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 is being construction on the Ealing Road site (Years 7, 8 and 9). Expected partial opening of the new school building in December 2016.
Improvement since the last inspection in May 2014
• Significant improvement in student outcomes at Key Stage 4. 16% increase in the number of students achieving 5A*-C including English and maths in two years (now 60%); 23% increase in the percentage of students achieving A*-C in English; A*-C in maths is 14% above the national average; expected progress in English has improved by 24% to 85%; expected progress in maths is 88%, 13% higher than the national average. Raise 2015 places the school in the top 4% for Best 8 GCSEs including English and maths. Attainment 8 = C grade; Progress 8 = +0.81.
• Significant improvement in student outcomes at A Level. The 2015 Level 3 Learner Achievement Tracker shows that student progress at A2, AS, EPQ and GCE Applied Single Award are significantly above national averages. No subjects are significantly below national averages at AS or A2. The three year ALPS A2 score is grade 3 (top 25%) while the three year as ALPS score is grade 3 (top 25%)
• 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 (all attainment groups including Disadvantaged significantly above national averages in Raise 2015).
• 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
Leadership and Management:
- Further develop the skills of all school leaders so they are able to further improve the quality of teaching and learning
- Review and modify the whole school curriculum to best meet the needs of students
Teaching, Learning and Assessment:
- Use of data to plan challenging work, particularly for the most able
- Provide high quality written guidance about what students need to do and check they act on this advice
- Introduce robust moderated assessment practices and procedures in Year 7 and Year 8
- Further develop the delivery of literacy by all teachers
Personal Development, Behaviour and Welfare:
- Use careers education to inspire student achievement
- Relentless continuing focus on attendance and punctuality
- Review ELD and PSHE opportunities for further enhancing safeguarding and personal development opportunities
- Reduce in-school variance for student groups and subjects across the school
Rapid Improvement Plans are in place in the following areas:
- GCSE Geography
These will be added during the course of the year based on a post RAISE analysis, start of year examination reviews and the Level 3 Value Added analysis.
Judgement : 2
The actions taken by the school have led to rapid, significant and sustained improvements in outcomes for students and in the quality of teaching, learning and assessment. Leaders and governors have created a culture of high expectations for staff and students. Embedded belief that all learners can achieve has contributed to improved standards. Focussed school improvement planning has supported leaders at all levels to contribute to improvements. Leaders effectively monitor the quality of teaching. Leaders effectively monitor the effectiveness of the provision offered and intervene in the event of relative underperformance. Professional development is closely linked with individual teachers’ and leaders’ needs. Performance management is used to develop effective practice and there is a clear link between performance management, appraisal and salary progression. Middle leaders play an important part in the school’s continuing success. Good leadership has ensured that all groups of students make good progress, including disadvantaged students supported by additional funding. The school provides a broad and balanced curriculum which enables all groups of students to flourish both academically and socially. British values are strongly promoted across the school. Students’ spiritual, moral, social and cultural development is extremely well promoted through assemblies, and other activities. Students receive high quality advice and guidance about course choices at Key Stage 4 and in the sixth form. This enables them to settle quickly and achieve consistently high standards. All safeguarding arrangements are robust and meet current statutory requirements. Brent Prevent have undertaken WRAP training with all staff. The school engages with parents effectively, including those who find it more difficult to engage so readily. Pupil Premium funding is used very effectively to raise student achievement. Governors know the school very well and are very robust in holding the school to account. The new Chair of Governors has been instrumental in recruiting new governors with a wide range of expertise Areas for Development:
Continue to develop the skills of all school leaders so they are able to further improve the quality of teaching and learning Review and modify the whole school curriculum to best meet the needs of students Introduce GCSE options in Year 8 Why not yet outstanding?
Teaching and learning is effective, but not yet consistently outstanding. Teachers to be encouraged to reflect, take risks and innovate during classroom activities. The curriculum is broad and balanced, but could be further refined to provide a wider range of options at level 2 and level 3.
Judgement : 2
Teachers make effective use of their good subject knowledge and expertise in planning and delivering lessons. All students are set highly aspirational targets. In almost all cases, there is a good level of challenge for all groups of students, including the most able, reflecting teachers’ high expectations. Consequently, students make very good progress. Assessment procedures are standardised and moderated across subject teams to achieve consistency. Teachers provide feedback to students. Teachers use time to allow students time to feedback – DIRT (Dedicated Improvement and Reflection Time). The teaching in English is good. The value of reading is strongly promoted across the school as well as in English lessons, enabling most students to be fluent and accurate readers. There is a strong focus on the development of writing skills across the curriculum. Speaking and listening skills are developed through discussions and debates. Mathematics teaching is extremely accomplished. Teachers make excellent use of their assessment information to ensure that key mathematical principles are securely understood, including through checking students’ misconceptions. This helps to ensure that there are no major gaps in students’ learning. Sustained emphasis on high quality, tailored professional development has led to major improvements in the quality of teaching and learning. Stereotyping and derogatory language are rarely encountered. Teaching staff and support staff robustly challenge these views if they are encountered. The school ethos is underpinned by British Values. The school provides many opportunities for parents and carers to engage with the school to understand how well their child is performing and what they need to do to support their child. Parent events are well advertised and attended. Areas for Development
Continue to use data to plan challenging work, particularly for the most able Provide high quality written guidance about what students need to do and check they act on this advice Introduce robust moderated assessment practices and procedures in Year 7 and Year 8 Further develop the delivery of literacy by all teachers Improve the presentation of student work where it is not yet outstanding. Why not yet outstanding?
Although there is a persistent emphasis on improvement, teaching and learning is not yet consistently outstanding.
Judgement : 2
The behaviour of students is very good. Students demonstrate and affirm pride in their school, including through how well the rules for school uniform are observed. All groups of students have very positive attitudes to their learning in the full range of subjects. The level of engagement with learning in lessons is typically very high. Impartial careers advice is used effectively to help students make informed choices about next steps Relationships between staff and students are extremely purposeful and make a marked contribution to students’ high levels of achievement. Students behave very well in class in the great majority of cases. School records indicate that instances of exclusion from school have reduced very sharply for all groups of students over time. Well-trained and highly supportive teaching and non-teaching staff care for those students who join the school with particular behavioural needs with skill and commitment. Parent View and parent surveys indicate that students’ positive behaviour is a key strength of the school. The school’s work to keep students safe and secure is outstanding. Students confirm that they feel safe in all parts of the school. Students can tell us how to keep safe online. Students can explain how to keep themselves healthy. Bullying seldom occurs and almost all students are confident that any incidents that occur will be dealt with swiftly and effectively by staff. Student Voice tells us that students are knowledgeable about bullying including on-line bullying and prejudiced based bullying. Attendance and punctuality has improved considerably in the recent past for all groups of students and is now above national averages. Areas for Development
Further improve careers education in order to inspire student achievement Relentless focus on attendance and punctuality Review ELD and PSHE opportunities for further enhancing safeguarding and personal development opportunities Introduce PiXL Edge as a driver to increase personal development opportunities. Why not yet Oustanding?
Continue to increase attendance Continue to improve student punctuality Reduce the number of Fixed Term Exclusions
Judgement : 2
The school has made significant improvements in student outcomes over the last two years. The percentage of students achieving 5A*-C (EM) has risen to 60%, an increase of 16% over the past two years. Raise 2015 places the school in the top 4% for Best 8. %A*-C in English is 70% - an increase of 23% in two years and 5% above national averages. Students making expected progress in English was 85%, a 24% increase from 2013 and well above national average. Students making greater than expected progress was 54%, a 15% increase from 2013. %A*-C in maths is 77%, 14% above the 2015 national average (63%). Students making expected progress in maths is 88%, 22% above the national average. Students making greater than expected progress was 51%, significantly higher than national averages. Attainment 8 = C grade, Progress 8 = +0.81 Progress of all groups is very strong. Disadvantaged students made better or similar progress than non-disadvantaged students. Mainstream SEN students Attainment 8 score was D+ and the Progress 8 score was +0.47. 59% of More Able students achieved A*/A in English, 62% achieved A*/A in maths. Attainment 8 score was A- and the Progress 8 score was +0.64. 15% of lower attaining students achieved 5A*-C (EM) and one student achieved the English Baccalaureate. 75% of students made expected progress in English and 86% made expected progress in maths. Attainment 8 was grade D and Progress 8 was +1.1. Almost every subject improved on their GCSE results compared to 2014. Student progress in each year group in English, maths and most subjects is good. With only minor variations, all groups of students progress at a similarly rapid rate, both in Key Stage 3 and Key Stage 4. The progress of disadvantaged students and mainstream SEN students matches or exceeds other students. The progress of More Able students has accelerated recently and has impacted on GCSE outcomes (Sig+ Raise 2015). A strong programme of information, advice and guidance ensures that students are well prepared for the next stage in their life. Much higher proportions of students (including disadvantaged students) progress to higher education; considerably fewer NEETs than national (RAISE). Areas for Development
Reduce in-school variance for student groups and subjects across the school Further accelerate the progress of all students in English and Maths Why not yet outstanding?
Variability in the attainment and progress of students in some subject areas e.g. Geography, Drama, Music.
Judgement : 2
Staff have high expectations of achievement and students have very high aspirations of success. Effective monitoring of teaching, learning and assessment. High quality careers guidance and pastoral support ensures that all students have individualised study programmes Students make strong progress in all programme areas. Strong PSHE programme and pastoral support. Students feel safe and are extremely well behaved. Very high percentages of students achieve qualifications relevant to their career ambitions and progress to higher education. LAT 2015 shows that progress on AS, A2, EPQ and GCE Applied Single Award are significantly above national averages LAT 2015 shows no subjects significantly below national and improved outcomes in many subjects compared to 2014. 2015 Level 2 Media and Health & Social Care groups achieved 100% pass rates. Students without GCSE English make very good progress towards achieving grade C. Areas for Development
Reduce in-school variance for student groups and subjects across the sixth form. Why not yet outstanding?
Variability in the attainment and progress of students in some subject areas e.g. English, Business, Accounting (A2). Increase the number of students achieving a C grade in GCSE maths retakes.
Judgement : 2
The quality of teaching, learning and assessment is good. Other key judgements are good or outstanding. Effective action has been taken to promote well-being. Safeguarding is effective. The school has shown rapid improvement since the May 2014 inspection. Spiritual, moral, social and cultural development is a great strength of the school. Why not yet outstanding?
The three year profile for all headline measures including the sixth form shows significant improvement. Students are making good progress from starting points in all key stages. Disadvantaged, Mainstream SEN, More Able and Lower Attaining groups are all making similar progress to other students. Value Added measures within RAISE show our students make significantly better progress than national averages. Teaching over time in all key stages and most subjects is good, but not yet consistently outstanding.