Teams
Head
Quality of provision
Key target
areas
Effectiveness
of SLT
Consistency of lesson obs., use of assessment data,
AfL&FastTracker, growing the top, outward facing school, literacy,
PLTs
Working with
SLT, governors
Individuals
Angus Walker
Specific
areas
 School selfevaluation
 Strategic
plan
 Parent liaison
 Post BSF
plans
Line
management
 ICT &
business
Heads of Faculty, all teaching staff, non-teaching learning
support, student parliament
Vacancy
AH- Nicola Green
AH- Wanda
Liddle
 Overall QoP
 PMR process
 QoP in
 Curriculum
 Monitoring
Science
 Staffing
learning and
 AG&T
 INSET
teaching
 Leaders in
 BTs, NQTs, GTPs
Learning
 Raising
achievement
 EAL
 Technology
 Humanities
 Science
 MFL/EAL
 Social Science
 Performing Arts
 Leaders in
 ITT co-ordinator
 AG&T
Learning
coordinator
Student achievement, behaviour and support
Uniform compliance, corridor behaviour, attendance (<90%),
punctuality, support for SA/SA plus
Personnel and
infrastructure
Staff attendance,
personnel systems,
provision of data,
budget/VfM
Admin support, network
& premises support
SBM- Tracy Kamlani
Meetings
 SLT
Behaviour
Management
Raising
achievement
Governors
Permanent
exclusions
Heads of Year, non-teaching pastoral support, inclusion faculty,
non-teaching learning support
AH- Martha
DH –Tony Franks AH- Laila Dowd
AH- Andriana
Braggins
Nicholas
 Student
 Pastoral
 Safeguarding &
 Attendance &
engagement
system
anti-bullying
punctuality
 Transition
 Student
 External agencies
 Admissions
 Outward
support
 Achievement
 Healthy
facing school
 Exclusion and
centre
Schools
 VLE
seclusion
 One to one
 Celebrating
tuition
achievement
 Newsletter
 English
 Inclusion
 Year 11
 Year 8
 Maths
 Year 10
 Year 9
 Year 7
 Year 12-13
 VLE co Connexions
 Multi-disciplinary
 Attendance
ordinator
 AG&T
interventions coOfficer
 Community
coordinator
ordinator
 14-19
liaison
 Exclusion/
coordinator
 Student voice
seclusion
coordinator
manager
 Middle Leaders
 HoYs
 HoFs
 Panel
 CPD meeting
 Post exclusion/seclusion meetings
 L&T council
 Staff Meetings
Faculty behaviour management, including detentions, internal
Fixed term exclusions and seclusions, Walkabout, Referral base,
referral etc. corridor behaviour (faculty areas)
break duty, lunch duty, corridor behaviour (outside faculty areas)
Statutory
targets
Faculty interventions, homework/coursework support,
February/Easter revision
Tutor group interventions, student support (one to one, inclusion
support etc.)
Target grades- provision
& monitoring
Full, F&P,
Personnel
Statutory
returns,
analysis
Curriculum, Personnel
Pastoral,
Personnel, F&P
Use of data by teachers
Input of assessment data
Use of FastTracker
Use of data by Heads of Year & form tutors
Student attendance data
SEN data
Overall SEF
Achievement, curriculum, Teaching & learning, NACE
Student achievement, behaviour and support
Management & provision
of data
Exam/assessment
analyses
Staff attendance data
Value for Money
Overall
Last line of
complaint
Communication around learning, the outward looking school
Parent support, home-school agreement implementation,
communication around behaviour
Communication systems,
reception & phones
 All
Leadership
Team
 14-19 coordinator
Data
SelfEvaluation
Parents
 Budget
 Personnel
 Premises
 ICT network
 Staffing: non-teaching
 Staff induction
 Timetable
 Exams & statistics
 Cover & trips
 Network manager
 Premises manager
 Office manager
 Data manager
 Exams officer
 Cover manager
 Premises briefings
 Network briefings
Heads detention, Staff
code of conduct
Teams
Head
Key SSP
areas
Actions
Leadership and
Management
Monitor, evaluate
and review delivery
of the plan, in
association with
governors
Quality of provision
Student achievement, behaviour and support
Curriculum, Learning and teaching
Outward looking school
 Launch and embed Quality First Teaching as a tool for raising
standards of learning and teaching.
 All staff in the classroom to have term QFT targets and to
actively seek to meet these through the support of their Faculty
and Directory of Excellence.
 New staff induction to include learning and teaching in the
Broomfield context.
 Create a Directory of Excellence and build opportunities in for
staff to observe relevant colleagues and use it as a vehicle for
sharing best practice.
 Continue to use coaching as a key driver for change and
raising standards.
 Training and coaching to improve accuracy of lesson
observation judgments and quality feedback with regard to
new OFSTED framework.
 Model and encourage active student involvement in coconstruction and delivery of learning and teaching.
 Encourage the design of innovative and exciting curriculum
projects maximizing the use of new technologies.
 Increase staff knowledge and understanding of literacy
strategies and their importance in raising achievement.
 Departments to develop differentiated resources for identified
cohorts, particularly A, G and T, EAL and SEN.
 Review and evaluate current homework practice with a view
to extending engagement and challenge.
 To implement revised Assessment Policy at all Key Stages.
 Use SIMS and Fastracker more effectively as a coherent system
for tracking and monitoring student progress, including student
involvement and awareness.
 Extend cross-curricular work at Key Stage 3.
 All staff in the classroom to have term QFT targets and to
actively seek to meet these through the support of their Faculty
and Directory of Excellence.
 Conduct a curriculum review to audit and evaluate existing
schemes of learning
 Identify and address key issues
 Develop high quality work related courses
 Develop a programme of applied learning opportunities,
including a range of work experience volunteering and inhouse apprenticeships
 Develop alternative curriculum pathways that are not full-time
off site for appropriate students
Student achievement, behaviour & support
Outward looking school
 Collected data used to identify underachieving cohorts
 Agreed range of interventions developed to support
underachieving students.
 HOYs to carry out regular work sampling and learning walks to
monitor effectiveness of interventions
 Year meetings used to incorporate learning conversations with
tutors
 Case studies developed to illustrate the impact of the targeted
provision
 Planned meetings with subject middle leaders to share findings
from data and presentations to SLT on data.
 GCSE raising achievement programme operating in Year 10 and
Year 11
 Line management structure used to address persistent lateness
 Improved targeting of interventions to reduce existing PAs and
avoid potential PAs
 Re-write Punctuality sections of the Attendance and Punctuality
Policy
 Mechanisms in place to support parents of targeted students in
improving attendance and punctuality
 A shared and structured year programme by HOYs,
incorporating a range of activities which support and promote
the school’s ethos
 Carry out a wide ranging consultation on the nature of the
school uniform, implementing any changes
 Deliver an in-house parenting programme to support parents of
cause for concern students (Escape)
 Develop a programme within the Achievement Centre that
successfully delivers learning, behavioural and emotional support
for targeted students
 Develop and extend structures for student voice and leadership
 Audit and review behaviour for learning policy and procedures
 Deliver CPD to the staff body on classroom management
 Develop a rolling programme for HOYs to have enhanced CP
training to enable them to meet the needs of the most
vulnerable students in their care.
 Greater publicising of safeguarding around key areas of the
school
 Co-ordinate and deliver a peer mentoring programme which
addresses bullying.
Curriculum, staffing and
infrastructure
Outward looking school
 Ensure support staff have
a PMR and are included
in the cycle for PMRs
 Clear structure for
recording, monitoring
and responding to
individual performance
management targets for
support staff
 Records of all PMR
targets to be recorded
on SIMS personnel
 Develop and implement
Broomfield’s Learn First
programme
 Review roles, structures &
training of support staff to
ensure close focus on the
development of student
learning
 Design an evaluation
procedure to enable VfM
feedback in all areas
 Collate all information &
produce report for all
stakeholders
 Act on
recommendations from
report
 Form a working party
from school partners
 Working party to
produce a survey for all
school partners
 Working Party to collate
ideas and produce
report for SLT