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Ysgol Gymunedol Cefn Hengoed Community School

Ysgol Gymunedol Cefn Hengoed Community School. A HOLISTIC APPROACH TO ATTENDANCE Estyn Conference – Tackling Deprivation and Raising Standards Wednesday 7 th May 2014. Sue Hollister – Headteacher sue.hollister@swansea-edunet.gov.uk. Michelle Evans – Senior Pastoral Support Officer

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Ysgol Gymunedol Cefn Hengoed Community School

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  1. Ysgol Gymunedol Cefn Hengoed Community School A HOLISTIC APPROACH TO ATTENDANCE Estyn Conference – Tackling Deprivation and Raising Standards Wednesday 7th May 2014 Sue Hollister – Headteacher sue.hollister@swansea-edunet.gov.uk Michelle Evans – Senior Pastoral Support Officer michelle.evans@swansea-edunet.gov.uk

  2. Tackling Deprivation and Raising Standards – our context PORT TENNANT/ST THOMAS/BONYMAEN/ WINCH WEN/TRALLWN • 11th most deprived ward in Wales (WIMD) • 43.5% Free School Meals • 73% of our pupils live in the 30% most deprived parts of Wales • A decade of budget deficit

  3. The Challenges Underpinning Our Journey to Tackle Deprivation and Raise Standards The Framework for Attendance Improvement Key Recommendations Estyn 2005 R2 extend the range of teaching and learning styles to ensure: • appropriateness to the learning of the pupils of all ability levels, and • pupils become more actively involved in their own learning R4 in the light of issues and developments arising from the 14-19 agenda, evaluate and improve the curriculum provision in KS4 for pupils of average and lower ability R6 improve attendance and punctuality

  4. Estyn Report 2005 69 Attendance and punctuality are areas for improvement. Attendance for the three full terms prior to inspection is unsatisfactory. However, it is an improvement since the last inspection.

  5. Our Strategic Approach to Tackling Deprivation and Raising Standards Estyn R2 Extend the Range of Teaching and Learning Styles Curriculum 2008 2007-08 Development of Skills Based Curriculum in KS3 Rewriting of all KS3 Schemes of Work Skills Development Explicit in SoW 2008-09 Development of accredited Key Skills qualifications at end of KS3 to maximise post-exam period Bid to join Pilot of 14-16 Welsh Baccalaureate 2009-present Accredited Key Skills Programme KS3 Welsh Baccalaureate KS4

  6. 2009-10 Raise 4 Cluster 8 Reading Behaviours Literacy Strategy modelled by English department with Humanities Basic Skills Focus Group developed to tackle those mainstream pupils whose Literacy and Numeracy were most challenged 2010-11 Raise 4 Cluster 8 Reading Behaviours Literacy Strategy rolled out across whole school – intensive staff and pupil training Basic Skills Focus Group embedding targeted support training staff across school 2011-12 SEG Cluster Literacy Identification of pupils in 3, 4, 5, 6, 7, 8, 9 with RA 6 months or more below chronological age Basic Skills IEPs in place for Basic Skills Underattaining Cohort

  7. Estyn R4 Development of a Curriculum Relevant to Needs 2006-2008 Vocational Options introduced – Vocational OR Academic Collaboration with College initiated common Eastside timetable/school day 2008-2010 Vocational Options offered alongside School Based academic options to mix and match • 2011-2012 • Collaboration with Eastside schools to • share a contracted lecturer to use in-house • share college based PLQ course • share college based Construction course

  8. 2012-2013 Develop curriculum in school to deliver vocational and academic options using contracted lecturers/part time specialist staff/shared lecturers with other schools/maximising skills of new generation of teachers. Retain highly specialised vocational courses in college. CHANGING THE HOW rather than the WHAT

  9. Estyn R6 Improve Attendance and Punctuality • Curriculum increasingly relevant and fine tuned to needs. • Teaching and Learning increasingly fine tuned to individual learning needs. • 3. (i) Collaborative working at KS4 to maximise (1) and (2). • (ii) Collaborative working inextricably linked at KS2/3 to maximise (1) and (2). • 2 Pastoral Support Officers appointed with RAISE funding, one more with ENGAGE and now sustained with PDG with responsibility for supporting attendance improvement. • Rigorous attendance housekeeping and monitoring • (Pastoral Support Officers/EWO).

  10. 5. Attendance a strategic priority since 2007 • Item 1 on all meeting agendae - • Governing Body • Leadership Team • Senior Pastoral Team • Pastoral Team • (ii) School priority on School Development Plan • (iii) Staffing investment – • Expanded Pastoral Team • Senior Pastoral Team restructure in Pupil Welfare and Support • Expanded Cost Centre line for Schoolcomms Text Messaging Service • (iv) ENGAGE funding – invested in KS4 Learning Coaches targeted at identified pupils at risk of becoming NEETS – improving attendance and enabling participation. PDG extended and expanded Attendance roles and functions. • (v) Attendance Focus Group – monthly meetings chaired by Headteacher • (vi) Staff training – to improve consistent linking of attendance and progress in pupil feedback

  11. 6. Pupil Welfare and Support – Breakfast Club 7.40am-8.40am to build on excellent work in partner primaries. Supervisor funded by PDG. • individually targeted Family Support meetings focused on attendance • Multi agency working focused on attendance (So To Do/Ed Psych/Behaviour Support/ELiS/EWO/EMLA/LAC/SEN/Cluster Primaries) • after school Wrap Around provision to build on excellent models in Cluster Primaries (Own Zone/Chill Zone/Learn Zone) 3.00pm-4.40pm • 7. Rewards and Awards • School Annual Awards Evening attendance awards presented by EWO (95% over the year +) • termly letters to parents for pupils with 95%+ attendance • Special Awards for whole year 100% attendance

  12. Leading to • improved attendance in every year group • improved attendance across groups of pupils • reduced unauthorised absences • improved KS2/3, KS3/4 transition • increased progression to post-16 as a result of improved attendance and engagement • reduction in % of pupils at risk of NEETS and % leaving without qualifications

  13. Ysgol Gymunedol Cefn Hengoed Community School Improving Attendance – Impact of Actions Estyn 2005 to Estyn 2011 and beyond

  14. School Inspection November 2005 Attendance was highlighted as a shortcoming by Estyn! Academic Year 2005/2006

  15. 1st year of vocational options Focusing on 1 PSO for KS4 • 2 Pastoral Support Officers employed through RAISE funding. • 1 employed to work with Years 7-9 the other Years 10-11 • Same as above 2 years of vocational options

  16. AWCD – Quartile 1 • Still 2 Pastoral Support Officers but sustained from school funding. • During the Summer term another PSO was employed to work just with Year 9 due to identification of need for further support and improvement in lower school AWCD – Quartile 1 • Three PSOs employed working with Years 7+8 / Years 9+10 / Year 11 • Male Attendance Project Worker appointed to team and a fantastic role model for boys. • Boys attendance improvement was noteworthy – a result of a curriculum which met their needs.

  17. AWCD – Quartile 1 Best ever school attendance Best ever attendance of boys • Still 3 PSOs continue to work with Years 7+8 / Years 9+10 / Year 11 because the formula works for us. • Autumn term 1 Learning Coach working with Year 11 • For 2011 – 2012 3 learning coaches working with years 10 and 11 Academic Year 2011/2012 AWCD – Quartile 1 First time every year group above 90% Year 11 boys highest attending group in school • PDG funding used to introduce a Behaviour Support Assistant

  18. The Improvement

  19. Reporting on Groups of Pupils to Governing Body ATTENDANCE REPORT 12/13 Date range ~ 03/09/2012 to 25/01/2013 Enables clear identification of areas of focus

  20. Ysgol Gymunedol Cefn Hengoed Community School Specific Actions to Tackle Deprivation and Raise Standards The Role of the Pastoral Support Officer Team Daily Routine of Attendance Monitoring

  21. Check absence line and input into Sims • Use Schoolcomms to text parents when pupils are absent from school and no contact has been made • Monitoring registers every lesson • Spot Truancy checks with the use of Schoolcomms and electronic lesson monitor • Weekly meetings with EWO to address concerns with pupils with attendance below 80% or 3 days no contact • Liaise with parents, pupils and form tutors • Weekly housekeeping to ensure unauthorised absence is kept to a minimum

  22. Ysgol Gymunedol Cefn Hengoed Community School The Role of the Pastoral Support Officer Team What we have done to improve

  23. Improvements which have impacted • Restructure of School Pastoral system. • Monthly Attendance Focus Group Meeting which consists of Headteacher, EWO, Pastoral Support Officers and Lead ENGAGE (now PDG) Learning Coach. • Schoolcomms to contact parents by text. • Lesson by lesson registration. • Consistency across the whole school using correct attendance codes. • Scrutinise attendance codes to ensure correct codes are used and attendance % maximised reflecting appropriate code e.g. Bad weather/school closure. • ENGAGE Learning Coaches to support access to the curriculum for our most vulnerable attenders. • Excellent Transition links between KS2/3/4 and 5 and excellent communication with partner primaries. • All PSOs and Learning Co-ordinators working together in one base. • Monthly Housekeeping blitzes with internal audits to cross check. • Good links with alternative provision providers; in 2011-2012 a dedicated ENGAGE role.

  24. Where can we still go? • 91.1% (2011-12 end %) is still not good enough to maximise pupil progress. • Where KS4 has been a major focus, Middle School (Yrs 8 & 9) now a focus. • Behaviour Support assistant employed using PDG funding to further support attendance monitoring of pupils on FSM. • Extend in depth focus to pupils with attendance between 80% - 90%. School demonstrates that these pupils are limited on the D/C borderline due to attendance. • Schoolcomms facility extended to enable parents/carers to text school, in response to parental demand (PDG part funded). • Pupils at risk of becoming NEETs now placed on PSP part time timetable at school instead of Education Other Than at School in order to more closely monitor attendance and impact on progress. • Focus on the attendance of groups of pupils e.g. FSM v non FSM, Minority Ethnic, LAC, SEN, Travellers to more clinically inform for trouble shooting..

  25. Tackling Deprivation and Raising Standards – Impact and Outcomes ESTYN DECEMBER 2011 Attendance • In LEA School Profile meeting 2010 and 2011, school identified Attendance Improvement as Sector Leading Practice. • Estyn interviewed: Headteacher Deputy Headteacher Learning Co-ordinators (Heads of Lower and Middle School) Selected Form Tutors during Registration Admin Staff registering latecomers and function of signing in/out Pupils (i) in Registration (ii) in Pupil Group interviews

  26. Estyn scrutinised: Attendance data Registration processes Absence follow up processes Administration processes Schoolcomms systems/parental feedback Governing Body Minutes to test ‘Item 1 on Agenda’ Sample Leadership/Senior Pastoral/Pastoral minutes Attendance Focus Group

  27. Estyn noted in discussion with Nominee: Scrutiny Group an outstanding feature Weekly bulletin as a tool to flag up pupil activity out of class Effectiveness of Housekeeping Maximising use of SIMS (Flagging pupils/analysing data) Expectation of Context by ‘outsiders’ Versatility of Schoolcomms Consistency of answers following staff and pupil interviews Success of collaborative and strategic partnerships Integrated factors contributing to improved attendance • Lead Inspector summarised in final feedback: Improvement in attendance rates are outstanding. They have improved considerably over the last 3 years. Compared with similar schools, they are well above average and in the top quarter. Nearly all pupils are punctual to lessons.

  28. Impact on Outcomes at Key Stage 3 The % of pupils in successive Year 9 cohorts achieving Level 5 and above in Core Subjects:

  29. Impact on Outcomes at Key Stage 4 The overall performance of successive Year 11 cohorts expressed in terms of the national indicators – before, during and as a result of strategies.

  30. Along the Improvement Journey Estyn inspection report December 2011 Aspects Judged Excellent Wellbeing Learning Experiences Care, support and guidance Learning environment Leadership Partnership Working Improving Quality Aspects Judged Good Standards Teaching Resource Management • Sector Leading Practice Best Practice Reports • A holistic approach to improving attendance • Developing a skills programme for all pupils

  31. Along the Improvement Journey • Estyn Best Practice Guide November 2012 • Effective practice in tackling poverty and disadvantage in schools (1 of 10 schools in Wales) • Welsh Government Standards Unit June 2013 • Key Stage 4 Mathematics: what works in 11 schools • National Centre for Excellence in the Teaching of Mathematics July 2013 • Excellence in Mathematics Award • Estyn Best Practice Guide October 2013 • Good practice in Mathematics at Key Stage 4 (1 of 10 schools in Wales) • Estyn Thematic Report December 2013 • Twelve secondary school improvement journeys • Reports yet to be published: • Estyn Thematic Report (Summer 2014) • Best practice in ESDGC • Estyn Thematic Report (Summer 2014) • Quality assurance – classroom observation for school improvement

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