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WIRRAL GRAMMAR SCHOOL School Self-Evaluation 2016

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WIRRAL GRAMMAR SCHOOL School Self-Evaluation 2016 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. 1 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. 2 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
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