Transcript of What a Difference a Year Makes! Mr Huw Derrick Vice Principal (Attainment and Progress) Mr Ron...
- Slide 1
- Slide 2
- What a Difference a Year Makes! Mr Huw Derrick Vice Principal
(Attainment and Progress) Mr Ron Pritchard Raising Attainment
Co-ordinator The Context - 15 mins Tactics and Strategies - 30 mins
The Future -15 mins
- Slide 3
- The Context
- Slide 4
- The Predecessor School 5+ A*-Cs 5+ A*-Cs inc En/Ma 5+A*-G'sAv
Pts TotAv Pts CapCVA 2004/5281986264231961 The Aveley School
Thurrock Local Authority Inspection - Special Measures
- Slide 5
- 5+ A*-Cs 5+ A*-Cs inc En/Ma 5+A*-G'sAv Pts TotAv Pts CapCVA
2005/6422988287248988 2006/7462184298237982 The Aveley School New
Headteacher: Mrs Tess Walker BSc(Hons) MA PGCE NPQH OFSTED
Inspection (Jan 2007) Satisfactory with Good features Designation
as a Specialist Humanities School (Sept 2007)
- Slide 6
- 5+ A*-Cs 5+ A*-Cs inc En/Ma 5+A*-G'sAv Pts TotAv Pts CapCVA
2007/8742890422295 1027 2008/98623974673301049 Most improved
Specialist Humanities College High Achieving JESSON school CVA
percentile ranking: 2008 - 6; 2009 - 2 VA percentile ranking: 2008
- 24; 2009 - 7 Belhus Chase Specialist Humanities College
- Slide 7
- Sustained Improvement?
- Slide 8
- Outstanding learning and progress for all?
- Slide 9
- National Challenge (June 2008) % 5+ A*-C Grades Inc En and
Ma
- Slide 10
- 2009 RAISEonline Relative Performance Indicators English
Language: 4.9 Sig + (Ranked 1 st ) Mathematics: 2.7 Sig + (Ranked 3
rd )
- Slide 11
- Progress by similar pupils nationally (taking account of school
context) at the 25 th percentile
- Slide 12
- Slide 13
- The future from a Belhus Chase Perspective (a dawning reality
during the 2007/8 year)
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- On top of all that! Declining Pupil Numbers Increasing
Turbulence Buildings Sinking/Leaking Budget pressures in meeting
Pupil need Recruitment and retention difficulties by September 2008
actively seeking Academy Status Turkeys voting for Christmas Opened
in September 2009 as Ormiston Park Academy
- Slide 20
- Tactics and Strategies
- Slide 21
- New Leadership Thinking Transformational Non Contextual
Demanding
- Slide 22
- Curriculum Transformation - Integrated
- Slide 23
- Curriculum Transformation - Combined / Flexible
- Slide 24
- Pastoral Transformation Three Colleges
- Slide 25
- Transforming Care Guidance and Support
- Slide 26
- Academy Target setting
- Slide 27
- Subject Accountability
- Slide 28
- Immediate Action Starting with year 11 Knowledge based
Attention to detail
- Slide 29
- Setting Individual Targets
- Slide 30
- Knowing student attainment
- Slide 31
- Early Entry - Dense Delivery From this: To this:
- Slide 32
- Planned Programme
- Slide 33
- Personalised Provision Timetable Suspension to focus on En and
Ma English Coursework Week Speaking and Listening Day Tutor Time
Key Points in Maths Revision Techniques / Motivation sessions
Specialist Maths and English Topic Carousel After school Classes
only En and Ma Half Term Booster Sessions in En and Ma Pre Exam
Breakfast / Briefing Pre November Interventions
- Slide 34
- Position Statements
- Slide 35
- November onwards Group changes based on expected outcomes New
focus for after school classes Curriculum/Progress Leader
Engagement Subject Teacher Monitoring and Action Pastoral
Coordinators Engagement Targeted and Personalised Programme Active
Engagement of Parents Other Curriculum Interventions Focussed
Holiday Learning Post Results Double Maths/English Further re
grouping in Maths
- Slide 36
- The War Room
- Slide 37
- Strategic Planning
- Slide 38
- What if?
- Slide 39
- Final Efforts One to One Tutoring Prioritising student needs
Additional Targeted Tutoring Ensuring Academy Achievement Raising
Aspirations and Expectation
- Slide 40
- Expected Outcomes
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 45
- The Future
- Slide 46
- Increasing the Attention/Pupil and Facility/Pupil ratios KS3KS4
P.4 P.3 P.2 P.1 A Staggered Day A Staggered Year
- Slide 47
- Flexible Pathways
- Slide 48
- Increasing the flexibility and personalisation of learning
Stage not Age Pupils not Classes