Head Teacher’s Report to Governors June 2015
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<strong>Head</strong> <strong>Teacher’s</strong> <strong>Report</strong> <strong>to</strong> <strong>Governors</strong><br />
<strong>June</strong> <strong>2015</strong><br />
A: General<br />
o<br />
o<br />
o<br />
o<br />
o<br />
o<br />
o<br />
Introduction<br />
General developments<br />
Students<br />
Premises<br />
Community & Partners<br />
Staffing<br />
Forthcoming school events<br />
B. Moni<strong>to</strong>ring the School Improvement Plan 2014 - <strong>2015</strong><br />
Strategic Priority 1: Achievement<br />
Develop outstanding achievement and attainment for the students of our school<br />
Strategic Priority 2: Teaching and Learning<br />
To develop outstanding teaching and learning in our school<br />
Strategic Priority 3: Behaviour and Safety<br />
Develop and create an environment with outstanding behaviour and safety for all<br />
Strategic Priority 4: Leadership and Management<br />
All leaders will be highly ambitious for the school and demonstrate an<br />
uncompromising and relentless drive for excellence and continual improvement in<br />
achievement<br />
C. Appendices<br />
Ofsted – Data Dashboard<br />
Parental Survey
A: General<br />
Introduction<br />
The summer term has been an enormously busy time for the school. We have had a<br />
wide range of activities taking place this term, including the UK Maths Challenge for<br />
Year 7 & 8, Calshot Residential Trip for Year 8. A <strong>to</strong>tal of 30 trips are planned for this<br />
academic term, ranging from a Fishing trip <strong>to</strong> a local lake <strong>to</strong> a residential visit <strong>to</strong><br />
Rome. There has also been a full schedule of girls’ rounders matches and athletics<br />
meets. I’m sure <strong>Governors</strong> will keep up <strong>to</strong> date with all the events/ school trips on<br />
the school website.<br />
We have selected our new Prefects, Senior Prefects, Deputy <strong>Head</strong> Boy, Deputy<br />
<strong>Head</strong> Girl, <strong>Head</strong> Girl and <strong>Head</strong> Boy. It was an absolute delight <strong>to</strong> interview the<br />
students for these roles. The quality of the applications was stunning. <strong>Head</strong> Boy:<br />
Johnathan Ireland; Deputy <strong>Head</strong> Boy: Harry Smallbones; <strong>Head</strong> Girl: Keira Grimison;<br />
Deputy <strong>Head</strong> Girl: Emily Baulf.<br />
The exam season was excellently managed and we thank Nicola Pearce and Laura<br />
Cook for their meticulous organisation of this.<br />
A major focus of our work this term, but also a key priority for Harrow Way for the<br />
coming years, is the heightening of our work in the area of Primary Liaison and<br />
transition. Miss Escritt continues <strong>to</strong> drive this forward and we receive excellent<br />
feedback from the students, parents and feeder schools. Year 5 primary visit days<br />
have been very impressive over the last few years and help <strong>to</strong> secure a desire for<br />
parents <strong>to</strong> choose Harrow Way as the school for their children’s education. We have<br />
also included an open morning event for Year 3, 4 and 5 students and parents in July.<br />
The cycle of moni<strong>to</strong>ring the quality of Teaching and Learning is currently been<br />
concluded and this greatly enhances the type of information we are able <strong>to</strong> use for<br />
school and departmental level self-evaluation. The process of setting key school<br />
priorities is underway and will continue through <strong>to</strong> the summer term.<br />
Hampshire County Council have released a case study video of Harrow Way on our<br />
work as a Rights Respecting school. The video looks at the recent work we have<br />
done on Internet Safety and Article 17 of The United Nations Convention on the<br />
Rights of the Child: Every child has the right <strong>to</strong> reliable information from the mass<br />
media… Governments must help protect children from materials that could harm<br />
them.<br />
On Monday 22nd May we formally said goodbye <strong>to</strong> our Year 11 students as this was<br />
the last day they will be al<strong>to</strong>gether again before the Summer Holidays. We<br />
celebrated by holding a special leaver’s assembly which was presented by Year<br />
Leader Mr Reed, where all the forms tu<strong>to</strong>rs gave a goodbye message. Students<br />
received a memen<strong>to</strong> pho<strong>to</strong>graph of their tu<strong>to</strong>r group and a Harrow Way Leaver’s
Cupcake. Year 11 students were then asked <strong>to</strong> go <strong>to</strong> the tennis courts <strong>to</strong> take part in<br />
a balloon release, as a celebration of their time at Harrow Way.<br />
In May, the school voted in a mock election and the students were really<br />
enthusiastic about having their own say. The idea is <strong>to</strong> get students engaged in<br />
politics – studies have shown that 50% of 18 – 24 year olds do not vote and we want<br />
<strong>to</strong> try and address this. Lots of subjects capitalised on this by having politically<br />
themed lessons and tu<strong>to</strong>rs have been debating the issues with their tu<strong>to</strong>r groups all<br />
week. The results were announced on the morning of Friday 8th May, the<br />
Conservatives won, followed by UKIP and then Labour<br />
I can say proudly that we have managed our fiscal affairs very carefully and very well<br />
since the last General Election in 2010 – e.g. no redundancies in teaching staff; no<br />
significant reduction in curriculum or staffing levels; no significant increase in pupilteacher<br />
ratios (quite the opposite in fact); no deterioration in the fabric of our<br />
buildings or our general infrastructure – however, we have tightened our belts and<br />
we are facing some <strong>to</strong>ugh times ahead – it would be naïve <strong>to</strong> think that education is<br />
going <strong>to</strong> be exempt from the austerity measures or deficit reduction measures.<br />
The new OFSTED Framework was announced in <strong>June</strong> ready for it starting in<br />
September <strong>2015</strong>. There is still a significant amount of detail in the actual inspection<br />
framework that I intend <strong>to</strong> spend the next week or so digesting. <strong>June</strong>’s<br />
announcement contains the most fundamental shift in the inspection process since<br />
the inception of OFSTED . The main change is around schools already graded good<br />
– that us! The key points for inspections of good schools:<br />
<br />
<br />
<br />
<br />
<br />
<br />
One day with two HMIs focusing on the impact and capacity of leadership in<br />
sustaining and continuing <strong>to</strong> provide a good quality of education.<br />
Emphasis on professional dialogue with leaders <strong>to</strong> evaluate the effectiveness<br />
of the school and assess leaders’ capacity <strong>to</strong> drive through improvements.<br />
Where the outcome of the short inspection is that the school continues <strong>to</strong><br />
provide a good quality of education, the outcome will be an 800-word<br />
narrative reflecting the progress and strengths of the school and agreed<br />
areas for further development, as well as a judgement on safeguarding.<br />
Where the HMIs are unable <strong>to</strong> gather sufficient evidence that the school<br />
remains ‘good’, the short inspection can be converted <strong>to</strong> a full section 5 with<br />
a set of graded judgements (within 48 hours).<br />
Where there is compelling evidence of rapid improvement, the short<br />
inspection can similarly be converted <strong>to</strong> a full section 5 <strong>to</strong> see if it is now<br />
'outstanding'<br />
Short inspections will take place every three years for schools deemed ‘good’<br />
Further details are in my blog. Click on the link below.<br />
http://leadershipheadteacher.com/
Students<br />
We will be welcoming 180 students <strong>to</strong> Harrow Way next year and currently have a<br />
waiting list of 21 for that year group. We have attended an Appeals Panel and the<br />
school/LA case was upheld in both instances. We have 22 spaces across the other 4<br />
year groups, 11 in current year 8.<br />
School Improvement Plan (SIP) and Self-Evaluation Plan (SEF)<br />
As part of our moni<strong>to</strong>ring and evaluation process I have published a review of our<br />
SIP/SEF for the autumn term for <strong>Governors</strong> as part of my <strong>Head</strong> Teachers report. SLT<br />
review and update the SEF on a termly basis.<br />
Numbers on roll<br />
At the time of writing the number of pupils on roll is:<br />
Boys Girls Total<br />
Year 7 85 89 174<br />
Year 8 83 86 169<br />
Year 9 86 91 177<br />
Year 10 97 81 178<br />
Year 11 90 86 176<br />
Total 441 433 874<br />
Disadvantaged and SEND Students<br />
Groups<br />
Total<br />
Disadvantaged (FSM + Ever6)<br />
222<br />
http://www.harrowway.hants.sch.uk/wpcontent/uploads/2013/01/Pupil-Premium-Oct-14.pdf<br />
Service children 51<br />
LAC 6<br />
SEN Need 153<br />
EHCP 4<br />
Statement 6
Safeguarding <strong>Report</strong> Spring Term <strong>2015</strong><br />
Autumn<br />
Term<br />
2013<br />
Spring<br />
Term<br />
2014<br />
Summer<br />
Term<br />
2014<br />
Autumn<br />
Term<br />
2014<br />
Spring<br />
Term<br />
<strong>2015</strong><br />
Summer<br />
Term<br />
<strong>2015</strong><br />
Number of<br />
CYP on 9 12 13 17 27 22<br />
CP/CiN plans<br />
Number of<br />
CYP on<br />
CAF/EH<br />
14 11 7 18 16 19<br />
Plans<br />
Number of<br />
referrals <strong>to</strong> 6 7 9 16 7 14<br />
CRT<br />
Number of<br />
CYP<br />
currently<br />
vulnerable<br />
11 13 5 9 5 10<br />
and<br />
moni<strong>to</strong>ring<br />
Total 40 43 34 60 55 65<br />
Exclusions Data<br />
Click on the link <strong>to</strong> view Exclusion data presented <strong>to</strong> Students & Curriculum<br />
Committee<br />
http://vle.harrowway.hants.sch.uk/mod/resource/view.php?inpopup=true&id=7<br />
332<br />
Attendance - Period: 2 nd September 2014 <strong>to</strong> 22 nd May <strong>2015</strong><br />
Group % Presents % AEA<br />
%<br />
Authorised<br />
Absences<br />
%<br />
Unauthorised<br />
Absences<br />
%Possible<br />
%<br />
Attend<br />
Year 7 95.6 0.2 3.0 1.1 100.00 95.8<br />
Year 8 94.5 0.3 3.5 1.7 100.00 94.8<br />
Year 9 93.8 1.5 3.6 2.1 100.00 94.3<br />
Year 10 93.1 1.7 3.5 1.7 100.00 94.8<br />
Year 11 90.9 2.4 4.0 2.7 100.00 93.3<br />
Whole<br />
School<br />
95.4 1.2 3.5 1.9 100.00 94.6
Premises<br />
The conversion S8 <strong>to</strong> a Science Labora<strong>to</strong>ry will start during July. This will be<br />
essential as we move <strong>to</strong> all students studying combined or triple Science over the<br />
next few years. Plans are being put in place for the dance and drama space. We are<br />
also awaiting news from Test Valley as <strong>to</strong> whether our bid has been successful. Due<br />
<strong>to</strong> water incursion in the English block, remedial work has taken place <strong>to</strong> secure the<br />
roof fabric.<br />
Community and Partnerships<br />
The 14-19 Consortium partnership has always been a real strength over the last<br />
decade, not only in terms of the Curriculum offer but also in managing our<br />
vulnerable students. Due <strong>to</strong> reduction in Consortium courses this meeting is now<br />
the Andover and Area <strong>Head</strong>s meeting which takes place each half term. The<br />
meetings rotate around the schools and we take an opportunity <strong>to</strong> discuss best<br />
practice in the host school. I have drafted a terms of reference for the group.<br />
The basic premises for the group is <strong>to</strong>:<br />
<br />
<br />
<br />
<br />
<br />
Encourage and facilitate schools <strong>to</strong> work <strong>to</strong>gether <strong>to</strong> raise standards<br />
Address common, local problems and manage local issues jointly<br />
Promote educational inclusion<br />
Share best practice across the group of schools<br />
Provide a forum that allows discussion regarding current educational<br />
legislation and policy<br />
Overview of local partnerships and network meetings<br />
Date Network Attended by<br />
5.5.15 HW Cluster Meeting MJS/MW/EE/JMcL<br />
13.5.15 PiXL Main Meeting NPE/MJS<br />
15.5.15 Andover & Area <strong>Head</strong>s MJS<br />
21.5.15 AAPL Meeting MJS<br />
17.6.15 PiXL Behaviour Conference KW/NB<br />
24.6.15 PiXL Science Conference LJS<br />
25.6.15 PiXL Main Meeting MJS<br />
2.7.15 PiXL English Conference STC
Community Programmes<br />
Please follow the link below <strong>to</strong> our Community Programme for September <strong>2015</strong><br />
http://www.harrowway.hants.sch.uk/wp-content/uploads/2012/11/Harrow-Way-<br />
Community-Courses-<strong>2015</strong>.pdf<br />
Equality<br />
Bullying/Racial incidents: September 2014 <strong>to</strong> 19 th <strong>June</strong> <strong>2015</strong><br />
Click on the link <strong>to</strong> Bullying/Racial Incidents Data <strong>to</strong> 19 th <strong>June</strong> <strong>2015</strong> in S&C Meeting Sept<br />
<strong>2015</strong><br />
http://vle.harrowway.hants.sch.uk/mod/resource/view.php?inpopup=true&id=7476<br />
Staffing<br />
Whole teaching staff development<br />
Date CPD Provider<br />
24.11.14 Teachmeet Internal<br />
7.1.15 Teaching & Learning Twilight Inset Internal<br />
4.3.15 Teaching & Learning Twilight Inset Internal<br />
9.3.15 Teachmeet<br />
15.6.15 Teachmeet Internal<br />
2.7.15 Teachmeet open <strong>to</strong> all Andover secondary<br />
schools<br />
CL<br />
New Teaching Appointments<br />
Charlotte Brown – Geography Teacher wef 29/06/<strong>2015</strong><br />
Christina Brown – His<strong>to</strong>ry Teacher wef 29/06/<strong>2015</strong><br />
Emma Maher – Assistant Curriculum Leader English wef 01/09/<strong>2015</strong><br />
Mick Quinn – Humanities Teacher wef 01/06/<strong>2015</strong> fixed term contract (0.7FTE this<br />
year, 0.6FTE next academic year)<br />
Internal appointments<br />
None<br />
Leavers<br />
Chloe Vandenbussche – English/Drama Supply Teacher<br />
Brent Cutler – His<strong>to</strong>ry Supply Teacher<br />
Helen Banyard – Teacher of French has handed in her notice and leaves 31/08/<strong>2015</strong>.
Rob Hudson – Teacher of PE is retiring and leaves 31/08/<strong>2015</strong>.<br />
Richard Peters – Curriculum Leader PE has handed in his notice and leaves<br />
31/08/<strong>2015</strong>.<br />
Tina Hopkins – Teacher of Humanities has handed in her notice and leaves<br />
31/08/<strong>2015</strong>.<br />
Jen Campbell-Wilson – Teacher of D&T Food has handed in her notice and has<br />
requested <strong>to</strong> leave 31/08/<strong>2015</strong>.<br />
School Improvement Plan (SIP) and Self-Evaluation Plan (SEF)<br />
As part of our moni<strong>to</strong>ring and evaluation process I have published a review of our<br />
SIP/SEF for the autumn term for <strong>Governors</strong> as part of my <strong>Head</strong> Teachers report. SLT<br />
review and update the SEF on a termly basis. (See below)
SEF: ACHIEVEMENT<br />
SIP – Priority 1<br />
Develop outstanding achievement and attainment for the students of our school<br />
Current SEF RAG-rating: Summer Term <strong>2015</strong><br />
SIP Priority: Achievement Outstanding Good Requires<br />
Improvement<br />
Pupils’ learning and progress 1 2=<br />
Disadvantaged pupils’ achievement 2=<br />
Groups’ progress 2=<br />
Subject/Key Stage progress 2=<br />
Skills – reading, writing, communications and<br />
maths (RWCM) across the curriculum<br />
2=<br />
Attainment 2=/2+<br />
OVERALL:<br />
2=<br />
Inadequate<br />
Developments:<br />
SIP Priority 1 Achievement Actions/ Improvements Impact<br />
1.1 - Maximising the number of students at KS4 achieving<br />
5A*-C including English and Maths so results are well<br />
above our FFT (D) Estimate and ensure Progress 8 will be<br />
at least in line with the national average in 2016 and then<br />
above in following years.<br />
1.2 - Further improving the number of students achieving<br />
3 and 4 levels of progress in English and Maths (KS2-4)<br />
An Easter School <strong>to</strong>ok place – April 15 th -17 th .<br />
Departments have continued <strong>to</strong> support<br />
students in the run up <strong>to</strong> the exams. Extra<br />
revision sessions, walking talking mocks, Zone<br />
11.<br />
We have continued <strong>to</strong> track carefully the<br />
progress of our disadvantaged students. This is<br />
a standing agenda item for SLT meetings. Mrs<br />
Pearce has undertaken a full review of current<br />
Prediction 5 Grades for Year 11 at Key Stage 4<br />
are currently above FFTD (53%) 55%-59%.<br />
5ACEM Levels of Progress in English and<br />
Maths are looking strong. We have 10 students<br />
at the Andover Education Centre whose results<br />
will count in our figures<br />
We have devised a whole school target setting<br />
system that is fit for purpose and clearly
1.3 -Reducing in-school variation so our best practice<br />
becomes standard practice<br />
1.4 -Successfully implement all the changes <strong>to</strong><br />
assessment, attainment and progress measures and<br />
ensure all stakeholders fully understand and are<br />
successfully using them <strong>to</strong> set challenging targets for<br />
students so they make rapid gains in their learning<br />
1.5 -Further develop a range of strategies <strong>to</strong> maximise<br />
achievement through our involvement in PiXL<br />
1.6 - The attainment and progress of disadvantaged pupils<br />
<strong>to</strong> be at least match or are rapidly approaching those of<br />
other pupils nationally and in the school.<br />
1.7 -The learning of groups of students, particularly those<br />
who are disabled, those who have special educational<br />
needs and the most able, is consistently good or better.<br />
entitlement for disadvantaged students. The<br />
review and plans for the future were shared at<br />
F&GP<br />
We are continuing <strong>to</strong> maximise achievement<br />
through our involvement in PiXL and will use<br />
these strategies further next year.<br />
We continue <strong>to</strong> implement all the changes <strong>to</strong><br />
assessment, attainment and progress.<br />
(Progress 8, assessment without levels,<br />
preparation for the new GCSEs) We have<br />
modelled Progress 8 scores in SISRA for Year<br />
10 and Year 9<br />
At each data capture we are moni<strong>to</strong>ring the<br />
progress of pupil groups .SA+ students being<br />
targeted in interventions.<br />
unders<strong>to</strong>od by all stakeholders. Nicola Pearce<br />
did a presentation at the recent PPD meeting<br />
A leaflet has been produced for parents .<br />
http://vle.harrowway.hants.sch.uk/mod/res<br />
ource/view.php?inpopup=true&id=7229<br />
SLT/Middle leaders/S&C governors are all<br />
aware of the Curriculum and Accountability<br />
changes and the timeline for HWCS <strong>to</strong> prepare<br />
for these changes<br />
We have looked at reducing in school variation<br />
and agreed <strong>to</strong> focus on middle leadership and<br />
standard operating procedures. A checklist of<br />
standard procedures at the start, during and<br />
end of the lesson is being put in place. We have<br />
also put <strong>to</strong>gether a middle leaders handbook<br />
and a more comprehensive induction/training<br />
programme<br />
Prediction 5 grades indicate that the<br />
attainment and progress of disadvantaged<br />
pupils <strong>to</strong> be at least match or are approaching<br />
those of other pupils nationally and in the<br />
school.
SEF: TEACHING<br />
SIP – Priority 2<br />
To develop outstanding teaching and learning in our school<br />
Current SEF RAG-rating: Summer Term <strong>2015</strong><br />
SIP Priority - Teaching Outstanding Good Requires<br />
Improvement<br />
Pupils’ progress and learning over time 2+<br />
Engagement in learning 2+<br />
Teachers’ expectations 2+<br />
Teachers’ planning and strategies 2+<br />
Interventions and support 2=<br />
Teaching of RWCM 2=<br />
Assessment<br />
Marking feedback and homework<br />
2=/2+<br />
OVERALL:<br />
2+<br />
Inadequate<br />
Developments:<br />
SIP Teaching and Learning Actions/ Improvements Impact<br />
2.1 –Opportunities, through CPD, for staff <strong>to</strong> recognise<br />
and understand the characteristics of outstanding<br />
learning, so that teacher planning facilitates exceptional<br />
progress.<br />
Ofsted Action Point<br />
2.2 -To devise our own approach <strong>to</strong> formative assessment,<br />
<strong>to</strong> support pupil attainment and progression so we can<br />
check what students have learned and whether they are<br />
on track <strong>to</strong> meet expectations at the end of the year<br />
'Wonderful Work Walls' and<br />
keyword/terminology displays are currently<br />
being put in place by all departments<br />
‘Assessment without Levels’. Mr Fluellen is<br />
leading on this and has shared our plans with<br />
governors at the recent S&C meeting<br />
Our TLR3 post holders (Kelly Campbell and Lily<br />
90% teaching is good or better with an<br />
increase in the proportion of outstanding<br />
teaching<br />
Joint lesson observations show Middle Leaders<br />
are making more accurate judgements<br />
regarding teaching and learning and are giving<br />
accurate feedback <strong>to</strong> teachers on the strengths
2.3 -Make sure that marking provides students with useful<br />
feedback on how well they are doing and what they must<br />
do <strong>to</strong> improve their work and then and respond and act<br />
upon feedback given<br />
Ofsted Action Point<br />
2.4 -Ensure all teaching is good or better with structured<br />
support for weaker teaching<br />
2.5 - Ensure teaching staff have the necessary professional<br />
development <strong>to</strong> prepare students for the new GCSEs<br />
(Revisions strategies, memory techniques and<br />
examination preparation)<br />
2.6 - Ensure all staff (teaching and support staff) have<br />
relevant coherent activity based professional<br />
development<br />
2.7- Further develop the skills of Middle Leaders and SLT<br />
in lesson observation and evaluating teaching over time<br />
2.8 -To deepen our understanding and application of how<br />
new technologies can enhance learning<br />
and have a 3-year ICT financial spending plan in place<br />
2.9 - Further promote students’ literacy, numeracy and<br />
problem solving skills in all curriculum areas.<br />
Ofsted Action Point<br />
2.10 -Implement the SEND code of practice<br />
2.11 -Homework is regularly set in order <strong>to</strong> encourage<br />
independent learning and develop students’ study,<br />
research and time management skills<br />
Ofsted Action Point<br />
Bull) have putting <strong>to</strong>gether a teaching and<br />
learning newsletter. We have also created a<br />
HWCS teaching and learning blog and<br />
teaching and learning noticeboard in the<br />
staffroom. Every Wednesday an opportunity is<br />
created in briefing <strong>to</strong> share best practice.<br />
HWCS is also hosting the first Andover Teach<br />
Meet in July.<br />
The strategic ICT Group has been meeting on a<br />
regular basis <strong>to</strong> ensure value for money and <strong>to</strong><br />
develop IT across Curriculum. We are in the<br />
process of launching SIMS Learning gateway<br />
<strong>to</strong> our Year 7 Parents which will enable them <strong>to</strong><br />
view student attendance, achievement and<br />
progress data online. We are also exploring<br />
seating plan software MINT and an online<br />
parent evening booking system.<br />
Plans are well underway <strong>to</strong> further develop<br />
students’ literacy, numeracy and problem<br />
solving These were shared with governors at<br />
an S&C meeting in the summer term. In <strong>June</strong><br />
we had a SALAD (Speaking and Listening) day<br />
themed around the idea of talking like an<br />
expert in your subject. Posters were displayed<br />
in rooms and on doors displaying recognisable<br />
industry 'experts' in subject areas<br />
We continue <strong>to</strong> track homework with ‘Show<br />
My Homework’ <strong>to</strong> ensure is set consistently as<br />
per timetable and are moni<strong>to</strong>red by middle<br />
leaders and SLT. Mr Warren has undertaking a<br />
review of the homework projects in Year 7/8.<br />
and development areas. Middle leaders able <strong>to</strong><br />
judge progress over time more accurately<br />
It is evident from our recent work sampling<br />
that marking and feedback in most areas is<br />
now strong, at least good and often<br />
outstanding
Current SEF RAG-rating: Summer Term <strong>2015</strong><br />
SEF: PUPILS’ BEHAVIOUR & SAFETY<br />
SIP – Priority 3<br />
Develop and create an environment with outstanding behaviour and safety for all<br />
SIP Priority – Behaviour and Safety Outstanding Good Requires<br />
Improvement<br />
Engagement in Learning 1 2=<br />
Parents’, staff and pupils’ views of behaviour<br />
and safety<br />
2=<br />
Pupils’ behaviour and attitudes 2=<br />
Safety and mutual support<br />
(at school and alternative placements)<br />
2-<br />
Schools systems for behaviour management 2-<br />
Bullying 2+<br />
Attendance and Punctuality 2+<br />
OVERALL:<br />
2=/2+<br />
Inadequate<br />
Developments:<br />
SIP – Behaviour and Safety Actions/ Improvements Impact<br />
3.1 - To model the behaviours we expect from our<br />
students ensuring that respect, responsibility,<br />
cheerfulness and optimism promote high self-esteem<br />
across the school<br />
3.2 - Further develop consistent behaviour management<br />
in classrooms and further secure good behaviour around<br />
the school (out of class)<br />
We have reviewed our bullying policy and<br />
through consultation with students have put<br />
<strong>to</strong>gether an Anti-Bullying Charter. This will go<br />
in<strong>to</strong> planners and classrooms and students will<br />
sign up <strong>to</strong> this. Mrs Pearce has led assemblies<br />
on students being safe online<br />
Number of lost days for fixed term exclusions<br />
has lowered compared <strong>to</strong> the same time last<br />
year<br />
First meeting has taken place with the LA,<br />
primary behaviour support team and Knights<br />
Enham
3.3 -Further reduce the number of fixed term exclusions In consultation with middle leaders a HWCS<br />
checklist has been put <strong>to</strong>gether <strong>to</strong> support<br />
teachers in dealing with low level disruption.<br />
This will be launched in September. We will<br />
also be launching our ‘Behaviour for Learning’<br />
guide for Students, Staff and Parents<br />
3.5 - Investigate vertical tu<strong>to</strong>ring as a strategy <strong>to</strong> a<br />
harmonious school community<br />
3.6 - Develop further the role of the Year Leader/Tu<strong>to</strong>r in<br />
moni<strong>to</strong>ring students’ progress<br />
3.7 - To maximise opportunities for leadership among our<br />
students and promote student voice<br />
3.8 To embed the attendance strategy and philosophy of<br />
attend and achieve<br />
3.9 - Introduce a whole school enrichment programme <strong>to</strong><br />
excite and inspire learners <strong>to</strong> aim high and <strong>to</strong> support<br />
learning and engagement<br />
3.10 - Continue <strong>to</strong> work collaboratively with Harrow Way<br />
families <strong>to</strong> ensure positive outcomes for all<br />
3.11 - Ensuring students at Harrow Way are fully aware of<br />
different forms of bullying, including cyber-bullying and<br />
prejudice-based bullying, and actively try <strong>to</strong> prevent it<br />
from occurring<br />
3.12-Ensure the school’s arrangements for safeguarding<br />
students including e-safety are exemplary<br />
Mrs Lowing will be organising for the school<br />
council <strong>to</strong> visit a school that operates a vertical<br />
tu<strong>to</strong>ring system. We have discussed this during<br />
an SLT meeting.<br />
We have been asked <strong>to</strong> be part of the pilot for<br />
the new processes for issuing penalty notices<br />
for non-attendance<br />
Termly attendance rewards are now in place.<br />
Attendance currently stands at 94.52%.<br />
Weekly updates are sent <strong>to</strong> all tu<strong>to</strong>rs, Year<br />
leaders and SLT. Link <strong>to</strong> Graphs:<br />
Attendance similar <strong>to</strong> this time last year<br />
Code of conduct and recruitment policy<br />
complete<br />
Year 7<br />
Year 8<br />
Year 9<br />
Year 10<br />
Year 11<br />
As part of the new Safeguarding arrangement<br />
we have put <strong>to</strong>gether a staff code of conduct<br />
and recruitment policy. The staff code of<br />
conduct will be shared with staff in the<br />
summer term.
SEF: LEADERSHIP AND MANGEMENT<br />
SIP – Priority 4<br />
All leaders will be highly ambitious for the school and demonstrate an uncompromising and relentless drive for excellence and continual<br />
improvement in achievement<br />
Current SEF RAG-rating: Summer Term <strong>2015</strong><br />
SIP Priority – Leadership and<br />
Management<br />
Outstanding Good Requires<br />
Improvement<br />
Impact on outcomes and improvement 2+<br />
Impact on teaching and learning 2+<br />
Performance management and Professional<br />
2+<br />
development<br />
Curriculum 1=<br />
Literacy 2=<br />
Self-evaluation 1=<br />
Expectations ambitions and professional<br />
2+<br />
standards<br />
Engagement with parents and carers 2=<br />
Governance 2=<br />
Safeguarding and Care 2+<br />
OVERALL: 2+<br />
Inadequate<br />
Developments:<br />
SIP Actions/ Improvements Impact<br />
4.1 - To further develop an inclusive, innovative and<br />
diverse curriculum, which raises achievement across the<br />
school and meets the needs of all learners in all year<br />
groups<br />
4.2 - Strengthen and develop Careers Education including<br />
the essential elements of Career Planning, Careers<br />
I am very proud of the Curriculum we offer at<br />
HWCS. As in previous years Mr Warren has led<br />
the Curriculum and option implementation<br />
process with great skill. The Curriculum we<br />
have put in place is prepared for the new<br />
Progress 8 measure and remains broad,<br />
Curriculum now in place for <strong>2015</strong>/16<br />
We are continuing <strong>to</strong> build partnerships<br />
(Teaching School Alliances, Mrs Lowing is our<br />
key lead in this area)
At every termly miles<strong>to</strong>ne SLT/ Year Leaders<br />
and Curriculum Leaders will complete a<br />
triangulation exercise looking at Teaching and<br />
Information, Work-Related Learning and Employability<br />
Skills<br />
4.3 - Introduce the Harrow Way Community School<br />
‘Guarantee’ a series of educational experiences, which we<br />
guarantee <strong>to</strong> offer our students and for them <strong>to</strong> work<br />
<strong>to</strong>wards.<br />
4.4 - Undertake a review of the staffing structure,<br />
retention patterns and career development pathways in<br />
all areas<br />
4.5 - Further strengthen Performance Management<br />
procedures, so we can develop staff at every stage in their<br />
career/professional development<br />
4.6 - Further develop middle/senior leader accountability<br />
for progress, consistently high achievement and quality of<br />
teaching<br />
4.7 - Ensuring that self-evaluation is rigorous and captures<br />
a realistic picture of the school’s performance <strong>to</strong> which<br />
staff contribute<br />
4.8 - Work closely with the governing body <strong>to</strong> ensure they<br />
are fully informed and can consistently hold school leaders<br />
rigorously <strong>to</strong> account<br />
4.9 - Through highly effective, rigorous planning and<br />
controls, governors will ensure financial stability, including<br />
the effective and efficient management of financial<br />
resources such as the pupil premium funding, curriculum<br />
costs and staff deployment<br />
4.10 - Continuing <strong>to</strong> build partnerships (Teaching School<br />
Alliances, networking with outstanding schools) which<br />
lead <strong>to</strong> enhanced educational and commercial<br />
opportunities for HWCS and further enhance the learning<br />
environment at Harrow Way Community School<br />
balanced and flexible.<br />
We have undertaken an audit of existing<br />
Careers Education Information Advice and<br />
Guidance (CEIAG) and are planning for the<br />
future. We are in the process of putting<br />
<strong>to</strong>gether a CEIAG policy and a CEIAG map for<br />
all year groups. We also have had 30 Year 10<br />
students undertaking a work experience<br />
placement. We also have our first careers<br />
event for parents in July.<br />
The HWCS ‘Guarantee’ is all set for launch in<br />
the autumn term. We will be discussing this<br />
with our new intake on the induction evening..<br />
We have now undertaken 360 reviews for<br />
middle leaders and senior leaders as part of PM<br />
mid-year review process<br />
We have launched our HWCS - Leadership<br />
Secondment Programme for <strong>2015</strong>/16. This<br />
CPD role is offered <strong>to</strong> teachers currently<br />
working as Middle Leaders and is offered for<br />
the academic year <strong>2015</strong>/16.<br />
The CPD offered:<br />
Attendance at the SLT Strategic Team<br />
Meeting on a Tuesday 3.20 - 5.30 pm for either<br />
a half-term of a full-term.<br />
An opportunity <strong>to</strong> be part of a new exciting<br />
Leadership Development Programme, led by<br />
Maureen Bowes from People Intelligence. This<br />
will be 6 x 3 hour sessions, with one taking<br />
place each half-term.<br />
Year Leaders and Curriculum Leaders are now<br />
completing a termly moni<strong>to</strong>ring review with<br />
their SLT Line Manager in the first instance,<br />
including evaluating moni<strong>to</strong>ring activities that<br />
have been carried out.<br />
The Harrow Way Community School<br />
‘Guarantee’ a series of educational<br />
experiences, which we guarantee <strong>to</strong> offer our<br />
students and for them <strong>to</strong> work <strong>to</strong>wards is now<br />
in place.
4.11 - As a Level 2 Rights Respecting School further<br />
enhance our culture where learners understand rights,<br />
respect and responsibilities<br />
Overall Effectiveness<br />
Outstanding Good Requires<br />
Improvement<br />
Achievement 2+<br />
Quality of teaching 2=<br />
Literacy 2-<br />
Behaviour and safety 2=<br />
Leadership 2+<br />
SMSC 2+<br />
Expectations ambitions and professional<br />
2+<br />
standards<br />
Engagement with parents and carers 2=<br />
Governance 2+<br />
OVERALL: 2+<br />
Inadequate