Improvement Priorities

College Improvement Plan – Academic Year 2020-21

Behaviour and AttitudesPersonal DevelopmentLeadership & Management
Key PrioritiesFor our curriculum and teaching to inspire and meet the needs of our learning community.To further develop a culture of high expectation and climate of growth mindset.For our learners to develop the skills and characteristics needed to make progress and be successful.For our learning community to make all individuals feel safe, supported, challenged and valued.
Links to OFSTED framework• Intent – Curriculum
• Implementation – Teaching, Learning and • Assessment
• Impact – Outcomes
• Behaviour for Learning
• Expectations
• Attendance
• Relationships
• Respect
• SMSC development/ Character
• Fundamental British values/ Citizenship
• Careers guidance/ Prep. for next stage
• Healthy living
• Equality and diversity
• Student Leadership
• Vision, ethos and ethics
• Staff development
• Staff workload and well-being
• Integrity: Off-rolling/gaming
• Governance/oversight
• Safeguarding
Whole College targetsTo develop an all-through 2 -19 curriculum which meets the needs of our learners and raises levels of attainment.
• For 100% of lessons to be good or better.
• By the end of Reception 80% of Learners will achieve the ELGs for Reading.
• 88% of learners in year 1 will pass the phonics screening test.
• Year 11 learners will achieve a positive P8 score
• Post 16 learners will achieve a positive valued added score.
• To achieve 98% overall attendance in the primary phase.
• Attendance to achieve national average levels in the secondary phase.
• Persistent Absence (PA) to fall below national average levels.
• An overall reduction in Fixed Term Exclusions across the college.
• For key behaviour measures to indicate an improving trend of behaviour and engagement.
• 78% of reception learners achieve a Good Level of Development (GLD) by the end of the year.
• 88% of Year 1 cohort to achieve the pass mark in the phonics screening assessment.
• For the year 1 cohort to achieve targets set for meeting age related expectations (ARE) in reading, writing and Maths.
• Ensure the key features of the primary curriculum can be identified in teaching and learning.
• Positive responses to stakeholder survey show a 10% increase in the following areas:
Communication
Behaviour
Bullying
Staff recognition
• 100% of stakeholders feel safe whilst at the college.
Objectives-
What do we need to do to achieve this?
• Review the curriculum model taking account our all-through status, local context and best practice.
• Consult with all staff around the rationale for the new curriculum model and review our curriculum intent.
• Ensure that we apply the principles of Integrated Curriculum Financial Planning.
• To raise the achievement of learners across the college through high quality teaching and learning.
• Ensure thorough and evidenced based review of 2020 results.
• Establish aspirational and accurate approach to whole college, department and learner level target setting.
• Establish informative system of department and learner level tracking in relation to assessment.
• Establish mentor time programme of Year 11 activities to support student well-being.
• Identify vulnerable leaners who were disengaged during lockdown.
• Use baseline assessments to identify learner gaps due to lockdown.
• Ensure each department and primary phase year group has Covid 19 recovery plan in place.
• To monitor and improve the attendance of vulnerable students.
• To support emotional well-being and mental health of vulnerable students.
• To raise the profile of attendance across the college.
• To further reduce persistent absence.
• To improve primary school links
• To ensure there is a consistent application of our Behaviour for Learning policy.
• To monitor the use of exclusions to ensure they are both appropriate and effective.
• To continue to raise expectations e.g. uniform.
• To implement a reward and celebration system linked to Expert Learner.
• To monitor the impact of Covid on college attendance and regularly review intervention strategies in light of this.
• To successfully launch our recognition scheme to develop characteristics and skills needed in employment.
• Student leadership team to have an increased presence and widened opportunities.
• Ensure there is a clear CEIAG strategy which is clearly communicated to staff, students, parents and the wider community.
• Ensure all students have opportunities to be engaged in CEIAG learning and experiences
• For Post 16 students to have clear pathways to future progression.
• To ensure there is a clear programme of transition at each key transition point.
• To ensure that accurate and timely communication takes place at key transition points.
• To ensure that students feels supported in transition.
• To ensure student learning and progress is continuous across each key transition point.
• To effectively track the progress of learners.
• Act swiftly when underachievement is identified.
• Ensure staff understand how to develop and support every learner to gain the college’s desired characteristics.
• To monitor the impact of Covid on student well-being and mental health and to ensure programme of support is in place.
• To ensure that all safeguarding risks to all stakeholders in the college are minimised.
• To improve engagement at college events through physical or virtual attendance.
• Improved parental communication through our range of media.
• Continue to raise community aspiration.
• Re launch parent consultation groups.
• Work with external agencies to engage ‘harder to reach’ families.
• To review the governance framework and structure.
• To ensure clarity of vision, ethos and strategic direction.
• To ensure governors have the required engagement and knowledge to provide appropriate support and challenge to the senior leadership team.
• To facilitate and enable staff development through an effective programme of CPD.
• To continue to review the quality of communication with parents/carers during Covid to ensure clear, transparent and regular information is provided.
Strategic action plans linked to each priority. (SLT Lead)• Curriculum Development Plan – (ELT)
• Teaching and Learning – (CF)
• Achievement – (ML)
• Vulnerable groups – (CM)
• Attendance – (NC)
• Learning culture and climate – (LG)
• Boys Motivation – (CF)
• Raising aspiration – (NC)
• SMSC – (NC/CF)
• Transition – (NC)
• Safeguarding – (CF)
• Community engagement – (NC)
• Governance Development – (CoG/MT)