SCHOOL STANDARDS MONITORING SUB COMMITTEE (OF …moderngov.torfaen.gov.uk/documents/s14300/Croesyceiliog v1.pdf · school standards monitoring sub committee (of the learning communities

SCHOOL STANDARDS MONITORING SUB COMMITTEE (OF THE LEARNING COMMUNITIES OVERVIEW AND SCRUTINY COMMITTEE) 20 October 2016 EFFECTIVENESS OF SCHOOL SUPPORT – CROESYCEILIOG SCHOOL Report Submitted by: David Congreve, Lead Director for Children and Young People. Report Written by: Corporate Improvement & Scrutiny Team & Education

Business Unit

1. Area Affected 1.1 Not applicable. 2. Purpose of Report 2.1 To enable members of the sub-committee to discuss, understand and challenge the

performance and progress of Croesyceiliog Comprehensive School so any issues for development/ areas for improvement can be addressed.

3. Suggested Scrutiny Activity 3.1 Members are invited to:

Scrutinise the information presented in appendix 1 to this report, which sets out the current performance of the school and its progress towards set targets;

Explore key areas for improvement detailed in the School’s Development Plan (set out in appendix 2);

Consider the key issues for the school as highlighted by the Local Authority (set out in appendix 3);

Examine the current level of support being provided to the school by the Education Achievement Service (set out in appendix 4);

Enter into a meaningful dialogue with the Headteacher and Chair of Governors, Local Authority officers and representatives from the Education Achievement Service to explore all aspects of the school’s performance and progress; and

If appropriate, agree a set of issues for development / proposals for improvement for the Headteacher and Chair of Governors; the Education Service and the Education Achievement Service to agree and address in partnership.

4. 4.1

Background As a result of their monitoring visit in February 2013, ESTYN (Her Majesty’s Inspectorate for Education and Training in Wales) recommended the Council should provide greater challenge and support to schools and undertake a more robust role in monitoring their performance.

4.2 4.3 5. 5.1

Evidence from other local authorities and the Council’s external regulators suggested that this challenge and support role could be addressed by establishing a small sub- committee or panel, made up of highly trained members. This sub-committee was therefore established to:

Improve the communication and dialogue between elected members, individual schools, the Council’s Education Service and the Education Achievement service

Scrutinise and challenge the performance and progress of individual schools;

Scrutinise and challenge the support individual schools receive from the Council’s Education Service and the Education Achievement Service; and

Contribute to improving the outcomes for children and young people across Torfaen, particularly with regards to pupil attainment.

Current Situation The appendices attached to this report highlight the key areas for scrutiny.

Appendix one highlights the current levels of performance for the school and its progress towards both its own targets and those of the Council. Appendix two sets out key areas of the School’s current Development Plan. This highlights the main improvement areas that the School has made a priority to develop. Appendix three provides an overview of the school’s performance by the Council’s Education Service. This section should set out the successes of the school during the past year and highlights any areas for concern for further investigation. Appendix four outlines the support provided to the school by the Education Achievement Service.

6. Expected Outcomes 6.1

The expected outcomes from the work of the sub-committee are:

A shared vision for education in Torfaen

An understanding of the performance and progress of individual schools in

Torfaen.

The identification of best practice so it can be explored, highlighted and shared;

The celebration of success;

An understanding of the reasons behind any underperformance;

The identification of issues for development / areas for improvement;

The recognition of any strategies, policies and / or practice issues that are hindering improvement; and

An improvement in the performance in all Torfaen Schools.

7. Actions to be taken following the Sub Committee Meeting 7.1

If required, joint realistic and achievable actions should be developed and agreed by the school, the Education Service and the Education Achievement Service, working in partnership to address the agreed issues for development/ areas for improvement identified as a result of this scrutiny activity.

8 Monitoring and Evaluation 8.1 8.2

It is anticipated that progress in delivering the actions outlined in the agreed joint action plan will be monitored on a regular basis by the three parties involved in their delivery. The sub-committee will expect to receive progress updates on a six monthly basis to ensure the issues identified are being addressed in a timely manner.

9. 9.1 9.2 9.3

Conclusion It is now widely recognised that a shared vision for education in Torfaen is needed across all stakeholders. The role of the sub-committee in holding individual schools to account; and building confidence into the system by enhancing understanding and knowledge must be seen as a positive step and a vital component of achieving this vision. By reviewing the data of individual schools, members of the sub-committee will be able to create a detailed understanding of how Torfaen schools are performing and progressing; and by maintaining an overview of the relationship between schools, the Council’s Education Service and the Education Achievement Service, the sub-committee will be able to help ensure all stakeholders are working in partnership to secure improved outcomes for children and young people.

10. Suggested Scrutiny Activity 10.1 Members are invited to:

Scrutinise the information presented in appendix 1 to this report, which sets out the current performance of the school and its progress towards set targets;

Explore key areas for improvement detailed in the School’s Development Plan (set out in appendix 2)

Consider the key issues for the school as highlighted by the Local Authority (set out in appendix 3);

Examine the current level of support being provided to the school by the Education Achievement Service (set out in appendix 4);

Enter into a meaningful dialogue with the Headteacher and Chair of Governors, Local Authority officers and representatives from the Education Achievement Service to explore all aspects of the school’s performance and progress; and

If appropriate, agree a set of issues for development / proposals for improvement for the Headteacher and Chair of Governors; the Education Service and the Education Achievement Service to agree and address in partnership.

Appendices

Appendix 1: Summary of the School’s performance & progress. Appendix 2: Key areas from the School Development Plan Appendix 3: Key issues for the School (as identified by the

Council’s Education Service). Appendix 4: Current level of support provided to the School by the

Education Achievement Service.

Background Papers

Note: Members of the public are entitled, under the Local Government Act 1972, to inspect background papers to reports. The following is a list of the background papers used in the production of this report. None

For a copy of the background papers or for further information about this report, please telephone:

Rebecca Fahey-Jones, Corporate Scrutiny Officer Tel: 01495 766337 [email protected]

mailto:[email protected]

m:\deputy chief executive\ssu ‐ improvement & scrutiny\overview and scrutiny\schools standards monitoring sub committee\october 2016 ‐ croesyceiliog\data pack.docx

1

School Performance Profile

Croesyceiliog School

October 2016

1. Family Of Schools (2016)

6784051 Croesyceiliog School 6724068 Bryntirion Comprehensive. 6654603 St Joseph's Catholic And Anglican High 6814051 Llanishen High School 6784603 St. Albans R.C. High School 6815403 Whitchurch High School 6765400 Cwmcarn High School 6744096 Y Pant Comprehensive 6814608 Bishop Of Llandaff Church In Wales High School 6664013 Welshpool High School 6624023 Ysgol Aberconwy 6644011 Elfed High School

2. School categorisation (national)

3. Free School Meals Benchmarking Group

FSM benchmarking group - pupils of statutory school age eligible for FSM Title 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

1) Up to and including 10%

2) Over 10% and up to and including 15%

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Mathematics 2010 2011 2012 2013 2014 2015 2016 Croesyceiliog 80.8 84.0 76.8 93.7 90.1 89.7 90.5 Family 80.9 85.5 86.2 89.5 91.3 93.0 95.1 Torfaen 75.2 80.7 81.2 86.5 87.7 86.5 89.2 Wales 75.5 77.9 81.1 83.9 86.5 88.7 90.1

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Science 2010 2011 2012 2013 2014 2015 2016 Croesyceiliog 71.4 92.0 91.5 92.9 95.2 96.7 97.1 Family 83.9 88.2 90.0 91.2 94.3 95.0 96.6 Torfaen 75.0 84.4 86.7 89.6 92.6 91.8 94.0 Wales 77.1 80.3 83.6 87.0 90.4 91.8 92.8

Science 2010 2011 2012 2013 2014 2015 2016 Croesyceiliog 30.3 57.5 46.3 64.7 74.7 74.2 68.0 Family 46.1 52.0 55.3 58.9 64.0 69.1 73.1 Torfaen 32.3 44.8 42.9 49.3 57.9 56.1 60.6 Wales 37.0 38.8 43.8 48.6 54.6 58.5 62.9

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English 2010 2011 2012 2013 2014 2015 2016(P) Croesyceiliog 94.8 98.1 94.9 96.3 98.9 99.2 Family 97.2 96.9 97.3 97.6 98.4 98.9 Torfaen 91.2 94.1 92.4 95.2 96.5 97.1 Wales 91.9 92.1 93.0 93.7 94.5 94.6

English 2010 2011 2012 2013 2014 2015 2016 Croesyceiliog 70.4 66.9 59.3 71.3 71.4 71.7 73.7 Family 69.7 70.0 68.5 70.7 72.8 75.2 Torfaen 57.2 55.4 59.5 61.1 64.7 65.7 60.7 Wales 62.7 62.8 62.2 62.9 66.2 68.6

45

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Mathematics 2010 2011 2012 2013 2014 2015 2016(P) Croesyceiliog 92.2 96.5 94.5 94.5 94.1 96.5 Family 95.5 96.0 96.9 96.9 96.5 98.1 Torfaen 90.6 92.9 91.5 93.7 92.4 95.9 Wales 91.3 91.0 92.4 93.4 93.1 94.0

Mathematics 2010 2011 2012 2013 2014 2015 2016(P) Croesyceiliog 63.3 56.9 54.7 73.5 65.6 65.7 69.0 Family 60.4 62.9 63.0 68.8 67.0 71.3 Torfaen 51.1 50.0 51.9 57.9 59.7 63.9 62.9 Wales 55.7 56.5 58.4 60.3 61.7 64.4

45

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Family

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Science 2010 2011 2012 2013 2014 2015 2016(P() Croesyceiliog 98.1 98.1 96.6 96.7 97.1 96.9 Family 95.7 96.0 96.9 97.0 97.1 97.2 Torfaen 90.0 90.8 92.8 92.2 95.3 96.3 Wales 91.2 91.2 91.9 91.3 91.8 92.6

Science 2010 2011 2012 2013 2014 2015 2016(P) Croesyceiliog 60.0 67.7 89.4 93.8 94.5 91.3 88.3 Family 69.1 70.2 73.3 78.5 86.0 85.2 Torfaen 57.2 59.5 77.2 82.6 91.4 90.4 82.9 Wales 63.6 65.9 70.6 74.8 82.3 84.0

50

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7. Attendance

2011 2012 2013 2014 2015 2016School attendance 91.8 92.7 93.2 94.2 94.3 93.6LA attendance 91.7 92.3 92.5 93.5 93.7 93.7Wales attendance 91.4 92.2 92.6 93.6 93.8 94.2

School U/A 2.3 1.6 1.4 1.3 0.8 1.6

LA U/A 1.3 1.2 1.0 0.8 0.7 0.7Wales U/A 1.5 1.4 1.3 1.3 1.3 1.3FSM benchmarking

2010 2011 2012 2013 2014 2015Attendance

90

91

92

93

94

95

96

97

98

99

100

2011 2012 2013 2014 2015 2016

Attendance

School attendance LA attendance Wales attendance


20

8. Exclusions

Exclusion for all schools 2015/16 with Comparative Data

Accumulative for Academic Year - Sept 15 to Jul 16

SCHOOLS

Number of Exclusions

5 days or fewer

6 days or more

Length (Days)

Perm.

Abersychan School 220 212 8 361 1

Croesyceiliog School 42 39 3 119 1

Cwmbran High School 210 207 3 308 2

St Albans R C School 14 14 0 31 0

West Monmouth School 55 55 0 102.5 0

Ysgol Gyfun Gwynllyw 67 67 0 200 0 Total Secondary exclusions 608 594 14 1121.5 4

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Fixed Term 59 58 39 57 41 28 42Permanent 1 1 1 2 0 0 1

0

50

100

150

200

250

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

Exclusions for Croesyceiliog School over 5 years

Fixed Term

Permanent

Croesyceiliog School Development Plan 2016/17 to 2018/19 Establishing Good Outcomes and Aiming for Excellent

Page 1 of 31 Learning, Respect, Ambition V.DTR.03.10.2016

Croesyceiliog School

School Development Plan 2016/17 to 2018/19

2016-17



Contents

Section Page(s) Content

A. Overview 3 4

A brief overview of the three main levels within the plan (from most to least strategic):

School Priorities

Actions

Activities Key to abbreviations used within the tables

B. School Priorities 5 5 - 7

Definition of School Priorities Table B listing the 11 School Priorities and showing, for each one, the linked Actions

C. Actions 8 8 - 12

Definition of Actions Table C listing the schools 26 Actions and showing, for each one, the success criteria and the year (1 to 3) to be completed

D. Activities 13 13 - 29

Definition of Activities Table D listing the schools Activities and showing, for each one, the Action(s) to which it is linked, the success criteria, timescale, monitoring arrangements, costs, status and senior leader

Appendix 1: Current Estyn Recommendations for Improvement (ROI’s)

30 A list of the 3 ROI’s identified by Estyn during the last visit (June 2012) summarising, for each one, the current status and progress to date since June 2012

Appendix 2: Targets for 2016-17 agreed with EAS

31 A list of the targets agreed with the EAS for 2016-17



Section A: Overview

The School has adopted the EAS MySID system for constructing its School Development Plan (SDP). The plan spans three years and contains three levels of

planning:

1. School Priorities

These form the overarching strategic level within the plan. There are 11 Priorities, which each span all three years. The schools Priorities can be found in

Table B

2. Actions

These are the Areas for Development identified by the school’s various self-evaluation activities and they are less strategic than the Priorities. There are 26

Actions, which are each allocated to one of the three years within the plan. The Actions fit within the schools Priorities and this relationship is summarised

in Table B. The Actions are described in more detail in Table C

The Actions are the most strategic (highest level) planning that the MySID system can hold (The School Priorities described above cannot be entered into

MySID). Please note that the number attached to each Action is the number assigned by the MySID system. The numbers do not necessarily imply a

hierarchy, e.g. Action 1 is not necessarily more important or urgent than Action 2. For each Action the relevant part of the Estyn CIF is given in brackets (for

reference purposes) underneath its number

3. Activities

These are the tasks that the school will carry out to deliver each Action and they are the least strategic level within the plan. Each activity is attached to an

Action. The Activities are described in detail in Table D, which also shows which Activities belong to each Action



The table below summarises the abbreviations used in the subsequent tables

Key to abbreviations used in the tables:

AFD = Area(s) for Development HT = Headteacher

AHKS3 = Assistant Head Key Stage 3 KS3 = Key Stage 3

AHKS4 = Assistant Head Key Stage 4 KS4 = Key Stage 4

BMQ = Bench Mark Quartile MAT = More Able and Talented

CSI = Core Subject Indicator MPWS = Mini Pupil Work Survey

DHC = Deputy Headteacher Curriculum NEET = Not in Education, Employment or Training

DHP = Deputy Headteacher Pastoral PC = Progress Check

DIP = Departmental Improvement Plan SC = Success Criteria

EMME = English but not Maths or Maths but not English (at GCSE grades C+) SEN = Special Educational Needs

EO = Exams Officer SENCO = Special Educational Needs Coordinator

FADE = Focus, Analysis, Do, Evaluation SOL = Scheme(s) of Learning

HOD = Head(s) of Department WBQ = Welsh Baccalaureate

HOI = Head of Inclusion YIP = Year Group Improvement Plan

HOY = Head(s) of Year



Section B: School Priorities

Based on the latest version of its School Self-evaluation Report, which covers Estyn’s Common Inspection Framework (CIF) Key Question’s 1, 2 & 3, the School has

identified a number of strategic over-arching School Priorities for development over the next three years. These Priorities are summarised in Table A below. Each strategic

Priority has been broken down into a number of Actions, which are the related Areas for Development identified in the school’s Self-evaluation Report, and each of these

Actions is broken down further into a number of smaller individual Activities.

B. School Priorities

School Priorities: Actions:

Priority 1: Achievement: Pupils should achieve (as a minimum) two levels of progress between the end of Key Stage 2 and the end of Key Stage 3 and three levels of progress between the end of Key Stage 2 and the end of Key Stage 4. Sixth Form students should achieve (as a minimum) the level of progress made by similar students in other institutions demonstrated by achieving their ALIS forecast grades

Action 3: (Year 1) Establish a baseline for the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4

Action 4: (Year 2) Improve the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4 from the baseline established at the end of 2016-17

Priority 2: Attainment: The school should match or exceed the medians (BMQ, Family, National and LA) for the Key Attainment Indicators at the end of Key Stages 3, 4 and 5

Action 1: (Year 1) Improve KS4 outcomes for the Key Indicators of L2 inclusive, Capped Points Score, L2 and 5+A*A and for the Key Subjects of English, maths, science and Welsh at A*A and A*C

Priority 3: Vulnerable Groups: The attainment outcomes for pupils in vulnerable groups (MAT, eFSM, SEN, LAC and gender (usually boys)) should match or exceed the medians (BMQ, Family, National and LA) where available for the key indicators at the end of Key Stages 3 and 4. The achievement (the number of levels of progress made across key stages) outcomes for pupils in vulnerable groups should match or exceed the achievement of the non-vulnerable pupils

Action 2: (Year 1) Improve the performance of identified groups by the end of KS4 for each of the GCSE Key Indicators and Key Subjects targeted

Action 8: (Year1) Review the coordination and effectiveness of the interventions in reading, literacy and numeracy. Improve coordination, clarity and effectiveness of systems, particularly in relation to improving reading ability in pupils with a reading age of less than 11 years.

Action 14: (Year1) Review ALN statutory policy documentation relating to risk assessments, handling plans etc.

Priority 4: Attendance: The school should match or exceed the medians (BMQ, Family, National and LA) for attendance

Action 7: (Year 1) Further improve standards of behaviour and attendance



Priority 5: Behaviour: The school should continue to develop its strategies and systems to improve the quality of behaviour for learning, reduce the incidence of low-level disruptive behaviour in lessons and reduce the number of formal exclusions to a minimum

Action 7: (Year 1) Further improve standards of behaviour and attendance

Priority 6: Literacy and Numeracy: The school should continue to improve the literacy and numeracy skills of pupils, particularly in relation to ensuring that all pupils leave school with a reading age greater than 11 years and in relation to successfully implementing the LNF

Action 5: (Year 1) Improve outcomes in literacy and numeracy skills at KS3 and KS4

Priority 7: Curriculum: The school should continue to develop the curriculum to ensure that it fully meets the needs of all pupils, particularly those belonging to vulnerable groups, to ensure that all pupils are able to learn effectively in relation to statutory requirements, progress well and achieve in school to their full potential

Action 9: (Year 2) Continue to develop support for Cwrriculum Cymreig

Action 10: (Year 2) Reinvigorate and re-launch the School’s ESDGC (Education for Sustainable Development & Global Citizenship) provision

Priority 8: Teaching & Learning: The school should continue to develop the quality of teaching and learning to ensure that all pupils, particularly those belonging to vulnerable groups, are able to match or exceed the progress made by other similar pupils in other similar schools

Action 11: (Year 1) Continue to develop the range and effectiveness of teaching & learning strategies employed by teaching staff

Action 12: (Year 1) Continue to develop the effectiveness of assessment of and for learning

Action 18: (Year 1) Evaluate the TLC scheme’s impact and plan its replacement from January 2017

Priority 9: Wellbeing: The school should continue to support and develop the wellbeing of all pupils, particularly those belonging to vulnerable groups, to ensure that all pupils are able to attend regularly, progress well and achieve in school to their full potential

Action 6: (Year 2) Improve the proportion of pupils who respond positively to the school sports survey questions

Action 13: (Year 1) Complete the pupil review (School Council) of the Anti-bullying Policy and launch new approach

Priority 10: Leadership & Management: The school should continue to develop the quality of leadership and management to ensure that leaders at all levels are able to evaluate current performance and standards accurately, identify areas for development and bring about improvements resulting in improved outcomes for pupils

Action 16: (Year 2) Reduce the variability across the school in relation to the effectiveness of leadership to secure improved outcomes in underperforming areas



Action 17: (Year 1) Further embed the new cycle of self-evaluation into school life at all levels

Action 19: (Year 1) At departmental level plan for pupils to make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4.

Action 20: (Year 2) Continue to implement (year 2) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4.

Action 21: (Year 3) Continue to implement (year 3) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4

Action 22: (Year 1) Linked to 21 (above) develop and pilot a system to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge

Action 23: (Year 2) Linked to 21 (above) introduce the system developed as a result of the 2016-17 pilots to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge

Priority 11: Finance & Resources: The school should continue to ensure that it manages it finances and resources effectively to ensure that it returns to a sustainable balanced budget in the medium term whilst preserving its ability to continue to improve standards and performance

Action 15: (Year 1) Develop a plan to maintain an adequate ICT infrastructure and an adequate physical environment in general pending the move into the new fully equipped school between September 2018 and March 2019

Action 24: (Year 1) Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit

Action 25: (Year 2) Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit

Action 26. (Year 3) Continue to work in conjunction with the LA to develop plans for new school build and review and refine mission, core beliefs and identity of school



Section C: Actions

The Actions summarised in the Table C below are the Areas for Development identified in the latest version of the School Self-evaluation Report. They relate to the

School Priorities as set out in Table B above. These Actions are the most strategic (highest level) planning that the MySID system can hold. Please note that the number

attached to each Action is the number assigned by the EAS MySID system. The numbers do not necessarily imply a hierarchy, e.g. Action 1 is not necessarily more

important or urgent than Priority Action 2. For each Action the relevant part of the Estyn CIF is given in brackets (for reference purposes) underneath its number

C. Actions (Areas for Development from self-evaluation)

Number (CIF)

Actions Success Criteria Priority Level

Status

1 (1.1.1)

Action 1. Improve KS4 outcomes for the Key Indicators of L2 inclusive, Capped Points Score, L2 and 5+A*A and for the Key Subjects of English, maths, science and Welsh at A*A and A*C

Match or exceed the FSM benchmark median for each of the key indicators/subjects targeted

High (Year 1)

2 (1.1.2)

Action 2. Improve the performance of identified groups by the end of KS4 for each of the GCSE Key Indicators and Key Subjects targeted

Match or exceed the FSM benchmarked median for each of the key indicators/subjects targeted for each of the main groups in the school as below: 1. eFSM pupils 2. Gap between non-eFSM and eFSM pupils 3. SEN pupils 4. Gap between non-SEN and SEN pupils 5. Boys 6. Gap between girls and boys 7. MAT pupils (5+ A*/A grade GCSE’s)

High (Year 1)

3 (1.1.3)

Action 3. Establish a baseline for the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4

Establish a baseline that is in-line with outcomes from other similar schools if available

High (Year 1)

4 (1.1.3)

Action 4. Improve the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4 from the baseline established at the end of 2016-17

Improve on the baseline established in 2016-17 Medium (Year 2)



Number (CIF)


Status

5 (1.1.4)

Action 5. Improve outcomes in literacy and numeracy skills at KS3 and KS4

1. Improve the reading ages of pupils identified as having reading age of less than 11 years

2. Match or exceed the FSM benchmark median for the National Literacy and Numeracy Tests in each of years 7 to 9.

3. Match or exceed the FSM benchmark median for L2 English and L2 Maths at the end of KS4

4. Lesson Observation Analysis 2015-16 to show improvement in overall score across all subjects for support for LNF criteria

5. Pupil Work Survey evaluations to show improvements in level of support for LNF in pupils books

6. Improve the consistency of data entry by teachers into the School’s LNF Tracker

High (Year 1)

6 (1.2.1)

Action 6. Improve the proportion of pupils who respond positively to the school sports survey questions

Improve on the School Sports Survey Autumn 2015: 1. 49% of pupils said that they always felt comfortable taking part in PE and

school sport 2. 52% of pupils said that PE lessons and school sport contributed a lot towards

a healthy lifestyle

Medium (Year 2)

7 (1.2.2)

Action 7. Further improve standards of behaviour and attendance

1. Achieve the attendance targets agreed with the EAS 2. Pupil Voice Analysis 2016-17 to show an improvement in the average score of

the behaviour related statement across all subjects 3. Lesson Observation Analysis 2016-17 to show the high scores in relation to

the behaviour criteria being maintained or improved in observed lessons 4. Reduce fixed term exclusions from the 2015-16 total and achieve the target

agreed with the EAS 5. More consistent use of the relocation system within and between

departments

High (Year 1)

8 (2.1.2)

Action 8. Review the coordination and effectiveness of the interventions in reading, literacy and numeracy. Improve coordination, clarity and effectiveness of systems, particularly in relation to improving reading ability in pupils with a reading age of less than 11 years.

1. Improved coordination and systems, particularly in relation to reading interventions, in place.

2. Progress of identified pupils being tracked and reported to SLT Meetings at least every term

3. The majority of identified pupils making significant progress, particularly those identified as having reading ages of less than 11 years

High (Year 1)



Number (CIF)


Status

9 (2.1.3)

Action 9. Continue to develop support for Cwrriculum Cymreig

1. Estyn criterion for support for Curriculum Cymreig to be strongly evident in at least 65% of observed lessons by July 2018

2. Eisteddfod event established further in the school calendar 3. Curriculum structure ready for withdrawal of short course at KS4 by Sep 2016. 4. Use of Welsh Language to have increased in all areas of the school

Medium (Year 2)

10 (2.1.4)

Action 10. Reinvigorate and re-launch the School’s ESDGC (Education for Sustainable Development & Global Citizenship) provision

ESDGC provision reviewed, new or improved provision developed and successfully launched

Medium (Year 2)

11 (2.2.1)

Action 11. Continue to develop the range and effectiveness of teaching & learning strategies employed by teaching staff

1. Lesson Observation Analysis 2016-17 shows improvements in the scores of the individual criteria across all subjects and for individual subjects across individual and all criteria.

2. Pupil Voice Analysis 2016-17 shows improvements in the scores of the individual statements across all subjects and for individual subjects across individual and all statements.

3. All staff to have fully engaged with Year 2 of the TLC's 4. Department Self-evaluation to highlight developments in teaching & learning

High (Year 1)

12 (2.2.2)

Action 12. Continue to develop the effectiveness of assessment of and for learning

1. Improved consistency evident from pupil work surveys. 2. Improved consistency evident from AFL related criteria in Lesson Observation

Analysis 2015-16. 3. Improved consistency evident from AFL statements in Pupil Voice Analysis

2015-16 4. All teaching staff to have engaged fully with AFL training 2016-17

High (Year 1)

13 (2.3.1)

Action 13. Complete the pupil review (School Council) of the Anti-bullying Policy and launch new approach

New Anti-bullying Policy in-place and effective resulting in a reduction in the number of reported incidents of bullying

High (year 1)

14 (2.3.4)

Action 14. Review ALN statutory policy documentation relating to risk assessments, handling plans etc.

Complete review and amend/change as needed. High (Year 1)



Number (CIF)


Status

15 (2.4.2)

Action 15. Develop a plan to maintain an adequate ICT infrastructure and an adequate physical environment in general pending the move into the new fully equipped school between September 2018 and March 2019

Develop and begin to implement planned approach with the approval of the Governors Resources Committee

High (Year 1)

16 (3.1.1)

Action 16. Reduce the variability across the school in relation to the effectiveness of leadership to secure improved outcomes in underperforming areas

Outcomes in underperforming areas to improve by end of 2017-18 Medium (Year 2)

17 (3.2.1)

Action 17. Further embed the new cycle of self-evaluation into school life at all levels

1. Calendar of self-evaluation to be published at the start of 2016-17 2. Staff at all levels to be involved in carrying out/reflecting on self-evaluation 3. Findings of self-evaluation to be used to plan effectively to improve

outcomes. 4. Improved outcomes

High (Year 1)

18 (3.2.2)

Action 18. Evaluate the TLC scheme’s impact and plan its replacement from January 2017

Evaluation carried out and replacement planned and ready to be implemented from January 2017

High (Year 1)

19 (3.2.2)

Action 19. At departmental level plan for pupils to make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4.

1. Curriculum Maps and new Key Stage 3 Schemes of Learning in place by July 2017

2. By July 2017 Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

3.

High (Year 1)

20 (3.2.2)

Action 20. Continue to implement (year 2) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4.

By July 2018: 1. Year 8 pupils should be at least 2/5 of the way towards their end of KS4

targets. 2. Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

Medium (Year 2)

21 (3.2.2)

Action 21. Continue to implement (year 3) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4.

By July 2019: 1. Year 9 pupils should be at least 3/5 of the way towards their end of KS4

targets. 2. Year 8 pupils should be at least 2/5 of the way towards their end of KS4

targets. 3. Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

Low (Year 3)



Number (CIF)


Status

22 (3.2.2)

Action 22. Linked to 21 (above) develop and pilot a system to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge

1. Volunteer departments to develop and trial approaches during the first two terms of 2016-17.

2. Progress review of pilots and planning for next steps April 2017

High (Year 1)

23 (3.2.2)

Action 23. Linked to 21 (above) introduce the system developed as a result of the 2016-17 pilots to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge

New system in place from September 2017 Medium (Year 2)

24 (3.4.1)

Action 24. Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit

School's financial recovery plan will progress in 16/17 as required by plan High (Year 1)

25 (3.4.1)

Action 25. Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit

School's financial recovery plan will progress in 17/18 as required by plan Medium (Year 2)

26 (3.4.1, 3.4.2)

Action 26. Continue to work in conjunction with the LA to develop plans for new school build and review and refine mission, core beliefs and identity of school

1. All school based stakeholders to have had the opportunity to influence plans for the building. Plans to be approved by all stakeholders.

2. School staff to do everything possible to ensure new building delivered on time.

3. New school opens as planned in 2018-19

Low (Year 3)



Section D: Activities to Address Actions

The Activities summarised in Table D below are designed to further/deliver the Actions indicated. They are the least strategic level within the plan.

D. Activities

Actions (Areas for Development) Activity Descriptions Timescale Monitoring Cost Status Leader

Activities 1/5A to 1/5O address Actions 1 to 5: Action 1. Improve KS4 outcomes for the key indicators of L2 inclusive, Capped Points Score, L2 and 5+A*A and for the key subjects of English, maths, science and Welsh at A*A and A*C Success Criteria: Match or exceed the FSM benchmark median for each of the key indicators/subjects targeted Action 2. Improve the performance of identified groups by the end of KS4 for each of the key indicators and key subjects targeted Success Criteria: Match or exceed the FSM benchmarked median for each of the key indicators/subjects targeted for each of the main groups in the school as below: 1) FSM pupils 2) Gap between non-eFSM and eFSM pupils 3) SEN pupils 4) Gap between non-SEN and SEN pupils 5) Boys

Activity 1/5A: AHKS4 to continue to closely track performance of EMME, and grade C/D borderline pupils (including vulnerable groups) in KS4 via CSI meetings and ensure appropriate interventions are in place to maximise achievement at L2 across the relevant Key Indicators and all Key Subjects

Year 1 Ongoing during 2016/17

SL/HOY Meetings CSI Meetings SLT Meetings Govs. TLAC Meetings

No significant costs

AHKS4

Activity 1/5B: AHKS3 to closely track performance of EMME, and grade C/D borderline pupils (including vulnerable groups) in KS3 via Mini-CSI meetings and ensure appropriate interventions are in place to maximise achievement at L2 across the relevant Key Indicators and all Key Subjects


SL/HOY Link Meetings Mini-CSI Meetings SLT Meetings Govs. TLAC Meetings


AHKS3

Activity 1/5C: AHKS4 to continue to closely track performance of MAT and A*A pupils in KS4 to ensure appropriate interventions are in place to maximise achievement at 5+ A*A and at A*A in all Key Subjects


SL/HOY Link Meetings CSI Meetings SLT Meetings Govs. TLAC Meetings


AHKS4

Activity 1/5D: AHKS3 to continue to track performance of MAT and A*A pupils in KS3 to ensure appropriate interventions are in place to maximise achievement at 5+ A*A and at A*A in all Key Subjects


SL/HOY Link Meetings SLT Meetings Govs. TLAC Meetings


AHKS3

Activity 1/5E: AHKS4 to continue to identify pupils at risk of significant underachievement due to disengagement and liaise with HOY’s, HOI and SENCO to ensure appropriate provision, support and interventions


SL/HOY Link Meetings SL/SENCO Meetings SL/HOI Meetings SLT Meetings


AHKS4



6) Gap between girls and boys 7) MAT pupils (5+ A*/A grade GCSE’s) Action 3. Establish a baseline for the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4 Success Criteria: Establish a baseline that is in-line with outcomes from other similar schools if available Action 4. Improve the proportion of pupils who make 2 levels of progress from KS2 to KS3 and 3 levels of progress from KS2 to KS4 from the baseline established at the end of 2016-17 Success Criteria: By end of Y2 (2017/18) improve on the baseline established in 2016-17 Action 5. Improve outcomes in literacy and numeracy skills at KS3 and KS4 Success Criteria: 1) Improve the reading ages of pupils identified as having reading age of less than 11 years 2) Match or exceed the FSM benchmark median for the National Literacy and Numeracy Tests in each of years 7 to 9. 3) Match or exceed the FSM benchmark median for L2 English and L2 Maths at the end of KS4

Activity Descriptions Timescale Monitoring Cost Status Leader

Activity 1/5F: AHKS3 to identify pupils at risk of significant underachievement due to disengagement and liaise with HOY’s, HOI and SENCO to ensure appropriate provision, support and interventions


SL/HOY Link Meetings SL/SENCO Meetings SL/HOI Meetings SLT Meetings


AHKS3

Activity 1/5G: AHKS4 to lead the schools engagement with the EAS Peer Review Triad project to ensure that the work contribute to improved outcomes for the targeted groups of pupils


SLT Meetings No significant costs

AHKS4

Activity 1/5H: AHKS4 to ensure that HOY’s 10 & 11 identify ‘Vital Few’ pupils for coaching by Form Tutors or Key Workers, set targets, monitor and intervene as necessary


SL/HOY Link Meetings SLT Meetings


AHKS4

Activity 1/5I: AHKS3 to ensure that HOY’s 7, 8 & 9 identify ‘Vital Few’ pupils for coaching by Form Tutors or Key Workers, set targets, monitor and intervene as necessary


SL/HOY Link Meetings SLT Meetings


AHKS3

Activity 1/5J: AHKS4 to continue to maximise WBQ outcomes by liaising with WBQ Coordinator to monitor progress and ensure appropriate interventions as required


SL/WBQ Co. Meetings SLT Meetings Govs. TLAC Meetings


AHKS4

Activity 1/5K: AHKS3 to ensure that the school’s MAT Coordinator liaises successfully with departments to develop MAT provision to fully stretch and challenge MAT pupils and maximise outcomes at GCSE grades A*A


SL/MAT Co. Meetings SLT Meetings


AHKS3

Activity 1/5L: DHP to ensure that the school’s SENCO is using PC and other data to closely track the performance of SEN pupils and ensure that appropriate interventions are in place to maximise GCSE outcomes in relation to the Key Indicators and all Key Subjects


SL/SENCO Meetings SLT Meetings Govs. TLAC Meetings


DHP



4) Lesson Observation Analysis 2015-16 to show improvement in overall score across all subjects for support for LNF criteria 5) Pupil Work Survey evaluations to show improvements in level of support for LNF in pupils books 6) Improve the consistency of data entry by teachers into the School’s LNF Tracker


Activity 1/5M: AHKS4 to hold a half-termly MARGIE Meeting with School Mentor and YEPF Rep to review RONI lists and ensure all available support is in place to support potential NEET’s. School Coach to update lists and liaise with outside agencies

Year 1 Once per half-term in 2016/17

SL/HOY Meetings PDC Meetings SLT Meetings


AHKS4

Activity 1/5N: AHKS3 to hold a half-termly MARGIE Meeting with School Mentor and YEPF Rep to review RONI lists and ensure all available support is in place to support potential NEET’s. School Coach to update lists and liaise with outside agencies

Year 1 Once per half-term In 2016/17

SL/HOY Meetings PDC Meetings SLT Meetings


AHKS3

Activity 1/5O: AHKS4 to liaise with the Data Manager to lead the development of a system to track and be able to report on the number of levels of progress made by pupils from Y7 to Y11. Expected progress is 2 levels from end of KS2 to end of KS3 and 3 levels from end of KS2 to end of KS4

Year 1 First report to SLT July ‘17

SL/Data Man. Meetings SLT Meetings


AHKS4

Activity 1/5P: AHKS4 to liaise with Skills co-ordinator and Literacy/Numeracy TLR holders to track and monitor progress of KS3 pupils as recorded on LNF tracker. AHKS4 to liaise with Exams Officer and HODs to embed system of end of year exams for Y7, Y8 and Y9 with exam results to replace final progress check, in terms of %ages and class averages.


SL meetings with Skills Co, Literacy Co, Numeracy Co, HODs and EO


AHKS3




Activity 1/5Q: 1) Continue to strengthen SLT monitoring of departmental implementation of LNF through link meetings. 2) Skills leads to provide on-going sharing of best practice (and less effective practice) through anonymised screenshots of pupils’ work; as a consequence, develop a whole school ‘best practice’ case study 3) Further develop the regular use of lesson starter weeks to embed key skills as well preparation for examinations. Alongside this review the level of challenge of the activities to accommodate all learners.

Year 1 Ongoing during 2016/17 with improvement noted in next EAS Skills Review

SL/HOD Link Meetings SLT Meetings


DHC

Activity 1/5R: Employ additional maths and English teacher for targeted support and intervention at KS4.

Year 1 Sept 2016 to August 2017


£71,619 DHC

Activity 1/5S: Employ TLR’s in literacy and numeracy to oversee cross-curricular provision.



£5,174 DHC

Activity 1/5T: Dedicated staff for FSM intervention at KS3 and KS4.



£108,438 DHC

Activity 1/5U: Employ dedicated Pastoral Support Officers to support wider issues with FSM pupils at KS3 and KS4.



£54,038 DHP

Activity 1/5V: Employ additional part-time Welsh teacher for targeted KS3 and KS4 intervention.



£2,164 AHKS3




Action 6. Improve the proportion of pupils who respond positively to the school sports survey questions Success Criteria: Improve on the School Sports Survey Autumn 2015: 1) 49% of pupils said that they always felt comfortable taking part in PE and school sport 2) 52% of pupils said that PE lessons and school sport contributed a lot towards a healthy lifestyle

Activity 6A: DHP to liaise with HoD PE to lead the development of a Pupil Council for sport and PE. Sport Council to discuss and make suggestions around issues affecting participation in and enjoyment of school sports. Activity 1/6B: DHP to liaise with HoD PE to consider ways in which the PE environment, such as the changing rooms, can be even more “comfortable” for all pupils. PE DIP to include specific actions.

Year 2 By Autumn Term ‘17



DHP

Action 7. Further improve standards of behaviour and attendance Success Criteria: 1) Achieve the attendance targets agreed with the EAS 2) Pupil Voice Analysis 2016-17 to show an improvement in the average score of the behaviour related statement across all subjects 3) Lesson Observation Analysis 2016-17 to show the high scores in relation to the behaviour criteria being maintained or improved in observed lessons 4) Reduce fixed term exclusions from the 2015-16 total and achieve the target agreed with the EAS 5) More consistent use of the relocation system within and between departments

Activity 7A: see Improving Behaviour Action Plan to outline key actions to reduce exclusions, relocations and improve rewards systems and Attendance Action Plan to develop levels of attendance beyond current outcomes


PDC Meetings SLT Meetings Govs. PSC Meetings


DHP

Activity 7B: Consultation with Ed Psych, LA PRU and HUB team to create plan to develop HUB from an intervention base and internal exclusion provision to a longer term intervention provision for pupils with challenging behaviour.

Year 1 Complete planning and establish provision to begin to receive pupils from April ’17 at the latest

PDC Meetings SLT Meetings


DHP

Activity 7C: Activity 7C: to continue to utilise any unused teacher hours to run a sanction room provision for pupils in category A and B on the behaviour audit.

Year 1 Sept ‘16


DHP




Action 8. Review the coordination and effectiveness of the interventions in reading, literacy and numeracy. Develop a plan to improve coordination, clarity and effectiveness of systems, particularly in relation to improving reading ability in pupils with a reading age of less than 11 years. Implement plan Success Criteria 1) Improved coordination and systems, particularly in relation to reading interventions, in place. 2) Progress of identified pupils being tracked and reported to SLT Meetings at least every term 3) The majority of identified pupils making significant progress, particularly those identified as having reading ages of less than 11 years

Activity 8A: Task Group to meet to review current approaches to reading, literacy and numeracy interventions. Identify aspects that are working well and aspects that require development

Year 1 Review complete for Sept ‘16

SLT/ESLT Meetings No significant costs

DHP

Activity 8B: Task Group to develop a plan to improve coordination, clarity and effectiveness of systems, particularly in relation to reading ages for those pupils identified as having a reading age of less than 11 years.

Year 1 Plan complete by Oct ‘16

SLT/ESLT Meetings No significant costs

DHP

Activity 8C: DHP to ensure that plan developed in 8B (above) is implemented successfully

Year 1 Plan operating from Nov ’16 at latest

SLT/ESLT Meetings Govs. TLAC Meeting


DHP




Action 9. Continue to develop support for Cwrriculum Cymreig Success Criteria: 1) Estyn criterion for support for Curriculum Cymreig to be strongly evident in at least 65% of observed lessons by July 2018 2) Eisteddfod event established further in the school calendar 3) Curriculum structure ready for withdrawal of short course at KS4 by Sep 2016. 4) Use of Welsh Language to have increased in all areas of the school

Activity 9A: AHKS3 to arrange CPD through the BlueSky programme to develop the incidental Welsh speaking skills of all staff Activity 9B: AHKS3 to ensure all signage is bi-lingual and create CC displays around the school. Activity 9C: AHKS3 to chair regular CC working party meetings to review CC provision and implement strategies as agreed Activity 9D: Further develop the role of the Eisteddfod in the school calendar by creating a ‘Welsh Week’ of events Activity 9E: DHC to liaise with Torfaen Curriculum Panel/ EAS to devise suitable structure for KS4 Welsh as soon as details of replacement for GCSE Short Course are released

Year 2 Meet Success Criteria by July ‘18


AHKS3 SC 1, 2 & 3 DHC SC 3

Action 10. Reinvigorate and re-launch the School’s ESDGC (Education for Sustainable Development & Global Citizenship) provision Success Criteria: ESDGC provision reviewed, new or improved provision developed and successfully launched

Activity 10A: Audit the current ESDGC (Education for Sustainable Development & Global Citizenship) provision and create an action plan for the development of this area in the school.

Year 2 Autumn Term ‘17


DHP

Activity 10B: Based on review, develop new or improved ESDGC provision

Year 2 Spring Term ‘18


DHP

Activity 10C: Introduce new or improved ESDGC provision

Year 2 Summer Term ‘18


DHP




Action 11. Continue to develop the range and effectiveness of teaching & learning strategies employed by teaching staff Success Criteria: 1) Lesson Observation Analysis 2016-17 shows improvements in the scores of the individual criteria across all subjects and for individual subjects across individual and all criteria. 2) Pupil Voice Analysis 2016-17 shows improvements in the scores of the individual statements across all subjects and for individual subjects across individual and all statements. 3) All staff to have fully engaged with Year 2 of the TLC's 4) Departmental self-evaluation to highlight developments in teaching & learning

Activity 11A: AHKS3 to arrange CPD for teaching staff through the BlueSky programme to further develop the range of teaching and learning strategies used by teachers Activity 11B: AHKS3 to create a half-termly Teaching and Learning Bulletin for all staff

Year 1 Success Criteria to be met by July ‘17


AHKS3




Action 12. Continue to develop the effectiveness of assessment of and for learning Success Criteria: 1) Improved consistency evident from pupil work surveys. 2) Improved consistency evident from AFL related criteria in Lesson Observation Analysis 2015-16. 3) Improved consistency evident from AFL statements in Pupil Voice Analysis 2015-16 4) All teaching staff to have engaged fully with AFL training 2016-17

Activity 12A: AHKS3 to develop guidance, in the form of a reference document of best practice for teachers, to continue to embed effective formative assessment Activity 12B: AHKS3 to complete an Action Research project on the current impact of formative assessment and make recommendations for the future



AHKS3

Action 13. Complete the pupil review (School Council) of the Anti-bullying Policy and launch new approach Success Criteria: New Anti-bullying Policy in-place and effective resulting in a reduction in the number of reported incidents of bullying The school definition of bullying is known and understood. Most pupils report that the school deals well with bullying.

Activity 13A: Anti-bullying Action group’s definition of bullying to be publicised around the school. Activity 13b: New anti-bullying policy, including a pupil-friendly version approved by FGB and published. Activity 13C: Improved ways of reporting bullying for pupils to be developed by pastoral team and anti-bullying action group.



DHP




Action 14. Review ALN statutory policy documentation relating to risk assessments, handling plans etc. Success Criteria: Complete review and amend/change as needed.

Activity 14A: ALN policy reviewed and approved by FGB. Activity 14B: Pastoral staff trained in the creation and use of positive handling plans. Activity 14C: All pupils categorised D and E on the behaviour audit have a regularly reviewed risk assessment.


SLT Meetings Govs. PSC Meetings Govs. FGB Meeting


DHP

Action 15. Develop a plan to maintain an adequate ICT infrastructure and an adequate physical environment in general pending the move into the new fully equipped school between September 2018 and March 2019 Success Criteria: Develop and begin to implement planned approach with the approval of the Governors Resources Committee

Activity 15A: 1) Develop D3 into a complete ICT suite

2) Re-furbish hardware in D6 and C12 to ensure both rooms

can accommodate full classes.


SLT Meetings Govs RC Meetings

£5000 DHC

Action 16. Reduce the variability across the school in relation to the effectiveness of leadership to secure improved outcomes in underperforming areas Success Criteria: Outcomes in underperforming areas to improve by end of 2017-18

Activity 16A: HT to introduce system/approach to bring Mini Pupil Work Surveys (MPWS’s) into existing link management meetings between HOD’s and their senior links.

Year 1 MPWS’s taking place from Oct ‘16

SL/HOD Link Meetings SLT Meetings Govs TLAC Meetings


HT

Activity 16B: HT to introduce system/approach to involve the relevant pupils joining the MPWS’s introduced via Activity 16A above

Year 2 Pupils involved from Oct ‘17

SL/HOD Link Meetings SLT Meetings Govs TLAC Meetings


HT




Activity 16C: DHC to introduce a Leadership Triad Program (LTP) or a Professional Learning Communities (PLC) Program to enable Departments to work together (D2D) to:

Develop leadership and reduce variability

Create an effective network of self-improving departments

Spread existing effective practice and develop more

Improve standards and outcomes in underperforming areas

Time to come form 2016-17 Twilights and ADC Meetings

Year 1 LTP launched by Nov ‘16


DHC

Action 17. Further embed the new cycle of self-evaluation into school life at all levels Success Criteria 1) Calendar of self-evaluation to be published at the start of 2016-17 2) Staff at all levels to be involved in carrying out/reflecting on self-evaluation 3) Findings of self-evaluation to be used to plan effectively to improve outcomes. 4) Improved outcomes

Activity 17A: HT to produce and publish in September ’16 a detailed calendar of all self-evaluation activities involving staff (including governors) at all levels

Year 1 Calendar of SE activities published by 15th Sept ‘16


HT

Activity 17B: Senior Leaders to ensure that their linked Departments and/or Year Groups (including governors) complete on-time and effectively all of the self-evaluation activities detailed in the calendar, with copies in the relevant Departmental/Year Group folder AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science, Governing Body

Year 1 All self-evaluation activities completed successfully by July ‘17

SL/HOD Link Meetings SL/HOY Link Meetings SLT Meetings Govs CC Meetings FGB Meetings


AHKS3 AHKS4 DHC DHP HT




Activity 17C: Senior Leaders to ensure that their linked Departments and/or Year Groups identify AFD’s emerging from self-evaluation and plan effectively to make improvements via their FADE Appendix A (attached to their DIP/YIP) with copies in the relevant Departmental/Year Group folder. These Appendices should show evidence of improvement across 2016/17 in relation to the identified AFD’s. AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 1 Completed FADE Appendix A’s to be in relevant Dept./Year Group folders by July ‘17

SL/HOD Link Meetings SL/HOY Link Meetings SLT Meetings



Action 18. Evaluate the TLC scheme’s impact and plan its replacement from January 2017 Success Criteria: Evaluation carried out and replacement planned and ready to be implemented from January 2017

Activity 18A: AHKS3 to complete the Action Research project and from this make a judgement on impact and plan for the future Activity 18B: AHKS3 to develop a PLC workshop programme on Leadership and Management. Activity 18C: DHC Design and resource Leadership and Management course materials for 4 twilight sessions (16-17). Materials will be differentiated to dovetail with Activity 16C, above.

Year 1 TLC alternatives ready to start from Jan ‘17


AHKS3 DHC




Action 19. At departmental level plan for pupils to make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4 Success Criteria: 1) Curriculum Maps and new Key Stage 3 Schemes of Learning in place by July 2017 2) By July 2017 Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

Activity 19A: Senior Links to ensure that linked Departments have constructed and are using GCSE focused Curriculum Maps to develop KS3 Schemes of Learning (SOL’s) designed to enable pupils to make significant progress across KS3 in relation to GCSE skills and knowledge. The new Y7 SOL should be completed first to allow Y7 pupils (as a minimum) to follow the new approach across the bulk of 2016/17. AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 1 SC 1 to be achieved by July ‘17

SL/HOD Link Meetings ADC Meetings SLT Meetings



Activity 19B: AHKS3 (supported by wider SLT through their linked HOD’s) to liaise with Exams Officer (EO) to produce a timetable for End of Year Examinations for Years 7 & 8. These examinations should be based on GCSE questions and take place in the Hall to help begin preparing pupils earlier to achieve their GCSE targets.

Year 1 Timetable for Y7 & 8 EOY Exams published by Dec. ’16

SL/HOD Link Meetings SL/EO Meetings ADC Meetings SLT Meetings


AHKS3

Activity 19C: Senior Links to ensure that linked departments focus effectively on pupils progress against the GCSE skills/knowledge in the new SOL’s for Y7 pupils as a minimum AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 1 SC 2 to be achieved by July ‘17







Action 20. Continue to implement (year 2) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4 Success Criteria: By July 2018: 1) Year 8 pupils should be at least 2/5 of the way towards their end of KS4 targets 2) Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

Activity 20A: Senior Links to ensure that linked Departments have constructed and are using GCSE focused Curriculum Maps and KS3 Schemes of Learning (SOL’s) designed to enable pupils to make significant progress across KS3 (Y7, Y8 & Y9) in relation to GCSE skills and knowledge. AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 2 GCSE focused KS3 SOL’s for Y7, Y8 & Y9 to be in use by all depts. from September ‘17




Activity 20B: AHKS3 (supported by wider SLT through their linked HOD’s) to liaise with Exams Officer (EO) to produce a timetable for End of Year Examinations for Years 7, 8 & 9. These examinations should be based on GCSE questions and take place in the Hall to help begin preparing pupils earlier to achieve their GCSE targets.

Year 2 Timetable for Y7, 8 & 9 EOY Exams to be published by Dec. ’17

SL/HOD Link Meetings SL/EO Meetings ADC Meetings SLT Meetings


AHKS3

Activity 20C: Senior Links to ensure that linked departments focus effectively on pupils progress against the GCSE skills/knowledge in the new SOL’s for Y7 & Y8 pupils as a minimum AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 2 SC1 and SC2 to be achieved by July ‘18







Action 21. Continue to implement (year 3) new KS3 Schemes of Learning to ensure that pupils make significant progress in relation to GCSE skills and knowledge across KS3 to bring about significantly improved outcomes by the end of KS4 Success Criteria: By July 2019: 1) Year 9 pupils should be at least 3/5 of the way towards their end of KS4 targets 2) Year 8 pupils should be at least 2/5 of the way towards their end of KS4 targets 3) Y7 pupils should be at least 1/5 of the way towards their end of KS4 targets

Activity 21A: Senior Links to ensure that linked departments focus effectively on pupils progress against the GCSE skills/knowledge in the new SOL’s for Y7, Y8 & Y9 pupils AHKS3 to ensure for: DT, IT/Business, Music, Welsh, Y7 to Y9 AHKS4 to ensure for: Drama, Geography, MFL, RS, Y10 & Y11 DHC to ensure for English, Maths DHP to ensure for Art, History, PE, Y12/13 HT to ensure for Science

Year 3 SC1, SC2 and SC3 to be achieved by July ‘19




Action 22. Linked to Action 21 (above) develop and pilot a system to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge Success Criteria: 1) Volunteer departments to develop and trial approaches during the first two terms of 2016-17. 2) Progress review of pilots and planning for next steps April 2017

Activity 22A: AHKS4 to work with volunteer HODs (MFL, geography, drama and RS) to develop, evaluate and review a pilot project to include a system to track and monitor progress of targeted groups of pupils using GCSE grades. AFL strategies to enable formative feedback to be given to these pupils in terms of GCSE grades will also be trialled and group will meet at end of Spring term to establish WWW and EBI and plan for whole school introduction in Autumn term, 2017.

Year 1 Ongoing during Autumn and Spring terms 2016/17



AHKS4




Action 23. Linked to Actions 21 & 22 (above) introduce the system developed as a result of the 2016-17 pilots to enable the progress of pupils to be tracked across KS3 using GCSE grades and which enables formative feedback to be given to KS3 pupils in relation to their GCSE skills and knowledge Success Criteria: New system in place from September 2017

Activity 23A: AHKS4 and volunteer HODs involved in pilot project to present findings to ADC and introduce plans for whole school introduction in Autumn term, 2017. AHKS4 to liaise with data manager to create new mark sheets in SIMs.

Year 2 By September, 2017.



AHKS4

Action 24. Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit Success Criteria: School's financial recovery plan will progress in 16/17 as required by plan

Action 24A: 1) Continue rigorous weekly budget headings monitoring

with Bursar

2) Pursue rolling programme of reviewing contracts and either exiting, or securing cheaper alternatives.

Year 1 Budget recovery plan remains on track

DHC/Bursar Meetings Core SLT Meetings ESLT Meetings Govs. RC Meetings


DHC

Action 25. Continue to work with the LA to ensure that the school makes the planned progress in relation to resolving its budget deficit Success Criteria: School's financial recovery plan will progress in 17/18 as required by plan

Action 25A: See above (24) Year 2 Budget recovery plan remains on track

DHC/Bursar Meetings Core SLT Meetings ESLT Meetings Govs. RC Meetings


DHC




Action 26. Continue to work in conjunction with the LA to develop plans for new school build and review and refine mission, core beliefs and identity of school Success Criteria: 1) All school based stakeholders to have had the opportunity to influence plans for the building. Plans to be approved by all stakeholders. 2) School staff to do everything possible to ensure new building delivered on time. 3) New school opens as planned in 2018-19

Action 26A: HT to ensure that all stakeholders have had the opportunity to influence plans for the new school

Year 3 SC 1 before the plans are finalised

SLT Meetings ADC Meeting PDC Meetings CT Meetings Govs. RC Meetings


HT

Action 26B: HT to ensure that school staff work effectively with the LA and other organisations as needed to enable the project to be successfully completed on schedule

Year 3 SC2 and SC3 ongoing throughout project

SLT Meetings ADC Meeting PDC Meetings CT Meetings Govs. RC Meetings


HT



Appendix 1: Current Estyn Recommendations for Improvement (ROI)

Estyn’s most recent visit was in June 2012, when they made the following recommendations for improvement:

Current Estyn Recommendations for Improvement (ERI’s)

ER1. Improve standards, particularly at Key Stage 4, and in English, maths and science Current Status: Currently addressed by: Priorities 1, 2, 3, 6, 10 and Actions 1, 2, 3, 4, 5, 8, 14, 19, 20, 21, 22, 23 Progress to date since June 2012: There has been a very significant and sustained improvement in standards at KS4, particularly in English, maths and science, since the 2011 outcomes that this ERI referred to

ER2. Continue to develop the level of challenge for more able pupils Current Status: Currently addressed by: Priorities 1, 2, 3 & 10 and Actions 1, 2, 3, 4, 8, 14, 19, 20, 21, 22, 23 Progress to date since June 2012: There has been a significant improvement in the percentage of pupils achieving A*A grades since the 2011 outcomes that this ERI refers. Although the 5A*A outcome in 2015 fell back somewhat from the highpoint established in 2014

ER3. Develop the progression of pupils skills across the curriculum Current Status: Currently addressed by: Priorities 3 & 6 and Actions 5 & 8 Progress to date since June 2012: The KS4 WBQ, Essential Skills Wales and ICT results show that significant and sustained progress has been made in this area since the 2011 outcomes that this ERI refers to



Appendix 2: Targets for 2016-17 Agreed with EAS

<Lisa please add when completed>

Croesyceiliog School Local Authority Report School Context

Croesyceiliog School is an 11 to 18 comprehensive school situated in Cwmbran in Torfaen County Borough Council. There are currently 1,547 learners on roll, including 227 in the sixth form (Sept. PLASC 2016). Most learners come from Croesyceiliog, Llanyrafon, Maendy and Pontnewydd, districts of the town of Cwmbran. However, a significant number apply from outside the catchment area and travel some distance to the school. In the current academic year, 11.2% of learners are entitled to free school meals, which is below the Welsh average for secondary schools. A total of 14.2% of learners are on the school’s special educational needs register. This figure is below the national figure for secondary schools. The percentage of learners with a statement of special educational needs is 0.9%. The current headteacher has been in post since September 2013. Last Estyn Inspection Report September 2012 Following an inspection in March 2011, the school was required to produce an action plan that showed how it would address the recommendations. Progress in addressing the recommendations was monitored by Estyn.

The school’s current performance Adequate

The school’s prospects for improvements Good

Key Question 1: How good are outcomes? Adequate

Standards Adequate

Wellbeing Good

Key Question 2: How good is provision? Good

Learning experiences Good

Teaching Adequate

Care, support and guidance Good

Learning environment Good

Key Question 3: How good are leadership and management? Good

Leadership Good

Improving quality Good

Partnership working Good

Resource management Adequate

Recommendations from the inspection: R1 Take steps to raise standards in science and other areas where there is relative under-performance; R2 Develop a more co-ordinated approach to improving the performance of identified groups of learners including boys; R3 Continue to develop strategies to improve attendance; R4 Promote the development of learners’ skills more consistently across the curriculum;

R5 Improve the quality of teaching to engage and increase the level of challenge for all pupils. Where is the school now? The school has recently been categorised as yellow (provisional until January 2017) again under the National School Categorisation. This means that the school is an effective school which:

has secured good levels of pupil outcomes in key performance indicators;

know, understand and take action to address most of the areas in need of improvement;

has many aspects of the school’s performance which are self-improving; and

seek tailored challenge and support and deploy this according to need. Sharon Davies Head of Learning Pennaeth Dysgu Torfaen County Borough Council/Cyngor Bwrdeistref Sirol Torfaen

Quality and Standardisation Group Grŵp Ansawdd a Safoni

NATIONAL TEMPLATE - Regional Standardisation of categorisation reports (F2) Challenge Adviser: Julian Doroszczuk Line Manager: Debbie Harteveld Date of meeting: 11.10.15 Time: NA Please sample no more than 3 reports from each Challenge Adviser (CA)

School Name Step 1 Draft Step 2 Draft Step 3 Exceptions applied

Croesyceiliog Comprehensive School

2 B Yellow No

To be completed by the Line Manager after quality assurance (QA);

School Name Step 1

Draft Step 2 (line manager to

record the agreed

provisional category)

Draft Step 3 (line manager to

record the agreed

provisional category)

Exceptions applied

(Yes or No)

Croesyceiliog Comprehensive School

2 B Yellow No

If there are more than 2 schools in the sample that are not judged to be accurate then a further 3 schools will need to be sampled. The judgements made for other schools that the CA has responsibility for will need to be considered in light of this feedback.

To be completed by the Line Manager;

Aspects to QA

Comments

Is the agreed template used?

Yes

Is the report concise, making clear judgements based upon the National Criteria?

Yes

Does the report follow the national guidance in arriving at the Step 3 judgement?

Yes, a wide and full range of evidence has been considered to make the judgements at step 2 and step 3. The evaluation at Step 2 is personal to the school and notes aspects of strength. The recommendations are very detailed and thorough.

Have any exceptions been applied to the school, if so, have these been applied in line with the guidance?

(list in here the rationale for applying the exceptions) No

If appropriate, has evidence of good practice been captured?

NA in this case.

When completed this information must be shared with the CA and this may form part of the sample for the Regional and National moderation processes.

National Categorisation School Report 2015 / 2016 (Provisional pending National Verification)

School: Croesyceiliog Comprehensive School

Region: EAS- Torfaen

Step 1 - Standards Category Based upon the National Categorisation for standards the school is judged to be: 2

School Context

The school has a consistent FSM population giving a three year average of 11.5% of pupils eligible for free school meals, meaning that the school is placed in the 2nd benchmarking group ( over 10% and up to 15%). Test data at KS3 is in line with teacher assessment and attendance for 2014/15 was reported as 94.4% with a targeted improvement to 95% for this academic year. Year 9 – Cohort of 271. One pupil represents 0.37%. There were 146 boys and 125 girls. Year 11 – Cohort of 254.One pupil represents 0.39%.There were 125 boys and 130 girls.

Key Strengths in attainment

At KS3 with very few exceptions (mathematics Level 6+) performance measures are above the family, LA and Wales average

The attainment of eFSM in 2014/15 in the the L2+ measure (three year weighted average) has increased from 38.1% to 40.3% and is therefore well above the National floor target of 30%.

In the Level 2 inclusive, Level 2, Level 1, Level 2 mathematics and Level 2 English 2015 outcomes are all above the LA and Wales average with the Level 2 and Level 1 measures demonstrating an increase in raw score performance.

Areas for further improvement

In most measures at KS4 the benchmark performance is below the median, the exception being Level 1 which falls exactly on the median

In most measures at KS4 (Level 1 being the exception) the outcomes are below the WG KS2 to KS4 Estimates of Performance based on both prior attainment (1) or contextual data (2B)

At KS3 the performance of the CSI and mathematics (at both Level 5+ and Level 6+) are below the benchmarked median, with mathematics being in quarter 4.

At KS3 the eFSM/nonFSM gap is of concern in the CSI and mathematics & English, in particular at L6+.

At KS3 the difference between the performance of boys and girls at L6+ English

Step 2 – Improvement Capacity The categorisation based upon evidence and discussion at Step 2 is B because;

Key strengths in Leadership and Teaching and Learning

The substantive head teacher is now back full time following a significant period of absence due to ill health. Leadership at all levels has a very clear, shared vision of high expectations around strategies for improved outcomes for all learners. They have clear roles and responsibilities and a very good understanding of their individual roles in evaluation and planning and how they fit into whole school processes.

Performance management and professional development make a strong contribution to improving practice and raising standards with every teachers’ objectives being set against specific pupil outcomes, including the excellent tracking programme for vulnerable learners, ‘the vital few’. Its impact is clearly evident in the rise in eFSM performance in KS4 outcomes. As a result, PDG/EiG planning and expenditure is appropriate and having the desired impact on standards of performance for vulnerable learners across all key stages in the school.

Governors are both supportive and challenging. The Chair of Governors knows the school well and has clearly identified its strengths and areas for improvement. They have been an integral part of challenging under performance and ensuring performance is strong for all groups of learners.

Self-evaluation is regular and thorough in nearly all areas, with the majority of leaders and staff making good use of performance data to identify strengths and areas for improvement with respect to the quality of teaching and learning and to inform schemes of learning and deployment of intervention strategies. Senior leaders understand and plan effectively for national and local priorities including the delivery of the new GCSE qualifications and future implementation of the Donaldson Report. As a result the quality of the school’s SER and SDP is good (utilising this year for the first time the new MySID program), meeting the new statutory guidelines and identifying the key areas for improvement.

Senior and middle leaders are taking increasing advantage of collaborative working opportunities and they are making an important contribution to capacity building and raising standards, a particular example of note is the schools work with EAS on raising the bar in English.

The school’s work scrutiny processes and accountability systems are increasingly effective and processes to track pupils’ progress are excellent in some areas although there are a few discrepancies in the progress towards targets data. As previously mentioned the ‘the vital few’ CSI tracking initiative is an excellent example of best practice. It mirrors the successful approaches in many schools in the read across the L2 inclusive measure at KS4, but by having the same rigour starting in Y7, it allows for very early intervention and the expected positive outcomes at KS4.The quality of the cluster moderation exercise was good with all levels agreed. All schools represented were able to present evidence for moderation at the appropriate levels.

The school sets appropriately challenging individual pupil targets. Targets are consistently at or above FFT D, but increasingly employ other data along with professional judgement. The overall quality of the school’s tracking processes is good as demonstrated by the close correlation between targets and external outcomes at KS4, however the significant discrepancy in Level 2 mathematics outcomes this year highlights the need for further development in a very few areas.

Systems to improve teaching and learning are well planned through a range of meetings and twilight CPD sessions. Rigorous quality assurance systems and a series of reviews make good use of progress data including book scrutiny and lesson observations and are generally successful in improving pedagogy and raising learning standards.


Although the overall quality of the cluster moderation was good, an area for further development is the attendance of a representative of the SLT from each school. Only Croesyceiliog Comprehensive failed to have a representative from the SLT, as recommended by the EAS. The school’s target setting and pupil tracking processes resulted in the school failing to meet its set target in the KS4 key performance indicator of Level 2 mathematics by 10.2 pp. This equates to 24 pupils. Further work on ensuring the accuracy of progress assessment data is required. Provision of additional ‘executive summaries’ of key issues and data sets to the governing body and its associated committees to allow for greater understanding and engagement of all governors. With particular reference to 21st Century School Planning, establish a closer working relationship between the HT, Chair and Vice Chair of Governors to deal effectively with the increased workload and sensitivity associated with the proposed new build. Continue to embed the innovative tracking strategies at KS3 to provide a bank of impact data with a view to sharing best practice with other schools.

Evidence scrutinised to make the judgement

Detailed data analysis at KS3 and KS4 core data sets including position against LA and family of schools, benchmarking, gender and groups of learners including FSM;

Target setting progress and the accuracy of individual pupil tracking/progress towards target data;

KS3 cluster moderation report;

Interviews with Head teacher, Data Manager, Head of English, Head of Mathematics, Head of Science, EAS Raising the Bar coordinator and Chair of Governors.

Outcomes from book scrutiny; and

A range pf planning documentation including SDP, SER, PDG.

Step 3 – Support Category The Overall Support category for the school is deemed to be; Yellow Exceptions

Exceptions have been applied: No

Categorisation Overview

The judgement at

Step 2 and the decision taken at Step 3 are provisional until National verification has been completed. This categorisation report will be shared with Governing Body after the National Verification meeting on: 7th December

Step 1 Step 2 Step 3 Exceptions applied

2 B

Yellow No

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SEWC Best Practice Case Study

CA Recommendation for SEWC Best Practice Case Study (Appendix 1)

School Name: Croesyceiliog School

Headteacher: Mr David Taylor

Number of Pupils: Age Range:

1563 11-18

Best Practice Case Study Title:

Effective Practice with Student Voice: a diagnostic tool for analysis of

progress regarding the quality of learning and teaching.

(The outcomes from these analyses, in addition to Lesson Observation

Analysis and Planning Analysis reports are the foundation of line management

discussions and annual departmental reviews with senior leadership and have

a clear link to staff performance management).

Context and Background:

The school has a consistent FSM population giving a three-year average of 11.5% of pupils eligible for free school meals, meaning that the school is placed in the 2nd benchmarking group (over 10% and up to 15%). Test data at KS3 is in line with teacher assessment and attendance for 2014/15 was reported as 94.4% with a targeted improvement to 95% for this academic year. Year 9 – Cohort of 271. One pupil represents 0.37%. There were 146 boys and 125 girls. Year 11 – Cohort of 254.One pupil represents 0.39%. There were 125 boys and 130 girls.

Strengths in attainment

At KS3 with very few exceptions (mathematics Level 6+) performance measures are above the family, LA and Wales average

The attainment of FSM in 2014/15 in the L2+ measure (three year weighted average) has increased from 38.1% to 40.3% and is therefore well above the National floor target of 30%.

In the Level 2 inclusive, Level 2, Level 1, Level 2 mathematics and Level 2 English 2015 outcomes are all above the LA and Wales average with the Level 2 and Level 1 measures demonstrating an increase in raw score performance.

In most measures at KS4 the benchmark performance is below the median, the exception being Level 1 which falls exactly on the median


In most measures at KS4 (Level 1 being the exception) the outcomes are below the WG KS2 to KS4 Estimates of Performance based on both prior attainment (1) or contextual data (2B)

At KS3 the performance of the CSI and mathematics (at both Level 5+ and Level 6+) are below the benchmarked median, with mathematics being in quarter 4.

At KS3 the FSM/ non FSM gap is of concern in the CSI and mathematics & English, in particular at L6+.

At KS3 the difference between the performance of boys and girls at L6+ English

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Self-evaluation is regular and thorough in nearly all areas, with the majority of leaders and staff making good use of performance data to identify strengths and areas for improvement with respect to the quality of teaching and learning and to inform schemes of learning and deployment of intervention strategies. Senior leaders understand and plan effectively for national and local priorities including the delivery of the new GCSE qualifications and future implementation of the Donaldson Report. As a result, the quality of the school’s SER and SDP is good (utilising this year for the first time the new MySID program), meeting the new statutory guidelines and identifying the key areas for improvement. The school’s work scrutiny processes and accountability systems are

increasingly effective and processes to track pupils’ progress are excellent in

some areas although there are a few discrepancies in the progress towards

targets data. As previously mentioned the ‘the vital few’ CSI tracking initiative is

an excellent example of best practice. It mirrors the successful approaches in

many schools in the read across the L2 inclusive measure at KS4, but by

having the same rigour starting in Y7, it allows for very early intervention and

the expected positive outcomes at KS4.

Nature of strategy or activity identified as best practice:

The school senior leadership produces an annual Staff Handbook for Teachers that includes under Section B – Dates a complete annual schedule regarding meetings, twilight INSET sessions, progress reports to parents, internal and external examinations, performance management details and all self-evaluation/assessment dates, including the Pupil Work Survey Analysis (PWSA) and Pupil Voice Analysis (PVA) activities for all years. On the published dates, a team of senior leaders will carry out the activity regarding the identified year group, each time completing a proforma that is then used by the Head teacher to produce the respective report. Methodology (PWSA) The survey evaluates the work in pupils’ books, files and folders against a standard set of features (the statements listed in the following table) which, if present, would indicate/support effective teaching and learning, including assessment for learning, as well as the WAG initiatives of LNF at KS3 (including general support for literacy and numeracy at KS4) and Curriculum Cymreig. 30 pupils are randomly selected from the year group consisting of 15 boys, 15 girls and a spread of abilities. These pupils are identified the afternoon before the work survey and asked to provide all of their books, files and folders by 9.00am the following day. The work from each department is evaluated against each of the statements listed in the following table

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. The survey team determined, based on the evidence available in the pupils’ work, whether each of the statements was:

Strongly evident within the sample (Green – 2 points)

Partly evident but further development and/or consolidation is needed (Amber – 1 point)

Largely not evident and in need of being introduced (Red – 0 points) Methodology (PVA) The survey is based on the Estyn Pupil Questionnaire, used by Estyn during their school inspections, with some additional questions mainly relating to AFL (Assessment for Learning). A group of 50 pupils from the year group (approximately 20% of the year group, as also used by Estyn) were randomly selected from all abilities and Tutor Groups. At the start of the session a member of staff goes through the statements in the survey to explain each question, to clarify terms such as peer and self-assessment and to stress and explain the importance of completing the survey carefully and sensibly. Pupils are given the opportunity to ask questions to clarify any misunderstandings. The pupils complete the survey for all subjects on-line in a single session. SEN pupils are able to complete the survey comfortably within an hour with the support of the staff supervising the session. For each of the statements in the survey the scores indicated in this report represent the percentage of pupils in the group who agreed with the statement ‘All of the time’ or ‘Most of the time’ (in contrast to ‘Sometimes’ or ‘Never’). The table below shows the 13 statements (S1 to S13) that pupils were asked to respond to in the Estyn style by indicating whether they agreed with each statement ‘All of the time’, ‘Most of the time’, ‘Sometimes’ or ‘Never’. Statements S1 to S7 are the seven statements used by Estyn in their Pupil Questionnaire. Statements S8 to S12 are concerned with pupils’ perceptions in relation to the effectiveness of Assessment for Learning (AFL), which research (e.g. by the influential Sutton Trust) has demonstrated to have the greatest impact on improving pupil outcomes.

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Evidence scrutinised was in the form of:

Pupil Work Survey Analysis (PWSA) reports; and

Pupil Voice Analysis (PVA) reports.

Impact on provision and learners’ standards

See embedded documents above for full, detailed impact analysis. The reports are the evidence base for agreeing with middle leaders specific AFDs or Areas for Development in their respective areas of responsibility. These are then subsequently monitored and evaluated for impact by senior leaders. There is strong progress across the school towards a network of self-improving departments who are increasingly reliant on each other for sharing best practice and reducing in-school variation. As a consequence, distributed leadership pervades all levels in the school. Quantifiable impact is demonstrable from one survey to the next in terms of: Good Practice Scores (GPS), which is the total score achieved by each subject across all of its relevant statements, given as a % of the total available. Scores greater or less than the school average by at least 5 percentage points are considered to be significantly above or below (respectively) the school average. The outcomes contained in the report are presented in a written executive summary and in a graphical format that clearly demonstrates positive impact on the quality and consistency of learning and teaching within all departments along with specific aspects of the lesson as an overall numerical value. See screenshots below for actual figures.

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How is the school willing to share best practice?

The school has already shared the system and documentation with Caerleon Comprehensive School following a Challenge Adviser brokered visit by the AHT with responsibility for data, tracking and assessment.

Challenge Adviser Julian Doroszczuk

Date of Endorsement 29 April 2016

Recommendation shared with Headteacher

Discussed and agreed on 29 April 2016

PCA Endorsement

PCA Julian Doroszczuk

Date of Endorsement 29.April 2016

Documents

SCHOOL STANDARDS MONITORING SUB COMMITTEE (OF …moderngov.torfaen.gov.uk/documents/s14300/Croesyceiliog v1.pdf · school standards monitoring sub committee (of the learning communities