WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September … · 2016. 10. 31. · Page 1 of 47 SEF December 2015 Full Version WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September 2015

Page 1 of 47

SEF December 2015 Full Version

WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September 2015 (Review date: January 2016) Contents: P2-3 Summary P4 Context P5-8 Achievement P9-11 Teaching & Learning P12-13 Behaviour P14-17 Leadership P18-20 SMSC P21-22 Overall Effectiveness

Appendix 1-5: Evidence Trail

Page 2 of 47


Key Headlines: Achievement (2)

All students arrive at WHS with attainment on entry Sig – national average and with one of the lowest KS2 APS in the country: Y11 2014: 23.8 v NA 27.9, Y11 2015: 25 v NA 27.6

2015 cohort % achieving expected level of progress in English v National (76% v 69%) and Maths (71% v 66%). 2015 cohort % achieving more than expected level of progress in English v National (29% v 30%) and Maths (36% v 30%). One of the lowest percent of high attainers in the LA (21.21%), % of those students achieving expected progress in English is 71%

(Nat 52%). High attainers making expected progress in maths is 51% (Nat 32%). 5ACEM & 5AC outcomes has y exceeded FFTD predictions between 2012-2014 but not in 2015

2015 2014 2013 2012 FFT Outcomes FFT Outcomes FFT Outcomes FFT Outcome%5ACEM 49 45 46 49 47 62 41 56 %5AC 80 62 77 97 81 78 70 87

2015 -5ACE&M 44% (Nat 56%), Sig-; Capped APS 298.4 (Nat 308.6), Sig-; Average grade per qualification: C- 2013-2015: significant decrease in 5ACEM, the key contributing factors to this are the significant number of changes to the

examination system particularly in maths & English language as well as the changes in grade boundaries and exam board in English. The percentage of students passing English nationally has decreased by 2%. The national average reducing form 59% to 52%.

57% of the 2015 cohort is disadvantaged. The gap in the % achieving 5ACEM has decreased from 19% in 2014 (44% FSM v 63% NFSM) to 9% in 2015 (40% FSM V 49% NFSM) . Within school gap of -2.1 in English & Maths and -18.9 Capped APS

22% of 2015 cohort satisfied the Ebac subject areas threshold VA outcomes for all Ebacc subjects is Sig+ except for English which is Sig= VA outcomes for almost all groups is Sig + , except White and Black / Black Caribbean

Value Added Ranking 2015 2014 2013 2012 Best 8 Top 11% (1,029.5) Top 1% (1,057.0) Top 14% (1,022.6) Top 24% (1,014.7) Maths Top 11% (1.002.9) Top 1% (1,006.4) Top 1% (1,005.5) Top 6% (1,003.7) English Top 44% (1,000.5) Top 6% (1,003.8) Top 2% (1,004.3) Top 4% (1,004.0) Science Top 1% (1,007.9) Top 1% (1,007.3) Top 2% (1,005.4) Top 3% (1,004.8) Languages Top 2% (1,007.9) Top 1% (1,010.4) Top 1% (1,010.4) Top 1% (1,0114) Humanities Top 8% (1,003.8) Top 3% (1,005.4) Top 33% (1,001.6 Top 13% (1,003.3)

Page 3 of 47


Teaching & Learning (1) Ofsted described Teaching & Learning as Outstanding in February 2014 Achievement is outstanding because most teaching is at least good 89% of teaching is good / better & 44% graded Outstanding on average through 2014-15 Quality Assured by Challenge Partners and teaching and learning judged as Outstanding in May 2015 Illustrated by Ofsted in “Getting to good”: September 2012 Behaviour (1) A new consistent Behaviour for Learning policy has been implemented and embedded which encourages students to take responsibility for

their own behaviour. Ofsted identified behaviour as outstanding in most recent inspection (2014) There is a clear downward trend in incidences of poor behaviour and an upward trend in attendance and punctuality The culture of learning is well established and can clearly be seen through the positive relationships between staff and students

Leadership (1) 2015 Progress 8 is 0.58. In the top 1% of schools for value added. Challenge Partners review indicated that the school was maintaining their outstanding grade.. Three DPHs trained as Challenge Partner reviewers and one Assistant Head. Member of the Challenge Partner alliance. Strategic partner to the New River teaching School Alliance. Continue to share good practice with other schools. Governors appointed Co-headteacher to start in January 2016. Associate Head leadinf the school during autumn term 2016 SMSC (1) SMSC provision is a clear strength of the school and is well embedded in all aspects of school life The understanding of and respect for the range of cultures within the school is clear and is celebrated regularly There are a clear and understood set of shared values which are embedded in all areas of the school Equality and diversity are regularly celebrated both within and beyond the curriculum There is a very well developed and effective programme of student voice and student leadership which is evident across the school The culture of learning is well established and can be seen through the positive relationships between staff and students

Page 4 of 47


In the academic Year 2014/15 we have been awarded Bronze and Silver Stonewall School Champion Status, the Diana Award for anti-bullying, the Speaker’s School Council Award, Bronze and Silver Eco-Schools Awards, Fair-Aware Fairtrade School Award, Oxfam Youth Ambassadors Award, Oxfam World Shapers Status, Bronze Healthy Schools Award, membership of the Global Learning Partnership and the Anti-Bullying Alliance.

Overall Effectiveness (1) Overall Effectiveness (1) pupil achievement – below national averages, outstanding progress the quality of teaching – outstanding with action plan in place to support <2 teachers the behaviour and safety of students – outstanding with evidence of improvement over 3 years The quality of leadership and management - outstanding

Page 5 of 47


Context Revision date: October 2015 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-. This profile remains largely unchanged in 2015 . Socio-economic profile- students: deprivation indicator (0.58) well above national of 0.22; 20% FSM (nat 28.5%); 54 % eligible for pupil premium, increasing stability (84.6%), and some mid-phase admissions, with no prior data KS2 attainment: well below national (27.9) with an APS of 23.8 General profile: 92% from minority ethnic groups; 87% EAL; 39% on SEN register Roll trend: marginally increasing prior attainment, & 46.1 girls; increasing stability (in 20014/15, 77% of Y11 arrived in Y7, vs 89% in 2013/14). Y7 September 2015/16 was full based solely on first choice students with increasingly number of students on waiting list.

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. 3 staff left August 2015. One member of staff has moved back home, another has moved on to promotion and the other younger staff is taking a break from teaching. 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

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

Page 6 of 47


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

below.

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.

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.

Page 7 of 47


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

Evidence guide = Appendix 1

Summary

The main reasons for 1

We are above national averages for progress 8 (+0.58) but below for attainment based on %5ACEM and APS Attainment trend continued upward between2013-14. % 5AC and %5AG. Different accountability measures in 2013 The 2015 cohort sat the IGCSEexam , this was the cohort most affected by the grade boundaries. Slight increase in the percentage of students achieving the English Baccalaureate, 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).

Progress

8 Ebacc 5A*‐CEM 5A*‐C 5A*‐G APS

VA VA En

VA MA

2014/15 +0.58 22% 45% 61% 93% 297.2 1029.5 1000.5 1002.9 2013/14 +0.88 21% 49% 62% 96% 293.9 1057.0 1003.8 1006.4 2012/13 ‐ 18% 61% 83% 97% 321.4 1022.3 1004.4 1005.5

Progress 8 score is above NA, which should make achievement overall 1+, even though attainment is not 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

11th percentile for Best 8 in 2015- Sig + 2015 outcomes show that expected progress (3LP) is +6 above NA in English & +3

above NA in Maths. Although the % achieving ELP has decreased between 2013-2015 yet the KS2-KS4 progress in English and Maths is still SIG+ compared to the National expected levels of progress Progress

En 3LP (NAT)

Ma 3LP (NAT)

En 4LP (NAT)

Ma 4LP (NAT)

2014/15 76% (69%) 71% (66%) 29% (30%) 36% ( 30%) 2013/14 79% (70%) 73% (65%) 39% (32%) 33% (29%) 2012/13 88%(69%) 82%(70%) 48%(30%) 46%(32%)

Page 8 of 47


GCSE 2015 cohort: KS2 APS for 2014 (23.8) and 2015 (24.9) cohorts is SIG- as is the % of high attainers in 2014 (7.1% Vs 32.9%) and 2015 (22% Vs 34.7%). 2015 outcomes indicates that 76% of the 2015 cohort made the expected KS2-KS4 progress in English and 71% in maths. This indicates a comparative decrease in the % of students achieving the expected progress in English in 2013 (88%) and 2014 (79%) and Maths (2013: 82%, 2014:73%)

Projected outcomes based on current data (Sept 2015) indicate that the progress will be sustained with 3LP in English and Maths

2015 VA outcomes for High, Mid, Low Attainers :Sig+ for Low and Middle attainers and Sig= for High attainers . VA for all three groups are is Sig= for English but Sig + for Maths , except for the High attainers which is Sig= in Mtahs

Groups 2015 outcomes show that expected progress (3LP) in English & Maths is

SIG+ or SIG= for all groups, except White & Black Carribean (RAISE2015). Current school data indicates that progress of groups is projected to be 10% better than 2015 outcomes.

EAL 2015: 65.1% (VS National 15.1%). Value added for this group is sig= SEN/D2015: Sig + or = overall, English & maths, & most indicators Other Groups 2015: No group was Sig- on any indicator, except White Black

carribean Narrowing the Gap : 3 year trend indicate a widening of the gap in attainment & Progress. However VA for both groups in 2015 is Sig+ compared to national

GCSE 2016 cohort: Current assessment indicates that students are on track in

FSM

Cohort NFSM Cohort

5A*‐CEM FSM

5A*‐CEM NFSM

3LP En FSM

3LP En NFSM

3LP Ma FSM

3LP Ma NFSM

2014/15 19

(12% 138 (88%) 32 70 72 76 61 69

2013/14 108 (72%)

41 (28%) 44 63 76 90 68 85

2012/13 128 (75%)

42 (25%) 63 55 91 72 82 81

Page 9 of 47


terms of making the expected KS2-KS4 progress. 2016T1 data: 5A*C E&M: 38.1%, A*C English: 40%, A*C Maths: 53%

“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=

All the groups are Sig+ most indicators except White & Black Carribean 2015 % High attainers based on KS2 APS Sig. lower for school (21.2%) compared

to national (35.1%). There is no sig .difference between sch & nat in the % High Attainers attaining English and Maths as part of the basic indicator (Eng:93% Vs 94%, Ma : 96% Vs 96%)

2015% low attainers based on KS2 APS Sig. higher for school (31.1%) compared to national (15.9%). The % Low Attainers attaining English as part of the basic indicator is Sig+ compared to National (34% V19% Nat) but not for Maths (24 % Vs 15%Nat).

FSM 2015 : Sig+ overall, Maths, Eng & most indicators 2015 Disadvantaged (57%) making expected progress in English and Maths is Sig+

Subject/Key Stage

progress

Students make rapid and sustained

progress across many subjects, including EN

and MA.

1=

Strengths ; 2015 Progress KS2-KS4 VA English: 44th percentile ( Sig=) , Maths: 11th percentile (Sig+), Science: 1st percentile (Sig+), languages: 2nd percentile ( Sig+), Humanities : 8th percentile (Sig+) Eng 2016 %ELP Maths 2016 %ELP T1 T2 T3 T1 T

2 T3

Yr9 Yr8 Yr7

Page 10 of 47


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 the next stage in their education.

Students read widely & often, across all

subjects.

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 2014 and 2015.

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

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 2015 has caused a decrease in all other indicators apart from 5AC

In 2015 the percentage of pupils achieving 5ACEM decreased from 49% to 44% The % of pupils achieving the English Baccalaureate increased from 12% (2013) to 13.3% (2014) and 22% (2015)

In 2015 every, GCSE /equivalent subject was SIG+ except for Eng Lit, App IT, Maths & Drama.

% C+ was below Nat. in English (-4%) and Maths (-11%) but above Nat.for Science (+34)

In 2015 C+ in English was 59% (57%-2014, 69% -2013), Science was 93% (84%-2014, 92%-2013) and Maths 58%(61%-2014, 70% -2013)

5ACEM & 5AC outcomes has always significantly exceeded FFTD predictions over the past years apart form 2014 (49% v 51%) and 2015 (48% V 44%)

Page 11 of 47


on a range of attainment

indicators. This may include reading.

FSM (42% v 39% Nat2015 outcomes show that % of students attaining the basic indicator is SIG= for all groups of students except EAL and Girls: Boys(47% v 54%Nat), Girls (43% v 62% Nat), High Attainers (93% v 91% Nat), Low Attainers (15% v 7% Nat), EAL(40% v 55% Nat), SEN with support (15% v 25% Nat)

Weaknesses: we have challenged ourselves to Recovering the position of attainment to be above national in 2016. Target of 63% 5ACEM

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 – use of PIXEL V1, V2, V3 intervention strategies

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

Page 12 of 47


Teaching & Learning

Quality of Teaching Overall 1234 +/- : 1 Last revision date: 18.9.15 Author: JT / DG

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) Most teaching is 2+ - an average of 88% through 2014-15 Outstanding observations have increased by 6% from 35% in Summer 2014 to 41% in Summer 2015 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 May 2015 Consistent T&L framework understood by all staff and thoroughly explained to all new staff through

induction and CPD training sessions

Sub-criterion

Key phrases from the Criteria

1234 Main strengths and areas for development

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 in the past two years 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 observations 2014 – 2015 was on average 88% Good+ and 44%

Outstanding – this is a decrease on 2013-14 due to national changes in the curriculum being given priority for CPD and allowing staff time to re-write schemes of work, assessment and adjust pedagogy, in line with the new curriculum

Page 13 of 47


Teaching overall

(continued)

Some staff have made significant progress in their teaching by completing the ITP or the OTP Lesson obs outcomes 2013 – 14 Term 1 Term 2 Term 3 2+

88% 87% 98%

1 36% 36% 35% 3 12% 13% 2% 4 0% 0% 0%

Lesson obs outcomes 2014 - 15 Term 1 Term 2 Term 3 2+

95% (52) 88% (52) 85% (45)

1 51% (28) 36% (24) 41% (22) 3 3% (2) 9% (6) 14% (8) 4 2% (1) 2% (1) 2% (1)

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 Provide a CPD programme to improve differentiation for all

students including most able Students’ progress

and learning

Almost all pupils currently on roll in the school,

1 See Achievement section: Students overall learning & progress

(RAISEONLINE 2014 & Progress 8 at 0.81 2015)

Page 14 of 47


including disabled pupils, those who have

special educational

needs, disadvantaged pupils and the most able, are

making sustained progress that

leads to outstanding achievement

Whole school literacy initiative has impacted on all subjects as evidenced through work scrutiny & lesson observations

Weaknesses: we have challenged ourselves to Improve progress further for the Academically Most Able students

and ensure significant progress for all Increase proportion of English & Maths students making 4LP to 55%

by 2016, 56% by 2017 (English) and 44% by 2016 & 45% by 2017 (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 and student progress data to help motivate

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 (RAISEONLINE 2014 & Progress 8 at 0.81 2015)

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 and CPD on differentiation and challenge is addressing this

Page 15 of 47


Teachers’ planning and

strategies

Teachers plan and teach

lessons that enable pupils to

learn exceptionally

well across the curriculum

1

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

lessons are 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 most groups leading to

significant progress being made T&L framework is robust, adhered to by all staff and reinforced with

regular CPD ‘Showmyhomework’ has helped to record the regular setting of

homework and supports parents/carers to monitor home learning Continue to develop quality of differentiation and share strategies Continue to actively plan challenge for the most able Continue to implement ‘Showmyhomework’ to further develop home

learning 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

AEN groups are identified and shared with staff and students are monitored by YAM’s and quality assured by SLT

Implement, monitor and evaluate PiXL strategies and interventions for underachieving students

Teaching of RWCM

‘The teaching of reading,

writing, Grade?

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. The school has achieved

Page 16 of 47


communication and

mathematics is highly effective and cohesively planned and implemented

across the curriculum’

‘Model School Status’ for excellence and was the first school in London to do so.

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

Continue to embed the use of ‘4matrix’

Assessment

‘Teachers systematically and effectively check pupils’ understanding

throughout lessons’

1

Staff have been given training in the new ‘4matrix’ data tool, which is further improving ownership of data in the classroom

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

Page 17 of 47


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 ‘Showmyhomework’ (Dec 2014) has improved the 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 – average of 94% 2+ in work scrutiny process in 2014-15

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

2% increase in overall 2+ marking in Summer 2015 to 95% compared to 93% Autumn 2014%. However there was a 10% decrease in Outstanding marking compared to Autumn 2013. Autumn

2013 Spring 2014

Summer 2014

Autumn 2014

Spring 2015

Summer 2015

2+ 90% 86% 98% 91% 97% 93% 1 52% 24% 56% 46% 49% 36% 3 10% 2% 0.2% 8% 2% 7% 4 0% 0% 0% 0% 2% 0%

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

summer 2016

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

Further develop the CPD programme to provide an extensive focus on eradicating teaching and learning below ‘2’

Re-launch and further develop the coaching programme providing CPD to empower all staff to develop coaching skills and become lead coaches

Page 18 of 47


need to: Review Teaching and Learning Framework to improve challenge for the academically most able Further develop support and challenge for all, particularly the academically more able, (whilst

retaining the significant progress of all other students) and focus on differentiation and challenge in lesson observations

High focus on literacy Literacy Audit to be completed in Autumn term

Page 19 of 47


Behaviour & Safety

Overall 1234 +/- : 1 Last revision date: July 2015 Author: GR

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; 2014/15: 300

The Internal Exclusion Unit (IEU): 2009/10 248; 2010/11 240; 2011/12 – 268; 2012/13 – 199 2013/14: 277 2014/15: 236

Permanent Exclusion: 2009/10 4 ; 2010/11 3; 2011/2012 4; 2012/2013 4 2013/14: 1 2014/15: 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%; 2014-15 – 95.7%

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

Monitoring student’s behaviour has shown that over the last 4 years there has been a significant reduction of incidents of inappropriate behaviour and the frequency of such incidents is continuing to decrease.

The new Behaviour for Learning policy was successfully implemented in September 2014 and has improved consistency of approach as well as encouraging students to take responsibility for their own behaviour.

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

A comprehensive package of support interventions for students who may experience difficulty in managing their own behaviour is in place and includes counselling, mentoring, the use of Pastoral Support Programmes, the Student Support Centre and the employment of a Therapeutic Behaviour Consultant.

Page 20 of 47


Sub-criterion



Climate for Learning

Exceptionally positive.

Attitudes to learning are exemplary.

1

Staff on corridors enforcing ‘every minute counts’ approach to punctuality. 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)

PASS attitudinal surveys show that students have exceptionally positive attitudes to learning.

Challenge Partner assessors have commented on the outstanding behaviour of students in and outside of lessons.

Development of peer mentoring that includes academic mentoring, DuoLog reading programme etc.

Parents’, staff and students’

views of behaviour and

safety

Unreservedly positive about both behaviour and safety.

1

Feedback from parents/carers is overwhelmingly positive about behaviour in and outside of school. Discussions and evaluations at Parent Evenings provide evidence of this.

Parental complaints about behaviour and safety are incredibly rare and always resolved quickly.

Student feedback about behaviour and safety is overwhelmingly positive. Feedback is collected regularly through Student Voice forums, student focus groups and PASS attitudinal surveys.

Students’ behaviour

Behaviour outside lessons is ‘almost

always impeccable’.

Students pride in school is shown by

excellent conduct & punctuality.

1

Data from lesson observations shows behaviour is outstanding in the vast majority of lessons

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 2014/15 - 236

IEU data is reviewed on a 3 weekly cycle. Permanent Exclusion: 2009/10 4 ; 2010/11 3; 2011/2012 4;

2012/2013 4 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%; 2014-15 – 95.7%

Page 21 of 47


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

Visitors to Woodside High School frequently comment on the exemplary behaviour of the students.

Challenge Partners schools and other schools have come to Woodside to share our best practice regarding behaviour management.

The new Behaviour for Learning policy was successfully implemented in September 2014 and has improved consistency of approach as well as encouraging students to take responsibility for their own behaviour.

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

Feedback from students through PASS attitudinal surveys and Student Voice forums confirm that students feel safe in school. Students state that they are clear what to do if they witness or are victims of bullying. Students state that bullying is extremely rare and that Woodside is a supportive environment.

All students are aware of and understand the Woodside Shared Values and the school Behaviour for Learning policy is based on these values.

Incidents of prejudice and discrimination are rare and are dealt with swiftly and effectively. Students understand that such incidents will be dealt with very seriously.

There is an effective team of Peer Mentors who are highly visible around school and a team of Buddies in KS3 who support students.

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, racist, sexist and

Page 22 of 47


homophobic incidences separately to allow effective monitoring and evaluation.

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

New Behaviour for Learning policy is embedded across the school and understood by staff and students. Policy encourages consistency and allows students to develop responsibility for their own behaviour.

All behaviour data shows a downward trend and provides evidence of clear improvements in behaviour both inside and outside of the classroom.

Behaviour data is regularly analysed and evaluated to ensure that effective interventions are in place.

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


Bullying

Instances of any form of bullying are rare.

Students are fully aware of different

forms of bullying, inc cyber and prejudices based, and actively try to prevent them.

1

Incidences of bullying are extremely rare and when they do happen are dealt with swiftly and effectively.

The school has an effective anti-bullying policy understood by staff and parents/carers.

New measures have been introduced to ensure that students feel comfortable reporting bullying; including an anonymous email address.

An effective team of mentors, the Student Support Centre and tutors support students effectively to ensure that any incidences of bullying are dealt with effectively.

Year 10 Peer Mentors support students who may have been bullied and Year 8 Buddies provide support for Year 7

Page 23 of 47


students. The Woodside Shared Values have been embedded and

promote equality and celebrate diversity. Considerable work has been done to ensure that all members of the school community understand that prejudice and discrimination is completely unacceptable.

National Anti-Bullying Week in November has a whole school focus with programmes of activities designed to raise awareness of the issue.

In 2014-15 Woodside won the bronze and silver Stonewall School Champion awards for work on challenging homophobia and the Diana Award for anti-bullying work.

Attendance 1

School attendance continues to improve each year; currently standing at 96%.

Punctuality to school has improved with the introduction of same day detentions for lateness to school.

The introduction of fines has helped to reduce the number of families taking term-time holidays.


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

high priority in the school’s development plan. Work closely with year teams, parents and EWO to continue raise attendance levels.

Page 24 of 47


Leadership Overall 1234 +/- : Last revision date: July 2015 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. The school will lose this designation in August. NPQSL & NPQML training continues in Woodside High. Challenge Partners review benchmarked the leadership impact. Outstanding progress for students continues. In the top 1% for Progress 8.

Sub-criterion



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.

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. The Head teacher is retiring in August 2015.

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.

Recent lesson observations indicate 95% good or better. The coaching for excellence programme continues to impact on

teaching outcomes. ?? staff completed the Outstanding Teacher Programme 2014/2015; 3

lead teachers with expertise in teaching.

Performance management &

Highly robust PM ‘encourages, challenges NQTs - termly meetings with HT- progress is scrutinised and where

necessary additional support put in place.

Page 25 of 47


professional development

and supports’ improvements in teaching.

Focused PD provided for all staff, esp newly qualified and those at an early career stage.

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

Progression to UPS monitored by HT SLT & some MLT attended ASCL conference 2015 Annual middle/senior leaders conference: Summer term focussing on

stretching the more able.

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.

Students are given significant guidance when choosing GCSE options. There has been a continued growth in uptake of the traditional

courses. 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 2014/2015.

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 (2015: We Will Rock You), 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 4)

Y11 2013 final destination figures: 97.4% FTE (a decrease of 0.3%), 1.9% NEET (an increase of 0.2%)

Music as an extra-curricular area continues to grow and develop.

Literacy Excellent policies (sic):

students have high levels of literacy or

are making excellent

Literacy is a high priority in the T&L framework & marking policy Renaissance Reading has awarded the school Model School Status. Literacy policy is known by all staff and it is led by senior and middle

leaders

Page 26 of 47


progress. SEN learning passports reviewed as highly appropriate. Published 4 anthologies working with authors in residence Writers Week celebrates outstanding writing and students have

opportunities to work with creative writers: 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.

Renaissance reading well-established in KS4.

Self-evaluation

‘Deep and accurate’ understanding of

performance, and of staff and students’ skills and

attributes.

There is regular evaluation of student and staff performance Underperformance is tackled, e.g. exam performance in MFL in 2014. Performance management is part of the school cycle. Progression to UPS is monitored closely.

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.

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 last year was 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 however, Head teacher is retiring.

Engagement with parents and carers

‘Highly successful’ strategies, used to the

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

difficult.

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

The termly Woodside magazine has been a great success. The weekly email newsletter has been changed to an electronic

version and has been well-received. The Twitter account has been re-invigorated and now has 1000+

followers. Governance Governors hold SL to Governors’ review strategic plan, student progress and school finance.

Page 27 of 47


account ‘robustly’ for all aspects of performance.

Highly effective, rigorous planning and controls

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

Governors challenged performance of MFL in 2014. One governor regularly attends referral panel and contributes

(background in child psychology). Governors gave up a great deal of time for the recruitment of the new

Head teacher. Unfortunately, this was unsuccessful.

Safeguarding Arrangements meet

statutory requirements

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.

In 2015, there was training on preventing extremism. Students report issues. The school works in strong partnership with all external agencies.


Recruit a substantive Head teacher. To continue with succession-planning in a climate where the budget will be reduced.

Page 28 of 47


SMSC Overall 1234 +/- : 1+ Last revision date: July 2015 Author: GR


Summary The main reasons for choosing this 1

SMSC provision is a clear strength of the school and is well embedded in all aspects of school life The understanding of and respect for the range of cultures within the school is clear and is celebrated

regularly There are a clear and understood set of shared values which are embedded in all areas of the school Equality and diversity are regularly celebrated both within and beyond the curriculum There is a very well developed and effective programme of student voice and student leadership which is

evident across the school The culture of learning is well established and can be seen through the positive relationships between

staff and students In the academic Year 2014/15 we have been awarded Bronze and Silver Stonewall School Champion

Status, the Diana Award for anti-bullying, the Speaker’s School Council Award, Bronze and Silver Eco-Schools Awards, Fair-Aware Fairtrade School Award, Oxfam Youth Ambassadors Award, Oxfam World Shapers Status, Bronze Healthy Schools Award, membership of the Global Learning Partnership and the Anti-Bullying Alliance.

Challenge Partners’ Review in May 2015 identified Student Voice as an area of excellence and confirmed our evaluation of it as being an ‘outstanding’ area of practice in the school.

Sub-criterion


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.

There are opportunities for spiritual development across the curriculum – particularly in PRS and at KS4 in Religious Studies.

Whole school assemblies and tutor time activities promote spiritual development with focus on religious festivals and in encouraging reflection time.

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

Woodside Shared Values are embedded across the school and promote equality for all and celebrate diversity.

Page 29 of 47


Tutorial programme encourages students to think deeply and develop ideas in response to key topical events and issues.

Student Debating Society gives opportunity to students to research issues, develop clear ideas and articulate them formally.

Students take part in events promoting understanding of local and national democracy, including Parliament Week and a Mock General Election.

The School Council and Student Leadership Programmes are well developed and highly effective, allowing students opportunity to think deeply and articulate their ideas.

There is a comprehensive SMSC calendar which celebrates key events throughout the year such as Black History Month, LGBT History Month, and Holocaust Memorial Day etc.

Areas for Development:

Continue to develop more opportunities to promote Spiritual and Insight Development.

Evaluate student attitudes using PASS surveys on an annual basis.

Moral understanding

and relationships

Show a keen interest in ethical issues. Reassess values

in the light of experiences. Principled.

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

The PRS curriculum provides many opportunities for all year groups to discuss and develop an understanding of moral issues (See PRS Curriculum plan )

Discussions in tutorial are based around key topical and moral issues.

Student Debating Society debates moral and ethical issues. Participation in national events such as Anti-Bullying Week, Fair-

trade Fortnight, LGBT History Month and Holocaust Memorial Day provide opportunities to examine moral issues.

Students take part in working with NGOs such as Oxfam to develop their understanding of key ethical issues e.g. Oxfam Youth Ambassadors Group attended national Climate Change lobby.

Fundraising opportunities for charities including the Terrence

Page 30 of 47


Higgins Trust and Children in Need Annual enterprise activities involve Y7-10. Independent Learning skills are increasingly recognised in lesson

observations. Woodside Shared Values are embedded across the school.

Social development

and skills

Resolve conflicts intelligently and seek consensus.

Accept others’ rights to hold different views/beliefs.

Strong Student Voice supports a culture of conflict resolution and is well supported by Mentoring programmes and other activities. ( See SMSC Audit)

Incidences of racism, homophobia and discrimination on any grounds are rare. The school’s work on challenging homophobia led to the achievement of the Speaker’s School Council Award and the Bronze and Silver Stonewall School Champion Awards.

Woodside Shared Values state the importance of equality for all and the celebration of diversity.

Students work with Age UK to take part in intergenerational projects, developing an understanding and respect for elderly members of the community.

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 is dealt with seriously and effectively. 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, Debating Society, the Oxfam Youth Ambassadors Group which provide students the opportunity to discuss and debate different views or beliefs to extend their social

Page 31 of 47


development and skills.

Areas for Development; To promote student understanding of people with disabilities

through more joint projects with Riverside School and celebration of Disability Awareness Month.

Extend inter-generational work with Age UK to involve a greater number of students.

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.

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 is an SMSC calendar of events celebrating Black History Month, LGBT History Month, International Women’s Day, and Holocaust Memorial Day etc. These events are designed to include assemblies, workshops and visits from guest speakers. They develop students understanding of and respect for different cultures and communities.

The Woodside Shared Values promote an understanding and respect for different cultures and communities.

All racist, homophobic and sexist incidents are dealt with swiftly and effectively. Incidents of prejudice and discrimination are recorded effectively and regularly evaluated to identify and possible areas of concern. This allows for swift and timely intervention.

The school has embedded work around ‘British Values’ including giving students the opportunity to learn about democracy, local and national government and take part in mock elections. The school has followed the guidelines and worked effectively to support the government’s Prevent agenda.

Schemes of work throughout the curriculum reflect a diverse range of cultural perspectives, including that of the United Kingdom. Students encounter empathetic situations, as well as learning historical and social knowledge that have had impact on contemporary lives.

Page 32 of 47


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 feeling that Woodside High School is like a ‘family. ‘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.

Areas for Development: 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.

The Woodside Shared Values are published as part of the Home-School Agreement, in Student Planners and are displayed in every classroom.

Work around SMSC and Community Cohesion is published and celebrated regularly through our weekly newsletter and termly magazine, Woodside Voice.

The school website and Twitter account are regularly updated with news stories regarding SMSC events.

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

Enterprise activities strongly support cohesion through working with several stakeholders and external agencies.

In the academic Year 2014/15 we have been awarded Bronze and Silver Stonewall School Champion Status, the Diana Award for anti-bullying, the Speaker’s School Council Award, Bronze and Silver Eco-Schools Awards, Fair-Aware Fairtrade School Award, Oxfam Youth Ambassadors Award, Oxfam World Shapers Status, Bronze Healthy Schools Award, membership of the Global Learning Partnership and the Anti-Bullying Alliance.

Challenge Partners’ Review in May 2015 identified Student

Page 33 of 47


Voice as an area of excellence and confirmed our evaluation of it as being an ‘outstanding’ area of practice in the school.

Areas for Development: To develop ways of more actively involving parents/carers within the life of the school.


To develop opportunities to more actively involve parents/carers within the life of the school.

Page 34 of 47


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

Summary The main reasons for choosing this 1

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 – Fill after Aug Result

Achievement is outstanding because most teaching (95%) is at least good Challenge Partners review indicated that the school was maintaining their outstanding grade. Progress 8 is 0.86. In the top 1% of schools for value added. Top 1% for progress in Maths, Languages in the UK - Fill after Aug Result 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 Fill after Aug Result

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%). Fill after Aug Result -Include 2015 data in Aug

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. JAKE

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 - Fill after Aug Result 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). Waheeda

Reading a high priority in T&L – Renaissance Reading is now an

Page 35 of 47


integral part of the pastoral curriculum for Years 7-10 � Y11 2013 final destination figures: 97.4% FTE (a decrease of

0.3%), 1.9% NEET (an increase of 0.2%)

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.

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 The Head teacher awarded a Damehood for services to

education 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.

Three DPHs trained as Challenge Partner reviewers and one Assistant Head.

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

Page 36 of 47


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 curriculum is further sported through whole school celebration of National and international events such as Remembrance Day, Disability History Month, World Aids Day, Black History Month, International Women’s Day, LGBT History Month ,Refugee Week and World Environment Day to name but a few.

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.

To reach the next grade/to continue to be outstanding

we need to:

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

Page 37 of 47


APPENDIX 1

Achievement Evidence Guide (1-4)

Com

preh

ensi

ve

Rel

iabl

e

Cur

rent

Comment Owner

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

Page 38 of 47


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:

Term 1 Term 2 Term 1 Term 2

Year 09 14% 59% 33% 71%

Year 08 34% 46% 8% 58%

Year 07 1% 16% 1% 41%

EM

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

ARB

Progress as shown by work scrutiny 93% of books graded as 2+

(Lesson observation outcomes, Summer 2015) ARB

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

Progress of any students attending alternative provision. 1 1 1

Students on offsite vocational provisions have made expected levels of progress: Health & Social Care (1), Business (1 ), Level 1 General (1)

JRS

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

External Visit: Challenge Partners: May 2015

“The school is data rich, but judiciously so, using information dynamically to target interventions. The implementation of the new grading system is well underway and plans are in place for the necessary quality assurance and moderation of this.”

Ofsted 2014: Graded 1 in all categories

EM`

Page 39 of 47


APPENDIX 2 Teaching Evidence Guide (1-4)

Com

preh

ensi

ve

Rel

iabl

e

Cur

rent

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 May 2015 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

Page 40 of 47


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 ‘Parent View’ 1 1 1 Parent’s evenings: 89% of parents feel that the

evaluation of children’s progress is good. JS

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

Page 41 of 47


APPENDIX 3

Behaviour & Safety Evidence Guide (1-4)

Com

preh

ensi

ve

Rel

iabl

e

Cur

rent

Comment Owner

Views of students 1 1 1 PASS Attitudinal surveys, Student Voice Forum minutes, reports from student focus groups GR

Views of parents (including from ‘Parent View’) and staff 1 1 1 Parental evaluation and feedback from parent

evenings, coffee mornings and focus groups GR

Behaviour evidence from lesson observations†, ‘learning walks’ and off-site provision 1 1 1

Specific behaviour section on all lesson observation feedback forms showing outstanding behaviour in vast majority of lessons

Reports from off-site provision and records of visits

JB

Attendance/persistent absence over time and for groups/cohorts 1 1 1

Weekly EWO meetings to analyse data with Year Attainment Managers

EWO meetings weekly concerning <80% attendees

Attendance data

MJ/GR/NC

Punctuality tracking 1 1 1

Same-day detentions for lateness

Weekly analysis of punctuality data, generating lists of concerns for further sanction and intervention

GR/LG

Page 42 of 47


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

Half-termly reporting to SLT on behaviour data

Use of SIMS behaviour log to record negative and positive incidents

Post-exclusion meeting interventions agreed and recorded – shared with relevant staff, student and parent/carer

Extensive package of support/intervention for excludees

GR

Tracking of behavioural sanctions/rewards and evaluation of impact 1 1 1

Lesson observation judgements quality assured by OFSTED

All behaviour incidents recorded on SIMs and regularly analysed to inform interventions

Students causing persistent concern discussed at monthly Referral Panel meetings


GR

Tracking of incidents of bullying of all types and their resolution 1 1 1

All incidents recorded using SIMs behaviour log and regularly analysed to ensure appropriate follow-up and to identify trends/areas of

GR

Page 43 of 47


concern.

Evaluation includes analysis of racist, sexist and homophobic incidents.

Tracking and evaluation of any racist incidents 1 1 1 See above GR

Numbers, tracking of and explanation for any students taken off roll for any reason 1 1 1

High social mobility contributes to reasons for students coming off roll. Numbers are tracked and collated by EWO and regularly discussed with SLT.

GR

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

1 1 1

PRS Programme of Study including modules on choice and consequences.

Work with external agencies around road safety, sexual health, gang/knife crime and healthy lifestyles.

Risk awareness taught in art, DT, ICT, PE and Science.

Year 10 sit Health & Safety exam in preparation for work experience.

GR/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 All policies updated and available through website. Analysis of data on regular basis demonstrates impact.

GR

Page 44 of 47


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

Com

preh

ensi

ve

Rel

iabl

e

Cur

rent

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 2015. SLT

Current quality of provision, especially teaching 1 1 1 ARB

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.

ARB

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

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

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

1 1 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.

Head

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

Page 45 of 47


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. Head

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. Head

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.

Head

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.

EM

Page 46 of 47


APPENDIX 5 SMSC Evidence Guide (1-4)

Com

preh

ensi

ve

Rel

iabl

e

Cur

rent

Comment Owner

Lesson observation evidence of teachers’ promotion of SMSC opportunities

1 1 1 Lesson Observations

AB

Reviews of the curriculum contribution to SMSC 1 1 1 See Audit of SMSC GR

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

1 1 1

Drop down days , curriculum evidence, Tutorial Programme and student voice forums and focus groups

GR

Analysis of behaviour/racist/discrimination incidents

1 1 1 Regular incident report updates are distributed fortnightly. GR

Evaluation of students’ attitudes 1 1 1

Positive results from PASS attitudinal surveys. Survey indicates that students value the family ethos in school

GR

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.

AB

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

1 1 1 Feedback from Challenge Partners, PASS surveys, parental feedback SLT

External awards 1 1 1 Bronze Healthy Schools Award

Jack Petchey Citizenship Awards GR

Page 47 of 47


Bronze and Silver Eco Schools Awards

Bronze and Silver Stonewall School Champion Awards

Speaker’s School Council Award

Diana Anti-Bullying Awards

Oxfam Youth Ambassadors Awards

Oxfam World Shapers Status

Global Learning Partnership members

Anti-Bullying Alliance members

Fair-Aware Fairtrade School Award

Takeover Day Award

Documents

WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September … · 2016. 10. 31. · Page 1 of 47 SEF December 2015 Full Version WOODSIDE HIGH SCHOOL SELF EVALUATION FORM: September 2015