Aspiration, Creativity, Character
Self Evaluation Report Date: July 2018
Contents: Page
Introduction School Improvement Plan 2-8 Executive Summary 9 Key Performance Indicators (KPI Sheet) 10 School Context 11
Self Evaluation Report 1. The Quality of Leadership & Management 12 2. Student Outcomes 13 3. The Quality of Teaching, Learning & Assessment 14 4. Standards of Behaviour, Personal Development & Welfare 15
Author and date: Ciara Emmerson Dec 2017 1
Aspiration, Creativity, Character
3 Year School Improvement Plan 2017-2020 Aspiration: We strive to be the best versions of Creativity: We create beautiful work to inspire others. Character: We are articulate, confident and ourselves. We work hard everyday to master the We are independent-minded, creative thinkers and determined individuals. We work to build the knowledge and skills we need to lead successful, problem-solvers. qualities of Resilience, Ambition, Curiosity and fulfilled lives. Community Spirit.
Objective 1: High Objective 2: Exceptional Objective 3: High Status, Objective 4: Outstanding Objective 5: Exemplary Objective 6: A Culture of Expectation Leadership Outcomes Tailored Curriculum Teaching, Learning & Behaviour, Welfare & Hard Work & Aspiration Assessment Character Education
Leaders at all levels English & Maths attainment The curriculum meets the High expectations and Behaviour & rewards Staff and students are systematically evaluate the and progress is in the top needs of all learners, challenge from Y7 through systems are highly effective ambitious for themselves impact of structures and 10% nationally for all including a foundation to Y13 to ensures that more so that low level disruption and others. High strategies and drive groups, especially pathway, Baccalaureate students are on track to is minimal and students expectations of challenge, effective, sustainable disadvantaged pupils pathway and specialism make exceptional progress learn exceptionally well in quality and amount of work improvement options all lessons produced is evident
Leaders at all levels develop Minimal in-school High quality, spiral Assessment and data drive Internal and external Students take ownership for expertise in the best variation between the curriculum models are precision teaching and high exclusion are reduced their own learning. practice in their field, attainment and progress comprehensive in all quality intervention so that through early intervention Homework, Enrichment and demand the highest of different groups of subject areas and students make exceptional to address behaviour Careers education standards and are outward students and subject challenge all learners to progress concerns programmes are exemplary facing areas learn and retain key knowledge & skills
The school is popular, Tracking of student progress Subject leaders have High quality CPD and a Character education is The school readily oversubscribed and has a is robust and leads to swift, responded to curriculum culture of feedback and exceptional. The celebrates the success of sustainable 6th Form impactful intervention for reforms so that students are openness among staff builds Haggerston Pledge is students and staff through a provision students who fall behind able to meet the demands outstanding practitioners developed and embedded comprehensive and highly of new assessments throughout school life. visible reward programme
Author and date: Ciara Emmerson Dec 2017 2
Aspiration, Creativity, Character
Objective 1: High Expectation Leadership
Impact Actions Lead Timescale Training Cost Evaluation
Leaders at all levels ● Overhaul data systems to ensure sharply focused data reports are produced and analysed Hannah By Sep 2018 Amber systematically evaluate on a cyclical basis /Miles the impact of structures ● Redesign cyclical T&L monitoring systems which lead to swift actions to address Brian/ By Sep 2018 Amber and strategies and drive underperformance Ray effective, sustainable ● Streamline Line Management systems to ensure effective development, support and Ciara By Sep 2018 Red improvement accountability for all staff
Leaders at all levels ● Re-design shadow structure to build expertise and capacity of teams and maximise Ciara By Sep 2018 Green develop expertise in the development opportunities for staff best practice in their ● Create Leadership development programme for all staff, esp underrepresented groups, e.g. Ciara By Dec 2017 Schedule of £10 000 Amber field, demand the highest ethnic minorities and women. events through standards and are ● Arrange annual cycle of visits to outstanding schools in top 10% of schools in the country Ciara By Nov 2017 year Cover Green outward facing with clear actions arising as a result Schedule of costs ● Ensure subject specific CPD develops pedagogy and high quality curriculum planning Ray/Vicky Start Jan 18 events through Amber ● Ensure recruitment and retention strategy ensures talented staff are identified and have Ciara By Sep 2018 year Amber excellent opportunities for career development Planned into CPD calendar
The school is popular, ● Improve examination results at GCSE/A level so that the school can promote messages All SLT By Aug 2018 Red oversubscribed and has a about improvement and academic outcomes sustainable 6th Form ● Appoint marketing and communications manager to establish strong social media presence Simon By Jan 2018 Red provision for the school, high quality publications for parents/community and maintain an excellent website which markets the school well ● Improve branding of school values & ethos around the school site & community, including Simon By Sep 2018 Amber key messages, quality of display & signage Vicky ● Embed links, relationships and transition project work with local primaries/primary head- Louise Start Jan 18 Red teachers ● Explore options for collaboration with local 6th forms (e.g. Bridge Academy) to support Andrea By Dec 17 Green sustainability ● Drive recruitment of Year 11 students into the 6th form from Haggerston and other local Andrea Start Sep 17 Amber schools. ● Review curriculum from Y7-13 so that it is a key selling point for the school and has a range Hannah By Jan 2018 Green of courses to suit a wide range of students.
Author and date: Ciara Emmerson Dec 2017 3
Aspiration, Creativity, Character
● Improve Enrichment and cultural experiences through increased trips, societies and clubs, Vicky Start Sep 17 Amber including successful Duke of Edinburgh programme from Year 9-12. These provide rich marketing opportunities for the school.
Objective 2: Exceptional Outcomes
Impact Actions Lead Timescale Training Cost Evaluation
English & Maths attainment ● Ensure effective and supportive line management of HOFs in English & Maths and provide Brian Start Sep Green and progress is in the top SLT support to impact initiatives 17 10% nationally for all ● SLT monitoring ensures rigorous understanding of strengths and weaknesses in English and Brian Amber groups, especially Maths and clear, swift improvement actions result Start Sep disadvantaged pupils ● Prioritise Y11 outcomes in Maths in terms of intervention programme to ensure all groups Brian 17 make progress Amber ● Re-structure curriculum to ensure Literacy & Numeracy intervention is in place from Year 7 Hannah Start Sep 17 Green upwards Start Sep 17 ● Ensure English & Maths departments have clear strategies in place to support students that Brian By Sep 18 Amber are underachieving and are able to show the impact of actions they take on closing the gap ● Use regular Raising Attainment meetings to identify target students for EM matching and Brian Start Sep 17 Amber share strategies to improve student outcomes ● Ensure tracking spreadsheet for Year 11 gives full picture of progress and attainment to Miles Amber enable sharp, data led interventions to be embedded in practice Start Sep 17 ● Improve quality of teaching in Maths & English to ensure optimum challenge and rigour Cong/ By Jan 18 Subject specific £1000 Amber Daniel pedagogy CPD Start Sep 17
Minimal in-school ● Improve target-setting system so that targets are challenging and consistent with a school in Hannah By Sep 18 In house CPD Green variation between the top 10% for progress but simple for parents, staff and students to understand attainment and progress ● Implement new assessment system to allow accurate cycle of assessment throughout year Hannah By Sep 18 In house CPD Amber of different groups of with clear attainment data which can be used to drive planning, intervention and support students and subject ● Regular cycle of accountability meetings to be held post data entry incl with HT & DHT post Ciara/ On-going Amber areas public and mock exams Hannah ● Pastoral teams support all HOFs to ensure that behaviour is outstanding in all lessons Donna Start Sep 17 In house CPD Amber
Tracking of student ● Overhaul of data systems to ensure sharply focused data reports are produced and analysed Hannah Start Jan 17 Amber
Author and date: Ciara Emmerson Dec 2017 4
Aspiration, Creativity, Character
progress is robust and leads on a cyclical basis to swift, impactful ● Tightened focus on actions following data analysis and the impact of these actions with Hannah/ Start Sep 17 Amber intervention for students meaningful review at following data point Brian who fall behind ● Increased triangulation between School Improvement Plan, Faculty Improvement Plans and Hannah/ Start Dec 17 Amber Actions arising from Data and Appraisal Ray ● Systematic impact review of interventions with swift follow up action Brian Start Dec 17 Amber ● Increased rigour in tracking “catch up” students in KS3 Louise Start Sep 17 Amber ● Training for all staff in data analysis increases effectiveness of data led, precision teaching and Hannah By Apr 18 In house CPD Red increased accountability for student outcomes
Objective 3: High Status, Tailored Curriculum
Impact Actions Lead Timescale Training Cost Evaluation
The curriculum meets the ● Curriculum review and consultation completed with all stakeholders Hannah By Dec 17 Green needs of all learners, ● Design new curriculum model which will lead to outstanding outcomes though: bespoke Hannah By Dec 17 Green including a foundation pathways, strong support for English and Maths, increased uptake of Ebacc, links to Sixth pathway, Baccalaureate form courses, high status subjects, strong emphasis on Arts pathway and specialism ● Staffing review completed to support delivery of the new curriculum Hannah By Dec 17 Green options ● Recruitment plan in place to ensure early advertisements and high quality appointments Ciara By Jan 18 Green ● Specific training for staff who are planning to deliver new courses in place Ray By May 18 Subject CPD £1000 Green
High quality, spiral ● Time made available for faculties to continue to develop challenging, high quality, spiral Brian/Ra By Sep 18 Time allocated Amber curriculum models are curriculum models, planned backwards from the new A-level and GCSE specifications y/Vicky from INSET comprehensive in all ● Best practice shared across HOFs and Subject Leaders in terms of curriculum planning Brian By Sep 18 Red subject areas and challenge ● Links made with primary schools in English, Maths and Science to ensure curricula take Louise By Sep 18 Amber all learners to learn and account of primary learning and are challenging for Year 7 students from the start retain key knowledge & ● Heads of Faculty/Subject are outward looking and learn from schools in top 1% nationally HoFs/ Ongoing Red skills about best practice in their field HoS ● Cover lessons are supervised study where students revise key knowledge from subject areas Donna By Sep 18 Planning time Amber ● Library stock, layout and culture is developed to ensure that there is an excellent resource Carrie Start Jan 18 Amber offer for Sixth Form and KS3 & 4 pupils
Subject leaders have ● Build opportunities for students to practice examination skills regularly from Year 7 onwards Hannah Start Jan 18 Green
Author and date: Ciara Emmerson Dec 2017 5
Aspiration, Creativity, Character responded to curriculum ● Ensure subject curricula are designed to revisit content, build students long term memory of Brian/ Start Jan 18 Amber reforms so that students are subject knowledge and teach revision/study skills explicitly and regularly Vicky able to meet the demands of ● Subject leaders given time to improve the rigour and quality of assessments from Year 7 Brian Start Jan 18 Amber new assessments upwards to ensure students are GCSE ready by Year 10 and A-level ready by Year 12 ● Moderation of assessments internally and with external partner schools ensures that Hannah Ongoing Amber assessments are robust and challenging for students at all levels ● Schemes of learning reviewed to ensure that planning for precision teaching of knowledge Brian & Start Jan 18 Amber gaps happens after each assessment point and time for pre-teaching and over-teaching are HoFs built into the assessment/teaching cycle
Objective 4: Outstanding Teaching, Learning & Assessment
Impact Actions Lead Timescale Training Cost Evaluation
High expectations and ● Lead Practitioners appointed for Literacy & Numeracy to develop high quality curricula to Ciara By Feb 18 Amber challenge from Y7 through to support students below expected standard in English & Maths from Y7-11 Y13 to ensures that more ● Challenge is a key theme of CPD at whole school and subject level. Best practice re- Ray Ongoing In house CPD Amber students are on track to challenge is shared across the school through CPD and meeting cycles make exceptional progress ● Review behaviour policy to improve culture of positive behaviour and eradicate low level Brian/ Nic Start Nov 17 Green disruption Donna/ In house CPD ● Share, promote, exhibit and celebrate ‘beautiful work’ to create a culture of excellence Ray/HoFs Start Jan 18 Amber and aspiration In house CPD/Visits Cover ● Explore strategies used by schools in the top 1% nationally to stretch and challenge Ray/FOTL Start Jan 18 to Outstanding Only Green learners (E.g. Over-teaching beyond syllabus) Schools ● Challenge is a key theme of monitoring of teaching through observation, drop ins and Ray/SLT/ Start Sep 18 Green work scrutiny HoFs Outstanding school Cover ● Teachers given regular feedback to support and develop level of challenge SLT/HoFs Ongoing visits only Amber ● Students who are not making expected progress are identified and swift in class Brian/ Start Jan 18 Amber intervention with communication to parents prevents underachievement from becoming HoFs entrenched ● SEND information is shared in a simple, memorable form so that teachers can implement Nic/ Start Jan 18 In house CPD Red strategies to support SEND pupils Christine
Assessment and data drive ● Restructure assessment cycle to ensure timely data LM meetings following data input and Ciara By Sep 18 Amber precision teaching and high planning time for teachers to plan for precision teaching. quality intervention so that ● Underperforming students review knowledge post- assessment to close gaps identified Brian From Sep 18 Red
Author and date: Ciara Emmerson Dec 2017 6
Aspiration, Creativity, Character students make exceptional ● Teachers plan in class interventions for students who have not met expected standard to Brian/Ray From Sep 18 Amber progress close gaps ● Streamline appraisal documentation to ensure target setting creates clarity around Ray By Sep 18 Green expected progress for all students ● Strengthen systems for moderation and standardisation of assessment across the school Louise Start Jan 18 Red
High quality CPD and a ● Create a CPD calendar with strong emphasis on subject specific pedagogy Ray By Feb 18 In house & External £1000 Green culture of feedback and ● Train staff (incl all line managers) in Coaching Model/Techniques Ray/FoTL By Sep 18 CPD where Green openness among staff builds ● Identify and develop outstanding practitioners through the appraisal process to support Ray Ongoing required Green outstanding practitioners curriculum areas and lead on challenge ● Review Appraisal and Monitoring cycle and how these support teacher development. Link Ray By Apr 18 for Amber both to CPD cycle so that training is responsive to staff/school improvement priorities Sep 18 start
Objective 5: Exemplary Behaviour, Welfare & Character Education
Impact Actions Lead Timescale Training Cost Evaluation
Behaviour & rewards ● Investigate behaviour policies from outstanding schools with exceptional behaviour Ciara Start Nov 17 Cover for visits £500 Green systems are highly effective ● Review and re-design the behaviour policy in order to ensure greater clarity of sanctions. Brian/Nic Start Nov 17 Green so that low level disruption Consult with all stakeholders on changes. is minimal and students ● Train staff in new expectations of student behaviour. Conduct drop ins to support staff Nic/Ray By May 18 In house CPD Amber learn exceptionally well in all with new behaviour systems. lessons ● Clarify and make greater use of intervention strategies: reports, behaviour contracts , PSP, Nic Start Jan 18 Amber counselling, mentoring, etc. ● Review rewards system to introduce more impactful rewards to celebrate achievement, Donna Start Jan 18 Amber effort and character.
Author and date: Ciara Emmerson Dec 2017 7
Aspiration, Creativity, Character
Internal and external ● Improve student engagement in school by increasing overall standard of pupil behaviour Nic/ By May 18 Amber exclusion are reduced in lessons through simplified, clarified sanctions and rewards processes Donna through early intervention ● Develop improved systems and processes for co-ordinating interventions for students Start Jan 18 Amber to address behaviour who have been excluded from school Donna concerns ● Implement the most appropriate lessons and learning from the Young Black Men Project Start Sep 17 Red ● Ensure all students with more than one FTE are automatically referred to SRG meeting Nic Start Jan 18 Amber with decisive actions taken to prevent recurrence Nic ● Create a cycle of regular communication to ensure students and families are aware of Start Sep 17 Amber behaviour expectations and breaches which lead to exclusion. Nic ● Work with school teams to ensure greater consistency across year groups in the use of Start Jan 18 In house CPD Amber internal exclusions Donna
Character education is ● Ensure that effective monitoring systems are put in place to quality assure Pledge tasks Donna By Jan 18 Sample marking Amber exceptional. The within curriculum areas Haggerston Pledge is ● Accountability meetings with Year Leaders to ensure oversight of Pledge completion and Donna By Jan 18 Amber developed and embedded quality assurance during tutor time throughout school life. ● Work with HOF to ensure Pledge is marked consistently across all subjects Donna By Jan 18 Amber ● Launch Duke of Edinburgh Bronze Award with Year 9 and 10 Harry J Start Nov 17 Green ● Appoint Outdoor Education Coordinator within PE to ensure regular opportunities for Ciara By Sep 18 Amber students to engage in outdoor activities, sport and experiences ● Build opportunities for students to develop independent learning skills within the Ciara By Sep 18 Amber structure of the school day ● Reward character achievement consistently and regularly to enforce principles. Link to Donna Start Jan 18 The Haggerston Way Amber ● Engage with Anna Freud/CAMHS project and staff training from Aspace to increase Nic Start Sep 17 Aspace CPD Green capacity to support students with Social, Emotional and Mental Health needs
Objective 6: A Culture of Hard Work & Aspiration
Impact Actions Lead Timescale Training Cost Evaluation
Staff and students are ● Embed robust quality assurance process to ensure accurate, regular and impactful book Brian/ By Feb 18 In house CPD Amber ambitious for themselves and scrutinies HoFs others. High expectations of ● Develop a clear set of expectations for quality of student work required for each grade Brian/ By May 18 In house CPD Amber challenge, quality and amount set across subject areas, to promote high levels of challenge, quality and completion of Louise
Author and date: Ciara Emmerson Dec 2017 8
Aspiration, Creativity, Character of work produced is evident work ● Review presentation policy to ensure that expectations are clear, simple and easy to Brian By Feb 18 In house CPD Amber enforce ● Student educational trips and visits encourage aspiration, build cultural capital and Vicky By Sep 18 £5000 Amber confidence ● Quality assurance and monitoring of teaching processes give leaders a deep Ciara/Ray/ By April 18 Amber understanding of classroom practice so that staff development is supportive, precise and Brian impactful ● Staff engage with professional development opportunities, including leadership Ray Start Jan 18 In house CPD Amber programmes and are keen to progress
Students take ownership for ● Review current Enrichment and Careers Programme to identify gaps and to develop an Vicky/ By Feb 18 External Amber their own learning. ambitious whole school student entitlement Louise providers Homework, Enrichment and ● Homework review leads to increased student independence and capacity for self study Ray/Ozlem Start Sep 18 Amber Careers education and builds long term memory. Policy change reduces teachers workload in setting and programmes are exemplary marking hw and increases clarity of communication to parents ● Establish industry and higher education partnerships to increase quality of provision Andrea Ongoing Amber ● Move to Google for Education enables students to have their own email address to Brian/ Red improve communication between students and staff and increase student ownership of Simon By Feb 18 their learning ● Implement Accelerated Reader and Lexia to ensure rigorous tracking of students reading Louise/ Amber and progression in Reading Age and build the culture of reading Alice Start Jan 18 £7000 ● Ensure excellent access to high quality ICT facilities for students to complete work Simon/ Start Jan 18 Red independently Brian
The school readily celebrates ● Review current reward system and implement improved structure which is aligned to Donna By Feb 18 School trips & Reward Amber the success of students and The Haggerston Way. visits budget staff through a comprehensive ● Re-establish expectations of staff re rewards in consultation with HoFs. Donna Start Sept 18 Red and highly visible reward ● Establish highly visible displays to celebrate ‘beautiful work’ and strong messaging of key Simon/ By Sept 18 £7000 Red programme values around school premises HoFs ● Social media presence promotes and celebrates successes leading to strong culture of Simon By Sept 18 Red pride in the school among students and parents
Author and date: Ciara Emmerson Dec 2017 9
Aspiration, Creativity, Character
Headteacher’s Executive Summary and Summary of Self Evaluation Judgements - July 2018
English: University Lecture series continues with a lecture on Drama: Won the Carnegie Prize for the 2nd year in a row. We Staffing - Internal ‘The Reluctant Fundamentalist’ on 21st June. have also been selected to perform our production of 'The Andrea Pomphrey - AHT Sixth Form (1 Year) Science: STEM Learning Partnership is underway. Refurbishment Sweetness of a Sting' by Chino Odimba at the National Theatre Shami Salam - Operations Coordinator going ahead from July- Oct on Wednesday 27th June. We are one of 10 schools/ youth Thomas Paddy - Deputy Designated Safeguarding Lead Maths: Hegarty Maths and new lesson structure well embedded theatres out of 280 to be offered this opportunity after Leanda Newlyn - Assistant Head of School - Year 11 with ongoing use of Formative Assessment Tasks to monitor performing our work originally Stratford East theatre and then Amy Holland - Assistant Head of School - Years 9/10 (Maternity Cover) progress a regular part of lesson cycles." being selected to go on to the National. Staffing - External 6th Form: Memorial was held last week for Doyin Adesegun, a Library: Won Silver award in Nicola Morgan’s Wellbeing Elizabeth Cooke - Head of Year 10 Holly Matthews - English Teach First Year 13 student who sadly passed away in December. Students Competition (Author). Baroness Barker joins us for our Ben Parsons - Maths Teacher (NQT) Leigh Deabill - English Teach First and Doyin’s family expressed their gratitude to the school for ‘Equaliteas’ Event in the library this Friday. She is an Shamima Akther - Maths Teacher Laura Gomez Pino - MFL Teacher the support given. LGBT/Equality campaigner. NQT Scott Rothery - Geography Teacher (NQT) Patrick Clements - Science Teacher
The Quality of Leadership & Management (2- Good): Leaders are sharply focused and committed to driving improvement. SLT Next steps: are highly professional and lead by example. There are strong relationships and a collaborative, coherent approach to driving 1. Ensure all subject leaders are focussed on developing pedagogy, subject standards. Leaders promote equality, tolerance and community spirit which leads to a positive, harmonious school culture. specialism and quality of teaching in their areas. 2. Ensure that leadership behaviours, improvement planning and actions impact Appointments of strong middle leaders has improved leadership in key faculty areas (Eg. Maths, Science). Strategic planning directly on student outcomes and teaching standards processes have been improved to create clarity of vision and direction. Models from very high performing schools are driving 3. Review and re-design the curriculum to ensure that the offer drives high strategic development. Governors understand the school well and offer robust challenge. expectations for all students and is tailored to all pupil’s needs
Student Outcomes (2- Good): KS4: Strong upward trend in achievement prior to 2017 (2016 69% C+EM) . Results dipped this Next steps: year to 53% 4+EM, 15% 5+Ebacc. Significant variation between groups (PPI, Black African, Turkish, SEND) and subject areas. 1. Reduce variation between subject areas through quality teaching, rigorous Progress 8 score is -0.09 for 2017 from a strong position of +0.33 in 2016 and +0.3 in 2015. At KS5: A -Level 100% A*-E, 37% A*-B tracking and targeted support for underachieving students 2. Improve outcomes in Maths so all groups of students make excellent progress (4% increase from 2016). AS Level 80% A*-E, 31% A*-B (10% increase from 2016). Progress -0.03. Alps score 5. Sixth form judged 3. Develop collaboration with local sixth form to create a sustainable offer which as Requires Improvement by Ofsted in 2017. Improved predictions for 2018 in both KS4 & KS5. delivers year on year improvements
The Quality of Teaching, Learning & Assessment (2 - Good): Some very strong teaching practice delivers excellent outcomes for Next Steps: students in some subject areas. Appraisal, monitoring and CPD structures are well established and are currently being refined. 1. Ensure subject specific CPD & planning is regular & high quality We are investing time for subject specific CPD, curriculum development and moderation to ensure greater consistency of practice 2. Ensure that assessment structures support precision teaching and planning for across all areas. Streamlined appraisal documentation and staff training has resulted in 7% of staff highlighted as needing support progress . This is being delivered by Lead Practitioners, subject specialists and outside agencies. 3. Appraisal, Monitoring and CPD continuously improve quality of teaching
Standards of Behaviour and Welfare (2 - Good): Well established routines create a calm and orderly school environment. Next Steps: Character education (incl The Pledge), is high quality. Assemblies provide excellent SMSC education. Safeguarding is very 1. Review and redesign behaviour systems so that low level disruption is
Author and date: Ciara Emmerson Dec 2017 10
Aspiration, Creativity, Character effective. Attendance for 2016/17 was 95% - above national average. Current Attendance is 94.1% with a clear plan for eradicated. improvement next year. Students behave well. Redesigned behaviour systems for 2018 are aimed at reducing incidences of low 2. Further develop the culture of achievement and aspiration through level disruption further. This new strategy has been designed and trialled within the 2017/18 term. enrichment, rewards and celebration 3. Improve attendance to above 96%
Author and date: Ciara Emmerson Dec 2017 11
Aspiration, Creativity, Character
Author and date: Ciara Emmerson Dec 2017 12
Aspiration, Creativity, Character
School Context and Mission Statement The Haggerston Way: Our Mission
Aspiration: We strive to be the best versions of ourselves. We Creativity: We create beautiful work to inspire others. We are Character: We are articulate, confident and determined individuals. We work hard everyday to master the knowledge and skills we need independent-minded, creative thinkers and problem-solvers. work to build the qualities of Resilience, Ambition, Curiosity and to lead successful, fulfilled lives. Community Spirit.
Students Haggerston School (HGS) is an average sized school with 875 students on roll. Of these, 79 students attend our small sixth form. HGS is in the highest percentile nationally for deprivation indicators with 50% Pupil Premium students . In addition, we fall in the highest percentiles for numbers of students from minority ethnic backgrounds, English as an additional language and and for those identified as SEN School Support. Our percentage of SEND pupils with an EHCP is in line with national averages at 1.8%. The average point score of pupils on entry to the school is broadly in line with national average with the exception of our current Year 11 cohort who are well below national average on entry.
Staffing Ciara Emmerson is the Head-teacher. There are two deputies, one associate deputy and 5 Assistant Headteachers. Among the teaching staff, there are 2 NQTs and 2 members of staff who are in the second year of a Teach First programme. We currently have three long term supply teachers in Geography, Spanish and PE and four covering unforeseen absence in Science, Maths, Computing and Art. We are fully staffed for Sept 2018 with no long term supply teachers in the current staffing plan.
Curriculum and timetable Our curriculum is aimed at promoting academic excellence with a strong emphasis on the Arts. In years 7, 8 and 9 pupils study a broad and balanced foundation curriculum. Students choose their KS4 options in Year 9. We have a bespoke ‘Achievement Pathway’ for low attaining students who have complex needs, which includes a range of academic and vocational courses. The main curriculum is supplemented by a strong SMSC curriculum, including an emphasis on Character Education through our Pledge programme. The curriculum has been reviewed for 2018 to increase uptake of Ebacc subjects, provide additional English/Maths intervention and provide challenge for pupils of all abilities.
Since the last inspection; Sept 2017
Not yet outstanding because: Impact statement
Reduce the proportion of fixed-term and internal exclusions, particularly for those pupils who have been excluded more than once. New behaviour system ready to implement in Sept 2018.
Improve outcomes in mathematics, particularly for disadvantaged pupils and the most able, by ensuring that teaching challenges pupils Hegarty Maths having impact. to make the progress of which they are capable. Stable, solid teaching which is steadily improving.
Improve outcomes on academic courses in the sixth form and raise the proportion of students who go on to complete their courses Collaboration with The Bridge Academy agreed and going ahead successfully. Strong recruitment drive has taken place this term.
Follow through with the planned review of the curriculum, including for the sixth form, to ensure that it continues to meet the needs, Review completed and key decisions re KS3&4 curriculum made abilities and aspirations of all pupils. Sixth form offer has been defined. New incentives for more able pupils to stay on (scholarships, bursaries, etc)
Author and date: Ciara Emmerson Dec 2017 13
Aspiration, Creativity, Character
Leadership and Management: Good
Summary: We judge L&M as good because there is a strong capacity in the leadership team to drive the school forward. Staff and leaders have framed an ambitious vision for the school at the start of this academic year. The school had been on a strong trajectory of improvement until 2017 with Progress scores of 0.3 and 0.33 respectively in 2015 and 2016. The drop in results in 2017 is the result of a deficit of leadership in key areas (such as Maths and Science). The current Senior and Middle Leadership Teams have identified the key areas for improvement and are quickly setting about implementing strategic change where needed. SMSC, Character and Student Leadership are central to students’ learning and experience and have created a highly cohesive school community.
Good features Evidence of Impact
School leaders and governors ● The senior leadership team have forensically analysed the 2017 results to establish cause and effect and have a clear plan of action to rectify the drop in progress. have an accurate understanding ● Our plan is to be in the top 10% of schools nationally for progress within 3 years. In 2015 & 16 progress was significantly above national averages and in line with of the schools’ strengths and national average in 2017. We know we can achieve this by driving rapid improvement in areas where results have dropped, in particular in Maths, Science and weaknesses. They set high Technology. New teaching staff and leadership in those areas is already having an impact on quality of teaching, rigour and expectations. expectations and are determined ● A new Monitoring, Self Evaluation and Review calendar establishes a clear cycle of analysis and review by leaders to ensure that leaders are fully aware of all aspects of and capable of achieving school performance so that swift action can be taken to remedy any drop below expected standards. excellence and creating a culture ● Governors have a thorough understanding of the school’s strengths and weaknesses through regular reports from senior leaders. Leaders are challenged on various of aspiration. aspects of the school to ensure that they deliver improved outcomes. ● A thorough 2 year budget review has led to strategic changes, including staffing restructure, to bring spending into line with income.
Our broad and balanced ● 2016 Progress was well above national average in all pillars: P8 -0.33. 2017 Progress in line with national overall but the lowest in Hackney: P8 -0.09 curriculum enables students to ● 2018 predicted attainment is 58% 4+ in English/Maths, 10% 5+ in Ebacc. Progress should increase as the cohort prior attainment is lower than previous years. follow a course of study tailored ● Strong SMSC programme embedded in tutor time, assemblies and PSHCE as well as within the wider academic curriculum and due for review in 2018/19 to their needs and abilities. ● Redesigned curriculum model for 2018 will increase Ebacc uptake and provide bespoke pathways for high attainers and lower attaining students.
Teaching and Learning is ● A focus on faculty leaders driving subject specific pedagogy and practice has started and will continue to be a priority to improve in-school variation and increase consistently strong in many challenge and rigour. areas and is improving rapidly in ● Performance appraisal processes have been refined to increase support where teaching does not meet expected standards. New line management system will be areas where it is less effective. introduced in Sept 2018. Bespoke, valued programme of CPD for all staff runs throughout the year and is responsive to monitoring and evaluation ● MSER calendar sets out an annual cycle of reporting, review and analysis
Safeguarding is highly effective. ● Leaders in school work as part of multi-agency teams to ensure students who are at risk are supported, monitored and protected. There is a good programme of student education about a wide range of issues such as radicalisation, extremism, FGM, Sex Education and Mental Health through PSHCE drop days. ● There is a planned package of training for staff to cover all aspects of safeguarding, including mental health and wellbeing so that all staff are clear on the guidance and their responsibilities. Strong, warm relationships between staff and students support open discussion about issues.
Areas for development: ● Ensure Governors have access to consistent, comprehensive data on school performance so that they continue to systematically challenge senior leaders to deliver excellent outcomes for pupils.
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Aspiration, Creativity, Character
● Ensure Self Evaluation and Review are robust and evidence based so that improvement actions are strategic and impactful. ● Develop the strategic use of data by middle and senior leaders to track, target and raise student achievement ● Market and promote the school and Sixth Form to ensure increased admissions to Year 7 and Year 12
Outcomes: Good
Summary: We judge outcomes in 2017 to require improvement although there are some results which are good or better (Eg English P8 0.41) within those results. Outcomes over time have been good. The 2016 cohort achieved 69% A*-C in English and Maths and P8 score of 0.33, a slight improvement from 0.3 in 2015. Progress has been significantly above national average for two years up until 2017 and gaps between groups were narrowing. In 2016, Low attainers had particularly strong progress of 0.63 ranking the school on the 11th centile nationally. There was a significant dip in Maths results in 2017, delivering only 58% 9-4 and dropping the Progress score to -0.28. The progress of disadvantaged pupils in 2017 was well below national average at -0.44. These results do not meet the criteria for good.
2018 predictions indicate an increase in attainment with a weaker cohort (APS on entry 27.3 -significantly below national at 28.7) and an unusually high level of pupil mobility. Predictions for attainment of 4+ in English and Maths is 58% which would represent an increase in results but not a complete return to the standard of outcomes in 2015 and 2016. Progress is predicted to be positive for LPA and MPA students but not for HPA students although there is a reluctance from staff to predict high grades in new specifications. Significant focus was put on intervention for HPA students before the exams. A Level attainment has improved from 2016 with 100% A*-E and 37% A*-B at A level in 2017 and increases in both measures at AS level. Predicted outcomes are significantly better for 2018: 49% A~*-B, with an ALPS score of 2.
Good features Evidence of Impact
In a wide range of subjects, ● 2016 Results: P8: 0.33. A8: 52.43 (Nat Ave 49.34). 69% A*-C in English and Maths. Outstanding results in Drama, Art, Triple Science, Languages students make strong progress. ● 2017 Results: P8: -0.05 - in line with national average for progress overall. English Progress 0.41. Excellent results in Drama, Art, Triple Science, Languages. Progress in English is above ● 2018 Predicted Results: 58% 9-4 in English and Maths, 32% 9-5 in English & Maths, 10% 5+ in Ebacc, 15% 4+ in Ebacc. national average figures In the 6th Form, there were improved results at A Level and AS Level but this did not improve the overall progress score: ● 7% increase in %AAB from 0% in 2016. Increase in Ave grade from C- to C. 5% increase in %A*-B to 37% ● Improvement in AS Headline figures from 2016: % A*-B in 2017: 31%, %A*-B in 2016: 21%, %A*-B in 2015: 18% ● Excellent Alps VA scores in Art, Eng Lit, French & Physics. Improved Alps scores in Eng Lit, Maths and Physics. Overall ALPs score of 5. Overall Progress Score: -0.03. ● Predicted 6th Form achievement for 2018: 49% A*-B, Ave grade C+, Alps grade 2, progress score +0.3.
Where attainment is low, it shows ● Predicted %4+EM for 2018 is 58% which would represent an improvement in basics and likely increase in Progress 8 score consistent improvement ● New leadership in Maths and Science is having a positive impact on the quality of provision in these areas. ● Moving mock exams to November, changing reporting structures for Year 11 assessment, targeted after school intervention for students, driven by careful data analysis and a strong drive on quality first teaching are all part of a raising achievement plan for Year 11 which is already underway. ● The progress of disadvantaged pupils in the current Year 11 cohort is predicted to be above non-PPI students ● The progress of low prior attainment and medium prior attainment is strong (a return to patterns seen in previous years). High prior attainment pupils are predicted to have a lower progress score than low and mid prior attainers in 2018.
Author and date: Ciara Emmerson Dec 2017 15
Aspiration, Creativity, Character
RI Features
Outcomes are not yet good in ● 2017 - a drop in attainment in a number of subjects led to a lower overall A8 score of 44.48 from 52.59 in 2016. Key subjects of concern: Maths, Science, Sociology. some areas In Resistant Materials, Business Studies and Graphics, results have been well below national average for two consecutive years. ● In 2016, progress of disadvantaged pupils was 0.16. In 2017, the progress of disadvantaged pupils dropped to -0.44 compared to -0.05 across the whole cohort. In Maths, the P8 for disadvantaged pupils was -0.62 compared to 0.01 in English. ● 2018 GCSE results are a concern in Media, RM (although an improvement on 2017) and RE ● At 15% 5+/C+ in Ebacc, results are well below national average of 24% in this measure. A thorough curriculum review has taken place to ensure a high expectations curriculum is in place for all students, irrespective of starting points. ● In 2017, a number of sixth form subjects performed poorly: Product Design Alps 7, Government & Politics Alps 7, Psychology Alps 7, Sociology Alps 8, History Alps 8, Biology Alps 7. Predicted outcomes are better in 2018 with an overall ALPS score of 3 (above national average) being predicted, low ALPS scores a concern only in Media Studies (8), History (7) and Psychology (6).
To ensure outcomes are at least good in all subject areas: ● Support and develop subject leaders to drive subject expertise and pedagogy in their areas. Robust line management by SLT to provide direction where required, support and challenge ● Improve the quality and accuracy of assessment data and ensure interventions are data led, impactful and high quality. Analysis of data by leaders must be frequent and lead to clear actions to address underachievement ● Improve the use of data by teachers to plan for precision teaching and to increase the individual accountability of teachers for the quality of their assessment, predictions and outcomes ● Ensure that there is early and pre-emptive action where teaching is not effective or challenging enough. Leaders regularly spend time in lessons and give regular feedback to staff about their practice. ● Implement the new curriculum model with careful allocation of students to suitable pathways at KS4 and KS5.
Author and date: Ciara Emmerson Dec 2017 16
Aspiration, Creativity, Character
Teaching, Learning and Assessment: Good
Summary: There is some very strong teaching practice which delivers excellent outcomes for students in those subject areas. Appraisal, monitoring and CPD structures are well established. Changes have been made to the appraisal process which include streamlined documentation and more frequent feedback from lesson observations. Teachers are engaged in developing their own practice. Inconsistent teaching which has contributed to the variation in results across subject areas is being addressed by subject specific training, individual support and challenge. Challenge, Rigour and Creativity will be key drivers for teaching next year. A new line management structure and more frequent, low stakes lesson observations are next steps for monitoring, support and accountability.
Good Features Evidence of impact
Teachers develop, consolidate and deepen ● Lesson observation, monitoring and learning walks indicate that teaching is consistently good in most lessons. In some lessons, where outcomes are also pupils’ knowledge, understanding and strong, teaching is often outstanding skills. They give sufficient time for pupils to ● Identifying underachievement happens through regularly data scrutiny at faculty level review what they are learning and to ● New leaders in Maths and Science have led to a more effective learning experience for students but Science have had significant staffing challenges this year. develop further. Teachers identify and ● Hegarty Maths has seen rapid improvement in students’ homework completion, progress and independence in Maths support effectively those pupils who start ● In most lessons, teachers use a range of assessment techniques to check on students’ learning. The quality and presentation of work in books is good. to fall behind and intervene quickly to help ● In the majority of lessons, students behave well and engage with their learning. Low level disruption is an issue in some lessons and the new behaviour system them to improve their learning. seeks to address this.
Strong focus on teaching practice driven by ● Weekly teaching briefings and Monday CPD sessions. Focus is responsive to the priorities identified through appraisal observations and KPI. This term the teaching & learning faculty. Regular teaching at KS5 and challenge for HPA students in y11 have been the CPD focus programme of CPD and ITT. Appraisal ● Time has been given for subject specialist training in order to impact on delivery of new examination specifications and address in school variation. processes are robust. ● Teaching standards are shared with staff as a minimum expectation for professional standards and teachers are held to account on these standards through appraisal observation. ● Staff experiencing difficulty are identified and a programme of support is put in place together with coaching from the faculty of teaching and learning. There has been an increase this year in the number of teachers identified as needing support. This is a reflection of higher expectations and standards.
Teachers embed reading writing and ● Students are expected to carry a reading book at all times. They read independently in tutor time and English lessons. Students who have difficulties with communication and where appropriate decoding use a phonics programme (Lexia) to support their progress. Accelerated Reader is being introduced in September for Years 7&8 mathematics across the curriculum. ● The library is undergoing a £30k refurbishment over the summer. Dr Parris has significantly developed the profile of the library in school and Hackney ● Speak Well, Write Well is a whole school strategy which drives expectations of how students communicate - using Standard English and full sentences ● The lead practitioner for literacy is planning for further development of whole school literacy in September including designing a new curriculum programme
To secure good teaching across the board: ● Develop the capacity of subject leaders to drive subject specialist teaching and pedagogy in their areas. Ensure subject specific CPD & planning is regular & high quality ● Establish a culture of regular drop ins to lessons by leaders so that all teachers receive regular and meaningful feedback on their teaching. Target coaching and individual support for teachers who need additional help to improve delivered by strong practitioners ● Develop whole staff CPD which drives The Haggerston Way - to deliver excellent outcomes and create eager, curious learners who are resilient to failure through consistently challenging teaching
Author and date: Ciara Emmerson Dec 2017 17
Aspiration, Creativity, Character
● Develop a culture of ‘beautiful work’ where students take pride in their work in all lessons, at all times ● Ensure all home learning is challenging, builds students long term memory of key subject knowledge and teaches skills of independent study and regular reading for pleasure ● Ensure that assessment structures support precision teaching and planning for progress
Behaviour, Safety and Welfare: Good
Summary: Well established routines create a calm and orderly school environment. Character education (incl The Pledge) is high quality. Assemblies provide excellent SMSC education. Safeguarding is very effective. Attendance for 2016/17 was 95% - above national average. Current Attendance is 94.1% but we have changed our external attendance provider for next academic year from the LA service. The proportion of persistent absenteeism has increased from 11.8% to 14.7%. Redesigned behaviour systems for 2018 are aimed at reducing low level disruption. This new strategy has been designed and trialled.
Good Features Evidence of Impact
Pupils are confident and self-assured. They High expectations for uniform and presentation of work are reinforced through regular, high quality assemblies and by teachers’ consistent challenge. Student take pride in their work, their school and leadership is a real strength of the school and students act as role-models to others, promoting the culture and ethos of the school. High quality expressive arts their appearance provision means that all students develop confidence in communicating with adults.
The school is an orderly environment. Well established and regularly reviewed routines and systems for sanction and reward ensure that the school is a calm, orderly environment and that students Pupils’ good conduct reflects the school’s are ready to learn when they arrive at lessons. Teachers have high expectations of pupils conduct with the exception of a minority of lessons, where low level efforts to promote high standards disruption can affect the pace and quality of learning. Students are generally polite and respectful of adults.
Pupils are safe and feel safe at all times. Safeguarding is effective. Students are treated with warmth and respect by adults . Pastoral support is strong with a designated non teaching member of staff There is a warm and trusting relationship assigned to each year group to support with swift resolution of any concerns or issues which occur during the day. A permanent non-teaching Deputy between staff and students. Pupils show Designated Safeguarding Lead has been appointed this term to support with the caseload. In addition, the school took part in an Ofsted led piece of research respect for others’ ideas and views. into knife crime. Students have a strong understanding of British values, including tolerance and respect for others. Incidents involving discrimination are rare.
Pupils value their education few are absent 2016-17 attendance: 95% overall. 94.3% for disadvantaged pupils and 94% for SEND pupils. PA: 11.8% or persistently absent. 2017-18 attendance: 94.1% overall. 93.7% for disadvantaged pupils and 92.2% for SEND Pupils. PA: 15.3%. Systems are in place to address this decline. PA reduction improved due to targeted mentoring.
Pupils are well prepared for the next stage Andrea Pomphrey will lead careers from Sept 2018. Trips to universities and links with employers and businesses (such as Freshfields Law firm) enable students of their education. to confidently prepare themselves for the future. HPA students from years 10-13 are to join the access project scheme as of Sept ’18. An entitlement chart outlines the enrichment, experiences and trips which students will receive in each year group throughout the school to build cultural capital, aspiration and engagement.
Author and date: Ciara Emmerson Dec 2017 18
Aspiration, Creativity, Character
Internal and External Exclusion 2016-17: 2 Permanent Exclusions (0.02%), 100 Fixed Term Exclusions (10.75%). 2017-18: 4 Permanent Exclusions (0.35%), 132 Fixed Term Exclusions (15.1%) FTEs will exceed last year’s totals as we re-frame expectations of student behaviour.. Boys, SEND K pupils, PPI students and students from White British, Black Caribbean and Turkish ethnicities are disproportionately represented in our FTE/IEU figures. Programmes for students who are repeatedly excluded are being implemented. The school is undertaking a Race Disparity Audit to determine key actions.
To achieve outstanding behaviour: ● Implement the re-designed behaviour system to ensure sanctions and rewards are applied consistently to tackle low level disruption so that students learn effectively at all times ● Further develop the culture of achievement and aspiration through enrichment, rewards and celebration - Achieve a 5:1 ratio of Achievement points to Behaviour points ● Analyse the students represented in the exclusion data and plan preventative actions to minimise repeat exclusion and break the cycle of poor conduct for these pupils ● Improve attendance to above 96%; showing pupils value their education and rarely miss a day at school. Ensure no groups of pupils are disadvantaged by low attendance
Author and date: Ciara Emmerson Dec 2017 19