Draft Development Plan 2007-09 YEAR 2

8/14/2019 Draft Development Plan 2007-09 YEAR 2

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Knox Academy

1. Context

2. School Aims

3. National Priorities

4. Audit: Details and Summary of Findings

5. Summary of priorities for action agreed on the School Development Day

6. Self Evaluation Audit using Quality Indicators for 2007-2008

7. School Action Plan 2007-2009

School Development Plan 2007-2009


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1. Context

A Self-Evaluation Group was formed in August 2007

The Group consisted of:

S Ingham (Depute Headteacher)

A Wood (PT Curriculum, Social Subjects)

H Dowle (Teacher, English)

S Muirhead (Teacher, Business Education)

The group had been working on the audit process since August 2007 and it

was completed in April 2008. The Audit, HMIe report and School Evaluationmeetings formed the basis of the evaluation of the Development Plan.


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Knox Academy: Statement of Intent 2007-09:

This is a rationale for the development of Knox Academy over the next three years. It

is based on the existing school aims and underpins the Schools Development Plan for

sessions 2007-09.

Our school will be welcoming, inclusive and all working relationships will be based

on courtesy and mutual respect. Partnership with, and between, all sections of theschool community will be enhanced. The school is committed to providing an outstanding

service to all pupils. Staff and pupils will have opportunities to voice opinions and

concerns. They will work together to address and resolve issues.

Staff will take steps to improve the learning process and promote partnership; pupils

adopting an active and independent role in their learning will complement this.

Unacceptable and anti-social behaviour will not be tolerated and difficult situations will

be resolved by mediation. The school will develop its existing links with the local andpromote pride in its achievements and reputation.

Ethos

Learning and Teaching

The school will inspire pupils to learn and raise their aspirations through exciting and

effective classroom practices, including well-organised and appropriate courses,

hi h l t t t t th l ld St ff ill h ibl d i t


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encouraging parental consultation and involvement. The support systems within the

school will make effective use of the integrated pupil support resources, supporting

pupils and their families both within and outside school. Support systems will ensure

staff and pupils are provided with a framework for learning. Personal and Social

Education will challenge pupils attitudes and assumptions, enabling them to reflect upon

their values and help to provide them with the skills to release and realise their

potential.

The structure of the curriculum will be developed to provide all pupils with

opportunities to develop skills and talents and experience success. The place of each

subject within the curriculum will be judged by its ability to enable pupils to be

successful learners, confident individuals, responsible citizens and effective

contributors. The first and second year curriculum will ensure that the transition from

primary school to secondary school is a smooth and continuous process. Curricular

initiatives will be effectively embeddedthrough careful consultation, planning and theprovision of appropriate resources, support and time. We will promote extra-curricular

activities as positive staff/pupil and pupil/pupil relationshipscan be developed thereby.

Achievement, Attainment and success in all its different forms will be promoted,

recognised and celebrated. Pupils will be encouraged and supported to realise their full

t ti l d tt i th hi h t t d d f lifi ti Th lit f th t hi

Curriculum

Achievement and Attainment


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2. School Aims

AIMS OF KNOX ACADEMY

1. To help each pupil to develop skills and increased knowledge and understanding in

preparation for adult life.

2. To develop a positive atmosphere in which each pupil enjoys and values learningand reaches their full potential.

3. To promote positive attitudes, personal responsibility, self-discipline and respect

for others.

4. To create a secure, caring environment where everyone is trusted and valued.

1. To offer each pupil the highest possible standard of education through a

balanced, appropriate curriculum, providing opportunities for pupils to achieveat the highest levels.


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3. The National Priorities

Priority One

Achievement and Attainment

Priority Two

Framework for Learning

Priority Three

Inclusion and Equality

To raise standards of educational attainment for all in schools, especially in the core skills of

literacy numeracy, and to achieve better levels in national measures of achievement including

examination results.

To support and develop the skills of teachers, the self-discipline of pupils and to enhance school

environments so that they are conducive to teaching and learning.

To promote equality and help every pupil benefit from education, with particular regard paid to

il ith di biliti d i l d ti l d d t G li d th l d


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AUDIT OF DEVELOPMENT PLAN FOR SESSION 2007-08

Further action required is based upon the audit of the development plan done

throughout the year by the Self-Evaluation Group and the Management Team.

Next Steps contains the feedback and ideas from the staff and pupil surveys

carried out during May 2008. These are not prescriptive but may giveindividuals/departments/faculties ideas in how to take these priorities forward.

Please note that as some of the audit sheets contain quite a lot of information the table might have

split across two pages.


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Whole School

Priority

HMIe 1

How are we going to do it?

HODs are to gather examples of best practice.

HODs are to encourage, monitor and disseminate strategies thatimprove the quality of learning and teaching in departments e.g.embedding the use of Study Skills in curriculum.

Establish development group to look at best practice across the school. Development Group to disseminate strategies and gather feedback on

what does and does not work. Group to feedback during Whole SchoolCAT.

Ensure that pupils are using planners and taking advantage of lunchtimerevision sessions.

Provide opportunities for leadership training with senior pupils e.g.coaching and through the Learning Game.

Promote Enterprising lessons.

Promote the use of project work and collaborative work.

Focus on development of S6 Leadership.

Progress?

Unclear

Unclear

Minimal

Some

Some

Good

Some

Good

Further action required?

Ensure that discussion of Learning and Teaching is

on DM minutes. As above.

Learning and Teaching Group to be convenedsession 2008-09.

Try to increase uptake of revision clubs, homeworkclub etc.

Continue to provide opportunities.

Continue to provide Enterpriseopportunities/lessons.

Focus on Learning and Teaching in departments.

Continue with revised S6 leadership hierarchy andcontinue to offer opportunities to run events e.g.

Charities Committee, Yearbook, Leavers Dance,Coaching etc.

What improvements do we expect to see?

Pupils asking for help when required.

Pupils taking more responsibility for their own learning and working

independently e.g. attending revision clubs, working collaboratively,trying to complete tasks before asking for help. This should becommented upon in any observations.

More pupils taking leadership roles in both classroom and extra-

curricular activities with S6 taking a particular lead.

Evidence?

76.7% pupils say that they ask for help when required. 82.03% staffstate that pupils are asking for help when required.

82.8% of staff state that pupils are not taking more responsibility for

their own learning and working independently. 18.6% of pupils haveattended revision clubs and Homework Club. 91.5% of pupils have workedas part of a team or group on a project.

30.6% of pupils state that they were given the opportunity to lead/be in

charge of a project/group at any point during the session.

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Next Steps

See Further action required? Make more use of planners.

Share learning intentions with pupils. Ensure that work is differentiated so that all pupils can attain and achieve. Use of AifL strategies to encourage youngsters. Drop-in sessions at lunchtimes. More use of group work/tasks. More structured timetable of after-school revision clubs. Share targets with youngsters and review them regularly. More use of investigation exercises.

Use of self-evaluation sheets. Zero tolerance of pupils not coming prepared to class/bringing homework. Make more use of Positive Discipline system. Make use of ICT.

Use of consolidation tests every week/fortnight.

Consider the feedback we give to youngsters, how it is given and how we ensure that it is acted upon.

Encourage the School Council to focus on these areas. Draw up explicit guidelines for pupils regarding their responsibilities. Get more pupils involved in responsibility for school community issues e.g. environment. Teachers be explicit about expectations and aims to pupils.

Ensure that pupils know that their actions have consequences.

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All staff to reflect on the quality of learning and teaching in theirclassrooms. They should use questionnaires with pupils and other toolssuggested by the Self-Evaluation Group, Faculty Heads and HODs.

Every department incorporates the Curriculum for Excellence guidelines

into their departmental planning and schemes of work. Departments analyse their exam results and target areas for

improvement and decide upon the criteria for success in these areas. Departments involve pupils in setting their own, personal targets. This

is to be done in conjunction with the formal procedure of target settingfor use in the reporting, tracking and monitoring system.

Departments assess pupils in a way that promotes understanding andimprovement by using Assessment is For Learning strategies.

Progress?

Minimal

Complete

Ongoing

Some

Ongoing


Learning and Teaching to become main focus of year2 of school plan.

Action points on department plans to be completed.

SI and group to lead Literacy. Maintain results meetings.

Raising Attainment Group will continue to look at

this. Departments also to decide how to take thisfurther. Review in June 2009.

AifL strategies to feature in department plans.Review efficacy in June 2009.

Whole School

Priority

HMIe 2


The remits of Senior Managers are to be clarified, especially in relation

to Pupil Support. Develop the work of outside agencies in the school. Departments are to clarify their policies and procedures especially in

relation to discipline and pastoral care to ensure that the appropriate

staff are involved with pupils to ensure a reasonable level of support andchallenge is in place.

In consultation with the Faculty Heads, HODs and PTs are to set

targets for improvement during the session.

Progress?

Complete

Good Very

good

Minimal


Revised remits to be placed in handbook.

Continue with joint-working strategies. Ensure that these are available in department

handbooks. Further discussion required between

SMT and Guidance as to responses toreferrals/signals of concern.

Go beyond what is already discussed at ResultsMeetings. Targets to be communicated to Head

Teacher.


Senior Managers spend less time dealing with relatively minor disciplineissues and issues that can be dealt with by HODs and PTs. Guidance PTstake more responsibility for seeing through pastoral issues.

Senior Managers co-ordinate more whole-school projects.

Senior Mangers meeting with members of staff and discussing how to

improve learners experiences and results.

Evidence?

SMT and Guidance requesting information regarding strategies alreadytried by individuals and departments.

Minutes from Working Groups/Learning Teams.

Minutes of meetings.

Next Steps?

See Further action required? Redesign of referral/signal of concern forms? Review SMT remits at the end of session 2008-09.

Whole School

Priority

1.1 Improvements in Performance.

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Improved exam results

Pupils aware of what is expected of them both academically and

personally and they know how they are going to achieve this

Development of Curriculum for Excellence addressed in DepartmentalPlans and discussed at Department Meetings

Evidence?

Exam results discussed within departments, with Head Teacher andQIO. Minutes of meetings produced. Ways forward identified.

36% of pupils use their report and 37.2% of pupils use test scores to

find out how they are doing. Only 5.8% rely on discussing their targetswith their teachers. 82.8% of staff say that they use target settingand monitoring with pupils to improve attainment.

Department plans, minutes of DMs and Working Groups/Learning Teams.

Next Steps?

See Further action required?

Prioritise discussing pupil progress with pupils. Look at how tracking and monitoring is done what is the most important aspect of it? Staff to discuss efficacy of marking and written feedback on jotters etc. Examine other strategies for raising attainment.

Sharing of good practice to be a standing item on DM/Faculty agendas. Expand mentoring programme to all S4 Use of ICT. Use of competitions.

Promote use of Homework Club. Involve pupils more in self-evaluation of school and departments.

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Incorporate regional and national priorities in the development planningprocess.

Ensure that all staff training that is required takes place. Keep all stakeholders informed of any changes or amendments to school

policy.

School Finance Committee meetings.

Progress?

Ongoing

Ongoing

Ongoing

Ongoing


Maintenance.

Maintenance.

Maintenance.

Re-convene Finance Committee.

Whole School

Priority

1.2 Fulfilment of Statutory Duties


Resources purchased in line with regional, national, school and

departmental priorities. Articles in Knox News and parents are well informed (reflected in

surveys and interaction with the Parent Forum) Staff are knowledgeable about statutory requirements and codes of

practice so that all pupils benefit.

Evidence?

Development plans.

45% of pupils state that they consider themselves well informed aboutwhat is going on at Knox Academy.

When surveyed most staff (between 70.7% and 93% of staff) state that

they are confident about statutory requirements and codes of practice.

Next Steps?

See Further evidence required? Increase the frequency of assemblies. Investigate emailing pupils with information. Ensure that the bulletin is read out.

Ensure that all staff are kept up to date in terms of training.

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How are we going to do it? See HMIe 1

Continue to work with, and raise the profile of, the School Council Introduce more AiFL strategies in classrooms Curriculum for Excellence is reflected in lessons Increase use of tracking, target setting and monitoring

Continue to seek feedback from pupils on their experiences at KnoxAcademy

Use Knox News to highlight work that is done throughout the session

Work with all stakeholders to redefine the school aims.

Progress? See HMIe 1

Ongoing Good Minimal Ongoing

Good

Good

Minimal

Further action required? See HMIe 1

Continue work of PT Citizenship and Values Continue work of AifL Group In department plans session 2008-09 Continue work of Raising Attainment Group in

conjunction with Authority Group. Continue with surveys and focus groups.

Continue gathering articles.

Way forward defined on Planning Day.

Whole School

Priority

2.1 Learners Experiences

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All pupils are aware of and take some responsibility linked with the widerlife of the school. All places on the School Council are contested.

Pupils take part in the evaluation of, and planning for the school andtheir views are represented in the Development Plan.

Pupils are committed to, and take pride in the school. Questionnaire has

been taken by a representative group of pupils and results demonstratethis. Pupils are more engaged in their learning and are taking steps to improve

their attainment e.g. increased uptake of lunchtime revision andhomework clubs, more pupils are volunteering for mentoring and are

keeping appointments. More pupils involved in the production of, and producing items for the

Positive Achievement Newsletter and the Knox News.

Evidence?

47% of pupils state that they are aware/very aware of whats going on inschool. 36.5% state that they are a little aware.

10% of school surveyed regarding progress on the development plan andtheir views are reflected in the Next Steps section of the audit.

Only 15.5% of pupils surveyed stated that they are not at all proud of

being part of Knox Academy.

Over 75% of pupils state that they ask for help when required.However, uptake of Homework Club and rates of handing in of homeworkmight disprove this.

This session, only15.3% of pupils have contributed to the Knox News.

Next Steps?


See Next Steps in section 2.1

More focus on House Activities

Ask staff to get pupils to write articles for the Knox News and Positive Achievement Newsletter. Investigate ways in which pupils can turn their awareness of certain issues into action e.g. more pupil run committees. Increase staff and pupil awareness of Citizenship activities.

Pupil involvement in Working Groups/Learning Teams. Highlight work being done in this area to parents. Make more use of the International Links that we have. Use the S1/2 Challenge to reinforce the link between awareness and activism.

Change registration ie a mixed year registration group senior pupils take more responsibility for youngsters in the group.

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Offer opportunities for parental feedback at Parents Consultation

Evenings. Staff, pupils and parents participate in the Parent Forum.

Staff and pupils are represented on KASG

Advertise opportunities for parental involvement through the Knox News Ensure that parents are kept abreast of issues and concerns regarding

their children. Introduction of Parent Mail system

Progress?

Minimal

Good

Minimal

Good Good

Minimal


Use of Parent Forum email system and

SurveyMonkey. Parent Forum devising action plan in conjunction with

school. How to get more staff involvement.

Continue with Knox News articles. Continue with present systems within budgetary

constraints. Gathering of parental email addresses continues.

Whole School

Priority

2.2 The Schools Success in Involving Parents, Carers and Families.


More parents involved in the life of the school e.g. accompanyingclubs/group excursions, taking part in careers events, increased

membership of KASG and Parent Forum/Council Positive feedback from parents in questionnaires

More parental questionnaires are returned Online questionnaires for parents are completed

Evidence?

Parent School Partnership minutes reflecting requests and responses.

Feedback received.

Online questionnaires get a better response than paper. See above

Next Steps?


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How are we going to do it? Include enterprising lessons in the curriculum.

Extend the ASDAN Challenge Programme into S2

Continue to make links with other schools around the world. Retain the International Schools Award

Continue the work of the Environment Coordinator Continue to expand and develop Citizenship activities

Progress? Good

Complete

Good Ongoing

Good Ongoing

Further action required? Review directory of enterprising lessons.

Maintain.

Continue. Tbd

Maintain. See PT Citizenship and Values development plan.

Whole School

Priority

4.2 The Schools Success in Working with and Engaging the Wider Community.

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Pupils are more entrepreneurial in their outlook. They ask forhelp/assistance/what they need, they can plan and organise, they can seethe bigger picture and look ahead. This is evidenced by theirinvolvement in target setting, reporting that demonstrates that pupils

can work in groups successfully, more pupils being involved in YoungEnterprise, all S4 successfully completing a Work Experience Placementand all pupils having the opportunity to take part in enterprise activitiesin the formal and extra curriculum.

Pupils have the opportunity to try new things and develop new skills asdemonstrated through the range of extra-curricular opportunities

available and the S1 & S2 Challenge Pupils have the opportunity to make links with pupils from other

countries and cultures e.g. through Comenius project, Twinning, Challengeprogramme and Rwanda link.

Pupils have an awareness of environmental issues and how they can makeimprovements. This will have been highlighted through assemblies, thework of the Environment Group and the Environment Coordinator.

Pupils have an opportunity to take part in projects that enable them tobe come responsible citizens e.g. Smart Citizenship Group, CharitiesCommittee, Amnesty International, SNAG, Cadets

Evidence?

See HMIe1, 1.1, 2.1 and paperwork/evaluations of Young Enterprise,Working With Others projects, S4 Work Experience, EnterpriseActivities. When surveyed 73.8% of pupils feel confident in classes and63.4% are happy with the extra-curricular activities on offer.

Evaluations of activities.

Evaluations of activities, Knox News Articles.

School Council assemblies, assemblies, Eco-Warriors work duringActivities Week. 54.2% of pupils believe Knox Academy pupils are

environmentally aware. Extra-curricular database.

Next Steps?

See Further action required? Emphasis on Learning and Teaching approaches in 2008-09, including use of AifL strategies. Looking at how to implement CfE in departments.

Continue to provide a wide range of extra-curricular activities. Maintain challenges and try to extend into Senior School. Maintain focus on International activities and retention of International Schools Award. Try to get as many pupils as possible involved. Involve pupils more in caring for the school environment and the Environment.

Continue work of PT Citizenship and Values.

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Extend the ASDAN Challenge Programme into S2

Include enterprising activities feature in the curriculum Increase the amount of Physical Activity available to pupils in S1 to S6 Incorporate the elements of a Curriculum for Excellence into the

curriculum.

Ensure that the timetable provides progression for all learners. Ensure that the needs of the lowest attainining 20% of pupils are met. Maintain links with partner agencies to ensure that the vocational needs

of pupils are met.

Transition is effectively managed (see 6.2)

Continue to develop curriculum links with Cluster Primaries

Achieve Healthy Schools Stage 2 Award

Progress?

Complete

Ongoing Ongoing Ongoing

Good Ongoing Good

Ongoing

Minimal

Ongoing


Maintain.

See 4.2. Maintain. See 2.1 and department plans.

Maintain and improve where possible. See department plans 2008-09. Maintain.

Remits defined and Working Group/Learning Team tobe more focused. Paperwork & sharing ofinformation streamlined.

Maintain.

To be devolved to departments rather than WorkingGroup/Learning Team. More emphasis required in

School Plan.

Whole School

Priority

5.1 The Curriculum


We continue to have a dynamic and flexible curriculum that supports the

needs of all learners.

Evidence?

40.5% of pupils surveyed believe that the curriculum at Knox Academy

meets their needs. 48.8% believe that it does mostly but not always.

Next Steps?

See Further action required? Ensure that lessons meet the learning styles of pupils.

Maintain breadth and depth that is in the Curriculum. More kinaesthetic work in every class.

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See HMIe 1 & 3 Disseminate examples of best practice throughout the school

Develop Policy for observation of, and feedback to teachers

Ensure that appropriate CPD opportunities to develop teachers areavailable (both in-house and at an authority level) and that they arebeing accessed.

Encourage dialogue among staff in order for them to reflect on theirpractice.

Develop the use of AiFL techniques in classrooms Develop courses that meet the needs of all learners

Progress?

See HIMe 1&3 Minimal

Minimal

Good

Minimal

Good Good


See HIMe 1&3 Learning and Teaching Group to be reconvened

and address this. L&T Group in conjunction with Professional

Associations.

Maintain

Continue to provide opportunities for dialogueand sharing good practice. L&T Group toinvestigate strategies also.

Continue work of AifL Group. Maintain.

Whole School

Priority

5.2 Teaching for Effective Learning.

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Pupils are more engaged in their learning.

Positive feedback from pupils when surveyed.

Pupils know what they need to do to improve their attainment levels

Courses are available at all levels for all pupils

Evidence?

Unclear. Pupils are able to identify what works best for them in termsof learning and teaching approaches and they feel that they are engagedin and responsible for, their own learning. However staff views differfrom this.

Most pupils have commented that they wish surveys like this one tohappen again.

Pupils tend to use reports and test scores to determine their relativesuccess in their subjects. As these do not happen as frequently as othermodes of feedback then the question needs to be asked, How do theyassess their progress for themselves on a day-to-day level?

Courses are in place

Next Steps?

See Further action required? and Evidence Explore ways of giving quality and timely feedback to pupils and ensuring that they follow it.

Develop AifL strategies in school.

Explore the role and nature of homework in the curriculum.

Implement Self-Evaluation Policy and expand to include pupil feedback on learning and teaching.

Develop strategies to encourage pupil self-evaluation, independence and responsibility in their own learning.

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Develop and implement AifL strategies throughout departments Ensure that reports are well written and provide useful information Make better use of the target setting and tracking system in the school Ensure that there are a range of courses for learners of all abilities

Progress?

Good Ongoing Ongoing Good


Continue work of AifL Group. Follow-up from Niggles Group in May 08 (CAT?) See 2.1 See 5.1 & 5.2

Whole School

Priority

5.4 Assessment for Learning


Pupils are more engaged in the learning process

Parents are aware of targets being set for pupils and know how pupilsare expected to meet them

All pupils are able to attain at the level appropriate to them Pupils are more confident evidenced by evaluations made by staff, pupils

and parents in questionnaires.

Evidence?

56.4% of pupils feel Involved or Very involved in their learning.However 82.8% of staff believe that pupils are not taking responsibilityfor their own learning.

Feedback from Parents Consultation evenings.

See results. 73.8% of pupils feel confident in classes. 81.3% of staff feel that pupils

are asking for help as much as or more than they have in previoussessions.

Next Steps?

See Further action required? Investigate ways in which pupil and staff expectations and perceptions can be better matched. Maintain confidence-building and learning and teaching strategies that encourage confidence and independence.

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Continue the Cluster Equality and Fairness Working Group, lookingspecifically at the promotion of Equality and Fairness in individualschools and in the Cluster.

Access equalities training as and when it is offered by the Authority

Progress?

Complete

Ongoing


Complete directory of Equality and Fairness eventsfor Haddington Cluster.

Continue to access training as appropriate.

Whole School

Priority

5.6 Equality and Fairness


There are reduced barriers to development, learning, participation andachievement as evidenced by LAAC statistics and results ofdepartmental questionnaires.

There are reduced number of racist and bullying incidents. Pupils and staff demonstrate compassion and respect for one another.

Evidence?

See results.

Paperwork e.g. bullying log. 43.4% of pupils respect their teachers, 52.4% do not respect their

teachers all of the time and 2.4% do not respect their teachers.Next Steps?

See Further action required? Ensure consistency in approaches to discipline across the school.

Train staff in the use of Restorative Practices.

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Increase opportunities for all staff to lead working groups Continue to develop links between the Management Team and the School

Council Develop the S6 Leadership team and their role in KASG and the Parent

Forum

Involve more parents and pupils in the process of self-evaluation Review and evaluate the Primary Transition arrangements

Progress?

Good Good

Good

Good Ongoing


Continue to offer staff the opportunity to lead. Continue to have member of MT attend meetings and

feedback to pupils. Continue to have pupil representatives on these

bodies.

Continue with Self-Evaluation meetings, surveys etc. Clarify roles and remits, investigate ways of

disseminating information.

Whole School

Priority

6.2 Participation in Policy and Planning


Pupils, parents and staff feel that they are more involved in how the

school is run and the direction that it takes. This is evidenced bypaperwork produced during the auditing and self-evaluation process that

takes place during the school year.

Evidence?

Survey results, meetings with SMT and QIO. 10.3% of staff stated

that they feel uninvolved in the running of the school and the directionthat it takes.

Next Steps?

See Further action required? Make better use of meetings. Involve more staff in strategic issues e.g. Literacy across the curriculum, under the leadership of a Manager/Depute. Focus on fewer things and get them right.

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Ensure that all staff are reviewed Ensure that there are a wide range of appropriate opportunities for

development

Progress?

Good Good


Maintain in light of new Authority Guidelines Maintain

Whole School

Priority

7.3 Staff (Employee) Development and Review


Continue the work of the Staff Development working group. Develop CPD opportunities led by members of the school

Evidence?

Feedback given at April CAT afternoon. Opportunities made available.

Next Steps?


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Involve stakeholders and partner agencies in Working Groups and takinginitiatives forward Enable those who wish to, to take additional responsibility in the school Encourage non-promoted staff to take the lead in working groups,

running activities and excursions

Take part in the Investors in People programme

Progress?

Ongoing

Good Good

Minimal


Get more pupils involved in Working Groups/LearningTeams Continue to provide opportunities. Continue to provide opportunities and support.

Initiate process.

Whole School

Priority

9.3 Developing People and Partnerships


More staff involved in duty rota, leading excursions, chairing working

groups, running extra-curricular groups More staff availing themselves of drop-in with the HT to discuss

opportunities for development Staff taking opportunity for CPD training outwith their subject area

More parents/partner agency representatives on development groups Integration Team presence at more meetings

An improved service through working with all members of staff

Evidence?

Rotas, Working Group minutes, Activities Week programme.

Issues being brought to HTs attention.

Evaluation forms.

Minutes Minutes

CAT afternoons, minutes.

Next Steps?


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Summary of Priorities for Action Agreed on School Development Day

School Development Plan, 2008-09, and Department Planning.

Following the Development Day on 6th May, the draft priorities for next session were

agreed.

The main points for session 2007-09 are noted briefly below and provide a checklist forthe Departmental Plans. A more detailed school plan has been attached.

HMIe Recommendations:

East Lothian Service Improvement Plan Priorities:

Deliver Curriculum for Excellence

Continue to develop strategies to help pupils become more independent in theirlearning and to develop leadership skills.

Strengthen the strategic role of senior managers, to improve their leadership forlearning and the coordination of integrated support for pupils.

Clarify the quality assurance roles of all staff with additional responsibilities, and

continue to develop and implement more effective approaches to self-evaluation


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All young people will report that they feel safe in school.

All stakeholders will report that they have had an opportunity to be involved in

the development of policies. All CPD opportunities will have a positive impact on employees capacity to do

their jobs.

Priorities Identified by school:

More use made of tracking and target-setting.

Develop links with Cluster Primaries.

Retain International School Award and improve pupil awareness of International

links.

Develop more rigorous self-evaluation procedures that include the pupils and

that focuses on learning and teaching.

Working Group on Learning and Teaching to be reformed.

Pupils are to take more responsibility for their own learning.

How to turn pupils awareness of issues (e.g. being a responsible citizen, theenvironment, how to make a difference) into action.

Draft Priorities:

Quality of learning and teaching with a focus on independent learning and AiFL


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DRAFT Development Plan 2007-2009 (Year2)

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Whole School

Priority

HMIe 1

What do we want to do?

Continue to develop strategies to help pupils become more independent in their learning and to develop leadership skills.

Why do we want to do it?

We want to engage pupils in their own learning and encourage them to take responsibility for it.We want pupils to become confident individuals and effective contributors


HODs are to gather examples of best practice. HODs are to encourage, monitor and disseminate strategies

that improve the quality of learning and teaching indepartments e.g. embedding the use of Study Skills incurriculum.

Establish development group to look at best practice across

the school. Development Group to disseminate strategies and gather

feedback on what does and does not work. Group to

feedback during Whole School CAT. Ensure that pupils are using planners and taking advantage of

lunchtime revision sessions.

Provide opportunities for leadership training with seniorpupils e.g. coaching and through the Learning Game.

Promote Enterprising lessons.

Promote the use of project work and collaborative work.

Focus on development of S5/6 Leadership.

When?

Oct 2007 Ongoing (by May 2008)

August 2007

May 2008 (review by May 2009)

Weekly

Ongoing (review in session 2008-09)

Directory updated by May 2008

Throughout 2007-08 and reviewed2008-09

Throughout 2007-08 and reviewed2008-09

Who?

HODs HODs

MT & HODs

Group

MT, HODs &Mentors

MT & SPAC

R Flood

SMT & HODs

A WoodR Couper

Resources?

Time and CDFmonies.

Progress:

To be monitoredat DepartmentalMeetings and

during CAT.


Pupils asking for help when required. Pupils taking more responsibility for their own learning and working independently e.g. attending revision clubs, working collaboratively, trying to complete

tasks before asking for help. This should be commented upon in any observations. More pupils taking leadership roles in both classroom and extra-curricular activities with S6 taking a particular lead.

Whole School

Priority

HMIe 2


Strengthen the strategic role of Senior Managers, to improve the leadership for learning and further develop the integrated approach to Support for Pupils.


To ensure that all leaders across the school take responsibility for the smooth running of the school.To ensure that there are high levels of quality and continuous improvement and excellence in the provision for all learners.

To ensure that all staff are challenged to improve the quality of provision for all learners.To ensure that all leaders encourage and support innovative practices which bring about positive changes in learners' experiences.


The remits of Senior Managers are to be

clarified, especially in relation to PupilSupport.

Develop the work of outside agencies in theschool.

Departments are to clarify their policies andprocedures especially in relation to discipline

and pastoral care to ensure that theappropriate staff are involved with pupils toensure a reasonable level of support andchallenge is in place.

In consultation with the Faculty Heads,HODs and PTs are to set targets for

improvement during the session. Faculties to lead major developments from

School Plan

When?

September 2007

By April 2008 for reviewApril 2009

August 2007

September 2007 withongoing review at DMs.

Review in May 2008. Identify areas of plan to

be taken forward bySeptember 2008.

Feedback on progressfrom Faculties May 2009.

Who?

MT

HM & SI

HODs/PTs

MT

Faculty Links andFaculty Heads

Resources?

Time

Progress?

Revised remits to be distributed.Other progress to be reviewed atFaculty Links and Department Meetings.


Senior Managers spend less time dealing with relatively minor discipline issues and issues that can be dealt with by HODs and PTs. Guidance PTs take moreresponsibility for seeing through pastoral issues.

Senior Managers co-ordinate more whole-school projects. Senior Mangers meeting with members of staff and discussing how to improve learners experiences and results.

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Whole School

Priority

HMIe 3


Clarify the quality assurance roles of all staff with additional responsibilities, and continue to develop and implement more effective approaches to self-evaluation.


Ensure that all staff is observed more than once a year, that feedback is given and it is acted upon.Involve the pupils, parent, partner agencies and the community in the evaluation of the school.Involve more staff in the evaluation and audit of the Development Plan.


Meet with QIO regarding different ways of evaluating

the work of the school at whole school, faculty,department and individual levels.

Continue to work with QIO to develop self-evaluation inschool.

Establish a Development Group to gather views of staffand to determine how individual teachers can take this

point forward.

Group to write a School Policy on Self-evaluation toinclude a more rigorous cycle of observation, qualityassurance and practical examples on how individuals,

departments and faculties can evaluate performance.

HODs and Faculty Links meet with HT to analyse results

and discuss departmental development plans. Faculties to institute a regular cycle of observation and

quality assurance procedures. Management Team to draw up a timetable of formal

observations and classroom monitoring.

When?

August 2007

Ongoing

August 2007

Draft by Jan 2008,additions and amendmentsongoing and reviewed by

April 2008. Policyimplemented session 2008-09 and reviewed May 2009.

September 2007

September 2007

August 2007

Who?

S Ingham

S Ingham

S Ingham & Group

S Ingham & Group

HT, MT & HODs

HODs

MT

Resources?

Time in DMs and

CAT

Progress?

Policy is written and theGroup feeds back to staff

at Whole School CAT.

Discussions about self-evaluation minuted at DMs.Managers producing

feedback forms forobservations.

What improvements do we expect to see? Policy on Self-evaluation with time lines, advice, examples of self-evaluation tools. Evidence of quality assurance procedures being carried out in departments e.g. from DM minutes. Files kept by HODs Copies of observation sheets with a planned way forward to meet the needs of staff. Increased demand for CPD opportunities from staff & feedback stating how it has improved their practice

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Whole School

Priority

1.1 Improvements in Performance


Ensure that pupils attain the best that they can.

Ensure that attainment levels continue to improve.Address the needs of pupils as per the Curriculum for Excellence to ensure that all learners attain and achieve to the best of their ability.


So that pupils have the best opportunities that they can in the future.

So that pupils are equipped to be useful and productive members of society.


All staff to reflect on the quality of learning andteaching in their classrooms. They should usequestionnaires with pupils and other tools suggested bythe Self-Evaluation Group, Faculty Heads and HODs.

Every department incorporates the Curriculum forExcellence guidelines into their departmental planning

and schemes of work.

Departments analyse their exam results and targetareas for improvement and decide upon the criteria forsuccess in these areas.

Departments involve pupils in setting their own,personal targets. This is to be done in conjunction withthe formal procedure of target setting for use in thereporting, tracking and monitoring system.

Departments assess pupils in a way that promotesunderstanding and improvement by using Assessment isFor Learning strategies.

When?

By Jan 2008 and should beimpacting explicitly on ED&Rtargets for session 2008-2009

Beginning in August 2007 andthen reviewed and amended by

May 2009.

September 2007 and ongoing.

Ongoing. Procedure reviewed inSession 2008-2009

Beginning in August 2007 andthen ongoing. Efficacy ofstrategies reviewed in Session2008-2009

Who?

All staff

Departments

HT, MT and HODs

All staff

Departments

Resources?

Time

Time & CDF

bids

Time

Time

Time


Improved exam results Pupils aware of what is expected of them both academically and personally and they know how they are going to achieve this Development of Curriculum for Excellence addressed in Departmental Plans and discussed at Department Meetings

Whole School

Priority

1.2 Fulfilment of Statutory DutiesWhat do we want to do?

Ensure that the schools finances take account of local and national standards and priorities.Ensure that budgetary and financial decisions are in the best interests of the school and improve the quality of learning & teaching.

Ensure that the school actively complies with statutory requirements and codes of practice e.g. Additional Support for Learning Act etc.


To maintain and improve the schools provision for its learners.To ensure that the needs of all learners are met.


Incorporate regional and

national priorities in thedevelopment planning

process. Ensure that all staff training

that is required takes place.

Keep all stakeholders

informed of any changes oramendments to school policy.

School Finance Committeemeetings.

When?

June 2008 September

2009

Ongoing

Ongoing

Ongoing

Who?

MT & HODs

MKD & HODs

HT & Editor of Knox News

Chair of Finance Committee

Resources?

Time

Time

Time

Time


Resources purchased in line with regional, national, school and departmental priorities.

Articles in Knox News and parents are well informed (reflected in surveys and interaction with the Parent Forum) Staff are knowledgeable about statutory requirements and codes of practice so that all pupils benefit.

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Whole School

Priority

2.1 Learners Experiences


See HMIe 1

Involve pupils are more active participants in the learning and teaching processEnsure that all pupils have the opportunity to contribute the wider life of the schoolDevelop the pupil voice


To give pupils more sense of ownership of their time and experience at Knox AcademyTo give all pupils the best possible advantages for life after school

To ensure pupil support of initiatives and developments


See HMIe 1 Continue to work with, and raise the

profile of, the School Council Introduce more AiFL strategies in

classrooms

Curriculum for Excellence is reflected inlessons Increase use of tracking, target setting

and monitoring Continue to seek feedback from pupils on

their experiences at Knox Academy Use Knox News to highlight work that is

done throughout the session Work with all stakeholders to redefine the

school aims.

When?

Session 2007-2008. Reviewed in Session

2008-2009 May 2008. Efficacy reviewed in Session

2008-2009

Strategies introduced in Session 2007-2008, reviewed in Session 2008-2009 By May 2008. Review by May 2009

By April 2008 to inform planning forsession 2008-2009.

Ongoing

By April 2009

Who?

PT Citizenship & MT

HODs

HODs

JY, DR & HODs

SI

Editor of Knox News

SI

Resources?

Time & funds

Time &CDF

Time &CDF

Time

Time & Staff

Time

Time


All pupils are aware of and take some responsibility linked with the wider life of the school. All places on the School Council are contested.

Pupils take part in the evaluation of, and planning for the school and their views are represented in the Development Plan. Pupils are committed to, and take pride in the school. Questionnaire has been taken by a representative group of pupils and results demonstrate this. Pupils are more engaged in their learning and are taking steps to improve their attainment e.g. increased uptake of lunchtime revision and homework clubs,

more pupils are volunteering for mentoring and are keeping appointments. More pupils involved in the production of, and producing items for the positive achievement newsletter and the Knox News.

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Whole School

Priority

2.2 The Schools Success in Involving Parents, Carers and Families


Ensure that all parents, carers and families feel that they have the opportunity to be involved in the school


To ensure that all parents, carers and families are satisfied with the quality of education that their child receives


Offer opportunities forparental feedback atParents Consultation

Evenings. Staff, pupils and parents

participate in the ParentForum.

Staff and pupils arerepresented on KASG

Advertise opportunities for

parental involvement throughthe Knox News Ensure that parents are kept

abreast of issues andconcerns regarding theirchildren.

Introduction of Parent Mail

system Involve parents in running

extra-curricular sportsclubs.

When?

Parent Consultation Evenings& through Parent Forumemail system

Meetings

August 2007

Publication dates of Knox

News

Ongoing through reporting,

meeting with teachers,publication of the KnoxNews.

September 2007, reviewed

in Session 2008-2009 Ongoing

Who?

S Ingham

Parent Forum

KASG

All Staff

All Staff, in particular HODs,

Support for Pupils and MT

Business Manager

R Couper

Resources?

Time


More parents involved in the l ife of the school e.g. accompanying clubs/group excursions, taking part in careers events, increased membership of KASG andParent Forum/Council

Positive feedback from parents in questionnaires More parental questionnaires are returned Online questionnaires for parents are completed

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Whole School

Priority

4.2 The Schools Success in Working with and Engaging the Wider Community


Encourage and support creativity and innovation

Engage in global issues


So that the school has a positive impact on the wider community local, national and internationalTo encourage our pupils to be responsible citizens, confident individuals and effective contributors


Include enterprising lessons in the

curriculum. Extend the ASDAN Challenge Programme

into S2

Continue to make links with other schoolsaround the world.

Retain the International Schools Award

Continue the work of the EnvironmentCoordinator

Continue to expand and develop Citizenshipactivities

Develop role of SPAC in leadership,volunteering training, and working with

cluster primary schools.

When?

Directory complete and updated and New

projects identified by May 2008 June 2007

Ongoing

January 2008 onwards

Environment Coordinator plan writtenSeptember 2008 for evaluation in May2009

Plan written for August 2008

Ongoing

Who?

R F & HODs

CDG

M Duddin

M Duddin

EnvironmentCoordinator

PT Citizenship

R Couper

Resources?

Time & Funding

Time & staffing Time

Time

Time

Time & CDF


Pupils are more entrepreneurial in their outlook. They ask for help/assistance/what they need, they can plan and organise, they can see the bigger pictureand look ahead. This is evidenced by their involvement in target setting, reporting that demonstrates that pupils can work in groups successfully, more pupilsbeing involved in Young Enterprise, all S4 successfully completing a Work Experience Placement and all pupils having the opportunity to take part in

enterprise activities in the formal and extra curriculum. Pupils have the opportunity to try new things and develop new skills as demonstrated through the range of extra-curricular opportunities available and the S1

& S2 Challenge Pupils have the opportunity to make links with pupils from other countries and cultures e.g. through Comenius project, Twinning, Challenge programme and

Rwanda link.

Pupils have an awareness of environmental issues and how they can make improvements. This will have been highlighted through assemblies, the work of theEnvironment Group and the Environment Coordinator.

Pupils have an opportunity to take part in projects that enable them to be come responsible citizens e.g. Smart Citizenship Group, Charities Committee,Amnesty International, SNAG, Cadets.

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Whole School

Priority

5.1 The Curriculum


Design a curriculum that takes into account national and local priorities and meets the needs of all learners

Ensure that points of transition are managed effectively


To ensure that the needs of all our learners are met within the framework of national and local priorities


Extend the ASDAN Challenge Programmeinto S2

Include enterprising activities feature in thecurriculum

Increase the amount of Physical Activityavailable to pupils in S1 to S6

Make use of SPAC to develop and enhancecurriculum in line with Active Schools

guidelines.

Incorporate the elements of a Curriculumfor Excellence into the curriculum. Ensure that the timetable provides

progression for all learners. Ensure that the needs of the lowest

attainining 20% of pupils are met. Maintain links with partner agencies to

ensure that the vocational needs of pupilsare met.

Transition is effectively managed (see 6.2)

Continue to develop curriculum links withCluster Primaries

Continue to develop Health Promotionactivities in school using Healthy Schools

Criteria.

When?

June 2007

Directory complete by May 2008 andreviewed by April 2009

June 2007

Ongoing By May 2008 to review in April 2009

June 2009

Strategies in place by May 2008 to be

reviewed by April 2009 Ongoing

Transition for session 2006-2007reviewed by October 2007. Anychanges implemented and reviewed inOctober 2008.

Cluster plan written by August 2008

and reviewed in May 2009 Ongoing preparing for QIO audit

from 2010.

Who?

CDG

R Flood & HODs

CDG

R Couper HODs and CDG

HT, MT & HODs

MT & HODs

MT & Support forPupils Faculty

MT & Support forPupils Faculty

MT & Cluster Heads

Working Group & AllStaff

Resources?

Time & staffing

Time

Time & staffing

Time & staffing

Time

Time & staffing

Time & staffing

Time & staffing

Time & staffing

Time, staffing,

budget.


We continue to have a dynamic and flexible curriculum that supports the needs of all learners. The number of pupils leaving school and not entering education, employment and training has decreased. 37


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Whole School

Priority

5.2 Teaching for effective learning


Ensure that teachers are using varied, appropriate and well-paced teaching approaches

Ensure that teaching approaches are appropriate to the needs of individual learners Develop the use of ICT in learning and teaching


To ensure that the needs of all learners are being met

To ensure that all pupils are challengedTo develop the Four Capacities in Curriculum for Excellence

To develop pupils responsibility for and involvement in their learning


See HMIe 1 & 3 Disseminate examples of best practice throughout the

school

Develop Policy for observation of, and feedback to teachers

Ensure that appropriate CPD opportunities to develop

teachers are available (both in-house and at an authoritylevel) and that they are being accessed.

Encourage dialogue among staff in order for them to reflecton their practice.

Develop the use of AiFL techniques in classrooms

Develop courses that meet the needs of all learners

Ensure that Learning and Teaching would be characterisedas Very Good in all departments.

When?

By May 2008 for review May 2009

Draft by Jan 2009, additions and

amendments ongoing and reviewed byApril 2009. Ongoing.

Whole School CAT afternoons & In-service Days

During Session 2007-2008 for reviewin Session 2008-2009

By May 2008 for review in May 2009

Ongoing

Who?

Development

Group

Development

Group & MT

M Duddin

WorkingGroup

HODs, MT &DevelopmentGroup

HODs and MT

All

Resources?

Time

Time &

Staffing

Time(CPD)

Time (CAT& Inset)

Time &CDF

Time &

CDF


Pupils are more engaged in their learning.

Positive feedback from pupils when surveyed. Pupils know what they need to do to improve their attainment levels Courses are available at all levels for all pupils

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Whole School

Priority

5.4 Assessment for Learning


Engage staff, learners and parents in using a range of assessment information to improve learning and development and to reflect on the quality of teaching.

Engage staff, learners and parents in target setting.Ensure that there is the facility for all learners to progress in their time at Knox Academy


To work collaboratively with all stakeholders in the education of learners.

To ensure that everyone knows what is expected of them in the learning process.To ensure that all pupils are successful and confident.


Develop and implement AiFL strategies throughoutdepartments

Ensure that reports are well written and provide

useful information Make better use of the target-setting and tracking

system in the school

Ensure that there are a range of courses for learnersof all abilities

When?

By May 2008

Ongoing

By May 2008 for review in April

2009

By May 2008 for review andamendment by May 2009

Who?

HODs & DevelopmentGroup

HODs

All following

recommendations from

JY, DR et al HODs

Resources?

Time

Time

Time

Time


Pupils are more engaged in the learning process

Parents are aware of targets being set for pupils and know how pupils are expected to meet them All pupils are able to attain at the level appropriate to them

Pupils are more confident evidenced by evaluations made by staff, pupils and parents in questionnaires. All pupils and staff report that behaviour is improved and motivation in classes is high.

Whole School

Priority

5.6 Equality and Fairness


To ensure that all pupils have an equal opportunity to access the curriculumTo ensure that all pupils are included in the life of the school


To ensure that all members of the school community feel valued


Continue the Cluster Equalityand Fairness Working Group,

looking specifically at thepromotion of Equality andFairness in individual schoolsand in the Cluster.

Access equalities training asand when it is offered by theAuthority

When?

By May 2008

As appropriate training ismade available through theAuthority

Who?

S Ingham

M Duddin

Resources?

Time

Time


There are reduced barriers to development, learning, participation and achievement as evidenced by LAAC statistics and results of departmentalquestionnaires.

There are reduced number of racist and bullying incidents. Pupils and staff demonstrate compassion and respect for one another.

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Whole School

Priority

6.2 Participation in Policy and Planning


Ensure that all stakeholders are involved in policy and planning and in the working of the school


To ensure that we have a range of insights and opinions when making important decisions about the school


Increase opportunities for allstaff to lead working groups

Continue to develop links

between the ManagementTeam and the School Council

Develop the S6 Leadershipteam and their role in KASG

and the Parent Forum Involve more parents and

pupils in the process of self-

evaluation Review and evaluate the

Primary Transition

arrangements

When?

August 2008

During Session 2007-2008 to

be evaluated in Session 2008-2009

During Session 2007-2008 tobe evaluated in Session 2008-

2009 April 2009

By April 2009

Who?

All staff

MT & PT Citizenship

A Wood

S Ingham

Working Group, Cluster,Support for Pupils Faculty

Resources?

CAT

Time

Time

Time


Pupils, parents and staff feel that they are more involved in how the school is run and the direction that it takes. This is evidenced by paperwork producedduring the auditing and self-evaluation process that takes place during the school year.

Whole School

Priority

7.3 Staff (Employee) Development and Review


Ensure that all staff are reviewedEnsure that there are a wide range of appropriate opportunities for development


So that all staff have the opportunity to develop or improve upon skillsSo that pupils benefit from high quality practice


Continue the work of the

Staff development workinggroup.

Develop CPD opportunities ledby members of the school

When?

August 2008

Ongoing

Who?

M Duddin

M Duddin

Resources?

Time

Time & CPD budget


A more varied programme of CPD opportunities

Improvement in learning and teaching practice in the school, evidenced through observation feedback. Staff report that opportunities have had a positive impact on their capacity to do their jobs.

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Whole School

Priority

9.3 Developing People and Partnerships


Develop leadership at all levels in the school

Work closely with partner agenciesEncourage delegation to, and empowerment of staff

Encourage teamwork and corporate responsibility for the schoolWhy do we want to do it?

So that we can focus on learning and teaching at all levels To encourage collegiality

So that as many people as possible feel involved in the school and the direction it takes To encourage mutual support


Involve stakeholders and

partner agencies in WorkingGroups and taking initiatives

forward

Enable those who wish to, totake additional responsibilityin the school

Encourage non-promoted staffto take the lead in workinggroups, running activities andexcursions

Take part in the Investors inPeople programme

When?

September 2008

Ongoing

September 2008

Begin by October 2007

Who?

MT

MT & HODs

MT & HODs

S Ingham, Working Group, &MT

Resources?

Time


More staff involved in duty rota, leading excursions, chairing working groups, running extra-curricular groups More staff availing themselves of drop-in with the HT to discuss opportunities for development

Staff taking opportunity for CPD training outwith their subject area More parents/partner agency representatives on development groups Integration Team presence at more meetings An improved service through working with all members of staff

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Draft Development Plan 2007-09 YEAR 2

Documents

Transcript of Draft Development Plan 2007-09 YEAR 2