Summary SEF

HARROW WAY COMMUNITY SCHOOL 

SUMMARY EVALUATION – 2015/16 

PRIORITIES FOR 

WHOLE SCHOOL 

DEVELOPMENT 

KEY ISSUES IN 

PREVIOUS INSPECTION 

LEADERSHIP & 

MANAGEMENT 

Impact on outcomes/Student 

Progress, Impact on teaching 

and learning – PM and CPD, 

Curriculum, Literacy, Selfevaluation, 

Expectations, 

culture and behaviour, 

Governance, Promotion of 

equality of opportunity, 

Protection from radicalisation 

and extremist views, 

Safeguarding and care. 

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 

! 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. 

Strengths 

! Priorities for improvement are precise, 

shared and regularly monitored 

! Clear and persistent focus on 

improving teaching and learning. 

Every decision is made with the 

question in mind ‘will this help the 

students to be better learners and to 

achieve more?’ 

! 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 and a rigorous 

monitoring programme 

! All safeguarding procedures are in 

place. 

! We are developing a range of 

strategies to maximise achievement 

through our involvement in PiXL 

Progress 

! 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. In Year 7/8 student voice 

100% agree they get set enough work 

! Literacy, numeracy and problem solving plans 

are in place – see separate plan for 

2015/16 

Areas for Development 

! 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 previous years 

! Developing the leadership of SEND by 

appointing a new full time SENCO 

! To adapt our inclusive, innovative and diverse 

curriculum, to further raise achievement and 

meet the needs of all learners within the new 

assessment framework 

! Further develop middle/senior leader 

accountability for progress, consistently high 

achievement and quality of teaching. 

! All Middle leaders to have a clearly 

communicated and ambitious vision, securely 

based on accurate evaluation of the 

subject’s/year groups strengths and areas for 

development 

! 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, learning and 

assessment 

Learning, Teachers’ 

Expectations, Teachers’ 

expertise, planning and 

strategies, Equality and 

diversity, Teaching of RWCM – 

Reading, writing, 

communications & maths, 

Strengths 

! The quality of marking and feedbackteachers 

regularly check pupils’ 

understanding and adapt teaching 

strategies and approaches accordingly. 

! Excellent subject/syllabus knowledge 

and Year 11 students feel very well 

prepared for examinations. 

! More consistent marking and feedback 

across the school with a better balance 

between self, peer and teacher 

assessment. 


! 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 to feedback. 

! Further develop questioning in lessons 

! Ensuring greater Middle leader proactivity in 

carrying out the calendared Monitoring and 

Evaluation events in a more focused way 

! Reduce Middle leadership variation even further

HARROW WAY COMMUNITY SCHOOL 

Assessment, Marking, 

homework, reports to parents. 

Personal development, 

behaviour and welfare 

Engagement in Learning, 

Citizenship and SMSC, 

Behaviour, Pupil’ attitudes, 

Safety and mutual support (at 

school and alternative 

placements), Bullying Health 

and well-being Guidance. 

Outcomes for students 

Pupils’ progress, Disadvantaged 

pupils’ achievement, Subject 

progress, Skills – reading, 

writing, communications and 

maths (RWCS) across the 

curriculum, Attainment, 

Attainment and closing gaps 

National benchmarks: Expected 

progress floor standards, 

Progression. 

! 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. 

! All departments have developed a 

series of ‘I can’ statements in line with 

the school guidance for assessment 

without levels 

Strengths 

! Pupils’ behaviour around school and 

within lessons is good. Feedback from 

lesson observations, pupil, parental 

and staff surveys. 

! 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 – all statutory 

requirements are met 

Strengths 

! In 2014 and 2015 KS4 Value Added 

broadly average or above in nearly all 

(4 out of 5) subject areas 

! 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) 

! Very few NEETs and strong 

destination data in 2015 and 2015 

(above or in line with NA) 

by ensuring they embrace the more challenging 

characteristics of leadership, which are to do 

with vision, strategy and a continual drive 

towards further improvement 

! 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 


! 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 

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 


! In 2015 KS4 Value added was significantly below 

average and in the lowest 10% in English. 

! 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

Summary SEF

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