Strategic Plan 2022-27
We aim to be an exceptional school at the heart of the community. We create opportunities for our students to throve, lead and succeed. We expect excellence from all of our students through ambition, aspiration and dedication.
Our 3 key priorities over the next 5 years are:
- To deliver exceptional educational opportunities leading to excellent academic achievement
- To have a school culture where all students aim to be the best they can be and where they aspire to lead and succeed
- To become a school at the heart of the community that makes a positive difference and helps our students understand how they fit into the world around them
How will we know we have been successful?
To deliver exceptional educational opportunities leading to excellent academic achievement
- Quality of Education is consistently excellent
- Students make expected or better progress from their starting points
- Teachers use the best research to continually expand their pedagogical expertise and subject knowledge
- All students study a curriculum that is ambitious that both enriches them and prepares them for their future
To have a school culture where all students aim to be the best they can be and where they aspire to lead and succeed
- A fully developed House system with a wide variety of opportunities where students embrace leadership opportunities and participation in House events is high
- A culture of student leadership is embedded across the school
- Enrichment is designed to broaden students experience outside of the classroom and develop their experiences and character
- Attendance is above national average and suspensions are below national average
To become a school at the heart of the community that makes a positive difference and helps our students understand how they fit into the world around them
- To be the first-choice school for children in our community who do not choose a faith-based education\
- Our Character Education curriculum is successful in teaching students how to make good choices and helps them to flourish as individuals and members of the community
- All students have the opportunity to contribute to their community during their time at our school
- The school is financially sustainable
Development Plan
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Quality of Education is consistently excellent |
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Senior leaders will |
Develop, implement and monitor the impact of the disadvantaged strategy: high-quality teaching, targeted academic support and [wider strategies relating to significant non-academic barriers including attendance, behaviour and social and emotional learning/support] Monitor the impact of Pupil Premium funding to ensure educational equity Develop, implement and monitor a whole school teaching and learning policy and strategic plan Implement and monitor a school-wide assessment policy that supports planning for progress Develop, implement and monitor the Raising Achievement (KS4) plan Analyse, evaluate and report whole school progress data Develop, implement and monitor the impact of the Quality Assurance programme that contributes to school improvement processes and enhances middle leaders’ knowledge and skills in delivering excellence in teaching and learning Support the development of a reading / literacy strategy across the curriculum |
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Subject leaders will |
Monitor and evaluate the impact of the disadvantaged strategy in subject area Ensure that all teachers are adhering to the disadvantaged strategy Monitor the impact of the teaching and learning policy and strategic plan Hold teachers in their subject area to account for the implementation of the teaching and learning policy and strategic plan Monitor progress data and implement interventions to raise achievement at KS4 Ensure that outcomes are in line with national average Monitor progress data and implement interventions to ensure expected progress across all year groups Monitor the impact of teaching and learning through Quality Assurance of the implementation of the curriculum Ensure the Quality of Education is at the core of the performance management / appraisal process Develop reading approaches in line with the reading / literacy strategy |
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Year leaders will |
Support subject leaders in identifying and tackling barriers to learning Support subject leaders in grouping and grouping within a class Support students who are not making expected progress across the curriculum |
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Teachers use the best research to continually expand their pedagogical expertise and subject knowledge |
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Senior leaders will |
Develop a Professional Development programme that teachers are able to ensure that all students are able to remember their learning; they are able to recall what they have learned, apply it to subsequent learning and explain their thinking accurately Implement and monitor the impact of the teaching and learning strategic plan Ensure the teaching and learning strategic plan tackles any underachievement of disadvantaged students Ensure the school Professional Development programme encompasses subject knowledge development Ensure the school Professional Development programme focuses on the development of pedagogy Ensure the school Professional Development programme focuses on meeting the needs of all learners to ensure educational equitability Oversee and monitor the impact of the ECT programme Develop and implement and Instructional Coaching programme |
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Subject leaders will |
Monitor and evaluate the impact of the professional development programme in subject area Ensure the professional development programme is a core element of subject meetings / appraisal process Ensure subject knowledge development is a core element of subject meetings Ensure pedagogical development is a core element of subject meetings Ensure ECT colleagues are given high quality mentoring which is in line with expectations Monitor the impact of ECT provision Support the development of Instructional Coaching programme |
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Year leaders will |
Monitor and evaluate the impact of the professional development programme in tutor curriculum Ensure ECT colleagues are fully supported in the tutor curriculum |
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All students study a curriculum that is ambitious that both enriches them and prepares them for their future |
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Senior leaders will |
Monitoring of the planning and sequencing of the curriculum ensuring that subjects contain the knowledge, understanding and skills that students should know in a logical order Increase the proportion of students who study the full set of EBacc subjects; with a strategic focus on disadvantaged and SEND students Evaluate the Options offer to ensure all students a broad and balanced curriculum Evaluate the curriculum to ensure that students are exposed to the cultural capital that they need Plan, deliver and monitor the impact of the National Tutoring Programme for disadvantaged students Monitor the impact of the CEIAG programme and evaluate how it can be improved to support disadvantaged students Monitor the impact of the RSHE curriculum |
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Subject leaders will |
Review and monitor the planning and sequencing of the curriculum Publish up to date curriculum maps Monitor the delivery of the curriculum intent Develop teachers understanding of the sequence of the curriculum within subject area Develop and implement an ambitious curriculum; a curriculum that is broad, balanced and accessible to all learners Plan, implement and monitor cultural capital opportunities within the subject curriculum Ensure CEIAG opportunities are signposted within the subject curriculum CEIAG lead will plan and map provision to ensure educational equity for all. The impact for disadvantaged and SEND learners will be evaluated RSHE lead will be supported in monitoring the impact of the curriculum and be supported in making contextual adjustments |
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Year leaders will |
Identify priority students for enhanced CEIAG support [Year 11] support destinations work Provide contextual information to support RSHE planning |
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As a result of these actions:
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A fully developed House system with a wide variety of opportunities where students embrace leadership opportunities and participation in House events is high |
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Senior leaders will |
Develop the role of Head of House to ensure clear roles and responsibilities and lines of accountability Develop, implement and monitor the House System policy Monitor the impact of the House system; participation, rewards, aspiration, culture and promotion of the academy’s core values |
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House leaders will |
Ensure a high-profile visibility in promoting the purpose and values of the House system Promote the biographies of the House namesakes and the values surrounding them Promote the academy’s core values through the House system Develop house activities that are both accessible and aspirational; events will be structured to encourage participation from all students Develop students as leaders Plan and deliver high impact House assemblies Ensure all forms of House communication are calendared, timely, purposeful and current Develop the reward system Monitor, review and report the impact of the House system Hold tutors to account in delivering House activities |
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Subject leaders will |
Ensure subjects are represented in House events and activities |
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Year leaders will |
Promote House events and activities within year group Promote student leadership opportunities and facilitate roles within year group Work with HOH to develop the reward system Hold tutors to account in delivering House activities |
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A culture of student leadership is embedded across the school |
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Senior leaders will |
Develop the role and impact of the student council Use student voice to evaluate and implement further student leadership roles Develop, implement and monitor student leadership opportunities across all year groups Evaluate the impact of student leadership Ensure educational equity in all student leadership areas |
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Subject leaders will |
Develop the use of student voice to evaluate the intent and implementation of the curriculum |
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Year leaders will |
Develop the use of student voice to evaluate the tutor curriculum Develop the use of student voice to evaluate year group issues / rewards Promote student leadership opportunities and facilitate roles within year group Monitor the work of student leadership groups |
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Enrichment is designed to broaden students experience outside of the classroom and develop their experiences and character |
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Senior leaders will |
Enrichment Days are planned and implemented to enrich the curriculum The provision for Enrichment Days is mapped and the impact for all students is evaluated Trips and visits are mapped, evaluated and planned to ensure educational equity Extra-curricular activities are mapped, evaluated and planned to ensure educational equity Develop, implement and monitor the Equality, Diversity and Inclusion strategy to ensure impact for all students across all areas of school life |
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Subject leaders will |
Develop the curriculum contribution to Enrichment Days The curriculum and enrichment opportunities are evaluated to ensure clear representation of equality, diversity and inclusion Monitor and record extra-curricular participation Ensure extra-curricular participation is designed to enable and encourage participation by all students |
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Year leaders will |
Develop a year team approach in promoting participation in extra-curricular and enrichment Promote equality, diversion and inclusion |
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Attendance is above national average and suspensions are below national average |
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Senior leaders will |
Develop, implement and monitor an attendance strategy and strategic plan to ensure improvements in attendance & punctuality for all groups Develop and support delineated roles and responsibilities of attendance with clear lines of accountability Ensure a clear process of admission, induction and monitoring for In Year Admissions Develop, implement and monitor a strategy that tackles low level behaviours that may disrupt learning Develop and support delineated roles and responsibilities of behaviour with clear lines of accountability |
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Subject leaders will |
Hold teachers in subject area to account for implementation of attendance and punctuality systems in lesson time Ensure that assessments for In Year Admissions are completed in order to ensure appropriate grouping Hold teachers in subject area to account for following behaviour systems |
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Year leaders will |
Monitor attendance and punctuality data and plan / record interventions and the impact of interventions Manage Pastoral Support Worker and tutors in attendance and punctuality strategy Ensure In Year Admissions have a clear induction process and their progress is monitored Analyse behaviour data, plan interventions and report impact of interventions Manage Pastoral Support Worker and tutors in behaviour strategy |
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As a result of these actions:
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Our Character Education curriculum is successful in teaching students how to make good choices and helps them to flourish as individuals and members of the community |
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Senior leaders will |
Monitoring of the planning and sequencing of the curriculum ensuring that Character Education contains the knowledge, understanding and skills that students should know in our context Monitoring the implementation of the Character Education curriculum Monitoring the impact of the Character Education curriculum Monitor the intent, implementation of the RSHE and Citizenship curriculum to support Character Education Monitor the wider tutor and assembly curriculum |
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Subject leaders will |
Monitor and evaluate the impact of the disadvantaged strategy in Character Education Hold tutors to account for the implementation of the Character Education curriculum Monitor the impact of the Character Education curriculum Monitor the intent, implementation of the RSHE and Citizenship curriculum to support Character Education Develop teacher subject knowledge of the Character Education curriculum |
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Year leaders will |
Monitor and evaluate the implementation of the Character Education curriculum with the subject leader / Leadership Team Ensure assemblies reflect and reinforce the Character Education curriculum Provide contextual information to support RSHE planning |
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All students have the opportunity to contribute to their community during their time at our school |
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Senior leaders will |
Develop, implement and monitor the impact of a community plan Explore and develop community partnerships to create opportunities for our students Develop relationship with primary partner schools Ensure student voice is part of all key decision-making processes |
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Subject leaders will |
Ensure the community is represented in the curriculum Explore and develop community partnerships within subject area Develop curriculum links with primary partner schools Develop student voice in curriculum decision making |
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Year leaders will |
Ensure the community is represented in year group activities Explore and develop community partnerships Develop student voice in year group decision-making processes |
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The school is financially sustainable |
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Senior leaders will |
Work to increase first choice preferences year on year Benchmark staff ratio – students/curriculum Ensure financial benchmarking processes are regularly undertaken and these processes inform financial planning |
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Subject leaders will |
Develop curriculum links with primary partner schools Benchmark staff ratio – students/curriculum |
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Year leaders will |
Explore and develop community partnerships |
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As a result of these actions:
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