Sample SEF

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The MLSEF is primarily designed to:
    assist you in your self-evaluation;
    be used as the basis for periodic school / line management reviews of improvement in your
      area of responsibility;
    contribute to the whole school SEF which is completed at least annually;
    provide a summary of your self-evaluation for external bodies, including inspectors, if


When to complete the form

   There is no fixed time in the year when it should be completed. It is usually best done to fit in with
    the school cycle of review and planning, but it should be completed at least annually.

How to fill in the form

   The MLSEF is intended only to record a brief summary of the main findings / outcomes of your
    continuing process of rigorous self-evaluation
   So begin by briefly summarising the key messages you want to convey in direct response to the
    questions and bullet points in the MLSEF: your main findings and key judgements. Use this as
    the skeleton structure of your response. Keep it simple, clear and honest.
   The MLSEF is not the place for lengthy prose – brief bullet points are fine; nor for detailed
    description, for explaining processes, or 'unsubstantiated assertion' („it's true because I say so‟).
   Another crucial element is that the MLSEF is not about provision; it is about your evaluation of the
    impact of all kinds of provision on improving the outcomes of students as learners.
   If your text is descriptive, or about provision, ask yourself, 'Why is this here? What learner
    outcomes is it illustrating or supporting?' An exception to this general rule is that the evaluation of
    your leadership and management (Section 6) should include their impact on improving the
    outcomes for learners and the quality of provision.
   All conclusions should be substantiated by evidence, but don't give all the evidence in the text:
    merely give your evaluation and judgement, briefly illustrated with selected evidence which led to
    the judgement. Put a reference to any evidence source/file in a bracket.
   It is not intended that there should be large amounts of statistical data. Use analysed,
    summarised and evaluated data selectively to support your main judgements. Evaluate your
    effectiveness in using data to improve teachers' performance and learners' outcomes.

    In short, resist description & assertion; go for evaluation, judgement & outcomes

   The MLSEF should be an accurate analytical and evaluative document, clearly indicating key
    strengths and weaknesses, and what needs to be tackled to effect improvement.
   Evaluation is not the end-product; it is the beginning of the process that leads to improvement.
    The impact of your self-evaluation in helping to bring about improvement will be a key factor in
    judging the effectiveness of your leadership and management and the capacity for improvement
    in the future.
   This MLSEF is laid out in sections that correspond to the headings of the OFSTED evaluation
    schedule and the Framework for the Inspection of Schools, although overall effectiveness and
    efficiency are placed last in the MLSEF.
   Please complete first the sections dealing with achievement and standards, also personal
    development and well-being, since these outcomes will form the basis for your
    judgements in other sections.
   All your statements in the MLSEF should be evaluative. In addition, each section of the MLSEF
    asks you to summarise your evaluation with a grade, using the OFSTED four-point scale:
         Grade 1: Outstanding
         Grade 3: Satisfactory
         Grade 2: Good
         Grade 4: Inadequate
   Reference is made to OFSTED Guidance for Inspectors of Schools. This essential reading is
    in two parts. One is the evaluation schedule, which contains advice on making judgements and
    grading the quality of provision and its outcomes. The other is guidance on how to conduct
    inspections, which indicates how aspects of the school might be explored by inspectors.
   The OFSTED document Inspection Judgements summarises all the judgements inspectors
    make about a school. Use it as a checklist for your own judgements. These documents are
    available in school and on the OFSTED website:
   Most MLSEF sections ask you, on the basis of your evaluation, to identify improvements needed.
    These should identify the key changes you will make to provision in order to improve student
    outcomes; or changes that students will have to make to improve their own outcomes.
   Sometimes a great deal of energy is expended to achieve very little improvement in learners‟
    outcomes. So use 'intelligent self-evaluation'; select strategies which will bring the maximum
    improvement to learners‟ outcomes with the least effort, also most cost-effectively. Improving a
    strength may be a higher priority than eliminating a relatively minor weakness.

As you complete EVERY section of the MLSEF, keep asking yourself the following question:

   (… because of x…)  (… we did y) (… as a result… z)

If the answer is 'YES', write your evaluation and judgement in the text, and then identify the impact on
the following outcomes for learners.

Key improvements: standards and progress/achievement (achievement - are students
                                                      doing as well as they can?)
                  personal development and well-being

If your provision has made no impact on students, or insufficient impact, or even a negative impact in
these areas, then this should be in the improvement box in each MLSEF section and in the school /
college improvement plan and/or departmental or sixth form action plan.

There are examples in some of the following sections, to illustrate types of statement which could be


What are the main characteristics of your subject / key stage / unit etc?

Drawing on relevant data, write a brief description of its features.

(Please note that this is an opportunity for a brief verbal summary of the main
characteristics 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

   X is an isolated rural town. The catchment area is extensive and provides the school with a
    wide variety of students – we cater for the very able and those with SEN both in terms of
    ability and behaviour.
   On entry, attainment across all subjects ranges from level 6 to N based on the Year 6 NCT.
    Reading and spelling ages are tested on entry and show that students range from below the
    level of functional literacy to being extremely able.
   Aspiration amongst students is also widely varied and is reflected, in some cases, in
    willingness to participate fully.

1b. Please summarise briefly your distinctive aims and describe any special features of
your area of responsibility, for example:
     whether it will be the focus of a specialist school, or school with special status, and if it is
       already, what main changes have occurred because of this
     your responsibility for any special units, additional community services or extended
     significant partnerships with other providers or agencies (such as shared arrangements for
       the curriculum or partnerships with employers)

   A core subject at Key Stage 3, compulsory at Key Stage 4. We are part of the Arts College
    group, leading in making the link across subjects with the “Word of the Week” initiative.
    This is part of our ethos of making English accessible to all students through all subjects and,
    more importantly, making English enjoyable.
   We have been fully involved in the “Out of the Box” programme and provide a range of
    extra- and cross-curricular experiences as part of the English Department’s ethos of making
    English fun and accessible. The joint OoB with MFL in 2005 was a great success, as were the
    Shakespearience OoB and the collaborative Shakespeare for SATs day with the Drama
    department, both of which we intend to repeat. The whole-school review of the OoB
    provision will affect any future plans.
   We are responsible for the Media teaching within the school, and would like to develop this
    area further.
   Involvement in Leading in Learning (LiL), developing Thinking Skills across the curriculum in
    collaboration with Geography and History in the first instance and extending into Maths and
    ICT in 2006.
   We have links with the ITT providers at Y and Z and have supported trainee teachers for the
    last two years.

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
     recent or impending reorganisation
     mobility of learners
     particularly important facts in the recent history, such as change of leadership.

   We are extremely enthusiastic about the work that we do and are keen to make the
    experience of our students as wide, varied and interesting as possible.
   The HoD has been in role for two years and, during the time, has implemented new Schemes
    of Work. These are being reviewed in the light of APP (see also section 5)
   We have undergone some complex staffing issues with one member of the team in 2004/5
    being absent through illness for much of the year, thus requiring supply cover. In 2005/6, a

         member of staff left after 2 terms and has been replaced by supply cover, although this has
         again been inconsistent.
        Having started academic year 2006/7 with only one non-specialist teacher, several internal
         promotions from within the department meant that we had one non-specialist supply
         teacher in January. However, he has now been replaced – by 3 non-specialists. This means
         that in year 7, 2 out of the 4 classes are being taught entirely by non-specialists, with a third
         having a non-specialist for one lesson per week. In year 8, the situation is much worse, with
         4 out of 6 classes being taught by non-specialists.      In year 9, whilst all teachers are now
         specialists (thanks to some late timetable changes), the burden falls on two members of
         staff who, between them, teach 4 out of the 6 classes.
        We are fortunate to have a Departmental Teaching Assistant who is enthusiastic and
         dynamic. She is currently in the process of working towards HLTA status. X is able to lead
         on projects that we fully support and endorse, but that we might not otherwise have time to
        The department has an existing examiner for both KS3 writing and GCSE English paper 1
         which enables us to share in good practice in terms of teaching specific examination skills in
         these areas.
        4 out of the 6 permanent English staff have been teaching in excess of 5 years; the more
         recent entrants are keen to develop their own knowledge and expertise.

    1d. Please note any additional characteristics you would particularly like to draw to the
    attention of your line manager / a school review team / an inspection team.

    1e. Please outline briefly the main objectives in your improvement/development plan.

        To increase consistency of assessment at KS3
        To increase achievement and attainment at KS3
        To increase %A*-C at GCSE level, tackling the gender gap.


    What are the views of learners, parents/carers and other stakeholders and how do you

    2a. How do you gather 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?

       Parental feedback (at parents’ evenings) is generally positive. The majority of parents
        attend these events.
       Parents are also keen to share their thoughts in telephone conversations and letters to the
        department, or through conversations with DoLs and Form Tutors
       Parental support for extra-curricular activities such as the Carnegie Shadowing, theatre trips
       Pupils are willing to share thoughts about English in informal conversations with members of
        staff and with visitors such as HMI.
       Students take part in their target setting and reviews, and the schemes of work allow for
        self and peer assessment.
       Students have been involved in choosing materials for study, in particular in choosing novels
        to study in class.

    2b. What do the views of learners, parents/carers and other stakeholders tell you about the
    learners’ standards, personal development and well-being, and the quality or your provision

    They feel that:
     We are an enthusiastic department, fully committed to pupils achieving their best.
     There is open communication between staff and parents.
     The level of effort and commitment that staff put into supporting the students in their work

    in English and in other areas is good.
   The level of extra- and cross-curricular provision is good.
   Pupils are seen as individuals and their needs are catered for.
   A more stable department profile and an increased willingness to involve the HoD in
    classroom discipline has improved our work in this area. This was particularly important
    given the disappearance of the whole-school detention. We have introduced a Departmental
    report card to monitor behaviour and progress issues, and this will create an additional line
    of communication with parents/carers.
   The department has carried out a series of work scrutinies and pupil questionnaires to find
    out what they think of their lessons – where areas of need have been identified, we are
    working on addressing them.

2c. How do you share with parents/carers and other stakeholders the collated findings about
their views?

2d. Can you give examples of action you have taken based on the views of learners,
parents/carers or other stakeholders, with an evaluation of the effectiveness of what you
did? Are there examples of actions you decided not to take, and the reasons for this? (Please
cross-refer to any relevant comments in the leadership and management section.)

   Entry level certificate was introduced as a response to some students’ difficulty in accessing
    the GCSE course. The first cohort to go through have improved their basic skills and are now
    more prepared for the GCSE English course. They will also take the online Adult Literacy
    test which will give them instant recognition for their work.
   The GCSE course was divided into two consecutive courses rather than running concurrently
    as a means of reducing student workload in year 11. We have discussed introducing GCSE
    Media to run concurrently with Literature for the most able; however, this has been shelved
    for the time being due to the constraints of staffing.
   The AEA was introduced as a response to A level students feeling constrained by the
    markscheme of the Synoptic Unit. Whilst much more “difficult”, the AEA is more flexible in
    terms of how the students can respond and may suit our most able students much better. In
    2006, one student achieved a Merit.


How well do learners achieve in your subject / key stage / unit etc?

To help you focus your comment and judgements in completing 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)

3a. What are learners’ achievement and standards in their work?

       the standards learners reach as indicated by their test and examination results, taking
        account of: any significant variations between groups of learners, subjects, courses and
        key stages; trends over time; and comparisons with other schools
       the standards of learners‟ current work in relation to their learning goals (noting any
        significant differences between current work and recent results)
       learners‟ progress relative to their starting points and capabilities, with any significant
        variations between groups of learners (making clear whether there are any groups that
        are underachieving and could be doing better)

   Results at KS3 in 2005 were slightly lower than predicted at 70% L5+. This was, however, an
    improvement on the previous year. Statistically, we “added value” to 63.3% of the students.
   Results at KS3 in 2006 – 51.1% which is considerably lower than the target and a significant
    drop on the previous year. This is a very disappointing outcome and will need to be
    addressed rapidly. Introducing APP materials is enabling us to be much more accurate in our
    assessments and in targeting areas of weakness. The department is producing focussed
    mini-schemes to tackle the AFs that are our weakness.
   The results show that we achieve better on writing than on reading and provides us with key
    targets for 2006/7. Additional support from the LA (12 days) as well as the implementation
    of APP should help us to address these issues. However, it is unclear whether all the money
    that we are allocated by the LA will be forthcoming. In addition, the LA consultant is
    currently unable to provide support as she is ill.
   Value added was 53.5%. Students who moved two levels were 61.5% female; students who
    moved one level were 62.5% female. Of those students who did not achieve at or above
    their target level, 29.8% were female and 70.2% were male.
   At GCSE level in 2005, the %A*-C was 48.2% in English and 54.1% in English Literature. Our
    A*-G pass rate was 99.1% (English) and 92.9% (Literature). Based on prior assessment data,
    56.1% of students achieved at or above expectation in English and 51.1% in Literature. This
    was not as good as we had anticipated, although our own knowledge of the students is that
    there were factors outside of any provided by statistics that affected their achievement.
   The year 10 class who sat English in this session achieved an %A*-C of 93.9% and an A*-G pass
    rate of 96.7%.
   At GCSE level, 7.3% of pupils achieved grades A* and A in English and 6.1% in Literature.
    Girls achieved more of these grades than boys in both subjects.
   Following an English only course allowed everyone in 11V to achieve a grade in English.
   At GCSE level in 2006, the %A*-C was 54.2% in English and 50% in Literature. Our A*-G pass
    rate was 100% (English) and 98.5% (Literature) which shows an overall increase on 2005.
   The year 10 class who sat English in this session achieved a %A*-C of 83.3% and an A*-G pass
    rate of 100%.
   At GCSE level, 11% of pupils achieved grades A* and A in English and 2.9% in Literature. Girls
    achieved more of these grades than boys in both subjects.
   76.9% of students achieved at or above their FFT target in English, with 47.8% of these being
    female. 55.2% of students achieved at or above their FFT in Literature, with 46.4% of these
    being female.
   In the November 2006 sitting, the %A*-C was 47.7% with a pass rate of 96.4%. This early
    entry enables us to target the 25 D grade candidates for additional support in the run up to
    the June session.
   At A*-C, there is a 6% difference in the performance of boys and girls, with the boys
    continuing to lag behind. We will look into providing “boys sessions” as we have done
    successfully in the past
   All students achieved a pass grade in Entry Level Certificate.

3b. Where relevant: how well do learners achieve in the sixth form?

In 2004/5:
 At AS level (Literature), the %A-C was 57%. Our A-E pass rate was 86%. At A2 level
    (Literature), the %A-C was 57%. Our A-E pass rate was 100%.
 At AS level (Language), the %A-C was 67%. Our A-E pass rate was 100%. At A2 level
    (Language), the %A-C was 100%.
 KS5 English Language (A2) was a particular area of strength.
 In general, KS5 English Literature is an area of strength. Students are highly motivated to
    succeed thanks to the support of their excellent and inspirational teachers. Students have
    also been fortunate in participating in the Beacon Schools sessions with the Chief Examiner
    (We hosted this event in 2005/6 and will continue to do so)
In 2005/6:
 At AS Literature, the %A-C was 89%. Our A-E pass rate was 89%. At A2 level, the %A-C was
    75%. Our A-E pass rate was 100%.
 At AS level Language, the %A-C was 50%. Our A-E pass rate was 100%. At A2 level the %A-C
    was 33%. Our A-E pass rate was 100%
 At AS level Media Studies, the %A-C was 100%. All students achieved their ALPs targets, with
    one achieving above his target. At A2 level, the %A-C was 0%. Our A-E pass rate was 85.7%.
    These students all achieved their ALPs targets.

    One candidate achieved a Merit in the AEA.

 3c. On the basis of your evaluation what are your key priorities for development?

    Continue to address the gender divide at KS4.
    In order to improve the %A*-C overall, we are developing a more flexible curriculum for
     students, with staff taking on specific teaching roles within the department rather than
     being linked to one class for the two years. A carousel allows staff to become expert in one
     area of the curriculum and deliver it to all groups (eg X is a Paper 1 examiner; all students
     would benefit from that level of expertise) 2006/7 is the first academic year in which this
     will be possible.
    Changes to the GCSE course plan have already been implemented, so that students follow
     GCSE English in Year 10 and Literature in Year 11 (with some exceptions). Candidates
     achieving D grades (or at a level which we consider is improvable upon) have the opportunity
     to resit in the following session. In order to make this really effective, we prefer to have 4
     periods in Year 10 and 3 in Year 11 and are pleased that the curriculum model has been
     altered to enable this to happen. In an ideal world, we would have 4 periods in BOTH years,
     to reflect the fact that we are a dual award subject and not a single subject.
    Key Stage 3 and 4 Speaking and Listening (EN1) – AQA recommends formalising the
     assessment process at GCSE by holding an assessment day, as is the requirement in MFL.
     This would raise the profile of this element of the course and allow staff to be standardised
     (an AQA requirement) This needs to be formalised as part of a carousel model.
    Pupil tracking at KS3 needs to be more consistent. Information that we gather throughout
     the academic year (eg Reading ages, EN1 data) must be passed on when students change
     classes. The introduction of APP will ameliorate this, although our ability to implement APP
     will depend greatly on whether we are able to access the money paid into Standards Fund to
     support this. This is already proving an issue as we producing the materials but have still
     had no confirmation of funding from the finance department, despite frequent requests.
    Make use of the PAT data to target specific areas of weakness at KS3 – supported by LEA
     through additional support provision.

3 Please enter grades. To guide judgement, please consult grade descriptions in the Guidance for
Inspectors of Schools

The following grade descriptions are given in Inspection Judgements (OFSTED, July 2005):
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below
average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

                                                   Outstanding    Good    Satisfactory   Inadequate
Learners‟ achievement and       Overall                                        
standards in their work         Sixth form                        


How good is the overall personal development and well-being of the learners in your subject
/ key stage / unit etc?

To help you focus your comment and judgements in completing 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 on which your
evaluation is based.

4a. To what extent do learners adopt healthy lifestyles?
     whether learners take adequate physical exercise, and eat and drink healthily
     learners‟ growing understanding of how to live a healthy lifestyle

4b. To what extent do learners feel safe and adopt safe practices?
     whether learners feel safe from bullying and racist incidents
     the extent to which learners have confidence to talk to staff and others when they feel at risk

   Classrooms are considered to be safe environments for self-expression.
   Students generally have good relationships with teaching staff and are not afraid to seek
    support and advice from them or from the HoD when they feel it is required.
   Students have good relationships with Y and are happy to approach her for support.
   Staff are keen to ensure that there is equality of opportunity for students.

4c .How much do learners enjoy their education?
     take account of learners‟ attitudes, behaviour and attendance
     learners‟ spiritual, moral, social, (emotional) and cultural development

   Attendance is generally good in all groups, as is behaviour. Any behaviour issues are tackled
    through departmental and whole-school policies.
   Pupils engage well and seem to enjoy the work that they do. They are keen to participate in
    extra curricular activities such as reading groups, public speaking, debating and visits.
   The content of lessons reflects a wide range of cultures and, in EN1 in particular, students are
    encouraged to explore a range of sensitive issues.

4d. How well do learners make a positive contribution to the community?
     learners‟ growing understanding of their rights and responsibilities, and of those of others
     how well learners express their views and take part in communal activities

   Within the classroom and departmental community, students are aware of their rights and
   Lesson content challenges and stimulates through issues-based discussion and through the
    range of material studied.
   In the Sixth Form, students work with students from other schools during the synoptic unit
    day. They also interact with other people when on the Arts College London trip.
   Students are also encouraged to participate in the production of the school newspaper, which
    is run by a member of the English team and utilises English skills.

4e. How well do learners prepare for their future economic well-being?
       how well learners develop skills and personal qualities that will enable them to achieve
        future economic well-being
       learners‟ understanding of career options, and the acquisition of workplace skills

   Students in the Work Related groups have written CVs and letters of application, and
    attended mock interviews as part of their ELC work.
   EN1 activities help students to prepare interview and workplace situations.
   Students are encouraged, through the course and class work, to develop independent working
    and learning skills.

4f. Where relevant: how good are learners’ personal development and well-being in the sixth

   Students are supported in their university and job applications, and are encouraged to develop
    their personal learning skills through the course design.
   They are encouraged to develop independent learning skills through the use of the Library at
    Lancaster University.

4g. On the basis of your evaluation, what are the key priorities for development?

   Continue to develop the work with the wider community, through the Arts College Designation.

4 Please enter grades. To guide judgement, please consult grade descriptions in the Guidance for
Inspectors of Schools

                                             Outstanding    Good       Satisfactory    Inadequate
Learners‟ personal development                                  
and well being


 To help you focus your comment and judgements in completing this section, please consult
 the relevant pages in the Guidance for Inspectors of Schools.

 Your evaluation of the quality of provision should take account of the impact on the
 standards achieved and the personal development and well-being of learners.

 In answering the following questions, please make clear the main evidence, 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‟ needs and course requirements
      the suitability and rigour of assessment in planning learning and monitoring learners‟
      the diagnosis of, and provision for, individual learning needs
      the impact of teaching on learners‟ progress

    We have developed a set of criteria for identifying students who are gifted in English, and
     classroom teachers are responsible for ensuring that their medium and short term planning
     ensures that these students’ needs are met (as well as those of students with Special
     Educational Needs)
    Observations (formal and informal) by HoD show that teaching meets the needs of the
    Most pupils achieve well and make good progress.
    Subject knowledge amongst teaching staff is very good, and staff are willing to develop their
     own skills
    Interesting lessons and resources make learning an enjoyable and active process.
    Students are assessed according to school policies. We are also in the process of introducing
     the APP materials in KS3 to ensure uniformity and consistency of approach to assessment. At
     KS4, work is marked according to the GCSE criteria which helps to ensure that students and
     teachers are aware of areas for development, which can then be targeted. The same is true
     at KS5.

 5b. How well does the curriculum and other activities meet the needs of
        the extent to which the curriculum or activities match learners‟ needs, aspirations and
         capabilities, building on prior attainment and experience
        how far the curriculum meets external requirements and is responsive to local
        the extent to which enrichment activities and, where appropriate, extended services
         contribute to learners‟ enjoyment and achievement
        the extent to which employers‟ needs are met through developing work-related skills

    Teaching allows for creativity and personal preference, as well as ensuring that it is targeted
     towards the specific requirements of the Key Stage.
    There is a willingness to take English off the page and make it accessible for all students.
    Cross-curricular links with Art, Music and Drama allow for English to move beyond the
     confines of the English classrooms.
    The importance of extra-curricular activities – theatre trips, A Level conferences, workshops
     etc is recognised and built upon
    The addition of Media Studies at AS and A2 level and the possibility for this to move into KS4
     is in recognition of the needs of some of our students for a broader curriculum offer.
    Curriculum reduction for those students who struggle to access the whole GCSE course and
     the introduction of the “below the level of the test” test for the least able at KS3 has enabled all

     students to achieve something during their time in English.
    We have recognised that the setting arrangement in year 10 has caused an issue for some
     students who are unable to access the level of work within their set; consequently, Y has been
     deployed to teach a group of 5 students for Entry Level Certificate following her work with 10S
     in 2005/6.
    There is a lack of provision for the use of ICT within English at present; something which we
     recognise is an area for development.

 5c. How well are learners guided and supported?
      the care, including as appropriate integrated day care, advice, guidance and other support
        provided to safeguard welfare, promote personal development and make good progress in
        their work
      the quality and accessibility of information, advice and guidance to learners in relation to
        courses and programmes, and, where applicable, career progression
      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 arrangements to keep learners safe, including child protection procedures, vetting
        systems, risk assessments and disaster plans, with any evidence of their effectiveness

    There is a well developed system of support for students – they are prepared to speak to
     staff directly and to seek help as and when they need it. There is a programme of revision
     and support at KS4 in the form of “coursework club” and revision classes.
    Lessons are targeted at the ability of the class and are created to appeal to the interests of
     the students.

 5d. Where relevant: what is the quality of provision in the sixth form?

    Students in the Sixth form are able to study English Literature, English Language and Media
    In Language and Literature, the ALPs scores are good – with students making good progress
     throughout the course and most achieving at or above their expected level.

 5e. On the basis of your evaluation, what are the key priorities for development?

    Provision of resources for ICT within English. We have sporadic access to the facilities in the
     library, but there is an insufficient number of computers for whole class use. We have one
     IWB which was provided by a sponsor.

5 Please enter grades. To guide judgement, please consult grade descriptions in the Guidance for
Inspectors of Schools

                                                   Outstanding    Good    Satisfactory   Inadequate
Learners‟ achievement and       Whole school                                   
standards in their work         Sixth form                        
Quality of the curriculum and   Whole school                                    
other activities                Sixth form                        
Quality of care, guidance and   Whole school                      
support for learners            Sixth form                        


 To help you focus your comment and judgements in completing this section, please consult the
 relevant pages in the Guidance for Inspectors of Schools.

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

 6a. What is the overall effectiveness and efficiency of leadership and management?
        how effectively leaders and managers at all levels set clear direction leading to
         improvement and promote high quality of integrated care and education
        how effectively performance is monitored and improved through quality assurance and
        how well equality of opportunity is promoted and discrimination tackled so that all learners
         achieve their potential (ie inclusion)
        the adequacy and suitability of staff, specialist equipment, learning resources and
        how effectively and efficiently resources are deployed to achieve value for money
        how effectively links are made with other providers, services, employers and other
         organisations to promote the integration of care, education and any extended services to
         enhance learning
        the extent to which governors (and, if appropriate, other supervisory boards) discharge
         their responsibilities

    Leadership has a clear sense of purpose, and there is a clear vision of where the department
     is going. We try to value and incorporate everyone’s views whilst accepting that, at times,
     decisions must be made that may not suit everyone.
    The profile of the subject within the school has improved as a result of the drive to promote
    Speed of response to the needs of other staff within the department. Advice and resources
     are quickly forthcoming.
    The HoD actively listens to the staff in the department and there are good lines of
     communication with them and with others within the school.
    Creativity and enthusiasm are key – members of the department are encouraged to develop
     their own areas of interest both within and without the confines of the curriculum.
    The school performance management policies are followed, with all teaching staff receiving
     a PM meeting, observations and review. Staff are encouraged to attend INSET both locally
     and nationally as appropriate. This is also extended to the DTA.
    The fact that the library is on the English floor is a significant asset. We make good use of
     the library and find that the facilities are well managed and well resourced. There is still
     considerable use of the library as a classroom rather than a resource base, which causes us
     some concern, although we do have timetabled library lessons for all year 7 classes this
    There is a lack of working ICT resources, especially given the school’s Technology College
     status. This causes particular problems for AS and A2 Media students who have had to work
     in the English office, which is both inappropriate for them and for the staff. Ideally, a bank
     of 15 or 20 laptop computers would be the answer – they could then be stored in the office
     and booked for use in class, allowing for use by students other than Media students.

 6b  Where relevant: what are the effectiveness and efficiency of leadership and
 management in the sixth form?

    Sixth form students are taught in small groups and resources are deployed especially for their
     use. The fact that Literature students provide their own working copies of the texts means that
     departmental resources can be deployed to provide them with extension materials. This
     should be extended to the Language classes.

 6c On the basis of your evaluation, what are the key priorities for development?

    More time is needed for observations, mentoring, CPD and the sharing of good practice. This
     could partly be developed through more use of Y.
    Better provision of ICT resources across all key stages.

6 Please enter grades. To guide judgement, please consult grade descriptions in the
Guidance for Inspectors of Schools
                                                    Outstanding    Good    Satisfactory   Inadequate
Effectiveness and efficiency       Overall                                 
of leadership and management       Sixth form                              


How effective, efficient and inclusive is the provision of education, integrated care and any
extended services in meetings the needs of learners and why?

To answer the questions raised in this section of the form you should draw together your
evaluations in the previous sections.

To help you focus your comment and judgements in completing this section, please consult
the relevant pages in the Guidance for Inspectors of Schools.

In answering the following questions, please make clear in each case the main evidence on
which your evaluation is based.

7a. What is the overall effectiveness of the provision, including any extended services, and its
main strengths and weaknesses?

Good and improving. We are aware of the areas that need development and are working on them:
 Boys’ achievement – narrowing the gender divide by promoting positive initiatives eg boy/girl
   seating plans.
 Raising the %A*-C at GCSE - looking at setting arrangements; provision of support for revision;
   carousel teaching with staff as “experts” in one area of the curriculum delivering it to all
   students; initiatives to cut down on the time spent on coursework; more one-to-one support for
   targeted students from an early point in the course. Single subject courses will also have an
   impact here.
 Transition between Key Stages – ASK has been involved in work with the feeder primary schools,
   although the response varies from school to school.

7b. What is the effectiveness of any steps taken to promote improvement since the last

7c. What is the capacity to make further improvement

   We are aware of the areas which we need to develop and are making steps to achieve
    improvement, particularly in respect of KS3 where we are receiving support from the LEA.
   Steps have been taken to improve assessment and target setting and, as these bed down, they
    will give us greater facility for making improvement.

7d. How effective are links with other organisations to promote the well-being of learners?

7e. What steps need to be taken to improve the provision further?

7f. Where relevant: what are the effectiveness and efficiency of the sixth form?

   Good and improving

7 Please enter grades. To guide judgement, please consult grade descriptions in the Guidance for
Inspectors of Schools

                                                 Outstanding   Good   Satisfactory   Inadequate
Overall effectiveness                                                 
Capacity to make further improvement                           
Improvement since the last inspection                                 
Effectiveness and efficiency of the sixth form                 