Bishop Fox’s High Standards & High Expectations

Tel: 01823 289211 Fax: 01823 334582 Email:[email protected] Website: www.bishopfoxs.co.uk

SCHOOL IMPROVEMENT PLAN

2014/2015

1 Bishop Fox’s High Standards & High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

CONTENTS

SECTION ONE INTRODUCTION AND PURPOSE

SECTION TWO THE EXISTING SCHOOL CONTEXT

SECTION THREE THE OVERALL FIVE YEAR GOALS

SECTION FOUR THE ONE YEAR PLAN

SECTION FIVE PRIOR ATTAINMENT DATA AND TARGETS

2 SECTION ONE INTRODUCTION AND PURPOSE

This plan is central in our efforts to deliver continuing improvement. The school will seek to build upon its strengths and develop those areas where we consider that improvement is most needed.

The plan seeks to recognise that everything we do should impact in a positive way on the quality of teaching and learning and ultimately on the progress and achievement and outcomes for all of our students. In the period since 2007 outcomes rose consistently in terms of measures of school performance though this was not the case in 2012/13. The emphasis has therefore been on evaluating why this was the case and implementing the changes necessary to re-establish a pattern of improvement.

In particular this plan seeks to:  Detail the current context of the school  Detail the priorities for the coming year  Detail the one year plans within the context of our three year priorities and five year goals which themselves relate to the schools Self Evaluation.  Provide a coherent framework for change based on the expectation of meeting or exceeding FFT “D” targets.  Co-ordinate the deployment of staff, physical and financial resources  Bring together in one place all the relevant documentations in terms of School Improvement for 2014/15.

The plan is a working document which will be subject to change and amendment throughout the year.

As a working document it will be subject to ongoing review and evaluation at various levels within the school including Governors’ Committees, Senior Leadership Team, Team Leaders and Curriculum and Pastoral Team Meetings. A minimum termly review is expected.

The whole school plan should be read in conjunction with the team plans which share the task of illustrating the means by which school improvement will be delivered this year. Reference should also be made to the school SEF together with those produced by every team in school.

The Performance Management process for individual staff links closely with and reflects the school and team priorities as indeed it should. The whole school one year priorities are detailed in Section Four.

PAUL SCUTT, (Headteacher)

3 SECTION TWO THE EXISTING SCHOOL CONTEXT

The school had made considerable strides in the five years prior to 2011 in respect of most of the indicators used to measure school improvement. However, 2011/12 and 2012/13 saw a decline in headline figures as a result of our inability to secure ‘C’ grades for level 4 students at GCSE.

The table below illustrates the school’s performance in relation to outcomes. The Ofsted full inspection of July 2010 awarded the school an overall judgement of “Good with outstanding features”. In 2013 when the school was re-inspected the judgement in the new more rigorous framework was “Good” overall and in all four categories.

KS4 OUTCOMES Measure 2008/9 2009/10 2010/11 2011/12 2012/13 2013/14 CVA/VA 1009 1020 1020.4 1017 N/A 5 + A/C 68% 82% 91% 90% 76% 5+ A/C EM 49% 53% 58% 53% 48% 5 + A*/G 96% 98% 99% 96% 97% TAPS 419.1 475.9 554.1 545 425 CAPS 332.4 355.2 375.6 371 336 3 levels of 73% 74% 77% 56% 62% progress in Eng 3 levels of 53% 61% 65% 58% 59% progress in Maths

Attendance 93.1% 94.5% 94.7% 94.6 94% (school)

The school roll has been constantly fluctuating with a constant stream of casual admissions.

However, for the first time in many years the school was oversubscribed in Year 7 for 2012/13. The feeling is that the school has reached a “tipping point” in terms of the perception of the local and wider community. With an overall capacity of 915 it is anticipated that the total number of students will grow to over 950 in September 2014.

Staffing has traditionally been very stable and average salary costs have been high with a large proportion of staff on the top of UPS. However, the percentage of staffing costs for the overall budget this year fell to 78% with a number of new staff being appointed as NQTs over the past two years.

Student behaviour has been very well managed in recent years and exclusions are few. No students have been the subject of a permanent exclusion from school for over 7 years.

As a Business and Enterprise school we embrace the concept of encouraging students to broaden their horizons,take risks and be willing to learn from failure. This is an important

4 part of our culture as is the sense that staff and students are expected to reflect the “can- do culture” of people who are able and expected to make a difference!

STAFFING The school currently employs just under 55 FTE teachers and our support staff are slightly less in number.

Our intention was always to build a Senior Leadership Team with collective responsibility for decision making and individual areas of delegated operational authority ranging from curriculum to student achievement, student support and oversight of Specialist Status and Partnership. Our overriding goal has been to create a can-do culture in school and one where staff seek out responsibility and accept accountability for outcomes.

The school is fortunate to have a number of excellent and highly committed staff who are the cornerstone of its success. Staff turnover had been low for several years. For this reason our overall staffing costs in relation to student numbers have been relatively high. This is beginning to change.

We are fortunate to enjoy the services of an excellent complement of support staff who support the core business of learning through their various individual and collective roles and responsibilities. This team has increased in the most recent five years in response to Workforce Reform. We are currently working on a new shadow structure for both teaching and support staff.

STUDENTS Bishop Fox’s School is a genuinely comprehensive school with a student roll close to 950 in September 2014.

The LA have set our capacity at 915 following lengthy debate with the school though demographically the number of secondary aged children in Taunton is falling.

Our student profile puts us just over 26% in terms of Ever6. Our attainment profile at KS2 and CATS has been at or just below the national average. However according to KS2 Average Points Scores, the level of prior attainment is on the rise and is highest in Science of the three KS2 core subjects.

Our CATS scores suggest that the ability profile is changing very little and is in fact in decline with the exception of the current Year 9 (September 2014).

The student roll means that we are now over PAN in a number of year groups though the pattern before this was one of spare capacity and a constant influx of casual admissions to the extent that only about 80% of the students who completed their education with us actually arrived in the school in Year 7.

As central Government continues to make changes to the headline measures of school performance (i.e. EBAC) we have tried to steer a steady course and offer to students a curriculum which we believe best matches their needs.

5 Attendance figures have risen consistently to over 95%. The development of our Flexible Learning Support Centre is the cornerstone of our provision for the most needy and vulnerable of our student population.

Our extra-curricular provision is important and we hope to develop the participation rates still further and expand the breadth of our offer.

RESOURCES The school is situated in a delightful site on the outskirts of Taunton. The school moved on to the new site in August 1994.

Whilst our facilities are outstanding there are concerns about the ability of the school to house in excess of 900 students.

Despite our modern building stock we do need to develop and deliver a rolling programme of refurbishment and redecoration, which runs over a 3-5 year period. We are increasingly concerned to improve quality and reduce costs.

We have also produced a 5 year capital build programme which is regularly reviewed by the Governors’ Academy Status Committee. In 2013/14 we self-funded the building of our own Astro Turf facility.

Teaching spaces are well equipped and we have invested heavily in improving access to ICT. Three years ago investment in ICT infrastructure and staffing was a major priority with the appointment of a Network Manager to oversee the development of an integrated network facility. Food Technology has also been the subject of major refurbishment expenditures in the summer of 2007. In 2008 the bulk of investment went into Science refurbishment and the creation of our personalised intervention base. Science remained a priority in 2012 as does ICT where we now have a suite of state of the art Applemac computers and a capital investment spend close to £100,000.

ACADEMY STATUS Following extensive consultation, the school converted as one of the new “successful” Academies on 1 July 2011.

Whilst we have little sympathy in principle for this initiative, we felt that conversion would best suit the needs of our students given the context in which we operate. The higher levels of funding have we believed justified our decision.

ACHIEVEMENT

Disappointingly the progress the school had been making was seriously undermined by performance in 2012 and 2013 and the school needs to re-double its efforts and reflect at length on its approach if it is to remain on the path of improvement.

To this end our school priorities are clearly focused on :- - achieving robust progress and attainment targets - delivering consistently good lessons in all subjects and year groups. - ensuring that intervention delivers positive improvement

6 Whilst our focus is on short to medium term achievement measures we remain committed to the strategic vision for the school which is to inspire in our students: - The desire to achieve and grow - A thirst for knowledge and a love of learning - The confidence to work independently and take risks - The skills to succeed in work and life - The personal commitment to ‘give’ as well as ‘take’.

Essentially we want our children to aspire, enjoy and achieve!

12 May 2014

7 SECTION THREE THE OVERALL FIVE YEAR GOALS

As a school we are mindful of the need to ensure that school improvement impacts on teaching, learning and student achievement.

For this reason we have sought to classify all our improvement measures as having an impact upon either one or more of our long term goals which are to:

A. Deliver outstanding value added performance at both Key Stages

B. Offer a broad range of extra-curricular provision in the seven fields of human experience which allows each individual to find their niche.

C. Help students to become independent learners

D. Help deliver high self-esteem for each individual

E. Challenge all members of the community to work outside their comfort zone

F. Engender a values system based on a concern for others.

G. Prepare students for Post 16 Partnership and Aim at 100% in education, training or employment.

8 Bishop Fox’s High Standards & High Expectations

SCHOOL IMPROVEMENT PRIORITIES 2014/15

Aspect Priority Target Lead SLT

Achievement To meet FFTD targets in respect of the following 1 measures: RW - 5+ A/C E & M - expected levels of progress KS2 – 4 E & M - the performance of students with SEN/PP

Teaching & To ensure that the typicality in the quality of lessons is KT Learning in the region of 90% good or better 2.1

Teaching & To deliver quality and consistency in the presentation SJS Learning of students work and the assessment and feedback 2.2. dialogue between teacher and student

Leadership & To evaluate the impact of intervention strategies to KT Management support student achievement 3

Behaviour & To win the hearts and minds of those students in CM Safety each year group who lack the desire to achieve. 4

Resourcing To produce and review the action plan to manage the PS 5 process of incremental growth in the school capacity

12 May 2014

9 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN 1 GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL: Rob Wetheridge

To meet FFT targets in respect of ONE YEAR OBJECTIVE: 1a) Outcomes – 5 A*C and levels of progress TASK FIVE WHO WHEN RESOURCES SUCCESS CRITERIA YEAR AIM 1a.1 Clarify challenge facing each A E RW/CTL/SLT End of exams  FFT Self Evaluation analysis  Subject action plans agreed; TIP subject area for 1 and 3 years analysis cycle  Exam Results Analysis amended  Data prep time (RW/CTL)  All CTLs clear about the challenge in  Meeting time SLT/CTL terms of outcomes  Understanding of any subject-specific issues related to this challenge 1a.2 Progress towards success for each A E CTL/SLT Half-termly  Assessment and data entry  Improvement in subject achievements subject monitored effectively  Meeting time (grades vs estimates, progress, % 5 A*C  Effective action-planning for inc English, Maths) over time appropriate follow-up 1a.3 Ensure high levels of aspiration in A C D E RW/CTL/GN December 2014  Staff meeting/INSET  High levels of challenge clearly all areas through SoW, crash days, G and SJS and ongoing  ‘Faculty’ time for planning identifiable in all subject areas homework and enrichment activity (Student Voice)  Subject summary report/action plan  Positive Student Voice responses on on ‘Raising Aspirations’ challenge levels in all subject areas 1a.4 Arrange appropriate professional A KT/CTL November 2014  Results analysis by class group  Changes to delivery for increased teacher development for staff where results and ongoing  ERA meetings effectiveness secured indicate a continuing challenge requires  Positive Student Voice in Team Review additional support  Subject – makes positive gains

1a.5 Review ERA document and update A PW/RW/SLT September 2014  Draft consultation at SLT  Exams Analysis highlights specific points in line with SIP  Presentation to CTL for celebration and for improvement

1a.6 Promote the use of PMC analysis in A C RW/KT/SLT and Ongoing  Marking and analysis time for key  Areas/topics for individual improvement response to exam practice CTL practice papers identified  Admin support where possible  Improved individual/overall performance

1a.7 Continue to promote effective CA A C RW/CTL/KT/EH Ongoing  CTL planning for CA delivery,  CA % scores improved overall and in line completion and provide capacity for and CH successful completion at least with target grades effective support where required  EH/CH deployment to support key areas and CAs

10 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN 1 GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL: Rob Wetheridge

ONE YEAR OBJECTIVE: To meet FFTd targets in the following: 16) 5 A*C with English/Maths; levels of expected progress KS2-4 English, Maths; performance of PP/SEN students

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM 16.1 ‘Base data’ downloaded to all A RW/JT/AL September –  Admin time  Complete set of base data available teacher marksheets ie KS2, SATs, CATs, October 2014  SIMS server for us SEN status, FSM6

16.2 Latest FFT estimates downloaded A JT October 2014  Admin time  All estimates available to support for all subject marksheets  FFT database target-setting  SIMS server 16.3 All subject targets updated ahead of A RW/CTL/all 1st November  All base data, FFT estimates and  Targets in student planners pre- Academic Tutoring teaching staff 2014 prior subject information available Academic Tutoring  Time for teachers/students to agree new targets 16.4 Subject targets for Y11 and Y10 A SLT/CTL End of exams  RW time to review latest FFT  Summary of aspirational subject agreed review cycle  Meeting times targets (A*A, A*C) available

16.5 Individual student/class issues A C D E CTL and staff/SLT End of exams  Meeting time  Staff clear about individual identified for Y11 review cycle intervention/action plans  SLT clear about issues

16.6 SLT ‘Raising Standards’ meetings A E SLT and key Team Half-termly  Preparation, collection of data  Issues highlighted used for effective monitoring Leaders  Meeting time  Record of positive interventions  Intervention/action as follow-up  Issues dealt with ‘successfully’

16.7 Year team and Subject team A C D E G SLT/CTL Half-termly  Preparation of data by/for HOY and  Record of positive interventions and tracking monitored CTL of student improvement available for  Meeting time all to view  Intervention/action time 11 BISHOP FOX’S SLT High Standards and High Expectations SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN 1 GOVERNORS MONITORING COMMITTEE: Personnel LEAD PROFESSIONAL: Rob Wetheridge

1c) To meet FFTD targets in respect of improved levels of ONE YEAR OBJECTIVE: Literacy and Numeracy across the Curriculum TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM 1c.1 LAC Policy finalised, agreed, A C RLS October 2014  RLS time  All cross-curricular roles and presented to staff  RLS/PS/SLT draft approval responsibilities clear  Staff meeting/INSET time  All HOY/TG roles and responsibilities clear 1c.2 Improve range of reading materials A B C D E F G SH/CTL/BB Easter 2015  Money for all areas to spend on  Overall increase in reading time available in all areas for all reading ages additional reading materials - £8K? activity in school  Storage facilities  Reading ages improve and gaps close over time  Individual concerns dealt with successfully 1c.3 Improve availability of fiction and A B C D E F G SH/K Hill December 2014  Extra £1K - £700 to library  SEN and Pp students all reading and non-fiction for students with low reading dedicated to this group of readers - making gains on peers in RA ie ages £300 to FLC area progress is accelerated

1c.4 Improve Literacy resources to A B C D E F G CTL Easter 2015  Subject resources allocated to  Students use subject-specific support effective SoW in each subject items such as ‘subject literacy’ vocabulary accurately and frequently materials, key word displays etc 1c.5 NAC/LAC policies monitored for A C D E SLT/CTL Team Review  SoW cross-curricular mapping  Levels of progress in English and effective implementation dates and available for Team Review Maths and across other subjects SLT/CTL 1:1  Lesson observations time/evidence improve item  SEN+ and PP close gaps 1c.6 Maths/English StudyPlus and other A C RLS/KH Termly  Termly review meeting time  Positive progress overall interventions reviewed for impact  Report available for SLT and  PP students ‘accelerated’ to close Raising Standards gaps 1c.7 All reading ages shared and A C BB/SH Half-termly  Revision time and analysis/  Students ‘falling behind’ are dealt monitored for improvement Summary report/action – planning with effectively in terms of diagnosis  Intervention time and interven5tion  Students work positively to make gains in reading 1c.8 PP/SEN students with particular A C D E BB/SH Half-termly  Additional support capacity  Positive gains in PP and SEN groups Literacy/Numeracy issues identified for  Monthly review and summary additional support progress update 12 BISHOP FOX’S SLT High Standards and High Expectations SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN 1 GOVERNORS MONITORING COMMITTEE: Achievement LEAD PROFESSIONAL: Rob Wetheridge

To meet FFTD targets in respect of the following: ONE YEAR OBJECTIVE: 1d) Closing the Gaps

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM 1d.1 Key students in all years identified A C D E SH/CM Half-termly  SLT 1:1 meeting time for CM/SH  Students in danger of ‘falling behind’ and overall progress monitored by LSA,  SH/FLC staff review time (half- are promptly identified and effective parents and tutors termly) action taken  CM/HOY review time  PP gaps close  HOY and tutor time

1d.2 School’s ‘Closing the Gaps’ Action A C D E KT/SH October 2014  KT attendance to SC ‘Closing the  Closing the Gaps Action Plan Plan drafted and presented to all staff Gaps’ meetings published  KT/SH meeting time  Staff meeting/INSET time

1d.3 SH summary of effective actions for A SH Half-termly  SH/LSA parents’ review meeting  Half-termly updates additional needs students available for time  Record of successes and ongoing ‘Raising Standards’  Report update time issues available to all

1d.4 Revise PP student participation in A B C HOY/Year Teams Pre-Academic  Survey and results analysis time  Issues identified clubs, trips and other ‘enrichment’ Tutoring  Action plan for improvement activities

1d.5 Audit PP student access to internet A B C HOY/Year Teams Pre-Academic  Survey and results analysis time  Issues identified facilities at home Tutoring  Action plan for improvement

1d.6 Audit 2013-14 spend of Pupil A B C KAR/CTL/SLT End of exams  Time for audit  Clear account of PP spend 2013-14 Premium money and ‘success’ analysis  Redrafted EAR form for CTL  Spending plan/priorities for next 3 completion years of PP spend drawn up with appropriate success criteria

13 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN: GOVERNORS MONITORING COMMITTEE: Strategy LEAD PROFESSIONAL: Kerry Tonkin

Teaching & Learning 2.1:

ONE YEAR OBJECTIVE: To ensure that the typicality in the quality of lessons is in the region of 90% good or better

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM T&L 2.11 A, C, D, E KT, Lead T&L Meeting time  Agreed framework for all teachers to To ensure that all staff are clear about teachers. From Sept 2014 follow what constitutes a good lesson at Bishop T&L staff  Greater consistency of typical Fox’s development group practice (Somerset Challenge- Family E planning)

T&L 2.12 A, C, D, E KT, Lead T&L From Sept 2014 Meeting time  Agreed framework for all teachers to To ensure that all staff are clear about teachers. follow the ‘non negotiables’ in all lessons T&L staff  Greater consistency of typical (Somerset Challenge- Family E planning) development group practice

T&L 2.13 A, D, E PS, SLT From Sept 2014 Some cover implications for joint  Staff consultation and agreed Team review improvements to Learning Walks/Drop ins systems put in place incorporate Learning Walks/Drop ins  Greater understanding of the rather than individual graded lesson ‘typicality’ of T&L in subject areas observations  Less stressful for staff

T&L 2.14 A, D, E KT, all SLT/CTLs From June 2014 Limited cover implications  Minimum 90% of graded lessons are Formal observations retained as part of INSET time to train Reviewers good or better Performance Management /Staff Externally led Somerset Challenge  Well trained staff who are well skilled Appraisal Family E joint INSET day (Friday 13th in completing lesson observations February 2015) T&L 2.15 A, D, E KT, Lead T&L From June 2014 Investment in 3 x Lead T&L teachers  Peer observations encouraged & T&L Lead Teachers to regularly complete teachers T&L INSET completed learning walks throughout the year  Increased sharing of good practise in staff meetings, INSET, T&L SDM, BFS T&L website  Staff become more open & confident 14 in sharing good learning  Learning walks completed – 3 x half termly T&L 2.16 A, D, E KT, Lead T&L From Sept 2014 Cost of NQT induction  Improved knowledge, skills & NQT/New Staff have a formalised teachers Meeting time calendared for NQTs/new understanding of effective T&L induction programme with a clear focus staff (10 sessions)  Professional CPD delivered on quality T&L (external programme & in Cover for University mentors/PSTs to externally & internally school support) train with Exeter model  Positive evaluations of CPD opportunities Calendared Professional Studies (EAL, All new teachers assigned a pastoral SEN, data, ROL, SISRA, differentiation,  challenge, questioning, feedback, Buddy to support them being more display, etc) effective form tutors T&L 2.17 A, D, E AKW, KT From Sept 2014 AKW development point  3 successful cycles completed Coaching to be extended to all 2nd to 4th Show & tell lunchtime meetings  Cross-curricular coaching year teachers and more experienced partnerships established staff volunteers  Cross-curricular lesson planning, observations and evaluations  T&L ideas & bank of resources shared (including T&L website)  Sharing good practice in staff meetings  Positive evaluation of impact T&L 2.18 A, D, E KT, Lead T&L From Sept 2014 Time bound 6-8 weeks  The right staff are supported based Individual CPD packages/Individual teachers on triangulation of results/T&L Support Plans put in place to support any Weekly joint planning meetings with info/lesson observations/learning teachers who need to move from: Lead T&L teacher (30 mins), walks observation (1 hour), feedback (30  Specific T&L support given Requiring Improvement to Good mins)  Measure of effectiveness at the end or of the programme (next steps or where any lessons are judged Final observation & review capability) inadequate  Next formal lesson observation is Possible cover implications good or better T&L 2.19 A, D, E KT, PS, RW From Sept 2014 Cost of the Somerset Challenge  Successful collaboration with the To be actively involved with the Challenge Partner School (Heathfield Somerset Challenge programme of CPD. Cover and transport costs to attend - hub) Somerset training events  Staff CPD focused at the appropriate ITT/Novice Teacher/Improving level of need. BFS teachers teacher/Outstanding teachers involvement with Somerset Teacher, Leading Self Programme, Middle fostering links, successful transitions, Leaders, Senior Leaders, Aspiring Heads closing the gap, families of schools, links with National Schools Improvement Groups  Successful evaluations at the end of the year, development in Year 2

15 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN: GOVERNORS MONITORING COMMITTEE: Personnel LEAD PROFESSIONAL: Kerry Tonkin

Leadership & Management 3: ONE YEAR OBJECTIVE: To evaluate the impact of intervention strategies to support student achievement

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM L&M 3.1 A, C, D, E KT to design Time to design & complete  To audit interventions used in June To identify effective interventions used in questionnaire for From July 2014 2014 in all subjects all subject areas. CTL, subject Time to collate & analyse data  Gather information from Year 11 teachers teachers about interventions used in all subjects  Roll out to linear mock exams in Yr10, KS3  Compare with external exam results, which were most effective?  Report back to staff in Sept 14 L&M 3.2 A, C, D, E SH, KT, HoYs Calendared Year group review  Early identification of needs To improve the effectiveness of the KS3 From Sept 2014 meetings  Timely interventions intervention team  Robust monitoring of progress CPD/staff training of intervention team  Literacy focus  Raise awareness & understanding of issues throughout the school in regular staff meetings/core faculty meetings L&M 3.3 A, C, D, E KT, HoYs From Sept 2014 Time to meet  Coordination of the KS4 intervention To improve the effectiveness of the KS4 team (KT to lead) intervention team Internal Raise package £300  Action plan drawn up  Joint meetings to ensure ‘key marginals’ are picked up  Emphasis on groups ‘closing the gap’ regarding levels of progress (PP, EAL, SEN)  War room based on value added L&M 3.4 A, C, D, E KT, JT From Sept 2014 Time to meet  Staff INSET on SISRA analytics 16 To ensure that all teaching staff (&  Evaluation of the accuracy of relevant support staff) feel more INSET time set aside for staff training predicted grades (Sept 2014) confident in using data to effectively track provides comparable evidence of student progress JT SISRA training (c£500 July 2014) improved accuracy  Relevant training completed in light (PiXL – Year 2, sustain & build upon DTT Internal Raise package £300 of findings successes, more confident use of 3Ps) JT & new data apprentice training  CTLs to moderate report data in faculty meetings  Monitor usage  Value-added measures available from data drops L&M 3.5 A, C, D, E KT, JT, SH From Sept 2014 Investment of faculty time (calendared)  Audit of KS3/KS4 interventions used To monitor subject level intervention after each data drop strategies deployed for students ‘not Meeting time to devise the most  In calendared faculty meetings making expected levels of progress’ effective method to gather information teams evaluate the impact of any (including groups – PP, EAL,SEN) interventions used in classrooms PiXL resources/joining fee  Share good practise in staff meetings  Empowered staff to be more effective practitioners  To improve levels of progress made by all students (70:30 3Levels: 4Levels)  Evidence of closing the gaps between groups L&M 3.6 A, C, D, E KT, RLS, KH & From June 2014 Meeting time  Detailed action plans in place To coordinate intervention support for intervention team PiXL resources/joining  Successful pilot English iGCSE Year 11 in English & Maths fee/meetings/transport residential, positive student evaluations PP funding of Englsh iGCSE residential  Regular meetings to monitor most (Oct 2014) £2,460 effective deployment of intervention staff & resources  To improve levels of progress made by all students (70:30 3Levels: 4Levels)  Evidence of closing the gaps between groups (PP, EAL, SEN)

17 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN GOVERNORS MONITORING COMMITTEE: PERSONNEL LEAD PROFESSIONAL: CLIVE MILLAR Section 3. Behaviour and Safety

ONE YEAR OBJECTIVE: To win the hearts and minds of those students in each year group who lack the desire to achieve.

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM 3.1 To deliver rates of progress for A, D CM/KT/HOY/SH/ Sept Reports generated by - The completion of tracking sheets and reviews for all students/groups of students in KS3 and 4 2014 Pastoral Support Officer individuals and groups. English/Maths/Science in line with parents/tutors/ onwards and Attendance Officer. - The analysis and comparison of achievement, FFT D expectations. progress, behaviour and attendance reports for individuals and groups of students. Meeting time for pastoral - Action plans and interventions identified and teams and tutors to completed for students and groups complete actions. - Evidence of successful interventions through students achieving progress grades, increased Planning and time for levels of achievement, high standards of behaviour HOY to complete and and attendance levels over 95%. implement action plans - HOY to initiate a Raising achievement group in each Year group.

3.2 To ensure the quality of tutoring / A, F CM/HOY Sept Year team meetings - To implement a Tutor mentoring programme PSHE are good or outstanding 2014 for all tutor teams in each Year groups, to onwards KS3 and KS4 PSHE encourage academic progress, achievement, annual resource positive behaviour and high attendance. subscription. - HOY mentoring of a small group of underachieving students (target group) Role of the tutor training - To improve the quality of T & L in PSHE to at booklet and review least 80% of lessons good or better. checklist. - To further development an increased range of Tutor file and well-resourced and appropriate KS3 and KS4 standardised procedures programme of study /scheme of work for completed. PSHE based upon the PSHE review summer 2014. 18 - Evidence of standardised procedures followed by all tutors in reviews. - Positive HOY reviews of tutors through tutor progress sheet and student voice. 3.3 To increase the level of student’s A, D CM/KT/HOY/ Sept HOY reward budget - To implement the new online SIMs reward aspirations through the use of a Tutors/RH 2014 recording used by all staff. greater range of rewards in KS3 and onwards Year team meeting time - For HOY and tutors to use the range of KS4. standardised rewards for behaviour and RHayball Achievement attendance for individuals, groups and forms. reports - For these records of rewards to be displayed within classrooms and promoted in assemblies. - A reduction in the number of behavioural points and increase in achievement points - An increase in school attendance percentages above 95%. 3.4 To improve standards of A, D, F CM/HOY/HOF Sept CTL line management - To further develop the use of the 3 strikes behaviour and reduce the number of 2014 meeting times. system to include 3 incidents in the withdrawal lower level behavioural concerns. onwards room resulting in a fixed term exclusion. Behaviour for Learning - To produce Behaviour for Learning reports for half termly reports for HOF/HOD which as action plans identify the CTL. behavioural concerns and intervention strategies. These are submitted to line Meeting time with CM/KT managers on a half termly basis. to identify the format of - For all staff to record incident slips and the coaching programme achievements on SIMs for behaviour. - To reduce the number of incident slips related to disobeying instructions and disruptive Coaching time to support behaviour. key identified staff. - To diversify the coaching programme to include support for staff behaviour management training and coaching. - To actively identify and work with staff that require assistance in managing student behaviour within the classroom. 3.5 To further develop the A, D CM/LK/HOY Sept Meeting time for 1:1 with - To initiate a broad range of attendance percentage of attendance for all year 2014 EAO/LK/CM rewards for individual, groups and tutor groups and reduce the level of onwards groups based attendance % and punctuality. persistent absence and lates. Parental Attendance - Individual attendance reviews completed for review meetings planned. students with persistent absence. - Intervention through WPN and EAO after 10 Attendance officer unauthorised absences. 19 monitoring reports for - Year group and school attendance at 95% or attendance and over. punctuality. - To reduce the number of lates in comparison to 2013/14 data. Attendance reward data and rewards from budget. 3.6 To ensure the quality of HOY A, D CM/KT/HOY Sept Pastoral Team meeting - To initiate staff training in the role of the HOY interventions are consistently good 2014 time. with clarity of expectations and review of or outstanding. onwards progress checklist. 1:1 performance - Positive evidence through HOY meetings and management reviews. HOY reviews using the checklist. - Evidence of standardised procedures followed HOY folders completed. by all - Identification of training and support for Professional development professional development identified and opportunities planned. planned through performance management. - Greater consistency in the quality of leadership between HOY evident in attendance and behaviour data. 3.7 To improve the engagement of hard A, C, E CM/LK/HOY Sept Hard to reach survey - Identification of all hard to reach parents/guardians to reach parents through an increased 2014 produced and completed. - Parental survey returned from Hard to Reach range of opportunities for parents / onwards parents, to include parental concerns at attendance guardians to engage with school. Parents evening and at parents evenings. Academic tutoring reporting - Engagement action plan for improving engagement data. with hard to reach parents produced. - 3.8 To oversee the implementation of the A, D CM/SH/KAC Sept Meeting time for CM/SH to - To complete whole school inset on the new SEN new SEN Code of Practice and review 2014 review SEN Code of Code of Practice and implications for teaching staff the new FLC structure and onwards Practice. and HOD/HOF. achievements. - To develop and promote a range of SEN tracking SEN tracking protocol and intervention templates for teaching staff and produced. HOD/HOF to use for tracking individual and group SEN progress and attainment. Meeting time for FLC review. - To complete the FLC review based on the nurture class model and implement recommendations in 2014/15

20 3.9 To identify the students attitudes to D, E CM Sept Cost of PASS questionnaire - Completion of PASS testing or equivalent for all learning of students within KS3 and KS4. 2014 or equivalent students. - HOY developing Action Plans for key students Meeting time for based on these results. communicating results and - Key raising achievement groups formed on the action planning. basis of results. - Improved levels of progress, behaviour and attendance for key students showing concerns.

3.10 The further development of the A, F CM/RH/SH Sept FLC timetabled support - Evidence of successful interventions and outcomes Behaviour Intervention Programme to 2014 based on reductions in incident slips and increase support behaviour and emotional literacy onwards Meeting and review time in attendance. of students. - A greater range of support and intervention strategies as evidence for FLC bids. - A reduction in the number of incidents of exclusion and disruption for identified students. - Evidence of a greater level of preventative well- being work using CAMHS resources, successfully providing behaviour management strategies for students to use.

3.11 To further develop the role of the A, D CM/KT/HOY Sept EAO/LK/CM meeting time. - To display and communicate the attendance Welfare and Attendance officer, to 2014 tracking and intervention sheet for all pastoral staff. ensure that proactive attendance onwards Attendance reports - An increased number of referrals to EAO with 10 or strategies and welfare support is in place completed regularly. more unauthorised absences. for students requiring support. - A reduction in the number of students identified as CAMHS resources training persistently absent. completed. - An increased level of percentage attendance in the Year groups of Year 10/11 - Evidence of a greater level of preventative well- being work using CAMHS resources. Increased attendance levels for students that have welfare concerns.

21 BISHOP FOX’S SLT High Standards and High Expectations

SCHOOL IMPROVEMENT PLAN 2014/15

MANAGEMENT PLAN - 5 GOVERNORS MONITORING COMMITTEE: ACADEMY LEAD PROFESSIONAL: PAUL SCUTT

ONE YEAR OBJECTIVE: To produce and action the plan to manage the process of incremental growth in the school capacity

TASK FIVE YEAR WHO WHEN RESOURCES SUCCESS CRITERIA AIM 5.1 - To prepare a school forecast A, G KAR - LA support/advice Clarity exists for SLT and governors spreadsheet based on a review of Oct 2014 - PS/KAR management time over anticipated growth in numbers current numbers in the light of the LA And pinch points projection to 2020

5.2 - To identify the implications of A, G SLT Dec 2014 SLT meeting time and relevant - Paper prepared detailing growth when numbers rise to 950, 1000, management time implications for: 1050, 1100 in relation to RW, KAR - Governors meeting time - teaching and learning a) classroom teaching space - site facilities b) site infra structure 5.3 - To prepare plans to manage the A, G PS, KAR Feb 2015 - LA site advice/support Plans prepared and ready to submit implications of the growth in capacity for funding necessary to deal with the bids. - Architect costs (£1,000) implications arising from the growth in numbers 5.4 - To prepare the bids needed to A, G KAR From March Architect costs - Plans drafted which describe the secure the necessary funding 2015 Costs of planning permission development of the facilities over 5 Costs for Quantity Surveyor years. Legal costs = £5,000 - Bids prepared and available for submission by required dates 5.5 - To manage any agreed capital A, G PS, KAR TBA - Management time and project projects with minimal disruption to manager costs. - Bids successful in raising capital school life. funding. - Site alterations made with - building improvements made to minimum disruption to life of school satisfy the needs of the growth in community school numbers.

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