Loxford School of Science and Technology has grown significantly in the last year.
The school is now an all through school and will become one of the biggest schools in the United Kingdom with a 3000 intake.
The school believes in setting the highest levels of academic targets and reaching these.
The A* - C levels have increased this year as have the A level accomplishments.
The EYFS levels exemplify again the school’s desire to set high standards for all the students that attend.
Therefore it is even more important that all areas of the curriculum match the exacting
standards that the school sets and areas that are below these we put through a vigorous programme to improve.
“It is what teachers think, what teachers do and what teachers are, at the level of the classroom, that ultimately shapes the kind of learning that young people get”
Andy Hargreaves & Michael Fullan
The Primary responsibility of the school and all the departments is to put in place learning
that engages students intellectually, socially and emotionally.
Loxford School of Science and Technology has passed many significant milestones and continues to improve.
Improvement must be sustained as it contributes to the growth and good of all the stakeholders.
Areas with difficulties will work with areas of strength to improve outcomes for all students.
A clear system of departments collaborating will be a highlight of school improvement.
Small working parties will be the forefront of school improvement.
Together as a family the school will meet the challenges to reap the rewards.
Loxford will continue to work with the local community and develop the excellent work of the newly established PTFA.
The work of the Governors will also increase in the level of visits and collaboration in the school acting as a critical friend.
Student numbers are increasing with Loxford now seen as a good choice both at recruitment in Year 7 and also in the new
reception classes. Students are encouraged to take options that will meet the continuing changes within university recruitment.
The introduction of the Ebac has resulted in a change of the options process to ensure that all new cohorts meet the expectations laid by the present government.
Improvements in learning outcomes.
The 2012 GCSE results were especially pleasing, with students gaining five or more A* to C grades with English and Maths at 67%. The 5 A* - C figure
continued to increase by 6% points to 91%.
The A level point score increased from 616.82 to 638.94.
Science improved significantly this year with 78% of students achieving 2 grades at a C and above.
Mathematics had 81% of students gaining a grade C or above.
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. The new appraisal system will be implemented this year with clearer targets set for all staff.
A large number of Teach First, GTP’s and NQT’s will start with us next year. The Senior Leadership Team will act as critical friends in their role as Senior Line Managers.
2012 - 2013 School Development Plan is a further logical and aspirational progression from the previous year and maintains the original objectives of the previous year. The four principal objectives of
the 2011 – 2012 plan were reviewed formally by the whole staff and the SLT resulting in a change 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.
Strategic development relating to milestones
2012 – 2013
- Examination results increased significantly both at GCSE and A Level.
- The new primary phase is opened with Years Reception, One and Two.
- Rarely cover for staff
- A2 level performance is showing sustained improvement.
- Recruitment to the Sixth Form has been extremely successful.
- 72% of grades achieved are at a C or above at A Level.
- Attendance and punctuality continues to improve.
- CPD opportunities increased with greater insight into personal needs
- Pastoral year teams initiated and fully functional providing excellent value for money
- Cover supervisors in place
- Attendance of staff improved
- Fully trained professional staff in place.
- SIMs system in place monitoring and tracking behaviour
- Tracking of attainment in place.
- Parental surveys show greater satisfaction but improvements still need to be made.
- An additional 38 staff have been appointed to improve the teaching and learning of the students.
The vision for the school can be reflected in the opening of the first all thorough school in Redbridge and to meet the demands of the constantly
changing outcomes of the new government
‘No child left behind’ will be the key focus this year.
All children regardless of ability will be targeted to ensure that they have clear opportunities for success.
By 2013 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.
Department areas will be reviewed through a vigorous programme with lesson plans in all subject areas.
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. A Literacy, Numeracy and Behaviour unit will be key features in the school and corrective reading
strategies will form part of the curriculum.
Areas that have not performed as well as other areas will be monitored closely to ensure that they meet the challenges of examination performance.
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 67% 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.
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 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 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.
Small working groups on teaching and learning will be established this year to further enhance the education children receive.
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.
The Annual Development Plan for
2012 – 2013
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 you know where you are going you won’t be able to plan how to get there and won’t know when you have arrived!
The plan for
2012 - 2013 takes as its main theme the need to raise standards of attainment.
In order to achieve that aim there are 4 key objectives, based on Ofsted crieteria clearly described in the following sections.
There are two sections to the plan, one for the Secondary Phase and one for the Primary Phase.
Key Objectives of the 2012-13 School Development Plan
Key Objective 1:
To Improve the Quality and Capacity of Leadership and Management across all levels and strata of the School.
Key Objective 2:
Leading Teaching and Learning
Key Objective 3:
Curriculum areas will develop a distinctive ethos that is exacting, exciting and extensive ensuring that raising standards and achievement for
all students is a priority securing excellence in all aspects of their work.
Key Objective 4:
Loxford School of Science and Technology
“Learning Without Boundaries”
We will maximise the effectiveness of learning opportunities, technologies and our distinctive specialism in Science, Technology
and Languages in order to provide 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
Values, Vision and Mission.
Through our policies, practice, evaluation and celebration we shall illustrate our commitment to:
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.
The fulfilment of personal potential
through educational opportunity, based on the aspirations of individuals, appropriate to their needs and accessible to their circumstances.
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.
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.
A variety of differentiated accreditation opportunities for all students
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.
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.
A committed, well resourced staff
colleagues from outside conventional roles, deployed where appropriate to enhance the learning process