By August 2022, the College will have:
- sustained strong academic performance for all and improved academic outcomes for disadvantaged pupils;
- happy staff who are relentlessly focused on improving the quality of teaching and learning and the educational experience for all pupils;
- valued, celebrated, happy and ambitious pupils who are respectful, resilient and who take pride in the school, upholding the highest standards of conduct.
Instil even higher standards of behaviour and improve the celebration of achievement
- High expectations and strong classroom management will enable our focus to be on improving still further the quality of teaching and learning and raising achievement. Therefore, we aim for greater consistency in classroom management with raised standards, higher expectations and further reduction in low-level disruption for all pupils, with a particular focus on those who are disadvantaged.
- By promoting a more celebratory culture for staff and pupils, improving still further the quality of teaching and developing positive pupils’ attitudes toward learning and behaviour for learning, we will better address passivity and lack of engagement, in turn leading to greater pupil confidence and potentially a more prevalent ‘thirst for learning’.
Improve outcomes for pupils by ensuring consistent access to high quality learning opportunities and full attendance
- Further establishing a common Sawston set of standards, expectations and common approaches to teaching and learning, informed by evidence-based research, will improve the consistency of experience and quality of teaching between teachers and departments, thereby strengthening learning habits and behaviours and supporting progression.
- The vast majority of pupils at the College achieve well, attend regularly and engage positively with College life. Identifying where this is not the case and acting with impact is essential if all pupils are to reach their full potential. This objective seeks to address the challenges of missed and misunderstood lessons by refining academic intervention strategies and improving attendance. It applies to all pupils and pupil groups but particularly to those with specific needs and/or from disadvantaged backgrounds and those who may have been most adversely affected by the pandemic.
Develop our curriculum and assessment to meet and exceed the new demands of the reformed GCSEs
- Refine our curriculum and develop internal assessment methods, informed by a deepening understanding and application of cognitive science, primarily Rosenshine’s principles.