GFM School Progress Plans 2024-2025 PDF

School Progress Plans 2024 – 2025 Three Year Strategic Plan 2022 - 2025...

School Progress Plans 2024 – 2025 Three Year Strategic Plan 2022 - 2025 School Development Plan for AY 2024 - 205 Post Inspection Action Plan 2024 – 2025 Areas of Focus Strategic Plan Help each other to Grow Help each other to Flourish Help cultivate an ethos of Mindfulness 2022- 2025 Leadership & Learning Learning skills Wellbeing & Sustainability School Development Plan Inclusion & Preparing children for High Performance Learning & Digital Social & emotional learning with an Strategic Priorities for 2024- 2025 the future Transformation emphasis on kindness and positivity Post Inspection Action Plan Key Recommendations Arabic & Islamic Standards Optimising Learning skills Personalised Learning for all groups The GEMS Founders School Al Mizhar Progress Plans sets out strategic plan to secure the ongoing improvement and raising of standards across all areas of the school. The plan contains a set of important strategic sections, each one with its own function in supporting leaders and governors to drive continuous improvements. 1 Overview of the School Progress Plan The School Progress Plan is a dynamic plan, designed to provide a strategic approach to school improvement at GEMS Founders School Al Mizhar (GFM). The strategic plan provides the main priorities for improvement and will provide the basis for change over the next three years. Whilst we respond to internal pressures and external influences the SPP will provide a flexible framework for future success. As we progress through the next three years, strategic intents may change as we monitor, evaluate and review provision. GFM has many strengths and as part of the GEMS organisation, we enjoy the benefits of being part of one of the world’s leading education providers, whilst retaining our unique identity and ethos. The future at GFM is extremely bright and with a renewed focus on the essential ingredients for success, the school will go from strength to strength, from one of the most popular schools in Dubai to one of the best schools globally. Our Vision To empower people to have the heart to celebrate uniqueness and the mind to be innovative, creative problem solvers, bringing a positive change to the world in which we live. We strive to provide a high quality, British independent education in an international context, with excellent academic and personal outcomes, consistent with the needs of each pupil. Every child is known and valued; we provide opportunities for them to explore and discover new talents which we nurture and celebrate. We regard our students at GFM as individuals, with equal rights but differing strengths and interests. GFM seeks to play a major part in helping young people to develop into confident, sensitive and reflective adults, with a range of worthwhile interests, ready to play an active part in society. We want our students to be happy, optimistic learners with high levels of self-esteem, enthused with a belief that they can achieve their full potential and equipped with the necessary skills and qualities to be successful. We believe that parental partnership is crucial and we place great value on individual contact. Friendliness and willingness to listen are the starting points for effective collaboration and these you will find in abundance at GFM. Core Values and The GFM Way The GFM Way defines how we do things here at GFM. We are very clear about our vision of the culture and character that we expect from our students and staff alike, and this approach underpins everything that we do. Every member of the GFM community therefore has a responsibility to uphold, live, role model and demonstrate the following: Core pillars Help each other to Grow Help each other to Flourish Help cultivate an ethos of Mindfulness Values & High expectations, aspirations, Demonstrate respect for themselves Act to support each other to be successful. Behaviour excellence and a belief that all can and every other member of the Collaborate and work together in teams succeed community. Trusting, caring & honest relationships Innovation & risk taking Safe and inspiring learning Lead by example environment Celebrate equality, diversity and inclusion 2  School Development Plan – GEMS Founders School Al Mizhar 2024-25 INCLUDING RESPONSE TO KHDA RECOMMENDATIONS and SCHOOL TARGET AREAS FOR IMPROVEMENT. VISION: To empower our people to have the heart to celebrate uniqueness and the mind to be innovative, creative problem solvers, bringing a positive change to the world in which we live. Strategic Plan: https://my.visme.co/view/90rp9m4m-gfm-strategic-plan Strategic Priorities: Grow [Leadership and Learning]- Including inclusivity & preparing our children for their future. Flourish [Skills development]- Developing our children’s High Performing Learning Skills & Digital Transformation. Mindful [Wellbeing & Sustainability]- Social & emotional learning with an emphasis on kindness and positivity. Executive High-Level Overview Staff, governors, parents and students will be involved in the process of evaluating the school’s performance in order to identify the priorities for the coming year. The school’s vision statement lies at the heart of this improvement plan. All stakeholders are fully committed to improving teaching and learning in order to improve the outcomes for pupils. The independent review of the school, by KHDA, is respected as a significant contributory factor in the school’s self-evaluation and so the recommendations from the recent inspection report form the backbone of this plan. Other key priorities are also included. Areas of Improvement & SDP Intentions Strategic Apr 2024 Jun 2024 Oct 2024 Dec 2024 Jan 2025 Feb 2025 Plan P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 P1 P2 P3 P4 1.1 KHDA recommendation 1: Embed recent improvements in Islamic G1.1, G1.2, Initiated G1.17 Education and Arabic so that standards of teaching, learning and achievement are at least good across all phases. 1.2 IE: Improve students’ recitation and memorisation skills G1.1, G1.2, Initiated G1.17 1.3 AA: Improve students’ writing skills further by encouraging them to G1.1, G1.2, Initiated G1.17 plan, self-evaluate, proof-read, and edit their own work. 1.4 AA: Improve students’ achievement by incorporating activities that G1.1, G1.2, Initiated G1.17 match students’ very different starting points in learning Arabic. 1.5 AB: Promote more independence in reading, writing and speaking. G1.1, G1.2, Initiated G1.17 1.6 AB: Provide more diagnostic feedback to students on their work to G1.1, G1.2, Initiated G1.17 enable them to know their strengths and areas for improvement. 1.7: Ensure that all leaders strive to improve the quality of teaching and G1.3 Initiated learning, especially in Islamic Education and Arabic. 2.1 KHDA recommendation 2: Develop further differentiated planning M1.6 Initiated of learning to personalise provision more effectively for individual students in lessons – most notably for higher attainers. 2.2: Ensure there is sufficient challenge in learning activities, especially F1.3 Initiated for higher achieving students and improve the quality of teachers’ questioning skills. 2.3: Embed the use of internal and external assessment outcomes to G1.4 & G1.7 Initiated plan more consistently to meet the learning needs of all students. 2.4: Ensure that teachers’ marking provides students with clear G1.6 Initiated guidance on how to improve their work. 2.5: Ensure there are high expectations in all curriculum areas, to F1.10 Initiated develop a culture of high performance. 3  2.6 NAP: Raise students’ reading assessment outcomes further by G1.14 Initiated embedding the recent improvement initiatives, with a particular focus on Emirati students. 2.7 NAP: Improve the action plans for improving students’ reading skills G1.19 Initiated to include specific measurable targets for all students. 2.8: Strive to achieve higher teacher retention rates annually to G1.16 Initiated consistently uphold and enhance the quality of teaching, and thereby more effective learning outcomes for students. 3.1: KHDA recommendation 3: Improve further students’ learning skills F1.1, F1.2, Initiated F1.3 to optimise their achievements by providing more opportunities for them to undertake independent research 3.2: KHDA recommendation 3: Improve further students’ learning skills F1.1, F1.2, Initiated F1.3 to optimise their achievements by improving teachers’ questioning skills so that they can lead and manage more perceptive discussions and reflection in lessons 3.3: KHDA recommendation 3: Improve further students’ learning skills F1.1, F1.2, Initiated F1.3 to optimise their achievements by ensuring teachers always provide comprehensive and diagnostic feedback to students about their learning – both orally and when marking their work 3.4: Ensure that during collaborative work, the group sizes of students F1.9 Initiated are such that all can participate meaningfully 3.5: Embed the use of a wider range of technology to support learning F1.1 Initiated and research. 3.6 Inclusion: Ensure students, for whom assistive technology would G1, F1, M1 Initiated be beneficial, have access to resources that enhance their learning experiences. A1.1: Improve students’ rates of attendance and punctuality. M1.1, M1.2 Initiated A1.2: Provide students with even more opportunities to initiate and lead G1.18, M1.3 Initiated projects that raise their awareness of Emirati and world cultures. W1.1: Ensure more frequent gathering and collation of data from M1.2 Initiated students and teachers to inform the basis for implementing wellbeing initiatives. Content for Areas of Improvement: Area for Improvement Page AREA OF IMPROVEMENT 1 – Embed recent improvements in Islamic Education and Arabic so that standards of teaching, learning and 5 achievement are at least good across all phases. AREA OF IMPROVEMENT 2 – Develop further differentiated planning of learning to personalise provision more effectively for individual 17 students in lessons – most notably for higher attainers. AREA OF IMPROVEMENT 3 – Improve further students’ learning skills to optimise their achievements 33 APPENDIX 1: Phase specific or dedicated area action plans: Attendance, Wellbeing, English, mathematics & Science 44 4 AREA OF IMPROVEMENT 1 – Embed recent improvements in Islamic Education and Arabic so that standards of teaching, learning and achievement are at least good across all phases. What are the issues? Pedagogical approaches in teaching and learning in Arabic A/B and Islamic studies are undergoing significant improvements, underscoring the importance of maintaining high standards of excellence across all lessons at GFM. The focus is now to embed these recent improvements as continued fundamental objective to ensure that every aspect of the curriculum and teaching meets the needs of all learners. The focus on Arabic B standards is of significance importance, in ensuring the learning experience and educational outcomes for students improves. To improve further progress in learning, coupled with over time, must lead to improved student outcomes and higher levels of attainment. These impacts are will be gauged through both internal and external ABT examinations, serving as critical measures of success OUTCOME TARGET: By June 2024 and December 2024, the majority of students attain levels that are above curriculum standards in Islamic Education in all phases and in Arabic A in Phase 2 and 3 OUTCOME TARGET: By October 2024, in lessons and in their recent work, the majority of students demonstrate levels of knowledge, skills and understanding that are above curriculum standards. OUTCOME TARGET: By December 2024, consistency in the quality of teaching and learning will have been improved to ensure 80% of lessons are evaluated at a good of which 60% will be better (UAE Framework for Inspection). The 20% of lessons not evaluated at a good will achieve a strong acceptable rating with few areas for improvement to achieve ‘good.’ Link to Strategic Plan and Strategic Priorities: https://my.visme.co/view/90rp9m4m-gfm-strategic-plan Grow: G1.2, G1.3, G1.4,, G1.8, G1.14, G1.17, G1.19 Flourish: F1.3, F1.10 Mindful: M1.3, M1.4, M1.6 A B C D E F Learning Intention Action Steps to Address Led by Whom By When?? Success Criteria IMPACT on learning to date Evidence (MONITORING of (Please also refer to Strategic plan and strategic plan in action – priorities) update regularly) 1.1 KHDA recommendation 1: Phase 1: DHT/AHT/Head of End of Term 1 24/25 100% of teachers planning for the Literacy Embed recent improvements Arabic- to continue to develop the MOE/SDL framework bespoke from Arabic. in Islamic Education and All teachers trained in T and L best practice. GEMs Arabic Literacy framework: Arabic so that standards of 100% of Arabic plans develop the use of teaching, learning and ensuring a focus on speaking and technology to use ‘Arabee’ app in lessons. achievement are at least good reading. Development of 100% of Islamic values are reflected in across all phases. extended sentences. progression map and planning. Islamic Values: Provide 100% of Islamic values built into assessment on opportunity for Islamic values to Arc Pathways be taught throughout the curriculum embedded into progression mapping and assessment. 5 Phase 2: Learning walks and observation data evidence Revise robust CPD calendar. HODs/Head of June 24 & Ongoing all teachers applying the strategies shared in Areas of focus such as ‘How to MOE/SDL CPD. As a result of improved standards of teaching teach the four skills, how to use and learning, 80% of MOE lessons observed are Research within lessons and in judged as good or better. 20% of lessons judged the wider curriculum, Classroom as a strong acceptable rating with fewer areas management, differentiation and for improvement to achieve ‘good'. personalisation of learning. Using the identified best practice September 24 and register, continue to implement ongoing peer observation and feedback cycles focusing on individual needs. Phase 3 & 4: Head of Revise robust CPD calendar. MOE/HoD/SDL June 2024 and Learning walk and observation data evidence all Areas of focus such as ‘How to ongoing teachers applying the strategies shared in CPD. teach the four skills, how to use All MOE teachers will have taken part in termly cross-departmental CPD sessions with the Research within lessons and in English team. the wider curriculum, Classroom As a result of improved standards of teaching management, differentiation and and learning, 80% of MOE lessons observed are personalisation of learning. judged as good or better. 20% of lessons judged Cross departmental CPD September 2024 and as a strong acceptable rating with fewer areas sessions with the English team, ongoing for improvement to achieve ‘good'. will be implemented to enhance In lessons, the majority of students demonstrate the standards of teaching in levels of knowledge, skills and understanding Islamic Education and Arabic. that are above curriculum standards. Peer feedback sessions demonstrate a deeper Using the identified best practice embedding of recent improvements, with 80% of register, continue to implement teachers actively implementing the strategies of peer observation and feedback peer observations, which will impact and cycles focusing on individual improve the students’ learning skills & needs. outcomes. Phase 3 only: Arabic B and Islamic B teachers will be work with an English teacher mentor to support their practice by receiving feedback from peer learning walks and best practice sharing sessions, linked to the key priorities for T&L within the MOE department. Inclusion: Heads of Inclusion September 2024 2 Arabic Flourish classes will be fully developed Align to Flourish class criteria. by the end of Term 1. 6  All Arabic and Islamic teachers 100% of the IEPs will have Arabic and Islamic will have an assigned flourish Targets. teacher to get support and All Arabic and Islamic teachers will have a link inclusion teacher. guidance. Almost all learning walks and dips will evidence IEPs will have Arabic and Islamic increased participation from students of all targets. abilities. Assign Arabic and Islamic Identify four inclusion champions within the MOE inclusion champions. department. 1.2 IE: Improve students’ Phase 2: recitation and memorisation Integrate daily repetition of HODs/Head of MOE April 24 Learning Walks and observations indicate 100% skills. of the Islamic lessons start with 10 minutes of recitation for 10 minutes at the beginning of each lesson. Quran recitation with at least 'good' proficiency in students' recitation skills. Progress and areas Termly parent surveys to gather Termly, starting in for improvement are monitored using the Quran feedback on Quran April ‘24 tracker. memorization progress, All students will be classified in levels and complementing existing data and working according to their individual needs. targeting focused students for Progress and areas for improvement are intervention groups. monitored using the Quran tracker. Students take part in termly Home learning projects will aim to improve home learning projects to May 24, October 24, student achievement and reduced achievement January 25, April 25 gaps as evidenced by termly data captures develop recitation skills and Parents will report high levels of satisfaction with knowledge. the online webinars and their effectiveness in Organise termly Islamic online supporting their child's learning. This can be webinars for parents to be May 24, October 24, measured through surveys Ater each webinar. involved in supporting termly January 25, April 25 project. 7 Phase 3 & 4: Develop the Islamic lesson flow Head of April 2024 and At least 'good' proficiency in students' recitation to include a dedicated 5-minute MOE/HODs/SDL ongoing skills, with all Islamic lessons beginning with a Quran recitation task every dedicated 5-minute Quranic recitation period. Progress and areas for improvement are lesson. monitored using the Quran tracker. Enhance the quality of teaching August 2024 Home learning tracker will reflect at least 75% of provision for the Quran, by students are submitting the home learning tasks appointing a dedicated Quran which is reviewed by Islamic teachers on google teacher. classroom. Introduce a Quran home learning Interventions by Quran teacher(s) will result in task by creating and sharing half- measurable improvements in students' termly homework menu tasks to September 2024 and proficiency levels, with most of the intervention ongoing students improving their proficiency to a level of reinforce Quranic recitation and good or better. memorisation skills, requiring Host at least two parental support sessions per students to practice and apply academic year. Post-session evaluation surveys these skills outside of their should indicate at least 75% parent satisfaction lessons. with the strategies discussed and a noticeable Embed Quran intervention ECAs increase in parental involvement in students' for KS3 students to enhance October 2024 and Quranic studies. recitation and memorisation The large majority of students make good ongoing progress within their recitation and memorisation skills. of the Quran. Continuously monitor students' progress in recitation and memorisation skills through regular assessment and observation in lessons. Organise sessions to highlight the importance of Quranic education and discuss effective methods for parental support. November 2024 and This includes strategies like ongoing creating a supportive home learning environment, regular practice schedules, and interactive recitation apps. Inclusion: LSA lead Recitation intervention Heads of Inclusion October 2024 All students attending the recitation interventions will be able to memorise and recite two surahs/ term. group for Islamic student to focus on memorization and recitation once a week every Friday for the identified students. 8 1.3 AA: Improve students’ Phase 2: All planning includes teacher modelling writing skills further by Lesson Plans to incorporate HOD/MO/SDL September 24 expectations for writing and at least 75% of encouraging them to plan, lesson observations indicate clear, purposeful effective live teacher modelling self-evaluate, proof-read, and teacher modelling which supports good rates of of the students’ writing process edit their own work. progress in lessons. using SeeSaw and Google Rubrics are used consistently for self-, peer and Classroom May 24 and Ongoing teacher evaluation evidenced by increased Design and implement rubrics accuracy in self-assessments against the for students and teachers to learning strategies rubric. develop self- and peer- Through Book Looks and moderation, at least assessment and teacher 80% of students will show a noticeable evaluation. improvement in handwriting quality, assessed by comparing before and after samples. Timetable and SOW to be August 24 Termly student survey to reflect an increase in adapted to include one indicators such as ‘Writing for Pleasure’. handwriting lesson Bi-Weekly to Students’ Writing outcomes will improve at each improve the quality and data drop. standards in handwriting. Develop a handwriting booklet September 24 for all year groups to increase the quality of teaching and learning of handwriting. 9 Phase 3 & 4: Collaborate with the English Head of MOE/Head of August 2024 and Consistent writing strategies to be used in Arabic department on writing strategies Arabic A/ SDL/Head of ongoing and English lessons. deployed to improve student’s English Students will demonstrate the ability to writing skills this is to include SPAG independently plan, self-evaluate, proofread, editing and rewriting skills. and edit their writing, evidenced by annotated Improve live modeling using examples in at least 80% of student’s work. visualizers across the department to Almost all students can apply the rubric to at provide students with instant October 2024 and bi- least one written piece bi-weekly, demonstrating feedback on their writing strategies. proficiency. Model the writing process for weekly ongoing Through moderation, at least 80% of students students by demonstrating how to will show a noticeable improvement in plan, self-evaluate, proofread, and handwriting quality, assessed by comparing edit using sample texts. Provide before and after samples. annotated examples that highlight Students will demonstrate a 20% improvement key elements of each stage of the in students' metacognitive skills as evidenced by writing process. increased accuracy in self-assessments against To extend writing and reading the learning strategies rubric, measured through stamina, implement bi-weekly pre- assessment, formative and summative handwriting lessons and termly assessments. calligraphy workshops. All teachers will attend at least two PD sessions Students to be trained on how to use and incorporate learned strategies the student skills rubric for self- (visualizer/metacognitive skills) into their evaluation and goal setting. teaching practices consistently. Cross-phase PD sessions focused Provide students with self-assessment tools, on enhancing metacognitive October 2024 and such as checklists or rubrics, to guide them strategies and effective use of through evaluating their own writing. Encourage ongoing visualizers. them to identify strengths and weaknesses in Phase 4 Specific: Expand a diverse their drafts and set targets for improvement. set of imaginative writing tasks across the curriculum to enhance students' creative and expressive writing skills. Phase 4 Specific: Collaborate with the English department on writing strategies deployed. Phase 4 Specific: Developing metacognition skills in learning flow 10  Inclusion: Most Learning walks and dips show active To continue to provide regular PD Head of Inclusion June 2024 and participation from students of all abilities. to MOE staff to support Most students will show a noticeable ongoing improvement in handwriting quality, assessed by strategies for students of comparing before and after samples. determination. Ensure the MOE department are MOE Inclusion aware of all the needs of Champion students and the implementation of key strategies 1.4 AA: Improve students’ Phase 1: DHT/AHT/Head of End of Term 1 Writing and developing the Literacy framework achievement by incorporating Arabic: continue to develop the GEMs MOE/SDL using the EYFS outcomes activities that match Arabic Literacy framework ensuring Teachers use ‘Arabee’ in lessons students’ very different focus on speaking and reading. starting points in learning Arabic. Development of extended sentences. Phase 2: Lesson plans will explicitly HOD/Head of September 24 Learning Walks, observations and Book Looks outline success criteria broken MOE/SDL will indicate a higher percentage of students will down into achievable and achieve the overall learning objective in lessons, as measured through assessments aligned with measurable differentiated steps, the success criteria. enabling teachers and students Lesson plans indicate personalized tasks for to actively track their progress students, correlating to the live data from the towards the learning objective. reading tracker. September 24 All teachers to use the reading tracker data to personalise the reading activities within the lessons, in particular for Emirati students. Phase 3: The large majority of Emirati students attain the Provide Emirati students with a Head of Arabic A/ All May 2024 curriculum standard in the Arabic A ABT test and targeted ABT intervention Arabic A teachers make better than expected progress. 100% of teachers track speaking skills on G4S support programme to raise their with a new assessment tracker. attainment and progress in the Through lesson observation and lesson dip it is round two test of AY 23-24. Head of MOE/Head of Term 3 2024 & evident that almost all teachers are insisting Increased opportunities for Arabic A/SDL upon full sentences and prompt students to Ongoing students to practice their extend their answers. speaking skills within lessons Through lesson observations, most teachers are Develop teachers to utilise high Head of Arabic A/ All rated ‘good’ by the end of Term 1. order questioning techniques in Arabic A teachers From regular book looks, it will be evident that order to ensure children extend December 2024 almost all students receive personalised, regular and timely feedback that moves them on in their their answers with justification. learning. As a result, the majority of students will Teachers also prompt students make good progress against their starting points. consistently to provide full sentence replies. 11  CPD to improve the Most students are aware of their strengths and effectiveness of teacher’s weaknesses linked to the four main skills and marking and feedback by know how to improve them. ensuring their targets link directly to the students’ areas of development. All Arabic A October 2024 and CPD to improve teachers' use of teachers/HOD AA ongoing students’ skills attainment data to enhance the personalisation of learning. Phase 4: All students receive personalised, regular and CPD to improve the Head of Arabic A/ All June 2024 and timely feedback that moves them on in their effectiveness of teacher’s Arabic A teachers learning. As a result, the majority of students will ongoing make good progress against their starting points. marking and feedback by Most students are aware of their strengths and ensuring their targets link directly weaknesses linked to the four main skills and to the students’ weakness. know how to improve them. CPD to improve teachers' use of Head of Arabic A/ All Ensure that at least 90% of students effectively students’ skills attainment data Arabic A teachers utilise success criteria/rubrics for self-marking September 2024 and to enhance the personalisation and peer marking. ongoing The large majority of teachers are rated ‘good’ by of learning. CPD improve Students’ skill, the end of term 1. understanding and confidence in At least 80% of students to achieve a gold, silver, or bronze award each term through the reading reading strategies by report system, based on the number of books implementing daily reading. they have read. Use specific subject data to October 2024 and bi- upskill personalised learning weekly ongoing through the use of tracking data. Conduct an Arabic proficiency assessment for all students at Term 1 2024 and the start of each term to tailor termly ongoing their learning goals and materials. Introduce differentiated Arabic activities in every lesson, focusing on varied skill sets and learning speed. Inclusion: Through observed lesson observations and dips, All Islamic and Arabic teachers Heads of Inclusion/ October 2024 and all MOE lesson plans will have IEP and Passport will be linked to an assigned MOE Inclusion links. ongoing champion 100% of the MOE teachers will have a link flourish teacher to get support inclusion support teacher. and information for Inclusion. Resource packs for Arabic and Islamic teachers will be provided by the inclusion department. 12  Arabic and Islamic IEP targets for all Level 3 SODs. Lesson plans to reflect direct link with IEPs and planned differentiated activities to promote participation and progress of students across various ability levels 1.5 AB: Promote more Phase 1: DHT/AHT/Head of End of Term 1 Formal observations in FS Arabic to focus on speaking independence in reading, To continue to develop the GEMs MOE/SDL outcomes. These show an improving trend of writing and speaking. Arabic Literacy framework – ensuring improvement from baseline and same period last year. a focus on speaking and reading and the development of extended sentences. Phase 2: At least 75% of Learning Walks and observations Teachers will introduce and Head of MOE/HOD April 24 will demonstrate students actively model leveled sight words at the participating in the Sight Words modeling activities, demonstrating an understanding of start of each lesson, ensuring a the newly introduced sight words. progressive approach. SOW to SeeSaw and Google classroom will have 100% be adapted to include the of all speaking projects with teachers’ feedback teaching of sight words and notebooks will have an end of unit QR. June 24 & Ongoing progressively. Head of MOE/HOD Through Book Looks and moderation, at least Students to take part in half 80% of students will show a noticeable termly home learning projects to improvement in handwriting quality, assessed by develop Speaking and oracy comparing before and after samples. skills. Timetable and SOW to be Head of MOE/HOD September 24 & On adapted to include one Going handwriting lesson Bi-Weekly to improve the quality and standards in handwriting. Phase 3: I start Arabic reports will show that at least most Develop and increase weekly Head of Arabic B/Head August 2024 and students are engaging with the platform and reading opportunities for of Reading reading the set assignments. ongoing Almost all students’ reading passports sampled, students to read and use the will show that they consistently fill out their school library more effectively reading reflection activities. Thus, evidencing during the lesson. regular independent reading activities. Further develop the Arabic library All teachers can identify their critical students and promote reading for Head of Arabic B/Head based on their I Start Arabic data. pleasure by dedicating DEAR of Reading Reports and data analyses from the head of October 2024 and reading need to show that most students are on time into schemes of work and the use of I START ARABIC ongoing track to achieve their reading goals. 13  platform by timetabling a weekly The large majority of students are reading at reading lesson. curriculum standard level by the end of term 1. Reading venns will be Google classroom will be used to upload all speaking projects with teachers’ feedback and implemented to help teachers notebooks will have an end of unit QR. identify critical students for Book scrutiny data will reflect the impact of using support. self and peer marking to enhance independent The Head of Reading provides September 2024 writing. AB/AA reading data for all ongoing teachers to analyse. Corresponding teacher PD s in place to ensure they can analyse the data effectively and use to October 2024 adapt plans. Create and implement a speaking project for each unit, designed to enhance students' oral communication skills. Enhance using writing rubrics to October 2024 and offer more opportunities for self ongoing & peer marking. Inclusion: Heads of Inclusion October 2024 and 100% SODs in Arabic and Islamic will achieve their Colorful semantics resource ongoing Arabic IEP targets for every term. packs in place for all Arabic and Islamic teachers. MOE teachers to do observations on writing lessons in flourish. 1.6 AB: Provide more Phase 2: diagnostic feedback to CPD on ensuring teachers Head of MOE/HOD September 24 Lesson observations, learning walks and book students on their work to looks will show that all teachers have improved implement consistently the enable them to know their in their application of the school marking policy Marking and Feedback policy to strengths and areas for since last academic year. improvement. provide purposeful and high- Using Student Voice, learning walks and book quality feedback against looks show that almost all of the students are objectives and targets. aware of their areas of development and next Design and implement rubrics steps through ongoing teacher feedback. May 24 for students and teachers to develop self- and peer- assessment and teacher evaluation. Phase 3: Lesson observations, learning walks and book Departmental book looks will Head of Arabic B August 2024 and looks will show that all teachers have improved take place on a bi-weekly basis in their application of the school marking policy ongoing since last academic year. to enable sharing of best 14  practice and to provide team From speaking with students in lesson feedback in a timely manner. observations, learning walks and in book looks Improve the marking and Head of Arabic B/ show that almost all of them are aware of their areas of development through ongoing teacher feedback policy by developing a Head of MOE October 2024 and feedback. clear rubric outlining success ongoing Through regularly book looks, it is evident that criterion for students, to help most students show independence in using them to know the areas where marking rubrics in self and peer marking. they need to improve. Develop a clear rubric outlining the criteria for Peer review. Inclusion: Heads of October 2024 and 100% of the inclusion champions will have an Inclusion Champion to develop their Inclusion/MOE ongoing understanding of different ways to implement IEP understanding of how to consistently Inclusion champion target strategies. implement the IEP strategies to support SODs in lessons. 1.7: Ensure that all leaders SDP G1.12: strive to improve the quality of To undertake second BSO xSLT June 2025 To be judged as 'Outstanding' School by BSO teaching and learning, inspection in 2025. especially in Islamic SDP G1.3: The quality and effectiveness of teaching and learning Education and Arabic. Improve the consistency of Heads of School December and and student outcomes across all departments ongoing improves over a three-year trend. middle leaders in evaluating the work of their departments and the quality of teaching and learning. Further strengthen leadership Enhancing organisational effectiveness across all Leadership of MOE has phases and improving student outcomes through more been strengthened by capacity by appointing Director Pr Term 3 23/24 the clarification of roles focused and strategic decision-making. of Learning for MOE subjects and and responsibilities and Strategic Development Lead by investing in further capacity in cross-phase overseeing Phase 1-4 MOE leadership roles. Middle strategy leaders are improving their skills and their contributions to school improvement. Phase 1: DHT/AHT/Head of End of Term 1 Design a formal observation structure MOE cross All leaders (MOE and Phase 1) MOE/SDL phase with Phase 1 develop learning framework for Phase 1 teachers observe Year 1 Arabic and develop pedagogy. EYFS in speaking and listening. T and L ‘vision’ and lessons modelled from previous year agreed and observed by leaders (cross phase) Phase 2: All MOE leaders will actively seek out Term 3 & Ongoing professional development as part of their 15  All MOE 25-day action plans will HODs/Head of ongoing 25-day action plans. This will be include a ‘leadership MOE/SDL supported by the Head of MOE, Director of MOE and Head of Secondary. All leaders will upload development’ focus. the evidence to BlueSky on a half-termly basis. Middle leaders to be upskilled to All MOE department leaders attend the be part of the formal lesson observation training in Term 3, 2024. As a result, observation process Term 3- 24 they have an enhanced understanding of how to Develop and deploy unified evaluate the quality of T&L within their assessments across the cluster HOD/Head of department. within the next two months to MOE/CSDL Enhance teaching and learning quality through ensure consistent and the successful adoption of the unified assessments across the cluster, aiming for at standardized evaluations of least 80% educator compliance within four teaching quality months, ensured by thorough moderation Phase 3 & 4: Heads of MOE Term 3 2024 and processes. All MOE 25-day action plans will departments/Head of ongoing include a ‘leadership MOE/SDL development’ focus. All Heads of MOE subjects Head of Secondary receive observation training. and VP Term 3 2024 Develop and deploy unified assessments across the cluster HOD/Head of within the next two months to MOE/CSDL ensure consistent and standardized evaluations of teaching quality. 16 AREA OF IMPROVEMENT 2 – Develop further differentiated planning of learning to personalise provision more effectively for individual students in lessons – most notably for higher attainers. What are the issues? Learning tasks are not always differentiated enough to ensure sufficient challenge, especially for higher attaining students. Teachers use assessment information to track students’ progress but the use of assessment data to personalise learning remains inconsistent. Embed the consistency of questioning to promote high-quality learning conversations and higher order thinking. OUTCOME TARGET: By December 2024, most teachers plan engaging lessons, provide motivating learning environments and use time and resources skilfully to enable all groups of students to be very successful learners. OUTCOME TARGET: By October 2024, GFM QA data indicates that most teachers use strategies that are highly effective in meeting the individual needs of the students. They consistently provide specific levels of challenge and support. OUTCOME TARGET: By December 2024, GFM QA data indicates that most teachers purposefully develop students’ critical thinking, problem-solving, innovation and independent learning skills Link to Strategic Plan and Strategic Priorities: https://my.visme.co/view/90rp9m4m-gfm-strategic-plan Grow: G1.3, G1.4, G1.5, G1.6, G1.8, G1.19 Flourish: F1.3, F1.7, F1.8, F1.9, F1.10 Mindful: M1.1, M1.2, M1.4, M1.6 A B C D E F Learning Intention Action Steps to Address Led by Whom By When?? Success Criteria IMPACT on learning to date Evidence (MONITORING of (Please also refer to Strategic plan and strategic plan in action – priorities) update regularly) 2.1 KHDA recommendation 2: Phase 1: 100% of observations to reflect assessment Develop further differentiated To provide opportunities to develop DHT/AHT/HOYs/Lead Oct 24 tracking of a ‘risk taker’ to provide feedback on planning of learning to spotlight of curriculum adaptation to learning. practitioner personalise provision more Calendar planning moderations built into personalise learning- sharing best effectively for individual planning time to share annotation notes on students in lessons – most practice across Phase one (focus on risk-takers). personalisation notably for higher attainers. 100% of teachers confidently annotate and adapt curriculum to reflect student interests and bespoke next steps Phase 2: 100% of teachers confidently differentiate their Revise the GFM planning T&L team and BPC June 2024 plans, of which 75% of teachers show adaptive template to ensure teachers plan teaching strategies within lessons. for adaptive Teaching and 100% of Subject Leaders to undertake at regular focused QA of planning with subject planners Learning strategies. MLs – Current and new To upskill teachers in planning HoS (English, Maths, subject specific differentiated Science and Reading) November 24 tasks involving subject leaders in the QA process. Phase 3: 17  HA students to be a recurring Head of Departments June 2024 and monthly focus for departmental monthly ongoing All departments are conducting monthly HA- focused book looks. book looks. Almost all observed lessons demonstrate Develop the school planning DHT & SDHT differentiated planning to personalize provision process to ensure personalisied effectively. provision is explicit within plans Subject lesson planning documentation and and departmental schemes of Schemes of learning demonstrate differentiation and adaptive teaching in place. learning Most students observed in lessons demonstrate Review the class Venn diagram very good learning skills. format to ensure it facilitates October 2024 and QI forms adapted to ensure adaptive teaching more effective personalisation of ongoing strategies are identifiable in lessons learning. This will include the Most students in KS3 students will have a implementation of a year group Chromebook. level class Venn, to support with wider quality assurance of personalisation across a variety of subjects. Use of AI Tools to provide HA with Director of Innovation October 2024 and DHT ongoing challenging tasks and research- oriented tasks. Use of adaptive learning software and platforms more consistently across school utilising an increased device use. Phase 4: All departments are conducting monthly HA- HA students to be a recurring Head of Departments June 2024 and focused book looks monthly focus for departmental Almost all observed lessons demonstrate monthly ongoing differentiated planning to personalise provision book looks. effectively Develop the school planning DHT & SDHT October 2024 and Subject lesson planning documentation and process to ensure personalisied ongoing Schemes of learning demonstrate differentiation provision is explicit within plans and adaptive teaching in place. and departmental schemes of Almost all students observed in lessons learning demonstrate very good learning skills. Review the class Venn diagram QI forms adapted to ensure adaptive teaching format to ensure it facilitates strategies are identifiable in lessons more effective personalisation of learning. This will include the implementation of a year group level class Venn, to support with wider quality assurance of 18  personalisation across a variety of subjects. October 2024 and Use of AI Tools to provide HA with DHT& Director of ongoing challenging tasks and research- Innovation oriented tasks. Inclusion Phase: Enhanced Inclusion and T&L Heads of Inclusion By December 2024 100% of teachers confidently differentiate their collaboration. To include Flourish plans, of which 75% of teachers show adaptive teachers co-teaching with teaching strategies within lessons. 100% of the SODs, G&T and ELL students will be identified teachers. identified on the seating plans with teachers' Inclusion to provide support to annotations. the class teachers to become More than 90% of Inclusion Lesson Dips will proficient in inclusive education evidence SODs are actively participating in their techniques, curricular mainstream lessons. modification, and personalisation of learning objectives. Individualised passports for all gifted and talented students. Teachers' folders to include a copy of updated passports with annotations. Add IEP and Passport links in the lesson plan. Identify and promote Inclusion Champions across all Departments. 2.2: Ensure there is sufficient Phase 1: Phase one development of learning skills ‘risk challenge in learning To adapt the Planning format to Head of Primary and November 24 taking’ story to introduce the skill activities, especially for higher pSLT 100% of teachers planning for ‘risk taking’ using include opportunities for ‘risk achieving students and the new template. improve the quality of taking’ in the provision. 100% of teachers to take part in moderation in teachers’ questioning skills. Introduction of ARC pathways to Term 3 on identifying ‘risk takers’ include ‘greater depth’ 100% of teachers using ‘model Monday’ to statements across cluster identify challenge in the provision expectations. To improve the quality of feedback given from lesson observations to ensure ‘risk taking’ is a focus Phase 2: 100% of lessons includes learning conversation To upskill teachers in T&L Team November ‘24 that facilitates critical thinking. implementing additional Kagan 19  strategies to enhance the quality 100% of lessons consistently show strategies of learning conversations. that demonstrate Kagan Strategies of which 75% To deliver CPD to cover proven T&L Team, HOS June ‘24 demonstrate new Kagan strategies questioning techniques such as Blooms, PPPB, ABC questioning Phase 3 & 4: Lesson observations and learning walks evidence Further develop teachers’ DHT / AHT /Heads of September 2024 and that most teachers are effective in using tiered knowledge of higher-order Department ongoing questioning to facilitate deep learning conversations. questioning techniques through Lesson observations and learning walks evidence CPD, to develop and ensure that almost all teachers consistently use the GFM learning conversations take approach to questioning students. place during every lesson. Lesson observations and learning walks evidence Develop a ‘GFM’ approach to that students can increasingly challenge each questioning that is grounded in a other in their answers. Most students understand common approach across all why asking tiered questions facilitates deeper departments. This approach will thinking. draw research-evidenced best There is consistency across the school in relation to the use of ‘learning conversations’ within practice (e.g. Socratic lessons. Almost all teachers utilise the new questioning, cold calling and approach. standardized expectations of Most Phase 3, and almost all Phase 4 students student oracy). observed in lessons demonstrate very good Student-to-student questioning learning skills. is strengthened through the introduction of prompts to facilitate stronger development of oracy between students and their ability to challenge each other’s answers. Inclusion: 100% of the flourish lessons consistently show To provide support to the class Heads of Inclusion September 2024 strategies that demonstrate 4 Kagan Strategies teachers to become proficient in of which 75% demonstrate 6 Kagan strategies. 100% of the flourish lessons will show inclusive education techniques, collaborations and peer engagement. curricular modification and Most Gifted students will utilise their question personalisation of learning cue cards during mainstream lessons. objectives. Provide differentiated questioning stems to all identified G&T students to promote independent higher order questioning. Gifted students have access to high-order question cue cards. 20  G&T passports will inform the specific strategies to enhance the learning experience for gifted students. 2.3: Embed the use of internal Phase 1: 100% of teachers to take part in action research and external assessment Development of lesson study BPCs / AHT/ DHT September 24 and lesson study to develop best practice. outcomes to plan more ongoing 100% of leaders to be part of holistic tracking- triads in FS to share best practice consistently to meet the using student data in lesson observations learning needs of all students. and embed use of data to make annotations in planning. Development of assessment buddies across Phase one and two to share assessment best practice Phase 2: Term 3 Pupil progress meetings include NAP To adapt Core MTP’s to align with AHT, DHT February ‘24 targets for groups of students in Year 4-6. NAP outcomes in external and 100% attainment of GL strands are monitored on G4S. internal assessments EOY 23/24 GL stands show Very Good data by Term 3. To improve Pupil Progress All teachers update Term 1 24-25 Class on a page Powerbi utilised by meetings and include the COP with HA & G&T November ‘24 teachers. monitoring of NAP targets and Most observations demonstrate teachers groups of students who effectively employing COP interventions in underachieved in NAP. Add lessons by Term 2 24-25. strands to G4S from GL areas of development. Monitor these strands termly. Development of PowerBi to be November ‘24 class teacher friendly to enhance the process of COP Phase 3 & 4: Clear identification of strengths and weaknesses Review current assessment SDHT/SSLT/Heads of Term 3 2024 in current assessment practices. practices and identify areas for Department 100% increased staff understanding and confidence in owning their assessment data and improvement through a whole using it to personlise learning in the classroom. secondary school audit, ensuring Increased usage of question level analysis in our practice is centered around lesson planning and personalised intervention. the four pillars of assessment 100% of all markbooks to consistently include all (purpose, validity, reliability, and relevant external dat