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College Improvement Plan 2017-18
Purpose - Pace - Pride - Progress


Key Stage 4
Progress 8 +0.05
53% Basics (5+ in English and Maths)
27% 5+ GCSEs grades 7-9

Key Stage 5
99% pass rate at A2 or equivalent

96%: Yr7-11

Colege priority: To improve outcomes for all students, including disadvantaged and SEND.

To improve outcomes for all students

Area for development Success Criteria
Leadership and Management
1.1 To ensure leaders have created a culture of high expectations in terms of: aspirations; scholastic excellence and social behaviour Teams are focussing on successful outcomes for different groups of students, both in academic success and pastoral development
1.2 To develop further, the rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement The College SEF is updated and tested by the LA Monitor and the SIP.
1.3 To develop further, how effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for students, and how effectively governors hold them to account for this The Progress 8 data for disadvantaged (PP) students improves, for all students, regardless of their starting points
2.1 To evaluate and further develop the design, planning and implementation of the 11-19 curriculum, ensuring breadth and balance The curriculum offer across KS3-5 gives all students a range of academic and vocational/technical courses to meet the needs of all groups of students to support their success and on-going progression.
2.2 To ensure KS3, KS4 and KS5 curriculum delivery is planned for learning and skills development, to support students’ progress with  linear assessment for GCSE and A level Subject teams focus on further developing robust formative and summative assessment that includes spaced points to revisit and test key knowledge and skills to develop students' long-term learning.
Tutor teams deliver a tutor curriculum that supports literacy and study skills development.
2.3 To ensure students develop employability skills and can make well informed decisions about the next stage of their education, employment or training, through high quality careers education and impartial advice and guidance. Careers Hub and CEIL delivery continues to focus on identifying, and tracking students' career plans and chosen destinations earlier to offer personalised support for their skills development and progression.
Student Outcomes
3.1 Ensure that tracking systems for students’ progress continue to develop to inform identification of progress for all student groups. Accurate tracking leading to appropriate intervention for all students including MA, SEND and disadvantaged.
3.2 Re-model the timetable structure in line with curriculum changes at KS4 and KS5. College structure allows students to make informed and individualised curriculum choices to match individual need.
3.3 Continue to develop the RAP process with specific focus on progress of students in Maths and English in year 11 for all identified groups. Positive P8 score for Maths and English columns.
Learning Environment
4.1 To ensure the college supplements the formal curriculum with extra-curricular opportunities for students to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting activities. A rise in the number of students and staff involved in extracurricular activities as measured by regular audits. The promotion of more inter-schools tournaments based at the college. Continued expansion of the CCF to include the development of a senor cadet’s cadre. Increasing the number of students on camps, courses and exercises.
4.2 To ensure students have knowledge of how to keep themselves safe and healthy, both emotionally and physically, including through exercising and healthy eating. To increase the units of ‘Healthy Lifestyle’ within the Sports Faculty curriculum. To review and develop the PSHE curriculum to increase the health-related components being delivered. To increase the number of students commuting to college by foot or cycle.
Teaching and Learning
5.1 To continue to develop the quality of continuing professional development and how leaders use performance management to ensure the teachers’ standards are being met and that all staff develop a secure understanding of the age group they are working with and have relevant subject knowledge to promote effective practice across the college. High quality evidence of student progress is recorded through SLT Lesson Observations, Learning Walks and Departmental Monitoring. All teaching staff engage in high quality CPD. Development opportunities are closely linked to staff PM needs and individual areas for development.
5.2 To ensure assessment information is used to plan appropriate teaching and learning strategies, including identifying learners who are falling behind in their learning or who need additional support. Evidence of effective and high quality AFL/teaching strategies is recorded through SLT Lesson Observations, Departmental Monitoring and Learning Walks. Consistent use of quality feedback across the College is developed through CPD opportunities.
5.3 To develop students’ understanding of how to improve as a result of useful feedback, written or oral, from teachers enabling learners to make good progress and achieve well. High quality next step feedback and student response is seen and heard during Whole College work sampling, SLT Lesson Observations, Learning Walks and Departmental Monitoring. Tutor Curriculum, Progress Fortnight and Subject Leader/ Head of Year Forum provide opportunities for staff to continue to develop AFL strategies.
Post- 16
6.1 To develop the post 16 curriculum model to optimise study programmes and the delivery of both qualification and non-qualification hours. 2017-18 students follow a variety of full time programmes appropriate to their intended destination. 2018-19. Alternative curriculum model developed and evaluated for possible launch in 2018.
6.2 To improve the VA score for all qualification types in the Sixth Form. Improved VA scores in each type of L3 qualification.
6.3 To develop further the support for potentially disadvantaged groups within the sixth form and monitor its impact. VA scores and destination outcomes for bursary and students from identified disadvantaged postcodes exceed targets.
Assessment, reporting and recording
7.1 To monitor and develop assessment information that is gathered throughout the year to inform the college and parents/carers regarding students’ progress. The content and schedule for reports and ToPs provides relevant and timely information for the college and parents, enabling intervention where needed.
7.2 To develop further, engagement with parents, carers and employers so that it helps them to understand how learners are doing in relation to the standards expected and what they need to do to improve. Parents’ evenings provide quality feedback for parents and link with the annual reporting cycle and exams for maximum impact.
7.3 To increase the rigour across KS3 to prepare students for the challenges at KS4 and beyond. Supporting the KS3 Coordinators through improvements to assessment and curriculum changes. Consistent approach across KS3 in assessment, monitoring and moderation. KS3 has an increased profile within departments and a focus on the progress of all students.
Student Welfare
8.1 To ensure students are following guidelines for their behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others. Improved behaviour, reduction in 0s and fewer exclusions.
8.2 To ensure prompt and regular attendance, and reduce overall absence and persistent absence rates for all students. Improved attendance and punctuality, and reduced persistent absenteeism, to support learning and progress.
8.3 To ensure students have developed pride in achievement and commitment to learning, supported by a positive culture of rewarding and celebrating success A reward system that is effective across Key Stages 3 and 4, with improved communication about and celebration of achievement.

© Budmouth College 2018