executive headteacher’s report to full governors March...

EXECUTIVE HEADTEACHER’S REPORT TO FULL

GOVERNORS MARCH 2018

Including

Self-

Evaluation

Summaries

and external

reports on

ECS

2017/2018

1

EXECUTIVE HEADTEACHER’S REPORT TO FULL GOVERNORS MARCH 2018

2


Executive Headteacher’s Forward I have great pleasure in presenting my spring term 2018 Report to the full Governing body.

My Spring Report must be viewed as one of three over the year which taken together address the

breadth of our work and statutory responsibilities across Eastbury Community School. My comments are

underpinned by our robust self-evaluation work and evidence gathered by all of the senior leaders and

middle leaders in the school. I will also bring to the attention of Governors and draw on findings from

recent key national reports if they have not been provided in an accessible way elsewhere. I will not

repeat information that has been provided for you from the borough or the London’s Governors

Newsletters. Governors are encouraged to read our newsletter and regularly visit the school website to

add to this report, and develop a deeper understanding of the day to day life at ECS.

This booklet also contains some key documents and externally written reports about our work which will

help governors in their strategic role.

I am extremely grateful to all the leaders for their contributions to this report, self-evaluation and the in

depth discussions which have allowed me to write this report, which together with previous reports, will

help Governors have a clear and shared understanding of the strengths of the school and what needs to

be improved. The reports clearly demonstrates the relentless monitoring of our progress in all year

groups against the challenging benchmarks we set ourselves – quite simply we want the progress of all

our students to be much better than average. Given the low starting points of many pupils accelerated

progress is needed to ensure that their attainment at key points puts them in the best position for taking

their next step into university or modern apprenticeships.

It must be remembered that in addition to support and challenge, the key function of our multi-layered

quality assurance systems is to recognise any dips in performance early so that appropriate action can be

taken at classroom level for the benefit of all pupils.

I would be grateful if all Governors can review our self-evaluation (summary in the appendix) and next

steps for further improvement (our development plan evaluation is on our VLE). Our draft proposals

about our School Development Plan for 2018-2021 in section 1.2; and then use this with your

evidence from your attendance at sub-committee, visits and external reports to continue your active

part in making judgments and developing the overall strategy for continued improvement.

Senior leaders welcome further questions by phone or in an arranged visit, so please do not hesitate

to get in touch with the team by phone or email. If any of the Governing Body have suggestions for

information they would like included in any section of this report, do feel free to make suggestions.

3


Executive Headteacher’s Forward................................................................................................................... 2

Section 0: Welcome to the Spring 2018 Governors’ report. ......................................................................... 6

0.1 State of the Nation - We are judging our Overall Effectiveness as Good (with many outstanding

features) ..................................................................................................................................................... 12

0.2 Key Messages Spring 2018 ............................................................................................................. 12

0.3 Key Challenges Spring 2018 ............................................................................................................ 13

0.4 We are proud that we are not an exam factory! ........................................................................... 13

0.5 Whole School Leadership Strategy Remains ‘No child left behind or left out.’ ............................. 14

0.6 Our Key Focus 2017-2018 (our draft focus for 2018-2019 can be found in the Spring 18 SES in the

appendix) ................................................................................................................................................... 14

0.7 Agreed Next Steps to move the school from Securely Good to Outstanding ................................ 14

SECTION 1: Leadership Spring 2018 (current judgement Good) ................................................................. 15

1.1 School Development Plan 2015 – 2018 Evaluation ........................................................................ 16

1.2 School Development Plan 2018 – 2021 - Draft Ambitions, Challenges & Priorities ...................... 16

1.3 Equalities update ............................................................................................................................ 21

1.4 Curriculum Development at ECS .................................................................................................... 22

1.5 ECS Policy Development & Review Spring 2018 ............................................................................. 26

1.6 Student / Parent / Staff Surveys 2017 / 2018................................................................................. 28

SECTION 2: Teaching & Learning Spring 2018 (current judgement Good) ................................................. 29

SECTION 3: Promoting Personal Development, Well-being, Safeguarding and Positive Behaviour for

Learning (current judgement Outstanding) ................................................................................................. 32

3.1 Attendance Spring 2018 Update .................................................................................................... 33

3.2 Behaviour Update Spring 2018 ....................................................................................................... 33

3.3 Support for Mental Health ............................................................................................................. 33

3.4 Sexual violence and sexual harassment between children in schools and colleges ...................... 34

SECTION 4: Outcomes - 2017 Public Examination Overview & Current 2018 (current judgement Good) 36

4.1 The new IDSR (Inspection Data Summary ...................................................................................... 36

4.2 The current National expectations ................................................................................................. 36

4.3 The quality of Key Stage 3 provision has continued to improve .................................................... 36

4


4.4 GCE A Level & AS Level – Overall Progress is Good (ALPS 4) .......................................................... 36

4.5 GCSE (Key Stage 4) Headline data – Overall Progress is Good ....................................................... 37

4.6 Current Key Stage 4 data February 2018 & forecasts June 2018 ................................................... 37

4.7 GCSE 2017 The performance of (vulnerable) groups 2017 ............................................................ 38

4.8 Primary Headline data – Overall Progress is Good ........................................................................ 42

4.9 Disadvantaged Pupils Key Stage 4 (Pupil Premium / Catch up Premium) ..................................... 42

4.10 Disadvantaged Pupils Primary Phase (Pupil Premium / Sports Premium) ..................................... 42

4.11 Curriculum Access - Special Educational Needs / Disability and English an Additional Language . 42

SECTION 5: Early Years & Foundation Stage / Primary Phase (current judgement Good) ........................ 44

5.1 Introduction .................................................................................................................................... 45

5.2 Continuing Links Cross – Phase with the Secondary Phase ............................................................ 45

5.3 Developing ‘Cultural Capital’ and Promoting Pupil ‘Well-Being’ ................................................... 45

5.4 Extended Day Provision .................................................................................................................. 46

5.5 Attendance and Punctuality ........................................................................................................... 46

5.6 Teaching, Learning and Assessment Outcomes – Current position & Key Reports from the DfE . 46

5.7 Using the Pupil Premium (PP) to support Pupil Progress ............................................................... 47

5.8 Curriculum Development with Staff in 2018 and beyond .............................................................. 47

5.9 Core Subject Enhancement ............................................................................................................ 48

5.10 The PE and Sports Premium 2017 - 18 ........................................................................................... 48

5.11 Promoting Personal Development, Welfare, Safeguarding and Parental Involvement in Nursery,

Reception and KS 1 .................................................................................................................................... 49

5.12 Behaviour in the Primary – Evidence of Excellent Behaviour and Attitudes ................................. 49

SECTION 6: Sixth Form (current judgement Good) ...................................................................................... 50

6.1 Inspection Data Summary Report January 2018 ............................................................................ 50

6.2 Current Sixth form data February 2018 & forecasts June 2018 ..................................................... 51

6.3 National Funding Strategy .............................................................................................................. 51

6.4 National Apprenticeship Strategy................................................................................................... 51

SECTION 7: Thank You .................................................................................................................................. 52

7.1 A report for Governors ................................................................................................................... 52

5


Appendix 1: Draft Self- Evaluation Summary February 2018 ..................................................................... 53

Appendix 2: The Leading Edge 2018 - Framework for Exceptional Education .......................................... 67

Appendix 3: School 2 School Peer Review ................................................................................................... 73

Appendix 4: ARP Hearing Impaired Base Independent LBBD Reviews ...................................................... 77

Appendix 5: Primary Phase Independent LBBD Review ............................................................................. 85

Appendix 6: Governors’ Review of Behaviour - Eastbury Community School (Primary) .......................... 89

6


Section 0: Welcome to the Spring 2018 Governors’ report. I have great pleasure in presenting my spring term 2018 Report to the full Governing body.

At the end of January the National performance tables, league tables and the Inspection Data Summary

Report, (IDSR -the new dashboard) was published. Kerry Ward (Key Stage 3 & 4), Wendy Jenkins (Head of

Primary Phase) and Simon Conway (Sixth form) have provided overviews at the Standards meeting and a

summary in this report. I have updated our key messages (and challenges) as set out below and

throughout this report.

It is important that we discuss the high level data (the dashboards) as Governors and senior leaders at a

strategic level. Much of this can be done in the various sub-committees and during Governor visits to the

school. I am hoping that in this report and full governing body meeting we can together:

Identify relative strengths and areas for action in our performance

Demonstrate the impact and effectiveness of our strategies - and most importantly thank our

staff for their hard work

Inform our self –evaluation and setting new targets / objectives (setting the priorities for future

action)

Informs us of where support and challenge is needed

We should all be celebrating a piece of data that is not immediately obvious from the headlines / league

tables in the media. The progress (P8 = +0.12) of our disadvantaged pupils (50% of our cohort) is greater

than the progress (P8 = +0.11) of non-disadvantaged pupils nationally. We have now been in the top

quintile (top 20%) for the progress of our disadvantaged pupils for two years. You will remember this is a

key challenge we set ourselves 3 years ago, we did not want to compare our disadvantaged pupils

nationally (P8 = - 0.40), as this was setting the bar far too low, our disadvantaged pupils P8 is currently

+0.52 above (or performing on average half a grade better in each of their subjects) than disadvantaged

pupils nationally, we set our expectations and aspirations high and wanted to compare favourably with

non-disadvantaged nationally. Our ambition is now to accelerate the progress still further so that it is in

the top 10% and outstanding.

Our parents and carers know instinctively that the published tables only tell them so much and I am

always encouraged by the many discussions I have at Parents’ evenings and school events in which there

is a real appreciation of the relationships, the commitment to children’s whole development, the extra-

curricular richness of ECS, and the sense of fun and joy that accompanies the clearly evident learning

taking place day in day out. The thanks for this, goes to all of our staff, both teaching and associate. I am

proud and grateful for both their professionalism and dedication. As I have said for many years it is a

privilege to be the Executive Head teacher of our amazing school.

7


Our key aim at ECS is to accelerate the progress of all our pupils and ensure that no pupil is left behind or

left out, and enjoys their learning. We are constantly striving to better our provision for our children so

that they have the best possible learning experiences, achieve and thrive and go on to lead successful

lives. We know that we have been successful, and getting value from our pupil premium funding and

effort, when the individual pupil’s progress is faster than would have been expected based on past

learning, and faster than non-disadvantaged pupils nationally.

We are approaching the end of our three-year plan 2015-18, governors have been provided with updates

on progress each year and in section 1.1 the SLT have updated our evaluation and provided you with a

summary. It is important that we reflect on this, together with ECS, LBBD and National priorities as we

draft our plan for the next three years, 2018-2021. Again, the SLT has drafted some priorities based on

our own self-evaluation (our current draft SES can be found in Appendix 1) current research and both the

local and National agenda, some of which have been discussed at the sub-committees, and these can be

found in section 1.2. I would be grateful if Governors could read the evaluation and draft priorities

carefully and be ready to contribute at our full Governing body meeting on Wednesday 28th March, 2018.

It is important that we recognise the ingredients of our success so that we can thank all of those who

have contributed to it so far (and far too many to mention all by name); and provide the support and

challenge to those who are not contributing yet (thankfully only a few). If we all share our ingredients of

success we can apply this knowledge and these skills to scale up, spread and extend our reach to more

pupils in school (in the different departments and across our phases), locally in the LBBD family of schools

and nationally through the SSAT Leading Edge and the Chartered College of Teaching. We must ensure

that all remember this is a continuous journey and cycle – not a destination!

It is equally important, as we embark on formulating our next School Development Plan (2018-2021), that

we remind ourselves of the principles of why we do the things that we do. If our actions are not having

impact we need to stop doing them (and learn from mistakes), redirecting the valuable resources of time

and money to new strategies and actions.

At ECS our success is based on our holistic approach and focusing on accelerating the progress of

individual pupils, rather than the overall increase in the proportion of pupils or groups achieving with

broad brush non-targeted strategies. This means there is less chance of an individual pupil slipping

through the net. Improvement in the progress of an individual’s achievement contributes to our overall

goal of all pupils achieving. Every pupil matters and we focus on pupils’ achievement moving from well

below to below national standards (NS); from below to at NS; from at to above NS and from above to well

above NS, and eventually world class.

8


The ingredients of our success

We are making sure everyone knows who are the children we are concerned about (in all year groups)

and what are we doing. In short removing any barriers and ensuring quality first teaching. We begin the

journey on day 1 in our Early Years and reflect on / analyse progress in every year group, in every term.

Wherever possible we are involving parents /carers in providing support, and when needed outside

agencies.

A. Who are the children we are concerned about (in all year groups) and what are their learning

needs?

We aim for a holistic description of the child in each of the broad bands below and establish their learning

needs thorough discussion with our middle leaders, who in turn have the discussion with classroom

teachers and tutors. We are fortunate that all share in having high expectations of all / growth mind-sets.

Well below (identifying the pupils by name and what we want these pupils to do & learn in order

to move to below or at National standards)

Below (as above and move to be at or above National standards)

At (as above and move to be above or well above National standards)

Above (as above and move to be well above National standards or world class)

Well Above (as above and move to be world class)

B. What are we doing? In short removing barriers and quality first teaching, learning, assessment (and

feedback)

Identifying strengths and learning needs (gaps in knowledge & skills) / barriers to learning of the

individual child – setting the priorities for each child and teacher in relation to overall school

priorities and targets / objectives

Responding with intervention / innovation that accelerates learning (wherever possible in the

classroom)

Responding to the impact of the intervention / innovation that accelerated learning / progress

and raised attainment – ensuring the journey continues for all (not stopping!) and is shared

Refocusing at regular points in the year – we are ensuring that what we have learnt about

accelerating progress is benefitting more pupils / addressing workload:

Now across the School departments & Phases / Borough / Nationally – sharing best

practice / collaboration – teacher planning & delivery (pedagogy)

Future – Updating schemes of work / Developing the Curriculum

Future – ensuring bespoke professional development to improve the quality of all

teachers and staff

9


Removing barriers - Everyone takes strategic action (aspirational no-excuses culture)

Attendance – thank you to Eileen Clarke, Pam Page and our attendance team

Behaviour (for learning and attitudes – ensuring Growth Mind-sets) thank you to Sharon Collins,

for updating and bringing a new innovative approach to behaviour management involving a more

explicit reference to social, emotional and mental health, our youth workers, mentors, Year

Curriculum Coordinators (YCCs) and tutors.

Concentration (issues at home / school ensuring support for social/emotional health and

wellbeing, especially mental health) thank you to Rebecca Lastiotis and our child protection team,

Stavey Primus and all those involved in supporting parents / carers; and our mentors

Diagnosis (is there a medical need e.g. hearing / eyesight tests needed / epilepsy, a special

educational need or learning difficulty?) thank you to our Head of Curriculum access, Jo Higson

(and congratulations on her recent success on becoming the substantive leader in this area) and

her team of teachers; to Lisa Paulding and her team of teaching assistants

Engagement and participation (strategic focus on SMSC / PSHE / Assembly & Tutor programme,

and the co-curricular) thank you to Nicky Murray and Jo Caswell for revitalising our PSHE

programme and ensuring coherence with the excellent work of our YCCs and tutors in their

assembly and tutorial programme; and the many staff running enrichment opportunities after

school. I would also like to thank Millie Miller for her work in leading on Character education in

tutorials which will be developed further across the curriculum in the new academic year led by

Dominic Simpson (after trialling in science in the summer term).

Improving the Learning experience of the individual - Everyone takes strategic action and a relentless

focus on our core purpose, teaching and learning underpinned by all those working behind the scenes

making sure we have a good environment for learning

Quality First teaching - in all classrooms – firstly, to Jacinta Tarr for leading our Early Years provision and

getting our nursery and reception classes off to a great start at ECS; secondly for support for teachers

experiencing difficulties thank you to all our UPS teachers and Lead Practitioners and aspiring leaders

acting as mentors; Thirdly, for ensuring sharing best practice through a quality school led CPD programme

thanks goes to UPS teachers, Lead Practitioners and our middle leaders for delivering the majority of this;

and thirdly for ensuring the effective induction of new staff , NQTs & those in initial teacher training

(School based and in Universities) thanks goes to Helen Fergey and all those acting as mentors.

We are making sure everyone is taking early intervention action as part of routine teaching / planning,

and giving strategic thought to how their classroom is organised / seating plans (Short term remedial /

recovery action – Intervention / booster action in the classroom / day-to-day practice). We are using an

increasing amount of well researched successful strategies / action research projects (rather continuing

with what obviously does not work in our context). Thank you to Jeff Goy, Jaspal Jhita, Dominic Simpson ,

10


our Heads of department, lead practitioners and classroom teachers and to all those involved in Leading

Edge activities for promoting new approaches

Assessment & tracking systems – the short term actions. Thanks to Kerry Ward for updating our

assessment policy and tracking systems she is making sure alongside Heads of Department (by providing

them with the tools and guidance) that assessment is accurate and feedback is timely, so that

The teachers / TAs know who is at risk of falling behind and what exactly is the need – gap

analysis to ensure targeted follow up action so pupils reach age expected attainment as a

minimum and may for many above, as well as to provide opportunities for working greater

depth. (There is then clarity for all in what the short term remedial / recovery action is – who is in

the Intervention / booster classes)

The pupils know what and how they learnt, and their next steps. The pupils know their teachers /

TAs are supporting them to improve and succeed – as we know success energises these pupils.

Thank you to Jo Caswell for leading the school council and ensuring they communicate with the

school about ECS pupils learn and their preferences.

Schemes of work (Medium term proactive actions) Thank you to Jeff Goy for leading on Teaching and

Learning and supporting our Heads of department, lead practitioners and UPS teachers who are in turn

supporting teachers to review and develop schemes of work / series of lessons that are helping the

individual child to success in the classroom.

Curriculum Development (Longer term proactive actions) - Thank you again to Kerry Ward for leading

our Heads of department, lead practitioners and UPS teachers for ensuring the taught / formal

curriculum and co-curriculum is rich and of high quality - motivating and providing the right opportunities

at the right time for our pupils.

I am extremely grateful to the senior leadership team who are working hard and the impact of their work continues to improve. The following summarises why I am very happy with their work.

The scale of the challenge never deters them, even in the most difficult circumstances – indeed, it

often one of the attractions of working at Eastbury!

Their focus is always on doing what’s right to maximise the progress, achievement and

development of all children – never simply to tick boxes or satisfy external scrutiny.

Their everyday actions fosters and maintains our positive school ethos and culture underpinned by

strong values and a bold and ambitious vision is central to our mission.

Senior leaders regularly discuss the termly progress data and national comparative data. They

never shy away from the difficult conversations and always open about any issues. While there is a

toughness on underperformance and robustness when holding to account, it always has a humane

face and is very supportive as well as challenging.

11


They are engaging and partnering creatively with other organisations, schools, parents and the

wider community to enrich learning and enable children to access opportunities inside and

outside the classroom.

The ECS Team – as seen above are we actively involving all our staff, who are encouraging our pupils

(through our school council) and parents in designing, implementing and reviewing our improvement

plans. Thank you to Jo Caswell for her excellent work with the school council and all those staff working

with parents / carers.

We are very fortunate to work with so many dedicated and caring professionals who have over the years

delivered a high standard of education and care. We must not forget to thank all the associate staff who

underpin their work – the Admin team, the Network team the Business and Finance team, Canteen staff,

the caretakers, cleaners and our facilities management team – Bouygues.

Therefore, in my reports, I aim to celebrate our many successes and to direct attention to those things

where improvement is needed.

Our staff do a demanding, sometimes difficult job, but it is thanks to their effort that it is with pleasure

that I can report that in many of the areas the school, a greater proportion of our provision is good or

outstanding this year compared with the last. This continues the general trend of improvement that we

have seen over a number of years. I am happy to report that despite the current national challenges

(funding and recruitment) staff remain optimistic and moral is good.

I trust that this report will provide useful evidence to inform Governors in their key strategic role in

securing the very best futures for our children and learners. Despite financial and other constraints, we

need to prioritise teaching, learning and care, and ensuring the conditions are right for staff to develop as

leaders and effective practitioners in their respective roles.

Below is the key summary to be read in conjunction with the full contributions from staff in this report

and our Spring 2018 Self Evaluation Summary (SES). Staff have worked hard on the areas of concern and

marginal gains identified in the autumn report.

12


0.1 State of the Nation - We are judging our Overall Effectiveness as Good (with many outstanding

features)

Self-Evaluation is rigorous and robust. Our SES (self-evaluation summary statement) is presented at the

various sub-committees for Governors to discuss and add to, and thereby share in the making of our

judgments.

Why are we judging ourselves as good – a summary

We are realising our vision; and continue to improve the quality of education and care. Our key

judgments for Leadership, Teaching and Learning, Outcomes, Early Years and the Sixth form are

good and we consider Behaviour and Well-being to be outstanding.

High expectations coupled with our relentless focus on teaching, learning and assessment is

promoting resilience and high aspirations for our learners, with the majority and almost all groups

making good progress.

Our students play a full and active part in ensuring all feel safe, promoting British values and

celebrating diversity through their varied leadership activities and delivery of our highly praised

programme of assemblies.

Our holistic approach, with effective teamwork and partnerships, is ensuring our students are safe

and make excellent progress to apprenticeships, further education and university.

Our full and draft Spring 2018 SES statement is presented in appendix 1. This represents a summary of

our self-evaluation. Governors are invited to discuss any of these reports with the relevant school leader.

0.2 Key Messages Spring 2018

We are a strong team building a 3-19 school (both physically and structurally) in which all children

and young people in our local community can and do achieve.

Everybody, both staff and pupils, have high expectations of themselves and others regardless of

background or prior attainment.

We are proud that the progress (P8 = +0.12) of our disadvantaged pupils (50% of our cohort) is

greater than the progress (P8 = +0.11) of non-disadvantaged pupils nationally – a key challenge we

set ourselves 3 years ago.

Attainment of Basics strong (GCSE English and Mathematics 5+ = 48%) above local (43.1%) and

national averages (39.6%); and Progress is strong (P8 = +0.15); including maths and disadvantaged

pupils who have been in the top 20% for two years

Our pupils are courteous, kind, appreciative, aspirational, well behaved and ready to learn and

take on leadership roles– all the way through from Nursery!

Our staff are dedicated and caring which results in strong pastoral systems and PSHE, Careers,

Assembly programme, Enrichment (co-curricular opportunities especially in sport and cultural

13


education) which enhances our broad and balanced formal curriculum and benefits all of our

pupils.

Overall holistic approach resulting in excellent destinations and low NEETS, with progression to

Russell group universities high (8 Oxbridge applications this year) & excellent Degree

Apprenticeships / Vocational pathways at 16

0.3 Key Challenges Spring 2018

We know we have to accelerate the progress of all our pupils given low starting points – Our

ambition is to be in the Top 10% for pupil progress and therefore move from good to outstanding and benefit our pupils’ life chances! – This starts in Early Years (We use, and staff value, pupil progress as a key accountability measure) – we are doing a good job as shown in the Inspection Data Summary Report 2018 (the new data dashboard and full commentary from senior leaders in their contributions to this report) and summarised in this introductory section.

Humanities impact of 2016/17 strategies, new heads of department (HOD) in History & Geography and Curriculum time increase (0.5 Period on KS4 & 2 periods in KS3) having impact and we are seeing strong improvement in outcomes and pupils opting for these subjects.

Engineering KS4 - Extreme staffing difficulties (HOD early retirement with late notice & Lead Teacher long term sick) have hindered the work of the project board and this area is still an area of great concern.

Phonics (low average pass mark of those failing 2017) – we are beginning to see the positive impact of updated focused classroom practice & additional –‘catch-up’ groups in both years 1 & 2.

We are well aware that Raising Attainment is key, and is of vital importance to all pupils – it is the currency for the next step – sixth form, university or apprenticeship – competing with London as well as the National.

Science KS5 (note progress good) impact of 2017 strategies & Autumn 17 Project board having impact and we are seeing strong improvement

We are working hard to overcome the current economic challenges and recruitment difficulties.

2017/18 Budget on track overall (challenge in primary remains); We are beginning to see the positive impact of early Staffing 2018/2019 Analysis & recruitment (which started early in December rather than February); and strong impact of collaborative work with ITT is assisting in recruitment.

0.4 We are proud that we are not an exam factory!

Strong co-curricular offer (with excellent participation) and strong character education becoming more formally established)

High participation in pupil leadership activities (Prefects, Peer Mediators, School Council, Subject Ambassadors)

High participation in Sport Cultural capital - high numbers of pupils with high grades in Art, Music, Drama (ECS pupils

highest performing students nationally in the Shakespeare questions in English Literature) Social Capital – outstanding careers education and trips / mentoring resulting in low NEETs.

14


0.5 Whole School Leadership Strategy Remains ‘No child left behind or left out.’

Relentless focus on Teaching, Learning & Assessment (ensuring gains in progress continue - CPD focus leading to improved learning, raising of attainment & improved destinations / collaboration with ITT providing the next generation of teachers)

Safe and caring environment (ensuring learners are happy, safe, healthy and good citizens) Leadership that empowers all to be effective, increases leadership capacity & proactively

promotes succession planning (ensuring continuous improvement without excessive & harmful workloads) – we are building capacity in advance of need

0.6 Our Key Focus 2017-2018 (our draft focus for 2018-2019 can be found in the Spring 18 SES in the

appendix)

Teaching & Learning Embed meaningful, manageable and motivational assessment which informs and shapes quality first Teaching & learning

Curriculum Development – Ensure curriculum pathways: challenge & meet the needs and aspirations of all learners; and reflect / embed the new specifications.

Promote Well-being for both students and staff (workload review & reduction) – Stop Press Dec 2017 - Princes Trust School of the Week for Mental Health Work / Attendance improving/ Fixed term exclusions deceasing

0.7 Agreed Next Steps to move the school from Securely Good to Outstanding

Accelerate progress still further to ensure that we are in the top 10% overall (which in turn will raise

attainment still further and close attainment gaps in school) – all phases and teachers are constantly

striving to improve the quality of teaching and ensuring total consistency.

Ensure for ECS secondary groups:

Boys match the progress of girls nationally and then ECS girls

Disadvantaged boys match the progress of disadvantaged girls at ECS

Low prior attaining pupils match the progress of Middle prior attaining pupils at ECS

White British pupils match the progress of all pupils at ECS

Ensure for ECS secondary subjects:

All subjects match the progress of Mathematics nationally and then ECS Mathematics.

Continuation of Project Board for Engineering – implement emergency measures

Ensure for ECS A Level subjects:

Accelerate progress still further to raise the attainment of students particularly A*/A grades

Ensure that the progress in all subjects is significantly above the national average

Ensure for ECS Primary Phase :

EYFS – Increase the % GLD (78%+) through renewed focus on reading, writing and Maths

KS1 – Increase the % working at greater depth (by the end of Y2)

Increase challenge and choice in learning pathways (with particular emphasis on core subjects)

15


SECTION 1: Leadership Spring 2018 (current judgement Good) Leadership has continued to show an overall trend of improvement and we are judging it as good. Our

draft self –Evaluation Statement for spring 2018 can be found in the appendix.

Our goal is to achieve a consistent, well-led and empowered staff that delivers even better outcomes and

care for all our learners, particularly the disadvantaged and vulnerable.

A key part of our leadership work this term is focusing on reviewing the past three year SDP and drafting a

school development plan (SDP) for the next three years (2018-2021) – our Twenty Twenty One vision. At

this stage we are consulting with Governors about the big picture and once agreed, staff will fine tune the

development plans during the summer term ready for implementation at the start of the autumn term. In

order to maximize the chances of the success of the plan it is essential that we spend time working

carefully through the selection of priorities in the ECS context, and then the who, why, where, when and

how of managing change. I will be asking all leaders to use the latest research from the Education

Endowment Foundation (EFF) about implementation and strategy to underpin their work.

(https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-

implementation/).

I will be asking everybody to stop doing the things that do not have a positive impact on pupil progress

and wellbeing, maximize collaboration and do not ‘reinvent the wheel’ to reduce their workload

(https://www.tes.com/dfe-teacher-workload ). Again there is a growing body of research that will help

staff to be more effective in their everyday practice and save time.

I will be asking all staff to use the time saved to be more fully aware of the progress data and needs of

their pupils. All will be expected to develop and implement Accelerating Progress Plans (as set out below).

Where an individual pupil is falling behind the class teacher / form tutor will investigate the causes and

put a plan into action to help address the learning need. Where a group of pupils across a department /

year group are falling behind the Head of Department / Head of Year will investigate the causes and put a

plan into action and training in place to help address the specific learning needs. Where a group of pupils

across the school are falling behind the Assistant / Deputy Heads will investigate the causes and put a

plan into action and training in place to help address the learning needs.

https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-implementation/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-implementation/

https://www.tes.com/dfe-teacher-workload

16


1.1 School Development Plan 2015 – 2018 Evaluation

I am extremely grateful to senior leaders who have been reviewing our SDP 2015-2018. Full reports can

be found in previous Governors reports and the evaluation for this academic year can be found on our

school intranet (VLE). Following comments from the meeting at this point last year I am not publishing

here especially as there is a lot of overlap with our self-evaluation statement (which can be found in the

appendix) and caused a little confusion because of the duplication. Any Governor who would like a hard

copy of the full review can request one. Our full evaluation is being taken into consideration in the draft

for our SDP 2018-2021.

We are proposing the development of a new format for the next 3 year plan 2018 – 2021 to make full use

of latest recommendations from research and reduce bureaucracy. Once we have agreed each priority (or

challenge) a full implementation plan will be developed.

1.2 School Development Plan 2018 – 2021 - Draft Ambitions, Challenges & Priorities

Our overarching ambition for strategic leadership remains no one left out or behind for the next three

years development - Our Twenty Twenty One Vision.

We want to be world class, this means we need to accelerate progress still further to ensure that we are

in the top 10% overall (which in turn will raise attainment still further and close attainment gaps in

school). We will achieve this focusing our leadership on ensuring that we have a consistent, well-led and

empowered staff that delivers even better outcomes and care for all our learners, particularly the

disadvantaged and vulnerable.

At this stage we are consulting with Governors about the big picture and once agreed, staff will fine tune

the development plans during the summer term ready for implementation at the start of the autumn

term. In order to maximize the chances of the success of the plan it is essential that we spend time

working carefully through the selection of priorities in the ECS context, and then the who, why, where,

when and how of managing any change.

As the Executive Head teacher and Governing body it is essential that we have fewer well-chosen

priorities (linked to the challenges) and that current leadership and educational research underpins the

implementation of all initiatives. We are making a deliberate move away from the ‘OFSTED Six’ to a more

coherent and holistic 3-19 set of ambitions and challenges. It must be stressed that in ensuring

coherence all of our ambitions and challenges are inter-related and to a certain extent overlap, the

organization below represents an attempt to rationalize the presentation of our current thinking based

on our robust self-evaluation and understanding of the local and national picture.

Our draft ambitions build on and are coherent with other vital work taking place in and beyond the school to

tackle key challenges in the everyday life of our pupils, for example: investment in support for looked after

17


children e.g. through the pupil premium plus, virtual school heads, and designated teachers; Children’s services

delivering sustainable improvements to the children’s social care system e.g. supporting the social work profession

through establishing a What Works center to disseminate best practice; taking forward the biggest changes to

SEND provision in a generation, providing tailored support from 0-25; and delivering bold new proposals on

children’s mental health to ensure all children can develop into confident adults.

We will achieve our purpose by working together and tirelessly to deliver our ambitions.

Our 5 Ambitions (& Challenges) to be agreed at SLT extended workshop and Governors March 28 - 2018

Can all Governors be ready to contribute at our full Governing body meeting at the end of March 2018.

Ambition 1: Accelerate progress still further to close all attainment gaps in ECS; while raising standards

and attainment for all

Challenge 1 (draft priorities) to:

Improve the quality of teaching in all classrooms

Develop further independent learning / study skills

Ensure all departments / phases implement a clearly articulated & understood APP – Accelerating

Progress Plan (thereby Increasing the number of departments / subjects delivering top quintile

progress) each term

What we will do to achieve this?

Improving the quality of teaching and independent learning, by requiring middle leaders to develop and

implement an annual school based CPD programme (using school meeting time and twilight INSET) to

address the learning needs of pupils and teaching needs of staff in each subject area or phase.

Identifying each term which pupils are falling behind and the gaps in their knowledge and requiring middle

leaders to develop and implement a Accelerating Progress Plan for class based intervention to target the

learning needs of pupils (thereby reducing further the need for after school / holiday intervention).

Ensuring that all school leaders spend their funding efficiently so that teachers can focus on teaching, and

associate staff on frontline care through ensuring budget plans are coherent with all implementation plans.

Actions (What we will do to address the challenge) – our timelines of action will be developed once we

have agreed the ambitions and challenges).

Key Performance Indicators (How do we know we have been successful) will be agreed once we have

finalized the ambitions and challenges


attainment still further and close attainment gaps in school)

18


Ambition 2: Promote staff and pupil wellbeing & mental health by ensuring all pupils receive quality

care and support in all years, and staff have an appropriate work-life balance


Increase the % of pupils / staff with 95%+ Attendance / reduce persistent absence

Reduce the need for Alternative Provision through development of an onsite Learning Support

Unit and implementation

Increase effectiveness CAMHs partnership (and maintain low exclusions)

Develop wellbeing policy / systems / processes for pupils / staff linked to pupil behavior policy and

staff code of conduct


Develop and implement a well-being policy that promotes mental health and work-life balance.

Support all pupils to fulfil their potential though the implementation of new holistic and therapeutic

approach to behaviour management (implement our new policy)

Support all pupils to fulfil their potential, by reforming our approach to exclusion and use of alternative

provision by re-establishing our own onsite Learning Support Unit.




finalised the ambitions and challenges

Ambition 3: Develop a coherent 3-19 Curriculum which meets the needs and aspirations of all pupils in

collaboration with our partner schools


Use a common language for learning & leadership that is clearly understood by all throughout the

school

Embed Skills, Knowledge and understanding as a common & coherent thread through all schemes

of learning

All staff have an understanding of the expectations in each key stage

Embed character education throughout the 3-19 curriculum (not just as a pastoral add-on)

19



Improve the quality of our early year’s provision, with a renewed focus on early language & literacy and

numeracy, ensuring all children experience an engaging & exciting curriculum and a language-rich

environment. Increase the focus of Science in Key Stage 1

Improve the understanding by all, of children’s learning and development needs 3-19, by requiring senior

leaders to develop and implement an annual school based CPD programme (using school meeting time

and twilight INSET).

Ensure coherence and progression 3-19 by requiring senior leaders to work with middle leaders to develop

a rich curriculum based on proven research of children’s learning needs in each Key Stage. We will use

the SSAT “4 pillars of principled curriculum design” to support us in our reflection.





Ambition 4: Develop the ECS career strategy so that we recruit, retrain, retain and promote the best

staff; while working to reduce the gender pay gap and increasing the proportion of women, ethnic

minority and LGBT people in senior leadership positions.


Ensure all staff receive an effective & appropriate CPD programme tailored to their career stage and

aspiration

Increase the number of staff actively contributing to: collaboration with partner schools / the

Chartered College of Teaching / the SSAT Leading Edge through participation in educational

research

Decrease the number of pupil NEETs and staff leaving the profession


Make ECS an attractive place to work through promoting staff wellbeing and using appraisal to ensure all

staff clearly understand their role and contribute to overall school improvement; and receive bespoke

INSET supporting professional development at each stage of their career and their aspirations.

Raise the status of the profession at ECS through Increasing the number of staff actively contributing to

the Chartered College of Teaching / SSAT Leading Edge through participation in educational research etc .

20


Delivering our careers strategy for pupils to further improve the quality of careers advice, guidance and

experiences, through developing further our links with Business and the National Careers Service.





Ambition 5: To maximize the use of collaboration, research & new technologies for learning,

assessment, leadership and operations etc. in order to in increase effectiveness & reduce workload.


Select & implement ‘fit for 3-19 purpose management information system’ to increase efficiency in all

areas & reduce bureaucracy

Identify a clear school focus for each of the three years of the plan that meet the needs of each of

our 3 phases

Use the proven research to develop and implement fewer carefully chosen initiatives.


Ensuring all teachers join and participate in at least one research based learning community for example

the Chartered College of Teaching or University College London’s Professional Learning Network.

Use the research from the Education Endowment Foundation – ‘Putting Evidence to Work – A School’s

Guide to Implementation’ as we refine, develop and implement the SDP 2018-2021.

Explore and adopt management information systems which are highly intuitive and further reduce

bureaucracy.





References – I would be extremely grateful if Governors could let me have any other references which

could help us at this planning stage.

https://educationendowmentfoundation.org.uk/public/files/Publications/Campaigns/Implementation/EE

F-Implementation-Guidance-Report.pdf

21


https://www.gov.uk/government/publications/department-for-education-single-departmental-plan

https://educationendowmentfoundation.org.uk/news/15-key-lessons-learned-in-the-eefs-first-six-years/

http://www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/initial-

teacher-education/

http://www.beib.org.uk/?utm_medium=email&utm_campaign=Best%20Evidence%20in%20Brief%20156

&utm_content=Best%20Evidence%20in%20Brief%20156+CID_8a86792f52917921995c6796050b355a&ut

m_source=BEiB%20email&utm_term=our%20website

1.3 Equalities update

Governors discussed our Equality objectives in the autumn term. We are extremely fortunate in having three

aspiring leaders (Megan Greet, Claudia McIntosh and Lee Vickers) who are working hard with a dedicated and

committed group of staff to drive this agenda, they all deserve our praise. They have formed a working group and

would like a Governor to attend their meetings (we can change the timings to help a Governor to attend) to

participate in this important part of our work. Jo Caswell has also been instrumental in ensuring that Equalities is a

high profile part of the work of the School council, we were all delighted when they secured additional funding for

the school for Equalities, following a competitive process at City Hall.

I am extremely grateful to Megan Greet and the working party for providing the brief update below and

rationalizing the objectives we agreed last term and have been exploring how to measure our success in these

areas through the refining our Key Performance Indicators for them*. I am proposing that our equalities objectives

become integral to our SDP for 208-2021 (rather than an add on).

As a reminder - since April 2012 all schools have been required by law to publish equality objectives, or – as the

term might be, equality directions of travel. They are part and parcel of the public sector equality duty (PSED),

which is stated briefly in section 149 of the Equality Act 2010. The PSED consists of a) a general duty and b) two

specific duties. The purpose of the general duty, the government has said, is:

“To ensure that consideration of equality issues forms part of the routine, day-to-day decision making and

operational delivery of public authorities, and the purpose of the specific duties is to ensure better performance of

the duty.”

Having due regard to the need to advance equality of opportunity is defined in the Equality Act 2010 as having due

regard to the need to:

1. Remove or minimise disadvantages

2. Take steps to meet different needs

3. Encourage participation when it is disproportionately low.

https://www.gov.uk/government/publications/department-for-education-single-departmental-plan

https://educationendowmentfoundation.org.uk/news/15-key-lessons-learned-in-the-eefs-first-six-years/

http://www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/initial-teacher-education/

http://www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/initial-teacher-education/

http://www.beib.org.uk/?utm_medium=email&utm_campaign=Best%20Evidence%20in%20Brief%20156&utm_content=Best%20Evidence%20in%20Brief%20156+CID_8a86792f52917921995c6796050b355a&utm_source=BEiB%20email&utm_term=our%20website



22


In order to help schools in England meet the general equality duty, there are two specific duties that they are

required to carry out. These are:

To publish information to demonstrate how they are complying with the equality duty.

To prepare and publish one or more specific and measurable equality objective.

ECS Equality Objectives (rationalised)

Embed equality policy into SDP, CPD, displays and all school work (curricular and pastoral)

Close attainment and progress gaps for all groups**

Celebrate and enhance the student contribution to equalities work

Ensure that recruitment, promotion and pay is fair (reducing the Gender Pay gap)

Ensure reporting and resolution of all prejudiced incidents, bullying and discrimination

Eliminate disproportionality in behaviour statistics

Cultivate further positive relationships between different communities and groups, in- and out- of

school

*Our equality working group, student group and senior leadership team have agreed that equality work must permeates all we do and is in many cases, intrinsic to individual good practice. Where it is effective, there may not always be a clear quantitative indicator. As such, where there are statistical measures, we have included them, but not to the exclusion of our wider aims. This is a reflection of the fact that we believe equality is for all and some of the most impactful work may not have a statistical counterpart – this does not undermine its importance. Most especially, our routine consideration of equality issues and the dissemination of this practice to whole-staff, is an embedding that arguably makes the most difference to staff and student experience, but cannot be, within one school’s data, statistically linked to all the areas in which it will impact.

** Use our own and other local, regional and national data and research to build a full picture of differences in achievement between different characteristics as defined in the Equality Act 2010. To use this full data to track and set proactive interventions based on national or regional trends or priorities in order to offset any potential inequalities in attainment and attendance that are not currently identified.

1.4 Curriculum Development at ECS

While tests are important and useful, they do not, and can never, reflect the entirety of what pupils need to learn. Exams should exist in the service of the curriculum rather than the other way round. I am delighted that we have such an excellent full three year Key Stage 3 and co-curricular offer at ECS, and have been debating the formal taught curriculum in Key Stage 4 at our meetings with Governors. It is also important to remember that we have continued to raise the standards in English and mathematics for

23


some years (resulting in the shortlisting for, and TES awards) while offering a curriculum in which pupils have a free choice based on their current and future aspirations. English and mathematics are the gateway to all other learning and indeed are building blocks for later successes expected from pupils and learners of all ages. This remains a hugely important and valuable area on which to concentrate & develop further. Our shared key concern is how can we encourage more pupils (particularly WBR) to study for a formal qualification in a second language.

Kerry Ward has been leading discussions with the SLT and Middle leaders about the future of our curriculum, and the resulting proposals arise from discussions at the Standard committee in November built on by recent work in SLT and a discussion about affordability at the Staffing committee. We would be grateful for further input of Governors at this Spring meeting. I am extremely grateful and thank her for this crucial work.

Interim Curriculum 2018/2020 –We are making the following proposals set out below for the Curriculum 2020 & beyond we are proposing a full day workshop with Governors and key stakeholders in the academic year 2018/2019.

Key Decisions - Recommend that we adopt the curriculum model presented below on the proviso we can

afford

Present model L 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

7

Engl

is

h

Engl

is

h

Engl

is

h

Mat

hs

Mat

hs

Mat

hs

Scie

nc

e Sc

ien

c

e Sc

ien

c

e C

om

p

uti

ng

Co

mp

uti

ng

Fre

nch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Dra

ma

Geo

gr

aph

y H

isto

r

y H

isto

r

y P

HSE

RE

PE

PE

8

Engl

is

h

Engl

is

h

Engl

is

h

Mat

hs

Mat

hs

Mat

hs

Scie

nc

e

Scie

nc

e

Scie

nc

e

Co

mp

uti

ng

Co

mp

uti

ng

Fre

nch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Geo

gr

aph

y G

eogr

aph

y H

isto

r

y H

isto

r

y P

HSE

RE

PE

PE

9

Engl

is

h

Engl

is

h

Engl

is

h

Mat

hs

Mat

hs

Mat

hs

Scie

nc

e Sc

ien

c

e Sc

ien

c

e C

om

p

uti

ng

Co

mp

uti

ng

Fre

nch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Geo

gr

aph

y G

eogr

aph

y H

isto

r

y H

isto

r

y P

HSE

RE

PE

PE

Current Issues

History and subsequently Geography have moved to 2 hours in KS3, in recognition of the increased

content at KS4 and in an effort to help them to improve outcomes at KS4. Also the majority of our

students fill their EBacc basket in P8 with a humanity (to add to 2 Sciences) so this is a crucial area for us

For next year we need to address the following:

Geography would like another hour in year 7, RE would also like more time

We would like to relaunch Drama on the curriculum and recognise that it is a valuable subject

particularly in the interests of KS3 balance.

If we are to achieve both of these we need to gain an hour somewhere else

Possibilities (in no particular order)

Take time from English, Maths or Science (they have more than everyone else)

24


Take time from computing (current staff expertise means that high quality computing teaching is

not always what we are seeing and take-up is low at KS4)

Take time from French (take-up is low at KS4)

Amalgamate Technology and Art so that Art becomes part of the Technology carousel

Put Music and Drama on an expressive arts carousel so they share an hour

Any of these options could be used in one year of the key stage only – for example students could

specialise in an humanity, an expressive art or an area or art and design as they move into year 9, or the

year 7 curriculum could be amalgamated in some subjects. Also different subjects could move between 1

and 2 hours as we move through the key stage

KS3 - Recommendations for Governors after SLT consultation. Key Decision

Proposed model 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

7

Engl

ish

Engl

ish

Engl

ish

Mat

hs

Mat

hs

Mat

hs

Scie

nce

Scie

nce

Scie

nce

Co

mp

u

tin

g D

ram

a

Fre

nch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Geo

gra

ph

y G

eogr

a

ph

y H

isto

ry

His

tory

PH

SE

RE

PE

PE

8

Engl

ish

Engl

ish

Engl

ish

Mat

hs

Mat

hs

Mat

hs

Scie

nce

Scie

nce

Scie

nce

Co

mp

u

tin

g D

ram

a

Fre

nch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Geo

gra

ph

y G

eogr

a

ph

y H

isto

ry

His

tory

PH

SE

RE

PE

PE

9

Engl

ish

Engl

ish

Engl

ish

Mat

hs

Mat

hs

Mat

hs

Scie

nce

Scie

nce

Scie

nce

Co

mp

u

tin

g C

om

pu

tin

g Fr

en

ch

Fre

nch

Des

ign

Tech

D

esig

n

Tech

A

rt

Mu

sic

Geo

gra

ph

y G

eogr

a

ph

y H

isto

ry

His

tory

PH

SE

RE

PE

PE

Drama continues to be built back in, moving to year 8 as well as year 7 next year (and continuing

into year 9 the following year)

Geography moves to 2 hours in each year of KS3

Computing goes down to 1 hour in KS3 (retaining 2 hours in year 9 for 1 year to aid planning for

the changes)

KS4 Curriculum

Present model - Year 10

4 2 3 5 6 7 8 9

1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7 8

1

9

2

0

2

1

2

2

2

3

2

4

2

5

Engl

is

h

Engl

is

h

Engl

is

h

Engl

is

h

Mat

hs

Mat

hs

Mat

hs

Mat

hs

Scie

nc

e Sc

ien

c

e Sc

ien

c

e Sc

ien

c

e Sc

ien

c

e/

PH

SE

Op

tio

n

1

Op

tio

n

1

Op

tio

n

1

Op

tio

n

2

Op

tio

n

2

Op

tio

n

2

Op

tio

n

3

Op

tio

n

3

Op

tio

n

3

RE

PE

PE

Present model -Year 11

1 2 3 4 5 6 7 8 9

1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7 8

1

9

2

0

2

1

2

2

2

3

2

4

2

5

Engl

is

h

Engl

is

h

Engl

is

h

Engl

is

h

Engl

is

h/

PH

SE

Mat

hs

Mat

hs

Mat

hs

Mat

hs

Scie

nc

e Sc

ien

c

e Sc

ien

c

e Sc

ien

c

e O

pti

on

1

Op

tio

n

1

Op

tio

n

1

Op

tio

n

2

Op

tio

n

2

Op

tio

n

2

Op

tio

n

3

Op

tio

n

3

Op

tio

n

3

RE

PE

PE

25


Owing to the increased content of the RE GCSE they are no longer able to deliver it in 1 hour per

week – can we give the extra half lesson (with PHSE) to RE?

Ability of English and Science to deliver 2 reformed GCSEs in 4 hours is proving increasingly

difficult.

KS4 – Recommendations for Governors after SLT consultation – Key Decision

Proposed model - Year 10 and from 2019/20 also for year 11

1 2 3 4 5 6 7 8 9

1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7 8

1

9

2

0

2

1

2

2

2

3

2

4

2

5

Engl

ish

Engl

ish

Engl

ish

Engl

ish

Engl

ish

/

Scie

nce

M

ath

s

Mat

hs

Mat

hs

Mat

hs

Scie

nce

Scie

nce

Scie

nce

Scie

nce

Op

tio

n 1

Op

tio

n 1

Op

tio

n 1

Op

tio

n 2

Op

tio

n 2

Op

tio

n 2

Op

tio

n 3

Op

tio

n 3

Op

tio

n 3

RE/

PH

SE

PE

PE

Proposed model - Year 11 (for academic year 2018/19 only) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 8 19 20 21 22 23 24 25

Engl

ish

Engl

ish

Engl

ish

Engl

ish

Mat

hs

Mat

hs

Mat

hs

Mat

hs

Scie

nce

Scie

nce

Scie

nce

Scie

nce

Op

tio

n 1

Op

tio

n 1

Op

tio

n 1

Op

tio

n 2

Op

tio

n 2

Op

tio

n 2

Op

tio

n 3

Op

tio

n 3

Op

tio

n 3

RE/

PH

SE

RE

PE

PE

RE to get the extra half lesson next year to see the present year 10 cohort through the RE GCSE

From 2018/19 (starting in year 10) RE will be delivered on a carousel with PHSE, students will not

sit a GCSE

RE will be offered at GCSE through the normal option system

Psychology, Business Studies and Design Technology will be added to the options offer.

Engineering will be removed.

Students will not be able to take certain combinations of design Tech and Art subjects due to the

discounting rules

26


1.5 ECS Policy Development & Review Spring 2018

I am extremely grateful to Jas Jhita for keeping our school website updated with all of the statutory

requirements. A useful workshop was help where Jas gave Governors a ‘tour of the website’. I

recommend that this becomes an annual workshop in a similar way to our assets check.

Below is our current position with respect to policy development and Governors are urged to contribute

where they can.

Policy Reviewer/s Current

Date (online)

Next review by SLT

Governor input

welcome

Governors’ discussion & ratification

Checked Comments

STATUTORY

Accessibility Policy JGH/SVI May 2017 Feb 2018

(On going) RESOURCES-

summer 2018

Admission Arrangements 2015 – 18 (primary & infant / Secondary )

LA (RLA & WJE)

2017-2018 July 2018 FULL –

December 2018

Attendance & Punctuality

RLA July 2017 May 2018 STANDARDS –October 2018

Capability Procedure for Teaching Staff

LA (DDI) February

2018 November

2019 STAFFING-

February 2020

Capability Schools Managing Performance - Support Staff

LA (DDI) March 2016

March 2019 STAFFING-June

2019

Charging Policy OOA & WJE April 2016 April 2018 RESOURCES –

June 18

Child Protection & Safeguarding Children in Education

RLA July 2017 July 2018 STANDARDS –October 2018

Complaints Procedure – incorporate below

SCL July 2017 September

2018 STAFFING –

October 2018

Complaints Procedure (serial & persistent)

SCL July 2017 September

2018 STAFFING –

October 2018

Data Protection JJH/DTR February

2017 April 2018 *

RESOURCES - March 2018

Draft form: for discussion at Governors resources 29/03/17 * DATE changed due to any final changes made to GDPR at the end of March

E-Safety Policy RLA /AGA July 2017 July 2018 RESOURCES –

November 2018

Fire Alarm Evacuation Policy

OOA, WJE & Bouygues

July 2017 On-going

during RESOURCES

27



Date (online)

Next review by SLT

Governor input

welcome


Checked Comments

building & landscaping

Freedom of Information

JJH January

2016 April 2018

RESOURCES –June 2018

Review April 2018 in line with GDPR

Health & Safety Policy

OOA/ SCL June 2017 February

2018 RESOURCES –

June 2018

Healthy Relationships & Sex Education

RLA/NMU/JCA June 2017 July 2018 STANDARDS – October 2018

Single Equality Plan RLA/SCL/

MGR June 2017 June 2018

STANDARDS –October 2018

Special Needs Working

JGH/JHI & WJE

January 2018

December 2018

STANDARDS –March 2019

Supporting Pupils with Medical Needs

WJE, JHI & AMS

May 2017 June 2018 STANDARDS –

Nov 18

Note delay due to staffing issues

Teacher's Pay Policy DDI & SCL September

2017 November

2018 STAFFING – Nov

18

Early Years Policies

Home School Agreement Primary Phase

WJE January

2018 November

2018 STANDARDS –March 2019

EYFS Policy WJE September

2017 July 2018


EYFS Phonics Policy WJE September

2017 July 2018

STANDARDS–October 2018

EYFS Outdoor Play Policy

WJE September

2017 July 2018


EYFS Homework Policies

WJE September

2017 July 2018


EYFS Intimate Care Policy

WJE September

2017 July 2018


EYFS Behaviour Policy

WJE September

2017 (reviewed)

July 2018 STANDARDS –October 2018

Additional Policies

Acceptable Use Policy

RLA /JJH & AGA

March 2016

April 2018 RESOURCES-

June 2018

Adverse weather – moved to Business continuity plan

Aggressive behaviour of parents and visitors

SCL October

2016 October

2017 STAFFING – Nov

17

28



Date (online)

Next review by SLT

Governor input

welcome


Checked Comments

Anti – Bullying Policy JCA / RLA May 2017 January

2018 STANDARDS – March 2018

Behaviour Policy SCL & WJE

January 2017

(Under review)

February 2018

STANDARDS March 2018

Business Continuity Plan

SCL & OOA February

2016 May 2018

RESOURCES – June 2018

Awaiting completion of campus for full update

Careers Education, Information, Advice & Guidance

SGA July 2017 June 2018 STANDARDS – October 2018

Update with Level 3 investors in careers accreditation

Drugs Policy RLA/NMU/JCA June 2017 July 2017 STANDARDS –

Nov 17 Urgent review needed

Electronic Devices - Searching & Deletion

SCL & AGA June 2017 February

2018 STANDARDS March 2018

Keeping Children Safe in Education - Statutory Guidance

DFE Guidance September

2016 May 2017

(Sep 2017 ) STANDARDS –

June 2018

Checked - Guidance has not changed since last updated.

Literacy Policy DSI & JGO ? 2015 February

2018 STANDARDS – March 2018

Mini Bus Policy OOA November

2014 November

2017 RESOURCES –

November 2017

Teacher appraisal DDI &SCL October

2014 October

2018 STAFFING –

November 2018

1.6 Student / Parent / Staff Surveys 2017 / 2018

I am extremely grateful to Jas Jhita who has been trialing our own in-house surveys this academic year. Jas is

organizing for the surveys to take place during parent evenings and each survey is tailored to the Year group being

surveyed. Jas is also encouraging parents to complete the online OFSTED survey (sadly this has received insufficient

responses to date to make any analysis meaningful). I am delighted to report that the vast majority of parents and

carers, surveyed to date, are extremely happy with the education and care we are providing for their children.

To date Jas has surveyed the parents / carers of pupils in years 9, 10 & 11 and will have completed all surveys by

the Summer term when he will write a full evaluation report. He is currently developing an online survey for pupils

and staff. Again a full report will be available in the summer term.

29


SECTION 2: Teaching & Learning Spring 2018 (current judgement Good) The quality of Teaching in the Secondary had continued to improve and we are currently judging it as good.

Teachers plan work that brings the curriculum to life and develops pupils’ interest and curiosity, while

developing key skills. Delivery, questioning and feedback includes a healthy balance of checking of pupils’

understanding of what they were learning and providing guidance on how to make work outstanding.

Our own regular self-evaluation, our on-going work with School to School review (see latest report in the appendix)

and new work with Leading Edge (see latest reports in the appendix) makes us secure in our judgment of Good for

Teaching.

Our draft Self –Evaluation Statement for Spring 2018 can be found appendix.

I am extremely grateful to Jeff Goy for his work on updating our Teaching and Learning policy which was

presented to the Standard committee, who are recommending it for formal ratification and a key part of

our development work in 2018-2021. Kerry Ward will present her work on updating our assessment

policy in the summer term.

I am extremely grateful to Jeff Goy for providing the Teaching and Learning Report below.

The sharing of best practice with other schools, and on-going S2S (school to school) and peer to peer

reviews, are becoming the norm, creating a supportive and positive culture of collaborative work. Eastbury

has seized the opportunity to become part of the ‘Leading Edge community’ and gain ‘Transforming In’

accreditation for ‘Effective Learning Behaviours’. This provides a framework for school improvement and a

structure for self-review, and action planning, that is benefitting Eastbury. The schools with whom we have

been partnered, St. Bonaventure’s and COLA-I (City of London Academy Islington) have written outstanding

reports on our culture of learning. (Full reports can be found in the appendix).

Following the S2S Review, in November 2017, the following strengths were highlighted:

There is a shared ambition to move the school from securely good to outstanding. Positive and productive relationships, and passionate staff, provide a platform to make this a reality. A very well organised and forward thinking institution.

The school has a clearly visible, tangible ethos, which is shared by all stakeholders. Inclusivity and community spirit are at the heart of the school’s work, and this is a safe and caring environment. Pupils and staff speak passionately about the school and are proud to be part of this culturally diverse community.

Eloquent, courteous students are clearly appreciative of the school’s safe and supportive

environment. The drive towards diversity, equality (LGBT/Gender) and charity was clear around the

school and in student focus groups.

Behaviour for learning is excellent and impacts extremely positively on learning in the classroom

and beyond. A variety of extra-curricular and leadership opportunities support and promote this.

30


Leaders have identified and articulated the steps needed for this improvement, from securely good to outstanding. They are using marginal gains to move to ‘world class’.

Clear open door policy having impact through extremely welcoming staff and pupils, and a willingness to share best practice.

Routines are clear, and little time is wasted in lessons. Pupils are engaged in purposeful learning.

The green pen peer marking strategy is being very well used across the school to improve pupil response to feedback, and therefore learning.

In the best lessons, with many positive examples of good practice: - Teachers have carefully crafted the lesson around the needs to pupils and there is strong

progress over time - Books are well marked, and written and verbal feedback is having an impact on learning - There is a strong understanding of assessment criteria, and powerful peer assessment (both

verbal and written) is helping pupils make good progress

Pupils working well together in pair and group activities (mixed gender and ethnicity).

Middle leaders are confident in their role, and feel well supported through effective line management and developed through bespoke in-house and external CPD. Staff feel comfortable sharing best practice, relatively autonomous and feel free to challenge whole school assessment systems to develop and personalise their own practice e.g. P.E. do not baseline in the same way as other departments.

The EAL students, that were observed supporting reception class with their reading, were outstanding (primary staff spoke positively about other primary/secondary work, for example, Eastbury’s sports leaders, music and science ambassadors.

Students showed a real local pride and commented favourably on the borough and their careers education in school.

An excellent, coherent pastoral programme leading to engaged and confident learners.

The character education, introduced in KS3 and KS4, fits in well with the general supportive and positive ethos clearly evident around the school.

We are currently working to ensure all students, staff and parents are share the language of our MMM

approach and reproducing here to support governors:

Meaningful: Feedback policies (with a clear value of oral feedback) are department led to meet the needs of all learners in their curriculum areas and key stages, and to ensure it informs the T&L for all staff. Feedback enhances student understanding of their next steps, for both improvement and extending / deepening learning. Manageable: Three data drops a year ensure data is a useful teacher tool, whilst also reducing workload. Motivational: A clear, in-house CPD programme, including approaches to wellbeing, meets the needs of all staff and encourages a positive and supportive ethos for students and staff.

Character Education update - The connection between character and learning has become a key focus and this work is now beginning to be extended from tutorial work to classrooms, by using a successful

31


department (Science) to pilot the approach. There is a clear drive to ensure student forums (our school council) focus weekly on T&L.

Collaboration continues to bring benefits - Eastbury is highly represented in all subject areas at the NELTA T&L hub groups. The concept of the hubs is to reduce workload by sharing resources and good practice across the alliance.

Prince’s Teaching Institute Award – congratulations to Maths, Science, Art & Music who achieved the for 2017.

I am extremely grateful to Jeff Goy for being a governor of, and chairing, the Curriculum and Assessment Governing body meetings, of Mayesbrook Park School (formerly the Tuition Centre) ensuring we have superb collaboration in operation to benefit some of our most challenging and vulnerable pupils when they are in Respite Provision, and similar pupils across the Borough.

Our current Next steps Spring & Summer 2018 a summary

Review reporting procedures – instead of pre-set statements on presentation etc, use a number

for effort - a move to a more efficient analysis of cohorts (Action: JGO to lead with LPs, HODs and

YCCs. Action: JGO to present to SLT)

Develop the clarity of ‘meaningful, manageable and motivational’ still further to ensure all staff

understand (Action: SLT to brainstorm the wording and confirm whether M, M & M relates to T&L

and/or assessment. Action: JGO to promote whole school)

Focus on what makes work excellent rather than what is wrong with it – mind-set, development,

character, vocabulary, modelling and success criteria (Action: LPs and HODs to lead)

Make the connection between character and learning. Take the character work in to classrooms;

use a successful department to pilot the approach (Action: JGO to work with MMI, and a chosen

department, to model this. Action: Promote whole school)

32


SECTION 3: Promoting Personal Development, Well-being, Safeguarding and

Positive Behaviour for Learning (current judgement Outstanding) A full report was provided in the Autumn report. Promoting Personal Development, Well-being,

Safeguarding and Positive Behaviour for Learning has continued to improve and we are currently judging

it as outstanding. Our draft Self –Evaluation Statement for Spring 2018 can be found appendix. The

following sections are brief updates

I am delighted that we have given high priority to focusing on creating and continuing to improve the

conditions for pupils to thrive, and indeed they have had a positive impact on outcomes for children.

This year has been a challenge especially in the areas around safeguarding, we have therefore invested in

technology that makes important tasks of recording easier, rather than more burdensome, in order to

ensure no child slips through the net. However we will need to give more attention to the staffing of the

area to ensure reasonable caseloads with supportive but challenging line management that proactively

manages the whole system.

We will continue to work in a way, and further develop our systems and procedures, so that we ensure:

a healthy culture that respects the roles of different kinds of professionals, both in and outside to f

the school, and places the child at the centre

astute use of early help

well-supported front line workers, with reasonable case loads

good information systems and clear information-sharing protocols

timely action and active participation of partners with responsibilities in children’s care, such as

social services, the police, health agencies etc. when needed

I am extremely grateful to Sharon Collins for her work on updating our behavior policy which was

presented to the Standard committee, who are recommending it for formal ratification and a key port of

our development work in 2018-2021.

33


3.1 Attendance Spring 2018 Update

I am extremely grateful to Rebecca Lastiotis and Eileen Clarke who work tirelessly to lead on vital

improvements in this area. A full report will be provided in the summer,

A full analysis was provided in the autumn report. The following is a very brief overview of the current

data.

HT3 attendance is 94.99% up from HT3 last year (94.40%)

HT3 Persistent Absence is 11.4% down from HT3 last year (14.2%)

Year 7 cohort – on roll is 288 currently - indicates a new concern as the roll has not been full all

year

3.2 Behaviour Update Spring 2018

A full analysis was provided in the autumn report. The current data for exclusions is very encouraging –

we have had far fewer fixed term exclusions and referrals to internal exclusion at this point in the

academic year than in previous years. It is with regret that we had to make two permanent exclusions in

the autumn term, both pupils were already in alternative provision and behaved in an extremely violent

manner to such an extent that the provider refused to extend their placement. A full report will be

provided in the summer.

3.3 Support for Mental Health

I am extremely grateful to Rebecca Lastiotis for providing the report below. Supporting positive mental health and wellbeing for all young people is imperative. This is emphasised through the DfE's summary report entitled 'Supporting Mental Health in Schools and Colleges' (August 2017). This report outlines the importance of wellbeing and discusses the schools role in 'promoting positive mental wellbeing and preventing mental illness in children and young people (page 3). Guidance includes ensuring there is a whole school approach to promoting mental health, having strong systems in place to educate young people about mental health and strong systems in place to support those struggling with mental health issues. Eastbury is dedicated to breaking the stigma around mental health issues through the creating an environment where students feel safe and happy. The school recognises that currently 1 in 10 young people struggle with mental health. Studies indicate that this is increasing, particularly for KS5 pupils. Studies also indicate that there is a link between mental health concerns and an increased use of social media. Ensuring that young people have access to support is a priority. In addition to the delivery of healthy relationships and relationships and sex education studies in PSHE, the school promotes mental health through year group assemblies and tutor time activities as well as the use of student trained mental health ambassadors. These young people have actively been involved in destigmatising mental health

34


through assemblies, tutor time and representation with the student council. These young people also mentor younger students. Staff and Students are made aware of the need to report concerns for young people through the safeguarding team.

Mental Health concerns may include:

Change in mood / mood swings

Change in attendance/punctuality

Depression

Anxiety

Self-harm

The school has developed several strategies to support the wellbeing of students. Services include group work with a learning mentor, youth worker support, counselling services, EP referrals as well as referrals to CYPMHS and / or children's services. Wellbeing of both students and staff is a priority within the school, staff lead on a variety of initiatives to encourage positive wellbeing. Examples of these include internal CPD for staff, a well being working party and yoga for staff and students. Mental Health concerns are safeguarding concerns and should be reported to the safeguarding team. Students can raise their concerns for their peers through the confide system or through reporting their concerns to the mental health ambassadors and the safeguarding team.

3.4 Sexual violence and sexual harassment between children in schools and colleges

I am extremely grateful to Rebecca Lastiotis for providing the report below.

Sexual violence and sexual harassment is not acceptable and will not be tolerated. Sexual violence

includes and can be described as rape, assault by penetration, and sexual assault. These are all classified

as crimes and information will be passed onto the police. Sexual harassment includes sexual comments

being made, sexual ‘jokes’, physical behaviour and online sexual harassment including the sharing of

indecent images.

Work on healthy relationships and Relationships and Sex Education is delivered through the PSHE

curriculum to all year groups. Any incidents of sexual violence or harassment must be reported

immediately to the safeguarding team. The school takes seriously any allegations made. Advice from the

DfE on sexual violence and harassment includes:

Ensuring that all young people are made aware of who they can raise concerns with. At Eastbury

Community School, this would include students being able to speak with a member of staff on the

safeguarding team directly or reporting their concern through the school’s confide system.

Concerns reported can be about themselves or a peer.

Ensuring that all young people are reassured that they are being taken seriously, will be supported

and kept safe.

35


Ensuring that it is clearly understood that the age of consent is 16 and that a young person under

the age of 13 cannot give consent.

The school should assess and risk assess each case individually, taking into account the age and

needs of the victim as well as the alleged perpetrator.

Inappropriate behaviours will be addressed and interventions put in place to prevent any future

incidents. This is for both the victim and perpetrator.

In line with safeguarding duties, if a child has been harmed, is in immediate danger or is at risk of

harm, referrals to the appropriate agencies (Social Services, Police) will be made through the

safeguarding team.

Early help can be provided where most appropriate for both the victim and alleged perpetrator.

In line with the school’s behaviour policy, the allegation will be investigated by the school and

disciplinary action will be applied as appropriate, considering each case individually.

The school can seek further guidance through children’s services, the NSPCC helpline and other

outside agencies as advised in the detailed DfE document dated December 2017.

Advice and guidance about sexual violence and sexual harassment for parents and young people can be

found on page 39 of the DfE guidance on ‘Sexual violence and sexual harassment between children in

schools and colleges’

(https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/667862/Sexual_Harass

ment_and_Sexual_Violence_-_Advice.pdf ).

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/667862/Sexual_Harassment_and_Sexual_Violence_-_Advice.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/667862/Sexual_Harassment_and_Sexual_Violence_-_Advice.pdf

36


SECTION 4: Outcomes - 2017 Public Examination Overview & Current 2018

(current judgement Good) Outcomes have continued to show an overall trend of improvement and we are judging them as good.

Our draft Self –Evaluation Statement for Spring 2018 can be found appendix.

4.1 The new IDSR (Inspection Data Summary Report unamended 2017, was published in January

2018 and the final version in late February 2018); The DFE Performance tables 2017 were published in

January 2018; and ASP (Analyse School Performance) replacing RAISE online. A copy of the full IDSR

report was provided for members of the Standards committee and I am grateful to Simon Conway (Sixth

form); Kerry Ward (Secondary) and Wendy Jenkins (Primary) for providing commentaries and key points

from the ASP tool to help Governors fully understand our current position in relation to National

standards. Where possible we have also compared our outcomes in relation to the local picture (LBBD)

and at the request of Governors and to provide further challenge comparisons are made with London.

The reports below are a brief strategic overview.

4.2 The current National expectations are that: pupils should demonstrate good progress but also

reach or exceed nationally defined attainment thresholds, particularly in literacy and numeracy. This is to

ensure pupils can access suitable employment, play an active part as citizens and crucially enjoy life to the

full, drawing on and engaging in all it can offer. Again this has been fully explained at the Standards

committee.

4.3 The quality of Key Stage 3 provision has continued to improve, improving accuracy and

robustness in assessment in KS3 means that misconceptions are identified and addressed in a timely

manner at classroom and school level. Improved tracking systems indicate that almost all groups are

making good progress in most subjects. November 17 data shows majority (approx. 70%) making good or

better progress in the majority of their subjects. We will be able to give Governors an update at the full

meeting at the end of March.

4.4 GCE A Level & AS Level – Overall Progress is Good (ALPS 4)

I am extremely grateful to Simon Conway and the sixth form team who have provided excellent reports

for the Standards committee and in section 6. The quality of our Sixth form provision has continued to

improve, and a brief report from Simon can be found in section 6.

We are therefore making the following recommendations for the SDP 2018-2021

Ensure for ECS A Level subjects:

Accelerate progress still further to raise the attainment of students particularly A*/A grades

Ensure that the progress in all subjects is significantly above the national average

37


4.5 GCSE (Key Stage 4) Headline data – Overall Progress is Good

I am extremely grateful to Kerry Ward who has provided excellent reports the Standards committee.

Headline Comparative data 2017 - Overall progress is good We are very happy with the data which is in line with that reported in the autumn term and more

detail has now been added for the different groups please see below.

We remain extremely concerned about engineering and have had to take decisive measures in the

best interests of pupils.



attainment still further and close attainment gaps in school)

Ensure for ECS groups:

Boys match the progress of girls nationally and then ECS girls

Disadvantaged boys match the progress of disadvantaged girls at ECS

Low prior attaining pupils match the progress of Middle prior attaining pupils at ECS

White British pupils match the progress of all pupils at ECS

Ensure for ECS subjects:

All subjects match the progress of Mathematics nationally and then ECS Mathematics. Continuation of Project Board for Engineering – implement emergency measures

4.6 Current Key Stage 4 data February 2018 & forecasts June 2018

Our year 11 pupils deserve a lot praise for their excellent response to the changes and frequency of how

we are operating pre-public exams (mocks) in response to the new liner exams. I am very pleased that

both teachers and pupils are using gaps in knowledge and understanding revealed in these tests as the

starting point for further learning.

As you will be aware form last year the changes to the GCSE grading and increased rigor in exams is

making forecasting difficult (this is the second year for changes to English and Mathematics and the first

year for other subjects). Last year we were concerned however our forecasting was not quite so accurate

for Basics however with the approach being taken above we were very pleasantly surprised that results

were better than expected (teachers were a little too cautious for the right reasons in their predictions,

however this did have a beneficial effect in the long run.

38


Governors will see from the context section of the SES that the attainment of our current year 11 on entry

was lower than that of last year’s cohort. As an SLT we are expecting the attainment of basics to be in line

with last year and therefore progress will be better. We must be supportive of teachers who are being

cautious during this period of change. I am confident that within two years everybody will be forecasting

with far greater accuracy as we were a couple of years ago.

4.7 GCSE 2017 The performance of (vulnerable) groups 2017

Disadvantaged students

Disadvantaged students at Eastbury outperform ‘other’ students nationally (+0.12 EBY, +0.11 Nat other).

Disadvantaged students nationally do not make progress (-0.4). The national gap between disadvantaged

students and ‘others’ is 0.15, at Eastbury this gap is 0.03

-0.5

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

P8

Disadvantaged

Disadvantaged national Disadvantaged Eastbury all other national

39


Disadvantaged Girls

Disadvantaged girls at Eastbury make good progress (+0.29) unlike their national counterparts (-0.19).

They do not quite match the figures for other girls nationally (+0.33) however other girls at Eastbury do

outperform their national counterparts (+0.4).

Disadvantaged Boys

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

P8

Girls

disadvantaged girls national disadvantaged girls Eastbury

other girls national other girls Eastbury

-0.7

-0.6

-0.5

-0.4

-0.3

-0.2

-0.1

0

0.1

P8

Boys

disadvantaged boys national disadvantaged boys Eastbury

other boys national other boys Eastbury

40


Disadvantaged boys at Eastbury perform broadly in line with ‘other’ boys nationally (-0.11/-0.1) and

considerably better than their counterparts nationally (-0.61). Other boys at Eastbury make better than

expected progress (+0.03).

Gender gaps

The national gap between girls and boys is 0.42 (girls +0.18, boys -0.24). At Eastbury the gap is 0.37 (girls

+0.33, boys -0.04). We are working to ensure that all boys make at least expected progress and that in

time their progress matches that of the girls.

Outliers

The above data includes outliers. We identified 5 students who for various reasons (beyond our control)

did not perform. Once these students were removed our overall P8 figure rose to 0.22. Three of these

students are also white British.

White British

The P8 score for our white British students was -0.25 against a national average of -0.14. However once

the outliers (3 out of a total cohort of 35) were removed the P8 score for this group was -0.01

SEN

Our SEN students do find it more challenging to make ‘good’ progress compared to the progress rates of

students without SEN. At Eastbury however all categories outperform their counterparts nationally.

Students with SEN often have varied and complex needs which will be better met on a case by case basis.

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

P8

P8 SEN

all SEN all SEN EBY SEN support

SEN support EBY SEN statement or EHC SEN statement or EHC EBY

41


Prior Attainment

Low attainers are slightly below (-0.02), both other groups are positive.

Students with low and high attainment on entry are in line with their counterparts nationally, our middle

attainers out-perform the national average.

Our low attainers perform in line with national averages while our middle and high attainers both

outperform their counterparts nationally (middle 38% - NA 24.3%, high 86% - NA 76.7%)

-0.05

0

0.05

0.1

0.15

0.2

0.25

P8

Progress 8 (NA 0)

low Eastbury middle Eastbury high Eastbury

0

10

20

30

40

50

60

70

A8

Attainment 8

low NA low ECS middle NA middle ECS high NA high ECS

0

10

20

30

40

50

60

70

80

90

100

9-5 En/Ma

Strong pass in En & Ma


42


At standard (9-4) pass in English and Maths Eastbury students outperform their national counterparts for

each prior attainment group. (low 20% - NA 10.8%; middle 65% - NA 55.5%; high 95% - NA 92.8%)

4.8 Primary Headline data – Overall Progress is Good

I am extremely grateful to Wendy Jenkins who has provided an excellent report together with key data in

section 5. The quality of our Primary provision has continued to improve.

4.9 Disadvantaged Pupils Key Stage 4 (Pupil Premium / Catch up Premium)

I am extremely grateful to Sharon Collins who has provided an excellent report for the Standards

committee.

Full reports for Pupil Premium, Catch up Premium and Looked After Children (LAC) were presented to the

Standards committee and in line with statutory obligations can be found our website. Please also see the

summary data above.

4.10 Disadvantaged Pupils Primary Phase (Pupil Premium / Sports Premium)

I am extremely grateful to Wendy Jenkins who has provided an excellent report for the Standards

committee.

Full reports for Pupil Premium, Sports Premium and Looked After Children (LAC) can be found in section 5

in line with statutory obligations can be found our website.

4.11 Curriculum Access - Special Educational Needs / Disability and English an Additional Language

Firstly congratulations to Jo Higson on her substantive appointment to Head of Curriculum Access. I am

extremely grateful to Rebecca Lastiotis and Jo Higson who have provided excellent oral reports the

Standards committee and in the Autumn Governors report about SEN/D.

0

10

20

30

40

50

60

70

80

90

100

9-4 En/Ma

Standard pass in En & Ma


43


Children and young people identified as needing SEND (special educational needs and disability) support

but who do not have an education, health and care plan often have a much poorer experience of the

education system than their peers. This is not the case at ECS. I am delighted to report how the following

actions are improving outcomes for these children and young people. Please also see the data above.

Headline Comparative data 2017 - Overall progress is good

We are very happy with the progress made by students on the SEND register, with allocated support

and intervention strategies working positively to accelerate progress.

We are concerned about how the sporadic attendance of some students may of affected their

attainment


That the attendance level of all students on the SEND register are allocated a key worker with focus

to ensure even more rigorous monitoring and parents / carers challenged and supported with

continual and effective communication. A full plan is being developed

a. Current data February 2018 & forecasts June 2018

We are very happy with the progress being made by students and the early intervention strategies

being applied, including challenging underachievement of SEND students across all key stages

We are concerned about the growing number of students arriving at ECS with no formal diagnosis

We are therefore making the following recommendations for the SDP 2018-2021 that as a

department we plan to increase the visits in year 5 to our main feeder schools and work alongside

our primary colleagues to monitor, review and plan for needs, ensuring applications are made to

support learners, including developing systems and policies with our own Primary sector to ensure

continuity of practice.

44


SECTION 5: Early Years & Foundation Stage / Primary Phase (current

judgement Good) Our Primary phase has continued to improve and we are currently judging it as good. Our draft Self –

Evaluation Statement for Spring 2018 can be found appendix 1. I am delighted to report to Governors we

have strengthened the leadership with some excellent early appointments, Claire Hutchinson (new

Deputy Head of Primary), Shahi Zorna (new Leader of Key Stage 1) and Jaspreet Bansal (taking over a

literacy role at short notice in January. I have every confidence that they will build on the excellent

behaviour routines and learning environment established by Wendy Jenkins and the team.

In order to move from good to outstanding we need to ensure for ECS Primary Phase :

EYFS – Increase the % GLD (78%+) through renewed focus on reading, writing and Maths

KS1 – Increase the % working at greater depth (by the end of Y2)

Increase challenge and choice in learning pathways (with particular emphasis on core subjects)

Implement a more focused and strategic approach to leadership which makes full use of the

current research and recent national reports by OFSTED.

Early years foundation stage

Our early years work, whether of a Reception Year group or nursery, are made with reference to the

expectations of the ‘Statutory framework for the early years foundation stage’. However, our

monitoring and evaluation this year has shown us we want to increase our expectations for the teaching

of reading, writing and mathematics in order to increase the % with a good level of development, set our

pupils up for success in Year 1 and beyond (and move from good to outstanding).

We will not forget there is a broader knowledge required to provide the foundations for secondary, and indeed, for later life which needs to be considered in our primary phase. Our ambitions must include high expectations of both the appreciation of, and achievement in, art, music, drama and sport too. We must also not forget the basic literacy with technology and the understanding of our world and our history.

We feel that in order to provide the best for our children in our Year 1, we will need to go beyond the framework and set ourselves and the children more challenging expectations. We will make full use of the findings of the recent OFSTED report ‘ Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools’.

Therefore during 2018-2019 we will

Make sure that the teaching of reading, including phonics, is the core purpose of the Reception Year.

Attach greater importance to the teaching of numbers in building children’s fluency in counting,

recognising small numbers of items, comparing numbers and solving problems.

Ensure that when children are learning to write, resources are suitable for their stage of development

and that they are taught correct pencil grip and how to sit correctly at a table.

45


Devote sufficient time each day to the direct teaching of reading, writing and mathematics, including

frequent opportunities for children to practise and consolidate their skills.

Use the EYFSP as a guide to end-of-Reception expectations rather than to define what should be taught.

Develop the Key Stage curriculum as part of a coherent 3-19 curriculum

Track pupil progress and be aware that gaps especially in gender and disadvantage may arise and will

then need the implementation of bespoke accelerating progress plans. We will check that our strategies

to raise achievement of boys, especially in Maths (Numbers and Shape, Space and measure) and

Literacy (Reading and Writing) have and continue to have impact.

As we strengthen the Primary leadership use the tools listed in the draft SDP 2018-2021 in section 1

and evidenced based tools to guide our thinking and development for example the report

commissioned by the Teaching Schools Council and led by Dame Reena Keeble which considers a wide

range of evidence, visits to schools and discussions with experts.

A full report is provided below with my thanks to Wendy Jenkins.

5.1 Introduction

As March begins, we are about to open our improved Library facility with an Undersea World theme, just

in time for our belated celebration of World Book Day! We are delighted with the appointment of a new

Deputy Head for the Primary and a new KS 1 Co-ordinator. Our new Deputy Head is Clare Hutchinson-

Wright. Clare has a wealth of experience in Curriculum development and raising attainment. She is

looking forward to guiding our development of KS2 and will join us in April. Also joining us in April is our

new KS 1 Co-ordinator, Shahi Zhorna, she brings us particular experience of raising attainment in KS 1 and

is also excited about the opportunities for curriculum innovation our young school offers.

As of February 2018, play and lunch times are still being managed with our 120 KS 1 pupils sharing the

EYFS outdoor space at key times and using some of the Secondary recreation space adjacent to the

Primary Phase. The EYFS staff and pupils are coping with the restrictions and KS 1 are making the best of

the temporary arrangements, supported by our play leaders.

5.2 Continuing Links Cross – Phase with the Secondary Phase

Cross-Phase working has continued successfully with story sharing sessions each month alternating

between the Primary and Secondary Library. The sessions involve KS 3 pupils from EAL classes and

Learning Support Base. Specialist Story Telling and Music continue to enrich the curriculum offer and

delight our pupils. As with last year, we are planning an exciting Science celebration for the Summer Term

with the Secondary Ambassadors and Teaching Staff.

5.3 Developing ‘Cultural Capital’ and Promoting Pupil ‘Well-Being’

We continue to offer extra-curricular clubs at no charge for parents. We are running a Multi-Sports

‘active’ club and our film club and music club run in the Secondary School, all our clubs are well attended.

46


From mid-March we also intend to run a ‘Reading Booster’ session in the morning for 20 minutes from

8.30 to 8.50 with invited pupils who need further daily practice.

Seven ‘Super PE days’ each term ensure quality PE provision. The Spring Term has been all about Dance

with our teachers working alongside and learning from Mrs. Bobby Gargrave. Reception pupils are also

included in the special days. Invited pupils from KS 1 also participate in lunch time Yoga to build

confidence and calmness. Mrs. Gargrave is supporting us as we begin to learn the Borough Dance to

commemorate WW1. This is our entry onto the cultural stage, with 18 of our most talented KS 1 pupils.

5.4 Extended Day Provision

Regrettably, ‘Childville’ has had to close, due to the low take up by families of the service, but we send

our pupils needing the extended day to the Manor Junior Childville , close to our site. We hope to re-

establish the provision in September of 2018 if there is sufficient demand.

5.5 Attendance and Punctuality

Sickness accounted for almost all pupil absences. In Trinity (Yr 1), our EHCP pupil continues to have a high

number of health related absences and was in hospital for a week with other medical appointments

affecting her attendance across the term. We call parents of all absentees after 9.30, monitoring longer

sickness absence. We also follow up all longer absence by requesting proof of doctor’s visits and

medication where appropriate. In line with school policy (following Public Health guidelines on limiting

the spread of infectious diseases), we insist on a 48 hour break which means pupils will have a 2 -3 day

attendance gap for a ‘tummy bug’.

We are pleased to note punctuality is very good. We have dipped below the 94% national for our

Reception and KS 1 pupils, so we will be discussing the importance of regular attendance at our Spring

Parents’ Evenings. We expect attendance to improve now we are through the winter weather that can

bring higher levels of illness.

Phase Autumn Term Autumn Term to Feb 2018

EYFS Reception Att. 93% Punct. 99.5%

Att. 92.53 Punctuality 99.3%

KS 1

Att. 93.52% Punct. 99.5%

Att. 93.24 Punctuality 99.27

5.6 Teaching, Learning and Assessment Outcomes – Current position & Key Reports from the DfE

We are judging our teaching, learning and assessment as ‘good’ and our pupil outcomes as ‘good’. We

continue to work hard ensuring good progress and attainment for Nursery and Reception. Actions to

counter a Gender Gap are having a positive effect in Reception. We worked to formalise some aspects of

early maths and literacy ahead of the new Early Years Framework to start in 2019, plans for the new EYFS

47


framework are not yet available. Our Reception provision is in line with the DfE report ‘Bold Beginnings’

Nov. 2017.

In April, we will be participating in LBBD’s Literacy initiative, ‘Word Aware’ as the importance of

Vocabulary development has a far reaching effect on pupil attainment from the EYFS upwards. Early

vocabulary deficit is rarely overcome and is a further barrier to social mobility as reported in ‘A Plan for

improving Social Mobility through Education.’ DfE Dec. 2017.

Assessment in KS 1 Phonic Updates

As already reported at the standards committee, Yr 1 make steady progress towards our Phonic target of

83%. As of Feb. 2018 66% of pupils in Year 1 are at or close to the pass mark.

Of the 13 Year 2 pupils who will re-sit the check, 86% are at or above the pass rate and we predict 91%

(51 of our 56 pupils) will pass. All Year 2 pupils read continuous text using multi-strategy pedagogy. The

average mark of the pupils not passing has risen from 16 to 24 out of 40.

5.7 Using the Pupil Premium (PP) to support Pupil Progress

We are continuing to provide focussed 1:1 sessions of ‘Better Reading Partner’ work with our PP pupils.

TAs are trained to provide the intensive sessions for our pupils attracting the Pupil Premium. The sessions

boost reading fluency and comprehension and self-esteem and are planned individually for each pupil.

We are anticipating a rise in PP funding as we will find out who the new PP pupils are from the LA before

Easter. Additional TA training to provide the support will be planned in the Summer Term. The cost of

BRP is £1,000 across the year and we are using the remaining funds for our additional reading and nurture

sessions before school twice a week, ‘Bug Club’, will start in March and PP pupils will attend the sessions.

5.8 Curriculum Development with Staff in 2018 and beyond

We continue to use some foundation curriculum plans from partner schools but we are developing and

creating our own plans as we grow with the experience and ideas that new teachers bring, supported by

local advisory teacher input. Our new SLT staff will be working with existing staff and the Head of Primary

to begin our KS 2 journey.

If our staffing remains as it is, next year we will have one NQT (currently a SCITT student – training in

school) and our 2 remaining NQTs will both take on a curriculum area. From September, our staff

numbers will support the Foundation and Core areas of the curriculum with Teachers leading one subject

each. English and Maths Co-ordination will attract a TLR to be reviewed before September.

We will continue to plan our curriculum offer in KS 1 and on into KS 2 from September, as half termly

units of cohesive, integrated work to maximise and motivate our pupils, overviews will be published, as

usual, on the School website.

48


5.9 Core Subject Enhancement

Our Maths co-ordinator and 2 KS 1 teachers have attended and will soon complete their 5 day ‘Inspire’

training in East Anglia and North London. All KS1 staff will receive additional Inspire CPD training in the

Summer Term.

Book Looks and a visit by a Primary Executive Head, a member of the ‘School 2 School Review’ team, who

visited as part of the ‘Leading Edge’ initiative, told us that several pupils felt, ‘Maths is easy!’ The head

suggested a Maths Golden Ticket Challenge periodically. We will be starting this in Summer as we are

currently using the Inspire Teaching School’s ‘Chilli Challenge’. This is designed to motivate pupils to

access the programme’s resources designed to stretch pupil progress.

We appointed a new and inspirational English Co-ordinator in January. Jaspreet Bansal is respected

among the current staff for the energy and enthusiasm she brings to the Library and Literacy teaching.

She is well placed to attend the ‘Power of Reading ‘Training in summer Term, with a view to leading the

roll out of the scheme and training in the new year of 2018 – 19.

The School continues to run our own successful Year 1 ‘Literacy Intervention’ and the ‘Talk Boost’

Language and Communication programme. ‘Literacy Intervention’ has once again, brought about

accelerated progress in reading and writing for our lowest attaining pupils. The programme started in

November of the first term of Year 1 and will end at the close of the Spring Term in its current form.

5.10 The PE and Sports Premium 2017 - 18

This year, the school will receive £16,000 with an additional £1,170 in order to ‘improve the quality of PE

and Sport in Primaries.’ The funding will support the Primary ECS Primary Phase SDP 5.1 (a curriculum

with emphasis on pupil wellbeing).

We are therefore able to fund regular teacher training and team teaching time from Bobby Gargrave.

Bobby is providing 7 teaching days across each term in Gym, Dance, Yoga, Athletics and Playground

Games at a cost of £8,000 from the grant.

Bespoke planning is shared each Super PE day and Teachers then continue to work on their plans

between Bobby’s visits. We are particularly proud of our themed Dance work in Spring Term, the Year 2

‘Time machine’ to link with the Great Fire of London, and the ‘African Animal Dance’ in Year 1.

Once our Futsul pitch is completed, and our new larger Primary Playground is finished to the correct

standard, we will start to build sporting excellence in the Primary Phase. Our play leaders continue to

plan playtime and lunch time activities with additional equipment purchased through the PE and Sports

Premium in support of the ’30 Active minutes a Day’ (Childhood Obesity Plan 2016).

We plan to spend the remaining funds from the PE and Sports Premium on new athletics equipment for

KS 1 and 2, Futsul balls, Goal Posts and Kit along with additional robust lunch time play equipment.

49


5.11 Promoting Personal Development, Welfare, Safeguarding and Parental Involvement in Nursery,

Reception and KS 1

Safeguarding - since the last Governor’s report, the Head of Primary has had to complete 4 referrals to

Social Services (MARFs) but there have not been any incidents of racism or bullying.

At lunch time the school continues to invest in Staff lunches, eaten with the children. Teachers and TAs

continue to eat with the children, modelling healthy eating choices and motivating pupils. Stickers are

given for empty plates and ‘values tickets’ are awarded for positive behaviour. As we continue to work

towards the Silver Healthy Schools’ award in the Primary phase, teaching and midday staff monitor the

contents of home-made packed lunches. We provide guidance in letter form to parents who send lunches

that do not meet our healthy standards although sensitivity is shown where our young pupils have

complex special needs that limit food choice.

We continue our half termly coffee mornings and may change to afternoons for the summer term. These

sessions are attended by at least half of our parents in each year group. In line with the Secondary Phase,

we are soon to arrange for our annual parent survey.

The EYFS Teachers also ran additional parent workshops to support Phonics and Reading Development in

January 2018 during the evenings. These were well received by our working parents who cannot attend

coffee mornings.

5.12 Behaviour in the Primary – Evidence of Excellent Behaviour and Attitudes

We are judging this aspect of the school as being ‘good’ with outstanding features.

One of our Primary Governors, Mrs. Helen Jenner, has completed a Learning walk to evidence a

‘Governor’s view of Behaviour’ (full report in the appendix). In the final paragraph, Mrs Jenner concludes,

‘ We were pleased to see strong behaviours for learning,...

The enthusiasm for learning and the pride in the school is strong.’

50


SECTION 6: Sixth Form (current judgement Good) A full report was provided in the autumn report and below are updates with our thanks to Simon Conway.

Our Sixth form has continued to improve and we are currently judging it as good.

Our draft Self-Evaluation Statement for Spring 2018 can be found appendix 1.

6.1 Inspection Data Summary Report January 2018

Please note Simon fully explained the bullet points below from the IDSR at the Standards committee.

No areas of weakness identified

All A Level students’ progress is significantly above the national average

The progress of students with expected A grades are in line with national average, strategies to

address this are in the previous governors report

AS results are mainly in the top 40% (Q1 or Q2), however this data includes a number of legacy

results

Disadvantaged students progress is in the top 20% (Q1)

Male students’ progress is significantly above national average in the top 20% (Q1)

Female students’ progress is in line with the national average, strategies to address this are in the

previous governors report.

All subjects taught at Eastbury progress were above national average except for Physics and ICT.

Strategies to address this are in the previous governors report

Maths and Psychology progress is significantly above the national average. Strategies to move all

subjects to significantly above the national average are in the previous governors report

A Level attainment is below national average at C- (C), however this figure includes a number of

legacy grades which will not be included in future reports. Strategies to move the attainment

grade above the national average to a B- in 2018 are included in the previous governors report.

51


6.2 Current Sixth form data February 2018 & forecasts June 2018

As will be seen from the data in the table below we are extremely pleased with the current forecasts and

given the accuracy of forecasting in the last two years we are confident that we will see the best sixth

form results in the history of ECS – huge congratulations to Simon Conway and his team for the impact of

their Project 62 which will bring significant benefits to the life chances of our students.

2018 VIMA2 2018 Forecast

Grade PEG

A*/A 16% 22% 25%

A*/B 42% 55% 58%

A*/C 69% 85% 87%

A*/D 88% 97% 95%

A*/E 97% 100% 100%

Grade 31.52

C

36.29

B-

B-

ALPS 6 3 3

PEG – Predicted Estimated Grade based on attainment on entry and current tracking.

6.3 National Funding Strategy

Extra funding has been made available to students taking a level 3 Maths subject. To benefit from this

extra funding and to prepare our students more effectively for the extra Maths content in some of the

new A Level specifications the Sixth Form is exploring the idea of offering L3 core maths to some students

who do not study A level Maths. This is currently in the research stage but we are aiming to role this out

on a trial basis in September 2018.

6.4 National Apprenticeship Strategy

The government is increasing the number of degree and higher apprenticeships and as a result we are

looking to offer more of these courses to our students. To ensure we are taking advantage of the

apprenticeships of offer we have:

Signed up to Unifrog, an apprenticeship platform similar to UCAS

Had training on applying to degree apprenticeships

Used external companies to train our students on applying to degree apprenticeships

Created a designated period on the timetable for students to search for and apply to

apprenticeships

Improved our system of mock interviews

52


SECTION 7: Thank You 7.1 A report for Governors

This is a report for you and is intended to support you in your key strategic role. I would like governors to

determine the scope and format of my Executive Headteacher’s termly reports and therefore always

welcome feedback as to what you want me to include. Senior leaders have made excellent presentations

and provided various reports for the sub-committees. This has ensured you have as much data and

commentary as you need so that you can clearly see our strengths, areas for improvement and most

importantly how we can work together to move Eastbury to beyond outstanding and be truly a world-

class school.

If any governors have any questions these can be asked at the meeting or if a more detailed response

with data is required please send to me in advance so that I can address them in my presentation.

The Governors’ handbook 2016 and the online resource – The Key we buy into, outlines the key questions

that you may wish to ask.

I would like to thank Governors for their support, and all our dedicated and professional staff who

continue to work tirelessly for the benefit of our pupils and local community.

53


Appendix 1: Draft Self- Evaluation Summary February 2018

School Context January 2018 (Last update January 2018 – 2018 Next Update Summer 2018 – After Census)

All sections of this SES - Draft For all Governors subcommittees & full meeting March 2018

Eastbury Community School (ECS) is a large mixed, community comprehensive became an all-through schools

for pupils aged 3-19 in September 2015. There are currently 1871 pupils on roll (including 175 pupils in the

Sixth Form (Y12= 92/Y13=83), 1487 in Key Stage 3 & 4 (Y7=289; Y8=296; Y9=299; Y10= 297; Y11=292), 175 in

the Primary (R = 60 Y1= 58; Y2=56 and 49 in the Nursery. Our ambition is to increase sixth form role to 300 by

2021.

ECS is located in the London Borough of Barking and Dagenham, the third most deprived borough in the UK.

47 % of secondary KS3 & 4 and 2.3% of primary pupils are disadvantaged.

Ability on secondary entry (2017) is below NA in all years for reading, writing and mathematics (except in the

current Y10 for mathematics 0.0). 232 pupils receive support for SEN (EHC plan =4, Statement = 15 and SEN

provision 213). The school has an Additionally Resourced Provision on site for deaf pupils (current roll=11,

many of whom have complex needs). 4 pupils are currently educated off site (2 for Alternative Curriculum /

Provision in Year 11 and 2 for ‘positive beginnings in year 8).

ECS has a high ethnic diversity (91%) with 20% Black-African pupils, 16% Other White background, 17%

Pakistani pupils, 13% Bangladeshi, 9% White British, 5% Indian and 5% Other Asian background currently on

roll (Jan, 2018 data).

ECS has a high percentage (66%) of pupils who speak English as a second language (our most common

languages, other than English spoken at home, are: Urdu 212, Bengali 189, Albanian 109, Swahali 83, Panjabi

68 and Romanian 65 pupils).

Staff have high expectations of all pupils and do not view background or prior attainment as a barrier to

success.

ECS currently employs 123 (112 Secondary / 11 Primary) full time Equivalent Teachers and 94 (81 Secondary /

11 Primary) full time Equivalent Associate staff. 11 NQTs (8S + 3P); 4 Trainee teachers (3S + 1P) and 11

experienced teachers (8S + 3P) joined the school in September 2017. We have a strong track-record of

supporting and developing teachers at the early stages of their career. All 8 NQTs and 1 Trainee teacher are

now in their second year. We have currently 8 PGCE students on placement in the school. We currently have 9

Supply staff covering long term illness / hard to recruit posts.

ECS works in partnership (the Southern Consortium) with 4 local schools, which enhances our provision at A

Level, and local colleges to ensure smooth progression to Level 2 and 3 vocational courses.

54


Cleaning, Catering and some other Financial / HR services are part of a traded services buyback from the Local

Authority.

Given the below average prior attainment of pupils, ECS faces a challenge in terms of raising attainment, staff

are focussed on accelerating progress resulting in very good progress P8 scores of +0.27 and Disadvantaged P8

score of + 0.26 in 2016; and +0.15 and Disadvantaged P8 score of + 0.12 in 2017. This places us in the top 20%

(Quintile) for Mathematics and Disadvantaged for two consecutive years.

2016 Achievement in KS4 (P8) & Sixth form (ALPS) placed ECS in the top 25% nationally & therefore ECS has

become a Leading Edge School in April 2017. Our outcomes in 2017 remained strong (see section 4 & 6).

ECS has continued to improve since the last OFSTED in January 2013 and has received many national accolades

(including TES English & Literacy award for 3 consecutive years 2013-15, shortlisted for secondary school of the

year 2014 and the Mathematics and Science awards in 2017). ECS was named the Kindest School of the Year in

2015, has represented England twice in the International Futsal Championships (2014 & 2016) and enjoys

exciting partnership work with the Royal Shakespeare Company performing with the company on the Barbican

stage in 2016 and 2017.

Early Years Nursery (41) and Reception (60) Prior Attainment Data 2017 – (Baseline data)

Baseline data Nursery Reception

2017 Expected Below Expected Below Number % Number % Number % Number %

Communication & Language 8 20 33 80 22 37 38 63

Literacy 6 16 35 86 19 32 41 68

Maths 6 14 35 86 23 38 37 62

Personal, Social & Emotional Development

11 27 30 63 22 37 38 63

Physical Development 13 31 28 69 26 43 34 57

Secondary pupils 2017 - KS2 Prior attainment data

Average fine point score % by Prior Attainment Band

ECS % Nat % ECS % Nat % ECS % Nat %

Historic ECS Nat Diff Low Low Middle Middle High High

2017 -R 27.8 28.5 -0.7 Sig- 15.0 13.2 54.7 48.1 30.3 38.6

Current

Year 11 27.5 28.7 -1.2 Sig- 20.6 13.3 50.4 44.9 29.1 41.9

Year 10 28.3 28.9 -0.6 14.4 11.1 47.4 45.3 38.2 43.6

Year 9 27.3 28.9 -1.6 19.2 10.7 51.5 46.5 29.3 42.8

55


Sixth form students - KS4 Prior attainment data 2017 (Average Point Score)

Historic Current Y12 Current Y13

2017 -RY13 2018 2019

43.8 44.61 45.2

Vision

We want all our learners to be:

Happy, Safe, Healthy, Well-Educated & Good Citizens, ready for their next step in apprenticeship, college,

university or employment.

Mission

‘Getting the best from and for all our learners’

Overall Leadership Strategy ‘No child left behind or left out and everybody ready for their next step’

Relentless focus on Teaching, Learning & Assessment (ensuring gains in progress continue - Our CPD

focus is leading to improved learning, raising of attainment & improved destinations / our collaboration

with ITT is providing the next generation of teachers for the school and country)

Safe and caring environment (ensuring learners are happy, safe, healthy and good citizens)

Leadership that empowers all to be effective, increases leadership capacity (through CPD) & proactively

promotes succession planning (ensuring continuous improvement without excessive & harmful

workloads) – we are building capacity in advance of need.

School Focus 2017/18

Teaching & Learning – Embed meaningful, manageable and motivational assessment which informs

and shapes quality first teaching & learning

Curriculum Development – Ensure curriculum pathways challenge and meet the needs and aspirations

of all learners, and reflect / embed the new specifications

Promote Well-being for both pupils and staff (workload review & reduction)

School Focus 2018 / 19 – Draft for discussion at SLT on Wednesday 21st Feb & Governors March 2018

(Currently reviewing our 3 year SDP and developing SDP 2018-2021 will be completed by June 2018. We

anticipate that our key focus in in 2018/2019 will be in line with draft below)

56


Teaching & Learning – Enhance our effectiveness of questioning a tool for deepening learning and

securing understanding

Curriculum Development – Embed character education across our curriculum (complete the

implementation of the new specifications etc and enhance coherence in our 3-19 curriculum)

Promote Well-being for both pupils and staff (with an emphasis on mental health)

57


Overall Effectiveness: Good 2 – 2016 framework (PIR Good 2 – 2012 framework) Feb 2018 (next update June 2018)

We are realising our vision and continue to improve the quality of education and care. Our key judgments for Leadership, Teaching and Learning, Outcomes, Early Years and the Sixth form are good, and we consider personal development, behaviour and welfare to be outstanding. We are therefore judging our overall effectiveness as good.

Our holistic approach, with effective teamwork and partnerships, ensures our pupils are safe and make good progress to apprenticeships, further education and university.

High expectations, coupled with our relentless focus on teaching for learning, promotes resilience and high aspirations for our learners, with the majority and almost all groups making good progress, and disadvantaged pupils making outstanding progress (in comparison to disadvantaged pupils nationally and comparing very favourably with non - disadvantaged nationally).

Progress is outstanding in mathematics at GCSE and A Level, for disadvantaged students at GCSE & A Level, boys’ progress at A Level and also in A Level psychology.

Our pupils play a full and active part in ensuring all feel safe, promoting British values and celebrating diversity through their varied leadership activities and delivery of our highly praised programme of assemblies.

Our ambition is for all pupils to make outstanding progress in all areas (matching that of disadvantaged pupils in mathematics) taking the school into the top 10%) Next Steps (Priorities 2017/2018) Sustain & Continue to Increase

The rates of progress of all pupils and close national and in school attainment gaps (especially White British)

The rates of progress of our White British pupils and attendance of WBR, WOT & SEN pupils

Sustain & Ensure (while addressing recent workload reports)

Quality first teaching for all (with all staff doing all they can to improve learning and care)

Effective meaningful, manageable and motivational assessment which informs and shapes quality first teaching (rather than just measuring it) in line with KS3 assessment policy and KS4/5 performance measures changes

Ensure

Our curriculum continues to meet the needs and aspirations of all (in line with changes to national curriculum, public examination syllabi and linear assessment) and progression opportunities for all learners in all key stages.

Promotion of well-being (and address mental health issues) for pupils both within & outside of school, including awareness of the dangers of risky environments & how to respond to these; and staff (workload review & reduction).

We have a safe, supportive and stimulating learning environment both inside and outside of our buildings (following an extensive building/landscaping programme).

Safeguarding

The school is a safe learning environment for pupils. Safeguarding is a key part of school life. Pupil led support systems are in place to promote a ‘telling culture’. The school works closely with the Safeguarding and Integrated Early Help Children’s Services through our weekly Vulnerable Pupil Panel meetings in order to identify young people who require support.

Safeguarding training is delivered to teaching and support staff at the start of every year. This training is further enhanced (for new members of staff) by online training through ‘Safeguard’ and Prevent training.

58


Effectiveness of Leadership & Management: Good 2 - 2017 framework (PIR Outstanding - 2012 framework) Feb 9-18

Leadership and management continues to improve, ensuring a greater consistency in the classroom, an improvement in teaching, learning and assessment and very good progress.

High expectations and excellent relationships have ensured that progress since the last inspection has been good, the positive school ethos and staff morale have improved still further. A relentless focus on our core purpose (teaching and learning) has ensured outcomes continue to improve and the majority of pupils and groups, including the disadvantaged, make good progress. Succession planning & talent spotting is well developed. Leadership across the school contains a healthy balance of home grown and external talent. All the previous members of the SLT over the past seven years have been promoted, except for one who retired.

Robust tracking systems, provide an accurate and clear picture of pupils’ progress across the school, resulting in timely intervention to get them back on track. This has recently been further enhanced through middle leadership taking a more proactive role. ‘SISRA’ / ‘CMB’ empowers individual teachers to monitor the progress of pupils at classroom level and use the data for effective planning. Responsibility for improving pupil outcomes is universal across the school.

Monitoring of teaching is robust and systematic, leading to accurate evaluations and effective support and challenge when needed. Subject leaders are effective in monitoring and evaluating the quality of teaching, and follow a shared schedule which supports in the accurate identifying of CPD needs throughout the year. Recent collaborative work with other school & Leading Edge has further enhanced this work by middle leaders. SLT and HODs / YCCs work closely and constructively together in curriculum decision making which improves effectiveness of both middle leadership and classroom teaching.

Leaders use appraisal together with M&E to produce a relevant CPD programme (for both teaching and associate staff, making efficient use of directed time) and to inform recommendations to Governors about pay progression.

All staff act as excellent role models, work well collaboratively and are very giving of their time to student welfare, resulting in an outstanding ethos and behaviour. This also results in high pupil engagement in a wide range of leadership and extra-curricular activities.

Safeguarding is embedded throughout the pastoral care system. Pupils are presented with opportunities to develop their safeguarding knowledge throughout the year during assemblies, tutor time as well as through the curriculum. The school has a zero tolerance for cyber bullying and pupils are provided with opportunities to increase their understanding of safeguarding topics including e-safety, CSE and FGM. Student Peer Mediators are professionally trained to mentor pupils who may be struggling with anxiety or any other low level issues that could impact on their mental health and wellbeing.

The school is currently playing a leading part in developing and implementing a borough wide Prevent strategy. Collaborative work with EARA, Kidscape, DFE and local schools in developing the skills and resilience needed by students to play a part in safeguarding themselves is currently taking place.

Further Improvements: Continually review all our policies and procedures to ensure that we are always working to the most up to date guidelines and meeting the needs of our learners. Ensure staff fully utilise the new ‘Safeguard’ and ‘Impresso’ software, and pupils use the ‘Confide’ button recently installed as appropriate.

59


The curriculum and extra-curricular activities are regularly reviewed, ensuring they meet the wide range of needs and aspirations of our pupils, and provide outstanding opportunities for SMSC and promoting British Values. Our structured assembly and pastoral programme underpins the whole curriculum. Every opportunity is used to congratulate pupils, celebrate diversity, and promote British Values resulting in a vibrant and positive school community

High engagement with parents, including some of the ‘hard to reach’, supports improvements in pupils’ learning and engagement with education, attendance and punctuality, and behaviour.

The Governing Body play a key role in identifying priorities and challenge the school to improve. They are kept well informed by the SLT and contribute to self-evaluation. They ensure financial stability and have a clear understanding of how pupil premium funds are being used to raise outcomes. They have a sound and growing knowledge of the effective use of school and national data, and how this is used to judge the performance of the school. Governors support the SLT in appraisal and actively play a part in implementing the Pay Policy.

Next Steps (Priorities 2017/2018) – Agreed by SLT 7th Feb ready to consult with staff and Governors March

2018.

Continue to address any remaining in-school variations, fluctuations and gaps with national progress

and attainment data (especially with White British nationally, and middle achievers in school) through maximising use of Leading Edge / SSAT / Chartered Teachers tools by HODs / YCCS. Apply for & achieve

Leading Edge accreditation, and awards in Equalities and Careers.

Develop further collaboration (curriculum, strategic & financial planning) with other local schools; and

ensure School Improvement (with LBBD) is fit for purpose in order to improve outcomes still further.

Review & update Governor roles so that named Governors focus on each phase Primary / Secondary

11-16 / Sixth Form and become experts in different areas / aspects of the school. Provide further

targeted training for Governors to develop their effectiveness (this work is now well underway).

Continue to address workload, review appraisal and reduce high stress accountability in order to

improve staff well-being and retention.

Review & enhance financial /staffing / succession plans (especially in SEN/D, the ARP and shortage

areas) to ensure sustainable and effective in current economic climate with rationale understood by all

leaders.

Complete campus development with interface works and landscaping.

Quality of teaching, learning and assessment: Good 2 (PIR Good 2) (Updated 9th February 2018)

Teaching is good because teachers have consistently high expectations, know their pupils and their pathways well, and have good or better subject knowledge. In addition, teachers employ a range of assessment for learning strategies, such as inclusive and targeted questioning, which is ensuring higher engagement. We know this through our robust systematic monitoring and evaluation, and external school to school and Leading Edge reviews.

Pupils are motivated to learn and concentrate well in lesson, as they are interested in the work. Lessons are well planned and delivered. Pupils’ learning is further supported by the enthusiasm and passion that teachers have for their subjects. Pupil learning outside of the classroom has increased significantly over the last 4 years.

60


GCSE Pod downloads have increased from 1692 in 2014 to 22205 in 2017, and SAM learning figures are equally impressive.

Teachers plan series of lessons to develop pupils’ skills, knowledge and understanding, and this has resulted in good progress in nearly all areas of the curriculum, with English and Maths consistently performing well at GCSE and A Level, even in this time of instability, both departments have produced some excellent results: Maths – 23% 9-7, 53% 9-5 and 73% 9-4. At A Level, for the second year, Maths have been judged to be ALPS 2. GCSE English – 13% 9-7, 49% 9-5 and 71% 9-4 and improved ALPs rating of 4. Monitoring and evaluation has shown that learners are introduced to curriculum content progressively, appropriately and effectively.

Teacher feedback has improved significantly from the last inspection. Systematic work scrutinies are carried out at all levels, and demonstrate that pupils know what they need to do and how to improve. Marking and feedback is increasingly meaningful, manageable and motivational because departments have produced subject specific policies to ensure that feedback aids progress in their areas, whilst also being in line with whole school expectations. Teachers’ workload has been, and continues to be, considered in the development of policies and practice.

Teachers use regular assessment, formative and summative, to celebrate achievement and identify pupils who are underachieving early to take action in their classrooms. Progress is further promoted because timely and appropriate interventions are tailored to support pupils at risk of falling behind and then additional support is put in place.

A programme of on-going, teacher led, CPD is improving both pupil and staff learning. This is based on a two year ‘Embedding Formative Assessment’ programme and has further developed dialogue about pedagogy, resulting in continual improvements in the quality of teaching. Teachers are increasingly engaging with educational research. This focused, responsive in-house CPD programme has been designed to utilise the expertise of our lead practitioners and outstanding members of staff, whilst ensuring an effective and lasting impact on staff. This sustained training approach, over the year, with time allowed for collaborative work and sharing of best practice, provides staff with the time and support to apply their learning, and embed ideas. This creates a deeper understanding and a more confident whole school approach to Teaching, Learning and Assessment. The sessions reflect the areas identified for further development. The sharing of best practice with other schools, and on-going peer-to-peer reviews, are becoming the norm. Eastbury has seized the opportunity to become part of the ‘Leading Edge community’ and gain ‘Transforming In’ accreditation for ‘Effective Learning Behaviours’, whilst also being highly represented in all subject areas at the NELTA T&L hub groups. This provides a framework for school improvement and a structure for self-review, and action planning, that is benefiting ECS. Maths, Science, Art & Music have achieved the Prince’s Teaching Institute Award for 2017.

The school has addressed the issues raised with teaching and learning, in the Ofsted report Jan 2013, with positive impact.

Next Steps (Priorities 2017/2018)

Further embed meaningful, manageable and motivational assessment which informs and shapes quality first T&L

Continue to develop Curriculum / Schemes of Learning

61


Ensure years 5-9 are ‘productive’ (addressing the ‘Wasted Years Report’ / developing further

curriculum and pedagogy collaboration with feeder primary colleagues in years 5 and 6 for English,

Maths and Science

Further embed the new specifications (Linear GCSE/A Level), ensure updated schemes of learning are

useful to all and provide effective differentiation

Revisit our Ebacc policy to ensure no pupils are being disadvantaged

Enhance independent learning, self-directed study and self-assessment, utilising new technologies through both a curriculum and pastoral focus

Improve pupil outcomes in KS5 Science, and at KS5 & KS4 Engineering, through the establishment of ‘Project Boards’ to ensure the quality of T&L, and curriculum, is consistently high and assessment / tracking is accurate

Personal Development, Behaviour an Welfare: Outstanding 1 (PIR Good 2) (Last update February 2018)

High and clear expectations of self-discipline and positive behaviour, staff acting as role models, and pupils taking up the opportunities provided for leadership is resulting in outstanding behaviour. Peer mediators and prefects also act as positive role models and further support the development of a self-managing and self-disciplined pupil body. Other student leadership roles include school council, sports leaders, subject ambassadors, Equality group and librarians, all of whom add to the positive ethos of the school and have led to mutually respectful relationships and attitudes for the vast majority of pupils.

A wide range of extra-curricular activities are regularly and well attended after school, at weekends and during holidays, supporting greater student engagement with learning. Many visitors to ECS comment on the positive relationships, attitudes and respect displayed by our pupils. Pupils embrace our inclusive and diverse culture.

Pupils are confident, self-assured learners that take pride in their work and school. The buildings are maintained to a high standard and are appreciated which contributes to very low levels of graffiti and vandalism. Pupils take great pride in their appearance and readily adhere to school rules. They arrive at lessons fully equipped and ready to learn.

Pupils adapt positively to challenges. For example, the building programme (September 2015 to present) has led to a reduction in play area, however the pupils quickly changed routines with minimum guidance during this time of disruption, and the prefect team increased their duty positions to help with this. Pupils’ movement around the new build is an illustration of their maturity, respect and awareness of others.

Every opportunity is taken to celebrate achievement and deepen an understanding of British Values. The themes of tolerance, respect, democracy and liberty are evident through weekly assemblies and the tutor programme, explicit in PSHE, Citizenship & R.E, and are implicit in all subjects. A programme of ‘Character Education’ is being rolled out to build this positive ethos on a personal level. Structured programmes for pupils, staff and families on E-Safety have been influential in supporting the prevention of cyber-bullying and promoting a ‘telling culture’.

CEIAG is given high priority, with many careers events and visits taking place during the year, and is embedded across the curriculum from years 7-13. Employability skills are further developed through ‘mock interview’ days, work experience and producing/updating CVs etc. The school uses a risk of NEET indicator (RONI) to target support for this vulnerable group, which includes additional workshops and mentoring programmes. This leads to low NEETs.

62


Consistent implementation of the behaviour policy, underpinned by decisive action for incidents inside and outside of school, is resulting in low exclusions for all groups, which compares favourably with national data. Supportive mentoring, peer mediation, youth worker support & effective use of alternative provision, supported by effective teaching and learning interventions, is leading to a reduction in low-level disruption. Our Internal Exclusion figures show that in the first term this year there were 71 referrals with 5 reoffenders, compared to last year the same period 118 referrals with 22 repeat offenders. Demonstrating the impact of positive affirmation and support.

High priority is given to punctuality, which is now outstanding, and attendance, resulting in figures in line with the national average (currently 95.03%, P.A. currently 11.7)and similar to schools locally, and an improving picture for WBRI pupils. Inspection dashboard low attendance SEN / EHC statement can be explained by the medical needs of a few key pupils.

All staff are involved in Equalities CPD - to further enhance the staff understanding of our pupil needs, to understand the power that language has to ensure that all individuals – pupils and staff are fully aware of the expectation that need be treated fairly.

Next Steps (Priorities 2017/2018) – Agreed by SLT 7th Feb ready to consult with staff & Governors March

2018.

Review and enhance strategies for SEN/D, with a focus on SEMH, and Behaviour for Learning

Enhance the promotion of well-being for pupils both within & outside of school, including awareness of the dangers of risky environments & how to respond to these;

Review and enhance our proactive equalities work – this is underway

Continue to develop both Cultural and Character Education

Further reduce the proportion of WBRI / WOTH persistent absentees (update March 2018).

Outcomes for Pupils Key Stage 4: Good 2 (PIR Good 2) (Last update Jan 30 – 2017 Next Update Mar 2018 ASP)

In Key Stage 4 validated Progress 8 data and attainment data (2017) are very encouraging. Overall Progress 8 is +0.15, for disadvantaged students it is +0.12 (against a figure of +0.11 for ‘other’ students nationally). 48% achieved grade 5 or above in English and Maths (LA 43%, Nat 39.6%). 46% of our disadvantaged students achieved this threshold. Attainment 8 was 45.6 (45.2 disadvantaged) against a national average of 44.6 despite the attainment on entry of this cohort being significantly below national.

English (best of Lang and Lit) at grade 5-9 is 64%. English 4-9 is 79% and 7-9 is 20%. Maths at grade 5-9 is 53%. Maths 4-9 is 73% and 7-9 is 23%. English and maths 4-9 is 67%.

Progress 8 element breakdown shows that English scored +0.25 (NA -0.04), Maths scored an outstanding +0.51 (NA -0.02) and the EBacc slots scored +0.3 (NA -0.03). In the open slots we were disappointed by a score of -0.31 (NA -0.04). This figure was depressed by our poor Engineering results and the fact that a number of students who were facing difficulties by the end of the key stage were prioritised in maths and English.

The progress and attainment of all prior attainment groups is good. Students with low prior attainment make less progress however they outperform their counterparts nationally both in terms of Attainment 8 (25.6 – NA 25.2) and in the number who achieve a standard pass in both English and maths (20% - NA 10.8%)

63


We are proud that from a maximum cohort size of 300, 295 students sat and passed public examinations. This included 10 students who as they had entered the country during the course of their KS4 studies did not count on our cohort figure of 285.

There were 5 students that we would consider to be outliers – each with some very specific challenges from outside school. Removing these 5 outliers increased our P8 score to 0.22 and took the open slot score up to -0.24.

P8 for our white British students was -0.25 (national average -0.14) however of a small cohort of 35, 3 out of the 5 previously mentioned outliers were white British which had a major impact on the score. Removing these 3 outliers the P8 score for the remaining white British students was -0.01

The picture with SEN overall is improving. Pupils with a statement of SEN made lower than expected progress (-0.8) however this is better than the national average (-1.04). Pupils without a statement, but receiving support, scored -0.26 (national average -0.43).

Despite the many recent changes to GCSEs in recent years we have been very accurate in our forecasting in both 2016 and 2017. This is due to middle leaders working closely with the data team and making intelligent use of resources such as those provided by Pixl.

Current position (January 2018)

Our key strategy to raise achievement (improving the quality of teaching, learning & assessment) continues to have impact.

Improving accuracy and robustness in assessment in KS3 means that misconceptions are identified and addressed in a timely manner at classroom and school level. Improved tracking systems indicate that almost all groups are making good progress in most subjects. November 17 data shows majority (approx. 70%) making good or better progress in the majority of their subjects.

Our tracking systems ensure that leaders (and classroom teachers) track the progress of groups and appropriate timely action is taken when needed. At a macro level, there are no particular concerns about the progress over time of any groups however an emergent key line of enquiry is the attainment and progress of middle achievers on entry.

Draft Next Steps (Priorities 2017/2018) – to discuss with SLT & Governors (review after 2017 ASP)

Reduce reliance on after school and holiday intervention (by pupils and staff)

Project board for Engineering (Intensive support and challenge)

Personalise / further refine ‘Catch-Up’ / disadvantaged strategies

Address the gender gap, looking particularly at disadvantaged boys

Investigate and review WBR (30 students) fluctuations and strategy for ‘outliers’

Empower HODs to continue to address subject specific marginal gains (in school rather than national gaps)

64


Primary Phase: Good 2 (Primary phase opened September 2015) Edited 27th February 2018

Our primary phase opened in temporary accommodation in September 2015 with two reception classes. Our current cohort moved into purpose built accommodation in September 2016. After the first year (2015 – 16) of relatively high mobility related to LBBD housing, pupil cohorts are more stable with many of our pupils living locally and walking to school. High expectations, a clear focus on classroom practice, pupil progress and Values Education (with non-negotiable classroom organisation) have resulted in the establishment of excellent routines and relationships leading to an outstanding ethos. Together with good quality teaching this is leading to good outcomes (2016 70% GLD in line with national and LBBD average; 2017 - 75.5% GLD). Where teaching is less good it is addressed through support and challenge which is having positive impact in the classroom. This secure platform for future developments and is highly valued by parents / carers (Spring 2017 survey). Analysis of our EYFS 2017 data revealed a significant gender gap adversely affecting boys. Current changes in planning and provision have ensured that the gap has been halved in 11 of the 17 areas and in 6 areas has been closed or reduced. Key Stage 1 (July 2017) Year 1 pupils achieved working ‘at expected level’ for Reading – 85%, Writing – 72%, Maths 83 %; planned classroom intervention is ensuring these pupils continue to make progress; forecasts for this Y2 – 2018 cohort at the end of KS2 show that working at expected Reading – 80%, Writing – 71%, Maths 79%: and working at greater depth Reading – 28%, Writing – 20%, Maths 26% (both in line with national & local). Current Year 1 pupils forecast for 2018 show that working ‘at expected level’ for Reading – 88%, Writing – 77%, Maths 85%; Phonic Screening: Year 1 pupils (2017) achieved a 78.3 % pass. Concerns about the low average mark for those not passing is being addressed through intensive class based and with drawl intervention leading to significant gains. Currently the average score of those not passing has risen from 16 in June of 2017, to 24 in Feb. 2018 with 86% of Y2 at pass level. We are forecasting that 8 of the 13 retaking the phonic check (including 1 new pupil) will result in a 91% pass rate. Further intensive work (including reading recovery strategies) is being implemented for the 5 pupils currently not on track to pass. The current Year 1 (2018) are making steady progress towards our predicted 2018 Phonic target of 83%. As of Feb. 2018 we have 66% of the cohort close to or at the pass mark and we are forecasting the 2018 yr.1 cohort will achieve an 83% pass rate. White British (8 pupils) Pupil Premium (5 pupils in Yr. 1 and 2) and SEN (13 pupils) are making good progress. Careful planning and continuous review of the ‘Early Years’ and recently established Primary Curriculum are ensuring we are meeting the wide range of needs of our pupils. Our current focus on wellbeing through enhanced PE provision & a high take up of extra –curricular activities is leading to further improvement. Using every opportunity to congratulate pupils on achievement and positive behaviour, celebrate diversity and promote British Values is resulting in an inclusive, vibrant and harmonious community. The implementation of the assembly programme, with staff actively promoting healthy eating and physical activity, ensures that Personal Development, Behaviour and Welfare are very good.

65


Rigorous follow up of attendance and punctuality concerns results in good attendance (Reception 94%, Year 1 - 94% and Year 2 - 94.5%; in line with the national) and excellent punctuality (99.8 %). Regular parent information meetings, coffee mornings and staff presence on gates is resulting in strong productive parental involvement and support for home learning, which in turn is contributes to good progress and engaged pupils who are ready to learn. Next Steps (Primary SDP 2017/2018) updated on release of ASP 2016-17

Establish Year 2 curriculum, and review Nursery, Reception and Year 1(especially in Understanding the World

and Expressive Arts) to meet needs of all and provide a firm foundation for Key Stage 2 also continue 3-19

Curriculum development mapping

Review and explore the gender gap, implement strategies to raise achievement of boys, especially in Maths

(Numbers and Shape, Space and measure) and Literacy (Reading and Writing).

Embed & Update update Assessment policy – (meaningful, manageable and motivational) to ensure all pupils

are making good progress and know what they need to do to improve.

Develop further curriculum collaboration (peer support & challenge) as part of the ‘Aspire group’ or in a similar

network of local primary schools).

3-19 building programme – establish playgrounds (following demolition and landscaping) as safe learning

environments further supporting ‘Active Kids’ – an LBBD initiative. ‘Super PE’ team teaching with specialist PE

teacher is a particular focus for this and next year.

The 16-19 Study Programme: Good 2 (PIR Good 2)

Our focus on teaching and learning, with an overhaul of the assessment system and enhanced collaborative working across the consortium schools has helped to improve our A*/A grades to 18% with 46% achieving A* - B grades meaning students achieved an average grade of C+. In vocational subjects our average attainment grade was retained at D*- (Distinction*-). The number of A*/A grades at AS increased from 13% in 2016 to 32% in 2017 with A*/B grades rising from 28% in 2016 to 54% in 2017. The introduction of study skills sessions, the independent learning programme and the enhanced A*/A group has had a positive impact in Year 13 which is evidenced by the latest assessment data. Specific strategies within key stage 5 Science are also having an impact on student progress. Internal data shows an increase of 4% A*/A grades and 12% A*/B grades in Year 13 compared to the same point last academic year.

The Sixth Form has made good progress since the last inspection because we have ensured that all pupils have a study programme that meets their needs and the requirements of 16 – 19 provision (including a wide range of subjects due to our collaboration with the Southern Consortium), a more systematic tutor programme and enhancement opportunities, and preparation for further education and future employment. Pupils are supported if they fall behind through a range of interventions and the most-able are stretched through their lessons and extension work. Pupils develop personal, social and employability skills through the structured tutor programme, assemblies and a range of trips, outside speakers and work experience opportunities. They understand their responsibilities within the wider society and life in Britain, and further develop this through

66


the tutor programme and assemblies. All pupils receive a programme of careers guidance to ensure they make realistic and aspirational plans for their future.

An emphasis on UCAS support and Careers fairs (school and London wide) supports the great majority of learners progressing to higher education / apprenticeships after they complete their study programme. From the 2017 cohort 90% of pupils progressed to University with 22% of these going to Russell Group Universities. 8% of pupils joined an apprenticeship with one students gaining a place on an Engineering degree apprenticeship through the University of Manchester. One student gained employment within the engineering field. All pupils without GCSE grades 9 – 4 (A* - C) in either English or Maths follow a relevant programme and all pupils in 2016 and 2017 achieved at least a grade C in their re-sits in both English and Maths. All students in the current Year 12 have already achieved at least a 4 in both English Language and Maths.

The 2017 Inspection Data Summary Report highlighted that there are no areas to investigate. It showed that all A Level results were significantly above national average, disadvantaged students have moved into Q1 and the progress that male students made was significantly above national average. Next Steps (Priorities 2017/2018) - – Agreed by SLT Oct ready to present to staff and Governors November

2017.

Focus on Biology. Chemistry and Physics to ensure all students make outstanding progress in these

areas.

Further develop the A*/A programme to continue to raise the number of students gaining A and A*

grades

Review and enhance independent study skills programme in years 12 & 13.

Further improve the enhancement programme by placing it at the heart of the sixth form culture and

ethos.

Increase sixth form recruitment to ensure a financially viable sixth form of 300 by 2021.

67


Appendix 2: The Leading Edge 2018 - Framework for Exceptional Education

Peer Review Feedback Form 1

Name of school reviewing: St Bonaventure’s School Reviewers’ name: Katie Smith

Name of school being reviewed: Eastbury Community School

Strand(s) of FfEE: Effective Learning Behaviours

What activities did you undertake with the school to learn about their practice in this strand?

In order to fully assess this strand we had a very busy day which involved learning walks (D&T, Computer Science,

Maths, ARP area), meetings with a varied group of staff members from Cover Supervisers to Deputy Headteachers and

meetings with students who were representing Peer Mediators, Sports Leaders, Prefect Team, School Council). We

were able to fully immerse ourselves in a day of the life of an Eastbury student/member of staff and I feel that I have

a good understanding of the ethos of the school. We were able to see all areas of the school and experienced lunch in

the canteen, assembly and the dismissal at the end of the day. The very comprehensive programme gave a real

insight into how Eastbury has worked hard to encompass effective learning behaviours for all students

What were you particularly impressed by?

There were many elements that I was impressed by, not least the student body. I feel that the school has very much

led on their policy to be a ‘kind’ school and the culture of respect that is shown by students to staff (and very much

vice versa) is something that permeates all classrooms and corridors. The staff have set up an equalities working party

which I was particularly keen to learn more about, here they have taken advantage of an external scheme which is run

by Kings University and the Institute of Physics and set up a group which meets regularly and challenges all perceived

cases of inequality. There is strong collaboration with the recently set up student equality group and this is something

that is very clear - the collaboration between staff and students (at a multitude of levels) is very clear to see. There is

a great deal of support for staff who are wanting to set up working parties or follow projects. It was interesting to

meet with a HOY and Geography teacher who was wanting to reduce single use plastics and Eastbury and was being

supported to do this through the NPQSL course. Investments have been made into staff wellbeing which filters down

to the students.

Mental health has become a focal point for the school and this is clear to see, from displays and physical reminders

such as the Black Dog Campaign with SANE to mental health ambassadors who are trained to work with students

lower down the school. The employment of three youth workers in the IEU has been impressive, the statistics that

were shared with us has shown a reduction in the number of incidences in the IEU and a reduction in repeat

offenders.

68


Punctuality was highlighted as something that Eastbury was particularly proud of; the statistics show that the number

of students that are late to school has dramatically reduced as a result of a campaign that was led by SLT and was

communicated to parents. It is clear that strict policies have been implemented, including the introduction of a 45

detention the same day. It is this consistency in practice which has led to the reduction.

The careers advice and support that the students receive is excellent. There is provision for a range of careers to be

explored and the careers advisor clearly works hard to ensure that all students are catered for. The Careers Speed

Networking Day gives a chance for young people at Eastbury to experience life at work and there are close links

brokered with companies such as Barclays, The Brokerage and Lloyds Bank. The purpose behind the careers

information is to foster effective learning behaviours for life and it is clear that this is happening.

The KS3 and KS4 councils are a force to be reckoned with and it was particularly warming to see students who had

changed their paths being an integral part of the student body. The group is structured formally and with the support

of the curriculum leader for Citizenship, is very active. They spoke about the changes that they had brought about in

the school (especially in the canteen) and the work that they want to do with recycling and water fountains. They

spoke highly of the CONFIDE button which has been put onto all computers in the school and allows students to

report incidences that they have witnessed or experienced.

What were your thoughts on the scale, consistency and potential sustainability of their practice in this area?

Eastbury has many individual projects running at the same time and it is clear that the strong year leaders are driving

change in their year groups. There are projects that have started small scale, such as the character education sessions

which are being rolled out to Year 7, with the help of the senior student ambassadors. This is a project which has

been borne out of previous work on Olympic values and is being championed by the HOY 7. Students have very much

bought into the programme and were rewarded for their work in an assembly. This has the potential to be rolled out

to older year groups and now that it has been firmly embedded into Year 7 has total sustainability.

The ethos of Eastbury is one that is strong and built on by the lead practitioners. LPs take their role very seriously and

are given the space to develop their own interests and grow. It was particularly interesting to meet with one LP who

runs CPD on effective learning behaviours and gives many ideas to staff. It is this supportive atmosphere which has

longevity and staff buy into this ethos

The peer mediator programme has grown into something which is very positive. It was lovely to hear of the peer

mediator structure which has now got to the point that students can be referred to the more senior mediators for

help. There is a very formal structure for the peer mediators at every stage, from recruitment to training to

implementation and the representatives that we met were rightly very proud of the work that they are doing. As long

as recruitment continues to be strong for this programme then I am confident that it will continue in its strong work -

the outgoing Year 11 are clearly going to have to carefully manage their successors.

The mental health work is firmly embedded in the values of the school and this is something that is clear from corridor

displays; it is already a focal point and will continue to be one in the coming years.

What impact is this practice having on pupils, staff and other stakeholders?

69


For students there is a great deal of support made available to them. This support comes in a variety of guises, from

subject intervention, mentoring and additional support to peer support groups. All of this culminates in them feeling

safe and existing in a positive culture of learning. The youth workers are particularly invaluable, offering a ‘buffer’

between the student and staff. They take their roles very seriously and work symbiotically with the IEU leader. This,

coupled with peer mediation and strong sanctions means that students are aware constantly that they are being

watched and looked after.

Staff were very positive about working in the school in the interviews that we had; they feel valued and are

encouraged to explore areas that they are interested in.

The ARP is very well run and allows students the chance to be integrated into a mainstream school at the same time

as accessing the specialist support and intervention that they need. Staff that work in the ARP are very dedicated and

the lessons that we observed demonstrated ably how students can be stretched at the same time as given the

guidance that they need.

What evidence is there of the school’s practice being shared effectively with other schools?

Eastbury is part of the NELTA T&L group and is well represented in this. The LP regularly share their work with others

in the area and the PCM detailed how collaboration with other schools occurs on the NQT programme.

Four departments hold the PTI mark, including Music and Art and there is a great deal of practice being shared with

other schools from the Art Department. They have set up a whole school arts policy and are very keen to share the

excellent practice that is going on in the department. The department offer 2 CPD sessions a year with the staff as a

whole and this is a chance for all staff to express their creativity. Eastbury is taking part in the Creative Schools

Artsmark and this involves working with Bow Arts, Urban Development and Arcola Theatre. The department are also

represented at the Barking and Dagenham Inspire Festival and students were cultural ambassadors for the school.

The very strong Curriculum Leader for Art has got the department and therefore the school involved in a multitude of

projects, the cultural citizens programme is another project which is funded by the Arts Council. This excellent

manifestation of their promise ‘by any means necessary’ to deliver an arts and culture rich education for all students is

something that should be shared with other schools.

How could the school further extend their work in this area?

Have the Art dept offer training to other art departments to demonstrate the ways that they have engaged with a

range of different agencies

Set up a peer mediation networking group with similar schools to ensure consistency and training?

70


Peer Review Feedback Form 2

Name of school reviewing: City of London Academy Islington Reviewers’ name: Abi King Name of school being reviewed: Eastbury Community School

Strand(s) of FfEE: Behaviours for learning

What activities did you undertake with the school to learn about their practice in this strand?

We undertook a wide variety of activities during our time at Eastbury, including interviews with a wide variety of teaching and support staff to discuss how the school have embedded effective learning behaviours amongst all students, attendance at a year 7 assembly and learning walks into a number of lessons to look at these behaviours in practice and interviews and group discussions with a selection of student leadership groups. What were you particularly impressed by?

At Eastbury there is a clear approach and commitment to the holistic development of all students with the wide range of student groups and extra-curricular activities for students to participate in such as an equalities group, student councils for each key stage, peer mediators, mental health ambassadors and a prefect system. What is impressive is how well these opportunities are embedded, the training provided for those students and staff involved and how they complement the leaning behaviours in lessons and the high regard both staff and students hold for these opportunities. Within lessons we saw high expectations of students and excellent working relationships between staff and students and effective learning processes which built on prior learning, a range of stimuli and teacher input and opportunities to encourage students to reflect on their own learning at various stages making use of success criteria. Students spoke enthusiastically about their learning in lessons and the commitment from staff to support their learning. There were clear reward systems and it was pleasing to see students presenting other students with rewards in assembly. Outside of lessons, students are genuinely proud of their badges and ties which reflect their membership to various groups and they aspire to be part of the school council or become a prefect and it was brilliant to hear the journey of a few individual students who had transformed their learning behaviours so they could become a prefect. These students then form part of the mentoring of other students as positive role models, which again, is absolutely incredible that they feel confident in their own change and they want to use their learning from their own prior experience to contribute so positively to impact on other students across the school. Prefects are used a role models to establish responsibility for establishing routines such as break duties and they were well-respected by their peers. It is not academic record but commitment and character which determines success in the prefect programme and which ensures that it is inclusive to all students. Those students who also need additional support are supported by an extensive and well-structured pastoral team including youth workers and heads of year. There is a genuine commitment from all staff and students to celebrate diversity both inside and outside of lessons. The different staff and student groups who we met with were enthusiastic about the school and the wider learning opportunities that were provided. All students who we spoke to were articulate, empathetic and spoke with passion about their learning inside and

71


outside the classroom and the positive relationships they had with staff. It was particularly impressive to hear how the student Equalities group had successfully presented at City Hall to apply for funding and how they worked in collaboration with the staff Equalities group and presented to the rest of the school in assemblies etc. The various student groups genuinely have a voice and contribute to the school such as the cultural ambassadors, a sub group of the school council who feed into the curriculum. There is a separate programme to promote effective learning behaviours and building an A Level mindset for sixth formers, building on prior initiatives such as study skills programmes, independence project, First Give and an A-A* working group.

What were your thoughts on the scale, consistency and potential sustainability of their practice in this area?

The consistency of message from all staff and students was impressive with an emphasis on being positive role models at every opportunity and extending this outside of Eastbury with a number of initiatives such as contributing to national charities and credit based programmes. The same message appears in on every computer screen with the key values and aims of Eastbury which contribute to the consistency of message and sustainability. The scale of the various student groups was huge with a large number of students being involved in these wider opportunities, it was pleasing to see how many students valued the opportunity to positively contribute to their school outside of their classroom. It was great to see a variety of teaching and support staff leading the various student groups and training them as well external providers being used to train students and then older students training younger students. The hierarchy amongst the student leadership such as lead, senior and deputies etc also meant there is a clearly established structure and different levels which students can aspire to. This really underpinned the ethos of promoting positive role models at every opportunity. What impact is this practice having on pupils, staff and other stakeholders?

The culture of effective learning behaviours is underpinned by high expectations of staff and clearly contributes towards the academic success and outstanding outcomes achieved by students at Eastbury. This encourages all students to aspire and installs the belief they can and will be successful. The student leadership opportunities also provide opportunities for students to develop those important leadership skills outside of the classroom. Students genuinely have a voice and were able to articulate changes they have made to the school such as with the canteen, recycling, water fountains and student planners. Staff understand the important role play they as positive role models and many are involved in working with groups of students, student leadership and individual students to promote effective learning behaviours. It was great to see the wide range of staff speaking to year 7 students in their assembly and promoting the values of the school.

What evidence is there of the school’s practice being shared effectively with other schools?

72


There is clear evidence of the school’s practice being shared effectively through the use of a range of partnerships including other schools and organisations and more recently though the primary school which in future, will provide an extensive range of opportunities for the school’s practice to be shared with other schools.

How could the school further extend their work in this area?

Character education is a fantastic initiative and we discussed with the teacher leading on this, the idea of students being able to nominate each other as well as staff nominations for students to promote an even greater ethos of collaboration amongst staff and students. Greater opportunities to share all of the excellent work would also extend the work such as a newsletter which could publicise the aims and work of the different groups and other schools would really benefit from this as well as parents and carers as it will provide them with the opportunity to see the outstanding work going on across Eastbury.

73


Appendix 3: School 2 School Peer Review

15th & 16th November 2017

School: Eastbury Community School

Review Team

Paul Lawrence – Director of Education, Cam Academy Trust

Jennifer Smith – Headteacher, Frederick Bremer

Térèse Wilmot – Principal, Beal High School

Dean Taylor - Vice Principal, The Forest Academy

Yvonne Andress - Vice Principal, Beal High School

Miz Mann – Primary Executive Principal, Beacon Academy Trust

School Improvement Priorities / Review focus:

Meaningful, manageable and motivational assessment

Development work in A-level Science and GCSE Engineering

Context:

There is a shared ambition to move the school from securely good to outstanding. Positive and

productive relationships, and passionate staff, provide a platform to make this a reality. A very

well organised and forward thinking institution.

The school has a clearly visible, tangible ethos, which is shared by all stakeholders. Inclusivity and

community spirit are at the heart of the school’s work, and this is a safe and caring environment.

Pupils and staff speak passionately about the school and are proud to be part of this culturally

diverse community.

Eloquent, courteous students are clearly appreciative of the school’s safe and supportive

environment. The drive towards diversity, equality (LGBT/Gender) and charity was clear around

the school and in student focus groups.

Behaviour for learning is excellent and impacts extremely positively on learning in the classroom

and beyond. A variety of extra-curricular and leadership opportunities support and promote this.

This is the 3rd year the school has been operating the primary sector currently up to Y2.

Leaders have identified and articulated the steps needed for this improvement, from securely

good to outstanding. They are using marginal gains to move to ‘world class’.

Areas of strength for the Secondary School and practice to be shared:

Clear open door policy having impact through extremely welcoming staff and pupils, and a

willingness to share best practice.

74


Routines are clear, and little time is wasted in lessons. Pupils are engaged in purposeful learning.

The green pen peer marking strategy is being very well used across the school to improve pupil

response to feedback, and therefore learning.

In the best lessons, with many positive examples of good practice:

o Teachers have carefully crafted the lesson around the needs to pupils and there is strong

progress over time

o Books are well marked, and written and verbal feedback is having an impact on learning

o There is a strong understanding of assessment criteria, and powerful peer assessment

(both verbal and written) is helping pupils make good progress

Pupils working well together in pair and group activities (mixed gender and ethnicity).

Middle leaders are confident in their role, and feel well supported through effective line

management and developed through bespoke in-house and external CPD. Staff feel comfortable

sharing best practice, relatively autonomous and feel free to challenge whole school assessment

systems to develop and personalise their own practice e.g. P.E. do not baseline in the same way as

other departments.

The EAL students, that were observed supporting reception class with their reading, were

outstanding (primary staff spoke positively about other primary/secondary work, for example,

Eastbury’s sports leaders, music and science ambassadors.

Students showed a real local pride and commented favourably on the borough and their careers

education in school.

An excellent, coherent pastoral programme leading to engaged and confident learners.

The character education, introduced in KS3 and KS4, fits in well with the general supportive and

positive ethos clearly evident around the school.

Areas of strength for the Primary School:

Positive relationships evident with parents and pupils – Head of School is outside at the beginning

of the morning, greeting all parents and dealing with any concerns.

Good behaviour and attitudes to learning.

High expectations evident as you walk around the school, books, displays, classrooms etc.

Outdoor learning environment reflects the indoor learning environment.

Marking is consistent in books with next steps and pupils in Y2 are using purple pencil for responses.

Handwriting joined scheme is reflected across the school in displays, labels and books. Pupils begin

as early as YR with handwriting sessions.

Use of secondary subject specialist staff and students who enjoy coming to the primary school.

Parental involvement – good attendance to coffee mornings, phonics lessons observations and

information evenings.

Focus on reading is evident.

75


Areas for further development for the Secondary School:

The meaningful element of meaningful, manageable and motivational was identified as most

pertinent for the clarity of all staff. Can the school articulate what this means and what it should

look like for teachers and students?

Are books clearly used as a consistent tool across the school to support pupil learning, with

consistent quality marking both whole school and within departments?

Are the following evident?

o Learning frames in books for pupils to use so they can assess the big picture of their

learning journey (e.g. standardised learning criteria for pupils to use – seen in some English

and Science lessons)

o Use of pupil glossaries and subject specific language in talk and writing

o Depth of pupil work

o Is there evidence of how homework impacts on learning? Pupils say they receive a lot of

homework – but not clearly evident in books. Is homework purposeful?

Build further/review the cross consortium approach to assessment and moderation to ensure the

staff workload is not too onerous.

Greater clarity around KS3 assessment and its recording is needed.

Areas for further development for the Primary School:

Pupils are given opportunities to develop independence by less structure in lessons.

In maths lessons seen, there needs to be challenge and not just challenge questions, through the

‘Inspire’ maths textbooks – spoke about ‘Golden Ticket’ strategy.

How is differentiation planned through this maths scheme so that pupils find it challenging and are

developing the higher standards?

Develop pupil voice through school council and ambassadors for key areas in the school e.g.

attendance, learning etc.

Developing strategies to close the gap in girls’ maths

Key considerations and recommendations for future development (Secondary School):

It is important that the school prioritises our key considerations and areas for development, and then

aligns them with their current plans. It is crucially important that their improvements in teaching, learning

and assessment are not lost in the search for something better.

More opportunities for teachers to share good practice with other schools in the consortium

i.e. Sociology at KS5, French in KS4.

76


Review reporting procedures – instead of pre-set statements on presentation etc., pastoral

leaders and lead practitioners in the school suggest a number for effort - a move to a more

efficient analysis of cohorts.

Review the school’s assessment policy in the light of the new linear exams and ensure its

consistent application. Create a simple whole school statement about assessment.

Focus on what makes work excellent rather than what is wrong with it – mind-set, development,

character, vocabulary, modelling and success criteria.

Make the connection between character and learning. Take the character work in to classrooms;

use a successful department to pilot the approach.

Share best practice in the rigorous curation and presentation of work, particularly in the sixth

form.

Key considerations and recommendations for future development (Primary School):

To develop how pupil progress meetings are conducted - suggested that, as the school expands, all

class teachers, SENCO and SLT should be there to discuss all pupils so that no child is left behind.

To look at how monitoring is conducted and suggested triangulation with pupil books, reading

books, teacher plans and tracking sheets through ‘VIP’ (Very Important Pupil) so that each child has

an opportunity to discuss their learning throughout the year with a member of SLT.

Visiting Aldersbrook Primary School to look at the use of 2 simple, tracking, Montessori approach

and their outdoor learning.

When looking at data it is important to track pupils who achieved ‘Exceeding at EYFS’ and then

ensure they are on track to meet ‘Greater Depth’ at the end of KS1.

Additional comments (GCSE Engineering):

The school are correct to have identified GCSE Engineering for a project board and suggest immediate

remedial action.

Areas for development in this area:

Reviewers saw less good assessment practice: excellent outcomes not always modelled, pupils were unclear about assessment criteria and there was inconsistency about how pupils curated work (electronic portfolios vs hard copy files).

There was concern about the quality of teaching and a lack of evident progress.

Recommendations:

More focused department review – quality of provision.

Review current course change (consider WJEC construction) far more accessible course.

TFA offered S2S support in Hard Technology.

77


Appendix 4: ARP Hearing Impaired Base Independent LBBD Reviews

Visit Information

School: Eastbury Community School Deaf ARP

Advisor: Joy Barter (JB)

School personnel:

Helen Deveraux-Murray and Alex Bell

Visit reference: Spring

Date of visit: 27/02/2018

Context

The ARP has 11/12 places filled. We discussed in some detail student BS whose attendance is extremely poor. This is a complex case and the school is trying hard to resolve issues around attendance. Post visit: -established that EHC plan for BS had been handed over to Havering in May 2017. Havering should have been paying for place. School to invoice. Havering also need to lead on poor attendance.

Currently two teachers are still completing their TOD training (HDM will be finished very soon).

Strengths

Each student’s needs are met individually, and all have different timetabled sessions within the ARP or in mainstream with, or in some cases, without support.

Students feel welcomed and happy in the ARP. Staff are friendly, and relationships are secure.

There is a simple but effective provision map which shows a raft of interventions with a start date and end date. We discussed the importance of evaluating the impact of interventions, and how these interventions impact on student progress.

There are some very detailed and comprehensive case studies which clearly demonstrate the impact of the ARP’s work.

Each student has a detailed file recording progress against agreed targets

Progress is tracked from starting points in a range of subjects including reading, English and maths. Progress in months/ years is recorded. Some of the tracking data is a little unclear and HDM is looking into other methods used by Deaf provisions for tracking and monitoring progress.

Students in mainstream classes are well supported by the TOD’s and communicators

The ARP is well led and managed. HDM has worked hard with the team to ‘de-clutter’ the environment and to provide a clear vision for the work of the ARP. She is confident in her leadership and is well supported by the other TOD in training.

Areas to think about

78


We had a detailed discussion about curriculum for the higher needs/complex students. We discussed the importance of planning for the transition into adulthood and how the curriculum could be more proactive in terms of developing key life skills for some of the students. The ARP staff have already been giving this some thought and have introduced some planting and growing of vegetables. Staff are fully aware that the school provides a very nurturing environment for their Deaf students but that they also have to help these students function as well as possible in a ‘hearing world’.

Overall

A very enjoyable visit-lots has been achieved and HDM has a clear vision for the future. Well done.

School Eastbury Comprehensive School Consultant Gary Anderson

Date of visit 10th January 2018 Funding source Traded

Focus of visit Progress from previous visit in July 2017

2 Individual Pupil trails (observations and progress discussions)

Persons involved Helen Devereux-Murray, Lead Teacher of the Deaf in the ARP

Alex Bell, 2nd ToD (trainee) from September 2017

Context

This visit was commissioned by Joy Barter, Barking & Dagenham LA, to review progress from the

previous review and included the following activities:

Meetings with the Lead Teacher of the Deaf and 2nd Teacher of the Deaf

Observation of Pupil A in a mainstream lesson

Observation of Pupil B in an ARP lesson

Discussions on progress information & outcomes for pupils A & B

General Update

79


A new specialist TA began work at the ARP in September and 2 new CSWs (Level 3) took up post in December 2017. Unfortunately, one of the support staff is currently off on long term sick leave and her post is being covered by supply staff

In effect with the appointment of the 2nd Trainee Teacher of the Deaf, who began the 2 year distance training course to gain the Mandatory Qualification for ToDs (Leeds) in September, there is a new ARP team. However, there is a feeling that already it is operating as a strong, tight unit who have a number of different specialist skills and backgrounds

The CSWs meet as a group each week to share and develop consistency of practice in signing. Similarly, the TAs also meet together on a weekly basis to develop best practice

The 2nd ToD is also a Year 7 Form Tutor whose group includes the two new Year 7 deaf pupils. They have integrated well as a result and the whole form is learning BSL

The Lead Teacher delivered a very well-received 45 minute presentation to all staff during the September INSET day on the ARP and the language and access needs of the deaf pupils. The consultant was shown the excellent PP presentation with embedded DVD clips which included the deaf pupils articulating the challenges they experience as deaf learners. One of the positive outcomes of this training has been 7 mainstream teachers currently undertaking BSL courses. Another has been that those leading assemblies have already provided in advance to the ARP their content so that CSWs can prepare to support the deaf pupils with appropriate access

The Lead Teacher has slots in February to deliver a 1.5 hour session to NQTs and to the wider SEN team to raise awareness on the needs of deaf learners

The Lead Teacher has continued to develop her work with the two feeder ARPs – Five Elms and Eastbury Primary – to build parental links and confidence in readiness for deaf pupils’ transition from primary to secondary school. She has already attended the Annual Reviews for the 2 pupils transferring from Five Elms

A new Senior Deaf Professionals’ meeting (Teachers in Charge of ARPs) chaired by Joy Barter met for the first time in the autumn term. This forum is regarded as a positive move by the ToDs

Areas for Development for development arising from previous visit on 4.7.17

Leadership & Management

Finalise agreed priorities with ARP staff and produce the ARP Development Plan for 2017-18 The Lead Teacher has identified the 4 improvement areas which now need to be

integrated into the school SEN Department Plan. Given the significant changes in support staff over the last term, she intends to use a staff meeting in the coming weeks to confirm the agreed priorities

Ensure that the two ToDs have weekly planning time and that there is a regular scheduled ARP staff briefing each week

80


Since September 2017 both ToDs have had an hour’s weekly timetabled meetings which have covered a range of issues including timetabling, pupil support, assessments, planning, use of resources and the ToD course

Meet with the DHT responsible for the school timetable so that the ToDs can map the optimum groupings of pupils and their support to staff for the next academic year

This took place and since then the ToDs have made timetable adjustments for pupil support in response to staff changes

Meet with the deaf pupils to engage them in the process for where and when they will receive support

Pupils are now involved in discussing, as appropriate, decisions regarding their support. An example is around amplification for a pupil whose deafness means that she was finding no benefit from use of the Radio Aid system, and who has fill time CSW support. It was agreed to trial this for a term and then review the impact, which in turn has led to a permanent decision

Ensure that there is a Pupil Voice thread running through all of the ARP priorities in the Development Plan

Once the ARP priorities have been finalised a next step is to include a pupil friendly visual representation in the ARP

Check with the DHT who will have Line Management responsibility for the ARP next year The ARP sits within the restructured Inclusion Team. The Lead Teacher is Line Managed

by the Acting Curriculum Access Leader. They meet weekly to share information and develop best practice

Identify the key interventions with good outcomes, that will be delivered from September so that these can be delivered as part of the pupils’ programmes of study

The ToDs have reviewed the interventions being delivered both before and after school The team is using the additional period at 3pm to cover a range of “additional to

/different from interventions to develop pupils’ skills for life within a wider range of activities eg

Mondays: Conversations

GCSE Interventions for Years 10 & 11

Tuesdays: ARP Assembly linked to the cultural, religious calendars & topical news

stories

81


Both pupils and staff are leading these

Wednesdays: Staff meeting

Thursdays: Drumming

Fridays: Spellings

Deaf Friendly football coaching with Five Elms and Eastbury Primary

ARPs

Teaching, Learning & Assessment

Review the White Book recording booklet with the TAs to streamline the recording and identify what information is most helpful and how it will be used to best provide on-going support for pupils and staff

There is now a simplified ARP Support tracking sheet which support staff have been using effectively to record key components around access and learning needs for each pupil. They are being referred to during the weekly Wednesday meetings with the ToDs. A next step is to ensure that they also inform decision making during individual pupil progress updates

Introduce a simple system for pupils and TAs to evaluate their learning during each lesson A simple 1-5 scoring system has been introduced within the ARP Support Tracking sheet

with space for both pupils and CSWs to record WWW and EBI comments where relevant. Files show that these are being used regularly

Develop a ToD monitoring proforma and helpful feedback to staff (WWW and EBI), which can be used as part of the schedule of “Support Visits” through the year

The Lead Teacher has created a new proforma and has used it to monitor 5 lessons to date. The consultant underlined the importance of having a termly schedule so that she monitors the mainstream provision/access arrangements for each of the pupils in the ARP

Review the stock of pupil readers so that there is an interesting range of books for pupils with teenage interests but lower reading ages

The Lead Teacher has spent time carefully researching the needs of the ARP cohort. This has included a visit from Scholastic, training for herself and a Specialist TA from “Better Reading Support Partners” to focus guided reading time, discussions with the Primary School HT about their resources, Non Fiction graded readers ordered from Project X (Oxford) and the Library is ordering new books with deaf characters. The consultant suggested contacting as local special school to find out which fiction books eg Docksiders work well for secondary aged readers who have lower (KS2) reading ages

82


Pupil progress and outcomes

Areas for Development

Create SMART targets for the deaf pupils which align information from assessments (eg literacy, numeracy, communication) and ensure that these are shared with pupils so that they know what they are aiming for each term

These are to be introduced at the mid-year target reviews so that the 4 general targets are displayed in pupil friendly language in the ARP and literacy/numeracy targets are put into the front of pupils’ books

Integrate and streamline the new assessment schedule See notes blow on Pupil Progress

Pupil Observations

Pupil A: Year 10 English lesson (Set 4/7)

Topic: Introduction to the context of Britain when An Inspector Calls was written

Strengths

The deaf pupil worked effectively within a group with 4 peers contributing her ideas with confidence

The deaf pupil made connections with other characters she had read about in literature eg Scrooge

The CSW provided critical and high-quality support as a facilitator of the group switching between “voice-over” and sign support. She was respected by the deaf and hearing pupils alike

The deaf pupil and CSW had a detailed conversation about a new piece of vocabulary: “subservience” and the issues arising

The deaf pupil kept up with the pace of discussion and provided her view appropriately in the group about the most significant fact learnt

Area for Development

Develop a glossary of key terminology arising from the new vocabulary and expressions within the 1:1 session in the ARP and to aid the deaf pupil’s independent work and essays related to the book

Pupil B: Year 9 ARP Lesson (with 2 other deaf pupils)

Topic: Understanding foods which are Halal and Haram

83


Strengths

Strong positive relationship between trainee ToD and pupils who were engaged and enjoyed their learning

The teacher provide the pupils with opportunities to read aloud and reinforce phonics skills with reference to Project X signs on display

Pupil B had personalised resources in the form of visualiser and support cushion to meet his access needs as a learner with MSI

Throughout the session the teacher constantly checked pupils’ understanding of vocabulary and quickly addressed any misconceptions

Strong SMSC components in the lesson with discussion and reinforcement about food and its preparation within a religious context which related to the pupils’ own personal experience and faiths

Pupil B had an opportunity to develop his communication skills and asserted his ideas with his peers in the group sorting task

Pupil B’s analysed free writing showed progress made in both content and structure from the start of this academic year


Build in an opportunity for self and/or peer evaluation so that pupils can review what they have learnt

Plan scaffolded opportunities for pupils to extend their writing

Pupil Tracking and Progress

The Lead Teacher has created comprehensive folders for each pupil to capture all aspects of their progress

In line with the SEN department practice pupils have targets set and reviewed twice per year under the following areas:

Enhancing communication Understanding concepts Access and personal responsibility Participation and confidence in speaking & listening Literacy Numeracy

The consultant and ToDs looked at the Lead Teacher’s excel spreadsheet used to track the specialist receptive and expressive language assessments for all pupils in the ARP. Both Pupil A (more able) and Pupil B (complex needs) are making strong & steady progress from their different starting points

The Lead Teacher continues to develop Case Studies for each of the deaf pupils with an emphasis on the impact and outcomes of interventions delivered in the ARP. Of particular note is Project X which is yielding some rapid gains

84


The consultant and ToDs modelled a new Progress Summary sheet which extracts key data from the Excel Spreadsheet and brings together “at a glance” progress information for the different specialist assessments

Pupils are gaining confidence in their communication skills through the range of “interventions” provided in the additional end of day session eg leading the ARP assemblies and drumming


Ensure that the general pupil targets are displayed in the ARP and the Literacy/Numeracy targets are in their books written in pupil-friendly language and that they are regularly referred to

Develop a skills sheet for pupils’ books so that both staff and pupils can record and assess when they have acquired and generalised new skills

Produce a summary page for each pupil of all specialist assessments to demonstrate year on year progress from starting points

Draw on Early Years best practice to create a secondary appropriate Learning Journal for each pupil which captures their qualitative progress e.g. speaking in assembly through annotated photos and DVD clips

The consultant noted the continued pace of progress and developments in the ARP during this

academic year. The Lead Teacher is providing confident leadership and is well supported by the 2nd

Trainee ToD who have formed an excellent working partnership. Together with the recent

appointments of the support staff, there is a vibrant and tangible positive team atmosphere. Well

done.

85


Appendix 5: Primary Phase Independent LBBD Review

School: Eastbury Community (Primary)

Date: 9th January 2018

Personnel involved in the visit: Susan Hodgson – Early Years Advisory Teacher From the School: Wendy Jenkins – Head of Primary Jacinta Carr - EYFS lead David Dickson - Headteacher

Time: 9.30 – 16.00

Focus of visit:

KS1 Data

EYFS Data

Discussion summary: KS1

YR1 – Autumn data Current autumn 2 data show a drop in % of pupil working above for reading. % of pupils working at expected and working above for writing and maths has increased – (see table below) Autumn 1

57 Pupils Working at expected+ Working above

Reading 53 - 93% 35 –61%

Writing 46 - 81% 33 - 58%

Maths 44 - 77% 30 - 53%

Autumn 2


Reading 56 – 95% 30 – 51%

Writing 51 – 86% 37 – 63%

Maths 53 – 90% 38 – 64%

Discussed reasons for lower levels in working above for reading, i.e. attendance, accuracy of autumn 1 data.

YR2 Data – Autumn data Autumn 1


Reading 50 – 83% 18 – 30%

Writing 44 – 73% 9 – 15%

Maths 50 – 83% 14 – 23%

86


Autumn 2

60 Pupils Working at expected+ KPIs Working above KPIs

Reading 46 – 74% 80% 20 – 32% 28%

Writing 43 – 69% 71% 9 – 15% 20%

Maths 46 – 74% 79% 10 – 16% 26%

Discussed concerns of the lower % of pupils working at expected and above for reading, writing and maths being lower at end of autumn 2. Advised WJ and class teachers to look at individual level pupil data to identify those who are not making expected progress and refer to end of YR1 and end of EYFS data for all current YR2 pupils. Head teacher (DD) shared ‘best practice’ used by EC secondary colleagues re monitoring and intervention support for any pupils not making sufficient progress. Targeted interventions should be put in place to support those pupils not working at expected levels. Accuracy of assessment data should also be validated by WJ looking through pupil’s work (book scrutiny). WJ attributed target tracker to be one of the reason for data to have fallen. Pupils have not made sufficient progress (only 1 sub-level instead of 2)) for data to show progress, which is why autumn 2 data shows fall in % of pupils working at expected and above levels. Phonics

YR1

55 Pupils 0-15 16-24 25+ 32+

1 SEND pupil (not included)

29% (16) 38% (21) 15% (8) 18% (10)

Discussed current YR1 Phonic screening results – concern raised at low levels of pupil’s scores. Advised WJ to plan short daily sessions for any pupils at risk of failing phonics screening test in addition to whole class planned teaching.

YR2 – 13 pupils failed phonics screening end of YR1 (one pupil now left). Current data shows that only 1 out of 12 can pass test and 3 other pupils almost. Discussed importance of providing daily phonic intervention for all YR2 children who need to retake phonics screening test.

EYFS data

Currently 41 children in nursery, which includes 14 rising 3s (admitted spring 2017). Three rising 3s joined nursery September 2017. Provisional end of autumn nursery data was discussed and shows the following 41 children – working at expected or above

Autumn 1 Autumn 2

CL 19% 29%

PD 32% 46%

PSED 27% 39%

87


LIT 15% 24%

Maths 15% 22%

UW 19% 27%

EAD 37% 58%

Rising 3s (14 children who have attended 2 previous terms) working @ 30-50 months

Autumn 1 Autumn 2

CL 29% 57%

PD 50% 79%

PSED 50% 64%

LIT 21% 43%

Maths 32% 35%

UW 29% 50%

EAD 71% 86%

27 children started Sept 2017 working @ 30-50months

Autumn 1 Autumn 2

CL 15% 15%

PD 22% 30%

PSED 15% 26%

LIT 11% 15%

Maths 7% 15%

UW 15% 15%

EAD 18% 45%

Current data demonstrates that rising 3s who have completed 3 terms are doing better than children who started September 2017. Boys do better than girls in maths and EAD. Overall data shows that % of children working at 30-50 months in all areas is low – suggested this is discussed and reviewed with the nursery teacher (NQT). Actions/Agreements:

WJ and class teachers (YR1) to review autumn 2 data for reading (working above) to ensure accuracy and identify ‘next steps’

WJ to support class teachers (YR2) to review autumn 2 data to ensure accuracy

Identify individual pupils who have not made sufficient progress and plan targeted intervention support

Use tracking grids (displaying individual names/photos) to support pupil progress discussion meetings

Consider termly summative data collection (currently ½ termly) alongside use of regular pupil progress (class level) discussions to ensure pupils are on track

Plan short regular daily phonic intervention teaching for YR1 pupils at risk of failing phonic screening

Provide daily phonics intervention teaching for YR2 pupils who will be retaking phonic screening test (June 2018)

88


EYFS lead to review end autumn data with nursery teacher and check accuracy of assessment judgements – amend nursery data accordingly.

Signed: Susan Hodgson Date of next visit: Monday 22nd January 2018 Focus: Reviewed nursery data, review of children’s profile evidence (nursery & reception)

89


Appendix 6: Governors’ Review of Behaviour - Eastbury Community School (Primary)

Background

In our Autumn Term meeting the review of the Behaviour Policy was discussed. The Head of Primary

Phase explained that the Values Education, PSHE teaching and Behaviour Strategy needed to be

considered together as an holistic approach which ensured children were learning about, and developing

their own, behaviour from an early age.

Governors agreed that, when they have visited, the children in the school are extremely well behaved,

polite and friendly. Visitors are warmly welcomed and governors are made to feel valued by staff and

children. The Chair of Governors is always greeted by name by the children, and has been impressed with

their sensitivity to mobility needs.

Governors asked whether there was sufficient emphasis on behaviours for learning, as that was not clear

from the policy, and would be essential for the behaviour in school to be considered outstanding. The

Head of Primary Phase explained that this was built in to the Values Education work, but recognised that

more could be included in the policy to make this explicit. It was agreed that I would work with the school

to ensure this aspect was embedded, and evidence practice, to feed into our next behaviour policy

review.

I have had several discussions with the Headteacher, reviewed and commented on the policy, researched

DFE and academic guidance on promoting excellent behaviour in school.

I have visited the school on 3 occasions, two brief visits mainly to the Head of Primary Phase and a third

visit to spend time on a behaviour learning walk.

To support my observations on the learning walk (third related visit) I used the OFSTED

Framework1(Personal development behaviour and welfare section), Charlie Taylor’s2 behaviour checklists

for staff, and a checklist derived from our policy discussions on the behaviours we hope our children are

developing.

This report is a summary record of governors’ observations and the evidence we have now acquired that

Personal Development, Behaviour and Welfare are outstanding at Eastbury Community School (Primary).

In our visits to school we have seen many examples of children’s kindness, caring and helpful attitudes. In

assembly and classrooms children listen well to each other, class teachers have good strategies for

encouraging this. For example: making sure talking partners are looking at each other; encouraging group

1 OFSTED 2005 (updated 2017) School Inspection Handbook 2 DFE (2011). Getting the Simple Things Right: Charlie Taylor’s behaviour checklist

90


work with clearly defined roles and processes; quietly advising those whose behaviour is slipping; praise

for good behaviours and fostering a love of learning.

The school strongly encourages respect and valuing other people – the “Respect” bear was a really

positive way to celebrate this value. All visitors are treated with respect. Children show their value of each

other in many ways – Awards Assembly is a delight, the children are all focussed on the children

nominated each week and very positive about their achievements. The excitement was palpable.

A particular strength of the awards is that they celebrate a wide range of behaviours. In one assembly

awards were given for – working hard on letter formation, co-operation, writing, improved behaviour,

quality mathematics work, developing PE skills and attitudes to learning. Children are learning to value

achievements in all types of positive behaviour – for learning and for life.

The children are thirsty to learn, one Year Two boy said “ I LOVE hard challenges. I love them because it

makes me learn more and it makes me feel happy as I grow up”. A girl in the same class told me she knew

what she had to do next to improve her writing and was trying hard to achieve this because she was

thinking of becoming an author.

A reception girl, who had been learning about pattern, was working independently on a peg board. She

was creating a rotated image of a 5 peg pattern. She said “I’ve done the hardest one I could think of, to

see if I can and I did it!”. This was a great example of self-challenge.

The children are very well behaved. Teachers take care to model kind behaviours and to support children

who find managing their own behaviours difficult. In a very short period of time a new settler into the

Nursery was identified as not knowing how to behave in school, they were given individual support and

rapid progress was being made. Inappropriate behaviours are tackled effectively but quietly and

sensitively, with strong praise being given to good behaviours. During ten minutes in a Newly Qualified

Teacher’s classroom with Year One children the transition from activity, to listening on the carpet, to

talking with partners, to being ready for a storyteller was very smooth, with routines well learnt and

understood by all the children. Individual children (who might otherwise have misbehaved) were given

positive encouragement to do the right thing. This quality of classroom management for good behaviour

was reflected in all classrooms seen. All aspects of the Charlie Taylor Behaviour Checklist were seen

(except displaying a tariff of sanctions in class, which would not be in line with our current behaviour

policy).

Year Two children were seen working very co-operatively in groups. Recording and reflecting on views on

the best flavour pancakes (prior to eating them) they were addressing some “challenge” questions

collaboratively. They were well organised and showed respect for each others’ views and abilities. The

work was of a high standard. As their skills in group working develop they should be supported in their

understanding of all group members having a clear role, and taking turns with different roles (to avoid

91


girls always offering to do the writing, and the most able ”over-helping” those with fewer skills). One

Year Two girl proudly told me about how she helped her friend when she was stuck, and when she herself

was stuck she asked the teacher. She then suddenly realised how this sounded to her friend (who was

listening) and hurriedly added “but only if my friend cant help me!” An example of sensitivity, awareness

and valuing of other children.

Nursery children enjoying a singing session showed excellent listening skills – identifying songs from the

tune being hummed. They were encouraged to manage their own needs independently without

disrupting the class activity (one child had to collect a tissue, another had sticky hands). The teacher met

these individual needs with no disruption to the flow of the session. He also demonstrated a very calm,

differentiated approaching – showing strong listening for a child who needed time to participate and

modelling valuing of individuals. The impact of staff modelling positive behaviours across the school has

been key to creating an orderly and respectful environment throughout the school.

Children move around the school calmly. In Year One I was told “We can line up well because we are

children. We just know how to do it. It’s easy. Adults can’t do it. They forget how.” He was confident that

he and all his classmates knew exactly how to behave at all times.

Children in the playground told me that they should solve their own problems but if they couldn’t they

should tell a teacher. One group of girls spotted a younger boy on his own and asked how he was. They

encouraged him to find someone to play with. He reluctantly did as he was told! The caring attitude of

the children towards each other will really help as the school grows. Older children may be ready for

some training as “Playground Buddies”.

The Behaviour Policy, Values Education and PSHE programme as well as staff behaviours are helping

create an excellent foundation for behaviours for learning, self-discipline and resilience which should

support children to progress well academically as well as prepare them for life. We were pleased to see

strong behaviours for learning. The workshops for parents, and advice for parents to support the

curriculum on the website should help parents to encourage the same behaviours at home. The

enthusiasm for learning, and pride in the school is very strong. As the children in the school get older the

staff are thinking about the challenge of maintaining self-motivation and excitement in new learning and

achievements, to ensure progress accelerates and continues through out the primary years.

Helen Jenner

February 2018

Date post:	19-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

executive headteacher’s report to full governors March...

Documents