Basic Skills Quality Mark Feedback Report

Basic Skills Quality Mark Programme – Visit Feedback Report School name

Wallasey School

Headteacher

Phil Duffy

School and/or HT email

headteacher@wallasey.wirral.sch.uk

Tel no

0151 6777825

Alliance QM Assessor

Lesley J. Lee

Visit date

13.12.12

Purpose of Visit

Renewal Assessment

The Assessor spoke with the following people Headteacher and/or Senior Leaders YES SENCo YES

Literacy Subject Leader YES Pupil representatives YES

‘Learning Walk’ completed? YES

Numeracy Subject Leader YES Governor representative(s) YES

Assessment Manager YES Parent representative(s)YES

Relevant evidence-base reviewed? YES

The previous development points have been considered and have been implemented

Suggested areas for development in preparation for the next Quality Mark visit: Although some progress has been made in developing pupils’ literacy skills across the curriculum the development of numeracy through other subjects has been at a slower pace. To support this work the school needs to further develop the whole school strategic management of literacy and numeracy across the curriculum.

To continue to share good practice by rolling out the Mathematics Intervention Log across other curriculum areas.

enquiries@qm-alliance.co.uk

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‘Good practice’ identified in relation to the 10 Elements of the Quality Mark: Since the last Basic Skills Quality Mark (BSQM) visit there has been significant improvement in the use of assessment to monitor the progress of individual and groups of pupils. Through the systematic analysis of a wide range of data the Director for Intervention, Achievement and Progress has established systems that are rigorous, comprehensive and effective in monitoring progress. This information is used to identify individuals and groups of pupils who need further support and to inform planning so that their individual needs are met.

All staff have received training to improve the use of data in the classroom and as a result planning, teaching and learning are now better informed. Aspirational targets have been agreed with governors and staff are more accountable. This has led to improved outcomes and in 2012 the school achieved its best results for 5A*- C including English and mathematics. This is a significant achievement for the school and staff should be congratulated.

Since the last visit there have also been significant improvements in the teaching and learning of mathematics and attainment at Key Stage 4 improved in 2012. The department has implemented a highly focused tracking and intervention log, which has been developed by a member of the department. This ‘log’ is used to very good effect to monitor and support the progress of individual pupils and to ensure that appropriate intervention is put in place to address their individual learning needs. This programme of monitoring intervention is highly effective and represents very good practice.

The school is fully inclusive, caring and supportive and provision for pupils with special educational needs and or disabilities is very good. The school clearly puts the needs of the individual pupil at the centre of all planning, teaching and learning and the very high levels of guidance and support alongside high expectations and challenge have had a very positive impact on learning. In particular, the Redgrave centre provides highly effective literacy and mathematics provision for pupils with moderate learning difficulties. Also, the recently introduced Lifeboat programme has enabled pupils to further improve their reading and wider literacy skills. Provision for pupils with special educational needs is a strength of the school.

The newly appointed learning mentors work very closely with the SENCO to support the learning needs of individual pupils. They have a very clear focus on developing literacy and mathematics skills and evidence shows that they have had a very positive impact on learning, particularly in the development of reading, in a short period of time. The learning mentors are very effective in their role; they are very caring of their pupils and have a strong desire to make a difference.

Pupils are obviously very proud of the school. They are happy, display high levels of engagement, have good attitudes to learning and are keen to talk about their work with visitors. Pupils generally know their literacy targets and what they need to do next to improve. However, pupils are less secure about their mathematics targets.

enquiries@qm-alliance.co.uk

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Links with parents and carers are very good. The school has successful strategies for engaging with parents and actively encourages them to be involved in the life of the school and support their child’s learning. There is regular communication, which includes newsletters, a text messaging service, a superb website and the excellent school and community magazine ‘Life’.

Governors are well informed and the Scrutiny Committee and the Teaching, Learning Care and Curriculum Committee work closely with the headteacher and the wider senior leadership team to monitor and evaluate progress in the basic skills.

The school is also to be congratulated for the quality of the learning environment.

The school is bright and lively and displays in classrooms and corridors are excellent.

The high quality displays celebrate pupils’ achievements and support teaching and learning.

Through the strong, clear leadership of the headteacher the school is continuing to progress and build on its successes. The headteacher supported by the senior leadership team and governors is clearly committed to the further development of the basic skills and has high expectations of staff and pupils. Together they are working hard to raise attainment and equip pupils with the necessary basic skills for their continued development.

Congratulations, a well deserved award!

enquiries@qm-alliance.co.uk

www.qm-alliance.co.uk