School Development Plan


 

Didcot Girls’ School, School Development Plan (SDP) 2016-2017, Beyond Outstanding

Whole school priority points for improvement

Improve the currently good provision and outcomes to the outstanding levels achieved by other pupils in respect of the sixth form and pupils with special educational needs.

Reduce the need for fixed term exclusion and continue to improve further pupils' attendance.

Ensure that no students are made unhappy because of name calling or other misbehaviour.

(Ofsted Report, Nov 2015)

Develop high quality oracy and confident spoken communication in all pupils.

Improve the use of independent learning to ensure it has a significant impact on student outcomes.

Develop a coherent 5 year curriculum that delivers outstanding outcomes for students across the curriculum at KS4, incorporating planned formative and summative assessment to inform a rigorous understanding of progress in both key stages.

Develop the concept of an 'outstanding DGS student' who embodies the school ethos and create further opportunities for students to practise their leadership skills and develop resilience and a growth mindset

(DGS Identified Priorities)

               

Priority Areas SLT lead Performance Indicators and Key Objectives Key Actions for Impact Monitoring & Evaluation

Governors

1. Achievement

 

 

 

 

 

 

 

SMR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ADT

 

 

 

 

PW

Mission Statement: Every child fulfils their potential

We expect to achieve the following benchmarks:

·Year 11 meet aspirational target of 77% 5A*-C E&M (FFT “High” target 71%)*.

·Remain in the top quintile for Progress 8

·Attainment 8 is in line with similar schools. Average grade will be B-

·At least 77% of all students will achieve at least a grade 4 in English and Maths.

·20% of students achieve Ebacc (max eligibility)

85% of all students make at least 3 levels of progress in English Lang & Lit, Maths and Science; 50% of all students exceed 3 LOP in English, Maths and Science. These targets are broadly in line with FFT “High/Very High” targets for these subjects. We set the same targets for all subjects and anticipate that this level of ambition should enable us to be in the top quintile of schools for the Progress 8 measure.

We set exactly the same targets for all vulnerable groups; at least 85% of students to make at least 3 levels of progress: lower PA; Pupil Premium; Young Carers; SEN; in-year admissions

100% of HPA students make expected levels of progress in English Lang, Maths and Science. At least 95% to make beyond expected levels of progress in these subjects.

LPA students make rapid progress. Students not secure at level 4 in reading, writing and mathematics on entry receive excellent and targeted support so they catch up with their peers quickly.

cf Didcot Sixth Form College (DSFC)  Development Plan

Yr 12 & Yr 13 results show reduction of ISV and vast majority of subjects’ performance is ALPS good or better (ALPS 3 – 1). No U grades at A2 and A*-B grades above 60% at A2. Consistent performance of subjects across both sites.

At A2: 30% entries graded at A*-A grades and 10% A*

Average grade will be B-

VA for A levels and Vocational Qualifications to be sig+ versus national average and for both girls and boys. ALPS T-Score of 3

No significant difference  in VA or achievement between groups of students (SEN; Bursary)

Yrs 7-11 RAP and Review Days track achievement of key group, ensuring effective and timely interventions to boost progress of most able, vulnerable groups and narrow the achievement gap. This regular and effective sharing of data enables swift intervention using DTT and ensures a sustainable model for success.

 

 

 

 

Focus on revision skills and independent learning to support more challenging linear specifications.

Accountability for Pupil Premium to raise achievement through quality assurance of specific provision Yrs 7 -11. Close tracking of vulnerable groups.

Revision school runs through holidays and weekends providing additional, personalised student support.

 

 

 

 

Co-ordinated programme of support and enrichment led by Ulysses and Russell Group Leaders

 

 

 

Yr 7 peer numeracy & literacy programmes, and deployment of Progress Mentors and TAs creates effective network of support and use of Catch Up Premium funding

 

RSL KS5 ensures swift post-snapshot intervention from HODs and teachers to reverse predictions of underachievement with particular emphasis on students vulnerable at A*-B.

 

DSFC - opportunities for: across-site peer lesson observation, CPD with sixth form focus, joint meetings; collaborative planning; peer review. Focus on support and challenge strategies.

SLT Tracking of Yr 11 performance on termly basis to governors

Appraisal used to establish & support aspirational targets

 

 

 

 

 

 

 

Back analysis of dept predictive data used to ensure credibility of all tracking data

Review ongoing evidence of effectiveness of DTT approach to intervention

QA of RAPs, ABCs, Progress Mentor provision and small group interventions via ongoing assessments.

 

 

 

 

 

 

 

 

 

 

 

QA of KS3 and SEN Review Days and intervention provision (via ongoing assessments of pupil progress)

 

100% lessons at KS5 judged Good or better across both sites in lesson observation cycles

 

 

RSL KS5 tracking of A2 performance on termly basis to SLT, CS and DSFC Governors

QA of RSL KS5 meetings and intervention provision

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C&S

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sixth Form Govs

 

 

 

 

 

 

 

2. The Quality of Teaching & Learning and Assessment

 

 

 

 

 

TXG/HLT/FKA & T&L Team

 

 

 

 

 

 

 

TXG/ FKA& T&L Team

 

 

 

 

 

 

 

 

 

 

 

SV

 

 

 

 

FKA

 

 

BJB

 

 

 

 

 

 

 

 

 

 

 

PW

Core value/Vision: High quality teaching and learning

100% of lessons provide evidence that progress over time is at least good for all classes.

Personalised CPD has sustainable impact on the quality of T&L in classrooms and is linked to SDP priorities and appraisal objectives

Assessment: Teachers give high quality, target based verbal and written feedback based on systematic and accurate assessment of prior learning, and in line with a coherent whole school policy.

Students have a Growth Mindset approach to learning and are given the opportunity to act on feedback and take responsibility for doing so. Students will be able to give and respond to meaningful self and peer-assessment.

KS3 curriculum provides necessary challenge and rigour to prepare students for reformed KS4 qualifications. Increased use of summative assessment points and extensive moderation needed to quality assure assessment post KS3 levels.

High quality oracy is apparent across the curriculum and through the school’s extra-curricular provision to develop further students’ ability to be articulate, confident and persuasive.

Independent learning is effectively used to extend students’ learning and to develop characteristics of outstanding learners.

Homework is challenging and effective to prepare students for more challenging linear specifications. Learning by rote and writing accurately is prioritised across the curriculum.

Progress for SEN students is driven through quality first, responsive T&L, supported by effective and responsive CPD for teachers and TAs.

 

 

 

 

 

100% lessons at KS5 judged Good or better across both sites in lesson observation cycles

Excellent induction for new staff inc. the school’s Growth Mindset culture, DGS Half Dozen & ‘The DGS Way’.

Differentiated CPD and a range of CPD approaches support outstanding T&L

High quality written assessment is woven into a range of quality assurance systems across the school with regular and high quality CPD to support shared understanding.

 

 

 

T&L Team support department development time by providing/sharing good practice on formative and summative assessment, rigorous, coherent planning for progress and quality assurance of subject curricula. 

 

 

 

 

 

 

Use of whole school systems to raise profile of oracy. HODs provide additional opportunities to drive oracy agenda. Use of student role models and leaders to support development of oracy. 

T&L team develop student involvement in T&L to create shared understanding of what it means to be an outstanding learner.

Consistent use of Show My Homework and planning independent learning are a focus of department development time, ensuring curriculum planning is mindful of the need for coherent homework provision.

Learning Support representation on T&L Team to support focus on CPD for teaching pupils with SEND. Whole school T&L approaches to be shaped/differentiated for SEND pupils where necessary (inc. DIRT, 2 stars and a wish, PLCs/success criteria

DSFC - opportunities for: across-site peer lesson observation, CPD with sixth form focus, joint meetings; collaborative planning; peer review. Focus on support and challenge strategies.

 

 

 

Lesson evaluation records, learning walks, peer review days, CPD evaluations, appraisal records

 

 

 

 

 

 

CPD evaluation and impact records; appraisal records

 

 

 

 

 

 

 

 

 

 

All evidenced by: work scrutiny; review days; assessment data; learning walks; student interviews; lesson evaluations

 

 

 

 

Monitoring of  SMHW by HODs and SLT links

 

 

 

 

Lesson evaluations; Review Days; Learning Walks; D6 Govs& Main School Govs QA Day

 

 

 

 

 

 

C&S

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C&S

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D6 Govs

3. Behaviour, Attendance and Safety

 

 

 

 

WJM/ADT/PW

 

 

 

 

 

 

 

 

 

 

 

 

 

WJM/ADT/TV

Mission Statement: Every child fulfils their potential; to develop all students as future leaders

Core Value: Respectful Relationships

Behaviour reflects the school’s values and our ‘commitment to excellence’.

Behaviour: Pupils’ conduct is impeccable and they choose to behave well. Incidences of low level disruption are extremely rare. Behaviour for Learning is consistently exceptional across the curriculum, in all year groups, and outside lessons creating an outstanding climate for learning. Increased focus recognising the achievements of the vast majority of students who do the right thing every day.

Attendance for all students is 96% and attendance for all groups of students is high and where this is not the case it is rapidly moving towards national averages. Attendance is above 95% for both Years12 and 13

Pupils are safe and feel safe at all times. Name calling is eradicated in the school community. Students report understanding how to stay safe online through high quality e-safety education and guidance to prevent CSE

There is a drive and commitment to develop a Growth Mindset in all our students

 

School values visible and high profile across DGS and DSFC

 

Behaviour Management is very effective and based on excellent staff/student relationships. Close tracking of inappropriate behaviour enables early intervention. SOPs at DGS and DSFC are consistently implemented. Rewards system titled to significant majority of students who do the right thing each day.

 

 

Rigorous use of the Attendance Diamond by key staff & high profile of attendance with students & parents. P’ship Xchange tracks students attendance at DSFC

Anti-Bullying work in liaison with OCC including annual survey; Yr 8 Buddies and Yr11 Prefects to befriend younger students; SLT assemblies; Parent Information Workshops; ICT/Computing & PD curriculum 

 

 

 

Learning Walks, Lesson Evaluations, Student Surveys, Staff Behaviour Survey.

 

 

Daily and weekly analysis of lesson removals/exclusion by HOYs and SLT leads

 

 

 

 

 

Weekly tracking of attendance by HOYs and Student Managers.

Termly reporting on attendance to SLT and governors

 

Tracking of e-incidents; student surveys

 

 

 

 

C&S

 

 

 

 

 

C&S/Sixth Form

4. Personal Development & Welfare

 

 

RW

SG

 

 

 

 

GKK

 

 

 

 

GKK

Core Value/Vision: An inclusive and outward looking school

There is a shared investment in outstanding leadership from staff and students, providing high quality engagement opportunities and enriching our distinctive identity as a school which promotes leadership roles for young people.

100% of KS3 students and at least 90% of all students to complete Bronze Award of the Leadership Ladder; in particular targeted disadvantaged groups take more active leadership roles

The House system rejuvenated to link with whole school priorities eg  oracy, attendance and ‘being an outstanding DGS student’ 

Leadership Ladder and House

System promoted by HOYs and tutors with excellent role modelling. Enlarged 6th Form leadership group creates more opportunities for sixth formers.

 

 

 

‘Thought for the Week’ widely promoted.Strong campaign culture throughout school. School Council promotes outward-looking dimension & charity work.

British values promoted via Big Questions Days; Community Leaders celebrate diversity

External recognition eg Youth Awards, BACAs, campaign success, STEM competitions and participation

 

 

 

 

Surveys show students value leadership skills and have high aspirations

 

 

Evaluation of 6th Form Leadership Group 

 

C&S

 

 

 

 

 

 

 

 

D6 Govs

5. Leadership

And

Management

 

 

RW

 

 

 

 

 

 

 

RW/CP

 

 

 

 

 

 

 

PW

 

 

 

TXG/PW

 

 

 

 

 

MG

Vision: Leadership ethos & outward looking school

Explicit leadership culture, which embraces Growth Mindset principles, reflected in day to day shared commitment to high standards and excellent outcomes. High levels of support and accountability in a collaborative leadership model. Increased focus on succession planning to recruit and retain highest quality staff.

USP of outstanding, high performing girls’ school committed to superb leadership development opportunities for young people promoted widely and assertively to combat competition from new schools. Deepening partnership with SBS creates excellent opportunities for boys and girls (eg joint creative and performing arts)

Consistency in standards and expectations across both sites of the DSFC with D6 leaders held to account for similarly high quality outcomes

 

Options choices for KS4 and KS5 and destination outcomes show that all students, including disadvantaged groups have been successfully supported to have high aspirations for their futures and progression data is excellent with no NEETs.

Governors hold senior leaders to account for all aspects of the school’s performance; they have a clear understanding of the school’s strengths and its areas for development and ensure financial stability and sustainability

 

 

Future leaders quickly identified at all levels of the organisation for fast track progression; SLT coaching & school visits support succession planning. Active focus on staff well being to ensure sustainable work/life balance

High quality QA of leadership via peer review days and SLT link meetings

Website, Twitter, Panorama, Bulletins all high quality. Active marketing of schools in local and national media. Inspirational recruitment events held throughout the year. Pro-active links with DAP and non-DAP primary schools.

 

Links with business, science, HE and alumni optimised to enrich provision, raise aspirations and create career pathways

 

 

High quality IAG & Adviza; options choices tracked by group; destinations for Yr 11 and Yr 13 evaluated by group and prior attainment. High quality work experience and careers fairs.

Governors’ Quality Assurance Day; Visits to Staff Briefing and Exit Interviews

 

 

Appraisal records; exit interviews with governors;

Analysis of appointments each year

 

 

Rising Yr 7 and Yr 12 numbers each year tracked against % of catchment and out of catchment uptake.

 

Feedback from parent, staff & student surveys

 

 

Evaluation of destinations data; evaluations of careers events

 

 

 

Analysis of work experience placements & extra-curricular provision

 

 

Governors’ Committees Minutes

 

 

C&S

 

 

 

 

 

 

LGB & Trust Board

 

 

 

 

 

 

 

D6 Govs

 

 

 

 

 

C&S

 

 

 

 

Trust Board

 

Glossary:  

   
CPD – Continual Professional Development     QA – Quality Assurance                  HODs – Heads of Department                        
SMHW – Show My Homework online programme T&L – Teaching & Learning  A,G&T – Able, Gifted and Talented                       
LPA & HPA -Low and High Prior Attainment DTT- Diagnosis, Therapy, Testing   RAP – Raising Achievement Panel     
NEET – Not in Education, Employment or Training    FSM – Free School Meals               SEN – Special Educational Needs                     
NQT – Newly Qualified Teacher         SOPs – Standard Operating Procedures          ISV – In-School Variation          
FFT – Fischer Family Trust   ABC –Attendance Behaviour Concern mtg                    RSL - Raising Standards Leader        
PD – Personal Development                            IRIS – video program used to film teachers for CPD CSE – Child Sexual Exploitation