'At the Henry Beaufort School We Are Encouraged to Take Responsibility for Our Learning.'

‘At The Henry Beaufort School we are encouraged to take responsibility for our learning.’ (Year 7 Student) Pride, Happiness, Ambition At The Henry Beaufort School, there are no limitations to success. We are ambitious for all of our students. Our school is proud of its tradition as an inclusive comprehensive school where students are happy. We celebrate the success of our students at every opportunity. We place great value on our cultural enrichment programme and take delight in the buzz and energy around the school site well beyond the official ending of the school day. We value the fundamental role that we play in the academic and moral education of young people. We understand the challenges that accompany our role as educationalists and we continue to work to find ways to refine and improve our practice. This is underpinned by our aim to be outstanding in everything we do. Why our school is more than a measurement of data Three key principles: Pride Happiness Ambition ‘Teachers and leaders at all levels are enthusiastic and ambitious. High standards are expected of pupils in both their academic achievement and behaviour’ (Ofsted 2017) Our Commitment At The Henry Beaufort School our students secure deep knowledge, skills and understanding across the curriculum. This is achieved through a five year curriculum plan supported by Cultural Capital days and a comprehensive extra-curricular programme. Pride, Happiness, Ambition What does that mean for our curriculum? Our Individual subject learning journeys map out a subject entitlement that mitigates against a narrowing of the curriculum, with cultural capital opportunities throughout Years 7-11. These maps evidence that we have a five year plan of education for all of our young people. Students will continue to study dropped option subjects beyond Year 8 through the Cultural Capital days. Additional curriculum time will be given to option subjects with traditionally less curriculum time lower down the school in Year 7. Intent maps record opportunities for: • Cultural capital • Career signposting • hbX • Enrichment/ extra curricular opportunities Pride, Happiness, Ambition Our common aims and goals We promote a love of learning and a desire to be curious through [hb]² and HBX • We use research and professional development to create lessons that challenge and enthuse • We map out carefully what students need to know and remember • We use cultural capital opportunities to connect learning to wider experiences • Our common goals mean that team leaders, subject leaders share their expertise with their team colleagues • All students benefit from the quality of the education we provide and they in turn value learning • We value reading and support and encourage students to develop excellent literacy skills • We promote the importance of listening • We are proactive in our approach to review progress and provide catch up programmes at times of national crisis Pride, Happiness, Ambition What does that mean for our school? • We track progress throughout the year through our data drops • We do not rely on end of year exams to tell us if there is a problem when it is too late to do something about it before the end of the year • This means progress is sustained throughout the five years • Our marking policy encourages young people to make further progress using the learning question that accompanies the marking of major pieces of work • An understanding of career choices are integrated into subject curriculum intent and extra curricular opportunities • Our Revision Organiser means that young people capture ways to learn, memorise and revise Pride, Happiness, Ambition What does that mean for our community? Ambition for all. Within the context of our school learning environment the value and importance of being ambitious in the right way, not at the expense of others. Ambition that engenders self confidence, self belief and a resilience that when challenged, allows our young people to face the challenge head on and grow as individuals. The Henry Beaufort School GCSE Results 2020 Attainment: • 85% of students achieved a grade 4 or higher in Maths • 85% of students achieved a grade 4 or higher in English • 81% of students achieved a grade 4 or higher in English Literature • 81% of students achieved a grade 4 or higher in both Maths and English- a 3% increase on last year. • 85% of students achieved a grade 4 or higher in Science 7% of all grades achieved across all 20 GCSE subjects were at grade 9 Progress Over the last three years, our positive Progress 8 score has been sustained despite the increasing academic challenge of the new GCSE courses: • 2017: 0.22 • 2018: 0.22 • 2019: 0.25 meaning that on average, Year 11 students have achieved a quarter of a grade higher across all of their subjects than their prior attainment predicted • 2020: Progress 8 scores will not be published this year. The Henry Beaufort Learning Ethos ‘We use it like a natural reflex. We know we have to try to figure problems out for ourselves. We know the teacher is there but we value the fact that we have more independence.’ Year 10 Student Voice Knowledge is in the palm of their hands. Not necessarily in the raising of their hands.. ‘Pupils take pride in their work, are self-assured and confident in their abilities’ (Ofsted 2017) In summary our Success is based on: • Highly skilled teaching and support staff • A five year broad and balanced curriculum that is fit for purpose • Cultural capital days that support the five year curriculum • A learning ethos that focuses on independent learning • Our focus on the health and well-being of our students • A reporting system that uses real data not predictions • A pastoral system that recognises and rewards endeavour • The cultural enrichment provided by after school activities [supported by an after school bus service] and residential trips in this country and abroad • Annual Progress Evenings for parents • Annual Information Evening for parents • Early additional intervention for students who are not making expected progress • Consistent challenge for able students (those grade 9’s!) ‘exemplary system for tracking pupils’ attainment and progress’ (Ofsted 2017) A Curriculum fit for purpose ‘Teachers and leaders at all levels are enthusiastic and ambitious’ (Ofsted 2017) Academic opportunities: Offering French, German or Spanish in Year 7 An established commitment to traditional subject GCSE examinations including: Engineering Triple Science Statistics [new for 2020] Computing Business Studies [new for 2020] English Baccalaureate Opportunity to study practical based GCSE subjects such as GCSE Photography, Art, Music, Drama and PE, Child Development and Health and Social Care STEM [Science, Technology, Engineering, Maths] opportunities After school lessons in Mandarin Dedicated Independent Careers Advice- focus on Post 16/18 education routes S The Henry Beaufort School is a ‘ community where you know that there are things to do and people to see.’ Year 7 Year 7 Student Voice on being at Year 10 Student Voice on being Henry Beaufort at Henry Beaufort • I have loads more friends. There’s a lot more • We have wider social groups. team work! • Everyone is welcoming from different years. • We like the way teachers make our work They really help you. challenging. • We have all blended together - no longer in our • We feel good when we have mastered primary school groups. something for ourselves and when you leave a • You can take more responsibility for your lesson with information buzzing around in your actions. head. • There are more clubs to do and a wide range of activities and we get rewarded for attending. The • We like being rewarded and acknowledged for late bus means I can attend them and still get the contribution we make to our school. home. • I want to give something back to the school by • Trying new things has made me more confident in myself. becoming a Student Leader. • I like the way that the [teacher’s] marking makes me think about all the possibilities for improving my work and from that I learn how to make my work better. • I get to play in a team all the time and I've been given the chance to captain the football team. Everyone gets a turn. What our students say and how this supports successful job applications in the future They think it is They enjoy a important to learn Students speak about challenge, they refer from their mistakes. the ‘ambition’ and to it as being ‘fun’ It is ‘ better to work ‘drive’ they have to do when they learn a it out for ourselves’. well. new skill or try out new equipment. Students believe They like time to Students like it when taken that[HB]2 is integral evaluate their work ‘out of our comfort zone’. to their learning. and ‘reflect on our performance’. They view the school as a place of ambition and that teachers encourage them to be ambitious. Repetition of skills is They see this as a positive. important to them – ‘it helps us consolidate our learning’. Providing the right learning environment ‘You celebrate difference and diversity within the pupil body’ (Ofsted 2017) • Home Learning Club • Whole School Student Council • Extra curricular activities and Enrichment week including residential trips • International School Award /Erasmus + Club • Recognising and celebrating diversity - EARA • Personal Development Days where students learn about keeping themselves healthy • and safe • Older students learn about careers and visit universities and work places • Student and Sport Leadership opportunities: raising the profile of

Load more