SEF 2014-2015
St.George’s Academy: SEF Autumn 2014 St. George’s Academy is an alternative provision free school which opened on September 1st 2013 for Year 9 to Year 11 students. The Academy aims to reengage students back into positive learning for life, who have become disaffected from education for a variety of reasons. St.George’s has referrals from all over the Birmingham area through the sharing panel and parents/carers can also apply directly for places. St George’s cohort exhibit high levels of complex needs and vulnerability. On entry most students are disaffected and disengaged from the learning process and assessments. SGA students are from all over the city and the school itself is based right in the heart of the city centre. Students are referred to us from 12 partnership schools. These are for challenging behaviours, with the majority of students being referred to SGA as they are at risk of permanent exclusions. All students have an ILP (Independent Learning Plan). The students average prior attendance = 73.3% with the average prior attainment being equal to 3b. The average reading age is 9.77 years on entry to SGA. Year 11’s average reading age is 10.98 years. We have targeted a cohort of Year 11’s and implemented the Accelerated Reading Programme and additional maths studies. The programme will now be rolled out across the Academy. SGA is triple the size of normal AP’s, where by other AP’s in our area have a cohort of up to 60 maximum and the timetable is arranged so that half the students are on site at any one time, we have a cohort of up to 110. All our students are educated on site, at the same time, from 9.00am 3.00pm, with the exception of Wednesday when the Academy closes for students at 2pm. From 2pm3pm Team Up (a government funded study support programme) are on site to give support and extra tuition to Year 11’s.Staff CPD is also run at this time alongside HWGS, an outstanding school, where staff have the opportunity to undergo Leadership training, share good practice and any related training deemed appropriate or necessary. All students are studying up to 6 GCSE’s, BTEC sport and Employability. Students also have opportunity to study vocational studies in Construction, Jamie Oliver Catering, Sports Leaders and Music. Recreational subjects are offered
including bowling, pool, table tennis and boxercise. In addition all students receive careers advice from both internal and external agencies. A work experience programme is offered to all pupils at some point during their time at SGA. Personal Social Development is delivered to all students at SGA, with a strong committed, highly experienced pastoral team, which includes added support from a mentoring team. Collectively these teams support the drive to improve SMSC across the school. As we are along one corridor changeover of lessons can be noisy. Lunchtime activities are also being offered to entice the students to return from lunch earlier and remain committed to SGA. This impacted on SGA lates by reducing the number of lates per week April July 20132014 Total lates = 201 per week (Introduce payback and took lunch off of students who were late) Sept Oct 20142015 Total lates = 150 per week ( Change the timing of school day, responded to student voice and extended the lunchtime from 30mins to 45 mins, in addition offered lunchtime activities) Nov Dec 20142015 Total lates = 26 per week Lunchtime activities which are offered to students are scrabble, chess, pool, table tennis, reading, football and additional Art catch up sessions. SGA is currently in the process of revising the Year 11 timetable to incorporate extra and specific revision/catch up sessions to support all Year 11 students in their upcoming GCSE examinations.
Although St.George’s is an alternative provision school, it has high expectations from all its students, staff and visitors. Students’ learning is at the forefront of everything we do at the academy. All students are given support and guidance, which allows them to follow their curriculum pathway and achieve to the best of their potential abilities. Issues that may have had an impact on learning at home schools are addressed in a variety of ways. St. George’s Academy is regularly visited by businesses, local community and a wealth of professionals, who have all commented on the warm welcome St. George’s Academy gives. E: Evidence and where it can be viewed.
CONTEXT OF SGA
DATE: September 2014
AUTHOR: N.Hutchison
STUDENTS
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Age range of students is 1316 years 42 Year 11, 44 Year 10 and 11 Year 9 80.4% Boys 19.6% Girls 100% students have SEN needs 3 children have a statement / EHC 5 students involved in crime prevention/YOT with Referral Orders, with 82% known to police 10% Pupil premium students, however when dual registrar Pupil Premium goes to home school 6 students currently on a CAF of which 2 are SEN students with a further 2 CAF pending of which 1 is a further SEN student E Within Folder 9% White British; 22% Black Caribbean; 6% Black African; 9 % Bangladeshi; 8% Indian; 27% Pakistani; 7% White & Black Caribbean; 3% White European; 9% Other 97 students currently on roll 29% students on roll; 71% students dual role E Within Folder Prior average attendance = 73.23% SGA have on average raised this to 85% 11.1% prior attainment = 0% to which SGA raised on average to 76.1% with a further 23.6% of SGA students are on or above expected National Attendance target of 95% E Within Folder Majority of students are below national academic average on entry Year 11 2014 APS average = 78 with 2015 APS expected to be 110. Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA 84% . Please see charts in evident folder . 73% Students below reading age; 95% Students below numeracy age. 100% of SGA students during academic year 20132014 entered into either further education, employment and or training. We are currently on track to continue this trend.
STAFFING
● Staff: 1 SENCO; 9 F/T Teachers of which 3 are NQT; 1 P/T Teacher; 1 temp long term supply staff due to staff illness; 6 Teaching Assistants; 3 Administration staff; 1 Site staff supporting behaviour; 1 business manager
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All teaching staff have QTS. 2 staff completed Assessment Only teaching pathway in Summer 2014 SLT= Principal; Vice Principal; Business Manager Extended SLT = Person ICT Leader across the academy Middle Leadership Tier now in place; Head of Core, Head of Noncore, Senco, Lead SMSC, CEIAG All staff are trained and annually updated in Child Protection Level 1 with 2 Designated teachers holding Advanced Safeguarding Certificate and a further SLT member due to take her Level 2 CP training within the next 6 months. ● All required staff have completed Food Hygiene Certificate Level 2 ● All staff are trained in restraint and conflict resolution Team Teach. CURRICULUM AND TIMETABLE
● SGA accommodates all students with consistent and clear expectations in classrooms and the wider Academy area ● Core curriculum Maths/ English/Science/ICT/RE/Art/PE/History/Employability/PSHE ● The timetable has been adapted to meet the needs of the students. From September 2014 a range of vocational avenues have been available to students including Catering (Jamie Oliver Award); Health and Social Care (Edexcel); Construction (Pathways); Music. Boxercise and Bowling have been included in the curriculum to further enhance the students SMSC. ● In addition to vocational SGA offered to a selection of students addition Spanish lessons are being timetabled with the aim of developing into an appropriate qualification in the 2016 examination series, however as reading ages were below and most students are unable at present to access the GCSE papers SGA has turned the timetabled Spanish lessons into accelerated reading sessions. ● Day 9.00am to 3.00pm which consists of 5 x 50 minute lessons, 30 minute form time and 45 minute lunch break ● Year 11 assembly Monday PM and Years 9 and 10 Friday PM Year 11 assembly in spring term is now Team up sessions to help improve their english and maths. ● All students have a dedicated PSD session to support SMSC; Citizenship; antiradicalism and British Values
OTHER FEATURES
● SGA is part of the Titan Partnership ● SGA meets once a month with the North West Sharing Panel in order to place students back into mainstream school setting or offer places to students with appropriate needs ● On initial opening in September 2013 SGA had 43 students on role which rapidly rose to 135 by January 2014. SGA reached full capacity well ahead of the predicted date of September 2017 ● 97 Students currently on role However SGA take referrals throughout the year
ACHIEVEMENT
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
All students are baseline assessed upon entrance to the academy by a national standardised test for English, Maths and Science. Levels of the students are extremely low and below their predicted FFT levels. This is due to poor attendance at their home school and/or extreme behaviours which resulted in fixed term exclusions.The majority of students arrive at SGA with low levels of confidence and expectation in their learning ability and future outcomes. Many students have become disengaged with education and due to behaviour attendance levels have been low. SGA values are embedded in consistent positive behaviour management systems and whole school staff’s high expectations of progress and attainment for all supports students to overcome these negative barriers, develop positive attitudes to their learning and thus increases their levels of attainment to begin to close the gap between their incoming levels and target levels. Generally, overall students’ attainment on entry is well below national expectations; however taking their baseline assessment as the starting point, good progress is made at SGA for mostly all students for attainment, although attainment still remains lower if compared to national mainstream figures. The Year 11 cohort for 201314 achievement was in line with expectations and although the levels achieved within the June 2014 examination series were low in comparative to national expectations, the majority of students made Good progress from their starting point and achieved at least one GCSE qualification. ● Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA 84% . Please see charts in evident folder . Currently 100% of the 201314 Year 11 cohort have a place in further education or training and SGA is proud that the figure of NEETs stands at 0%. 20142015 leavers = 3 possible NEETs but outside agencies are already working with them to engage before they leave SGA.
Students make good social progress within SGA and some have been able to transfer back into mainstream education and are doing extremely well.Currently we have had over the past 2 terms 5.5% students returning to mainstream education.
Subcriterion
1. Key phrases from the 12 criteria 34
Pupils’ progress
Progress is adequate. A proportion of pupils make and exceed expected progress (but remain lower than expected national figures) Progress in a wide range of subjects is consistently strong and evidence in pupil’s work indicates that they achieve well from their lower starting points
2
2.
Main strengths and weaknesses ● S: Over time students make good social and academic progress. Of the 2013/14 cohort, given their starting points and the students starting dates with us, (most only having 2 terms with us ), were really low, 28% of students still performed on par with like for like provisions and were at least 20 points above the National Average points score of 90 for Alternative Provision education providers.One student made rapid progress and achieved 9 A* C including English and Maths, and now is studying 3 A levels at a mainstream sixth form school. 82% of students achieved an English GCSE and 36% of students achieved a Maths GCSE of which 32% achieved both English and Maths. (E: GCSE Results, report and analysis) 6 students who made no progress with SGA, however they were only placed with us 6 weeks before the exam period started but we still managed to progress them so all these students are now in further education, college course or employment. ● S: Pupil confidence in own abilities has improved and this is having a positive impact on work and motivation to do well in the GCSE examination series June 2015. (E: Data tracking and pupil reports) ● S: Termly reviews with pupil, parent/carer to discuss progress and any issues. Reports given which clearly show attainment and progress so far in the academic year and
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Pupils’ Learning
Pupils are prepared for the 2 next stage of their education (transition back to their home school, other mainstream school, post 16 education or training)
show expected end of year and key stage targets. (E: Pupil reports, calendar Pupil/Parent Review day 3 x per year) S: Targets are achievable and realistic. (E: Reports/data tracking sheet) S: Marking policies are consistent across SGA with clear targets and aims. (E: Book trawls) S: All students are baseline assessed on entry to enable progress tracking whilst at St. George’s. (E: Baseline test results, data tracking sheet) S: Pupils are being encouraged to take ownership of their work and progression with the “Purple Pen” policy; this policy is being rolled out in the Autumn term 2014.All staff follow the purple pen policy (E: Pupil books, book trawls) W: Purple pen policy needs to be consistently applied. Outstanding practice within Maths and English, aim in Summer term for ML to run CPD on the use of purple pen marking to whole school to consistently embed it across the school.. S: Core subjects assess students half termly to gauge subject progression and areas that need development. (E: Subject leaders, data tracking sheet) W: A few hard to reach students remain hard to reach and less than expected progress is made but not through a lack of trying from SGA staff even though other education providers and agencies have ‘given up’.
● S: Employability lessons prepare learners for post 16 education/employment. ● S: Mentoring programme develops pupil strategies in dealing with behaviour difficulties such as anger management. ● S: 0% NEETS after first year. ● S: One to one learning with students that have made limited progress. ● S: Student learning is supported with increasing use of the VLE, giving students access to curriculum materials outside of lessons .
● S: Students have experienced an enrichment week which facilitated a wide variety of learning experiences around the theme of the world cup (team games/cooking up a world cup feast/the world cup in numbers, the science of the football). ● S: Vocational options and personalised learning support students to rediscover learning and rebuild their relationship with education . ● W: the learning of a small minority of students is ‘on their terms/when they are ready to learn’ due to their social/emotional/behavioural difficulties. Skills RWCM across the curriculum
Attainment and closing the gaps
Pupils develop a wide range 2 of skills in reading, writing, communication and mathematics; (drawing and movement; problem solving, teamwork, business enterprise) Pupils are encouraged to read widely across all subjects
● The learning and progress of pupils is improving due to support strategies
2
● S: Baseline testing for English and Mathematics on entry in order for staff to plan appropriately and set realistic targets, and allows SEN department to pick up any concerns ● S: Use of First News in English classes ● S: Business Enterprise initially involved teamwork and teambuilding activities ● S: Project week linked to the World Cup developed communication skills by using a range of activities ● S:The Humanities department offer a short course in both RE and History, to enable a variety of learning experience, extend breadth of knowledge and keep students engaged in the learning journey. ● S:There is a focus on developing the ability to write structured paragraphs differentiated with writing frame strategies. ● S:There is a focus in History to try and develop thinking skills; using visual evidence for instance to make inferences about the past. ● W: Numeracy and Literacy policies needs to be embedded fully across the whole school with all staff developing skills. Staff inset Autumn term 2014 ● S: Over time the majority of students make both academic and social progress; enabling them to move on with their education ● S: Team Up support for pupils to begin in November 2014
which are being put in place. Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA
● S: Targeted group of Year 11 students have had input from PETXi for English;Maths and revision study techniques. ● S: Pupil target groups identified ● S: Achievement is good because from our starting point against other AP providers we are making good progress acutely aware that benchmarked against national standards needs improving. ● W: One to one student support needs development
84% . Please see charts in evident folder . To reach the next grade/to be outstanding we need to:
● Continue to close the attainment gap and meet national expectations for all students ● Further develop a reading, writing and mathematical programme that enables all students to rapid sustained progress across all subjects ● Need to further develop a policy of practice of RWCM ● Review pupil data and target accordingly ● Develop focussed interventions by using data and develop strategies to best meet individual student needs ● Further develop independent learning and group learning opportunities
QUALITY OF TEACHING
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
The vast majority of our learners become reengaged with learning due to the quality of staffing across the Academy. There is an excellent approach to learning by a unified approach from teachers and TA’s. Most students and groups of students make good progress over time; although most are referred with below average expectations/standards but they do make good progress although at times it can be limited due to huge social and behavioural barriers. In order to address these barriers to learning we have dedicated and well trained mentors who meet with students weekly in order to develop social skills and instill confidence and self worth so that students feel that they can achieve.
Subcriterion Teaching overall
1.
Key phrases from 1234 the Criteria
2.
Teaching in most subjects is 2 typically good with some outstanding teaching which results in most students making good progress from their baseline on referral.
Main strengths and weaknesses ● S: Teaching is overall good with staff having the capacity to all be outstanding SGA teachers observations are 86% Good to Outstanding ● S: Support for teaching staff from outstanding school to address issues such as pace and challenge. ● W: Unqualified teachers need further CPD to address pace and challenge (Spanish and Employability Teachers). ●
Pupils’ progress and learning
Teachers assess student’s learning and progress regularly and accurately
2
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S: baseline testing for all new students S: regular assessments reviews 6 weekly S: Parent pupil review days every 6 weeks S: Individualised timetables to enable students to focus on their strengths
● S: Teachers setting targets in number form as well as grades to encourage students that achievement is possible ● S: Staff following Purple pen marking and some are acting on student responses ● W: Purple pen marking needs to be consistently applied so that all staff are challenging students in their marking and ensuring students have time to respond ● S: Personalised learning with regular triangulated feedback between student, teacher and pastoral / home ● W: All staff need CPD with outstanding school on internal assessments Pupils’ attitudes to Staff create a positive learning environment for learning, generating good levels of engagement and commitment to learning across the school.
2
● S: Consistent expectations ● S: Over time student attitudes to learning have improved ● S: 201415 Year 11 cohort have all increased expectations of own abilities on returning to SGA in September 2014. Majority want ‘C’ grade or above GCSE’s and have been very vocal in this. ● W: A very small group of students still have a negative attitude to learning which remains a challenge to change. ● W: Changeover of lessons need tighter control to ensure a smooth transition to next classroom. ● W: Latest to lessons still a priority for the Academy
Teachers’ planning and expertise
2
● S: Lead teacher’s expertise is good and engaging; demonstrating planning which takes into account the various needs of students in order to keep them engaged and on task. ● S: SOW for the first half term are shared on the teacher resources area of the school electronic area ● S: PPTs of lessons are shared on the VLE in order for students who may have been absent for any reason to view and follow to ensure that they do not fall behind in their learning.
Teachers plan and teach lessons generating high levels of engagement and commitment to learning across the school
● S: Staff share planning for project based learning and all take responsibility for their own specific areas ● W: SOW need to be completed for the whole year Teachers’ expectations
Teachers have and set high 2 expectations.
● S: All staff lead by example and model high expectations of behaviour. ● S: Teachers set high expectations academically for all students. The current Year 11 cohort are positive in their own personal targets and most are aiming to gain a minimum of 5 GCSE’s at ‘C’ grade or above. ● S: TA’s support the high expectations by motivating and encouraging students to be active not passive learners. ● S: Verbal and written praise, reward and support are effectively given to students both in and out of lessons. ● W: Many of the students arrived at SGA with extremely low self esteem and expectations of themselves. Although we have made good progress with most learners, there are still a small minority who need extra support as overcoming their issues is a long process. ● W: Many students afraid of failure so resort to poor behaviour.
Interventions and support
Planned learning and behaviour interventions are sharply focused and timely support and interventions are implemented effectively matching the individual learning needs.
● S: learning and behaviour interventions are implemented very readily to enable students to make good progress and amend their approaches towards positive behaviour and socialising; and make their attitudes to learning more positive and productive. ● S: Rewards system fully embedded across the academy ● S: Strong mentoring program which measures positive impact on students ● 11 study groups to assist students who feel overwhelmed in the classroom ● S: Working together with outside agencies to support our vulnerable students when issues may arise from poor attendance and or need may arise for personalised timetables.
2
● S: Dedicated team of pastoral experienced staff who work closely with the young students and families includes House leaders; SENCO;Mentoring Leader and attendance officer. ● S: Most classes now have 2 teachers within the class to help that students to achieve ● W: External influence that is negative is at times too highly influential and despite intense work and a range of strategies a positive change for a few students is limited. Teaching of RWCM
Reading, writing, 2 communication and mathematics are taught effectively, especially on 1:1 programmes
● S: students verbal communication is more fluent than written communication ● S: mentoring and good relationships between staff and students in helping to develop pupil confidence and so is supporting development of verbal skills. ● S: Progress is being made in written work due to splitting of English lessons to enable one teacher to focus on basic skills and revision of writers techniques, leaving the other English teacher to focus on coursework and examination strategies. ● S: Strategy has been put in place to improve Reading ages throughout the school as well as individual programs for our EAL students bought into accelerated reading scheme ● S: Literacy coordinator has been put in place to enable Literacy across the curriculum implemented ● W: student verbal communication is highly influenced by local dialect and ‘street talk’. ● W: student self esteem is low and impacts on reading aloud and in sharing ideas in lessons
Assessment
Teachers assess students’ 2 learning and progress regularly and accurately. They ensure that students know what they have done and what they need to do to improve.
● S: Staff assess students’ work on a regular basis by purple pen and more formal assessments at least half termly.The majority of student assessment tasks are relevant. ● S: Termly written reports are discussed with parents/carers and the student: these include previous evaluation of targets: progress and achievements over the term and end of year and Key Stage targets.
The majority of teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they need to intervene and doing so with notable impact on the quality of teaching and learning.
Marking, feedback Homework has begun to be and homework set as a termly project
● S: Students’ work is marked well with clear indications of how to then improve; a new whole school marking policy ( Purple Pen) has been implemented ● S: Staff support in lessons is utilised well to ensure those student are supported when needed ● S: Independent learning within the classrooms is strongly encouraged to enable students to work at their own pace. ● S: For some student’s independent learning is working very well. ● W: For some student’s independent learning still inconsistent and needs further development. 3
● S: Homework is being introduced as a rolling programme, initially as a termly project and then will be developed to be more specific. ● S: Verbal feedback by all staff is supportive, motivational and purposeful. ● S: Full written reports to parents/carers are discussed with them at termly pupil review days, reports include current grades, end of year and key stage targets.
Ensure consistently high quality marking, constructive teacher feedback with students To reach the next grade/to become outstanding we need responses to ensure all students are making at least good progress. Continue to further develop teachers knowledge, understanding and skills in teaching and to: learning.
BEHAVIOUR AND SAFETY
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
The vast majority of students respond to the positive behaviour management systems and values embedded in the Academy. Students develop a high level of trust in their relationships with staff, enabling them to feel safe and able to learn within the Academy’s supportive atmosphere, while developing the ability to selfreflect and make improved behaviour choices.
Subcriterion
2.
Key phrases from the 1234 Criteria
3.
Main strengths and weaknesses
Parents’, staff and pupils’ views on behaviour and safety
Parents and students are 2 positive about the behaviour and safety at SGA. Students feel safe within the Academy and at WEX placements.
● S: Majority of students feel safe at school. ● S: Majority of parents feel that their child is well looked after at SGA. ● Staff feel safe even in difficult circumstances as we all know that we work together and will help each other in times of difficulty. ● W: At times it is difficult to contact parents/carers with regards to informing them about the behaviour and safety of their child.
Pupils’ behaviour
The majority of students 2 behave in and out of lessons with increased respect and pride in SGA. Behaviour is managed consistently well. There have been marked improvements in behaviour since the opening of the Academy. Skilled and highly consistent behaviour management by all staff make strong contribution to the positive climate for learning.
● S: Most students follow behaviour expectations ● S: All lessons have a positive learning atmosphere of respect ● S: Consistent behaviour expectations and consequence charts followed by all staff ● S: Hotspotting method dealing with any classroom disruptions that need ‘time out’ in order to facilitate learning ● S: PALS House Leaders have built excellent relationships with pupils and parents/carers which in turn has supported improvements in behaviour and good links with home ● S: Mentoring programme has supported students with issues such as anger management and helped them with strategies in order to deal with their emotions and feelings thus enabling them to better access lessons and learning ● S: Effective management of disruptions as and when they occur.
● SGA is striving for zero exclusions but given the variety of students and volatile nature of some this might not be attainable. ● W: There is a need for stricter control at the end of their social time (lunchtime) as students still arriving in a noisy manner, and the same few are consistently late Pupils’ attitudes
There is a positive ethos in 2 SGA, students on the whole behave well and good manners are developing across the Academy, a marked improvement within the past year.
Safety and mutual Students feel safe around support the Academy. They will support the learning and safety of others including staff.
2
● S: Over time the majority of students improve their behaviour and become more calm and considerate around the school and off site; on trips/vocational workshops/other schools etc. ● W: At times students’ high emotional anxieties and issues prevent a mutual respect and courteous approach to others.
● S: There are high levels of mutual respect between students and staff and students ● S: Fostering a culture of respect is taken very seriously by all staff, and where pupils struggle to maintain respect, intervention is swift and consistent.
School systems
SGA’s strategies are 2 applied consistently and incidents are swiftly addressed. Skilled and highly consistent behaviour management by all staff makes a strong contribution to a positive climate for learning.
● S: Consistent behaviour policy ● S: Hot spotting system to address any students out of classrooms/needing ‘time out’ ● S: ‘Payback’ system for lateness ● W: Bromcom system in place for recording of behaviour incidences, issues with technology have made it difficult for logging of issues looking to get out of contract and convert to SIMs
Bullying
Incidents are rare. Students 2 generally are fully aware of the different types of
● S: Incidences of bullying are rare. ● S: The mentoring programme, PALS and staff have built good relationships with all students enabling them to have an
bullying and how to prevent them.
Attendance and Punctuality
adult that they can report any issues or concerns to if needed. ● S: When bullying does occur it is dealt with effectively by staff and students at the time it occurs. Parents/carers are informed and involved if needed to resolve any issue. ● S: When potential bullying issues arise staff work with students to resolve any issues and model how to correctly deal with issues and the positive thought process needed to become a positive person. ● W: Social networking outside SGA can cause issues between students and then unresolved issues come into school for staff to aid resolution with the affected parties. 2
● S: Some students prior to arrival at SGA were of extremely low attendance yet are now 95%. (E: Bromcom, Attendance Officer) ● S: Overall attendance within SGA is 81%. (E: Bromcom, Attendance Officer) ● The “Spotlight on Attendance” Action Group has been set up with House Leaders, including regular Attendance Clinic’s and Home Visits, to work with parents and carers to encourage students to improve both punctuality and attendance. (E: Attendance Officer, House Leaders, Pupil files) ● W: Punctuality at the beginning of am and pm sessions can be an issue. This is being addressed by staff rota to include key staff out in local area at these times to encourage good time keeping.
To reach the next grade/to become outstanding we need to:
Empower all students to have exemplary attitudes to learning and improve attendance.
LEADERSHIP
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
SGA has a clear vision of areas of future development which is reflected in the SIP. Leadership has sustained capacity to continue to improve to become outstanding across the school at all levels as there are strong levels of empowerment from the Principal, SLT and Middle Leaders to take a full and active part in developing the school to maintain the drive and ambition for students and staff alike.The Governing body gives guidance and challenges the Academy in order for it to become an outstanding provision. Rapid progress has been made across the school in all aspects of strategically and operationally running a successful alternative provision since its opening in September 2013. The original SLT members have changed as the appointed Vice Principal handed in his notice within two weeks of opening, his successor who took up his post in January 2014 had personal issues and so was unfit for purpose and resigned after four months. This led to the Principal and Assistant Principal effectively running SGA and completing all SLT duties between them for the first year. The Assistant Principal was promoted to Vice Principal and an extended SLT member appointed. A middle leadership band has been implemented with a strong middle leadership now supporting SLT.
Subcriterion Impact on outcomes; improvement
3.
Key phrases from 1234 the Criteria
The pursuit of excellence in all of SGA activities is demonstrated by an uncompromising and highly successful drive to strongly improve, or maintain the highest levels of achievement and personal
2
4.
Main strengths and weaknesses ● S: Increasing accountability at all levels staff, Governors, students, parents/carers. ● S: All staff work together to enable students to develop and make progress in their social and academic skills. ● S: All management systems show improvement that it is being sustained and embedded into daily routines and the high expectations of all at SGA.
development for all pupils over a sustained period of time .
All leaders and managers, including those responsible for Governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupil’s skills and attributes. Impact on teaching and learning
Teaching is generally good 2 and improving as a result of accurate monitoring, effective PM and CPD which are closely matched to the needs of the school and staff.
● S: Principal and Vice Principal review and design curriculum to best suit pupil needs. ● S: Principal has weekly meetings with core and noncore leaders. ● S: Vice Principal developing links with outstanding school to ensure accurate and appropriate support for teachers who are in need of subject specific guidance and CPD. ● S: Principal, Vice Principal and middle leaders half termly data review of achievement and progress with target setting with teachers and TA’s. ● W: Literacy and Numeracy across the school is well below national expectations, therefore whole school approach to literacy adopted. ● S: Literacy coordinator appointed and undergone further training ● S: Accelerated Reading Scheme piloted with a small cohort of students (refer to case study RJ). ● S: Timetabled sessions for all year 9 and 10 and Y11 extraction groups.
● W: Not fully embedded and students attitude towards the regular reading tests needs improving. Curriculum
The school’s curriculum 1 provides highly positive experiences and rich opportunities for high quality learning. It has positive impact on all pupils’ behaviour and safety and contributes well to pupils’ academic achievement and their SMSC development.
● S: KS4 Curriculum gives all students opportunities for a variety of core and non core qualifications. ● S: The use of assessment to support and extend students learning. ● S: Students now want to learn and achieve success ● S: Enrichment activities and reward trips are varied to try to meet student interests.
Selfevaluation
Selfevaluation is robust and 2 the school’s actions have been carefully planned, are connective and effective.
● S: SIP reviewed with SLT and Middle Leaders, and then with staff which enables staff to have ownership in the school’s development and accountability of progress. ● S: Learning walks and lesson observations are using New Teaching Standards; Support staff including TA’s, Pastoral and Administration also have a developing set of standards and are monitored by BlueSky system. ● S: Budget and planning are reviewed regularly; with internal and external checks. ● S: Review of student progress; tracking per half term with all classroom staff; review of attendance with attendance officer weekly. ● S: During the first year of SGA DfE Advisor has visited regularly ensuring that judgements are accurate and giving constructive feedback and guidance for improvements. ● S: There is a clear system linking pay progression with performance.
Engagement with parents and carers
The Academy has highly 2 successful strategies for engaging with parents/carers to the benefit of pupils, including those who find working with the Academy difficult.
● S: Positive support ethos with House Leaders developing and sustaining contact with parents/carers. ● S: Pupil review day each term Form Tutors call every parent/carer to encourage attendance and develop links. ● S: Pre admission meeting with house leader and Principal. ● S: Home visits by house leaders and attendance officer. ● S: Liaison officer employed by Academy to meet the needs of pupils and parents/carers who are in danger of losing place due to negative behaviour. Alternative curriculum including work experience negotiated and personalised timetables discussed and agreed with input from home. ● S: Bilingual staff employed to further meet the needs of a range of languages for parents/carers who are unable to communicate using English. ● W: Small minority of parents/carers who are not supportive of their child and at times this includes education. ● W: A wider range of languages would be advantageous due to range of languages used by diverse cohort and families.
Safeguarding
The school’s arrangement 1 for safeguarding pupils meet statutory requirements.
● S: Chair of Governors, Principal, Vice Principal and Business Manager have completed Safer Recruitment. Our Chair of Governance has also completed safeguarding training for headteachers and governors. With a further 3 Governors who have also completed their safeguarding training. ● S: All staff have up to date training on CP Level 1 and are retrained annually. ● S: 3 registered First Aider staff up to date ● S: Staff teaching Catering have up to date level 2 Food Hygiene Certificate ● S: CP officers x 2 fully trained and experienced. ● S: All staff have completed WRAP training. ● S: Business Manager H&S officer up to date training and certification. ● S: Appointment of all staff follow safer recruitment practices.
● S: SCR is regularly monitored by the Principal and Governors. ● W: We are aware in our context that certain students are not safe when they are away from school. We therefore liaise with relevant agencies accordingly. Governance
Staff
Thoroughly highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources...leading to excellent appointment and deployment of staff and resources to benefit all groups of pupils. Governors, or those with a similar responsibility, robustly hold Principal to account for all aspects of the school’s performance.
2
Staff model professional 2 standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others.
● S: Depth of educational understanding of SGA; regularly challenge the Principal but also will support her in making improvements across the school; actively be involved in staff appointments. ● S: Calendared Governance meetings with Business Manager to monitor finances. ● S: There is a clear system to linking pay progression with performance
● S: All staff work together as a team; successfully managing challenging circumstances and be a selfcontained support mechanism ● S: Weekly faculty meetings to plan, share good practice and develop strategies for learning across SGA ● S: All staff have high levels of emotional intelligence and a clear understanding of mutual respect that is embedded in all aspects of school. ● S: Staff regularly reflect on their practice and devise suitable alterations to their planned work to meet the needs of each child. Staff model good socially acceptable behaviour, actions and language at all times which enables students to emulate.
● S: All staff show students that they are valued and are highly thought of supporting them in succeeding.
To reach the next grade/to become outstanding we need to:
Develop excellent policies which ensure pupils have high levels of literacy or pupils are making excellent progress in literacy. Leaders focus relentlessly on improving T&L and provide focused professional development for all staff, especially those that are NQTs and/or are in the early stage of their careers. This is underpinned by highly robust Performance Management and Appraisals which encourage, challenge and support teacher’s improvement. As a result teaching should be at least consistently good and developing towards outstanding.
SMSC
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
SGA provides many broad and varied opportunities for SMSC for our students. All staff actively promote appropriate SMSC aspects of learning at all times covertly and overtly depending on the needs of the students and their circumstances. There is a positive learning environment for learning throughout the school and SMSC is embedded into SOW.
Subcriterion Personal insight and spiritual development
4.
Key phrases from 1234 the Criteria
Students can be reflective about beliefs, values and more profound aspects of
2
5.
Main strengths and weaknesses ● S: GCSE RE offers in depth opportunities to reflect and evaluate their beliefs and that of others.
human experience, using their imagination and creativity and developing curiosity in their learning.
● S: Students tend to develop their ‘want to learn’ and become more capable of knowing its ok to take risks in their own learning and develop their learning journey. ● W: Not all students initially know how to use their imagination and lack selfconfidence when being creative. Over time these skills do improve.
Moral understanding and relationships
Students develop and apply 2 an understanding of right and wrong in their school life and life outside.
● S: Minute by minute social interaction time underpins the learning day. If/when inappropriate social events occur it is addressed at the most appropriate time during the learning session in a nonconfrontational way modelling the right social way. ● S: Students will informally use mentoring/coaching approaches to other students in sharing what things are right and wrong from their own experiences to help the other student see what they are doing. ● S: Mentoring programme timetables weekly sessions with students who need specific 1:1 support and guidance to address misunderstanding of acceptable behaviour and attitudes. ● S: Staff will be offered training on how to support young people to delay tooearly sexual relationships, to understand risk, the law, unplanned pregnancy and negative consequences from sexual behaviour. ● W: Some of our students still find it very difficult to implement the right and wrong life choices.
Social development and skills
Students take part in a 2 range of activities requiring social skills. Students gain a wellinformed understanding of the options and challenges facing them as they move through the
● S: Students are given clear guidance in how their educational learning pathway can develop or not progress; demonstrating possible outcomes along the way. Each student has a different learning journey which at times can alter quite dramatically. ● S: Student voice is is heard in an informal way on a daily basis. Students can nominate themselves and others to become part of the school council.
Academy and onto the next stage of their education and training. Students develop the skills and attitudes to enable them to participate fully and positively in democratic, modern Britain.
● S: Employability award and lessons give students skills that they need to progress to the next stage of their lives, either further education or employment. Job/Course searches, CV writing, application completing and interview skills are developed within the context of the course. ● S: Work experience is offered to all Year 11 students across the course of the year. ● S: All students are given the opportunity to visit the Skills Show at the NEC in order to research the next step in their lives and meet and discuss opportunities with a wealth of education providers, apprentice agencies and employers. ● S: Vocational opportunities at external providers such as Pathways for Construction ● S: Student voice has been relaunched with more student input students now presenting at Governor body meeting
Understanding and respect for different cultures
Students can understand 2 and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.
● S: Students tend to respect others; property etc. and different cultures ● S: Students show a good understanding of the world’s diversity especially in discussion work in PSD, RE and in tutorial time
The Academy’s promotion of SMSC and community cohesion
Students develop 2 awareness of and respect for diversity in relation to, for example gender, race, religion and belief, culture, sexual orientation and disability.
● S: Students gain a greater knowledge base and understanding of respect and diversity in the modern world; most of this is achieved through our assemblies and our daily work throughout the day with our nurturing ethos. ● W: For all students all the time to respect themselves and the diversity of the world.
To reach the next grade/to become outstanding we need to:
● Continue to develop opportunities for SMSC ● Develop schools community cohesion work
OVERALL EFFECTIVENESS
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
St. George’s Academy is an effective school. With an enthusiastic, dedicated, highly trained and well qualified staff and Governors who work closely together as a team and have the necessary skills, attitudes and social intelligence which enable our students to become academically able and socially acceptable young people who have positive futures.
Subcriterion Achievement
5.
Key phrases from 1234 the Criteria
Pupils who have fallen 2 behind academically due to behaviour issues are making progress within SGA
6.
Main strengths and weaknesses ● S: Taking into account students’ starting points (academic/attendance/behavioural and emotional) the majority of students make progress over time achievement figures influenced by the influx of year 11 will had into the academy who were on U grades with only 6 weeks to go to their actually GCSE exams. ● S: 100% student post 16 are in employment or further education, 0% NEETS. ● W: A small minority of students remain hard to engage in some aspects of education.
Behaviour
Skilled and highly consistent 2 behaviour management by all staff makes a strong contribution to a positive climate for learning.
● S: Parents/carers, pupils, staff and visitors are positive about both behaviour and safety. ● S: Generally pupils take pride in SGA and this is shown by their good conduct, manners and punctuality ● S: Pupils feel safe at school and know how to keep themselves safe ● S: Decrease in negative behaviour incidents ● S: Increase in number of students who have earnt the right to go on reward trips/receive rewards ● W: At times students’ high emotional anxieties prevent a mutual respect and courteous approach to others
Teaching
Pupils benefit from teaching 2 that is typically good and some that is outstanding. This promotes positive attitudes to learning and ensures that pupils progress
● S: Teaching in most subjects is usually good with some examples of outstanding teaching. ● S: Teachers systematically and effectively check pupil’s understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. ● W: Ensure that all marking is consistently summative and informative.
Leadership
Best practice is spread effectively in a drive for continuous improvement.
2
● S: The pursuit of excellence in all of the Academy’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve the highest levels of achievement, personal and social development over time. ● S: The Academy’s curriculum provides highly positive learning experiences and rich opportunities for high quality learning. It has a positive impact on all pupils’ behaviour and safety and their SMSC development. ● S: The Academy has highly successful strategies for engaging with parents/carers to the benefit of pupils, including those who find working with the Academy difficult. ● S: Governors robustly hold the Principal to account for all aspects of the Academy’s performance.
SMSC
Deliberate and effective 2 action is taken to create a cohesive learning community through the promotion of pupils’ SMSC development. There is a positive climate for learning. Pupils have highly positive educational experiences at SGA that ensure that they are well prepared for the next stage in their education, training or employment.
● S: Students gain a greater knowledge base and understanding of respect and diversity in the world which is achieved by PSD and Humanities lessons, one to one mentoring, Employability and assemblies. ● S: Students are given clear guidance in how their educational learning pathway can develop or not progress; demonstrating possible outcomes along the way. At times individual student learning pathways can alter dramatically due to their needs and issues. ● W: Some of our students still find it very difficult to implement the right and wrong life choices.
To reach the next grade/to become outstanding we need to:
Ensure most teaching and learning to be outstanding. All students to have higher levels of literacy and numeracy appropriate to their age. Enable students to gain greater attainment of academic achievement to continue to close the gap with national expectations.
including bowling, pool, table tennis and boxercise. In addition all students receive careers advice from both internal and external agencies. A work experience programme is offered to all pupils at some point during their time at SGA. Personal Social Development is delivered to all students at SGA, with a strong committed, highly experienced pastoral team, which includes added support from a mentoring team. Collectively these teams support the drive to improve SMSC across the school. As we are along one corridor changeover of lessons can be noisy. Lunchtime activities are also being offered to entice the students to return from lunch earlier and remain committed to SGA. This impacted on SGA lates by reducing the number of lates per week April July 20132014 Total lates = 201 per week (Introduce payback and took lunch off of students who were late) Sept Oct 20142015 Total lates = 150 per week ( Change the timing of school day, responded to student voice and extended the lunchtime from 30mins to 45 mins, in addition offered lunchtime activities) Nov Dec 20142015 Total lates = 26 per week Lunchtime activities which are offered to students are scrabble, chess, pool, table tennis, reading, football and additional Art catch up sessions. SGA is currently in the process of revising the Year 11 timetable to incorporate extra and specific revision/catch up sessions to support all Year 11 students in their upcoming GCSE examinations.
Although St.George’s is an alternative provision school, it has high expectations from all its students, staff and visitors. Students’ learning is at the forefront of everything we do at the academy. All students are given support and guidance, which allows them to follow their curriculum pathway and achieve to the best of their potential abilities. Issues that may have had an impact on learning at home schools are addressed in a variety of ways. St. George’s Academy is regularly visited by businesses, local community and a wealth of professionals, who have all commented on the warm welcome St. George’s Academy gives. E: Evidence and where it can be viewed.
CONTEXT OF SGA
DATE: September 2014
AUTHOR: N.Hutchison
STUDENTS
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Age range of students is 1316 years 42 Year 11, 44 Year 10 and 11 Year 9 80.4% Boys 19.6% Girls 100% students have SEN needs 3 children have a statement / EHC 5 students involved in crime prevention/YOT with Referral Orders, with 82% known to police 10% Pupil premium students, however when dual registrar Pupil Premium goes to home school 6 students currently on a CAF of which 2 are SEN students with a further 2 CAF pending of which 1 is a further SEN student E Within Folder 9% White British; 22% Black Caribbean; 6% Black African; 9 % Bangladeshi; 8% Indian; 27% Pakistani; 7% White & Black Caribbean; 3% White European; 9% Other 97 students currently on roll 29% students on roll; 71% students dual role E Within Folder Prior average attendance = 73.23% SGA have on average raised this to 85% 11.1% prior attainment = 0% to which SGA raised on average to 76.1% with a further 23.6% of SGA students are on or above expected National Attendance target of 95% E Within Folder Majority of students are below national academic average on entry Year 11 2014 APS average = 78 with 2015 APS expected to be 110. Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA 84% . Please see charts in evident folder . 73% Students below reading age; 95% Students below numeracy age. 100% of SGA students during academic year 20132014 entered into either further education, employment and or training. We are currently on track to continue this trend.
STAFFING
● Staff: 1 SENCO; 9 F/T Teachers of which 3 are NQT; 1 P/T Teacher; 1 temp long term supply staff due to staff illness; 6 Teaching Assistants; 3 Administration staff; 1 Site staff supporting behaviour; 1 business manager
● ● ● ● ● ●
All teaching staff have QTS. 2 staff completed Assessment Only teaching pathway in Summer 2014 SLT= Principal; Vice Principal; Business Manager Extended SLT = Person ICT Leader across the academy Middle Leadership Tier now in place; Head of Core, Head of Noncore, Senco, Lead SMSC, CEIAG All staff are trained and annually updated in Child Protection Level 1 with 2 Designated teachers holding Advanced Safeguarding Certificate and a further SLT member due to take her Level 2 CP training within the next 6 months. ● All required staff have completed Food Hygiene Certificate Level 2 ● All staff are trained in restraint and conflict resolution Team Teach. CURRICULUM AND TIMETABLE
● SGA accommodates all students with consistent and clear expectations in classrooms and the wider Academy area ● Core curriculum Maths/ English/Science/ICT/RE/Art/PE/History/Employability/PSHE ● The timetable has been adapted to meet the needs of the students. From September 2014 a range of vocational avenues have been available to students including Catering (Jamie Oliver Award); Health and Social Care (Edexcel); Construction (Pathways); Music. Boxercise and Bowling have been included in the curriculum to further enhance the students SMSC. ● In addition to vocational SGA offered to a selection of students addition Spanish lessons are being timetabled with the aim of developing into an appropriate qualification in the 2016 examination series, however as reading ages were below and most students are unable at present to access the GCSE papers SGA has turned the timetabled Spanish lessons into accelerated reading sessions. ● Day 9.00am to 3.00pm which consists of 5 x 50 minute lessons, 30 minute form time and 45 minute lunch break ● Year 11 assembly Monday PM and Years 9 and 10 Friday PM Year 11 assembly in spring term is now Team up sessions to help improve their english and maths. ● All students have a dedicated PSD session to support SMSC; Citizenship; antiradicalism and British Values
OTHER FEATURES
● SGA is part of the Titan Partnership ● SGA meets once a month with the North West Sharing Panel in order to place students back into mainstream school setting or offer places to students with appropriate needs ● On initial opening in September 2013 SGA had 43 students on role which rapidly rose to 135 by January 2014. SGA reached full capacity well ahead of the predicted date of September 2017 ● 97 Students currently on role However SGA take referrals throughout the year
ACHIEVEMENT
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
All students are baseline assessed upon entrance to the academy by a national standardised test for English, Maths and Science. Levels of the students are extremely low and below their predicted FFT levels. This is due to poor attendance at their home school and/or extreme behaviours which resulted in fixed term exclusions.The majority of students arrive at SGA with low levels of confidence and expectation in their learning ability and future outcomes. Many students have become disengaged with education and due to behaviour attendance levels have been low. SGA values are embedded in consistent positive behaviour management systems and whole school staff’s high expectations of progress and attainment for all supports students to overcome these negative barriers, develop positive attitudes to their learning and thus increases their levels of attainment to begin to close the gap between their incoming levels and target levels. Generally, overall students’ attainment on entry is well below national expectations; however taking their baseline assessment as the starting point, good progress is made at SGA for mostly all students for attainment, although attainment still remains lower if compared to national mainstream figures. The Year 11 cohort for 201314 achievement was in line with expectations and although the levels achieved within the June 2014 examination series were low in comparative to national expectations, the majority of students made Good progress from their starting point and achieved at least one GCSE qualification. ● Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA 84% . Please see charts in evident folder . Currently 100% of the 201314 Year 11 cohort have a place in further education or training and SGA is proud that the figure of NEETs stands at 0%. 20142015 leavers = 3 possible NEETs but outside agencies are already working with them to engage before they leave SGA.
Students make good social progress within SGA and some have been able to transfer back into mainstream education and are doing extremely well.Currently we have had over the past 2 terms 5.5% students returning to mainstream education.
Subcriterion
1. Key phrases from the 12 criteria 34
Pupils’ progress
Progress is adequate. A proportion of pupils make and exceed expected progress (but remain lower than expected national figures) Progress in a wide range of subjects is consistently strong and evidence in pupil’s work indicates that they achieve well from their lower starting points
2
2.
Main strengths and weaknesses ● S: Over time students make good social and academic progress. Of the 2013/14 cohort, given their starting points and the students starting dates with us, (most only having 2 terms with us ), were really low, 28% of students still performed on par with like for like provisions and were at least 20 points above the National Average points score of 90 for Alternative Provision education providers.One student made rapid progress and achieved 9 A* C including English and Maths, and now is studying 3 A levels at a mainstream sixth form school. 82% of students achieved an English GCSE and 36% of students achieved a Maths GCSE of which 32% achieved both English and Maths. (E: GCSE Results, report and analysis) 6 students who made no progress with SGA, however they were only placed with us 6 weeks before the exam period started but we still managed to progress them so all these students are now in further education, college course or employment. ● S: Pupil confidence in own abilities has improved and this is having a positive impact on work and motivation to do well in the GCSE examination series June 2015. (E: Data tracking and pupil reports) ● S: Termly reviews with pupil, parent/carer to discuss progress and any issues. Reports given which clearly show attainment and progress so far in the academic year and
● ● ● ●
●
● ●
Pupils’ Learning
Pupils are prepared for the 2 next stage of their education (transition back to their home school, other mainstream school, post 16 education or training)
show expected end of year and key stage targets. (E: Pupil reports, calendar Pupil/Parent Review day 3 x per year) S: Targets are achievable and realistic. (E: Reports/data tracking sheet) S: Marking policies are consistent across SGA with clear targets and aims. (E: Book trawls) S: All students are baseline assessed on entry to enable progress tracking whilst at St. George’s. (E: Baseline test results, data tracking sheet) S: Pupils are being encouraged to take ownership of their work and progression with the “Purple Pen” policy; this policy is being rolled out in the Autumn term 2014.All staff follow the purple pen policy (E: Pupil books, book trawls) W: Purple pen policy needs to be consistently applied. Outstanding practice within Maths and English, aim in Summer term for ML to run CPD on the use of purple pen marking to whole school to consistently embed it across the school.. S: Core subjects assess students half termly to gauge subject progression and areas that need development. (E: Subject leaders, data tracking sheet) W: A few hard to reach students remain hard to reach and less than expected progress is made but not through a lack of trying from SGA staff even though other education providers and agencies have ‘given up’.
● S: Employability lessons prepare learners for post 16 education/employment. ● S: Mentoring programme develops pupil strategies in dealing with behaviour difficulties such as anger management. ● S: 0% NEETS after first year. ● S: One to one learning with students that have made limited progress. ● S: Student learning is supported with increasing use of the VLE, giving students access to curriculum materials outside of lessons .
● S: Students have experienced an enrichment week which facilitated a wide variety of learning experiences around the theme of the world cup (team games/cooking up a world cup feast/the world cup in numbers, the science of the football). ● S: Vocational options and personalised learning support students to rediscover learning and rebuild their relationship with education . ● W: the learning of a small minority of students is ‘on their terms/when they are ready to learn’ due to their social/emotional/behavioural difficulties. Skills RWCM across the curriculum
Attainment and closing the gaps
Pupils develop a wide range 2 of skills in reading, writing, communication and mathematics; (drawing and movement; problem solving, teamwork, business enterprise) Pupils are encouraged to read widely across all subjects
● The learning and progress of pupils is improving due to support strategies
2
● S: Baseline testing for English and Mathematics on entry in order for staff to plan appropriately and set realistic targets, and allows SEN department to pick up any concerns ● S: Use of First News in English classes ● S: Business Enterprise initially involved teamwork and teambuilding activities ● S: Project week linked to the World Cup developed communication skills by using a range of activities ● S:The Humanities department offer a short course in both RE and History, to enable a variety of learning experience, extend breadth of knowledge and keep students engaged in the learning journey. ● S:There is a focus on developing the ability to write structured paragraphs differentiated with writing frame strategies. ● S:There is a focus in History to try and develop thinking skills; using visual evidence for instance to make inferences about the past. ● W: Numeracy and Literacy policies needs to be embedded fully across the whole school with all staff developing skills. Staff inset Autumn term 2014 ● S: Over time the majority of students make both academic and social progress; enabling them to move on with their education ● S: Team Up support for pupils to begin in November 2014
which are being put in place. Year 11 expected to achieve the following; 5A* C including English and Maths = 18% compared to 20132014 3.2%; 5+ A*G 2014 2015 expected to be 61.7% compared to 20132014 = 23% with 100% of 20142015 cohort expected to achieve passes at GCSE, compared to 20132014 of 84%. (When compared to like for like provision SGA comes out extremely favorably ; 20132014 like for like provision results as produced by DFE are as follows; 5A*C including English and Maths 1.3% SGA 3.2% ; 5+A*G like for like provision 11.1% SGA 23% ; 5+A*G including English and Maths 8.5% SGA 22.6% ; with Any passes 58.2% SGA
● S: Targeted group of Year 11 students have had input from PETXi for English;Maths and revision study techniques. ● S: Pupil target groups identified ● S: Achievement is good because from our starting point against other AP providers we are making good progress acutely aware that benchmarked against national standards needs improving. ● W: One to one student support needs development
84% . Please see charts in evident folder . To reach the next grade/to be outstanding we need to:
● Continue to close the attainment gap and meet national expectations for all students ● Further develop a reading, writing and mathematical programme that enables all students to rapid sustained progress across all subjects ● Need to further develop a policy of practice of RWCM ● Review pupil data and target accordingly ● Develop focussed interventions by using data and develop strategies to best meet individual student needs ● Further develop independent learning and group learning opportunities
QUALITY OF TEACHING
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
The vast majority of our learners become reengaged with learning due to the quality of staffing across the Academy. There is an excellent approach to learning by a unified approach from teachers and TA’s. Most students and groups of students make good progress over time; although most are referred with below average expectations/standards but they do make good progress although at times it can be limited due to huge social and behavioural barriers. In order to address these barriers to learning we have dedicated and well trained mentors who meet with students weekly in order to develop social skills and instill confidence and self worth so that students feel that they can achieve.
Subcriterion Teaching overall
1.
Key phrases from 1234 the Criteria
2.
Teaching in most subjects is 2 typically good with some outstanding teaching which results in most students making good progress from their baseline on referral.
Main strengths and weaknesses ● S: Teaching is overall good with staff having the capacity to all be outstanding SGA teachers observations are 86% Good to Outstanding ● S: Support for teaching staff from outstanding school to address issues such as pace and challenge. ● W: Unqualified teachers need further CPD to address pace and challenge (Spanish and Employability Teachers). ●
Pupils’ progress and learning
Teachers assess student’s learning and progress regularly and accurately
2
● ● ● ●
S: baseline testing for all new students S: regular assessments reviews 6 weekly S: Parent pupil review days every 6 weeks S: Individualised timetables to enable students to focus on their strengths
● S: Teachers setting targets in number form as well as grades to encourage students that achievement is possible ● S: Staff following Purple pen marking and some are acting on student responses ● W: Purple pen marking needs to be consistently applied so that all staff are challenging students in their marking and ensuring students have time to respond ● S: Personalised learning with regular triangulated feedback between student, teacher and pastoral / home ● W: All staff need CPD with outstanding school on internal assessments Pupils’ attitudes to Staff create a positive learning environment for learning, generating good levels of engagement and commitment to learning across the school.
2
● S: Consistent expectations ● S: Over time student attitudes to learning have improved ● S: 201415 Year 11 cohort have all increased expectations of own abilities on returning to SGA in September 2014. Majority want ‘C’ grade or above GCSE’s and have been very vocal in this. ● W: A very small group of students still have a negative attitude to learning which remains a challenge to change. ● W: Changeover of lessons need tighter control to ensure a smooth transition to next classroom. ● W: Latest to lessons still a priority for the Academy
Teachers’ planning and expertise
2
● S: Lead teacher’s expertise is good and engaging; demonstrating planning which takes into account the various needs of students in order to keep them engaged and on task. ● S: SOW for the first half term are shared on the teacher resources area of the school electronic area ● S: PPTs of lessons are shared on the VLE in order for students who may have been absent for any reason to view and follow to ensure that they do not fall behind in their learning.
Teachers plan and teach lessons generating high levels of engagement and commitment to learning across the school
● S: Staff share planning for project based learning and all take responsibility for their own specific areas ● W: SOW need to be completed for the whole year Teachers’ expectations
Teachers have and set high 2 expectations.
● S: All staff lead by example and model high expectations of behaviour. ● S: Teachers set high expectations academically for all students. The current Year 11 cohort are positive in their own personal targets and most are aiming to gain a minimum of 5 GCSE’s at ‘C’ grade or above. ● S: TA’s support the high expectations by motivating and encouraging students to be active not passive learners. ● S: Verbal and written praise, reward and support are effectively given to students both in and out of lessons. ● W: Many of the students arrived at SGA with extremely low self esteem and expectations of themselves. Although we have made good progress with most learners, there are still a small minority who need extra support as overcoming their issues is a long process. ● W: Many students afraid of failure so resort to poor behaviour.
Interventions and support
Planned learning and behaviour interventions are sharply focused and timely support and interventions are implemented effectively matching the individual learning needs.
● S: learning and behaviour interventions are implemented very readily to enable students to make good progress and amend their approaches towards positive behaviour and socialising; and make their attitudes to learning more positive and productive. ● S: Rewards system fully embedded across the academy ● S: Strong mentoring program which measures positive impact on students ● 11 study groups to assist students who feel overwhelmed in the classroom ● S: Working together with outside agencies to support our vulnerable students when issues may arise from poor attendance and or need may arise for personalised timetables.
2
● S: Dedicated team of pastoral experienced staff who work closely with the young students and families includes House leaders; SENCO;Mentoring Leader and attendance officer. ● S: Most classes now have 2 teachers within the class to help that students to achieve ● W: External influence that is negative is at times too highly influential and despite intense work and a range of strategies a positive change for a few students is limited. Teaching of RWCM
Reading, writing, 2 communication and mathematics are taught effectively, especially on 1:1 programmes
● S: students verbal communication is more fluent than written communication ● S: mentoring and good relationships between staff and students in helping to develop pupil confidence and so is supporting development of verbal skills. ● S: Progress is being made in written work due to splitting of English lessons to enable one teacher to focus on basic skills and revision of writers techniques, leaving the other English teacher to focus on coursework and examination strategies. ● S: Strategy has been put in place to improve Reading ages throughout the school as well as individual programs for our EAL students bought into accelerated reading scheme ● S: Literacy coordinator has been put in place to enable Literacy across the curriculum implemented ● W: student verbal communication is highly influenced by local dialect and ‘street talk’. ● W: student self esteem is low and impacts on reading aloud and in sharing ideas in lessons
Assessment
Teachers assess students’ 2 learning and progress regularly and accurately. They ensure that students know what they have done and what they need to do to improve.
● S: Staff assess students’ work on a regular basis by purple pen and more formal assessments at least half termly.The majority of student assessment tasks are relevant. ● S: Termly written reports are discussed with parents/carers and the student: these include previous evaluation of targets: progress and achievements over the term and end of year and Key Stage targets.
The majority of teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they need to intervene and doing so with notable impact on the quality of teaching and learning.
Marking, feedback Homework has begun to be and homework set as a termly project
● S: Students’ work is marked well with clear indications of how to then improve; a new whole school marking policy ( Purple Pen) has been implemented ● S: Staff support in lessons is utilised well to ensure those student are supported when needed ● S: Independent learning within the classrooms is strongly encouraged to enable students to work at their own pace. ● S: For some student’s independent learning is working very well. ● W: For some student’s independent learning still inconsistent and needs further development. 3
● S: Homework is being introduced as a rolling programme, initially as a termly project and then will be developed to be more specific. ● S: Verbal feedback by all staff is supportive, motivational and purposeful. ● S: Full written reports to parents/carers are discussed with them at termly pupil review days, reports include current grades, end of year and key stage targets.
Ensure consistently high quality marking, constructive teacher feedback with students To reach the next grade/to become outstanding we need responses to ensure all students are making at least good progress. Continue to further develop teachers knowledge, understanding and skills in teaching and to: learning.
BEHAVIOUR AND SAFETY
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
The vast majority of students respond to the positive behaviour management systems and values embedded in the Academy. Students develop a high level of trust in their relationships with staff, enabling them to feel safe and able to learn within the Academy’s supportive atmosphere, while developing the ability to selfreflect and make improved behaviour choices.
Subcriterion
2.
Key phrases from the 1234 Criteria
3.
Main strengths and weaknesses
Parents’, staff and pupils’ views on behaviour and safety
Parents and students are 2 positive about the behaviour and safety at SGA. Students feel safe within the Academy and at WEX placements.
● S: Majority of students feel safe at school. ● S: Majority of parents feel that their child is well looked after at SGA. ● Staff feel safe even in difficult circumstances as we all know that we work together and will help each other in times of difficulty. ● W: At times it is difficult to contact parents/carers with regards to informing them about the behaviour and safety of their child.
Pupils’ behaviour
The majority of students 2 behave in and out of lessons with increased respect and pride in SGA. Behaviour is managed consistently well. There have been marked improvements in behaviour since the opening of the Academy. Skilled and highly consistent behaviour management by all staff make strong contribution to the positive climate for learning.
● S: Most students follow behaviour expectations ● S: All lessons have a positive learning atmosphere of respect ● S: Consistent behaviour expectations and consequence charts followed by all staff ● S: Hotspotting method dealing with any classroom disruptions that need ‘time out’ in order to facilitate learning ● S: PALS House Leaders have built excellent relationships with pupils and parents/carers which in turn has supported improvements in behaviour and good links with home ● S: Mentoring programme has supported students with issues such as anger management and helped them with strategies in order to deal with their emotions and feelings thus enabling them to better access lessons and learning ● S: Effective management of disruptions as and when they occur.
● SGA is striving for zero exclusions but given the variety of students and volatile nature of some this might not be attainable. ● W: There is a need for stricter control at the end of their social time (lunchtime) as students still arriving in a noisy manner, and the same few are consistently late Pupils’ attitudes
There is a positive ethos in 2 SGA, students on the whole behave well and good manners are developing across the Academy, a marked improvement within the past year.
Safety and mutual Students feel safe around support the Academy. They will support the learning and safety of others including staff.
2
● S: Over time the majority of students improve their behaviour and become more calm and considerate around the school and off site; on trips/vocational workshops/other schools etc. ● W: At times students’ high emotional anxieties and issues prevent a mutual respect and courteous approach to others.
● S: There are high levels of mutual respect between students and staff and students ● S: Fostering a culture of respect is taken very seriously by all staff, and where pupils struggle to maintain respect, intervention is swift and consistent.
School systems
SGA’s strategies are 2 applied consistently and incidents are swiftly addressed. Skilled and highly consistent behaviour management by all staff makes a strong contribution to a positive climate for learning.
● S: Consistent behaviour policy ● S: Hot spotting system to address any students out of classrooms/needing ‘time out’ ● S: ‘Payback’ system for lateness ● W: Bromcom system in place for recording of behaviour incidences, issues with technology have made it difficult for logging of issues looking to get out of contract and convert to SIMs
Bullying
Incidents are rare. Students 2 generally are fully aware of the different types of
● S: Incidences of bullying are rare. ● S: The mentoring programme, PALS and staff have built good relationships with all students enabling them to have an
bullying and how to prevent them.
Attendance and Punctuality
adult that they can report any issues or concerns to if needed. ● S: When bullying does occur it is dealt with effectively by staff and students at the time it occurs. Parents/carers are informed and involved if needed to resolve any issue. ● S: When potential bullying issues arise staff work with students to resolve any issues and model how to correctly deal with issues and the positive thought process needed to become a positive person. ● W: Social networking outside SGA can cause issues between students and then unresolved issues come into school for staff to aid resolution with the affected parties. 2
● S: Some students prior to arrival at SGA were of extremely low attendance yet are now 95%. (E: Bromcom, Attendance Officer) ● S: Overall attendance within SGA is 81%. (E: Bromcom, Attendance Officer) ● The “Spotlight on Attendance” Action Group has been set up with House Leaders, including regular Attendance Clinic’s and Home Visits, to work with parents and carers to encourage students to improve both punctuality and attendance. (E: Attendance Officer, House Leaders, Pupil files) ● W: Punctuality at the beginning of am and pm sessions can be an issue. This is being addressed by staff rota to include key staff out in local area at these times to encourage good time keeping.
To reach the next grade/to become outstanding we need to:
Empower all students to have exemplary attitudes to learning and improve attendance.
LEADERSHIP
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
SGA has a clear vision of areas of future development which is reflected in the SIP. Leadership has sustained capacity to continue to improve to become outstanding across the school at all levels as there are strong levels of empowerment from the Principal, SLT and Middle Leaders to take a full and active part in developing the school to maintain the drive and ambition for students and staff alike.The Governing body gives guidance and challenges the Academy in order for it to become an outstanding provision. Rapid progress has been made across the school in all aspects of strategically and operationally running a successful alternative provision since its opening in September 2013. The original SLT members have changed as the appointed Vice Principal handed in his notice within two weeks of opening, his successor who took up his post in January 2014 had personal issues and so was unfit for purpose and resigned after four months. This led to the Principal and Assistant Principal effectively running SGA and completing all SLT duties between them for the first year. The Assistant Principal was promoted to Vice Principal and an extended SLT member appointed. A middle leadership band has been implemented with a strong middle leadership now supporting SLT.
Subcriterion Impact on outcomes; improvement
3.
Key phrases from 1234 the Criteria
The pursuit of excellence in all of SGA activities is demonstrated by an uncompromising and highly successful drive to strongly improve, or maintain the highest levels of achievement and personal
2
4.
Main strengths and weaknesses ● S: Increasing accountability at all levels staff, Governors, students, parents/carers. ● S: All staff work together to enable students to develop and make progress in their social and academic skills. ● S: All management systems show improvement that it is being sustained and embedded into daily routines and the high expectations of all at SGA.
development for all pupils over a sustained period of time .
All leaders and managers, including those responsible for Governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupil’s skills and attributes. Impact on teaching and learning
Teaching is generally good 2 and improving as a result of accurate monitoring, effective PM and CPD which are closely matched to the needs of the school and staff.
● S: Principal and Vice Principal review and design curriculum to best suit pupil needs. ● S: Principal has weekly meetings with core and noncore leaders. ● S: Vice Principal developing links with outstanding school to ensure accurate and appropriate support for teachers who are in need of subject specific guidance and CPD. ● S: Principal, Vice Principal and middle leaders half termly data review of achievement and progress with target setting with teachers and TA’s. ● W: Literacy and Numeracy across the school is well below national expectations, therefore whole school approach to literacy adopted. ● S: Literacy coordinator appointed and undergone further training ● S: Accelerated Reading Scheme piloted with a small cohort of students (refer to case study RJ). ● S: Timetabled sessions for all year 9 and 10 and Y11 extraction groups.
● W: Not fully embedded and students attitude towards the regular reading tests needs improving. Curriculum
The school’s curriculum 1 provides highly positive experiences and rich opportunities for high quality learning. It has positive impact on all pupils’ behaviour and safety and contributes well to pupils’ academic achievement and their SMSC development.
● S: KS4 Curriculum gives all students opportunities for a variety of core and non core qualifications. ● S: The use of assessment to support and extend students learning. ● S: Students now want to learn and achieve success ● S: Enrichment activities and reward trips are varied to try to meet student interests.
Selfevaluation
Selfevaluation is robust and 2 the school’s actions have been carefully planned, are connective and effective.
● S: SIP reviewed with SLT and Middle Leaders, and then with staff which enables staff to have ownership in the school’s development and accountability of progress. ● S: Learning walks and lesson observations are using New Teaching Standards; Support staff including TA’s, Pastoral and Administration also have a developing set of standards and are monitored by BlueSky system. ● S: Budget and planning are reviewed regularly; with internal and external checks. ● S: Review of student progress; tracking per half term with all classroom staff; review of attendance with attendance officer weekly. ● S: During the first year of SGA DfE Advisor has visited regularly ensuring that judgements are accurate and giving constructive feedback and guidance for improvements. ● S: There is a clear system linking pay progression with performance.
Engagement with parents and carers
The Academy has highly 2 successful strategies for engaging with parents/carers to the benefit of pupils, including those who find working with the Academy difficult.
● S: Positive support ethos with House Leaders developing and sustaining contact with parents/carers. ● S: Pupil review day each term Form Tutors call every parent/carer to encourage attendance and develop links. ● S: Pre admission meeting with house leader and Principal. ● S: Home visits by house leaders and attendance officer. ● S: Liaison officer employed by Academy to meet the needs of pupils and parents/carers who are in danger of losing place due to negative behaviour. Alternative curriculum including work experience negotiated and personalised timetables discussed and agreed with input from home. ● S: Bilingual staff employed to further meet the needs of a range of languages for parents/carers who are unable to communicate using English. ● W: Small minority of parents/carers who are not supportive of their child and at times this includes education. ● W: A wider range of languages would be advantageous due to range of languages used by diverse cohort and families.
Safeguarding
The school’s arrangement 1 for safeguarding pupils meet statutory requirements.
● S: Chair of Governors, Principal, Vice Principal and Business Manager have completed Safer Recruitment. Our Chair of Governance has also completed safeguarding training for headteachers and governors. With a further 3 Governors who have also completed their safeguarding training. ● S: All staff have up to date training on CP Level 1 and are retrained annually. ● S: 3 registered First Aider staff up to date ● S: Staff teaching Catering have up to date level 2 Food Hygiene Certificate ● S: CP officers x 2 fully trained and experienced. ● S: All staff have completed WRAP training. ● S: Business Manager H&S officer up to date training and certification. ● S: Appointment of all staff follow safer recruitment practices.
● S: SCR is regularly monitored by the Principal and Governors. ● W: We are aware in our context that certain students are not safe when they are away from school. We therefore liaise with relevant agencies accordingly. Governance
Staff
Thoroughly highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources...leading to excellent appointment and deployment of staff and resources to benefit all groups of pupils. Governors, or those with a similar responsibility, robustly hold Principal to account for all aspects of the school’s performance.
2
Staff model professional 2 standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others.
● S: Depth of educational understanding of SGA; regularly challenge the Principal but also will support her in making improvements across the school; actively be involved in staff appointments. ● S: Calendared Governance meetings with Business Manager to monitor finances. ● S: There is a clear system to linking pay progression with performance
● S: All staff work together as a team; successfully managing challenging circumstances and be a selfcontained support mechanism ● S: Weekly faculty meetings to plan, share good practice and develop strategies for learning across SGA ● S: All staff have high levels of emotional intelligence and a clear understanding of mutual respect that is embedded in all aspects of school. ● S: Staff regularly reflect on their practice and devise suitable alterations to their planned work to meet the needs of each child. Staff model good socially acceptable behaviour, actions and language at all times which enables students to emulate.
● S: All staff show students that they are valued and are highly thought of supporting them in succeeding.
To reach the next grade/to become outstanding we need to:
Develop excellent policies which ensure pupils have high levels of literacy or pupils are making excellent progress in literacy. Leaders focus relentlessly on improving T&L and provide focused professional development for all staff, especially those that are NQTs and/or are in the early stage of their careers. This is underpinned by highly robust Performance Management and Appraisals which encourage, challenge and support teacher’s improvement. As a result teaching should be at least consistently good and developing towards outstanding.
SMSC
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
SGA provides many broad and varied opportunities for SMSC for our students. All staff actively promote appropriate SMSC aspects of learning at all times covertly and overtly depending on the needs of the students and their circumstances. There is a positive learning environment for learning throughout the school and SMSC is embedded into SOW.
Subcriterion Personal insight and spiritual development
4.
Key phrases from 1234 the Criteria
Students can be reflective about beliefs, values and more profound aspects of
2
5.
Main strengths and weaknesses ● S: GCSE RE offers in depth opportunities to reflect and evaluate their beliefs and that of others.
human experience, using their imagination and creativity and developing curiosity in their learning.
● S: Students tend to develop their ‘want to learn’ and become more capable of knowing its ok to take risks in their own learning and develop their learning journey. ● W: Not all students initially know how to use their imagination and lack selfconfidence when being creative. Over time these skills do improve.
Moral understanding and relationships
Students develop and apply 2 an understanding of right and wrong in their school life and life outside.
● S: Minute by minute social interaction time underpins the learning day. If/when inappropriate social events occur it is addressed at the most appropriate time during the learning session in a nonconfrontational way modelling the right social way. ● S: Students will informally use mentoring/coaching approaches to other students in sharing what things are right and wrong from their own experiences to help the other student see what they are doing. ● S: Mentoring programme timetables weekly sessions with students who need specific 1:1 support and guidance to address misunderstanding of acceptable behaviour and attitudes. ● S: Staff will be offered training on how to support young people to delay tooearly sexual relationships, to understand risk, the law, unplanned pregnancy and negative consequences from sexual behaviour. ● W: Some of our students still find it very difficult to implement the right and wrong life choices.
Social development and skills
Students take part in a 2 range of activities requiring social skills. Students gain a wellinformed understanding of the options and challenges facing them as they move through the
● S: Students are given clear guidance in how their educational learning pathway can develop or not progress; demonstrating possible outcomes along the way. Each student has a different learning journey which at times can alter quite dramatically. ● S: Student voice is is heard in an informal way on a daily basis. Students can nominate themselves and others to become part of the school council.
Academy and onto the next stage of their education and training. Students develop the skills and attitudes to enable them to participate fully and positively in democratic, modern Britain.
● S: Employability award and lessons give students skills that they need to progress to the next stage of their lives, either further education or employment. Job/Course searches, CV writing, application completing and interview skills are developed within the context of the course. ● S: Work experience is offered to all Year 11 students across the course of the year. ● S: All students are given the opportunity to visit the Skills Show at the NEC in order to research the next step in their lives and meet and discuss opportunities with a wealth of education providers, apprentice agencies and employers. ● S: Vocational opportunities at external providers such as Pathways for Construction ● S: Student voice has been relaunched with more student input students now presenting at Governor body meeting
Understanding and respect for different cultures
Students can understand 2 and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.
● S: Students tend to respect others; property etc. and different cultures ● S: Students show a good understanding of the world’s diversity especially in discussion work in PSD, RE and in tutorial time
The Academy’s promotion of SMSC and community cohesion
Students develop 2 awareness of and respect for diversity in relation to, for example gender, race, religion and belief, culture, sexual orientation and disability.
● S: Students gain a greater knowledge base and understanding of respect and diversity in the modern world; most of this is achieved through our assemblies and our daily work throughout the day with our nurturing ethos. ● W: For all students all the time to respect themselves and the diversity of the world.
To reach the next grade/to become outstanding we need to:
● Continue to develop opportunities for SMSC ● Develop schools community cohesion work
OVERALL EFFECTIVENESS
OVERALL GRADING: 2
DATE: 01/10/14
SUMMARY
St. George’s Academy is an effective school. With an enthusiastic, dedicated, highly trained and well qualified staff and Governors who work closely together as a team and have the necessary skills, attitudes and social intelligence which enable our students to become academically able and socially acceptable young people who have positive futures.
Subcriterion Achievement
5.
Key phrases from 1234 the Criteria
Pupils who have fallen 2 behind academically due to behaviour issues are making progress within SGA
6.
Main strengths and weaknesses ● S: Taking into account students’ starting points (academic/attendance/behavioural and emotional) the majority of students make progress over time achievement figures influenced by the influx of year 11 will had into the academy who were on U grades with only 6 weeks to go to their actually GCSE exams. ● S: 100% student post 16 are in employment or further education, 0% NEETS. ● W: A small minority of students remain hard to engage in some aspects of education.
Behaviour
Skilled and highly consistent 2 behaviour management by all staff makes a strong contribution to a positive climate for learning.
● S: Parents/carers, pupils, staff and visitors are positive about both behaviour and safety. ● S: Generally pupils take pride in SGA and this is shown by their good conduct, manners and punctuality ● S: Pupils feel safe at school and know how to keep themselves safe ● S: Decrease in negative behaviour incidents ● S: Increase in number of students who have earnt the right to go on reward trips/receive rewards ● W: At times students’ high emotional anxieties prevent a mutual respect and courteous approach to others
Teaching
Pupils benefit from teaching 2 that is typically good and some that is outstanding. This promotes positive attitudes to learning and ensures that pupils progress
● S: Teaching in most subjects is usually good with some examples of outstanding teaching. ● S: Teachers systematically and effectively check pupil’s understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. ● W: Ensure that all marking is consistently summative and informative.
Leadership
Best practice is spread effectively in a drive for continuous improvement.
2
● S: The pursuit of excellence in all of the Academy’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve the highest levels of achievement, personal and social development over time. ● S: The Academy’s curriculum provides highly positive learning experiences and rich opportunities for high quality learning. It has a positive impact on all pupils’ behaviour and safety and their SMSC development. ● S: The Academy has highly successful strategies for engaging with parents/carers to the benefit of pupils, including those who find working with the Academy difficult. ● S: Governors robustly hold the Principal to account for all aspects of the Academy’s performance.
SMSC
Deliberate and effective 2 action is taken to create a cohesive learning community through the promotion of pupils’ SMSC development. There is a positive climate for learning. Pupils have highly positive educational experiences at SGA that ensure that they are well prepared for the next stage in their education, training or employment.
● S: Students gain a greater knowledge base and understanding of respect and diversity in the world which is achieved by PSD and Humanities lessons, one to one mentoring, Employability and assemblies. ● S: Students are given clear guidance in how their educational learning pathway can develop or not progress; demonstrating possible outcomes along the way. At times individual student learning pathways can alter dramatically due to their needs and issues. ● W: Some of our students still find it very difficult to implement the right and wrong life choices.
To reach the next grade/to become outstanding we need to:
Ensure most teaching and learning to be outstanding. All students to have higher levels of literacy and numeracy appropriate to their age. Enable students to gain greater attainment of academic achievement to continue to close the gap with national expectations.
