SPRING LANE SCHOOLBury Secondary Pupil Referral Unit

IMPROVEMENT PLAN2018–2019

Post-OFSTED action pan – 21/06/18

Areas for improvement

2018/2019 Whole School improvement foci

A. Full involvement in LA SEND Review.B. Ensure staffing structure and curriculum meets needs and routes of accountability established and understood – including GovernorsC. Ensure that school ethos and mission statement understood and shared by all parties.D. Further develop staff expertise - Audit staff skills and areas for development and develop cohesive short/medium/long-term CPD plan.

Improve the quality of teaching and learning so that it is consistently as good as thebest by ensuring that all teachers:– have high expectations for all pupils’ learning and behaviour in lessons– are well organised and prepared for lessons– use assessment more precisely in lessons to match work to pupils’ abilities andensure that they are supported to move on in their learning– challenge pupils to achieve all that they are capable of.OFSTED May 18

Improve the impact of leadership and management by making sure that:– decisive action is taken to remedy the difference in the quality of provisionbetween school sites– all pupils benefit from being taught by high quality teaching staff– the key stage 3 curriculum is sufficiently engaging, inspiring and purposeful toensure pupils want to learn and come to school– there is a reduction in the proportion of pupils who are persistently absent– leaders, including governors, work together strategically to establish a clear,consistent view of the progress and achievements of all pupils academically,emotionally and behaviourally.OFSTED May 18

Further improve pupils’ behaviour by ensuring that:– expectations for behaviour are consistently adhered to– provision for pupils at break times offers more interest and purpose.OFSTED May 18

E. Convert Behaviour Policy into Wellbeing and Readiness to Learn Policy – Including staff well-beingF. Ensure all assessment data and intervention data accessible and systematically analysed.

PRIORITY 1. Further develop understanding, communication and cooperation across all units through CPD and training to increase effectiveness.PRIORITY 2. Develop a delivery and staffing model which is compatible with the needs of the young people, the secondary schools and the local authority.PRIORITY 3. Continue to develop, implement and report on an effective and manageable system for monitoring teaching and learning, including the implementation of the marking strategy.PRIORITY 4. Support effective teaching and learning, including collection, collation and interrogation of data and effective interventions.PRIORITY 5. Consistent and effective application of the school’s ethos across all sites that focuses on recognising, rewarding and celebrating achievement and improving readiness for learning, attainment and outcomes.

Leardership and Managment Personal Development, Behaviour and WelfareLM 1 Completion of re-structure and alignment of staffing PDBW 1 Develop Well-being and readiness to learn policyLM 2 Develop protocols and mechanisms with partnerships PDBW 2 Develop break/lunch activitiesLM 3 Develop “Triad of Data” for pupils PDBW 3 Further develop “nurture” approachLM 4 Governors’ action plan PDBW 4 Staff to experience other sites and provisionLM 5 Improved access to data PDBW 5 Staff welfareTeaching, Learning and Assessment Outcomes for PupilsTLA 1 Development of lesson planning and practice OFP 1 Monitor and support attendanceTLA 2 Curriculum review OFP 2Demonstrate progress/outcomes for KS3 pupils (linked to LM3)TLA 3 Better use of dataTLA 4 Better recording and evaluation of interventions

Action Intended impacts Monitoring procedures/Success Criteria/Milestones/Time scales/Staff responsibility

Cost/ resource implications Evaluation

Leadership and ManagementLM 1Staff recruitment is subject to LA/Governors agreement of staffing model and funding model.

Maintain pressure on all parties that can influence the agreement of an appropriate provision model.

Recruitment and retention of high quality, motivated staff, with skills and experience to support young people with SEMH difficulties, both academically and emotionally.

Regular updates of progress from:School partnerships.Send4ChangeLocal Authority. (TG – ongoing)Submission of staffing re-structure proposals to professional bodies. June 18 TGImplementation of agreed proposals to include appropriate consultations following timetable as agreed with professional bodies. TG/Governors June 18 – Dec 18

Nov 4th 2018– TG

Staffing restructure agreed by Governors, June 18.Consultation completed 13/07/18.Response to consultation published 24/07/18Deadline for VER expressions of interest 07/09/18.Several requests received for consideration.Request from new AD to “pause” restructure whilst wider review takes place agreed by Governors (Mid September).

New curriculum model in place.i.e. 20 FT places at SLR 20 DR places at SLR 16 KS$ places at PH 52 Y11 places at MTH and 8 Y10 places at HUB.

Appointment of temporary teachers on supply to fill vacancies from new structure (PE, FT, DT).Internally advertised as temporary contracts.

Induction policy reviewed and updated – awaiting ratification by Governors.

Oct/Nov 18– TG/LH

Nov 18 – FM/TG to co-ordinateNov 18 – CM to coordinate

Next steps Convene interview

panel to confirm appointments.

Liaise with Governors and LA to discuss future direction of SLS

Review DR provision Review Hub

LM 2Advise and guide all stake holders to agree protocols for referral and transition.

Development of agreed protocols and procedures for referral of pupils to each of the Spring Lane provisions, to include baseline measurements, transition arrangements, support measures

Access to good quality data for DR pupils

Referral criteria and thresholds agreed with schools TG/SLT July 18

September Cohorts identified and transition plans agreed TG/SLT July 18

Review / evaluate process and make required adjustments TG/SLT Sept 18 – June 19

Develop mechanism for two-way communication/feedback/evaluation with partnerships TG/SLT Sept/Oct 18

Referral process under development to all settings following initial “pilot” of referrals.MTH, PH SLR (DR) cohorts identified and in provision (Sept 18)

MTH – referrals from partnerships May 18.Issues – Quality of information, Timing of referrals and schools not meeting deadlines, Not all pupils/parents aware of referral or its implications, Capacity issues at MTH in taking all referrals at one time for a September start.

PH- Multi-disciplinary panel established to review referrals. (School partnership, HYM, Social Care, EP, SEN, SLR).Issues – timeliness of referral panel (too late in

Review and revise referral pathway(Oct/Nov 18) TG/LH/AK appropriate unit managers

Liaise with LA to develop future model and funding mechanism for SLS (Autumn 18) TG/LH

year), Quality of referral information, Scheduling follow up meetings to review progress and look at new referrals.

SLRDR referrals taken and cohort in place.Issues – lower number of referrals than anticipated, Quality of referral information, Schools not meeting deadlines, Not all pupils/parents aware of referral or its implications.FT Piloting pathway for Y7 girl to be given “emergency” provision to avoid PEX. Placement limited to maximum of one term.

Next steps Review of all

referral pathways to address identified issues.

Establish model and pathway for FT placements in consultation with LA.

LM 3Development of “Triad of Data” to give holistic picture of pupils’ baseline and progress.

Staff and pupils know where they are and what they have to do to make progress in areas of academic, behaviour/attendance and social/emotional

Agreement of what data is required, how and when it is collected and what is done with it Senior and Middle Leaders July 18Review electronic data tracking system to incorporate agreed

Cost: New tests/measures?

Unit leader time to produce reports for SLT/Governors in agreed format.

Effective systems in place on all sites for tracking data (OFSTED May 18)Data is collated and analysed 3 times a year at MTH and 6 times at PH and

Triad of data to include academic progress (particularly maths and English), behaviour and attendance, social/emotional development.

development.

Ability to measure progress in real time for all pupils and not just from outcomes.

Ability to measure progress holistically.

measures SLT/AB July 18Development of agreed reporting format for SLT and Governors SLT Sept 18Half-termly strategic analysis of pupil data to inform progress measures and reporting. SLT from September 18

Deliver training session Dec 18

Half-termly SLT devoted to data analysis

SLR.At these times a completed version of the tracking tool is distributed to teachers for planning purposes.It is still unclear how this data is used to inform planning.AB worked with SEP to develop a reporting format.On induction pupils undertake WRAT and GL assessments, including dyslexia and dyscalculia screener if appropriate.MTH uses BKSB tests which meet needs of Bury College as main post-16 destination. (Diagnostic assessment of English, Maths and ICT)PASS tests and Emotional Literacy assessment undertaken at SLR but not as a matter of course on other sites.Prior attendance not always following pupil from previous setting.WRATs use not evidenced in differentiation of work following work scrutiny.Staff survey conducted on accessibility of data undertaken.Next Steps

Further CPD required on accessing,

AB/RS

Nov 18 TG/AB

Oct 18 TG

Nov 18 LH/TG

Autumn 18 Unit managers

Spring 19 Unit managers/ subject leads/RS/AB – TG to coordinate

understanding and using available data.

Formalise reporting format for Governors

Timetable work scrutiny programme

Improve communication of prior attendance via partnerships

Embed use of PASS and emotional literacy assessments across all sites

Review current assessment regime – are we doing the most appropriate tests? Is there better diagnostic indicators?

LM 4Ensure the Governing Body fulfils its statutory responsibilities e.g. the school website, approval and review of key Policies, identifying training needs and increasing involvement.

Governing body fully aware of its responsibilities

Governors visible and known to staff and pupils

Review reporting data and format for governors to ensure able to offer strategic and constructive guidance SLT/Governors September 18

Governors review and implement their action planAutumn 18

Ensure system in place to keep website up to date

Autumn 18 TG/Governors

Review of reporting format still required.Action plan needs revisiting.

Website update half-termly.

Need to raise profile of Governors amongst staff.Suggestions include:Staff newsletter with Governors section. Photos and areas of responsibility displayed in staff rooms

Next steps Review reporting

formats and Governors action plan.

LM 5Develop staff confidence in use of ICT to collate data.

Staff access and use available data to inform planning, differentiation and interventions, report writing.

Increased efficiency in the collection and collation of data (Reduction in paper records).

Use office 365 to efficiently share data across sites

Data readily available for individual and strategic analysis

Easier GDPR controlMove towards single record keeping system

Annual refresher in use of data storage systems. Autumn term

Staff have access to strategic data analysis AB/SLT from Sept 18

Progressively move towards single cloud based information cache for all pupilsAll staff from Sept 18

Spring 19 DG

CPD session on understanding and using data planned for Dec 18.

Data spreadsheet distributed each half-term for SLR and PH and each term for MTH.

Staff still not using cloud based information cache consistently. Requires re-visiting.

Next steps Further training on

Sharepoint

Teaching, Learning and AssessmentTLA 1 Lessons well-planned and organised to ensure they are enjoyable and interesting for

Pupils want to be in lessons and behave appropriately.

Reduction in “hiatus”

Review Wednesday training schedule to address SIP / audited CPD needs / planning for new provision (September) SLT June 18

Time for middle/senior leaders to monitor.

Wednesday training session mostly populated.

Consulations/meetings took

pupils but maintain appropriate challenge.

Prior to and post-remodelling, ensure all staff, including temporary staff, are well supported to deliver well planned and organised, interesting and inspiring lessons by developing classroom “non-negotiables” for teachers, which are monitored and reinforced

between lessons, within lessons and between breaks/lessons and reduction inappropriate behaviours.

Lessons appropriately differentiated.

Pupils make good progress.Teachers given constructive feedback and support.

Development of non-negotiables/agreed expectations of lesson planning and delivery with staff.

Consistent good practice practiced by staff and understood by pupils, developing routines and commonality of experience.

Teachers given constructive feedback and support.

Regular reports to SLT and Governors

Long and medium term plans/ SoW in place for all subjects/ cohorts. Subject leaders/teachers July 18 (for Autumn 18)

Learning walks /work scrutiny / monitoring of planning scheduled termly and communicated to all staff SLT July 18

Staff exercise to develop agreed expectations of lesson planning and delivery. July 18

Non-negotiables included in school policy (Teaching and Learning). July 18

Practice monitored and modelled by middle leaders and unit managers. (Learning walks/work scrutiny monitoring of planning.) Senior/Middle leaders July 18 – Dec 18

Required support identified and addressed through CPD Senior / Middle Leaders – ongoing

Outcomes of monitoring activities evidenced and reported to SLT and Governors, termly. From Autumn 18

Training time to develop non-negotiables with staff.

Time for middle/senior leaders to monitor.

place delivering new curriculum models to discuss planning and delivery.

Learning walks scheduledFirst work scrutiny taken place. SoW in place for SLR.TG to review for other sites.

Work scrutiny programme needs further formalisation.

Review of Teaching and Learning policy did not take place.

Coordinate DR Review meeting TG Nov 18Coordinate Hub Review meeting CN Nov 18Review T&L policy FM/TG Autumn 18Identify support/training needs Unit/Team leaders Autumn 18

Training plan developed TG Dec 18

Plan schedule TG Oct 18

Next Steps Review meeting for

DR cohort Review meeting for

Hub cohort Review T&L policy Unit/Team

Managers to identify support/training needs of staff and report to TG

Training opportunities identified and planned.

Write work scrutiny schedule

TLA 2Review of curriculum to ensure all schemes of work and topics are creative, interesting and appropriately challenging and include approach to SMSC and British values and careers and CEIAG.Subject leads to facilitate team planning and resourcing of topics/subjects taught by non-specialists or teachers teaching outside their speciality.

Curriculum in all areas creative, interesting and appropriately challenging.

Pupils want to be in lessons and behave appropriately.

Reduction in incidents of inappropriate behaviour

Achieve CEIAG Gold Award

SMSC embedded across school

Staff/pupil consultation on curriculum on all sites but initial emphasis on delivery within new provision model at SLR June/July 18

Schemes of work in all years for all subjects, including how SMSC and British values are delivered and approach to careers and CEIAG. Subject Leads July 18 for September 18

Monitoring through learning walks and work scrutiny according to agreed schedule Middle/Senior leaders On-going

Submission of application for CEIAG Golds Award. CN Spring 19

Cost: Resource implications for curriculum.

Time for staff training in writing schemes of work and topics.

Recruit DT, FT and PE teachers on temporary basis for Autumn term

Audit FM/TG Autumn 18SoW training planned FM/TG Autumn 18/Jan 19

Review meetings planned for DR cohort and Hub.

SoW audit not yet taken place, although evidenced for SLR

Monitoring schedule (learning walks) in place.

Need to overcome barriers which prevented submission of CEIAG i.e Audit of scheme of work to evidence IAG taking place.

Next Steps Audit SsoW Develop training

plan as appropriate following SoW audit.

TLA 3Use of data to inform lesson planning and differentiation.

Work for individual pupils planned with appropriate level of challenge.

Teachers well informed of pupil ability level and can set appropriate targets for improvement.

Pupils know where they are and what they have to do to improve.

Data tracking allowing accurate “snap shot” of progress. AB/SLT Sept 18

Inconsistencies in progress across subjects highlighted and interventions developed.Teachers from Sept 18

Half-termly strategic analysis of pupil data to inform progress measures and reporting. SLT from Sept 18

Staff training in interpretation of data.

Use of data to inform planning inconsistent. Further analysis of barriers required. Staff survey on data accessibility undertaken.Training on use of data to inform planning scheduled.

AB developed reporting format which needs formalising and embedding.

Next Steps

Adopt data reporting protocols and embed.

TLA 4Differentiation/interventions to be tied to pupil progress.Increase targeted interventions in line with pupil progress within the provision.

All interventions different from and in addition to core provision offer recorded in agreed format, reviewed and evaluated within agreed timescale

Key worker confident to develop interventions and advise/guide staff on differentiation/planning

Staff access to pupil education/intervention plans improved

Evidence of improved pupil progress within Triad of data

Pupils have identified key worker Sept 18

Format of IEP agreed SLT/SENCO June/July 18

Process for implementation/ review/evaluation of intervention plans agreed and included in appropriate policy SLT/SENCO July 18

Half-termly monitoring of intervention plans Unit Managers from Sept 18

Lesson plans differentiated appropriately using available data Teachers from June 18

Differentiation monitored according to scheduled learning walks and work scrutiny SLT from September 18

Pupils have identified key workers.Role of keyworker in monitoring and evaluating intervention plans needs further development.

Differentiation in planning to be monitored during scheduled learning walks and work scrutiny.

Whole school performance target to follow agreed processes of APDR cycles which are monitored, evaluated and recorded.

Personal Development, Behaviour and WelfarePDBW 1Review of Behaviour Policy (accepted as good by OFSTED) and rebrand as “Well-being and readiness to learn” policy (in consultation with staff and pupils) and ensure it is applied consistently and effectively by all staff.

Policy acknowledges well-being of pupils and staff is an imperative to ensure effective teaching and learning and that behaviour is a communication of need.

All staff, pupils and parents fully understand and agree with the expectations of behaviour in Spring Lane

Staff/pupil/parent consultation to develop policy which supports pupils to attend and engage with school September 18

Implementation of renewed policy with increased emphasis on praise and reward October 18

Monitor and evaluate renewed policy and assess impact on

Time for staff training and policy development and implementation of the policy

Review of Behaviour Policy delayed due to Heads absence. Meeting planned 111018.

Policy review and implementation timeline adjusted accordingly.

School and support the application of the policy.

Reduction in inconsistencies and pupils see policy as fair and fairly applied.

All pupils feel respected and their contribution to the school community are valued across SLS

Analysis of behaviour patterns to measure effectiveness of policy and practice.

engagement and readiness to learn Senior/Middle leaders Autumn/Spring/Summer 18

Half-termly analysis of positive and negative entries on Behaviour WatchReported to SLT and Governors Unit Managers from Sept 18

Behaviour analysis reported to Head.End of first week of each half-term for previous half-term. Unit managers (ongoing)

Compile termly whole school behaviour report TG (on-going)

Pupil voice/PASS feedback collated Unit managers/RS/AB Termly

Next steps Review behaviour

policy Unit managers

communicate analysed data to head for collation into whole school report.

Behaviour report submitted to Governors termly

PASS assessment analysis and pupil voice exercise carried out termly.

PDBW 2In consultation with pupils development of activities and resources to make breaks purposeful and enjoyable.

Reduction in disruption and inappropriate behaviour at break and lunchtimes.

Staff/pupil consultation on break time activities June/July 18Development of breaktime action plan SLT July 18Analysis of break/lunchtime incidents. Unit Managers Autumn 18

Feasibility study to develop table service and provide lunch for all pupils. July/September 18

Consultation with staff

Cost: Games/equipmentDuty rotasTA/Learning mentor involvement

Staff consultation FM/TG/AB/CL Nov 18

This role was to be carried out by the Learning Mentors identified within the new structure.

In the light of the pause in re-structuring this action needs re-booting asap with consideration given to how it might be delivered.

Next stepsConsultation with SLR managers as to how this

might be delivered.PDBW 3Development and adaptation of “nurture” in school.

Improve pupil and staff well-being, behaviour for learning and pupil progress and outcomes as evidenced in Triad of Data.

Identification of CPD opportunities to embed and reinforce principles of nurture SLT from Sept 18

Staff/pupil/parent consultation on nurture and how its principles can be incorporated into SLR June/July 18

Adaptations for nurture included in “Well-being and readiness to learn” policy.July 18 CL

Monitoring of practice of principles of nurture Middle and senior leaders from Sept 18

Relaunch Hub and its principles July 18 MN

Plan end of term celebration event. Autumn 18

CPD audit tool developed Nov 18 TG

Cost: Resource implications in provision of adapted nurture model.

Staff training

Resources for celebration event

SLT asked to suggest CPD requirements of staff in order to plan programme.Autumn programme mostly populated. Pupil/parent consultation on nurture provision in Hub conducted by EP.Staff training on nurture delivered to staff July 18.“Well-being” policy still to be reviewed (scheduled 111018)Review of Hub and DR cohorts scheduled for Nov 18.

Hub re-instated at B&GC and managed under MTH

SLR staff have begun planning a celebration event for DR pupils.

Next Steps Identification of

training requirements

PDBW 4More staff to experience other sites.

Staff have greater awareness of each provision and its cohort

Increased consistency of delivery/policies/ethos across sites

Improved development of

All members of SLT to spend a day with pupils and staff at SLR to inform their opinions of changes/innovations required to increase consistency of pupil experience across SLS. SLT July 18Perform costed feasibility study to allow staff to experience/shadow on

This entire action needs to be revisited and feasibility/costs investigated.

To return to SLT agenda to discuss barriers to implementation. TG Autumn 18

“one school”

Increased awareness amongst governors of events and training in school, which they could participate in.

Opportunities for staff to visit other APs.

other sites. SLT July 18Schedule of staff visits to other sites produced SLT for September 18Meetings/training to be scheduled at other sites (PH, MTH) when numbers allow.SLT from June 18Governors informed of events and training in school, which they could participate in. Staff Governors from July 18Schedule for staff to visit other APs. SLT from September 18

PDBW 5Implementation of processes/systems to gauge staff welfare and develop action plan.

Improved staff voice

Improved staff morale

Reduction in staff sickness absence

Support staff welfare group SLT on-goingDevelop staff welfare action plan Welfare Group/Governors/SLT from June 18

Cost implications identified in action plan.

Staff welfare group formed Spring 2018. Meeting time given over to it half-termly on a Wednesday afternoon. (Initial meeting held after school, poorly attended partly due to staff travelling from different sites).Minutes/feedback from meetings indicate they feel the biggest issue is still communication (within and between sites)Staff newsletter to be piloted.Staff welfare group asked to develop a welfare action plan (this was revisited October 18).Other comments from welfare group: asked for yoga class on PAD day – actioned, and lunch to be catered -actioned.

Outcomes for PupilsOFP 1Monitor and support attendance

Improvement in average attendance of pupils

Reduction of persistent non-attendance

Review current processes and procedures Senior/Middle leaders EWO July 18Review unit based reporting procedures SLT July 18

Develop rewards/positive reinforcement for improved attendance SLT July 18

Develop format TG in consultation with SLT Nov 18Review attendance rewards TG/CL Oct 18

Cost: Attendance rewards?

Review of processes took place including discussions around lone working/transporting pupils for EWO and other staff who make home visits.Policy developed and awaiting ratification.Common reporting format for all sites requires re-visiting.All sites currently report half-termly with indication of “hotspots” and narrative.Rewards etc needs to be reviewed as part of Behaviour Policy review.Next Steps

Development of common reporting format

Review attendance rewards

OFP 2Report progress/outcomes for KS3 pupils (linked to LM3)

Ability to monitor and interrogate Triad of Data to demonstrate pupil progress in KS3.

Pupil progress in KS3 reported to SLT and Governors

See LM 3 See LM 3