Parent/Carer. Priorities. Resource. Priorities. â¢Using the school website for homework. â¢Our parents being able to see what we're learning. â¢How...
How will we know when we’re successful? An ‘APE’ Curriculum High-quality curriculum, accreditation offer and person-centred planning results in 100% successful post-16 and -17 transition and retention. Clear evidence that progression leads to higher levels of study 2. Rigorous evaluations of interventions used to disseminate best practice within and beyond school 3. Best practice in teaching, learning, assessment and SEN systems systematically shared within and beyond school Visible Learning 1. ‘A year’s worth of progress for a year’s worth of input’ established for all subjects and used as a driver for teacher self-evaluation 2. Teachers systematically evaluate their impact, using research and data to improve the quality of teaching and learning Well-Being 1. Student voice evidences ownership of and positive impact of well-being strategy 2. High staff morale and openness to development evidenced through staff feedback using the 5 pillars of staff well-being Parent/Carer Priorities Parents/Carers report that they are well-informed on what their child is learning, how well they are doing and how to help them at home Student Priorities The school website/ learning platform is consistently and effectively used for student homework and for parents to see what students are learning Achievement and Attendance Measures 1. Student progress from Key Stage 2-4 matches or exceeds previous ‘outstanding’ cohorts ( top 5% nationally) despite accreditation changes 2. The majority of students maintain or increase rate of progress from Key Stage 2-4 in Maths and English 3. Attendance target: 96% with minimal unauthorised absence 4. 100% participation in the challenge of at least one successful residential school journey and one work experience placement 5. 100% bespoke progression at Key Stages 4 and 5 to higher level courses leading to greater employability External Evaluations and Wider Impact 1. Overall effectiveness remains outstanding and continues to improve (SIP/Ofsted) 2. The new sixth form provision is evaluated as ‘outstanding’ 3. Wider recognition through evidence of sustained impact across the system; Hackney Teaching Schools’ Alliance; Hackney; beyond 1.
Our Vision
Achievement for all in a unique world-class school Whole School Priorities 2017-20
An 'APE' Curriculum Visible Learning Well-Being Student Priorities
•Using the school website for homework •Our parents being able to see what we’re learning
Parent/Carer Priorities
•How well is my child doing? •How can I help them do better?
Resource Priorities
•Improved efficiency and effectiveness
Priority
Whole-School Priorities 2017-20 Priority
1. An 'APE' Curriculum (Appropriate, Progressive, Enjoyable)
Strand & Intended Successful Outcomes 1.1 Teaching, Learning & Assessment 1. Teaching & Learning Leads systematically identify practice to share; embedded practice; and foci for development (linked to subsequent CPD) 2. SOLO Taxonomy is embedded in classroom practice 3. Self-evaluation against revised Ofsted criteria continues to be ‘Outstanding’ (verified externally) 1.2 The Wider Curriculum 1. Improved systems to record and report on the wider curriculum offer 2. Development of a ‘Stormont House Baccalaureate’ to recognise academic and wider learning 1.3 Inclusion and personalisation 1. High- quality Education, Health and Care Plans and Review processes that lead to effective preparation for adulthood 2. Revised Positive Behaviour Policy setting out clear expectations, consequences, roles and procedures whilst mindful of students’ wide range of needs and presentations 2.1 Research & Development
LT
LT
FJ
1.
2. Visible Learning
Teachers conduct and share school-based research, beginning with student understanding of what makes a good learner 2. Research evidence is systematically used to inform and develop our practice 3. Capacity is developed by trained 'Impact Coaches' 2.2 Using Data Meaningfully ('Knowing our Impact') 1. ‘A year’s worth of progress for a year’s worth of input’ established for all subjects, revising assessment frameworks as necessary 2. Development of ‘Pupil Asset’ as a bespoke database and
Lead
KM
KM
Strand & Intended Successful Outcomes evaluative tool 3. A culture of ‘teachers as evaluators’, using data to evaluate their impact on learning 3.1 Student Well-Being 1. Clear tools and framework(s) in place to assess and develop students’ emotional literacy & wellbeing 2. Systems in place to systematically enable and develop students’ individual and collective voices
3.2 Staff Well-Being Keep, Improve, Stop, Start (‘KISS’) model used to develop the 5 strands of staff well-being: 3. Well-Being 1. Engagement and involvement; 2. Building teams/ Improving interpersonal connections; 3. Practical working arrangements; 4. Recognition and rewards; 5. Relaxation & physical fitness 3.2 Everyday Peace in Schools (from May 2018) 1. Engage staff and students in developing ‘Everyday Peace Indicators’ relevant to our school 2. Contribute to and learn from Research Project 3. Establish baselines, agree actions and measure impact 4.1 Student Using the school website for homework Priorities Our parents being able to see what we’re learning 4.2 Parent/ What is my child learning? Carer How well are they doing? Priorities How can I help them at home? 5.1 Improved 1. Stabilise student income streams efficiency and 2. Rationalise additionally funded student support and effectiveness intervention programmes into a sustainable structure 3. Develop additional income streams 4. Review and develop staffing roles and structures V23 updated 1 May 2018
