Steve Taylor, Principal Sally Apps, VP 6 July 2012

1. A journey from ‘Good’ to ‘Good’ in 12 months Steve Taylor, Principal Sally Apps, VP 6 July 2012

2. September 2010 Mission: 2010-2011

3. The most improved school / academy in the country Operation: Anti-complacency

4. September 2011 Mission: 2011-2012

5. It’s Ofsted year…..

6. Section 8, May 2011;What did Ofsted say? Main Judgements The academy has made good progress towards raising standards.

7. Section 8, May 2011;What did Ofsted say? Highlights • Excellent structures have led to improvements in • care • attendance • behaviour • Improvements in • ethos • engagement • enjoyment • reputation in the community

8. Section 8, May 2011;What did Ofsted say? Highlights • Students are making much better progress than before; good and sometimes outstanding • New sense of self-belief, engagement and high aspirations • Students recognise they can compete with the best • Increased student pride in the academy • Smart new uniform • Structured working day • Communication with parents/carers • Students value learning opportunities • Intervention and support • Additional support

9. Section 8, May 2011;What did Ofsted say? Highlights • Robust systems for behaviour, understood by all • Marked improvement in behaviour • Inclusive environment • Vertical Learning Families • Students feel safe and well cared for • Nurturing of CIC • Bullying is not tolerated • Different cultures celebrated • Impact of the specialism • Tracking of student performance

10. Section 8, May 2011;What did Ofsted say? Highlights • Good progress in Year 12 • Sharply focussed AIP • Clarity of roles & responsibilities • High consistency • Leadership development • Performance management • CLF support • LA support

11. Section 8, May 2011;What did Ofsted say? Areas for further improvement • Teaching generally satisfactory • Progress in English and Maths • High teacher talk • Closed questions to whole class • Poor presentation / pride in work • Skills in lessons: speaking, listening, literacy, numeracy • Routine modelling of ‘good’ work • No learning dialogue (feedback acted upon) • Use of performance data in lesson planning

12. Section 8, May 2011;What did Ofsted say? Areas for further improvement • FSM & SEN progress • Attendance of SEN students • Provision for SEN students in mainstream lesson not meeting needs • Monitoring of progress of CIC • Focus on monitoring impact • More in-depth data analysis • Judgements too generous • Empowerment of students • Academy Council holding accountable

13. Section 8, May 2011;What did Ofsted say? Priorities for further improvement Improve the pace and quality of learning by ensuring that: • lessons are more strongly focussed on learning outcomes and that students are given clear direction about what they are trying to achieve • students are given opportunities to talk about their ideas and to drive their own learning • teachers assess students’ work more effectively and give constructive feedback to students to help them take the next steps in their learning • teachers use assessment information to tailor lessons to the needs of the individuals in each class.

14. Section 8, May 2011;What did Ofsted say? Priorities for further improvement Improve the rigour, thoroughness and impact of self-evaluation by: • planning for and implementing careful monitoring of the outcomes of provision against targets at all levels of leadership within the academy • following up on the findings of such monitoring by introducing improvements • using assessment data strategically to influence classroom practice and hold teachers and students to account. • ensuring a strong and consistent focus on the outcomes of all aspects of the work of the academy

15. 2011-2012 AIP Priorities New Ofsted Framwework: A: the achievement of pupils at the school B: the quality of teaching in the school C: the quality of the leadership in and management of the school D: the behaviour and safety of pupils at the school • Year 3 summary: • A: improving the achievement and rates of progress of BMA students through a focus on assessment, literacy and intervention. • B: improving the quality of planning, teaching and assessment for learning in every classroom • C: improving the rigour and challenge provided by the leadership of the Academy. • D: improving attendance, engagement and participation of BMA students. • (Increased roll 2012 – 2013) A: improving the achievement and rates of progress of BMA students through a focus on assessment, literacy and intervention. B: improving the quality of planning, teaching and assessment for learning in every classroom C: improving the rigour and challenge provided by the leadership of the Academy. D: improving attendance, engagement and participation of BMA students.

16. Inspired by Miles Davis and John Coltrane…. So what……? And the impact on student outcomes is..?

17. July 2011Learning and Teaching From flexible to prescribed: • Lesson planning • Differentiation • Assessment for Learning • Independent Learning

18. July / August 2011:Laying the foundations

19. July / August 2011:Laying the foundations

20. July / August 2011:Laying the foundations

21. July / August 2011:Laying the foundations September 2011:Launch 2011:

22. Term 1 2011:SLT Setting expectations September 2011:Janet Harvey, ASCL Orientation with the framework Activity 1

23. Effective management of the project 1 2 3 4 Ach T&L L&M B&S SMSC OE

24. Effective management of the project 1 2 3 4 Ach T&L L&M B&S SMSC OE

25. Term 1 2011:Setting expectations

26. Term 1 2011:Setting expectations

27. Term 1 2011:Realising the size of the challenge

28. Term 2 2011:Re-calibrating standards

29. Term 3 2012:Learning from others Activity 2

30. Term 3 2012:Learning from others/inviting scrutiny Feb 2012:Tony ByrnePre-Inspection Briefing & SEF clinic Feb 2012:Marine Academy Plymouth (MAP) QA / T&L Feb 2012:CLF Peer Review CPD / T&L

31. Term 3 2012:Managing tensions

32. Term 4 2012:Inviting scrutiny

33. Term 4 2012:Managing tensions are coming May 2012

34. Term 4 2012:Inviting scrutiny

35. Term 4 2012:Good things are starting to happen

36. Term 5 2012:Inviting scrutiny April 2012: Helen Matthews, BCC Achievement grilling Activity 3

37. Impact on student outcomes 100% coverage / groups

38. Term 4 2012:Coming together See speaking frame (U)

39. Term 4 2012:Coming together

40. Term 4 2012:Good things have happened

41. Easter holiday 2012:whoa!

42. Easter holiday 2012:We need some help…

43. May 2012:The final touches

44. May 2012:The final touches See Ofsted Call Response Plan (Z7)

45. May 2012:The final touches

46. May 2012Judgement time Main Judgements This is a good academy.

47. May 2012;What did Ofsted say?

48. May 2012;What did Ofsted say? Highlights • Support for students who speak English as an additional language is outstanding. • "The Principal and his staff have transformed the school and have given the community a school to be proud of." (Parent) • The academy has high expectations of its students. • Teaching is good overall, and some is outstanding. • The large majority of parents and carersare pleased with the progress made bytheir children. • Teachers have good subject knowledge and high expectations for students' achievement. • Good relationships and behaviour in classrooms add to an atmosphere conducive to learning. • Teachers and the curriculum provide good opportunities for students to celebrate their individuality as well as fostering a strong appreciation of cultural diversity. • In this extremely diverse community, students and staff treat each other with respect. Differences are accepted as a matter of course and mixed-age tutor groups support harmonious social relationships. • Students say that they feel safe and well cared for and their parents and carers strongly agree. • Effective steps are taken to ensure that students understand their role in tackling prejudice and bullying of all kinds and they speak knowledgeably about contemporary issues with respect to homophobic and cyber-bulling. Students are confident that when problems do occur they are resolved quickly if reported to staff. • The dynamic leadership of the Principal has been pivotal in transforming provision and outcomes in the time leading to the academy's first inspection. • The academy is forward looking. Links with other agencies and with other schools within the federation add value to the academy's practices as they evolve. • Equality of opportunity sits at the heart of the academy's work and manifests itself in the good achievement of students in the main school, and a sixth form that is now well placed to maintain its upward trajectory. • The curriculum at both Key Stages 3 and 4 has been carefully refined to meet students' needs, raise achievement and support progression. • Feedback from parents and carers is very positive.

49. May 2012;What did Ofsted say? Highlights • Teachers have good subject knowledge and high expectations for students' achievement. • Good relationships and behaviour in classrooms add to an atmosphere conducive to learning. • Teachers and the curriculum provide good opportunities for students to celebrate their individuality as well as fostering a strong appreciation of cultural diversity. • In this extremely diverse community, students and staff treat each other with respect. Differences are accepted as a matter of course and mixed-age tutorgroups support harmonious social relationships. • Students say that they feel safe and well cared for and their parents and carers strongly agree. • Effective steps are taken to ensure that students understand their role in tackling prejudice and bullying of all kinds and they speak knowledgeably about contemporary issues with respect to homophobic and cyber-bulling. Students are confident that when problems do occur they are resolved quickly if reported to staff. • The dynamic leadership of the Principal has been pivotal in transforming provision and outcomes in the time leading to the academy's first inspection. • The academy is forward looking. Links with other agencies and with other schools within the federation add value to the academy's practices as they evolve. • Equality of opportunity sits at the heart of the academy's work and manifests itself in the good achievement of students in the main school, and a sixth form that is now well placed to maintain its upward trajectory. • The curriculum at both Key Stages 3 and 4 has been carefully refined to meet students' needs, raise achievement and support progression. • Feedback from parents and carers is very positive.

50. May 2012;What did Ofsted say? Highlights • Students say that they feel safe and well cared for and their parents and carers strongly agree. • Effective steps are taken to ensure that students understand their role in tackling prejudice and bullying of all kinds and they speak knowledgeably about contemporary issues with respect to homophobic and cyber-bulling. Students are confident that when problems do occur they are resolved quickly if reported to staff. • The academy is forward looking. Linkswith other agencies and with otherschools within the federation add value to the academy's practices as they evolve. • Equality of opportunity sits at the heart of the academy's work and manifests itself in the good achievement of students in the main school, and a sixth form that is now well placed to maintain its upward trajectory. • The curriculum at both Key Stages 3 and 4 has been carefully refined to meet students' needs, raise achievement and support progression. • Feedback from parents and carers is very positive.