By August 2024, the College will have:
- sustained strong academic performance for all and improved academic outcomes for disadvantaged and SEND pupils;
- happy, professional staff who are relentlessly focused on improving the quality of teaching and learning and the educational experience for all pupils;
- valued, celebrated, happy, confident and ambitious pupils who are polite, respectful and resilient, and who take pride in the College, their community and themselves, upholding the highest standards of conduct.
Establish and embed ‘Inclusive Classrooms’ in which high quality provision supports the progress of all learners
- All teaching staff will have a secure grasp of Rosenshine’s Principles of Instruction and skilful application of sequencing concepts and modelling, questioning, stages of practice and reviewing material to secure learning in the long-term.
- Dyslexic-friendly classrooms will be the norm, and a culture of reading will be established to support literacy development.
- Teachers and Teaching Assistants will work even more closely together to secure the progress of all pupils with particular focus on the graduated approach being used to maximise potential and meet differing needs.
Instil even higher standards of behaviour and enhance the celebration of achievement
- Sharing the highest standards and expectations across all departments and applying effective approaches to teaching and learning, informed by evidence-based research, will improve the consistency of experience and quality of teaching, thereby strengthening learning habits and behaviours and supporting progression.
- 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 for all and further reduction in low-level disruption for all pupils, with a particular focus on those who are disadvantaged.
- By promoting an enhanced 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’.
- A whole school approach to modelling and valuing politeness, courtesy and kindness will support the development of all pupils as positive members of our community.
Develop our curriculum and assessment to enable all pupils to have powerful, rich and diverse learning experiences whilst maximising progress and attainment
- Further refine our work on the curriculum to ensure all teaching staff have a secure understanding of the values, principles and progression strands of subject-specific curricula, which are routinely evaluated and developed to ensure they remain inclusive, current and ambitious.
- Further develop internal assessments matched to subject-specific curricula which are informed by a deepening understanding and application of cognitive science, how pupils progress and how learning is best secured.
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.