"Our strength is our legacy because just when you think we are finished we are just

getting started!"

Development Plan 2020-21

Leadership And Management

To apply inspirational, visionary and exceptionally strong leadership and governance through every individual that ensures we to look up and out in recognising our responsibility for pupils and staff across all the Trust schools and beyond in order to continually improve the wider education system..

Partnerships

Key Action Led by By When

Action Monitored by

Impact Evidence seen Gov checked

1.1 Ensure that system leadership gives opportunity for collaborative working allowing for an exceptional curriculum offer of life-long learning.

WA Aut 1 1.1A) Identify and define all subject and area leads to allow them to be linked under a middle leader.

LW 1.1a) Middle leaders have a network of key

curriculum staff to ensure recovery

curriculum has full entitlement to all.

Middle leaders

Aut 2 All area and subject leaders to monitor their own responsibilities in line with curriculum updates moving from a recovery to a revised curriculum.

WA 1.1b) Staff Areas of responsibility in school reflect the revised and updated curriculum offer.

RY LS Spg 1 Curriculum is enhanced with lifelong learning and careers education

WA 1.1c) All pupils needs and abilities are reflected within the pathways they are identified for.

RY LS Spg 2 Immersive learning has opportunity for careers hubs relevant to pupils ambitions.

WA 1.1d) Pupils can articulate how their curriculum supports their lifelong learning and aspirations.

Subject Leaders

Sum1 Review impact of subjects within whole school curriculum

WA 1.1e) Subject leaders have clear impact from their Subject MER. Subject SEF’s show value for money.

Middle Leaders

Sum 2 Review impact of Middle Leaders for subject areas and leads.

WA 1.1f) Middle Leaders demonstrate their impact and understanding of pupil pathways and how the curriculum underpins this.

1.2 Steam Street

JS Aut 1 Review current partners input in line with a timeline (Covid-19 dependent) of works and development for each business area

LS 1.2a) Steam Street has identified partners based upon their level of pledge.

JS Aut 2 Identified groups of pupils are using Steam Street as part of their curriculum

LS 1.2b) Curriculum is enriched with outcome based opportunities

JS Spg 1 After school clubs are offered as employment based opportunities.

LS 1.2c) After school clubs are built upon real world opportunities that build upon and allow learning to be undertaken in a different context.

JS Spg 2 Work Experience is offered by current partners on the Believe and Achieve

LS 1.2d) Work Experience is enhanced with a plethora of supporting partners and

Pledges personalised through the pupil annual reviews and paths.

JS Sum1 Nemesis partners to review opportunity for peers to use the facility.

WA 1.2e) The Nemesis competencies are clearly visible, and pupils build upon their knowledge of their local community

JS Sum 2 Steam Street website reflects the vision and value

LS 1.2f) The whole school community and

partners have a good understanding of what

STEAM Street offers.

1.3 Horizon

RL Aut 1 A recovery curriculum offer is in place for a new cohort of 8 Y7 pupils. Links for pupils, particularly Y8, to access mainstream lessons are re-established in the light of social distancing protocols.

WA 1.3a) The curriculum is highly specialised and provides opportunities for stretch and challenge, is informed by the KS3 NC and allows for strong links with mainstream colleagues and access to learning opportunities.

RL Aut 2 Review mainstream opportunities for all

pupils in line with EHCPs.

WA 1.3b) Pupils are making accelerated progress in comparison to main site peers

RL Spg 1 Increase opportunities for mainstream

lessons for Hub Pupils.

WA 1.3c) Highly personalised learning pathways that allow pupils to experience a diverse and bespoke range of learning experiences.

RL Spg 2 Review effectiveness of provision WA 1.3d) Pupils are making accelerated progress in comparison to main site peers

RL Sum 2 Review effectiveness of provision in line with new cohort and year 9 options.

WA 1.3e) Provision continues to be above

expected in all areas; opportunities; pupil

next steps; personalisation.

1.4 To integrate all children back into full time education or equivalent through the use of recovery time for all

Assis Heads

Aut 1 Review attendance through family form (July 2020) Offer alternatives for shielding children Meet with Early Help to identify key families. Identify key families with Ed Psych input.

WA 1.4a) Families will be informed on how school is addressing H&S during pandemic to make informed decision on health of children returning. 1.4b) Identified Families will have support through other agencies. Most children will have returned to school with their mental health needs met via general school offer.

Assis Heads

Aut 2 Work with identified families and Early Help on improvements to attendance.

WA 1.4c) Families hardest to engage back into education will be working in co-production between school and outside agencies.

JN Spg 1 Review procedures on attendance during Covid-19

WA 1.4d) Attendance is inline with general yearly expected from previous years.

JN Spg 2 Attendance update for all families alongside progress measure outcome.

WA 1.4e) Families value good attendance and those with continuing issues are supported in line with policies.

JN Sum1 Review key pupils attendance alongside normal school attendance procedures.

WA 1.4f) Agencies are effective in supporting the schools work.

JN Sum 2 Review whole school attendance WA 1.4g) Attendance is valued by whole school community.

Quality of Education

To deliver exceptional learning and teaching opportunities for the whole community by engaging the business world to enhance the curriculum offer.

Value and Include

Key Action Led by By When

Action Monitored by

Impact Evidence seen Gov checked

2.1 Ensuring that learners have more opportunities to learn in depth about other communities outside those represented within the school

EN Aut 1 MW links to the 2020-21 curriculum are clear

RY 2.1a) Class teachers are clear about links and expectations for MW

EN Aut 2 MW SL to monitor, half termly, learning that has taken place.

RY 2.1b) Medium Term planning reflects the

intent of the curriculum.

EN Spg 1 MW SL to make links with staff responsible for ‘Personal Development to develop curriculum links internationally through British Council.

RY 2.1c) Whole school community values the international links the school has developed.

EN Spg 2 MW leader to monitor subject planning

and international links and British

Council.

RY 2.1d)Govs understand impact international

schools has made.

EN Sum1 MW project day incorporated into curriculum enrichment.

RY 2.1e) Learners will have gained knowledge about a community and had experience of teaching other learners about it

EN Sum 2 MW lead on British council plans for

Autumn 1 2021 22

RY 2.1f) Staff will be equipped to be able to plan for special days in the curriculum in a way that extends learners’ experience of other communities

2.2 Ensure opportunities for pupil response to feedback are consistent across school and develop in response to strategies from EEF research

RY Aut 1 RY to host staff training on EEF research about quality feedback and review policy in line with research for Nexus MAT Synergy Board.

WA 2.2a) The outcomes of the most up-to-date research will be known in school and used to inform policy

RY Aut 2 RY to monitor pupil feedback in practice and reflect on policy

WA 2.2b) Staff will be clear about any changes in policy and practice informed by research

RY Spg 1 School improvement lead to monitor

pupil feedback.

WA 2.2c) School improvement lead reports to Govs on impact.

RY Spg 2 RY will develop pupils feedback into a family friendly toolkit to ensure that homework is purposeful and family friendly.

SR 2.2d)Family feedback shows homework is wholly a positive experience for all.

RY Sum1 RY to go further adapt pupil feedback in WA 2.2e) Staff will be implementing the reviewed

line with new EEF developments. policy which will now become practice consistently across school

RY Sum 2 RY to monitor practice consistency across school and report in writing to SLT

WA 2.2f) Staff will be implementing the reviewed policy which will now become practice consistently across school

2.3 To develop reading as the key feature of the curriculum across school.

EA Aut 1 English SL to identify key quality texts linked to each ‘topic’ of the planned curriculum for each class. Begin to embed the language ‘lingering over language learning’ across school

RY 2.3a) Learners vocabulary will show an

increase in vocab exposure due to increase in

high quality texts.

EA Aut 2 English SL to promote further

opportunities and expectations to read

and use vocabulary

RY 2.3b) Staff will have refreshed knowledge about strategies for increasing learner vocabulary and the expectations of how these will be used.

EA Spg 1 Develop opportunities for partners to engage pupils in a variety of reading opportunities. Eg book swaps, community reads, meet the author, book fairs.

RY 2.3c) Learners will have at least one book they are keen to read and talk about, developing interest in reading for pleasure

EA Spg 2 Continue to embed the language ‘lingering over language learning’ across school and through further use of the library.

RY 2.3d) Learners will have experience of a library and of choosing from a broader selection of texts

EA Sum1 Set up and monitor reading buddies to listen to child read and to read to them. Monitor movement in book bands for younger learners

RY 2.3e) Reading skills of all learners will improve through having to keep younger learners interested when reading to them and younger learners reading to older learners

EA Sum 2 Develop a summer reading strategy that

involves every child and every family.

SR 2.3f) Families will support reading and understand the power of a book.

2.4 To ensure that the

Curriculum Intent and

Implementation allows

pupils to progress from their

starting points.

RY Aut 1 Review curriculum changes to ensure

that hooks and real world outcomes are

clear

WA 2.4a) Class teams ensure the learning

journeys of pupils are shared

RY Aut 2 Adapt the approach to immersive

learning environments to ensure

learners have opportunity to become

resilient, resourceful, reciprocal,

reflective learners.

WA 2.4b) Consistency in use of environment stimulus across school supporting Learners to progress.

RY Spg 1 Subject leaders have good knowledge on the intent and implementation of their curriculum throughout the school.

WA 2.4c) Consistency is seen throughout subject

leaders roles and knowledge.

RY Spg 2 Subject leaders to monitor the curriculum enrichment in their specific areas.

WA 2.4d) Projects and ‘hooks’ are readily used to

enhance and drive forward the best possible

teaching for all learners.

RY Sum1 Differentiation is monitored for all

subjects and learning opportunities

throughout school.

WA 2.4e) All learners have access to a

personalised curriculum offer.

RY Sum 2 Subject leaders to monitor for curriculum adaptations and changes for 2021 22 academic year.

WA 2.4f) The curriculum is constantly evolving to

meet all pupils needs.

Personal Development

To provide an engaging personalised learning environment with a culture of acceptance for all that meets the continued wellbeing needs of our pupils and staff. Communicate

Key Action Led by By When

Action Monitored by

Impact Evidence seen Gov

checked

3.1 To review the curriculum to ensure personal development is at its heart and threads throughout the whole curriculum.

RY LS JSh JN Subject Leaders JN, NH., JP

Aut 1 3.1a) Link the Golden Threads of Personal Development through the curriculum overview. This includes opportunities to promote and enhance British Values, SRE, RE, PHSE, SMSC, careers, DofE, steam street and house events, and planned trips and use of picture news

3.1b) After school opportunities launched to patents and include breadth of curriculum (STEAM Street) (Covid 19 update dependent)

WA

WA

3.1a)The school consistently promotes extensive personal development of pupils through its curriculum and its coverage is coherently planned. British values are enhanced through the development of current affairs and big questions 3.1b)There is a strong take up by pupils of the opportunities provided by the school. The school’s extracurricular activities strengthen the schools offer.

JN RY LS JSh JN and Class Teams

Aut 2 3.1c) Careers and Enterprise curriculum is reviewed for consistency and promotion of careers including the use of STEAM Street 3.1d) implementation of the “Building Character” incentive through the schools housing system. Launch

WA

WA

3.1c) The careers and enterprise curriculum promote careers and the use of steam street and embeds further the schools housing system values to develop pupils’ character.

3.1d) There are meaningful opportunities to develop character traits and dispositions that they need to flourish in society

JN, NH., JP

Spg 1 3.1e) After school provision reviewed and updated

WA 3.1e) The school’s extracurricular activities strengthen the schools offer.

RY LS JSh JN Subject Leaders

Spg 2 3.1f) Review the Golden threads and coverage of in line with curriculum overview. Is what we are saying being delivered?

WA 3.1f) The school consistently promotes extensive personal development of pupils through its curriculum and its coverage is coherently planned

JN and class teams

Sum1 3.1g) Review “Building Character” incentive through the schools housing system.

WA 3.1g) There are meaningful opportunities to develop character traits and dispositions that they need to flourish in society

RY LS JSh JN Subject Leaders

Sum 2 3.1h) Review overall impact of Golden Threads identified and ensure that the Impact report of Personal Development is written and distributed to all stakeholders

WA 3.1h) All stakeholders are aware of the impact of Personal Development this is shown to be consistently and extensively be promoted through the curriculum.

3.2 Through the Charter develop stronger relationships with the very small number of hard-to-reach parents.

WA, SR RW

Aut 1 3.2a) Events for the year are outlined and have clear focus for targeted parents this includes links with the Parents Charter Team. 3.2b) Review Parent/carer handbook section of the website

LW

WA

3.2a) Hard to reach parents are identified and events to engage and sustain participation are planned.

3.2b) The schools website signposts the school community to easily accessible information.

SR Aut 2 3.2c) Parent charter Action plan reviewed along with evidence and impact

WA 3.2c) The school has a strong evidence base that it continues to meet the Charter principles

Class Teams

Spg 1 3.2d) hard to reach parents/carers group reviewed

WA 3.2d) The school is aware of home and community factors that may hider parental engagement

Class Teams

Spg 2 3,2e) Review communication systems to parents

WA 3.2e) The school ensures highly effective and meaningful engagement with parents/carers.

SR Sum1 3.2f) Parent charter Action plan reviewed along with evidence and impact

WA 3.2f) The school has a strong evidence base that it continues to meet the Charter principles

HOD Sum 2 3.2g) Parent/Carer questionnaire sent based on charter principles and uptake of events

WA 3.2g) New events are outlined for the next academic year based upon the feedback and uptake

3.3 Further provide opportunity for all leaners to communicate successfully both within and outside the learning environment

LK Aut 1 3.3a) The schools communication promise is launched to all stakeholders.

WA 3.3a) The schools communication promise promotes and empowers students to develop their communication

LK Middle and Subject Leaders

Aut 2 3.3b) Opportunities for community work through DofE, Enterprise and curriculum topics are cross referenced to how communication can further be promoted outside of the learning environment.

WA 3.3b) Pupils have clear opportunities to communicate outside the learning environment. All stakeholders are aware of these.

LK Spg 1 3.3c) Review Communication promise and Subject Development Plan

WA 3.3c) Pupils are using all identified methods of communication out of their classroom and

good communication is modelled around the school environment

JD LK EA

Spg 2 3.3d) Review impact of Speech and Language therapist input

WA 3.3d) Value for money is seen for additional Speech and Language input and academic data is reflecting this

Sum1 3.3e) Review communication promise and Subject Action Plan

3.3e) Pupils are using all identified methods of communication out of their classroom and good communication is modelled around the school environment

LK Sum 2 3.3f) Impact report of communication development is written and distributed to all stakeholders.

WA 3.3f) Areas of strength and areas for development are highlighted t inform the Subject Leaders new focus for the academic year.

3.4 To work internationally on a curriculum relevant project that allows pupils to exposed to be international communities

Assistant Heads Middle Leaders

Aut 1 3.4a) To use STEAM street as basis for the curriculum project “The Highstreet of the future” with a clear timeline and actions identified

WA 3.4a) Link made with Local School through the Nemesis Project that promotes pupil’s appreciation to respect differences and commonalities in their local community

JT and EN Aut 2 3.4b) Link made with International School through British Council connecting classrooms project. A brief of the project agreed using the Global Goals and partnership school

WA 3.4b) The school community is aware o the global goals and this provides further opportunity to be aware of big global issues that develop responsible, effective and active local citizens

Registration of school 28.04.2020 (See Email)

Assistant Heads Middle Leaders

Spg 1 Review of the Local Project “The High Street of the future”

WA 3.4c) The school community has opportunity to debate and discuss big issues that affect their local community.

JT and EN Spg 2 Review of the International project and its timeline of project outcomes in relation to the identified Global Goal

WA 3.4d) The school provides opportunities for pupils to further develop their understanding of communities beyond their own.

Assistant Heads Middle Leaders

Sum1 Celebration event for the local project that promotes the High Street of the Future this is promoted in the local community.

WA 3.4e) The school promotes equality of opportunity so that pupils can thrive together in their local community.

JT and EN Sum 2 Celebration event for international project and impact report focusing on the impact of Personal Development.

WA 3.4f) Pupils have meaningful opportunities that promote tSheir understanding of the wider world through global issues that promote global citizenship.

Behaviour and Attitudes

To openly and honestly research, test and implement innovative learning theories so that all learners achieve beyond what they ever thought possible. the behaviour and attitudes judgement considers how leaders and staff create a safe , calm, orderly and positive environment in the school and the impact this has on the behaviour and attitudes of the pupils

Welcome and Care

Key Action Led by By When

Action Monitored by

Impact Evidence seen Gov

checked

4.1 To increase the opportunities for physical activity during social times.

NB NH Aut 1 4.1a Physical activity plan for all pupils devised by the identified sports leaders.

JN

4.1 a) All pupils have access to increased amount of time for physical activity during social times.

NB NH

Aut 2 4.1b Staff training on increasing their

toolkit of physical learning opportunities

at social times.

JN 4.1b) Staff have new ideas to try which increases learning capacity for children.

NW NH

Spg 1 4.1c New sport leader cohort Linked to STEAM STREET employment program trained by children and sports leader team training included wet weather options so activity can continue inside if necessary.

JN

4.1c) More children equipped with skills to deliver allows greater participation at break and lunch

TG

Spg 2 4.1d Behaviour analysis linked to activity at breaks and lunchtimes

JN 4.1d) Results show behaviour is improved by the provision of high -quality break and lunch time activity.

NH NB

Sum1 4.1e Further development for sports leaders on increasing pupil physical participation.

JN 4.1e) All pupils are involved physically throughout social times.

NH NB

Sum 2 School sport week June engages all school, families and carers in Physical activity

JN 4.1f) Families and children have the opportunities to try new sport and enjoy being physically active together

4.2 To increase the opportunities for residential experience throughout school. This may be Covid affected.

NH Aut 1 4.2a) Residential mapped according to curriculum opportunity.

JN 4.2a) Abbey Promises shared with

stakeholders.

NH

AUT 2 4.2b) Host residential on school site.

(Covid restrictions)

JN

4.2b) Young people have enrichment experiences appropriate to their ability and confidence.

JP JS

Spg 1 4.2c) Steam Street after school clubs

established and well attended.

JN 4.2c) Abbey children’s experience is broadened in line with identified aspirational outcomes from paths.

JS Spg 2 4.2d) Steam street visitors to be invited to extracurricular clubs eg partners /

LS 4.2d) More real-life experiences allow us to widen experience and grow partnerships.

families

NH Sum1 4.2e) Residential programme to include

areas beyond school grounds.

JN 4.2e) Pupils 4 R’s and skills associated are

developed through residentials s programme

impact seen in the well-being progress.

NH Sum 2 4.2f) Duke of Edinburgh expeditions and camps to be reviewed.

JN 4.2f) Children achieve duke of Edinburgh qualifications

4.3 Creating an environment for children to regulate and understand their own behaviour following Covid disruption.

JN Aut 1 OTAP programme to be completed by all TAs’

WA 4.3a) Staff are able to report how successful their learning has been applied to practical situations

Nw AP

Aut 2 CPD speed dating opportunity to use the CPD undertaken by staff during Summer 1 &2 to continue to increase staff repertoire of skill, and understanding of behaviour management linked to the needs of our children eg Covid trauma and attachment, ASD .

JN 4.3b) Wellbeing team are able to support class teams with a focused behaviour plan. Improved behaviour.

Staff team

Spg 1 Behaviour plans are monitored for effectiveness through co-production.

JN 4.3c) Whole school ethos of continually developing our behaviour strategies sees less incidents of behaviour in school and home environment.

JN Spg 2 MAT Behaviour partners across whole school share a concern and coach each other to develop strategies with feedback cycle

WA 4.3d) Staff are able to try new techniques and increase repertoire of skill so behaviour in school is managed well

JN Sum1 Family feedback on behaviour and handling plans.

SR 4.3e) Families have confidence in dealing with their child’s behaviours at home.

Class teams

Sum 2 Transition enables ‘what helps me be the best I can be ‘ between child and new /old teacher

JN 4.3f) Children are able to have a voice in the plan to support their behaviour and feel valued in the process

4.4 To provide further opportunities for students to make a highly positive, tangible contribution to the life of school and their wider community using the vertical housing system and leadership opportunities as

JN Aut 1 4.4a) House events calendar presented at the start of term.

WA

4.4a) Children have the chance where appropriate to meet as Houses providing cross age opportunities for friendships.

Art lead PE team

Aut 2 4.4b)Identify opportunities where Abbey leaders can be visible, valued leaders in their communities and include cross generation work.

JN

4.4b) Children contribute to the wider community and work with people cross generations developing attitude of tolerance and understanding

NW Spg 1 Monitor house mentors JN 4.4c) Impact of House mentors assessed and recommendations made

Class teams

Spg 2 Monitor community leadership opportunities. Link to annual review targets per class.

JN 4.4d) All children will have had the opportunity to ‘give’ to the community.

a vehicle. Link to 3.1

JT NH Sum1 My personal best house learning week linked to Personal development behaviour and attitudes

JN 4.4e) Children engage in enrichment a activities and show characteristics of great attitude in challenging situations

NH NB Sum 2 National school sports week used as a vehicle to further develop relationships in houses and leadership Provision of diverse range of sporting opportunities for children and families with all children having the opportunity to try something new

JN 4.4f) Children have enriched sporting experiences and the opportunity to lead peers, families or community members.

WAVEE To exist as a centre of excellence for learning that through relationships instils sense of belonging, ambition and pride.

Key Action Led by By When

Action Monitored by

Impact Evidence seen Gov checked

5.1 Improve sixth-form provision by developing the curriculum so that it meets the needs of lower- and middle-ability pupils more fully.

LS ZB, ZR

Aut 1 Review current Post 16 curriculum to widen opportunities for lower and middle ability for commencing September 2020. This includes extra-curricular and residential enrichment for learners (Linked to 4.2) Continue to develop high quality First Wave teaching and learning by training and providing appropriate CPD to enable staff to be knowledgeable and well informed about supporting individual needs

WA/RY

LS

5.1a) Individually tailored packages of high-quality support that address the whole range of a young person’s needs – identified in Annual Review ‘PATH’. Actions tracked and followed through. 5.1b) Staff can identify barriers to learning, match needs to appropriate support and effectively monitor and review progress)

LS/JSh Aut 2 Launch Social projects to promote further opportunity to learn in depth about other communities outside those represented within the school. Timelines for examination and accreditation are developed and shared

with all staff

WA/RY

5.1c) Links to Preparing for adulthood agenda and community patriation are clearly evidenced for coverage. All students in Post 16 are linked to a community project. Lower and middle attainers drive this project 5.1d) Staff to have a focussed understanding of the curriculum needs and examination/

accreditation syllabus which is well planned across the academic year and deadlines for assessment met in a timely manner

LS LS

Spg 1 Monitor the impact of the Post 16 curriculum for widen opportunities for lower and middle ability students this includes This includes extra-curricular and residential enrichment for learners (Linked to 4.2) Review CPD to of staff that further promotes knowledgeable and well informed about supporting individual needs

WA/RY

WA/RY

5.1e) Aspirations for our students are high particularly focussed on those that are deemed as low and middle attainers. 5.1f) Staff have developed a thorough understanding of students’ needs.

JSh LS

Spg 2 Review of Social projects to promote further opportunity to learn in depth about other communities outside those represented within the school. Timelines for examination and accreditation are reviewed for impact of delivery.

LS RY

5.1g) Improved opportunities and informed decision making for all our young people, especially those from disadvantaged backgrounds will show evidence of improved social mobility. 5.1h) Examination/ accreditation is well planned across the academic year and deadlines for assessment met in a timely manner

LS Sum1 Evaluate CPD to enable staff to be WA 5.1i) The WAVEE department shows a strong

LS

knowledgeable and well informed about supporting individual needs Time lines for examination and accreditation reviewed

RY

teaching and learning profile throughout and there is strong evidence of the high aspirations for students 5.1j) All student are on tack for their predicted outcomes.

JSh

LS

Sum 2 Evaluate Social projects and their impact to school and wider community. Evaluate the impact of the Post 16 curriculum for widen opportunities for lower and middle ability students this includes This includes extra-curricular and residential enrichment for learners (Linked to 4.2)

LS LW/WA

5.1k) Social projects show clear opportunity to learn in depth about other communities outside those represented within the school. 5.1l) Pupils Are on track to achieve a breadth of qualifications that match their needs and aspirations

5.2 Grown from the experiences of Steam Street Increase more personalised work experience options for learners leading to employment based offers.

JSh Aut 1 Match all post 16 students to vocational placements as identified in Paths. Initial impact questionnaire undertaken. (Covid 19 dependent)

LS 5.2a) Identified opportunities allow for improved social mobility. All students are linked to a placement.

Jsh Aut 2 A timeline to refurbish the photocopying room in partnership with an employer is established.

LS 5.2b) Pupils are continuing to have meaningful and purposeful encounters with employers. The schools STEAM Street offer continues to grow for all pupils and students with a link to Sheffield Hallam University.

LS Spg 1 Evaluate all post 16 students and their vocational placements.

Evaluate the impact of the printer room

WA 5.2c) Low/Middle academic achievers obtain vocational options and success. 5.2d) Students have gone through the application system and have set up a robust working environment.

LS Spg 2 Destinations Data is further linked students next steps

WA 5.2e) Increased offers of employment for students next steps

JS Sum1 Review placements and links in line with pupil outcomes and opportunities for next academic year

LS 5.2f) A sustained vocational offer allows students to be prepared for the next steps

Jsh Post 16 Tutors

Sum 2 Review of STEAM street linked to Post 16 Students Review of destinations data

LS 5.2g) Pupils have links of steam street that has impacted upon the opportunity for employment

5.3 Enhance delivery and training for staff Through the Skills Builder

Chosen Staff

Aut 1 Identify key staff members across the school to drive the skills builder programme Initial Virtual Training delivered by skills builder

LS 5.3a) Every key stage has a Skills Builder representative. 5.3b) The two carers and PHSE areas for development are identified

programmes these are threaded through the curriculum and staff are trained to plan using these tools to strengthen the Post 16 offer.

JS Aut 2 The launch of Skills Builder and all

students baselined for the programme. Agreed focus on the areas of focus shared whole school.

LS 5.3c) All stakeholders understand the rational for skills Builder and are able to use the programme

Skills Builder

Spg 1 2nd strategy meeting delivered by Skills Builder (Reflection and Networking)

LS 5.3d) Each Key Stage representative is able to articulate the impact of the SB Programme. Next steps are idenitifed

Chosen reps

Spg 2 Introduction of skills builder projects whole school focus

LS 5.3e) Staff have had training on 1 project appropriate to their key stage

Skills Builder

Sum1 3rd Strategy Meeting by Skills Builder (Reviewing Assessment of Skills)

LS 5.3f) Projects have been delivered to pupils and students assessments shows that pupils have made progress on focused skills

Sum 2 Reviewing of Impact of skills builder of projects and the skills gained.

5.3g) Enhance delivery and training for staff 5.3h) Through the Skills Builder programmes these are threaded through the curriculum and staff are trained to plan using these tools to strengthen the Post 16 offer.