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DevelopmentPlan2016-17Evaluation

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CONTENTS

1.Introduction 32.AimsoftheSchool 4 3.CurrentPriorities 5 4.EvaluationReport 6

4.1CurriculumDevelopment 64.1.1WholeSchool 64.1.2SeniorSchool 124.1.3JuniorSchool 16

. 4.2PastoralCareDevelopment 24

4.2.1WholeSchool 244.2.2SeniorSchool 284.2.3JuniorSchool 32

4.3StaffDevelopment 37

4.4ResourceManagement 42

4.5FutureoftheSchool 44

5.SummaryandConclusion 49 6.2016-17IBDPResultsSummary 51 7.2016-17(I)GCSEResultsSummary 51 8.UniversityDestinationsSummary 52

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1.IntroductionThepurposeofourschool’sannualevaluationistoreviewtheprogressthatwe’vemadeoverthelastyearandensurethatwemakecontinualimprovementstotheeducationthatweoffertoourstudents.Theevaluationassesseshowwellhaveweachievedwhatwesetouttodoatthebeginningoflastacademicyear,andhowfarhavewemovedtowardsourlongertermobjectives.Theanswers,summarisedintheconclusionofthisreport,thenhelptodeterminewhatthefutureprioritiesshouldbefortheSchool,andsetthedirectionforoureffortsandresourcesforthecomingacademicyear.TheseprioritieswillformthebasisofthenextDevelopmentPlan,whichwillbedraftedinTerm1ofthe2017/18academicyear,andwillinformthefollowingyear’sbudget(tobefinalisedinJune2018).OurSchool’scontinuingsuccessislargelydependentonthestrengthofthelong-standinganddeeply-rootedvaluesofanNLCSeducation.Thosevaluesneedtoberepeatedlyandclearlyarticulatedsotheyareunderstoodandsharedbyourcommunity,whichisjoinedbynewmemberseveryyear.ThisreportplaysanimportantpartinarticulatingwhattheSchoolstandsforandwhatthosewhoworkhereareaimingtoachievefortheyoungpeopleweeducate.TheworldoutsideofourSchoolisconstantlychangingand,althoughNorthLondonCollegiateSchool’sfundamentalvaluesremainthesame,wemustbeflexibleenoughtoadapttonewopportunitiesforthebenefitofcurrentandfuturegenerations.

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2.AimsoftheSchoolThefundamentalaimsoftheSchoolinformandguideeverythingwedo.TheyarebasedaroundtheaimsofNLCSUKandaremadeexplicitforparentsintheprospectusandotherpromotionalmaterials.Theyareelaboratedinthestaffhandbook,andaremademorespecificthroughourobjectives,asfollows:SCHOOLAIMS:

1. Toprovideanexceptionaleducationalexperience,basedonthetraditions,ethosandpracticesofNorthLondonCollegiateSchool,UK.

2. Toprovideanambitiousacademiceducationandtoenableeachstudenttomakethemostoftheirgifts.

3. Tomaintainateamofteacherstowhomeachstudentisimportantandwhocaninspiresubjectpassionandenthusiasm.

4. Toenableallstudentstorecogniseacademicexcellenceandrealisethatitisattainable.5. Tocreateahomewhereindividualsarenurturedandthewholepersonalitycangrow.6. Tofosteracaringandrespectfulcommunitycharacterisedbyexcellentrelationships

betweenstaffandstudentsandbetweenthestudentsthemselves,ofwhateverage,cultureandbackground.

7. Toencourageallstudentstotakerisksandtrysomethingnewinanenvironmentwhichembracesallaspectsofeducationalchallenge.

8. Todevelopanoutwardlooking,internationallyminded,communityofyoungpeoplewhohaveaclearunderstandingofthevalueofcommitmentandservicetoothers.

SCHOOLOBJECTIVES:1.EACHSTUDENTACHIEVESACADEMICEXCELLENCE:Ourstudentswillgraduatewithexceptionalacademicskillsacrossabroadrangeofdisciplines.Theyhavetheopportunitytodevelopadepthofknowledgeinareasthattheyarepassionateabouttofullyrealisetheirpotential.Ourstudentswillbeaspirationalthinkerswhohaveconfidenceintheirownabilities.2.EACHSTUDENTDEVELOPSADEPTHOFSELFAWARENESSTHATREVEALSTHEIRPASSIONSANDINTERESTS:Ourstudentswillleaveuswithaclearsenseofwheretheirpassionsandinterestslie,havingexperiencedawidevarietyofactivitiesoutsideourformalcurriculum.3.EACHSTUDENTGROWSASAGLOBALCITIZEN:Ourstudentswillbepreparedforaworldwhichcelebratesdiversityandwhereinternationalmindednessandacceptanceisessential.Ourstudentswillbecompassionateandhaveacommitmenttoservingothers.4.EACHSTUDENTDEVELOPSASTRONGMORALANDETHICALCODE:Ourstudentswilldevelopastrongsetofmoralandethicalvaluesthatdeterminehowtheyactandinteractwithothers.5.EACHSTUDENTISEQUIPPEDANDPREPAREDFORFUTURESUCCESS:Ourstudentswillnotonlyenterleadinguniversitiesaroundtheworld,buttheywillbeequippedwiththeskills,attitudesandattributesneededtobesuccessfulindividuals.6.EACHSTUDENTPOSSESSESSTRONGCHARACTER:Ourstudentswillleaveusasresilientandconfidentyoungpeoplewhothinkindependently.

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3.CurrentPrioritiesTheprioritiesfortheSchoolareidentifiedusinganumberofsourcesofinformation.TheprioritiesreflectthefindingsandrecommendationsoftheNLCSInspection(2016);annualparents,teacherandstudentsurveys;theresultsofourInternationalBaccalaureate5YearReview;standardsrequiredthroughtheCISAccreditationprogramme;findingstakenfromourannualacademicandpastoralmonitoringprocedures;aswellason-goingformalandinformalstrategicconversationsbetweentheSeniorTeamandbetweentheschool’sGoverningBody.Thefollowingprioritieswereidentifiedinthe2016DevelopmentPlan:PrioritiesforCurriculumDevelopment

• OurCurriculumisambitiousandaspirationalacrossallagerangesandsubjectsPrioritiesforPastoralCareDevelopment

• OurStudentsfeelsafeandsupportedatschoolPrioritiesforStaffDevelopment

• Ourstaffareoutstandingandinspirationalprofessionals,whoworkeffectivelytosupportourschoolaims

PrioritiesforResourceManagement

• OurresourcesareoutstandingandsupporttheneedsofoureducationalprogrammePrioritiesfortheFutureoftheSchool

• Ourrelationshipwithparentsisexcellentandparentsarefullyengagedwiththeschool

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4.EvaluationReportThefollowingreportrelatestotheactionplansofthe2016/17DevelopmentPlan4.1CurriculumDevelopment4.1.1CurriculumDevelopment(WholeSchool)EnsurethatourcurriculumisthoroughlyplannedandcarefullyconstructedtoachieveoutstandingcontinuityandprogressionThisyearwehaveworkedhardtoensurethatourcurriculumisclearlyarticulatedandconstructedinawaythatimprovestheprogressionandcontinuityofourstudents’learning.Thisisthebeginningofaprocessthatwillresultinadetailedcurriculummapforallsubjectareasandallstagesoftheschool.Thisyearwehavecreated,andsupported,farstrongerlinksbetweenourJuniorSchoolandSeniorSchoolcurriculumleaders.TheJuniorSchoolnowhasanextendedteamofsubjectleaderswhoareresponsibleforallareasofthecurriculumandthishasmadeasignificantcontributiontowardscreatingmorecohesivelinksacrosstheschool.LinkshavebeenparticularlywelldevelopedinScience,Maths,PE,EAL,Dance,English,MusicandHistory.InSciencetheJuniorSchoolCurriculumwasrewrittenforthebeginningoftheacademicyear2016/17,incollaborationwiththeKeyStage3(Years7-9)ScienceCoordinator.Thishasensuredthatthereisnounnecessaryrepetitionofmaterialsortopics.KeyskillshavealsobeenmappedtoensurethatwhenourYear6studentsleavetheJuniorSchool,theyarewellequippedforthechallengesoftheKeyStage3curriculum.Thishasbeenparticularlysuccessfulwithpracticalcomponentsofthecurriculum,whichwerepreviouslyjudgedtobeanareaneedingimprovement.TheJuniorSchoolhaveplacedagreaterfocusondevelopingthepracticalskillsthatwillbeneededinYear7,andourYear6’saresubsequentlyverywellpreparedforthis.TheJuniorSchoolandKeyStage3ScienceCoordinatorsmeetregularlytodiscussaspectsofteachingandlearningthroughouttheschoolsandhavesuccessfullycollaboratedonanumberofprojects,themostobviousexamplebeingtherecentJuniorSchoolScienceweekandSTEM(Science,Technology,Engineering,andMaths)projects.AnewassessmentframeworkforScience,whichrunsfromYear1throughtoYear9,hasbeendevelopedoverthecourseofthisacademicyearandwillbefullyimplementedinAugust2017.ThiswillensurethatassessmentpriorityandfociaresharedbetweentheJuniorandSeniorSchools.TheHeadofJuniorSchoolPEhasensuredthatadiversecurriculumisinplaceintheJuniorSchoolwhichlinksseamlesslytothecurriculumusedinYears7-9.APEassessmentframeworkhasbeendevelopedthatrunsthroughoutthewholeschool,whichhasallowedJuniorSchoolPETeacherstopassdatatotheSeniorSchoolattheendofYear6,whichinturnhasassistedtheSeniorSchoolteachersinplanningappropriateactivitiesinYear7.TherehasbeenextensivecollaborationinEnglishthisyear.TheJuniorSchoolhasmadeanumberofenhancementstotheEnglishcurriculum(suchastheuseofconsistentlanguage,texttypesandwritingframes)andallhavebeenachievedinfullcollaborationwiththeHeadofEnglishandHeadofEALfromtheSeniorSchool.Inturn,theHeadofEnglishandHeadofEALintheSeniorSchoolhaveusedtheirknowledgeoftheJuniorSchoolcurriculumtoadapttheirYear7to9curriculumplans.NewJuniorSchooltextshavebeenintroducedandtherearefurtherchangesplannedforthenextacademicyearwhichwillensuretheappropriateexposuretochallengingmaterialrequiredforthemtobeabletoaccessthestandardoftextsintroducedinKeyStageThree.TheHeadofAdditionalEducationalNeedsintheJuniorSchoolhasworkedextensivelywiththeHeadofEALintheSeniorSchooltoensurechildrenwhohavereceivedadditionallanguagesupportinYear6cancontinuetomakesimilarlevelsofprogressinYear7andbeyond.Theimplementationanduseofadiagnostictest(called“WIDA”)bybothschoolshasenabledthetransferofdatatobeclearlyunderstood.

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EnsurethatanexcellentqualityofinspirationalteachingisattheheartofeverylessoninourschoolThisyearwehavecontinuedtofocusourattentionondevelopingsubjectpassionandspecialismamongstourteachers.OurAutumnConferenceisakeyopportunityforstafftodeveloptheirsubjectpassionandthisyearwehadanincreasednumberofspecialistsworkingwithusontopicsasdiverseas“thecoffeeeconomyinUganda”and“understandingtheuniversebeyondvisiblelight”.Staffreportedthattheconferencewasinspiringinhowitconnectedthemwithintellectual,academicdiscussionintheirownsubjectspecialistareas,andbeyond.TheArtdepartmentstudiedaspectsofpaintingskillsandbelievethatthismadeagreatcontributiontoimprovedteachingwhichinspiredtheexceptionaloutcomesseenintheIBexhibition.TheMathsdepartmentfocusedonstrategiccompetence,exploringstudentprocessesinthinkingmathematically.Ledby‘nrich’developers,thestaffexaminednewandfamiliartasksandexposedalternateapproachestomathematicalconstructionandexplorationthatcanbeadaptedwithinclassroomdeliveryandpractice.InPhysics,theskillsacquiredfromavisitingastrophysicist,Dr.RhodriEvans,wereputtoexcellentusebytheastronomysocietywhenthestudentswereshownhowtouseournewtelescopebythephysicsdepartment.WehavecontinuedtosupportfurthereducationproposalsforourteacherssuchasaMasters’DegreethatspecificallyfocusesonShakespeare,andwhichisledbytheShakespeareInstituteattheUniversityofBirmingham.Suchprogrammesensurethatourstaffremainconnectedtotheirsubjectsatanadvancedacademiclevel.ThispassionforShakespeareresultedinastudentprojectduringourArtsFestivalwherebytheteacherengagedaKoreanShakespearecompanytodeliveraseriesofworkshopstoourstudents,whichresultedinahighqualityinterpretationofanActof‘MerchantofVenice’byYear7and8students.Visitinglecturershaveprovidednewopportunitiesthisyearforourstafftoengagewithacademicsandspecialistsinparticularfields.TheresidencyofcelebratedauthorTanyaLandmanwasparticularsuccessfulinthatherseminarsinspiredbothstaffandstudents,leadingtomanyofMs.Landman’stechniquesfordevelopingprosebeingincorporatedintolessons.Asaresult,wehaveseenanincreaseinthequalityofextendedcreativewritinginlessonsandinschoolpublicationssuchastheIslander.Furthermore,we’veseenagreaterrangeoflecturersworkingwithteachersandstudentsthisyear;Mr.Kwon’slectureson“UnderstandingChina”,andalectureon“Women'sRights”bySoroptomistKoreawereparticularlywellattendedandhelpedtoraisetheprofileofourSejonglectureprogramme.Asaresult,teachershaveencouragedtheirstudentstofocusanddiscuss‘biggerquestions’suchas“Iscloningethical?”inphilosophyor“Whateffectsdothecostumesgivetothedancepiece,‘StilllifeatthePenguinCafe’“indancelessons.Thisyearwehaveintroducedamoreconsistentapproachtolessonobservations.Morejointlessonobservations,(wheretwoteachersobserveandcompareexperiences),havetakenplacethisyeartoensureamoreconsistentapproachtojudginglessonquality,andthequalityoffeedback.TheAcademicLeadershipTeamintheSeniorSchoolmetweeklytodiscusslessonobservationsandtoensurethatanappropriatecrosssectionofteachershadbeenobserved.Wehavealsohadanincreasedfocusontherolethatlessonobservationscanplayinimprovingteachingaspartofourtwice-yearlyacademicmonitoringprocesses.Thereports,writtenbyourHeadsofDepartment,haveshownthatallhaveusedlessonobservationstoevidenceandmeasureimprovementsinteachingandlearning.InBiology,lessonobservationsdirectlyledtotheincreasedandmoreinspirationaluseofnewmicroscopesandslides,andinDramaitledtomoreambitiousteachingofphysicaltheatre.Allnewstafftookpartinapeerobservationexercisewhereteachersweredirectedtowardsareasof

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inspirationalpracticeinothersubjects.Staffhavebeenobservedadoptingnewstrategiesasadirectresult,suchasimprovedquestioningtechniquesbyaComputerScienceteacher,whichledtomuchimprovedacademicdiscussionsinComputerSciencelessons.InGeography,peerobservationledtoYear7sdevelopingmappingskillsbeyondthetraditionalscopeofYear7Geography,byanalysingmapperspectivesandprojections,andbyencouragingstudentstocriticallyevaluatetheuseofmaps.HeadsofDepartmenthavebeenmoreconsistentintheiruseoflessonobservationstodevelopteachingintheirdepartments.Thishasbeenparticularlyeffectivewhendepartmentshaveinitiatedaninformalapproach.Forinstance,inChemistry,teachershavefoundgoingintoeachother’slessonsusefulandtheyexpressthatthisishavingapositiveimpactonteaching.Asanexample,aphotochemicalexperimentwasdemonstratedtotwoteachersandisnowbeingusedbythemasastarterinotherlessons.TherehavebeenalargenumberofinformalobservationsinYears7-9Sciencewhichhasinfluencedtheintroductiontoanumberofveryambitiousandwell-plannedBiologyinvestigations.OurScienceteachersrecogniseimprovedstudentoutcomessuchastherecentSTEM(Science,Technology,EngineeringandMaths)Fairwhereourstudents’projectsshowedgreaterdepthandbreadththanlastyear,andwhereourstudentspickedupthemajorityoftheawards.Weprovideincreasedopportunitiestoenhancetheschool’sinternationalismandcommunityserviceprovisionWehaveconsciouslycreatedmoreopportunitiesforourstudentstoexperienceinternationalismandcommunityservicethisyear.Studentsandstaffdeliveredassembliesthatfocusedoninternationalismandglobalcitizenship.WehaveheldaverywellsupportedandinspirationalFrenchevening(“SoireeFrancaise”)thatwaspresentedbystudentsandstaff.ChineseandKoreanfolkmusicperformanceshavetakenplaceinourlibraryatlunchtimes.Furthermore,anInternationalRelationssocietyhasbeenestablishedandtheyhavegivenanumberoftalksinthelibrary.InternationalthemeshavebecomemoreprominentinschemesofworksuchasBatikpaintinginArt,LatinAmericangenresinMusic,andafocusonthelivesofworkersindifferentpartsoftheworldinGeography.ThestudentshaverespondedverypositivelytotheseopportunitieswithYear9boysperformingsongsandashortplayinFrenchduringthe‘Soiree’,somefabuloussambapiecescreatedbyourYear8dancestudents,andsomeexcellentgeographyprojectworkbyourYear7studentswhencomparingtheirownlivestotheirNLCSUKcounterparts.WehaveestablishednewopportunitiesforcommunityserviceinareassuchasOlleTrailclean-ups,CommunityServiceinNinegoodVillage,HatsforGood(makinghatstobedistributedbySavetheChildren)andtheBigBrother-BigSisterprojectwhereourstudentshaveworkedwiththemulticulturalcentreinJejuCityonprogramsthatrelatetosupportinglanguagedifficultiesinchildrenandadults.Furthermore,threeYear8studentshavebeenworkingwiththeelderlyandhavecollectedbooksforthelocalcommunityofGueok-Ri.Inadditiontotheseactivities,ourstudentshavecontinuedtoworkwithlocalorphanagesandtranslateforNGOs.Acommunityserviceworkinggrouphasbeenformedandthesehavemetonanumberofoccasionstopromotelocal,nationalandinternationallinks.Asaresult,ourcurrentlinkshavebeenmappedandourintentionforthecomingyearistoexploreanumberofnewlinksthatarebeingassessed.OurlibraryprovisionisoutstandingandsitsattheacademicheartoftheschoolOurlibraryprovisionhasimprovedsignificantlythisyearduetotheincreasedcollaborationbetweentheHeadLibrarianandtheacademicdepartments.Therehasbeenanincreaseinthenumberof

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sessionsledjointlybytheLibrarianandsubjectteachers,suchasthoserunbytheHeadsofBiologyandTheoryofKnowledge(ToK)focusingonreadingspecificresourcesinpreparationforToKessays.TheHeadLibrarianhasalsoledspecificseminarsforYear7and8studentstohelppreparethemfortheirindependentprojects.Thenumberofsubject-specificbooksinourLibrarycollectionhaveincreasedthroughstrongerworkingrelationshipsbetweentheLibraryandHeadsofDepartments–thishasbeenparticularlysuccessfulinBiology,Music,HistoryandTheoryofKnowledge.AnimprovedorderingsystemwhichhasmeantthatstudentsarefarbettersupportedinwritingtheirIndependentprojects,internalassessmentsandExtendedEssays.Thescopeanddepthofindependentprojectsimprovedthisyearandfarmorebookswerereferenced.Studentfeedback,throughallstudentsurveys,isverypositiveinrelationtothesupportthatthelibraryprovidestothemandtotheirstudies.LinkswiththeNLCSUKLibraryhavebeenestablishedandalistofintendedprojectshasbeencreated.TheseincludebetterlinksduringWorldBookDay,BookWeekandArtsWeekandalargeprojectinvolvingtheUKarchivestoproduceaninteractiveandcross-curriculartimelinetobedisplayedontheLibrarywall.FurtherliaisonhastakenplacewiththeHeadLibrarianaboutusingNLCSUKarchives.NLCSJejuhaveexploredtheNLCSUKarchivescollectionbookletandnowhaveaccesstotheirarchivesdatabase–thispresentsuswithanopportunitytobringsomeimportantaspectsofourschool’sheritageintoourcommunity.Inthecomingyear,ourHeadLibrarianwillworkcloselywithNLCSUKtocompareholdings,andtoidentifyanygapsinourresources.OurcurriculumprovidesoutstandingsupportforallstudentsinthedevelopmentoftheiracademicEnglishskillsAcomprehensivestrategywasformulatedinAugust2017thatsoughtto:

● CreatecapacityforEALteacherstoworkwithKeyStage4and5students● ExtendEALprovisioninKeyStage3● TimetableEALstafftoworkwithspecificdepartments● AlignAdditionalEducationalNeedsstaffwitheachyeargroupintheJuniorSchool● ImplementtheNASSEAEALframeworkintheJuniorSchool● Ensurethataclearlydefinedandeffectivereferralsystemisinplace● EstablishascreeningprogrammeintheJuniorSchoolfordiagnosingspLDandutilisethe

school’ssystemofstandardisedtestingtoprofileapupil’sspecificneeds.● Ensureallstaffhaveaccesstoappropriatetraining● Identifykeylanguageoutcomesforallcurriculumareasandensurethattheseareincluded

inmedium-termandweeklyplanning.● Encouragethedevelopmentofthechildren’sfirstlanguage(s)inordertofacilitateconcept

developmentintandemwiththeiracquisitionofEnglish.● Mapgenretexttypesacrossthecurriculum,andacrossallyeargroups● EnsurethatallstudentsinYears7-11receivedaminimumofonereadinghomeworkper

weekaspartoftheirhomeworktimetable● DevelopunitplannerstosupporttheembeddingofEAL

AnewEALassessmenttool(WIDA)hasbeenintroducedandusedthroughouttheJuniorSchool.Wehaveprogressedthroughoneassessmentcycleandtheinformationgainedfromhasbeeninvaluable,enablingtheAENdepartmenttofurtherstreamlineitssupportforthosechildrenneedinghelpoutsidetheclassroom,focusingonthefourlanguageproficiencyareasofspeaking,listening,readingandwriting.AsaresulttheAENdepartmenthavealreadytargetedcertainchildrentoworkwithinthenewacademicyear.

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AtrialusewithYear9studentsintheSeniorSchoolhasbeensuccessfulandthisprogrammewillberolledoutthroughoutthewholeschoolinAugust2017.TheJuniorSchoolhascreateda“genremapping”toensurethatourstudentsareappropriatelyexposedtothekeyareasofacademicwriting.ThishasbeenextendedintotheSeniorSchool,ledbytheHeadofEALworkingwithHeadsofDepartment,andhasdemonstratedthatthisisanareainneedoffurtherdevelopment.InYear9,theEnglishDepartmenthavesupportedguidedreadingandhaveworkedwithkeystage5studentsinneedofsupportintheirstudyperiods.Thishastargetedidentifiedindividualstudentswithinyeargroupsindevelopingtoolstoidentifymeaningandextractkeyinformationfromacademictext.EALstaffintheSeniorSchoolhavestartedworkingcloselywithdepartmentsinScience,maths,History,GeographyandDrama,todevelopresourcesthatsupportlanguagedevelopmentthathavebeenaddedtoschemesofwork,increasingtherangeofinclassactivitiestodevelopacademicEnglish.Forexample,inDrama,lessonswereobservedbyEALstaffandthendepartmenttimewasusedtoexaminewaysinwhichthedeliveryofacademicEnglishcouldbeimproved,supportedbytheEALmember.Subsequentlessonobservationssawthenewapproachesbeingimplemented.Inaddition,wehostedaFOBISIAJAW(JobAlikeWorkshop)thatfocussedonEALsupportandwasattendedbycolleaguesfromacrosstheregion.GuestlecturerDianaHicksledsessionsonvariousaspectsofassessing,recognising,andteachingvariousformsofacademiclanguage.OurEALstaffwereenthusedbythisprogrammeandbelievethatouron-goingstrategyforEALsupportwillbegreatlyenhancedbythisevent.TheSeniorSchooltimetablehasbeenredesignedthisyeartoallowfortheexpansionofEALprovisionacrossYears7-9,andtosupportparticularstudentsinYears10-13.ThissupportalsoallowsEALstafftoworkacrossdepartments,inspecificsubjectsandlessons,tobetterdevelopteachingskillsandtheintegrationofacademicEnglishintosubjects.ThisnewtimetablewillbeinplaceinAugust2017.ThisyearhasseentwosessionsoftheTESMC(TeachingESLstudentsinmainstreamclassrooms)coursedelivered,withanincreaseof54%instaffattendancefrom2015/16,including4LearningsfromtheJuniorSchool.Thepositiveimpactofthisprogrammeisillustratedacrosstheschool,forexampleinChemistry,whereYear10studentshaveshowedsignificantlyimprovedwritingskillsaftertheirteacherappliedlanguagestrategiestakendirectlyfromtheTESMCcourse,applyingstrategytointegratelanguageofScienceintotheKeyStageThreeproject-writingaSciencereportinthepassivevoice;incorporatinglanguageintotheirSOWs-theuseofadjectivesfordescribinglandfeatures;andintheJuniorschoolincorporatingtheTeachingandLearningcycle-frommodelling,collaborationtoindependentwriting.ThedesignofthisstrategywastoreinstateourcommitmentinpromotingEnglishasourprimarylanguageofconversationtostaffandstudents,andpromotewithinstudentstheneedtoreadbothacademicallyandforpleasure.AnumberofsectionandfullschoolassembliesweredeliveredbyAssistantHeadsandtheBigSixtoreinforcethemessageamongthestudentbody.Overthisacademicyearstudentshavespentmoretimereading.TwobookclubshavebeeninitiatedasCCAactivitiesandKeyStageThreehasbeenallottedtwo‘readingforpleasure’homeworktimesperweek.OnehomeworkperweekinEnglishKeyStageThreeandKeyStageFourisdevotedtoreadingforpleasure.TheHeadofEnglishhasfacilitatedastrongliaisonbetweentheSeniorandJuniorSchoolexaminingtextsusedwithinclass,andworkedwiththeCAScoordinatorinordertopromotereadingthroughthementoringofyoungerreaderswithintheSeniorSchool.The

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commitmenttoreadinghasbeenpromotedwithinEnglishlessonsatKeyStageThreeandIB;KeyStageThreereadinglessonsarenowintegraltothecurriculumwiththelibrarybookedonaregularbasis.BetterlinkswithBoardingHouseshavebeenestablishedthroughtheHeadLibrariantoencouragereadingforpleasure.OneexampleofthishasbeentheprovisionofdailynewspapersintheHouses.Furthermore,therehasbeenanimproveduseofthelibraryforreadingduringtutorialtimes.TutorshavebookedandusedtheLibrarysuchthatthereisalwaysatleastonetutorgroupevidenteachday.Withincurriculuminformationdaysthepromotionofreadingwasreinforcedanddeliveredasabespokesection,andreinforcedthroughareadingsectioninthecurriculumbooklet.KeyStageThreevacationworkcontinuestofollowtheschoolpolicyforreading.ThisyearhasseenagreateruseofthelibrarybySocietiesatlunchtime,includingthenewlydeveloped,andhighlysuccessful,SejongLectureseries(wherestudentsleadandattendlectures).ThelibraryisafocusforvisitinglecturersandeachActionWeekhasalecturethattakesplaceinthelibrary.Also,weareestablishingarotaoflunchtimediscussionsinthelibraryheadedbytheSocieties,whichprovidesincreasedopportunitiesforstudentstoengageinchallengingacademicdiscussionsinEnglish.Theseinitiativeshaveincreasedtheopportunityforstudentstobecomeinvolvedinacademicdebateoutsideoftheclassroom.

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4.1.2CurriculumDevelopment(SeniorSchool)Weensurethateverystudentachieves‘academicexcellence’OurYear7-9curriculumhasdevelopedsignificantlythisyear,buildingonlastyear’sreviewfindings,andspecificallyaimedatimprovingstudents’extendedwritingskills,researchskillsanddevelopingcriticalthinking.ExtendedwritingskillshavebeendevelopedacrossthecurriculumandagoodexampleisinHistory,wherethedepartmenthasdevelopedscaffoldingtechniquestosupportthewritingoflongertexts.InEnglish,languagedisplayshavebeencreatedthatshowcaseexemplarywritingandinMusic,agreateremphasisonlongertextshasbeenimplementedsothateachstudentinYears7-9nowsubmitsanextendedanalysisofapieceofMusiceachhalfterm.Students’researchskillshavebeendevelopedthisyearintheYear7-9IndependentProjects.Weheldsessionsinthelibrarythatfocusedonbestpracticeregardingselectingandreferencingresourcesandthesehaveresultedinimprovementsinthescopeoftheprojectsandthewayinwhichbooksandarticleswerereferenced.Thiswasseeninprojectssuchasaninvestigationinto‘Explorers’wheretheimpactofRanulphFiennes’achievementswasmeticulouslyresearchedandcarefullyreferencedbyaYear8boy.Theseactionsalsoledtoafargreaternumberofstudents(97%)completingtheirprojectsontimeandanincreaseinthenumberofdistinctiongrades(20%,upfrom14%).AnothergoodexampleofthiscanbeseeninYear7-9Sciencewhereaninquiry-ledapproachhasbeenadoptedthathasallowedstudentstoresearchprojectssuchas“theeffectivenessofdifferenttypesoforganicsunscreen”asindividualsorsmallgroups.ThisapproachhasimprovedthequalityandrangeofScienceprojectsinYears7-9thisyear.Criticalthinkinghasbeendevelopedinclassrooms.InGeographywehaveseenstudentsexploring“whatarethelimitationsofthismapprojection?”andinComputerSciencewehaveseenstudentsdiscussingthebenefitsandlimitationsofnewtechnology,includingnewBBCMicroBitmodules.Beyondthediscussions,thesenewresourceshaveallowedthestudentstoimprovetheircreativeprogrammingskillsandhaveencouragedagreatdealofexcellentworkbeyondoftheclassroomsuchascreatingnewwaystosequenceLEDlights,andprogrammingaccelerometerstorecordmovements.Ouracademicsocietieshavebeenreviewedandre-invigoratedthisyearresultinginasignificantimprovementintheiracademicfocus.Therehasbeenanincreaseinthenumberofacademicstudent-ledassembliesandmorepurposefulActionWeeks,suchastheCosmos(PhysicsandAstronomy)Societyactionweekwherevariouslecturesandexperimentstookplacesuchatalkon‘thediscoveryofaliensandmysteriesoftheuniverse’andanexperimentthatexplainedthepropertiesofmagneticslime.ThePhilosophysocietywiththeGenderstudiesSocietyalsoenhancedtheiractionweekthisyearwithalecturebyDr.LisaSteadonthe‘Flexiblenatureofgenderidentity’andadiscussionof‘HedonismledbytwoofourYear12students.Therehasbeeninincreaseinthenumberofexternalspeakersspeakinginour‘Sejong’lectureseriesthisyearincludingatalkbyDrChangYeolLeefromHarvardabout‘ScientificPhilanthropy’,alectureon‘Theethicsofcloning’byDoctorHarryLeefromOxfordandPrincetonandaSkypeconferencebyoneoftheUK’sleadingcancerresearcherstotheMedicalsociety.Wehavealsointroduced‘lunchtimediscussions’inthelibrarywherebystudentsandstaffleadtalksanddebatesinEnglishfocusingonaparticularquestionsuchasthePhilosophySocietydiscussing‘WhatisSpeciesism?’andthe‘InfluenceofZahaHadid’bytheArchitecturesociety.Ouracademicmonitoringprocedureshavefocussedonhighchallengeacrossallagesandsubjects.Externalexaminationoutcomesmeetingshavefocusedontheparticularareasofchallengeineach

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subjectarea.Theseareasofchallengehavebeenidentifiedanddiscussed,suchasextendedwriting,researchskills,presentationskills,alackofspecificpaintingskillsinart,alackofclassicalknowledgeinmusic.Theseareashavebeenminutedandreferredtoinlinemanagementmeetingstoensurethatthesearekeptinfocus.Furthermore,HeadsofDepartmentandmembersofSeniorSchoolLeadershipTeamfocusedon‘Appropriatechallenge’inarecentAcademicLearningCommunitymeetingandexamplesofappropriatechallengewerediscussedandsharedsuchaspresentationsledbytheHeadsofMathematicsandMusicleddiscussionsfocusingonchallengeintheirAcademicLearningCommunitysuchasextendingYear7-9MathslessonswithanumberofarticlesthathighlightedthehistoryofMathematicalconceptsandchallengingourMusicstudentstobeambitiousaboutthewaytheythinkaboutmusicalconceptssuchasminimalism;‘howhasminimalismimpactedonotherdisciplines?’and‘whatconditionsarenecessarytostartamovementsuchasminimalism?’ThisledtoanumberofnewandchallengingactivitiestakingplaceinlessonssuchasaYear9HistoryProjectonGenocideruninconjunctionwiththeLibrarywherebyallstudentsfocusedonimprovingtheirabilitytoresearch,focusingontwogenocidesandusingtheinternetandawiderangeofbookswithinthelibrary.Atleasttwoadditionalresearchlessonsperclasswereprovidedandstudentsvisitedthelibraryatlunchtimeandafterschooltocompletetheirresearch.Thequalityofworkproducedbythestudentshasbeenexcellentandasignificantimprovementonlastyearsoutcomesincludingsomeverycreativeshortvideosaspartoftheirinvestigations.Othernotableexamplesofchallengingandinspirationalteachingwereseenacrosstheschool.Inphilosophyclasses,studentswereobservedtobeengagedinlivelydebate,inFrenchlessonsthestudentsweresustainingtheiruseofthetargetlanguagethroughoutadoublelesson.InChemistry,thestudentswerechallengedbytheuseofinquiryandexperimentation,andinhistorythestudentswereconfrontedwithcontroversialsubjectmattersuchasthecontentiousislandofDokdo,toengagestudentsinKoreanHistory.Furthermore,wehavealsoobserveddemandingTheoryofKnowledge-inspiredteachinginPhysicsandchallengingchoicesofliterarytextinEnglishsuchasTreasureIslandinYear7,coupledwithengaginglessonsincludingdiscussions,analysisofpoetryandliteratureandstudent-ledlessonswherelanguagewasdeconstructedandano-ceilingshighexpectationapproachwasadopted.ThroughouracademicmonitoringprocesseswehaveseenahistorydebateontheTreatyofVersaillesthatwasobservedasbeingparticularlystimulating.Additionally,inMathematicslessons,observationshaveshownan“explorativeapproachtolearning”seeninmanylessonswithgoodresultingstudentengagementandopportunitiesforstudentstocontribute.Inoneparticularlesson,astudentplayedtheroleofthe'expert'thatotherstudentsapproachedwithquestions.Inmusiclessons,challengingnewstimulusmaterialhasbeenintroducedsuchassymphonicscoresand20thcenturyconcertosintoYears7,8and9.Theimpactofthishasbeengreaterengagementfromstudentsandabetteruseofmoreadvancedterminologyinthedialoguebetweenstudentsandteachers.Afocusoftheartdepartmentthisyeahasbeenthedriveforawiderknowledgeofartpractices,suchaswatercolourandoilpaintingandcriticalandcontextualknowledge.Evidenceoftheseinitiativesinlessonsincludetheintroductionofwatercolourskillswhichhavenowbeentaughtbymostmembersofthedepartment;asharingofoilpaintingexpertisewhichhasallowedallteacherswithinthedepartmenttoexperienceandbeinspiredbypainting,whichisparticularlyevidentintheworkofYear10and11classes.Thisyearwehavesoughttounderstandandaddressthedisparitybetweenboys’andgirls’performance.Externalexaminationoutcomemeetingsandassessmentreportsnowincludeananalysisofboys’andgirls’performancewhichhashelpedtokeepthisfocussedwithindepartments.Wehavedeliveredaprofessionaldevelopmentsessionon‘engagingboys’fortheirteacherswhichfocusedonbestpracticeatNLCSJejuandreferredtootherresearchthatstronglysuggestedthatteachinginspirational,challenging,well-structuredlessonsandgivingclearfeedback,werekeyin

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ensuringoutstandingacademicoutcomesforboys.Bestpedagogicalpracticeisregularlydiscussedindepartmentmeetingssuchasseatingplans,scaffoldingofprogressandsupportwithacademicEnglishhasalsobeenregularlydiscussedindepartmentmeetings.Theseactionsresultedinlessonobservationsthatshowedanimprovedclassroomexperienceforourboys.Morespecifically,wesawsignificantimprovementsintheperformanceofunderachievingboyswhoweretakingEnglishasaSecondLanguagewhoeventuallyimprovedtotheextentthattheytookEnglishasafirstlanguageIGCSE.Wehavealsoinstigatedameetingbetweentheboys’housemastersfocusingonhowbesttomotivateboyswhichresultedinmoretargetedsupportforunderachievingboyssuchasbetteruseofGapassistantsandacademictutorsduringeveningpreptimesothatcertainboysweremorecloselymonitoredandsupported.ThisresultedinseveralinstancesofimprovedhomeworkfromtargetedYear11boysandthesepracticeshavebeenembeddedinhouseswheretheydidnotpreviouslyexist.OuranalysisofYear7-9datainJanuaryindicatedthatboyswerestillunderperforminginrelationtoourgirls.Partlyduetothis,wecreatedafocusgroupof18studentsinYear9,mainlyboys,whohadsupportwithreadingandwereprovidedwithextrasessionswiththeUniversityGuidanceCounsellorswiththeaimofincreasingacademicaspiration.Thefeedbackfromthisinitiativehasbeenpositivewiththestudentsandstaffcommentingthattheuniversityguidancesessionshadasignificanteffectonconfidence,asdidthestructuredsupportforEnglish.StaffalsocommentedontheimprovedspokenEnglishofseveralofthoseinvolvedinthisprogramme.InanalysingtheacademicengagementofgirlsandboyswehaverealisedthattherearemoregirlsinvolvedinleadingandattendingtheAcademicSocietiesthanboys.ThisismorepronouncedinYears7-9,withveryfewyoungerboysattendingthelunchtimediscussiongroups.Allteachingstaffweremadeawareoftheschool’sfocusonwrittenfeedbacktostudentsthroughtheworkbetweentheAcademicLeadershipTeamandtheHeadsofDepartments,andthensubsequentlywithindepartments.There-draftedAssessmentandFeedbackpolicyhasbeensharedanddiscussedataHeadsofDepartmentmeetings.SomenotableexamplesofhighqualitymarkingandfeedbackhavebeenseeninArt,wheretheyaretriallinganewsystemwhereteachersgivetargetsmidwaythroughapieceandthencommentonhowfarthestudenthasmetthistargetattheendtohelpstudentsimproveworkastheygoratherthanreflectonmistakesattheend.Thishasbeenverysuccessfulandhasledtoanimprovementinthequalityofthedrawingsandgreatermotivation,particularlyfromboys,inYears7,8and9.InChemistry,improvementshavebeenseenandteachersareregularlysharinggoodpracticeamongstthemselvesindepartmentmeetingswhichhasresultedinimproveddialogueinresponsetoquestionsposedbyteachersandmorerefinementsmadetowrittenwork.InEconomics,thedepartmenthasreviewedhowworkismarkedwiththestudentsandstudentvoicereportedthattheyfeltthelevelofdetailprovidedinthefeedbackontheirwrittenworkwasveryusefulinidentifyinghowtomakeprogressintheirwork.EALhavegivenstudentsmoreopportunitiestoreflectontheirwork,postwritingassessmentsinthesixthform,whichhasbeenshowntoleadtoimprovementsinre-draftedessays.InKeyStageThreeScience,theyhavebeentriallingaskillschecklistmodelledontheliteracychecklisttohelpstudentsunderstandareasofstrengthandweakness.AstudentvoiceexerciseinMathematicsindicatedthatstudentsfoundthefeedbacktheyreceiveontheirworkhelpedthemtoimprove(Yr8-77%andyr1071%).One-to-oneverbalfeedbackwasdiscussedattheAcademicLearningCommunitymeetingsandHeadsofDepartmentdiscusseditsmeritsandthisresultedinmorelessonsthatenabledfurtheropportunitiesforone-to-onefeedbacksuchaslessonsthathavebeenre-structuredtoallowtheteacherorGapassistanttospeaktotheclassindividually.HeadsofDepartmentalsoreportedthatthisresultedinimprovedoutcomessuchasimprovedgrammarinextendedwrittenworkinhistoryandimprovedcomprehensionworkinMandarin.

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Inaddition,collaborativeworkscrutinyofallthreescienceshasbeenconductedbetweentheAcademicLearningTeamandtheHeadsofDepartmenttocomparestandardsofmarkingandfeedbackacrossthefacultyandsharegoodpractice.Regularityanddepthofformativemarkinginchemistrywasshowntobeparticularlystrong:areasofstrengthincludedmorefrequenttargetrelatedcommentsandmoreregularmarkingoverall.Facilitatingadditionalmeetingtimesfortheheadsofsciencedepartmentshasallowedgoodpracticetobesharedandareasforimprovementdiscussedacrossthedepartments.Althoughthiscollaborativeworkscrutinytookplacerelativelylateintheyear,chemistryhaveimprovedmarkingforliteracyandbiologyhavebecomemoreconsistentintheirstandardsofformativefeedback.Earlyindicationsshowthatstudentsarerespondingpositivelytothesedevelopments,withmoredepthprovidedbystudentsinresponsetoquestionsposedbyteachersandmorerefinementsmadetowrittenwork.TheproceduresforanalysingexternalexaminationresultswererefinedthisyeartoprovideHeadsofDepartmentwithagreateropportunityforself-reflectionandevaluation.Thestandardformatofouranalysistemplatewasamendedtomoveawayfromamoredirectedapproach,whilststillensuringthatHeadsofDepartmentfocusedontwospecificpriorityareas:strategiestoaddressdifferencesinperformancebetweenboysandgirls;andstrategiestoensurethateverystudentachievesexceptionalacademicoutcomes.Thesestrategiesincluded;agreaterfocusonnovelsinEnglishLiteratureIBtoprovideabetterbalancebetweenpoetry,shorterpiecesandextendedprose,ingeographyIB,strategieshavebeenintroducedtosupportstudentsinmakingbetteressaychoicessuchaswhichelementstoconsiderwhenchoosinganessayquestion.InHistoryIGCSE,pre-readingmaterialshavebeenintroducedforuseinclassdiscussionsanddebatestobetterdevelophistoricalandargumentativelanguage,andinmathstheYear11curriculumhasbeenre-structuredinordertobetterprepareourstudentsforIBtopics,suchasfunctions.

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4.1.3CurriculumDevelopment(JuniorSchool)ToimprovethefocusofsubjectspecialismanditsdevelopmentintheJuniorSchoolThisyeartheJuniorSchoolcreateddevelopmentplansforeachsubject.Theseplanswerefullyalignedwiththeschooldevelopmentplanwithappropriatetargetsbeingsetforeacharea.Forexample,whenconsideringthepriority“toimprovethefocusofsubjectspecialismintheJuniorSchool”,theMathscoordinatorfocussedanareaofthedevelopmentplanonthedevelopmentofspecialisedMathematicallanguage.ThisresultedintheMathematicallanguageinvolvedinteachers’questioning,andinstudent/teacherdiscussions,beingspecificallyaddressedinplanningdocuments.InScience,thecoordinatorplannedaseriesofeventsthroughouttheyeartofocusonparticularaspectsofScienceincludingarangeofcompetitionsandhomeworktasks.TheseculminatedinaScienceWeekwhichsawtheentirejuniorschoolcomeofftimetableforaweektoworkonScienceprojectswithintheirHousesinaparticularyeargroup.Attheendoftheweek,theyeargroupprojectscametogetherinaHousecompetitionwiththeSciencecupbeingawarded.InPE,followingaskillsaudit,theHeadofDepartmenthasdeliveredanumberofprofessionaldevelopmentinitiativesformembersherdepartment,but,alsofornonspecialistscurrentlyteachinginthisareatoensureteachingisexceptionalandsubjectspecificandthatteachersfeelconfidentindeliveringlessonsintheseareas.ThesehaveincludedspecifictrainingingymnasticsandTGFUconcepts.ThesedevelopmentplanswerecontinuallyreviewedandevaluatedinregularmeetingsbetweentheAssistantHeadTeachingandLearningandsubjectcoordinators,ensuringthatourprioritiesremainedattheforefrontofourthinking.CurriculumleadersinEnglish,Maths,ScienceandKoreanLanguagehavebeenheldmoreaccountablefortheirrespectivesubjectareasacrosstheJuniorSchoolthanhasbeenthecaseinpreviousyears.Forexample,theEnglishandMathscoordinatorshaveeachproducedanalysesofpupilattainmentandprogress-somethingthathasnotbeenproducedbeforethisyear.Asaresult,keyareasfordevelopmenthavebeenidentified.ForexampletheEnglishcoordinatorhasbeendirectlytaskedwithimprovingchildren’sattainmentinreading;hehasdeliveredstafftrainingandimplementedanewinitiative(called’REDTEDSED’),helpingtomakereadingmore‘highprofile’acrosstheJuniorSchool.ThecoordinatorhasworkedwiththeLibrarianandArttechniciantodesignartworkfortheJuniorSchoollibrarywhichdepictsparticularscenesfromclassicandpopularliteraturetakenfromoursuggestedreadinglists.Theaimistoimmersetheschoolinliteratureinasmanywaysaspossibletoincreasealoveandpassionforreading.Thisartworkwillbedisplayedinthenewyearandwewillmonitoritsimpact.Forexample,willanumberofchildrenaskthelibrarianabouttheartworkandasktoreadthebookitisfrom.InArt,thespecialistArtteacherhassharedherplanningwithallJuniorSchoolTeachers,andworkedcloselywiththemtodeveloptheirownArtskills-becominga‘champion’forhersubject.ShehascreatedproceduressothattheArttechniciancansupportclassteachersinorderthatArtlessonsincludespecialisedinput.Students’work,includingoneandtwopointperspectiveinYear6(displayedasthebackdropforthe‘RomeoandJuliet’performance),reflectedthehighlevelofachievementevidentinartlessons.AfocusonsubjectspecialisminSciencehasbeenimprovedbythecurriculumleaderwhohasprovidedtraininginuseoftheScienceLaboratories.Thelaboratoriesarenowtimetabledforallclasses.Mediumtermplanninghasbeenprovidedforallteachers,vastlyincreasingthespecialist

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subjectcontentinKeyStageOnewherepreviouslySciencehadbeenlinkedtoanoverarching‘topic’(suchas‘UndertheSea’).OurhighlyimpressiveScienceWeekprovidesanexcellentexampleofhowourcurriculumleaderhasraisedtheprofileoftheirsubjectacrosstheJuniorSchool.AclearreportinglinediagramhasbeencreatedandsharedwithallJuniorSchoolstaffsothatallteachersareawareofwhereresponsibilitieslie.TheAssistantHeadTeachingandLearningmeetswithcorecurriculumleadersonceaweekandcurriculumleadershalftermlyforformalmeetings.Thishasledtoaclearunderstandingofcurriculumleadersthattheyareresponsiblefortheachievementandattainmentofallchildrenwithintheirarea.Theymustprovideevidenceoftheseareasthroughoutthejuniorschoolandupdatesontheirindividualactionplansandtheirprogressagainstwholeschoolpriorities.Thefocusofallmeetingsarehowthecurriculumandinitiativesintheirareaisfocusedonsubjectspecialismandanimprovedfocusonthisthroughouttheschool.Forexample,thesciencecoordinatorhasbeenfocusedonseparatingsciencefromthehumanitiessubjectsparticularintheloweryeargroupswheretopichasbeentaught.KS1planningshowsevidenceinparticularclassroomsofafocusontheteachingofscienceknowledgeandskillsasaseparateentitytohumanitieswithintheirtopics.Staffmeetingsareplannedthroughouttheyeartobeledbycurriculumleaderswhodeliverprofessionaldevelopmentwithintheirsubject.Forexample,theHumanitiescoordinatorsharedresourcesandapproachesforteachingHistoryandGeographyeffectively,promotingsubjectspecialism.TheEnglishcoordinatorhasdeliveredsessionsonhowtoteachreadingdiscretely.TheMathscoordinatorledsessionsonthemasteryapproach.Thesecoordinatorshavetakenresponsibilityforthequalityofteachingandlearningintheirrespectiveareas.Thishasledtoincreasedmonitoringintheseareasandthusincreasedaccountabilityfortheteachingstaffandaclearerunderstandingoftheexperienceofchildrenineachindividualroomandhasledtoagreaterpercentageoflessonsobserveddisplayingelementsofexceptionalteachingparticularlywithregardstoteachingsubjectspecificknowledgeandskills.ThishasbeenparticularlyevidentinSciencewhereanincreasedamountofpracticalworktoincreasethedepthofunderstandingofsubjectknowledgehasbeenmadepossiblebyextensivePD,notablyincreasingnon-specialistsconfidence.ToensurethatourstudentsachievementisoutstandingAtthebeginningoftheacademicyear,clearguidelinesandexpectationsweredeliveredtoallmembersofstaffinordertodefineoutstandingachievement.Aclearprocessformonitoringofstudentachievementincludingbookmonitoring,pupilvoice,lessonobservationsinallsubjectsandanalysisofdatabothformativeandsummativewasintroduced.SubjectCoordinatorswererequiredtoproduceactionplansindicatinghowthisprioritywouldbemetwithintheirsubjectareasandprogressagainstthesesubjectspecificactionplansweremonitoredatweeklysubjectcoordinatormeetingswiththeAssistantHeadTeachingandLearning.Assessmenttargetshavebeensetwhichclearlyarticulatethatourexpectationsforthechildren’sattainmentinstandardisedMathsandEnglishshouldbeabovetheUKnationalaveragestandardagescoreof100.TheNLCSJejuJuniorSchoolaveragescoresarecurrently116inmathsand110inEnglishandwehavesetanaspirationaltargetforourpupilsof125inMathsand120inEnglish.Throughouttheyear,betweenepisodesofsummative(standardised)testing,theachievementofstudentsisconstantlymonitoredatacoordinatorandJuniorSchoolLeadershipTeamlevelbyendofunitoutcomesforeachshortunit.Examplesofworkwhichevidencehighachievementareproducedforallstaffandthisisrepeated,followingthemonitoringperiod,togiveexamplesofworkproducedbystudentsofthatparticularcohort.MathsandEnglishactionplansdirectlytargetimprovingstudentachievement.InMaths,assessment

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datafromthe2015/16academicyearshowedthatourpupilshadalowerattainmentinproblemsolvingthaninnumberandinconceptualunderstanding.TheMathscoordinator,withtheAssistantHeadTeachingandLearning,reviewedthecurriculumwithagreaterfocusonreasoningandproblemsolvingusinga‘masteryapproach’.Aninvestmentinmanipulationresourcesprovided“grabbags”ineachclassroomtoencouragechildrentoproblemsolveandunderstandthemathematicsratherthanjustknowingtheanswer.Afocusonremovingrepetitionof“simple”questionsatthebeginningoflessons,whichpreventsmovingtowardthemorechallengingproblemsolvingactivities,previouslyseenattheendoflessonswasrequiredtoensureeachlessonhadafocusonthisarea.AnalysisofthemostrecentsummativeassessmentdatashowsanincreaseinaverageattainmentacrosstheJuniorSchoolIntheacademicyear2015/16,theaverageStandardAgeScoreinProgressTestsinEnglishinKeyStageTwowas106.5,in2016/17thishasrisento111.InProgressTestsinMaths2015/16theSASwas114andin2016/17was119.7.TheMathsassessmentseparatesquestionsinto4mainareas,fluencyinfactsandprocedures,mathematicalreasoning,conceptualunderstandingandproblemsolving.Problemsolving,anareaidentifiedasapriority,hasseenthehighestpercentageincreaseacrosstheschool.Forexample,Year4childrenlastyearreceivedthefollowingresults:InEnglish,assessmentdatafrom2015/2016highlightedaneedtoimprovestudentachievementinreadingandthusincreaseoverallachievement.TheEnglishactionplantargetsresultedinanumberofstrategies,includingtheintroductionof‘REDTEDSED’,areadingprogrammethatencourageschildrentoreadeveryday.‘BugClub’hasreplacedthepreviouslearningplatformof‘ReadingEggs’asitismorecloselyalignedtothereadingschemecurrentlyinuseintheJuniorSchoolandincludesreadingcomprehensionaspartoftheactivities.DataprovidedbythewebsiteshowseverystudentfromYear1toYear6completesatleastonebookaweek.Thisisinadditiontothephysicalcopiesofbooksdistributedasperourcurriculum.Over85%ofchildrenhavecompletedalloftheoptionaltextsmadeavailabletothemthroughtheonlinelearningplatform.Consequently,readingcomprehensionresultsshowasignificantincreaseoverthecourseoftheyear.Forexample,in2015/16,55%ofchildrenansweredquestionsrelatedtoreadingcomprehensioncorrectly.68%ofthesamechildrenansweredcorrectlythisacademicyear.However,continuedattentiontothisareaisneededinorderforpupilstoachieveatthehighestlevelandthusincreaseachievementacrossthesubject.Monitoringproceduresaresharedwithallteachers.Thereisalwaysafocusonhighexpectationsinallmonitoringeventswhichincludessubjectspecificlessonobservations,focusedobservationsonparticularareasacrosstherangeofsubjects,bookmonitoringacrosssubjectsandsubjectspecific,monitoringofteacherjudgementsinformativeassessmentsandmonitoringofendofunitoutcomesproducedbystudents.Theseexpectationshavebeendiscussedexplicitlyinstaffmeetingswithallstaff.Adocument,‘workbookexpectations’wasproducedandsharedfollowinga‘booklook’,givingexamplesofbestpracticeandreinforcingacultureofthehighestexpectationsbeingset.Thishighlightedexamplesfromeveryyeargroupwherestudentachievementwasoutstanding.InYear6forexample,studentworkbookshighlightedarangeofchallengingactivitiesusinghighleveltextsandmaterialswithclearfeedbackfocusingonimprovement.Thebestexamplesshowedclearprogressionthroughtheyeartakingintoaccountfeedbackgiven.Feedbackfocussedonthehighestleveloflanguageandgrammaruse,constantreinforcementofincorrectspellingsandteacherexamplesofhowthepieceofworkcouldbeimproved.Thehighestlevelofpresentationisexpectedandenforced.Selfandpeerassessmentexamplesshowedfeedbackfromstudentsindicatingtheirunderstandingofwhatanoutstandingpieceofworklookslike.Lessonobservationsthroughouttheyearhaveshowedthatthequalityofteachingimprovedfrom

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2015/2016ineveryyeargroupwhenassessingthelevelofstudentengagement,therangeofactivitiesandresourcesused,decreasedteacherinputandmorefocusonstudentlearning.Thisisreflectedinstudentachievementincorecurriculumareaswhereanaverageincreaseacrossthejuniorschoolhasbeenrecordedinmaths,Englishandscience.Aclearfocusnextyearneedstobeoncontinuingthismomentumandfocusingonallsubjects.Adetailedassessmentcalendarwasproducedandsharedatthebeginningoftheyear.ThisincludeddeadlinesforformativeassessmentthreetimesacrosstheacademicyearforEnglishandMaths,standardisedtestinginterms1and3forallyeargroups,moderationofpupils’workinbooksandendofunitoutcomestoassessteacherjudgementsandallowdiscussionbetweenclassteachers.Inaddition,atthebeginningoftheyearallstudentstookpartinconsistent,challengingtaskstoallowustogainagreaterunderstandingoftheirskillsandareasforfocus.ThishasprovenparticularlyusefulwithnewstudentsjoiningtheschoolandhasgivenustheabilitytofocussupporttoenablethemtoachieveatthehighestlevelfromtheoutsetoftheirtimeatNLCSJeju.Thiscalendarhasensureaconsistentandmeasuredapproachtoassessingstudentachievementatkeytimesoftheyearratherthananad-hocapproachusedinpreviousyearsthatleftusunabletofullyunderstandtrendsandidentify,withclearevidence,prioritiesoftheschool.AnexamplebeingtheEnglishresultsatthebeginningoftheyearidentifyinganeedtofocusonreadingacrosstheschool.Similarly,theMathsresultsindicatedproblemsolvingasaweakerarea.BookmonitoringinthefirsttermresultedinaprioritytotacklepresentationandhandwritinginYear3and6.Studentprogressmeetingstwiceayear,betweentheAssistantHeadTeachingandLearningandclassteachers,providetheopportunitytodiscussachievementandprovideevidenceoflearninginallsubjectareastaughtbyclassteachers.Thishasenabledustobuildupanaccuratepictureofpupilattainmentandprogressinallsubjects,identifyingpupilswhoareexcellingor,conversely,thosethatarenotachievingobjectivesfortheiryeargroup.Thisprocesshasgivenmoreaccountabilitytoclassteachersontheachievementofpupilsintheirlessonsandhasthusseenanincreasedawarenessofstaffmembersofexpectationsofachievementandperformance.Thus,ahigherproportionoflessonshavebeenobservedbothformallyandinformally,wherestudentshavebeennotedasmakinggoodprogress,beingengaged,challengedandachievingatarequiredlevel.Thisprocess,whilstsuccessfulwithclassteachers,hasnotbeenusedwithsubjectspecialists,thiswillbeafocusfornextyear.Asanexampleofpupilprogressmeetings,onesuchaconversationresultedintwoboysbeingidentifiedasrequiringfurtherchallengeinMathsinYear6andamemberoftheAdditionalEducationalNeedsdepartmentbeganworkingintheclassroomtosupporttheteacherinprovidingappropriateacademicchallenge.Thisincludedgivingexamplesofactivitiesthatincreasedthedepthoftheirunderstanding,but,alsoinvolvedtheboysworkinginsmallergroupswithintheclassroomandwithanAdditionalEducationalNeedsspecialist,whoensuredtheywerebeingappropriatelypitchedquestionsandhadaccesstomorecomplexmaterials.Theywerealsowithdrawnfromtheclassroomatappropriatetimetoworkonmorechallengingmaterial.Theboysindicatedthatresultedinthembeingmoreexcitedandchallengedandadeeperunderstandingofmathematics.InYears5and2,planswereadaptedsothatidentifiedchildrenweretargetedandgivenextrasupportThisconsistedofinclasssupportasasmallgroupwithamemberoftheAENdepartment,workingonaparticularinterventionprogrammetofocusonthebuildingblocksofnumberanddevelopingskillswithmentalcalculations.ThemostrecentprogresstestsinmathsindicatethatthishasbeenparticularlyeffectiveinYear2,where,ofthesixpupilstargeted,allhavemadeexcellentimprovementstotheirstandardagestagescore,withonechildmakingoutstandingprogress.TheFROGplatformintroducedthisacademicyear,allowssubjectcoordinatorstoinputcurriculum

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objectivesforeachyeargrouptailoredtotheneedsofourstudentsandthuscanbechallengingandreflectourhighacademicexpectations.AspartoftheimplementationprocessofthisplatformonlyEnglishandmathsNLCSJejuobjectiveswereenteredintothesystemandformallymonitored.Thisresultedinhighchallengeinlessonsandexpectationsthatstudentsachievetheseobjectives,evidencedbylessonobservationsduringtheimplementationperiod.AsaresultachievementintheseareashasincreasedacrosstheJuniorSchool.Thereviewofcurriculumobjectivesinhistoryandgeography,science,PEandmusic,andtheuseoftheseobjectivesintheplatformnextyear,willshowatrueindicationofachievementintheseareasagainstourexpectationsandrelevanttoourcontext.Inmeetingswiththecurriculumleaders,itwasagreedthattheformativeassessmentprogramme“FROG”providedobjectivesthatwerenottailoredtowhatistaught,ornotambitiousenoughforourpupils.Furthermore,theimplementationplanforFROGwastoallowteachersafirstyearofbecomingfamiliarwiththeplatform,focusingonEnglishandMathstobeginwith,beforeintroducingothersubjects.KeyactionsforPE,computerscience,scienceandmusichavebeentodevelopobjectivesthatcanbeusedforassessmentinthenextacademicyear.Aclearprocessformonitoringassessmenthasbeencreatedandimplementedinallyeargroupsinthefollowingsubjects:English,Maths,Science,PE,MusicandComputerScience.Consequently,weknowwherestudentachievementisoutstandingandhaveidentifiedareasfordevelopment.Theuseofassessmentdatatoinformteacherplanning-suchasidentifyingtheneedtohaveaconsistentapproachtotext-typesinEnglish,andtheconsequentintroductionofatest-typemap-hasresultedinpupilachievementinallareasoftheEnglishcurriculumrisingyearonyear.InMaths,theaverageProgressinMathsscoreinallbutoneclasshasrisenfromlastyear.Forexample,lastyearaYear5classhadanaverageSAS,(StandardAgeScore),of117.4,thesamechildrennowhaveanaverageSASof125.9.Thisputsthisclassinthehighestachievementcategory.AssessmentinComputerScienceinterm1indicatedthatpupilsdidnothavethecoreskillsneededtomeetthechallengesofthenewcurriculum.Atransitionunitwasimplementedinthefirsthalfterm,illustratinghowassessmentdatahasbeenusedeffectivelytoensurepupilachievementisoutstanding.Atthebeginningoftheyear,anobjectiveforYear3istoensuretheyknowhowtoremainsafewhenaccessingonlineresources.Atthebeginningoftheyear,noneoftheYear3childrencouldreachthisobjective.Asaresultofrecognisingthis,theComputerSciencespecialistplannedspecificunitsintothecurriculumandattheendoftheyear;allchildrenhavemetthisobjectiveingreatdepth.Assessmentpassedonbythisyear’sMusicteacherstotheappointedHeadofMusicfor17/18hasbeenusedtoevaluatetheimpactofthecurrentMusiccurriculumandmakechangesforthenextacademicyearinordertoimprovestudentachievement.Recordsshowthatmanyofourpupilshaveexcellentmechanicalskillswhenplayinginstrumentsbuthavenotbeenexposedtoasufficientvarietyofgenresofmusicorstudiedcompositioninordertothemselvescomposeorappraisepiecesofmusictothesamelevelastowhichtheycanperform.Consequently,theHeadofMusichasdevisedacurriculum,(inconjunctionwiththeSeniorSchoolHeadofMusic),thatisderivedfromKodaly’sapproach.Thisapproachfocusesonachievingahighlevelofmusicliteracybydeliveringtheprogrammeinasimilarwaytowhichyouwouldteachalanguagesegmentingmusicalsoundsandthenhowthesecomponentsmaybecompoundedintolargermeaningfulunitsinastructuredmanner–harmonyandrhythm.Theimpactthishasonpupilachievementwillbemonitorednextacademicyear.Inadditionthismethodhasbeenshowntoincreasetheabilitytolearnalanguageduetothesimilarwaysinwhichthebrainprocessesbothmusicalsoundsandcomponentsandlanguage.

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Due,inpart,tothefactthatteachersarenowwellinformedofstudentachievementandprogressastheymovebetweenyeargroups,moretargetedteachingforallstudentsandtheappropriatechallengewasensuredfromthestartoftermthusattainmenthasbeenraisedsincelastacademicyear.Thepreviousyear’sdata,forexample,indicatedthatstudent’sattainmentintheareaofproblemsolvingwassignificantlybelowthatofotherareasofmathematics.TheMathscoordinatoramendedplanningtoaddressthisandconsequentlypupilattainmenthasincreasedinthisarea.Inscience,thecoordinatorrecognisedthatstudentsdidn’thavethenecessarylabskillsinordertoachievetheworkingscientificallyobjectives.Subsequentlythecoordinatorhasdesignedunitstobridgethesegaps.Assessmentdataisnowtrackedintwoways:formativejudgementsformallyrecordedthreetimesayearforallstudentsinallsubjectsontheFROGlearningplatform(withEnglish,mathsandSciencejudgementsbeingsubjectedtorigorousmonitoringbyJuniorSchoolLeadershipTeam)andatrackingsystemrecordingstandardisedtestscores.Duringpupilprogressmeetings,theseassessmentsarediscussed,alongsideanyrelevantassessmentscarriedoutbytheAdditionalEducationalNeedsdepartment(suchasWIDA).TeachersandtheJuniorSchoolLeadershipTeamhaveathoroughandaccuratepictureofpupilattainment,which,inturn,isusedtoinformshortandmediumtermplanning.TheplansetoutatthebeginningoftheyeartoimplementFROGisinitsfirststage,sothatallteachersarenowusingittorecordandtrackprogressinEnglishandmathsandarefamiliarwiththeplatformsothat,nextacademicyear,trackingstudentachievementcanbeformalisedinallsubjects.ToensurethatteachingisexceptionalThroughouttheyearmeetingshavetakenplacethatspecificallyaimtoraisethequalityofteachingintheJuniorSchoolthroughthesharingofbestpractice.A‘booklook’thatfocusedonEnglishinMarchgaveteacherstheopportunitytoidentifybestpracticeandidentifyareasofdevelopmentacrosstheJuniorSchool.Featuresofoutstandingpracticeobservedincludedmarkingandfeedbackthatwasfocussedonlearning,usingarangeofhighqualityandchallengingtextsfromadiverserangeofauthorsandillustratorsasinspiration,keepingstudents’targetsatthefrontoftheirbooks,andhavingacopyofthemarkingkeyatthefrontofstudents’books.ExamplesoftextsusedincludeextractsfromShakespearebothunabridgedandabridged,thoughtprovokingtextssuchasBeverlyNaidoo's'TheOtherSideofTruth'andhighqualitygraphicnovelssuchasShaunTan's'TheArrival'and'TheHobbit'illustratedbyDavidWenzel.Examplesofoutstandingpracticewerecollatedintoadocument‘WorkbookExpectations’thatwasthensharedwithteachers,withphotographsofexamples.TimewasdedicatedtosharingbestpracticeatthestartofeachstaffmeetingintheAutumnandSpringTerms.Whenastaffmeetingtookplaceinateacher’sclassroom,thatteacherbeganthestaffmeetingbydiscussinganaspectoftheirteachingthathadbeenidentified,(togetherwithanAssistantHead),asoutstanding.Asanexample,aYear5teachersharedhisworkingwallsandexplainedhowthishadimprovedstudents’independencewhenlearning.AJuniorSchoolLeadershipTeamlearningwalkshowedthatallclassroomshadsubsequentlyadoptedworkingwalls,displayingcurrentworkedexamples.AYear6teachersharedherapproachtoteachingspelling,sharingafolderthatstudentstookresponsibilityfor.Thisapproachhasbeenadoptedandadaptedbyanotherteacherasawayforpupilstorecordnewwordsintheirsubjects.Thisyearwehaveworkedhardtoensurethatlessonsareconsistentlychallenging.Academicmonitoringthisyearhasrevealedevidenceofhighchallengeandexceptionalteachinginallyear

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groupsandallsubjects,althoughthisisnotconsistentineveryclassroom.Wheretherehavebeenconcernsaboutconsistencyorexpectationsinparticularclassroomanumberofsupportsystemshavebeenintroduced.Thesehaveincludedteachersbeingpairedwithcolleagueswhoconsistentlymeetandexceedexpectationsallowingthemtobementoredandcoachedinasupportiveenvironment.Othershaveobservedcolleagueswithparticularstrengthsinanareaofweakness.Allhavebeenmonitoredmorefrequentlyboththroughobservationandworkscrutinies.EndofYearReviewshavedetailedprogressmadebythesecolleaguesandsetfurthertargetsforthenewacademicyear.Lessonobservationshaveidentifiedexamplesofexcellentteaching.InYear4,aMathslessonobservedbytheHeadofJuniorSchoolwasjudgedtobeoutstanding.Theclasshadbeenlookingatsequencesandthelessonallowedthechildrentochallengethemselvesbyfindingsequencesthatoccurnaturallyinnature.Afteridentifyingexamplesofsequences,thechildrenwereintroducedtotheFibonaccinumbersandaskedtoidentifytherelationshipbetweenthenumbers.Activitiesatvariouslevels,but,allchallengingtothepupilstakingpartwereintroduced.Eachstudentwasenthusedbytheworksetandshowedevidenceoflearningbytheendofthelessonwithmanywantingtostaythroughbreaktimetofinishtasks.TheHeadenjoyeditsomuchthatshereturnedforthefollow-uplessontoseetheoutcomeofthestudents’learning.WhenlessonsorevidenceoflearninghavenotmetthelevelexpectedbytheJuniorSchoolLeadershipTeam,conversationshavetakenplacewithindividualteacherssettingoutcleartargetsandareasfordevelopment.Regularfollow-upmeetingstakeplacewiththeAssistantHeadTeachingandLearningtomonitorandensureimprovement.Allsuchcasesthisyearhaveseenexpectedimprovementsbeingmade.InYear5,aMathslessonwherestudentshadtoreasonaboutaccurateandinaccuratesolutionstoproblemswasalsoexceptional:everychildwasthoroughlyengagedandtheirlearningmovedon.Thelessoncateredforeachchildprovidingchallengingactivitiesateverylevelinordertoextendtheirthinkingbeyondtheircomfortzoneandresultintheprofessionoflearningseen.AYear1lessonshowedgreatcreativityinordertoinspirethestudents-theyalldressedupasifonsafariandwentthroughtheschoolsearchingforanimalsintheirhabitats(hiddentoys)resultinginhighqualityrecountsoftheirtimeonsafarioradescriptivefictionalnarrative,basedonMichaelRosen's'We'reallgoingonaBearHunt'ofachildwhoentersanunknownjungletofindanimalsintheirhidingplaces.WeeklyJuniorSchoolLeadershipTeamlearningwalks,whichwereintroducedintheSpringTermasamonitoringprocess,havemodelledtoteachersthattheleadershipteam’scorepriorityisexceptionalteaching.Whenpoorperformancehasbeenidentified,thishasbeenchallenged:forexample,ateacherwastoldthathishandwritingmustmodelthatwhichweexpectourstudentstouse.ThedeploymentofLearningAssistantswasaddressedasaresultofonelearningwalkafterfindingthatanumberofLearningAssistantswerefulfillingadministrationtasksduringEnglishandHumanitieslessonswhenstudentswouldbenefitfromtheirassistanceintheclassroom.Exceptionalteachingisalsocelebrated.TheAssistantHeadTeachingandLearningmakesapointofhavingaconversationwithteacherswhenshehasseensomethingoutstanding.Forexample,whenaYear6teachertaughtaninspiringlessononsubordinateclauses,shetalkedtohimaboutwhythelessonwassuccessful.Teachersknowthattheexpectationisthatalllessonsareexceptionalandthisisreinforcedbytheacademicmonitoringprocess.Consequentlythestandardofteachinghasimproved.Pupilprogressmeetingsholdteachersaccountablefortheirstudents’achievementandprogress.WhereattainmentwasnotatthelevelexpectedinYear3,theteacherandtheAssistantHead

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TeachingandLearninganalysedthedataanddiscussedpossiblereasonsforthe‘dip’inperformance.Targetswereagreedtoraisepupilattainmentandresolvetheseissues,whichincludedworkingwiththeAssistantHeadPastoraltofindstrategiesfortimemanagement.InthelastpupilprogressmeetinginJune,wheredataandbookswereagainscrutinised,attainmenthadrisentoexceptionalinMathsandgoodoraboveinEnglishandworkbooksshowedevidenceofhighexpectationsinallsubjects.Amonitoringschedulewascreatedandsharedatthebeginningoftheacademicyear.Monitoringinallitforms:planningscrutiny,writingmoderation,lessonobservations,bookscrutiniesandpupilprogressmeetingsfocusedonhighchallengeandexpectations.Thefocusofthefirstroundofteacherobservationswas‘highchallenge’.TherewasevidenceofexceptionalteachinginKeyStageTwointwooutofthreeYear6classes,oneofthreeYear5classes,twoofthreeYear4classesandoneYear3class.InKeyStageOne,therewasevidenceofhighchallengein3of4classesandthiswasalsoevidentinReception.Forexample,inYear6,thechildrenwrotetheirownpoetrybasedontheexampleofJohnKeats’s‘OdetoaGrecianUrn’,atextthatdemandsanunderstandingofhighlevelvocabulary.InYear4,achallengingMathslessonfocusedonsolvingalgebraicequationsandreasoningaboutthesolutions.Thefocusonhighchallengeintheseobservationsensuredthatallteachersunderstoodtheschool’sethosandthat,inmanylessons,teachingwasexceptional.Planningscrutinieshaveshownthatyeargroupplanningmeetingsareusedtocreateopportunitiesforallpupilstobechallenged:intheSciencecurriculum,aquestionstarterisusedtostretchthethinkingofallpupils,withvaryingdegreesofsupportprovidedthroughoutthelessontofacilitatestudentslearning.Useofthewebsite‘nrich’toprovidechallengingproblemsinMathswasevidentinKeyStageTwoplanning.Thereisacultureofhighexpectationsandchallengefosteredbythemonitoringprogramme,andresultinginexcellentteaching.Moderationofwritinghasbeenusedtoraiseexpectations.Attheendofeveryunit,theEnglishcurriculumleadertakesinsamplesofwritingandprovidesfeedbacktoteachers.Wheretherehasbeenevidenceofinsufficientchallenge,theEnglishcurriculumleaderhascollaboratedwithteachersontheirmediumtermplanningtoensurethatobjectivesaremorechallenging.Writingmoderationhasshownthatthequalityoftheteachingofwritinghasimprovedconsiderablysincelastacademicyear,withhighexpectationsbeingembeddedfarmoreconsistentlyinKeyStageTwo.Systemsfortracking,moderatingandmonitoringpupilprogressandattainmenthaveimprovedthisyear.Teachershavebeenprovidedwithendofyearassessmentobjectivesforeverysubject,sothatteachersarebetterinformedaboutthesubjectknowledgeandskillstheirstudentsshouldacquireeachyear,andtheirnextsteps.Asaresult,teachersareabletomakejudgementsonpupilattainmentwithgreaterconfidence.Whereteachersusethisdataeffectively,teachingisexceptional.Forexample,Year5teachersgivepupilstimeatthebeginningofeachlessontoreviewanyfeedbackgivenbytheteacher,andcarrythisforwardtothenextlesson.InYear4,timeisgivenonceaweekforpupilstoreflectontheirlearningthatweek.InYear2,studentsmakechoicesaboutwhattheydoinalesson,havingidentifiedtheirowntargetswiththeirteacher.Thisinformationallowsteacherstobetterunderstandtheirstudents'needsandtotailoractivitiestoeachindividual.Whenthisknowledgeoftheindividualiscombinedwithafocusonwhatstudentsarelearningratherthandoing,100%studentengagementforthedurationofthelessonandevidenceofindependentlearningexceptionalteachingisclear.

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4.2PastoralCareDevelopment4.2.1PastoralCareDevelopment–WholeSchoolOursafeguardingproceduresareoutstandingAdetailedsafeguardingauditwascarriedoutinNovember2016byavisitingconsultant,Mr.TimGerrish,asafollowuptohis2015visit.Theconsultantissuedacomprehensivereportthatincludedanumberofcommendationsaswellassomerecommendationsforcontinuedimprovement.FollowingthisaSafeguardingCommitteewasformed,chairedbythePrincipal,andwiththeGovernorwithoversightforsafeguardinginattendance.Thecommitteehasmetregularlysincethentoensurethattheserecommendationsareimplemented.Whilstworkonthiswillbeongoing,significantprogresshasbeenmadeinanumberofareas,asfollows:

● AfullcommitmentbytheSeniorTeamandGoverningBodytostrengthensafeguardingprocedures;

● TheDirectorofICTisdevelopingtheschool’sICTsystemsandrelatedpoliciesbasedonherextensiveknowledgeofbestpractice.

● Safeguardingawarenesstraininghasbeenprovidedtoallacademicandsupportstaffsothatissuescanbeeasilyidentified,raisedanddiscussed;

● Theschool’sSafeguardingPolicyhasbeenimproved,andthereisaformalplantoreviewthisannually;

● AcomprehensiveStaffCodeofConductisnowinplaceandallstaffhavesignedtheiragreementtothis.KoreanlanguageversionsoftheChildSafeguardingPolicyandStaffCodeofConducthavebeenimplemented;

● Riskassessmentshavebeendevelopedacrossallareasoftheschool;● Acycleofsafeguardingtraininghasbeenimplementedforstaffemployedbytheschool;● BusMonitorshavebeenemployedonschoolbusses;● Signageonlavatorieshasbeenchangedtoclearlydistinguishbetweenadultandstudent

facilities;StudentshavehadinputintothesedevelopmentsthroughtheStudentSafeguardingCommittee.AnewSocialMediaPolicyandICTPolicyhasbeendraftedforfinalapprovalandthesewilladdresskeysafeguardingissuesasfollows:

• Weheldourfirst“InternetSafetyday”forallstudentsfromYear5toYear13.Thiswillcontinueforthe2017/18academicyear.

• Anemailfilterhasbeenappliedwithabasiclistofbannedwords.Thishaspreventedemailswiththesewordsfrombeingdeliveredtotherecipients.

• Inpreparationfortheincominge-safetypolicyandsocialmediapolicythestudentplannerandparenthandbookshavebeenupdatedwithmorepreciseandsuccinctagreementsandadvice.Thisincludesprotectingtheidentitiesandprivacyofourstudentsonline.

• WehavedevelopedtheuseofthewebfilteringservicethatwillbefullydeployedbySeptember2017.

Afullauditofallsafeguarding-relatedpolicieshasbeencarriedoutthisyearandupdateshavebeenmadetothefollowingdocuments:

• BehaviourforLearningPolicy(nowcontainssafeguardingelements)• StudentLeavingSchoolSitePolicy• EmergencyEvacuationPolicy• HomestayPolicy–(nowtranslatedintoKoreanandChineseandhasbeensenttoparentsof

childrenknowntobeinhomestays)

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• BoardingPrinciplesandPractice-(dutyrotashavebeenalteredandnewHouseteamsarrangedfor2017/18organisedtoensurethatstaffworkinhousesofthesamegender)

WehaveimplementedafullmediacampaignaroundtheschoolthathighlightstheroleofsafeguardingatNLCSJeju.Thisincludesposters,leafletsforvisitors,bannersandpolicysummarybookletsforallusergroupsandtheseinitiativeshavehelpedtoensurethattheprofileofsafeguarding,andhowseriouslywetakeit,israised.Allthirdpartiesthatprovidesupporttoourschool(throughsportscoaching,Bryantactivities,etc.)havebeenrequiredtosignafullcommitmenttooursafeguardingproceduresandtoensurethatanyadultcomingintocontactwithourstudentsisappropriatelychecked.AllstudentsfeelvaluedandarefullyengagedwithourschoolThisyearwehavesuccessfullymappedoutStudentleadershipopportunitiesacrossSeniorandJuniorSchools.IntheJuniorSchool,leadershipopportunitieshavebeenclearlyarticulatedandsharedwithstaff.TheLittleSix,StudentCouncil,HouseCaptains,SportCaptains,andPlaygroundLeadershaveallimpactedonhowtheJuniorSchooloperates.Eachofthesegroupshavesuccessfullyledonwholeschoolinitiativesasfollows:

• TheLittleSixdevisedandcreatedtheHandprintWall(adisplaythatfeaturesthehandprintofeverystudentandteacherintheschool,asarepresentationoftheimportanceofrelationships)andproducedschoolpostcardstodevelopasenseofcommunity

• TheStudentCouncilledaHealthyEatingCampaignandpromotedthePlasticOceaninitiative

• TheHouseCaptainstookaleadroleintheHousecompetitions• PlaygroundleadersdevelopedandledinitiativesaroundPlayTimegames

IntheSeniorSchoolItisclearfromobservationofeventssuchastheHouseCompetition,SportsDay,ArtsFestival,Schoolpublicationsandad-hocapproachesmadebystudentstostaffmembers,thattheleadershipcultureisgenuineandvitalwithinthestudentbodyandschoolasawhole.HouseCompetitionteamsandentriesarenowalmostexclusivelystudentledandthespiritandqualityoftheofferingisashighasitwaswhenstaffplayedamorecentralroleindirectingandleadingactivities.PerformingArtsproductionsareofteninitiatedbystudentsandeverythingfromchoreography,organisationofrehearsals,andpromotionoftheeventsisledbythestudentsthemselves.Thisself-evidentandestablishedcultureofstudentleadershipdemonstratesclearandpositiveengagementbetweenschoolandstudents.TheSchoolCouncilhasrunastructuredprogrammeofYeargroupstudentvoicesessionsonceatermandthisyearandthereareanumberofexampleswherethishashadarealimpact:

• TheSchoolCouncilwereinstrumentalinprovidingfeedbackforITchanges,especiallythenewWifiimprovements.

• TheCounciltooktheleadinshapingYeargrouptripsthattookplaceinearlyJune.• TheCouncilmetwiththeVPTeachingandLearningtoairconcernsaboutthemeritsystem,

teachergradingandhomework,allofwhichhasresultedindetaileddiscussionswithteachingstaff.

• TheCouncilhastakenactionovercateringissues;studentFoodCommitteemembershavebeeninvolvedinfoodtastingevents(fromnewpackedlunchoptionstoschoolcateringcontracttenderprocess),thequeuingsystemwasrecentlychangedinthecanteenatbreaktime,asaresultofaStudentCouncilrequest(whichincludedthetemporaryvoucher

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machinebeingremoved).• TheCouncilhavealsofedintothedutysystemfornextyearandaskedformoresupervision

inthemusicpracticeroomsanddininghall,bothwillbeinplacefor2017/2018.HousestudentvoicemanifestsitselfinHouseCommitteemeetings,meetingsbetweenHousemasters/HousemistressesandHouseCaptains,surveys,regularwholeHousemeetings,andad-hocconversationsbetweenHousestaffandstudents.HallaHousesreportedthattheyhavereliedheavilyonstudentvoicetomakedecisionsforexample:howpoorpunctualityisdealtwithinthehouse,purchasingBluetoothspeakersforthecommonroom,purchasingaHousegym,andprovisionofmorningcoffee.AnextrahourofeveningprephasbeenaddedtoNoroBoys’routineonSundaysasadirectresultofastudentsurvey.NoroBoys’SundayHousemeetingisusedasaforumforstudentvoicesuggestionsandfeedback.InSeniorHousestherearemanyexamplesofstudentvoicehavingapositiveimpact;inGeomunBoysHouseCompetitionparticipantssometimesreceiveextrinsicrewardssuchasice-creamwhichwasaHouseCommitteesuggestion.Again,HousetripswereorganisedbasedonHouseCommitteerequest(locationandmixedboys&girls).PurchasingaHousekaraokemachine,addressingITissuesandimplementationofadayandboardersign-outsystemofsportingequipmentareallexamplesofstudentgeneratedsolutionsandinitiativessupportedbystaff.SimilarchangestoroutineandimprovementstofacilitieshavebeenmadeinSarahBoys’butoffurthernotewasthatfollowingthePastoralMonitoringprogramstudentvoicesurveyearlierintheyear,tworestorativejusticesessionswereheldbetweentutorsandtutees,which,accordingtothefeedback,ledtomorepositiverelationships.SixthFormstudentshaveaskedfora‘SilentStudySpace’asthethirdfloorofthelibrarywastoosmallandthiswascreatedusingaspareroomandstudydesksmovedfromtheboardingHouses.TheSixthFormmembersoftheSchoolCouncilalsochosechairsandsofasfortheSixthFormCommonRoom.Inthecreativearts,studentsareoftenfullyinvolvedinthechoiceofperformanceoroutcome.Intheatre,morethan50%oftheoutputthisyearhasbeenstudentdriven,eitherstudents’ownprojectsorDramaSocietyprojects.Aswellasthis,studentassistantsdirectallperformancesandareexpectedtoattendallplanningmeetingsandthentakeresponsibilityforthestudentsperformingintheproductions.Thisisalsothesameforthebandleaderinthewholeschoolproduction,whomisalwaysastudentandliaiseswithMusicDepartmentstaff.InDance,studentshavebeencentralthedevelopmentofshowpiecesatallstagesoftheprocess.AcrosstheCCAprogrammestudentvoicehasbeeninfluential.Bytheendofthe2017/18CCAseasonthreeCCAswerestudentinitiatedandthisfollowedconsultationbetweentheDirectoroftheco-curricularprogrammeandmembersofSchoolCouncil.ThisdiscussionalsoinfluencedthedecisiontohavenoCCAsonFridaysasstudentshadexpressionastrongdesiretoplace“qualityoverquantity”.ThissamemessagealsocamethroughastudentsurveyaboutCCAs.Morespecifically,studentswantedgolfsquad(CCAandBryant),horse-ridingsquad(CCAandBryant),fencingsquad(BryantandCCAnextyear).ExceptforfencingsquadCCA(whichisyettobeconfirmed)alloftheserequestshavebeenaccommodated.StudentsalsowantedtostartcommunityserviceBryants(BigBrotherBigSister,9GoodVillageServiceandaJuniorschoolchemistryproject).AlloftheserequestswereaccommodatedbytheCCAteam.Additionally,studentsrequestedacheerleadingcompetition,whichwassubsequentlyarranged,andYear12studentswantedSATpreparationtimeduringBryanttime,andthiswasallowediftheirCASportfoliowasuptodate.IntheJuniorSchool,75%ofourYear3-6studentsagreedwiththestatement‘Myopinionisvalued

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andlistenedto’thisisanimprovementonlastyear’sresult.The‘Timetotalk’initiativehasbeensuccessfullyimplementedthisyearandhasresultedin24children(inthesummerterm)wantingtotalktotheAssistantHeadPastoralaboutissuesinschool(suchasfriendships,parentsandteachers).InformationfromthesediscussionshasthenbeenfedbackintoJuniorSchoolLeadershipTeamdiscussion.

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4.2.2PastoralCareDevelopment(SeniorSchool)WedealwithalltypesofbullyingverywellTheAnti-BullyingActionGroupwasrenamedtheAnti-BullyingCommittee(ABC)butremainedastudentledinitiativethisyearwithaschoolcounsellorlinkteacherguidingthePeerMentoringprogramme.TheABCgrouphavethusfarpresentedtotheSeniorSchoolLeadershipTeamtwiceontheirmessages,findingsandrecommendations.SomeABCrecommendationswereadoptedbytheSeniorSchoolLeadershipTeamsuchas;facilitatinganABCassemblythatallowedthegrouptotalktoallSeniorSchoolstudentsabouttheconsequencesofbullying,andhowtheschoolrespondstoreportedcases.

Thenatureofbullyingincidentsatourschoolarealittledifferentthanotherschoolsasage-hierarchyrelatedincidentsarereportedtobefarlessprevalentatNLCSJeju.Encouragingly,inresponsetothequestion“Doyoueverfeelsadinschool”almosthalfoftheSeniorSchoolstudentbody,includingboarderswhooftenspendallweekattheschool,saidtheyneverfeltsad.Ofthosestudentswhosaidtheydidsometimesfeelsadatschool,only6%attributedthesadnesstobullying.ExclusionhasalsoreducedandthiswasthefocusofAnti-bullyingWeekintheAutumnTerm2016.Tobuildonthissuccess,thestudentswillcontinuetobeeducatedaboutthenatureofbullyingandhowtheschooldealswithbullying.Stafftrainingwillbeaccommodatedtoalloweffectiveuseofstrategiessuchas‘circle-time’,‘sharedconcern’and‘restorativejustice’.

AllstudentsfeelvaluedandarefullyengagedwithourschoolSignificantimprovementsweremadeintermsofthecateringprovisionforboarders,including:Sundaybrunches,themedweekendmeals,andimprovedeveningsnacksandthishelpedtoremovetheperceptionthatfoodforboarderswasofinferiorqualitywhencomparedtodaystudentprovision.Fordaystudents,queuingatlunchtimewasasignificantconcernandthiswasaddressedbyreducingthenumberofchoicesandopeningasecondlineforextremelypopularmenus.Improvedbreakfastsforandbettervegetarianoptionsaddressedsomestaffconcerns.

Forboarders,activeandcaringsupervision,andarangeofappropriateactivitiesonweekendsisasignificantfactorindevelopingasenseoffeelingvalued.Monitoringofweekendeventshasoccurredthroughthepastoralmonitoringprocessandadhoc‘dropins’bySeniorStaffonduty.

Theschooliscommittedtoensuringthattheviewsofdaystudentsarealwaysrepresentedinstudentvoiceandrepresentativebodies.DaystudentsparticipatenotonlyintheSchoolCouncil,theBig6butalso,andcrucially,onHouseCommittees,someofwhomhaveadedicatedDayStudentrepresentative.Thus,thisyear,issueshavebeenraisedbydaystudents,suchasadequateprivacyforchangingpriortoHouseCompetitioninHouseorsiteaccessprocedures,whichhavebeenaddressedorexplainedtotheirsatisfaction.EverystudentreceivesthechallengeandsupportneededtomeettheschoolaimsToallowstafftoaccessIndividualNeedsPlans(INPs)andAcademicActionPlans(AAPs)moreeasily,allthesedocumentsarenowcreatedonEngageandareaccessiblethroughEngageratherthanGoogleDrivetherebyimprovingstaffengagementwithkeydocumentsaimedatimprovingtheachievementofindividualstudents.

TheLearningSupportDepartmentwasactivelyengagedinprovidingsupportforstaffincreatingAcademicActionPlans,(AAPs)ofahigherstandardthisyear,bothbyrunning‘pop-up’trainingsessionsandonetoonemeetings.LanguageActionPlans,(LAPs),weremergedwithAAPsto

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providestaff,studentsandparentswithaclearer,moresimpleunderstandingofsupportdocumentation.Inaddition,Engageenableshistoricalreferencewithanaudittrailofchanges,andcrosscomparisonwithothersupportdocuments(forexamplefromthepreviousyear).Thisallowsstafftoassessifsupportishavingthedesiredimpactonthestudent’slearningandprogressandasystemlikethisisvitalinaschoolwherestaffturnoverisrelativelyhigh.

ThechangeinpastoralmanagementstructureswasplannedpriortothesummerbreakandimplementedinAugust2016.AnewPastoralMonitoringprogramwasalsoimplementedinAugust2016tomirrorourAcademicMonitoringprogram,andthishasenabledeffectivequalityassuranceassessmentsonthenewstructurestobemade.Progressmadeincludes:

• Housemasters/Housemistresses(HMs)nowhavemoreresponsibilitytodriveschooldevelopmentandindividualstudentsuccess.Theynowleadtheirtutorteaminfullastheyhaveresponsibilityfororganising,communicatingandmonitoringthetutorprogramme.HMsplayakeyroleinPastoralMonitoringandhaveincreasedresponsibilityandautonomydealingwithStage3behaviourincidentsandrequestsforleave.HMsarethusabletotailorschoolresponsesandprovisiontobettermeettheneedsofindividualstudentsandtutorgroups.Forexample,HMsreporttheyareinapositiontoactmoreswiftlyandwithincreasedconfidencetosupportindividualstudentswhentheneedarises.Staffreportstudentbehaviouralincidents,onthewhole,aredealtwithinamoretimelymannerthanpreviously.Also,Tutorsreportmoretheyfeelmoreaccountabilityintheirrole,and,crucially,studentsandtutorsreportthatthereismorepurposeintutortime.

• TheAssistantHeadDirectorofBoardingjoinedthepastoralteamandreporteddirectlytotheVicePrincipalPastoral.ThisroleisnowmoreintegratedintheleadershipoftheHMsandrepresentedontheSeniorSchoolLeadershipTeam.ImprovedknowledgeoftheconditionsofchallengeandsupportofferedinindividualboardingHousesisthussharedwiththeSeniorSchoolleadershipteammorereadilyandareasrequiringimprovementcanbeaddressedreadily.IthasbeeneasierfortheDirectorofBoardingtoprovidetheSeniorSchoolleadershipTeamwithaboardingperspectiveofhowinitiativessuchastheIndependentProjectarebestmanagedbyHousestaff.

• TheIndividualNeedsPanelhasbeenrestructuredwhichhasmadecontactbetweentheIndividualNeedsDepartmentandHMspossibleonaregularbasis.ThishasbeenwellreceivedbyHMsasithasimprovedthesharingofinformationandupdatesonindividualstudentprogress.Asaresultallpartiesarenowmoreinformedoftheinterventionsinplaceforindividualstudents;thenatureoftheirneeds,introductionandreviewofstrategiesthatcanbeusedandprogressofthechildhasbeenreportedbyHousemasterstobemuchmoreeffectiveunderthisarrangement.HMshavereportedthatthisaccurateandtimelyfeedbackonprogressofastudentisimportantforthemtoprovidecrucialpositivereinforcement.

• TherearenowfewerAssistantHeadsandVicePrincipalswithpastoralleadershipresponsibilitiesandlinesofcommunicationareshorter.Thisnewstructurehasallowedmoreone-to-onelinemanagementmeetingstotakeplacewhichhasfreedupmoretimeforstafftoprovidesupporttoindividualstudents.Ithasprovidedmoreopportunityforcoachingstyleleadership,andallowedmoreefficientfollowuponindividualstudentandstaffmatters.Staffreportthatexpectationsofthepastoralsystemareclearlycommunicatedandstaffreportmuchclearerlinesofcommunicationandresponsibility.

TheintroductionofanewSeniorHMrolehashelpedtopromotetheoriginalaimsoftherole,whichincludedinculcatinghighstandardsandexpectationsthroughouttheHMteamwithregardtoprovidingcaring,appropriateandeffectiveindividualchallengeandsupport.Additionally,HMs

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reportthattheyhavebeensuccessfullymotivatedandempowered.Thisisdeemedbypastoralleaderstobeakeysuccess;itisavitalcomponentoftheHMroleistheensurechallengeandsupportforeachofthestudentsintheircharge(andthereforefurtherstrengtheningoftheHMteamwillbesoughtnextyear).ThenewPastoralMonitoringsystemwasdesignedinJune2016andimplementedearlyintheacademicyear.ThefirstformalroundofmonitoringandfeedbackwascompletebyJanuary.AsecondroundofmonitoringwasthencompletedandallknowledgenowinformstheEndofYearReviewprocess.Housemastershavebeenatthecentreoftheprocess,bothhavingresponsibilityformonitoringtheirtutorsandbeingmonitoredthemselvesbylinemanagers.CommoncriteriahavebeenusedacrossallobservationandfeedbackdocumentationthatalignwithNLCSInspectionteamadvice.Housemastersreportthattheprocessprovidesthemwithmoreaccurateknowledgeabouttheperformanceoftheirtutors(throughobservationoftutortime,boardingdutiesandstudentvoice).ThemonitoringprocesshasraisedtheprofileofpastoralresponsibilitiesingeneralandtheSchoolAimsatwhichtheyaredirected,whichhasapositiveoutcomeforourstudents.WewantourUniversityGuidanceProgrammetobeexceptionalFromMay2016theprocessofcollatingandreviewingreferenceshasbeenmorerigorousthaninpreviousyears.Oncesubjectspecialistshadcompletedtestimonials,thesewerereviewedbyTutorsandsubmittedasthefirstdraftofanindividualacademicreference.ThesewerethenreviewedbytheUniversityGuidanceCounsellingteamand,wherenecessary,additionalspecificcommentswererequestedfromacademicstaff.Eachreferencewascheckedonceagaintoensurethatallelementswerecovered,andthatthereferencewascoherentandfocussed.TheschoolhasinvestedheavilyinensuringthatourUniversityGuidanceCounsellorsattendeventsaroundtheworld,enablingthemtonetworkwithothercounsellorsandwithadmissionsstaff.Studentreportsaboutthequalityofcounsellingreceivedindicatesthatthequalityofourprovisionisincreasing.

DuringhisvisitinSeptember2016PeterHauet,pastpresidentofOACAC(OhioAssociationforCollegeAdmissionCounselling),spokewithstaffwhowerewritingUSlettersofrecommendationtoprovidefurtheradviceandguidance.Hereportedthattheprocesscurrentlyinplaceprovidesthebestpossibleapplicationwheretheteacher’srecommendationisreviewedbythecounsellorstoensurethatnothingisomitted.For2017applicationstwoseparatereferencesweregeneratedtosupportUKandUSapplications.TutorscompiledtheUCASreferencesbasedonsubjecttestimonialsandtheuniversityguidanceteamreviewedtheseforquality.IndividualstudentswereencouragedtoapproachteachersdirectlytowritetheirlettersofrecommendationfortheUS.Theuniversityguidanceteamnowhasoverallresponsibilityforreviewingthequalityofthesereferencesandrecommendationletters.Professionaldevelopmenthasbeenprovidedtotutorsonthesubjectofreferencewritingandtheuniversityguidancecounsellorsheldthreefurtherfollowupmeetingswithtutorsthroughouttheyear.TheUniversityGuidanceTeamhaveprovidedprofessionaldevelopmentforacademicstaffthatprovidedanoverviewoftheUSletterofrecommendationprocess,alongwithguidanceforUCASsubjecttestimonials,whichwereoverseenforqualitybytheuniversityguidancecounsellingteam.Dr.WillvanReyk,UniversityGuidanceCounsellorfromNLCSUK,heldaworkshopforourHeadsofDepartmentandselectedstaffthatwasfocusedonAcademicAspirationandUniversityApplications.

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Inaddition,ourstudentswereprovidedwithaccesstoUSAdmissionstalksthattookplaceatNLCSUK,andreportedthatthesewereextremelybeneficial.

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4.2.3PastoralCareDevelopment(JuniorSchool)WeensurethatallindividualneedsaremetOnfirstarrivalattheschoolallstudentstakepartinaninductionprogrammewhichincludesorganisationalandlogisticalprocessessuchassharingofinformationbutalsogivestheopportunityforallnewstudentstomeetregularlywithboththeAssistantHeadPastoralCareandtheHeadofJuniorSchooltodiscusshowtheyaresettlingintotheschoolandanyconcernsorworries.NewparentsareinvitedtomeetwiththeHeadofJuniorSchooltodiscussconcernsfromaparentperspective.Thisinductionprocesstakesplacebothforstudentsjoiningatthebeginningofayear,butalsoduringtheschoolyear.Newstudentsareallocateda“buddy”whoisamemberoftheirclassgroupwhoisresponsibleforincludingthenewchildtoensurefriendshipsaremadeandtheysoonfeelathome.Thesebuddiesreceivetraininginhowtobesthelptheirnewfriendandalsomeettodiscusshowthisprocessisgoingfromtheirperspective.NewstudentsacrosstheschoolarealsothefocusofplannedmeetingsbetweentheHeadofAEN,theAssistantHeadPastoralandtheHeadofJuniorSchooltoassessanyparticularsocialoremotionalneedswhichmayhindertheiradjustmenttotheschooland,ifnecessarysupportisgivenandmonitored.TheclassteacherisapartofthisprocessandremainsinconstantcommunicationwiththeHeadofAENandHeadofPastoralCare.Pupilvoicemeetingsfollowingtheformalisedprogrammescheduleindicatedthatthevastmajorityofchildrenfelttheprogrammewaseffectiveandhadhelpedthemwithcomingtotheirnewschool.Feedbackwastakenwheretheyfelttheycouldhavehadmorehelpwhichincludedspecificissueswithbuddiesnotalwaysfulfillingtheirroleandsometimestheirbuddiesnotbeingwiththeminaparticularareae.g.Housemeetings.Thishasledtochangesfornextyear’sprogramme.Parentinformationsessionsforallfamilies,followedbyFamilylearningeventsthroughouttheyear,havegivenparentsamuchgreaterunderstandingoftheNLCSJejucurriculumandourethosandvalues.EventsforEnglish(reading),maths(masteryapproach)andscience(STEAMweek)providedagreaterknowledgeofwhatwedoandourapproach.Bysupportingandeducatingparentsonourethosandourapproachtoteachingweareenablethemtosupporttheirchildrenathome.ParentfeedbackfromourScienceParentInformationsessionshowsthat90.5%haveagreaterunderstandingofthewayweteachScienceatNLCSJeju.100%ofparentshaveaclearunderstandingofwhatafocusweekisand100%ofparentswouldbelikelytoattendfurtherevents.AparentfromtheEnglishsessionsuggesteditwaspositivethat,(they),“knowhowmychildlearnsEnglishatschool”aparentfromtheSciencesessionsstated“Ilikedtheexplanationoftheteacher'smindaboutscienceandhowtoletchildrenacceptit.”TheAENdepartmentfocusesonprovidingindividualisedsupportforpupilswhohavebeenidentifiedbyclassteachersorspecialistsasnotbeingabletofullyaccessthecurriculum.Thismaybeforanidentifiedreasonoranunknownreasonthataclassteacherwouldlikehelptounderstandandplanfor.ProcessesandproceduresareclearlydefinedtoenableclassteacherstoreferpupilstotheAENdepartmentquicklyandtoensuretheAENdepartmentreceivesdetailedinformationinordertocarryoutfurtherassessmentensuringthatstudents’individualneedsaremetasquicklyaspossible.ExamplesofthisincludeaYear3childwhojoinedwithintheacademicyearandwhowasreferredusingthenewprocesswithinaweekofentering.TheAENdepartmentusedthroughassessmentstoconcludethatthechildrequiredsignificantadditionalsupportwithlanguageandanintensiveprogrammewasputinplacewhereanAENspecialistworkedwiththechildeveryday.Within6weeks,thechildwasabletowithdrawfromthissupport.AchildinYear6wasidentifiedashavingdifficultieswithspeakingandwasreferred.AfterassessmentbytheAENdepartmentitwasidentifiedthatthechildmayhaveaspeechimpedimentthataffectedboththeirnativeandEnglishlanguage.Assessmentbyaspeechandlanguagetherapistconfirmedthisandsupportwasputin

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place.AcomprehensiveAENpolicywaswrittenandshared,sothatallstaffareclearonthefunctionofthedepartmentanditsprocesses.Consequently,ithasbeenabletorunasaneffectivedepartmentprovidingtailoredsupporttostudentswhohavebeenidentified.Studentsmayalsobereferrediftheyarenotbeingchallengedoriftheyhavesocialoremotionalneedsthatmayactasabarrier.Inthelatter,theAssistantHeadPastoralworksondevelopingaplandrawingonexpertisefromboththeAENdepartmentandtheteamofschoolcounsellors.Whereappropriatethisislinkedwithanyplantoaddressspecificlearningneedsthatmaybeinplace.Allplansproduced,includinggroupplans,aresharedwithparentsduringfacetofacemeetingsandasatranslateddocument.ThesemeetingsincludetheclassteacherandthelinkAENmemberandwhereappropriatetheAssistantHeadPastoralCare.Thesemeetingsgiveanopportunitytofullyexplainthereasonsforandthesupportinplaceandtoofferadvicetoparentsinorderforthemtosupportinthehome.Areviewdateissetandwhenthatdatearrives,areviewmeetingtakesplacecomplimentedbyareviewdocument.TheAENregisterrecordsanystudentwhohasbeenidentifiedasbeingofconcernthroughanInitialConcernForm(ICF)andthosereceivingsupportandonanIndividualNeedsPlan(INP),aswellastheinterventiontheyarereceiving.AsaresultstaffintheAENdepartmentareabletoidentifystudents’specificneedsandtheyareabletotargetthesedirectlywhenplanninginterventionsaswellasgiveclearstrategiestoclassandspecialistteachers.Theregistermakesveryclearhowlongstudentshavebeenworkingonaparticularintervention,supporttheyhavepreviouslyreceivedandtheimpactofthis.Thisbuildsaclearandaccuratepictureofeachstudent.Thesedataisalsousedtoidentifyanytrendssuchasparticularclassesoryeargroupsthathavealargeproportionofchildrenrequiringsupportinanyparticulararea.Thistheninformsplanningforacademicgroupingsinfutureyearstoensuresupportwithinclassroomscanmeetneeds.WeeklymeetingsbetweentheHeadofJuniorSchoolandAssistantHeadPastoralincludeanagendaitemwhichvisitseachchildofconcern,withreferencetosocialandemotionaldifficulties.Theirprogressandanyincidentsthatmayhavehappenedduringtheweekthatmayunsettleordisrupttheprogressarediscussedandanagreedplanputinplace.AsimilarmeetingbetweentheHeadofAENandHeadofJuniorSchoolfocusesonchildrenwhohaveparticularlearningneeds.Anewcomprehensivebehaviourpolicywasintroducedatthebeginningoftheyearprovidingaclearsteppedprocessofescalationandapathwayofconsequencesforanynegativebehaviourchoices.Achildfriendlyflowcharthasalsobeenproduced,explainedtothechildrenbyclassteachersandinKeyStageassembliesanddisplayedinclassrooms.AspecificEYFSpathwaywascreated,sharedanddisplayed.AconcernoftheHeadofJuniorSchoolisthatrigid,stagedbehaviourpoliciescanremovetheabilitytotakeintoconsiderationextenuatingcircumstanceswithinachild’sroutineandcanfocusontheappropriatesanctionratherthanunderlyingreasonsfortheexhibitedbehaviour.Thepolicyproducedallowschildrentounderstandandusemistakesasalearningopportunitywhilstalsotakingintoaccountindividualneedsofstudents.Whereanotherchildisthevictimofbehaviourchoices,theyarealsoincludedinanyactiontoensuretheyunderstandwhytheactionwastakenandtoofferthemsupportinmovingonfromanychallengingrelationships.Childrencanclearlyarticulatehowthebehaviourforlearningpolicyisapplied:-whenshownthestatement‘IknowtheconsequencesifImisbehave,’83%ofchildreninKeyStageTwoagreed(anincreaseof7%sincelastyear).Only4childrendisagreedwiththisstatementcomparedto12childrenlastyear.InKeyStageOne,(forasimilarlywordedstatement),64%agreedand4%disagreed.Morestudentsrespondedpositivelytostatementsregardingthefairnessofthepolicy.

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RecognisingthatmanyKeyStageOnechildrendidnotunderstandwhatsomeoftheseGoldenChartervalues,whichunderpinourbehaviourpolicy,meantthestudentcouncilhasworkedtoputtheseinto‘childfriendlyspeak’andsharedwithbothteachersandchildren.AllbehaviourincidentsthatarereferredtotheAssistantHeadteacherPastoralCareareloggedandrevisitedtoensurethataclearpictureisbuiltofanychildrenwhoareconsistentlyspokento.Thisenablesustoidentifychildrenwhomayhaveanunderlyingconcernintermsoftheirabilitytoaccessthecurriculum,alanguagebarrierorasocialoremotionalneedthatispreventingintegration.Italsoallowsustoaddressanyconcernswemayhaveaboutachildathome.Whereappropriate,thecounsellingteamorAENdepartmentmaybecomeinvolved.AllstudentsfeelvaluedandarefullyengagedwithourschoolChildrenfeelcomfortablesharingtheirworriesandconcernsandknowwhotospeaktointheJuniorSchool.The‘Timetotalk’initiativehasresultedinover30childrensinceMarchwantingtotalktotheAssistantHeadPastoralaboutissuesinschoolsuchaspeerrelationshipsandconcernsabouttheirrelationshipwithparentsandteachers.Theinitiativeisasystemofpostboxeswherechildrencanpostanotelettingstaffknowthattheywouldliketotalk.Forexample,whenagroupofYear5boysraisedtheconcernthatamemberofstafftreatedboysandgirlsdifferently,itenabledtheHeadofJuniorSchooltohaveaconversationtomeetwiththemtodiscusstheirconcernsfurther.Asaresult,aclearplanofactionwasdiscussedwiththechildrenwhichhelpedthemtoknowtheirconcernwasbeingtakenseriouslyandbeinglookedintoinordertohelpthem.AthoroughinvestigationresultedinclearevidencethatthememberofstaffconcernedstruggledwiththedemandsofenergeticboysduringCCAandthebehaviourstrategiesrequired.Asaresult,theboysfeltliketheywereconstantlybeingtoldoff.ThememberofstaffdiscussedthiswiththeHeadofJuniorSchoolandfeltmuchmoreconfident.Theoutcomewasdiscussedwiththestudentswhohadreferreditandlater,theyallagreedthatthesituationhadimprovedsignificantly.Similarly,whenaconcernwasraisedaboutalearningassistantandanallegationofracism,thisresultedinaseriesofmeetingswiththechildrenwheretheywerekeptinformedoftheactionsbeingtaken.Inthisinstance,itprovidedtheopportunitytodiscussimportantissueswiththechildrenanddeveloptheirunderstandingofracism.Again,thechildrenagreedthatthesituationwasimprovedduetointerventionanddiscussion.Yearonyearstatisticsshowthatthereisan15%inincreaseofchildrenwhoeitherstronglyagreeoragreethattheyfeelthereisanadulttheycantalktoatschool.Thistrendshowsthatourchildrenarebecomingmorecomfortabletoopenlysharetheirconcernsorworries.AnincreaseintimecommittedtodeliverthePSHEcurriculum,bothintheclassroomandinassemblies,givespupilsadditionalopportunitiestotalk.Consequently,pupilsfeelthattheirvoicesareheardandtheirfeelingsandopinionsvalued.Pupilvoiceistakenbothformallyandinformally.A‘LanguagesLunch’withchildrenwhoreceiveKoreanasaSecondLanguagelessonsrevealedthatthemajorityofpupilsfeltunhappyaboutboththequalityofteachingandpupils’behaviourinlessons.ThisenabledtheAssistantHeadTeachingandLearningtoworkwiththelanguagesdepartmenttoaddressthesecomments,introducingweeklymeetingsandintroducingthe‘TeacherPartnershipProject’aimedatraisingstandardsinlanguagelessons.Oneteacheridentifiedherowntargetasbeing,‘todevelopmorestrategiestoensurefullparticipation’.Herlatestpeerobservationreflectedthatshenow‘ensuredallstudentswerefocusedbeforerecappingonlearning.’

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Thewayinwhichpupilquestionnairesareconductedensuresthatchildrencontributetomeaningfulpupilvoice,regardlessofageandlanguageability.Thisyear,questionnaireshavebeenwrittenbytheJuniorSchoolandhavebeenwordedsothatlanguageisageappropriateforthestudents.ForexampleinKS2,childrenwereasked,‘Icancompletemosttasksindependently’andthesamequestioninKS1wasworded,‘Icancompletemosttasksonmyown’.Inallcases,teacherssupportunderstandingofquestionswhencompletingthesurveys.Forexample,Year1talkabouteachquestionbeforeansweringit.ThisensuresgreatercredibilityinstudentvoiceandinturntheresultsareconsideredandvaluedhighlywhendecisionsaremadeintheJuniorSchool.Wherethereisaneed,studentsurveysaretranslated.Allstudentshavetheopportunitytoengageinandcontributetostudentvoice.ThismaybewithmembersoftheJuniorSchoolLeadershipTeam,(addressingconcernsaboutparticularmembersofstafforgeneralthoughtsabouttheirexperiences),membersofstaffwithparticularresponsibilityforasubjectarea,(feedbackonSTEAMeventandhowitcouldbeimproved),orclassteachers,(howdotheyfeelaboutschoolingeneralorasaresultofaparticularschoolwideconcernsuchasplaytimesandamountofopportunities).SomeexampleofparticularstudentvoicesessionsincludetheirthoughtsonhealthyeatingcanvassedbythestudentcouncilandaYear6studentvoiceinordertotailortheirSeniorSchooltransitiontoareasofparticularworry.Studentvoiceisoftenconductedinsmallgroupsandinasettingthatpromotespupilsfeelingcomfortabletospeakhonestly.Forexample,theAssistantHeadTeachingandlearninghasconductedpupilvoiceonacademicattendanceandsocialstudieslessonsbysittingwithdifferentgroupsofchildreninformallyatlunchtimes.ShealsoorderedaspecialKoreanlunchforKoreanSecondLanguagestudentstodiscusslessons.TheHeadofJuniorSchooleatsluncheverydaywiththestudentsandusestheopportunitytogatherstudentsthoughtsoncurrentaffairs.TheAssistantHeadPastoralmetwithsmallgroupsofchildrenandusediPadstogatherstudentvoiceonlanguageuseintheschool.Inallinstances,asampleofchildrenistakentoensureeach‘group’isrepresentedaccurately.Weusearangeofacademicabilities,childrenwithindividualneeds,EnglishasanAdditionalLanguage,(EAL),studentsaswellasarangeofagesandgender.Consequently,pupilvoiceisamoreaccuratereflectionofourstudents’opinions.Studentshavereportedthattheyfeeltheiropinionsarelistenedtoandvalued.InKeyStageOneonlyonechild,(1.22%ofthecohort),whenrespondingtothestatement‘Myteacherlistenstomyopinion’,disagreed.InKeyStageTwo75%ofstudentsagreewiththestatement‘Myopinionisvaluedandlistenedto.’Thisisa12%increasesincelastyear.Thenumberofstudentsinvolvedinstudentvoicehasdramaticallyincreasedthisacademicyear.However,itisfairtosaythatwiththeexceptionofonlinesurveysthataredistributedtoallpupils,onlyarepresentativegroupfromacrosstheschoolhasbeenusedinothercases.AnimprovementfornextyearwillbetogiveallstudentstheopportunitytoverballydiscusstheirexperiencewiththeHeadofJuniorSchooloramemberoftheJuniorSchoolLeadershipTeamthroughgroupdiscussions.TherolesandresponsibilitiesoftheLittle6andStudentCouncilhavebeenclarifiedsothatstudentsandstaffareabletoclearlyarticulatetheroleofeachandunderstandtheirplacewithintheschoolcommunityandtheirroleinschoolimprovement.TheLittle6aretheJuniorSchool’sambassadors,workingwiththeHeadandAssistantheadPastoralandrepresentingtheJuniorSchoolatevents.Theyarementorsforthechildrenandareclearlyidentifiedaspupilswhocanbeapproachedforhelporsupport.TheStudentCouncilrepresentsthestudentbody,workingwithalinkteacherandleadinginitiativesdrivenbythechildren’sviewsandopinions.Thesehaveincludedintroducinghealthyeatingtokens,addressingconcernsabout

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recyclingplastics,helpingtheenvironmentandintroducingplaygroundleaderstohelpinclusivityduringbreaktimes.Eachofthesebodieshelpallstudentstofeelvaluedandengagedbytheschool.TheLittle6areidentifiablebytheirtiesandstudentsknowthattheyareabletoapproachaLittle6memberiftheyneedsupportforanyreasonTheStudentCouncilinvolvesallstudentsinitsinitiativestomakepositivechangestotheschool,suchaspromotinghealthyeating.AlthoughthesebodieshaveincreasedstudentengagementwithintheJuniorSchool,parentshavenotbeeninformeddirectlyoftherolesofeachofthesebodiesandsomewouldnotbeabletoclearlyarticulatethis.ThishasbeenaddressedinthenewJuniorSchoolhandbook.

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4.3StaffDevelopmentEnsurethatournewstaffarequicklyintegratedintoourethos,culture,systemsandprocessesthroughahighqualityinductionprogrammeThenewstaffinductionprogrammewasimprovedforthe2016cohortofnewstaffandincludedthreemaincomponents:anintensivethreedaytrainingprogrammeatNLCSUKinJune,aninductionweekuponarrivalinJejuinAugust,andaseriesoffollowupinductionworkshopsthroughoutthefirsthalfterm.PriortoarrivingattheschoolinAugustallnewstaffreceivedacomprehensiveinformationpacksothattheycouldstarttofamiliarisethemselveswithlivingandworkinginJeju.Theywerealsoassigneda‘buddy’fromourexistingstafftohelpwithpracticalconcernsandspecificquestionsthatstaffandtheirfamiliesmayhavehad.Theinductionprogramnotonlyincludedinformationregardingtheschool’sorganisationalandoperationalfunctions,butalsocoveredarangeoftopicsassociatedwithlifeonJejuthatrelatedtobothpractical,(suchastransportandplacesofinterest),andculturalawareness.TheculturalaspectsweredeliveredbyKoreanstaffandexpatswhohaveworkedattheschoolforsometime.Areascoveredhereincludedcultural“dosanddon’ts”,appropriatebehaviour,anddressandcourtesyexpectations.Newstaffhavereportedthatboththeinductionweek,andtheongoingprogrammethroughoutthefirsthalfterm,offeredsupportandguidanceonbothpracticalandemotionalchallenges.Theyhavetoldusthattheywereproductiveandusefulandasaresultournewstaffwereabletosettleintoschoolandislandlifeveryquicklyatthestartoftheacademicyear.SpecifictrainingfornewresidentialstaffwasprovidedinAugust,ledbytheAssistantHeadDirectorofBoardingandVicePrincipalPastoral.Thisprogrammeincludedacomprehensiveoverviewofkeypoliciesandprocedures,practicalmatters(suchasvariousboardingchecklists),contactnumbersandbudgetingmanagementissues.Thistrainingalsoincludedafocusonensuringthatallnewresidentialstafffullyunderstoodtheschool’sexpectationsregardingstudentwelfareandpastoralsupport.HousemastersandHousemistressesnewtotheschoolwerepairedwithanexistingHousemaster/mistresstoprovidelessformal,day-to-daysupport.ThefirstroundofthePastoralMonitoringprocess,andlinemanagementmeetings,revealedthatthiswasverysuccessful.Thequalityofpastoralcareandstudentsupportobservedthroughthismonitoringprocess,fornewresidentialstaff,wasinlinewiththeschool'sexpectations.Studentsreportedthattheyfeltwellsupportedandlookedafterbythenewresidentialstaff,andnewstaffreportedthattheyappreciatedhavingamoreexperiencedmentortoprovideadviceandguidanceregardingthemorepracticalelementsoftheHMrole(suchasassistancewithcreditcardsandbudgetaryprocedures,makingtransportarrangements,organisingHousetripsandvisits,andorganisingstaffdutyrotas).TheAssistantHeadDirectorofBoardingregularlyobservednewresidentialstaffintheirhousesandthisenabledhimtosee,firsthand,hownewstaffhadsettledintotheirroles.Furthermore,itenabledtheHeadofBoardingtoidentifyanypotentialissuesearlyintheyearandtooffersupport,asnecessary,toensuresolutionswereprovided.Residentialstaffhavereportedthatguidanceonkeyadministrativeareaswasveryhelpful,andtheyfeltwellpreparedforthedemandsofleadingandmanagingaboardinghouseinourschool.Weeklyteammeetingshavefocussedonprovidingsupportfornewresidentialstaff.Thishasincludedthesharingofbestpracticeontopicssuchasinterventionstrategiesforstudents,homesicknessamongstudents,andmanagingteamsoftutors.Inaddition,therewereregularmeetingswithvaryingfoci,suchasreportwriting,sanctions,safeguarding,andtheuseofBoardingwaresoftware.

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OngoingmonitoringofnewandestablishedresidentialstaffhastakenplaceaspartofthePastoralMonitoringprocess.TheprocessincludesafocusonindividualHousemasters/HousemistressesandAssistantHousemasters/Housemistresses(AHMs)andhasenabledadetailedassessmentoftheireffectiveness.Thishadapositiveimpactandservedasaformalmeansofreviewingtheinductionprocess.ItwasclearinthefirstroundofPastoralMonitoring,beforeChristmas,thatnewresidentialstaffwerealreadyveryfamiliarwithrelevantproceduresandpolicies.Furthermore,Houseteamswithnewresidentialstaffwerealmostallwellestablishedandworkingeffectivelytogether.Identifiedstrengthsthatwerehighlightedduetothismonitoringincluded;astrongteamspiritevidentacrossalltheHouses;newresidentialstaffhadallboughtintotheirhouseethos;tutorsandAHMsallfeltvaluedintheirroles;andthenewHMsreportedfamiliaritywithrelevantschoolpolicies.Studentvoice,studentquestionnaires,staffvoice,scrutinyofdocumentation,andobservationofmeetings,hasallowedacomprehensivepictureofresidentialstaffperformancetobedrawnup.Thisallowedforbespoke,specificactionsandtargetstobedrawnupforeachHouseandeachmemberofstaff.Forexample,studentswereaskedtovoicetheiropinionsontheirnewresidentialstaffandgiventheopportunitytoraiseanyissues.Inonehouse,thisidentifiedanissuewithconsistencyregardingthehouserulesaboutaccesstoelectronicswhichwasquicklyresolved.InanotherHousemoreovertnoticeswererequestedtomakeclearwhichmemberofstaffwasonduty,wherestafflived,andtherangeofpeoplethatwereavailableforstudentstotalkto.RegularreportsfromtheschoolmonitoringprocessesshowthatnewresidentialstaffperformedtheirrolewellandtoahighstandardEachmemberofstaffexperiencessignificantprofessionalgrowthatourschoolWehavereviewedandourappraisalsystemwhichnowtakestheformofan‘EndofyearReview’wherebyTeaching,Leadership,PastoralandCo-curricularperformanceareappraisedbylinemanagers.Theprocessincludesthesettingofgoalsspecifictoteachingandareasofleadershipresponsibility.Atthebeginningoftheacademicyearanexternalcoachingconsultant,ledtwotrainingsessionswithourteachingstaff,focussedonhighlightingthebenefitsthatacoachingculturecanbringtoaschoolstaff.Asaresult,tenteachersformallytookuptheofferofcoachingwithanothermemberofstaffandfeedbackfromthesestaffhasbeenverypositive,withstaffcommentingonhowtheyhavebenefitedfromaguidedreflectionoftheirteachingorleadership.Furthermore,thelanguageofcoachinghasbeenusedfarmoreinlinemanagementmeetings,particularlywithHeadsofDepartments.Weareseeingimprovementswiththissupportivestyleofmanagement,withseveralHeadsofDepartmentshowingimprovementsintheirleadership.Duetothesecoachingconversationswehaveseenincreasedcapacityandimpactinclassrooms.Forexample,amemberofstaffwhoneededsupportwithhermanagementofYear9boyshadaseriesoflessonobservationsandcoachingconversationsandherlessonswereshowntoimproveasaresult.Anothermemberofstaffneededtoimprovesupportforhisstudents’Englishlanguageneedsinhisclassandbecameengagedinacoachingprogramme.Throughsubsequentlessonobservations,hispracticehasverymuchimproved.Furthermore,amemberofstafffilmedhisownlessonandsubsequentlydiscussedthefilmwithourprofessionaltutor.Thecoachingconversationwashelpfulinidentifyingimprovements,particularlytoimprovethewayinwhichheinitiateddiscussionstogetthestrongestresponsesfromsecond-languagelearners.Leadersintheschoolhavebeenthroughanappraisalprocessthathasincludedinterviewswiththosethatworkalongsidethemtogainarangeofperspectivesandtoidentifystrengthsandareas

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forimprovement.Leadershavecommentedthatthisprocesshasgivenmeaningfulareastoreflectupon.AProfessionalDevelopmentStrategywasadoptedinSeptemberthatfocusedonimprovingpracticeintheclassroom,inboarding,andinmiddleandseniorleadership.ThisincludedasessionwithHeadsofDepartmentfocusingoninspirationalteaching,hostinganinternationalboardingconference,aninternationalEnglishteachingconferenceandofferingprofessionalqualificationsinmiddleandseniorleadership.WealsoengagedwiththeInstituteofEducationinordertotrainfivestafftofacilitatetheseprofessionalleadershipqualificationsatNLCSJeju.Academicmonitoringhasshownimprovedstandardsofteachingandlearning.Forinstance,Mathematicslessonshavebeenshowntoencouragechallengethroughsummarisingactivitiesrelatedtothehistoryoftrigonometry.InArt,lessonswereobservedthatpushedthestudentstousedifferenttechniquesandmaterials.InsomeArtlessonsatIBlevel,theteacheractedasa“criticalfriend”whichpreparedthestudentsforcritiquesatdegreelevel.Thedisplaysintheclassroomschallengeandinspireallstudentstoreachthehigheststandards,farbeyondthecurriculumrequirements.InEuropeanLanguageslessons,studentsarechallengedtothinkmorethisyearaboutthecontentoftheirworkandnotjustaboutbeinggrammaticallycorrect.Theteachersusearangeofreal-worldexamplessuchanewspaperarticles,TVnewsreportstochallengestudents’understandingandvocabulary.InPersonalandSocialDevelopment,(PSD),lessonsstudentsarechallengedwithbroad,open-ended,inquiryquestionsforallmodules.Studentsworkingroupsonengagingactivitiesandmanyofthetopicsstudiedarechallenginginthemselvesleadingtohighleveldiscussionswithintheclassroomseeninlessonobservations.ThePSDdepartmentalsousedtheHarvardProjectZerothinkingroutines,whichhavebecomeembeddedthisyear.TheBoardingconferencetookplaceinOctober,wasrunbytheBritishBoardingSchoolsAssociationandfocusedone-safety.SincetheconferencewehaveinitiatedarangeofimprovementsincludingsessionstoeducateourstudentsinregardtoresponsibleuseoftheInternet.Pastoralmonitoringhasshownthatthereisamoreresponsibleuseofelectronicsintheseniorhouses.ThishasparticularlybeenthecasewiththeYear11studentswhoarenowtrustedtousetheirlaptopsforanextendedlengthoftimeintheevenings.TheDirectorofBoardingintroducedarollingprogrammeofsessionsforAHMs.Thesehaveincludedworkshopsonbestpracticeregardingfiredrillsandsearchingrooms.Pastoralmonitoringhasshownthattheseprocedureshaveimprovedandareatleastinlinewithnationalminimumstandards.TheNationalProfessionalQualificationinMiddleLeadership(NPQML)coursewasverysuccessfulthisyear.SixHeadsofdepartmentfromNLCSJejuwerejoinedbyateacherfromBranksomeHalltostudythreekeyaspectsofschoolleadership;Leadingteachingandlearning,SystemsandprocessesandLeadingchangeforimprovement.AllcandidatesappliedtheirknowledgefromthecoursetoadepartmentalprioritysuchasdevelopingchallengeinlessonsorimprovingacademicEnglish.Theresultingimpactonleadershipandteachingwerenumerous,includinganincreased‘buy-in’fromsubjectteamsthatresultedinabroadrangeofexamplesofchallengeingeographylessons,suchasextendedresearchtasksinKeyStageFourwhichhelpedtoimproveacademicwrittenassignmentsinYears10and11.Theincreasedfocusonteachingandlearninginthedepartmentsofthoseinvolvedinthisprogrammeledtocloserattentionbeingpaidtotheconstruction,deconstructionandscaffoldingoftextsinHistoryandgreatlyimprovedstandardsofcompositionacrosstheMusicdepartment.Inadditiontothis,twoofthecandidatessignificantlydevelopedtheirconfidenceandcapacityasleadersduringthecourseandarenowinastrongpositiontoapplyforseniorleadershiproles.

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TheNationalProfessionalQualificationfacilitationtrainingbytheInstituteofEducationinBeijinginMaywasalsoofaveryhighqualityandprovidedexcellentprofessionaldevelopmentfortheseniorleadersthatattended.Thiswasduetothefactthattheyweretrainedtointroduceandleaddiscussionsaroundleadershipconceptsthattheythemselvesshouldbeapplyingintheirroles.Wedemonstrateoutstanding‘waysofworking’thatareneededtosupportanexceptionaleducationalprovisionThisyearwehavecreatedthreeAcademicLearningCommunities,(ALCs),fromourteamofHeadsofDepartmentwiththepurposeofensuringthatwefocusonteachingandlearningandshareexcellentpracticeinagroupthatissmallenoughtoengageinmeaningfuldiscussions.Thisprocessbeganwithanoff-sitemeetingtoexplaintherationalebehindtheALCs,tosetoutouracademicpriorities,andtoestablishmeaningfulwaysofworking.Wealsofocusedonthedevelopmentplanningandacademicmonitoringprocesses.Asaresult,wehavespentfarmoretimefocusingcollaborativelyonourkeyprioritiesandhaveheldsessionsfocusingonMarkingandFeedback,InspirationalTeaching,AppropriateChallenge,RevisionStrategies,EnglishlanguagedevelopmentandtheAcademicMonitoringprocess.Asaresultofthesecommunitieswehaveseenasignificantimprovementindepartmentleadership.Departmentminutes,andobservationsofmeetings,showthatmoretimeisspentdiscussingteachingandlearningthanwaspreviouslythecase.DevelopmentplansaremorefocusedonimprovingstudentoutcomesandtheAcademicmonitoringprocesseshavebeenfarmoredetailedinevidencingimprovementsinteachingandlearning.AlthoughthedirectimpactoftheALCsontheclassroomneedstobegreater,thefeedbackfromoursubjectleadersidentifiesthatmostfeelthattheALCshavehadadirectimpactontheimprovementsonteachingandlearning.TheHoDsstatedthatdiscussinggoodpracticeintheALCsdidhelpthemtodisseminategoodpracticetotheirdepartments,particularlythesessionsfocusingonchallenge,Englishacquisitionandrevisionskills.Astaffsocialcommitteewasformedinterm1ofthisacademicyear,withtheremitofensuringthatstaffaremadeawareofsocialopportunitiesthatalreadyexistinJeju,andtoorganiseregularsocialeventsforstaff.ThroughouttheacademicyearthecommitteehaveorganisedastaffBBQ,organisedastaffquizandledtheorganisationofthestaffChristmasandEndofYearsocialevents.Theeventsthattookplaceweresuccessfulandcontributedtowardsgreatercamaraderieamongstthestaff.However,thisyearhasdemonstratedthattherearelogisticalproblemsassociatedwithsuchaninitiative,almostallcausedbythebusynatureofourschoolcalendar.Thestaffcommitteehavemaderecommendationstofurtherdevelopthisinitiativenextyearasweseektoensurethatstaffwelfareisseenasaclearpriorityforourschool.WeexcelatrecruitingandretainingoutstandingteachersWehaveincreasedthestaffinglevelsinourHumanResourcesdepartmentthisyear,andthishashelpedtoensurethatexpatriateteachersreceivegreatersupportthanhaspreviouslybeenthecase.Individualteachershaveprovidedpositiveandappreciativefeedbackonthesupportthatthey’vereceivedwhendealingwithanumberofissuesthatrangefromdomesticissuestoarrangingtravelandfromliaisingwithhealthcareprofessionalstonegotiatingwithprospectivelandlords.Thatsaid,westilldonothavethestaffinglevelsneededtoallocatetheseresponsibilitiestoonerole,andthiswillremainafocusforourongoingdevelopment.ThisyearweworkedhardtoensurethatNLCSUKwereinvolvedinasmanyteacherappointmentsasispossible.ForthefirsttimesincetheschoolopenedwehaveensuredthatNLCSUKhavebeeninvolvedineveryteacherappointmentmadeduring2016/17andthishelpstoensurethatweareappointingstaffoftheveryhighestquality.

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OurGoverningBodyapprovedapayincreaseforteachersthisyear,showingacommitmenttoretainingexistingexceptionalteachers.Ourturnoverof17%representsthelowestturnoverintheschool’shistory.

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4.4ResourceManagementOurICTprovisionisoutstandingandsupportstheprovisionofanexceptionaleducationalprogrammeOurDirectorofICThasledthedevelopmentofanICTroadmapthatclearlyarticulatesthemediumandlongtermplanningprioritiesneededtoensurethatourICTprovisionisoutstanding.Asaresultofthis:

• NewandupgradedserverstohostourManagementInformationSystemhavebeenorderedandwillbeinstalledinAugust2017.Thiswilladdressvariousperformanceandstabilityissuesbeingexperiencedandensurethatwemakefulluseofthesystem.

• Anewloadbalancingsystemhasbeenorderedforthenewacademicyear.Thiswillensurethatwecanbetterconfigureoursystemforhowitisusedandensurethatstaffandstudentsexperienceareliableandfastservice

• Ahardwarereplacementpolicyhasbeenadoptedtoensurethatoutdatedmachinesandperipheralsarereplacedatappropriatetimesandthatoutstandingprovisionismaintained

• Ourwi-fisystemwillbeupgradedinthenewyeartoensurethatallareasofthecampusareequippedwithexcellentconnectivity

Ourstudentsaremoresecureonlinethanbefore,therehavebeenimprovementsinaccessfromboardinghouses,andimprovementsinsoftwareconfiguration.Therealbenefitsoftheworkthisyearwillbeseennextyearwhenthetenderingiscompletedandimprovementsareimplemented.TheManagementInformationSystem,(MIS),managerhasacomprehensiveplantomoveEngageforward,thefirststageofwhichwascompletedinthesummervacationwhenanewserverwasinstalledandconfigured.OurspecialistfacilitiesaredevelopedtoensurethattheycansupportahighqualityprogrammeThisyearwehavecreatedspecificDevelopmentPlansforoursportfacilitiesandforthePerformingArtsCentre.Asadirectresultoftheseplans,budgetprioritieshavebeenidentifiedandformpartoftheagreed2017/18budgetplan.Thesedevelopmentswillseeastrategicapproachtomaintainingandupgradingtheatreequipment,andwearepleasedthatJDChasagreedtofundthedevelopmentofnewsportingfacilitiesadjacenttotheschool,whichwillenableourcomprehensivesportsprogrammetocontinueasenrolmentgrows.OurdevelopmentofoutdoorspacesisnowsubjecttotheoutcomeoftheJuniorSchoolbuildingprojectwhichwillprovideopportunitiesforimprovingoutdoorspaces.However,budgetprioritieshaveyettobedeterminedanditislikelythatthiswillbepartofagradualdevelopmentoveranumberofyears.Thisyearweranadetailedtenderprogrammetoappointnewcatererstooperateourschoolcanteen.Theselectioncommitteecontainedrepresentativesfrommanagement,teachingstaff,students,andparentsandinvolvedsitevisitsaswellasformalpresentations.HanwhaHotels&ResortshavebeenawardedthenewcateringcontractandtheywillbeopeningaschoolcafeinHallaSquarefromTerm12017/18.Wehaveallocatedthe“Tickets”boothinthePAClobbytotheFriendsofNLCSJeju,whichtheywilluseasabasetocoordinateactivitiesfrom.SeniorSchoolCommonRoomshavebeenimprovedthisyearinanumberofways.AllthreeCommonRoomswereredecoratedovertheChristmasbreak.TheSixthFormCommonRoomnowhasprivatestudydesksandnewsofasandchairshavebeenorderedforJulydelivery.Theseitems

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havebeenpurchasedbyparentsofthe2016classandchosenbytheSchoolCouncil.Anewsilentstudyspacehasbeencreatedonthe3rdfloorattherequestoftheSixthFormstudents,toenableeffectiveprivatestudy.

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4.5FutureoftheSchoolOurcommunicationswithourparentsisoutstandingAfullinternalauditofallparentalcommunicationswasconductedintheautumntermandthisprovidedaclearunderstandingoftheprioritiesforimprovingcommunication.AFocusGroupstudywascommissionedinDecemberbyathirdpartyproviderandtheoutcomeofthesetwoworksresultedinacomprehensiveParentRelationsstrategy,andsubsequentactionplan,beingformed,sharedandapprovedbytheSeniorTeam.Elementsoftheactionplanhavebeenachievedandaredetailedbelow,andsomeelementswillbeprioritiesforthenewacademicyear.TheParentSurveyandmessagesfromtheParentRepresentativeGroup,(PRG),indicatedthatcommunicationremainsoneofthemainconcernsforourparents.TheNLCSUKinspectionparentsurveyhighlighted‘communication’wasthemostimprovedarea,andtheschoolhasaclearideaofwhatstillneedstobeaddressedtofurtherdevelopthiskeypriority.Parentalconcernsinclude:

• Feelingtheircomplaintsarenotalwayseffectivelydealtwith,includingreceivinganswersandresponsesthatarevague

• Difficultygettingthroughtotherightpersononthephone,particularlysupportstaffinadmindepartments

• Sometimestheschooldoesnotprovidefirstrateandprofessionalcustomerservice(oftenincommunicationonthephonebutalsosometranslation,verbalandwritten)

• ThereisperceivedpoorcommunicationaboutcurriculumissuesTheParentPortalhasreceivedsignificantinvestmentinordertostreamlinecommunicationbetweenparentsandtheschool.Thishasrequiredastructuredprogrammeoftrainingsessionsforstaffandparentsalike.InMay2017allcommunicationfromschoolwasmigratedfromemailtoEngageNotices.AnEngagePortalapphasbeenreleasedwhichfurtherincreasesparentalengagementbyexposingparentstoawidervarietyofinformation.TheChineseParentCommittee,(CPC),hasbeenparticularlyactiveandplayedanimportantroleincommunicationbetweenschoolandthismodestsizedgroupofloyalparents.TheyhavetakenpartinworkshopsincludingChildProtection,CCAopportunities,schoolcalendar,Chinesecurriculumpathway,ChineseFirstLanguageTeachingintheJuniorSchool,UniversityGuidanceCounsellingandEngagetraining.Allsessionshavebeenwellattendedandfeedbackhasbeenconsistentlypositive.TheJuniorSchoolLearningEventandWorkshopprogrammehasprovedequallypopularandthereareplanstobuildonthisformatofparentrelationshipbuildingin2017/18.TheSeniorSchoolParentGuidetoAssessmentandReportingwassentouttoallParentsinSeptemberthatexplainedtherationalebehindthenewformatofouracademicreports.Followingthis,aparentquestionnairewassentoutinNovemberafterthefirstroundofreports.Theresultswereencouragingwiththelargestgroupofparentsagreeingthattherehavebeenimprovementsmadetothereports.Forexample,65%likedtheprintedreports,53%foundthereportseasytouse,70%foundtheAttainmentGradeseasytounderstandand68%foundtheAttitudeToLearningGradeseasytounderstandand68%wantedtocontinuetoreceiveaprintedreport.ParentForumshavebeenverywellattendedthisyear.BeforeourScheduleofEventswassentouttoSeniorSchoolparents,itwasdiscussedwiththePRGandamendmentsmadeasadirectresult.TheschedulewassubsequentlysharedwithallparentsinAugust.OurAcademicEventssuchasOpenHouses,Options&CurriculumDayshavebeenbetterattendedthanlastyear.ParentEvaluationsusedateacheventhaveprovedvaluableandtheSeniorSchoolLeadershipTeamhave

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routinelyusedthisfeedbacktohelpinformplanningfornextyear’ssimilarevents.Forexample,OpenHousesnextyearwilltakeplaceonFridays(tofacilitateparentaltraveltoJejufortheweekend)andteacher-parentconsultationsduringOpenHouseswillstartandfinishalittleearlier,again,toallowparentstospendtimewiththeirchildrenthatsameevening,and,furthermore,wewillprovidesevenratherthanfiveminuteappointmentslotsformorein-depthreporting.Acommitmenthasbeenmadetoinvolveparentsintheplanningofsomeoftheseeventsandtoensurethateventsareuniqueandnotrepetitiveforanyparentattendingboth.NewinitiativesliketheQuestionandAnswercardsweremetwithpositivefeedbackbyparentsandthechoiceofvenueneedstobeconsideredmorecarefullyfollowingparentcommentsaboutover-crowding.VariousPerformingArtseventshavebeenlive-streamedtoallowparentsaccess(eg.keyPerformingArtsCentre(PAC)eventssuchastheHouseCompetitionperformanceandtermlyconcerts)andthishasbeenverypositivelyreceivedbyparents.ThePrincipalhasproducedanewslettersenttoparentsonceortwiceamonththatfocusesononemessagedeemedtobeofparticularinterest,orfelttobeofuse,toparents.Themessageshavehaveaddressedtopicssuchasdefiningpersonalsuccess,theimportanceofbalancetoNLCSJejustudentsortheroleofcreativityinoureducationprogramme.Thenewsletteralsohaslinkstoothercurrentstoriesthatcelebratesuccessesoftheschoolcommunity.Thenewsletteriswidelyreadbybothcurrentand,increasingly,aversionisalsoreadbyprospectiveparentsandalumniaswell.InApril2017thenewsletterhad2084subscribers,280ofwhomwereprospectiveparents(therebyinformingnewparentsabouttheschoolpriortotheiradmissionsexperience).Thenewsletterwasreadby57%ofsubscribersinApril2017andisproducedinEnglish,KoreanandChinese.IntheJuniorSchoolarangeofstrategieshavebeenintroducedtocommunicatethecurriculumandparentsnowreceiveaWeeklyNewsletterfromMs.Pugh,aCurriculumNewsletterfromeachclassteacherexplainingwhatiscominginthenextweekandatermlyCurriculumBookletsenthomeatthestartofeachterm.IntheSeniorSchoolnewcurriculumbookletshavebeenintroducedthatarticulatethecurriculumwithineachdisciplineonatermbytermbasis.Asadirectresultofparentalrequests,Ms.SweeneysentaCurriculumupdatetoallparentsinterm3andthiswaspositivelyreceived.TheFriendsofNLCSJeju(FONJ)hasbeenformed,anexecutivecommitteeelectedandmeetingsheldregularly.TheFONJhelpedorganiseeventsthatbenefittedtheschoolcommunityinavarietyofways.TheFONJintroducedthemselvestoallnewparentsduringtheAugustinductioneventandwereupdatedwhennewfamiliesjoinedthecommunityduringtheschoolyear.TherewasaChristmasBazaarheldinDecemberthatraisedoversevenmillionWonthatisnowavailableforimprovementstoourschoolcommunity.TheFONJcontributedtoaneventinCareersWeekinwhichhigh-profileparentswereinvitedtospeaktoYear9&10studentsabouttheircareers.TheFONJhasestablishedasystemofsecond-handuniformcollectionandsaleandorganisedthefirstFONJparent-staffsocialinJune.SeniorTeamhavedeemedtheseinitiativestobeworthyofcontinuationanddevelopmentin2017/18andanewexecutivecommitteehasbeenformedforthenewseason.AspaceinschoolfortheFONJtouseasabasehasbeenagreed.TheFONJExecutiveCommitteehavereportedonmanyoccasionsgenuinelybeingvaluedasagroupofparentsandbeingempoweredtocontributetothedevelopmentoftheschool.InfactoneoutgoingmemberoftheExecutiveCommittee(motherofaYear13parents)hasaskedtokeepupthistypeofinvolvementwiththeschooleventhoughshewillnotbeontheCommitteenextyear.PlansarealreadyinplaceforhertocontributethenewstaffinductionprogrammethatwillrunintheAutumnterm.

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Thenumberoftranslatorshasbeenincreasedtotwo,andaBoardingadministrativeassistantprovidesspecificsupporttotheHouseteams.Thishashelpedrelieveexistingstaffofworkoverloadandprovidedahigherturnaroundoftranslationrequests.MembersoftheParentsRepresentativeGroup,(PRG),wereconsultedaboutimprovementsthatcouldbemadetoparentalcommunicationprotocols.ParentsagreedthattheconceptofHMsandClassTeachersbeingthefocalpointofcontactformattersrelatingdirectlytotheirchildwasunderstoodandsensible.Frustrationsaboutcontactingsupportstaffhavebeenaddressedbyalteringthemain‘ARS’(automatedtelephoneansweringsystem)andpurchasingavoicemailsystemforuseacrosstheadministrationoffices.Atrainingsessionhasalreadyrunon‘dealingwithparents’toimprovecustomerservice.EventshavecontinuedtoberunbyHousesthatwerepioneeredlastyear.‘HouseTeas’havebecomemoreestablishedandpopularamongstbothboardingstaffandparents.TherehavebeenothereventsthathavebeenopentoparentssuchasJeoji’ssocialeventtomarkBruceCampbell’sretirement.TheGeomun&MulchatalumnipartyheldinlateJuneattheBritishEmbassyinSeoulwasagreatsuccesswithparentsandwillserveasablueprintforfutureeventsofthistype.Prospectiveandnewparentshaveafullunderstandingoftheethosandphilosophyofourschool,andhaveconfidenceinouroperatingproceduresThisyearsawaredesignofthemainadmissionseventinSeoulthatincludedfocusedsessionstosuittheneedsofProspectiveParents:

• AdedicatedsessiontodiscussBoarding:whichwasseenasbeingespeciallyusefulforparentsofgirlboarders.

• AdedicatedsessionfocusingontheInternationalBaccalaureateDiplomaProgramme• CounsellingwithCurrentParents:ToresolvetheconcernsofProspectiveparentsthrough

thesharingofexperiences.• CounsellingwithWaitlistedStudents’Parents:Toprovideaccurateinformationofthe

school’sselectioncriteriaforofferingplaces.

TheimpactofthechangeinformathasalreadybeennotedwithparentsofGirlboardersinparticularconfirmingtheirapplication,oroffer,immediatelyfollowingtheSeoulSession.TheformatoftheinformationsessionsandpresentationsinothercitieshasbeenfarmorefocussedonoureducationalphilosophyandontheuniquefeaturesofanNLCSeducation.Inaddition,anewprospectushasbeenpublishedthatiscentredaroundourphilosophyofeducation.TheSeniorTeamarenowdirectingtheoverallmarketingstrategyandhaveensuredthatallactivityisinlinewiththeoverarchingstrategicaims.Thisyearourmarketingactivityhasbeenrefocusedtoensurethatoureducationalethosisattheheartofallmarketingmessages.SeniorTeamnowhasagreaterunderstandingandawarenessofourmarketingactivitycomparedtopreviousyearsandthismovehasensuredthatprospectiveparentsreceiveaccurateinformationfromtheschoolbeforemakingtheirdecision.SeniorTeamreceivemonthlyreportsfrombothmarketingandadmissionsdepartmentsandthenextstepsfordevelopmentaretoensurethatSeniorTeamreceivetheinformationneededtofullydirecttheseareas.TheSeniorTeamhasrespondedtoachangingpoliticalsphere,andlackofreturnoninvestmentoverseas,andredirectedmarketingandadmissionstofocuswithindomesticmarkets.

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OurboardingprovisionisoutstandingWegaininformationabouthowboardersarefeelingaboutourboardingprovisionfromtheboardingelementofPastoralMonitoring,HouseCommitteemeetings,SchoolCouncilStudentVoice,studentsurveyanddiscussionwithstudentswhochangestatus(fromdaytoboardingorvice-versa).Ouranalysisshowsthatthekeyprioritiesforsustainingahealthynumberofboardersinclude;thequalityofcateringprovision,accesstofacilities,whichrequiresstaffingofSportsCentreandArtsrooms,considerationgiventostudentviewsaboutstudentuseofelectronics,leavingsiteaccessrulesandhomeworkgrading.TheBoardingCommunicationsstrategyhasbeenfinalisedandseekstoengageparentswiththeboardingaspectoftheschoolfromthefirstpointofcontactintheadmissionsprocess.Thetwostrategicobjectivesofthestrategy,(thathavecomefromtheFocusGroupreport),aretoprovidereassurancetoparentsaboutboththequalityofpastoralcareandqualityofacademicresultsthattheirchildrencanexpectasboardersatNLCSJeju.Althoughwehavenodefinitivemeasureofanyimpactofthisstrategyatthispoint,Augustadmissionsfiguresareencouraging;ofthenewSeniorSchoolstudentsarrivinginAugust2017,133from186areboarders.Furthermore,ofthesenewboarders,asignificantlylargerproportionismadeupofgirlsthantheproportionofgirlspreviouslyinboarding.Theboardingpopulationoftheschoolisalsosettobeover500,higherthanithaseverbeen.TheSchoolWebsitehasbeenupdatedwithnewpagesandcontenttoreflecttheseboardingpriorities.WehaverenewedthecontentontheEnglishandKoreanversionsofthewebsitetoemphasisethesetwostrategicobjectives.Inthisnewapproachpastoral,simplemessagesaredeliveredthatseektoexplainwhatpastoralcareis,howitsupportsstudentsuccess(academicallyandotherwise)andhowboardingatNLCSJejuisalignedtodeliverexcellentpastoralcareandthereforesuccess.Forexample,themessagethat“TheHouseismuch,muchmorethanaphysicalbuilding.itisthefamilythatprovidestheopportunities,supportandchallengetohelpallNLCSJejustudentstobehappyandsuccessful”isprominent.GovernanceoftheschoolisoutstandingTheGoverningBodyhavemadeaconcertedefforttoimprovetheirrelationshipswiththesignatoriestotheCVA,andinparticularwithJEINSandJDC.Greaterlevelsofconsultationnowtakeplaceandtheintroductionof‘designatedgovernors’torepresentNLCSEnterprisesandJDCensuresthatallstakeholderviewsarerepresentedinGoverningBodymeetings.TheGoverningBodyhavemadeanagreementwithJDCthattheirbudgetapprovaltimelinebeadjustedinordertoensurethattheannualschoolbudgetisapproved,andinplace,beforeeachacademicyearbegins,andtheGoverningBodyareinsistingthatthiscommitmentbemet.GoverningBodymeetingsnowincludeaSafeguardingReportasastandardagendaitemandthishashelpedtoensurethatafocusontheimportanceofSafeguardingstartsattheverytopofourorganisation.ThereisnowacommitmenttoprovidinginductiontrainingfornewGovernors,andallGovernorshavereceivedtrainingfromtheAssociationofGoverningBodiesofIndependentSchools(AGBIS).CommunicationwithinourstaffbodyisexcellentTherehasbeenaneffortthisyeartoencouragefarmorefacetofacemeetings,inanattempttoresistourschoolmovingtowardsanemailcultureofcommunication.Thisapproachhasbeen

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encouragedbyHeadsofSchoolsinanumberofstaffmeetingsandstaffhaveoftencommentedthattheyappreciatetheintentdisplayed.ThisapproachwillcontinuetobeencouragedandSeniorTeamwillneedtodeterminewhetheritisappropriatetobecomemoredirectiveonthisissueinthefuture.ThroughouttheyearthePrincipalhascirculatedaregular“Principal’sUpdate”toallstaff.ThisfocusesonthesharingofinformationfromSeniorTeamandGovernanceleveldiscussions.Staffhavereporteddirectly,andviatheannualstaffsurvey,thatthisiswelcomecommunicationthatprovidesvaluableinformationofthetypethatwouldnotordinarilyhavebeenshared.The“Principal’sUpdate”hasalsobeenusedasthevehicletocommunicateformalamendmentstoschoolpolicyand,again,staffhavecommentedthatthisiseffective.Aloadingpagehasbeendevelopedthatbringsalldocumentationandlinksintooneplace.TrialshavebeencarriedoutwithJuniorandSeniorSchoolstaffandthiswillmakekeyinformationclearertofind.Staffinvolvedinthetrialhavearticulatedthatthenewsystemismucheasierandmuchmoreefficientthantheoldsystem.

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6.SummaryandConclusionWeshouldbepleasedwiththeextentatwhichourdevelopmentplanprioritiesweremetthisyear,andourcommunityshouldcelebratetheon-goingsuccessesthatwecontinuetoenjoy.Weacknowledge,however,thatpartofourschool’ssuccessfulfirst6yearsofoperationhasbeentherelentlesssearchtodothingsbetterandmoreeffectively,andwecontinueinthisspiritaswesearchforyearonyearimprovement.Academicexcellenceliesattheheartofoureducationalphilosophyand,thisyear,wehavemadefurtherenhancementstoourprovisiontoensurethatthisareaisconstantlyimproved.Ofsignificancethroughouttheacademicyear,andacrossallareasoftheschool,hasbeenthecommitmenttodesigning,articulating,anddeliveringacoherentcurriculum.ThiscommitmenthasseengreatercollaborationbetweentheJuniorandSeniorSchoolsandhasimprovedthecontinuityofoureducationalprogramme.Withinschools,andacrosssubjects,wehavealsoseenanincreaseincollaboration.ThisisperhapsbestexemplifiedbytheSeniorSchoolEALdepartmentwhohaveworkedalongsidetheSeniorSchoolEnglishdepartmentandtheJuniorSchoolAdditionalEducationalNeedsdepartmenttoensurethatthereiscommonunderstandingandapproachestothoseareasthatoverlapbothdisciplines.Thisenabledustoimplementseveralnewinitiativesfocusedondevelopingourstudents’academicEnglishskillsandwewillneedtoensurethatwecarryforwardthismomentumintonextyear,tomakeyetmoreimpactfulprogress.Ourfocusoninspirationalteachinghasbeenapriorityareathroughouttheyearandtherehasbeenrichdialogueaimedatensuringthatthisremainsattheheartofeverylessoninourschool.TheAutumnConferenceagainprovidedourteacherswithopportunitiestobecomeinspiredbytheirsubjectsandtheaccompanyingenhancementofourstudentledacademicsocietieshashelpedtosolidifytheacademictoneofourschool.Thefocusoninspirationalteaching,andhencetheimportanceofsubjectspecialism,hasresultedintheJuniorSchoolintroducinganenhancedstructuretoYear5and6forthenextacademicyearthatwillseesubjectspecialismteachingineverysubject.Wehavecontinuedtoensurethatoursafeguardingproceduresaredevelopedandmeetacceptedbestpractice.Anexternalassessmentofoursafeguardingpracticesshowedimpressiveimprovementandalsohelpedustohighlightareasfordevelopmentovertheyearahead.Ourcommitmenttostudentvoiceandimprovingstudentengagementhascontinuedthisyearandwehavemappedoutanimpressivesetofstudentleadershipopportunitiesthatexistacrossallagegroups.Wehavemaintainedourcommitmentthatnochildwilleverfeelunsupportedatschoolbereviewingandsimplifyingtheproceduresaroundformalstudentsupportplans,aswellastheoverallpastoralresponsibilityandreportingstructures.WehavemadesignificantimprovementstoourUniversityGuidanceCounsellingproceduresandpracticesandourstudentsandparentshaveindicatedthattheyfeelfarbetterpreparedandsupportedfortherigoursofUniversityapplication.Intryingtoensurethatourstaffarequicklyintegratedintoourethosandwaysofworking,wehaveagainenhancedthenewstaffinductionprogrammethatnowseestargetedissuesaddressedwithstaff,accordingtoresponsibilitiesheldwithintheschool.Thereismuchevidencetosuggestthatthishasbeensuccessfuland,asaresult,ourstudentsexperiencefarlessdisruptioncausedbystaffturnover.Staffturnover,itself,hasbeenreducedtoitslowestlevelintheschool’shistory,astatisticundoubtedlyhelpedbytheGoverningBodysupportofusmakingadjustmentstosomekeyworkloadsandprovidingourteacherswithapayrise.

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Thisyear’sfocusonassessingthesuitabilityofsomekeyresourceshasenabledustoexposeaneedtoimprovesomekeyICTinfrastructureapriorityforthenextacademicyearwillbetoimplementthisimprovementplan.Wehaveimprovedourcommunicationwithparentsthisyearbyensuringthatweoperatemoreinformationsessionsthaninpreviousyears,andbyreviewingkeydocumentationforparents(followingconsultationwithparents).Ourparentforumshavebeenwellattendedand‘communications’washighlightedasthemostimprovedareaoftheschoolintheNLCSInspectionParentsurvey.ThecreationoftheFriendsofNLCSJejugroup(FONJ)hasbeenhugelysuccessfulandallowsustoincludeparentsinanaspectofcommunitylifethattheywerepreviouslyabsentfrom.Ouradmissionsteamhavereviewedtheirprocessesandwebelievethattheinformationweprovidetoprospectiveparentsisnowmoreaccurateandpertinent.

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6.2016-17IBDPResultsSummary

2017 2016 2015 2014Numberofentries 87 57 62 54StudentsachievingDip 85 55 60 51%Diplomaachieved 97.70% 96.5% 96.77% 96.3%Numberofmaximumscores(45) 3 0 2 0%of40+points 39.08% 40% 27.1% 31.5%%0f38+points 48.28% 52.7% 48.33% 46.3%%6/7grades 71.84% 73.4% 69.6% 63.6%Ave.pointsperstudent[passing] 37.32 37.62 37.15 36.3Ave.pointsperstudent[all] 37.22 37.14 36.65 35.8Ave.pointsboys[passing] 36.19 38.2 35.23 34.5Ave.pointsgirls[passing] 38.22 36.88 39.21 36.78Ave.pointsHL 5.83 5.88 5.84 5.76Ave.pointsSL 5.98 6.09 5.86 5.76Ave.corepoints 1.79 1.67 1.6 1.6%BilingualDiplomas 56.32% 89.1% 86.4% 69.2%

7.2016-17(I)GCSEResultsSummary

GradeDistributionA*-A A*-B A*-C

No % No. % No %

All 860 65.80 1122 85.85 1244 95.18

Boys 443 59.07 624 83.20 701 93.47

Girls 416 74.82 497 89.39 542 97.48

GradeDistribution

A* A B C D E F G U

No % No % No % No % No % No % No % No % No %

All 477 36.50 383 29.30 262 20.05 122 9.33 42 3.21 10 0.77 6 0.46 3 0.23 2 0.15

Boys 215 28.67 228 30.40 181 24.13 77 10.27 30 4.00 8 1.07 6 0.80 3 0.40 2 0.27

Girls 261 46.94 155 27.88 81 14.57 45 8.09 12 2.16 2 0.36 0 0.00 0 0.00 0 0.00

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8.UniversityDestinationsSummaryThefollowingchartshowsthedestinationcountriesofour2017graduatingclass.

Thefollowingtableshowstheoffersmade,andsubsequentacceptances,at‘elite’universities.

Offers(Successrate)

PlacesTakenUp

IvyLeague/HYPMS 7 3Oxbridge 7 4

RussellGroup 221 25

UK42%

USA41%

HK6%

Canada2%

Australia3%

Europe3%

Japan3%

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Thefollowingtableshowsdestinationsofour2017graduatingclassbyinstitution.

UK

CourtauldInstituteofArt 1

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DurhamUniversity 1FalmouthUniversity 1Goldsmiths,UniversityofLondon 1ImperialCollegeLondon 6King'sCollegeLondon 2LondonSchoolofEconomics 3UniversityCollegeLondon 8UniversityofCambridge 3UniversityofCentralLancashire 2TheUniversityofManchester 2UniversityOxford 1UniversityoftheArtsLondon 1UniversityofWarwick 2

USA

AmherstCollege 1

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BrandeisUniversity 1UniversityofCalifornia,Davis 1UniversityofCalifornia,Irvine 1UniversityofCaliforniaLosAngeles 1CarnegieMellonUniversity 1UniversityofChicago 1DukeUniversity 2EmoryUniversity,Atlanta 3UniversityofIllinoisUrbana-Champaign 4JohnsHopkins 2UniversityofMassachusetts,Amherst 1NewYorkUniversity 3NorthwesternUniversity 1PrincetonUniversity 1PurdueUniversity 1RhodeIslandSchoolofDesign 1UniversityofSouthernCalifornia 1StanfordUniversity 2TheCulinaryInstituteofAmerica 1TheNewSchool-AllDivisions(ParsonsSchoolofDesign) 1TuftsUniversity 1UniversityofWashington 1

AustraliaAustralianNationalUniversity 1

2UniversityofSydney 1

CanadaUniversityofToronto 1

2SimonFraserUniversity 1Germany TechnischeUniversitätMünchen 1 1

HKUniversityofHongKong 3

5HongKongUniversityofScience&Technology 2

Japan WasedaUniversity 2 2Swiss EcolePolytechniqueFederaledeLausanne 1 1

OthersPlanningtoapplytoKoreanuniversities 2

8Planningtoapplynextyear 6