The Gateway School and Technology College

The Gateway School and Technology College Northamptonshire Quads Academic Year 2015-16 School/College Context Most recent Ofsted Inspection 2015 Overall judgement 1 OUTSTANDING Achievement of pupils 1 OUTSTANDING Quality of teaching 1 OUTSTANDING Behaviour and safety of pupils 1 OUTSTANDING Leadership and management 1 OUTSTANDING

ELIGIBILITY FOR PUPIL PREMIUM Overall No. of pupils Free School Meals Children in Public Care HM Forces attendance with below FSM Ever6 (Looked After Children/LAC) (Service Children PP) [#/%] [#/%] [#/%] -ACTUAL- 85% [%] attendance NOR Boys:Girls [#/%] Exclusions 12 Fixed Perm 29 0 60 60:1 Pupils (%) Pupils (%) Pupils (%) 92 (%) 20 (%) 12 60 28 0 pupils

(Number of pupils in each data set (blank if not applicable) EYFS Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 KS5 R Yr1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr9 Yr10 Yr 11 Post 16 B:G B:G B:G B:G B:G B:G B:G B:G B:G B:G B:G B:G B:G : : : : : : : 14:0 11:0 8:0 11:0 9:0 6:0

Phase total Phase total Phase total Phase total 23 Phase total 26 Phase total 4

Specialist Status ☐ Off-site Satellite Provision ☐ External Outreach Provision ☐ Catch-up Funding x

Type/s of SEND across provision [according to Code of Practice categories] . Cognition & Learning ☐ . Communication & Interaction ☐ . BES Development Needs x . Sensory / Physical ☐ . Complex Learning Needs ☐

Degree of Learning Difficulties across Provision [according to CASPA categories] PMLD ☐ MLD x SLD ☐

Categories of Need Catered for across Provision [according to CASPA categories] ASD x SEMH x HI x MSI ☐ PD ☐ SLCN x SpLD ☐ VI ☐ Summary Comment “Taking into account their starting points, disrupted education and learning difficulties, students’ achievement is outstanding. Most students make the progress that they should during their time at the school.” (Ofsted June 2015) “The curriculum prepares students exceptionally well for the next stage of their education, employment or training. This work starts on the first day they arrive at the school.”

 TGS is situated outside the village of Tiffield near Towcester and admits pupils predominantly from Northampton, the South and the West of the County of Northamptonshire. The school was built six years ago on the site of former children’s home with education.  TGS shares the site with a range of education services and a children’s home.  Students enjoy coming to The Gateway School and most understand the benefits it has for them. The majority have positive relationships with staff and feel supported by them (PASS).  As well as achieving an outstanding Ofsted judgement (June 2015), we have also achieved the Basic Skills Quality Mark. We have also achieved Technology status.  The school does not have a religious character but the community starts each day with an act of collective worship.  The School Council is actively involved in school-wide decisions including issues of bullying, building development plans, recruitment and uniform.

Basic Characteristics: NOR 60 including 5 FTE pupils on our Outreach Provision. FSM 34 (60%) = well above NA (17%) Minority/Ethnic 8(14%) = below NA (24.5%) EAL 0 Statements 60 for SEMH Attendance 92% LAC 12 (20%) = significantly above NA Stability Between 40% and 60% change over of pupils when Year 11 leaves and Year 7 starts. This almost always leads to a very unsettled and challenging start to each school year. However, extensive transition work with our feeder school has effectively addressed this.

Community  TGS is part of a thriving local, regional, national and international community (see Community Cohesion Policy).  We have good relationships with the Parish Council and a range of local schools and groups.  Strong relationships with parents/carers are supported by the school’s Parent Participation Officer.  We have established strong links with community programmes (e.g. Playing for Success).  Our facilities are also made available to other users (including those on-site).  We are a strategic partner of a Teaching School leading on S2SS and SLE development.  We are recognised by NCSL as a Leadership Development School.  As part of our specialist school bid we have developed good relationships with a number of local mainstream schools and will be making provision for pupils at risk of exclusion, pupils already excluded and pupils from other special schools. Our vocational facilities are available to a range of community users.  The Gateway School and Technology College is one of 11 members of the SWAN Educational Partnership.

Attainment on Entry  Each year 7 cohort is assessed on entry. Data gathered from the relevant feeder school is often inconsistent. We, therefore, base line all pupils on entry and this is logged on our KS2 data tracking sheets and progress is measured against this.  If a pupil joins the school in another year group the processes outlined above and/or the last available data relevant to us is used to establish AOE.  20 pupils are receiving intervention in English on a regular basis. This takes the form of direct input from subject leader and literacy assistant.

Yr 7 Yr 8 Yr 9 Yr Yr P16 10 11 Pupils with an identified 2 2 6 4 4 5 23- learning difficulty/MLD 38% Pupils below average AOE 7 1 0 2 2 0 12- 20% Pupils average AOE 4 6 3 4 0 1 18- 30% Pupils above average AOE 1 3 0 1 3 0 8-13%

Attainment on Entry (AOE) based on end of KS2 assessments. On entry into school 58% of our learners were below or well below their expected national level. Currently 39% are receiving support and intervention in literacy and/or numeracy to boost progress. NATIONAL BENCHMARKING

Despite the fact that national data sets clearly indicate that our pupils are not well predisposed to sitting exams, we continue to achieve strong positive outcomes in this area. This is reinforced by the fact that our average exam points score continues to rise. The average number of qualifications was maintained at around 11. The low numbers of pupils making expected progress or above in Maths in relation to GCSE outcomes is balanced by as broad a range of Maths and English qualifications as is possible to deliver in our setting. The table below clearly outlines that we work very hard and successfully to provide each of our pupils with a meaningful, relevant Maths and English qualification appropriate to their needs and ability. We do this despite significant barriers which come in the form of syndromes and conditions, social/home and mental health factors.

Pupils & Needs GCSE Functional ELC 3 GCSE Functional ELC 3 Maths Skills Maths English Skills English Maths English Pupil 1 U Pass G L1 Pass ADHD + F grade Easily led by others. Can in Exp be aggressive Arts

Pupil 2 E L1 Pass F Pass LAC, ADHD, ASD +E grade Literacy and numeracy in Exp difficulties. Arts Post traumatic stress disorder.

Pupil 3 F Entry L1 Pass U Pass ADHD, MLD, Dyslexic +F grade tendencies. in Exp Arts Pupil 4 F L1 Pass E L1 Pass Low self-esteem, anxiety + E resulting in anger. grade in Difficulties in social Exp Arts interaction. Limited understanding of emotions.

Pupil 5 G Pass F L1 Pass LAC +E grade MLD in Exp Speech and language Arts difficulties.

Pupil 6 U Entry L1 Pass G L1 Pass MLD +E Dyslexia. Numeracy grade in difficulties. Finds change Exp Arts difficult.

Pupil 7 G Pass F L1 Pass ODD Outreach programme. Very low levels of engagement and high levels of violence. Pupil 8 U L1 Pass L1 Pass LAC Outreach programme. Extreme volatile behaviour. Went missing for extended period. Issues with Police

Pupil 9 D L1 Pass E L1 Pass ADHD, ASD Currently on the Outreach programme due to high level on non-compliance, violence and disruption in school.

Pupil Attainment

Pupil attainment has again been a very positive aspect of our core business this year. Before I report on exam results and how this compares to last year, I would like to focus on the outstanding outcomes for literacy across the school again this year. Whole school literacy is an essential part of our success criteria for maximising the success of each individual and a key indicator of not only how our pupils may perform in exams but also how they will progress in all core and foundation subjects at all key stages. I have included some data below taken form Dan Finch’s Literacy Intervention report which clearly reflects the excellent work both Dan and Kelly Clarke (literacy support staff) have done to target any shortfalls in literacy development and plan effectively to address these.

Name No. of 1:1 No. of refusals Impact sessions at TGS Accessing all lessons where reading is involved. RA 4.5 (entry) up to 6.2 (10/13) 7.5 1.(1st stage) 335 0 (1/14) then 8.3 (5/14); 8.9 (5/15) now 11.0 (6/16)

RA: 5.7(9/11) up to 9.6(5/14) Then 9.10 (5/15). Sat Functional Skills English exam. Passed 2.(1st stage) 419 56 Entry Level English. Accessing GCSEs. RA: 9.3 (6/16) Only recently diagnosed as dyslexic. Given 1st

st stage intervention as a result. 3(1 stage) 28 (last year) 0

9.3 (9/15). RA: 8.6 (7/16)

nd 4.(2 stage) 33 0

RA, on entry, 8.0. 9.6 (3/15). Accessing all lessons. RA: 12.9 (7/16) 5.(3rd stage) 66 0

There has been some significant developments in our Literacy Intervention over the past year: 1.We are now intervening regarding students’ motor skills.

2.We are ‘training’ another LSA to help with the reading intervention.

3.KC is being trained in Level 5 Dyslexia.

4.We’ve moved rooms to accommodate the need for more space (based on KC being observed by her lecturer and the need for space to enable the motor skills intervention to take place (there’s a need for privacy)).

5.We’ve invested in a secondary Reading Test (Star) in order to moderate our existing scores (via Hodder and Salford) and in order for us to develop how we test reading (Triangulation). This is an on-going development but looks likely in resulting replacing Hodder with another, more accurate reading test.

6.Based on the conclusions from the above, we’ll be re-writing our Literacy Policy. Year 11 Accreditation 2015-16 ( the boxes shaded in green indicate access to further education. The gold indicates access to TGS post 16 provision. White boxes indicate Prospects still trying to engage the pupil).

Maths English Scien Exp. Arts Mat English (ELC) Mo Functional Functional BTEC BTEC BTEC BTEC BTEC Work (GCS (GCSE) ce (GCSE) hs tor Skills Skills IT Users Constr A&D W/Skill Cook Exp E) (GCS (EL Ve English Maths level L1 Award L1 L1 L1 L1 Award E) C) hicl level 1+2 1+2 Cert/Award Cert/Award Award e (EL C) 1. U G F F P P Pass L1 Award Award Award Award Yes (EL 3) 2. E F D E P P (EL2) P Pass L1 Award Cert Award Award Award Yes (EL 3) 3. F U C F P P (EL3) P Pass EL Award Cert Award Award Award Yes (EL 3) 4. F E D E P P (EL3) P Pass L1 Pass L1 Award Award Award Award Yes (EL Incom 3) plete 5. G F E E P P (EL3) P Pass L1 Award Cert Award Award Award Yes (EL 3) 6. G F E P P (EL3) P Pass L1 Pass EL Award Cert Award Award Yes (EL 3) 7. G F P P (EL3) P Pass L1 Cert (EL 3) 8. U P P (EL2) P Pass L1 Pass L1 Cert (EL 3) 9. D E E P P (EL3) P Pass L1 Pass L1 Cert Award Yes (EL 3) Examination Outcomes Commentary 2015-16 Once again The Gateway School year 11 pupils enjoyed examination success across a range of subject areas. The clear reason for this is that we offer a broad range of meaningful and relevant qualifications which are planned and well thought out. Most of our pupils are foundation learners and will be operating at D-G levels (in relation to GCSE grades). This, coupled with the fragile nature of such factors as attendance, behaviour spikes, anxiety and other contributory factors such as an increasing number of pupils coming in to us with moderate learning difficulties and more complex syndromes and conditions mean that we work even harder to provide a safety net of qualifications under the GCSE offer. This takes the form of Functional Skills English, Maths and Computing. We also offer a range of vocational BTEC qualifications which are designed to boost the pupils’ value added scores as well as enhancing life skills. In addition to this the vocational offer extended beyond our Vocational Learning Centre and the Construction and Motor Vehicle Studies available there into Northampton and Moulton College. The obvious stand out result is the C grade achieved in Science. In fact, the results in Science were really encouraging this year with all pupils entered for the GCSE exam gaining a pass. Apart from the C grade there were also two Ds. The others received E & F grades including one of the three Outreach pupils. Much of the success here comes from the controlled assessment aspect of the subject and reinforces how much the coursework element of the GCSE works in favour of our pupils. When this element goes we know that achievement at GCSE will be significantly harder for our pupils. Our head of Science has very robust plans to mitigate against this All but one of the pupil entered for GCSE English gained a pass and that pupil (who had significant learning issues) was able to gain an entry level qualification in the subject. Again, 7 out of the 9 pupils in the cohort had already received entry level 3 qualifications or L1 functional skills qualifications. Some had sat the Level 2 exam and gained reading, Speaking and Listening or writing but did not manage to achieve the whole qualification. This is an important pathway for us as it has C grade equivalence. This was the last year for the Expressive Arts curriculum which has proved to be so powerful in a whole range of contexts (especially since speaking and listening was culled from the syllabus). Again, this was successful as all pupils entered for the exam gained a pass at E or F grade. Perhaps an unforeseen outcome of the Expressive Arts experience has been the therapeutic elements of it. Many pupils (such as those in care) used their films to tell their stories and/or express emotion. Indeed, this unexpected element is of great benefit to all and we have harnessed this in an intervention called Media Comm which ran for the first time last year and was extremely effective. We also hope that Media GCSE will carry this aspect on. The benefit of the content of the coursework such as prop building and filming is not reflected in the grade outcome but the pupils were clear that they loved every minute of it! There were significant improvements in the Maths GCSE this year as 6 out of the cohort of 9 pupils gained a pass at GCSE. Perhaps, more significantly, the safety net of Functional skills qualifications was far more effective this year thanks to the hard work and dedication of the maths department. Pupils who were not able to achieve a pass at GCSE were able to access and gain a pass at Functional skills level 1 or entry level. Others were able to augment GCSE passes with Functional skills. However, we know that the linear nature of the examination creates significant problems for our pupils. This is why we worked hard during the year to incorporate more Functional Skills aspects to the subject. As a result, three year 11 pupils gained level 1 qualifications with one pupil achieving a level 2 (which is equivalent to a C grade at GCSE). Perhaps more telling is that four of the current year 10 pupils have now achieved level 1 passes, 2 Outreach pupils gained the same (one year 10, one year 11) and three Post 16 students achieved passes at level 1. Again, current concerns regarding attainment in Maths need to be understood against the starting points of our pupils as well as the range of individual issues, conditions and learning needs which under lie much of our pupils’ behaviour. Having said this we will ensure that this continues to be addressed via the whole school target setting process and school development planning. Entry level 3 qualifications achieved in Year 7 are an excellent indication of the effective curriculum development planning and accreditation mapping carried out by our subject leaders. In relation to BTEC and Key Stage 4 the team have worked very hard to push some very reluctant learners through BTEC award or certificate level 1 courses. I am pleased to report that every pupil achieved a pass in construction (with 78% achieving a certificate level), 86% achieved award level in ITQ users, whilst 100% of pupils entered for Work Skills achieved a pass at award level as did 67%of pupils in Art and Design. 86% of pupils entered for Food Technology achieved award level (which is the highest level for this specification). The staff continue to sustain a high quality of provision which is rightly recognised by an external quality review officer (EdExcel Pearson QRD report). This type of qualification has a real impact on important areas such as work experience (especially work skills) as it often provides a good framework for preparation for going out into the world of work. This year 67% of our Year 11s successfully completed a work experience. One pupil was offered a placement one day a week until the end of year 11. Most importantly, the large majority (75%) of year 11 and year 13 pupils have destinations to go to which are relevant, meaningful and safe. Only one pupil is not enrolled in formal education, employment or training. We will continue to track him even though he is no longer on our roll. Another two Year 13 pupils are liaising with support services This would also be an appropriate place to talk about our Outreach pupils who, despite a range of significant social difficulties, left us with meaningful and relevant English and Maths qualifications at both GCSE and Functional Skills levels and because of this the majority were able to access their chosen destinations.

Comparative Success, Retention and Achievement Rates

The success rate : calculated as follows: 2013/14

81% The retention rate : calculated as follows: 2013/14

The achievement rate : calculated as follows: 2013/14 2014/15 2015/16

87% 95% 98% 104/106

1d Leavers’ Destination Data / Quality of Transition # Pupils M F % Total YEAR YEAR DESTINATION % % Leavers 11 12 Course Areas / Occupational Areas 4 IMIAL Motor Vehicle KS5 / Sixth BTEC Construction Form 100 0 Functional Skills Maths, English and ICT at Levels (16+ 25% Provision) 1 3 1&2 GCSE Maths, Science 9 Construction Paint and Body 7 1 ICT Motor Vehicle Further 100 0 Education 56% Public services Art Apprenticeship electrician Catering

3 prospects involvement NEET 100 2o%

3 Individual progression and achievement compared against own targets Quad 4 Professional Judgement and Contextual Interpretation WHOLE SCHOOL PROGRESS 2015/2016 2014 – 2015 in brackets Whole English % Maths % Science % ICT % School % O 21 (33) 8 (18) 19 (30) 49 (55) 9 (30) G 51 (31) 54 (52) 57 (18) 32 (30) 62 (25) S 23 (31) 30 (25) 22 (47) 13 (10) 25 (40) C 5 (5) 8 (5) 2 (5) 6 (5) 4 (5)

KS 3 Whole E M Sc ICT school% % % % % O 25(32) 9(3) 24(8) 56(18) 9(3) G 54(69) 57(18) 63(20) 35(11) 57(18) S 19(25) 31(10) 12(4) 6(2) 31(10) C 2(2) 3(1) 0 3(1) 3(1)

KS 4 Whole E M Sc ICT school% % % % % O 14(8) 7(1) 7(1) 33(5) 8(1) G 45(26) 47(7) 47(7) 27(4) 62(8) S 29(17) 33(5) 49(6) 27(4) 15(2) C 12(7) 13(2) 7(1) 13(2) 15(2)

There are 72% of learners that are making good to outstanding progress across the school in both key stages. It is pleasing to note that only 5% of the learners are a cause for concern overall. This is representative of an average of 2 pupils are a C4C across the four core subjects). However there is a higher percentage of learners that are a cause for concern in English and Science while in Maths and IT it is low. In Science it is encouraging to see a higher percentage making outstanding progress in comparison to the whole school. There were 81% of pupils making at least good progress and this consistent performance is reflected in GCSE outcomes as the results from this subject area were really positive.

In Maths there has been a big rise in the numbers of pupils achieving good or outstanding progress (an increase of 28% on last year). This has been due in large part to the conscious driving up of Key Stage 4 pupils being pushed to achieve either functional skills and/or GCSE outcomes. At Key Stage 3 progress once again remains really solid with 87% of pupils making at least good progress.

There are some issues to address in relation to ‘squeezing’ pupils out of the satisfactory progress category up into good and outstanding. There are a number of reasons for this ‘bulge’. For the most part there has been a drop in the good to outstanding categories in English in comparison to last academic year. The satisfactory category in this subject area has swelled a little from last year but we have a changing demographic to deal with in that nearly 20% of the school intake has some level of learning difficulty linked to cognition, retention and/or processing. This greatly affects literacy and numeracy. Despite this reading levels in the school are outstanding (but are not recognised in this data (literacy report is available on the Quads document.)

In relation to Computing there were significant improvements in the numbers of pupils making good to outstanding progress (an increase of 16 % on last year). There needs to be work done on squeezing pupils out of the satisfactory category but very few are cause for concern and outcomes in terms of external accreditation were again very positive this year with 100% of pupils entered for the BTEC qualification passing. 2 Achievement of vulnerable groups or other sub-groups against whole-school data

Generally the progress of learners with ADHD is in keeping with the whole school trend across most core subject areas. There is a decrease in the number making good to outstanding progress in computing but this is down to three pupils who are on the Outreach programme and a PA respectively.

The progress of learners with ASD is generally in line with whole school trends for Maths and ICT and is above whole school figures in Science. In English it is below, but this is representative of only four pupils, three of whom are in the satisfactory progress category. Only one pupil is a cause for concern.

Pupils with a Moderate Learning Difficulty (MLD) are performing well and generally in line with whole school data. In ICT they are performing better. In Maths there is a dip but this is representative of three pupils , all of whom are in the satisfactory progress category.

The progress of learners in the Looked After Children (LAC) category is very encouraging as LAC pupils are making better progress than the rest of the school across all core subjects and ICT. This is especially true in English. This is pleasing because last year’s figures were a little worrying. Our target to improve progress data for LAC pupil in the core subjects (with at least 95% of pupils to making satisfactory progress and 60% making good to outstanding progress) has been achieved an average of 92% making good to outstanding progress across all four core areas. The overall performance of the Black/Ethnic category falls within the outstanding or good category. They are generally in line with whole school figures in Maths and Science. In English there was a drop but this is representative of three pupils who were in the satisfactory category. It is worth noting that two pupils from this vulnerable group who are also in our Outreach group gained GCSE passes in English and had attained Level 1 English Functional Skills qualifications at an earlier date. There was also a dip in the ICT data but this is representative of two pupils who were in the satisfactory progress category.

It is testament to the careful planning and hard work of teachers to note that 42% of learners in the PA category made good to outstanding progress. Overall 75% of pupils were making at least satisfactory progress. 6 out of the 9 pupils have achieved Functional Skills success in English and Maths at Level 1. There was only 0ne cause for concern raised for one subject area for one pupil in the among the key stage 3 pupils who are PA.

Learners that receive free school meal have generally achieved in line with the rest of the school. This is unsurprising as the FSM category forms a large part of our school population (60% of the total).

The Outreach group is made up of former PAs and/or pupils who would previously have been vulnerable to permanent exclusion or multiple fixed term exclusions. By definition, therefore any progress is viewed as a success as previously none would have been made. It is encouraging, therefore, that only two pupils were a cause for concern. The others made at least satisfactory progress. Two of the year 11 Outreach pupils gained passes at GCSE level in English and Maths and all three year 11’s gained passes at Level 1 in Maths and/or English. The Year 10 pupils have also gained Functional Skills passes at level 1 (this includes the two cause for concern pupils who gained passes at level 1 in English).

One of the pupils in Year 11 also achieved a BTEC level 1 certificate in construction. All but one of these pupils has a destination to go to.

All of these pupils progress needs to be considered against the back drop of significant and prolonged personal and social difficulties which has resulted in them being taught one to one.

Process for setting individual targets: . School measures progress in relation to 4 categories; 1. Outstanding 2. Good 3. Satisfactory 4. Cause for concern Targets are set for individual pupils based around an expectation of each pupil making at least good progress. 2 sub levels progress in a year is deemed good progress (based on the premise that 2 NC levels progress over KS3 is good progress). 1 sub level is equivalent to 2 APS. Therefore 4 points progress is expected within a year. There are 3 assessment points for us in the academic year so good progress is equivalent to approximately 1.3 points progress between assessment points (September to Xmas, Xmas to Easter, Easter to school year end). Based on this we think that the following criteria is a fair reflection of meaningful progress judgements for each of the three assessment points. This is also in line with expected pupil progress outlined in our Transition Matrices. Judgement Points Range Outstanding 1.6 - 2+ Good 1 - 1.5 Satisfactory 0.5 - 0.9 Cause for concern 0 - 0.4

Overall Judgement: ACHIEVEMENT OF PUPILS

The number of our pupils making expected progress or better has been sustained at the similar level as the previous year (95% of pupils making at least satisfactory progress. The number of pupils in the cause for concern category in English and Maths is maintained at a low level There is an identical picture for Science and Computing. The numbers of pupils making good to outstanding progress has increased from 64% last year to 72%.

Attainment on entry data shows that 79% of our pupils are below or well below average when they join us, 63% of them falling in to the free school meals and/or child looked after categories and just over 28% of them having additional learning difficulties identified on their statements of special educational needs. In addition to this the demographic for our school is changing with 33% of our pupils now diagnosed with ADHD and perhaps ,more significantly, 13% diagnosed as having ASD. This trend looks set to continue and requires a change in mind set as well as significant changes in planning and teaching methods.

‘Quadrangulating’ attainment and progress data clearly indicates that progress is outstanding overall. This, coupled with the high level of behavioural challenge our pupils experience and present makes this even more impressive.The fact that the additional needs group are generally making the same progress as the rest of the school (except where any moderate learning difficulties are a factor), leads us to judge that, given the sustained levels of pupils making at least satisfactory progress, the achievement of accredited courses and the small number of pupils on the cause for concern category, attainment is outstanding.

Despite the fact that our pupils are not predisposed to cope well with the pressures leading up to and sitting exams, we know that we continue to achieve strong positive outcomes in this area. This is reinforced by the fact that our destinations data continues to show an impressive level of progress and stability. All bar one of our pupils has left to go to a college placement (3 of them joining and/or continuing in our outstanding sixth form provision).

The average number of qualifications was maintained at around 11.

Comparing all the data evidence and taking into account our students starting points, learning difficulties and other related issues which impact on their learning our overall judgement for Achievement of Pupils is that of Outstanding (1).

Targets for last Year 1. Increase the number of Key Stage 4 & 5 pupils achieving L1 and L2 Functional skills qualifications in Maths by 50%.Achieved-outcomes from this subject area have been much more encouraging this year. Eight out of nine pupils attempted the GCSE exam with six achieving a pass. Perhaps more significantly four pupils achieved Level 1 functional skills passes and two passed entry level 1 functional skills. Four pupil sin Year 10 achieved Functional Skills Level 1 passes. In total , this represents a 200% increase on last year. Considering the majority of these pupils starting points in literacy and English this is a significant achievement.

2. Achieve passes in Expressive Arts GCSE for at least 85% of Year 11 pupils who attend well to reflect Speaking and listening aspects and augment SCATT points for college access. Achieved-100% of year 11 pupils entered for Expressive Arts GCSE gained a pass.

3. To achieve destinations for all year 11 and Year 13 pupils.. Partially achieved. All but one of our Year 11 leavers has a destination. One of our Post 16 leavers has a destination with the other two leavers accessing Prospects and/or social services input.

4. To target destinations for pupils who are PA in Outreach and or in the main body of the school and track this with parent/carers..Achieved-all of the OR pupils achieved full awards in at least one accreditation area (including Maths and/or English functional skills at level 1). The year 11 pupil achieved a range of qualifications in all of the core subject areas.

5.To improve progress data for LAC pupil in the core subjects. At least 95% of pupils to make at least satisfactory progress with at least 60% making good to outstanding progress.-Achieved. Progress data for LAC pupils was outstanding with progress for LAC children exceeding whole school progress in all four measured subjects. In English progress was 27% above whole school levels.

. Key priorities for the academic year 2016/17 1. To push pupils out of the satisfactory categories into good /outstanding ( no more than 15% in this category an no increase in C4C category overall). 2. To develop and track Additional needs learning to ensure progress. All pupil in temporary support to be making at least good progress in English and Maths. 3. To develop and embed Media GCSE and ensure that all pupils entered gain at least a pass at GCSE. 4. To develop a greater learning scope in Science via the introduction of Entry level qualifications. 5. To report on progress across foundation subjects (other than by tri- annual data analysis) through the whole school quads document and to report on this in progress 8 data.