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SELF-EVALUATION FORM FOR SECONDARY
SCHOOLS (WITH AND WITHOUT SIXTHFORMS)
Name of school: Etone Community School and TechnologyCollege
Unique Reference Number (URN): 125731
Not Submitted
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Part A: self-evaluation
I N TRODUCT ION
This self-evaluation form (SEF) is primarily designed to:
q assist you in your own self-evaluation, and
q be used as the basis of the inspection of your school or setting.
The form is in three parts:
Part A SELF-EVALUATIONPart B FACTUAL INFORMATION ABOUT YOUR SCHOOL
Part C INFORMATION ABOUT COMPLIANCE WITH STATUTORY REQUIREMENTS
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WELCOME TO YOUR SELF -EVALUATION FORM
GUIDAN CE ON COMPLETION
When to complete the form
q TheSEF is a summative document, intended to record the outcomes of your ongoing process of rigorous self-evaluation.
q There is no fixed time in the year when it should be completed. It is usually best done to fit in with your normal cycle of
review and planning. It is recommended that schools update their SEF at least annually.
q
Section B contains statistical and other factual information. Some of this is pre-populated by Ofsted, as and when theinformation becomes available. You are advised to ensure that the factual information is up to dat e.
Purpose of the form
q The SEF is intended to record the outcomes of your self-evaluation. As such, it should be an accurate diagnostic document
with all conclusions fully supported by the evidence. Keep Part A short and to the point. It should indicate key strengths and
weaknesses and what needs to be tackled to effect improvement. Through the SEF, the school will want to point to
evidence that substantiates its own judgements about the quality of its work. Inspectors will make considerable use of the
SEF when discussing their arrangements for inspection. The impact of your self-evaluation in helping to bring about
improvement will be a major factor in their judgements about the effectiveness of your leadership and management and
your capacity to improve in the future.
How to f i ll the form in
q It is helpful if you check the factual information and complete Part B first and then Part C; the information can then be
drawn upon to help complete Part A.
q Part A, the evaluative section, is laid out in sections that correspond to the headings of the evaluation schedule in the
framework for the inspection of schools, although overall effectiveness is placed last in the SEF. Please completethe
sections dealing with achievement and standards, and personal development and w ell-being first, since
these outcomes will form the basis for your judgements in other sections.
q Reference is made in Part A to Ofsted's guidance for inspectors of schools, which should prove helpful to you when
completing your SEF. The guidance is in two parts. Conductin g the inspection: guidance for inspectors of schools
indicates how aspects of the school might be explored by inspectors, and Using the evaluation schedu le: guidance for
inspectors of schools [1] contains advice on how to pitch judgements about the quality of provision and its outcomes.
q In addition, you can refer to the guidance on self-evaluation published by Ofsted and the Department for Education and
Skills in March 2005 and June 2006[2]. These documents each contain a section giving detailed advice on completing some
sections of the form. These documents are available on Ofsted's website.
q Each section of the SEF asks you to grade aspects of your work on a four-point scale, as follows:
Grade 1: Outstanding
Grade 2: Good
Grade 3: Satisfactory
Grade 4: Inadequate
q It is most important that you complete this form rigorously and objectively. The grade descriptions in Using the
evaluation schedule: guidance for inspectors of schools will assist you in reaching accurate judgements.
q When completing the text boxes in Part A you should summarise your main findings and illustrate these with the evidence
which led to the judgements you have made. Bear in mind any prompts included with the main questions. I t is notintended that you should provide large amounts of statistical data and descriptive detail. You should use
evidence selectively to support the main judgements about your performance.
q If you have a special needs resource base, extended provision or other specific provision, please ensure that evidence about
it is provided at suitable points within the SEF.
q Each section of the form has a ‘Help' button, which you can use to help you fill in particular sections.
q Please complete this form electronically via the Ofsted website.
The term ‘school' is used to cover all providers, including those that term themselves ‘ co l leges ' or use a s imi lardesignation. It also covers those providers that are not technically schools, such as children's centres and pupil
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referral units.
[1] Conducting the inspection: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website http://www.ofsted.gov.uk Using the evaluation schedule: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website http://www.ofsted.gov.uk
[2] A new relationship with schools: improving performance through school self-evaluation , Department for Education and Skills/Ofsted, March 2005, available on theOfsted website www.ofsted.gov.uk Improving performance through school self-evaluation and improvement planning, Department for Education and Skills/Ofsted June 2006, available on the Ofstedwebsite www.ofsted.gov.uk
[3]Using the evaluation schedule: guidance for inspectors of schools , Ofsted, September 2007, available on the Ofsted website www.ofsted.gov.uk
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1. Characteristics of your school
What are the m ain characteristics of your school?
Drawing on Part B and C of this form and other relevant data, write a brief description of its features.
(Please note that this is an opportunity for a brief w ritten summary of t he main characteristics of your school and
it is not necessary to repeat tables of data.)
1a
Please outline the main characteristics of the learners, including:
-their attainment on entry and how you know this
-their social and economic backgrounds, indicating the level of prosperity or deprivation.
Please enter text here
Students enter Etone at average levels or slightly below as shown by KS2 tests and Fischer Family Trust Data.
Results at KS3 overall are above average on a three year trend and in 2005 were well above average in all three core areas.
In 2006 we achieved t he average figure forengland for each core area.
Contextual Value Added (CVA) is high and in the top 10 percentile nationally. (PANDA 2005). Etone was made a member of the
high value added club of the Specialist Schools and Academies Trust in 2006. Raise on l ine data g iven (MAP )Specify ks2 - 4 ks3 - 4 ks2 - 3. KS2 - 3 is a major issue that Etone w ill address but early SAT's may still equal low
CV A
Students registered for Free School Meals are 4.73% compared to the national average of 2.9% Specify for each year
group - male and female KB
The percentage of students with statements of special educational need are around double the national average at 4 .2 % and
students with SE N are18.2% w hich is 3.1% above theNational average.
Separate M/ F/ T cohort by cohort KB
These figures come from the May census 2007 (K B)
Students move on mainly to post 16 colleges locally. At the end of 2005 76.6% of our students continued in education, 3.2%in
training and 12.3% were employed. 6.5% of our students were not in employment, education or training with 1.3% where
progression was not available or they had left the area.
Put a chart in of actual nos and destination by institution last 2 years (and predicted for 2007) Conessions new
data available (MAP )
Around 49% of students come from wards in Warwickshire and the county with high levels of deprivation (as contained in the
Multiple Deprivation Index). The school is situated on the edge of an affluent ward, where anotherhigh performing popular
secondary school is located (attracting the majority of students from the ward). Thus Etone attracts students from more wards
and socio- economic backgrounds than the postcode would suggest and we are a truly comprehensive school.
Industry in the area has changed from an industrial manufacturing coal mining area to more of a service/distribution industry.Many parents of our students work shift patterns and the majority of two adult families both work due to low service industry
wages.
Students with English as an additional language (EAL) number 7.3% and 8.2% of students are from ethnic groups. Relationships
with and between ethnic students in the school are extremely harmonious. Most ethnic groups represented are of Indian sub
continent origin. (Evidenced by Raise on l ine /Log racial incidents held with Assistant Head students)
Historically many students come from homes where further education and higher education is a not a historical
feature.Studentdemographics have been explored via Student Voice.The school learners are truly diverse and
comprehensive. Student Voice is harnessed to develop staff/student relationships and enhance learning.Differentmarks - eg new ICT (CJ)
Class of 2005 2006 2007 2008 2009 2010 2011
KS2 Average Points Score 26.7 26.8 26.1 27.6 28.2 27.2 27.8
National Average 27.3 27.4 27.4 27.5 27.6 27.8
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1b
Please summarise briefly your distinctive aims and describe any special features of your school. For example:
- whether your school is a specialist school, and if so: whether it has any high-performing specialist school (HPSS) options; your
distinctive aims and how the school has strengthened its specialist areas and benefited from its specialist status; and the impact of
any significant partnerships and community engagement related to the specialism(s)
- whether your school is a trust school, and if so: your distinctive aims; and any contributions trust status makes in driving up
school improvement
- whether your school has a religious character
- any special units
- significant partnerships with other providers or agencies (such as shared arrangements for the curriculum, federalarrangements, or partnerships with employers)
- whether your school is an extended school and the rationale for the range of services you offer or make available through the
school, in relation to the needs of pupils, their families and the community
- whether your school has other particular characteristics, including significant awards you have received, for example
International Schools Award; Healthy Schools Award; Arts Mark Award
- whether your school is implementing the Sustainable Schools framework
Please enter text here
Etones co l lege aims and values,which come from consultations w ith staff,students, parents and partners,are held in
the school prospectus and are embedded in the life and work of the school. Students, staff and governors work towards the
vision ofmainta in ingoutstanding within an environment of care, consideration and cooperation.
Etone is a designated Technology College gaining this with our first application in 2002 and redesignated in 2006. Following a
letter of invitation from the Specialist Schools and Academies Trust as a high performing specialist school weopted toobtain
languages specialist status outside of normal designation procedures i n Sep tember 2006 . We haveadded a Vocational
Specialism to our portfolio of specialisms in Apri l 2007 as we consider ourselves to have particular strengths in this curriculum
area and we have innovative practices to share in the locality as a leading school. We have organised our own vocational
plumbing course in collaboration with a major business partner (Triton PLC) who sponsor the course and other schools are also
invited to take part.We send over 100 students per week to take part in vocational courses and young apprenticeshipsat a
local further education college.
As a Technology College our aims encompass the use of technology to enhance all areas of the curriculum and to raise
standards in all subjects. We offer a school that is determined in its efforts to raise standards alongside an ethos of care, support
and respect for the individual.
As a Language college we aim to promote an international culture w hereby students are exposed to a globalvil lage and have the opportunity to ex perience an international experience, we h ave a partner school in shzen
shzen. As a language college w e value learning and consider it to be a key skill in the work place, we offer a wide
range of languages inc luding French, German, Span ish, I ta l ian and M andar in Ch inese w ith an ambit ion to ex pandand meet local and international needs. In doing so we hope to improve students cultural perspectives and
personal development as well as raising achievement in Modern Foreign Languages.
As a vocational collegewe aim to build and strengthen the already existing vocational activitiestaking place in
school. These events and in itiativescontinue to develop studen ts' personalised learning and perspectives of the
world of w ork including businessand Enterprise. We continue to consolidate the existing partnership wit h local
colleges to deliver 14-19 progression and expand new opportunities for students and look forward to developing
pupil and teacher ex changes. (LT)
Many parents and students tell us that they would prefer a post 16 provision to be based at Etone. We are intending to use
ourpresumtion rightsalong w ith possible expansion to open a post 16 centre as part of a collaboration with otherschools and colleges. Our increased leadership capacity will allow us to deal with our aspiration of expansion.
From March 1st 2006 at the request of the Local Authority the school formed a 'loose' federation with a secondary school (3
miles away) that has been in Special Measures for two years, Peter Kingham remains as Headteacher of Etone whilst also being
Executive Headteacher of Hartshill School. An Associate Headteacher has been appointed, hence increasing leadership capacity
to deliver the vision of excllence. Since success has been achieved in the partner school with the more recent Ofsted
report we have moved to a collaborative mode l f rom Sep tember 2007. We are now part of a loose federation with
Hartshill School since March 2 006. The federation has provided staff development opportunities, increased
economie s of scale, and opportunitie s for the sharing of good practice and resources. Above all the federation
enables Etone to contr ibute more signif icantly to the needs of students in the area. As a college we have supported
two other schools in difficult ies - Campion School in 2003/ 4 and Hartshi l l since March 2006. This is due to our
success at making a school that w as once barely satisfactory to one w hich is outstanding.Standards have risen due to improved facilities, extra resources both physical and human and a determined effort to achievemore via our status along with excellent evaluation systems and target setting processes. Science and Design and Technologyhave been completely refurbished since 2002 and several ICT suites have been added to the school.
Partnerships with our primary schools and post 16 providers are excellent and contribute to our success. ICT, maths and
languagessupport is provided to partner primary schools one day per week. Good practice is disseminated through staff visits,
team teaching and regular meetings.
We have an excellent Specific Learning Difficulties Facility, which the Local Authority has decided to phase out over the next year
on the basis of all secondary schools being Dyslexia friendly. Etone achieved Dyslexia friendly status in Spetember 2005.
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Ourl ia ison with our FE College is outstanding and over 100 students of all abilities study both vocational courses and a variety
ofProfessional Scholarship(LT) courses including several for Gifted and Talented students since the course is open to allstudents regardless of ability. (Evidence Partnership agreement) We now offer a range of young Apprenticeships tostudents including P erforming Arts, Engineering, Motor Vehicle, Health
and Social Care and Construction (LT)
Our KS3 curriculum is flexible with exce l lentpersonalisation and where appropriate a condensed programme of study. At KS4
the curriculum is nationally recognised as offering personalised learning in practice with a large variety of opportunities for
students of all abilities. The school receives delegates and visitors from several organisations and schools to learn about the
curriculum we provide and how they might adapt and implement similar ideas.
Although not a faith school Christianity is embedded throughout the school history and is evident in our values, aims and ethos.
Weekly assemblies for all year groups contribute to the delivery of the Christian ethos and a 'thought for the day' i s embeddedin our daily practice.
ICT is well resourced in the school with a 1:3 PC to student ratio, Teacher Toolkits are provided (Interactive tablet PC and large
screen in each classroom) via an Local Authority Private Funded Initative scheme and the delivery of ICT is fully embedded
across the curriculum.
Extra curricular activities are varied and well attended including several lunchtime activities (expand on variety and types).
ICT facilities are available to students each lunchtime and sports, films, street dancing and chess clubs run throughout the year.
Summer Schools and residential activities both in the UK and abroad provide exciting opportunities for lifelong learning.
International links have resulted in Manderin taster lessons being offered from September 2006. This year all students entered
for Duke of Edinburgh successfully achieved Bronze award. And.... Silver??
In 2002 OFSTED described Etone as 'Outstanding' (KB) and In addition to ensuring that the quality of teaching and
learning remains high the school is exploring ways of engaging more with parents and involving them more fully in their child's
learning and progress. To achieve our vision one of the steps we are taking is to actively encourage students to become
independent and autonomous learners, demonstrated by sharing targets and the introduction of ''stepping stones''.
The introduction of SAM learning has allowed students to access feedback (internally and remotely) on achievement within
specific subject areas and topics thus providing them with areas for development. Change paragraph
Etone haspartnerships with a wide range of organisations. Accredited as a Yamaha Music School where we teach keyboard
skills to children in the community and gain very high quality equipment to use in music lessons. Etone has gained the Arts Mark
Silver Award three times demonstrating our ability to offer a wide range of Arts based provision both within and outside of the
curriculum.
Our SportsMark award demonstrates our commitment to extra curricular opportunities offered in Sports by the college. This has
been further enhanced by the appoitnment of a Schools Sports Coordinator from September 2006. Etone is a University of the
First Age School with a group of students that have been involved in its development and a 'fellow' that teaches in Science. I n
2007 w e a l so ach ieved ICT M ark w h ich demonst ra tes ou r comm i t tment to techno log ica l advancement th rough IC Tin both teach ing and learn ing.
Beyond Curriculum Links we have excellent relationships with higher education institutions including the Pheonix Partnership with
Coventry University where partnerships both ways are established, providing GTP Placements for several students with the
Robert Owen Society - Marches Consortiumn and provision of Initial Teacher Trainees via partnerships with Warwick University,
Sheffield Hallam and Leicester University.
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1c
Please outline specific contextual or other issues that act as aids or barriers to raising performance. For example:
- any difficulties in recruiting and retaining staff or governors, for example in science and maths
- recent or impending reorganisation
- mobility of learners and any significant impact on behaviour
- particularly important facts in your recent history, such as change of leadership.
Please enter text here
Etone is fully staffed with an excellent, enthusiastic and committed staff. We always recruit on quality and also train severalGTP's each year (7 in 06 -7 all of whom are additional to our normal teaching establishment plus one attached to our school from
our federated school).
We have had difficulties recruiting and retaining staff in ICT (ICT Staf f and st i l l Maths). Turnover of staff varies but this is
normally due to staff obtaining promotion elsewhere after successful development at Etone and is often part of the nature of a
smaller than average secondary school. Occassionally the recruitment of staff has been hindered by the school lacking a post 16
curriculum. Although the school provides opportuntities for gifted and talened students this could be further enhanced by a post
16 provision on site thus improving the aspirations and progression routes available. This is currently being developed.
Over the pastseven years 7 staff have become advisers in the Local Authority due to their ability to think strategically and whole
school rather than be purely subject based. We regard this as a great affirmation of our schools opportuntities.
The college employs a large number of support staff to aid the quality of teaching and learning and this has proved verysuccessful and a contributing factor in raising standards. [Evidenced by the fact that every area has at least one subject based
teaching assistant and each Achievement Coordinator has a minimum of two hours teaching assistant administration time per
week]. In September 2007 we appointed 3 Pastoral Managers who work with specific year groups in a variety of ways.
From September 2005 the attendance officer has taken sole responsibility for monitoring and evaluating the punctuality of
students and this has resulted in much improved punctuality in all year groups (Evidence: analysis of punctuality). Demonstrate
this with figures
The catalyst for the involvement of more support staff in raising standards was as a result of a successful application to be
involved in the National DfES Pathfinder Project of Raising Achievement and Remodelling the School Workforce.
Etone is successful in recruiting governors and we have an able and effective group from a wide variety of backgrounds who are
well led and take an active interest in the working life of the school. Membership includes several parents, a SuperintendentRegistrar, a former Deputy Chief Constable and a former OFSTED Inspector who provides valuable advice on quality and
standards. Subject areas have a link governor who visits their allocated areas on a rota basis. Detail number of govs. Add in
sub groups.
There is a positive attitude amongst staff whomeet the challenges of a changing schooland adapted to the national
restructuring initative. Staff are not frightened to change and ada pt for the benefit of students.
The col legeappointed an Associate Head responsible mainly for operational matters whilst our co l laborat ionexists. In
September 2006 our one deputy who was on long-term secondment as Acting Head to our federated school returned to Etone
and went on to gain prom otion as an inspector with another authority. A second deputy head who had been at theschool for over 25 years retired suddenly through ill health (Sept 05) which led to an unsettled period for a few months.FromNovember 2006 to M ay 2007one Assistant Head was on maternity leave. From September 2007 w e have a strongLeadership Group in place w ith an Executive Head, an Associate Head, three Assistant Heads and a Director of Finance.
The school has currently four Advanced Skill Teachers in the areas of Maths, Science and MFL.
The mobility of students is low at around 6% (Evidence: PANDA 2005 check this! MP) however appeals for students to attend
the school are very high.(Support fromhome ?) (CJ)
Etone's involvement in the national Dfes project, Transforming The School Workplace, was a significant catalyst to raising
performance by changes in the use of support staff and an injection of much needed funds (?375,000). Also associated with this
iniative was the building of our flexible teaching centre (Flex) which aids student learning and staff development along with
community and national educational use.
The school building dates back to 1910and 1940'sand has 1970's additional prefabricated buildings and 7 temporary
classrooms and two other buildings plus a static double decker bus for a youth centre alongside a static catering facility. Thetemporary classrooms (called Satellite City) occasionally prove to be a barrier to effective teaching and learning. The Head and
Governors are constantly challenging Education officials and politicians for an Etone rebuild ahead of Building Schools for the
Future, which is earmarked for 2013-16 for this area. W e hope our expansion p lans w i l l add to the co l lege bu ild ing in apositive way
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1d
The school field is located 0.25 mile by foot from the main school site. A shared Borough Council Sports Centre is on site with
access to the public to certain parts all day and school use of the majority of the day from 8.30am to 5pm. Staffingdif f icult ies in Rel ig ious Studies - no longer an issue w ith a specialist Subject Leader in place since September 05
(CL)
Mathematics Subj ect area is fully staffed for September with7 speacialist maths teacher. The College actually
has 5 Advanced Skills Teachers, 2/ 3 of w hom are w orking as ASTs.
Please outline briefly the main priorities in your improvement/ development plan, and how they reflect the context
i n wh ich you work .Please enter text here
The context within which we work is: raising standards, high quality teaching and learning, striving for excellence in all that we
do and we do not allow socio-economic reasons tostop us achieving high results for our students and the school being
outstanding. We have a clear development and improvement plan, which dovetails to all subject and school areas and vice
versa. The plan concentrates onsix key themes; Developing Personalised Learning, Teaching, Assessment for Learning ,
Staff, Students and Environment . We believe these key themes are essential to maintaining outstanding.
The Etone and Subject/School Development plans are reviewed regularly and have become a catalyst for change and deciding
priorities. The Whole School Plan identifies the key areas for improvement which subject/school areas address by outlining more
specific developments to the overall needs of the school. From 2006 all Specialist targets are incorporated into the Etone
Development and Improvement Plan. This model ensures that all school subjects and areas are working towards the same goals.
Is this description stil l correct? Changed (DBY) (need to check sheet now)
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2. Views of learners, parents/ carers, community and other stakeholders
What are th e views of learners, parents/ carers and other stakeholders, including hard to reach groups,and howdo you know?
2a
How do you gath er the views of learners, parents/ carers and other stakeholders, such as those accessing
additional services; how often do you do this, and how do you ensure the impartiality of the information?
Please enter text here
Formal parent satisfaction surveys are carried out at least every two years (KB). This tells us that the school is well regardedand parents are more than satisfied with the education provided. A higher response is being targeted for the future as only one
third of parents replied in 2005. Need this and results. Geography does parent surveys (CJ)
Parent focus groups and parent governors are used to inform decisions about changes to the school including an annual
curriculum debate. We have a policy and target of contacting every parent/carer throughout the academic year. Have we
proved and surveyed this? We consult parents through a variety of means including academic and pastoral meetings and
take the opportunity at such events to discuss relevant areas of school life such as healthy eating. Parents have been consulted
over the new styles assessment system and have provided positive and constructive feedback.
There is an active school council with a clear system that ensures all students are represented. The key focus is how we can
improve Etone and maintain outstanding. Students have been involved in interviews of staff applying for positions for the past five
years. Students are used in subject reviews and over the past 18 months we have incorporated student views in the monitoring
and review the quality of teaching and learning with current staff. A new student group - Healthy School Focus Group was
established in September 2005. Students play a real part in improv ing teach ing and learn ing and bu i ld ing capaci tythrough a powerful Student Voice.The Healthy Eatinggroup looks at food provided in the school, the healthy schools
agenda and how best to relay messages on healthy living to parents and students alike. ABr to add to this. Working tow ards
Healthy School accreditation (GB)
The school employs a intercultural support worker(have we any evidence of impact on results?) who liaises with parents
from different ethnic groups and supports these students in school. Feedback of these students specific needs is provided via this
link.
To ensure the safety of some of our more vulnerable students and following a student survey on bullying there are two secure
anti-bullying boxes located in two main areas of the school. How m uch are these used?
The school employs its own counsellor to support students with high level social needs, child protection issues and high-level
absences.
We believe that the information provided is impartial and our students/parents do not 'hold back' due to the open nature of the
school. The wide range of consultations ensures impartiality from parents, carers and learners. Post 16 opps via website?
Staff as partners in the school are consulted regularly about changes, developments and improving standards. A wide range of
methods are used to gain their views e.g. meetings, focus groups, questionnaires, open management policies. Through links with our business partners, post 16 centres and feeder schools we receive regular feedback about the school, its
standing in the local community and any areas of concern. connexions provide an annual report to governors on the destination
of students and the relevance of our curriuclum to future student needs. M ore on business l inks.
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2b
2c
What do th e views of learners, parents/ carers and other stakeholders, including your hard to reach groups, for
example young carers, tell you about:
- learners' standards and progress
- learners' personal development and well-being
- the quality of your provision, (curriculum; teaching and learning; and care, guidance and support)
- parents'/carers' views of the transition arrangements for pupils joining the school in Year 7 and later.
Please enter text here
Students and Parents requesting places at the school often state the high standards ofstudent attainment as a reason for their choice of school.Parents and students tell us they feel valued as partners of the school and that information provided on individual learners is informative. (Evidence:example of report; intervention strategies, progress, parental letters) Students are happy and learn well being proud of their school, feel safe, healthy,articipate in their school and recognise the progress and brilliant achievement the school has made and is making. (Evidence: Intensive subject reviews,Student Voice Questionnaires) (website links ?) (CJ)
Post 16 providers tell us that Etone students are thoroughly prepared for future courses, well behaved and come to them as mature young adults. Thenumber of students who successfully complete courses provided externally and the progression mapping from Connexions indicates high quality of provision. (Evidence: Recruitment and retention of Nova Students)
We believe that to raise attainment further we need to encourage students and parents to take more responsibility for their learning. (Evidence: Peermentoring and Self Assessment)The school has staff and systems in place to ensure for the well being of students. In the recent staffing re-structuring and following consultation withstakeholders it was decided to keep and strengthen Achievement Coordinators as they are seen as an essential asset to learning and individualdevelopment. In September 2007 3 Pastoral Managers (1 Senior PM and 2 PM's) were appointed to act as "triage" for AC's. They have responsibilitiesfor specific year groups.
The community perception as recorded in the local press is of a well-managed school with high aspirations, well-behaved students and high standards. Visitors to the school of which the school has many (councillors, MP's, people on courses), tell us that the school atmosphere is calm, positive and thateffective learning is taking place. Proof? Staff feedback (evidence) tells us that the school is well run, has highly effective leadership and standards in all areas are high and improving. Wherethere are concerns raised action is taken. Examples include the establishment of the Behaviour Support Room in 2005 and over the last Fou r (KB ) yearsdissemination of techniques and strategies as outlined in the Secondary national behavioural and attendance strategy.
How do you share w ith parents/ carers and other stakeholders the collated findings about their views?
Please enter text here
Newsletters are used at least every half term, to inform all partners about the success of the school, to seek views and to feed
back decisions from consultations. They are well read and received and to improve this further newsletters will be posted on the
school website from September 2006. Is this done? SB/CH W hat about website
The school has an open door policy, which is well used by parents/carers and students.
At events where parents/carers attend, a member of the Leadership Group is always 'on hand' to listen to and respond to any
concerns.
Etone hosts a meeting of all local head teachers of secondary schools and the head attends meetings with post 16 providers,
feeder primaries and businesses from the locality. Information on changes, feedback on developments and collaborative ideas
are shared in these meetings.
The school uses the local press and Etone TV to inform parents, students and the community about achievements,activities and developments at Etone.
Assemblies and minutes of the school council, along with student bulletins help inform students of our achievements and
developments.There is a weekly staff bulletin, staff meetings and regular feedback such as the termly staff governors' news and
staff briefings.
As a development in 2007 we are planning a series of partner days to seek views on Etone and how it can improve and meet the
needs of partners more fully.
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2d
Give an evaluation of areas w here you have successfully involved learners, parents/ carers and stakeholders in
improv ing prov is ion
- include the ways you have used the views of stakeholders, including pupils, to influence the priorities noted in section 1d (please
cross-refer to any relevant comments in the leadership and management section)
- include ways in which you have sought to involve and engage with parents/carers, in supporting improved outcomes for their
children
- how do key stakeholders from partner schools and the wider community contribute to the review and development of your
specialism(s) and/or other partnership activities?
Please enter text here
Students requested a 'green area' for social interaction. Etone successfully secured a grant from British Conservation Trust
Volunteers, this involved students in the planning and creation of the decking area. Students have been involved in the renaming
of the restaurant Anything more up to date? Menus? ABr
In a discussion about litter the School council requested more litter bins and these were provided all around the school grounds.
A further suggestion was a review of the uniform, which after presentations at governors meetings was agreed. Recently a
request to consider blazers by the school council was considered and all forms had a vote on the idea. Lockers were requested
and where possible these have been made available thus improving student wellbeing and security of belongings.
As part of the healthy school group changes were made to the school menus, serving hatch and the creation of a restaurant area
took place after extensive consultation with the students and staff. Staff were concerned about the numbers eating in therestaurant and queues thus a healthy snack van was purchased and is very successful. After student and staff dissatisfaction over
standards at lunchtime it was decided to remove 'traditional' lunchtime supervisors and replace them with more organised
supervised activities and the use of teaching assistants to walk the school. The outcome has been a friendly, warm atmosphere
amongst students, evidenced by the lunchtime exclusion data.
Following surveys about transport to school and a desire to cycle to school by students a bid was made to purchase two cycle
secure areas. Students wanted opportunities for a 'Battle of Bands' competition, which due to its success will be ongoing.
Staff, parents and students requested more opportunities for 'well being' time and as a result a change to the school week was
consulted on and made. On a Friday Week 2 Etone finishes at 1.20pm. This decision has proved to be popu lar with staff,
students and parents.
Parents, students and staff wanted different opportunities for consultations and following a regular meeting of a parent focusgroup changes have been and are being made with evaluation as they occur.
Some suggested changes do not occur because of the student or parent voice. For example in 2005/6 a further change to the
school day was proposed and rejected by the parental voice and therefore was withdrawn.
Occasionally the school will reject a change that is suggested by partners. An example was a request for more non-uniform days.
We rejected this unless a major unexpected national/international event occurs. We have also rejected requests for
students to be allowed o ff site at lunchtimes for health and safety reasons.
Students told us they would like opportunities for the curriculum to offer a wider choice and we adapted it to respond to their
ideas e.g. more vocational courses including plumbing; childcare; dance and professional scholarships via the X'Tend
programme at local Post 16 providers. New add i tions th is year (DBY)
Students also advised that some work was being repeated in KS3. As a result of this staff were asked to review KS3 Schemes of Work, visit KS2 providers and create links at a curriculum level with partner primary schools. In several subjects as a result of
these reviews the Key Stage 3 courses have been condensed thus improving the pace of the teaching and learning.
Student voice questionnaires allow students to feedback to staff on areas that they can address to improve the quality of the
teaching and learning - ideas are: use of the flex teaching centre, using more different learning styles and an increased variety of
activities.Through intensive subject reviews students suggest they learn more when kinaesthetic opportunities are provided and
this is being fed back and acted upon by staff. Year 11 volunteers actively support our most vulnerable SEN students by providing
an area for them during lunchtimes that they supervise.
Year 10 peer m entors have been attached to all year 7 tutor groups providing small group and individual
mentoring.(KB wants removed). Following staff consultation on Intensive Review s these have been reviewed and
adapted to react to Subject Area needs.
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3. Achievement and standards
How well do learners achieve?
To help you focus your comments and judgements in comp leting this section, please consult the relevant pages in
the Guidance for Inspectors of Schools.
In answering the following questions, please make clear the main evidence, such as performance data, assessments and records
of learners' progress, on which your evaluation is based ( but please use data selectively, avoiding the copying out of
tables of descriptive information). If the school's own interpretation of standards and achievement is not reflected in published
data, then this needs to be carefully explained.
3a
How well do learners achieve, and how high are their standards? For example:
- test and examination results; whether learners reach challenging targets
- the standards of learners' current w ork (noting any significant differences between past results and current work)
- learners' progress including comparisons with the progress of similar pupils in other schools. Note any significant differences in
the progress of groups of learners, including any groups that are achieving particularly well or are underachieving (for example,
pupils with learning difficulties and disabilities, looked after children, particular minority ethnic groups, including Gypsy, Roma and
Traveller learners, those who join the school other than at the normal date of admission, and those who are socially or
economically disadvantaged) and the extent of the school's success in closing any gaps in attainment
- the extent to which information and communication technology (ICT) capability and other key skills enable learners to improve
the quality of their work and make progress
- the extent to which specialist subject attainment targets have been met
- the impact of specialist status in raising standards in the specialism, standards more generally across the school and in partnerschools
- the extent to which any extended services contribute to better achievement and higher standards.
Please enter text here
English results have risen rapidly at KS3 especially in 2005 where Etone is in the top 3 percentile nationally. Add in past 3
years summary and note changes.Results also exceeded the predictions set by the Fischer Family Trust (FFT). English at L5
and L6 is a strength for all students of all abilities including students with SEN and this is reflected in the contexual value added
(CVA) where it is placed in the 7th (5 ) and 4th (6 ) percentiles. Need to f lag up as a m ajor issue! New ra ise on l ine data.
Where FFT data is u sed although there are target s of A, B, C, D OFSTED expect a D this is the same for Etone.
Maths results are above FFT estimates and national levels at L5 and significantly above the national average at L7 . Higher ability
girls do significantly better overall than predicted grades.Students with statements perform significantly better at L5 . Maths
results have suffered from lack of consistent staffing which has now been addressed and will lead we believe to improved
standards. In 2006 both Year 9 and Year 8 took the national SATS tests in maths with a 6% difference at level 5 in unvalidated
data.Check! MP (Maths K S3 results for 2007 yet to arrive should be here in about 2 w eeks) (MC)
In Science results at L5 are slightly above the FFT estimate and the national average. In L6 results were significantly below the
national average and FFT estimate and intervention is being taken to address this issue. At L5 lower ability boys and students
with statements do significantly better than predicted. Compared to other similar schools results in Science are very
good.Check! M P
In Foundation subjects when compared to national averages at L5 Geography, MFL and Music are well above: at level 6 this is
the case for Design and Technology and Geography. Physical Education is below the National average at L5 and well below atL6 . The subject area has rewritten progress indicators to provide clarity on teacher assessment. Art and Design and Music are
well below National Averages at L6 .Check! MP .Art and Design had been separated from Creative Arts to provide focus and a
strong Subject Leader for Music has been appointed. This has now been reversed to ensure consistency and the sharing of good
practice. More emphasis on moderation and levels of attainment are also being implemented.
Each subject area has created a KS3 specific intervention action plan which is aimed at students who come to Etone with KS2
results at level 3 or below.
Results at KS4 have risen rapidly with a better KS2 to 4 improvement than KS3 to 4. Due to improved strategies and intervention
the school achieved above both the FFT and school target in validated data of 2005 and significantly above in unvalidated data in
2006. Students achieving 5 GCSEs or more at A* to C including English and Maths was slightly above the FFT target in 2005 and
greatly above in 2006. Check! M P
Students achieving 5 GCSEs or more at A* to G grades exceeds the FFT target by 8% in 2005 and was 3% above that with 99%
in 2006. Lower ability boys and students with SEN all do significantly better; when this is combined with English and Mathematics
girls join this higer profile group.Check! M P
Average Point Score (APS) uncapped is well above FFT targets. Capped APS is higher than the FFT top 25% of schools
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3b
3c
(2005).Check! M P
At KS3 CVA(contextual value added) is significantly high especially in English where it is in the 3rd percentile. The improvement
KS2 to 4 is better than KS3 to 4. Some subject areas are being encouraged to adopt a two year key stage 3 programme, which
we believe will help to address this issue. At the end of KS3 all core subjects make better than average improvement in
comparison to similar schools nationally. The overall trend at KS3 is generally upward.
KS4 5 A* to C GCSE results have risen significantly from 33% to 67% over 6 years and from 89% to 100% in relation to A* to G
grades (2006 figures used). There was only a 1.2% chance of achieving 67% 5 A* to C grades according to YELLIS data. Point
scores are above the national average. With the introduction of the modular maths course combined with the full staffing and
dedication of the maths subject area there has been a 15% rise in A* to C grades in 2006.
Subject variation was significant in Art GCSE in 2005 but this was addressed with the 2006 results. In D and T there was an in-
subject variation and strategies were put in place to stop the rollar coaster effect which led to much improved results in all areas
in 2006. German results were outstanding at 70% however French results in 2005 fell, Senior managers and governors
discussed strategies to improve the situation and as a result an action plan was implemented which addressed the concerns as
seen by the results in 2006.
In 2006 most subject areas saw a rise in A* to C results. We are currently examining the results in detail but have concerns in:
GCSE PE, Drama, French and Geography.
Male achievement issues still existed in English (GCSE) but a major input of staff training and mentoring of students has partly
addressed this for 2006. Led by one of our Advanced Skill Teachers the school was part of the National Breakthrough Programme
to raise male achievement, where various strategies were adopted within the school to motivate male students. Now Focus on
gir ls as we l l Year 9 DB and EE (DB Y)The outcome of the programme is evident in 2006 results where the 5 A* to C gradesshowed a 8% difference between male and female. We are aware that we are not adding as much value to boys as national
figures might indicate but we continue to address these areas now concentrating on individual subject differences.
Rew ri te a l l o f above us ing Raise On l ine - M P
The achievements of all learners are monitored and analysed regularly with clear intervention programmes to support
development. There are no significant variations in any specific groups of students however we have an ongoing programme of
monitoring to ensure that this is true in the future.
Where relevant, how w ell do learners achieve in the sixth form? For example:
- the standards of learners' current work in relation to their learning goals
- learners' progress relative to their prior attainment at GCSE and any significant variations between groups of learners (utilising
value added measures including ‘New Measures of Success')
- the extent to which specialist subject attainment targets for the sixth form have been met
- rates for the completion of courses.
Please enter text here
NA
On the basis of your evaluation, what are your k ey priorities for development?
Please enter text here
* To achieve results in line with/excess of FFT Band D
* To ensure all staff are able to manipulate data effectively.
Our overall developments are contained in the Etone Devolpment and Improvement Plan and Subject/School Area Development
and Improvement Plans.
As a result of the analysis of 2005 and 2006 results we will:
Evaluate Value Added Scores in all subjects, class by class.
Carry out an intensive review in English, PE and Drama - where else have we done?
Discuss strategies in Geography and French.
Examine with Core Areas KS3 SATS results.
Provide more support and professional development with target setting at KS3. Continue to monitor and improve male
achievement (gender gap). (Update Intensive Reviews) (KB) PE Intensive review carried out (Good) (PB)
New development plan (DBY)
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3Grade
Please enter grades in boxes below.
To guide judgement, please consult grade descriptions in Guidance for Inspectors.
Outstanding Good Satisfactory Inadequate
Learners'
achievement in their
work
Wholeschoo l X
Sixth Form
Learners' standards
in the i r w ork
W ho le school X
Sixth Form
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4. Personal deve lopment and wel l -being
How good is the overall personal development and well-being of the learners?
To help you focus your comment and judgements in complet ing this section, please consult the relevant pages in
the Guidance for I nspectors of Schools. Your answers here should focus on learners' outcomes; the school's
contribution to these outcomes w ill be covered in section 5.
In answ ering the following questions, please make clear the main evidence on which your evaluation is based (for
example: evidence of participation rates, evidence of learners' spiritual, moral, social and cultural development which runs as a
theme across all of these areas (4a -4f), and data on the number of recorded bullying or racist incidents in school).
4a
To what extent do learners adopt healthy lifestyles? For example:
- whether learners take adequate physical exercise, and eat and drink healthily
- learners' understanding of how to live a healthy lifestyle (for example, through education about smoking, substance abuse and
sexual health risks).
Please enter text here
Students are very good at adopting healthy lifestyles. They take part in planned physical education and are encouraged to take
an active part in out of hours activities. An outstanding example of this is the P2L programme (Evidence: P2L evaluation report)
which encourages individualised learning activities. Another aspect of P2L encourages students to take part in clubs, sports and
other areas of interest.
All students at Key Stage 4 follow the Junior Sports Leaders Award, this encourages and develops qualities of leadership. In
addition at KS4 to ensure a full quota of healthy lifestyle activities a programme encouraging and expecting students to take part
in clubs in their out of school hours time is organised and carefully monitored.
Etone has recently joined a countywide lottery funded physical education programme that encourages students to undertake at
least two hours of physical activity a week both in and out of school Is this still correct? . A wider variety of activities has also
been introduced such as? .
Water is allowed in most lessons to aid concentration and prevent dehydration. The restaurant has gradually introduced a wide
variety of healthy food and numbers eating in the facility have increased dramatically. (Evidence: Minutes Healthy Schools Group,
Sales data) We employ our own chef to ensure quality.
Body Image and theme day events (GB) Students are taught via PSHE and Citizenship (P4L) and Science about healthy
lifestyles. The student Healthy Schools Focus Group has actively driven forward these changes. Year 10 & 11 special
assemblies on healthy eating (CJ)
Students are made aware, through P4L, of how to achieve a lifestyle where work and social activities are balanced. All students
learn about how to acquire a healthy lifestyle including knowledge of physical, mental, sexual, emotional and moral health. The
school is also intending to apply for Healthy Schools status in 2006/7 have we got this - ABr . (Evidence: P4L schemes of work)
2007 has witnessed the piloting of a newpeer coachingscheme. Peercoaching offers our students t heopportun i ty to support each other personal ly and acadm ecia l ly wh i le deve lop ing imp ortant l i fe sk i l l s . No J un iorSports aw ard. leadership is impacted in all lessons SSCo has enabled selected students to t ake part in Leaders
Days wh ich concentrated on v aried sports. These students then have t o fulfi l l at least 8 hou rs of service.
(lottery funded programme?) (PB)
Nominat ion of Etone restuarant
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4b
4c
To what ex tent do learners feel safe and adopt safe practices? For example:
- whether learners feel safe from bullying, including religious, racial (including Gypsy, Roma and Travellers of Irish heritage),
sexual and homophobic incidents
- the extent to which learners have confidence to talk to staff and others when they feel at risk
- the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet.
Please enter text here
The majority of students at Etone feel safe and secure and adopt safe practices. Incidents of bullying and racial harassment are
reported and acted upon in line with the school policies. (Evidence: Achievement Coordinator end of year reports and anti
bullying questionnaires)
Students and parents have contributed to the update of the anti bullying policy and there are secure anti bully boxes around the
site. Students have access to a mentor who is a trained counsellor and at KS4 are provided with a named mentor to support
their mental and academic well being.
Peer mentors are also trained and established in the school. Evidence of students sharing difficult personal situations lead us to
believe that students feel confident to share and seek support. (Evidence: Intensive review student discussions)
All staff have received upto date child protection training in line with school policy. (Evidence: Child Protection Training records)
Racist incidents are extremely rare but when they do occur clear procedures are followed.
How much do learners enjoy their education? For example:
- learners' attitudes and participation, including any significant variations for specific groups of pupils
- how the school's overall absence rate compares with other schools, including those in similar circumstances
- the number of pupils who are persistently absent
Please enter text here
Learners are very happy at Etone, we know this because attendance is very good, for 2005 -2006 student attendance was 93.4%
and through informal discussions with students. (Need 2006/ 07 f igures w hen avai lab le) (KB)
Although punctuality has not been a major concern a new punctuality initiative was introduced in September 2005 coordinated byour attendance and punctuality officer. Comparisons between September and March of 2004-5 with the same period of 2005-6
saw an improvement of 60%. (Again updates needed) (KB) Attendance Monitor Purchase (DBY)
Behaviour is very good and often outstanding how i s i t now and w hat are w e do ing? . Due to our desire for high standards
and expectations there has been a slight rise in the number of fixed term exclusions and governors fully support these measures.
Due to the introduction of the consequences system there will probably be a slight rise in the number of fixed term exclusions.
Students adopt a positive attitude to learning and support the teacher. (Evidence: Progress reports)
We are working with students and parents to take more responsibility for their own learning and achievement.
Students' spiritual development is excellent with opportunities to appreciate spiritual matters in all subjects and throughout
school life via assemblies, thought for the day, celebration of events and an encouragement to respond to awe and wonder.Moral development is taught via assemblies, day to day interactions and ensuring the ethos of care, consideration and
cooperation is evident in all we do. (Evidence: mapping document, Schemes of work, lesson observation proforma). We have a
strong youth team on site (Youth 180) w hich aims to aid students personal, moral and spiritual growth.
Generally social development is very good and students feel they belong to a community that cares for them and where they can
exercise care towards others. Cultural development is encouraged via visitors to the school, (Evidence: Shanghi teachers, African
delegation and Japanese visitors) visits from the school including residentials. Our school links with Brazil, Australia and China
ensure an international development. We have regular international theme days where students are encouraged to participate in
the understanding of the different cultures which ensures international diversity.
Year 10 students participate annually in a spiritual day to enhance their emotional awareness and wellbeing. Emotional
intelligence please see 4a Calendar loads more events we can add to update
Include other theme daysSpiritual day to be cancelled however i am sure PK w ill want to discuss reasons why (CL)
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4d
4e
How good is the behaviour of learners? For example:
- what proportion of lessons is significantly disrupted by poor behaviour?
Please enter text here
How w el l do learners make a pos i t ive contr ibut ion to the community? For example:
- learners' growing understanding of their rights and responsibilities, and of those of others
- how well learners express their views and take part in community activities both within and beyond the school
- if you are a specialist school, how this has helped learners' understanding of and contribution to the community
Please enter text here
Students make excellent contributions to the community. They participate as: prefects, peer mentors, school council, Healthy
School Focus group, ICT prefects, and guides at parents evenings thus allowing students to actively involve themselves in the
school community.
The school supports a wide range of charities chosen by students often via personal involvement. In 2007 we have a charities
week.
Students take an active part in out of school community activities such as public speaking competitions, Duke of Edinburgh
scheme, multicultural festivals and a range of other communal events. and sporting and dancing (DBY)
Learners express their views via a range of mechanisms including school council, student voice questionnaires and staff
appointments. (Evidence: School Council minutes, Questionnaire results)
Through the school council, via discussions with form representatives, all students have the opportunity to contribute to whole
school policy. On a practical level students contribute to the development of the new menu for the school term.
Etone students contribute well to the wider community through membership of several organisations, for example local theatre
and dance clubs, army cadets, scouts, swimmers and chess club. On the numerous school trips that are arranged through Etone,
our students are often reported as being superb ambassadors for the school and the local town. Student PE/ Sports Council
se t up November 06 (PB)
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4f
4g
4h
4Grade
How w ell do learners prepare for their future economic well- being? For example:
- through the development of literacy, numeracy, information and communication technology, financial and enterprise capability,
economic and business understanding, and understanding of sustainable development
- learners' understanding of opportunities for further education and training, and career choices
- learners' acquisition of the social skills and other workplace skills, essential to their future economic well-being.
Please enter text here
The school provides numerous opportunities for students to develop their economic well-being. Different enterprise days are
provided including business links, managing money and challenges. Work Related Learning is provided for every student. The
maths subject area has trialed a money matters project to develop the financial management skills of students and is currently
evaluating the programme with the view to rolling it out. (Evidence: Maths booklet). We also offer functional maths and
Engl ish . P4 L f inancia l awareness in form t ime act iv i ty (GB)
Connexions input clearly into Year 9 where choices about future development and careers are made. (Evidence: Progression
route data) All students at KS4 have an interview with a Connexions personal adviser and undertake group sessions focusing on
aspects such as modern apprenticeships. Each form in year 11 is given a £30 start up to develop an enterprise activity to make
money. Responsibility for this is with the students.Several events are organised to help students see what options are available
for their future. We have seen a rise in the proportion of students moving onto further education.
All year 10 students are required to complete a two week work experience placement which is incorporated into citizenship
coursework, some students also undertake extended work placements. (Evidence: work experience diary). This academic year
students wi l l take part in a Char i ty w eek. They wi l l be asked to p lan and implem ent a number of fund ra is ingactivitries which w ill develop them as citizens. All our students are encouraged to reach out into the local
community and become active citizens.
Students gain a good working knowledge of career options via the opportunities for work experience, use of computer
programmes to support career and course choices, careers work via P2L and the use of vocational type courses eg NOVA.
Students understanding of career options is enhanced by post 16 exhibitions held in school and year 8 visits to further education
colleges. Year 10/ 11 Citizenship coursework is no longer based on w ork experience, although some students may
use this as a back up plan. (see DW about new plans for 'charities week') (CL)
In M aths the funct ional sk i l l s deve lopment of KS 4 (w e are a p i lo t schoo l for th is) may incorporate economic w e l lbeing as part of its structure. Alternatives to this are the M oney Matt ers Project w hich has been successfully
triled, and the GCSE in statistics in which the majority of the Year 11 are entered (MC)
Where relevant, how good are learners' personal development and w ell being in the sixth form?
Please enter text here
On the basis of your evaluation, what are your k ey priorities for development?
Please enter text here
Track and monitor behaviour
Track and monitor the different aspects of PSHE and Citizenship (P4L). Curricular Auditor (DBY)
Evaluate enterprise activities and their effectiveness via an intensive review.
To map all personal and well being activities across the school.
Please enter grades in boxes below.
To guide judgement, please consult grade descriptions in Guidance for Inspectors.
Outstanding Good Sat is factory Inadequate
Learners' personaldeve lopment and wel l-be ing
W ho le schoo l X
S ix th form
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5. The qual i ty o f prov is ion
Your evaluation of the quality of provision should take account of the impact of teaching, the curriculum and the
school's care, guidance and support on the standards achieved and the personal development and w ell- being of
learners.
To help you focus your comments and judgements in comp leting this section, please consult the relevant pages in
the Guidance for Inspectors of Schools.
In answ ering the following questions, please make clear the main ev idence, such as monitoring of teaching, on
which your evaluation is based.
5a
How good is the quality of teaching and learning?
- how well teaching meets individuals' learning needs, encourages their progress and meets course requirements
- how well teaching promotes positive behaviour and learning
- the suitability and rigour of assessment in planning learning and monitoring learners' progress
- the involvement of parents and carers in their children's learning and development
- in specialist schools, the impact that the quality of teaching in the school's specialist subjects has had on other subjects.
Please enter text here
2007 w itnessed the establishment of a collaborative coaching programmeat Etone.A review of the programme
highlighted the positive impact coaching has had on teaching and learning at the college and both personally and
professionally on the staff. - Evidence
The quality of teaching and learning is outstanding, evidenced by over 80% (new data MP) of lessons observed being good orbetter. Add in percentages achieving 1, 2, 3, 4 MP.A full system of lesson observations has been in place for 5
years with an extensive checklist with each being section graded according to Ofsted criteria. (Evidence: lesson observation
proforma) In 2007 the lesson obseravtion proforma has been modified to reflect the high standard of learning and teaching
which takes place. These in turn inform Professional Development opportunities and assist staff in improving their teaching.
Teaching clearly meets the needs of the full range of learners and actively responds to course requirements. As all subject areas
have at least teaching assistant attached to them it allows the subject leader to direct extra adult support to meet student needs
and improve the quality of learning.
Lessons concentrate on ensuring the needs of individual learners are met. Students now complete student questionnaires to
inform quality of teaching and learning that is provided for them with teachers discussing the results with students to improve the
learning.
Assessment is carried out using a wide variety of methods including peer assessment. Each student is given a target and
stepping-stones to reach those target grades/levels. R eports are provided every year with a clear system of grades that monitor
performance.
Each students individual learning characteristics are recorded including learning styles and a historical analysis is available for
each student thus allowing teachers to target learning.
Students at school action plus or with a statement of educational need have full Individual Education Plans, into which students
have a direct input and regular reviews with parents take place to monitor progress. These students are integrated fully into the
school but in addition receive in class support, individual tutoring and small group work.
Etone organises successful parent/carer consultation events which enable students and parents to disucss their progress in
learning and identify appropriate improvement strategies. In years 11 and 6 parents and students have an individual interview
with a senior member of staff to set and review targets, discuss learning needs and identify barriers to learning thus ensuringthe partnership between parent, student and school is realised.
A data analyst has been appointed to focus on target setting, looking at trends and discussing with Subject Leaders the progress
of individual students and groups. Intensive subject reviews allow the senior leaders and governors of the school to fully evaluate
the quality of teaching and learning in an individual subject and make recommendations for further development. May 2007gained ICT m ark. Becta ??? updated for e tone updated on l ine. (PG)
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5b
How well do the curriculum and other activities meet the range of needs and interests of learners? For example:
- the extent to which the curriculum or activities match learners' needs, aspirations and capabilities, building on prior attainment
and previous experience
- how far the curriculum meets external requirements, for example DCSF benchmarks for languages at Key Stage 4, and is
responsive to local circumstances
- the extent to which the provision enables and encourages learners to be healthy, contributes to learners' personal development
and well-being, and promotes equality of opportunity and community cohesion
- the extent to which enrichment activities, including those enhanced by specialist subject/s and, where appropriate, extended
services and out-of-classroom learning, contribute to learners' enjoyment and achievement- the extent to which the community benefits from the school's specialist provision
- the provision of impartial careers advice and work-related learning for all pupils in Key Stage 4
- if your school is a specialist school, the extent to which Key Stage 4 and post-16 courses have been broadened, and the extent to
which specialist subject participation targets have been met
- the extent to which learners have opportunities to develop creativity, key skills, enterprise capability, economic and business
understanding, and financial capability, and have access to work-related learning in Key Stage 4
- the extent to which any extended services contribute to improving learners' personal development and well-being.
Please enter text here
The dynamic and wide ranging curriculum is a strong hallmark of Etone and provides outstanding opportunities that meet the
personalised learning needs of each student. The options process during year 9 includes information to students and
parent/carers via booklets and an information evening. Each student is given a individual interview which parents/carers mayattend. Form tutors, Achievement Coordinator and Subject staff are available to advise, ensuring that the key stage 4 curriculum
is well matched to the learners needs, aspirations and capabilities.
Over 100 students of all abilities at KS4 take part in a wide range of vocational opportunities at a local FE college whilst some
access other courses including AS levels via an X'TEND programme both at Etone and through post 16 providers. Some of these
courses take place in twilight hours thus allowing us to offer a flexi timetable for some students, with parental permission.
At KS3 several subjects provide a condensed programme of study thus allowing more opportunity to study at KS4 for example
Maths are now introducing statistics for the vast majority of students due to a condensed two year Key Stage 3 programme of
study thus allowing a three year Key Stage 4 programme.
A small group of studentstake part in an 'ontrack' programme to allow them time to improve basic numeracy and literacy.
After discussion with our main business partner and one of the highest providers of private employment in the area we have
developed in collaboration with the company a plumbing course leading to a qualification at KS4. Theme day events for Every
Chi ld Matters (GB )
Different subjects provide opportunities for students to work in teams and develop enterprise and other skills via their learning. A
wide variety of enrichment activities take place in out of school hours and are very well attended. (Evidence: List of extra
curricular activities)
The following opportuntities contribute to learners' enjoyment and achievement by providing a diversity of acitivities which
stimulate and challenge: Youth 180, Summer schools, Yamaha music lessons, Setpoint engineering club, Street Dance club,
Chess club, Duke of Edinburgh, over 100 peripatetic music lessons. Add to this.
Through our specialisms we provide a variety of learning activities in Science, Maths, ICT and Design and Technology for our
present and future learners. During 2006 we will be introducing more Modern Foreign Language enrichment activities. and
other areas to cover languages and vocational specialism week (DBY) We offer enrichment opportunities across
the curriculum via our languages and vocational specialisms. In June 2007 Etone witnessed its first International
Day involving visitors delivering sessions such as
Cross reference 4a and b reference students healthy life styles and feeling safe.
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5c
5d
How well are learners guided and supported? For example:
- the quality and accessibility of care (including integrated day care), advice, guidance and support to safeguard learners' welfare,
promote their personal development and help them achieve well
- the extent to which the school and any additional services contribute to the learners' capacity to be healthy, including vulnerable
groups, such as looked after children
- the quality and accessibility of impartial information and guidance to learners in choosing courses and programmes and, where
applicable, career progression
- the effectiveness of any exclusion provision used by the school to support and reintegrate learners back into mainstream lessons
- the effectiveness of steps taken to reduce absence, including persistent absence, and raising the proportion of pupils with highlevels of attendance
- action taken to promote equality of opportunity, to ensure that all learners achieve good outcomes
- the extent to which the school supports learners in raising their individual standards through marking, assessment and personal
targets.
Please enter text here
Students are guided and supported exceptionally well. We have excellent structures for dealing with outside agencies and regular
meetings take place to discuss individual cases.
The school is a community school and open from 8am to 10pm as necessary.
At lunchtime following requests from students a wide range of supervised activities take place to provide meaningful use of time.
A local charity Youth 180 was launched at and works at the school providing a range of social interactive opportunities for
students to engage in. In addition as part of our collaboration with partner schools we have extended this charity to provide youth
workers in every local secondary school. This is an exceptional programme and the envy of many local authorities and schools.
Our counsellor and Year 11 mentor make special efforts to support vulnerable young people including looked after children. A
representative from the school attends core group meetings and all reviews. A school nurse attends school weekly to offer
support by self-referral or via an Achievement Coordinator.
Exclusions are very low but we are not frightened to use them as part of sanctions to support the excellent behaviour we expect
from students. Since 2005 we introduced a Behaviour Support Facility to help students that struggle at school with behavioural
issues and to help modify future behaviour.
Child protection procedures are part of the induction programme for all staff. All parents/carers sign a 'use of the internet'
agreement to ensure safe use of the internet. There is a filter to restrict access to inappropriate sites.
Key groups of students (looked after children, ethnic minority groups) are monitored to ensure their progress is not suffering and
to implement strategies as appropriate to support them.
There is a full induction programme which starts in May with visits to all our primary feeder schools where an indepth discussion
with class teacher and students take place. A full day induction takes place followed by an evening where parents are invited with
child to visit the school. Following this we extend an invitation to all year 6 parents/carers to attend an interview with form tutors,
Achievement Coordinators or a member of Leadership Group. This cements an excellent start to the relationship with Etone.
Prospective Parent- Guide about KS3 syllabus/ subject content ????(DBY)
At the end of Key Stage 3 we have a programme of information about courses available at Key Stage 4 and ensure all studentneeds are met as far as possible. This information is proceeded by a regular careers input during the Key Stage 3 Preparation
for Life Programme.
Our website provides opportunities for partners including parents/carers and learners to access information about policies,
procedures, attainment targets etc allowing them to be active participants in the learning process.
Where relevant, what is the quality of provision in the sixth form?
Please enter text here
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5e
5Grade
On the basis of your evaluation, what are your k ey priorities for development of your provision?
Please enter text here
Changing pr ior i ty ? (DBY ) Continue to ensure the quality of provision remains high and the new OFSTED grading system
promotes outstanding teaching and learning via the new lesson observation proforma. ( l inked to PM)? (DBY )
Track ,monitor and evaluate the various Preparation for LIfe (P4L)and enterprise activities that occur across the curriculum and
their impact. Intensive review planned next year (DBY)
Introduce more enrichment activities as part of our Specialist Status. Happen ing (DBY)
Please enter grades in boxes below.
To guide judgement, please consult grade descriptions in Guidance for Inspectors.
Outstanding Good Satisfactory I nadequate
Quality of teachingand learn ing
W ho le schoo l X
S ix th form
Quality of thecurriculum and other
activities
W ho le schoo l X
S ix th form
Quality of care,
guidance and support
for learners
W ho le schoo l X
S ix th form
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6. Leadership and managem ent
Your evaluation of leadership and management should take account of their impact in terms of the outcomes for
learners and the quality of provision.
To help you focus your comments and judgements in comp leting this section, please consult the relevant pages in
the Guidance for Inspectors of Schools.
In answ ering the following questions, please make clear the main evidence on which your evaluation is based.
6a
What is the overall effectiveness of leadership and managem ent? For example:
- how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality careand education
- how performance is mon itored and improved through quality assurance and self-evaluation
- how effectively leaders and managers use challenging targets to raise standards, including statutory targets, attendance targets
and, where applicable, specialist school targets
- how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential; and how well
leaders and managers monitor the impact of the school's equality and diversity policies in relation to all groups of learners
- how well leaders and managers promote the professional development of the whole school's workforce and promote a suitable
work/life balance for them
- how effectively resources are deployed to achieve value for money, including the impact of continuing professional development
upon outcomes for learners
- how effectively links are made with other providers, services, employers and other organisations to promote access to integrated
care, education and any extended services- how effectively governors (and, if appropriate, other supervisory boards) discharge their responsibilities
- for specialist schools, the impact of the specialism on the quality of leadership and management
- do procedures for safeguarding meet current government requirements, for example child protection procedures, vetting
systems, risk assessments and disaster plans?
Please enter text here
We consider the overall effectiveness and efficiency of the leadership and management to be outstanding as shown by the rising
achievement of students over many years despit the dip in 2007 and our designation as a high performing specialist school and
membership of the high value added club of the Specialist Schools and Academies Trust in 2006.
All leaders and managers have a full understanding and support the vision of the school which is sustained through distributed
leadership. Subject and school area leaders and achievement coordinators are excellent at self evaluation, planning iniatives toimprove the quality for students and raise attainment.
A comprehensive system of performance management is securely in place and is used to set challenging targets.This ensures
staff are involved in their own professional development. It is continuously reviewed and is linked to raising achievement in the
school and ensures that the reviewed andrecently developedvision of the school becomes a reality. External
moderation by advisers has praised the performance management system in the school.
Through regular link meetings the leadership group guide and monitor the progress of middle managers. The leadership group
members in conjunction with governors undertook a review of the school structure to ensure we had the capacity to lead and
manage emerging initiatives including the recently formed federation.
We have an excellent support staff and fully utilise their expertise to help us raise standards and obtain our vision.
Etone has a new clear vision and mission backed up by effective aims and values that in turn lead to an effective ethos.Our aims and values are embedded within the school and manifest by our vision of moving from very good to excellent and
mission statement; dedicated to outstanding education, development and achievement.
Leadership provides clear direction and is supportive, innovative and forward thinking. Staff are empowered to lead their areas
effectively thus true distributed leadership with accountability is a clear characteristic of the school. Middle and Senior Leaders
meet every half term to discuss areas of school development (Group known as Etone Development and Improvement Team -
EDIT) The group provide a forum for the exchange of ideas and sharing of good practice to be disseminated. The development
and improvement plan clearly dovetails into subject/school area development and improvement plans thus ensuring the school
moves forward as one organic body.
A rigorous system of self-evaluation is in place, which constantly challenges progress and leads to improved results and the
raising of all standards.
The school is inclusive which is one of its strengths for example over the past three years it has had two profoundly deaf
students join who have been fully integrated into the school as well as a large number of SEN students.
Staff are well qualified, dedicated and enthusiastic, and in appointments quality is an essential criteria. If quality is not obvious we
do not appoint.
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6b
6c
6Grade
Poor out of date accommodation, although used to great effect, stifles the further development of the school especially the
temporary classrooms and lack of social areas for students. With rapidly improving results over a number of years it is however
hard to justify our needs to politicians and the Local Authority.
Other resources are outstanding including ICT, with every teacher having access to a projector, screen and an interactive tablet
PC system (or previously laptops and interactive whiteboards). Since the installation of interactive equipment exam results have
risen. This investment has enabled the school to meet a previous Ofsted area for development and provides good
value for money.
The number of support staff has risen rapidly in the past four years allowing more opportunities to support learning and provide
opportunities for students' development.
Each year all resources are considered in relation to value for money and ensuring the vision, aims and values of the school are
maintained.
Governors take an active part in the school and are partners in our success acting as critical friends, challenging and supporting
the school development. The way governors are organised for example by creating in the last year a new sub group to
concentrate on standards means they are extremely effective.
The school effectively liaises with North Warwickshire and Hinkley College and King Edwards College to ensure that a full learning
entitlement is available to students. The school is an active member of a 14-19 strategic group which includes other training
providers and information, advice and guidance organisations. Regular contact with Connexions, LABBs, Social Services,
Extended Services, TELAC and the Local Authority ensures effective links to enhance learning.
Where relevant, how effective is the leadership and management in the sixth form?
Please enter text here
On the basis of your evaluation, what are your key priorities for the development of leadership and management?
Please enter text here
Leaders and Governors are seeking a new build, extension or similar for Etone to provide a more appropriate learning
environment, quicker than Building Schools for the Future which may be scheduled for 2016.
Provide better facilities for social times for students. Sixth Form and S ixth entry. (DBY )
Please enter grades in boxes below.
To guide judgement, please consult grade descriptions in Guidance for Inspectors.
Outstanding Good Sati sfactory Inadequate
Effectivenessof leadership
and management
W ho le school X
S ix th form
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7. Overall effectiveness
How effective and inclusive is the provision of education, integrated care and any ex tended services in meeting
the needs of learners and why?
To answer the questions raised in this section of the form you should draw t ogether your evaluations in the
revious sections.
To help you focus your comments and judgements in comp leting this section, please consult the relevant pages in
the Guidance for Inspectors of Schools.
In answ ering the following questions, please in each case make clear the main evidence on which you r evaluation is
based.
7a
What is the effectiveness of any steps taken to promote im provement since the last inspection? If you are a
specialist school, what has been the contribution of specialist subjects? If you are a specialist school, what has
been the contribution of specialist subjects?
Please enter text here
Steps taken to improve the use of Information and Communication Technology as an integral part of learning in all subjects have
been highly effective. All teaching staff have an ICT teacher toolkit in classrooms throughout the school. Governors have added to
the initial provision of the PFI funding by also including funding for tablets for PE, Music, RS and Art which are not included as
part of the initative. All subjects have fully embraced the use of ICT to improve learning. There has been an increase in the
provision of computers within the school thus allowing teachers to regularly include ICT within lessons. The impact has been an
improvement in the quality of teaching and learning and rising exam results. I CT Ma r k We-Learn Train ing (DBY )
School has actively provided more opportuntities for spritual and multicultural development, this has included each subject area
encouraging reflection and moments of awe and wonder. The international theme days, international visitors and highlighting of
religous festivals has enhanced students multicultural awareness and other days and visits to mosques (DBY). The Year
10 Sp ir i tual D ay is a h igh l ight in ra is ing aw areness of sp i r i tual and m ult icu ltura l issues. (Is th is cont inu ing?) (KB)See previous comment s re cancellation of Spiritual Day (CL)
Links with feeder schools are highly effective. All subjects have links with feeder schools. Tehcnology Status subject areas have
forged strong partnerships via master classes, conferences and quizzes. Many of our GTP's have completed their second
placement in feeder schools.
Religious Studies staffing has been replaced and is now extremely effective. In Autumn 2005 an Ofsted full subject review
highlighted many improvements leading to the subject area being good overall with elements of outstanding.
Further development of KS4 curriculum has evolved into a more effective personalised learning experience for students. We now
offer opportunties for work based learning, professional scholarships,DIDA,(not next year) (DBY)Triton sponsorship courses
and Young Apprentices as a result we have a more motivated student population who see the relevance of their learning.
Thought for the Day Youth 180 responible and involment for (DBY) now set up in all form times allowing for greater
focus on (DBY)daily worship and reflection.
New ICT porta l prov is ional , porta l VLE for schoo l an d w i l l fac i li tate teach ing and learn ing for staf f and pup i ls as aone stop area for Etone (PG)
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7 b
7c
7 d
How effective and inclusive is the provision overall, including any ex tended services, and what are the main
strengths and w eaknesses? For example:
- how effective is the school in enabling all learners to make good progress and achieve high standards
- how well does the school promote the personal development and well-being of all learners, including through working in
partnership with others
- how well does the school promote community cohesion
- how efficiently does the school use the resources available to it and how has the school achieved value for money in its provision
- where relevant, what is the overall effectiveness of boarding provision?
Please enter text here
Etone is a school with many outstanding elements that adds value to learners and is achieving excellent results. Results and
standards have risen rapidly over the past five years.
Etone is highly effective with a dedicated staff; including five advanced skills teachers.
Students behave well and want to learn, they are well cared for yet challenged to achieve the best they possibly can.
Excellent links with business, community partner schools, media and Childrens Young People and Families Directorate support
our development.
The school is oversubscribed and well regarded in the local community.
Accommodation is the school's biggest weakness despite efforts to ensure it is of a high standard. 7 temporary classrooms,
narrow corridors and lack of social areas could potentially hinder our potential future development.
Since 2001 our reputation for providing excellent initial teacher training has led to an increase in applications for those wishing to
undertake PGCE and GTP. We regulary work with four providers.
Following the sucessful completion of her HLTA course one of our TA's is currently employed as the Learning Support
Manager,whilst our permanent SENCO is shared with our federated school.
The Local Authority carry out a review of the progress of the school anually and for the past four years have placed us in
category one (the highest) due to our rigorous monitoring and evaluation procedures, performance and capacity to achieve.
Evidence is our rising trend in attainment and value added. We are fully staffed, over-subscribed and a member of the SpecialistSchools and Academies Trust high performing and most improved club.
How w ell does the school work in partnership with others to promote learners' well-being?
Please enter text here
Where relevant, what is the overall effectiveness of the sixth form, including, where appropriate, reachingspecialist school targets?
Please enter text here
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7e
7f
7Grade
What are your main priorities to further im prove the overall effectiveness of the school?
Please enter text here
Consideration of a skills centre/vocational arm of the school in collaboration with other schools/colleges and the Local
Authority/LSC.
Develop in partnership a post 16 common prospectus.
Work with the 14 - 19 area collaboration to develop strategies to implement the new diploma lines together with functional Mathsand English and ICT N at ional D ip lomas. (DBY)
Establish a Post 16 Centre based at or part based at Etone.
What is the capacity to make further improvement?
Please enter text here
Our vision is to beoutstanding (DBY)in all areas and we have every intention of either maintaining or obtaining this. Our
capacity to make further improvement is outstanding.
Please enter grades in boxes below.
To guide judgement, please consult grade descriptions in Guidance for Inspectors.
Outstanding Good Satisfactory I nadequate
Overall effectiveness X
Capacity to make furtherimprovement
X
Improvement since the last
inspection X
Effectiveness of sixth form
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Part B: factual information about your school
Section A: Information about your school
A1 N ame of schoo l
A2 Un ique re ference number (URN )
A3 Unique reference number for the school's day care provision (w here relevant)
A4 Type of school
A5 School category
A6 Age range of learners
A7 Gender of learners
A8 Name of headteacher (or equivalent)
A9 School's address
A10 Telephone number
A11 Fax num ber
A12 Email address
A13 Website address
Etone Community School and Technology College
125731
Comprehensive
Community
Coeducational
Peter Kingham
Please include post code
Etone Community School and Technology Co
Leicester Road
NUNEATON
CV11 6AA
02476 382008
02476 352320
M IN 11 MAX 16
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A14 Name of appropriate authority
A15 Name of chair of governors
A16 Local authority
A17 Special categories of school
Local Authority
Mr John Vale
Warwickshire
Please indicate whether the school has, or has applied for, any of these designations.
Please use this box to provide further details.
Awarded Languages Specialism September 2006
Designated High Performing Specialist School 2006
Intention to apply for Vocational Specialism
Category
School currently
has designation
(Please tick)
An application
has been made
(Please tick)
Date of commencement / likely
commencement
Specialist school (please state which
specialism)
Technology and Languages
X
Specialist school (please stateHPSS option 1)
Specialist school (please stateHPSS option 2)
Specialist school (please state HPSS option 3)
Trust school
Other (Please state what)
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A18a Childcare provision under the Children Act (Part XA) 1989
A18b
A19 Childcare Registration
Is the governing body registered for childcare provision in any of the following categories? Is a private or voluntary provider
registered for childcare provision in any of the following categories? Please tick to indicate which type(s) of provision are made.
Session time should be to the nearest half hour.
Please give the current number of children on roll in each of the categories in the table.
Are you in the process of applying for a childcare registration on your school premises?
If yes, please answer the questions below.
Type of care The school/
governing body
manages the
provision
A private or
voluntary
provider
manages the
provision
Name of registered
person / nominated
person
Length of
session
(hours)
Age range of
children
(from, to)
Number of
children
Full day care
_#_#- _#_#
Sessional care
_#_#- _#_#
Creche
_#_#- _#_#
Out-of-school care
_#_#- _#_#
Other
(please
state)
_#_#- _#_#
Total
Boys Girls Total
Under 3s
Foundation Stage grant-funded nursery
Out-of-school care
Total
Type of
care
Governing body
is to manage
the provision.
Private or
voluntary
provider is to
manage the
provision.
An independent
provider is to
manage the
provision.
Name of
Registered
person
Length of
session
(hours)
Age
range of
children
(from, to)
Number
of
children
Date which
application is
likely to
commence
Full daycare
_#_#-
_#_#
Sessional
care
_#_#-
_#_#
Creche
_#_#-
_#_#
Out-of-
school
care
_#_#-
_#_#
Total
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A20 Extended services
A21 Designated special educationa l needs resources base or similar provision
A22 Boarding provision
A23 Workplace learning
Please indicate any extended services provided by the school. Tick Yes to indicate which type(s) of provision are made and give a
brief indication of the extent and nature of the provision.
Please use this box to provide further significant details not covered above.
Youth 180 - local charity based at the school.
If your school has a local authority designated special educational needs resource base or other similar provision, please indicate
its function by entering a disability or difficulty from those listed in the notes for guidance and give the number of places provided.
Please indicate whether the school has any of the following: a remove room; a learning support centre; or an internal exclusion
centre.
Throughout the rest of the form, this provision is referred to as ‘SEN resource base'.
If your school has boarding provision, please indicate the maximum number of boarders.
Please give the numbers of learners involved in work-place learning (for learners aged 14-16, under section 178 of the Education
Act 2002), and the nature of the provision. Provide any brief details in the space below. Please list no more than the top five
rovisions.
Type of ProvisionTick if
Yes
Extent and nature of
provision
Parental support including family learning programme
Specialist support services
Community access including adult learning
Childcare (indicate if year round or term time)
Study support (after school catch up provision; indicate if this is year round or term time
only)
Other
Designated resource base/provision for: Places
SPLD = Specific Learning Difficulty
14
If other was chosen please specify
If other was chosen please specify
Maximum number of boarders
Nature of provision Below Y10 Y10 Y11 Y12 Y13 Y14 Total
Total
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A24 Joint post- 16 prov is ion
A25 The nature of the school's site
A26 Reorganisation
A27 School federations
A28 Section 48 inspections
Please indicate whether or not the school has arrangements for joint teaching of post-16 courses with other schools or colleges. If
so please give details in the box below, with names and Unique Reference Number (if known) of the other schools and colleges
involved.
Other schools and colleges involved:
Please give the number of sites occupied. If more than one, please give details, including post codes and the distance(s) between
them in the space below.
Please also give an indication of the location of any work-based learning.
We have a playing field 5 minutes walk from the school - 0.25 miles.
Two days a week over 100 students take part in Vocational courses at a local FE College - 1 mile away.
Please indicate whether or not the school is currently subject to reorganisation proposals. If so, please give details in the space
below.
Please indicate whether or not the school is part of a federation.
If so, please give details in the box below of the names and unique reference numbers of the other schools in the federation.
Details of other schools in the federation:
Hartshill - 125776
This is a loose Federation initially in place till March 2007.
Please indicate whether or not the school has a religious character and needs a section 48 inspection.
The school makes joint post-16 provision Yes No
Name of school/college URN (If known)
Name of school/college URN (If known)
Name of school/college URN (If known)
Number of sites used 2
The school is subject to reorganisation proposals Yes No X
The school is part of a federation Yes X No
Name of school URN
Name of school URN
Name of school URN
Name of school URN
The school has a religious character and needs a section48 inspection Yes No X
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A29 Term dates and occasional closures
Please indicate for each term and half term the start and finish dates for one year ahead.
Please also provide the dates of any planned occasional closures within the stated term times.
Dates of occasional closures
01.09.06 - Disaggregated
04.09.06 and 05.09.06 - Teacher Training Days
08.01.07 - Teacher Training Day
30.03.07 - Possible Disaggregated
Term and hal f -term names Start date Finish date
Autumn Term 04/September/2006 22/December/2006
Autumn Half Term 23/October/2006 27/October/2006
Spring Term 09/January/2007 30/March/2007
Spring Half Term 12/February/2007 16/February/2007
Summer term 16/April/2007 20/July/2007
Summer Half Term 28/May/2007 01/June/2007
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Section B: Information about the learners
B1 Num ber of learners
B2 Ethn ic background of learners in mainta ined prov is ion
B3 Refugees and asylum seekers
B4 S upport for minor i ty e thn ic, inc luding Gypsy, Rom a and Trave l le r learners
Please give the current number of learners on the roll in each of the categories in the table.
This table shows the numbers of learners in each classification. It is based on the latest data available from your annual returns to
the DCSF. If the current numbers are significantly different from these please correct them.
Please give the number of learners on the school's roll who are refugees or asylum seekers. Use the space below to give any
further significant details.
Please give the numbers of ethnic minority, including Gypsy, Roma and Traveller learners who receive support through specific funding, from whatever source.
Boys Girls Total
Key stage 2 Year 5
Year 6
Key stage 3
Year 7 83 68
Year 8 80 76
Year 9 82 68
Key stage 4 Year 10 76 73
Year 11 85 76
Sixth Form
Year 12
Year 13
Year 14
Total
Number Number
White - British 681 Asian or Asian British - any other Asian background 7
White - Irish Black or Black British - Caribbean
White - any other White background 1 Black or Black British - African
Mixed - White and Black Caribbean 7
Black or Black British - any other Black background Mixed - White and Black African 1 Chinese 1
Mixed - White and Asian 5 Gypsy/Roma
Mixed - any other mixed background 6 Travellers of Irish Heritage
Asian or Asian British - Indian 45 Any other ethnic group 1
Asian or Asian British - Pakistani 3 Parent / learner preferred not to say 2
Asian or Asian British - Bangladeshi Information not obtained 5
Total
Number of refugees and asylum seekers
Number of refugees and asylum seekers designated as looked after children
Number of minority ethnic learners supported through specific funding
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B5 Engl ish as an addi t ional language
B6 Learners w ith learn ing d i f ficu l t ies and/ or d isab i l it ies (LDD )
B7 The nature of learners ' learn ing d i f f icu l t ies and/ or d isab i l i t ies (LDD )
Please give the number of learners for whom English is not their first language and who are at an early stage of English language
acquisition.
Please list the three most common first languages spoken by these learners. Please list them in order, with most frequent first.
Please give the number of learners at each of the following levels of provision
Please give the numbers of learners with statements or who are receiving support through School Action Plus under the special
educational needs Code of Practice who are in each of the following groups. If you use the last line of the table marked ‘other'
lease specify the disability or difficulty in the brackets. Please enter each learner once only according to the most significant
disability/difficulty.
Number of learners for whom English is not their first language and who are at an early stage of English language
acquisition
66
Punjabi If other, please specify:
Gujarati If other, please specify:
Urdu If other, please specify:
Level of provision Y5- Y11 Sixth Form
School Action 84
School Action Plus 8
Statement of special educational needs 33
Learners, not included in the above, who have disabilities under section 17 of the Children Act 1989
Other (please specify)
Total
SEN resource base Main school
Disability/difficulty Y5- Y11 Sixth form Y5-11 Sixth form
Specific learning (dyslexia) 21
Moderate learning 3
Severe learning 0
Profound and multiple learning 0
Behavioural, emotional and social 8
Speech language and communication 6
Hearing impairment 2
sual impairment 1
Multi-sensory impairment 0
Physical 2
Autistic spectrum disorder 2
Other (Please specify)
0
Total (statements and School Action Plus)
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B8 Learners for w hom the N at ional Curr icu lum is d isapp l ied
B9 Learner mobi l i ty
B10 Looked after children
Please give the number of learners for whom the National Curriculum (including its assessment arrangements) is disapplied in
whole or in part. Please give the lead inspector details of the subject(s) from which they are disapplied and the alternative
rovision made for these learners.
From September 2006 two Yr 8 students will be disapplied from French (LB and RS). Both students have a Statement and will be
given individual tuition in SEN/SplD - LB x5, RS x3. RS will be tutored by an MFL TA for the other 2 lessons.
In class support, small group work and individual withdrawal are as follows:
SpLD - In class support x43, Small group work x11, Individual lessons x19
SEN - In class support x130, Small group work x10, Individual lessons x26
Please indicate the level of learner mobility with reference to admissions and transfers in the last academic year.
Please enter the current number of looked after children.
Please indicate details, including any variations year to year
Number of learners disapplied
The number of learners who joined the school other than at the usual time of first admission 7
The number of learners who left the school other than at the usual time of leaving or transfer 15
The number of learners on roll in January of that school year (from relevant Annual School Census) 771
The number of Gypsy, Roma and Traveller children who travel throughout the school year
Number of looked after children 5
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Section C: Information about learners' targets
C1 Statutory targets (applies only to schools w ith learners in Years 6 and 9)
C2 Statutory targets (applies only to schools w ith learners in Year 11)
C3 Specialist school designation (applies only to schools w ith specialist status - non -statutory)
Please give the school's statutory targets for attainment in National Curriculum assessments at the end of Key Stage 3 which you
ublish for parents. Please give the targets for the most recent year for which you have published test results, and those for the
subsequent year.
Please give the school's statutory targets for GCSE examination results at the end of Key Stage 4 which you publish for parents.
Please give the targets for the most recent year for which you have published GCSE examination results, and those for the
subsequent year.
Please enter the number of years of designation as a specialist school .
Year
Target % of learners expected to achieve Level 4 or above in English (Year 6)
Target % of learners expected to achieve Level 4 or above in mathematics (Year 6)
Target % of learners expected to achieve Level 5 or above in English (Year 6 and Year 9)
Target % of learners expected to achieve Level 5 or above in mathematics (Year 6 and Year 9)
Target % of learners expected to achieve Level 5 or above in science (Year 9) 73 90
Target % of learners expected to achieve Level 5 or above in ICT (Year 9) 81 80
Year 2005 2006
Target % of learners expected to achieve 5 or more grades A* to C 62 68
Target % of learners expected to achieve 1 or more grades A* to G 99 100
Target average GCSE points score 398.1 387
Number of years of designation
Key Stage4 Specialist Subject Attainm ent 2006 2007 2008
Actual ortarget average point scorefor specialist subject 1
Actual ortarget average point scorefor specialist subject 2
Actual ortarget average point scorefor specialist subject 3
Actual ortarget average point scorefor second specialism
subject 1
Actual ortarget average point scorefor second specialism
subject 2
Actual ortarget average point scorefor second specialism
subject 3
Specialist Subject Participation Targets 2006 2007 2008
Key Stage 4: proportion of students taking specialist subject 1 % % %
Post 16: number of students taking specialist subject 1
Key Stage 4: proportion students taking specialist subject 2 % % %
Post 16: number of students taking specialist subject 2
Key Stage 4: proportion students taking specialist subject 3 % % %
Post 16: number of students taking specialist subject 3
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Section D: Information about exclusions, transfers and retention
D1, D2 and D3 Exclusions and transfers of learners in maintained settings
D4 Retention post-16
Please give in D1 the number of fixed period and permanent exclusions during year immediately prior to the time in which the data
is entered. In D2 give the number of learners excluded, aggregating both fixed period and permanent exclusions.
If the school does not formally exclude learners, or if such transfers take place in addition to formal exclusions, please give in D3
the number of instances of temporary and permanent transfers to alternative provision for behaviour-related or disciplinary
reasons during the school year prior to the inspection. Please note that this refers to the number of instances, not the number of
learners involved. Please include information on whether pupils excluded were late entrants to the school or not.
Please provide the start and end date of th e year for which th e data is entered into D1 and D2:
From: To :
D1 ExclusionD2 Ex c luded Pupi ls
D3 Transferred pupils
Number of exclusions Number of transfers made
Fixed Period PermanentNumber of
excluded pupilsFixed Period Permanent
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
White - British 19 12 2 1
White - Irish
White - any other White background
Mixed - White and Black Caribbean
Mixed - White and Black African 1
Mixed - White and Asian
Mixed - any other mixed background
Asian or Asian British - Indian
Asian or Asian British - Pakistani
Asian or Asian British - Bangladeshi
Asian or Asian British - any other Asian background
Black or Black British - Caribbean
Black or Black British - African
Black or Black British - any other Black background
Chinese
Gypsy/Roma
Travellers of Irish Heritage
Any other ethnic group
Parent/learner preferred not to say Information not obtained
Total
Number enrolled on the
course on 1 November during
the last academic year
Number who completed
AS/A2 at the end of the last
academic year
%AS/A2 retention rate (the
number completing the
qualifications x100, divided by
the number enrolled on the
qualification on 1 November)
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D5 Routes taken by learners aged 15+ (usually applies only to schools with learners in Years 11, 12 and 13)
Please indicate the routes taken by learners aged 15 at the start of the last complete school year prior to the inspection. Please
give the numbers who subsequently commenced each of the following:
Year Y11 Y12 Y13
A course at any school or any course of further education
Employment without training
Employer based government supported training (trainee not employed by employer)
Employer based government funded training (trainee fully employed by employer)
Gap Year (Year 13 only)
Any other category (please describe)
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Sect ion E: In format ion ab out prov is ion
E1 Teaching t ime
E2 Curr icu lum descr ip t ion
E3 Po s t-16 p rogramm es
Please give the total teaching time each week (to the nearest half hour), referring to the appropriate notes of guidance.
Please provide any information about how the curriculum is organised, for example about banding, setting, option choices,
support/withdrawal teaching, work related learning etc.
Setting occurs in English, Maths, Science and MFL.
Much of the curriculum at KS3 is condensed into two years.
At KS4 core provision includes: English, Maths, Science, Religious Education, Preparation for Life including Enterprise education.
100 students have their education weekly at a local FE college one day per week.
Some students in KS4 have a FlexiTimetable allowing them to access twilight courses.
Please enter in the table the number of full-time learners following the programmes listed. Please specify any other programmes
in the brackets in the lines marked ‘other', and include the level of the course (L1, L2, and L3).
Teach ing t im e
Key Stage 2
Key Stage 3 26.5
Key Stage 4 26.5
Post-16
Year 12 Year 13
L3 A level and AS level
Advanced vocational programmes
A/AS and vocational combination
International Baccalaureate programmes
L2 Intermediate vocational programmes
GCSE based programmes
GCSE and vocational combination
L1 Foundation vocational programmes
Other
Other
Other
Other
Total number of learners
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Sect ion F: In form at ion about staf f ing
F1 N umber o f t eache rs
F2 Support teachers for mino rity ethnic, including Gypsy, Roma and Traveller learners
F3 Teaching assistants and other education support staff
Please indicate the numbers of qualified and unqualified teachers in each of the categories in the table. Please give full-time (FTE)
equivalent figures throughout, apportioning staff appropriately.
Of the qualified teachers included in F1 (number of teachers), indicate the deployment (full-time equivalent) of those who support
learners from minority ethnic, Gypsy, Roma and Traveller backgrounds, using the following categories.
Please give the numbers of education support staff in each of the categories below. Please give full-time equivalent figures
throughout, apportioning staff appropriately.
Full-time equivalent
SEN resource
base Y5- Y14
Across
providerTotal FTE
Qualified teachers (including the headteacher) 46
Unqualified teachers 5
Total FTE
Full-time equivalent
SEN resource
base
Y5- Y14 Across
provider
Total FTE
Support teachers funded through the Ethnic Minority Achievement
Grant (EMAG)
Support teachers funded through the Children's Grant for Gypsy,
Romaand Traveller pupils
Support received in last year from Traveller Education Support
Service
Support teachers funded through LA or other funding sources
Total FTE
Full-time equivalent
SEN resource
base Y5- Y14
Across
providerTotal FTE
Teaching assistants trained to support learners with learning
difficulties and/or disabilities (LDD)
7
Other teaching assistants 16
Other education support staff 5
Total FTE
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F4 N umber of teachers in the ch i ldcare prov is ion
F5 Teaching assistants and other education support staff in the childcare provision
F6 Support staff for minority ethn ic, including Gypsy, Roma and Traveller learners
F7 Teaching staff turnover
F8 Temporary teachers and teaching vacancies
Please indicate the numbers of qualified and unqualified teachers deployed to work in the childcare provision. Please give full-time
equivalent figures throughout, apportioning staff appropriately.
Please indicate the name of the registered person.
Please give the numbers of education support staff deployed to work in the childcare provision. Please give full-time equivalent
figures throughout, apportioning staff appropriately.
Of the support staff included in F3 (teaching assistants and other support staff), indicate the deployment (full-time equivalent) of
those who support pupils from minority ethnic , including Gypsy, Roma and Traveller backgrounds, using the following categories.
Please give the full-time equivalent (FTE) number of teachers employed in the school who took up their appointment or who left in
the last two school years.
Please give the number of vacant posts and the number of posts currently filled by agency, supply or relief teachers, or by
teachers on short-term contracts of less than a full school year. Please give the full-time equivalent figure.
Full-time equivalent
Under 3s 3 & 4 year-olds Total FTE
Qualified teachers
Unqualified teachers
Total FTE
Full-time equivalent
Under 3s3 & 4 year-
oldsTotal FTE
Qualified nursery assistants and trained teaching assistants
Teaching assistants trained to support learners with learning difficulties and/or disabilities
Other education support staff
Total FTE
Full-time equivalent
SEN resource
base Y5- Y14
Across
providerTotal FTE
Support staff funded through the Ethnic Minority Achievement Grant
(EMAG)
1
Support staff funded through the Children's ServicesGrant for Gypsy,
Romaand Traveller pupils
Support staff funded through LEA or other sources
Total FTE
Number of teachers who left during the last two school years (FTE) 12
Number of teachers who were appointed during the last two school years (FTE) 17
Number of vacancies filled by teachers on temporary contracts of a term or more (FTE) 0
Number of unfilled vacancies or vacancies filled by teachers on temporary contracts of less than one term (FTE) 0
Total number of vacant teaching posts (FTE)
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Section G: Inform ation about finance and resources
G1 F inancia l in format ion for the year Apr i l to March
G2 & G3 Consistent F inancial Report ing (CFR )
G4 Number of computers for learners' use
Please add an explanation if the deficit or carry forward is greater than 5%
Anticipated outturn is 0.24% varient to set budget.
Please ensure that CFR returns have been submitted to the DCSF. You can access the appropriate website by clicking on the
following link -
https://sfb.teachernet.gov.uk/login.aspx
Full guidance can also be obtained from the website.
Please give the number of learners to computers
From April 2005 To March 2006
Income and expenditure (£) Balances (£)
Total income 2,400,826 Balance from previous year -41,500
Total expenditure 2,400,996 Balance carried forward to the next
Expenditure per pupil % of deficit or balance carried forward to the next
year
Number of learners (from B1)
Number of computers 188
Number of learners per computer
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Part C: information about compliance with statutory requirements
Using the headings
Ful ly in place
This means that governors are aware of the relevant statutory requirements, and they know how they apply to their school (if that
is the case). It also indicates that the school fully meets the relevant statutory requirements.
For example: the governors already know that the school's procedures for safeguarding meet all statutory requirements and at
least once a year they check that this continues to be the case.
Partly in place
This means that governors are aware of the relevant statutory requirements, and they know how they apply to their school (if that
is the case). Governors are aware that, while the relevant statutory requirements are met in spirit or in part, some elements ordetails are not in place. Please use the space for comments to indicate, briefly, what action needs to be taken to ensure statutory
requirements are fully in place.
For example: governors are aware that, although the great majority of learners receive the full statutory curriculum, a very small
minority do not do so, perhaps because they are extracted on occasions for special support or tuition. Or perhaps the programmes
of study for a particular subject are not fully implemented.
Not in place
This means that governors are aware that, for whatever reasons, relevant statutory requirements applying to their school are not
met. When being inspected, governors should expect the lead inspector or another member of the inspection team to follow up
these points during the inspection. Please indicate, briefly, what action needs to be taken to ensure statutory requirements are fully
met.
For example: governors have agreed the school's race equality policy and are still discussing a draft.
The curr iculum
Equality & diversity
[4] From 06/04/07.
[5] From 01/10/06.
Fully in
place
Partly in
place
Not in
place
1. Every learner receives the full statutory curriculum that the school must provide. X
2. The school provides teaching of religious education for all learners in accordance with the agreed
syllabus or otherwise and has told parents/carers of the right to withdraw their children.X
3. Where the provider is a school, it provides a daily act of collective worship for all learners and has
told parents/carers of the right to withdraw their children.X
4. (Schools with pupils of primary age) The governing body has decided whether or not to provide sex
and relationships education and, if doing so, has agreed the content and organisation of the programmeand has told parents/carers about it and the right to withdraw their children.
X
5. (Schools with pupils of secondary age) The governing body has agreed the content and organisation
of its programme of sex and relationships education and has told parents/carers about it and the right
to withdraw their children.
X
Fully in
place
Partly
in
place
Not in
place
6. The governing body ensures that the provider does not discriminate unlawfully against learners, jobapplicants or staff on the grounds of sex, race, disability, gender[4], religion and belief[5] or marital
status.
X
7. The governing body has agreed a written policy on race, disability and gender equality, arrangements
to monitor its implementation and assess its impact on staff, learners and parents/carers and
communicates the results of monitoring and assessments of impact to parents/carers and the governing
body.
X
8. The school meets the requirements of the general duty and the specific duties in the Race Relations
(Amendment) Act 2000, the Commission for Racial Equality (CRE) code of practice, the general duty and
the specific duties in the Disability Discrimination Act 2005 and the Disability Rights Commission (DRC)
code of practice and the Equalities Act 2006 and the Equal Opportunities Commission (EOC) code of
practice.
X
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Learners w ith learn ing d i f f icu l t ies and d isab i l i t ies
Learners' care and well-be ing
Informing parents/carers
Leadership and management
[6]Publicat ion of the disability equality scheme is not required until December 2007 for primary and special schools and PRUs.
Please state briefly what action is being taken to deal with requirements that are partly in place or not in place.
Fully in
place
Partly
in place
Not in
place
9. The school meets its requirements in Part IV of the Education Act 1996 and has regard to the Special
Educational Needs Code of Practice when meeting learners' special educational needs, makes its policy
known to parents/carers and reports annually on the success of its policy.
X
10. The school meets the requirements of Part 4 of the Disability Discrimination Act 1995 (DDA) and any
subsequent requirements and has regard to the (DRC) code of practice for schools (2002). The school
informs parents/carers of its accessibility plan and disability equality scheme and reports annually onprogress made on these[6].
X
Fully in
place
Partly in
place
Not in
place
11. The governing body has procedures for ensuring the provider meets all relevant health and safety
legislation.X
12. The school has a child protection policy and procedures in place that are in accordance with localauthority guidance and locally agreed interagency procedures, (and the policy is made available to
parents on request).
X
13. Where the governing body provides school lunches and/or other school food, they ensure that
they meet current DCSF standards.
Fully in
place
Partly in
place
Not in
place
14. The governing body ensures that all statutory assessments are conducted and results are
forwarded to parents/carers and appropriate bodies.
X
15. The governing body (of maintained schools only) ensures that each year a report on each
learner's educational achievements is forwarded to their parents/carers.X
16. The school keeps parents and prospective parents/carers informed by publishing a school
prospectus and by publishing a school profile in accordance with Regulations.X
Fully in
place
Partly in
place
Not in
place
17. The governing body has met the Financial Management Standard in Schools.
18. The governing body has a performance management policy and ensures that all teachers,
including the headteacher, are appraised in accordance with statutory requirements.X
19. The governing body has all relevant complaints and appeals procedures, as set out in the DCFS
guide to the law for school governors.X
20. The governing body fulfils the requirements to promote community cohesion.
21. The provider meets the government requirements regarding safeguarding as set out in the
DCSF guidance Safeguarding Children and Safer Recruitment in Education.X