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St. Cenydd Community School

St. Cenydd Community School

Aspire & Achieve

St Cenydd Community School

School Development Plan 2016-2019

Named person(s) responsible: Rebecca Collins

Please see School Activity Plan (SDP) attached for activity, process success criteria, result success criteria, cost, funding streams, responsibilities and closing date

Priority Areas

Success Criteria

Year 1

 

Year 2

 

Year 3

1

Further improve standards at KS3, KS4 and KS5, with particular reference to KS3 L6+, KS4 L2+ and Y12 outcomes   

  • 2017 KS3 L5+ (FFT D+) English 83%, Maths 87%, Science 87% and CSI 80%
  • 2017 KS3 L6+ (FFT D+) English 46%, Maths 57%, Science 54% and CSI 43%
  • 2017 Further reduction in gap in performance at KS3 between FSM and non FSM by 5%
  • 2017 L2EM 52% (FFT D+) with L2 English 58%, L2 Maths/Numeracy 58% and L2 Science 80%
  • 2017 Further reduction in gap in performance at KS4 between FSM and non FSM by 5%
  • 2018/9 KS3 L5+ and L6+ in line with FFT D
  • 2018/9 L2EM 51/54% (FFT D+) with L2 English 60%+, L2 Maths/Numeracy 60%+ and L2 Science 80%+

Year 1

 

Year 2

 

Year 3

2

Further improve the quality of teaching, learning and assessment to ensure positive impact on pupil progress and outcomes

  • 90%+ of lessons observed judged to be good or better (currently 84%)
  • 30%+ of lessons observed judged to be excellent (currently 12%)
  • Embedded whole school excellent teaching, learning and assessment practice with positive and measurable impact on standards and outcomes
  • High quality feedback with clear impact on pupil progress and outcomes observed in all Department Reviews and COP Reviews
  • New KS4 and KS5 specifications fully embedded and demonstrated in improved key stage outcomes
  • Embedded LNF and DCF intervention strategies demonstrate improved baseline literacy, numeracy and digital data in line with family average
  • Tracking system embedded across the school and used for support and challenge to further improve and impact on teaching, learning and assessment outcomes

Year 1

 

Year 2

 

Year 3

3

Further improve pupil engagement, attendance, opportunity and wellbeing

  • Ready, Respect, Safe expectations fully embedded in the practice and ethos of the school
  • Revised stepped reward and consequence policy embedded consistently across the school with a measurable and positive impact reflected in attendance and exclusion data in line with WG expectations and LA averages
  • Attendance in line with national expectations, comparing favourably with similar school averages
  • Fixed Term exclusions further reduction to actual 2016/17 55 and 2017/18 50
  • Significant uptake of ‘Pupil Offer’ activities demonstrated in Pupil Surveys with all FSM pupils in KS3 and KS4 partaking in at least 1 activity in academic year
  • ‘Pupil Offer’ OOHL uptake demonstrated in Pupil Survey data, with above average levels of satisfaction recorded
  • Curriculum offer fit for purpose for cohort and individual needs whilst providing value for money

Year 1

 

Year 2

 

Year 3

4

Further improve learning environment, both physically and digitally, to reflect pupil, staff, parent, governors and community expectations and aspirations

  • Building on legacy investment from SCC in 2015/16, ensure that the learning environment in all areas of the school is such that it contributes positively to whole school standards and outcomes for all pupils and staff, and pupil, staff and parent surveys demonstrate greater satisfaction with the learning environment across the school
  • Digital Infrastructure investment to build on existing investment through Hwb and Hwb+ platforms
  • Digital literacy and competency (in line with DCF expected Sept 2016) facilitated and embedded within curriculum and pedagogy

Year 1

 

Year 2

 

Year 3

 

 

5

Leadership development at senior and middle level, with particular focus on rigour of monitoring of the quality and impact of teaching, learning and assessment

  • Evidence that PiXL Membership has built further network across SE Wales with excellent practice at all levels of leadership
  • Partner Schools Leadership Programme further refinement of in-house MLT and CAB forums for tracking and monitoring progress at pupil level, subject and cohort to reduce in school variation in outcomes and standards
  • Revised processes ensure that all levels of leadership including Governing Body are confident in the monitoring of the quality and impact of teaching, learning and assessment in line with expectations
  • Securing excellent leadership at all levels to ensure positive impact on outcomes for all pupils
  • Shared understanding of school vision and ambition, with professional development recognised as critical to development for all leaders within the school

Year 1

 

Year 2

 

Year 3

 

6

Development of whole school and leadership partnership work

  • Impact of Business IQE partnership shown in STEM uptake in 2017 and 2018 KS4 and KS5 option process and improved access to business and work focused learning
  • Trinity Fields Inclusion Partnership CCBC Agreement Development at KS3 and KS4
  • Primary School Literacy Cluster Focus measurable impact on outcomes for Y5 – Y8
  • Partner School KS5 Federation in place and fit for purpose for KS5 common offer
  • Teach First and ITT Partnerships to ensure good/excellent entrants to profession
  • Lead Creative School Project positive impact on outcomes for KS3 participants
  • Numeracy improved outcomes demonstrated in KS3 standards in 2017
  • KS5 Partnership and SEREN project outcomes seen in recruitment, retention and results
  • Improved breadth of opportunity through partnerships demonstrated in pupil, parent, staff and governors surveys