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Getting to know our schools

Getting to know our schools. Children of Success Schools Trust Haveley Hey and The Willows. First…Shared ethos. Rights at the heart of what we do – creating respectful and empowered future citizens. Listening to children in a meaningful way. First…Shared ethos.

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Getting to know our schools

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  1. Getting to know our schools Children of Success Schools Trust Haveley Hey and The Willows

  2. First…Shared ethos Rights at the heart of what we do – creating respectful and empowered future citizens Listening to children in a meaningful way

  3. First…Shared ethos Life skills a key part of the curriculum A creative and exciting curriculum Wider experiences a necessity to ignite and inspire learning

  4. Key similarities in basic context • Larger schools than average Nationally • Largest group – White British • Similar small but growing %s of other ethnicities (18% HH 20%TWs) • Higher than National for the following – Free School Meals, Pupil Premium, Deprivation indicators, on-entry baselines for Nursery,

  5. Both schools set in high urban challenge…now for some differences The Willows • Nos on Roll 425 Sept 2013 - 457 July 2014 • FSM 223 chn 49% • Pupil Premium 292 chn 64% (26.7%) • SEN – School Action 55 chn 12% ( NA 9.7%) - School Action + 38 chn 8% (NA 7.7%) • Intensive SA+ 4 chn • Combined SA+ and ISA+ 42 chn 9% (NA7.7%) • Statements/resource agreements 4 chn • SEN Overall 97 chn 21% • Ethnicity 20.3% (NA 28.7%) • Mobility this year 12 chn 2.6 % • Deprivation indicator 0.47 (NA 0.24) • CP cases/ MCAF cases 63 chn 14% • Vulnerable child list 70 chn 15% • Exclusions 1 day seclusion • Community view of area- Improving, opportunities to be generated from Metrolink • Staff turnover 22 teachers since September 2010 • 4 Deputy heads, 2 Heads of School Haveley Hey • Nos on roll – 404 – 437 Sept • FSM 68% • Pupil Premium currently 70% (NA 26.7%) • SEN – School Action 54 ch 14% (NA 9.7%) - School Action + 30 ch 7.6% • Intensive SA+ 16 ch 4% • Combined SA+ and ISA+ 12% (NA 7.7%) • Statements/resource agreements • SEN overall 100 ch 25% • Ethnicity – slowly growing 22% 3 year trend • Mobility this year 8% • Bedroom tax effect and aspirations to move out of area (High Average ch) • Exclusions 8 days 4 pupils, 3 year trend • Deprivation indicator 0.57 (Nat 0.24) • CP/MCAF cases 44 ch 11% • Vulnerable child list 72 ch 18% • Wider community view of area – improving, but still ‘benchill’ view

  6. Trends of attainment and history The Willows • Closure of 2 primary schools, amalgamation into 1 school- The Willows - new building, new staff, new school September 1999 • Achievedfirst Outstanding 2009 from Ofsted • 4 Ofsted Frameworks since judgement, changing criteria and “Goalposts” • Floor targets met since 2010 in KS2, challenge develop progress in KS1 from low EYFS baseline • Attendance consistently above NA – whole school accountability • Strength of School; Growing own staff (TAs, Parents, Teachers to Leaders) • Strong support within the community • Key improvement needed with HA children Haveley Hey • Special Measures 2x in last 10 years • Historically ‘hard to shift’ - never above targets for attainment and attendance • Pre-2009 history of failing leadership • Since 2011, improvements have grown – last year met 2/4 floor targets, this year projecting to be above floor • Attendance – stuck, finally moving and above National for Overall Attendance and Persistent absences • Partnerships with parents now a strength, over 80% at Parents Evening, been able to grow from the Willows model • Poor relation but now growing in strength and own achievements • Key improvements still needed to keep making the mark…

  7. Key Data Headlines • EYFS – Good level of Development 48% (46%) NA 52% • Year 1 phonics–78.3% (NA 69%) • KS1 L2C+ 85% R, 90% W, 87% M • KS1 L2B+ 63% R, 52% W, 63% M • KS2 L4+ 84% R, 79% W, 75% M, 77% SPAG (RWM 68%) • KS2 L5+ 30% R, 18% W, 16% M, 45% SPAG (4% L6M, 2% L6SP) RWM L5+ 13% • 2 Levels progress 95% R, 95%W, 91%M • 3 Levels progress 38% R, 27% W, 25% M • Attendance97.1% • Persistent Absence 4 chn (medical) • No exclusions to date • EYFS – Good level of Development 51% (improved by 7%, closer to NA 13) • Year 1 Phonics – 75% (+NA?) • KS1 – level 2 R88 (= NA) W80 (within 5% NA) M95 (=NA) • RWM 2B+ all increased R 15% W 6% M 18% • KS2 • Attendance overall 95.6% beating plateau of 93.7% for last 2 years (+ NA 13 95.2%) • Persistent Absence • Exclusions to date

  8. Successes this year The Willows • Y6 Good progress across KS2 prior attainment end KS1 12.9APS , -2.4APS from NA of 15.3 APS • Permanent SLT structure in place • Growing stability in staffing structure- 2 staff leaving due to promotion • Strengthened parental support – voluntary one way system • Achievement of Green Flag Status – Eco Ambassadors • Extended curriculum TA3 lead Haveley Hey • Continued improvements in results, bringing us closer to NAs • A permanent SLT team • Parental engagement hitting new heights – 80%+ engagement in Parents Evenings • Exclusions at a new all time low – 8 days • Successful bid for Humanities project and funding, working with MEA Humanities dept next year • Reading Recovery Teacher of the Year for the North West

  9. Current partnerships Children of Success Keys to Success Transforming Learning Cultures Manchester Grammar School Manchester Schools Alliance ECAR network

  10. Priorities for the Year The Willows • To continue to raise standards in writing across the school to impact on reducing the gender gap • To develop a consistent language of maths across the school with focused opportunities for children to apply their maths knowledge through real experiences • To ensure that work is planned with clear differentiation to allow progress within all key groups across school Haveley • To continue to raise standards in writing across the school to impact on reducing the gender gap and to continue to bring Age Related outcomes closer to National • To develop teaching practice that supports the progress of all groups, especially the HA (through use of peer coaching model) • To further develop differentiation to support progress and independence for children with SEN • Shared Priorities • To ensure that the new curriculum develops and excites all learners (ensuring that key basic skills are applied) • To develop assessment structures and tracking within the new curriculum to enable progress and achievement to be clearly measured • To develop the use of new IT software and hardware to enhance learning and enable delivery of the new ICT curriculum • To ensure that the use and development of The Bridge supports the narrowing the gap agenda for our vulnerable families and children

  11. Challenges for the future • Keeping standards high in light of 85% notional 4B test outcomes in 2016, in a world of no levels • Showing progress within a non-standardised system that won’t show true value added until 2023 • The changes to the SEN code of practice, less funding, more need from school budget for supporting children with SEN and higher expectation of progress for all children • Being aware that Ofsted frameworks will change to match the higher expectation and the implications of this • Keeping to our beliefs and values within this context

  12. What key questions does this information raise for Governors? How can Governors support the schools in the face of increasing challenge?

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