Aston Manor Academy

Self-Evaluation

2015/16

Key Judgements:

Historical context:

Area: / Grade:
Overall Effectiveness 2015/16 / 1
Overall Effectiveness 2014/15 / 1
Overall Effectiveness 2013/14 / 2

Overall effectiveness:

Aston Manor Academy is an outstanding academy. The school motto: ‘All Different, All Equal, All Achieving’ permeates everything we do.

Aston Manor Academy is part of the Equitas Academies Trust. Our reputation for excellence and academic outcomes resulted in the Local Authority and the Department for Education approaching us to become the main sponsors of Chilwell Croft Academy, giving leaders an exciting opportunity to enhance standards of education in the wider community and further develop the skills of Aston Manor Academy colleagues.

We are a heavily oversubscribed, thriving academy with a strong, consistent background of success at all levels. The students’ academic outcomes at Key Stages 3 and 4 are outstanding; for the past six years, we have been placed in the top five percentile for Value Added Progress in the country. At Key Stage 5, student outcomes are at least good and rapidly improving because 76% of students go on to study at university, with the remainder securing apprenticeships, full time employment or are enrolled in other educational programmes.

Many of our successes can be attributed to the strong relationships we have fostered and sustained with parents and carers, who are very supportive. We are, additionally, fortunate to have an incredibly dedicated and committed team of staff who, without exception, go the extra mile for our students.

The Academy serves an area that has some of the highest levels of deprivation in the country, where gun and knife crime is once again on the increase. Despite these issues, our Academy’s environment is calm, co-operative and purposeful; it is a place where enthusiasm for learning is tangible. Visitors frequently and unreservedly praise the courtesy of our students and comment on the ethos of our Academy – it is not uncommon to hear both staff and students talk about belonging to the ‘Aston Manor Family’!

In 2013, Ofsted judged Aston Manor Academy to be ‘good with outstanding features’. We achieved an outstanding judgement for Leadership and Management and the Behaviour and Safety of Pupils.

Leadership and Management continues to be outstanding. The Senior Leadership Team has remained relatively stable since the last inspection and all leaders remain rigorous in their self-evaluation, action planning and close monitoring of standards.

Personal Development, Behaviour and Welfare are still outstanding. Staff and students take pride in all aspects of their work, students are thoroughly prepared for the next steps in their life and all students feel safe within the school community.

Since the last inspection, we have worked tirelessly and strategically to ensure that ‘Teaching and Learning’ is also outstanding and feel confident that we have achieved this, as our robust internal monitoring and evaluation of Teaching & Learning demonstrates. This was also verified in our most recent Challenge Partners review (October 2015).Teachers have consistently high expectations and plan challenging lessons to meet the needs of all of their learners.

Academic outcomes are also outstanding. Students APS on entry is significantly below national average. At the end of Key Stage 4, attainment is in line with national average. Achievement is exceptionally strong. Our Best 8 Value Added score for 2015 was 1037.5. The average grade secured in vocational qualifications at Key Stage 5 has improved to Distinction*. Outcomes in academic qualifications are rapidly improving in 2015 the average grade awarded was D+. Our current forecast assessment for academic subjects only for 2016 is an average grade of C, with 2017 forecasts an average grade of B-.

The Effectiveness of Leadership and Management

Judgement:Outstanding

Summary Statement:

  • Leadership and Management are outstanding. This was verified in the last Ofsted inspection (February, 2013) and two Challenge Partners Reviews (February, 2014 and October, 2014).
  • Leaders at all levels, and governors, have created a culture that enables students and staff to excel. They are resolute in their high expectations for the conduct of students and staff, focusing relentlessly on improving outcomes for all students, including disadvantaged and high attaining students.
  • Although leadership and management are outstanding, we are working to improve provision and outcomes further, not least by implementing further improvements to our curriculum, continuing to ensure that our monitoring and evaluation at all levels are highly effective and influential, and strengthening still further the role of the Trust Board.

Key strengths:

  • A positive vision and ambition for the school is communicated to staff, parents and students. The Academy’s regular engagement with stakeholders means that they are well informed about the school’s commitment to continuing and sustained improvement.
  • A culture of high expectations and aspirations informs every decision about students.
  • Leaders at all levels, and governors, systematically challenge colleagues so that the effective deployment of staff and resources secure excellent outcomes for almost all students. Senior and middle leaders are regularly scheduled to meet with governors to evaluate their practice and student outcomes.
  • Our records clearly show that school and departmental self-evaluation is rigorous and accurate and secures continual improvement. Evaluation of colleagues’ practice and student outcomes takes place on an ongoing basis throughout the year through well-timed and effective monitoring and evaluation practices.
  • Leaders and governors therefore have a deep and accurate understanding of the Academy’s effectiveness, informed by the views of students, parents, staff and outside agencies. Through a rigorous focus on the school improvement plan, departmental plans and stakeholder questionnaires, leaders and governors use information derived from their monitoring and evaluation to maintain improvements by focusing on the impact of their actions in key areas.
  • Performance management is rigorous, and leads to effective professional development . Our CPD records provide clear evidence that colleagues have many opportunities to reflect on and discuss the way they teach. They have comprehensive professional development opportunities, all of which offer effective ways to enhance their practice (including CPD provided by external agencies and that provided internally, through a well developed series of learning events run by our Teaching and Learning Team).
  • Professional development plans are monitored, evaluated and amended termly to improve practice.
  • As a result, outcomes are improving and feedback from stakeholders is increasingly positive. Teaching is highly effective in most areas of the Academy.
  • The curriculum is broad and balanced, inspires students to learn, and is suitable to almost all students’ tastes and ability levels. The range of subjects offered helps students acquire knowledge, understanding and skills in all aspects of their education. The number of study programmes has increased to benefit students’ desires and support them in achieving their life aims.
  • High quality, regular and wide-ranging extra-curricular opportunities extend students’ knowledge and understanding and improve their skills in a range of artistic, creative and sporting activities. The Academy runs well attended Saturday school, holiday classes, student tuition sessions; a comprehensive after-school timetable.
  • Leaders promote equality of opportunity and diversity exceptionally well and this aspect permeates the ethos and culture of the Academy. Leaders, staff and students do not tolerate prejudiced, or direct or indirect discriminatory behaviour. Bullying logs and records of such incidents demonstrate that the Academy’s approach to acts of intolerance is highly effective.
  • Colleagues promote all forms of equality, and foster student understanding of people of faiths, races, disabilities and sexual orientation. The use of student premium funding has improved outcomes for disadvantaged students.
  • Staff are highly motivated, respected and effective so that they deliver a high quality of education for almost all students. This is evident through a range of observations, student outcomes and stakeholder feedback.

Areas for Development:

Although leadership and management are outstanding, we need to do still more to:

  • ensure that the curriculum offer is broad, balanced and exciting, across all key stages (SIP Priority 16)
  • ensure that our monitoring and evaluation practice is rigorous, robust and continues to support improvements in teaching and learning (SIP Priority 17)
  • improve our appraisal process so that it impacts still more effectively on teaching, learning and progress (SIP Priority 18)
  • ensure that the Trust Board holds senior and middle leaders more effectively to account, and that they are more systematically and directly involved in the monitoring and evaluation of the Academy’s work (SIP Priority 19)
  • continue to provide high levels of support to all students and their families to ensure that students stay safe both inside and outside of school (SIP Priority 20)
  • improve the levels of engagement we have with parents (SIP Priority 21)
  • ensure that we implement effectively the new SEND code of practice and ensure that it is embedded within the classroom (SIP Priority 22)

Quality of Teaching, Learning and Assessment

Judgement:Outstanding

Summary Statement:

  • Teaching, Learning and Assessment are outstanding. This was verified in the most recent Challenge Partners Review, October 2015. The strengths listed below are evidenced by lesson observations, learning reviews and book scrutiny, which form part of our half-termly review of standards.
  • Teachers are determined that students achieve well. They encourage students to try hard, recognise their efforts and ensure that students take pride in all aspects of their work. They have consistently high expectations of students’ attitudes to learning.
  • We are working in systematic and well-focused ways to ensure that teaching and learning remain outstanding,in large part by enabling all students to succeed as independent learners, ensuring that all teaching meets the full range of learning needs, and ensuring that teaching and learning in the Sixth Form continues to improve in targeted areas.

Key Strengths:

  • The vast majority of colleagues exceed the teachers’ standards as seen in outcomes for students and internal / external evaluation of standards.
  • Our systematic programme of lesson observations provides clear evidence that teachers use effective planning to help students learn well. Time in lessons is used productively. Students focus well on their learning because teachers have good subject knowledge, have excellent relationships with students, reinforce high expectations for conduct and set clear tasks that challenge students.
  • Teachers check students’ understanding systematically and effectively in lessons, offering clearly directed and timely support. They use questioning skilfully to probe students and reshape tasks and explanations so that students better understand new concepts. Teachers also tackle misconceptions effectively.
  • They identify and support effectively those students who start to fall behind and intervene quickly to help them to improve their learning.
  • Teachers promote technological skills, through teaching and learning, which supports students become effective, active members of British society.
  • The Academy’s assessment strategies draw on a range of evidence (book work, oral contributions and examination / testing) which gives a holistic picture of what the students can do and areas they need to develop.
  • Lesson observations and work scrutiny show that teachers give students feedback in line with the Academy’s assessment policy. Students use this feedback well and the vast majority are able to articulate effectively what they need to do to improve.
  • The overwhelming majority ofstudents commit to improving their work. They are given time to apply their knowledge and understanding in ways that stretch thinking, and are able to practise key skills.
  • The Academy is well under way with its move to ‘assessment without levels’. A Year 7 pilot project was launched in September 2015 and this is currently being reviewed.
  • Students’ literacy development is at the heart of the Academy and this has a positive effect on outcomes. A literacy team with representatives from all departments meet on a regular basis, and implements a yearly strategy. Teachers are also effective in developing numeracy in subjects across the curriculum, where this is appropriate.
  • Teachers are effective in setting homework in line with the Academy’s policy and as appropriate for the age and stage of students - consolidating learning and preparingstudentseffectively for the world of work.
  • Students regularly take up opportunities to learn through extra-curricular activities throughout the week and during Academy holidays. Saturday school is open for additional academic lessons and a variety of sporting sessions and these are exceptionally well attended. There is also an opportunity for students to study independently.
  • Teachers are effective in challenging stereotypes and the use of derogatory language in lessons and around the school. They are also effective in promoting equality of opportunity and diversity in teaching and learning.
  • A range of evidence, including interim reports, students’ planners and feedback in parents’ meetings, shows that the Academy gives parents accurate information about how well their child is progressing and what they need to do to improve. Regular reporting – both at informal level and formal level – means that communication is strong.

Areas for Development:

In order to ensure that teaching, learning and assessment remains outstanding, and continues to improve, we are determined to do more to:

  • enable all students to succeed as independent learners(SIP Priority 8)
  • embed the Visible Marking policy so that there is consistency across all departments (SIP Priority 10)
  • ensure that homework is set consistently across all subject areas in line with school policy, presenting a high level of challenge for all students (SIP Priority 11)
  • implement the required curriculum changes for:
  • the Life after Levels pilot project with Year 7 students
  • the introduction of new GCSE courses
  • the new linear A levels (SIP Priority 12a-12c)
  • ensure that Sixth Form teaching and learning continue to improve across all areas (SIP Priority 13)

Personal Development, Behaviour and Welfare

Judgement:Outstanding

Summary Statement:

Personal Development, Behaviour and Welfare are outstanding. This was verified in the last Ofsted inspection (February, 2013) and three Challenge Partners Reviews (February, 2014 and October, 2014 and October, 2015).

The vast majority of our students are confident and self-assured. They take pride in their work, their school and their appearance. Their attitudes to all aspects of their learning are consistently positive. The numbers of students who attend extracurricular sessions is high and this is testament to their commitment. These positive attitudes have a strong impact on the progress students make. They show respect for others’ ideas and views.

We are far from complacent about the outstanding nature of students’ personal development, behaviour and welfare. In particular, we are working to improve the impact of our rewards system, further improve attendance and punctuality in the Sixth Form, and improve community members’knowledge and understanding of British Values.

Key Strengths:

  • The vast majority of students enjoy and value school, and they report their good experiences as one of the reasons why their attendance is excellent.
  • Attendance rates for all groups of students are higher than the national averages, and no groups of students are disadvantaged by low attendance.
  • Through parental surveys and feedback at parents’ evenings, we have clear evidence that parents and carers also value the Academy highly.
  • Our systematic programme of lesson observations and our routine observations around the school show that standards of behaviour are excellent. Our students’ impeccable conduct reflects the Academy’s effective strategies to promote high standards of behaviour. Students work well together in pairs and groups, and are supportive of one another’s learning.
  • Incidences of low-level disruption are rare.
  • Numbers of students being removed from the classroom are steadily decreasing. Although rates of fixed term exclusions are high in comparison with national averages, the gap is narrowing. We use fixed terms of exclusion to very positive effect and there are very few students who have more than one period of exclusion from school.
  • For individuals or groups with particular needs, there is sustained improvement in students’ behaviour. Where standards of behaviour were already excellent, they have been maintained. The proportion of students who are listed on the SEN register for behavioural reasons declines as they move up the school due to the strength of our pastoral care.
  • Students routinely demonstrate, for example through the courtesy that is so often remarked upon by visitors to the school and through their involvement in charitable enterprises, that they are thoughtful, caring and active citizens in school and the wider society. The Academy has a range of congratulatory letters from external sources which supports this observation.
  • Interactions between staff and students are positive and purposeful, and staff members are highly effective in modelling the behaviour they expect from our students. They are also highly effective in using the Academy’s behaviour management system to help students behave well.
  • Feedback from student surveys and focus groups clearly shows that students are safe and feel safe in school. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take appropriate action to resolve any concerns they have, as demonstrated in student questionnaires.
  • Our staff and students deal effectively with the rare instances of bullying behaviour and/or use of derogatory or aggressive language.
  • Feedback from student surveys and focus groups shows that our studentsin general have a goodunderstanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.
  • Students at the Academy can explain how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional well-being. Our students have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
  • Students are well prepared for the next stage of their education, employment, or training. They engage inthe high quality, impartial careers guidance that is available; this helps them make informed choices about their futures. The numbers of students attending further education have increased year on year. There are no NEET students at Key Stage 4 or Key Stage 5.

Areas for development: