SDP

LEARNING AT ST PETER’S

SDP

Strategic Management
November 2007

Strategic Management
February 2008

Strategic Management
April 2008

We need to work with all departments and teachers to ensure that marking and responses to pupils’ and students’ work are consistent, are helpful and are part of an organic approach to learning.
Revision and update of the school SEF and adherence to the Marking Policy are priorities. Hods should be asked to devote the next MER meeting to an analysis of marking. We are going to invite Mr Jeff Price - former head - to come in and look at marking across the curriculum.

We must continue to consolidate our work as a centre for excellence for teaching and learning in mathematics, computing and ICT. Our specialist school status has been re-granted. Two particular areas must be attended to: ICT exam results must be improved. The community plan must be recast with measurable targets. Our new specialism is RATL. There is a question about appointing a new ‘intervention manager’ to reconcile all our outreach work.

Kevin Drumm is working hard to manage improving ICT results.

We need to continue improving standards of teaching and learning, especially in the sixth-form, and to work on improving the quality of homework and of independent learning throughout the school. Building new study facility. Current new facilities very successful. Fuller evaluation to follow. ‘Lesson monitor’ (see below) will support monitoring of study time. The strategic management meeting agreed to introduce a thirty-minute study period at the beginning of the day; to begin this programme in January 2009;
to use the autumn term 2008 to prepare staff, pupils and materials for the work; to use the remainder of the academic year 2007-2008 to plan this preparation.

We also agreed that a programme of assemblies can be sensitively introduced into the scheme.

The senior management team have plan to meet with staff and union reps, for example, to discuss the changes proposed by the Innovations Group.

We need to provide a better planned and better monitored programme to address the needs of gifted and talented pupils, in as wide a range of activities and interests as possible. Andy Barnard is producing for all teachers a list of ‘gifted’ pupils in each school year.

Discussion are under way with Keiran Montagu regarding linking extended school activities and opportunities for G&T pupils.

We need to use the school’s data in a more consistent way to help set academic targets for all pupils and to record their progress. Target setting exercise completed for all subjects (except RE) Helen Stenson’s work with departments has been very helpful (eg history and maths)

THE EXPERIENCE OF ST PETER’S

SDP	Strategic Management November 2007	Strategic Management February 2008	Strategic Management April 2008
We continue to monitor and improve the caring Christian ethos of the school so valued by its community, by the parents and by the OfSTED inspectors; we want the entire school - teachers, faculty and administration staff, pupils and students - to be happy working together.	The behaviour log in SIMS is proving to be extremely helpful in pastoral work. A new protocol has been negotiated between the school and the EWO people. The excellent work of Sarah Clarke has helped in improving attendance and the related data ñ though family holidays in term-time are still a concern. 24 computer points are available to colleagues and the electronic system aids tutors in their tutorial work.	Lesson Monitor is to be introduced from Feb 25th for year 12; looking to move to year 13 and then 11-16 after this pilot. Attendance figures for 11-16 school are good. Stephanie Layhe is reviewing the ‘pastoral SEF’ document.
We need to maintain the monitoring and evaluation of the complex option system in place for key stage 4; we need to ensure that we are providing a curriculum which is suitable for all pupils, by offering challenging and innovative opportunities at all levels; we need to explore ways in which the 14-19 curriculum as a whole can accommodate vocational strands and can link with neighbouring schools and colleges.	Exciting developments in flexible 14-19 courses will aid choice as the new package will help to cater for a number of pupils for whom no pathway was available previously. Links with neighbouring schools for vocational provision are proving difficult to establish and a watching-brief is necessary.	BTECs in media, music and in health & social care will be offered. We need to appoint a BTEC co-ordinator as a TLR. The Employability scheme has been rejigged so that pupils engaged in it can take 5 GCSEs in year 10.
We want the school to be a centre of learning for its pupils and for the community it serves, including our partner schools, and we want our facilities to be available outside conventional school hours and traditional school terms; the extended school scheme will provide a rich range of extra-curricular activities outside school hours.	Continued development of facilities will be aided massively by the success of the LSC bid to build a sports/vocational pavilion. Developments in extended services offering training to support staff are welcome.	John Paisley and Keiran Montagu have attended a conference about extended schooling, related funding and inspections.
We need to continue to plan ahead for the upkeep and improvement of premises and facilities: priorities include the expansion of the sixth-form study areas and provision for a more versatile use of the hall; this planning must also include a systematic approach to replacement of obsolete equipment and worn facilities.		There is to be a GITEP ‘video room’. Another new building is planned to provide three classrooms, toilets, board room, training room and office.
We need to introduce a thorough scheme of ‘enterprise’ education throughout the school, to contribute to the pupils’ understanding of business and wealth-creation and to support links between the school and the world of local business.		Jane Williams has handed over her work on this area to newly appointed Tom Wiffen.
We need to ensure that the school provides meals which are nutritious, good value for money and eaten in an appropriately social setting.		A school food policy has been submitted to the governors’ curriculum committee but they asked for a re-writing so that it reads better with fewer repetitions.
We need to review the style of the school’s uniform so that we can maintain the school’s best image without having to spend so long enforcing the wearing of uncomfortable clothes.		Summer term pilot confirmed that pupils will wear polo shirts as ‘summer uniform’. Year 10 will continue to wear crested sweaters.

SUPPORT FOR PUPILS AND STAFF AT ST PETER’S

SDP	Strategic Management November 2007	Strategic Management February 2008	Strategic Management April 2008
We will develop as a Training School by creatively and intelligently marrying the provision for initial teacher training and the provision of continuing professional development for all teachers and all faculty or administration staff; all staff need to be aware of their responsibilities and opportunities for their own professional development.	Redesignation for IIP will be needed soon. The revised arrangements for staff reviews are working well. Progress with TLAs and PDPs along with e-portfolios are enriching staff development.	Tony Chesson reported on developments in the training school work, including its links with the university, badge status for TLA, concerns about the subject knowledge of trainees and the falling numbers of trainees.
We are developing electronic means for pupils to develop their own learning records and to establish individual targets.		The KS3 ILP has been introduced and its use is being monitored.
We are establishing a ‘student support service’ to address the needs of individual pupils both using school resources and the help of outside agencies, and this will continue to develop and become integrated within the school.		Sue Goble is providing an appraisal of the work of SSS.
We need to maintain and improve our provision for pupils whose first language is not English.
We want to explore ways in which the school’s disciplinary procedures can maintain high standards of teaching and learning in all classes while reducing the number of formal, short-term exclusions.	The inclusion unit is now established and we believe that it has a deterrent effect.	The inclusion unit is being run. Should we invite an external inspection? Has it had a mensurable effect on the number of permanent exclusions?
We will be more active in promoting disability equality and in eliminating discrimination in order to improve opportunities and outcomes for all pupils, students, staff, parents and other users of the school.