Cwmbran High School POST INSPECTION ACTION PLAN 2018 – 2020

30-1-19

“Stronger Together”

Headteacher: Mrs H Coulson Chair of Governors: Mrs J English

School Context:

Cwmbran High School is an English medium 11 – 18 school maintained by Torfaen local authority. The school opened in September 2015, following the closure of Fairwater High School and Llantarnam School. There are 1107 pupils on roll, 965 in Years 7 – 11 and 142 in Years 12 and 13. There are 5 main Cluster Feeder Schools; Blenheim Road Community Primary, Coed Eva Primary, Greenmeadow Primary, Nant Celyn Primary and Woodlands Primary. There are 66 teaching staff at Cwmbran High School. We currently have 57 full-time and 9 part-time staff. Overall, there are 119 staff at Cwmbran High School, including site and support staff. Within the ALN area, there are 5 teaching staff, 3 base managers and 25 Learning Support Assistants/6 Sign Support Assistants. The Senior Leadership Team consists of the Headteacher, Deputy Headteacher, 3 Assistant Headteachers and a Business Manager. Around 23.85% of pupils are entitled to free school meals, which is above the National Average of 16.4%. Around 35% of pupils live in the 20% most deprived areas in Wales. Nearly all pupils speak English as their first language and come from a white, British background. Overall, 3.6% of pupils have a statement, 32% of pupils are on the ALN register which is higher than the National Average of 21.5%. Cwmbran High School has 3 specialist bases, including an ASD base that support Autistic Spectrum pupils, the HIB (Hearing impaired base) is a specialist provision to accommodate pupils with hearing impairments and we also have the IRU (Internal Referral Unit) for pupils with severe emotional, social and behavioural difficulties.

There has been significant changes to leadership since September 2017; a new Deputy Headteacher has been appointed and 10 Middle Leaders, including HoDs of English and Maths and new Literacy and Numeracy Coordinators.

The school is working closely with 2 partner schools, King Henry Viii (Abergavenny) and Cantonian High School (Cardiff) to share good practice and support Cwmbran High School with the implementation of strategies to address Estyn’s recommendations.

The Governing Body has been strengthened with a new, LA appointed, Chair of Governors (Oct 2019) and a new committee structure, focusing on standards, wellbeing and resources. There are identified Governors linked to each recommendation who, with support, challenge and monitor the impact of the actions on the recommendations within this PIAP (see the 5 recommendations).

Estyn:

Cwmbran High School was inspected by Estyn in December 2015. The school was judged as ‘Adequate’ and given 5 recommendations. In June 2017, the school had a monitoring visit; it was judged that the school has made insufficient progress and the school was placed in ‘need of significant improvement’. The school had a further monitoring visit in October 2018; the school was judged still not to have made sufficient progress and therefore placed in ‘special measures’.

The 5 Recommendations are:

1. Improve the standards of pupils’ skills, particularly their writing and numeracy. 2. Improve the behaviour and disrespectful attitude of a few pupils in a minority of lessons. 3. Ensure that the Literacy & Numeracy Framework is implemented fully. 4. Address the shortcomings in teaching to ensure that pupils make good progress in all lessons. 5. Improve the consistency in the work of Middle Leaders, particularly in planning for improvement.

Recommendation 1: Improve the standards of pupils’ skills, particularly their writing and numeracy – SLT lead TAB

Success Criteria:

 Many pupils’ writing is technically secure and good quality. They use correct spelling, punctuation and grammar in most of their work.  Many pupils are able to produce work that is well presented and can express themselves clearly in their writing.  Around half of pupils can produce a range of extended pieces of writing, such as letters, reports, articles etc. demonstrating extensive and ambitious vocabulary.  Many pupils’ reading ages are in line with or above their chronological age and can use a range of reading strategies independently, with the majority using higher order strategies such as inference and deduction.  Many pupils are able to demonstrate accuracy in numerical areas such as producing bar charts, using correct scales and units etc.  Nearly all staff develop pupils’ skills.  Nearly all pupils across the school meet or exceed targets. Performance at KS4 is in line with similar schools, particularly in: - L2+ English - L2+ Maths - L2+ Inclusive - 5A* - A - FSM TARGETS for 2019

KS4: 165 pupils in cohort. 36 FSM pupils. KS3: Year 9 – 210 pupils in cohort, 51 FSM pupils

Overall % Overall FSM % FSM English Maths Science CSI number number L5+overall % 91 (191) 91 (191) 95 (200) 91 (191) L2 English 61 100 34 12 L5 + FSM% 91 (46) 89 (45) 92 (47) 89 (45) L2 Maths 60 99 49 18

L2 Numeracy 60 99 49 18 L6+ overall % 55 (116) 62 (130) 63 (132) 50 (105) L2+ 51 84 31 11 L6+ FSM % 40 (20) 51 (26) 51 (26) 34 (17) L1 98 162 98 35

5 A*-A 12 20 3 1 CPS 339 286 KS5:

Level 3 Threshold – 100% L2+ % (all pupils studying at Level 3 to achieve 2 Level 3 qualifications) 60 40 20 0 Actual 2016 Actual 2017 Actual 2018 Target 2019

L2+ % 39 43 35 51

Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning:  Literacy and Numeracy Coordinators to provide termly, ongoing L/N  Weekly Learning Walk (HoDs) records.  L/N Co-ords to attend EAS training for staff across the school, in specific agreed Literacy Co-  Work Scrutinies in dept. (half-termly). support sessions. and Numeracy strategies such as TIR day (Tearing into ords  Termly Work Scrutinies by L/N Co-ords.  Professional learning of L/N Reading), WRITE day and ROWND (Reading, Oracy, Writing,  Termly cross moderation of skills across Co-ords to be supported by Numeracy, Digital skills). DHT depts. partner schools.  Literacy and Numeracy Coordinators provide personalised (Skills)  Success criteria 1, 2, 4 & 5 to achieve at  Time for L/N Co-ords to target guidance and support for targeted departments and individuals. least ‘majority’ by July 2019. additional support to depts. or  DCF Coordinator to deliver termly training to enhance teachers’ individuals. digital skills.  Resources = £500.  Training for leaders on ‘Go4Schools’ data system.  Training for Middle and Senior leaders on ‘Go4Schools’.  Release for Co-ords = £1.2k. All Teachers & Teaching Assistants will:  embed key Literacy and Numeracy strategies e.g. TIR day, Tea-  Weekly Learning Walk (HoDs) records.  All staff will attend termly WRITE day and ROWND seamlessly into all appropriate chers  Work Scrutinies in dept. (half-termly) professional learning lessons.  Termly Work Scrutinies by L/N Co-ords. opportunities focused on  plan activities to embed skills.  Termly cross moderation of skills across strategies to develop pupils’  be held to account for pupil outcomes. depts. skills.  be responsible for actively seeking professional learning  Targeted staff will receive opportunities, where appropriate. additional support.  support pupils’ presentation skills using the ‘presentation model’  CPD costs = £500 (HoD & L/N at the front of all of their books. Co-ords time).  embed DCF strategies to develop pupils’ digital skills.  To employ and train additional LSAs to support KS3 FSM pupils to develop skills = PDG £75,734k. All Heads of Department will:  ensure SoL clearly signposts appropriate activities to develop HoDs  Lit/Num/DCF Co-ords will QA SoL – July  Designated TLR time for Skills all pupils’ skills in Literacy and Numeracy and the DCF. 2019. Co-ords.  monitor teachers’ use of planned activities to embed skills. Skills  Weekly Learning Walk (HoDs) records.  Sharing good practice in  ensure good practice in skills development is shared across the Co-  Book Scrutinies (half-termly - HoDs). departmental meetings. team and school, as appropriate. ords  Termly cross moderation of skills  Supporting targeted members  support teachers whose delivery of skills development requires development (DHT). of staff. improvement.  Termly Work Scrutinies by Skills Co-ords  Release for Skills Co-ords to (Line Management meetings with SLT). support staff = £1k.  Pupil Voice (termly).  Support plans for teachers.  Lesson Observations as per SE Calendar. 4

SLT will:  work closely with Lit/Num/DCF Coordinators to implement a DHT  Termly updates on pupil progress to SLT,  DHT and Skills Co-ords via clear coordinated plan to improve pupils’ skills across the monthly Intervention Panel meetings (IPMs), planned activities with partner school, so that most pupils make good progress. Governors’ Standards Committee and schools to develop their  raise the profile of Literacy, Numeracy, DCF and bilingualism to parents via school website/social media. professional learning. all pupils via events such as assemblies, Eisteddfod, etc.  SLT time. leading to rewards for good progress.  Support from EAS Challenge Advisor in evaluating improvements. Standards: All teaching staff will:  be responsible for ensuring most pupils make good or better Tea-  Analysing pupil data by individual and class  Sharing good practice in and progress in their lessons (see R4) as a result of good quality T chers (half-termly). across departments & L and planning activities to develop pupils’ skills.  Analysing pupil progress by marking books (calendared departmental  highlight any pupil underperformance and address with as per school policy. meetings). appropriate strategies/interventions when identified and for  Release for staff/time as each Progress Check (PC). required = £1k. All Heads of Department will:  support and QA the standard of T & L, focusing on pupils’ skills HoDs  Weekly Learning Walk records.  HoD meetings – sharing good development.  Data analysis (half-termly or following practice.  teachers’ strengths and areas for development. assessments).  Professional Learning ‘Briefing’  ensure there are rigorous assessments in place for all Year  Work Scrutinies (half-termly). – sharing good practice. Groups prior to PC data. This data is then analysed and acted  PC data analysis and follow up (as  Establish KS3 Homework Club upon at class and departmental level, to inform planning and calendared). to support learning of FSM professional learning needs.  SLT Line Management meetings pupils = PDG £8k. (fortnightly).  Lesson Observations (as per SE calendar).  Peer Mentoring Observations (as calendared). Heads of Department of English/Maths will:  strengthen assessment procedures in KS4 to include regular HoD  AHT (Standards) to monitor/analyse Mock  HoDs (En/Ma) to be supported (termly Yr 10, half-termly Yr 11) Mock GCSE Exams with QLAs (En/ Exam data (half-termly) to look at ‘progress to further develop strategies to and follow up support/interventions. This will further improve Ma) towards targets’ of main KPIs – shared with improve KS4 outcomes by pupils’ resilience and enable them to practice exam timings. SLT, Intervention Panel meetings (IPMs - partner schools and EAS  deploy initiatives for underperforming pupils, especially FSM monthly) and Governors’ Standards advisors. pupils e.g. home tutoring, revision sessions, intervention etc. Committee (half-termly).  Interventions for pupils/additional staff = EIG £65,266 (additional En/Ma teachers), £27,247k Learning Coach to support FSM pupils, holiday revision + £4k, home tuition = £3k.

SLT lead for Standards will:  analyse half-termly Progress Check data robustly and SLT  Data analysis of PCs, mock exams and  HT to be supported by partner challenge HoDs about any underperformance. assessment data. schools and EAS in  Hold fortnightly ‘raising standards’ meetings with HoDs AHT  Line Management meetings with HoDs development of more robust (En/Ma), HoY 10/11 and Headteacher to discuss individual (Stan- (fortnightly). Line Management procedures pupils and target cross over L2+ pupils. dards)  HT Line Management meetings (fortnightly). (see R5).  Raising Standards meetings (fortnightly).  AHT (Standards) to work with  Monthly Intervention Panel meetings (IPMs)/ partner schools to further Governors’ Standards Committee (half- develop strategies to improve termly). pupil performance.  Release of staff = £5k.  Resources = £10k.  Alternative provision/qualifications for identified FSM pupil = PDG £10, 536k. SLT lead for Curriculum will:  continue to develop the new curriculum with staff and Cluster AHT  Cwmbran High Cluster meetings (half-  Time for CPD session on new Primary Schools in CPD sessions. (Curr) termly). curriculum developments.  work with Cluster Primary Schools to prepare pupils whose  PLL Cluster meetings (half-termly).  EAS PLL Curriculum skills require support.  Partner working bilingualism with development CPD.  set up a Parent Council to improve communication with parents Woodlands Primary EAS lead school (half-  Cluster curriculum planning to support standards across the school. termly). meetings x 3.  HT Line Management meetings (fortnightly).  Release of staff £2k.  Line Management meetings with HoDs  Resources £6k (PLL funding) (fortnightly).  Additional resources to  Communication policy to be shared with improve communication £500. staff/Governors by March 2019 and parents April 2019.  Parent Council meetings (half-termly).

The Governing Body will:  Feedback on progress in standards via  Attendance at appropriate  monitor and evaluate progress and standards of achievement. Govs Governors’ Standards Committee and Full Governor training. Governing Body meetings (half-termly).  Collaboration with Governors  Review data analysis at monthly Intervention from partner schools and other Panel meetings (IPMs). school, as necessary.

Half-termly Progress Update:

HT – 22/2/19 HT – 12/4/19 HT – 24/5/19 HT – 19/7/19 6

Recommendation 2: Improve the behaviour and disrespectful attitude of a few pupils in a minority of lessons – SLT lead JSA

Success Criteria:

 Nearly all staff follow the school Behaviour Policy consistently to minimise the interruptions to learning in lessons.  Nearly all pupils behave appropriately in lessons and around the school.  All staff support pupil wellbeing and equity.  Many pupils have consistently positive attitudes to learning.  Nearly all pastoral leaders follow common procedures and frameworks, in a consistent manner, when supporting pupil wellbeing and implementing rewards and sanctions.  All identified pupils with additional needs have individual curriculum pathways and appropriate support for their wellbeing in line with the new ALN Bill.  SLT responsible for Behaviour and Wellbeing hold pastoral leaders to account robustly.

Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning:  The Behaviour Policy is revisited with all staff on a termly AHT  Data analysis of behaviour patterns/trends to  AHT/identified pastoral leaders basis. (Beh) be shared with SLT (weekly) and the to work with partner schools to  HoYs, ALENCo, AHT (Beh) to receive further training from LA Governors’ Wellbeing Committee (half- further develop strategies to (summer term) and share good practice with partner schools HoY termly). support our most challenging (ongoing) to further develop additional strategies to support pupils. our most challenging pupils.  Collaborative professional  Targeted staff/departments to have additional bespoke enquiry by BWP, research behaviour training based on data analysis and Pupil Voice areas of biggest impact on activities. behaviour, trial and then  The Behaviour Working Group to engage in collaborative implement via training of staff professional enquiry to identify good practice within agreed (half-termly). areas. These will be shared with all staff in CPD sessions and  Support from LA Behaviour Professional Learning ‘Briefings’. There will be a focus area Lead. each half-term.  Release of staff = £3k.  Resources = £5k.

All staff will:  implement the school Behaviour Policy consistently in All  Weekly Learning Walk (HoDs/HoYs/SLT)  AHT to do update training in classrooms and around the school. staff records. Professional Learning ‘Briefing’  implement the schools’ Rewards Policy, focusing on  Pupil Voice (HoYs – weekly, HoDs half- at the start of each term. developing positive attitudes to learning. termly).

All Form Tutors will:  build positive pastoral relationships with all members of their FTs  HoY and DHoY to monitor FT activities on a  Weekly morning meeting with Form Group, to support pupil wellbeing and develop positive daily basis and update AHT with any pastoral lead to ensure attitudes to learning. concerns (weekly). consistency and raise any  share and display reward data and implement Form Tutor  Pupil Voice (weekly – HoY). areas of concern. rewards.  Resources = £2k.  engage form pupils in pre-planned Form Tutor activities to get  Sharing good practice in them ‘ready to learn’ for the day. pastoral meetings.  address any concerns about uniform, punctuality, attendance, equipment before pupils go to lessons. All classroom teachers will:  plan and deliver good quality T & L where most pupils make Tea-  Data analysis for individual classes and  Termly update training in good progress (see R4). chers teachers (weekly) – shared by admin support. Professional Learning  consistently use agreed whole school routines i.e. entry/exit of  Weekly LW (HoDs/HoYs) records. ‘Briefings’ by AHT (Beh). lessons, ‘ready to learn’ starters etc. HoDs  Pupil Voice (weekly – HoY, half-termly HoD).  TLR time for pastoral leads to  have high expectations of pupil behaviour.  HoY to analyse rewards data (half-termly) and analyse behaviour/reward  use the Rewards Policy consistently, focusing on effort and share with AHT (Beh). data. developing pupils’ positive attitudes to learning.  Weekly data analysis (HoYs).  Cost of additional admin  use pupil wellbeing data to support planning. support for behaviour =  build positive relationships with pupils. approx. £5k.  HoY/HoD TLR time. All Heads of Department will:  analyse behaviour data in the department and action HoDs  Analyse and action weekly data provided by  TLR allocated time. additional support for staff, when required. admin support.  Purchase of ‘ClassCharts’ software = EIG £2984k. All Pastoral Leaders will:  agree and use consistent procedures and frameworks to HoY  Agreed procedures and policies in place by  Professional learning and support pupil wellbeing, form time activities, rewards and April 2019. sharing good practice via sanctions. AHT  AHT to monitor using behaviour data and partner schools to further  The ALENCo will ensure all individuals with ALN have the (Beh) Pupil Voice activities (half-termly) and develop current policies and appropriate provision to support their learning and wellbeing in feedback to staff, SLT and Governors’ procedures. line with the new ALN Bill. Wellbeing Committee.  AHT to work with LA Behaviour  engage and support families in order to support pupils’ Lead to develop learning. procedures/framework  implement and QA the delivery and impact of the PSE  Professional learning for curriculum and form time activities. ALENCo for ALN Bill.  celebrate good or improved progress, effort, attendance,  Alternative provision for pupils behaviour etc. at risk of permanent exclusion = Staffing & PDG £64,791k.  Release to develop framework = £3k.

SLT Lead for Behaviour:  support and QA impact of HoY on pupil wellbeing and AHT  Weekly Learning Walk records.  Behaviour leads to share good progress.  Behaviour data analysis at all levels (weekly). practice from partner schools  follow agreed weekly/half-termly SE activities and monitor  Feedback to SLT (weekly) and Governors’ to develop line management of impact of HoY on individual pupils. Wellbeing Committee (half-termly). pastoral leaders.  to work closely with Cluster Primary Schools supporting  HT Line Management meeting (fortnightly).  Release for AHT = £1k. pupils’ behaviour via an enhanced transition process.  Monthly Intervention Panel meetings (IPMs)  Support from EAS Challenge  analyse whole school behaviour data and action appropriately Advisor in embedding in a timely manner. strategies and securing improvement.  To employ Pastoral Support Officers and support for Attendance Officer, with FSM focus = PDG £60,752k. The Governing Body will:  Feedback on progress in behaviour via  Attendance at appropriate  review and monitor progress of pupil behaviour and wellbeing. Govs Governors’ Standards Committee and Full Governor training. Governing Body meetings (half-termly).  Collaboration with Governors  Regular meetings of Sub Groups – ALN, Pupil from partner schools and other Wellbeing, Behaviour & Attendance, Family & school, as necessary. Community Engagement and Staff Wellbeing.  Review progress in behaviour at monthly Intervention Panel meetings (IPMs).

Half-termly Progress Update:

HT – 22/2/19 HT – 12/4/19 HT – 24/5/19 HT – 19/7/19

Recommendation 3: Ensure that the Literacy & Numeracy Framework is implemented fully – SLT lead TAB

Success Criteria:

 All strands of the LNF are mapped and planned in all SoL and delivered across the curriculum.  Most staff are confident and competent in the teaching of LNF and DCF skills.  Most staff confidently plan, deliver and assess cross curriculum responsibilities in order that most pupils make expected progress.  Many pupils make good progress in Literacy and Numeracy skills in line with individual level data.

Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning:  Skills Coordinators to continue to develop resources and train Skills  Weekly Learning Walk (HoD) records.  EAS Professional Learning all staff (termly) in relation to agreed skills strategies i.e. TIR Co-  Skills Co-ords Learning Walk records to meetings with Skills Co-ords. day, WRITE day, ROWND etc. ords monitor TIR (monthly), WRITE day (weekly).  DHT/Skills Co-ords to share  Identified departments and individual staff will receive  Work Scrutinies (HoDs & Skills Co-ords – good practice with partner bespoke support to ensure they are effective in delivering the HoDs half-termly). schools. LNF skills in line with the departmental SoL (half-termly focus  Cross moderation of pupils’ books (identified  Release for DHT/Skills Co- on identified depts.). pupils’ books across all subjects – termly). ords = £5k.  Pupil Voice (half-termly).  Resources = £5k.

All teachers will:  develop pupils’ Literacy/Numeracy/DCF skills in every lesson, Tea-  Weekly Learning Walk (HoD) records.  Termly training for teaching where appropriately outlined in SoL. chers  Pupil Voice (HoDs – termly). staff to embed/further develop  be accountable for the delivery of skills in all lessons, be  Skills Co-ords LW to monitor TIR (monthly), established strategies for skills responsible for identifying future professional learning needs WRITE day (weekly). development i.e. TIR day, and seeking out opportunities to continue to enhance their  Work Scrutinies (HoDs & Skills Co-ords – WRITE day etc. knowledge and understanding of skills developed. half-termly).  Bespoke individual targeted  Cross moderation of pupils’ books (identified support by HoD/Skills Co-ords. pupils’ books across all subjects – termly).  CPD costs = £2k.  Targeted support release = £3k. All Heads of Department will:  robustly monitor T & L within their department to ensure all HoDs  Weekly Learning Walk (HoDs/SLT) records.  Termly training for teaching teaching staff have the knowledge and expertise to develop  Work Scrutinies (HoDs – half-termly). staff to embed/further develop pupils’ skills in all lessons, to ensure that most pupils make  Termly Work Scrutiny via Skills Co-ords and established strategies for skills good progress. SLT. development i.e. TIR day,  support teachers who require support in planning and  Pupil Voice (termly). WRITE day etc. delivering skills development activities.

 track pupil progress in skills and deploy interventions to  Termly training for HoDs to support underperformance. ensure they recognise good  map and develop LNF and DCF activities into SoL. skills development.  Bespoke individual targeted support by HoD/Skills Co-ords. SLT Lead for Skills will:  ensure all staff clearly understand and action their role in DHT  HT Line Management meetings (fortnightly).  DHT to receive support from ensuring most learners make the expected progress in their (Skills)  Shared with SLT and Governors’ Standards partner schools in developing skills development. Committee (half-termly). a skills action plan.  collate all SE activity evidence (half-termly) to measure impact  Monthly Intervention Panel meetings (IPMs).  Support from EAS Challenge against success criteria. Advisor in evaluating progress.  Resources/DHT time. The Governing Body will:  Feedback on progress in the implementation  Attendance at appropriate  monitor and evaluate progress in the implementation of the Govs of the LNF via Governors’ Standards Governor training. LNF. Committee and Full Governing Body meetings  Collaboration with Governors (half-termly). from partner schools and other  Receive and review progress on impact on school, as necessary. pupils’ skills development, from DHT, in monthly Intervention Panel meetings (IPMs).

Half-termly Progress Update:

HT – 22/2/19 HT – 12/4/19 HT – 24/5/19 HT – 19/7/19

Recommendation 4: Address the shortcomings in teaching to ensure that pupils make good progress in all lessons – SLT lead TAB

Success Criteria:

 Most pupils make good or better progress in lessons, specifically at KS4, so that they are in line with similar schools (R1).  Most staff are able to plan challenging learning activities, use effective questioning and have high expectations of all pupils.  Nearly all leaders challenge and support underperformance in a timely and robust manner.  Nearly all leaders can accurately identify strengths and areas for development in T & L.  All teachers can identify and implement professional standards throughout their lessons.

Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning:  All teachers will participate in whole school professional DHT  Weekly Learning Walk (HoD) records.  This will be supported by lead learning of identified areas for development, including: (T&L)  Pupil Voice (weekly – HoYs, half-termly staff from partner schools. - planning for challenge HoDs, termly staff).  DHT to coordinate professional - effective higher order questioning  Monthly Intervention Panel meetings (IPMs) learning session son T & L. - effective use of modelling  Governors’ Standards Committee (Half-  PiXL membership = EIG £ - Literacy/Numeracy/DCF skills development termly). 3351k. - developing positive attitudes to learning and behaviour for  Purchase of IRIS Discovery = learning £3300k. These sessions are calendared as part of INSET days or CPD twilight sessions. Good practice within these areas will be shared in weekly professional learning ‘Briefings’.  The T & L Working Group to engage in collaborative professional enquiry to identify good practice within agreed school focus areas, that will be shared and implemented across the school during calendared CPD sessions and professional learning ‘Briefings’ (Thursday’s).  To further develop knowledge and expertise of the professional leadership and teaching standards and use them as part of all teachers’ performance management to improve practice. All teachers will:  plan challenging and supportive lessons to meet the needs of Tea-  Weekly Learning Walk (HoD) records.  Training for staff each half-term the pupils using a variety of activities to track progress. chers  Book Scrutinies (half-termly – HoDs). from DHT T & L Working Group  Assessment data and calendared PCs. and share good practice via  Pupil Voice (half-termly – HoDs). T & L Briefings.

 plan and deliver challenging activities (appropriate to  Lesson Observations (as calendared –  EAS support for individual staff individual pupils), use effective higher order questioning and HoDs/SLT). within the English and Maths have high expectations of all pupils in all lessons. departments.  consistently implement strategies from the half-termly  Release of staff for Working professional learning activities. Group = £5k.  implement the new Professional Teaching Standards and be able to evidence where they meet them.  continue to develop bilingualism (Welsh) at all opportunities in lessons.  actively engage in professional learning with the purpose of developing individual and collective expertise to make a collaborative, coherent, innovative and sustainable research led impact on all learners.  be responsible for developing pupil pedagogy and creating the conditions for pupils to develop within the four core purposes, in order for them to achieve. All Heads of Department will:  set clear expectations about effective practice, supporting HoDs  Weekly Learning Walk (HoDs) records.  TLR time allocation for SE staff to reflect on their practice against the professional  Work Scrutiny (half-termly). activities. standards and support staff to identify further professional  Pupil Voice (half-termly).  Support for HoDs (En/Ma) from development.  Staff Voice (termly). EAS, partner schools, coaching  monitor on a weekly basis the implementation and  Data analysis via PC (as calendared) by identified members of SLT. consistency of strategies to develop focus area of T & L.  Planned dept. reviews and agreed QA  Joint QA activities.  evidence each teacher’s strengths and areas for activities (half-termly)  Support from EAS and lead staff development.  SLT Line Management meetings (fortnightly). from partner schools to QA  challenge underperformance based on evidence in a robust judgement on T & L. manner and where necessary put a support plan into place.  carry out planned QA activities with peers and SLT LM, DHT (T&L), Head, external verifiers to ensure accurate judgement of T & L.  affirm and celebrate success. SLT Lead for T & L will:  plan the professional learning for all staff in relation to T & L, DHT  Half-termly progress updates to SLT, monthly  Professional learning for DHT based on a range of evidence from SE activities and pupil Intervention Panel meetings (IPMs) and from partner schools to support data. Governors’ Standards Committee. and coordinate development of  coordinate the work of T & L Working Group, partner schools  HT Line Management meetings (fortnightly). professional learning and school staff to develop good or better teaching, where opportunities for all staff. most pupils make good progress.  Support from EAS Challenge  continue to develop in-depth support plans, in conjunction with Advisor with subject reviews, HoDs/LMs, for identified staff (T3). learning Walks and work scrutiny.

The Governing Body will:  Feedback on progress in T & L via  Attendance at appropriate  monitor and evaluate the progress of teaching & learning. Govs Governors’ Standards Committee and Full Governor training. Governing Body meetings (half-termly).  Collaboration with Governors  Review progress in T & L at monthly from partner schools and other Intervention Panel meetings (IPMs). school, as necessary.

Half-termly Progress Update:

HT – 22/2/19 HT – 12/4/19 HT – 24/5/19 HT – 19/7/19

Recommendation 5: Improve the consistency in the work of Middle Leaders, particularly in planning for improvement – SLT lead HCO

Success Criteria:

This recommendation focuses on the impact of leadership at middle and senior level on all areas but specifically KS4 pupil outcomes (R1), pupil skills development (R1/R3) and the quality of teaching and learning (R4).

 Nearly all leaders have the skills to accurately evaluate strengths and areas for development based on a range of SE activities and the strategic capability to bring about rapid, targeted improvements.  Governance is effective in securing accountability of the Headteacher and SLT.  All Senior Leaders are effective in securing accountability of Middle Leaders and nearly all Middle Leaders are accountable for the performance of staff they line manage.  All Senior Leaders are effective in achieving improvements, as detailed in the PIAP success criteria.  Nearly all leaders use a variety of sources of evidence to make accurate overall judgement on standards, pupils’ skills development and Teaching & Learning.  Leaders implement and recognise the elements of leadership within the professional standards.

Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning:  Monthly Intervention Panel meetings (IPMs),  ‘Colourworks’ training = £3K  Development of SLT to work more effectively as a team, to CoG (impact). (spring term). secure improvement.  Accurate SER and clear and concise action  Ongoing targeted support for  SLT will support/coach individuals leaders based on audit of plans produced by July 2019. identified leaders from partner need. HT  Impact on PC data shared in monthly schools.  Targeted members of SLT to have support/coaching based on Intervention Panel meetings (IPMs)/  Support from EAS to develop audit of need. Governors’ Standards Committee meetings SLT as a team (summer term MLs  Identified members of SLT to complete ‘Colourworks’ training. (half-termly). 2019). Identified members of SLT to be supported by key staff from  EAS Challenge Advisors to partner schools in agreed areas. provide support to Senior and  Middle Leaders to further develop effective use of SE Middle Leaders in developing activities to ensure accurate judgements are made in relation accurate self-evaluation reports to standards, skills and T & L and concise action plans are and improvement plans produced that make an impact. (summer term 2019).

 Middle Leaders to receive bespoke support/coaching from  As above (page15).  EAS support for new HoDs audit of need via SLT, partner schools and EAS. (En/Ma - ongoing).  SLT coaching for new HoDs (En/Ma - ongoing).  Coaching Professional Learning for Professional Learning Leads (summer term 2019). The Headteacher and SLT will:  (The Headteacher) monitor and support all SLT in relation to HT  HT Line Management meetings with SLT  Shared structures from partner their actions and impact in specific areas within the PIAP. (fortnightly) on individual basis. schools.  review SLT roles, responsibilities and job descriptions to  Complete role review and share with all  Support in identified areas to ensure clarity and equality of roles. staff/Governors by March 2019. develop plans from partner  effectively implement the PIAP, monitor progress and produce  Update of Line Management procedures schools. half-termly progress updates on the recommendations in the shared by April 2019.  Look for good practice in partner PIAP and share with staff, Governors, Intervention Panel and  SLT meetings (weekly). schools and wider. parents.  PIAP monitoring (half-termly).  Support from EAS Challenge  review and update line management procedures e.g.  Governor Committee meetings. Advisor to develop an accurate consistent agendas, shared ‘rolling’ minutes that show clear  Progress updates shared with staff, SER and Improvement Plan. actions/impact with deadlines. Governors and monthly Intervention Panel  Strategic SLT meetings.  (The HT, Business Manager and Governors) develop a plan meetings (IPMs) (half-termly).  Support from LA Finance dept. for restructuring the school as of Sept 2020, due to the  Restructuring plan to Governors’ Recruitment in planning for 6th Form closure. closure of the Sixth Form. & Resources Committee, then Full Governing  undertake SE activities that lead to an accurate understanding Body by Sept 2019. of the strengths and areas for development for the school  Headteacher’s report to Governors’ and (Appendix 1). Governor meetings.  develop an Improvement Plan that accurately addresses the areas for development identified in the SER and monitor progress against these throughout the year. All Middle Leaders will:  complete regular calendared SE activities and use this MLs  Line Management meetings with SLT.  TLR time to complete SE evidence to identify strengths and areas for development  SE activities (evidence, reports) completed by activities (Appendix 1). within their area and share with staff and Line Managers HoDs calendared deadlines.  Support may be required for (Appendix 1).  Records of meetings/activities. identified staff from SLT, EAS,  produce accurate SERs and informed, focused DIPs.  Joint SE activities as part of dept. reviews (as partner schools.  robustly hold all staff line managed to account in a timely per calendar).  Departmental meetings. manner, particularly in terms of standards, skills, T &L and  Departmental meeting minutes (half-termly).  HoDs/HoYs meetings. behaviour.  HoDs/HoYs meeting minutes (half-termly).  TLR time provided.  ensure all SE activities are evidenced appropriately, passed  Feedback to Governors’ Standards  Professional Learning onto appropriate SLT/LM and actioned in a timely manner. Committee (half-termly). ‘Briefings’.  support/coach identified staff from SE activities/audit of need.  Release of staff = £5K.  work with SLT, particularly on T & L activities, to moderate  Resources. judgements and ensure accuracy in identifying strengths and areas of development.

 identify and share good practice, especially in terms of T & L  As above (page 16)  As above (page 16) within the department and across the school.  work with the partner schools and EAS advisors to improve quality of T & L in terms of planning challenging learning activities, use of effective questioning, high expectations of all pupils and improved attitudes to learning. The Governing Body will:  Feedback on progress of leadership via  Attendance at appropriate  monitor and evaluate the impact of leadership across the Govs Governors’ Standards Committee and Full Governor training. school. Governing Body meetings (half-termly).  Collaboration with Governors  Review progress in leadership at monthly from partner schools and other Intervention Panel meetings (IPMs). schools, as necessary.

Half-termly Progress Update:

HT – 22/2/19 HT – 12/4/19 HT – 24/5/19 HT – 19/7/19

Appendix 1: SLT Self-Evaluation Calendar

(This outlines the Self-Evaluation activities which take place throughout the year and provide the evidence for annual Self-Evaluation reports. Improvement plans are drafted on the basis of this SER in July. Improvement Plans are finalised in October on receipt of the Core Data Sets). This is in addition to a data analysis exercise every half-term (Progress Check) and an exam analysis in Sept / Oct.

TLR Holders SLT S I P Evidence Autumn Term Work Scrutiny 1 Progress of Learners Lesson Observations - whole school  Lesson Observation Reports SEPT Skills Work Scrutiny, weekly Pupil Voice (HoY) monitoring as per calendar, weekly  Departmental reviews (1st Half-Term) weekly Learning Walk Learning Walks, Pupil Trail-Year 7  Work Scrutiny Reports OCT  Learning Walk outcomes  Pupil Trail Reports NOV Work Scrutiny 2 Progress of Skills Whole school Work Scrutiny  Pupil Voice Reports (2nd Half-Term) Skills Work Scrutiny, weekly Pupil Voice (HoY), weekly Work Scrutiny with Governors, weekly  Work Scrutiny Reports DEC Learning Walk, Pupil Voice (HoD) Learning Walks, Pupil Trail-Year 9  Learning Walk outcomes  Pupil Trail Reports Spring Term Work Scrutiny 3 Progress of Learners Lesson Observations (P.M.) whole school  Lesson Observations reports JAN Skills Work Scrutiny, weekly Pupil Voice (HoY), weekly monitoring as per calendar  Departmental reviews (3rd Half-Term) Learning Walk, Lesson Observations (P.M.) weekly Learning Walks, Pupil Trail-Year 10  Learning Walk Outcomes FEB  Work scrutiny reports  Pupil Trail Reports MARCH Work Scrutiny 4 Progress of Skills Pupil / Parental Voice survey  Homework Report (4th Half-Term) Skills Work Scrutiny, weekly Pupil Voice (HoY), weekly Lesson Observations - whole school  Pupil Voice Report Learning Walk, Homework Monitoring, monitoring as per calendar, weekly  Parental Voice Report Pupil Voice (HoD) Learning Walks, whole school Book  Lesson Observations reports Scrutiny, Pupil Trail-Year 11  Departmental reviews  Learning Walk Outcomes  Work scrutiny reports  Pupil Trail Reports Summer Term Work Scrutiny 5 Progress of Learners Learning Walks (focus on Exam Years),  Impact of Intervention / Revision APRIL Skills Work Scrutiny, weekly Pupil Voice (HoY), weekly Lesson Observations- whole school  Learning Walk Outcomes (5th Half-Term) Learning Walk, Intervention/Revision/Monitoring/Impact monitoring as per calendar,  Work scrutiny reports MAY Pupil Trail-Year 9  Lesson Observations reports  Departmental reviews  Pupil Trail Reports JUNE Work Scrutiny 6 Progress of Skills Lesson Observations (whole school  Lesson Observation Reports (6th Skills Work Scrutiny, weekly Pupil Voice (HoY), Pupil monitoring), weekly Learning Walks, whole  Departmental reviews JULY Voice (HoD), weekly Learning Walk, Self- Evaluation school Book Scrutiny, Pupil Trail-Year 10  Learning Walk Outcomes Improvement Planning  Pupil Voice Reports  Pupil Trail Reports

 Specific focus for these activities will be agreed beforehand.  Departments and Year Teams will also be required to complete additional SE activities as outlined in their Improvement Plan.

SE Calendar Departmental Re-reviews Book Scrutiny / Pupil Voice deadlines

• September 2018 - Technology • Week ending 26/10 - Progress + Pupil Voice • October 2018 - Welsh & Music • Week ending 21/12 - SKILLS + Pupil Voice • November 2018 - History • Week ending 22/2 - Progress + Pupil Voice • December 2018 - Science • Week ending 12/4 - SKILLS + Pupil Voice • January 2019 - English • Week ending 24/5 - Progress + Pupil Voice • January 2019 - Maths • Week ending 19/7 - SKILLS + Pupil Voice • SLT Middle Leaders CORE

• Daily Pupil Voice with HoY. • Half-termly book scrutiny of identified pupils. • Weekly Learning Walks with HoY using the new ETLF (Excellent • Weekly Learning Walk using the new ETLF (Excellent Teaching & Teaching & Leadership Framework) – ALL SLT. Leadership Framework) • Half termly CORE book scrutiny meetings- DHT/AHT • Half termly departmental book scrutiny- PROGRESS of learner (Beh)/AHT(Stan). during first half-term followed by SKILLs in second half-term. • Weekly Pupil Voice with identified learners Year 7-11- DHT. • Termly Pupil Voice. • Termly Staff Voice HT/DHT. • Termly Staff Voice. • Scheduled re-reviews as per calendar SLT/HoD. • T3 Staff Development Programme – DHT.

Middle Leaders (non) Core Middle Leaders- HoY/DHoY

• Weekly Learning Walk using the new ETLF (Excellent Teaching & • Half-termly book scrutiny of identified pupils with CORE subject Leadership Framework) leaders & SLT. • Weekly Skills Learning Walk- Lit/Num/DCF Co-ords. • Weekly Learning Walk using the new ETLF (Excellent Teaching & • Half-termly departmental book scrutiny- PROGRESS of learner Leadership Framework) with support from SLT. during first half-term followed by SKILLs in second half-term. • Weekly Pupil Voice. (Identified pupils as per core scrutiny) * Template for recording findings • Termly Staff Voice. is now electronic to enable collation of all evidence for each pupil*. • Termly Pupil Voice. • Termly Staff Voice.

Appendix 2: Key

ROLES

SLT Senior Leadership Team HT Headteacher DHT Deputy Headteacher AHT Assistant Headteacher BM Business Manager EAS Education Achievement Service HoY(s) Head of Year(s) DHoY (s) Deputy Head of Year (s) HoD(s) Head of Department (s) ML(s) Middle Leader (s) AO Attendance Officer L/N Co-ord’s Literacy/Numeracy Co-ordinators Lit-Co Literacy Co-ordinator Num-Co Numeracy Co-ordinator ALENCo Additional Learning Educational Needs Co-Ordinator HoL&L Head of Learning & Literacy ST Subject Teacher FT Form Tutor DT Duty Teacher HLTA Higher Learning Teaching Assistant LSA Learning Support Assistant SpLD Specific Learning Difficulty

PERSONNEL

HCO Headteacher TAB Deputy Headteacher (T & L/Skills) CAG Assistant Headteacher (Curriculum) JLE Assistant Headteacher (Standards) JSA Assistant Headteacher (Behaviour)

Appendix 3: Criteria for Tracking of Progress of PIAP