HarrowSchool Self Evaluation Framework

School Name / ShaftesburyHigh School
Date last updated / 25.10.2013

Section 1 - School Context

Section 2 - Achievement

Section 3 - Quality of Teaching

Section 4 - Behaviour and Safety

Section 5 - Leadership and Management

Section 6 - Summary of SMSC

Section 7 - Overall Effectiveness

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Section 1 - School Context
1. Vision, aims and aspirations of the school
We aim to maximise opportunities for all our students, both in their school lives and beyond, by
  • ensuringmeasurableprogressforeverystudent,bothintheNationalCurriculumandintheirlifeskills
  • offeringa "visual" annual review, toboost student input andensure collectivesupport fornextsteps
  • providingreview summary sheets to enhance family access, student input and shared awareness
  • workingcloselywithparent-carers and external agencies to facilitate successful student transitions;
  • these can include employment, training or on-goingeducation-locallyor inaresidential setting
  • beinga multi-faithandmulti-culturalcommunity- surveys show a consistent growth in the school’s wellbeing
  • ongoing and consistently identified strengths of the school are
excellent relationships between staff and students
expert staff knowledge of student needs and opportunities
collaborative work with other adults and strong behaviour management.
We are continuously expandingour provision and specialist knowledge, to meet pupil needs andaddress local shortfalls
● AnewextensiontosupportASDstudentswas launchedin September2008,part-fundedbyspecialiststatus.
A sensory theatre was added to this area in 2012, and received positive coverage from the Times Education Suppement.
● Y7groups joined ShaftesburyinSeptember2010,followingthe LAclosureofMiddleSchools. The curriculum was accordingly reviewed. A further creative curriculum review took place during 2012/13 to respond to DFE reforms.
● The school’s population has increased by 20% since 2010, due to new Y7 and an increasingly popular6thform.
‘Inspiteofthesechallengesandthegrowingcomplexityofstudent needs, improvement has continued.' (Ofsted 2010)
● Additional premises funding has been secured from central government, with new build in place by September 2015. Additional classrooms are planned over two storeys. This will allow for a potential 20% rise in the school population.
The new build area is likely to be self-contained, so as to avoid additional pressure on the current site
● Further government funding is available for a project with KingsleyHigh School and WestLondonCollege
● A new Shaftesbury brochurehas been produced for 2013/14, and the web-site is re-launching
2. Demographic profile of the school
Student need
Many of our students have multiple needs. For assessment purposes, we focus on their primary need – ASD, EBD or MLD.
Over the past 5 years, the mix has changed significantly. The ratio of ASD to EBD students has gone up from 2 to 3, while
the ratio of MLD to ASD students has fallen from 2.5 to 1.5. The EBD ratio has been constant, but may fall as 6th form expands.
2008 / 2010 / 2013 / 2014 estimate
ASD / 25% / 32% / 43% / 40%
EBD / 12% / 12% / 9% / 10%
MLD / 63% / 56% / 34% / 50%
Total on roll / 100 / 140 / 150 / See below
Socio-economic context
Shaftesbury is located between former council housing, a local row of shops, a light industrial area, a garden centre andfarmland. Older students can buy lunch off-site, with parent-carer permission. There are growing links with the garden centre and farm.
HatchEndHigh school is also a neighbour, and the two schools have a strong record of student integration and GTP support.
.
Progression Guidance summary, July 2013
.
The data below is based on15 students completing KS3 (Y9) and 19 students completing KS4 (Y11) in the 2012/13 school year
English KS3 / English KS4 / Maths KS3 / Maths KS4 / All
Lower Quartile / 20% / 16% / 11% / 52% / 28%
Median Quartile / 7% / 26% / 56% / 19% / 14%
Upper Quartile / 29% / 16% / 28% / 3% / 29%
Above Upper / 53% / 42% / 5% / 26% / 29%
The current percentage of students working at Upper Quartile progression and above is therefore:
82% in English KS3, 58% in English KS4, 33% in Maths KS3, 29% in Maths KS4, 58% overall.
3. School context
The data in this section is based on an October 2013 census, with 154 students on roll. 61% are male, 39% female.
34% of students are white, 46% Asian, 20% Black. The ethnic mix of the students is now well reflected by that of the staff.
63% of students are on school transport, 53% have English as an Additional Language, 29% are currently on Free School Meals.
On roll / FSM
(Free School Meals) / BME
(Black Minority Ethnic) / EAL
(English as an Additional Language) / SEN Statement
No. / % / No. / % / No. / % / No. / % / No. / %
154 / 100 / 45 / 29 / 103 / 66 / 82 / 53 / 154 / 100
Profile of groups across the school for each year group
The percentage scores in the grid below refer to year groups, not the school as a whole
Year group / Total pupils / Boys / Girls / FSM / BME / EAL
No. / % / No. / % / No / % / No. / % / No / %
Y7 / 25 / 15 / 60 / 10 / 40 / 8 / 32 / 20 / 80 / 15 / 60
Y8 / 24 / 17 / 71 / 7 / 29 / 8 / 33 / 17 / 71 / 15 / 63
Y9 / 25 / 14 / 56 / 11 / 44 / 5 / 20 / 17 / 68 / 15 / 60
Y10 / 17 / 12 / 71 / 5 / 29 / 7 / 41 / 8 / 47 / 6 / 35
Y11 / 30 / 18 / 60 / 12 / 40 / 14 / 46 / 17 / 57 / 13 / 43
Y12 / 20 / 13 / 65 / 7 / 35 / 2 / 10 / 15 / 75 / 12 / 60
Y13 / 13 / 5 / 39 / 8 / 61 / 1 / 8 / 9 / 69 / 7 / 54
All / 154 / 94 / 61 / 60 / 39 / 45 / 29 / 103 / 66 / 82 / 53
Y7, Y8 and Y11 have three tutor groups: Y7 due to size, Y8 and Y11 due to need.Girls are in the minority except in the 6th form. Y10 and Y11 have a higher proportion of FreeSchool meals and a lower proportion of BME and EAL.
Every year is different, but the number of BME and EAL students is likely to rise, given current Y7 and Y8 data
4. Distinctive features
The school has a tutor base for each group, and specialist rooms for subject teaching.There is specific ASD provision, including a sensory theatre, and two external buildings for the 6th form.Additional individual student support is provided by the PALs team, Pastoral Forum and therapists.Off-site opportunities are timetabled for Cedars Youth Centre, HarrowCollege and Harrow Skills Centre. Access to a new local Mencap centre in Pinner Green starts in November 2013.
Shaftesbury is a NationalSupportSchool, and part of two Teaching School Alliances. It has run a Professional Development Centre since 2000, chiefly offering City and Guilds courses for TAs. It has had specialiststatus for Behavioural and Emotional Support since 2007 and IiP status since 2001.
5. Staff and staffing profile including leadership structure
The school has five core senior staff – the head teacher, two deputies and two assistant heads.
The assistant head posts were created in May 2012 and 2013, to reflect the growing size and activities of the school.
Each week, the core senior staff meet with the Head of student care, Family liaison officer and co-ordinators for KS3, 4 and 5.
There is a monthly wider management meet, with input from HLTA, Mentoring, ASD and Arts co-ordinators
All staff attend a daily briefing before school:three as a whole staff, one in their key stage and one supporting tutor groups.
The staff also attend a range of weekly after-school meetings – pastoral, departmental and CPD.
There are additional weekly meetings for the core senior staff, the Pastoral Forum andthe PALS team.
All staff are attached to a tutor group, and all groups have at least one TA.Further staff roles include
  • The CALM team, who are trained in de-escalation and provide a rapid response service
  • Duty Leaders, who oversee staff duties at start and end of school, break and lunchtimes
  • Mentors, who offer induction and ongoing support for new colleagues
  • Performance Managers, who facilitate the school’s appraisal cycles

6. Structural changes and deployment of resources
The number of students on-roll has grown from 120 to almost 160since 2010. This has required an increase in staffing, classroom capacity and funding. These all continue to be carefully monitored at a time of financial constraint and ongoing reform.
7. School leadership role in school to school support
In April 2012, Shaftesbury became a NationalSupportSchool and the Head became a National Leader in Education. He had been a School Improvement Partner since 2009. A deputy head teacher is seconded one day a week to support Initial Teacher Training at the BridgeSchool, in our role as part of a Teaching School Alliance. The literacy co-ordinator is a visiting assessor for AQA, supporting SEN and mainstream centres. The ASD co-ordinator provides local outreach support. All staff meet regularly with 4 partner schools in neighbouring boroughs to share best practice.There is further joint planning with our feeder school, neighbouring PMLD school and college.
8. Key priorities for 2013/14
Achievement
  • Review the process of moderation and explore more work with other schools
  • Develop the role of subject leaders and homework policy
Curriculum
  • Create a directory and schedule of off-site opportunities for all students
  • Develop a life, social skills and vocational curriculum, integrated and standalone
Teaching and Learning
  • Ensure that all staff are aware of the new performance and appraisal procedures
  • Maintain standards so that at least 75% of observed lessons are outstanding
Behaviour and safety
  • Provide staff with up to date training in pupils with complex needs
  • Promote disability awareness for pupils, piloting in assemblies
Leadership and Management/capacity
  • Develop the school’s role as a NationalSupportSchool
  • Monitor, support and fully fund the use of ICT and shared data in the whole school community
SMSC
  • Achieve Rights Respecting Status
  • Engage in the E.U. Comensius Project
These priorities are continuously monitored by senior staff, shared with governors, and regularly reviewed by all staff.
Section 2 – Achievement
Overall judgement / 1 / 2 / 3 / 4
Ofsted 2010 said that 'all students make excellent progress in their learning.' Groups are consistently engagedacross the curriculum, because the staff encourage them to see that learning is progress and progress is learning. This is reinforced by
  • Proactive tracking. Data feeds into a continuous assessment cycle of short-, medium andlong-term monitoring.
Two data drop days have been introduced for all teachers toreview student progress against their planned targets.
Data, baseline scores and transition plans are linked to Annual reviews and student-friendly summary sheets.
Departments, feeder and partner schools meet regularly to moderate student work and ensure consistent levelling.
  • Recognising small steps. Attainment is measured by NC level, descriptors within the level and additional descriptors.
It is reviewed by cohort, gender, ethnicity, student need, EAL, FSM and LAC to enhance equal opportunities.
45% of students gain a NC level a year in both core and foundation subjects, the rest gain learning descriptors.
Charts are produced for each subject co-ordinator to analyse and act on. They are shared wherever developmental.
  • Progression and Guidance in the widest sense. Shaftesbury has a pastoral ‘whole child’ curriculum, and its ethos is increasingly aspirational andcollaborative. It is no co-incidence that progress and achievement are well up on 2010:
  • The proportion of students in the upper quartile for Progression Guidance has risen by 4% across all key stages
  • Boys and girls are making almost identical levels of progress in the National Curriculum (narrowing a gap of 1.5%)
  • Ethnic groups are making almost identical levels of progress in the National Curriculum (narrowing a gap of 3.5%)
  • LAC students continue to achieve above the school average, even though the average is rising
  • FSM students are now achieving close to the school average (they were 5% below it)
  • MLD students are now making at least as much measurable progress as their peers
  • Exam entries and passes are up 33%, and qualifications are now available over 5 years rather than 3
  • Attendance has risen by 1.25%, with particular success at post-16; exclusions have continued to shrink
  • PALS and PSP – i.e., Pupil Assisted Learning Support and Pupil Support Plans. Intervention is at three levels to ensure the correct level of support for learning and progress. Student profiles are developed and reviewed every 6 weeks with relevant parties, andshared with every colleague. Ambitious targets continue to be met and extended.
  • Sharing successes - through certificates, displays, head teacher's awards, home contact, newsletters, photos and the plasma screen in the foyer, and the school website. Collective and individual successes are equally valued. Recent examples include a student coming second in the annual national Jack Petchy awards, and a sixth form poster coming first in the Harrow environmental forum competition. Both were the focus of whole school assemblies.
  • Progress files. All students have a progress file to store evidence of achievements, and add to these each term.Many students and departments are also starting to build up electronic evidence through google and pen-drives. Thegrowing qualifications suite now includes AQA units, ASDAN, BTec, Entry Level, Functional Skills and GCSE.
  • SMT profile. Senior staff are accessible to parent-carers, staff and students. They are visible throughout the school, ‘on-call' and as duty leaders. They also contribute to national debatethrough NAHT, NUT, AQA andCity & Guilds. Both assistant heads had Ofsted training in 2012/13 to prepare for future inspections and cascade awareness.

Learning
  • 75% of lessons observed are good or outstanding. Learning focus and differentiation are particular strengths.
  • Further areas for development include lesson structure, individual progression and the use of social skills.
  • Learning at KS3 is enhanced by a project based curriculum, with full team planning to support each topic and theme
  • Learning at KS4 is enhanced by a personalised curriculum. More taster lessons have been introduced for Y9.
  • Learning in the 6th form is enhanced by a life skills and community curriculum, and a growing mentor programme
  • 38% of pupils attend lessons in other education establishments, and are well supported with catch-up lessons
  • In English, learning is rooted in oracy and key words. PALS,SALT and SEAL programmes support emotional literacy
  • In Maths there is a primary focus on Money and Time, supported by a wide range of practical, real-life opportunities
  • In Computing there is a new emphasis on codes and apps. ICT and on-line safety are now cross-curricular strands
  • Successful PALS interventions rose from an already strong 80%in 2011/12 to 94% in 2012/13. Liaison between the team is highly supportive and proactive, with management expanding to a deputy head and assistant head teacher.

Progress and Attainment
Please note that the subject data in this section is based on English AT1-3 in KS3, 4 and 6th form; and Maths AT1-4 inKS3/4.
It is included to give a fuller picture of the school, as we do not believe that Progression Guidance Units tell the whole story.
Data is in percentages / Gained 2 or more levels / Gained at least 1 level / Gained
3 or more
descriptors / Gained 1 or 2 descriptors / No change / Regressed
English / 19 / 55 / 19 / 4 / 2 / 1
Maths / 21 / 53 / 18 / 4 / 2 / 1
Both subjects / 7 / 64 / 18 / 4 / 2 / 1
Every student is different, and each cohort has very different individualneeds, but strong positive trends can still be identified:
  • 97% of students made measurable progress in both Maths and English last year. Only one student regressed
  • 64% gained at least a level in both Maths and English. Nearly 20% gained 2 levels in either Maths or English.
  • 80% of the 6th form are now able to move beyond the P levels while with us, compared to 66% in 2010
'Students' achievements are outstanding’ (Ofsted 2010). Theyoften begin a long way behind their mainstream peers, but by the time they leave manyhave closed the gap both academically and in terms of their wider life skills and progression paths.
Detailed departmental analysis is now helping the school to identify more ways to close other gaps. Examples include:
  • Ensuring extra flow across the 4 AT areas in Maths and the 3 in English, through more topic-based work
  • Extending visual cues to benefit ASD students in verbal tasks linked to Maths AT2 and English AT3
  • Identifying and building on the success of one group to benefit others, so that there is now ethnic parity in English – and FSM and LAC students are achieving at least as well as their peers in Maths
  • Making PALs referrals for those whose progress stalls between the two annual data drop days
  • Motivating boys to sustain their rate of progress in English beyond Y8, and not wait for Y11 to blossom in Maths
  • Motivating girls to maintain their otherwise steady progress in English and Maths during Y9.
  • Offering sixth form ‘catch-up’ AQA units in Maths AT4 and English AT3 for MLD students
  • Using the new creative curriculum to provide fresh assessment opportunities, particularly in Humanities and PSHE
Accreditation
  • Y11 are gaining more qualifications - the 2009 average was 1.5 ELCsfrom a possible 4, now it’s 3 from a possible 6
  • All 6th formers are now gaining both the Bronze and Silver ASDAN certificate, compared with 50% in 2009.
  • We are offering and accrediting more extra-curricular activities – registered AQA units are up 25% since 2010, and written in-house units have doubled.Students now gain an average of 3.9 units a year; the national average is 3.1

Targets
The school offers five types of target:
  • Annual Review targets. These are based on long-term statement objectives, and broken down into smaller steps.
75% of Annual review targets are met within a year, and there is good parity across the year groups.
  • Subject report targets. These are often specific to topics and link to ‘I can’ skills. They are set prior to annual reviews.
Subject targets are monitored by individual subject teachers, and increasingly drawn from a skills bank.
  • Personal Targets. These are cross-curricular, and set by students in consultation with their tutors. Target sheets are completed by staff in front of students. Reports go home termly. Many students carry their targets as a visual aid.
55% of targets were met within a term last year, 75% within two terms. There was very good gender parity.
Older students tended to meet their targets more quickly. Y9 met less targets and will be a focus for 2013/14
  • PALS Intervention Targets. These focus on pupils who staff feel are not able to access learning opportunities.
The intervention is on three levels 1-3, 3 being the most intensive. Each intervention is reviewed after six weeks.
All students on pupil premium received an intervention or equivalent. 83% of them went from level 3 to level 1.
There was further very successful support for Y11 coursework, ASD students and transition in all years
New initiatives included ‘meet and greet’ and ‘end and send,’ and vertical literacy and numeracy groups.
  • Teachers’ data predictions. Data drop days have been introduced in all subjects, for each December and June.
These allow staff to predict and review the progress of every student in terms of levels and learning descriptors.
They can now identify areas of concern more rapidly, and make more collectively focussed, proactive responses.