1. To continually review and develop the academy’s ambitious, knowledge-based curriculum which is engineered to enable all students to be successful, is sequenced or re-sequenced effectively to build student’s knowledge, skills and ensures they are well prepared for future learning and employment. 
2. To ensure the consistent and effective implementation of direct instruction and consistent routines leading to increased attention in lessons, maximal use of learning time and improved outcomes for students. 
3. To ensure the consistent implementation of the ‘ACET Assessment, Feedback and Reporting Policy’ supports effective teacher feedback and that time is built into the curriculum in order to promptly re-visit content to address gaps and misconceptions. 
4. To ensure that reading is prioritised and is central to the curriculum in order that all students are fluent, confident readers who have the language, vocabulary, skills and strategies which enable them to read and write with confidence and enjoyment. 
5. To develop teachers’ understanding and application of strategies to improve students’ oracy and vocabulary development, supported by a programme of professional development activities to build social confidence. 
6. To ensure that the curriculum is implemented effectively so that it is an entitlement for all students in all key stages, including those who are HA, SEND, PP, through the effective use of adaptive teaching which enhances learning and not limits it. 
7. To ensure the consistent and effective implementation of mastery booklets for Year 7 homework to support the development of students’ metacognitive skills and their ability to retain and retrieve knowledge. 
8. The curriculum across subjects is sequenced and prioritised to ensure that all learners are confident, accurate and fluent in the use of ‘cross-curricular’ mathematics and that staff receive the required CPDL to enable them to effectively implement this, including the development of student’s mathematical vocabulary. (Numeracy Policy) 

1. To ensure leaders carry out regular and routine QA so that they are well informed about the quality of teaching. 
2. To improve the quality of teaching by ensuring CPDL is informed, well planned and supported by both a robust instructional coaching programme and development opportunities through the ACET Staff College Excellence Programmes. 
3. To ensure staff receive training and development from a variety of specialist staff to support the academy focus on reading, writing, mathematics, and then how well-chosen adaptations and interventions can be made to meet the needs of all learners whilst maintaining the highest expectations of all. 
4. To ensure all teaching staff are confident in understanding the curriculum that they teach and that leaders support and facilitate the opportunities for staff to build secure subject knowledge and pedagogy. 

1. To ensure that the highly ambitious curriculum, delivered by expert staff, leads to students achieving and attaining above national over time, and this should include those who are SEND and/or PP. The gaps should be closing for these cohorts of students. 

2. To improve the quality of student work and the pride they take over its completion. 

1. To ensure that leaders at all levels take appropriate action to secure the highest standards of behaviour through consistent application of the ‘Behaviour & Rewards Policy’ and that all staff understand and communicate these expectations, to both students and their parents/carers. 
2. To establish consistent, clear routines and expectations through direct instructions for all students in order to eliminate low level disruption, increase engagement with learning and develop a culture of mutual respect. 
3. To support the improvement of student behaviour in order that levels of internal / external suspensions and permanent exclusions reduce, especially for those who have more than one formal suspension. 
4. To ensure that provision is appropriate for our most disaffected and most vulnerable students, including those with complex needs, by utilising academy resources and interventions to their full potential. This includes a graduated response, where reasonable adjustments are considered and reviewed regularly, where ACET commissioned resources and access to specialist support is used, where appropriate, all whilst maintaining the highest expectations of behaviour for all. 
5. To develop a culture where bullying, discrimination and other forms of abuse are not tolerated. Reported incidents are dealt with, reported and followed up with further education (and external support, if required). 

1. Leaders to prioritise the attendance and punctuality of all students, analysing data to create an attendance strategy which supports improvements for all cohorts. This strategy is also used to inform and include parents/carers in the academy drive to improve attendance to be in line with similar schools or above.
2. To ensure that improving the punctuality and attendance of all key cohorts (Disadvantaged, SEND, Vulnerable, PA, SA) has high profile and that the expectations for student attendance remains high. 
3. Leaders to closely monitor SEND/PP data to investigate the barriers to student absence, sharing these findings with parents/carers and using this to provide suitable support. 
4. To ensure leaders create and communicate a culture where all students feel safe, successful and feel a sense of belonging to their academy community. All staff to have a high profile in promoting attendance. 

1. To ensure that the new PSHE curriculum is broad, inclusive and is consistently taught, robustly monitored and is of high quality, for ALL students. 
2. To adapt delivery of the RSHE & PSHE / careers programmes to support all students but particularly for those students who are SEND or PP.  
3. To support and develop the careers curriculum to ensure it is academy wide and is taught effectively in line with new careers framework for Gatsby Benchmarks. 
4. To improve staff training and CPDL to ensure PSHE is effectively delivered – including training on how best to pedagogically deliver key concepts. 
5. To ensure that the academy extra-curricular offer contributes towards the broadening of students’ experiences and opportunities. Leaders should track and target the access to these opportunities. 
6. To develop the social, moral, spiritual and cultural understanding of students in order that they are fully prepared for life in a multi-cultural society. 
7. To further develop opportunities for student leadership and community-based work. 
8. To develop the role of the Pastoral & Learning Leads relating to the consistent monitoring and tracking of PSHE delivery. 

1. Leaders to ensure that all aspects of academy life are inclusive and that all students have a sense of community and belonging. 
2. Leaders and staff know students well and seek support from external specialists, if necessary. 
3. The Pupil Premium Strategy is informed by a clear understanding of the identified needs and challenges of this cohort. The impact of the strategy will be closely monitored and its high profile maintained. 
4. Academy leaders work closely with inclusion leads and the SENDCo to ensure that the needs of students are quickly identified so that they receive the support they need and that staff feel confident and trained to implement the graduated response. 

1. To ensure that leaders at all levels promote a safeguarding culture which is high priority, robust and effective. 

1. To ensure leaders at all levels plan and prepare a programme of study that will meet the ambition and aspirations of the students and will retain students in line with national averages 
2. Leaders ensure that all students achieve well and make good progress, including those who are re-sitting GSCE maths/English. 
3. The Personal Development/PHSE and Careers programmes of study prepare students well for adult life post-18.