Improvement Priority Action Plan (Art _ CPA) Source of Improvement ...
Improvement Priority Action Plan (Art _ CPA) Source of Improvement ...
Improvement Priority Action Plan (Art _ CPA) Source of Improvement ...
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<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (<strong>Art</strong> _ <strong>CPA</strong>)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: <strong>Art</strong> SER; SIP<br />
Evidence: Evaluation report<br />
<strong>Improvement</strong> <strong>Priority</strong>: Continue to improve <strong>Art</strong> provision at all Key Stages<br />
Target(s):<br />
• Rewrite the SoW for KS4 Alternative Curriculum<br />
• Review year 9 work<br />
• Develop AfL activities at KS3<br />
• Include specific references to Cwricwlwm Cymreig & Key Skills in KS4 SoW<br />
• Develop ICT<br />
• Develop KS2/3 liaison<br />
Impact/success criteria:<br />
• SoW written(AC) & amended (KS4) & in use (include<br />
CC & KS)<br />
• Year 9 reviewed & action plan to improve<br />
• AfL activities being used in all year groups<br />
• Staff trained to use IWB<br />
Evaluation Commentary:<br />
Monitoring:<br />
How<br />
Lesson<br />
observation<br />
Pupil<br />
questionnaires<br />
Who<br />
<strong>CPA</strong><br />
SLT (Year 10<br />
review)<br />
<strong>CPA</strong>/dept<br />
When<br />
ongoing<br />
May 09<br />
Oct 09<br />
Evaluation:<br />
How<br />
Report to LM/Dept<br />
Report to SLT<br />
Report to LM/Dept<br />
Who<br />
<strong>CPA</strong><br />
CM<br />
<strong>CPA</strong><br />
When<br />
ongoing<br />
June 09<br />
Nov 09<br />
Changes to plan from monitoring & evaluation:
Strategically planned tasks<br />
Write AC SoW<br />
Review year 9 activities<br />
IWB training<br />
Add CC & KS to SoW<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
<strong>CPA</strong>/KH/SE<br />
<strong>CPA</strong>/dept<br />
meeting<br />
<strong>CPA</strong><br />
<strong>CPA</strong>/ept<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
May 09<br />
Jan 09<br />
Asap<br />
June 09<br />
End<br />
date<br />
June 09<br />
Gained time<br />
Inset time<br />
Training –<br />
Dragonfly<br />
Gained time<br />
GTCW<br />
Tasker Milward VC School/HT/08
Tasker Milward VC School/HT/08
Tasker Milward VC School/HT/08
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (AT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic Imp. <strong>Plan</strong><br />
WAG<br />
Estyn<br />
Evidence: School self evaluation reports,<br />
Estyn Revised Guidance,<br />
WAG publications.<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
Assessment for Learning<br />
Target(s):<br />
AfL strategies are embedded in all subjects across all key stages.<br />
Impact/success criteria:<br />
AfL activities are embedded in all subjects across the age range.<br />
Established good practice is shared with all staff.<br />
Students are confident on making judgements about their own<br />
learning and set their own targets for improvement.<br />
Evaluation Commentary<br />
AfL practice is progressing at varying rates.<br />
Some excellent practice in relation to skills based targets have<br />
been developed in year 7 by some departments though the<br />
setting <strong>of</strong> targets by some departments remains tokenistic and<br />
does not sufficiently involve the pupils in the process. There is a<br />
need to share good practice in relation to this with all staff in<br />
2009/2010.<br />
Year 10 Review and the pupil feedback in particular suggests<br />
that AfL is a less regular feature <strong>of</strong> classroom activity at KS4.<br />
There are some positive developments however within the new<br />
Schemes <strong>of</strong> Work developed by departments for September<br />
2010, where specific AfL activities are planned into units <strong>of</strong> work.<br />
The AfL sharing good practice that formed part <strong>of</strong> the INSET<br />
days in October 2009 was well received by colleagues indicating<br />
a similar/regular activity could be an ongoing feature <strong>of</strong> INSET<br />
planning.
Monitoring:<br />
How<br />
Who<br />
When<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
Lesson observations<br />
Work scrutiny/book<br />
inspection<br />
Departmental Schemes <strong>of</strong><br />
Work<br />
HoDs/SLT<br />
All staff<br />
School selfevaluation<br />
cycle<br />
Routine<br />
departmental<br />
meetings<br />
Departmental/Whole<br />
school self evaluation<br />
reports<br />
SLT/AT<br />
School selfevaluation<br />
cycle<br />
Pupil<br />
interviews/questionnaires<br />
HoY<br />
Annually<br />
Results <strong>of</strong> pupil<br />
feedback<br />
Annually<br />
Changes to plan from monitoring & evaluation:<br />
There is a need to look closely at KS4 Schemes <strong>of</strong> Work in the year 10 review <strong>of</strong> 2010 to review the extent to which AfL<br />
opportunities have been built into the units <strong>of</strong> study.<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person &<br />
others involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date
HoDs to ensure AfL is an on-going feature<br />
<strong>of</strong> departmental development work and<br />
features regularly in departmental<br />
meetings.<br />
HoD/departmental<br />
staff<br />
Sept 08 Sept 10<br />
0n-goig<br />
review<br />
Departmental<br />
planning time<br />
Pupil skills based targets are set on a<br />
regular basis across the whole age range<br />
and are recorded in an appropriate<br />
manner.<br />
Repeat cycle for 2010
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (AT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic Imp. <strong>Plan</strong>. Evidence: School examination analysis, RE2, SSSP.<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
Improve Achievement Post-16<br />
Target(s): Continue to Implement the Sixth Form <strong>Action</strong> <strong>Plan</strong><br />
Impact/success criteria:<br />
Percentage achieving two passes at grade C and above at A2 in<br />
line with LEA & National levels.<br />
WED value added residuals are consistently flat to positive for<br />
all subjects.<br />
Evaluation Commentary:<br />
The Post-16 <strong>Action</strong> <strong>Plan</strong> first drafted in February 2006 has been<br />
revised. Evidence suggests that enrolment/transition element <strong>of</strong><br />
the original plan have been successful and have now been<br />
withdrawn from the revised plan. Academic monitoring and<br />
attendance monitoring remain an area in need <strong>of</strong> improving;<br />
revised targets for these now feature in the plan an with PL<br />
primarily responsible for meeting these targets.<br />
The necessity to conform to Federation timescales and<br />
agreements has had a negative effect on Academic Monitoring<br />
processes within TM where a less formal and far more frequent<br />
process would be the preferred model.<br />
L2L surveys conducted during the academic year as part <strong>of</strong> the<br />
year 12 review and as part <strong>of</strong> the Federation Quality Assurance<br />
process indicate high satisfaction levels amongst students I<br />
relation to the quality <strong>of</strong> teaching/learning.<br />
A2 results <strong>of</strong> 2009 achieved and indeed exceeded the<br />
Pembrokeshire and Wales indicators. Whilst anticipated, the<br />
improvement was over and above what might have reasonably<br />
been expected based on the AS results <strong>of</strong> 2008.<br />
Analysis <strong>of</strong> the first academic monitoring <strong>of</strong> 2009/10 undertaken
y AT/PL reveals there is much still to do to get effective<br />
feedback from subject teachers. <strong>Action</strong>: PL to run HoDs<br />
through the entire process at mgt meeting 30/11/09. The second<br />
round <strong>of</strong> academic monitoring witnessed an improvement in the<br />
quality <strong>of</strong> feedback though further clarification is still necessary<br />
in certain areas.<br />
Monitoring:<br />
How<br />
Lesson observation<br />
Pupil<br />
questionnaires/ L2L<br />
Who<br />
HoDs/SLT<br />
HoY 12/13<br />
When<br />
School selfevaluation<br />
cycle<br />
Annually<br />
Evaluation:<br />
How<br />
Departmental &<br />
whole school self<br />
evaluation report<br />
Pupil feedback<br />
Who<br />
SLT/HoDs<br />
When<br />
Annually<br />
Academic<br />
monitoring cycle<br />
HoY<br />
As published in the<br />
Post-16 monitoring<br />
calendar<br />
Results Analysis<br />
AT/HoDs<br />
Annually, March &<br />
August<br />
Changes to plan from monitoring & evaluation:<br />
AT/PL need to review process <strong>of</strong> identifying ‘concerns’ in light <strong>of</strong> the data now being entered into SIMS<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
End
date<br />
date<br />
Update Post-16 <strong>Action</strong> <strong>Plan</strong> to take account <strong>of</strong><br />
progress made to-date and the impact <strong>of</strong><br />
collaborative working arrangements within the<br />
Haverfordwest Federation.<br />
AT<br />
HoY 12/13<br />
Jan 09<br />
July 09<br />
Revise process <strong>of</strong> data analysis and<br />
communication to parents/staff/pupils in<br />
response to the move to record monitoring<br />
data in SIMS.<br />
PL/AT<br />
March<br />
10<br />
May 10<br />
Develop a more formalised process to link<br />
academic monitoring to the tutorial<br />
programme <strong>of</strong> the Welsh Bacc. IOLP in<br />
particular.<br />
PL/ES<br />
March<br />
10<br />
July 10
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (AT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic <strong>Improvement</strong> <strong>Plan</strong>,<br />
WAG/DCELLS Agenda, LEA Agenda<br />
Evidence: LEA reports, WAG Learning Pathways,<br />
WJEC Publications.<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
Extend Key Skills across the Curriculum<br />
Target(s): Roll out the Welsh Baccalaureate at Post-16 in September 2009<br />
Impact/success criteria:<br />
• The Baccalaureate is in place and is successful<br />
• The majority <strong>of</strong> students achieve the level 3 award at the<br />
end <strong>of</strong> year 13<br />
• Learners develop in confidence and build upon the<br />
development <strong>of</strong> independent learning skills acquired at<br />
KS3 & KS4.<br />
• Learners develop knowledge and understanding <strong>of</strong> issues<br />
outside the confines <strong>of</strong> subject specific courses through<br />
non-formal and informal learning.<br />
• Attendance at W.B. core/tutorial sessions is<br />
commensurate with subject attendance levels.<br />
• Retention rates from year 12 to 13 improve.<br />
• The school as a whole benefits from the range <strong>of</strong><br />
community work undertaken by students as part <strong>of</strong> the<br />
W.B. programme.<br />
Evaluation Commentary:<br />
ES appointed as Coordinator – Spring 2009.<br />
ES/AT have attended a number <strong>of</strong> INSET provided by WJEC<br />
relating to Best-Practice and delivery.<br />
Learning Coaches/WB tutors need further and on-going training<br />
in relation to Key Skills assessment.<br />
MH to attend INSET in the autumn <strong>of</strong> 2009 on AoN.<br />
PL to identify opportunities for community work within school by<br />
1/9/2009.<br />
Attendance rates at tutorial lessons have been excellent, clear<br />
evidence <strong>of</strong> WWO & independent working have been evidenced.<br />
As at 27/11/09 60% <strong>of</strong> WB students are involved in Community<br />
and WRE work and the whole cohort is actively involved in the<br />
Enterprise Activity from which WWO L3 accreditation will be<br />
sought.<br />
INSET attended by ES/AT in Nov 09 clarified the requirements<br />
to an extent though the lack <strong>of</strong> quality exemplar material,<br />
particularly in relation to the Project and Diary remain an area <strong>of</strong>
concern. The size <strong>of</strong> WB tutorial groups has emerged as a<br />
difficulty though the WJEC did note this as a potential banana<br />
skin following their scrutiny <strong>of</strong> the implementation plan.<br />
Monitoring:<br />
How<br />
• Lesson<br />
observation<br />
• Monitoring <strong>of</strong><br />
student<br />
portfolios<br />
• Individual<br />
tutorial sessions<br />
• Feedback from<br />
partner<br />
organisations,<br />
CWW/PAVS…<br />
Who<br />
SLT<br />
WB Co-ordinator<br />
Head <strong>of</strong> Sixth Form<br />
Core delivery team<br />
Key Skills Coordinator<br />
WJEC WB support<br />
<strong>of</strong>ficer<br />
When<br />
Monthly in the first<br />
instance by the<br />
core team<br />
Formal review<br />
every half term<br />
School selfevaluation<br />
cycle<br />
Evaluation:<br />
How<br />
Key Skills Portfolios<br />
– completion<br />
Self evaluation<br />
reports<br />
L2L feedback<br />
Who<br />
WB Co-ordinator<br />
and SLT<br />
WB core delivery<br />
team<br />
Key Skills Coordinator<br />
WJEC Support<br />
Officer.<br />
Head <strong>of</strong> Sixth Form<br />
When<br />
Monthly<br />
Half-Termy<br />
On completion <strong>of</strong><br />
each cycle – Bi<br />
annually.<br />
Changes to plan from monitoring & evaluation:<br />
ES/AT to review tutorial structure for 2010/11.
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date<br />
• Cost WB Co-ordinator post<br />
Jan 09 Feb 09<br />
• Write Job description<br />
Feb 09<br />
• Appoint Welsh Bac. Co-ordinator<br />
• Identify Core delivery team/tutors<br />
Feb 09<br />
Annually<br />
TLR<br />
payment<br />
Staffing Costs<br />
• Identify training needs for Core deliver team<br />
• <strong>Plan</strong> a detailed SoW to deliver the WB components<br />
June 09<br />
<strong>Plan</strong>ned<br />
time<br />
allocation for<br />
staff<br />
Staffing Costs<br />
• Ensure the entire teaching staff are familiar with the aims and<br />
purpose <strong>of</strong> the WB qualification and <strong>of</strong> the respective<br />
contribution required from all teachers at Post-16<br />
July 09
• Build WB delivery into the curriculum plan<br />
Dec 08<br />
• Identify delivery team for KS4.<br />
• Identify training needs for KS4 delivery team.<br />
May 10<br />
May 10<br />
July 10<br />
&<br />
ongoing<br />
• <strong>Plan</strong> a Scheme <strong>of</strong> Work for KS4 Intermediate &<br />
Foundation level. Ensure progression from KS3 Skills<br />
Curriculum.<br />
• Ensure the entire teaching staff are familiar with the<br />
aims and purpose <strong>of</strong> the WB qualification and <strong>of</strong> the<br />
respective contribution required from all teachers at<br />
KS4.<br />
June 10<br />
July 10
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Basic Skills DH/MH/CAP)<br />
<strong>Source</strong> <strong>of</strong> improvement priority: Literacy/Numeracy SER; Strategic<br />
<strong>Plan</strong>; BSQM criteria; Results analysis<br />
Evidence:<br />
SER; Strategic <strong>Plan</strong> & Whole school <strong>Improvement</strong> priorities<br />
<strong>Improvement</strong> <strong>Priority</strong>: To continue to develop the levels <strong>of</strong> basic skills <strong>of</strong> pupils<br />
Target(s):<br />
• 75% <strong>of</strong> the target literacy group year 7 (2009) reach level NC level 4 in English & 50% <strong>of</strong> target numeracy group reach level 4 in Maths<br />
• Improve the quality <strong>of</strong> differentiated work across the curriculum<br />
• Requirements <strong>of</strong> the BSQM standards are met<br />
• Develop more rigorous monitoring <strong>of</strong> basic skills provision<br />
• Extend learning resources<br />
Impact / success criteria:<br />
• Targets met<br />
• Interventions planned for all pupils identified with BS deficits on<br />
entry to year 7<br />
• Reduced numbers <strong>of</strong> pupils receiving interventions in years 8 & 9<br />
• Quality <strong>of</strong> printed resources provided for pupils in departments<br />
improved<br />
• Calendar <strong>of</strong> BSQM requirements drawn up & on track with<br />
evidence compiled<br />
• All new staff given advice<br />
• Regular monitoring including Listening to Learners<br />
Evaluation Commentary:<br />
The 2009 target groups will be retested in June 2010.<br />
The quality <strong>of</strong> differentiation across the curriculum is<br />
improving as evidenced by the lesson observations<br />
(CAP & year 7 review) – however, there is more to do to<br />
ensure the ALN information provided by the LSD is used<br />
to maximum effect. The BST have started the process <strong>of</strong><br />
ensuring the BSQM standards are met and they have<br />
identified areas that need further development.<br />
Monitoring has improved and must be developed further<br />
into a coherent annual process – using the DMM forms.
Monitoring:<br />
Evaluation:<br />
How<br />
Pupil pursuit<br />
Results<br />
Who<br />
DH/MH<br />
When<br />
March 09<br />
June 09<br />
How<br />
Reported to BS<br />
Team/SLT & included<br />
in BSQM evidence<br />
Who<br />
MH/DH<br />
When<br />
May<br />
July<br />
Listening to Learners<br />
Oct 09<br />
Changes to plan arising from monitoring & evaluation:<br />
Amalgamate the areas <strong>of</strong> the ALN/and differentiation plans
Strategically-planned tasks<br />
On<br />
tra<br />
ck<br />
Lead person &<br />
others involved<br />
Time scale<br />
Start<br />
Date<br />
End<br />
Date<br />
Resources<br />
Costings / budget<br />
source<br />
• Retest pupils after Christmas &<br />
reorganise interventions<br />
• Attend training for new BSQM<br />
requirements<br />
<br />
<br />
DH/CAP/MH<br />
DH/MH<br />
Jan 09<br />
When<br />
available<br />
Jan 09<br />
Testing by LSD – 1<br />
day for DH to collate<br />
information<br />
BSF – Basic skills<br />
• Produce monthly calendar to cover<br />
BSQM requirements<br />
<br />
DH/MH<br />
Jan 09<br />
Jan 09<br />
Cover – 2 lessons<br />
“”<br />
• Provide information to staff on<br />
differentiation, strategies to improve<br />
boys writing<br />
<br />
CAP/DH<br />
Jan 09<br />
Ongoing<br />
CD meeting & ongoing<br />
• Reissue numeracy policy<br />
<br />
MH<br />
Jan 09<br />
• Introduce ‘Listening to Learners<br />
exercise in monitoring<br />
DH/MH<br />
May 09<br />
• <strong>Plan</strong> ‘BS Target’ page for diaries<br />
• Extend resources in library & ‘boxes<br />
<strong>of</strong> books’ for year 7 & 8 classes<br />
<br />
DH/MH<br />
DH/MK/CM/MH<br />
Jan 09<br />
Ongoing<br />
Boxes <strong>of</strong> books<br />
LMS Basic Skills<br />
budget £400<br />
BSF £500<br />
• Work with CPC/Skills team to<br />
develop use <strong>of</strong> e-portal<br />
<br />
DH/MH/CPC<br />
June 09<br />
Ongoing<br />
Gained time/BSF<br />
• Information from primary schools on<br />
interventions at KS2<br />
CAP/RJ<br />
Apr 09<br />
onwards
Strategically-planned tasks<br />
On<br />
tra<br />
ck<br />
Lead person &<br />
others involved<br />
Time scale<br />
Resources<br />
Costings / budget<br />
source<br />
• Draw up an annual monitoring plan<br />
CAP/MH/DH<br />
May 2010<br />
Time<br />
Basic skills budget<br />
• Collect KS2 data<br />
CAP/RJ<br />
Summer 2010<br />
• Set up BS tracking system on<br />
SIMS<br />
CM/AT/CAP<br />
Summer 2010<br />
• Introduce online BS testing<br />
CM/CAP<br />
Summer 2010<br />
• Evaluate the TextNow project<br />
CAP/DH<br />
Summer 2010<br />
• Extend the numeracy<br />
interventions<br />
CAP/MH<br />
Ongoing<br />
• Design diary ‘skeletons’ page<br />
CAP/GR/DH
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (CAP)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic <strong>Improvement</strong> <strong>Plan</strong>;<br />
WAG agenda<br />
Evidence: WAG publications; Inspection report; Year 7 Review<br />
2008<br />
<strong>Improvement</strong> <strong>Priority</strong>: To improve quality <strong>of</strong> differentiated work across curriculum<br />
Target(s): All pupils to receive work appropriate to their ability level<br />
Impact/success criteria:<br />
1. Differentiated work embedded in SoWs<br />
2. All staff to identify MAT and pupils with specific<br />
learning requirements in their classes<br />
3. Reduction in referrals to Focus room and LS department.<br />
4. Reduction in exclusions<br />
5. Work matched to pupils’ ability levels<br />
6. Pupils identified as MAT achieving A* - B at GCSE/ level<br />
6+ at KS3<br />
7. No pupils to leave without qualifications<br />
Evaluation Commentary:<br />
Differentiated activities are now highlighted in SOW,<br />
scrutinised by Line managers and observed in Whole Year<br />
reviews. ALN & yr reviews show improved activities in<br />
lessons. Pupil data being used more but consistency still<br />
needs to be checked.<br />
SEN and MATs pupils electronically highlighted on staff<br />
registers and mark sheets. HoDs are tracking progress <strong>of</strong><br />
these pupils and reporting this in Line Management<br />
meetings.<br />
33% reduction in referrals to Focus room because the<br />
referral system has been streamlined– closer working<br />
relationship with BST<br />
Sept 2008 – July 2009 (32 exclusions) Sept 2009 - Dec 2009<br />
(5 exclusions)<br />
All Year 11 pupils attending full time education at Tasker<br />
Milward attained a recognised qualification. (Six pupils left<br />
without qualifications – educated elsewhere)
Monitoring:<br />
How<br />
1. Scrutiny <strong>of</strong> SoW<br />
Who<br />
HoD/Line<br />
Manager<br />
When<br />
On completion/<br />
Sept 2009 (Maybe<br />
Phased in by year<br />
group)<br />
Evaluation:<br />
How<br />
Departmental and<br />
whole school selfevaluation<br />
report<br />
Who<br />
HoD/SENCO/ SLT<br />
When<br />
Annually<br />
2. Lesson<br />
observations<br />
SLT/HoD/SENCO<br />
School selfevaluation<br />
cycle<br />
As above<br />
As above<br />
Ongoing<br />
3&4 Analysis <strong>of</strong><br />
referral data<br />
SENCO/Line<br />
manager/Pastoral<br />
secretary<br />
Half termly<br />
Reported to<br />
SLT/MC/PC<br />
SENCO<br />
Ongoing<br />
5. Lesson<br />
Observations<br />
SLT/HoD/SENCO<br />
School selfevaluation<br />
cycle<br />
(Year reviews)<br />
Reported to<br />
SLT/staff<br />
CM & reviewing<br />
team<br />
As per SE plan<br />
6&7 Analysis <strong>of</strong> data<br />
on identified pupils<br />
AT<br />
Sept 2009<br />
Reported to<br />
SLT/HoD/HoY<br />
AT<br />
Sept 2009<br />
Changes to plan from monitoring & evaluation:
• Line managers/SENCO to scrutinise Sows in Autumn term 2009<br />
• Relocation <strong>of</strong> Focus room to Learning Support Dept.<br />
• Restructure <strong>of</strong> ALN dept *& ALN review carried out by LEA resulting in ALN action plan – this has been reviewed<br />
and outstanding actions have been added to the LSD and differentiation plan for 2010<br />
• Appointment <strong>of</strong> Inclusion Manager who has reported progress <strong>of</strong> ALN action plan (including differentiation) to<br />
Governors (Nov 09) and this will be reviewed in May 2010-<br />
• Appointment <strong>of</strong> LSA Manager<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead Person<br />
and Others<br />
Involved<br />
Time scale<br />
Start End<br />
date date<br />
Resources<br />
Costings/budget<br />
source<br />
• LSAs to assist, where possible in<br />
preparation <strong>of</strong> differentiated work<br />
• INSET – to refresh & extend<br />
differentiation strategies<br />
• Continue to amend SoW to include<br />
differentiation<br />
SENCO/HoD<br />
CM<br />
HoD<br />
Sept. 09<br />
May<br />
2009<br />
June<br />
2009<br />
Termly<br />
May<br />
2009<br />
Inset day<br />
costs<br />
Gained time<br />
£1000 - BSF<br />
All tasks to be repeated or developed in<br />
2010 (see also BS & LSD plans)
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (PSHE, Careers and the World <strong>of</strong> Work - KE)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
School SE; Strategic <strong>Plan</strong> 10-02<br />
Evidence:<br />
Strategic <strong>Plan</strong> / SIP (ongoing)<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
To develop PSHE and work related education into subject areas and integrate into Welsh Baccalaureate.<br />
Target(s):<br />
Meet main stages <strong>of</strong> Careers Wales Quality Mark<br />
Integrate Sustainable Schools work into PSHE lessons or days throughout the Key Stages.<br />
Include healthy eating and healthy bodies/minds into PSHE lessons or days throughout the Key Stages.<br />
Integrate Work Experience week and Year 10 Enterprise into WBQ.<br />
Impact/success criteria:<br />
• Work and industry links integral within KS3 skills, KS4<br />
WBQ, and KS5 SoW.<br />
• Successful roll out <strong>of</strong> WBQ with respect to the WRE<br />
and Citizenship.<br />
• Simplification <strong>of</strong> the Work Experience process.<br />
• Achieve Silver Award for Sustainable Schools.<br />
• Achieve next phase <strong>of</strong> Healthy Schools Award.<br />
Evaluation Commentary:
Strategically planned tasks:<br />
On track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
1. Attend Network day for WFE and Careers<br />
Wales West to discuss and begin<br />
implementation <strong>of</strong> Careers Wales Mark.<br />
KE<br />
Start<br />
date<br />
May 10<br />
End<br />
date<br />
June 10<br />
N/A<br />
Cover funded by<br />
R. Hillier.<br />
2. Integrate Yr10 Enterprise and Yr11 work<br />
experience into WBQ, meetings with ES to<br />
discuss possibilities <strong>of</strong> making Yr10<br />
Enterprise a longer term project and<br />
integrate with PSHE days/time.<br />
KE/ES<br />
April 10<br />
Sept 10<br />
Outside<br />
advisers, CWW<br />
Time with ES<br />
3. Compile database <strong>of</strong> previous work<br />
placements, categorised into work type for<br />
students to access on the intranet.<br />
KE/TG<br />
Feb 10<br />
Sept 10<br />
N/A<br />
4. Simplify the risk assessment process <strong>of</strong><br />
the work experience, redraft forms and<br />
paperwork to suit.<br />
KE/CWW<br />
PCC<br />
Feb 10<br />
July 10<br />
CWW<br />
5. Sustainable awareness day focused on<br />
specific Key stages, integrated into<br />
PSE/WBQ/PSHE day.<br />
NW/KE/ES<br />
/SH<br />
Feb 10<br />
Dec 10<br />
Outside<br />
Providers<br />
PSE/ESDGC<br />
6. Healthy Schools programme integrated<br />
into PSE/WBQ lessons and PSHE focus days.<br />
NW/KE/ES<br />
/SH<br />
Feb 10<br />
Dec 10<br />
Outside<br />
Providers<br />
PSE/Healthy<br />
Schools
Monitoring:<br />
Evaluation:<br />
How<br />
1. Minutes <strong>of</strong><br />
network meetings<br />
Who<br />
KE<br />
When<br />
Termly<br />
How<br />
Feedback from<br />
CWW<br />
Who<br />
CWW<br />
When<br />
Sept 11<br />
2. Minutes <strong>of</strong><br />
meetings and<br />
observations<br />
KE/ES<br />
As and when<br />
Feedback from<br />
PSHE meetings.<br />
KS4 unit evaluation<br />
KE/ES/Yr10 WBQ<br />
team.<br />
June 11<br />
3. Use database to<br />
place students.<br />
Evaluation sheets<br />
following work<br />
placement.<br />
KE<br />
Oct 10<br />
Feedback from<br />
staff and students<br />
involved.<br />
KE/CWW<br />
Feb 11<br />
4. Evaluation from<br />
CWW and<br />
companies<br />
providing<br />
placements.<br />
KE<br />
Yr11 Oct 10<br />
Review meeting<br />
with CWW<br />
following work<br />
experience.<br />
KE/CWW<br />
Feb 11<br />
5. Observation and<br />
evaluation forms<br />
from themed<br />
days/lessons<br />
NW<br />
Feb 10 – Feb 11<br />
Review meeting<br />
with Sustainable<br />
Schools Award<br />
provider.<br />
NW/KE<br />
Mar 11<br />
6. Observation and<br />
evaluation forms<br />
NW<br />
Feb 10 – Feb 11<br />
Review meeting<br />
with Sustainable<br />
NW/KE<br />
Mar 11
from themed<br />
days/lessons<br />
Schools Award<br />
provider.<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (CM)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
KS3 Results analysis<br />
Evidence:<br />
Results analysis<br />
<strong>Improvement</strong> <strong>Priority</strong>: To raise the CSI at KS3<br />
Target(s): To reduce the number <strong>of</strong> pupils achieving 2 <strong>of</strong> the 3 core subjects at level 5+ in 2009 (and 2010)<br />
Impact/success criteria:<br />
All pupils in MidYis A & B band to achieve CSI at KS3 and 50%<br />
<strong>of</strong> band C pupils to achieve CSI<br />
Evaluation Commentary:<br />
All but 3 pupils in Midyis A & B band achieved level 5+ in 3 core<br />
subjects; in band C 57% acjheved level 5+ in 3 core subjects<br />
HoC meetings to continue (& to involve CAP)<br />
Monitoring:<br />
How<br />
Results monitoring<br />
Who<br />
HoC/CM<br />
When<br />
Termly<br />
Evaluation:<br />
How<br />
Results analysis<br />
Who<br />
HoC<br />
When<br />
Termly<br />
Changes to plan from monitoring & evaluation: None<br />
Strategically planned tasks<br />
• Regular discussion at HoC meetings<br />
• Work with Hoy/FT<br />
• HoC to alert teachers & track progress<br />
On<br />
track<br />
(tick)<br />
<br />
<br />
Lead<br />
person &<br />
others<br />
Time scale Resources Costings/budget<br />
source<br />
involved<br />
CM Start date End<br />
HoY<br />
date<br />
HoC Sep 08 July 09
• Continue to regularly meet HoC to<br />
monitor<br />
• Inset for subject teachers on using<br />
data<br />
fortnightly
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (CM)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
Analysis <strong>of</strong> KS3 & KS4 results<br />
Evidence:<br />
Results analysis<br />
<strong>Improvement</strong> <strong>Priority</strong>: To work with those subjects areas (through Line managers) to reduce the gender gap<br />
Target(s): In KS3 subjects to achieve results in line with those expected by MidYis for the 2009 cohort (also 2010 cohort)<br />
In KS4 to achieve results in line with those expected by MidYis & FFT for the 2009 cohort (also 2010 cohort)<br />
Impact/success criteria:<br />
• Results meet gender targets for all subjects at KS3 &<br />
KS4<br />
• KS3 & 4 subjects with no more than 10% difference<br />
Evaluation Commentary:<br />
Core subject indicator at KS3 57% (target 53 – 58%) – Midyis<br />
pr<strong>of</strong>ile shows high %age <strong>of</strong> boys in MidYis A (52% all boys in A<br />
& B) & high %age girls in B. Boys (5+) were 4% higher in<br />
Science & 11% higher in Maths whereas in English 15% in<br />
favour <strong>of</strong> girls although reduced from previous year. (Consistent<br />
with County & National figures)<br />
Gender gap has reduced in Music (-16 to -9%),& Welsh (-28 to -<br />
13%), remained steady in PE (-3%) and D&T (-18%) but<br />
increased in all other Foundation subjects (<strong>Art</strong> -15 to -19%, MFL<br />
2 to -12%, Geog -7 to -12%, Hist -7 to -15% and IT -8 to -16%)<br />
so that it continues to be an issue for most subjects.<br />
Monitoring:<br />
How<br />
Monitor results<br />
against targets<br />
Who<br />
HoD<br />
HoY<br />
When<br />
Year 9 Dec 2008<br />
Year 8 June 2009<br />
Evaluation:<br />
How<br />
Results against<br />
targets<br />
Who<br />
AT<br />
When<br />
Results analysis<br />
Summer 2009
egularly Year 11 Jan 2009<br />
Year 10 May 2009<br />
Changes to plan from monitoring & evaluation: Inset for all staff on the Sue Palmer skeletons – to be used across the<br />
curriculum – laminated copies in all rooms<br />
Strategically planned tasks<br />
• Raise monitoring <strong>of</strong> results at<br />
Management Meeting<br />
• Include data analysis as part <strong>of</strong> year 10<br />
review<br />
• HoD complete standards analysis<br />
• Raise monitoring at Pastoral meeting<br />
• Raise issues at Heads <strong>of</strong> Core Meetings<br />
• Literacy & Numeracy Co-ordinators<br />
to continue to work with departments<br />
• HoD to ensure ‘boy friendly’ teaching<br />
strategies<br />
• Subjects to ensure opportunities to<br />
develop extended writing<br />
All above to be done in 2010<br />
On<br />
track<br />
(tick)<br />
<br />
<br />
<br />
<br />
<br />
Part<br />
<br />
Lead<br />
person &<br />
others<br />
involved<br />
AT<br />
CM<br />
HoD<br />
HoY<br />
CW<br />
Lit Co-ord<br />
Num Coord<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
May 09<br />
Spring<br />
term<br />
End<br />
date<br />
July 09<br />
Time at<br />
meetings
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (CP)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: School Development<br />
<strong>Plan</strong>/Strategic <strong>Improvement</strong> <strong>Plan</strong><br />
Evidence: Analysis <strong>of</strong> Attendance Data<br />
<strong>Improvement</strong> <strong>Priority</strong>: Improve attendance and punctuality.<br />
Target(s):<br />
1. To improve attendance.<br />
2. To improve punctuality to lessons.<br />
Impact/success criteria:<br />
1. Each year group to have weekly attendance over 92%<br />
(school target 95%)<br />
2. All pupils punctual to lessons.<br />
Evaluation Commentary:<br />
Attendance figures are improving – years 7 and 10 are excellent<br />
and close to the 92%. HoY discuss attendance regularly in<br />
Pastoral meetings and information is given to form tutors.<br />
Parents are informed and asked to provide ‘reasons for<br />
absence’ also on a regular basis.<br />
Lesson by lesson attendance is still not consistent – staff are<br />
informed and there is an expectation that they complete<br />
registers in every lesson.<br />
Certificates and prizes are given in assemblies throughout the<br />
year. HoY now monitoring those pupils between 80 and 90%<br />
attendance – letters sent home.<br />
Monitoring:<br />
How<br />
Who<br />
When<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
1. Attendance figures by year<br />
group<br />
CW/HoY<br />
Weekly<br />
Analysis <strong>of</strong> data &<br />
report<br />
CW<br />
Half termly report to<br />
SLT/Pastoral/ Gov
2. Attendance figures by pupil<br />
3. Session attendance figures<br />
4. Lesson by lesson figures<br />
5. Number <strong>of</strong> lates recorded<br />
HoY /PSO<br />
NJ/HoY /<br />
PSO<br />
NJ /CW<br />
HoY<br />
Weekly<br />
Daily<br />
Daily<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
& others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date
• 100% attendance certificates given<br />
monthly.<br />
CW/RJ<br />
Ongoing<br />
Certificates<br />
• Half termly and termly draw taking<br />
place in assemblies across the school.<br />
HoY<br />
Prizes<br />
• Lesson by lesson registration<br />
happening.<br />
Subject staff<br />
• Truancy Call operational and followedup<br />
Pupil<br />
reception/HoY<br />
• Lates recorded as @ and L –<br />
monitored by form tutors<br />
Pupil<br />
reception/<br />
Form tutors<br />
• Praise and rewards for 100%<br />
attendance<br />
HoY<br />
Jan 09<br />
Prizes<br />
• Investigate the feasibility <strong>of</strong> intensive<br />
monitoring <strong>of</strong> pupils with 80% - 90%<br />
attendance.<br />
CW/MT-J<br />
Feb 09<br />
Staffing cost<br />
Repeat all tasks in 2010
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (CYMRAEG - KLW)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Departmental Self<br />
Evaluation<br />
Evidence: Self Evaluation Report 2007-8<br />
<strong>Improvement</strong> <strong>Priority</strong>: ): To establish tighter procedures for effective Quality Assurance and Moderation within the<br />
department<br />
Target(s)<br />
• To ensure all examination mark schemes are adhered to at KS4 & KS5.<br />
• To ensure continuity <strong>of</strong> assessment across the department at all key stages.<br />
• For moderation <strong>of</strong> pupils work to become integral element within every departmental meeting.<br />
• To take account <strong>of</strong> pupil feedback via increased L2L exercises in relation to assessment and AfL within the classroom.<br />
• To ensure best practice is shared and adopted by all.<br />
• To regularly monitor the performance <strong>of</strong> the boys in Welsh<br />
Impact/success criteria:<br />
AfL embedded in all Key Stages<br />
Students are confident on making judgements about their own<br />
learning and have targets for improvement in all three areas<br />
Continuity across the department in approach and execution <strong>of</strong><br />
assessment, both formative and summative.<br />
Gender gap reduced or absent at KS3/KS4<br />
Evaluation Commentary:<br />
Feb – KS3 portfolio re-submitted after thorough moderation<br />
by members <strong>of</strong> department – positive impact on pupils<br />
learning as we were too harsh with pupils written work in<br />
past so more pupils can achieve level 5 in writing<br />
March – KS3 moderation (Yr 9 speaking) during ‘Y’ meeting<br />
& moderation <strong>of</strong> KS4 coursework – standards are very<br />
similar across all 3 teaching groups.<br />
April – moderation <strong>of</strong> KS4 speaking exams<br />
Ongoing moderation <strong>of</strong> KS5 examination answers between<br />
ALW & KLW ensures that pupils are given a sensible mark
for each piece <strong>of</strong> work and gives teachers confidence in<br />
their own marking.<br />
June – feedback from KS3 assessment – all passed the<br />
moderation process therefore pupils achievement should<br />
improve as we were too harsh in past.<br />
Sept – order copies <strong>of</strong> pupils (KS5) exam scores to help<br />
with consistency <strong>of</strong> marking. Feedback from moderators<br />
proved that marking was correct and consistent. These<br />
scores provide excellent teaching resources to help<br />
improve pupils marks. Positive impact on pupils as they<br />
enjoy reading work written by someone <strong>of</strong> a similar<br />
background to them. Ideas <strong>of</strong> best practise shared in<br />
departmental meetings – to ensure all pupils have the same<br />
learning experience across the department<br />
Oct – departmental moderation <strong>of</strong> year 7 & 9 tests carried<br />
out in departmental meeting. New target sheets and<br />
descriptors in use with year 7 pupils – the pupils are very<br />
comfortable using these sheets and are able to know<br />
exactly what they must do to improve in the next<br />
assessment.<br />
Nov – listening to learners exercise carried out amongst<br />
year 7 as a result <strong>of</strong> the year 7 review. An evaluation <strong>of</strong> the<br />
results was discussed within department and with LM.
Strategically planned tasks<br />
Book inspection during dept meetings – to look<br />
at a different year group every time<br />
Monitor boys’ performance<br />
On<br />
track<br />
(tick)<br />
<br />
Lead<br />
person &<br />
others<br />
involved<br />
KLW &<br />
dept<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
Jan 09<br />
End<br />
date<br />
ongoing<br />
none<br />
Dept moderation<br />
i) KS3 - assessment<br />
ii) KS4 – coursework / speaking exam<br />
iii) KS5 – examination answers<br />
<br />
<br />
<br />
KLW &<br />
dept<br />
Jan 09<br />
Feb 09<br />
Jan 09<br />
ongoing<br />
May 09<br />
June 09<br />
Departmental<br />
meetings /<br />
INSET days<br />
photocopying<br />
Lesson Observations – as part <strong>of</strong> school review<br />
/ PM<br />
<br />
KLW &<br />
SLT<br />
Jan 09<br />
ongoing<br />
photocopying<br />
Pupil questionnaires – design new pupil<br />
questionnaires and use with classes<br />
<br />
Whole dept<br />
April 09<br />
ongoing<br />
none<br />
Review <strong>of</strong> AfL level descriptors & target sheets<br />
from 08-09 and amend as necessary.<br />
<br />
KLW &<br />
dept<br />
June 09<br />
Sept 09<br />
Gain time<br />
none<br />
AfL at KS4 – produce new target sheet and<br />
specific tasks<br />
KLW<br />
June 09<br />
Ongoing<br />
Gain time
Prepare a SoW for the new exam syllabus for<br />
GCSE Full & Short Course (Year 10) ensuring<br />
differentiated tasks and suitable<br />
opportunities for AfL<br />
Monitoring:<br />
How<br />
Who<br />
When<br />
KLW April 09 ongoing Gain time Resources &<br />
photocopying<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
Lesson<br />
observations<br />
KLW & SLT<br />
As part <strong>of</strong> cycle<br />
LM meetings<br />
AT & KLW<br />
Scheduled<br />
meetings<br />
Pupil<br />
questionnaires<br />
All department<br />
By July 09<br />
Department<br />
meetings & INSET<br />
KLW / AT<br />
As part <strong>of</strong> school<br />
calendar<br />
Book monitoring/<br />
recordings <strong>of</strong> oral<br />
work<br />
KLW<br />
Departmental<br />
meetings<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Drama – BC)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: WJEC/AQA /Edexcel<br />
Evidence: New specifications for GCSE, A Level and KS3<br />
<strong>Improvement</strong> <strong>Priority</strong>: Development <strong>of</strong> Schemes <strong>of</strong> Work for KS4 Media Studies and KS5 Drama and Theatre Studies. Develop<br />
KS3 drama.<br />
Provide guidance booklets for pupils.<br />
Target(s): To review the KS4 Media Studies Scheme <strong>of</strong> Work in Yr10 and Year 11. Revise New spec for years 10 and 11 Drama. To<br />
review the KS5 AS AQA Scheme <strong>of</strong> Work and create a Scheme <strong>of</strong> Work for A2 level. Review KS3 drama.<br />
Impact/success criteria:<br />
• New Schemes <strong>of</strong> Work are redesigned for Yr10 and 11 Media<br />
Studies and Drama, Yr 13 Drama and Theatre Studies.<br />
• Student guidance booklets provided to aid learning<br />
• Yr 10 and 11 Media Studies and Drama and Yr 13 Drama and<br />
Theatre Studies Schemes <strong>of</strong> Work are amended and<br />
evaluated as the course progresses.<br />
• Continue to integrate AfL in Schemes <strong>of</strong> Work in line with<br />
the whole school AfL policy.<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
• Meet with members <strong>of</strong> the department to<br />
reflect on the teaching <strong>of</strong> the new AQA<br />
specification in Yr12 and 13. Discuss the<br />
format <strong>of</strong> the new AQA specification at Yr<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
BC/FL<br />
Time scale Resources Costings/budget<br />
source<br />
Start End date<br />
date<br />
Sept 09 July 2010<br />
AQA<br />
Departmental<br />
<strong>Plan</strong>ning Time
13 and revise SoW which will be ongoing.<br />
• Provide guidance booklets for Year 12 and<br />
13<br />
• Continue to develop further and enhance<br />
the new Yr 10/ 11 Media Studies and Drama<br />
SoW and review the success <strong>of</strong> the current<br />
SoW ensuring that all tasks are<br />
differentiated.<br />
• Redesign Year 8 and 9 schemes <strong>of</strong> work<br />
so that Basic skills are enhanced. Design<br />
comment bank for reports. Report templates<br />
for KS3 Drama<br />
• Network ideas for the development <strong>of</strong> a<br />
successful SoW, and improve on knowledge<br />
and practices in the teaching <strong>of</strong> the subject.<br />
• Ensure AfL opportunities are built into the<br />
Yr 10/ 11 and Yr 13 Schemes <strong>of</strong> Work,<br />
meeting the school’s AfL framework for<br />
2010-2011.<br />
• Further management training<br />
BC year 12<br />
FL year 13<br />
BC/FL<br />
FL<br />
FL<br />
BC Media<br />
FL Drama<br />
BC/FL<br />
Jan 2010<br />
Sept 09<br />
Sept 09<br />
Jan 2010<br />
Feb 2010<br />
On going<br />
up to the<br />
end <strong>of</strong><br />
summer<br />
term 2010<br />
Complete<br />
all July<br />
2010<br />
June 2010<br />
On going<br />
up to the<br />
end <strong>of</strong><br />
summer<br />
term 2010<br />
July 2010<br />
When<br />
available<br />
Specification<br />
and Unit 3<br />
set texts.<br />
Current<br />
SoW<br />
Sample<br />
schemes <strong>of</strong><br />
work from<br />
the Board<br />
and other<br />
teachers<br />
Gained Time<br />
Dependant on<br />
funding<br />
1 day supply plus<br />
travel expenses
Monitoring:<br />
How<br />
Regular meetings<br />
with department<br />
members and linemanager<br />
to reflect<br />
on the results <strong>of</strong> the<br />
current Schemes <strong>of</strong><br />
Work and discuss<br />
targets for<br />
improvement in the<br />
new Schemes <strong>of</strong><br />
Work.<br />
Who<br />
BC/FL<br />
When<br />
Departmental and<br />
Line-Manager<br />
Meetings<br />
Evaluation:<br />
How<br />
Compare student<br />
progress and<br />
results according to<br />
recorded data.<br />
Who<br />
BC/FL/AT<br />
When<br />
Departmental and<br />
Line-Manager<br />
Meetings as<br />
scheduled.<br />
Monitor<br />
performance<br />
results <strong>of</strong> the new<br />
Media Studies,<br />
Drama and AS<br />
courses.<br />
BC/AT<br />
Formatively after<br />
completion <strong>of</strong><br />
coursework and<br />
practical work.<br />
Share findings with<br />
members <strong>of</strong><br />
department and<br />
discuss with<br />
reference to<br />
specification<br />
guidelines.<br />
Annual Media<br />
Studies and Drama<br />
self-evaluation<br />
reports.<br />
BC/FL<br />
BC/AT<br />
Departmental<br />
meetings.<br />
Listening to<br />
Learners<br />
BC/FL<br />
Termly feedback<br />
from students.<br />
Questionnaire and<br />
discussion<br />
BC/FL<br />
End <strong>of</strong> each term
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (English 1 GR)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Departmental development<br />
plan (08 – 09)<br />
Evidence: Provided by an analysis <strong>of</strong> examination data –<br />
August 09.<br />
<strong>Improvement</strong> <strong>Priority</strong>: Develop A/S and A level courses in line with new syllabus.<br />
Target(s): The grades achieved by the students on coursework being equivalent to those achieved by the same students<br />
on the written examination.<br />
Impact/success criteria: High performance from A level<br />
students (when compared to other A levels.) High<br />
confidence from the students, leading to high retention<br />
rates.<br />
Evaluation Commentary: Led a network moderation session;<br />
no additional scripts called for by the external moderator.<br />
Follow-up network session on June 2 nd .<br />
Because <strong>of</strong> the timetabling restrictions, I will not be able to teach<br />
year 12 next year – meaning that I cannot directly use the<br />
experience I have gained. (June 1 st )<br />
The coursework grades were generally ‘1 down’ on the exam<br />
paper grades – but this was an experience common to many<br />
centres. The moderator’s report was very positive and my rankordering<br />
was accepted. The comments <strong>of</strong>fered indicate how<br />
students might tailor work in order to improve their grades.<br />
Strategically planned tasks<br />
Attend such Inset as available.<br />
Share practice with partner institutions.<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
/ GR<br />
(LS and<br />
Time scale Resources Costings/budget<br />
source<br />
Start End<br />
date date<br />
Sept. 08 May .09<br />
No additional<br />
Inset funding<br />
from GTCW
Discuss at ‘Network’ meetings<br />
Monitoring:<br />
How<br />
Who<br />
Observation <strong>of</strong> SLT member<br />
When<br />
Feb.09<br />
JHe)<br />
Evaluation:<br />
How<br />
Exam results<br />
Who<br />
GR/CM<br />
When<br />
August 09<br />
Changes to plan from monitoring & evaluation: Suggested JHE reverse the order <strong>of</strong> the coursework tasks, which she did.<br />
Have given the year 13 students ‘Lord <strong>of</strong> Flies’ to read, in order to adapt previous source material.
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (English 2 GR)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Departmental development<br />
plan (09 – 10)<br />
Evidence:<br />
<strong>Improvement</strong> <strong>Priority</strong>: New regulations for GCSE English Language and Literature implemented.<br />
Target(s): All staff understand the new orders and feel confident about their delivery.<br />
Students feel well supported.<br />
Impact/success criteria: Results (2012) are in-line with<br />
external bench-marking/ trends over the past 3 years.<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
GR<br />
GR<br />
Time scale Resources Costings/budget<br />
source<br />
Discuss my understanding with department<br />
and with network group<br />
/<br />
/<br />
Sept.09<br />
Jan.10<br />
Attend training - WJEC / GR Feb.10 Already funded<br />
Order new stock <strong>of</strong> books, both as support / GR Feb.10 £2,000 Budgeted within<br />
material and as set texts for literature.<br />
capitation.<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Who#<br />
Who<br />
When<br />
Dept. meetings GR<br />
GR<br />
June 2010<br />
Year 10 review<br />
SLT member<br />
Changes to plan from monitoring & evaluation:<br />
When<br />
Monthly Oct 2010<br />
on<br />
Spring 2011<br />
How<br />
Post year 10<br />
exams
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (English 3 GR)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Departmental development<br />
plan (09 – 10)<br />
Evidence:<br />
<strong>Improvement</strong> <strong>Priority</strong>: To see that all SoW explicitly have differentiated material – in line with school’s ALN and Basic<br />
Skills policies.<br />
Target(s): yr 7 SoW has in-built differentiation.<br />
Yr 10 coursework has in-built differentiation<br />
Impact/success criteria:<br />
Yr 7 – mixed ability teaching proves successful in terms <strong>of</strong><br />
progress measured against base-line data.<br />
\Yr 10 – students who had not previously been expected to<br />
take dual entry, manage the demands <strong>of</strong> the new course.<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
Yr 7 SoW reviewed by member <strong>of</strong> Learning<br />
Support<br />
Yr 10 SoW has components from colleagues<br />
Monitoring:<br />
Classroom observation<br />
How<br />
Yr 7 review<br />
Yr 10 review<br />
Who<br />
SLT member<br />
SLT member<br />
On<br />
track<br />
(tick)<br />
When<br />
Autumn 2010<br />
Spring 2011<br />
Lead<br />
person &<br />
others<br />
involved<br />
JG<br />
LS/JHe Sept 10<br />
Evaluation:<br />
Time scale Resources Costings/budget<br />
source<br />
June 10<br />
How<br />
Yr 7 levels<br />
Who<br />
GR<br />
When<br />
Summer 2011
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> for ESDGC (NW)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Self Evaluation Report<br />
2009, DIP 09/10<br />
Evidence: Self Evaluation report, DIP 09/10<br />
<strong>Improvement</strong> <strong>Priority</strong>: Continue the development <strong>of</strong> ESDGC<br />
Target(s):<br />
• Silver Sustainable schools award (focus on Water, Energy and Community Citizenship)<br />
• Increase pupil and staff involvement and understanding <strong>of</strong> ESDGC<br />
• Implement Healthy Schools action plans for the third phase <strong>of</strong> the scheme<br />
Impact/success criteria:<br />
• Awarded the Silver Sustainable Schools award<br />
• Pupils have a greater understanding <strong>of</strong> ESDGC<br />
• Awarded the third ‘leaf’ <strong>of</strong> the Healthy Schools<br />
scheme<br />
Evaluation Commentary from 09/10:<br />
• Curriculum Audit is currently underway to find out<br />
what is being covered across the curriculum<br />
• <strong>Action</strong> <strong>Plan</strong>s are becoming more retrospective.<br />
• Meeting in March 2010 with PCC sustainable Schools<br />
representative to discuss progress towards the silver<br />
award.<br />
• Many activities have taken place in PSE days (e.g<br />
year 7 activities Nov 09 all activities focused on Water<br />
and Energy which are topics for silver award)<br />
• Need more focus on ESDGC in School Council<br />
meetings
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person &<br />
others involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date<br />
• ESDGC to become more <strong>of</strong> a<br />
part <strong>of</strong> school council meetings<br />
NW/CP<br />
Jan 10<br />
Jul 10<br />
School Council<br />
time<br />
• Curriculum audit<br />
• Write action plans for Silver<br />
Sustainable Schools award<br />
NW/HoD<br />
NW<br />
Feb 10<br />
Mar 10<br />
Mar 10<br />
May 10<br />
Meeting time<br />
with HoD<br />
• Investigate links with the Welsh<br />
Bac<br />
NW/HT/AT/ES<br />
Mar 10<br />
Jun 10<br />
Meeting time<br />
• Implement action plans<br />
All staff<br />
Feb 10<br />
April 10
• Monitor progress towards silver<br />
award.<br />
NW<br />
Feb 10<br />
Feb 10<br />
• Visits and activities with focus on<br />
Water, Energy and Community<br />
Citizenship.<br />
Various<br />
Jan 10<br />
March<br />
10<br />
• Implement action plans for<br />
Healthy Schools. Topics are<br />
Healthy Eating, Substances and<br />
Exercise<br />
All staff<br />
March<br />
10<br />
July 10<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
How<br />
Who<br />
When<br />
• Refer to<br />
sustainable<br />
schools<br />
NW<br />
Feb 10-March 10<br />
• Listening to<br />
learners-<br />
Pupil<br />
Pupils
action plans<br />
questionnaire<br />
• Silver<br />
sustainable<br />
schools award<br />
PCC<br />
March 10<br />
• ESDGC<br />
appears in<br />
minutes <strong>of</strong><br />
school<br />
council<br />
meetings<br />
NW/CP<br />
Feb 10- Jan11<br />
• Implement<br />
Healthy<br />
Schools<br />
action plans<br />
NW<br />
March 10- July 10<br />
• Third phase<br />
<strong>of</strong> Healthy<br />
Schools<br />
award<br />
PCC<br />
July 10<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Geography - TC)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: WJEC NEW SYLLABI<br />
Evidence: New specifications for GCSE and A Level<br />
<strong>Improvement</strong> <strong>Priority</strong>: Development <strong>of</strong> Schemes <strong>of</strong> Work for KS4 and KS5 Geography and KS5 Geology<br />
Target(s): To review the KS4 Geography Schemes <strong>of</strong> Work in Yr10 and Year 11. To review the KS5 AS Schemes <strong>of</strong> Work in both<br />
Geography and Geology and create Schemes <strong>of</strong> Work for A2 level.<br />
Impact/success criteria:<br />
• New Schemes <strong>of</strong> Work are devised for Yr10 and 11<br />
Geography and Yr 13 Geography and Geology<br />
• Yr 10/11 Schemes <strong>of</strong> work in Geography and Yr 12<br />
Geography and Geology Schemes <strong>of</strong> Work are amended<br />
where necessary.<br />
• Continue to integrate AfL in Schemes <strong>of</strong> Work in line with the<br />
whole school AfL policy.<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
• Meet members <strong>of</strong> the department to<br />
reflect on the teaching <strong>of</strong> the new<br />
WJEC specification in Yr12 and 13 in<br />
both Geography and Geology. Discuss the<br />
format <strong>of</strong> the new WJEC specification<br />
at Yr 13 and revise SoW.<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
TC year 10<br />
and 11<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
Sept<br />
2009<br />
End date<br />
July 2010<br />
WJEC<br />
Specification<br />
and all dept<br />
resource<br />
Departmental<br />
<strong>Plan</strong>ning Time
• <strong>Plan</strong> a new Yr 10/ 11 Geography SoW<br />
TC/JAL/PH<br />
files and set<br />
texts.<br />
• Attend WJEC courses to review ideas<br />
for the development <strong>of</strong> a successful<br />
SoW, and improve on knowledge and<br />
practices in the teaching <strong>of</strong> the subject.<br />
Sept 09 Dec 09<br />
• Ensure AfL opportunities are built into<br />
the Yr 10 11 and Yr 13 Schemes <strong>of</strong><br />
Work, meeting the school’s AfL<br />
framework for 2009-2010.<br />
On going up<br />
to the end<br />
<strong>of</strong> summer<br />
term 2010<br />
Current SoW<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Regular meetings<br />
with department<br />
members and line-<br />
Who<br />
All Geography<br />
Staff<br />
When<br />
Departmental and<br />
Line-Manager<br />
Meetings<br />
How<br />
Compare student<br />
progress and<br />
results according<br />
Who<br />
All Staff<br />
When<br />
Departmental and<br />
Line-Manager<br />
Meetings as
manager to<br />
reflect on the<br />
results <strong>of</strong> the<br />
current Schemes<br />
<strong>of</strong> Work and<br />
discuss targets<br />
for improvement<br />
in the new<br />
Schemes <strong>of</strong> Work.<br />
Monitor<br />
performance<br />
results <strong>of</strong> the new<br />
GCSE and AS/A2<br />
courses.<br />
All Staff<br />
Sept 2010 after<br />
completion <strong>of</strong><br />
potential end <strong>of</strong><br />
year 10 exams and<br />
first cycle <strong>of</strong> new<br />
AS/A2 in both<br />
subjects.<br />
to recorded data.<br />
Share findings<br />
with members <strong>of</strong><br />
department and<br />
discuss with<br />
reference to<br />
specification<br />
guidelines.<br />
Annual Geography<br />
and Geology selfevaluation<br />
reports.<br />
All Staff<br />
TC/RJ<br />
scheduled.<br />
Departmental<br />
meetings.<br />
Listening to<br />
Learners<br />
All Staff<br />
Questionnaire and<br />
discussion<br />
All Staff<br />
End <strong>of</strong> each term
Changes to plan from monitoring & evaluation:<br />
Termly feedback<br />
from students.
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (History - PV)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>.<br />
To carry on reviewing SOWs to be in line with whole school<br />
policy<br />
Evidence: Results analysis<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
To make sure that opportunities for AFL are present in SOW for KS3 and KS4<br />
Target(s):<br />
To incorporate specific AFL activities and suggestions into Yr 8,9and 10 teaching via the SOWs<br />
Impact/success criteria:<br />
To achieve conformity <strong>of</strong> all in dept in using AFL activities.<br />
To enable students to feel more confident when making<br />
judgements about their own learning<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved.<br />
Time scale<br />
By the July 2009<br />
Resources<br />
Teachers<br />
Costings/budget<br />
source<br />
Share good practice<br />
Use dept time and meetings, whole school<br />
inset to review AFL<br />
Use spare time in summer 2010 to review<br />
all relevant SOWs<br />
* PV<br />
JC<br />
MR<br />
Start<br />
date<br />
End<br />
date<br />
Sep 09 July 10<br />
N/A<br />
Monitoring:<br />
Evaluation:
How<br />
Lesson<br />
observation<br />
Dept meetings<br />
Dept moderations<br />
Who<br />
HOD<br />
When<br />
How<br />
Self evaluation<br />
report2010<br />
Who<br />
PV<br />
When<br />
School self<br />
evaluation cycle
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (HT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic <strong>Improvement</strong> <strong>Plan</strong>;<br />
WAG agenda<br />
Evidence: WAG publications, school documentation including<br />
Inspection report<br />
<strong>Improvement</strong> <strong>Priority</strong>: Independent Learning and Skills Based Learning<br />
Target(s): To ensure skills based learning techniques are embedded at Key Stage 4 and post 16 by September 2012<br />
Impact/success criteria:<br />
1. Reduction pupils disaffected by end <strong>of</strong> KS4<br />
2. Results meet or exceed predictive data targets at<br />
GCSE, AS and A2<br />
3. Reduction in exclusions and referrals through BfL<br />
4. Attendance meets targets set<br />
• SCO in place<br />
• SoWs reviewed in SLT review; CM bringing any issues to<br />
attention <strong>of</strong> HoDs<br />
• SoWs still presenting as issue in Yr 10 Review – to be<br />
further addressed and area <strong>of</strong> focus next year<br />
• Yr 10 review shows pupils very aware <strong>of</strong> when they<br />
experience this type <strong>of</strong> pedagogy.<br />
• Report to Govs in July 09<br />
• Results met targets Year 11 Aug 09<br />
• Exclusions decreased<br />
• Yr 11 Active cohort for Aug 09 results – 2% educated<br />
elsewhere<br />
• Attendance still an issue with some specific Yr 11 pupils<br />
Monitoring:<br />
How<br />
1. lesson<br />
observation<br />
2. scrutiny <strong>of</strong> work<br />
Who<br />
HT, SLT &<br />
HoDs<br />
When<br />
School selfevaluation<br />
cycle<br />
Evaluation:<br />
How<br />
1. departmental<br />
and whole<br />
school self-<br />
Who<br />
SLT & HoDs<br />
When<br />
Annually
3. pupil<br />
questionnaire<br />
4. Analysis <strong>of</strong><br />
attendance<br />
data<br />
5. Analysis <strong>of</strong><br />
behaviour<br />
referrals<br />
6. Data analysis<br />
at key points<br />
AT & HoDs<br />
Half-termly<br />
Mock & modular<br />
exams;<br />
coursework<br />
marks<br />
evaluation<br />
report<br />
2. Analysis <strong>of</strong> end<br />
<strong>of</strong> year and key<br />
stage data<br />
3. Reports to<br />
Governors<br />
AT & HoDs<br />
HT & Govs<br />
Annually<br />
Annually<br />
Changes to plan from monitoring & evaluation:<br />
• INSET – May 22 nd – motivation<br />
• INSET – June 29 th – directed dept tasks<br />
• Techniques less embedded in KS4 and post-16, HT and CM to progress<br />
• Oct 09 - Training needs to be considered; review and SE on going<br />
• Look at impact <strong>of</strong> Study Skills and movement to WBQ at KS4<br />
• SH also team-teaching<br />
• Engage project<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead Person<br />
and Others<br />
Involved<br />
Time scale<br />
Start End<br />
date date<br />
Resources<br />
Costings/budget<br />
source
• SoWs have overt and planned<br />
opportunities for independent, skills<br />
based learning<br />
• Skills Co-ordinator to support<br />
development <strong>of</strong> pedagogical practice<br />
In part<br />
In place<br />
HoD<br />
SCO<br />
Sept 08<br />
Sept 09<br />
Sept 10<br />
On-going<br />
review<br />
Ongoing<br />
Departmental<br />
planning time<br />
and gained<br />
time<br />
SCO time<br />
• Training needs vis-à-vis skills based<br />
learning for departmental staff to be<br />
identified and prioritised<br />
• AfL Strategic <strong>Action</strong> <strong>Plan</strong> to enable<br />
students to discuss their learning and<br />
plan for improvement<br />
HoD, SCO &<br />
CM<br />
AT<br />
(implementation<br />
via HoDs)<br />
Sept 08<br />
Sept 08<br />
Ongoing<br />
Sept 10<br />
Ongoingreview<br />
CPD, paired<br />
coaching,<br />
observing<br />
colleagues<br />
BSF & GTCW<br />
bids<br />
• WBQ planning for KS4 builds on<br />
developments at KS3<br />
ES, SCO<br />
Jan 10<br />
July 10<br />
Ongoing<br />
review<br />
See<br />
separate<br />
WBQ plan<br />
• To work with LEA re ENGAGE<br />
project<br />
PHS, HW<br />
Nov 09<br />
May 10<br />
Ongoing<br />
review<br />
PHS and<br />
HW planning<br />
time<br />
Provision funded<br />
through WEFO<br />
bid
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (HT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic Imp <strong>Plan</strong>; WAG<br />
agenda<br />
Evidence: WAG publications, school documentation<br />
including Inspection report<br />
<strong>Improvement</strong> <strong>Priority</strong>: Extend Skills Curriculum through Key Stage 3<br />
Target(s): To roll out the skills curriculum across Key Stage 3 by September 2010<br />
Impact/success criteria:<br />
1. Curriculum in place and successful<br />
2. Pupils transfer skills leading to improved outcomes at<br />
the end <strong>of</strong> the Key Stage (against predictive data)<br />
3. Attendance for KS3 hits target <strong>of</strong> 95%<br />
4. Reduction in referrals through BfL<br />
5. Pupils can articulate their learning and show<br />
independence<br />
Evaluation Commentary:<br />
• Yr 7 review and its revisit – positive<br />
• April ’09 – Yr 7 attendance at 92.6%<br />
• Visitors comment on pupils’ ability to articulate learning<br />
and work independently.<br />
• June 09 –Yr 7 attendance at 92.6%<br />
• Reading and spelling qualitative data indicates success<br />
• Oct 09 – on track – HT undertaking Yr 8 pupil trails to<br />
evaluate cross-curricular impact<br />
• Estyn visit re good practice – positive<br />
• Involvement with Julie Addis and WAG – positive<br />
• Behaviour referrals – fewer than comparative cohorts
Monitoring:<br />
How<br />
1. lesson<br />
observation<br />
2. scrutiny <strong>of</strong> work<br />
3. pupil<br />
questionnaire<br />
4. Analysis <strong>of</strong><br />
attendance<br />
data<br />
5. Analysis <strong>of</strong><br />
behaviour<br />
referrals<br />
6. Reports to SLT<br />
Who<br />
HT & SLT<br />
Skills Coordinator<br />
When<br />
School selfevaluation<br />
cycle<br />
Half-termly<br />
Evaluation:<br />
How<br />
1. departmental<br />
and whole school<br />
self-evaluation<br />
report<br />
2. Inspection<br />
report c2012<br />
3. Analysis <strong>of</strong> end<br />
<strong>of</strong> year and key<br />
stage data<br />
4. Reports to<br />
Governors<br />
Who<br />
Skills Co-ordinator<br />
& SLT<br />
Estyn<br />
AT & Skills Coordinator<br />
HT & Govs<br />
When<br />
Annually<br />
Inspection cycle<br />
Annually<br />
Annually<br />
Changes to plan from monitoring & evaluation:<br />
• From Sept 09, Yr 7 English level assessments to be made <strong>of</strong> the basis <strong>of</strong> the work produced in the skills lessons<br />
• Time allocation in Year 9 (2010) to be reconsidered<br />
• RJ and HT to work with SCO on detailed plan<br />
• Monitoring reports to be placed on SLT agenda as part <strong>of</strong> cyclical calendar<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead Person<br />
and Others<br />
Involved<br />
Time scale<br />
Start End<br />
date date<br />
Resources<br />
Costings/budget<br />
source<br />
• Determine delivery team and<br />
plan curriculum<br />
Yes<br />
HT, PHS &<br />
SCO<br />
Nov 08<br />
Feb 09<br />
Annually<br />
<strong>Plan</strong>ned time<br />
allocation <strong>of</strong> staff<br />
Staffing costs<br />
• Ensure training needs identified<br />
On<br />
Track<br />
SCO & CM<br />
April 09<br />
Annually<br />
CPD<br />
BSF & GTCW
for delivery team<br />
• <strong>Plan</strong> in detail for progression<br />
across the Key Stage against<br />
competencies and Skills<br />
Framework<br />
On<br />
track<br />
SCO &<br />
delivery team<br />
Already<br />
begun<br />
Yr 8<br />
Yr 9<br />
Halftermly<br />
review<br />
5 units<br />
by July<br />
09<br />
5 units<br />
by July<br />
10<br />
training/coaching<br />
Staff planning<br />
time – gained<br />
time and PPA<br />
Resources as<br />
identified in<br />
plans<br />
bids plus use <strong>of</strong><br />
gained time<br />
Staffing costs<br />
Capitation<br />
Trustee bids<br />
• Regular opportunities for pupils<br />
to review learning which include<br />
parents<br />
On<br />
track<br />
SCO &<br />
delivery team<br />
March 09<br />
Sept 10<br />
Review<br />
annually<br />
Staff time from<br />
1265 calculation<br />
• <strong>Plan</strong> detailed 3 year monitoring,<br />
review and evaluation cycle<br />
SCO<br />
March 09<br />
Ongoing<br />
• Monitoring reports to be<br />
calendared<br />
HT & SLT<br />
From<br />
Jan 10<br />
Ongoing<br />
Staff time<br />
from 1265<br />
calculation
• Develop a more systematic way<br />
<strong>of</strong> collecting, collating and<br />
responding to parental views<br />
HT, RJ &<br />
SCO<br />
Jan 10<br />
July 10<br />
Review<br />
annually<br />
Staff time,<br />
Possible<br />
reprographic<br />
costs<br />
• Skills action plan to be<br />
produced – incorporating all<br />
elements and following school<br />
pr<strong>of</strong>orma.<br />
SCO<br />
Jan 10<br />
Update,<br />
amend<br />
and<br />
evaluate<br />
in line<br />
with<br />
school<br />
cycle<br />
SCO time
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (HT)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic Imp <strong>Plan</strong>; WAG<br />
agenda<br />
Evidence: WAG publications, school documentation including<br />
Inspection report<br />
<strong>Improvement</strong> <strong>Priority</strong>: Extend Skills (including Key Skills) across the curriculum<br />
Target(s): 1. to roll out the skills curriculum across Key Stage 3 by September 2010<br />
2. to ensure skills based learning techniques are embedded at Key Stage 4 and post 16 by September 2012<br />
3. to ensure all pupils achieve accreditation <strong>of</strong> the key skills at the appropriate level during their school career<br />
Impact/success criteria:<br />
1. no pupil leaves school without appropriate key skill<br />
accreditation<br />
2. pupils transfer skills to ensure improved outcomes in<br />
assessments and external examinations<br />
Evaluation Commentary:<br />
• Yr 7 review repeated – shows continued favourable<br />
outcomes in pupil responses re Comms KS<br />
• June – 50 Yr 7 WWO Level 1; ICT Level 2 Mod next week<br />
• Level 2 ICT results (Yr11 2009) – positive<br />
• SH feedback to HoDs<br />
• Estyn HMI visit – positive<br />
• Pedagogy Conf Oct 2009 – positive<br />
Monitoring:<br />
How<br />
1. lesson<br />
observation<br />
2. scrutiny <strong>of</strong> work<br />
3. pupil<br />
Who<br />
SLT<br />
Key Skills Coordinator<br />
When<br />
School selfevaluation<br />
cycle<br />
Evaluation:<br />
How<br />
1. annual key skills<br />
accreditation data<br />
2.departmental and<br />
whole school self-<br />
Who<br />
Key Skills Coordinators<br />
When<br />
Annually
questionnaire<br />
4. judgements<br />
against specific<br />
<strong>Action</strong> <strong>Plan</strong>s<br />
5. Reports to SLT<br />
Skills Coordinator<br />
Milestone dates in<br />
individual <strong>Action</strong><br />
<strong>Plan</strong>s<br />
evaluation report<br />
3.Inspection report<br />
c2012<br />
(a)<br />
HoDs and SLT<br />
Estyn<br />
Changes to plan from monitoring & evaluation:<br />
• Continue to try and progress WEFO bid re KS funding 11 – 14<br />
• Skills Curriculum <strong>Action</strong> <strong>Plan</strong> – to be reviewed July<br />
• WEFO bid has stalled – HT to try to move forward with Vice Chair <strong>of</strong> Govs<br />
Strategically planned tasks<br />
On track<br />
(tick)<br />
Lead Peron<br />
and Others<br />
Involved<br />
Time scale<br />
Start End<br />
date date<br />
Resources<br />
Costings/budget<br />
source<br />
• Key Skills <strong>Action</strong> <strong>Plan</strong><br />
Yes<br />
JH<br />
Nov 08<br />
Annual<br />
Cycle<br />
Oct 09<br />
See detailed<br />
plans<br />
See detailed<br />
plans<br />
• Skills Curriculum <strong>Action</strong> <strong>Plan</strong><br />
SH<br />
completing<br />
HT & Skills<br />
Co-ordinator<br />
Nov 08<br />
Annual<br />
Cycle<br />
Oct 09<br />
• Key Skills <strong>Action</strong> <strong>Plan</strong><br />
JH<br />
Dec 09<br />
Annual<br />
Cycle<br />
Nov 09<br />
See<br />
detailed<br />
plans<br />
See detailed<br />
plans<br />
SCO<br />
Dec 09<br />
Nov 09
• Skills Curriculum <strong>Action</strong> <strong>Plan</strong><br />
Annual<br />
Cycle<br />
• Progress WEFO bid<br />
HT & Vice<br />
CoG<br />
Jan 10<br />
TBD<br />
• WBQ planning for KS4 builds on<br />
developments at KS3<br />
ES, SCO<br />
Jan 10<br />
July 10<br />
Ongoing<br />
review<br />
See<br />
separate<br />
WBQ plan
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> ( ICT14-19 - ES)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: School Strategic<br />
<strong>Improvement</strong> <strong>Plan</strong>; SER<br />
Evidence: SER; SIP; ICT plan<br />
<strong>Improvement</strong> <strong>Priority</strong>: Introduce new courses KS4/5<br />
Target(s):<br />
Introduce new GCSE spec<br />
Introduce replacement AS/A2 ICT<br />
Impact/success criteria:<br />
Students at GCSE/ Post 16 reaching/exceeding targets<br />
All students accessing SchoolZone.<br />
1. New GCSE in place 09/10<br />
2. AS ICT in place 09/10<br />
3. Acquire more texts/ materials for AS/A2 GCSE<br />
Evaluation Commentary:<br />
GCSE & A level results maintain a significant negative<br />
residual, especially A2 computing. Computing will be<br />
replaced as an AS in September 2010. The use <strong>of</strong><br />
unqualified/inexperienced staff to deliver ICT at KS4 however<br />
will arguably only hamper efforts to raise standards <strong>of</strong><br />
achievement at KS4. Significant levels <strong>of</strong> training are<br />
required for these individuals to be up-skilled.<br />
All students have access from school to the SchoolZone.
Monitoring:<br />
How<br />
New spec delivered<br />
Who<br />
ES<br />
When<br />
09/10 – ongoing<br />
Evaluation:<br />
How<br />
Assess student<br />
access against<br />
spec<br />
requirements<br />
Who<br />
ES<br />
When<br />
Every half term<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On track<br />
(tick)<br />
Lead<br />
person<br />
&<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date
Prep for yr 10 element <strong>of</strong> New GCSE<br />
Prep coursework and unit 1 AS ICT<br />
ES<br />
ES<br />
07/10<br />
07/10<br />
09/10<br />
09/10<br />
Text books<br />
S<strong>of</strong>tware and<br />
hardware<br />
Capitation<br />
“<br />
Acquire more texts/ materials for<br />
AS/A2<br />
Exam board Inset(s)<br />
ES<br />
ES<br />
04/10<br />
Autumn<br />
term<br />
Ongoing<br />
<br />
“
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (ICT KS3 - SH)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
Evidence:<br />
<strong>Improvement</strong> <strong>Priority</strong>: Improve levels obtained in ICT at KS3<br />
Target(s):<br />
1) To embed ICT in the skills curriculum at KS3<br />
2) Increased number <strong>of</strong> pupils obtaining levels 6+ at end <strong>of</strong> KS3<br />
3) Increase use <strong>of</strong> IT communication.<br />
Impact/success criteria:<br />
1) All strands <strong>of</strong> ICT to be highlighted and obtainable<br />
through skills curriculum in targeted pieces <strong>of</strong> work.<br />
Evaluation Commentary:<br />
2) Focus on improving current opportunities for progression<br />
to higher levels within handling information & modelling.<br />
3) Effective Monitoring <strong>of</strong> ICT usage through all subject<br />
areas.<br />
4) Gender Gap in ICT at KS3 to be reduced.
Monitoring:<br />
How<br />
1) Review SOW for<br />
Skills curriculum<br />
making sure all<br />
stands are<br />
covered as well as<br />
opportunities to<br />
access higher<br />
levels.<br />
Who<br />
SH<br />
When<br />
Jan 11<br />
Evaluation:<br />
How<br />
Report by SH<br />
Who<br />
When<br />
Jan 11<br />
2) Current use <strong>of</strong><br />
modelling to be<br />
extended through<br />
increased<br />
opportunities<br />
through skills<br />
curriculum and<br />
enhanced task in<br />
history.<br />
SH Head <strong>of</strong><br />
History<br />
July 10<br />
3) Reviews <strong>of</strong> SOW<br />
to highlight<br />
opportunities for<br />
SH<br />
June 10<br />
Report to SMT
ICT usage.<br />
4) Data analysis<br />
SH<br />
Sep 10<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead Peron<br />
and Others<br />
Involved<br />
Time scale<br />
Start<br />
date<br />
End<br />
date<br />
Resources<br />
Costings/budget<br />
source<br />
1) Write ICT specific tasks for skills<br />
curriculum.<br />
2) Identify specific criteria to satisfy<br />
modelling strand.
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Key Skills – JH)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic Imp <strong>Plan</strong>, WAG<br />
agenda, Key Skills Evaluation 2010<br />
Evidence: Lesson observation reports, SOW, Key Skills<br />
accreditation data<br />
<strong>Improvement</strong> <strong>Priority</strong>: Extend and embed Key Skills across the curriculum<br />
Transfer <strong>of</strong> Accredited Status from OCR to WJEC<br />
Target: To ensure that all pupils have the opportunity to achieve accreditation <strong>of</strong> the Key Skills at the appropriate level<br />
during their school year<br />
Complete evidence for WJEC accreditation visit<br />
Impact/success criteria:<br />
• 90% <strong>of</strong> pupils entered for Key Skills accreditation<br />
leave school with appropriate Key skills<br />
qualifications<br />
• Pupils transfer skills to ensure improved outcomes in<br />
assessments and external examinations<br />
• Successful transfer <strong>of</strong> Accredited Status to WJEC<br />
Evaluation Commentary:<br />
• !00% <strong>of</strong> pupils who were entered for Key Skills<br />
accreditation at level 2 or 3 passed<br />
• Opportunities to practice all 6 Key Skills are being<br />
incorporated into SOW and pupils are now more<br />
aware <strong>of</strong> generic skills that transfer across subjects.<br />
Monitoring:<br />
How<br />
(i) Lesson<br />
Observations<br />
(ii) Monitoring <strong>of</strong><br />
SOW<br />
(iii) Moderation<br />
<strong>of</strong> portfolio<br />
progress<br />
• WJEC<br />
assessment<br />
Who<br />
• SLT<br />
• HoDs<br />
• Key Skills<br />
Co-ordinator<br />
• Learning<br />
Coaches<br />
• Personal<br />
Tutors<br />
• WJEC<br />
Moderator<br />
When<br />
• School selfevaluation<br />
cycle<br />
• Annual<br />
moderation<br />
• Individual<br />
interviews<br />
• By Oct 2010<br />
Evaluation:<br />
How<br />
(i) Annual Key<br />
Skills<br />
accreditation<br />
data<br />
(ii) Staff<br />
Feedback<br />
(iii) Moderation<br />
reports<br />
• Successful<br />
transfer<br />
Who<br />
• Key Skills<br />
Co-ordinator<br />
• Key Skills<br />
Co-ordinator<br />
When<br />
Annually<br />
• Oct 2010
2009 Changes to plan from monitoring & evaluation:<br />
KS5<br />
While guidance for both OCR and WJEC Key Skills are now in place on the staff intranet, WJEC material has not yet been<br />
added to the pupil intranet. It was decided that it will be more useful to add the necessary documents as the need for them<br />
arises as, when all the OCR documents were made available to pupils, individuals were <strong>of</strong>ten confused and unsure about<br />
which ones they needed.<br />
KS4<br />
ICT has progressed well. Comms material is being covered in English as part <strong>of</strong> the syllabus but, due to funding issues,<br />
this is being used as a practice opportunity at present.<br />
KS3<br />
After reviewing SOW it was found that some subjects needed to be more specific when incorporating Key Skills<br />
opportunities. It was decided that, due to the considerable variation in lesson content, it was necessary to meet with some<br />
HODs individually to give further guidance. This began with year7 and will continue to move up through the school in<br />
2010.
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
/others<br />
Time scale Resources Costings/<br />
budget source<br />
KS5<br />
• Ensure that the appropriate<br />
guidance and assessment<br />
materials are updated and<br />
available on the school intranet<br />
for both pupils and staff<br />
<br />
JH/ICT Administrator<br />
Start<br />
date<br />
Jan 09<br />
End<br />
date<br />
July09<br />
• Key Skills<br />
Standards and<br />
Guidance material<br />
• Time<br />
Key Skills funding<br />
and Welsh Bac<br />
funding from<br />
PLASC<br />
• Continue to raise pupil awareness<br />
<strong>of</strong> progress in Key Skills through<br />
tutorial time, lesson objectives<br />
and plenaries<br />
<br />
All Staff<br />
Jan 09<br />
Dec 09<br />
• Key Skills Minisites<br />
• SOW<br />
• Syllabus<br />
specifications<br />
Exam Budget for<br />
external<br />
accreditation<br />
- approx £8 per<br />
entry<br />
• Liaise with Skills Co-ordinator,<br />
Learning coaches, Personal<br />
Tutors and teaching staff to<br />
ensure that, as a result <strong>of</strong> the<br />
implementation <strong>of</strong> the Welsh Bac,<br />
all KS5 pupils have the<br />
opportunity to develop all 6 Key<br />
Skills and achieve external<br />
accreditation at the appropriate<br />
level<br />
• Continue to update WJEC<br />
guidance and assessment<br />
materials on the Staff Intranet<br />
<br />
JH/Skills<br />
Co-ordinator/ Learning<br />
Coaches/Tutors/<br />
KS5 teaching<br />
staff/External<br />
Moderator<br />
• JH/ICT<br />
Administrator<br />
Sept 09<br />
Jan 10<br />
Dec09<br />
Dec 10<br />
• Timetabled<br />
lessons<br />
• Portfolio materials<br />
• Key Skills Minisites<br />
• Key Skills S&G<br />
• Time<br />
Key skills budget<br />
for Portfolio<br />
materials<br />
and reprographics<br />
- approx £40 per<br />
skill<br />
• Liaise with WB team to ensure<br />
that portfolios produced meet<br />
the required criteria for<br />
accreditation.<br />
• JH/Skills<br />
Co-ordinator/Tutors/<br />
KS5 teaching<br />
staff/External<br />
Moderator<br />
Jan 10<br />
Dec 10<br />
• Key Skills S&G<br />
• Time
Strategically planned tasks<br />
KS4<br />
• Continue to raise pupil<br />
awareness <strong>of</strong> progress in<br />
Key Skills through tutorial<br />
time, lesson objectives and<br />
plenaries<br />
• Liaise with Skills Coordinator<br />
and teaching staff<br />
to ensure that all pupils<br />
have the opportunity to<br />
develop all 6 Key Skills and<br />
achieve external<br />
accreditation at the<br />
appropriate level in ICT and<br />
Communication<br />
On<br />
track<br />
(tick)<br />
<br />
<br />
Lead person<br />
/others<br />
All Staff<br />
JH/Skills<br />
Co-ordinator/<br />
CPC/GR/PHS/<br />
External Moderator<br />
Time scale Resources Costings/<br />
budget source<br />
Start<br />
date<br />
Jan 09<br />
Jan 09<br />
End<br />
date<br />
Dec09<br />
Dec 09<br />
• SOW<br />
• Syllabus<br />
specifications<br />
• Timetabled<br />
lessons<br />
• Portfolio<br />
materials<br />
• Staff Key Skills<br />
Mini-site<br />
Exam Budget<br />
for any<br />
external<br />
accreditation<br />
- approx £8 per<br />
entry<br />
Key skills<br />
budget for<br />
Portfolio<br />
materials –<br />
approx £60 per<br />
skill<br />
• <strong>Plan</strong>ning <strong>of</strong> integration <strong>of</strong> Key<br />
Skills into W Bac at KS4<br />
JH/WB<br />
Co-ordinator/<br />
Careers/PSE Coordinator/External<br />
Moderator<br />
Jan 10<br />
Jul 10<br />
Time<br />
Key skills budget<br />
for Portfolio<br />
materials –<br />
approx £60 per<br />
skill
Strategically planned tasks<br />
KS3<br />
• Continue to raise pupil<br />
awareness <strong>of</strong> progress in<br />
Key Skills through tutorial<br />
time, lesson objectives and<br />
plenaries<br />
• Liaise with Skills Coordinator<br />
and teaching staff<br />
to ensure that all pupils<br />
have the opportunity to<br />
develop and practise all 6<br />
Key Skills<br />
• Highlight tasks in KS3 Skills<br />
SOW and pilot these as Key<br />
Skills assessment<br />
opportunities<br />
On<br />
track<br />
(tick)<br />
<br />
<br />
<br />
Lead person<br />
/others<br />
All Staff<br />
JH/Skills<br />
Co-ordinator<br />
JH/Skills<br />
Co-ordinator<br />
Skills teams<br />
Time scale Resources Costings/<br />
Budget<br />
source<br />
Start<br />
date<br />
Jan 09<br />
Jan 09<br />
Jan 09<br />
End<br />
date<br />
Dec 09<br />
Dec 09<br />
Dec 09<br />
• SOW<br />
• Syllabus<br />
specifications<br />
• Staff Key Skills<br />
Mini-site<br />
• SOW<br />
• Staff Key Skills<br />
Mini-site<br />
• Portfolio<br />
materials<br />
Exam Budget<br />
for any<br />
external<br />
accreditation<br />
- approx £8<br />
per entry<br />
Key skills<br />
budget for<br />
Portfolio<br />
materials –<br />
approx £60<br />
per skill<br />
• Highlight tasks in KS3 Skills<br />
SOW and pilot these as Key<br />
Skills assessment opportunities<br />
JH/Skills<br />
Co-ordinator<br />
Skills teams<br />
Jan10<br />
Dec 10<br />
• SOW<br />
• Staff Key Skills<br />
Mini-site<br />
• Portfolios<br />
Exam Budget<br />
for external<br />
accreditation<br />
- approx £8<br />
per entry<br />
Key skills<br />
budget for<br />
Portfolios<br />
materials –<br />
approx £60 per<br />
skill
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
/others<br />
Time scale Resources Costings/<br />
Budget source<br />
Transfer <strong>of</strong> Accreditation from OCR to<br />
WJEC<br />
JH<br />
Start<br />
date<br />
End<br />
date<br />
Jan 10 Oct 10<br />
SOW<br />
WJEC S&G<br />
Staff Mini-site<br />
Example portfolios<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (LSD1-CAP)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: ALN Review<br />
Evidence: ALN Review<br />
<strong>Improvement</strong> <strong>Priority</strong>: To ensure ALN pupils reach their potential by identifying and addressing areas <strong>of</strong> difficulties<br />
Target(s):<br />
• To ensure ALN pupils reach their potential and access an appropriate curriculum<br />
• Improve the quality <strong>of</strong> differentiated work across the curriculum<br />
• Develop monitoring <strong>of</strong> ALN provision<br />
• To develop the effectiveness <strong>of</strong> LSAs to meet the needs <strong>of</strong> ALN pupils<br />
• To develop the Focus Room to cater for identified pupils<br />
Impact/success criteria:<br />
• ALN information is acted upon by staff<br />
• Identified pupils accessing Basic Skills and other literacy<br />
programmes to improve their results<br />
• Exam concessions given to those who require them<br />
• Improved quality <strong>of</strong> differentiated resources provided for pupils in<br />
departments<br />
• Regular monitoring <strong>of</strong> ALN pupils<br />
• LSAs are aware <strong>of</strong> the needs <strong>of</strong> ALN pupils<br />
• Integration into mainstream from the Focus Room<br />
Evaluation Commentary:
Monitoring:<br />
How<br />
Lesson observations<br />
targeting ALN provision<br />
Who<br />
CAP<br />
When<br />
Termly<br />
Evaluation:<br />
How<br />
Report to<br />
SLT/department<br />
Who<br />
CAP<br />
When<br />
Meeting scheduled<br />
Analysis <strong>of</strong> data<br />
DH/MH/JG<br />
Ongoing<br />
Data on SIMS<br />
TT/SML<br />
Ongoing<br />
Effective use <strong>of</strong> LSAs<br />
SML<br />
Ongoing<br />
Timetables reflect<br />
support for identified<br />
pupils<br />
SML<br />
Ongoing<br />
Achievement <strong>of</strong> withdrawn<br />
pupils<br />
CP/JG<br />
Ongoing<br />
Test results<br />
CP/JG<br />
Ongoing<br />
Changes to plan from monitoring & evaluation:N/A
Strategically planned tasks<br />
• ALN information distributed to staff and<br />
updated regularly<br />
• Test pupils on entry including casual<br />
entry<br />
• Exam concessions –testing-results<br />
computerized<br />
• Running record <strong>of</strong> lesson content covered<br />
and outcomes <strong>of</strong> withdrawal groups<br />
• Provide information to staff on<br />
differentiation, sharing <strong>of</strong> good practice<br />
• Year group class monitoring <strong>of</strong> ALN pupils<br />
• LSA monitoring, deployment and training<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
On<br />
track<br />
(tick)<br />
Lead Peron and<br />
Others Involved<br />
CAP/TT<br />
JG/SML/DH/MH<br />
JG/SML<br />
CP/JG/SML/TT/HEW<br />
CAP/SML<br />
CAP<br />
SML<br />
Time scale<br />
Start<br />
date<br />
Ongoing<br />
Ongoing<br />
Ongoing<br />
Ongoing<br />
Ongoing<br />
Ongoing<br />
Ongoing<br />
End<br />
date<br />
Resources<br />
Costings/budget<br />
source
• Intensive programmes in Focus Room to<br />
address pupils’ needs<br />
<br />
SML/KML<br />
Jan 10<br />
July 10<br />
• Lifeskills/SUOL/Events<br />
<br />
TT/HEW/SML<br />
Ongoing<br />
• Access to outside agencies<br />
CAP/SML<br />
Ongoing
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> Mathematics (JP)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: SER; SIP; new NC<br />
Evidence: SER<br />
<strong>Improvement</strong> <strong>Priority</strong>: To improve the quality <strong>of</strong> the Maths provision & attainment in Maths at KS3 & 4<br />
Target(s):<br />
• To produce new GCSE SoW<br />
• To produce student friendly version <strong>of</strong> scheme and update departmental website<br />
• To extend AfL across KS3 & KS4<br />
Impact/success criteria:<br />
• New GCSE will be in use -starting yr 9 after summer<br />
half term.<br />
• Web site will have student information, homework<br />
and revision material.<br />
• AfL in yrs 7- 10<br />
Monitoring:<br />
How<br />
Data Analysis<br />
Lesson<br />
observation<br />
Pupil<br />
Who<br />
JP<br />
JP/BM/SLT<br />
reviews<br />
All<br />
When<br />
Jan 10/July<br />
10/Sep10<br />
Ongoing<br />
Once/term<br />
Evaluation:<br />
How<br />
Against targets<br />
Report to dept<br />
JP/Dept<br />
Who<br />
JP/CM<br />
JP/BM<br />
When<br />
Jan/Jun/Sep
questionnaires<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date<br />
• Identify pupils in Years 9 & 11 who<br />
may not achieve CSI because <strong>of</strong><br />
Maths<br />
• Monitor pupils in CSI target group<br />
• Mentoring for year 11 pupils on C/D<br />
borderline<br />
• Review KS3 SoW and amend<br />
modules<br />
• Investigate the possibility <strong>of</strong> more<br />
material being provided<br />
electronically for new SoW<br />
• New SoW starting in yr 9 after<br />
JP/CM/HoC<br />
JP/BM<br />
JP/RC<br />
JP/All<br />
JP/All<br />
JP/Al<br />
Jan 10<br />
Jan 10<br />
Jan 10<br />
June 10<br />
June 10<br />
June 10<br />
May 10<br />
May 10<br />
May 10<br />
July 10<br />
Ongoing<br />
Sept<br />
Dept/gained<br />
time
half term. Starting yr 10 Sept 10 10
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Modern Foreign Languages - PP)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Departmental Self<br />
Evaluation<br />
Evidence: Self Evaluation Report 2008-9<br />
<strong>Improvement</strong> <strong>Priority</strong>: To ensure AfL is embedded across all key stages<br />
Target(s):<br />
• To ensure continuity across the department<br />
• AfL is embedded in all schemes <strong>of</strong> work<br />
• Pupils have specific skills based targets to improve in every attainment area<br />
Impact/success criteria:<br />
Students are confident on making judgements about their<br />
own learning and have targets for improvement<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date<br />
Departmental assessment policy to be<br />
updated<br />
- include specific formative assessment<br />
tasks<br />
PP / KM<br />
/SM<br />
Jan 10 July 10 INSET time
Departmental schemes <strong>of</strong> work updated to<br />
include AfL tasks<br />
PP / KM<br />
Jan 10<br />
July 10<br />
gain time<br />
Moderation <strong>of</strong> AfL tasks at departmental<br />
meetings<br />
HoD &<br />
dept<br />
Jan 10<br />
Ongoing<br />
GCSE SOW to be up-dated for new Specs.<br />
AS Sp SOW to be produced.<br />
PP /KM<br />
/SM<br />
KM / SM<br />
Jan 10<br />
Jan 10<br />
A2 Fr SOW to be up-dated for new<br />
Specs.<br />
PP<br />
Jan 10<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Updated SoW<br />
Target sheets in<br />
pupils exercise<br />
books<br />
Who<br />
HoD / RJ<br />
HoD<br />
When<br />
Ongoing<br />
Jan 10 and<br />
ongoing<br />
How<br />
Discussed in LM<br />
meeting<br />
Who<br />
RJ & HoD<br />
When<br />
Scheduled<br />
meetings<br />
Lesson<br />
observations<br />
HoD / SLT<br />
ongoing
Changes to plan from monitoring & evaluation:
Resources: January 2010 – December 2011<br />
The SIP detailing resource spend (including ICT and necessary maintenance) will be placed in the electronic SIP as<br />
soon as the school receives an Indicative budget from the LEA, as the 30% expected reduction in BSF funding will<br />
impact on the school’s strategic plan for ICT.<br />
Person responsible for completion: Margaret Trieber-Johnson<br />
Date for completion: end <strong>of</strong> February 2010
Music <strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> - (SR) 2010<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: WJEC / Statutory changes<br />
Evidence: GCSE / AS specifications<br />
<strong>Improvement</strong> <strong>Priority</strong>: Develop new Schemes <strong>of</strong> Work for KS4 and 5<br />
Target(s):<br />
* New Scheme <strong>of</strong> Work for year 10 (GCSE)<br />
* New Scheme <strong>of</strong> Work for year 12 (AS Level)<br />
• Prepare a new GCSE SoW for year 11 for the new exam syllabus ensuring sufficient differentiated<br />
tasks and suitable opportunities for Afl.<br />
• Prepare a new A2 SoW for year 13 for the new exam syllabus ensuring sufficient differentiated tasks<br />
and suitable opportunities for Afl.<br />
Impact/success criteria:<br />
• Pupils achieving / exceeding predicted grades.<br />
• SoW in place and operational<br />
• Full SoW for GCSE and A Level in place<br />
• Opportunities for AfL to enhance teaching,<br />
learning and results.<br />
Evaluation Commentary:<br />
• Ongoing progress – worksheets have been updated for<br />
the new courses, new worksheets / activities designed.<br />
• CD recordings, music scores and resources gathered and<br />
in use.<br />
• Opportunities for AfL included particularly in the<br />
performing and composing modules so far.<br />
• Pupils are responding well to the AfL approach to the<br />
performing module, and have undertaken and recorded<br />
two assessments so far.<br />
• Activities discussed and reviewed by SR / EO and will be<br />
incorporated in the SoW.<br />
• EO attended INSET for WJEC GCSE<br />
• SR and EO attended the new specification INSET from<br />
the WJEC.
Strategically planned tasks<br />
GCSE Level<br />
Module MUS1 – Performing<br />
Module MUS2 – Composing<br />
Module MUS3 – Appraising<br />
AS Level<br />
Module MU1 – Performing<br />
Module MU2 – Composing<br />
Module MU3 – Appraising<br />
On<br />
track<br />
(tick)<br />
<br />
<br />
<br />
<br />
<br />
<br />
Lead<br />
person &<br />
others<br />
involved<br />
SR<br />
SR<br />
EO / SR<br />
SR<br />
SR<br />
EO / SR<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
April 09<br />
April 09<br />
April 09<br />
June 09<br />
June 09<br />
June 09<br />
End<br />
date<br />
Sept 09<br />
Sept 09<br />
Sept 09<br />
Sept 09<br />
Sept 09<br />
Sept 09<br />
Recordings<br />
Worksheets<br />
Revision books /<br />
Workbooks<br />
Scores<br />
Recordings<br />
Anthology<br />
Worksheets<br />
£50<br />
£60<br />
£8 per pupil<br />
£50 per pupil<br />
£50 teacher<br />
copies<br />
£70<br />
Ensure opportunities for AfL are included in all<br />
modules<br />
SR / EO<br />
April 09<br />
Sept 09<br />
Worksheets<br />
£30<br />
GCSE Level<br />
Module MUS1 – Performing – continuation<br />
<strong>of</strong> year 10 work.<br />
Module MUS2 – Composing – 3 rd<br />
composition task.<br />
Module MUS3 – Appraising – to include<br />
‘question 10’ linking to the performing and<br />
/ or composing modules.<br />
SR<br />
SR<br />
EO / SR<br />
March<br />
2010<br />
Sept<br />
2010<br />
Dec<br />
2010<br />
Sept<br />
2010<br />
Recordings<br />
Worksheets<br />
Revision books<br />
/ workbooks<br />
WJEC INSET<br />
£40<br />
£70<br />
£8 per pupil<br />
£120 & cover<br />
if a course.<br />
Feedback<br />
meeting – cover<br />
only
A2 Level<br />
Module MU4 – Performing – similar to AS<br />
module.<br />
Module MU5 – Composing<br />
Module MU6 – Appraising – Twentieth<br />
Century / Ravel set work / orchestral<br />
music.<br />
SR<br />
SR<br />
EO / SR<br />
March<br />
2010<br />
Sept<br />
2010<br />
Dec<br />
2010<br />
Sept<br />
2010<br />
Scores<br />
Recordings<br />
Worksheets<br />
WJEC INSET<br />
£20<br />
£40<br />
£70<br />
£120 & cover<br />
if a course.<br />
Feedback<br />
meeting – cover<br />
only<br />
Monitoring:<br />
How<br />
Departmental<br />
meetings<br />
Who<br />
SR / EO<br />
When<br />
Follow meetings<br />
schedule / end <strong>of</strong><br />
modules<br />
Evaluation:<br />
How<br />
* Line Manager<br />
meetings<br />
* Results analysis<br />
* Dept. self<br />
evaluation report<br />
(annual)<br />
Who<br />
SR / AT<br />
When<br />
Line Manager<br />
meetings as<br />
scheduled<br />
Changes to plan from monitoring & evaluation:<br />
• <strong>Priority</strong> given to trialling worksheets, ideas and new resources. These will be evaluated and discussed and then put into the<br />
new Scheme <strong>of</strong> Work.<br />
• Composing work needs adapting with limited IT resources.
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> 1 (PE - AJB)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Subject Self Evaluation &<br />
SIP<br />
Evidence: SSE Documentation<br />
<strong>Improvement</strong> <strong>Priority</strong>: Develop A/S courses in line with new syllabus<br />
Target(s): Review SOW to include new subject materials for AS and incorporate AfL opportunities and homework plans<br />
Impact/success criteria:<br />
• SOW completed<br />
• AfL opportunities highlighted<br />
• Homework tasks published<br />
• High retention rates improved between AS and A2<br />
• <strong>Improvement</strong> in attainment marks<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date<br />
• Production <strong>of</strong> new SOW at KS5 AB<br />
KC<br />
Jan 10 Jun 10 INSET Time<br />
PPA Time<br />
GTCW<br />
Gain Time
• Implementation <strong>of</strong> SOW in KS5 lessons<br />
GJ Sept 10<br />
• Homework tasks written into plans<br />
• Include AfL activities in the SoW<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Scrutiny <strong>of</strong> pupils<br />
work<br />
Listening to<br />
learners<br />
Completion <strong>of</strong><br />
tasks<br />
Who<br />
AB/GJ<br />
When<br />
Termly<br />
How<br />
Report to Dept/<br />
LM<br />
Who<br />
AB<br />
When<br />
Termly<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> 2 (PE – AB))<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Subject Self Evaluation &<br />
SIP<br />
Evidence: SSE Documentation<br />
<strong>Improvement</strong> <strong>Priority</strong>: To establish Moderation/Standardisation procedures within the department<br />
Target(s):<br />
• To establish continuity <strong>of</strong> assessment across the department at all key stages<br />
• For moderation <strong>of</strong> pupils work to become part <strong>of</strong> departmental meetings<br />
• To regularly monitor the performance <strong>of</strong> pupils acoss the key stages<br />
Impact/success criteria:<br />
• Reduction in the gender gap<br />
• Departmental assessments to occur more frequently<br />
and uniformly<br />
• Students aware <strong>of</strong> their constant<br />
assessmentprocedures and receive helpful feedback<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
End
• Outline provisional dates <strong>of</strong> assessment<br />
for ;<br />
- KS3<br />
- KS4<br />
- KS5<br />
• Dept Meetings; Look at standardisation<br />
<strong>of</strong> written work at KS4 and KS5 –<br />
alternating between meetings<br />
- comparisons to be made between<br />
performance <strong>of</strong> pupils<br />
AB<br />
GJ<br />
HJ<br />
date date<br />
Jan 10 Jun 10 INSET Time –<br />
PPA Time<br />
None<br />
• Standardisation <strong>of</strong> practical assessment<br />
to occur through lesson observations at<br />
KS3 and KS4<br />
Monitoring:<br />
How<br />
Scrutiny <strong>of</strong> pupils<br />
work<br />
Listening to<br />
learners<br />
Lesson<br />
observations<br />
Who<br />
AB<br />
GJG<br />
When<br />
Termly<br />
Evaluation:<br />
How<br />
Report to<br />
dept/LM<br />
Who<br />
AB<br />
When<br />
Dept/LM meetings<br />
Changes to plan from monitoring & evaluation:
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (PHS)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: WAG Learning Pathways<br />
and Strategic <strong>Improvement</strong> <strong>Plan</strong> 2009-2012<br />
Evidence: WAG Learning Pathways and Strategic <strong>Improvement</strong><br />
<strong>Plan</strong> 2009-2012<br />
<strong>Improvement</strong> <strong>Priority</strong>: Develop 14 – 19 curriculum provision<br />
Target(s):<br />
1. To broaden vocational curriculum provision 14 – 16.<br />
2. To continue with Federation arrangements <strong>of</strong> collaboration and cooperation.<br />
3. To ensure that pupils have access to all learning pathways.<br />
4. To provide for the alternative curriculum within school.<br />
5. Learning Coaches in place<br />
Impact/success criteria:<br />
1. A range <strong>of</strong> vocational subjects <strong>of</strong>fered at KS4.<br />
2. Vocational subjects <strong>of</strong>fered to other schools 14 -19.<br />
3. Year 10 Option Block published.<br />
4. Curriculum plan staffed and costed.<br />
5. Working timetable<br />
6. Key Skills accreditation at KS4.<br />
7. Learning Coaches working with pupils<br />
Evaluation Commentary:<br />
1. Good joint planning and collaboration with STP/PC –<br />
evidence: STP inspection report.<br />
2. Successful accreditation <strong>of</strong> Key Skills results KS4<br />
3. Encouraging uptake <strong>of</strong> collaborative subjects by current<br />
Y10/Alternative curriculum
Monitoring:<br />
How<br />
1. Pupil choices<br />
2. Map pathways<br />
Who<br />
PHS/HoY<br />
PHS/KE<br />
When<br />
Feb 2010<br />
Dec 2009<br />
Evaluation:<br />
How<br />
Report to<br />
SLT/Governors/<br />
Management<br />
Committee<br />
(as above)<br />
Who<br />
PHS<br />
When<br />
Feb 2010<br />
Sept 2010<br />
3. Analyse key skills<br />
results<br />
JH<br />
Sept 2010<br />
Report<br />
JH report to SLT<br />
Oct 2010<br />
4. Pupil questionnaire re.<br />
Learning Coach<br />
CP/HoY<br />
March 2010<br />
Report from<br />
Questionnaire<br />
CP/HoY<br />
May 2010<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
& others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date
• Curriculum plan agreed and timetable<br />
planning started<br />
PHS/SLT<br />
Oct 09<br />
Nov 09<br />
• Year 10 Option blocks published with<br />
accompanying option booklet<br />
PHS/KE/<br />
JS/AD<br />
Oct 09<br />
Jan 10<br />
Photocopying<br />
costs<br />
• Year 9 Option Evening<br />
• Alternative Curriculum provision Y10<br />
(Engage ) planned and staffed<br />
• Emergency Engage provision planned<br />
and actioned (selected Y11 pupils)<br />
• Engage provision (Y9, Y11) planned<br />
and actioned<br />
• Key Skills accreditation in line with<br />
Key Skills plan<br />
• Learning Coach discussion at<br />
Pastoral Committee<br />
• <strong>Plan</strong> for Learning Coaches to work<br />
with pupils.<br />
• Review provision and amend annually<br />
PHS/KE/<br />
EO/HoD<br />
PHS/EO/HW<br />
PHS/CP/MS<br />
CAP<br />
PHS/CP/CAP<br />
HoY<br />
JH<br />
CP/HoY<br />
CP/LCs<br />
PHS/SLT<br />
Nov 09<br />
Oct 09<br />
Dec 09<br />
Feb 10<br />
Nov 09<br />
May 10<br />
Sep 10<br />
Oct 10<br />
14/01/10<br />
Sept 10<br />
Feb 10<br />
Sep 10<br />
ongoing<br />
July 10<br />
Ongoing<br />
Nov 10<br />
Photocopying<br />
costs
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong><br />
Religious Studies – PG<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>. Meet the new local agreed<br />
syllabus requirements. This will be made available,<br />
hopefully shortly after Christmas.<br />
Evidence: Results analysis<br />
<strong>Improvement</strong> <strong>Priority</strong>: Put work together that meets the new specifications. This will involve, again, revamping our<br />
workbooks.<br />
Target(s): Incorporating AFL activities into the new orders.<br />
Impact/success criteria: To achieve conformity among<br />
teachers in using AFL activities. To make students<br />
confident about making judgements concerning their own<br />
learning<br />
Evaluation Commentary:<br />
Strategically planned tasks<br />
Share good practice,<br />
Use dept time to prepare AFL activities<br />
Use non-teaching time in summer term to<br />
incorporate AFL into SoW.<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved.<br />
PG<br />
MW<br />
JW<br />
Time scale<br />
By the July 2009<br />
Start<br />
date<br />
February<br />
2009<br />
End date<br />
Hopefully<br />
by 12<br />
July.<br />
Resources<br />
Teachers<br />
Teachers<br />
Costings/budget<br />
source<br />
2 inset days<br />
Monitoring:<br />
Evaluation:<br />
How Who When How Who When
Lesson<br />
observation.<br />
Completion <strong>of</strong><br />
SoW<br />
Dept meetings to<br />
share good<br />
practice.<br />
Book inspection<br />
HoD<br />
Part <strong>of</strong> school<br />
self-evaluation<br />
cycle<br />
Self evaluation<br />
report 2010<br />
PG<br />
School selfevaluation<br />
cycle<br />
for 2010
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (RJ)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Strategic <strong>Improvement</strong> <strong>Plan</strong><br />
Evidence: School Evaluation document; SLT minutes;<br />
Management and Pastoral committee minutes<br />
<strong>Improvement</strong> <strong>Priority</strong>: Pupil behaviour is good at all times<br />
Target(s): BfL policy, to be applied consistently by all staff.<br />
Culture <strong>of</strong> school promotes positive behaviour<br />
Impact/success criteria:<br />
Evaluation Commentary:<br />
1. Policy consistently applied by all staff<br />
2. Learning Credit certificates awarded at regular<br />
intervals for all year groups<br />
3. Learning credits awarded regularly and consistently by<br />
all subjects<br />
4. Fewer pupils in Remove and Senior Staff detention<br />
and reduction in fixed term exclusions.<br />
5. Improved behaviour during lessons<br />
6. Pupils recognise value <strong>of</strong> positive learning<br />
environment.
Monitoring:<br />
Evaluation:<br />
How<br />
1 Lesson<br />
Observations<br />
2. Collation &<br />
evaluation <strong>of</strong> LC<br />
data; distribution <strong>of</strong><br />
certificates<br />
Who<br />
SLT/HoD<br />
Pastoral Secretary/<br />
HoY/KW<br />
When<br />
School self<br />
evaluation cycle<br />
Half – termly<br />
How<br />
1. Departmental and<br />
whole school self<br />
evaluation<br />
2. More pupils<br />
receiving certificates.<br />
Who<br />
HoD/SLT<br />
HoY/SLT/KW<br />
When<br />
Annually<br />
Monthly<br />
3. Collation <strong>of</strong><br />
referral data.<br />
4. Departmental<br />
detention records,<br />
pupil diary.<br />
Pastoral Secretary;<br />
HoY/ KW<br />
HoD/HoY/KW<br />
Termly<br />
Termly<br />
3 & 4. Analysis <strong>of</strong><br />
numbers receiving<br />
sanctions and<br />
comments. Scrutinise<br />
“B”s and “D”s<br />
HoY/SLT/KW<br />
Half – termly<br />
5. Listening to<br />
learners/School<br />
Council<br />
SLT/HoY/HoD<br />
School self<br />
evaluation cycle<br />
5. Interviews,<br />
questionnaires, Year<br />
review<br />
SLT/HoY/HoD<br />
Review cycle<br />
6. Collation <strong>of</strong> LC<br />
data by pupil, form,<br />
subject, year group,<br />
teacher.<br />
Pastoral Secretary/<br />
HoY/KW<br />
Half - termly<br />
6. Analyse data by<br />
fields. Highlight trends<br />
RJ/HoY/SLT<br />
Half termly<br />
Changes to plan from monitoring & evaluation:
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead Person and<br />
Others Involved<br />
Time scale<br />
Start<br />
date<br />
End<br />
date<br />
Resources<br />
Costings/budget<br />
source<br />
• Analyse Learning credit data<br />
and report findings to<br />
SLT/Management committee<br />
RJ /HoY<br />
Jan<br />
2010<br />
April<br />
2010<br />
<strong>Plan</strong>ned time<br />
allocation <strong>of</strong><br />
staff<br />
Staffing costs<br />
• Determine target total for<br />
Bronze, Silver, Gold<br />
Certificates<br />
RJ/ HoY<br />
Sept 09<br />
May/June<br />
2010<br />
• Review data findings and make<br />
appropriate amendments<br />
SLT<br />
Sept 09<br />
By June<br />
2010<br />
• Collate departmental<br />
detention records at end <strong>of</strong><br />
each half term<br />
RJ/HoD<br />
Jan<br />
2010<br />
Ongoing<br />
• Monitor B3 incident forms<br />
sent to HoY and Pastoral<br />
secretary for recordin<br />
RJ/HoY/Pastoral<br />
secretary<br />
Jan<br />
2010<br />
July 2010
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Science)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
SIP<br />
Evidence:<br />
Need to differentiate appropriately for pupils accessing<br />
lower skill levels, Basic Skills cohort<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
Differentiation in Key Stage Three<br />
Preparation for Internal Assessment Tasks in Key Stage 4<br />
Target(s):<br />
1. Each skill area in Year 7 and 8 with focus on differentiation<br />
2. Consider role <strong>of</strong> LSAs and develop strategies for training/familiarisation <strong>of</strong> LSAs with Science Investigation process.<br />
3. Review success <strong>of</strong> Year 9 Investigation programme.<br />
4. Amend Investigation tasks to address any areas <strong>of</strong> insufficient coverage in light <strong>of</strong> above.<br />
5. Introduce activities into Summer term <strong>of</strong> Y9 to address skill areas specific to internal assessment tasks in Key Stage 4 (eg Hazard and Risk, Accuracy and Reliability,<br />
<strong>Plan</strong>ning an extension task)<br />
Impact/success criteria:<br />
1. <strong>Improvement</strong> in differentiation and timing <strong>of</strong> module coverage<br />
2. <strong>Improvement</strong> in quality <strong>of</strong> practical investigation work in Y9 assessed against<br />
the Skills framework<br />
3. <strong>Improvement</strong> in pupil performance in the ‘problem areas’ <strong>of</strong> the KS4 internal<br />
assessments.<br />
Evaluation Commentary:
Monitoring:<br />
How<br />
Data entry on SIMS – Y8<br />
levels<br />
Who<br />
PHS/JS<br />
When<br />
Termly<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
Outcomes for pupils at<br />
L3/L4<br />
PHS/JS/Y8 teachers<br />
Departmental monitoring<br />
meetings<br />
Measurable improvement<br />
in Y8 average levels<br />
JS<br />
Easter 2011<br />
Levels entered from<br />
summative assessment in<br />
pupil folders<br />
Tutor to each group<br />
As work is completed<br />
Review <strong>of</strong> levels during<br />
summative assessment<br />
meeting<br />
PHS to monitor<br />
PHS/JS/Y9 teachers<br />
PHS<br />
Dep meeting 22/3<br />
Ongoing<br />
Analysis <strong>of</strong> summative<br />
levels by<br />
set/gender/attainment<br />
target<br />
Outcomes <strong>of</strong> ‘problem<br />
questions’ in Y10 internal<br />
assessments<br />
PHS<br />
PHS/Y10 teachers<br />
May 2010<br />
End <strong>of</strong> Autumn term 2010<br />
Changes to plan from monitoring & evaluation:
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
& others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End date
Draw up a programme allocating staff to<br />
specific skill areas and produce sample<br />
differentiation strategies.<br />
JS<br />
1/2/10<br />
22/3/10<br />
<strong>Plan</strong> use <strong>of</strong> time on directed day (19/4/10)<br />
PHS<br />
29/3/10<br />
Evaluate assigned skill areas and prepare initial<br />
ideas for differentiation<br />
Discuss role <strong>of</strong> LSAs in supporting pupils in<br />
KS3 Science lessons with CAP/SM and agree<br />
on appropriate ways <strong>of</strong> improving their<br />
effectiveness<br />
Subject to outcome <strong>of</strong> above, implement<br />
activities which might include:<br />
JS/PHS/DP/PK<br />
/JMC/PL<br />
PHS<br />
19/4/10<br />
2/2/10<br />
10/5/10<br />
24/5/10<br />
29/3/2010<br />
9/7/10<br />
Deliver INSET on Science Skills Framework to<br />
LSAs involved in supporting KS3 Science<br />
lessons<br />
Carry out a sample investigation with LSAs to<br />
illustrate the Investigation process<br />
JS<br />
PHS/DP/PK/JMC<br />
/PL<br />
10/5/10<br />
10/5/10<br />
9/7/10<br />
9/7/10<br />
Carry out a book monitoring exercise with<br />
LSAs to illustrate expected pupil outcomes<br />
PHS/DP/PK/JMC<br />
/PL<br />
Photocopying/laminating<br />
£200 Capitation
Prepare differentiated activities for allocated<br />
skill area and present to department<br />
PHS/JS/DP/PK/<br />
JMC/PL<br />
19/4/10<br />
14/6/10<br />
Identify specific skills to be taught to link with<br />
KS4 tasks and prepare lessons on each<br />
PHS<br />
19/4/10<br />
30/6/10
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Science - PHS)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>:<br />
SIP<br />
Evidence:<br />
Need to differentiate appropriately for pupils accessing<br />
lower skill levels, Basic Skills cohort<br />
<strong>Improvement</strong> <strong>Priority</strong>:<br />
Differentiation in Key Stage Three<br />
Preparation for Internal Assessment Tasks in Key Stage 4<br />
Target(s):<br />
1. Review each skill area in Year 7 and 8 with focus on differentiation<br />
2. Include explicit consideration <strong>of</strong> role <strong>of</strong> LSAs and develop strategies for training/familiarisation <strong>of</strong> LSAs with Science Investigation process.<br />
3. Review success <strong>of</strong> Year 9 Investigation programme.<br />
4. Amend Investigation tasks to address any areas <strong>of</strong> insufficient coverage in light <strong>of</strong> above.<br />
5. Introduce activities into Summer term <strong>of</strong> Y9 to address skill areas specific to internal assessment tasks in Key Stage 4 (eg Hazard and Risk, Accuracy and Reliability,<br />
<strong>Plan</strong>ning an extension task)<br />
Impact/success criteria:<br />
1. <strong>Improvement</strong> in differentiation and timing <strong>of</strong> module coverage<br />
2. <strong>Improvement</strong> in quality <strong>of</strong> practical investigation work in Y9 assessed against<br />
the Skills framework<br />
3. <strong>Improvement</strong> in pupil performance in the ‘problem areas’ <strong>of</strong> the KS4 internal<br />
assessments.<br />
Evaluation Commentary:
Monitoring:<br />
How<br />
Data entry on SIMS –<br />
Y8 levels<br />
Who<br />
PHS/JS<br />
When<br />
Termly<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
Outcomes for pupils at<br />
L3/L4<br />
PHS/JS/Y8 teachers<br />
Departmental monitoring<br />
meetings<br />
Measurable improvement<br />
in Y8 average levels<br />
JS<br />
Easter 2011<br />
Levels entered from<br />
summative assessment in<br />
pupil folders<br />
Tutor to each group<br />
As work is completed<br />
Review <strong>of</strong> levels during<br />
summative assessment<br />
meeting<br />
PHS to monitor<br />
PHS/JS/Y9 teachers<br />
PHS<br />
Dep meeting 22/3<br />
Ongoing<br />
Analysis <strong>of</strong> summative<br />
levels by<br />
set/gender/attainment<br />
target<br />
Outcomes <strong>of</strong> ‘problem<br />
questions’ in Y10 internal<br />
assessments<br />
PHS<br />
PHS/Y10 teachers<br />
May 2010<br />
End <strong>of</strong> Autumn term<br />
2010<br />
Changes to plan from monitoring & evaluation:
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead person<br />
& others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End date
Draw up a programme allocating staff to<br />
specific skill areas and produce sample<br />
differentiation strategies.<br />
JS<br />
1/2/10<br />
22/3/10<br />
<strong>Plan</strong> use <strong>of</strong> time on directed day (19/4/10)<br />
Evaluate assigned skill areas and prepare<br />
initial ideas for differentiation<br />
PHS<br />
JS/PHS/DP/PK<br />
/JMC/PL<br />
19/4/10<br />
29/3/10<br />
24/5/10<br />
Discuss role <strong>of</strong> LSAs in supporting pupils in<br />
KS3 Science lessons with CAP/SM and agree<br />
on appropriate ways <strong>of</strong> improving their<br />
effectiveness<br />
Subject to outcome <strong>of</strong> above, implement<br />
activities which might include:<br />
Deliver INSET on Science Skills Framework<br />
to LSAs involved in supporting KS3 Science<br />
lessons<br />
Carry out a sample investigation with LSAs to<br />
illustrate the Investigation process<br />
Carry out a book monitoring exercise with<br />
LSAs to illustrate expected pupil outcomes<br />
PHS<br />
JS<br />
PHS/DP/PK/JMC<br />
/PL<br />
PHS/DP/PK/JMC<br />
/PL<br />
2/2/10<br />
10/5/10<br />
10/5/10<br />
10/5/10<br />
29/3/2010<br />
9/7/10<br />
9/7/10<br />
9/7/10 Photocopying/laminating 200 Capitation
Prepare differentiated activities for allocated<br />
skill area and present to department<br />
PHS/JS/DP/PK/<br />
JMC/PL<br />
19/4/10<br />
14/6/10<br />
Identify specific skills to be taught to link with<br />
KS4 tasks and prepare lessons on each<br />
PHS<br />
19/4/10<br />
30/6/10
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Skills - SH)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: School Strategic<br />
<strong>Improvement</strong> <strong>Plan</strong>; SER<br />
Evidence: SER; SIP; ICT plan<br />
<strong>Improvement</strong> <strong>Priority</strong>: Embed a skills curriculum within KS3 which develops skills especially thinking skills<br />
Target(s):<br />
(i) To develop curriculum through year 9<br />
(ii) To assess quality <strong>of</strong> skills education with focus on thinking skills<br />
(iii) To ensure continuity <strong>of</strong> learning and consistency <strong>of</strong> opportunity in all groups.<br />
Impact/success criteria:<br />
(i) Curriculum developed for year 9 to include<br />
careers.<br />
(ii) Assessment clearly defined and happening in<br />
skills curriculum through KS3.<br />
(iii) All pupils achieving majority <strong>of</strong> KS3 continuum<br />
targets as defined in Skills framework<br />
(iv) All students to have opportunity for further<br />
progression through skills continuum.<br />
(v) All students have greater access and capability<br />
with range <strong>of</strong> ICT.<br />
(vi) Monitoring <strong>of</strong> assessment being carried out<br />
effectively and on a regular basis.<br />
Evaluation Commentary:
Monitoring:<br />
How<br />
Who<br />
When<br />
Evaluation:<br />
How<br />
Who<br />
When<br />
(i)<br />
Data analysis<br />
SH<br />
Dec 10<br />
Report<br />
SH/RJ<br />
(ii)<br />
Departmental<br />
meetings to<br />
moderate<br />
(iii)<br />
Lesson<br />
observation to<br />
monitor<br />
assessment/mode<br />
ration tasks<br />
(v) Pupil<br />
questionnaire to monitor<br />
ICT access<br />
SH/Skills<br />
team<br />
SH<br />
June 10<br />
July 10<br />
Moderation<br />
Folders<br />
Department<br />
introduction packs<br />
Report<br />
RJ
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
• Year 9 SoW published to Yr9 teachers<br />
On track<br />
(tick)<br />
Lead<br />
person &<br />
others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
• Moderated tasks written & in use<br />
• Exemplar tasks provided for teachers<br />
new to department
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (Vocational Faculty - HW)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: Self Evaluation Report<br />
New Specifications<br />
Whole School Policy<br />
Evidence: Self Evaluation Report<br />
New Specifications<br />
Whole School Policy<br />
<strong>Improvement</strong> <strong>Priority</strong>: 1. Rewrite Schemes <strong>of</strong> work for H&S Care GCSE to meet new<br />
specifications<br />
2. Continue on going development in Vocational Provision. Improve uptake <strong>of</strong> Vocational courses<br />
at GCSE. Targets 100% A – G. A-C % dependent on cohort.<br />
3. Retention Rates<br />
4. Rewrite SoW for Leisure and Tourism GCSE<br />
5. Research ENGAGE project<br />
Target(s): 1. Rewrite Schemes <strong>of</strong> Work for Health and Social Care<br />
• Monitor current AFL sheets in use and incorporate new AFL sheets<br />
• Differentiate materials for pupils<br />
• To ensure it meets the demands for the new specifications<br />
2. Research new courses for Alternative Curriculum<br />
3. Analyse reasons for drop out rates at KS5<br />
4. Rewrite Schemes <strong>of</strong> Work for Leisure and Tourism<br />
• Monitor current AFL sheets in use and incorporate new AFL sheets<br />
• Differentiate materials for pupils<br />
• To ensure it meets the demands for the new specifications<br />
5. Research options provided by ENGAGE for AC
Impact/success criteria:<br />
1. Students achievement in line with department<br />
targets/Yellis predictions<br />
2. AFL Sheets in use clearly identifying individual pupil<br />
targets. Differentiated materials available for use and<br />
in use<br />
2. Suitable courses in place for identified A/C group<br />
3. Less than 20% drop out rate during AS course<br />
Evaluation Commentary:<br />
Students achieving in line with Yellis predictions,<br />
monitoring <strong>of</strong> year 11 reports ties in with predictions<br />
AFL sheets in use, listening to learners sheets completed to<br />
assess effectiveness, however pupils feedback and teacher<br />
observation have found too much <strong>of</strong> an overlap with<br />
existing target sheets and the dates too restrictive<br />
Differentiated materials available, target sheets clearly<br />
identifying how to build portfolios to improve marks are<br />
available MAT pupils have extension tasks available to<br />
use.<br />
Meetings held to discuss timetable arrangements January<br />
09, clarified for the options evening 15/01/09<br />
OCN/WJEC courses compared in terms <strong>of</strong><br />
feasibility/cost/time/staffing……..will run with GCSE. Pupils<br />
selected <strong>of</strong>f site provision for year 11 course in light <strong>of</strong><br />
experience in year 10 pupils also opted for 1 day per week<br />
W/E which generally has been very successful.<br />
Problems this year with Leisure Studies partly due to some<br />
students having difficulty with the course content and/or<br />
struggling with the demands <strong>of</strong> 4 AS plus the WBQ. Also<br />
some concerns with loss <strong>of</strong> expertise in staff teaching the<br />
subject; there has been a 50% drop out in Leisure, however<br />
Business and Health have been fine.
4. Students achievement in line with department<br />
targets/Yellis predictionsAFL Sheets in use clearly<br />
identifying individual pupil targets. Differentiated<br />
materials available for use and in use<br />
5. Pupils in Years 10/11 have an <strong>of</strong>fsite vocational<br />
provision suited to their needs<br />
Strategically planned task<br />
1. Write SoW<br />
Meetings held with relevant staff<br />
Monitor current AFL sheets<br />
Adapt current AFL sheets to tie in with<br />
new specifications and build AFL<br />
opportunities into new SoW.<br />
Differentiated worksheets available<br />
On tr<br />
ack<br />
(tick)<br />
<br />
Lead<br />
person &<br />
others<br />
involved<br />
CSP<br />
RA<br />
SB<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
Dec 08<br />
End date<br />
July 09<br />
Gain time<br />
New specs.<br />
Exam Board<br />
Meetings<br />
Already<br />
accounted for<br />
meetings have<br />
taken place<br />
2.Research OCN units<br />
<br />
HW<br />
GE<br />
AL<br />
Oct 08<br />
Jan 09<br />
OCN Units<br />
PPA/Free time<br />
After<br />
consideration <strong>of</strong><br />
OCN going to
continue with<br />
the WJEC<br />
courses on <strong>of</strong>fer<br />
as they are<br />
available as<br />
entry level and<br />
full GCSE<br />
qualifications<br />
3.Clear coursework guidelines during<br />
options evening. Introductory task set (2<br />
week timeline at start <strong>of</strong> Year 12)<br />
<br />
All<br />
teaching<br />
AS<br />
courses<br />
March 09<br />
July 2010<br />
Coursework<br />
specifications.<br />
Options<br />
Evening<br />
4. Write SoW<br />
Meetings held with relevant staff<br />
Monitor current AFL sheets<br />
Adapt current AFL sheets to tie in with<br />
new specifications and build AFL<br />
opportunities into new SoW.<br />
Differentiated worksheets available<br />
HW<br />
JAL<br />
March<br />
2010<br />
September<br />
2010<br />
Feedback from<br />
exam board<br />
meetings<br />
Criteria for<br />
new<br />
specifications<br />
On-line<br />
resource<br />
provided by<br />
WJEC
5. Meetings to be held with relevant<br />
people to establish what and how<br />
much ENGAGE can support us<br />
HW<br />
JC<br />
PHS<br />
Catherine<br />
Morgan<br />
February<br />
2010<br />
July 2010<br />
ENGAGE<br />
Committee<br />
Pembs College<br />
Any other <strong>of</strong>f<br />
site providers.<br />
Monitoring:<br />
Evaluation:<br />
How<br />
Lesson<br />
observation<br />
Monitoring <strong>of</strong><br />
portfolios<br />
Who<br />
HW<br />
All teaching<br />
GCSE<br />
When<br />
Each half term<br />
Each half term<br />
How<br />
Lessons observed<br />
Data analysis<br />
Interim reports<br />
Interim portfolio<br />
marks<br />
Who<br />
HW<br />
HW/CSP<br />
All<br />
All<br />
When<br />
Per half term<br />
September 2011<br />
As per year plan<br />
Ongoing
Internal<br />
moderation <strong>of</strong><br />
GCSE<br />
coursework<br />
All teaching<br />
GCSE<br />
May 2011<br />
Final portfolio<br />
marks<br />
GCSE Grades<br />
HW/CSP + others<br />
subject teachers<br />
HW/CSP<br />
May 2011<br />
Aug 2011<br />
External<br />
moderators<br />
feedback<br />
Exam boards<br />
September 2011<br />
Moderators exam<br />
reports<br />
External Moderators<br />
feedback<br />
September 2011
<strong>Improvement</strong> <strong>Priority</strong> <strong>Action</strong> <strong>Plan</strong> (WBQ - ES)<br />
<strong>Source</strong> <strong>of</strong> <strong>Improvement</strong> <strong>Priority</strong>: School Strategic<br />
<strong>Improvement</strong> <strong>Plan</strong>; SER<br />
Evidence: SER; SIP; WBQ plan<br />
<strong>Improvement</strong> <strong>Priority</strong>: Continue with KS5 introduction and introduce into KS4<br />
Target(s):<br />
Complete introduction in Year 12/13 - refined delivery plan for new year 12 in 09/10<br />
Introduce into Year 10<br />
Develop a monitoring / recording system<br />
Impact/success criteria:<br />
Evaluation Commentary:<br />
1. 6 KS met by all Advanced Bac students<br />
2. Individual Investigations assessed and passed<br />
3. Monitoring <strong>of</strong> WBQ at KS4 (yr 10) successful
Monitoring:<br />
How<br />
Constant liaison / meeting<br />
with delivery team and<br />
KS Co-ordinator<br />
Who<br />
ES /<br />
JH /<br />
WBQ<br />
team<br />
When<br />
on-going<br />
Evaluation:<br />
How<br />
Assess student<br />
access against<br />
spec<br />
requirements<br />
Who<br />
ES / JH<br />
When<br />
Weekly<br />
Changes to plan from monitoring & evaluation:<br />
Strategically planned tasks<br />
On<br />
track<br />
(tick)<br />
Lead<br />
person<br />
& others<br />
involved<br />
Time scale Resources Costings/budget<br />
source<br />
Start<br />
date<br />
End<br />
date