Improvement Plan - Scalby Web viewScalby School Improvement Plan ... Maths & Science in order to...

Scalby School

Improvement Plan

2015-2016

Scalby School Improvement Plan 2015-2016

Strategic PrioritiesKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff.

Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs.

Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop

teaching and learning

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Strategic Priorities - AchievementKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff. Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs. Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning

Whole School targetsProgress 8 (others): +0.5 Progress 8 (disadvantaged): 0 English 3LP: 80% 4LP: 48% Disadvantaged Students 3L: 75% 4L: 35% Maths 3LP: 80% 4LP: 43% Disadvantaged students 3L: 71% 4L: 33% Attendance overall 96%; Disadvantaged Attendance 94.8% PA (90% Att) = 10% PA (85% Att = 5%

Priority Summary of Strategy Cost Intended Outcomes Monitoring/Evidence

Progress – To ensure that disadvantaged students make accelerated progress throughout their time at Scalby.

Produce and distribute FIT First booklet to identify all Disadvantaged students, and profiles of each student in order for staff to get to know the students better.

£400 CRO Year 7 & Year 8No gap to emerge in English, Maths and Science in Year 7 and Year 8 Praising Stars data. All students to make at least 2 levels of progress in English and maths

Year 9, 10 & 11

75% of disadvantaged students to make 3 levels of progress in English.

35% of pupil premium students to make 4 levels of progress in English.

GCSE Examination Results 2016

Praising Stars Data and 4 Matrix Data

Student Questionnaires

Reading Age Data

Disadvantage student department Tracker in English, Maths and Science

Appointment of AHT with focus on achievement – with particular focus on narrowing the gap. Track and monitor groups of disadvantaged students and monitor the impact of funding in order to ensure learners identified barriers to learning are overcome.

Cost taken from whole school staffing CRO

PET Xi Maths – Feb Half Term & £20,000 CRO / DPY / MDO

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Scalby School Improvement Plan 2015-2016Science – Easter. 20 students identified who are LOP2 or unsecure LOP3.

71% of disadvantaged students to make 3 levels of progress in Mathematics.

33% of disadvantaged students to make 4 levels of progress in Mathematics.

Progress 8 Target 0 for all disadvantaged students.

All disadvantaged students to be at a reading level at or above their chronological age.

All disadvantaged students to be in education on leaving Scalby. 0% are NEETs

Use of the Lead Practitioners in English, Maths & Science in order to track and monitor interventions and impact of all disadvantaged students in their department areas. This will involve meeting with all staff in their departments. The first Wednesday of each PS cycle will be used to review impact and discuss future interventions.

Lead Practitioner Science, English & Maths£28,733

HHA / POF / SUB

Introduction of a Disadvantaged students’ policy where the 3 waves of provision are identified for disadvantaged students. This will make clear all staff expectations in relation to disadvantaged students.

No value CRO

Additional Maths tutors for small class targeted Intervention across both key stages. Two 1-2-1 teachers employed to undertake this.

£19,000

Disadvantaged Students provided with revision guides

£7000 HOD / CRO

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Scalby School Improvement Plan 2015-2016across all subject areas to aid effective revision.

All teaching staff set targets through performance management for Disadvantaged students

No value HOD / SLT links

Raise the profile of disadvantaged students performance by providing English, Maths and Science staff with print outs of Transition Matrices at the beginning of each PS cycle. These documents highlight LOP within each of their groups. This will be done at KS4 in first instance.

Use of admin office staff to print and distribute matrices packs.

£200 CRO / EWO

Use of 4 Matrix and newly developed Praising Stars booklet to track disadvantage student data and to inform department interventions.

No value CRO / BEV

Mentor Groups which support achievement in English and Maths through specialist staffing and smaller group size. All Year groups.

No Value MGA

Senior ATAs employed to undertake small group intervention with disadvantaged students focusing on literacy and

Costs attributed to whole school staffing SBE / KHA

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Scalby School Improvement Plan 2015-2016numeracy in Year 7.

Free ingredients and resources provided in technology and other lesson for disadvantaged students.

£7,000 HOD / CRO

Introduction of a reading intervention programme using accelerated reader after school. 1 hour per week for 2 groups in Years 7, 8, 10

Costs attributed to whole school staffing EST / BEV / CRO / POF

The development of a whole school literacy strategy; with a focus on disadvantaged boys. This investment in whole school literacy will ensure that the literacy needs of disadvantaged students is a key priority for the school.

Cost attributed to whole school staffing.

POF

HOYs to work with 15 critical disadvantaged students in each year group. They will work with the same students all year and focus on attendance, parental engagement and behaviour. CRO and MGA to identify groups of students. HOY to converse with parents at least once every half-term.

No value

HOY / MGA / CRO

Use of Year 7 Literacy and Numeracy catch up money to work with disadvantaged students who demonstrate literacy and numeracy barriers

Cost attributed to Year 7 Catch up funding.

CRO / POF / LMC

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Scalby School Improvement Plan 2015-2016to learning.

Extra staffing in English will provide extra curriculum time and smaller teaching groups for disadvantaged students in Year 7, 8, 9 and 11.

Claire Jones Salary English £23,390 MMCMMC

Following the PPEs students will be directed to attend 3 after school revision classes, where they require support. The English, Maths & Science 3 LOP is the priority then Progress 8 subjects.

No valueCRO / HOD

Use of student voice to provide views of disadvantaged students to Heads of Department about the barriers to learning students face in their subject areas. Monitor strategies taken by HODs to overcome these barriers.

AAHT Deep Achievement 1500

CRO / AAHT – Deep Achievement

All disadvantaged students to receive a careers interview in Y11 and year 8 to inform students about their options. Disadvantaged students to receive career advice in proportion to their make up in each year group. Approx. 25%.

£8,707 Careers Advisor 50% of cost paid for by Disadvantaged funding.

MMC / RGR

BehaviourTo continue to reduce exclusions with a particular emphasis on disadvantaged

Inclusion Manager and impact centre staff will mentor a small group of high tariff recidivist excludees and consequence

Inclusion Manager 75 % of Salary x 1Impact Centre Staff x 2£83,620

Reduce Exclusions of disadvantaged students to 25% of overall school exclusions. This is in line with the number

Exclusion and consequences data reported on every PS cycle.

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Scalby School Improvement Plan 2015-2016learners. students in order to reduce

exclusions and instances of consequences.

MGA / MOS of disadvantaged students in the whole school population.

Reduce consequence C5 instances of disadvantaged students to 25% of overall consequence instances. This is in line with the number of disadvantaged students in the whole school population.

Student Surveys

Students escorted to their after school detention by their P5 teachers supported by HODs and SLT in order to reduce consequences for missed detentions.

No value

ALL Staff / CRO /HCL

Impact centre will be used to re-engage disadvantaged learners returning from lengthy exclusions or who are struggling to cope with mainstream lessons.

Inclusion Manager 75 % of Salary x 1Impact Centre Staff x 2£83,620 (See above)MGA / MOS

Alternative Provision will be put in place for disadvantaged students who require alternative education packages.

£15000

MOS

Disadvantaged students in Year 7 targeted for E-Safety workshop run by North Yorkshire safeguarding Board.

No ValueLMc

Quality First Teaching – To ensure that disadvantaged students receive the highest standard of teaching in all subject areas and that this is narrowing the gap.

Use of the Lead Practitioners in English, Maths & Science in order to share good practice during PS reviews with whole departments. Lead Practitioners to work on PP strategies using the Strategies to close the Achievement Gap booklet.

Lead Practitioner Science, English & Maths ( see above)£28,733

HHA / POF / SUB / CRO / BEV

100% of teaching in English, Maths and Science will be Good or better during performance management observations.

Marking for disadvantaged students will be judged at or above the expected level in 90% of marking trawls for

Observation data on the Blue Sky database.

SLT drop in days and marking trawl monitoring

SLT active patrolsSLT line management

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Scalby School Improvement Plan 2015-2016disadvantaged students.Provide English, Maths and

Science teaching staff with a visualiser each in order to share good progress and accelerate learning.

£4500

CRO

FIT First – Staff will be directed to focus on feeding back, interacting and targeting questioning to disadvantaged students first during lessons.

No Value

CRO

Pupil Premium Development Fund. Staff can bid up to 200 pounds to create a project which has a positive impact on a group of disadvantaged students in the classroom.

£2000

CRO / DRE

Seating Plans – Disadvantaged students and their barriers to learning will be identified by teaching staff on seating plans with detailed information on how the staff member intends to differentiate learning for the individuals in their classes.

No value

BEV

Lesson study focus on Professional Learning groups (6 hrs per term) Focused on disadvantaged students and AFL techniques proven to boost performance. Booklets with useful strategies to narrow the gap distributed to staff, these will form the focus of their PLG

£100

CRO / BEV

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Scalby School Improvement Plan 2015-2016activities.

SLT corridor duties to focus on the learner experience for disadvantaged students. SLT will follow targeted groups and students over a period of time in order to gain a flavour of learner experience and address any emerging issues.

No Value

SLT

Group setting to be risk assessed by HOD and SLT links every PS cycle in order to ensure disadvantaged students are taught by the strongest staff members.

No Value

SLT / HOD

Quality assurance processes to have focus on disadvantaged students. This involves lesson observations, QA marking and feedback monitoring, planner trawls and homework trawls.

No value

SLT / HOD

Enrichment and Extra-curricular – To ensure that disadvantaged students take full advantage of the enrichment and extra-curricular activities on offer at Scalby.

Personal invites for Pupil premium students in KS3 that are not attending an extra-curricular activity.

No valueCRO / MMC

25% of all students attending an extra-curricular club will be disadvantaged students.

25% of all students on a trip will be disadvantaged students.

Student’s attitudes to learning will improve as a result of visits.

Attendance data for extra-curricular clubs.

Trip data for disadvantaged students.

Student Surveys

Further development of an extra-curricular program that sees the addition of clubs that Disadvantaged students have expressed an interest in.

£500AAHT Deep Leadership / MMC

Y11 disadvantaged and middle ability boys residential to Peat

£2000

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Scalby School Improvement Plan 2015-2016Rigg for one night. There will be a focus on relationship building with peers and staff. Also experiences will be used as inspiration in English Language.

CRO

Maths, English and Science small group interventions, throughout the year and across the key stages as and when the need arises. These will provide memorable learning experiences i.e Maths Go-Karting

£3000

CRO / Lead Practitioners

Excursion fund to allow disadvantaged students to attend school trips where parents are struggling to fund the trip.

£4500

CRO / DRE

AttendanceTo improve student attendance with a particular emphasis on disadvantaged learners.

Identify students whose attendance was between 85% and 90% in 2014-2015. This will form a target group for intervention and rewards. A rewards system (VIVOs) and absence procedures will be used for this group.

Family Liaison Officers x 2 Family Support Officer x 1£25,392

MGA / CRO

Attendance of disadvantaged students will be 94.8%

Persistent absentees of disadvantaged students will reduced by 50%

Attendance data for weekly, PS cycles and yearly.

Data on number of persistent absentees

Weekly review meetings to discuss the attendance of disadvantaged students.

Attendance to be a focus of STRIPES assemblies ensuring that disadvantaged students

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Scalby School Improvement Plan 2015-2016are proportionally represented.

One performance management target of Family Liaison officers and support officer will be linked to Disadvantaged students.

Use of disadvantaged attendance board in the HOY office, tracking students on a weekly basis.

Year 11 Challenge aimed at a group of disadvantaged students to raise attendance through the incentive of a free prom ticket.

£500

CRO

Disadvantaged mentor groups to focus on the importance of attendance. SLT links to ensure attendance conversations are occurring on a weekly basis.

No value

MGA / SLT

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Strategic Priorities – Achievement – Primary PartnershipKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff. Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs. Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning


Transition Priority Summary of Strategy Cost Intended Outcomes Monitoring/Evidence

Partner Primary Engagement and Partnership

Appoint a Project leader to assist with the leadership of transition and the design of a curriculum support programme

1000 – Transition Project Leader

500 – Transition Day resources

Provide a full programme of support developed to support teaching and learning in our partner primary schools.

Engage main partner primary schools with extra transition events.

Student surveys.

Line management meetings

Review and evaluate the current transition process and implement any required changes to the process.

Project Leader to plan the introduction day / evening programmes and co-ordinate Year 5 and Year 6 primary curriculum days. Provide a variety of options including English and Maths experience days.

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Improve Curriculum Continuity in Maths, English and Science from Y5 – Y7 in the short term and Y1 – Y11 in the long term.Audit curriculum provision in all subject areas at three partner primary schools.

Continue the Maths Hub partnership begun this year by DPY with Lindhead, Barrowcliff, Newby, Northstead. Host 3 half day conferences with primary colleagues developing a common language for Maths from Y1 to Y11

1500CRO and Lead Practitioners to lead on this.

Secondary colleagues have a better understanding of what methods are used at primary level in order to improve practice amongst secondary staff.

There will be agreed pedagogy and policy on at least two key areas of the new Maths, English and Science curriculums.

Scalby staff have a better understanding of what the curriculum offer looks like within the partner primary schools

Meeting Minute

Surveys

Primary Audit Questionnaire

Develop Science and English networks with the main feeder primary schools. The aim would be to meet at least three times over the year in a similar format to the Maths model used this year. Cover costs will be covered by Scalby

3000CRO and Lead Practitioners to lead on this.

Through HODS and primary staff audit 2015 onwards curriculum provision in three partner primary schools.

200 CRO

Progress & EffortEnsure that all students make expected progress in Maths and English.

Analyse the progress made by different groups of students. Identify potential issue and liaise with primary schools on any interventions they undertook which were successful with the students

No Value All students should be making at least expected progress in English and Maths.

Reduce the number of E3 and E4s by 30% on 2015 figures

Student surveys

PS data.

Undertake termly surveys with students to ascertain their attitudes to learning.

50 CRO

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Scalby School Improvement Plan 2015-2016Literacy – To improve the level of literacy of Year 7 students

Provide a free fiction book for each of the year 6s who are joining us in year 7.

222 MSI Allow students the opportunity to keep up their reading over the holidays.This would allow students to select a book of their choice and enthuse them about reading

Students have reported that seeing an author in person helps to make reading more exciting. Indeed, many of our year 8 students said that they would read some of Alan Gibbons’ work and requested his books from the LRC during a previous visit.

Student Surveys

Reading Age Data

A free book for all year 7s via the ‘Booked Up’ programme.

500

Author visit - A well known author will run a workshop with Year 7 students

555

Strategic Priorities – Teaching & LearningKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

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Scalby School Improvement Plan 2015-2016 Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff. Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs. Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning


Priority 1 Summary of Strategy Cost Intended Outcomes Monitoring/Evidence

Further develop performance management procedures and appraisal

Introduction of Blue Sky MIS to enable staff to track their own CPD and PM more effectively

£2,300

Staff are tracking their own CPD and the impact it is having thus making it easier to evidence pay progression and progress toward PM targets

All staff meet their PM targets and any staff applying to go up the pay spine are successful

Blue Sky database for PM and lesson observations

Staff surveys

Feedback discussions with line managers

Dedicate Learning and Performance time to discussing PM (2 hours per half term)

Target 1 in PM to remain lesson study focus

Target 2 to remain a ‘closing the gap’ target around improving the progress and achievement of disadvantaged learners

Target 3 to be a CPD target Based on a needs basis to come out of CPD budget

Lesson observation criteria

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Scalby School Improvement Plan 2015-2016updated to take into account progress over time and the new Ofsted framework from September 2015

6 Drop-in days (one per half term) calendared to help target good practice and share it through feedback. SLT also to use postcards for practice they see that is outstanding.

£300 for postcards

Continue the new staff programme on Mondays led by ASU.

c. £200 refreshments


Share good practice more effectively and improve standards of teaching and learning as a result

Lesson study to remain as part of the CPD strategy (6 hrs per term). Maths to do their own version of Lesson study using additional time from their departmental time budget

Staff develop their practice by sharing good ideas and strategies that work resulting in the raising of overall achievement and the closing of the disadvantaged gap.

Staff to take more control of their own CPD and use coaching more as a way of developing practice and enabling them to use social media as a tool for improvement.

Greater involvement of departments across the school in the IRIS and Open Day strategy broadening and extending the impact of the lead practitioners


Staff feedback

Lesson observations and progress measures in 4matrix

Praising Stars3 school coaches to be used to work with staff (CTH, DWI, SMA) with CRO and BEV also providing coaching support. Coaching can be used by staff as an alternative to PLGs if staff request it

70% of Learning and Performance time to be dedicated to departments

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Scalby School Improvement Plan 2015-2016Use of IRIS to be encouraged and increased by raising its profile and being pushed by the AAHT Teaching and Learning

6 Department Open Days to be delivered in the academic year 2015-16 led by the Lead Practitioners and the AAHT Teaching and Learning.

A Teachmeet to be delivered in 2015-16 on the Scalby School site to showcase good practice and our Teaching and Learning model led by the AAHT Teaching and Learning

c. £1,000 minus any sponsorship we receive

Continued use of the Heads of Department meeting as a venue for sharing good practice and discussing teaching and learning

A push to encourage teaching staff to join twitter and follow key educational bloggers to share ideas and approaches

Continue with school to school support work with Eskdale School based around preparing for Ofsted. This

Transport costs c£100

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Scalby School Improvement Plan 2015-2016involves staff exchanges and learning walks and data scrutiny

Regular updating of the Scalby Teaching and Learning blog to catalogue good practice along with a weekly T+L bulletin placed on blog and emailed to staff


Ensuring data is used more effectively for informing teaching and learning strategies

Targets for KS3 to be based on rank 25 targets generated from MIDYIS tests. KS4 targets to be generated using KS2 scores set at 4 LOP wherever possible.

Staff use data more effectively to support teaching and learning and line managers can measure and evaluate the impact of interventions more effectively and clearly.

The staff use seating plans more strategically across the school to encourage the best working relationships between the teacher, the student and the more knowledgeable other (after Vygotsky).

4 matrix

Lesson observations and Blue Sky MIS

Line management minutes

Praising Stars

Classcharts seating plan software system

All staff to be trained in using 4Matrix

Cool Walls for attendance and LOP to be updated and developed to make them more sharply focussed on Disadvantaged students and closing the gap

Praising Stars booklet to be remodelled to make it much more about closing the gap and giving HOD the information they need to intervene effectively

Further develop the whole school feedback strategy and

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Scalby School Improvement Plan 2015-2016monitor and evaluate this more closely in conjunction with the HODs (marking trawls and timetable of monitoring and evaluation).

Introduce seating plan software (Classcharts) to allow staff to easily plan seating strategies and track these across the school to better inform interventions. This project to be led by a project leader (VLS).

£2,000


To develop the use and impact of the lead practitioners in English, Maths and Science

LPs to have a focus of raising achievement in their respective department areas by developing and implementing strategies in conjunction with the HOF to raise achievement of middle ability boys and disadvantaged learners.

Transport costs The LPs work together to close the gap and raise achievement of middle ability boys.

Use of literacy and numeracy across the core subjects becomes much more consistent and this is also reflected across the other departments.

Open Days in English, Maths and Science in 2015-16.

Feedback from staff

Praising stars


Marking evaluations and book scrutinies

Paul Offord to develop the Scalby Literacy strategy and export elements of this to the other two schools he works with. POF also to rationalise the year 7 catch up using Sharon Stone and S. Bell on her return to support literacy intervention further

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Scalby School Improvement Plan 2015-2016up the school in years 8-11. Accelerated Reader also to be a key part of supporting this strategy along with Star Reader to assess reading ages twice per year.


Recruit and retain quality staff

Train one schooldirect English salaried trainee in 2015-16

£12,000 To have a teacher in English with QTS by July 2016 enabling them to fill any gaps in staffing.

To raise the number of accredited SLEs to 8 in school with 3 in English and Maths (BEV/SUB/DPY/HBA/CRO/NPE/HHA/POF)

Maintain and develop our relationship with EBOR TSA and Outwood Institute of Education (OIE) to ensure the best offer for ongoing CPD for staff. Also to ensure HHA and POF are accredited as SLEs in 2015-16.

Investigate transferring the current SLEs from OIE to EBOR or another TSA to offer opportunities for school to school support in the local area.


To improve the reading, writing and oracy skills of students from all backgrounds at Scalby,

Undertake a survey of Year 6-10 students' reading experiences. Repeat at the end of the year.

See MSI for costings To establish an understanding of the cultural landscape and literacy picture of our Year 6-10 students in order to provide a more precisely tailored

Survey findings.

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Scalby School Improvement Plan 2015-2016especially those at risk of underachieving, in order to improve outcomes at all levels.

To develop a culture of reading which infuses students' lives in and out of the classroom.

To enable students to access the curriculums in all subjects by explicitly teaching subject specific terminology and expressions at word, sentence and whole-text level.

To equip all staff with the skills to be able to teach Literacy within their own subject areas and across other areas of school life.

Send Yr 6s them home for the Summer with a free book and a reading pledge book-mark. Book mark to be handed to Yrs 7-10 as well.

approach to their needs.Year 6s to feedback about their reading in the first library lesson of the Year. Tracking of students' reading ages via STAR reader.

Book requests at library. Students to fill out a request form for ANY book (within reason) and the library will buy it for them to read and then keep it on Library shelves.

TBC - catch-up funding to partially fund.

To make it easier for students to access book who are unable to afford them.

Log kept in Library. Students to complete test on AR for books they 'buy'.

Praising starsObservations and drop-ins

Formalised reading programmesA) Further embed Accelerated Reader and STAR reading test within English and after school learning in order to monitor and underpin the culture of reading in English sets 3-4 in Year 7, 8 and 9 plus Yr 10 and 11 during P. 6 sessions. Key staff to receive training in its implementation.

B) Year 7, 10 & 11 Period 6 reading programme designed to support and

Catch-up funding to be used to staff and resource this programme of study.

New books need to be purchased for form rooms. Shelves/ book boxes to be

To raise reading ages and academic performance and to strengthen the culture of reading across the school.

To raise reading ages and academic performance and to strengthen the culture of reading across the school. To strengthen the connections with these hard to reach families and to involve them in their children's literacy development.To widen students' cultural experiences

Tracking of reading ages. Half termly feedback to parents. Amending targeted intervention according to outcomes.

Tracking of key students' reading ages and Praising Stars outcomes.

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Scalby School Improvement Plan 2015-2016embed improvements in Reading ages for those significantly below average. Participation linked to rewards via Vivos plus reward trips (E.g. Flamingo Land/ London Cultural Visit). Curriculum to involve reading mentors/ parents/ visitors from community to support the programme.

C) Drop Everything and Read (DEAR) to take place once a week during Mentor sessions. All Adults and Students in the school to literally DEAR for 15 mins.

D) Continuation of reading mentor scheme - students with 1 Year or more lower reading ages. Targeted students in Yrs 7-9 supported by Year 9-11 students.

installed in all rooms.(£200)

Book purchases @£200

via rewards.

To raise reading ages and academic performance and to strengthen the culture of reading across the school.To strengthen the role of the Mentors in the reading lives of their mentees.To include all adults in the school in the drive towards improved literacy.

To raise reading ages and academic performance and to strengthen the culture of reading across the school.To foster a sense of peer to peer reading support across the school, giving the students a sense of ownership and mentorship in that process.

Heads of Year to ensure full implementation. Accelerated reader

PO to monitor. Reading ages to be tracked via STAR reader.

Praising StarsStudent voice

Literacy training:A) 23/9/15 Keynote speech from David Didau on Literacy and the language rich/ poor divide. Followed up a series of break-out sessions run by

£1,000 Plus petrol for key note speaker + food and refreshments for staff for training day (23rd Sept)

To initiate and contextually underpin the school year's focus on raising literacy across all subjects. To assert the importance that the way to improve literacy is by promoting it from within subjects rather than as a 'bolt-on' policy.

To raise reading ages and academic performance and to strengthen the culture of reading across the school.

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Scalby School Improvement Plan 2015-2016English staff and DD.

C) Training for staff to plug holes in basic Literacy. Sessions to run on aspects of SPAG. (1st session compulsory programme - subsequent sessions voluntary and run by members of English and MFL).

Refresh and refine reading related posters around the school E.g. Staff & student 'My favourite book'; Get caught reading posters; Shelfies; Who's behind the book?; mini-whiteboard signs on doors with what staff are currently reading.

To train staff on key issues surrounding Literacy development.

To embed the notion that "If you can say it you can write it". To strengthen the delivery of Literacy development through structured pedagogyTo raise reading ages and academic performance.

To create a culture of openness about our own Literacy insecurities. To refresh our literacy skills in order to support students more effectively in the classroom.

To strengthen the culture of reading across the school.

Lesson Observation outcomes. Audit of departmental practises across the year. PO to monitor the effectiveness of new departmental strategies. Student voice feedback across the year. GCSE outcomes 2016.

PO to oversee CPD of staff Literacy. Staff survey on their own literacy confidence at the start and end of the year.

PO to monitor the spread of

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Scalby School Improvement Plan 2015-2016these posters and displays across the school.

Revisit audit of subject text-books - are they accessible to all? How are they being used? Explore differentiation needs surrounding

Potential purchase of new text books. To ensure that students are not

alienated from the curriculum - to help them access curriculums effectively with sufficient challenge

To promote the use of talk and oracy in the classroom as a route to improved outcomes.

To promote the use of T4W strategies to raise outcomes.

Department schemes of work.

Drop-ins

Lesson observations

Praising Stars

PO to follow up with vising colleagues on how to introduce these practises in their classrooms.

Feedback form staff and students

English open day to focus specifically upon Speaking and Listening skills. How to include oracy as part of your lesson. Link to T4W.

n/a

Ensure Year 7 literacy catch-up is effective with clear impact

Susie Bell until October 19th 2015. This is to be provided by Sharon Stone working 9 hours per week on a Monday, Wednesday and Thursday p4,5,6. This gives us capacity to work with lower ability year 7 students in their lessons and do all catch up in

15 weeks x 9hrs x £25 per hour = £3,375.

To ensure all 25 students have improved reading scores and all have caught up with their peers.

Students surveys

Reading ages

Praising stars

Observations of 1-1 or small group sessions.

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Scalby School Improvement Plan 2015-2016period 6. There are currently 25 students identified to require intervention as they are below level 4.

Also ATA to be trained in the use of Accelerated Reader


Ensure year 7 Numeracy catch-up is effective with clear impact

LMC to continue to oversee the numeracy strategy for year 7. Kirtsy Hannam to take the majority of the sessions with 19 identified students.

As with the current arrangements students to be withdrawn on a rolling programme avoiding English, Maths and Science.

Additional numeracy materials c£200

To ensure all 25 students have improved reading scores and all have caught up with their peers.

Students surveys

Praising stars

Observations of 1-1 or small group sessions.

Strategic Priorities - CurriculumKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff.

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Scalby School Improvement Plan 2015-2016 Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs. Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning



Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs.

Increased curriculum time - Science From Sept 2015 - Review the curriculum plan to give Science an additional period in Key Stage 4. Current KS4 curriculum is 105 periods at a cost of £205600

Increased curriculum time – English

From Sept 2015-Review the curriculum plan to give English an additional period in key stage 4. Current KS4 curriculum is 119 periods at a cost of £244664. KS4 English is overstaffed by 18 periods creating extra groups in Year 11 and Year 10

Approximate cost per lesson – £2056KS4 Curriculum projections2016-2017 - 116 periods2017 -2018 – 124 periods2018-2019 – 132 periods

Projected cost to run proposed 5 period curriculum across all three year groups -£261112 by Sept 2018.

Approximate cost per lesson - £2056

KS4 Curriculum projections2016-2017 – 1222017-2018 -1362018-2019 – 158Projected cost to run a 5 period KS4 curriculum across all three year groups - £318680

School targets for Science and English to be agreed – at least above national average percentage of each cohort achieve Grade 5 at GCSE in Double Award Science, English Language and English Literature

All student make at least expected progress by the end of Year 11

No achievement gapAbove national average percentage of cohort achieve Grade 5 at GCSE

Curriculum changes in order to release £129528 of staffing funding to facilitate the increase in curriculum time for



Progress reports to the

Governing body

Blue Sky

Praising Stars reports

SLT drop-in programme

Student surveys

Staff surveys

Work scrutinies

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Scalby School Improvement Plan 2015-2016English and science

All disadvantaged students will above average ability on entry enrol to study A-Level courses or follow a quality Level 3 alternative.

Rapid progress made in literacy and numeracy by low ability students especially those deemed as disadvantaged.

Students can describe how the schools SMSC provision has changes their outlook on life

AMAP is rolled out from July 2016 by each department

Students can confidently describe the how the school challenges attitudes which are intolerant of the gender, faith, race and sexuality of any group in the school or in the wider community.

Students have an improved awareness of the opportunities offered by the Apprenticeships Programme

Key Stage 4 options –

July 2015 -Review the subjects offered to make sure that selected disadvantaged students and students vulnerable to exclusion in Year 10 and Year 11 have a high quality alternative options pathways linked to their ambitions and abilities.

Sept 2015 – Include in the Curriculum and Assessment Policy to describe the eligibility for participation in off-site provision.

From Sept 2015 - review the entire curriculum offer in order to facilitate the increase in curriculum time for English and Science.

From Sept 2015 – devise a bespoke programme of Options guidance and CEIAG to increase the number of disadvantaged students who study Ebacc suite of qualifications.

Sept 2015 - Prioritise careers

Vocational course at YCC/Academy of Hair and beauty – approx. £1200 per student.

£100 – GCSE guidance for parents’ booklets and photocopying of resources.

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Plan for the introduction of the new Assessment Mastery and Progress (AMAP) system for 2016/2017 which will replace the use of NC levels as a reporting and assessment mechanism

interviews for disadvantaged students

From Sept 2015 - Year 7 and Year 8 curricula – review of the curriculum offer for lower ability students for 2016-2017.Look at the best practice exampled by outstanding schools whose context and student profile is similar to Scalby

Negligible incidents of racist, sexist homophobic or extremist attitudes amongst students. Where these exist they are rigorously challenged by students and staff.

Students can confidently describe how the school responds to racist, sexist, homophobic or extremist attitudes.

An effective evidence base of the impact of the schools SMSC/BV provision demonstrates outstanding practice in this area.

Reports to parents reflect the new grading system at GCSE for students in Y9, Y10 and Y11.

A coherent strategy to ensure that high quality homework is set across the school and that homework is completed to a high standard by all students

July 2015 -Immersion Days – plan and include a further Immersion Day to enhance SMSC and CEIAG provision

Cost of Immersion Day providers - £TBA

Framework for Assessment

Sept 2015 -Publish a new Curriculum and Assessment Policy for September 2015. To be published on the school website

Sept 2015 -Roll out of the new Assessment, Mastery and Progression (AMAP) system from September 2015

Sept 2015 -Give HODs a timeline and guidance to make

L&P time to enable departments to develop their assessment schemes using the AMAP framework.

Expansion of the Exams budget to pay for the samples of marked GCSE scripts at the end of the GCSE exams process for 2015 and photocopying for the Y10 and the Y11 PPEs. - £2000 approx.

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Scalby School Improvement Plan 2015-2016sure that all departments develop effective AMAP systems ready for evaluation in May 2016 for implementation in September 2016

From Sept 2015 – confirm the PPE timetable for Y11 and plan a timetable a first PPE programme for Y10.

Jan 2016 – develop and timetable a Masterclass programme to run during the exam period

Sept 2015 – planning and consultation on the New reporting format for Praising Stars to support AMAP

From July 2015 The Prevent Agenda –

Undertake an audit to map SMSC provision across the whole curriculum

Undertake student and staff surveys – online and video to gauge the current level of understanding of SMSC provision

Renew subscription to iAbacus Gridmaker to record SMSC evidence and impact. - £400

MMC - £250 to facilitate curriculum planning and policy development to ensure that this is in line with DfE expectations

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Sept 2015 –World Challenge re-launch

Specific CPD as required for SUB/LMC

Sept 2015- review of the current Homework Policy

Strategic Priorities – Behaviour & Support Behaviour for LearningKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff. Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs.

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Scalby School Improvement Plan 2015-2016 Plan for the introduction of the new KS3 assessment system for 2016/2017. Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning



Further reduce fixed term exclusions through the introduction of a new behaviour policy.

Logging C3’s Training costs – SIMS course £180 MGASIMS trainer in school £? MGA

Reduction of C3’s improved behaviour in lessons

Increased parental engagement

Reduce C4 detentions by 50%

Reduce Exclusions by 60%

Reduce exclusions of disadvantaged students to 25% of overall school exclusions. This is in line with the number of disadvantaged students in the whole school population.

Reduce consequence C5 instances of disadvantaged students to 25% of overall consequence instances. This is in line with the number of disadvantaged students in the

Weekly analysis of C3’s and detentions through the behaviour bulletin

Drop ins by HOY, SLT

PM observations on Blue SkyHalf termly analysis and reports to DRE and governors on exclusions, detentions and consequences

Reporting of C3’s and detentions to parents on the Praising Stars report every half term

MGA/ CRO/ SAT

Notifying parents of C3’s and detentions using SIMS in-touch

SIMS in touch already installedIf we use a different mechanism £3000 but would be part of a package that does much more than this.

Internal exclusion for particular misdemeanours

Reduce failure in Consequences by

Mobile phones and other devices handed in at the beginning of

As above

JAL

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Scalby School Improvement Plan 2015-2016the day

HOY carrying out support to learn conversations whilst students are in Consequences

HOY

whole school population.

Support to learn conversations following detentions

Teaching staff

Mentors and HOY to have information on their cohorts enabling weekly conversations with students about their behaviour

Training time and time to set up home page in SIMS to show relevant data

Alternative Provision Separate the vulnerable students from those with behavioural issues

Change of use for G21 (IT staff room)MOS

All students who are involved in alternative provision(behavioural or medical) get their 3 levels of progress target grades in English and Maths

PS reports analysis for this group of students

Choices reports

Feedback from students, parents and providers involved in alternative provision

Change layout of the Impact Centre – now called Choices

Inclusion Manager and impact centre staff will mentor a small group of high tariff recidivist excludees and consequence students in order to reduce exclusions and instances of consequences.

Inclusion Manager 75 % of Salary x 1Impact Centre Staff x 2£83,620MGA / MOS

Choices will be used to re-engage disadvantaged learners returning from lengthy exclusions or who are struggling to cope with

Inclusion Manager 75 % of Salary x 1Impact Centre Staff x 2£83,620 (See above)MGA / MOS

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Scalby School Improvement Plan 2015-2016mainstream lessons.

Alternative Provision will be put in place for disadvantaged students who require alternative education packages

MOS £20,000

Strategic Priorities – Behaviour & SafetyAttendanceKey Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.

Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff. Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs. Plan for the introduction of the new KS3 assessment system for 2016/2017.

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Scalby School Improvement Plan 2015-2016 Embed a coherent literacy policy across the school. Continue to develop numeracy through collaborative work across subjects. Ensure a consistent approach to homework across the school Further improve students’ attendance and reduce the level of persistent absenteeism. Further reduce fixed term exclusions through the introduction of a new behaviour policy. Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning



Further improve students’ attendance and reduce the level of persistent absenteeism.This applies to both whole school attendance and the attendance of particular groups such as Boys, Girls, FSM, PP.

Attendance intervention levels set at <96%, <94%, <90%Autumn term 2015 postcard, letter 2 and attendance contracts monitored closely PA action to remain at 85% in Autumn Term

Postcards for <96% 6 packs of 150 @ £25 £150Letters for <94% printing and postage costs

Student’s barriers to attendance are removed or reduced. Their attendance increases to match that of Non PP/Non FSM students

Whole school attendance 96%. Year 7 and 8 97%Years 9 – 11 95%PA 15% - 5%PA 10% - 10% (in line with projected North Yorkshire figures)

Attendance of disadvantaged students will be 94.8%

Persistent absentees (15%) of disadvantaged students will reduced to NA figure of 11.5%

Persistent absentees (10%) of disadvantaged students will be less than the North Yorkshire

Weekly analysis of whole school attendance in addition to FSM and PP attendance, both weekly and cumulative.

PA countdowns each half term

Logs of attendance actions

Weekly meetings MGA / VBI (AIM), VBI with HWA and KJO

VBI/KJO/HWA caseload students attendance data

Attendance bulletin to all staff.

Impact analysis of key promotion strategies eg 25 day challenge

Students who require an attendance Focus identified for each year group, which will be monitored throughout the year.

Depends on individual actions identified for each student. Things that could be included

Taxis after intervention Refreshments for a

parents evening held to engage parents and promote attendance

Attendance Intervention Officers (AIO) to have a case load or 15-20 students each PS cycle (mainly Disadvantaged students)

Salary of AIO’sCost of letters

AIO’s to pick up students who are regular late or those with an identified pattern of

Mileage for collection trips

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Scalby School Improvement Plan 2015-2016absence on particular days average.

All students on caseloads will improve their cumulative attendance.

HOY to monitor the attendance of their year group as a whole and their PP/FSM students.

Attendance Intervention Manager (AIM) employed by Scalby School. More students put on 10 day monitoring procedures and at an earlier date in the year.

Salary of AIM

Regular fixed term attendance promotions/strategies run each half term. The focus of these will be dependent on the results of an attendance questionnaire conducted in June 2015.Major promotion 2015-16 – 2 awards,

100% over the year, 100% from 4th January

to 24th March Most improved

attendance September - June

Cost of rewardsPostcards celebrating good attendance for each PS cycleSponsorship to be sought for major promotion from Boyes/Proudfoots/Morrisions.

Continued promotion of attendance in mentor time using the planner (cumulative/weekly recording page), Thermometer display,

Sweets for Mentor group of half termCertificates (printing and laminating) mentor group of the

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Scalby School Improvement Plan 2015-2016Mentor group and most improved mentor group of the week, 100% attendance across the year prizes)Attendance record sheet sent home with each Praising Stars report

week and most improved (5 year groups)

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