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Secondary School Performance

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Secondary School Performance ∫ e scrumptious ('skr^mp s) adj. Inf. very pleasing; delicious by natural processes. –vb. (mainly tr.) 4. (also intr.) to carve, — 'scrumptiously adv. cast, or fashion (stone, bronze etc) three-dimensionally. 5. scrumpy ('skr^mpI) n. a rough dry cider, brewed esp. in the to portray (a person, etc.) by means of sculpture. 6. to form West Country of England. in the manner of sculpture. 7. to decorate with sculpture. scrunch (skr nt∫) vb. 1. to crumple or crunch or to be — sculptural adj. ^ ' e crumpled or crunched. –n 2. the act or sound of scrunch- scumble ('sk^mb l) vb. 1. (in painting and drawing) to soft- ing. en or blend (an outline or colour) with an upper coat of scruple ('skru:p l)e n. 1. a doubt or hesitation as to what is opaque colour, applied very thinly. 2. to produce an effect morally right in a certain situation. 2. Arch. a very small of broken colour on doors, panelling, etc. by exposing coats amount. 3. a unit of weight equal to 20 grains (1.296 of paint below the top coat. –n. 3. the upper layer of colour applied in this way. grams). –vb. 4. (obs. when tr) to have doubts (about), esp. e from a moral compunction. scunner ( sk n) Dialect, chiefly Scot. –vb. 1. (intr.) to feel e ' ^ scrupulous ('skru:pjul s) adj. 1. characterized by careful aversion. 2. (tr.) to produce a feeling of aversion in. –n. 3. observation of what is morally right. 2. very careful or pre- a strong aversion (often in take a scunner). 4. an object of dislike. cise. — scrupulously adv. — scrupulousness n. e ' ' 1 scrutinise or -nize ('skru:tI naIz) vb. (tr.) to examine careful- scupper ('sk^p) n. Naut. a drain or spout allowing water ly or in minute detail. — 'scruti niser or - nizer n. on the deck of a vessel to flow overboard. ' ' ' 2 scrutiny ('skru:tini) n. 1. close or minute examination. 2. a scupper ('sk^p)e vb. (tr.) Brit. sl. to overwhelm, ruin, or dis- searching look. 3. official examination of votes [from Latin able. scr¯utinium and scr¯ut¯ar¯i to search even to the rags, from scurry ('sk^rI) vb. -rying, -ried. 1. to move about hurriedly. scr¯uta, rags, trash.] 2. (intr.) to whirl about. n., pl. -ries. 3. the act or sound of scuba ('skju:b )e n. an apparatus used in skindiving, consist- scurrying. 4. a brisk light whirling movement, as of snow. ing of a cylinder or cylinders containing compressed air scut (sk^t) n. a short tail of animals such as the deer or rab- attached to a breathing apparatus. bit. scud (sk^d) vb. scudding, scudded. (intr.) 1. (esp. of scuttle1 ('sk^tel) n. 1. See coal scuttle. 2. Dialect chiefly Brit clouds) to move along swiftly and smoothly. 2. Naut. to run a shallow basket for carrying vegetables, etc. 3. the part of before a gale. –n. 3. the act of scudding. 4. a. a formation a motorcar body lying immediately behind the bonnet. of low ragged clouds driven by a strong wind beneath rain- scuttle2 ('sk^tel) vb. 1. (intr.) to run or move about with bearing clouds. b. a sudden shower or gust of wind. short hasty steps. –n. 2. a hurried pace or run. scuff (sk^f) vb. 1. to drag (the feet) while walking. 2. to scuttle3 ('sk^tel) vb. 1. (tr.) Naut. to cause (a vessel) to sink scratch (a surface) or (of a surface) to become scratched. 3. by opening the seacocks or making holes in the bottom. 2. (tr.) U.S. to poke at (something) with the foot. –n. 4. the (tr.) to give up (hopes, plans, etc.). –n. 3. Naut. a small act or sound of scuffing. 5. a rubbed place caused by scuff- hatch or its cover. ing. 6. a backless slipper. scuffle ('sk^f l)e vb. (intr.) 1. to fight in a disorderly manner. 2. to move by shuffling. –n. 3. a disorderly struggle. 4. the sound made by scuffling. scull (sk^l) n. 1. a single oar moved from side to side over the stern of a boat to propel it. 2. one of a pair of short- Secondary handed oars, both of which are pulled by one oarsman. 3. a racing shell propelled by a single oarsman pulling two oars. 4. an act, instance, period, or distance of sculling. –vb. 5. to propel (a boat) with a scull. — sculler n. e ' School scullery (sk^lrI) n., pl. -leries. Chiefly Brit. a small room or part of a kitchen where kitchen utensils are kept and pans are washed. scullion ('sk^ljen) n., 1. a mean or despicable person. 2. Performance Arch. a servant employed to work in a kitchen. sculpt (sk^lpt) vb. 1. variant of sculpture. 2. (intr.) to prac- tice sculpture. –Also: sculp. Scrutiny Task Group sculptor ('sk^lpte) or (fem.) sculptress n. a person who prac- tises sculpture. ∫ sculpture ('skr^lpt e) n. 1. the art of making figures or designs in relief or the round by carving wood, moulding Final Report plaster, etc., or casting metals, etc. 2. works or a work made in this way. 3. ridges or indentations as on a shell, formed TG No.35 April 2006 CONTENTS Contents........................................................................................ 1 Introduction ............................................................................... 3 Executive Summary ..................................................................... 4 Part I – Role and Function of the Task Group ........................... 7 Background to the Task Group.................................................... 7 Task Group Membership............................................................. 8 Methodology................................................................................ 8 Part II – Findings......................................................................... 10 Current Secondary School Performance................................... 10 5 A*-C GCSE and equivalent grades ..................................... 11 Value Added Scores............................................................... 11 Contextual Value Added Scores ............................................ 13 Factors which influence performance and results ..................... 15 I) Factors mostly outside the control of schools and the LEA.... 15 i) Pupil intake.......................................................................... 15 ii) Funding Levels ................................................................... 17 Size of the School Roll ........................................................ 18 iii) Recruitment and Retention of Teachers ............................ 19 Lack of a 6th Form ............................................................... 20 iv) Increased national offer of GNVQs.................................... 20 v) Stability of School Senior Management Teams and, in particular, the tenure of Headships ........................................ 22 II) Factors within the influence of schools and the LEA............. 23 i) Focus on Teaching and Learning........................................ 24 a) Assessment for Learning ................................................ 24 b) Personalised Learning .................................................... 26 c) Approach at Year 7 ......................................................... 27 ii) Curriculum .......................................................................... 28 iii) Setting................................................................................ 28 iv) Effective performance management.................................. 30 v) Support for Teachers.......................................................... 31 vi) Improved LEA support....................................................... 32 Scrutiny in Richmond upon Thames 1 vii) Training for Governors as critical friends .......................... 34 viii) Behaviour for Learning..................................................... 35 Other School Initiatives .......................................................... 37 Closing Remarks ........................................................................ 38 Table of Conclusions ................................................................. 39 Glossary of Terms...................................................................... 42 Appendices ................................................................................. 44 Appendix A – Timetable of Task Group Meetings ..................... 45 Appendix B – 5 A-C GCSE Results since 1990 ........................ 47 Appendix C – Table showing Key Stages and pupil ages ......... 48 Appendix D – Funding per pupil in London Boroughs ............... 49 Appendix E – LBRuT Secondary school pupils by borough of residence 2006.......................................................................... 50 Appendix F – Year 6 and Year 7 Key Stage 2 Profiles.............. 51 Appendix G – 5 A*-C Results including English and Maths ...... 52 Appendix H – Teacher Posts and Vacancies as at Summer Term 2006 .......................................................................................... 53 Appendix I – Recommendations of the LEA on improving Performance.............................................................................. 54 Scrutiny in Richmond upon Thames 2 INTRODUCTION I speak for my colleagues on the Task Group when I say that this has been the most interesting piece of work that we have carried out on Scrutiny. It has been very rewarding to study this issue in depth. We are grateful for the chance to have been able to visit so many schools and speak to all the headteachers in the Borough. We have been very impressed by the dedication, commitment and professionalism of all headteachers and schools. This report represents the views of the Group and is a contribution to the Borough public debate on secondary school standards. We fully respect the fact that the implementation of policy must rest with the decision
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