Whitecross School Parents’ Meeting 8 th November 2011

Who is attending this meeting Parents/carers Senior Leadership Staff School Governors Local Authority Representatives: Sandra Shepherd Maria Wells

Purpose of this meeting Explain what ‘Special Measures’ means Discuss what needs to be addressed by the school Plan of Action: Already achieved Future plans Answer questions

What is ‘Special Measures ’ A judgement made by Ofsted when it judges that a school is failing to provide an acceptable level of education Schools have two years to make the necessary improvements Six HMI visits to monitor progress Significant external support from Local Authority and elsewhere How long have we known?

Targets Our target is to have special measures removed at visit three Ambitious but achievable; other schools have achieved this Other schools have gone from ‘Special Measures’ to ‘outstanding’ in two years We have a great deal in our favour: the issue is not behaviour/attendance lots of strengths (identified by Ofsted)

Strengths Extent to which students feel safe Behaviour Extent to which students adopt healthy lifestyles Contribution to the wider community Attendance Students’ moral, social cultural development Safeguarding Community cohesion Curriculum Care, guidance and support Governance

Strengths “Most parents indicated that they are happy with the education that the school provides and believe that it is well led and that their children enjoy school” parental questionnaire “Most of you told us that you really enjoy school and that you feel safe. You also said that you feel that the headteacher and senior staff do a good job, that adults care about you and are interested in your views.” student questionnaire

What is wrong? Student achievement below national average (W/X: 66%/45% v national 69%/50%) Student progress in lessons below national average why? Wide variation in provision e.g. quality of teaching and learning and support for SEN Ineffective assessment – marking, feedback, inaccurate levels/grades/predictions Lack of leadership capacity (team too small) – inaccurate monitoring and evaluation; only partially effective interventions; too slow

What have we got to do to improve? Pages 5 & 6 of report

1 Improve the effectiveness and consistency of leaders and managers by: (i) embedding ambition and motivating teachers to improve the quality of their teaching, and providing appropriate professional development to support them (ii) developing the skills and accountability of all middle managers, so they model the best classroom practice and can provide effective coaching for others (iii) ensuring both senior and middle leaders are involved in a rigorous and robust system for monitoring and evaluating the quality of teaching and learning and then planning for improvement (iv) developing procedures to ensure that assessment data and estimates of future performance are accurate.

2 Improve the quality of teaching and learning in order to raise students’ attainment and accelerate the rate at which they make progress by: (i) encouraging teachers to have high expectations of what students can achieve and to use data effectively so work is accurately pitched to challenge students of all abilities (ii) ensuring that provision for students with special educational needs and/or disabilities allows them to thrive in their learning (iii) providing students with clear guidance about how to succeed in each lesson and with prompt, regular and informative feedback so they can improve their work.

What have we done so far? Worked closely with Local authority to produce compulsory action plan for HMI to demonstrate how we are going to address issues Plan already approved by HMI Worked closely with LA to broker support and monitor progress to date/check accuracy of new data Leadership team increased by 50% - two members of staff identified by Ofsted as outstanding have been appointed

What have we done so far/what are we doing? Introduced training for all teaching and learning staff: ‘satisfactory’ to ‘good’ and ‘good’ to ‘outstanding’ Assessment: marking, feedback etc Introduced a teaching and learning handbook for all teaching staff – consistency Introduced permanent lesson observation drop-ins by SLT; unannounced and wide ranging. Close monitoring of performance Scrapped departmental review structure; replaced with Ofsted style reviews Introduced weekly, random book scrutiny by SLT and middle leadership to ensure consistency and quality of marking and assessment Introduced an Outstanding Practice Group to support subject areas most in need of improving student progress

What have we done so far/what are we doing? Introduction of minimum level of information in all exercise books: current level/grade; target level/grade and marking comments of “what went well; what next” Middle management training delivered by external consultancy Coaching for all middle leaders; support from outstanding departments from other schools Introduction of Pixl consultancy – provides leadership consultancy and accurate levelling/grading process Introduction of new baseline assessment process for all students to provide accurate data Introduced literacy and numeracy lessons for

What have we done so far/what are we doing? Introduction of student leadership team to monitor/feedback progress alongside senior leadership and external monitoring Senior and middle leadership undertake joint lesson observations to ensure accuracy of judgements Appointed a new SENCo (Special Educational Needs Coordinator) Currently working with a SEN consultant to tackle underachievement in SEN Implementing relevant staffing changes including new appointments The Raising Attainment Plan (RAP) will be published on the website for everyone to see in more detail, to provide opportunities for feedback and so that everyone can monitor progress

What about current year 11 Strong focus of SLT lesson observations on year 11 lessons 5 A-C concern students being withdrawn from some areas to increase core subject time Maths early entry followed by additional English lessons Subject booster classes after school MAPPS – Monitoring Academic Progress Plans for students in English, Maths, Science and ICT to ensure success Very detailed data monitoring to ensure students don’t slip; early contact with parents

What next Work closely with LA to ensure progress Implement strategies in RAP effectively Monitor progress closely and take action robustly where progress is too slow Communicate regularly with parents/carers regarding progress/developments Involve all stakeholders – “what can I do?” Ensure that we leave special measures and secure a longer term judgement of ‘outstanding’. Ensure improvements are sustainable