School Improvement plan - latest update

Please find below the latest update against the priorities in the school improvement plan. Previous updates can be found at the bottom of the school improvement page here.

Update: Spring Half term 1

  1. 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

Teams across the school are continuing to work on improvement priorities identified.  Support continues to be provided from within the trust in a number of areas including History, Geography and Maths. This support has included staff visiting our sister school, Cheam High School, to see good practice and Cheam staff visiting Oaks Park to discuss and share ideas that can be implemented here.  Time has been provided to staff for these visits to be carried out and for follow up discussion and planning.  Some new ideas and initiatives have been put into action already.  Others require longer term planning and will form part of improvement plans in the next academic year.    

  1. 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 the 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.

Curriculum proposals for September 2020 are being finalised to ensure the school continues to provide a broad and balanced curriculum.  We are looking at how we make changes to our grouping arrangements, particularly in Y7 and 8 to ensure students are grouped according to their ability and teaching is more effective.  The curriculum in Horizon school is also currently being reviewed to ensure that it meets the needs of students in our ASD bases moving forward.

  1. 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

The new KS3 assessment system is now firmly in place.  Subject teams are working on ensuring assessment is in line with the new system and student’s progress is being tracked more effectively.  Data collected in line with our assessment, recording and reporting schedule is being utilised more effectively, particularly through departmental meetings.  This is allowing leaders to identify students who are not making expected progress in certain key areas and target intervention accordingly much earlier on.

  1. 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

A programme of interventions is in place for Y11 students.  This includes targeted sessions after school, Saturday sessions and an Easter Revision programme.  A second Y11 Parents’ Evening has been held to ensure parents are fully aware of their child’s progress and how best they can continue to support them in the remaining months before examinations.  Mid-year Performance management reviews are being carried out for all teaching staff to ensure they are being held more accountable for their work.

  1. 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

The second term of the academic year has seen staff afforded training on how to support student learning and knowledge retention via effective revision techniques, supporting students with ADHD and the Thrive emotional development programme. Staff have been afforded significant opportunities to develop their leadership capacity via both the Trust Middle Leading course (including a session on the new Ofsted framework delivered by the Trust CEO) and attendance at external National Professional Qualification sessions. Staff from other trust schools continue to support colleagues at Oaks Park High, both teaching staff, including those delivering vocational qualifications and support staff engaged in pastoral and administrative support.

  1. 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.

It’s been another beneficial term in Post 16, with Year 12s visit to Surrey Sports Park for the UCAS convention. Students had the opportunity to find out about applying to university and the UCAS process and talk to representatives from a wide range of universities and courses. Year 13 are making their final offer choices for Universities and many have applied for apprenticeship applications too. Post 16 students were lucky enough to attend the exclusive M&G apprenticeship event in February. This included a Q&A session, interview skills and networking with current apprentices. We have also had guest speakers, including London's Youngest Restaurant Shareholder in building up lots of inspiration for our students Post 18 choices. Year 13 have had their final mock examinations in preparation for the external exams in May. We are continually analysing the outcomes through internal assessment and intervention sessions. We had a very successfully Parent Evenings for our Year 13s, thank you for your continued support and we will continue to monitor progress through our conversations.   Applications for September 2020, Post 16, have been successful and we have interviewed all students on their chosen pathways. The scope to expand our Post 16 facilities is on the horizon and with new and exclusive areas for our students we envisage that this have a positive impact on both their independent studies and overall results.

  1. 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

Nearly 70 per cent of our families have now downloaded and are  using our school Apps and we have been very pleased with its impact.  It has improved efficiency of communication because information and reminders 'pop up' on the user's device, therefore giving them immediate notification of a message. The app also provides automatic reminders and allows us to send a daily news feed to show case news and events. It has proved very useful to those responsible for communications, and we are hoping that when we receive parental feedback, comments from users will be equally positive.   We will be moving to use the app for attendance notifications next term.

Our first 'Parents' Forum' was very successful allowing for feedback on specific issues which included: the school's mobile phone policy, assessment and reporting, and the additional intake of students in the new academic year.   The inaugural session took place in February and was attended by 17 families, who provided very useful viewpoints and suggestions. The session allowed parents to feel listened to, and be part of the decision making process.  Parental concerns from this meeting have been raised with senior and middle leaders and key points will be shared with parents.  Overall, our first Forum was a very positive experience for attendees and the school and we look forward to the next session in April. Communication will be one of the topics to be discussed and we can therefore use the session to gain further impact on improvements made.  A 'drop-in' session with Mr Amin was also offered to allow parents to meet the Headteacher. Despite several reminders about this, no parent attended.  

Three newsletters have been published since the beginning of the New Year which have been well received and give a narrative of all areas of school life, including updates from Year Group Leaders. 

A parental feedback survey on all school issues is currently in development to be issued next term. The results of this questionnaire will of course be shared.  

  1. Review academic year, staff structures and department rooming arrangements
  • Review the school year/day arrangements and consult if any changes propose
  • 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

A consultation on a possible move to 1 hour lessons has been carried out with staff at the school. They have supported this proposal with an overwhelming majority. Linked to this, staff were also consulted on making changes to the length of the school day.  This would mean that school ends at a slightly earlier time of 2.50pm. Staff were in favour of this proposal. Parents and Carers have now also been consulted on this change and again, the majority have been in favour. The outcomes of the consultation will be fed back to Governors and a decision will be taken in due course as to whether the school adopts these proposals. Plans which involve making changes to our building to allow departments to be sited together have been finalised and presented to Governors. It is anticipated that these changes will be in place for September 2020.

  1. 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

A staff forum is currently being set up to look at staff wellbeing across the school.  Initial discussions will examine ideas that can be implemented in the summer term with more detailed discussions around longer term plans also taking place. Various informal drop in sessions have been run during staff consultation periods to allow staff to raise any concerns they may have and for these concerns to be addressed directly with members of the leadership team.

  1. 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

The development of PSHE continues with the newly appointed coordinator working closely with trust staff and undertaking professional development with the PSHE association. Provision, planning and resources are developing to ensure that all statutory requirements are in place prior to the beginning of the new academic year and to ensure that the current year experience a meaningful programme of study. Training for staff delivering the programme has taken place focussing on the delivery of sensitive topics. A number of external providers have been engaged, including the schools' nurse, to provide specific sessions on sex and relationship education and drugs awareness. Similarly careers provision continues to be extended and enhances. Outside speaker, including a young entrepreneur and ex-pupil, have visited the school to present on business and high level apprenticeships whilst individual subjects, such as Public Service, have visited employers. A Year 10 visit to a careers fair has been put in place for the summer term, whilst Unifrog, an online destinations programme, is currently being rolled out to the year group, with a anticipation this will be launched to Year 9 later in the year.