School Development Plan 2014 - Frances Bardsley School for Girls

School Development Plan 2014-15
At The Frances Bardsley Academy for Girls, we are passionately committed to ensuring that every girl fulfils her academic potential and
receives a holistic education that will help our students develop as confident individuals well equipped for future study, able to take up their role
in the workplace and to make a real contribution to society. We have a sharp focus on improvement and have highly developed systems for
monitoring the effectiveness and impact of our provision. Our school leaders and governors are relentless in the pursuit of excellence. As a
community, we are determined to show that every child matters, that we are narrowing any identified gaps between pupil groups and that
improvement is continual. We have set challenging academic targets for the next 3 years and will be working hard to achieve them.
This year’s Improvement Plan takes its priorities from a rigorous self-assessment that has taken account of what we already know about the
school, what RAISEonline tells us are key areas for focus and the results of a review led by an external Team. Working with our School
Improvement Partner we have sought to produce a well-focused Plan with a clear time frame that will allow leaders and governors to monitor
impact. Each priority area has an allocated member of the Senior Leadership as lead and an allocated Governor who will monitor the impact of
our actions which are designed to raise standards. Each department writes its own Department Development Plan (DDP) which is tied into the
overall School Plan and shows how it will do its part to support our improvement journey.
FBA Results / Targets
2014-2017
% making 3 levels of progress in English
% making 3 levels of progress in Maths
% making 4 levels of progress in English
% making 4 levels of progress in Maths
% of students achieving 5 or more A*-C at GCSE or equivalent including English and
Maths
% of students achieving A*-C at GCSE in Eng
% of students achieving A*-C at GCSE in Maths
% of grades at A* / A at GCSE
% of Pupil Premium students achieving 5 or more A*-C at GCSE or equivalent including
English and Maths
% of Pupil Premium students making 3 levels of progress in English
% of Pupil Premium students making 3 levels of progress in Maths
% of Pupil Premium students making 4 levels of progress in English
% of Pupil Premium students making 4 levels of progress in Maths
% of Teaching Good or Better at FBA

FBA
2014
National
2015
Targets
2016
2017
68%
74%
32%
28%
65%
72%**
66%**
N/A
N/A
53%*
75%
75%
37%
30%
70%
80%
80%
40%
35%
N/A
82%
82%
42%
40%
N/A
72%
79%
22%
41%
67%*
65%*
N/A
36%*
75%
80%
22%
71%***
80%
80%
24%
N/A
85%
83%
26%
N/A
52%
48%
16%
11%
80%
58%*
48%*
22%*
17%*
N/A
62%
60%
24%
20%
85%
72%
72%
33%
30%
90%
82%
82%
42%
40%
92%
Local Authority Data 2014 (NCER National)
**
data from PIXL
***
2014 figures refer to unvalidated data where available.
N/A = not applicable or not available
data from 4 Matrix
1
Headline A: Good Progress at GCSE. SLT lead: Julie Payne. Governor Link: Ms Ann Smart
Objectives:
 English 3 Levels of Progress 75%; 4 Levels of Progress 37%
 Maths 3 Levels of Progress 75%; 4 Levels of Progress 30%
 70% of students gain 5+ A*-C grades including English and Maths
 75% of students gain 5+ A*-C grades in English
 22% of grades are A*/A at GCSE
 Best 8 measure improves to above national average
Intention
Ensure outstanding
intervention strategies at
GCSE
Action
A1
Introduce timetabled Year 11
Intervention lessons for both
Maths and English.
A2
Maintain 15 minute form time
sessions for targeted Year 11
students
A3
Introduce 2 Year 11 Parents’
evenings: Term 1 and 2.
Success Criteria
Target students make improved
progress towards EFG.
Lead Person
DT. Maths
and English
Leaders and
subject staff.
Maths and
English
subject staff
Time Scale
Timetabled
ready for Sep
14
Cost
£12,000
Throughout
2014-15
N/A
Parents report increased
involvement in their daughter’s
education
JP/DK/Exam
s and
Assessment
Team
N/A
A4
Full subject report January for
Year 11, following first mock In
December as opposed to RoA at
end of year.
Parents’ and students more
informed about what needs to be
done
A5
Celebration strategy.
Outstanding Learner Award
extended to Year 10 and
embedded in Year 11.
Progress Manager’s prizes
Students and parents express
greater confidence in reward
strategies
JP/DK/Exam
s and
Assessment
Team
All subject
staff
JP/PM’s
One at end of
October/Nov
ember.
One March
following
second mock
and EFG.
Dec 2014
Termly
assemblies
Jan, May,
July
Rewards
Budget
increased
by £1,600
Target students make improved
progress towards EFG.
N/A
2
Integrate and remodel
KS4 assessment
strategies to ensure
outstanding progress.
Ensure effective
extended to Year 10 and
embedded in Year 11.
A6
Introduce half termly data drops
Tracking of progress more regular
and swifter intervention strategies
implemented
JP/DK/Exam
s and
Assessment
Team
A7
Introduce focused assembles for
Year 11 e.g. underachieving
groups following data drops.
Students report increased
motivation
JP/Progress
Manager/SLT
Link and
Year 11
Mentors.
A8
Introduce data action/intervention
sheets to be completed by subject
teachers following each data
drop. Students appearing in three
or more departmental returns to
be dealt with as per point. Other
students who fall below by 2
grades in Year 10 and 1 grade in
Year 11 to be targeted by subject
staff / departments.
Targeted students make improved
progress towards EFG.
Staff report increased ability to track
progress of students
JP/DK/Exam
s and
Assessment
Team
All subject
staff for
Years 10 and
11. Progress
Manager/SLT
Link/Year 11
Mentors
A9
Introduce Academic Review
sessions and monitoring on a
rolling programme for students
identified as underachieving
globally.
Target students make improved
progress towards EFG.
.
A10
Gap between Progress and
JP/DK/Exam
s and
Assessment
Team.
Progress
Manager/SLT
Link/Year 11
Mentors
KM
Oct, Dec
2014, Feb,
Apr, May and
July 2015
ROL revised
Dec 2014
and June
2015
reported to
Govs
Oct, Dec
2014, Feb,
Apr, May and
July 2015
Evaluation
July 2015
Sheet
distributed
Sep 2014
Completed
Oct, Dec
2014, Feb,
Apr, May and
July 2015
N/A
Throughout
academic
year and by
July 2015
Mid Term
Review in
Jan 2015
N/A
4 times in
N/A
N/A
N/A
3
performance of
micropopulations
Ensure curriculum allows
students to excel
Effective Tracking of Pupil
Premium
A11
Effective Tracking of SEN
students
A12
Increase no of lessons @ KS4 for
Eng/Maths for Years 10 &11 from
Sep 2014
achievement of pupil premium
students and all students
decreasing rapidly.
Students being tracked are making
progress and being challenged by
the curriculum.
Half termly data shows increase in
rates of progress in Eng and Maths
LFY
DT
A13
Prepare to Implement 3 yr KS4
curriculum for Sept 2015
Increased rates of progress at
GCSE evident in half termly data
DT
A14
Increase no of lessons @ KS3 in
Humanities putting back fuller
curriculum
Improvement in Humanities and
English Language rates of progress
DT
A15
Review entry policy for Triple
Science
Increase % in Chemistry, Biology
and Physics
DT
year at Gov
Monitoring
Committee
Sep 2014
Reviewed for
June 2015
Implemented
Sep 2014
Progress
reviews in
January &
April 2015
reported to
Governors
Implemented
in Sep 2014
Planning by
July 2015
Implemented
Sep 2014
Progress
reviews in
January &
April 2015
reported to
Governors
Review by
Jan 2015
Effect in Aug
2016
N/A
N/A
N/A
£36,000
N/A
4
Headline B: Outstanding teaching and learning. SLT Lead: Liz Fowkes. Governor Link: Mrs Julie Chenery
Objectives:



Lessons judged as at least 80% Good and 25% outstanding
Improvement in quality of formative feedback
Improvement in consistency and quality of home learning (homework)
Intention
Drive teaching and
learning from good to
outstanding
Action
B1
Programme of weekly learning
walks created so that HODs and
HOFs will be able to regularly
monitor the learning taking place in
their subject area.
Success Criteria
All stakeholders will feel
encouraged to have an open door
policy.
Lead Person
EF
Time Scale
Established
Sep 2014
Weekly
programme
until July
2015
Cost
N/A
B2
System created to monitor lesson
observations, whether appraisal
targets have been met and to
record staff training.
Underperformance and
progression through performance
related pay easier to identify.
Appraisal of staff performance and
development needs will be very
accurate.
Specific training and support can
be identified for all individuals.
School INSET days can be partly
driven by the needs of staff
EF
Established
Sep 2014
Programme
commences
Nov 2014
Reported to
Gov FFP
committee
N/A
B3
Bespoke disaggregated INSET
programme created as a result of
appraisal targets being set.
Performance of staff can be
tracked against targets. In the
areas identified as priorities
performance will improve and
lessons
B4
Develop a system of joint practice
with departments at local schools
Specific training and monitoring will
lead to an increase in the number
of lessons that are outstanding
EF /JD
Appraisal by
Oct 2014
Programme
begins Nov
2014
Reported to
Gov FFP
committee
N/A
Staff will be able to embrace new
ideas and strategies which they will
utilise to raise performance in
EF
FACULTY
HEADS
Established
Sep 2014
Reviewed
N/A
5
Ensure students receive
good quality written
feedback which they act
upon
to share good practice through
CPD and lesson observations.
B5
Focus groups created to tackle
specific aspects of teaching and
learning:
 Questioning
 Differentiation
 Feedback
 ICT
Resources/ Dept champions
created in order to develop use in
every department.
lessons.
Secure evidence of differentiation,
planned questions, opportunities to
reflect on feedback etc. found in
lesson plans and observation
feedback
EF
Established
Oct 2014
Meet termly
until June
2015
Effectiveness
review July
2015
£6,000
B6
Work scrutiny calendar with 3
weekly checks
HODS can identify where effective
next steps marking is not taking
place and ensure there is
consistency.
Departments can extend
knowledge of giving feedback –
including effective verbal and
formative feedback
Homework will be regularly set, will
be challenging according to ability
and used to extend learning in
classroom.
EF
Established
Sep 2014
HoDs report
to SLT links
Weekly from
Sep 2014
N/A
£2,000
Successful dialogue between TAs
and teachers will take place
guiding AFL.
MSi
LFY
Sep 2014
Student and
Parent
Evaluation
Mar 2015
Report to
Gov
Curriculum
and Welfare
Dec 2014
B7
Sharing of good practice on every
curriculum agenda
B8
Purchase “Show My Homework”
and HODS use this to scrutinise
consistency and suitability of
homework tasks.
HODS will report back to SLT so
that line managers have an
overview of home learning.
B9
TAs to be given training on being
more proactive in the classroom
and staff trained on effective use of
TAs.
TAs given specific, planned tasks
whereby they can feedback to
teacher on the progress made by
June 2015
EF
DT
N/A
£400
6
Continue to raise levels
of literacy amongst
students
SEN students in the lesson
B10
Set up Literacy Leaders Award
scheme.
Students will act as ambassadors
to take literacy into lessons.
Profile of literacy will be raised in
lessons.
English and Humanities results will
see improvement.
EF
(RS)
Established
Sep 2014
Reviewed
June 2015
£300
Time Scale
Oct, Dec
2014, Feb,
Mar, May
2015
Review of
process June
2015
Oct, Dec
2014, Feb,
Mar, May
2015
Review of
process June
2015
Cost
Headline C: Attainment at A2 level above national average. SLT lead: JD. Governor Link: Mrs Marilyn Clay
Objectives:




In Year 13, 90% of students meet or exceed their ALIS target
In Year 13, 44% of grades are A*-B
80% of 6th Form students with a D grade in English and/or Maths GCSE achieve a grade C
70% of students gain entrance to their first choice University
Intention
Student progress is
closely monitored and
swift intervention
occurs
Action
C1
Data sheet for all BTEC, AS and
A2 students updated on a 1/2
termly basis
Success Criteria
Track each individual students’
progress
Lead Person
DK LW
AC MJ
Each student requiring intervention will
receive a GOAL booklet enabling
targets to be set and tracked. This will
be signed by their mentor and enables
the student to take ownership of their
own progress
AC MJ
HOD’s
Subject
teachers
Specific strategies for
C2
Academic mentoring of
underachieving students will
take place after each data drop.
If underachieving in one subject,
intervention by subject teacher
or HOD. If student
underachieves across majority of
subjects, they will be mentored
by Progress Managers. All
mentoring will be recorded onto
central database therefore
accessible by all
C3
Improved attainment at A2
AC MJ
Sept to May
7
exam success
implemented
Good practice in
teaching and learning
identified and
disseminated
Review of curriculum in
light of funding
changes
Completed Sixth Form
build
Study skills sessions as part of
E3
2015
C4
Learning performance company
provide revision session in Oct
C5
6th Form parents consultation
evening with subject staff in
December 2014 and February
2015
C6
Easter revision programme
provided
80% positive student evaluations
AC MJ
Oct 2014
80% attendance from Parents and
students
AC MJ
Dec 2014
and February
2015
Tracking compulsory attendance of
intervention students at revision
sessions
AC MJ
C7
Progress managers in Year 12
and 13 conduct learning walks
Quality of teaching and learning
improves as evidenced in student and
teacher feedback
AC MJ
C8
Sixth Form Review
C9
Review Sixth Form FBA offer,
class sizes and number of
courses offered
C10
Smooth transition into new
building
84% of teaching observed as Good or
Outstanding
Recruit 120 for September 2015
JD SLT
AC MJ
JD DT
AC MJ
Planned JanMar 2015
Implemented
Apr 2015
Reviewed
May 2015
Programme
established
Sep 2014.
Weekly
walks.
Evaluation
Dec 2014,
April 2015
TBC
80% positive response to pupil
satisfaction survey
AC MJ
£1,500
£1,000
January 2015
September
2014
8
Headline D: Excellent Behaviour. SLT lead: MSi. Governor Link: Father Hingley
Objectives:




Consistency of approach in behaviour management evident in staff and student surveys
Decrease in fixed term exclusions by 25%
Decrease in number of students with repeat inclusions by 20% to 45
Increase in range of intervention strategies
Intention
Increase in range of
intervention strategies to
support students who
exhibit challenging
behaviour
Action
D1
Review of pastoral support
packages in House (inclusion
centre)
Success Criteria
Decrease in inclusions by15% to
110 over the 3 terms.
Decrease in number of repeat
inclusions by 20% to 8 (students)
and 45 (inclusions)
Lead Person
MSi
D2
Increase use of Behaviour
Improvement Plan (BIP) meetings
Decrease in number of inclusions
and exclusions for 80% of students
given BIP meeting in following term
MSi
D3
Updated behaviour practice booklet
and procedures
Consistency of on call referrals
from depts.
Decrease in behaviour incidents.
Reduction in inclusions by 15%
over 3 terms
Reduction in exclusions
MSi
D4
Introduce Behaviour for Learning
Coordinator
Improvement in the speed and
action in dealing with behaviour
issues within 24 hours.
MSi
D5
Distribute emails on latest
information and guidelines on
behaviour management; arrange
CPD for staff
Staff fully trained on latest
techniques and strategies
MSi
Time Scale
Implemented
Sep 2014
Reviewed
Jan, April
and June
2015
Throughout
academic
year
Review June
2015
Review
Practice Sep
2014
Decrease
noted at half
termly
reviews
Cost
N/A
Begins Sep
2014
Review of
performance
Mar 2015
Dec 2014
£11,500
N/A
N/A
N/A
9
D6
Set up a mentoring scheme for
disaffected students with a member
of staff chosen by them
Ensure rewards and
sanctions systems are
highly effective
D7
Review effectiveness and impact of
detention system
D8
Review and develop reward
system
Improved monitoring and liaison
about particular student, resulting
in improved behaviour an fewer
incident with the students.
Reduction in inclusions and
exclusions
Decrease in overall attendees and
repeat attendees
MSi
MSi
Established
Sep 2015
Reviewed
Mar 2015
and June
2015
Review by
Oct 2014
N/A
N/A
Implementation
Increase in student satisfaction
through pupil survey
JP
Dec 2014
Review
September
2014
£1,600
Implementation
October 2014
Events termly
Appendix:
As well as focusing tightly on the above key objectives, our plans for 2014/15 include:
 The development of the Wellspring as a place of worship and reflection for the whole school community
 Structural improvements to the canteen, library and external facilities
 The development of teaching and learning links with Sanders School
 Increased means for gaining stakeholder feedback and acting upon responses
 Improved communication with key stakeholders
 The integration of the Farm into the curriculum and pastoral systems of the school
Key to Personnel:
DT
JP
DK
PMs
RG
LFY
EF
JD
MSi
RS
David Turrell, Assistant Headteacher
Julie Payne, Assistant Headteacher
Dave Kiff, Data Manager
Progress Managers
Rachel Grimwood, Pupil Premium Co-Ordinator
Lynn Foster-Young, SENCO
Elizabeth Fowkes, Assistant Headteacher
Julian Dutnall, Headteacher
Malini Sidhu, Deputy Headteacher
Rachel Smyth, Literacy Co-ordinator
ACr
MJ
KM
Alex Crosby, Progress Manager Year 13
Maria Jackson, Progress Manager Year 12
Katy Martin, Pupil Premium Co-ordinator
Awaiting full Governing Body ratification at their meeting 16th
December 2014
10

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