WIRRAL GRAMMAR SCHOOL A Business & Enterprise School for Boys

School Self-Evaluation 2016

Contents

Page

Ofsted Consultancy Review 1

SEF Summary: 1-7

Outcomes for Pupils Teaching Learning and Assessment Personal Development, Behaviour and Welfare Spiritual, Moral, Social & Cultural Education The Sixth Form (16-19 Provision) Enterprise Leadership

Evaluation Review Tables: 8-54

Outcomes for Pupils 8-24 Teaching Learning and Assessment 25-29 Personal Development, Behaviour and Welfare 30-36 Spiritual, Moral, Social & Cultural Education 37-40 The Sixth Form (16-19 Provision) 41-46 Enterprise 47-48 Leadership 49-53 Overall Effectiveness Statement 54

WIRRAL GRAMMAR SCHOOL: Self-Evaluation: Spring Term 2016

Ofsted Consultancy Review

From 2013 to 2015, comprehensive reports were commissioned by recently retired HMI (practicing Ofsted Inspectors) as follows:

 One day review of the SEF including meetings with the Senior Leaders responsible, November 2012 (Eric Craven)  Two day review of Teaching and Learning preparation process and accuracy through a programme of shared lesson observations with senior staff, March 2013 (Eric Craven)  Two day review of Teaching and Learning through a programme of shared lesson observations with senior staff together with review of marking, March 2014 (Eric Craven)  Two day review of Teaching and Learning with a focus on new lesson observation form and accuracy against inspection criteria March 2015 (Eric Craven).  Two day review of student perceptions about school life that focussed on specific groups of pupils: ‘hard to reach’, ‘vulnerable’, ‘past conduct concerns’, ‘upper school’, ‘lower school’ and ‘sixth form’, February 2013 (Eric Craven).  A two day review of the Sixth Form that included a prior review of all data for 2011 and 2012. The review included lesson observations, meetings with Heads of Subject and meetings with students (Mr Jim Bennetts).  One day review of Governance attended by all Governors, December 2013 (Eric Craven)

The resulting ‘picture’ across all aspects was very favourable and provided evidence that the school has robust systems in place for self – review and action planning.

Outcomes for Pupils

We consider achievement to be currently ‘outstanding’ overall and the main reasons for this are as follows:

Main School – Inspection Dashboard: KS4 – 2015

 Overall KS4 Progress 8 was significantly above average.  KS4 Progress 8 was significantly above average in all elements.  Overall KS4 Progress 8 was broadly average or above for disadvantaged pupils and those who have special educational needs.  Overall KS4 value added was significantly above average.  KS4 value added was significantly above average in nearly all (4 out of 5) subject areas.  Overall KS4 value added was broadly average or above for disadvantaged pupils and those who have special educational needs.  From each starting point, the proportions of KS4 pupils making and exceeding expected progress in English & in mathematics were above national figures.  From at least 5 out of every 6 starting points, the proportion of disadvantaged KS4 pupils making and exceeding expected progress in English and in mathematics was similar to that of other pupils nationally.  Disadvantaged KS4 pupils had an average point score equal to or above the national score for other pupils overall, in English & mathematics.  The proportion of disadvantaged KS4 pupils that attained 5ACEM was equal to or above the national figure for other pupils.

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 The proportion of disadvantaged KS4 pupils that attained the EBacc was equal to or above the national figure for other pupils.  No group had low attendance (in the lowest 10% of all mainstream schools nationally).

Sixth Form – Inspection Dashboard: KS5 – 2015

 Value added was significantly above average for the qualification types: academic, GCE A level.  Academic value added was significantly above average for learners with prior attainment grade: B.

To maintain the standards our priorities are:

OFP1 Continuing focus on closing gaps, notably for SEN / FSM6. Groups are small and perform well against national data but there remain some differences in school OFP2 To address any areas where there was apparent grade slippage in 2015 and evidence improvement through monitoring (GCSE: Music & DT. A-Level: IT, Economics, DT, Psychology) OFP3 Continued extension of one-to-one support, individual curriculum and mentoring, particularly targeting those pupils who are at risk of underachieving. OFP4 Monitoring the change to a three-year KS4 curriculum structure while investigating additional courses to provide breadth. OFP5 Monitoring and review of the new assessment arrangements phased in for Year 7 and from Year 9 (September 2015). OFP6 Embedding of selected data portal and the introduction of teacher appropriate reports to ensure that staff engage fully with performance data. Monitoring and review of new KS3 grading system with the introduction of expected pathways to allow staff / parents to readily see the progress made.

Teaching, Learning & Assessment

We consider that the quality of teaching is ‘outstanding’ overall and the main reasons are as follows:

 Statistical evidence presented by lesson observation data (moderated by Ofsted inspector and retired HMI annually, 2012-2015) shows that very few lessons are less than good and ‘unsatisfactory’ lessons are rare. Robust systems are in place for monitoring teaching practice through senior and middle leadership levels.  Our key strengths are: consistently good provision; effective sharing of best practice; demonstrable improvements in quality. Teaching is better now than it was two years ago and has improved markedly since the last inspection.  Strong focus on ‘Enterprise’ through retained specialist focus; provision through lessons and extra-curricular opportunity.  Surveys of students and parents present a positive picture of the standards of teaching and learning with improvements made since the last inspection.  Lesson observations show increasing use of independent thinking and there is evidence that identified areas of strength are being shared.  The development of the teaching and learning group, together with the effective use of twilight professional development, ‘Thinking & Learning’ bulletin and learning bursaries have impacted positively on the profile of teaching and learning.  Good practice has been shared more effectively and lesson observations evidence improving pedagogy and practice.

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To maintain high standards our priorities are:

TLA1 Continue to provide clarity on what outstanding teaching and learning looks like through Teaching and Learning feedback and lesson observation feedback. TLA2 Sustain positive behaviour for learning through vibrant lessons that are developed through creativity and innovation in teaching practice – see developments identified via consultation process. TLA3 Further develop opportunities for pupil feedback. TLA4 Monitor impact on our involvement in the National SSAT formative assessment programme through exercise book scrutiny. TLA5 Maintain a focus on the use of assessment for learning within lessons through effective CPD that is led by our own staff for others. TLA6 Broaden the use of ISV with all departments adopting the process and an improvement in the value of the information gathered. TLA7 Improvements in recording and monitoring of homework through on-line system.

Personal Development, Behaviour and Welfare

We consider that the standards of behaviour and safety are ‘outstanding’ overall and the main reasons are as follows:

 High profile anti-bullying procedures and systems which are partly led by students – recipient of ‘Diana Award’ for this (for the third time) in November 2015. In March 2016 pupil survey <1% referred to bullying as a behaviour issue and 2% of pupils referred to bullying as a safety issue. These figures are consistent with recent years.  Overall and persistent absence rates below national average and that for similar schools (RaiseOnline).  Impartial guidance sees the vast majority of pupils leaving at 16 or, more commonly 18, moving on to their first choice of education, training or employment.  Exceptional sums of money raised by pupils for their choice of annual charity (£12,340 for Walton Neurological Centre in 2015).  The percentage of “pupil lessons” during the current academic year (2015-16) where attitude to learning reported by staff as being “consistently with expectations” is 97.1% - for the third year running there has been an improvement in this figure. There is little variation between year groups.  In parent surveys during the last 12 months 96% (Parent View) / 96% (School Survey) agreed that their child makes good progress at the school.  In parent surveys during the last 12 months 91% (Parent View) / 91.0% (School Survey) agreed that the school makes sure its pupils are well behaved.  Fixed term exclusions (2014 RaiseOnline) 0.76% (national average 6.71%). Permanent exclusion of Feb 2016 the first since 2005.  The percentage of “pupil lessons” during the current academic year (2015-16) where disruption was reported as a barrier to learning was 0.7% - a slight improvement on the previous year.  In parent surveys during the last 12 months 96% (Parent View) / 98.2% (School Survey) agreed their child felt safe at school – this second figure is consistent with the previous year.  94.2% of pupils in the school’s March 2016 survey agreed that they felt safe when in school and those who did not had the opportunity to say why

To maintain high standards our priorities are:

PDBW1 To be aware of the possibility of out of school behaviours impacting on behaviour and attainment in school and to engage with other agencies to educate and safeguard pupils with respect to this. PDBW2 To be vigilant in the light of current national and international news to the possibility of racist and other incidents showing prejudice of all kinds and seek ways to address such issues.

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PDBW3 Work to ensure that the views of pupils are taken into account and are seen to be taken into account, principally through the work of various pupil councils. PDBW4 Renew the focus of anti-bullying strategies to concentrate on verbal bullying which the school’s bullying log identifies as the commonest form PDBW5 Further improve attendance and safety by developing an enhanced system of early contact with parents of absent pupils. PDBW6 Review of the management of guidance across the school and how it is delivered.

Spiritual, Moral, Social & Cultural Education (SMSC)

[This section is not an Ofsted judgement area but contributes to the picture of overall picture of school effectiveness. We separate this out for our own evaluation purposes]

We consider that ‘SMSC’ is ‘outstanding’ overall and the main reasons are as follows:

 Entitlement to residential experiences for all with very high participation; includes marked expansion in D of E with more than 120 students.  International Schools Award reflects school’s emphasis on understanding of other cultures. School participates in the Global Learning programme and Connecting Classrooms.  PSHE programme is redrafted and responds to current issues annually. Clear focus on CSE and consent in response to current concerns.  Culture of student initiated fund-raising, as shown by the fact that over £12K is raised by pupils for their own choice of charity each year.  Strong tradition of student leadership (School Council / Head Boy Team/House councils) and pupil support for each other (peer mentoring: academic and social).  High participation levels in extra-curricular activities. Strong culture of both Music and Sport with extensive opportunities for competition and performance. One third of pupils are actively involved music tuition. School production allows students to participate in both an acting and technical capacity.  Very positive perceptions expressed through surveys both by pupils and parents.  Strong tradition of ‘seasonal’ events: Remembrance Service attended by all Y7 & 8, Annual church Carol Service attended by whole school.  Over 50,000 commendations issued across all Houses in the first five months as part of our focus on rewards, providing an indication of a positive climate. They earn house points for leadership and academic, cultural and sporting achievement.

To maintain high standards our priorities are:

SMSC1 Further development of reflective learning in lessons through the SSAT project. SMSC2 Use school council as vehicle to establish code of conduct for mutual respect. SMSC3 Review approaches to SRE in PSHE lessons. SMSC4 Increased focus on mental health in PSHE activity days. SMSC5 Explore ways of continuing to link with our partner schools. SMSC6 Monitor SMSC in lessons through observation of PSHE lessons. SMSC7 Extend the opportunities for pupils to volunteer in the local community. SMSC8 Monitor the delivery of SMSC through the lesson observation programme.

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The Sixth Form (16-19 Provision) [while judgements on school Sixth Form are now included with those for the whole school, we have continued to review Sixth Form performance separately.]

We consider that the Sixth Form is ‘outstanding’ overall and the main reasons are as follows:

 Students make impressive progress, despite their high starting points, the latest ALPS VA placed the school in the top 10% of the national cohort for value added (ALPS VA quality and breadth grade 2: outstanding). 16-19 data dashboard (March 2016) indicates VA significantly above average for all students. Average point score per entry is above national averages and has been for the last three years data dashboard March 2016).  Significant progress in subjects previously identified as weak. Particularly technology and politics and history, relative under achievement in Psychology, Technology and to a lesser extent, Mathematics.  Study programmes are designed to provide stretch and progression and are highly effective in preparing students to move on to a higher level of qualification.  Progression rates post A Level are impressive and in 2015 all students were placed within 24 hours of A Level results being published with 85% of students securing a place on their firm choice course. 52% of those going to university were placed at Russel Group institutions.  Year on year retention is also high and 16-19 data dashboard indicates in year retention is higher than national averages at AS and A level.  Individual careers advice from expert practitioners is readily accessible to all students and there is a series of well - established and very effective careers events throughout the two year programme to inform and inspire students  Students are involved in a wide range of enrichment activities including sport, drama, music and a variety of community projects including those associated with the Duke of Edinburgh scheme. The House system is strong and provides significant leadership opportunities for a significant number of students. Work experience is undertaken by a relatively small number of students often to support university applications or as career testing.  Students engage with a variety of voluntary projects (eg through Wirral Lions)within the local community in some cases to support university applications.

To maintain high standards our priorities are:

SF1 Wider participation from a larger number of students in aspects of the extra-curricular provision SF2 Continue with the work done to date to eliminate underperformance in some subject areas and improve overall VA performance. SF3 Slight under performance for FSM / CLA students in 2015. This situation to be monitored. SF4 Continue to work towards ensuring that all students perform in line with expectations and targets. Analysis of student performance banded by ability reveals that there is relative underperformance in Mathematics, DT, Psychology, ICT, Computing. SF5 Review the quality of Tutoring taking place in House Group Sessions. SF6 Continue to work in the promotion of selective universities as destinations for our students. SF7 Continue to Increase the number of students that hit target or better in all subjects. (ALPS indicates that in 2014 this was 34.1% and in 2015 70.2% (grade 4, but very close to the 72% that would have given us a grade 3, excellent). SF8 Continue to monitor our curriculum offer post 16 in the light of national developments and changes in funding and look to offer a wider range of subjects including some less academic A Levels that would seem likely to improve overall VA score. This is unlikely in the current funding regime. SF9 Review General Studies entry policy with a view to maximising VA performance measures SF10 Review the potential for offering Core Maths as a genuine alternative for some students who would otherwise opt to study A Level Maths. SF11 Build on the success of the Oxbridge cohort (seven offers 2015) with a view to maintaining an increased number of successful applicants. SF12 Build on the work done to redevelop Lower Sixth Work Experience as an opportunity for career testing SF13 Specifically review careers provision and begin to collect evaluative data on an ongoing basis. 5

Enterprise

We consider that Enterprise is ‘outstanding’ overall and the main reasons are as follows:

 We have achieved the Excellence in Enterprise Education Award – quality assured by Warwick University (Centre for Education and Industry – CEI) and supported by BIS  NSEE: ‘Enterprise education is core to the values of Wirral Boys grammar School. Innovation in curriculum design and the consistent delivery of an enterprising culture has a positive impact on learning.’  NSEE: ‘There is evidence of progression in enterprise skills, with a wide range of opportunities for students to develop. Particularly impressive is the development of an entrepreneurial culture in Computing.’  Many outstanding case study examples of the ‘pervasive culture’ of enterprise within the school exist. Including: National recognition in the ICAEW National Business Challenge, student-led School radio project, Conway Outdoor enterprise and winning the Vauxhall manufacturing challenge. Participation and engagement rates are very high.

To maintain high standards our priorities are:

E1 Introduce a more formal student record of their enterprise activities. This will be a component within their ‘House Files’. Standard evaluation and assessment sheets will be created and approved and disseminated to all relevant stakeholders. E2 Introduce the Entrepreneurship Society (ES) Award for most enterprising student. Award will be presented on Speech Day and will be funded by ES funds. E3 The Entrepreneurship Society will established on a more sustainable footing and have a regular feature in Nuntius.

Leadership

We consider that Leadership is ‘outstanding’ overall and the main reasons are as follows:

 Performance data confirms sustained/improving standards. Slippage in performance in some areas noted, action taken and evidence of improvement seen through monitoring data.  Effective use of data by senior staff and Heads of Department. 90% of lessons observed in 2015/2016 were at least ‘good’.  Sustained high standards of teaching (86.9% of lessons ‘good/outstanding’ in 2012, 95.2% in 2014).  High standards of teaching as noted through lesson observations which have been externally validated.  Very positive perceptions noted by parents through school surveys and Ofsted ‘Parent View’. 97% of parents feel the school is well led and managed.  School climate – positive and conducive to learning.  School performance compares favourably with similar school and most notably in core subjects (2015 Inspection Dashboard).  Rigorous self-evaluation (noted as strength by Ofsted consultant).  Positive and purposeful ethos.  Strong governance seen through proactive approach to holding leaders to account.

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To maintain high standards our priorities are:

L1 To sustain high standards and address pockets of under achievement. L2 To see the successful implementation of a three year KS4 and evidence impact through pupil progress monitoring. L3 To ensure there is consistency in the tutoring of pupils in house group sessions. L4 To further develop our data monitoring procedures through a review of packages available.

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Evaluation Review Tables: The following tables contain the school’s review of performance in relation to the detailed inspection criteria across each of the key judgement areas:

Outcome for Pupils

Outcomes for Pupils Overall 1234 +/- : 1 Spring Term 2016 Author: Dr J Randell (Deputy Headteacher) Main School – Inspection Dashboard: KS4 – 2015  Overall KS4 Progress 8 was significantly above average.  KS4 Progress 8 was significantly above average in all elements.  Overall KS4 Progress 8 was broadly average or above for disadvantaged pupils and those who have special educational needs.  Overall KS4 value added was significantly above average.  KS4 value added was significantly above average in nearly all (4 out of 5) subject areas.  Overall KS4 value added was broadly average or above for disadvantaged pupils and those who have special educational needs. Summary  From each starting point, the proportions of KS4 pupils making and exceeding expected progress in English & in mathematics were above national figures. The main  From at least 5 out of every 6 starting points, the proportion of disadvantaged KS4 pupils making and exceeding expected progress in English & in reasons for mathematics was similar to that of other pupils nationally. choosing this  Disadvantaged KS4 pupils had an average point score equal to or above the national score for other pupils overall, in English & mathematics. grade are:  The proportion of disadvantaged KS4 pupils that attained 5ACEM was equal to or above the national figure for other pupils.

 The proportion of disadvantaged KS4 pupils that attained the EBacc was equal to or above the national figure for other pupils.  No group had low attendance (in the lowest 10% of all mainstream schools nationally).

Sixth Form – Inspection Dashboard: KS5 – 2015

 Value added was significantly above average for the qualification types: academic, GCE A level.  Academic value added was significantly above average for learners with prior attainment grade: B

 Continuing focus on closing gaps, notably for SEN / FSM6. Groups are small and perform well against national data but there remain some differences in Even school Betters….  To address any areas where there was apparent grade slippage in 2015 and evidence improvement through monitoring (GCSE: Music & DT. A-Level: IT, To reach the Economics, DT, Psychology, Computing) next grade or  Continued extension of one-to-one support, individual curriculum and mentoring, particularly targeting those pupils who are at risk of underachieving. to continue to be outstanding  Monitoring the change to a three-year KS4 curriculum structure and the impact on progress data. we need to:  Monitoring and review of the new assessment arrangements phased in for Year 7 and from Year 9 (September 2015).  Embedding of selected data portal and the introduction of teacher appropriate reports to ensure that staff engage fully with performance data. Monitoring and review of new KS3 grading system with the introduction of expected pathways to allow staff / parents to readily see the progress made.

8 Key phrases from Sub-criterion 1234 Main strengths and areas for development the Criteria Throughout each 1 Strengths Pupils’ year group and 2015 – End of KS performance Progress across the curriculum, KS3 including in English  At the end of KS3 pupils attained a mean of 42.6 (6a) in En and 47.8 (7a) in Maths. and mathematics,  %KS3 attainment at L7+ in English 49 (NA 16) and Ma 36 (NA 32) are significantly above the National average. current pupils make  Reading ages (16/4) and spelling ages (15/6) are above their age group. substantial and sustained progress, KS4 developing  The School’s Progress 8 score is 0.48 ± 0.17 showing the pupils’ progress to be significantly above the national average. excellent Progress 8 is significantly above average in all elements. knowledge,  RAISEonline shows that at KS4 the % of pupils making the expected progress in both English and Maths is greater than that understanding and expected by the national figures for all starting points over three years. This puts WGS in the top 10% of schools nationally. skills, considering The % exceeding national expectation is also significantly higher than expected. their different  Most recent Ofsted Inspection Dashboard (2015) shows the VA in core subjects is above that expected nationally. starting points.  The 5+A*C inc EM measure is in-line with that of similar Grammar Schools.  Basic thresholds are SIG+.  The key KS4 measures: TPS, Best-8, 5+A*C inc EM, En/Ma APS are all SIG+ for the previous 3 years.  Attainment thresholds in all Ebacc areas are SIG+ and have been for the past 3 years.  KS4 VA measure for the Best-8 is SIG+ compared with national expectations while being in-line for the past 3 years. The score puts WGS in the top 20% of secondary schools nationally.  Both the English and Science VA scores place the school in the top 10% nationally and Ma in the top 20% nationally. Both Humanities & MFL are in the top 40% nationally.  Ebacc performance is well above national expectations (SIG+) and has been for the previous 3 years.  Ebacc performance is above that of all the main school types. Ebacc entry and performance is greater than for boys in selective schools.  iSynoptic KS24 VA shows that TPS and CPS+EM are above expectation when compared to similar Grammar Schools.

KS5 [Cross reference with 16-19 provision section]

A-level data continues to be strong; this is illustrated by:  3 year ALPS VA grades A2 at 4.44 (grade 4) & AS performance is grade 4.22 (grade 4) both of which are in-line with national expectations.  3 year ALIS VA show that A2 = 0.0 & AS = -0.2 both of which are in-line with national expectations.  Level 3 VA shows the sixth form to be performing above the national expectation (0.17 ± 0.08).  ALPS analysis shows that progression from AS to A2 was grade 5 – “good”.  TPS is above expectation compared to National and similar Grammar school data for boys. The value 1063 places the school in the top 10% of secondary schools nationally.  The A-level results APS/entry has been significantly above the national result for the past three years; school = 225, national = 210. It is also above expectation for similar Grammar Schools. The value places WGS in the top 30% of secondary schools nationally.  The iSynoptic VA analysis of APS/entry shows that the result is in-line with similar Grammar Schools.

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 The A-level threshold for A*A has been above the national result for the past three years for A-level results – current results 24.1% (National = 12.5%). The results is roughly in-line with selective boys’ schools (26.9%).  The percentage of pupils gaining AAB in facilitating subjects (18%) and AAB in which two are in facilitating subjects (25%) are above those achieved nationally (3AAB = 8.1%; 2AAB = 12.9%). The results place WGS in the top 20% of schools nationally. Although the results are slightly below those for other selective schools (3AAB = 32%; 2AAB = 20%).  Awaiting the PANDA report for 2014/15.

Current Progress 2015 to 2016 - The following information is based on our most recent progress data:

Y7 - First year of two year KS3  Average KS2 fine points 3x.x (National 2x.x).  The mean Reading Age for all pupils is 15/1 and spelling age 14/3 both being above their age group.  Internal data show that English APS (4.49  D+) and 94% are on target to gain their target at the end of Y8. In Maths APS (6.19  A-) and 60% are on target at this stage in the course.

Y8 - Final year of legacy levels  Average KS2 fine points 33.4 (National 28.9).  Current KS3 performance shows pupils attaining: in English 36.83 (6c) and in Maths 40.14 (6a) both figures being above 2014 National end of KS3 performance. The mean Reading Age for all pupils is 14/9 being above their age group when tested in Y7.

Y9 - First year of three year GCSE course  Average KS2 fine points 33.0 (National 28.6).  Latest KS3 performance (End of Y8) shows pupils attaining: English 36.2 (6c) and in Maths 43.98 (7c) both figures being above 2014 National end of KS3 performance (most recent).  The mean Reading Age for all pupils is 16/5 being above their age group.  Internal data show that English APS = 4.40 (D+) and 96% are on target to gain their GCSE target in Y11. In Maths APS = 6.52 (A-) and 76% are on target at this stage in the course.

Y10 - Final year of two year GCSE course  Average KS2 fine points 32.7 (National 28.4).  Internal data show that English APS (5.34  C+) and Maths APS (6.60  A-) are higher than the 2015 National data (at this stage).  Current Y10 progress-8 calculations show that English is below the overall floor standard at -0.99 while Maths is above at - 0.2.  Student achieving the Basics Level 2A*C in English & Maths (86%) is much higher than the 2015 National data (58%).  % Making expected progress in both English (62%) is in-line with 2014 National data while that in Maths (79%).

Y11 - Mock examination data  Average KS2 fine points 31.8 (National 27.5).  Progress data for attainment at KS4 are above national floor standards.  The current Best-8 VA performance indicator is in-line with national expectations (996 ±12).

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 Internal data show that English APS (45.2) and Maths APS (50.4) are higher than the 2015 National data.  Student achieving the Basics Level 2A*C in English & Maths is 97% much higher than the 2015 National data (58%).  Progress Measures VA KS24 for English (in-line with National figures) and Maths are SIG+.  % making expected progress in both English (89%) and Ma (91%) significantly higher than national data.  % making more than expected progress on both English (48%) and Ma (67%) are significantly higher than 2015 National data.  Early GCSE entry for English GCSE shows 82% pupils making expected progress (NA expected 69%), 44% making more than expected progress (NA 30%) and achieving at 0.5 grades/entry higher than national expectations.

Y12  The Level 3VA calculations for AS (with current performance data) show the pupils are making progress comparable to the national average of students with similar prior attainment.  Current Y12 AS-level performance by grade shows that %A (32%) and %A*E (100%) are above the 2014 national results.  Y12 attainment shows that TPS (886 equivalent) and APS/entry (234) are above state school 2015 values.

Y13  The Level 3VA calculations for A-level (with current performance data) show the pupils are making progress comparable to the national average of students with similar prior attainment.  Current Y13 A-level performance by grade shows that %A*A (33.2%) and %A*E (99.5%) are above the 2015 national results (A*A% = 26;A*E = 98).  Y13 attainment shows that TPS (750 not yet including GS results) in-line with 2015 national results (756) while APS/entry (239) are above state school 2015 values (APS = 210).

Developments:  Following a relative slip in Best-8 VA in 2014 more frequent data recording has was introduced to assist with early intervention at all levels; VA has improved in 2015. Grade recording has again being increased to ½ termly and reporting will be reorganised to provide improved intervention/reporting.  Pupils routinely carry out a self-review of their performance at each term during House Group periods with guidance from their House Group tutor & peers.  Data tracking is continually being developed at all levels with the advent of the new assessment arrangements. o Heads of Year Support Analyses have/are been designed to allow pastoral managers to readily identify students/groups at risk of underachieving. Further groupings are to be added. Progress sheets developed can cope with the required mixture of grade number/letters. o Commercial packages are being investigated to identify the best package to make progress information accessible to both teachers and parents. o Internal data analysis based on Attainment-8 and Performance-8 progress is being developed. o To improve data usage throughout the school data package that transfer relevant analyses to teachers are being investigated. This will inform staff while not adding to their work load.  HoY produce an ‘Amber Concern’ register is produced at each reporting interval to make staff aware of the pupils being monitored. Pupils are highlighted by staff in their classes on SIMS.  Sixth Form tracking monitors has been improved and allows attainment and VA (Alis residuals) to be monitored at each reporting incident, on a student and subject basis.  Level 3VA ready reckoner is being used to provide an indication of comparative national performance.

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 The use of Subject Transition Matrices will be increased to allow individual staff monitor performance of their teaching group relative to national expected progress.  Expected pathways have been developed to accurately monitor pupil progress. Strengths: 2015 Disadvantaged In a wide range of 2 pupils’ subjects, the End of KS3 achievement progress /  Group performance in English & Maths is shown below. Performance is generally in-line with overall school performance. achievement of ALL FSM Middle SEN-K EAL Non-WBRI PP disadvantaged English 6A 7C 6B 5C 6A 6A pupils, disabled Maths 7A 8C 7B 7B 7A 7A pupils, middle End of KS4 ability, EAL and  P8 calculations show that ALL & Middle ability pupils are performing above national expectations while other groups are in- those with special line with national expectations. Overall P8 was broadly average or above for disadvantaged pupils and those who have educational needs SEN. currently on roll is ALL FSM Middle SEN-K EAL Non-WBRI PP close to or is improving towards P8 0.48 ± -0.04 ± 0.85 ± -0.26 ± 0.99 ± 0.44 ± -0.04 ± that of other pupils 0.17 0.68 0.46 0.64 1.23 0.76 0.68 with the same starting points.  FFT Aspire analysis based on first entry show that Attainment – average entries 9.95, APS 6.75 and ATPS A8 = 67.26 – are all within the top 5% nationally. Overall VA P8 = 0.44 is in the top 13% nationally.  CPS and APS including GCSE only results are SIG+ for FSM, disadvantaged, high ability, SEN support. All other areas are performing in-line with national standards. Note that small ethnic groups are performing above national standards.  FFT Aspire analysis show that KS4 Attainment: CPS for FSM6, Middle ability & SEN-A and %5A*C in EM for Middle ability pupils are above national expectations.  Ebacc subject area thresholds by pupil groups – Group performance in English, Maths, Science, MFL and Humanities for FSM and disadvantaged are in-line with national expectations. Not statistically significant due to the nature of small groups.  Progress Measures VA Best8 for FSM, EAL, SEN and CLA are in-line with national expectations. The Middle Ability group is SIG+.  Progress Measures VA for English, Science and Humanities are SIG+ for the Middle Ability pupils while other groupings are in-line with national expectations.  Groups making SIG+ Expected Progress in English, are Middle Ability while all other groups are making progress in-line with expectations. In Maths SEN is making more than expected progress while all other groups are in-line with national expectations.  VA analysis for subject average points shows that Middle Ability pupils are performing in-line with national Grammar Schools expectations in all subjects and above expectation in English, Geography and PE.

Closing The Gaps – Inspection Dashboard

English expected progress  Within school gaps for L4 pupils have remained approximately static over the last 3- years while L5 gaps have generally increased. A similar picture is seen comparing disadvantaged progress to national other progress. L4 progress is seen as educationally significant above national progress in 2015.

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English more than expected progress  Within school gaps for L4 pupils are generally closing over the last 3-years while L5 gaps have generally opened. A similar picture is seem comparing disadvantaged progress to national other progress for L5 pupils while L4 pupils progress is seen as educationally significantly above national other progress.

Maths expected progress  Within school gaps L5 pupils have generally increased over the past 3-years. A similar (although to a lesser extent) picture is seem comparing disadvantaged progress to national other progress.

Maths more than expected progress  Within school gaps L5 gaps have opened over the past 3-years. A similar picture is seen comparing disadvantaged progress to national other progress for L5 pupils.

From each starting point, the proportions of KS4 pupils making and exceeding expected progress in English & in mathematics were above national figures.

End of KS5

 Level 3VA shows all groups to be performing with in national expectations. While overall the sixth form is performing above expectation. ALL FSM bursary SEN EAL Non-WBRI PP L3VA 0.18 ± -0.08 ± 0.06 ± 0.02 ± 0.03 ± 0.06 ± -0.01 ± 0.09 0.41 0.24 0.21 0.26 0.19 0.21

VA shows a slight decrease over the last 3 years for the FSM group although this is well within the confidence interval i.e. not significantly different from national standards.  Awaiting the PANDA report for 2014/15.

Current

Y7  Group performance in En & Ma is generally in-line with main school performance as shown below. Middle ability group performance is slightly below expectation at present.

ALL FSM Middle SEN-K EAL Non-WBRI English 4.5 4.8 3.9 4.3 4.3 4.7 Maths 6.2 6.2 5.0 6.3 6.7 6.6

Y8  Group performance in English & Maths is shown below. Performance is generally in-line with school performance. Middle ability performance in English is slightly below.

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ALL FSM Middle SEN-K EAL Non-WBRI English K – 6b 6c 6c 5a 5a 6c S – 6b Maths K – 6b 6a 6b 6c 6a 6a S – 7c

Y10  Y10 English / Maths APS for current Y10 performance are above national standards.

NATIONAL FSM6 Middle SEN-K Non-WBRI English 4.78* 5.4 4.8 4.8 5.8 Maths 4.72* 6.6 5.3 6.0 6.8 *2015 APS converted to 9-1 points

 Y10 English 3LP for non-WBRI are in-line with national standards while other groups are making satisfactory progress at this early stage in the course. Most groups in Maths are making progress above 2015 national results.

NATIONAL FSM6 Middle SEN-K Non-WBRI English 3LP 69 40 58 38 69 4LP 30 10 33 13 15 Maths 3LP 66 70 75 50 85 4LP 30 70 50 38 46

Y11 - The following is based on the Mock exam progress data:

 Y11 English/Maths APS for the middle ability, FSM and any SEN-K are well above national standards.

NATIONAL FSM Middle SEN-K Non-WBRI English 38.7 40.2 45.5 41.7 46.8 Maths 38.3 46.5 44.7 49.5 47.2

 CPS & TPS for middle ability, PP and SEN-K are above national standards.

NATIONAL FSM6 Middle SEN-K Non-WBRI CPS 308 323 344 347 399 TPS 367 406 434 434 517

 5+A*C, Basics & 5+A*C inc EM and Ebacc measures for Middle Ability (not 5+A*C), SEN-K and Disadvantaged pupils are all above national standards.

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NATIONAL FSM6 Middle SEN-K Non-WBRI 5+A*C 65 75 52.6 83.3 83 Basics 58 75 100 96.8 83 5+A*C in EM 56 75 78.3 75 83 Ebacc 24 41.7 34.8 50 73

 English/Maths 3LP & 4LP is greater than national expectations for most groups.

NATIONAL FSM6 Middle SEN-K Non-WBRI English 3LP 69 83 100 75 92 4LP 30 9 57 25 58 Maths 3LP 66 83 78 92 92 4LP 30 42 44 58 92

 Early GCSE entry for English GCSE shows 90% of middle ability pupils making expected progress (NA 69%) and 60% making more than expected progress (NA 30%). Overall achieving at 0.93 grades/entry higher than national expectations.

KS5 Y13  Level 3VA analysis of current Y13 disadvantaged pupils, pupils in receipt of a bursary, FSM6, and SEN groups are within national expectations for their starting positions. ALL FSM6 bursary SEN L3VA -0.08 ± -0.04 ± -0.11 ± 0.17 0.04 ± 0.10 0.09 0.16

Y12  Level 3VA analysis of current Y12 disadvantaged pupils, pupils in receipt of a bursary, EAL, FSM, FSM6, G&T, SEN and non-WBRI groups are within national expectations for their starting positions and shows. Performances in all A-level subjects studied are in-line with national expectations from their starting points.

ALL FSM6 bursary SEN L3VA +0.04 ± -0.09 ± 0.03 ± 0.31 0.00 ± 0.20 0.03 0.20

Developments: See previous section  Introduction of teacher appropriate reports to ensure that staff engage fully with performance data. The data to be supplied possibly via email in a user friendly presentation to allow easy access.

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Subject Pupils’ progress is Strengths progress above average or 2 2015 – End of KS performance improving across KS5 most subject areas.  Level 3VA shows that Bi, Ch, Be and Li are all performing above expectation SIG+ while all other subjects are performing in- line with expectations. Overall progress of  Level 3VA for 20/24 subjects shows an improvement over the past three years for subject progress form all starting points. Gs, disadvantaged Li (although SIG+), Ps and Te show a slight downward trend over the same period. pupils, disabled  ALPS VA analysis at A-level shows 11/28 subjects are red hot (top 25%), 15/28 are performing in-line with national pupils and those expectations. Psychology and Theatre studies are performing below expectation. with special  ALPS VA analysis at AS (Y12 cohort) shows 4/28 subjects as red hot and 21/28 performing in-line with national expectations. educational needs Te, creative writing and Theatre Studies are performing below expectations. is above average or improving. KS4 Progress 8  P8 measures for all areas (P8, En, Ma, Ebacc, and Open) are significantly above average.  P8 measures for all areas (except open) SEN no EHC (Education, Health and Care Assessment Plan) are broadly in-line with national expectations.  P8 measures for all areas for the disadvantaged group are in-line with national “other” results.  P8 measures for boys are above national expectations.

Attainment 8  A8 measures for all areas are above national standards.  A8 measures for most areas for SEN (no EHC) are above national “no SEN” standards; the open group is broadly in-line with national results.  A8 measures (all areas) for all areas for the disadvantaged group are above national “other” results.  A8 measures (all areas) for boys are above national standards.

Value Added  Best-8 VA is SIG+ for all pupils  Best-8 VA is in-line with national expectations for disadvantaged pupils, SEN no ECH.  En, Ma, Sc, Mfl VA is SIG+ for all pupils and in-line with national expectations for Hu.

Individual Subjects  9 subjects (total = 25) have SIG+ relative performance indicators.  14 subjects are currently performing at 49 points or above (SIG+) and all subjects at 37 points or above which is in-line with 2014 GCSE performance for this stage of the course [8, 1]. .  14 subjects are performing SIG+ at 49 points or above and 16 subjects SIG+ at 37 points or above.

Current progress

KS5 - Y13 – mocks  Level 3VA (2015) analysis on current progress data shows that 20/22 (not Bi / Ec) subjects are performing in-line with national expectations.

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 All subjects are performing as in-line with national expectations for both the disadvantaged group (10 students) and the SEN group (6 students).  Y13 Level 3VA shows that subject VA for the groups SEN, non-WBRI, FSM6 & Bursary is in-line with national expectations for all individual subjects studied.  Overall level 3VA for these groups is in-line with national expectations.

SEN FSM6 bursary SEN L3VA +0.03 ± +0.03 ± -0.06 ± -0.01 ± 0.18 0.15 0.16 0.20

Y12 – yellow  Level 3VA (2015) analysis on current progress data shows that 19/22 (not Ch, Ec & Sp) subjects are performing, at least, in- line with national expectations. Six subjects are performing above national expectations; Bi, Ph, IT, Be & La.  All subjects are performing in-line with national expectations for both the disadvantaged group (9 students) and the SEN group (8 students).  Y12 Level 3VA shows that subject VA for the groups SEN, non-WBRI, FSM6 & Bursary is in-line with national expectations for all individual subjects studied.  Overall level 3VA for these groups is in-line with national expectations.

SEN FSM6 bursary SEN L3VA +0.03 -0.09 ± 0.03 ± 0.03 ± ± 0.20 0.20 0.35 0.20

KS4 Y11  Progress Measures VA are SIG+ for Ma, in-line with national expectations for En, Sc and slightly below expectation for Hu & Mfl.  Ebacc subject area thresholds are above national data for all subject areas.

Ebacc Basics English Maths Science MFL Humanities National 24 58 67 67 69 70 67 WGS 46 81 98 83 89 83 80

 Percentage making expected progress for both En (89%) and Ma (79%) are higher than 2015 figures.  The percentage making more than expected progress in En & Ma are much greater than the national result.  4 subjects are currently performing at 49 points or above and all subjects at 37 points or above which is in-line with 2015 GCSE performance for this stage of the course.  Early GCSE entry for English GCSE shows 69% pupils making more than expected progress (NA expected 39%) and achieving at 0.5 grades/entry higher than national expectations.

Developments:  Please refer to pupil progress section above.

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Strengths Skills – RWCM Pupils are typically 1  Use of communications skills in lessons is evidenced through lesson observations (see Quality of Teaching, Learning & across the able to articulate Assessment section) curriculum their knowledge  The KS2 prior attainment in En & Ma is significantly above the national average. and understanding clearly in an age- 2015 appropriate way.  The average Reading Age of Y7 (14/8) and Y9 (16/2) pupils are significantly above average for their age group.  The average Spelling Age of Y9 (13/9) and Y9 (15/6) pupils are significantly above average for their age group. They can hold  Progress & Attainment in RWCM subjects is consistently good; thoughtful o %KS3 attainment at L7+ in En 40 (NA 15) and Ma 99 (NA 23) are significantly above the National average conversations o KS4 En progress VA has been SIG+ for the past 3 years. about them with o KS4 Ma progress VA has been SIG+ for two of the past 3 years. each other and o iSynoptic KS2 to 4 VA for 5+A*C inc EM (boys) is above expectation for similar Grammar Schools (80% confidence) adults. and above National expectations. o iSynoptic KS2 to 4 VA A*C for En is statistically above overall standards for similar Grammar Schools (95% confidence) Pupils read widely and above national averages. and often across o iSynoptic KS2 to 4 VA A*C for Ma in-line with the expected results for similar Grammar Schools and above national subjects to a high averages. standard, with o iSynoptic KS2 to 4 VA APS for En (50.2) is above similar Grammar Schools and above national averages. fluency and o iSynoptic KS2 to 4 VA APS for Ma (49.9) is in-line with similar Grammar Schools and above national averages. comprehension o Significantly high numbers (47 students) take the EPQ and results have shown that pupils have a significant capacity appropriate to their for skill acquisition and independent study (A*A 44.7%, A*B 76.6%, A*C 91.5%) age. o Level 3VA show that the EPQ is performing in-line with national expectations. o KS4 students undertook the Personal Finance VRQ2 course. Y11 gained 76% A*C providing further evidence of functional mathematics skills.

Please see: Personal development, behaviour and welfare section

 Destination of Y11 leavers 2015: 6th form of Wirral Grammar School for Boys 88.5%; 6th form of other schools 2.5%; Local 6th form college 6%; Apprenticeships 3% - placement other that WGS 6th form following impartial guidance  Destination of Y13 leavers 2015: university of first choice 83.5%; university of second choice 0.5%; university via clearing 12.5%; employment or apprenticeship 4%  Students are very successful in obtaining a place on their preferred HE course or apprenticeship programme  Both the Alis questionnaire (Y13) and the school’s Parent Survey comment favourably on the students’ preparation for their future.  0% (NEET) for the previous 3 years. All pupils successful in pursuing routes to HE or employment (via apprenticeships / armed forces) that meet their aspirations and interests.  Study Skills (CMI) course: evidence of impact on results for those students who follow this.

Current

KS3  The average Reading Age of Y7 (15/1) and Y9 (16/5) pupils are significantly above average for their age group.

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 The average Spelling Age of Y9 (14/3) and Y9 (14/8) pupils are significantly above average for their age group.  Year 7 progress grades show En (4.49) and Ma (6.35)

KS4

 Year 9 progress grades show En is 4.40 (D+) and Ma is 6.52 (A-) which compare favourably with current year ten performance.  The APS for Ebac – En is 41.8 / 5.34 (C+ Y10) and 45.33 (B Y11) which are both above 2015 National averages (38.3).  The APS for Ebac – Ma is 49.6 / 6.60 (A- Y10) and 51.46 (A- Y11) which are both above 2014 National averages (38.3).

Top set Y10 (2015) have already taken GCSE Ma and attained an APS = 57.25 which is SIG+ compared to the National results for the past three years.

KS5

Y12  Current Level3 VA analysis shows that KS5 AS GS is performing above National expectations (2015) for the pupils from all starting points.

Y13  Current Level3 VA analysis shows that KS5 A2 GS is performing in-line with National expectations (2015) for the pupils from all starting points.

Developments:

 Handwriting classes are run during lunchtimes and House Group periods to support pupils.  English Language support is provided via an individual curriculum.  Reading and Spelling ages are shared with all staff via a Literacy Flag in the departmental mark-sheets to enable staff to support any problems that might arise.  NFER Reading Age tests are used to track the progress of students who have lower than expected reading ages.  There is closer department liaison between Mathematics and other departments to provide teaching strategies when a need is identified (The Numeracy strategy).

The attainment of Strengths 2015 Attainment / almost all groups of 2 KS5 progress pupils is broadly in  Overall groups are achieving in-line with national standards and slightly below school standards. line with national averages or, if National ALL Bursary FSM6 SEN below these, it is Size - 124 5 5 5 improving rapidly. Retention - 98.6 100 100 91.7 Achievement - 95.2 96.4 96.3 88.9 APS - 225 206 206 230 TPS - 1067 971 952 1003

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 Subject progress for groups are generally in-line with overall school expectations and in-line with national expectations.

National ALL Bursary FSM6 SEN Above - 5 - - - Expectation - 21 10 11 13 Below - 1 - - -

KS4  A8 shows that all groups are performing broadly in-line with all pupils with the exception of EAL which is above.

ALL FSM Middle SEN-K EAL Non-WBRI A8 67.4 63.3 61.4 60.3 72.0 65.2

 P8 calculations show that all groups are performing in-line with national expectations. Only EAL pupils are performing above expectation. ALL FSM Middle SEN-K EAL Non-WBRI P8 0.48 ± -0.02 ± 0.83 ± -0.26 ± 2.16 ± 0.39 ± 0.18 0.68 0.90 0.75 1.80 0.50

Current Attainment

KS5 - Y13 – mocks  Y13 Level 3VA shows that subject VA for the groups SEN, non-WBRI, FSM6 & Bursary is in-line with national expectations for all individual subjects studied.  Overall level 3VA for these groups is in-line with national expectations.

SEN FSM6 bursary SEN L3VA +0.03 ± +0.03 ± -0.06 ± -0.01 ± 0.18 0.15 0.16 0.20

Y12 – yellow  Y12 Level 3VA shows that subject VA for the groups SEN, non-WBRI, FSM6 & Bursary is in-line with national expectations for all individual subjects studied.  Overall level 3VA for these groups is in-line with national expectations.

SEN FSM6 bursary SEN L3VA +0.03 -0.09 ± 0.03 ± 0.03 ± ± 0.20 0.20 0.35 0.20 KS4 Y11 – green  P8 calculations show that all groups are performing in-line with all pupils. All but middle ability pupils are performing below expectation at this stage.

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ALL FSM Middle SEN-K EAL Non-WBRI P8 -0.25 ± -1.15 ± 0.04 ± -0.45 ± 0.66 ± 0.51 ± 0.16 0.66 0.60 0.73 0.73 0.55

 A8 shows that EAL & middle ability and non-WBRI are performing above expectation, while the other groups are roughly in- line with expectation. ALL FSM6 Middle SEN-K EAL Non-WBRI A8 61.0 51.7 53.6 57.2 66.3 66.2 expected 63.3 63.2 53.3 61.7 59.7 61.1

 Current Y11 group performance compared to 2015 national standards. Green indicates APS > National.

NATIONAL ALL FSM6 Middle SEN-K Non-WBRI Ar 41.7 48.4 46.0 47.2 46.0 52.0 Be 39.1 47.6 44.5 44.4 46.0 51.0 Bi 46.9 45.9 37.0 39.0 43.5 48.0 Ch 47.1 45.5 37.7 38.2 42.2 48.5 Cs 37.6 43.8 44.8 42.0 41.2 52.0 En 41.2 / 5.2 45.3 40.2 41.1 41.7 48.5 Fr 41.4 46.0 42.0 40.0 46.0 53.0 Ge 38.2 47.7 49.0 52.0 Gg 40.6 44.2 44.0 39.1 49.0 44.5 Hi 41.1 45.6 42.4 38.7 45.3 52.0 It 39.0 49.8 40.0 52.0 52.0 Li 41.9 45.4 39.2 43.9 40.2 48.5 Ma 39.1 / 4.7 51.5 46.6 44.5 49.5 54.5 Mu 42.5 50.7 46.0 46.0 52.0 Ph 47.2 43.8 38.7 34.0 38.0 42.7 PhEd 40.9 49.5 42.0 45.3 46.0 46.0 Rs 41.4 48.3 46.0 44.3 45.3 42.0 Sp 42.2 43.4 38.5 38.6 42.6 42.0 TeRM 36.9 38.3 32.0 46.0 *2015 APS converted to 9-1 points Y10  P8 calculations show that all groups are performing in-line with all pupils. All but middle ability pupils are performing below expectation at this stage but in-line with year group performance. ALL FSM Middle SEN-K EAL Non-WBRI P8 -0.42 ± -0.45 ± 0.01 ± -0.87 ± -0.39 ± 0.16 0.66 0.60 0.73 0.55

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 A8 shows: FSM6 are performing above expectation; EAL, non-WBRI & middle ability are performing in-line with expectation, while the other groups are slightly below.

ALL FSM6 Middle SEN-K EAL Non-WBRI A8 62.7 67.3 54.4 57.5 65.5 expected 66.9 62.8 54.3 66.2 69.4

 Current Y10 group performance compared to 2015 national standards. Green indicates APS > National.

NATIONAL ALL FSM6 Middle SEN-K Non-WBRI Ar 41.7 50.2 52.0 47.5 58.0 55.0 Be 39.1 46.8 52.0 44.0 46.0 47.5 Bi 46.9 46.7 46.0 36.3 41.8 48.6 Ch 47.1 46.6 46.6 41.5 46.0 46.9 Cs 37.6 48.0 44.0 46.0 52.0 44.5 En 41.2 / 5.2 5.3 5.4 4.8 4.8 5.7 Fr 41.4 47.1 49.0 46.0 40.0 52.0 Ge 38.2 47.0 46.0 40.0 Gg 40.6 46.4 50.0 44.3 47.2 46.7 Hi 41.1 47.5 45.1 38.5 49.0 50.3 It 39.0 49.0 40.0 40.0 52.0 Li 41.9 5.3 5.2 4.8 4.6 5.5 Ma 39.1 / 4.8 6.6 6.6 5.3 6.0 6.9 Mu 42.5 49.3 52.0 52.0 46.0 46.0 Ph 47.2 47.1 47.2 41.0 43.8 49.4 PhEd 40.9 46.5 49.0 40.0 42.0 48.0 Rs 41.4 47.2 46.0 43.0 46.0 51.1 Sp 42.2 48.3 48.4 48.0 36.8 49.5 TeRM 36.9 40.3 40.0 40.0 40.0 *2015 APS converted to 9-1 points Y9  A8 shows that all groups are performing broadly in-line with all pupils with the exception of EAL and non-WBRI which are above. These results show progress towards their targets at this stage of the course.

ALL FSM Middle SEN-K EAL Non-WBRI P8 -0.48 -0.81 0.06 -0.70 -0.28 -0.46 A8 59.2 56.0 52.9 54.9 64.2 61.5 expected 65.8 64.1 52.4 61.3 67.0 66.2

Developments:  Please refer to pupil progress section above.

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GCSE National From different  Percentage of pupils achieving 5 or more GCSEs grades A*-C (or equivalent) including English and maths: benchmarks: starting points, the 1 Expected proportions of Floor WGS Disadvantaged progress pupils making and 40% 94% 83% Floor exceeding standards expected progress  Percentage of pupils making expected progress in English in English and in mathematics are Floor WGS Disadvantaged close to or above national figures. 74% 92% 80%

The progress of the  Percentage of pupils making expected progress in maths very large majority of disadvantaged Floor WGS Disadvantaged pupils is similar to 74% 90% 70% or improving in

relation to other  Progress-8 (opt-in) pupils nationally. Floor WGS Disadvantaged -0.5 +0.48 -0.02

A-level  Students achieve an average point score per entry in academic qualifications of 172 points.

Floor WGS Disadvantaged 45% 92% 100%

Progression Pupils are 1 Please see: Personal development, behaviour and welfare section exceptionally well prepared for the  Bi-ennial Careers Convention organised in school for Y10 – Y13 pupils. next stage of their  Careers Connect advisor works in the school each week to give impartial individual guidance to Y10 – Y13 students by education, training appointment. or employment and  All Y10 pupils undertake 2 weeks of Work Experience at the end of that academic year. have attained  Careers education forms part of PSHE in Y7 – Y11. relevant qualifications. KS4  Destination of Y11 leavers 2015: 6th form of Wirral Grammar School for Boys 88.5%; 6th form of other schools 2.5%; Local 6th Compared with the form college 6%; Apprenticeships 3% - placement other that WGS 6th form following impartial guidance national average for  Overall percentage going to a sustained education or employment/training destination: all pupils, higher School = 97%; National = 92% proportions of

23 pupils and of  Overall percentage of disadvantaged pupils going to a sustained education or employment/training destination: School = disadvantaged 88% (other = 98%); National = 85% (other = 94%) pupils, progress on to a range of higher KS5 and further  Destination of Y13 leavers 2015: university of first choice 83.5%; university of second choice 0.5%; university via clearing education 12.5%; employment or apprenticeship 4% establishments,  Students are very successful in obtaining a place on their preferred HE course or apprenticeship programme apprenticeships,  College Week attended by all students in Y12 with presentations from University admissions tutors and high level apprentice employment or providers plus advice from our Career Connect advisor help to ensure that information and guidance is broad and impartial. training. These destinations strongly support their career plans.

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Quality of Teaching, Learning & Assessment

Quality of Teaching, Learning and Assessment Overall 1234 +/- 1- Spring Term 2016 Author: Mr A P White (Deputy Headteacher)

 Statistical evidence presented by lesson observation data (moderated by Ofsted inspector and retired HMI annually, 2012-2015) shows that very few lessons are less than good and ‘unsatisfactory’ lessons are rare. Robust systems are in place for monitoring teaching practice through senior and middle leadership levels. Summary  Our key strengths are: consistently good provision; effective sharing of best practice; demonstrable improvements in quality. Teaching is better now The main reasons for than it was two years ago and has improved markedly since the last inspection. choosing this grade  Strong focus on ‘Enterprise’ through retained specialist focus; provision through lessons and extra-curricular opportunity. are:  Surveys of students and parents present a positive picture of the standards of teaching and learning with improvements made since the last inspection.  Lesson observations show increasing use of independent thinking and there is evidence that identified areas of strength are being shared.  The development of the teaching and learning group, together with the effective use of twilight professional development, ‘Thinking & Learning’ bulletin and learning bursaries have impacted positively on the profile of teaching and learning.  Good practice has been shared more effectively and lesson observations evidence improving pedagogy and practice.

 Continue to provide clarity on what outstanding teaching and learning looks like through Teaching and Learning feedback and lesson observation feedback. Even Betters….  Sustain positive behaviour for learning through vibrant lessons that are developed through creativity and innovation in teaching practice – see To reach the next developments identified via consultation process. grade or to continue  Further develop opportunities for pupil feedback. to be outstanding we  Monitor impact on our involvement in the National SSAT formative assessment programme through exercise book scrutiny. need to:  Maintain a focus on the use of assessment for learning within lessons through effective CPD that is led by our own staff for others.  Broaden the use of ISV with all departments adopting the process and an improvement in the value of the information gathered.  Improvements in recording and monitoring of homework through on-line system.

Key phrases Sub-criterion 1234 Main strengths and areas for development from the Criteria Strengths: Learning Pupils love the -1  Examination outcomes are above national expectations – see ‘data section/inspection dashboard’. challenge of learning  No weaknesses were identified in 2015 data for KS4 or KS5 (inspection dashboard). and are resilient to  Observation evidence shows that very few lessons are less than good and ‘unsatisfactory’ lessons are rare. 90% of failure. They are lessons observed in 2015/16 were good or outstanding (see BlueSky reports). curious, interested  The latest student survey shows that 89% of pupils think that teaching is good in this school. learners who seek  There is a clear correlation between outcomes for students and evidence from work scrutiny, lesson observations and out and use new learning walks. information to  Reports on Ofsted’s Parent View evidence a positive view of learning at this school. develop, consolidate  My child makes good progress at this school 86% strongly agree. and deepen their  My child is taught well at this school 82% strongly agree. knowledge,  Would you recommend this school to another parent 95% ‘yes’.

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understanding and  Learning outside lessons (extra-curricular activities) are a real strength in this school and pupils regularly take up skills. opportunities to do so. 95% of students agree that the school provides opportunities to participate (see student survey). They thrive in  83% of students strongly agree/agree that they enjoy school – student survey, Feb 2016. lessons and also  92%of students report that they are challenged to achieve the best of their ability (student survey, 2016). regularly take up  Parents strongly agree that their pupils are making effective progress (Parents Survey, 2013-16). opportunities to learn through extra- Y7 Y 8 Y9 Y10 Y11 Y12 Y13 curricular activities. 2015/16 96% 95% 97% 87% 93% 2014/15 98% 97% 99% 97% 99% 91% 84% (Grade 1). Most 2013/14 99% 96% 96% 100% 91% 100% 89% pupils are eager to know how to improve Developments: their learning. They  To improve learning where it is less than good through formative lesson observation feedback, targeted support, sharing of capitalise on good practice through teaching & learning forums and coaching if required. opportunities to use  To address pockets of concern when learning is less than good and strive for consistency through support and training. feedback, written or  To utilise ‘Blue Sky’ in providing a framework for department self-review oral, to improve (Grade 1) Teachers are Strengths: Teachers’ determined that 1  Outcomes from LT observations evidence high levels of expectations from teachers. Shared lesson observation criteria Expectations pupils achieve well. (see observation sheet/BlueSky) and expectations (see Lesson Planning Checklist, 2014) impact on planning and They encourage observation outcomes (90% of lessons in 2014/15 have been graded 1 or 2). pupils to try hard,  Teaching and associate staff consistently expect high levels of participation and commitment in pupils. This is evidenced by recognise their the huge number of extra-curricular activities offered to students and the high pupil number uptake. Data shows pupils feel efforts and ensure they consider opportunities offered to be good or better (95%, Pupil Survey, 2016). that pupils take pride  The vast majority of parents agree that the school offers a wide range of extracurricular activities including educational in all aspects of their visits (99% Parents’ Evening Surveys, 2015/16). work. Teachers have consistently high Developments: expectations of all  To sustain levels of expectation and drive for 100% consistency pupils’ attitudes to learning. Strengths: Teachers’ Secure subject 1  All teachers are subject specialists and can teach through to A Level. expertise, knowledge (1)  This is seen in the planning and subject knowledge revealed through lesson observation notes (see ‘CPD Mark’ framework planning and Skilful questioning and feedback & Lesson Observation database/BlueSky). strategies (2).  100% of teaching staff are subject specialists in their own field and have “admirable” subject knowledge (HMI report, 2013). Tackle  Culture of school-based training with teaching and support staff providing training session for other colleagues. School misconceptions (1) governors have and continue to contribute to this. Plan lessons very  Feedback from CPD evaluations, particular those which utilise the skills from within school evidence a high degree of effectively - best use satisfaction with the standard of professional development (with 90% of staff recording training as ‘good’ or ‘outstanding’ of time and during the last two years – see twilight evaluations). resources (1).  The establishment of the Teaching & Learning group generated fresh think about teaching methods; outcome is evidenced Behaviour managed through lesson observations, ‘Thinking & Learning’ bulletin and the ‘Learning Bursary’ programme. highly effectively (1)

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Teacher support (1)  Effective professional development is having an impact. ‘CPD Mark’ external auditors describe CPD practice at this school as being ‘outstanding’ (see ‘CPD Mark’ report).  Strategies supported by timely use of tracking data, most notably through the introduction of SISRA in 2013. Current progress data shows evidence of impact.  A Learning Bursary, commenced in November 2014, is providing examples of effective teaching and learning strategies using examples seen from within school.  Whole school development of formative assessment through SSAT is improving standards.  80% of pupils believe that behaviour is good (pupil survey, 2016).  Ofsted Parent View reports that 82% of parents feel that the school makes ensures its pupils are well behaved.  91% of pupils report that the staff of the school support and care about them (pupil survey, 2016).  Teachers plan lessons effectively and use resources well to maximise learning time (see observation reports/BlueSky) with 90% of lessons being graded as G or O.

Developments:  Continued drive for consistency to ensure that all teaching is of the highest quality evidenced in lesson observation data.  To improve the use of questioning in lessons in order to challenge learners in lessons through the use of internal training and support  Re-designation of ‘CPD Mark’  Continued development of AfL using the materials provided by SSAT with internally provided CPD. Strengths: Equality and Teachers challenge 1-  Lesson observation database and BlueSky indicate that teachers challenge stereotyping and the use of derogatory diversity stereotypes and the language. use of derogatory  90% of pupils say that the school helps them to understand and respect people from other backgrounds and challenge language in lessons racism (pupils survey, 2016). and around the  91% feel that the school respects them and their background and treats them fairly (pupil survey, 2016). school.  Student surveys indicate that students are happy and enjoy time at this school.  87% in 2016 say they enjoy school and 94% report that they feel safe when they are in school. Teachers promote  Ofsted Parent View data indicates that parents strongly agree that their child is happy and safe in school (86% say their equality of child are happy and 82% say their child feels safe). opportunity and  All bullying incidents are recorded and dealt with according to the policies. Homophobic incidents are also recorded. diversity in teaching  PSHE lessons in two year groups deal with the issue of stereotyping – see SoW. and learning.  Homophobic bullying and stereotyping are a focus in anti-bullying week raising awareness and identifying clear guidance from staff and teachers.

Developments:  To strive for zero tolerance of derogatory language in school and ensure that all staff challenge it at all times. Teachers embed Strengths: Teaching of RWCM exceptionally 1-  Refer to RWCM section in Outcomes for Pupils for evidence of pupil outcomes. RWCM well across the  A culture of expectation of participation is encouraged evidenced through the use of Kagan structures in lessons (see curriculum, equipping lesson observation notes/BlueSky). all pupils with the  Most lessons graded as ‘outstanding’ utilise co-operative learning to engender communication and independence (see lesson observation notes/BlueSky).

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necessary skills to  A Learning Bursary project has been completed in order to focus on improving literacy skills across the curriculum. HoD make progress. English has undertaken leadership training to improve literacy across all departments including the completion of a literacy policy. Twilight CPD sessions have been offered to deal with identified areas.  Students in Y7 and Y9 undertake an NFER reading assessment recorded centrally. Those that cause concern are supported in improving reading skills.  NFER spelling assessments take place in Y7 and Y8. Non-NFER spelling tests take place in Y9. Those students identified as being below expectations are provided with spelling improvement lessons with an English teacher. They are re-tested and this information is passed to all teachers. SENCO is also provided with information.  Relatively weaker Y7 students are paired with Y12 students for paired reading each week. Reading logs provide contact and home support. These pupils are tested annually.  Termly reading awards for Y7/8 take place and a survey of student reading perceptions takes place.  Average levels for the end of KS3 for English are very high (significantly above the national average). Refer to ‘Outcomes for Pupils’ section.  Average levels for the end of KS3 for Mathematics are very high (significantly above the national average). Refer to ‘Outcomes for Pupils’ section.  Designated lead in numeracy has undertaken survey of all departments and is currently working with specific HODs in supporting numeracy. Guides to specific and universal areas of numeracy concern are being written by maths teachers.  Numeracy posters are presented in every teaching room for staff and pupils to refer to leading to more consistent classroom practice.  Currently all Y10 are studying Personal Finance and will have an opportunity to acquire a Level 2 Certificate in Financial Education. Y11 2015/16 Level 2 Certificate in Financial Education attainment tracker (based on 2 of 3 units completed) suggests a pass rate of 99.31% for 2015/16 cohort. Currently 135 students are taking part. Y11 2014/15 Certificate in Personal Finance had a cohort of 124 students, which yielded 17 A*(14%), 42 A (48%), 44 B (83%) 14 C (93%) grades with 8 ungraded.  The vast majority of parents believe that this school prepares their children for the future (89% Parents Evening surveys, 2016).  Study Skills (CMI) course: evidence of impact on results for those students who follow this  Significantly high numbers (50+) take the EPQ are results are significantly positive (reflection of effective RWCM skills).

Developments:  Focus on consistency with numeracy and literacy in 2016/17 to ensure all staff are supported  Improved tracking of reading: numbers of books read, rewards for reading scheme Strengths: Assessment Teachers check 2  Lesson observations show increase in proportion of lessons that are ‘outstanding’ and consistently ‘good’ (90% in pupils’ understanding 2015/16), these lesson demonstrate embedded assessment. systematically and  All students are set challenging targets at all Key Stages based upon prior attainment. effectively in lessons,  The vast majority of boys when asked ‘how well are you performing in relation to your target grades’ and ‘what do you need offering clearly to do to improve’ will be able to give an accurate response. directed and timely  Lessons graded as 1 or 2 use assessment at the point of learning with great effect (see lesson observation support. database).(When practice is less than good/outstanding too little attention is paid to timely intervention). Teachers provide  Professional development time is being used to improve practice here as when lessons are not graded 1 there are issues pupils with incisive with assessment within the lesson. All teaching staff and some associate staff are part of the SSAT embedding formative assessment project. Evidence of impact in lessons is being seen in whole school observations.

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feedback, in line with  Scrutiny of assessment in departments takes place through the annual review process and is acted upon by the Head as the school’s required. assessment policy,  A Learning Bursary, has been used to investigate the link between progress and formative assessment. about what pupils  In the latest pupil survey 89% of pupils say that they get explanations and advice from teachers about how I can do better. can do to improve their knowledge, Developments: understanding and  Targeted support where assessment standards require improvement through LT departmental links and following lesson skills. Pupils use this observations. feedback well and  Priority given to assessment for learning strategies through the SSAT programme. know what they need to do to improve. Strengths: Marking, Teachers set 1-  The vast majority of parents believe the school meets the needs of their children (Parent survey 2013-2016). homework, challenging reports to homework, in line Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 parents with the school’s 2015/16 97% 89% 96% 87% 92% policy and as 2014/15 90% 91% 94% 91% 96% 88% 81% appropriate for the 2013/14 98% 93% 90% 92% 92% 96% 100% age and stage of pupils, that  Majority of pupils (86% in 2013/14, 92% in 2014/15, 89% in 2015/16) believe that teachers clearly explain how they can consolidates achieve more (Pupil Survey 2014-16). The results are consistent across the Year groups in Year 7-Year 11. learning, deepens  Parent surveys show that 96% of parents feel that teachers keep parents appropriately informed of their son’s progress understanding and and what they need to do to improve and 93% of parents feel that their son is making good progress (2015/16). prepares pupils very  Post 16: well established culture of assessment and feedback in relation to challenge targets (see ‘key pieces’ data and well for work to Review of Sixth Form (J Bennetts, October 2012). come.  Lesson observations show an increasing number of very good and outstanding lessons.  When outstanding, written comments in student work offers constructive feedback for improvement and evidence of Parents are provided student’s response to this feedback. Where less well developed, feedback is more cursory and lacks an improvement with clear and timely focus. information on how  The introduction of the ‘Purple Pen of Progress’ has been supported through training and the provision of materials. This well their child is process is being embedded in most departments and trialled in several others and is providing focused feedback to progressing and how students. well their child is  86% of parents report receiving valuable information from the school about their child’s progress (Ofsted Parent View). doing in relation to  My child receives appropriate homework 77% strongly agree – Ofsted Parent View. the standards expected. Parents Developments: are given guidance  Extension of in-school variation project in 2016 to provide more focused feedback. about how to support  Sharing of effective assessment practice as noted in outstanding lessons, through ‘Report on Teaching & Learning’. their child to improve.  Improvement in consistency of homework recording through the piloting of a new on-line system.

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Personal Development, Behaviour and Welfare

Personal Development, Behaviour & Welfare Overall 1234 +/- 1 Spring Term 2016 Author: Mr K Taws (Senior Deputy Headteacher)  High profile anti-bullying procedures and systems which are partly led by students – recipient of ‘Diana Award’ for this (for the third time) in November 2015. In March 2016 pupil survey <1% referred to bullying as a behaviour issue and 2% of pupils referred to bullying as a safety issue. These figures are consistent with recent years.  Overall and persistent absence rates below national average and that for similar schools (RaiseOnline).  Impartial guidance sees the vast majority of pupils leaving at 16 or, more commonly 18, moving on to their first choice of education, training or employment.  Exceptional sums of money raised by pupils for their choice of annual charity (£12,340 for Walton Neurological Centre in 2015). Summary  The percentage of “pupil lessons” during the current academic year (2015-16) where attitude to learning reported by staff as being “consistently with The main reasons for expectations” is 97.1% - for the third year running there has been an improvement in this figure. There is little variation between year groups. choosing this grade  In parent surveys during the last 12 months 96% (Parent View) / 96% (School Survey) agreed that their child makes good progress at the school. are:  In parent surveys during the last 12 months 91% (Parent View) / 91.0% (School Survey) agreed that the school makes sure its pupils are well behaved.  Fixed term exclusions (2014 RaiseOnline) 0.76% (national average 6.71%). Permanent exclusion of Feb 2016 the first since 2005.  The percentage of “pupil lessons” during the current academic year (2015-16) where disruption was reported as a barrier to learning was 0.7% - a slight improvement on the previous year.  In parent surveys during the last 12 months 96% (Parent View) / 98.2% (School Survey) agreed their child felt safe at school – this second figure is consistent with the previous year.  94.2% of pupils in the school’s March 2016 survey agreed that they felt safe when in school and those who did not had the opportunity to say why.  To be aware of the possibility of out of school behaviours impacting on behaviour and attainment in school and to engage with other agencies to educate and safeguard pupils with respect to this. Even Betters….  To be vigilant in the light of current national and international news to the possibility of racist and other incidents showing prejudice of all kinds and To reach the next seek ways to address such issues. grade or to continue  Work to ensure that the views of pupils are taken into account and are seen to be taken into account, principally through the work of various pupil to be outstanding we councils need to:  Renew the focus of anti-bullying strategies to concentrate on verbal bullying which the school’s bullying log identifies as the commonest form  Further improve attendance and safety by developing an enhanced system of early contact with parents of absent pupils  Review of the management of guidance across the school and how it is delivered

Key phrases Sub-criterion 1234 Main strengths and areas for development from the Criteria Pupils are confident, Strengths: Engagement self-assured 1  Continued development of ‘Sleuth’ behaviour data base has had a positive impact through live reporting of concerns. in Learning learners. Their  The percentage of “pupil lessons” during the current academic year (2015-16) where attitude to learning reported by staff excellent attitudes to as being “consistently or usually complies with expectations” (previous year in brackets): Y7 99.4% (98.2%); Y8 98.4% learning have strong (94.9%); Y9 96.6% (96.1%); Y10 96.8% (96.2%); Y11 95.9% (92.1%); L6 97.6% (95.8%); U6 95% (94.8%). positive impact on  Verified by an external HMI, 156 lessons were observed by the Leadership Team during 2013/14/15. 94% of these were their progress. judged good or better and 34% judged outstanding. The majority of the feedback from these observations reported the

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following contributed to the judgments: attitude to learning “consistently positive” or “exemplary” / pupils reported as “engaged” or displaying “high levels of engagement” throughout the lesson. (BlueSky individual teacher records).  In parent surveys during last twelve calendar months: 96% (97.3% last year) agreed/strongly agreed and 96% (100% last year) of parents on ‘Parent View’ March 2015 agreed/strongly agreed that their child ‘makes good progress at the school’. The first of these is the result of a sample survey of over 47% and can be seen to point to high levels of engagement in learning.  The percentage of frequent disruption reported by teachers as being as a Barrier to Learning in autumn term 2015 (2014 figures in brackets): Y7 0.4% (0.3%); Y8 1.4% (1.3%); Y9 1.5% (1.3%); Y10 1.0% (0.7%); Y11 0.6% (1.9%); L6 0.0% (0.2%) U6 0.0% (0.8%).  Survey commissioned in 2013 of targeted groups of students: ‘vulnerable’, ‘hard to reach’, ‘off target group’: vast majority of all very positive about school and lessons.  Significantly high engagement in enrichment opportunities, support sessions, extra-curricular etc. reflecting positive climate (refer to participation survey and daily events calendar).  Very high take-up in attendance at additional / support lessons at lunch times and after school indicate a commitment and thirst for learning. Impact of this reflected in high attainment and favourable progress (Pupil Outcomes section).  Marked improvement in engagement during Tutor Period as evidenced though observation and pupils feedback (move to mixed age House Groups commenced in September 2013). Impact is surpassing expectations.  2015 ALIS survey results of Y13 students show very high levels of satisfaction regarding the quality of teaching and support.  In the February 2016 sample pupil survey, 89% agreed/strongly agreed that teaching at this school is good and 87% agreed that they enjoyed school.  In the school’s parent survey for the year ending March 2016, 97.5% of parents said that their son enjoys attending this school. On Parent View (March 2016) 96% of parents said that their son was happy at this school.  In the school’s parent survey for the year ending March 2016, 99.0% pf parents said that teaching was good at this school this school. On Parent View (March 2016) 96% of parents said that their son was well taught at this school.  In the February 2016 sample pupil survey, 91% agreed/strongly agreed that the school encouraged them to do things for themselves and accept responsibility.  Very high engagement in learning activities outside the classroom. Pupil survey in 2014 showed that all pupils engaged in at least 3 extra-curricular activities (Pupil Participation Survey, June 2014).

Developments:  To maintain high standards and expectations as evidenced in our ‘strengths’ above.  To increase the range of opportunities for boys to actively take part in lessons and not be ‘passive’ recipient; this is key focus for T&L development through the exchange of ideas etc. Lesson observations show year on year improvement. However, it is noted that the OfSTED “School Inspection Handbook” Jan 2015 (section 178) states: “Inspectors should not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.” Strengths: Citizenship Pupils’ SMSC 1  Through a range of school organisations pupils are encouraged to take a leading role in shaping the ethos of the school. and SMSC development equips The Peer Support Group and the Y10 mentors both take a leading role in facilitating the transition of the Y6 students into them to be thoughtful senior school. Both groups are active in supporting the Y7 s in a number of ways such as academic support and help with and caring citizens in friendship issues. One current Y7 finds it difficult to talk to adults thus the PSG member acts as intermediary for him. One Y7 student said, ‘My Y10 mentor is always there to help me or just to laugh with me.’

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school and in wider  As a Global Learning Leader school we have led courses for 7 other local schools in global education. This course has now society been introduced through the PSHE units to all Y7 and Y8 students.  Pupils are encouraged to participate in the wide range of foreign trips that are available and many pupils are supported to participate through additional funding.  Currently the Y11 RS use their classroom learning to act in an advisory capacity to the multi faith religious Wirral group that shapes RS learning.  Pupil led charity fundraising results in over £10,000 being raised for charity each year. In 2015, £12,340 was raised for the Walton Neurological Centre.  End of year activity days introduce students to multi-cultural activities such as African dancing and drumming as well as supporting them to be more empathetic to the people around them. One pupil said, ‘We have lots of PSHE days and support people coming in to help us with stopping bullying and racism.’  All students in Y10 and Y11 study General Studies. The course is structured around ensuring that students retain a lively interest in and knowledge of world affairs. 90% of students feel that the school helps them to understand and respect people from other backgrounds.

Developments:  Extend the range of volunteering opportunities for students.  Explore additional methods of evaluating SMSC in lessons.

Strengths: Behaviour Pupils conduct 2  2014 Raise Online exclusion data fixed term exclusions as % of pupil group 0.76% - national average 6.71% (2011 2.14%; themselves well 2012 5.33%; 2013 1.93%). Reason for rise in fixed term exclusions 2011 to 2012 investigated; due to two isolated but throughout the day major incidents. The total incidences of fixed term exclusion in 2014 – 2015 was sixteen totalling 31 days. Four pupils were and the school works excluded four times. In academic year 2015 – 2016 to date (March 2016) fixed term exclusions – ten incidences totalling 40 hard to maintain this days. Six of these (totalling 23 days) were in relation to one major incident. In addition, one pupil was excluded three times at lunchtimes. for a total of 12 days. This pupil was permanently excluded on 12/02/16. The school is an  This represented the school’s first permanent exclusion since 2005. One successful managed move in each of 10/11, orderly environment. 11/12 & 12/13. Pupils respond  The percentage of instances where disruptive behaviour is reported as a Barrier for Learning is very low. For 2015 (2014 quickly to instructions figures in brackets): Y7 0.4% (0.3%); Y8 1.4% (1.3%); Y9 1.5% (1.3%); Y10 1.0% (0.7%); Y11 0.6% (1.9%); L6 0.01% and requests from (0.2%); U6 0.0% (0.0%). staff, allowing  Lesson observation records show that behaviour in vast majority of lessons is conducive to learning. lessons to flow  Introduction of SLEUTH behaviour tracking software from September 2013 and its further development from September smoothly and without 2015. This has seen a rise in number of reprimands given to pupils but confident that this is due to vast improvement in interruption. Low- record keeping and more consistent use of reprimands and NOT to a decline in standards of behaviour. Much valuable level disruption is behaviour management information available. rare and is dealt with  Visitors to the school often compliment boys on both their courtesy and conduct - 91% of parents on ‘Parent View’ in the swiftly. Pupils’ good calendar year up to March 2016 agreed/strongly agreed that ‘the school makes sure its pupils are well behaved. conduct reflects the school’s efforts to Developments: promote high  Pupil behaviours outside of school (evenings, weekends, association with local street culture with others who do not attend standards. this school) may be impacting on behaviour in school (some of this is reflected in recent exclusion figures). The school is Pupils’ attitudes to all actively engaging with Merseyside Police and other local agencies to address this. Example: Merseyside Police to run aspects of their

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learning are workshops in school on legal highs and drug education tailored to the local area. Education on how to keep safe away from consistently positive. school. These positive  Some concerns have been expressed about the behaviour of a minority boys on school buses at the end of school when attitudes have a they are largely unsupervised. Senior staff are working with Merseytravel and bus operators to look for a solution. good impact on the However, in Feb 2015 one driver contacted the school to say how our boys were: “polite, well-mannered and if only other progress they make. schools could behave in the way ours do”. Parents, staff and pupils have no well- founded concerns about personal development, behaviour and welfare. Strengths: Pupils’ Pupils discuss and 1  Lesson observation records (available on BlueSky) in key subjects such as the Humanities and PSHE evidence a high attitudes debate issues in a level of pupil discussion and debate. considered way,  Four student led House Councils meet once per fortnight and the student led School Council (Y7-11) and the Sixth Form showing respect for Council (Y12 & 13) meet once per half term. Minutes and notes of these meetings are available and staff observation of others’ ideas and them evidence the expression of a wide range of views and ideas. points of view.  Notes are available of in school variation meetings where student views are collected on teaching and learning and again show the acceptance of a wide range of views and ideas.  Respect for others is reflected in the large sums of money raised for charity (in 2014/2015 this was £12,340 for the Walton Neurological Centre).

Developments:  In Feb 2016 sample student survey of pupils around one-quarter of pupils did not feel that the school took their views into account indicating that there is work to be done in feeding back to the various councils and the pupil body as a whole how their views are listened to. One pupil commented: “There are some councils and surveys in place, but their influence is not always felt by students who are not directly involved. This could be due to a lack of communication rather than a lack of action.” Staff to work with various councils to ensure: (1) views are taken into account; (2) there is feedback so that pupils are aware of this and that they are aware of why their views do not, on occasion, lead to the action they would wish. Strengths: Safety and Pupils are safe and 1  In Jan 2016 sample student survey 94.2% agreed: “I feel safe when I am in School” – which is consistent with previous mutual the vast majority of years. The 5.8% who disagree with this statement were asked to identify why they felt this way so that their concerns can support them feel safe at all be addressed. Pupils commented on the highly visible presence of staff and use of CCTV cameras as positive points. times. They  In parent surveys during last twelve calendar months, 98.2% agreed that the school kept their child safe – a figure understand how to consistent with recent years. 96% of parents on ‘Parent View’ March 2016 agreed/strongly agreed that ‘my child feels safe keep themselves and at this school’. And 96% last year of parents on ‘Parent View’ March 2016 agreed/strongly agreed that ‘my child is well others safe in looked after by this school’. The 4% who disagreed in both these areas represented one parent’s view. different situations  January 2012 “Pupil Voice School Supervision Survey” includes pupil suggestions on improving safety for themselves and and settings. others. In this survey in response to “Do you feel safe between lessons” those who agreed they did ranged from 91% (Y7) to 100% (Y11). In response to “Are there places in the school you avoid” those responding ‘Yes’ ranged from 27% (Y7) to

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6% (Y8). In response to this a Year 7 “hub” (partly supervised by 6th form students) has been established and staff patrols increased in toilet areas and the yard at breaks & lunchtime.  The high visibility presence of senior staff at break and lunchtime which is now embedded has been enhanced by the appointment of two Student Supervisors (October 2012) who patrol before school, break and lunchtime and maintain a presence outside of lessons throughout the day. Comments in sample student survey March 2016 show how pupils value this high level of staff presence.  Student members of Anti-bullying committee, School and House Councils are regularly consulted on safety.  Formalised mutual support is provided by 6th form students (as members of the anti-bullying Peer Support Group; academic mentoring of younger pupils; manning of Y7 “safe-haven” at lunchtime; as House Captains).  At least one Y10 pupil in each House Group provides support for Y7 pupils in his group.  The mixed age House Groups is has a positive impact on fostering a climate of collective peer support.  Since September 2012 an enhanced system for managing visits and checking through risk assessments (Evolve) has been in place.  All staff have undertaken and completed the ‘on-line’ Prevent Duty training organised by the Police.

Developments

 Developments essentially focus on sustaining high standards.  Need for School Council to undertake a “Pupil Voice School Supervision Survey” as it is four years since the last one.  Although e-safety is addressed in assemblies, PSHE and ICT lessons, a review of how this is delivered is required by the end of the academic year (July 2016).  Accidents: 144 accidents recorded by First Aiders in calendar year 2015. Percentages by year group: (Y7) 34.1%; (Y8) 26.5%; (Y9) 18.1%; (Y10) 14%; (Y11) 6.3%; (6th) 1.0%. Most common injuries: cuts / grazes. School playground is most common location for injury. These figures are extremely similar year on year. Every attempt is to be made through the enhanced supervision of the yard to reduce these figures.

Strengths: Bullying 2  In Feb 2016 sample student survey of pupils <1% referred to bullying as a behaviour issue and 2% of pupils referred to bullying as a safety issue. With respect to safety, this is a slight rise on the previous year.  The School has an Anti-Bullying Committee consisting of staff and students from all year groups which meets once per half term. This is co-ordinated by the Head of Y7.  The vast majority of pupils feel safe in school at all times – 94.18% in Feb 2016 sample survey. 98.0% of parents agree that the school keeps their child safe (survey calendar year ending March 2016) while on ‘Parent View’ March 2015, 96% agreed/strongly agreed that their child feels safe at school 89%. 78% of parents on ‘Parent View March 2016 agreed/strongly agreed that ‘this school agrees effectively with bullying’ – with 17% ‘don’t know’. Boys are encouraged to report instances of bullying through ‘anti-bully boxes’ around school, by email and via Peer Support Group representatives. Boys clearly aware of how to report bullying. Co-ordinated by Learning Mentor.  The school has a well-developed 6th form Peer Support Group co-ordinated by the Learning Mentor. This scheme has recently received – for the third time - the “Diana Award” in recognition of its impact (November 2015).  Significant majority feel that the school manages bullying issues well (HMI consultant report following pupil discussions – October 2012).

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Developments:  Types of bullying indicate where action needs to be targeted (data from HoY’s Bullying Log) 2015-16 so far (2014-15 figures in brackets): Verbal 53.85% (49%) Physical 23% (13%); Homophobic/Sexual 7.7% (8.8%); Cyber 0% (11%); Physical & Verbal 7.7% (13%); Other 7.69% (4.4%)  Always a need for vigilance in this area –while the majority of children feel safe from bullying and feel that the school does something about it, they do not ALL feel like this.  17% of Parents (Parent View March 2016) “don’t know” how effectively the school deals with bullying – there is a need to communicate to parents the work done in this area.  Anti-bullying is a safeguarding issue as well as a behavioural one and will be flagged as such in a ‘site map’ of safeguarding currently being constructed (March 2016). Strengths: Attendance Pupils value their 1  Attendance is high compared to National Average and schools with similar FSM profile education and rarely  % of sessions missed due to Overall Absence (RaiseOnline 2015) 3.2% (national average for sec. schools 5.2%). Previous miss a day at school. years: 2014 3.2%; 2013 4.3%; 2012 3.8%. FSM pupils overall absence is 5.5%. – national average for sec. schools 7.5%. No groups of pupils  % persistent absentees, absent for 15% or more sessions (RaiseOnline 2015), 1.5% (national average for sec. schools are disadvantaged 5.8%). Previous years: 2014 1.3%; 2013 1.2%; 2012 2.4%. FSM persistent absence is 3.3%%. – national average for sec. by low attendance. school 10.9%.  Ofsted ‘data dash board’, in 2014, the attendance rate at this school was 96.8% (highest quintile) – a rise of 1.1% since 2013. The attendance rate is in the top 20% of all schools.  From September 2013, the school day begins with a lesson rather than assembly or form period – enhanced incentive to be punctual and more accurate recording of lateness.  Both school entrances manned by members of leadership team every morning – monitoring and recording punctuality and having immediate conversation with any pupils who are late.  From 2013/14 study leave for Y11 was terminated for both mocks and actual exams and for Years 12 and 13 to amount of study leave has been reduced. This impacted positively on our data.  Member of support staff in main office dedicated to monitoring registration, punctuality and attendance issues. Daily visit by this colleague to House Groups interviewing pupils with a recent unexplained absence.

Developments:  To continue close monitoring of both punctuality and attendance to maintain and strive to improve upon our strong position in comparison to national data.  To continue the work of the Deputy Headteacher (Student Support) and Learning Mentor in working with individual students at risk of persistent absenteeism and their families. The school has one persistent non-attender in March 2016.  Measures put in place in March 2016 to improve accuracy of in-lesson registers marked by teachers as first stage of enhanced prompt contact with parents of pupils absent from school without explanation. Possible purchase of commercial software to assist with this – under consideration. Strengths: Health and Pupils can explain 1  The school employs a Psychotherapist to help us deal with pupils while they wait for a CAMHS referral. Pupils who have well-being accurately how to accessed this support have had issues such as anger management, depression, OCD, ASD. Pupils have rated this service keep themselves as 9.1 on a scale of 1-10 on how useful this is. healthy and how to  Pupil survey undertaken in February 2016 indicated that 80% of pupils agreed or strongly agreed that the school helps them make informed ‘to be healthy’. Pupils commented that the school, ‘gives good advice and provides good Games and PE lessons to burn fat.’ choices. They have

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an age appropriate Parent surveys undertaken during 2015-2016 indicated that 92% of parents felt that the school supported the pupils in making understanding of healthy lifestyle choices. healthy relationships.  Healthy Schools Activity Day Programme this year included sessions for L6 students as well as Y7,8,9. In response to concerns in school we added addiction to gaming as well as alcohol and tobacco. In response to national news we have also added a PSHE rotation on Sexual Exploitation for Y10 students.  KS3 and KS4 pupils have 4 hours of structured PE per fortnight. Sixth Form have a games afternoon. All pupils have a number of opportunities to participate in extra-curricular activities. Approximately 200 students participate in sport on Saturday mornings and there is extra-curricular sport available throughout the week. We are constantly seeking to extend our sports provision. We have been very successful at Handball and our newly formed Table tennis club has been very successful at local level. This year we have introduced Kinball which allows able bodied and disabled to play sport together.  The school council has linked directly with our catering provider and thus has been able to raise the issues that the students want raised directly with the company. They have responded by increasing the number of healthy options available.

Developments:  To undertake a review of PSHE teaching in order to identify areas that students feel need to be tackled.  To explore the option of introducing a group of peer mental health counsellors to support vulnerable students.

Strengths: Guidance There is high quality, 1  Biennial Careers Convention organised in school for Y10 – Y13 pupils. Organised on school’s behalf by ‘Careers Connect’ impartial careers in order to ensure impartial guidance. Higher Education Institutions, representatives of various professions, careers and advice allowing training options present along with advisors from ‘Careers Connect’ giving impartial advice. In 2016 over 50 representatives pupils to make attended our Careers Convention and these were across a wide range of employment and HE sectors. Next event April informed choices 2018. about which courses  School has contract with a ‘Careers Connect’ advisor who works in the school each weeks to give impartial individual suit their academic guidance to Y10 – Y13 students by appointment. Appointments co-ordinated by Heads of Year. needs and  All Y10 pupils undertake 2 weeks of Work Experience at the end of that academic year. Pupils arrange own placements aspirations. They are where possible and are assisted by school where this is necessary. All pupils visited by a member of staff during prepared for the next placement. stage of their  Careers education forms part of PSHE in Y7 – Y11. Content has been re-written for this academic year to ensure that it education, training or deals with alternatives to higher education. employment and  Destination of Y11 leavers 2015: 6th form of Wirral Grammar School for Boys 88.5%; 6th form of other schools 2.5%; Local understand how 6th form college 6%; Apprenticeships 3% - placement other that WGS 6th form following impartial guidance. education prepares  Destination of Y13 leavers 2015: university of first choice 83.5%; university of second choice 0.5%; university via clearing them for this and for 12.5%; employment or apprenticeship 4%. their adult life.  Students are very successful in obtaining a place on their preferred HE course or apprenticeship programme.  ‘College Week’ attended by all students in Y12 with presentations from University admissions tutors and high level apprentice providers plus advice from our ‘Career Connect’ advisor help to ensure that information and guidance is broad and impartial.

Developments  Review of the management of guidance across the school and how it is delivered to be undertaken during summer term 2016.

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Spiritual, Moral, Social & Cultural Development [This is not an Ofsted judgement area but contributes to the overall picture of the school effectiveness. We separate this for our own evaluation purposes]

Spiritual, Moral, Social & Cultural Development Overall 1234 +/- 1 Spring Term 2016 Author: Mrs O Kahn (Deputy Headteacher)  Entitlement to residential experiences for all with very high participation; includes marked expansion in D of E with more than 120 students.  International Schools Award reflects school’s emphasis on understanding of other cultures. School participates in the Global Learning programme and Connecting Classrooms.  PSHE programme is redrafted and responds to current issues annually. Clear focus on CSE and consent in response to current concerns. Summary  Culture of student initiated fund-raising, as shown by the fact that over £12K is raised by pupils for their own choice of charity each year.  Strong tradition of student leadership (School Council / Head Boy Team/House councils) and pupil support for each other (peer mentoring: academic The main reasons for and social). choosing this grade are:  High participation levels in extra-curricular activities. Strong culture of both Music and Sport with extensive opportunities for competition and performance. One third of pupils are actively involved music tuition. School production allows students to participate in both an acting and technical capacity.  Very positive perceptions expressed through surveys both by pupils and parents.  Strong tradition of ‘seasonal’ events: Remembrance Service attended by all Y7 & 8, Annual church Carol Service attended by whole school.  Over 50,000 commendations issued across all Houses in the first five months as part of our focus on rewards, providing an indication of a positive climate. They earn house points for leadership and academic, cultural and sporting achievement.  Further development of reflective learning in lessons through the SSAT project  Use school council as vehicle to establish code of conduct for mutual respect. Even Betters….  Review approaches to SRE in PSHE lessons. To reach the next  Increased focus on mental health in PSHE activity days. grade or to continue  Explore ways of continuing to link with our partner schools. to be outstanding we need to:  Monitor SMSC in lessons through observation of PSHE lessons.  Extend the opportunities for pupils to volunteer in the local community.  Monitor the delivery of SMSC through the lesson observation programme.

Sub-criterion 1234 Main strengths and areas for development Strengths: Personal insight 2  92% agree and strongly agree with the statement that ‘The school encourages me to do things for myself and to take responsibility’. Pupils and spiritual are given the opportunity, in a range of school councils, to take leadership roles. development  Currently the Y11 students have introduced the youth SACRE which links to the Wirral SACRE. They reflect on their own experiences and give advice to the adult body. They act independently and gather views from other pupils.  The Teaching and Learning report highlights the role the pupils take in their own learning; ‘engendered an immediate sense of curiosity’ ‘there was a climate of enthusiasm and engagement’, ‘a strong sense of curiosity’, ‘ a sense of wonder was evident’, ‘not afraid to speak out and challenge each other’.  Over £12,000 was raised by pupils in the last year for charity (The Walton Centre Liverpool). The majority of this money comes from student led activities from the Inter House competitions, such as the FIFA Challenge, Christmas and Halloween fair and the onesie race. This year’s charity is MIND in memory of one of our former students.  L6 pupils have taken an active role in supporting vulnerable Y7 students through providing activities for them in protective environment at lunchtime, letting them play games and quizzes.

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 For the third year, 99% of parents endorse the view that the school provides a rich and varied extra-curricular programme. 94% of pupils feel that the school offers them a wide range of extra-curricular activities. One boy commented, ‘This particular school is very good in the sense of giving everyone an opportunity’.  Outstanding record of competitive sport: in top 30 schools in the country for participation in regional and national competitions. Over 300 pupils belong to sports teams.  Year and House assemblies are structured around multi-cultural themes and through the house system pupils take the lead in reflecting on the impact of great innovators and different cultural approaches.  More than one third of the pupils are actively engaged is music tuition (the school provides access to 18 peripatetic music teachers). Currently there are 16 different ensemble musical groups ranging from the swing band to guitar groups and string quartets. Pupils in several year groups have attended concerts at the Liverpool Philharmonic, open mike nights in Liverpool and participated in local community Arts’ Festivals. Formal and informal concerts take place once a term in which pupils have the opportunity to improve performance skills thereby developing confidence.

Developments:  Explore reflective learning in lessons through the SSAT project  Increased focus on mental health in PSHE activity days. Strengths: Moral 1-  PSHE has been adjusted to respond to current issues such as sexual consent, legal highs and sexting. Health days for L6 in the summer understanding and term are structured to cover the issue of relationship guidance, pornography and sexual consent. Student response has been positive with relationships records of lively discussions with one pupil commenting that ‘they had never thought about consent in that way.’ Y9 students also study a unit on the criminal and civil law in the UK and act out a criminal case.  Anti- Bullying Committee continues to play a strong role in protecting students and acting as representatives and mediators in their classes. Following a request for training on how to cope with bullying that they witness, they have been trained by an outside agency. In certain instances the ABC representatives have dealt with incidents of bullying before they escalated.  The Sixth Form Peer Support Group continue to actively support the younger pupils. They have been awarded The Princess Diana award for the second year because of the extent to which they act as positive role models and deal with issues. Several of the PSG have established supportive links with students who are struggling in school.They are trained and monitored carefully by the Learning Mentor. KS3 parents feel overwhelmingly (99%) that we keep their children safe.  The readmission interviews with parents following a fixed term exclusion encourage students to consider their actions and reflect with the Head teacher on ways to move forward.  The Health Services in Schools has been very successful and continued to flourish in 2015 -2016. A youth worker structures the weekly sessions so that she tackles issues that the students ask to be covered such as safe sex, relationship guidance, and alcohol use.This has resulted in increased numbers of students seeing the school nurse for advice, testing and guidance. We have run smoking cessation clinics and have a fully trained counsellor one day a week to deal with pupil anxiety, poor behaviour and home issues.

Developments:  Use school council as vehicle to establish code of conduct for mutual respect.  Review approaches to SRE in PSHE lessons. Strengths: Social development 1  91% of pupils feel that the school ‘respects me and treats me fairly’. One pupil commented that ‘I see people around the school from different and skills; values; backgrounds being treated equally and fairly.’ tolerance and respect

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 We have improved our recording of bullying incidents and thus are able to track repeat offenders. This has resulted in 94% of pupils reporting that they feel safe. Parent View says that 99% of parents agree or strongly agree that their child feels safe at school. One pupil commented that ‘I have always felt safe in school and feel as if I can ask any teacher if I need help.  The L6 Peer Support Group has been out to feeder primary schools in order to run a programme supporting Y5 students to develop their own pupil led respect and tolerance policies. This has been praised at local Anti-Bullying conferences as an example of good practice.  We are now a school Global Learning Leader school and our head of MFL is working with partner schools in our area to embed this programme. A number of secondary schools and local primary schools have attended courses. The British Council resources have been used to restructure the Global Education PSHE unit in both Y7 and Y8.  Pupil survey undertaken in February 2016 indicated that 90% of pupils agreed or strongly agreed that the school helps them ‘to understand and respect people from other backgrounds’. One pupil commented that ‘Despite a child's natural inclination to employ their own prejudices in a very black and white world the school does its best to temper this’.  Each year the boys choose the focus for the School Charity and they lead on fund-raising for this. This year they have chosen MIND in memory of a former pupil. They have been instrumental in bringing in speakers to assembly about mental health and planting a memory garden for him.  In 2015 pupils raised over £12,000 for their choice of charity which was Walton Neurological Centre.  The formal mentoring scheme has been structured so that L6 students coach and mentor Y8-11 students that are struggling in certain areas. Currently 42 mentors give up free lessons to mentor 38 students. In the 2015 GCSE results two thirds of mentored students improved their results. 57% showed an increase of at least a grade due to the Languages Peer Mentoring scheme.

Developments:  Explore ways of continuing to link with our partner schools.  Monitor SMSC in lessons through observation of PSHE lessons Strengths: The school’s 1-  85% of pupils and 96% of parents believe that we are well respected in the community and 100% of parents on Parent View say that they promotion of SMSC would recommend this school to others. tolerance and  The school held a mock election in May 2015 allowing students to host and participate in debates, experience the polling station and vote. community The majority of the school participated and maths pupils maintained the interest by issuing exit poll information throughout the day. Sixth cohesion form students have listened to speakers on the British political system and visited the Houses of parliament.  The school runs a Family Welcome course in May to July for prospective Y7 students. The emphasis here is on working both with parents and pupils to encourage tolerance and an ability to work with others whilst learning to deal with their own emotions. This course is led by the learning Mentor but the Peer Support Group organise and run all the activities for the pupils. 100% of parents involved commented that the programme was very useful.  In 2015 there has been a marked increase in pupils volunteering in the community in charity shops and youth and sports clubs due to the increasing popularity of the Bronze Duke of Edinburgh scheme. Over 50% of the year group now participate. Last year the overnight expedition route was altered so that a disabled child could participate by cycling the distance on his modified tricycle.  Pupil Premium funding has been used to support pupils’ access to cultural development in the form of instrumental lessons for Y7 and Y8 and cultural development in the form of actively encouraging them to participate in school trips.  Pupils from the school represented the school at the Heswall and Bebington Arts festival thereby supporting their local community.  PE have introduced the sport of Kimball which means that both able bodied and disabled can compete together.  International links play a key part in the life of our school. We have participated in Comenius, Connecting Classroom and now are a leading Global Education school for the British Council. Visits to other countries for over the past three years have included Iceland (Geography), Malta (Music), Italy (Geography), Rome (RE), Australia (PE), Spain and France (Languages), Austria (Ski Trip), Berlin, Poland, Moscow, Brussels (History trips), South Africa (PSHE).

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 The school’s annual production (Our House -2016) enables students to develop skills in a range of areas. This year the musical director was a pupil, 50% of the band were pupils, back stage and front of house was led completely by pupils and the sound and lightning team was a mixture of current and ex-pupils.  Harold Wilson was Wirral Grammar’s first Head Boy in 1934. The school has used the occasion of his centenary to highlight his contribution to British democracy through both formal events and informally in history lessons.  All staff have completed the online Prevent training.

Developments:  Extend the opportunities for pupils to volunteer in the local community.  Monitor the delivery of SMSC through the lesson observation programme

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16-19 Provision (Sixth Form)

Sixth Form Overall 1234 +/- 1 Spring Term 2016 Author: Mr M G Askew (Deputy Headteacher: Sixth Form)

Note: While judgments on school Sixth Forms are now included with those for the whole school, we have continued to review Sixth Form performance separately. The following is a summary of the full review document which is available separately.  Students make impressive progress, despite their high starting points, the latest ALPS VA placed the school in the top 10% of the national cohort for value added (ALPS VA quality and breadth grade 2: outstanding). 16-19 data dashboard (March 2016) indicates VA significantly above average for all students. Average point score per entry is above national averages and has been for the last three years data dashboard March 2016).  Significant progress in subjects previously identified as weak. Particularly technology and politics and history, relative under achievement in Psychology, Technology and to a lesser extent, Mathematics.  Study programmes are designed to provide stretch and progression and are highly effective in preparing students to move on to a higher level of qualification. Summary  Progression rates post A Level are impressive and in 2015 all students were placed within 24 hours of A Level results being published with 85% of The main reasons for students securing a place on their firm choice course. 52% of those going to university were placed at Russel Group institutions. choosing this grade  Year on year retention is also high and 16-19 data dashboard indicates in year retention is higher than national averages at AS and A level. are:  Individual careers advice from expert practitioners is readily accessible to all students and there is a series of well - established and very effective careers events throughout the two year programme to inform and inspire students  Students are involved in a wide range of enrichment activities including sport, drama, music and a variety of community projects including those associated with the Duke of Edinburgh scheme. The House system is strong and provides significant leadership opportunities for a significant number of students. Work experience is undertaken by a relatively small number of students often to support university applications or as career testing.  Students engage with a variety of voluntary projects (eg through Wirral Lions) within the local community in some cases to support university applications.  Wider participation from a larger number of students in aspects of the extra-curricular provision.  Continue with the work done to date to eliminate underperformance in some subject areas and improve overall VA performance  Slight under performance for FSM / CLA students in 2015. This situation to be monitored.  Continue to work towards ensuring that all students perform in line with expectations and targets. Analysis of student performance banded by ability reveals that there is relative underperformance in Mathematics, DT, Psychology, ICT, Computing  Review the quality of Tutoring taking place in House Group Sessions Even Betters….  Continue to work in the promotion of selective universities as destinations for our students. To reach the next  Continue to Increase the number of students that hit target or better in all subjects. (ALPS indicates that in 2014 this was 34.1% and in 2015 70.2% grade or to continue grade 4, but very close to the 72% that would have given us a grade 3, excellent) to be outstanding we need to:  Continue to monitor our curriculum offer post 16 in the light of national developments and changes in funding and look to offer a wider range of subjects including some less academic A levels that would seem likely to improve overall VA score. This is unlikely in the current funding regime.  Review General Studies entry policy with a view to maximising VA performance measures.  Review the potential for offering Core Maths as a genuine alternative for some students who would otherwise opt to study A Level Maths.  Build on the success of the Oxbridge cohort (seven offers 2015) with a view to maintaining an increased number of successful applicants.  Build on the work done to redevelop Lower Sixth Work Experience as an opportunity for career testing.  Specifically review careers provision and begin to collect evaluative data on an ongoing basis.

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Key phrases Sub-criterion 1234 Main strengths and areas for development from the Criteria Teaching and learning is strong. Outcomes show high levels of attainment and strong value added. Teaching and Leadership Leaders have high 1 learning is carefully monitored in several ways. There is a programme of annual departmental review. During the expectations. They improve last academic year eighteen post sixteen lessons were observed by MGA, with an average grading of 2 (good). provision and reduce Three lessons were outstanding and three lessons required improvement. achievement gaps between groups by monitoring the Strengths: quality of teaching, learning  Clear picture of academic performance and action in place where under-performance is noted with evidence of and assessment and impact. learners’ retention,  Results at least in-line with expectations as evidenced by VA performance over the last 3 years. Positive VA progress and skill score in summer 2015 (grade 2 “outstanding”, ALPS top 10% of all registered providers). 2015 Post 16 data development. dashboard “value added was significantly above average for academic GCE A level”.  Clear plans in place to address seemingly declining pockets of underperformance (cross refer to ‘Achievement’ Leaders plan and manage SEF section). individualised study  Quality of teaching systematically monitored annually across all departments and externally verified by former programmes that build on HMI (cross refer to ‘Teaching and Learning SEF section). learners’ prior attainment,  Successful outcomes in terms of passage onto university / apprenticeships with a high percentage of students meet all the requirements successfully applying to selective institutions. Growing links with local major employers and a small but of 16 to 19 provision and significant minority of students choosing the advanced apprenticeship route / sponsored degree programme. prepare them well for future employment. Developments:  Review of post 16 provision in view of curriculum change (linear A levels).  Integration of PSHE component into timetabled time subject to staffing availability following decision on timetable revisions for September 2016.

Current Progress:  Current progress data (ALIS analysis of Mock results) indicates that Y13 are on average below target by the equivalent of one grade at A level across four subjects (including general studies). This is similar to previous years and performance picks up in the final term.  Analysis of AS data for the current Y13 cohort indicates strong progress in terms of value added (grade 3 excellent) and a rolling three year average of grade 4 (good).

Strengths: Student Throughout the time spent 1  Learners make impressive progress, despite their high starting points and the latest ALPS VA placed the school outcomes on their study programmes, in the top 10% of the national cohort for value added (ALPS VA quality and breadth grade 2: outstanding). 16- learners and groups of 19 data dashboard (March 2016) indicates VA significantly above average for all students. Average point score learners make substantial per entry is above national averages and has been for the last three years (16-19 data dashboard March 2016). and sustained progress  3VA report indicates that value added is significantly above average for students and that students here made from their starting points. more progress than the national average of students with similar prior ability.  There have been improvements in a number of subjects, notably Politics, History and PE. Relative underperformance exists in Psychology, Technology and to a lesser extent Mathematics.

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Almost all learners  Study programmes are designed to provide stretch and progression and are highly effective in preparing progress swiftly to higher students to move on to a higher level of qualification. levels during their study  Progression rates post A Level are impressive and in 2015 all students were placed within 24 hours of A Level programme. results being published with 85% of students securing a place on their firm choice course.  52% of those going to university were placed at Russel Group institutions in 2015. Any gaps in the progress or  Year on year retention is also high and 2015 16-19 data dashboard indicates in year retention is higher than retention of groups with national averages at AS and A level (97% and 99% respectively : 2014 data). similar starting points are  Raw A Level attainment data is very strong as is points score per student (statistically significant over time). closing. Points score per entry is also higher than national average 225.2 compared to national average of 211.4 (Data dashboard Feb 2016). Value added progress for  A*-E and A*-B passes are very strong and A*-B almost entirely significantly higher than national data at both AS level 3 qualifications is and A2 (validated 2014 PANDA published July 2015).25% of all Year 13 students achieved AAB of better above average across compared to a national average of 11% (Data dashboard Feb 2016). nearly all subjects.  Post 16 Data dashboard (March 2016) highlighted two main strengths a) Value added was significantly above average for academic GCE A level. b) Academic value added was significantly above average for learners with Learners without GCSE prior attainment grade B. grades A* to C in either  Six subjects achieved value added that was both positive and statistically significant compared to national data English or mathematics in 2015 ; Biology, Chemistry, Business Studies, English Language, English Literature, Art. In 21 out of 28 follow appropriately tailored subjects value added was neutral or positive indicating students performing at least as well as expected. (data courses in English and/or dashboard Feb 2016) mathematics. The considerable majority make substantial and sustained February 2016 (Other Selective Schools) progress towards grade C APS per entry Ave Grade APS student VA or above. Bluecoat 246.4 B+ 1129 0.36 Wirral Boys 224.9 C+ 1063.3 0.16 Wirral Girls 236.1 B 1065.1 0 Upton 217.5 C+ 840 -0.06 Poole 226.7 B- 931.9 -0.07 Calday 224.1 C+ 969.9 -0.07 West Kirby 231 B- 1042.8 -0.15

Current Progress

Y12  The Level 3VA calculations for AS (with current performance data) show the pupils are making progress comparable to the national average of students with similar prior attainment.  Current Y12 AS-level performance by grade shows that %A (32%) and %A*E (100%) are above the 2014 national results.  Y12 attainment shows that TPS (886 equivalent) and APS/entry (234) are above state school 2015 values.

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Y13  The Level 3VA calculations for A-level (with current performance data) show the pupils are making progress comparable to the national average of students with similar prior attainment.  Current Y13 A-level performance by grade shows that %A*A (33.2%) and %A*E (99.5%) are above the 2015 national results (A*A% = 26;A*E = 98).  Y13 attainment shows that TPS (750 not yet including GS results) in-line with 2015 national results (756) while APS/entry (239) are above state school 2015 values (APS = 210).  Of particular note, current progress shows improvement in subjects where there has previously been relative underperformance: DT(Y12 AS-0.1; Y13 A2-0.2), Physics (Y12 AS+0.8%; Y13 A2+0.2), Mathematics (Y12 AS+0.2; Y13 A2+0.3), Business Studies (Y12 AS+0.4;Y13 A2+0.3).

Developments:  Eliminate underperformance in some subject areas and improve overall VA performance  Ensure that students perform in line with expectations and targets. Analysis of student performance banded by ability reveals that students most frequently underperform in Physics, Mathematics and Psychology.  Continue to improve performance in subjects with relative underperformance.  Increase the number of students who hit target or better in all subjects. (percentage of red students in ALPS currently 34.11, grade 5, good).  Offering a wider range of subjects including some less academic A Levels would seem likely to improve overall VA score. This is unlikely in the current funding regime.  Continue to review post 16 provision in light of new linear A Levels and significantly reduced funding.  Review General Studies entry policy with a view to maximising VA performance measures.  Review the potential for offering Core Maths as a genuine alternative for some students who would otherwise opt to study A Level Maths.  Allocate specific periods of private study to subjects to set work.

Strengths: Retention and Almost all learners 1  AS to A2 progression scores are good (ALPS 2015). Progression complete their study  Students perform well in A level subjects and retention rates are high within school years and across the key programmes, achieve stage. Year on year retention is also high and 2015 16-19 data dashboard indicates in year retention is higher qualifications relevant to than national averages at AS and A level (97% and 99% respectively 2014 data). their career aims and move  PANDA (2014) Retention Data: Retention rate AS level 97% (100% FSM), Retention rate A2 99% (no data for on to sustained education, FSM). employment, training or an  Sustained HEI destination data is higher than national averages at 83% for all learners (48% national Average) apprenticeship. 2013 data (16-19 data Dashboard Feb 2016).  Sustained EET data is higher than the national average at 90% (73% national average) 2013 data (16-19 data Rates of retention are high Dashboard Feb 2016) for almost all groups of  The only available data for FSM students is on the 2013 cohort showing 75% EET compared to a national learners. average of 74% EET

Developments:  EET and HEI destination data for FSM students needs to at least equal that for all students.

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Strengths: Teaching, Teaching, learning and 2 Teaching and learning is carefully monitored in several ways. There is a programme of annual departmental review: learning and assessment support and  Evidence from 83 post 16 lesson observations shows that the vast majority of lesson are good / outstanding. assessment challenge learners so that  Sixth Form Parent Surveys confirms that 98.3% agree that the quality of teaching is good (latest Survey Y12 they make strong progress December 2015) across all aspects of their  Work scrutiny during observed lesson confirms that students are responding to teacher comments and are study programmes. making good progress over time. Learners who fall behind  Review of lesson observations by external HMI confirms that senior staff judgments are in-line with Ofsted are helped to catch up and gradings (standardisation first undertaken in 2013 and repeated in 2014 and 2015) the most able are stretched. Spring 2015 lesson observation record

Outstanding: 28.9% Satisfactory: 7.23% Good: 40.96% Good/Outstanding: 22.89%

Academic Year 2014 – 2015. During the last academic year eighteen post sixteen lessons were observed with an average grading of 2 (good). Three lessons were outstanding and three lessons required improvement. Overall performance for the brightest students is very strong. In 2015 seven students received offers to study at Oxbridge and six were able to confirm their place.

Developments:  Revision to the programme of lesson observation to allow more frequent observation of learning.  Adoption of learning walks as a strategy in addition to more formal lesson observations.  Introduction of subject specific private study periods to provided added focus to students’ study. Strengths: Guidance Impartial careers guidance 2  Students perform well in A Level subjects and retention rates are high within school years and across the key ensures that learners stage. undertake study  Retention data suggests that students are appropriately advised and are attempting the right level of programmes that build on qualification their prior attainment and  Students are very successful in obtaining a place on their preferred HE course or apprenticeship programme enables them to develop (83% achieved their first choice). clear and realistic plans for their future. Destination Analysis Year 2015 2014 2013 2012 2011 2010 2009 Firm 83% 69% 72% 74% 67% 61% 59% Insurance 12% 14% 12% 12% 15% 15% 22% Clearing 4% 11% 14% 11% 10% 15% 15% Other 1% 6% 2% 3% 8% 9% 4% Russell Group 52% 36% 59% 42% 45% 37% 41%

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Comparative Wirral Data % Going into HE % Oxbridge % Russel Group Other HE

Wirral 2,310 56 1 16 39 West Kirby Grammar School 160 87 x 35 51 Upton Hall School FCJ 110 79 4 33 41 Wirral Grammar School for Boys 120 78 2 37 39 St Anselm's College 90 74 0 26 48 Wirral Grammar School for Girls 140 73 2 32 38 Calday Grange Grammar School 250 65 2 31 33

 Careers Advice has developed in recent years to provide more support for those taking the apprenticeship route post 16 (content of College Week and on-line Careers Forum).  ‘College Week’ attended by all students in Y12 with presentations from University admissions tutors and high level apprentice providers plus advice from our ‘Career Connect’ advisor help to ensure that information and guidance is broad and impartial.

Developments:  Build on the work done to redevelop Lower Sixth Work Experience as an opportunity for career testing.  Continue to monitor our curriculum offer post 16 in the light of national developments and changes in funding.  Specifically review careers provision and design a system to begin to collect evaluative data on an ongoing basis.

Strengths: Students’ Learners develop personal, 2  Attendance data for the year to date (22nd March 2016) Y12 96.7%, Y13 94.3%. attitudes social and employability  For the vast majority of students punctuality is excellent. For small minority it could be better. skills, including through  ALIS attitudinal survey data indicates that the majority of students are happy with the Sixth Form and many high quality non- praise the work ethic and standard of teaching. qualification activities and  Wide range of extra-curricular activities and leadership opportunities, extended recently following the adoption work experience relevant to of a vertical tutoring system. their needs. They are  Extra-curricular activities monitored with an ongoing post 16 extra-curricular audit. punctual and attendance is  Sixth Form play key lead role in Peer Support Group (gained Princess Diana Award in 2014 and involved in high. outreach work at local primary schools.  Sixth Form Head Boy team proactive in charity fund-raising (over £10K raised in each of the last 3 years for students’ choice of charity).  Very high participation in extra-curricular life of the school, notably drama, music and sport.

Developments:  Extra-curricular audit to be developed more to include data on the % of sixth form students involved in each activity. Keen to establish how widespread take up is amongst the student body.  Punctuality after break and lunch to be tightened.

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 Attendance and punctuality of a few persistent offenders.  Work experience is common but not universal.  Concerns raised in the ALIS student attitudes survey regarding the lack of a sixth form common room and our requirement that students are in school all day every day.

Strengths: Safeguarding Learners are safe and feel 2  Although there is a not a formal PHSE programme (lack of curriculum time available), there are discrete safe. They behave well, activities during the year, including presentations to assemblies. In addition there are specific days set aside for respect others and example ; PHSE activity Day July 2015, included driver awareness, drink and drugs awareness, importance of understand how to keep a healthy lifestyle Activities Week included sessions on road safety and driver awareness and first aid (run by themselves safe and external agencies). healthy and to contribute to  Extensive extra-curricular programme (see previous section). wider society and life in  Volunteering programme added to recently with the addition of an opportunity to complete Duke of Edinburgh Britain. up to Gold Award, NCS programmes and projects and volunteer support for the local Lions annual Christmas fundraising programme.

Developments:  A more comprehensive and staged PHSE programme to be developed across the two years.  Some recent concerns regarding boys leaving school during the school day without permission.  On-going concerns about boys bringing cars to school and in particular going off site at lunchtime with passengers. Plans now being implemented to improve the safety of the whole site for all students.

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Enterprise

Leadership Overall 1234 +/- 1 Spring Term 2016 Author: Mr P E Harrison (Deputy Headteacher)

 We have achieved the Excellence in Enterprise Education Award – quality assured by Warwick University (Centre for Education and Industry – CEI) and supported by BIS  NSEE: ‘Enterprise education is core to the values of Wirral Boys grammar School. Innovation in curriculum design and the consistent delivery of Summary an enterprising culture has a positive impact on learning.’ The main reasons for  NSEE: ‘There is evidence of progression in enterprise skills, with a wide range of opportunities for students to develop. Particularly impressive is choosing this grade are: the development of an entrepreneurial culture in Computing.’  Many outstanding case study examples of the ‘pervasive culture’ of enterprise within the school exist. Including: National recognition in the ICAEW National Business Challenge, student-led School radio project, Conway Outdoor enterprise and winning the Vauxhall manufacturing challenge. Participation and engagement rates are very high.

 Introduce a more formal student record of their enterprise activities. This will be a component within their ‘House Files’. Standard evaluation and Even Betters…. assessment sheets will be created and approved and disseminated to all relevant stakeholders. To reach the next grade  Introduce the Entrepreneurship Society (ES) Award for most enterprising student. Award will be presented on Speech Day and will be funded by or to continue to be ES funds. outstanding we need to:  The Entrepreneurship Society will established on a more sustainable footing and have a regular feature in Nuntius

Sub-criterion Main strengths and areas for development Strengths Subject attainment/Progress  KS4 – Y11 Personal Finance attainment tracker (based on 2 of 3 units completed) suggests a pass rate of 99.31%, an understanding of enterprise and financial capability are intrinsic to the course.  NSEE: ‘There is evidence of progression in enterprise skills, with a wide range of opportunities for students to develop. Particularly impressive is the development of an entrepreneurial culture in Computing.’ (Several students have applied their Computing skills and started their own Company) Strengths

Engagement in  Activities range from: Y6: Primary Enterprise days; Y7: The £1 challenge; DT ‘Bridge Building’ Y8: The Apprentice; Colomendy Outdoor Enterprise Enterprise; Y9: Tomorrow’s Manager’s Today (TMT), Conwy Outdoor Enterprise, Make It Happen Challenge; Dragon’s Den; Y10: Dragon’s Den; Work Experience, DofE; Y11: Proshare, DofE; Y12: BASE; ‘Gravity run’ Challenge; Y13: CMI.  Recent survey focused on Y10/Y11 FSM cohort indicated a good level of participation in some of the key enterprise activities. In short: o Tomorrow’s Managers Today (Y9) - Y11 87% and Y10 87% participation; o Colomendy (Y8) - Y11 50% and Y10 71% participation; o Conwy (Y9) - 50% and Y10 62.5% participation; o Personal Finance (Y10/Y11) – Y11 100% and Y10 87.5% participation; o Work Experience (Y10) Both Y11 and Y10 had 100% participation; o The Apprentice (Y8) Both Y11 and Y10 had 100% participation. o Enterprise Tracker data indicates widespread engagement across the curriculum, embedded within lessons.

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Strengths Impact on Personal Development  WGSB achieved the National Standard for Enterprise Education (NSEE) in July 2013. From the independent assessors report, they observed: “Enterprise education is core to the values of Wirral Boys grammar School. Innovation in curriculum design and the consistent delivery of an enterprising culture has a positive impact on learning. “  Tomorrows Managers Today (TMT) 2015: All Y9 took part in this management simulation exercise where students run rival companies, manufacturing vans. They are then required to design and build these vans to strict customer requirements and then generate sales. It is competitive and keenly thought. Indeed, 96% of students felt they increased their understanding of: Being enterprising; Financial literacy; Economic & Business understanding.  Conway Outdoor Enterprise 2015: 104 Y9 students - Raft building – During the ‘enterprise afternoon’ pupils are split into teams and asked to undertake a variety of challenges to earn points. The more challenging the task the more points available, although they must be mindful that failure equals no points. These points can then be traded (at an auction) for skills and resources – careful decision making required. Finally, they must assemble and float the raft! Teamwork, initiative, communication and problem solving skills are vital. Indeed, 100% of pupils felt they demonstrated and could give examples of where they demonstrated: Team building; Problem Solving; Determination; Initiative & leadership skills.  Dragon’s Den (Y10): 80 students took part in this challenge. They had to work in team with given resources to generate an idea for a product, build a prototype and develop a complete marketing campaign. They would then ‘pitch’ this idea to a selected ‘expert’ panel and be gross examined on their proposal. Indeed: 95% felt they developed their communication skills; 90% felt they demonstrated the ability to ‘Generate ideas’ and 71% felt they demonstrated leadership skills. Overall: 90% of students agreed or strongly agreed they had increased their understanding of what is required to be enterprising.  The Apprentice (Y8): Here students work in groups to design a complete marketing campaign for their favourite book. The teams will then ‘pitch’ their campaign to professional Booksellers. This activity provides a great opportunity for students to develop their enterprising skills by applying them to a real life project. Indeed: 90% of students felt they developed their communication skills; 86% felt they had to use their initiative & 100% of students felt they had developed their teamwork. Overall: 86% of students agreed or strongly agreed the activity had given them an understanding of the skills required to be enterprising.  Y11 Personal Finance attainment tracker (based on 2 of 3 units completed) suggests a pass rate of 99.31%. Implies good knowledge and awareness in financial capability.

Strengths Student Attitudes  Gary Durbin (Independent verifier – NSEE) chose and interviewed a Pupil Focus Group. He observed the following: “Discussions initially focused on what their understanding was of enterprise and how “visual” it was around the school. I was very impressed by the genuinely positive attitude the students had towards enterprise education, the teachers use work based challenges to bring subjects to life. Students were extremely complimentary about the curriculum, freely stating that lessons used work related content to make work interesting”  Wirral Metropolitan Borough Council Review of WRL & Enterprise (they issued evaluation questionnaires to 56 students; 44 in Y11 and 12 in Y12) found that “show a good entrepreneurial attitude, with 60% expressing the view that they would wish to start their own business one day. This was much higher than the wirral as a whole.

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Leadership

Leadership Overall 1234 +/- 1 Spring Term 2016 Author: Mr D R Hazeldine (Headteacher)

 Performance data confirms sustained/improving standards. Slippage in performance in some areas noted, action taken and evidence of improvement seen through monitoring data.  Effective use of data by senior staff and Heads of Department. 90% of lessons observed in 2015/2016 were at least ‘good’.  Sustained high standards of teaching (86.9% of lessons ‘good/outstanding’ in 2012, 95.2% in 2014). Summary  High standards of teaching as noted through lesson observations which have been externally validated. The main reasons for  Very positive perceptions noted by parents through school surveys and Ofsted ‘Parent View’. 97% of parents feel the school is well led and choosing this grade managed. are:  School climate – positive and conducive to learning.

 School performance compares favourably with similar school and most notably in core subjects (2015 Inspection Dashboard).  Rigorous self-evaluation (noted as strength by Ofsted consultant).  Positive and purposeful ethos.  Strong governance seen through proactive approach to holding leaders to account.

Even Betters….  To sustain high standards and address pockets of under achievement. To reach the next  To see the successful implementation of a three year KS4 and evidence impact through pupil progress monitoring. grade or to continue  To ensure there is consistency in the tutoring of pupils in house group sessions. to be outstanding we  To further develop our data monitoring procedures through a review of packages available. need to:

Key phrases Sub-criterion 1234 Main strengths and areas for development from the Criteria Strengths Impact on Leaders and Governors 1- Main School – Inspection Dashboard: Outcome; focus on consistently KS4 – 2015 student improving outcomes  Overall KS4 Progress 8 was significantly above average. progress for all pupils. They are  KS4 Progress 8 was significantly above average in all elements. uncompromising in  Overall KS4 Progress 8 was broadly average or above for disadvantaged pupils and those who have special educational their ambition. needs. Progress is sustained/  Overall KS4 value added was significantly above average. rising across the  KS4 value added was significantly above average in nearly all (4 out of 5) subject areas. curriculum. The  Overall KS4 value added was broadly average or above for disadvantaged pupils and those who have special school actions have educational needs. secure improvements  From each starting point, the proportions of KS4 pupils making and exceeding expected progress in English & in in progress for mathematics were above national figures. disadvantaged pupils.

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 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.  Disadvantaged KS4 pupils had an average point score equal to or above the national score for other pupils overall, in English & mathematics.  The proportion of disadvantaged KS4 pupils that attained 5ACEM was equal to or above the national figure for other pupils.  The proportion of disadvantaged KS4 pupils that attained the EBacc was equal to or above the national figure for other pupils.  No group had low attendance (in the lowest 10% of all mainstream schools nationally).

Sixth Form – Inspection Dashboard: KS5 – 2015  Value added was significantly above average for the qualification types: academic, GCE A level.  Academic value added was significantly above average for learners with prior attainment grade: B

Developments  Continuing focus on closing gaps, notably for SEN / FSM6. Groups are small and perform well against national data but there remain some differences in school  To address any areas where there was apparent grade slippage in 2015 and evidence improvement through monitoring (GCSE: Music & DT. A-Level: IT, Economics, DT, Psychology, Computing)  Continued extension of one-to-one support, individual curriculum and mentoring, particularly targeting those pupils who are at risk of underachieving.  Monitoring the change to a three-year KS4 curriculum structure and the impact on progress data.  Monitoring and review of the new assessment arrangements phased in for Year 7 and from Year 9 (September 2015).  Embedding of selected data portal and the introduction of teacher appropriate reports to ensure that staff engage fully with performance data. Monitoring and review of new KS3 grading system with the introduction of expected pathways to allow staff / parents to readily see the progress made.

Strengths Impact on Leaders and 1-  Statistical evidence presented by lesson observation data (moderated by Ofsted inspector and retired HMI annually, Teaching and Governors focus 2012-2015) shows that very few lessons are less than good and ‘unsatisfactory’ lessons are rare. Robust systems are in Learning constantly on place for monitoring teaching practice through senior and middle leadership levels. improving outcomes  Our key strengths are: consistently good provision; effective sharing of best practice; demonstrable improvements in for all pupils; they are quality. Teaching is better now than it was two years ago and has improved markedly since the last inspection. uncompromising in  Strong focus on ‘Enterprise’ through retained specialist focus; provision through lessons and extra-curricular opportunity. their ambition. The  Surveys of students and parents present a positive picture of the standards of teaching and learning with improvements school’s actions have made since the last inspection. secured sustained  Lesson observations show increasing use of independent thinking and there is evidence that identified areas of strength improvement in are being shared. progress for  The development of the teaching and learning group, together with the effective use of twilight professional development, disadvantaged pupils. ‘Thinking & Learning’ bulletin and learning bursaries have impacted positively on the profile of teaching and learning. Progress is sustained  Good practice has been shared more effectively and lesson observations evidence improving pedagogy and practice to high standards and 50

improved across the Developments curriculum.  Continue to provide clarity on what outstanding teaching and learning looks like through Teaching and Learning feedback and lesson observation feedback.  Sustain positive behaviour for learning so that students through vibrant lessons that are developed through creativity and innovation in teaching practice – see developments identified via consultation process.  Further develop opportunities for pupil feedback.  Monitors impact on our involvement in the National SSAT for mature assessment programme through exercise book scrutiny.  Maintain a focus on the use of assessment for learning within lessons through effective CPD that is led by our own staff for others.  Broaden the use of ISV with all departments adopting the process and an improvement in the value of the information gathered. Strengths Curriculum The breadth and 1  Final outcome of destinations for pupils confirm 0% ‘NEET’, most stay on to the Sixth Form and the vast majority secure balanced curriculum their preferred choice of university and course. inspires pupils to learn.  Impact of curriculum on achievement is noted in the ‘Outcomes’ section of the SEF. Broad picture is one of pupils The range of subjects attaining to high standards with standards that are comparable/favourable which compared to similar schools. VA picture and courses helps confirms that pupils achieve in line with expectations based on their starting points. pupils acquire  Pockets of subject underperformance in 2015 noted with plan and monitoring in place. knowledge,  Curriculum provides entitlement to eleven GCSE subjects with EBac subjects part of the core provision. understanding and  Extra-curricular activities provide extensive opportunities and pupil survey confirms that all pupils engaged in at least 3 skills in all aspects of activities in 2015. Over 350 actively involved in team games. Over one third of pupils are learning to play a musical their education, instrument. including linguistic,  All boys able to study combination of art/science/technical/humanities subjects. mathematical,  Curricular breadth at A Level with balance of ‘arts’, ‘humanities’, and ‘scientific/technical’ subjects. scientific, technical,  Systematic lesson observations and rigorous recording and tracking of behaviour confirms that the conduct of the vast humanities, social, majority of pupils is of a very high standard. physical and artistic

learning. Pupils’ SMSC Developments development and the  Currently in a transitional phase as we move to a 3 year KS4 providing more choices (up to 11 subjects as an promotion of entitlement). September 2015 was the first year of Year 9 starting the GCSE Foundation Year. fundamental British Values are at the heart  A need to review post 16 provision in view of significant cuts to post 16 funding. In line with developments in other similar of the school’s work. schools we have to move to a standard three A Level offer (from current one of 4 AS/A2). From September 2016 we are expecting to have reduced to 3 A Level options.

Strengths Self Leaders and 1  A clear diagnostic approach that triangulates performance across a wide range of data including: department reviews, Evaluation Governors have a parent surveys, exam analyses (Raise On-Line, ALPS, ALIS, Level 3 VA report). deep, accurate  Scrutiny of self-evaluation process conducted regularly (every 2 years). Most recent by retired HMI and current Ofsted understanding of the Lead Inspector who commented “The SEF is well written. Evidence shows that the school has consolidated its previous school’s effectiveness inspection outcomes and has improved upon them in respect to the quality of teaching”. informed by the views  Impact of self-evaluation noted in actions that have been taken and are being taken to address pockets of concern (cross of pupils, parents and refer to ‘Achievement’ section).

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staff. They use this to  Systematic reviews of teaching show year on year improvements and these are verified by external consultant. keep the school improving by focussing Developments on the impact of their  To develop the ‘Blue Sky’ web based system for improved co-ordination of lesson plans and performance management actions. information.  To bear in mind the point made by an HMI Consultant who noted ‘It might well be that some of the judgements the school is making are too modest and this is possibly the case with Leadership and Management’.

Strengths Expectations Leaders and 1  Culture of high expectations impacts positively on academic standards (cross refer to ‘Outcomes’ section). Culture & Governors have  Overwhelming confidence shown by parents in all that the school provides is evidenced through school surveys and Behaviour created a culture than Ofsted ‘Parent View’. enables pupils and  An open culture of sharing practice which we feel helps to evidence continuous improvements in teaching. staff to excel. They are  Wealth of extra-curricular opportunities facilitated by staff who willingly give up vast amounts of their own time and results committed to setting are very high levels of pupil participation. high expectations for  Very positive views and evidence relating to pupil conduct. the conduct of pupils and staff. Areas for Development Relationships between  Always a need to drive expectations forward – no scope for complacency. staff and pupils are  A need to drive certain aspects of uniform consistency. exemplary.  To review mobile phone access/use by pupils in view of changing technology.

Strengths Governance Governors challenge 1  Governors have a wide range of professional expertise that has produced significant outcomes, capital bid applications and hold senior (£3.5million), sale of surplus land resulting in investment (£500K), conversion to academy status in 2011. leaders to account so  Link Committee structure introduced proving direct and regular contact with senior staff. Impact seen through standards. that the effective  External audit confirms highly effective governance and financial controls. deployment of staff  In 2015, Governors requested an independent audit of pupil premium funding. Outcome very positive and noted impact and resources secures of pupil premium and narrowing gaps. excellent outcomes for  In 2014 all governors chose to engage in a self review process led by an external consultant. pupils.  Governors choose to produce their own Annual Review to provide transparency around achievements and areas for development.

Areas for Development  Changes to the Governing Body members requires an embedding of governance in new accountability roles.

Strengths Promotion of Leaders promote 1  Opportunities are available to all pupils whether this be curricular or extra curricular. equality of equality and diversity  Pupils from low incomes are supported through the targeted use of Pupil Premium funding. opportunity exceptionally well so  In making extra-curricular opportunities available, a range are available so that affordability concerns are addressed. that the ethos counter  From the outset, pupils on FSM are supported; essential school equipment and the main items of school uniform are direct or indirect provided free of charge. discriminatory

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behaviour. Prejudiced  We provide and encourage all pupils to have access to music tuition by ensuring that all lessons are subsidised. behaviour is not  The vast majority of pupils share the view that pupils are ‘respected and treated fairly’ (91% in 2015). One boy tolerated commented: “I see people around the school from different backgrounds being treated fairly”.  All pupils are challenged to attain to the highest standards and all study 11 subjects at GCSE with modifications being made to this on a personalised basis and in discussion with parents.  University application data shows that all pupils from all backgrounds go on to university and there is no difference based on income.

Developments  To continue to be vigilant in ensuring that opportunities are available to all. Protection Strengths from Leaders work to 1  Alongside formal briefings to staff regarding Prevent Duty, all staff have been required to undertaken the on-line training radicalisation protect pupils from produced by the Police. On-line training took place in 2016. and extremist radicalisation and  Robust referral system in place – one query forwarded to Channel but in the end dealt with by the school following advice views extremism. Staff are and discussions. trained to be  Awareness of radicalisation/extremism is a focus with the RE curriculum. increasingly vigilant.  Pupils going overseas for holidays relating to family matters – we now routinely ask to see flight information. Leaders respond swiftly where pupils Developments are vulnerable to these  To be vigilant in this area and ensure new staff engage with prevent duty training. issues. Safeguarding Strengths and care Safeguarding is 1  2016 Pupil Survey showed that 96.5% of pupils agreed “I feel safe when I am in school”. Those who disagreed with the effective; leaders have statement were asked to identify why and their concerns addressed. created a culture  In Parent Surveys over the last year, 99.4% agreed that the school kept their child safe. Parent View showed that 100% where pupils’ welfare of parents feel that their child is safe. is promoted and pupils  High visibility of staff at break and lunchtime to maximise level of supervision during less structured times of the day. are listened to and feel  All staff are trained in safeguarding matters every other year. Focus in 2016 was on the prevent duty with all staff being safe. Staff are trained required to complete the on-line Police training. to identify abuse or  Positive feedback from parents and pupils where extra support/external agency support had been provided. exploitation. Leaders  Strong culture of peer support and care – student led anti-bullying committee and the Peer Support Group (PSG). PSG work well with external has been awarded the ‘Princess Diana Award’ for services to the school community on two separate occasions. partners to support  Positive caring culture generated through mixed age House Groups that meet daily. pupils who are at risk. Developments  A few issues from behaviour issues in the community came into school in 2015. Closer liaison with Community Police to pick up on local issues so that we can act swiftly.

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Overall Effectiveness

We believe that the 2015 performance data and our own monitoring of standards of teaching confirm that the school can be considered to be outstanding in these core areas.

Leadership and Management, Personal Development, Behaviour and Welfare and outcome for pupils are considered to be outstanding in 2015.

Spiritual, Moral, Social and Cultural development are considered to be outstanding as evidenced through wide ranging promotion of pupils’ spiritual, moral, social and cultural development.

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