SCHOOL DEVELOPMENT PLAN This document shows the key priorities for The Ridge Academy over the next academic year.
It is based on the school’s analysis of current levels of performance, its assessment of how current trends and future factors may impact on the school and sets out priorities and targets for improvement for the period ahead
2016 - 2017
Contents Vision and Values .................................................................................................................................... 2 Ofsted...................................................................................................................................................... 3 Key Priorities ........................................................................................................................................... 4 Key Priority 1 – Leadership and Management ........................................................................................ 5 Key Priority 2 – Quality of teaching, learning and assessment ............................................................... 7 Key Priority 3 – Personal development, behaviour and welfare ............................................................ 9 Key Priority 4 – Outcomes for Pupils .................................................................................................... 10
Vision and Values To inspire a love of learning To collaborate in partnership with parents, carers and other professionals To encourage and support staff in Continual Professional Development to be outstanding and confident practitioners in their field and to be the employer of choice
OUR VISION
To give children strategies to help them make the right choices To be role models to all children to help them become valued members of our community
To go out and do amazing things To have a sense of pride in all they do To develop children’s self-esteem so that they have confidence and resilience to deal with life To understand their own and other people’s emotions To help our children feel safe and stay safe To support the staff wellbeing in carrying out their roles
OUR VALUES
To support and inspire our children so that they feel respected as individuals To feel valued within our community To develop the skills to value friendships and positive relationships
PETER HALES
2
Ofsted Area of Ofsted Overall Effectiveness Achievement of Pupils Quality of Teaching Behaviour and Safety of Pupils Leadership and Management
Grade Good Good Good Good Good
This is a good school.
Teaching at The Ridge is good. As a result, pupils who are often behind in reading, writing and mathematics when they join the academy are able to plan quickly start to catch-up. Teachers plan lessons very precisely to meet pupils’ individuals needs and this helps them to make good progress. Pupils make good progress, and sometimes outstanding, progress in improving their behaviour. Staff are calm, kind and firm. They teach pupils different ways to manage their emotions and help them to communicate more effectively. Pupils whose behaviour is very challenging are given excellent support. The Principal’s leadership is outstanding. She is completely committed to making sure that the academy continually improves. She has been highly effective in improving the quality of teaching and outcomes for the pupils since the academy opened. Senior staff support her very well Staff are full of good ideas about how to help pupils to succeed, and put these into action in their lessons and the activities they run. Governors frequently visit the academy to monitor its work and to meet staff and pupils. They know what is going well and what still needs some more work. They ask good, challenging questions of the senior leaders.
It is not yet an outstanding school because
Pupils learn many different subjects each week in addition to English and Mathematics. However the academy does not yet have enough precise information about how well they are doing in these subjects. The youngest pupils often enjoy their learning and make progress with their communication skills, reading, writing, and mathematics. However, they do not have the chance to do enough purposeful play-based activities to help them learn really well.
PETER HALES
3
Key Priorities The key priorities for the next academic year will include: Key Priority 1 – Leadership and Management: 1. Develop leadership capacity at all levels to ensure distributed leadership is achieved 2. Develop a proposal for an effective Outreach Provision Key Priority 2 – Quality of Teaching, Learning and Assessment: 1. Ensure that 100% of teaching is effective, including all intervention activities Key Priority 3 – Personal Development, Behaviour and Welfare: 1. Reduce the number of physical interventions Key Priority 4 – Outcomes for Pupils: 1. Ensure that moderation is accurate and data is used effectively by all staff Age range Location Budget size Number on roll % of students on free school meals % of students with English as an additional language % of students with SEN Entry level attainment Attendance % and PA % Date school established Number of teaching staff % of newly qualified teachers
4-11 Cheltenham £714, 807 40 68% 0% 100% Generally well below national average Attendance – 90.56%, PA – 3.76% 2012 4 FTE 0% PETER HALES
4
Key Priority 1 – Leadership and Management Develop leadership capacity at all levels to ensure distributed leadership is achieved
Action
Lead
GB Timescale Monitoring
Success criteria
All staff have a clear plan for professional development with appropriate targets
Line Managers
During academic year
All staff have appropriate training needs met through effective CPD and dissemination of information Implement a Supervision Plan for all staff
Line managers
During academic year
SLT
During academic year
A book of positivity for each area of school to be completed by SLT
SLT
During academic year
Develop and implement actions plan for the year for each area of the curriculum
Subject Leaders
By end of Autumn Term 1
Cost / resources
Impact / progress achieved RAG
Evidence
All staff are aware of how they can meet their own specific needs, goals and ambitions Staff develop skills in a range of areas
SLT time to meet staff and develop plans
Performance management documents
Staff meeting time Cost of training (TBC)
All staff feel that they have an opportunity to share experiences with Senior Leaders Celebrating short term successes Setting short term targets All staff feel valued for their commitment and dedication to the job Subject Leaders are accountable standards within their subject
18 days of SLT time
Evidence of training Time in staff meetings to share good practice Evidence of supervision meetings
Cost of books (£32)
Positive books
1 day of Subject Leader time AET subject
Subject Leader Action Plans
PETER HALES
5
Monitor the subject action plans
SLT
During Spring and Summer Terms
Identify areas of responsibility for other staff (teaching assistants, nurture practitioners and intervention lead)
SLT
During academic year
Actions plan are being used effectively to raise standards in the identified subjects A range of staff are responsible for special days and whole school events
support 2 x ½ day of SLT time
Subject Leader Action Plans
Time of staff
Individual events being led and organised by different staff
Develop a proposal for an effective Outreach Provision
Action
Lead
GB Timescale Monitoring
Success criteria
Research current Outreach providers within Gloucestershire
SLT
End of Autumn Term 2016
Send questionnaires to potential customers
SLT
End of Autumn Term 2016
Visit other SEMH provisions to view Outreach
SLT
End of Autumn Term 2016
Analyse responses to questionnaires
SLT
End of Spring 1 2016
The Ridge Academy will have a clear understanding of Outreach services within the market place The Ridge Academy has a clear understanding of the need in the local area The Senior Leadership has viewed a model of Outstanding practice The Ridge Academy has a clear
Cost / resources
Impact / progress achieved RAG
Evidence
3 days of SLT time
Written feedback on services
2 days of SLT time
Questionnaires
2 days of SLT time to visit Transport costs 3 days of SLT time
Reports from visits
Analysis of questionnaires PETER HALES
6
Prepare a proposal for the provision of Outreach at The Ridge Academy
SLT
End of Spring 2 2016
understanding of the need in the local area Proposal approved by FGB Proposal sent to schools explaining Outreach service to begin September 2016
3 days of SLT time
Proposal of outreach service
Key Priority 2 – Quality of teaching, learning and assessment Ensure that 100% of teaching is effective, including all interventions
Action
Lead
GB Timescale Monitoring
Success criteria
Use AET Matrix for Learning and Teaching to assess quality of provision
SLT
Throughout the academic year
Use AET Matrix for SEND to assess quality of provision
SLT
Throughout the academic year
Teaching Assistants to selfassess against EEF Making Best Use of Teaching Assistants
TA’s
Spring Term 2017
Develop a personalised action plan for each Teaching Assistant from
SLT and Teaching Assistants
Spring Term 2017
There is a culture of learning and teaching throughout the school SEND provision is of the best quality for most vulnerable children All Teaching Assistants and Senior Leaders are aware of their own strengths and weaknesses All Teaching Assistants and Senior Leaders have an
Cost / resources
Impact / progress achieved RAG
Evidence
3 x ½ days during academic year
Evidence from matrix
3 x ½ days during academic year
Evidence from matrix
3 days of RM time to complete discussions
Evidence of responses
Possible training costs for Teaching
Action plan from each TA
PETER HALES
7
the EEF Making Best Use of Teaching Assistants
Implement a new timetable for curriculum to ensure consistency of approach across the academy Adapt AET model for teaching, learning and assessment in maths
SLT
Autumn Term 2016
RM
Autumn Term 2016
Develop English provision further in consultation with AET
RM
Spring Term 2016
Increase the amount of writing output by children throughout each term across the curriculum
RM
Summer Term 2016
Embed reading target
RM
Autumn
understanding of the plan for improvement Evidence through monitoring that the above plan is being implemented High expectations of all classes and children
Assistants will be identified in individual plans
None
Monitoring feedback by SLT
Increase the percentage of children making expected and more than expected progress throughout academic year Increase the percentage of children making expected and more than expected progress throughout academic year Increase the percentage of children making expected and more than expected progress throughout academic year Increase the
3 days of AET Maths Consultant Time 6 days of RM time
Planning and book scrutiny Moderation activities
3 days of AET English Consultant Time 6 days of RM time
Planning and book scrutiny Moderation activities
3 days of RM time
Planning and book scrutiny Moderation activities
3 days of RM
Planning and PETER HALES
8
assessment across school and impact of this for pupil progression
Term 2016
Introduce Bug Club as Guided Reading Scheme to develop comprehension and analysis of books.
RM
Autumn Term 2016
Further develop links between nurture and family support to improve parental engagement
Nurture Practition ers Lead Family Support Worker
During aacadmeic year
percentage of children making expected and more than expected progress throughout academic year Increase the percentage of children making expected and more than expected progress throughout academic year Families feel a part of school
time
book scrutiny Moderation activities
£3000 to purchase Bug Club ½ a day of training for teachers 3 days of RM time 1 day of FSW and Nurture Practitioners time
Planning and book scrutiny Moderation activities
Evidnece of parental engagement through surveys
Key Priority 3 – Personal development, behaviour and welfare Reduce the number of physical interventions
Action
Lead
GB Timescale Monitoring
Success criteria
Further training in deescalation for all staff
PH
01/09/2016
Review of each incident involving physical
PH
During academic
Skills in deescalation have been developed further All staff are aware of learning points from
Cost / resources
Impact / progress achieved RAG
Evidence
Cost of training
Certificates in Team Teach
SLT time
Evidence of debrief PETER HALES
9
intervention by SLT and staff involved Increase the use of restorative practices to reduce repeat physical interventions
year PH
During academic year
Develop lunchtime activities to increase engagement from the children
All staff
Autumn Term 2016
A weekly session of Outdoor Education for each class
LR
Autumn Term 2016
Increase the impact of being a mentor
School council
Autumn Term 2016
each physical intervention Children are learning from their behaviour to reduce the need for physical intervention Incidents of poor behaviour are reduced throughout the afternoon sessions Develop cooperation and social skills within each class group The role of a mentor is a high profile achievement
SLT time
Recorded evidence of restorative practices and justice Evidence from use of Sports Premium
Use of Sports Premium to develop equipment Outdoor education leader time
Pupil surveys Feedback from staff
School council time
Minutes from meeting
Key Priority 4 – Outcomes for Pupils Ensure that at least 75% of pupils make expected progress in reading, writing and maths
Action
In-house moderation meeting for reading, writing and maths
Lead
GB Timescale Monitoring
SLT and Class teachers
During each term (six times a year)
Success criteria
Teachers assessment of pupils is accurate matched to national expectations
Cost / resources Three teachers meetings throughout academic year 1 day of SLT time
Impact / progress achieved RAG
Evidence
Minutes from meetings
PETER HALES
10
Moderation activities with a partner school
SLT and Class Teachers
Twice during academic year
Teachers assessment of pupils is accurate matched to national expectations
Data analysed by SLT, Subject Leaders and Class Teachers
SLT, Subject Leaders and Class Teachers
At end of the Autumn, Spring and Summer Terms
Develop evidence portfolios to show attainment progression across the academy Including end of unit outcomes and evidence within individual holistic assessment folders Introduce the Thrive approach to assess pupil outcomes in SEMH
SLT
Summer Term 2017
Class teachers
Autumn Term 2016
Data is current and accurate and children not making sufficient progress are identified and plans implemented Attainment and progression is clear to see across the academy Evidence is clear Progression is easy to see
All staff
Summer Term 2016
Progress is assessed through a holistic package
Two teachers meetings throughout academic year 1 day of SLT time 3 days of SLT time during academic year
Minutes from meetings
3 days of SLT time
Portfolios
Class teachers time
Holistic folders
Cost of program and training
Evidence from Thrive
Evidence of greater analysis
PETER HALES
11
