September 2013 2013

WALWORTH ACADEMY SEF

The SEF is a working document which is amended and updated according to progress being made. After each subject review and in line without annual and termly monitoring

schedule, we will add or remove evidence and adjust our judgements accordingly.

ASPECT – we have extracted key points from the Framework Criteria to give greater clarity to its meaning and in defining how it needs to be improved / evidenced.

EVIDENCE – where it is written in bold, it means that we are currently analysing the evidence and quantifying it so that we can be as accurate as possible.

2012 RESULTS / 3 YEAR TREND – this section is a judgement that reflects these 2 timescales. This is essential so that we can see the impact on one year’s results against the overall trend.

TO IMPROVE - is section highlighting areas needing greater improvement and a more substantial evidence base. The aspect needing improvement is in bold and the current evidence to show improvement is in normal font. We will not just add evidence for the sake of it but only if we can show that progress is and has been made. This does not mean that we have fully achieved this aspect.

SMSC – we are fully evaluating the student outcomes in relation to these areas. We are evaluating our progress and impact using the SMSC and ECM mapping and student voice.

This document is developed for our own self-evaluation and not for any other purpose, thus its format meets our needs and will be refined as necessary. It will continue to guide the priorities for our School Progress Plan and our teaching and learning priorities. These then inform the SLT and Middle Leaders individual responsibilities and Performance Management.

OVERALL EFFECTIVENESS of WALWORTH ACADEMY GRADE 2

We believe that the overall effectiveness of the Academy is good.

. Our attainment is in line with National averages and in English and maths we exceed the attainment and expected progress.

The quality of the students’ learning is at least good and the student’s attitudes are very positive. This is illustrated in the students’ behaviour and enthusiasm to attend our Academy.

The curriculum provision is good and enables all student s to achieve very well. Similarly, the capacity to improve is exceptionally strong as teaching and learning continues to improves and the new curriculum delivers greater rates of progress from year 7.

September 2013 2013

Achievement of Pupils at our School

Aspect Evidence 2013 results

3 yr trend To improve Attainment at the end of KS4 and progress relative to their starting point

Attainment at subject level (%A*- A and A*- C)

Progress / Value Added

Students enter the academy with levels of attainment which are significantly below the national average. By the end of Year 11 they achieve results which are above or in line with national average (2013, 2012 & 2011 respectively). A very high proportion of students are eligible for pupil premium: 58%. (77% Y11 cohort 2012) and many students have a range of complex social and emotional needs. (Analysis of KS2 & much higher than average proportions of SEN students). 13 subjects achieved over 70% 3 level conversion in 2013 and 10 achieved over 50% 4 level conversion. (2013 results)

2010 2011 2012 2013 Ntnl age LA

5+A*-C Inc E/M

59 69 60 60 59 59

5+A*-C 74 83 76 72

5+A*-G 96 89 90 93

In 2013 9 subjects achieved above the 2012 national average for A*-C outcomes and some achieved significantly lower. However, this needs to be contextualised relative to the base line of ability. CURRENT: yr 11 there are 11 subjects already achieving over 60% A*-C – A1 assessments. English = 70% A*-C, Maths = 78% A*-C. Maths and English have exceeded national averages in 2013 with English significantly bucking the trend: English 82%, maths 81%. Our ‘basics’ are now the highest achieving subjects. 73% achieved an A*-C in both English and maths…our highest. 2013 results for maths, English and English Literature are broadly in line with national averages at grades A*- A against 2012 national averages. This is a sustained trend for 3 years. All BTEC subjects achieved 100% pass+ with some subjects achieving extremely high grades.

Subjects that must greatly improve are: science core, Art, technology, Music and French. Science Core is a stark contrast to 2012 when it was significantly above national results by over 10% and this is not typical of a trend in science. Similarly French achieved 81% in 2012 but with a significantly smaller cohort. Full investigations are now taking place.

Our 5+A*-G also increased by 3% in 2013. The science core had a huge impact on our results. If 17 of the expected 40+ students had achieved an A*-C in 2 sciences, we would have achieved 73% 5+A*-C inc E/M. However ,the 3 year trend for science is still an average of 73% A*-C. Value added for mathematics at the very highest first percentile for four consecutive yrs. Value added for English also among the very best nationally with the exception of 2012 and issues relating to the changing of the grade boundaries. CURRENT YR 11: 78% = 3= level progression in English and 82% in maths. Only 48% had kS2 4b+ for English and 60% had 4b+ for maths. We expect English to be well above the national average VA score for 2013 results. We expect our VA for basics to be outstanding for 2013.

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More students will now be studying GCSEs and will be studying these subjects for 5 years to ensure higher attainment and progression.

Vast majority of students to study at least 8 GCSEs over the 5 year curriculum.

New curriculum model in place for 7ears 7, 8 and 9 and underperforming subjects with limited classes. (Sept 2013)

Maths must increase the percentage of students achieve A and A*, particularly A* so that more students can then study Further maths.

Full investigation into the science core results is taking place. Decisive action is being taken in science.

Technology is being restructured. (Sept 2013) Science has not managed the transition from doing core science rather than BTEC science. Ofsted Inspector reviewed science in July 2013 which is now informing clear focused actions. Art – Year 11/10 has been reviewed, Oct 2013, by an external expert and the report has informed clear actions. MFL – reviewed by Ofsted subject expert and the report endorses all current actions and strategies.

September 2013 2013

Literacy

Average point Scores

(capped & uncapped)

SEND

WBRI

Nearly all text based subjects achieved above or in line with the school averages thus endorsing our focus on improving literacy across the Academy. Our new literacy programme is having a significant impact on student progress: over 205 of students have made a sub level progression since Sept to Oct 2013. VA for all other EBACC subjects are significantly above average for 2012 but we expect it to be lower in 2013 due to poor French results.

The 2 0 1 2 average point scores (both capped and uncapped) are significantly below average and are a cause for concern. The low average GCSE qualification per student at 5.63 has contributed significantly to our lower than average VA of 981.2 (see section on Progress above). 2013 is yet to be confirmed but we project slightly higher than 985. APS capped best 8 for 2013 is projected as being 309, which is higher than 2012 but still below 2012 national averages.

69% studied 8+ subjects in 2013 compared to 43% in 2012. Similarly, in 2012 the number of

entries for BTEC was 236 whereas for 2013 it was 180. This is a strong indication of our

determination to provide a stronger academic education with some vocational. In current

year 11 ,2013-2014, over 80% of the cohort are studying 8 different subjects.

Students identified with disabilities or statemented / SA+ have a trend of making outstanding and good progress and their attainment at the end of KS4 is significantly above the national average for such groups of students.

In 2013 of the 3 statemented students, 2 achieved 5+A*-C inc E/M and all of them achieved 5+A*-C. 62.5% of SA+ students, with a KS2 APS of 27+, achieved 5+A*-C inc E/M. 75% of SA+ students, with a KS2 APS well below national average achieved 5+A*-G inc E/M. Our SA students’ progress was not as good as SA+ and statemented students and so this must be an area for improvement. I n 2 0 1 3 w e a c h i e v e d a n i n c r e a s e i n t h e n u m b e r o f W B R I s t u d e n t s a c h i e v i n g 5 + A * - C i n E / M a n d t h u s c l o s e d t h e g a p t o 1 0 % : 5 0 % v s 4 4 % ( 2 0 1 2 ) . W B R I b o y s o u t p e r f o r m t h e g i r l s i n A * - C r e s u l t s .

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Too many students not doing 8 GCSE in 2012 and 2013. Yr 11 2013-2014 have over 80% doing 8 subjects. A minimum number of students now studying BTECs.

SA students who underperformed were

predominantly WBRI – they need much

greater intervention and focus.

A1 Oct 2013 – all on track apart from

some SEND students in Spanish and

physics.

An Assistant Principal has WBRI as his main responsibility. We are implementing a programme to raise aspirations of our WBRI students and their families.

More individual teacher targeting of WBRI in very subject is required. WBRI questionnaire informed staff training – Nov 2013.

September 2013 2013

Aspect Evidence 2012 results

3 yr trend To improve

White and Black Caribbean FSM

CLA PP

BOYS

60% of the WBRI had a KS2 level 4b English yet 93% achieved A*-C in English. 80% had a KS2 4b+ in maths but 77% achieved an A*-C grade. So where English excelled, maths did very well but they need to focus more closely on this group. We must improve the attainment of our WBRI who have a KS2 APS of 27+. CURRENT YR 11: A1 assessments A*-D for WBRI is 92% English, 93% maths, 78% science. MIXED RACE – White and Black Caribbean Our mixed race group have a relatively higher proportion of exclusions.(2012 RoL) 36% achieved 5+A*-c inc E/M which is lower than 2012: 40%. 46% achieved 5+A*-C and the same percentage achieved an A*-C in both English and maths. This is proportionate to their KS2 APS base line: 67% APS 27+. We must add greater value to their progress and attainment.

FSM 2013

51% of the FSM students had a KS2 APS of 27+. 57% of FSM students achieved 5+A*-C inc E/M – a gap

of 3% compared to the school average and a gap of only 5% compared to non FSM. 71% achieved 5+A*-C compared to 73% for non FSM. We have sustained a trend of there not being any significant gap between these FSM and non FSM.

CLA 2013 Of the 6 CLS students, 5 were educated full time on site. 60% achieved 5+A*-C inc E/M and 80% achieved 5+A*-C – very good results. There is attendance is good but still needs improving: averaging 92.6%. the number of CLA exclusion for the year is a total of 5 with one student having 4 exclusions. This is a significant improvement on 2012. PUPIL PREMIUM – 2013 5+A*-C inc E/M PP achieved 53% vs 60% school average. The gap has never been larger than 7% over the last 3 years. The rates of progress of PP students in the majority of subjects, is in line or above those pupils who are not PP. In Music, History and 2 technology subjects, they have performed less well than non PP students. In English and maths, they have continued to exceed national expected rates of progress: English 78% made expected progress, maths 84% made expected progress. CURRENT YR 11: 52% PP 5+A*-C. BOYs 63% achieved 5+A*-C inc E/M – 3% above the school average and 74% achieved 5+A*-C, exceeding the school average of 72%. This is against a base line of only 57% having a KS2 APS of 27+. 85% achieved an A*-C in English and 82% in maths. In most subjects the boys achieved over 85% A*-C grades. This is a significant improvement on 2012. Boys attainment in Art, Music, and French needs improving.

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Our mixed race and WBRI need to study more GCSEs, at least 8 providing these subjects meet the needs of our students. Curriculum September 2013 will address this.

The revised offer is reduced to ensure higher quality much improved viability in numbers. We must have much more rigorous tracking and interventions to support our CLA so that their attainment and progress is outstanding. Curriculum model will account for appropriate curriculum for KS2 level 3a/4c boys and KS3

3a/3b boys. A1 Oct 2013: BOYS French 81% D2+,Art - 50% D2+, Music -70% D2+.

September 2013 2013

6

th Form

6th

Form The 2013 A level (inc equivalencies) 5+A*-C increased by 5% compared to 2012: 74% and our A*-B

increased by 2%. We achieved 99% A*-E. History 100% A*-C, maths 100%, English Lit 100% A*-E. A*-

D. Psychology and chemistry must increase their percentage of A*-C grades.

Our AS were 72% which is lower than 2012 and was mainly due to 9 students achieving U grades for

their one AS level subject alongside their BTEC subject. Philosophy and psychology did not achieve

in line with other subjects. Philosophy is now removed from the year 12 offer.

The level 3 courses did very well indeed with an excellent pass rate but they must now achieve more

Distinctions grades. CURRENT - A1 OCT 2013:YR 13 All subjects on target but physics and sociology need to increase progress this term. Current average is 89% A*-E.

The value added for the 6th

Form is not as high as we would want but is indicative of a new start up

6th

form and is indicative of a lack of rigour. However, this has been addressed with a clear change of

expectations and rigour across the 6th

form. Retention rate is an area for improvement, providing it meets the needs of the students. Particular

subjects where the number of students did not continue with the A2 are Biology, Computer Science,

Economics, Media and Psychology. The grade criteria for entry into A levels and level courses is now

being fully adhered to so that students are on the right course to according to their ability.

Similarly, the viability of some subjects was not sustainable due to low numbers. In Year 13 2013-2014

there are still some unviable groups but we are committed to enabling the students to completing their

courses. All subjects started in September 2013 have classes over 15, and so for some we need to

appoint other teachers due to increased numbers.

CURRENT A1 OCT 2013: YR 12 92% A*-E – significantly higher than Dec 2012.

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The revised offer is reduced to ensure higher quality much improved viability in numbers. Greater rigour in tracking and intervention is now in place with year 12 and 13 integral to all the whole school monitoring cycles. Expectations are higher and any attendance below a given threshold will result in removal form the 6

th

Form.

The 6th

Form offer has been reduced for 2013 whilst we build up the strength, expertise and popularity of particular subjects.

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September 2013 2013

Quality of Teaching

Aspect Evidence 2012 result

3 year

trend

To improve

Overall quality of teaching

Plan lessons that deepen students’ knowledge, develop a range of skills.

Questioning, pitch and pace.

Overall, the quality of teaching is good with some that is outstanding. However, there is also a small proportion o f l e s s o n s where teaching requires improvement. (performance management, lesson observations, ARK monitoring / LW, RoV January 2013 and book monitoring)

Since the last inspection of June 2010, the overall quality of teaching has continued to improve as the academy has undertaken a detailed programme of development based on Ofsted’s findings. Nov 2013

% outstanding % good % less than good

14% 68% 8% (Central record of the quality of teaching informed by monitoring, book monitoring, learning walks and observations). Sept 2013 we have a high number of NQTs and Schools Direct which will impact on our overall percentages for Autumn 2013. CURRENT NOV 2013 – All schools direct and NQTs observed in a recent ARK monitoring visit ( 6), achieved good+. 14 teachers graded as outstanding Nov 2013.

Since January 2013 the focus has been narrow and simple: purely teaching and learning where there are no more than 6 priorities for all teachers to practice, and then embed. (Lesson obs/inset)

We continue to aim for 100% of teaching to be c o n s i s t e n t l y g o o d o r better. A coaching team has been established and whole-school and departmental training is taking place. ( see action plan following ARK’s monitoring visit in March 2013)The impact of the coaching has resulted in 2 less teachers being deemed inadequate. The summer term coaching has also secured 3 of the 2c gradings, to 2b which we deem to be a secure good. The impact includes no inadequate teaching. We still have a number of 2C to be secure ‘good’. (July 2013)

68% of teaching is now good or better The quality of teaching is strongest in KS4 and KS5 than KS3 as shown by the attainment data and the progress. We must still reduce variability within departments and across the academy. The quality of teaching in English and mathematics is consistently good with many outstanding features particularly at KS4. In science, improvement in schemes of learning, coaching and mentoring have led to significant improvement, but there is still a very small minority of lessons (16% or 3 lessons) which require improvement. The External verification of science has confirmed this.(July 2013)

In the very best lessons, teachers ask questions that are progressively more challenging; this helps students to think deeply about their responses. They challenge students to work things out for themselves. (Monitoring reports) In most lessons, questioning is used well to encourage students to extend and justify their answers. This strategy is evidence in all subjects but there is still too much inconsistency across the school. ( lesson obs / ARK monitoring) 2- strategy is being spread to all subjects and staff and is improving the quality of learning in the academy. However, greater consistency is needed in every department. ( lesson obs / ARK monitoring) 2- strategy is being spread to all subjects and staff and is improving the quality of learning in the academy. However, greater consistency is needed in every department. ( lesson obs / ARK monitoring) 2- strategy is being spread to all subjects and staff and is improving the quality of learning in the academy. However, greater consistency is needed in every department. ( lesson obs / ARK monitoring

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T+L in ART – subject review of yr 11/10 shows teaching to be 50% good. Nov 2013 T+L in MFL Nov 2013 – 66% good + All new staff completed first round of filming themselves. Nov 2013.

Science - 1 day a week with science consultant: planning and coaching. Art – coaching for the NQT and Leader, Sept 2013. MFL – planning and coaching, since Sept 2013. Technology – external coach appointed, since Oct 2013. Still need to increase the number of ‘in house’ coaches.

Decisive action taken with science. Temporary increase in leadership capacity to address issues, since Sept 2013. Good to outstanding training workshops begin Dec 2013.

September 2013 2013

Check and challenge learning and progress.

Strong focus on reading, writing and communication.

High quality oral and written feedback which is applied by students, demonstrates rapid progress. Levels of engagement, and commitment to learning.

The use of assessment data to support learning

Students’ independence

Training for staff

Teachers are now insisting students answer questions in full sentences. Variability within department and across department is still evident. In most text-based subjects there is evidence of extended writing, and this is improving. (Book monitoring March/ June / Sept 2013) The new Literacy Programme has been implemented with the new curriculum driven by progress in literacy / English. Our progress in English and sustained attainment in text based subjects, evidences our impact on literacy.

Teachers provide very regular feedback to students about their learning and progress. Most marking is helpful to students and provides opportunities for them to reflect on their own performance. Occasionally, teachers’ written comments are not focused sharply enough on the precise areas in which students need to improve. There are aspects of outstanding marking in core subjects these are individual teachers rather than the whole department.(Book monitoring May / Sept 2013) Students appreciate the verbal feedback they get from their teachers in lessons.

When teaching is good or better students are actively engaged in their learning. Where teaching is top end of good or outstanding, our students are becoming more independent and asking deeper questions of each other. We must still aim for greater consistency. Learning Disruptors are named by students and have a recognised consequence. They are then monitored and reviewed.(Disruptor Spreadsheet April / June 2013)

Our ambition is for every student to achieve at least 4/5 levels of progress KS2 to KS4. Teachers assess student progress every h a l f term a f t er w h ich G r a d e L ev e l C h a l l e n g e we e k . A very large majority of students know their current attainment level and their targets. A large majority know what they have to do to improve but a small minority do not articulate subject specific targets for improvement. (Grade Challenge week Feb / June 2013) The Middle Leaders meeting, with SLT, is used to analyse their termly assessments and to plan focused actions. (Middle Leaders minutes) T a r g e t e d Middle leaders meet with the Principal after each assessment and take to relevant or appropriate action following these meetings. (Principal’s calendar) RAP meetings take place very 6-8 weeks with each HOD and the Principal to track progress of year 11. Targeted intervention is good and very good at KS4 where a clearly defined programme aimed at particular student’s needs, is very effective. ( Data showing impact re Eng / Maths interventions through A1 assessment analysis.) In a small minority of lessons, students are still too dependent on the teacher and need opportunities to develop their independency and self-reliance. This is linked to closed questioning and too much teacher directing. Teachers planning show that a higher proportion of homework is being set. We need greater consistency of students recording the homework. ( Homework monitoring July 2013) 2-

Teaching and learning judgements are accurate as measured by observation and feedback training with Ofsted Inspectors (Jan 2013). HODs have conducted joint observations with Miriam Rosen and other Ofsted consultants. The Principal has carried out Monitoring visits of other ARK schools with Miriam Rosen.

Teachers talk greatly reduced, but needs 100% consistency. Nov 2013.

ARK monitoring found greater consistency in students answering in full sentences, Oct 2013. ARK monitoring feedback – marking is good. Still need to explicitly indicate where students have applied the marking. Need to increase paired discussion and group work. Nov 2013

Continue with monitoring and addressing individual teacher’s inconsistencies and need for training. Increase student feedback related to our T+L Priorities.

Directed time allocated for department co-planning as of Sept 2013. Middle Leaders training through all middle leaders meetings. 6 middle leaders on the NPQSL course starting Nov 2013. CURRENT YR 7 A1 Oct 2013: The level of the ‘dip’ is significantly less than the A2 assessments Dec 2012. CURRENT YR8 A1 OCT 2013: English= avge of 2.0 sub level progress vs KS2 Maths = 2.4 sub level progress vs KS2 Science 1.5 – to be improved. Yr 9 TBC Current yr 10 A1 Oct 2013: English = 11.6 sub level progress vs KS2 Maths = 7.2 sub level progress vs ks2 Science = 5.9 sub level progress vs ks2.

September 2013 2013

September 2013 2013

The best teachers are now T+L Coaches thus increasing our capacity to remove any grade 3 or 4 teaching. Similarly, since January 2013 we have maximised good practice of individual teachers to lead inset and workshops sessions. Our staff are becoming more reflective about their practice and therefore starting to take more risks in their classroom. (Lesson Obs / LW). All Inset sessions and staff meetings, since January 2013, have been focused on the teaching and learning priorities. ( see agendas) All staff have a CPD session in their timetable where they will plan lessons together and share practice. Staff state they highly value this time. ( staff feedback 2013) ALL CPD workshops are devised around the feedback and requirements of teachers following their feedback.

September 2013 2013

Behaviour and Safety Aspect Evidence 2012

results 3 yr

trend To improve Students’ attitude to learning are consistently positive.

Positive ethos and students behave well, have good manners and are punctual to lessons.

Behaviour at the Academy is good despite of the serious violence student experience in the community: 2 fatalities OF Walworth students between Sept 2012-Dec 2012. The Academy is a place of safety. ( student survey 2013) SLT and other dedicated staff have a very visible presence at the start and end of school in and around the school perimeter. Our Safeguarding Audit recognised our strengths but also highlighted where particular policies need strengthening. (March 2013) We consider ourselves a family. The quality of Care, Guidance and Support is good with much that is outstanding. The academy has a strong and very effective pastoral system. There are valuable and well- established links with external specialist services to support the most vulnerable students.(see list)

A parent survey states that 99% of parents agreed: ‘My child feels safe and happy at school’.

Students clearly enjoy being at the academy. They show commitment to learning and value the

high quality teaching they receive. They enjoy taking an active role in lessons and regularly take up the additional opportunities to attend ‘Saturday School’ and many enrichment activities (see list: residentials, holiday revision timetables etc) Permanent exclusions are low as the focus is modifying behaviours (RoL2012). Teachers and support staff are highly effective at managing behaviour. The whole-school behaviour policy is applied consistently. There is a shared belief among staff and students that only the highest expectations of student conduct will do. Students are very clear about the academy’s sanctions and rewards policy. The academy has taken very effective action to reduce the number of fixed-term exclusions and Is working towards ensuring they are reduced below national averages (ROL).

Attendance is very good and in line with national average: 94.4%. There has been a marked improvement in the attendance since the last inspection: 2010 below average to 2012 in line. Persistent Absence 2012-2013 was 8.3% and still needs reducing. Punctuality to school has greatly improved, e.g., year 10 has had an 80% reduction in lateness BUT, we are not complacent and intend to further increase attendance and punctuality by appointing full time Attendance Officer. We need to further improve the attendance of the WBRI. (RoL) Where students move from one building to the other it can cause some lateness to lessons.

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Continue to reduce low level disruption through greater active engagement. Safeguarding audit action points all applied with a new behavior for learning policy in draft by November 2013.

Develop the student’s behaviour for learning. Behaviour for Learning Policy fully reviewed – draft in place for November 2013.

Reduce PAs in KS4.

Increase attendance of students between 90-94%. Fast track to court now in place since Sept 2013. Increase rigour of parental accountability.

September 2013 2013

Behaviour is managed consistently well. Marked improve in behaviour over time for individuals or groups with particular needs.

Behaviour is managed consistently well. Marked improve in behaviour over time for individuals or groups with particular needs.

Systems for monitoring student attendance are rigorous and staff act quickly if any student’s absence gives cause for concern.

Students’ behaviour and attitudes around the site and in lessons makes a significant contribution to the warm and friendly atmosphere of the academy. On the occasions where behaviour does not match the high expectations of the academy it is dealt with quickly:

“Pupils’ behaviour remains good. This is the case even in lessons where teaching requires

improvement. Behaviour is also good in the corridors, helped by a strong staff presence. Procedures are in place to deal with unruly behaviour should it occur. For example at the end of a science lesson when pupils started to misbehave the head of school was quickly summoned and calmed the situation. There is a good learning atmosphere; pupils know they are in the academy to learn. They are polite and friendly to visitors and are good ambassadors for the school; a number of students were involved in the open day for the parents of new pupils and acted courteously and confidently.”(ARK monitoring visit March 2013).

Students are making an increasingly positive contribution to the academy, e.g. appointment of

staff, being the voice of the community to lead politicians.

We are developing our ability to teach positive learning behaviour (fighting fire with water strategy) as opposed to an exclusive focus on sanctions and a clear understanding that exclusion is not the only and the main response to managing learning behaviour effectively. Fixed term exclusions for 2012-2013 remain in line or below national averages: 8.6%. We continue to focus on reducing the number of exclusions for WBRI and SEND students, without lowering our expectations.

WE WILL NOT exclude as a reaction but will look for alternatives. This is a new way of working and is in its early stages and will take longer to ‘fix’ particular behaviours but we are committed to the long term impact this will have. PSPs are being used more effectively to address behaviour that could lead to permanent exclusion.(case studies) Where there have been challenges with students’ behaviour, they are being given more focused time to reflect on their behaviour, their self-management and the consequences of their actions. This is developing improved self-management. ( case studies)

A new staffing structure for the inclusion team is being formed in order to provide more capacity to support our vulnerable students. We need to increase the impact of our TAs on learning and progress in lessons and now have clear training programmes to address this.

All senior and middle leaders have received training on new OSTED guidelines on exclusions, child protection policy and safeguarding.

There is a strong culture of Praise in the academy and new methods are being used to reinforce the high expectations, e.g., desirable and popular prizes for good behaviour, effort, achievement, attendance, punctuality and learners of the month. These prizes include: mountain bikes, digital cameras, iPods, cash and book vouchers.

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Continue to develop students’ self management and reduce low level disruption.

Improve students ability to self- manage.: SEND SA and disruptors. Increase / improve the culture of praise – Sept 2013.

Train and develop these teams to increase impact on student behaviour and to increase impact on student progress in lessons. CURRENT - significant increase in merit awards logged in comparison to equivalent time last year.

September 2013 2013

Students have a good awareness of different forms of bullying. There are few instances of bullying and these are dealt with effectively by the school.

Students understand how to keep themselves safe

Improving the quality of teaching and learning as part of our plan to reduce low-level disruption

and improve attitudes to learning., hence Naming the Disruptor where student voice clearly identifies other students who had been disrupting their learning ( March 2012) Named students will have been removed for a lesson. (spreadsheet 2013)

We still need to reduce the low level disruption and must provide the students with more time to socialise within the construct of the school day.

“Pitch high and differentiate down and less teacher talk and more student

engagement” is the message that has consistently been conveyed to staff since January 2013. We are making good progress although some lesson are still inconsistent.

Bullying and racist incidents are rare and are dealt with promptly; this ensures that pupils feel confident and safe in the academy. We rigorously challenge any forms of discrimination particularly racism, and this is also applied to parents (Case study) They respect and value each other and consequently congregating in the dining hall at lunchtimes is a harmonious experience. Excellent relationships between staff and pupils encourage pupils to talk to adults in the academy when they have worries.

Walworth Academy insists that street culture is left way beyond the gates. Pupils come to school with high standards of dress, a school bag and equipment, no extreme haircuts and no emblems of group allegiances. They must be “Ready for learning”. The Academy is extremely effective in managing inter-cultural/racial conflict and wider community issues. Our Police School Liaison Officer is well respected by student and parents. We have a culture of ‘Tell Us’ and when told, students know we will deal with the issue. ( Heads of school case studies)

Students demonstrate immense resilience in light of dealing with the death of two within the space of a year. Their kindness and generosity has been exemplary. e.g., after the recent tragic and fatal stabbing of one our pupils, pupils immediately proposed a way of raising funds for the family and collectively they raised over £1500.

Tutor Period and citizenship explicitly deliver key aspects that develop the students’ personal and social development. ( see programme)

96% % of students say they feel safe at the Academy School systems and student self-management is ensuring calm and orderly movement around the academy and also at the end of the school day. There are a series of session informing students about how to keep themselves safe: Tutor period programme.

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Explicitly teach students the right behaviours for learning.

Continue to prioritise and provide training until over 85% consistency in lesson observations. Anti- bullying focus begun Oct 2013 – anti bullying week in Nov 2013 and each term. Continue to develop a ‘tell us’ culture.

Revise the tutor period programme to ensure it has more challenging issues relative to the students’ experiences.

September 2013 2013

groups /individs with behave probs

• Non prejudiced bullying

• Students stop bullying / challenge / prevent it

• All groups feel safe

• Know what is dangerous and able to keep themselves safe

Heads of Small Schools oversee the setting of appropriate priorities, and these are carefully monitored at weekly pastoral meetings, with Safeguarding and Connexions Coordinators, Home School Support and SENCO (Evidence of impact: improved behaviour, higher rates of attendance and lower rates of exclusions).

Key organisations have been working with whole year groups and identified smaller groups who are in danger of gang involvement. ( HEADS OF SCHOOL LIST) Summer holiday incidents and/or arrests significantly reduced to zero. (Sept 2013).

We have strong working partnerships with the police and the community safety council group who regularly work with our students and parents. ( Aylesbury Estate Action group)

Students at the early stages of learning English, individual students with moderate learning difficulties and those with challenging behaviour receive additional out-of-class support, and overall make good, and in some cases, outstanding progress. However, the progress they make in a minority of lessons is variable, owing to the uneven support they receive in developing their literacy and language skills. (Assessment data, lesson Obs)

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Work with teaching assistants to ensure that they are able to contribute more to students’ learning in every lesson (ARK monitoring March 2013). As well as the new Literacy programme, implement a specific EAL programme for below level 2. (Nov 2013)

September 2013 2013

Aspect Evidence 2012 results

3 yr trend To improve

Identity and Diversity •

Moral development

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There are very few incidents of racism. These are dealt with appropriately with firmly and appropriately. Similarly, where parents have made racist remarks we have addressed this informally and formally in writing. Where there have been incidents of some students impersonating each other’ accents, we have taken a firm stance with this and considered this to be racist. ( Case study) In music and through humanities and English the curriculum celebrates the diversity of our students and community. National Days are calendared and celebrated. Walworth Academy is ethnically, religiously, socially and culturally diverse, with a large majority of pupils (74%) from different ethnic groups, culture and religion. The ethos continues to develop to secure our cohesive community which fosters mutual respect based on knowledge and self-confidence. Walworth CARES: our values are explicitly taught, re-inforced and celebrated. This is reflected in relationships within our community.

Our minute of spiritual reflection is enshrined in all assemblies and covers a wide range of spiritual verses and experiences.

Our community (pupils and staff) closely mirror that of our local area. Although we are not a faith school we have a clear set of values that are common to all faiths. This approach to promoting diversity and equality of opportunity is reflected in all our provisions, ethos and our core values. These include:

• Our curriculum –particularly PSHE during tutor period ( see programme)

• Assemblies and our daily act of worship and our enshrined moments of reflection.

• Our whole school celebrations of diversity and ‘difference’.

As a result of these provisions a very large majority of our pupils have a strong sense of belonging and feel safe, valued, respected and supported (see pupil survey).

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More explicit celebration of different cultures by celebrating all national days as of September 2013. Develop the assembly programme further to include even more cultural variety. Greater communication with parents about our values / priorities - CARES. Continue to develop opportunities to explicitly praise and reward the demonstration of our values: CARES.

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QUALITY OF LEADERSHIP IN AND MANAGEMENT OF THE SCHOOL - CURRICULUM Aspect Evidence 2012

results 3 yr

trend To improve

Curriculum

• Curriculum meeting ambitions / vision

• Delivers outstanding or good+ outcomes for all students

• Rich, diverse and deep learning experiences

• Curric impact on student behaviour

• Engagement of parents

• Hard to reach parents

• safeguarding

We have implemented a new curriculum model for September 2013: depth before breadth whilst ensuring that the vast majority of students study at least 8 GCSEs and with the aim of achieving more B grades. We will not ‘squeeze’ students into subjects to ‘tick’ boxes but will ensure that all students have the essential life currency when the leave Walworth Academy. The curriculum for the last 4-5 years has increased the teaching of BTECs and this has had a detrimental impact on our best VA. It will also impact on our Best 8 VA in the 2013 results. This is now addressed. Our Basic Indicators are very strong and illustrate the effectiveness of particular aspects of our

current curriculum model. The quality of leaderships is good but there is still too much variability across the academy as reflected in some department’s results. The pastoral leaderships is very good indeed as evidenced by how well students achieve at Walworth despite their behavioural and emotional challenges. The strength in their leadership turns student’s lives around. (case studies)

We have reduced our A level and level 3 offer in our 6

th Form to ensure we only deliver high

quality subjects that have real currency for our students. This revised offer begins in September 2013 as does the revised entry criteria. ( since Jan 2013) The curriculum ensure that all students have the best opportunity to achieve A*-C with all students having at least 5 lessons a week in these subjects. A few students part time off sire provision in a level 1 course related to the trades. This is proving a very successful motivator for these students who otherwise may have to be removed from mainstream education. (case studies) Our Nurturing of for vulnerable students, achieves good outcomes particularly in relation to the students confidence and self-esteem.( case studies and data) Intervention supports the progress of students who may be falling behind including residentials where students achieve a deeper learning with it being a singular focus. (Impact on English residential – student voice) Our work with vulnerable students and families is of an extremely high standard. The working relationships with such parents are having a clear impact on the students in their behaviour and or their attendance. Parents informed us, December 2012, that they wanted to have more regular information about their child’s progress, they wanted appointments at Parents Evenings and they wanted to know what homework their child should be doing. Already we have introduced appointments at parents evening and we are improving the quality of the reporting as well as increasing the regularity. Parents have been fully involved in the discussions about the new curriculum and as a result have set up a parents group to monitor its progress and impact. ( parent evaluation June 2013) As a result of this a parents’ representative group has formed. (July 2013) We work tirelessly to engage our hard to reach parents, including the provision of PIPs; Parental Involvement Programme which is very successful. ( See PIPs report).

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English and maths still need to achieve far more A*-B grades with the average or more able students. The A1 Oct assessments for years 8 and 9 are on track to exceed the rates of progression for December 2012. The depth before breadth curriculum is showing very positive indicators.

Offer increased for 2013 due to partnership with Globe Academy. New Leadership of the 6

th form is showing

significant improvements.

Extend all the opportunities to actively involve parents in the school. Parents representative group has formed. Develop a Parenting Training session for targeted parents.

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September 2013 2013

QUALITY OF LEADERSHIP IN AND MANAGEMENT OF THE SCHOOL ASPECT EVIDENCE 2012

results 3 yr trend

To improve

Pursuit of Excellence

High expectation and high ambition.

Middle Leaders are deepening their understanding of the school’s performance

Good or better impact.

All teachers and leaders ambitious for our students

Performance Management/ Appraisal is rigorous and increases impact.

Maximising staff skills and attributes

“The new principal has made an excellent start. She has identified priorities for improvement and is moving at a good pace to bring about improvements where needed. She is focused on what matters most and is showing energy and determination as she builds on the good legacy left by the previous principal”. (ARK monitoring visit March 2013).

In the short time the new principal (also with an outstanding track record of school improvement)

has been in post, she has, with her leadership team focused relentlessly on securing improvement in teaching and students’ achievement. The leadership structure is being transformed through new appointments and restructuring in order to maximise their strengths and extend their range of expertise, e.g., T&L Leadership Group and a small group of middle leaders is looking to inform the changes to the new curriculum model in preparation for September 2013. Training and development of the senior and middle leadership teams is linked to the school’s priorities and the outcome of the leadership capabilities audit. ( training needs list). SLT Appraisal targets are directly linked to the school’s priorities for which they are fully accountable. (Oct 2013)

Good leadership of teaching and learning has resulted in consistently good and sometimes outstanding progress for the vast majority of students and high quality of attitudes, behaviour, learning and attainment across the academy. The majority of subject leaders are very effective. Those where there is concern are being addressed and have not passed their performance management.

Leaders at all levels models at least good practice on a daily basis and ensure that the vision for the academy is clearly articulated, shared, understood so that leaders ‘walk the talk’.

In maximising termly assessment data, Middle leaders accountability has increased and they are fully accountable to their SLT line manager and to the Principal who will address underperformance rigorously.(leadership changes and restructuring)

The clarity of vision from the principal and her senior staff is matched by the quality of the support given to staff to drive improvement, and to ‘move up’ performance to a significantly higher level. ALL staff meetings or inset are focused on our priorities matched to the same priorities for each teachers Appraisal targets. (CPD / INSET since January 2013)

Non achievement of Performance Management targets directly restricts a teacher’s Threshold progression. 94% of teachers requested observation and feedback training with Ofsted Inspectors so that they can continue to improve their own practice.(STAFF FEEDBACK LIST January 2013) All teachers are systematically monitored, evaluated and supported in their work. Teachers who need additional development are supported through coaching and mentoring by members of the T&L group.(see T+L grid) The performance management of all staff, including support staff, is effective and robust in bringing about improvement and is consistent with the Academy’s priorities.

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Some HOD still need to increase the rigour of accountability. Nov 2013 1 to 1 meetings with each teacher take place after each assessment cycle. Nov 2013 All HODs have an appraisal target related to increasing the rates of progress in years 7 and 8.

We still need to increase the number of students achieving A/A*. In parallel to this we must increase the percentage of B grades at GCSE so as to give our students a stronger ‘footing’ to study A levels.

Firstly, we must achieve 100% good whilst increasing the percentage of outstanding teaching.

Middle Leaders have identified further training needs:

a. maximising assessment to improve teaching and learning and to accelerate progress.

b. Achieving at least consistently good teaching and learning in every teacher.

Delivered in June 2013. Continuing training through middle leaders meetings and NQPSL.

HOD of underperforming departments have been addressed (Nov 2013)

September 2013 2013

Performance management is tightly aligned to academy and departmental plans. There is no longer a ‘one size fits approach’. The programme of staff training available both in house and externally reflects these complex needs.(CPD feedback July 2013)

ASPECT EVIDENCE 2012 RESULTS

3 YR TREND

TO IMPORVE

Increasing potential to achieving outstanding teaching and learning.

Relentless focus on teaching and learning.

There is effective induction of staff new to the Academy, including NQTs, Graduate Teacher Programme trainees, Teach First and other teachers new to school, although a new programme is being to developed to increase the percentage of good+ by end of year 1.(Induction file).

The training and development of the revised inclusion teams will, and needs increase the impact of the leadership and the impact of the support in the classroom.

The rigour of monitoring is increasing and narrowing the focus for improvement. (monitoring file). This is informing further refinements to our priorities, e.g., marking is more regular so now we focus on improving the quality of the marking targets. Focused monitoring activities are prioritised in the calendar and all summer term SLT line management meetings are learning walks to measure the consistency of our priorities within a department and across the Academy. (line management minutes April 2013 onwards).

The use of challenging targets is integral to our ambition. Rigorous pursuit of our targets for 2011 contributed to the dramatic improvements in GCSE results and the academy’s data show we were on track to do so in 2013. Our tracking data for science did not unveil the likelihood of such poor grades.

Failure to meet our targets in Textiles and Music has led to important changes for our curriculum offer for September 2013. (see section below on curriculum) Failure to meet our targets in certain subjects leads to important changes including the recruitment of a new HOD.(SLT evidence)

There is also a regular Termly monitoring meeting with ARK’s Director of Education and the Chair of Governors. Our self-evaluation confirms that monitoring has led to significant improvement since January 2013. (Analysis of A6 results)

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A new 3 year programme needs to be developed and implemented to ensure more new teachers achieve outstanding within 2-3 years.

Annual monitoring schedule is in place and calendared. (Sept 2013) ARK monitoring visit Oct 2013 praised the ‘cultural ‘ change in staff attitude in developing their practice and sharing what they are doing in the classroom.

September 2013 2013

EVIDENCE

2012 RESULTS

3 YR TREND

TO IMPORVE

Governors robustly challenge the senior leaders.

Governors ensure financial stability and ensure efficient management and deployment of financial resources.

Working with the Principal and the SLT, the Governing Body sets the strategic direction of the academy and sets challenging targets to promote pupil achievement. ( see ADP)

The Governors have an exceptional amount of skills that they bring add exemplified by the Chairs of Committees. ( see their resume / CVs)

They are tenacious in holding the Principal and other leaders to account, and ensure that performance and reward are closely aligned. ( Principal’s Performance Management Targets) The rigour and depth of challenge they provide is strong so that they check the clarity of planning and thinking. The Chair of Governors working relationship with the new Principal is very strong, purposeful and focused on achieving outstanding t e a c h i n g and learning.

Governors have a very clear, honest and accurate knowledge about the quality of teaching across the academy. This is because they ask incisive questions and are provided with detailed information about the academy’s performance by the Principal. ( see revised and more detailed Principal’s report to Governors Jan-Mar 2013)

The governing body ensures that the resources are extremely well used for the benefit of students, including the high proportion eligible for the pupil premium. They review statutory policies and ensure that all requirements are met, including those relating to safety of students. ( Minutes of the LGB meetings, Chair of Govs ARK Monitoring visit)

Trustees and governors are wholly committed to the vision that the academy provides the best educational experience for the community it serves. They bring to bear an impressive range of skills and experience from the world of education and business. They know the academy’s strengths and areas for development exceptionally well.

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Increase their contact and relationship with specific departments.