INSET DAY
1/9/2014
AGENDA
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8.30- 9.00
9.00 – 9.30
9.30- 10.00
10.00-10.15
10.15-10.45
10-45- 11.00
11.00- 11.30
11.30- 12.15
Welcome back, celebrations. (Hall)
Vision and Ethos for 2014 (Hall) and Headteachers’ Messages
Changes to the Pastoral Programme (Hall)
Data Folders (Hal
Preparing for Ofsted
Break, coffee, tea.
HOH and Pastoral Support Team Meeting
Community and 6th form Pastoral Team meetings
•
12.15- 13.00
Lunch (provided)
•
•
•
•
13.00 – 2.30
2.30- 2.45
2.45 – 3.30
3.30- 4.30
Department Meeting Time (In Departments)
SEN UPDATE (Hall)
Child Protection Training/ policies update – ALL staff. (Hall)
New staff induction Training- For all new staff.
CONGRATULATIONS…
• Best ever Year 13 results = 51% A*- B grades
• Consistently high GCSE grades = 65% A* - C including
English and mathematics
• Wrotham School is the 3rd best performing nonselective school in Kent (3/70)
(Based on 5 GCSEs with E and m)
• Excellent BTEC performance with many students
making 4 levels of progress
HEADLINE RESULTS
KS4
65% 5A*-C incl Eng and Maths
58% 5A*-C incl Eng and Maths
77% 5A*-C at GCSE
(Best Entry)
(First Entry)
GCSE/BTEC results – 2014 headline figures A*-C
GCSE
Art
Citizenship
English Language
English Literature
Food Tech
French
Geography
Graphics
History
Maths
Performing Arts
RE
Spanish
Science
(additional)
Science (triple):
Biology
Chemistry
Physics
BTEC/OCR
87%
80%
79%
70%
70%
54%
38%
71%
56%
71%
92%
78%
29%
71%
100%
95%
95%
Business Studies
ICT
Music
Science BTEC
Sport
100%
100%
100%
100%
100%
Year 13 Level 3 Results 2014
BTEC
A+/A
A+/B
A+/C
A+/E
75%
75%
96%
100%
A2 LEVEL
OVERALL
A+/A
A+/B
A+/C
A+/E
A+/A
A+/B
A+/C
A+/E
0%
20%
54%
100%
Number of Students Year 13 = 44
42%
51%
77%
100%
ALEVEL PERFORMANCE
AS
2012
A* - B % 8%
A* - C % 28%
A* - E % 92%
2013
A* - B % 19%
A* - C % 54%
A* - E % 91%
2014
A* - B % 13%
A* - C % 30%
A* - E % 74%
2012
A* - B % 28%
A* - C % 65%
A* - E % 99%
2013
A* - B % 48%
A* - C % 76%
A* - E % 100%
2014
A* - B % 51%
A* - C % 77%
A* - E % 100%
A2
Year 13 Subject Results 2014
TRAVEL AND TOURISM
SPORT
SOCIOLOGY
100% 0% 64% 60% 42%
100% 50% 64% 60% 51% 44
100% 75% 100% 80% 77%
100% 100% 100% 100% 100%
SCIENCE BTEC
SCIENCE
PHOTOGRAPHY
MEDIA STUDIES
IT
HISTORY
GEOGRAPHY
ENGLISH LITERATURE
Business Studies
ART
A*-A
0% 76% 0% 0% 0% 92% 0% 0%
0%
A* - B 83% 76% 0% 0% 14% 92% 0% 33%
0%
A* -C 83% 100% 0% 33% 43% 100% 50% 100% 38%
A* - E 100% 100% 100% 100% 100% 100% 100% 100% 100%
Year 12 Level 3 Results 2014
BTEC
A+/A
A+/B
A+/C
A+/E
-%
-%
-%
-%
AS LEVEL
OVERALL
A+/A
A+/B
A+/C
A+/E
A+/A
A+/B
A+/C
A+/E
2%
13%
30%
74%
Number of Students Year 12 = 73
2%
13%
30%
74%
Year 12 Subject Results 2014
2%
A* - B 36%
0%
8%
0%
29% 11% 71%
7%
33% 29%
0%
0%
0%
0%
0%
13% 73
A* -C
0%
17% 13% 29% 33% 86% 36%
67% 57%
0%
25% 14% 11% 33% 30%
A* - E 100% 50% 50% 100% 86% 89% 100% 100% 100% 93% 36%
50% 57% 53% 100% 74%
TRAVEL AND TOURISM
0%
SOCIOLOGY
0%
RE
0%
PHYSICS
0%
PSYCHOLOGY
0%
PHOTOGRAPHY
0%
PRODUCT DESIGN
17%
MEDIA STUDIES
0%
MATHS
29%
73%
0%
HISTORY
0%
GEOGRAPHY
0%
ENGLISH LIT
0%
CHEMISTRY
0%
BIOLOGY
0%
ART
A*-A
Wrotham School
High Expectations, Challenge and Opportunity
High Expectations
• All students at Wrotham School deserve to have
the highest expectations made of them. These
should be as high as in any selective or fee
paying school
• High expectations
aspirations
• Challenging the culture of expectations in nonselective schools
• Students (and parents) know and understand that
they must work hard to be successful at GCSE and
A level
Challenge
• Students are challenged and supported to make
‘outstanding’ progress (4 levels+)
• All yr 7 and 8 students to be stretched well
beyond their prior attainment
• High prior attaining students deserve to be
challenged too – requires effective differentiation
• Year 11 all to achieve 5+ A*-C GCSEs with English
and mathematics
• High prior attaining students challenged to
achieve A and A* grades at GCSE and A level
Opportunity
• Through ‘outstanding’ teaching our students have the opportunity to
achieve the highest grades and to all make excellent progress
• The House system is developed to provide opportunities for students to
develop and appreciate academic and professional skills (Wrotham
Passport)
• Our students are provided with excellent Information, Advice and
Guidance
• We provide an ‘outstanding’ post 16 provision where students have the
opportunity to study academic subjects and develop the skills and
confidence to access university
• Extra curricular activities improve in all areas
• Post 16 opportunities, through programmes of study, develop beyond the
academic eg D of E
• We become the school of choice in the local area for yrs 7-13
Delivery
• Consistently high expectations
• T and L; Good to Outstanding
• Information, Advice and Guidance is of the
highest quality from year 7 through to year 13
• We develop our site so that it matches the high
expectations we have of our students and each
other
• We get the recognition we deserve for providing
‘outstanding education’ for our students
What are the ‘values’ of Wrotham
School
• Please use a post it note and write down 5
values that you believe Wrotham school
exhibits or that we should strive for
• Then use another to write down your top 3
motivations for doing the job you do
Our foci for this academic year:
1. Raising aspirations across our school
community
2. Developing leadership at every level
3. Consistency of high expectations and
achievement
Strategic Development Aims
2014 - 2020
• Students are supported by their families and have high
aspirations for their achievement and future lives
• All staff are driven by a passion for learning. Teachers
have up to date knowledge of their subject area and
teaching pedagogy
• Our school is a learning environment which provides
excellent facilities for teaching, learning and relaxation
• We develop a curriculum that provides opportunities
for students to become resilient, confident and able to
make positive choices
• We develop the capacity of the school
Preparing for Ofsted – key changes for
Sept. 2014
Inspectors will explore:
• How well accurate assessment is used
• Whether there is a culture of high expectations
• If our curriculum promotes British Values democracy, the rule of law, individual liberty and
mutual respect and the tolerance of others with
different faith and beliefs
• If we are meeting the requirements for 16-19
programmes of study at post 16
Individual lessons will not be graded
Increased focus on the teaching of mathematics
Increased emphasis on whether teachers command the
respect of the class and set out clear expectations of
behaviour
Book scrutiny to ensure teachers’ marking and
assessment are in line with school policy and improve
students’ learning
Overall separate judgement on the sixth form returns
Outstanding grade descriptor for
quality of teaching
• Much teaching over time in all key stages and most
subjects is outstanding and never less than consistently
good
• All teachers have consistently high expectations of all
pupils….
• Teachers systematically and effectively check pupils’
understanding throughout lessons, anticipating where
they may need to intervene
• The teaching of reading, writing, communication and
mathematics is highly effective and cohesively planned
and implemented across the curriculum.
• Teachers and other adults authoritatively impart
knowledge to ensure that pupils are engaged in
learning
• Consistently high quality marking and
constructive feedback from teachers ensure that
pupils make significant and sustained gains in
their learning.
• Teachers use well-judged teaching strategies,
including setting appropriate homework
that…match pupils’ needs accurately.
Our approach to Ofsted
• We are calm but determined
• We know our school
• Outcomes for students are excellent and
improving
• We are in charge of our classrooms
• We know what good and outstanding teaching
is (challenge, high expectations,
differentiation, questioning, pace is not speed,
less is more)
Data Folders
Purpose
- Provides a clear “go to” resources for teachers when
planning differentiated lessons.
- All data in one consistent location.
- To be used in lesson observations to show
differentiation and progress.
- To be used by teachers in cover lessons.
- To accompany a seating plan for each class to aid
teaching.
- To provide quick reference for target grades.
Data Folders
What goes inside?
- Class lists containing individual data on each
class of students.
- Progress vs target data produced each
semester.
- Seating plans for each class.
- Any other tracking information for each class.
Data Folders
You need to…
-
Keep them updated as a working resource.
Use them to plan effectively for each child.
Keep them neat, tidy and in a safe place.
Add and update seating plans for each class
that you teach.
Data Folders
• What is provided…
• A folder and dividers.
• A set list for every class you teach containing
all relevant information on each student.
• A target grade sheet and tracking document
for each class.
• Progress updates each semester.
Karen Ward
Student Development
External judgement
• Students’ very positive attitudes to school contribute
to a friendly and welcoming atmosphere. Students
are polite, well-mannered and helpful.
• Students’ attitudes to learning are difficult to fault.
They work very hard, are keen to do well and such
positive attitudes ensure that most classrooms are
peaceful and calm places where learning can flourish.
- Ofsted inspection team 2013
Your judgement
• How many students didn’t fulfil their potential last
year?
• How many didn’t get their target grades in the
summer exams?
• Why?
Changing the culture
• What do students need to do that they’re not doing
now?
• What are the skills and attributes they need to
develop to be successful both now and in the future?
- 5 minutes
Common frustrations
•
•
•
•
•
•
Group work
Contributions to discussions
Answering and asking questions
Presentation of an idea or an argument
Independent study
Having a growth mind-set
How do we develop our students?
• We need to weave ‘student development’ into the
fabric of what we do
• We need to provide opportunities for development
and train our young people in the skills we know are
essential for success
Opportunity
Teamwork
• Community Time project (5 weeks)
• At least one teamwork centred lesson per subject
• Involvement in an extra-curricular activity
How many opportunities for development?
Reward
• It needs to feel as though it counts towards
something
• It needs to be part of a bigger picture
- what’s the point?
• Sense of achievement
Wrotham School
Passport to Success
Contributions to
Discussions
WROTHAM
PASSPORT
Independent Study
Problem Solving
Performance and
Presentation
Teamwork
Leadership
Growth Mind-Set
Citizenship
Well-Being
Self-Presentation
Cultural Experiences
Wrotham School
Passport to Success
Level
Academic Achievement
Professional Skills
GOLD
On track to achieve target grades (4LP) in 8
subjects including English, mathematics and
science, and on track to exceed target grades
in at least 3 subjects.
Have succeeded in all Professional skills
30 HP awarded in all different skill areas
SILVER
On track to achieve target grades (4LP) in 8
subjects including English, mathematics and
science.
Have succeeded in all Professional skills
10 HP awarded in at least 10 different skill
areas
BRONZE
On track to achieve target grades (4LP) in 5+
subjects including English, mathematics and
science.
Have succeeded in all Professional skills
5 HP awarded in at least 5 different skill areas
R6
R1
R2
R3
R4
R5
R6
CULTURAL
EXPERIENCES
WELL-BEING
CITIZENSHIP
SELFPRESENTATION
LEADERSHIP
TEAMWORK
GROWTH MINDSET
PROBLEM SOLVING
CONTRIBUTIONS TO
DISCUSSIONS
PERFORAMANCE &
PRESENTATION
INDEPENDENT
STUDY
DRAMA
ART
RE
DESIGN TECHNOLOGY
PE
FRENCH
GEOGRAPHY
HISTORY
SCIENCE
MATHS
ENGLISH
Passport to Success Student Tracker 2014-15
By the end of their time with us…
•
•
•
•
•
•
•
Confident and ambitious young people
Strong communication skills
Independent learners
Problem solvers
Thirst for knowledge
Sense of moral purpose
Care about the world they live in
Setting the tone
• Community Time –
purposeful and positive start to the day
• Uniform, equipment, technology, attitude –
clear expectations revisited every day
• Role model our expectations interactions, punctuality and being prepared
• Support our colleagues consistency in expectations and challenge
Wrotham School
Passport to Success
Safeguarding and Child Protection
Everybody who works with children,
especially those who have regular daily
contact, has a duty to help protect
children from abuse.
Recent research tells us…
• One in 7 (13.3%) secondary
school children have been
neglected at some point,
with one in 10 children
(9.8%) severely neglected.
• Neglect is the most
common reason for a child
to be the subject of a child
protection plan or on a
child protection register in
the UK.
• One in 20 children (4.8%)
have experienced contact
sexual abuse.
• More than one in three
children (34%) who
experienced contact sexual
abuse by an adult did not
tell anyone else about it.
• In a ChildLine survey of
13-18 year olds:
• 60% said they had been
asked for a sexual image
or video of themselves
• 40% said they had
created an image or video
of themselves
• 25% said they had sent an
image or video of
themselves to someone
else.
• Almost half (46%) of
children and young
people say they have
been bullied at school at
some point in their lives.
• 38% of young people
have been affected by
cyber-bullying, with
abusive emails (26%) and
text messages (24%)
being the most common
methods.
Rising numbers
• The number of
counselling sessions
ChildLine held about
cyber bulling increased
by 87% in 2012/13
compared with the
previous year.
• The number of
counselling sessions
ChildLine holds where
self-harm and suicide
are the main concern
continues to rise.
Safer recruitment
• Criminal record checks
have prevented 150,000
unsuitable people from
gaining access to children
or vulnerable adults in
England and Wales.
• 46,557 people have been
placed on the barred list
for working with children
in England, Wales and
Northern Ireland since
October 2009.
Students need you to protect them
http://www.nspcc.org.uk/Inform/research/findings/howsafe/how-safe2014_wda101852.html#animation
Referral process
You are concerned that a
child has suffered or is
likely to suffer harm.
You are concerned about
the conduct of a member
of staff.
Contact Designated Safeguarding Lead:
Karen Ward
Next steps
Karen will record your concerns and consider
I willmost
record appropriate
your concerns and
consider
the
next
step.theIfmost
the appropriate
allegation
step. If the
allegation isofagainst
memberwill
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I will
isnext
against
a member
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consult
consult with the Area Designated Officer on how the matter is
with
the Area Designated Officer on how the
to be investigated.
matter is to be investigated.
If you have referred a child and their situation does not seem to
be improving you can press for reconsideration.
A child talks to you about
abuse or neglect
Listen to the child. DO
not directly question.
Encourage them to talk
using:
‘Tell’
‘Explain’
‘Describe’
 Explain that you cannot promise
that you will keep the
information secret or not to
speak to others – you will need to
get help to keep them safe
 Make an accurate record of the
information you are given taking
care to record the timing, setting
and people present, the child’s
presentation as well as what was
said.
 Do not ask the child to repeat
their account of events to anyone
Contact the Designated Safeguarding Lead: Karen Ward
Your concern could be just the tip of the iceberg
DON’T WAIT UNTIL YOU’RE SURE!
Safeguarding Policy & Staff Safeguarding Flowchart
Behaviour for Learning
Target:
Skilled and highly consistent behavior
management by all staff makes a strong
contribution to an exceptionally positive climate
for learning
Safeguarding: Serious Incidents
Cause
Consequence
Duration
Notes
Serious IncidentsViolence, sexual
harassment, racism,
homophobia, drug
and alcohol use,
smoking, bullying,
cyber bullying,
bringing the school
into disrepute,
persistent
disruption, defiance
or poor behaviour.
Referral to
Designated
Safeguarding Lead.
Variable depending
on seriousness of
incident and
circumstances. 1-45
days or permanent.
Parental meetings
and behaviour
improvement plans
will be put into
place. Each case will
be judged on
individual
circumstances and
an investigation,
and will be based
on a balance of
probability,
following all
national guidelines
for exclusions in
schools
Internal Exclusion,
fixed term
exclusion,
permanent
exclusion or
managed move.
Safeguarding: Punctuality
Cause
Consequence
Duration
Notes
Late arrival to
lesson (without
reasonable
explanation).
This includes
Community Time.
Detention
Equivalent to the
Break/lunchtime
amount of time late only
Staff meet and
greet at the
classroom door.
Anyone entering
the room after the
lesson has started is
late.
Disruption to Learning
First
Second
Third
Fourth
Verbal Warning
C1 issued
Final verbal
warning.
C2 issued
(detention)
C3 Issued Removed
from the classroom.
LOL detention
10-25 minutes
Lunchtime
25-60 minutes
Lunchtime or after
school
A phone call home
will made to discuss
behaviour.
Uniform and Equipment
Cause
Consequence
Duration
Notes
Incorrect Uniform
Warning then
isolation during
break and lunch
until corrected.
Until uniform is
correct. If the issue
is not resolved
quickly parents will
be contacted.
Parents will be
contacted to collect
student if uniform
issue cannot be
addressed in
school.
Jewellery, Hoodies,
other prohibited
items.
Confiscation
Until end of day
Repeat offence may
lead to request to
parents to collect.
Prohibited use of
mobile phones
Confiscation
Until end of day
Repeat offence may
lead to request to
parents to collect.
Uniform and Equipment
Cause
Consequence
Duration
Notes
Refusal to comply
with reasonable
requests (defiance)
Internal Exclusion
Half to full day
Repeat offence will
lead to further
sanctions.
Parents contacted.
N/A
Repeat offence will
lead to tutor
intervention.
Parents contacted.
Poorly Equipped
Verbal Warning/
(planner, stationery, note in planner
etc.)
Disregard for school policy
Cause
Consequence
Duration
Notes
Refusal to comply
with reasonable
requests (defiance)
Internal Exclusion
Half to full day
Repeat offence will
lead to further
sanctions.
Parents contacted.
Failure to attend a
lunchtime or after
school detention
Escalation of
detention if no
reasonable
explanation is
provided.
60 minutes
Lunchtime / after
school
Failure to attend a
detention without a
valid reason will
result in an
escalation of the
sanction to
Leadership team
detention.
Parents contacted
Persistent Serious
incidents.
Permanent
Exclusion.
Reaching our target
• Supporting each other with consistent application of
BfL policy
• Not walking past something that doesn’t meet our
expectations
• Asking for/accepting support from your LoL or HoH
• BfL does not replace skilled classroom management:
- Establish clear routines and rituals
- High expectations for attitude to learning
- Building positive relationships