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HARROW WAY COMMUNITY SCHOOL
SUMMARY EVALUATION
PRIORITIES FOR WHOLE
SCHOOL DEVELOPMENT
KEY ISSUES IN PREVIOUS
INSPECTION
1. All leaders will be highly ambitious for the school and demonstrate an
uncompromising and relentless drive for excellence and continual improvement in
achievement
2. To develop outstanding teaching and learning in our school
3. Develop and create an environment with outstanding behaviour and safety for all
4. Develop outstanding achievement and attainment for the students of our school
Key Issue
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Not enough teaching is outstanding to
ensure that students consistently make
outstanding progress given their
starting points.
Marking is variable and does not
always provide students with clear
guidance on how well they are doing
and what they need to do to
improve. Time also needs to be
created to respond to marking
The setting of homework is variable
and opportunities to encourage
independent learning skills and
research skills are missed
Numeracy and problem solving skills
are not sufficiently promoted across
other subjects in the curriculum.
Progress
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Improvements over the last 3 years in
the quality or teaching. Currently Jan
2016 38% Outstanding, 50% Good,
10% RI, 1% Inadequate
The quality of marking and feedback
has improved considerably since the
last inspection. (see METAL reports
and Teaching and Learning Reports)
Increasing use of Show My Homework
to set homework in line with school
policy. In our last parent survey we
asked the question ‘My child receives
appropriate homework for their age’
85% indicated that they agree or
strongly agree with this statement
Literacy, numeracy and problem
solving plans are in place – see
separate plan for
2015/16
LEADERSHIP & MANAGEMENT Strengths Areas for Development
ü Priorities for improvement are precise,
shared and regularly monitored
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ü Clear and persistent focus on
improving teaching and learning.
Every decision is made with the
previous years
question in mind ‘will this help the ü
students to be better learners and to
achieve more?’
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The culture that has been established
is about a relentless focus on high
standards in all aspects of school life:
learning, behaviour, attitude, uniform,
attendance and punctuality
Expertise of senior and middle leaders
has increased leadership capacity
Greater accountability through a new
model of school and departmental
self-evaluation
The drop in performance in English
iGCSE is fully rectified by 2016. Above
the national average and above 3 and 4
levels of progress in line with the
Further develop a range of strategies
to maximise achievement through our
involvement in PiXL
ü To further develop an inclusive,
innovative and diverse curriculum,
which raises achievement across the
school and meets the needs of all
learners
ü Further develop middle/senior leader
accountability for progress,
consistently high achievement and
quality of teaching
ü As a Level 2 Rights Respecting School
further enhance our culture where
learners understand rights, respect and
responsibilities and ensuring we
prepare students positively for life in
Modern Britain
TEACHING Strengths Areas for Development
ü The quality of marking and feedbackteachers
regularly check pupils’
understanding and adapt teaching
strategies and approaches accordingly.
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Excellent subject/syllabus knowledge
and Year 11 students feel very well
prepared for examinations.
To further improve the quality of
feedback we should conduct a review
of the marking and feedback policy to
ensure it is fit for purpose. This should
include departments identifying key
pieces of work following which
students will be given time to respond

HARROW WAY COMMUNITY SCHOOL
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More consistent marking and feedback
across the school with a better balance
between self, peer and teacher
assessment.
ü Students are able to articulate how
they have become better learners in
most subjects. An improvement in the
standard of presentation across the
school. Many examples of ‘teaching to
the top’ to ensure challenge for the
most able.
ü All departments have developed a
series of ‘I can’ statements in line with
the school guidance for assessment
without levels
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to feedback.
To further streamline the calendaring
of Monitoring and Evaluation events to
ensure useful information is collected
at appropriate times and to ensure
there is a greater focus on SEND
groups during planned observations.
To develop ways in which the progress
of SEND students can be improved
across the school by sharing best
practice through observations.
To further develop the skills of Middle
Leaders by setting up joint
observations with SLT outside their
own subject area, initially through the
Line Management system.
BEHAVIOUR AND SAFETY Strengths Areas for Development
ü Pupils’ behaviour around school and
within lessons is good. Feedback from
lesson observations, pupil, parental
and staff surveys.
ü Further reduction in the number of
days lost through exclusion to a figure
that matches or is less than the
average number of days for schools
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Attendance has improved over the last
three years and currently stands at
95.6%. The proportion of persistent
non-attenders has also fallen
30% reduction in the number of fixed
term exclusions since 2013
We have a new Bullying Charter that is
now in place. Incidents of bullying are
extremely rare and always dealt with
seriously.
Safeguarding…
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with a similar profile
To develop the rewards system,
further strengthening the strong
school ethos
Continue to tackle low-level disruption
in lessons. Ensure staff have strategies
to deal with this and follow the
school’s procedures. Behaviour for
learning Policy and Harrow Way
checklist.
With students develop a code of
conduct for appropriate language and
a code of conduct for corridors
ACHIEVEMENT Strengths Areas for Development
ü In 2014 and 2015 KS4 Value Added
broadly average or above in nearly (4
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out of 5) subject areas
lowest 10% in English.
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In 2014 and 2015 From at least 5 out of
every 6 starting points, the proportion
of disadvantaged KS4 pupils making
and exceeding expected progress in
English & in mathematics was similar
to that of other pupils nationally.
Top 50 Most Improved School in
Country in 2014 for (3 Year trend
5ACEM) 2011- 43% 2012-47% 2013 -
54% 2014 -61% 2015 (50%) 2016 –
Predicted 60%-65%
A*-C in English - 81% 2014 A*-C in
Maths 59% in 2013- 67% 2014 and 75%
A*-C in 2015
Significant improvement in Core and
Additional Science (now above NA)
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In 2015 KS4 Value added was
significantly below average and in the
In 2015 Overall KS4 value added was
significantly below average and in the
lowest 10% for the group(s):
disadvantaged, boys, SEN with
EHC/statement, SEN without
EHC/statement.
The average point score for KS4 pupils
was significantly below average and in
the lowest 10% in English
Reducing in school variation – Design
and Technology and Physical
Education
OVERALL EFFECTIVENESS 2
CONTEXT