abbs choice-2696

The Trust believes in setting the highest levels of academic targets and reaching these.  The A* – C levels need to increase as a matter of urgency to reflect the current level on entry, the school’s data both on achievement and attainment is, extremely below National Levels.  This needs to be addressed as a matter of urgency with all staff buying in to the need to improve.

This year Abbs Cross Academy and Arts College will focus on its instructional leadership and the need to ensure it has an impact and makes a difference in the lives of all individuals “if you don’t treat others well and fairly, you will be a leader without followers” – Michael Fullan.

The primary responsibility of Abbs Cross Academy and Arts College and all the departments is to put in place learning that engages students intellectually, socially and emotionally.  Abbs Cross Academy and Arts College has yet to pass milestones but needs to improve significantly the need to improve.  This improvement must be sustained on a yearly basis so that the Academy thrives whilst it being labelled special measures.

Areas with difficulties will work with areas of strength to improve outcomes for all students.  A clear system of departments collaborating will be a highlight of Abbs Cross Academy and Arts College improvement.  Small working parties will be the forefront of school improvement it is highly imperative that leaders within Loxford School act as a forefront for improvement.  Together as a family Abbs Cross Academy and Arts College will meet the challenges to reap the rewards.

Abbs Cross Academy and Arts College will continue to work with the local community and develop its own challenging Governing Body that does not accept poor performance from any of its members.

The work of the Governors will also increase in the level of visits and collaboration in the Trust acting as critical friends.

Each year as we have grown, the expectations we have set ourselves have increased.  The success we have so far is down to the talented and highly dedicated support staff, teachers, leaders and governors.

Abbs Cross Academy and Arts College is fully staffed with subject specialists, also including many well qualified teachers, experts in their field. The appraisal system will begin this year with clearer targets set for all staff.

The Vision

The vision for the Trust is to ensure that all students under our umbrella attain outstanding outcomes.

Abbs Cross Academy and Arts College was judged as special measures in June 2015 has subsequently moved to the Loxford School Trust as of 1st February 2016. Results in all key stages substantially improved in August 2016 and we hope to exceed national levels in the common reporting examination systems.  Examination results at key stage 4 are significantly below than the national average based on the baseline data of students.

The vision will only be realised by recruiting and leading an aspirational team to raise standards of attainment significantly.  To do so will take a number of years and require many changes, some of which will be transformational in nature; others will be no more than minor adjustments to existing practice.

The aim of Abbs Cross Academy and Arts College will be to target all students on entry to ensure that they are given the tools to move onto university if they wish. A key area will be to concentrate on literacy and numeracy. The SEND department will begin to develop intervention strategies to ensure that all students have the ability to access the curriculum.  Department areas will be reviewed through a vigorous programme with lesson plans in all subject areas.  The one to one tuition will continue to grow. As such, literacy and numeracy will be a key feature and centres of learning will develop within Abbs Cross Academy and Arts College. Areas that have not performed as well as other areas will be held accountable to ensure that they meet the challenges of examination performance.

The curriculum will also be modified at all key stages to allow students greater access to options that they will succeed in and achieve their potential. Greater emphasis will also be placed on students gaining 5 A*- C grades including English and Maths with clear intervention strategies to improve the percentage figure for this area. The current declared figure is 65% and it is expected that this figure over the next three years rises to over 75%.

Behaviour monitoring, exclusions and attendance will continue to be key areas of improvement resulting in fast clear systems.

Appraisal will also feature as a key area for development allowing staff to develop their personal portfolios with clear training needs identified leading to INSET that enables both the individual staff member and the whole of Abbs Cross Academy and Arts College to benefit.

Assessment of all students will be a key feature in Abbs Cross Academy and Arts College and departments with greater accountability for all subject areas using national data as a guideline. Students will be tracked consistently to ensure that they are meeting their potential with clear interventions if they are not.

Curriculum areas will have open, clear and accessible schemes of work that are clearly progressive. Department Reviews will be a central focus for all Curriculum Leaders as they lead their teams into a self-evaluating focus and will set clear actions with targets. All post holders will ensure that they are part of departmental processes and that they have an evidence portfolio that clearly tracks their responsibilities.

In order to achieve this vision, we will be working on the following priorities:

Leadership and Management

  • School Development Plan agreed with IEB.
  • Raising Achievement Plan agreed with all post-holders.
  • Highly qualified staff including Lead Practitioners are placed into the Abbs Cross Academy and Arts College at Senior and Middle level.
  • The School Leadership Structures and Appraisal processes makes a positive impact upon the raising of Educational Standards.
  • All staff have professional management procedures and a professional development portfolio, appropriate to their roles and development needs.
  • All staff have opportunities to improve leadership skills through relevant training and progression.
  • Effective Appraisal for all Staff contributes significantly to school improvement.
  • Lesson observations and evaluations based upon the Ofsted Framework, lead to a raising of standards throughout the school resulting in improved curriculum delivery.
  • The establishment of a School Curriculum Group which will foster effective departmental self-evaluation and collaboration peer review, encouraging a consistency of approaches to a higher quality of teaching pedagogies, departmental documentation and practices.
  • Recruitment of a Senior Team that will adopt the robust procedures and systems of Loxford School Trust.
  • Recruitment of highly qualified staff particularly in Leadership positions.
  • Governance and the CEO hold the Headteacher and Senior Team to account for progress and targets of the school.
  • Targets set for GCSE and KS3.
  • Sixth Form provision is developed as a standalone Sixth Form.
  • Catering arrangements are in place.
  • Robust Leadership and Management of Financial Systems. A clear plan is set to reduce the deficit in the budget.
  • Robust policies transferred to the Abbs Cross Academy and Arts College

Teaching and Learning

To secure consistency of student experience in Teaching and Learning through a consistent improvement of practice that meets all learners’ needs.

Responsive teaching is a teacher’s response to a learner’s needs to enhance and attain success at all levels.

High quality curriculum for all learners as the foundation.

The Key Principles of this objective at all levels are:

  • Teaching at a minimum will be good in all lessons with a vast majority being outstanding.
  • Governors will receive reports on Teaching and Learning.
  • All stakeholders have an outstanding awareness of data to improve results.
  • Reflective and independent learners.
  • Responsive teaching impacts on all areas.
  • Department planning meets the needs of all differentiated levels.
  • Leaders go beyond improvement to transformation.
  • Accountability can be measured.
  • Underperformance in teaching is tackled.
  • Differentiation is a key feature in all lessons.
  • Learners are engaged.
  • On-going assessment developing learning profiles.
  • Knowledge, skills, attitudes are developed in all areas.
  • The introduction of a new Learning Day.
  • Refining curricular and timetabling patterns so as to provide a personalised curriculum, suited to student abilities.
  • Increasing the emphasis on Literacy in all subject areas.
  • To develop the School Management Information Systems to enable regular and systematic assessment of individual student progress by all staff confident in relating student performance to national attainment levels.
  • A robust Assessment, Recording and Reporting Programme.
  • Maximising the benefit of 1 hour lessons the sponsor school and the use of Lead Practitioners will secure effective organisation of teaching and learning in order to offer differentiated approaches well suited to student needs and different learning styles.
  • Assessment data will inform student groupings and these will be maximised to ensure greater access to learning according to individual needs.
  • With an introduction of School-wide learning resources for teaching, learning and management development (MLE) staff are able to deploy a range of ICT and other educational technologies to the range of learning situations in a cost-effective and professional fashion, confident in their own skills and benefiting from reliable access to professional technical and administrative support.
  • Clear observation timetables.
  • Core Subjects will be streamed.

Raising Standards and Achievement

Accountability that can be measured and break through existing barriers.

The Key Principles of this objective at all levels are:

  • To devise clear sustainable pathways, within the School’s timetable, curricular structures and delivery patterns that maximise opportunities for all students to attain qualifications in line with their potential.
  • To further develop the professional accountability of Subject Leaders and Senior Leaders as leaders of learning and managers of staff. This accountability to Governors’ Committees and the School is based upon their responsibility for improving academic performance and the welfare of all students assigned.
  • Students achieve highest possible standards in all areas.
  • High quality curriculum in all areas.
  • An ethos of continuous improvement.
  • An appreciation of the value and satisfaction of hard work.
  • Assemblies celebrating the silent majority.
  • The School’s sponsorship raises standards in the Sponsored School.
  • An effective team leads the Sponsored School’s improvement.
  • Teaching and learning in all areas raise standards through high quality and respectful tasks.
  • Resources are used to enhance student learning.
  • A no excuses culture is developed.
  • CTLs/SL’s will collectively, coherently and consistently plan their curriculum developing teaching and learning in their area that raises standards achieved by all students.
  • Develop the School Management Information Systems securing cohort targets for all curriculum areas based upon a robust Assessment, Recording and Reporting programme.
  • An increase in the percentage of lessons deemed good to outstanding leading to a raising of standards through improved curriculum delivery and pupil progress
  • Achievement Boards for all Year Groups.
  • Set clear School Targets at GCSE and KS3.
  • Set clear Department Targets.
  • Using the Appraisal System set clear targets for staff.
  • Schemes of Work developed.
  • Lesson Plans.
  • Lesson Planning with clear marking systems.

Behaviour and Safety

The Key Principles of this objective at all levels are:

  • Year Care Team personnel are deployed to improve attendance and behaviour.
  • Rewards systems used consistently by all Departments with data being collected centrally.
  • Reduction in fixed term exclusions. Clear and consistent leadership and operational arrangements for referrals and their consequences
  • Referrals to Year Teams reduced by 10% through active engagement at departmental level.
  • Robust monitoring systems of attendance, punctuality and truancy.
  • Improving the coherence of approaches to Learning Support and Mentorship programmes, closely aligned to the Year System
  • Establish and develop Year Reviews, modelled on successful departmental review protocols.
  • Students enjoy a safe learning environment.
  • All stakeholders work in mutual trust and respect.
  • There is clear moral purpose for all staff and students.
  • Enterprise is celebrated throughout the school.
  • There is a development of self-reliance for all stakeholders.
  • The school encourages productive and healthy life.
  • Student can participate and excel in a wide range of creative, sporting and cultural fields.
  • Well-being is outstanding and all members of the community are valued and respected.
  • There is an ethos of continuous improvement.
  • There is accountability at all levels for pastoral care.
  • Parents are welcomed and their opinions are valued and acted upon.

Reinforcing and ensuring accountability in terms of School Policies for daily Quality Assurance, Social Inclusion and Behaviour Management.

 

The Loxford School Trust will work with Abbs Cross Academy and Arts College to ensure:

Leadership and Management

  • The Trust working with the current Senior Leadership Team and the Headteacher will produce an Academy Improvement Plan in line with needs of the school.
  • The Loxford School Trust will establish a Leadership and Management Structure that holds all postholders to account by ensuring all Leaders have Strategic and Operational Calendars within their own Areas linked to the Whole School Targets.
  • Financial control will be led by the Director of Operations at The Loxford School Trust including all payroll, contracts and facilities. The economies of bulk purchasing will be a priority area for the school.  The Loxford School Trust is still in an innocuous position where the current financial position is unknown.  We understand that there is a deficit but at this point are unaware of the depth. The Headteacher of The Abbs Cross Academy and Arts College is Nicola Jethwa.  Her key areas will to provide:
    • Clear organisation and structures.
    • A visible presence to deal with staffing issues and to raise expectations of both staff and students.
  • A Local Governing Body will be appointed via the Sponsors of which a Trustee will become the Chair of the Local Governing Body. The Trust will co-opt a small Governing Body with clear timetabled meetings which interrogate attainment, achievement and personnel concerns.
  • The Loxford School Trust will have a clear staffing structure with job descriptions that are fit for purpose and that all staff will have accountability for their post.
  • The Loxford School Trust will implement a Support Staff Structure with clear pay systems and job descriptions that are fit for purpose.
  • Middle and Senior Leaders will be developed in their role and will have accountability of their areas by having “courageous conversations” with underperforming members of staff.
  • The Abbs Cross Academy and Arts College will embark on a public relations programme to influence parental decision making through their Primary Feeders and Newsletters and the website to make it a school for the local community – no child will be left behind.

Teaching and Learning

  • Lead Practitioners from Loxford School Trust will work directly with Departments to improve:
    • Schemes of Work
    • Methods of Assessment
    • Work Checks
    • A Transparent marking policy
    • Learning Walks
    • Student Trails
  • By Easter 2016 there will be no inadequate teachers.
  • By 2016 80% of the lessons will be good or better.
  • Student Leaders will conduct joint observations with Lead Practitioners and Senior Members of staff from Loxford so they have a clear understanding of what is good or better methods of teaching in a classroom dept.
  • Middle and Senior Leaders will use scrutiny systems to quality assure student progress and that professional predictions are secure.
  • The CEO will review the current curriculum offer in line with the needs of the children and develop its own substantive 6th Form which is a standalone entity.
  • A new website will be created for students and staff to access their work through a virtual learning environment by Easter 2016.
  • Staff will have the opportunity to develop their skills by shadowing members of The Loxford School Trust and clear programmes of professional development will be structured into the school’s calendar for September 2016.

Raising Standards and Achievement

  • Clear Targets set at GCSE and KS3 that meet National Standards and beyond. It will ensure that the targets set is equated to the data situations in the school adding value across the range of abilities. It is projected that the current Year 10 by August 2017 will reach a minimum target of 60% 5 A* – C and the Value Added Figure will be at National Standards or above. FSM will attain at the expected level for their age range.
  • Two Senior Staff will be seconded to Abbs Cross Academy and Arts College to set up Loxford Schools systems:
    • Clear appraisal systems and procedures
    • A strong Behaviour Policy and systems
    • A Training Programme for NQTs
    • A professional support programme to support teachers who are below good
    • Clear achievement systems
    • A Schools Information Management System that is user friendly and supplies up to date information on all children
  • Middle and Senior Leaders will joint plan with the Middle and Senior Leaders of The Loxford School Trust and accelerate attainment and progress of students through a clear Task Calendar and Assessment Calendar. This will be functional by September 2016.
  • Senior and Middle Leaders will be trained in Observations and the accurate use of student data to intervene when student attainment dips by July 2016.
  • ATLs will oversee Pastoral Care and Guidance but will be responsible for student achievement and attainment within their Year Group using a clear Task Calendar which shows where Learning Walks, Student Trails, Parental Consultations will take place to accelerate student progress by September 2016.
  • By December 2016 the Appraisal System with Pupil Progress will be fully implemented with review sessions clearly planned within the School’s Calendar
  • Student assessment data will be tracked on a half-termly basis by senior leaders who are responsible for curriculum areas and the will feed this back to the Headteacher and the CEO within the meeting structure
  • Interventions will be put in immediately both with staff and students if judgements are not secured. This will be formalised through a clear Assessment Calendar.
  • The Loxford School Trust through the website and newsletters will keep parents up to date with the progress of their children and will guarantee in every way possible to secure their child’s future through the regular tracking, monitoring, reporting systems within the school.
  • A timeline of 2 years has been set by The Loxford School Trust to progress Abbs Cross Academy and Arts College to Good.

Behaviour and Safety

  • The Pastoral System will employ the Year Care Team members who will head each Year Groups Pastoral Care and Guidance.
  • The environment will be changed to reflect student attainment and positive messages of care will be reflected throughout the school. The will be substantiated through the school’s website, newsletters and media applications currently in use.
  • Be in the Right Place, at the Right Time doing the Right Thing will be the mantra for all students and staff within Abbs Cross Academy and Arts College
  • The Pupil Premium will be used to stabilise the Year Care Team Behaviour Systems, the school’s attainment for interventions and the encouragement of enrichment activities for students.

Abbs Cross Academy
Part of the Loxford School Trust

Mission Statement

We will maximise the effectiveness of learning opportunities and technologies to provide our children with high levels of attainment and achievement.  This will be provided in a well-ordered, reflective, enterprising and collaborative environment in which all participants are respected and are enabled to fulfil their potential and to make a positive contribution to the development of our culturally rich community.

Ethos

Values, Vision and Mission

Through our policies, practice, evaluation and celebration we shall illustrate our commitment to:

  1. All humanity, respecting the rich diversity of individual, family and community life; specifically recognising and supporting the primary entitlement of all in the development of their own spiritual and emotional well-being and of a positive self-esteem.
  2. The fulfilment of personal potential through educational opportunity, based on the aspirations of individuals, appropriate to their needs and accessible to their circumstances.
  3. Innovative and flexible approaches to teaching and learning, effectively deployed to raise student aspirations; grounded in realistic self-appraisal, fuelled by clear visionary inspirations, driven by supportive staff, and resourced by modern facilities within a purposeful and attractive environment inspired by a clarity of vision from the school’s leaders.
  4. A broad, balanced and personalised curriculum, enhanced by our distinctive focus on Performing Arts, supported by effective deployment of a range of educational technologies.
  5. A variety of differentiated accreditation opportunities for all children based upon competencies, aptitudes and a pro-active approach to equality of opportunity for all, including securing the basic skills of literacy and numeracy as access keys to the curriculum.
  6. The provision of high quality advice to support post-16 education, with a focus on lifelong learning and collaboration with our community.
  7. A committed, well-resourced staff including colleagues from outside conventional roles, deployed where appropriate to enhance the learning process.