Achievement and standards

At KS3 in 2005, attainment in all 3 core subjects was broadly in line with national standards at level 5+, but significantly below at higher levels. As a result, the APS for all core subjects was significantly below national figures. The %L5+ in English and science were both higher than the previous year (Evidence: ePanda 2006, LA report).

At KS4 there is an overall upward trend in the percentage of 5+ A*-Cs with 52% in 2005 but still below national standards. For %5+ A*-Cs including English and maths, attainment is broadly in line with national standards and a strength of our inclusion agenda is shown in the proportion gaining at least 1 A*-G grade. The APS and average capped points scores are broadly in line with national standards(Evidence: ePanda 2006, LA report).

At KS4 there are levels of inconsistency in the performance of departments. For the last 3 years the APS per pupil in English has been in line with national standards and in 2005 was significantly above, yet in maths it has been significantly below national over the same period. Both the residual and raw scores show English (both language and literature) are the top-performers. History and geography have underperformed for a number of years, but have improved residuals for 2005. KS4 science results were on a downward trend, but there has been an improvement in 2005. Art and music are a both improving at both KS3 and KS4 (Evidence: ePanda 2006, LA report).

The current levels of work produced by leaners at both key stages broadly reflects that provided via the data (Evidence: classroom observation, student data tracker and progress grades).

The CVA analysis (Evidence: ePANDA and FFT data) shows that overall progress from KS2-4 is broadly in line with expectations with all groups of students performing broadly in line with expectations. However, progress from KS2 to KS3 is significantly below expectation, except for students <L4 on entry or with SEN. Progress from KS3-4 is broadly in line with those expected of similar learners. There are differences between subjects - learners' progress in English is significantly above expectation but is significantly below in maths.

Our priorities:

1. Raising academic standards throughout the school using the following strategies:

• addressing the relative underperformance of boys overall and in history, geography, maths and science
• establishing new Achievement Leader posts to monitor the progress of individual and groups of learners and lead interventions;
• deploying thge deputy headteachers to coach targeted staff in their use of student data;
• reviewing the line management of curriculum areas to make subject leaders more accountable
• introducing a systematic process for monitoring and evaluating curriculum areas
• providing professional development on the interpretation and effective use of data
• integrating the National Strategies into the work of the school

2. Sharing best practice across all departments by:

• developing the “Success into Action” programme as part of NPQH school improvement work
• Extending the effective work of the Learning Team under the direction of the Deputy Head (Learning) and the ASTs
• progressing planned activities in line with our Specialist School designation
• implementing a series of professional development sessions as part of our new meeting cycle.

3. Raising aspirations throughout the community by:

• establishing family learning courses/activities
• leading collaborative projects with local primary schools
• hosting the Lifelong Learning Steering Group to co-ordinate educational provision throughout this area of Westshire
• continuing the development of the "Student Voice".

4. Ensuring effective learning and teaching by:

• targeting the role of our ASTs in specific subject areas
• extending the activities of our Learning Team’s towards a personalised learning agenda
• sharing good practice within and across curriculum areas (see 2 above)
• providing a coherent and focused approach to staff development programmes