Academy Improvement Plan 2019 2020 - (last updated January 2020) - Aspirations Academies Trust
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Academy
Improvement Plan
2019 - 2020
(last updated January 2020)
Key performance indicators
FFT Estimates for the FFT50 FFT 20 FFT 5
cohort
Attainment 8 4.9 5.2 5.6
Attainment 8 English 5.1 5.5 6
Attainment 8 Maths 4.8 5.1 5.5
Attainment 8 Ebacc 4.8 5.2 5.6
Attainment 8 Open 5.1 5.4 5.7
Attainment 8 Ebacc 2.9 2.9 2.9
Entries
Attainment 8 Open 2.9 2.9 3
Entries
%5+ GCSE’s 7-9 17 23 30
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 2 of 26% Grade 4+ BASICS 66 73 80
% 5 + BASICS 46 53 61
Attendance 95% minimum attendance.
Persistent Absence Not exceeding 10%.
Destinations 99%.
Careers interviews 100%.
Teaching standards 95% Good or better.
Inadequate teaching No inadequate teaching.
Fixed term exclusions Below 4% %FTE and better than national average for similar schools (4.53%).
Permanent exclusions Not above 1%.
Attendance at Parents’ Evenings 85%.
Recruitment into Year 12 Sept 2020 85% of all eligible students will return into Year 12.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 3 of 26Recruitment into Year 7 Sept 2020 Full pan of 260.
Priority 1: Quality of Education
Objectives Lead Specific Actions Impact Monitoring
We want to ……. T1 T2 T3 T4 T5 T6
Each dept to create a logically sequenced 85% of all groups of students
coherent curriculum plan that has a in all year groups are at least
foundation built on knowledge and skills. on track for FFT 50 targets.
No limits ATL and Core curriculum is 90% Work scrutiny shows
1. Design and implement an designed and planned to be coherent, progress in learning,
ambitious 7-year curriculum. PH sequential and include 21 century skills. sequencing, coherence and
st
evidences challenge.
Facilitate training and planning time for
ATL teaching staff and monitor delivery. 90% of Student Voice can
make connections in learning
Ensure curriculum design is challenging between lessons and between
and engaging for every learner and topics and articulate challenge.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 4 of 26meets the needs of disadvantaged and 80% of Y7 Student Voice
SEND students. articulates skills development
and project learning based
Implementation of a metacognitive skills principles in their learning.
focus across all years.
85% of lesson observations
evidence high quality
application of skills and
engagement in a rich
curriculum.
September INSET Day outlines 95% of teachers will be
Budmouth’s vision for teaching, learning regarded as good or better by
and assessment and Directed CPD time the end of the academic year
addresses key aspects of the vision and through triangulation process
supports teachers in implementation. and SLT RAG.
Departmental Meeting Agendas and The results of work scrutiny
Improvement Plans to focus more will show that the quality of
2. Support teachers to become students’ work, and their pride
explicitly on developing the quality of
expert practitioners in developing in it, has increased.
teaching, learning and assessment.
student learning and long term MJC
memory. Personalised internal and external Learning Reviews will indicate
support provided for individual teachers that 95% of teachers are
and Subject Areas arising from 2019 setting a higher level of
outcomes and Learning Reviews. challenge for students at all
levels.
Establish excellent practitioner team to
work with staff on 1:1 level as identified. Student feedback will indicate
that they feel they are being
Subject Coordinators complete teacher more appropriately
triangulation review and quality challenged.
assurance processes to help identify
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 5 of 26individual teachers’ areas for Middle leaders feel more
development. empowered to lead on
improvements of the quality of
SLT provide a very visible presence teaching and its impact on
around the Academy to reinforce learning.
standards, expectations and support
classroom practice.
3. Implement a homework Homework Policy launched in March 100% of staff and subjects set
strategy that supports and enhances 2019. homework as per the policy.
learning for all students.
Re-launch Bud mouth Homework Policy 90% of students complete all
in Sept 2019 and advertise a Spring Term homework.
2020 Homework review.
Work samples show
Learning Booklets will be used to set improvements in homework
high quality homework by all Subject setting and completion.
Areas.
Learning Review reports will
MJC Subject Coordinators to prioritise setting show improvements in
of homework in departmental meetings homework setting and
and quality assurance processes. completion.
Homework to be embedded into SOW by
Subject Areas.
SLT links will discuss outcomes of quality
assurance processes with Subject
Coordinators and identify bespoke CPD
for identified staff.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 6 of 26Implementation of Learning Booklets in Learning Reviews show that
classrooms and in homework supports students act on verbal and
students in developing metacognitive written feedback and self-
skills. improve.
AfL feedback policy outlines the The results of work scrutiny
strengths of whole class feedback and the will show that the quality of
need for regular DIRT in classrooms. students’ work, and their pride
in it, has increased.
Yr7 Transition Plan includes assemblies Learning Reviews will indicate
exploring the importance of ‘knowledge that 95% of teachers are
4. Give students the skills to and self quizzing’; ‘self control and setting a higher level of
become self-regulated learners. MJC perseverance’. challenge for students at all
levels.
Subject Coordinators ensure that the Student feedback will indicate
development of metacognitive skills is that they feel they are being
embedded in Schemes of Work and more appropriately challenged
departmental meeting agendas. through in-class AFL,
modelling and sequencing.
September INSET Day outlines
Budmouth vision for teaching, learning
and assessment and Directed CPD time
addresses key aspects of the vision and
supports teachers in the development of
students’ metacognitive skills.
5. Ensure that academy targets Year 11 Rapid Raising Achievement Plan GCSE
are met in relation to the progress of in place. Attainment 8 5.2
all students and groups. DH/PH BASICS 5+ 53%.
Year 13 Rapid Raising Achievement Plan BASICS 4+ 73%.
is in place. A8 EBacc 5.2
Progress 8 ‘Average’.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 7 of 26Ensure new ‘SWS’ system is enabling Post 16
better line management of subjects in A Level Attainment Grade C.
relation to progress. A Level Value Added Positive.
Applied Learning Average
Ensure new KS3 assessment programme Grade Merit
is setting more demanding standards for Applied Learning Positive
students to be benchmarked against Value Added.
GCSE outcomes.
Termly Reviews of progress at SLT.
Priority 2: Behaviour and Attitudes
Objectives Lead Specific Actions Impact Monitoring
We want to ……. T1 T2 T3 T4 T5 T6
1. Build a learning community Clear routines and expectations Student questionnaires will report
in which every classroom is a established with staff and students improved behaviour in lessons in
purposeful learning environment. (higher standards and expectations 2019/20.
insisted upon).
JW/HoS/ Student Voice will report
SC ‘The Budmouth Way’ and ‘Putting improved behaviour in lessons in
the B in Budmouth’ posters around 2019/20.
the Academy and known by staff
and students. 20% reduction in the number of
Embed BfL cards. formal warnings from 201/19.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 8 of 26On-call to patrol the corridors 25% reductions in number of class
during lesson time, visiting every exits from 2018/19.
classroom to support where
needed. 20% Reduction in number of
Co-ordinators to inform JW of ‘hot students referred to BfL from
spots’. On call to visit these 2018/19.
classrooms first.
Learning Walks will evidence a
better climate for learning in
2019/20.
2. Reduce the amount of lost Staff informed of updated 30% Reduction in the number of
learning time due to internal and Behaviour Policy during September FTE from 2018/19.
fixed term exclusions. INSET days.
AM and PM tutor routines to be 20% reduction in the number of
JW/HoS focused on addressing all internal exclusions from 2018/19.
behaviour events (positive and
negative) to reinforce expectations.
On call to collect any student given
a ‘subject removal’.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 9 of 26Daily behaviour report emailed to
all staff. Info shared in AM reg and
HoS and PSL to analyse trends and
ensure early interventions.
Implement and embed Academy
Inclusion strategy – Wave 0 – 3.
COA assemblies to highlight and
incentivise desirable behaviours.
Students complete class booklet in
BfL room.
3. Ensuring a safe and positive ALL staff and students informed of Student questionnaires will
environment for all students during BfL cards. highlight improved culture at
non-lesson time: before school, ALL staff consistently sign BfL break and lunchtime.
break, lunch and after school. cards for both positive and
negative behaviours. Staff Voice will highlight improved
New lunch extra-curricular culture at break and lunchtime.
programme to use 45 min longer
New lunchtime will see a greater
lunchtime.
JW/PML offer and take up of extra-
SLT on duty before school, break,
curricular lunchtime clubs and
lunch and after school.
provide positive opportunities.
Co-ordinators on duty twice a week
before school, break, lunch and
Break and lunchtime behaviour
after school.
referrals will reduce by 40% from
2018/19.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 10 of 264. Improve attendance of all To track & monitor rigorously the Attendance for the whole cohort is
groups. attendance of all, specifically at or above NA 95%.
focusing on disadvantaged and SEN Differences between PP/SEN
pupils. students and ‘non’ will be less
Increase awareness of the than 2%.
importance of attendance through Students subject to attendance
dedicated time activities and issue plans will see improved
parents and students with half attendance of at least 5%
termly attendance figures. following intervention.
New portal will display attendance % of students being celebrated for
in real time. over 97% attendance increases by
JW/HoS Reward improved attendance for 5% from 2018/19.
individuals and form
groups/classes as well as
attendance of 97% of above.
Increased visual awareness of
importance of attendance through
posters around school.
Increase communication to parents
on a termly basis outlining
attendance comparison of pupils’
attendance from previous term to
current term.
5. Reduce levels of persistent Use whole school attendance Persist Student absence of whole
absence. strategy (see objective 4 actions). cohort is below 11%.
ESWAS attendance panels for
JW/HoS targeted students and families. Persiste Student absence of PP
Ensure Inclusion Centre is students is below 15%.
targeting PA students for bespoke
Persist Student absence of SEN
curriculum.
students is below 13%.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 11 of 26Use the fines and warning letters to
target PA students with no medical
reason for absence provided.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 12 of 26Priority 3: Personal Development
Objectives Lead Specific Actions Impact Monitoring
We want to …….. T1 T2 T3 T4 T5 T6
Plan and implement a coherent Students and staff have a clear
and high quality curriculum that curriculum and the curriculum plan
integrates PSCS lessons with the demonstrates a clear and coherent
tutor curriculum and assembly sequence in developing PSCS skills
programme. and understanding mental health and
well-being.
Plan and implement the
scheduled Development Days to All students are supported in their
enhance and enrich students’ personal development – 80% of
1. Create a high quality personal development and Student Voice feedback is positive.
personal development curriculum,
KW/PH mental health.
including mental health and well- 80% of student and staff feedback
being. Ensure that Budmouth is a after development days is positive.
beacon for PSHE, Citizenship
and SMSC delivery across the Monitoring evidence demonstrates
academy and that all staff invest improvements in delivery and
in students’ personal consistent quality in provision.
development and well-being.
Uses of external agencies compliment
Monitor the quality of delivery the personal development curriculum.
of the personal development
curriculum and support staff in
areas to be developed.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 13 of 26Liaise and work with external
providers to enhance the
provision of PD curriculum,
mental health and well-being.
To embed the Dorset Resilient
Young Minds principles into our
daily practice.
Ensure staff are trained to add 100% of students are given the
careers interactions on to opportunity and support to engage in
Unifrog, monitor the use. valuable work experience in Y10
including mock interviews with local
Increase the number of guests business partners.
and video-link interactions
2. Develop a high quality within subject areas, including100% of students have the
careers programme to meet Gatsby ATL opportunity to develop their
BM/MJH
benchmarks. Add a trip to a university for all employability portfolio from Y7.
students in lower school – Year
Compass self-assessment results
9
show full coverage of the Gatsby
Increase number of trips that benchmarks.
visit and acknowledge
workplaces
BM to train as careers advisor.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 14 of 26Introduce the 8 Conditions to all Student questionnaires will highlight
staff and complete exercise to the SWS system as providing greater
look at areas we meet, or could opportunities for the conditions:
develop further. Heroes, Belonging, Leadership and
Fun/Excitement.
Introduce the 8 conditions to all
students and repeat self- Summer Term 2020 completion of my
assessment exercise. voice will enable a benchmark for
further improve in 2020 academic
Use the new ‘SWS’ system to year and beyond.
3. Develop the ‘8 conditions’ for promote 8 Conditions,
high aspirations across the academy. DH/HoS especially ‘heroes’, ‘belonging’, Via work over 2019/20 we will aim
‘leadership’ and ‘fun and for positive responses over 50%
excitement.’ ‘agree’ in 80% of the areas.
Introduce the Pixl Edge for Y7
and 8 as part of the
development of LORIC 70% of Y7 have completed 5 Edge
competencies that link to 8 activities for apprentice level.
conditions.
70% of Y8 have completed 5 Edge
Complete the ‘My Voice’ survey Activities for apprentice level.
at the end of the academic year.
National Lead for Pixl Edge (AD) 70% of Y7 have completed 5 Edge
4. Increase opportunities for to launch scheme with staff at activities for apprentice level.
students’ character development via AC September INSET.
70% of Y8 have completed 5 Edge
implementation of the Pixl Edge.
AC to meet with AD and plan for activities for apprentice level.
roll out Pixl Edge with Y7 and 8.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 15 of 26AC to launch Pixl Edge with Y7
and 8 students via assembly.
Half of yr7 and 8 tutor team
trained to support further
training of colleagues.
AC to incorporate the
apprentice level into the tutorial
programme
BM to work alongside AC and
PiXL to blend PiXL Edge and
Unifrog systems to promote
belonging and a sense of
accomplishment
(competencies/LORIC)
Develop, support and monitor
speaking activity within Tutor
and Careers Curriculum to
verbalise and develop
explanations of own
achievements and skills
inputted into Unifrog/PiXL
Edge.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 16 of 265. Developing a new Inclusion Student Support to be renamed Attendance of students using the
Centre and using the new ‘Inclusion Centre’ and relocated. Inclusion Centre will improve by 5%
off-site GROW provision to ensure an Inclusion Strategy embedded compared to 2018/19.
inclusive environment that meets fully (Wave 0 – 3).
the needs of all students. Inclusion Centre staffing needs The new Inclusion Centre will support
to be directed by PBM as the reduction of persistent absence to
needed using the whole TA below 10% for students who engage
staffing as appropriate. with this support.
PBM
Inclusion Centre to be able to
90% of students who receive GROW
accommodate students for
provision will make a successful
greater periods of time.
return to the mainstream.
GROW cohort 1 to be identified
by JW/PBM and provision set
up in liaison with staff at
Atlantic Academy.
Priority 4: Leadership and Management
Objectives Lead Specific Actions Impact Monitoring
We want to…….. T1 T2 T3 T4 T5 T6
1. Ensure that disadvantaged Produce clear action plan for disadvantaged Diminish differences
students are better supported to JW
pupils’ participation in the wider curriculum. between disadvantaged and
maximise their potential.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 17 of 26Track attendance to extracurricular activities. non-disadvantaged
students.
Where timetables allow, disadvantaged pupils are
taught by experienced teachers. Review Pupil School tracking data shows
Premium Strategy. all disadvantaged pupils
have participated in a range
of activities linked to the
wider curriculum. Survey
data confirms positive
experience of
disadvantaged.
New Staff Induction Programme outlines the 95% of teachers will be
requirements of teaching, learning and assessment regarded as good or better
at Budmouth. by the end of the academic
year through triangulation
TDG/MJC run the ‘Outstanding Teacher process and SLT RAG.
Programme’ – bespoke in-house training for
2. Plan and deliver a CPD ‘volunteers’ and staff identified as needing support Learning Reviews will
programme focussed on developing from Learning Reviews and QA systems. TAP indicate that 95% of
the highest quality teaching and programme replaces this teachers are setting a higher
learning and students' knowledge MJC level of challenge for
and skills. TDG/MJC to establish ‘Open Door’ Mutual Lesson students at all levels.
Observation Programme. TAP programme
replaces this
Student feedback will
September INSET Day outlines academy vision for indicate that they feel they
teaching, learning and assessment and Directed are being more
CPD time addresses key aspects of the vision and appropriately challenged.
supports teachers in implementation.
By the end of the academic
year, all teachers will
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 18 of 26Departmental meeting agendas and Improvement demonstrate their own self-
Plans to focus more explicitly on developing the reflection skills and
quality of teaching and learning. individual CPD outcomes.
Personalised Internal and external support
provided for individual teachers and Subject Areas
arising from 2019 outcomes and Learning
Reviews.
Establish excellent practitioner team to work with
staff on 1:1 level as identified.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 19 of 26Provide clear timelines for data Data collection deadlines
collection and the expectations are met and a decrease in
within departments/schools to variation between
ensure accuracy. predictions and results.
Provide all data for staff within 4Matrix and All key staff become familiar
support their analysis and accurate interventions. and successful in using
4Matrix to target
Meet with each Subject Coordinator with HoS to departmental intervention
3. Ensure that data is being analyse outcomes and target areas that need as interventions have
used effectively to track the progress development, with agreed actions and expected greater impact on outcomes.
of all students and manage
PH outcomes. Monitor the overall progress of each
intervention programmes where
year group and intervene to ensure high Subject Coordinators and
appropriate.
expectations and levels of progress. Put in place link HoS have a clear
the raising achievement strategy for Y11 to ensure understanding of priorities
each individual achieves and academy targets and expected actions,
are met or exceeded. leading to improved
outcomes. Evidence in data
collections shows improved
progress/attainment.
Data targets in 1.5 above are
achieved.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 20 of 26Meeting schedule has directed time for Leadership will be sharper
Heads of School to meet their school staff. in supporting the whole
academy performance
Line management of Subject Coordinators targets.
by HoS will focus more greatly on subject
performance against targets. Staff voice will show greater
confidence in the leadership
Intra-School competitions calendared. of the academy to support
teaching and learning and
Weekly attendance and behaviour reports outcomes for students.
showing school leader board.
4. Successfully implement the DH/JW/ Students will show an
new ‘schools within schools’ MJH/PH increased allegiance to their
HoS and Co-ordinators to visit every tutor
leadership structure. /HoS ‘school’ via involvement in
group every morning.
Student Voice, competition
Assemblies to take place in schools. and intra-age group
working.
New ‘school’ leadership groups and Student Voice
networks will contribute to students belonging to
a smaller SWS.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 21 of 26On a termly basis, workload is monitored through Sickness absence of staff is
staff voice via monthly meetings with trade union lower
reps. than 2018/19.
DH/ADJ Create staff well-being group to develop social Retention of staff improves
5. Ensure that staff well-being is
/MS/S_R activities. in 2019/20 so that staff only
a high priority in all that we do.
/HMS/ leave for promotion or for
ZG GISA Conditions meeting ideas to be developed unavoidable reasons such as
with staff. relocation.
Train 5 staff to become champions for mental
health and well-being at work.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 22 of 26Priority 5: Post 16 Provision
Objectives Lead Specific Actions Impact Monitoring
We want to ……. T1 T2 T3 T4 T5 T6
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 23 of 26All subjects to produce Learning Booklets to Learning Walks demonstrate
support study. that 90% of students are
Shared requirements for all subjects from engaging with their subjects at
learning review findings. a high level in class.
Evidence that students are responding to
1. To ensure that teaching feedback (Green). Subject SOW will evidence how
enables students to develop detailed Student Voice, Learning Review, Learning Walks students are being made to
knowledge of the curriculum and that MJH/ and Work Scrutiny to inform progress. complete demanding work and
they complete demanding work. SL Student Support Plans for those not reaching how this is being assessed.
standards.
Requirements shared with study room supervisor Focused student’s interviews
so that students can be directed to appropriate show that 90% of students are
work outside of lessons. able to discuss their
curriculum in detail and
understand how they make
progress.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 24 of 26High expectations on the organisation of work. Focussed Pupil interviews
Shared standards at the beginning of term. indicate that 90% of students
are presenting their work in
CEIL program supporting personal development
subject folders and books in a
recorded in the CEIL Dossier.
VESPA program used in tutor time to develop highly organised manner.
2. Ensure that students develop study habits and encourage a “Growth Mind-set.
95% of students are using the
excellent personal study habits that UNIFROG will be rolled out.
CEIL and study areas as
will prepare them well for higher Develop a reading culture.
MJH/ positive places to work outside
education and/or vocational Attendance monitoring to improve.
ADoS of timetabled lessons.
opportunities.
95% of students ending Y12
made the necessary progress
to be able to progress into Y13.
90% of students in Year 13 will
be successful in making a UCAS
and/or vocational application.
3. To ensure that study CEIL Programme development to include ‘Project 90% of students engage in
programmes are complete with Work’ for some. CEIL programme.
appropriate non qualification activities Enrichment Programme.
that enhance students skills and Student Union events eg RAG week, Helping 30 students engage in a trial
experience. within Schools etc. ATL No Limits assignment.
Development Days.
Develop ‘No limits curriculum’ for 2020. 100% students take part in
whole school enrichment
activity.
Key: Red (not yet started), Amber (ongoing), Green (completed)
Page 25 of 26Work with MC to develop Budmouth Brand Intake into Year 12 in 2020 will
Identity. be 85% of all eligible students
Develop Prospectus for 2020. from year 11.
Provide taster opportunities for Y10.
4. Develop a positive marketing Involve Sixth Form as much as possible with
strategy of the sixth form that enables “School System” so lower school aspire to come
MJH/ The number of students joining
numbers to increase in September to Sixth Form.
ADoS/M year 12 will increase by 10%
2020. Develop Sixth Form Block.
C from other schools.
Share good news stories through all forms of
media.
Develop idea of exceptional performance in all
areas. e.g. National Level Sport.
Re-establish notable opportunities e.g. Kenya
Expedition, CERN and NASA.
Write and oversee a Y13 Raising Achievement A Level Attainment Grade C.
Plan. A Level Value Added Positive.
Ensure all staff are familiar with the use of 4 Applied Learning Average
5. Ensure that academy targets Matrix and ALPs and are able to analyse the Grade Merit
are met in relation to the progress of MJH/ performance of their own groups. Applied Learning Positive
all students and groups. DH Set and share challenging targets. Value Added.
Assess regularly and ensure data is collected and
processed on time.
Prompt Intervention for individuals and groups
not meeting targets.
Key: Red (not yet started), Amber (ongoing), Green (completed)
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