THE ECCLESBOURNE SCHOOL

1) Safeguarding, Wellbeing & Staying Safe

An effective culture of safeguarding that runs throughout the school:

• Students feel confident to report any safeguarding concerns and can name a trusted adult. The issues to be acted upon as quickly as possible.
• Safeguarding concerns are dealt with quickly and effectively through the hub of DSLs throughout the school and this stops the escalation of issues to Level 3 and 4 concerns.
• Staff feel confident challenging and dealing with issues of discrimination in both structured and unstructured times.
• Students feel confident in responding to safeguarding issues that they will encounter in the local community and school.
• Governors have clear knowledge of safeguarding concerns, including patterns and trends and can understand the reasons for any changes. 
• Governors will challenge where they see a change in patterns and trends and ask how and why this is happening.
• Staff are clear on how to use all the facilities on My Concern and detailed and clear chronologies are created including actions.
• The anti-bullying and well-being ambassadors and student council will play a prominent role in shaping the culture of the school and can act as advocates of the student body.
• The student body work with PLT in creating tasks for students to complete that show restorative justice.
• The student body become upstanders and challenge/report incidents where they do not feel happy about what is happening.
• Achieve the Equalities Award (silver) by the end of the academic year.
• Aligned working practices between The Ecclesbourne School and the local primary schools.

2) Behaviour Policy Implementation

• All behaviour concerns raised by students are acted upon in a timely fashion.
• The behaviour policy is consistently applied by all staff across the school.
• An increase in the number of students coming forward to share their concerns and for these to be actioned upon.
• An increase in the number of students receiving rewards and the success of this to be highlighted in set pieces.
• Students feel confident in all areas of the school and can go to a quiet area if needed.
• The anti-bullying ambassadors, well-being ambassadors, student council and anti-racism ambassadors will play a prominent role in shaping the culture of the school and can act as advocates of the student body
• The Governing body have a full understanding of the behaviour policy and how it is implemented across the school.
• A reduction in the number of suspensions and exclusions whilst still maintaining high behaviour across the school.
• All students are a valued member of the school community regardless of their protected characteristics.
• Students are educated as to why they should not use discriminatory language and the impact on themselves as the perpetrator and the victim.
• Behaviour INSET delivered in September – staff confident with consistent application of the Behaviour Policy.

3) Teaching & Learning

• Attendance at T&LC meetings is representative of all subject areas.
• T&L is a standing item on Faculty and subject meetings.
• Regular communication between T&LC to whole staff; all staff aware of the intent of this group.
• All classrooms have a set of mini whiteboards and prompts for effective questioning.
• Twilight session on T&L delivered to all staff and feedback gathered to judge effectiveness and future needs.
• Revision Zone usage data demonstrates high level of student engagement.
• Record evidence of good practice via whole school QA process and regular learning walks and book checks by CLT leaders.
• Faculties develop approaches to reading that are relevant to their subjects and share with colleagues and students.

4) Student Progress: KS3, KS4 and KS5*

• All students will follow a broad and balanced curriculum with choices provided at Key Stage 4 and 5.
• All students to make at least expected progress at Key Stage 3, 4 and 5 using aspirational targets
• An effective tracking system is implemented, and action taken where students are not making the expected progress.
• Student group progress gaps are identified, and actions are put in place to close them.
• Students are able to access their chosen courses Post 16 and 18 due to the progress they make.
• Subjects and pastoral offices make timely interventions based on data produced throughout the year to support students in making their expected progress.

6) Curriculum

• Information on the school website is accurate and up to date regarding curriculum areas.
• Curriculum rationale documents reflect the ‘spiral approach’/reactivation of prior learning and all subject teachers are able to articulate this.
• Consistency within faculties regarding what is taught and when.
• Evidence of learning walks and work checks gathered and reported on at CLT meetings.
• Books/folders clearly show teacher presence and reflect the learning journey.
• FIPs include opportunities for greater diversity; displays reflect this.
• Wider reading is encouraged and displays reflect appropriate literature. Teachers make explicit links to relevant wider reading during lessons.
• Minutes of Faculty meetings reflect the standing items and are submitted centrally.
• Initiatives from the T&LC and discussed and minuted at CLT/ subject meetings.
• Audit of technical and vocational provision carried out
• Survey of exam board technical and vocational curriculum options available completed (EMS/ZAF)
• Liaison with specialist technology schools and UTCs completed (EMS/ZAF)
• Development of stronger links with local employers offering vocational apprenticeships/grad schemes (EMS/ZAF)
• Learning journeys/curriculum maps shared with students, parents and prominently displayed.
• Student voice and parent voice evidence high level of understanding of the curriculum

7) Pupil Premium Strategy

• To achieve top quartile for Progress 8 made by disadvantaged pupils amongst similar schools.
• To achieve top quartile for Attainment 8 made by disadvantaged pupils amongst similar school.
• Monitoring progress of disadvantaged students is regular and systematic so any underperformance is noticed quickly and acted upon
• Lesson observations show that QFT is taking place for all disadvantaged students with no student being left behind
• Progress made by individual students who use our literacy intervention programme.
• Increased meta cognition (students able to read increasingly challenging texts; students know which revision techniques to use and when)
• Centralised logging system shows increased participation in extra-curricular activities by disadvantaged pupils, which will build their cultural capital
• Increased partnership working between school and home through parental attendance of parents' evenings and information evenings
• Positive outcomes from Student Voice and Parent Voice
• Bursary support is targeted and applied to support any KS5 student who needs support in order to manage the demands of 6th form.

8) Ensuring Excellent Attendance

• A reduction in the number of students that are classed as persistent or severe absence
• Register codes are used consistently to take into account guidance changes.
• The attendance of sub-groups, for example, PP is in-line with the average school attendance.
• Robust systems are in place for monitoring attendance and punctuality and actions acted upon.
• Systems for parental meetings contracts and fines are fully embedded.
• PLT are aware if a student is missing from a lesson
• A reduction in the number of times a student is late to school

9) “Enrichment Curriculum For All” Project

• Online curriculum documents to include separate category for ‘cultural capital’. Cultural capital becomes a thread throughout school’s provision.
• Audit of whole school enrichment provision – recognising gaps and areas of strength.
• Seek quality marks for enrichment from external providers to validate the school’s provision  - PE and Arts Mark focus
• Cultural capital experiences are broad and diverse and held across the curriculum.
• Up to date lists of uptake of enrichment across year groups – reviewed termly. With particular emphasis on vulnerable groups.
• Monitoring system in place utilising staff mobile devices and student ID cards

10) Student Voice/Student Council

• The job description for Student Council member is displayed on the website and the SC pages are regularly updated to show the work done by SC.
• Scheduled agenda for SC meetings created and followed; minutes are taken are fed back to SLT.
• All SC Leaders’ projects fulfil their aims and objectives with the support of SC members
• All Co-Head projects fulfil their aims and objectives with the support of SC members
• Student Council members sit on student panels for interviews
• Student Council members develop skills of leadership, team working, problem solving and communication
• Selection of appropriate leadership qualifications ready to run with by September 2023.
• Student council will work with the Governing body and attend meetings for Student and Curriculum and facilities.

11) PDC and Relationships & Sex Education

• RSE sequence of learning is shared with staff and appears on the School Website
• RSE programme fulfils the statutory requirements.
• RSE resources are refreshed with additional lessons added to ensure our curriculum is meeting the needs of our students.
• BERT award achieved
• Positive outcomes from staff survey
• Positive behaviour and attitudes of students around the school
• Positive feedback from Student Voice.
• Drug award completed and embedded
• Increased awareness of tolerance and diversity

12) Communication and Remote Learning Strategy

• All staff and students  feel confident in using Microsoft office.
• The website showcases all that the school excels in whilst remaining compliant.
• A new website is launched in the Spring term.
• The prospectuses are updated for the set pieces.
• Use of SIMS parent app reviewed and developed.

13) Compliance & Website

• Compliance checker review is carried out.
• Polices are updated in-line with statutory guidance and show consistency.
• Website is complaint

14) Early Careers Framework (ECF) Strategy, Implementation  and Initial Teacher Training (ITT)

• New AB selected by April 23.
• ECTs attend CPD courses from Potentia/EDT/other sources as required.
• ECTs observed each half term and given both written and verbal feedback with targets.
• Progress reviews and Formal Assessments written and submitted and signed off after QA by the AB.
• Mentors attend required CPD.
• Any mid-year starters and ECTs for 23-24 are registered with all organisations required.
• Potential new mentors identified.
• New mentors appointed for ECTs when required and given in school support by existing mentors.
• Signed up to provide ITT places with providers.

15) Finance Review

• The requirements from the Academy Handbook are adhered to.
• The finance system is fully integrated into the role of the finance team.
• The finance team are clear about how the asset register functions and the impact it will have on their work.
• Staff are fully trained on any new finance software so that it supports them in effectively managing the schools' finances. 

16 Facilities Master Plan

• Tenders are gathered and a decision on the project manager is made.

17) Leadership & Governance – External Review of Governance

• The review of Governance is carried out and actions are put in place.
• The articles of association have been changed.
• All new members are in position and the checks have been carried out.

18) Literacy and Numeracy

• The successful implementation of a literacy intervention package which staff have confidence in using; and leads to students making tangible improvements in reading.
• Student Voice shows an increase in reading for pleasure.
• Staff in all curriculum areas to feel confident in using strategies which help students to read complex texts, seen in lesson observations, learning walks and through Student Voice and Staff Voice.

19) Staff wellbeing

• Staff feel valued and supported and are able to share their concerns in an open environment.
• The social group has completed a full audit of what staff would like to do to support staff cohesion.
• SLT will consider the impact of any changes on the emotional wellbeing of all its staff.
• The staff share ideas and work collaboratively to support their own teaching and the learning of the students whilst reducing workload.

20) Year 9 Senior Section Project

• Year 9 outcomes measurably impacted
• Increased level of Year 9 engagement with enrichment
• Improved Year 9 morale and wellbeing
• Improved Year 9 behaviour data
• Positive staff, student, and parent feedback

21)  Five Year CPD Strategy

• Strategy developed and year one implemented
• Pilot of instructional coaching model undertaken
• Positive impact on teaching and learning measurable in QA process
• Positive staff evaluation