Each year the school reviews its provision to set priorities for the coming year. Outlined within these pages is a summary of this analysis and how it informs our priorities. It is hoped that this information is useful for Ofsted and others interested in the our school’s development.
- Large school (NOR: 1375) with a very diverse, harmonious community with 99% students from minority ethnic groups.
- 91% of students first language is not English; over 30 students are EAL beginners
- Largest ethnic groups are Indian (43%) and Somali (19%)
- 30% of students qualify for Pupil Premium (Years 7 -11)
- School Deprivation indicator is in the 5thquintile at +0.34 (national +0.22)
- Students with a statement/EHC Plan is in the 4thquintile at 2.7% and up to 10 students transfer into Year 10 every year from Woodfield Special School.
- Attainment on entry is significantly lower than the national average for all year groups
- Very high numbers of students arrive in Year 7 with reading and or mathematics below level 4
- Stability has remained around 88% for the past three years
- Students and parents have high expectations
- Progress measures in both Maths and English are well above national averages
- A PSBP funded new school on the Ealing Road site will be completed this Spring.
• Whole school focus on using information about students’ attainment to plan suitably challenging work has led to an improvement in outcomes for all groups, especially the most able
• Considerable improvement in the quality of work in student books. Significant improvement in the quality of both written guidance from staff and student response to the guidance (Evidence: work scrutiny)
• Implementation of ‘GET’ teaching which sets out minimum standards expected for every lesson including the Sixth Form, for example, the quality of learning checks during a lesson.
• All students have completed a termly assessed extended writing task (SWAT) in every subject area.
• All students receive an annual written report and two summary trackers reporting on student achievement
• Curriculum plans and assessment maps in place for all subject areas. These are explained to Parents during Information Evenings and during Academic Review Week meetings.
• Revision of target setting procedures. Years 7 to 11 targets are based on a minimum expectation of 4 Levels of Progress and Sixth Form targets are based on ALPS. ALIS and the L3 LAT.
• Targeted support of lower performing subject areas at GCSE and A Level has led to greater consistency of results
• Significant investment in personalised middle leader professional development which has impacted positively on achievement
• All senior and middle leaders have undergone training and moderation in lesson observations and providing feedback to staff leading to a greater consistency in monitoring teaching and learning.
• Further improvement in attendance and reductions in the number of Fixed Term Exclusions
- Student reading ages will improve at a faster rate than their chronological age
- All students regularly write at length in all subjects.
- Quality of written work improves over time in all subjects
- A range of subject specific literacy strategies are embedded
- Analysis of higher mark questions show improvement in the scores achieved by students term by term
- External verification judges curriculum to be Good or better
- No Year 10 students request a change of options
- Increased retention of Year 11 onto Year 12 courses
- Increased retention of Year 12 into Year 13
- Reduction in NEETS
3. TEACHING AND LEARNING
- Self-evaluation and external evaluation judges that the quality of teaching and learning to be good with many elements of outstanding features.
- Lesson observations and work scrutiny shows that marking, feedback and student response (DIRT) is effective – students understand and are clear about what to do next.
- Stretch and challenge strategies are seen during all lesson observations.
- Home- Learning reports show staff consistently set homework and students complete homework.
- S&C displays are used as a learning resource in lessons.
- Curriculum meetings show evidence of assessment planning, moderation and use of assessment data to plan intervention and improve the curriculum
- Teacher predictions are accurate to within 5% for Years 11, 12 and 13.
- Grade criteria for grades 1 (G), 4 (C), 5 (C+), 7 (A) AND 9 (A**) are developed and understood by all teachers and students for the new GCSE 9-1 grading system
- All students are able to articulate and map their progression in each subject against the 9-1 grading system at GCSE (Year 9 onwards).
- All parents have access to information (via PIEs, parents evenings, ARD/ARW, website) which shows success criteria (PLCs) for all subjects along with advice on how to support their children’s progression.
5. PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE
- Lesson observations and student voice indicate there are frequent and regular referrals to the school values and mission statement in explaining rewards and sanctions
- Self-evaluation and external reviews judge Behaviour & Safety to be Outstanding
- Reduction in the number of students with red/amber effort reports on trackers
- Reduction in the number of on-call incidents
- KS4 and KS5 attendance 96%
- Punctuality target is an average 1 late per half term
- Increase in achievement points compared to 2016-17
- Reduction in external exclusions compared to 2016-17
- Reduction in FTE compared to 2016-17
- Reduction in PEX compared to 2016-17
- Improvement in attitude grades on student trackers
- Increase in the range and quality of student rewards
- No particular group will be over-represented in permanent, fixed term exclusion or on-call incidents
6. INCLUSION & INTERVENTION
- All students referred to IIG by staff or identified by SEN, EAL or the Pastoral Team will receive specific targeted intervention which impacts on student progress and/or well-being
7. STUDENT PROGRESSION, STUDENT RECRUITMENT, IAG & CAREERS
- No students are recorded as NEET.
- Increased number of students recruited to the Sixth Form
- Student Voice demonstrates clear understanding of Careers programme and Careers opportunities/events
- School achieves Careers Quality Mark Silver
8. NEW SCHOOL AND SUPPORT SERVICES
- High quality display, no damage / graffiti in new building
- Increased use of new facilities with extra-curricular activities
- Increase in student engagement in public performances/appearances
- Student voice shows that new facilities are being used effectively
9. STRATEGIC DEVELOPMENT OF DIGITAL TECHNOLOGIES INCLUDING COMMUNICATION
- A vision for SLICT is developed with a 5 year plan for digital technologies
- Website compliance, branding and PR routines are calendared
- All new software (Class Charts, CPOMS and Provision Map) are operational and understood by users.
- Parent use of the ACS App is increased.
- GDPR is planned and implemented by March 2018.
- Lessons observations and student voice indicates increased use of digital technology in lessons.
- Extra-curricular club registers and student voice indicates increased student participation in ICT clubs e.g. robotics, programming