Year 1

1

Further improve standards and progress across KS3, KS4 and KS5, with particular reference to KS4 outcomes and the performance of eFSM pupils

• Standards of achievement at all key stages will be good
• Standards of performance across all groups of learners will be good
• Performance of eFSM pupils will at least meet the national KS4 expected target
• The performance of all departments will compare favourably with local, family and national data

Year 1

Year 2

Year 3

2

Further improve the quality and impact of teaching, learning and assessment through Principles of Excellent Teaching Programme (PET1, PET2 and PET3) to ensure the progress of all pupils

• Achieving our collective ambitions for outcomes as detailed in SDP1 for provision, progress and standards
• The quality of teaching and learning is at least good in all departments.  Nearly all lessons observed to be good or better (currently many lessons) in all departments
• Teaching strategies challenge all pupils to achieve their full potential.  Embedded whole school Principles of Excellent Teaching (PET) and Principles of Excellent Learning (PEL) Programmes across the school, with positive and measurable impact on challenge, progress, standards and outcomes.  Pedagogical strategies and approaches successfully embedded reflecting the new Successful Futures demands on teaching and learning.
• The quality and impact of assessment is at least good in all departments.  High quality feedback, whether that be written or verbal, with clear impact on pupil progress and outcomes observed in all reviews
• Revised KS4 and KS5 specifications fully embedded and demonstrated in improved key stage outcomes

Year 1

Year 2

Year 3

3

Further improve provision for skills across the curriculum for all pupils

• Achieving our collective ambitions for outcomes as detailed in SDP1 for provision, progress and standards
• Teaching strategies challenge all pupils to achieve their full potential.  Embedded whole school Principles of Excellent Teaching (PET) Programme linked to literacy, numeracy and digital best practice across the school, with positive and measurable impact on challenge, progress, standards and outcomes
• Literacy, numeracy and digital competency skills best practice is embedded in all departments.  Provision, progress and standards of skills – positive impact seen in HT lesson observations, AOLE Review Weeks and in all book scrutiny exercises

Year 1

Year 2

Year 3

4

Further improve pupil wellbeing, with particular reference to attendance, punctuality and attitudes to learning

• Attendance will place the school in the top 25% of similar schools.  Attendance improvement to be noted in all cohorts and phase, in relation to trend data
• A culture of celebration dominates the school everyday use of the Reward and Behaviour Policy.  Pupil and parent survey to note improved reward opportunities and improved communication
• The curriculum is fit for purpose for the individual, the cohort, and the ambitions of our community, and is good value for money
• EOTAS pupils clearly tracked and monitored

Year 1

Year 2

Year 3

5

Further develop partnership arrangements, including partnership with CCBC to ensure that the learning environment is fit for 21st century purpose

• Learning environments throughout the school are fit for purpose in the 21st century building on legacy investment from SCC and CCBC to ensure that the learning environment in all areas of the school is such that it contributes positively to whole school standards and outcomes for all pupils and staff
• Primary Cluster developments positive measurable impact on outcomes for Y5–Y8.  Pupils arrive at St Cenydd with a reading ability that reflects their best potential
• Pupils have opportunities which widen their experience and build their confidence to look beyond their immediate community.  Improved breadth of opportunity through partnerships demonstrated in pupil, parent, staff and governors feedback
• Impact of partnerships shown in MAT and STEM uptake at KS4 and KS5 option processes and improved access to business and work related learning.  Digital opportunities across the school support digital competency national agenda and ensure that our pupils have the opportunities to engage with a variety of digital platforms, software and hardware
• St Cenydd / Trinity Fields Satellite Provision recognised as outstanding

Year 1

Year 2

Year 3

6

Further develop the quality and effectiveness of all leaders to reduce in school variance, with particular reference to KS4 outcomes and skill provision and progress

• Shared understanding of school vision and ambition evident at all levels across the schools, with professional development recognised as vital tool for further ongoing development of all leaders across the school
• Effective high quality leadership at all levels will ensure that good practice is shared and demonstrated in all areas of the school, with high standards and outcomes demonstrated across the school to ensure positive sustainable outcomes for all students and preparedness for the new Successful Futures curriculum for 2022
• All levels of leadership including the Governing Body are confident in the monitoring of the quality and impact of teaching, learning and assessment in line with whole school ambition and expectations
• Performance management closely linked to department and school development priorities and individual needs to ensure that all leaders and staff have the skills to fulfil the collective school ambitions