West Island School Whole School Annual Development Planwis.esfdev.com/wp-content/uploads/2015/06/6-Annual... · Whole School Annual Development Plan Overview 2015 ... The Mini options

West Island School

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Whole School Annual Development Plan 2015-2016

Challenge Community Growth Cohesion

West Island School

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Whole School Annual Development Plan Overview 2015 - 2016 VISION STATEMENT: LEARNING CHALLENGE

• There is a consistency of high quality teaching and learning and assessment processes across the school to enable students to achieve their targets (both within the curriculum and through enrichment)

• The school’s inclusive and balanced curriculum based on the attributes of the WIS Learner Profile and the WIS Approaches to Learning Framework is embedded

Curriculum Planning: Aim

To develop a school wide approach towards the embedding of the ATL Skills Framework into teaching and learning practices

Practice: Aim

To ensure that ATL Skills are a key focus of Teaching and Learning Evaluation Strategies

Care, Guidance and Achievement: Aims

• ATL Skills: Transition

To ensure a seamless transition across phases – identifying and incorporating ATL strategies that will deepen the Year 6-7 transition process

• ATL Skills: The Role of the Tutor

To develop a shared understanding by all stakeholders of the rationale of 1-2-1 sessions and related expectations

Curriculum Pathways: Aims

To ensure provision for individuals has sufficient breadth and depth

To explicitly introduce transferable ATL skills that relate to future pathways in the rationale and planning of electives

To ensure clearer understanding and to raise the profile of the WIS ID and electives pathway’s profile to ensure sustainable provision

Assessment, Reporting and Recording: Aim

To ensure a clarity and sense of purpose in the school’s Assessment, Recording and Reporting processes

Communication and Feedback: Aim

To develop a robust system of feedback and reflection in the ARR system

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VISION STATEMENT: STUDENT CHALLENGE

• WIS develops Life Long Learners; equipping all students with the skills and attributes to effectively succeed in life beyond our school

• There is a sense of Community through a culture of teamwork, collaboration and sense of purpose and of Courage by challenging ourselves and our community

Rewards and Awards: Aim

To create a systematic approach to praising students by developing students’ Growth Mindset and embracing the school’s drive on developing and embedding the ATL Skills across the school

Student Leadership Opportunities: Aim

To ensure that opportunities for students to develop their leadership skills have depth, are diverse, reflect joined up thinking and are appropriately matched and balanced across the year groups

Communication and Self-Management: Aim

Students’ self-management skills are developed more explicitly through the introduction of Google Calendar and the Student Planner

VISION STATEMENT: STAFF CHALLENGE

• Teaching and learning is of high quality consistently across the school to enable students to achieve their targets (both within the curriculum and in enrichment)

• All teachers and support staff are inspired and supported

Teaching and Learning: Aims

To continue to grow the sharing of good practice; encouraging experimentation to ensure teaching and learning excellence

To ensure clarity in G & A’s/Faculty roles and approaches in support and intervention structures to manage students’ behaviour, progress and achievement

Enrichment: Aim

To ensure enrichment is diverse and deep; strengthening further students’ learning experience

Communication with the Wider Community: Aim

To ensure clarity and consistency in communication within the school and with the wider community

VISION STATEMENT: LEARNING ENVIRONMENT CHALLENGE

• The school environment is conducive for all members of the community to feel safe and happy and to learn effectively

Health & Safety: Aim

To ensure that all areas of the school are safe and secure

Buildings : Aim

To rejuvenate the school facilities and renew equipment to develop a more vibrant and functional learning environment

Classrooms and Subject Areas: Aim

To ensure that classrooms and subject areas are respected areas where students’ work is celebrated and that the space is vibrant and inspirational

West Island School

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VISION STATEMENT: LEARNING CHALLENGE

• There is a consistency of high quality teaching and learning and assessment across the school to enable students to achieve their targets (both within the curriculum and through enrichment)

• The school’s inclusive and balanced curriculum based on the attributes of the WIS Learner Profile and the WIS Approaches to Learning Framework is embedded

Aims Action Steps Lead and Response Resources

Curriculum Planning

To develop a school wide approach towards the embedding of the ATL Skills Framework into teaching and learning practices

Key core transferable ATL skills are identified from within range of ‘clusters’ beneath the 5 main categories to be collated into a matrix applied across the school

LT and HOF September 2015 LT Meetings Time with Heads of Faculty

Develop a ‘toolkit’ of strategies with resources to support skills development across subjects and faculties. Have agreed strategies for concrete skills development

DM with HoF & JC with L of L December 2015

Meetings to evaluate input and synthesise into toolkit

Evaluate 7 June 2015 Staff Meeting feedback on use of ATL cogs how the visuals could be used across the school and Cath Buckley’s work on Growth Mind-set

DM with HoF & JC/CB with L of L HOF with Subject Leaders

Staff, HoF, LLs and CPD time

Integrate ATL skills into new SOL curriculum development and writing of schemes of work – using agreed template (this does not apply to schemes which have already been designed).

DM, CH and JLF,JPF with HOF (with their faculties)

Collaboration Faculty Time Teaching Staff Meetings

Practice

To ensure that ATL Skills are a key focus of Teaching and Learning Evaluation Strategies

Consider work from the L for L and HOF (above) G and A to inform a further working party to aid deeper development of the skills

LT to consider by December Time with relevant parties above during workshops, meetings and CPD Days

Develop a school wide approach to Walkthroughs and Student Shadowing following the pilot in 2014/15

Walkthroughs October 2015 LT and HOF and June 2016) SS – Dom October 2015

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Care, Guidance and Achievement

• ATL Skills: Transition

To ensure a seamless transition across phases – identifying and incorporating ATL strategies that deepen the Year 6-7 transition process

• Share common learning strategies and language to develop a smoother learning transition between Y6 and Y7

• Identify transition opportunities earlier in the year that enable Y6 to experience WIS ATL focused activities

• Consider a pilot joint CAS activity for Y6 students could get involved in

GH/CH/SB/HOF

All staff

KH/CH

Term Two CPD days planning

CPD days in January and February with Kennedy School colleagues

• ATL Skills: The Role of the Tutor

To develop a shared understanding by all stakeholders of the rationale of 1-2-1 sessions and related expectations

Launch of Pre-16 e-Portfolio: Strengthen 1-2-1 with a focus on ATL Skills to develop students’ growth mindset Rationale presented to students through presentations in assemblies and extended tutor group sessions.

G and A: first tutor session

Meetings throughout the year and time with tutors

Set up an ATL parent forum to present the concept of extended time and structure with the focus on ATL Skills CH/GH Term one Communication

with parents

Ensure that the ATL Skills e-portfolio is resourced with learning activities and questions; focusing on ATL Skills. Pathways and CAS (MYD award) included in Year 10 and 11

G and A HOY Pre 16

From Term One; evaluation Term Three Preparation time

Learning for Life input and careers resources added to e-portfolio CH/GH/CS/ND: Evaluate in Term Three Meetings

Review e-portfolio and devise training for tutors in effective coaching using ATL Skills as a foundation CH/GH Pre 16 By March 2016 Coaching CPD

Curriculum Pathways

To ensure provision for individuals has sufficient breadth and depth

Monitor and support Year 9 lesson 6 Languages CH and JC with CD – Aug to June Monitoring and evaluation meeting

The Mini options process for Year 8 into 9 presented to the WIS community: Explanation to parents, uptake and process, staffing updated and organised

JPF,CH, GH, HoF, MW to develop student understanding, communication to parents: options letter, monitor uptake

HOF Plan curriculum change in collaboration

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Current electives in for year 10 and 11 offered scrutinized alongside rationale and pathway clarity and decision as to re running made

CH/HOF/ALL

HOF/ALL Plan curriculum change in collaboration

LC courses are audited and appropriateness reviewed for students in year 10 to 13

Earlier intervention in place for Year 10 and Year 11 to ensure appropriate uptake of post 16 courses

JLF/SC/SE/JC Careers and the IN Team - first audit by October half term 2015 Meetings

Curriculum Pathways

To explicitly introduce transferable ATL skills that relate to future pathways in the rationale and planning of electives

Options booklet provides clearer communication on pathways and vocational rationale. ATL Electives forum for parents and students established to showcase current Electives Programme including student contribution

EC / CH with HOF – by September 2015 Meetings

Review of current Electives Programme–student /staff feedback against ATL Skills Framework and understanding of pathways

CH, GH and EC by October 2015 Meetings

Ensure employable ATL skills and a deeper understanding of the significance of vocational learning are key points in the communication of the Electives rationale with the school community

Develop external links to enrich school understanding of relevant pathways

CH – By December 2015 Time with various members of the community

Curriculum Pathways

To ensure clearer understanding and to raise the profile of the WIS ID pathway’s profile to ensure sustainable provision

Relaunch of BTEC programme through improved publicity: marketing, forums and feedback from student voice CH, GH and EC by October 2015

Research and Time with various stakeholders

Introduce opportunity for BTEC Teachers to meet to identify needs and to promote course and pedagogy

Established by August 2015 - meetings ongoing - EC

BTEC budget for marketing purposes

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Assessment, Reporting and Recording

To ensure a clarity and sense of purpose in the school’s Assessment, Recording and Reporting processes

ARR calendar & deadlines overview in clearly displayed in the staffroom with a WIS Staff ARR guide provided to support all in the process

By first reporting checkpoint – DM/HOF to remind teachers of expectations.

Time to devise resources and to present to teachers

Design a simplified version of ARR calendar; clear definitions within the support documentation DM - August 2015

Develop a tech support site (DM & Jimmy) – within this statement banks, reporting guidance and appropriate support materials to facilitate the ARR process.

DM to provide documentation as part of new staff induction materials. All staff to have the guidance

Review assessment procedures in Y12/13 - introduce a new mock exam format – monitor and evaluate process.

JLF and IB/ID Subject Heads/HOF – By October 2015 Meetings with IB

and ID Subject Heads/HOF Provide a clear assessment calendar with deadlines for all

teachers Decision for 2017 by March 2016

Communication and Feedback

To develop a robust system of feedback and reflection in the ARR system

• Present the overview to all teachers; outlining changes and rationale

• Provide an outline of the ARR timeline & expectations for the year ahead

DM in teaching staff and HoF meetings in the first half term 2015

CPD for teachers on how to use the new system

• Implement the new Year 7 Feedback System and start preparations for launch into Year 8 and 12

• Collate teacher, parent and student feedback on the functionality of new ARR system via surveys, interviews and parental forum

• Prepare a master spread-sheet for collation of descriptors/feedback map and implement clear timeline of development of materials with HOFs

HOF/LT/DM

Meeting time to enable effective monitoring and evaluation for future roll out to other year groups

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VISION STATEMENT: STUDENT CHALLENGE

• WIS develops Life Long Learners; equipping all students with the skills and attributes to effectively succeed in life beyond our school

• There is a sense of Community through a culture of teamwork, collaboration and sense of purpose and of Courage through challenge

Aims Action Steps Lead and Response Resources

Rewards and Awards

To create a more systematic approach to praising students by developing the students’ Growth Mind-set and embracing the school’s drive on developing and embedding the ATL Skills across the school

• A clear process on how students are praised across the school established; incorporating the current school’s CAS stamps and Dynasty Points

• A focus on effort in selection of students for the annual awards ceremony

• ATL Skills to be central to the whole school Rewards and Awards Programme

• Launch of the WIS Rewards and Awards digital system where staff and students can check progress of rewards and awards feeding into a fairer selection system for the Awards Ceremony

• A transparent process set up where students and dynasties are recognized for their achievements and efforts in phase/ whole school assemblies and ceremonies

JC with CH/GH (Pre-16) and JF/SC (Post 16) All Staff - End of September 2015 HOF change practice for Awards process

Time with HB for Digital Set Up and discussions with Student Leaders with Set Up (Head Students and Dynasty Leaders)

Student Leadership Opportunities

To ensure that opportunities for students to develop their leadership skills have depth, are diverse, joined up in its thinking, appropriately matched and balanced across the year groups

• Develop and monitor the school’s new model of leadership at Pre/Post 16 with clear expectations

• Ensure that selection of student leaders is rigorous/ incorporates staff voice so selection is based on ATL Skills and the school’s values

• Incorporate a sense of duty in the roles: consideration of each other and the environment to add more gravitas. Develop a sense of school ambassadorship within the leadership programme

• Each Dynasty and Head Student to have devised action plans to ensure focus and plans are sustainable.

• Change in roll out of head students and dynasty leaders so to avoid pressure points, e.g. with mocks and start of exams

JC with GH (Pre-16 and SC (Post-16) by end of September in terms of establishing the new set up and by the end of March 2016 – a tangible change in approach evident

Time with Directors of Pre and Post 16 and discussions with Head of Year 12, CAS Coordinators, Head of Dynasty to join up thinking

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• Streamline the current system of Dynasty Leadership – currently 4 Dynasty Leaders and 1 Deputy Dynasty Leader

• Dynasty Representatives are elected at the start of the academic year (2 per tutor group, per year) who will be monitored by the Deputy Dynasty Leaders and supported by the Dynasty Leaders

• Accountability: a member of staff to be attached to each Dynasty to ensure focus of each Dynasty, Head Students, Dynasty Leaders meet with JPF and JC fortnightly and present to Leadership Team once a term; School Council once a year on progress

Communication and Self-Management

Students’ self-management skills are developed more explicitly through the introduction of Google Calendar and the Student Planner

• Introduction of the Electronic Calendar and Student/Teacher Planner to staff and students with training

• Parents are informed of the move to an electronic system and the focus on students’ self-management skills to develop them into independent learners

• Tutors to explicitly teach tutees on effective use of the Student Planner in tutor time

JC with HB, the Communications Team and CH (Pre-16) and JF (Post 16) By the end of August 2015 for set up

End of the academic year for evaluation of outcome

Time with the Communications Team and with HB in June and August 2015

Progress check at the end of the first half time

VISION STATEMENT: STAFF CHALLENGE

• There is a sense of collaboration, teamwork and purpose amongst all staff; both teachers and support staff

• There is a focus on teachers’ development of understanding, knowledge and application of the ATL Skills and the Growth Mindset.

• There is good teaching practice, in particular in the areas of ATL ,Differentiation and Assessment for Learning

Aims Action Steps Lead and Response Resources

Teaching and Learning

To continue to grow the sharing of good

Introduce a revised Lesson Sharing format ( feedback from eduLT Day (13.05.15); staff review (8.6.15)) - Focus on ATL Skills development; clear expectations with a menu of learning activities presented at start of the year with planning, review, evaluation time

JC and DM to introduce – September CPD Day 2015. Sharing in May CPD 2016

Planning and meeting time with colleagues

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practice; encouraging experimentation to ensure consistent teaching and learning excellence

Monitor and evaluate the school’s inclusion programme; ensuring that all groups of learners are effectively catered for in the school’s curriculum programme, in classroom practice and within the school’s enrichment programme.

• Ensure the school’s provision for all IN students is coordinated and needs are catered for in lesson planning (with a particular focus on the effective use of EAs in the classroom)

• Continue focus on developing the skills of our more able students; further Mini- COGE training and related CPD for our key teachers in driving this programme

• Further strengthen the mentoring programme for all students identified as in need of further support and intervention

DM/HOF/Mentors/AC

GW and Janine Carmichael

Collaboration time and CPD (COGE) resourcing

Review Teaching and Learning evaluation procedures within the HoF and TLR post holders’ leadership of sharing practice, CPD/ PRD of faculty members: intra-faculty sharing process/ PRD process focusing on ATL Skills, AfL, Differentiation, Growth Mindset

LT with HoF/TLR by October 2016

Time with HoF and TLR Post Holders

Establish a pilot coaching programme to focus on strengthening classroom practice Coaching Programme (JC – programme set up by October 2015)

Preparation time

CPD: Ensure provision for teachers and support staff and requests are in line with school priorities

Impact of CPD on T and L (student learning and disruption) is monitored and evaluated JC – on-going Time for review

and evaluation

Ensure PRD is consistently carried out three times in the year and conversations are robust with targets set in line with job roles and team/faculty/school priorities

Line Managers - teachers and support staff

Time to verify and quality assure

To ensure clarity in G & A’s role and approach in support and intervention structures to manage students’ behaviour, progress and

G & A policies are reviewed to ensure all students are supported effectively; to review the student intervention in partnership with HoFs, the role of the tutor and management of home learning; uniform; behavior; achievement. Phase assemblies to reinforce self-management skills for students and punctuality to lessons

Review and Development (CH/G and A with all staff) staff meetings

Best practice Y7 – 13 Tutoring model to be decided by

Time for review and development

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achievement January 2016 for August 2016 (JPF, CH and G & A Team)

Enrichment

To ensure enrichment is diverse and deep; strengthening further the students’ learning experience

To ensure provision is coherent, has breadth and depth and accessible to students. CAS Calendar to be set up

CH and JLF – CAS Pre and Post – 16 CL, KH and NB

Support for Katie Hudson and Charlotte Luck

Remind staff of parameters for off-site activities and enrichment needs HoF/Team leaders to respond and consider whole school needs; minimise disruption All enrichment opportunities 2015 to 2016 to go be proposed to JC for decision

JPF and JC Time with staff

Communication with the wider community

To ensure clarity and consistency in communication within the school and with the wider community

Clear communications strategy for staff Parent access to WISDOM Launch new website Live, active social media platforms – Facebook, Twitter, Linked in

RM with HB and Fleur Murdoch – communication to parents in August 2015 (HB)

CPD on digital applications and research/preparation time

Improve further relationships between Cantonese and English speaking staff by encouraging all staff to recognise and value each other’s contribution

Teachers to be more aware of and value the support staff; their names, their roles and their work

Investigate ways in which the two parties can bond more to create more community cohesion

RM - to present to all staff in August 2015 Staff photos display -support staff and role in staff –room by August 2015

Preparation time

Teaching Staff: Meeting cycle augmented to ensure communication is enhanced; to monitor and evaluate during the year Policy explained JPF with LT Review time

intermittently

Review of IT systems used in the school and look for opportunities to rationalise systems. Review booking system and implement best solution

JV and HB and eCouncil – first proposal by December 2015 Meeting time

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VISION STATEMENT: LEARNING ENVIRONMENT CHALLENGE

• The school environment is conducive for all members of the community to feel safe and happy and to learn effectively

Whole School

To ensure all areas are safe and secure Review Fire Evacuation procedures LT by October

2015 Meeting time H&S Committee to continue to develop roles and respond to developments of the ESF

Framework

RM with the H & S Committee - on-going

Buildings

To rejuvenate the school facilities and renew equipment to develop a more vibrant and functional learning environment

• Re-waterproof and surface D Block roof • Feasibility Studies of specialist and exhibition spaces • Cricket Nets • Arena Storage units • Upgrading classroom furniture • Block D toilet renovation • Renovation of D&T spaces in light of H&S Review modifications • Corridor upgrades – Music (B4), D7, D8 • Double Glazing B4, B6, D7, D8 • Air Con D Block • Auditorium renovation – sound and lighting system and control room overhaul and

flooring replaced • Investigate improvements for Sports Hall sound system • Review of G&A area space • Replace MPH flooring • Renovate remaining labs • Investigate stage area outside Music Room

RM/JPF/HOF Time with ESF

Classrooms and Subject Areas

To ensure that classrooms and subject areas are respected areas where students’ work is celebrated and the space is vibrant and inspirational

Displays are regularly updated and reflect student learning Clear expectations that learning spaces are kept in order and are safe and happy environments which enable all students to learn effectively

HOF/LT Classroom teachers - on-going

Time to liaise with Ann Cheung (resources)