How do we ensure all
pupils fulfil their
potential?
Outstanding Leadership
and Management
Outstanding Quality of
Education
All pupils
Outstanding Behaviour
and Attitudes
Outstanding Personal
Development
How I have demonstrated this…
• I am highly visible. I value being in around lessons and unstructured times wherever possible. I
conduct daily informal supportive learning walks. I regularly liaise with the community through
informal and formal meetings in and out of school.
• I have delivered whole school pedagogical training to teaching staff to directly improve the quality of
education that all pupils receive. (TLAC and Tom Bennett). Utilising EEF research to underpin inclusive
strategies.
• I have implemented robust QA processes for Pastoral staff through a Pastoral Rubric
Climate for
Learning
Student
Knowledge
Developing towards
Foundations of mastery
Emerging Mastery
PSMs sometimes have high
PSMs show signs that they PSMs have high
expectations for pupils' learning
have high expectations for expectations for pupils'
of the curriculum. Behaviour and
pupils' learning of the
learning of the
climate for learning are at times
curriculum. Behaviour and curriculum. Behaviour
positive and purposeful. The
climate for learning are
and climate for learning
year group is smart and has
often positive and
are positive and
very few uniform/equipment
purposeful.
purposeful.
issues
PSMs demonstrate some
student knowledge. They have
some understanding of how to
communicate effectively.
PSMS are beginning to plan/
have knowledge-rich form time
Form Time sessions. They draw on
Planning national curriculum frameworks
Opening Minds and at times sequence it into
steps for pupils to learn and
master.
Mastery
Advanced Mastery
PSMs set consistently high
expectations for pupils' learning
of the curriculum. Behaviour and
climate for learning are always
positive and purposeful.
PSMs model the setting of high
expectations to colleagues. They
influence the behaviour and climate for
learning more widely than their own
year group.
PSMS an increasing
understanding of student
knowledge. They are able
to communicate this
effectively.
PSMS have a strong
PSMS have a strong awareness
awareness of student
of student knowledge, knowing
knowledge. They are
about all previous experiences.
able to communicate this They are able to communicate
effectively and with
this effectively and with specific
specific needs
needs.
PSMS have an excellent awareness of
student knowledge, knowing about all
previous experiences. They are able to
communicate this effectively and with
specific needs. They are able to train
pther members of staff around students
needs.
PSMS often plan/ have
knowledge of rich form
time sessions. They draw
on national curriculum
frameworks and at times
sequence it into steps for
pupils to learn and master.
PSMS plan knowledgerich form time sessions.
They draw on national
curriculum frameworks
and at times sequence it
into steps for pupils to
learn and master.
PSMS skillfully plan knowledgePSMS skillfully plan excellent
rich form time sessions. They
knowledge-rich form time sessions.
draw on national curriculum
They draw on national curriculum
frameworks and at times
frameworks and at times sequence it
sequence it into steps for pupils
into steps for pupils to learn and
to learn and master. They will
master. They will model delivery of
model delivery of sessions where
sessions where needed
needed
PSMs are able to help
teachers help pupils access
the curriculum but not yet
Opening doors to the consistently. They show some
curriculum
awareness of when it is
appropriate to deepen pupils'
knowledge and understanding
further.
PSMs often help teachers help
pupils access the curriculum
but not yet consistently. They
show some awareness of
when it is appropriate to
deepen pupils' knowledge and
understanding further.
PSMs help teachers help
pupils access the curriculum..
They show awareness of when
it is appropriate to deepen
pupils' knowledge and
understanding further.
PSMs help teachers enable all
pupils access the curriculum.
They show awareness of when
it is appropriate to deepen
pupils' knowledge and
understanding further. Giving
detailed explanation of student
support.
PSMs help teachers enable all
pupils access the curriculum
with excellent knowledge of all
students. They show
awareness of when it is
appropriate to deepen pupils'
knowledge and understanding
further. Giving detailed
explanation of student support.
PSMs instruction begins to to
help pupils understand
knowledge, concepts and
processes. There is an
Clarity of Explanation awareness that explanation,
modelling and demonstration
should be well-matched to
curriculum content and student
needs.
PSMS instruction increasingly
helps pupils understand
knowledge, concepts and
processes. Explanation,
modelling and demonstration
are often well-matched to the
curriculum content and student
needs
PSMS instruction helps pupils
understand knowledge,
concepts and processes.
Explanation, modelling and
demonstration are wellmatched to the curriculum
content and student needs
PSMS skilful instruction helps
pupils to understand
knowledge, concepts and
processes. Explanation,
modelling and demonstration
are skilfully matched to the
curriculum content and student
needs
PSMS model clear and
effective instruction. They
help colleagues develop their
modelling, explanation and
demonstration to match
curriculum content and student
needs
PSMs increasingly help pupils
build confidence both inside
and outside of the academy,
they are able to impart
knowledge and skills through
guided and independent
practice.
PSMs help pupils build
confidence both inside and
outside of the academy, they
are able to impart knowledge
and skills through guided and
independent practice.
PSMs enable pupils to build
confidence both inside and
outside of the academy, they
are able to impart knowledge
and skills through guided and
independent practice.
PSMs enable pupils to build
confidence both inside and
outside of the academy, they
are able to impart knowledge
and skills through guided and
independent practice. They
give the both students and
staff skills to be able to do this.
PSMs are beginning to be able
to communicate effectively
Engagement with all
with all stakeholders, with
stakeholders
documentation evidencing
what has been discussed.
PSMs are able to
communicate effectively with
all stakeholders, with
documentation evidencing
what has been discussed.
PSMs are able to
communicate to a high
PSMs are able to
standard with all stakeholders,
communicate to a high
with documentation evidencing
standard with all stakeholders,
what has been discussed.
with documentation evidencing
They are able to formulate
what has been discussed.
plans & hold all stakeholders to
account.
PSMs are able to
communicate to a high
standard with all stakeholders,
with documentation evidencing
what has been discussed.
They are able to formulate
plans, hold all stakeholders to
account and train staff on
engaging all stakeholders.
PSMs have made a start to
assess the extent to which
pupils may need specific skills
Use of De-escalation to de-escalate a situation.
strategies
Based on this information they
show sometimes adapt and
adjust their support for
students.
PSMS sometimes assess the
extent to which pupils may
need specific skills to deescalate a situation. Based on
this information they
sometimes adapt and adjust
their support for students.
PSMS are able assess the
extent to which pupils may
need specific skills to deescalate a situation. Based on
this information they show
sometimes adapt and adjust
their support for students.
PSMS are able to skillfully
assess the extent to which
pupils may need specific skills
to de-escalate a situation.
Based on this information they
adapt and adjust their support
for students.
PSMS are able to skillfully
assess the extent to which
pupils may need specific skills
to de-escalate a situation.
Based on this information they
adapt and adjust their support
for students, being able to
train others how to do this.
PSMs sometimes show that
professionalism is important.
They are able to develop
higher standards of wider
professionalism such as time
keeping, responding to
enquiries punctually and
dealing with attendance
effectively.
PSMs are able to show that
professionalism is important.
They are able to develop
higher standards of wider
professionalism such as time
keeping, responding to
enquiries punctually and
dealing with attendance
effectively.
PSMs are able to show
excellent professionalism.
They are able to show higher
standards of wider
professionalism such as time
keeping, responding to
enquiries punctually and
dealing with attendance
effectively.
Day to day practice
Professionalism
PSMs begin to help pupils
build confidence both inside
and outside of the academy,
they are able to impart
knowledge and skills through
guided and independent
practice.
PSMs show an awareness that
professionalism is important.
They are starting to develop
higher standards of wider
professionalism such as time
keeping, responding to
enquiries punctually and
dealing with attendance
effectively.
PSMs show very high
standards of professionalism.
They are able to show higher
standards of wider
professionalism such as time
keeping, responding to
enquiries punctually and
dealing with attendance
effectively. They are able to
train others about key aspects
of proffessionalism
• I forensically track and analyse the data for trends, concerns and ensure that responsive actions are
delivered with individuals and groups. All pupils are supported to achieve their potential
• EG I have closed gaps for PP and SEND pupils.
•
By ensuring at Department level PP pupils were known and prioritised.
Impact, Impact, Impact...through improved attendance
• Improved whole school attendance. (Reduced PA by 5%) and improved attendance to be 3% above
national during the pandemic.
How;
Daily systems involving following up every absence.
Supportive, personalised strategies EG Modified curriculum plans
Robust FPN processes ( increased from 0 to 18)
Home visits and wraparound care involving multi-agency approaches
Identifying contextual barriers and creating strategies to overcome EG EAL and working with parents.
Parents engaged fully.
Impact, Impact, Impact... through improved behaviour
• Improved behaviour so that we deal swiftly with and intervene effectively to change behaviour.
• Reduced FTE from 76 to 0 (23 internal partner placement)
• Classcharts data follows similar three-year downward trend.
• Ensured consistency and transparency at all levels; Behaviour matrix
• Interventions refined;
Report system with clear graduated response
Saturday detentions
Personalised interventions eg Outcome star delivered by Pastoral staff.
Impact, Impact, Impact…through a culture of praise and
reward
• Ensure that all pupils achieve consistently and regularly . Celebrated by all.
• Examples;
• The 100 club for pupils achieving 100% attendance. Reset every half term. Highly visible strategy.
• Linking 100 club to zero behaviour points to create “Gold, Silver, Bronze” level reward
• Personalised “C” code challenges for identified pupils to assist self regulation
Impact, Impact, Impact…through effective leadership and
collaboration
• Internally with SEND to ensure appropriate and rapid interventions.
• With Safeguarding to ensure wraparound multi-agency support
• With curriculum to create and develop sustainable provision EG NCFE, Hair and Beauty qualifications.
• With community groups
• Rich PD curriculum that values academic success alongside self development e.g., culture day/D of E