1. Welcome to KS4 2017 – 2018 September 2017
Presenters:
Mrs Cartwright
Mr Taylor
Mr Lloyd-Jones

2. This evening’s Aims
Chenderit’s vision and key priorities for
Ofsted and our next steps
Staff, parent and student voice
Curriculum matters
Pastoral matters
Questions

3. Whole school objectives 2017 - 2020
Our Vision: To pursue excellence academically and in all other spheres of school life.
Whole school objectives

4. 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.

5. 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.

6. 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

7. 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)

8. 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.

9. 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.”

10. 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.”

11. 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.”

12. 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

13.  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

14. 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%

15. 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%

16. Mr Taylor Curriculum
Mr Taylor

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. Our assessment model

25. 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

26. 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.

27. 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

28. 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

29. 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…

30. 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

31. Where can I find recommendations?

32. Recommendations (2)

33. Year 9 reading list

34. Year 10 and 11 reading list

35. 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

36. 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.

37. 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?

38. 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?

39. 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 …”

40. I have found this book a help!

41. Mr Lloyd-Jones Deputy Headteacher Behaviour

42. 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.”

43. 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

44. 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.

45. ‘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

46. 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”

47. 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)

48. Child protection and safeguarding
Communication is key
Who to report to
Where to get support
Chenderit School website

49. 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 – addresses are on the school website

50. 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

51. School website -

52. CAMHS LIVE

53. 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:
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
mob:
If you have a concern or would like some advice about a childs mental health
Visit:
Contact the school nurse team:

54. Thank you
Any questions?