Woodfield School 2017
Outcomes Report
Woodfield School is a company limited by guarantee (company number 8905350, registered in England and Wales) that has its registered office at Woodfield School, Glenwood Avenue, Kingsbury, London, NW9 7LY Contents Woodfield School - Background ...... 3 Woodfield School Assessment Model 2017-18 ...... 4 Action Points ...... 9 Headline Statements from Data Analysis 2016-2017 ...... 10 Progression KS2 to KS3 ...... 12 Progression from KS3 to KS4 ...... 12 Progression KS2 to KS4 ...... 12 High Attainers ...... 13 Key Stage analysis ...... 13 Year Group Analysis ...... 15 Contextual Data Analysis ...... 16 Gender...... 16 SEN ...... 17 Free School Meals ...... 17 Pupil Premium ...... 18 Looked After ...... 18 Ethnicity ...... 19 EAL ...... 19 Behaviour and progress ...... 20 Attendance and Progress ...... 21 Secondary Subjects ...... 21 External Accreditation Results ...... 22 Targets achieved ...... 24 Duke of Edinburgh Award Scheme ...... 25 Residential Education ...... 26
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Woodfield School - Background
Woodfield School caters for pupils aged 11–19 with a range of special educational needs. The school retained its outstanding rating at its most recent Ofsted inspection in January 2017, making three consecutive outstanding ratings from Ofsted.
Woodfield caters for students who have mild to moderate learning difficulties together with a range of other needs, including pupils with complex needs.
Two thirds of the students are boys. A further quarter have behaviour, emotional and social difficulties (BESD). Nearly half have English as an additional language (EAL), with Gujerati, Urdu and Somali being the three main languages spoken other than English. Students come from over thirty different ethnici backgrounds, with a similar number speaking a language other than English at home. Fifty seven students are entitled to free school meals, and the number of lone parent families is high.
The are two forms per year, with Key Stage 4 consisting of mixed groups. The post 16 provison has grown rapidly over the past few years, and now comprises over a quarter of the school population.
Students in Key Stages 3 and 4 study a varied curriculum, tailored to each pupils needs. During Key Stage 4, students are given the opportunity to gain external accreditiation in many subject areas.
The Key Stage 5 curriculum is heavily focused on preparing students for the world of work. Students continue to work on their literacy, numeracly and citizenship/social skills, whilst spending the majority of their time working on vocational skills.
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Woodfield School Assessment Model 2017-18
The continuous process of assessing progress at Woodfield has the pupil as the central focus.
The cycle of assessment is part of the on-going dialogue between teachers, pupils and parents that ensures we look at all aspects of development. Learning and personal development targets set in Education Health Care Plans are monitored in line with identified strengths, skills and Special Educational Needs.
They cover
● Communication and Interaction; ● Cognition and Learning; ● Social Emotional and Mental Health; ● Sensory, Motor and Physical Needs; ● Independence and Community.
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The Flight Path
The assessment process starts in the classroom with the teacher having a detailed knowledge of the pupil and their starting points on entry to school. We call this baseline assessment. Once the baseline has been determined on our stages of learning a ‘flight path’ for each pupil is set.
The flight path tells us where the pupil is likely to get to at the end of KS4 and is based upon highly aspirational targets, where expected progress is outstanding progress.
Individual targets for a term are set by teachers for all pupils in each subject. These targets are used to ● create a targets booklet for each pupil which outline the work to be undertaken in each subject and the targets for the pupil in that subject. This booklet is delivered to parents/carers. ● produce for each pupil in each subject, a set of their termly targets either as a front page for that pupils subject workbook/folder, or for practical subjects, the targets displayed in poster form on a wall (e.g. in the Gym for P.E.)
Pupil progress towards these targets are assessed throughout the term, with a final assessment (Met or Working Towards Achieving) made at the end of the term and recorded on Classroom Monitor. From these teacher assessments, a report is generated that describes pupil progress on their targets for the term. This report is sent to parents/carers. The percentage of targets achieved is also used to assist teachers in assessing pupil progress. Pupils are expected to achieve 75% of the targets set for them every term, and make 5 or 6 steps of progress each year depending upon their starting point.
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Tracking
Teachers set ‘can do‘ statements for pupils in all areas of the curriculum to enable them to make small steps along their flight path. Once a pupil has achieved a ‘can do’ objective this is marked off as met in their work books and recorded on our monitoring system Classroom Monitor. The information in Classroom Monitor enables reports to be sent to parents based on what pupils can do and have achieved. Reports are completed three times a year. Classroom Monitor and subject based electronic marksheets are used to record the progress pupils are making.
At the end of each term each pupil is tracked against their flight path to make sure they are on track to make outstanding progress. If they are achieving below expected progress, interventions are put in place to enable them to catch up. If well above expected progress, their flight path is adjusted to reflect this.
How do we know pupils are making progress?
Pupils work is internally moderated during curriculum meetings to make sure teachers are assessing pupils against their ‘can do’ statements accurately. Judgements are based on the work not being higher or lower than the prescribed ‘can do’ statement. Each of the ‘levels’ above are broken into 9 sub levels or ‘steps’. Pupils are expected to make 5 or 6 steps of progress each year depending upon their starting point.
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Every term Woodfield teachers meet with teachers from similar schools to verify the standards of assessment. This rigorous process enables teachers to look at work and agree that the work has been assessed correctly or not.
The assessment scale at Woodfield, consisting of can do statements for Maths, Science and English, has been verified by The Brent, Harrow and Herts Assessment Group. This is a group of 8 special schools who have worked together since 2014 to investigate the most appropriate ways to assess pupils with SEN.
Pupils entitled to Pupil Premium and Year Seven Catch Up Funding are monitored through specific interventions and reported on separately each year. Pupils who have these interventions are given targeted support to remain on their flight path.
From end of KS2 (KS3 Entry) to end of KS4 This covers a period of five years, from Y7 to end of Year 11. For pupils who were at a ‘Stage’ level at the end of KS2 (or Y7 entry): Good progress is 25-27 Steps Outstanding/above expected progress is 28-30 steps or more Exceptional progress is 31+ steps
For the pupils who were in P or W levels at the end of the previous academic year: Good progress is 20-22 Steps Outstanding/above expected progress is 23-25 steps or more Exceptional progress is 26+ steps Annually KS2-KS4 Entry on Stage A,B Entry on Stage Entry on W, P Entry on W, P levels or C A,B or C levels Good progress 5 4 25-27 20-22 More than Expected/Outstanding 6 5 28-30 23-25 progress Exceptional progress 6+ 5+ 31+ 26+
In order to be able to accurately measure progress wehave translated the sub stages coded into numbers.
Stage D Consolidating D9 89 Entry 3 -Level 1 Working at to (9steps) to Emerging D1 81 Stage C Consolidating C9 80 Entry 2-3 Working at to (9steps) to Emerging C1 72 Stage B Consolidating B9 71 Entry 1-2 Working at to (9steps) to Emerging B1 63 Stage A Consolidating A9 62 Entry 1 Working at to (9steps) to Emerging A1 54 Stage W Consolidating W9 53 Working at to (9steps) to Emerging W1 45 P levels Consolidating P8.9 44 Working at to (9 steps each P level) to Emerging P4.1 0 7 | Page
Accreditation in Key Stages 4 & 5
Pupils work towards relevant accreditation as they progress along their flight path.
At the end of Key Stage3 a selected group of higher attaining pupils move to a mainstream school. These pupils have been part of a yearlong transition programme during year 9 which is designed to ease their transition into mainstream.
Pupils begin working towards gaining external accreditations from the time they start Key Stage 4. Pupils work at a combination of Entry Level, Level 1 (or equivalent) awards, depending upon their abilities in each curriculum area. All pupils work at gaining a variety of vocational accreditations from the AQA Unit Award Scheme during their Vocational Education sessions.
Higher attaining pupils will work towards Level 1 or higher qualifications in Key Stage 5, building upon the accreditations gained in Key Stage 4.
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Action Points 2016-2017 Action Points All curriculum areas were to continue to devise and deliver targeted interventions for pupils who aremaking less that expected progress. These were documented and tracked in action plans/intervention lists/reports.
- English – focus on Writing, whole school and especially boys (shape coding introduced, writing has improve to outstanding, except for year 10 boys.Year 8 gone from 63 to 78) - Maths – focus on Geometry and Measure, espYr 8 and 10 (both these cohorts have improved results, but are still below outstanding) - PSD – focus on Boys in both KS3 & 4 (improved from previous year)
The school is tracking key groups to develop pedagogy and our curriculum to meet our changing needs base.
- English - develop pastoral support programmes to meet the needs of learners with SEMH - Maths - introduce a practical currency focus to support learners with ASC. - Science - develop its differentiation with SALT through training, resources and practical focus to support learners who require AAC.
Track High Attainers who are not making good or expected progress in all areas. This was done on a departmental basis. Some high attainers still not making good progress.
Investigate for core subjects pupils who are not making good or expected progress and with high behaviour points.
Continue to work with parents and external agencies to improve attendance to over 95%
2017-2018 Action Points All curriculum areas will continue to devise and deliver targeted interventions for pupils who aremaking less that expected progress. These will be documented and tracked in action plans/intervention lists/reports.
Maths – a focus on the GM strand and KS4 boys cohorts from 2016-17 (yr 11 and 12 this year) to continue to increase attainment English – continue writing focus and targeted reading in a similar fashion to the writing focus of 2016-17 Food Tech – investigate why such a large percentage of good compared to the rest of the school, resulting in action to move pupils from good to outstanding progress. High Attainers – continue to track on a departmental basis. MLD pupils in maths, english and PSD KS5 SL High, PSD lower - investigate to establish any correlation AAC- Science and PP tracking – work with SaLT to establish new practice SEMH English/Writing – continue departmental focus
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Headline Statements from Data Analysis 2016-2017 Progression KS2 to KS3 The progression of the pupils from KS2 to KS3 is outstanding for both the pupils who entered KS2 in P levels as well as the rest of the school population. 86% made outstanding and above progress in English 84% made outstanding and above progress in Maths 86% made outstanding and above progress in Science 75% made outstanding and above progress in PSD 80% made Upper Quartile progress in English, 90% in Maths and 90% in Science Best progress was noted in English and Science. Progression for the 2016-2017 cohorts was slightly lower thantheprevious year, but marginally so.
Progression from KS3 to KS4 Progression from KS3 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population. 89% made outstanding and above progress in English 85% made outstanding and above progress in Maths 90% made outstanding and above progress in Science 100% made outstanding and above progress in PSD 100% made Upper Quartile progress in English, Maths and Science Progression for the 2016-2017 cohorts was higher compared to 2015-2016 cohorts.
Progression KS2 to KS4 Progression from KS2 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population 95% made outstanding and above progress in English 90% made outstanding and above progress in Maths 80% made outstanding and above progress in Science 80% made outstanding and above progress in PSD Progression down in some areas compared to previous years, but still higher than the two years previous to that.
Annual Progress –KS3 All KS3 year groups made outstanding progress. 83% made outstanding progress in English 81% made outstanding progress in Maths 84% made outstanding progress in Science 75% made outstanding progress in PSD
Annual Progress –KS4 All KS4 year groups made outstanding progress. 78% made outstanding progress in English 68% made outstanding progress in Maths 94% made outstanding progress in Science 94% made outstanding progress in PSD Y11 did better in English, Maths and PSD
Annual Progress - KS5 Progression in KS5 was outstanding 85% made outstanding progress in English 92% made outstanding progress in Maths 83% made outstanding progress in PSD
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Contextual Headlines KS3 girls and boys made similar progress across the board in most areas. Girls performed well below boys in Eng SL. KS4 girls and boys made similar progress across the board in most areas. Boys performed well below girls in maths. KS5 was a similar story, no major ifferences, except for Maths GM and PSD where boys outperformed boys. SEMH performed slightly less well than peers in English, with ASC not performingas well as peers in PSD . A similar percentage of ASD and MLD pupils made outstanding progress on average (94% & 96% Outstanding+) A greater percentage of FSM pupils made outstandingprogress in all subjects compared to Non-FSM A greater percentage of Pupil Premium pupils made outstandingprogress in all subjects bar reading compared to Non-Pupil Premium A greater percentage of White and asian pupils made, on average,outstanding progress compared to other ethnicity cohorts Mixed race pupils had the greatest percentage making outstanding progress in Maths and Science All groups other than white made outstanding progress in Maths. ‘Other’ performed at a lower level than their peers in English R & W. A greater percentage of EAL pupils made outstandingprogress in Maths, Science and PSD compared to non-EAL pupils. The opposite true for English. SLD learners are making outstanding progress in line with their MLD counterparts in English, Maths, and PSD. MLD Learners are outperforming SLD learners in Science. Learners with ASC, SEMH, Physical and Sensory Difficulties and who require Alternative and/or Augmentative Communication are making Outstanding Progress.
Behaviour/Attendance There appears to be a positive correlation between a pupil having lower behaviour points and making outstanding progress. Attendance appears to have a positive correlation with progress
Secondary Subjects More than 75% of pupils made outstanding progress in secondary subjects 100% of pupils made outstanding progress in Dance, 98% in PEand DT.Food Tech progress was below 75%.
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Progression KS2 to KS3 The progression of the pupils from KS2 to KS3 is outstanding for both the pupils who entered KS2 in P levels as well as the rest of the school population. Best progress was noted in English and Science.
KS2-KS3 –More than expected Avera KS2 - progress ENGLISH MATHS SCIENCE PSD ge KS3% English Maths Science %2017 86 84 86 75 84 UQ 80 90 90 % 2016 89 84 85 78 82 MQ 20 10 10 % 2015 82 77 80 82 80 LQ 0 0 0 Whole school Progress of pupils with starting point NC Levels/ Stage Progress of pupils starting on P A, B, C, W and P scales (Stage P) levels (Stage P)
Progression from KS3 to KS4 Progression from KS3 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population. Best progress was noted in Eng& Science.
KS3-KS4- More than KS3- expected KS4 progress ENGLISH MATHS SCIENCE PSD Average % English Maths Science %2017 90 85 90 80 86 UQ 100 100 100 % 2016 88 81 88 100 89 MQ 0 0 0 % 2015 72 78 81 76 77 LQ 0 0 0 Whole School Progress of pupils with starting point NC Levels/ Stage Progress of pupils starting on P levels A, B, C, W and P Levels (Stage P)
Progression KS2 to KS4 Progression from KS2 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population. Best progress was noted in English.
KS2-KS4 - More than expected progress ENGLISH MATHS SCIENCE PSD Average %2017 95 90 90 85 90 % 2016 100 100 88 88 94 % 2015 88 81 81 81 83 % 2014 72 81 80 80 78 Progress of pupils with starting point NC Levels/ Stage A, B, C, W and P Levels
Average progress across Key Stages 100
90 2015% 80 2016% 70 2017%
60 KS2-KS3 KS3-KS4 KS2-KS4
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A small numberof pupils with complex needs have made well below expected progress. These pupils have been identified and teachers and heads of department are looking at those cases individually to arrange appropriate support and provision in each case, and interventions will be described in departmental action plans. These pupils will be working on the alternative SLD curriculum.
Below expected English Maths Science PSD KS2-KS3 n=28 1 1 1 1 KS3 -KS4 n=20 1 0 1 0 KS2-KS4 n=20 0 0 0 0
A breakdown of pupils making well below expected progress by year and curriculum area/strand.
SL R W En NS GM Ma Sci PSD Year 7 0 0 0 0 0 1 0 0 1 Year 8 0 1 3 3 1 2 1 1 2 Year 9 2 1 3 3 1 2 1 2 3 Year 10 0 1 2 2 1 3 1 0 0 Year 11 0 2 0 2 0 3 2 1 0 Sixth Form 3 3 3 4 1 2 2 N/A 3
High Attainers Pupils working at band C or above at any point in the year. A number of the students here have had extended absence for various reasons.
Number of High Attainers not making expected progress, total no’s in () SL R W NS GM Sci PSD (75) (69) (57) (49) (49) (13) (51) Year 7 Year 8 Year 9 Year 10 1 1 2 Year 11 1 2 1 Sixth Form 1 1 1 2 2 N/A 2 Total 1 3 2 2 6 1 2
Key Stage analysis
KS3 SL R W En NS GM Ma Sci PSD Exceeding 10 9 10 9 22 7 14 3 12 Outstanding 77 74 74 74 62 73 67 81 63 Good 13 13 12 10 14 8 12 14 22 Outstanding + 87 83 84 83 84 80 81 84 75 Good + 100 96 96 93 98 88 93 98 97 Working towards 0 4 4 7 2 12 7 2 3
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KS4 SL R W En NS GM Ma Sci PSD Exceeding 6 6 3 3 6 6 11 8 3 Outstanding 89 64 75 75 67 57 57 86 89 Good 5 22 14 17 25 28 26 0 0 Outstanding + 95 70 78 78 73 63 68 94 92 Good + 100 92 92 95 98 91 94 94 94 Working towards 0 8 8 5 2 9 6 6 6
KS5 SL R W En NS GM Ma PSD Exceeding 2 2 2 2 0 0 0 5 Outstanding 91 80 83 83 94 88 92 78 Good 7 10 5 5 3 8 5 12 Outstanding + 93 82 85 85 94 88 92 83 Good + 97 92 90 90 97 96 97 95
Outstanding+ percentages by Key Stage 100
75
KS3 50 KS4 KS5 25
0 SL R W En NS GM Ma PSD Sci
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Year Group Analysis *There may be 1 digit deviation in the sums due to rounding up of numbers
SL R W En NS GM Ma Sci PSD Year 7 Exceeding 9 4 9 13 9 4 9 0 4 23 Outstanding 82 83 74 69 74 83 74 100 86
Good 9 9 13 13 13 4 13 0 4 Outstanding + 91 87 83 82 83 87 83 100 90 Year 8 Exceeding 12 8 12 8 23 4 8 8 23 26 Outstanding 69 69 66 73 62 73 66 84 50
Good 8 12 12 8 12 12 20 4 19 Outstanding + 81 77 78 81 85 77 74 92 73 Year 9 Exceeding 11 14 11 12 32 11 25 0 7 28 Outstanding 79 72 82 77 54 65 59 75 57
Good 4 14 4 8 14 8 12 18 25 Outstanding + 90 86 93 89 86 76 84 75 64 Year 10 Exceeding 13 13 0 6 0 13 13 6 6 16 Outstanding 75 37 69 62 75 55 54 88 82
Good 13 38 19 19 19 25 31 0 0 Outstanding + 88 50 69 68 75 68 67 94 88 Year 11 Exceeding 0 0 5 0 10 0 10 10 10 20 Outstanding 100 85 80 85 60 65 55 85 65
Good 0 10 10 15 30 30 30 5 15 Outstanding + 100 85 85 85 70 65 65 95 75
Year 12 Exceeding 6 6 6 6 0 0 0 0 16 Outstanding 81 69 69 82 88 81 81 75 Good 13 6 0 10 6 6 13 25 Outstanding + 87 75 75 88 88 81 81 75
Year 13 Exceeding 13 0 0 0 0 0 0 13 15 Outstanding 75 100 93 93 100 93 100 87 Good 0 0 7 7 0 7 0 0 Outstanding + 88 100 93 93 100 93 100 100
Year 14 Exceeding 0 0 0 0 0 0 0 0 9 Outstanding 100 89 78 89 100 89 100 78 Good 0 11 22 11 0 11 0 22 Outstanding + 100 89 78 89 100 89 100 78
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Outstanding+ by Year Group 120
100
80 Year 7 Year 8 60 Year 9 40 Year 10 Year 11 20
0 SL R W En NS GM Ma PSD Sci
Contextual Data Analysis
Gender Gender SL R W English NS GM Maths Science PSD Average
Boys (KS3) 50 90% 84% 84% 86% 88% 88% 96% 82% 80% 87% Girls (KS3) 28 79% 86% 86% 89% 82% 82% 93% 82% 78% 84% Boys (KS4) 26 96% 69% 77% 85% 77% 73% 73% 92% 92% 80% Girls (KS4) 9 100% 78% 78% 89% 100% 100% 100% 100% 100% 94% Boys (KS5) 26 88% 81% 85% 85% 100% 96% 96% 92%
Girls (KS5) 14 100% 86% 86% 93% 86% 71% 86% 64%
More than expected progress, Gender & Key Stage 100%
75% Boys (KS3) Girls (KS3)
50% Boys (KS4) Girls (KS4) Boys (KS5) 25% Girls (KS5)
0% SL R W English NS GM Maths PSD Science
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SEN
SEND English Maths Science PSD MLD 76 76 90 76 SLD 78 83 75 76 ASC 83 80 86 65 SEMH 67 75 87 75 PD/SD 85 73 88 78 AAC 75 80 70 80
More than expected progress by SEN 100
90
English 80 Maths 70 Science PSD 60
50 MLD SLD ASC SEMH PD/SD AAC
Free School Meals FSM SL R W English Maths Science PSD Average
FSM 42 88 82 85 85 85 86 83 85 Non FSM 71 91 78 82 81 84 86 81 83
More than expected progress, FSM 95
90
85
FSM 80 Non FSM 75
70
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Pupil Premium Pupil Premium (PP) SL R W English Maths Science PSD Average Pupil Premium 66 91 77 83 85 85 88 80 84 Non PP 48 90 81 81 77 83 85 75 82
More than expected progress, Pupil Premium 95
90
85
80 Pupil Premium 75 Non PP
70
65
60 SL R W English Maths Science PSD
Looked After SL R W English Maths Science PSD Average CLA 6 100 83 100 100 83 100 67 90
CLA 100 95 90 85 80 CLA 75 70 65 60 SL R W English Maths Science PSD
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Ethnicity
Ethnicity SL R W English Maths Science PSD Average
Asian 44 91 80 82 80 84 76 75 81 Black 60 90 80 85 83 80 89 78 84 Mixed 6 83 83 100 83 83 100 80 87 Other 16 88 69 69 69 88 92 94 81 White 27 93 85 85 93 74 86 79 85
More than expected progress, Ethnicity 100
75 Asian Black 50 Mixed Other
25 White
0 SL R W English Maths Science PSD
EAL EAL SL R W English Maths Science PSD Average EAL 70 90 79 82 80 78 79 81 81 Non EAL 44 90 82 86 88 76 98 84 86
More than expected progress, EAL 100 90 80 70 60 50 EAL 40 Non EAL 30 20 10 0 SL R W English Maths Science PSD
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Behaviour and progress Most pupils (of whole school) had less than ten recorded behaviour incidents this year. The pupils with the least number of incidents made most outstanding + progress. The pupils with the highest number of incidents had the higher % of ‘working towards’.
>50 SL R W English Maths Science PSD Average Exceeding 3% 7% 3% 3% 13% 0% 7% 5% Outstanding 50% 30% 47% 53% 33% 17% 37% 38% Good 40% 57% 40% 33% 47% 33% 47% 42% Outstanding + 53% 37% 50% 57% 47% 17% 43% 43% Good + 93% 93% 90% 90% 93% 50% 90% 86% Working towards 7% 7% 10% 6% 7% 50% 10% 14%
30-49 SL R W English Maths Science PSD Average Exceeding 0% 0% 0% 0% 5% 10% 9% 3% Outstanding 60% 49% 47% 65% 40% 50% 33% 49% Good 37% 42% 49% 30% 56% 40% 53% 44% Outstanding + 60% 49% 47% 65% 44% 60% 42% 52% Good + 98% 91% 95% 95% 100% 100% 95% 96% Working towards 2% 9% 5% 3% 0% 0% 5% 3%
10-29 SL R W English Maths Science PSD Average Exceeding 13% 10% 11% 16% 16% 7% 8% 12% Outstanding 53% 41% 44% 56% 35% 51% 46% 47% Good 33% 44% 38% 21% 48% 40% 40% 38% Outstanding + 65% 51% 55% 73% 51% 58% 54% 58% Good + 98% 95% 93% 94% 99% 98% 94% 96% Working towards 3% 5% 8% 4% 1% 2% 6% 4%
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Attendance and Progress Pupils with more than 90% of attendance made significantly more outstanding+ progress compared to those with lower attendance.
<90 SL R W English Maths Science PSD Average Exceeding 3% 7% 3% 3% 13% 7% 7% 5% Outstanding 50% 30% 47% 53% 33% 40% 37% 38% Good 40% 57% 40% 33% 47% 33% 47% 42% Outstanding + 53% 37% 50% 57% 47% 47% 43% 43% Good + 93% 93% 90% 90% 93% 80% 90% 86% Working towards 7% 7% 10% 6% 7% 20% 10% 14%
>90 SL R W English Maths Science PSD Average Exceeding 8% 7% 7% 11% 12% 7% 8% 9% Outstanding 83% 76% 76% 81% 80% 82% 74% 79% Good 7% 11% 10% 2% 7% 9% 12% 8% Outstanding + 91% 83% 84% 92% 92% 90% 82% 88% Good + 98% 93% 93% 94% 99% 99% 94% 96% Working towards 2% 7% 7% 4% 1% 1% 6% 4%
Difference in O+ 38% 46% 34% 35% 45% 45% 39% 45%
Secondary Subjects
Food Humaniti Design % PE Tech Music Art es ICT Dance Tech Exceeding 2 12 4 3 36 3 0 2 Outstanding 96 48 91 90 41 75 100 96 Good 2 32 4 2 15 8 0 2 Outstanding + 98 60 95 93 77 78 100 98 Good + 100 92 99 95 92 86 100 100
Pupils are making great progress in all subjects. The differences with Food Technology would require investigation so as to move more pupils from good to outstanding.
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External Accreditation Results
Key Stage 4 GCSE Entry Level Voc Ed Qualifications 2017 AQA No of Subject C D E F G U 3 2 1 Unit entries Awards English 11 0 10 1
Maths 14 2 8 4
Science 27 13 14 0
Art Media and 2 1 1 Performance Design Technology 6 6 0 0
(Food) 6167/E3 Design Technology 6 0 6 0
(Food) 6172/E2 Design Technology 8 0 4 4
(Textiles) History 16 3 5 8
ICT 3 3 0 0
PE 20 4 5 11
RE 15 5 10 0
ASDAN PSD 20 6 5 9
Totals 42 67 37 Unit Awards 35 35
Year 12 OCR Life and Living Skills 1 Pass Year 13 OCR Life and Living Skills 7 Pass Year 14 OCR Life and Living Skills 9 Pass OCR Life And Living Skills 17 Pass Year 12 Vocational Education 5 Cycle Maintenance 2 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1 Year 13 Vocational Education 6 Cycle Maintenance 3 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1 Beauty & Complementary Therapies/Introduction to Skin Care & Facials/Nail Art 1
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Destinations for those pupils leaving Woodfield School to move onto further education in July 2016. Barnet Southgate Hairdressing Skills Centre-Wella Centre of Excellence Introduction to skills for Hair & Beauty 1 CNWL Preparation for work 3 Living to learn 5 Catering – Pre Internship Catering Cater Link 3 Uxbridge College Hair & Beauty Entry 3 Introduction to Skills for Hair & Beauty 1 Ealing, Hammersmith & West London College Performing Arts 1 Harrow College 1
Alperton Cohort
Results 2015 Results 2016 Results 2017 D E F G D E F G C D E F G English 3 2 1 1 1 1 Art 1 1 1 2 1 3 1 1 1 Maths 2 1 2 2 3 Health &Social 1 1 2 care Music 1 Science 1 2 Total 1 5 4 2 2 1 5 2 1 3 3 5 5 GCSE Science B 100% pass tech Creative 40% pass Media This is the second This is the third cohort This is the fourth cohort of 8 cohort of 5 pupils to of 8 pupils to take pupils to take GCSE’s at take GCSE’s at Alperton GCSE’s at Alperton Alperton Community School. Community School. Community School. All 8 pupils transitioned into All 6 pupils transitioned All 8 pupils transitioned year 12. All pupils gained into year 12 where one into year 12. All pupils passes in Entry Maths (3 L3, 5 pupil is taking A Level gained passes in Entry L2) Science (2 L3 6 L2) Food Art. Level English (3 L3, 3L2, Tech (8 L3) Rel (8L3) 5 Pupils 2L1), Maths (7 L3, 1 L2) completed Entry Level English( Science (8 L3) Food L3, 3L2) Tech (8 L3) Rel (6 L3 2 L2)
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Targets achieved We began tracking % of targets achieved in 2016-2017. As part of reportingto parents, teachers set around 8-10 targets per subject per term that are tracked. Targets are designed to allow each pupil to make outstanding progress.
Core Subjects by Year English - Speaking English - English - & Maths Maths Reading Writing Listening English GM SN Maths Science PSHE 7 92.14% 91.40% 90.20% 90.64% 94.23% 88.41% 90.88% 88.95% 90.07% 8 89.30% 87.05% 89.79% 88.61% 93.24% 90.33% 91.98% 95.49% 92.87% 9 87.43% 88.84% 85.38% 87.48% 91.95% 87.47% 88.42% 94.79% 80.64% 10 91.74% 87.23% 95.37% 90.04% 91.82% 85.65% 87.34% 94.25% 85.85% 11 93.81% 88.46% 96.04% 92.90% 89.45% 83.08% 85.64% 97.27% 90.78% 12 87.00% 85.43% 83.25% 84.99% N/A 87.95% 88.16% 0.00% 85.43% 13 92.00% 94.09% 92.45% 92.32% N/A 88.04% 87.82% 0.00% 87.98% 14 91.17% 85.47% 88.36% 89.08% N/A 87.41% 85.44% 0.00% 84.00%
Core Subjects by Key Stage English - Speaking English - English - & Maths Maths Reading Writing Listening English GM SN Maths Science PSHE 3 89.63% 89.10% 88.46% 88.91% 93.14% 88.74% 90.43% 93.08% 87.86% 4 92.94% 87.68% 95.70% 91.30% 90.64% 84.36% 86.66% 95.76% 88.31% 5 89.94% 88.33% 88.02% 88.69% 93.99% 87.91% 87.25% 0.00% 85.91%
Secondary Subjects by Year DT - DT - Humaniti Technolo Food Tech PE Dance Music Art es PSHE gy ICT French 7 79.25% 79.29% 97.36% 83.94% 91.62% 77.83% 84.36% 90.07% 79.21% N/A N/A 8 82.31% 81.63% 99.67% 100.00% 87.54% 81.91% 97.04% 92.39% 82.89% N/A 89.56% 9 80.05% 79.59% 98.07% 100.00% 93.35% 76.52% 95.69% 80.64% 80.01% N/A 85.79% 10 75.46% N/A 99.33% N/A N/A 83.91% 97.01% 85.85% 82.15% 91.57% N/A 11 79.01% N/A 99.33% 94.81% N/A 81.74% 98.49% 90.78% 83.14% 94.64% N/A
Secondary Subjects by Key Stage DT - DT - Human Techno Food Tech PE Dance Music Art ities PSHE logy ICT French 3 80.54% 80.17% 98.37% 94.65% 90.84% 78.75% 92.36% 87.70% 80.70% N/A 87.68% 4 77.24% N/A 99.33% 94.81% 82.99% 97.75% 88.31% 82.48% 93.10% 0.00%
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Duke of Edinburgh Award Scheme
Woodfield School currently offers Duke of Edinburgh Award Scheme (DofE) for pupils aged 14-19 to complete their bronze and silver award. DofE allows pupils to set new goals in life and gives them the opportunity to be the very best they can be. DofE 2013 - 2017 Pupils start their DofE in September and have to Bronze Silver complete a number of tasks to make them eligible for a qualified expedition. Tasks include a minimum of 3 months volunteering in the 10 33 community; 6 months of physical activity; and 3 months of improving their skills (cycle maintenance, baking and cooking, and board games). Once they have completed the 3 sections (skills, volunteering and physical) pupils can progress on to the practice expedition and qualifying assessment.
The bronze practice assessment gives pupils the practical experience of what a real expedition looks like. This can be a daunting and challenging experience for some pupils as they are sleeping in a tent overnight on the school grounds. They have to practice using the maps to navigate, use the cooking equipment and to manage their time effectively. This is an important stage of the course as it provides the ‘hands on’ experience before the final assessment. For one student in particular, FA, this was the first time she had wore a pair of hiking boots and walked 15 kilometres. It was great to see how the group worked collectively in this new challenging environment.
The bronze assessment took place in May at Phasel’s Wood campsite and is a 2-day assessment. Pupils had to show an external assessor, that they can cook their own meal, set up the camp as a team, and navigate around the countryside using maps and compasses.
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Residential Education
Woodfield School currently offer pupils in Key Stages 3 and 4 the opportunity to go on weeklong residential. The main purpose of the residential is for pupils to become more independent, improve their communication and social skills, and to experience a new environment outside of London. For pupils in years 7, 8 and 9 there are 14 places. The Frontier Centre is a 120 acre rural venue, 90 minutes outside of London, which provide some excellent team building activities. Activities include: walk the plank, rock climbing, abseiling, high ropes and canoeing.
All pupils who attend the residential are expected to make their own beds, manage pocket money and assist with cleaning. There is also evidence to support the rise in attainment. All pupils reached their end of 12 year targets, making 10 outstanding progress. 8 EAL 6 For pupils in years 9, 10 Pupil Premium and 11 there are also 14 4 places for Lockerbrook 2 Outdoor Centre. 0 Year 7 Year 8 Year 9 Lockerbrook is situated in the Peak District and offers glorious views, overlooking the Ladybower Reservoir.
Activities included: weaselling, rock climbing, cave walking, abseiling on an old train track bridge and hiking. Pupils are also advised to help out with cleaning, cooking and managing their own kit to promote their independence. Similarly to the KS3 residential there is evidence to support the rise in attainment. All pupils reached their end of year targets, also making outstanding progress.
Pupils who have attended a residential have shared their experiences with peers. This created a positive learning environment providing them with something to work for throughout the year.
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