Spring Term Quality Assurance Visit 2011/12: Primary Schools

Autumn Term 2016 Quality Assurance Visit: Special Schools

This report should be read in conjunction with the previous term’s QA report

Please note: the final report should be returned to the relevant SSQA by 18thNovember 2016.Please make sure that the final report does not exceed 4 sides, has been proof read, agreed with the school and that ALL sections are complete, including the most up to date data.

School name
and contact number / North Ridge High School / DfE number / Manchester
132905
Head teacher / Bernice Kostick / Chair of Governors / Sue Samuel
QA professional / Maggie Parker / Date/length of meeting / Friday 14thOctober 2016
Meeting attendees and roles / SLT:HT and DHT
Key Stage leads with HT and DHT
Pupils voice x 8 (146 on roll)
Governing Body: Sue Samuel
(K. Cass – Head of Lancasterian observing)
Last Ofsted
grade and date / 29th April 2014 (1) / School’s current judgement of overall effectiveness / O / G / RI / I / % pupils eligible for FSM 2016/17 / 51% / Pupil premium allocation 2016/17 / £86,390
Number of children looked after 2016/17in which year groups / 13 LAC in school currently
Checked: Local Offers are in place.
Pupil progress data / Use of agreed progress terminology:
Encounter – experienced this level of learning but not necessarily showed understanding
Engagement - beginning to engage and show some understanding of concepts
Gaining skills – developing skills and knowledge but not yet confident or requires prompting by staff
Mastered – secure in a skill or shows good understanding and can applythe knowledge
NOTES:
Accurate assessments are directly linked to the progression guidance created by North Ridge High School. The personalisation of targets for individual pupils, and building on prior learning remains one of the many reasons this school remains an outstanding provision.
Pupils progress is tracked using B squared and updated termly.Since the new curriculum,leaders no longer use analysis against the achievements of other schools. Progress is now tracked and analysed in school using B Squared, target setting forms, Connecting Steps Analysis Module and progression guidance provided by CASPA.
Data is effectively shared, discussed and moderated.
All pupils were re-baselined 2015 following the change to National Curriculum and NC levels. Therefore there is only one year of data to measure progress at this time.
In order to address individual needs school makesuse of therapies such as language and communication and Lego therapy. Excellent external links with Heaton Park and Beefeater. Open futures enquiry based learning has led to whole school improvements in questioningthrough the use of ‘ask it’. This with ‘film it’ and ‘grow it’, providing amazing opportunities for pupils to develop life skills.
Key Stage 3 Report
Bridgeen Whittle Head of Key Stage 3
Context
63 pupils Classes Hillary, Flinders, Ross and MacArthur with some additional students from Scott, Henson, Baker and Fiennes.

Leaders’ observations show that teaching and learning is good or outstanding in this department, offering high levels of challenge.

Leaders have an excellent grasp of current student progress and further areas for development
Data predicts all students at Key Stage 3 will make at least expected or outstanding progress in core areas. (Graph for 2015/16 student progress in core subjects)
There is an emphasis on giving students meaningful opportunities that link to the world of work and the broad and balanced curriculum reflects this as a school priority.
All students have baseline tests on transition within 6 weeks of starting at North Ridge High School. They form the basis of all EHCPs, targets and interventions which are monitored and updated half termly.
Students are sometimes moved to different learning groups to ensure Individual targets are met.
The recent whole school introduction of ‘Ask It’ from Open Futures ensures students are encouraged to think through problems through improved questioning skills and their capacity to develop opinions. This is modelled effectively by TAs and Teachers across the school. This approach has been linked to P4C. (Learning walk)
Changes to the National Curriculum, have meant that previous assessment data could not be compared to 2015/16’s data, however, external and in-house moderation of data alongside, scrutiny of work and lesson observations have ensured that professional judgements are accurate.(Analysis of key stage progress 2015/16)
Pupil groups represent small numbers from 1 pupil (PMLD) to 7 (Lower SLD) pupils, therefore it is not always possible to measure the progress of one group as compared to another. However it is possible to compare the progress of CLA and Pupil premium pupils with pupils of similar ability and starting points.
It is school policy to seek opinions from pupils and parents on a regular basis. A summary of feedback for individual students is used to inform next steps (case study)
Transition remains a focus for staff and leaders in this Key Phase. They will continue to communicate with feeder schools to ensure they receive relevant paperwork in a timely manner.
A case study showed how effectively teachers and leaders work with pupils on entry into North Ridge High School. A pupil who had only been able to attend school part time, and only then with an over dependence on 1:1 support was helped to become an independent learner, and taught strategies to build positive relationships. As a result he made outstanding progress in his first year and is continuing to build on those skills.(case study)
Results of a questionnaire show that the large majority of parents felt the transition into Year 7 in 2015 was a very positive experience for pupils and their families. (parent questionnaire October 2015)

Key Stage 4 Report
Katie Roberts Head of Key Stage4
Context
40 pupils in KS4 (33 within independent learner/supported learner class groups. 21 year 10’s and 19 year 11’s. This is a changing cohort with increase numbers of SLD pupils. Accreditation matches individual needs.
3 x CLA pupils in this cohort.

Leaders are aspirational in their expectations of all groups of learners. Their vision for 2015/16 which remains a priority is ‘ for all learners to achieve their best.’
A solution focussed approach to learning ensures, staff leave no stone unturned to ensure pupils have the best mindset for learning (calm room)
There has been a change to a more vocational curriculum which is supporting all pupils to develop transferable life skills in preparation for KS5.
As in KS3, some of the groups of learners are very small, so comparison of group data must not be overemphasised.

Complex SLD (2 pupils) 100% progress in English, Maths and PSHE
6 pupils ASDAN Transition Challenge Clear criteria to measure successful outcomes (Key Stage 4 analysis)
Entry Level 1 7 pupils Maths :86% good /outstanding English: 71% good/outstanding ; PHSE 43% good /outstanding
EL2 2 pupils English: 100% outstanding Maths: 100% good/outstanding PHSE: 100% outstanding.

The exam options open to these pupils are varied according to individual need. They can do the Duke of Edinburgh Award; Arts Award; Asdan Award or ASDAN Transition Challenge. Every pupil has the chance of success.
Strong links within the community ensure that pupils have real life opportunities to experience a fully extended curriculum, whether serving and preparing food is in the school canteen or in the new bungalow provision.
Behaviour is improving year on year, as policy around this area is embedded and systems are delivered consistently throughout school.
(1 pupil’s behaviour log shows 28 behaviour incidents in 2014/15 5 in 2015/16.)
Case study for one MLD pupil shows an improved in attendance to 97.6% based on a wide variety of interventions to help improve his low self-esteem.

Some examples: Nurture group based on PREVENT; Support for homework; Regular contact with Lead Teacher and TA to reinforce positive behaviour; Clear achievable target that focus on behaviour. All these interventions have resulted in a successful final year, both academically and on his work placement at Sainsburys. (Case study)

Hopwood Hall College has a long standing relationship with North Ridge High, and accommodates the most able pupils.
Block placements are a thing of the past. Pupils split their week between placements and school activities which maximises individual progress and stability.

Key Stage 5
Elaine Redpath Head of KS5
Context
Students who attend North Ridge High School 6th form are mainly students with severe learning difficulties (SLD)
43 students currently in this cohort
The more able independent learners move to local colleges at the end of KS4.

Once again accreditations are selected to match the cognitive level of the students. ASDAN Units in Personal Progress (PP) at entry level 1. During the 3 years in 6th form the units are built up, and students are awarded a certificate, award or a diploma. (KS5End of Year Report 2015/16)
2015/16 2 students gained the diploma.
Students working on the experiential curriculum gained certificates.
Students work between Entry 1 – 3 and level 1 work on ASDAN Personal and social Development (DSP). Some students move from PP to PSD which is a reflection on their academic progress and future employability.
B squared is used to measure progress students make.
‘Cup and Cake’ is among the most innovative ways of offering a true working environment for these students. The development of the shop and café have had a significant impact on the opportunities available to 6th form students. They have learnt any number of practical skills which can be evidenced through the AQA award system, whilst they provide an invaluable service to the Abraham Moss Community. (SIP visit)
Many students work on functional skills within maths including managing time and money. The two retail outlets are invaluable in providing the appropriate environment to reinforce their learning.
97%-100% of learning is judged as at least good or outstanding.
Although targets are aspirational, the majority of students achieve the targets set.
PMLD cohort of 2 pupils 100% outstanding in English, Maths and PSHE
Lower SLD P6 –P8 2 pupils 50% achieved the standard in English and PSHE; 100% in Maths
Higher SLD 6 pupils 50% achieved progress in English; 83% good or better in Maths and PSHE
MLD 1 pupil 2B – 4A who made outstanding progress in all areas ASDAN PSD and ASDAN Employability entry level award.
External moderation is used to ensure the students’ work truly meet the expected standards.
As Ofsted recognised in 2014, ‘students make outstanding progress in becoming independent and in life skills in school and in the community. They are as well prepared as they can be for their future lives.’ (Ofsted Report 2014)

Attendance

2015
School target / School actual / National / National
% absence / 6% / 5.4% / 4% / 96.2%
PA complex health needs / n/a / n/a

A change in the LA policy on home to school transport, meant there are still some families who have to travel distances who have not paid the £300 per year contribution. This is impacting on attendance.

Attendance figures are improving. PA is lower than that of other Special Schools.

Leader for Attendance and Safeguarding monitors attendance monthly, termly and annually. She uses comparative data to inform her actions

Evaluation of North Ridge High School and supporting evidence
Context:
This is an outstanding school where leaders and staff show just what is possible to achieve with children whose starting points are sometimes extremely low. North Ridge High provides a safe nurturing environment in which children thrive. Effective sharing of information about pupils leads to good or outstanding progress for the large majority of children. Middle and senior leaders model high aspirations, and are innovative in their thinking to take the school to the next level. They provide learners with options for their futures, so they can hold their heads up high in the wider community; and so that they can have a purposeful role within the community, wherever possible.
Outcomes for pupils: Summary statement by QA professional – comment on the robustness of the school’s self evaluation processes and the range of evidence used by the school, to reach their SEF judgement
Leaders’ analysis of learning over time demonstrates that the pupils make at least good progress with the majority making outstanding progress. (May 2016 KS2 97% outstanding /21% Good) PP children actually did better than non PP in 2016 (see data) which demonstrates effective use and impact of PP spend. There is no significant difference in outcomes for other groups of pupils.
EHCPs form an integral part of individual pupil planning, with success criteria being drawn from these.
Fully implemented SEND reforms ensure that there is Early Help in place with a holisitic approach to each and every child, helping them to achieve the best possible outcomes.
Outcomes agreed at the annual EHCP reviews, Personalised Curriculum/MLTs ensures that learning over time for individual pupil priorities are embedded into every day practice.
School self evaluation judgement O / G / RI / I
QA professional(Based on the evidence seen are you able to confirm the schools judgement?) Yes / No

School Self Evaluation: September 2016

Effectiveness of leadership and management: evaluation and supporting evidence
Consider the extent to which leaders demonstrate an ambitious vision / have high expectations for what all children and learners can achieve / improve staff practice and teaching, learning and assessment / evaluate the quality of the provision and outcomes through robust self-assessment / actively promote British values / promote pupils’ welfare and prevent radicalisation and extremism.

There is very strong leadership in this school.Without exception, they havehigh expectations and aspirations and a profound and well-justified belief that every child and young person can learn and achieve
Leaders are unremittingly committed, inspirational and forward-looking leadership which believes that every professional challenge has a solution. (Café in school and in the unit/ clothes shop)
The overarching ethos of the school is to show respect for individual children, young people and their parents, with the power to bring cheer and self-belief to children, and relief, optimism and support to parents
There are strong partnerships with other professionals and providers, not least in reintegration and transition
There is highly effective devolvedleadership and indispensable teamwork across the school workforce in which varied skills combine and best practice is readily shared (Top Tips for Teachers and TAs and shared PPA time)
IEPs are handed in by Autumn half term to ensure individual pupil needs are being met. Information is effectively transferred from EHCPs to ensure all pupil needs are being addressed.
Wherever possible leaders listen to pupil voice. Leaders present the school development plans in a way that is understandable and their slides such as What Makes North Ridge a Happy School show that 75/78 pupils feel that pupils behave well in school whilst 101/103 pupils say they fee safe in school. They lay out the school points for development very clearly so they are accessible to pupils:

Read Manchester 2016
Improving teaching and learning even more and developing assessment information on pupils’ progress
North Ridge staff working more with other schools – sharing ideas and helping
Pupils learning safely at home using the school VLE and internet.
Open Futures ‘film it’ and ‘cook it’ alongside ‘grow it’ and ‘ask it’

Governance:

Governors are very much aware of day to day school life and are passionate about their roles in sustaining and further improving the outstanding standards of leadership.

Governors have worked with leaders to exemplify the leadership standards, identifying the qualities of an accomplished leader and expert leader. These have been used in LMT appraisals.
Governors ensure they provide challenge and support to the school however this is still a work in progress and a L and M target for the school, in the light of new assessment processes
They are actively involved in the visioning process and policy making and carry out learning walks to see policy in practice.
Governors carry out regular audits of their skills and responsibilities to ensure their judgements are consistent and valid.
Heads of department report regularly to Governors all of whom have a link with different key stages

Effectiveness of leadership and management: Summary statement by QA professional – comment on the robustness of the school’s self evaluation processes and the range of evidence used by the school, to reach their SEF judgement
The leader’s self-evaluation of Leadership and Management is accurate.
Leaders at North Ridge High School have rigorous monitoring and evaluation of systems and procedures in place. They work tirelessly to improve their offer to children with complex needs. They are outward facing in a constant drive to improve their moderation practices, which are currently being refined, particularly in terms of assessment.