Ullswater Community College

Self Evaluation 2013

1 The context for improvement Ullswater Community College is an 11–18 comprehensive school with 1376 pupils (235 in the |Sixth Form) which serves the biggest catchment area in England (600 square miles) and shares that with Cumbria LA’s only selective Grammar School. According to its KS2 results, the academic profile of UCC students on entry is significantly below average as a result of the impact of the selective system operating in the area although this profile is improving as parents see the school as a more obvious first choice. Last year’s Year 11 had entry profiles that were 0.9 points below the expected level, the current Year 11 are –0.7, Year 10 are –0.7, Year 9 are –0.8 and the current Year 8 are –0.5 in comparison with the national average. The largest deficits in the proportions of each attainment band occur in the high-ability cohorts, which are significantly lower than expected as a result of the selective system in the town.

Ullswater Community College has a Strategic Facility for a small number of students with Severe and Profound Multiple Learning Difficulties. The number of students varies in each year group but there are currently 21 students across all key stages.

The College was identified as requiring significant improvement following the Ofsted Section 5 Inspection of 1st and 2nd April 2009. A new Headteacher was appointed in September 2009 and the school has been re-inspected twice since then. In July 2010 it was judged to be ‘Satisfactory’ with many good features and, in October 2012 the school was inspected under the new framework and was again judged to be satisfactory or ‘requires improvement’. Since that inspection, the College has worked hard to achieve significantly better GCSE results. In August 2013 the school’s GCSE results were 95.8% 5+ A*-C grades and 66% 5+ A*-C grades inc E/m with a VA of 1014.7, putting it at the 10th percentile (FFT report) of schools on measures of ‘Value Added’. English results at GCSE were 70% A*-C (14% above value added expected performance) and mathematics outcomes were 75% A*-C (15% above value added expected performance), both are above the national and LA averages.

The College has worked intensively, over the last four years, with the governing body and the LA and has taken decisive actions to address the key issues for improvement.

The school has developed support programmes for a number of other schools and is currently developing a MAT proposal with Sir Chris Woodhead ex HMCI.

We are looking forward to a new inspection where the impact of these improvements ought to be reflected in the overall judgements of the College’s effectiveness.

The College has worked hard and very successfully over the last five years to reduce a significant budget deficit, although the actions needed to make the necessary improvements under the ‘Notice to Improve’ placed additional demands upon the school budget resulting in a deficit of £188,000. Reductions in funding of £930,000 during the last academic year with further reductions of £430,000 in 2012/13 as a result of the National Funding changes have provided additional challenges and the Governing Body, Headteacher and Business Manager have worked on a strategy, in conjunction with the Local Authority, to reduce the impact of this upon the school. The school adopted a three-year plan to reduce the deficit and achieve the additional savings including using Voluntary and Compulsory redundancies. The year-on-year indicator for the end of 2013 is a balanced budget..

2 Achievement Overall 1234 : 2 + / = / - 6A. Revision date: 1st Nov 2013 6B. Author: NPattinson

Let’s be clear about this, our profile on entry in SIGNIFICANTLY BELOW national averages. (Raise ON-LINE all years) Our ATTAINMENT is, 5. Summary however AT OR ABOVE NATIONAL and LA AVERAGES. Pupil progress and attainment are, therefore very good. The main reasons for The school has outperformed all of the ‘Outstanding’ schools in Cumbria on measures of 5+ACEM and value added. choosing this 1234 are….. We are confident that remaining weaknesses identified in our own analysis of the school’s performance as well as the latest Raise On-Line and FFT (if + or -, explain why) school profile report show continued significant improvement given our action plans and intervention work. National and LA comparisons show good value added scores especially given the profile of our pupils on entry.

1. Key phrases Sub-criterion 1234 2. Main strengths and weaknesses from the Criteria Pupils are making better progress  2013 results analysis using FFT places the school at the 10%ile on Value Added for 5+A*- than pupils nationally given their CEM, this is significantly higher than expected. RAISE Best 8 E/m is Sig +. starting points.  Attainment in 5+A*-C E/m (66%) is above the national and LA averages(In 2012 this was 60% and 56.1% respectively ) Students Post-16 make sustained  3+LoP in English (72%) is above the national and LA averages (In 2013 this was 69% and progress in most subjects 64.6% respectively)  3+LoP in maths(71%) is above the national and LA averages ( In 2013 this was 70 and 62.3% respectively).  Attainment in English (70% A*-C) & mathematics (75% A*-C) are both well above the national average of 67% and 57.6% A*-C respectively.  FFT value added analysis places the school at the 42nd%ile on English 3+LoP; 49th%ile on maths 3+LoP; and 21st%ile on capped points scores given pupil’s prior attainment.  Progress is well above average given our starting point (which is significantly below the national average and where the number of pupils joining the school with level 5a is very small indeed).  Average points per students (best 8) has risen from 341 in 2011 to 345 in 2013. Average points for all subjects has risen from 485 in 2011 to 501 in 2013  RAISE and FFT3 year value added analysis and the school’s own internal analysis shows that Pupils’ progress 2 the performance SEN School Action Pupils is better than expected for the 5+A*-C, 5+A*-G and capped points measures.(Value added score is RAISE is 1027 and FFT is 1031).  FSM (31 students) and SA+ are below RAISE Best 8 on value added measures but these figures are negatively impacted by 6 SA+ students.  Pupils with multiple & profound learning difficulties make sound progress given their starting points and learning difficulties  The school now sets 4 levels of progress as the expected outcome for students from KS2 to KS4.  Internal assessment data now shows that pupils make good progress in English & maths at KS3 is above the National Average and LA average at 75%  Indicative outcomes for Year11 in 2014 are 70% 5ACEM, a further increase of 4% on 2013.  Progress post-16 is good with a rising trend in average points per student over the last three years at A2 level. (640.5 in 2010 – 738.2 in 2013 points per student). The pass rate at A2 was 3 96.3% A*-E grades. Average points per entry have also risen over a three year period from 194.5 in 2010 to 204.2 in 2013.  AS results show a strong upward trend with average points per students increasing from 116 in 2011 to 128.7 in 2013. Quality of Teaching Overall 1234 : 2 + / = / - 6A. Revision date: 1 Nov 2013 6B. Author: N Pattinson An extensive range of MER evidence shows that teaching is good or better in the vast majority of lessons and the proportion of teaching which is outstanding is steadily increasing. Teachers have well developed subject knowledge and use accurate assessment of pupils’ 5. Summary prior attainment to set ambitious targets for attainment to plan effectively and set challenging tasks. MER evidence includes, lesson The main reasons for choosing this observation, pupil voice, annual surveys of attitudes, book checks, learning walks, marking scrutiny, standards reviews for departmental 1234 are….. and pastoral managers, planner checks, assessment data, both internal and external. (if + or -, explain why) Teaching increasingly promotes independence, resilience and confidence and this is resulting in an enthusiastic response from pupils. Most pupils and groups of pupils, including those with special educational needs achieve well over time. Assessment is developing strongly at all Key Stages and this is discussed regularly with pupils so that they know what they need to do to improve further. 1. Key phrases Sub-criterion 1234 2. Main strengths and weaknesses from the Criteria Teaching overall Teaching is mainly 2  Extensive MER evidence shows that 82%+ of routine teaching is good or outstanding. This has good with examples risen by 9% since Nov 2012. of outstanding  Teachers planning and expertise are good. teaching  Robust formal and informal intervention to address any weak teaching has improved the quality and consistency of teaching across the school.  Regular morning briefing sessions on T&L are increasing teacher expertise in good teaching technique. Good use of coaching to provide an opportunity to promote outstanding learning for all, sharing of golden nuggets. A teaching & Learning bulletin over the last three years has enabled good practice to be disseminated widely across all staff, including support staff.  We continue to work on securing good or better teaching in the remaining areas for improvement, on embedding differentiation and AfL for all groups of pupils and on increasing the level of challenge for our most able pupils.  Regular calendared assessment sequences include standardisation of objective tests, marking and moderation checks and coordination of grade allocation ensures accuracy and reliability of 4 internal assessment data. This is followed up with discussions in scheduled Line Management meeting times and followed by intervention and re-testing to ensure pupils have reached the expected level.  The Cocentra survey reveals that 89% of parents rate teaching as good or very good. Progress is better  Pupils are confident that their lessons enable them to make good progress from their individual than that made by starting points. Lesson observations show that most pupils learn and achieve well. pupils nationally from  Transition between Y11 and Sixth Form is supported by detailed 1:1 interviews, induction days, similar starting assemblies on study skills and tutor led academic tutorials to ensure good development of A points. Most pupils, level study skills. Pupils’ progress achieve well over 2  Strategies are in place to make sure that all groups including those with SEN make good and learning time progress in every lesson, with more effective challenge for more able pupils too.  Evidence from student voice and Cocentra surveys reveals that 96% of parents think that the school expects their children to work hard and do their best.  Evidence from Cocentra survey reveals that 78% of pupils and 85% of parents feel that pupils are making good progress. Teachers and other  Lesson observations show that pupils are engaged in and motivated by their lessons. adults enthuse and  Pupil feedback in MER activities shows that pupils enjoy learning, have positive and motivate most pupils constructive relationships with staff, are actively involved in their learning and experience to participate. challenge & support in the course of their lessons.  Take-up of additional maths and English studies are very strong (approx. 100 students opt for each subject as an extra option) Additional intervention sessions in all subjects are very well attended. Pupils’ attitudes to learning 1  INSET on Kagan Active & Cooperative learning strategies has reduced the amount of didactic teaching and emphasised the involvement of pupils in their own learning. Our coaching programme has ensured that satisfactory teaching receives effective support to become good.  Evidence from lesson observations, learning walk, post 16 recruitment numbers and behaviour data reveals that students are engaged with their learning and are keen to continue their studies at the school.  Sixth Form numbers have increased by 30 since 2009, with an increase of 20 on L3 courses. Teachers in most  Over the last two years the school has focussed strongly on teachers’ planning and expertise. subjects and key This has been effective in focusing staff on pupils’ learning and on developing more creative stages use their well ways of engaging pupils in that learning. developed subject  Strong subject knowledge is now clear through lesson observations and Governors have been knowledge and their rigorous in applying effective selection criteria when appointing new teachers to the school. accurate assessment  Progress has been made in developing more effective Assessment for Learning Strategies, Teachers’ planning and expertise of pupils’ prior skills, 2 differentiated lesson objectives and in our support for our least able. CPD is now focused on knowledge and developing teachers’ expertise in more active & Cooperative learning strategies and on using understanding to ICT more effectively. A particular focus for the school over the last two years has been on plan effectively and better providing for pupils with SEN and our most able. set challenging  Our weekly Wednesday morning briefing sessions provide a regular opportunity for Heads of tasks. Department to lead on T&L techniques, literacy strategies etc which promote outstanding T&L and A/A* performance.

5 Teachers have high  Lesson observations show that teachers and other adults who support learning have high expectations of expectations of their pupils. pupils  Extensive programmes of intervention and support during the weekends and holidays ensure that all pupils have the opportunity to extend their learning beyond the normal school day in pursuit of even higher standards. Teachers’ expectations 2  Positive discipline and authenticity are at the heart of everything we do and this breeds absolute consistency for staff and pupils which is evidenced in the excellent behaviour and attitudes seen in lessons across the school.  Cocentra survey reveals that 97% of pupils and 96% of parents feel that pupils are expected to do their very best. They use effective  Our curriculum planning has focused firmly upon meeting the needs of all our pupils. teaching strategies  Paired Reading, Pupil Premium Mentoring, maths intervention/ reading intervention…. have a that, together with very positive impact upon the progress of our least able pupils in core subjects. (Avge appropriately 19months in 15 weeks for Paired Reading) targeted support and  Effective use of data, including question level analysis informs intervention. intervention, match  HoYs drive intervention strategies in their year groups and HoDs, Assistant Head (Inclusion) Interventions most pupils’ 1 and the SENCO and support staff all provide intervention for learning for pupils in and outside and support individual needs so the classroom. that pupils learn well  Established programmes of literacy intervention provide increased progress for 73 students. across the  A very effective KS4 intervention strategy has ensured the rapid progress of the school at curriculum. 5+A*-CEM and 5+A*-C grades over the last four years. VA of 1017 is evidence of the effectiveness of intervention strategies.  Well trained LSAs are now more effectively deployed and managed with clear objectives to secure progress in targeted areas. The teaching of  Teaching of reading & writing in English is good. reading, writing,  The development of skills across the curriculum is developing. The improvement of literacy communication and across and within departments is a key strategy for whole school improvement. mathematics is very  A wide variety of initiatives through the LRC and the work of the Assistant Teaching of RWCM 2 efficient. Headteacher(Inclusion) supports the development of positive attitudes to reading for pleasure and the development of good literacy skills across all Key Stages.  Good practice across all departments in the development of literacy is being achieved through a programme of CPD and ongoing professional discussions on T&L. Assessment Teachers assess 1 / 2  We have made rapid progress in the use of assessment at a whole school level over the last pupils’ progress two years and in developing effective use of data at department, Year group and Governance regularly and levels accurately and  An outstanding assessment schedule which is calendared and includes standardisation, discuss assessments marking, moderation and grade allocation, followed up by line management discussions and with them so that intervention activity enables the school to have a very firm grip on assessment information pupils know how well which leads to an accurate understanding of the outcomes each year in external examinations. they have done and  On-line revision materials are made available to pupils and their parents to enable effective what they need to do support to be given at home in preparation for internal assessments and external examinations. to improve.  Teachers use a variety of assessment for learning techniques to check on progress and understanding in lessons and to modify plans accordingly. Target setting and assessment routines are used effectively to track the progress of all individual pupils and key sub groups. 6  Governors regularly receive information at full Governors meetings of the progress made by each department in preparation for external examinations.

Marking & Feedback  This has been a key area for improvement over the last two years. are generally of good  Regular MER evidence has supported a focus on the weakest practice in the school. We are quality. confident that the inconsistency which used to be a feature of marking is now improved but we Marking, feedback and Appropriate and 2- continue to need to work on making sure that follow-up actions are taken on feedback in books homework regular homework to ensure that this has an impact on progress over time. We also need to develop more contributes effective feedback on basic skills across the curriculum. reasonably well to  Appropriate homework is set regularly and communicated home via the student planner. This is pupils’ learning. a feature of the school MER system to ensure that homework policies are adhered to.  Continue to embed differentiation and AfL for all groups of pupils and on increasing the level of challenge for our most able pupils.  Make sure that all groups including those with SEN make good progress in every lesson, with more effective challenge for more 4. To reach the next grade/to able pupils too. continue to be outstanding we  Ensure that the teaching of literacy is implicit in assessment and lesson planning. need to:  We are confident that the inconsistency which used to be a feature of marking is now much improved but we continue to need to work on making sure that follow-up actions are taken on feedback in books and on making sure that feedback has an impact on progress over time. We also need to develop more effective feedback on basic skills across the curriculum.

Behaviour & Safety Overall 1234 : 2 + / = / - 6A. Revision date: 1 Nov 2013 6B. Author: N Pattinson The behaviour of pupils in the college is consistently very good. Pupils are very clear about the expectations for their behaviour and the 5. Summary college has robust and well developed systems in place to provide support and to tackle any behaviour issues. Pupils respond The main reasons for choosing appropriately to these expectations. Pupil attitudes, manners and relationships are exceptionally good. The college enjoys a very positive reputation in the area and is increasingly seen as a viable choice despite the attractiveness of the selective education system in Penrith. this 1234 are….. Parents are confident in the college’s capacity to deal with any issues of bullying their children may experience. (if + or -, explain why)

1. Key phrases Sub-criterion 1234 2. Main strengths and weaknesses from the Criteria There are few well  Parents and pupils have a good level of confidence in the school’s systems for managing founded concerns bullying. Parents’, staff and pupils’ expressed by parents, 2  COCENTRA Pupils view that school is a safe place to work is up from 72 to 80%. Breaks and views of behaviour and safety carers, staff and pupils lunchtimes up from 74% to 78%. about behaviour and safety. Pupils’ behaviour Pupils are typically 1  During the last OfSTED inspection 8th Nov 2012 behaviour was graded 2 although there was considerate, respectful discussion about it being 1. The passivity of a small number of students in some lessons has and courteous to staff been addressed through the training on Active & Cooperative teaching & learning strategies and each other and which have been adopted widely by teachers. consistently meet the  In all external evaluations of pupil behaviour the outcomes have been positive. Pupils are school’s expectations. considerate, respectful and courteous.

7  Pupils respond very well to the school’s behaviour systems. Very clear about what is expected of them.  Disruption to lessons is extremely rare and frowned on by pupils and teachers alike.  Pupils are typically considerate, respectful and courteous. They consistently meet the school’s expectations.  81%, (up from 72% last year) of parents feel that the school deals effectively with unacceptable behaviour. In lessons, pupils  Overwhelmingly pupils’ attitudes and behaviour in lessons are good. demonstrate positive  83% of pupils state that they get on well with other pupils at school. Pupils’ attitudes attitudes towards the 2  Positive attitudes to teachers, learning and each other. teacher, their learning  Marked improvements over time are evident for any pupils with behaviour problems because of and each other. the capacity of the school to address these issues and the quality of the curriculum offer. Pupils feel safe at  Pupils overwhelmingly feel safe at school. school. They  It is safe and well-ordered. Key areas for development are in ensuring that pupils feel safe as understand clearly safe at breaks and lunchtimes. Safety and mutual support what constitutes 2  Disruptive incidents seldom occur. unsafe situations and  Pupils understand unsafe situations and how to stay safe. how to keep  95% (up from 88% last year) of Parent’s state that the school is a safe place for their child themselves safe. .  Systematic, consistently applied approaches to behaviour management. Pupils, including those  Active, effective approach to identifying and tackling bullying. with identified  Behaviour trends and incidents carefully tracked by availability of monitoring data. The trends behavioural difficulties, are in line with previous year’s figures but the majority of behaviour logs are now given for respond very well to learning related issues such as homework and equipment rather than behaviour issues. School systems the school’s strategies 2  92% of pupils state that the school has a simple set of rules that they know and understand. for managing and improving behaviour, 93% of pupils state that they are clear about what is expected of them in terms of work and which are applied behaviour. consistently.  Positive behaviour merits are a focus for development.  93% (up from 81% last year) of parents feel that the school is well led and managed. Bullying Instances of bullying, 2 including for example,  Pupils are well aware of different forms of bullying and take active steps to prevent them. cyber-bullying and  Parents’ confidence that their child is not bullied or harassed is improved significantly from 62% prejudice-based to 78% since 2010. Parents’ views that their child is not racially abused is 83%. bullying related to  80% of pupils state that they feel safe in lessons and 78% state that they feel safe at break special educational times. need, sexual  Following consultation with staff, parents and students, the school has published a combined orientation, sex, race, Bullying and Behaviour Policy. We have also introduced strategic monitoring of bullying religion and belief, through centralised record keeping. gender reassignment or disability, are rare. The school swiftly and successfully addresses any incidents of bullying 8 that do occur, thus gaining the full confidence of pupils, parents and carers. The very large majority  The school has continued to make this a focus for improvement and the school now is of pupils are providing strategic planning expertise to other schools in the Eden valley to help them to drive consistently punctual up attendance. to school and to  Attendance is at the National average and robust measures are in place to drive attendance lessons. Attendance levels up in the most persistent cases with Attendance Panels and regular home visits by the Attendance will usually be at schools own attendance team. and least average but if it 3  Punctuality contributes to an orderly environment. Punctuality is below average, for  The school uses an electronic registration system and provides access to parents to up to date all pupils or attendance information. particular groups, it will be improving over time.  Continue to monitor and address the perception that a minority of pupils feel that the behaviour of other students is not good by 4. To reach the next grade/to conducting pupil voice interviews across all year groups. continue to be outstanding we  Work with pupils and staff to investigate the impact of our diverse catchment area on social interactions between pupils. need to:  Continue to look for ways of continuing the improving trend of attendance through intervention and appropriate curriculum/support provision.

9 Leadership Overall 1234 : 2+ + / = / - 6A. Last revision date: 1 Nov 2013 6B. Author: N Pattinson

5. Summary The school has made rapid progress over the last four years as a result of the strengthening of the Senior Management Team, the more focused involvement of Governors in monitoring the school’s effectiveness and in the development of Middle Management capacity in all areas. There is a The main reasons for relentless and ambitious focus upon improvement and a clear monitoring of interim outcomes in all aspects of school life. While achievement is a choosing this 1234 rapidly improving trend, there is still more to be done to ensure the best outcomes for some key groups of pupils including the least and most able and are….. in some key departmental areas. (if + or -, explain why) Several members of SMT are supporting other schools. UCC is working with Sir Chris Woodhead and other trustees on a MAT proposal. 1. Key phrases Sub-criterion 1234 2. Main strengths and weaknesses from the Criteria  The Senior Management Team has driven the school forward from a NTI in 2009 to good levels of achievement, organisation and confidence. Key leaders and managers,  The achievements of pupils have risen sharply at 5+A*-C from 54% to 96%, in 5+A*-CEM from including the governing body, 44% to 66% and from a Value Added of 978 to 1014.7. consistently communicate high  The SMT are focused upon outcomes, on tracking interim data and acting purposefully on expectations and ambition. They areas of weakness. Impact on outcomes; model good practice and 1  The Governing Body hold the SMT and Middle Leaders to account through regular Standards’ improvement demonstrably work to monitor, Reviews and by requesting reports on areas of development. Sub-Committees for Finance and improve and support teaching, Curriculum strongly hold to account senior leaders in these areas. encouraging the enthusiasm of  An intensive intervention strategy addresses individual pupil progress issues. Robust staff and channelling their efforts assessment schedules allow objective checks on achievement and the current Year 11 are and skills to good effect. already achieving results at 5+A*-C E/m grades above those achieved at this stage by the last year 11 cohort which indicates an outcome of 70% 5+A*-C E/m in 2014.  Impact on teaching Teaching is improving and is at 2  A relentless focus on Teaching & Learning has resulted in steady improvement in overall T&L and learning least satisfactory, with much that observation ratings. T&L group is driven by the Deputy Headteacher (T&L) and is a vehicle is good. through which standards are sustained and raised where necessary.  Teaching & Learning monitoring shows a steady improvement with 82% of teaching now at good or outstanding levels. 26% of lessons are now judged to be outstanding. 10  The school has a strong focus upon CPD and was awarded the CPD mark last year in recognition of the programme on offer. A variety of strategies for CPD are used including regular twilight INSET sessions, coaching, links with other local schools, Outstanding Leadership training for HoDs and HoYs and honorarium appointments to SMT to encourage the development of our most promising staff.  To improve further we are tracking the standards of all teacher performance to ensure that CPD is personalised and meets the needs of the school.  All teachers who receive a Requires Improvement or Inadequate judgement are supported through the coaching programme.  Learning walks, lesson observations and planner/book checks are a part of regular scheduled practice, followed by the publication of findings to highlight areas of strength and for improvement.  Our inclusive curriculum is reviewed annually to ensure it meets the needs of all learners.  The school has adopted a pathways model of curriculum design at KS4 and KS5. The opportunities for students to follow a challenging EBacc curriculum is matched with a comprehensive and high quality vocational provision which ensures that the needs of all pupils is met. The school’s curriculum provides  A purposeful programme of individual 1:1 IAG interviews is held for all pupils at transition points well organised, imaginative and in Yrs 9, 11 and 13. effective opportunities for learning  At Post-16 a range of traditional A level subjects, as well as some not offered at KS4 and Curriculum 2 for all groups of pupils including Level 2 & 3 courses provide a wide curriculum offer. Excellent progression opportunities are disabled pupils and those with provided for all pupils whatever their academic ability. special educational needs  At KS4 those pupils who are not yet confident in mathematics and English are offered a Study Plus option to increase the time allocation to core subjects to maximise the chances of achieving a good pass at this level. Many take up this offer.  Students with Multiple & profound learning difficulties have a curriculum which is integrated into mainstream provision where possible. These students have the opportunity to express a choice in the areas of study in a similar way to students in the main body of the school. Self-evaluation Planned actions based on 1  The school has designed a comprehensive programme of MER activities for all departments accurate self-evaluation to and year groups which is built into the school calendar. The programme is tailored to the needs overcome weaknesses have been of each department, year group and individual member of staff to ensure that weaknesses are concerted and effective. As a addressed purposefully without imposing unduly on those areas where we are already strong. result, achievement has improved  The MER programme includes lesson observations which have been moderated by or consolidated previous good commissioned consultants, book checks, pupil voice activities, Learning walks, SMT performance. effectiveness reviews and regular annual COCENTRA surveys.  We seek constantly to develop the impact of our Self Evaluation by visiting other schools.  Appraisal procedures are rigorous and all teachers set rigorous and meaningful targets against the college’s required target areas. Governors monitor this process.  All staff, including non-teachers undergo appraisal in recognition that all individuals contribute to the on-going performance of the school.  Pupil skills and attributes can be seen in the outstanding pastoral guidance work that takes place across the school.  Following assessment points which are driven by a schedule of moderation and standardisation, line managers and link governors interrogate the performance of their teams 11 and this informs the departmental planning and the school SEF.

 The school has gained a reputation in the area for high standards and ambition. The pursuit of excellence in all of  Cocentra reveals that 93% of parents would recommend the school to another parent. the school’s activities is  Expectations are regularly reinforced in staff meetings and assemblies. demonstrated by an  The Web-Site publicly demonstrates the schools ambitions and successes are celebrated in uncompromising and highly the local press and on banners. The school introduced a highly professional and much successful drive to strongly appreciated annual Prize Day celebrations which take place each October. Expectations improve achievement 1- Ambition  The development of strong leadership can be seen in the regular uptake of places on UCCs own Outstanding Leadership & Management training project. Significant numbers of those staff All leaders, including governors who completed the course now hold middle or senior management positions in the school. lead by example. They model  Governors are invited to and attend training days and other CPD opportunities, including highly effective leadership training on T&L and safeguarding. behaviours.  Governors have instigated regular meetings with their counterparts in other local schools to improve their own understanding of their roles and to challenge the school effectively.  Attendance at parents’ evenings is good. The Y9 parents evening this year achieved 96% attendance.  The annual; COCENTRA survey indicates that 91% of parents feel comfortable about approaching the school with questions or complaints. 93% of parents would recommend the school to another parent. Engagement with  The school has an excellent and dynamic web-site to which the Headteacher contributes Leaders work well with parents 2 parents and carers regular Blogs to update parents and others on developments in the school.  The school is committed to developing SiMs Internet Parent Links and the use of text messaging to further improve the quality of information we are able to provide for parents.  The school has developed high quality on-line resources to support parents in their own intervention with their children to improve outcomes in internal and external examinations. The school monitors the usage of these resources to ensure the provision is valued and well used.

 The Single Central Record is maintained rigorously. The school’s arrangements for  All staff have been trained on safeguarding practices. safeguarding pupils meet  The Headteacher, Governors and members of SMT have completed the Safer Recruiting Safeguarding 2 statutory requirements and give training. no cause for concern.  All staff are regularly reminded of the school’s procedures for Child Protection and a member of SMT hold direct responsibility for any referrals.  All pupils remain on the school site throughout the school day.

4. To reach the next  Continue to focus on the achievement of pupils in the core subject areas to ensure the rapid rate of improvement in 5+A*-CE/m is maintained. grade/to continue to  Support Governors in further developing the skills and opportunities to challenge the college further. be outstanding we need to:  Continue to embed leadership & management more fully at every level of the college.

12 SMSC Overall BGAR : + / = / - 6A. Last revision date: 1 Nov 2013 6B. Author: N Pattinson 5. Summary The vast majority of pupils enjoy their time at Ullswater. All pupils respond well to teachers and support staff and understand the school's moral values The main reasons for expressed through the student planner, throughout the curriculum and the code of conduct and rules. They show interest and respect for different choosing this 1234 people's feelings and values. They act in a principled way and understand the consequences of their actions. are….. (if + or -, explain why)

1. Key phrases Sub-criterion 1234 2. Brief summary of main strengths and weaknesses from the Criteria  There is a whole school Moral, Spiritual Development framework which includes collective worship. A fortnightly focus, when members of the local clergy attend and deliver assemblies to each year group, centres on moral or spiritual issues and SEAL. This framework encourages personal reflection throughout the school day from pupils and staff and impacts positively on behaviour and the school's sense of community.

 we have worked with the clergy team to help them address more effectively the areas of life that are important to our students and the school…as a consequence of this they have developed from doing stand-alone assemblies into going into tutor time to enrich and Personal insight and Pupils: - think deeply. investigate the themes which are important to pupils. spiritual - have clear personal values. 2 development - are open to new ideas.  Learners use their creativity and imagination and show their enthusiasm for learning about themselves and others and the world around them in all curriculum subjects. The school's KS3 curriculum encourages cross curricular working. This begins as early as the first month of Year 7 when pupils follow a programme of SEAL based learning activities designed to enable a very successful settling–in period for pupils from a wide-ranging number of feeder primary schools.

 The school’s extra-curricular programme provides highly positive, memorable experiences and rich opportunities for high quality learning and contributes to pupils SMSC development. Tanzania trips, DoE expeditions, regular sporting events etc.

 Pupils show a keen interest in ethical issues which arise in Assembly, PHSE and throughout the curriculum.  Pupils express and reassess their values in the light of incidents and experiences in learning. Show a keen interest in ethical  Opportunities to express these values arise through the School Council representation and Moral understanding issues. Reassess values in the 2 and relationships through the pupils’ responses to issues which occur throughout the year. The school light of experiences. Principled. encourages the development of independent and principled responses from pupils.  Instances of bullying and prejudice based bullying related to sexual orientation, sex, race, religion and belief or disability are rare.

13  Pupils demonstrate their enjoyment of learning through their outstanding involvement in extra curricular activities across a range of subjects, for example Art, Drama, English, Music and Sport.

 In the last academic year 399 pupils attended theatre visits organised by the English or Drama departments. Similarly over 100 pupils were involved in music making in school productions. 67 pupils learn to play a musical instrument at Ullswater. Main school productions and a series of smaller productions have well over 100 pupils taking part. A particular strength is the numerous tours and involvement in regional and national competitions organised by the PE department. Touring Visits have been made to South Africa, Spain & Holland and with both boys and girls touring teams. Involvement and success in national competitions such as Rosslyn Park sevens and the Daily Mail Schools’ Cup have brought further enjoyment and experience for a number Accept others’ rights to hold of our pupils through their involvement in sport. Social development different views/beliefs. 1 and skills Respect others’ needs and  The Cocentra survey of November 2013: 86% of parents felt that there was a good range of interests. activities that their children found interesting & enjoyable.

 Pupils are open to new ideas. The primary transition projects extend our curriculum through collaboration with other schools & phases to allow pupils to design their own learning opportunities in a structured format and offering a rich learning platform. The opportunities for ‘out of classroom’ learning experiences continue to grow with 876 days being committed to curriculum visits. These enhance learners’ enjoyment of their education and are important for their social development. Between September 2008 and July 2009, 2380 pupils were involved in curriculum study visits (See Educational Visits records). Pupils benefit from involvement in ‘Young Fire Fighters’ courses in collaboration with the local Fire Service and within our own Eco-Garden.

Understanding and Engage well with those from 2  Cultural diversity is central to our ethos and celebrated across the curriculum. There are very respect for different different backgrounds, including low levels of racism; Cocentra reveals that only 1% of pupils felt that the school did not teach cultures those not represented in the local them to respect people from different backgrounds, races and religions, etc community. Strong sense of the values  The opportunity for learners to have an international experience is important both for their common to different groups. social and cultural development but also their enjoyment of learning. Between September 2012 and July 2013 140 pupils (7-11) had an international experience through the Languages department. Various other projects including the Y8 trip to France, South Africa tour for boys’ rugby, the visit to Tanzania, St Vincent, Taiwan and 6th Form Paris Art visit are offered routinely.

 The understanding different cultures is embedded within the RE curriculum at KS3 and as part of that the department have forged strong links with the Muslim community in Bradford and have had whole year group days to address issues around philosophical and cultural differences. The College also has links with the Buddhist community in Ulverston and visits the Manjushri temple annually.

 Our community is largely White British and our pupils have limited experience of what it is like 14 to grow up and live in an ethnically diverse environment. The school takes part in a wide variety of extra- curricular activities which brings pupils into contact with those from other communities but opportunities for this kind of experience are limited by our geographical location.

 Pupils participate within Community Sports Leaders Award and Basic Expedition Award and in other wide-ranging activities such as Mock Bar Trial at both District and County Level and in Business Challenges following the Dragons Den scenario. There is a very active and strong School has a coherent strategy to Duke of Edinburgh Award Scheme running in school. Pupils have gained success at Bronze, The school’s develop SMSC, demonstrated Silver and Gold levels. promotion of SMSC through a wide range of 1 and community opportunities. Impact is evident in  The impact of these spiritual, moral, social & cultural development opportunities can be seen cohesion teaching and in most students’ on the improvements in attendance of pupils involved, the low rate of temporary exclusions, the attitudes. strong levels of inclusion across the school, the popularity of cultural and sporting opportunities and the large amounts of money raised by pupils for charities. (In excess of £3000 so far this year)

 Extend pupil’s experience of other cultures beyond our geographical location. 4. To reach the next grade/to continue to  Continue to ensure high standards of teaching & learning and assessment for PSHCEE through the tutor programme, citizenship lessons be outstanding we and the Humanities subject option. need to:  Continue to work in partnership with the local community, partner feeder schools and parents & carers on this aspect of our provision.

15 Overall Overall BGAR : 2 + / = / - 6A. Last revision date: 1 Nov 2013 6B. Author: N Pattinson Effectiveness 5. Summary The school takes effective action to enable most pupils to reach their potential. Teaching is at least good in the majority of lessons. Pupils’ attitudes to The main reasons for learning are positive. Behaviour and safety are strong features of the school. Leadership & management play a significant role in driving up standards choosing this 1234 and addressing any weaknesses. A positive climate exists and parents are increasingly seeing UCC as the natural school of choice in a locally are….. selective system. Pupils have highly positive experiences of school and are well prepared for the next stage in their education, training or (if + or -, explain why) employment.

Sub-criterion 1. Judgement from above 1234 2. Brief summary of main strengths and weaknesses  Despite lower than average pupil profile on entry attainment is above the national and LA The School takes effective action averages. Achievement to enable the vast majority of 2  Outcomes for the majority of pupils and groups of pupils are significantly above expected pupils to reach their potential levels. The trend in attainment is strongly positive. Value added indicators are significantly above expectations in most areas and significantly below in none. A positive climate for learning  Behaviour monitoring shows that the vast majority of pupils enjoy school and engage well with exists and pupils and groups of their teachers and other pupils. Guidance at transition points is good and an effective pupils have highly positive curriculum ensures that there is an appropriate offer for all pupils. NEETs figures for the last Behaviour experiences at schools that they 1 four years have been extremely low at <1%. are well prepared for the next stage in their education, training or employment.  MER evidence shows that teaching is at least good in the vast majority of lessons. Effective Pupils benefit from teaching which action is taken by the school to continue to support improvement in the quality of teaching Teaching 2 is at least good. where necessary. The school’s CPD programme effectively supports improvements in active & cooperative learning strategies.  The current leadership team has shown itself to be extremely effective in driving up standards in the school and in improving the curriculum and the quality of teaching & learning across all Leadership and management play Key Stages. The school now enjoys a positive profile in the community and demand for places a significant role in promoting in Year 7 is rising because pupil progress is good. Leadership 1 good teaching and ensuring that  The school has been approached by ex HMCIS to form a MAT as lead school because of the pupil progress is good. strength of leadership and the capacity of the school to support others.  Governors play a key role in challenging the school at all levels to ensure progress is good year on year.  The vast majority of pupils enjoy their time at Ullswater. All pupils respond well to teachers and Deliberate and effective action is support staff and understand the school's moral values expressed through the pastoral system, taken to create a cohesive assemblies, college events, the school web-site, the student planner, throughout the curriculum SMSC community by promoting the 2 and the code of conduct and rules. They show interest and respect for different people's pupils’ spiritual, social and cultural feelings and values. They act in a principled way and understand the consequences of their development actions.

16  Ensure that the core values of the college are embedded in decision making at all levels. 4. To reach the next  Maintain high standards in core subjects areas. grade/to continue to be outstanding we  Develop the curriculum further to take account of changes to the KS4 curriculum and further develop embed the very good IAG at transition need to: points.

17 Secondary Scorecard Jan 2012  TTEL 18/18