Planned Development To Achieve Our Objectives

Planned development to achieve our objectives Leadership and Management 2018 to 2021 Communication systems are revised and 2019/20 developed in order to create an effective dialogue with parents creating a strong sense Communication systems are further developed of parental engagement and shared vision. to provide a highly effective dialogue with parents creating an established sense of School liaises and shares best practice with parental engagement and shared vision. other leaders of learning to enhance our professional expertise.

Partnerships with other leaders of learning to share best practice and enhance our Funding to support disadvantaged students is professional expertise are established. used effectively to improve KPI outcomes.

School accountability systems are developed to ensure leaders analyse plans to improve all Funding to support disadvantaged students is used highly effectively to improve KPI student outcomes. outcomes. School accountability systems are reviewed and adapted to ensure leaders The school works alongside PSBP2 contracted analyse plans systematically to improve all student outcomes. delivery team, maximising the potential of the new build to ensure the best physical learning environment.

Plans that have involved consultation with key stakeholders are in place for the new build and are starting to be executed to ensure the best possible learning environment.

2020/21

Communication systems provide a vibrant dialogue with parents creating an embedded sense of parental engagement and shared vision.

Partnerships with other leaders of learning share best practice and enhance our professional expertise have been embedded.

Funding to support disadvantaged students is used robustly to improve KPI outcomes. School accountability systems are embedded to ensure leaders rigorously analyse plans to improve all student outcomes.

New build complete, all buildings and resources are operational and providing best physical learning environment.

Teaching, Learning and Assessment 2018 to 2021 2019/20 All students receive an engaging learning experience across a broad and balanced 2020/21 curriculum.

An increasingly tailored curriculum meets the needs of students and engages them in their learning.

All staff have high expectations of what students can achieve, ensuring that all students are stretched and challenged, making good progress from their various starting points.

All staff have increasingly high expectations of learning ensuring that all students are stretched All students are engaged and enthused by their and challenged, making above expected learning experience within a curriculum progress from their various starting points. bespoke to their needs .

All staff have a clear understanding of what good All staff have an enhanced understanding of what effective teaching looks like and support teaching looks like and are fully supported and and challenge in their delivery of this has been challenged in their delivery of this. extended.

Assessment is robust and accurate, allowing for effective intervention and ensuring leaders can be Robust and accurate assessment is increasingly consistent, allowing for highly effective clear on the impact of their plans to improve intervention and ensuring leaders can outcomes. increasingly evaluate the impact of their plans to improve outcomes.

High expectations permeate the culture of learning, ensuring that all students are stretched and challenged, making significantly better than expected progress from their various starting points.

All staff have a deep knowledge and understanding of what highly effective teaching looks like and support and challenge in their delivery of this is embedded.

Robust and accurate assessment is embedded, allowing for highly tailored intervention and ensuring leaders can be incisive on the impact of their plans to improve outcomes.

Personal Development, Behaviour and Welfare 2018 to 2021 Attendance is above 95% with significantly reduced gaps for any vulnerable group.

2019/20 Attendance increases to school target of (96%) with no discernible gaps within any vulnerable The school has developed systems, processes 2020/21 group. and an ethos to promote a culture which allows excellent behaviour for learning in every classroom and around school.

Students are engaged with learning and extracurricular activity, experiencing a sense of community and pride in their school.

Careers information, advice and guidance enables students to leave school to access aspirational progression routes.

The school has established a culture and ethos that enables consistently excellent behaviour for learning in every classroom and around school.

Attendance increases to three year target of (97%) with no discernible gaps within any vulnerable group and persisent absence below 8%.

Students are engaged in great learning and increased extra-curricular activity, and can articulate a sense of community and pride in their school.

The school culture and ethos has embedded excellent behaviour for learning that is driven by student self-regulation.

Students are fully aware of the progression Reporting systems and staff responses are routes available and make informed developed to enable a culture of vigilance to be aspirational choices. maintained around all elements of safeguarding.

Clear systems and responses enable a culture of vigilance around all elements of safeguarding. Student and parent voice reflect improved confidence in school systems and processes.

Great learning, and an increased commitment to extra-curricular activity, drive a strong sense of community and pride.

Students are fully aware of the progression routes available and make informed choices, which clearly indicate high aspirations.

A culture of vigilance and pro-active prevention is further developed and maintained around all elements of safeguarding.

Outcomes for Students 2018 to 2021 2019/20 GCSE for Cohort 2018-19 •

Basics (English and mathematics) target of 55% (FFT20) to 62%+(FFT5) at GCSE grade 5 to 9

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B (or equivalent) will be the average grade achieved (attainment 8 target)

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Progress 8 target of +0.3 to +0.7

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EBacc target of 40% (FFT20) to 50% (FFT5)

A Level for Cohort 2018-19 •

48% or more A*-B

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100% A*-E

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Positive Level 3 value added score of +0.01 to + 0.15

Attendance: 95%+

Exclusions: Below national averages

TBC

2019/20 TBC