School Improvement Plan

School Improvement Priorities 2026-27

The School Improvement Priorities for 2026-27 has been determined as below:

• Undertake a review of four excellences involving all stakeholders (Governors, Staff, SLT, learners) to refresh artefacts of our school beliefs and create a common vision for the next 4 years. 
• Governors to use SEF/GB reports to suggest/amend SIP priorities for 2026/27 at FGB in July 2026 
• Return to the half-termly staff survey (big questions).

• Adapt the self-evaluation schedule to include learner shadowing, particularly those in the groups of SEND, disadvantaged or HPA.
• Achieve 100% of lessons using checking for understanding strategies from Walthru's correctly.
• Create a vision and development plan for support learners to learn that fits alongside the current ' walk-thru' strategies for teachers.
• Continue to use ‘Curriculum Deep Dives’, Book reviews, Learning walks and Data capture analysis as a means to challenge and support underperforming departments or individuals and to maintain those performing strongly.
• Implement an Oracy development plan to improve the communication skills of all learners including those with SEN or who are disadvantaged.
• Continue to develop Teaching and Learning through cross-curricular groups using the ‘walk-thru’ and use coaching to support underperforming staff

• Audit KS5 T&L consistency across all departments and establish a vision of expected KS5 practice, aligned to whole-school teaching and learning priorities.
• Develop a clear and consistent model for supporting staff new to KS5 teaching and those identified as underperforming, ensuring targeted professional development that is responsive to need.
• Continue to embed robust accountability measures, including curriculum deep dives, work scrutiny, learning walks, and data analysis within RSL meetings, to secure and sustain high performance.
• Develop and strengthen the independent study model (including ES and Uplearn) ensuring consistency of expectations, accountability and student engagement across KS5.
• Identify potential high-tariff university candidates early, and implement a structured 10-week super-curricular support programme.
• Develop a strengthened support system for bursary, SEND, LAC, social care-registered learners, with clear bespoke targets and targeted interventions designed to sustain achievement and close gaps. 
• Increase access to and uptake of high-quality apprenticeships, ensuring parity of esteem with academic pathways and strengthening guidance, support.

• Implement targeted support for developing pedagogy in Maths & Science to raise attainment,  with a focus on implementation of Walk Thurs, Instructional Coaching, & monitoring and feedback to teachers.
• Improve the delivery, training, and monitoring of reading interventions in the school. Increase the frequency of tracking of reading interventions to identify issues, and narrow the gap between chronological age and reading age.
• Introduce robust monitoring systems to track the achievement of all vulnerable learners, specifically including CLA and those known to Social Services (SS).

• Update and refresh the RSHE programme of study for 2026/2027 teaching onwards to ensure full compliance with statutory changes. 
• Establish a robust tracking system to monitor learner engagement with wider school life across all year groups, and work towards the new DfE enrichment benchmarks. 
• Improve co-curricular attendance and take up from Year 9–13 learners by encouraging more staff to participate in the running of a club.
• Relaunch and revitalise learner leadership and school voice systems through launching and delivering on Civic Engagement Strategy.

• Introduce systematic case sampling to review and improve the day-to-day experience of vulnerable pupils. 
• Devise, publish, and implement a comprehensive school-wide Inclusion Plan to include on how monies from new grants will be spent.
• Improve the role of LSA’s in supporting T&L through developing LSA Line Management, and training for teaching staff on LSA’s on how to work collaboratively. 

• Introduce a behaviour tracker to monitor and review the interventions and concerns across each year group and allow Head of Year line management to be more accountable for impacts and allow for rapid adaptation of interventions where necessary.
• Kindness week of action followed by a full review of the Anti-Bullying strategy.
• Simplified expectations to values of kindness, hard work and high standards built into behaviour training at the start of the year to gain better consistency of understanding of behaviour expectations.
• Conducting consistency walks to ensure behaviour routines are applied uniformly across all social times and lesson transitions.
• Improve data within Arbor for internal seclusions and learning walk removals to allow for accurate analysis.
• Improve the Year Team line management to strengthen accountability for actions forward for learners who are a concern, to be added to the weekly dashboard email with a clear focus on reducing repeat suspensions, removals and behaviour incidents.
• Attendance QA of actions in tracker especially for meetings to understand and  remove barriers.  This is to include clearer processes within year teams/attendance teams and Arbor for who does what and when.

 

School Beliefs

We believe in Excellence for All. This means:

Everything we do as staff and learners will be true to these core values. They will be evident through our words, our actions and our commitments. We will talk about these values, we will promote these values and we will live these values.