Where are we now? - the journey so far …

Increase the proportion of lessons that are good and outstanding by providing more opportunities for teachers to work together and observe the outstanding practice that exists.

Increase the rate of progress that all students make in English by: increasing the focus on literacy in all subjects and embedding the new marking strategy designed to improve students’ spelling and punctuation.

Ensure that all leaders use the information the academy gathers on students’ progress to: set challenging targets for the academy and the students, monitor carefully the progress individuals and groups of students are making and to ensure that teachers devise learning activities with a suitable level of challenge for all abilities, especially the more able.

Out of special measures – not the end, merely the “end of the beginning”

  

 MONDAY

 TUESDAY

 WEDNESDAY

   THURSDAY

 FRIDAY

 Reg/Tut/Ass

 8:25 – 8:30

 8:25 – 8:30

 8:25 -8:30

   8:25 – 9:30

 8:25 – 9:30

Lesson 1 8:30 8:30 8:30      

Lesson 2 9:30 9:30 9:30 Lesson 1 9:30 9:30

Break 10:30 10:30 10:30 Break 10:30 10:30

Lesson 3 10:50 10:50 10:50 Lesson 2 10:50 10:50

Lesson 4 11:50 11:50 11:50 Lesson 3 11:50 11:50

Lunch 12:50 12:50 12:50 Lunch 12:50 12:50

Registration 1:30 1:30 1:30 Registration 1:30 1:30

Lesson 5 1:35 1:35 1:35 Lesson 4 1:35 1:35

Lesson 6 2:35 2:30 2:30 Lesson 5 2:35 2:35

End of day 3:35 3:35 3:35 End of day 3:35 3:35

The new curriculum model

The Ofsted Development Target Action Plan

The Self-Evaluation Form (SEF)

Key improvement documents

February 2014

“The visit was the first monitoring inspection since the academy was judged to require improvement following the section 5 inspection in November 2013. It was carried out under section 8 of the Education Act 2005. Senior leaders are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The academy should take further action to: ensure all students respond to feedback on their work, so that the accuracy of their spelling and punctuation improves.”

External validation - Ofsted

Visit by Rosemary Prince, the lead adviser from the new DFE Regional Commissioner’s Office responsible for the East of England, November 2014: Noted the strategies we have put in place to ensure a “better deal for our pupils”, our focus on “ensuring that pupils make better progress in English, maths and science” and the “engaging atmosphere and sense of purpose in lessons”.

External validation - DfE

93% - HAPPY 93% - SAFE 78% - PROGRESS 83% - WELL TAUGHT 86% - APPROPRIATE HOMEWORK 85% - WELL BEHAVED 86% - WELL LED AND MANAGED

External validation – Ofsted Parent View

Recovery

Development

Parallel forces

There has been continued loss of funding due to reduction in pupil numbers. The consequence of the drop in birth rate in the area is that the intake for Year 7 over the last two years has been well below the admission number of 120 students (the PAN). Each individual pupil brings funding of £4.9K and therefore this significant shortfall in pupil numbers has had a major impact on income.

  The situation in respect of the birth rate has been further compounded by

the school’s placement in special measures in 2012 which had the effect of a number of students leaving the school or deciding not to attend the school between 2012 and 2013.

   From 2015 it is expected that Suffolk schools will receive an uplift of the

School Budget Share of around £68 per pupil. However, this will be wiped out by a 2.5% increase in the employer’s pension contribution in the same year.

  It has been confirmed that the Education Support Grant to academies will

be falling from £140 to £87 per pupil.   The Funding Agreement with the Secretary of State commits the Academy

to operate within a balanced budget on the funding provided.

Pupil roll and funding

Recovery (1)

Recovery (2)

Holbrook Teaching ModelHolbrook Lesson ModelPersonalisation of LearningPeninsula Partnership of Schools

MarketingTransport

Development – future plans

An Academy at the heart of the local community? (O) Young people make a positive contribution to their community? (O) Overall quality of the education provided? (I) Standards of literacy, numeracy and independent learning? (I) The overall achievement of pupils (attainment + progress)? (I) Providing personalised learning, challenge and support? (I) Quality of teaching at the school? (I) Extending the range of subject choice and co-curricular

opportunities? (I) Behaviour and safety of pupils at the school? (I) Promoting personal development and employability skills? (O) Quality of leadership and management? (I) Developing learning through new technologies? (O) Quality of relationships with parents and carers? (O) Quality of communication with parents and carers? (O) Learning for life? (O)

What do you think?