Introduction

Loxford School of Science and Technology has passed some significant developmental milestones. The school has moved into new premises on the completion of the building programme under the “Building Schools for the Future Programme”. It has received an interim assessment from Ofsted (July 2010) that states that the school has again been awarded the criteria of “outstanding and they see no need to visit as the school has improved and sustained it’s outcomes. This exemplifies the many milestones that the school has passed in the previous years and the growth that has been sustained with the excellent teaching staff and the dedication to school improvement. We can also reflect positively on tremendous progress in many ways including the excellent GCSE results the A2 results and the significant improvements in AS performance.


September 2010 witnessed the advent of a new dawn in the educational provision, resources and accommodation for all concerned with the School, featuring:

•   The development of the new building.
•   ICT and learning resources adding greater value in student learning.
•   State of the art accommodation for specialist subjects.

The over riding aim continues from last years plan and is to build on the success to date and improve standards of attainment at each key stage. It is essential that the school is ready for the increase in numbers for each year and staffing matches the needs of the curriculum. The key area for progress is to develop students into learners that have the resources to progress to university regardless of ability. Students will view education from a “stage not age” approach and they will be encouraged to capitalise on their talents rather than their weaknesses. Therefore the curriculum will be “tweaked” in different areas to ensure that students are given a personalised curriculum to match their needs and aspiration. This ideology takes in the implications of the governments agenda on personalised learning and the Children and Young Peoples Plan. A key focus area will continue to be post 16 education within this development plan.

However, as we begin the Academic Year 2010-2011 we can also reflect positively on tremendous progress in many ways.

Student recruitment

Improved opportunities.
Student numbers continue to increase and year 7 will see the advent of the new schools roll reflecting the size of school that Loxford will become. Students will access examinations when they are able to succeed rather than their age. Year 9 were successful in Religious Education GCSE with 76% of students gaining a grade C or above. The maths department have completed early entry for some year 10’s who will now proceed to AS level in year 11. Some students have completd Lanuguages AS level in year 11 and have been extremely successful. The critical thinking AS level in year 10 and 11 has some success but need to improve to meet the schools current standards. Students are able to assess a wider curriculum base and this follows their academic levels to ensure they can aspire to the future careers that they want. The improved facilities will enable all students to access high level technologies with an increasing growth of e learning opportunities.
 
Improvements in learning outcomes.
The 2009-10 GCSE results were especially pleasing, with students gaining five or more A* to C grades with English and Maths increasing to 61.5%, a rise of 9 percentage points, and an increase of 32 percentage points since 2005. The numbers of unclassified and low grades were also significantly diminished, reflecting our concern for all students of the school. The gifted and talented programme has been extended for the forthcoming year. With the improvements this year in targeting higher level students the number of A* and A grades have increased significantly. All students who wanted to attend university gained entry and one student will start Cambridge University in 2010.

Improvements in staff development.
A significant number of colleagues gained Qualified Teacher Status in the last year and the quality of educational experience gained by our students is consistently improving.  The School is fully staffed with subject specialists, also including many well qualified teachers, expert in their field. There are now greater fields of applicants applying for posts in the School as the teaching force recognise the changes that the School has made. Performance management is embedded into the structure of the school and will further improve in time. A large number of Teach First, GTP’s  and NQT’s  will start with us this year.
 
Active engagement with our community.
This area will need to accelerate and the new programme of activities will be publicised through the school. The appointment of a Business and Events manager will ensure that the building and all it’s facilities are used to capacity and will generate the type of income that we hope to achieve. Loxford school will become a facility that is used through the year. We have embarked on an extensive programme of classes and activities in association with our residential and educational neighbours. This has led to many projects that involve other stakeholders in many different fields of learning.
Parental surveys show the school members that in their view the school is progressing well and they are pleased with the progress that their children are making.
 

The 2010-11 School Development Plan is a further logical and aspirational progression from the previous year and maintains the original objectives of the previous year. The six principal objectives of the 2009-10 plan were reviewed formally by the whole staff and the SLT resulting in a tweaking of previous objectives. This has led to further developments within this new plan. The school must move forward and challenge thinking and direction. A secure and robust development plan allows the school to move forward and to shape the future for our children.

Key Milestones

Strategic development relating to milestones

2009-2010
•   The school has moved successfully into new premises.
•   The number of computers has increased hugely.
•   Examinatiuon results increased significantly.
•   A new primary school is under consideration that will make Loxford School the first all through school in Redbridge.
•   GCSE examinations have improved with key indicators of Maths and English as exemplar
•   Rarely cover for staff.
•   AS level performance is showing sustained improvement.
•   A new ethos has developed well in the sixth form with the new business uniform well embedded.
•   Able students are achieving grades at a higher level.
•   Stage not age examinations are taking place in a variety of subjects.
•   The new pastoral structure has led to a decline in truancy.
•   Performance management embedded into whole school structure for teaching staff
•   CPD opportunities increased with greater insight into personal needs
•   SIMS Learning gateway will be “live for all parents.
•   Pastoral year teams initiated and fully functional providing excellent value for money
•   Cover supervisors in place
•   Attendance of staff improved
•   No supply staff used by the school at all this year
•   Fully trained professional staff in place.
•   iBehave system in place monitoring and tracking behaviour
•   Tracking of attainment in place
•   Attendance of students improved
•   Curriculum structure adapted to meet needs of students
•   Development of SEN through the opening of specific units enabling the students to develop further.
•   Parental surveys shows greater satisfaction

A. Johnson
Headteacher

The Vision

The vision for the school can be reflected in the statement “geek is chic” and “stage not age” summarised in terms of two key outcomes.
 
By 2012 the school will have been judged by Ofsted to be “outstanding” again and results in all key stages will be substantially improved.  Examination results at key stages 4 and 5 at least significantly higher than the national average based on the baseline data of students. APP will form the basis of assessment at KS3.

The vision will only be realised by building on the success of the school so far to raise standards of attainment significantly.  To do so will take a number of years and require many changes, some of which will be transformational in nature; others will be no more than minor adjustments to existing practice.  

The aim of the school will be to target all students on entry to ensure that they are given the tools to move onto university if they wish. By encompassing the “stage not age” approach we will be able to identify how students make progress. For example some students may progress to university in six, seven or eight years depending on their ability levels. A key area will be to concentrate on literacy and numeracy. The SEN department will continue to develop intervention strategies to ensure that all students have the ability to access the curriculum .The one to one tuition will continue to grow. As such, literacy and numeracy will be a key feature and centres of learning will develop within the school. The curriculum and Learning day will be modified to increase the time for English. Staffing will also increase in this area and class sizes will decrease to ensure that students acquire the necessary skills to access the whole curriculum. A Literacy, Numeracy and Behaviour unit will be key features in the school and corrective reading strategies will form part of the curriculum.

The curriculum will also be modified at all key stages to allow students greater access to options that they will succeed in and achieve their potential. Greater emphasis will also be placed on students 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 60% and it is expected that this figure over the next three years rises to over 70%.
Technology will increase in each departmental area with ICT champions forging a clear path in subject areas.  Technology will also increase within the administrative network of the school. Behaviour monitoring, exclusions and attendance will continue to be key areas of improvement resulting in fast clear systems.

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

Curriculum areas will have transparent schemes of work that are clearly progressive. Department Reviews will be a central focus for all department 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 pupil 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.

A. Johnson
Headteacher