School priorities

TEACHING & LEARNING SUCCESS CRITERIA


  • Self-evaluation and external evaluation judges that the quality of teaching and learning to be good with many elements of outstanding features
  • Self-evaluation and external evaluation judges that the quality of teaching and learning in 16-19 Programmes to be as good as or better than years 7 to 11
  • A range of subject specific literacy strategies are embedded in teaching
  • Stretch and challenge strategies are seen during all lesson observations especially for the Most Able
  • All students regularly write at length in all subjects in all years
  • Quality of written work improves over time in all subjects
  • Lessons are adequately differentiated to meet the needs of SEN/EAL learners
  • Learning checks are systematic and accurately assess understanding
  • Marking, feedback and student response (DIRT) is effective – students understand and are clear about what to do next
  • SMHW reports show that staff consistently set homework and students complete homework
  • Display is used as a learning resource in classrooms

LITERACY SUCCESS CRITERIA


  • Narrow the gap between reading age and chronological age (Accelerated Reader)
  • All students write at length in every subject
  • Quality of written work improves over time in all subjects
  • A range of subject specific literacy strategies are embedded in teaching
  • More students use the library (before school; form time; lessons; break; lunch; after-school)
  • All literacy interventions show positive impact

CURRICULUM SUCCESS CRITERIA


  • External verification judges curriculum to be Good or better
  • Increased retention of Year 11 onto Year 12 courses
  • Sixth Form classes operate with Optimum Class sizes (>10 students)
  • Reduction in NEETS
  • Extra-curricular provision is mapped and monitored by student groups

ASSESSMENT SUCCESS CRITERIA


  • Teacher predictions are accurate to within 5% for Years 11, 12 and 13.
  • Criteria for grades 9-1 are developed and understood by all teachers and students
  • Each faculty develops an assessment folder/portfolio
  • All students are able to articulate and map their progression in each subject against the 9-1 grading system
  • An Assessment Handbook is published and understood all staff
  • All parents have access to information (via PIEs, parents evenings, ARD/ARW, website) which shows success criteria (PLCs) for all subjects along with advice on how to support their children’s progression.
  • Consistent routines and procedures preparing students for examinations are implemented in all year groups
  • KS3 teachers are familiar with and make effective use of KS2 data
  • Summative assessments at KS4 and A Level provide appropriate challenge for all students especially the Most Able
  • SIMS markbooks are established and used by teachers

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE SUCCESS CRITERIA


  • Self-evaluation and external reviews judge Personal Development, Behaviour & Safety to be Outstanding
  • Reduction in the number of students with red AtL grades on trackers
  • Reduction in the number of on-call incidents
  • Whole school attendance is at or above 96%
  • KS4 attendance is at or above 96%
  • Attendance to 16-19 Programmes is at or above 96%
  • Reduction in the numbers of persistent latecomers
  • Reduction in FTE
  • Maintain very low levels of PEX
  • No particular group is over-represented in exclusions or on-call incidents
  • The overall standards of activities delivered by Form Tutors are judged GET Green
  • Competitive House competitions established
  • PiXL Edge is effectively utilised by Years 7, 8 and 9
  • Healthy Schools Silver Award achieved
  • No students are recorded as NEET
  • Gatsby benchmarks achieved
  • Increased student participation in careers programmes and events