Academy Improvement Priorities

Our priorities for the Academic Year

Priorities for 2018 / 2019

Leadership & Management: 1 To develop new Leaders in their role to drive forward improvements in standards and T&L.

Leadership & Management: 2 Over communicate and practice our values and ethos to firmly embed our culture and raise aspirations of all our students.

Leadership & Management: 3 Efficient management of the Academy resources to ensure outcomes targets are achieved within a balanced budget.

Leadership & Management: 4 To develop and embed the new Careers strategy for all year groups.

Leadership & Management: 5 Further improve KS2-3 transition and Primary Liaison.

Leadership & Management: 6 Create and implement an enrichment entitlement to wider opportunities and raise aspirations of all our students.

Leadership & Management: 7 Develop effective KS2 catch up so students below expected achieve the expected level and beyond by the end of KS3.

Leadership & Management: 8 Develop best practice data systems to enable effective analysis at all levels.

Teaching, Learning & Assessment: 1 Further develop weekly Wednesday CPD sessions that focus upon the T&L key priorities and are bespoke to staff needs both Teaching and Support staff.

Teaching, Learning & Assessment: 2 Achieve good to outstanding teaching in every classroom where every member of staff implement consistently the OMA way –‘Every Person, Every Lesson, Every Day.’

Teaching, Learning & Assessment: 3 Ensure robust departmental QA and development of T&L consistently occurs in every department.

Teaching, Learning & Assessment: 4 Ensure best practices across the Academy is identified and then shared to improve progress and achievement of all students.

Teaching, Learning & Assessment: 5 Further develop and embed Literacy Strategies across the Academy and improve reading levels.

Teaching, Learning & Assessment: 6 Develop and embed the English Mastery Curriculum and source Maths Mastery curriculum.

Teaching, Learning & Assessment: 7 Develop and embed a consistent set of A2L expectations to eradicate passive learning and improve outcomes. (*)

Teaching, Learning & Assessment: 8 Develop and embed Numeracy across the Academy.

Personal Development, Behaviour & Welfare:1 Further improve all groups of students attendance, punctuality & reduce PA in line with National %

  1. PP
  2. FSM
  3. SEND
  4. Gender groups
  5. Repeat FTE

Personal Development, Behaviour & Welfare: 2 Further improve behaviour and reduce the % of FTE for PP and Boys.

Personal Development, Behaviour & Welfare: 3 Further develop systems in the Inclusion rooms to ensure that expectations are high and learning s purposeful and productive.

Personal Development, Behaviour & Welfare: 4 To implement and embed whole Academy restorative practice to further improve behaviour and reduce FTE particularly for the repeat offenders.

Personal Development, Behaviour & Welfare: 5 Develop and embed a consistent set of A2L expectations to eradicate passive learning and improve outcomes. (*)

Personal Development, Behaviour & Welfare: 6 To further improve behaviour through embedding an effective reward system that is linked to A2L.

Outcomes: 1 To accelerate progress and attainment rates for all students in all subjects.

Basics:

  1. Standard pass : 50%
  2. Good pass : 30%
  3. P8 score: > -0.20

Outcomes: 2 Ensure gaps between different student groups are diminishing.

  1. PP/FSM students
  2. Boys
  3. SEND students
  4. HATs

Outcomes: 3 Improve and embed quality assurance and moderation of grade predictions and working at levels in both KS3 and KS4

Outcomes:4 Embed appropriate assessments in both KS3 and KS4 for all subjects

Outcomes:5 Improve provision and outcomes for our most vulnerable students: SEND, PP and HATs /G&T

Outcomes: 6 Review KS3 Assessment and develop a more robust system which effectively tracks progression.

Outcomes: 7 To improve the progress 8 score in the Open bucket to break even or above.

Continue to improve teaching so that it is consistently good or better across all subjects, by:

Raising teachers’ expectations of the quality and amount of work that pupils of all abilities can do, including the most and least able and those eligible for the pupil premium funding

Making sure that teachers plan questions that will make pupils think hard and develop their ideas and skills.

Improve all pupils’ outcomes, but especially for disadvantaged pupils, by:

Ensuring high aspirations for pupils’ achievement by continuing to implement rigorously the recently introduced school-wide approach of high expectations and setting pupils ambitious targets

Improve Personal Development & Welfare by:

Further reduce the number of pupils who are absent by rigorously implementing the school’s attendance strategy, working closely with parents and families.

Further improve behaviour across the school by consistently applying the school’s behaviour programme so that all pupils are clear about the links between behaviour, high expectations and success