School Improvement

School Improvement – priorities 19/20

Every school needs a School Improvement Plan.  This is to let the school build on their strengths, address any issues and keep looking for ways to do their best for their students.

Oaks Park High School has a very robust and ambitious plan.  Progress against the plan will be reported each half-term to the Governing Body and Trust Board.  This will include a summary of the support in place to help accelerate the process of improvement.  There will be updates on progress for parents/carers information.  There are also school improvement FAQ for reference to provide further context.

The main priorities relating to student progress are summarised below.  This is not an exhaustive list.  For example, this does not include the ongoing work to ensure that students are well-supported pastorally, that relationships within the school remain a strength and that students are safeguarded. 

Please find, at the bottom of the page, half-termly updates on progress against this plan.  The latest update can be read here. 

Updates will be made every half-term and are available to parents/carers as well as other members of the school community.

Priority

Notes – what this means:

Build leadership accountability and capacity

Making sure that leaders and staff in their teams have the support (both time and guidance) to do their jobs well, and know what they are expected to do and who they are responsible to.

 

Making sure each team has a set of improvement priorities and that there is access to support from within the Trust

Develop curriculum to meet students’ needs, both in mainstream classes and within Horizon. 

Building on the curriculum development this year to confirm the subjects to be offered, the structure of the curriculum and the examinations that are taught so that students can be well- prepared for their next steps in their future and for becoming a successful adult.

 

Checking that, for subject areas, the topics covered, how they are taught and the time allocation given all allow students to make the best possible progress. 

 

Making sure that departments have the resources that help students learn

 

Looking at key elements that support learning across the curriculum eg literacy, numeracy and ensuring that these are part of a coherent approach

 

Looking at how students are grouped to make sure they get the teaching they need at the correct level.

 

Strengthen the use of assessment to provide a secure understanding of how well pupils achieve

 

Decide how to set individual subject targets so that students’ progress can be tracked more accurately.

 

Developing ways that student progress is measured so that support can be offered where needed, and checking that students are getting the right amount of challenge.

Helping students to remember what they have learnt

Improve outcomes for students

Using department time and support from the Trust to develop the teaching, learning and examination preparation processes. 

 

Use of clear intervention and support strategies that help get students back on track if not making good progress; this will include strategies known to be particularly effective with the disadvantaged, more able, SEN as well as the wider cohort. 

 

Ensuring teachers are held to account for the quality of their teaching and the impact of their work on pupil achievements

Provide high quality staff development targeting needs effectively

 

Ensuring that teachers are supported to teach well – make sure they are updated on new examination requirements and have access to resources to help them

 

Making sure that support staff are getting training and guidance so that they can develop their expertise still further

 

 

 

Develop further Post 16 provision

 

Building on changes started last year to make sure that students are on the right courses that allow them to succeed and that systems are in place to track their progress and take action if there are concerns.

Improve communication with parents/carers

 

Improving information for parents/carers on changes in the school as well as daily notices and information.  Reviewing and improving the student progress information sent home

 

Clarifying expectations and systems with regard to homework, rewards, attendance and sanctions

 

Developing clearer structures so that parents/carers can raise any worries with the right team

 

Develop feedback systems so that parents/carers can let us know how they feel about their child’s educational experience

Review academic year, staff structures and department rooming arrangements

 

Review the school year/day arrangements and consult if any changes proposed

 

Recognise the strength of siting departments in similar areas, and plan for this move.

 

Review the staffing structures in the school to support team work and allow staff to focus on key priorities

 

Ensuring a plan to maximise the use of the excellent facilities within the school, prioritising where there is a need for change

 

Strengthen staff feedback and well-being processes

Ensure that staff feel well-supported through this period of change, and are able to raise concerns

 

Have feedback processes to allow input into various aspects of the improvement plan

Ensure Personal Social, Health, Careers Education in place for all year groups, together with enhanced careers and tutor programme

 

PHSCE programme in place for all year groups

 

Careers programme enhanced, with reference to required Gatsby benchmarks

 

Tutor time developed, to take into account move to year based tutor groups throughout the school, supporting communication and feedback from students as well as support for personal and social development

 

School Improvement Date  
01.October 2019 update 01st Oct 2019 Download