SAINT AUGUSTINE’S
Catholic High School & Sixth Form Centre
Our Lady of Lourdes Catholic Multi Academy Company
Principal Mr A F Quinn BA (Hons) NPQH
Stonepits Lane, Hunt End, Redditch, Worcs, B97 5LX
tel 01527 550400 www.st-augustines.worcs.sch.uk
SCHOOL DEVELOPMENT PLAN 2015/16
In conjunction with Our Lady of Lourdes Catholic MAC Development Plan
1
SAINT AUGUSTINE’S
Catholic High School & Sixth Form Centre
Our Lady of Lourdes Catholic Multi Academy Company
Principal Mr A F Quinn BA (Hons) NPQH
Stonepits Lane, Hunt End, Redditch, Worcs, B97 5LX
tel 01527 550400 www.st-augustines.worcs.sch.uk
RISK REGISTER AND STRATEGIC PRIORITIES (SUMMARY)
Summary of the Risk Register
Risk
Competition from local schools eg
High Schools/Middle and First
Schools/two tier/three tier system.
Loss of Bromsgrove students
Consequence(s)
•
Loss of income due
to falling rolls
•
Reduction in
Catholic students
coming through.
Impact on Sixth
Form numbers.
Possible reduction in
school performance
as traditionally high
achieving students.
Lower achievement
Possible disaffection
issues
Poor staff morale
Parental concerns.
•
•
Loss of experience/failure to recruit
high quality teachers
•
•
•
•
Categorisation
Unacceptable risk
Unacceptable risk
Unacceptable risk
Action ( including timescale)
• Monitoring admissions policies of other
local schools.
• Increasing the PAN.
• Raising achievement to compete.
• Promoting the school through media.
• Offering wider curriculum at all Key
Stages.
• Academy Development plan.
• High examination results and positive
Ofsted.
• Transport solution through Academy
status.
• Continued marketing of the school.
•
•
•
•
•
Progress
CPD investment.
Comprehensive NQT, Middle Leader
and Senior leadership training.
Links with universities and TSA.
Quality support for staff.
High expectations at the recruitment
process.
2
Changes to school performance eg
drop in GCSE/A Level results
•
•
•
•
Negative publicity
Falling rolls
Loss of revenue
streams
Loss of quality staff
Unacceptable risk
•
•
•
•
•
•
Reduction in funding streams
• Academy – Fair Funding WCC
• Academy – Capital grants
• VA implications
• National education reductions
•
•
•
•
•
Impact of Academy status does not lead •
to a raising of standards at all tiers.
•
•
Disappointing Ofsted for the school or •
one of the MAC schools.
•
•
Staff numbers
Low staff morale
Reduction in quality
of service
Quality of provision
Loss of students
Significant –
requiring action
Fragmented
approach to
acceptable standards
– low entry levels in
Year 9
Continued issues of
transition students
in Year 9
Bromsgrove issue
remains unresolved
Implications for
recruitment of staff
and students
Re-evaluation of
support network
through TSA,
Diocese and MAC
Additional pressure
for staff especially
leadership
Critical risk
•
•
•
•
•
•
•
Critical risk
•
•
•
•
•
Raising Achievement agenda for MAC.
Curriculum Plan implements for 3 year
GCSEs.
Deployment of SLEs.
Emphasis on Teaching Standards and
take action.
Comprehensive staff training.
Wide Intervention programme esp
ENMA
Draft contingency plan Academy
Representatives Finance and QI.
Emphasis on importance of academy
status.
Bids for capital grants.
Certain contracts on temporary basis.
Continue to consolidate the academy.
Provide consolidated funding
comparisons to consider with all
stakeholders.
Termly reviews of academy action plan.
MAC Ofsted Action Plan – September
2015.
Linking standards across the tiers.
Sharing leadership roles.
Building capacity to ensure all key areas
are covered.
Setting MAC targets.
3
To enrich and sustain the Catholic Life of the school; a Catholic School for All;
To consolidate and develop Our Lady of Lourdes Catholic
Multi-Academy Company for the benefit of all students in our community;
To maintain the safety and welfare of all our students and staff in our school community;
To offer a broad and balanced curriculum to meet the needs of all our students;
To maintain and even improve upon the achievement levels at KS3, GCSE and A Level.
4
OUTCOMES FOR CHILDREN AND LEARNERS (1of 4)
Current
1
2
3
4
Priority: To provide a broad and balanced curriculum to meet the needs of all
Grade
our students.
Key Notes: This should take into consideration the changes to National Curriculum, GCSE and BTECs and A Level and Level 3 courses. In addition, reference should be made to the
individual department development plans, Our Lady of Lourdes Catholic MAC Development Plan, and RAISE on Line/Data Dashboard
What will we do?
•
Develop the three year GCSE curriculum beginning in
Year 9
•
Consolidate the Middle Schools Intervention
programme especially with St Bede’s and Walkwood
When will we do
it?
Autumn 2015
Key
staff
OC &
HoDs
Achieve
ment
Leader
Autumn 2015
PD
Success criteria
•
Curriculum Plan 2015-2016/ tracking data shows
consistent progress against target grades.
•
Evidence of student outcomes when joining STA in Year
9; Secondary Ready Test data
Establishment of a common curriculum between
ourselves and all our feeder middle schools.
•
•
Further develop our Year 9 Transition programme to
incorporate key skills in literacy and numeracy in the
summer school.
Termly Review
Days
AM/PD
•
Transition programme established Autumn 2015
•
Continue to review the Pathways system to offer a
broad and balanced curriculum for to Year 8 students
Monitoring
throughout Year 9
OC
•
Pathways programme and feedback – Spring 2016
•
Prepare staff and students for the array of changes to
the curriculum, qualifications, accountability measures
and funding in the near future:
 GCSE Reforms (current)
 GCSE reforms (2017 onwards)
 A Level reforms
 A Level reforms (future)
 Vocational Qualifications (KS4) – list 96
 Vocational Qualifications (post 16)
 Performance Tables – Progress 8 (2016)
 RPA – 18 in 2015
September 2015
onwards
OC/QI/
CO
•
Staff are aware of the proposed changes and make the
necessary amendments to the curriculum.
Pathways at KS4 and KS5 are tailored to meet the
changes.
No significant shift in performance at KS4 and KS5
Training programme both internally and externally
provides suitable support.
Continue to explore new subject/topic and vocational
areas to offer our students at GCSE and A Level.
•
•
•
•
Review Comments
5
OUTCOMES FOR CHILDREN AND LEARNERS (2 of 4)
Current
1
2
3
Priority: To consolidate the GCSE 5+ A*-C with English and Mathematics to
Grade
65%+ (FFT A prediction for 2016= 57%)
Key Notes: This should be read in conjunction with the individual DDPs, the Our Lady Of Lourdes Catholic MAC Development Plan and the ENMA Action Plan.
What will we do?
When will we do
it?
Ongoing – SLT
Monitoring
Key
staff
OC and
HoDs
Autumn 2015
•
Support staff to deliver quality teaching to the
students whilst challenging and holding all to account.
•
Continue to use the iGCSE in English.
•
Continue with the ENMA support group with
individual action plans, including interventions and
early entry.
•
Support and consolidate the development of German
and French in the school curriculum.
Food Technology Action Plan.
October onwards
•
Immerse the new GCSE curriculum into the Pathways
system and KS4 Curriculum offer.
NovemberDecember 2015
•
Consolidate the vocational strand of the curriculum
to increase post 16 student rolls.
•
To continue to Close the Gaps in achievement levels
between specific groupings and whole school
achievement.
•



•
•
Target grades are met and bettered for the majority of
students.
OC, DK
PD
ENMA
Group
•
Results in positive ENMA outcomes for targeted
students (ie C+ in ENMA)
3LPS/4 LPS and VA for the school
Early entry positives-Jan 2016
65%+ ENMA results – August 2016
HOD
and PD
WI and
AS
OC &
HoDs
•
NovemberDecember 2015
OC
•
Evidence of increased vocational course (Applied/BTEC
in the Pathway’s programme – March 2016
Ongoing – targeted
intervention
OC
•
Gaps continue to narrow especially with Pupil Premium
and DSEND students/also stretching other groups.
•
Evidence of progress from Secondary Ready Test
outcomes to the end of Year 9; impact of new 3 Year
GCSE
Tracking evidence above FFT (A) of 58% in 2016
outcomes.
Recruitment and retention of quality ENMA teachers
including HOD of English.
Year 10 tracking data positive.
Ongoing – weekly
meetings/rewards
system
On-going
Pupil Premium students.
DSEND students.
Non-white British students – Asian/Eastern
European/Black
To continue to challenge and beat the predictive data
of downward achievement levels (FFT A) on entry
(2016 = 58%, 2017 = 65%).
Success criteria
October 2015
through to August
2016/2017/2018
QI, PD,
OC, DK
•
•
•
•
•
•
Strategies:
• Year 9 Curriculum and Pathways offer – review and
evaluate
• Early entry using iGCSE English
•
4
Review Comments
Target grades of 100% for German and 95.6% for
French – August 2016
Food Technology GCSE results above target grade.
New curriculum evaluated in summer term 2016.
6
•
•
•
•
•
•
Dedicated use of PIXL and the Think Tank to focus
school improvement on consolidated and long term
Continue to overstaff, (where possible) in
Mathematics and English.
Continue empowerment of middle leadership to raise
standards
Implement intervention strategies for Mathematics in
Year 9, 10 and 11 through the deployment of
Graduate Coaches and the Achievement Leader.
Full implementation of the support programme for
middle schools to avert future decline esp Walkwood
and St Bede’s
OLOL MAC Development Plan - deployment
OUTCOMES FOR CHILDREN AND LEARNERS (3 of 4)
Current
Priority: To consolidate the success rates of the A Level outcomes (100% 3+ A
Grade
Level pass rate/ positive VA)
Key Notes: This should be read in conjunction with individual DDPs and the Sixth Form Action Plan
What will we do?
When will we do
it?
On-going – Set
monitoring times
Key
staff
CO and
Teacher
s of A
Level
October August 2016
CO
November 2015
onwards to spring
2016
CO &
QI
1
2
•
Success criteria
Evidence of increased points score and grades for this
cohort.
•
Results data compared to 2015/16 (3 year trend)
•
Action points implemented summer 2015 65%
retention rates – September 2016
•
Improve the teaching and learning of students with
low entry grades.
•
Continue to improve results and retention at AS
Level.
•
Consolidate the Transition Programme between Year
11 and Sixth Form.
•
New Curriculum review of provision and service
using external TSA support and local 6th Forms.
Autumn 2015
CO and
TSA
•
Action points implemented January 2016.
•
Sustaining the high achievement rates at A2 levels,
especially VA scores.
August 2015
onwards
CO and
HoDs
•
100% 3 or more A Level pass rate. Comparative high
achievements to the rest of the county for key
measures.
•
Work on increasing the number of students going to
Russell Group universities.
November 2015 –
August 2016
CO/EA
C
•
Destination Report 2016.
3
4
Review Comments
7
OUTCOMES FOR CHILDREN AND LEARNERS (4 of 4)
Current
1
2
3
Grade
Priority: To enrich and sustain the Catholic life of the school.
Key Notes:
This should work alongside the Our Lady of Lourdes Catholic MAC Development Plan, Chaplaincy Development Plan and the Religious Education Development Plan
What will we do?
•
Build on the positive outcomes of the Section 48
Inspection Report to ensure quality SEF
•
Consolidate the HOD into SLE status within the
academic year ( in addition to impact on SLT
secondment)
•
Establish a suitable and appropriate induction
programme for non-RC staff and students
•
Enhance the moral and faith life of the school –
organize a Whole MAC/School Mission as part of
OLOL MAC initiative
•
Consolidate the successful examination outcomes at
GCSE and A Level.
•
When will we do
it?
September 2015
onwards
Key
staff
QI/CN
September 2015
ongoing
Success criteria
•
Clear evidence of actions from the Section 48
Inspection/SEF supported by Diocese
CN/MN
•
•
NCTL external verification
CN - impact on Our Values
Autumn 2015
Easter 2016
CN/SC
•
Student surveys/Parental evaluations/SMSC audit –
Ofsted; Non Catholic student/staff survey
September 2015
onwards
CN/SC
•
Establishment of Whole MAC/School Mission week for
summer term.
On-going
September 2014
CN/CO
•
Examination results in 2016 above 80% A – C grades at
GCSE/100% A Level
Further strengthen the links with our Partnership
schools and parishes through Our Lady of Lourdes
MAC Spiritual Group
On-going
CN
•
•
Evidence of clear and consolidated links eg curriculum,
events, partnerships, joint initiatives and cross phase.
Catholic Mission – summer term 2016
•
Regular and systematic evaluation of
Chaplaincy/Appointment of permanent Chaplain
On-going
CN
•
Annual Pastoral Review 2016
•
Further develop student leadership within the school
esp in the field of chaplaincy and Catholic Life
On-going
CN
•
Student feedback/evaluation in RE and Catholic Life
Development Plan
4
Review Comments
8
PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE OF
PUPILS
Current
1
2
Priorities: Safeguarding, Pupil Welfare, Attendance, Behaviour and Rewards,
Grade
Student Leadership, and PHSE (to include careers guidance and E-safety)
Staffing
Key Notes: This should be viewed in conjunction with the Pastoral Development Plan; Attendance Plan and OLOL Catholic Mac Development Plan.
What will we do?
Priority 1a: Ensure all students are safe
Safeguarding Training:
• All relevant staff will be trained up to level 1. With
Safeguarding Lead and Deputy at level 2
• All staff will receive regular training on safeguarding
matters.
• All student teachers, cover teachers, new staff will
receive safeguarding as part of their induction.
When will we do
it?
September 2015
and ongoing
January 2016 for
the whole staff 3
year renewal.
Safeguarding Policies:
• All safeguarding policies will be regularly updated and
be reflective of the school concerns.
• All staff will be briefed of any changes during
extended pastoral briefings and CPD days.
Safeguarding procedures:
• Systems and procedures will be regularly audited to
ensure they are robust.
Priority 1b: Pupil Welfare
•
Ensure all students have access to additional learning
support. This will be in the form of:
 PLC and Smith Proforma
 Academic mentoring 1 to 1
 In lesson additional support
 Breakfast club
 Homework club
•
Ensure all students have access to emotional and
wellbeing support. This will be in the form of:
 Educational Psychologist sessions
 School Nurse
 Refocus
 In house mentoring
 Samaritan sessions
 Crush
 Exam anxiety
Key
staff &
Resour
ces
FL & BL
3
Success criteria
•
All staff are trained on all safeguarding matters and
understand procedures that need to be followed so that
rapid and appropriate action is taken.
•
All students feel safe and are confident that staff will
deal with all concerns effectively taking rapid and
appropriate action. (Pupil welfare Survey)
4
Review Comments
FL
Monthly during the
Safeguarding Panel
meetings.
FL/BL/Q
I/CO
•
All paperwork is up to date showing concerns are dealt
with as per the Safeguarding Policy.
September on-going
FL, GA,
Plus
Achieve
ment
Leader,
Graduat
e
coaches,
HOY
•
All students have access to additional support
emotionally and academically. Students are able to
achieve target grades.
•
All students can access breakfast / homework club and
have support from staff members on subjects they need.
9
Priority 1c: Attendance
•
Ensure attendance is at or above the school target of
96%. This includes the gap narrowing for PP students.
 PP will be targeted for regular intervention.
 New tracking system for all students so that
tutors can be the first intervention point if
students show their attendance has dropped.
 Use of rewards to promote attendance for all
(iPad, Prom, Drayton Manor)
 Regular parent meetings
 Text and calls
 Included on all school reports explaining what
this means to their learning. (colour coded)
 Colour coded system for all students
Priority 1d: Behaviour and Rewards
•
Ensure staff follow the whole school behavior system
so there is a consistency.





•
September on-going
FL/BI/
HOY/Tr
ansition
leader/
Achieve
ment
Leader
There are no groups of students who are disadvantaged
by low attendance. The attendance of students who
have previously had exceptionally high rates of absence
is rising quickly towards the national average.
•
Whole school target is met at 96%
•
September on-going
All departments to have a time-out rota that is
used for persistent low level disruptions.
Consequences are consistent with the behavior
policy and flowchart across all departments
Behaviour for learning is an agenda item in all
departments.
The inclusion centre to be used as an alternative
to exclusion and to include a re-integration
meeting with relevant staff.
Behaviour point system introduced
FL/HOY
/Transiti
on
Leader/
Achieve
ment
Leader
Ensure staff follow the rewards system so that there
is a consistency and all students are rewarded where
earned.
 Reward point system introduced
 Rewards desk introduced to trade in points for
prizes
Priority 1e: Student Leadership
•
All students to have the opportunity to apply for
leadership roles within school such as:
 Prefects
 Bullying Monitors
 DoE
 Subject Leaders
•
September on-going
FL/Achi
evement
Leader/
RS
•
Behaviour is dealt with consistently across all
departments. Procedures are followed as per the
behaviour policy.
Students are self-disciplined with incidences of low level
disruption extremely rare.
•
Fixed Term exclusions show a reduction as other
interventions are developed.
•
Data for the Inclusion centre shows a reduction and reintervention sessions are taking place for all students.
•
A points system successfully introduced September
where all students are involved and actively are
responsible for the points they gain or lose.
•
Data analysis shows that all students are engaged in a
behaviour for Learning system taking ownership.
•
Data shows that there is sustained improvement in
students’ behaviour for individuals or groups with
particular needs.
•
More students are involved in a leadership role which
equips them to be thoughtful, caring and active citizens
in school and in wider society.
10

Events/Community
•
•
Launch PiXL Edge to all students within tutor time
which will develop leadership skills. (Ofsted June 2015
guidelines)
Priority 1f: PHSE (to include E-Safety and Careers
and guidance)
•
Launch Doodle in tutor time to deliver a PHSE
program.
•
Ensure an overview of assemblies that cover PHSE
and E-Safety throughout the year is delivered.
•
Ensure enrichment and topic events run through the
year to support the PHSE curriculum.
•
Careers day introduced for all year groups.
September/January
September on-going
FL/Achi
evement
Leader/
RS
FL
•
All students develop leadership qualities within Tutor
time.
A large majority of year 10 achieve the Level 1
Apprentice level, with some progressing to Level 2
Graduate Level.
•
Tutor time is purposeful with all students engaged in
their learning.
•
Students have an excellent understanding of how to
stay safe online and can confidently explain how to keep
themselves healthy.
•
All students have access to high quality impartial careers
guidance so they can make informed choices and be
prepared for the next stage of their education,
employment, self-employment or training.
•
Staff feel confident within their roles which has a
positive impact for all students.
Summer term
Priority 1g: Staffing
•
Ensure training needs are met so all pastoral team can
develop.
On-going
All
pastoral
TEACHING, LEARNING AND ASSESSMENT including MAC, CPD, TSA, ITT
(See separate New Technology SDP)
Main SLE responsible listed in red
Teaching and learning priorities for 2015 – 16 are RWCM and differentiation (focus on most and least able).
TEACHING (priorities 1a – 1c)
LEARNING (priorities 1d and 1e)
ASSESSMENT (priority 1f )
Priority 1a: Improve the consistency of teaching of RWCM across the
curriculum PD to oversee
Current
Grade
1
2
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
RWCM (PD)
• These skills will be made visually important within the
learning environment by establishing display boards in
every classroom to reinforce a love of learning (#LOL) and
reinforce a cohesive approach.
• Subject teachers will actively focus on these skills as
part of the marking process and use agreed codes.
When will we do
it?
September 2015
and ongoing
Key staff and
Resources
All staff led by
the literacy and
numeracy
champions.
Success criteria
All staff to understand and demonstrate the
importance of RWCM within their current practice
and apply appropriate and effective strategies within
lessons.
Review Comments
11
• CPD sessions will be led by the literacy and numeracy
champions on a calendared basis.
• Graduate coaches will support the most and least able
with regards to literacy and numeracy skills.
Literacy (PD)
Reading :
• Active reading - activities based on non-fiction articles
covering events in the Weekly Quiz.
• ERIC – optional use as a starter to test subject based
reading skills.
• Accelerated reader - within all year 9 and targeted
Year 10 lessons
Writing:
• QWC – All subjects to develop and use literacy mats
to support extended writing activities.
• Vocabulary – All subjects to implement the use of
Keyword bookmarks.
• Skills – All subjects to deliver SPG starter activities as
part of the feedback process within the marking cycle.
Numeracy (DK)
• Numeracy – common mathematical methodology to be
illustrated on the reverse of the literacy mats.
• Numerical comprehension questions based on nonfiction articles covering events in the Weekly Quiz.
Tutor time (weekly)
Lessons as
appropriate
Fortnightly
As and when
appropriate.
Lessons as
appropriate
Graduate
coach/hard
copies/hyperlink
s to tutors
All staff
Greater engagement in wider reading activities and
increased skills with regards to skimming, scanning,
inference and deduction as evident in MER activities.
Improved results when retested.
Literacy lesson
staff led by AS
All staff led by
the Literacy
champions
Clear and consistent written responses across a range
of subject areas that demonstrate improved levels of
accuracy.
All staff
Tutor time (weekly
Increased confidence in the everyday application of
number.
A cohesive approach to mathematical methodology by
all staff.
Priority 1b: Deliver a CPD programme to improve the teaching of the
Current
most able and the least able across the curriculum
1
2
3
4
Grade
MN and RE to oversee
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
Regularly share teaching ideas through the Fortnightly buzz
– strategies to focus on #LOL priorities of RWCM, most
and least able (RE)
When will we do
it?
Demonstrate and share ideas across the school through
Buzz weeks once per term
Promote the Buzz through a termly newsletter
Key Staff
And
Resources
RE, all staff
Success Criteria
All departments represented regularly at fortnightly
Buzz. Attendance consistently above 20 colleagues.
Range of T&L strategies for most, least able and
RWCM. Impact observed in observations and
Learning Walks.
13/11/15, 26/02/16,
15/04/16
RE, all staff
After each Buzz
Week
RE, all staff
Buzz weeks embedded. Range of strategies with foci
on most able, least able and RWCM offered by range
of staff across departments. Promoted on staffroom
display. Observed by colleagues. Good practice ideas
shared across departments and staff. Impact observed
in observations and Learning Walks.
Fortnightly from
September 2015
Review Comments
Three ‘Buzz Briefings’ published, highlighting T&L
strategies for most able, least able and RWCM shared
12
•
Most able CPD sessions with teacher champions
from each curriculum area (RE)
•
CPD session focusing on research and
development, stretch and challenge
•
Least able CPD sessions with teacher champions
from each curriculum area (MN)
•
CPD sessions focusing on key words, spellings,
writing frames
•
Department reps to attend and be champions
that take ownership to develop and share resources/
strategies back in departments.
Set up a #LOL board in each classroom which has practical
ideas for teachers and students to use during lessons
15/10/15, 14/01/16,
24/03/16 (INSET),
16/06/16
RE, R&D Group
of Department
reps.
15/10/15, 14/01/16,
24/03/16 (INSET),
16/06/16
MN – least able
RE- Most able
RE- Challenge
focus for #LOL
board
MN – Support
focus for #LOL
board
through fortnightly Buzz and Buzz Week. Evidence
from student voice on impact of strategies.
Participation by Department reps. Discussion and
sharing good practice on strategies for more able.
Action research carried out. Findings shared with
Departments and through staff via fortnightly Buzz,
Buzz Weeks, the Buzz Briefing and INSET. Impact
observed in observations and Learning Walks and
evidenced by student voice.
High quality CPD on least able teaching and learning
strategies delivered and evaluated as good and
outstanding. Impact observed in observations and
Learning Walks and evidenced by student voice.
High quality CPD on most able teaching and learning
strategies delivered and evaluated as good and
outstanding. Impact observed in observations and
Learning Walks and evidenced by student voice.
#LOL board to be established in each classroom and
used by staff and students in lessons. Resources and
strategies to be readily accessible in each classroom.
Priority 1c: Successfully induct/train new staff, NQTs and ITT trainees and
appraise all other staff to ensure teaching standards are met, recruitment
takes place in shortage subjects and there is a clear link between pay
progression and performance. MN to oversee
Current
Grade
1
2
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
Provide a comprehensive programme of New staff
induction
All new staff 3rd July – full day including induction
handbook
All new staff to be assigned a mentor/ buddy and
timetabled time to be allocated for NQT and ITT
mentoring
When will we do
it?
3rd July – full day
including Catholic
ethos, T and L,
behaviour and
safety
Key Staff and
Resources
MN, ON, FL,
RE
Timetabled
mentor time
Success Criteria
New staff feel welcomed, secure in their understanding
of expectations and school standards and routines.
Staff make links with their mentors/ buddies. Initial
questions answered. Positive and successful start in
September as a result of this induction.
Fortnightly induction programme, compulsory for NQTs
and ITT trainees. Some optional for experienced staff
Fortnightly after
school for the first
term
MN plus any
relevant school
staff
As per dates for
Ninestiles NQT and
ITT programme,
MN and
NQT/ITT
mentors
Induction programme in place that covers the teaching
standards, whole school aspects, school specific
aspects such as teaching the sixth form. High
attendance at programme and good feedback that
meets the needs of the new staff. New staff and
trainees meeting the standards and performing at good
or better in learning walks, work scrutinies, leadership
skills.
Provide NQT registration and high quality support and ITT
training and mentoring
Review Comments
13
Use CPD Genie and train all appraisers to ensure
challenging targets are set which link to the school
priorities.
• Personal/ professional target to link to the CPD
champions
• T and L target to link to using the #LOL strategies
within their curriculum area
plus ITT
programmes with
Worcs, Wolver,
Bham, Newman
where we can
accommodate.
October 2015 plus
mid-cycle review
High quality mentoring and training that enables all
ITT/NQTs to be good or better at each assessment
point. All ITT establishment requirements met. High
quality staff that we wish to appoint should vacancies
arise.
MN and
appraisers
Staff are set challenging targets that enable them to
develop their teaching skills plus that of others in the
#LOL areas that are priorities for this year. Evidence
of #LOL being used in curriculum areas and impact
seen in MER activities. Teaching standards being met at
good or better.
Priority 1d: Use the SLE and Family Leaders structure to ensure learning
over time is good or better. MN to line manage CHAMPS; FL to line
Current
1
2
3
4
manage Bus and ICT; PD to line manage MFL and English; CN to line
Grade
manage DT and RE; OC to line manage Sc; DK to line manage Maths.
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
Ensure staff have Learning over time folders in line with
school policy
When will we do
it?
INSET September
and 3rd July with
new staff
Key Staff and
Resources
MN
Carry out Learning observations as per the school policy
Autumn term
SLEs and key
HODs
As per MER
calendar
SLEs, HODs
and other staff
As per calendar
Family leaders
and subject
leaders
Carry out MER activities as per calendar
• Work scrutiny, learning walks to focus on the 4#LOL
areas
• Introduce a Pupil voice peer work scrutiny
• Pupil voice – identify focus group of 20 KS4/5 pupils to
be surveyed during the course of the year, same questions
(Sept/ Dec) to assess impact (ON)
• Departments to complete more subject specific
questions following on from this
Continue Middle leader skill development/ consistency/
line management
• regular subject family meetings
• extend membership of Thinktank
• OC fortnightly briefings
Success Criteria
All staff following school policy for LOT folders (as per
Teaching and Learning policy). Evidence of progress
over time and differentiation clear for observers to
see.
All staff identified for learning walks observed and LOT
seen as good or better. Any weaknesses identified and
addressed via support and/ or CPD
Evidence from MER shows consistency of school
policies, positive impact of #LOL CPD. Any strengths
and weaknesses identified feed into a CPD programme
for whole staff and individuals. Middle leaders fully
aware of the strengths/ weaknesses of their
departments and action points put in place.
Effective and informative pupil involvement in MER.
Review Comments
All Middle leaders performing to the level of the very
best.
14
Priority 1e: Actively work with the MAC and TSA to enhance learning and
teaching across the Academy and other networks.
Current
MAC T and L group: PD – Thinktank and assessment, MN – CPD and
1
2
3
4
Grade
teaching; TSA School to school support PD to oversee; TSA
CPD/ITT/Leadership MN to oversee
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
Think tank:
Divide the focus into two areas:
• Transition: Develop into the next phase (see action
plan) and work with an increased number of subjects
within our two main feeder schools.
• Pixl: Use the forum to monitor and support HODs in
the use of Pixl materials, both tracking and assessment in
order to support successful implementation whole school.
MAC Teaching, Learning and Assessment development
plan
• Work with MAC schools and leaders to improve the
standard of teaching, learning and assessment (see MAC
plan)
Teaching School Alliance
• Identify opportunities for SLE collaboration over new
specs
When will we do
it?
As per plan
Priority 1f: Continue to attend PiXL events and embed assessment/
tracking procedures across curriculum areas - FL to oversee
Key Staff and
Resources
As identified in
plan
Success Criteria
Current
Grade
1
Review Comments
2
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Achievement; OLOL Catholic MAC Development Plan
What will we do?
All departments to use the PiXL master PLCs to create
tracking systems that generate pupil specific targets for
intervention and reports
•
Set up PLC’s for all option subjects
•
Use PLC’s for intervention groups for core
subjects
•
Use Sharp Proformas as part of the reporting
system to identify key targets
•
Identify a key person as the PiXL champion
within departments / families
When will we do
it?
September
onwards.
Monthly meetings
PiXL meetings as
per calendared.
Key Staff and
Resources
FL, MN
PiXL champions
from each
department
area.
Success Criteria
PLC’s are used as a common tracking
format across all subjects for Options and
Science.
Review Comments
Online PLC’s are used for Maths and English
Sharp Proformas are used as part of the
reporting system. All students have access
to the proforma and be able to take control
of their own learning
15
•
Attend PiXL meetings to keep up to date with
new resources and ideas.
Use MOODLE to set up independent revision/ learning
resources to support students following on from Smith
proformas
TEACHING, LEARNING AND ASSESSMENT; New Technologies
Priority 1a: Develop effective communication between St Augustine’s staff/MAC
Schools (Staff and students)/St Augustine’s and parents
Current
Grade
1
2
3
4
Key Notes:This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development Plan
What will we do?
When will we do
it?
September ongoing
Key Staff and
Resources
LH/BG
Success Criteria
•
Investigate ways of communicating with parents which
are more cost effective for Saint Augustine’s
•
Develop staff and student communication using
various media – Communication between teachers in
MAC/between students in MAC/Teacher and student
•
•
Further Develop Saint Augustine’s Social media feeds
ensuring parents stay up to date using Social Media
•
Facebook/Twitter will be updated
regularly as another communication
method for the community.
•
Ensure E-Safety issues are communicated to all
students, staff and parents effectively.
•
Regular E-Safety assemblies will be
carried out. Two E-Safety evenings will
be delivered for parents to attend
across the MAC.
Regular E-Safety sections within the
school newsletter.
•
•
Review Comments
A streamlines approach which is cost
effective to communicate to parents
will be set up.
The Portal system and Office 365 will
be developed and running effectively
across the MAC
FL/LH/BG
Website and VLE is up to date and regular slot in the
weekly newsletter.
•
Priority 1b: Ensure technologies help to support and enhance the achievement
of all students
Current
Grade
1
2
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development Plan
What will we do?
•
Develop an “in house” homework zone to ensure
students can stay organized with homework.
•
Ensure that all hardware and software is fit for
purpose and relevant to industry.
When will we do
it?
September ongoing
Key Staff and
Resources
FL/LH/BG
•
•
Success Criteria
Success Criteria
Review Comments
Moodle is used for all students to
access work anytime anywhere. Work
can be uploaded and marked so that
16
•
Ensure all students have access to technology such as
PC’s, iPads, Tablets and laptops.
•
Ensure that Moodle is a key area for all students to
access work.
•
Create and launch an App to act as a planner/diary for
6th form students.
students have feedback to ensure they
progress.
•
September
•
Priority 1c. Ensure technologies help to support and enhance the teaching and
learning.
Current
Grade
Students develop skills in all technology
areas to prepare them for the world of
work.
All 6th formers have an online diary
planner that can alert them to
assignment deadlines.
1
2
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development Plan
What will we do?
•
Investigate the latest technologies that will help
improve teaching and learning.
 Classroom Solutions
 Moodle
•
Develop the use of portable devices in subject areas.
Ensuring teachers and students can collaboratively
work together.
•
Ensure that all staff are trained using systems that we
use here (Portal, Moodle, Cover)
When will we do
it?
September ongoing
Key Staff and
Resources
FL/MN/LH/BG
Priority 1d: To develop the Leadership and Management of New Technologies
throughout St Augustine’s
•
Success Criteria
Classroom solutions will be used in all
lessons to create seating plans to aid
with “More able/Less able”
•
Classroom solutions will be used to
issue all behavior and reward points so
that data is can be analysed across the
different groups.
•
Hand held devices are seen to be used
in more lessons as a collaboration tool.
•
Training is regular and calendared so
that all staff can attend where
necessary.
Current
Grade
1
2
Review Comments
3
4
Key Notes: This should be read in conjunction with the Subject Development Plans/DEFs; Relevant sections in: Teaching, Learning and Assessment; Library Learning
Zone Plan; Sixth Form and the Pupil Premium in Outcomes for Children and Learners; OLOL Catholic MAC Development Plan
What will we do?
•
Ensure PiXL Tracking is developed and supported for
all departments. To include
 PLC’s
 Smith Proformas
When will we do
it?
September ongoing
Key Staff and
Resources
FL/LH/BH/MO/
LR/OC
•
•
•
Success Criteria
All option subjects have a PLC style
tracker in place.
Core subjects (Maths and English) are
using the online tracking system
available through PiXL.
Sharp Proformas are used as part of
the reporting system for all option
subjects.
Review Comments
17
Current
Grade
EFFECTIVE LEADERSHIP AND MANAGEMENT
1
2
3
4
Key Notes: This should be read in conjunction with the Dept Development Plans/DEFs; Teaching and Learning Plan; Library Learning Zone Plan; the Pupil Premium
Action Plan; OLOL MAC Development Plan
What will we do?
•
Continue to develop Leadership opportunities with
students eg:
 Year 9 Ambassadors - Transition
 Student Council Groups
 Chaplaincy Team
 Spiritual Leaders –Catholic Life
 Digital Leaders
 Sports Leaders
 Reading Mentors
 Music Ambassadors/ Performers
 Work Experience placements
 Literacy and Numeracy Peer Tutors
 Year 11 Prefects
 Future Leaders Programme MAC
 Sixth Form Ambassadors
 Sixth Form Lunchtime Supervisors
 Library Learning Zone
 Languages’ Leaders
 Duke of Edinburgh
 PIXL – the Edge programme
 6th Form Community Service programme
•
•
Consolidate and develop middle leadership at all
levels:
Nurture and develop emerging and aspiring
middle leaders - Leadership Development
Bursary scheme/ rolling TLR system – one year
opportunities
 Mentoring and supporting new middle leaders in
Transition; PE and Sport; MFL.
 Empower middle leadership to inform innovation
and change within the school – Think Tank
 Provide opportunities for middle leaders to
move to SLE and senior leadership pathways.
Establish and consolidate the SLT structure
including Head of School (OC), Executive Head (QI)
and secondment (CN) Also new job roles for
Assistant Principals
 Support for St John Wall – building capacity
 OLOL MAC Support Groups
When will we do
it?
September 2015
onwards
Key Staff and
Resources
FL, GI and
Achievement
Leader 9 in
addition to
(HODs)
Success criteria
•
•
•
•
•
•
September 2015
onwards
QI,
Assistant
Principals/SLEs
•
•
•
•
September 2015 –
December 2015
And onwards
SLT
•
•
•
Review Comments
Positive responses from external verification
(fellow academy schools and
student/staff/parental feedback.
Pastoral data – good for targeted students.
Community service/vocational placements
feedback.
Experience used for leadership journey to
UCAS form/Apprenticeship application form
Student Voice feedback
Positive response to the role of the
Achievement Leader
Evidence from external verification/TSA
curriculum reviews/SLT internal
reviews/student/parental surveys/CPD
rewards/rewards’ log.
Evidence the closing of the gap in subject
leaders are as good as the best in improving
the quality of teaching and students’
achievement.
Building on the Ofsted Pilot report on
middle leadership – March 2015
Evaluation of impact on SLEs and
secondments.
Quality of meetings in SLT and Leadership
Plus
Positive and seamless Executive Head/ Head
of School roles in Autumn term 2015
Impact through staff, student and parental
feedback.
18








•
Ofsted training and preparation
Diocesan work
TSA link work
NPQH accreditation
Partnership work – FAPP Panel
Financial work
Governance
PIXL
Continue to develop the dual responsibilities of the
Governors (Directors and Academy Representatives)
and school leaders to bring success to the school by:
 Ensuring Governance and strategic and
management is operational.
 Developing and supporting the Governing Body
in training, recruitment and reviewing
performance.
 Understanding the school and its stakeholders.
 Establishing a Governors’ Ofsted Preparation
Group
 Prioritizing Safeguarding
•
Consolidate and continue to develop Our Lady of
Lourdes Catholic MAC by:
 Delivering the MAC Development Plan for 20152016
 Working closely with stakeholders, including
Governors, staff, students and parents.
 Thorough preparation for the OLOL MAC
Ofsted in Spring term 2016
 Participating the MAC focus groups.
 Communicating effectively and with impartiality.
 Contributing to the consolidation phase of the
MAC
 Developing strong links with Walkwood and
their feeder schools
•
•
•
September 2015 –
July 2016
QI/Directors/
Academy Reps
September 2015 –
July 2016
QI/OC/CL/
MAC HTs
Student outcomes meet and supersede
targets.
Accreditation of SLEs by National College of
T&L for all St Augustine’s candidates.
Succession leadership for Head of Sixth
Form; process to begin in autumn term
2015.
Evidence of:
 Safeguarding
 Monitoring of school progress against SDP
targets
 Well informed and challenge in decision
making – evidence in minutes
 Hard decisions in the interest of students –
examples through sub-committees
 Insightful contribution to self-evaluation.
 Clarity of roles and responsibilities.
 Positive and challenging relationship between
Principal/Chair and Vice Chair of both
Governing groups.
 Participation in school life and events.
 The Business Manager and Accounting
Officer shows that statutory duties are met.
 Links with external support networks and
professional contacts.
 MAC status consolidated with clear
induction procedures.
 Reflective practices is evident – changes take
place in practice.
 Positive outcomes for the OLOL MAC
Ofsted in Spring term
•
•
•
Improvement across the MAC in; Outcomes;
Standards in Teaching, Learning and
Assessment; Personal Development,
Behaviour and Welfare; Leadership and
Management as indicated in the MAC
Development Plan.
Transition data shows improvement in entry
data for new Year 9 for 2016 with long term
positive trends; based on 2016 SATs data
reaching NAs and Years 7 and 8 data from
the main feeders
Continue to be over-subscribed with a PAN
of 230
19

•
•
•
Continue to make an effective contribution to
the 2/3 tier debate in Redditch.
Retain and further develop the partnerships with
other schools to improve the quality of education in
the school:
 Supporting St John Wall in developing capacity to
improve – support imminent Ofsted.
 Bishop Challoner Teaching School Alliance –
CPD/Leadership Training/Curriculum
Review/Academic Support
 Our Lady of Lourdes Catholic MAC – see MAC
development Plan 2015-2016.
 Redditch and Bromsgrove High Schools –
FAPP/HTs group/Curriculum group
 Catholic Association of Secondary Schools –
Diocese
 WASH – fellow Worcestershire Schools.
Pupil Premium students – to ensure that funding is
used to make a significant impact on the targeted
students by:
 Closing the Gap between PP and Whole School
achievement levels. Currently 24% so target so
2016 is 12%
 Supporting Sixth Form uptake
 Providing constructive Post 16 advice and
support.
Principal (QI) to lead the OLOL Catholic MAC in
Leadership and Management in the following areas:
 The Leadership of Catholic Life of the academy
 Student Leadership -Future Leaders’ programme
Phase 1-3
 Leadership of Staff – TSA and Middle Leadership
 Leadership of Governance
 Leadership of Practice – providing common
pastoral care and guidance.
September 2015
onwards
•
Positive Ofsted reports in Spring term 2016
•
Evidence of continuing strong links and
impacts from partnership especially in
Leadership and Management – key impact
areas should be established:
Capacity to Improve at SJW
SLE appointment through TSA/ NCTL
accreditation – CN
MAC developments as outlined
Local Curriculum group established
Diocese recognition of the role STA plays
and supports – QI/ MN
QI
(MN/FL/CN)
•
•
•
•
•
•
OC/ENMA group
OC/ENMA
Group
•
•
•
•
September 2015
ongoing
QI
•
•
Closing the Gap in terms of the following for
Year 11 students:
APS 5 x A*-C ENMA 12%; Attainment 8 1.0; Progress 8 – 0.25.
Evidence of enrichment of education
experience – Trips/the Arts – performance
and participation.
Destinations – retention rate at St
Augustine’s/outcomes – tracking Year 9 –
Year 11 students.
Clear evidence provided of strong
collaboration esp in student leadership
through the Future Leaders programme
Quality of Governance continues to
improve.
Common practice established in pastoral
care and guidance – attendance/ welfare/
safeguarding and child protection/ behavior
expectations/ shared ethos and values
20