Mae hwn yn fersiwn HTML o atodiad i'r cais Rhyddid Gwybodaeth 'School improvement plan'.

Leadership & Management
Actions
Lead Action 
 We intend to...
Success Criteria - with Milestones We will know we are successful when… (Targets where
Identified Area of improvement  in 
No.
 Specific, measurable and timed actions - with key milestones - also identified in 
appropriate)
response to the Ofsted report Nov 2018
the Success Criteria
Behaviour Management Day 1  (Team Teach Trainer) 
 De-escalation and Diffusion (non verbal and verbal)
Al  staff use effective behaviour management strategies, in line with academy policies, in doing so they keep pupils safe 
JH
33
 Listening and Learning
 Academy behaviour logs, behaviour support plans, CPOMs records, classroom observations, learning walks- al  evidence that this is the case 
 The law (physical intervention)
(or staff are subject to the appropriate procedures- disciplinary/capability) April 2019
 Recording and reporting
There are very few incidents in which PI is required, trained staff are confident and use a wide varitey of strategies to mitigate against the use 
of PI and when it does occur it is reasonable, proportionate and necessary. 
We want al  staff to receive support in effective 
JH
34
 Team Teach training day
PI Audits demonstrate the above (March 2019)
behaviour management and clear guidance and 
training in the use of physical intervention
PI Audits demonstrate the above (June 2019)
Our most vulnerable pupils are subject to a comprehensive behaviour plan, which al  staff are aware of and use consistently. 
JH
B1
Leaders audit PI records on a termly  basis to ensure RA and behaviour plans are in place/reviewed
 Audit evidences that behaviour plans are reviewed termly or immediately after any level 3 behaviour incident and/or
PI March 2019
Al  incidents of PI are recorded accurately and within a timley fashion and in line with SAB policy and procedure.
JH
B2
Positive handling policy and systems reviewed and updated - Staff training ensures understanding and consistency of application
Audit trail evidences that this is the case March 2019
Leaders set clear, appropriate and high expectations for safeguarding that staff consistently follow. This includes, but is not limited to, timely 
reporting, appropriate levels of reporting (not over reporting) and completing class atttendance action trackers
RC
37
CPOMS termly audit evidences that this is the case (April 2019)
Academy safeguarding review
CPOMS termly audit evidences that this is the case (June 2019)
External partner review of internal audit verifies leaders judgements (June 2019)
SAB safeguarding team have identifed and promoted champions across the academy who undertake specialist training. There is a strong 
culture of safeguarding across the academy and increase specialist knowledge beyond the LT. 
RC
38
Staff training
Champions mentor student council members to become student champions e.g e-safety. March
2019
Staff training log June 2019

We want leaders to set clear and suitable 
The safeguarding team model and promote a strong safeguarding culture at al  times. Al  staff are ful y aware of their responsibilities and the 
expectations for safeguarding that staff consistently 
consequences of non-compliance
follow
RC
39
Audit process- regular checkpoints to identify issues
 Safeguarding review action plan in place Feb 2019
Audit of improvement plan evidences that progress has been made in all key areas June 2019
The academy has a strong safeguarding culture. Leaders respond decisively to non-compliance, issues are acted upon quickly and 
investigations are thorough, including liaising with the LADO (where necessary). 
JH
LT9
Disciplinary policies are followed swiflty and robustly in the case of non- compliance
A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
June 2019
Staff are highly vigilant to risk, they take appropriate steps to minimise risk of harm to pupils, including ensuring that they are supervised 
effectively at al  times.
JH
LT10 Leaders hold staff to account to ensure effective supervision
 A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
June 2019
Al  staff take timely and appropriate action when they have concerns about a child’s safety and welfare. 
 Leaders audit of CPOMS evidences this is the case (April 2019) 
RC
LT11 Daily Safeguarding updates on CPOMS (not daily)
A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
June 2019
Staff are fluent in the processes in place for notifying safeguarding concerns. Leaders are able to respond promptly to any concerns and take 
appropriate action
RC
43
Review of policies and follow up staff training
A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
We want staff to take timely and appropriate action 
June 2019
when they have concerns about a child's safety and 
Leaders are clear about expectations for safeguarding, staff consistently follow these expectations, hence their is a strong culture of 
welfare
safeguarding across the academy
JH
44
Staff training
A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
June 2019
Staff understand and consistently follow SAB policies and best practice, they take timely and appropriate action when they have concerns 
about a child’s safety and welfare. 
RC
LT8
Leaders hold staff to account to ensure effective safeguarding, they use academy policies in cases of non-compliance
A follow up review of safeguarding evidences that the academy has a strong safeguarding culture
June 2019
Duty staff are highly visible and easily identifiable (including al  duty first aiders), they are vigilant to risk and take immediate action to 
minimise risk and in doing so safeguard pupils effectively. 
RC
46
Review of duty processes- hi-viz jackets worn by al  duty staff.
Duty lead logs and audit records evidence that this is the case (March 2019)
Duty lead logs and audit records evidence that this is the case (June 2019)
The academy site is safe for al  members of the community, defects and issues are noticed quickly, reported and remedied immediately. 
H&S learning walks logs audit (March 2019)
MH
47
Health and Saefty review and associated training
CPOMS planner audit of associated actions (March 2019)
We want staff to take appropriate steps to minimise 
A follow up review of Health and Safety evidences that the academy has a strong safeguarding
risk of harm to pupils, including ensuring that they 
culture June 2019
are supervised effectively at al  times

We want staff to take appropriate steps to minimise 
risk of harm to pupils, including ensuring that they 
are supervised effectively at al  times
Staff follow SAB policies and procedures, theytake appropriate steps to minimise risk of harm to pupils, including ensuring that they are 
supervised effectively at al  times.
RC
48
Staff training
H&S log, first aid log, CPOMs log- termly audits evidence the above, incidents are rare and when
they happen staff have taken all reasonable steps to minimise risk of harm June 2019
Al  accidents are recorded in line with SAB policiy and reviewed against associated risk assessments 
MH
49
Leadership team RIDDOR training
 H&S log, first aid log, CPOMs log- termly audits evidence the above, incidents are rare and when they
happen staff have taken all reasonable steps to minimise risk of harm June 2019
SAB SEF accurately identifies areas of strengths and areas for improvement, it enables leaders to take decisive action to rapdily improve thus 
ensuring al  pupils recieve a high quality education.
JH
50
Updated academy SEF
External scrutiny of the SEF indicates leaders have an accurate understanding of areas for
We want leaders and governors to have an accurate 
improvement June 2019
understanding of the schools effectiveness and use 
Teachers use ongoing assessment of progress to inform planning of tasks and differentiation, evident in differentiated marking, differentiated 
this to secure suitable improvements
JH
11
Leaders accountabiluty - joint observation coaching (noticing good and identifying areas for improvement)
questioning and subsequent tasks.
Analysis of teachers' planning shows that 100% of observations match this criteria by 1st July 2019
JH
51
Action plan in place and milestones monitored regularly
The academy action plan secures rapid improvement, SAB provides a good quality of education for al  pupils
We want governors to hold senior leaders to account
SS
52
The AMC hold leaders and School improvement partners to account and in doing so ensure rapid improvement- SAB provides a good quality of 
AMC in place
education for al  pupils
Pupils leave the academy with the skil s and GCSE qualifications necessary to support the best possible life chances.
KF
RAP 2 Raising attainment plan for year 11 (class 10)
All pupils secure their first choice place in education or training August 2019- Attainment 8 is TBC
fol owing RSL visit
The middle school curriculum has a strong academic core, is wel  sequenced and ensures effective transition to GCSE level study
JH
54
Ensure GCSE readiness across KS3 through curriculum review and implementation and gaps closing in KS2.
Pupils make progress in line with ARE- curriculum tracker July 2019
Leaders provide clear expectations, chal enge and support to enable teachers to consistently deliver high quality learning experiences 
We want all leaders actions to have greater impact on  JH
LT6
Qualtiy assurance schedule review and implementation
Quality of teaching data (externally validated) shows that over 85% of all lessons are at least good
improving pupils' progress and attainment
April 2019
Leaders uphold the mission and vision of the academy, and in doing so ensure that al  academy policies and procedures are followed. They 
ensure timely support for staff who need it and take decisive action in cases of non-compliance
JH
LT7
Disciplinary policy and Capability policy review with associated staff awareness sessions
Quality of teaching data (externally validated) shows that over 85% of all lessons are at least good
April 2019
Year 6 children achievement wel  in their SATs, they are wel  prepared for the next stage of learning. 
JH
RAP 1 Raising the bar: YEAR 6 RAP in place, curriculum reviewed to ensure adequate preparation time in the core subjects
SATs results demonstrate a 20% improvement on last year (GPS 24%, Reading 48%, Maths 4%)
Senior and Middle Leaders communicate and promote the mission and vision of the academy at every opportunity, they set and model high 
JH
LT3
QA framework review and relaunch, including checkpoints and success criteria
expectations. All staff are clear about SAB expectations and actively work with leaders to improve the
academy- external partners review evidences that this is the case June 2019
Leaders are persistent and create a no excuses culture, they identify underperformance in a timely manner and follow the appropriate SAB 
We want leaders at all levels to tackle
policies to secure rapid progress or take decisive action if progress is not being made.
underperformance so that teaching is effective and
JH
LT4
Leadership coaching and joint observations
Quality of teaching data (externally validated) shows that over 85% of all lessons are at least good
pupils achieve wel
April 2019
Middle Leaders have a good knowledge of the curriculum (intent, implementation and impact), this enables them to promote high standards, 
JH
LT5
Leadership observation training
drive rapid improvement and support those who need it. Joint observation moderation data- leaders judegements are accurate
(April 2019)
PP funding is used effectively, PP pupils are performing in line with their peers or the gap is closing rapidly.
RK
61
PP Strategy Review
 SAB curriculum tracker evidences that this is the case June 2019
Al  PP pupils at risk of exclusion or who are persistently absent wil  have been provided with a mentor. Exclusion rates reduce and attendance 
increases
We want leaders to deploy PP funding effectively so that
all disadvantaged pupils benefit from it and secure good  RK
62
Mentoring support via the Creative Youth Network maximising engagement in learning opportunities offered at school.
 Termly academy reviews of attendance and exclusion data March 2019
PP review of exclusion and attendance data evidences that this is the case Attendance 96%,
outcomes
exclusions reduced by 50% June 2019
RK
63
Delegate ...% of PP funding to enrichment activities such as drama trips, museum trips or excursions to local universities in order to improve  Al  PP pupils have equal access to the curriculum, they achieve wel  and in line with their peers   SAB curriculum tracker
..
evidences that PP are making progress in line with ARE June 2019
Our curriculum wil  have a strong academic core, with clear intent. It wil  be wel  sequenced and thus improve the life chances of al  pupils, 
JH
64
Whole academy curriculum review
removing disadvantage. 
 External scrutiny of the curriculum wil  confirm that it is fit for purpose April 2019
Teachers are highly skil ed and deliver a wel  sequenced curriculum which prepares al  pupils wel  for adult life Quality of teaching data 
JH
We want the curriculum to enable pupils to achieve wel 
65
New Curriculum implementation training
(externally validated) shows that this is the case in at least 85% of all lessons April 2019
across all subjects, learn how to keep safe and have a
Our pupils have a clear understanding of British Values and are able to communicate this verbal y and in their day to day actions.
secure understanding of British Values
TBC
66
PSHE review (ensuring BV are ful y covered)
 Pupil survey June 2019
External review June 2019
SAB staffing structure supports high quality delivery of the curriculum, which has a strong academic core
JH
67
Curriculum staffing review
Updated curriculum is in place for full implementation in September 2019
SAB leaders have a clear understanding of the strengths and areas for development in SEND provision, they ensure a clear plan is in place to 
raise standards and consistency across the academy 
SB
68
SEN review
External review confirms this is the case April 2019
SEN Improvement plan is fit for purpose March 2019

We want to have effective provision in place to support
the learning needs of pupils with SEND

SAB SEN strategy is fit for purpose and closely aligns to the needs to the pupils, pupils with SEND are making good progress External
SB
69
SENDCo support to implement findings of the review
review confirms that pupils' needs are being met April 2019 SEN Improvement plan is fit for purpose
We want to have effective provision in place to support
March 2019
the learning needs of pupils with SEND
Pupils who have an EHCP or need an EHCP are wel  supported and make good progress
 SAB termly reviews show a reduction in behaviour logs and exclusions for SEN pupils March 2019 
SB
70
SENDCo support to ensure EHCP statutory requirements are in place
Curriculum tracker evidences that SEN pupils are making good progress ARE/starting points- May
2019 External review confirms this is the case April 2019
Pupils have access to a range of specialist interventions, taught by specialist staff, which enables them to make good progress 
JH
71
Staffing review to include specialist provision/intervention roles
 External review confirms this is the case JUne 2019
Pupils receive impartial Careers Guidance which supports them in being wel  prepared for the next stage of education/training
KF
72
Training session to al  KS3 and KS4 teachers on the Gatsby Benchmarks and SAB's Careers Guidance Curriclum Plan 9.1.19
Class 10 (Y11) next steps information- all in education/training July 2019
Al  pupils in middle and upper school receive high quality Careers Guidance, which enables them to make positive choices as they progress 
through education, training and into adult life 
We want secondary pupils to have access to high quality,  KF
73
Include Careers Guidance as a point of focus in planing documentation for KS3 and KS4
Class 10 (Y11) next steps information- all in education/training July 2019
impartial careers guidance
Pupil survey April 2019
Al  subjects promote and include explicit careers guidance as wel  as implicit connections through meaningful outcomes
KF
74
join South West Careers Hub
Schemes of work are in place April 2019 Class 10 (Y11) next steps information- all in
education/training July 2019
The academy is financial y and eduational y sustainable
MH
LT1
integrated curriculum financial health check
Integrated financial and curriculum check evidences this is the case February2019
We want the academy to be financially
The staff structure wil  be fit for purpose, enable ful  delivery of the updated curriculum and be financial y viable/sustainable. 
viable/sustainable
JH
LT2
Staffing restructure (Service review proposal)
 External validation of the new curriculum and staffing structure May 2019
Review of the staffing structure to align ful y with the needs of the academy
 Re-brokerage to a strong MAT Sept 2019
SS
78
Rebroker to a strong MAT
The academy joins a strong MAT Sept 2019