school self-evaluation sef writing frame v10b september 2016 devel plan... · school...

School self-evaluation SEF Writing Frame V10B September 2016 This guidance is based on the August 2016 Ofsted Handbook for Inspection (Ofsted Ref 150066) and my previous guidance: “Practical whole school self-evaluation”, published originally by ASCL in 2007. Receipts from your donations for these documents go to charity - the ASCL Educational Trust. Further details are available from ASCL Publications.

Health Warning I’ve done my best to ensure that the advice is accurate. I regret that I can accept no responsibility for errors or omissions, but if you find any, please tell me.

Documents provided in the S-E folder: Contents of this document: Writing Frame

• V10B School self-evaluation: criteria/guidance to inspectors

• V10B School self-evaluation: writing frame

• V10B 2015 School self-evaluation: guidance notes Earlier documents based on the earlier frameworks/data

• School self-evaluation: scorecards (to be updated late 2016)

• School self-evaluation: evidence record

• Area self-evaluation: pastoral guidance

• Area self-evaluation: curriculum guidance

School context 1 Overall effectiveness 2 Leadership and management 3 Teaching, learning and assessment 4 Personal development, behaviour and welfare 5 Outcomes for pupils 6 16-19 provision 7 Early Years provision 8 Spiritual, moral, social and cultural development

How to use the Writing Frame evaluation sections Read the Guidance notes first! Although the guidance notes were written in 2015, they are largely applicable to the 2016 version of the SEF writing frame.

• Select the Ofsted criteria phrase/s which most closely match your school’s position for each sub-heading (A).

• Assign an approximate grade to these phrases.

• Explain why you have chosen these by citing the school’s key strengths and areas for improvement – try to avoid simply describing what you do (B).

• Repeat for each of the sub-headings.

• Summarise the most important things you need to do to reach the next grade or to remain outstanding (C).

• Assign an overall grade (D). Care! This is not an average of the sub-headings. You need to decide which areas have greatest impact.

• Provide a brief summary of the main reasons for choosing this grade (E) and not the higher/lower grade if near the boundary.

• Complete the revision date and author (F/G).

Tony Thornley Education Ltd 2016

Self-evaluation SEF Writing Frame V10B TTEL September 2016 2/33

School Context Revision date:May 2017 Author: J Duggan

Students Any specific features of the student population on entry, particularly the range of ability, proportions with disabilities and SEN, proportion entitled to Pupil Premium. The extent of non-standard admissions. Keep this section simple, short and factual.

Corby Business Academy opened in September 2008 and is a large co-educational independent school with 1084 students. There are currently 549 boys and 535 girls on roll. The percentage of students receiving free school meals is currently 25.8%. CBA also includes a 75 place Unit Provision catering for students with multiple and complex learning difficulties, ASD and Moderate Learning Difficulties with complex additional need. Attainment on entry remains below national averages evidenced by KS2 SATs scores. The number of students with SEN statements or EHC Plans is 8% with 6% of students having SEN K code. 9% of students are identified as having English as an additional language and 14.1% of students are from minority ethnic groups. The schools NEET figures have reduced rapidly over the last 4 years from 12% to a current figure of 1.0% Sixth form numbers have increased although this year we have had a drop in numbers from 116 students in 2014-15 to 92 in 2015-16 The high percentage of SEN students and the ability profile of the students (remaining significantly below in all year groups) has created significant challenges to overall attainment of students at the end of Key stage 4. The Academy is in partnership with the other Corby secondary schools and as a result occasionally accepts managed move students onto roll where there is space in a year group. The Academy has also accepted 6 students as in year admissions working with the Local Authority and the Fair Access Protocol. As the Academy is now oversubscribed, student mobility has reduced significantly and the Academy has a relatively low number of in year admissions to manage. We have a higher than average number of CLA, with 17 CLA currently on roll. The percentage of students entitled to Pupil Premium is 28%

Staffing Any specific features of the staffing of the school. For example, recruitment, turnover/stability, part-timers, non-specialists, experience, absence/extent of supply cover. Again, keep it short and factual. Comments to do with teaching belong in ‘Teaching’ below, not here.

The Academy has relatively stable staffing; last year (2015-2016) mirrored the turnover of staff in the previous academic year with 12 staff leaving in the summer term with the majority taking early retirement or moving to promoted positions. As of September 2016 the Academy has four NQTS, who are supported by Brooke Weston Teaching School Alliance NQT training, Academy based training and in school mentoring. We also have one overseas trained staff and eight staff pursuing school based routes to QTS. All these staff are supported within departments and by our NQT and ITT coordinator. Each year we take a number of students on ITT placement at the Academy as part of the School Direct initiative and via our partnership with the University of Leicester. In the Summer term 2015 Ofsted observed one of our mentors and trainee teachers working together as part of their inspection of the University of Leicester. This excellent work resulted in our mentor being asked to train other mentors at the university in October 2015. The vast majority of staff hold QTS and where necessary staff undertake additional training to ensure the appropriate skillset. A small number of HLTA’s are used to deliver lessons, however these staff are closely supported by specialists within the separate faculties. The number of HLTA’s delivering lessons has reduced over the last three years and the Academy will continue to appoint fully qualified teachers for teaching posts where possible. Historically, the Academy has had difficulty recruiting quality staff in science, mathematics and specialist SEN. 2015-2016 teaching absence was 4.8% 2016-2017 Teacher absence to date is 3.75% The Academy employs four cover supervisors to avoid using external agencies to cover day to day staff illness absence. Supply staff are only purchased where there is a long term absence that requires specialist cover. The Academy has a range of staff experience and ensures clear career stage expectations are understood by staff at all levels, informing a robust performance management process. The Academy also has a robust set of staffing


policies to support effective staffing and ensure performance (including attendance) meets the Academy expectations. The Academy employs 1 member of staff to deliver 1 to 1 support in Mathematics and one member of staff to work part-time in English to offer coaching. In order to further support English and Mathematics this year we have recruited an additional teacher in each faculty to facilitate smaller group sizes with yr11 classes. The pastoral staffing structure has been re modelled to allocate a Director of Learning to each year group, ensuring a focus on student progress rather than behaviour. In addition there is a dedicated Well-being team which comprises a Student Support Officer, Attendance Welfare Officer and a Learning Mentor. The team works under the direction of the Vice Principal for Student Care and Guidance and has input from the Vice Principal for Inclusion to ensure that the needs of all students are addressed. This team has been successful in supporting the social, emotional needs of a large number of students and prevented these needs being a barrier to learning. The Senior Leadership structure was re modelled during the latter part of 2015, maintaining the overall number of senior leaders at 6 in but re allocating roles and responsibilities. The senior vice principal was appointed to Associate Principal and is supported in this role by the Executive Principal who adds further capacity to the Senior Leadership Team. The senior leadership structure has maintained a senior leader link to each of the 5 faculties to support in the day to day running of the faculty and also to manage any issues that arise throughout the day.

Curriculum and Timetable Any particular organisational features of the school. For example, setting, time allocations and length of teaching sessions. You could also include a brief summary of your curriculum here, including extra-curricular and non-standard provision, but your evaluation of its impact belongs in ‘Leadership’ below.

September 2016 the operational school day was changed to better meet the learning needs of all students. The Academy runs five 70 minute sessions with an additional session (session 6) running from 3.30pm through to 5.00 p.m. There is 1 assembly a week for each year group; on the other days students meet with their tutor where the tutor programme is delivered and students meet individually to discuss targets, attendance and other well being issues. There is a faculty based tutor model so that teams can support the students during key times of the year e.g. Y7 Transition, Y8 Options. Where possible, subjects are taught within faculty, thus reducing the movement of students around the building throughout the day. Corby Business Academy has a specialism in Business and Enterprise. The impact of the specialism to date has been the establishment of strong links with the business community, curriculum innovation to introduce enterprise learning from Year 7 and the organisation of the school day to a model which promotes modern working practices. This has had a positive impact on behaviour, attendance and attitudes to learning The focus on business and enterprise is also reflected in the composition of the governing body which includes local and international business leaders. The Academy runs a two year Key Stage 3 and a 3 year Key Stage 4 in response to the changing requirements of the current years 8 and 9. The Academy runs both vocational and GCSE courses with a significant increase in the last three years in the number of GCSE subjects on offer. Curriculum pathways are flexible for all learners. When students take their options at the end of Y8 they have to choose one subject from the EBACC group and then they have a free choice of options subjects thus ensuring equal access to all courses but enabling, where appropriate, that the EBACC subjects are on offer. Whilst taking their options any choices that are deemed as inappropriate are discussed with the senior leadership team, parents and students to ensure all students access a challenging and appropriate curriculum offer. Careers education and guidance including information on destinations of students is co-ordinated by Timely Advice (careers consultancy firm). Further support is accessed through Horizons e.g. keeping up to date meetings and work experience Health and Safety compliance. Careers education is delivered through the tutor time programme to all year groups at varying times throughout the year. Business links have been developed over the last academic year that have supported curriculum delivery and supported students in developing work related skills. There is also now a governor link that supports these external relationships, and works closely with the Vice Principal in charge of CIAG. Strategies for closing the gap / personalising learning are developed through the teaching and learning group. Potential gaps in attainment are identified following each data collection (4 times per year) and the report data to parents (3 times a year) and strategies implemented through directors of subject. Directors of Learning use baseline


data to facilitate the measuring the impact of this intervention. Since academic progress may not be measurable in a short period, progress will be monitored cumulatively with each data point. They will also analyse the data to identify any students significantly underperforming across arrange of subjects, liaising with directors of subject and parents to address any additional needs. Under the senior leadership restructure there is now a dedicated senior leader responsible for data to oversee the data analysis in the Academy. The Academy is establishing strong subject enrichment as Directors of Subject have been charged with enhancing a love of learning and engagement by offering trips linked to the curriculum or indeed not covered by the curriculum. A record will be maintained and monitored to ensure that all students have access to at least one trip a year. An Enrichment Day will continue to run at the end of the year where the focus is more on reward and an opportunity for developing social skills and experiences. Year 10 and 11 have had access to motivational speakers to support revision techniques and to develop preparation skills for the workplace, Year 9 have worked with Young Enterprise and year 7 and 8 have experienced the opportunity to opt into a range of activities to develop their enterprise skills through enrichment activities such as ‘Go karts’, ‘The 60s’, Tales of the Unexplained. Whole school approaches to literacy, numeracy and other key skills have had a significant impact on student attainment. English and Mathematics also follow the McGraw Hill literacy and numeracy programme for students not making expected progress. Working in partnership with other schools across the Brooke Weston Trust is key to driving up standards in terms of curriculum based decisions. Since September 2015, subject specific networks are in place for English, Maths and Science with key decisions about curriculum forming a key aspect of the future work of these networks. Moreover, movement to common examination boards where possible allows cross school moderation processes for coursework/controlled assessments and will ensure standards rise at CBA via the sharing of best practice. The use of Doddle is developing and addressing the increasing demand for greater quantities of homework and working outside of the dedicated curriculum time. The Academy targets students for session 6 lessons to develop ideas further with teacher support. The curriculum offer changes annually in response to the needs of the students balanced against the latest government changes in performance measures. There are many extra-curricular opportunities for students, with approximately 200 students staying for session 6 (3.45pm – 5.00) on any evening. There are a range of activities with session 6 being used creatively to deliver music provision, sports clubs and additional qualifications for some students (such as A Level Creative Writing and Further Maths) and the Duke of Edinburgh Award. Y11 will have a strategic timetable which will enable students to attend catch-up and revision if needed, however as the school has moved to a 5 lesson day, with the increase in pace and raised expectations of productivity, there is a renewed onus on students to keep up with their classwork as we move away from an overreliance on catch up sessions. Session 6 intervention is monitored to ensure access for key groups is effective and to close gaps between different groups of students. The academy recognizes that for some students’ barriers to learning are their social and emotional needs. As a result the Y7 tutor programme has protective behaviours embedded into it delivered by a member of the well-being team.


Other features Any other features which affect your school but which are largely outside your control.

The number of families indicating CBA as a school choice from year 6 had been increasing but last year this decreased and as a result we have changed the style of our whole Open Event/Tours and improved the process of Transition. Over 1000 visitors attended our Open Night and tours 21st-23rd September 2016. As a result of this change 201 families names CBA as their first choice school. The academy is now fully subscribed in years 7-11. The academy enjoys little student turnover, however when this does occur the Northamptonshire County Council pupil placement panel fills any places that become available. Significant awards achieved include ECM Quality Mark (December 2009), (Gold Award December 2010),Healthy Schools Award (May 2010) and Aim higher partnership award (2011) and CPLD Quality Mark (2013), commendation from Leicester University recognising CBA’s impact on training of ITE students. The student senate takes an active role in all areas of the Academy life and influences many decisions made by the leadership team. In 2015-2016 the Student Senate body was involved in work across the Academy, including reflecting on the impact of feedback on students, the new reporting system, developing the Academy restaurant and most recently in increasing the opportunities for students to be involved in enrichment trips across all subject areas. Our 6th Form Student Leadership team work as role models throughout the Academy, giving assemblies to younger students, visiting tutor times and supporting staff at key Academy events. The Academy has worked with the Northants Police force to support their e safety project.


1 Overall Effectiveness D. Overall 1234 +/- :3 F. Last revision date: May 2017 G. Author: J Duggan

E. Summary The main reasons for choosing this 1234 are….. (if + or -, explain why)

• Curriculum and enrichment are strengths

• Leadership of SEN, Unit and core subjects is a strength

• Strong teaching in core subjects

• Outcomes for core subjects and Music are a strength

• Overall Progress 8 is broadly in line with national

• Well Being and Safeguarding are strengths

• Outcomes of key groups are well below national: disadvantaged, boys

• Outcomes for EBacc subjects, and some open options are well below national

• Quality of Teaching, Learning and Assessment is not consistent

• Outcomes for Sixth Form are below national

• Response to low level disruption is not consistent

• Attendance is below the target of 96%

• Persistent absence figure is higher than national figure

Sub-criterion A. Judgement from

other sections 1234 B. Brief summary of main strengths and areas for development2

Leadership and management

3

Strengths: •

• The curriculum and enrichment opportunities are strengths.

• The leadership of the Unit and mainstream SEN are both strengths

• Leadership of En, Ma and Sc is strong

• There are some areas of real strength but this is not consistent across the Academy.

• The outcomes of key groups (Disadvantaged, boys) and some subject areas (EBacc in particular) are well below National.

• Leaders fully understand the data and measures that schools are judged against so that key areas of challenge are identified and addressed

• Academy Development Plan states the key priorities; clear success criteria in place so that impact can be measured

• Challenge:

• Performance Management targets for all teaching staff reflect the Academy’s key priorities: attainment of disadvantaged students; focussed CPD so all staff can plan for progress and ensure appropriate challenge for all

•

Quality of teaching, learning and assessment

3

Strengths:

• Autumn term 2016 observation round 88% of lessons seen were of strong quality. However, this figure does not triangulate with work scrutiny for Autumn 2016, or outcomes within some subject areas. Spring Term 2017 learning walk data showed 74% of lessons meeting revised Academy expectation of Tand L Term 5 lesson observations demonstrated that 83% of teaching and learning is effective

• The strongest quality of teaching and learning is reflected in outcomes in English and the stability of outcomes in Maths, Science and Music.


• Successful recruitment has brought greater stability to MFL, History and Business

• The above points mean that the quality of teaching, learning and assessment at the Academy requires improvement.

• Lesson observations and quality assurance of work show that teaching and learning has improved in History and Media studies and this is reflected by progress within work and predicted attainment.

Challenges:

• Ensure consistent application of ‘recap/learning/check’ and ‘close the gap’ feedback is seen in all subjects with students clearly reacting to feedback to make progress

• Embed consistent approaches to planning for different needs are used throughout the Academy in order to improve progress and attainment outcomes for all groups.

• Ensure consistent approaches for progress over time are embedded within planning and delivery in order to improve progress and attainment outcomes for all groups.

• Consistency of the above three points are also seen within subject areas where outcomes for students (including disadvantaged) are significantly below expectations

• There are too many subject areas where outcomes are significantly below expectations and this is reflected in the quality of teaching in these subject areas. Particular areas of concern based on lesson observations, quality assurance of work and outcomes are Business, Languages, Resistant Materials, Catering and Geography.

•

Personal development, behaviour and welfare

3

The number of permanent exclusions as a school has declined although nationally we remain above average • Fixed term exclusions as a percentage of the pupil group remains in line with the national • Isolations has reduced year on year • The number of bullying and racist incident remains low. • Most parents feel that students are safe. • Established Well Being Team; 4 team members address students’ welfare reducing possible barriers to learning • All students who work in Isolation are now seen by a member of Well Being Team • Barriers to learning have been reduced through interventions by the Well Being Team. • Challenges • Staff to consistently take responsibility for behaviour both in and out of class. • All staff to teach and reinforce behaviour. • Programme of staff training including de-escalation strategies inked to CPD offer. • Secure high aspirations for all students through the development of a programme promoting university, apprenticeship and world of work. Careers advice offered to students to encourage high aspiration including work experience for target students. • Tutor time programme reinforces vision and values. • Improve attendance to reach or exceed the target of 96% The overall attendance figures have declined when compared to last year. • Low level disruption is linked to quality of teaching and behaviour. • Staff have indicated that behaviour is not good and more training is needed to ensure teachers are taking responsibility both in and out of class.


Outcomes for pupils 3

Strengths

• The Overall Progress 8 All (-0.1) is broadly in line with national and the Progress 8

• Open element Progress 8 is strong

• Science in line with National Challenges

• More subjects to perform on or above National

• En and Ma to perform above National

• EBacc subjects to perform in line with National

• The difference between All and Dis to be closed in all areas so they are in line with Open element

16-19

3

Challenges

• Overall the VA for vocational subjects is negative

• Overall the VA for academic subjects is negative

• The QA by leadership of teaching, learning, assessment and tracking is not yet consistently enabling learners to make rapid progress

SMSC and Physical Wellbeing

2

• Curriculum, enrichment opportunities, assemblies, tutor time programme result in students having a greater understanding about themselves in relation to the world they live in, tolerance and respect.

• Low percentage of disadvantaged students accessing Session 6 enrichment

Safeguarding 2

Strengths:

• Safeguarding and Well Being Team

• capacity to address EHA, CIN, CP

• staff well trained to understand the different levels of referrals

• excellent knowledge of services so signposting is effective

• excellent interpersonal skills so students engage

• students safe in school; agencies informed as appropriate

• strong support and monitoring by Safeguarding Governor

• BWT monitoring via Safeguarding Board

• Governors undertake Safeguarding training

• Systems in place and effective. (safeguarding file, Policy)

• Safeguarding Children Audit Form for Schools and Colleges completed September 2016. Challenges

• Monitoring of record keeping (Safeguarding) needs to be more frequent – once a term minimum

Note 1: Add a row if you have both; delete the row if you have neither. Note 2: If you have done the other sections well, especially the summaries, you can just cross-reference to the individual sections here. But it is worth including the main points if you are using this page as a summary for staff, governors or inspectors.


2 Leadership & Management D Overall 1234 +/- :3 F. Last revision date: May 2017 G. Author: J Duggan

E. Summary The main reasons for

choosing this 1234 are….. (if + or -, explain why)

• The curriculum and enrichment opportunities are strengths.

• The leadership of the Unit and mainstream SEN are both strengths

• Leadership of En, Ma and Sc is strong

• There are some areas of real strength but this is not consistent across the Academy.

• The outcomes of key groups (Disadvantaged, boys) and some subject areas (EBacc in particular) are well below National.

• Leaders fully understand the data and measures that schools are judged against so that key areas of challenge are identified and addressed

• Academy Development Plan states the key priorities; clear success criteria in place so that impact can be measured

C. Even Betters…. To reach the next grade or to continue to be outstanding we need to:

• Performance Management targets for all teaching staff reflect the Academy’s key priorities: attainment of disadvantaged students; focussed CPD so all staff can plan for progress and ensure appropriate challenge for all

•

Sub-criterion A. Key phrases from the Criteria

1234 B. Main strengths and areas for development

Impact on outcomes; students’ progress

The school’s actions secure improvement for some groups of students but this improvement is not consistent across most groups including disadvantaged and most subjects Leaders and governors are ambitious for all pupils and work to promote improvement.

3

• Strong Leadership of Unit Provision results in good student progress (see LA Monitoring Report) School presents data including and excluding Unit Provision.

• Data here is WITHOUT Unit students:

• Progress in En is strong as it is in Ma apart from Disadvantaged MAPs so students make progress broadly in line with the National Average

• Students progress well in Open Elements (top 10% for LAPs)

• Strong subjects: He&So; ECDL; Dance; Music; Sport; Chem; Physics; Core Sc; Applied Sc so that students make at least expected progress

• Prog 8 -0.13 is above floor target (-0.5) Confidence interval makes the score broadly in line with National (DfE definition)

• Prog 8 for Disadvantaged is 0.5 to 1 grade below national

• Student attainment in EBacc is well below – particularly MFL

• Other challenges: Photography;Child Dev; Food;RM;Media

Impact on teaching and learning

PM and PD

Leaders and governors use performance management to improve teaching; however the targets do not address the key challenge. They use accurate monitoring to identify and spread good practice across the school. Teachers value the continuing professional development provided by the school. It is having some impact on their teaching and pupils’ learning.

3

• 87.4% of Teaching does not require further coaching or CPD resulting in most students engaging with their learning.

• Where improvement is required programmes are in place to address this variance in practice. (6 week support plans, CPD register) Staff on support plans and learning re more robustly held to account; one member of staff has left, another has moved to a second support plan (5.15 BWT Trust PM) Two other staff have had plans extended because although classroom teaching has improved marking lacks impact.

• Learning Walks evidence an increased consistency in lesson expectations in terms of quality teaching ( see learning walk evidence file) However an increase in Supply following Easter has offered some threats to this stability

• Features of an effective lesson are not consistently seen within subject teams and across the Academy.

• Work scrutinies evidence the same inconsistency


• PM is in place for all staff and career stage expectations have been written and agreed with all teaching staff.

• PM targets have been reviewed at the mid year review point to improve consistency against RAISE target concerns

Curriculum

The broad and balanced curriculum provides a wide range of opportunities for pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, the humanities, social, physical and artistic learning. The curriculum contributes well to pupils’ behaviour and welfare, including their physical, mental and personal well-being, safety and spiritual, moral, social and cultural development. Leaders consistently promote fundamental British values and pupils’ SMSC development.

2

• 3 year KS4 results in greater student engagement during Year 9 and allows for flexibility in the delivery of courses

• Curriculum generally engages and motivates students, providing opportunities outside the traditional subject choices.

• Students are positive about the opportunities they are given and understand the curriculum is driven by their requests

• Over 90% of students get their first choices resulting in greater engagement

• Qualifications on offer at KS4 ensure compliance with the Progress 8 and Attainment 8 measures and provide the opportunity where appropriate for students to gain the EBACC suite of qualifications.

• The Well Being Team provided a tutor programme delivered to all Y7 students regarding e-safety so that students are safer

• Curriculum does not yet fully embed ‘safety’. See Behaviour and safety comments.

• Curriculum does not yet fully address healthy relationships

Self-evaluation

Leaders and governors have an understanding of the quality of education at the school. This helps them plan, monitor and refine actions to improve all key aspects of the school’s work.

3

• Senior leadership team have a good understanding of their areas of responsibility so that they can identify and lead on key issues

• Knowledge and understanding of the new measures that schools are judged against are embedded.

• Directors of Subject are able to give a detailed analysis of the strengths and weaknesses of their departments and have a detailed understanding of data which informs interventions both in and out of the classroom

• Subject Development Plans do not yet reflect the key issues in RAISE

Expectations, culture and behaviour

Leaders set high expectations of pupils and staff. They lead by example to create a culture of respect and tolerance. The positive relationships between leaders, most staff and most pupils support the progress of all pupils at the school.

3

• Most staff understand and support the ambition of the Academy leaders and governors so that most students have aspiration and accept challenge

• Staff show a professional attitude to all areas of Academy life that is reflected in the vast majority of students’ attitudes and behaviour. (student Questionnaires)

• The Academy actively promotes a “see it, sort it” approach so that all know it is everyone’s responsibility to promote conduct for learning however there are inconsistencies in the application of “see it, sort it”


Governance

Governors hold senior leaders to account for all aspects of the school’s performance, including the use of pupil premium, SEN funding, Year 7 literacy and numeracy catch-up premium the impact is not good on student outcomes

3

• Governors support and challenge the Academy performance data. (See Gov Minutes)

• They take an active role in the financial management of the Academy and challenge the deployment of resources to ensure best value for money.

• Governors are developing links to their assigned faculty responsibility areas and are gaining an in depth understanding of the day to day challenges facing the Academy (See Gov Day evaluation RUHU July 2016)

• Governing Body do not yet have a secure understanding of the new measures against which schools are judged

Promotion of equality of opportunity

Leaders promote equality of opportunity and diversity, resulting in a positive school culture. Staff and pupils work together to prevent any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour.

2

• Strengths:

• Restorative Justice approach resulting in greater tolerance and empathy

• Well Being Team resulting in students feeling more safe and secure

• Assemblies, Tutor Time Programme raising student awareness about equality issues, national and local

• Enrichment programme so that all students have access to a “character curriculum” resulting in greater confidence, resilience and engagement

• Forum and Senate where Students Voice is valued, listened to and informs decisions made

• Sport, Dance, Music opportunities allows all to access – see Year 7 arrangements for music tuition

• Staff and student role models so that all know that members of the community have equal worth

• Unit Provision promotes ethos that difference is a strength resulting in greater understanding, empathy and tolerance

Protection from radicalisation and extremist views

Leaders protect pupils from radicalisation and extremism. Staff are trained and are increasingly vigilant, confident and competent to encourage open discussion with pupils.

2

• Strengths:


• staff using Nagging Doubt form informs where concerns arise

• all staff undertake Channel training and have certificate

• SLT have greater capacity to deliver Prevent Strategy

• assemblies for students addressing extremist views and how they can be addressed

• tutor time programme

• protective behaviours programme for Year 7

•

Safeguarding and care

Safeguarding is effective. Leaders and staff take appropriate action to identify pupils who may be at risk of neglect, abuse or sexual exploitation, reporting concerns and supporting the needs of those pupils

2

• Strengths:


• capacity to address EHA, CIN, CP

• staff well trained to understand the different levels of referrals

• excellent knowledge of services so signposting is effective

• excellent interpersonal skills so students engage

• students safe in school; agencies informed as appropriate

• strong support and monitoring by Safeguarding Governor

• BWT monitoring via Safeguarding Board

• Governors undertake Safeguarding training


• Systems in place and effective. (safeguarding file, Policy, introduction of CPOMMs)

• Safeguarding Children Audit Form for Schools and Colleges completed September 2016.

• Monitoring of record keeping (Safeguarding) needs to be more frequent – once a term minimum. Introduction of CPOMMs


3 Quality of Teaching, learning and assessment

D. Overall 1234 +/- : 3 F. Last revision date: May 2017 G. Author: R Hurcombe


• Spring Term 2017 learning walk data showed 74% of lessons meeting revised Academy expectation of Tand L Term 5 lesson observations demonstrate 83% of teaching and learning is effective.

• The strongest quality of teaching and learning is reflected in outcomes in English and the stability of outcomes in Maths, Science and Music.

• There are too many subject areas where outcomes are significantly below expectations and this is reflected in the quality of teaching in these subject areas. Particular areas of concern based on lesson observations, quality assurance of work and outcomes are Business, Languages, Resistant Materials, Catering and Geography.

• The above points mean that the quality of teaching, learning and assessment at the Academy requires improvement.

• Lesson observations and quality assurance of work show that teaching and learning has improved in History and Media studies and this is reflected by progress within work and predicted attainment.


• Ensure consistent application of ‘recap/learning/check’ and ‘close the gap’ feedback is seen in all subjects with students clearly reacting to feedback to make progress

• Embed consistent approaches to planning for different needs are used throughout the Academy in order to improve progress and attainment outcomes for all groups.

• Ensure consistent approaches for progress over time are embedded within planning and delivery in order to improve progress and attainment outcomes for all groups.

• Consistency of the above three points are also seen within subject areas where outcomes for students (including disadvantaged) are significantly below expectations



Learning

Students do not ‘make consistently strong progress’ within all subject areas in the Academy

3

Strengths

• English/Maths outcomes are in line with national expectations and attainment outcomes for the Science pillar were improved summer 2016.

• QA for Maths, English and Science reflects strengths seen in observation data. Evidence from the Autumn 2016 observation round shows teaching in Maths/ English and Science were strengths of the Academy.

• Year 11 targeted learning walks of Maths and English (Nov 2016) show that in English students are making rapid progress within their lessons. One group were identified where progress needed additional focus and a clear plan is in place to support rapid learning for this group.

Weaknesses

• Autumn 2016 QA highlighted eight lessons where learning required improvement. These lessons were all option subjects and they strongly mirrored those subject areas where outcomes for students were sig- summer 2015 (Business, MFL, RM, Catering, Geography).

• Additional coaching and support has been put in place for these staff in order to improve the progress and attainment of all groups of students in these areas. Three staff are on intensive six week support plans because their teaching and outcomes for students are inadequate.


Teachers’ expectations

Teachers expectations of students are high for many groups within the Academy but are not ‘consistently high’ for all groups.

3

Strengths

• We have clear expectations in terms of the introduction of learning to students (RLC).

• Teachers more consistent expectations of students in English, Maths and Science have resulted in improved progress and attainment within these three subject areas.

• New appointments have strengthened area of concern in History, Business and new Director of MFL

Weaknesses

• In order to rapidly accelerate progress across in all subjects in the Academy higher expectations need to be embedded consistently in all subject areas at classroom and department level.

• Students do not consistently use feedback to make progress the expectation of this is now key to ensure increased progress.

• Progress and attainment must also be accelerated by a consistent approach to planning for different needs and progress. Developing strategies to embed learning over time will also be a key focus. A clear expectation of ‘what makes a CBA lesson’ must be embedded from Jan 2017 across the Academy

• Reinforce expectations re consistency of TL at Jan 2017 training day and measure consistency in Jan 2017 QA round +ongoing learning walks throughout the Academy. May 2017 increased consistency around language related to learning evidenced via learning walks.

Teachers’ expertise, planning and strategies

Secure subject knowledge (2-). Skilful questioning (2-). Tackle misconceptions (2-). Plan lessons very effectively - best use of time and resources (3). Behaviour managed highly effectively (3+).

3+

Strengths

• The majority of lessons taught at the Academy are delivered by subject specialists. Within English and Maths all lessons are delivered by subject specialists.

• Improving questioning has been a focus of previous CPD initiatives and staff within some faculty areas do routinely use probing questions (see QA)

• New staff and non-specialist staff are supported by mentoring to ensure they are able to identify and address misconceptions. Training for mentoring and partnership work with Leicester University is a strength.

• Robust support and training for NQTs and school based trainees is in place and both quality assurance of this and staff feedback highlight the positive impact of the support in the classroom. Two staff successfully completed QTS with the Academy during the Autumn term 2016. Five staff on track to successfully complete QTS this year (2016-2017) with Cambridge partnership

Weaknesses

• Not all staff manage behaviour effectively, although where the strongest teaching is observed the instances of low level misbehaviour are less frequent (English, Maths and Science).

• Progress and attainment data, combined with internal observations of teaching and learning and work scrutiny, highlight that teachers’ planning strategies are not yet ‘making the best use of time and resources’ across the Academy to accelerate progress and attainment.


Equality and diversity

Stereotypes and derogatory language are challenged (2). Teaching reflects and values the diversity (2) 2

Strengths

• The curriculum model and content enables staff to teach the importance of equality and diversity. Mapping of curriculum planning demonstrates that opportunities to extend and enhance reflection on the importance of equality and diversity are in place.

• Strengths are within the teaching of Ethics at KS3, teaching of ethical considerations within Science and text choices within English at all levels.

Weaknesses

• Because not all teaching at the Academy is strong, opportunities to reflect on equality and diversity cannot be maximised within some subject areas.

Teaching of RWCM3

RWCM skills are developed but are not well developed within all subject areas

3

Strengths

• Work scrutiny shows an increase in opportunities for extended written work- see year 7, 10, 11, 8 work scrutiny Autumn 2017

• Effective questioning within classrooms models communication for students, resulting in effective oral communication by different groups of students including disadvantaged.

• The Library is a strength of Academy and supports reading skills via development of targeted reading programmes which meet the needs of different groups in the Academy (ev: loan stats for disadvantaged learners/ use of Accelerated Reader).

Weaknesses

• Feedback for RWCM is not always consistent and raising consistency is a priority for key groups, including the disadvantaged.

Assessment

Not all teachers give pupils feedback in line with the school’s assessment policy. Not all pupils use this feedback well and they know what they need to do to improve.

3

Strengths:

• Where the strongest teaching is observed ‘close the gap’ is understood by staff and students (see QA stats) and is used in order to move progress and attainment forward for all students.

• Flight paths are used consistently within the Academy in order to track assessments and identify students whose progress and attainment needs acceleration, although not all departments have the skills needed to ensure this acceleration is effective enough.

Weaknesses:

• Too many subject areas fail to consistently use feedback to students to help students make rapid progress.

• Not all staff routinely check that students use feedback to move forward attainment and make rapid progress.

• Work scrutiny between year groups shows inconsistencies for different groups of students and between subject areas. For example a year 7 work review (Nov 2016) identified that 88% of books looked at showed students using and reacting to feedback to make progress. However, a December 2016 work review identified that in only 38% of the books looked at students were using feedback to improve.


Marking, homework, reports to parents

Appropriate homework is set. (3+) Learning is consolidated and Ps prepared for next steps (3) Parents get accurate info about progress and standard v expectations (2).

3+

Strengths

• Due to the extended day opportunities for onsite additional study are used in session 6 by students for additional study. Students from all year groups and sub groups (including disadvantaged) access session 6 provision.

• In order to overcome barriers for the hardest to reach students, including disadvantaged students with progress/attainment gaps against national outcomes, students are targeted to attend sessions 6 provision (see stats for KS3/4 2016-17 study sessions).

• Homework is set within Maths and MFL. Year 7, 8 and 9 students are also expected to read at home (see Accelerated Reader stats).

• Parents receive reports three times per year which include clear feedback and ‘next steps’.

• Doddle and GCSE pod are used to provide targeted learning opportunities and the impact of GCSE pod is measured against student outcomes.

Weaknesses

• Structured approaches to homework (self-study) are not yet embedded and the impact of the self-study timetable for Years 7-9 needs to be monitored to evaluate impact on progress and attainment for all groups, particularly the disadvantaged.


4 Personal development, behaviour and welfare

D Overall 1234 +/- : F. Last revision date: May 2017 G. Author: A Callender

E. Summary The main reasons for choosing

this 1234 are….. (if + or -, explain why)

• The number of permanent exclusions as a school has declined although nationally we remain above average on 0.36% compared with 0.15%. • Fixed term exclusions as a percentage of the pupil group remains in line with the national figure at 7.55%. • Isolations has reduced year on year although there has been an increase in the behaviour interventions and restorative work from the Well Being Team. • The number of bullying and racist incident remains low. • Most parents feel that students are safe. • Established Well Being Team; 4 team members address students’ welfare reducing possible barriers to learning; clear links to other agencies to address the needs of the most vulnerable; targeted interventions in place. • All students who work in Isolation are now seen by a member of Well Being Team; impact on attendance and under-performance. • Barriers to learning have been reduced through interventions by the Well Being Team. • The overall attendance figures have declined when compared to last year to 94.7% which is just below the national average of 95%. • Low level disruption is linked to quality of teaching and behaviour being dealt with consistently by all staff. • Staff have indicated that behaviour is not good and more training is needed to ensure teachers are taking responsibility both in and out of class.


• Staff to consistently take responsibility for behaviour both in and out of class.

• All staff to teach and reinforce behaviour.

• Programme of staff training including de-escalation strategies inked to CPD offer.

• Secure high aspirations for all students through the development of a programme promoting university, apprenticeship and world of work. Careers advice offered to students to encourage high aspiration including work experience for target students.

• Tutor time programme reinforces vision and values.

• Improve attendance to reach or exceed the target of 96%



Engagement in Learning

Pupils’ personal development and welfare are not yet good and/or behaviour in the school is not yet good. Pupils are safe and they feel safe

3

Strengths • Progresso is used more consistently to ensure persistent poor behaviour has a consequence and to reward good behaviour. • There is greater consistency across some subjects to minimise low level disruption. • Shared resources and CPD to improve lesson planning across the academy. • Additional behaviour strategies and Well Being used to reduce isolation figures from the previous year. • Team leading on key areas such as mental health, stress and anxiety further support the students well-being. Areas for Development • Innovation in teaching inconsistent resulting in not all learners developing self-management


• Conduct for Learning process in not used consistently by all staff • Careers information does not yet support teaching in lessons and topics are not always relevant to work. • There currently is not enough rewards offered to students to motivate the students to do well. Innovative is not yet applied regularly in lessons.

Citizenship and SMSC

Pupils’ SMSC development ensures that they are prepared to be reflective about and responsible for their actions as good citizens.

2

Strengths • Tutor time programme for key stage 3 & 4 secures coverage of SMSC. Tutor time programme is regularly reviewed to ensure that the content is enriching for the students. • Assemblies are now run daily for each year group and addresses a variety of topics including current affairs, personal safety and British Values to improve the students understanding of tolerance. • Trips – Ski trip, Clothes show, university visits are enriching and this includes targeting disadvantage students for some trips. • Music events encouraging aspiration for disadvantage students. • The use of technology to promote SMSC in school e.g. photos of events, newsletters and website to promote the curriculum. • We work effectively within our local community and alongside local business in particular we have strong links to multinational companies RS Components, Young Enterprise and Roquette. We are linked with South East Midlands Local Enterprise Partnership (SEMLEP) to increase students understanding of the world of work and alternative pathways in the local area. Areas for Development • Delivery of the tutor-time programme does not consistently re-enforce expectations about conduct . • Tutor Programme not yet evaluated for impact Directors of learning to evaluate the programme and respond to feedback.

Behaviour

Pupils’ personal development and welfare are not yet good and/or behaviour in the school is not yet good. Pupils are safe and they feel safe

3

Strengths • Process is in place for Routine for Learning (R4L) and Positive Behaviour is Everyone’s responsibility • Expectations are clear that positive behaviour is everyone’s responsibility • Behaviour is logged onto Progresso for early interventions to take place • Positive Progresso logs have increased this means staff are rewarding more students for exceptional work and contribution to the academy. • Directors of Learning support with persistent poor behaviour of students in a year group so that appropriate interventions are in place. • Year 7 start to the day assembly has been effective with the students movement around the school. Areas for Development • Expectations are clear but not all staff consistently use the R4L. • R4L in assemblies, tutor-time and lessons to reinforce expectation • Reduction in fixed term exclusions through different behaviour strategies


• Reduction in permanent exclusion through use of alternative provisions such as Edclass/ Managed moves • Students behaviour as a result of increased expectation in assemblies, however there are some inconsistencies 2016 • Fixed term exclusions for all students is lower than national. 7.55% compare to national of 7.60% • One or more fixed term exclusions is above national. 4.32% compared to national of 3.97% • % with more than 1 fixed term exclusion is lower than national. 1.08% compared to national of 1.51% • Permanent exclusions as a percentage of the pupil group is above national. 0.36% compared to national of 0.15 2017 Fixed term exclusions is currently at 9.60% One or more fixed term exclusions is 5.66% Permanent exclusions is 0.1% FSM • Fixed term exclusions for all students is below national. 10.27% compare to national of 18.77% • One or more fixed term exclusions are below national. 5.70% compared to national of 8.93% • % with more than 1 fixed term exclusion below national. 1.52% compared to national of 3.84% • Permanent exclusions as a percentage of the pupil group below national. 0.38% compared to national of 0.39% 2017 Fixed term exclusions is currently 5.86% One or more fixed term exclusions is 1.31% Permanent exclusions is 0.1% SEN with statement or EHC plan • Fixed term exclusions for all students is below national. 11.24% compare to national of 23.85% • One or more fixed term exclusions are below national. 4.49% compared to national of 10.43 • % with more than 1 fixed term exclusion below national. 2.25% compared to national of 5.27% • Permanent exclusions as a percentage of the pupil group above national. 1.12% compared to national of 0.27 • Logging of bullying on Progresso needs to be followed up by teacher to a final outcome. • Conduct for learning not consistently taught or reinforced by all staff. 2017 Fixed term exclusions is currently 3.03% One or more fixed term exclusions is 0.91% Permanent exclusions is 0.1% ISOLATION Strengths


• High expectations of students whilst in isolation • Established routines for students and expectations • Recording systems are in place and help to monitor the students within isolation • Students in isolation meet to discuss their behaviour with ANIN Weakness • Lack of consistency with staff covering isolation • Students not fully engaged in the work that is set • Students are sometimes not able to work independently • Access to work sometimes needs teacher input rather than working independently

Pupils’ attitudes

The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.

2

Strengths • Some groups curious and actively seek new experiences however, a majority of students respond well to new experiences when given the opportunity. They have increased resilience when addressing challenge. • Students support each other and interact particularly well with students from the UNIT provision. Academy ethos is inclusive so that difference is seen as a positive resulting in positive relationships between all groups of students. Tolerance for all. • Strategies in place such as encourage solutions through conflict resolution, peer mediation and restorative practice. • Pastoral structures so that more students can empathise and be more tolerant resulting in better personal relationships and having a better understanding of others. • Strong business links resulting in raised aspiration for students and possible pathways afterschool. • Tutor time programme addresses how students keep themselves safe and who to approach about unsafe practice. Areas for Development • Staff training on CEOP, safeguarding results in all staff following the process to keep students safe • Yearly CEOP talks for all students in the academy and ensure that resources are kept upto date. Parents and carers update on CEOP through newsletter to keep students safe outside of school.

Safety and mutual support

The school’s open culture promotes all aspects of pupils’ welfare. They are safe and feel safe. They have opportunities to learn how to keep themselves safe.

2

Strengths • Students feel safe within school and feel cared for so they are confident enough to speak to staff members. • The Well Being Team is always accessible to the students so that referrals are made promptly. • Improved communication with parents through letter, newsletters, calls and emails to ensure that any concerns raised are addressed promptly. • Students have assemblies and a tutor time programme that promotes students safety.


• Working alongside the Police, MASH team and other agencies results in appropriate support for students with safeguarding and well-being needs Areas for Development • All staff to teach and reinforce expectations each day with students. Inconsistency from staff in R4L and dealing with any poor behaviour based on the Positive Behaviour is Everyone’s Responsibility model.

Bullying

Teachers and other adults are quick to tackle the rare use of derogatory or aggressive language and always challenge stereotyping. Teachers and other adults promote clear messages about the impact of bullying and prejudiced behaviour on pupils’ well-being. Pupils work well with the school to tackle and prevent the rare occurrences of bullying.

2

Strengths • The Well Being team work to resolve any issues of bullying with restorative practice which they are all trained in. • Two bullying and two racial referrals made this academic year so that the needs of the victim and perpetrator are addressed • Tutor time programme covers personal safety so that all students know how to keep themselves safe. • Assemblies have highlighted bulling and coping strategies that that they can use. All staff have been trained in reporting incidents of bullying • Student have been told about the Sharpe System to ensure that their voice is heard. • Additional time has been given to tutors to develop better relationships with their tutor groups. This additional time is to support the well-being of the student • PSCO has support the school in a number of programmes within the academy and as a result of this a positive relationship have been built between the students and the police. Areas for Development • All staff responsible for reporting any safeguarding concerns promptly • All staff to develop better relationships with the students to ensure better working practice within the academy. Not all staff are regularly trained in CEOP

Attendance

Pupils value their education. Few are absent or persistently absent. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is showing marked and sustained improvement.

3

12.74% PA Term 1 12.1% PA in Term 5 % of sessions missed due to Overall Absence is above national. 5.2% compared to the national average of 5.0% % Persistent absence for 10% of sessions is above national. 14.1% compared to the national average of 12.4% FSM % of sessions missed due to Overall Absence is below national. 6.9% compared to the national average of 7.2% % Persistent absence for 10% of sessions is below national. 24.5% compared to the national average of 21.6% SEN % of sessions missed due to Overall Absence is below national. 6.1% compared to the national average of 7.1%


% Persistent absence for 10% of sessions is below national. 18.8% compared to the national average of 20.5% Strengths • Attendance lead has developed strong links with Trust Educational Welfare Officer to ensure a consistent approach with persistent absents (PA) • Attendance Officer is experienced and has had training to help to improve the overall attendance of the school. • Communication with parents and carers is good and this has developed better working relationships with school and home. Areas for Development • Parents understand expectations about attendance via workshops • Attendance is just below the national on 94.4% • Close liaison with other schools to improve attendance in the academy through collaborative work • Attendance administrator regularly communicates to parents through regular call and absent letters relating to an absence and to share the local authority guideline on sickness and illness. • Attendance officer is pro-active with students who are late to reduce the amount of students arriving late to school. • Staff are not fully confident in the attendance process. • Administration staff are not always consistently following the correct processes. • Some staff are able to discuss student attendance during tutor time however, this is not regularly completed.

Health and well-being

Pupils enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships and how to prevent misuse of technology.

2

Strengths • Students through the tutor-time programme are able to access health and well-being to reinforce their understanding • Students are confident in approaching the Well Being Team for additional support when needed • The Well Being Team are fully trained in up to date issues relating to safeguarding of both students and staff for a consistent approach to dealing with problems • Effective communication when dealing with safeguarding issues and these are promptly acted upon • Protective behaviours in all Year 7 classes led by ANIN so all students know how to keep themselves and other safe. • All staff have received safeguarding training to ensure that all students are safe within the academy • Health Care Assistant offers advice on health and well-being to students so they can self-manage themselves Areas for Development All staff are prompt in referring all safeguarding concerns so they can be dealt with promptly

Guidance In secondary schools, high quality, impartial careers guidance

2 Strengths


helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.

• Timely Advice offer students impartial advice on their next steps when leaving school to ensure they are realistic in their life choices. • The tutor time programme offers careers advice for all students and encourages them to think of aspirational pathways to improve life chances • SEMLEP have offered us a mentor who will be working with a small group of disadvantaged students to raise their aspirations • Guest speaker have been used to motivate students and get them to reflect on their choices and pathways • The constant reinforcement of our vision and values contributed to our NEET figure, with only one student in 2016. • All SLT meet with Year 11’s to discuss their future aspirations and to ensure that all students are getting the right support Areas for Development • More inspirational speakers from the local area to promote the vision and values of the academy • Our current careers provision to be more engaging for students so they can make more informed decisions about their future. Business links to work more closely with students who are disaffected and disadvantaged to give them ideas to aspire to.


5 Outcomes for pupils D. Overall 1234 +/- : 3 F. Last revision date: May 2017 G. Author: P Wilson



The Overall Progress 8 All (-0.1) is broadly in line with national and the Progress 8 Open element Progress 8 is strong Science in line with National


More subjects to perform on or above National En and Ma to perform above National EBacc subjects to perform in line with National The difference between All and Dis to be closed in all areas so they are in line with Open element



Pupils’ progress

Progress across a wide range of subjects is not above national average. 3

Progress if English and Maths is broadly in line with national however is still negative. Open element Progress 8 of All is Sig+ not top 10% and the Progress 8 All LAP is Sig+ top 10%. Overall Progress 8 of All MAP is Sig- not bottom 10% Ebacc element Progress 8 of All being Sig- not bottom 10%. Ebacc element Progress 8 All LAP is also Sig- not bottom 10%.

Disadvantaged pupils’ progress

Progress across a wide range of subjects is below national average. 3

Open element Progress 8 of Dis LAP is Sig+ not top 10% Overall Progress 8 of the Dis is Sig- not bottom 10% Overall Progress 8 of the Dis MAP is Sig- not bottom 10% Progress 8 of the Mathematics element Dis MAP Sig- not bottom 10% Ebacc element Dis, Sig- bottom 10% in particular the LAP and MAP.

Subject progress

Overall progress is not above average in MOST subjects, but is improving.

2/3

Science pillar All and Dis in line with national (0.0), neither negative nor positive. All LAP, Sig+ not top 10% and Dis LAP broadly in line with national and positive. All and DIS MAP and HAP are broadly in line with national, negative but not sig different Percentage attaining 4.5 points or above in Physics is above, broadly in line with national, not Sig + Percentage attaining 7 points or above in Physics is below, broadly in line with national, not Sig - Percentage attaining 7 points or above in Biology and Chemistry is Sig- Percentage attaining 4.5 points or above in Biology and Chemistry is broadly in line with national, not Sig + Percentage attaining 7 and 4.5 points or above in Additional Science is below, broadly in line with national, not Sig – Percentage attaining 7 points or above in Core Science is Sig- Percentage attaining 4.5 points or above in Core Science is broadly in line with national, not Sig + Humanities pillar All and Dis not Sig different from national, however, negative All LAP and HAP are positive, but not significantly different than national


Dis LAP, MAP and HAP are broadly in line with national, however, are still negative, no Sig difference All MAP, Sig- not bottom 10%. Percentage attaining 7 points or above in Geography is below, broadly in line with national, not Sig – Percentage attaining 4.5 points or above in Geography is Sig – Percentage attaining 7 points or above in History is above, broadly in line with national, not Sig + Percentage attaining 4.5 points or above in History is below, broadly in line with national, not Sig - Languages pillar All are Sig- not bottom 10% in particular MAP and HAP All LAP are broadly in line with national, positive not significantly different Dis are Sig- bottom 10% in particular LAP, but Sig- not bottom 10% MAP and HAP are broadly in line with national, however are negative Percentage attaining 7 points or above in French is below, broadly in line with national, not Sig – Percentage attaining 4.5 points or above in French and Spanish is below, broadly in line with national, not Sig -

Skills – RWCM1 across the curriculum

Attainment

The overall attainment is low, but shows consistent improvement in MOST groups.

2/3

The 2015/16 open element Attainment 8 of All and Dis LAP is 1 or more grades above national Ebacc element Attainment 8 of All and Dis LAP is 0.5 to <1 below and 1 or more grades below national respectively Overall Attainment 8 of Dis MAP is 1 or more grades below English and Mathematics element of the Attainment 8 of Dis MAP being 0.5 to <1 grades below Ebacc element, 0.5 to < 1 grades below and the open element Attainment 8 0.5 to <1 grades below national Overall Attainment 8 of Dis HAPS is 0.5 to <1 grade below Ebacc Attainment 8 being 0.5 to <1 grades below national Percentage attaining 4.5 points or above in English Language, Health & Social and Music is Sig + Percentage attaining 7 points or above in English, IT, Art, Photography, Business, Statistics and Media is Sig – Percentage attaining 4.5 points or above in English Literature, IT, Photography, Business, Child Development, Catering, Travel, Resistant Materials, Maths, Media and PE is Sig - 2016-18 school data shows: All A8 scores for each element All/Dis increases over three year period LAP All make a consistent improvement across all Attainment 8 elements where each element is positive Dis LAP has an improving trend but declining in Ma and Open Open Map All/Dis and Hap All/Dis make improvements, but not yet positive EBacc LAP/MAP All/Dis make improvements, not yet positive


All and Dis MAP across each Attainment 8 element demonstrate and improving trend, each is not yet positive Overall A8 HAP All/Dis remains constant with declines in En, Ma and EBacc

National benchmarks:

Floor standards

The progress of the Dis is below.

3

The overall Progress 8 (-0.14) is broadly in line with national expectations, however remains negative but does exceed the -0.5 floor target.

Progression

Compared with the national average for all pupils, higher proportions of pupils and of Dis pupils, do not progress on to a range of higher and further education establishments

2

Destinations in 2014/15 of 2013/14 KS4 pupils(RAISE) Overall percentage (95%) going to sustained education or employment/training destinations is above and broadly in line with national percentage (94%) for All pupils Dis pupils destinations percentage (88%) is above and broadly in line national percentage (87%) Destinations in 2016/17 of 2015/16 KS4 pupils(School data) Overall percentage (99.4%) going to sustained education or employment/training destinations for All pupils

Note 1: Reading, writing, communications & maths.


6 16-19 Provision D. Overall 1234 +/- : F. Last revision date: May 2017 G. Author: A Beckwith



Overall the VA for vocational subjects is negative Overall the VA for academic subjects is negative The QA by leadership of teaching, learning, assessment and tracking is not yet consistently enabling learners to make rapid progress Sharing of best practice is not yet strategic enough to ensure continuity of the best teaching across all subject areas Aspirational goals in place for all students to ensure that both disadvantaged and non-disadvantaged students achieve appropriate and fulfilling destinations


To develop the confidence, communication and broader academic reach of the most able so that they are successful in their applications to the very best universities. Student feedback to be precise so that rapid progress can be made to reach aspirational targets



Leadership

• Leaders ensure that programmes of study are matched to the individual and that the requirements of 16 to 19 provision are met

• The gap between student outcomes and national expectations has not yet been closed.

• There is an improving picture with attendance. figures rising to 96.24% for 2016/17 Current picture for 6th form attendance is 95.24%

3

Strengths:

• The curriculum provision for 6th form offers pathways to students at different starting points.

• Some subjects operate with very low numbers to ensure that the range of subjects is broad to cater for as many choices as possible.

• Enrichment opportunities such as university visits, speakers on apprenticeships, interview workshops and sessions on CV and UCAS writing, ensure students are prepared for continued education, training or employment

• Finance, health, well-being, personal safety and many other practical issues are explored in the tutor time programme to develop the skills needed for students to prepare students for their life ahead in modern Britain

• A very robust process is now in place for monitoring and improving attendance which involves timely updates from administration staff, regular monitoring by tutors and rigorous checking by Head of 6th form. As a result there is good evidence of progress for key students whose attendance had been below expectation which in now meeting expected levels

• There is a clear focus on early sign posting of students’ whose attendance is low due to mental health issues. Assemblies and tutor time programme addresses mental health and the well-being team support students with such issues and pass on where appropriate to CAMHS to address cases of low attendance

• Head of 6th form liaises with all Directors of Subject prior to the first report cycle ensuring that interventions are put in place to address early dips in student progression. This process has been strengthened to ensure clear and timely action points.


• To raise the aspiration of the most academic students the CBA Reach programme is being developed to include: Visit to Oxbridge university, identification of students interested in Oxbridge applications, promoting students to research and apply for at least one university outreach/open day experience, to use BW trust expertise to provide students with an ‘expert’ mock Oxbridge interview, and to facilitate high level discussion/debating experiences in school to promote broader awareness and articulation of current affairs and a range of stimulating topical issues.

• Disadvantaged students obtain outcomes and destinations that demonstrates personal choice, ambition and challenge across a variety of destinations. This is in line with non-disadvantaged students and shows a robust offer is there for all groups.

Areas for development:

• Continued refinement of systems will ensure greater frequency of review and response where students have been flagged as needing support and are on the progress list; whole school calendar must reflect this for 2017-2018

• Earlier intervention needed when a student is failing in a subject despite all intervention efforts having been applied so that no student remains on the wrong course

• Greater ownership of the QA process in 6th form will ensure that the quality of teaching, learning and assessment is rigorously evaluated and as a result consistent high standards are experienced across all subjects so that outcomes meet national expectations and all subjects are at least black or red on the ALPS T scores. 11 out of 13 subject T scores are now red or black based on mid-year ALPS report

• All students to be given very clear feedback so that they can make rapid progress

• Close scrutiny of report data needed to ensure that the predictions in all areas (both academic and vocational) are transparent and give an accurate overview allowing further interventions to be judiciously matched and have impact.

Student outcomes

2015/16 VA progress for L3 qualifications is below national average in 16 out of 23 subjects (academic and vocational.)

Learners without GCSE grades A*- C do follow relevant courses and there is a very positive trend in the number of students resitting GCSEs in English and Maths.

2015/16 disadvantaged students make progress in-line

3

Strengths:

Historical (2015/16)

• Subjects with positive VA: • Subjects with sig - VA: A Level Chemistry (0.77) A Level Art and Design (-1.41) (4 students)

A Level Physics (0.19) A Level Geography (-1.26) (4 students) A Level Media (0.14) A Level Applied ICT (-0.80) (8 students) A Level Music (only 1 student) (0.41) A Level Psychology (-0.76) (7 students) BTEC Dance (0.35) BTEC Business Studies (-0.92) (12 students) BTEC Sport (0.13)

BTEC Health and Social Care (0.14) Following most recent L3VA data: A Levels are looking very strong with only 2 subjects (Music and History)


with or exceeding non-disadvantaged students

ALPS data shows an improving picture 2016/17 disadvantaged students performed in line with or exceeding non-disadvantaged students

showing minus figures – for both of these subject there is a back story. In the Vocational courses IT and Travel are minus but the rest are at 0 or positive. This information must be considered with some caution as the group sizes in some cases are very small and therefore the security of results could be vulnerable. (see LV3 spreeadsheet)

• Low numbers on many courses (7 courses had 4 entries or fewer) render the results as statistically insignificant. However this is improving with much stronger results at AS for the next Y13 cohort

• Positive trend in the number of students resitting GCSEs and those that do are succeeding (moving from 78% - 100% success rate in the past 2 years) and moving on to higher level courses. Only 2 students resitting Maths this year; no English resits.

• 7 out of 8 disadvantaged students exceeded the average point score of the whole cohort

• 50% of disadvantaged students gained on or above their ALPS targets for 100% of their subjects

• 2 of the 8 disadvantaged students gained interviews for Oxbridge.

• All disadvantaged students bar 1 went on to meaningful and challenging destinations Current (2016/17)

• ALPS AS student grades vs ALPS targets

Number of subjects indicated as blue decreasing from 41% (2015/16) to 23% (2016/17) Number of subjects indicated as red increasing from 17% (2015/16) to 53% (2016/17) New data from mid-term ALPs report shows that subjects indicated as blue has decreased further to 15.5% (only 2 out of 13 subjects). Those subjects indicated red has increased further to 61.5% The % students meeting ALPS targets increased from 57.1% (2015/16) to 63.6% (2016/17)

• 2 disadvantaged students gained AS outcomes 100% and 50% above their ALPS targets


• 3 year trend in A Level overall is that VA is holding (-0.32) while the number of entries has multiplied by over 6. The challenge is to achieve better consistency of outcomes across these subjects to move the headline figure to meet national

• 3 year trend in vocational is that VA has dropped overall (from -0.23 to -0.52) while number of entries has doubled. This trend is down to weaker performance in Business and Tourism


Retention and Progression

Strong evidence over 3 years shows that the great majority of learners complete their courses and move onto appropriate and relevant education, employment, training or an apprenticeship Destinations of disadvantaged students shows that all students find meaningful and challenging next steps

2

Strengths:

• Retention within KS5: a steadily improving picture: 2013/14 76 students started courses 39 at end of Y13 (51%) 2014/15 76 students started courses 54 at end of Y13 (71%) 2015/16 37 students started courses 31 at end of Y13 (83%) 2016/17 62 students started courses Recruitment into 6th form: Applications both internal and external stand at 130 which is an increase from 115 last year.

• Retention from KS4 to KS5: after a dip in 2015/16, the target of 60 students for 2016/17 was exceeded at 62

• Destinations of KS5 students: a positive 3 year trend: Russell group university places up from 0% to 20% Oxbridge applicants up from 0% to 11% Oxbridge interviews up from 0% to 3.7% (2 students – both disadvantaged) Career/apprenticeships up from 12.5% to 31% Unknown or unemployed only 1 student each year

• Destinations of the 9 disadvantaged students shows aspiration, breadth and personalisation of next steps:

6 University (67%) (nursing, social work, psychology and criminology, English, French) Of which 2 were (22%) Russel Group (English, English and French) 2 Employment/apprenticeship (Management training; MacDonalds, L3 Retail; Asda) 1 Unknown (11%)


• For more high ability students to acquire Oxbridge or Russell Group university places promoted through the CBA Reach initiative

Teaching, learning and assessment

QA of the teaching in 6th form (2015/16) indicated that 93% of lessons observed were Good or better. QA in T1 (2016/17) indicated that 85% of lessons were good or better

3

Strengths:

• Good or better practice seen in 85% lessons.

• Mock exams for all A Levels are mapped on whole school calendar allowing all learners to prepare for external exams

• CPD session on ALPS, 6th form marking and feedback and a session run at the Trust cluster day focused on 6th form teaching ensures greater consistency of approach


• New QA procedure to ensure that strengths in teaching are shared so that teachers who need to develop key teaching skills are matched with those who are


demonstrating assurance in the same area thus improving consistency of teaching and learning. Recording and monitoring of QA should be established separately for 6th form and lead by Head of 6th form and SMT line manager

• Observation of 6th form lessons by leadership must ensure an accurate picture of the quality of teaching and learning to develop a strong overview and ownership of TL&A in 6th form as a whole Learner Voice has been used to triangulate the quality of T&L

• All targets must match ALPS or be higher to promote aspirational expectations

• Process to measure the impact of shared practice not yet in place

• Work started with a lead Director of Subject in supporting subject leaders to ensure appropriateness of assessment and tracking in KS4 to be extended to KS5

Guidance

High quality impartial career guidance (Timely Advice) ensures that all learners undertake study programmes that are appropriate and enable them to develop clear and realistic plans for their future

1

Strengths:

• Very strong personalised study programmes have ensured that all learners are on courses that develop students’ for their next steps.

• Timely Advice and SLT meet with all students in Y11 prepare them for next steps.

• This support continues when results come out at the end of KS4, during KS5 to find the best pathways and suitable work experience on a bespoke basis, at the end of Y12 and end of KS5 to ensure that all students have many opportunities to find meaningful and challenging destinations

• Bespoke work experience is put in place for those need it:

▹ Currently 7 students interested in careers in teaching, childcare and nursing have

placements in 4 different primary schools

▹ 1 student hoping to do an applied maths degree has a placement in a mechanical

engineering company

▹ 1 student had a placement in on office to support her vocational courses/UNIT/RS

mentoring

▹ In previous years there have been placements with a physiotherapist, Volunteering

KGH

Students’ attitudes

Students have many and varied opportunities to be involved in enrichment opportunities that help them to develop personal, social and employability skills. They are proud to be represent the school and take ownership of their 6th form area 2

Strengths:

• Sixth form led S6 clubs include: Psychology club, girls science club, dance club and in the various S6 music ensembles 6th former will help to lead and rehearse younger students

• Over half the current Y12 are involved in tutor time maths and literacy mentoring of KS3 students

• The Head boy and Girl plus the senior team represent the school by chairing Student Senate, being involved on interview panels and helping to run, meet and greet parents at many of the after school events hosted at CBA

• Work experience enhances learning and career opportunities (see Guidance section)

• Involvement in business skills promoted through the RS Components mentoring which resulted in 2 of the mentees going on to successfully gain apprenticeships within the company


• Young enterprise, EPQ and DoE all offer students the opportunity to develop skills that will prepare them for life in modern Britain and for the world of work or further education

• High quality careers advice (Timely Advice) helps students make informed choices from KS4 right through KS5 and destination data 2015/16 shows that all students had a successful transition into employment, training or university


• To develop further enrichment that gives the most able students the ability to talk more widely and with greater confidence about the world and the field of study/work they are interested in so that they might compete successfully with other very able students – this is in progress with the ‘Reach’ group.

Safeguarding

Learners are safe and feel safe. They behave as role models for the rest of the school and are involved in discussion and assemblies that enable them to understand how to be healthy and contribute to life in Britain

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• As a result of a developed tutor time programme that includes topics such as mental health, current affairs, personal finance, study skills and safeguarding topics that include sexting, radicalisation, child exploitation, online safety, there have been no cases pertaining to personal safety around these issues among 6th form

• Applications for the roles of head boy and girl and the senior team are much sought after and work they do exemplifies their commitment, respect and duty to the wider school which demonstrates a strong ethos of engagement within 6th form


• To have further input from professional bodies with regards to mental health as this caused some considerable absence last year with a number of students and is an issue highlighted nationally


8 SMSC1 D. Overall 1234 +/- : F. Last revision date:May 2017 G. Author: J Duggan


Curriculum, enrichment opportunities, assemblies, tutor time programme result in students having a greater understanding about themselves in relation to the world they live in, tolerance and respect.


Low percentage of disadvantaged students accessing Session 6 enrichment

Sub-criterion 1234 A/B. Brief summary of main strengths and areas for development2

Personal insight and spiritual development

2

KS3 Ethics curriculum, assemblies, tutor time programme, charity events, curriculum content (including Session 6), trips and visits result in students being increasingly reflective and developing spiritually; having a greater understanding of their relationship to the world they live in.

Moral understanding and

relationships 2

KS3 Ethics curriculum, assemblies, tutor time programme, charity events and curriculum content result in students understanding modern British values. Restorative Justice programme develops students understanding of how actions impact on others.

Social development and skills; values;

tolerance and respect

2

KS3 Ethics curriculum, assemblies, tutor time programme, charity events, curriculum content (including Session 6), trips and visits result in students social development and skills; students understand the modern British values of tolerance and respect. CBA Code of Conduct results in most staff and students having high expectations of themselves and others.

The school’s promotion of SMSC

tolerance and community cohesion

2

KS3 Ethics curriculum, assemblies, tutor time programme, charity events, curriculum content (including Session 6), trips and visits result in students’ social development and skills; students understand the modern British values of tolerance and respect. Individual and small group work from Well Being Team results in high levels of tolerance among students resulting in greater community cohesion Restorative Justice programme results in students having greater self-awareness, empathy which promote community cohesion

Note 1: SMSC is included within Overall Effectiveness in the Framework and its impact is evaluated in Personal Development. I have retained elements from preceding frameworks here to encourage schools to evaluate this important aspect of their work. But you could just do it within Overall Effectiveness. You don’t have to do it like this!