Outcomes for Children and Learners 2017 – 2018


Improvement Focus: Outcomes for children and learners
Target OCL1: To continue to improve whole school performance measures, including for vulnerable groups, to match the top 10% of similar schools.
Lead Person and Governors: KL, Standards Committee
  • +P8 matches top 10% of similar schools.
  • Gaps reduced for vulnerable groups e.g. progress for disadvantaged students in line with non-disadvantaged students, progress for SEN students in line with all students and progress for boys and girls to be equal.
  • Progress at KS5 at least an Alps 3.
  • Assessment and reporting system embedded.
  • Accurate predictions for KS4 and KS5 outcomes.
  • QA of data cycles from MLT.
  • Improve accountability of HoD and HoKS through rigorous and consistent line management and a shared understanding of their role.
  • Clarify protocol for identifying and acting on under achievement to ensure consistent and timely support.
  • UPS teachers lead on teaching and learning.
  • Ensuring good student progress in both English and Business/Computing departments during absence of substantive heads of department
  • Embedding new model of leadership of inclusion through successful induction of post holder and targeted CPD and monitoring of middle leaders
Review Criteria
  • Robust data entered in data cycles supported by assessment evidence.
  • Analysis of 2018 results shows increased accuracy of predictions.
  • Analysis of 2018 results shows reduced gaps between vulnerable groups and other students, especially SEND.
  • HoDs and HOKS regularly attend SLT meetings to report on outcomes of students, leading to action and review
  • Details of moderation from the examiners show a clear understanding of the examination mark schemes by staff.
  • New school assessment and reporting system embedded, evidenced by parent, staff and student feedback and student progress
Improvement Focus: Outcomes for children and learners
Target OCL2: To ensure a challenging curriculum across the school that prepares students effectively for the next stage in their learning
Lead Person and Governors: KL, Standards Committee
  • New specifications embedded at KS4 and KS5.
  • Robust and challenging SOL developed for all key stages.
  • Curriculum reviewed and clear transition pathways identified.
  • Core skills (literacy, numeracy, digital tech and STEM) understood and promoted across all subjects.
  • Accelerated Reader embedded in KS3 and showing good progress in reading for all student groups.
  • Development of CWG to promote understanding of curriculum development and initiatives.
  • Departments to develop challenging SOL.
  • Development of KS2 transition and KS4/5 options process – pathways identified including post 16 Level 2 curriculum.
  • Departmental curriculum review to inform planning and SOL.
  • To review whole school RE provision and ensure implementation of the Hertfordshire Agreed Syllabus of Religious Education 2017 – 2022 at all key stages.
  • Accelerated Reader timetabled for relevant KS3 groups, with rigorous monitoring and intervention to ensure good progress in reading.
Review Criteria
  • CWG established with input from a cross section of colleagues.
  • SOL proforma created and followed by all faculties.
  • A whole school RE provision map to demonstrate provision meets statutory requirements, with evaluation data demonstrating impact and external validation.
  • INSET time dedicated to curriculum development with clear, monitored outcomes.
  • Recorded improvement of reading ages shown by Accelerated Reader assessments so that students with a lower than chronological reading age make as good or better progress than students with a chronological reading age.







































Improvement Focus: Outcomes for children and learners
Target OCL3: To develop the role of middle leaders at Fearnhill as key drivers of whole school improvement.
Lead Person and Governors: KL, NHC, Standards Committee
  • All middle leaders to have a clear understanding of their role in school improvement
  • Monitoring and Evaluation schedule for MLT consistently and rigorously implemented
  • Proforma for interim progress reports consistently completed with targeted and timely action taken.
  • Performance management process used incisively to hold staff to account and to inform appropriate professional development for all.
  • Good progress by students in English and the addressing of underachievement in business and computing as a result of well managed support during the absence of substantive heads of department
  • Line management meetings to have specific monitoring activities validated across all middle leaders
  • HoF/HoKS to attend SLT to report on progress.
  • MLT to use performance management to tackle poor performance.
  • MLT colleagues to participate in relevant CPD.
  • Calendar of actions for MLT at department meetings.
  • MLT briefing to take place every Friday to ensure clarity of communication and operational/strategic matters dealt with appropriately
Review Criteria
  • Robust MLT M&E schedule with consistent follow up and impact evident.
  • Record of HoFs and HoKS attending SLT meetings to report on student progress and actions implemented as a result.
  • Evidence of underperformance being addressed eg ISPs, meeting minutes, performance management, and evidence of improved quality of teaching compared to 2016-17.
  • MLT colleagues participating and completing relevant CPD eg NHTA.