Past: We take pride in our history and in the school’s enduring legacy of promoting a love of learning and the fostering of kindness and compassion.
Present: We provide high-quality, challenging, nurturing and relevant education in a safe and supportive environment; with opportunities for enrichment and extra-curricular activities, celebrating our students’ achievements.
Future: Our students will leave us as imaginative and creative thinkers ready to meet the unknown challenges of their generation and the aspiration to make the world a better place.
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Long Term Strategic Objectives
Effectiveness of leadership and management
Strategic Development
The Leadership Team at UVHS has a clear and ambitious vision for providing high-quality education to all pupils. This is realised through strong, shared values, policies and practice. This vision has been maintained throughout the pandemic and beyond/during the transitional period.
| Key Outcomes |
| Governance is outstanding. |
| All areas of strategic leadership in the school are highly effective. |
| Highly effective succession planning is in place for all levels of leadership in the school. |
| The continued Professional Development in the school means that all members of staff have the skills, experience and qualifications to progress to the next stage of their career. |
| The welfare of all staff and students is at the heart of all decision making. |
| Communication with stakeholders is clear and comprehensive. |
Quality of Education
Strategic Development
That the quality of education is exceptional for all students, where lessons are well planned, differentiated and delivered. The curriculum is well planned, sequenced and ambitious, assessment is valid, rigorous where summative and where formative, furthers learning. In addition, knowledge acquisition and consequential outcomes are excellent, and progression routes reflect this. Behaviour for learning is exceptional with a positive learning environment is created.
| Key Outcomes |
| Attainment in English and Mathematics is significantly above the national average. |
| Attainment 8 is significantly above the national average. |
| Maintain Progress 8 to be significantly above national averages. |
| Attainment and Progress 8 gaps between key groups are diminished. |
| All students consistently demonstrate attitudes and learning that promote excellent progress. |
| All students in all year groups engage in a curriculum that promotes substantial and sustained progress with a clearly defined path and outcome. |
| All students to meet or exceed their chronological reading age. |
Behaviour and Attitudes
Strategic Development
To develop Victoria Values to support excellent attitudes to learning, pride both in achievement and in Ulverston Victoria High School. To continue to develop the values needed to be a positive citizen in the 21st century United Kingdom, such as respect and tolerance for other points of view. To promote aspiration and provide impartial guidance for employability.
| Key Outcomes |
| Attendance is well above the national average. |
| Persistent absence and severe absence to be significantly below the national average. |
| All students feel safe and happy at UVHS, with all students believing that all instances of poor behaviour are dealt with effectively. |
| The behaviour management systems in the school are relationship based, inside and outside the classroom. |
Personal Development
Strategic Development
For the students who leave UVHS to have the necessary Skills for Life and Learning to achieve their potential in the modern world. This includes an understanding and celebration of the differences and similarities between people in this country and the wider world, embracing Victoria and British Values.
| Key Outcomes |
| A comprehensive Personal Development programme is in place for all Key Stages. |
| The Careers programme continues to be exceptional, meaning that all students leave the school with a positive, ambitious and appropriate progression route. |
| All students engage with extra-curricular activities. |
| UVHS is a school where diversity is understood and celebrated by all. |
School Improvement Calendar
Governors - School Improvement Group
| Date |
Actions |
| September 2023 |
Draft School Improvement Plan (SIP) Produced |
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Final Self Evaluation Form (SEF) Produced |
| October 2023 |
SEF and SIP presented to the Governing Body. |
| November 2023 |
Quality of Education
School Improvement Group Review of Quality of Education (priorities 1 & 4) |
| January 2024 |
Behaviour and Attitudes
School Improvement Group Review of Behaviour and Attitudes (priority 3) |
| March 2024 |
Personal Development
School Improvement Group Review of Personal Development (priority 2) |
| May 2024 |
Effectiveness of Leadership and Management
School Improvement Group Review of Effectiveness of Leadership and Management |
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Draft SEF |
| June 2024 |
Annual Strategic Planning Meeting |
| July 2024 |
Draft SIP |
Department Areas
| Date |
Department Areas |
| September |
Green Card completed |
| October |
Department Improvement Plan Completed |
School Review
| Date |
School Review |
| November 2023 |
Thursday 23rd November 2023 P5 & 6
School Review of Quality of Education (priorities 1 & 4)
Report written for School Improvement Group (SIG) |
| January 2024 |
Tuesday 9th January 2024
School Review of Behaviour and Attitudes (priority 3)
Report written for SIG |
| March 2024 |
Monday 11th March 2024 P1 & 2
School Review of Personal Development (priority 2)
Report written for SIG |
| May 2024 |
Date t.b.c.
School Review of Effectiveness of Leadership and Management
Report written for SIG |
2023 to 2024 Operational Objectives
Priority 1
To embed the new curriculum and develop pedagogy in the classroom, in line with modern research based framework and thus improve the experience for all students and improve outcomes.
Action 1 - Teaching and Learning discussion
To increase time spent discussing Teaching and Learning (T&L) to create a common language about T&L and increase understanding of evidence-based pedagogy to ensure pedagogy is evidence-based.
| Outcomes |
| T&L briefings are led by the Assistant Headteacher: Teaching and Learning and other school staff to share good practice and ensure key messages are clear to all staff. |
| Staff across all subject areas in KS3, KS4 and KS5 are typically using Do Now Activities to start lessons. |
| Typically, staff use learning questions as lesson objectives. |
| Teachers use a range of questioning to Check for Understanding (CFU) frequently throughout the lesson. |
| Teachers ask questions which require detailed explanation. |
Action 2 - Identify core knowledge
To develop ways to identify core knowledge for teachers and students.
| Outcomes |
| All subjects have Knowledge Notes in place in the curriculum for September 2024. |
| All subjects use exit tickets to Check For Understanding at the end of lessons. |
Action 3 - Improve literacy skills
To improve literacy skills through developing strategies for increasing tier 2 and tier 3 vocabulary.
| Outcomes |
| All subjects are proactive in teaching tier 2 and tier 3 vocabulary. Pupils use language with fluency and understanding. |
| Testing and teaching accurately identify students’ reading needs and personalised programmes lead to accelerated progress and increased vocabulary. |
Action 4 - Instructive coaching model
To further develop, using an instructive coaching model, consistent high quality teaching in line with the Teaching and Learning Framework.
| Outcomes |
| Teaching using the Teaching and Learning Framework becomes “Typical”. |
Priority 2
Develop a more comprehensive delivery strategy for the introduction of the UVHS “Personal Development Programme” to ensure that all students at UVHS receive all the necessary knowledge and skills to be rounded and informed young people ready to take their place in the real world and develop cultural capital and British Values.
Action 1 - Audit existing provision
Audit existing provision.
| Outcomes |
| A Working Group is established to consider ideas and determine a way forward. |
| A Strategic Plan is created and dovetailed into the curriculum. |
| Provision mapped for all year groups. |
| Model refined and developed further. |
Action 2 - Develop a delivery strategy
Develop a delivery strategy with curriculum plans, lesson plans and resources.
| Outcomes |
| A complete programme to deliver all aspects of the Personal Development curriculum is scheduled and resourced. |
Action 3 - Develop Victoria Values
Develop the Victoria Values ethos approach to Professional Development.
| Outcomes |
| Ethos becomes more overt and used in common language. Surveys of students show an improved level of allegiance. |
Priority 3
To further develop the whole school relationship based approach to behaviour which is built on the basis of Victoria Values and means that all students feel safe at UVHS.
Action 1 - New behaviour management policy
Introduce and embed a new behaviour management policy.
| Outcomes |
| Behaviour in lessons improves. |
| Fewer Yellow Cards. |
| Fewer interventions are needed. |
| Better outcomes. |
| Surveys show students are happy in school. |
Action 2 - Relationship based behaviour management
Develop a relationship based approach to behaviour management in the classroom.
| Outcomes |
| Surveys show students are safe in school. |
| The explicit use of the learning behaviour strategies by all staff is consistently demonstrated. |
Action 3 - Relationship based support
Develop a relationship based approach to support behaviour management across the school.
| Outcomes |
| Students are rewarded and feel valued. |
| VV Certificates. |
| Positive Behaviour certificates go home. |
| Attendance certificates and Golden Tickets go home. |
| Systems restorative rather than punitive. |
Action 4 - Redeveloping wellbeing systems
Redevelop the school systems for the reporting, recording and acting on incidents of perceived bullying.
| Outcomes |
| Surveys show students are safe in school. |
| Incidents of bullying reduced. |
| Clear communication with students and parents. |
| Follow up actions are part of the process for both the victim and the perpetrator. |
Action 5 - Developing school ethos
Develop the school ethos through positive reinforcement, behaviour modelling and reward.
| Outcomes |
| Students are rewarded and feel valued. |
| VV Certificates. |
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Positive Behaviour certificates.
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| Attendance certificates and Golden Tickets go home. |
| Surveys show improved allegiance to the school. |
Priority 4
To review and develop the school marking and assessment policy in order to develop a framework with a view to enhancing its effectiveness and ensuring student progress whilst reducing workload and improving wellbeing of classroom teachers.
Action 1 - Educational thinking consultation programme
Develop a consultation programme with all stakeholders and research current educational thinking.
| Outcomes |
| Carried out, analysed, discussed by Senior Leaders and presented back to Subject Leaders and Staff. |
| Results are analysed and considered before a draft framework is presented to Subject Leaders and staff. |
Action 2 - Develop assessment and marking framework
Develop a framework following input from all stakeholders.
| Outcomes |
| Framework is developed. |
| Framework is developed into “Department Policy” and principles are clear and effectively implemented, as demonstrated by Health Checks and Department Reviews. |
| All departments have effective assessment plans and calendars in place across both Key Stage 3 and 4. |
Action 3 - New assessment and marking policy
Roll out new policy
| Outcomes |
| Adopted by all departments. |
Action 4 - Review, adapt and embed assessment and marking
Review, adapt and embed.
| Outcomes |
| Change and update as appropriate. |
Action 5 - Implementation
Implement the new Assessment Policy
| Outcomes |
| Publish final policy. |
