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

Quality of Education is consistently excellent

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

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

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

Teachers use the best research to continually expand their pedagogical expertise and subject knowledge

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

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

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

All students study a curriculum that is ambitious that both enriches them and prepares them for their future

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

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

Year leaders will

Identify priority students for enhanced CEIAG support

[Year 11] support destinations work

Provide contextual information to support RSHE planning

As a result of these actions:

  • All students, including those who are disadvantaged, will make at least expected progress from their starting points
  • We will deliver exceptional educational opportunities that lead to excellent achievement

A fully developed House system with a wide variety of opportunities where students embrace leadership opportunities and participation in House events is high

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

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

Subject leaders will

Ensure subjects are represented in House events and activities

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

A culture of student leadership is embedded across the school

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

Subject leaders will

Develop the use of student voice to evaluate the intent and implementation of the curriculum

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

Enrichment is designed to broaden students experience outside of the classroom and develop their experiences and character

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

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

Year leaders will

Develop a year team approach in promoting participation in extra-curricular and enrichment

Promote equality, diversion and inclusion

Attendance is above national average and suspensions are below national average

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

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

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

As a result of these actions:

  • Our school culture will be evident and is a culture where all students aim to be the best they can be and where they aspire to lead and succeed

 

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

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

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

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

All students have the opportunity to contribute to their community during their time at our school

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

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

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

The school is financially sustainable

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

Subject leaders will

Develop curriculum links with primary partner schools

Benchmark staff ratio – students/curriculum

Year leaders will

Explore and develop community partnerships

As a result of these actions:

  • We will be the school at the heart of our community which makes a positive difference and helps our students understand how they fit into the world around them