success Criteria: All Vocational subjects to implement use of eportfolio’s into their

subject’s areas. To improve how students work is assessed internally and externally

through eportfolio solution.


3.4.1 Investigate various possibilities for pupils to keep work electronically

Staff Training sessions to be delivered May-July to ensure all staff have skills to use e-portfolios effectively.

To embed E-portfolio for all vocational subjects make use of eportfolio system

May-June 2016

Sept 2016

SW

SW

Staff to gain full understanding, along with students how to use eportfolio’s

Improvement in managing files, paperwork, so that student work can be easily accessed by teachers, external assessors etc.

£2,000 per year

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Ensure that the e-portfolio solution fits in with our developments in the use of mobile technologies.

Present the outcomes from academic year 2016-17 to the SLT and agree future developments.

Oct 2017

July 2017

SW

AB

Eportfolio’s will allow students, teachers, parents to have access to eportfolio’s through various technologies tablets, smart phones, PC’s etc.

Priority 5: Improve numeracy outcomes. Success Criteria: All staff to Implement and embed phase 1 and 2 of the Numeracy Policy


3.5.1 Headteacher to monitor progress through lesson observation, pupil voice, work scrutiny and lesson planning

All teaching staff and support workers to promote the Numeracy across the curriculum Policy in every lesson using mental maths [Phase 1]

Every term Sept and December 2016 for phase 1

AB Staff and pupils clearly demonstrate increased confidence and competence in number and measures.

Clear evidence that staff are using differentiated materials accordingly.

Cross centre links to be

???

3.5.2 Numeracy Coordinators to

[Phase 1] Sept 2016Jan 2017

Maths Coordinators Materials?

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support staff by providing word lines & challenging target numbers every half term.

created to share subject materials developed

Conversant with the subject matter

3.5.3 Phase 2 - subject based meetings, to develop cross curricular use of numeracy

[Phase 2 ]Planning sheet to be provided Jan 2017

Subject leaders and coordinators

????

3.5.4 Bespoke training Staff needs analysis Ongoing HOC ???

4. QUALITY OF TEACHING, LEARNING AND ASSESSMENT

Priority 1: Improve the teaching of PSHEC. Success Criteria: All teachers to have an appraisal target regarding the teaching of PSHEC. Lesson observations of PSHEC show at least 70% is good or better. Evidence from learning walks and work scrutiny support the lesson

observation data for PSHEC lessons.


4.1.1 Ensure all staff to complete the in house training.

PSHEC group to deliver all units of PSHEC training during staff meeting time

July 16 PSHEC Group All staff have a basic understanding

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4.1.2 All teaching staff to have an appraisal target linked to the teaching of PSHEC

In line with the appraisal system all staff to have the teaching of PSHEC included in their targets.

Oct 16 HOC Consistent targets throughout the Federation.

4.1.3 PSHEC group to review the curriculum for the Federation

Review of curriculum from KS2 – KS4

July 16 PSHEC group Clear outcomes and progression across the key stages.

Resources?

4.1.4 PSHEC group to review the planning proforma for PSHEC/Emotional wellbeing

PSHEC group to review and update the planning of PSHEC to make it more manageable for teachers to use.

July 16 PSHEC group Planning more manageable for teachers.

4.1.5 PSHEC files to be included in work scrutiny in line with the Quality Calendar

PSHEC files to be monitored in line with QA calendar on a half termly basis

Feedback to be provided by the PSHEC lead.

Oct 16 PSHEC group PSHEC group to oversee the PSHEC within the school – improving middle management.

Time from curriculum (cover)

Priority 2: Provide effective training for new teachers. Success Criteria: All new teachers to achieve ‘Broadening and embedding’ on the teacher

evaluation within 6 months of starting in the Federation. 50% of new teachers to achieve at least ‘Deepening and extending’ after

12 months.

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4.2.1 Write induction policy/procedure

Draft policy

Draft policy reviewed

Draft policy updated

Policy agreed

May 2016

Jun 2016

Jul 2016

Jul 2016

JJG

AB

JJG

AB

New recruits feel welcome, ready to contribute fully and want to stay.

4.2.5 Agree a planned programme of induction(generic pro-forma to be tailored to individual)

Welcome pack prepared and presented

Induction plan completed (incorporate timeframes day 1, week 1, first month, 3 months, 6 months & 12 months)

Checklist derived from plan

Allocate mentor(s)

Jun 2016

Jun 2016

Jun 2016

Jul 2016

Induction co-ordinator




Improved workplace relations between employees, and between employees and managers.

Increased skill levels of staff.

Staff practice is clearly linked to school ideals.

4.2.9 Implement induction programme(timeframes tbc once start dates known)

Individually tailored programme

Regular meetings with mentor

Planned meetings with induction co-ordinator

Checklist completed

Induction process reviewed

N/A Induction co-ordinatorMentor



HOC

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Changes to induction process considered & implemented

HOC

Priority 3: Embed the use of pupil feedback forms. Success Criteria: Evidence from scrutiny of work shows that the pupil feedback forms are

regularly used and show at least good practice.


4.3.1 Executive Headteacher to attend a work scrutiny at each site throughout the year.

The EH will do weekly work scrutinies at each site throughout the first half term in order to assess the progress being made.

Feedback will be given at each SLT meeting where actions will be agreed with timescales.

The EH will produce a termly report to Governors on the progress being made in feeding back to pupils.

Sept 2016

Sept 2016

Dec 2016

AB

AB

AB

Feedback to pupils will be consistent and of a high quality.

Pupils will consistently respond to the feedback given.

£500 for printing of a feedback booklet.

4.3.4 Publish examples of best practice of feedback to pupils.

All staff to be provided with examples of good practice and an exemplar which highlights what is required.

Dec 2016 AB

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Priority 4: Improve differentiation in lessons and Assessment without Levels Success Criteria: Evidence from lesson observations and other monitoring activities shows

that differentiation is at least good in 70% of lessons. The school reports to parents on pupil progress without the use of levels.


4.4.1 Create and sustain systems and structures for teachers and leaders to engage in collaborative planning around differentiation.

Identify one opportunity each half term when leaders and teachers can meet for a two hour period.

Consult with staff about collapsing the Tuesday training from two consecutive weeks into one week.

Agree the format of the collaborative planning sessions.

Make arrangements for Teaching Assistants to be employed in activities to support the delivery of differentiation by having a two hour session the following week.

May 2016

June 2016

July 2016

Sept 2016

AB

HOC

SLT

HOC

Adopt a common framework, definition, and language for differentiation across the federation.

Staff training Plan highlights differentiation sessions.

4.4.5 Provide staff training on differentiation.

All staff to be trained in aspects of differentiation.

Sept 2016 HOC Staff training sessions delivered. Staff evaluation of the training is positive.

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Scrutiny of planning shows that differentiation is well planned.

4.4.6 Collate examples of best practice to be shared across the federation.

Heads of centre to copy best examples of differentiated planning when working with their link teacher.

All good examples to be copied to the executive head to be collated and presented to staff.

Nov 2016

March 2017

HOC

AB

The federation has a collection of best practice covering a number of subjects.

4.4.8 Establish an approach to assessing without levels.

Visit a school seen as having best practice.

Share the information with SLT.

Discuss with Classroom Monitor how they are adapting to meet the new requirements and new programmes of study.

Develop a whole school approach.

Provide time for staff training in assessment without levels and for

April 2016

April 2016

June 2016

Sept 2016

Nov 2016

AB

AB

AB

AB

AB

The federation has a robust system of assessment without levels that is understood by all stakeholders.

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staff to work on the assessment grids to match the new programme of study and GCSE criteria.

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