Self- Evaluation Teaching, Learning and Assessment Head teacher: Celia Dawson
Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching, Learning and Assessment is judged to be OUTSTANDING because:
Teaching schools status •
CGS gained Teaching School Status in 2013. We have always taken pride in the quality of our training programmes with Pedagogy for SEN being key to our learners’ long-term outcomes. Where teachers transfer from mainstream schools without this SEN knowledge but with a proven skills set, our aim is to move practice from Requires Improvement to Good within one year through the strength of our in house training programmes. We also have a strong belief in promoting excellence for aspiring new teachers and proportion our recruitment accordingly.
•
Between 2013 -2016 we have appointed and successfully trained and recruited 4 NQTs, 4 ITT students and 3 teachers requiring qualified teacher status through the QTLS route. All of these teachers are now teaching to a ‘Good or better’ standard. Currently we have 3 new NQTs all of whom are teaching at good or better standard.
•
Planning, attitudes to learning and high quality teaching •
•
Behaviour and attitudes for learning are excellent. CGS learners continue to demonstrate a thirst for learning and teachers provide essential time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils from lesson to lesson. Teachers identify and support any pupil who is falling behind and enable them to catch up through the delivery of tailored classroom support and intervention. Overwhelmingly pupils make above expected progress at each key stage in all areas of the curriculum.
Assessment and Planning Driving beyond Outstanding •
We have three Parents meetings per year and one annual meeting relating to the pupils’ EHCP or annual review. During these meetings parents are consulted and informed by the class teacher, relevant agencies/therapists regarding expected outcomes for the learners that lead to their overall achievement. Joint working with parents is central to this process and we pride ourselves on the high calibre of the parental support we provide.
•
During the year we also have three Pupil Progress meetings where professionals meet to discuss and monitor the well being and progress of each pupil. These meetings are designed to ensure that provision is at a premium for each and every child, as a result outcomes from our interventions show that the vast majority of pupils are reaching their full potential.
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Pupils’ work and understanding is monitored using an effective marking scheme. Progress is recorded and the teachers/SSAs employ excellent questioning and rigorous assessment procedures to determine the pupils’ next steps in their plans. Planning is personalised and modified from lesson to lesson to ensure that vital knowledge and skills are embedded to contribute to meaningful, functional and ambitious outcomes. Differentiated homework tasks are set on a weekly basis, we aim to make these purposeful, asking parents to support their children with the work in partnership with the school.
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The teaching of reading and writing at CGS is diagnostic and highly personalised in line with our learners cognitive and expressive language skills. Our extensive reading and SaLT assessments have been designed to give a clear view of every learners’ strengths and developmental needs so that the correct methods can be taken. The teaching of reading is diverse and specialised and tailored to the individual need of the pupil inclusive of relevant phonics programmes.
Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching, Learning and Assessment is judged to be OUTSTANDING because:
Teaching and Learning Monitoring system At CGS we run a robust monitoring system to measure the quality of teaching in our school. This comprises of regular informal visits by the Head and Deputy Head teacher, high quality formal observations by the senior leadership team, subject lead observations and coaching, book scrutinies, pupil and parent surveys, observations by recognised inspectors from established educational providers and bespoke developmental programmes for teachers. Outstanding Teaching within the curriculum At CGS we provide a broad, balanced, creative and functional curriculum which inspires our learners to build skills for their futures inclusive of widening their potential for employment. From 2013-2016 our subject leads have been graded Outstanding in the following areas: Maths, Literacy, Art, PE, Drama, Computing, Science, PSHE. This has led to consistently outstanding progress and outcomes for our learners over this period. Learners experience at least Good teaching in Humanities, Music and Food Technology where outcomes have been judged as better than Good overall.
Quality of Teaching by Middle leads 2013- DEC 2016
6 5
Scale
4 3 2 1 0
Engl i s h
Oustanding - 5
Maths
Good - 4
Sci ence
Computing 2013
2014
PE 2015
2016
ART
Dra ma
PSHE
Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching and Learning is judged to be OUTSTANDING because:
Developmental observations The table below shows a percentage of observed lessons from June 2014 to autumn 2016. The percentage scores come under the descriptions ‘Outstanding’ and ‘Good or Better.’ Our observation cycle runs from November to June each year with every teacher being observed on a number of occasions dependent on their professional experience and/or demonstrated abilities. We use this information to help gauge the quality of teaching and run highly effective developmental training programmes for all staff.
Lesson observed Key Stage
Autumn 2014 Outstanding
June 2015 Good or better
Outstanding
50%
Autumn 2015
Autumn 2016 (inclusive of latest cycle) Outstanding Good or better
Good or better
Outstanding
Good or better
50%
50%
-
50%
50%
100%
25%
75%
25%
75%
KS1
50%
50%
KS2
17%
67%
KS3
38%
50%
38%
50%
38%
62%
40%
60%
KS4
40%
60%
50%
50%
80%
20%
75%
25%
KS5
50%
25%
50%
33%
40%
60%
33%
50%
Headlines
From November 2016 96% of teachers at CGS are good or better compared to 90% in February 2016, marking a 6% improvement (Appendices 2). From 2015 -2016 86% of teachers demonstrated improvements in their teaching over three observation cycles, compared to 75% in 2014-2015, marking an 11% improvement (Appendices 3) 86% of our middle leaders are Outstanding with one teacher (currently new in post) performing at good with outstanding features (pg.2). Teachers who trained with CGS on our School Direct route – 25% Outstanding, 50% performing at good with outstanding features with 25% at good. Number of newly appointed teachers in 2016 – 3 all of whom are NQTs performing at good or better (Appendices 2).
Teaching Targets by July 2017
Ensure that all teachers on M5 -Threshold demonstrate at least Good with Outstanding teaching (4 teachers) Implement high quality coaching packages for any newly appointed teachers and for the teacher currently requiring improvement moving both to at least good (one new appointment pending in January) Ensure that 100% of teachers are at least good or better inclusive of those on long term cover supply Increase the % of teachers who demonstrate improvement in their teaching over the next academic year from 83% to at least 90%.
Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching , Learning and assessment is judged to be OUTSTANDING because:
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The main areas of maths which are taught are number, shape, space and measure and handling data. Pupils are taught essential skills and encouraged to apply what they have learnt to real life problems. The emphasis is on functional maths; maths which is used in the home and community to prepare for them for the future. Pupils are given excellent opportunities to rehearse, practice and consolidate these functional skills across the curriculum.
•
From each different starting point, the proportions of CGS pupils making and exceeding expected progress in English and in mathematics are very high compared with data sets on CASPA.
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Communication and our pupils’ self-expression is at the heart of everything we do. We celebrate each individual through our innovative curriculum inclusive of Life skills, Expressive Arts and PE which extend into the community and wider borough performances/events with a diverse range of schools and colleges. These enriched experiences build pupils’ confidence, resilience, self-belief and capacity to achieve to their full potential. Cricket Green is a diversely rich community which is reflected equally in the demographic of our staff and pupils. Statistics on attendance, attainment and progress show that CGS Learners from all groups make the same progress irrespective of need, religion, gender or ethnicity.
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Advancements in Assessment since 2013 • Since 2013 there has been consistent developments of assessment made to the curriculum – (see table on pg. 6). • At CGS we use a range of robust assessment measures as we recognise that this is a necessity to accurately track the progress of our diverse learners. • Currently we are trialing a digital assessment tool (Infomentor) with I-pads in each class which will lead to even more detailed quality formative assessment. • This year we are leading on an exciting assessment research project with other SEN schools which we envisage will lead to the publication of crucial data sets for SEN schools across the country. Research • One of our middle leaders has completed a Masters in using age appropriate literacy as a spring board to develop a self-awareness of behaviour and improving Learning to Learn skills. Our intention in 2016/17 will be to expand this research by implementing a new learning to learn curriculum. *For further reading of this research please see the Curriculum page of the website. To sustain outstanding standards the following areas are being worked on: • • • • • • •
Raise the quality of teaching and assessment to good with outstanding in Humanities, Music and Food technology by July 2016. Embed the new assessment system in the 6th form so that teachers can ensure that EHCP outcomes are met if not exceeded in preparation for adult life. Continue to provide bespoke training packages for teachers to increase their SEN pedagogy for all learners (pg. 5) Continue to approach succession planning using a strategic model so that the very best standards are maintained as the school grows within the shifting educational landscape. Develop and publish accurate data sets with partnership schools to further validate the measurement of achievement, progress and outcomes for SEN learners by September 2017 Introduce a new Learning to learn skills curriculum to raise awareness of metacognition in all learners - to be completed by 2018.# Ensure the successful appointment of an outstanding SEN literacy lead by…
Reviewed CD/SLT Jan 2016 Governors: Teaching and Learning –January 2016
Appendix 1 Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching , Learning and assessment is judged to be OUTSTANDING because: Summary of Teaching, learning and assessment by subject area since 2013 Subject
2012-13
2013-14
2014-15
2015 -16 Assessment Judgement
Outstanding Pupil outcomes 2014-2016 >30% Overall
Change of grade in assessment Since 2013
PE Teaching Grade Assessment Grade
1 Good 1 Outstanding RIG
2 Outstanding Good
2 Outstanding Robust
2 Outstanding robust with inter school Moderation and MSSP work
Exceeded
3
Drama Teaching Grade Assessment Grade
Outstanding RIG
Outstanding Good
Outstanding Good
Outstanding Good –change assessment in 2014
Exceeded
2
ICT Teaching Grade Assessment Grade
Good RIG
Good with Outstanding RIG
Outstanding Robust
Outstanding Robust – change of curriculum
Exceeded
3
Music Teaching Grade Assessment Grade
RI N/A
RIG N/A
Good RIG
Good RIG new system introduced in 2015
Trial in place
N/A for 201314
Food Teaching Grade Assessment Grade
Good RI
Good with Outstanding RIG
Good with Outstanding Good
Good - (cover supply) Good big developments in AFL
Exceeded
2 *Lead leaves 2016
Social skills Teaching Grade Assessment Grade
Outstanding Good
1 Good 2 Outstanding Robust
1 Good with Outstanding Robust
Good with outstanding features - Good training of new lead
18%
-
PSHE Teaching Grade Assessment Grade
1 Good 2 Outstanding Good
2 Good 1 Outstanding Robust
2 Good 1 Outstanding Robust
2 Good with Outstanding Robust - Training of new lead
Exceeded
1 *Lead leaves in 2015
Humanities Assessment Grade
Good RI
Good Good
Good Good
Good Good
Met
2
Science Teaching Grade Assessment Grade
Good RI
2 Outstanding RIG
2 Outstanding Good
Outstanding Good– new system in place
Exceeded
2
Maths Teaching Grade Assessment Grade
Good Robust
Good with Outstanding Robust
Outstanding Robust
Outstanding robust with inter school Moderation -new data sets research
Exceeded
-
Art Teaching Grade Assessment Grade
2 Outstanding Good
2 Outstanding Good with Outstanding
2 Outstanding Robust
2 Outstanding Robust
Exceeded
2
Literacy Teaching Grade Assessment Grade
Good with Outstanding Robust
Outstanding Robust
Outstanding Robust
- Robust new data research ongoing
Exceeded
- Lead leaves in 2015
Appendix 2 Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching , Learning and assessment is judged to be OUTSTANDING because:
CGS summary of teaching standards by M –scale and Key stage 2016 Grade of Teachers
Number
RI
QTS
1
1
NQTs
3
1 (1st term)
2 (1st term)
3
M3
3
1
1
2/3
M4
1
M5
4
2
M6
1
1
Threshold
9
2
1
6
7/9
Total
22
8
6
7
19
Other Cover supply
3
3
Primary
6
3
2
1
5
KS3
6
2
2
2
5
KS4
4
1
3
4
KS5
6
2
1
2
5
Total
25
10
6
8
21
1 (coaching )
Good
Good with Outstanding
Outstanding
1
1
1
1
Meeting scale expectation
2
1 4 1 40% P/T teacher
-
Appendix 3 Self Evaluation 2015/16 SUMMARY The effectiveness of Teaching , Learning and assessment is judged to be OUTSTANDING because:
Graph showing the standard of teaching at CGS for 2015 -16 25
22
21
20
No. of teachers
15 10 6
6
6
6
4
5
6
4
7
5
7
0
Teachers by Key Stage
Tota l
No. Good - Outsta ndi ng
Graph showing the number of teachers (by KS) who improved from June 2015 - June 2016 25 21
No. of teachers
20
18
15 10 6 5
6
5
5
1 0
Teachers KS1 a nd KS2
Teachers by Key Stage
4
4
5
1 Teachers KS3
Tota l
4 1
Teachers KS40
No. s howi ng Improvement
Teachers KS5
No Movement
3 Tota l number of tea chers