MEETING FOR PARENTS AND CARERS

1. MEETING FOR PARENTS AND CARERS 25/6/2013

2. Kirsten Harrison, Acting Headteacher Glen Balmer, Acting Deputy Headteacher Mike Wycherley, Acting Deputy Headteacher Ann Price, Business Manager Martyn John, Assistant Headteacher Ben Cheeseman, Assistant Headteacher Karen Steger, Associate Assistant Headteacher

4. AGENDA 1. Introductions and purpose • HMI Monitoring Visit 1 – Outcomes • Key actions since 8th April 2013 4. Changes & Developments for September 2013

5. 1.Dave Pettit – Chair of Governors The Changing Role of Governance External Governance Review Internal Review & Restructuring Acting Headteacher and Leadership Team

6. Acting Headteacher Statement of Action – The Strategic Road Map • Interpreting & prioritising • Facilitating, supporting, challenging • Student Learning and Progress - Interesting, engaging and challenging teaching and learning

7. 2. Key Messages from the HMI Report Statement of Action: • Fit for Purpose – develop evaluation mechanisms • Tackles all areas raised by the Ofsted report • Evidence of progress – in places better than expected progress

8. 2. Key Messages from the HMI Report Evaluation being addressed: • Commissioned external evaluation of Teaching & Learning team • External consultants – challenging & evaluating middle leader actions • Chiquita Henson, National Leader in Education and Headteacher of Cirencester Deer Park School, is reviewing progress & actions with a governor group every 4-6 weeks • Introduction of student trailing to capture students daily experience

9. HMI Messages: • “Senior leaders have made a good start to bring about the necessary improvements.” • “New senior leaders have set a clear direction to all staff about what needs to be achieved” • “Staff have received appropriate training on how to plan lessons which meet the needs of all students.”

10. “Senior leaders have made a good start in overcoming the challenges within the academy and responding to the findings of external reviews. They have identified the need to change the curriculum to better meet the needs of different ability groups.” • “They plan to improve the effectiveness of the daily half-hour tutor session.” • “The NLE is supporting academy leaders effectively. The Acting Headteacheris responding well to the NLE’s mentoring, showing determination and increasing confidence. She is well supported by the Acting Deputy Headteachers”

11. HMI Monitoring Visit 2 • Term 1 return

12. 3.Key Actions Since April • Staff Changes: • Senior Team and additional senior support • Sixth Form Team changes • Middle Leadership – additional roles: • Developing reports • Developing data systems • Progress Leader – students entering below level 4 • Recruitment: • 2 additional English Teachers • Additional Maths teaching provision • Additional teacher of SEN

13. External Curriculum Review: Purpose: • To evaluate the distribution of subject curriculum time • To maintain a curriculum based on our key principles • To create additional teaching time for English and Maths

14. Curriculum Principles: • To provide and facilitate for all, access to a broad and balanced entitlement in KS3 • To enable stretch and challenge for all, including strengthening provision for STEM & EBACC subjects • To enable continuity of staffing for key groups • Specialist teachers in specialist rooms • To employ grouping structures that support students’ progress and promote inclusion for all • To acknowledge the legacy of the Arts College status • To provide a single modern foreign language for all learners, building in the opportunity for dual language study • To respond to the needs & opportunities of our rural context

15. Outcomes and Changes for September 2013 • Move from 50 x 60 minute lessons to 60 x 50 minute lessons -> a 6 period day (doubles for practical subjects) • Reduction of tutorial time by 15 minutes – tightly structured pastoral programme at start of day • Reduction of lunch hour to 50 minutes

16. Structure of School Day 8.40 - 8.55Registration 8.55 - 9.45              Period 1 9.50 - 10.40 Period 2 10.40 - 11.00 Brunch 11.00 - 11.50 Period 3 11.55 - 12.45 Period 4 12.45 - 1.35 Lunch 1.35 - 2.25              Period 5 2.30 - 3.20              Period 6 No loss to learning time – 300 minutes current and ‘new’ model

17. Key stage 3: Increase in teaching and learning time for English– Catch-up provision, Literacy skills, GCSE outcomes Maths– Catch-up provision, Numeracy skills, GCSE outcomes Modern Foreign Languages – 2 languages access to KS5 Drama– Development of Speaking & Listening Skills Appointment of additional SEN teacher - Key Stage 2 QTS, SENCo qualified

18. Key Stage 4 • Increased English and Maths teaching time • Maintenance of current options time allocation • Triple Science moved into option blocks to enable increased teaching time and access for increased numbers of students

19. External SEN Review Purpose: • To evaluate effectiveness of how SEN provision is organised • To identify areas where additional expertise/staffing is required • To evaluate efficiency and effectiveness of procedures for identification, screening and referral

20. Outcomes and Changes: • Restructuring of provision, including improved tailoring of Wave 2 small group working, mapped Wave 3 intervention practices and curriculum subject TA deployment • Increased specialist staffing, including KS2 expertise for literacy & numeracy catch-up – staff training map • Investment in nationally recognised literacy and numeracy catch-up programmes and staff training for delivery • Enhanced identification & screening tests and software • Changes to internal referral mechanism

21. Student Groupings External Curriculum Review: “The school should explore whether having broader groups on each side at KS3 might be a better approach; there is an argument that by having the opportunity to work with more able students … attainment is raised.” • Mixed ability groups in English & Humanities in Year 7 • Retention of setting in Maths, Modern Foreign Languages & Science • Less fine setting in some subjects through Y8,Y9 and Y10 to raise aspirations at KS4

22. External & Internal Review of Data Management Systems Purpose: • To evaluate how accessible and the ease of manipulation of student level data • To identify ways to improve staff ownership, use and responses to student level data to monitor student progress

23. Changes for September • Changes to reporting to parents • Change of report format to provide clearer progress information for parents • Changes to data collection and analysis tools to make staff understanding and use of data far easier

24. Quality of Teaching Increased time for training and sharing of good practice: • Restructuring & refocusing of the training programme on teaching and learning priorities – key focus : Differentiation • External consultants delivering training • Introduction of weekly T&L butterfly sessions • Learning walks by senior leadership team and subject leaders to monitor impact of training on classroom practices – central tracking records

25. Assessment, Marking & Feedback • Review of whole school marking framework, including marking for literacy • Review of all subject department AMF policies • Learning Walks sampling books and marked work of all staff. Milestone for May 80% consistent & compliant. Learning walk outcome: 87%. • Current Focus: Modelling and consistently providing high quality feedback • Student book sampling • All classrooms to display examples of high quality work with high quality marking so illustrate what students are aiming for and how the marking helps students recognise effective feedback and howto do better next time

26. Better Learners – Raising Aspirations • Additions to the home learning planner to enable students to track their own progress more easily and take ownership of their performance data • Changes to the student target setting so that students can more easily understand what they are aiming for and can take greater responsibility for their targets • Clear establishment of basic standards – “Readiness for Learning”

27. Student Voice • Student consultation on how they want to have their say • Establishment of ‘Futures Student Steering Group’ • Questions to tackle to become active citizens in the school: House Councils or whole school council? Membership – nominations? Elections? Tenure of appointment on council? How to conduct council business? How to get decisions implemented? Working with governors and staff to be part of the change

28. Parent champion Group Klaus Julke Chris Penny Kate Subryan Andy Hayes Richard Harvey • The primary role of the parent Champions is to ensure good communication with parents and carers but also to give parents, guardians and carers a say in decisions about the future of the school. • We are very grateful that the Parent Champions have made a commitment to work with us here at the school to help us improve the standards and aspirations in the school community and to share and represent the views of parents, carers and guardians in this process. • If you wish to contribute your thoughts and ideas on current changes and improvements at the school the easiest way is to contact the Parent Champions by email. We have set up a collective email address for this purpose: parentchampions@newent.gloucs.sch.uk

29. Stand Alone Enrichment Days Supporting Pastoral Programme Examples: • September Year 7 Working in Teams and Developing Confidence as a Learners • Literacy and Numeracy skills challenge days Year 8 - Let’s Party Year 9 - Camp Year 10 - Future Aspirations – Higher Education Focus Year 11 - Money Circus

30. Leadership and Management • Close mapping of teacher training programme to Statement of Action objectives • Internal & external (HMI, DFE, NLE) monitoring & evaluation of progress – quality of teaching and learning, assessment, marking and feedback • Mapped timeline, milestones & evaluation • Interpreting & prioritising • Facilitating, supporting, challenging • Student Learning & Progress - Interesting, engaging and challenging teaching and learning

31. The Journey Build on the good and outstanding practice that already exists and applying those practices to all that we do Students at the centre of the Learning Experience

32. Questions