Pedagogy and Curriculum Key focus areas:

• Consolidating Blended Learning

The key theme here is consolidation of the progress made towards our Blended Learning philosophy over the last 2 years. The first key area within this consolidation is the growth of the retrieval programme- the DBLP and the quality of planned CFU that teachers use within their course plans from Year 7 all the way through to Year 11. To assist with this, we will be initiating the e-portfolio as a way for students to keep an ongoing 5-year record of their learning and achievements. The second key area is on the HOS leadership of the blended learning vision, the power of teacher reflection and the use of the assessment record within QFT.

• Closing the Gap

This will involve a 3-part approach in 23/24. Firstly, there will be an in-depth exploration of adaptive teaching, differentiation, and the planning of the learning journey. All of these are vital components with QFT. Secondly, following the progress of the oracy and reading action plans in 22/23, there remains a significant focus on reading across the whole College as part of the Literacy Action Plan. Finally, there needs to be a continued focus around the art of effective mixed attaining teaching, supported by the ‘right’ KS3 assessment for progress programme.

• Memory Pedagogy

From professional reading, we have developed a good understanding of the importance of memory and metacognition and the vital role these play in the development of successful independent learners. The three areas for action in 23/24 are the effective use of dual coding and growing metacognitive skills; the quality and effectiveness of the week-by-week revision plans, linked of course to the DBLP and finally ensuring full effective use of 3^rd party platforms such as Seneca.

Ethos and Environment Key focus areas:

• Ethos

The three strands of the Crookhorn ethos; the Cornerstones, Go West and OPEN MIND remain at the core of this part of the performance plan for 23/24. Alongside this we want to capitalise on the strides made with student leadership and student voice, to make this a powerful part of the College community.

• Extra-Curricular and Enrichment

To ensure that the College meets the needs of all students, we are planning to develop our MMA programme next year, so more and more of our top attainers can experience different challenges and experiences. We aim to grow our enrichment programme to provide more opportunities for all students, which also includes the subject enrichment programmes.

• Closing the Gap

We aim to grow all stakeholder engagement around a) attendance to the College every day by all the students, b) parental attendance at parent’s evenings c) parental engagement with ‘itslearning’. We also aim to significantly increase the numbers attending Study Club in years 7-10 following the success we have had in increasing numbers in Year 11 during 22/23. Finally in this strand we aim to formally develop our ambition programme to support all students successfully through their secondary education but specifically those who require extensive additional support.

Staff Training Key focus areas:

• Differentiated training plan
  
  Based on staff voice we are going to design this year’s training programme around deep planning opportunities as well as a refocus on the importance of professional reading. To continue the work we have done regarding the effective deployment of TA’s through the MITA project, we will seek to continue to train staff on outstanding SEN practice during our differentiated carousel sessions.
   
• Developing middle leader expertise
  
  CPD for middle leaders is going to be focussed on gaining experience and expertise at evaluating QFT not only in their own subject area, but in another curriculum area as well and through this evaluation being confident to turn reflection into future actions. Middle leaders will continue with the growth of their responsibility around the effective TA deployment leading to strong learning outcomes for all.
   
• Support staff leadership
  
  A significant amount of work has been done in the 3-year plan around growing the support staff training and coaching programmes. The final year of the plan needs to see this work come together into a clearly mapped training programme that provides strong links and evidence to the IPP process. Support staff also need to be trained ready for OFSTED and how to best evidence the effective work they do towards the vision of the College.

Leadership Key focus areas:

• Devolved Leadership
  
  The strength of middle leadership across both the teaching and support staff has grown significantly over the last two years. This year the plan is aimed at consolidating this growth so that the middle leadership across teaching and support staff can be described as the powerhouse for progress.  To provide for succession planning we also want to establish a pre middle leadership training opportunity.
   
• Quality of monitoring and accountability
  
  The continued focus around the quality of monitoring and accountability is to ensure that the process is clearly defined and understood by all leaders and especially their role within this. We also want to develop the intensive support programme required periodically for some teachers to help them improve a particular area of their practice resulting in the strong and consistent delivery of learning. There is also a need to audit and reflect on all roles within the College to ensure that the job descriptions for all roles are delivering VFM.
   
• Progress of Key Action plans
  
  The three major action plans for this year are; Equality; Wellbeing and the MITA project.  In line with the theme of this performance plan this strand is about the progression of these action plans to get us to an enhanced position in all three areas.

• Provide students with a broad general knowledge of, and promote respect for, public institutions and services
• Teach students how they can influence decision-making through the democratic process
• Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
• Encourage students to become involved in decision-making processes and ensure they are listened to in College
• Hold ‘elections’ for key roles within the House system so students learn the importance of exercising their right to vote.
• Help students to express their views
• Teach students how public services operate and how they are held to account · Model how perceived injustice can be peacefully challenged

• Ensure our College Code of Conduct and the associated expectations are understood as clear and fair
• Help students to distinguish right from wrong through the application of the Four Cornerstones
• Help students to respect the law and the basis on which it is made
• Help students to understand that living under the rule of law protects individuals
• Teach students aspects of both civil and criminal law and discuss how this might differ from some religious laws
• Develop restorative justice approaches to resolve conflicts

• Support students to develop their self-knowledge, self-esteem and self-confidence
• Encourage students through the Four Cornerstones to take responsibility for their behaviour, as well as knowing their rights
• Model freedom of speech through student participation, while ensuring protection of vulnerable individuals and promoting critical analysis of evidence
• Challenge stereotypes
• Implement a strong anti-bullying culture

• Promote respect for individual differences
• Help students to acquire an understanding of, and respect for, their own and other cultures and ways of life
• Challenge prejudicial or discriminatory behaviour
• Develop links with faith communities
• Develop critical personal thinking skills
• Discuss differences between people, such as differences of faith, ethnicity, disability, gender and differences of family situations, such as looked-after children or young carers