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Self Evaluation Framework the Chalk Hills Academy September 2019

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Self Evaluation Framework the Chalk Hills Academy September 2019 Self Evaluation Framework The Chalk Hills Academy September 2019 What is it like to be a pupil at this school? (approx 100 words) The Chalk Hills Academy is a welcoming, aspirational, inclusive environment. There is a strong transition programme into Year 7. KS3 includes visits by key staff to all feeder schools. Students complete a Learning Passport to ensure they are prepared for High School. KS3 students follow a broad and balanced curriculum at KS3 with a focus on language literacy development. The curriculum also includes Art, Drama, Dance, Music, Humanities alongside PE, Mathematics and English. There are currently 11 tutor groups in Year 7. Two higher attaining groups in Year 7 undertake Latin alongside a language entitlement of French & Spanish. One nurture group for vulnerable students for one term with supported exit into full mainstream. Students follow a 3 year KS4 with two accelerated groups which undertake early English Language/Biology/Chemistry. We offer a diverse ‘Personal Best’ Sports and Work Experience curriculum, as well as Duke of Edinburgh, Franklin Scholars scheme & Junior Leadership Committee with prefect responsibilities at KS4. KS5 offers a diverse range of subjects across both secondary academies. The curriculum includes BTEC, A-levels, Employability, Duke of Edinburgh & re-sit mathematics and English. Cambridge level 3 qualifications in Sports Science, EPQ, Medical Science & Finance are also offered alongside traditional A-levels. Students follow the ‘Chalk Hills Way’ and our uniform and behaviour expectations are extremely high. The Academy is proud to be part of The Shared Learning Trust a multi-academy Trust of 5 schools. TCHA works closely with The Stockwood Park Academy to share and develop expertise. Chalk Hills Academy in partnership with the Local Authority will have a new single storey inclusion unit built on the site during 2020/21. The new unit will be able to cater for up to 20 students and will open in September 2021.’ The Academy has its own alternative provision – Compass. This is led and managed by our Inclusion Manager. The key aim is to ensure all students have a challenging curriculum offering that is suited to their specific needs and to ensure swift and supported reintegration into the mainstream academy. Distinctive strengths Details: How do we know? 1. KS3Two year key stage 3 with a full range of subjects including 2 Published curriculum meets statutory requirements for Broad and balanced modern languages SRE and PE innovative AIP curriculum Approximately 50% of curriculum time is allocated to core Student Survey subjects Online engagement with Show My Homework Adapted programmes for the most able and a nurture Learning Walk & external review data group for the most vulnerable Self Evaluation Framework 1/8 The day to day curriculum is enhanced through the QAR of KS3 curriculum now shows breadth; assessment provision of extended learning days and an activity week data is more rigorous and focused on the “learnt which allow deeper learning and immersion in different curriculum” learning experiencesKS4 Annual 2 day audit outcomes Student voice 60% of curriculum time allocated to core subjects with Curriculum deep dives by SLT around 10% of the cohort following the separate (Triple) science GCSEs Options evening attendance is high Students select three options from their pathway of a wide range of practical, vocational and academic options. Approximately 5% of each cohort follows a slightly reduced option programme with 2 subjects and “key skills” to develop their capacity to succeed in exams and build skills for life. KS5 Wide range of Academic, Technical and Vocational courses at Level 3 offered as part of the Shared Learning Trust. Full time sport diploma and professional football training programme offered In Partnership with Luton Town Football Club All students study employability skills and have a wide S range of enrichment opportunities Students who have not yet achieved a grade 4 in English or Maths follow a resit programme for these subjects KS5 Academic Subjects 2018 2019 External Outcomes 2. Academic profile A level 3+ A levels A*-E 50% 51.7% Monitoring Data A Level APS (Per Entry) 25.9 20.8 ALPS / Progress 8 and Level 3 Value Added Measures Average Grade Per Entry C- D A Level Value Added -0.20 -0.64 KS5 Applied Subjects 2018 2019 Applied APS (Per Entry) 26.2 29.0 Average Grade Per Entry Merit Merit+ Applied Value Added NA -0.06 Self Evaluation Framework 2/8 Applied 2018 2019 KS4 Subjects 2018 2019 Av Att8 Score per student 43.07 45.15 Progress 8 Score (prov.) 0.05 0.1 English & Maths 5+ 37% 40% ALPS Grading 5 4 EBACC Points 3.68 4.03 KS4 results show attainment is broadly national average with progress slightly above national average. Results are improving at Key Stage 4. KS5 results have declined slightly in 2019 showing progress below national average. This is a priority for improvement in 2019/20 Personal Best Curriculum provides a great framework for KS3 QAR including PL monitoring developing student character, including work experience, B11 external review reports oracy activities and charity work. In addition, our extra- Student voice curricular provision offer is wide, balanced and well Attendance data from Sims Planner monitoring 3. Character, Culture attended. ABAT monitoring data (inc. trends) & Resilience Overall the Academy attendance is above national bench Behaviour for Learning Data from SIMS marks; Fixed Term & Permanent Exclusion figures are all Student Leaders of Learning feedback below national measures and we have decreasing numbers of bullying incidents. PSHE and Anti-bullying national accreditation awards Uniform infringements are rare. Our students take pride in both their appearance and punctuality Developing strengths/ Details: How do we know? improvements since last inspection Self Evaluation Framework 3/8 4. Improved KS3 KS3 learning walks show a vast improvement in pace, TLR holders feedback survey curriculum & QAR content and planning for sequencing. Attendance at leadership CPD events Rigorous curriculum documentation now present in all B11 reports departments, resulting in thorough planning and valid TLR holders curriculum review presentations to SLT assessment. Impact sessions Improved and stable staff body, combined with bespoke Focus for TAL engagement reviewed to increase impact training ensures consistency across year groups. of the role within the curriculum TLR holders are developing strategic leadership and the Student feedback from extra-curricular club and events effective use of DIPs allows for sustained and substantial improvement, Wider extra-curricular provision and opportunities especially with the STEM club and Rocket club, as well as The Brilliant Club have resulted in greater challenge. Stable staffing within Science faculty. Student Panel feedback 5. Improved quality Improved Science Take up at A Level, particularly regarding Outcomes of education in the Applied Science Courses in Medical Science and Thorough and detailed documentation Science Forensic Science (delivered at Stockwood Park Academy) ALPs data GCSEs in Separate Sciences consistently perform well with Audit outcomes ALPS scores of 3 or above placing the academy in the top 25% nationally for progress Combined Science GCSE continues to improve with ALPS score rising to 4 in 2019 indicating above average progress within this subject nationally Strategic leadership of Science faculty 6. Reduction in the Reduction of FTE is a key academy focus Staff survey - termly number of fixed SIMS data to show trend term exclusions Area 2017/18 2018/19 % +/- 18/19 – 69 students in 1-10 day FTE category development of APU No. of days 353.5 245 -31 19/20 – 44 students in 1-10 day FTE category Compass FTE Compass referral process supports student entry No. of 129 118 -9 ISM notes identify students in need of APU exclusions Reintegration is fully supported back into FT curriculum where possible Self Evaluation Framework 4/8 No of days Quality of outcomes to be higher for all Compass excluded students than external APU range Compass SIP visit showed clear improvement in facility 1-10 66 69 +4.5 and teaching. Curriculum has also improved and there is 11+ 10 2 -80 a clear leadership structure in place. Termly Compass reporting Aim to reduce FTE for DA and SEND students Aim to further reduce repeat FTE by use of appropriate support and guidance To reduce the avg. no. of days of exclusion Compass Provision to provide a quality experience with personal and academic targets in place for every attendee. Priorities for Strategic actions already/to be undertaken: Impact so far: improvement Challenge in all schemes of learning & personalised Learning walks show improved pace in lesson start learning plans for those not at standard/or those not Students are settled and engaged in learning making sufficient progress in English and Maths Student Panel feedback is positive Teaching Take Aways established for fortnightly staff CPD Bell slide in use Enhanced QA processes to ensure stronger monitoring of Review meetings focus on immediate priorities for teaching and learning and student progress development Review of teaching and learning monitoring processes to PL CPD has taken place for all tutors 1. Pace and provide data outcomes Monitoring outcomes from PL learning walks Challenge to ensure OTT/NQT induction process focusses on standards and improved outcomes expectations within lessons New faculty structure empowers leaders to drive improvement within
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