Minutes from parent/carer meeting

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

Minutes from Open Parent Meeting in relation to Ofsted Inspection Report Wednesday 15th January 2014 at 6pm Present: Amanda Cawood, Headteacher Emma Dickinson, Deputy Headteacher Sue Talbot, Strategic Service Manager, Local Authority David Armstrong, Deputy Director & Assistant Chief Executive, Local Authority Alison Simpson, Principal Manager, Local Authority Meeting Commenced: 6pm Mrs Cawood welcomed and thanked all parents present for attending and explained that the meeting was for the school to explain to parents the direction it is currently taking and will continue to take following the school’s recent Ofsted Inspection in which it was placed in a category of ‘serious weakness’ Mrs Cawood introduced Mr Geoff Dunn, Chair of Governors, Sue Talbot David Armstrong Alison Simpson Mrs Emma Dickinson Deputy Headteacher.

Mrs Talbot explained to parents/carers that she would be taking them through the process of what happens when a school is placed in a ‘category’.

Mrs Talbot assured parents that the school is and will continue to receive support from the Local Authority to ensure that the school moves out of the category of serious weaknesses.

Mrs Talbot explained the category ‘serious weaknesses’ Schools are deemed to have serious weaknesses under section 44(2) of the Education Act 2005, where the Chief Inspector is of the opinion that: ‘the school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.’

The school is not in special measures because the HMI was of the opinion that the school could be turned around by the Senior Leadership Team and staff within the school.

It was pointed out that to be the ‘serious weakness’ category is due to the fact the the HMI has the absolute faith in Headteacher and SLT to turn the school around.

Mrs Talbot gave a detailed explanation of the category and what it means.

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

A school with serious weaknesses is ‘inadequate’ (grade 4) in one or more of the key areas, and/or there are important weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development.

• Achievement of pupils .................... Inadequate .......................... 4 • Quality of teaching .......................... Inadequate .......................... 4 • Behaviour & safety ......................... Requires improvement ........ 3 • Leadership & management ............ Requires improvement ........ 3 However, leaders, managers and governors are judged to be capable of securing improvement (this means that leadership and management are judged at grade 3 or above). These schools are schools causing concern.

Mrs Talbot pointed out that the findings showed that not all teaching in the school was inadequate. The new Ofsted framework shows that there is inconsistency in teaching throughout in school, ranging from Inadequate to Outstanding. A school will be put into a category if there is inconsistency in teaching.

A summary of the key findings for Parents and Pupils was explained Too many students do not make the progress expected of them especially in mathematics, where attainment is well below average and has not improved quickly enough.

However, it was explained that Wallasey School has shown improvement year on year.

The progress students make, including the most able, those who are supported by the pupil premium, those with disabilities and students with special educational needs is too variable. This is because too many teachers do not use assessment information to set work that meets students’ individual needs.

It was explained that some students are making outstanding progress, some good and some are not making progress at all and it is that inconsistency that needs to be eradicated.

Teaching over time is inadequate. It is too variable in quality across the school, with too much teaching that is inadequate or requires improvement, particularly in mathematics.

Students are not always provided with sufficient guidance about how to improve their work and teachers do not always use marking to check students’ learning and to move their learning on.

Marking does not always inform that pupil on how they can improve.

Students are not given sufficient opportunities to work by themselves or in groups.

This is a new criteria that has been introduced, where before children were discouraged from working independently, they are now encouraged to do so, independently, in pairs, in groups.

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

The sixth form requires improvement because students are making expected progress but relatively few students make better progress than this.

The HMI acknowledged that significant improvement has been made in the Sixth Form and the changes that Mrs Cawood has put in place were impacting positively on the progress that pupils are making in sixth form.

Students’ attitudes and behaviour require improvement. In lessons where their needs are not met they lose concentration and interest in learning.

This is about ‘passive behaviour’ were students are losing concentration.

Some subject leaders have not yet fully developed their skills in using assessment information so are not able to drive improvements in achievement.

This is about pupils having targets and being monitored to move them on.

The school has the following strengths The resolute leadership of the headteacher, senior leaders and governors provides very clear direction and they have moved swiftly to put actions into place to address weaknesses. They have secured important improvements to the quality of teaching and students’ achievement in English and the humanities.

Results at AS level and in vocational subjects have improved significantly in 2013 as a result of improved monitoring of students’ progress and changes to the curriculum.

Students with disabilities or special educational needs make good progress when they are taught in the Redgrave Centre.

The key issues raised by Ofsted 1. Improve the quality of teaching so that it is consistently good or better and so improve students’ attitudes towards their learning by: • eliminating inadequate teaching, especially in mathematics • ensuring teachers use assessment information more effectively to inform lesson planning so that the needs of all groups of students are met and that there is always an appropriate level of challenge in lessons, including for the most-able students • using assessment information to set individual targets for students that are always pitched at an appropriate level and can be used to move students’ learning forward • planning more exciting lessons that interest and enthuse students • providing more opportunities for students to work collaboratively and independently of the teacher • ensuring students are always given precise guidance about how to improve their work and that marking is used as a check on students’ learning and outcomes are used to inform lesson planning • continuing to share the best practice which exists in the school

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

2. Improve leadership and management by increasing subject leaders’ understanding of the way assessment information can be used to improve the quality of students’ learning and to set challenging targets for individual students.

The above bullet points are what the Local Authority use to monitor the schools progress. Mrs Talbot explained how she has met on a regular basis with Mrs Cawood, Mrs Simpson and other members of the Local Authority to compile a Statement of Action based on the above points.

What happens next?

• Monitoring inspections of schools with serious weaknesses are carried out under section 8 of the Education Act 2005, but Her Majesty’s Chief Inspector (HMCI) may elect to treat them as section 5 inspections using his powers under section 9 of the Act. 6.

• Schools deemed to have serious weaknesses are not required to prepare a separate action plan but are expected to amend their existing plans to address the areas for improvement identified by the section 5 inspection. The local authority , proprietor or sponsor must submit a statement and a plan of action to HMCI within 10 working days of the school receiving the inspection report.

• An HMI will usually conduct the first monitoring inspection visit within four to six weeks of the publication of the inspection report.

• The HMI will discuss the implementation of the statement of action and the school’s improvement plan and determine whether these are fit for purpose.

This also includes what the Local Authority are doing to support the school, including financial support.

• The inspector will also outline the likely pattern of future monitoring.

• Following the first monitoring inspection, a school may receive up to two further monitoring inspections over the period of 18 months following the section 5 inspection that identified serious weaknesses.

• If, during the period of monitoring, the HMI is of the opinion that the school is making sufficient progress for the serious weaknesses designation to be removed they may recommend bringing the section 5 reinspection forward. In such cases the section 5 reinspection will take place at the earliest opportunity.

• If a monitoring inspection identifies serious concerns about aspects of the school’s performance that were not identified in the previous section 5 inspection or in an earlier monitoring inspection these must be considered by the HMI and reported to the school. Such serious concerns could have a bearing on the timing of the next section 5 inspection.

• Where the HMI is satisfied that the school is making enough progress for the likely removal of the serious weaknesses designation, s/he will make a recommendation in the inspection report that the next inspection be a full section 5 reinspection.

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

During the second and third monitoring inspections Inspectors are required to evaluate the school’s overall progress towards the removal of the serious weaknesses designation. An overarching judgement will be made stating whether: the school is making reasonable progress towards the removal of the serious weaknesses designation; or the school is not making enough progress towards the removal of the serious weaknesses designation.

If the HMI decides that not enough improvement is being made then the school can be put into special measures then there is an automatic process that the school is changed to an Academy and sponsored by an Outstanding school. However Mrs Talbot stressed that this has not happened to any school that she is aware of.

When the HMI visits the school they will gather the views of pupils, parents and other stakeholders Inspectors may talk with pupils during lessons and during break and lunchtimes and, where appropriate, meet with pupils to discuss issues relating to the school’s areas for improvement.

There is no requirement for schools to inform parents about monitoring inspections. However, headteachers should be encouraged to let parents know about these inspections and their outcomes. Monitoring letters and reports will be published on Ofsted’s website. It is the duty of the governing body, proprietor or sponsor to keep parents informed about the progress the school is making.

Parents’ comments received by Ofsted and/or their views received through Parent View will be made available to inspectors. At an appropriate point during the monitoring inspection the HMI may consult parents on their views about the school by, for example, meeting a representative group of parents. Inspectors may also take account of the views of parents gathered by the school as part of its own evaluation of its work, and refer to those views in the monitoring letter.

Local Authority Support Schools Causing Concern meetings every 6 weeks Regular school reviews of progress towards meeting each of the key issues Support with HMI monitoring visits Link officer to provide support and challenge for school leaders Opportunities for coaching opportunities Support with meetings with DfE officials Additional Funding The DfE will now send a representative to the school to start discussions to see if the school wish to become a sponsored academy, however this is at a very early stage.

There have been occasions when a school has been in a category and the DfE have started the Academy conversion process, only for the school to be re-inspected as good and then tell the DfE that they wish to pull out of the Academy process.

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

A parent expressed how she felt that the school has been graded serious weaknesses and could therefore be forced into special measures only for it to be changed to an academy.

Parents expressed their views that they did not think the school was as bad as the report made out and that it was just a political agenda to force the school into becoming an academy.

Mrs Talbot stated that the Local Authority acts as an advocate for the school and she is only informing parents/carers of the process that will be taken.

Mr Armstrong addressed the meeting and explained that it is not the choice or decision of the Local Authority to convert the school to an Academy, it is the DfE. Mr Armstrong stated that he didn’t recognise the school from some of the comments made by HMI in their report.

Mr Dunn then addressed the meeting explaining to parents/carers his background, as Chair of Governors for 12 years and that that he has no doubt that the school has improved year on year particularly with exam results. He explained how shocked and surprised the Governing Body were, and disappointed for the school to be placed in a category.

Mr Dunn explained how he was expecting a category 3 (Requires Improvement) and then in 2 years time we would receive a category 2 (Good).

However now that we have been given a category 4 (serious weaknesses) then the school will be inspected in 18 months at which time our grade will be a 2 (Good), which means the school will become better quicker. He expressed how he, and the Governing Body, have every faith in Mrs Cawood, the Senior Leadership Team and the staff of Wallasey School to bring the school to a 2 (Good).

Mr Dunn explained to parents/carers how as part of the Inspection the HMI Team receive a copy of the school’s Self Evaluation Form and School Development Plan.

The HMI stated that the SEF was honest and very accurate did not need to be altered at all and the School Development Plan was exactly what the school needed to get to where it needs to be.

He explained that his daughter attended Wallasey School and when she was the school was achieving approximately 20% 5A*-C incl. English and Maths, now it’s achieving 54% 5A*-C incl. English and Maths and continues to improve all the time.

A question was asked about what strategies have been implemented since the Ofsted report was published and what is happening to support the students in Year 11 who are preparing for their GCSEs, rather than what is happening in two years.

Mr Dunn thanked the parent for their question and as the question led into Mrs Cawood’s presentation he handed over.

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

Mrs Cawood addressed the meeting and explained to all parents/carers that she fully understands that what parents/carers want to know from the school is what we are going to do to ensure when a pupil leaves year 11 that s/he will leave with first class outcomes to succeed in the global market.

Mrs Cawood pointed out that the Ofsted Team left the school building on 7th November 2013 and the official report was not published until 10th December (5 weeks later).

However on 8th November Mrs Cawood and the Senior Team began to plan for action with a sense of urgency to meet that outcome: “we are not standing still, your children are at the centre of this process, we will not move slowly”. Mrs Cawood assures parents/carers that the urgency that began on 8th November still resonates across the school now.

All staff at Wallasey School are 100% committed to taking all pupils here through at highest level we can. The vision for Wallasey School is that we will be an outstanding school, we will be the school of choice for this community, we will have a professional work force that will ensure first class outcomes for children and we will ensure that the minute young people leave our care they will go on to be successful in whatever it is they want to do.

Weaknesses • Mathematics and Numeracy across the school • Variable student progress • Meeting the needs of all students particularly higher, able and talented and Special Needs • Variable quality of teaching across the school • Quality of the marking of students’ work • Independent learning of students • Quality of student progress in the sixth form • Behaviour and attitudes of students in lessons

Key Strengths • Leadership of the Headteacher, senior leaders and governors: urgency to put actions in place to address weaknesses • Improvements to the quality of teaching and achievement in English and Humanities • Significant improvement in 2013 results at AS level and vocational subjects • Good progress of students in the Redgrave Centre Key Priorities – November 2013 – March 2014 • Preparation for the first Ofsted monitoring visit: statement of action • Accelerated progress plan in mathematics • Restructured senior leadership team • Communication with Parents / Carers • Embed skills within teaching and learning • Further enhance teaching, learning and achievement in the sixth form

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

• • •

Development of staff training that focuses on the key priorities for action in particular teaching & learning Student voice Working with partnership schools and the local authority

The HMI Lead Inspector told Mrs Cawood ‘do not go beyond the school to source support. It is already in here and you know this. Use the skills here use it build, embed, and develop then the school will be good very quickly.’

We have also looked at other areas that the school needs to work with to make things better, to make us a better organisation Professional ethos and culture High expectations and standards from all Development of a focussed learning community Communication with Parents / Carers – open forum evenings Student voice and development of independent skills Assessment and marking review leading to new strategies Secure and challenging students targets All teaching to be good or outstanding Formal behaviour review and consultation with students, staff and Parents / Carers Immediate Action Taken – Mrs Emma Dickinson Issues identified in Mathematics • student progress • student attainment • variable teaching across the Department • weaknesses in students’ mathematical skills holding back progress in other subjects Identification of the Cause of the Issues • observation of lessons • looking at students’ work • gathering student views • gathering staff views Staffing • appointment of a cross-curricular Numeracy co-ordinator • appointment of a teacher responsible for Maths intervention • changes in teaching staff • future appointment of Lead Practitioner for teaching Maths Regular Meetings with Curriculum Area Leader & Key Stage 3 Leader • Accelerated Progress Plan • KS3 Curriculum Map review • introduction of common assessments

Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB

Investing in Resource • modern ICT based resources to impact on the quality of Teaching and Learning • increased interactivity & challenge

LA Support • Maths review over two days • this involves observing lessons, speaking to students, looking at student work, speaking to Curriculum Area Leader and KS3 Leader Next Steps • analysis of findings • professional development opportunities for staff • evaluation of the impact of changes Wider Issues • every member of staff is going to be observed teaching • clear analysis of what these observations tell us • professional development opportunities offered to staff based on observations Professional development Opportunities so far • Planning for Progress • Differentiation – meeting the needs of the higher, able and talented and students with SEND • Questioning skills to impact on student progress Appointment of Key Staff • Deputy Head with responsibility for Teaching and Learning and Continued Professional Development.

• Assistant Heads – Assessment, Progress and Achievement • Lead Practitioners – Able and Talented Provision, Curriculum, Culture & Ethos, Sixth Form What does this mean for your child?

• improved learning opportunities • improved levels/grades • increased progress • increased enjoyment

Meeting finished: 7pm