Cathays High School Self-Evaluation Report
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Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report 2017-18 Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays Self-evaluation Report 1 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report Table of Contents Aspect Page Judgements Judgements 2016-17 2017-18???? Cohort features from PLASC 2017-18 3 Overview of strengths and areas for improvement 4 1.1 Standards and progress overall 7 Excellent Excellent/ Good with excellent features- to be decided 1.2 Standards and progress of specific groups 18 Good with Good with Excellent Excellent features features 1.3 Standards and progress in skills 22 Good Good 2.1 Wellbeing 26 Excellent Excellent 2.2 Attitudes to learning 30 Good Good 3.1 Quality of teaching 32 Good Good 3.2 The breadth, balance and appropriateness of the curriculum 35 Good Excellent? 3.3 Provision for skills 37 Good Good 4.1 Tracking, monitoring and the provision for learning support 40 Excellent Excellent 4.2 Personal development 43 Excellent Excellent 4.3 Safeguarding 44 Excellent Excellent 5.1 Quality and effectiveness of leaders and managers 46 Excellent Excellent 5.2 Self-evaluation processes and improvement planning 47 Excellent Excellent 5.3 Professional Learning 49 Excellent Excellent 5.4 Use of resources 50 Excellent Excellent Cathays High School Key Facts 2017-18 2 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report FSM 30.5 3 yr average Functionally Illiterate on entry 30% 36.6; 36.0; 33.6; 30.1 29.9 31.5 (203/644) SEN Total 24.4% Down by Pupils from Minority Ethnic Backgrounds 79.1% 8.2% SEN Statemented 3.7% Down by 3% Arrivals from outside the Cathays catchment area 72% SEN School Action Plus 4.6% Up by 1% Mobility 2017-18 36.2% SEN School Action 16.2% Down 6.8% Looked After Students all years 32 EAL 71.5% Asylum Seekers 25 EAL Below Competent in English 43.9% Number of home languages 71 Teaching staff (full time equivalent) 64 Percentage living in WIMD areas 33% Support staff 51 Cohort Features PLASC 2017-18 Female Male Total Year 7 65 74 139 Year 8 68 61 129 Year 9 61 61 122 Year 10 75 65 140 Year 11 54 60 114 Year 12 35 63 98 Year 13 49 57 106 Total 407 440 847 3 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report Overview of Key Strengths and Areas for Improvement 1 Standards: 1.1 Standards and progress overall; 1.2 Standards and progress of different groups; 1.3 Standards and progress in skills Strengths Areas for Improvement KS3 KS3 CSI Level 5+ in English, Mathematics and Science 84% Non-core achieving level 5+ Level 7 outcomes in English and Mathematics Progress in lessons KS4 KS4 Level 2+ similar to last year at 44.7% 5A*-A 19% (Highest for our FSM grouping) FSM outcomes in most indicators need improving further Level 1 (5 A*-G) - 100% as last year Czech/Slovak Roma Capped 9 Increase in Level 2 (C grade or higher) Maths to 57.5% highest ever English Level 2 down to 52% from 58% Improvement in Level 2 Science to 51.5% High U or X grades in Double Science Increased Capped 9 score of 379 (Highest for similar schools) % FFT on or above in majority of non-core 92% of pupils achieving 9 qualifications A*-G or equivalent SA+ outcomes % of pupils who achieved Level 1 through GCSEs only Positive upward trend in grade distribution more B grades than D Reduction in U grades and increase in subjects showing no U grades Low numbers / % of U grades in Maths and English Small gender gaps in almost all measures WBQ Foundation/National & SCC F & N outcomes are high % on/ above FFT in core subjects, RE and Welsh improvements (larger cohorts) A2 A2 A*-B improvements A*-C decrease A*-E Improvements BTEC ALPs QI overall ALPs QI (1) top 10% of schools across England and Wales BTEC Health and Social Care L3; BTEC Sport L3 both need improving. T-Score (3) & 3 Year T-Score (3) 79.1% of pupils on/ above ALPs target has increased and ALPs grade 2 Biology (8), Business Studies (8), Chemistry (9), Dance (9) Further Maths (1), History (2), ICT (3), English (4), Maths (4) 4 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report Prior attainment of this cohort is lowest ever AS AS A-B and A-E improvement and reduction in the number of U grades A-C reduced ALPs Quality Indicator (QI) score 0.97 and grade (4)- improved year on year grade Improve the reduction in U grades further (8) 2015, grade (6) 2016, grade ( 5) 2017. Biology (8), Chemistry (7), Physics (8), Dance (9) all need improving Red Teaching & Learning grade (4) Art (1), Dance (2), ICT (2) 2 Wellbeing and attitudes to learning: 2.1 Wellbeing; 2.2 Attitudes to learning Strengths Areas for Improvement Wellbeing Wellbeing Attendance 94.4% 2016/17 and 94.0 in 2017/18 A few disengaged pupils display poor behaviour at times Behaviour of most pupils and low rates of FTEs over the past 3 years Attitudes to Learning relative to other schools Pupil input into teaching and learning Attitudes to Learning Independent learning skills of a minority of pupils Pupils voice Pupil engagement in lessons Pupil involvement in OOSHL 3 Teaching and Learning Experiences: 3.1 The Quality of Teaching; 3.2 Breadth of the Curriculum; 3.3 Provision for Skills Strengths Areas for Improvement Teaching Teaching Working relationships between nearly all teachers and pupils Deeper questioning skills of a minority of staff Behaviour management Accuracy of teacher assessment – especially PPGs for few staff Range of teaching methods Interesting and engaging resources Breadth of the Curriculum Clear learning objectives Most teachers’ subject knowledge Activities for targeted pupils at lunchtime Many teachers questioning Implementation for pilot activities around the Donaldson’s areas of Level of challenge and differentiation in most lessons for pupils of lower learning ability is good Consistent use of C and I system by pupils and staff Clear and helpful teacher feedback on strengths and areas for Skills improvement Planning for progression in literacy and numeracy skills needs to be consistent across the school 5 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report Consistently high quality use of success criteria to frame self and peer- Implementation for the provision for digital literacy need to continue to be assessment a focus Consistently purposeful pupil response to marking, which leads to Spoken Welsh outside of the classroom improvements Oracy skills for a minority of pupils Partnership working with Teaching Assistants Breadth of the Curriculum Flexibility and often bespoke nature of curriculum, including a number of additional qualification taken from Year 10 onwards. Planning of curriculum provision at KS4 has improved for different groups of pupils from the Capped 9 strategy Summer timetable provision Extent of out of school hours learning opportunities, especially for younger pupils Skills Provision for pupils with weak literacy and numeracy skills Provision for literacy is a strength 4 Care Support and Guidance: 4.1Tracking, monitoring and provision for learning support; 4.2 Personal Development; 4.3 Safeguarding Strengths Areas for Improvement System of baseline assessments and target setting Tracking system and relentless focus on pupil progress Develop and nurture belonging, resilience and growth mind-set for our Use of tracking information for pupil progress across all subjects by most vulnerable and non-matched pupils leaders Range, flexibility and extent of support available to pupils, a significant minority of whom have significant needs Community engagement and parental learning Support for new arrivals and EAL pupils Best practice recognised by external organisations Effectiveness of work with external agencies Clear and effective systems and procedures for dealing with inclusion and wellbeing issues Tracking and monitoring of attendance and behaviour Provision for ASC pupils Restorative approach to behaviour management is a developing strength Arrangements for writing and reviewing IDPs 6 | P a g e Adroddiad Hunan-arfarnu Ysgol Uwchradd Cathays High School Departmental Self-evaluation 207-18 Report 5 Leadership & Management: 5.1 Quality and effectiveness of leaders and managers; 5.2 Self-evaluation processes and improvement planning; 5.3 Professional Learning; 5.4 Use of resources Strengths Areas for Improvement Clear direction and a strong vision shared by all Ensuring that all RSLs are supported in the new staffing structure Leadership has led to sustained improvements in important indicators Ensuring the effectiveness of the new meeting structure Increased leadership capacity in the school Learning environment improvements Effectiveness of many meetings at all levels Improving parental involvement in self-evaluation processes Analysis and use of data by senior leaders Consistency in application of policies and procedures Governors are well informed and challenge and support well Well-established, regular and calendared self-evaluation activities Clear links between SER and SDP Effective SER and SDP has led to improved outcomes Use of internal and external focused and departmental reviews Staff and governor involvement in SE processes SLT and departmental meetings are strategic and focused on standards and strategy Leaders’ understanding of departmental performance through bi-annual departmental reviews (Year 1 completed) shows an improvement in their understanding – see departmental review action plans. Use of data to hold individual teachers to account has been achieved by departmental head’s reporting to SMT on outcomes and progress and through RSL KS4 and 5 leading SMT link meeting with line managers.