Creative Arts, Technology and Early Years Review – 12th - 13th January 2015
Introduction
In total ten lesson observations took place and one learning walk. Senior leaders were accompanied
on the learning walks by two members of the governing body. Students work was scrutinised by
observers during lesson observation and learning walks. The Head of Creative Arts was interviewed
by the Headteacher and governors to assess the impact of leadership and management since the last
review. Students from all year groups were also interviewed by governors in order to give their
perceptions of learning in the subjects being reviewed
1. Pupil Progress
Creative Arts, Technology and Early Years deliver a wide range of examination courses both at KS4
and 5. In 2014 KS4 students performed in line with aspirational targets (FFT A top 25%) in Art,
Drama, and Photography and well above target in Dance and Early Years. This pattern has been
consistent over the past 3 years. In Food Tech, Graphics and Resistant Materials results are
significantly below target. Graphics in particular has seen a considerable drop in its results. Changes
in both staffing and curriculum have been implemented to address these concerns.
At KS5 the ALPS AS data indicates that progress was very good (top 40 % nationally) within Art,
Photography and Dance; they all achieved an ALPS score of 4. In Art and Photography there is a drop
from an ALPS score of 2 in 2013. Design and Technology gained an ALPS score of 8 which is poor.
This course is no longer offered. A2 data in Art shows a massive improvement moving into ALPS 2
(top 10% nationally) from ALPS 7. Photography has improved from ALPS 4 to ALPS 3 (top 30%
nationally). Dance gained an ALPS 6 which is below average. Care needs to be taken when analysing
results in these subjects as groups are traditionally small and under or over performance of
individuals can have a significant impact on overall scores and patterns over time.
2. Teaching and Learning (include overall teaching judgements).
In the ten lessons seen the following judgements were made:
6 Outstanding
3 Good
1 Requires Improvement – this lesson was observed during the following week and was judged to be
good.
With 90% of lessons being good and better and 60% of lessons being rated outstanding teaching in
the department can overall be judged as outstanding.
High levels of student engagement and enjoyment was evident in all the lessons observed. Teachers
are passionate about their subject and this clearly inspires and motivates students. Lessons are well
planned but not over burdened with resources. Any resources which were used had a purpose and
supported students learning. Students indicated that the high quality of lessons observed were
typical and rated their experience in the faculty highly.
A specific area of strength is the faculty’s engagement with and development of the Feltham Learner
skills. Collaborative learning was common in lessons with tasks skilfully set up with students being
given clearly defined roles to maximise engagement. Likewise independent learning opportunities
were provided in which students worked in a focussed and diligent manner. Students routinely
reflect on theirs and others learning through the effective use of targeted questioning and wellstructured peer and self-reflection sheets. Much of this reflection focusses on their own ability to
meet the Feltham Learner strands.
Differentiation was an area of strength in many lessons observed. The needs of all learners were met
through differing resources and tasks so that all students were challenged and therefore able to
make rapid progress. Tasks were also presented to students so that they were not necessarily
conscious of the level they were working which kept student motivation and self-esteem high.
The development of SMSC is a further strength of the faculty. ‘Safe’ learning environments are
created where students can take risks and put themselves outside of their comfort zone without fear
of ridicule. In fact students are highly supportive of others and support each other to improve.
Students regularly perform or show their work to the rest of the class allowing for useful feedback to
be given and modelling to help others improve.
Teaching has improved from the last review, in particular the quality of questioning and the enhance
opportunities for students to reflect on their learning.
3. Assessment, marking, tracking and intervention.
In both KS4 and 5 predictions are in line with final results with the exception of Resistant Materials
and Graphics which significantly over predicted outcomes. This was largely due to coursework being
downgraded by the moderator. Accurate predictions are essential to maximise the impact of whole
school tracking and intervention.
There was clear evidence of good marking across the faculty. Books and folders are marked regularly
and clear targets are set for students. Marking is strongest in early years with outstanding evidence
of students responding to feedback. In photography and art teachers have responded to the issue of
‘post it’ notes being lost or removed by developing an overarching assessment sheet highlighting
assessment objectives and areas for improvement. Folders in technology in KS4 are regularly marked
with clear areas for development highlighted.
The Faculty has embraced the Feltham Learner in KS3 with clearly defined opportunities to develop
the strands planned into lessons. Systems to track and assess students’ progress in these strands are
being developed. In particular in drama students routinely assess themselves and other against the
strands and are becoming increasingly familiar with the drama specific assessment matrix. In music
students booklets clearly identify opportunities to develop the 4 strands.
The practical nature of the subjects results in much of the feedback being verbal. Ongoing dialogue
between teacher and students is an area of strength and provides students with a clear
understanding of what they need to do to improve.
Purple folders were organised well, with context sheets offering additional supporting information.
Systems need to be developed to track students’ progress against the Feltham Learner strands in
KS3.
4. Behaviour and Ethos
Lessons are interesting and engaging and as a result behaviour within the department is
outstanding. When behaviour is less than good the department use the consequences ladder
consistently and support each other across the subject areas.
5. Leadership and management
Leadership and management is strength of the department. Heads of department plan innovative
and engaging learning in their own subject areas and these ideas are shared and developed across
the faculty. The head of faculty has built a strong team who work collaboratively to develop learning
across the faculty. A recent example of this is the development of the Feltham Learner strands in Key
Stage 3. The faculty also work together as a team and give their time freely when planning and
delivering whole school concerts and production which has showcased the faculty to our wider
community.
Main action points 2013
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To improve the consistency of marking and impact across the faculty, in particular develop
the use of recorded dialogue within marking and assessment – there is strong evidence of
improved marking across the faculty with individual departments developing marking
procedures that suit their subject.
To evidence students’ progress over time in both Purple Folders and student books across all
areas of the faculty – progress overtime is now more evident in KS4 however this needs to
be developed in KS3.
To ensure that lessons are less ‘task orientated’, with a clear emphasis on progression.
More time given for students to reflect and secure knowledge/skills - there was clear
evidence of pupil progress in all lessons observed and students routinely reflected on their
learning.
To improve the quality of questioning – questioning was seen as strength in many lessons.
Questioning was targeted and differentiated. Teachers also ‘bounce’ questions to ensure
that all students are engaged.
Main action points 2015
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To develop tracking procedures for the Feltham Learner Strands in KS3.
To provide wider opportunities for students to develop their talents outside of the
curriculum. Possibly through the development of student leadership or through enhanced
community links. To tackle the challenges of a shorter lunch break and PREP.
To share best practice to ensure that attainment and progress is strong in all areas of the
faculty at Key Stage 4 and 5.