Set High Floor, No Ceiling

The challengeOverall enrichment participation is 91%, but only 63% for disadvantaged pupils, with cost, transport and confidence keeping some children away.

What the leader doesThe headteacher publishes the offer six weeks ahead, removes charges for eligible families, adds a late minibus, offers a supported first visit and gives every activity a visible progression route that pupils choose.

What success looks likeBy day 30 every pupil should have an affordable, accessible place; by day 60 disadvantaged participation should rise from 63% to at least 80%; by day 90 the participation gap should be below 10 percentage points.

The challengeFour classes have let the weekly independent write be displaced, and outside the higher-attaining groups only 27% of sampled pupils are invited to make their own authorial choices.

What the leader doesThe assistant headteacher protects the weekly writing slot, provides mentor texts and scaffolds by need, and asks teachers to start writing conferences with the author's intention, fading support that limits independent choices.

What success looks likeBy day 30 all 18 classes should protect a weekly independent write; by day 60 every class should offer an open extension route used by all groups; by day 90 at least 60% of sampled pupils should be making independent choices.

The challengePupils with SEND take part in daily mathematics but are redirected to closed practice in seven of twelve visits, so few reach the open reasoning task.

What the leader doesThe mathematics lead plans one shared open problem each week with multiple ways in and prompts available to all, models it first in Year 6 and asks adults to prompt explanation before intervening.

What success looks likeBy day 30 pupils in every sampled lesson should explain their reasoning; by day 60 at least 70% of pupils with SEND should attempt an open extension; by day 90 pupils should compare strategies independently in both classes.

The challengeDisadvantaged pupils are far less likely to access leadership roles or complete work experience, and many pupils see the applications as written for confident people.

What the leader doesThe headteacher funds transport and clothing, publishes dates a term ahead and replaces self-nomination with open information, personal invitation and a supported first step, so every pathway leads from taking part to leading.

What success looks likeBy day 30 every year group should be delivering its core entitlement; by day 60 the disadvantaged gaps should narrow to no more than 12 points; by day 90 every pupil should complete the entitlement, with gaps below 10 points.

The challengeIn nine of 34 sampled lessons, pupils with SEND completed simplified work that cannot lead to the stated learning, and scaffolds often stay after pupils are ready.

What the leader doesThe assistant headteacher asks each faculty to define the conceptual core of one unit, plan models, vocabulary rehearsal and optional prompts around the same ambitious task, and fade support using checking questions.

What success looks likeBy day 30 the core task and a supported way in should be visible in 90% of sampled lessons; by day 60 parallel simplified tasks should fall below 10%; by day 90 none should replace the core task.

The challengeLeadership roles are held repeatedly by 31 pupils while 46 have not contributed publicly this term, and quieter pupils want preparation time and smaller roles.

What the leader doesThe head of year gives tutors a model reflection, a six-week role rotation and contribution choices beyond speaking, with rehearsed or paired routes and a clear escalation route when a check-in raises a concern.

What success looks likeBy day 30 all twelve tutor groups should deliver the weekly reflection and check-in; by day 60 roles should rotate and 75% of pupils contribute to a community action; by day 90 every Year 7 pupil should contribute.

The challengeOnly eight of twelve Key Stage 3 units include the full enquiry cycle, and independent question-framing is largely confined to higher-attaining classes.

What the leader doesThe head of geography teaches the enquiry cycle explicitly with a shared model, gives every class question stems and accessible data, and builds stretch through source choice and competing explanations.

What success looks likeBy day 30 all twelve units should contain a taught enquiry; by day 60 at least 80% of pupils should justify a conclusion from evidence; by day 90 moderation should show strong enquiry in every teaching group.

The challengeThree of nine schools do not yet secure the full assess, plan, do, review cycle, and heads need their context respected without it excusing weaker provision.

What the leader doesThe director agrees a six-part entitlement schools can adapt but not dilute, publishes annotated examples, protects SENCO moderation time, funds coaching in the three least-secure schools and shares strong practice through open clinics.

What success looks likeBy day 30 all nine schools should map their cycles and name their gaps; by day 60 the three weaker schools should reach the trust floor; by day 90 peer review should find the floor secure everywhere.