Pilgrim School,
Lincolnshire
School SEF – January 2015
Pilgrim School, Lincolnshire

Pilgrim School, Lincolnshire
School SEF – January 2015
School Context:
The Pilgrim School is a Community Special School (Hospital School) which has a county footprint
across Lincolnshire. As such it provides education to pupils who full under the remit of Section 19 of
the 1996 Education Act. These are pupils who are at the school by virtue of a decision made by a
medical practitioner. The main groups of pupils that the school teaches are those with ASD and comorbidity of mental health; CFS / ME, Mental Health – principally Anxiety and a catch all group of
physical illnesses principally oncology and post-operative recovery. There are also a small number of
teenage pregnant school girls who work with the school whilst on maternity leave (11 @ 15 th January
2015).
The school has four main bases giving the school a county footprint.




Lincoln – The school moved to these premises in January 2012 and these are the only ones “owned”
by the school;
Boston - at the site of the Carlton Road Youth Centre;
Mablethorpe – within the children’s centre there;
Deeping St. James – rented accommodation in a former youth centre now managed by a local
community trust.
Pupil Contextual Information
Number on Role
Year 11
KS4 (Year 11
and Year 10)
KS3 (Year 7 – 9)
KS 1-2
Total number
of pupils taught
Total number
2014 / 15 at
Progress
Check 1
(Nov 14)
46
65
2013/14
2012/13
2011/12
3 year average
65
109
53
104
67
109
61.6
107.3
16
0
81 Progress
check 1 - 90
on roll
(Census on
15th January)
95 referrals
48
7
164
54
7
165
56
7
172
52.6
7
167
242
237
231
236
School Context:  1
Pilgrim School, Lincolnshire

of pupils
through
system1
at 25th Jan
2015
Characteristics of the School
Numbers of pupils on
pupil premium
Numbers of pupils
from minority ethnic
groups
Numbers of pupils
supported at school
action plus
Numbers of pupils
with a statement of
SEN
Numbers of pupils
who are girls
Numbers of pupils
who are boys
1
PC 1
2014
2013
2012
15
20
12
12
3 year
average
14.6
3
3
4
5
4
81
142
148
151
147
6
22
17
21
20
54
99
91
93
94.3
27
65
74
79
72.6
Pupil marked as guest – will usually mean intervention by RSO
School Context:  2
Pilgrim School, Lincolnshire

Overall Effectiveness- Good (2)

Pupils benefit from teaching that is at least good. This leads to substantial growth in pupils’ knowledge,
promotes very positive attitudes to learning and ensures that pupils are achieving well.
The quality of teaching within the school is good. On a cycle rolling average there are no lessons which
are judged as 3 or 4. There are effective performance management objectives and protocols in place for
when teaching is observed as being less than good. As a consequence pupils receive consistently good
teaching across the bases. The school now needs to focus upon ensuring that the proportion of lessons
which are judged as outstanding increases. We would wish to see 70% of lessons on a 3 observation
cumulative cycle as being outstanding.

Pupils and particular groups of pupils have highly positive educational experiences at school that ensure that
they are well prepared for the next stage in their education, training or employment.
Pupils have a positive experience at Pilgrim. Pupil voice surveys state that they feel safe in Pilgrim
School and they are able to access a range of services that will help them either reintegrate back into
their mainstream school or to their next stage of learning. Pupils in year 10 have the opportunity for
work experience. The school ensures that all pupils have a careers interview with Lincolnshire Careers
Service and that each child in year 11 has a careers plan. In addition the Reintegration and Support
Officers offer familiarisation visits to the main colleges in Lincolnshire. There are also plans for a formal
careers fair in October 2015.

Pupils’ progress is not held back by an inability to read accurately and fluently, or to use their mathematical
knowledge, understanding and skills effectively. Those pupils who have fallen behind are being helped to make
substantial and sustained progress in their reading.
This is an area for development. The school has a policy where pupils spend 10 minutes of each English
lesson engaged in personal reading. The school has used accelerated reader as a support for catching
up in reading. There has been a hiatus in its use as there has been a change in personnel. This needs
remedying. However, there are baseline data and evidence shows that when pupils do engage with the
process they make substantial and rapid gains in their reading age.
Overall Effectiveness- Good (2)  3
Pilgrim School, Lincolnshire


The school takes effective action to enable most pupils, including the most able, disabled pupils and those with
special educational needs, to reach their potential.
There has been a historic trend for pupils with SEN to be performing less well than their peers. This has
been partly due to how results have been measured. The alternative qualification to GCSE has been
functional skills. The APS score on functional skills are so low that there has been a negative residual
created from baseline data even if the pupils have passed the exam. However, there has now been a
deliberate policy of increasing the number of pupils being entered fro GCSE qualifications and in
addition Cambridge Progression has been adopted as the alternative literacy and numeracy
qualification. This in combination with the use of a needs analysis approach has meant that at Progress
check 1 SEN pupils and pupils in receipt of the pupil premium are now making broadly the same rate
of progress as their peers.

Other principal aspects of the school’s work are likely to be at least good.
We have self evaluated all other aspects of the schools’ SEF as being at least good with behaviour and
safety as being outstanding.

Deliberate and effective action is taken to create a cohesive learning community through the promotion of
pupils’ spiritual, moral, social and cultural development, and their physical well-being. There is a positive
climate for learning.
Lessons are characterized as being purposeful with little, if any low level disruption. This is because
pupil needs are met and there is a high level of personalization in lessons. In addition there has been a
recent emphasis on developing and mapping SMSC across the school. Within the context of 4 bases and
a rolling roll the school is cohesive learning community with an explicit set of values; corporate
activities in bases such as tutor time and assemblies and corporately as a whole school involving events
such as a leavers prom (July 14); Awards Evening (October 2014); and learning for life days.
The School is not outstanding because:

Pupil Achievement is not yet outstanding. Pupil achievement is good and SEN / Pupil Premium pupils
are beginning to make the same rates of progress as their peers but this has not been sustained over
time.

Teaching is not yet outstanding. A higher proportion of outstanding lesson observations are required
Overall Effectiveness- Good (2)  4
Pilgrim School, Lincolnshire

over time.

Pupil educational experiences are good but not outstanding. The school needs to systematically and
systemically plan to build pupil resilience. There needs to be equality of access to provision across the
bases and also in the home.

The CPD policy within the school needs to be more explicit in defining and spreading effective practice
both from within the school and from networks eg NAHSL, and EOS Teaching School Alliance.

The school needs to take a more thoughtful approach to SMSC and British Values.
Overall Effectiveness- Good (2)  5
Pilgrim School, Lincolnshire

Achievement of Pupils within the School – Achievement of Pupils is GOOD.
(2)
Pupil achievement on entry is very low. A comparison between average point score attainment at KS2
and upon entry into the school shows that pupils have made little progress
We would argue that all our pupils would fall under the definition of disadvantaged children. The
following prior attainment tables show that pupil attainment on entry is low. The combination of
impact of ill health and disruption to learning means that pupils have fallen behind their peers to a
point where their attainment is broadly comparable to what they had attained at the end of year 6 –
with the exception of high attaining pupils.
Prior Attainment
Average Point Score at KS2 (Average English and Maths – not fine points score because data is
unavailable)
Year Group
2013 - 2014
2012 - 2013
2011 - 2012
3 year average
Year 11
25.54
25.44
NDA
25.49
KS4
26.08
25.27
NDA
25.67
KS3
24.36
25.00
NDA
24.68
KS1-2
NDA
No pupils
NDA
NDA
Pupil Premium
23.12
23.00
NDA
23.06
SEN
22.49
22.00
NDA
22.24
High Attaining
28.69
30.40
NDA
Prior Attainment
Average Point Score from baseline on entry (Average of English and Maths only)
Year Group
2013 - 2014
2012 - 2013
2011 - 2012
3 year average
Year 11
24.53
24.54
28.55
25.87
KS4
23.77
24.20
28.23
25.40
KS3
22.14
22.40
20.85
21.79
KS1-2
NDA
No pupils
17.75
17.75
Pupil Premium
21.35
21.08
21.75
21.39
SEN
18.78
21.20
26.06
22.01
High Attaining
31.62
45.40
X
X
Overall Effectiveness- Good (2)  6
Pilgrim School, Lincolnshire

Pupils broadly achieve well. From entry the data looks like this:
Progress measure Average Point Score gain in English Maths and Science (Year 11 Cohort)
2013 - 2014
2012 - 2013
2011 - 2012
3 year average
From
From
From
From
From
From
From
From
KS2
Entry
KS2
Entry
KS2
Entry
KS2
Entry
English
7.87
9.02
3.36
3.54
NDA
1.98
5.61
4.84
Maths
6.47
6.30
4.41
4.13
NDA
5.60
5.44
5.34
Science
NDA
7.40
NDA
NDA
NDA
NDA
NDA
7.40
The lack of comparative data for science is due to it being a recent development. In addition the school
has only just started establishing an independent baseline in science. This shows the progress of year 11
pupils who left in the academic year 2013 – 2014. If we look at the percentages of pupils within the
cohort who made good progress it looks like this:
Percentage Progress by Significant Group – 3 Year Pattern – On Entry
Baseline
Whole
Cohort
number
1:1
Academic Year 2013
- 2014
Academic Year 2012
– 2013
Academic Year 2011
- 2012
3 Year Rolling
Average
English
Maths
Science
English
Maths
Science
English
English
71%
(38)
73%
(38)
70%
(20)
56%
(26)
46%
(26)
70%
(10)
71%
(7)
83%
(6)
40%
(5)
66%
(3)
75%
(24)
100%
50%
(4)
66%
(3)
66%
(6)
100%
(1)
0%
(1)
66%
(12)
100%
50%
(4)
0%
(3)
100%
(5)
33%
(3)
33%
(3)
50%
20
100%
75%
(4)
33%
(3)
100%
(5)
33%
(3)
33%
(3)
45%
(20)
100%
50%
(8)
Pupil
56%
premium
(9)
High
75%
Attainers
(8)
Statemented 20%
Pupils
(5)
ASD
66%
(3)
Anxiety
75%
(24)
CFS / ME
75%
Maths
Science
NDA 43%
(28)
57%
(28)
NDA 0%
(8)
NDA 33%
(3)
NDA 100%
(6)
NDA 50%
(4)
NDA 40%
(5)
NDA 45%
(18)
NDA 50%
13%
(8)
66%
(3)
100%
(6)
50%
(4)
60%
(5)
61%
(18)
50%
Overall Effectiveness- Good (2)  7
Maths
Science
NDA 57%
59%
70%
NDA 33%
53%
50%
NDA 30%
57%
66%
NDA 92%
94%
66%
NDA 34%
41%
100%
NDA 46%
53%
0%
NDA 57%
60%
66%
NDA 75%
83%
100%
Pilgrim School, Lincolnshire

Other
diagnosis
Boys
Girls
(4)
(4)
(3)
(1)
(1)
43%
(7)
67%
(12)
73%
(26)
75%
(8)
77%
(13)
76%
(25)
75%
(4)
75%
(4)
69%
(16)
50%
(2)
31%
(13)
69%
(13)
50%
(2)
46%
(13)
38%
(13)
(2)
NDA 0%
(2)
NDA 31%
(13)
NDA 53%
(15)
(2)
0%
(2)
54%
(13)
60%
(15)
NDA 31%
42%
75%
NDA 43%
59%
75%
NDA 65%
58%
69%
Whole cohort progress is within national norms and shows an overall increasing trend for English,
Maths and Science. However, within the data there are some negative trends. The first is regarding
SEND pupils – this has been a declining trend. This is reflected by an unsuitable curriculum.
Statemented pupils have mainly followed a functional skills program as an alternative to GCSE. The
points values of these have been so low as to create a negative residual. The school has responded to
this by encouraging more pupils to be entered for GCSE English and Maths – even if they are only
predicted grades G or F. In these circumstances pupils will be entered for both GCSE and an alternative
qualification to ensure that pupils leave Pilgrim with a qualification in English and Maths. In addition
the alternative qualification for English and Maths has changed from functional skills to Cambridge
Progression. This is a qualification which has a spiky profile - pupils can take individual units from E3
to L3. There are also different assessment windows throughout the year.
Other identified underperforming groups are 1:1 provision pupils. This is because of 2 issues. First the
group of pupils which are the most ill. This is because if they were healthier they would be in a centre.
Secondly they are the group of pupils which are the most difficult to track and quality assure.
At Progress Check 1 – Nov. 2014
English
Maths
Science
Progress measure Average Point Score gain in English Maths and Science
(whole cohort)
Progress Check 1
Progress Check 2
Progress Check 3
year average
From From From From From From From From From From From
KS2
Entry last
KS2
Entry last
KS2
Entry last
KS2
Entry
PC
PC
PC
+10.27 +11.34 +4.11
+8.16
+4.1
+0.44
NDA +7.0
+0.63
From
last
PC
Overall pupils are making exceptional progress in English and good progress in Maths and Science.
Overall Effectiveness- Good (2)  8
Pilgrim School, Lincolnshire

Progress Check 1
Mean APS Gain Score
English
Maths
Science
Whole
Cohort
Year 11s
+11.34
+4.1
+7.0
+12.5
+7.0
+7.8
1:1
+6.6
(12)
+13.25
(6)
+4.2
(12)
+7.25
(6)
+8.0
(4)
+2.3
(3)
+7.6
+8.8
+2.9
(10)
+4.3
(34)
+9.0
(7)
+4.7
(3)
+5.2
(14)
+5.7
(27)
+10.6
(6)
+5.7
(24)
+4.2
(5)
+23.0
(1)
+8.1
(9)
+2.6
(19)
Pupil
premium
High
Attainers
Statemented +11.75
Pupils
ASD
+10.7
(9)
Anxiety
+5.2
(34)
CFS / ME
+11.5
(7)
Other
+10.2
diagnosis
(3)
Boys
+9.4
(16)
Girls
+11.4
(29)
According to Progress Check 1 all groups of pupils are now making good progress. Actions regarding
curriculum for statemented pupils are taking effect and are now allowing them to make similar rates of
progress as the whole cohort as do pupils in receipt of the pupil premium.
Pupil Achievement is not yet outstanding because:
 Although at progress check 1 SEND pupils and pupils in receipt of the pupil premium are making
the same rate of progress as their peers this has not yet been proven by external examination results
over time.
 The proportion of pupils achieving national norms in terms of rate of progression is within the
national norms but not enough are exceeding them for the school to be judged outstanding.
 The development of reading within the school needs to be further developed
 Standards of attainment are well below those of national norms – which is to be expected. However,
Overall Effectiveness- Good (2)  9
Pilgrim School, Lincolnshire

our benchmarking on attainment is that other hospital schools / medical PRUs which have been
judged as outstanding tend to have figures which show 18-20% of pupils achieve 5A*-C including
English and Maths and 45-50% 5A*-G (incl English and Maths). However, the school regularly
exceeds benchmarking figures for Special Schools and Behavioural PRUs. In this context the school
figure of 9% 5 A*-C and 39% 5A*-G is good, but not outstanding. What should be emphasised
however, is that the school appropriately and rigorously discounts qualifications e.g. functional
skills.
Overall Effectiveness- Good (2)  10
Pilgrim School, Lincolnshire

Quality of Leadership and Management – good. (2)

Teaching and learning is good and / improving as a result of accurate monitoring, effective performance
management and professional development, which are closely matched to the needs of the staff.
The teaching profile of the school has moved from 86% (Nov 12 – Jan 2013) to 100 % of lessons which
are good or better (Nov 14 – Jan 2015). This has been achieved through a tightening of performance
management processes. Lessons are now conducted by two members of the SLT. In the academic year
2013 – 2014 there was an external CfBT advisor who also conducted lesson observations and moderated
judgements.
There is an effective quality assurance calendar which provides a timescale for school improvement
activities. This is linked to the SDP and is beginning to be linked to governor plans and activities.
This academic year staff have self-assessed their own teaching using FACE criteria and CPD
workshops have been allocated according to perceived staff needs. The third wave of coaching training
has also taken place. There is little evidence to assess the impact of coaching or how much coaching has
taken place. We would argue that systems are meeting staff at point of need but there is little formal
evidence to measure impact. In addition groups of teachers are excluded from formal monitoring
processes – e.g. ES teachers and those who purely teach in the home. Consequently whilst the picture is
that of an improving trend this cannot be said to be universal.

Self evaluation is thorough and accurate, and the school’s actions are carefully planned, concerted and
effective.
Self – evaluation is more robust. There have been developments in how progress is recorded which as
meant that the school is able to track significant groups of pupils as well as individuals through the
track and act process.



The SEF is now clearly written to OFSTED criteria.
There is a SDP which is clearly written to areas of the SEF
There are clear subject improvement plans written by recently appointed subject leaders.

Well thought out policies ensure that pupils make at least good progress in literacy.
The APS gained in English is the strongest of the three subjects in the academic year 2014 by year 11
pupils. There is therefore at least evidence of good progress in the development of literacy skills.
However, within this broad picture of success there are issues. The progress of SEN pupils is less than
good. There is an APS gain of 2.19 from entry when compared with 13.53 APS gain from the high
attainers. In addition the reading recovery scheme, which started well last year, has not been sustained.
Overall Effectiveness- Good (2)  11
Pilgrim School, Lincolnshire

In addition there is not a coherent, rigorous, thorough and monitored policy on cross – curricular
literacy. (As at Jan 2015.)

Governors, or those in a similar position, systematically challenge senior leaders. As a result, the quality of
teaching and pupils’ achievement have improved, or previous good performance has been consolidated.
The governing body has reconstituted. They have also used an NGA consultant to conduct a
governance health check. The result of this has been that governors have conducted an internal skills
audit and drawn up an action plan. The consequence of this is that governor’s minutes show that they
are far more robust in challenging senior leaders and holding the school to account. This has
consequentially shown an improving pupil achievement profile – especially with SEND pupils and
pupil premium pupils. The school’s teaching profile has improved as well.

The School’s Curriculum encourages a thirst for knowledge and understanding and a love of learning. It
covers a range of subjects and provides opportunities for academic, technical and sporting excellence. It
contributes well to pupils’ academic achievement, their physical well-being and their spiritual, moral social,
and cultural development. It promotes good behavior and a good understanding of safety matters.
The curriculum is excellent and good. It offers the opportunity to access a broad and balanced
curriculum. It is also flexible and allows pupils to develop interests in a diverse range of subjects such
as Engineering, Public Services, Animal Care as well as more traditional subjects such as English
Litreature, Business Studies, History and Geography. In addition pupils are able to access, on demand,
BTEC Sport, Music and Art.

The School’s actions have secured improvement in achievement for disadvantaged pupils, which is rising,
including in Maths and English.
Pupil premium gains are modest. SEN gains are modest. However, all pupils within the school are at
school action “plus”. Consequently all pupils are disadvantaged and overall the APS gain for maths is
6.01; English 9.23; science 5.83 according to the year 11 outcomes report. At progress check 1 there is
evidence that SEND pupils and pupil premium pupils are beginning to make the same rates of
progress as their peers. .

The culture of the school is characterized by high expectations and aspirations for all pupils.
The school believes that a pupil’s history is not their destiny. High aspirations are reflected in the
curriculum where the vast majority of KS4 qualifications are GCSE or level 2 vocational courses. All
pupils receive careers guidance and have transition plans to move onto their next phase of learning.
The expectation is that pupils will do well. There is a sense of progress for pupils. They are moved on
from 1:1 tuition into the home to group work as soon as possible. The school does not allow pupils to
remain stuck.
Overall Effectiveness- Good (2)  12
Pilgrim School, Lincolnshire


The school works well with parents, including those who might find working with the school difficult, to
achieve positive benefit for pupils.
The school has positive relationships with parents. There are half termly review meetings with parents,
pupils and other professionals. This gives parents the opportunity to speak.
The school is also planning to establish a parent support group at the school.

Leaders ensure that staff are well trained in identifying pupils at risk of harm and responding appropriately
The school’s arrangements for safeguarding pupils meets statutory requirements.
The headteacher and pastoral manager are the two designated safeguarding officers. They have both
completed the four day multi-disciplinary Child Protection training.
Leadership and Management are not yet outstanding because:
 The SLT has a strong drive in improving academic outcomes for pupils in the school. Over the past
three years achievement has improved. However, whilst there is now a greater focus on the
achievement of SEND and pupil premium pupils and their achievements have improved this has
not yet been evidenced over time.
 The governing body is not sufficiently holding the leaders of the school to account. There are
improvements beginning with an external review of governance and reconstitution but the impact of
this has not been sustained over time.
 Middle leaders have had their profile raised within the school and there are more effective line
management relationships within the school. However, the middle leadership role could be
developed further with them influencing the school development plan directly and further quality
assuring the work of their departments.
 Teaching is at least good in the school. The head teacher has a performance management target of
sharpening performance management within the school.
 The curriculum is at least good and the school “boxes above it’s weight” in the range of options and
subjects that pupils can study for a school of its size. However, to be outstanding the school wishes
to design a curriculum that explicitly meets the needs of pupils with mental health problems and
promotes their resilience. It should be recognised from the outset, though, that academic success is
an important resilience factor in itself and probably the one the school can influence the most.
 School leaders are not adopting a system role or perspective
Overall Effectiveness- Good (2)  13
Pilgrim School, Lincolnshire

Quality of Behaviour and Safety – Outstanding (1)

Pupils consistently display a thirst for knowledge and understanding and a love of learning, including when
being taught as a whole class or working on their own or in small groups. This has a strong impact on their
progress in lessons.
Teaching and learning reports show that pupils are engaged in their learning in lessons. The incidents
of low level disruption are infrequent. It is more likely that pupils will have issues accessing lessons
due to medical need – eg CFS /ME pupils feeling tired or mental health pupils exhibiting anxiety. In
these instances there are consistent procedures that allow pupils to recover. There is more in pupil
enquiry forms that pupils are engaging with learning positively, sometimes for the first time.

Pupils attitudes to learning are of a equally high standard across subjects, years and classes and with different
staff. Incidences of low-level disruption in lessons are extremely rare.
Analysis of pupil enquiry forms show that there is consistency across the bases of attitudes to learning
and behavior and safety.

Parent’s staff and pupils are unreservedly positive about both behavior and safety. Pupils are keenly aware
how good attitudes and behavior contribute to school life, adult life and work.
There is strong evidence to show that both pupils and staff regard the school as a safe place to work.
The metaphor that is commonly used by pupils to describe the school is that of family.

Pupils are aware of different forms of bullying, including cyber-bullying and prejudice-based bullying and
actively try to prevent it form occurring. Bullying and derogatory or aggressive language in all forms are very
rare and dealt with highly effectively.
The school is a very tolerant institution. Pupils are aware that they are here for diverse reasons.
Bullying, and how to deal with it, is taught within Resilient Me. In addition pupil voice has requested
that Kids scape visit the school and work with pupils on the after effects of bullying.

Pupils’ excellent conduct and behavior reflects the school’s effective strategies to promote high standards; this
makes a strong contribution to an exceptionally positive climate for learning. There are excellent
improvements in behavior over time for individuals or groups with particular behavior needs.
The school has a very positive environment for learning.
Quality of Behaviour and Safety – Outstanding (1)  14
Pilgrim School, Lincolnshire


All groups of pupils are safe and feel safe in school and at alternative provision placements at all times. They
understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and
others safe in different situations, including in relation to e-safety.
The school is developing this area of work The school is safe and feels safe. The school is now planning
how pupils can be safer in wider contexts. The first PSHE splatter day is planned which will address e
safety. Resilient Me targets a safer me by asking pupils to consider safe and unsafe situations. For
example on 10th February the school had an e-safety assembly which was conducted at each base across
the school.
The Quality of Behaviour and Safety is not good because:
 The school demonstrates an extremely positive climate for learning -rather one which is simply
good.
 There is a very strong commitment to the school by governors, staff, parents and pupils which
transcends good.
 The incidents of bullying are very rare
 The strength of which pupils speak of the school in having a positive, far reaching impact upon their
life.
Quality of Behaviour and Safety – Outstanding (1)  15
Pilgrim School, Lincolnshire

Quality of Teaching in the School – good

Teaching over time in most subjects, including English and Maths, is consistently good. As a result, most
pupils and groups of pupils on roll in the school, including disabled pupils, those who have SEN,
disadvantaged pupils and the most able, make good progress and achieve well over time.
The school observation profile shows that the quality of learning is good.
Lesson Autumn Spring
Grade Block 1
block
2011 –
2
2012
2011 –
2012
Autumn
Block 1
2012 –
2013
Spring
Block 2
2012 –
2013
1
2
3
4
total
9
4
1
0
15
8
8
0
1
17
0
8
7
0
15
2
7
6
0
15
Autumn
Block 1
2013 –
2014
(Incl.
OFSTED)
7
11
3
0
21
Spring
block 2
2013 –
2014
% AB1
– 2013 –
2014
%SB2 % 3
2013- lesson
2014 rolling
cycle
9
7
0
0
15
33%
53%
14%
0%
100
60%
40%
0
0
100
45%
48%
5%
2%
100
Absence of staff has meant that the Autumn Lesson observation block has not yet been completed.
However out of 11 observations that have been completed 8 have been judged as grade 1 and 7 have
been judged as grade 2. It is predicted that the three remaining observations will be graded as 2. If this
were the case then the school would be in a position where no lessons in the three year cycle are
requiring improvement or inadequate and approximately 50% of lessons are outstanding and 50% f
lessons are graded as good.

Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and
understanding and enable them to develop a range of skills across the curriculum.
Evidence from lesson observations show that teachers have high expectations of pupils. For example in
Maths and Science recent work has been completed which enables learning objectives to be targeted to
specific GCSE grades. Staff and, where appropriate pupils, have targets set within the core subjects and
increasingly within the other subjects.
Attainment, average point score at Key Stage 4 for Ebacc English,
Maths and Science (Year 11 Cohort)
Cohort / Subject
Cohort Size
English
Maths
2014
43
30.70
31.07
2013
26
25.13
27.8
2012
28
30.23
31.57
Quality of Teaching in the School – good  16
3 Year Average
32.30
28.68
30.14
Pilgrim School, Lincolnshire

Science
37.2 (26 entries)
32.37 (16 entries)
NDA
34.78
Increasing numbers of pupils are taking GCSE subjects and are making good progress.
In the mock exams in December X number sat the GCSE English paper – with X number at the higher tier.
In the mock exams in December X number sat the GCSE Maths paper – with X number at the higher tier.

Teachers listen to, carefully observe and skillfully question pupils during lessons in order to reshape tasks and
explanations to improve learning
Qualitative data from lesson observations show that staff are exceptionally good at questioning and
providing oral feedback. This is evidenced through school teaching and learning reports.

Reading, writing, communication and mathematics are taught effectively
The main evidence for this is the progress that is made in English and Maths. An area of development
is the use of an effective cross-curricular policy in English and Maths. In addition the systematic use of
Accelerated Reader will give evidence of the impact of reading time in English.

Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and
engaged.
Lesson observation records and teaching and learning reports show that pupils are normally engaged
with their lessons. There are examples of pupils overcoming medical impairment to learn, For example
CFS /ME pupils becoming ill, resting and then participating in their learning again.

Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They ensure that
pupils know how well they have done and what they need to do to improve.
There are three formal progress checks each year. These give an opportunity for staff to assess pupil
progress as compared to baselines and upon entry. This generates a progress report which is given to
parents, pupils and other stakeholders. In lessons oral feedback is given readily and pupils act upon it.
Recent INSET time (5th January) has focused upon depth marking and giving pupils key strategic
opportunities to improve their work.

Effective teaching strategies, including setting appropriate homework and well-targeted support and
intervention, are closely matched to most pupils’s needs, including those most and least able, so that pupils
learn well in lessons.
In lessons pupils make good progress. Pupils emotional needs are catered for. A new system is being
developed or communicating pupil needs to staff more directly. This needs analysis tool will replace
the old ILP and focus upon pupil need rather than an individual curriculum planning document.
Quality of Teaching in the School – good  17
Pilgrim School, Lincolnshire

The quality of teaching is not outstanding because:





As of yet not enough teaching is outstanding. We would wish to see 70% of lessons observed within
a 3 lesson observation cycle to be judged as outstanding.
Not all groups of pupils are making rapid progress in English and Maths over time.
Cross curricular literacy and numeracy are good but not sufficiently embedded or making an impact
to be judged as outstanding.
There are strong objective led lessons in maths and science which specifically promote progression
by linking objectives to summative assessment grades. This is not so well embedded in English and
the Humanities.
Lessons are underpinned by high expectations and strong subject knowledge, however it is not so
clear that teachers are as able to address misconceptions and make suitable interventions within the
class.
Quality of Teaching in the School – good  18