Secondary Leadership Breakfast Briefing Wednesday 13th June 2018

Jon Abbey, Managing Director Kellyanne Wray, Data Consultant

Risk Assessment

Sean Harford blog published 17-Apr-18 • The new computer model uses DfE progress & attainment data, enhanced with school workforce census data & Parent View responses, to produce scores for each school, ranging from the lowest risk to the highest • These scores are on a continuous scale, so there are no thresholds that automatically determine a school inspection • To avoid risk assessments having undue influence, inspectors are not given the risk assessment findings Assessment

Sean Harford blog published 23-Apr-18 • “…. inspectors do not need to see quantities of data, spreadsheets, graphs and charts on how children are performing. We don’t want to see a specific amount, frequency or type of marking.” • “I think there is too much marking being expected compared with the resultant benefits to pupils’ learning; too much reliance on meaningless data; and too little meaningful assessment of the right things at the right point in the curriculum.” Assessment

• “What inspectors do want to see is the assessment information your school uses, in the format that you find works best, to help you know how well your pupils’ are doing at the point they are at in your curriculum. And then, crucially, what you do with that information to support better pupil achievement.” • “By progress, we mean pupils knowing more and remembering more.” No Notice Inspections

TES published 17-Apr-18 • Amanda Spielman told the Tes that piloting no-notice inspections was “definitely something we would like to try out” • It was in response to a YouGov survey, published by Ofsted which found that 61% of parents supported unannounced visits to schools Ofsted Amanda Spielman’s speech at the 2018 ASCL conference Published 12-Mar-18 • “.. we have removed the 3 strikes rule. There was a presumption that a school should be graded inadequate, if after two RI outcomes a 3rd inspection did not show that it had improved to good. Instead, we are letting our inspectors use their discretion to judge a school as it stands, regardless of its inspection history.” • “We’ve also stopped reporting on performance management arrangements. Inspectors are not requesting anonymised lists of teachers who did or didn’t achieve an increment on the pay scale.” Ofsted

• “Our intention is always to use data as the starting point, not as the end point, for inspection. We have redesigned inspection data reports to reduce the likelihood of over-interpretation. We have trained our inspectors to know what inferences they can and cannot draw from the data.” Ofsted Published 13-Apr-18 • Handbooks updated . section 8 . section 5 inspection • The ‘usual’ timeframe for a short inspection [good schools] will be 4 years [the maximum remains the statutory 5 years from the end of the academic year of the previous inspection] • The re-inspection window for RI , SW & SM schools will be up to 30 months (from 30, 18, and 24 months, respectively) 2018 - Attainment 8 reminder

Attainment 8 Maximum Score • 2016 80 [10 x 8 points] National average = 49.8 • 2017 87 [6 x 8.5 points + 4 x 9 points] National average = 46.4 • 2018 90 [10 x 9 points] National average = 47.7? IDSRs Inspection Data Summary Reports • Amended 26-Mar-18 to include final 2017 post-16 data

Progress 8 Outliers Published 28-Mar-18 • Report of a study by ASCL & SISRA into impact of outliers on Progress 8 scores N.B. for 2018, DfE may remove 1% of cohort – awaiting details/methodology Progress 8 Outliers

Average?

Below average?

Progress 8 = -0.42 Close Name ????? Gender Female Disadvantaged Yes KS2 Score 12.00 Attainment 8 score 7.00 Progress 8 Outliers

Schools in the red box have more than half of pupils with positive P8 scores but overall have a negative P8 score Standard deviation at 2.3 (Osted outliers at Progress 8 Outliers (capped) 3.25) No with % with a Pupils in bottom Adjusted Diff to P8 score P8 score + P8 score 1% nationally [41] P8 score P8 score Acland Burghley 151 94% 0.24 2 0.25 0.01 Camden Sch for Girls 104 95% 0.65 1 0.67 0.02 Hampstead 190 95% -0.08 13 -0.01 0.07 Haverstock 187 94% -0.65 7 -0.60 0.05 La Sainte Union 168 95% 0.46 2 0.47 0.01 Maria Fidelis 71 91% 0.24 2 0.26 0.02 Parliament Hill 166 97% 0.42 1 0.42 0.00 Regent High 98 88% -0.17 2 -0.16 0.01 UCL Academy 157 98% 0.24 2 0.25 0.01 William Ellis 109 93% -0.25 6 -0.23 0.02 What about < -0.25?

Adjusted No with % with a Pupils lower than - P8 score (capped) P8 score + P8 score 0.25 [62 pupils] P8 score Acland Burghley 151 94% 0.24 2 0.25 Camden Sch for Girls 104 95% 0.65 1 0.67 Hampstead 190 95% -0.08 15 0.04 Haverstock 187 94% -0.65 13 -0.57 La Sainte Union 168 95% 0.46 2 0.48 Maria Fidelis 71 91% 0.24 3 0.28 Parliament Hill 166 97% 0.42 5 0.43 Regent High 98 88% -0.17 4 -0.15 UCL Academy 157 98% 0.24 5 0.26 William Ellis 109 93% -0.25 7 -0.20 But ……….. What about > +0.25? • 41 students in 2017 in Camden! No ‘chatter’ about removing these [yet!] Also, capping at +0.25 also have little impact on overall scores FFT Aspire Updates Updated 15-Mar-18 In ‘Target Setting’: • an overall Attainment 8 estimate for pupils & schools • updated KS4 benchmark estimates using 2017 KS2-4 progress data • updated with 2017 autumn census data [as is Student Explorer] In ‘Self-evaluation’: • KS4 Amended Data - all reports updated with the 2017 data FFT Aspire – Student Explorer

KS2 Results – Difficult Questions Difficult questions about some schools’ KS2 results Published 17-Apr-18 • Datalab blog that looks at Progress 8 & Attainment 8 linked to feeder primary schools KS2 Results – Difficult Questions Chance of Success Published 15-Mar-18 • Datalab blog that looks at GCSE English outcomes linked to pupils’ KS1 attainment, including the relationship between outcomes & some pupil characteristics Chance of Success

Percentage of pupils achieving C/+ in English GCSE KS1KS1 WritingWriting LevelLevel WW 11 2c2c 2b2b 2a2a 33 WW 17%17% 25%25% 11 20%20% 31%31% 46%46% 60%60% 2c2c 30%30% 41%41% 52%52% 65%65% 2b2b 51%51% 62%62% 73%73% 82%82% 88%88%

2a2a 63%63% 73%73% 82%82% 89%89% 93%93%

KS1 Level KS1 Reading Level KS1 Reading 33 82%82% 89%89% 94%94% 97%97% N.B. combinations with fewer that 500 pupils are excluded from the table Chance of Success

For a given level of KS1 attainment, EAL pupils are more likely to W=0 achieve a grade C/+ 1=1 2c=2 2b=3 2a=4 3=5

So, Level 3 in R & W = 10 points % of pupils achieving C/+ in English in GCSE C/+ achieving pupils %of

KS1RW Score Chance of Success

KS1RW Score Birth FSM EAL Gender 0 1 2 3 4 5 6 7 8 9 10 Term Group All Boys All All 15% 20% 29% 40% 49% 59% 69% 79% 86% 92% 96%

All Girls All All 20% 24% 35% 47% 56% 67% 76% 85% 91% 95% 97%

In broad terms, looking across all the different aggregation tables, high risk [of not achieving C/+] is associated with being a boy, being disadvantaged, and having English as a first language Chance of Success

KS1RW Score Birth FSM EAL Gender 0 1 2 3 4 5 6 7 8 9 10 Term Group No Boys Aut Low 11% 13% 20% 26% 33% 44% 52% 64% 74% 82% 89% No Boys Aut High 6% 12% 17% 25% 32% 41% 52% 60% 73% 80% 85% No Boys Spr Low 9% 13% 21% 32% 38% 45% 56% 68% 75% 95% 91% No Boys Spr High 7% 13% 19% 28% 34% 43% 54% 64% 71% 81% 92% No Boys Sum Low 10% 16% 23% 32% 37% 49% 57% 67% 75% 81% 89% No Boys Sum High 9% 14% 21% 30% 35% 45% 55% 66% 73% 79% 87% No Girls Aut High 9% 12% 20% 31% 38% 48% 58% 70% 78% 85% 91% Chance of Success Conclusions • While the majority of pupils achieve close to the average for their group, there are considerable variations e.g. of the 18,864 pupils working towards Level 1 reading & writing:

. 37% attained grade E or lower in GCSE English, but . 16% achieved B or C grades, & . 140 pupils (1%) achieved an A* or A grade • Similarly, the risks for EAL pupils are relatively low but much of their time in school was when there was EAL-specific funding & support. Can the progress made by EAL pupils be maintained? 2016-17 Absence (½ terms x 6)

Published 22-Mar-18 • Statistical First Release (SFR) that gives LA & school level data for 2016-17 (full year) Absence PA 10% Camden Secondary 5.7 15.0 Inner London Secondary 4.9 11.7 London Secondary 5.0 11.9 National Secondary 5.4 13.5 Camden Specials 12.4 39.0 Inner London Specials 9.8 30.7 London Specials 9.8 30.3 National Specials 9.7 28.5 2016-17 Absence (½ terms x 6) Absence PA 10% Absence PA 10% Acland Burghley 6.0 18.4 Camden Sch for Girls 3.8 2.1 Hampstead 6.2 17.9 Haverstock 7.2 24.7 La Sainte Union 5.1 12.5 Maria Fidelis 5.0 15.1 Camden Secondary Average 5.7 15.0 Parliament Hill 4.9 13.5 Inner London 4.9 11.7 Regent High 6.6 18.4 London 5.0 11.9 UCL Academy 5.2 11.9 National Secondary Average 5.4 13.5 William Ellis 6.3 17.0 SEN absence (National Secondary)

Special educational needs Number Absence PA Statements of SEN/EHC plan 51,055 7.5 22.2 SEN Support 337,595 7.5 22.9 No identified SEN 2,488,560 4.8 11.8 Total 2,895,975 5.2 13.5 2016-17 Absence [by Year Group]

Absence PA 10% Camden National Camden National Year 7 4.6 4.1 11.4 8.7 Year 8 5.7 4.9 15.2 11.6 Year 9 5.6 5.4 15.2 13.4 Year 10 6.3 5.8 19.5 14.9 Year 11 6.6 5.8 18.0 14.7 Teaching Regulation Agency

Came into being 01-Apr-18 • Merger of the NCTL [National College for Teaching & Leadership] & some DfE staff • The TRA is an ‘Executive Agency’ of the DfE – the function is to ‘support teachers at every stage of their career’

NQT Induction

Published 01-Apr-18 • Updated statutory guidance on NQT induction • The “National College for Teaching and Leadership” replaced by the “Teaching Regulation Agency” • Otherwise, no changes! Stepping Stones Details sent to HTs & Transition Leads 27-Mar-18 [by Helena Burke] • the Mayor’s Young Londoners Fund, has invited schools [FSM of 20%/+ PP entitlement to apply for up to £50,000 [£25,000 per year for 2 years], to run its transition programme [15 schools] • Delivery will take place over 2 consecutive academic years, beginning summer 2018 • Successful schools will use the resources & key learning points from the Stepping Stones Toolkit • The initial funding acts as a kick start with the expectation that schools continue the programme in future years • Applications were submitted by midday on Friday 18-May-18 – did any Camden schools apply?

Stepping Stones lessons Working with primary schools • Introduction • Resources for working with primary schools • Positive behaviour patterns Working with parents • Working as a team • Resources for working with parents • Self-esteem and resilience • Transition Summer School • What is success • Resources for the Summer School Peer mentoring • Peer mentoring programme Careers and aspiration activities • Careers and aspiration resources “Success is happiness”

“Success is respect”

“Success is power”

Who do you agree with? “Success is money”

“Success is family” Protecting Children’s Privacy Online a guide for parents, carers & educators • Comparitech guide to help parents, carers & educators protect children’s privacy online • The guide also tackles the issue of online privacy & covers protection from online predators & also other issues e.g. prevention of identity theft. Mentally Healthy Schools • The ‘Mentally Healthy Schools’ website features evidence-based practical resources to improve awareness, knowledge & confidence in promoting & supporting pupils’ mental health • The website is currently tailored to the primary curriculum but most resources are being adapted to be universal • The website helps schools tackle stigma, raise awareness & provide support for children with mental health challenges, covering 4 main areas: teaching resources, risks & protective factors, mental health needs & a whole-school approach for leaders

Reducing Knife Crime Launched 23-Mar-18 • A Home Office campaign aimed at reducing knife crime by changing the attitudes & behaviours of 10–21 year olds • The campaign challenges the perception that knife carrying is normal & counters the belief that it makes young people safer • It uses real-life stories of young people who decided not to carry a knife • It aims to highlight the consequences of carrying a knife & inspire young people with positive alternatives • It also signposts organisations which offer confidential support & advice & has resources for practitioners working with young people.

Curriculum Design Published 24-Apr-18 • ASCL guide designed to assist school leaders in planning the curriculum for KS3 & KS4

Future Learn • The Science of Learning Starts 14-May-18 Applying scientific research about learning in the classroom & supporting the teaching of STEM subjects • Teaching Probability Started 23-Apr-18 Creating effective lessons on probability to equip 11 - 16 year olds with skills for life. Metacognition & self-regulated learning Published 27-Apr-18 • EEF guidance report that attempts to bring, “… some clarity and guidance to an area of teaching and learning that holds so much promise but that can be difficult to implement.” • EEF intends to produce a range of supporting resources, tools, & training to help schools implement the report’s recommendations 1. Teachers should acquire 2. Explicitly teach pupils 3. Model your own thinking 4. Set an appropriate level the professional Metacognitive strategies, to help pupils develop of challenge to develop understanding & skills to including how to plan, their metacognitive & pupils’ self-regulation & develop their pupils’ monitor, & evaluate their cognitive skills metacognition metacognitive knowledge learning knowledge • Self-regulated learners are • Explicit instruction in • Modelling by the teacher is • Develop teachers’ aware of their strengths & cognitive & metacognitive a cornerstone of effective knowledge & weaknesses, & can strategies can improve teaching; revealing the understanding through motivate themselves to pupils’ learning. thought processes of an high quality professional engage in, & improve, their • While concepts like ‘plan, expert learner helps to development & resources. learning. monitor, evaluate’ can be develop pupils’ • Senior leaders should • Developing pupils’ introduced generically, the metacognitive skills. provide teachers with time metacognitive knowledge strategies are mostly • Teachers should verbalise & support to make sure of how they learn - their applied in relation to their metacognitive approaches are knowledge of themselves specific content & tasks, & thinking (‘What do I know implemented consistently. as a learner, of strategies, are therefore best taught about problems like this? • Teachers can use tools & of tasks – is an effective this way. What ways of solving them such as ‘traces’ & way of improving pupil • A series of steps - have I used before?’) as observation to assess outcomes beginning with activating they approach and work pupils’ use of self- • Teachers should support prior knowledge &leading through a task. regulated learning skills. pupils to plan, monitor, & to Independent practice • Scaffolded tasks, like • Metacognition shouldn’t evaluate their learning. before ending in worked examples, allow be an ‘extra’ task for structured reflection - can pupils to develop their teachers to do but should be applied to different metacognitive & cognitive be built into their teaching subjects, ages & contents. skills without placing too activities. many demands on their mental resources. 5. Promote & develop 6. Explicitly teach pupils how 7. Schools should support metacognitive talk in the to organise & effectively teachers to develop classroom manage their learning knowledge of these independently approaches & expect them to be applied appropriately • As well as explicit instruction • Teachers should explicitly • Develop teachers’ & modelling, classroom support pupils to develop knowledge & understanding dialogue can be used to independent learning skills. through high quality develop metacognitive skills. • Carefully designed guided professional development & • Pupil-to-pupil & pupil- practice, with support resources. teacher talk can help to gradually withdrawn as the • Senior leaders should build knowledge & pupil becomes proficient, provide teachers with time understanding of cognitive can allow pupils to develop & support to make sure & metacognitive strategies. skills & strategies before approaches are • However, dialogue needs to applying them in implemented consistently. be purposeful, with teachers independent practice. • Teachers can use tools such guiding & supporting the • Pupils will need timely, as ‘traces’ and observation conversation to ensure it is effective feedback & to assess pupils’ use of self- challenging & builds on prior strategies to be able to regulated learning skills. subject knowledge. judge accurately how • Metacognition shouldn’t be effectively they are learning. an ‘extra’ task for teachers • Teachers should also to do but should be built support pupils’ motivation into their teaching activities. to undertake the learning tasks. 1 Activating prior knowledge

2 Explicit strategy instruction

3 Modelling of learned strategy

4 Memorisation of strategy

5 Guided practice

6 Independent practice

7 Structured reflection Student Teacher Effectiveness of learning techniques from Dunlovsky et al [2013]

Practice testing Self-testing or taking practice tests on material to be learned

Distributed [‘spaced’] practice Implementing a schedule of practice that spreads out activities over time

High utility High Elaborative interrogation Generating an explanation for why an explicitly stated fact or concept is true. Explaining how new information is related to known information or explaining steps Self-explanation taken during problem solving. Implementing a schedule of practice that mixes different kinds of problems, or a Interleaved practice schedule of study that mixes different kinds of material, within a single study session. Summarisation Writing summaries (of various lengths) of to-be-learned texts

Moderate utility Moderate Highlighting Marking potentially important portions of to-be-learned materials while reading.

Keyword mnemonic Using keywords and mental imagery to associate verbal materials

Imagery use for text learning Attempting to form mental images of text materials while reading or listening.

Low Utility Low Rereading Restudying text material again after an initial reading. EEF Toolkit Update Published 16-Apr-18 • The Sutton Trust-EEF Teaching and Learning Toolkit has been updated & incorporates new evidence on 9 educational topics • Three of these have resulted in changes to the Toolkit’s headline findings Mentoring • Two new meta-analyses added meaning the evidence base is more secure • the padlock rating has increased from '3' to '4' (out of 5) • the average months’ progress is now 0 instead of +1 EEF Toolkit Update N.B. according to the Toolkit evidence, different types of mentoring programmes have different effects e.g. “programmes which have a clear structure and expectation, provide training and support for mentors, and use mentors from a professional background”, have been associated with more positive outcomes Metacognition & self-regulation • several new meta-analyses and single studies added • the average additional months’ progress for this approach has fallen slightly, from +8 months to +7 N.B. later this month, the EEF will publish a guidance report, with clear & actionable recommendations, to support schools in developing their pupils’ metacognitive skills EEF Toolkit Update Reading comprehension strategies • one new meta-analysis added this strand which moves the average additional impact from +5 months' progress to +6 • the evidence is clear that both phonics & reading comprehension are effective strategies for teaching literacy HRM [Human Resource Management]

Can Human Resource Management Improve Schools’ Performance? Published 26-Mar-18 • LSE research that suggests the types of HRM practices that ‘work’ in schools differ from those that work elsewhere • Schools benefit from increased use of rigorous hiring practices when selecting new recruits, employee participation mechanisms [such as team briefings], TQM [Total Quality Management] & careful record-keeping • None of these seem to improve workplace performance elsewhere in the economy HRM [Human Resource Management] • By contrast, increased use of PRP & monitoring, which do improve workplace performance elsewhere in the economy, are ineffective in schools • The only HRM practice that benefits both schools & other workplaces is more intensive provision of training. Observing Effective Maths Teaching

A review of the literature Published 17-Apr-18 • EDT [Education Development Trust] research that examines a range of lesson observation frameworks designed for & used in the observation of maths teaching • The research summarises the issues of reliability & validity in lesson observation including ‘low inference’ & ‘high inference’ items • It includes frameworks specifically designed for international comparisons of teaching practices & teacher effectiveness, as well as those used for teaching development. Observing Effective Maths Teaching • “Observations on their own are not reliable enough to make secure judgements about the quality of individual lessons for the purposes of ‘high-stakes’ judgements. • Nonetheless, reliability can be improved through the use of multiple trained observers, observing a range of lessons with the same teacher, using more than one instrument; and through combining the observation data with other sources of evidence, such as student questionnaires, attainment-based measures of value-added and examples of their work during the lesson.” Expert Teaching What is it, and how might we develop it? Published 15-Mar-18 • IfT paper that pulls together the best available evidence, to offer a coherent, high-level overview of what expert teaching is, & how it can be developed NAHT Guidance • Exit Interviews Published 21-Mar-18 • Reasonable Adjustments [staffing] Published 12-Mar-18 • Conflicts of Interest Published 12-Mar-18 • Reducing the School Week [to 4.5 days] Published 29-Mar-18 Subscription required. Child Protection Records Retention & storage Published Mar-18

 NSPCC guidance on retention & storage child protection records

 The guidelines cover storage of child protection records, retention periods, recording concerns about adult behaviour, disclosure & barring checks & destruction of child protection records. Data Protection Toolkit Published 23-Apr-18 • DfE guidance to help schools develop policies & processes for data management, from collecting & handling the data through to the ability to respond quickly & appropriately to data breaches • This is new content & the DfE are seeking feedback from schools & other interested parties, which will be used to improve & update the guidance GDPR • Jim Read has published advice and guidance to help schools manage personal data • The resources offer schools advice to use alongside their own data protection policy on managing personal data Sexting Resources

Updated 11-Apr-18

 Childnet has updated its sexting resource for schools [for use with the 11-16 age group] ‘Picture This’

 The resource comprises:

. Updated 25-minute play script & lesson plans

. Updated information about the law on sexting

. Guidance for educators on how to deal with disclosures

. Short guidance films to show teachers how to run each lesson SecEd

• Feedback: The mark of success – Part 1 Published 02-May-18 First of a 7-part series on feedback • Safeguarding changes: Will they make a difference? Published 02-May-18 SecEd article on what schools need to be aware of in regard to safeguarding • Preparing students for GCSEs Published 02-May-18 SecEd advice on supporting students in the build-up to GCSEs SecEd

• Teaching & Learning: Back to basics Published 25-Apr-18 SecEd article on getting back to basics in teaching & learning • Formative assessment and EAL Published 25-Apr-18 SecEd case study of using formative assessment for EAL students • Quick CPD: Improving working memory Published 25-Apr-18 SecEd ‘quick CPD’ on improving pupils’ working memories SecEd • Pupil Premium: A 10-step spending plan Published 21-Mar-18 SecEd article drawing together the ‘best advice’ on use of PPG funding • Pupil Premium: Create a strategy, grow a culture Published 21-Mar-18 SecEd advice on 5 steps to ensure PPG spending narrows the gap • Pupil Premium: Using CPD to narrow the gaps Published 21-Mar-18 SecEd article that looks at the role of CPD in narrowing gaps SecEd

• CPD workshop: Active learning Published 14-Mar-18

SecEd ideas for CPD on active learning. FSM Guidance Published 16-Apr-18 • FSM guidance & transitional protection arrangements under Universal Credit [UC] • FSM eligibility criteria were amended wef 01-Apr-18, to reflect the introduction of UC Protection • From 01-Apr-18, all existing FSM claimants will continue to receive FSM whilst UC is rolled out - applies even if their earnings exceed the new threshold during that time FSM Guidance

• In addition, any child gaining eligibility for FSM after 01-Apr-18 will be protected against losing FSM during the UC roll-out • Once UC is fully rolled out, existing claimants that no longer meet the eligibility criteria at that point will continue to receive FSM until the end of their phase of education i.e. primary or secondary N.B. roll-out is expected to complete in Mar-22 • A pupil is only eligible to receive a FSM when a claim has been made on their behalf, & their eligibility has been verified by the school or the LA FSM Guidance Checking eligibility • The responsibility for checking the FSM eligibility of applicants rests with the school • However, many schools will choose to work with their LA to make the checks via the Eligibility Checking System • Schools may choose to receive applications by paper or online • Whilst online applications can be more efficient, schools & LAs should have an alternative system for those who cannot access an online system - model template for paper-based applications at Annex A & online FSM Guidance 16-19 Bursary Fund Guide: 2018-19 Published 14-Mar-18 • Guidance institutions administering the 16-19 Bursary Fund - html only • Advice for Young People - html only SFVS: 2018-19 Schools Financial Value Standard Published 21-Mar-18 • Documentation around the SFVS has been updated for 2018-19

. Schools financial value standard (SFVS): assessment form

. Schools financial value standard (SFVS): support notes

. Schools financial value standard (SFVS): additional resources

Good Estate Management for Schools organisational self-assessment tool Published 25-Apr-18 • The tool provides schools with an indication of their efficiency compared with similar schools

Schools Financial Efficiency: metric tool Updated 29-Mar-18 • The tool provides schools with an indication of their efficiency compared with similar schools • The guidance & methodology documents have been updated to include 2015-16 data • The general tool has been replaced with phase-specific metric tools & KS2/KS4 progress measures [primary = an average of reading, writing & maths progress scores, secondary = Progress 8] Schools Financial Efficiency: metric tool Schools Financial Efficiency: metric tool Schools Financial Efficiency: metric tool Funding % Ever6 Progress Efficiency URN LAEstab School name Local authority Organisation Type FTE % SEN per pupil FSM 8 decile (£) 136028 3014704 Dagenham Park CofE School Barking and Dagenham Maintained 1244 4% 46% 0.35 6766 1 101154 2134723 St Augustine's CofE High School Westminster Maintained 959 4% 66% 0.48 7039 1 103003 3194015 Stanley Park High School Sutton Maintained 1215 6% 32% -0.06 5363 1 List of 50 efficiency neighbours 110062 8724051 The Bulmershe School Wokingham Maintained 923 4% 31% -0.09 5402 1 100190 2034294 Thomas Tallis School Greenwich Maintained 1808 4% 44% -0.05 6268 1 and where you rank in terms of 103493 3304115 Bordesley Green Girls' School & Sixth Form Birmingham Maintained 930 4% 52% 0.14 5973 2 101243 3014023 Eastbrook School Barking and Dagenham Maintained 934 3% 47% 0.04 6596 2 108726 3934004 Harton Technology College South Tyneside Maintained 1636 3% 38% 0.02 5576 2 efficiency. 112061 9084167 Liskeard School and Community College Cornwall Maintained 929 4% 33% -0.08 5331 2 100279 2044310 Stoke Newington School and Sixth Form Hackney Maintained 1583 3% 39% 0.30 7557 2 100972 2114296 Oaklands School Tower Hamlets Maintained 795 5% 68% 0.29 8164 3 These are schools statistically 108075 3834062 Ralph Thoresby School Leeds Maintained 876 3% 43% 0.12 6158 3 102674 3154052 Raynes Park High School Merton Maintained 1013 4% 37% -0.14 6290 3 closest to yours in terms of Sir John Cass Foundation and Redcoat Church 100977 2114722 Tower Hamlets Maintained 1484 3% 65% 0.28 7696 3 of England Secondary School 100970 2114277 St Paul's Way Trust School Tower Hamlets Maintained 1352 5% 71% 0.39 8407 3 proportion of pupils: 100974 2114505 George Green's School Tower Hamlets Maintained 1107 5% 72% 0.30 8449 4 108645 3924039 Longbenton Community College North Tyneside Maintained 839 4% 30% -0.23 5422 4 • With a statement of SEN or 100968 2114242 Mulberry School for Girls Tower Hamlets Maintained 1404 4% 65% 0.29 8301 4 119798 8884717 Our Lady's Catholic College Lancashire Maintained 701 3% 48% 0.07 6491 4 135762 2124008 Saint John Bosco College Wandsworth Maintained 419 4% 48% -0.21 6752 4 School Action Plus 113516 8784061 Bideford College Devon Maintained 1423 4% 31% -0.44 5139 5 103563 3305416 Colmers School and Sixth Form College Birmingham Maintained 1063 3% 42% -0.22 5900 5 100967 2114150 Morpeth School Tower Hamlets Maintained 1485 6% 69% 0.14 8021 5 • FSM6 107756 3824009 Nether Hall Learning Campus High School Kirklees Maintained 520 3% 53% 0.15 6995 5 113526 8804117 The Spires College Torbay Maintained 917 4% 39% -0.05 6217 5 100053 2024285 Acland Burghley School Camden Maintained 974 5% 52% -0.26 7436 6 100051 2024196 Regent High School Camden Maintained 831 4% 69% -0.15 7845 6 107563 3814024 Sowerby Bridge High School Calderdale Maintained 855 3% 55% 0.04 6974 6 129649 2084731 The Elmgreen School Lambeth Maintained 1034 4% 50% -0.20 7412 6 110078 8714089 Wexham School Slough Maintained 900 4% 44% -0.05 7304 6 112939 8304089 Aldercar High School Derbyshire Maintained 639 6% 34% -0.41 5801 7 100640 2085403 Archbishop Tenison's School Lambeth Maintained 515 3% 51% -0.37 7317 7 103494 3304129 Dame Elizabeth Cadbury Technology College Birmingham Maintained 624 3% 54% -0.24 6596 7 100049 2024104 Haverstock School Camden Maintained 1227 4% 72% -0.11 8263 7 100966 2114105 Langdon Park Community School Tower Hamlets Maintained 944 6% 75% 0.03 8772 7 100748 2094600 Addey and Stanhope School Lewisham Maintained 675 6% 58% -0.48 7080 8 105106 3444070 Bebington High Sports College Wirral Maintained 954 4% 60% -0.62 5799 8 108640 3924032 Burnside Business and Enterprise College North Tyneside Maintained 1180 3% 39% -0.39 6246 8 100642 2085405 London Nautical School Lambeth Maintained 615 3% 50% -0.33 7665 8 113533 8794172 Sir John Hunt Community Sports College Plymouth Maintained 703 3% 56% -0.18 6918 8 112931 8304001 Alfreton Grange Arts College Derbyshire Maintained 403 3% 42% -0.26 7398 9 120713 9255417 Monks' Dyke Tennyson College Lincolnshire Maintained 731 3% 43% -0.59 6450 9 124395 8604066 Norton Canes High School Staffordshire Maintained 407 6% 33% -0.71 5529 9 Bath and North East 109328 8004607 St Mark's CofE School Maintained 207 6% 41% -0.44 7199 9 Somerset 141700 8604012 The King's CofE (VA) School Staffordshire Maintained 373 3% 46% -0.53 6627 9 112951 8314177 Bemrose School Derby Maintained 910 4% 56% -0.84 5876 10 107440 3805401 Hanson School Bradford Maintained 1564 4% 42% -0.87 6453 10 118930 8865458 Pent Valley Technology College Kent Maintained 571 3% 47% -0.62 7232 10 100743 2094267 Sedgehill School Lewisham Maintained 1339 3% 54% -0.69 7301 10 101360 3025403 St Mary's CofE High School Barnet Maintained 78 3% 41% -0.40 14081 10 Secondary Inspection Outcomes - YTD

16 [11%] improved to 234 [61%] did not ‘outstanding’ convert – remained ‘good’ 66 [44%] remained ‘good’ 385 previously ‘good’ schools 52 [34%] declined to 151 [39%] ‘requires improvement’ converted/straight to s5 - of which …… 17 [11] declined to ‘inadequate’ Ofsted Secondary – section 5

Grade OE L&M TL&A PD&W OfP 6th PIR 1 25 33 26 39 25 26 14 2 166 185 169 197 159 136 151 3 135 120 144 106 145 50 114 4 35 23 22 19 32 5 27 361 361 361 361 361 217 306

1 7% 9% 7% 11% 7% 12% 5% 2 46% 51% 47% 55% 44% 63% 49% 3 37% 33% 40% 29% 40% 23% 37% 4 10% 6% 6% 5% 9% 2% 9% 100% 100% 100% 100% 100% 100% 100% Ofsted Secondary – section 5 28% worse than PIR 52% of RI schools improved 33% better than PIR 46% of good schools dropped 67% of outstanding schools ‘dropped’ 100% of SM/SW schools improved

Most recent s5 Most recent s5 No. % 1 2 3 4 All 1 2 3 4 All 1 5 6 3 1 15 1 2% 2% 1% 0% 5% PIR 2 16 66 52 17 151 2 5% 21% 17% 6% 49% 3 1 58 47 8 114 3 0% 19% 15% 3% 37% 4 1 12 14 27 4 0% 4% 5% 0% 9% 23 142 116 26 307 7% 46% 38% 8% 100% Ofsted Secondary

59 previously good, London secondaries have been inspected [reports published] this year – another 31 inspections are needed by the end of term to get back ‘on schedule’ The number of secondary schools in London previously judged as good that have yet to receive an inspection

Aut-2011-Aut-2012 Spring 2013 Autumn 2013 Spring 2014 1 [cf = 1] 1 [cf = 2] 4 [cf = 6] 2 [cf = 8]

Summer 2014 Autumn 2014 Spring 2015 Summer 2015 1 [cf = 9] 10 [cf = 19] 8 [cf = 27] 16 [cf = 43] School name LA PI Date 1. London Academy Barnet 10/11/2011 2. Eastbury Community School Barking & Dagenham 17/01/2013 3. Hatch End High School Harrow 07/11/2013 4. Rokeby School Newham 15/11/2013 5. Lister Community School Newham 28/11/2013 6. Durand Academy Lambeth 04/12/2013 7. Friern Barnet School Barnet 30/01/2014 8. City of London Academy Islington Islington 07/03/2014 9. Whitefriars School Harrow 01/07/2014 10. Avanti House School Harrow 17/07/2014 11. St Columba's Catholic Boys' School Bexley 24/09/2014 12. The Ravensbourne School Bromley 01/10/2014 13. Caterham High School Redbridge 09/10/2014 14. Ark Globe Academy Southwark 24/10/2014 15. Chingford Foundation School Waltham Forest 13/11/2014 16. St Martin in the Fields High School for Girls Lambeth 04/12/2014 17. Harris Academy Morden Merton 04/12/2014 18. Haberdashers' Aske's Crayford Academy Bexley 05/12/2014 19. Edmonton County School Enfield 05/12/2014 School name LA PI Date 20. Bishop Stopford's School Enfield 09/01/2015 21. Harlington School Hillingdon 16/01/2015 22. Cleeve Park School Bexley 16/01/2015 23. Woodcote High School Croydon 21/01/2015 24. Welling School Bexley 22/01/2015 25. The Petchey Academy Hackney 06/02/2015 26. Oasis Academy Coulsdon Croydon 26/02/2015 27. Ravens Wood School Bromley 05/03/2015 28. Villiers High School Ealing 19/03/2015 29. Alec Reed Academy Ealing 24/04/2015 30. London Nautical School Lambeth 24/04/2015 31. Oasis Academy Enfield Enfield 30/04/2015 32. City Heights E-ACT Academy Lambeth 30/04/2015 33. Saint Gabriel's College Lambeth 07/05/2015 34. Broomfield School Enfield 14/05/2015 35. Ark All Saints Academy Southwark 20/05/2015 36. The Quest Academy Croydon 03/06/2015 37. The Archer Academy Barnet 10/06/2015 38. Hackney New School Hackney 10/06/2015 School name LA PI Date 39. East London Science School Newham 10/06/2015 40. Hampton High Richmond upon Thames 17/06/2015 41. Riverside School Barking and Dagenham 23/06/2015 42. Heron Hall Academy Enfield 25/06/2015 43. Northolt High School Ealing 09/07/2015 44. Harris Academy Peckham Southwark 30/09/2015 45. Raynes Park High School Merton 14/10/2015 46. St Catherine's Catholic School Bexley 21/10/2015 47. Wanstead High School Redbridge 22/10/2015 48. Stanley Park High Sutton 05/11/2015 49. Hewens College Hillingdon 11/11/2015 50. Capital City Academy Brent 19/11/2015 51. JCoSS Barnet 02/12/2015 52. Frederick Bremer School Waltham Forest 09/12/2015 53. Greig City Academy Haringey 09/12/2015 54. Dormers Wells High School Ealing 16/12/2015 55. Prendergast Vale School Lewisham 16/12/2015 56. Wallington High School for Girls Sutton 12/01/2016 57. George Mitchell School Waltham Forest 15/01/2016 School name LA PI Date 58. St Gregory’s Catholic Science College Brent 17/01/2016 59. Shirley High School Performing Arts College Croydon 20/01/2016 60. Connaught School for Girls Waltham Forest 20/01/2016 61. The Frances Bardsley Academy for Girls Havering 27/01/2016 62. Copthall School Barnet 20/01/2016 63. Overton Grange School Sutton 28/01/2016 64. Brentford School for Girls Hounslow 02/02/2016 65. Trinity Church of England School, Belvedere Bexley 03/02/2016 66. Heston Community School Hounslow 04/02/2016 67. Acland Burghley School Camden 10/02/2016 68. Heartlands High School Haringey 11/02/2016 69. Queens Park Community School Brent 23/02/2016 70. La Sainte Union Catholic Secondary School Camden 25/02/2016 71. Blackfen School for Girls Bexley 01/03/2016 72. Brentside High School Ealing 02/03/2016 73. Plumstead Manor School Greenwich 04/03/2016 74. St Ignatius College Enfield 10/03/2016 75. St Edward's Church of England School Havering 14/03/2016 76. Bishop Justus CofE School Bromley 16/03/2016 School name LA PI Date 77. Marshalls Park Academy Havering 16/03/2016 78. Phoenix Academy Hammersmith and Fulham 19/04/2016 79. Queen Elizabeth's Girls' School Barnet 22/04/2016 80. Lea Valley High School Enfield 26/04/2016 81. The Hollyfield School and Sixth Form Centre Kingston upon Thames 27/04/2016 82. St Joseph's College Croydon 28/04/2016 83. Rushcroft Foundation School Waltham Forest 29/04/2016 84. Deptford Green School Lewisham 05/05/2016 85. Nightingale Academy Enfield 05/05/2016 86. Dagenham Park CofE School Barking and Dagenham 11/05/2016 87. Chace Community School Enfield 11/05/2016 88. Burntwood School Wandsworth 12/05/2016 89. Kantor King Solomon High School Redbridge 18/05/2016 90. The Greenwich Free School Greenwich 18/05/2016 91. Kelmscott School Waltham Forest 25/05/2016 92. Christ's College Finchley Barnet 25/05/2016 93. City of London Academy (Southwark) Southwark 08/06/2016 94. Corelli College Greenwich 13/06/2016 95. Kingsmead School Enfield 14/06/2016 96. Preston Manor School Brent 14/06/2016 FYI Summer 2018 Coming Up 2017-18

Management of Asbestos 13/06/2018 Billy Cunningham 09:30 12:30 Child protection and safeguarding training - school governor specific 13/06/2018 Rhian Swain, Martin 10:00 12:00 Cresswell Secondary schools bursars forum 13/06/2018 Joe Lynch 12:30 15:30 Primary, special and nursery schools bursars forum 13/06/2018 Joe Lynch 09:30 13:30 Primary PSHE Leads Network 14/06/2018 Gill Morris 16:15 18:00 PE Subject Leads Training 14/06/2018 Kim Henderson 09:00 12:00 Year 2 and Year 6 Writing moderation 19/06/2018 Tracy Goldblatt 16:00 17:30 Mental Health First Aid (MHFA) for schools and colleges 19/06/2018 Shane Gallagher 09:30 16:00 Primary Maths subject leaders 20/06/2018 Kate Frood 09:00 15:30 Secondary PSHE and Citizenship Leads Network 21/06/2018 Gill Morris 16:15 18:00 School Council Lead Teacher Network 26/06/2018 Gill Morris 16:15 18:00 Child protection and safeguarding training - school governor specific 27/06/2018 Rhian Swain, Martin 18:00 20:00 Cresswell Management of health & safety responsibilities in schools 27/06/2018 Darren Williams 09:30 12:30 SENDCO Primary Forum 27/06/2018 Helen McNulty 09:00 12:30 Primary Growing Great Teachers programme (NQTs) - Building Resilience and Positive Mental Health in the Classroom 28/06/2018 Gill Morris, David Lee 16:15 17:45 SENDCO Secondary Forum 28/06/2018 Helen McNulty 09:00 12:30 Secondary English Subject Leaders 02/07/2018 Alison Pyle 14:00 16:00 SEND Conference Camden 05/07/2018 Helen McNulty 09:00 12:30 Cross Phase Growing Great Teachers programme (NQTs) - Celebration Event 05/07/2018 Various 14:00 18:00 NQT Final Assessment: Wednesday 11 July 2018 Chairs of Governors Forum 12/07/2018 Rhian Swain, Owen Rees 18:30 20:30 End of Summer Term: Wednesday 25 July 2018 FYI Coming Up 2018-19 Camden Learning Residential Conference for Headteachers' 2018 Jury’s Inn Brighton Waterfront Hotel Thursday 4th and Friday 5th October 2018

Keynote Speakers including:

 Oliver Knight Keynote speaker and author of Creating Outstanding Classrooms - This timely new book outlines a whole-school approach to embedding a sustainable model of teaching and learning that puts the learner at the heart of the system.

 Humphrey Walters “Humphrey is a one off. His inspiring lecture combines his deep experience in setting the environment for some world class winning teams – while at the same time he delivers his talk with humility and good humour. He reemphasised the huge importance of getting the little things right.”