2. Maintenance Targets Celebrate the achievements in upper school though the department newsletter - Ensure key stage newsletters include a section on supportive strategies to curriculum content that families can be involved in at home. Continue to update the Learning Platform and ensure that parents are made aware of importance of using it to keep track of their child’s learning. Continue with learning walks and feedback to department. Ensure that curriculum offer remains as exciting as possible by ensuring that enhancement opportunities including vocational experiences and links with local colleges are sought for our students, making optimum use of pupil premium where possible. Teachers in the department to continue to work in a peer mentoring capacity in order to provide support and feedback on an ongoing basis.

3. New Targets: SDP 1.6 / 5.1 - Understand, identify and find effective strategies to teach social priority targets through community visits. Maximise functional communication within society by ensuring that all staff maximise opportunities for developing functional communication in the community using all forms of augmentative communication (i-Pads, symbols, speech and key signs). LEADERSHIP AND MANAGEMENT

4. New Targets: SDP 1.9 – Understand and implement new assessment system LEADERSHIP AND MANAGEMENT SDP 1.3 Improve monitoring procedures of school practise to ensure necessary improvements are acknowledged and acted upon in a timely and effective way. (QUALITY AND CONSISTENCY OF STUDENT PERSONAL FILES AND ROA FILES)

5. Maintenance Targets Ensure teachers and teaching assistants have the skills needed to use grid player for targeted students. Maintain high teaching standards and increase skills where necessary to enhance student progress through peer observations and coaching support. Continue to improve and develop skills of teaching support staff in assessing pupil progress and recording assessment for learning in all areas / times of the day / teaching teams / training for all staff in the understanding of assessment and data analysis tools(Bsq & CASPA) to ensure staff supporting learning understand where the targets come from. Identify Makaton signs related to the subject areas / assembly themes and ensure staff are familiar with these.

6. Have clear learning objectives that are shared with students, e.g. through pictorial Learning Journey targets, pictures, orally etc. To continue to improve skills of teaching support staff in order to increase effective assessment for learning and enhance student progress. Celebrate the achievements of school leavers through high quality qualifications, completed learning journey plans and Records of Achievement. Support middle school inclusion opportunities. Support students to contribute the school development through school council projects.

7. SDP 2.1 - Teachers will set lesson targets for students based on an understanding of emerging skills and next steps (as opposed to P level descriptors)/ teaching staff to be involved in Learning Walks and contribute feedback to dept. IMPROVE QUALITY OF FEEDBACK FOR LEARNING 2.2 Teachers and TA’s to improve their feedback on learning so that a) students with understanding know how to improve b) teachers are able to make use of feedback to identify the best possible next steps. TEACHING, LEARNING AND ASSESSMENT New Targets:

8. PROMOTE HIGH EXPECTATIONS 2.3 Encourage high expectations for all by ensuring all teacher predictions at least match medium or upper quartile progression guidance targets (unless there is an exceptional circumstance e.g. a student with a known degenerative condition) IMPROVE READING 2.4 All students with the ability to read word text will have the opportunity to read every day. Other students will be read to every day. TEACHING, LEARNING AND ASSESSMENT New Targets: INCREASE LEARNING TIME 2.5 Students in ASD classes will increase their time working on new tasks and learning opportunities.

9. 5.2 - Recognise why teaching is judged as outstanding in the 6th form and identify how this practise relates to the CH Way. Be able to demonstrate / identify outstanding teaching practises and put these into practise more readily. TEACHING, LEARNING AND ASSESSMENT New Targets:

10. Maintenance Targets Continue to use “Sleuth” and embed this in practise to record behaviour incidents in the department – ensure any new staff are competent in using Sleuth.

11. MONITOR LOW LEVEL BEHAVIOUR 3.2 Introduce behaviour weeks to monitor effect of low level behaviours on student learning. PERSONAL DEVELOPMENT, BEHAVIOUR ANED WELFARE New Targets: CONTINUE TO DEVELOP STUDENT WELLBEING THOUGH THE SELF- ESTEEM PROJECT. 3.3 Share and embed successful strategies from the self-esteem project across the school. EMBED AND ENHANCE HEALTHY LIFESTYLE CHOICES 3.5 Put in place a whole school action plan to ensure that all staff, parents and students who are able, promote healthy lifestyle choices.

12. Maintenance Targets Continue with use of Case Studies for selected students making less than expected progress in core strands to improve attainment.

13. New Targets: MEASURE AND REPORT ON PROGRESS TOWARDS MEETING CLIFTON HILL CURRICULUM PRIORITIES 4.3 Develop an effective whole school method of measuring outcomes against Clifton Hill Priorities. OUTCOMES FOR CHILDREN AND LEARNERS 5.3 - Extend PSD Qualifications across the Dept. for those students working at E1 and beyond.

14. New Targets: 5.6 CONTINUE TO DEVELOP LINKS WITH POST 19 PROVIDERS TO FACILITATE FUTURE TRANSITION FOR OUR LEAVERS IN ACCORDANCE WITH SEND 14 CODE OF PRACTISE. Project with Orpheus to start Oct 15. Collaborative project whereby Juniper Class students will receive one lesson by a tutor at the College, stay for lunch and then have a lesson by class teacher at the College OUTCOMES FOR CHILDREN AND LEARNERS