Enrich the Wider Curriculum Available to Our Students
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Charlton Park AcademySummary Self Evaluation 2015/6
Summary Evaluation
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Introduction
School context in addition to Raise On Line / Charlton Park Academy converted to academy status in August 2012. When it was last inspected by Ofsted in 2013, it was judged to be good overall.
All students have a statement of special educational needs; over half of the students have an autistic spectrum condition and severe learning difficulties, and have challenging behaviour as a result of these conditions.
About a quarter of students have profound and multiple learning difficulties. Other groups include those with sensory, physical, and medical needs.
The majority of students are boys.
The proportion of students from ethnic backgrounds other than White British is well above average.
The proportion of students who speak English as an additional language is above average.
The proportion of students eligible for the pupil premium, which is extra funding from the government to schools, based on the numbers of pupils known to be eligible for free school meals, pupils in the care of the local authority and those from families in the armed forces, is well above average.
Attendance is above national average for secondary schools and consistently above 95.4%. Attendance supported by LA officer. All PA followed up by Pastoral support.
The school provides outreach to other schools and colleagues through the Centre for Micro Assisted Communication, its own advisory service.
A small number of students use the school’s residential provision on week days during the school terms. Each boarder has a personalised package of time and support in the residential provision. Some students attend courses off site at forest schools, Woodlarks for part of the school timetable, others attend off site work placements.
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School Improvement Plan 2014/5 – key objectives / Leadership and Management / To build a strong leadership team to effectively role model and develop staff teams
To facilitate and lead by example, the development of outstanding teaching and learning, through
developing professional knowledge and understanding and the awareness of learning strategies
and conducive learning environments
To audit Staff wellbeing and identify key strategies and monitoring processes
Achievement / To increase staff skills in analysing data and using this to inform planning and classroom practice
Maths – improve achievement in Shape space and measure
To embed the process of tracking progress in class and feedback to students
Review Accreditation for more able students in English and Maths
Teaching and Learning / To develop high quality student engagement and use student voice
To revise the Maths Curriculum
To revise and consolidate teaching strategies for teaching space, shape and measure.
To improve reading and teaching of reading
Behaviour and safeguarding / a) To up skill teachers and TA’s:
to identify triggers and implement strategies based on an understanding of functions of behaviour
b) ASD – revise teaching and environment strategies for ASD classes
To utilise early intervention opportunities and strategies
Student Welfare / To audit student resilience through assessing self esteem
To embed preparation for adulthood leisure and wellbeing
To raise the profile of anti-bullying strategies for students
To develop staff skills in working with Care Package reports to support families
To update procedures relating to Risk Assessments and Education Visits Assessments
Partnerships / To develop person centred conversations with parents to impact on pupils’ achievement,
developing Education, Health and Care plans in partnership with families, and increased
parental engagement.
To develop early communication to support behaviour with SALT Team and Communication
team
Local education partnerships – John Roan, MMC, Charlton Manor
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Progress in previous OFSTED key issues / Key Actions / Action / Impact
Key Action 1
Improve the quality of teaching so that more is outstanding and raise students’ achievement by:
(1a) making sure teachers always set work at the right level of difficulty, particularly for the most able students
Evidence
PM reports
Teaching and learning data
Moderation folder
Post 16 Individual accreditation pathways / Appointment of Assistant Principal for Curriculum to lead subject leaders and accreditation team
Teacher training on data use
Introduction of Student Progress meetings 1-1 teachers and their pastoral team leader
Review moderation procedures
Strengthen leadership role of moderation leaders, including training
Establish external moderation of levelling work
Setting up moderation folder exemplar folders
Work scrutinies carried out by external school improvement partner
Schedule of work scrutinities by subject leaders to ensure consistent standards and adherence to policies
AP- Curriculum to review accreditation pathways for Pathway 1 students / Feb 2015 – consistent standards and processes across school curriculum
Ownership and use of data in planning
These meetings are embedded in our monitoring cycle and in our practice
Dates of moderation changed to before data drop and follow up sessions in place to address concerns
Overview of concerns and examples of good practice to feedback to teachers and to SLT held by moderation leaders and their skills have been enhanced by sharing good practice with a school improvement partner school
Raising skills level and confidence in teachers and establishing consistent professional standards in levelling work and discussing progress
Teachers have exemplar folder to refer to with relevant examples of internally and externally moderated work
See report DJM
See report - MC
See report - MC
(1b) ensuring the marking of work consistently gives students clear advice on how to improve further
Evidence
Redrafted Policy
DJM Work Scrutiny reports
MC reports
Subject leader folders
AP folders / Establish Annotation, Marking and Feedback policy to clarify expectations
Termly learning walk by external school improvement advisor to focus on marking, annotation and feedback, with next steps and responses to marking
Introduce termly subject leader work scrutinies to monitor consistency and quality
Introduce Assistant Principal termly work scrutinies / Policy monitored by external School improvement partner. See report
(See DJM reports) Impact – term on term improvement in teachers’ meeting standards and engaging students in their learning
MC report
See Subject leader reports
See Department Leader reports
Key Action 2
Strengthen the quality of leadership and management, including in the residential provision, by:
(2a) improving the quality and use of the information collected on the effectiveness of the school’s work by summarising it more sharply and consistently, so that it is easy to identify trends, strengths and where improvements need to be made.
Evidence
Student progress meeting summaries and reports
Feb 15 Rainbow House OFSTED
Pastoral team meeting summaries
JM report
Planning shows tht the use f Data is embedded / Review data needs and use
Produce data in line with national practice and teacher needs
Establish Student Progress meeting cycle
Student Progress training for Pastoral leaders and teachers
Analyse data and produce report for all staff and governors, focus on trends and areas of strength and development / Data management brought in line with national practice – overseen by SI Advisor.
Simpler more accessible data with analysis – staff feedback is that it is more accessible
Cycle established and staff understanding of data and using data for planning more effective
Pastoral leaders empowered to lead and support their teams
Data analysis shared with teachers and embedded in their student progress planning and meetings
(2b) ensuring the quality of record keeping across the residential provision is always of a consistently high standard
Evidence
End of year report VH
JM report
Records kept in Rainbow House
Governor monitoring / Appoint Assistant Principal – Student Welfare - with oversight of Rainbow House and Safeguarding
Appoint new Head of Care / All procedures reviewed with LA Safeguarding officer
All medical procedures review with NHS medical officer
Interim Head of Care appointed, permanent post has been advertised and shortlisted. Interview and appointment to be completed by Nov 15. Senior leader seconded internally to add capacity and improve all aspects of internal systems, communication and paperwork
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Effectiveness of Leadership, management and governance
Grade 2 / Strengths / Areas for Development
Strong experienced SLT
Planning and monitoring is effective to meet the needs of all students
Rigorous, moderated performance management
Curriculum leadership well established and led by excellent Assistant Principal for Curriculum
Development of School Direct programme
Appointment of experienced Assistant Principal for Student Welfare and Safeguarding
Review and update of all procedures and policies by external Safeguarding advisor
Governors participate actively in school life and hold senior leaders to account
Evidence
Performance management records
Performance management case studies
Meeting summaries
School Direct – all students passed to a high standard – RON and RD Report
Leadership reports to governors
Governor learning walks
Governor minutes – Standards Committee
Report Andrew Hall on Safeguarding Review
Report to Governors on safeguarding / To ensure consistent good practice across subjects and across staff
To develop the roles and skills of all leaders at all levels and continue to embed systems to monitor and hold them to account
To work closely with Governors on developments and changes within school and inline with national practice
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Outcomes for Learners
Grade 2 / Strengths / Areas for Development
Most students make strong progress across our curriculum including English and Maths
The gap between pupil premium and non-pupil premium students is narrow
Students’ reading skills are developed effectively according to their ability eg reading symbols, reading books
Structured student progress meetings ensure that students are making good progress and that interventions are put in place as soon as the need is identified
Progress shows consistent improvement in PMLD
students are prepared of their next transition through person centred planning, work related learning, PSHE and independent living skills
Evidence
School data
Report from MC on developing reading skills
Poetry books
Student Progress reports and meeting summaries
Samples of parental feedback in Annual Reviews, Report feedback, contact books, emails
Newsletters
Website
Jack Petchey Awards
Duke of Edinburgh
Forest Schools
Capital Growth / To develop challenging accreditation pathways for Pathway 1 students
To implement and embed the new maths curriculum
To improve the holistic curriculum both qualitatively and quantitatively for Pathway 2 and 3
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Quality of teaching, learning and assessment
Grade 2 / Strengths / Areas for Development
All teaching is good and 29% is outstanding (June 2015)
Individual differentiated planning to meet and challenge students’ progress in learning
Early identification and effective intervention strategies accelerate learning
Assessment for learning established in most classes eg questioning and close monitoring of student responses during lessons
Marking, annotation and feedback well established in classes and next steps used to engage students in their learning
More able students have homework in core subjects?
High quality Teaching of reading, writing, communication and Maths is embedded in Pathways 1 and Sensory
Students are given the time that they need as individuals to consolidate their learning and stretch their thinking, applying key skills
Parents are given detailed information about their young person’s progress at parents evening, coffee mornings, annual reviews and annual reports.
Targets are set in conference with families and students.
Evidence
Performance management documents
Student progress meeting summaries and reports
Lesson observation case studies
Assessment for learning identified in planning
Homework Policy
Examples of homework
Work scrutiny reports
Progress data
Governor feedback re coffee mornings
Parent feedback following parent events
Targets in Annual Reviews, Transition meetings, IEPs have family targets / To improve communication with regards to expectations of teaching and teaching standards including the monitoring cycle
To improve consistency of communication and use of communication aids across the curriculum and school in line with new guidelines
To ensure that all learning tasks are matched the individual needs and abilities of all students and that all students are being appropriately stretched and challenged
To ensure the curriculum continues to be tailored to the students’ needs and is a firm preparation for adult life
To raise achievement in Reading, Writing, Communication and Maths in Pathway 2
Inadequate / 0% / RI / 0% / Good / 71% / Outstanding / 29%
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Personal development, behaviour and welfare
Grade 2 / Strengths / Areas for Development
Students take a pride in their school
Students enjoy coming to school and have a positive attitude towards all aspects of school life
Student voice is encouraged during communication sessions, PSHE, school council and preparing for annual reviews and transition planning
Attendance is high 95.4% - absences are related to medical needs in 3 % of cases
Most students conduct themselves well during throughout the day, including lunchtimes, supported leisure and during transitions.
Students generally behave well in lessons, with minimal disruption to teaching and learning. Disruption managed well by consistent use of Behaviour Plans and Approach Method for which all staff are trained at least annually
Behaviour Plans are highly effective, external exclusions 2014/5 0% compared to 2013/4 10% by 5 individuals
Parent view demonstrates that families have no concerns about behaviour and safety
Assistant Principal appointed, with specific focus on Behaviour management and consistency of training and approached across school
Evidence
School council reports and elections
Students values for school on wordle
Website
Newsletters
Student inschool work experience logs
Attendance data
Bullying and use of calm rooms within report to governors VH
Behaviour Plans
Behaviour case study
Self esteem survey report CS
ARK Awards
Anti Bullying Week records (PSHE file)
Me and my body week and subsequent work (PSHE file) / To continue to embed the ethos, values and language of Positive Behaviour Strategies (PBS)
To ensure that students are safeguarded both in school, at home and in the community with a focus on the minority of students require special supervision during less structured times
To have strong innovative approaches to pastoral support for students and staff, including effective support for families and positive liaison with outside agencies
To develop a clear understanding of definition of bullying across students, staff and parents/carers
To have a clearer understanding of radicalisation and extremism and how students at CPA might be affected
To raise staff awareness of the issues and concerns regarding female genital mutilation (FGM)
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Effectiveness of Post 16 provision
Grade 2 / Strengths / Areas for Development
Post 16 leadership team is good
Accreditation opportunities are broad and meet the range of abilities of the students
More able students are offered more challenging accreditation and work related learning opportunities
Students make good progress from their starting points
The quality of the behaviour plans has had an impact on understanding of students behaviour and planning for learning
Student progress meetings and target setting impact strongly on learning
Evidence
Accreditation files
Work Experience diaries
Head of Post 16 leadership report to governors
Feedback from PBS training
Student Progress meeting reports / Training and support for new leaders
To develop student portfolios reflecting their individual pathways and success that are both qualitative and quantitative.
To extend, develop and improve work experience with evidence of impact
Building partnerships with other SEN Post 16 provisions
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Social, Moral, Spiritual and Cultural learning / Strengths / Areas for Development
The school effectively promotes SMSC and British Values through the leadership of the Aspect leader and British values champions.
Embedded in planning and curriculum
Evidence
Person centred planning / WIKIs
EHC Plans
Assembly powerpoints
Charltonbury- newsletters
Fairtrade - newsletters
Newsletters
Activities in Rainbow House / To develop an understanding of British values via cross curricular themes
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Partnerships / Strengths / Areas for Development
We strive to establish partnerships with a broad range of associates to
- enrich the wider curriculum available to our students
- enhance training and experience opportunities for our staff
- share the knowledge and expertise that we have developed across our school, with our community
Partnership folder / To consolidate current partnerships into a single information base for all to reference, engage with and develop
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OVERALL EFFECTIVENESS
Grade 2
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SIGNIFICANT GROUPS / Gaps identified to be addressed
PUPIL PREMIUM / There are no gaps
LAC / Gaps in: Speaking, Listening,
Number, using and applying Maths and Shape, Space and Measure
EAL / Gap in Shape, Space and Measure
Gender / Girls are behind boys in:
Reading, Writing, Speaking
Number
Boys are behind girls in Shape, Space and Measure
Pupil Premium Action Plan 2014/5
Approach / Cost / Description of Support / Impact
Increasing access to literacy – additional library books and resources / 7k / Extension of library resource budget to update and upgrade resources to make sure they are current and appealing to our students to encourage engagement / 74% of students exceeded their English targets for reading
67% of students exceeded their English targets for writing
There are no gaps in these strands
Increasing access to literacy – librarian / 11k / Small group interventions using Librarianship training and accreditation
Developing independence skills in searching for engaging reading materials for individuals in the library / 74% of students exceeded their English targets for reading
67% of students exceeded their English targets for writing
There are no gaps in these strands
Increasing access to literacy – literacy support assistant / 6k / Supporting the development of independence skills in searching for engaging reading materials for individuals in the library
Supporting the development of librarianship skills and accreditation / 74% of students exceeded their English targets for reading
67% of students exceeded their English targets for writing
There are no gaps in these strands
Wider Opportunities and enrichment – Forest School / 34k / Teacher seconded to develop Forest School.
Social / communication skills, self esteem and independence skills developed through experiencing new and challenging opportunities / 61% of students exceeded their English targets for speaking
68% of students exceeded their English targets for listening
There are no gaps in these strands
Wider Opportunities and enrichment – Duke of Edinburgh / 8k / Social / communication skills, self esteem and independence skills developed through experiencing new and challenging opportunities / 61% of students exceeded their English targets for speaking
68% of students exceeded their English targets for listening
There are no gaps in these strands
Wider Opportunities and enrichment – Supported leisure / 13k / Social / communication skills, self esteem and independence skills developed through experiencing new and challenging opportunities or known and favoured activities / 61% of students exceeded their English targets for speaking
68% of students exceeded their English targets for listening
There are no gaps in these strands
Wider Opportunities and enrichment – After school clubs / 15k / Social / communication skills, self esteem and independence skills developed through experiencing new or favoured activities / 61% of students exceeded their English targets for speaking
68% of students exceeded their English targets for listening
There are no gaps in these strands
School Improvement Plan – Lorraine Slee – 2015/6