1. Thursday 13th September 2018 Patrick Cozier Headteacher
HWS PSA Meeting
Thursday 13th September 2018
Patrick Cozier
Headteacher

2. What I Will Cover This Evening
Exam Results
Uniform Issues at the Start of Term (& Behaviour Focus in General)
School Development Plan Priorities 2018/19

3. Firstly, a reminder…

4. 2018 GCSE Exam Results & Headlines (With some historical context)
2017
2016
2015
E & M (4+)
67%
65%
70%
68%
E & M (5+)
48%
49%
N/A
5+ A*-C (EM)
63%
69%
64%
5+ A*-C
71%
77%
74%
5+ A and above
26%
25%
32%
28%
Some improvements on last year, but overall a similar set of results to previous years

5. Projected Progress 8 Score
GCSE Progress 8
This has been calculated from a sample of over 1500 schools [FFT]. It’s another estimate
This has been calculated from a sample of 504 schools [4Matrix]. We do not know the official score yet
Projected Progress 8 Score
+0.2
+0.33
Attainment 8
4.9
Average Grade
5.1

6. Recent Progress Trend
Year
2013
2014
2015
2016
2017
2018
Progress Measure
Value Added
Progress 8
Score
1014.1
1014.6
1022.7
+0.25
+0.26
+0.2 to +0.33*
% Rank
Top 25%
Top 29%
Top 18%
Top 24% ??
We have been significantly above the national average for progress for the last 6 years… we are very proud of this!

7. GCSE – Subject Performance
Residuals
Residual analysis is an important indicator of departmental performance. It looks at how departments have performed within the school compared to other subjects
At HWS we use Residual vs National as one of our key indicators – this takes into additional account the differences in student outcomes on a national scale – e.g. the fact that students typically get higher grades in some subjects over others
However, the following data is based on last year’s national results hence these are estimates only at this stage

8. GCSE – Subject Performance
Internal HWS Residuals (last year equivalent in brackets)
Drama = (+0.76)
Food Technology = (+0.38)
Media Studies = (+1.06)
Art = (+0.07)
History = (+0.30)
Computer Science = (-0.62)
Music = (+0.34)
Geography = (-0.27)
Maths = (+0.17)
English Language = (+0.08)

9. GCSE – Subject Performance
Internal HWS Residuals (last year equivalent in brackets)
Drama = (+0.76)
Food Technology = (+0.38)
Media Studies = (+1.06)
Art = (+0.07)
History = (+0.30)
Computer Science = (-0.62)
Music = (+0.34)
Geography = (-0.27)
Maths = (+0.17)
English Language = (+0.08)

10. GCSE – Subject Performance
Improved Subject Performance
Computer Science A*-Cs/9-4s up by 26.9%
Food Technology A*-Cs/9-4s up by 9.7%
Textiles A*-Cs/9-4s up by 6.7%
English Language A*-Cs/9-4s up by 5.8%
Art A*-Cs/9-4s up by 4.2%
French A*-Cs/9-4s up by 3.3%

11. GCSE – Analysis of Groups – Progress
 FFT Figures
Whole Cohort
Boys
Girls
Pupil Premium
Non-PP
SEN
Forecast Progress 8
+0.33
+0.01
+0.65
-0.22
+0.69
+0.10

12. GCSE – Analysis of Groups – Progress
FFT Figures 
Whole Cohort
Boys
Girls
Pupil Premium
Non-PP
SEN
Forecast Progress 8
+0.33
+0.01
+0.65
-0.22
+0.69
+0.10
National Figure for State Funded Schools
2017
-0.06
-0.24
+0.18
-0.33
+0.11
-0.03

13. GCSE – Analysis of Groups – Progress
 FFT Figures
Whole Cohort
Boys
Girls
Pupil Premium
Non-PP
SEN
Forecast Progress 8
+0.33
+0.01
+0.65
-0.22
+0.69
+0.10
National Figure for State Funded Schools
2017
-0.06
-0.24
+0.18
-0.33
+0.11
-0.03
Difference
+0.39
+0.25
+0.47
+0.58
+0.13

14. GCSE – Analysis of Groups – Progress
Prior Attainment on Entry
 FFT
Whole Cohort
Lower Attainers
Middle Attainers
Higher Attainers
Forecast Progress 8
+0.33
-0.06
+0.00
+0.73

15. GCSE – Analysis of Groups – Progress
Prior Attainment on Entry
 FFT
Whole Cohort
Lower Attainers
Middle Attainers
Higher Attainers
Forecast Progress 8
+0.33
-0.06
+0.00
+0.73
National Figure for State Funded Schools
2017
-0.17
-0.02
0.00

16. GCSE – Analysis of Groups – Progress
Prior Attainment on Entry
 FFT
Whole Cohort
Lower Attainers
Middle Attainers
Higher Attainers
Forecast Progress 8
+0.33
-0.06
+0.00
+0.73
National Figure for State Funded Schools
2017
-0.17
-0.02
0.00
Difference
+0.39
+0.11
+0.02

17. Year 13 Results – A level & Equivalent
2010
2011
2012
2013
2014
2015
2016
2017
2018
%A-C
71%
78%
83%
90%
87%
%A-E
98%
97%
100%
99%

18. A Level – Subject Performance
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%
Outstanding Student Progress
(ALPS Scores)
Drama = ALPS 2 (11 students)
Gov. & Politics = ALPS 2 (16 students)
Music Tech. = ALPS 2 (5 students)

19. A Level – Subject Performance
Improved Subject Performance
Drama – From ALPS 6 to ALPS 2
Psychology – From ALPS 6 to ALPS 4
Economics – From ALPS 7 to ALPS 5
English Language – From ALPS 8 to ALPS 6
Music Tech. – From ALPS 3 to ALPS 2
Art – From ALPS 5 to ALPS 4
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%

20. A Level – Subject Performance
Sustained High Performance
Gov & Pol – Last 5 years – ALPS 2, 3, 3, 2 and 2
History – Last 5 years – ALPS 2, 2, 2, 3 and 4
Media Studies – Last 5 years – ALPS 3, 3, 3, 3 and 4
Sociology – Last 5 years – ALPS 2, 3, 4 ,2 and 4
Music Tech. – Last 3 years – ALPS 3, 3 and 2
Chemistry – Last 4 years – ALPS 3, 3, 2 and 6
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%

21. Some Initial Thoughts GCSE Post 16
Some improvements to be proud of at subject level
Girls have performed strongly both in terms of attainment and progress
We have to look carefully at what is happening with our PP students and our boys – particularly those students who arrive as lower attainers
In school variation between departments is something we need to look at closely
Post 16
Our overall A2 ALPS is a 4 which is down on the last three years, but still positive based on as it represents good student progress
Solid departmental performances at A2 with very few departments performing poorly (i.e. ALPS 7, 8 or 9) – however, fewer departments achieving the top ALPS this year
Our AS performance is an improvement on last year (ALPS 5 vs last year’s ALPS 6)

22. Start of Term Behaviour Focus
Uniform
Merits and Rewards
Trips

32. expecting different results.
Insanity
Doing the same thing
over and over again and
expecting different results.

33. “We Establish What We Establish”

34. Messages to Staff at the Beginning of Term
More rewards for students
More emphasis on merits
Clearer expectations for students – less ambiguity = less time wasted
Better movement around school between lessons
Uniform issues reduced

35. MERITS Trying new things Showing perseverance Helping others
Being courteous
Be cooperative
Showing consideration for others
Doing excellent classwork
Doing excellent homework
Making big improvements
Being an ambassador for the school
Merits are starting at 0.
How well did you do last year?
What are you aiming for this year?
Merits = rewards.
DON’T FORGET:
Merits gains you access on to awards trips.
Merits equals badges.
Your points transfer to money in the epraise shop where you can buy things.

36. Listen for more information in assemblies this term!
REWARD TRIPS ARE BACK!!!
To recognise your achievements, we are bringing back reward trips.
Each year group will have the opportunity to vote for their preferred reward trip!
Listen for more information in assemblies this term!

37. epraise - DO NOT FORGET
Use epraise to see your achievements from your lessons and also where you may need to improve on.

38. Improved Lunchtime Activities
Basketball coaching Football coaching Table tennis Trampolining Skittles Club (see Ms Ward)

39. Positives
Merits
Increase in the actual number of merits awarded by teachers 6th – 12th September 2018 compared to same period last year
Increase in the value of merits awarded 6th – 12th September 2018 compared to same period last year
6th – 12th September 2017
6th – 12th September 2018
Difference
Number of different times merits awarded by teachers
4108
9615
+5507
Value of merits awarded by teachers
6873
17707
+10834

40. DEMERITS Demerits are given to students who do not show the 4Cs.
Not following instructions
Speaking out of turn/shouting out
Not being in your correct seat
Interrupting students or adults
Throwing things
Not being silent when asked
Distracting others, including with your body language
Being disrespectful of others
Anything else that prevents the teacher and other students being able to fully focus on learning
Demerits are given to students who do not show the 4Cs.
5 demerits a day = same day detention at the end of the school day.
There a 9 levels of threshold with behaviour at Highgate Wood School; each level brings a consequence.
DO YOUR BEST!

41. EQUIPMENT AT HWS PENCIL CASE SCHOOL BAG Reading book Journal
3 pens
Purple pen
Green pen
2 pencils
Coloured pens or pencils
Highlighter
Ruler
Sharpener
Rubber
Calculator
Reading book
Journal
Pencil Case
CHECK YOUR EQUIPMENT!

42. READING BOOK
Remember, you have dedicated reading time for 15 minutes EVERY DAY (apart from week 1 Tuesday).
Do not forget your book.

43. CALM IN BUILDINGS What this means:
Talking / low level noise OK / partner voices
No physical contact – keeping your hands to yourself
Moving purposefully to the next venue
Not blocking corridors
Pairs are OK – not in threes or more
Students following the correct direction to move around the school / from the departmental area
Walking on the correct side – on the left
Students using the stairwells safely

44. SCHOOL UNIFORM – NEW CHANGES
NO HOODIES ALLOWED
No student is allowed to wear a hoodie, ‘zip up’ jumper or sweatshirt on the school site.
You must wear your blazer or a coat and blazer.

45. SCHOOL UNIFORM – NEW CHANGES OVERCOATS ONLY OVER BLAZER
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN

46. PLAIN SOCKS ONLY SCHOOL UNIFORM – SOCKS b INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN

47. SCHOOL UNIFORM – TROUSERS TAILORED TROUSERS ONLYb
SCHOOL UNIFORM – TROUSERS
TAILORED TROUSERS ONLY
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN

48. SCHOOL UNIFORM – SHOES b INCORRECT UNIFORM – CORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN

49. SCHOOL UNIFORM – NEW CHANGES INCORRECT UNIFORM CORRECTED BY 8.30am
If you come to school with incorrect footwear or any incorrect or missing uniform item, then you must go to the House Office before 8.30am to show the note to Mrs Malm who will issue a replacement item for that day or a note, if we do not have a replacement. 
YOU MUST BRING A NOTE EXPLAINING FROM PARENTS; WHY AND HOW LONG YOU WILL NOT HAVE THE CORRECT UNIFORM

50. SCHOOL UNIFORM – NEW CHANGES INCORRECT UNIFORM CORRECTED BY 8.30am
It is your responsibility to do this before 8.30am. 
Mrs Malm

51. SCHOOL UNIFORM – NEW CHANGES INCORRECT UNIFORM CORRECTED BY 8.30am
If you are seen during the day wearing incorrect footwear or any incorrect or missing uniform item, and do not have a note from the House Office, then you will be out of circulation.

52. ON AT ALL TIMES AND IN THE BUILDINGS
BLAZERS
ON AT ALL TIMES AND IN THE BUILDINGS
Exceptions:
Break time
Lunchtime
You must put them back on when the buzzer goes and you are entering the building

53. Number of students kept out of circulation for incorrect uniform
Positives
Day
Number of students kept out of circulation for incorrect uniform
Thursday 23
Friday 2
Monday 6
Tuesday 3
Wednesday 4
Uniform
Overwhelming number of students wearing the correct school uniform
Greater clarity over what can and can’t be worn - assemblies
Decrease in the number of students being kept out of circulation for incorrect uniform
Reduction in disruption caused to beginning of lessons from last year
Students more cooperative about other aspects of uniform – ties, top buttons, shirts and skirts

54. Why This Approach On Uniform
We are a uniform school and it is an expectation that all students in years 7 to 11 wear full uniform appropriately
Uniform is one of the simplest things to get right in school
Previous approaches have not worked and too much teaching time and learning time is taken up on correcting uniform issues
Students walking around school in non-uniform items models signals an acceptance that this is ok and leads to further purchases of non-uniform items (this is why we have decided to remove students from circulation)
It works. In the space of a week, uniform issues have almost been eradicated. It is now exceptional to find a student out of uniform during the day

55. Where We Went Wrong…
Parents should have been more clearly notified about this in advance
Use of the term ‘Isolation’. This is not an accurate description of what occurred on the first full day of term last week
In hindsight, Year 7 students should have been given more adjustment time (as they are with many of our behaviour expectations)

56. School Development Plan Priorities 2018/19

60. Equality

61. Equality
Equitability

62. Equality
Equitability
Removal of Barriers

63. Reducing the Gap Between the Disadvantaged Students and Other Students
If we are going to close the gap for our disadvantaged students then ‘equality’ is not enough
We need to give them more support than other students to overcome barriers – Disadvantaged students must benefit from things that other students don’t
In addition to the support that we give, we have to consider to what extent we can remove the barriers for all students

64. Area
Aim
Achieving Outstanding Student Behaviour Through Consistent Implementation of The Behaviour Policy and the Setting of High Expectations
Improve the Behaviour of Students in Lesson
Improve the Behaviour of Students Around the Site During Lesson Changeover and Social Time
Further Develop the Behaviour Support and Intervention Available to Students Who Need It
Improving Reading and Literacy Across the School 
Ensure that all students in Key Stage 3 read for at least 15 minutes every day at an appropriate level to improve their reading age
All departments to develop strategies for teaching reading as appropriate to their curriculum areas
Ensure that all students in Key Stage 4 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
Ensure that all students at Post 16 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
Improving the Attainment and Participation of Our Disadvantaged Students
Improve the Attainment Levels and Progress of Disadvantaged Students at GCSE and A Level
Improve the Participation and Experience of Our Disadvantaged Students in Representative, Enrichment and Extra-Curricular Activities
Review HWS Grouping Data. Develop and Implement a Grouping Policy to Address any disproportionate representation of Disadvantaged Students
Implement Strategies to Improve the Engagement of Families of Disadvantaged Students

65. School Development Plan Priorities 2018/19
Area
Aim
Improving Reading and Literacy Across the School
Ensure that all students in Key Stage 3 read for at least 15 minutes every day at an appropriate level to improve their reading age
All departments to develop strategies for teaching reading as appropriate to their curriculum areas
Ensure that all students in Key Stage 4 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
Ensure that all students at Post 16 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes

66. Data from Our Current Year 9 Students
Average Reading Age at the Start of Year 7
Average Reading Age at the end of Year 7
Average Progress in Reading Age
Disadvantaged Students (PP)
10.04
11.02
+0.98
Other Students (Non PP)
11.11
13.02
+1.91

67. Current Year 8
The average reading age for our Y7 non-PP students in September was 12:01
The average reading age for our Y7 PP students in September was 10:04

68. Reading Time – Structure of the Day from September 2018
Event
Time
Period 1
8:35 – 9:30
Period 2
9:30 – 10:30
Break
10:30 – 11:00
Tutorial/Assembly
11:00 – 11:10
Reading Time
11:10 – 11:25
Period 3
11:25 – 12:20
Period 4
12:20 – 13:20
Lunch
13:20 – 14:10
Period 5
14:10 – 15:10
Period 6
15:10 – 16:10

69. Reading Time – Structure of the Day from September 2018
Event
Time
Period 1
8:35 – 9:30
Period 2
9:30 – 10:30
Break
10:30 – 11:00
Tutorial/Assembly
11:00 – 11:10
Reading Time
11:10 – 11:25
Period 3
11:25 – 12:20
Period 4
12:20 – 13:20
Lunch
13:20 – 14:10
Period 5
14:10 – 15:10
Period 6
15:10 – 16:10
55 Minute Period 1
10 Minute Tutorial Time
55 Minute Period 3
To be reviewed next summer…

70. Creating CPD Time – Once a Fortnight (Every Tuesday Week 1)
Event
Time
Period 1
8:35 – 9:30
Period 2
9:30 – 10:25
Break
10:25 – 10:50
Period 3
10:50 – 11:45
Period 4
11:45 – 12:40
Lunch
12:40 – 13:30
Period 5
13:30 – 14:25
14:25 – 14:30
Staff CPD
14:30 – 16:30

71. Creating CPD Time – Once a Fortnight (Every Tuesday Week 1)
Event
Time
Period 1
8:35 – 9:30
Period 2
9:30 – 10:25
Break
10:25 – 10:50
Period 3
10:50 – 11:45
Period 4
11:45 – 12:40
Lunch
12:40 – 13:30
Period 5
13:30 – 14:25
14:25 – 14:30
Staff CPD
14:30 – 16:30
55 Minute Period 2
25 Minute Break
No Tutorial/
Assembly or Reading Time
55 Minute Period 4
55 Minute Period 5
5 Minute Break