Ofsted Updates

Ofsted Updates

School Improvement Plan

In response to the Ofsted inspection in May 2015, we have developed a School Improvement Plan to address the areas for development highlighted in the report, and build upon our current areas of success. The information below is a summary of our School Improvement Plan, setting out the actions we will be working on, and organised into the four areas of the Ofsted framework.

Key Priority 1

Improve the effectiveness of leadership and management at all levels, so that there is rapid improvement in the achievement of students, especially the most able, disadvantaged and disabled students or those who have special educational needs.

 

Action 1.1 Ensure all leaders and governors have a correct view of the school’s strengths and weaknesses based upon detailed and accurate evaluations of teaching achievement and behaviour.

Action 1.2 Ensure improvement plans urgently address students’ underachievement.

Action 1.3 Set aspirational attainment targets that raise expectations of what all students should achieve.

Action 1.4 Ensure teachers are able to make accurate assessments of students’ attainment.

Action 1.5 Set targets for leaders’ and teachers’ work that are clearly focused on the school’s urgent need to raise standards. Ensure that training for individual teachers is based on accurate evaluation of their strengths and weaknesses and is targeted to have maximum impact on improving achievement.

Action 1.6 To support the leadership and implementation of Quality First Teaching.

Action 1.7 Ensure all subject leaders have the skills and capacity to improve teaching and raise standards in their subjects.

Action 1.8 Spend the pupil premium grant effectively to rapidly improve the progress of disadvantaged students.

Action 1.9 Ensure that the progress that disabled students or those who have special educational needs are making, both in lessons and through extra support, is carefully tracked.

Action 1.10 Ensure that Governors have the knowledge and skills that mean they are not reliant on school leaders for their understanding of the school’s performance, and are therefore able to hold leaders properly to account.

 

 

 

 

Key Priority 2

Improve the quality of teaching so that all students, especially the most able, disadvantaged and disabled students or those with special educational needs, make good or better progress.

 

Action 2.1 Improve the quality of teaching so that 90% of lessons are judged to be Good or better by July 2016. 

Action 2.2 Ensure that HA, SEND and PPG students make Good or better progress.

Action 2.3 Ensure that Teachers receive support to improve their teaching to Good or better.

 

Key Priority 3

Rapidly increase rates of progress and achievement so that all learners make at least good progress.

 

Action 3.1 Improve the accuracy of teacher assessment so that assessment informs good teaching and leads to at least good achievement.

Action 3.2  Through effective tracking and intervention to rapidly raise achievement of the most able (higher attaining, i.e. HA), disadvantaged (those receiving PPG) and  SEND students to be at least in line with national averages and close any gaps in progress compared with other students.

 

Key Priority 4

Ensure a positive learning environment is maintained throughout the school day to encourage engagement in all lessons.

Action 4.1 Senior members of staff to maintain a daily rota of lesson drop-ins using the” lessons learned” teaching and learning framework as a non-negotiable expectation of improved   behaviour for learning.

Action 4.2 Use Student Voice to make positive contribution to the school’s development in all areas, and encourage student engagement.

Action 4.3 To support student learning through improved welfare, and health and safety throughout the school day.

 

 
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