Scalby School Self Evaluation 2015-2016

Strategic Priorities
Key Focus: To raise overall attainment and narrow the achievement gap between disadvantaged students and the rest of the cohort.
  • Develop teaching and learning through external collaboration and effective appraisal of, and CPD for all staff.
  • Develop the curriculum to ensure a broad, balanced offer that meets changes to examination specifications and the national curriculum, as well as addressing individual needs.
  • Plan for the introduction of the new KS3 assessment system for 2016/2017.
  • Embed a coherent literacy policy across the school.
  • Continue to develop numeracy through collaborative work across subjects.
  • Ensure a consistent approach to homework across the school
  • Further improve students’ attendance and reduce the level of persistent absenteeism.
  • Further reduce fixed term exclusions through the introduction of a new behaviour policy.
  • Continue our partnership with primary schools in order to facilitate transition and develop teaching and learning

Key Issues in Previous Inspection / Strategies / Impact / Next Steps
Accelerate and consolidate students’ achievement by:
  • Creating opportunities in all lessons for students to develop as independent learners.
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  • Implement new marking scrutiny protocols with HODs and SLT from Sept 2015 to ensure students take more ownership over their next steps in learning.
  • Student survey to assess impact of marking on learning in Dec 2015
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  • In a survey in Dec 2015 65% of students responded they are given work that challenges them most or all of the time (72% for year 11). 61% of students responded that they are encouraged to be independent and take on responsibilities most or all of the time (44% for year 11).
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  • Involve student voice as peer educators and develop a system for students to evaluate their own provision and feed this back to the SLT
  • Further develop the peer reading strategy using peer educator tutor groups

  • Ensuring that the good and outstanding practice which exists in aligning learning activities closely to students’ individual needs and academic targets is spread across the school.
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  • CPD has been structured around departments working together for 70% of the time with 30% of the time dedicated to whole school training.
  • Sharing good practice to underpin CPD strategy with the T&L blog, lesson study, Teachmeet and department open days.
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  • In a survey of July 2015 89% of staff who responded (56 responses) agreed that lesson study is helping them develop their practice and 93% agreed that the CPD they had received over the year had given them new ideas to incorporate into their practice.
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  • 60% of staff agreed the school does enough to share good practice and this needs to improve.
  • Staff survey in Jan 2016.
This will be built on further with Department open days on the spring and summer term along with a Teachmeet 5th May and the Teaching and Learning Blog.
  • Further embedding systems to develop students’ literacy and numeracy skills across the curriculum.
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  • New Literacy policy passed by governors (Dec 2015)
  • 14 students identified for literacy and 19 students for numeracy supported by a bespoke programme. Regular tracking is on public drive and impact on website.
  • Literacy working group meeting each half term and David Didau whole school training used to spearhead literacy strategy.
  • ‘What I am reading’ on classrooms to highlight the importance of reading following on from 2 literacy assemblies in the autumn term.
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  • Reports from Catch up teachers for both English and maths show progress.
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  • Develop LRC to make it a more user friendly space for reading in Spring 2016.
  • Reading recovery programme to be introduced for yrs 8-10 beginning in January 2016.
  • Literacy follow up programme for staff in department training time.
  • Scarborough English Teachmeet to develop joint practice on literacy.

  • Reducing the number of fixed-term exclusions by developing a range of alternative strategies for dealing with the very small minority of students whose behaviour puts them at risk of exclusion
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  • Choices as a base for behaviour students with provision designed to meet the needs of learners
  • New behaviour management system embedded that employs consequences isolation, internal and external exclusion and more regular advice and support for students
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  • Exclusions are significantly reduced this academic year.
  • In ROL exclusions for 2014 were higher than the national average in terms of numbers of students excluded for 1 day and more than 1 day and permanent exclusions.
As of Week 15:
  • exclusions whole school = 2.9% (NA 3.7%; 2015 6.6%)
  • Disadvantaged exclusions whole school = 7% (NA 8.3%; 2015 16.6%)
  • SEND Exclusions whole school = 4.3% (NA 9.4%; 2015 15.9%)
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  • Organise an external review of the provision in ‘Choices’, the alternative learning base for behaviourally challenging students.

  • Improving further students’ attendance and reducing the level of persistent absenteeism.
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  • Increased staffing in the attendance team to meet the level of need.
  • Attendance intervention plansfor Disadvantaged students in all year groups.
  • Attendance to be a standing agenda item for weekly SLT meetings.
  • Attendance Cool Walls and attendance postcards and letters to any parents whose children fall below 96% attendance.
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  • This academic year shows an improving picture particularly for FSM and Disadvantaged students. Currently no groups are disadvantaged by low attendance.
  • ROL shows 5.9% absence and 7.4% PA in 2015. These are higher than the national average.
As of Week 15:
  • whole school cumulative attendance overall (at Week 15) = 96.1% (NA 94.8%). Disadvantaged = 93.7% (NA 92.5%) and girls = 95.8% (94.7%) overall and girls in year 11 = 94.9%. SEN support students 93.8% (92.6%)and SEN statement 94% (92.7%). All groups are above NA for 2015.
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  • Review the attendance strategy in terms of incentives in Spring 2016.

Key Strengths Currently / Strategies / Impact / Next Steps
  • The curriculum has been reformed to better deliver GCSE and EBACC outcomes for students. In 2013 39% of examination results were BTEC or equivalent and in 2015 it was 11%. EBACC results have increased from 25% in 2013 to 40% in 2015 with 2014 and 2015 being sig+ middle and high ability sig+ in 2015. VA and APS in Maths, Languages and humanities are all sig+ in 2015.
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  • Curriculum review completed
  • Thorough and timely options process to ensure students receive a broad, balanced curriculum.
  • CEIAG strategy guides students to make the right choices and Disadvantaged students receive extra guidance.
  • EBACC subjects have ongoing investment in recruiting and retaining staff.
  • Thorough induction process for all staff new to the school.
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  • 20 of 26 GCSE subjects examined in 2015 delivered above NA results.
  • EBACC = 40% is well above 2015 NA (24%).
  • In 2015 proportions of students making expected and better than expected progress in Maths is above NA and A*-C, APS and VA in Maths, Languages and humanities were all sig+ in RAISE. This trend is set to continue based on the latest data. Science is showing some improvement and English is also set to improve bringing progress into line with the 2015 NA.
  • NEET figures in line with the NA.
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  • Better address the needs of lower ability learners and disadvantaged learners with the introduction of ECDL and Ingot IT qualifications and disapply students depending on need to give them a more personalised curriculum experience.
  • Review the KS3 curriculum to ensure coherence with the changes at KS4 and to present an engaging offer for students.

  • The school is a safe, orderly environment for learning.
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  • Safeguarding meets statutory requirements.
  • Consequences system used consistently across the school.
  • Recent review by Andrew Jordan (Executive HT Dykehouse College, Hartlepool).
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  • Parent view (as of 28th Dec 2015 – 90 responses) shows 94% of responses agree that students are well behaved and 99% of responses agreed students felt safe at school.
  • Student survey of Dec 2015 recorded 71% of students saying they felt safe in school all or most of the time.
  • NYCC regional advisor rated behaviour in the school ‘at least good’.
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  • Log and continue to report C3 and all detentions to parents through SIMS.
  • Analyse trends figures to intervene effectively

  • Staff CPD, training and recruitment
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  • Lesson Study joint practice development for teachers.
  • 70% dept time on Wednesdays
  • Link with Outwood Grange Academy Trust and EBOR (Schoolsdirect) and ENGAGE re: training and recruitment.
  • CPD link with Eskdale school to develop leadership further.
  • Training another English teacher through SchoolsDirect.
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  • Fully staffed English and Maths departments despite significant difficulties in recruitment in the area.
  • LPs in English, Maths and Science.
  • Promotion of AHT following CPD work with Eskdale that developed his practice.
  • School improvement work acknowledged as having impact in two Ofsted reports of Eskdale and Graham Schools in Dec 2015.
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  • Involvement with the Scarborough Pledge and the Scarborough TSA to develop staff and recruit staff to Scarborough.

  • Outcomes for middle ability learnersas in 2014 ROL this group had below average VA overall (despite being NA for EBACC) and were sig- for VA in Science.
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  • Increase focus on middle ability students (in particular boys) with staffing to reflect this in key subject areas.
  • Intervention from lead practitioners in core subjects to improve outcomes for middle ability learners.
  • Intervention every Praising Stars from HOY.
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  • RAISE 2015 shows middle ability VA up from 994 in 2014 to 998 with middle ability VA sig+ in Maths, Science and Humanities. Middle ability are sig+ in terms of EBACC in 2015.
  • Middle ability VA overall based on current data for year 11 is 1022.
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  • Monitor through re-modelledPraising Stars data collection and HOY/HOD intervene as required.
  • Increased us of 4Matrix by middle leaders to analyse student performance and strengths and gaps.

  • Sound financial position that facilitates recruitment and thorough training of staff.
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  • Regular and detailed monitoring of
the budget by the Business Manager,HT and Governors. /
  • Budget surplus of 11% for 2015.
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  • Research new accounting software.

Areas for Improvement
Currently / Strategies / Impact / Next Steps
  • Students’ attendance (in particular girls and disadvantaged students)
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  • See above
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  • Whole school cumulative attendance overall (at Week 15) = 96.1% (NA 2015 94.8%)
  • Disadvantaged students’ Att = 93.7% (NA 92.5%)
  • Girls’ Att = 95.8% (94.7%) overall and girls in year 11 = 94.9%.
  • SEN support students’Att 93.8% (92.6%) and SEN statement 94% (92.7%).
  • All groups are above NA for 2015.
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  • See above and SDP.

  • Reducing exclusions further (in particular boys, disadvantaged students and SEND students).
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  • See above
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  • Exclusions whole school = 2.9% (NA 3.7%; Scalby 2015 6.6%)
  • Disadvantaged exclusions whole school = 7% (NA 8.3%; Scalby 2015 16.6%)
  • SEND Exclusions whole school = 4.3% (NA 9.4%; Scalby 2015 15.9%)
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  • See above and SDP.

  • Teaching and progress in English with a key focus on boys that are disadvantaged, lower and higher ability
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  • Ongoing recruitment and training of staff through schooldirect along with careful deployment of staff.
  • Change exam specification away from IGCSE.
  • External review of department by Outwood Institute of Education in October 2015.
  • CPD on examination marking and controlled assessment marking.
  • Lead practitioner working across three Scarborough school to promote joint practice development.
  • Sharpen marking and feedback to better inform students of next steps in learning.
/ Current Progress (Dec 2015):
  • Boys 3LOP = 66% (NA 64%; Scalby 2015 67%)
  • Overall 3LOP = 74% (NA 69%; Scalby 2015 67%)
  • Overall 4LOP = 34% (NA 30%; Scalby 2015 17%)
  • Low Ability 3LOP = 65% (NA 62%; Scalby 2015 46%)
  • High Ability 3LOP = 89% (NA 78%; Scalby 2015 77%)
  • Disadvantaged 3LOP = 61% (NA 57%; Scalby 2015 47%)
  • Disadvantaged Gap = -18% (NA -17%; Scalby 2015 -25%)
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  • Further refine 16 week quality first teaching programme in year 11
  • Further develop the role of English Specialist Lead Practitioner and integrate this with the Scarborough Pledge to raise achievement in English across Scarborough.

  • Teaching and progress in Maths with a key focus on disadvantaged
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  • Lead Practitioner in Maths leads intervention strategy in department time and leads the work with the Outwood Institute Education Maths Hub to develop new initiatives to close the gap.
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  • Overall 3LOP = 74% (NA 66%; 2015 73%) Overall 4LOP = 34% (NA 30%; 2015 47%)
  • Disadvantaged 3LOP = 61% (NA 49%; 2015 47%) Gap = -18% (NA -23%; 2015 -33%)
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  • Further develop work with the OIE Maths Hub and work with the new Scarborough Specialist Lead Practitioner for Maths once they are appointed
  • See detailed SDP.

  • Teaching and progress in Science with a key focus on disadvantaged and girls
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  • LP (appointed January 2015) leading marking and feedback and intervention strategies and support of staff training and CPD.
  • Development of Let’s Think Science course by new KS3 Co-ordinator.
  • New intervention plan for KS4 by new KS4 Co-ordinator.
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  • Biology A*/A = 55% (NA 41%; 2015 36%)
  • Chemistry A*/A = 58% (NA 42%; 2015 24%) Girls A*/A = 69% (NA 45%; 2015 21%)
  • Physics A*/A = 55% (NA 42%; 2015 31%) Girls A*/A = 46% (NA 42%; 2015 17%)
  • Core Science A*-C = 57% (NA 59%; 2015 50%) Girls A*-C = 70% (NA 62%; 2015 45%)
  • Core Science Disadvantaged A*-C = 55% (2015 24%)
  • Additional Science A*/A = 8% (NA 11%; 2015 1%)
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  • LP to share good practice across the team in terms of marking GCSE questions to aid understanding and promote progress.
  • Increased collaboration with local schools (George Pindar and Eskdale) including mentoring work with Specialist Lead Practitioner Science based at George Pindar School.

  • Teaching and progress of lower ability and SEND students without a statement across all subjects
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  • The creation of base for vulnerable students in G21 (from September 2015)
  • The creation of ‘Choices’ behaviour unit for Sept 2015.
  • The SENCO produced a detailed action plan to improve outcomes which refer to specific actions for individual students.
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  • Progress 8 Low ability = 0.33 (2015 = -0.79)
  • Progress 8 SEND without statement = -0.07 (2015 = -1.4)
  • VA Low ability = 1017.8 (2015 = 924.4)
  • VA SEND without statement = 983.6 (2015 = 898.3)
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  • See detailed SDP.

  • The curriculum offer in the ‘other elements’ to see if it meets the needs and interests of learners, in particular boys that are SEND, disadvantaged and/or lower ability.
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  • Curriculum review completed.
  • ECDL, Ingot courses and Further Maths GCSE introduced for some learners to improve outcomes and improve transition to post-16 education and training.
/ Current data Dec 2015:
  • Boys APS per entry = 40.5 (Scalby 2015 = 41.1)
  • Low ability APS per entry = 34.3 (Scalby 2015 = 28.1)
  • SEND without statement APS per entry = 34.5 (2015 = 30.9)
  • Disadvantaged APS per entry = 38.1 (2015 = 36)
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  • Personalised intervention programme for boys at risk of underachieving
  • Personalised curriculum for all including looking at alternative provision for students led by need.

  • To ensure that we have an assessment model at KS3 that promotes high levels of progress as an appropriate foundation for the more rigorous KS4 examinations being introduced.
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  • Review of assessment system with staff and students completed
  • Middle leaders briefed about the new system and expectations.
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  • Maths pilot of a mastery curriculum since January 2015.
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  • Introduce Assessment Mastery and Progress (AMAP) in September 2016.
  • Staff training in summer term 2016 to support AMAP delivery.