Priority 3 : Raising Attainment at Key Stage 4
Action Plan 3.1 : Continue to focus on raising attainment at Key Stage 4
Outline of activities for 2004-2005:
Strategies to address the issue of under performing High Schools and Subject Departments
Starting Points / Contexts :
LEA performance at Key Stage 4 below national averages and statistical neighbours
Varying performance between schools and between subjects at Key Stage 4
Increase in number of schools facing challenging circumstances
Purpose of the Action Plan:
Challenging performance and identifying actions necessary to raise standards at whole school,
subject, group and pupil level
Who will monitor these activities:
Secondary SIO (Key Stage 4)
Person(s) responsible for ensuring success of Priority 3:
Secondary School Improvement Officer (Key Stage 4)
Person(s) responsible for ensuring success of Action Plan:
Secondary SIO (Key Stage 4)
Links with other plans and strategies
Community Plan
City Council Pledges
Excellence in Cities/Aimhigher Action Plan
Key Stage 3 Development Plan
14-19 Strategy
Education Development Plan Priorities 4 and 6
Post 16 Action Plan
LPSA Target 2 (raising attainment)
Methods of Evaluation
Effectiveness of action plans set up including raising attainment plans
Improvement in quality of teaching in targeted schools/subjects
Improvement in attainment in targeted schools/subjects
School and subject targets achieved.
Through regular monitoring exercise detailed in the monitoring and evaluation
arrangements reported to the various groups both internal and external.
How these activities will be monitored:
Minutes of meetings between Director of Education and Leisure, Headteachers and Chairs of
Governors
Records of visits by School Improvement Officers
Through regular termly monitoring exercise detailed in the monitoring and evaluation
arrangements.
Ref
Focus
Target Groups
Lead Persons
Actions
No
School
Strategic Information
Analysis of GCSE data including subject residuals in
3.1.1 Standards,
Quality,
Improvement
Unit
order to identify:
Management
Service
School Improvement
Under performing schools,
Service
Under performing subject Departments,
High attaining subject Departments,
Schools where particular groups of pupils do well, e.g.
boys, girls, ethnic minorities, Pupils on FSM, Looked
After children (linked to Priority 4)
Start and
Finish Dates
September 2004 December 2004
Outcomes
Under performing schools
identified.
Under performing subject
departments identified
High achieving subject
departments identified.
Schools where particular groups
do well identified.
Report prepared for Director of
Education and Leisure on each
school.
Ref
No
3.1.2
3.1.3
Focus
Target Groups
Lead Persons
Actions
Management,
Standards
Quality
Headteachers in
High Schools
with Chairs of
Governors
Director of Education
and Leisure, Deputy
Director School
Improvement
Schedule of meetings set up between Director of
Education and Leisure and Headteachers with Chairs of
Governors to monitor performance at Key Stage 4.
Standards,
Quality
Management
Heads of
Department
School Improvement
Service;
Lead departments
ASTs
Actions agreed between Headteachers and Director or
Education and Leisure prioritised for action
Start Date/Finish
Dates
October, 2004 –
January 2005
September January 2004
Outcomes
Actions by each school and
LEA agreed in the light of
discussions to support and
challenge under-performance.
Where appropriate, Raising
Attainment Plans monitored to
show improvement in
standards.
Action plans devised and LEA
involvement agreed in each
school/subject department
according to need. Targets for
supporting teaching and
attainment agreed and time
frame determined. Monitoring
programme agreed. Standards
rise in accordance with agreed
targets
Priority 3 : Raising Attainment at Key Stage 4
Person(s) responsible for ensuring success of Priority 3:
Action Plan 3.2 : To build on the outcomes of the Key Stage 3 Strategy to transform Teaching
Secondary School Improvement Officer (Key Stage 4)
and Learning at Key Stage 4
Outline of activities for 2004-2005:
Person(s) responsible for ensuring success of Action Plan:
Use Excellence in Cities strands, Lead Departments, ASTs and 11-16 whole school issues to
Secondary School Improvement Officers
enhance the transformation of Teaching and Learning at Key Stage 4 in the context of LIG
Excellence in Cities Coordinator
collaboratives.
Starting Points / Contexts :
Key Stage 4 performance is well below national expectation at 5+ A*-C and average points score.
Performance at GCSE varies greatly within schools and within subject areas and departments across the LEA.
Data analysis will help to identify stronger and weaker departments which will enable the dissemination of good practice and areas requiring support.
The reported percentage of 5+ A*-G GCSE grades achieved has to include both English and Mathematics
The conversion from Key Stage 3 level 5+ in English and Mathematics to GCSE Grade C+ remains low
Proportion of pupils achieving GCSE Grades A*-C remains low
Lead Department and AST support programme
Specialist Schools dissemination programme
Purpose of the Action Plan:
Links with other plans and strategies
To share effective practice across the LEA to raise attainment, develop the quality of teaching
Community Plan
and improve transition into Post 16 education subjects.
City Council Pledges
Excellence in Cities Action Plan
Leadership Incentive Grant
Key Stage 3 Strategy
NRF funding for three ASTs.
Post 16 Action Plan
Annual Library Plan
Education Development Plan Priority 6
Who will monitor these activities:
Methods of Evaluation
Secondary School Improvement Officers,
Annual examination performance at Key Stage 4 will be analysed to identify subjects,
Strategic Information Unit.
schools and groups of pupils who are performing above or below expectations.
Performance in weaker departments/schools or of groups of pupils improves from the
previous year.
Good practice in schools, and subject areas is shared with other schools particularly
underachieving schools and departments. Through regular monitoring exercise detailed
in the monitoring and evaluation arrangements reported to the various groups both
internal and external.
How these activities will be monitored:
Data analysis of performance in subject/schools or of specific groups of pupils.
Through regular monitoring exercise detailed in the monitoring and evaluation arrangements.
Networking records of Specialist schools and Subject networks
Ref No
Focus
3.2.1
Standards,
Quality,
Management
3.2.2
Standards,
Quality
3.2.4
Target
Groups
All Schools,
Start and
Finish Dates
September 2004
- March 2005
Lead Persons
Actions
Secondary School
Improvement Officers
LIG Co-ordinator
To further develop effective partnerships between
schools through LIG collaboration to disseminate
good practice re ;
Transforming teaching and learning at Key Stage 4.
Build on lessons learned from Key Stage 3 National
Strategies.
Existing and
potential
Specialist
Schools
Excellence in Cities Coordinator / School
Improvement Officers
Utilise Specialist Schools to aid and promote
Continuing Professional Development in their
subject areas. Support schools bidding for Specialist
Status
September 2004
– July 2005
Standards,
Quality,
Leadership
and
Management
Subject
Teachers
Heads of
Departments
ASTs, including 3 ASTs
appointed with NRF
funding to serve three
schools.
Lead Departments;
School Improvement
Officers
Provide focused support to targeted
schools/departments to improve the standards of
teaching and learning assessment and planning.
Use Lead Departments to promote good practice.
In each identified subject support the improved use
of pupil level data to monitor progress, set numerical
targets and develop the consistent use of curricular
targets (including p-level targets where appropriate).
September 2004
– July 2005
3.2.5
Standards,
Quality,
Leadership,
Management
Advanced
Skills
Teachers
School Improvement
Officers
Encourage schools to identify train and utilise
Advanced Skills Teachers to enable the support
delivery and development of Key Stage 4 curriculum
September 2004
– July 2005
3.2.6
Standards,
Quality,
Leadership
Management
Teachers of
Mathematics
and English in
Secondary
schools. Heads
of Department
Literacy Consultant
School Improvement
Officer
Provide support to schools in order to extend the
range of qualifications at key stage 4 to enable pupils
with SEN, to access suitable qualifications.
September 2004
to
July 2005
Outcomes
Mechanisms set up to
disseminate good and
developing practice from Key
Stage 3 Strategy and from high
achieving Subject
Departments. Develop whole
school projects from National
Strategy eg Assessment for
Learning, Literacy Across the
Curriculum, ICT Across the
Curriculum.
Improve performance annually
in subject areas linked with
Specialist Schools to levels
above those previously
achieved.
Raise standards of teaching
leading to improvement in
GCSE (or equivalent) results.
Improved quality of teaching is
shown by increased levels of
attainment.
Advanced Skills Teachers in
post and working effectively in
schools to raise standards as
judged by OFSTED, SSE and
local monitoring.
Increased numbers of young
people have a Mathematics and
English qualification at 16.
Ref No
Focus
3.2.7
Standards,
Quality
3.2.8
Quality,
Standards
3.2.9
3.2.10
Target
Groups
All schools
with identified
Gifted and
Talented
cohorts.
Start and
Finish Dates
September 2004
– March 2005
Lead Persons
Actions
Gifted and Talented Coordinator
Develop systems for collecting and analysing pupil
level data on Gifted and Talented pupils and
activities in line with the National Framework for
local Monitoring and Evaluation
Teachers in
secondary
schools
ICT Adviser,
City Learning Centre
Manager
Ensure ICT resources are used effectively and
imaginatively to improve delivery in all subject
areas.
Support and promote the use of web-based resources
(eg SAM Learning) to improve pupil performance.
September 2004
– July 2005
Quality,
Standards
All schools
Officer with responsibility
for Creative Partnerships.
To identify opportunities to develop creativity in the
Key Stage 4 curriculum through such initiatives as
Creative Partnerships.
September 2004
- March 2005
Quality,
Standards,
Management
Six high
schools
specified in the
Aimhigher
Strand.
Aimhigher Strand Coordinator and Curriculum
Managers in high schools
and FEIs.
Continue to develop curriculum networks in six
specified areas. Promote progression routes in the six
curriculum areas.
September 2004
– July 2005
Outcomes
Gifted and Talented strand is
integrated into schemes of
work at Key Stage 4, including
expectations for early GCSE
entries and progression beyond
those early entries. Number of
pupils gaining at least 3+ A*-A
grades increased across the
LEA.
Raised standards in the
classroom leading to
improvement at GCSE (or
equivalent) results. Improved
quality of teaching is measured
by improved levels of
attainment. Schools
demonstrate increased use of
ICT as a tool for teaching and
learning.
Schools identified for
involvement in Creative
Partnership and action plans
drawn up.
Six Curriculum networks
operating in six high schools
and three FEIs in
Law,
Sport,
ICT / Computer Games
Health and Social Care
Performing Arts
Textiles
Priority 3 : Attainment at Key Stage 4
Action Plan 3.3 : Support and develop a coherent 14-19 phase of education
Person(s) responsible for ensuring success of Priority 3:
Secondary School Improvement Officer (KS4)
Outline of activities for 2004-2005:
Person(s) responsible for ensuring success of Action Plan:
Further develop links between schools, Further Education Colleges and work
14-19 Coordinator
based learning providers to broaden the opportunities available to students,
improve transition, teaching, learning and performance. Support schools in
introducing changes to the Key Stage 4 curriculum, in line with national and
local developments.
Starting Points / Contexts:
Performance at Key Stage 4 at 5+ A*-C and average point score is below national expectation
Staying on rates post 16 are below Greater Manchester Connexions average and national figures
The number of students aged 18-19 applying to HE from Salford FEIs increased by 6% in 2002 - 2003
The number of schools and students involved in the vocational curriculum at Key Stage 4 is increasing, but demand outstrips supply
Purpose of the Action Plan:
Links with other plans and strategies
To provide a range of coherent, appropriate pathways 14-19, improve transition
Community Plan
and increase post 16 staying on rates
City Council Pledges
14-19 Strategy
Salford Area Wide Inspection Action Plan
Salford Lifelong Learning Partnership
LPSA Targets 2 and 5 (raising attainment and increasing participation, post-16)
Salford Aimhigher Action Plan
EiC Action Plan.
Methods of Evaluation
Who will monitor these activities:
14-19 Participation Group
14-19 Strategy implemented and monitored
14-19 Coordinator
Increase in post 16 recruitment and retention rates. Decline in number of young people not in
School Improvement Service
education or training. Increase in range and volume of vocational provision at Key Stage 4 in line with
Colleges, work based learning providers and other organisations for individual
targets shown in Introduction to Priority 3.
programmes
During the year, 14-19 Participation Group will be overseeing evaluation of Area Wide Inspection
Action Plan and development of self evaluation framework
How these activities will be monitored:
The 14-19 Participation Group has oversight of most activities and will receive
reports from lead organisations. 14-19 Coordinator will have lead responsibility
for monitoring the overall strategy.
Ref
Focus
Target Groups
Lead Persons
Actions
Start Date/Finish
Outcomes
No
Dates
Quality,
Senior Leadership
14-19 Co-ordinator
Raise awareness of the Personalised Curriculum September 2004 –
Develop the Personalised Curriculum
3.3.1
Management
teams in schools
and Secondary
in the context of the Tomlinson Report (Autumn July 2005
(in line with Activities A1, A7 & C1
Standards
and Further
School Improvement
2004)
in the 14-19 Strategy) so that YP
Education Colleges Officer
experience a curriculum pathway
appropriate for their requirements.
Ref
No
3.3.2
Focus
Target Groups
Lead Persons
Actions
Start Date/Finish
Dates
September 2004 –
July 2005
Outcomes
Quality,
Leadership,
Management
All High Schools
and 14-19
stakeholders
Increase the number of schools offering
students quality vocational placements through
in-school provision, external placements and
collaborative activity
3.3.3
Quality,
Leadership,
Management,
Standards
Senior Leadership
teams and
practitioners in
schools, colleges
and work based
learning providers
14-19 Coordinator
and Secondary
School Improvement
Officer
14-19 Participation
Group and all
providers involved in
vocational
placements
14-19 Coordinator,
Connexions
Partnership and
Secondary SIOs
14-19 Participation
Group, in partnership
with providers
Increase the participation of young people in
learning, post 16.
Secondary SIOs will work with schools to set
targets to increase participation in learning, post16. Funded through LPSA, five Learning
Mentors appointed (one in each of five high
schools) to encourage post-16 participation with
specific cohorts of young people and raise
attainment. (Link to LPSA targets 2 and 5 :
raising attainment and increasing participation,
post-16)
September 2004 March 2005
Improved motivation and
achievement at Key Stage 4 and post
16 to meet targets. Contribute to
Aimhigher targets by improving
staying on rates and attainment levels.
Reduce NEETs (not in education,
employment or training) in line with
Connexions target.
Cross-reference to 14-19 Strategy
(Activities H1-H8).
3.3.4
Standards,
Quality,
Leadership,
Management
Senior Leadership
Teams in Schools;
Staff involved in
delivering
vocational courses.
Partners in other
organisations
14-19 Coordinator
and 14-19 Training
and Development
Group
Continue to develop CPD, information and
awareness raising in the 14-19 context
September 2004 March 2005
Enhanced quality of communication
between all 14-19 partners through
improved transfer of information (in
line with Activities O1-O4 and F2, F3
and F4 in the 14-19 Strategy.)
CPD will also be provided through
the Training and development on 1419 issues,
Termly newsletter and establishment
of the 14-19 web-site .
Develop the inclusive vocational
curriculum (in line with Activities
D1-D7, E1-E5) in the context of a
“Quality Monitoring Framework” (in
line with Activity F1 in the 14-19
Strategy) so that YP and their parents
have access to information and high
quality vocational placements.
Priority 3 : Raising Attainment at Key Stage 4
Action Plan 3.4 : To raise standards at Key Stage 4 through improved use of accurate
performance data.
Outline of activities for 2004-2005:
Improve schools’ capacity to set targets and track pupil progress, using appropriate ICT systems.
Set challenging targets for each school
Develop whole school self-evaluation framework.
Person(s) responsible for ensuring success of Priority 3:
Secondary School Improvement Officer (Key Stage 4)
Person(s) responsible for ensuring success of Action Plan:
Secondary School Improvement Officers
Head of Strategic Support
Starting Points / Contexts:
Key Stage 4 performance is well below national expectation at 5+A* to C and average points score.
Focused support to Gifted and Talented pupils has improved performance. Under achieving pupils need to be identified and supported to improve performance.
This will contribute to improving local and national performance and therefore achieve exceed local targets.
Purpose of the Action Plan:
Links with other plans and strategies
To improve whole school and subject departments in setting targets to aid improvement in
Community Plan
secondary and special schools at Key Stage 4 in order to reach identified targets for individual
City Council Pledges
schools and for the LEA 5A*-C 44% in 2004, 5A*-G 92% in 2004, APS 36.8 in 2004.
Excellence in Cities
Targets for 2005 : 5+A*-C : 49%; 5+A*-G : 93.5%; capped APS : 31.5
Key Stage 3 Development Plan
Post 16 Action Plan
Education Development Plan Priority 2, 4 and 6
Who will monitor these activities:
Methods of Evaluation
Secondary School Improvement Officers
Leadership and Management Improvement reported in Ofsted Statistical Profile
Strategic Information Unit.
Schools set and achieve challenging targets
Standards rise at Key Stage 4 - see school PANDA/Autumn package
Through regular monitoring exercise detailed in the monitoring and evaluation
How these activities will be monitored:
arrangements reported to the various groups both internal and external.
Records of visits from School Improvement Officers to cover termly agenda, data analysis
including GCSE, PANDA etc. Ofsted Inspection, School Reviews.
Through regular termly monitoring exercise detailed in the monitoring and evaluation
arrangements.
Through reports by the Gifted and Talented Strand Co-ordinator
Ref
Start and
Focus
Target Groups
Lead Persons
Actions
Outcomes
No
Finish Dates
Standards
Headteachers,
School Improvement
Analyse results for all groups of pupils in Key Stages 3 and September
Support is provided to schools
3.4.1
Senior
Officers
4 and support schools in setting aspirational targets at
2004- March
to enable them to set and
Management
Head of Strategic
school level based on Fischer Family Trust data.
2005
achieve their targets.
Team, School Data Support and officers
Manager,
in Strategic
Governors
Information Unit.
Ref
No
3.4.2
Focus
Target Groups
Lead Persons
Start and
Finish Date
Analyse departmental performance in all schools including
September
Special Schools and set aspirational targets for groups and
2004 – March
individuals.
2005
Actions
Standards
Heads of
Department/
Subject Leaders
Core and
Foundation
Subjects
School Improvement
Officer, Strategic
Information Team
3.4.3
Standards,
Quality
Headteacher
Senior
Management Team
School Improvement
Officers
Support school improvement through self-evaluation via
SIO monitoring and the identification and dissemination of
good practice and effective procedures eg explore
possibility of MSSR.
September
2004 – July
2005
3.4.4
Standards,
Quality
Senior
Management
Team, School Data
Managers
Head of Strategic
Support
Improve/develop data analysis at Key Stage 4 to inform
schools about:
Exceptional Performance by individual, group or in specific
subjects
Under performance by Individuals, groups or in specific
subject areas
Variation in performance by Gender, Ethnicity, Special
Educational Needs, Gifted and Talented.
Use data to aid school target setting and curriculum design.
Establish a School Data Managers Meeting (termly).
Analyses performance between and across Key Stages.
Develop the use of P levels for Special Educational Needs
pupils.
September
2004 – March
2005
Outcomes
Good progress is made to
achieving challenging targets
resulting in under-performing
subject improvement across
Key Stage 4. Schools annually
set targets which require
increased value added
performance.
Evidence from Ofsted
Inspections demonstrate that the
effectiveness of
schools/departments to selfevaluate is improved.
Schools have more robust
procedures in place for school
self-evaluation at subject level
and whole school level.
Improved pupil database in
schools used to track pupil
performance, identify high
achieving departments and to
identify and share best and
successful practice for specific
groups of pupils.
Priority 3 : Raising the attainment of pupils Key Stage 4
Action Plan 3.5 : The Personal Development Curriculum
Person(s) responsible for ensuring success of Priority 3:
Secondary School Improvement Officer (Key Stage 4)
Excellence in Cities Coordinator
Person(s) responsible for ensuring success of Action Plan:
Drug Education and Sexual Relationship Education Consultants
14-19 Co-ordinator
Outline of activities for 2004-2005:
To increase coherence in planning the Personal Development Curriculum at Key Stage 4.
To achieve 100 % of schools engaged in National Healthy Schools Scheme (NHS) by 2005
25% of schools achieving the new Level 3 of the NHS Standard.
To ensure all schools have implemented Citizenship as a foundation subject by September 2002
To continue to review and revise Drug and Sexual Relationship Education policies and schemes
of work in all schools.
To disseminate a model policy framework and provide support for the delivery of Personal,
Social Health Education and Citizenship for schools.
Starting Points:
QCA guidance for the Personal Development Curriculum, published May 04
QCA guidance for a non-statutory framework for RE, published 2004
DfES recommendation that all school engage in National Healthy School Scheme by March 2006.
The introduction of the new Level 3 descriptors for the NHSS.
DfES recommendation that every High school should have at least one PSHE teacher with accredited status.
Citizenship became a statutory requirement at Key Stages 3 and 4 from September 2002.
The introduction of a non statutory framework for careers education and guidance 11-19
QCA Guidance for the statutory introduction of work related learning from September 2004
The audit indicated that there are major health problems in Salford and that Salford citizens have significantly poorer health than the rest of the country with a high standard mortality rate.
The teenage pregnancy rate is 33% higher than national.
Purpose of the Action Plan:
Links with other plans and strategies
To meet the requirements of the National Drug Strategy
Community Action Plan
To meet the requirements of the local Drug and Alcohol Action Team (DAAT)
City Council Pledges
To meet the requirements of the Sexual Health Strategy
Salford 14-19 Strategy
To support schools in achieving National Healthy Schools accreditation
National Healthy Schools Scheme
To support schools in implementing National Curriculum requirements for Personal, Social
National Drug Strategy
Health Education, Citizenship, RE, Careers Education, Work Related Learning and Enterprise
National Sexual Health Strategy
Education.
Drug and Alcohol Action Team (DAAT) Action Plan
National Curriculum Citizenship and RE
National Curriculum Personal, Social Health Education, Citizenship, Careers
Education, Enterprise Education and Work Related Learning Guidance
Salford and Trafford Primary Care Trust Action plan
Community Action Plan
Education Development Plan 5.3 Teenage Pregnancy
School Sports Co-ordinator Scheme
Who will monitor these activities:
Drug Education and SRE Consultants
Secondary School Improvement Officer
How these activities will be monitored:
Through the work of the consultant for Sex and Relationships Education and consultant for
Drug Education.
Through healthy schools steering group
Through School Improvement Service Records of Visits
Through Ofsted Report
Through the work of SACRE (for RE)
Ref
No
3.5.1
Evaluation
Annual report to National Healthy Schools
Salford and Trafford Healthy School Co-ordinator’s report
Data of number of schools achieving Level 1 and 3 of NHS Standard
Data on number of PSHE teachers with accredited status.
Individual School Progress reports
Data on number of schools achieving full and modular awards
Reports from accredited schools to demonstrate sustainability
Through regular monitoring exercise detailed in the monitoring and evaluation
arrangements reported to the various groups both internal and external.
Annual report of SACRE
Focus
Target Groups
Lead Persons
Actions
Standards
All schools
Consultant for Sex and
Relationships
Education Consultant
for Drug Education and
the Healthy Schools
Co-ordinator
Continue the review of current policies for Personal,
Social Health Education and Citizenship in all schools.
Support schools in the revision and implementation of a
policy and scheme that meets the National Healthy
Schools Standard and the Standard for Sex and
Relationships Education and Drug Education.
Provide a model policy framework and scheme of work
for Personal, Social Health Education and Citizenship.
Start and
Finish Date
September 2004–
July 2005
Outcomes
All schools develop Action
Plans for Personal, Social
Health Education and
Citizenship that includes a
specific time frame.
Sex and Relationships
Education and Drug Education
is delivered as part of the
Personal, Social and Health
Education and Citizenship.
All Salford schools receive a
model policy framework and
support in the development /
review of schemes of work for
Personal, Social Health
Education and Citizenship. This
is supported by appropriate
Inset and professional
development.
The Key Stages 2 and 3
bridging units delivered and
evaluated in at least 2 clusters.
Ref
No
3.5.2
Focus
Target Groups
Lead Persons
Actions
Standards
All schools
enrolled on the
Healthy School
Scheme
Consultant for Sex and
Relationships
Education, Consultant
for Drug Education,
Healthy Schools Coordinator,
Provide support to ensure all schools match the
National accreditation standard on each unit.
3.5.3
Standards
All schools
3.5.4
Standards
All schools
3.5.5
Standards
3.5.6
Standards
Start and
Finish Date
September 2004–
July 2005
25 % of schools achieving Level 3 NHS Standard.
To liase with schools to promote the take-up of teacher
participation in the PSHE accreditation programme.
April 2004 March 2005
September 2004–
July 2005
Consultant for Drug
Education, Consultant
for Sex and
Relationships
Education, Healthy
Schools Scheme,
Greater Manchester
Police, Voluntary
Sector
Drug Education and
SRE Consultants
Provide multi-agency support in the development of
Citizenship Education.
Provide Inset and support in the delivery and assessment
of Citizenship.
Monitor that all schools have Citizenship as National
Curriculum Foundation subject.
Support schools in the development of appropriate
monitoring and evaluation systems for Citizenship.
September 2004 March 2005
All schools in the
scheme
Assistant Principal of
Sports Development
School and Community
Scheme
Prepare to extend the School Sports Co-ordinator
scheme ready for September 05 (linked to action plan in
priority 5)
March 04 – July
05
All schools
Secondary School
Improvement Officer
and SACRE;
Ensure that all schools are using the Local Agreed
Syllabus for RE.
September 2004
– March 2005
Outcomes
All schools enrolled prior to
2002 achieve National
Accreditation
90% of high schools have
joined the scheme by March
2004.
A multi-agency contribution
gives breadth and balance in
Citizenship provision.
Citizenship is fully
implemented in all schools
Appropriate monitoring and
evaluation systems are in place.
Schools have developed
strategies to monitor and
evaluate quality and standards
in Citizenship.
Preparations complete for the
expansion of the scheme to
include 4 more schools and
improve the overall provision
for PE within each school.
Establish network of RE
teachers to develop
implementation of Agreed
Syllabus.
Ref
No
3.5.7
Focus
Target Groups
Lead Persons
Actions
Standards
All schools
14-19 Co-ordinator and
Secondary School
Improvement Officer,
with Salford
Foundation (EBP) and
Connexions Salford
Ensure that all schools implement statutory Careers
Education Guidance and Work Related Learning.
Start and
Finish Date
September 2004
– March 2005
3.5.8
Standards
All schools
14-19 Co-ordinator,
with Salford
Foundation (EBP) in
readiness for September
2005 and SIO
Enterprise Adviser
Raise awareness of issues involved in Enterprise
Education
September 2004
– July 2005
Training for the development of
Enterprise Education; the
establishment of a local
working group to produce a
local policy framework.
3.5.9
Standards
All schools
Standards
All schools
Support schools in the introduction of Progress File
Development work leading to the introduction of
Individual Learning Plans
To develop coherence in the Personal Development
Framework.
September 2004
– July 2005
3.5.10
14-19 Co-ordinator,
with input from
Connexions and LSC
14-19 Co-ordinator,
with Connexions, SIO
with SACRE
responsibility and
Citizenship and PSE
Co-ordinators.
Training/guidance provided for
schools and a working group to
develop Progress File and ILPs
Guidance provided on the
development of the Personal
Development Curriculum to
provide greater coherence at
Key Stage 4.
September 2004
– March 2005
Outcomes
Training and development
sessions for Senior Leadership
Team and 14-19 School Coordinators in WRL. All schools
to embed CEG and WRL at
Key Stage 4.
Development work on policy
for WRRL, handbook,
resources and good practice and
curriculum links