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Ursuline College

‘Act, move, believe, strive, hope, cry out to God with all your heart’

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School Improvement Plan

School Improvement Plan 2021 / 22


As a Catholic comprehensive school following the tradition of Ursuline education we seek the highest standards for all our students. In an atmosphere of mutual respect, trust and care we work together in the spirit of the Gospel to serve the local community and the Diocese. Through encouragement, responsibility and self-discipline we enable each individual to grow spiritually and intellectually in order to make a unique and positive contribution to society.


Examination Results 2021: Headlines


P8:  - +0.15

A8:  - 44.78

A Level

Academic ALPS:  - 2

Vocational ALPS:  - 3


School Targets 2021 / 22


P8:  0

A8:  - 

A Level

Academic progress/ALPS:   - 

Vocational progress/ALPS:  - 



Catholic Ethos 

Continue to improve the Catholic life and ethos of the school  

with an emphasis on it being Ursuline.  


Ensure that all pupils are rapidly identified for SEN  

and that suitable provision and staff training is in place. 

Covid-19 Catch-up 

Ensure the gap reduces through strategic focus on catch-up for those students identified as having significant gaps in their learning caused by the pandemic. 

Quality First Teaching 

Embed the Instructional Coaching method, ensuring Walkthrus are fully rooted into our repertoire of strategies to support effective and inclusive teaching & learning.  


Improve attendance and reduce persistent absence, particularly for disadvantaged students. 




Embed Behaviour for Learning policy ensuring consistency across the school in its application. 


Maximise progress at GCSE and A Level for all groups of learners. 




Improve student engagement in reading and literacy across the curriculum and embed subject-specific literacy skills in each department area. 


Further details of benchmarking, targets, actions and review can be found in Individual Action Plans



Key Priority  

Success Criteria  


Catholic Ethos  

  • Daily acts of worship fully embedded both morning and afternoon  

  • Ursuline Student Profile to be understood by staff and students and seen in action across the school  

  • SLT understand how to lead in a Catholic school  

  • Students have opportunities to attend retreats and participate in liturgical events.  


  • Systems for rapid identification of SEN are developed and strategies to support students and staff in relation to these are implemented 

  • Increased QA of QFT and TA deployment in relation to securing good outcomes for all SEN pupils 

  • CPD delivered to teachers and TAs in relation to QFT and most appropriate class-based interventions 

  • Review undertaken of SEN departmental structures to identify what additional capacity is needed. 

Covid-19 Catch-up  

  • Students are identified for catch-up based on sound data from AP4  

  • Strategic programme is in place to address gaps in learning  

  • Gaps are reduced following intervention programme and there is clear evidence of positive impact for those identified students.  

Quality First Teaching  

  • Instructional Coaching and Walkthru programme is ongoing over the course of the academic year and leads to all staff being ‘solid good’ or better.   

  • Termly Line Management Agendas ensure continual focus on DIPs allowing for consistency in approach to T&L.  


  • Students engage readily in reading in each subject area and understand key terminology in each subject  

  • Learning Walks show all departments have literacy embedded in their everyday practice.  


  • Attendance to be above 94.5%  

  • Persistent Absence to be below 14.5%  


  • Learning Walks show Behaviour for Learning policy is fully embedded into departmental practice  

  • All staff consistently apply the Behaviour for Learning policy  

  • Significant reduction in number of SLT call-outs  


  • KS4 outcomes to be at least in line with national average 

  • KS5 outcomes to be at least ALPS 5 for academic L3 subjects and at least ALPS 4 for vocational subjects. 



Leadership & Management  

Ensure there continues to be a clear vision and direction, drawing on stakeholders both within and outside the community  




Staff wellbeing 

  • Member of staff to attend KCSP Wellbeing Working Party  

  • Staff Wellbeing Working Party to be set up in school to raise awareness of the wellbeing of staff and build staff morale 

  • Ensure staff workload is always considered 

  • Ensure regular recognition/ praise of staff  


  • Review Link Governors to ensure skill set matches the role 

  • Ensure Link Governor meetings take place regularly that provide both challenge and support 

  • Work with the Chair to ensure Governors feel confident and able to challenge 

Covid catch-up 

  • Use data from AP4 to identify those students in need of intervention due to Covid 

  • Implement catch-up intervention/tutoring to support closure of identified gaps in learning 

  • Recruit a catch-up literacy & numeracy tutor who can work with small groups of identified students in KS3 

  • Explore the use of teachers in school and external tuition companies to provide one-to-one and small group tuition 

  • Provide GCSE English and Maths resit support where necessary in KS5 

  • Explore the use of companies offering study skills (eg Elevate) to further support identified students across all key stages 

  • Ensure students’ social, emotional and behavioural needs are met. 

Health & Safety/ Premises 

  • Follow published procedures and practice in H&S Policy 

  • Liaise with IT team regarding on-site CCTV to ensure coverage is adequate in all areas 

  • Develop First Aid and PEEPS procedures  

  • Organise termly meetings for the Health and Safety Committee. 


  • In-school CPD to be arranged to address key priorities 

  • Directed Time schedule to ensure clear foci for departmental and T&L meetings 

  • Identify and support colleagues onto new NPQ programmes 

  • Ensure suitable CPD programmes are made available for support staff. 


  • Develop links with CCCU to ensure PGCE students join us 

  • Embed new ECF 

  • Ensure training for mentors 

  • Ensure comprehensive induction to the school, including programme for ECTs 



    Quality of Education  

    Ensure that the curriculum is accessible to all pupils and that they are enabled to make the best progress they can 




    Curriculum Development 

    • Embed all aspects of the curriculum planning undertaken during 2019-20, including department curriculum plans, ’deep dive’ preparation and PP/SEND/MAP statements.  

    • Analyse curriculum offer at all key stages. Discuss at SLT any identified additions/implementations required at all levels 

    • Evaluate and implement improvements for option process for new Y10 and Y12 cohorts 2022-2023 

    • Evaluate current BTEC provision and support with Lead IV and implement changes in BTEC policy/improvements to procedures. 

    • Work with Director of Sixth Form to investigate new T Levels and impact on our curriculum. 


    • Discuss assessment requirements for 2021-22 with RSL’s 

    • Construct marksheets in line with any new requirements  

    • Evaluate reports to parents with each respective RSL and make necessary changes 

    • Establish comment banks for reports into SIMS profiles for end of year reporting 

    • Establish Power Bi application for better use of assessment/school data 

    • Ensure use of 4 Matrix is fully embedded at middle and senior levels as well as for all class teachers 

    • Improve usage of ALPS across 6th form subjects for all CL’s to analyse school performance and help to improve pupil progress. 

    Literacy & numeracy 

    • Work with in-school and KCSP Literacy Co-Ordinators to develop and implement a programme to raise understanding of Literacy and what it means for each subject area 

    • Work with key stakeholders to identify and embed subject-specific literacy skills in each department 

    Teaching & Learning 

    • Development of METAL programme with clear foci for each term, inclusive of Learning Walks and book looks and ensuring the middle leaders are fully involved in the process 

    • Development of Instructional Coaching and Walkthrus to support staff furthering their practice in the classroom  

    • Provide support to those staff recognised as finding particular aspects of their practice challenging 

    • Provide termly LM agendas linked to SIP and with a thorough T&L focus to ensure consistency across all SLT Lead LM meetings  

    Cohorts (PP/ CiC/ G&T/ Young Carers) 

    • Review, update and disseminate the school’s three year Pupil Premium Strategy, ensuring understanding at all levels of how to implement 

    • Work with the T&L Lead to ensure quality first teaching is embedded 

    • Liaise with the SENCO to ensure staff are identifying students with possible SEN and referring them for support 

    • Review support in place for high achievers 

    • Review support in place for low performing boys entitled to FSM 

    • Ensure that young carers are identified and appropriate support is offered 

    Cohorts (SEND/ EAL) 

    • Ensure students with SEN/EAL make significantly improved progress as a result of teachers’ better understanding of learning needs 

    • Ensure swift identification of students who may have SEN through frequent observations of students in their classroom settings 

    • Develop a structure for regular progress meetings so that there is a forum for discussing appropriate strategies for students 

    • Ensure that high quality teaching is complemented with carefully selected small group and one-to-one interventions 

    • Develop further, parent/carer communication and concerns to support confidence in their child’s provision 

    • Raise staff awareness and develop a whole school approach to identifying and supporting students’ mental health and wellbeing. 


    • Ensure the right students are on the right courses with probationary periods where appropriate 

    • Rigorous, forensic analysis of data to inform regular meetings with students and staff 

    • Regular communication with parents regarding progress of students 


    • Ensure students are supported in the transition from KS3 to KS4 

    • Rigorous, forensic analysis of data to inform regular meetings with students and staff 

    • Regular communication with parents regarding progress of students 

    • Embed opportunities for subject enrichment/cultural capital for all KS4 courses 

    • Ensure that frequent diagnostic assessment takes place which produces robust data that can be used effectively by teachers to inform teaching, as well as CLs and SLT to inform intervention needed 

    • Regular meetings with Core CLs to discuss data and priority groups/ students 


    • Ensure the Year 7 students are CAT tested within the first two weeks of joining and use data against primary info to ensure appropriate setting 

    • Review the new reporting system for KS3, amend as necessary and embed moving away from fine grades 

    • Ensure end of cycle assessments are rigorous and emulate GCSE examinations, and allow for fluid movement between sets more regularly 

    • Embed regular progress meetings with CL’s to work more closely with identified target groups 



    Behaviour & Attitudes  

    Ensure that all students are safe, conduct themselves in an appropriate manner and have good attendance 




    Behaviour for Learning & Conduct (inc those educated off-site) 

    • Review Pupil Discipline Policy and amend as necessary with renewed focus on behaviour for learning and positive behaviour management strategies 

    • Maintain commitment to reducing rates of FTE for all pupils and groups of pupils 

    • Continue to celebrate good behaviour and attendance as a way of recognising success and building aspirations 

    • Continue to focus on strategies to manage behaviours that disrupt, or prevent, teaching and learning of others 

    • Provide opportunities to share good practice behaviour management strategies between staff 

    • Continue the positive work with Enterprise Learning Alliance 


    • Ensure regular information regarding attendance is communicated to appropriate stakeholders and act accordingly 

    • Prioritise the reduction of persistent absentees  

    • Investigate and implement the use of Nudge Theory to improve the attendance of a target group of students 


    • Sustain strong system of reporting which keeps children safe and happy at school. Ensure consistency in all approaches 

    • Ensure that the school’s monitoring system gives accurate information on specific incidents/categories e.g., peer on peer abuse, sexual harassment, and that all incidents are resolved successfully 

    • Identify training needs and current safeguarding ‘knowledge’ of all staff – address with suitable training 

    • Continue to inform all stakeholders in statutory and best practice. Implement learning from latest government/regulations/examples of best practice to ensure safeguarding practices and impact is exemplary 

    • Maintain and enhance principles of safer recruitment, ensuring that strong foundations are built upon, with guidelines and checklists systematically built into all procedures around recruitment. 



    Personal Development  

    Ensure that all pupils feel safe, enjoy and take an active role in their schooling and are prepared for the next stage in their life 




    Catholic Ethos 

    • Consider existing liturgical arrangements and fully embed daily acts of worship both in the morning and afternoon, with the Ursuline prayer being said each day 

    • Continue to work with our new Chaplin to raise the profile of what Catholic Ethos means for students and staff in our school and what it is to be an Ursuline school: Faith in Action, Serviam, the Gospel Values, partnerships with Ursuline schools & Ursuline Links with a focus on the Ursuline Student Profile 

    • Ensure SLT receive training from our Chaplin in how to lead in a Catholic school 

    • Organise Year Group retreats & liturgical opportunities 

    CEIAG &


    • Review year plan across all Key stages 

    • Develop Careers area on the new website for September 2021 

    • Continue to work with Thanet Transition Project  

    • Continue to work with and develop the role of the Enterprise Adviser  

    • Commitment to ensure no NEETs including those in Alt Curr 

    KS2-3 Transition 

    • Develop Open Day (if COVID restrictions allow) to invite as many families as possible on site to view the school and speak with staff.  

    • Develop Year 5 taster sessions to Catholic feeder schools 

    • Continue to plan exciting opportunities as part of the Thanet Transition Day 

    • As the PAN increases, allow for more bespoke transition and additional sessions for those with SEND / vulnerable groups. 

    KS3-4 Transition  

    • Design curriculum offer for new Y10 cohort Sept 2022 

    • Discuss curriculum offer at SLT level and implement any necessary changes 

    • CL’s to evaluate their option information videos and make any required amendments or improvements 

    • Update website with new curriculum offer and associated videos that have been amended 

    • Improve communication with parents  

    • Curriculum offer decisions to run subjects made by Easter and implemented into curriculum plan with option blocks created at the same time 

    • Finalise options and communicate to parents any changes by Summer half term. 

    KS4-5 Transition 

    • Develop Open Evening and transition/taster days for Year 11 students in October to influence decision making. Open evening to be held (guideline dependent) and launch prospectus online on school website/DFE website/Kent Choices as well as with careers adviser to ensure external students are aware of course offers. 

    • Ensure all course offers on all platforms are ready by October 2021 for the September 2022 start. 

    • Establish closer links with local secondary schools with no Sixth Form provision through the EBP careers adviser. 

    • Complete Y10 careers interviews before end of summer term to ascertain numbers of those wishing to stay post KS4. This allows intervention time before Kent Choices opens in October of Y11 and individual interviews with Y10 students in advance of their choices of further study. Retention of our highest attaining students is a priority. 

    • Contact all Y11 first choice students regarding induction process of transition work, results day, future houses/tutors and start dates. Involve new Y12 tutors in this process.   

    Wellbeing – the ‘Whole Child’(inc achievement & rewards (CD), student voice/ council, enrichment, PSHE/ SRE) 

    • Continue to push the rewards system, focusing further on vulnerable groups using last year's data to inform where intervention may be needed for all students to be rewarded appropriately (CD) 

    • Develop a student council if bubble restrictions drop / introduce Form Captains across all year groups / tutor groups and re-establish the Sixth Form Student Leadership Team 

    • Develop a Student Passport, allowing them to measure their ‘Whole Child’ progress and opportunities from KS3 – 5 

    • Relaunch curriculum based enrichment throughout the school year in addition to the end of year programme 

    • Reflect on Year 2 of the PSHE programme and develop Year 3 

    • Embed RSE in line with the new policy using external agencies and break out days.  

    Pastoral Support (inc House Managers, Role of Tutor, Assemblies) 

    • Establish clear line management structure for House Managers 

    • Review tutor groupings and vertical structure and amend as necessary 

    • Re-establish the role of the tutor to ensure a more consistent start to the day, especially for vulnerable students 

    • Create full year assembly calendar shared across SLT and Chaplain encompassing all liturgical and current themes and foci 

    • Embed the Ursuline Education Community values in form time and through assemblies 

    Our Mission and Values

    We value each individual as a person made, known and loved by God

    We value the whole person, spiritual, physical and intellectual

    We value forgiveness and reconciliation

    We value justice, equal opportunities and fairness

    We value faith development as individuals and as part of communities

    We value learning, growth and achievement

    We value serving others and caring for those in need

    Read Our Values & Ethos Statement

    Trust Information

    Ursuline College is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.