Development & Improvement Plan 2015/16


Within the next 12 months, we are striving to have a demonstrable impact on the proportion of learners achieving expected and better than expected progress. In addition, a higher proportion of the school’s high starters should achieve A/A* grades in a wider range of subject and in particular, within English and Mathematics. In order to achieve this, the following priorities have been identified.

Priority 1

To improve the quality of teaching so that all of it is at least typically good and a greater proportion is outstanding. As a result of this, students and especially the higher starters will make consistently good progress over time.

We will do this by ensuring that the following are embedded across the school through the reduction of in school variation:

  • Being ambitious for students in our teaching and the setting of targets.
  • Ensuring that assessment is accurate through effective standardisation and moderation.
  • Making the most productive time in lessons in order to quicken the rate of progress.
  • Ensuring that teachers consistently follow the high expectations of the school’s teaching policy and ensure that marking and feedback contributes to the improvement in pupils’ work.
  • Teachers plan challenging activities that stretch all learners including high starters.
  • Teachers skilled in checking pupils’ understanding and in reshaping lessons to challenge and support all to make good progress.
  • Ensuring that marking and feedback contribute to student understanding and that learning moves forward.

Priority 2

To ensure that attitudes to learning are highly positive across the school, reflected in significantly improved attendance and good behaviour.

We will do this by:

  • Ensuring that everyone plays a full part in the embedding of a culture that emphasizes the importance of good attendance.
  • Reducing persistent absence further by tackling any barriers head-on.
  • More effective use of tangible student rewards to recognize good / improved behavior and good / improved attendance.
  • Ensuring that teachers consistently follow the expectations of the Behaviour for Learning policy and plan engaging lessons for all students.
  • Refine behaviour interventions in order to reduce the instances of repeated incidents.

Priority 3

High quality leadership will ensure that everyone is held to account and is supported in becoming more effective. Leaders will have the very highest expectations of all and model a positive mindset in all that they do.

This will be achieved by ensuring that:

  • All school plans are ambitious for pupils and have the highest expectations of all professionals.
  • Data is rigorously used to monitor, evaluate and intervene
  • Line management, at all levels, is stronger still
  • All evaluations of teaching are accurate so that the best training and development is brokered for teachers.
  • Good practice is routinely shared and celebrated and all under performance is challenged. No-one can ‘walk on by.’
  • Everyone is committed to self-improvement and CPD.

PACIA - The Key Themes

  • Leading and modelling the very best in terms of demeanour, interactions and the preparation of our work.
  • Positive mindset and positive moodset.
  • Embracing accountability by being highly reflective.
  • Getting things done properly and on-time.
  • Our duty of care for each other.
  • In assessments; in judgements; in planning.
  • Precision in our communications with all stakeholders.
  • Accepting the implications for leaders in checking, monitoring, supporting.
  • Every person, every day, every lesson. At our best. Students deserve this.
  • Policies mean practice – Teaching, Behaviour for Learning, SDIP.
  • This is about what we do and how it matches to what we say. It is about being honest. It is what you do when no-one else is looking..
  • For ourselves – absolute commitment to improving one’s practice.
  • For learners – positive, optimistic, belief, not giving up, being tenacious, making it pertinent and relevant.
  • In our outlook – how we approach challenges / tough stuff.
  • For each other – how we talk to and support / challenge each other.