Impact

What has been the overall impact on pupil learning?

The mathematics department succeeded in meeting its target of 30% grade C+ at GCSE. CVA for KS2-KS4 and KS3-KS4 improved. Unfortunately some of the target group to get 5+ Grade A*-C did not achieve grade C+.

The KS3 Tests attendance strategy was deemed a success because attendance improved on the previous year and there were real concerns the turn out would be poor.

The overall attendance strategy has been refined and improved over the last term and there is a confidence attendance will break the 90% boundary. The number of pupils approaching the persistent absence category is reducing.

The school environment is calmer and there is increased clarity regarding expected behaviours through positive reinforcement. The number of on-calls are reducing signalling a reduction in classroom disruption and as a consequence increased access to learning.

Fixed period exclusions have significantly reduced and a range of intervention programmes are in place to support the most vulnerable pupils.

The school now has the capacity to take on new initiatives for example 'you can do it' and Healthy Schools.

Thoughts you think are relevant to overall impact on learning

Giving increased ownership to middle leaders and subject departments of the behaviour and attendance agenda through a phased process is supporting change at a pace which is informed by staff capacity. As confidence and skill level increases this is directly impacting on classroom climate and as a consequence improves teaching and learning.

Quantitative evidence of impact on pupil learning

• CVA data
• Test results

Qualitative evidence of impact on pupil learning

• Observation outcomes

Describe the evidence of impact on pupil learning

2007 Mathematics GCSE results = 30%

CVA (KS2-4) = 998.0 - (1.4 points up on 2006)

CVA (KS3-4) = 1000.8 -(1.3 points up on 2006)

Tests Attendance

• 2007 En 92%, Ma 95%, Sc 93%
• 2006 En x, Ma 91%, Sc 90%

Overall attendance:

• 2005-06 88.1%
• 2006-07 87.3%
• 2007-08 to date 89.5%

Permanent Exclusions:

• 2005-6 12
• 2006-7 2
• 2007-08 to date 0

Fixed period exclusions autumn 07 shows a reduction of 50% on autumn 06

School Standards Assistants are beginning to impact on the number of on-calls for disruptive behaviour: show a reducing trend

School Standards Assistants are beginning to impact on the number of pupils issued with school detention

What has been the impact on teaching?

The Head Teacher reports a growing strength in the quality of teaching and learning across the school. Two departments remain a cause for concern but interventions programmes are in place.

Evidence of impact on teaching

• Evidence from observation and monitoring

Describe the evidence of impact on teaching

Formal classroom observation data supports the Head Teacher's perceptions.

What has been the impact on school organisation and leadership?

School leadership is a growing strength at all levels. Monitoring the impact of interventions and robust data scrutiny is beginning to be seen as a key part of the school improvement cycle.

Evidence of impact on school organisation and leadership

Several middle leaders have an increased role in the decision making process.

A range of data is included on the agenda when behaviour and attendance are reviewed. Group and cohort data is beginning to inform targeted interventions alongside individual pupil data.

Staff have increased understanding of their role in supporting and promoting positive behaviour and regular attendance and this has improved both classroom and school climates.