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Three Year Plan

HEARTLANDS

HIGH SCHOOL SCHOOL STRATEGIC PLAN

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Contents

Mission

Page 3

Plan on a page Page 4

Learning Targets, Quality Assurance and Accountability Page 5-6

Ethos Targets, Quality Assurance and Accountability Page -7

Partnerships Targets, Quality Assurance and Accountability Page 8

Business Plan Page 9-10

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Our Mission is to Create a Commitment to Learning

Business Plan

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School Strategic planning at Heartlands is simple and has a focus on the core elements that we want to improve in order to ensure outstanding outcomes for our students. We focus on simplicity, forward planning and securing accountability.

Achievement

Learning Ethos Leadership

1.1 Achievement of all students, including the most able, Caribbean boys and students with SEND reflects our high expectations

2.1 Teaching is consistently good or outstanding leading to exceptional growth in pupils’ knowledge

3.1 Outstanding behaviour leads to excellent attitudes to learning, attendance and punctuality

4.1 Ensure outstanding communication with parents leads to high levels of parental engagement

1.2 Intervention secures rapid progress of all students (KS3/4)

2.2 Sharp monitoring of teaching leads to a drive for continuous improvement and sharing of best practice

3.2 A culture of student leadership promotes a cohesive learning community

4.2 Further develop community links that benefit our students and lead to school improvement

1.3 Whole school assessment systems support target setting and monitoring of pupil progress

2.3 The curriculum reflects our core values and provides excellent educational experiences

3.3 Our competency based curriculum fosters students SMSC development

4.3 Robust self-evaluation and internal review leads to effective actions for school improvement

1.4 Students acquire high levels of literacy and mathematical knowledge and skills appropriate to their age

2.4 All students are very well equipped for the next stage of their education

3.4 Outstanding vertical tutoring supports students’ literacy, spiritual, moral, cultural and social development

4.4 Promote health and wellbeing for staff and students

The Plan on a Page

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Objective 1: Outstanding Achievement

TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) Monitoring/Evaluation

1.1 Achievement of all students, including the most able, Caribbean boys and students with SEND reflects our high expectations

High quality teaching, curriculum, behaviour and leadership lead to outstanding achievement of pupils

Appoint achievement co-ordinators for Y11 & Y10 to drive achievement of underachieving groups and the more able in particular

AFA programme implemented for Key groups of SEN students.

Students in Autism provision tracked against IEPs

School Information report is published on school website and its impact and value for money is analysed and reported

DH Ach-EN DH Incl-NE AH Autism provision SENCO -HL

Ongoing – 1st

results 08/15

10/14 Ongoing

Overall KPIs are met with no group sig –

Goal - 100% 3L+, 50% 4L+

No sig – in Raise online

SEND students achieve well in relation to Nat Ave

Data indicates that Statemented SEN students and SEN support Students make good progress against targets

Parental engagement with SEN reviews and contributions are positive

Whole school training on core areas of T&L, Beh, Curriculum, Leadership

SEND and PP budgets used to ensure maximum impact on pupil achievement

SEF Process

Report to Govs

Achievement of SEND pupils, underachieving groups, more able and students in the Autism provision is reported to SLT after each AFA

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1.2 Intervention secures rapid progress of all students (KS3/4)

Close analysis of data to identify underachieving students and groups:

Embed PLCs fully

More rigorous analysis of data in LM mtgs

Staff have clear understanding of who target students are

Pixl Mtgs – strategic matching and monitoring:

In class intervention for underachieving students

Additional intervention is effective in addressing underachievement

DTT method implemented effectively

Adjusting sets/teachers to maximise achievement

1-1 and small group interventions for key students

Rewards linked to academic progress

DH Ach-EN Ongoing Overall KPIs are met with no group sig –

Class level intervention is driven through LM at every level and through Curriculum Mtgs

Data led teaching evident through lesson observation

Knowledge of key targeted students is promoted through staff mtgs, display, LM, bulletin etc

Intervention programmes at KS3/4 are effective in closing gaps and driving 2L+ progress at each key stage

PIXL mtgs lead to close match up of Eng/Mat and develop strategic leadership skills of Hofs

Programme of rewards acts as a motivator for students and drives academy SUCCESS ethos

Whole staff training on Assmt systems, Intervention and Data

Pupil Premium (£?) budget for intervention programmes

Monitor through LM and AFA process

PIXL mtgs

SEF process and Target setting

Report to Govs

1.3 Whole School Assessment systems support target setting & monitoring of pupil progress

Targets set using NC levels with 2L+ targets set for each key stage

Develop strategic use of data at all levels in the school – classroom level leadership, middle leadership and senior leadership

Develop the use of the website to communicate key data to parents

Use pre-public exams and internal assessment to ensure pupils are prepared for the exam process within new GCSE curriculum

DH Ach -EN

9/14-9/15 Progress is outstanding in all areas - 100% 3L+ & 50% 4L+

Target setting system is transparent and understood by students, parents and all teachers and used to drive achievement and set high expectations

Website hosts up to date information on achievement, interventions (SEND, PP) incl impact and value for money

Data is used routinely to support learning

Whole school Assmt system drives effective assessment practices in the classroom

Moderation and standardising (incl external) show robust and accurate assessment/marking

Heads of House leading monitoring, tracking and interventions in progress within their house

Whole staff training on target setting and data led teaching

£2K for Sims support to change target setting system

Monitor through LM and AFA process

SEF process and Target setting

Report to Govs

Parents evenings and AFA days used to promote understanding of target setting

Internal review and PM review

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1.4 Students acquire high levels of literacy & mathematical knowledge and skills appropriate to their age

Plan interventions cycles

Implement effective interventions for students arriving below L4

Review year 7 SOW

Review and amend the Year 7 transitions process

Put interventions in place within feeder primary schools

Litco –LD SENCO -HL BI GD

09/14-07/15 Students make 2sl per year progress in Eng/Mat across KS3

Reading age data indicates significant growth in reading ages (Goal: 2 years progress in 1 year)

Students receiving intervention make accelerated progress in reading

Lit/Num interventions take place in feeder primaries

Impact of Beyond Words and other interventions presented at SLT termly

Whole staff training Training for Primary teachers Joint Planning time

Cover costs

Data tracking set up to monitor progress of students’ receiving intervention

Evaluate impact at SLT

SEF process

Objective 2 : Outstanding Learning

TASK ACTION Lead Timescale Outcomes/Success Criteria Training Cost (Budget) Monitoring/evaluation

2.1 Teaching is consistently good or outstanding leading to exceptional growth in pupils’ knowledge

Plan and deliver a system of support for all teachers to develop in areas according to the principles of learning to include: o Twilight and inset core

training o An elective programme of

study o Support plans for all

teachers post PM1 o Coaching o Work Scrutiny o Observation training o TL bulletin o Weekly TopTip

Deliver training to ensure that the new SEN COP is understood by all staff and teachers are equipped with strategies to differentiate effectively for pupils with SEN needs

LSAs are trained to have maximum impact on SEN pupils’ learning and progress

DH T&L-RS T&L team JS BL DH Incl-NE SENCO-HL

Ongoing T&L is 100% Good or better as observed in lessons, learning walks and work scrutiny.

There is an improvement in all areas of the principles of learning as seen in observations reported to SLT and governors 3 times a year

Lesson observation judgements are confirmed by external partners

There is an improvement in marking and quality of work as seen in work scrutiny reported to SLT and governors 3 times a year

Success of the Consolidating Good support programme and the Aiming for Outstanding programme

Teachers and LSAs intervene with notable impact to ensurethat students with barriers to learning are able to learn effectively.

Teachers tailor support in lessons for pupils of all abilities and particularly for student with barriers to learning

A programme of CPD including: Twilights, Sunrise & Inset days

No add cost PM review

Faculty reviews

Challenge partners review

Observation standardisation

Report to Govs/SLT

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2.4 Sharp monitoring of teaching leads to a drive for continuous improvement and sharing of best practice

Plan and deliver a system of rigorous and transparent review and monitoring of all teachers to develop practice according to the principles of learning. This will include:

Quality assured observations

Work Scrutiny

PM procedures

Self review and 360 reviews

Use of Bluesky by SLT to sharply monitor teaching and learning every half term

Plan and deliver a system of continuing CPD and sharing of good practice. This will include:

Teaching and Learning bulletin

Top Tip briefings

Full elective and core CPD programme themed on the principles of learning

Coaching and improvement programmes

Open Door week Implement new, rigorous Internal Review process

DH T&L-RS Training Team DH Ach-EN

Ongoing

Nov 14

T&L is 100% Good or better as observed in lessons, learning walks and work scrutiny A comprehensive programme of review, evaluation and training/sharing of good practice in place for all staff. This will impact teaching and learning to ensure:

There is an improvement in all areas of the principles of learning as seen in observations reported to SLT and governors 3 times a year

Lesson observation judgements are confirmed by external partners and used to support teachers

Open door week and the TopTip/TL Bulletin are deemed successful through staff evaluation

Internal Reviews complement the new DSEF and DSIP processes and deepen school leaders’ knowledge and understanding of strengths and weaknesses, leading to robust actions for school improvement

A programme of CPD including: Twilights, Sunrise & Inset days

No add cost Findings shared with SLT and presented at Govs’ SAC Committee. Feedback given to whole staff on progress towards school T&L targets

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2.3 The curriculum Reflects our core values and provides excellent, broad educational experiences

Undertake full curriculum review and act on it

Give clear direction in planning for KS3 and KS4 and quality control what is in place

Ensure that Heartlands’ principles for learning support each student

Ensure that the options process supports students in planning for high aspirations

Undertake review and implementation of the new programmes of study for KS3 and KS4

Review the creative curriculum

Review curriculum weightings

Improve vocational opportunities

Ensure better access to alternative provision either on or off site

The curriculum caters for the needs of all students with barriers to learning (incl SEND, EAL)

DH Cur-CY SENCO-HL LITCO-LD

Annually- See Curriculum review timeline

Overall KPIs are met with no group sig – 100% students make 3L+, 50% Students make 4L+

Student engagement and enjoyment in learning is high

Parental feedback on curriculum is positive

High quality schemes of work in place at KS3/4

Student are guided onto the right pathway

0% NEETs/100% engagement with education post-16

Heartlands is very well prepared for the changes to GCSE Curriculum.

Report to SLT

Students successfully accessing outside provision, monitored

and reported to SLT • Documented depth of provision that meets the needs of

SEND students at the school and locally • SEND/EAL provision is mapped, published and evaluated so

that staff and parents understand what is provided by the school

Joint planning time Training for staff

Mike Clayden to review curriculum costing

Monitor at Hofs/Hods Evaluate at SLT Report to Curric Govs

2.4 All students are very well equipped for the next stage of their education

Careers and IAG education embedded in the school from Years 7 to 11

Work experience completed and reviewed for current Yr 10

Post-16 guidance in place for Year 11

DH Cur-CY SI ML HL HY

July 2014 IAG offer throughout the school using PSHE and SEARCH Days

Training for staff on Academic tracking

Work experience and careers sessions are successful for Years 10 and 11

Options process runs with support and advice for Year 8 & 9

0% NEETs post 16

Training for tutors to deliver academic tracking

Monitor quality of Academic tracking & IAG advice Evaluate at SLT

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Objective 2: Outstanding Ethos

TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) Monitoring/Evaluation

3.1 Outstanding behaviour leads to excellent attitudes to learning, attendance & punctuality

Train staff to apply VFS consistently

Ensure Rewards are at the heart of improving behaviour in the school

Ensure regular monitoring and feedback to SLT and communicate outcomes clearly with staff

Review the VFS policy

Improve communication and input from parents

Design an effective approach to reduce repeat behavioural offenders

Embed V4S and SEARCH ethos in Collective worship

Review Internal / External Exclusion practices

Ensure regular attendance and punctuality checks and support mechanisms are in place

DH Beh-NE BW SLT GD

Ongoing Half Termly Ongoing Sep 2014 Sep 2015 Sep 2016

Lesson observations reveal consistent practice

Clear Training Cycle in place for Induction, review and for adapting to meet the needs of a growing school

Increase Reward : Sanction Ratio (2014 6:1, 2015 7:1, 2016 8:1)

Introduce and monitor the KS4 Rewards programme (Pay Slip)

Jack Petchey Awards celebrated across the school

EOY Celebration of Achievement in place with inspiration speaker

Year on year reduction in fixed term and permanent exclusions. Figures are lower than National Averages

Number of Internal Exclusions reduced (2014 – under 600, 2015 – under 550, 2016 – under 500)

VFS rewards consistently in delivered through Collective Worship

Outstanding Internal Exclusion provision in place

Outstanding External Exclusion provision in place with linked agencies

Attendance rises to 95%

Attendance rises to 95.5%

Attendance rises to 96%

Punctuality – number of students late to school decrease to less than: 15per day – 2014, 12 per day – 2015, 9 per day – 2016

Whole School Training INSET

Rewards Budget Attendance and Punctuality Budget Internal Exclusion Room Budget

HOH Meeting Half Termly Report to SLT Annual Report to Curriculum

Govs. SEF

3.2 A culture of Student Leadership promotes a cohesive learning community

Develop a clear and fair elections process

Set up a Society structure and ensure meaningfully student involvement

Peer mentoring introduced to supports student welfare

FX LI

Annually

Annual elections cycle in place

Junior Leadership team active with a measured action plan

Student Voice is valued and contributes to school improvement

Societies contribute towards teaching and learning

Peer Mentoring established, training in place and impact on student wellbeing is measured(e.g. reduced incidents of bullying)

Increasing numbers of students are involved in active leadership

Assembly. JLT Council Mtgs Peer Mentors

£5,000 Report to HOH and to SLT

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3.3 Our competency based curriculum fosters students SMSC development

Impact and value of SEARCH days evaluated

Impact and value of SEARCH competencies and the effectiveness of delivery assessed

SEARCH competencies published

Ensure greater impact of SEARCH principles in lessons

AH –DY SLT BW HOH

Review of SEARCH days completed and considered by SLT

SEARCH aims fully embedded in the curriculum

Lesson obs show impact of SEARCH principles and competencies

Heads of House drive SEARCH values through collective worship (assemblies) and Tutor time

Staff meetings/ CPD

No Cost

Report to SLT/Govs

Findings presented to whole staff

3.4 Outstanding vertical tutoring supports students’ literacy, pastoral and SMSC development

Review Vertical Tutoring Process and Handbook

Inclusion Provision Map designed and shared

Regular Tutor Team Meetings in place

Academic Mentoring programme designed, introduced and monitored

Communication with parents/carers occurs on a regular basis

Literacy Based Interventions introduced

NE HOH SI VT Tutors LD

Annually

Ongoing

March 2014 Ongoing Sept 2014

Vertical Tutor Handbook in place

Tutor Team Training Plan developed, implemented and evaluated

Tutors regularly communicate with parents / carers

MAP process ensures Early Help for all students

Interventions are measured and evaluated to show impact

Inclusion of External Commissioned Partners to enhance pastoral interventions

Case study work is evident of outstanding practice

KS4 Academic Mentoring in Place (Yr 11 – March 2014, Yr 10 – December 2014)

Clear communication points with parents in place (AFA, Parents Evenings, SEN reviews)

Quality Beyond Words Literacy Programme instilled into Tutor Time. Impact - increased reading age development

Tutor Teams £1000 Report to SLT

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Objective 4: Outstanding Leadership

TASK ACTION Lead Timescale Outcomes/Success Criteria Training Cost (Budget) Monitoring/evaluation

4.1 Ensure outstanding communication with parents leads to high levels of parental engagement

Parent questionnaire distributed and collated in a timely fashion

Twitter used with parents

Focus groups for parents set up

Website reviewed and redeveloped

School prospectus redesigned

Use of curriculum booklets and learning booklet to inform parents and carers

Teachers call home regularly

Use of half termly letter to communicate with parents and carers

DH Cur- CY BW/GL/CD

Dec 2014

Ongoing

Data presented

Policy in place on use of social media for staff

Parent feedback suggests satisfaction in school communication

Excellent participation in PTA

Whole staff training

£10 000 Report to ST

SEF process

4.2 Further develop community links that benefit our students and lead to school improvement

Annual School Fete established

Student leaders involved in local Democracy and fund raising

Business partners developed for enrichment of the curriculum and additional funding

Extend links with universities and consolidate links with the university of Arts

Use links to develop IAG

Links with Challenge Partners and PIXL lead to better outcomes for students

Autism links with IOE and GOSH developed

Develop links wih the NLC and New River Teaching Alliance to enhance quality of T&L

NEET programme established

RS FX/HS ML CY/SD CY EN HL RS MH

Annually

Sept 2015

School Fete well attended and successful in engaging the

local community, promoting the school and raising funds

Students participate in local democracy and initiate a schedule of fundraising events

Rich enterprise days in place and there is investment from business partners

Brilliant Club well established, students attend a range of events which build aspiration to attend University

IAG provision map in place and successfully implemented

Students and parents are happy with the quality of advice given

PIXL strategies are well embedded in the school. Use the challenge partner network to have a direct impact achievement and standards

Involvement with IOE and GOSH leads to better experiences and outcomes for Autistic Students

Regular involvement with Teaching Alliance and NLC offers quality CPD and development to Heartlands staff

0% NEET students following exam results (Aug 15)

Student Council Meetings

Staff Meetings

£2,000 £15,000

Student Societies/Report to SLT

Report to SLT

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4.3 Robust self evaluation and internal review leads to effective actions for school improvement

MSER cycle introduced

New DSEF/DSIP process introduced with training for middle leaders

Increased rigour of impact analysis through line management

Autism provision follows robust whole school SEF process

DH Ach-EN DH Incl-NE

09/14-09/15 then annually

MSER cycle ensures cohent systems for monitoring, self-evaluation and internal review

High quality DSEF and DSIP documents produced by HOF/HOds

SEF/DSEF process leads to strategic actions which drive school improvement and develops distributed leadership

Line management develops accountability of leaders at all levels in the school

High quality DSEF and Strategic plan produced for autism provision

Training MLT and

SLT

No add cost MSER cycle drives SEF and DSEF process

Report to Govs

4.4 Promote health and wellbeing for staff and students

Put in place healthy living weeks

Healthy Fridays

Meals Deals for eating with students

Vie Life support line

Staff council

Annually Report of Health presented to Staff Council

Programme of events during Health and Wellbeing Days Produced

Staff Meeting £5,0000 Report to SLT

4.5 Ensure outstanding Governance

Governance review day

SEF

Governor link visits take place

Chair Feb 2014 Skills analysis

Action plan and self-evaluation produced

Training has taken place and evaluated

Gov Training £2,000 Full Governors

Objective 2: Business Plan

TASK ACTION Lead Timescale Outcomes / Success Criteria Training Cost(Budget) 11/12 Monitoring/Evaluation

5.1Ensure the school meets statutory requirements

Action Plan on Health and safety and Fire produced

Produce Risk Register

Develop internal and external auditing procedures

Mike/SK LA

Oct 2013 Recommendations to Health and Safety Committee

Risk Register produced and presented to Audit Committee

Clear terms of reference in place for the audit committee

Staff 4,000 Report to Govs

5.2 Seek further funding and links

Explore business sponsorship where appropriate

Research and apply for appropriate grants

LA October 2013 October 2014 October 2015

Bids written and in place

Sponsorship and additional funding agreed

LA-Training on bid writing

none Report to SLT

5.3 Ensure Outstanding facilities for learning

Develop extra space within the canteen

Research and produce feasibility on autism expansion and setting up with a separate URN

Outside Cover for lunchtime

Develop working links with

Mike/SK GD SK

April 2014 April2015 April 2016

Building Development plan produced

Work undertaken with governors and application in place for

new school if approved

Heads of Terms agreed and in place with the Cricket Club

None

TBC

Report to FGP

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Middlesex Cricket Ground

Building Renovation Plan Produces scheduling works

5.4 Ensure outstanding resources for learning

Review procurement

Review ICT provision and produce a strategy

Review Staffing structure for ICT

LA LA LA

April 2014 April2015 April 2016

Review of current provision presented to SLT

Year ICT Strategic Plan produced and presented to SLT

Yearly Review presented to SLT

Training for staff on new ICT systems

£50,000 Report to SLT and to governors

5.5 Feasibility study on Post 16

Feasibility study undertaken

Collection of views and consultation

Proposal produced

Mike Clayden

May 2014 Sep 2015 Sep 2016

Report produced

Implementation plan in place

If feasible implantation begins

None Report to SLT/Govs