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St. Cenydd Community School

Ysgol Gymunedol St. Cenydd

Anelu A Llwyddo

St Cenydd Community School

School Development Plan 2018-2019(2021)

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

 

 

1

Further improve standards and progress across KS3, KS4 and KS5, with particular reference to KS4 outcomes and the performance of eFSM pupils 

  • Standards of achievement at all key stages will be good
  • Standards of performance across all groups of learners will be good
  • Performance of eFSM pupils will at least meet the national KS4 expected target
  • The performance of all departments will compare favourably with local, family and national data

Year 1

 

Year 2

 

Year 3

2

Further improve the quality and impact of teaching, learning and assessment through Principles of Excellent Teaching Programme (PET1 and PET2) to ensure the progress of all pupils

  • Nearly all lessons observed to be good or better (currently many lessons) in all departments
  • Embedded whole school Principles of Excellent Teaching (PET) Programme across the school, with positive and measurable impact on challenge, progress, standards and outcomes
  • High quality feedback, whether that be written or verbal, with clear impact on pupil progress and outcomes observed in all reviews
  • New KS4 and KS5 specifications fully embedded and demonstrated in improved key stage outcomes
  • By achieving our collective ambitions for outcomes as detailed in SDP1 for provision, progress and standards
  • The quality of teaching and learning is at least good in all departments
  • The quality and impact of assessment is at least good in all departments
  • Teaching strategies challenge all pupils to achieve their full potential

Year 1

 

Year 2

 

Year 3

3

Further improve provision for skills across the curriculum for all pupils

  • Provision, progress and standards of skills – positive impact seen in HT lesson observations, Review Weeks and in all book scrutiny exercises
  • Embedded whole school Principles of Excellent Teaching (PET) Programme linked to literacy, numeracy and digital best practice across the school, with positive and measurable impact on challenge, progress, standards and outcomes
  • By achieving our collective ambitions for outcomes as detailed in SDP1 for provision, progress and standards
  • Literacy, numeracy and digital competency skills best practice is embedded in all departments
  • Teaching strategies challenge all pupils to achieve their full potential

Year 1

 

Year 2

 

Year 3

4

Further improve pupil wellbeing, with particular reference to attendance, punctuality and attitudes to learning

  • Attendance improvement to be noted in all cohorts and phase, in relation to trend data
  • Pupil and parent survey to note improved reward opportunities and improved communication
  • EOTAS pupils clearly tracked and monitored
  • Attendance will place the school in the top 25% of similar schools
  • A culture of celebration dominates the school everyday use of the Reward and Behaviour Policy
  • The curriculum is fit for purpose for the individual, the cohort, and the ambitions of our community, and is good value for money

Year 1

 

Year 2

 

Year 3

 

 

5

Further develop partnership arrangements, including partnership with CCBC to ensure that the learning environment is fit for 21st century purpose

  • Building on legacy investment from SCC and CCBC to 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
  • Primary Cluster developments positive measurable impact on outcomes for Y5–Y8
  • Impact of partnerships shown in MAT and STEM uptake at KS4 and KS5 option processes and improved access to business and work related learning
  • Improved breadth of opportunity through partnerships demonstrated in pupil, parent, staff and governors feedback
  • Pupils have opportunities which widen their experience and build their confidence to look beyond their immediate community
  • Learning environments throughout the school are fit for purpose in the 21st century
  • Digital opportunities across the school support digital competency national agenda and ensure that our pupils have the opportunities to engage with a variety of digital platforms, software and hardware
  • Pupils arrive at St Cenydd with a reading ability that reflects their best potential
  • St Cenydd / Trinity Fields Satellite Provision recognised as outstanding

Year 1

 

Year 2

 

Year 3

 

6

Further develop the quality and effectiveness of all leaders to reduce in school variance, with particular reference to KS4 outcomes and skill provision and progress

  • Shared understanding of school vision and ambition evident at all levels across the schools, with professional development recognised as vital tool for further ongoing development of all leaders across the school
  • Securing excellent leadership at all levels to ensure positive sustainable impact on outcomes for all students
  • Revised processes ensures that all levels of leadership including the Governing Body are confident in the monitoring of the quality and impact of teaching, learning and assessment in line with whole school ambition and expectations
  • Effective high quality leadership will ensure that good practice is shared and demonstrated in all areas of the school, with high standards and outcomes demonstrated across the school
  • Performance management closely linked to department and school development priorities and individual needs to ensure that all leaders and staff have the skills to fulfil the collective school ambitions