SCHOOL DEVELOPMENT PLAN
2013 - 2014
“All believe, ‘They can make it happen.”
Ofsted – April 2013
“In education, an important end is to make a difference in the lives of students”
Michael Fullan – Leading in a culture of change
Loxford School of Science and Technology has grown significantly in the last year. The school is now an all through school and will become one of the biggest schools in the United Kingdom with a 3000 population. This year Loxford takes on its biggest challenge as it embarks on its journey of becoming a Trust. This means that it will now sponsor schools on special measures to improve the outcome for other students in other schools.
The school believes in setting the highest levels of academic targets and reaching these. The A* - C levels have increased this year as have the A level accomplishments and the KS1 area has met the government floor targets against the most challenging circumstances. The EYFS levels exemplify again the school’s desire to set high standards for all the students that attend.
This year the school will focus on its moral purpose and the need to ensure it has an impact and makes a difference in the lives of all individuals “if you don’t treat others well and fairly, you will be a leader without followers” – Michael Fullan.
The primary responsibility of the school and all the departments is to put in place learning that engages students intellectually, socially and emotionally. Loxford School of Science and Technology has passed many significant milestones and continues to improve. Improvement must be sustained as it contributes to the growth and good of all the stakeholders.
Areas with difficulties will work with areas of strength to improve outcomes for all students. A clear system of departments collaborating will be a highlight of school improvement. Small working parties will be the forefront of school improvement. Together as a family the school will meet the challenges to reap the rewards.
Loxford will continue to work with the local community and develop the excellent work of the newly established PTFA.
The work of the Governors will also increase in the level of visits and collaboration in the school acting as a critical friend. Improvements in staff development.
A significant number of colleagues gained Qualified Teacher Status in the last year and the quality of educational experience gained by our students is consistently improving. The School is fully staffed with subject specialists, also including many well qualified teachers, expert in their field. The appraisal system continues this year with clearer targets set for all staff. A large number of Teach First, GTP’s and NQT’s will start with us next year. The Senior Leadership Team will act as critical friends in their role as Senior Line Managers.
The vision for the school is now identified into moving into academy status and opening as “The Loxford Trust”. Loxford will formulate into a multi academies trust working with and sponsoring failing schools.
The school has been judged outstanding in 2013 and results in all key stages will be substantially improved in 2014. Examination results at key stages 4 and 5 significantly higher than the national average based on the baseline data of students.
The vision will only be realised by building on the success of the school so far to raise standards of attainment significantly. To do so will take a number of years and require many changes, some of which will be transformational in nature; others will be no more than minor adjustments to existing practice.
The aim of the school will be to target all students on entry to ensure that they are given the tools to move onto university if they wish. By encompassing the “stage not age” approach we will be able to identify how students make progress. For example some students may progress to university in six, seven or eight years depending on their ability levels. A key area will be to concentrate on literacy and numeracy. The AEND department will continue to develop intervention strategies to ensure that all students have the ability to access the curriculum. Department areas will be reviewed through a vigorous programme with lesson plans in all subject areas. The one to one tuition will continue to grow. As such, literacy and numeracy will be a key feature and centres of learning will develop within the school. A Literacy, Numeracy and Behaviour unit will be key features in the school and corrective reading strategies will form part of the curriculum. Areas that have not performed as well as other areas will be held accountable to ensure that they meet the challenges of examination performance.
The curriculum will also be modified at all key stages to allow students greater access to options that they will succeed in and achieve their potential. Greater emphasis will also be placed on students gaining 5 A*- C grades including English and Maths with clear intervention strategies to improve the percentage figure for this area. The current declared figure is 67% and it is expected that this figure over the next three years rises to over 70%.
Behaviour monitoring, exclusions and attendance will continue to be key areas of improvement resulting in fast clear systems.
Appraisal will also feature as a key area for development allowing staff to develop their personal portfolios with clear training needs identified leading to INSET that enables both the individual staff member and the whole school to benefit.
Assessment of all students will be a key feature in the school and departments with greater accountability for all subject areas using national data as a guideline. Students will be tracked consistently to ensure that they are meeting their potential with clear interventions if they are not.
Curriculum areas will have open, clear and accessible schemes of work that are clearly progressive. Department Reviews will be a central focus for all Curriculum Leaders as they lead their teams into a self evaluating focus and will set clear actions with targets. All post holders will ensure that they are part of departmental processes and that they have an evidence portfolio that clearly tracks their responsibilities.
Small working groups on teaching and learning, particularly in the Sixth Form, will be established this year to further enhance the education children receive.
There will be better communication with parents resulting in improved standards of pupil performance. Reporting to parents will occur three times a year resulting in improved relationships with parents and the school. It is essential that we develop strong partnerships with our parents.
The Annual Development Plan for
2013 – 2014
Each Annual Development Plan will take the School one step closer to realising the vision, map out the route to success and provide clear criteria against which progress can be measured. Because, unless you know where you are going you won’t be able to plan how to get there and won’t know when you have arrived!
The plan for 2013 - 2014 takes as its main theme the need to raise standards of attainment. In order to achieve that aim there are 4 key objectives, based on Ofsted criteria clearly described in the following sections.
KEY OBJECTIVES OF THE 2013-14
SCHOOL DEVELOPMENT PLAN
Key Objective 1:
Leadership and Management.
Key Objective 2:
Leading Teaching and Learning.
Key Objective 3:
Raising Standards and Achievement.
Key Objective 4:
Behaviour and Safety.
Loxford School of Science and Technology.Mission Statement.
We will maximise the effectiveness of learning opportunities, technologies and our distinctive specialism in Science, Technology and Languages in order to provide a well-ordered, reflective, enterprising and collaborative environment in which all participants are respected and are enabled to fulfil their potential and to make a positive contribution to the development of our culturally rich community. Ethos.
Values, Vision and Mission.
Through our policies, practice, evaluation and celebration we shall illustrate our commitment to:
1. All humanity
, respecting the rich diversity of individual, family and community life; specifically recognising and supporting the primary entitlement of all in the development of their own spiritual and emotional well-being and of a positive self-esteem.
2. The fulfilment of personal potential
through educational opportunity, based on the aspirations of individuals, appropriate to their needs and accessible to their circumstances.
3. Innovative and flexible approaches to teaching and learning
, effectively deployed to raise student aspirations; grounded in realistic self-appraisal, fuelled by clear visionary inspirations, driven by supportive staff, and resourced by state of the art facilities within a purposeful and attractive environment inspired by a clarity of vision from the school’s leaders.
4. A broad, balanced and personalised curriculum
, enhanced by our distinctive focus on Science, Technology and Languages, supported by effective deployment of a range of educational technologies.
5. A variety of differentiated accreditation opportunities for all students
based upon competencies, aptitudes and a pro-active approach to equality of opportunity for all, including securing the basic skills of literacy and numeracy as access keys to the curriculum.
6. The provision of distinctive and high quality post-16 education
, reflective of the School’s specialisms and with a focus on lifelong learning and collaboration with our community.
7. A committed, well resourced staff
including colleagues from outside conventional roles, deployed where appropriate to enhance the learning process