College Improvement Plan – Academic Year 2020-21
|Behaviour and Attitudes||Personal Development||Leadership & Management|
|Key Priorities||For 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|
|• 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
|Whole College targets||To 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:|
• 100% of stakeholders feel safe whilst at the college.
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)