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Headteacher’s Report to Governors March 2015

Learning – Believing – Achieving Dysgu – Credu - Cyflawni

CIF1: Outcomes

(i) Standards

Every student is allocated an end of key stage target in each subject they follow.

The progress of Year 11 learners against their targets is routinely reviewed at all levels across the school. This helps

us monitor progress at whole school, subject, group and individual learner level. Data from school-based key

assessments and external examinations is used to inform progress reviews.

Year 11 Performance Update - 13 March 2015

No.

Target L2 inc Eng & Maths

Current L2 inc Eng & Maths

Prediction Aug 2015 L2 inc Eng & Maths

eFSM boys 16 28% 0% 13%

eFSM girls 23 28% 9% 30%

nFSM boys 66 44% 30% 36%

nFSM girls 61 51% 48% 67%

eFSM 39 28% 5% 23%

nFSM 147 48% 33% 44%

All boys 82 41% 24% 32%

All girls 84 45% 37% 57%

All students 186 43% 27% 40%

No.

Target L2 English

Current L2 English

Prediction Aug 2015 L2 English

eFSM boys 16 28% 13% 25%

eFSM girls 23 36% 6% 39%

nFSM boys 66 56% 30% 44%

nFSM girls 61 69% 70% 79%

eFSM 39 33% 10% 33%

nFSM 147 63% 41% 52%

All boys 82 49% 27% 40%

All girls 84 61% 54% 68%

All students 186 56% 36% 48%

No.

Target L2 Maths

Current L2 Maths

Prediction Aug 2015 L2 Maths

eFSM boys 16 22% 6% 19%

eFSM girls 23 32% 4% 39%

nFSM boys 66 56% 55% 58%

nFSM girls 61 58% 59% 59%

eFSM 39 28% 5% 31%

nFSM 147 57% 49% 50%

All boys 82 48% 43% 50%

All girls 84 52% 35% 54%

All students 186 50% 41% 46%

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(ii) Wellbeing We continue to work to reduce the number of fixed term exclusions issued by using a range of school-based

interventions combined with a more appropriate curriculum.

Numbers of Days of Fixed Term Exclusions by Month

Sept

Oct

Nov

Dec

Jan

Feb

Marc

h

Apri

l

May

June

July

Year

to

Date

2014/15 3.5 9 11 17.5 5 24 71

2013/14 33.5 14 2 3 13 7 9 7 8.5 2.5 7.5 107

2012/13 4 6 35.5 8 9.5 3 21 10.5 19 14 11 141.5

2011/12 20 42 0 8 34 12 34 10 18.5 4 6 188.5

2010/11 4 13 16 17 11 20 37 6 16 18 4 162

2009/10 12 9 10 13 28 11 29 3 12 8 35 170

Breakdown of Days in Internal Exclusion (IE) 1 September 2014 – 28 February 2014

Boys Days Girls Days Total Days

130 55 185

Between 1 September 2014 and 28 February 2015 there were 2 incidents of restrictive physical intervention (RPI). In

each case staff intervened safely and no student or member of staff was injured. The protocol for logging of

incidents was followed appropriately and contact was made with parents and relevant incident paperwork forwarded

to the LA. A Positive Handling Plan was drawn up detailing further support required and guidance for staff on

strategies to support the young person should their behaviour escalate on another occasion.

4 racial incidents have been reported in the period 1 September 2014 to 28 February 2015. In each case, students

have been counselled, placed in Internal Exclusion and parents are always informed.

Numbers on roll have continued to increase:

Year Group

No. on Roll 2009/10

No. on Roll 2010/11

No. on Roll 2011/12

No on roll 2012/2013

No on roll 2013/2014

No on roll 13/3/15

7 172 191 188 181 183 182

8 154 173 190 192 189 190

9 133 158 180 186 196 191

10 146 139 169 173 184 198

11 177 151 137 162 174 186

TOTAL 782 812 864 894 926 947

On 28 February, we also had 173 students in the Sixth Form (Y12 – 109, Y13 – 64).

During the Autumn Term 25 applications for mid-year admission to Newport High were processed, of which 13 were

turned down. 10 places were offered and 2 are still being processed. 1 student has been admitted on appeal. We

currently have 2 new admissions pending.

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Our attendance target for the 2014-2015 academic year is 93.2%. Attendance to date is below this target.

The attendance of boys and girls in each cohort is carefully monitored.

Attendance 2 September 2014 – 27 February 2015

Y7 Y8 Y9 Y10 Y11

Boys 94.17 94.45 92.99 92.6 90.84

Girls 94.27 93.78 90.21 90.08 90.38

CIF2: Provision

We have invested in a new Virtual Learning Environment (VLE) which, from Summer Term 2015 will provide a

teaching and learning platform for staff and students.

The design of the new curriculum for September 2015 will be significantly different to that of previous years in order

to reflect national changes to performance measures and the introduction of statutory new courses.

Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Total YTD

All Newport 2014-15 94.1 93.5 93.2 90.1 92.72

Newport High 2014-15 93.49 92.58 92.2 89.7 93.2 91.8 92.2

All Newport 2013-14 94.5 93.2 93.0 91.8 93.1 92.4 92.7 92.6 92.6 84.0 87.8 92.9

Newport High 2013-14 93.4 93.3 92.8 92.7 93.4 93.0 92.4 92.5 92.8 84.6 88.8 91.8

All Newport 2012-13 93.9 92.8 92.3 88.7 92.2 92.6 91.1 92.1 92.1 89.2 86.5 90.0

Newport High 2012-13 92.2 91.4 91.3 87.2 90.1 92.6 91.2 92.2 94.1 81.5 85.9 91.4

All Newport 2011-12 94.1 93.0 92.0 88.5 92.1 91.4 91.7 91.5 90.7 85.7 83.7 92.4

Newport High 2011-12 92.0 92.1 90.7 90.0 90.2 90.7 91.1 90.8 92 84.6 82.2 91.1

All Newport 2010-11 94.0 92.0 91.5 87.7 92.4 91.8 92.3 91.4 92.1 90.9 85.7 91.5

Newport High 2010-11 92.3 90.0 90.1 87.6 90.4 91.0 90.5 91.1 90.7 85.9 89.4 90.0

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Curriculum 2015-2016

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13

Curriculum

organisation

for English,

Maths &

Science

Maths x 6hrs

(set)

Science x 5hrs

(m/a)

English x 7hrs

(m/a TfL)

Maths x 6hrs (set)

Science x 5hrs

(m/a)

English x 7hrs

(m/a)

English x 8hrs

Maths x 8hrs

Science x 8hrs

Students are set

(1 to 8) by ability

in all core

subjects

English x 8hrs

Maths x 9hrs

Science x 9hrs

Students are set

(1 to 8) by

ability in all

core subjects

English x 8hrs

Maths x 9hrs

Science x 9hrs

Students are set

(1 to 8) by

ability in all

core subjects

Courses are delivered as part of

the Newport West Post-16

Partnership

Students can opt to complete

courses at Newport High,

Bassaleg, Duffryn or St Josephs

High School

9 lessons are allocated to the

teaching of each L3 course

Learners are required to study a

minimum of 2 x L3 programmes +

WBQ

Curriculum

organisation

for wider

subjects

Transition

Curriculum - TfL

deliver Hi, Gg,

RS, Art, ICT

(9hrs)

Specialist

teaching - Fr

(3hrs), We

(3hrs), Mu

(2hrs), PE (4hrs),

DT (4hrs) IT(1hr)

Transition

Curriculum - TfL

deliver Hi, Gg, RS

(6hrs)

Specialist

teaching in IT

(2hrs), Ar (2hrs),

Fr (3hrs), We

(3hrs), Mu (2hrs),

PE (4hrs), DT

(4hrs)

Most learners

study ICT x 6 hrs

Some learners

begin ASDAN

PE x 3hr, RE x

1hr, Welsh x 2hrs

Hi, Gg, Fr, Ar,

Mu, D&T (all 2hrs)

3 x 5hr GCSE /

vocational

courses are

delivered over 2

years

PE x 2 hr, RE x 1

hr, Welsh x 2 hr

2 x 9hrs GCSE/

vocational equiv

courses are

delivered over 1

year

PE x 1hr, RE x

1hr, Welsh x

2hrs

Provision for

skills

development

Literacy x 2hrs

(TfL)

Numeracy x2hrs

(TfL)

Skills passport –

tracking skills

across the

curriculum

Literacy x 2hrs

(TfL)

Numeracy x 2hrs

(TfL)

Skills passport –

tracking skills

across the

curriculum

2 hrs x WBQ/ PSE

delivered by a

WBQ team

4 hrs x WBQ

delivered by a

dedicated WBQ

team

2 hrs x WBQ

delivered by

staff who have

experience in

delivering to

Y11

8 hrs x WBQ

delivered by

a dedicated

WBQ a team

4 hrs x WBQ

delivered by

staff who

have

experience in

delivering to

Y13

Pastoral

Organisation

2nd in KS3 HoY 7

L4 Pastoral

Support Officer

7 x TfL – deliver

PSE programme

2nd in KS3 HoY 8

L4 Pastoral

Support Officer

7 x TfL – deliver

PSE programme

4 x HoH – Branwen, Olwen, Pryderi, Taliesin

Vertical tutor groups made up of students from Y9, Y10 and Y11

Each tutor group has a TfL and a Co-TfL who is a member of the

admin/support team to support their progress

KS5 Assistant Headteacher

LRC Manager provides support

7 x TfL

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CIF3. Leadership Each member of the Senior Leadership Team presents a report on their work this academic year and the impact of this.

Nerys Davies – Deputy Headteacher

Raising standards

The main priority this academic year has been improving outcomes for Y11 learners

at the level 2 including English and Maths measure. The tracking of learner progress

across the core subjects has been further developed to ensure the correct learners

are being targeted across both English and Maths and intervention is provided when

vulnerable groups of learners are below target. Half-termly joint heads of core

meetings are held to closely monitor student progress towards targets down to

individual level and ensure learners are provided with a wide range of support and

challenge when necessary.

Evaluation of teaching and learning

Since the start of the autumn term all target groups in Year 11 Maths, English and Science have been observed. This has

allowed monitoring of the standards of work being produced and levels of engagement in class. Detailed feedback has

been provided to staff. All members of the Maths and English teams have been observed to ensure consistent practice

across these key departments. The professional development of these teams has been a priority, with time being

allocated to the English team to develop expertise and consistency in the marking of controlled assessments and

examination papers. The EAS have been invited to support with the development of the English team and have

undertaken a review of programmes of study, self-evaluation and improvement planning documents and teaching and

learning. The feedback from these reviews is being used to develop strategies for improvement in teaching and learning

and schemes of work across Key Stages 3 and 4. The EAS maths team is also working alongside our newly qualified

teachers in maths to develop outstanding teaching across the department.

To date 38 observations of teachers have been undertaken by the Senior Leadership Group, including 10 paired

observations. Detailed analysis has been undertaken of strengths and areas for development, this will help inform the

programme of CPD for 2015-16.

Staff development

Continuous professional development of the teaching staff remains a high priority. All CPD is planned to reflect school

and national priorities and detailed feedback is gained from staff attending the sessions to assess their effectiveness and

impact on their own practice. This year feedback has been overwhelmingly positive about the relevance to teacher’s

own practice and impact on lesson planning and delivery. The Leading Learning Group (LLG) is working effectively to

share their excellent practice with colleagues at INSET days and after school training events. Workshops have included;

Metacognition: teaching learners to think, Close the gap marking, Using data to close the gap for eFSM learners, literacy

and numeracy workshops. The LLG have also developed members of their own talent teams by asking them to share

their own best practice through a termly Super learning newsletter. Members of staff write an article about

an aspect of teaching and learning and attach images, examples of learner work and ideas for further

development. This has helped develop further dialogue about teaching and learning, where teachers learn

effectively from peer’s practice.

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Triad class visits have been introduced this year, led by the LLG. Teachers self-selected a pair of teachers to work with

from their talent teams and agreed a focus for reciprocal class visits. Two weeks in each term were identified on the

school calendar where cover will be freely available so class visits can take place. To date 2 rounds of triad class visits

have taken place with the third currently being planned. Feedback is positive about the learning and a review of impact

is planned for April. Some teachers have already provided detailed feedback to colleagues on how beneficial this has

been: “I was really impressed by your lesson, especially the differentiation work.” “ It was clear that you were fully

aware of the needs of your learners, their abilities and how they could progress. All learners were aware of what they

were doing, why they were doing it and how to be successful / progress.”

IRIS connect has been purchased to support with self reflection and staff development. This is a

recording kit with two mini ipads and a microphone that teachers can use to record themselves and

their classes as they deliver lessons. The video is securely uploaded to a website which can only be

accessed by the individual member of staff for reviewing and reflecting on the teaching and learning

in the class. A group of 10 staff have been trained in using the devices and they are currently being

trialled by staff across different departments in the school. This is proving to be a powerful tool in

allowing staff to reflect on their teaching and how it impacts on learning in their classroom. Much

more on this to follow!

Networks of practice

We have recently engaged with PIXL club – a national network with a focus on raising standards across Key Stage 3, GCSE

and at A Level. They provide school leaders from over 1100 schools with access to “vibrant, purposeful conferences and

networks of people” complemented by online resources, training opportunities and development programmes. We have

already attended one conference and are due to meet with a PIXL representative in March who will help us evaluate our

current provision and share with us proven strategies employed by schools across the country to make improvements in

student outcomes.

Last summer we held a highly successful TeachMeet here at Newport High, where teaching colleagues shared a micro

presentation (3-5 minutes) on an aspect of teaching that they have found successful. Resources from this session are

available to staff on the super learning website and are regularly referred to and used for staff training. Staff rated this

event really highly, so we will be hosting a further TeachMeet event in the summer term.

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Damian Lawlor – Acting Deputy Headteacher

SIMS

Moving from E-portal to SIMS this year has involved managing the migration of working practices, transferring data and

information and training staff in the use of the MIS to continue and develop their working practices. Currently all admin

staff have received relevant training, data is being transferred and teaching staff initial training is planned for. The

training will ensure staff can take registers, enter events, contact parents and complete reports ready for full transfer at

the start of the summer term. Ensuring this process is seamless will result in as little disruption to current practice as

possible reducing burden on teaching staff while increasing the effectiveness of our school practices for tracking and

monitoring ensuring progress for all learners is fully measured and impacted on.

Firefly

We have invested in a ‘virtual learning environment’ with the aim of:

Increasing sharing and collaboration between teachers

Setting and marking homework on-line

Enhancing learner experience by making resources easily accessible at all times and providing an app to support

them managing homework and their timetable

Improving communication across the school

To date we have researched and invested in ‘Firefly’, received some initial training, set up the website and have started

to transfer resources. Staff training in communications and setting up class and lesson pages is planned for. The next

step will be to resource the site with subject level information, move the staff handbook and student resources from the

website to Firefly. We will then introduce the resource to the students providing them with the free app.

Literacy & numeracy assessment and reporting ALFIE

To support the development of literacy and numeracy across the school we have invested in a package, ‘AlfieSoft’ that

allows class teachers, subject team leaders and school leaders to track the progress of assessments against the

frameworks. Subject team leaders have each received a day of training to develop assessment resources, to introduce

the tracking package and to develop comment banks in preparation for the summer term reporting series. There has

been significant improvement in the amount and quality of activities being used in lessons to support the raising of

standards in both areas. Subjects also understand the assessment requirements and procedures.

Curriculum change

This year saw the introduction of significant national curriculum change at key stage 4 with new performance measures

being introduced for 2017. This has led to a need to alter our curriculum to meet the measures alongside the changes

we want to make to maximise student success.

The new measures, including 2 maths and 2 science GSCE’s and the introduction of a new compulsory Welsh

Baccalaureate Qualification course have led to increasing curriculum provision in those areas and subsequent alterations

to timetable provision. Staff consultation has also led us to return to two year optional GCSEs. Although there has not

been any impact of this as yet the work will ensure we meet the requirements of the new curriculum giving every

learner the opportunity to reach their potential.

Monitoring progress against targets

At the start of the year we set targets for student outcomes in Year 9 and 11 that are reported to the EAS. We routinely

monitor these targets and intervene where appropriate as we find out more about student progress over the year.

Interventions are being looked at for a group of students in Y11 who are at risk of performing just below the 5A*-C and

the 5A*-A thresholds. Data for Y9 is being analysed to ensure we are on track for achieving the targets set in this area.

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DT Review

In September a review of the DT department was completed. Lesson observations, book monitoring, interviews with

students and the STL took place to gather information on the current performance of the team. This led to a report

being produced highlighting the strengths of the department and strategies to be adopted to improve the current level

of provision and achievement.

Anna-Marie Cox – Acting Assistant Headteacher KS3

Skills Focus in Key Stage 3

One of the main strategies to develop teaching and learning in Key Stage 3

has been the introduction of a skills focus. Two skills focus areas are

introduced every half term. One is shared with staff. This is a specific

teaching and learning skill. Staff focus on developing this skill and share

evidence with the 2nd in Key Stage 3 as a means of promoting and improving

teaching and learning across the curriculum.

The second skills focus is shared with learners. This is a cross curricular skill to be used across the curriculum. This runs along side the skills passport and allows us to gather evidence of the skills being used.

Evidence of the skills being used is compiled by the 2nd in Key Stage 3 and

shared with the teaching team and learners.

This approach allows us to have a real focus on improving teaching and

learning across the curriculum and share best practice within the team. The

year 7 team has found this approach a valuable way of promoting skills and

developing teaching and learning practice in year 7. This approach has

encouraged significant teaching and learning conversations to take place

allowing us to review and improve the attainment of learners experience and

progress.

New PHSE Skills focus projects delivered across Key Stage 3

A new scheme of work for PHSE is being delivered to Year 7 and Year 8 students. This programme has a focus on skills

and independent learning. The scheme of work identifies the skills and key components needed for each of the PHSE

topics. Each topic encourages learners to use their creativity, innovation and organisational skills to produce varied

outcomes including information booklets and animations.

Learners work independently to plan, create and evaluate the outcome of each termly project. Learners will develop the

skills essential to achieve success in the Welsh Baccalaureate Qualification in Key Stage 4.

Healthy Schools

Improving the health and well-being of our learners has been a priority this year. Our work in this area has resulted in us

achieving the Healthy Schools Phase 2 and Phase 3 Awards. We now have 3 of the 6 leaves linked to the healthy schools

scheme. As a school we can only apply to progress through one phase each year. We will be working towards success in

Phase 4 in January next year.

Education for Sustainable Development and Global Citizenship (ESDGC) across the curriculum

This year we have mapped the ESDGC framework across the curriculum. Our approach to Education for Sustainable

Development & Global Citizenship encourages learners to develop the knowledge, values and skills needed to participate

in decisions about the way we do things individually and collectively. Our work covers both local and global issues.

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Year 7 and year 8 students have taken part in a curriculum breakdown day which focused specifically on ESDGC issues.

All learners created a campaign for one of the ESDGC themes. Learners worked in groups to conduct research, review

data analysis and use digital technology to create a themed advert to promote their campaign. Learners then pitched

their group campaigns in an apprentice style. Learners developed their communication, numeracy and ICT skills

throughout the day.

Developing teachers who are new to Key Stage 3

Training has been provided for teachers who are new to Key Stage 3. The expectations and importance of our Key Stage

3 ethos has been shared. Training on using resources and teaching out of specialism has been given. There has been a

focus on the importance of recording and tracking assessment.

Staff have been shown how the cross curricular projects are delivered and the importance of this work has been

emphasised. As part of the training staff were also given an opportunity to plan their own delivery of the project.

Neil Hoskins - Acting Assistant Headteacher KS3

Key Stage 3

Throughout the year I have worked with the Head of Year 8 and looked at a number of strategies to improve the quality

of teaching and learning in the year group. At the beginning of the year we introduced a learner and teacher focus of the

fortnight, which has now been changed to a half termly focus, which gave each staff member time to concentrate on the

teaching and learning process. I have also reviewed elements of the curriculum, in particular the Geography topics for

the autumn term. Following this review I changed the work to ensure there was a greater emphasis on extended writing

to support the schools improvement in standards of literacy.

Extra-curricular

Extra-curricular activities within a school provide learners with an opportunity to take part in not only further academic

work but also enrichment activities that may not always be available to them on the curriculum. Learners also have an

opportunity to work with other learners that they may not always associate with whilst building positive relationships

with members of staff. I have developed a robust and extensive extra-curricular provision at our school during 2014/15.

This has included working with external agencies to extend the provision we offer, increasing our opportunities greatly

during the last year. I have arranged for varying sporting clubs and revision/catch up sessions to be facilitated by our

departments and in addition a number of enrichment activities have been set up. Examples of these are iPad gaming

club, hair and beauty club, sign language, cartoon drawing club, self-defence, craft club, bag making club, film club and

a photography club. The extra-curricular provision has been attended by 72% of our learners and 59% of our eFSM

learners. A number of our more vulnerable learners are staying 3 or four nights a week. They feel that this has improved

their experience of school, has enabled them to build positive relationships with staff and has resulted in an

improvement in attendance and/or behaviour concerns. The extra-curricular are designed to support all learners and

enhance the school experience resulting in improved outcomes across the school.

More able learners

As part of the school’s drive to improve the performance of the more able learners and to improve the number of higher

grades, I have looked at previous performance and have set targets for higher achievement at Key Stage 3 and 4.

Progress towards these targets is reviewed at reporting points during the academic year to monitor progress. In addition

each more able learner has completed an individual development plan that identifies the areas and skills that they feel

they are doing well at and those that thy need to improve. It is hoped that the introduction of the targets, the use of the

development plan and raising the profile of challenging more able learners will improve the number of higher grades

achieved this year. Current reporting by staff indicate that this academic year in year 10 learners are on target to

achieve 82 grade Bs, 9 A grades and 2 A* grades. In year 11 learners are on target to achieve a 101 B grades, 32 A grades

and 11 A* grades.

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More able learners in Year 11 visited the Millennium Stadium for a Cardiff University information day which provided

them with an insight to University life and an opportunity to learn about some of the courses on offer. At the end of

March I am taking our 4 highest achieving year 11 and 12 learners to an Oxford and Cambridge Student Conference to

learn more about the courses on offer there and the application process for these Universities which will hopefully

provide these learners with the confidence to apply to these establishments.

Community links

Over the past year I have extended the schools links within the community. I have arranged a Christmas Lunch,

Community Eisteddfod and attended the Bettws Lantern Parade. These events have provided an opportunity for

residents at three local homes for the elderly, church members, Bettws in Bloom staff, Rotary Club members and

parents to attend the school and observe performances from our learners whilst being served by members of our

Hospitality and Catering group. The events have enabled the school to showcase the talents of our learners in a positive

way. I have become a member of the Communities First Board and have worked closely with these to provide extra-

curricular activities in the form of Cartoon Creation Club and Dragons Den entrepreneurship activity alongside

introducing the Green Shoots programme which introduces learner to gardening and growing their own produce to the

school and obtaining a poly tunnel and greenhouse for some of our learners to make use of .Introducing the Green Shoots

Programme has enabled our ASDAN learners to have practical hands on experience of growing plants and vegetables.

Key Stage 3 to 4 transition

As part of the Key Stage 3 to 4 transition last July I arranged an outdoor pursuits camping trip funded by the Pupil

Deprivation Grant which was attended by 150 learners. During this overnight trip the Key Stage 3 learners got to make

friends with their peers that would be in either their form or House in Key Stage 4 alongside members of staff that would

form the basis of their pastoral support in the new academic year.

Following on from this activity I have arranged an on site team building activity for all years 7, 8 and 9 learners during

June of this year, again funded by the Pupil Deprivation Grant. Again the intention is for learners to work as a member

of a team alongside their peers and staff to support the transition into the next academic year ensuring that there is a

smooth transition between year groups and Key Stages resulting with improved learner engagement in their education.

Work Related Learning

I have held a number of meetings with Careers Wales and the Work Related Learning advisor from EAS and we are

currently working towards the Careers Wales Quality Mark which will show we meet the requirements of the work

related learning curriculum in providing learners with a knowledge of elements of work through the curriculum.

Gemma Nelson – Assistant Headteacher KS4

Pre-NEET prevention As part of the Youth Engagement and Progression Framework, our aim is to reduce the number of year 11, 12 and year

13 NEETs. In order to achieve this early indication all learners at Newport High School are screened in relation to the

agreed indicators, eg-

Attendance (less than 85%) English as an Additional Language (EAL) Exclusions (Permanent or Fixed Term 10 or more sessions). Free School Meals (FSM) Looked After Children (LAC) Special Educational Needs (SEN) Medical conditions (if it affects the attendance).

This information is circulated to pastoral leaders and SLT in order to create target groups of learners to be monitored for

attainment and attendance throughout the year. Learners in year 11 who fall into this category have been automatically

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categorised as ‘Tier 4- ‘Young people at risk of dropping out of EET’. This group are given priority appointments with the

careers advisor. Attendance and attainment of this group of learners is monitored by each HoH also throughout the year.

Learners who have been identified as Pre-NEET are discussed regularly in HoH line management and House meetings.

Based on the students who became NEET in 2013/14 an additional identification factor of a high frequency of late

attendance marks was consistent across all NEET learners in addition to poor attendance. Learners in this year’s year 11

cohort are being monitored with this additional indicator.

NEETs 2013/14 Student A -47.8%, 51 lates, 31 C events1 IE Student B- 89%, 44 lates, SA, 9 C events, 3 IE Student C- 92% , 14 lates, 8 C events, 4 IE

NEETs numbers have fallen consistently since 2011/12 at KS4 and KS5-

Year 11 Year 12 Year 13

2011/12 15.9%

2012/13 9.38% 9.58% 16.67%

2013/14 7.47% 2.06% 10.77%

Work with Pre NEET learners during the summer term before year 11/12 and 13 left school was focussed on ensuring

learners were placed on courses at the appropriate level. All Pre-NEET learners were contacted by telephone to ensure

provision was in place for September. A new link was forged with a local organisation resulting in 5 learners securing

apprenticeships in plumbing, bricklaying and electrics. Collaborative work between school and Careers Wales from June

to October ensured a clear dialogue at all times regarding learners at risk of becoming NEET. Interviews were arranged

for all learners known to be unemployed or not in education for appropriate training, with several on the official NEETs

count being engaged with Careers Wales and actively seeking work.

Additional preventative work with learners identified as possible ‘Pre NEETs’ includes monitoring and tracking for

attendance and attainment half termly, (additional learners can be added to the target group at any time). Attendance

monitoring includes monitoring of ‘late’ marks; learners with high percentage of late marks will be automatically added.

In addition learners across year 8-11 were taken to ‘Skills Cymru’ event in Cardiff. Learners had the opportunity to

experience new skills used in differing careers from learning how to weld, making an omelette with professional chefs,

investigating a crime scene and creating special effects with staff from BBC Wales. Learners attending said they were

inspired by some of the exhibits they saw, all learned about a new career pathway and most took part in a skill based

activity in an area they had never experienced before.

Raising Aspirations Week

As part of the intervention programme for Pre NEETs, ‘Raising Aspirations’ week has been developed to encourage

learners of all abilities and backgrounds to set challenging goals and to widen their horizons. This event has developed

from the Revision/Study Skills Conference held for year 10 each year. Previously the event concentrated on preparing

year 10 learners for their forthcoming GCSE examinations, providing revision, organisation and memory skill techniques.

This was developed from a school based event delivered by teaching staff to be held at University of South Wales,

Caerleon Campus delivered by First Campus staff. This event offered all learners the opportunity to experience

university life, visiting student accommodation and speaking to students from the university. A keynote speaker was also

invited to share their career experiences, these have included alumni local businessmen David Coulthard and Dean Berry,

Dr John Mason and Efa Gruffydd Chief Executive of Urdd.

In feedback from learners in 2013/14 was clear that learner’s wanted more opportunity to use the skills they had

studied as part of the day.

‘More time, more activities’, ‘More seminars’, ‘More active sessions using the skills’

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Therefore this year a week of activities was planned to cover a range of skills required to support learners (see below

programme).

Feedback from groups of learners has been very positive –

Learners targeted include ‘More Able’ yr 7-13, eFSM year 11, pre NEETs, all year 9 and 10 learners and year 11 learners 1

GCSE away from achieving L2 threshold. Activities have been targeted to offer relevant challenge to groups of learners,

participation and attendance to all activities has been high. Subject specialists for English and Maths supported learners

in the skills workshops in year 9 &10 which have resulted in learners being able to continue using techniques in class with

their teachers, therefore further embedding learner knowledge. Learners in year 7 have experienced coding and

programming for the first time in ICT, this group of learners will become ICT ambassadors for the rest of the year group

cascading knowledge in after school sessions organised as a result of their workshops using ‘Arduino’ and ‘Python’

programmes.

Rhian Woodley – Assistant Headteacher KS5

Careers and UCAS Support The careers and UCAS support that students receive has been developed significantly over the past year. The vision: to

ensure that the provision is fully ‘joined up’, taking students on a journey that matches their skills, qualifications and

motivations to a career aspiration and finally supporting them to enter a future education pathway that allows their

ambitions to be realised.

The process begins in the very first week of September. Students were introduced to their

achievement profiles (a bespoke resource created to scaffold and support students through

this journey). In addition, during induction week, students have the opportunity to meet

Alumni, local entrepreneurs and professionals.

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Later in the year students complete a job matching quiz allowing them to explore possible careers choices. They also

visit Bristol University and receive talks from the University of South Wales, Cardiff Met and Aberystwyth University.

Students interested in medicine have also visited Cardiff University Medical School to meet staff, sample the facilities,

practice stitching and key-hole surgery and find out more about life as a medical student. Students interested in

engineering have visited Eastman Chemicals and visited a Careers Wales engineering event. This series of visit builds up

a picture of university and working life and develops their belief that their aspirations are achievable by breaking down

concerns, fears and taboos.

A large Careers Conference has been introduced. This is a significant, bespoke event, possible due to excellent links that

have been developed with individual employers and universities. Thursday 12th March was our second annual Careers

Conference that has seen 21 external speakers visit the school to talk to all year 12 students about a variety of

professions from engineering to banking and emergency services to law.

When students have an idea about their chosen career goals they are then taken to the UCAS

convention. This allows students to visit stalls from all universities in the country and match

their career aspirations to a course and location of study.

Students who make the decision at this point to apply to university are given comprehensive

support with their UCAS application. They have talks from local universities to support them

with writing personal statements. They have the opportunity to attend a presentation on ‘how to choose the right

course’ and they have personal meetings to redraft their personal statements. References are written, qualifications are

checked and forms submitted.

In the summer of year 12, students have the opportunity to attend the Aberystwyth Summer School. Last summer saw

our highest number of students attending and this year there has already been an impressive and staggering amount of

interest expressed.

Students that do not wish to go to university are supported with seminars from Careers Wales on how to apply for jobs,

apprenticeships and writing a good CV. Students also attend mock interviews to support them in their application

process.

Following this, now well informed, all students receive learning conversations to give them personal support when

finalising their destinations. This is collated, tracked and then exchanged with the NEET coordinator and Careers Wales

aiming to ensure that all students leave school with a productive role to play in society and the ability to realise their

future visions.

IMPACT:

37 (58%) students have applied for university so far, with at least 3 more still considering applying. This continues the significant increase that was achieved last year.

Year 2012 2013 2014

Number of students gaining university places 15 19 40

Students that are NEET at the end of year 13 has fallen by 6% from the previous year.

Enrichment

Significant improvements have been made in the enrichment provision in the Sixth Form over the

last year. The vision: to ensure that students develop an awareness of community and balance rights

with responsibilities to others. The programme allows students to explore and develop their duty as

role models, continue to grow and develop as individuals through leadership and participation and

extend understanding of their contribution to the whole school family.

As an enrichment activity, Sixth Form students are able take on leadership responsibilities, support

younger students in lessons, coordinate events, join clubs and more. Some noteworthy examples

would include, a recent lunch meeting of the Rotary Club where 3 of our Sixth Form students spoke

fluently about their experiences at Dolygaer, an outdoor pursuits centre in the Brecon Beacons. They

were there on the Rotary Young Leaders Award (RYLA) course and were sponsored by the Club. The

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award is for young people demonstrating the potential to be future leaders in our society. They took part in many

activities such as canoeing and orienteering. They learned new skills and overcame challenges whilst working with and

leading others. Also, fifteen of our Sixth Form students have started training to become a buddy reader. Sixth Form

students will read twice a week with year 8 students to support them in developing their reading skills. Training is

provided by an external agency and Sixth Form students will receive a qualification at the end of the year, not to

mention the huge satisfaction of supporting younger students to improve such a vital skill.

IMPACT:

83% of year 12 students have attended an enrichment activity this year.

95% of students felt the activities were rewarding and useful.

Chloe Pearson (KS5 student) - both the buddy and I are learning skills and I feel nice because I am helping someone.

Jessica Turley (Poppy Taylor) - Poppy has been a superstar and has been an asset to the art department. I feel it has given her more confidence working with others and improved her social skills.

Tracking Monitoring and Intervention

A comprehensive tracking and monitoring system has been established this year.

Students are RAG rated by teachers half termly and tracked centrally to ensure early

intervention can be targeted. Students identified as underachieving are met with to

diagnose reasons and target support. Additional support strategies have also been

introduced this year such as the recently launched mentoring programme, where a

group of Sixth Form students have the opportunity to work with Sport students from

the University of South Wales for 2 hours a week to scaffold and supervise their independent study time.

IMPACT:

Of the 11 year 13 students in the target group that were identified as red, 6 have now moved to orange in the latest tracking review.

Louise James – Joe’s work has improved significantly since the mentoring sessions have started. His work is now of a much higher standard and his ability to work to deadlines has improved.

Claire Reeks – Facilities & Finance Manager

Included within the responsibilities of my role as Facilities and Finance manager is the line management all of the site staff within the school, regular meetings are held with the Cleaning Supervisor and the Site and Health and Safety Officer. These meetings are an opportunity to ensure that the school is maintained to the highest standard possible deciding on a

painting schedule and any maintenance that needs to be carried out. We also discuss areas that may need a deep clean

making sure that the students learning environment is a positive one. By the building being kept up to a high standard it

encourages the pupils of the school to be proud of their building. This positively contributes to learner outcomes in the

school. This was confirmed by Estyn when the school was inspected “Pupils are proud of their school” Estyn 2013

Termly meetings are held with Caterlink the catering provider within the school. I meet with them to ensure that the

catering is meeting the needs of the students and providing them with nutritious food that is Appetite for Life

compliant. I also make sure that the students are receiving best value for money this has included the introduction of

half baguettes and meal deals. Theme days are also held in the food court to provide the students with a wide range of

food. Free porridge is available during the winter months and Caterlink also sponsored the French fashion show

providing French themed food for the event.

Another one of my responsibilities is to monitor and manage the budget and to ensure that best value is achieved.

Meetings are held on a termly basis with the Business Managers of the other secondary schools within Newport giving us

the opportunity of sharing best practice, the meetings are a useful tool in being able to purchase items as a consortium

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and therefore getting better value for money. This will make sure that the budget is used efficiently to ensure that the

learners needs are met and help towards improving standards of attainment for all learners.

June Evans – Headteacher’s PA

When looking at strategies for school improvement, my main strategy would be to improve staff attendance. Poor staff

attendance has a massive impact on not only teaching and learning, but also financially. High cost implications due to an

increase in staff absence mean that less resources are available for our learners.

By recognising at an early stage (for example when looking at stress management) you are able to minimise the risk of an

individual taking sick leave. Support strategies can be put in place very quickly and are crucial if an individual is to stay

in work.

It is absolutely essential for our learners that sickness absence does not impact on their learning experience. Whilst we

are able to access cover, it is not the same as having a teaching specialist that know learners individual capabilities and

learning styles. Disruption to learning has a detrimental impact on examination results.

During return to work meetings I remind staff of the sickness absence policy and remind them that whilst we do not

doubt their illness it is their responsibility to be in work if at all possible. Whilst sickness absence is difficult to manage,

and has to be managed sensitively, I ensure that staff have an awareness of their responsibility and the impact that their

absence will have.

Recent results have shown that staff absence has improved. The percentage being 3.38% for support staff and 2.60% for

teaching staff.