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Striving for

Excellence

Empowering

Achievement

Academy Improvement

Leadership & Management
  1. All leaders fully promote the vision and values of the trust and the academy.  
  2. Leadership at all levels focuses on the development and the impact of the quality of education provided for all students. 
  3. The academy continually considers and promotes strategies which will impact positively on staff well-being and retention and will ensure that the academy well-being action plan is fully implemented.  
  4. The academy seeks opportunities to support the development of leaders and staff at all levels, including the trust leadership programmes 
  5. All leaders ensure that safeguarding is robust and effective. 
  6. To work collaboratively with the Local Governing Body to ensure that collective strengths and focused challenge is used to hold leaders to account in line with the key features of effective governance. 

Quality of Education
  1. To continually review and develop the academy’s ambitious, knowledge-based curriculum which is engineered to enable all students to be successful, is sequenced / re-sequenced effectively and ensures they are well prepared for future learning and employment. 
  2. To ensure that reading is prioritised and is central to the curriculum in order that all students are fluent, confident readers who have the vocabulary, skills and strategies which enables them to read with confidence and enjoyment.  
  3. To develop teachers' understanding and application of strategies to improve students' oracy and vocabulary development, supported by a programme of professional development activities  
  4. To ensure that the curriculum is implemented effectively for all students, including those who are HAs, SEND, DISADVANTAGED (including in Post 16), through the effective use of adaptive teaching. 
  5. To ensure the consistent implementation of the ‘ACET Assessment, Feedback and Reporting Policy’ to support accurate formative and summative assessments and leading to data-informed decision making 
  6. To ensure that the quality of education is consistently high through the development of students’ metacognitive skills, supported by effective and consistent use of modelling by teachers, to ensure that students know more and effectively retain this knowledge.  
  7. To ensure high quality teaching by investing in well planned CPDL, supported by the investment in instructional coaching. 
  8. To foster a positive numeracy culture through the development and implementation of the Numeracy and Calculation Policy.

Behaviour & Attitudes
  1. To establish consistent, clear routines and expectations for all students in order to eliminate low level disruption (Deliberate practice, a scripted approach to ensure consistency, modelling the behaviour we expect, consistent uniform expectations, celebrating the positives, meet and greet / end and send / stop and drop, staff CPDL, review of a trust behaviour and rewards policy including post 16. In-depth data to inform intervention. Review of the school day, timetable, pathways inc. alternative pathway support. Staffing to bolster support, Class Charts) 
  2. To support the improvement of student behaviour in order that levels of internal / external suspensions and permanent exclusions reduce, especially for those who have more than one formal suspension, or who are SEND/disadvantaged 
  3. To ensure that provision is appropriate for our most disaffected and most vulnerable students, including those with complex needs, by utilising academy resources to their full potential. This includes a graduated response, which is accurate, reviewed regularly, and through utilising ACET commissioned resources and accessing specialist provision where appropriate. Alternative Pathways and Provision are used effectively to support a small cohort of students where further support is needed. 
  4. To ensure that improving the punctuality and attendance of all key cohorts (Disadvantaged, SEND, Vulnerable, PA, SA) has high profile and that the expectations for student attendance remains high (Academy target, close gaps, re-establish routines and work with families, deployment of EWO, support of Early Help and other outside agencies, link between attendance and achievement) 
  5. To review the support and pastoral structures in place which will be pivotal in improving student behaviour.  

Personal Development
  1. To ensure the delivery of RSHE & PSHE is consistently taught, robustly monitored and is of high quality (in tutor time, cross curricular and drop-down days) across all year groups in the academy, including POST 16 
  2. To adapt delivery of the RSHE & PSHE programmes to support all students but particularly those with SEND 
  3. To further develop the CIEAG / Careers programme in order that all students are receiving their entitlement. 
  4. To improve student engagement in extra- curricular activities across the academy by seeking student voice and providing activities which meet student interests specifically those students who are disadvantaged. 
  5. To further develop student leadership – ensuring all levels of leadership have a voice in the academy.   
  6. To develop opportunities for all students to become resilient, independent and successful learners.  

 

 

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