Montgomery Improvement Plan 16-17

Staff Development Priorities

Strategic

Priority 1: Achievements and Standards 1.1

Assessment, moderation of new grading system and Progress 8 intervention strategies.

1.2

High impact teaching and learning pedagogies.

1.3

Rigour in ensuring closing the gap strategies underpin all that we do.

1.4

Quality First Teaching.

1.5

Curriculum opportunity for the more able at KS3. Consistently high expectations in developing resilience in the classroom.

1.6

Attendance strategies to reduce persistent absence. Progress tutor interventions.

Development Plan

2016/17

Priority 2: Teaching and Learning 2.1

Strong Teaching and Learning focus within Curriculum Area meetings.

2.2

Differentiation and effective data-led planning.

2.3

Reducing marking workload whilst increasing the impact.

2.4

CAL ownership in driving forward the quality of teaching.

2.5

A rich variety of opportunties for developing and sharing good practice within school, FCAT and national research and development projects.

Priority 3: Leadership 3.1

Embodiment of FCAT Core Values and non-negotiables

3.2

Leadership training to support new responsibilty-holders and those looking for further career development.

3.3

Professional development of future leaders.

3.4

Audit the impact of roles and responsibilities.

3.5

How best do we measure the impact of our interventions?

3.6

How working together and to a common purpose makes us stronger?

Priority 4: Curriculum 4.1

Exam board training and moderation within FCAT.

4.2

Development of the “On Track� system.

4.3

Statutory requirements balanced against ensuring all students can be successful.

4.4

Resilience training for all stakeholders.

4.5

Consistency across subjects in developing literacy and numeracy.

Priority 5: Community 5.1

Consistent application of behaviour and rewards policies.

5.2

Determining the most motivational House system model.

5.3

Effective and efficient parental communication.

5.4

Developing team-working skills and independence in students.

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At Montgomery, we believe that learning counts, that people matter and that everyone can achieve. We hold the highest standards and expectations of all members of the school community and believe that everything we do is founded on mutual respect and our collective values.

2.5

Students come first, pass this way once and we will do everything in our power to enable them to secure the best possible outcomes and life chances.

3.1

Effective leadership and team building, underpinned by robust and rigorous appraisal, accountability and decisive quality assurance.

SC

3.2

Distributed leadership at all levels through the supported empowerment of staff.

SC

3.3

Effective Budget control and sustaining staffing costs at or below 75% of income.

SC

3.4

Improve the working efficiency of staff so their work has the maximum impact.

SC

3.5

Continuous evaluation of interventions allocated Pupil Premium funding to measure their impact making changes and refinements where required.

SC

3.6

Review the school’s vision and values with a view to rebranding Montgomery High School and it’s place in the community it serves.

SC

We will go the extra mile for every one of our young people.

We are relentlessly ambitious, aiming for continuous improvement and world class provision to inspire all students to achieve at their very best.

Core Values

Non negotiables

• • • • • •

• • • • • •

Ambition Respect Resilience Integrity Excellence Pride

Strategic Priorities

Students first No excuses Passion for learning Consistency and compliance Working together Outward facing SLT = Strategic Leadership Team

Priority 1: Student Achievement and Standards

SLT

1.1

School to achieve a positive Progress 8 score and 70% of the Year 11 cohort to achieve Grade 4 or above in both English and Maths.

MY

1.2

Outcomes for Mathematics (P8, % Grade 5+, % Grade7+) & Science (A*-A & A*-C) to be in line with national.

MY

1.3

Reduce Progress 8 achievement gaps between disadvantaged students at Montgomery and nondisadvantaged students nationally to within 0.2.

MY

1.4

Progress 8 for SEND students to be in line with national figures.

MT

1.5

The most able students to achieve +0.2 in terms of Progress 8.

CS

At least 80% of teaching is securely good with no inadequate teaching using the ‘progress over time’ model.

MT

2.2

Teachers consistently plan lessons to cater for the needs of different groups of learners.

MT

2.3

Marking is meaningful, motivating and manageable.

MT

2.4

Curriculum Area Leaders and TLR holders take ownership for driving the quality of teaching forward.

MT

KL

Priority 3: Leadership

Priority 4: Curriculum 4.1

Ensure a smooth implementation of the new GCSEs specifications into Years 9 and 10. Develop an accurate understanding of the new GCSE 9-1 grading system.

MY

4.2

Develop and refine the Assessment without levels model to bring clarity to stakeholders as to the progress made by students throughout KS3.

CS

4.3

Develop an effective curriculum model that anticipates future changes in statutory requirements, whilst balancing the best learning opportunities for all learners.

KL

4.4

Develop student resilience through curriculum opportunities and the promotion of a growth mindset.

KL

4.5

Promote high standards of literacy and numeracy across the curriculum.

MY

Priority 5: Community 5.1

Improve behaviour for learning through consistent application of the school’s consequence system and develop a culture of rewards and success.

KL

5.2

Plan the introduction of a new Montgomery house system that includes the views of all stakeholders.

KL

5.3

Increase the level of parental engagement in student learning; Attendance at parents’ evenings to be 90% or better.

SM

5.4

Raise student expectations and aspirations through improving their interpersonal social skills and self-belief.

KL

Priority 2: Teaching and Learning 2.1

Develop all colleagues’ professional capital through effective CPD that has the greatest impact on positive student outcomes.