The Elstree UTC Vision
We are due to open in September 2013 and will specialise in Entertainment
Technologies and Crafts, Electronic Engineering and digital Technologies. The
UTC will grow initially to 600 students with 240 aged 14-16 and 360 post 16. Our
sponsors are The Meller Education Trust and The University of Hertfordshire
supported by many employers and organisations.
--------------------------------------------------------------------------------------------Below is an edited extract from the proposal to open a UTC
The Elstree UTC will offer full-time technically-oriented courses to 600 students aged 14-19. A broad
range of courses will have a special focus on the technical skills, trades, crafts and technologies that
support the entertainment, film, television, theatre, visual arts and digital communication industries.
These are vibrant industries that face an acute skills shortage and the UTC will offer a fantastic
opportunity to students who are searching for quality vocational education. The UTC’s two
specialisms will be:
Entertainment Technologies and Crafts, & Electronic Engineering and Digital Technologies.
Unemployment from our graduates in electronics engineering is 0%. It’s a fantastic opportunity for
young people and we are committed to make the UTC a success
Professor Reza Sotudeh, School of Engineering & Technology, University of Hertfordshire
The entertainment, film, TV, theatre and communication industries are going through a period of
rapid change with the digital revolution resulting in the need for new types of technicians and other
specialists. A new breed of digital technologist is needed with transferable skills. The sponsors will
provide the leadership and vision needed to promote courses that will attract and stimulate young
people, some of whom may be unenthusiastic or even disaffected with their current lessons, studies,
school environment and culture.
Sample Elstree productions
The entertainment industry has changed and dominates young people’s lives like never before. The
industry wants multiplatform production – the thinking is interactivity and multimedia with access
from iPads and iphones, with exciting developments in mini films, games and accessibility
applications. There are developments in so many areas – from 2D/3D motion graphics and virtual
I’d like it because people pay a production environments to mobile technologies and broadcast
lot of money for good engineers engineering. Engineering has changed irrevocably to embrace the digital
and technicians behind the
age. It is newly fashionable. Our students will aspire to acquire new skills
scenes, Year 11 boy
that underpin these developments including crafts like scenery design,
puppet-making and props. Students will achieve their goals through vocational education and
training that will open the doors to industries that excite and stimulate them.
We will provide young people with vocational skills so they can help create the studios; work behind
the scenes; learn to operate front of house or be backroom wizards. Students This school will help
you build up to making
your dream become a
reality, Year 11 girl
will experience hands-on projects in electronics engineering and communication/information
technologies, computer science and business skills and see a clear progression route into higher
education or further learning in work, including apprenticeships. Students will study core GCSEs
alongside vocational and technical qualifications. The ethos of the UTC will be built around
excitement of the visual and creative arts, an enthusiasm for the supporting technologies and skills
as well as a realism concerning the challenges young people face when starting out on their careers.
It is my experience that every single student has skills and attributes which can be harnessed and
nurtured, and vocational education can be truly motivating. Valerie Bragg, Educationalist
Employer partner
Universal Music Group is the world’s largest music content company. UMG will provide
apprenticeships (and later internships) to Elstree UTC students in sales, marketing, PR, digital,
recording, business development and admin.
Projects will be set by employers and will be meaningful. The core skills will not be forgotten, but will
be related to the specialisms so the learning is useful, relevant and interesting. The framework will
be agreed by teachers and employer mentors. The University’s Faculty of Science, Technology and
Creative Arts offers us unrivalled access to their teaching, course development and management
skills. The purpose-built Digital Facilities Building and Art and Design buildings have excellent
resources for CAD and modelling, digital animation, rapid prototyping, web software and moving
image work. The School of Creative Arts has Skillset Media Academy status and offers expertise in
animation, visual effects, model-making, special effects, interactive media, film and video production,
photography, digital design and production and visualisation. The School of Education has extensive
experience in innovative teaching and learning. The University is less than 15 minutes away by road.
Higher Education partner
The University of Hertfordshire, 2010 entrepreneurial university of the Year, led by Professor
Quintin McKellar, Vice-Chancellor, and Dr Stephen Boffey, Pro Vice-Chancellor, will contribute
educational leadership, innovation, education vision and management expertise, offer the use
of facilities, master classes, teaching staff, curriculum design and many other benefits.
Support from employers has been very encouraging. The first stakeholder meeting was held on 6
December at County Hall and the guests included Cllr. David Lloyd, Deputy Leader of the Council
and Cllr. Morris Bright, Leader of Hertsmere Borough Council and Chairman of Elstree Studios. The
meeting was chaired by John Gourd, a director of Johnson Matthey. The atmosphere was hugely
enthusiastic and every speaker from the floor was positive and encouraging.
I believe there is a need for an educational establishment that understands the sector and can address its
needs. Tim Hutchings, Chief Executive, Hertfordshire Chamber of Commerce & Industry
We have an extensive range of contacts in the entertainment, film, TV & radio, theatre and
communication industries, so all students will gain work experience while at the UTC. Some
students will have the opportunity to experience a period of industry placement. We will not just build
links with the major employers listed in this submission. At Elstree Studios, many smaller
companies, such as Media Powerhouse, deliver infrastructure services to the studios.
Employer partner
Companies based in the Elstree Production Village at Elstree Studios, home of
popular TV shows and the base for major movies will offer UTC students an
extensive range of project-based work experience and work placement
opportunities.
The UTC’s vocational courses will have a very strong practical bias, but students will be encouraged
to develop the skills of leadership, self and group management, initiative, personal responsibility,
interpersonal skills, decision-making and independent learning. This experiential and practice-based
approach will be supported by the development of relevant writing, communication and critical
thinking skills, as well as students’ wider ethical, social and cultural development. We will use visiting
lecturers, both from the University and partner colleges and industry: professional directors,
producers, broadcasters, performers and back-room wizards – ensuring that UTC students gain an
insight into the real world.
Industry sector partners
The Sector Skills Councils will be important partners, assisting with
qualifications and skills needs. A Training Planning Meeting with Skillset’s
Executive Director Policy and Development and Deputy CEO is arranged.
Real world experiences will be complemented by simulations and ‘live projects’, enhancing groupworking skills and relating to employers’ requirements. The curriculum will be largely project based,
integrating the vocational and academic. Students will use multimedia
This school would give
design tools to study and might create an interactive book report or web
young people more
sites about their favourite book in English or develop a CD on World War II experience so getting a
for History. They will develop exceptional technology skills, learn story job will be easier, Year 10
boarding, set design, digital composing, or make an animated film. Students mightgirlstart with a
project to make a movie of a bouncing ball as this covers 80%
These kind of jobs sound like a lot of fun and of the most important skills that students need to create
you would have a really good idea about
complex animation projects using audio, digital photography
what the jobs are if you’d been to this school graphics and special effects. They might learn how to sell
rather than just a normal one, Year 9 boy
products and work out profit and losses in Maths. There is
huge potential to engage students in physics, engineering and Shakespeare by the learning of skills
in computers and game technology. The development of 3D modelling will help students to visualise
and think and they might produce a model of a new phone or virtual tour of a studio.
Unique vision and identity
The Elstree UTC is sponsored by David Meller, who is already a sponsor of three Academies, in
partnership with local and national employers. Although the vision comes from David, the curriculum
will be driven by the needs of employers and the education strategies being This sounds well
followed at the University. The University has long wished to set up and guide a good and sounds
that it won’t be
UTC and is committed to be a pro-active partner. The University will make
significant resources available over the long term to ensure that an outstanding boring, Year 8 girl
UTC is established within Hertfordshire. The University commits to:
 Provide strong and fair leadership, making members of the Chief Executive’s Group available to
manage the development of Elstree and play a leading role in its governance
 Quality assurance frameworks that will contribute to year-on-year enhancement
 Develop the curriculum and pedagogy appropriate to these skills and knowledge
 Provide academic staff to teach in the UTC to stretch and challenge students
 Make its learning, sports and cultural facilities available to UTC students
 Provide non-traditional routes to Higher Education, including work-based learning opportunities
and routes for Apprentices and support careers activities
 Deploy ‘Student Ambassadors’ and ‘Student Mentors’ to work with UTC students
 Organise regular visits to the University campus, summer schools and subject master classes
 Investigate the possibility of a training school for teacher training in the UTC’s specialisms.
 Give access to the expertise within the School of Education’s Centre for Research in Professional
and Work-related Learning
This list is not exhaustive but is illustrative of the extent of the commitment by the University. The
UTC will benefit enormously from this as it will help the students realise that it is a very different style
of education and will help them mature into lifelong learners.
We will have the use of the sports facilities at Hertswood School, the Leisure Centre and the multiuse games area. After the UTC opens, we will continue working with employers to develop the
curriculum and will have two industry-led Curriculum Development Committees, one for each
specialism, with more employer involvement.
Public sector partners
Richard Thake, Executive Member for Education and Skills in the Hertfordshire
County Council Cabinet, Morris Bright, Deputy Executive Member for Resources
& Economic Wellbeing and Leader of Hertsmere Council, and other senior
officers all share an enthusiasm for the idea of a UTC in Hertsmere.
The support from the local area has been uniformly enthusiastic. Hertfordshire County Council will
continue to support the UTC with technical advice and assist with governance. We will build on the
successful formal partnership between the Council and the University. The UTC will be independent,
but receive support and encouragement from David Meller’s other academies during the set up
period and early years and then there will be a two-way transfer of skills.
We have always valued David Meller’s vision, drive and determination to improve the life chances of the
young people at The Harefield Academy. His contacts have always contributed greatly to the quality of
education we have been able to offer and the massive improvements we have achieved are because of
our partnership. Lynn Gadd, Principal
Students at The Elstree UTC will have high aspirations and a high expectation will be placed upon
them at all times. Elstree will not be a job-training factory. It will be a place where aspirations can be
realised and vocations found. We will not push students down pre-ordained pathways that trap them
in something they fancied at age 13, but they don’t want at age 15.
Employer partner
BBC accredited mentors will coach and guide students at the Elstree TV studios and
work on specially designed work experience projects as part of their formal curriculum.
BBC Skillswise will support core Maths and English learning.
We are enthusiastic about helping the UTC develop the skills that the industry needs. Lyn Picken, BBC
The academic and vocational strands will be so well integrated in the curriculum that it will
be hard for students to tell them apart. For the 14-16 age group the vocational content will
be around 40%, though this will be flexed to suit
I would rather have it 12-19 – why wait to do what you individual students’ learning priorities and wishes.
want? I think that it is a good choice to have 60%
Post-16, the vocational content will increase to around
vocational and 40% academic, because subjects like 60%. One example of the integration will be in Modern
Maths and English are important, Year 10 boy
Foreign Languages. Students will be encouraged to
link language study to other subjects, ranging from foreign language films to foreign
language Wikipedia and social networking sites. The length of work placements will
similarly increase Post-16. 14-16-year-olds will have 20 days a year and 16-19-year-olds
40 days.
Employer partner
John Young, Head of Technical Services says, ‘We want new young people into the
business with technical and team-working skills’. ATG will work with the UTC to
develop skills through bespoke curriculum-based projects.
Again, these may be flexed where there are specific needs. The vocational elements of the UTC
curriculum will not be exclusively technical. UTC students will develop teamworking and
communication skills on the job. Employer partners will be encouraged to develop problem-based
learning programmes. Some students will be ‘at work’ for one or two days at a time, some for whole
weeks and some will spend 3-4 weeks at one time in order to Make me more mature – you know that
make the most of the opportunity and, crucially, to add value to if you don’t keep up with the academic
the employer. The UTC will investigate sharing specialist staff side, it will affect your dream of doing
the vocational bit, Year 11 boy
and vocational projects with local schools and colleges. The
University will run a number of charrettes to get increased employer and stakeholder engagement.
The University’s network of wholly and partly-owned companies will allow the number of enthusiastic
employers who will be proactive to grow quickly and help in the development of the curriculum.
The curriculum will be designed with local and national employers who will provide support and work
experience for the UTC’s students. Some will provide expert speakers and arrange visits to specific
sites, giving the students experience and exposure to support and enhance work experience.
Hands-on work experience will be supported by the use of simulation that would mimic professional
facilities set up as work place offices, studios and design offices. The students will have the
opportunity to network with industry organisations and other education providers in the UK and
overseas through on-line technologies. Joint project working between institutions can be managed
on-line and facilitate group-learning. Video conferencing with industry leaders, as pioneered by the
University, will give students access to expertise and insights that they could not hope to get on
traditional work experience.
Apprenticeships and training partner
IT and Telecoms Professionals is just one of the apprenticeships offered through the
National Apprenticeships Service - covering digital technologies and satellite
communications. They say, ‘IT and telecoms jobs are no longer just about the technology’.
Much has still to be developed and the new Principal will be fully involved. It is likely that Elstree will
operate a 40-week school year over six terms (190 working school days) and the UTC day will be
8.30am until 5.00pm including an hour of extension activities, with a 2.00pm finish on Fridays. The
extension activities will be timetabled throughout the day. Elstree students will have a longer school
day than their friends at a traditional secondary school, but this gives us the opportunity to provide
stimulating vocational learning. The extra time can amount to as much as an extra year over the
student’s time at the Academy.
Suggested day:
Time
Years 10-11
Year 12
Year 13
08.30
Academic: Maths
Academic: English
Academic: Science
09.00
09.30
10.00
10.30
11.00
11.30
12.00
12.30
13.00
13.30
14.00
14.30
15.00
15.30
16.00
16.30
Academic: English
Academic: Maths
Brunch
Academic: Science
Mentoring
careers
Mentoring
Brunch
Brunch
Visiting lecturer speaking on cloud computing
Academic: The French
language in computing
Academic: History: the
theatre in Greece
Late lunch
Vocational Project
on App development
Extension activities
Vocational Project
on web development
Late lunch
Extension activities
Vocational Project
on stage photography
Extension activities
Vocational Project
on making a
TV advertisement
Late lunch
Vocational Project
on making a
TV advertisement
(cont.)
A typical full school day could be as shown in the table above, though staggered lunches and the
shorter Friday will mean many variations. Academic periods will be typically one hour and most will
be in the morning. Regular vocational periods will be a minimum of two hours, though shorter
periods will be scheduled to suit part time teaching staff and visiting lecturers. An extended day
allows a diverse range of extension activities to be offered, including peer mentoring, self-directed
learning clubs, driving instruction, Duke of Edinburgh’s Awards, community volunteering, music and
drama, debating, computing, and sporting activities. These extension activities will generally be built
into the working day rather than added on as ‘after school’ activities and will usually be compulsory.
The students will be encouraged to run a radio channel, podcasting, an on-line magazine and
interactive website. This will support both assessed and extra-curricular working. Once a fortnight,
we will have a specialism day when teachers from different subjects will work together crosscurriculum. We will also abandon the curriculum for a week every term when all students will join in
project activities. At the end of the week, parents will be encouraged to come and see what their
children have achieved by working together. Our approach to teaching, and to projects, will be
curiosity-led, not teacher-pushed.
Skills to be developed:
teamworking
communication
media research & enquiry
digital media editing
cultural awareness of
media practices
understanding of IPR
Example collaborative Year 11 project: collage-a-matic
Online & archive media research to produce 140 second video-collage of images on
a specified topic with soundtrack. To be used as the background for extended
looping ident for an interactive TV station. Group to be 3-5 students.
Day one: briefing, commissioning, research, ideas development; reviewing existing
idents and analysing style and message
Day two: practical media working, digital video editing and effects skills; review of
ideas on screen and evaluation
Day three: final realisation of the video sequence, formatting, presentation / account
of the process and design decision making
Day four: project documentation, personal reflection on learning; definition of future
learning objectives and skills development
All the UTC’s teaching will embrace the new technologies – the UTC will be a technological invasive
environment. ‘Production’ will take place all the time, with students working in teams, changing roles
and getting used to working in teams. Where projects cannot be 100% real, simulations will be used
so the classroom becomes the design studio which becomes the workplace. Because of the
ubiquitous mobile technologies, employers, teachers, mentors and students will be in contact all the
time. The students will be engaged and no one will be left out.
Typical projects for Year 10 and Year 12
Competence-led learning will complement the traditional subject-led curriculum and prepare
students well for the world they will live in. Teachers will have to work hard to keep up. We will
provide teachers with 10 training days each year. Before the UTC opens in September 2013, there
will be a week of teacher training and all teachers will attend a minimum of three of the days. On
Wednesday afternoons (after the students have left), there will be a range of training sessions for
teachers, some delivered by our part time industry-based dual role teachers, some by the University
and some by the teachers themselves. These sessions will be counted as part of their training
entitlement and will support each teacher’s continual professional development.
Employer partner
Global Radio, the largest UK commercial radio company. Ashley Tabor,
founder of Global and Executive President will support the UTC, offering
students hands-on training in broadcasting and podcasting technologies.
We will talk with students at The Elstree UTC, listen to them and involve them in our decisionmaking. They will help to improve their own day-to-day environment and will be trained to assist in
the selection of staff, watching lessons and evaluating them. The UTC will have a Student Council
with representatives from all year groups and this will be a conduit for feedback on the quality of
teaching and life at the UTC. Our experience is that they are good (and hard) evaluators. All
teachers will be involved in individual and small-group mentoring and we will also involve older
students in our mentoring programme. We will use vertical tutor groups, called ‘business groups’
with a business mentor to help facilitate the process. Mentoring will run across the school and
should be especially effective in hands-on activities where young people’s up-to-the-minute skills
and enthusiasm may leave even the best teachers at the UTC gasping with admiration.
Employer partner
Lifecast is one of many companies in the Elstree Production Village. John Schoonraad,
Creative Director: “We will take work experience students, advising them on their portfolio
work to help them gain the best chance of further employment, and we will also be a guest
tutor – setting them projects & so they will be specific, skilled, and done with expert training.”
The teaching staff/student ratio (including teaching by university and employer staff) is expected to
be around 20:1 by the time the UTC is full, falling from a ratio of 18:1 in the first year and 16:1 in the
second year. These headline figures should not be compared with traditional secondary schools
where students spend a much higher percentage of time in traditional classes.
We will support a wide range of optional clubs and activities for students of all ages. These include
activities that support students’ learning, such as a Homework Club and ICT I’d go. I wish you could
Club and others linked to curriculum subjects such as theatre, technology start at 11 so you don’t
and arts and clubs which will enable students to explore and develop their need to wait until you
are 14, Year 8 girl
wider talents and interests. There will be opportunities for students to support
productions, concerts and other performing arts activities which are staged throughout the year at
schools, colleges and companies (amateur and professional) around Borehamwood.
Unemployment in Hertfordshire is lower than the national average, but the rate of economic growth
in the county has slowed. Over 80% of Year 11 school leavers continue with full-time education. In
contrast to this, apprenticeship participation has been low. Numbers of young people not in
education, employment or training (NEET) is low, at less than 5%, but the level of 18-year-old
NEET’s has been increasing. Our UTC proposal will significantly improve life opportunities for the
Not me personally, but I know friends more disadvantaged young people in our Hertsmere Borough and will
widen participation opportunities for those from wider areas
that would like to have this chance
and would have loved to go there and accessible through good bus and rail links. The University has
get that type of job, Year 10 boy
committed to work with the UTC and establish a gifted and talented
programme. This programme will be of great importance in attracting high ability students who will,
by their achievements, raise the level of expectation and performance throughout the UTC. We will
also be flexible in accommodating the needs of the gifted and talented and will continue to
accelerate some students under the principle of ‘stage not age’, taking into account each student’s
maturity and overall educational and social needs.
Employer partner
THEATRE IS… in Luton is supported by Herts CC and the university. It consults young people on
future practice, broadens participation in the arts through new technology and encourages social
enterprise. UTC students of all abilities and ages will be able to help create It’s our theatre events.
Some students who may not fit into a typical secondary school’s gifted and talented programme will
have this opportunity at The Elstree UTC. Students may have special abilities of a vocational nature,
perhaps in ICT, artistic talent or in leadership. The UTC has the potential to meet the needs of many
young people, particularly as current school curricula are not attractive to a significant proportion of
learners. The development of the UTC in conjunction with its education and business partners will
play a pivotal role in improving educational attainment in Hertfordshire. The UTC will improve
retention and progression rates, increase the life chances for many learners and will help reduce the
number of young people who find themselves not in education, employment or training. The UTC will
recruit from a very wide catchment area and this will be helped by its excellent communication links.
Central London, for example is only 20 minutes away.
Employer partner
Endemol is the world's largest independent production company. Bella Lambourne, Global
Head of Human Resources, says, “we are very keen to work with The Elstree UTC. We want
to focus on children from disadvantaged backgrounds. There are opportunities for work
experience and for extended work placements which could lead on to permanent careers”
Elstree’s courses will have a particular appeal to students from a huge range of ethnic backgrounds
as the entertainment, engineering and computing industries have global scale, with much of the
innovation coming from the Far East and the Indian subcontinent. The hands-on nature of our
courses will be well-suited to students with English as their second language. Well-structured
vocational education can break down barriers to learning and our mentoring and vertical tutoring
programmes will ensure inclusiveness. We expect as much diversity in our teaching staff as in our
students. Staff will be given gender equality training. A significant number of students entering
Elstree will have literacy and numeracy abilities that could impede their further progress. We will
harness the power of technology wherever we can to support these students improve their
comprehension, reading and both written and verbal communication skills and make use of the
student premium for the least advantaged students.
Employer partner
Elstree Light and Power, in the Elstree Production Village provide lighting and production
support services for television, live events, theatre and major corporate shows. ELP will
offer UTC students work experience in the fast-moving world of production support.
We will have a robust policy and support structure for learners with Learning Difficulties and
Disabilities (LDD). The Hertfordshire Strategic Area Partnership Group has reported that ‘LDD
learners need a flexible approach to provision on offer varying with the type of learning difficulty
and/or disability; some need help to learn with a personal and social development element, others
need vocational tasters to engage’. The UTC will be well placed to provide this and will work closely
with third sector and independent work based providers with special skills. Care will be taken to
ensure that the UTC is ‘friendly’ to those with disabilities. Induction loops will help those who are
hard of hearing and large signs will help those with impaired vision.
Charity partner
Greenhouse empowers young people in disadvantaged communities. UTC students will
support the charity on real-life projects covering a wide range of disciplines: marketing, ICT,
photography, event management, and production support. CEO Michael de Giorgio’s letter of
support details many live projects where students will see the results of their work.
All staff will be trained in the needs of students with LDD, arranging appropriate seating
arrangements and other aids such as large print hand-outs. We will also harness ICT to support
leaners with LDD and SEN and some student projects will focus on the needs of fellow students
making an immediate contribution through worthwhile projects that raise team spirit. We will make
use of the Outreach Service of the Francis Coombe Specific Learning Difficulty (Dyslexia) base.
Where appropriate, Learning Support Assistants will receive specially-focused training for specific
disabilities. Some students at Elstree will have special educational needs (including Statements)
with some having low reading ages. The UTC will be committed to providing the best possible
environment and support for learning, matching the diversity of special needs to deliver an inclusive
community in which the abilities of every student are valued and maximised. We will also make
suitable provision for disabled students. The majority of statemented students will be supported
within mainstream lessons by skilled staff. Some specialist inputs will be delivered by SEN teachers
in a Learning Support Department.
 We will allow every student to achieve his or her potential in academic qualifications, vocational
qualifications and life skills: we will emphasise the basics of literacy and numeracy and the values
of behaviour and respect
 We will talk with students, listen to them and involve them in our decision-making
 We are committed to achieving a high level of parental engagement
 Our educational, business and social partnerships will support specialisms, enhance the
curriculum, improve inclusiveness and support the local community
 Our teaching will be characterised by consistency and evenness
 We will work to increase standards year-on-year.

Employer partner
Exemplas is one of the UK’s 100 most visionary companies and is an exemplar
employer for leading women. Exemplas will work with the students on leadership and
enterprise and help UTC students realise their potential and raise aspirations.
High quality starts with leadership and requires attention to detail. We will make full use of SelfAssessment Forms and make all performance metrics visible. We will support underperforming
subjects or teachers before performance dips to unacceptable levels. We will, with the support of
Exemplas, apply for Investors in People (IIP) accreditation and will Less use of text books, more use of
use IIP’s structures and visits to help develop a culture of
interactive whiteboards and using
continuous improvement. The drive to raise standards will not drama and film studios would be fun
and more interesting, Year 10 boy
focus exclusively on headline measures. Our students’ success
will be defined by their personal skills and attributes, such as leadership, citizenship or team
working, as well as by academic achievements. The emphasis will be on hard quantitative data:
 Measurement of student, parent, staff and employer satisfaction: We will use Kirkland Rowell selfassessment questionnaires. One obvious measure of our success will be that Elstree is popular
and over-subscribed
 Reducing absenteeism for all reasons including persistent absenteeism with attendance at 96%
or better
 Achievement: Attainment on entry; national tests; RAISEonline; reading records; data analysis;
student tracking; subject analysis; surveys on vocational education; progression to HE/FE;
apprenticeships, training and employment
 Attainment for looked-after children, FSM and those with special needs. We aspire to raise the
attainment levels for FSM and looked-after children to the level of their peers
 Behaviour: RAISEonline, surveys, behaviour audit, complaints, rates and patterns of exclusions;
written feedback from outside sources
 Progression levels to HE, FE, apprenticeships and other training, and employment: We aspire to
have 70% of sixth form graduates going into HE or employment
 The quality of teaching to be good or outstanding in 80% of lessons after two years
 Sustainable financial performance against budgets
We will also monitor the success of our interaction with the local community and other stakeholders;
levels of parental support at events; undertake learning walks; perform work scrutiny analysis; and
capture qualitative reflections by students and teachers on students’ personal and social
development in regular small group discussions.