Welcome to KS4 2017 – 2018 September 2017 Presenters: Mrs Cartwright Mr Taylor Mr Lloyd-Jones
This evening’s Aims Chenderit’s vision and key priorities for 2017-2020 Ofsted and our next steps Staff, parent and student voice 2016-2017 Curriculum matters Pastoral matters Questions
Whole school objectives 2017 - 2020 Our Vision: To pursue excellence academically and in all other spheres of school life. Whole school objectives 2017 - 2020
1. To improve the quality of Leadership and Management at all levels. For leaders at all levels and governors to ensure that more and most able students, including those who are disadvantaged, are more consistently challenged by their work and know how to achieve the highest grades To ensure leaders at all levels and governors improve the PSHE and tutor time programmes, ensuring these are cohesive and well-taught and delivered across the school For leaders at all levels and governors to build on developments to improve engagement and information sharing with parents so that all parents know who to approach with any issues they have and are confident in the school’s systems for dealing with bullying and safeguarding issues.
2. To improve the quality of Teaching & Learning (curriculum) To plan (and adapt plans) effectively for class and homework, using prior learning and on-going Assessment for Learning (AfL – especially differentiation through feedback and questioning), so that all groups of students including the more and most able students, particularly those who are disadvantaged, are more consistently challenged by their work To secure good progress for all groups of students but especially the more and most able students, including those who are disadvantaged, by ensuring they know how to achieve the highest grades To improve marking, assessment and feedback, ensuring that students’ engagement and responses lead to faster progress for all groups of students especially the more and most able students, including those who are disadvantaged.
2. To improve the quality of Teaching and Learning (Guidance/PSHE) To plan and implement effective and cohesive tutorial and PSHE programmes, that are consistently well taught and delivered by all staff To identify potential underachievement (e.g. of boys, more and most able and DP students) early and put in place interventions plans that lead to good progress
3. To improve the quality of Behaviour for Learning (Curriculum) To set high expectations which inspire, motivate and challenge students (Teachers’ Standard 1) To manage behaviour effectively to ensure a good and safe learning environment (Teachers’ Standard 7)
Why these objectives? Ofsted 2017 – Good Next steps for the school Leaders and those responsible for governance should ensure that: the most able pupils, including those who are disadvantaged, are more consistently challenged by their work and know how to achieve the highest grades PSHE is consistently well taught and delivered across school, and tutorial time is used well they build on developments to improve engagement and information sharing with parents so that all parents know who to approach with any issues they have and are confident in the school’s systems for dealing with bullying and safeguarding issues.
Our strengths “The leadership team has maintained the good quality of education in the school since the last inspection. You have an unwavering focus on high standards. The school has a calm and purposeful feel. You have successfully addressed the areas for improvement identified in the previous inspection report. The quality of teaching, learning and assessment is now more consistent across the school. Staff consistently follow the school’s assessment policy to provide useful feedback to pupils. Pupils told us that they find this helpful, because they know how well they are doing in different subjects.”
What did ofsted say about our students, your children? “Pupils are keen to learn and do their best. Pupils are confident, friendly and engage well with visitors. They describe their school as ‘close knit’ and a ‘friendly community’. They benefit from opportunities to take part in extra-curricular activities, such as debating, sport and drama, which play a significant role in developing their confidence. The school is renowned for the quality of pupils’ art work and the gallery is an important, well-regarded feature.”
What did ofsted say about Our support of students? “The school’s pastoral team provides effective support to pupils who, for whatever reason, need some extra support or a listening ear. The vast majority of pupils we spoke with believed that bullying was rare and that it was dealt with effectively; a small minority disagreed.”
Other good news: Student survey 32/40 questions (i.e. 80% of questions) have a positive trend Some very pleasing improvements over the three years, for example: Homework is seen far more positively, perhaps as a result of SMHW Behaviour (positive and negative) is more fairly administered Staff listening to students is showing a significant improvement In total, 13 questions have improved significantly
Student Survey – some examples… % agree or tend to agree My parents encourage me to work hard and achieve my school targets 93 I can access technology and books easily at home, to support my studies 88 My teachers expect me to work hard, and encourage me to do my best 92 I have not been bullied at school by other pupils 78 When I am using web technology at school, appropriate safeguards are in place to protect me 85 When I started at this school, teachers and other pupils helped me settle in quickly At this school, we learn about different races, religions and cultures 81 Overall, I believe I am making good progress at school 82 This school teaches me about the dangers of alcohol/drug/solvent abuse 80 I am satisfied that my homework provides me with appropriate challenge I have the opportunity to take part in extra-curricular social and sporting events at school I am proud of my achievements and progress to date at this school I can normally complete all my homework in the allocated time This school provides me with a good choice of subjects to study This school is a safe and secure place to attend I understand my assessments and how they link to my targets and exams, for each subject My parents review and talk to me about my homework 70 I have good opportunities to take part in music, arts and craft activities at school 73
Other good news: parent survey Average % agree or strongly agree 1. My child is happy at school 89% 2. My child feels safe at this school 94% 3. My child makes good progress at this school 91% 4. My child is well looked after at this school 5. My child is well taught at this school 88% 6. My child receives appropriate homework for their age 7. This school makes sure its pupils are well behaved 78% 8. This school deals effectively with bullying 71% 9. This school is well led and managed 85% 10. This school responds well to any concerns I raise 84% 11. I receive valuable information from the school about my child's progress 92% 87% Average % agree or strongly agree (exc blanks and don't know) 89% 94% 91% 88% 78% 71% 85% 84% 92% 87%
Other good news: staff survey Overall % agree or strongly agree (Oct 16) I am proud to be a member of staff at this school 98% Children are safe at this school. 100% Behaviour is good in this school 80% The school deals with any cases of bullying effectively (bullying includes persistent name-calling, cyber, racist and homophobic bullying) 90% Leaders do all they can to improve teaching 89% The school makes appropriate provision for my professional development 81% The school successfully meets the differing needs of individual pupils 88% I know what we are trying to achieve as a school 95% All staff consistently apply school policies 64% The school is well led and managed 91% Average % agree or strongly agree 85%
Mr Taylor Curriculum Mr Taylor
The National Picture We are now part way through radical change to the secondary curriculum and assessment: New A level courses were assessed for the first time in some subjects this July – others to follow New maths and English GCSE were sat for the first time – with new, 9 – 1 gradings. Other GCSE subjects will follow
Increased demands at the end of KS4 Students will sit more exams There will be less coursework For English GCSE students will be expected to read and analyse quite complex and quite long texts – for example Dickens In maths, the material is more demanding, and students have to apply their knowledge Students will need to learn and recall much more information
Maths and English GCSE in 2017 Many schools and commentators were worried and predicted “turmoil” in terms of the exams this year Because there is less coursework there will be more chance of unexpected results – exam performance is less predictable However, many schools, parents and students have been delighted by student success – for example the grade 9 and grade 8s we achieved in English and maths
How do we prepare for these new and more demanding GCSEs? The three-year KS4 allows students more time to acquire knowledge, deepen their understanding and practice assessment Ofsted spoke to year 9 students and they were positive about their new courses Our student survey results support this Teachers have been very impressed by the quality of GCSE work produced by year 9 students last year
Rising expectations throughout the school Ever since the changes to the curriculum were announced (alongside the phasing out of the national curriculum and the use of levels for assessment) we have been working on our new forms of assessment and schemes of work Our aim is to build on the more demanding primary curriculum and expect more in KS3 – for students of all levels of ability
Sharing examples of good work To help students succeed we want to share examples of good work – from the exam boards, or from past or present students It will take us time to build up these resources We refer to them as “What a good one looks like” or Wagolls Our aim is that every student will be able to ask to see an example of what they are aiming for Some of this I hope to share with parents too – taking care to avoid the dangers of plagiarism or slavish imitation
Revised assessment Last year we started using our new assessment model – to give students a sense of what a good target for them might be: we are not all, realistically, working towards grade 9: what is a reasonable, challenging target for us? We devised an assessment model… … and individual key stage 4 targets
Our assessment model
KS4 targets Each student in KS3 and 4 has one target for maths and one for all their other subjects based on their KS2 score
These targets are based on the best data we had available last year They are aspirational: if 30% or more of students achieved a certain grade, based on their KS2 scores that was the grade we chose for the target. From about November onwards we will start to get national data that will help us look at these targets and, if necessary, amend them slightly.
How can we help our students Build good habits? Students have a wealth of information available School websites Exam board websites Revision and general websites – on Shakespeare, Victorian novels…. Students need to be well-organised, to access and manage all the information available
Skills students need Reading and writing at a high level Effective record-keeping; organising their work Revision skills Applying their knowledge, skills and understanding in unfamiliar contexts Working under pressure, on their own
How can parents Help? Look at books and ask your son or daughter to talk about their work Expect and encourage well-organised, well-presented work. Encourage good study habits over time – not the “It’s only a practice, it doesn’t matter” approach Build resilience by praising effort and ability to cope with difficulties. Encouraging reading: fiction, non-fiction, journalism – in books, online…
What should my son or Daughter be reading? As much as possible Reading that builds stamina A variety of fiction and non-fiction Something build on an interest – if they love sport then literature about sport… Some classics
Where can I find recommendations?
Recommendations (2)
Year 9 reading list
Year 10 and 11 reading list
Presentation of exercise books Books are well organised and neat The back is as tidy as the front Curriculum maps etc stuck in Spelling page at the back Each piece has the classwork or homework, date and title Why have a title? Students worry without them It should be possible to find work for revision purposes
Please feel confident to be proactive If the work your son or daughter is doing is not of the standard we should expect from them – get them to do it again, writing a note to the teacher if necessary.
What to so if your son or daughter is stuck? (1) Build good learning habits: If they are really working hard, praise their perseverance. Remind them that some things are tough – but persistence pays off. Try to build good learning strategies, by saying things like: Have you done anything like this before? What strategies did you use then? Is there anything in your book (or online – eg MyMaths) that can help?
What to so if your son or daughter is stuck? (2) Build good learning habits: Let’s read the question carefully again. Have we missed anything? Let’s write out what we know – setting it out clearly. If you were to ask the teacher, what specific question would you ask?
What to so if your son or daughter is stuck? You will know if they are trying hard and are genuinely stuck. If they are genuinely struggling please write a note in the exercise book, for example: “Dear Ms X, Sam has tried to do this work, but after 20 minutes …”
I have found this book a help!
Mr Lloyd-Jones Deputy Headteacher Behaviour
Partnership “For school aged children, two kinds of parental behaviour are shown to have really positive associations with children’s school outcomes: Home-school partnership and Parental engagement in children’s academic activities.”
The benefits It is easier for young people to learn when they get encouragement at home They do attain and achieve more when their parents are involved Young people get access to more activities in and out of school when there are more adults to help Any concerns in the school environment can be addressed more easily when parents and schools work together They are happier when their parents are enjoying events at school Parents have more information about their children's education Parents can contribute to school improvement and an enhanced curriculum as they understand it more Young people’s attainment and behaviour improve when parents re involved in their learning
At Chenderit School Achievement and Reward 5:1 ratio between Achievement and BfL logs. “Over and above” and praise. A positive culture of learning. Weekly reporting to each child of their achievements and BfL logs for reference (published on student reports) Rewards for those doing well. Staff sharing concerns for too many BfL logs (initially with the tutor) New Detention system –piloted, now introduced.
‘This is How we do it At Chenderit School’ How our staff speak to our students, our expectations. Builds consistency Builds expectations Together it builds partnership AIM HIGH / WORK HARD / BE NICE
BEING NICE Ofsted highlighted bullying Work to be done by all parties Students to be more effective in reporting / understanding Staff fully communicating with parents and students Parents in understanding - Bullying, Banter, Taunting Bullying- “the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online” Banter- “the playful and friendly exchange of teasing remarks” Taunting - “to intentionally make a person angry by saying or doing things to annoy them”
Chenderit school We have raised the profile of reporting and acting upon bullying BFL policy up-dated – examples being Supporting students to report earlier Supporting staff to communicate the complete picture Introduction of new software to aid the recording and communication –(identifies patterns and persistence)
Child protection and safeguarding Communication is key Who to report to Where to get support Chenderit School website
Safeguarding and Child protection at chenderit Roddy Lloyd-Jones Deputy Headteacher - DSL Jan Hooper Inclusion Team / Deputy DSL Safeguarding, Student Welfare & Parent Support Managers Allison Smith Contact can be made through the school switchboard – email addresses are on the school website
Parental communication Who best to refer to… SUPPORT Attendance Medical SENDCO Inclusion team Exams Reporting Associated Leadership Team PASTORAL WELLBEING Form Tutor – first instance Head of Learning Inclusion Team Associated Leadership Team Yr Deputy Headteacher SUBJECT Subject Teacher Head/Deputy of Department Associated Leadership Team Assistant Headteacher Curric
School website -
CAMHS LIVE
Child protection and safeguarding Safeguarding is EVERYONE’S reponsibility FLOW CHART FOR RAISING SAGEGUARDING CONCERNS ABOUT A CHILD Child protection and safeguarding If you have an urgent safeguarding concern about a child eg: If a child is in immediate danger Contact the Multi Agency Safeguarding Hub: 0300 126 1000 Option 1 Option 3 Contact the police: 999 / 101 OR fire / ambulance: 999 If you have a non urgent safeguarding concern and would like to talk to someone Contact the safeguarding team at Chenderit School Designated safeguarding staff: Roddy Lloyd Jones Jan Hooper Allison Smith 01295 711567 mob: 07866284698 If you have a concern or would like some advice about a childs mental health Visit: www.nhft.nhs.uk/camhslive Contact the school nurse team: 01280 704336
Thank you Any questions?