Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 We aim to know each and every student so that they discover and make the most of their skills and talents Vision Statement At Blackminster Middle School we aim to provide learning opportunities for all our students so that they are: Self-regulated, self-motivated, self-aware, self-confident, safe, healthy and that they: Show empathy, respect, consideration and caring for others and themselves. Have high expectations and are determined to make the most of their skills and talents. Understand their role, and the role of others, as international citizens in a global society Have skills so that they are: resilient, creative, good communicators, problem solvers, able to work with and support others, positive when dealing with challenge and change, reflective, evaluative, responsible for their actions, adopting a ‘can-do’ attitude, innovative. Learn, enjoy and make progress Participate in a range of activities both in and out of school making a contribution to the wider community We will do this through: A curriculum and a wide choice of enrichment activities that meets the needs of each individual student A range of compelling learning opportunities that provide variety, pace and challenge Mentoring to support the learning process and to set targets so that students meet or exceed targets Assessment for learning and regular positive and constructive feedback to students Learning to learn and lead for staff and students Continuing professional development for all our staff so they have the knowledge, skills and understanding to do the job Organising our school so that resources are efficiently and effectively deployed Regularly monitoring, evaluating and reviewing our work and that of the students Providing a safe and caring environment including e-safety Creative use of ICT Listening to the students through Student Congress Listening to parents / carers through Parent Voice Providing our students with up to date, impartial, information, advice and guidance Links with parents and other stakeholders Ensuring barriers to learning are removed through in-school provision and links with outside agencies and organisations Ensuring equality of opportunity and to tackle any form of discrimination Ensuring staff are working effectively towards suitably challenging tragets
Page | 1
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 This development plan should be read in conjunction with other key documents:
Pyramid Raising Achievement Plan (PRAP) Data Calendar and MASC (Monitoring Accountability Support & Coaching) Documents Attendance Action Plan School Self Evaluation Form (SEF) FFT data RAISEONLINE LA analyses of Key Stage 2 (KS2) performance Behaviour for Learning document School policies Department Development Plans Department Financial Planning Documents
Overview
(PN to UPDATE)
Table 1: Average points scores over three years for all subjects, English, mathematics and science at the end of Key Stage 2 2007 2008 2009 2010 Significantly above average (SIG+) Above, but not En En Sc En Sc significantly different to, average Below, but not All Ma All Ma All significantly different to, average Significantly below Sc Ma average (SIG-) Table 2: Attainment thresholds at the end of Key Stage 2 for 2009 and 2010 2009 L4+ L5+ Significantly above average (SIG+) Above, but not significantly different to, En Sc average Below, but not significantly different to, Ma En Sc average Significantly below average (SIG-) Ma
2010 L4+
L5+
Initial analysis and hypothesis about the judgement on attainment
*SLT to update
Page | 2
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Key Stage 2 Results 2010 and 2011 Focus / Measure
Result
Total number of pupils on roll (all ages) Pupils with statements of SEN or supported at School Action Plus: number Pupils with statements of SEN or supported at School Action Plus: percentage Pupils with SEN, supported at School Action: number Pupils with SEN, supported at School Action: percentage Number of pupils on roll aged 10 as at 31 August 2008 Contextual Value Added KS1-2 CVA Score Lower Limit of CVA Confidence interval Upper Limit of CVA Confidence interval Coverage indicator - % of pupils at the end of KS2 included in CVA calculation Key Stage 2 Test Results 2009 Published eligible pupil number Eligible pupils with SEN with a statement or supported at School Action Plus: number Eligible pupils with SEN with a statement or supported at School Action Plus: percentage Eligible pupils with SEN supported at School Action: number Eligible pupils with SEN supported at School Action: percentage English Percentage of pupils achieving Level 4 or above in English Percentage of pupils achieving Level 5 in English Percentage of pupils absent from or not able to access the tests in English Mathematics Percentage of pupils achieving Level 4 or above in mathematics Percentage of pupils achieving Level 5 in mathematics Percentage of pupils absent from or not able to access the tests in mathematics both English and Mathematics Percentage achieving Level 4 or above in both English and mathematics Science Percentage of pupils achieving Level 4 or above in science Percentage of pupils achieving Level 5 in science Percentage of pupils absent from or not able to access the tests in science All subjects Average point score Year on year comparisons Aggregate of test percentages for Level 4 and above Aggregate across the three core subjects: pupils achieving expected level or above 2008 Aggregate across the three core subjects: pupils achieving expected level or above 2009 Aggregate across the three core subjects: pupils achieving expected level or above 2010 Aggregate across the three core subjects: pupils achieving expected level or above 2011 Aggregate of test percentages for Level 5 Aggregate across the three core subjects: pupils achieving above the expected level 2008 Aggregate across the three core subjects: pupils achieving above the expected level 2009 Aggregate across the three core subjects: pupils achieving above the expected level 2010 Aggregate across the three core subjects: pupils achieving above the expected level 2011 Progress Measures from KS1 - KS2 % of pupils achieving the expected level of progress in English % of pupils included in the calculation of the English progress measure % of pupils achieving the expected level of progress in maths % of pupils included in the calculation of the maths progress measure Absence record for day pupils of compulsory school age Overall absence Persistent absence
*PN to UPDATE
Page | 3
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Blackminster Middle School Key Stage 3 (Years 7 and 8) Predictions / Targets Target for Years
Key Stage 3
The proportion of 14 year olds achieving Level 5+ in science The proportion making 2 National Curriculum levels progress in English from the level attained at the end of Key Stage 2 The proportion of students making 2 National Curriculum levels progress in mathematics from the level attained at the end of Key Stage 2
Absence
Statutory targets
Target Area The proportion of 14 year olds achieving Levels 5+ in both English and mathematics
Confirmation of absence target
Key Stage 3
Type D
School History
Target agreed with LA
2012 (Year 8) 2013 (Year 7) 2014 (Year 6) 2012 2013 2013 2012 2013 2014 2012 2013 2014 2012 2013 2014
The proportion of 14 year olds achieving Level 6+ in both English and mathematics Non-statutory targets
Type B
The proportion of 14 year olds achieving Level 6+ in science ICT: % achieving Level 5+
ICT: % achieving Level 6+
2012 2013 2014 2012 2013 2014 2012 2013 2014 2012 2013 2014
Group
Level 4 English
Level 5 English
Year 6 ‘Groups’ % based on FFT D KS1 - 2 Level 4 Level 5 Level 4 Level 5 Level Maths Maths Science Science 4 E/M
Level 5 E/M
Ave Points Score All Subjects
Attendance
Girls Boys FSM Statement SEN School Action SEN School Action Plus White BME LAC Overall
*PN to UPDATE Page | 4
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011
*PN to UPDATE Targets for Y6 2011-12 These students will finish KS2 in 2012 L4+
L5+
FFT benchmarks Level 4 H B D
FFT benchmarks Level 5 H B D
English
87
43
81
82
87
30
35
43
Maths
85
45
69
80
85
22
38
45
Science
93
55
93
89
94
46
46
56
33
66
75
81
15
25
33
English & Maths 81 combined Expected progress (2+ levels)
H
B
D
English
89
81
83
89
Maths
87
67
80
87
End of KS2 statutory target setting
Target Setting Review 2010 – 2011 Focus English Maths English and maths combined Focus English Maths
Target 87 85 81
Level 4+ Venn 78 73
Actual 82 78 74
Target 43 45 33
Level 5+ Venn
Actual 28 25
Expected 2 levels of Progress Target Venn Actual 89 87
Page | 5
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 To Raise Standards Further We have 4 Priorities
Priority 1. Learning and Teaching meets need
2. Leadership and Management
3. Partnerships
Summary Low attaining students achieve or exceed target grades (PH) High attaining students, especially in maths, meet or exceed expectations (all other students achieve or exceed targets) (PH) Assessment for Learning (formative assessment), including Learning Reviews, is used consistently well across all subjects and teachers, emulating best practice, and leads to improved student attainment and progress – 100% compliance (LM / CN) 4. Half-termly teacher summative assessment, including the use of APP, is used to monitor progress, inform lesson planning, Progress Reviews and Reports – 100% compliance (LM) 5. Literacy, oracy, numeracy, ICT, PLTS, SEAL, SMSC and Enterprise Skills are developed through all subjects and mapped across the curriculum. Students to self-assess – mapping completed and linked to schemes of work (LM / CN) 6. Lessons ACTIVELY involve students in learning through: majority of questioning being open ended; higher order thinking skills; group work and oracy (LM/CN) 7. Independent learning becomes an integral part of all lessons and prompt constructive feedback given to students – 100% compliance (LM) 8. Behaviour for Learning (BfL) used consistently by all staff so that the number of detentions and exclusions from 2010-2011 is reduced (ND) 9. Students cultural awareness is developed through a clear focus on Community Cohesion (ND) 10. Students more active in their learning in PSHEE and Citizenship and have an increased number of opportunities to use ‘Active Citizenship’ (ND) 1. The School’s Self-Evaluation is accurate and informed by regular Monitoring, Evaluation and Review (MER). The detailed Self-Evaluation leads to effective and rigorous planning and actions (PH) 2. Development of the Management Information System (SIMS) – ALL staff have access to and use SIMS – 100% compliance (PN) 3. Performance Management is used to improve Achievement, Learning and Teaching – targets set include a learning and teaching target related to RAP and when monitored show improvements in student progress and achievement (PH) 4. Further develop the use of data (FFT and RAISEONLINE) to track student and group progress and to intervene when students ‘fall behind’ – ALL underachieving students identified and supported through early intervention (PN) 5. Ensure ALL statutory policies are updated and verified by Governors – policy review cycle completed and in action (PH) 6. Department Reviews include Governors. Information from Governors informs review document but does not influence judgements (PH) 7. Curriculum, including ‘Creative Curriculum’, reviewed to identify areas of strength / development, need and to review staffing including SEN provision including TAs (LM) 8. Ensure consistent use of data through improved MASC meetings (PN) 9. Leadership at all levels (HoS/HoH/SENCo/SLT) focused on: improving learning and teaching; consistent use of data to inform and plan; raising standards (PH) 10. Improved staff induction to ensure staff have: knowledge of all policies; necessary IT hardware and software including log-ins; awareness of BMS safeguarding and Child Protection policies and procedures; data and necessary information for the students they are to teach (LM/AP) 11. The School explores the conversion to Academy (Govs / PH) 1. Further develop partnerships with First / High Schools and other stakeholders to raise standards and to improve learning and teaching and data exchange (PH/PN/LM) 2. Parent Voice established and leads to parents / carers involvement in decision making – 90% of parents state satisfaction with process (LM) 3. Further develop partnerships with LA and other agencies to support student learning, progress and well-being (CN) 4. Greater use made of facilities by the community to generate funding (AP) 1. 2. 3.
Page | 6
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011
4. Administration, grounds maintenance
5. 6. 1. 2. 3. 4. 5. 6. 7. 8.
Clear descriptions of staff roles and responsibilities available for parents, governors and other stakeholders (PH) Collaboration with Pebworth First School supports and drives improvements in achievement and standards and Cluster liaison (PH/IM) Ensure students with disabilities can access all parts of the school (AP) Review admin support so that Workforce Reform is fulfilled (AP) Develop the Management Information System (SIMS) so that all staff have access to and use ‘Take Register’, ‘Profiles’ and ‘Assessment Manager’ to register students and to record progress and attainment (PN) Website, including BMS VLE focuses on learning and teaching and is regularly updated (PN) Prospectus and other school information updated (AP) Ensure Value for Money (VfM) through spending review and increasing income through lettings (AP) Complete the Schools Financial Value Standard (AP) Ensure Safeguarding procedures and risk assessments are up to date and meet statutory requirements including membership of ISA (Independent Safeguarding Authority), or alternative (ND)
The Four Principal judgements of how we are performing will be based on: 1. The achievement of students 2. The quality of learning and teaching 3. The quality of Leadership and Management at all levels 4. The behaviour and safety of students We will also consider how well we: Promote the students’ spiritual, moral, social and cultural development and The extent to which we meet the needs of ALL students including those who have disabilities and those who have special educational needs In order to ensure we focus on the suggestions in the last Ofsted report there will be MER of how well we promote: the students’ well-being Community Cohesion
Page | 7
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011
1. Learning and Teaching
Priority
Target
Action
Person/s Accountable
Date
Success Criteria and IMPACT on students / stakeholders
1.1 All low attaining students meet or exceed target with key focus on maths
1. Termly data used to track progress 2. Lesson obs focus on low attainers 3. SEN identify low attainers at risk of underachieving and implement appropriate strategies 4. Lessons differentiated to meet need 5. Internet Café introduced 6. Termly Student Congress meetings with focus on progress and achievement 7. Students ‘falling behind’ have 1:1, withdrawal (small group or individ), parents notified 8. Work sampling and moderation 9. Parent Voice document FAST Track produced to support parents as coeducators 10. Support for teachers not ‘adding value’ from in-house and LA consultants
1. PN 2. SLT / HoD 3. JB / CN 4. All / CN 5. PH 6. ND/PH 7. PN 8. LM 9. LM 10. LM/CN
1.Termly 2. Termly 3. 10/11 4. 9/11 5. 10/11 6. 10/11 7. 10/11 8. Termly 9. 12/11
1.2 All high attaining (from FFT) students meet or exceed targets with key focus on maths
1. Termly data used to track progress 2. Lesson obs focus on high attainers / G+T 3. Enrichment for High Attainers including Internet Cafe 4. Lessons differentiated to meet need 5. Termly Student Congress meetings with focus on progress and achievement 6. Students ‘falling behind’ have appropriate intervention and support, parents notified 7. Work sampling and moderation 8. Parent Voice document FAST Track produced to support parents as coeducators
1. PN 2. CN 3. LM / CN 4. LM / CN 5. PH 6. PN 7. LM 8. LM 9. CN 10. LM 11. PH
1. Termly 2. Termly 3. 10/11 4. 9/11 5. Termly 6. 10/11 7. Termly 8. 12/11 9. 10/11 10. 9/11 11. 11/11
1. 95% of students on track to achieve target grade 2. Lesson obs show that low attainers are making good or better progress 3. ALL identified students have relevant and appropriate support 4. ALL students access learning and make progress 5. min 50% of cohort attend at least once a week 6. By Jan 2012 ALL students will have been formally asked about learning and progress 7. Students identified and intervention in place – no student slips through the net. HoS rigorously interrogate half-termly Progress Reviews and feedback through MASC meetings 8. Levels moderated as correct, ALL teachers following school policy 9. 80% of parents attend launch of FAST Track 10. Progress of students shows rapid improvement and students meet min targets – equivalent to FFT D estimates 1. 98% of students on track to achieve target grade 2. Lesson obs show that high attainers are making good or better progress 3. min 50% of cohort attend at least once a week 4. ALL students access learning and make progress 5. By Jan 2012 ALL students will have been formally asked about learning and progress 6. Students identified and intervention in place – no student slips through the net – Venn diagram 7. Levels moderated as correct, ALL teachers following school policy – involve First Schools
Provision by School including budget
How monitored and evaluated with reference to SEF
Termly Progress Reviews Lesson observations Work sampling Learning Walks SEN data FFT data SEF Achievement of students SEF Quality of learning and teaching MASC
Termly Progress Reviews Lesson observations Work sampling Learning Walks SEN data FFT data SEF Achievement of students SEF Quality of learning and teaching MASC
Page | 8
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
Action
Person/s Accountable
Date
9. Support for teachers not adding value 10. Focus on progress of high attainers / L5+ in maths in early department review. Include EHS maths department 11. Classroom and Institution Quality Standards used to audit provision
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
8. 80% of parents attend launch of FAST Track 9. Progress of students shows rapid improvement and students meet min targets 10. Review of data/lesson obs leads to effective action plan and intervention, including support from EHS maths dept. 11. Quality standards used and actions derived from audit
1.3 AfL is used consistently across ALL subjects to improve student learning and progress – 100% compliance
1. SIMS used to generate targets and progress reviews 2. ALL students have targets grades for ALL subjects using FFT D and these are regularly referred to by tutors, HoH, subject teachers and HoS 3. Professional Development Day (PDD) on AfL and APP 4. Work sampling to MER 5. Meet the Tutor meetings introduced for Years 6, 7 and 8 to.
1. PN 2. PN 3. LM 4. LM 5. CN
1. 10/11 2. 9/11 3. 01/12 4. 10/11 5. 10/11
1.4 Summative assessment is used to track progress and inform lesson planning so that all planning is outstanding – 100% compliance (LM)
1. ALL departments have minimum termly summative assessments 2. Summative assessments moderated within and across departments – Dept meeting 3. Summative assessment data analysed to review teaching and student understanding – Dept meeting 4. Summative data added to Student Record on SIMS 5. After assessments, curriculum changes made if necessary 6. Parents notified half-termly of their child’s progress 7. Lesson plan sampling
1. LM 2. LM 3. PN/LM 4. PN 5. LM 6. PN 7. CN
1. 09/11 2. 10/11 3. 10/11 4. 10/11 5. 01/12 6. 10/11 7. 10/11
1.5 Literacy, oracy, numeracy, ICT,
1. ALL schemes of work map where skills
1. CN
1. 11/11
1. Teachers, students and parents have access to targets and progress. 2. 95% of students asked know target and how to improve. Targets are included on halftermly Progress Reviews. Learning conversation occur in tutor time half-termly 3. AfL policy revised and action plan generated 4. Grades moderated, action plan generated, greater consistency after audit 5. Meet the Tutor meetings introduced before Christmas. 90% of parents attend. Meet the Subject Teachers earlier than 2010-2011, just after Christmas. 80% of parents attend 1. School has progress data on each student for each subject / teacher 2. Levels are secure and agreed 3. Evidence that teaching modified as a result of analysis 4. ALL teachers, including tutors have access to grades 5. Evidence of curriculum changes/modifications as a result of assessments 6. Parents state satisfaction with Progress Reviews 7. Lesson plans show evidence that data informs planning leading to appropriate learning opportunities 8. When asked, students can state how they can improve 1. It is clearly evident where and when skills
Termly Progress Reviews Lesson observations Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF Achievement of students SEF Quality of learning and teaching
Termly Progress Reviews Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF Achievement of students SEF Quality of learning and teaching MASC
Termly Progress Reviews
Page | 9
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Person/s Accountable
Target
Action
PLTS, SEAL, SMSC and Enterprise Skills are developed through all subjects and mapped across the curriculum. Students to self-assess – mapping completed and linked to schemes of work (LM/CN)
to be taught 2. Lesson obs with focus on ‘skills’ 3. Students use planner to assess skills, teachers moderate student assessment 4. Evaluate impact of cross curricular lessons on student learning 5. PDD on the teaching of skills and other learning and teaching strategies so that lessons have PACE, CHALLENGE, VARIETY and DIFFERENTIATION. 6. INTRODUCE ACCELERATED READER
2. LM 3. CN 4. LM 5. LM 6. LM
1.6 Lessons ACTIVELY involve students in learning through: majority of questioning being open ended; higher order thinking skills; group work and oracy (LM/CN)
1. PDDs / CPD Staff meetings focus on learning and teaching with reference to research from Hattie and Petty 2. Focus on use of AfL especially feedback and reciprocal learning 3. Lesson Study used to support collaborative working – launched in Sept PDD
1. LM 2. LM 3. LM
1.7 Independent learning becomes an integral part of all lessons and prompt constructive feedback given to students – 100% compliance (LM)
1. PDDs focus on independent learning 2. Teachers focus on identified groups to ‘trial’ methods 3. Learning Walks focus on independent learning 4. Student Congress inform MER 5. Lesson Study focuses clearly on AfL and independent learning 6. Visits to school with best practice 7. Parents informed precisely and accurately about Independent Learning 8. Independent Learning policy written and agreed 1. BfL policy and practice revisited at PDD
½. LM 3. CN 4. LM 5. LM 6. LM
1. ND
1.8 Behaviour for Learning (BfL) used
Date
2. 9/11 3. 1/12 4. 3/12 5. 10/11 6. 9/11
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
are taught. It is obvious that all skills are taught. 2. Lesson observations reflect teaching of skills. Students can state what skills they have developed and how they apply them across all subjects. 3. Tutors able to help track skill development through planner monitoring. 4. Visible impact on all students’ ability to access higher order thinking skills 5. PDDs with action plans from each subject area/individual teacher 6. All year 6 students show improvements in reading and comprehension 1/2. All colleagues identify a group where visible learning will be trialled with action plan 3. ALL colleagues able to work collaboratively using lesson study. Feedback during PDD and CPD meetings Students meet or exceed FFT D estimate grade
Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SE -Achievement of students SE - Quality of learning and teaching
1. 9/11 2.10/11 3.11/11 4.10/11 5.10/11 6.02/12
1/2/3. PDD meets objective. 90% of colleagues express satisfaction; action plans produced; learning walks show colleagues using strategies to encourage independent learning 4. 90% of students state that strategies have changed and that there are more opportunities to be independent 5. Lesson Study meetings take place; colleagues state satisfaction; 6. Visits take place, best practice shared; informs practice.
Termly Progress Reviews Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SEF Achievement of students SEF Quality of learning and teaching
1. 9/11 2.10/11
1. All lesson observations and learning walks
Student diaries
Termly Progress Reviews Lesson observations Lesson plans Student Congress Parent Voice Work sampling Learning Walks SEN data FFT data SE - Achievement of students SE - Quality of learning and teaching
Page | 10
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Person/s Accountable
Date
Target
Action
consistently by all staff so that the number of detentions and exclusions from 2010-2011 is reduced (ND)
and CPD meetings 2. Student Congress have BfL agenda item 3. BfL data is used to identify students and staff needing support. Early intervention is put in place. 4. Emphasis on PRAISE rather than punishment. Weekly reminders from SLT at briefings. SPOT STUDENTS BEING GOOD. 5. Introduction of BMS Award Scheme as part of whole school PRAISE SYSTEM 1. Restructuring of SLT so that ND has focus on Community Cohesion and PSHEE/Citizenship 2. Greater focus on the leadership and teaching of PSHEE/Citizenship through termly lesson observations/learning walks and fortnightly MASC meetings 3. Links developed with schools in Birmingham and Liverpool 4. RE provision includes visits to religious buildings 5. International links forged with help from LA 6. Impact of improved community cohesion on student achievement MER’ed on a termly basis 7. Student Congress agenda item on Community Cohesion 8. Deliver Community Cohesion through the Study Skills lessons
2. LM 3. ND 4.CN 5.ND/CN
3.9/11 4.7/11 5.9/11
indicate BfL being used consistently 2. Student Congress discuss BfL. WWW and EBI influence policy and practice 3. Identified students/staff supported and number of C3s declines 4. Evidence in planners and exercise books that students are regularly praised. 5. 100% of students achieve BRONZE AWARD FROM school Award Scheme. Heads of House regularly praise in assemblies
Termly Progress Reviews Lesson observations Learning walks Student Congress SEF Behaviour and safety of students SEF Achievement of students SEF Quality of learning and teaching
1. PH 2. ND 3. ND 4. ND 5. ND 6. ND 7. LM 8.CN?LM
1.7/11 2.10/11 3.10/11 4.12/11 5.12/11 6.10/11 7.11/11 8.9/11
Termly Progress Reviews Lesson observations Learning walks Student Congress SEF Achievement of students SEF Quality of learning and teaching
1. Restructuring of SLT so that ND can focus on PSHEE/Citizenship 2. Monthly lesson observations 3. Fortnightly MASC meetings 4. Use LA consultants to audit and MER 5. CPD for subject leader
1.PH 2.ND 3.ND 4.CN 5.LM 6.LM 7. PH
1.7/11 2.9/11 3.10/11 4.11/11 5.12/11 6.9/11 7. 10/11
1. ND shares good practice with HE and other staff 2. Learning walks and lesson obs indicate good / outstanding learning and teaching. 100% of students exhibit awareness and appreciation of Comm Cohesion. 3. Links forged with regular termly student interaction 4. Visits take place with other links coming from these visits 5. LA support school to forge links with schools abroad (International Schools scheme?). Enterprise or other activities take place with international links. 6. 95% of BMS students show greater understanding and appreciation of Community Cohesion, local/national/international issues 7. Student views inform policy and practice. Students involved in Community Cohesion activities 8. Study skills delivered through the medium of Community Cohesion 1. ND shares good practice with HE and other staff 2. Lesson observations take place, findings feedback to HE/SLT and inform future practice. 100% of students exhibit SMSC qualities
1.9 Student’s cultural awareness is developed through a clear focus on Community Cohesion (ND)
1.10 Students more active in their learning in PSHEE and Citizenship and have an increased number of opportunities to use ‘Active Citizenship’ (ND)
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
Termly Progress Reviews Lesson observations Lesson plans Student Congress MASC meetings Work sampling
Page | 11
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
Action
Person/s Accountable
Date
6. Active citizenship through Student Congress 7. MAJOR REVIEW OF TUTOR TIME TO INCLUDE REVIEW OF HOUSE SYSTEM. ALL STAKEHOLDERS INVOLVED.
2. Leadership and Management
2.1 The School’s Self-Evaluation (SE) is accurate and informed by regular Monitoring, Evaluation and Review (MER). The detailed Self-Evaluation leads to effective and rigorous planning and actions (PH)
2.2 Development of the Management Information System (SIMS) – ALL staff have access to and use SIMS – 100% compliance (PN)
2.3 Performance Management is used to improve Achievement, Learning
1. All departments have termly reviews (MASCs) with designated member of SLT which inform SE 2. Termly SE updates with subsequent actions published/communicated to all staff and Governors 3. BMS Raising Attainment Plan evaluated, reviewed and updated termly 4. Student Congress meet fortnightly to inform SE and drive school development 5. Parent Voice meet half-termly to inform SE and drive school developments 1. Audit to see if SIMS used by all staff 2. CPD on SIMS modules for teaching and admin staff 3. Electronic register completed for all form periods 4. Reports and Progress reviews generated through SIMS 5. SIMS accessible through VLE so that parents have access to ATTAINMENT, PROGRESS, ATTENDANCE, BEHAVIOUR AND SEN 6. Heads of House record all incidents (praise, rewards, awards and behaviour) on SIMS
1. PH 2. PH 3. PH 4. PH/SLT 5. PH/SLT
1. 10/11 2. 10/11 3. 10/11 4. 10/11 5. 10/11
1. PN 2. PH 3. AP 4. PN 5. PN 6. CN
1. 9/11 2. 1/12 3. 9/11 4. 10/11 5. 4/12 5. 10/11
1. PM process evaluated and reviewed with PM working party
1. PH 2. PH
1. 10/11 2. 11/11 3. 3/12
Success Criteria and IMPACT on students / stakeholders
3.MASC meetings take place and inform practice. Data central to this 4.LA consultants in school and supporting modification of practice 5.Appropriate training in place especially for AfL and assessment of effectiveness 6.Student Congress can identify where they have influenced policy and practice 7. Best use is made of tutor time (if kept). Efficient and effective monitoring of student progress completed by ALL Heads of House 1. All departments are reviewed and have resulting action plans 2. Governors state satisfaction with the process 3. 98% of identified underachieving students show progress 4. Student Congress able to identify where they have had an impact on policy and practice 5. Parent Voice able to identify where they have had an impact on policy and practice
Provision by School including budget
How monitored and evaluated with reference to SEF
Learning Walks FFT data SEF Achievement of students SEF Quality of learning and teaching
Admin support for data collection and typing
MASC meetings and monitoring of action plans Termly Progress Reviews Minutes of Governor meetings SEF (all sections) Student Congress (important actions for the school) Parent Voice (important actions for the school)
1. Audit completed and actions put in place based on results 2. Staff have access to relevant SIMS software, have had training on how to use and are using 3. Attendance officer states 100% of staff using efficiently 4. Progress Reviews and Reports generated through SIMS 5. Number of hits on website increases termly. 90% of parents asked report satisfaction with accessibility 6. Random checks indicate SIMS used efficiently to record incidents
1. £750 for the licence and £350 per annum for the maintenanc e charge.
Audit use of SIMS Attendance Monitor SIMS records and reports
1 and 2. Impact on practice can be related back to review
£3000 CPD budget
PM review documents and targets. Six month review of the documents
Page | 12
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Person/s Accountable
Date
Target
Action
and Teaching – targets set include a learning and teaching target related to RAP/student achievement and when monitored show improvements in student progress and achievement (PH)
2. Changes implemented and monitored 3. Half-way review of teacher targets implemented 4. PM informs CPD programme 5. Introduce Lesson Study as development from coaching 6. CPD for PM Reviewers 7. Student Congress review learning and teaching
3. PH 4. PH 5. CN/LM 6. LM
4. 11/11 5. 9/11 6. 10/11
2.4 Further develop the use of data (FFT and RAISEONLINE) to track student and group progress and to intervene when students ‘fall behind’ – ALL underachieving students identified and supported through early intervention (PN)
1. All data collected centrally on SIMS 2. Department reviews and lesson obs informed by use of student data 3. Heads of House use data to track student progress against targets. Students and teachers understand cycle of PLANDO-REVIEW and performance compared to target is carried out thoroughly once a half-term. This process informs PARENTSTUDENT-TUTOR ACADEMIC PROGRESS MEETINGS 4. Students being left behind have early and appropriate intervention 5. SLT ‘mentor’ students causing academic/behaviour concerns
1. PN 2. PN 3. CN 4. PN
1. 9/11 2. 10/11 3. 10/11
2.5 Ensure ALL statutory policies are updated and verified by Governors – policy review cycle completed and in action (PH)
1. Policies completed and review cycle generated 2. Policies reviewed by Policies Working party and Student Congress (where appropriate) 3. Governors evaluate policy review cycle 4. All relevant and appropriate policies on the school website 1. Link Governor visits to Department Reviews 2. Invite Governors to participate in
1. PH 2. PH 3. PH 4. PH
1. 9/11 2. 10/11 3. 1/11 4.9/11
1. PH 2. PH 3. Govs
1. 9/11 2. 9/11 3. 4/12 4.After
2.6 Department Reviews include Governors. Information from Governors informs review document
Success Criteria and IMPACT on students / stakeholders
3. ALL staff (including admin/TAs) targets available, monitored and reviewed after 6 months 4. Professional Development Days (PDDs) reflect identified need. Staff state satisfaction with in-house INSET 5. Lesson Study in place and meetings held once a month 6. All reviewers state satisfaction with CPD and increased confidence to carry out their role. Reviewees state satisfaction 7. Student Congress indicates greater satisfaction with learning and teaching 1. 100% of students know target grades and how to improve their work 2. Lesson observations, learning walks, MASCs, Department Reviews informed fully by data 3. Tutor observations indicate that 100% of tutors are sharing data with students, Academic Progress meetings take place and 98% of parents state satisfaction with PARENT-STUDENT-TUTOR ACADEMIC PROGRESS MEETINGS 4. Underperforming students identified and after one half-term show real progress towards catching up. 5. Causes for concern identified and SLT support HoH in Academic Progress meetings 1. All statutory policies collected and available in one place 2. All stakeholders represented and policies reviewed and updated 3. Policy review cycle identifies when policy will be reviewed and by whom 4. Website information updated as necessary 1 and 2. Governors fully involved in evidence collection, review and are present at feedback 3. Feedback at PDD / assemblies
Provision by School including budget
How monitored and evaluated with reference to SEF
PDD questionnaires Student Congress SEF Achievement of Students SEF Leadership and Management SEF Quality of Learning and Teaching
SIMS license
SIMS audit Student Congress Lesson observations Learning Walks The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels The behaviour and safety of students
Admin support for collection and communica tion
Policies available on website Policies reviewed on date indicated Parent Voice Student Congress
MASC and Department Review documents The achievement of students
Page | 13
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
but does not influence judgements (PH)
2.7 Curriculum, including ‘Creative Curriculum’, reviewed to identify areas of strength / development, need and to review staffing including SEN provision including TAs (LM)
2.8 Ensure consistent use of data through improved MASC meetings; consistent use of data to inform and plan; raising standards (PN)
2.9 Leadership at all levels (HoS/HoH/SENCo/SLT) focused on: improving learning and teaching; (PH)
2.10 Improved staff induction to ensure all staff have: knowledge of all policies; necessary IT hardware and
Action
Person/s Accountable
Date
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
department reviews 3. Governors feedback to staff and students 4. Department action plans altered/updated as result of review 1. Student Congress agenda item 2. Data used to measure student achievement / progress in all subjects 3. Lesson obs / learning walks with focus on ‘what are students actually learning’ 4. First School teachers provide CPD and feedback on curriculum
4.PH
review
4. Evidence of updated action plans. Data shows improvements in student achievement and progress.
The quality of learning and teaching The quality of Leadership and Management at all levels
1.LM 2.PN 3.CN 4.PH
1.10/11 2.10/11 3.11/11 4.1/12
Lesson observations Learning walks The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels Progress reviews
1. Agreed format, data checking sheets, for measuring student progress that is the adopted and used by all staff/departments 2. MASC document modified after MER 3. Middle Manager meetings to focus on data use to raise standards 4. Appropriate intervention put in place for groups showing underachievement 1. PDD’s focus on learning and teaching 2. Introduce LESSON STUDY 3. 66% of lesson observations developmental not judgemental 4. Data regularly used to monitor student progress to measure impact 5. Student Congress agenda item – ‘What’s it like in our classrooms?’ 6. Department reviews focus on L+T and data to measure impact.
1.PN 2.PN 3.PH 3.LM
1.10/11 2.10/11 3.11/11 4.11/11
1. Student feedback indicates that 95% of those students asked are happy with curriculum. Students can identify what they have learnt 2. Data shows that 98% of students are meeting or exceeding FFT D estimates 3. 100% of lessons are judged good or better, focus on student learning and progress 4. ‘The best of Primary’ shared and implemented. Students and parents state satisfaction with seamless curriculum. 1. All departments able to quickly and efficiently identify students below/on/above target that is understood by all 2. MASC document informs practice and allows staff to quickly identify issues 3. Common language and processes used by all 4. All students at or above FFT D estimate
1.LM 2.LM 3.LM 4.PN 5.LM 6.PH
1.9/11 ongoing 2.9/11 3.10/11 ongoing 4.1/2 termly 5.10/11 6.10/11
Lesson observations Learning Walks Data spreadsheets Progress Reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels
1. LM/AP to produce induction flowchart 2. Materials/policies/information ready for new staff and updated after
1.LM/AP 2.LM/AP 3.LM/AP
1.9/11 2.9/11 3.1/12
1 & 3. When judged. 100% of lessons good or better. 2. ALL staff engaged in pedagogical discussions and dialogue – 100% compliance 4. MASC reviews show data used to inform action. 5. Students can identify where they have had an impact on L+T policy and practice 6. SLT report that Middle Leaders aware of issues and confident to action improvements 98% of students meet or exceed FFT D estimates 1. Staff involved in induction know when, where and why they are presenting information/guidance to new staff
MASC Data spreadsheets Progress reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels
Induction evaluation
Page | 14
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Target
Action
Person/s Accountable
Date
software including log-ins; awareness of BMS safeguarding and Child Protection policies and procedures; data and necessary information for the students they are to teach/support or tasks to undertake (LM/AP) 2.11 The School explores the conversion to Academy (Govs / PH)
review/evaluation 3. Review/evaluation of induction with staff concerned
1. Register interest on DfE website 2. Working party meet to draw up business / action plan
1.PH/Govs 2. Govs
1.9/11 2.11/11
3.1 Further develop partnerships with First / High Schools and other stakeholders to raise standards and to improve learning and teaching and data exchange (PH/PN)
1. Ensure cluster meetings have specific focus on the PRAP 2. Members of SLT to visit each First school half-termly 3. AS/KS to meet literacy/numeracy coordinators half-termly 4. Half-termly English and maths data collection from First Schools for Year 5 5. Middle School G+T activities for Year 5 G+T to include Year 6 G+T 6. 7 First School Chair of Govs to meet with Paul Parfitt. 7. Cluster buy into ‘Cluster Maths Coordinator’ 8. Record ‘what works’ with Pebworth collaboration
1.PH 2.PH 3.PH 4.PN 5.LM 6.PH/PP 7. PH 8. PH/IM
1.10/10 2.10/10 3.10/10 4.11/10 5.1/12 6.12/11 7. 7/12 8.ongoing
3.2 Parent Voice established and leads to parents / carers involvement in decision making – 90% of parents state satisfaction with process (LM)
1. Review how we work with parents especially: open evenings and induction; reception; signs; written communication including letters/newsletters/website; telephone/email/text communication; reporting on student progress 2. Identify parents not engaged with the school and invite in, phone or visit by PH /
1. LM 2. PH 3. CN/LM 4.CN
1. 10/11 2. 11/11 3. 10/11 4.ongoing
3. Partnerships
Priority
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
2. Materials meet need as evidenced after induction evaluation 3. Evaluations indicate WWW and EBI. Evaluations inform changes and action
1. Interest is registered on DfE website 2. Business / action plan informs decision. If decision not to convert then business plan is also appropriate to move school forward 1. Every cluster meeting reviews PRAP and appropriate actions identified 2. All First Schools visited with appropriate actions identified 3. APP, moderation and L+T actions identified 4. Middle School have half-termly data for year 5 and help to plan, implement and review intervention 5. G+T students identified. G+T activities planned and take place. ASTs and other outside agencies used. 6. Regular (half-termly?) meetings take place with actions to support the cluster 7. Maths co-ordinator for the Cluster is appointed and works across all 8 schools to improve L+T in maths and to raise standards where 98% of students meet or exceed FFT D estimate 8. Good practice recorded, shared with cluster schools, actions implemented 1. Parent Voice (PV) group meets half-termly.. Group initially led by BMS SLT but then agenda items then driven by PV. Numbers increase term on term. 2. Reduced number of parents who school fails to reach 3. Numbers above 80%. 100% of parents have some contact from school
Academy conversion business plan
7. £3000 from BMS (£24 000 in total)
MASC Data spreadsheets Progress reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels Pebowrth/Blackminster Collaboration diary
£300 for refreshmen ts and admin support
Parent Voice numbers and Action Points Numbers attending Consultation Evenings and other ‘school’ events
Page | 15
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
3.3 Further develop partnerships with LA and other agencies to support student learning, progress and wellbeing (CN)
Action
SLT 3. Introduce ‘Meet the Tutor’ evenings for all year groups. CPD on how to run TutorParent-Student meetings. Parents not attending contacted by school. 4. Questionnaires at all School Events 1. Audit existing links and the impact on student achievement 2. Explore ‘other’ agencies and funding streams 3. ‘In-house’ CPD uses BMS staff, LA support and other local experts
Person/s Accountable
Date
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
4. Questionnaires state satisfaction with process. Areas for improvement auctioned
1. CN 2. CN 3. LM
1. 2/12 2. 12/11 3.10/11
1. Agency register produced and impact evaluated – identified students achieving or exceeding target grades / improved attendance and/or behaviour 2. Vulnerable students supported through links developed through FLO 3. CPD supported by LA and other identified ‘experts’. CPD in collaboration with cluster.
£
LA Consultant reports Parent Voice Termly Progress Reviews MASC Data spreadsheets Progress reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels
£XXXX for staff to run classes, lock school. (cost recovered through charges)
Income generated through lettings Community audit
3.4 Greater use made of facilities by the community to generate funding (AP)
1. Seek the views of the community on the possibility of running evening classes and which classes would be popular, e.g. Silver Surfers 2. Audit capacity of school to run after school classes 3. Adverts out in the community through Blackminster Bulletin, Littleton Link, BMS website and any other media
1. AP 2. AP 3. AP
1. 10/11 2. 10/11
1, 2 and 3. The school is used after 4pm and at the weekend for community classes. £1000+ generated through lettings
3.5 Clear descriptions of staff roles and responsibilities available for parents, governors and other stakeholders (PH)
1. Who does what when produced and advertised to staff, parents, governors. PM and other reviews ensure roles and responsibilities are carried out effectively 2. Admin roles and responsibilities reviewed 1. IM member of BMS SLT 2. 20% of PH time spent on Pebworth business to include mentoring/supporting IM 3. Pebworth and BMS meet half-termly to discuss L+T, progress, standards and achievement
1.PH 2.AP
1.9/11 2.12/11
1. All staff, parents, governors and stakeholders know and understand school roles and responsibilities. ALL staff meet expectations and deadlines and complete work to deadline.
The quality of Leadership and Management at all levels
1.PH 2.PH 3.LM 4.LM 5.LM 6.LM
1.9/11 2.7/11 3.10/11 4.11/11 5.12/11 6.6/12
1. 98% of students on track to meet FFT D estimates 2. PH works in collaboration with Sue Shaw and IM to generate Pebworth RAP and SE. Student data recorded (PN) 3. RAP Management group introduced and includes relevant staff from Pebworth. Actions
MASC Data spreadsheets Progress reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels
3.6 Collaboration with Pebworth First School supports and drives improvements in achievement, standards and Cluster liaison (PH/IM)
Page | 16
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
Action
Person/s Accountable
Date
4. Timetable of visits First to Middle and vice versa generated 5. Pebworth Student Voice to join BMS Student Congress 6. Lilja Helgaottir works across both schools
4. Admin, grounds maintenance
4.1 Ensure students with disabilities can access all parts of the school (AP)
4.2 Review admin support so that Workforce Reform is fulfilled (AP)
4.3 Develop the Management Information System (SIMS) so that all staff have access to and use ‘Take Register’, ‘Profiles’ and ‘Assessment Manager’ to register students and to record progress and attainment (PN)
1. Liaise with LA on provision for students/staff/parents/visitors with disabilities – Govs to be involved 2. Review Accessibility Plan, Admissions Policy and Disability Equality Scheme 3. Meet with Trevor Gates LA Monitoring Officer for maintenance and Improvement of BMS (01905 766452) 4. Disaster Management plan includes students and people with disabilities 1. Identify admin job responsibilities and accountability – changes negotiated and implemented 2. Investigate appointment of Science technician to relieve Simon Jacob of technician responsibilities 3. Investigate appointment of Reprographics technician 1. All teachers have access to laptops with appropriate levels of permissions for SIMS 2. All rooms networked or wireless 3. Appropriate and relevant CPD for teachers and admin 4. Use Lesson Monitor 5. Daily and weekly reports completed for academic, behaviour and attendance data 6. Half-termly Progress Reviews, reports and data reports all done through SIMS
1. AP 2. AP 3. AP 4.AP
1. 9/11 2. 1/12 3. 9/11 4.12/11
1. AP 2. PH 3. AP
1. 9/10 2. Now! 3. Now!
1. PN 2. PN 3. PN 4. PN 5.ND/CN/PN 6. PN
1.9/11 2.7/11 3.10/11 4.7/11 5.10/11 6.10/11
Success Criteria and IMPACT on students / stakeholders
Provision by School including budget
How monitored and evaluated with reference to SEF
identified and implemented 4. Regular visits take place with clear focus on L+T and L+M. Actions identified and implemented. 98% of students meet or exceed FFT D estimate. 5. Both groups generate actions that lead to improvements in L+T and student achievement. Events implemented as a result of student collaboration. 6. LH able to identify common good practice and inform further advances in L+T and L+M 1. All students / staff / parents / visitors can access all areas of the school 2. Practice reflects policy 3. Action plan generated for maintenance and improvement of BMS buildings and grounds 4. Disaster Management plan in place and shared and understood by all
Pebowrth/Blackminster Collaboration diary
1. ALL staff know who does what, where and when 2. Member of existing team or new appointment takes responsibility for technician work 3. Member of existing team or new appointment takes responsibility for reprographics 1. ALL teachers using SIMS to record academic progress and attainment. SLT able to use data from SIMS to monitor progress 2. Laptops used in situ without problems getting access to SMS 3. SIMS training assists all staff in efficient use of software. Staff identify training needs and these are met 4. Electronic registers completed for tutor time and lessons 5. SLT have access to data to inform on
Admin action points Termly Progress Reviews to see if reduced admin improves learning and teaching
Meeting action points Asset Management Plan
£1000 for SIMS support
MASC Data spreadsheets Progress reviews SIMS reports The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels
Page | 17
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
Action
Person/s Accountable
Date
1. Students and parents further consulted on what they would like to see on the website and how it could be used 2. Links made to website for parents to see ATTAINMENT, PROGRESS, BEHAVIOUR, ATTENDANCE, SEN in real time 3. Explore BMS VLE, web server , internet service providers (ISP) and LA Learning platform including web usage tools such as Webalizer (www.webalizer.org) and Google Analytics (www.google.com/analytics) 1. Working party created to evaluate current prospectus and ideas for new prospectus generated 2.Prospectus put on website 3. Prospectus completed and out with First schools in advance of Open Evening / Days 4. All information on reception TVs updated
1. LM 2. LM 3. DS/PN
1. 9/11 2. 2/12 3.1/12
1.PH/AP 2.AP 3. AP 4. PN
1. 9/10 2.ASAP 3. 10/10 4.10/10
4.6 Ensure Value for Money (VfM) through spending review and increasing income through lettings (AP)
1. FPD support for SLT from PH 2. FPD issued to all subject leaders and support/instructions provided through MASC 3. FDP meeting with PH / AP 4. Development plan priorities and funding needs transferred to School Raising Attainment Plan (RAP)
1.PH 2. SLT 3. PH/AMc 4. PH/SLT
1.12/11 2.1/12 3.3/12
4.7 Complete Schools Financial Value Standard (SFVS) Self-assessment (AP/Govs)
1. Download SFVS from DfE website 2. Complete self-assessment 3. Govs to attend LA Financial Management in Schools CPD
1. PH 2. AP/Govs 3. Govs
1. 31 March 2012
4.4 Website, including BMS VLE focuses on learning and teaching and is regularly updated (PN)
4.5 Prospectus and other school information updated (AP)
st
Success Criteria and IMPACT on students / stakeholders
progress and action planning 6. Parents state satisfaction with reporting procedure 1. Website reflects views and wishes of parents. Parents and students state satisfaction. 2. Parents have easy access and ALL state satisfaction or reasonable improvements 3. Tools enable ‘hits’ to be monitored and ease of communication
1. Students, staff, parents and governors all contribute to prospectus. Min 90% asked state satisfaction. 2. Monitoring indicates number of visitors increasing and are accessing updated information 3. First Schools and parents state satisfaction with product. PAN filled / oversubscribed 4. All TVs info is up to date and reflects vision and aims 1. SLT familiar with document and contribute suggestions improvements 2. Departments link budget request to development plans offering VfM 3. Plans and funding inform important action points for the school. 4. Budget set and agreed by Governors to meet priorities and developments 5. 3/5 year plan evolving as result of forward planning through FPD 1. Form is downloaded 2. Form is completed and used to improve practice 3. Govs attend CPD and improve practice
Provision by School including budget
How monitored and evaluated with reference to SEF
£2000 for software and maintenanc e
Progress reviews The achievement of students The quality of learning and teaching The quality of Leadership and Management at all levels Parent questionnaires
£500 for folders and inserts
Parent Voice Student Congress First School feedback
FPD Department Action Points MASC Action Points The quality of Leadership and Management at all levels
SFVS Govs minutes
Page | 18
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Priority
Target
Action
4.8 Ensure Safeguarding procedures and risk assessments are up to date and meet statutory requirements including membership of ISA (Independent Safeguarding Authority) (ND)
1. All new/Governors staff CRB checked (visitors CRB checked if necessary) 2. Single Central Register updated and in line with Ofsted criteria 3. Review of site in terms of stranger access/entry 4. All risk assessments / H+S checks complete in line with school policy including Buildings book and electronic version and accident book.
October During October, comparative national data is available through RAISEonline. The school will have undertaken subject reviews and analysed
Date
Success Criteria and IMPACT on students / stakeholders
1. PH/AP 2. PH/AP 3. AP 4. ND/DJ/AP
1. 9/11 2.ongoing 3. 9/11 4. 10/11
1+2. SCR updated and complete 3+4. Risk assessments / H+S checks identify potential dangers and these are resolved. Min 98% of students and parents state they feel the school is safe.
Provision by School including budget
How monitored and evaluated with reference to SEF
SE - The safety and behaviour of students Parent Voice Student Congress
Timeline of Support Action
Month September At the beginning of the school year, Blackminster makes use of the students’ data to plan how their needs can be met by adapting their teaching and learning strategies and pitch for students in their individual classes.
Person/s Accountable
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 1. 2. 3. 4.
Review KS2 and Y7 / Y8 grades in comparison to FFT target grades by individual student and by teaching group. Amend individual student targets in light of review above so that they are challenging. Implement support for teachers with negative value added and explore possible reasons INTERNET café – introduced Review SATS results report and implement suggested actions for individual teachers, departments and groups Work sampling and lesson observations of Year 6 – SLT to support Register of students finalised. Year 6, 7 and 8 underachievers identified in Summer term 2011 and support implemented term 1 2011 Display photos of successful students from last academic year, year 6 Parents of ‘borderline’ 3 / 4 in both English and Maths informed and invited in to meet ‘mentors’. SEN support process begins and continues throughout the year. 1:1 tuition begins English and maths consultants in to support, focus on learning and teaching REVIEW OF HOUSE SYSTEM AND USE TUTOR TIME Interrogate termly Progress Reviews. Undertake subject review of results with MASC Lead and identify strategies, interventions and actions arising. Heads of House involved in the process. Identify what lessons can be learned from relative student performance in other subjects. Identify which subject areas need to improve to meet the targets and in what aspects. Identify underachievers, implement support programmes. Parents informed about underachievement.
Who 1. PN 2. SLT / HoDs 3. LM 4. CN 5. PN 6. CN 7. MR 8. PN 9. LM 10. CN 11. JB 12. PN 13. CN 14. PH 1. PN 2. HoDs / SLT 3. PN / SLT 4. CN 5. LM 6. PH
Page | 19
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Timeline of Support Action
Month students' performance and identified actions and interventions arising. The data is also be used by the school improvement partner to identify key issues for discussion with the school. November The visit by the SIP to provide support and challenge for the target-setting process will normally take place during November. This will draw on the various analyses and of progress in previous years, as well as proposed school targets for performance. December By the end of the term, teachers will have recorded their assessment of students’ attainment in key areas of work, and recorded these on SIMS including behaviour, where appropriate. In addition, statutory targets for performance for Key Stages 2 and 3 will be agreed by the governors and communicated to the local authority. January Teachers review the progress of all students over the autumn term, with particular focus on whether targets for the end of the year will be reached and
5. 6. 7. 8. 9. 10. 11. 12. 1.
Who
Mock SATS preparation begins with focus on study skills English and Maths Department review with focus on year 6 attainment Year 6 Meet the Tutor Evening – targets and expectations shared Download FFT data and compare to current targets Maths groups re-organised if necessary Maths schemes of work reorganised if necessary Attendance added to Venn diagram English and maths consultants in to support Identify which students will have to be successful in order for the targets to be met: Who is making good/unsatisfactory progress? What interventions need to be made to support better progress? Review progress of year 6 to 8 towards meeting statutory targets and identify where targeting and intervention required. Academic Monitoring. HoH / SLT presence at meeting with underachieving students English / maths day for students with under target grade work Mentoring booklet issued. Priority students identified and given more focused mentoring Visit by SIA to provide support and challenge for 2011 - 2012 target-setting Year 8 Meet the Tutor Evening
7. PW 8. PN 9. PN 10. LM 11. CN 12. CN
2. 3. 4. 5. 6. 7. 8.
Identify areas of strength and areas for intervention arising from the term’s analysis of student progress: How effective are the strategies used so far over the term? How should they be adapted, reinforced, changed? Statutory targets set by 31st Mock SATS, Year Exams – exam breakfasts provided Text messages to parents informing about mocks Interrogate termly Progress Reviews. Identify underachievers, implement support programmes. MATHS – revision for Year 6 Year 7 Meet the Tutor Evening
1. PN 2. PH 3. CN 4. AP 5. PN 6. PN 7. LM 8. CN
1. 2. 3. 4. 5. 6.
SLT review last two terms and mock examination results Undertake question level analysis in English and maths. As a result of this identify short term actions to address cohort issues Mock examination review – strategies for individual students and teaching groups implemented KS2 tests preparation begins to include practice exam questions Exploration of Literacy Plus to be included in Year 6, 7, 8 Curriculum 2011-12 Begin ‘Enhancement’ phase of NHSS
1. PH 2. LM 3. LM 4. LM / CN 5. LM 6. ND
2. 3. 4. 5. 6. 7.
1.
1. PN 2. PN 3. CN 4. LM 5. CN 6. PH 7. CN
Page | 20
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Timeline of Support Action
Month what further support and interventions are required to help all individual and groups of underachieving students.
7.
February This may be a good time to update the SEF and also to refine the priorities for the school development plan arising from the data. The school improvement partner visit for the spring term is likely to focus on the identified development issues for the school, and how support for these will be provided, whether from the school budget or provided by the local authority. March By the end of the term, class teachers will have recorded their assessment of students’ attainment in key areas of work, and recorded these on the school’s tracking systems. They will be tracking coursework and ensuring arrangements are in place for revision and catch-up. April The start of the summer term marks the beginning of an intensive period for the school supporting students through
1. 2. 3. 4. 5.
Who
KS2 SPECIFIC - Review identification of the children who need to make accelerated progress to achieve level 4 in English and maths; use assessment to ensure correct students are identified for intervention; set curricular targets – share with students and display targets and prompts prominently in classrooms; meeting with parents/carers to discuss how they can best support their child – share targets; teaching includes sensible preparation for the tests – ensure there are plenty of test questions integrated into lessons for example, in guided reading and mental and oral starters, include both oral and written responses; share mark schemes and success criteria with students to establish expectations and use to support peer and self-assessment; provide opportunities for children to practise timed tasks. Interrogate termly Progress Reviews. Identify ‘new’ underachievers, implement support programmes. Year 6 Assessments – results compared to targets, underachievers identified and supported – progress reviewed with HoDs. Year 8 Meet the Subject Teachers Evening KS2 SPECIFIC – use part or whole of past SAT papers undertaken in timed conditions; mark, then identify areas for further development, with a particular focus on the needs of the students that need to make accelerated progress to achieve Level 4 – weaknesses/strengths/misconceptions; review curricular targets, share with students/parents/carers and display targets and prompts prominently; go through the specific questions/tasks that the children found challenging. Model what students need to improve; provide opportunities for students to discuss with one another their own strengths and areas for development – support individuals and groups of students in making progress in particular identified areas through guided sessions and booster provision; review VENN DIAGRAM.
7. LM
1. 2. 3. 4. 5.
Plan generated for support required in SATs for students with SEN ‘Second’ Mock week for English and maths. Learn to Learn week for all other subjects English Consultant support and info passed to English Year 6 Meet the Subject Teachers Evening KS2 SPECIFIC – Review curricular targets and share with students/parents/carers; prepare pack of materials for the Easter holidays (e.g. consolidation of key grammar areas, past reading questions, writing challenges with checklists, mathematical problems and puzzles linked to areas of development; if appropriate run Easter holiday sessions for targeted students; plan a revision schedule for the four-week run up to the SATs, focusing on key areas identified
1. LM / JB 2. LM / CN 3. CN 4. CN 5. LM
1. 2. 3. 4.
Year 6 Easter School for target groups in English and maths English Day for level 3 / 4 / 5 borderline students Maths Day for level 3 / 4 / 5 borderline students KS2 SPECIFIC – go through the Easter home learning with the students, modelling and encouraging students to discuss how questions should be answered; teach the revision schedule using day-to-day assessment to inform and amend planning
1. LM/CN 2. LM/CN 3. LM/CN 4. LM
1. PN 2. PN 3. PN/LM 4. CN 5. LM
Page | 21
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Timeline of Support Action
Month the exam process. This requires detailed planning of study support arrangements. May This is the opportunity to ensure attendance at the Key Stage 2 Assessments and Key Stage 3 examinations and also to undertake some initial paper analysis. June This is the opportunity to ensure attendance at the Key Stage 3 exams and also to undertake some initial paper analysis. July The Key Stage 2 and 3 Assessments and question level analyses provide invaluable information on the effectiveness of teaching and learning at Key Stage 2 and 3 and also key information on what each cohort needs. By the end of the summer term, information on the progress of individual children will need to be reported to parents/carers alongside attainment in the statutory tests where relevant. August During August, Blackminster analyses its students' results for KS2 SATs and begins to identify the particular issues from how students have performed
Who
1. 2. 3. 4.
Ensure attendance at exams - preparation Revision sessions as part of enrichment Establish conditions for students to be well prepared on exam days through breakfasts and ‘last / sharpener’ revision sessions CHECK ATTENDANCE AT SATs – on the day!
1. CN 2. ND 3. CN 4. ND / CN
1. 2. 3. 4.
Analyse Years 7 and 8 Performance in end of year exams Yrs 7 and 8 Exam Week HoDs analyse exam papers for match with preparation and curriculum Year 7 Meet the Subject Teachers Evening
1. PN 2. LM 3. PN/LM 4. CN
1.
2. 3. 4. 5.
Provisional analysis of KS2 Assessments and implications for KS3 and review of performance over the year: How have students performed over the year compared to their targets? What teaching and learning strategies have worked well? What leadership and management strategies have been effective? What have been the barriers to further improvement? What further support is required? Publish whole school targets for 11/12 Induction Evening for students and parents new to the school. Meet tutors and Heads of House Induction at EHS / PHHS for year 8 Celebration of Achievement Evening – a fitting end to the year.
1. PN 2. PH 3. ND / PW 4. ND 5. ND
1. 2.
Celebrate results that reflect challenging targets Analysis begins
1. ALL 2. SLT
Page | 22
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011
Month
Timeline of Support Action
Who
against their targets and in different subject areas using the residuals.
School Development Plan The Raising Attainment Plan is reflected as an integral part of School Development planning.
Page | 23
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Blackminster Middle School SEF Categories and Responsibilities A1.1 School Context A2 Outcomes A2.1 Students’ attainment A2.2 Quality of students’ learning and their progress A2.3 The quality of learning for students with SEN and/or disabilities and their progress A2.4 Students’ achievement and the extent to which they enjoy their learning A2.5 Extent to which students feel safe A2.6 Students’ behaviour A2.7 Extent to which students adopt healthy lifestyles A2.8 Extent to which students contribute to the school and wider community A2.9 Students’ attendance A2.10 Extent to which students develop workplace and other skills that will contribute to their economic well-being A2.11 Extent of students’ spiritual, moral, social and cultural development A3 Provision A3.1 Quality of teaching A3.2 Use of assessment to support learning A3.3 Extent to which the curriculum meets the students’ needs, including, where relevant, through partnerships A3.4 Effectiveness of care, guidance and support A4 Leadership and Management A4.1 Effectiveness of L+M in embedding ambition and driving improvement A4.2 Leadership and management of learning and teaching A4.3 Effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met A4.4 Effectiveness of the school’s engagement with parents and carers A4.5 Effectiveness of partnerships in promoting learning and well-being A4.6 Effectiveness with which the school promotes equal opportunity and tackles discrimination A4.7 Effectiveness of safeguarding procedures A4.8 Effectiveness with which the school promotes community cohesion A4.9 Effectiveness with which the school deploys resources to achieve VfM A8 Summative Judgements A8.1 Outcomes for individuals and groups of students A8.2 School’s capacity for sustained improvement A8.3 Overall effectiveness: how good is the school A8.4 Important actions for the school
PN LM / PN CN / LM / PN LM ND ND ND ND CN LM ND LM / CN CN / LM LM / CN CN / ND PH LM PH / Govs
LM LM PH PH ND PH / AP PN / SLT SLT SLT SLT
Page | 24
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Strategic Overview Headteacher Peter Humphries
Whole School Planning RAP/SDP Policy co-ordination, monitoring, evaluation and review Staff Welfare Partnerships – First and High Schools Recruitment, Personnel & Staffing: Teachers, TAs Staff Pay and Performance Performance Management Finance and resources to achieve VfM Leadership and Management – ‘Ambition and Improvement’; Learning and Teaching SEF Equal Opportunities and tackling discrimination Governing body links to Challenge and Support
Supported by: Admin team
Raising standards through Curriculum Development and CPD Deputy Headteacher Linda McQuone
Raising Standards through Community Cohesion, rewards/awards and Behaviour for Learning Assistant Headteacher Neil Davies
Monitoring Standards and Achievement Assistant Headteacher Phil Nosworthy
Raising standards through Learning, Teaching and Inclusion Assistant Headteacher Chris Nelson
Curriculum development (including partnerships), innovation and MER Enterprise, workskills and economic well-being Continuing Professional Development (including Professional Development Days) Quality Assurance of Reporting System Student Voice Parent Voice Classroom monitoring: quality assurance of teaching; student learning and progress Care, guidance and support through subjects ECM – outcomes for Safe, Healthy, Achieve and Enjoy, Positive Contribution to the school and wider community Reversing trend of 3 year significant underachievement in maths
Community Cohesion Spiritual, moral, social and cultural issues Oversee P.E Healthy Schools Assemblies Enrichment Behaviour for Learning Rewards/Awards and Celebration of Achievement events Staff welfare and attendance Child Protection Safeguarding including Health and Safety, risk assessments
Standards, Achievement and Attainment of individual students and groups (SEN, boys, girls, LAC, BME, GRT, FSM, G+T) Data Collection and analysis including Student Tracking RAISE online / FFT / CATs Timetable generation including changes SIMS Assessment including Student reporting system and reporting to parents with ADMIN support Student Performance ICT Hardware & software Data transfer to First and High School 1:1 tuition Media links Oversee ICT
Assessment to support learning including AfL, APP, removing barriers to learning Learning Support and inclusion including Gifted and Talented First School liaison Managed moves and casual admissions NQT support / Coaching / Trainee Teachers / Work experience Staff induction Strategy Manager Classroom monitoring: quality assurance of teaching; student learning and progress Care, guidance and support through Tutoring and the House System House system and tutoring Attendance Oversee Geography
Supported by: Admin team
including premises and Off Site trips (EVC)
Duties rota Extended services including CAF process and Parent Support Worker
Supported by:
Claire Fletcher Gemma Walker
Supported by:
Carole Tomes Dan Schroeder
Supported by:
Claire Fletcher Jill Croft SENCo TAs
Administration Business Manager Anne Piercy (Maria Ritchie – Admin Manager)
Premises: major building works, projects and contractors. Manage service contracts Finance: financial admin, orders, invoices, licenses and insurance, school fund, Imprest, plan/monitor/evaluate budget, management of expenditure, reports for Govs/SLT/staff Systems Manager: upgrades, access rights Lettings: management of facilities Personnel: maintaining staff records, absences, training records, contracts Inventory management and Asset Register Comply with and assist in generation and review of school policies to include: C.P., H+S, security, confidentiality and data protection Supply / cover including PPA management and staff absence Marketing, press releases and newsletter collation Reception Attendance Officer Admissions SIMS: student data, census returns, collate student assessments
Page | 25
Blackminster Middle School Raising Attainment Plan 2011 – 2012 Generated: 1st August 2011 Strategic Overview Headteacher Peter Humphries
Raising standards through Curriculum Development and CPD Deputy Headteacher Linda McQuone
Raising Standards through Community Cohesion, rewards/awards and Behaviour for Learning Assistant Headteacher Neil Davies
Monitoring Standards and Achievement Assistant Headteacher Phil Nosworthy
Raising standards through Learning, Teaching and Inclusion Assistant Headteacher Chris Nelson
Administration Business Manager Anne Piercy (Maria Ritchie – Admin Manager)
Minibus bookings Fund raising and sponsorship Reprographics Daily plans, diary and calendar Library Health and Safety Website, prospectus First Aid register and training Recruitment, Personnel and staffing: Admin, Caretaker and cleaners Marketing and publicity
Strategic overview
Year 6 – M.E.R and Induction
English – Andrea Swindells Maths – Kate Shattock SEN – Jan Blakely
Science – Simon Jacob Water – Helen Easton
Air – Simon Jacob
Behaviour across all years. Raising achievement through Rewards, Awards and Celebration.
Year 8 – M.E.R and data transfer
Monitoring, Accountability, Support, Coaching (MASC) Meetings ICT – Phil Nosworthy Technology – Derek Jones MFL – Cath Harris R.E. – Richard Kent PSHEE / Citizenship – Helen Art – Abi Lomax Easton Fire – Pat Watson Geography – Chris Nelson Earth – Cath Harris
Year 7 – M.E.R
Music – Sue Bell P.E – Hannah Burton History – Tony Faughnan
Admin team – Gemma Walker, Jill Croft, Maria Ritchie, Dan Schroeder (IT Technician) Cover Supervisors – Lilja Helgadottir, Charlotte Heeley Site team – Caretaker Mike Oakley; Cleaners
Page | 26