School Improvement Plan
Inclusion for Excellence
The principle priority for all staff teams is inclusion: ensuring that all staff are committed to and involved in identifying and meeting the pastoral and academic needs of all students. We will all use the whole school provision map to secure an understanding of our universal provision for all students, followed by targeted and specialist provisions for vulnerable students. Our universal provision details the responsibilities and expectations of all staff in leading a culture of inclusion by embedding consistent routines, processes and language that foster a robust sense of belonging for all students and for teaching staff in embedding inclusive practice in all lessons.
| Three Big Moves | Priority One | Priority Two | Priority Three |
|---|---|---|---|
| 1. Inclusive culture and systems: The school culture and systems celebrates and supports the achievements of all students, is visible across all aspects of our school community and contributes effectively towards a sense of belonging and care for all. | Action 1: Attendance is everyone's responsibility | Action 1: Embedded use of the whole school provision map | Action 1: Updated and high profile rewards structure and consistent use of positive language |
| Action 2: Understanding and use of One-Page Profiles (OPPs) by all staff to meet students' academic and pastoral needs | Action 2: Systematic inclusion process to identify and target students' additional needs | Action 2: Regular and effective student voice | |
| Action 3: Culture on a page routines and expectations for all staff | Action 3: Effectively delivered and monitored targeted and specialist interventions | Action 3: Parent engagement strategy and calendar | |
| 2. Adaptive and Responsive Teaching: The curriulum and all lessons are planned to be both adaptive to the needs of all learners and responsive to both formative and summative assessments. | Action 1: Use of data and OPPs | Action 1: Teaching & Learning (T&L) on a page routines and expectations | Action 1: Continuting Professional Development (CPD) on assessment design |
| Action 2: Systematic adaptation of the curriculum | Action 2: Whole school and subject CPD | Action 2: Consistency in assessment design | |
| Action 3: QA of adaptations and pedagogy | Action 3: Monitoring the quality and effectiveness of T&L on a page | Action 3: Development of assessments and use of assessment information | |
| 3. Attendance: All staff work consistently and systematically to improve attendance, understanding their roles and using embedded processes to target absence swiftly and effectively | Action 1: Roles, responsibilities and "What To Do's" (WTDs) | Action 1: Embed the A Star threshold model | Action 1: Whole school provision map to implement universal, targeted and specialist interventions |
| Action 2: Attendance calendar of key actions linked to specific/vulnerable times of year | Action 2: Develop dashboards for sub-group analysis and actions | Action 2: Graduated response and implementation of the inclusion process | |
| Action 3: Attendance meetings and briefings targeting at risk students | Action 3: Consistent process and flow charts for responsive actions to absence | Action 3: Specialist training for staff on EBSA, ACE, delivering attendance interventions |