Self Evaluation & Development Plan

The Academy’s vision drives the highest standards across all areas of the Ofsted Framework and underpins our strategic planning.

Our vision is to provide an outstanding quality of education, dedicated to academic and character excellence and underpinned by the inclusive Christian values of love, hope and trust. We are committed to seeing ‘transformation for all’: we want all young people, of all faiths and none, to be ‘transformed by the renewing of their minds’ (Romans 12:2) through learning, and to live ‘life in all its fulness’ (John 10:10). Above all, students will realise their God-given potential and ensure they have the ambition, confidence, cultural capital and employability skills to be successful in their future university and professional career. They will genuinely celebrate equality and diversity as benchmarks for a just, liberating and thriving society.

Key Priorities

Empower leaders at all levels to lead with creativity and innovation, taking responsibility and seeking accountability for the proficiency and effectiveness of systems and frameworks.
To embed a robust and comprehensive literacy (reading, oracy and vocabulary acquisition) that is fully inclusive and narrows gaps between groups.
To build upon existing assessment design structures, to further promote diagnostic feedback that betters responsive teaching, leading to higher attainment, particularly focusing on key groups including boys and disadvantaged students.
To provide an inclusive and multi-faceted enrichment provision that enhances students’ cultural capital through experiential learning, working alongside a careers offer underpinned by employability skills.
To improve stakeholder engagement, systematically gathering stakeholder voice, particularly student and parent voice, to carefully consider diverse perspectives. To use stakeholder engagement to inform change that can be sustained and meets the needs of the community we serve, leading to greater commitment to our vision, making it a stronger lived experience.

Summary

Please click each heading below to see a summary of our SEF/SDP against each area of the framework.

Quality of Education

Strengths	Areas for Development
Intent (what we intend for all our students) Our broad and balanced curriculum is reflective of the diversity of our community. Ofsted comment that ‘Leaders have high expectations for pupils and ensure that they follow a broad and ambitious curriculum’ Department curriculums are thoughtfully sequenced and constantly reviewed to ensure that pupils have access to the most powerful knowledge needed to excel in their subject. Ofsted comment that ‘the curriculum is well designed. Pupils learn about key ideas and concepts in a logical order. This helps pupils to secure the knowledge they need before progressing to more demanding learning.’ Our pathways and systems are designed to enable our students to access and achieve in a broad suite of qualifications and is planned to increase our EBacc Uptake. This has increased from 36% in 2020 Year 10 to 67% in the current Year 10 cohort. Our curriculum is tailored to the needs of our community and accounts for their starting points to drive progress over time. Students with additional needs are supported to access the curriculum in its entirety. Ofsted comment that ‘Teachers are provided with clear and comprehensive information on the needs of each pupil so that they know how best to support them in the classroom. As a result, pupils with SEND are well supported to follow the same curriculum as their peers.’ Implementation (how we are helping all our students to learn and achieve) External reviews from SSAT, ME MAT, RE Quality Mark, Anthem and Ofsted all commend St Mark’s exceptional CPD programme centred around CTMM, instructional coaching and principled curriculum design. A sequenced CPD programme and an exceptional ECT offer ensures the pedagogical practice and subject knowledge of all staff transforms over time. Lesson observations and quality assurance highlight consistency in practice across departments and excellence in a number of areas: English, Maths and MfL. As a Steplab Hub School, we consistently use instructional coaching to develop teaching practice and ensure consistent incremental improvements in teaching Impact (how well all our students are learning and achieving) The Progress score of +0.66 in 2023 demonstrates leaders focus their attention on the curriculum and education provided for all. Outcomes sit in the top 9% of schools for Progress 8 and top 16% for A Level (60% A*-B) Recent destination data shows that no child is NEET and all students are supported to find appropriate provisions for further or higher education. The 2022 IDSR highlights significantly above national % of KS4 pupils progressing to sustained FE (52%), and % of KS5 pupils progressing to higher education (60%). A sequenced CPD programme and an exceptional ECT offer ensures the pedagogical practice and subject knowledge of all staff transforms over time. Lesson observations and quality assurance highlight consistency in practice across departments and excellence in a number of areas: English, Maths and MfL. As a Steplab Hub School, we consistently use instructional coaching to develop teaching practice and ensure consistent incremental improvements in teaching	To actively foster purposeful attitudes to learning, to nurture independence and support students’ meta-regulation; to challenge passivity and empower students’ thirst to know more, do more and think more so that in every lesson, every student is engaged and reaching their full potential Assessment is crafted to promote critical thinking to better understand the curriculum narrative; feedback is forensic, providing insight for responsive teaching to drive forward better outcomes and attainment, paying particular attention to boys and overcoming the disadvantaged. This will ensure our Basics Measure for Attainment (4+ and 5+) meets the national average of 67% and 47% respectively. To ensure that all students have opportunities to thrive through oracy, reading, vocabulary acquisition. To systematically reduce the gap, with particular focus on key groups, between chronological age and reading age, to enable our students to access their curriculum and wider life experiences.

Strengths

Areas for Development

Intent (what we intend for all our students)

Our broad and balanced curriculum is reflective of the diversity of our community. Ofsted comment that ‘Leaders have high expectations for pupils and ensure that they follow a broad and ambitious curriculum’
Department curriculums are thoughtfully sequenced and constantly reviewed to ensure that pupils have access to the most powerful knowledge needed to excel in their subject. Ofsted comment that ‘the curriculum is well designed. Pupils learn about key ideas and concepts in a logical order. This helps pupils to secure the knowledge they need before progressing to more demanding learning.’
Our pathways and systems are designed to enable our students to access and achieve in a broad suite of qualifications and is planned to increase our EBacc Uptake. This has increased from 36% in 2020 Year 10 to 67% in the current Year 10 cohort.
Our curriculum is tailored to the needs of our community and accounts for their starting points to drive progress over time. Students with additional needs are supported to access the curriculum in its entirety. Ofsted comment that ‘Teachers are provided with clear and comprehensive information on the needs of each pupil so that they know how best to support them in the classroom. As a result, pupils with SEND are well supported to follow the same curriculum as their peers.’

Implementation (how we are helping all our students to learn and achieve)

External reviews from SSAT, ME MAT, RE Quality Mark, Anthem and Ofsted all commend St Mark’s exceptional CPD programme centred around CTMM, instructional coaching and principled curriculum design.
A sequenced CPD programme and an exceptional ECT offer ensures the pedagogical practice and subject knowledge of all staff transforms over time.
Lesson observations and quality assurance highlight consistency in practice across departments and excellence in a number of areas: English, Maths and MfL.
As a Steplab Hub School, we consistently use instructional coaching to develop teaching practice and ensure consistent incremental improvements in teaching

Impact (how well all our students are learning and achieving)

The Progress score of +0.66 in 2023 demonstrates leaders focus their attention on the curriculum and education provided for all. Outcomes sit in the top 9% of schools for Progress 8 and top 16% for A Level (60% A*-B)
Recent destination data shows that no child is NEET and all students are supported to find appropriate provisions for further or higher education. The 2022 IDSR highlights significantly above national % of KS4 pupils progressing to sustained FE (52%), and % of KS5 pupils progressing to higher education (60%).
A sequenced CPD programme and an exceptional ECT offer ensures the pedagogical practice and subject knowledge of all staff transforms over time.
Lesson observations and quality assurance highlight consistency in practice across departments and excellence in a number of areas: English, Maths and MfL.
As a Steplab Hub School, we consistently use instructional coaching to develop teaching practice and ensure consistent incremental improvements in teaching

To actively foster purposeful attitudes to learning, to nurture independence and support students’ meta-regulation; to challenge passivity and empower students’ thirst to know more, do more and think more so that in every lesson, every student is engaged and reaching their full potential
Assessment is crafted to promote critical thinking to better understand the curriculum narrative; feedback is forensic, providing insight for responsive teaching to drive forward better outcomes and attainment, paying particular attention to boys and overcoming the disadvantaged. This will ensure our Basics Measure for Attainment (4+ and 5+) meets the national average of 67% and 47% respectively.
To ensure that all students have opportunities to thrive through oracy, reading, vocabulary acquisition. To systematically reduce the gap, with particular focus on key groups, between chronological age and reading age, to enable our students to access their curriculum and wider life experiences.

Behaviour & Attitudes

Strengths	Areas for Development
The entire St Mark’s community actively participates in safeguarding procedures that have been recognised as best practice by Ofsted (March 2023), SSAT and external Trust auditors. They recognise the high-quality provisions in place to promote a positive attitude to learning and exceptional safeguarding policies, creating an ‘overwhelmingly positive atmosphere that permeates through the Academy’ (External Safeguarding review, June 2023). All staff understand the importance of safeguarding and regularly report concerns following our “if in doubt, shout” culture, which is then managed through the ‘cohesive’ approach of the ‘highly experienced, and robust team of safeguarding practitioners’ (External Safeguarding Review, June 2023). Strong ‘security netting’ is in place for all students at risk, including those at Alternative Education providers. This communication is maintained through fortnightly meetings with the Principal and Safeguarding Team to review. External reviews comment on the ‘strong team ethos’ which facilitates all stakeholders working together to create a positive and safe environment. Attendance is a significant strength with FFT awarding the academy for attendance in the top 10% of similar schools nationally in 2022 and 2023. Attendance for 2023 was 93.3% compared to a 90.7% nationally, and persistent absence was 18% compared to 28% nationally. Data from FFT shows attendance for all years and pupil groups is significantly higher than nationally and locally, particularly for disadvantaged. and SEND pupils. The 2022 IDSR reflects that ‘overall absence (6.3%) was in the lowest 20% of all schools in 2021/22. It was also in the lowest 20% of schools with a similar level of deprivation. Persistent absence (15.5%) was in the lowest 20% of all schools in 2021/22. It was also in the lowest 20% of schools with a similar level of deprivation. Our March 2023 Ofsted report states, ‘Pupils work well together, and leaders have put in place clear processes to promote positive behaviour. As a result, disruptions to learning are rare and are swiftly addressed should they arise’. This is evidenced during QA windows which comment on the calm and constructive environment which supports high levels of progress. The behaviour policy is delivered consistently by all members of staff to reduce PDB. The average number of behaviour incidents per pupil in 2023 was 8.7, reduced from 11.2 in 2019. For pupils with SEND, the incident rate dropped from 22.3 to 13.1 over the same period, and from 37.5 to 11.9 for pupils with EHCPs. High level behaviour is rare, supported by our positive narration to encourage students to demonstrate their best versions of themselves through consistent reinforcement, which means that Suspension rates are well below national average (NA) (4.3% in 2022 compared to 8.5% NA and 4.8% in 2023). Recent destination data shows that no child is NEET and all students are supported to find appropriate provisions for further or higher education. The 2022 IDSR highlights significantly above national percentage of KS4 pupils progressing to sustained FE (52%), and % of KS5 pupils progressing to higher education (60%). Senior leaders engage with the community through a stakeholder voice framework and Friends of St Mark’s Academy (FOSMA) parent group meetings. This work has resulted in a sharp increase in Year 7 numbers (120 in 2020 to 180 in 2023). CPD is offered to all staff and students in line with statutory guidance, but also goes above and beyond by reacting to trends and patterns seen in SG and/or behaviour. ‘The first aid arrangements around the academy are robust, supporting the team to keep the community safe, coupled with extensive knowledge of Health and Safety which supports stakeholders to own and execute their risk assessments effectively. The commitment to well-being is mirrored in the approach to students, with the Lifeology (PSHE) curriculum adapting to the needs of the students, Culture Day being implemented to celebrate the wellbeing of students, and students having a say in the trips and enrichment activities that they go on. A transforming well-being quality mark from SSAT recognises this.	For leaders at all levels to use data to critically analyse trends and effectively measure impact of interventions with a focus on Black Caribbean boys and WB students. To guide progress leaders to lead with innovation and creativity, using a proficient framework through active involvement in assembly rotas, arranging external providers and being proactive in quality assuring coaching time structures. This will ensure consistency in the quality of our pastoral provision and support ML to be the engine room of the school. To increase stakeholder voice (student and parent voice) and act on feedback to develop trusting relationships. This should see an increase in parent and student engagement with academic and cultural events. To develop a clear rewards strategy informed by pupil voice.

Strengths

Areas for Development

The entire St Mark’s community actively participates in safeguarding procedures that have been recognised as best practice by Ofsted (March 2023), SSAT and external Trust auditors. They recognise the high-quality provisions in place to promote a positive attitude to learning and exceptional safeguarding policies, creating an ‘overwhelmingly positive atmosphere that permeates through the Academy’ (External Safeguarding review, June 2023).
All staff understand the importance of safeguarding and regularly report concerns following our “if in doubt, shout” culture, which is then managed through the ‘cohesive’ approach of the ‘highly experienced, and robust team of safeguarding practitioners’ (External Safeguarding Review, June 2023).
Strong ‘security netting’ is in place for all students at risk, including those at Alternative Education providers. This communication is maintained through fortnightly meetings with the Principal and Safeguarding Team to review. External reviews comment on the ‘strong team ethos’ which facilitates all stakeholders working together to create a positive and safe environment.
Attendance is a significant strength with FFT awarding the academy for attendance in the top 10% of similar schools nationally in 2022 and 2023. Attendance for 2023 was 93.3% compared to a 90.7% nationally, and persistent absence was 18% compared to 28% nationally. Data from FFT shows attendance for all years and pupil groups is significantly higher than nationally and locally, particularly for disadvantaged. and SEND pupils. The 2022 IDSR reflects that ‘overall absence (6.3%) was in the lowest 20% of all schools in 2021/22. It was also in the lowest 20% of schools with a similar level of deprivation. Persistent absence (15.5%) was in the lowest 20% of all schools in 2021/22. It was also in the lowest 20% of schools with a similar level of deprivation.
Our March 2023 Ofsted report states, ‘Pupils work well together, and leaders have put in place clear processes to promote positive behaviour. As a result, disruptions to learning are rare and are swiftly addressed should they arise’. This is evidenced during QA windows which comment on the calm and constructive environment which supports high levels of progress.
The behaviour policy is delivered consistently by all members of staff to reduce PDB. The average number of behaviour incidents per pupil in 2023 was 8.7, reduced from 11.2 in 2019. For pupils with SEND, the incident rate dropped from 22.3 to 13.1 over the same period, and from 37.5 to 11.9 for pupils with EHCPs.
High level behaviour is rare, supported by our positive narration to encourage students to demonstrate their best versions of themselves through consistent reinforcement, which means that Suspension rates are well below national average (NA) (4.3% in 2022 compared to 8.5% NA and 4.8% in 2023).
Recent destination data shows that no child is NEET and all students are supported to find appropriate provisions for further or higher education. The 2022 IDSR highlights significantly above national percentage of KS4 pupils progressing to sustained FE (52%), and % of KS5 pupils progressing to higher education (60%).
Senior leaders engage with the community through a stakeholder voice framework and Friends of St Mark’s Academy (FOSMA) parent group meetings. This work has resulted in a sharp increase in Year 7 numbers (120 in 2020 to 180 in 2023).
CPD is offered to all staff and students in line with statutory guidance, but also goes above and beyond by reacting to trends and patterns seen in SG and/or behaviour.
‘The first aid arrangements around the academy are robust, supporting the team to keep the community safe, coupled with extensive knowledge of Health and Safety which supports stakeholders to own and execute their risk assessments effectively.
The commitment to well-being is mirrored in the approach to students, with the Lifeology (PSHE) curriculum adapting to the needs of the students, Culture Day being implemented to celebrate the wellbeing of students, and students having a say in the trips and enrichment activities that they go on. A transforming well-being quality mark from SSAT recognises this.

For leaders at all levels to use data to critically analyse trends and effectively measure impact of interventions with a focus on Black Caribbean boys and WB students.
To guide progress leaders to lead with innovation and creativity, using a proficient framework through active involvement in assembly rotas, arranging external providers and being proactive in quality assuring coaching time structures. This will ensure consistency in the quality of our pastoral provision and support ML to be the engine room of the school.
To increase stakeholder voice (student and parent voice) and act on feedback to develop trusting relationships. This should see an increase in parent and student engagement with academic and cultural events.
To develop a clear rewards strategy informed by pupil voice.

Leadership & Management

Strengths	Areas for Development
Leaders have an ambitious vision based on transformation for all. External reviews, SSAT FfEE marks and our Ofsted report highlight the impact of this vision on the community we serve. Leaders focus on improving teachers’ subject, and pedagogical knowledge to enhance the teaching of the curriculum. New staff induction is a real strength at St Mark’s and being rolled out across the Trust. It is highly personalised and allows staff at all levels to transform. Internal safeguarding audits commend St Mark’s on “world class” safeguarding practices and record keeping  External reviews from SSAT, ME MAT, RE Quality Mark, Anthem and Ofsted all commend St Mark’s exceptional CPD programme centered around CTMM, instructional coaching and principled curriculum design. A sequenced CPD and additional ECT programme ensures the practice and subject knowledge of all staff transforms over time. A 6-year trend of Progress 8 between +0.37 and +0.66 demonstrates leaders at all levels focusing their attention on the curriculum and education provided for all. This is mirrors at KS5 with 60% attaining A*-B. No child leaves NEET Staf voice is overwhelmingly positive with the number of staff reporting positive well-being being significantly above the national average. During our recent Ofsted inspection, 98% of staff strongly agreed that leaders manage workload. The Principal meets colleagues 3-5 years into their career and new starters to support their journey of transformation. Leaders engage effectively with pupils and parents through the stakeholder voice framework and Friends of St Mark's Academy (FOSMA) parent group meetings. The Principal and Business Director have completed the Mental Health Lead training and signed up to the DFE Wellbeing Charter to demonstrate our commitment to this. A whole school and SLT wellbeing action plan is in place. Governance is highly effective. Link LGB members carry out termly reviews into key areas like remote learning and hold SLT to account for the quality of education.	To embed our stakeholder voice framework by making pupil and parent voice routine practice across the academy. Ensure our Basics Measure for Attainment (4+ and 5+) meets the national average of 67% and 47% respectively. Develop leadership capacity in Humanities and PE to ensure outcomes are well above the national average for progress and in line with the national average for attainment. Ensure our personal development offer targets the most vulnerable.

Strengths

Areas for Development

Leaders have an ambitious vision based on transformation for all. External reviews, SSAT FfEE marks and our Ofsted report highlight the impact of this vision on the community we serve.
Leaders focus on improving teachers’ subject, and pedagogical knowledge to enhance the teaching of the curriculum.
New staff induction is a real strength at St Mark’s and being rolled out across the Trust. It is highly personalised and allows staff at all levels to transform.
Internal safeguarding audits commend St Mark’s on “world class” safeguarding practices and record keeping 
External reviews from SSAT, ME MAT, RE Quality Mark, Anthem and Ofsted all commend St Mark’s exceptional CPD programme centered around CTMM, instructional coaching and principled curriculum design. A sequenced CPD and additional ECT programme ensures the practice and subject knowledge of all staff transforms over time.
A 6-year trend of Progress 8 between +0.37 and +0.66 demonstrates leaders at all levels focusing their attention on the curriculum and education provided for all. This is mirrors at KS5 with 60% attaining A*-B. No child leaves NEET
Staf voice is overwhelmingly positive with the number of staff reporting positive well-being being significantly above the national average. During our recent Ofsted inspection, 98% of staff strongly agreed that leaders manage workload. The Principal meets colleagues 3-5 years into their career and new starters to support their journey of transformation.
Leaders engage effectively with pupils and parents through the stakeholder voice framework and Friends of St Mark's Academy (FOSMA) parent group meetings.
The Principal and Business Director have completed the Mental Health Lead training and signed up to the DFE Wellbeing Charter to demonstrate our commitment to this. A whole school and SLT wellbeing action plan is in place.
Governance is highly effective. Link LGB members carry out termly reviews into key areas like remote learning and hold SLT to account for the quality of education.

To embed our stakeholder voice framework by making pupil and parent voice routine practice across the academy.
Ensure our Basics Measure for Attainment (4+ and 5+) meets the national average of 67% and 47% respectively.
Develop leadership capacity in Humanities and PE to ensure outcomes are well above the national average for progress and in line with the national average for attainment.
Ensure our personal development offer targets the most vulnerable.

Personal Development

Strengths	Areas for Development
The Personal Development Curriculum goes beyond the academic, technical or vocational to provide varied pathways to develop and discover interests and talents. (Link to enrichment days and enrichment clubs info) The way the school goes about developing pupils’ character is exemplary and is worthy of being shared with others across the Trust and Diocese. The PSHE (Lifeology) curriculum is well sequenced and delivered by a specialist practitioner. It follows statutory guidance and has been showcased as best practice across the Borough and within the Trust. This develops students’ SMSC and knowledge of online bullying, SRHE, sexual harassment and bullying Quality Assurance from collective worship assemblies and SIAMS inspections commend the way pupils demonstrate a respect for diversity Coaching Time and assembly programme ensures students are prepared for life in modern Britain by developing students’ SMSC, tolerance and character excellence. RE is well sequenced, supports character excellence and celebrates A-level outcomes in the top 10% nationally (ALPS) The academy’s enrichment provision, including the DofE programme, develops student’ cultural capital and curriculum knowledge. The academy’s CEIAG program meets the requirements of section 42B of the education act 1997. It is aspirational, promoting character excellence, introducing students to new experiences and promoting the school mission whereby every student is given the necessary tools to live life in all its fullness (John 10:10) 7/8 Gatsby Benchmarks are 100% compliant (Link curriculum map, highlighting Baker Clause compliance and compass report. Ofsted 2023 report states, "The provision for pupils’ wider development is a real strength. ‘Lifeology’, the personal, social, health and economic (PSHE) curriculum, contributes to pupils’ understanding of important topics.".	To create a comprehensive system to track our personal development offer (enrichment and CEIAG) so it best serves the most vulnerable groups. To continue to embed our enrichment and careers plan built on the key ideas of cultural capital, employability skills and experiential learning that empower students to seek out their own opportunities for development. Guided by Romans 12.6 ‘We are called to serve with our gifts and talents’, the PD offer will provide access to increasing opportunities for student leadership. The PD team will seek opportunities to increase engagement with the community and become courageous advocates for positive change, living the values of the school.

Strengths

Areas for Development

The Personal Development Curriculum goes beyond the academic, technical or vocational to provide varied pathways to develop and discover interests and talents. (Link to enrichment days and enrichment clubs info)
The way the school goes about developing pupils’ character is exemplary and is worthy of being shared with others across the Trust and Diocese.
The PSHE (Lifeology) curriculum is well sequenced and delivered by a specialist practitioner. It follows statutory guidance and has been showcased as best practice across the Borough and within the Trust. This develops students’ SMSC and knowledge of online bullying, SRHE, sexual harassment and bullying
Quality Assurance from collective worship assemblies and SIAMS inspections commend the way pupils demonstrate a respect for diversity
Coaching Time and assembly programme ensures students are prepared for life in modern Britain by developing students’ SMSC, tolerance and character excellence.
RE is well sequenced, supports character excellence and celebrates A-level outcomes in the top 10% nationally (ALPS)
The academy’s enrichment provision, including the DofE programme, develops student’ cultural capital and curriculum knowledge.
The academy’s CEIAG program meets the requirements of section 42B of the education act 1997. It is aspirational, promoting character excellence, introducing students to new experiences and promoting the school mission whereby every student is given the necessary tools to live life in all its fullness (John 10:10) 7/8 Gatsby Benchmarks are 100% compliant (Link curriculum map, highlighting Baker Clause compliance and compass report.
Ofsted 2023 report states, "The provision for pupils’ wider development is a real strength. ‘Lifeology’, the personal, social, health and economic (PSHE) curriculum, contributes to pupils’ understanding of important topics.".

To create a comprehensive system to track our personal development offer (enrichment and CEIAG) so it best serves the most vulnerable groups.
To continue to embed our enrichment and careers plan built on the key ideas of cultural capital, employability skills and experiential learning that empower students to seek out their own opportunities for development.
Guided by Romans 12.6 ‘We are called to serve with our gifts and talents’, the PD offer will provide access to increasing opportunities for student leadership. The PD team will seek opportunities to increase engagement with the community and become courageous advocates for positive change, living the values of the school.

Sixth Form

Strengths	Areas for Development
Outcomes in A Level subjects were in the top 10% of schools nationally in 2023 (ALPS). 60% of A Levels were awarded an A*-B grade compared to 53% nationally Destination data is excellent with 75% attending their first-choice university and 30% of students going to a Russell Group university. 100% of PP who applied to university secured a place, with 93% attending their first choice. No child leaves NEET. Pupils build academic and character excellence through a bespoke enrichment programme built into the weekly timetable. Students develop an age-appropriate understanding of healthy relationships through appropriate relationship and sex education within their lifeology lesson, delivered by a specialist. This also includes RE provision as a CofE academy. Staff use assessment extremely well to help students embed and use knowledge fluently and flexibly, to evaluate the application of skills, or to check understanding and inform teaching or to understand different starting points and gaps Teachers encourage students to use subject-specific, professional and technical vocabulary well and this is evidenced in QA using DVI. Students with low reading ages are given reading intervention and 100% of these make progress in their reading. Sixth form students act as trained reading mentors for the lower school and take part in DEAR Days. Curriculum plans show effective planning of a 7-year curriculum where teachers design and use activities to help students to remember content by transferring this to their long-term memory. They are taught to integrate new knowledge into larger concepts and to apply skills fluently and independently. Leaders and staff create an environment in which students feel safe because staff and learners do not accept bullying, harassment or discrimination or peer-on-peer abuse – online or offline. Issues are dealt with quickly and effectively. GCSE retake outcomes are extremely strong, with 70% passed English at Grade 4+ in 2023.	To improve the accuracy of predictions in some A Level subjects, particularly predicted A*A grades in A Level Maths, Physics, Law and the Social Sciences. To continue to implement a recruitment strategy to retain 80 pupils into Year 12 in 2024. To build in a more focused CEIAG offer that allows students to take part in effective work experience and volunteering opportunities. To continue the systematic approach to improve literacy and reading ages of students at KS5. This should include following all whole school priorities on literacy and reading.

Strengths

Areas for Development

Outcomes in A Level subjects were in the top 10% of schools nationally in 2023 (ALPS). 60% of A Levels were awarded an A*-B grade compared to 53% nationally
Destination data is excellent with 75% attending their first-choice university and 30% of students going to a Russell Group university. 100% of PP who applied to university secured a place, with 93% attending their first choice.
No child leaves NEET.
Pupils build academic and character excellence through a bespoke enrichment programme built into the weekly timetable.
Students develop an age-appropriate understanding of healthy relationships through appropriate relationship and sex education within their lifeology lesson, delivered by a specialist. This also includes RE provision as a CofE academy.
Staff use assessment extremely well to help students embed and use knowledge fluently and flexibly, to evaluate the application of skills, or to check understanding and inform teaching or to understand different starting points and gaps
Teachers encourage students to use subject-specific, professional and technical vocabulary well and this is evidenced in QA using DVI. Students with low reading ages are given reading intervention and 100% of these make progress in their reading. Sixth form students act as trained reading mentors for the lower school and take part in DEAR Days.
Curriculum plans show effective planning of a 7-year curriculum where teachers design and use activities to help students to remember content by transferring this to their long-term memory. They are taught to integrate new knowledge into larger concepts and to apply skills fluently and independently.
Leaders and staff create an environment in which students feel safe because staff and learners do not accept bullying, harassment or discrimination or peer-on-peer abuse – online or offline. Issues are dealt with quickly and effectively.
GCSE retake outcomes are extremely strong, with 70% passed English at Grade 4+ in 2023.

To improve the accuracy of predictions in some A Level subjects, particularly predicted A*A grades in A Level Maths, Physics, Law and the Social Sciences.
To continue to implement a recruitment strategy to retain 80 pupils into Year 12 in 2024.
To build in a more focused CEIAG offer that allows students to take part in effective work experience and volunteering opportunities.
To continue the systematic approach to improve literacy and reading ages of students at KS5. This should include following all whole school priorities on literacy and reading.

Self Evaluation & Development Plan

Key Priorities

Summary

Quality of Education

Behaviour & Attitudes

Leadership & Management

Personal Development

Sixth Form

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