A1. Consistently offer an inclusive curriculum that stretches challenges and aims to narrow the gaps in pupils learning

A1.1 Challenge the pace of lessons educationally and behaviourally

A1.2 Directed assessment opportunities in planning

A1.3 Set high expectations for pupil progress from all starting points

A1.4 Identification of GAP in learning

A1.5 Improve quality and range of targets

A1.6 Band pupils for progress dependent on prior learning (different rates of progress)

A1.7 Subject led CPD with curricular focus

A1.8 Further strengthen the consistency and quality of teaching

A1.9 Embed moderation and standardisation process to develop a consistent approach to assessment

A1.10 Develop expert KS3 teachers and KS4 teachers

A1.11 Themed Weeks targeting low performing subjects

 

A2. Embed a curriculum that offers a suite of recognised qualifications promoting positive outcomes for pupils.

A2.1 Relevant and meaningful curriculum Shared planning and delivery opportunities to develop consistency and address gaps in curriculum

A2.2 Broader Curriculum development of foundation studies in K3 and optional subjects in K4

A2.3 Online access to wider subject choice at GCSE

A2.4 Use of technology to deliver learning

A2.5 Co-ordinated and structured collaboration with mainstream schools

A2.6 Shared Staffing/ flexible approach to specialist teacher use

A2.7 Collaborative working between centres (i.e. subject leads / schemes of work etc.)

A2.8 Thematic planning K1 – 3

A2.9 Consider delivering v-certs in centres (+ research i-achieve)

A2.10 Explore unit Award / accredited qualifications other than GCSE equivalent/Step Up 2 English for KS3 

A2.11 Strategic input with the exams (boards) entries so that each centre has same offer

A3. Support aspirations for young people and their futures by raising levels of attendance

A3.1 Review and evaluate barriers and interventions to support attendance  Complete

A3.2 Launch revised attendance strategy including staff resource, intervention and rewards

A3.3 Online/interactive sessions used by attendance officers to generate engagement and marks

A3.4 Timeline for attendance officer interventions  Complete

A3.5 Creation of ‘safe work spaces’ for more vulnerable pupils

A3.6 Celebration of attendance through rewards and praise  Complete

A4. Develop a culture and ethos of “reengage, refocus and reintegrate" across the school

A4.1  Tutor system for students

A4.2 Reintegration display in all centres  Complete

A4.3 Reintegration focus at student entrance interviews and to establish   possible exit schools from the outset

A4.4 Reintegration preparation programme

A4.5 Involve possible exit schools earlier in placement to allow for better preparation for returns

A4.6 Actively promote good working practice between WSAPC and schools  Complete

A4.7 Student success profiles

A5. Develop a culture and ethos of using data to inform future planning and curriculum offer

A5.1 Baseline process to be developed to reflect teacher assessment and provide clearer starting point

A5.2 Peer moderation to QA securing judgments

A5.3 Shared assessment and teaching practice

A5.4 Data Training Workshops for all staff

A5.5 Links to performance management

A5.6 Embed Quality data and professional informed predictions

A5.7 Termly Focus identified from Data

A5.8 Clear Data charts- tracking in class

A5.9 Widen data capture and use

A5.10 Develop a data rich culture where AFL and planning are linked to summative scoring

A5.11 Assessments in ALL subjects areas to feed into Eng and Maths assessments