|
School Development Plan - 2005-06
Timing
This plan will start on September 1 2005 with an interim review in May 2006; final evaluation will take place in October 2006
when the Governors will formally review it. Progress reviews will be held periodically through out the year with reports to
governors, as appropriate, at committee meetings. This will enable initiatives started in September 2005 and before to be
followed through with the initial impacts on the following school year evaluated.
Key Issues
The aims of the plan are to raise standards through a range of key issues, which are then
broken down into manageable bite sized parts (key focuses). These issues reflect areas that
through self-evaluation exercises are thought to need to be developed in order to move the school and its community forwards
in the 21st century. This year's plan has been developed out of a much more ambitious document formulated last year which
set the parameters for a three year plan 2004-07. Hence there are particular themes taken through this year which have been
developed during 2004-05 and there are areas for development which will appear as key issues in 2006-07 which do not appear
this year.
Constructing the Plan
The plan takes into account the Government White paper 'Every Child Matters' and focuses areas of school development through
the five strands of this White Paper. Equally there is an appreciation of the new inspection framework that Ofsted now operates
under and which the school will be subject to in the future. Reference is hence made to the areas of self-evaluation the new
framework suggests we examine.
Self Review
At the heart of the school improvement plan is the belief that we are constantly evaluating all that we do whether formally or
informally. We are also aware of the impact that this evaluative culture has on the way we progress change. Hence the need for
self-evaluation to become embedded in school culture as a means to be certain that we know our school. With this in mind all
members of the school community are developing their self-critical faculties and being given greater opportunities for
contributing to evaluation, change and development. Departments have developed modified S4 forms to aid their work and to
contribute to the SEF, which is a working document that is constantly evolving.
One area that is developing further is that of gaining stakeholder views on key school issues connected to learning and
teaching. This is carried out through pupil, parent and staff questionnaires. Our commitment to staff development and the
principles of the Investors in People principles give staff the context to develop themselves and reflect upon how they
contribute to the learning organisation which will give maximum benefit to all learners in the school community.
External Influences
The plan gives a focus for the year as part of a longer-term three-year strategy for school improvement in a variety of
areas, focussing heavily on the learner. There are however external influences on our work which influence what we do but
do not necessarily drive our actions, for example 'Personalised Learning', Assessment for Learning and Extended Schools.
The plan attempts to reflect the aspects of the EDP for Poole, which are relevant to the pupils, we cater for and the
school engages in an active dialogue with the link advisor to ensure that there are realistic and challenging targets put
in place.
Key Issues & Focuses
- Raising standards through greater involvement of Stakeholders
- Expand funding streams ICC/SKL
- Increase contacts through enterprise education initiatives ICC/DCD
- Raising standards through ICT based pupil tracking and intervention strategies
- Pupil Assessment Tracker set up and used SIH/MT
- Interactive PANDA and associated data bases, e.g. Fisher family Trust set up and used SIH/MT
- Numeracy and Literacy and others (as appropriate) interventions based on above SIH/HB/JM
- Development of ICT based reporting system MT/RB
- Raising standards through increasing personal development opportunities
- Initiate and develop 'Healthy Schools' initiative and gain accreditation MFW
- Develop further pupil leadership opportunities MFW
- Raising standards through increasing quality of educational provision
- Develop study/thinking skills curriculum ICC/RB/EMV
- Increase the quality of cover lesson provision RB
- Plan for a Virtual Learning Environment ICC/SMW
- Develop the G+T provision in the school SIH/EMV
- Increase the amount of literacy intervention work HB
- Develop increased links with other Post 16 providers RB/ICC
- Increase range and number of outside speakers RB/SGP
- Expand school wide 'anywhere anytime ICT learning network' ICC/SMW
- Raising standards through increasing management and leadership capacity
- Linking of Performance Management, Investors in people, CPD and SIP targets to departmental Learning and Teaching targets SLT/HODs
- Develop Middle management capacity SLT/HODs
- Continue Work Force reforms to optimise Learning and Teaching opportunities RB/SLT
- Develop new SLT (SLT)
- Raising standards through targeted self evaluation
- Develop departmental SEF form and culture HODs
- Develop enhanced departmental review structure to look at SEF, SIP and PM as all part of the same developmental process ICC/BTC
- Raising standards through Specialist schools activities
- Develop Dorset Further Mathematics Centre RKN/ICC
- Achieve NAACE accreditation ICC/SMW
ICC
July 2005
|
