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Change Management by gm758us

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									               Building Schools for the Future
                    Strategy for Change
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ourtesy


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o-operation


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onsideration


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ommonsense




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                      Sharples School

                A Science Specialist College

                        Preparing for Success
Vision
Sharples School Science Specialist College is committed to meeting the challenges that Building Schools for the
Future (BSF) presents. We see BSF as an opportunity to create a technologically rich school for the 21st Century.
The creative and inspiring learning environment will equip our learners and the wider community with the skills
and qualifications needed for life and employment.

As a multicultural school based in the community we celebrate our diversity and promote cohesion. Our school
ethos ‘Preparing for Success’ applies to all; staff, parents/carers, governors and the local community. We will use
Building Schools for the Future to achieve our aim of every learner achieving the highest possible individual
educational success.

Our vision for BSF compliments Bolton Council’s priorities to improve our neighbourhood through community
engagement, community cohesion and an improved environment for all with access to multi-use facilities and
practitioners based in the school at the heart of the community it serves.

At Sharples School Science Specialist College we are committed to providing a secure environment in which all
learners have the opportunity to develop to their maximum potential; academically, physically, spiritually and
emotionally enabling learners to make a full and rewarding contribution to the society in which they live. In order
to deliver this, we will ensure that every learner is equipped with all that he or she needs to be healthy, stay safe,
enjoy and achieve, make a positive contribution and achieve economic well being within a cohesive multi-cultural
community. Our strategy for change will seek to provide:

         a personalised curriculum which meets the differing needs of individual learners through
          appropriate academic and vocational experiences
         a pastoral structure with development, care, guidance and support of learners at its centre, whilst
          encouraging the participation of parents, community and other appropriate agencies
         the necessary resources to ensure high quality delivery of the curriculum in a safe and pleasant
          learning environment designed to stimulate intellect, creativity and sensory function
         ‘Preparing for Success’ ethos in which every learner is equally valued and has equality of
          opportunity in an atmosphere of purpose in which learning and teaching is enjoyed. We emphasise
          the importance of the ‘Four C’s’- Courtesy, Co-operation, Consideration and Common Sense and
          encourage the involvement of all our learners in their planning, learning and their future.

Our vision will build on our record of successful transformation of the curriculum to secure excellent outcomes for
learners and families, through a focus on personalisation, well into the 21st century. Learners will need to acquire a
range of skills, some suitable for specific employment but many that are transferable and flexible and will help
them to cope with the plethora of life experiences. These skills include: social, emotional, linguistic,
communication, organisational, learning, networking, team-working, ICT, scientific, investigative, numeric,
literacy and financial.

We will remain committed to the principles of our science specialism to raise standards, extend curricular
opportunity, increase post 16 uptake in STEM subjects and benefit our partner schools and our community in a
wider context. Scientific discovery and the application of these discoveries over the past century have been
dominant in the shaping of our current lifestyle and culture. We believe that our learners must acquire a real
understanding of scientific principles if, in later life, they are to make sense of the world around them. Learners
must equally be able to respond to changes in this increasingly complex scientific and technological world in a
thoughtful and informed manner dealing appropriately with issues that are difficult and sometimes critical. They
must be able and prepared to contribute effectively to the decision making processes that will impact on their
education and development opportunities.

Our science specialism is committed to delivering the science, technology, engineering and mathematics agenda
(STEM). Sharples School Science Specialist College will contribute to the national STEM communities’ web
portal, thus signposting all stakeholders to key STEM opportunities. BSF will also enable us to promote the flow
of qualified learners into the STEM workforce and further improve STEM literacy in the population.

Listening to, assessing and responding to the needs of the individual learner is crucial to the success of our model.
Our investment in the North Bolton Cluster will provide further flexibility, diversity and continuity to extend
learning opportunities within the 14-19 entitlement. The individual learner as an excited, curious and eager
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discoverer is our future. We remain committed to working collaboratively with our partners across the borough in
making the diplomas accessible to learners.

Key Priorities:

         1. Variety of learning and performance spaces catering for the needs of our learners including
            space for smaller group work or guided sessions
         2. Engagement through encouraging responsible attitudes to learning and community cohesion
         3. Staff to plan and deliver learning collaboratively for seamless transition through the learning
            zones
         4. Creative and inspiring learning spaces including an outdoor science learning centre
         5. Specialist STEM learning zone and portable digital resources for all, which will allow our vision
            of ‘Any time – Any place’ to become a reality
         6. Transform learning with a personalised curriculum which meets the differing needs of individual
            learners through appropriate academic and vocational experiences and assessment procedures
         7. Encourage partnership and collaborative working for lifelong Learning
         8. Enrichment of the curriculum on offer through collaboration with partnerships

EKPI’s

EKPI                           Current Position                        Targets 3 years post BSF
Raise Attainment               KS 4 pathways academic and              5+A*C inc English & maths 5% greater FFT D
through transforming           vocational for Y 10 & Y 11              5+A*- C 10% greater than FFT D
learning with a                2009:                                   5+A*G 10% greater than FFT D
personalised curriculum        5AC inc English & maths 30%             CVA 1020
which meets the                5AC 73%                                 NEETS <1% (equates to 1 learner)
differing needs of             5AG 93%                                 The KS3 curriculum will be based around skills,
individual learners            CVA                                     and competences (100 per cent) Learning will be
through appropriate            NEETS 3%                                practical and based in ‘real life’ contexts in more
academic and                                                           than 50 per cent of lessons
vocational experiences         KS 3 Curriculum 20% based on            End stage assessment will be based on progress not
and assessment                 competencies – Opening Minds            age/ stage related for 480 learners
procedures                                                             Learners’ progress will improve year-on-year (e.g.
                               Practical ‘hands on learning’ in        at least three levels of progress between KS2-4 for
                               20% of lessons                          all students; four levels for high performing groups
                               Progress is age related through         and two levels for targeted groups that are currently
                               end of key stage assessments;           underperforming)
                                                                       Students report that their learning is relevant and
                                                                       suits their preferred learning style (target 960
                                                                       learners to report this)
Partnership and                IT Diploma for small number of          IT and Science Diploma to other pupils as well as
collaborative working          Sharples pupils                         Sharples Community facilities have >75%
for Life Long Learning         Post 16 links with North Cluster        deployment
                               Some adult learning classes
Promote community              Some adult classes offered but          Adult classes participation rate >30%
cohesion                       participation rate is <10%              Collaborative partnerships with local Mosques
                               Tentative links with Mosques            Increase participation rate from local community
                               Leisure facilities outside school       Meet national attainment standards for all groups of
                               hours                                   learners
                               Underperformance by some                Bolton University to contribute towards delivery of
                               vulnerable groups                       STEM curriculum
                               No links with Bolton University
                               at curriculum level
Engagement through             Fixed school day 8.45 – 3.05            Only 60% of days will be the same length or
encouraging responsible        Attendance 92.3%                        ‘shape’
attitudes to learning          PPA 8.4%                                Attendance >95%
                                                                       PPA <2%


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Creative and inspiring         Outdoor learning centre closed          Refurbished outdoor science centre available to
environment learning           due to health & safety concerns         primary partners as well – Every link primary
spaces including an            Curriculum zones but restricted         school to use the facilities at least once per
outdoor science                learning spaces                         term.
learning centre                3 New science labs                      New learning zones with flexible learning
                               Restricted social spaces
                                                                       spaces for differentiated learning styles
Specialist STEM                Separate facilities for science (8      Science, technology, engineering (new offer) and
learning zone and              laboratories), 4 discrete               mathematics holistic base for integrated delivery
portable digital               specialist technology rooms,            and transfer of skill; full access to wireless ICT
resources for all, which       maths zone (7 classrooms)               provision for any time any place learning.
will allow our vision of       distributed throughout the
‘Any time – Any place’         school. Learner access to ICT
to become a reality            available in all curriculum areas
                               at differing levels – science
                               wireless laptops; technology
                               suited, maths teacher only
                               access.

School Context
Sharples School is an 11-16 school with approximately 1000 pupils on roll. The school is situated 2 km from the
centre of Bolton serving a multicultural diverse community with immediate access to health centres, locally based
industries and partner schools.The school is the only Science College in Bolton. The school’s catchment area
includes locations that are economically and socially deprived. The school has an excellent local reputation and
admits pupils from a wide catchment area from approximately 35 primary schools, but has five main feeder
schools, namely Sharples Primary, High Lawn, The Oakes, St Pauls and The Valley. Thomasson Memorial Primary
School is the main feeder school for our Hearing Impaired pupils, although some of these pupils come from other
local authorities as well. The school would like to improve its already good links with the post 16 providers and
plays a major role in the North Bolton Cluster.

Sharples School is especially proud of the cultural diversity and the harmonious nature of its community. A
significant proportion of pupils (38% ) are of Asian heritage background, the majority of which (30%) are of Indian
heritage. Other heritage communities including Pakistani, Bangladeshi, Kashmiri, Black-Caribbean, Black-African
and Chinese heritage are also represented in the school. The number of pupils eligible for free school meals
(24.4%) is significantly above the national average. The percentage of pupils identified as having special
educational needs (20%) is also above the national average.
Raising attainment levels, particularly in Maths and English is a school priority. A commitment to ensuring all
students achieve their potential has resulted in the school setting FFT D targets for its pupils.

In 2007/08 GCSE attainment 5+ A*-C (67%) and 5+ A*-C including English and maths                       (45%) above FFT D
estimates; In 2009 5+ A*-C including English and maths declined to 30%, 5+ A*-C grades                 at 73% above FFT D
estimates. Underperforming groups include those learners with an SEN statement, those                  at SA and those that
receive a free school meal. Attendance is improving; both NEETS and PA have reduced.                  NEETs are now at 3%
which is the lowest it has ever been and attendance stands currently at 94%We engage effectively with partners such the EBP,
Connexions, local sixth form Colleges, medical professionals and parent partnerships and we have strong cluster links.

Our culture is one that celebrates and embraces diversity. The ethos is underpinned by the principles of the 4C’s’;
Courtesy, Common Sense, Co-operation and Consideration. Pupils are consistently rewarded for demonstrating
these skills and attributes.

3.1.1Consultation and stakeholder engagement
Consultations are at an advanced stage for staff, pupils and governors. All learners have been consulted through
participation in an on line survey through the schools web site. Learners identified learning spaces and dining
facilities as key areas for development and this outcome has been fed into organograms. A ‘Transformation Team’
of learners attended the Sorrell Foundation Challenge Day and Design Brief Event with follow up transforming
learning meetings in school, collaborating with staff on learning issues. The School Council members are consulted
on issues such as the use of the VLE, KS3 curriculum and assessment. Parents have been consulted and informed
via newsletters, through parents’ evenings and feedback forms, which have helped determine key learning zones
such as the Year 7 Project Base. Presentations made by the Headteacher at the new intake evening in July 2009 and
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parents evenings have kept parents up to date and provided an opportunity to share their views by letter, email or
verbal communication.
Regular presentations to the governors has resulted in the STEM Centre being the focal point as well as embracing
the concept of deploying new technologies via ICT managed services. Staff have met with Transformation team
and the architect to feed into the design brief, generating the bubble diagrams for the key learning zones resulting in
an interactive display in staffroom for comments and feedback.
The BSF Open Event in March 2010 will give further opportunities to engage and consult with the key
stakeholders. The VLE contains regular updates regarding the progress of BSF. A blog in place for contributions
from parents, pupils and members of the community. An area wide solution to ICT and a learning platform to
promote communication and engagement on learning issues will further promote community engagement.
We will ensure that all stakeholders continue to have a key role in the consultation process through regular
meetings, discussions and communication with stakeholders including Governors, staff, learners and partnership
links with the community

3.2.1 School status
Our unique Science Specialism will enable us, through BSF, to provide the opportunity for our learners to develop
the skills and attributes required to interpret events in an increasingly technological and scientific world. We
believe that our specialism strongly contributes to the vision of our learners as independent eager discoverers and
we believe that BSF will enrich the experience for all. Our new state of the art STEM accommodation and
resources will reflect the science specialism and enable us to deliver on the science diploma and on other specific
aspects of the 14-19 offer. The STEM centre will contain both specialist and generic learning spaces and will
reflect our exciting vision for STEM education in the real world.

We aim to introduce technology as a second specialism and this, in conjunction with BSF, will further facilitate
collaboration with partners, providing the opportunity for learners across the borough to gain further qualifications
in science, technology, engineering and mathematics. We will encourage learners in the wider community to learn
within our enhanced STEM learning environment and we believe that the area wide solution for ICT along with the
Learning Platform will enable this vision to become a reality. State of the art data logging facilities, video
conferencing, cyber café and the use of hand held technologies will facilitate twenty first century learning. We
have a vision to make maximum use of our outdoor learning spaces, capturing in our learning the awe and wonder
that nature and conservation has to offer.

We will be able to strengthen our links with local businesses and involve them in the vocational routes of our
scientific, technological and mathematical curriculum. We will ensure that the Information, advice and guidance
that is offered to our learners is personalised yet supports the need to increase the capacity of the economy to
compete in the global market. We will engage many professional scientists, engineers and mathematicians to help
our learners see the bigger picture in respect of the world of work.

There is already a wealth of experience, expertise and capacity at Sharples School Science Specialist College. We
have many strengths - including the delivery of science. Results at KS4 in science demonstrate strong value added
and a continually rising trend. 93% of our learners achieved 2+ A*-C grade in science in the academic year 2009.
We have the passion, desire, commitment and enthusiasm to become a centre of excellence across the region for
inspiring, training and supporting the future generation of ambitious and dedicated science teachers. We will
continue to establish links with training providers such as MMU and Liverpool John Moores and we will
strengthen our links with the Science Learning Centre and the ASE in order to inspire future Scientists. BSF will
enable this vision to become a reality.

The STEM centre will be at the heart of the school which will be accessible to the community at times that are
suitable to them (based on consultation). The STEM centre will embody the traditional curriculum areas science,
technology, engineering, maths and ICT. There will be flexible learning spaces as well as high specification Faraday
and technology zones. There will be a food and nutritional science area and a physical science area. The STEM
Centre will accommodate the latest state of the art CAD facilities-laser router, embroidery and vinyl cutters. A
purpose build lecture Theatre/demonstration space will incorporate a 3D projector and video conferencing facilities
which will enable us to share our expertise, to facilitate home tutoring and to support distant learning.

A lack of classroom ownership, flexibility of learning spaces, flexibility within the curriculum and teachers as
facilitators of learners are relatively new concepts and this change will need to be managed appropriately. Training
programmes, staff development, coaching and case studies will help us to support our staff through this time of

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change. The timetable will need to be flexible enough to support community use of our learning facilities. The
school day will also need to be flexible.

3.3.1 Identifying and tackling underperformance
Overall, standards for Sharples School Science Specialist College compared favourably in 2008 to other
statistically similar schools in Bolton and our current trend is improving consistently year on year. 2009 results
demonstrate 5+A*-C as being above national average at 73 %. Value added is improving and compared to similar
schools in the authority, performance is strong. Through the personalisation of learning, supported by innovative
technologies value added will improve even further. The science specialism has had a positive impact on the
science results which are significantly higher than national averages with 91% of the cohort achieving 2+A*-C in
science in 2009. However, we recognise the variation in attainment across the subjects and a programme of
planned improvements is currently being implemented using the following core strategies:

 Develop a year 7 transition base                 develop a common learning plan
 implement objective led learning across the  develop and implement skill based learning into
  curriculum                                        schemes of work
 review Key Stage 3 scheme of work across school  Develop further links to specialism to maximise
  and develop a new Key Stage 3 curriculum          the impact of specialism.

The attainment and achievement of vulnerable groups is improving. Gaps in attainment between those children on
the SEN register and the school population are narrowing, but the gaps still remain. White British boys’
achievement continues to be an area for improvement and targeted support, especially in English. The deployment
of new ICT technologies to enhance learning is a key factor in improving the performance of boys. As a result of
BSF investment, educational outcomes will continue to improve and attainment gaps will narrow further.
Personalisation of learning and exciting new curriculum developments such as specialised diplomas will improve
performance significantly at Key Stages 3 and 4 and our aim is to ensure that performance exceeds national
averages.

Improving performance in English and maths has been identified as a priority for underachieving groups (SEN,
FSM, SA) the school improvement strategy identifies those learners requiring differentiated intervention and
support. We will sustain and improve our strategy for school improvement by building capacity within the North
Cluster of schools to challenge, intervene and support each other.

An alternative Curriculum is currently offered at KS4 for vulnerable learners and those at risk of exclusion. There
is a nurture unit and STAR pathway for learners in KS3. There are plans for an alternative curriculum as well as a
project based curriculum for learners in KS3. We will have the flexibility to deliver a broad and personalised
curriculum and will require flexible learning spaces including areas for individual, group and paired learning. We
will need spaces that allow for a range of pedagogical practices including instruction, investigation, exploration,
communication and creativity. We will require access to mobile technology devices.

The design is strategic in that it will support a curriculum approach at this stage with the flexibility to move to a
‘house’ structure in the future. We will require multi- functional learning zones including sensory learning zones,
space for cluster and collaborative activity promoting cross borough learning.

We will need a robust wireless technology system that allows for anytime anywhere access to learning opportunity.
A stable and accessible tracking system will support the use of data for learning purposes and a system for
monitoring attendance, punctuality and on line learning, which is flexible enough to monitor learning within the
school building, at home or across the borough.

3.4.1 Learning
Personalisation for Sharples means providing the best possible opportunities and services to all our learners. This
will involve offering a diverse curriculum with an individualised approach to learning in a stimulating and inspiring
learning environment. There is an expectation of participation, fulfilment and success. Learning and teaching is
characterised by ambitious objectives, clear outcomes and success criteria, challenging personal targets, rapid
intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress.

We ensure that all pupils know where they are in their learning, what they need to do to improve and how they are
going to secure this improvement. Assessment for Learning is at the heart of what we do, which will help us to
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develop independence in our learners and ensure that they have the skills they need for lifelong learning. We will
continue to involve parents in this process and our vision of ‘anywhere, anytime’ learning will allow parents to
engage fully in the process of learning with their child.

We are driven to secure the five Every Child Matters outcomes (appendix 1) for our learners providing them with
the appropriate skills, attitudes and aptitudes to learn and achieve in the 21 st Century. Our learners will need a
positive, balanced sense of self, be equipped with transferable skills and be flexible and adaptable to change.

Our learners will need to be aware of social and environmental issues, be risk takers, be enquirers, be discoverers,
be confident, persevere through challenges, be independent, be creative and passionate and will develop
enterprising skills advantageous for life in this century. We will continue to embed functional skills and personal
learning and thinking skills into the curriculum in order to further prepare our learners for lifelong learning. Our
vision to secure ‘quality First teaching’ will ensure that;
     there is highly focused lesson design with sharp objectives
     there are high levels of pupil involvement and engagement with their learning
     appropriate use of teacher questioning, modelling and explaining
     learning through dialogue is promoted, with regular opportunities for pupils to talk both in pairs and in
         groups
     pupils will accept responsibility for their own learning and work independently

We believe that ‘chatter matters’ and envisage collaboration to be flexible, adaptable and appropriate to the needs
of the learner.

We aim to make maximum use of our outdoor learning opportunities which will engage learners in exploring the
impact of lifestyle choice, exercise, fitness, well being and enterprise. These opportunities will ensure learners’
develop an understanding of local, national and global environmental issues.
At Sharples School Science Specialist College, we aim to translate the transformation agenda into an exciting
reality. We will deliver on;
 improved standards of achievement                    skilled learners
 high quality responsive curriculum                   outstanding learning and teaching
 collaborative plan for 14-19 progression             Flexible work and study times for all.
 extended extensive vocational learning               enhanced social skills
 developing and encouraging individual  supportive and appropriate information advice and
   interests                                             guidance for all learners
 extended learning to take into account  increased opportunity for learning through leisure and
   different learning styles                             pleasure

We believe that BSF will actively accelerate our ‘Preparing for Success’ vision for learners.

Learners will be at the centre of a range of extended services therefore we need a useful, accessible electronic
tracking system which will allow all learners and partners to access relevant data to support progress. We need
flexibility of learning space to accommodate and meet the needs of all learners regardless of where they are in their
learning and access a range of learning environments both formal and informal. Mobile learning devices and
access to ICT from all areas of the building and at home are essential.

Vocational areas of the building will support a curriculum based on skill development as well as enterprise activity
and collaborative teaching and learning. Demonstration and lecture style spaces for experiential style learning,
investigation, enquiry and creativity are also essential.

Quiet and reflective zones for learners and staff such as outdoor seating and a learning park designed to offer
sensory learning for all, including those with HI and VI will enhance the learning experience. Spaces to display
pupil and adult learning will inspire, motivate and guide learners as well as celebrate their success.

3.5.1 Curriculum proposals
Our transformational vision for 11-19 education focuses on developing personalised learning pathways for all
learners. The curriculum, style of delivery, learning resources and facilities will be developed specifically to meet


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the needs and aspirations of all. The collegiate approach is important to us and will involve our partner schools as
well as FE and workplace training providers in extending the range of provision at all levels.

A key feature of the curriculum will be for all learners to be able to choose an academic, vocational or blended
learning route which will be designed to provide a flexible, individualised educational experience for our learners.
Although four qualification routes will be offered to our learners (Apprenticeships, Diploma’s (IT and Science),
Foundation Learning Tier and other general qualifications), as a fully inclusive school, offering personalised
curriculum, our learners will be able to study qualifications that may not fall under one of these categories but will
sustain engagement in learning for all. Functional skills, personal learning, thinking skills and learning to learn will
underpin the curriculum to ensure that all have appropriate and necessary skills for lifelong learning.

We will maximise the opportunities in the new flexible KS3 curriculum in order to build upon the successful
opening minds project based learning. A more personalised curriculum will focus on stage not age based
entitlement will provide an accelerated route for KS3 pupils. We will offer outstanding vision, unique ethos, state
of the art facilities, world class resources, specific expertise related to STEM. Learners will develop knowledge,
skills and understanding through collaboration and integration of STEM based curricular areas.

The Year 7 project base will accommodate 240 pupils to include transition and nurture facilities. There will be
major development of an integrated STEM curriculum area with specialist spaces such as Faraday Labs, Lecture
Theatre, Specialist Technology and Media Suites. The vision is to use ICT to further develop the principles of the
‘My I Plan’ which will provide information, advice and guidance for learners to consider progression routes and
pathways suitable to their needs, interests and aptitudes across the North Cluster and local authority.

3.6.1 The management of learning
We envisage a style of teaching that is flexible and personalised to the needs of our learners. We have a vision of
the teacher as a facilitator of learning, using a variety of techniques which would involve paired learning and
teaching, whole group demonstration, lecture and project based learning. We value the work of our support staff
including those such as the HLTA’s, TA’s and mentors. Our vision is such that our support staff will have key roles
in both tracking pupil progress and delivering intervention to support personalised learning.

We are committed to ensuring that our learners have the opportunity to learn in their preferred learning styles and
as such would like a building that provides the opportunity for our learners to learn in their preferred style.
Assessment for Learning is high on the agenda for us at Sharples School. We believe that our learners need to
know where they are in their learning, where they need to go and how they are going to get there. We believe that
by embedding AFL into the curriculum, we will provide our learners with the independent learning skills that they
will need in order for them to take responsibility for their own learning. They will have the skills to identify the
strengths and weaknesses in their own learning, and they will be able to plan out their own learning journey with
guidance from mentors. We will liaise closely with our Primary colleagues to develop a curriculum that further
provides our learners with the skills required to take responsibility for their own learning. This will include
embedding PLTS and SEAL and providing opportunities for enquiry, problem solving, discovery, experiential
learning and collaborative learning.

Access to a robust system ICT will be vital here as we would like our learners to be able to choose how, when and
where they learn, thus supporting our vision of ‘anywhere, anytime, anyplace’ learning. Our learners will have
access to their own learning portfolio which will allow them to track their own performance and provide an
electronic base into which their achievements can be electronically recorded.

Flexible Learning spaces will be required within curriculum zones. Learning spaces will need formal and informal
areas and need to provide the opportunity for group, paired and one to one learning. Teaching and non teaching
staff will need spaces for learning alone, for peer planning and for group learning. Learners will need areas in
school which will allow them to learn in their preferred learning style (i.e. kinaesthetic, experiential, active learning
zones, visual zones and auditory zones)

Learners will need access to their performance data and to their achievement e-portfolio. There will be easy and
immediate access to tracking data for both input and output. We will use training opportunities to explore the use
of innovative learning spaces in other schools and trial the use of open learning spaces to peer teach.



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3.7.1 ECM, ICS and extended schools
Through BSF we will ensure that there is open access to services based in our ‘community hub’. We believe we
are already the hub of the community offering many established services (school nurse, parenting, ICT
applications, counselling, parent partnership to the locality, sports activities, leisure centre and multi-use games
area). BSF will act as a catalyst to accelerate our vision of a further extended offer to the wider community. The
advent of an area-wide solution to ICT will enable truly integrated services and multi-agency working. The MIS
and the Learning Platform will further facilitate the collection and sharing of information and directly enrich
collaboration and communication centred around the child.

An integrated approach will ensure that stability and continuity, particularly through periods of transition, is
maintained. The transition applies to all formal stages of education and through the emotional and social
development of a child’s life. We believe that with shared vision, shared behaviours, shared sense of purpose and a
shared language every child will matter. In consultation with our stakeholders we aim to provide the following:

 pre and after school clubs and services                           extracurricular activities and strong links with
                                                       sports clubs
   adult learning courses                            community usage
   access to health services                         study support
   whole family learning opportunities.              parenting facilities/education
   locally based services which meet the identified
    needs of the community

BSF and the resultant innovative learning environment will support implementation of SEAL in the school,
providing the culture and ethos for young people to learn and develop holistically in a secure setting. The
innovative learning spaces will provide flexibility and opportunity for learners to develop their social and
emotional as well as academic skills.

There is a strong tradition in Bolton of multi-agency working with Children’s Services with shared goals and
ambitions. We will continue to support this ethos by collaboratively designing and implementing the curriculum
based on the need of the community and its learners. The Learning Platform will offer a suitable vehicle through
which specialist services, skills and knowledge can be accessed. An integrated approach will enable us to better
prepare our learners for rapid change equipping them with the personal learning and thinking skills to deal with the
plethora of life events.

We will need sufficient parking facilities and improved Leisure facilities which are accessible and welcoming to
the community. Support services will be based on our school premises so that our learners are able to access them
dependent on need. There will be strong ICT links with service providers and service users with a single
communication network which places the child at the centre. Effective facilities management structures will enable
the services to be well co-ordinated to meet the needs of the stakeholders.

3.8.1 SEN
Sharples School has an SEN intake of 22%. Our SEN learners have a wide range of needs, from behavioural
difficulties, specific learning difficulties, hearing and visually impaired and physical disabilities. We provide a
wide range of support for these learners with dedicated areas for our hearing impaired learner and our STAR rooms
which provide LSA support to pupils throughout the school day we will continue to develop these areas.

Support is provided throughout the school with full time HLTAs based in each core subject area and LSA support
in all our areas. We believe that all our SEN learners will be able to participate in all mainstream lessons as far as
possible. We regularly review the pupil IEPs and have also introduced individual behaviour plans for identified
learners. There are plans to implement Individual Learning Pans for all learners and they will also have an
identified Learning Mentor.

There will be a specific and dedicated area for our SEN pupils and specialized staff to access and we will develop
all our learning spaces and make them flexible enough to enable all SEN pupils to access all areas of the school.
There will be 24/7 access to learning through a variety of ICT interfaces and there will be parental access to
learning records through VLE. We will need a technology rich environment that supports the needs of all learners.
The technology needs to be robust, accessible, flexible and appropriate for outdoor learning as well as indoor
learning. The environment must stimulate all the senses to ensure that we capitalise on all learning opportunity.
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3.9.1 Inclusion
At Sharples School Science Specialist College we are committed to providing inclusive learning for all, irrespective
of learning needs, ability, gender, religion, ethnicity or social background. This offer extends to some of our most
vulnerable learners, including those with hearing and visual impairment, physical disabilities and complex needs.

We will improve our learner’s attendance and punctuality by providing the learners with the opportunity to
personalize their own learning. We will do this by giving the learners a wide range of subjects from traditional
GCSE’s through to new diplomas to choose from and this will hopefully motivate the pupils to improve
participation rates. The pupils who find accessing the traditional curriculum difficult will be given the opportunity
to access an alternative such as our star pathways courses delivering ASDAN. This will give the learners of all
abilities an opportunity to progress at their own pace. We will provide them with access to multifunctional learning
spaces and sensory learning zones.

We have a shared vision with other agencies, promoting an appreciation of diversity and choice resulting in an
improved use of facilities by a range of support agencies in collaboration with learners and their parents. There
will be an adaptive skills-based alternative curriculum with improved social spaces offering flexible learning
episodes to align with the physiological and psychological state and needs of our learners such as concentration
span, emotional state and physical health. Staff will develop skills, knowledge and understanding to deliver
courses which have not been offered before and we will continue to embed PLTS and SEAL across the curriculum.

3.10.1 PE, sports, arts and culture
We currently offer a BTEC in Fitness and exercise (which is personalised for our disabled learners) and the JSLA
for young sports leaders. We also offer GCSE PE for some of our gifted learners. We envisage the generation of
twenty first century indoor and outdoor PE learning spaces and extended hours provision ensuring that we deliver
on the five hours agenda. Transformation of school activities and extended services will provide learners and adults
with a diverse PE and sports provision that offers a seamless transition between sports clubs and after school
activities. This will further enhance our five hours agenda. A new build comprising pool, dance/aerobics studio, 3G
pitch, fitness and activity areas will transform the PE curriculum, enthusing pupils to adopt a healthy lifestyle
during their school years and inspire to become physically active adults. The new facilities in the heart of the
community will provide opportunities for the communities to engage in a healthy active lifestyle. New
Technologies in the fitness and activity zones will provide immediate feedback on fitness levels through
personalised training programmes, which will increase motivation for increasing participation.

We will continue to collaborate with partners in the Cluster to ensure we offer a diverse and personalised
curriculum in Music, Art and Drama. We aim to provide a flexible timetable and curriculum which will enable our
gifted musicians to spend more time perfecting and enhancing their musical skills and we will utilise expertise
within the music service to provide unique learning opportunity and tuition for learners with a special aptitude for
music. Our productions will offer our learners and teachers a real opportunity to excel and develop a wide range of
skills through local Amateur Theatre groups to enrich the learning experience in school. A sheltered outdoor
performance area will encourage active participation in extra curricular activities during lunch breaks. We will
embrace the ‘Artist in Residence scheme’ to support learning in Art and to offer a range of curriculum choice in
this area. We will be an active partner in Bolton’s Find Your Talent pathfinder in order to offer every young person
a sustained engagement of five hours a week of quality arts and culture both in and out of school hours. Our
Creative and Sensory learning zone will provide a range of multi-use creative spaces for both learners and the
community as well as supporting Cultural Learning Teams in the North Cluster. Our STEM Centre will continue to
work in partnership with the Bolton Museum, delivering high quality exhibitions. We are also working in
partnership with Bolton’s Library Services to design a new innovative Learning Resource Centre, which will be
designed to encourage the local community and in particular, parents to come into school on a regular basis in order
to become a more integral part of the school community.

High quality facilities such as secure parking and lighting are essential for our learners and members of the
community to access sport and leisure during extended hours. An independent creative and sensory learning zone
will provide high quality spaces for exhibitions, lead lessons, group gatherings and other large scale activity.

Robust management information systems will track the progress and participation of our learners, particularly those
who engage in extracurricular activity. Such systems will help to evaluate the effectiveness of participation on
learner progress.

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3.11.1 Community
At Sharples, we believe that the whole community has a responsibility to raise the child. We believe that
communities are made by families and that families need to be supported by communities. Through BSF we will
ensure that there is open access to services based in our ‘community hub’. We believe we are already the hub of
the community offering many established services (school nurse, parenting, ICT applications, counselling, parent
partnership to the locality, sports activities, leisure centre and multi-use games area). BSF will act as a catalyst to
accelerate our vision of an extended offer to the wider community. We believe that with shared vision, shared
behaviours, shared sense of purpose and a shared language every child will matter. In consultation with our
stakeholders we aim to provide the following which are based on local need:

 pre and after school clubs and services                            extracurricular activities
 adult learning courses                                             community usage
 access to health services                                          study support
 whole family learning opportunities.                               parenting facilities/education

 locally based services                             Access to state of the art science
 which meet the identified needs of the community.   facilities

There will be a Learning Platform that is accessible by learners and other stakeholders including parents, medical
services and other specialist services. Learners, parents and other professionals will need access to progress data in
order to ensure a single conversation and appropriate intervention structured around the learner. We will require
the recruitment of Specialist staff to liaise with the local community in order to canvas views, monitor
developments and evaluate impact.
3.12.1 Models of leadership
School leadership will be a partnership with a strong cadre of shared and collective responsibility
underpinning leadership throughout the organisation with clear roles and responsibilities within the team.
Learners will be members of a ‘zone’ within the school led by a Team Leader. Pupil welfare will be led by non
teaching leaders with subject leaders overseeing the educational provision in the area of responsibility.

Teachers will be leaders of learning, responsible and accountable for the academic progress of the learners within
their specialist area. All staff are learners and encouraged to take on projects and leadership at all stages of their
careers and as such are supported by access to high quality CPD to invest in leadership evolving across the
organisation, leading to a culture consistent with a learning institution where teams (teachers and associate staff)
are flexible and evolve according to need. Learning and social spaces for staff where they can meet and share ideas
will contribute to the vision of a collaborative learning culture. Conference facilities will allow us to deliver whole
school INSET, demonstrate good practice and share ideas.

Our vision is that of leadership accountability at all levels in the organisation to remove current structural barriers,
changing roles and responsibilities that will ensure communication, consultation and decision making processes are
congruent with the desired outcomes (appendix 2)

3.13.1 Organisation of learning
Our Learning model will consist of a curriculum based approach including the STEM, Discovery and Exploration,
Communication, Year 7 project base and the Creative and Sensory zones. We believe that this model will be
flexible enough for future models of learning including those which involve the adoption of a ‘house’ system or
‘schools within a school’

Year 7 will work for the first year in the ‘Project Base’ which will support our work on transition and enhance the
delivery of our skills based ‘Opening Minds’ curriculum. Skill development will form the back bone of our
curriculum as we prepare our learners for future employment. We will continue to embed PLTS and SEAL into the
curriculum and we will ensure that our learners are excited and engaged by a personalised curriculum.
The school day will be designed to be flexible and include both shorter and longer periods of learning. Not all
learners will be on site at the same time, nor will they access the same curriculum which will be personalised
offering a range of courses for pupils. Each learner will have access to ICT and will be able to access their e-
learning portfolio at any time. We envisage the use of lead lessons, peer teaching and demonstration to be part of
the daily life at Sharples. Learners will be supported by mentors and will have access to the range of learning
environments. Each learner will have a ‘Learning Plan’ which will take into account any learning needs that they
Sharples School A Science Specialist College - Building Schools for the Future – Strategy for Change
                                                                                                                    10
have. A large outdoor learning space will include the addition of a performance zone, generous seating and
covered areas for learning.

Hand held mobile technologies will allow learners to manipulate data and conduct research. The use of electronic
software such as Radio waves or Moodel will allow our learners to peer and self assess. Each member of staff will
be able to deliver effective learning experiences across the curriculum, moving through the learning zones in order to
deliver lessons in various areas of the school. Teachers and learners will need to embrace our newest technologies
requiring regular and rigorous staff training to ensure that they are fully prepared to support and encourage high
quality learning and teaching in our community hub.

3.14.1 Sustainability
Sharples School is currently working towards an ‘Eco friendly School status’ award demonstrating our
commitment to raising the awareness of ‘green issues’. We are committed to ensuring that our learners take
responsibility for reducing the carbon footprint.

We will ensure that ‘Environmental issues’ are embedded within the curriculum. The year 7 transition zone will
focus some of their work on green issues and we will continue to ensure that units of work are built around these
very important issues.

An energy efficient design will embrace renewable sources of energy such as solar cells and wind turbines for
generating electricity, solar panels and ground source heating to supply thermal energy. The building design will
have carefully selected materials to maximise thermal insulation as well as other design features such as multi
storey buildings and south facing windows to further enhance energy efficiency.
We will have a recycling plant based on school premises with open access to energy saving systems along with
energy saving devices which will be visible and monitored by learners to further promote learner participation.




Sharples School A Science Specialist College - Building Schools for the Future – Strategy for Change
                                                                                                                  11
 APPENDIX 1
                                                Sharples School Educational Drivers

                                                                        Promotion of health &
                                                                           well-being of all
                       Access to high quality
                                                                                                                     Remodelling to provide
                         personalised CPD
                                                                                                                          a flexible and
                                                                                                                      responsive workforce



 Working together                                                  Providing high quality                                                  Science Ethos
with parents/carers                                                 staff & governance                                                       Education
& multi disciplinary                                                                                                                      partnership and
     agencies                                                                                                   Specialism:                  employers
                                                                                                                 Learning,
High quality support                                                                                           Enhancement

                                                                         Every
 & guidance for all                                                                                            & Community
      learners                                                                                                                          Extended Schools &
                                   Inclusion                                                                                             Community Access



School, community,
                                       &
                                   Cohesion
                                                                         Child                                                          for Lifelong Learning



 national & global
    citizenship                                                         Matters                                                      Development of 2nd
                                                                                                                                         specialism for
                                                                                                            Learning &                innovation in STEM
 Encouraging the
                                                                          Environment                       Innovation
  involvement of
 pupils and other                                                                                                                     Using ICT and new
  stakeholders in                                                                                                                        technologies
 decision-making
and development                                 High quality flexible                            Eco friendly and
                                                  learning & multi                              sustainable school
                                                 purpose working
                                                       space




   Sharples School A Science Specialist College - Building Schools for the Future – Strategy for Change
                                                                                                                                                     12
                      Developing and using our science specialist status.
  Our specialism will promote the importance of STEM in the 21st century and the opportunities it creates
within the global community. We will use our expertise in science to develop quality teacher training, CPD
       opportunities for science teachers in the Local Authority and links with employment providers.




                          The development of Learning and Innovation
 Providing high quality personalised learning to all learners including post 16 using ICT, new technologies
 and curriculum innovation alongside the development of essential skills, knowledge, understanding and
    positive attitudes to learning. The involvement of learners and community in development of a 2 nd
specialism. Promoting and supporting community access to new learning and technologies via extended
                                     services and ‘Out of Hours’ Learning.




Providing a learning environment that promotes inclusion and community involvement.
 The learning environment will be designed to ensure a fully inclusive school, personalised support and
 guidance for learners and provision of personalised support to parents via multi-disciplinary input. We
  will strengthen our multicultural heritage and community by promoting our school ethos of the 4C’s,
    developing accommodation and providing learning for the local and wider community, hence
            challenging learners to develop as responsible and knowledgeable global citizens.




             Recruit, retain and train a high quality workforce and governance.
    A talented, motivated and supported workforce and governance with access to excellent CPD; a
   recognition of the wellbeing of staff and learners through the specialism and development of leisure
          provision for community use and multi disciplinary working and use of flexible spaces.




                      Recognise and accept environmental responsibility.
      The design and fabric of the building will reflect the school’s specialism and the environmental
              conscience of the community and support the delivery of its specialist status.
 2009                                        APPENDIX 2                                     2014
Good awareness of ECM amongst                                     Achieving potential of each learner.
colleagues.                                                       Equipping all young people with the skills and
Enterprise and financial education.                               qualifications required for life.
PSHCE provision in curriculum and via        Every Child          High levels of self confidence and responsible
clubs.                                       Matters              members of society.
School Council.                                                   Lead and collaborate on SEAL.
                                                                  Extensive Pupil Voice.




                                                                  Further developed science specialism & variety
Designated science college.                                       of science courses.
Positive science ethos.                      Specialism           Designated access time for primary partners.
Partnership with primary schools,            Learning,            Full service extended school & improved study
colleges & business.                         enhancement &        support.
Core service extended school – clubs         community            Improved community access, provision &
and activities                                                    community partnership.
Sample adult classes                                              On-line learning for community.



                                                                  Excellent standards of pastoral care.
                                                                  Year Systems.
Good standards of pastoral care.
                                                                  Enhanced community spirit.
Year Systems.
                                                                  Extended curriculum pathways for KS4 & KS3.
National Healthy School Status.
                                                                  Five Pupil Support Co-ordinators.
Alternative curriculum pathways at KS4.      Inclusion &          Excellent cohesion in school, improved
Three Pupil Support Co-ordinators.           Cohesion             community cohesion and understanding of the
Good      cohesion    amongst      school
                                                                  global dimension.
community.
                                                                  Multi-disciplinary professionals on site.
Multi-disciplinary meetings
                                                                  Improved and extensive parental involvement.
Parent involvement.


                                                                   A place for learning for all via personalised
Broad & balanced relevant curriculum.                              learning & 14-19 curriculum.
Improving results.                                                 Curriculum enhanced by improved use of
Improving quality of learning &                                    technology.
teaching.                                                          Second specialism.
Vocational pathways at KS4.                                        Develop & enhance curriculum links.
                                             Learning &
Collaboration using specialism.                                    Collaboration using specialism to develop
Good sporting record.                        Innovation
                                                                   sports science and health. Lead for STEM &
School use of conservation area.                                   develop diplomas.
                                                                   Extend conservation area to local and global
                                                                   environment issues.




                                                                   Flexible and responsive workforce.
Positive impact of workforce                                       Access to high quality CPD in all areas.
remodelling.                                                       Promotion of health & well-being of all staff.
Comprehensive CPD provision                                        Continued IiP.
Positive staff morale                        High quality staff    Evolved leadership roles to develop a culture
Staff & governors supportive of each         & governance          consistent with a learning institution where
other and have positive relationships will                         teams are flexible and evolve according to
colleagues and pupils.                                             need.
IiP redesignation.                                                 Purposeful & comfortable. Spaces for planning
Development of leadership for change                               and staff development/INSET.
management.


                                                                   Green flag eco-friendly school.
                                                                   Sustainable school.
 Increasing awareness of environmental
                                                                   Renewable energy source.
 issues.                                     Environment           Multi-user & multi-purpose working space.
 Community room and ICT access.
                                                                   High reputation across the borough.
 Improving reputation in the community.
                                                                   Increased community use for leisure and
 Extensive use of MUGA facilities out of
                                                                   improved facilities.
 hours.
               Sharples
               School
               Science
               Specialist
               college




Building
Schools
For
The
FUTURE




           Preparing
           For
           success

								
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