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Longbenton High SchoolSelf-evaluation summary

September 2018

1Longbenton High School Self-Evaluation Form September 2018

SELF EVALUATION October 2017

Previous Inspection May 2015Overall effectiveness Previous Inspection: Good 2Leadership and Management Good 2Quality of Teaching Good 2Behaviour and safety of pupils Good 2Achievement of pupils Good 2

Overall effectiveness School Judgement Sept 18: Requires Improvement 3Effectiveness of Leadership and Management Requires Improvement 3Quality of Teaching, Learning and Assessment Requires Improvement 3Personal Development, Behaviour and Welfare Requires Improvement 3Outcomes for pupils Requires Improvement 316-19 Study Programmes Requires Improvement 3

Overall effectiveness SDP Judgement 2016/17 : Requires Improvement 3Effectiveness of Leadership and Management Requires Improvement 3Quality of Teaching, Learning and Assessment Requires Improvement 3Personal Development, Behaviour and Welfare Requires Improvement 3Outcomes for pupils Requires Improvement) 316-19 Study Programmes Requires Improvement 3

School Context

Judged good at the last two inspections in 2012 and 2015. Slightly smaller than average secondary school. Significantly lower proportion from minority ethnic groups than national at 6.7% compared to 28.2% (2017/18

data). The majority of pupils are from White British working class heritage. Longbenton High School is situated in the metropolitan borough of North Tyneside, on the edge of the city of

Newcastle upon Tyne. It serves the wards of Longbenton, Benton and Forest Hall. It has an intake broadly in line with national levels of deprivation but has wards with very high levels of deprivation. The school now has above national averages of FSM uptake with a noticeably higher proportion of FSM pupils in lower year groups than in KS4 (2017/18 data).

2017/18 Year 7 Year 8 Year 9 Year 10 Year 11

FSM 37.50% 33.09% 36.76% 28.89% 24.55%

The school place a strong emphasis on pastoral care and support due to the challenges of the intake. There are significant numbers of parents with low aspirations who have never worked or who work in a low wage, low skill set economy. These families have lived in the area through different generations while most of our academically successful pupils leave the area and do not return to the school as parents.

Although we have five feeder schools we take pupils from as many as 20 local primary schools. The school has trust status and, along with most other schools in North Tyneside, is a member of the North

Tyneside Learning Trust in partnership with the local authority, a number of businesses and further and higher education institutions. The school has been a specialist technology school since 1998.

After over 60 years of use, the old Longbenton Community College closed in July 2016. A complete new build through the Priority Schools Building Programme opened in September 2016.

The school has higher than national levels of stability at 93.5% compared to a national figure of 91.6% Since September 2009 we have hosted an ARP, known as the Melrose Centre, for pupils with core autism as

well as associated learning difficulties. Given relatively small cohorts in main school the data from Melrose pupils impacts on our whole school results and these need to be disaggregated for fair comparison as it is rare for


Melrose pupils to take many GCSE exams at the end of KS4 even though they usually have KS2 outcomes. This is particularly true for measures relating to SEN with EHCP and also measures relating to boys (Melrose predominately has male pupils and all pupils in Melrose have an EHCP). This is also why the school have a much higher than national proportion of pupils with an EHCP.

A small number of dual-registered pupils receive all or part of their education with alternative providers. These are Moorbridge and PALS (Key Stage 3 and Key Stage 4 PRUs in North Tyneside).

Attainment on entry has historically been broadly average as measured by Key Stage 2 SATs. The senior leadership of the school was in a state of significant turbulence and flux from January 2015 through

to September 2016. In January 2015, Governors, working alongside the LA, took the decision to ask a neighbouring school to support the leadership of Longbenton on the retirement of the long-standing previous principal, through the part-time support of an executive headteacher working alongside an acting headteacher (now appointed as permanent headteacher). In February 2015 the Business Manager (SLT) left suddenly; governors were unable to replace this position until September 2015. In December 2015 the newly appointed permanent headteacher suffered a brain haemorrhage and did not resume full-time duties until September 2016. In addition, a long-serving and experienced assistant headteacher left in July 2016. During this same period of time redundancies led to significantly reduced senior leadership team (January 2015 – September 2016); for instance the school had operated without a deputy headteacher. In September 2016, as the executive headteacher role ended, an externally-appointed deputy headteacher, and internally-appointed assistant headteacher, joined the SLT. Hence, the current strong, cohesive and determined senior leadership team was established from September 2016.

Governors and senior leaders identified departments in September 2016 that needed additional challenge and support in particular KS4 triple science, geography, history and MFL. These being Ebacc subjects gave these subjects particular relevance. Results improved for geography and history in summer 2017 but concerns in science and MFL were made more acute in summer 2017 results. Governors and senior leader identified the need to seek urgent improvements in science and MFL in particular and additionally to seek external support to boost maths for 2017/18. The process was a challenging one, but changes to teaching and leadership have occurred in all of these departments and outcomes in GCSE 2018 showed improvements in all of these subjects areas. For the academic year 2018/19 it is clear that there are still areas that require additional challenge with English being a priority.

Key Priority Areas for Whole School Development

Through continued scrutiny from governors and senior leaders, in addition to externally sought scrutiny – an external PP Review in Dec ‘17 and LA Assisted Review in Jan ‘18 – key priority areas for development have been identified.

PRIORITY 1: Leadership & Management - IMPROVE CONSISTENCY. Increase the impact that leaders at all levels have and accelerate the rate at which the school improves with a focus on DTT PiXL strategies.PRIORITY 2: Quality of teaching, learning & assessment - INCREASE CHALLENGE. Improve the quality of teaching and learning so that all pupils, particularly those who are disadvantaged, make more rapid progress.PRIORITY 3: Outcomes - IMPROVE OUTCOMES AND CLOSE GAPS. From different starting points, progress in English and in mathematics is close to or above national figures & rates of progress are showing consistent improvement in all other subjects.PRIORITY 4: Personal development, behaviour and welfare - ENSURE ATTENDANCE & ENGAGEMENT ARE HIGH. Sustain attendance improvements AND improve the engagement and aspiration of all students, as well as improving the engagement of parents.

Overall Effectiveness

Grade: Requires Improvement 3Evidence that supports this judgement

Since we judge the following areas as currently requires improvement: Leadership Quality of teaching, learning and assessment Behaviour for learning Outcomes for pupils

Then overall effectiveness is currently requires improvement

Leadership and management 3

Longbenton High School Self-Evaluation Form September 2018

Grade: Requires improvement 3Evidence that supports this judgement:

Leadership and management do not yet support a good judgement because outcomes require improvement. Since the last inspection, pupil progress in Key Stage 4 has declined to below national expectations although this decline was reversed in the 2017/18 results.

Governors and senior leaders of the school have demonstrated the capacity to drive forward on improvements; they have a clear understanding of the strengths and weaknesses of the school and what needs to be done to improve. For example, this has been shown through effective actions are addressing historical poor performance in science and MFL as well as improving attendance in 2017/18.IMPACT-

Science results which had been in lowest 10% nationally for 2016 and 2017 are much improved in 2018 and could be close to national averages in terms of attainment and progress. In 2017 41.4% of cohort has two sciences at C+ but in 2018 63.8% had 4+.

Outcomes in French significantly better in 2018 (71% 4+ in 2018 compared to 50% C+ in 2017). A group of pupils did GCSE Spanish with strong outcomes (100% 4+ in 2018 compared to 27% at C+ in 2016 – no cohort in 2017).

Overall absence for terms 1 and 2 much improved for all pupils (5.6% in 2018 vs 6.1% in 2017) and those who are disadvantaged (7.7% in 2018 vs 8.8% in 2017) as was the PA figure for all pupils (11.3% in 2018 vs 17.9% in 2017) and those who are disadvantaged (18.4% in 2018 vs 29.5% in 2017).

Leaders and governors have overhauled and improved systems and practice for the Monitoring Teaching, Learning and Assessment; these now give a better understanding of the day to day running of the school and to facilitate a more focused drive for improvement. Leaders and governors are acutely aware of where areas of good and outstanding practice are in the school and equally where performance needs to improve. A new Feedback and Marking Policy was implemented in February 2018 leading to much improved practice in school around DIRT and other ways of ensuring that pupils have the feedback that they need to improve.

Confidence in the leadership of the school from the local community has resulted in a rising school roll in each of the past two years and an end to a trend for gifted post-16 pupils to leave to study A levels at a local academy. In September 2018, 157 returns on Parent View showed that 94% of parents would recommend the school to another parent.

For Years 10 and 11, rigorous tracking of progress against aspirational target grades is in place, with six data collections annually and for KS3 three data collections. All leaders use these data collection to analyse pupil groups for underperformance and put relevant intervention in place. All senior and middle leaders are held accountable for their area of responsibility through the school’s quality assurance process which is underpinned by performance management.

Leaders and governors’ actions to secure improvement in disadvantaged pupils’ progress were not effective in 2017. An external review of the school’s use of the pupil premium was undertaken at the request of the school in January 2018 in order to assess how this aspect of leadership and management could be improved. An ensuing action plan supplemented the strategy that was already in place which has resulted in improved outcomes at the end of KS4.

IMPACT- In GCSE 2018:

Basics (4+) gap has narrowed by 16% Ebacc gap has narrowed by 7% Proportion of pupils attaining Basics 4+ and 5+ have risen by 17% and 10% respectively English and Maths have both seen a rise in the proportion of pp students attaining 4+ and 5+

Governance has improved considerably since September 2016 and governors have an accurate understanding of the quality of education in the school. Governors hold senior leaders to account for all aspects of the school’s performance, including the use of pupil premium and SEN funding. This can be evidenced through Governor Minutes. New governors have been appointed with many skills and experiences to add value to the work of the governors and the school. Governors regularly seek and undergo training in all aspects of school improvement and safeguarding.


Governors and leaders have ensured that clear links exist between Performance Management, appraisal and salary progression. Systems have been developed to ensure rigorous target setting with people being held to account to these challenging targets. In a small minority of cases this has led to more formal levels of support and accountability.

Leaders at all levels work effectively in collaborating with other partners from across North Tyneside. These include Teaching and Learning, curriculum, CPD, leadership and seeking out best practice to align with school improvement priorities. Examples of this include developing the leadership capacity of middle leaders, developing pedagogy to increase the level of challenge in lessons and also sharing strategies on how best to optimise the use of DIRT.

Leaders and governors are strongly committed to improving the skills of all staff and strategically plan and devote significant resources into staff CPD. The impact of this has been that staff are able to share good practice, learn from external sources and collaborate on moving the work of the school forward.

The leadership of pastoral provision has been strengthened with clear accountability, structures, processes and policies. This has led to better engagement with hard to reach families and pupils who have significant barriers to them learning which has also led to improvements in attendance and persistent absence rates in 2017/18.

Leaders promote equality of opportunity and diversity, resulting in a highly positive school culture. Governors, all staff and pupils work together to prevent any form of direct or indirect discriminatory behaviour. It is a recognised strength of the school that it does not tolerate prejudiced behaviour. This is evidenced through: feedback from pupils, building design incorporating non-gender assigned toilets and changing, LGBTQ+ awareness activities, bullying surveys and activities as well as feedback from visitors and governors on school culture.

The curriculum offer remains broad and balanced and designed to meet the needs of all pupils. In order to meet the curriculum intent a number of pathways which are designed to provide appropriate academic challenge as well as enhancing pupils’ behaviour and welfare, including their physical, emotional, mental and personal well-being, safety and spiritual, moral, social and cultural development. Further actions have been taken for September 2018 to tailor the curriculum offer in KS4 to meet the specific needs of teach cohort. Leaders and governors intend to further scrutinise the curriculum offer across all year groups to ensure that it has impact on pupil learning.

Leaders consistently promote fundamental British values and pupils’ spiritual, moral, social and cultural development through; assembly, Tutor time programme on British Values, opportunities to develop pupils’ leadership and responsibility, School Council democratic work and community work and tolerance work at lunchtimes.

Safeguarding is a strength of the school. Leaders and staff take appropriate action to identify pupils who may be at risk, swiftly reporting concerns and supporting the needs of those pupils. A culture of safeguarding permeates through to all members of the school community. Leaders identified concerns over online safeguarding for some pupils and have acted in ensuring that the existing PSD curriculum has been supplemented as well as through sessions being delivered on Staying Safe from LA Social Services professionals.

Why the quality of leadership and management is not yet good

o Historically, the information from quality assurance to develop the skills of staff has not been robust enough to make them more effective practitioners. This is something that has been addressed and has resulted in a new policy and approach to the monitoring teaching and learning and new expectations of leaders at all levels around monitoring and intervention. However, systems need time to embed to have full impact.

o Monitoring and evaluation of the school’s provision has changed to make it more robust and consistent across all areas and whilst this is starting to have impact on improving outcomes this emphasis needs to be sustained.

o The school needs to continue to increase the uptake of the EBacc through developing the quality of teaching and pupil experiences in MFL leading to more pupils choosing to study a GCSE in a MFL.

o Literacy across the curriculum needs to be further developed, especially as preparation for successful written work to enable pupils to access and fully understand question requirements of them in the new style GCSE examinations.

o The Pupil Premium strategy has closed gaps through significant improvements in 2018. However, leaders and governors carefully need to track the progress of disadvantaged pupils, across all year groups and subjects, so that they are in a position to swiftly evaluate the impact of strategies implemented; identifying what works and the next steps to take to improve outcomes for this group of pupils to make further sustained improvements.


Quality of teaching, learning and assessment

Grade: Requires Improvement 3Evidence that supports this judgement:

The quality of teaching, learning and assessment does not yet support a good judgement. Although improving, the quality of teaching, learning and assessment is not yet consistent across the school and within subjects. This is because some teaching does not always match pupils’ needs and some teachers’ expectations of what pupils can achieve are too low. As a result the progress that pupils make is variable.

Actions taken by leaders and governors to strengthen middle leadership, including regular progress challenge meetings linked to progress data and targeted CPD for middle leaders, have improved their ability to accurately assess the quality of teaching, learning and assessment, identify areas for improvement and act on these more swiftly. This has resulted in a greater appreciation of the need for triangulation of evidence between data, lesson observations and book scrutiny.

Assessment systems have been strengthened so that teachers can identify and support those pupils who are starting to fall behind and intervene quickly. There is a comprehensive intervention strategy including daily ‘Period 6’ and lunchtime intervention classes for Y11, as well as morning tutorial intervention (KS3 and KS4) in English and maths.

A new Feedback and Marking Policy, launched in February 2018, with agreed principles, approaches, expectations has been effectively implemented leading to a more consistent application of this across school. Leaders and governors identified that previously there has been a distinct discrepancy between the quality of teaching and learning as seen in lessons and that evidenced over time in pupils’ books. Quality of work in books had been too varied within and across departments. As a result there is evidence of improving practice meaning that all teachers give sufficient guidance and time for pupils to develop their understanding, and that pupils are clear about standards expected in terms of presentation.

Parent View shows that parents think highly of the teaching, learning and assessment in the school. In September 2018, based on 157 responses, 93% agreed or strongly agreed that their child makes good progress in the school and 97% that their child is well taught at Longbenton.

Since September 2016 there has been an increased focus on reading, writing, communication and numeracy across the curriculum. Whole school and departmental CPD has been provided to improve the quality of literacy delivery. To support this all staff have been to visit feeder primaries to observe standards, pedagogy, curriculum and challenge. In addition the school launched Accelerated Reader to improve reading skills and then in October 2017 staff received inference training and how to implement Talk for Writing strategies. This has led to improved standards of literacy seen during book scrutinies and in progress with reading ages as evidenced through Accelerated Reader testing.

Whilst Year 7 pupils’ attainment on entry is close to national standards in many measures there are gaps in attainment in reading, writing and GPVS. For this reason the school introduced the Accelerated Reader scheme as a way of developing these skills. In addition all English lessons in now begin with 10 minutes of private reading and some tutorial time is also given over to reading to develop fluency and enjoyment. The adjacency of the LRC to English classrooms in our new school and its central place is indicative of how important it is in the school’s development. Initiatives such as Reading Time and Accelerated Reader, supported by data, have led to the following:IMPACT: Significant increase in numbers of minutes that each pupils spends reading per day; in 2017/18 Year 7

pupils averaged 30 minutes per day of reading. Increase in numbers of words read and quizzes passed. 73% of Year 7 pupils were “at or above the national benchmark” for reading in July 2017 while in July

2018 the figure was 75%. In July 2018 72% of Year 8 pupils were “at or above the national benchmark”. 82% of pupils felt that they had made good progress in a survey of Year 7 in July 2017 while 79% of

pupils felt that they had made good progress in a survey of Year 7 and 8 in July 2018. Increased borrowing of books from the library: About 3000 books were borrowed from the library in

2015/16 before the introduction of Accelerated Reader. In 2016/17 that number rose to 3894 and in 2017/18 that went up to 4777.

Revisions of Key Stage 3 schemes of work have increased opportunities for extended writing, whilst also providing additional challenge with reading and writing. The latter has been influenced by productive transition work whereby teachers are much better informed of pupil competency with regard to key skills at the end of Key Stage 2.


Expectations and curriculum pitching has been influenced by this work but needs to be embedded and reflected in all subject areas. Work on embedding this was supported by a working group of staff who focussed on transition Key Stage 2 to 3 throughout the academic years 2016.17 and 2017/18.

The increased focus on the quality of homework, including the introduction of a homework timetable in Key Stage 3 from September 2016, ensures that pupils and parents are better able to access homework information. Leaders monitor to ensure that homework is being set consistently across all subject areas. Each night homework club runs in our LRC, something a number of our pupils attend voluntarily while others attend as an agreed action following non-production of homework. Parent View shows that 86% of parents feel that their child receives appropriate homework for their age.

Leaders proactively identify and access support from a range of sources including local authority advisors supporting English, maths and science. A focused CPD programme has been introduced for teaching staff and classroom-based support staff, looking at raising the level of challenge in our classrooms at all key stages, improving the literacy of pupils at all key stages and understanding and improving pupil behaviour and mind-set. A number of initiatives have been introduced to promote sharing of good practice, including coaching, ‘Teachmeet’ style CPD sessions where staff showcase their best teaching and learning strategies as well as the Amaze staff working group who trial new techniques, ideas, processes and evaluate their effectiveness and deliver CPD sessions to peers. Professional development is valued by our staff and there is a culture of wanting to improve as practitioners. School leaders decided to enrich its work by joining PiXL in June 2018, with the school being particularly keen to incorporate some PiXL strategies to build on improvements made in giving student feedback.

Teachers have secure subject knowledge as a result of having specialist teachers in all posts with only a small number of lessons delivered by non-specialists. This means that teachers have secure subject knowledge so that they are able have strong regard to content coverage and to be able to identify skills that require further development in future planning.

Why the quality of teaching, learning and assessment is not yet good Whilst there is evidence of having reduced inconsistencies, there are some still remain in terms of the quality of

teaching between subjects and year groups. There remain some lessons whereby appropriate levels of stretch, challenge and differentiation to enable all

learners, including those who are disadvantaged, to make sustained good or better progress. Staff need to work with pupils to develop mindset, resilience and positive attitudes to learning so that they can

apply themselves and make strong progress. Pupils need to further develop the capacity to learn from mistakes through feedback and DIRT so that they commit to improving their work.

Personal development, behaviour and welfare

Overall grade: Requires improvement 3

Behaviour Grade: Requires improvement 3 (due to the need to sustain improvements in attendance)Personal development and welfare grade: Good 2Evidence that supports this judgement:

Longbenton is a calm, orderly environment which consistently and effectively promotes pupils’ personal development and welfare. Pupils are taught how to manage their social, emotional and mental health needs to become confident young adults. The school has well-established systems that support pupils’ pastoral and welfare needs. Any concerns that pupils raise are taken seriously by staff and are quickly passed to specialist support staff and year leaders who in turn respond resolutely. As a result pupils feel safe in school.

The school’s open culture promotes all aspects of pupils’ welfare. In general, pupils enjoy learning about how to stay healthy, about emotional and mental health via learning opportunities in lessons, via assemblies and visits from external organisations. Robust systems are in place for Child Protection and safeguarding including the school having five members of staff trained as DSLs. Pupils also learn to stay safe and develop positive relationships via these learning opportunities, and how to stay safe on-line (and prevent the misuse of technology). E-safety is regularly monitored by senior leaders and the network manager using online safety software and through the school’s Acceptable Use Policy for ICT. Leaders actively seek to further opportunities beyond the curriculum, for instance all Y7 and 8 pupils attended the “Be Safe” workshops with external providers in Spring 2018 and Years 9 and 10 in Summer 2018.


The great majority of pupils are engaged, purposeful and attentive in class. Pupils respond quickly to instructions allowing lessons to flow smoothly and without interruption. Leaders proactively identify opportunities to improve how we work with more vulnerable students. In 2018 that included CPD to support staff on how best to work with ASD pupils and also those with ADD/ADHD. Low-level disruption is rare and dealt with effectively using the school's praise and consequence system. Data is carefully analysed to identify pupils not meeting expectations and a wide range of support is employed to assist pupils in improving their behaviour and attitude. All staff consistently communicate clearly to pupils what the expectations are of them during their time in school. Standards of behaviour around school are good. Pupils are courteous, polite, helpful and well mannered, as well as being confident and self-assured. Pupils take pride in their work, their school and their appearance.

Behaviour around the school and at break and lunchtimes is good. Despite the large number of pupils in communal areas, such as the dining hall, these spaces are orderly and calm. The school runs smoothly because leaders and all staff share the same high expectations of pupils and maintain a presence at key locations around the site and are visible to and engage with pupils.

A peer mentoring group at lunchtimes allows older pupils to support Year 7 who are vulnerable, something which has been received positively by Year 7 pupils and parents.

During Equality and Diversity week, a group of students delivered LGBTQ+ training to all staff. This group of students being part of a weekly after school discussion group.

Leaders and governors have harnessed pupil voice in a range of ways including a democratically elected student council, led by our Head Boy and Girl, who help to generate ideas for improvement to our school and to our pupil experiences. Pupils are involved in appointment panels and within internal departmental reviews which has led to a more inclusive view of the work of the school.

Leaders and governors have invested in making available input from professional counsellors to work with pupils for which surveys of pupils show a 100% satisfaction rate. Leaders have increased the capacity for behaviour mentoring within school to support those pupils who pick up too many consequences, following up on pastoral referrals.

The school have a strong reputation locally for the work it does with SEN students. For instance the local CAMHS service recommends Longbenton as a school to parents of its patients with conditions such as ADHD, ADD and ASD. Local primary schools from outside catchment in a different borough make similar recommendations to parents of pupils with SEN as they know that the school has a strong track record for supporting such pupils.

Pupils’ spiritual, moral, social and cultural development ensures that they are prepared to be reflective about and responsible for their actions as good citizens. A strong understanding of British Values is gained through both curricular and extra-curricular activities (including assemblies, visits and other activities). Our pupils make valued contributions to the school and to the wider community. For example, volunteering to help at school events, helping out in local primary schools, supporting charity and fundraising events including Team Kenya. Foreign trips include: an annual ski trip, April 2018 a staff trip to Arina Primary school in Kenya, July 2018 a year 10 trip to Belgium focussed on war poetry and October 2019 a post 16 trip planned to our partner school in China.

Staff at all levels promote clear messages about the impact of bullying and prejudiced behaviour on pupils’ well-being. Pupils, staff and parents report that instances of bullying are rare as evidenced in the low number of entries in the Bullying Log as the school deals with cases of bullying effectively. Staff and student surveys indicate that the school undertook a survey of pupils in June 2018 around issues relating to bullying to further understand how to improve this aspect of our work. IMPACT – Parent View from September 2018 showed that 94% of parents strongly agreed or agreed that their child is happy at school, 98% that they are safe in school, 96% that they are well looked after in school and 15% felt that the school did not deal effectively with bullying.

Leaders and governors ensure that pupils have impartial careers guidance that enables them to make choices about the next stage of their education, employment, self-employment or training. In addition, the school orgainse bespoke careers events, careers lessons in RSD/PSD and all pupils benefit from both group and individual appointments with Connexions. Vulnerable pupils, those identified as being at risk of becoming NEETs, receive additional support for the next stage of their life. Strong careers education and advice, work experience for all Year 10 pupils and bespoke work placements for sixth-form pupils are influential in the high proportion of pupils that continue in education, employment or training when they leave school at end of Year 11 or sixth form. Events such as World of Work Day for Year 10 (with support from NT Learning Trust) and Futures Day for Year 12 led to positive pupil feedback about what


they had learned about apprenticeship, higher apprenticeships and university. The school have clear plans in place to meet all Gatsby Benchmarks by 2020.

IMPACT – Figures below show low and falling rates of pupils NEET or destination “unknown”. The Year 11 of 2016 activity survey (for Year 11 of 2016) from Connexions shows that at 1/3/18 leavers: 71.5% in education, 20.8% in employment, 0.7% (1 person) NEET, 1.4% part time and voluntary activities and 2.1% in training. Year 11 of 2017 at 1/3/18 data shows that 85.0% are in education, 8.3% are employment, 4.5% in training; of the three pupils who are NEET, 2.2% or three pupils, one of whom is a girl who is not ready for work yet due to an acute health condition.

Leaders and governors have addressed historical increases in rates of absence and persistent absence over time that were above the national average. A robust attendance action plan was implemented during the summer term of 2017 which has ensured a whole school approach to improving attendance is now very apparent in the school. As a result of actions taken by leaders and governors overall absence and persistent absence rates have improved significantly during 2017/18, including for disadvantaged pupils.IMPACT-

Overall absence for terms 1 and 2 much improved for all pupils (5.6% in 2018 vs 6.1% in 2017) and those who are disadvantaged (7.7% in 2018 vs 8.8% in 2017) as was the PA figure for all pupils (11.3% in 2018 vs 17.9% in 2017) and those who are disadvantaged (18.4% in 2018 vs 29.5% in 2017).

Leaders and governors identifies the Villiers Park STEM Scholar programme as a strategy in raising aspirations and providing support to pupils in Years 10 and 11 who have potential but who have not had the level of advantage that others might have experienced. Activities that the pupils have experienced include university masterclasses, visits to work providers, residential in Cambridge with visit to the University, study skill residential trips at selected colleges and activity centres, 1:1 and group mentoring regarding academic progress and supporting career pathways.

A new Behaviour for Learning Policy was launched in September 2017 and has had a positive impact with improved teacher: pupil relationships and data showing a drop in detentions. However, there has been a rise in fixed term exclusions for 2016/17. This figure coincides with the move to the new school premises. Data prior to that was much lower as the old school had facilities to give alternatives to fixed term exclusions which are not available in the new premises. However, rates of exclusion remain below national averages; leaders and governors are acutely aware of this and have taken effective action.

Why the quality of personal development, behaviour and welfare is not yet good: The implementation of the whole school strategy to reduce absence has been rigorously implemented and has

had significant impact. However, these improvements need to be sustained over time.

Outcomes for pupils

Grade: Requires Improvement 3Evidence that supports this judgement:

Leaders at all levels are acutely aware that outcomes urgently need to improve and disadvantaged gaps need to close. A significant amount of work is being done to improve the quality of teaching, learning and assessment as well as enhancing the robustness of monitoring, tracking and intervention. Consequently, pupils currently in the school are now making improved rates of progress overall and for disadvantaged pupils. Evidence of the impact of this can be seen in the 2018 outcomes for pupils at GCSE and in KS3.

The progress of pupils, as measured across eight GCSE subjects, in 2016 was below average. Progress in 2017 was also below average; in both years pupils’ achievement from their starting points was not good enough. Disadvantaged pupils in particular have not made enough progress by the end of key stage 4. In 2016 and 2017, the progress of these pupils places their performance in the bottom 10% nationally when compared with other pupils’ performance nationally. Unvalidated KS4 data for 2018 shows a halt to the decline in standards seen in the previous two years with improvements from 2017 seen in most headline measures.

In 2017 pupils did not make the expected progress leading to a Progress 8 score of -0.49 which makes the school “below average” in the provisional DfE tables (13th to 30th centiles). The proportion of pupils attaining grade 4 or above in English and maths is in line with national averages. However, using the CVA measure in FFT Aspire to compare Longbenton with similar schools, it generated a P8 figure of -0.18, “in line with national averages”.


The Progress 8 figure fell markedly in 2017 but the actions of the leadership of the school have halted and reversed this. From 2017 to 2018 pupil progress is improving across a range of subject areas. Realistically the school knew that it was not going to recover from a P8 figure of minus half a grade in one year and realises that the P8 figure needs to improve but the data shows that measures that have been taken are beginning to have impact. Indeed, in many subjects the results were much better than the P8 figure would seem to imply. This is because P8 has been impacted by disappointing progress data in English. SISRA has released a comparative Subjects Progress Index (SPI) for the school who submitted their data to them to receive indicative P8 figures. The SPI figure for English Language was -0.48 and for English Literature -0.77 whereas for maths it was -0.26, for art -0.27, for geography -0.23 and for history -0.21 (science is difficult to calculate due to the mix of triple and combined science entries). Had English been in line with other high entry subjects then the school’s P8 figure would have been much better. Plans are in place to support the English department to be able to enable our pupils to achieve outcomes in line with expectations.

Pupils at end of KS4 Progress 82015-16 2016-17 2017-18

Longbenton High School -0.23 -0.49 -0.4 (SISRA Estimate)

The cohorts of 2016/17 and 2017/18 are both in line with national data for KS2 points score (as is the cohort for 2018/19). This means that the difference between the school and national outcomes for the A8 measure are now much more aligned.

% pupils at end of KS4 Attainment 82015-16 2016-17 2017-18

Longbenton High School 46.7 41.1 44.7National Average (All Schools) 47.4 43.6 44.6National Average (Maintained Schools) 48.4 44.6 46.4

One of the things that the school prioritised in 2017/18 was the matchup between the two basics subjects at 4+. These actions and the overall improvement of 4+ in Best English, mean that the school is now in line with national data for this headline measure after having been well below the year before.

% pupils at end of KS4 Basics (C+ / 4+)2015-16 2016-17 2017-18

Longbenton High School 61% 54% 64%National Average (All Schools) 56% 59% 59%National Average (Maintained Schools) 59% 63% 64%

The school await national data to make a comparison at 5+ Basics. However, it is clear that while the school focused on matchup between English and maths in 2017/18 at 4+, more attention needs to be placed at 5+ matchup while also looking to raise the proportion of 5+ in English.

% pupils at end of KS4 L5+ BasicsSCHOOL NAME 2016-17 2017-18

Longbenton High School 39% 36%National Average (All Schools) 39.6%National Average (Maintained Schools) 42.6%

While improving English outcomes is a key focus for this year, it was good to see the headline measure at 4+ improve on 2016/17.

% pupils at end of KS4

A*-C English L4+

SCHOOL NAME 2015-16 2016-17 2017-18Longbenton High School 74% 61% 70%


National Average (All Schools) 70% 70%National Average (Maintained Schools) 75% 76%

Outcomes for maths at 4+ were stable compared to 2016/17 but are likely to be slightly below national so progress in this headline measure remains a priority.


A*-C maths L4+

SCHOOL NAME 2015-16 2016-17 2017-18Longbenton High School 69% 66% 65%National Average (All Schools) 65% 65%National Average (Maintained Schools) 69% 69%

Standards in science were poor in 2015/16 and 2016/17, in the lowest 10% nationally. A large proportion of pupils did not make the progress they should have done, based on their starting points, particularly those with low and middle prior attainment in 2017. Disadvantaged pupils made significantly less progress in science than their peers.Impact

A range of measures have been implemented in order to address poor outcomes in science of the school and as a result school can demonstrate the impact of its actions with markedly improved results in all measures for science in 2018.


% achieving EBacc Science (A*-C) L4+

SCHOOL NAME 2015-16 2016-17 2017-18Longbenton High School 47% 41% 64%National Average (All Schools) 65% 63%National Average (Maintained Schools) 64% 62%

The school await national data but this is a headline measure that must improve and will be a focus of the school’s actions in 2018/19 to secure improvement.

% pupils at end of KS4 L5+ EnglishSCHOOL NAME 2016-17 2017-18

Longbenton High School 50% 50%National Average (All Schools) 57%National Average (Maintained Schools) 61%

The school await national data but this is a headline measure that must improve even further although it was good to see some progress in this measure as the 2018 figure is close to being in line with national data for 2017.

% pupils at end of KS4 L5+ MathsSCHOOL NAME 2016-17 2017-18

Longbenton High School 42% 45%National Average (All Schools) 46%National Average (Maintained Schools) 49%


Poor outcomes in languages has been a problem in the school for a number of years. This has significantly impacted on uptake of MFL and the attainment of those pupils who opted to study them. In year data for Year 11 of 2019 suggests that these improvements will be sustained in 2019.

ImpactActions taken by the school within this department have shown impact in 2017/18 with an increase in both the uptake and outcomes for pupils in MFL which is a limiting factor for the school within the EBacc measure.

% pupils at end of KS4 Ebacc at C+/4+2015-16 2016-17 2017-18

Longbenton High School 6% 8% 13.5%National Average (All Schools) 23% 23% 22%National Average (Maintained Schools) 24.30% 25% 24%

Outcomes for disadvantaged pupils showed widening gaps in 2017 and the need to address this has been a matter of highest priority. By ensuring that staff were better able to identify barriers to learning and ensure that teaching was closely aligned to individual need improvements have been made.

ImpactActions taken through the school’s PP Strategy have helped close key gaps for disadvantaged pupils.

Basics (4+) gap has narrowed by 16% Ebacc gap has narrowed by 7% Proportion of pupils attaining Basics 4+ and 5+ have risen by 17% and 10% respectively English and Maths have both seen a rise in the proportion of pp pupils attaining 4+ and 5+

A*-C in E&m (School PP - National NonPP)

Level 4+ in E&m (School PP - National NonPP)

2015-16 2016-17 2017-18

Centre Gap Gap GapLongbenton High School -24% -48% -32%

National Maintained Schools -28% -27% -27%

Those pupils with low prior attainment performed significantly less well in 2017 than others with similar starting points nationally; their achievement in English, science, humanities and languages subjects in particular was weak. Low prior attaining (LPA) pupils have performed much better in 2018 with the Attainment 8 figure going up to 21.8 (16.5 in 2017) which is close to national figure for 2017 (22.48). The is reflected in the attainment measures across all of the baskets of the EBacc for LPAs. Figures in brackets are for 2017; English element 9.1 (8.72), maths element 8.8 (8.95), EBacc element 12.6 (10.48) and open element 13.7 (13.96). The figure for the open element nationally for LPAs in 2018 will be interesting with the withdrawal of ECDL. Proportionately similar increases are evident in the emerging picture around P8 elements but validated data for that is still not available.

Those pupils who are high prior attaining (HPA) did not do as well in 2018 as National data for 2017 (shown in brackets). Overall A8 for HPAs was 57.2 (60.5 National 2017), in the English element 11.5 (12.6 National 2017) and maths element 12.0 (12.18 National 2017). Proportionately similar figures are evident in the emerging picture around P8 elements where the school’s outcomes for HPAs in 2018 was slightly lower than the National data for 2017, but validated data for that is still not available for 2018.

Data for the school for pupils with SEN and EHCP is distorted by the fact that the majority of such pupils are in our ARP for ASD pupils, Melrose. In 2018 there were six pupils on roll with an EHCP but three of them were in Melrose and, although they had KS2 data, did not sit any GCSE exams as they were not appropriate for the needs of these pupils. The three that were part of mainstream is not a large enough group to collate data for and a case study on each of them is kept separately. The school had two pupils complete their Key Stage 4 studies at a PRU. Both joined the school in Year 10 having been permanently excluded from a neighbouring school and moved to the PRU in the Autumn Term of Year 11.


An assessment system has been implemented across Key Stage 3 based on the acquisition of key skills and reflecting the assessment criteria that feeder primary schools use. In all subjects, pupils’ knowledge and understanding of each area is assessed as emerging, developing, securing or mastering. The school are effective in standardising assessment in KS3 within AWoL. The school collaborate on this with a neighbouring high school but also across the local authority through subject network meetings. This is strengthened in English and maths by teachers from our school attending KS2 moderation exercises across our feeder primaries.

Year 7 completed GL Assessment baseline testing in September and again in July 2018 to measure progress made across the year in maths. The data at the end of Year 7 is shown below and demonstrates, with external validity, 86% of pupil made expected or greater than expected progress. 84% of pupil premium pupils made progress expected of them or better than that. This compares very favourably with data on intake with 76.5% of pupils being at or above ARE at the end of Year 6 with this figure being 59.7% for PP pupils.

Y7 maths baseline Y7 2018 all ppabove expected 28% 17%expected 58% 67%below expected 14% 16%

GL baseline tests indicate Year 7 were above national averages for all 6 curriculum strands and all 4 curriculum skills (see table below). Given that this year group were in line with national standards in maths on entry, this is evidence of students making good or better progress in their time at Longbenton.

In Key Stage 3 pupils are making good progress towards meeting the expected attainment within the AWoL system that the school has in place. Levels of attainment in basics measures are rising with a higher proportion of pupils at ARE expectation at the end of Key Stage 3 in maths and English. Given that those assessed in 2018 against more rigorous expectation in Key Stage 3 had not followed the more challenging Key Stage 2 curriculum (PP data in brackets).

Y9 2018Level 6b or above At least ARE at end of KS3

2016 2017 2018Maths 62.8% (50%) 69.7% (55.6%) 70.0% (55.0%)English 60.2% (52.8%) 66.7% (52.8%) 76.0% (70.2%)Basics (E+M) 49.6% (36.1%) 56.8% (33.3%) 59.7% (39.2%)

Why outcomes are not yet good: The Progress 8 measure needs to improve rapidly. The school need to increase the uptake of the EBacc through developing the quality of teaching and pupil

experiences in MFL. Progress and attainment gaps need to narrow quickly and significantly between disadvantaged pupils and their

peers at GCSE. All staff are aware of those pupils who are disadvantaged and any barriers they might have to their learning and ensure that teaching and intervention strategies are closely aligned to individual needs.

Leaders and governors carefully track the progress of disadvantaged pupils, across all year groups and subjects, so that they are in a position to swiftly evaluate the impact of strategies implemented; identifying what works and the next steps to take to improve outcomes for this group of pupils.


Middle leaders need to be better equipped to more sharply monitor and evaluate their work and use what they learn to direct actions that secure improvement in their area of responsibility and improve pupils’ outcomes at a more rapid pace.

Outcomes in English language and particularly English Literature need to improve markedly and return to the above national data standards of previous years.

Effectiveness of the 16-19 study programmes

Grade: Requires Improvement 3Effectiveness of the 16-19 study programmes requires improvement because:

Achievement in the sixth form requires improvement because the progress on level 3 qualifications is not above average and is fluctuating, although not significantly negative. However, given their broadly average starting points in Year 12, the vast majority of pupils make good progress in most of their academic subjects and often attain challenging A-level targets at the end of Year 13.

Academic progress Over a four year period progress data has fluctuated. The vast majority of our pupils follow study programmes which are academic ones. In 2017 was +0.11 compared to 2016 when it was -0.04(not sig), down from +0.24 in 2015 (sig +). Unvalidated 2018 data suggests an L3VA figure of -0.10 (not sig-). This data is impacted by an A level biology class taught by two colleagues who left in the summer, one of whom left in early May. All but one of the class significantly underperformed against targets and against staff May predicted grades. Disaggregating this class’s results would give a provisional L3VA of -0.03 and if the class had reached predicted grades (which were still below MEGs) the school would have had an L3VA of +0.06. Of 2018 Year 13 entries (not including discontinued AS levels) 29.5 % were A*-B grades and 94.7% A*-E (with discontinued AS levels these figures are 27.8% and 92.3 % respectively) meaning that many pupils secured places in their chosen apprenticeship, university or college course. Of the 24 applications for UCAS 22 secured places. One of those who was not successful has chosen to return to resit and hopefully apply again next year.

From academic entries APE was 32.72(C+) in 2017 (national figure 32.1) compared to 28.5 (C) in 2016. Provisional data for 2018 shows academic entries APE 28.6 (C). 2018 data was impacted by the poor performance of an A level biology group.

In our small sixth form the number of disadvantaged pupils is very small and not a reportable group. Our disadvantaged pupils in 2017 performed particularly well achieving an academic APE score of 34.85 (C+) and a progress score of +0.11(there were no disadvantaged pupils studying Applied General subjects).

In 2016 of the 6 pupils who re-sat GCSE English 3 achieved C grades and 3 remained at D. The 6 leaving pupils who sat Maths unfortunately did not achieve a C grade. The 3 who remained in post-16 education at LHS had intensive lessons in preparation for the exam in November. One of these got a C grade in November. In addition one pupil got a C grade resitting English. Our disadvantaged pupils performed favourably in terms of progress in 2017 English (+1) and Maths (+0.5).

For 2016 results our GCSE English and Maths progress scores are positive (+0.58 English and +0.13 Maths) which compares favourably with National and LA figures which are both significantly negative. In 2017 the progress scores are positive (+1.0 English and +0.67 Maths) which is above national data. No pupils in 2018 needed to resit GCSE maths or English.

Retention rates are high with the Year 13 in-year retention rates being 94% (2015-16), 97% (2016-17) and 100% (2017-18). The figures for completing two year courses rose markedly 72.9% (2015), 71.1% (2016) and 80.5% (2017) – 2018 figures not available until performance tables are published.

In terms of pupil destinations, after post-16 education, the majority pursue Higher Education courses. The number who stay in education or employment at least two terms after study (2015-16 figures) are 88% (equals the national figure), staying in education is 78% (65% nationally) and Higher Education is 56% (48% nationally). Apprenticeship figures are lower with 10%, compared to 7% nationally. Destinations outcomes are improving and our Connexions activity survey of Year 13 leavers for 2017 shows that 68% have continued on to HE(+ 4% into FE), 13% into Apprenticeships, 12% into employment, 3% back to Y14. Again, 2018 data will be available once performance tables are published.


Teaching in the sixth form is at least good based on lesson observations and learning walks. Pupils are provided with well-planned opportunities to research and develop their own viewpoints and reasoning. The sixth form curriculum is organised well in conjunction with courses offered in one other secondary school to form our joint NE12 Sixth Form. As a result, pupils benefit from a wide range of experiences. The tutorial programme facilitates sessions on skills to help support pupils Sixth Form study and a variety of discussions on topical issues and events to develop pupils’ social and moral awareness

The post-16 tutorial, enrichment programme and registration group system allows for regular guidance on pathway choices post-18, including personal statement advice, choice of university and courses, apprenticeship opportunities and developing CV’s. Tutors and the Head of post-16 work closely with CONNEXIONS and guest speakers from a variety of providers. Pupils are positive about the quality of the careers information and guidance they receive. In addition to this advice pupils and staff have had training on an educational search tool called UNIFROG. This web-based software program facilitates pupils in the opportunity to search apprenticeship and university courses and vacancies as well as guide them on the writing of personal statements and CV’s and identify key competencies and skills they possess.

Post-16 pupils have had regular university and apprenticeship guidance throughout the year. The World of Work day was hosted at LHS in July 2016 jointly for the two schools and at The Parks, North Shields in July 2017 and 2018 organised by the North Tyneside Learning Trust. Pupils were guided from work providers in STEM and non-STEM pathways. Participation levels and pupil satisfaction on these were high.

In addition, we hold an annual Futures day at Northumbria University in June each year working with pupil graduates to advise pupils on university applications, finance, pupil life and course choices. This mirrors an induction day we hold at the start of Year 12 with a partner school, at the same institution, when pupils attend workshops on coping with the transition from GCSE to A level, led again by pupil graduate ambassadors at the university.

Over 95% of pupils who applied through UCAS in 2016 are now at University , figure was 100% in 2017 and 92% in 2018.

The Villiers Park STEM Scholar programme is raising aspirations and providing support to pupils in year 12 and 13 (as well as Year 10 and 11) who have potential but who have not had the level of advantage that others might have experienced. Current numbers in this academic year are as follows: Y10 (7), Y11 (3), Y12 (3), Y13 (5). In this cohort of 18 there are 11 male and 7 female. There were 2 pupils in Year 13 last year who both progressed to HE courses that were STEM related (one chemistry and one earth science).Activities that the pupils have, and are experiencing, include university masterclasses, visits to work providers, residential in Cambridge with visit to the University, study skill residentials at selected colleges and activity centres, 1:1 and group mentoring regarding academic progress and supporting career pathways.

Pupils talk positively about their time within the sixth form and that they feel very safe. At the end of Year 12 they undertake work experience and feedback from them indicates that they highly value this opportunity. Sixth-formers are positive role models to other year groups. They have positive attitudes and take on additional responsibilities within the school, for example, undertaking in class support or helping with sporting activities. They report that they appreciate the number of enrichment and extra-curricular opportunities available within school.

Areas for development are: To ensure that progress rates in L3VA continue to rise for academic subjects so that they are consistently

significantly positive. To achieve this there is a need to instil into staff and pupils that they are always working at least to their MEGs.

Retention rates and destinations to continue to improve for Year 11 into 12, Year 12 into 13, as a result of pupils being on the best pathway for them.


Progress made since Assisted Review January 2018

Levels of challenge and monitoring have increased, particularly in subject areas of greatest concernThe quality assurance processes for the monitoring of teaching and learning that were launched in September 2017 were strengthened following the Assisted Review to ensure greater rigour and accountability for staff in terms of quality of teaching and pupil progress. Additional measures of challenge and support were put in place in science, geography and MFL as well as with some of the staff in those curriculum areas. Extra staffing was brought in for science to support Year 11 in particular. Middle leaders effectively used the school’s quality assurance processes and these became established practice in all departments and year groups. Weekly breakfast meetings were introduced to facilitate greater collaboration between middle leaders in supporting each other in this process. Additional data challenge meetings were introduced mid-year with middle leaders as part of the PM mid-year reviews. Following the Assisted Review, the senior leadership of the school worked to a calendared action plan to ensure that support, monitoring and challenge was scheduled and implemented. Local Authority support was provided to middle leaders in science, maths and English. In addition LA support around transition and SEN led to changes to better help support in Year 7. This was followed up with a Learning Walk and report looking at the progress of SEN K pupils in school. IMPACT: Middle Leaders now have a better understanding of the school’s expectations of them in their roles and receive support and challenge to carry out this aspect of leadership. Departmental SEFs now show a realistic overview of the strengths and areas for improvement. The school better supports pupil progress at both a whole school and a departmental level, through improved quality assurance and pupil data tracking with appropriate subsequent intervention. Outcomes in science, geography and MFL were much improved in summer 2018. There has been a high turnover in staffing over the summer in science and MFL, including among the leadership of science.

Leadership and understanding of the school has improved amongst governorsA joint SLT meeting with senior governors took place to consider the Assisted Review report and actions needed to be taken by school and governors. This led to a governors’ action plan which was implemented and evaluated across the remainder of the academic year. This included external training for governors to better understand school accountability measures. The PP governor spent a morning with the headteacher and deputy (PP lead) to challenge the PP strategy and support the school in improving its work. The PP governor joined the head and deputy at Local Authority PP Conference led by Joan Hewitt and Mark Evans as schools shared PP strategies and heard of best practice from external speakers. IMPACT: Governors have been proactive in ensuring that the school responded positively to the challenges set within the Assisted Review Report. Governors are better equipped to support and challenge the work of the school, particularly in moving forward with the school’s PP Strategy.

Learning is more evident in books and feedback from teachers has a more consistent impact on learningFollowing input from a working group of staff, a new Feedback and Marking Policy was written and launched with staff in February 2018. Considerable CPD and leadership time was then devoted to implementing the policy and ensuring that all staff were engaging with expectations. This included joint work scrutinies between teachers, joint work scrutinies by curriculum leaders, joint work scrutinies between curriculum leaders and SLT as well as SLT work scrutinies in departments and across year groups. This was followed by a learning walk to look specifically at feedback as well as seeking pupil voice on the same theme.IMPACT: By the end of the summer term there was much greater consistency in the application of the school Feedback and Marking Policy than had been the case under the old policy at the time of the Assisted Review. Teachers and departments effectively shared best practice to shift away from acknowledgment marking towards feedback and to appreciate the importance of giving lesson time to effective DIRT.

Gaps for disadvantaged pupils that widened in in summer 2017 closed in summer 2018The deputy, who joined the school in September 2016, inherited a PP strategy that did not have impact. The one that she wrote and implemented across the academic year 2017/18 much better addressed the varying needs of individual cohorts and looked to remove barriers to learning and achievement. To support this, the school commissioned a PP Review at about the same time as the Assisted Review. This supported the PP strategy but also gave external validation to what the school was aiming to achieve as well as provide guidance on areas for additional focus. The LA seconded a local headteacher to help take forward the work of the LA around the PP agenda and our school quickly engaged with her to receive additional support. A review of the PP strategy and progress with it was carried out with the PP Review team in the summer term. The school’s headteacher, deputy and PP governor spent time together reviewing progress of PP pupils on a regular basis and also attended a conference together, led by Joan Hewitt and Mark Evans, to learn more about best practice. The school’s deputy is to train as a PP Reviewer early in the Autumn Term.


IMPACT: GCSE results and attendance data all showed that gaps for disadvantaged pupils had closed significantly in 2018 compared to 2017. There is still much work to be done but previous declines have been reversed and 2018 data could be close to national averages once it is available.

Sustaining impact on improving attendanceFollowing the Assisted Review, the school refined its attendance action plan to redirect available resources into the areas that have had greatest impact. For instance, this meant that focus meetings paid greatest attention to pupils who were either PA or close to PA and had broken weeks of attendance to take swift action. This involved collaborative working between SLT, Year Leaders as well as the School’s Family Support Worker and Attendance Mentor. Additional support was sought from the attendance team from Durham LA to use their attendance toolkit in writing an Action Plan for the academic year 2018/19 following the successful support given in the previous academic year. IMPACT: As has been outlined earlier, attendance data for 2017/18, in terms of overall absence and PA, has improved significantly on the academic year 2016/17.


Progress made since May 2015 inspection priorities

A small minority of teaching does not challenge all pupils to give of their best and respond to comments about how to improve their work.School response: Delivering lessons which provide challenge and inspire all pupils to give of their best was a CPD focus for

2017/18 and is now the most important issue to address through CPD and other means. Teachers give pupils quality feedback on how to improve their work and ensuring they act on teachers’ advice.

IMPACT Staff training around DIRT (Dedicated Improvement and Reflection Time) and feedback has highlighted its importance as a way of ensuring pupil progress. Pupils have a much greater buy-in to DIRT time as they see it used effectively across a range of subjects.

Not all teaching checks carefully that all pupils understand their work before moving on to other activities.School response: Teachers check on pupils’ understanding thoroughly before moving on to other planned activities

in lessons. This is seen during SLT and departmental observations, including ones carried out by the LA. Pupils respond to teachers’ comments about how to improve their work further, as evidenced through work

scrutinies and pupil voice. A lot of CPD and leadership time was spent on implementing the new Feedback and Marking policy fom

February 2018 until the end of the academic year.IMPACT Departmental and SLT work scrutinies in the Summer Term of 2018 showed much improved practice.

Not enough pupils attain the highest GCSE grades in some subjects. School response: Improve teaching further so that more pupils make outstanding progress and reach the highest GCSE grades All pupils respond to teachers’ comments about how to improve their work further. Raise the level of challenge in teaching and expectations of teachers.

IMPACT – the impact of this was that in summer 2017 19.0% of entries were A/A* compared to 11.8% of entries in summer 2016 and 17.1% in 2015. In summer 2018 15.3% of entries were A/A* or grade 7+.

Improve teaching further so that disadvantaged pupils make better progress across Key Stage 3 School response: PP Strategy for 2017/18 Raising teachers’ expectations of the quality, quantity and standard of presentation of work in pupils’ books An external review of the school’s use of the pupil premium was undertaken December 2017 in order to assess

how this aspect of the school’s work can be improved.

IMPACT In Summer 2015 (time of OFSTED report) Y9 PP attainment for pupils at level 6+ was English 30.8%, Maths 52.9%, Science 59.9%. In Summer 2017 Y9 PP attainment for pupils at level 6+ was English 45.5%, Maths 48.5%, Science 64.7%.

Increase the proportion of pupils leaving the sixth form with a good GCSE grade in English andmathematicsSchool response: More frequent lessons and better-matched work are provided to equip more pupils with the skills

needed to improve their previous attainment and reach at least a C grade with November entry routinely used. The timetable for 2015, 2016 and again in 2017 was written to ensure more timetabled lessons for pupils who

need to resit GCSE English / maths.IMPACT In summer 2017 there were only two pupils who left Year 13 without grade C in maths. All had C or above in English. For 2016 results our GCSE English and Maths progress scores are positive (+0.58 English and +0.13 Maths) which compares favourably with National data. In 2017 the results were the progress scores are positive (+1.0 English and +0.67 Maths) which are rising and well above national data. In summer 2018 no pupil left without a pass grade in both English and maths.


Attainment 8 by pupil group

Overall Attainment 8 English element Maths elementEnglish Baccalaureate

Open elementelement

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

All pupils 41.51 44.7 46.29 8.72 9.1 9.9 8.34 8.8 8.95 10.48 12.6. 12.58 13.96 13.7 14.85Low overall prior attainment 16.53 21.8 22.48 3.7 4.8 5.18 3.3 3.8 3.64 3.6 5.3 5.11 5.93 7.7 8.55

Middle overall prior attainment 35.85 36.7 40.99 7.67 7.8 9.04 6.91 6.8 7.68 8.16 10.2 10.55 13.11 11.8 13.71

High overall prior attainment 57.97 57.2 60.51 11.93 11.5 12.6 12 12 12.18 15.71 16.7 17.27 18.33 17 18.46

Progress 8 by pupil group

Overall Progress 8 English element Maths element English Baccalaureate element Open element

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

LHS 2017

LHS 2018

Nat 2017

All pupils -0.49 -0.4 -0.03 -0.62 -0.58 -0.04 -0.3 -0.26 -0.02 -0.71 -0.41 -0.03 -0.31 -0.35 -0.04Low overall prior attainment -0.89 -0.69 -0.17 -1.07 -0.92 -0.2 -0.42 -0.53 -0.11 -0.74 -0.68 -0.14 -1.23 -0.64 -0.23

Middle overall prior attainment -0.53 -0.33 -0.02 -0.71 -0.52 -0.02 -0.4 -0.34 -0.01 -0.82 -0.25 -0.02 -0.22 -0.29 -0.02

High overall prior attainment -0.3 -0.4 0 -0.37 -0.54 0 -0.15 -0.16 0 -0.57 -0.51 0 -0.08 -0.34 0

Appendix


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