Queen Elizabeth High School Information Evening

Key Indicator Change % of students achieving 5+ A*-C grades including English & Maths 69%76%7% % of GCSE entries graded A*/A35%36%1% % of students achieving A*-C in English Language 78%84%6% % of students making 3+ levels of progress in English since KS2 SATs 78%87%9% % of students achieving A*-C in Maths79%88%9% % of students making 3+ levels of progress in Maths since KS2 SATs 82%89%7% Queen Elizabeth High School: GCSE Results – 2013 and 2014

Key Stage 2 Average Level (Maths/English/Scie nce) GCSE Average Points Score at end of Y11 (Best 8 subjects) 2013 Ranking of 307 north- east schools in 2013 GCSE Average Points Score at end of Y11 (Best 8 subjects) 2014 Average Level 3 or below 2008th199 Average Level th301 Average Level 54027th406 Queen Elizabeth High School: GCSE Results – 2013 and 2014

SchoolTypeAPS Yarm SchoolIndependent1076 Royal Grammar SchoolIndependent951 Central High SchoolIndependent950 Dame Allan’sIndependent946 St Anthony’s Girls’ SchoolVoluntary Aided936 Durham JohnsonCommunity Comp917 The Hermitage AcademyAcademy910 Carmel Catholic AcademyAcademy893 Queen Elizabeth High SchoolCommunity Comp other schoolsVariousLess than 880 Highest Performing Sixth Forms (16-19 year olds) in the North East – 197 Schools Average Points Score Per A Level Student (Academic) DFE School Performance Tables 2013

Key Indicator Change A Level – Average Points Score per student % A Level – Average Points Score per entry % A Level - % of entries achieving A*-B grades52%55%3% AS Level – Pass Rate94%96%2% AS Level - % of entries achieving A-B grades39%53%14% Queen Elizabeth High School: AS and A Level Results – 2013 and 2014

TARGET-SETTING

TermEventProgress checks Half Term 1Assessment week – w/c 20 th OctoberYes Half Term 2Parents’ evenings – w/c 17 th and 24 th NovYes Christmas Half Term 3Assessment week – w/c 5 th Jan Written report – w/c 9 th Feb Options brochure issued – w/c 9 th Feb Yes Half Term 4Options evening – w/c 24 th Feb Options interviews – w/c 2 nd and 9 th Mar Easter Half Term 5Data/assessment report – w/c 18 th MayYes Half Term 6Start Year 10 Key Events: Year 9 (2014/15)

TermEventProgress checks Half Term 1Data/progress report – w/c 20 th OctoberYes Half Term 2Assessment week – w/c 17 th NovemberYes Christmas Half Term 3Written report – w/c 19 th JanYes Half Term 4 Easter Half Term 5Assessment week – w/c 13 th April Parents’ evenings – w/c 27 th Apr & 4 th May Yes Half Term 6Start Year 11 Assessment week – w/c 22 nd June Data/progress report – w/c 13 th July Yes Key Events: Year 10 (2014/15)

TermEventProgress checks Half Term 1iGCSE English mock for some-w/c 22 nd Sept Written report – w/c 20 th Oct Sixth form prospectus issued–w/c 20 th Oct Yes Half Term 2iGCSE English exam for some – w/c 3 rd Nov 6 th form open evening – 11 th Nov Assessment week – w/c 8 th Dec Yes Christmas Half Term 3Data/progress report – w/c 19 th Jan Sixth form taster day – w/c 26 th Jan Parents’ evenings – w/c 2 nd and 9 th Feb Sixth form interviews – w/c 2 nd and 9 th Feb Yes Half Term 4Mock exam week – w/c 2 nd March Mock results & data published-w/c 23 rd MarYes Easter Half Term 5&6GCSE Exams Key Events: Year 11 (2014/15)

Teaching and Learning at QEHS QEHS lessons are characterised by  Prompt and engaging openings  Tasks that will stretch and challenge each individual  An expectation that classroom speaking and listening will be high quality  A sense of enjoyment and engagement  Opportunities to make swift and purposeful progress QEHS learners are  Building their confidence, resilience and resourcefulness through their work in class  Learning collaboratively with their peers  Developing their communication, literacy and numeracy skills  Expected to become independent enough to take their learning outside of the classroom

Teaching and Learning at QEHS Support from home with teaching and learning  Checking h/w, shared h/w, taking an interest in the range of subjects  Making sure that there is an appropriate learning space  Helping with routines for h/w, exam or controlled assessment revision  Reading support – availability of texts, reading with, demonstrating reading for pleasure  Working with us to develop engagement and manage stress

QEHS – we care for our students

We want our students to :  Enjoy school and be successful and happy  Feel safe  Feel that adults in school care about them  Feel supported  Feel like they belong in school and there is a sense of community  Feel listened to if they have a concern  Feel our expectations of them are high in everything they do Pastoral Care at QEHS

We care about:  Attendance  Punctuality  Attitudes to learning  Behaviour  Uniform  Success and happiness High Expectations and working in partnership with parents

 The pastoral team is a co located team with the primary function of working collaboratively to raise student achievement, support students and reduce barriers to learning  Staff include : admin staff, tutors, mentors, Pastoral Leaders, Assistant Head and Senior Deputy Head  We use a multi agency approach to ensure we address the numerous issues that may face young people The Pastoral Team