Ch Nov 07 Sef Blank

8/14/2019 Ch Nov 07 Sef Blank

http://slidepdf.com/reader/full/ch-nov-07-sef-blank 1/46

SELF-EVALUATION FORM FOR SECONDARY

SCHOOLS (WITH AND WITHOUT SIXTHFORMS)

Name of school: Etone Community School and TechnologyCollege

Unique Reference Number (URN): 125731

Not Submitted

Created on Tuesday 20 November 2007 of 46



Part A: self-evaluation

I N TRODUCT ION

This self-evaluation form (SEF) is primarily designed to:

q assist you in your own self-evaluation, and

q be used as the basis of the inspection of your school or setting.

The form is in three parts:

Part A SELF-EVALUATIONPart B FACTUAL INFORMATION ABOUT YOUR SCHOOL

Part C INFORMATION ABOUT COMPLIANCE WITH STATUTORY REQUIREMENTS




WELCOME TO YOUR SELF -EVALUATION FORM

GUIDAN CE ON COMPLETION

When to complete the form

q TheSEF is a summative document, intended to record the outcomes of your ongoing process of rigorous self-evaluation.

q There is no fixed time in the year when it should be completed. It is usually best done to fit in with your normal cycle of

review and planning. It is recommended that schools update their SEF at least annually.

q

Section B contains statistical and other factual information. Some of this is pre-populated by Ofsted, as and when theinformation becomes available. You are advised to ensure that the factual information is up to dat e.

Purpose of the form

q The SEF is intended to record the outcomes of your self-evaluation. As such, it should be an accurate diagnostic document

with all conclusions fully supported by the evidence. Keep Part A short and to the point. It should indicate key strengths and

weaknesses and what needs to be tackled to effect improvement. Through the SEF, the school will want to point to

evidence that substantiates its own judgements about the quality of its work. Inspectors will make considerable use of the

SEF when discussing their arrangements for inspection. The impact of your self-evaluation in helping to bring about

improvement will be a major factor in their judgements about the effectiveness of your leadership and management and

your capacity to improve in the future.

How to f i ll the form in

q It is helpful if you check the factual information and complete Part B first and then Part C; the information can then be

drawn upon to help complete Part A.

q Part A, the evaluative section, is laid out in sections that correspond to the headings of the evaluation schedule in the

framework for the inspection of schools, although overall effectiveness is placed last in the SEF. Please completethe

sections dealing with achievement and standards, and personal development and w ell-being first, since

these outcomes will form the basis for your judgements in other sections.

q Reference is made in Part A to Ofsted's guidance for inspectors of schools, which should prove helpful to you when

completing your SEF. The guidance is in two parts. Conductin g the inspection: guidance for inspectors of schools

indicates how aspects of the school might be explored by inspectors, and Using the evaluation schedu le: guidance for

inspectors of schools [1] contains advice on how to pitch judgements about the quality of provision and its outcomes.

q In addition, you can refer to the guidance on self-evaluation published by Ofsted and the Department for Education and

Skills in March 2005 and June 2006[2]. These documents each contain a section giving detailed advice on completing some

sections of the form. These documents are available on Ofsted's website.

q Each section of the SEF asks you to grade aspects of your work on a four-point scale, as follows:

Grade 1: Outstanding

Grade 2: Good

Grade 3: Satisfactory

Grade 4: Inadequate

q It is most important that you complete this form rigorously and objectively. The grade descriptions in Using the

evaluation schedule: guidance for inspectors of schools will assist you in reaching accurate judgements.

q When completing the text boxes in Part A you should summarise your main findings and illustrate these with the evidence

which led to the judgements you have made. Bear in mind any prompts included with the main questions. I t is notintended that you should provide large amounts of statistical data and descriptive detail. You should use

evidence selectively to support the main judgements about your performance.

q If you have a special needs resource base, extended provision or other specific provision, please ensure that evidence about

it is provided at suitable points within the SEF.

q Each section of the form has a ‘Help' button, which you can use to help you fill in particular sections.

q Please complete this form electronically via the Ofsted website.

The term ‘school' is used to cover all providers, including those that term themselves ‘ co l leges ' or use a s imi lardesignation. It also covers those providers that are not technically schools, such as children's centres and pupil




referral units.

[1] Conducting the inspection: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website http://www.ofsted.gov.uk Using the evaluation schedule: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website http://www.ofsted.gov.uk

[2] A new relationship with schools: improving performance through school self-evaluation , Department for Education and Skills/Ofsted, March 2005, available on theOfsted website www.ofsted.gov.uk Improving performance through school self-evaluation and improvement planning, Department for Education and Skills/Ofsted June 2006, available on the Ofstedwebsite www.ofsted.gov.uk

[3]Using the evaluation schedule: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website www.ofsted.gov.uk




1. Characteristics of your school

What are the m ain characteristics of your school?

Drawing on Part B and C of this form and other relevant data, write a brief description of its features.

(Please note that this is an opportunity for a brief w ritten summary of t he main characteristics of your school and

it is not necessary to repeat tables of data.)

1a

Please outline the main characteristics of the learners, including:

-their attainment on entry and how you know this

-their social and economic backgrounds, indicating the level of prosperity or deprivation.

Please enter text here

Students enter Etone at average levels or slightly below as shown by KS2 tests and Fischer Family Trust Data.

Results at KS3 overall are above average on a three year trend and in 2005 were well above average in all three core areas.

In 2006 we achieved t he average figure forengland for each core area.

Contextual Value Added (CVA) is high and in the top 10 percentile nationally. (PANDA 2005). Etone was made a member of the

high value added club of the Specialist Schools and Academies Trust in 2006. Raise on l ine data g iven (MAP )Specify ks2 - 4 ks3 - 4 ks2 - 3. KS2 - 3 is a major issue that Etone w ill address but early SAT's may still equal low

CV A

Students registered for Free School Meals are 4.73% compared to the national average of 2.9% Specify for each year

group - male and female KB

The percentage of students with statements of special educational need are around double the national average at 4 .2 % and

students with SE N are18.2% w hich is 3.1% above theNational average.

Separate M/ F/ T cohort by cohort KB

These figures come from the May census 2007 (K B)

Students move on mainly to post 16 colleges locally. At the end of 2005 76.6% of our students continued in education, 3.2%in

training and 12.3% were employed. 6.5% of our students were not in employment, education or training with 1.3% where

progression was not available or they had left the area.

Put a chart in of actual nos and destination by institution last 2 years (and predicted for 2007) Conessions new

data available (MAP )

Around 49% of students come from wards in Warwickshire and the county with high levels of deprivation (as contained in the

Multiple Deprivation Index). The school is situated on the edge of an affluent ward, where anotherhigh performing popular

secondary school is located (attracting the majority of students from the ward). Thus Etone attracts students from more wards

and socio- economic backgrounds than the postcode would suggest and we are a truly comprehensive school.

Industry in the area has changed from an industrial manufacturing coal mining area to more of a service/distribution industry.Many parents of our students work shift patterns and the majority of two adult families both work due to low service industry

wages.

Students with English as an additional language (EAL) number 7.3% and 8.2% of students are from ethnic groups. Relationships

with and between ethnic students in the school are extremely harmonious. Most ethnic groups represented are of Indian sub

continent origin. (Evidenced by Raise on l ine /Log racial incidents held with Assistant Head students)

Historically many students come from homes where further education and higher education is a not a historical

feature.Studentdemographics have been explored via Student Voice.The school learners are truly diverse and

comprehensive. Student Voice is harnessed to develop staff/student relationships and enhance learning.Differentmarks - eg new ICT (CJ)

Class of 2005 2006 2007 2008 2009 2010 2011

KS2 Average Points Score 26.7 26.8 26.1 27.6 28.2 27.2 27.8

National Average 27.3 27.4 27.4 27.5 27.6 27.8




1b

Please summarise briefly your distinctive aims and describe any special features of your school. For example:

- whether your school is a specialist school, and if so: whether it has any high-performing specialist school (HPSS) options; your

distinctive aims and how the school has strengthened its specialist areas and benefited from its specialist status; and the impact of

any significant partnerships and community engagement related to the specialism(s)

- whether your school is a trust school, and if so: your distinctive aims; and any contributions trust status makes in driving up

school improvement

- whether your school has a religious character

- any special units

- significant partnerships with other providers or agencies (such as shared arrangements for the curriculum, federalarrangements, or partnerships with employers)

- whether your school is an extended school and the rationale for the range of services you offer or make available through the

school, in relation to the needs of pupils, their families and the community

- whether your school has other particular characteristics, including significant awards you have received, for example

International Schools Award; Healthy Schools Award; Arts Mark Award

- whether your school is implementing the Sustainable Schools framework


Etones co l lege aims and values,which come from consultations w ith staff,students, parents and partners,are held in

the school prospectus and are embedded in the life and work of the school. Students, staff and governors work towards the

vision ofmainta in ingoutstanding within an environment of care, consideration and cooperation.

Etone is a designated Technology College gaining this with our first application in 2002 and redesignated in 2006. Following a

letter of invitation from the Specialist Schools and Academies Trust as a high performing specialist school weopted toobtain

languages specialist status outside of normal designation procedures i n Sep tember 2006 . We haveadded a Vocational

Specialism to our portfolio of specialisms in Apri l 2007 as we consider ourselves to have particular strengths in this curriculum

area and we have innovative practices to share in the locality as a leading school. We have organised our own vocational

plumbing course in collaboration with a major business partner (Triton PLC) who sponsor the course and other schools are also

invited to take part.We send over 100 students per week to take part in vocational courses and young apprenticeshipsat a

local further education college.

As a Technology College our aims encompass the use of technology to enhance all areas of the curriculum and to raise

standards in all subjects. We offer a school that is determined in its efforts to raise standards alongside an ethos of care, support

and respect for the individual.

As a Language college we aim to promote an international culture w hereby students are exposed to a globalvil lage and have the opportunity to ex perience an international experience, we h ave a partner school in shzen

shzen. As a language college w e value learning and consider it to be a key skill in the work place, we offer a wide

range of languages inc luding French, German, Span ish, I ta l ian and M andar in Ch inese w ith an ambit ion to ex pandand meet local and international needs. In doing so we hope to improve students cultural perspectives and

personal development as well as raising achievement in Modern Foreign Languages.

As a vocational collegewe aim to build and strengthen the already existing vocational activitiestaking place in

school. These events and in itiativescontinue to develop studen ts' personalised learning and perspectives of the

world of w ork including businessand Enterprise. We continue to consolidate the existing partnership wit h local

colleges to deliver 14-19 progression and expand new opportunities for students and look forward to developing

pupil and teacher ex changes. (LT)

Many parents and students tell us that they would prefer a post 16 provision to be based at Etone. We are intending to use

ourpresumtion rightsalong w ith possible expansion to open a post 16 centre as part of a collaboration with otherschools and colleges. Our increased leadership capacity will allow us to deal with our aspiration of expansion.

From March 1st 2006 at the request of the Local Authority the school formed a 'loose' federation with a secondary school (3

miles away) that has been in Special Measures for two years, Peter Kingham remains as Headteacher of Etone whilst also being

Executive Headteacher of Hartshill School. An Associate Headteacher has been appointed, hence increasing leadership capacity

to deliver the vision of excllence. Since success has been achieved in the partner school with the more recent Ofsted

report we have moved to a collaborative mode l f rom Sep tember 2007. We are now part of a loose federation with

Hartshill School since March 2 006. The federation has provided staff development opportunities, increased

economie s of scale, and opportunitie s for the sharing of good practice and resources. Above all the federation

enables Etone to contr ibute more signif icantly to the needs of students in the area. As a college we have supported

two other schools in difficult ies - Campion School in 2003/ 4 and Hartshi l l since March 2006. This is due to our

success at making a school that w as once barely satisfactory to one w hich is outstanding.Standards have risen due to improved facilities, extra resources both physical and human and a determined effort to achievemore via our status along with excellent evaluation systems and target setting processes. Science and Design and Technologyhave been completely refurbished since 2002 and several ICT suites have been added to the school.

Partnerships with our primary schools and post 16 providers are excellent and contribute to our success. ICT, maths and

languagessupport is provided to partner primary schools one day per week. Good practice is disseminated through staff visits,

team teaching and regular meetings.

We have an excellent Specific Learning Difficulties Facility, which the Local Authority has decided to phase out over the next year

on the basis of all secondary schools being Dyslexia friendly. Etone achieved Dyslexia friendly status in Spetember 2005.

ed on Tuesday 20 November 2007 of 46



Ourl ia ison with our FE College is outstanding and over 100 students of all abilities study both vocational courses and a variety

ofProfessional Scholarship(LT) courses including several for Gifted and Talented students since the course is open to allstudents regardless of ability. (Evidence Partnership agreement) We now offer a range of young Apprenticeships tostudents including P erforming Arts, Engineering, Motor Vehicle, Health

and Social Care and Construction (LT)

Our KS3 curriculum is flexible with exce l lentpersonalisation and where appropriate a condensed programme of study. At KS4

the curriculum is nationally recognised as offering personalised learning in practice with a large variety of opportunities for

students of all abilities. The school receives delegates and visitors from several organisations and schools to learn about the

curriculum we provide and how they might adapt and implement similar ideas.

Although not a faith school Christianity is embedded throughout the school history and is evident in our values, aims and ethos.

Weekly assemblies for all year groups contribute to the delivery of the Christian ethos and a 'thought for the day' i s embeddedin our daily practice.

ICT is well resourced in the school with a 1:3 PC to student ratio, Teacher Toolkits are provided (Interactive tablet PC and large

screen in each classroom) via an Local Authority Private Funded Initative scheme and the delivery of ICT is fully embedded

across the curriculum.

Extra curricular activities are varied and well attended including several lunchtime activities (expand on variety and types).

ICT facilities are available to students each lunchtime and sports, films, street dancing and chess clubs run throughout the year.

Summer Schools and residential activities both in the UK and abroad provide exciting opportunities for lifelong learning.

International links have resulted in Manderin taster lessons being offered from September 2006. This year all students entered

for Duke of Edinburgh successfully achieved Bronze award. And.... Silver??

In 2002 OFSTED described Etone as 'Outstanding' (KB) and In addition to ensuring that the quality of teaching and

learning remains high the school is exploring ways of engaging more with parents and involving them more fully in their child's

learning and progress. To achieve our vision one of the steps we are taking is to actively encourage students to become

independent and autonomous learners, demonstrated by sharing targets and the introduction of ''stepping stones''.

The introduction of SAM learning has allowed students to access feedback (internally and remotely) on achievement within

specific subject areas and topics thus providing them with areas for development. Change paragraph

Etone haspartnerships with a wide range of organisations. Accredited as a Yamaha Music School where we teach keyboard

skills to children in the community and gain very high quality equipment to use in music lessons. Etone has gained the Arts Mark

Silver Award three times demonstrating our ability to offer a wide range of Arts based provision both within and outside of the

curriculum.

Our SportsMark award demonstrates our commitment to extra curricular opportunities offered in Sports by the college. This has

been further enhanced by the appoitnment of a Schools Sports Coordinator from September 2006. Etone is a University of the

First Age School with a group of students that have been involved in its development and a 'fellow' that teaches in Science. I n

2007 w e a l so ach ieved ICT M ark w h ich demonst ra tes ou r comm i t tment to techno log ica l advancement th rough IC Tin both teach ing and learn ing.

Beyond Curriculum Links we have excellent relationships with higher education institutions including the Pheonix Partnership with

Coventry University where partnerships both ways are established, providing GTP Placements for several students with the

Robert Owen Society - Marches Consortiumn and provision of Initial Teacher Trainees via partnerships with Warwick University,

Sheffield Hallam and Leicester University.




1c

Please outline specific contextual or other issues that act as aids or barriers to raising performance. For example:

- any difficulties in recruiting and retaining staff or governors, for example in science and maths

- recent or impending reorganisation

- mobility of learners and any significant impact on behaviour

- particularly important facts in your recent history, such as change of leadership.


Etone is fully staffed with an excellent, enthusiastic and committed staff. We always recruit on quality and also train severalGTP's each year (7 in 06 -7 all of whom are additional to our normal teaching establishment plus one attached to our school from

our federated school).

We have had difficulties recruiting and retaining staff in ICT (ICT Staf f and st i l l Maths). Turnover of staff varies but this is

normally due to staff obtaining promotion elsewhere after successful development at Etone and is often part of the nature of a

smaller than average secondary school. Occassionally the recruitment of staff has been hindered by the school lacking a post 16

curriculum. Although the school provides opportuntities for gifted and talened students this could be further enhanced by a post

16 provision on site thus improving the aspirations and progression routes available. This is currently being developed.

Over the pastseven years 7 staff have become advisers in the Local Authority due to their ability to think strategically and whole

school rather than be purely subject based. We regard this as a great affirmation of our schools opportuntities.

The college employs a large number of support staff to aid the quality of teaching and learning and this has proved verysuccessful and a contributing factor in raising standards. [Evidenced by the fact that every area has at least one subject based

teaching assistant and each Achievement Coordinator has a minimum of two hours teaching assistant administration time per

week]. In September 2007 we appointed 3 Pastoral Managers who work with specific year groups in a variety of ways.

From September 2005 the attendance officer has taken sole responsibility for monitoring and evaluating the punctuality of

students and this has resulted in much improved punctuality in all year groups (Evidence: analysis of punctuality). Demonstrate

this with figures

The catalyst for the involvement of more support staff in raising standards was as a result of a successful application to be

involved in the National DfES Pathfinder Project of Raising Achievement and Remodelling the School Workforce.

Etone is successful in recruiting governors and we have an able and effective group from a wide variety of backgrounds who are

well led and take an active interest in the working life of the school. Membership includes several parents, a SuperintendentRegistrar, a former Deputy Chief Constable and a former OFSTED Inspector who provides valuable advice on quality and

standards. Subject areas have a link governor who visits their allocated areas on a rota basis. Detail number of govs. Add in

sub groups.

There is a positive attitude amongst staff whomeet the challenges of a changing schooland adapted to the national

restructuring initative. Staff are not frightened to change and ada pt for the benefit of students.

The col legeappointed an Associate Head responsible mainly for operational matters whilst our co l laborat ionexists. In

September 2006 our one deputy who was on long-term secondment as Acting Head to our federated school returned to Etone

and went on to gain prom otion as an inspector with another authority. A second deputy head who had been at theschool for over 25 years retired suddenly through ill health (Sept 05) which led to an unsettled period for a few months.FromNovember 2006 to M ay 2007one Assistant Head was on maternity leave. From September 2007 w e have a strongLeadership Group in place w ith an Executive Head, an Associate Head, three Assistant Heads and a Director of Finance.

The school has currently four Advanced Skill Teachers in the areas of Maths, Science and MFL.

The mobility of students is low at around 6% (Evidence: PANDA 2005 check this! MP) however appeals for students to attend

the school are very high.(Support fromhome ?) (CJ)

Etone's involvement in the national Dfes project, Transforming The School Workplace, was a significant catalyst to raising

performance by changes in the use of support staff and an injection of much needed funds (?375,000). Also associated with this

iniative was the building of our flexible teaching centre (Flex) which aids student learning and staff development along with

community and national educational use.

The school building dates back to 1910and 1940'sand has 1970's additional prefabricated buildings and 7 temporary

classrooms and two other buildings plus a static double decker bus for a youth centre alongside a static catering facility. Thetemporary classrooms (called Satellite City) occasionally prove to be a barrier to effective teaching and learning. The Head and

Governors are constantly challenging Education officials and politicians for an Etone rebuild ahead of Building Schools for the

Future, which is earmarked for 2013-16 for this area. W e hope our expansion p lans w i l l add to the co l lege bu ild ing in apositive way




1d

The school field is located 0.25 mile by foot from the main school site. A shared Borough Council Sports Centre is on site with

access to the public to certain parts all day and school use of the majority of the day from 8.30am to 5pm. Staffingdif f icult ies in Rel ig ious Studies - no longer an issue w ith a specialist Subject Leader in place since September 05

(CL)

Mathematics Subj ect area is fully staffed for September with7 speacialist maths teacher. The College actually

has 5 Advanced Skills Teachers, 2/ 3 of w hom are w orking as ASTs.

Please outline briefly the main priorities in your improvement/ development plan, and how they reflect the context

i n wh ich you work .Please enter text here

The context within which we work is: raising standards, high quality teaching and learning, striving for excellence in all that we

do and we do not allow socio-economic reasons tostop us achieving high results for our students and the school being

outstanding. We have a clear development and improvement plan, which dovetails to all subject and school areas and vice

versa. The plan concentrates onsix key themes; Developing Personalised Learning, Teaching, Assessment for Learning ,

Staff, Students and Environment . We believe these key themes are essential to maintaining outstanding.

The Etone and Subject/School Development plans are reviewed regularly and have become a catalyst for change and deciding

priorities. The Whole School Plan identifies the key areas for improvement which subject/school areas address by outlining more

specific developments to the overall needs of the school. From 2006 all Specialist targets are incorporated into the Etone

Development and Improvement Plan. This model ensures that all school subjects and areas are working towards the same goals.

Is this description stil l correct? Changed (DBY) (need to check sheet now)




2. Views of learners, parents/ carers, community and other stakeholders

What are th e views of learners, parents/ carers and other stakeholders, including hard to reach groups,and howdo you know?

2a

How do you gath er the views of learners, parents/ carers and other stakeholders, such as those accessing

additional services; how often do you do this, and how do you ensure the impartiality of the information?


Formal parent satisfaction surveys are carried out at least every two years (KB). This tells us that the school is well regardedand parents are more than satisfied with the education provided. A higher response is being targeted for the future as only one

third of parents replied in 2005. Need this and results. Geography does parent surveys (CJ)

Parent focus groups and parent governors are used to inform decisions about changes to the school including an annual

curriculum debate. We have a policy and target of contacting every parent/carer throughout the academic year. Have we

proved and surveyed this? We consult parents through a variety of means including academic and pastoral meetings and

take the opportunity at such events to discuss relevant areas of school life such as healthy eating. Parents have been consulted

over the new styles assessment system and have provided positive and constructive feedback.

There is an active school council with a clear system that ensures all students are represented. The key focus is how we can

improve Etone and maintain outstanding. Students have been involved in interviews of staff applying for positions for the past five

years. Students are used in subject reviews and over the past 18 months we have incorporated student views in the monitoring

and review the quality of teaching and learning with current staff. A new student group - Healthy School Focus Group was

established in September 2005. Students play a real part in improv ing teach ing and learn ing and bu i ld ing capaci tythrough a powerful Student Voice.The Healthy Eatinggroup looks at food provided in the school, the healthy schools

agenda and how best to relay messages on healthy living to parents and students alike. ABr to add to this. Working tow ards

Healthy School accreditation (GB)

The school employs a intercultural support worker(have we any evidence of impact on results?) who liaises with parents

from different ethnic groups and supports these students in school. Feedback of these students specific needs is provided via this

link.

To ensure the safety of some of our more vulnerable students and following a student survey on bullying there are two secure

anti-bullying boxes located in two main areas of the school. How m uch are these used?

The school employs its own counsellor to support students with high level social needs, child protection issues and high-level

absences.

We believe that the information provided is impartial and our students/parents do not 'hold back' due to the open nature of the

school. The wide range of consultations ensures impartiality from parents, carers and learners. Post 16 opps via website?

Staff as partners in the school are consulted regularly about changes, developments and improving standards. A wide range of

methods are used to gain their views e.g. meetings, focus groups, questionnaires, open management policies. Through links with our business partners, post 16 centres and feeder schools we receive regular feedback about the school, its

standing in the local community and any areas of concern. connexions provide an annual report to governors on the destination

of students and the relevance of our curriuclum to future student needs. M ore on business l inks.




2b

2c

What do th e views of learners, parents/ carers and other stakeholders, including your hard to reach groups, for

example young carers, tell you about:

- learners' standards and progress

- learners' personal development and well-being

- the quality of your provision, (curriculum; teaching and learning; and care, guidance and support)

- parents'/carers' views of the transition arrangements for pupils joining the school in Year 7 and later.


Students and Parents requesting places at the school often state the high standards ofstudent attainment as a reason for their choice of school.Parents and students tell us they feel valued as partners of the school and that information provided on individual learners is informative. (Evidence:example of report; intervention strategies, progress, parental letters) Students are happy and learn well being proud of their school, feel safe, healthy,articipate in their school and recognise the progress and brilliant achievement the school has made and is making. (Evidence: Intensive subject reviews,Student Voice Questionnaires) (website links ?) (CJ)

Post 16 providers tell us that Etone students are thoroughly prepared for future courses, well behaved and come to them as mature young adults. Thenumber of students who successfully complete courses provided externally and the progression mapping from Connexions indicates high quality of provision. (Evidence: Recruitment and retention of Nova Students)

We believe that to raise attainment further we need to encourage students and parents to take more responsibility for their learning. (Evidence: Peermentoring and Self Assessment)The school has staff and systems in place to ensure for the well being of students. In the recent staffing re-structuring and following consultation withstakeholders it was decided to keep and strengthen Achievement Coordinators as they are seen as an essential asset to learning and individualdevelopment. In September 2007 3 Pastoral Managers (1 Senior PM and 2 PM's) were appointed to act as "triage" for AC's. They have responsibilitiesfor specific year groups.

The community perception as recorded in the local press is of a well-managed school with high aspirations, well-behaved students and high standards. Visitors to the school of which the school has many (councillors, MP's, people on courses), tell us that the school atmosphere is calm, positive and thateffective learning is taking place. Proof? Staff feedback (evidence) tells us that the school is well run, has highly effective leadership and standards in all areas are high and improving. Wherethere are concerns raised action is taken. Examples include the establishment of the Behaviour Support Room in 2005 and over the last Fou r (KB ) yearsdissemination of techniques and strategies as outlined in the Secondary national behavioural and attendance strategy.

How do you share w ith parents/ carers and other stakeholders the collated findings about their views?


Newsletters are used at least every half term, to inform all partners about the success of the school, to seek views and to feed

back decisions from consultations. They are well read and received and to improve this further newsletters will be posted on the

school website from September 2006. Is this done? SB/CH W hat about website

The school has an open door policy, which is well used by parents/carers and students.

At events where parents/carers attend, a member of the Leadership Group is always 'on hand' to listen to and respond to any

concerns.

Etone hosts a meeting of all local head teachers of secondary schools and the head attends meetings with post 16 providers,

feeder primaries and businesses from the locality. Information on changes, feedback on developments and collaborative ideas

are shared in these meetings.

The school uses the local press and Etone TV to inform parents, students and the community about achievements,activities and developments at Etone.

Assemblies and minutes of the school council, along with student bulletins help inform students of our achievements and

developments.There is a weekly staff bulletin, staff meetings and regular feedback such as the termly staff governors' news and

staff briefings.

As a development in 2007 we are planning a series of partner days to seek views on Etone and how it can improve and meet the

needs of partners more fully.




2d

Give an evaluation of areas w here you have successfully involved learners, parents/ carers and stakeholders in

improv ing prov is ion

- include the ways you have used the views of stakeholders, including pupils, to influence the priorities noted in section 1d (please

cross-refer to any relevant comments in the leadership and management section)

- include ways in which you have sought to involve and engage with parents/carers, in supporting improved outcomes for their

children

- how do key stakeholders from partner schools and the wider community contribute to the review and development of your

specialism(s) and/or other partnership activities?


Students requested a 'green area' for social interaction. Etone successfully secured a grant from British Conservation Trust

Volunteers, this involved students in the planning and creation of the decking area. Students have been involved in the renaming

of the restaurant Anything more up to date? Menus? ABr

In a discussion about litter the School council requested more litter bins and these were provided all around the school grounds.

A further suggestion was a review of the uniform, which after presentations at governors meetings was agreed. Recently a

request to consider blazers by the school council was considered and all forms had a vote on the idea. Lockers were requested

and where possible these have been made available thus improving student wellbeing and security of belongings.

As part of the healthy school group changes were made to the school menus, serving hatch and the creation of a restaurant area

took place after extensive consultation with the students and staff. Staff were concerned about the numbers eating in therestaurant and queues thus a healthy snack van was purchased and is very successful. After student and staff dissatisfaction over

standards at lunchtime it was decided to remove 'traditional' lunchtime supervisors and replace them with more organised

supervised activities and the use of teaching assistants to walk the school. The outcome has been a friendly, warm atmosphere

amongst students, evidenced by the lunchtime exclusion data.

Following surveys about transport to school and a desire to cycle to school by students a bid was made to purchase two cycle

secure areas. Students wanted opportunities for a 'Battle of Bands' competition, which due to its success will be ongoing.

Staff, parents and students requested more opportunities for 'well being' time and as a result a change to the school week was

consulted on and made. On a Friday Week 2 Etone finishes at 1.20pm. This decision has proved to be popu lar with staff,

students and parents.

Parents, students and staff wanted different opportunities for consultations and following a regular meeting of a parent focusgroup changes have been and are being made with evaluation as they occur.

Some suggested changes do not occur because of the student or parent voice. For example in 2005/6 a further change to the

school day was proposed and rejected by the parental voice and therefore was withdrawn.

Occasionally the school will reject a change that is suggested by partners. An example was a request for more non-uniform days.

We rejected this unless a major unexpected national/international event occurs. We have also rejected requests for

students to be allowed o ff site at lunchtimes for health and safety reasons.

Students told us they would like opportunities for the curriculum to offer a wider choice and we adapted it to respond to their

ideas e.g. more vocational courses including plumbing; childcare; dance and professional scholarships via the X'Tend

programme at local Post 16 providers. New add i tions th is year (DBY)

Students also advised that some work was being repeated in KS3. As a result of this staff were asked to review KS3 Schemes of Work, visit KS2 providers and create links at a curriculum level with partner primary schools. In several subjects as a result of

these reviews the Key Stage 3 courses have been condensed thus improving the pace of the teaching and learning.

Student voice questionnaires allow students to feedback to staff on areas that they can address to improve the quality of the

teaching and learning - ideas are: use of the flex teaching centre, using more different learning styles and an increased variety of

activities.Through intensive subject reviews students suggest they learn more when kinaesthetic opportunities are provided and

this is being fed back and acted upon by staff. Year 11 volunteers actively support our most vulnerable SEN students by providing

an area for them during lunchtimes that they supervise.

Year 10 peer m entors have been attached to all year 7 tutor groups providing small group and individual

mentoring.(KB wants removed). Following staff consultation on Intensive Review s these have been reviewed and

adapted to react to Subject Area needs.




3. Achievement and standards

How well do learners achieve?

To help you focus your comments and judgements in comp leting this section, please consult the relevant pages in

the Guidance for Inspectors of Schools.

In answering the following questions, please make clear the main evidence, such as performance data, assessments and records

of learners' progress, on which your evaluation is based ( but please use data selectively, avoiding the copying out of

tables of descriptive information). If the school's own interpretation of standards and achievement is not reflected in published

data, then this needs to be carefully explained.

3a

How well do learners achieve, and how high are their standards? For example:

- test and examination results; whether learners reach challenging targets

- the standards of learners' current w ork (noting any significant differences between past results and current work)

- learners' progress including comparisons with the progress of similar pupils in other schools. Note any significant differences in

the progress of groups of learners, including any groups that are achieving particularly well or are underachieving (for example,

pupils with learning difficulties and disabilities, looked after children, particular minority ethnic groups, including Gypsy, Roma and

Traveller learners, those who join the school other than at the normal date of admission, and those who are socially or

economically disadvantaged) and the extent of the school's success in closing any gaps in attainment

- the extent to which information and communication technology (ICT) capability and other key skills enable learners to improve

the quality of their work and make progress

- the extent to which specialist subject attainment targets have been met

- the impact of specialist status in raising standards in the specialism, standards more generally across the school and in partnerschools

- the extent to which any extended services contribute to better achievement and higher standards.


English results have risen rapidly at KS3 especially in 2005 where Etone is in the top 3 percentile nationally. Add in past 3

years summary and note changes.Results also exceeded the predictions set by the Fischer Family Trust (FFT). English at L5

and L6 is a strength for all students of all abilities including students with SEN and this is reflected in the contexual value added

(CVA) where it is placed in the 7th (5 ) and 4th (6 ) percentiles. Need to f lag up as a m ajor issue! New ra ise on l ine data.

Where FFT data is u sed although there are target s of A, B, C, D OFSTED expect a D this is the same for Etone.

Maths results are above FFT estimates and national levels at L5 and significantly above the national average at L7 . Higher ability

girls do significantly better overall than predicted grades.Students with statements perform significantly better at L5 . Maths

results have suffered from lack of consistent staffing which has now been addressed and will lead we believe to improved

standards. In 2006 both Year 9 and Year 8 took the national SATS tests in maths with a 6% difference at level 5 in unvalidated

data.Check! MP (Maths K S3 results for 2007 yet to arrive should be here in about 2 w eeks) (MC)

In Science results at L5 are slightly above the FFT estimate and the national average. In L6 results were significantly below the

national average and FFT estimate and intervention is being taken to address this issue. At L5 lower ability boys and students

with statements do significantly better than predicted. Compared to other similar schools results in Science are very

good.Check! M P

In Foundation subjects when compared to national averages at L5 Geography, MFL and Music are well above: at level 6 this is

the case for Design and Technology and Geography. Physical Education is below the National average at L5 and well below atL6 . The subject area has rewritten progress indicators to provide clarity on teacher assessment. Art and Design and Music are

well below National Averages at L6 .Check! MP .Art and Design had been separated from Creative Arts to provide focus and a

strong Subject Leader for Music has been appointed. This has now been reversed to ensure consistency and the sharing of good

practice. More emphasis on moderation and levels of attainment are also being implemented.

Each subject area has created a KS3 specific intervention action plan which is aimed at students who come to Etone with KS2

results at level 3 or below.

Results at KS4 have risen rapidly with a better KS2 to 4 improvement than KS3 to 4. Due to improved strategies and intervention

the school achieved above both the FFT and school target in validated data of 2005 and significantly above in unvalidated data in

2006. Students achieving 5 GCSEs or more at A* to C including English and Maths was slightly above the FFT target in 2005 and

greatly above in 2006. Check! M P

Students achieving 5 GCSEs or more at A* to G grades exceeds the FFT target by 8% in 2005 and was 3% above that with 99%

in 2006. Lower ability boys and students with SEN all do significantly better; when this is combined with English and Mathematics

girls join this higer profile group.Check! M P

Average Point Score (APS) uncapped is well above FFT targets. Capped APS is higher than the FFT top 25% of schools




3b

3c

(2005).Check! M P

At KS3 CVA(contextual value added) is significantly high especially in English where it is in the 3rd percentile. The improvement

KS2 to 4 is better than KS3 to 4. Some subject areas are being encouraged to adopt a two year key stage 3 programme, which

we believe will help to address this issue. At the end of KS3 all core subjects make better than average improvement in

comparison to similar schools nationally. The overall trend at KS3 is generally upward.

KS4 5 A* to C GCSE results have risen significantly from 33% to 67% over 6 years and from 89% to 100% in relation to A* to G

grades (2006 figures used). There was only a 1.2% chance of achieving 67% 5 A* to C grades according to YELLIS data. Point

scores are above the national average. With the introduction of the modular maths course combined with the full staffing and

dedication of the maths subject area there has been a 15% rise in A* to C grades in 2006.

Subject variation was significant in Art GCSE in 2005 but this was addressed with the 2006 results. In D and T there was an in-

subject variation and strategies were put in place to stop the rollar coaster effect which led to much improved results in all areas

in 2006. German results were outstanding at 70% however French results in 2005 fell, Senior managers and governors

discussed strategies to improve the situation and as a result an action plan was implemented which addressed the concerns as

seen by the results in 2006.

In 2006 most subject areas saw a rise in A* to C results. We are currently examining the results in detail but have concerns in:

GCSE PE, Drama, French and Geography.

Male achievement issues still existed in English (GCSE) but a major input of staff training and mentoring of students has partly

addressed this for 2006. Led by one of our Advanced Skill Teachers the school was part of the National Breakthrough Programme

to raise male achievement, where various strategies were adopted within the school to motivate male students. Now Focus on

gir ls as we l l Year 9 DB and EE (DB Y)The outcome of the programme is evident in 2006 results where the 5 A* to C gradesshowed a 8% difference between male and female. We are aware that we are not adding as much value to boys as national

figures might indicate but we continue to address these areas now concentrating on individual subject differences.

Rew ri te a l l o f above us ing Raise On l ine - M P

The achievements of all learners are monitored and analysed regularly with clear intervention programmes to support

development. There are no significant variations in any specific groups of students however we have an ongoing programme of

monitoring to ensure that this is true in the future.

Where relevant, how w ell do learners achieve in the sixth form? For example:

- the standards of learners' current work in relation to their learning goals

- learners' progress relative to their prior attainment at GCSE and any significant variations between groups of learners (utilising

value added measures including ‘New Measures of Success')

- the extent to which specialist subject attainment targets for the sixth form have been met

- rates for the completion of courses.


NA

On the basis of your evaluation, what are your k ey priorities for development?


* To achieve results in line with/excess of FFT Band D

* To ensure all staff are able to manipulate data effectively.

Our overall developments are contained in the Etone Devolpment and Improvement Plan and Subject/School Area Development

and Improvement Plans.

As a result of the analysis of 2005 and 2006 results we will:

Evaluate Value Added Scores in all subjects, class by class.

Carry out an intensive review in English, PE and Drama - where else have we done?

Discuss strategies in Geography and French.

Examine with Core Areas KS3 SATS results.

Provide more support and professional development with target setting at KS3. Continue to monitor and improve male

achievement (gender gap). (Update Intensive Reviews) (KB) PE Intensive review carried out (Good) (PB)

New development plan (DBY)




3Grade

Please enter grades in boxes below.

To guide judgement, please consult grade descriptions in Guidance for Inspectors.

Outstanding Good Satisfactory Inadequate

Learners'

achievement in their

work

Wholeschoo l X

Sixth Form

Learners' standards

in the i r w ork

W ho le school X

Sixth Form




4. Personal deve lopment and wel l -being

How good is the overall personal development and well-being of the learners?

To help you focus your comment and judgements in complet ing this section, please consult the relevant pages in

the Guidance for I nspectors of Schools. Your answers here should focus on learners' outcomes; the school's

contribution to these outcomes w ill be covered in section 5.

In answ ering the following questions, please make clear the main evidence on which your evaluation is based (for

example: evidence of participation rates, evidence of learners' spiritual, moral, social and cultural development which runs as a

theme across all of these areas (4a -4f), and data on the number of recorded bullying or racist incidents in school).

4a

To what extent do learners adopt healthy lifestyles? For example:

- whether learners take adequate physical exercise, and eat and drink healthily

- learners' understanding of how to live a healthy lifestyle (for example, through education about smoking, substance abuse and

sexual health risks).


Students are very good at adopting healthy lifestyles. They take part in planned physical education and are encouraged to take

an active part in out of hours activities. An outstanding example of this is the P2L programme (Evidence: P2L evaluation report)

which encourages individualised learning activities. Another aspect of P2L encourages students to take part in clubs, sports and

other areas of interest.

All students at Key Stage 4 follow the Junior Sports Leaders Award, this encourages and develops qualities of leadership. In

addition at KS4 to ensure a full quota of healthy lifestyle activities a programme encouraging and expecting students to take part

in clubs in their out of school hours time is organised and carefully monitored.

Etone has recently joined a countywide lottery funded physical education programme that encourages students to undertake at

least two hours of physical activity a week both in and out of school Is this still correct? . A wider variety of activities has also

been introduced such as? .

Water is allowed in most lessons to aid concentration and prevent dehydration. The restaurant has gradually introduced a wide

variety of healthy food and numbers eating in the facility have increased dramatically. (Evidence: Minutes Healthy Schools Group,

Sales data) We employ our own chef to ensure quality.

Body Image and theme day events (GB) Students are taught via PSHE and Citizenship (P4L) and Science about healthy

lifestyles. The student Healthy Schools Focus Group has actively driven forward these changes. Year 10 & 11 special

assemblies on healthy eating (CJ)

Students are made aware, through P4L, of how to achieve a lifestyle where work and social activities are balanced. All students

learn about how to acquire a healthy lifestyle including knowledge of physical, mental, sexual, emotional and moral health. The

school is also intending to apply for Healthy Schools status in 2006/7 have we got this - ABr . (Evidence: P4L schemes of work)

2007 has witnessed the piloting of a newpeer coachingscheme. Peercoaching offers our students t heopportun i ty to support each other personal ly and acadm ecia l ly wh i le deve lop ing imp ortant l i fe sk i l l s . No J un iorSports aw ard. leadership is impacted in all lessons SSCo has enabled selected students to t ake part in Leaders

Days wh ich concentrated on v aried sports. These students then have t o fulfi l l at least 8 hou rs of service.

(lottery funded programme?) (PB)

Nominat ion of Etone restuarant




4b

4c

To what ex tent do learners feel safe and adopt safe practices? For example:

- whether learners feel safe from bullying, including religious, racial (including Gypsy, Roma and Travellers of Irish heritage),

sexual and homophobic incidents

- the extent to which learners have confidence to talk to staff and others when they feel at risk

- the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet.


The majority of students at Etone feel safe and secure and adopt safe practices. Incidents of bullying and racial harassment are

reported and acted upon in line with the school policies. (Evidence: Achievement Coordinator end of year reports and anti

bullying questionnaires)

Students and parents have contributed to the update of the anti bullying policy and there are secure anti bully boxes around the

site. Students have access to a mentor who is a trained counsellor and at KS4 are provided with a named mentor to support

their mental and academic well being.

Peer mentors are also trained and established in the school. Evidence of students sharing difficult personal situations lead us to

believe that students feel confident to share and seek support. (Evidence: Intensive review student discussions)

All staff have received upto date child protection training in line with school policy. (Evidence: Child Protection Training records)

Racist incidents are extremely rare but when they do occur clear procedures are followed.

How much do learners enjoy their education? For example:

- learners' attitudes and participation, including any significant variations for specific groups of pupils

- how the school's overall absence rate compares with other schools, including those in similar circumstances

- the number of pupils who are persistently absent


Learners are very happy at Etone, we know this because attendance is very good, for 2005 -2006 student attendance was 93.4%

and through informal discussions with students. (Need 2006/ 07 f igures w hen avai lab le) (KB)

Although punctuality has not been a major concern a new punctuality initiative was introduced in September 2005 coordinated byour attendance and punctuality officer. Comparisons between September and March of 2004-5 with the same period of 2005-6

saw an improvement of 60%. (Again updates needed) (KB) Attendance Monitor Purchase (DBY)

Behaviour is very good and often outstanding how i s i t now and w hat are w e do ing? . Due to our desire for high standards

and expectations there has been a slight rise in the number of fixed term exclusions and governors fully support these measures.

Due to the introduction of the consequences system there will probably be a slight rise in the number of fixed term exclusions.

Students adopt a positive attitude to learning and support the teacher. (Evidence: Progress reports)

We are working with students and parents to take more responsibility for their own learning and achievement.

Students' spiritual development is excellent with opportunities to appreciate spiritual matters in all subjects and throughout

school life via assemblies, thought for the day, celebration of events and an encouragement to respond to awe and wonder.Moral development is taught via assemblies, day to day interactions and ensuring the ethos of care, consideration and

cooperation is evident in all we do. (Evidence: mapping document, Schemes of work, lesson observation proforma). We have a

strong youth team on site (Youth 180) w hich aims to aid students personal, moral and spiritual growth.

Generally social development is very good and students feel they belong to a community that cares for them and where they can

exercise care towards others. Cultural development is encouraged via visitors to the school, (Evidence: Shanghi teachers, African

delegation and Japanese visitors) visits from the school including residentials. Our school links with Brazil, Australia and China

ensure an international development. We have regular international theme days where students are encouraged to participate in

the understanding of the different cultures which ensures international diversity.

Year 10 students participate annually in a spiritual day to enhance their emotional awareness and wellbeing. Emotional

intelligence please see 4a Calendar loads more events we can add to update

Include other theme daysSpiritual day to be cancelled however i am sure PK w ill want to discuss reasons why (CL)




4d

4e

How good is the behaviour of learners? For example:

- what proportion of lessons is significantly disrupted by poor behaviour?


How w el l do learners make a pos i t ive contr ibut ion to the community? For example:

- learners' growing understanding of their rights and responsibilities, and of those of others

- how well learners express their views and take part in community activities both within and beyond the school

- if you are a specialist school, how this has helped learners' understanding of and contribution to the community


Students make excellent contributions to the community. They participate as: prefects, peer mentors, school council, Healthy

School Focus group, ICT prefects, and guides at parents evenings thus allowing students to actively involve themselves in the

school community.

The school supports a wide range of charities chosen by students often via personal involvement. In 2007 we have a charities

week.

Students take an active part in out of school community activities such as public speaking competitions, Duke of Edinburgh

scheme, multicultural festivals and a range of other communal events. and sporting and dancing (DBY)

Learners express their views via a range of mechanisms including school council, student voice questionnaires and staff

appointments. (Evidence: School Council minutes, Questionnaire results)

Through the school council, via discussions with form representatives, all students have the opportunity to contribute to whole

school policy. On a practical level students contribute to the development of the new menu for the school term.

Etone students contribute well to the wider community through membership of several organisations, for example local theatre

and dance clubs, army cadets, scouts, swimmers and chess club. On the numerous school trips that are arranged through Etone,

our students are often reported as being superb ambassadors for the school and the local town. Student PE/ Sports Council

se t up November 06 (PB)




4f

4g

4h

4Grade

How w ell do learners prepare for their future economic well- being? For example:

- through the development of literacy, numeracy, information and communication technology, financial and enterprise capability,

economic and business understanding, and understanding of sustainable development

- learners' understanding of opportunities for further education and training, and career choices

- learners' acquisition of the social skills and other workplace skills, essential to their future economic well-being.


The school provides numerous opportunities for students to develop their economic well-being. Different enterprise days are

provided including business links, managing money and challenges. Work Related Learning is provided for every student. The

maths subject area has trialed a money matters project to develop the financial management skills of students and is currently

evaluating the programme with the view to rolling it out. (Evidence: Maths booklet). We also offer functional maths and

Engl ish . P4 L f inancia l awareness in form t ime act iv i ty (GB)

Connexions input clearly into Year 9 where choices about future development and careers are made. (Evidence: Progression

route data) All students at KS4 have an interview with a Connexions personal adviser and undertake group sessions focusing on

aspects such as modern apprenticeships. Each form in year 11 is given a £30 start up to develop an enterprise activity to make

money. Responsibility for this is with the students.Several events are organised to help students see what options are available

for their future. We have seen a rise in the proportion of students moving onto further education.

All year 10 students are required to complete a two week work experience placement which is incorporated into citizenship

coursework, some students also undertake extended work placements. (Evidence: work experience diary). This academic year

students wi l l take part in a Char i ty w eek. They wi l l be asked to p lan and implem ent a number of fund ra is ingactivitries which w ill develop them as citizens. All our students are encouraged to reach out into the local

community and become active citizens.

Students gain a good working knowledge of career options via the opportunities for work experience, use of computer

programmes to support career and course choices, careers work via P2L and the use of vocational type courses eg NOVA.

Students understanding of career options is enhanced by post 16 exhibitions held in school and year 8 visits to further education

colleges. Year 10/ 11 Citizenship coursework is no longer based on w ork experience, although some students may

use this as a back up plan. (see DW about new plans for 'charities week') (CL)

In M aths the funct ional sk i l l s deve lopment of KS 4 (w e are a p i lo t schoo l for th is) may incorporate economic w e l lbeing as part of its structure. Alternatives to this are the M oney Matt ers Project w hich has been successfully

triled, and the GCSE in statistics in which the majority of the Year 11 are entered (MC)

Where relevant, how good are learners' personal development and w ell being in the sixth form?


On the basis of your evaluation, what are your k ey priorities for development?


Track and monitor behaviour

Track and monitor the different aspects of PSHE and Citizenship (P4L). Curricular Auditor (DBY)

Evaluate enterprise activities and their effectiveness via an intensive review.

To map all personal and well being activities across the school.



Outstanding Good Sat is factory Inadequate

Learners' personaldeve lopment and wel l-be ing

W ho le schoo l X

S ix th form




5. The qual i ty o f prov is ion

Your evaluation of the quality of provision should take account of the impact of teaching, the curriculum and the

school's care, guidance and support on the standards achieved and the personal development and w ell- being of

learners.



In answ ering the following questions, please make clear the main ev idence, such as monitoring of teaching, on

which your evaluation is based.

5a

How good is the quality of teaching and learning?

- how well teaching meets individuals' learning needs, encourages their progress and meets course requirements

- how well teaching promotes positive behaviour and learning

- the suitability and rigour of assessment in planning learning and monitoring learners' progress

- the involvement of parents and carers in their children's learning and development

- in specialist schools, the impact that the quality of teaching in the school's specialist subjects has had on other subjects.


2007 w itnessed the establishment of a collaborative coaching programmeat Etone.A review of the programme

highlighted the positive impact coaching has had on teaching and learning at the college and both personally and

professionally on the staff. - Evidence

The quality of teaching and learning is outstanding, evidenced by over 80% (new data MP) of lessons observed being good orbetter. Add in percentages achieving 1, 2, 3, 4 MP.A full system of lesson observations has been in place for 5

years with an extensive checklist with each being section graded according to Ofsted criteria. (Evidence: lesson observation

proforma) In 2007 the lesson obseravtion proforma has been modified to reflect the high standard of learning and teaching

which takes place. These in turn inform Professional Development opportunities and assist staff in improving their teaching.

Teaching clearly meets the needs of the full range of learners and actively responds to course requirements. As all subject areas

have at least teaching assistant attached to them it allows the subject leader to direct extra adult support to meet student needs

and improve the quality of learning.

Lessons concentrate on ensuring the needs of individual learners are met. Students now complete student questionnaires to

inform quality of teaching and learning that is provided for them with teachers discussing the results with students to improve the

learning.

Assessment is carried out using a wide variety of methods including peer assessment. Each student is given a target and

stepping-stones to reach those target grades/levels. R eports are provided every year with a clear system of grades that monitor

performance.

Each students individual learning characteristics are recorded including learning styles and a historical analysis is available for

each student thus allowing teachers to target learning.

Students at school action plus or with a statement of educational need have full Individual Education Plans, into which students

have a direct input and regular reviews with parents take place to monitor progress. These students are integrated fully into the

school but in addition receive in class support, individual tutoring and small group work.

Etone organises successful parent/carer consultation events which enable students and parents to disucss their progress in

learning and identify appropriate improvement strategies. In years 11 and 6 parents and students have an individual interview

with a senior member of staff to set and review targets, discuss learning needs and identify barriers to learning thus ensuringthe partnership between parent, student and school is realised.

A data analyst has been appointed to focus on target setting, looking at trends and discussing with Subject Leaders the progress

of individual students and groups. Intensive subject reviews allow the senior leaders and governors of the school to fully evaluate

the quality of teaching and learning in an individual subject and make recommendations for further development. May 2007gained ICT m ark. Becta ??? updated for e tone updated on l ine. (PG)




5b

How well do the curriculum and other activities meet the range of needs and interests of learners? For example:

- the extent to which the curriculum or activities match learners' needs, aspirations and capabilities, building on prior attainment

and previous experience

- how far the curriculum meets external requirements, for example DCSF benchmarks for languages at Key Stage 4, and is

responsive to local circumstances

- the extent to which the provision enables and encourages learners to be healthy, contributes to learners' personal development

and well-being, and promotes equality of opportunity and community cohesion

- the extent to which enrichment activities, including those enhanced by specialist subject/s and, where appropriate, extended

services and out-of-classroom learning, contribute to learners' enjoyment and achievement- the extent to which the community benefits from the school's specialist provision

- the provision of impartial careers advice and work-related learning for all pupils in Key Stage 4

- if your school is a specialist school, the extent to which Key Stage 4 and post-16 courses have been broadened, and the extent to

which specialist subject participation targets have been met

- the extent to which learners have opportunities to develop creativity, key skills, enterprise capability, economic and business

understanding, and financial capability, and have access to work-related learning in Key Stage 4

- the extent to which any extended services contribute to improving learners' personal development and well-being.


The dynamic and wide ranging curriculum is a strong hallmark of Etone and provides outstanding opportunities that meet the

personalised learning needs of each student. The options process during year 9 includes information to students and

parent/carers via booklets and an information evening. Each student is given a individual interview which parents/carers mayattend. Form tutors, Achievement Coordinator and Subject staff are available to advise, ensuring that the key stage 4 curriculum

is well matched to the learners needs, aspirations and capabilities.

Over 100 students of all abilities at KS4 take part in a wide range of vocational opportunities at a local FE college whilst some

access other courses including AS levels via an X'TEND programme both at Etone and through post 16 providers. Some of these

courses take place in twilight hours thus allowing us to offer a flexi timetable for some students, with parental permission.

At KS3 several subjects provide a condensed programme of study thus allowing more opportunity to study at KS4 for example

Maths are now introducing statistics for the vast majority of students due to a condensed two year Key Stage 3 programme of

study thus allowing a three year Key Stage 4 programme.

A small group of studentstake part in an 'ontrack' programme to allow them time to improve basic numeracy and literacy.

After discussion with our main business partner and one of the highest providers of private employment in the area we have

developed in collaboration with the company a plumbing course leading to a qualification at KS4. Theme day events for Every

Chi ld Matters (GB )

Different subjects provide opportunities for students to work in teams and develop enterprise and other skills via their learning. A

wide variety of enrichment activities take place in out of school hours and are very well attended. (Evidence: List of extra

curricular activities)

The following opportuntities contribute to learners' enjoyment and achievement by providing a diversity of acitivities which

stimulate and challenge: Youth 180, Summer schools, Yamaha music lessons, Setpoint engineering club, Street Dance club,

Chess club, Duke of Edinburgh, over 100 peripatetic music lessons. Add to this.

Through our specialisms we provide a variety of learning activities in Science, Maths, ICT and Design and Technology for our

present and future learners. During 2006 we will be introducing more Modern Foreign Language enrichment activities. and

other areas to cover languages and vocational specialism week (DBY) We offer enrichment opportunities across

the curriculum via our languages and vocational specialisms. In June 2007 Etone witnessed its first International

Day involving visitors delivering sessions such as

Cross reference 4a and b reference students healthy life styles and feeling safe.




5c

5d

How well are learners guided and supported? For example:

- the quality and accessibility of care (including integrated day care), advice, guidance and support to safeguard learners' welfare,

promote their personal development and help them achieve well

- the extent to which the school and any additional services contribute to the learners' capacity to be healthy, including vulnerable

groups, such as looked after children

- the quality and accessibility of impartial information and guidance to learners in choosing courses and programmes and, where

applicable, career progression

- the effectiveness of any exclusion provision used by the school to support and reintegrate learners back into mainstream lessons

- the effectiveness of steps taken to reduce absence, including persistent absence, and raising the proportion of pupils with highlevels of attendance

- action taken to promote equality of opportunity, to ensure that all learners achieve good outcomes

- the extent to which the school supports learners in raising their individual standards through marking, assessment and personal

targets.


Students are guided and supported exceptionally well. We have excellent structures for dealing with outside agencies and regular

meetings take place to discuss individual cases.

The school is a community school and open from 8am to 10pm as necessary.

At lunchtime following requests from students a wide range of supervised activities take place to provide meaningful use of time.

A local charity Youth 180 was launched at and works at the school providing a range of social interactive opportunities for

students to engage in. In addition as part of our collaboration with partner schools we have extended this charity to provide youth

workers in every local secondary school. This is an exceptional programme and the envy of many local authorities and schools.

Our counsellor and Year 11 mentor make special efforts to support vulnerable young people including looked after children. A

representative from the school attends core group meetings and all reviews. A school nurse attends school weekly to offer

support by self-referral or via an Achievement Coordinator.

Exclusions are very low but we are not frightened to use them as part of sanctions to support the excellent behaviour we expect

from students. Since 2005 we introduced a Behaviour Support Facility to help students that struggle at school with behavioural

issues and to help modify future behaviour.

Child protection procedures are part of the induction programme for all staff. All parents/carers sign a 'use of the internet'

agreement to ensure safe use of the internet. There is a filter to restrict access to inappropriate sites.

Key groups of students (looked after children, ethnic minority groups) are monitored to ensure their progress is not suffering and

to implement strategies as appropriate to support them.

There is a full induction programme which starts in May with visits to all our primary feeder schools where an indepth discussion

with class teacher and students take place. A full day induction takes place followed by an evening where parents are invited with

child to visit the school. Following this we extend an invitation to all year 6 parents/carers to attend an interview with form tutors,

Achievement Coordinators or a member of Leadership Group. This cements an excellent start to the relationship with Etone.

Prospective Parent- Guide about KS3 syllabus/ subject content ????(DBY)

At the end of Key Stage 3 we have a programme of information about courses available at Key Stage 4 and ensure all studentneeds are met as far as possible. This information is proceeded by a regular careers input during the Key Stage 3 Preparation

for Life Programme.

Our website provides opportunities for partners including parents/carers and learners to access information about policies,

procedures, attainment targets etc allowing them to be active participants in the learning process.

Where relevant, what is the quality of provision in the sixth form?





5e

5Grade

On the basis of your evaluation, what are your k ey priorities for development of your provision?


Changing pr ior i ty ? (DBY ) Continue to ensure the quality of provision remains high and the new OFSTED grading system

promotes outstanding teaching and learning via the new lesson observation proforma. ( l inked to PM)? (DBY )

Track ,monitor and evaluate the various Preparation for LIfe (P4L)and enterprise activities that occur across the curriculum and

their impact. Intensive review planned next year (DBY)

Introduce more enrichment activities as part of our Specialist Status. Happen ing (DBY)



Outstanding Good Satisfactory I nadequate

Quality of teachingand learn ing

W ho le schoo l X

S ix th form

Quality of thecurriculum and other

activities

W ho le schoo l X

S ix th form

Quality of care,

guidance and support

for learners

W ho le schoo l X

S ix th form




6. Leadership and managem ent

Your evaluation of leadership and management should take account of their impact in terms of the outcomes for

learners and the quality of provision.



In answ ering the following questions, please make clear the main evidence on which your evaluation is based.

6a

What is the overall effectiveness of leadership and managem ent? For example:

- how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality careand education

- how performance is mon itored and improved through quality assurance and self-evaluation

- how effectively leaders and managers use challenging targets to raise standards, including statutory targets, attendance targets

and, where applicable, specialist school targets

- how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential; and how well

leaders and managers monitor the impact of the school's equality and diversity policies in relation to all groups of learners

- how well leaders and managers promote the professional development of the whole school's workforce and promote a suitable

work/life balance for them

- how effectively resources are deployed to achieve value for money, including the impact of continuing professional development

upon outcomes for learners

- how effectively links are made with other providers, services, employers and other organisations to promote access to integrated

care, education and any extended services- how effectively governors (and, if appropriate, other supervisory boards) discharge their responsibilities

- for specialist schools, the impact of the specialism on the quality of leadership and management

- do procedures for safeguarding meet current government requirements, for example child protection procedures, vetting

systems, risk assessments and disaster plans?


We consider the overall effectiveness and efficiency of the leadership and management to be outstanding as shown by the rising

achievement of students over many years despit the dip in 2007 and our designation as a high performing specialist school and

membership of the high value added club of the Specialist Schools and Academies Trust in 2006.

All leaders and managers have a full understanding and support the vision of the school which is sustained through distributed

leadership. Subject and school area leaders and achievement coordinators are excellent at self evaluation, planning iniatives toimprove the quality for students and raise attainment.

A comprehensive system of performance management is securely in place and is used to set challenging targets.This ensures

staff are involved in their own professional development. It is continuously reviewed and is linked to raising achievement in the

school and ensures that the reviewed andrecently developedvision of the school becomes a reality. External

moderation by advisers has praised the performance management system in the school.

Through regular link meetings the leadership group guide and monitor the progress of middle managers. The leadership group

members in conjunction with governors undertook a review of the school structure to ensure we had the capacity to lead and

manage emerging initiatives including the recently formed federation.

We have an excellent support staff and fully utilise their expertise to help us raise standards and obtain our vision.

Etone has a new clear vision and mission backed up by effective aims and values that in turn lead to an effective ethos.Our aims and values are embedded within the school and manifest by our vision of moving from very good to excellent and

mission statement; dedicated to outstanding education, development and achievement.

Leadership provides clear direction and is supportive, innovative and forward thinking. Staff are empowered to lead their areas

effectively thus true distributed leadership with accountability is a clear characteristic of the school. Middle and Senior Leaders

meet every half term to discuss areas of school development (Group known as Etone Development and Improvement Team -

EDIT) The group provide a forum for the exchange of ideas and sharing of good practice to be disseminated. The development

and improvement plan clearly dovetails into subject/school area development and improvement plans thus ensuring the school

moves forward as one organic body.

A rigorous system of self-evaluation is in place, which constantly challenges progress and leads to improved results and the

raising of all standards.

The school is inclusive which is one of its strengths for example over the past three years it has had two profoundly deaf

students join who have been fully integrated into the school as well as a large number of SEN students.

Staff are well qualified, dedicated and enthusiastic, and in appointments quality is an essential criteria. If quality is not obvious we

do not appoint.




6b

6c

6Grade

Poor out of date accommodation, although used to great effect, stifles the further development of the school especially the

temporary classrooms and lack of social areas for students. With rapidly improving results over a number of years it is however

hard to justify our needs to politicians and the Local Authority.

Other resources are outstanding including ICT, with every teacher having access to a projector, screen and an interactive tablet

PC system (or previously laptops and interactive whiteboards). Since the installation of interactive equipment exam results have

risen. This investment has enabled the school to meet a previous Ofsted area for development and provides good

value for money.

The number of support staff has risen rapidly in the past four years allowing more opportunities to support learning and provide

opportunities for students' development.

Each year all resources are considered in relation to value for money and ensuring the vision, aims and values of the school are

maintained.

Governors take an active part in the school and are partners in our success acting as critical friends, challenging and supporting

the school development. The way governors are organised for example by creating in the last year a new sub group to

concentrate on standards means they are extremely effective.

The school effectively liaises with North Warwickshire and Hinkley College and King Edwards College to ensure that a full learning

entitlement is available to students. The school is an active member of a 14-19 strategic group which includes other training

providers and information, advice and guidance organisations. Regular contact with Connexions, LABBs, Social Services,

Extended Services, TELAC and the Local Authority ensures effective links to enhance learning.

Where relevant, how effective is the leadership and management in the sixth form?


On the basis of your evaluation, what are your key priorities for the development of leadership and management?


Leaders and Governors are seeking a new build, extension or similar for Etone to provide a more appropriate learning

environment, quicker than Building Schools for the Future which may be scheduled for 2016.

Provide better facilities for social times for students. Sixth Form and S ixth entry. (DBY )



Outstanding Good Sati sfactory Inadequate

Effectivenessof leadership

and management

W ho le school X

S ix th form




7. Overall effectiveness

How effective and inclusive is the provision of education, integrated care and any ex tended services in meeting

the needs of learners and why?

To answer the questions raised in this section of the form you should draw t ogether your evaluations in the

revious sections.



In answ ering the following questions, please in each case make clear the main evidence on which you r evaluation is

based.

7a

What is the effectiveness of any steps taken to promote im provement since the last inspection? If you are a

specialist school, what has been the contribution of specialist subjects? If you are a specialist school, what has

been the contribution of specialist subjects?


Steps taken to improve the use of Information and Communication Technology as an integral part of learning in all subjects have

been highly effective. All teaching staff have an ICT teacher toolkit in classrooms throughout the school. Governors have added to

the initial provision of the PFI funding by also including funding for tablets for PE, Music, RS and Art which are not included as

part of the initative. All subjects have fully embraced the use of ICT to improve learning. There has been an increase in the

provision of computers within the school thus allowing teachers to regularly include ICT within lessons. The impact has been an

improvement in the quality of teaching and learning and rising exam results. I CT Ma r k We-Learn Train ing (DBY )

School has actively provided more opportuntities for spritual and multicultural development, this has included each subject area

encouraging reflection and moments of awe and wonder. The international theme days, international visitors and highlighting of

religous festivals has enhanced students multicultural awareness and other days and visits to mosques (DBY). The Year

10 Sp ir i tual D ay is a h igh l ight in ra is ing aw areness of sp i r i tual and m ult icu ltura l issues. (Is th is cont inu ing?) (KB)See previous comment s re cancellation of Spiritual Day (CL)

Links with feeder schools are highly effective. All subjects have links with feeder schools. Tehcnology Status subject areas have

forged strong partnerships via master classes, conferences and quizzes. Many of our GTP's have completed their second

placement in feeder schools.

Religious Studies staffing has been replaced and is now extremely effective. In Autumn 2005 an Ofsted full subject review

highlighted many improvements leading to the subject area being good overall with elements of outstanding.

Further development of KS4 curriculum has evolved into a more effective personalised learning experience for students. We now

offer opportunties for work based learning, professional scholarships,DIDA,(not next year) (DBY)Triton sponsorship courses

and Young Apprentices as a result we have a more motivated student population who see the relevance of their learning.

Thought for the Day Youth 180 responible and involment for (DBY) now set up in all form times allowing for greater

focus on (DBY)daily worship and reflection.

New ICT porta l prov is ional , porta l VLE for schoo l an d w i l l fac i li tate teach ing and learn ing for staf f and pup i ls as aone stop area for Etone (PG)




7 b

7c

7 d

How effective and inclusive is the provision overall, including any ex tended services, and what are the main

strengths and w eaknesses? For example:

- how effective is the school in enabling all learners to make good progress and achieve high standards

- how well does the school promote the personal development and well-being of all learners, including through working in

partnership with others

- how well does the school promote community cohesion

- how efficiently does the school use the resources available to it and how has the school achieved value for money in its provision

- where relevant, what is the overall effectiveness of boarding provision?


Etone is a school with many outstanding elements that adds value to learners and is achieving excellent results. Results and

standards have risen rapidly over the past five years.

Etone is highly effective with a dedicated staff; including five advanced skills teachers.

Students behave well and want to learn, they are well cared for yet challenged to achieve the best they possibly can.

Excellent links with business, community partner schools, media and Childrens Young People and Families Directorate support

our development.

The school is oversubscribed and well regarded in the local community.

Accommodation is the school's biggest weakness despite efforts to ensure it is of a high standard. 7 temporary classrooms,

narrow corridors and lack of social areas could potentially hinder our potential future development.

Since 2001 our reputation for providing excellent initial teacher training has led to an increase in applications for those wishing to

undertake PGCE and GTP. We regulary work with four providers.

Following the sucessful completion of her HLTA course one of our TA's is currently employed as the Learning Support

Manager,whilst our permanent SENCO is shared with our federated school.

The Local Authority carry out a review of the progress of the school anually and for the past four years have placed us in

category one (the highest) due to our rigorous monitoring and evaluation procedures, performance and capacity to achieve.

Evidence is our rising trend in attainment and value added. We are fully staffed, over-subscribed and a member of the SpecialistSchools and Academies Trust high performing and most improved club.

How w ell does the school work in partnership with others to promote learners' well-being?


Where relevant, what is the overall effectiveness of the sixth form, including, where appropriate, reachingspecialist school targets?





7e

7f

7Grade

What are your main priorities to further im prove the overall effectiveness of the school?


Consideration of a skills centre/vocational arm of the school in collaboration with other schools/colleges and the Local

Authority/LSC.

Develop in partnership a post 16 common prospectus.

Work with the 14 - 19 area collaboration to develop strategies to implement the new diploma lines together with functional Mathsand English and ICT N at ional D ip lomas. (DBY)

Establish a Post 16 Centre based at or part based at Etone.

What is the capacity to make further improvement?


Our vision is to beoutstanding (DBY)in all areas and we have every intention of either maintaining or obtaining this. Our

capacity to make further improvement is outstanding.



Outstanding Good Satisfactory I nadequate

Overall effectiveness X

Capacity to make furtherimprovement

X

Improvement since the last

inspection X

Effectiveness of sixth form




Part B: factual information about your school

Section A: Information about your school

A1 N ame of schoo l

A2 Un ique re ference number (URN )

A3 Unique reference number for the school's day care provision (w here relevant)

A4 Type of school

A5 School category

A6 Age range of learners

A7 Gender of learners

A8 Name of headteacher (or equivalent)

A9 School's address

A10 Telephone number

A11 Fax num ber

A12 Email address

A13 Website address

Etone Community School and Technology College

125731

Comprehensive

Community

Coeducational

Peter Kingham

Please include post code

Etone Community School and Technology Co

Leicester Road

NUNEATON

CV11 6AA

02476 382008

02476 352320

M IN 11 MAX 16




A14 Name of appropriate authority

A15 Name of chair of governors

A16 Local authority

A17 Special categories of school

Local Authority

Mr John Vale

Warwickshire

Please indicate whether the school has, or has applied for, any of these designations.

Please use this box to provide further details.

Awarded Languages Specialism September 2006

Designated High Performing Specialist School 2006

Intention to apply for Vocational Specialism

Category

School currently

has designation

(Please tick)

An application

has been made

(Please tick)

Date of commencement / likely

commencement

Specialist school (please state which

specialism)

Technology and Languages

X

Specialist school (please stateHPSS option 1)

Specialist school (please stateHPSS option 2)

Specialist school (please state HPSS option 3)

Trust school

Other (Please state what)




A18a Childcare provision under the Children Act (Part XA) 1989

A18b

A19 Childcare Registration

Is the governing body registered for childcare provision in any of the following categories? Is a private or voluntary provider

registered for childcare provision in any of the following categories? Please tick to indicate which type(s) of provision are made.

Session time should be to the nearest half hour.

Please give the current number of children on roll in each of the categories in the table.

Are you in the process of applying for a childcare registration on your school premises?

If yes, please answer the questions below.

Type of care The school/

governing body

manages the

provision

A private or

voluntary

provider

manages the

provision

Name of registered

person / nominated

person

Length of

session

(hours)

Age range of

children

(from, to)

Number of

children

Full day care

_#_#- _#_#

Sessional care

_#_#- _#_#

Creche

_#_#- _#_#

Out-of-school care

_#_#- _#_#

Other

(please

state)

_#_#- _#_#

Total

Boys Girls Total

Under 3s

Foundation Stage grant-funded nursery

Out-of-school care

Total

Type of

care

Governing body

is to manage

the provision.

Private or

voluntary

provider is to

manage the

provision.

An independent

provider is to

manage the

provision.

Name of

Registered

person

Length of

session

(hours)

Age

range of

children

(from, to)

Number

of

children

Date which

application is

likely to

commence

Full daycare

_#_#-

_#_#

Sessional

care

_#_#-

_#_#

Creche

_#_#-

_#_#

Out-of-

school

care

_#_#-

_#_#

Total




A20 Extended services

A21 Designated special educationa l needs resources base or similar provision

A22 Boarding provision

A23 Workplace learning

Please indicate any extended services provided by the school. Tick Yes to indicate which type(s) of provision are made and give a

brief indication of the extent and nature of the provision.

Please use this box to provide further significant details not covered above.

Youth 180 - local charity based at the school.

If your school has a local authority designated special educational needs resource base or other similar provision, please indicate

its function by entering a disability or difficulty from those listed in the notes for guidance and give the number of places provided.

Please indicate whether the school has any of the following: a remove room; a learning support centre; or an internal exclusion

centre.

Throughout the rest of the form, this provision is referred to as ‘SEN resource base'.

If your school has boarding provision, please indicate the maximum number of boarders.

Please give the numbers of learners involved in work-place learning (for learners aged 14-16, under section 178 of the Education

Act 2002), and the nature of the provision. Provide any brief details in the space below. Please list no more than the top five

rovisions.

Type of ProvisionTick if

Yes

Extent and nature of

provision

Parental support including family learning programme

Specialist support services

Community access including adult learning

Childcare (indicate if year round or term time)

Study support (after school catch up provision; indicate if this is year round or term time

only)

Other

Designated resource base/provision for: Places

SPLD = Specific Learning Difficulty

14

If other was chosen please specify

If other was chosen please specify

Maximum number of boarders

Nature of provision Below Y10 Y10 Y11 Y12 Y13 Y14 Total

Total




A24 Joint post- 16 prov is ion

A25 The nature of the school's site

A26 Reorganisation

A27 School federations

A28 Section 48 inspections

Please indicate whether or not the school has arrangements for joint teaching of post-16 courses with other schools or colleges. If

so please give details in the box below, with names and Unique Reference Number (if known) of the other schools and colleges

involved.

Other schools and colleges involved:

Please give the number of sites occupied. If more than one, please give details, including post codes and the distance(s) between

them in the space below.

Please also give an indication of the location of any work-based learning.

We have a playing field 5 minutes walk from the school - 0.25 miles.

Two days a week over 100 students take part in Vocational courses at a local FE College - 1 mile away.

Please indicate whether or not the school is currently subject to reorganisation proposals. If so, please give details in the space

below.

Please indicate whether or not the school is part of a federation.

If so, please give details in the box below of the names and unique reference numbers of the other schools in the federation.

Details of other schools in the federation:

Hartshill - 125776

This is a loose Federation initially in place till March 2007.

Please indicate whether or not the school has a religious character and needs a section 48 inspection.

The school makes joint post-16 provision Yes No

Name of school/college URN (If known)



Number of sites used 2

The school is subject to reorganisation proposals Yes No X

The school is part of a federation Yes X No

Name of school URN

Name of school URN

Name of school URN

Name of school URN

The school has a religious character and needs a section48 inspection Yes No X




A29 Term dates and occasional closures

Please indicate for each term and half term the start and finish dates for one year ahead.

Please also provide the dates of any planned occasional closures within the stated term times.

Dates of occasional closures

01.09.06 - Disaggregated

04.09.06 and 05.09.06 - Teacher Training Days

08.01.07 - Teacher Training Day

30.03.07 - Possible Disaggregated

Term and hal f -term names Start date Finish date

Autumn Term 04/September/2006 22/December/2006

Autumn Half Term 23/October/2006 27/October/2006

Spring Term 09/January/2007 30/March/2007

Spring Half Term 12/February/2007 16/February/2007

Summer term 16/April/2007 20/July/2007

Summer Half Term 28/May/2007 01/June/2007




Section B: Information about the learners

B1 Num ber of learners

B2 Ethn ic background of learners in mainta ined prov is ion

B3 Refugees and asylum seekers

B4 S upport for minor i ty e thn ic, inc luding Gypsy, Rom a and Trave l le r learners

Please give the current number of learners on the roll in each of the categories in the table.

This table shows the numbers of learners in each classification. It is based on the latest data available from your annual returns to

the DCSF. If the current numbers are significantly different from these please correct them.

Please give the number of learners on the school's roll who are refugees or asylum seekers. Use the space below to give any

further significant details.

Please give the numbers of ethnic minority, including Gypsy, Roma and Traveller learners who receive support through specific funding, from whatever source.

Boys Girls Total

Key stage 2 Year 5

Year 6

Key stage 3

Year 7 83 68

Year 8 80 76

Year 9 82 68

Key stage 4 Year 10 76 73

Year 11 85 76

Sixth Form

Year 12

Year 13

Year 14

Total

Number Number

White - British 681 Asian or Asian British - any other Asian background 7

White - Irish Black or Black British - Caribbean

White - any other White background 1 Black or Black British - African

Mixed - White and Black Caribbean 7

Black or Black British - any other Black background Mixed - White and Black African 1 Chinese 1

Mixed - White and Asian 5 Gypsy/Roma

Mixed - any other mixed background 6 Travellers of Irish Heritage

Asian or Asian British - Indian 45 Any other ethnic group 1

Asian or Asian British - Pakistani 3 Parent / learner preferred not to say 2

Asian or Asian British - Bangladeshi Information not obtained 5

Total

Number of refugees and asylum seekers

Number of refugees and asylum seekers designated as looked after children

Number of minority ethnic learners supported through specific funding




B5 Engl ish as an addi t ional language

B6 Learners w ith learn ing d i f ficu l t ies and/ or d isab i l it ies (LDD )

B7 The nature of learners ' learn ing d i f f icu l t ies and/ or d isab i l i t ies (LDD )

Please give the number of learners for whom English is not their first language and who are at an early stage of English language

acquisition.

Please list the three most common first languages spoken by these learners. Please list them in order, with most frequent first.

Please give the number of learners at each of the following levels of provision

Please give the numbers of learners with statements or who are receiving support through School Action Plus under the special

educational needs Code of Practice who are in each of the following groups. If you use the last line of the table marked ‘other'

lease specify the disability or difficulty in the brackets. Please enter each learner once only according to the most significant

disability/difficulty.

Number of learners for whom English is not their first language and who are at an early stage of English language

acquisition

66

Punjabi If other, please specify:

Gujarati If other, please specify:

Urdu If other, please specify:

Level of provision Y5- Y11 Sixth Form

School Action 84

School Action Plus 8

Statement of special educational needs 33

Learners, not included in the above, who have disabilities under section 17 of the Children Act 1989

Other (please specify)

Total

SEN resource base Main school

Disability/difficulty Y5- Y11 Sixth form Y5-11 Sixth form

Specific learning (dyslexia) 21

Moderate learning 3

Severe learning 0

Profound and multiple learning 0

Behavioural, emotional and social 8

Speech language and communication 6

Hearing impairment 2

sual impairment 1

Multi-sensory impairment 0

Physical 2

Autistic spectrum disorder 2

Other (Please specify)

0

Total (statements and School Action Plus)




B8 Learners for w hom the N at ional Curr icu lum is d isapp l ied

B9 Learner mobi l i ty

B10 Looked after children

Please give the number of learners for whom the National Curriculum (including its assessment arrangements) is disapplied in

whole or in part. Please give the lead inspector details of the subject(s) from which they are disapplied and the alternative

rovision made for these learners.

From September 2006 two Yr 8 students will be disapplied from French (LB and RS). Both students have a Statement and will be

given individual tuition in SEN/SplD - LB x5, RS x3. RS will be tutored by an MFL TA for the other 2 lessons.

In class support, small group work and individual withdrawal are as follows:

SpLD - In class support x43, Small group work x11, Individual lessons x19

SEN - In class support x130, Small group work x10, Individual lessons x26

Please indicate the level of learner mobility with reference to admissions and transfers in the last academic year.

Please enter the current number of looked after children.

Please indicate details, including any variations year to year

Number of learners disapplied

The number of learners who joined the school other than at the usual time of first admission 7

The number of learners who left the school other than at the usual time of leaving or transfer 15

The number of learners on roll in January of that school year (from relevant Annual School Census) 771

The number of Gypsy, Roma and Traveller children who travel throughout the school year

Number of looked after children 5




Section C: Information about learners' targets

C1 Statutory targets (applies only to schools w ith learners in Years 6 and 9)

C2 Statutory targets (applies only to schools w ith learners in Year 11)

C3 Specialist school designation (applies only to schools w ith specialist status - non -statutory)

Please give the school's statutory targets for attainment in National Curriculum assessments at the end of Key Stage 3 which you

ublish for parents. Please give the targets for the most recent year for which you have published test results, and those for the

subsequent year.

Please give the school's statutory targets for GCSE examination results at the end of Key Stage 4 which you publish for parents.

Please give the targets for the most recent year for which you have published GCSE examination results, and those for the

subsequent year.

Please enter the number of years of designation as a specialist school .

Year

Target % of learners expected to achieve Level 4 or above in English (Year 6)

Target % of learners expected to achieve Level 4 or above in mathematics (Year 6)

Target % of learners expected to achieve Level 5 or above in English (Year 6 and Year 9)

Target % of learners expected to achieve Level 5 or above in mathematics (Year 6 and Year 9)

Target % of learners expected to achieve Level 5 or above in science (Year 9) 73 90

Target % of learners expected to achieve Level 5 or above in ICT (Year 9) 81 80

Year 2005 2006

Target % of learners expected to achieve 5 or more grades A* to C 62 68

Target % of learners expected to achieve 1 or more grades A* to G 99 100

Target average GCSE points score 398.1 387

Number of years of designation

Key Stage4 Specialist Subject Attainm ent 2006 2007 2008

Actual ortarget average point scorefor specialist subject 1



Actual ortarget average point scorefor second specialism

subject 1


subject 2


subject 3

Specialist Subject Participation Targets 2006 2007 2008

Key Stage 4: proportion of students taking specialist subject 1 % % %

Post 16: number of students taking specialist subject 1

Key Stage 4: proportion students taking specialist subject 2 % % %


Key Stage 4: proportion students taking specialist subject 3 % % %





Section D: Information about exclusions, transfers and retention

D1, D2 and D3 Exclusions and transfers of learners in maintained settings

D4 Retention post-16

Please give in D1 the number of fixed period and permanent exclusions during year immediately prior to the time in which the data

is entered. In D2 give the number of learners excluded, aggregating both fixed period and permanent exclusions.

If the school does not formally exclude learners, or if such transfers take place in addition to formal exclusions, please give in D3

the number of instances of temporary and permanent transfers to alternative provision for behaviour-related or disciplinary

reasons during the school year prior to the inspection. Please note that this refers to the number of instances, not the number of

learners involved. Please include information on whether pupils excluded were late entrants to the school or not.

Please provide the start and end date of th e year for which th e data is entered into D1 and D2:

From: To :

D1 ExclusionD2 Ex c luded Pupi ls

D3 Transferred pupils

Number of exclusions Number of transfers made

Fixed Period PermanentNumber of

excluded pupilsFixed Period Permanent

Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls

White - British 19 12 2 1

White - Irish

White - any other White background

Mixed - White and Black Caribbean

Mixed - White and Black African 1

Mixed - White and Asian

Mixed - any other mixed background

Asian or Asian British - Indian

Asian or Asian British - Pakistani

Asian or Asian British - Bangladeshi

Asian or Asian British - any other Asian background

Black or Black British - Caribbean

Black or Black British - African

Black or Black British - any other Black background

Chinese

Gypsy/Roma

Travellers of Irish Heritage

Any other ethnic group

Parent/learner preferred not to say Information not obtained

Total

Number enrolled on the

course on 1 November during

the last academic year

Number who completed

AS/A2 at the end of the last

academic year

%AS/A2 retention rate (the

number completing the

qualifications x100, divided by

the number enrolled on the

qualification on 1 November)




D5 Routes taken by learners aged 15+ (usually applies only to schools with learners in Years 11, 12 and 13)

Please indicate the routes taken by learners aged 15 at the start of the last complete school year prior to the inspection. Please

give the numbers who subsequently commenced each of the following:

Year Y11 Y12 Y13

A course at any school or any course of further education

Employment without training

Employer based government supported training (trainee not employed by employer)

Employer based government funded training (trainee fully employed by employer)

Gap Year (Year 13 only)

Any other category (please describe)




Sect ion E: In format ion ab out prov is ion

E1 Teaching t ime

E2 Curr icu lum descr ip t ion

E3 Po s t-16 p rogramm es

Please give the total teaching time each week (to the nearest half hour), referring to the appropriate notes of guidance.

Please provide any information about how the curriculum is organised, for example about banding, setting, option choices,

support/withdrawal teaching, work related learning etc.

Setting occurs in English, Maths, Science and MFL.

Much of the curriculum at KS3 is condensed into two years.

At KS4 core provision includes: English, Maths, Science, Religious Education, Preparation for Life including Enterprise education.

100 students have their education weekly at a local FE college one day per week.

Some students in KS4 have a FlexiTimetable allowing them to access twilight courses.

Please enter in the table the number of full-time learners following the programmes listed. Please specify any other programmes

in the brackets in the lines marked ‘other', and include the level of the course (L1, L2, and L3).

Teach ing t im e

Key Stage 2

Key Stage 3 26.5

Key Stage 4 26.5

Post-16

Year 12 Year 13

L3 A level and AS level

Advanced vocational programmes

A/AS and vocational combination

International Baccalaureate programmes

L2 Intermediate vocational programmes

GCSE based programmes

GCSE and vocational combination

L1 Foundation vocational programmes

Other

Other

Other

Other

Total number of learners




Sect ion F: In form at ion about staf f ing

F1 N umber o f t eache rs

F2 Support teachers for mino rity ethnic, including Gypsy, Roma and Traveller learners

F3 Teaching assistants and other education support staff

Please indicate the numbers of qualified and unqualified teachers in each of the categories in the table. Please give full-time (FTE)

equivalent figures throughout, apportioning staff appropriately.

Of the qualified teachers included in F1 (number of teachers), indicate the deployment (full-time equivalent) of those who support

learners from minority ethnic, Gypsy, Roma and Traveller backgrounds, using the following categories.

Please give the numbers of education support staff in each of the categories below. Please give full-time equivalent figures

throughout, apportioning staff appropriately.

Full-time equivalent

SEN resource

base Y5- Y14

Across

providerTotal FTE

Qualified teachers (including the headteacher) 46

Unqualified teachers 5

Total FTE


SEN resource

base

Y5- Y14 Across

provider

Total FTE

Support teachers funded through the Ethnic Minority Achievement

Grant (EMAG)

Support teachers funded through the Children's Grant for Gypsy,

Romaand Traveller pupils

Support received in last year from Traveller Education Support

Service

Support teachers funded through LA or other funding sources

Total FTE


SEN resource

base Y5- Y14

Across

providerTotal FTE

Teaching assistants trained to support learners with learning

difficulties and/or disabilities (LDD)

7

Other teaching assistants 16

Other education support staff 5

Total FTE




F4 N umber of teachers in the ch i ldcare prov is ion

F5 Teaching assistants and other education support staff in the childcare provision

F6 Support staff for minority ethn ic, including Gypsy, Roma and Traveller learners

F7 Teaching staff turnover

F8 Temporary teachers and teaching vacancies

Please indicate the numbers of qualified and unqualified teachers deployed to work in the childcare provision. Please give full-time

equivalent figures throughout, apportioning staff appropriately.

Please indicate the name of the registered person.

Please give the numbers of education support staff deployed to work in the childcare provision. Please give full-time equivalent

figures throughout, apportioning staff appropriately.

Of the support staff included in F3 (teaching assistants and other support staff), indicate the deployment (full-time equivalent) of

those who support pupils from minority ethnic , including Gypsy, Roma and Traveller backgrounds, using the following categories.

Please give the full-time equivalent (FTE) number of teachers employed in the school who took up their appointment or who left in

the last two school years.

Please give the number of vacant posts and the number of posts currently filled by agency, supply or relief teachers, or by

teachers on short-term contracts of less than a full school year. Please give the full-time equivalent figure.


Under 3s 3 & 4 year-olds Total FTE

Qualified teachers

Unqualified teachers

Total FTE


Under 3s3 & 4 year-

oldsTotal FTE

Qualified nursery assistants and trained teaching assistants

Teaching assistants trained to support learners with learning difficulties and/or disabilities

Other education support staff

Total FTE


SEN resource

base Y5- Y14

Across

providerTotal FTE

Support staff funded through the Ethnic Minority Achievement Grant

(EMAG)

1

Support staff funded through the Children's ServicesGrant for Gypsy,

Romaand Traveller pupils

Support staff funded through LEA or other sources

Total FTE

Number of teachers who left during the last two school years (FTE) 12

Number of teachers who were appointed during the last two school years (FTE) 17

Number of vacancies filled by teachers on temporary contracts of a term or more (FTE) 0

Number of unfilled vacancies or vacancies filled by teachers on temporary contracts of less than one term (FTE) 0

Total number of vacant teaching posts (FTE)




Section G: Inform ation about finance and resources

G1 F inancia l in format ion for the year Apr i l to March

G2 & G3 Consistent F inancial Report ing (CFR )

G4 Number of computers for learners' use

Please add an explanation if the deficit or carry forward is greater than 5%

Anticipated outturn is 0.24% varient to set budget.

Please ensure that CFR returns have been submitted to the DCSF. You can access the appropriate website by clicking on the

following link -

https://sfb.teachernet.gov.uk/login.aspx

Full guidance can also be obtained from the website.

Please give the number of learners to computers

From April 2005 To March 2006

Income and expenditure (£) Balances (£)

Total income 2,400,826 Balance from previous year -41,500

Total expenditure 2,400,996 Balance carried forward to the next

Expenditure per pupil % of deficit or balance carried forward to the next

year

Number of learners (from B1)

Number of computers 188

Number of learners per computer




Part C: information about compliance with statutory requirements

Using the headings

Ful ly in place

This means that governors are aware of the relevant statutory requirements, and they know how they apply to their school (if that

is the case). It also indicates that the school fully meets the relevant statutory requirements.

For example: the governors already know that the school's procedures for safeguarding meet all statutory requirements and at

least once a year they check that this continues to be the case.

Partly in place

This means that governors are aware of the relevant statutory requirements, and they know how they apply to their school (if that

is the case). Governors are aware that, while the relevant statutory requirements are met in spirit or in part, some elements ordetails are not in place. Please use the space for comments to indicate, briefly, what action needs to be taken to ensure statutory

requirements are fully in place.

For example: governors are aware that, although the great majority of learners receive the full statutory curriculum, a very small

minority do not do so, perhaps because they are extracted on occasions for special support or tuition. Or perhaps the programmes

of study for a particular subject are not fully implemented.

Not in place

This means that governors are aware that, for whatever reasons, relevant statutory requirements applying to their school are not

met. When being inspected, governors should expect the lead inspector or another member of the inspection team to follow up

these points during the inspection. Please indicate, briefly, what action needs to be taken to ensure statutory requirements are fully

met.

For example: governors have agreed the school's race equality policy and are still discussing a draft.

The curr iculum

Equality & diversity

[4] From 06/04/07.

[5] From 01/10/06.

Fully in

place

Partly in

place

Not in

place

1. Every learner receives the full statutory curriculum that the school must provide. X

2. The school provides teaching of religious education for all learners in accordance with the agreed

syllabus or otherwise and has told parents/carers of the right to withdraw their children.X

3. Where the provider is a school, it provides a daily act of collective worship for all learners and has

told parents/carers of the right to withdraw their children.X

4. (Schools with pupils of primary age) The governing body has decided whether or not to provide sex

and relationships education and, if doing so, has agreed the content and organisation of the programmeand has told parents/carers about it and the right to withdraw their children.

X

5. (Schools with pupils of secondary age) The governing body has agreed the content and organisation

of its programme of sex and relationships education and has told parents/carers about it and the right

to withdraw their children.

X

Fully in

place

Partly

in

place

Not in

place

6. The governing body ensures that the provider does not discriminate unlawfully against learners, jobapplicants or staff on the grounds of sex, race, disability, gender[4], religion and belief[5] or marital

status.

X

7. The governing body has agreed a written policy on race, disability and gender equality, arrangements

to monitor its implementation and assess its impact on staff, learners and parents/carers and

communicates the results of monitoring and assessments of impact to parents/carers and the governing

body.

X

8. The school meets the requirements of the general duty and the specific duties in the Race Relations

(Amendment) Act 2000, the Commission for Racial Equality (CRE) code of practice, the general duty and

the specific duties in the Disability Discrimination Act 2005 and the Disability Rights Commission (DRC)

code of practice and the Equalities Act 2006 and the Equal Opportunities Commission (EOC) code of

practice.

X




Learners w ith learn ing d i f f icu l t ies and d isab i l i t ies

Learners' care and well-be ing

Informing parents/carers

Leadership and management

[6]Publicat ion of the disability equality scheme is not required until December 2007 for primary and special schools and PRUs.

Please state briefly what action is being taken to deal with requirements that are partly in place or not in place.

Fully in

place

Partly

in place

Not in

place

9. The school meets its requirements in Part IV of the Education Act 1996 and has regard to the Special

Educational Needs Code of Practice when meeting learners' special educational needs, makes its policy

known to parents/carers and reports annually on the success of its policy.

X

10. The school meets the requirements of Part 4 of the Disability Discrimination Act 1995 (DDA) and any

subsequent requirements and has regard to the (DRC) code of practice for schools (2002). The school

informs parents/carers of its accessibility plan and disability equality scheme and reports annually onprogress made on these[6].

X

Fully in

place

Partly in

place

Not in

place

11. The governing body has procedures for ensuring the provider meets all relevant health and safety

legislation.X

12. The school has a child protection policy and procedures in place that are in accordance with localauthority guidance and locally agreed interagency procedures, (and the policy is made available to

parents on request).

X

13. Where the governing body provides school lunches and/or other school food, they ensure that

they meet current DCSF standards.

Fully in

place

Partly in

place

Not in

place

14. The governing body ensures that all statutory assessments are conducted and results are

forwarded to parents/carers and appropriate bodies.

X

15. The governing body (of maintained schools only) ensures that each year a report on each

learner's educational achievements is forwarded to their parents/carers.X

16. The school keeps parents and prospective parents/carers informed by publishing a school

prospectus and by publishing a school profile in accordance with Regulations.X

Fully in

place

Partly in

place

Not in

place

17. The governing body has met the Financial Management Standard in Schools.

18. The governing body has a performance management policy and ensures that all teachers,

including the headteacher, are appraised in accordance with statutory requirements.X

19. The governing body has all relevant complaints and appeals procedures, as set out in the DCFS

guide to the law for school governors.X

20. The governing body fulfils the requirements to promote community cohesion.

21. The provider meets the government requirements regarding safeguarding as set out in the

DCSF guidance Safeguarding Children and Safer Recruitment in Education.X

Ch Nov 07 Sef Blank

Documents

Transcript of Ch Nov 07 Sef Blank