woodside high school self evaluation … high school self evaluation form: september 2014 ... p18-20...

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SEF December 2014 Full Version

WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September 2014 (Review date: January 2015) Contents:

P2-3 Summary P4 Context P5-8 Achievement P9-11 Teaching P12-13 Behaviour P14-17 Leadership P18-20 SMSC P21-22 Overall Effectiveness

Appendix 1-5: Evidence Trail

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Key Headlines:

Achievement (1) Unvalidated Raise December 2014: NA: 1,000

Best 8: VA 1,055.6 (Top 1%); 2013: 15%, 2012: 24% Maths: VA 1,006.3 (Top 1%); 2013: 1%, 2012: 6% English: VA 1,003.5 (Top 9%); 2013: 2%, 2012: 4% Science: VA 1,007.4 (Top 1%); 2013: 2%, 2012: 3% Languages: VA 1,010.2 (Top 1%); 2013: 1%, 2012: 1% Humanities: VA 1,005.4 (Top 3%); 2013: 33%, 2012: 13%

All students arrive at WHS with attainment on entry Sig – national average and with one of the lowest KS2 APS in the country: Y112014: 23.8 v NA 27.9, Y112015: 24.9 v NA 27.6

2014 cohort % achieving expected level of progress in English v National (76% v 70%) and Maths (72% v 65%). 2014 cohort % achieving more than expected level of progress in English v National (37% v 32%) and Maths (32% v 29%). One of the lowest percent of high attainers in the LA (7.1%), % of those students achieving expected progress in English (50%). High

attainers making expected progress in maths is higher (75%). 5ACEM & 5AC outcomes has significantly exceeded FFTD predictions from 2011-2014 ( 2011 : 58% vs 27%, 82% vs 52%, 2012 : 56%

Vs 41%, 87% Vs 70%, 2013: 63% vs 47%; 81% vs 78%). However, 2014: (2014: 49%* v 51%, 97% v 82%) 5AC(E&M) 49%*, Sig-; Capped APS 292.6, Sig-; Total APS 318, Sig-; Average grade per qualification: C Therefore, significant decrease in 5ACEM, the key contributing factors to this are the significant number of changes to the

examination system particularly in English language as well as the poor marking of the English GCSE. The percentage of students passing English nationally has decreased by 2%. The national average reducing form 59% to 52%. The results for Woodside have yet to be confirmed as we have a number of disapplications that have yet to be agreed.

36% of the 2014 cohort is disadvantaged. The gap increased last year with 39% FSM 5ACEM v 61% NFSM 5ACEM. Within school gap of -2.1 in English & Maths and -18.9 Capped APS

13.3% of 2014 cohort satisfied the Ebac subject areas threshold VA outcomes for all subjects is Sig+ VA outcomes for almost all groups, except CLA and Statement who are =, is sig+

*Raise states 45% - does not include remarks which brings it to 49%

Teaching (1) Ofsted Teaching & learning as outstanding in 2014 Achievement is outstanding because most teaching is at least good 96.5% of teaching is good / better & 48% graded Outstanding in Summer 2013 review Quality Assured by Challenge Partners Oct 2012

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Illustrated by Ofsted in “Getting to good”: September 2012 Behaviour (1)

Ofsted identified behaviour as outstanding in 2014 There is a clear downward trend in incidences of poor behaviour (reduction in FTE and Permanent Exclusions) There is a clear upward trend in attendance and punctuality (attendance was 95.66% in 2013/14) The Behaviour for Learning policy encourages students to take responsibility for their own behaviour The culture of learning is well established and can clearly be seen through the positive relationships between staff and students

and attitude to intervention strategies Leadership (1)

Head Teacher honoured in New Year’s Honours List 2013 for services to education. Head teacher currently School Improvement Partner in two schools. Outstanding progress for students over the last four years, however issues in 2014. Assessed by Ofsted in 2014 as Outstanding – this was the second outstanding Ofsted grading. The head teacher is designated as a National Leader in Education & we are a National Support School working with several secondary and

primary schools. Both DPHs trained as Challenge Partner Reviewers and one Assistant Head teacher. One head of a core subject (Maths) is designated as a Senior Leader in Education. Member of Challenge partners alliance (The Compton) & strategic partner to Alexandra Park teaching school. The school uses external consultants to benchmark leadership impact in terms of Teaching and Learning and student outcomes in all areas. “Inspirational leadership at all levels has created an exemplary learning community at Woodside High School which continues to grow and

develop” Ofsted : Getting to Good (Sept 2012). Two middle leaders and one senior leader participated in Challenge Partners Leadership experience and WHS hosted three placements. Sharing good practice with an extensive number of schools both locally and nationally. SEN strategy reviewed to meet the needs of every child more effectively: development of AEN register, learning passports and new review

processes (impact to be reviewed).

SMSC (1)

SMSC is well embedded within all forms of school life. The understanding of and respect for the range of different cultures within the school is clear and is celebrated at any

opportunity. The culture of learning is well established and can clearly be seen through the positive relationships between staff and students

and attitude to intervention strategies.

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Context Revision date: October 2013 Author: ARB

Students Any specific features of the student population on entry, particularly their abilities. The extent of non-standard admissions.

School status: mixed 11-16 community. All-Inclusive Learning Campus, Convertor Academy December 2011 Socio-economic profile-local community: Woodside ward in top 5% deprived wards (low income =92nd; child poverty= 112th; low proportion of adults in HE, high crime); all students from wards with 36%-45% over-crowded household- Raiseonline-2012. This profile remains largely unchanged in 2014 Socio-economic profile- students: deprivation indicator (0.56) well above national of 0.22; 69.9% FSM (nat 28.2%); 72 % eligible for pupil premium, increasing stability (81.4%), and some mid-phase admissions, with no prior data KS2 attainment: well below national General profile: 92.2% from minority ethnic groups; 67% EAL; 35.9% on SEN register Roll trend: marginally increasing prior attainment, & 43.7 girls; increasing stability (in 20013/14, 89%% of Y11 arrived in Y7, vs 82% in 2012/13). Current data show Y7 September 15/16 is already full based solely on first choice students

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.

Staffing: senior and middle leadership remains strong. 14 staff left August 2014. Some staff has moved on to promotion, younger staff are working abroad. We have recruited into all vacancies with the appointment of some very talented teachers.

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 very brief summary of your curriculum here, including extra-curricular and non-standard provision, but your evaluation of its impact belongs in 7.6 below.

Setting: we set in English, Maths, and Science from year 7. In other subject areas where there are sufficient numbers for more than one class, we set wherever possible. Time of lessons: each lesson lasts for 60 minutes giving a total of 25 hours teaching time throughout the week. Curriculum: students follow the National Curriculum in KS3. Currently under review. In KS4, we offer three pathways – one with a vocational strand, the other comprised of very traditional GCSEs and a third with a reduced number of GCSEs and academic intervention. A transitional KS2 - KS3 curriculum is being developed in English, Maths, Science & Computer Science. Extra-Curricular: we offer a wide range of extra-curricular opportunities which includes booster sessions, sporting activities, and music and drama performances. In addition, a number of our students undertake externally certified activities such as the Duke of Edinburgh Award and the Junior Sports Leader award.

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

19 Haringey primary schools of which some are feeder schools for Woodside lie in the cohort of Haringey Primary schools which have been designated as failing schools by the DfE. The attainment on entry to Woodside is one of the lowest nationally. In addition, many of the primaries are in an Ofsted category.

Achievement Overall 1234 +/- : 1 Last revision date: December 2014 Author: EME

Evidence guide = Appendix 1

Summary The main reasons for 1

We are well above national averages for progress (1% percentile rank for best 8) but below for attainment based on %5ACEM and APS

The 2014 cohort sat the AQA exam in June 2014, this was the cohort most affected by the grade boundaries. Slight increase in the percentage of students achieving the English Baccalaureate, 21% (2012), 12% (2013), 13.3% (2014) Attainment trend continued upward between 2012-2014 for % 5AC (97%) and %5AG (95%). VA is SIG + over past 3 yrs. 2014 VA scores is SIG+ for English (9th percentile), Maths (1st Percentile), Science (2nd. Percentile), Languages (1st

Percentile) and Humanities (3rd. Percentile). Although progress is significantly above NA, to be 1+, attainment has to be SIG+ for all the national benchmark categories. Our robust target setting, tracking and intervention strategies at both Key stages complement our Teaching and Learning

strategy and should maintain a Grade 1.

Sub-criterion Key phrases from the Criteria

1234 Main strengths and areas for development

Students’ overall learning and progress

The proportion of students making and exceeding expected progress ‘is high’ compared with national figures, given their starting points. Students learn exceptionally well.

1

First percentile for Best 8 2014 outcomes show that expected progress (3LP) is +6 above NA in English & +7

above NA in Maths. Projected outcomes based on current data (Jan2014) indicate that the rapid progress will be sustained with 3LP in English and maths >15% above NA

Groups 2014 outcomes show that expected progress (3LP) in English & Maths is SIG+ or SIG= for all groups. No group is SIG- (RAISE). Current school data indicates that progress of groups is projected to be 10% better than 2013 outcomes.

EAL 2014: 67.5% (VS National 16.6%). Value added for this group is sig+ SEN/D 2012-2014: Sig + or = overall, English & maths, & most indicators Other Groups 2014: No group was Sig- on any indicator. GCSE 2014 cohort: KS2 APS for 2014 cohort was (23.8) and 2015 is (24.9) as is

the % of high attainers (7.1% Vs 22%). Current analysis indicates that 76% of the 2014 cohort made the expected KS2-KS4 progress in English and 72% in maths.

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This indicates a comparative decrease in the % of students achieving the expected progress in English from 2012 (2012: 81%, 2013:82%, 2014: 76%) and maths (2012: 80%, 2013:75%, 2014: 72%). The school 2014 KS2-KS4 progress in English (76%) and Maths (72%) is still SIG+ to the National % achieving the expected KS2-KS4progress (Eng:70%, Maths: 65%)

GCSE 2015 cohort: Current assessment indicates that students are on track in terms of making the expected KS2-KS4 progress.

“Lesson observations tell us that: In all the Good/Better, and about half the

satisfactory lessons, students learn exceptionally well

Positive attitudes are evident in most lessons in both key stages & virtually all

subjects

Weaknesses: we have challenged ourselves to o Improve 5ACE&M and recover previous position o increase proportion of students making 4LP to in English & in Maths

Groups’ progress

The learning, quality of work and progress of groups of students, particularly D&SEN and those supported by the pupil premium (PP) show they achieve ‘exceptionally well.’

1=

No groups was Sig- on any indicator 2014 % High attainers based on KS2 APS Sig. lower for school (10.3%) compared

to national (31.9%). The % High Attainers attaining English and Maths as part of the basic indicator is higher than National (Eng:100% Vs 97%, Ma : 100% Vs 97%)

2014% low attainers based on KS2 APS Sig. higher for school (38.6%) compared to national (14.6%) . The % Low Attainers, attaining English as part of the basic indicator is Sig+ compared to National (80% V47%) as well as for Maths (62 % Vs 26%)

FSM 2014 : Sig+ overall, English & maths, & most indicators 2014 Disadvantaged (72%) making expected progress in English and Maths is Sig+

v others: sig + English and = Maths.

Subject/Key Stage progress

Students make rapid and sustained progress across many subjects, including EN and MA.

1=

Strengths 2014 Progress in English KS2-4 :9th. percentile .

2014 Progress in Maths KS2-4 : 1st. percentile

KS2-3 progress current Y9: 63% 2+ levels of progress English & 71% 2+ maths;

current Y8 25% 2+ levels of progress English & 38% maths; current Y7 1% 2+

levels of progress English & 49% maths

Skills – RWCM - across the curriculum

Students develop and apply a wide range of skills ‘to great effect’, in RWCM. They are exceptionally well prepared for

1=

RWCM a high priority in T&L strategy impact seen in pupil engagement and

language development

Renaissance Reading data shows an improvement in reading ages between 2013

and 2014.

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the next stage in their education. Students read widely & often, across all subjects.

Year 7 Year 8 Year 9 Year 10

2013/14 10yrs 8mths 11yrs 5mths 11yrs 10mths 10yrs 11 mths

2014/15 10yrs 7mths 11yrs 12mths 11yrs 9mths 12yrs 3mths

Writing & use of Point Evidence Explanation Language

Communication a high priority in T&L framework through active learning and

reducing teacher talk , EAL Value added sig+

Maths – numeracy strategy audited and reviewed with high emphasis given to

development of this in teaching - see progress in maths above

Pastoral time is used to encourage and monitor reading which is directly linked

with accelerated reader results

Attainment and closing gaps

Standards for almost all groups are likely to be at least in line with national averages (NAs), with many students above this. In exceptional circumstances, if any group is below, the gap is closing rapidly on a range of attainment indicators. This may include reading.

2

Rapid and sustained improvement over the past 5 years (2009-14) put the school at or above NA for progress but issues with English AQA in Summer 2014 has caused a decrease in all other indicators apart from 5AC

In 2014 the percentage of pupils achieving 5ACEM decreased from 61% to 49% The % of pupils achieving the English Baccalaureate decreased from 16% (2012) to 12% (2013) and increased to 13.3% (2014)

In 2011 no GCSE /equivalent subject was SIG- . % C+ was above NA in English (+2.9) and Science (+23.3) and only slightly below NA for Maths (-3.5)

In 2013% C+ in English was 69% (64% -2012),Science was 92% (99%-2012) and Maths was 70% (70% -2012)

In 2014 C+ in English was 53% (69% -2013),Science was 84% (92%-2013) and Maths was 61% (70% -2013)

5ACEM & 5AC outcomes has significantly exceeded FFTD predictions over the past three years apart form 2014 (49% v 51%)

2014 outcomes show that % of students attaining the basic indicator is SIG+ or SIG= for all groups of students: FSM (39% v 36%Nat), Boys(44% v 50%Nat), Girls (48% v 61%Nat), CLA(100% v 15%Nat), High Attainers (89% v 92%Nat), Low Attainers (18% v 5%Nat), EAL(40% v 54%Nat), SA(14% v 24%Nat), SA+ (44%v20%Nat), SENS (50%v8%Nat)

Weaknesses: we have challenged ourselves to o Recovering the position of attainment to be above national in 2015. Target of

62% 5ACEM

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To reach the next grade/to continue to be outstanding we need to:

o Get ALL groups to make Sig+ progress by introducing tracking, monitoring and intervention strategies in across every subject at KS3and KS4 that have proved successful in English and maths at KS4 over the past few years

o Recover our previous position of 5ACEM ; 5AC , 5AG , 1AG o Eradicate lessons graded <2

o Progress is a high priority in the SDP across all subjects with a focus on group’s progress over time o Work with staff to ensure RWCM skills are a central part to the curriculum and include it as a priority in the SDP

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Quality of Teaching Overall 1234 +/- : 1 Last revision date: 18.11.14 Author: JT / ARB

Evidence guide = APPENDIX 2

Summary The main reasons for choosing Grade 1

Ofsted Feb 2014 :T&L graded as outstanding (under the new 2014 framework) Progress over time is significantly better than national in English, maths & overall, at both key stages & in

most subjects (Ofsted Data Dashboard) Almost all teaching is 2+ - 98% from summer 2014 review; 95% at Autumn 2014 review Oct 2014: Outstanding observations have increased by 16% from Summer 2014 and 15% for the same time in

2013. T&L reviewed rigorously three times per year All Staff engaged in coaching for excellence programme to support professional development (as recommended

by Ofsted) Challenge Partners provided further Quality Assurance and areas for development in April 2014 Consistent T&L framework understood by all staff and thoroughly explained to all new staff through induction

and CPD training sessions



Teaching overall

Much teaching over time in all key stages and

most subjects is outstanding and never less than

consistently good.

1

2013/2014 Focus on coaching has shown an impact on number of outstanding grades

T&L framework reviewed with additional focus on new grading system and the bar was raised in line with Ofsted 2014

Staff trained in new grading system and Ofsted’s focus on progress Lesson obs outcomes 2013 – 14

Term 1 Term 2 Term 3

2+ 89% 87% 98%

1 36% 36% 36%

3 11% 13% 2%

4 0% 0% 0%

Lesson obs outcomes Oct 2014

Term 1 Term 2 Term 3

2+ 95% (55)

1 51% (28)

3 3% (2)

4 2% (1)

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Action plans in place for all staff graded <2 (including marking, teaching,

coaching, and CPD programmes such as the Improving Teacher Programme)

Challenge / development - We are challenging ourselves to:

embed the new grading system throughout the curriculum

eradicate all teaching below 2

Students’ progress and learning

Almost all pupils currently on roll in

the school, including disabled pupils, those who have

special educational needs,

disadvantaged pupils and the most able,

are making sustained progress that leads

to outstanding

achievement

1

See Achievement section: Students overall learning & progress Whole school literacy initiative has impacted on all subjects as evidenced

through work scrutiny & lesson observations Weaknesses: we have challenged ourselves to

get ALL groups to make Sig+ progress

increase proportion of English & maths students making 4LP to 55% by 2015, 56% by 2014 (English), 44% by 2015 & 45% by 2016 (Maths)

Climate for learning

Pupils are engaged in learning and

[teachers]generate high levels of

commitment to learning across the

school.

1

Positive attitudes are evident in most lessons in both key stages & virtually all subjects

Displays are refreshed and updated annually throughout the school and judged by student council. Displays reflect new curriculum and grading requirements

Corridors are quickly cleared between lessons and after lunch and a calm atmosphere for focused learning is standard throughout school

Literacy audit conducted Nov 2014 to ensure consistency of Literacy display and delivery across school

Teachers’ expectations

High. Teachers and other

adults create a positive climate

for learning.

1

Teacher expectations are typically very high in both key stages & virtually all subjects, reflected in planning as seen in observation cycles, and progress over time as seen in outcomes

Staff know their students and demonstrate understanding of individuals needs through planning and differentiation

In a minority of lessons expectations are too low to secure good learning & progress – coaching programme should address this

Teachers’ planning and strategies

Teachers plan and teach lessons that

1 Planning is consistent and effective (observation outcomes) Teachers produce detailed plans for observation cycles and almost all lessons are

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enable pupils to learn exceptionally

well across the curriculum

clearly planned All staff have seating plans annotated to reflect student group and target Opportunity for improved pedagogy is continuously provided through inset,

‘butterflies’, coaching partnerships, CPD training, twilight, IRIS video technology Teachers have strong subject knowledge for teaching Resources are shared on the MLE – accessible by staff & students Teachers actively plan to provide challenge for all groups including the most able T&L framework is robust and adhered to by all staff

Continue to develop quality of differentiation and share strategies

Continue to develop Home learning provision

Interventions and support

‘…clearly directed and timely support and intervention,

match pupils’ needs accurately.’

1

In lessons: most teachers, in virtually all subjects & both key stages, adjust their strategies to address misapprehensions, errors, & students, impacting positively on rates of progress for virtually all groups (Learning & Progress, above)

Additional/out of hours: students off-track for KS3/4 targets are identified & given additional teaching to address the key barriers. This occurs at both key stages, & in most subjects

Teaching of RWCM

‘The teaching of

reading, writing, communication and

mathematics is highly

effective and cohesively planned

and implemented across the

curriculum’

Renaissance Reading (Acc. Reader) has raised reading ages – STAR reading baseline tests (Sept 2014) show an average gain of 6 months progress in reading ages for years 7 – 10. Many classes have ‘model status’ for excellence.

Key strategies are in place to continue to support reading, writing (PEEL), literacy mats, communication (active learning) & maths. Evidence of impact (eg reading age improvement, lesson observations)

Staff share best practice through inset Literacy audit conducted Nov 2014 to ensure consistency of Literacy display and

delivery across school Due to the success of whole school literacy strategies we have now been able to

focus less on structured writing frames/explicit use of literacy and focus on higher order skills such as synthesis and evaluative writing. This analytical approach has only been made possible through improved literacy across the whole school which has enabled the, once weaker students, to access these higher order skills

RWCM remains a priority in the SDP “To develop the academic language students will need for the new curriculum.”

Continue to focus on literacy and writing skills through twilight and inset Continue to develop spoken to written skills through resources, pedagogic

strategies and display

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Assessment

‘Teachers systematically and effectively check

pupils’ understanding throughout lessons’

1

Staff are encouraged to take ownership of class data through ‘snapshot’ data monitoring system

Prior learning/ attainment informs planning and formative assessment Lesson observations show a range of AfL strategies in place Termly ‘exam week’ provides a formal summative assessment opportunity,

accurate data and prepares students for linear assessment Student progress is regularly assessed and monitored by HoDss, YAMs & SLT and

reported to all staff

Continue to revisit and share best practice in AfL through twilight and inset

Continue to embed and refine the new numeric grading system across the school

Marking, feedback and homework

‘Consistently high quality marking and

constructive feedback from

teachers ensure that pupils make

significant and sustained gains in

their learning’

1

Emphasis on ‘home-learning’ has seen increased quantity of homework set, completed and marked.

Introduction of ‘Homework Monitoring Tool’ (Dec 2014) will improve management and tracking of home-learning for teachers, parents and students.

Rigorous book-scrutiny three times per year in line with school marking policy shows high standards of marking & high quality feedback throughout staff

Staff below 2 are monitored and supported with action plans to improve quality of marking

Student books and folders show tracker stickers, success criteria, current & target levels

Students engage in self and peer assessment using ‘green pen’ and other strategies

3% decrease in overall 2+ marking compared to Autumn 2013 4% increase in outstanding (grade 1) marking compared to Autumn 2013

Autumn 2013 Spring 2014 Summer 2014 Autumn 2014

2+ 90% 86% 98% 87%

1 50% 24% 56% 54%

3 11%

4 2%

Challenge ourselves to raise all marking & feedback to 100% 2+ by summer

2015

To reach the next grade/to continue to be outstanding we

need to:

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Behaviour & Safety Overall 1234 +/- : 1 Last revision date: December 2014 Author: GR/MJ

Evidence Guide = APPENDIX 3

Summary The main reasons for choosing Grade

Statistical trends for poor behaviour show a downward trend: Remove 2009/10 1814; 2010/11 893; 2011/12 – 540; 2012/13: 448; 2013/14: 330

The Internal Exclusion Unit (IEU): 2009/10 248; 2010/11 240; 2011/12 – 268; 2012/13 – 199 2013/14: 277

Permanent Exclusion: 2009/10 4 ; 2010/11 3; 2011/2012 4; 2012/2013 4 2013/14: 1

Statistical trends for attendance show an upward trend: 2009-10 -92.1%; 2010-11 –92; 2011-12- 93.4% 2012-13 – 94.49%; 2013-14 – 95.66%

Students take greater ownership of their education which is evident by their punctuality to lessons – reinforced through assemblies, Tutor time and parents meetings. Assessed by Ofsted 2013 as Grade 1.

Monitoring pupil’s behaviour has shown that over the previous 3 years there has been a significant reduction of incidents of inappropriate behaviour and the frequency of such incidents is still decreasing.

The move towards a behaviour for learning approach has provided the impetus for this change.

The Referral panel half termly (including case study and SEN link group) meetings are the forum at which individual students causing concern are discussed and appropriate intervention identified.



Climate for Learning

Exceptionally positive. Attitudes to learning are exemplary.

1

Development of peer mentoring that includes academic mentoring Staff on corridors enforcing ‘every minute counts’ approach to punctuality

which reinforces the student pledge. High visibility of staff at change of lessons Lesson observations and external visitors all comment on excellent to attitude

to learning in all lessons (low level disruption is only highlighted as an issue in lessons <3)

Parents’, staff and students’ views of behaviour and

safety

Unreservedly positive about both behaviour and safety.

1

Kirkland Rowell April 2013 Page 46- refers to on-going satisfaction with school’s response to bullying, discipline, truancy control

74% of staff feel students’ discipline is better than in previous year. 73% of parents feel that bullying is under control and 82% feel that staff are

caring. 81% feel confident in the school’s security.

Students’ behaviour

Behaviour outside lessons is ‘almost always impeccable’. Students pride in school is shown by excellent conduct &

1

Data from lesson observation shows behaviour is not a major concern The Internal Exclusion Unit (IEU) is now an established intervention

2009-10 248; 2010/11 – 240; 2011/12 – 268; 2012/13 – 199 2013/14 - 277 IEU data is reviewed on a 3 weekly cycle. Incidents of students sent to remove have decreased

2009/10 1814; 2010/11 893; 2011/12 – 540; 2012/13: 448; 2013/14: 330

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punctuality. Permanent Exclusion: 2009/10 4 ; 2010/11 3; 2011/2012 4; 2012/2013 4 2013/14; 1

Statistical trends for attendance show an upward trend: 2009-10 -92.1%; 2010-11 –92; 2011-12- 93.4% 2012-13 -

Students take greater ownership of their education which is evident by their punctuality to lessons – reinforced through assemblies, Tutor time and parents meetings.

Safety and mutual support

All groups feel safe at all times & understand very clearly unsafe situations, inc. e-safety, and are highly aware how to keep themselves and others safe.

1

School based lesson observations and OFSTED inspection indicate no concerns relating to student safety

Kirkland Rowell students survey page 71 – shows significant upward trends in control of bullying, school discipline and school security

See bullying, racial and sexual misconduct incidences below 74.8% students feel that bullying is controlled very well [KR: sample:

645students] 81% students said they usually feel safe when they are at school. This is in

comparison to 57% previously. 60% students said if they reported bullying to teachers it would be stopped. 88% of them feel that there is a good community spirit. (Kirkland Rowell 2013)

E-Safety : ICT curriculum delivered to all students in KS3 and reinforced in GCSE ICT

Students are keen to report any incidents before or after school that place their safety at risk – Feedback from Safer Schools

Response to fire drills is excellent – ( See Fire records) Systems updated to record E-Safety incidences as separate

School systems for behaviour management

Skilled and highly consistently management by all staff. There are excellent improvements in behaviour over time for individuals/groups with behaviour needs. Bullying is dealt with highly effectively.

1

See above sections for evidence of success of behaviour systems and reduction of recorded incidences over the past 3 years

The student support Centre (SSC ) has been used to deliver programmes that are based on individual student and group needs.2009-10 -90 students; 2010 -11 65 students;2011 -2012 – 51 students; 2012-13 – 42 students

KS3 Vivo rewards: 2009-10 Staff usage 64, students usage 463; 2011-12 Staff usage 75, students usage 558; 2011-12 Staff usage 80, students usage 779

Fixed term exclusion: 2010/11=66; 2011/12 =65; 2012/13= 84 (Increase due to large intake from LA IYFAP into one year group causing turmoil), 2013/14: 71

Staff are visible during before school starts ,break, lunchtime and after school to ensure that there is a calm and positive atmosphere

School mentors work with 100 students supporting with any pastoral issues See below for incidences linked to bullying

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Bullying

Instances of any form of bullying are rare. Students are fully aware of different forms of bullying, inc cyber and prejudice based, and actively try to prevent them.

1

Kirkland Rowell students survey page 71 – shows significant upward trends in control of bullying, school discipline and school security

Bullying reported 2009 /10 =48 ; 2010 /11=31; 2011 /12 =19;2012/13 =11 incidents 2013/14: 21

Racist incidents 2009 /10 =19 ; 2010 /11=10; 2011 /12=3; 2012/13= 4 2013/14: 7

Sexual misconduct 2009 /10=17; 2010 /11=17; 2011 /12=2’ 2012/13 = 0 2013/14: 4

Anti-bullying policy is clear and known with a zero tolerance attitude by all staff: 09/10: 48 incidents reported, 10/11: 31 incidents reports, 11/12: 19 incidents reported 12/13: 13/14: 21

74.8% students feel that bullying is controlled very well [KR: sample: 645 students]

E-Safety is part of the ICT curriculum in KS3 and in GCSE ICT. Cyber-bullying has now become a small feature e.g. name calling on facebook.

PHSCRE curriculum reinforces understanding of prejudice, discrimination , racism

School behaviour council involves 10 students supporting the pastoral team.

Attendance 2

School attendance 2009-10 -92.1%; 2010-11 –92; 2011-12- 93.4% May ‘12 2012-13: 94.49%; 2013-14: 95.66%

PA figures 2009 =10 6.3%; 2010-11 =8.4%; 2011-12= 9.3%. 2012-13: 6.9%; 2013-14: 4.5%;


Ensure that behaviour for learning remains an integral part of whole school CPD and is seen as a high

priority in the schools development plan Work closely with year teams, parents and EWO to continue raise attendance levels

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Leadership Overall 1234 +/- : 1 Last revision date: April 2013 Author: JMV


Summary The main reasons for choosing this 1

Head Teacher honoured in New Year’s Honours List 2013 for services to education Leadership assessed by Ofsted in 2011 and 2014 as Outstanding. The head teacher was designated as a National Leader in Education and Woodside High School as a National Support

School. One head of core (Maths) is designated as a Senior Leader in Education. The first cohort of NPQSL trained within the New River Cluster to achieve the National Professional Qualification for

Senior Leaders, which was facilitated by two staff from Woodside High School. The school uses external consultants to benchmark leadership impact “Inspirational leadership at all levels has created an exemplary learning community at Woodside High School which

continues to grow and develop” Ofsted : Getting to Good (Sept 2012) Extending leadership skills to 3 local primary schools through a leadership programme and partnership teaching

programme Outstanding progress for students over the last four years Top 100 of most improved schools 2013, 2012, 2011 Challenge partners alliance (The Compton) & strategic partner to Alexandra Park teaching school SEN strategy reviewed to meet the needs of every child more effectively: development of AEN register, learning

passports and new review processes (impact to be reviewed)



Impact on outcomes

‘Uncompromising and highly successful’ drive to

strongly improve or maintain the highest levels

of achievement and personal development for

all students over a sustained period.

1

A very experienced head teacher and leadership team. Adept in the use of data to monitor and plan interventions as evidenced by improvements in overall attainment.

Progress rates very high. Attainment showed a drop in 2014 to just below national average even though attainment on entry remains exceptionally low.

Progress in all areas is in the top 10%. Committed staff who regularly give up time to develop student learning beyond the

school day. Students aware of their targets at all levels and actions needed to improve.

Governors are well informed of progress and challenge any areas of underperformance.

Impact on teaching and learning

Relentless focus on improving T&L.

Teaching is outstanding or at least consistently good

and improving.

1

Recent lesson observations indicate 95% good or better. A coaching for excellence programme has been developed and this has impacted on

teaching outcomes. 4 staff completed the Outstanding Teacher Programme 2013/2014 1 remaining

Specialist Leader in Education (Maths); 4 lead teachers with expertise in teaching.

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Performance management &

professional development

Highly robust PM ‘encourages, challenges

and supports’ improvements in teaching. Focused PD provided for all staff, esp newly qualified

and those at an early career stage.

1

NQTs- termly meetings with HT- progress is scrutinised and where necessary additional support put in place.

Performance review for all staff completed each year and CPD identified through this process and department reviews

Performance review process was revised to meet the new responsibilities of middle leaders in managing their teams.

Progression to UPS monitored by HT SLT & some MLT attended ASCL conference 2013 Annual middle/senior leaders conference: Summer term focussing on new

curriculum developments

Curriculum

Provides ‘highly positive experiences and rich

opportunities’ for high quality learning.

Has positive impacts on all students’ behaviour & safety, and contributes

very well to their achievement and SMSC

development.

1

Students are given significant guidance when choosing GCSE options. There has been a growth in uptake of the traditional courses in recent years. Outcomes at GCSE indicate a highly appropriate curriculum for our student body. All students follow a common curriculum in the first three years (Key Stage 3),

some are in withdrawal groups assessed as highly effective. In Year 9 Functional skills are also in English, Maths and ICT, with the opportunity to achieve a level 1 or level 2 qualifications in that year

In Year 10 students have work experience; Year 9 work related experience has been through Aspirational days with visiting delegates. See evaluation forms 2013/2014.

Y11s have had an external careers consultant working on a one to one basis to develop progression action plans into their KS5 subjects and the benefit of a careers fair & EXCEL conference on careers

Students also experience a range of extracurricular experiences such as Duke of Edinburgh award, School Productions (2014: Hairspray), a very wide range of sporting activities, including competitive sports. A news reporting group for the BBC and a debating group, Enterprise activities; Publishing anthologies (Number 3)

Y11 2012 Final destination figures: 84% FTE (increase of 15%), 1.4% NEET (decrease of 0.4%)

Music as an extra-curricular area needed development. To that end we employed additional staff for Sept 2012 and continued into 2013/2014 to lead in this area. There is significant improvement in both curricular and extra-curricular music now

Literacy

Excellent policies (sic): students have high levels of

literacy or are making excellent progress.

1

Literacy is a high priority in the T&L framework & marking policy Literacy policy is known by all staff and it is led by senior and middle leaders SEN strategy reviewed to meet the needs of every child more effectively:

development of AEN register, learning passports and new review processes (impact to be reviewed)

Published 3 anthologies working with authors in residence

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Writers Week celebrates outstanding writing and students have opportunities to work with creative writers: 85 students in national writing competitions 2013

All SEN students and all of Y9 have been screened to more effectively enable us to intervene with bespoke packages of literacy based intervention – we are effectively catering for students who learn best through whole language application and synthetic phonics.

Major drive in Renaissance reading across KS3 and this is now being carried into KS4.

Self-evaluation

‘Deep and accurate’ understanding of

performance, and of staff and students’ skills and

attributes.

1

There is regular evaluation of student and staff performance Underperformance is tackled, e.g. exam performance in Humanities in 2013. Performance management is part of the school cycle. Progression to UPS is monitored closely. Audit of skills took place on Teacher’s Standards and inset given to address gaps

Expectations Ambition

Professional Standards

All leaders are highly ambitious for all students

and lead by example. Excellence is pursued in all

activities. Staff model professional standards with

high levels of respect & courtesy for students &

others.

1

The head teacher together with her leadership team has consistently set high expectations.

Good practice is modelled by governors, the head and all those with leadership responsibility including the students.

The upward trajectory of exam outcomes for all groups of students is evidence of the strength in this area.

The fall in outcomes this year is being addressed by the leadership team and all staff.

Students have high expectations of themselves despite their low starting points. Students outperform all predictions. Head teacher is a NLE 1 middle leader is a designated specialist leader in education (Maths)

Engagement with parents and carers

‘Highly successful’ strategies, used to the

benefit of students, inc. with parents who find working with school

difficult.

1

Engagement with parents and carers including hard to reach parents has improved Attendance at parent’s evenings is on average 90%+.

The parents’ forum has had increasing levels of attendance. Parents’ responses to questionnaires indicate that they are very happy with school

communication and the progress their children are making.

Governance

Governors hold SL to account ‘robustly’ for all aspects of performance. Highly effective, rigorous

planning and controls ensure financial stability

1

Governors’ review strategic plan, student progress and school finance. Governors challenged performance of Humanities in 2013. Governors took decision on academy conversion in 2011. Governors awarded TES governor’s award 2010. One governor regularly attend referral panel and contributes (background in child

psychology).

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and effective and efficient management of resources, inc. PP. Staff and resource deployment is excellent.

Pupil premium review document developed in 2013. Governors have commenced the process of recruiting a new Head teacher.

Safeguarding Arrangements meet

statutory requirements 1

There is regular training for all staff. External bodies deliver training to all staff every two years. This was repeated in 2014 including training on FGM.

Students report issues. The school works in strong partnership with all external agencies. Staff dismissed for safeguarding issues


Develop the next generation of leaders both staff and students within the school. Continue to work on succession planning.

Ensure succession planning is a priority in the SDP

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SMSC Overall 1234 +/- : 1 Last revision date: December 2014 Author: GR, JRS



SMSC is well embedded within all forms of school life. The curriculum is rich with evidence of the promotion of SMSC development. The understanding of and respect for the range of different cultures within the school is clear and is celebrated at

any opportunity. This is a strength of the school, acknowledge by Ofsted A well-structured assembly and tutorial programme where the understanding of right and wrong is promoted, is also

well supported by the PRS curriculum. The structure of Learning Mentors and Peer Mentors is an embedded forum for students to understand the

consequences of their behaviour and actions through meaningful reflection. The culture of learning is well established and can clearly be seen through the positive relationship between staff

and students and attitude to intervention strategies.

Sub-criterion Key phrases

from the Criteria 1234 Brief summary of main strengths and areas for development

Personal insight and spiritual development

Students: - think deeply. - have clear personal values. - are open to new ideas.

1

Students are well supported through mentoring, Student Support Centre, Nurture group and other intervention Programmes ( See SMSC Audit ).

Spiritual development is well supported across the Curriculum and any opportunity to develop this is taken. ( See SMSC Audit – Curriculum )

School pledge expresses values, school student leadership team is an example of the impact of this

Tutorial programme develop personal values as well as to expose students to more diverse views and British values.

o Develop more opportunities to promote Spiritual and Insight Development.

Moral understanding and

relationships

Show a keen interest in ethical issues. Reassess values in the light of experiences. Principled.

1

Respecting differences and understanding of concepts such as personal and group experiences are strong, e.g. Girls and Boys discussion groups, School Council and the Student Voice

The PRS curriculum provides many opportunities for all year groups to encounter moral issues (See PRS Curriculum plan )

Discussions in tutorials also illustrate similar trends as seen through observations.

Active involvement in programmes with the special needs school shows that students are open to new experience, e.g. The Buddy programme involves students that are actively involved in afterschool activities with Riverside

Participation in National events such as Enterprise Summit and My Bank provides opportunities to examine moral issues.

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Fundraising opportunities for charities including the Terrence Higgins Trust and Children in Need

We have annual “drop-down” curriculum days where students engage in the preparation and discussion of issues relating to understanding moral issues and relationships as well as enterprise principles. Specific National Charity days are used to profile related issues and to collect funds to support them. In addition our annual enterprise activities also involve Y7-10. Independent Learning skills are increasingly recognised in lesson observations.

Social development and

skills

Resolve conflicts intelligently and seek consensus. Accept others’ rights to hold different views/beliefs.

1

Strong Student Voice supports a culture of conflict resolution and is well supported by Mentoring programmes and other activities such as ‘Girl groups ‘ etc ( See SMSC Audit)

Incidences of racism, homophobia and discrimination on any grounds are rare.

At Key Stage 3 each year group participates in an enterprise drop-down project

The roles of peer mentors/staff mentors have contributed to students’ sense of

security and awareness of strategies to resolve conflicts.

Students are reminded in assemblies, tutor time and in lessons about the

importance of respecting adults and peers alike. This culture of respect is

clear.

E-Bullying: Cyber-bullying has become a small feature e.g. name calling on

facebook. Assemblies and the tutorial programme include awareness of the

dangers of the internet. Staff have also been trained as part of our extensive

Child protecting training

There are some Extended School activities e.g. the news reporters club, the

Christian club, the magazine club etc. which provide students the opportunity

to discuss and debate different views or beliefs to extend their social

development and skills.

o Creating more opportunities to promote the rights of others ( establishing Oxfam Youth Group, Stonewall School Champion status, work with Diversity Role Models and focus around LGBT History Month and Disability History Month)

Understanding and respect for

different cultures

Have very good insight into their own and others’ cultures, from first-hand experience. Appreciate cultural diversity. Challenge racism.

1

Multi-culturalism is celebrated as a contributing factor to the ‘family’ ethos in the school. Cultural awareness, respect and pride are promoted throughout the school. There are themed assemblies, Black History month and the Tutorial programme celebrates diversity.

Schemes of work throughout the curriculum reflect a diverse range of cultural perspectives, including that of the United Kingdom. Students encounter

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empathetic situations, as well as learning historical and social knowledge that have had impact on contemporary lives.

Some Extended School activities that have supported this area of work this year have been: Cinema visit to the Turkish film festival, Gypsy Roma theatre visits.

The school has cohorts of students who in external communities experience conflict between themselves. However, as Ofsted has noted students have truly harmonious relationships and consider themselves working within a family. Students also regularly comment on the family that is Woodside High. Our current evaluations show that students feel as if they belong. The absence of rivalry between groups , either ethnic or year groups also indicates that there is a strong family ethos.

76% of students feel teachers help them to feel proud [KR].

o Liaising more with community groups to support our family ethos.

The school’s promotion of

SMSC and community cohesion

SMSC development underpins all the school’s curriculum and teaching. Impact is evident in all classrooms and nearly all students’ attitudes.

SMSC is developed across the curriculum (SMSC Audit – Curriculum) and every opportunity to promote this is utilised.

Personal learning, thinking and enterprise skills are integrated in schemes of work.

Enterprise activities strongly supports cohesion through working with several stakeholders and external agencies: Careers academy at Citibank, Business into Education, Pink shoe club (parliament visit)

Learning Skills are taught throughout the curriculum with a different focus each term.

These skills are recorded in reports to parents on an annual basis. Awarded: International schools award (Tunisia, France); School Cultural &

Diversity Award; Healthy Schools Standards; Member of the Get Set Network o More involvement of parents is encouraged.


Create more opportunities to promote SMSC throughout the school. Embed our shared values. More involvement with the community and parents should be encouraged

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Overall Effectiveness

Overall 1234 +/- : 1 Last revision date: April 2015 Author: ARB


12% drop in 5ACEM (2% below FFT Target) in 2014 but 5AC maintain upward trajectory and still exceeds FFT target ( 97% vs 82%) and 2014 national floor targets

Achievement is outstanding because most teaching (95%) is at least good

Top 1% for progress in Maths, Languages in the UK This was assessed by Ofsted 2014 as Grade 1. This was assessed by Ofsted in 2014 as Outstanding. SMSC is well embedded within all forms of school life.

Sub-criterion Judgement from above 1234 Brief summary of main strengths and areas for development

Achievement Outstanding,. 1

All students arrive at WHS with attainment on entry Sig – national average VA has been Sig+ for 3 years (2011-14), rising year-on-year, hitting 1st

Percentile for Best 8 5ACEM & 5AC outcomes has significantly exceeded FFTD predictions from

2011-2014 ( 2011 : 58% vs 27%, 82% vs 52%, 2012 : 56% Vs 41%, 87% Vs 70%, 2013: 63% vs 47%; 81% vs 78%). However, 2014: (2014: 49%* v 51%, 97% v 82%).

Current data available in school

Quality of Teaching Outstanding. 1

Progress over time is significantly better than national in English, maths &

overall, at both key stages & virtually all subjects

95% of lessons are at least good, with approx. 51% outstanding. Particular

strengths in Drama, D&T, English, Maths, Science.

Literacy

Progress ‘is not held back’ by an inability to read fluently. Pupils who have fallen behind are helped to make rapid progress in their reading.

1

Top 9% for progress in English in the UK Literacy is a high priority in the T&L framework & marking policy KS3 and KS4 literacy levels, reading ages, spelling levels and NC levels have

risen by an average of 23% over 12 months (Autumn 2012/13- Autumn 2013/14). Reading a high priority in T&L – Renaissance Reading is now an integral part of

the pastoral curriculum for Years 7-10 Good progression to appropriate Further Education institutions (86% FTE), 1%

NEET

Behaviour and safety

Outstanding. 1

This was assessed by Ofsted 2014 as Grade 1. The reason we judge ourselves at 1 is based on the statistical trends for

behaviour which are downwards and those for attendance that are upward. We would suggest that this is reflected in our better outcomes in both our

achievement and progress data.

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Students take better ownership of their education which is evident by their punctuality to lessons – reinforced through assemblies, Tutor time and parents meetings.

Monitoring pupil’s behaviour has shown that over the previous 3 years there has been a significant reduction of incidents of inappropriate behaviour.

Leadership

Good or outstanding. A rich, relevant curriculum. Practice consistently reflects the highest aspirations for students, inc D&SEN, and expectations of staff. Best practice is spread effectively in a drive for continuous improvement.

1

This was assessed by Ofsted in 2014 as Outstanding. The head teacher was given an honour (Dame) in the New Year’s Honours List

2013 and she is a National leader in Education, a School Improvement Partner and qualified OFSTED inspector

The Associate Headteacher and an Assistant Headteacher delivers the IoE accredited NPQSL & NPQML courses for primary and secondary schools as part of the Teaching Schools programme

An Assistant Headteacher delivers the IoE accredited OTP and ITP courses for to primary and secondary schools as part of the Teaching Schools programme

Head of core subject (Maths) is designated as a Senior Leader in Education. The school uses external consultants to benchmark leadership T&L as well as data monitoring and tracking have been highlighted as areas of

excellence in Ofsted: graded outstanding : January 2014

SMSC

‘Thoughtful and wide-ranging’. Enables students to thrive in a supportive, highly cohesive, learning community. Students, and groups of students, have excellent experiences at school and are very well equipped for the next stage in their education, training or employment.

1

SMSC is well embedded within all forms of school life. The curriculum is rich with evidence of the promotion of SMSC development and understanding of British values. The understanding of and respect for the range of different cultures and ethnicities within the school is clear and is celebrated at any opportunity.

A well-structured assembly and tutorial programme where the understanding of right and wrong is promoted, and homophobia is discouraged , is also well supported by the PSHCRE curriculum.

The culture of learning is well established and can clearly be seen through the positive relationship between staff and students and attitude to intervention strategies.


Eradicate all teaching <2 and increase the proportion which is 1 Eradicate low level disruption Continue to develop RWCM All leaders to consider developing teams & succession planning to prepare for any exit of teachers with key roles

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APPENDIX 1 Achievement Evidence Guide (1-4)

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Attainment from historic exam/test results/RAISE and comparisons with national standards and floor targets

1 1 1 Evidence –RAISE & FORVUS

EM

Progress from historic results/RAISE, including progress against targets and national expectations – last 3 years

1 1 1 Evidence –RAISE

EM

Attainment of current students 1 1 1 Evidence –School Data

EM

Progress of current students 1 1 1 Evidence –School Data

EM

Attainment and progress of groups of students, including D&SEN, MEG, B/G, high and low attainers on entry, pupil premium recipients inc LAC, FSM

1 1 1 Evidence –School Data &Raise

EM

Attainment and progress in different subjects 1 1 1 Attainment-RAISE & FORVUS

EM

Attainment and progress in reading, writing and maths, if not included above, especially for those with low standards on entry

1 1 1

Included above + Current data shows: KS2-3 progress current Y9: 63% 2+ levels of progress English & 71% 2+ maths; current Y8 25% 2+ levels of progress English & 38% maths; current Y7 1% 2+ levels of progress English & 49% maths

EM

Progress in lessons from lesson observations 1 1 1 Lesson observations, progress of groups, YAM analysis

ARB

Progress as shown by work scrutiny 92% of books graded as 2+ (Lesson observation outcomes, Spring 2013

ARB

Progress as shown by pupil and parent feedback 1 1 1 ARB

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Progress of any students attending alternative provision. 1 1 1 Students on offsite vocational provisions have made expected levels of progress: health & Socal Care (1), Business (1 ), Level 1 General (1)

JRS

Any external evaluations of attainment and/or progress 1 1 1

External Visit: May 2012: 29 lessons observed “Many teachers have fully integrated AfL strategies into their teaching and are fully aware of the learning and progress taking place.” “Many teachers mark and assess students’ work in detail. They clearly inform students of their attainment, progress and what is required to improve Ofsted 2014: Graded 1 in all categories

EM`

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APPENDIX 2 Teaching Evidence Guide (1-4)

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Comment Owner

Lesson observation and ‘learning walk’ evidence (i.e. your monitoring)

1 1 1 3 cycles of lesson observations per year External review: April 2014 Challenge Partnership review; Education London QA

ARB

Lesson observation and ‘learning walk’ evaluations (ie what your monitoring tells you and what you do about it)

1 1 1

Outcomes fed back to middle and senior leaders with clear action points for staff developments. Outcomes influence twilights and insets

ARB / JT

Any external evaluations of the quality of teaching 1 1 1 Ofsted Feb 2014 – outstanding Challenge partners April 2014

EM/ ARB

Any internal or external evaluations of the quality of teachers’ assessments including comparisons of teacher predictions with actual outcomes

1 1 1 Quality assurance and middle leader evaluation; Exam analysis reports

EM

Any internal or external evaluations of the quality of the teaching of literacy

2 1 1 Lesson Observations, work scrutiny, visiting schools; Accelerated Reader

ARB, WS

Feedback from students about their work and their experience of lessons over time

1 1 1

660 students said they were making good progress in all subjects, but especially in Maths, Design Technology and Btec Science. They ranked teaching as their 7th priority when learning. 64% said they enjoyed being taught by their teachers. 85% students felt that their performance had got better. [Kirkland Rowell (2012)]

JRS CHA

Student progress data analysis of pupil progress by subject, cohort, pupil group and teaching group (see Achievement)

1 1 1 KS3 and KS4 data analysis and intervention plans

EM ARB

Feedback from staff about teaching 2 2 2

Teachers feel that students attitude to learning has improved by 17% [from 56.7% to 74.2%] 82% feel the quality of teaching has improved. [Kirkland Rowel (2012).]

EM, JRS

Surveyed views of students and parents, including from 1 1 1 Parent’s evenings: 89% of parents feel that the JS

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‘Parent View’ evaluation of children’s progress is good.

Work scrutiny and evaluations of marking/assessment 1 1 1 3 cycles of work scrutiny with senior and middle leaders

ARB / JT

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APPENDIX 3 Behaviour & Safety Evidence Guide (1-4)

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Views of students 1 1 1 Kirkland Rowell JS

Views of parents (including from ‘Parent View’) and staff

1 1 1 Kirkland Rowell JS

Behaviour evidence from lesson observations†, ‘learning walks’ and off-site provision

1 1 1 Data from lesson observation shows behaviour is

not a major concern EM

Attendance/persistent absence over time and for groups/cohorts

1 1 1

Weekly analysis with Year Attainment Managers EWO meetings weekly with <80% attendance Attendance a high priority in presentations to

students and parents

MJ

Punctuality tracking 1 1 1

Lateness to lessons sanctions applied Tracking of trends through data supplied by

Attendance officer- YAMs informed and detentions set and monitored

MJ

Rates of exclusion and follow-up of excludees 1 1 1

Three weekly reporting to SLT – Remove room data/IEU focussing on trends

Use of Sims to record behaviour incidents and achievement

Data sent to Attainment managers - actions recorded

Vivo system of rewards

MJ

Tracking of behavioural sanctions/rewards and evaluation of impact

1 1 1

Lesson observation judgements Quality assured by OFSTED inspectors

YAM record actions as part of behaviour monitoring IEU manager provides daily feedback to YAMs and

line manager Causes of concerns raised at referral Panel

meetings

MJ

Tracking of incidents of bullying of all types and their 1 1 1 Bullying reported 2009 -10 – 48 incidents; 20010 - MJ

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resolution 11– 31 incidents; 2011 -12 – 19 incidents; only a small number (2) incidents of homophobic bullying

Conflict resolution intervention in place – Student Support Centre monitors incidents – 2011-2012 -20 meetings took place

Tracking and evaluation of any racist incidents 1 1 1

Reviewed May 2012 Anti Bullying and Behaviour policy

Behaviour for learning framework published to staff Pocket behaviour expectations reminder issued to

students 3 weekly reporting to Leadership team Referral panel meeting (3 weekly) IEU manger issues daily reports on students to

Attainment mangers and SLT

MJ

Numbers, tracking of and explanation for any students taken off roll for any reason

1 1 1 Social mobility contributes to reasons for students

coming off roll. 09/10 (40); 10/11 (39); 11/12 (42) MJ

Evidence of students’ risk awareness from lesson observations and student feedback; evidence of the impact of teaching about risk.

1 1 1

PSHCRE schemes of work include modules on choices and consequences. Road safety workshops, Sex FM workshops, Knife awareness presentations.

Risk awareness is taught in ART, DT, ICT, PE, and Science.

Y10 students sit Health and Safety exam as preparation for Work Experience.

MJ

Analysis and evaluation of accidents and breaches of IT protocols

1 1 1 Records kept centrally, MJ

Policies and systems for managing behaviour, exclusions and attendance. Any evaluations of their effectiveness.

1 1 1 Data shows a decline in overall challenging

behaviour Remove room/Exclusion and IEU data evaluated by SLT on a 3 weekly cycle .

MJ

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APPENDIX 4 Leadership & Management Evidence Guide (1-4)

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Comment Owner

Current student outcomes (including achievement, behaviour, exclusions, attendance, destinations)

1 1 1 Validated Raise; Current school data up to this term on attainment, behaviour, attendance, exclusions

SLT

Improvements in outcomes over last three years 1 1 1 Validated Raise – upward trajectory. Issues with 2014.

SLT

Current quality of provision, especially teaching 1 1 1 Mini-Ofsted inspection (1st – 2nd May) , T&L observation outcomes reports to SLT

EM

Improvements in the quality of teaching over the last three years

1 1 1

Assessed by Ofsted in February 2013 as Outstanding. (See teaching records) Further improvements to curriculum to accommodate more traditional GCSE offer.

SLT

Evidence for, and impact of, systematic professional development of all staff

1 1 1 PMR process which we have been revisiting this year.

JMV

Evidence for, and impact of, systematic performance management of all staff. Links to pay progression.

1 2 1

Refinement of adding data indicating expiry date of visa was introduced following guidance from Inspector. He stated this would then make the assessment a 1.

JMV

Impact of actions to address areas for improvement identified during the most recent inspection

1 1 1 Ofsted recommended that we continue to develop the coaching programme for teachers in developing teaching & learning

EM

Evaluation of the quality of the curriculum – its match to students’ needs – and improvement over time

1 1 1 All of SLT are experienced in self-evaluation. JMV

Quality of self-evaluation at all levels 1 1 1 New chair of governors very effective in leading the governing body.

Impact of governors on outcomes and provision; evidence of governors supporting and challenging

1 1 1 Evidence from minutes of governing body meetings. JMV

Evidence of governors’ effective and efficient management of staff and resources

1 1 1 Evidence from minutes of finance committee and full governing body meetings.

JMV

Quality of safeguarding procedures 1 1 1 Safeguarding policy reviewed. CRB checking of all staff in house; 5 trained CP officers on the leadership team.

ARB

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APPENDIX 5 SMSC Evidence Guide (1-4)

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Lesson observation evidence of teachers’ promotion of SMSC opportunities

1 1 1 Lesson Observations

EM

Reviews of the curriculum contribution to SMSC 2 1 1 See Audit of SMSC – Curriculum 2012. JS

Evaluation of impact of assembly, PSHE (and possibly RE) programmes, including students’ feedback

1 1 1 Drop down days , curriculum evidence, Tutorial Programme and surveys Kirkland Rowell survey

BL

Analysis of behaviour/racist/discrimination incidents 1 1 1 Regular incident report updates are distributed fortnightly.

MJ

Evaluation of students’ attitudes 1 1 1 Positive results from K.R. Survey indicates that students value the family ethos in school

MJ

Classroom climate for learning: students’ attitudes and response from lesson observations and learning walks.

1 1 1

In all the Good/Better lessons, attitudes are very positive; similar in around half the Satisfactory lessons. Positive attitudes are evident in most lessons in both key stages & virtually all subjects.

EM

School ethos (from student/parent surveys, external evaluation, learning walks, visitor feedback)

1 1 1 K.R. Survey shows a positive response from parents and the community as a whole

SLT

External awards 2 1 1

International Schools Award Social, Cultural & Diversity Standards Award Healthy Schools Award Member of Get Set Network Jack Pechey Citizenship Awards

SLT

woodside high school self evaluation … high school self evaluation form: september 2014 ... p18-20...

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