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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
Outcomes
(i) Standards
• The draft SSSP was published in October 2012 with the final
version and banding due to be published in December.
680 / 4025
137
entered at least one qualification
achieved the Level 1
threshold
achieved the Level 2
threshold
achieved the Level 2 threshold including a GCSE pass in
English or Welsh first language and mathematics
Core Subject Indicator (2)
Average capped (3) wider points score per pupil
Average wider points score
per pupil
97 91 87 40 34 325 618
99 91 77 49 47 327 475
99 91 71 50 48 320 443
99 86 80 30 26 457 457
99 78 66 25 22 . . 345
74
entered at least one qualification
achieved the Level 1
threshold
achieved the Level 2
threshold
achieved the Level 2 threshold including a GCSE pass in
English or Welsh first language and mathematics
Core Subject Indicator (2)
Average capped (3) wider points score per pupil
Average wider points score
per pupil
93 86 80 34 28 296 554
98 89 72 47 46 313 449
99 89 66 46 45 306 418
96 80 75 25 22 417 417
98 74 62 22 20 . . 323
63
entered at least one qualification
achieved the Level 1
threshold
achieved the Level 2
threshold
achieved the Level 2 threshold including a GCSE pass in
English or Welsh first language and mathematics
Core Subject Indicator (2)
Average capped (3) wider points score per pupil
Average wider points score
per pupil
100 97 95 48 41 359 694
100 93 81 51 49 342 506
100 93 76 55 52 334 469
100 92 85 36 30 498 498
99 82 70 28 23 . . 368
(1)
(2)(3)(4)(5)
(6)..
Number of pupils aged 15 who were on roll in January 2012 :
Newport High School Provisional SSSP 2012Summary of Secondary
School Performance (1) LA/School No.
Pupils aged 15
School 10/11/12
Percentage of pupils aged 15 who:
School 2011/12
LA Area 2011/12
Wales 2011/12
School 10/11/12
School 09/10/11
Number of boys aged 15 who were on roll in January 2012 :
Percentage of boys aged 15 who:
School 2011/12
LA Area 2011/12
Wales 2011/12
Average capped wider point scores are calculated using the best
8 results.
School 09/10/11
Number of girls aged 15 who were on roll in January 2012 :
Percentage of girls aged 15 who:
School 2011/12
LA Area 2011/12
Wales 2011/12
School 10/11/12
School 09/10/11
For details on approved qualifications, point scores and
contribution to thresholds, please see the Database for Approved
Qualifications in Wales (DAQW) at http://www.daqw.org.uk/For
information about which syllabuses are included in each subject
area see Notes for Guidance.
Entry Level Qualification.For the final SSSP this definition
will be replaced with the percentage of pupils aged 15 leaving
education with no qualifications as defined underthe National
Performance Indicator EDU/002.Used for all Free School Meal
benchmarking tables.Data not available.
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
680 / 4025
achieved one or more ELQ (4) only
achieved no recognised
qualification (5)
achieved one or more ELQ (4) only
achieved no recognised
qualification (5)
achieved one or more ELQ (4) only
achieved no recognised
qualification (5)
0 3.6 0 6.8 0 0.0
0 1.5 0 2.1 1 0.9
1 1.7 1 2.1 1 1.3
3 3.7 4 7.3 2 3.7
5 . . 6 . . 5 . .
January 2012: 50 January 2012: 19 January 2012: 31
Percentage of 17 year old pupils
entering a volume equivalent to 2 A
levels who achieved the Level 3 threshold
Average wider points score for pupils aged 17
Percentage of 17 year old pupils
entering a volume equivalent to 2 A
levels who achieved the Level 3 threshold
Average wider points score for pupils aged 17
Percentage of 17 year old pupils
entering a volume equivalent to 2 A
levels who achieved the Level 3 threshold
Average wider points score for pupils aged 17
88 495 90 432 86 534
95 755 93 692 96 806
97 737 95 693 98 774
93 472 90 437 96 503
96 434 92 408 100 461
(1)
(2)(3)(4)(5)
(6)..
Entry Level Qualification.For the final SSSP this definition
will be replaced with the percentage of pupils aged 15 leaving
education with no qualifications as defined underthe National
Performance Indicator EDU/002.Used for all Free School Meal
benchmarking tables.Data not available.
Average capped wider point scores are calculated using the best
8 GCSE results or the vocational equivalent.
Number of pupils aged 17who were on roll in
Number of boys aged 17who were on roll in
Number of girls aged 17who were on roll in
School 2011/12
LA Area 2011/12
Wales 2011/12
School 10/11/12
School 09/10/11
For details on approved qualifications, point scores and
contribution to thresholds, please see the Database for Approved
Qualifications in Wales (DAQW) at http://www.daqw.org.uk/For
information about which syllabuses are included in each subject
area see Notes for Guidance.
Pupils aged 17
Newport High School Provisional SSSP 2012Summary of Secondary
School Performance (1) LA/School No.
Pupils aged 15
Percentage of pupils aged 15who:
Percentage of boys aged 15who:
Percentage of girls aged 15who:
School 2011/12
LA Area 2011/12
Wales 2011/12
School 10/11/12
School 09/10/11
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
• 25% of students in the current Y11 have already achieved L2
including English and Maths. 32 x Y11 students have been entered
for the GCSE Maths paper this November and a further 21 x Y11
students have been entered for GCSE English. We look forward to
receiving their results in January 2013.
• 4 members of staff have each been allocated £500 to conduct
action research on strategies to improve literacy and numeracy in
their curriculum area. At the end of the academic year, they will
present their findings and recommendations to all staff. 3 staff
have reported their progress to date.
In French, Maria Teixeira (MT) is focusing on developing
literacy through early intervention and will be testing the
findings of her research on Y7 students. MT believes students who
struggle with reading will also struggle with spelling which
impacts on their confidence. MT believes that support in these
areas will give students the skills they need to succeed. MT has
observed that students who are given French words to read without
any previous knowledge of French sounds find difficulty and
embarrassment when trying to pronounce the words. Research will
therefore concentrate on:
• Phonological awareness in the French Language meaning the
understanding of sounds in words • Direct instruction of phonemic
and phonological awareness skills sounds, letters and their
possible
combinations are clearly taught
How to pronounce French words?
One needs to understand that before trying to read a French
word, it’s essential to know how to pronounce single letters or
letter combinations:
Example 1: In French, the k sound can be represented in spelling
in various ways:
• as a k in kilo (kilogram) • as a qu in qui (who), quoi (what);
• as a c before the vowels a, o or u in coca (Coke) or on the ends
of some words chic
Example 2: In French, couple of different letter combinations
can have the same sound:
• as these combinations ai,ais,aix,et,est,er,é,ée,és,ê =ay paix
(peace), mes (my), nèe (born), j’ai (I have), mais (but), et (and),
est (is)
In conclusion, by being able to learn the sounds of letters or
letter combinations MT is certain that our learners can develop
their wider literacy and reading and skills.
In History, Jan Watkins has identified areas for development in
both KS3 and KS4. At KS3 the target is to incorporate reading and
skills into the revised project Programme of Study (POS). Action to
date includes:
• Revising POS to incorporate keywords - definitions- word banks
• Revising History Talking Walls - marketing at KS3 – aimed at
visual learners • POS to include specific reading tasks – these
will start within the next fortnight - e.g. Y7 Battle of
Hastings
exercise • Revised leveled mark-schemes to specifically test the
skills of historical knowledge and understanding and
organisation and communication • Y7 Autumn term assessment -
project theme - Belonging - Wales - extended writing task to
incorporate
‘clever starters’ to support Additional Needs (AN) learners
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
At KS4 the target is to improve results in the extended writing
questions of section B of the GCSE History Exam. Action to date
includes: • Revising POS to incorporate recent Section B past paper
exam questions based on new specification • Revising Assessment for
Learning (AFL) strategies to incorporate more self and peer
assessment using exam
mark schemes for Section B • Homework tasks for Germany issued
based on reading of content and testing of general knowledge in
class as
starter follow up activities • Learners
devising questions based on that reading to reinforce understanding
of content- ongoing • Autumn Term assessment 1 - Germany -
completed – Results of tests form the basis of baseline data for
the
year for each question of the exam paper answered
In PE, Kathryn Mee (KM) started her research by speaking to
teachers in other schools and exploring online information. KM
decided to see exactly where numeracy was already used in the
current PE curriculum. Through day-to-day teaching students are
already encouraged to use a range of numeracy skills. These include
basic knowledge of adding/subtracting two and three digit numbers
and dividing by 2-5. However, there are more complex numeracy
skills such as filling in tables and completing graphs that need to
be developed. After highlighting the skills that are not currently
used in PE, the current scheme of work was looked at to see how
these skills could be worked seamlessly into the scheme of work.
From here, KM plans to write a numeracy-based lesson for both HRE
and Athletics for KS3. KM also intends to produce a numeracy-based
theme for KS4 curriculum enrichment day that will be HRE based.
This will involve recording, comparing and analysing pulse rates
and breathing rates through a series of tables and graphs.
• We continue to work hard to reduce the number of exclusions by
using a range of school-based interventions
combined with a more appropriate curriculum.
Breakdown of Fixed Term Exclusions 1 September 2012 – 5 November
2012
Year Group Boys Days Girls Days Total Days Y7 1 0 1 Y8 4 0 4 Y9
1 1.5 2.5 Y10 0.5 0.5 1 Y11 0.5 0 0.5
Total 7 2 9
Breakdown of Days in Internal Exclusion (IE) 1 September 2012 –
5 November 2012
Year Group Boys Days Girls Days Total Days Y7 0 0 0 Y8 7 2 9 Y9
8 3 11 Y10 1 1 2 Y11 4 4 8
Total 20 10 30
(ii) Wellbeing
• Numbers on roll have continued to increase over the last 3
years:
Year Group No. on Roll 2009/10
No. on Roll 2010/11
No. on Roll 2011/12
No on roll 5/11/2012
7 172 191 188 179
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
8 154 173 190 189 9 133 158 180 189 10 146 139 169 175 11 177
151 137 163
TOTAL 782 812 (30) 864 (42) 895 (31) • Between 5 September 2012
and 26 October 2012, we had 7 leavers (4 of whom relocated to
schools in England) and 6
new admissions into KS3 and KS4:
In catchment admissions
Out of catchment admissions
Y7 0 0 Y8 2 0 Y9 0 1 Y10 0 2 Y11 1 0 Total 3 3
• Our attendance target for the 2012-2013 academic year is 92%.
KS3/4 attendance for the first half term from Sept 1 2012 to
October 26 2012 was 91.8% (authorised absences - 4.52%;
unauthorised absences -3.68%). For the same period, KS5 attendance
was 77.8%
• 1 racial incident was reported in the period 1 September 2012
to 26 October 2012 and resulted in a day of Internal
Exclusion being imposed on the offending student.
• Accidents – there were 309 visits to First Aid involving
students in the period 1 September 2012 to 26 October 2012, the
majority of which were minor bumps and scrapes. 17 students were
referred to hospital for checking or treatment. There were 3
accidents involving staff during the same period, 1 of whom was
referred to hospital.
• To end the half term, Y7 students took part in a ‘House
Naming’ ceremony which included our very own sorting hat,
smoke and lights! • Y9 student Georgia Southway became a British
Champion in the light/middleweight UK ITF Taekwondo British
Championships on 20 October 2012 defeating her sister, Isobel
(Y7) in the final.
Provision • 6 lesson observations have been completed by a
member of the Strategic Leadership Group (SLG) in the period 1
September 2012 to 26 October 2012
No. lessons observed graded: Excellent (Grade 1)
Good (Grade 2)
Adequate (Grade 3)
Poor (Grade 4)
1 4 1 0
Of the observations completed, 83% have been graded 1 or 2 – our
target is 85%. • In early November, as part of our work to develop
global links, Nerys Davies and Maria Teixeira will be visiting
our
partner schools in Jamshedpur, India. • All Y12 students spent a
day (in the rain) at St Fagan’s Museum as part of their Welsh
Baccalaureate Qualification
studies.
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
• In their recent report (June 2012) Estyn identified 7
recommendations for schools’ More Able & Talented (MAT)
Provision. R1 build on existing transition arrangements to provide
better continuity and progression in the education of more able and
talented pupils - We know the MAT students on entry as Primary
Schools identify these students who then take part in an annual MAT
English & Maths activity prior to entry R2 improve the use of
data and assessment to identify, track and monitor the progress of
more able and talented pupils– PLC has been working on strategies
to develop MAT lists which are then circulated to all staff (e.g.
top 20% based on data on entry or STL nominated) R3 provide
enriched opportunities and appropriately challenging provision
across the curriculum – Range of activities take place including
early entry for GCSE/L2/L3 courses, in class extension activities,
extra curricular provision; Dragons Junior Academy programme R4
ensure that more able and talented pupils from disadvantaged
backgrounds receive specific support to overcome barriers to their
learning - Y11 progression interviews focus on aspirations for
Post-16, entry to Y12 includes UCAS workshops, Y12 university
visits for all students, Y12/13 Futures Week and a calendared
raising aspirations week R5 provide mentoring for more able and
talented pupils to help them make the best extra-curricular, option
and career choices – As well as mentoring from teaching staff and
Co-Tutors, mentoring is provided by a range of mentors including
staff from Intellectual Property Services and business mentors
arranged through Careers Wales; Dragons players engage with
students in lessons and at school events R6 train school leaders,
teachers and support staff on how to address the needs of more able
and talented pupils and use networks of professional practice to
share best practice – MAT PLC was established in 2011 and will
continue in 2012-2013. MAT provision is also the focus of SPs iNet
Developing Leaders project. R7 improve parents’ understanding of
how they can better support the education of their more able or
talented child – ARD appointments, Pathways Guidance, English and
Maths progress evenings are calendared; Junior Academy progress
evenings are held
• We are working to increase the number of post-16 students
continuing their studies at University. 21 students in Y13 will be
spending a taster Day at UWN before the end of November. They will
experience range of courses including Art Foundation, Photography,
Animation, Games Design, Psychology, Creative Sound and Music.
• 749 parents attended Academic Review Day on 25 October 2012 –
with the attendance rate of parents of students in KS3 and KS4
totaling 77%.
Leadership • We were allocated £117,450 Pupil Deprivation Grant
(PDG). We have already made significant progress with this
funding: o Enable STL English to become school Literacy Lead
Professional - reduction in teaching allocation to 3
days per week o 1 whole school Inset day allocated to Literacy
training o 1 x L3 TA to be allocated to full-time literacy support
for Y7/8 students - three pillars of intervention to
be planned o Class readers provided for KS3 and increased range
of Library reading material provided for KS3 readers o Explore use
of the TextNow or other similar programme for target group of
students in Y9-11 o Structured one-to-one KS4 reading sessions with
a TA for 20 minutes each weekday for ten weeks o Enable STL Maths
to become school Numeracy Lead Professional - reduction in teaching
allocation to 3
days per week o 1 whole school Inset day allocated to Numeracy
training
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November 2012
Learning – Believing – Achieving Dysgu – Credu - Cyflawni
o Provide access to GCSE pod for all KS4 students - Enhanced
podcasts with text and images that can be loaded on PCs, iPods
& mobile phones
o Introduce a Family learning programme providing guidance for
parents on how to support their son/ daughter with their
schoolwork
o Calendar a raising aspirations week: -Theatre trip, University
visit, explore wider career opportunities in SE Wales region,
etc.
o Calendar KS4 catch-up programmes o Provide February Half-Term
study school/study weeks
