Educational Priorities and Key Actions for September 2020-21: Progress and Impact

To implement the Trust-wide sexual harassment, violence and sexual abuse action plan. The continued development of systems to regularly establish staff, student and parental voice, in order to be responsive, proactive and act accordingly. The further promotion of staff wellbeing opportunities through the wellbeing programme. The continued exploration of strategies to increase staff efficiency and effectiveness whilst reducing staff workload. To continue to identify and support staff and students whose mental health has been adversely affected by the Covid-19 pandemic.

Reviewing the Past 12 Months

Educational Priorities and Key Actions for September 2020-21: Progress and Impact

1. Student Achievement

Please find below the key actions for 2020/21 and progress reviewed:

1) Implementation of intervention and support plans to narrow any progress and attendance gaps emerging since COVID-19 and lockdown.

i) Academic progress across the three colleges (in year 13) has been strong, with students performing very well in Cedar 4 and Cedar 5 Trust assessments, resulting in strong final outcomes (TAGs). Year 12 Progression Exams taken in June/July, suggest there are gaps in learning and lots of supportive work is to be implemented next academic year to reduce these gaps. ii) Attendance at NCP and NCD remains very strong and well above national benchmarks, but NCB’s student attendance has been affected more by the pandemic. This will be a priority for NCB next academic year and will feature strongly in its QuIP. Final Outcomes 2021 (TAGs) – Colleges

NCP

Qualifications Pass rate % A* - B/High grades % Alps (VA)

A-Level 99.9 68.5 2

Applied General 100 90.8 2 Summary – Strong TAG performance

NCD

Qualifications Pass rate % A* - B/High grades % Alps (VA)

A-Level 99.9 60.6 2

Applied General 100 97.6 2 Summary – Strong TAG performance

NCB Qualifications Pass rate % A* - B/High grades % Alps (VA)

A-Level 100 58.2 2 Applied General 100 89.1 3 Summary – Strong TAG performance Final Outcomes 2021 – Academy

Wingfield Academy

Progress 8 0.77

Attainment 8

54.9

Grade 4 + EM

78.6 Grade 5 + EM 52.4 Summary – Strong TAG performance

2) Tracking and monitoring underperforming subjects and staff, whilst at the same time providing the necessary challenge and support.

As like every year this remained a priority and was discussed and reported upwards after every assessment data set and senior link meeting. Additional support was provided for all staff and subjects that required it, as part of the quality cycle. Trust Directors, Chelsea Branson-Webster and Helen Jackson, led on all subject and staff underperformance across the Trust.

3) Relentless focus on the performance and progress of disadvantaged students, including our most vulnerable.

All Colleges appointed a Disadvantaged Lead to support our disadvantaged students and to lead on the Disadvantaged First strategy. Please find below the relevant data showing the value-added performance of disadvantaged students and non-disadvantaged students: Teacher Assessed Grades (TAGs) 2021

NCP NCD NCB

Y13 A-level

Y13 Applied General Y12 Progress Exams

No gaps

No gaps No gaps No gaps

No gaps The performance of Y12 students across the Trust in their progression exams was somewhat disappointing, for both disadvantaged and non-disadvantaged students, reflecting the difficulties and challenges of the previous 12 months. It also identifies the need to continue further diagnostic testing to identify gaps in subject knowledge. Intervention and support plans for individual students and groups will be put in place.

4) Implementation of the new assessment cycle to support sustained learning and knowledge retention.

The new Trust assessment cycle was successfully implemented. It has been fully reviewed by staff and senior leaders and further amendments have already been made, ready for September 21 teaching.

5) Promotion and development of academic literacy.

The promotion and development of academic literacy is very much in its infancy and remains a priority for next academic year across the Trust. Gap identified (1 Alps grade) No gaps No gaps

No gaps

2. Student Personal Development

Please find below the key actions for 2020/21 and progress reviewed:

1) Renewed focus on Personal Development, implementing the new enrichment curriculum leading to significantly increased participation levels.

Due to the pandemic, involving 3 lockdowns, isolations and social distancing, a lot of the planned enrichment activities have not been possible. However, a small number of enrichments across the college have taken place remotely. This remains a priority for the next academic year.

2) Increased number and quality of tutorials delivered via the pastoral curriculum.

This was successfully completed and the tutorial programme was significantly developed and refined, meeting the requirements of the Education Inspection Framework (EIF).

3) Introducing and embedding the concept of FREDIE as part of the personal development curriculum.

The Trust retained its ‘Leaders in Diversity’ status after external assessment. The concept of FREDIE is now being embedded into all aspects of College life, but is still in its early stages.

3. Contribution to Social Mobility

Please find below the key actions for 2020/21 and progress reviewed:

1) Introduction of the Trust Excellence Academy Co-ordinator and new Tutorial programme.

Helen Lonsdale was successfully appointed as Trust Excellence Academy Co-ordinator and has worked with all college leaders to further develop the provision for gifted and able students and also ensured a consistent Trust approach.

2) Design, delivery and implementation of the Trust Excellence Academy Baccalaureate.

This initiative has been put on hold due to the pandemic. The baccalaureate will be re-launched to students in September 2021.

3) Further strengthen rates of progression to HE and Russell Group universities to levels significantly above expectation.

The official data required to judge this priority is not yet available and will be published shortly. However, applications to HE across all three colleges have increased this year, with NCB leading the way. The destination data will be shared as soon as it becomes available.

4. Staff and Student Wellbeing

Please find below the priorities for 2020/21 and progress reviewed:

1) Further embedding of the Trust’s vision and values, including incorporating fully into the APR process.

The Trust vision and values have been embedded across the colleges, this past 12 months, and are referred to daily. This is also evident by their inclusion in: -APR process -Staff briefings/presentations -Display posters/signs -Student tutorial programme -Subject lessons -Professional conversations -CEO newsletter

2) Fundamental review of the staff reward and recognition policy.

The review of the staff reward and recognition policy has taken place and decisions made. The Trust has decided to remove the financial bonuses for individual teacher performance based on outcomes, as it was viewed as divisive. Additionally, colleges have been allocated a new budget of funds to promote well-being activities (in replacement of this). Work will now start to take place over the next academic year in order to integrate Wingfield Academy into the new wellbeing policy.

3) Implementation of a newly formed cross-college staff voice group.

The Trust staff voice group was successfully formed, and met on 4 occasions over the academic year. This is now being further reviewed in light of WFA joining the Trust and because of the Trade Union Recognition Agreement, soon to be finalised.