2017 – 2018



Loxford School is now part of a Multi-Academy Trust, the growth of which over the last year has been extensive.

The biggest challenge, as the Trust grows, is for Loxford to maintain its high standards, particularly in examination outcomes.

Loxford believes in setting the highest levels of academic targets and reaching these.  The A* – C levels have increased this year to 67% 5 A* – C with English and Maths and Key Stage 1 SATs are in all areas above 81%.  This will be the first year that the school will be completing SATs tests in Year 6.The challenge this year will be meeting the new linear specifications in all examinations for this all-through school and as such the school will focus on embedding leaders’ understanding and responsibility of the new specifications and changing teaching as a result.

The Deputy Head in Charge of Teaching Schools will now oversee the teaching of English across the Trust to ensure the performance improves after disappointing outcomes over the last two years.

The primary responsibility of the school will be to embed accountability and monitoring with all its leaders and ensure that staff are inspired in order for children to achieve well.

Areas with difficulties will work with areas of strength and with Lead Practitioners to improve outcomes for all children.  A new Trust appointment will now monitor and set clear strategies for English as this is prerequisite for all children whether they go to work or enter university or apprenticeships.  A clear system of departmental reviews will be a highlight of school improvement led by Senior Leaders who will be challenged with their own accountability for the areas in which they lead.  Loxford will continue to work with the local community to develop better relationships through parental communication at all levels including developing the excellent work of the newly established PTFA.

The CEO and Governors will work transparently but will challenge all areas and set clear academic targets for the 2018 results.

It is imperative that a culture of attribution is supplanted by individual professionals accepting personal accountability for their children’s outcomes. Together this can be realised.  We are all stewards of learning and no individual ego should steer us away from our path.  The true leader in any department develops it to a better place than where it started.  The importance and the power of ideas within the concept of humanity will maximise our results.

Our social footprint is the impact our teaching makes on the lives of our children.

“We must leave the jersey in a better place”.

The impact of Governors will also increase through focused visits and other collaborations, employing challenge as a primary tool in supporting the school.

Each year, as we have grown, we have raised our expectations of ourselves.  The successes we have achieved are attributable to our talented and highly dedicated support staff, teachers, leaders and Governors.  Alongside this we are grateful for the extensive support and commitment of our children and their parents and carers.

Improvements in staff development.  The greatest challenge in Loxford is the recruitment and retention of qualified subject specialists.  It is essential that recruitment remains high on the agenda for the Headteacher.  It is particularly pleasing that a number of new NQTs and Subject Specialists will join the school this academic year.

The Vision


Loxford will now embed the strategies and use the experience of the Loxford School Trust to provide outstanding outcomes for the children.The vision will only be realised by building on the success of the school so far to raise standards of attainment.  It is especially pertinent that we do not use our past successes to prevent our further success.

The aim of the school will be to target all children on entry to ensure that they are given the tools to move onto university if they wish. A key area will be to concentrate on English Language and Mathematics and to build further on the success of the examination outcomes of 2017. The SEND department will continue to develop intervention strategies to ensure that all children have the ability to access the curriculum and disadvantaged children are given the tools to succeed and attain at the same level as their peers.   Department areas will be reviewed through a vigorous programme led by the Senior Teams and plans to support areas of need will be swiftly completed ensuring the children’s results are maximised. Areas that have not performed as well as other areas will be held accountable to ensure that they meet the challenges of examination performance.

The curriculum will also be modified at all key stages to allow children greater access to options that they will succeed and achieve their potential in. Greater emphasis will also be placed on children gaining 5 A*- C grades including English and Maths with clear intervention strategies to improve the percentage figure for this area. The current declared figure is 67% and it is expected that this figure will to rise to 75% over the next three years.  The target for 5 A* – C with English and Mathematics will be 70% and Progress 8 will be judged as 1.0.

Behaviour monitoring, exclusions and attendance will continue to be key areas of improvement resulting in fast clear systems.

Appraisal will also feature as a key area for development allowing staff to develop their personal portfolios with clear training needs identified leading to INSET that enables both the individual staff member and the whole school to benefit.

Assessment of all children will be a key feature in the school and departments with greater accountability for all subject areas using national data as a guideline. Children will be tracked consistently to ensure that they are meeting their potential with clear interventions if they are not.

Curriculum areas will have open, clear and accessible schemes of work that are clearly progressive. Department Reviews will be a central focus for all Curriculum Leaders as they lead their teams into a self-evaluating focus and will set clear actions with targets. All post holders will ensure that they are part of departmental processes and that they have an evidence portfolio that clearly tracks their responsibilities.

There will be better communication with parents resulting in improved standards of children’s performance. Reporting to parents will occur three times a year resulting in improved relationships with parents and the school. It is essential that we develop strong partnerships with our parents.

The Annual Development Plan for 2017-2018

Each Annual Development Plan will take the School one step closer to realising the vision, map out the route to success and provide clear criteria against which progress can be measured.  Because, unless we as a whole school know where we are going we won’t be able to plan how to get there and won’t know when we have arrived!

The plan for 2017-2018 takes as its main theme the need to raise standards of attainment.  In order to achieve that aim there are 5 key objectives, based on Ofsted criteria clearly described in the following sections.

Anita Johnson

Key Objectives of the 2017-18

School Development Plan

Key Objective 1:

Leadership and Management

Key Objective 2:

Quality of Teaching, Learning and Assessment

Key Objective 3:

Personal Development, Behaviour and Welfare

Key Objective 4:

Outcomes for Children

Key Objective 5:

Effectiveness of Early Years Provision

Key Objective 6:

The Effectiveness of the 16 – 19 Study Programmes


Loxford School
Part of the Loxford School Trust

Mission Statement

We will maximise the effectiveness of learning opportunities and technologies to provide our children with high levels of attainment and achievement.  This will be provided in a well-ordered, reflective, enterprising and collaborative environment in which all participants are respected and are enabled to fulfil their potential and to make a positive contribution to the development of our culturally rich community.


Values, Vision and Mission

Through our policies, practice, evaluation and celebration we shall illustrate our commitment to:

  1. All humanity, respecting the rich diversity of individual, family and community life; specifically recognising and supporting the primary entitlement of all in the development of their own spiritual and emotional well-being and of a positive self-esteem.
  2. The fulfilment of personal potential through educational opportunity, based on the aspirations of individuals, appropriate to their needs and accessible to their circumstances.
  3. Innovative and flexible approaches to teaching and learning, effectively deployed to raise student aspirations; grounded in realistic self-appraisal, fuelled by clear visionary inspirations, driven by supportive staff, and resourced by state of the art facilities within a purposeful and attractive environment inspired by a clarity of vision from the school’s leaders.
  4. A broad, balanced and personalised curriculum, enhanced by our distinctive focus on Science, Technology and Languages, supported by effective deployment of a range of educational technologies.
  5. A variety of differentiated accreditation opportunities for all children based upon competencies, aptitudes and a pro-active approach to equality of opportunity for all, including securing the basic skills of literacy and numeracy as access keys to the curriculum.
  6. The provision of distinctive and high quality post-16 education, reflective of the School’s specialisms and with a focus on lifelong learning and collaboration with our community.
  7. A committed, well-resourced staff including colleagues from outside conventional roles, deployed where appropriate to enhance the learning process.