POST OFSTED ACTION PLAN JANUARY 2015 – DECEMBER ARROWSMITH CATHOLIC CENTRE FOR LEARNING POST OFSTED ACTION PLAN ... ICT, French and Physical Education

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<ul><li><p>1 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM </p><p>ST. EDMUND ARROWSMITH CATHOLIC </p><p>CENTRE FOR LEARNING </p><p>POST OFSTED ACTION PLAN JANUARY 2015 DECEMBER 2015 </p><p>Ofsted Key Priorities January 2015 </p><p>1. Improve teaching and learning by ensuring that all staff are applying the schools policies on behaviour and </p><p>marking consistently. </p><p>2. Improve students progress and attainment by: </p><p> improving students progress across Key Stage 3 so that gaps in the progress of those supported by the </p><p>pupil premium and their classmates are closed </p><p> increasing challenge for the most able, so that more reach the top grades of which they are capable </p><p> improving the progress of those students with special educational needs and disabilities in Key Stage 3. </p><p>3. Improve students behaviour by: </p><p> continuing to improve attendance, particularly for those students who are persistently absent </p><p> improving students attitudes to learning to reduce low-level disruption in lessons </p><p>4. Improve leadership and management by sharing accountability for teaching and learning more effectively </p><p>across leaders at all levels. </p></li><li><p>2 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM </p><p>Current Position of School Data </p><p>KS3 Cohort 2014 </p><p>At the end of Key Stage 3 pupils are deemed to be making expected progress if they move two full levels above their level on entry. This allows for a progress trend that </p><p>ensures that students meet and exceed national expectations at key stage 4. </p><p> In year 9 maths expected progress was slightly below what was required to ensure a consistent line of progress at the end of this key stage and moving into key stage 4 with 66% of students achieving this, however the number of students making more than expected progress was above this trend line with 43% of students exceeding the two levels of progress. </p><p> English year 9 showed that 71% of students at the end of key stage 3 made the two levels of progress this is close to national averages. The more than expected progress was significantly above average with 43% exceeding the two levels of progress. </p><p> The performance of Dis-advantaged was below other students performance making expected progress in both maths and English students but both subjects showed a narrowing of this gap in relation to end of KS4 data of 2014, The expected progress in English gap [-3% / 2014 KS4 Gap -16%] maths the gap was [-18% / 2014 KS4 Gap -23%]. English expected progress gap was -3 [Dis-advantaged 69% - other students 72%] and more than expected progress -9% [48%-37%]. Maths showed a wider gap but was narrowing, expected progress was -18% [74%-56%] and more than expected was -14% [35%-49%]. </p><p> Individual subjects performance at the end of key stage 3 that was close to or above expectations in both expected progress and more than expected progress included history, science RE, and geography was close to or above comparative national figures, with technology [47% / 13%] and ICT [ 51% / 16%] below </p><p>KS4 Cohort 2014 </p><p> 60% of pupils are forecast to achieved 5 or more A* to C (inc E &amp; M) which is in line with 2014 performance and significantly above the 2014 NA. For 5 A* to G it was in line with the NA [ 94% / 92%] </p><p> The best 8 capped APS was 283.5 which is well below the school performance in 2012 [301.2] and 2013 [325.1] and significantly below the NA [306.9] </p><p> In individual subjects the school was significantly above the NA for English, English language, English literature, history, Additional science and Core science. Performance was significantly below the NA in Mathematics, Business studies, Hospitality and catering, Product design, ICT, French and Physical Education. </p><p> Expected progress in English KS2 to KS4 was well above the NA [79% / 70%] but below in more than expected [25% / 32%]. However, the performance of disadvantaged pupils was well below the cohort average for expected and more than expected progress. expected progress [69% / 85%] more than expected progress [ 14% / 32%] </p><p> Expected progress in mathematics KS2 to KS4 was well below the NA [58% / 65%] and more than expected [17% / 29%]. The performance of disadvantaged pupils was well below the cohort average for expected and more than expected progress. Expected progress [43% / 68%] more than expected progress [ 6% / 23%] </p><p> Performance at A*/A in maths was below NA [11.3 /17.8]. In English it was above in English [ 2.4% / NA 2.1%], in English Language was close to NA [18.9% / 21.2%] </p><p>Ofsted Criteria for Good in attainment From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in </p><p>Mathematics are close to or above national average. Progress in a wide range of subjects, including English and Mathematics is consistently strong and evidence in pupils work indicates that they achieve well. The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and </p><p>Mathematics. The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support </p><p>and the most able, is generally good. </p></li><li><p>3 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM </p><p>Pupil Outcomes / Overall Success Criteria Data </p><p>KS3 Cohort 2015 </p><p>INFO: Average expected progress is judged at 72% and more than expected progress is judged at 35% </p><p>Current Data shows from review 3 shows: </p><p> In year 9 English expected progress and more than expected progress is below average, [41% / 26%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [33% / 48%] and well below for more than expected [16% / 34%]. SEND students achievement is well below the cohort average [23% / 45%] for expected progress and also for more than expected progress [13% / 28%] </p><p> In year 9 maths expected progress is below expected averages, but more than expected were above the averages [60% / 41%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [45% / 73%] and well below for more than expected [26% / 55%]. SEND students achievement is well below the cohort average [30% / 65%] for expected progress and also for more than expected progress [13% / 47%] </p><p> These groups will be targeted and form part of the focus for all departments. Current forecasts indicate that in general the main area of focus is students whose were deemed as middle achievers on entry (Level 4 students), who are currently below average in expected and more than expected progress in the majority of subjects. In maths the figures are [46% / 21%] in English [30% / 11%] </p><p> Individual subjects performance in year 9 showed that history, geography and computing were close to or above expectations in both expected progress and more than expected progress. Subjects below expected progress were MFL [47%] RE [57%] and science [42%], </p><p>KS4 Cohort 2015 </p><p>National data shows that this cohort is broadly in-line with the national average fine point score at KS2 [27.7 / 27.6] but of lower ability on intake than the 2014 </p><p>cohort [27.7 / 27.9] </p><p>Current Year 11 forecast data indicates: </p><p> 60% of pupils achieved 5 or more A* to C (inc E &amp; M) which is slightly above the performance in 2012 and 2013 and 5% above the NA. For 5 A* to G it forecast in line with the 2014 figure and above the NA [ 94% / 92%] </p><p> The forecast best 8 capped APS is 313.4 significantly above the centres 2014 figure of 283.5 and above the 2014 NA [306.9] </p><p> In individual subjects the centre is significantly above the NA for English language, geography, history, Additional science and art. Performance was significantly below the NA in PE, Media, RE and expressive arts </p><p> Expected progress in English KS2 to KS4 is expected to be above the NA [78% / 70%] and close for more than expected [30% / 32%]. However, the performance of disadvantaged pupils was well below the cohort average for expected [69% / 83%] and more than expected progress [19% / 37%]. </p><p> Expected progress in mathematics KS2 to KS4 is forecast to exceed 2014 performance and be above the NA [70% / 65%] and for more than expected [32% / 29%]. The performance of disadvantaged pupils is still below the cohort average for expected [55% / 75%] and more than expected progress [21% / 37%] but the gap is narrowing. </p><p> Performance at A*/A in maths is close to NA [15.9 /17.8] an increase on 2014. In English Language it is below NA [14.2% / 21.2%] </p><p> We aspire to achieve these forecasts to bring us close to or above with national averages. </p><p>Interventions and strategies are in place at whole school and department level to ensure that these forecasts are realised, these include Assertive Mentoring of all </p><p>borderline students as well as other students who need support in achieving more than expected progress. Students identified as dis-advantaged and students who </p><p>have SEND as well as higher achievers with A*/A targets are the focus for departments to ensure that all identified groups are targeted/supported and achieve. </p></li><li><p>4 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM </p><p>Pupil Outcomes / Overall Success Criteria Data </p><p>KS3 Cohort 2016 </p><p>INFO: Average expected progress is judged at 72% and more than expected progress is judged at 35% </p><p>Current Data shows from review 3 shows: </p><p> In year 8 English expected progress and more than expected progress is below average, [59% / 29%]. The performance of disadvantaged pupils was well below the cohort average of expected progress [49% / 66%] and also below for more than expected [24% / 32%]. SEND students achievement is close to the cohort average [57% / 60%] for expected progress and also for more than expected progress [25% / 30%] </p><p> In year 8 maths expected progress is close to expected averages, with more than expected were above the averages [70% / 41%]. The performance of disadvantaged pupils was close to the cohort average of expected progress [68% / 72%] and below for more than expected [28% / 50%]. SEND students achievement is close to the cohort average [70% / 60%] for expected progress and also for more than expected progress [26% / 26%] </p><p> These groups will be targeted and form part of the focus for all departments. Current forecasts indicate that in maths the focus area need to be middle achievers on entry (Level 4 students), who are currently below average in expected progress [61%]. In English the under achieving group is the higher achievers on entry (Level 5 students), expected progress [47%] and more than expected progress [21%] </p><p> Individual subjects performance in year 8 showed that history, geography, technology and science were close to or above expectations in both expected progress and more than expected progress. </p><p>KS4 Cohort 2016 </p><p>National data shows that this cohort is in-line with the national average fine point score at KS2 [27.5 / 27.5] ] but of lower ability on intake than the 2015 cohort </p><p>[27.5 / 27.7] </p><p>Current Year 10 Data Based on Review 3 </p><p> 47% of pupils are expected to achieve 5 or more A* to C (inc E &amp; M) in comparison to the same assessment for the 2015 cohort this shows a significant improvement [40%]. The 5 A*-G figure being 97% compared to [98%] </p><p> The forecast best 8 capped APS is 293.5 in comparison to the pervious cohort of [301.1] </p><p> In individual subjects the centre is significantly above the NA for Art, child care, history, PE and technology. </p><p> Expected progress at these similar points show that in maths [51%] are making expected progress compared [33%] form the 2015 cohort. More than expected progress for this cohort was significantly above 2014 cohort [14% / 2.4%]. However, the performance of disadvantaged pupils was well below the cohort average for expected [40% / 59%] and more than expected progress [8% / 20%]. </p><p> Expected progress at these similar points show that in English [67%] are making expected progress compared [76%] from the 2015 cohort. More than expected progress for this cohort was in line with 2014 cohort [22% / 20%]. Dis-advantaged pupils were above cohort average [71% / 64%] and close at [21% / 23%] for more than expected progress </p><p> Performance at A*/A in maths is below NA [9% /17.8%] an increase on 2014. In English Language it is below NA [1% / 21.2%] </p><p>We are using the data about this cohort to review their progress at this stage and departments are developing interventions, reviewing groups, providing support to </p><p>ensure progress and more than expected progress is close to or above national averages. </p></li><li><p>5 | P a g e St Edmund Arrowsmith CfL Post Ofsted Action Plan Spring 2015 20/03/2015 6:44 PM </p><p>Issues (from summary of key </p><p>findings) </p><p>Teaching and Learning </p><p>1. Ensuring that teaching and learning is at least good in all lessons by improving teaching and learning by ensuring that all staff are applying </p><p>the schools policies on behaviour and marking consistently. </p><p>Targets </p><p>i. Improve teaching and learning by ensuring that all staff are applying the schools policies on behaviour consistently. </p><p>ii. Improve teaching and learning by ensuring that all staff are applying the schools policies on marking consistently. </p><p>iii. Providing training for all teaching staff in order to plan effectively so that GTA / LTAs support is effective and value for money </p><p>Action to be taken Success Criteria and </p><p>Impact on Learning and standards </p><p>Lead Person Monitoring how the </p><p>outcome will be evaluated </p><p>Cost/Resources Milestone 1 (April 2015) </p><p>Milestone 2 (July 2015) </p><p>Milestone 3 (December </p><p>2015) </p><p>i. Managing Behaviour </p><p>Ensuring that the </p><p>policies and practices </p><p>for managing </p><p>behaviour are </p><p>embedded across the </p><p>Centre by all staff in all </p><p>lessons by: </p><p> a. Strengthening the </p><p>schools zero </p><p>tolerance attitude and </p><p>expectations for </p><p>behaviour in lessons </p><p>b. Improving current </p><p>behaviour policies and </p><p>procedures in lessons </p><p>with key individuals. </p><p>c. Identifying the role </p><p>of key players in </p><p>managing in class </p><p>behaviour. </p><p>Behaviour management </p><p>policies and practices </p><p>are applied consistently </p><p>across the school in all </p><p>lessons in order to </p><p>improve pupil </p><p>engagement and </p><p>progress in all subjects. </p><p>All students view it as </p><p>the same in each class / </p><p>each subject </p><p>All subject leaders know </p><p>exactly what is </p><p>expected of them and </p><p>ensure that classroom </p><p>management skills are </p><p>being utilised and the </p><p>level system is being </p><p>followed </p><p>Successes and good </p><p>practice are shared </p><p>B. King </p><p>Named SLT responsible </p><p>for behaviour at </p><p>departmental level </p><p> Subject Leaders </p><p>Subject Leaders report to SLT </p><p>Data analysis A reduction in the numbe...</p></li></ul>