Cwmbran High School POST INSPECTION ACTION PLAN 2018 – 2020

30-1-19 “Stronger Together” Cwmbran High School POST INSPECTION ACTION PLAN 2018 – 2020 Headteacher: Mrs H Coulson Chair of Governors: Mrs J English 1 School Context: Cwmbran High School is an English medium 11 – 18 school maintained by Torfaen local authority. The school opened in September 2015, following the closure of Fairwater High School and Llantarnam School. There are 1107 pupils on roll, 965 in Years 7 – 11 and 142 in Years 12 and 13. There are 5 main Cluster Feeder Schools; Blenheim Road Community Primary, Coed Eva Primary, Greenmeadow Primary, Nant Celyn Primary and Woodlands Primary. There are 66 teaching staff at Cwmbran High School. We currently have 57 full-time and 9 part-time staff. Overall, there are 119 staff at Cwmbran High School, including site and support staff. Within the ALN area, there are 5 teaching staff, 3 base managers and 25 Learning Support Assistants/6 Sign Support Assistants. The Senior Leadership Team consists of the Headteacher, Deputy Headteacher, 3 Assistant Headteachers and a Business Manager. Around 23.85% of pupils are entitled to free school meals, which is above the National Average of 16.4%. Around 35% of pupils live in the 20% most deprived areas in Wales. Nearly all pupils speak English as their first language and come from a white, British background. Overall, 3.6% of pupils have a statement, 32% of pupils are on the ALN register which is higher than the National Average of 21.5%. Cwmbran High School has 3 specialist bases, including an ASD base that support Autistic Spectrum pupils, the HIB (Hearing impaired base) is a specialist provision to accommodate pupils with hearing impairments and we also have the IRU (Internal Referral Unit) for pupils with severe emotional, social and behavioural difficulties. There has been significant changes to leadership since September 2017; a new Deputy Headteacher has been appointed and 10 Middle Leaders, including HoDs of English and Maths and new Literacy and Numeracy Coordinators. The school is working closely with 2 partner schools, King Henry Viii (Abergavenny) and Cantonian High School (Cardiff) to share good practice and support Cwmbran High School with the implementation of strategies to address Estyn’s recommendations. The Governing Body has been strengthened with a new, LA appointed, Chair of Governors (Oct 2019) and a new committee structure, focusing on standards, wellbeing and resources. There are identified Governors linked to each recommendation who, with support, challenge and monitor the impact of the actions on the recommendations within this PIAP (see the 5 recommendations). Estyn: Cwmbran High School was inspected by Estyn in December 2015. The school was judged as ‘Adequate’ and given 5 recommendations. In June 2017, the school had a monitoring visit; it was judged that the school has made insufficient progress and the school was placed in ‘need of significant improvement’. The school had a further monitoring visit in October 2018; the school was judged still not to have made sufficient progress and therefore placed in ‘special measures’. The 5 Recommendations are: 1. Improve the standards of pupils’ skills, particularly their writing and numeracy. 2. Improve the behaviour and disrespectful attitude of a few pupils in a minority of lessons. 3. Ensure that the Literacy & Numeracy Framework is implemented fully. 4. Address the shortcomings in teaching to ensure that pupils make good progress in all lessons. 5. Improve the consistency in the work of Middle Leaders, particularly in planning for improvement. 2 Recommendation 1: Improve the standards of pupils’ skills, particularly their writing and numeracy – SLT lead TAB Success Criteria: Many pupils’ writing is technically secure and good quality. They use correct spelling, punctuation and grammar in most of their work. Many pupils are able to produce work that is well presented and can express themselves clearly in their writing. Around half of pupils can produce a range of extended pieces of writing, such as letters, reports, articles etc. demonstrating extensive and ambitious vocabulary. Many pupils’ reading ages are in line with or above their chronological age and can use a range of reading strategies independently, with the majority using higher order strategies such as inference and deduction. Many pupils are able to demonstrate accuracy in numerical areas such as producing bar charts, using correct scales and units etc. Nearly all staff develop pupils’ skills. Nearly all pupils across the school meet or exceed targets. Performance at KS4 is in line with similar schools, particularly in: - L2+ English - L2+ Maths - L2+ Inclusive - 5A* - A - FSM TARGETS for 2019 KS4: 165 pupils in cohort. 36 FSM pupils. KS3: Year 9 – 210 pupils in cohort, 51 FSM pupils Overall % Overall FSM % FSM English Maths Science CSI number number L5+overall % 91 (191) 91 (191) 95 (200) 91 (191) L2 English 61 100 34 12 L5 + FSM% 91 (46) 89 (45) 92 (47) 89 (45) L2 Maths 60 99 49 18 L2 Numeracy 60 99 49 18 L6+ overall % 55 (116) 62 (130) 63 (132) 50 (105) L2+ 51 84 31 11 L6+ FSM % 40 (20) 51 (26) 51 (26) 34 (17) L1 98 162 98 35 5 A*-A 12 20 3 1 CPS 339 286 KS5: Level 3 Threshold – 100% L2+ % (all pupils studying at Level 3 to achieve 2 Level 3 qualifications) 60 40 20 0 Actual 2016 Actual 2017 Actual 2018 Target 2019 L2+ % 39 43 35 51 3 Actions R Lead Monitoring & Professional Learning A Milestones School to School / EAS Y G LA / Resources Professional Learning: Literacy and Numeracy Coordinators to provide termly, ongoing L/N Weekly Learning Walk (HoDs) records. L/N Co-ords to attend EAS training for staff across the school, in specific agreed Literacy Co- Work Scrutinies in dept. (half-termly). support sessions. and Numeracy strategies such as TIR day (Tearing into ords Termly Work Scrutinies by L/N Co-ords. Professional learning of L/N Reading), WRITE day and ROWND (Reading, Oracy, Writing, Termly cross moderation of skills across Co-ords to be supported by Numeracy, Digital skills). DHT depts. partner schools. Literacy and Numeracy Coordinators provide personalised (Skills) Success criteria 1, 2, 4 & 5 to achieve at Time for L/N Co-ords to target guidance and support for targeted departments and individuals. least ‘majority’ by July 2019. additional support to depts. or DCF Coordinator to deliver termly training to enhance teachers’ individuals. digital skills. Resources = £500. Training for leaders on ‘Go4Schools’ data system. Training for Middle and Senior leaders on ‘Go4Schools’. Release for Co-ords = £1.2k. All Teachers & Teaching Assistants will: embed key Literacy and Numeracy strategies e.g. TIR day, Tea- Weekly Learning Walk (HoDs) records. All staff will attend termly WRITE day and ROWND seamlessly into all appropriate chers Work Scrutinies in dept. (half-termly) professional learning lessons. Termly Work Scrutinies by L/N Co-ords. opportunities focused on plan activities to embed skills. Termly cross moderation of skills across strategies to develop pupils’ be held to account for pupil outcomes. depts. skills. be responsible for actively seeking professional learning Targeted staff will receive opportunities, where appropriate. additional support. support pupils’ presentation skills using the ‘presentation model’ CPD costs = £500 (HoD & L/N at the front of all of their books. Co-ords time). embed DCF strategies to develop pupils’ digital skills. To employ and train additional LSAs to support KS3 FSM pupils to develop skills = PDG £75,734k. All Heads of Department will: ensure SoL clearly signposts appropriate activities to develop HoDs Lit/Num/DCF Co-ords will QA SoL – July Designated TLR time for Skills all pupils’ skills in Literacy and Numeracy and the DCF. 2019. Co-ords. monitor teachers’ use of planned activities to embed skills. Skills Weekly Learning Walk (HoDs) records. Sharing good practice in ensure good practice in skills development is shared across the Co- Book Scrutinies (half-termly - HoDs). departmental meetings. team and school, as appropriate. ords Termly cross moderation of skills Supporting targeted members support teachers whose delivery of skills development requires development (DHT). of staff. improvement. Termly Work Scrutinies by Skills Co-ords Release for Skills Co-ords to (Line Management meetings with SLT). support staff = £1k. Pupil Voice (termly). Support plans for teachers. Lesson Observations as per SE Calendar. 4 SLT will: work closely with Lit/Num/DCF Coordinators to implement a DHT Termly updates on pupil progress to SLT, DHT and Skills Co-ords via clear coordinated plan to improve pupils’ skills across the monthly Intervention Panel meetings (IPMs), planned activities with partner school, so that most pupils make good progress. Governors’ Standards Committee and schools to develop their raise the profile of Literacy, Numeracy, DCF and bilingualism to parents via school website/social media. professional learning. all pupils via events such as assemblies, Eisteddfod, etc. SLT time. leading to rewards for good progress. Support from EAS Challenge Advisor in evaluating improvements. Standards: All teaching staff will: be responsible for ensuring most pupils make good or better Tea- Analysing pupil data by individual and class Sharing good practice in and progress in their lessons (see R4) as a result of good quality T chers (half-termly). across departments & L and planning activities to develop pupils’ skills. Analysing pupil progress by marking books (calendared departmental highlight any pupil underperformance and address with as per school policy. meetings). appropriate strategies/interventions when identified and for Release for staff/time as each Progress Check (PC). required = £1k. All Heads of Department will: support and QA the standard of T & L, focusing on pupils’ skills HoDs Weekly Learning Walk records. HoD meetings – sharing good development. Data analysis (half-termly or following practice. teachers’ strengths and areas for development. assessments). Professional Learning ‘Briefing’ ensure there are rigorous assessments in place for all Year Work Scrutinies (half-termly).

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