TSA Development Plan 2024 - 2027

School Priority 1:

Maximising Impact of Curriculum

School Priority 2:

Transforming Learning to Maximise Progress

School Priority 3:

Creating a Culture of Aspiration for All 

1. The implementation of the ambitious school curriculum allows students to apply powerful knowledge, fluently, and as a skill in assessments and external exams.

1. Teachers actively motivate students to engage with learning through class and home learning tasks, encouraging and building feelings of competence, autonomy and relatedness to develop intrinsic motivation. Students are supported to self-regulate through metacognitive strategies so that they can set and review their own goals, determine knowledge gaps and know/plan how to improve through self-supported study.

1. To continue to embed and enhance the values associated with the school ethos. To enhance the reputation of TSA as an ambitious, outward facing and collaborative school through the development of our partnership with Moorlands Learning Trust, local primary schools and the local community.

2. Staff knowledge of individual learners is strong and leads to effective, responsive teaching, with a particular focus on; HPA, disadvantaged students and SEND.

2. Learning is consistently inclusive, using high-quality scaffolding to ensure access to the curriculum for all, with a relentless focus on disadvantaged and SEND students. All students with additional needs are catered for through reasonable adjustments and scaffolding where relevant, leading to enfranchisement and progress in line with their ability. As scaffolding is gradually removed, students become less reliant on support and, in the long term, more independent and better equipped to manage their own learning.

2. Students and parents understand the need for good school attendance and a rigorous system is in place to address any attendance concerns. Tutors, the pastoral team and SLT play an active role in ensuring that all absence is addressed effectively and promptly and that students maximise their learning, and outcomes, through good attendance. Attendance Leads support staff, students and parents to provide targeted interventions and to challenge unauthorised absence. Good attendance is celebrated and rewarded.

3. Summative assessments are timely and appropriate to the students learning journey. Feedback is specific and measurable, allowing students to identify and address gaps in knowledge, understanding and exam skills. Teachers use assessment outcomes to accurately inform, future planning and teaching. All teaching staff regularly participate in moderation/ standardisation of summative assessments, leading to accurate predictions of outcomes at GCSE.

3. Quality first teaching is at the heart of everyday classroom practice underpinned by formative assessment strategies, resulting in responsive classrooms where planning and lesson delivery is adapted to secure knowledge and tackle misconception immediately.

3. High quality tutoring and pastoral support play a key role in championing TSA students to become well-rounded, aspirational individuals and exceptional citizens who participate actively in the TSA community and beyond and fully support the school’s ethos of Belong, Challenge, Inspire.   Student achievements are recognised and celebrated within the school and with the local community.

4. Through expert delivery students can review their own learning, identify gaps in knowledge and understanding and set goals on how to improve. Students are self-motivated to study and revise independently using this knowledge.

4. High prior attaining (HPA) students are challenged beyond a rigorous and ambitious curriculum that stretches their ability and encourages deep thinking. Lessons are designed to promote a high level of intellectual engagement, fostering a growth mindset where students embrace challenge and are motivated to push beyond their comfort zone. With high expectations for both effort and achievement, HPA students are encouraged to approach their learning with resilience and curiosity, cultivating an attitude of excellence and a drive to reach their highest aspirations.

4. Highly effective CPD and leadership programmes are in place that support and motivate staff so that they are fully committed to TSA and feel confident about improving their own practice, subject scholarship and the practice of others, so that it has a positive impact on student progress.

5.Middle leaders are empowered to work alongside SLT to identify areas to develop within their faculty, leading to improvements in the quality of education judgement and ensuring that CPD structure are responsive and developmental for all

5. Approaches to disciplinary literacy including reading, writing and the acquisition of vocabulary are deeply embedded within the curriculum and staff pedagogy, ensuring consistent and impact.  These approaches equip learners to effectively access the curriculum and take meaningful next steps in their education. Pupils also demonstrate fluency and comprehension in reading and numeracy, reading widely and often, while applying mathematical knowledge, concepts, and procedures appropriately for their age. This foundation prepares them for future academic challenges and success.

5. Students' aspirations are further enhanced by a comprehensive careers program that gives them access to a variety of experiences and encourages them to think broader and bigger about their future careers. Parents are informed of the progress that their child is making. Parental engagement is key to supporting young people and ensuring that they make progress towards their targets and enhancing their aspirations. 

6. The overall impact of the enacted curriculum including assessment processes, supports students positive progress, enabling them to gather the knowledge, skills and qualifications they need, to move onto an aspirational next stage of learning.

6. Teaching is consistently stimulating and intellectually demanding, fostering active engagement in learning and discouraging passive participation. This creates a positive climate for growth and learning, promoting outstanding achievement for all students. By building resilience and breadth of knowledge, we ensure that students are equipped to overcome obstacles and excel in their academic endeavours.

6. Strategies and processes are in place to support all students, including vulnerable groups, to maintain good mental health, wellbeing and resilience, reduce risk and keep themselves safe, whilst enhancing cultural capital across the academy.

7. Students can be who they want to be at The Skipton Academy. There is a collective acceptance of students and staff with protected characteristics and diversity is celebrated through assemblies and PDT time. Intolerance is never accepted. Students are actively encouraged to demonstrate an understanding of core British values, exploring the diverse communities in the UK and beyond

8. A broad and balanced extra-curricular programme is implemented that allows all students to engage and develop their social and emotional skills. This is free to all students and promoted throughout the Academy.