Improvement Priority Action Plan (Art _ CPA) Source of Improvement ...

Improvement Priority Action Plan (Art _ CPA) 

Source of Improvement Priority: Art SER; SIP 

Evidence: Evaluation report 

Improvement Priority: Continue to improve Art provision at all Key Stages 

Target(s): 

• Rewrite the SoW for KS4 Alternative Curriculum 

• Review year 9 work 

• Develop AfL activities at KS3 

• Include specific references to Cwricwlwm Cymreig & Key Skills in KS4 SoW 

• Develop ICT 

• Develop KS2/3 liaison 

Impact/success criteria: 

• SoW written(AC) & amended (KS4) & in use (include 

CC & KS) 

• Year 9 reviewed & action plan to improve 

• AfL activities being used in all year groups 

• Staff trained to use IWB 

Evaluation Commentary: 

Monitoring: 

How 

Lesson 

observation 

Pupil 

questionnaires 

Who 

CPA 

SLT (Year 10 

review) 

CPA/dept 

When 

ongoing 

May 09 

Oct 09 

Evaluation: 

How 

Report to LM/Dept 

Report to SLT 

Report to LM/Dept 

Who 


CM 


When 

ongoing 

June 09 

Nov 09 

Changes to plan from monitoring & evaluation:

Strategically planned tasks 

Write AC SoW 

Review year 9 activities 

IWB training 

Add CC & KS to SoW 

On 

track 

(tick) 

Lead 

person & 

others 

involved 

CPA/KH/SE 

CPA/dept 

meeting 


CPA/ept 

Time scale Resources Costings/budget 

source 

Start 

date 

May 09 

Jan 09 

Asap 

June 09 

End 

date 

June 09 

Gained time 

Inset time 

Training – 

Dragonfly 

Gained time 

GTCW 

Tasker Milward VC School/HT/08



Improvement Priority Action Plan (AT) 

Source of Improvement Priority: Strategic Imp. Plan 

WAG 

Estyn 

Evidence: School self evaluation reports, 

Estyn Revised Guidance, 

WAG publications. 

Improvement Priority: 

Assessment for Learning 

Target(s): 

AfL strategies are embedded in all subjects across all key stages. 


AfL activities are embedded in all subjects across the age range. 

Established good practice is shared with all staff. 

Students are confident on making judgements about their own 

learning and set their own targets for improvement. 

Evaluation Commentary 

AfL practice is progressing at varying rates. 

Some excellent practice in relation to skills based targets have 

been developed in year 7 by some departments though the 

setting of targets by some departments remains tokenistic and 

does not sufficiently involve the pupils in the process. There is a 

need to share good practice in relation to this with all staff in 

2009/2010. 

Year 10 Review and the pupil feedback in particular suggests 

that AfL is a less regular feature of classroom activity at KS4. 

There are some positive developments however within the new 

Schemes of Work developed by departments for September 

2010, where specific AfL activities are planned into units of work. 

The AfL sharing good practice that formed part of the INSET 

days in October 2009 was well received by colleagues indicating 

a similar/regular activity could be an ongoing feature of INSET 

planning.

Monitoring: 

How 

Who 

When 

Evaluation: 

How 

Who 

When 

Lesson observations 

Work scrutiny/book 

inspection 

Departmental Schemes of 

Work 

HoDs/SLT 

All staff 

School selfevaluation 

cycle 

Routine 

departmental 

meetings 

Departmental/Whole 

school self evaluation 

reports 

SLT/AT 


cycle 

Pupil 

interviews/questionnaires 

HoY 

Annually 

Results of pupil 

feedback 

Annually 

Changes to plan from monitoring & evaluation: 

There is a need to look closely at KS4 Schemes of Work in the year 10 review of 2010 to review the extent to which AfL 

opportunities have been built into the units of study. 


On 

track 

(tick) 

Lead person & 

others involved 


source 

Start 

date 

End 

date

HoDs to ensure AfL is an on-going feature 

of departmental development work and 

features regularly in departmental 

meetings. 

HoD/departmental 

staff 

Sept 08 Sept 10 

0n-goig 

review 

Departmental 

planning time 

Pupil skills based targets are set on a 

regular basis across the whole age range 

and are recorded in an appropriate 

manner. 

Repeat cycle for 2010


Source of Improvement Priority: Strategic Imp. Plan. Evidence: School examination analysis, RE2, SSSP. 


Improve Achievement Post-16 

Target(s): Continue to Implement the Sixth Form Action Plan 


Percentage achieving two passes at grade C and above at A2 in 

line with LEA & National levels. 

WED value added residuals are consistently flat to positive for 

all subjects. 


The Post-16 Action Plan first drafted in February 2006 has been 

revised. Evidence suggests that enrolment/transition element of 

the original plan have been successful and have now been 

withdrawn from the revised plan. Academic monitoring and 

attendance monitoring remain an area in need of improving; 

revised targets for these now feature in the plan an with PL 

primarily responsible for meeting these targets. 

The necessity to conform to Federation timescales and 

agreements has had a negative effect on Academic Monitoring 

processes within TM where a less formal and far more frequent 

process would be the preferred model. 

L2L surveys conducted during the academic year as part of the 

year 12 review and as part of the Federation Quality Assurance 

process indicate high satisfaction levels amongst students I 

relation to the quality of teaching/learning. 

A2 results of 2009 achieved and indeed exceeded the 

Pembrokeshire and Wales indicators. Whilst anticipated, the 

improvement was over and above what might have reasonably 

been expected based on the AS results of 2008. 

Analysis of the first academic monitoring of 2009/10 undertaken

y AT/PL reveals there is much still to do to get effective 

feedback from subject teachers. Action: PL to run HoDs 

through the entire process at mgt meeting 30/11/09. The second 

round of academic monitoring witnessed an improvement in the 

quality of feedback though further clarification is still necessary 

in certain areas. 

Monitoring: 

How 

Lesson observation 

Pupil 

questionnaires/ L2L 

Who 

HoDs/SLT 

HoY 12/13 

When 


cycle 

Annually 

Evaluation: 

How 

Departmental & 

whole school self 

evaluation report 

Pupil feedback 

Who 

SLT/HoDs 

When 

Annually 

Academic 

monitoring cycle 

HoY 

As published in the 

Post-16 monitoring 

calendar 

Results Analysis 

AT/HoDs 

Annually, March & 

August 


AT/PL need to review process of identifying ‘concerns’ in light of the data now being entered into SIMS 


On 

track 

(tick) 

Lead 

person & 

others 

involved 


source 

Start 

End

date 

date 

Update Post-16 Action Plan to take account of 

progress made to-date and the impact of 

collaborative working arrangements within the 

Haverfordwest Federation. 

AT 

HoY 12/13 

Jan 09 

July 09 

Revise process of data analysis and 

communication to parents/staff/pupils in 

response to the move to record monitoring 

data in SIMS. 

PL/AT 

March 

10 

May 10 

Develop a more formalised process to link 

academic monitoring to the tutorial 

programme of the Welsh Bacc. IOLP in 

particular. 

PL/ES 

March 

10 

July 10


Source of Improvement Priority: Strategic Improvement Plan, 

WAG/DCELLS Agenda, LEA Agenda 

Evidence: LEA reports, WAG Learning Pathways, 

WJEC Publications. 


Extend Key Skills across the Curriculum 

Target(s): Roll out the Welsh Baccalaureate at Post-16 in September 2009 


• The Baccalaureate is in place and is successful 

• The majority of students achieve the level 3 award at the 

end of year 13 

• Learners develop in confidence and build upon the 

development of independent learning skills acquired at 

KS3 & KS4. 

• Learners develop knowledge and understanding of issues 

outside the confines of subject specific courses through 

non-formal and informal learning. 

• Attendance at W.B. core/tutorial sessions is 

commensurate with subject attendance levels. 

• Retention rates from year 12 to 13 improve. 

• The school as a whole benefits from the range of 

community work undertaken by students as part of the 

W.B. programme. 


ES appointed as Coordinator – Spring 2009. 

ES/AT have attended a number of INSET provided by WJEC 

relating to Best-Practice and delivery. 

Learning Coaches/WB tutors need further and on-going training 

in relation to Key Skills assessment. 

MH to attend INSET in the autumn of 2009 on AoN. 

PL to identify opportunities for community work within school by 

1/9/2009. 

Attendance rates at tutorial lessons have been excellent, clear 

evidence of WWO & independent working have been evidenced. 

As at 27/11/09 60% of WB students are involved in Community 

and WRE work and the whole cohort is actively involved in the 

Enterprise Activity from which WWO L3 accreditation will be 

sought. 

INSET attended by ES/AT in Nov 09 clarified the requirements 

to an extent though the lack of quality exemplar material, 

particularly in relation to the Project and Diary remain an area of

concern. The size of WB tutorial groups has emerged as a 

difficulty though the WJEC did note this as a potential banana 

skin following their scrutiny of the implementation plan. 

Monitoring: 

How 

• Lesson 

observation 

• Monitoring of 

student 

portfolios 

• Individual 

tutorial sessions 

• Feedback from 

partner 

organisations, 

CWW/PAVS… 

Who 

SLT 

WB Co-ordinator 

Head of Sixth Form 

Core delivery team 

Key Skills Coordinator 

WJEC WB support 

officer 

When 

Monthly in the first 

instance by the 

core team 

Formal review 

every half term 


cycle 

Evaluation: 

How 

Key Skills Portfolios 

– completion 

Self evaluation 

reports 

L2L feedback 

Who 

WB Co-ordinator 

and SLT 

WB core delivery 

team 


WJEC Support 

Officer. 

Head of Sixth Form 

When 

Monthly 

Half-Termy 

On completion of 

each cycle – Bi 

annually. 


ES/AT to review tutorial structure for 2010/11.


On 

track 

(tick) 


source 

Start 

date 

End 

date 

• Cost WB Co-ordinator post 

Jan 09 Feb 09 

• Write Job description 

Feb 09 

• Appoint Welsh Bac. Co-ordinator 

• Identify Core delivery team/tutors 

Feb 09 

Annually 

TLR 

payment 

Staffing Costs 

• Identify training needs for Core deliver team 

• Plan a detailed SoW to deliver the WB components 

June 09 

Planned 

time 

allocation for 

staff 

Staffing Costs 

• Ensure the entire teaching staff are familiar with the aims and 

purpose of the WB qualification and of the respective 

contribution required from all teachers at Post-16 

July 09

• Build WB delivery into the curriculum plan 

Dec 08 

• Identify delivery team for KS4. 

• Identify training needs for KS4 delivery team. 

May 10 

May 10 

July 10 

& 

ongoing 

• Plan a Scheme of Work for KS4 Intermediate & 

Foundation level. Ensure progression from KS3 Skills 

Curriculum. 

• Ensure the entire teaching staff are familiar with the 

aims and purpose of the WB qualification and of the 

respective contribution required from all teachers at 

KS4. 

June 10 

July 10

Improvement Priority Action Plan (Basic Skills DH/MH/CAP) 

Source of improvement priority: Literacy/Numeracy SER; Strategic 

Plan; BSQM criteria; Results analysis 

Evidence: 

SER; Strategic Plan & Whole school Improvement priorities 

Improvement Priority: To continue to develop the levels of basic skills of pupils 

Target(s): 

• 75% of the target literacy group year 7 (2009) reach level NC level 4 in English & 50% of target numeracy group reach level 4 in Maths 

• Improve the quality of differentiated work across the curriculum 

• Requirements of the BSQM standards are met 

• Develop more rigorous monitoring of basic skills provision 

• Extend learning resources 

Impact / success criteria: 

• Targets met 

• Interventions planned for all pupils identified with BS deficits on 

entry to year 7 

• Reduced numbers of pupils receiving interventions in years 8 & 9 

• Quality of printed resources provided for pupils in departments 

improved 

• Calendar of BSQM requirements drawn up & on track with 

evidence compiled 

• All new staff given advice 

• Regular monitoring including Listening to Learners 


The 2009 target groups will be retested in June 2010. 

The quality of differentiation across the curriculum is 

improving as evidenced by the lesson observations 

(CAP & year 7 review) – however, there is more to do to 

ensure the ALN information provided by the LSD is used 

to maximum effect. The BST have started the process of 

ensuring the BSQM standards are met and they have 

identified areas that need further development. 

Monitoring has improved and must be developed further 

into a coherent annual process – using the DMM forms.

Monitoring: 

Evaluation: 

How 

Pupil pursuit 

Results 

Who 

DH/MH 

When 

March 09 

June 09 

How 

Reported to BS 

Team/SLT & included 

in BSQM evidence 

Who 

MH/DH 

When 

May 

July 

Listening to Learners 

Oct 09 

Changes to plan arising from monitoring & evaluation: 

Amalgamate the areas of the ALN/and differentiation plans

Strategically-planned tasks 

On 

tra 

ck 

Lead person & 


Time scale 

Start 

Date 

End 

Date 

Resources 

Costings / budget 

source 

• Retest pupils after Christmas & 

reorganise interventions 

• Attend training for new BSQM 

requirements 

 

 

DH/CAP/MH 

DH/MH 

Jan 09 

When 

available 

Jan 09 

Testing by LSD – 1 

day for DH to collate 

information 

BSF – Basic skills 

• Produce monthly calendar to cover 

BSQM requirements 

 

DH/MH 

Jan 09 

Jan 09 

Cover – 2 lessons 

“” 

• Provide information to staff on 

differentiation, strategies to improve 

boys writing 

 

CAP/DH 

Jan 09 

Ongoing 

CD meeting & ongoing 

• Reissue numeracy policy 

 

MH 

Jan 09 

• Introduce ‘Listening to Learners 

exercise in monitoring 

DH/MH 

May 09 

• Plan ‘BS Target’ page for diaries 

• Extend resources in library & ‘boxes 

of books’ for year 7 & 8 classes 

 

DH/MH 

DH/MK/CM/MH 

Jan 09 

Ongoing 

Boxes of books 

LMS Basic Skills 

budget £400 

BSF £500 

• Work with CPC/Skills team to 

develop use of e-portal 

 

DH/MH/CPC 

June 09 

Ongoing 

Gained time/BSF 

• Information from primary schools on 

interventions at KS2 

CAP/RJ 

Apr 09 

onwards

Strategically-planned tasks 

On 

tra 

ck 

Lead person & 


Time scale 

Resources 

Costings / budget 

source 

• Draw up an annual monitoring plan 

CAP/MH/DH 

May 2010 

Time 

Basic skills budget 

• Collect KS2 data 

CAP/RJ 

Summer 2010 

• Set up BS tracking system on 

SIMS 

CM/AT/CAP 

Summer 2010 

• Introduce online BS testing 

CM/CAP 

Summer 2010 

• Evaluate the TextNow project 

CAP/DH 

Summer 2010 

• Extend the numeracy 

interventions 

CAP/MH 

Ongoing 

• Design diary ‘skeletons’ page 

CAP/GR/DH

Improvement Priority Action Plan (CAP) 

Source of Improvement Priority: Strategic Improvement Plan; 

WAG agenda 

Evidence: WAG publications; Inspection report; Year 7 Review 

2008 

Improvement Priority: To improve quality of differentiated work across curriculum 

Target(s): All pupils to receive work appropriate to their ability level 


1. Differentiated work embedded in SoWs 

2. All staff to identify MAT and pupils with specific 

learning requirements in their classes 

3. Reduction in referrals to Focus room and LS department. 

4. Reduction in exclusions 

5. Work matched to pupils’ ability levels 

6. Pupils identified as MAT achieving A* - B at GCSE/ level 

6+ at KS3 

7. No pupils to leave without qualifications 


Differentiated activities are now highlighted in SOW, 

scrutinised by Line managers and observed in Whole Year 

reviews. ALN & yr reviews show improved activities in 

lessons. Pupil data being used more but consistency still 

needs to be checked. 

SEN and MATs pupils electronically highlighted on staff 

registers and mark sheets. HoDs are tracking progress of 

these pupils and reporting this in Line Management 

meetings. 

33% reduction in referrals to Focus room because the 

referral system has been streamlined– closer working 

relationship with BST 

Sept 2008 – July 2009 (32 exclusions) Sept 2009 - Dec 2009 

(5 exclusions) 

All Year 11 pupils attending full time education at Tasker 

Milward attained a recognised qualification. (Six pupils left 

without qualifications – educated elsewhere)

Monitoring: 

How 

1. Scrutiny of SoW 

Who 

HoD/Line 

Manager 

When 

On completion/ 

Sept 2009 (Maybe 

Phased in by year 

group) 

Evaluation: 

How 

Departmental and 

whole school selfevaluation 

report 

Who 

HoD/SENCO/ SLT 

When 

Annually 

2. Lesson 

observations 

SLT/HoD/SENCO 


cycle 

As above 

As above 

Ongoing 

3&4 Analysis of 

referral data 

SENCO/Line 

manager/Pastoral 

secretary 

Half termly 

Reported to 

SLT/MC/PC 

SENCO 

Ongoing 

5. Lesson 

Observations 

SLT/HoD/SENCO 


cycle 

(Year reviews) 

Reported to 

SLT/staff 

CM & reviewing 

team 

As per SE plan 

6&7 Analysis of data 

on identified pupils 

AT 

Sept 2009 

Reported to 

SLT/HoD/HoY 

AT 

Sept 2009 


• Line managers/SENCO to scrutinise Sows in Autumn term 2009 

• Relocation of Focus room to Learning Support Dept. 

• Restructure of ALN dept *& ALN review carried out by LEA resulting in ALN action plan – this has been reviewed 

and outstanding actions have been added to the LSD and differentiation plan for 2010 

• Appointment of Inclusion Manager who has reported progress of ALN action plan (including differentiation) to 

Governors (Nov 09) and this will be reviewed in May 2010- 

• Appointment of LSA Manager 


On 

track 

(tick) 

Lead Person 

and Others 

Involved 

Time scale 

Start End 

date date 

Resources 

Costings/budget 

source 

• LSAs to assist, where possible in 

preparation of differentiated work 

• INSET – to refresh & extend 

differentiation strategies 

• Continue to amend SoW to include 

differentiation 

SENCO/HoD 

CM 

HoD 

Sept. 09 

May 

2009 

June 

2009 

Termly 

May 

2009 

Inset day 

costs 

Gained time 

£1000 - BSF 

All tasks to be repeated or developed in 

2010 (see also BS & LSD plans)

Improvement Priority Action Plan (PSHE, Careers and the World of Work - KE) 

Source of Improvement Priority: 

School SE; Strategic Plan 10-02 

Evidence: 

Strategic Plan / SIP (ongoing) 


To develop PSHE and work related education into subject areas and integrate into Welsh Baccalaureate. 

Target(s): 

Meet main stages of Careers Wales Quality Mark 

Integrate Sustainable Schools work into PSHE lessons or days throughout the Key Stages. 

Include healthy eating and healthy bodies/minds into PSHE lessons or days throughout the Key Stages. 

Integrate Work Experience week and Year 10 Enterprise into WBQ. 


• Work and industry links integral within KS3 skills, KS4 

WBQ, and KS5 SoW. 

• Successful roll out of WBQ with respect to the WRE 

and Citizenship. 

• Simplification of the Work Experience process. 

• Achieve Silver Award for Sustainable Schools. 

• Achieve next phase of Healthy Schools Award. 

Evaluation Commentary:

Strategically planned tasks: 

On track 

(tick) 

Lead 

person & 

others 

involved 


source 

1. Attend Network day for WFE and Careers 

Wales West to discuss and begin 

implementation of Careers Wales Mark. 

KE 

Start 

date 

May 10 

End 

date 

June 10 

N/A 

Cover funded by 

R. Hillier. 

2. Integrate Yr10 Enterprise and Yr11 work 

experience into WBQ, meetings with ES to 

discuss possibilities of making Yr10 

Enterprise a longer term project and 

integrate with PSHE days/time. 

KE/ES 

April 10 

Sept 10 

Outside 

advisers, CWW 

Time with ES 

3. Compile database of previous work 

placements, categorised into work type for 

students to access on the intranet. 

KE/TG 

Feb 10 

Sept 10 

N/A 

4. Simplify the risk assessment process of 

the work experience, redraft forms and 

paperwork to suit. 

KE/CWW 

PCC 

Feb 10 

July 10 

CWW 

5. Sustainable awareness day focused on 

specific Key stages, integrated into 

PSE/WBQ/PSHE day. 

NW/KE/ES 

/SH 

Feb 10 

Dec 10 

Outside 

Providers 

PSE/ESDGC 

6. Healthy Schools programme integrated 

into PSE/WBQ lessons and PSHE focus days. 

NW/KE/ES 

/SH 

Feb 10 

Dec 10 

Outside 

Providers 

PSE/Healthy 

Schools

Monitoring: 

Evaluation: 

How 

1. Minutes of 

network meetings 

Who 

KE 

When 

Termly 

How 

Feedback from 

CWW 

Who 

CWW 

When 

Sept 11 

2. Minutes of 

meetings and 

observations 

KE/ES 

As and when 

Feedback from 

PSHE meetings. 

KS4 unit evaluation 

KE/ES/Yr10 WBQ 

team. 

June 11 

3. Use database to 

place students. 

Evaluation sheets 

following work 

placement. 

KE 

Oct 10 

Feedback from 

staff and students 

involved. 

KE/CWW 

Feb 11 

4. Evaluation from 

CWW and 

companies 

providing 

placements. 

KE 

Yr11 Oct 10 

Review meeting 

with CWW 

following work 

experience. 

KE/CWW 

Feb 11 

5. Observation and 

evaluation forms 

from themed 

days/lessons 

NW 

Feb 10 – Feb 11 


with Sustainable 

Schools Award 

provider. 

NW/KE 

Mar 11 

6. Observation and 

evaluation forms 

NW 

Feb 10 – Feb 11 


with Sustainable 

NW/KE 

Mar 11

from themed 

days/lessons 

Schools Award 

provider. 


Improvement Priority Action Plan (CM) 


KS3 Results analysis 

Evidence: 

Results analysis 

Improvement Priority: To raise the CSI at KS3 

Target(s): To reduce the number of pupils achieving 2 of the 3 core subjects at level 5+ in 2009 (and 2010) 


All pupils in MidYis A & B band to achieve CSI at KS3 and 50% 

of band C pupils to achieve CSI 


All but 3 pupils in Midyis A & B band achieved level 5+ in 3 core 

subjects; in band C 57% acjheved level 5+ in 3 core subjects 

HoC meetings to continue (& to involve CAP) 

Monitoring: 

How 

Results monitoring 

Who 

HoC/CM 

When 

Termly 

Evaluation: 

How 


Who 

HoC 

When 

Termly 

Changes to plan from monitoring & evaluation: None 


• Regular discussion at HoC meetings 

• Work with Hoy/FT 

• HoC to alert teachers & track progress 

On 

track 

(tick) 

 

 

Lead 

person & 

others 


source 

involved 

CM Start date End 

HoY 

date 

HoC Sep 08 July 09

• Continue to regularly meet HoC to 

monitor 

• Inset for subject teachers on using 

data 

fortnightly

Improvement Priority Action Plan (CM) 


Analysis of KS3 & KS4 results 

Evidence: 


Improvement Priority: To work with those subjects areas (through Line managers) to reduce the gender gap 

Target(s): In KS3 subjects to achieve results in line with those expected by MidYis for the 2009 cohort (also 2010 cohort) 

In KS4 to achieve results in line with those expected by MidYis & FFT for the 2009 cohort (also 2010 cohort) 


• Results meet gender targets for all subjects at KS3 & 

KS4 

• KS3 & 4 subjects with no more than 10% difference 


Core subject indicator at KS3 57% (target 53 – 58%) – Midyis 

profile shows high %age of boys in MidYis A (52% all boys in A 

& B) & high %age girls in B. Boys (5+) were 4% higher in 

Science & 11% higher in Maths whereas in English 15% in 

favour of girls although reduced from previous year. (Consistent 

with County & National figures) 

Gender gap has reduced in Music (-16 to -9%),& Welsh (-28 to - 

13%), remained steady in PE (-3%) and D&T (-18%) but 

increased in all other Foundation subjects (Art -15 to -19%, MFL 

2 to -12%, Geog -7 to -12%, Hist -7 to -15% and IT -8 to -16%) 

so that it continues to be an issue for most subjects. 

Monitoring: 

How 

Monitor results 

against targets 

Who 

HoD 

HoY 

When 

Year 9 Dec 2008 

Year 8 June 2009 

Evaluation: 

How 

Results against 

targets 

Who 

AT 

When 


Summer 2009

egularly Year 11 Jan 2009 

Year 10 May 2009 

Changes to plan from monitoring & evaluation: Inset for all staff on the Sue Palmer skeletons – to be used across the 

curriculum – laminated copies in all rooms 


• Raise monitoring of results at 

Management Meeting 

• Include data analysis as part of year 10 

review 

• HoD complete standards analysis 

• Raise monitoring at Pastoral meeting 

• Raise issues at Heads of Core Meetings 

• Literacy & Numeracy Co-ordinators 

to continue to work with departments 

• HoD to ensure ‘boy friendly’ teaching 

strategies 

• Subjects to ensure opportunities to 

develop extended writing 

All above to be done in 2010 

On 

track 

(tick) 

 

 

 

 

 

Part 

 

Lead 

person & 

others 

involved 

AT 

CM 

HoD 

HoY 

CW 

Lit Co-ord 

Num Coord 


source 

Start 

date 

May 09 

Spring 

term 

End 

date 

July 09 

Time at 

meetings

Improvement Priority Action Plan (CP) 

Source of Improvement Priority: School Development 

Plan/Strategic Improvement Plan 

Evidence: Analysis of Attendance Data 

Improvement Priority: Improve attendance and punctuality. 

Target(s): 

1. To improve attendance. 

2. To improve punctuality to lessons. 


1. Each year group to have weekly attendance over 92% 

(school target 95%) 

2. All pupils punctual to lessons. 


Attendance figures are improving – years 7 and 10 are excellent 

and close to the 92%. HoY discuss attendance regularly in 

Pastoral meetings and information is given to form tutors. 

Parents are informed and asked to provide ‘reasons for 

absence’ also on a regular basis. 

Lesson by lesson attendance is still not consistent – staff are 

informed and there is an expectation that they complete 

registers in every lesson. 

Certificates and prizes are given in assemblies throughout the 

year. HoY now monitoring those pupils between 80 and 90% 

attendance – letters sent home. 

Monitoring: 

How 

Who 

When 

Evaluation: 

How 

Who 

When 

1. Attendance figures by year 

group 

CW/HoY 

Weekly 

Analysis of data & 

report 

CW 

Half termly report to 

SLT/Pastoral/ Gov

2. Attendance figures by pupil 

3. Session attendance figures 

4. Lesson by lesson figures 

5. Number of lates recorded 

HoY /PSO 

NJ/HoY / 

PSO 

NJ /CW 

HoY 

Weekly 

Daily 

Daily 



On 

track 

(tick) 

Lead person 

& others 

involved 


source 

Start 

date 

End 

date

• 100% attendance certificates given 

monthly. 

CW/RJ 

Ongoing 

Certificates 

• Half termly and termly draw taking 

place in assemblies across the school. 

HoY 

Prizes 

• Lesson by lesson registration 

happening. 

Subject staff 

• Truancy Call operational and followedup 

Pupil 

reception/HoY 

• Lates recorded as @ and L – 

monitored by form tutors 

Pupil 

reception/ 

Form tutors 

• Praise and rewards for 100% 

attendance 

HoY 

Jan 09 

Prizes 

• Investigate the feasibility of intensive 

monitoring of pupils with 80% - 90% 

attendance. 

CW/MT-J 

Feb 09 

Staffing cost 

Repeat all tasks in 2010

Improvement Priority Action Plan (CYMRAEG - KLW) 

Source of Improvement Priority: Departmental Self 

Evaluation 

Evidence: Self Evaluation Report 2007-8 

Improvement Priority: ): To establish tighter procedures for effective Quality Assurance and Moderation within the 

department 

Target(s) 

• To ensure all examination mark schemes are adhered to at KS4 & KS5. 

• To ensure continuity of assessment across the department at all key stages. 

• For moderation of pupils work to become integral element within every departmental meeting. 

• To take account of pupil feedback via increased L2L exercises in relation to assessment and AfL within the classroom. 

• To ensure best practice is shared and adopted by all. 

• To regularly monitor the performance of the boys in Welsh 


AfL embedded in all Key Stages 

Students are confident on making judgements about their own 

learning and have targets for improvement in all three areas 

Continuity across the department in approach and execution of 

assessment, both formative and summative. 

Gender gap reduced or absent at KS3/KS4 


Feb – KS3 portfolio re-submitted after thorough moderation 

by members of department – positive impact on pupils 

learning as we were too harsh with pupils written work in 

past so more pupils can achieve level 5 in writing 

March – KS3 moderation (Yr 9 speaking) during ‘Y’ meeting 

& moderation of KS4 coursework – standards are very 

similar across all 3 teaching groups. 

April – moderation of KS4 speaking exams 

Ongoing moderation of KS5 examination answers between 

ALW & KLW ensures that pupils are given a sensible mark

for each piece of work and gives teachers confidence in 

their own marking. 

June – feedback from KS3 assessment – all passed the 

moderation process therefore pupils achievement should 

improve as we were too harsh in past. 

Sept – order copies of pupils (KS5) exam scores to help 

with consistency of marking. Feedback from moderators 

proved that marking was correct and consistent. These 

scores provide excellent teaching resources to help 

improve pupils marks. Positive impact on pupils as they 

enjoy reading work written by someone of a similar 

background to them. Ideas of best practise shared in 

departmental meetings – to ensure all pupils have the same 

learning experience across the department 

Oct – departmental moderation of year 7 & 9 tests carried 

out in departmental meeting. New target sheets and 

descriptors in use with year 7 pupils – the pupils are very 

comfortable using these sheets and are able to know 

exactly what they must do to improve in the next 

assessment. 

Nov – listening to learners exercise carried out amongst 

year 7 as a result of the year 7 review. An evaluation of the 

results was discussed within department and with LM.


Book inspection during dept meetings – to look 

at a different year group every time 

Monitor boys’ performance 

On 

track 

(tick) 

 

Lead 

person & 

others 

involved 

KLW & 

dept 


source 

Start 

date 

Jan 09 

End 

date 

ongoing 

none 

Dept moderation 

i) KS3 - assessment 

ii) KS4 – coursework / speaking exam 

iii) KS5 – examination answers 

 

 

 

KLW & 

dept 

Jan 09 

Feb 09 

Jan 09 

ongoing 

May 09 

June 09 

Departmental 

meetings / 

INSET days 

photocopying 

Lesson Observations – as part of school review 

/ PM 

 

KLW & 

SLT 

Jan 09 

ongoing 

photocopying 

Pupil questionnaires – design new pupil 

questionnaires and use with classes 

 

Whole dept 

April 09 

ongoing 

none 

Review of AfL level descriptors & target sheets 

from 08-09 and amend as necessary. 

 

KLW & 

dept 

June 09 

Sept 09 

Gain time 

none 

AfL at KS4 – produce new target sheet and 

specific tasks 

KLW 

June 09 

Ongoing 

Gain time

Prepare a SoW for the new exam syllabus for 

GCSE Full & Short Course (Year 10) ensuring 

differentiated tasks and suitable 

opportunities for AfL 

Monitoring: 

How 

Who 

When 

KLW April 09 ongoing Gain time Resources & 

photocopying 

Evaluation: 

How 

Who 

When 

Lesson 

observations 

KLW & SLT 

As part of cycle 

LM meetings 

AT & KLW 

Scheduled 

meetings 

Pupil 


All department 

By July 09 

Department 

meetings & INSET 

KLW / AT 

As part of school 

calendar 

Book monitoring/ 

recordings of oral 

work 

KLW 

Departmental 

meetings 


Improvement Priority Action Plan (Drama – BC) 

Source of Improvement Priority: WJEC/AQA /Edexcel 

Evidence: New specifications for GCSE, A Level and KS3 

Improvement Priority: Development of Schemes of Work for KS4 Media Studies and KS5 Drama and Theatre Studies. Develop 

KS3 drama. 

Provide guidance booklets for pupils. 

Target(s): To review the KS4 Media Studies Scheme of Work in Yr10 and Year 11. Revise New spec for years 10 and 11 Drama. To 

review the KS5 AS AQA Scheme of Work and create a Scheme of Work for A2 level. Review KS3 drama. 


• New Schemes of Work are redesigned for Yr10 and 11 Media 

Studies and Drama, Yr 13 Drama and Theatre Studies. 

• Student guidance booklets provided to aid learning 

• Yr 10 and 11 Media Studies and Drama and Yr 13 Drama and 

Theatre Studies Schemes of Work are amended and 

evaluated as the course progresses. 

• Continue to integrate AfL in Schemes of Work in line with 

the whole school AfL policy. 



• Meet with members of the department to 

reflect on the teaching of the new AQA 

specification in Yr12 and 13. Discuss the 

format of the new AQA specification at Yr 

On 

track 

(tick) 

Lead 

person & 

others 

involved 

BC/FL 


source 

Start End date 

date 

Sept 09 July 2010 

AQA 

Departmental 

Planning Time

13 and revise SoW which will be ongoing. 

• Provide guidance booklets for Year 12 and 

13 

• Continue to develop further and enhance 

the new Yr 10/ 11 Media Studies and Drama 

SoW and review the success of the current 

SoW ensuring that all tasks are 

differentiated. 

• Redesign Year 8 and 9 schemes of work 

so that Basic skills are enhanced. Design 

comment bank for reports. Report templates 

for KS3 Drama 

• Network ideas for the development of a 

successful SoW, and improve on knowledge 

and practices in the teaching of the subject. 

• Ensure AfL opportunities are built into the 

Yr 10/ 11 and Yr 13 Schemes of Work, 

meeting the school’s AfL framework for 

2010-2011. 

• Further management training 

BC year 12 

FL year 13 

BC/FL 

FL 

FL 

BC Media 

FL Drama 

BC/FL 

Jan 2010 

Sept 09 

Sept 09 

Jan 2010 

Feb 2010 

On going 

up to the 

end of 

summer 

term 2010 

Complete 

all July 

2010 

June 2010 

On going 

up to the 

end of 

summer 

term 2010 

July 2010 

When 

available 

Specification 

and Unit 3 

set texts. 

Current 

SoW 

Sample 

schemes of 

work from 

the Board 

and other 

teachers 

Gained Time 

Dependant on 

funding 

1 day supply plus 

travel expenses

Monitoring: 

How 

Regular meetings 

with department 

members and linemanager 

to reflect 

on the results of the 

current Schemes of 

Work and discuss 

targets for 

improvement in the 

new Schemes of 

Work. 

Who 

BC/FL 

When 


Line-Manager 

Meetings 

Evaluation: 

How 

Compare student 

progress and 

results according to 

recorded data. 

Who 

BC/FL/AT 

When 


Line-Manager 

Meetings as 

scheduled. 

Monitor 

performance 

results of the new 

Media Studies, 

Drama and AS 

courses. 

BC/AT 

Formatively after 

completion of 

coursework and 

practical work. 

Share findings with 

members of 

department and 

discuss with 

reference to 

specification 

guidelines. 

Annual Media 

Studies and Drama 

self-evaluation 

reports. 

BC/FL 

BC/AT 

Departmental 

meetings. 

Listening to 

Learners 

BC/FL 

Termly feedback 

from students. 

Questionnaire and 

discussion 

BC/FL 

End of each term


Improvement Priority Action Plan (English 1 GR) 

Source of Improvement Priority: Departmental development 

plan (08 – 09) 

Evidence: Provided by an analysis of examination data – 

August 09. 

Improvement Priority: Develop A/S and A level courses in line with new syllabus. 

Target(s): The grades achieved by the students on coursework being equivalent to those achieved by the same students 

on the written examination. 

Impact/success criteria: High performance from A level 

students (when compared to other A levels.) High 

confidence from the students, leading to high retention 

rates. 

Evaluation Commentary: Led a network moderation session; 

no additional scripts called for by the external moderator. 

Follow-up network session on June 2 nd . 

Because of the timetabling restrictions, I will not be able to teach 

year 12 next year – meaning that I cannot directly use the 

experience I have gained. (June 1 st ) 

The coursework grades were generally ‘1 down’ on the exam 

paper grades – but this was an experience common to many 

centres. The moderator’s report was very positive and my rankordering 

was accepted. The comments offered indicate how 

students might tailor work in order to improve their grades. 


Attend such Inset as available. 

Share practice with partner institutions. 

On 

track 

(tick) 

Lead 

person & 

others 

involved 

/ GR 

(LS and 


source 

Start End 

date date 

Sept. 08 May .09 

No additional 

Inset funding 

from GTCW

Discuss at ‘Network’ meetings 

Monitoring: 

How 

Who 

Observation of SLT member 

When 

Feb.09 

JHe) 

Evaluation: 

How 

Exam results 

Who 

GR/CM 

When 

August 09 

Changes to plan from monitoring & evaluation: Suggested JHE reverse the order of the coursework tasks, which she did. 

Have given the year 13 students ‘Lord of Flies’ to read, in order to adapt previous source material.



plan (09 – 10) 

Evidence: 

Improvement Priority: New regulations for GCSE English Language and Literature implemented. 

Target(s): All staff understand the new orders and feel confident about their delivery. 

Students feel well supported. 

Impact/success criteria: Results (2012) are in-line with 

external bench-marking/ trends over the past 3 years. 



On 

track 

(tick) 

Lead 

person & 

others 

involved 

GR 

GR 


source 

Discuss my understanding with department 

and with network group 

/ 

/ 

Sept.09 

Jan.10 

Attend training - WJEC / GR Feb.10 Already funded 

Order new stock of books, both as support / GR Feb.10 £2,000 Budgeted within 

material and as set texts for literature. 

capitation. 

Monitoring: 

Evaluation: 

How 

Who# 

Who 

When 

Dept. meetings GR 

GR 

June 2010 

Year 10 review 

SLT member 


When 

Monthly Oct 2010 

on 

Spring 2011 

How 

Post year 10 

exams



plan (09 – 10) 

Evidence: 

Improvement Priority: To see that all SoW explicitly have differentiated material – in line with school’s ALN and Basic 

Skills policies. 

Target(s): yr 7 SoW has in-built differentiation. 

Yr 10 coursework has in-built differentiation 


Yr 7 – mixed ability teaching proves successful in terms of 

progress measured against base-line data. 

\Yr 10 – students who had not previously been expected to 

take dual entry, manage the demands of the new course. 



Yr 7 SoW reviewed by member of Learning 

Support 

Yr 10 SoW has components from colleagues 

Monitoring: 

Classroom observation 

How 

Yr 7 review 

Yr 10 review 

Who 

SLT member 

SLT member 

On 

track 

(tick) 

When 

Autumn 2010 

Spring 2011 

Lead 

person & 

others 

involved 

JG 

LS/JHe Sept 10 

Evaluation: 


source 

June 10 

How 

Yr 7 levels 

Who 

GR 

When 

Summer 2011


Improvement Priority Action Plan for ESDGC (NW) 

Source of Improvement Priority: Self Evaluation Report 

2009, DIP 09/10 

Evidence: Self Evaluation report, DIP 09/10 

Improvement Priority: Continue the development of ESDGC 

Target(s): 

• Silver Sustainable schools award (focus on Water, Energy and Community Citizenship) 

• Increase pupil and staff involvement and understanding of ESDGC 

• Implement Healthy Schools action plans for the third phase of the scheme 


• Awarded the Silver Sustainable Schools award 

• Pupils have a greater understanding of ESDGC 

• Awarded the third ‘leaf’ of the Healthy Schools 

scheme 

Evaluation Commentary from 09/10: 

• Curriculum Audit is currently underway to find out 

what is being covered across the curriculum 

• Action Plans are becoming more retrospective. 

• Meeting in March 2010 with PCC sustainable Schools 

representative to discuss progress towards the silver 

award. 

• Many activities have taken place in PSE days (e.g 

year 7 activities Nov 09 all activities focused on Water 

and Energy which are topics for silver award) 

• Need more focus on ESDGC in School Council 

meetings


On 

track 

(tick) 

Lead person & 



source 

Start 

date 

End 

date 

• ESDGC to become more of a 

part of school council meetings 

NW/CP 

Jan 10 

Jul 10 

School Council 

time 

• Curriculum audit 

• Write action plans for Silver 

Sustainable Schools award 

NW/HoD 

NW 

Feb 10 

Mar 10 

Mar 10 

May 10 

Meeting time 

with HoD 

• Investigate links with the Welsh 

Bac 

NW/HT/AT/ES 

Mar 10 

Jun 10 

Meeting time 

• Implement action plans 

All staff 

Feb 10 

April 10

• Monitor progress towards silver 

award. 

NW 

Feb 10 

Feb 10 

• Visits and activities with focus on 

Water, Energy and Community 

Citizenship. 

Various 

Jan 10 

March 

10 

• Implement action plans for 

Healthy Schools. Topics are 

Healthy Eating, Substances and 

Exercise 

All staff 

March 

10 

July 10 

Monitoring: 

Evaluation: 

How 

Who 

When 

How 

Who 

When 

• Refer to 

sustainable 

schools 

NW 

Feb 10-March 10 

• Listening to 

learners- 

Pupil 

Pupils

action plans 

questionnaire 

• Silver 

sustainable 

schools award 

PCC 

March 10 

• ESDGC 

appears in 

minutes of 

school 

council 

meetings 

NW/CP 

Feb 10- Jan11 

• Implement 

Healthy 

Schools 

action plans 

NW 

March 10- July 10 

• Third phase 

of Healthy 

Schools 

award 

PCC 

July 10 


Improvement Priority Action Plan (Geography - TC) 

Source of Improvement Priority: WJEC NEW SYLLABI 

Evidence: New specifications for GCSE and A Level 

Improvement Priority: Development of Schemes of Work for KS4 and KS5 Geography and KS5 Geology 

Target(s): To review the KS4 Geography Schemes of Work in Yr10 and Year 11. To review the KS5 AS Schemes of Work in both 

Geography and Geology and create Schemes of Work for A2 level. 


• New Schemes of Work are devised for Yr10 and 11 

Geography and Yr 13 Geography and Geology 

• Yr 10/11 Schemes of work in Geography and Yr 12 

Geography and Geology Schemes of Work are amended 

where necessary. 

• Continue to integrate AfL in Schemes of Work in line with the 

whole school AfL policy. 



• Meet members of the department to 

reflect on the teaching of the new 

WJEC specification in Yr12 and 13 in 

both Geography and Geology. Discuss the 

format of the new WJEC specification 

at Yr 13 and revise SoW. 

On 

track 

(tick) 

Lead 

person & 

others 

involved 

TC year 10 

and 11 


source 

Start 

date 

Sept 

2009 

End date 

July 2010 

WJEC 

Specification 

and all dept 

resource 

Departmental 

Planning Time

• Plan a new Yr 10/ 11 Geography SoW 

TC/JAL/PH 

files and set 

texts. 

• Attend WJEC courses to review ideas 

for the development of a successful 

SoW, and improve on knowledge and 

practices in the teaching of the subject. 

Sept 09 Dec 09 

• Ensure AfL opportunities are built into 

the Yr 10 11 and Yr 13 Schemes of 

Work, meeting the school’s AfL 

framework for 2009-2010. 

On going up 

to the end 

of summer 

term 2010 

Current SoW 

Monitoring: 

Evaluation: 

How 

Regular meetings 

with department 

members and line- 

Who 

All Geography 

Staff 

When 


Line-Manager 

Meetings 

How 

Compare student 

progress and 

results according 

Who 

All Staff 

When 


Line-Manager 

Meetings as

manager to 

reflect on the 

results of the 

current Schemes 

of Work and 

discuss targets 

for improvement 

in the new 

Schemes of Work. 

Monitor 

performance 

results of the new 

GCSE and AS/A2 

courses. 

All Staff 

Sept 2010 after 

completion of 

potential end of 

year 10 exams and 

first cycle of new 

AS/A2 in both 

subjects. 

to recorded data. 

Share findings 

with members of 

department and 

discuss with 

reference to 

specification 

guidelines. 

Annual Geography 

and Geology selfevaluation 

reports. 

All Staff 

TC/RJ 

scheduled. 

Departmental 

meetings. 

Listening to 

Learners 

All Staff 

Questionnaire and 

discussion 

All Staff 

End of each term


Termly feedback 

from students.

Improvement Priority Action Plan (History - PV) 

Source of Improvement Priority. 

To carry on reviewing SOWs to be in line with whole school 

policy 

Evidence: Results analysis 


To make sure that opportunities for AFL are present in SOW for KS3 and KS4 

Target(s): 

To incorporate specific AFL activities and suggestions into Yr 8,9and 10 teaching via the SOWs 


To achieve conformity of all in dept in using AFL activities. 

To enable students to feel more confident when making 

judgements about their own learning 



On 

track 

(tick) 

Lead 

person & 

others 

involved. 

Time scale 

By the July 2009 

Resources 

Teachers 


source 

Share good practice 

Use dept time and meetings, whole school 

inset to review AFL 

Use spare time in summer 2010 to review 

all relevant SOWs 

* PV 

JC 

MR 

Start 

date 

End 

date 

Sep 09 July 10 

N/A 

Monitoring: 

Evaluation:

How 

Lesson 

observation 

Dept meetings 

Dept moderations 

Who 

HOD 

When 

How 


report2010 

Who 

PV 

When 

School self 

evaluation cycle

Improvement Priority Action Plan (HT) 

Source of Improvement Priority: Strategic Improvement Plan; 

WAG agenda 

Evidence: WAG publications, school documentation including 

Inspection report 

Improvement Priority: Independent Learning and Skills Based Learning 

Target(s): To ensure skills based learning techniques are embedded at Key Stage 4 and post 16 by September 2012 


1. Reduction pupils disaffected by end of KS4 

2. Results meet or exceed predictive data targets at 

GCSE, AS and A2 

3. Reduction in exclusions and referrals through BfL 

4. Attendance meets targets set 

• SCO in place 

• SoWs reviewed in SLT review; CM bringing any issues to 

attention of HoDs 

• SoWs still presenting as issue in Yr 10 Review – to be 

further addressed and area of focus next year 

• Yr 10 review shows pupils very aware of when they 

experience this type of pedagogy. 

• Report to Govs in July 09 

• Results met targets Year 11 Aug 09 

• Exclusions decreased 

• Yr 11 Active cohort for Aug 09 results – 2% educated 

elsewhere 

• Attendance still an issue with some specific Yr 11 pupils 

Monitoring: 

How 

1. lesson 

observation 

2. scrutiny of work 

Who 

HT, SLT & 

HoDs 

When 


cycle 

Evaluation: 

How 

1. departmental 

and whole 

school self- 

Who 

SLT & HoDs 

When 

Annually

3. pupil 

questionnaire 

4. Analysis of 

attendance 

data 


behaviour 

referrals 

6. Data analysis 

at key points 

AT & HoDs 

Half-termly 

Mock & modular 

exams; 

coursework 

marks 

evaluation 

report 

2. Analysis of end 

of year and key 

stage data 

3. Reports to 

Governors 

AT & HoDs 

HT & Govs 

Annually 

Annually 


• INSET – May 22 nd – motivation 

• INSET – June 29 th – directed dept tasks 

• Techniques less embedded in KS4 and post-16, HT and CM to progress 

• Oct 09 - Training needs to be considered; review and SE on going 

• Look at impact of Study Skills and movement to WBQ at KS4 

• SH also team-teaching 

• Engage project 


On 

track 

(tick) 

Lead Person 

and Others 

Involved 

Time scale 

Start End 

date date 

Resources 


source

• SoWs have overt and planned 

opportunities for independent, skills 

based learning 

• Skills Co-ordinator to support 

development of pedagogical practice 

In part 

In place 

HoD 

SCO 

Sept 08 

Sept 09 

Sept 10 

On-going 

review 

Ongoing 

Departmental 

planning time 

and gained 

time 

SCO time 

• Training needs vis-à-vis skills based 

learning for departmental staff to be 

identified and prioritised 

• AfL Strategic Action Plan to enable 

students to discuss their learning and 

plan for improvement 

HoD, SCO & 

CM 

AT 

(implementation 

via HoDs) 

Sept 08 

Sept 08 

Ongoing 

Sept 10 

Ongoingreview 

CPD, paired 

coaching, 

observing 

colleagues 

BSF & GTCW 

bids 

• WBQ planning for KS4 builds on 

developments at KS3 

ES, SCO 

Jan 10 

July 10 

Ongoing 

review 

See 

separate 

WBQ plan 

• To work with LEA re ENGAGE 

project 

PHS, HW 

Nov 09 

May 10 

Ongoing 

review 

PHS and 

HW planning 

time 

Provision funded 

through WEFO 

bid


Source of Improvement Priority: Strategic Imp Plan; WAG 

agenda 

Evidence: WAG publications, school documentation 

including Inspection report 

Improvement Priority: Extend Skills Curriculum through Key Stage 3 

Target(s): To roll out the skills curriculum across Key Stage 3 by September 2010 


1. Curriculum in place and successful 

2. Pupils transfer skills leading to improved outcomes at 

the end of the Key Stage (against predictive data) 

3. Attendance for KS3 hits target of 95% 

4. Reduction in referrals through BfL 

5. Pupils can articulate their learning and show 

independence 


• Yr 7 review and its revisit – positive 

• April ’09 – Yr 7 attendance at 92.6% 

• Visitors comment on pupils’ ability to articulate learning 

and work independently. 

• June 09 –Yr 7 attendance at 92.6% 

• Reading and spelling qualitative data indicates success 

• Oct 09 – on track – HT undertaking Yr 8 pupil trails to 

evaluate cross-curricular impact 

• Estyn visit re good practice – positive 

• Involvement with Julie Addis and WAG – positive 

• Behaviour referrals – fewer than comparative cohorts

Monitoring: 

How 

1. lesson 

observation 


3. pupil 

questionnaire 


attendance 

data 


behaviour 

referrals 

6. Reports to SLT 

Who 

HT & SLT 

Skills Coordinator 

When 


cycle 

Half-termly 

Evaluation: 

How 

1. departmental 

and whole school 


report 

2. Inspection 

report c2012 

3. Analysis of end 

of year and key 

stage data 

4. Reports to 

Governors 

Who 

Skills Co-ordinator 

& SLT 

Estyn 

AT & Skills Coordinator 

HT & Govs 

When 

Annually 

Inspection cycle 

Annually 

Annually 


• From Sept 09, Yr 7 English level assessments to be made of the basis of the work produced in the skills lessons 

• Time allocation in Year 9 (2010) to be reconsidered 

• RJ and HT to work with SCO on detailed plan 

• Monitoring reports to be placed on SLT agenda as part of cyclical calendar 


On 

track 

(tick) 

Lead Person 

and Others 

Involved 

Time scale 

Start End 

date date 

Resources 


source 

• Determine delivery team and 

plan curriculum 

Yes 

HT, PHS & 

SCO 

Nov 08 

Feb 09 

Annually 

Planned time 

allocation of staff 

Staffing costs 

• Ensure training needs identified 

On 

Track 

SCO & CM 

April 09 

Annually 

CPD 

BSF & GTCW

for delivery team 

• Plan in detail for progression 

across the Key Stage against 

competencies and Skills 

Framework 

On 

track 

SCO & 

delivery team 

Already 

begun 

Yr 8 

Yr 9 

Halftermly 

review 

5 units 

by July 

09 

5 units 

by July 

10 

training/coaching 

Staff planning 

time – gained 

time and PPA 

Resources as 

identified in 

plans 

bids plus use of 

gained time 


Capitation 

Trustee bids 

• Regular opportunities for pupils 

to review learning which include 

parents 

On 

track 

SCO & 

delivery team 

March 09 

Sept 10 

Review 

annually 

Staff time from 

1265 calculation 

• Plan detailed 3 year monitoring, 

review and evaluation cycle 

SCO 

March 09 

Ongoing 

• Monitoring reports to be 

calendared 

HT & SLT 

From 

Jan 10 

Ongoing 

Staff time 

from 1265 

calculation

• Develop a more systematic way 

of collecting, collating and 

responding to parental views 

HT, RJ & 

SCO 

Jan 10 

July 10 

Review 

annually 

Staff time, 

Possible 

reprographic 

costs 

• Skills action plan to be 

produced – incorporating all 

elements and following school 

proforma. 

SCO 

Jan 10 

Update, 

amend 

and 

evaluate 

in line 

with 

school 

cycle 

SCO time


Source of Improvement Priority: Strategic Imp Plan; WAG 

agenda 

Evidence: WAG publications, school documentation including 

Inspection report 

Improvement Priority: Extend Skills (including Key Skills) across the curriculum 

Target(s): 1. to roll out the skills curriculum across Key Stage 3 by September 2010 

2. to ensure skills based learning techniques are embedded at Key Stage 4 and post 16 by September 2012 

3. to ensure all pupils achieve accreditation of the key skills at the appropriate level during their school career 


1. no pupil leaves school without appropriate key skill 

accreditation 

2. pupils transfer skills to ensure improved outcomes in 

assessments and external examinations 


• Yr 7 review repeated – shows continued favourable 

outcomes in pupil responses re Comms KS 

• June – 50 Yr 7 WWO Level 1; ICT Level 2 Mod next week 

• Level 2 ICT results (Yr11 2009) – positive 

• SH feedback to HoDs 

• Estyn HMI visit – positive 

• Pedagogy Conf Oct 2009 – positive 

Monitoring: 

How 

1. lesson 

observation 


3. pupil 

Who 

SLT 


When 


cycle 

Evaluation: 

How 

1. annual key skills 

accreditation data 

2.departmental and 

whole school self- 

Who 

Key Skills Coordinators 

When 

Annually

questionnaire 

4. judgements 

against specific 

Action Plans 

5. Reports to SLT 

Skills Coordinator 

Milestone dates in 

individual Action 

Plans 


3.Inspection report 

c2012 

(a) 

HoDs and SLT 

Estyn 


• Continue to try and progress WEFO bid re KS funding 11 – 14 

• Skills Curriculum Action Plan – to be reviewed July 

• WEFO bid has stalled – HT to try to move forward with Vice Chair of Govs 


On track 

(tick) 

Lead Peron 

and Others 

Involved 

Time scale 

Start End 

date date 

Resources 


source 

• Key Skills Action Plan 

Yes 

JH 

Nov 08 

Annual 

Cycle 

Oct 09 

See detailed 

plans 

See detailed 

plans 

• Skills Curriculum Action Plan 

SH 

completing 

HT & Skills 

Co-ordinator 

Nov 08 

Annual 

Cycle 

Oct 09 

• Key Skills Action Plan 

JH 

Dec 09 

Annual 

Cycle 

Nov 09 

See 

detailed 

plans 

See detailed 

plans 

SCO 

Dec 09 

Nov 09

• Skills Curriculum Action Plan 

Annual 

Cycle 

• Progress WEFO bid 

HT & Vice 

CoG 

Jan 10 

TBD 

• WBQ planning for KS4 builds on 

developments at KS3 

ES, SCO 

Jan 10 

July 10 

Ongoing 

review 

See 

separate 

WBQ plan

Improvement Priority Action Plan ( ICT14-19 - ES) 

Source of Improvement Priority: School Strategic 

Improvement Plan; SER 

Evidence: SER; SIP; ICT plan 

Improvement Priority: Introduce new courses KS4/5 

Target(s): 

Introduce new GCSE spec 

Introduce replacement AS/A2 ICT 


Students at GCSE/ Post 16 reaching/exceeding targets 

All students accessing SchoolZone. 

1. New GCSE in place 09/10 

2. AS ICT in place 09/10 

3. Acquire more texts/ materials for AS/A2 GCSE 


GCSE & A level results maintain a significant negative 

residual, especially A2 computing. Computing will be 

replaced as an AS in September 2010. The use of 

unqualified/inexperienced staff to deliver ICT at KS4 however 

will arguably only hamper efforts to raise standards of 

achievement at KS4. Significant levels of training are 

required for these individuals to be up-skilled. 

All students have access from school to the SchoolZone.

Monitoring: 

How 

New spec delivered 

Who 

ES 

When 

09/10 – ongoing 

Evaluation: 

How 

Assess student 

access against 

spec 

requirements 

Who 

ES 

When 

Every half term 



On track 

(tick) 

Lead 

person 

& 

others 

involved 


source 

Start 

date 

End 

date

Prep for yr 10 element of New GCSE 

Prep coursework and unit 1 AS ICT 

ES 

ES 

07/10 

07/10 

09/10 

09/10 

Text books 

Software and 

hardware 

Capitation 

“ 

Acquire more texts/ materials for 

AS/A2 

Exam board Inset(s) 

ES 

ES 

04/10 

Autumn 

term 

Ongoing 

 

“

Improvement Priority Action Plan (ICT KS3 - SH) 


Evidence: 

Improvement Priority: Improve levels obtained in ICT at KS3 

Target(s): 

1) To embed ICT in the skills curriculum at KS3 

2) Increased number of pupils obtaining levels 6+ at end of KS3 

3) Increase use of IT communication. 


1) All strands of ICT to be highlighted and obtainable 

through skills curriculum in targeted pieces of work. 


2) Focus on improving current opportunities for progression 

to higher levels within handling information & modelling. 

3) Effective Monitoring of ICT usage through all subject 

areas. 

4) Gender Gap in ICT at KS3 to be reduced.

Monitoring: 

How 

1) Review SOW for 

Skills curriculum 

making sure all 

stands are 

covered as well as 

opportunities to 

access higher 

levels. 

Who 

SH 

When 

Jan 11 

Evaluation: 

How 

Report by SH 

Who 

When 

Jan 11 

2) Current use of 

modelling to be 

extended through 

increased 

opportunities 

through skills 

curriculum and 

enhanced task in 

history. 

SH Head of 

History 

July 10 

3) Reviews of SOW 

to highlight 

opportunities for 

SH 

June 10 

Report to SMT

ICT usage. 

4) Data analysis 

SH 

Sep 10 



On 

track 

(tick) 

Lead Peron 

and Others 

Involved 

Time scale 

Start 

date 

End 

date 

Resources 


source 

1) Write ICT specific tasks for skills 

curriculum. 

2) Identify specific criteria to satisfy 

modelling strand.

Improvement Priority Action Plan (Key Skills – JH) 

Source of Improvement Priority: Strategic Imp Plan, WAG 

agenda, Key Skills Evaluation 2010 

Evidence: Lesson observation reports, SOW, Key Skills 

accreditation data 

Improvement Priority: Extend and embed Key Skills across the curriculum 

Transfer of Accredited Status from OCR to WJEC 

Target: To ensure that all pupils have the opportunity to achieve accreditation of the Key Skills at the appropriate level 

during their school year 

Complete evidence for WJEC accreditation visit 


• 90% of pupils entered for Key Skills accreditation 

leave school with appropriate Key skills 

qualifications 

• Pupils transfer skills to ensure improved outcomes in 

assessments and external examinations 

• Successful transfer of Accredited Status to WJEC 


• !00% of pupils who were entered for Key Skills 

accreditation at level 2 or 3 passed 

• Opportunities to practice all 6 Key Skills are being 

incorporated into SOW and pupils are now more 

aware of generic skills that transfer across subjects. 

Monitoring: 

How 

(i) Lesson 

Observations 

(ii) Monitoring of 

SOW 

(iii) Moderation 

of portfolio 

progress 

• WJEC 

assessment 

Who 

• SLT 

• HoDs 

• Key Skills 

Co-ordinator 

• Learning 

Coaches 

• Personal 

Tutors 

• WJEC 

Moderator 

When 

• School selfevaluation 

cycle 

• Annual 

moderation 

• Individual 

interviews 

• By Oct 2010 

Evaluation: 

How 

(i) Annual Key 

Skills 

accreditation 

data 

(ii) Staff 

Feedback 

(iii) Moderation 

reports 

• Successful 

transfer 

Who 


Co-ordinator 


Co-ordinator 

When 

Annually 

• Oct 2010

2009 Changes to plan from monitoring & evaluation: 

KS5 

While guidance for both OCR and WJEC Key Skills are now in place on the staff intranet, WJEC material has not yet been 

added to the pupil intranet. It was decided that it will be more useful to add the necessary documents as the need for them 

arises as, when all the OCR documents were made available to pupils, individuals were often confused and unsure about 

which ones they needed. 

KS4 

ICT has progressed well. Comms material is being covered in English as part of the syllabus but, due to funding issues, 

this is being used as a practice opportunity at present. 

KS3 

After reviewing SOW it was found that some subjects needed to be more specific when incorporating Key Skills 

opportunities. It was decided that, due to the considerable variation in lesson content, it was necessary to meet with some 

HODs individually to give further guidance. This began with year7 and will continue to move up through the school in 

2010.


On 

track 

(tick) 

Lead person 

/others 

Time scale Resources Costings/ 

budget source 

KS5 

• Ensure that the appropriate 

guidance and assessment 

materials are updated and 

available on the school intranet 

for both pupils and staff 

 

JH/ICT Administrator 

Start 

date 

Jan 09 

End 

date 

July09 


Standards and 

Guidance material 

• Time 

Key Skills funding 

and Welsh Bac 

funding from 

PLASC 

• Continue to raise pupil awareness 

of progress in Key Skills through 

tutorial time, lesson objectives 

and plenaries 

 

All Staff 

Jan 09 

Dec 09 

• Key Skills Minisites 

• SOW 

• Syllabus 

specifications 

Exam Budget for 

external 

accreditation 

- approx £8 per 

entry 

• Liaise with Skills Co-ordinator, 

Learning coaches, Personal 

Tutors and teaching staff to 

ensure that, as a result of the 

implementation of the Welsh Bac, 

all KS5 pupils have the 

opportunity to develop all 6 Key 

Skills and achieve external 

accreditation at the appropriate 

level 

• Continue to update WJEC 

guidance and assessment 

materials on the Staff Intranet 

 

JH/Skills 

Co-ordinator/ Learning 

Coaches/Tutors/ 

KS5 teaching 

staff/External 

Moderator 

• JH/ICT 

Administrator 

Sept 09 

Jan 10 

Dec09 

Dec 10 

• Timetabled 

lessons 

• Portfolio materials 

• Key Skills Minisites 

• Key Skills S&G 

• Time 

Key skills budget 

for Portfolio 

materials 

and reprographics 


skill 

• Liaise with WB team to ensure 

that portfolios produced meet 

the required criteria for 

accreditation. 

• JH/Skills 

Co-ordinator/Tutors/ 

KS5 teaching 

staff/External 

Moderator 

Jan 10 

Dec 10 

• Key Skills S&G 

• Time


KS4 

• Continue to raise pupil 

awareness of progress in 

Key Skills through tutorial 

time, lesson objectives and 

plenaries 

• Liaise with Skills Coordinator 

and teaching staff 

to ensure that all pupils 

have the opportunity to 

develop all 6 Key Skills and 

achieve external 

accreditation at the 

appropriate level in ICT and 

Communication 

On 

track 

(tick) 

 

 

Lead person 

/others 

All Staff 

JH/Skills 

Co-ordinator/ 

CPC/GR/PHS/ 

External Moderator 


budget source 

Start 

date 

Jan 09 

Jan 09 

End 

date 

Dec09 

Dec 09 

• SOW 

• Syllabus 


• Timetabled 

lessons 

• Portfolio 

materials 

• Staff Key Skills 

Mini-site 

Exam Budget 

for any 

external 

accreditation 


entry 

Key skills 

budget for 

Portfolio 

materials – 

approx £60 per 

skill 

• Planning of integration of Key 

Skills into W Bac at KS4 

JH/WB 

Co-ordinator/ 

Careers/PSE Coordinator/External 

Moderator 

Jan 10 

Jul 10 

Time 

Key skills budget 

for Portfolio 

materials – 


skill


KS3 

• Continue to raise pupil 

awareness of progress in 

Key Skills through tutorial 

time, lesson objectives and 

plenaries 

• Liaise with Skills Coordinator 

and teaching staff 

to ensure that all pupils 

have the opportunity to 

develop and practise all 6 

Key Skills 

• Highlight tasks in KS3 Skills 

SOW and pilot these as Key 

Skills assessment 

opportunities 

On 

track 

(tick) 

 

 

 

Lead person 

/others 

All Staff 

JH/Skills 

Co-ordinator 

JH/Skills 

Co-ordinator 

Skills teams 


Budget 

source 

Start 

date 

Jan 09 

Jan 09 

Jan 09 

End 

date 

Dec 09 

Dec 09 

Dec 09 

• SOW 

• Syllabus 



Mini-site 

• SOW 


Mini-site 

• Portfolio 

materials 

Exam Budget 

for any 

external 

accreditation 

- approx £8 

per entry 

Key skills 

budget for 

Portfolio 

materials – 

approx £60 

per skill 

• Highlight tasks in KS3 Skills 

SOW and pilot these as Key 

Skills assessment opportunities 

JH/Skills 

Co-ordinator 

Skills teams 

Jan10 

Dec 10 

• SOW 


Mini-site 

• Portfolios 

Exam Budget 

for external 

accreditation 

- approx £8 

per entry 

Key skills 

budget for 

Portfolios 

materials – 


skill


On 

track 

(tick) 

Lead person 

/others 


Budget source 

Transfer of Accreditation from OCR to 

WJEC 

JH 

Start 

date 

End 

date 

Jan 10 Oct 10 

SOW 

WJEC S&G 

Staff Mini-site 

Example portfolios 


Improvement Priority Action Plan (LSD1-CAP) 

Source of Improvement Priority: ALN Review 

Evidence: ALN Review 

Improvement Priority: To ensure ALN pupils reach their potential by identifying and addressing areas of difficulties 

Target(s): 

• To ensure ALN pupils reach their potential and access an appropriate curriculum 

• Improve the quality of differentiated work across the curriculum 

• Develop monitoring of ALN provision 

• To develop the effectiveness of LSAs to meet the needs of ALN pupils 

• To develop the Focus Room to cater for identified pupils 


• ALN information is acted upon by staff 

• Identified pupils accessing Basic Skills and other literacy 

programmes to improve their results 

• Exam concessions given to those who require them 

• Improved quality of differentiated resources provided for pupils in 

departments 

• Regular monitoring of ALN pupils 

• LSAs are aware of the needs of ALN pupils 

• Integration into mainstream from the Focus Room 


Monitoring: 

How 

Lesson observations 

targeting ALN provision 

Who 

CAP 

When 

Termly 

Evaluation: 

How 

Report to 

SLT/department 

Who 

CAP 

When 

Meeting scheduled 

Analysis of data 

DH/MH/JG 

Ongoing 

Data on SIMS 

TT/SML 

Ongoing 

Effective use of LSAs 

SML 

Ongoing 

Timetables reflect 

support for identified 

pupils 

SML 

Ongoing 

Achievement of withdrawn 

pupils 

CP/JG 

Ongoing 

Test results 

CP/JG 

Ongoing 

Changes to plan from monitoring & evaluation:N/A


• ALN information distributed to staff and 

updated regularly 

• Test pupils on entry including casual 

entry 

• Exam concessions –testing-results 

computerized 

• Running record of lesson content covered 

and outcomes of withdrawal groups 

• Provide information to staff on 

differentiation, sharing of good practice 

• Year group class monitoring of ALN pupils 

• LSA monitoring, deployment and training 

 

 

 

 

 

 

 

On 

track 

(tick) 

Lead Peron and 

Others Involved 

CAP/TT 

JG/SML/DH/MH 

JG/SML 

CP/JG/SML/TT/HEW 

CAP/SML 

CAP 

SML 

Time scale 

Start 

date 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

Ongoing 

End 

date 

Resources 


source

• Intensive programmes in Focus Room to 

address pupils’ needs 

 

SML/KML 

Jan 10 

July 10 

• Lifeskills/SUOL/Events 

 

TT/HEW/SML 

Ongoing 

• Access to outside agencies 

CAP/SML 

Ongoing

Improvement Priority Action Plan Mathematics (JP) 

Source of Improvement Priority: SER; SIP; new NC 

Evidence: SER 

Improvement Priority: To improve the quality of the Maths provision & attainment in Maths at KS3 & 4 

Target(s): 

• To produce new GCSE SoW 

• To produce student friendly version of scheme and update departmental website 

• To extend AfL across KS3 & KS4 


• New GCSE will be in use -starting yr 9 after summer 

half term. 

• Web site will have student information, homework 

and revision material. 

• AfL in yrs 7- 10 

Monitoring: 

How 

Data Analysis 

Lesson 

observation 

Pupil 

Who 

JP 

JP/BM/SLT 

reviews 

All 

When 

Jan 10/July 

10/Sep10 

Ongoing 

Once/term 

Evaluation: 

How 

Against targets 

Report to dept 

JP/Dept 

Who 

JP/CM 

JP/BM 

When 

Jan/Jun/Sep




On track 

(tick) 

Lead 

person & 

others 

involved 


source 

Start 

date 

End 

date 

• Identify pupils in Years 9 & 11 who 

may not achieve CSI because of 

Maths 

• Monitor pupils in CSI target group 

• Mentoring for year 11 pupils on C/D 

borderline 

• Review KS3 SoW and amend 

modules 

• Investigate the possibility of more 

material being provided 

electronically for new SoW 

• New SoW starting in yr 9 after 

JP/CM/HoC 

JP/BM 

JP/RC 

JP/All 

JP/All 

JP/Al 

Jan 10 

Jan 10 

Jan 10 

June 10 

June 10 

June 10 

May 10 

May 10 

May 10 

July 10 

Ongoing 

Sept 

Dept/gained 

time

half term. Starting yr 10 Sept 10 10

Improvement Priority Action Plan (Modern Foreign Languages - PP) 

Source of Improvement Priority: Departmental Self 

Evaluation 

Evidence: Self Evaluation Report 2008-9 

Improvement Priority: To ensure AfL is embedded across all key stages 

Target(s): 

• To ensure continuity across the department 

• AfL is embedded in all schemes of work 

• Pupils have specific skills based targets to improve in every attainment area 


Students are confident on making judgements about their 

own learning and have targets for improvement 



On 

track 

(tick) 

Lead 

person & 

others 

involved 


source 

Start 

date 

End 

date 

Departmental assessment policy to be 

updated 

- include specific formative assessment 

tasks 

PP / KM 

/SM 

Jan 10 July 10 INSET time

Departmental schemes of work updated to 

include AfL tasks 

PP / KM 

Jan 10 

July 10 

gain time 

Moderation of AfL tasks at departmental 

meetings 

HoD & 

dept 

Jan 10 

Ongoing 

GCSE SOW to be up-dated for new Specs. 

AS Sp SOW to be produced. 

PP /KM 

/SM 

KM / SM 

Jan 10 

Jan 10 

A2 Fr SOW to be up-dated for new 

Specs. 

PP 

Jan 10 

Monitoring: 

Evaluation: 

How 

Updated SoW 

Target sheets in 

pupils exercise 

books 

Who 

HoD / RJ 

HoD 

When 

Ongoing 

Jan 10 and 

ongoing 

How 

Discussed in LM 

meeting 

Who 

RJ & HoD 

When 

Scheduled 

meetings 

Lesson 

observations 

HoD / SLT 

ongoing


Resources: January 2010 – December 2011 

The SIP detailing resource spend (including ICT and necessary maintenance) will be placed in the electronic SIP as 

soon as the school receives an Indicative budget from the LEA, as the 30% expected reduction in BSF funding will 

impact on the school’s strategic plan for ICT. 

Person responsible for completion: Margaret Trieber-Johnson 

Date for completion: end of February 2010

Music Improvement Priority Action Plan - (SR) 2010 

Source of Improvement Priority: WJEC / Statutory changes 

Evidence: GCSE / AS specifications 

Improvement Priority: Develop new Schemes of Work for KS4 and 5 

Target(s): 

* New Scheme of Work for year 10 (GCSE) 

* New Scheme of Work for year 12 (AS Level) 

• Prepare a new GCSE SoW for year 11 for the new exam syllabus ensuring sufficient differentiated 

tasks and suitable opportunities for Afl. 

• Prepare a new A2 SoW for year 13 for the new exam syllabus ensuring sufficient differentiated tasks 

and suitable opportunities for Afl. 


• Pupils achieving / exceeding predicted grades. 

• SoW in place and operational 

• Full SoW for GCSE and A Level in place 

• Opportunities for AfL to enhance teaching, 

learning and results. 


• Ongoing progress – worksheets have been updated for 

the new courses, new worksheets / activities designed. 

• CD recordings, music scores and resources gathered and 

in use. 

• Opportunities for AfL included particularly in the 

performing and composing modules so far. 

• Pupils are responding well to the AfL approach to the 

performing module, and have undertaken and recorded 

two assessments so far. 

• Activities discussed and reviewed by SR / EO and will be 

incorporated in the SoW. 

• EO attended INSET for WJEC GCSE 

• SR and EO attended the new specification INSET from 

the WJEC.


GCSE Level 

Module MUS1 – Performing 

Module MUS2 – Composing 

Module MUS3 – Appraising 

AS Level 

Module MU1 – Performing 

Module MU2 – Composing 

Module MU3 – Appraising 

On 

track 

(tick) 

 

 

 

 

 

 

Lead 

person & 

others 

involved 

SR 

SR 

EO / SR 

SR 

SR 

EO / SR 


source 

Start 

date 

April 09 

April 09 

April 09 

June 09 

June 09 

June 09 

End 

date 

Sept 09 

Sept 09 

Sept 09 

Sept 09 

Sept 09 

Sept 09 

Recordings 

Worksheets 

Revision books / 

Workbooks 

Scores 

Recordings 

Anthology 

Worksheets 

£50 

£60 

£8 per pupil 

£50 per pupil 

£50 teacher 

copies 

£70 

Ensure opportunities for AfL are included in all 

modules 

SR / EO 

April 09 

Sept 09 

Worksheets 

£30 

GCSE Level 

Module MUS1 – Performing – continuation 

of year 10 work. 

Module MUS2 – Composing – 3 rd 

composition task. 

Module MUS3 – Appraising – to include 

‘question 10’ linking to the performing and 

/ or composing modules. 

SR 

SR 

EO / SR 

March 

2010 

Sept 

2010 

Dec 

2010 

Sept 

2010 

Recordings 

Worksheets 

Revision books 

/ workbooks 

WJEC INSET 

£40 

£70 

£8 per pupil 

£120 & cover 

if a course. 

Feedback 

meeting – cover 

only

A2 Level 

Module MU4 – Performing – similar to AS 

module. 

Module MU5 – Composing 

Module MU6 – Appraising – Twentieth 

Century / Ravel set work / orchestral 

music. 

SR 

SR 

EO / SR 

March 

2010 

Sept 

2010 

Dec 

2010 

Sept 

2010 

Scores 

Recordings 

Worksheets 

WJEC INSET 

£20 

£40 

£70 

£120 & cover 

if a course. 

Feedback 

meeting – cover 

only 

Monitoring: 

How 

Departmental 

meetings 

Who 

SR / EO 

When 

Follow meetings 

schedule / end of 

modules 

Evaluation: 

How 

* Line Manager 

meetings 

* Results analysis 

* Dept. self 


(annual) 

Who 

SR / AT 

When 

Line Manager 

meetings as 

scheduled 


• Priority given to trialling worksheets, ideas and new resources. These will be evaluated and discussed and then put into the 

new Scheme of Work. 

• Composing work needs adapting with limited IT resources.

Improvement Priority Action Plan 1 (PE - AJB) 

Source of Improvement Priority: Subject Self Evaluation & 

SIP 

Evidence: SSE Documentation 

Improvement Priority: Develop A/S courses in line with new syllabus 

Target(s): Review SOW to include new subject materials for AS and incorporate AfL opportunities and homework plans 


• SOW completed 

• AfL opportunities highlighted 

• Homework tasks published 

• High retention rates improved between AS and A2 

• Improvement in attainment marks 



On 

track 

(tick) 

Lead 

person & 

others 

involved 


source 

Start 

date 

End 

date 

• Production of new SOW at KS5 AB 

KC 

Jan 10 Jun 10 INSET Time 

PPA Time 

GTCW 

Gain Time

• Implementation of SOW in KS5 lessons 

GJ Sept 10 

• Homework tasks written into plans 

• Include AfL activities in the SoW 

Monitoring: 

Evaluation: 

How 

Scrutiny of pupils 

work 

Listening to 

learners 

Completion of 

tasks 

Who 

AB/GJ 

When 

Termly 

How 

Report to Dept/ 

LM 

Who 

AB 

When 

Termly 


Improvement Priority Action Plan 2 (PE – AB)) 

Source of Improvement Priority: Subject Self Evaluation & 

SIP 

Evidence: SSE Documentation 

Improvement Priority: To establish Moderation/Standardisation procedures within the department 

Target(s): 

• To establish continuity of assessment across the department at all key stages 

• For moderation of pupils work to become part of departmental meetings 

• To regularly monitor the performance of pupils acoss the key stages 


• Reduction in the gender gap 

• Departmental assessments to occur more frequently 

and uniformly 

• Students aware of their constant 

assessmentprocedures and receive helpful feedback 



On 

track 

(tick) 

Lead 

person & 

others 

involved 


source 

Start 

End

• Outline provisional dates of assessment 

for ; 

- KS3 

- KS4 

- KS5 

• Dept Meetings; Look at standardisation 

of written work at KS4 and KS5 – 

alternating between meetings 

- comparisons to be made between 

performance of pupils 

AB 

GJ 

HJ 

date date 

Jan 10 Jun 10 INSET Time – 

PPA Time 

None 

• Standardisation of practical assessment 

to occur through lesson observations at 

KS3 and KS4 

Monitoring: 

How 

Scrutiny of pupils 

work 

Listening to 

learners 

Lesson 

observations 

Who 

AB 

GJG 

When 

Termly 

Evaluation: 

How 

Report to 

dept/LM 

Who 

AB 

When 

Dept/LM meetings 


Improvement Priority Action Plan (PHS) 

Source of Improvement Priority: WAG Learning Pathways 

and Strategic Improvement Plan 2009-2012 

Evidence: WAG Learning Pathways and Strategic Improvement 

Plan 2009-2012 

Improvement Priority: Develop 14 – 19 curriculum provision 

Target(s): 

1. To broaden vocational curriculum provision 14 – 16. 

2. To continue with Federation arrangements of collaboration and cooperation. 

3. To ensure that pupils have access to all learning pathways. 

4. To provide for the alternative curriculum within school. 

5. Learning Coaches in place 


1. A range of vocational subjects offered at KS4. 

2. Vocational subjects offered to other schools 14 -19. 

3. Year 10 Option Block published. 

4. Curriculum plan staffed and costed. 

5. Working timetable 

6. Key Skills accreditation at KS4. 

7. Learning Coaches working with pupils 


1. Good joint planning and collaboration with STP/PC – 

evidence: STP inspection report. 

2. Successful accreditation of Key Skills results KS4 

3. Encouraging uptake of collaborative subjects by current 

Y10/Alternative curriculum

Monitoring: 

How 

1. Pupil choices 

2. Map pathways 

Who 

PHS/HoY 

PHS/KE 

When 

Feb 2010 

Dec 2009 

Evaluation: 

How 

Report to 

SLT/Governors/ 

Management 

Committee 

(as above) 

Who 

PHS 

When 

Feb 2010 

Sept 2010 

3. Analyse key skills 

results 

JH 

Sept 2010 

Report 

JH report to SLT 

Oct 2010 

4. Pupil questionnaire re. 

Learning Coach 

CP/HoY 

March 2010 

Report from 

Questionnaire 

CP/HoY 

May 2010 



On 

track 

(tick) 

Lead person 

& others 

involved 


source 

Start 

date 

End 

date

• Curriculum plan agreed and timetable 

planning started 

PHS/SLT 

Oct 09 

Nov 09 

• Year 10 Option blocks published with 

accompanying option booklet 

PHS/KE/ 

JS/AD 

Oct 09 

Jan 10 

Photocopying 

costs 

• Year 9 Option Evening 

• Alternative Curriculum provision Y10 

(Engage ) planned and staffed 

• Emergency Engage provision planned 

and actioned (selected Y11 pupils) 

• Engage provision (Y9, Y11) planned 

and actioned 

• Key Skills accreditation in line with 

Key Skills plan 

• Learning Coach discussion at 

Pastoral Committee 

• Plan for Learning Coaches to work 

with pupils. 

• Review provision and amend annually 

PHS/KE/ 

EO/HoD 

PHS/EO/HW 

PHS/CP/MS 

CAP 

PHS/CP/CAP 

HoY 

JH 

CP/HoY 

CP/LCs 

PHS/SLT 

Nov 09 

Oct 09 

Dec 09 

Feb 10 

Nov 09 

May 10 

Sep 10 

Oct 10 

14/01/10 

Sept 10 

Feb 10 

Sep 10 

ongoing 

July 10 

Ongoing 

Nov 10 

Photocopying 

costs

Improvement Priority Action Plan 

Religious Studies – PG 

Source of Improvement Priority. Meet the new local agreed 

syllabus requirements. This will be made available, 

hopefully shortly after Christmas. 

Evidence: Results analysis 

Improvement Priority: Put work together that meets the new specifications. This will involve, again, revamping our 

workbooks. 

Target(s): Incorporating AFL activities into the new orders. 

Impact/success criteria: To achieve conformity among 

teachers in using AFL activities. To make students 

confident about making judgements concerning their own 

learning 



Share good practice, 

Use dept time to prepare AFL activities 

Use non-teaching time in summer term to 

incorporate AFL into SoW. 

On 

track 

(tick) 

Lead 

person & 

others 

involved. 

PG 

MW 

JW 

Time scale 

By the July 2009 

Start 

date 

February 

2009 

End date 

Hopefully 

by 12 

July. 

Resources 

Teachers 

Teachers 


source 

2 inset days 

Monitoring: 

Evaluation: 

How Who When How Who When

Lesson 

observation. 

Completion of 

SoW 

Dept meetings to 

share good 

practice. 

Book inspection 

HoD 

Part of school 


cycle 


report 2010 

PG 


cycle 

for 2010

Improvement Priority Action Plan (RJ) 

Source of Improvement Priority: Strategic Improvement Plan 

Evidence: School Evaluation document; SLT minutes; 

Management and Pastoral committee minutes 

Improvement Priority: Pupil behaviour is good at all times 

Target(s): BfL policy, to be applied consistently by all staff. 

Culture of school promotes positive behaviour 



1. Policy consistently applied by all staff 

2. Learning Credit certificates awarded at regular 

intervals for all year groups 

3. Learning credits awarded regularly and consistently by 

all subjects 

4. Fewer pupils in Remove and Senior Staff detention 

and reduction in fixed term exclusions. 

5. Improved behaviour during lessons 

6. Pupils recognise value of positive learning 

environment.

Monitoring: 

Evaluation: 

How 

1 Lesson 

Observations 

2. Collation & 

evaluation of LC 

data; distribution of 

certificates 

Who 

SLT/HoD 

Pastoral Secretary/ 

HoY/KW 

When 

School self 

evaluation cycle 

Half – termly 

How 

1. Departmental and 

whole school self 

evaluation 

2. More pupils 

receiving certificates. 

Who 

HoD/SLT 

HoY/SLT/KW 

When 

Annually 

Monthly 

3. Collation of 

referral data. 

4. Departmental 

detention records, 

pupil diary. 

Pastoral Secretary; 

HoY/ KW 

HoD/HoY/KW 

Termly 

Termly 

3 & 4. Analysis of 

numbers receiving 

sanctions and 

comments. Scrutinise 

“B”s and “D”s 

HoY/SLT/KW 

Half – termly 

5. Listening to 

learners/School 

Council 

SLT/HoY/HoD 

School self 

evaluation cycle 

5. Interviews, 

questionnaires, Year 

review 

SLT/HoY/HoD 

Review cycle 

6. Collation of LC 

data by pupil, form, 

subject, year group, 

teacher. 

Pastoral Secretary/ 

HoY/KW 

Half - termly 

6. Analyse data by 

fields. Highlight trends 

RJ/HoY/SLT 

Half termly 



On 

track 

(tick) 

Lead Person and 

Others Involved 

Time scale 

Start 

date 

End 

date 

Resources 


source 

• Analyse Learning credit data 

and report findings to 

SLT/Management committee 

RJ /HoY 

Jan 

2010 

April 

2010 

Planned time 

allocation of 

staff 


• Determine target total for 

Bronze, Silver, Gold 

Certificates 

RJ/ HoY 

Sept 09 

May/June 

2010 

• Review data findings and make 

appropriate amendments 

SLT 

Sept 09 

By June 

2010 

• Collate departmental 

detention records at end of 

each half term 

RJ/HoD 

Jan 

2010 

Ongoing 

• Monitor B3 incident forms 

sent to HoY and Pastoral 

secretary for recordin 

RJ/HoY/Pastoral 

secretary 

Jan 

2010 

July 2010

Improvement Priority Action Plan (Science) 


SIP 

Evidence: 

Need to differentiate appropriately for pupils accessing 

lower skill levels, Basic Skills cohort 


Differentiation in Key Stage Three 

Preparation for Internal Assessment Tasks in Key Stage 4 

Target(s): 

1. Each skill area in Year 7 and 8 with focus on differentiation 

2. Consider role of LSAs and develop strategies for training/familiarisation of LSAs with Science Investigation process. 

3. Review success of Year 9 Investigation programme. 

4. Amend Investigation tasks to address any areas of insufficient coverage in light of above. 

5. Introduce activities into Summer term of Y9 to address skill areas specific to internal assessment tasks in Key Stage 4 (eg Hazard and Risk, Accuracy and Reliability, 

Planning an extension task) 


1. Improvement in differentiation and timing of module coverage 

2. Improvement in quality of practical investigation work in Y9 assessed against 

the Skills framework 

3. Improvement in pupil performance in the ‘problem areas’ of the KS4 internal 

assessments. 


Monitoring: 

How 

Data entry on SIMS – Y8 

levels 

Who 

PHS/JS 

When 

Termly 

Evaluation: 

How 

Who 

When 

Outcomes for pupils at 

L3/L4 

PHS/JS/Y8 teachers 

Departmental monitoring 

meetings 

Measurable improvement 

in Y8 average levels 

JS 

Easter 2011 

Levels entered from 

summative assessment in 

pupil folders 

Tutor to each group 

As work is completed 

Review of levels during 

summative assessment 

meeting 

PHS to monitor 


PHS 

Dep meeting 22/3 

Ongoing 

Analysis of summative 

levels by 

set/gender/attainment 

target 

Outcomes of ‘problem 

questions’ in Y10 internal 

assessments 

PHS 

PHS/Y10 teachers 

May 2010 

End of Autumn term 2010 



On 

track 

(tick) 

Lead person 

& others 

involved 


source 

Start 

date 

End date

Draw up a programme allocating staff to 

specific skill areas and produce sample 

differentiation strategies. 

JS 

1/2/10 

22/3/10 

Plan use of time on directed day (19/4/10) 

PHS 

29/3/10 

Evaluate assigned skill areas and prepare initial 

ideas for differentiation 

Discuss role of LSAs in supporting pupils in 

KS3 Science lessons with CAP/SM and agree 

on appropriate ways of improving their 

effectiveness 

Subject to outcome of above, implement 

activities which might include: 

JS/PHS/DP/PK 

/JMC/PL 

PHS 

19/4/10 

2/2/10 

10/5/10 

24/5/10 

29/3/2010 

9/7/10 

Deliver INSET on Science Skills Framework to 

LSAs involved in supporting KS3 Science 

lessons 

Carry out a sample investigation with LSAs to 

illustrate the Investigation process 

JS 

PHS/DP/PK/JMC 

/PL 

10/5/10 

10/5/10 

9/7/10 

9/7/10 

Carry out a book monitoring exercise with 

LSAs to illustrate expected pupil outcomes 

PHS/DP/PK/JMC 

/PL 

Photocopying/laminating 

£200 Capitation

Prepare differentiated activities for allocated 

skill area and present to department 

PHS/JS/DP/PK/ 

JMC/PL 

19/4/10 

14/6/10 

Identify specific skills to be taught to link with 

KS4 tasks and prepare lessons on each 

PHS 

19/4/10 

30/6/10

Improvement Priority Action Plan (Science - PHS) 


SIP 

Evidence: 

Need to differentiate appropriately for pupils accessing 

lower skill levels, Basic Skills cohort 


Differentiation in Key Stage Three 

Preparation for Internal Assessment Tasks in Key Stage 4 

Target(s): 

1. Review each skill area in Year 7 and 8 with focus on differentiation 

2. Include explicit consideration of role of LSAs and develop strategies for training/familiarisation of LSAs with Science Investigation process. 

3. Review success of Year 9 Investigation programme. 

4. Amend Investigation tasks to address any areas of insufficient coverage in light of above. 

5. Introduce activities into Summer term of Y9 to address skill areas specific to internal assessment tasks in Key Stage 4 (eg Hazard and Risk, Accuracy and Reliability, 

Planning an extension task) 


1. Improvement in differentiation and timing of module coverage 

2. Improvement in quality of practical investigation work in Y9 assessed against 

the Skills framework 

3. Improvement in pupil performance in the ‘problem areas’ of the KS4 internal 

assessments. 


Monitoring: 

How 

Data entry on SIMS – 

Y8 levels 

Who 

PHS/JS 

When 

Termly 

Evaluation: 

How 

Who 

When 

Outcomes for pupils at 

L3/L4 


Departmental monitoring 

meetings 

Measurable improvement 

in Y8 average levels 

JS 

Easter 2011 

Levels entered from 

summative assessment in 

pupil folders 

Tutor to each group 

As work is completed 

Review of levels during 

summative assessment 

meeting 

PHS to monitor 


PHS 

Dep meeting 22/3 

Ongoing 

Analysis of summative 

levels by 

set/gender/attainment 

target 

Outcomes of ‘problem 

questions’ in Y10 internal 

assessments 

PHS 

PHS/Y10 teachers 

May 2010 

End of Autumn term 

2010 



On 

track 

(tick) 

Lead person 

& others 

involved 


source 

Start 

date 

End date

Draw up a programme allocating staff to 

specific skill areas and produce sample 

differentiation strategies. 

JS 

1/2/10 

22/3/10 

Plan use of time on directed day (19/4/10) 

Evaluate assigned skill areas and prepare 

initial ideas for differentiation 

PHS 

JS/PHS/DP/PK 

/JMC/PL 

19/4/10 

29/3/10 

24/5/10 

Discuss role of LSAs in supporting pupils in 

KS3 Science lessons with CAP/SM and agree 

on appropriate ways of improving their 

effectiveness 

Subject to outcome of above, implement 

activities which might include: 

Deliver INSET on Science Skills Framework 

to LSAs involved in supporting KS3 Science 

lessons 

Carry out a sample investigation with LSAs to 

illustrate the Investigation process 

Carry out a book monitoring exercise with 

LSAs to illustrate expected pupil outcomes 

PHS 

JS 

PHS/DP/PK/JMC 

/PL 

PHS/DP/PK/JMC 

/PL 

2/2/10 

10/5/10 

10/5/10 

10/5/10 

29/3/2010 

9/7/10 

9/7/10 

9/7/10 Photocopying/laminating 200 Capitation

Prepare differentiated activities for allocated 

skill area and present to department 

PHS/JS/DP/PK/ 

JMC/PL 

19/4/10 

14/6/10 

Identify specific skills to be taught to link with 

KS4 tasks and prepare lessons on each 

PHS 

19/4/10 

30/6/10

Improvement Priority Action Plan (Skills - SH) 



Evidence: SER; SIP; ICT plan 

Improvement Priority: Embed a skills curriculum within KS3 which develops skills especially thinking skills 

Target(s): 

(i) To develop curriculum through year 9 

(ii) To assess quality of skills education with focus on thinking skills 

(iii) To ensure continuity of learning and consistency of opportunity in all groups. 


(i) Curriculum developed for year 9 to include 

careers. 

(ii) Assessment clearly defined and happening in 

skills curriculum through KS3. 

(iii) All pupils achieving majority of KS3 continuum 

targets as defined in Skills framework 

(iv) All students to have opportunity for further 

progression through skills continuum. 

(v) All students have greater access and capability 

with range of ICT. 

(vi) Monitoring of assessment being carried out 

effectively and on a regular basis. 


Monitoring: 

How 

Who 

When 

Evaluation: 

How 

Who 

When 

(i) 

Data analysis 

SH 

Dec 10 

Report 

SH/RJ 

(ii) 

Departmental 

meetings to 

moderate 

(iii) 

Lesson 

observation to 

monitor 

assessment/mode 

ration tasks 

(v) Pupil 

questionnaire to monitor 

ICT access 

SH/Skills 

team 

SH 

June 10 

July 10 

Moderation 

Folders 

Department 

introduction packs 

Report 

RJ



• Year 9 SoW published to Yr9 teachers 

On track 

(tick) 

Lead 

person & 

others 

involved 


source 

• Moderated tasks written & in use 

• Exemplar tasks provided for teachers 

new to department

Improvement Priority Action Plan (Vocational Faculty - HW) 

Source of Improvement Priority: Self Evaluation Report 

New Specifications 

Whole School Policy 

Evidence: Self Evaluation Report 

New Specifications 

Whole School Policy 

Improvement Priority: 1. Rewrite Schemes of work for H&S Care GCSE to meet new 


2. Continue on going development in Vocational Provision. Improve uptake of Vocational courses 

at GCSE. Targets 100% A – G. A-C % dependent on cohort. 

3. Retention Rates 

4. Rewrite SoW for Leisure and Tourism GCSE 

5. Research ENGAGE project 

Target(s): 1. Rewrite Schemes of Work for Health and Social Care 

• Monitor current AFL sheets in use and incorporate new AFL sheets 

• Differentiate materials for pupils 

• To ensure it meets the demands for the new specifications 

2. Research new courses for Alternative Curriculum 

3. Analyse reasons for drop out rates at KS5 

4. Rewrite Schemes of Work for Leisure and Tourism 

• Monitor current AFL sheets in use and incorporate new AFL sheets 

• Differentiate materials for pupils 

• To ensure it meets the demands for the new specifications 

5. Research options provided by ENGAGE for AC


1. Students achievement in line with department 

targets/Yellis predictions 

2. AFL Sheets in use clearly identifying individual pupil 

targets. Differentiated materials available for use and 

in use 

2. Suitable courses in place for identified A/C group 

3. Less than 20% drop out rate during AS course 


Students achieving in line with Yellis predictions, 

monitoring of year 11 reports ties in with predictions 

AFL sheets in use, listening to learners sheets completed to 

assess effectiveness, however pupils feedback and teacher 

observation have found too much of an overlap with 

existing target sheets and the dates too restrictive 

Differentiated materials available, target sheets clearly 

identifying how to build portfolios to improve marks are 

available MAT pupils have extension tasks available to 

use. 

Meetings held to discuss timetable arrangements January 

09, clarified for the options evening 15/01/09 

OCN/WJEC courses compared in terms of 

feasibility/cost/time/staffing……..will run with GCSE. Pupils 

selected off site provision for year 11 course in light of 

experience in year 10 pupils also opted for 1 day per week 

W/E which generally has been very successful. 

Problems this year with Leisure Studies partly due to some 

students having difficulty with the course content and/or 

struggling with the demands of 4 AS plus the WBQ. Also 

some concerns with loss of expertise in staff teaching the 

subject; there has been a 50% drop out in Leisure, however 

Business and Health have been fine.

4. Students achievement in line with department 

targets/Yellis predictionsAFL Sheets in use clearly 

identifying individual pupil targets. Differentiated 

materials available for use and in use 

5. Pupils in Years 10/11 have an offsite vocational 

provision suited to their needs 

Strategically planned task 

1. Write SoW 

Meetings held with relevant staff 

Monitor current AFL sheets 

Adapt current AFL sheets to tie in with 

new specifications and build AFL 

opportunities into new SoW. 

Differentiated worksheets available 

On tr 

ack 

(tick) 

 

Lead 

person & 

others 

involved 

CSP 

RA 

SB 


source 

Start 

date 

Dec 08 

End date 

July 09 

Gain time 

New specs. 

Exam Board 

Meetings 

Already 

accounted for 

meetings have 

taken place 

2.Research OCN units 

 

HW 

GE 

AL 

Oct 08 

Jan 09 

OCN Units 

PPA/Free time 

After 

consideration of 

OCN going to

continue with 

the WJEC 

courses on offer 

as they are 

available as 

entry level and 

full GCSE 

qualifications 

3.Clear coursework guidelines during 

options evening. Introductory task set (2 

week timeline at start of Year 12) 

 

All 

teaching 

AS 

courses 

March 09 

July 2010 

Coursework 

specifications. 

Options 

Evening 

4. Write SoW 

Meetings held with relevant staff 

Monitor current AFL sheets 

Adapt current AFL sheets to tie in with 

new specifications and build AFL 

opportunities into new SoW. 

Differentiated worksheets available 

HW 

JAL 

March 

2010 

September 

2010 

Feedback from 

exam board 

meetings 

Criteria for 

new 


On-line 

resource 

provided by 

WJEC

5. Meetings to be held with relevant 

people to establish what and how 

much ENGAGE can support us 

HW 

JC 

PHS 

Catherine 

Morgan 

February 

2010 

July 2010 

ENGAGE 

Committee 

Pembs College 

Any other off 

site providers. 

Monitoring: 

Evaluation: 

How 

Lesson 

observation 

Monitoring of 

portfolios 

Who 

HW 

All teaching 

GCSE 

When 

Each half term 

Each half term 

How 

Lessons observed 

Data analysis 

Interim reports 

Interim portfolio 

marks 

Who 

HW 

HW/CSP 

All 

All 

When 

Per half term 

September 2011 

As per year plan 

Ongoing

Internal 

moderation of 

GCSE 

coursework 

All teaching 

GCSE 

May 2011 

Final portfolio 

marks 

GCSE Grades 

HW/CSP + others 

subject teachers 

HW/CSP 

May 2011 

Aug 2011 

External 

moderators 

feedback 

Exam boards 

September 2011 

Moderators exam 

reports 

External Moderators 

feedback 

September 2011

Improvement Priority Action Plan (WBQ - ES) 



Evidence: SER; SIP; WBQ plan 

Improvement Priority: Continue with KS5 introduction and introduce into KS4 

Target(s): 

Complete introduction in Year 12/13 - refined delivery plan for new year 12 in 09/10 

Introduce into Year 10 

Develop a monitoring / recording system 



1. 6 KS met by all Advanced Bac students 

2. Individual Investigations assessed and passed 

3. Monitoring of WBQ at KS4 (yr 10) successful

Monitoring: 

How 

Constant liaison / meeting 

with delivery team and 

KS Co-ordinator 

Who 

ES / 

JH / 

WBQ 

team 

When 

on-going 

Evaluation: 

How 

Assess student 

access against 

spec 

requirements 

Who 

ES / JH 

When 

Weekly 



On 

track 

(tick) 

Lead 

person 

& others 

involved 


source 

Start 

date 

End 

date

Improvement Priority Action Plan (Art _ CPA) Source of Improvement ...

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