THE CARDINAL WISEMAN CATHOLIC SCHOOL September 2016

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1 Context: THE CARDINAL WISEMAN CATHOLIC SCHOOL September 206 The Cardinal Wiseman Catholic School is a mixed comprehensive school with approximately 900 students on roll. Almost every student attending lives in the local parishes. An inclusive admissions policy in comparison to most West London Catholic schools is reflected in a significant increase in the number of EAL students over the last 5 years. The prior attainment of students arriving at the school is in line with the national average. Over a ten year period outcomes at the school have been consistently and significantly higher than the national average. Following 204 GCSE results, that identified pockets of in-school variation, rigorous and robust actions were taken to ensure that students in all subjects were fully prepared for significant changes in course and accreditation structures. Student outcomes and progress in 205 and 206 reflects the highly positive impact of this on-going work as course structures are subjected to further change (see School Growth Plan). Overall Effectiveness The school s relentless focus upon continued improvement has driven significant change, the impact of which is evidenced in consistently outstanding GCSE outcomes and progress. Between 20-6 the whole teaching staff, support staff and SLT have been restructured. All aspects of performance management and human resources have been significantly upgraded. A series of paradigm shifts in Key Stage 4 and 5 has seen the school respond with clarity and agility to ensure that student progress and outcomes have not been affected demonstrated through 205 and 206 results/progress. SMSC provision is outstanding, underpinned by the school s strong faith ethos. The School s safeguarding of students and staff are exemplary (Ofsted 204/ External provider validation June 206). Effective Teaching and Learning research, training and support will ensure that standards are maintained and improved through the Growth Plan.

2 Leadership & Management: The pursuit of academic excellence, regardless of ability or starting point underpins all activities at the school as can be evidenced by the continued improvement in outcomes despite significant changes to the national judgement criteria. SLT and middle leaders have a clear vision for driving improvements in the school, evidenced in all areas of the SEFs and Growth Plans and at all levels of the school s operation, resulting in a KS5 ALPs score of 3 and the KS4 Progress 8 score of 0.77 for 206, improving on the 0.70 score in 205 which placed the school in the top 2% of schools for progress. The outcomes for English, Maths and the Ebacc are outstanding and these results, along with school s broad and balanced curriculum, provide a wide range of high quality learning opportunities inside and outside of the classroom, equipping the students with the attributes to become successful and engaged adult citizens School leaders and governors have demonstrated an uncompromising and relentless ambition for its students through its delegated leadership model which embeds accountability and ownership at all levels of the staffing structure The Governing body, led by the chair who is a National Leader of Governance, systematically monitor the progress of student groups, questioning and holding leaders to account Continuous improvement in teaching and learning is at the core of all work in the school; teaching is consistently good and outstanding. An established culture of high expectations, supported by highly effective personal development and welfare practices, creates an outstanding atmosphere for learning and progress Performance Management at all levels effectively balances high levels of accountability and challenge with appropriate development and coaching support to ensure that teaching is highly effective across the school The school s relationships with staff, students and families is excellent; this has been strengthened by the school s VLE; evidenced by overwhelmingly positive feedback through parent voice. Parental feedback is sought and valued The school works in collaboration with neighbouring schools to improve provision and opportunities for students and teachers. In addition, this work develops community cohesion, helping to ensure that the school does not separate itself from the local non-catholic community Through the school s faith ethos, SMSC provision actively and comprehensively promotes Christian and British values and develops a respect/understanding of other faiths, as the school seeks to develop engaged and active citizens. Bullying, discriminatory or prejudicial behaviour and views are not tolerated. Through regular staff training, Safeguarding is highly effective, including work to protect pupils from radicalisation and extremism The school s budget is effectively managed and directed fully towards student progress, particularly in supporting students with learning needs/ from disadvantaged backgrounds, to continue closing gaps in achievement Implementation of the reformed GCSEs and A Levels and embedding the new Assessment framework are an opportunity to continue to drive improvements in outcomes and T&L Continue to implement strategies to drive improvements in SEN and Disadvantaged students outcomes and curriculum provision Continue to reduce in-school variation where it emerges Continue to strengthen accountability and ownership at all levels of leadership to sustain improvements Develop inter-school moderation model with collaborative partners and Ealing subject network meetings Identification and development of the next group of future leaders and Governors following external promotions of five colleagues to senior positions in Seek additional efficiency savings to offset impact of changes to National funding formula. Maintain pro-active work in reaching families where there is a lack of engagement Continue to develop community/enrichment use of the school facilities during extended hours and weekends Ensure that the school is positioned to join a MAT in 207/8

3 Outcomes: Prog8 Att8 KS4 ALPs Q8 KS4 ALPs Subject 5+A*-C E&M 5+ GCSE Ebacc Eng 3LOP Ma 3LOP B- 2 82% 86% 55% 95% 85% B % 84% 55% 95% 80% C+ N/A N/A 68% 74% 42% 96% 72% The Progress 8 score for 5/6 is 0.66 which, similar to last year, should continue to place the school in the top 2 nd percentile for schools nationally when validated The KS4 ALPs grade is a for the Q8 score and 2 for the Subjects, which is classed as Outstanding The school remains committed to its on-going changes to an academic curriculum, which has led to a marked increase in the % of students studying the EBacc subjects over the past three years - resulting in a continuing record number of students achieving EBacc in 5/6 at 55% of the cohort; this is significantly above national averages English Attainment (94% A*-C) and Progress (95% 3LOP, 7% 4LOP) are significantly above national averages and achieved a KS4 ALPS grade 2 Maths Attainment (87% A* - C) and Progress (85% 3LOP, 53% 4LOP) are significantly above national averages and achieved a KS4 ALPS grade 2 This year s results reflect the previous trend built up over the past decade of consistently adding to the attainment and progress of students, with the overwhelming majority of indicators in Raise Online achieving Significant+ year on year The progress of Lower Attainment students is significantly above national averages and is continuing to improve further The increased curriculum time for Maths and English in KS3 has had a clear positive impact on the progress of students in Yrs 7 & 8 and is a strong foundation for the outcomes at KS4 and 5 3 year trends indicate that gaps are continuing to narrow for headline indicators around Pupil Premium students. At KS4, the Progress 8 gap has narrowed from 0.58 in 205 to 0.35 in 206 and the Ebacc gap has narrowed from -9% to -3%.At KS3, the in-school gap in average LOP in English has narrowed from -0.5 in 204 to +0., and remained at -0.5 in Maths since 204 The AS, A2 and Vocational outcomes in the VI Form were all awarded an overall ALPS grade 3 (See VI Form SEF for post-6 outcomes) 98% of students progress to Further and Higher Education, significantly beyond the National (94%) and Ealing (92%) averages Rigorous planning is in place to support subject areas through the new GCSE and assessment structure to ensure standards are maintained; with particular emphasis on English and Maths Monitoring and addressing in-school variation of groups is key, particularly for disadvantaged and SEN students, and to continue to develop the impact of interventions at all Key Stages Although the EBacc subjects are performing extremely well, rigorous action plans are in place in order to further improve the progress and point scores in all subjects and for all abilities, with significant emphasis on Ebacc performance and in-school variation The Maths A*- C and LoP have greatly improved since 204 but there is still a continued drive for improvement, particularly with lower ability and disadvantaged students Continue to develop strategies to drive improvements in literacy and reading ages

4 Teaching, Learning & Assessment: The school s Outstanding standard of attainment and progress is a direct result of the school s highly effective Teaching and Learning systems and structures and the staff s high expectations of the students Regular Learning Walks by SLT, TLR holders and teachers are used throughout the year to monitor the quality of T&L across the school 42 lessons were visited in These ensure: Students are challenged and know how to deepen and develop their knowledge, understanding and skills. Teachers systematically check understanding, use highly effective questioning techniques to challenge students thinking and can identify and support those students who need help. Teachers encourage students to consistently work hard and to recognise their efforts and take pride in all aspects of their work Effective marking and feedback procedures are closely monitored and are now embedded in the whole-school Marking, Feedback and Assessment policy. Students behaviour is well-managed with clear rules consistently applied across each department, in line with whole school policy. LWs focus on developing and sharing Outstanding practice. Monitoring the students progress and teaching over time provides an accurate picture of T&L across the school allowing for targeted support to be given to individuals or teams, through CPD and coaching. Whole-school TeachMeets, INSET days, T&L briefings and Ealing School Networks days are used extensively to support the continuous development of teaching strategies and sharing of good practice across subject areas and for support staff. The monitoring and evaluation of T&L and whole-school data analysis are inter-linked - evidence from LWs and from progress data in all its forms are used in conjunction to evaluate the quality of teaching and its impact on learning; this then supports the formulation of targeted whole-school, subject based and personalised CPD and intervention. Regular Line Management meetings focus on T&L to discuss, evaluate and action T&L across departments. CCs /HODs receive support from SLT and line managers with the planning and implementing of SOWs to ensure highly effective teaching strategies and challenging H/W activities are in place. Rigorous action and improvement plans for subject areas have led to a marked improvement in attainment and progress. LW evidence, SOWs and assessment data show that reading, writing, communication and mathematical skills are embedded across the curriculum. Parents are given clear and timely information on how well the students are progressing and how well the students are doing in relation to their targets through a range of strategies such as Information Evenings, the school s VLE and regular reports Support subject areas with the implementation and teaching of the reformed GCSEs and A Levels Ensuring the new KS3 & 4 Assessment and T&L Framework is embedded and continues to support improvements in KS4 & 5 outcomes and T&L, with increased focus on preparation for linear exams Continue to support Curriculum Coordinators/HODs/TLR holders with effective monitoring of the school s T&L Quality Assurance system Ensure the revised Marking, Feedback, Assessment and HW policy is embedded and consistently applied across the whole-school Continue to develop T&L strategies to continue narrowing the gap in achievement of significant groups, particularly SEN and disadvantaged students Use robust and innovative intervention, coaching strategies and support plans to continue to consolidate Outstanding teaching and to move Good teaching to Outstanding Improving reading and numeracy skills and standards through the expansion of curriculum time in English and Maths at KS3

5 Personal Development, Behaviour and Welfare: Pupils impeccable conduct reflects the school s effective strategies to promote high standards of behaviour. Students behaviour is exemplary (OFSTED 204) and this is a view shared by all stakeholders: 90% of students, 99% of parents and 00% of staff agree that behaviour in school is good Students display excellent attitudes to learning in almost every circumstance (OFSTED 204). LWS and Los show that attitudes to learning are underpinned by the school s effective strategies to promote high standards of behaviour and this is reflected in the progress all students make. Incidences of low-level disruption are extremely rare. Consequently only 0.% of all lessons were interrupted by disruptive behaviour in 205/6 (See tier 3 incidents - Inclusion analysis) Pupils are confident, self-assured learners (Evidenced by LWs & Los). Their excellent attitudes to learning are highlighted by their outstanding levels of progress across all subject areas The school s open culture of safeguarding actively promotes all aspects of pupils welfare. Pupils are safe and feel safe at all times (only 7% of pupils reported that they did not feel safe at all times during the school day). Parents share an increased confidence in the school s ability to keep their children safe with 99.4% stating their child feels safe at school. The school is pro-active in promoting current safety themes such as e-safety, anti-bullying, Child Sexual Exploitation, radicalisation and Female Genital Mutilation (see student survey results and well-being SoW). Students (75%) and staff (00%) state that bullying, including online bullying and prejudice-based bullying, is dealt with well by the school, compared to the Ealing average where only 54% of students have confidence in their schools dealing with bullying (EHRBS) Whilst Fixed Term Exclusion rates remain above the National Average the number of exclusions has fallen by 5.5%. There has been a modest decrease in the % of enrolments with one or more FTE from 5.59% to 5.55%. Student from black Caribbean, black African and other black ethnicities are over represented in terms of FTE and this will be a focus area in 206/7. The school will continue to use FTE s as part of its behaviour strategy along with restorative justice techniques to support teachers in securing an effective learning environment that is safe and secure for students. Audited and Tailored intervention programmes continue to be an important tool in supporting vulnerable students. The % of students receiving more than one Fixed Term Exclusion has fallen 0.74% to.96% in 206, evidence that personalised interventions and restorative justice techniques impact positively upon long term behaviour. Permanent exclusions stand at 0.32% over a three year period which is 0.2% above the National rate in 204. Permanent exclusions (as a % of pupil group) have increased from 0.2% (204/5) to 0.4% in 205/6. Students value their education and rarely miss a day at school. Attendance benchmark is 96.0, graded A well above Ealing average 95.4%. No groups of students are disadvantaged by low attendance. The persistent absentee attendance rate has improved by 0.3% to 7.7% (Ealing 0.4%). Pupils spiritual, moral, social and cultural development is driven and shared by staff and equips them to be thoughtful, caring and active citizens in school and in wider society. (OFSTED 204) Continue to develop tailored intervention programmes and utilise Alternative Provision where appropriate, to support students at risk of repeat Fixed Term Exclusion. Investigate the cause and effect relationship leading to increased exclusions amongst black African and black Caribbean students and implement successful intervention strategies to raise engagement and aspirations Maintain the close links with curriculum teams so that targeted interventions for students at risk of under achievement can continue to be implemented Review the impact of the Cyber-mentor scheme and complete internal review of E-safety at the school in preparation to achieve e-safety mark Continue to develop the KS3 & 4 mentoring programme to secure greater impact on pupils whilst reducing bureaucratic workload on staff. Continue to apply additional rigour to pro-active safeguarding work in response to the new guidance Keeping children safe September 206 Explore additional strategies to increase the attendance % of White British females and SEN students and reduce ISV between these groups attendance levels and that of the average attendance%

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