School Development Plan - Didcot Girls' School

School Development Plan

Didcot Girls’ School, School Development Plan (SDP) 2017-2018   

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)

Continue to improve the currently good provision in the sixth form, with a particular focus on teaching and learning, the use of independent learning and the ethos of sixth form learners.

Improve outcomes, attendance and exclusion figures for disadvantaged students and students with SEND needs. Maintain and improve systems, structures and facilities that ensure pupil wellbeing remains a strength of the school.

Use a focused whole-school CPD programme to further improve pedagogy, assessment and curriculum planning in order to maintain outstanding outcomes in increasingly challenging GCSE and A level specifications, with a greater emphasis on terminal assessment.

                                                                                (DGS Identified Priorities)                               
Priority Areas SLT lead  Performance Indicators and Key Objectives aligned to Strategy Key Actions for Impact   Monitoring &      Evaluation






Mission Statement: Every child fulfils their potential

We expect to achieve the following benchmarks at Key Stage 4:

  • Remain in the top quintile for Progress 8
  • Attainment 8 is in line with similar schools. Average grade will be B-
  • At least 80% of all students will achieve at least a grade 4 in English and Maths
  • 30% of students achieve Ebacc

80% of all students meet their EP targets in English Lang & Lit, Maths and Science; 40% of all students meet their BEP targets in English, Maths and Science. We set the same targets for all subjects and we 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: 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.

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 in extended student guidance time to support more challenging linear specifications.

Close tracking of vulnerable groups, a range of interventions for Yrs 7-11, and support from Achievement Coordinator.

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

Coordinated programme of support and enrichment led by Ulysses and Russell Group Leaders.

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.




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

Yr 7 numeracy & literacy programmes, and deployment of Progress Mentors and TAs via Extended Student Guidance Time creates effective network of support and use of Catch Up Premium funding.

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




Didcot Sixth Form (DSF) Development Plan

Students make sustained and substantial progress in all aspects of their study programme.

Progress on Level 3 qualifications in terms of value added is above average across nearly all subjects.

Yr 13 results show reduction of ISV and vast majority of subjects’ performance is ALPS good or better (ALPS 4 – 1).

No U grades and A*-B grades 58%.

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

Average grade will be B-

VA for Level 3 qualifications to be sig+ versus national average and for both girls and boys.

ALPS T-Score of 4

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

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.

Co-ordinated focus on quality of T & L across DSF with particular focus on planning for progress, differentiation, pitch, challenge and support involving Lead Practitioner for KS5 T & L

Co-ordinated focus on planning for and implementation of independent learning to support student progress involving Lead Practitioner for KS5 independent learning

DSF - opportunities for: across-site peer lesson observation, CPD with sixth form focus, DSF T & L meetings; collaborative planning; peer review.

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

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

QA of RSL KS5 meetings and intervention provision.

Sixth Form

2. The Quality of Teaching & Learning and Assessment

FKA & T&L Team

Core value/Vision: High quality teaching and learning

100% of lessons provide evidence that progress over time is at least good for all students across all key stages.

Individualised CPD programme, linked to SDP priorities and aimed at meeting the challenges of new, linear GCSEs and more challenging A levels has a sustainable impact on the quality of T&L.

Teaching of revision and independent learning skills developed with teachers and explicitly taught to students, in order to ensure they are prepared for the challenges of new specifications.

Assessment: Teachers give high quality, target based verbal and written feedback based on systematic and accurate assessment of prior learning in classrooms, as well as through regular low-stakes testing and rigorous end of year/mock exams across all key stages. 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.










Excellent induction for new staff (Growth Mindset, DGS Half Dozen & ‘The DGS Way)’. Individual CPD programme supports SDP priorities and outstanding T&L in all key stages.




T&L Team to lead on creating Revision Revolution resources to be shared with students through lessons, assemblies and Extended SG time.




Monitoring of written assessment, feedback and DIRT woven into a rigorous QA calendar with responsive CPD from T&L Team and HODs where needs arise. HODs forum used for moderation and sharing of good assessment practice.










Lesson evaluations, learning walks, review days, CPD evaluations & appraisal.





SMHW use monitored. QA of SG Time resources, assemblies & briefings.





Work scrutiny; review days; assessment data; learning walks; student interviews; lesson evaluations.


The Quality of Teaching & Learning and Assessment
























PW/FKA & T&L Team

High quality oracy is apparent through the school’s extra-curricular provision as well as in the classroom where students will be given the opportunity to become articulate, confident and persuasive. Students will be willing to use their voices to develop and debate a point of view.

Progress for SEND and PP students is driven through quality first, responsive T&L, supported by effective and responsive CPD for teachers/TAs and alongside additional intervention beyond first teaching (in SG Time).

Teaching and learning in KS5 lessons to be consistently good or better across both sites, matching the quality and rigour in evidence at key stages 3 and 4.

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.








Learning Support Tuesday briefing supports SDP focus on SEND pupils’ achievement/progress. Whole school CPD focus on teaching and learning for SEND & PP students.






T&L Team to drive QA of T&L in KS5 with responsive CPD and further QA where necessary. Particular focus will be paid to pitch, directing of independent time and planning for progress of all learners.

Extra-curricular provision, classroom observation, students’ contributions to assemblies, Open Evening etc.







All QA processes, RAP meetings and intervention impact data.







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
























Sixth Form

3 Behaviour, Attendance and Safety




























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 PP & SEND is above national averages. Attendance is above 95% for both Years12 and 13.

Pupils are safe and feel safe at all times. 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 DSF.

Behaviour Management is very effective and based on excellent staff/student relationships. Close tracking of inappropriate behaviour enables early intervention. SOPs at DGS and DSF 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 with particular focus on PP & SEND % attendance & high profile of attendance with all students & parents.




Renewed focus on e-safety education with students & parents via curriculum & enrichment.

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

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



Monitoring of online rewards system usage.












Weekly tracking of attendance by HOYs and Student Managers.

Termly reporting on attendance to SLT and governors with focus on PP/SEND.

Tracking of e-incidents; student surveys.


























Sixth Form

4. Personal Development & Welfare






























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, public speaking, debating, attendance and rewards

The Well Being Centre provides a quiet and reflective space to support the mental and emotional health of students and guidance provided to parents.

House System strengthened and made more distinct. Extended SG time used to promote Ethos activities, in particulate the behaviours of an ‘Outstanding DGS Student’. School Council, Careers, STEM provision continue to reach outwards to business and community. British values promoted via Big Questions Days. Strong campaign culture throughout school

School Council promotes outward-looking dimension & charity work.














The Croft converted into Well Being Centre and used for reflection, calm space and discussion facilitated by pastoral leads, PD teachers and School Counsellor.

Surveys show students value leadership skills and have high aspirations.

External recognition eg Youth Awards, BACAs, campaign success, STEM competitions and participation; DEN continues to thrive.
















Student Surveys and Student Forums.


5. Leadership


















































Vision: Leadership ethos & outward looking school

Explicit distributed leadership culture, which embraces Growth Mindset principles, reflected in day to day shared commitment to high standards and excellent outcomes. Focus on succession planning to recruit and retain highest quality staff.

USP of outward-looking outstanding, high performing girls’ school promoted assertively to combat competition from new schools. Deepening partnership with SBS creates excellent opportunities for boys and girls. Particular focus on STEM, Mandarin Chinese and Business through external links

Development of leadership roles and integration with main schools in DSF with D6 students leading on debating and current affairs. Consistency in standards and expectations across both sites of the DSF with D6 leaders held to account for high quality outcomes.

Teaching School creates compelling, distinctive and financially sustainable offer which furthers partnership in DAP and creates new school links to support MAT Development.

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.









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.









Ownership of key leadership groups in D6 lead to measurable impact and influence across main schools.








Plan Yr 1 offer carefully, playing to DGS strengths and filling gaps in the TS marketplace.





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








Ongoing review of progress and CPD events, school to school work: QA and self-evaluation of all TS events.



Governors’ Comm Mins
















LGB & Trust Board














Sixth Form










LGB & Trust Board







Trust Board


CPD – Continual Professional Development     QA – Quality Assurance                 HODs – Heads of Department                               SMHW – Show My Homework online program  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

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