Inclusion Quality Mark - The Duston · PDF fileIQM Self-Evaluation ©Inclusion Quality...
Transcript of Inclusion Quality Mark - The Duston · PDF fileIQM Self-Evaluation ©Inclusion Quality...
©Inclusion Quality Mark (UK) Ltd
The Duston School May 2014 2013/2014
Inclusion Quality Mark
School/College Name: The Duston School
School Address: Berrywood Road
Tel No: 01604 460004
Head teacher’s/Principal’s Name: Mrs Jane Herriman, Executive Principal, Ms Gill Salver, Principal
Head teacher’s/Principal’s Email Address: [email protected] [email protected]
IQM Coordinator’s Name: Allyson Swan
IQM Coordinator’s Email Address: [email protected]
School Website: www.thedustonschool.org
Number of students on roll: 1360
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Guidance for successful completion of the IQM award
The coordinator role is to ensure that a clear picture of the school approach to inclusive practice is captured within the se lf-evaluation document.
To demonstrate that Inclusion has a school wide impact and is sustainable , the school would be advised to devolve the responsibility for
information gathering to a broad group, with the IQM coordinator organising and collating the evidence. A good example from a successful
school was a post-it wall in the staff room to which any staff member could contribute.
Please complete this document which includes all 8 elements of the assessment framework. This should not be an unduly onerous task. It is sufficient
to use bullet points under “organisation evidence” and “evidence location”. It is suggested that the school narrative and tabular aspects should be
completed simultaneously, to support coherence.
Evidence can be drawn from a wide range of sources, including Ofsted reports, LA or Academy reports, but should draw widely from school
self-evaluation exercises and monitoring activities. It should demonstrate what can be seen in practice.
Where asked to include a numeric judgement:-
1=high level practice
2=good level practice
3=developing practice
The first page allows the school an opportunity to support the IQM Assessor in creating a clear view of the school, context, the reasoning behind
the IQM award application and sustainability, as well as a guide to Inclusion organisation within the school.
The elements may be completed in any order and some evidence may be used to support two or more criteria. At any point, but certainly when
three elements are complete, coordinators are asked to forward these to IQM for an overview and guidance, before completion of the whole
scheme. Email support is available, please contact us using [email protected]. Feedback is generally within 4 –5 days.
For telephone support, please use: 01256 316536. This will reduce the possibility of wasting any unnecessary time and give you the confidence
to complete the remaining elements as you work towards achieving this award.
By the time you have completed 3 elements you should set a date for assessment. This gives IQM the time to organise for an assessor to be
assigned to your school. The assessor will be in contact approximately 2 weeks before the assessment with regards to the actual requirements for
the visit.
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Information about this school The Duston School is a larger than the average secondary school (1360 on role), situated on the western flank of Northampton .It became part of
the Academies Enterprise Trust in June 2012 as a convertor academy. In its last Ofsted Inspection in November 2013 it was graded as Outstanding
in all areas.
The school is involved in supporting two other secondary schools, Thomas Becket Catholic School in Northampton and the Sir Herbert Leon
Academy in Milton Keynes. There is an Executive Principal working across Sir Herbert Leon and The Duston School.
The proportion of disabled students and those who have special educational needs supported through school action is much higher than average.
The proportion of disabled students and those who have special educational needs supported through school action plus or with a statement of
special educational needs is higher than average.
The proportion of students whose first language is not English is average.
The proportion of students who are known to be eligible for the pupil premium (additional government funding for specific students, including
those known to be eligible for free school meals) is average.
There is a specially resourced provision (‘Designated Special Provision’) for students with special educational needs relating to autistic spectrum
disorder. Currently there are 23 students with this difficulty. These students attend all of their lessons in classes within the main school.
The school has specialisms in business and enterprise, and in science.
In 2013 62% of all pupils attained 5 GCSEs A*-C (EM) which was an increase of 12% from 2012. This places the school in the top 40% of
similar school’s results.
Ofsted described this as “rising sharply” and stated that “The progress that students make in English and maths is better than in most school”.
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Awards
Ofsted Inspection November 2013
Winners of the #FabSchool Award September 2013
Winners of the SLA School Library Design of the Year Award – 2012
Winners of the National Diana Award for Fund Raising - 2012
Winners of the Carbon Trading School of the Year in Northamptonshire – 2012- saving over £12,600 of C02emissions in a year
Finalists for the NGA Outstanding Governance of the Year – 2011
Inclusion Quality Mark (IQM) – 2011 - 2014
Disability Symbol (two tick) received 2006, reaccredited 2008, 2010 and November 2012
Arts Mark Gold Award – 2012 – 2015
Healthy Schools Award – 2012 - 2015
Customer Service Excellence Award (2011)
Investors in People Gold Award: TDS is a flagship School (2011)
Financial Management Standard in Schools (2010)
Customer Service Award (2010)
Most Outstanding Leadership Team (2009)
Healthy Schools Award Report (2008)
Inclusion Quality Mark Report (2008)
Investors in People Report (2008)
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Rationale for undertaking the IQM assessment
We are an inclusive establishment which encourages all our stakeholders to become involved in and become part of the process of learning and personal
development. As an Outstanding school we are constantly striving to self-evaluate and ensure that we continue to adapt and thrive despite a challenging
external educational landscape. We believe that the process of undertaking the IQM assessment is a valuable one as it offers us the opportunity to revisit
our structures and explore them with an external critical eye.
Our most exciting challenge in the last year has been School2School support and it has been a fantastic opportunity to work so closely with other schools.
This will continue to be one of our main drivers over the next year as we believe that an Outstanding School has a moral duty to do so. The sharing of
ideas and good practise across different settings is very powerful and essential for future growth. We believe that as an IQM school we can model
initiatives which other schools may find helpful.
Overview of Leadership and Management of Inclusion (an organisation chart and short summary would suffice)
Inclusion is not seen as a separate entity-it is woven into the roles of many staff, including at a senior level. The Well Being Team, which incorporates
Safeguarding, Supporting Heads of Years with pastoral issues, the work of the DSP and the DSENDCO is Line Managed by the Vice Principal Mrs
Maureen Raine, working with Assistant Principal Mr James Barker.
The Standards Team monitors and tracks the progress and attainment of all students, tracks vulnerable students and puts support packages in place as
required. This team is led by Principal Ms Gill Salver, supported by Assistant Principals Mr Paul McFadden (KS3&4, Timetabling and Curriculum). Ms
Rhiannon Ellis (KS4) and Ms Natalie Adams (Post 16).
Teaching assistants are, in the main, deployed directly to Faculties.
Interest in Centre of Excellence status Yes/No
Interest in Flagship status Yes/No
If yes to either, please append relevant paperwork
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Element 1 - The Inclusion Values of the School
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Element 1:- The Inclusion Values and Practice of the School
School overview commentary
The School prides itself on the values embedded within its stated aims and practices. Throughout all aspects of our work there is a tangible and constant belief
that effective education must engage, embrace and have a positive impact on all learners. We believe that all stakeholders are well cared for, supported and
valued.
Staff induction is effective and all staff –whether trainees or new members of the SLT are expected to be effective role models for the Inclusion agenda.
Staff are aware that all views are valued and many staff regularly contribute to briefings or to delivery at CPD or Inset sessions.
As an Inclusive School it is particularly important to us that we do look externally and a significant development in the last year has been the increased
amount of School2 School support we have undertaken.
We received a letter from the Deputy Prime Minister last year congratulation us on our use of Pupil Premium.
We celebrate all achievement-our Celebration evenings are a highlight of the school year. We also use our Vivo miles rewards system to show students how
much we value their positive contributions.
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Update and improve new staff induction programme, taking into account large numbers of trainees within the school.
Use the May 14 Behaviour Review findings to analyse issues and work collaboratively with students and staff to get full “Buy In” to systems and ensure that the respect agenda is at the heart of the school.
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Criteria Organisation Evidence Evidence Location.
1.1 All staff, parents and Governors are
committed to Inclusive practices. Contract of work
Home School Agreement
Policies in place and adhered to by all
School vision / mission statement
Inclusion policy
SEN policy
Staff handbook, calendar
OFSTED report
Interview Governor
1.2 Individual difference is valued DSP/PIC
Inclusion / curriculum maps
Tracking data
IEPs
Support staff timetables
Planning identifies use of different learning styles
Key worker support
Peer mentoring
Differentiation of individual plans
Inclusion register
Celebration awards
Vivo reward scheme
Emphasis of different starting points in lesson planning
Exploring different cultures-Global Education and
assemblies
MRA
1.3 There is effective management and
organisation of inclusive practice
throughout the school.
Behaviour policy
Equal opportunities /Race Equality policy
Anti-bullying policy
Single equality policy
Incidents are logged onto SIMs
Ofsted
RGO / MRA
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Race related incidents are reported to the LA
Safeguarding policy
All policies updated and approved by the Governing Body
Policy leaflets
Whole school / class rules
Behaviour / lunchtime incident forms
Acknowledged by external sources
Working with other schools to replicate our good
practise
1.4 There is effective induction and
transition. Induction & EAL induction mentors
Welcome booklet
Buddy system
Student induction procedures
Whole school assemblies
School employ induction mentor
EAL mentor
Induction process for new staff with reviews – NQT induction
policy
All staff undergo a personalised induction programme
and are well supported by buddies/mentors
Students transition carefully planned-focus on vulnerable
students-working with throughout year 6
Buddy system
Pastoral support
Communication with transferring / receiving school
Student yellow folders passed to relevant staff
DSP / PIC assessments Transfer days
Fact – Finder days
CATs
Transfer data – yellow folders
Staff – CFU/VPa
Students - JBA
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Staff meetings allocated to discuss students transferring to
new teachers
Student IEP and target information transferred from previous
school setting
Parent induction meetings for new prospective parents
Multi-agency support
Good links with transfer schools
Vulnerable groups identified and supported on entry into
Year 7
Post 16 planning and information sessions
DSP transition programmes
Super Learning days for G&T students 1.5 There is effective personal support or
mentoring available to individuals.
E Buddy system
EAL Workbook
EAL Revision club
Many students are appointed mentors to support their
pastoral or academic needs
Vulnerable and statemented students also have key
workers.
Each year group has a guidance assistant to work with
students on pastoral matters
Wellbeing DTO/RGO/CWA
1.6 Effective safeguarding processes. External reports
Regular training updates for all staff
Induction for new staff
JBA/DTO
1.7 The staff model school expectations
and develop good relationships with
learners.
Ofsted report
Interview with staff members
Leadership team – provide positive role models for school
ethos – leading by example and modelling inclusive practices
and policies
Parent involvement through invites/letters etc
Performance management for all staff
Observation – Learning Walk JNI?
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1.8 Behaviour policies are well understood
and implemented by all staff.
Training regularly offered
Focus of this half term’s staff briefings Behaviour and Safety
Regular review of systems
Behaviour review conducted May 14 and action plans
currently being written
Discussion with staff – JBA
1.9 Barriers to learning are identified and
addressed. T & L policy
Tracking data / transfer data
Targets, result predictions
Review meetings – IEP, SEN
Inclusion maps
Attendance data
Annotated Matrices
Seating Plans
Assessments
CATs tests
ALIS tests for Post 16
SIMs data
Fluid groups / mixed ability streaming with faculties
Tracking meetings with key staff
Staff training
Work with primary schools-early intervention.
Pupil attitudes to Self and School used
Proactive rather than reactive practises- targeted year 7
and 8 students placed on 6 week Positive Impact centre
programme
RGO/JBA/DTO
1.10 Achievement by all is celebrated in a
variety of forms. Behaviour policy
Celebration assemblies
Praise postcards, use of CDRT, certificates, awards
Positive marking process
Buddy system
Vivo miles
Celebration Evenings Feedback
Vivo Miles ASW
PIC Awards
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War room (year 11)
Presentation evening at the end of the year for invitations only
1.11. There is a clear (individual,
governor, whole school) plan for CPD in
inclusion, supported by external expertise
where relevant and inclusion has been the
subject of staff CPD within the past 12
months.
Staff CPD programme
Professional Support Programme
Wednesday CPD Sessions
School of Rock
Video CPD
Briefings and Twilight Sessions
Personalised Support
Teacher Improving Performance Programme
(TIPP)
Flipped Learning Observations
Galleried Lessons / Directory of Expertise
Outstanding Teacher Programme (OTP)
Masters in Education Modules
External Courses
NQT and School Direct Programme
Bright Sparks
IRIS Connect
TLR Breakfasts
Joint DoL Meetings
Middle Leader Training
Middle Leader Development Programme
Teaching Leaders Programme
Talent Management and Succession Planning
ESS MLDP
RGO
MRA
TWA
John Murray - Governor
1.12 Pupil premium has an identifiable and
measurable impact on pupil progress.
Pupil Premium Application
Letter from Nick Clegg
Tracking data available
Scrutiny cycle included a session just on Pupil Premium
1.13 Pupil premium use is communicated
via school website. Website regularly updated
Communication also via School Newsletter
Website
www.thedustonschool.org
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Assessor’s Comments - Element 1 The Inclusion Values and Practices of the School
The vision for the school states ‘Throughout all aspects of our work there is a tangible and constant belief that effective education must engage,
embrace and have a positive impact on all learners. We believe that all stakeholders are well cared for, supported and valued”. This vision is
being fully realised and is tangible in the ethos and culture of the school. Inclusion is not an add-on but is part of the fabric of the school. All
the staff, students, parents and governors I spoke to understand the values and principles of the school and are fully signed up to them. The most
recent Ofsted report (November 2013) confirms this.
The Equal Opportunities Policy and the Inclusion Policy outline the inclusive values that the school promotes and the students I talked to
confirmed that the school makes all students welcome.
Transition arrangements are thorough and pupils told me they felt welcomed and supported throughout the transition period. Induction of
students arriving mid-term is carefully planned, implemented and tracked. There are similar induction processes in place for staff new to the
school. Vulnerable pupils are quickly identified and supported by the Well-Being and Pastoral teams. Individual one-to-one support is offered
to those who need it and there are many different support groups available to students who need targeted support.
The school includes staff as well as students and support staff are valued and included in all aspects of school life including Professional
Development and Performance Management.
Achievement is celebrated at every opportunity through celebration evenings for each year group, through postcards home and through the Vivo
Miles Reward system.
Leadership of all areas is very effective and is designed to ensure that inclusive practice permeates every aspect of the school. Clear systems are
in place for monitoring all policy and practice.
Behaviour for learning is very good and exclusion figures are low. Students say they feel safe and secure in school. There has been a recent
review of the behaviour policy and an action plan to address issues raised is being discussed.
Pupil Premium students are carefully targeted to meet the needs of pupils in receipt of this grant and as a result the gap between FSM pupils and
non-FSM is narrowing. The congratulatory letter from Nick Clegg confirms this!
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Safeguarding arrangements are considered a priority and there are five teachers who are designated Child Protection Officers. All staff receive
regular training on Child Protection and know who they should go to if there is a problem. I interviewed one of the governors designated as the
safeguarding governor and he was very clear about his responsibilities and duties. He is very experienced in this field and has received
additional support and guidance from the LA and senior staff at the school.
Behaviour for Learning is good and teachers are able to teach and students can learn in safe and supportive environment. Attendance is very
good thanks to the hard work of the attendance team & commitment of most parents to get their child to school every day.
Bullying does not appear to be an issue but does happen. Students told me that they would have no hesitation in telling a member of staff and
asking for help if they needed it. The anti-bullying policy is well known and well used.
Pupils are assessed and tracked five times a year and data is analysed to check the progress of individuals and groups of students. The Heads of
Department & Faculty analyse their own data and discuss outcomes with their SLT Line Manager and with their teams who then draw up and
action plan to address any issues. Underachievement is spotted quickly and action is taken to address it.
Strengths:-
Inclusive practice permeates the school at all levels. This is led by the Executive Head, the Principal and Senior Team, who are role models to staff and students alike.
Areas for development:-
The Equal Opportunities Policy could be revisited by students and staff and written in a more accessible format that would make it more
relevant to all stakeholders.
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Element 2 - The Learning Environment, Resources and ICT
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Element 2 - The Learning Environment, Resources and ICT
School overview commentary. This narrative should demonstrate how the school environment is arranged to enhance learning across all needs.
The school is fortunate that we have a bright and relatively new building- we moved into our new site in 2007. However, we hope that it is not just the
newness of the building which makes it an attractive environment for our learners, staff and visitors. We celebrate students’ work and as Ofsted stated “
Students benefit from working in very attractive surroundings. These are enhanced by the very high quality of displays of art, informative posters and most
importantly, examples of students’ work”.
Many visitors comment on how helpful and approachable our reception staff are. In the last IQM inspection the assessor noted “ ..a wide range of visitors
were observed arriving and being dealt with. In all cases they were made welcome, their enquiries were attended to in a personable manner and arrangements
made”.
The school prides itself on achieving Gold standard in the Customer Excellence Awards.
The school benefits from some superb learning spaces-in particular the Hub which is a thriving, centrally located resource where students can work and take
part in activities during breaks and after school. The Accelerated reader scheme offers an attractive range of differentiated books for students and students
enjoy taking the quizzes online.
Classrooms are bright and well equipped to meet the needs of all learners. Differentiated resources and pathways are in place, TAs are employed effectively
Ofsted stated “ Teachers and teaching assistants work very well together to ensure that teaching meets the needs of thw whole class, including disabled
students and those with special needs. Teaching assistants are very well deployed and are skilled at providing close one to one support or assisting larger
groups of students.” EAL students benefit from the work of a very experienced, dedicated EAL leader.
We also benefit from excellent IT provision-soon to be improved even further with the introduction of smart TVs in every classroom and with the
introduction of the student IPad scheme.
Resources are adapted to student needs-for an example all past exam papers photocopied on to purple paper to support a current year 11 students with
revision.
“A further finding was that the school offers a welcoming environment for students with the curriculum being highly personalised and imaginative providing
a wide range of effective learning opportunities for all to engage in learning.” (Customer Service Award)
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Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Do an analysis of Post 16 needs with a view to moving them into a different area of the school to give them more independence and some
recreational space.
Launch of new VLE to improve access and quality of provision for all learners.
Introduce 1to1 IPad initiative-aiming to ensure all learners have access to tablet technology by Sep 16
Our new all through school is opening in Sep 15- we will be working on planning to ensure that the primary building is used to most effectively
enhance the learning of the students.
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Criteria Organisation Evidence Evidence Location
2.1 The learning environment is well
planned to support learning and teaching.
Benefiting from new (2007) purpose built building.
Regular reviews of learning spaces to meet needs e.g. current
plan to move Post 16
Need for larger Teaching and Learning office to better support
staff
Re-launch of the Hub as a more flexible learning space.
Regular IT updates
Currently planning new Smart TVs in all rooms to replace
existing whiteboards/projectors
Learning Walk
2.2 Resources, the library and accessible
ICT are arranged to support learning.
ICT identified on all medium term planning
ICT planning used and displayed on weekly plans where
applicable
ICT budget information
Laptops for student use in-class
Desk tops available for student/staff use in ICT suite
Current and varied ICT resources/equipment: digital cameras,
and roamers all widely used in discrete subjects and cross
curricular
ICT equipment used to support individual students with
specific learning needs
Computerized library system
Extra-curricular ICT Study Club and Computer club
Introduction of iPads
E booking system for rooms
Accelerated reader programme based in Hub.
Specialist staff to support timetabled library lessons.
Employment of Book Buddies ( adults who listen to students
read)
Library refurbished to provide more flexible working space
Learning Walk (ASP)
Learning Walk (ICT - LWA)
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2.3 There is order and organisation of
resources for accessibility and ease of
movement.
IPads in each faculty area.
Each Faculty area has ample storage in classrooms and within
the Faculty work space for storage etc.
Wheelchair accessible desk in each IT rooms
Learning Walk
Interview Elizabeth Parker year 8
2.4 Differential resources for individual,
including specialised, needs e.g. more able
learners and/or learners requiring
additional support.
Interview with students
Different filters for dyslexic students
Laptops for identified students
Post 16 Bursary
Exam papers on different coloured papers
Exams held in small rooms to suit individual
JNI – MAGT
RGO/TWA/TMA
2.5 Communication, oral and written, is
effective in supporting learning and
teaching including parent needs for
translation and interpretation.
Personalised Induction Programme in folder
Quality of presentations at staff briefings-always followed up
by emailing presentation and materials to staff
Articles in Newsletters
Translated letters
CWA –
2.6 Classroom arrangements, including
TA deployment and use, support good
learning.
Seating plan, communication log and timetables
Monitoring of TA performance
Support staff timetables
Support for targeted children
Small groups and individuals identified for support in
planning
IEP, IBP, PSP planning
Clear direction through teachers planning
Regular reviews with support staff
SEND reviews
Annotated matrices
Ofsted
RGO/MRA
2.7 Positive images of Inclusive practice,
displays and photographs, newsletters are
evident.
Library resources
Displays around school
Positive images promoted through resources that are identified
in planning and used in World Studies
Cultural inset
ASW
Learning Walk
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Cultural off-site student visits
Curriculum long term plans
Newsletters
2.8 Celebrations of achievements at
different levels and a variety of means. T & L feedback observatories
Assemblies
Annual reports
Parent evenings – targets given to parents
SEN reviews
External assessments
IEPs – discussed with parents and targets discussed with
students
Support staff / key worker feedback during area planning
times
Staff feedback following SEN reviews
Targeted and positive marking
Newsletters
Positive Postcards sent home
PIC EAL JNI
Vivos ASW
Celebration Evenings
2.9 Use of ICT to enhance learning across
abilities. All students have log-ons for ICT
My Maths
Ipad Digitgroup-promoting innovative quality learning
through tablet technology
Iris Connect used by staff to support each other, review own
teaching etc.
RHE/LWA
2.10 Adaptive ICT for individual needs. Coloured screens
Ipads
Laptops for targeted students
JMA
2.11 Additional resources and adaptations
for disabled (differently abled) students. Differentiated timetables
Exam papers are printed on coloured paper for Dyslexic
students (colour to suit the student).
STH/RGO/MRA
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Handouts in lessons should be printed on coloured paper in a
Dyslexia friendly font for those students who need it.
Teachers are regularly reminded to do this.
Class profiles show this information
Annotated matrix
2.12 Resources are purchased to identified
need. School uniform and school equipment needs supported
One to one tutoring (in school and online) for identified
students
Writing slopes
Coloured overlays
Pen grips
Handwriting pens
Left handed scissors
Handwriting frames
Visual cue cards
Doodle books
Stress balls/tangles
Room dividers to provide de-escalation space
Punch bag
Radio for calming music
Large beanbag for tactile/sensory students
Rug, chairs and coffee table to create a social interaction area
Individual white boards and pens for use in class
Sand & electronic timers for use in class
10 x laptops specifically for SEN pupil use.
Xbox and television and games to use for socialising and
reward time
5 x laptops specifically for exams
RGO
Assessor’s Comments - Element 2 The Learning Environment, Resources and ICT
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The new building is very impressive and is very well maintained. It is spacious and light and comfortable with many electronic whiteboards in
classrooms and many well equipped computer suits. The iPad project is opening new avenues in terms of using IT. Displays are used
effectively to consolidate learning. This is confirmed in the Ofsted Report. The Library and Hub are well equipped and used well. The school
is fully accessible to students and staff with a range of disabilities. Specialist equipment is provided for those who need it. New Primary
provision is planned and building work has started and Duston will be an all through school from September 2015.
ICT is well used in the school and facilities are good. There are wheelchair accessible desks in each IT room and numerous IT learning aids are
available to students who need them. Laptops, iPads, digital cameras and other ICT resources and equipment are widely used in individual
subject areas and around the school.
Achievement is celebrated at every opportunity including annual Celebration Evenings for each Year group which are well attended by parents.
Students are nominated by Heads of Faculty. The Vivo Miles scheme is well established and teachers use it sensibly. Points make prizes and
even for the most sophisticated older students who still gather points for mobile top-ups, iTunes etc. Postcards home, assemblies all contribute
to the achievement culture.
The School Newsletters is published every six weeks and ensures parents and the community are kept abreast of the journey the school is on.
All school documents are produced in the Duston ‘house’ style and are clear and accessible to all stakeholders.
There are 28 Teaching Assistants who are mostly attached to Departments. The system works well and TAs are well -trained and well-informed
to support children with particular special needs and others when the need arises. Teachers have been trained to work in partnership with TAs
and they appreciate the additional support provided to help them include students with a range of special needs. Students wi th English as an
Additional Language (EAL) are also quickly identified and supported.
Differentiation and matching of work to individual needs is a priority for the school and the teaching and learning team are developing
innovative practice in this area. The team understand the importance of matching work to individuals is the best way of raising achievement of
all students.
The school takes training and development of all staff very seriously and ensures that all staff are included and empowered to fulfil their role.
Strengths:-
The ethos and atmosphere in the school is warm and welcoming.
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The building is fit for purpose and is fully accessible and is well maintained and well used.
Displays enhance student learning.
Resources are well used and targeted to support learning.
Planning for differentiation is a key priority and there is innovative practice in this area.
Areas for development:-
There are no significant areas for development.
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Element 3 - Learner Attitudes, Values and Personal Development
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Element 3 - Learner Attitudes, Values and Personal Development (based on
in-school observation and discussions with learners)
School overview commentary
Ofsted stated “There is an exceptionally positive learning atmosphere throughout the school” and “Students display excellent attitudes to learning. Our
regular Student feedback weeks means that we take into account what our learners tell us and act upon it accordingly.
Students demonstrate a shared ethos of respect for all learners-our DSP learners are fully integrated into mainstream classrooms.
The work of the Well Being Team ensures that students are supported out of lessons and with overcoming external barriers to learning. This team is a costly
but valuable resource. The staff are all non-teachers who are very skilled at working with young people to support them- we developed this team after a visit
to George Green’s School in London a few years ago!
Ofsted stated “Students understand the school’s rules well and know that there are consequences for breaking them. There is little bullying and all incidents
are properly recorded and dealt with. The school makes strong efforts to make sure that students have a thorough understanding of different types of bullying,
including those based on prejudice. Parents and staff are positive about students’ behaviour, and the school’s monitoring records show that any issues raised
by parents are dealt with effectively. “ and “Students take their learning seriously. They will confidently take the lead in lessons when asked and play their
full part in paired or group tasks. They know how important school is to them and as a result, they are attentive and sustain concentration so that they can
complete tasks to the best of their ability. “
Many students choose to stay behind every day to take part in extra learning opportunities. Attendance at Saturday and holiday learning sessions is also
excellent.
We are currently undertaking a two week Behaviour review to ensure that our systems are still effective and to amend as appropriate.
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Behaviour systems to be adapted following feedback from Behaviour review May 14
Member of SLT to oversee Extra Curriculum offer to ensure wider variety of activities on offer
Extend current School 2 school support to give staff opportunities to further develop and share good practise.
IQM Self-Evaluation
©Inclusion Quality Mark (UK) Ltd 2013/2014
Criteria Organisation Evidence Evidence Location
3.1 Clear understanding of policies on
behaviour, bullying, harassment and
inclusion.
Behaviour review
Interviews with staff and staff questionnaires Behaviour policy
Equal opportunities /Race Equality policy
Anti-bullying policy
Single equality policy
Incidents are logged onto SIMs
Race related incidents are reported to NCC
Safeguarding policy
All policies updated and approved by the Governing Body
Whole school / class rules
Behaviour / lunchtime incident forms
Staff interviews
3.2 Effective induction and transition Transition work includes working with vulnerable students
throughout year 6.
A Hero’s journey
Visits to primary schools
Attendance at school events
Additional school visits for vulnerable students (including
students who are the only one transferring from their primary
school)
Work of our Primary trained member of staff both pre and post
transition
Super Learning days for G&T students
Year 7 Interviews - JBA
3.3 Respect for others and appreciation of
different needs Low damage costs
To be observed- students positive attitudes towards DSP
students and others with disabilities
Student fund raising and donation of their Vivo points to
charity
Learning Walk – Student
discussions
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Supporting school in Africa-providing a hot meal daily for
every students
Always a Chance Charity Fund Raising
3.4 Know how to access school support
for individual needs. Pastoral Support Assistants
Heads of Year and Inclusion staff ensure students know how
to access help Equal opportunities policy
Disability access plan
Risk assessments
Appropriate / relevant staff attend induction meeting with
parent / carer to discuss students / family’s individual needs
Appropriate liaison with NCC, previous school, parent/carer
and student for induction of statemented student – IEPs
established and support allocated
Discussion – Cadre AEL
3.5 Have a clear view of how to improve
their learning. Student Passports
Target setting in books and student awareness of “Next Steps
to succeed”
Curriculum broadened every year
Virtual teaching
Assessment for learning shown on planning
Assessment and monitoring techniques used
Clear behaviour management adapted to individual student
needs
Range of teaching strategies and styles to support ALPS
Planning showing individual needs met through different
techniques and resources
Resources and programmes used for specific student needs
Collaborative approach through multi-agency working
Inset provided to support individual learning styles
Discussion Students JNI
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3.6 Demonstrate personal and community
responsibility. Student risk assessment
Charity fundraising
Behaviour in lessons
Correspondence
3.7 There is visible evidence of inclusive
behaviour – from staff and/or children.
Observed during assessment
Welcome into school
Disabled access and parking
New-site development – meets DDA standards
Customer Excellence Award
Investors in people – gold
School ethos, information leaflets promotes inclusion
Induction procedure for new families; liaison with previous
school, analysis of records, meeting with parent / carer
assessment on entry / parental feedback
Parent invitation into school
Newsletters
Annual report
Targets given out
Homework
Parent workshops
PSA / key worker timetable and activities
Weekly bulletin informs staff of visitors into school
Visitors signing in book
Induction procedures for new staff – mentoring and T & L
handbook
Learning Walk
3.8 There is a culture of mutual respect. SMSC Leaflet
Observed during assessment
Inclusion policy
Equal opportunities policy
Race equality policy
Whole school ethos recognises and celebrates diversity –
assemblies an displays
Global Education curriculum
Learning Walk
Ofsted
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Personalised timetables
Range of multicultural resources
Tracking sheets showing a range of student’s progress
Student evaluations
Peer support evident, encouraged for EAL students/families
EAL coffee mornings
EAL students sit GCSEs in their “mother tongue”
3.9 Classroom behaviour managed
effectively; supporting learning. Observed during assessment
Positive behaviour reinforcement Behaviour4learning
Learning Walk
JBA
3.10 Take on responsibility to support
school aims. Vivo contributions to charities chose by Student Cadre
Observed through student discussion
Cadre AEL/PFO
Vivos Charity – ASW
3.11 Out of class activities take up. Data available
Registers
JRO/JBA/JNI
3.12 Range of out of class activities
offered.
Extra Curricular Leaflet
After school activities
Long term plans include trips and visitors
Northampton football club work
Saints programme / visits
Breakfast clubs – individual departments during exam time
Homework – LRC study support
Lunchtime activities
Peripatetic music lessons
Sports Day / Swimming Gala
Contribute to Duston Community fete
Fundraising / Charity works links with Gambia school
Links with Duston pensioners group and the Salon
JRO/JBA/JNI
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3.13 Learners have aspirations for the
future. Gifted and Talented Leaflet MRI
NAD
3.14 Learners are regularly consulted
about school issues, with outcomes
considered and addressed.
Student Cadre
Post 16 Head Team
Student Surveys
Cadre –AEL PFO
Post 16 Panel – NAD/SAC
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Assessor’s Comments - Element 3 Learning Attitudes, Values and Personal Development
The inclusion and equal opportunities policies are translated into practice and are evident around the school in the way that people treat each
other.
The behaviour of students is very good and the students I interviewed were very clear about what was expected of them. Classroom behaviour is
conducive to good learning and students move around the school in a clam and purposeful manner. There are very few exclusions and there are
many strategies in place to support youngsters who find it difficult to manage their behaviour. The Well-Being and Pastoral teams are central to
the inclusive ethos. Anti-bullying strategies are well known and students said this was something they worried about before coming to the
school. However, when they arrived at the school they found that it was not a big issue and was very rare. Students said they would tell their
parents and teachers if it was happening to them or to their friends. They would not keep quiet about it and are confident that the school would
deal with it. One disabled student told me that another student had called her names and been unkind but her friend took her straight to a
member of staff who dealt with it immediately. It has not reoccurred.
Transfer arrangements are extremely well planned and delivered. I interviewed two Year 7 pupils who had recently been through the process.
The school is now oversubscribed but has not always been so and even those who did not chose it as a first choice told me that they were now
glad they had got a place at The Duston School. The school is involved in delivering an Authority wide transition Bridging Unit. Staff have
been trained to deliver it and to assess it. This provides useful information for placing students in tutor groups.
The transition process is very thorough and is very effective. There are additional arrangements put in place for more vulnerable students.
Students sit CATs tests before they start at the school and these are amalgamated with the SATs tests to ensure that students are placed in
appropriate sets when they start school. Those who arrive as mid-term admissions are assessed to make sure they are placed in the right sets.
The students and parents I spoke to were very complimentary about the transition process.
Respect for each other is a cornerstone of the school and is evident in all areas. Students are very generous and raise a great deal of money for
various charities throughout the years. Many donate their reward Vivo Miles to charity.
Student Passports are used to support vulnerable students or mid-term admissions or anyone who needs short term support. These provide all the
information a teacher might need to plan and teach appropriately for individuals who might need short term support.
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Marking and feedback to students is a priority for the school and good practice can be seen in exercise books. Students are able to articulate
what they have learned and what they need to do next to improve their work. They enter into a dialogue with their teachers and take action to
move to the next stage. This is impressive practice.
The curriculum is innovative and is constantly under review. Currently it meets the need of a wide range of learners. The school is currently
redrafting the KS3 curriculum in line with the new National Curriculum.
The provision for More Able and Talented students is clearly defined and understood and teachers ensure that youngsters are challenged and
pushed to ensure they achieve their full potential.
Attendance at school is around 95% due to the hard work of the Well-Being & Attendance Team and due to the attitudes of the learners who
want to be at school.
Safeguarding is a high priority and the school makes sure students are safe and secure at school. There are two Safeguarding Governors who are
very clear about their role. Child protection procedures are well embedded and carefully monitored. Safeguarding the most vulnerable students
is part of the ethos of the school.
Students are given very clear feedback on their work and this helps them improve their work. Marking is a priority and is quickly becoming a
real strength of the school.
Students with disabilities are included fully in the school and children are very tolerant of differences and very protective of each other
especially of the most vulnerable.
Student Voice is an important aspect of the school. The Sixth Form Students lead on this and work alongside the younger students on the
Student Council.
Homework is regularly set by teachers and is carefully marked. Students appreciate the feedback from their teachers.
Target grades are set according to KS2 results but predicted grades are given every year on present performance. Students know their targets
and more importantly know what they have to do to reach them.
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Careers advice and guidance is provided for older students to help with UCAS Forms & Apprenticeship applications. All those who want a
careers interview are given one.
There is an annual Musical production that all age groups can participate in.
There is an extensive programme of extra-curricular activities including sport and music as well as academic catch-up classes. A PE teacher
organises the programme and does his best to monitor attendance.
Finally, a comment from a Sixth Form student:-
“Duston is a brilliant environment to learn in’. I like the people…. Teachers are lovely and always willing to go the extra mile for us. They
give us lots of support. They are friendly but make us work hard. They are easy to get on with. They listen to us.”
Strengths:-
The Well-Being team provide very targeted support to the most vulnerable students and are the backbone to the school.
The attitude of learners is very good and they are keen to learn and achieve.
Transition arrangements are very good.
Areas for development:-
Attendance at extra-curricular activities needs to be monitored and analysed so that the school can look at the impact of different classes and see if different groups and individuals should be targeted. This will be important in terms of pupils in receipt of the Pupil Premium grant,
SEND students and More Able & Talented students.
IQM Self-Evaluation
©Inclusion Quality Mark (UK) Ltd 2013/2014
Element 4 - Learner Progress and the Impact on Learning
Element 4:- Learner Progress and the Impact on Learning
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©Inclusion Quality Mark (UK) Ltd 2013/2014
School overview commentary - based on interpretation of school data ( both current data as well as previous year’s outcomes)
GCSE results for 2013 were above the national average and standards are rising rapidly across the school. As students typically start Year 7 with attainment
which is significantly below expectation, this represents outstanding achievement. “ More able students achieve well; their attainment is often impressive “
(Ofsted)
Our policies for Learning and Teaching are exemplary and CPD is personalised and targeted to address student needs. Staff use data effectively and are well
supported by the Standards Team in terms of tracking and target setting. Pupils are aware of their targets and the next steps they need to secure success.
Transition is well managed and we are particularly excited that we will become an all through school in September 2015 as we believe that more joined up
thinking between key stages will be beneficial for all.
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Further develop use of transition matrices and Standards folders and support with our partner schools to do the same
Plan a system to replace levels which is meaningful to students and parents.
IQM Self-Evaluation
©Inclusion Quality Mark (UK) Ltd 2013/2014
Criteria Organisation Evidence Evidence Location
4.1 Analysis - evidence that data informs
teaching and learning at an individual
level.
Standards folders show careful annotation of data to inform
seating plans, differentiation needs and strategies to maximise
student progress.
PA data is collected termly to establish every students’ attitude
to learning, current grade and target grade. This is used to
measure student progress and put in place interventions and
support where necessary.
PA data is used to hold Scrutiny Meetings and discuss
intervention strategies for relevant students.
More Able students in Year 10 are provided additional
mentoring in core subjects if early GCSE underperformance is
noticed. The cohort comes from PA data and each mentor is an
established, good or better teacher.
Teachers are provided with detailed target grades in order for
them to plan appropriately challenging work.
JNI
4.2 Different learning needs are identified
and acted upon. Student passports are kept up to date in order to inform staff of
different learning needs. These include practical strategies for
how the member of staff can cater for these needs.
Directors of Learning meet bi-weekly with TLR holders to
discuss the needs of learners within their subject areas. Where
necessary, these needs are also discussed in bi-weekly
meetings between Directors of Learning and their Senior
Leadership Team Link. The SLT Link ensures the needs are
acted upon. Minutes of these meetings are stored
confidentially.
More Able, Gifted and Talented students are identified on a
central register and on SIMS. These are both updated bi-
annually. Each Director of Learning bears responsibility for
maintaining accurate records of identified students in order
JNI
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©Inclusion Quality Mark (UK) Ltd 2013/2014
that provision for them is part of faculty planning and
preparation.
More Able, Gifted and Talented students are offered a
substantial extra-curricular portfolio of opportunities to
develop their skills.
There are two dedicated staff identifying students and
providing small group, intensive literacy and numeracy
learning for those students not entering the school with a Level
4 in English and Maths.
4.3 Variety of teaching and learning
approaches evident. Learning Walk, Lesson Visit and Drop In records show a
range of effective teaching and learning techniques in use,
leading to good and outstanding quality of teaching.
IRIS Connect videos show teachers engaging in a variety of
approaches.
PPD sessions revolve around different approaches to teaching
and learning. The school keeps a detailed record of these
sessions.
Student Voice informs the approaches to teaching and
learning.
JNI
4.4 Learning plans are adapted to
developing needs.
Schemes of Work include provision for students with
developing needs.
Teaching Assistants work alongside teachers to establish the
needs for individuals within the class.
Lesson Observation forms document the use of other adults to
support students with developing needs within the lesson.
Schemes of Work and Lesson Observation paperwork shows
how teachers adapt plans, tasks and activities for more able
students.
JNI/RGOTWA
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Currently, subjects are adapting plans in order to incorporate
the school SMSC drive to commemorate the centenary of
World War One.
4.5 Learner attainment is regularly tracked PA data is based on formal assessments.
Years 7 and 8 sit formal assessments in English, Maths,
History and Geography to measure attainment in these
subject areas.
Students are moved bands in light of attainment data.
Departments have established assessments to track
attainment and offer interventions, or additional challenge,
where necessary.
Data is collected five times each year (see calendar attached
and draft 2014-15 calendar). Each time this is reported to
parents (see example Progress Assessment grade sheet). The
data is then uploaded into SISRA (see screen shots) and staff
can access it from here. SISRA is available to all staff and
regular training sessions are held to help with this.
CSP/PMC
4.6 Learning targets are known to learners
and staff, supporting progress.
PA data clearly identifies targets for students to support
progress in underachieving areas.
Students are told their target levels in subjects, with
numerous departments writing these on their exercise
books/folders to be constantly reminded.
Staff are provided with detailed matrices to show progress of
students in each class, thus allowing staff to set targets.
Passports have clear targets for student development, with
strategies to support.
Progress Assessment grade sheets show targets for all
subjects (see example attached) and class teachers are given
targets for all students on their class profile (see example
attached)
CSP/PMC
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4.7 Feedback from teachers, oral and
written, and self-evaluation makes a
positive contribution to learning.
Flipped Lesson Observations show a dialogue between
teachers about lessons, and include peer and self-evaluation
of lessons.
Teachers on the TIPP (Teacher Improved Performance
Programme) receive weekly feedback on their progress based
on dedicated mentoring from a senior member of staff.
Staff have provided extensive responses to SLT initiatives,
such as our Behaviour System Review, to inform policies
relating to classroom learning.
Our 30 Day Challenge for staff provides daily oral feedback
and discussion, leading to positive standards in the
classroom.
JNI
4.8 Evidence of good achievement across
all identifiable groups. Ofsted report
See Outcomes Summaries and SISRA screen shots
CSP/PMC
Ofsted Report
4.9 Evidence of evaluation of outcomes
and adapted practices, for all groups. See annotated class matrices CSP/PMC
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Assessor’s Comments - Element 4 Learner Progress and the Impact on Learning
The dedicated data team analyse the data and provide teachers and middle leaders with data they can use to plan appropriately for the needs of
students in their class or subject area. It is clear from the most recent Ofsted Report and from my discussions with teacher s and middle and
senior leaders confirm that the data is well used to plan appropriate lessons and to track progression of individuals and groups of students. All
teachers are given a Standards Folder with all the information they need about school data and about lesson planning. These are part of the
induction for all staff and contain photos of pupils they will teach, information about use of a seating plan for all classes (with a clear rationale)
etc. There are five assessment periods in the school year and data is collected and analysed after each one. The data team and middle leaders are
quick to spot a student who is standing still or not making progress.
Standards at the school are high and GCSE results are above average. Attainment on entry has been very low (around 26.3) but this is now
improving as primary schools get better. Value added data is impressive (Raise on Line). The gap between FSM & Non-FSM is narrowing.
Pupil Premium used to employ a primary school teacher to work with those who did not achieve level 4c.
English as an Additional Language – there are small numbers with no English when they arrive. However, there is a support programme in
place to meet their needs.
There were about 45 mid-term admissions but they are not tracked as a specific group. There are 51 students with statements of special
educational needs – about 25 with additional needs.
Pupil Passports are used to inform teachers about individual needs of students. They also identify areas of strength & suggest strategies for
success, their latest progress assessment and areas of difficulty.
The focus of the School Development Plan is on four whole school priorities:-
- Feedback to students.
- Checking for understanding.
- Differentiation.
- Using data to focus on learning.
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Strengths:-
Differentiation and matching of work to student individual needs is innovative practice.
The very focused SDP with four clear priorities that are known by all staff.
Areas for development:-
The school needs to monitor the progress of students who arrive mid-term to ensure they are making expected progress.
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Element 5 - Learning and Teaching
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Element 5 - Learning and Teaching (monitoring)
School overview commentary (Evidence supplied from in-school monitoring visits. Comment on the breadth of opportunities available to support
specific needs.)
The following statements are taken from our Ofsted report (Nov 2013)
Most of the teaching observed by inspectors was either good or outstanding. This closely matches school leaders’ own assessment and
shows a clear understanding of what makes for good teaching and learning. “
Teaching in the sixth form is always at least good with some that is outstanding, and is the main reason for students’ improving progress.
Teachers have very high expectations of their students. They use the information they have about them, together with their excellent subject
knowledge, to plan challenging lessons which engage students and help them to make rapid gains in their learning.
An impressive range of techniques is used in lessons. They have been developed within the school so that all teachers can confidently use
them with success. A good example was seen in a Year 13 art lesson, where the teacher’s skilful questioning encouraged students to
challenge themselves to improve the quality of their work. Students were able to describe exactly what they needed to do to produce what
was frequently very high quality work.
A common strength is the way teachers provide extension activities which help students to deepen their understanding. In a Year 8
mathematics lesson, the teacher had carefully planned the lesson so that groups of pupils could work at their own level and make good
progress. The most able students were encouraged to move ahead more quickly, while others spent more time making sure that they had
understood the task properly. The teacher’s very impressive classroom management skills meant that all groups were supported when
necessary and also that one-to-one support was given when needed.
Teachers provide useful feedback to students on the quality or their work and what they should do to improve. Students are given time in
lessons to reflect on the changes they need to make to their work.
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Teachers and teaching assistants work very well together to ensure that teaching meets the needs of the whole class, including disabled students
and those with special educational needs. Teaching assistants are very well deployed and are skilled at providing close one to one support or
assisting larger groups of students. They help build the confidence of students who they assist and have a clear impact on their progress.
Teachers and other staff employed to support students from the specialist provision work very effectively in all lessons to ensure they can access
the learning and contribute to and benefit from it to the full, alongside their classmates. These students consequently make good gains in their
progress because staff make concerted and successful efforts to help them cope with their specific difficulties.
The leadership of teaching is exceptional. The monitoring of teaching by senior staff is extremely rigorous. Teachers are continually working to
improve their performance and are supported by a very impressive programme of training and development opportunities.
Percentage of lessons at good or better =
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
Further develop a comprehensive approach to ensure lessons are delivered with different starting points which enables all learners to make rapid
progress in relation to their ability.
Support staff –we want to develop a common language for the role of support staff within lessons and monitor effectiveness of them to ensure
consistency. We are looking at adapting the .9 framework which we use for teachers to produce something similar for TAs.
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Criteria Organisation Evidence Evidence Location
5.1 Performance management targets have an
impact on learning and teaching
Ofsted - Outstanding
SLE Applications
Teaching School Application to support schools in the
wider community
Support Staff obtaining professional external
qualifications to support best practice within the
classroom.
Teaching staff set targets relating to personal
development and department results to drive up
standards
MRA
5.2 The school Learning and Teaching policy is
well implemented and monitored. Directors of Learning and Middle Leaders complete
Lesson Observations, Learning Walks, Lesson Visits
and drop ins as required in the policy. Paperwork is
stored confidentially.
The school tackles underachievement through its
Teacher Improved Performance Programme. TIPP
folder.
The school regularly reviews its Quality of Teaching
statistics in a triangulated approach, avoiding snapshot
lesson judgements. Directors of Learning and SLT
Links meet to discuss these statistics as part of Line
Management meetings.
The school undertakes regular Student Voice and
Student Feedback Weeks. Records of these are shared
with Directors of Learning and SLT.
The school runs a weekly programme of Personal
Professional Development for staff. Registers of
attendance are kept for these.
The policy is reviewed regularly and is currently being
examined by the Governing Body.
JNI
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5.3 L&T plans and schemes of work are adapted
to local (individual) needs. Schemes of Work include provision for students with
developing academic or behavioural needs.
The use of the Learning Design philosophy, referring
to starting points and learning pathways, ensures that
learning is personalised to individual needs and allows
all to make good progress.
Teaching Assistants work alongside teachers to
establish the needs for individuals within the class.
Teaching Assistants are part of the consideration of
seating plans.
Schemes of Work and Lesson Observation paperwork
shows how teachers adapt plans, tasks and activities
for more able students.
Departments offer enrichment opportunities for
students to develop their learning content in an out of
classroom manner. These form part of the scheme of
work (e.g. Duxford Museum supports study of WW2
in History). Trips paperwork will support this.
JNI
5.4 Awareness of, and provision for, individual
learning needs.
DSP – paperwork
MAG&T register updated bi-annually and leads to
enrichment opportunities for these students (e.g. Stars
in the Making, Reach for the Stars).
Staff provided with updated MAG&T register in order
to inform planning for learning needs.
Student passports make staff aware of learning needs
and provide strategies for how these needs can be met.
PA data, and the result of Scrutiny Meetings, identify
students with individual learning needs. Directors of
Learning ensure that these needs are being met
through meetings with TLR holders.
JNI/RGO/TWA
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Teaching Assistants used to support the behaviour and
academic needs of students within a class setting, as
seen by seating plans.
There are two dedicated staff identifying students and
providing small group, intensive literacy and
numeracy learning for those students not entering the
school with a Level 4 in English and Maths.
5.5 Awareness of expected outcomes at year end. Reports
Teachers enter a predicted grade into SIMS at each
data collection
War Room
CSP/PMC
5.6 Lessons have clearly articulated purpose,
including clear differential expectation and
engaging contexts for learning are developed
where appropriate. A range of L&T approaches
used.
Lesson Visits, Lesson Observations and Learning
Walks all show that objectives are clearly
communicated to students.
The use of the Learning Design philosophy, referring
to starting points and learning pathways, ensures that
learning is personalised to individual needs and allows
all to make good progress. Students made progress
expected of their ability.
IRIS Connect videos show teachers engaging in a
variety of approaches.
PPD sessions revolve around different approaches to
teaching and learning. The school keeps a detailed
record of these sessions.
Student Voice informs the approaches to teaching and
learning.
Ofsted praised the range of learning and teaching
approaches, as well as the communication of
objectives to students.
Annotated Matrix
JNI
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5.7 All resources, including TA and ICT are used
appropriately and effectively to enhance learning. Use of iPads within faculties to promote learning.
Booking sheets show successful “buy-in” from staff.
A range of PPD sessions that focused around using
iPad technology in learning.
Twilight sessions held on using iPads within learning.
Schemes of Learning reflect ICT opportunities.
High uptake of ICT suites and Laptops in order to
provide online learning opportunities.
Creation of the VLE is on-going in order to provide
further ICT opportunities.
Teaching Assistants used to manage the behavioural
and academic needs to students, as seen on seating
plan annotations.
Lesson Visits, Lesson Observations and Learning
Walks document appropriate use of adult support in
the classrooms observed.
Reference to positive use of other adults in our Ofsted
report.
JNI
Ofsted
5.8 Communication within classroom effectively
supports learning. Teachers communicate expectations, objectives and
explanations of tasks clearly, as documented by
Lesson Visits, Lesson Observation and Learning Walk
paperwork and Ofsted report.
Lesson Visits, Lesson Observation and Learning Walk
paperwork shows students discuss their learning and
work well with other students to problem solve,
discuss or present their learning in the classroom.
Lesson Visits, Lesson Observation and Learning Walk
paperwork shows a culture of respect between teachers
and students, and between students, that allows high
quality learning to take place.
JNI
Lesson Walk
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5.9 Effective engagement with learning and oral
feedback and guidance supports learning.
Self and peer assessment supports learning.
Written feedback offers guidance for future
learning.
Lesson outcomes inform developing planning.
Teacher records monitor progress and identify
interventions.
Student work is marked regularly with praise, targets
and next steps identified. (Purple and Green Pens)
Students respond to feedback through Dedicated
Improvement and Reflection Time, developing
previous learning and making improvements.
Student exercise books will show evidence of self and
peer assessment.
Assessments are marked to ascertain attainment.
Starting points are used, based on marking and
feedback, to set appropriately challenging tasks.
Teacher markbooks and SIMS records key assessment
grades and attitudes to learning to identify
interventions.
PA data is used to establish interventions.
5.10 Reports to parents are detailed, informative
and support future learning.
Example report in folder
CSP
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Assessor’s Comments - Element 5 Learning and Teaching (Monitoring)
‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’ . Dylan Williams. This quote is on
the front page of Teachers Personal Professional Development folder and it clearly articulates the way The Duston School works. The emphasis
on developing teachers and teaching is stark. There is no complacency and teachers want to get better and better.
Teaching is a real strength of this school. Much time, effort and resources are put into improving what goes on in the class room. The Teaching
and Learning Team are very proactive in leading this work and involving all staff. They are very reflective and forward thinking across the
school. They are open and honest about what they see as the issues and barriers and what they are doing to find solutions. There is a ‘can-do’
attitude that permeates the school.
The school are using an AET 9 Point framework to develop teaching and learning and this is used to monitor the quality of teaching and
learning. The school no longer grade lessons after one observation but triangulate judgements from work scrutiny and middle leaders’ walk-
throughs & lesson visits. Teachers who are consistently judged as good and outstanding organise their own observations with trusted peers. The
system works really well and teachers feel trusted.
There is no prescribed way of teaching although a detailed framework is provided to guide teachers as to the key elements of outstanding lessons.
They are told to do it their way. ‘Whatever works for you and your students is ok’.
The Teaching & Learning Team are looking very carefully at differentiation and matching and are trialling a Learning Design framework
designed to help teachers access individuals starting points and prior knowledge about different subjects. This way less time is lost and learning
is more targeted. This is a work in progress but is an indication of the innovative and creative practice that is going on in The Duston School.
All staff are supported through a very detailed Personalised Professional Development Plan and the school holds the IIP Gold Award. Staff feel
valued and appreciated. For instance the TIPP programme is carefully planned to support teachers who require improvement. This is very
thorough, very strategic and very successful. It is not punitive in any way. For those who are on the verge of Requires Improvement join a 30
Day Challenge Programme. This means they meet for 10 minutes a day, every day with T & L coach. This has been very successful.
Other development programmes include the Bright Sparks (Research Programme) – two people on Internal research programme, the
Teaching Leaders Programme & NPML which will be delivered from the school running from the school next year. Others schools will be
invited to attend.
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CPD for support staff is also a priority with a full programme of accredited and non-accredited courses that staff can choose from.
Initial Teacher Training is well established and there are 28 this year – a mixture of School Direct & Graduate Teachers. The programme is
planned alongside NQT programmes which is very detailed and thorough. NQTs and Beginning Teachers told me they are really well
supported.
Teachers are willing to take risks in the classroom and the motto in every classroom ‘Fail is your first attempt in learning” is displayed throughout
encouraging teachers and students to take risks and try something different even if it’s hard.
Finally a quote from a member of the teaching staff:-
‘This is an innovative school’. We never stand still and are always pushing forward’.
Strengths:-
The quality of teaching and the continuous push to improve teaching is a real strength. The reflective can-do approach is admirable and involves all teachers.
Professional Development of staff is exemplary and innovative.
Monitoring and review of teaching is thorough and is supportive.
Areas for development:-
There are no significant areas for development.
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Element 6:- Parents, Carers and Guardians
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Element 6:- Parents, Carers and Guardians (referred to as parents in document)
School overview commentary (please include results of surveys/questionnaires)
Parents and carers are kept well informed-the school uses text and emails effectively as well as the School Newsletter to achieve this. We encourage parental
views and after an event hand out evaluation forms or have laptops set up where parents can complete a quick anonymous survey to let us know their views.
Our website also offers a clear range of information, including policies etc.
The SLT has a regularly timetabled after school “drop in “ where parents can come into school without an appointment and talk to senior leaders about any
concerns.
“The school is successful at working with parents to bring about improvements for students who find behaving well difficult “ (Ofsted Nov 2013)
Complaints are carefully managed and followed up”. I had the opportunity to meet with parents and talk to a number of complainants and in general there is a
feeling of satisfaction with the services being delivered by the school staff team with open and honest dialogue in place.” And “From the parents I met they
confirmed that they have direct contact with tutors whether by e mail or phone. One parent told me that if she e mails her daughters tutor in the evening she
would receive a reply by e mail within 24 hours.
And “It was most evident from the parents that I met that there is open dialogue between themselves and the school. In a case of severe weather they had
received a text by 6.45am to notify them that the school would be closed and was kept informed daily until the school could be re-opened.” (Customer Service
Excellence Award)
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
We are going to introduce data access for parents.
We are planning to extend our parent workshops this year to offer a wider variety of activities eg e-safety, using tablet technology etc.
We are going to extend our staff survey monkey questionnaires to design some for parents to access so that we can work with parents more
effectively, having a clearer idea of concerns and issues.
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Criteria Organisation Evidence Evidence Location
6.1 Parents have opportunities to be
involved in their child’s education.
Transition evenings, parents evenings, reports and follow ups,
family SEAL initiative
MAGT group parents events
Parents invited to celebration evenings.
Performances
Picnic in the Quad
Meet the tutor evening
Parents invited in to Specialism events.
Regular Celebratory calls to parents.
Academic review day
EAL parents coffee morning
Assertive mentoring parents evening
Targets communicated to parents
MAGT / PIC
6.2 Two-way communication, by a variety
of means, is easy and effective, supporting
inclusion.
HOY/Tutor/Wellbeing staff communication, commitment to
meetings when parents have concerns, open email channels
when particular concerns to speed communication
Reports and passports with parents signature to monitor
SLT drop in, meet the tutor evenings
Callout communication as part of B4L
Academic review day
Email, Text, Letters, Website,
Telephone
6.3 Parents are confident that their
children are valued and included.
Positive communication into HOY/SLT/DTO regarding
solutions to issues
Parent surveys
Inclusion Policy
Rewards & Consequences policy – Vivo miles
IEP reviews
Student questionnaires
Feedback from parents evenings
Key support worker feedback
Multi-agency feedback in review meetings
Interview with parents
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6.4 Parent-teacher discussions and reports
are productive and supportive of learning
progress.
Case studies again, mainly evidenced through meetings with
parents
Parent invites across school
Annual reports
Academic review days
Newsletters
Targets given to parents
Open evening
Home-school books
Parent Evenings
6.5 Parent concerns are addressed. Response letters/communication re: concerns, clear complaints
procedure on website, examples of how this has been used,
case studies SLT drop in
Inclusion Policy
Key worker support
Meeting arrange with AP
Parent questionnaire feedback
Informal discussions with parents
Customer Excellence-how complaints are dealt with
Phone parents
HoY – complaints ASW
6.6 Parents are involved in decisions about
their child. Support checklist (that JBA and DTO have been working on)
shows clear evidence of how parents are involved in most
steps
Fast Track boy group - parents involved.
VLE
Parent Governors in place
Parent invites across school – parents evenings, open evening,
academic reviews, information sessions
Inclusion parents evening
Parents Evenings
EAL parents coffee morning
Assertive mentoring parents evening
Key worker timetables
Annual report
Parent Evenings
TMA
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Targets communicated to parents
Family SEAL
Options Interviews
6.7 Parents value the school. Positive letters/emails
Oversubscribed in Y6-7, waiting list in Year 7,8.
School full in years 7 and 8, only 1 place in year 9
Positive letters ASW
6.8 The school regularly seeks parents’
views on a range of school issues. Parents actively involved as GB members, Parent Surveys,
parent feedback slips after parents evenings/celebration
evenings
Consultation with parents on new developments in the school.
Primary school etc
Surveys
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Assessor’s Comments - Element 6 - Parents, Carers and Guardians
The school goes to great lengths to involve parents/carers. There are many opportunities for parents to come into school to discuss their child’s
progress or other issues around their well-being. Parents I spoke to were very happy with the school and the quality of education their child was
receiving. The Wellbeing team working closely with the Year team to ensure children are well supported and thriving. Communication with
parents is open and honest and a real partnership. Vulnerable parents are supported sensitively and with great care. Suppor t is provided to help
them in their parenting role.
Complaints usually don’t get far in terms of official complaints as issues are resolved very quickly. Parents feel confident about contacting the
school and know who they should go to – usually the Tutor in the first instance. The school has a range of adults employed to look after the
students and to make sure they can get on with their learning.
I spoke to four parents who still had children at the school. They were without fail, full of praise for the support they get from the school and are
very pleased with the progress their child (children) is making. A few parents told me about instances where problems had arisen and how they
contacted the school to discuss the issues and these had been resolved very quickly and efficiently. Staff are quick to return phone calls or
emails. Key workers attached to vulnerable students have an important role in communicating with the parents of vulnerable students and this
ensures there is no miscommunication and parents are able to build up a trusting relationship with individual members of staff.
Parents are very happy with the transition arrangements and all said they had plenty of opportunities to come into school to meet teachers or for
celebration events and performances. The regular newsletter also provides information about what has been going on in the school.
Furthermore, the school website is an important communication tool which is well used by parents/carers.
Strengths:-
Open and honest communications between the school and parents/carers.
Key workers provide clear communication for parents of vulnerable students.
The Wellbeing Team and Pastoral Teams work together and keep parents well informed.
Areas for development:-
There are no significant areas for development.
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Element 7:- Governing Body and Management, External Accountability/Support
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Element 7:- Governing Body and Management:- External Accountability/Support
(LA, Academy Trust, external validation)
School overview commentary
The School has an Outstanding and innovative Governing Body. When the school had an IEB many of the highly regarded professionals who had been placed
on the Board chose to stay on after the school was able to reintroduce its own substantive governing body. Governors include an ex- Director of Education who
also worked for the Prime Minister’s delivery Unit., a retired Local Authority officer, an Ofsted Inspector and the managing Director of a highly regarded
Awarding Board which identifies good practise in schools. This Governing Body was a runner up in the National Governing Body awards in 2011.
“ The school is one of only six schools to reach the all England finals for Outstanding Governance Award. The award aims to celebrate good school
governance and examples of best practice throughout the school governance community.” (Customer Service Excellence Award)
“The governing body is efficiently organised and plays a full part in the life of the school. It has been very influential in the success of the school and its
transformation in recent years. It challenges the Principal and senior leaders in tackling areas for improvement. A properly planned programme of visits means
that the school’s work is regularly checked. Governors are trained well and properly informed so that they can work effectively and perceptively with the
school in areas such as safeguarding, child protection and staff recruitment. The governors have a good knowledge of how well the school is doing and a clear
picture of students’ achievements. They also understand the teacher appraisal system and what is done to tackle any underperformance. They know that
teachers’ objectives are linked to improved outcomes for pupils and that pay progression is dependent on these being achieved. Finances are properly used and
governors carefully monitor the use of pupil premium funding to bring about improvement for eligible pupils. “ (Ofsted Nov 13)
As an Outstanding Academy we are not required to undergo close monitoring from Academies Enterprise Trust, We have been asked by them to support two
of their other schools and we are currently looking at effective models of governance across the schools.
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
We are going to redesign the way the GB works in terms of committees and have more opportunities for the GB to meet together. We are
exploring a new models of governance across one or two of our partner schools and The Duston School
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Criteria Organisation Evidence Evidence Location
7.1 The Governing Body is committed to
the Inclusion ethos of the school and
related policies.
Inclusion Policy
Policies shared and approved with inclusion as part of
curriculum policies
Governor Meetings
SEND (Inclusion) Governor
The Co-ordinating Group – address strategic issues
Full Governing Body
Full Agendas
Visits by governors to school, ie Finance Governor meets with
School Business Manager
School values
Policy available to view on the School
Website
Copy of Policy list in folder.
List of Nominated Governors in
folder.
List of Co-ordinating Group Members
and their Terms of Reference in folder.
Governor’s Minutes and Agendas
available from the Clerk for viewing.
Governing Body Terms of Reference
in folder.
7.2 The Governing Body has undertaken
training across a range of needs and has a
plan for future identified needs.
Knowledgeable Governing Body.
Individual Governors have undergone Safer Recruitment
Training
Governors receive training at Governing Body Briefings
All Governors have Safeguarding Training as part of their
induction pack
RaiseOnline Training
Governor Leaflet in folder.
Certificates for Safer Recruitment
Training in folder.
Copies of Briefing Agendas in folder
7.3 There is a named Governor linked to
SEND, inclusion, safeguarding.
Individual Governors named as the SEND (Inclusion) and
Safeguarding Governors
List of Nominated Governors in
folder.
7.4 Governors are clear in their support
and challenge roles.
Principal Performance management and targets
Result target and predictions
High expectation of Leadership Team and SEND re-behaviour
& attendance
Behaviour policy
Review meetings
Governor’s Minutes and Agendas
available from the Clerk for
viewing.
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Tracking data
Transfer data
SIMS data
Inclusion maps
Attendance data
IEPs
SEN reviews
Achievement leaders
Full Governing Body Meetings
Principals 2014 Targets in folder.
7.5 Governor committee agendas and
minutes show evidence of Inclusion
discussions.
Resource Management Committee Agendas and Minutes
Standards & Well Being Committee Agendas and Minutes
Governor’s Committee Agendas and
Minutes available from the Clerk for
viewing.
List of Resource Management
Committee members and their Terms
of Reference in folder.
List of Standards & Well Being
Committee members and their Terms
of Reference in folder.
7.6 Governors make regular visits to the
school in connection with their roles and
responsibilities
Governors are invited to attend school events each term, ie
drama performances and concerts.
Nominated Governors visit the school. ie Finance Governor
meets with school Business Manager regularly.
Governors participate in staff appointments.
Governor visit reports in folder.
7.7 External views are sought to validate
and support school development. Anne Berger report
Faculty Reviews by Richard Sutton
S2S Faculty Reviews NSG
Governors participate in staff appointments. They are involved
in the recruitment and appointment of Assistant Principals and
Heads of Faculties.
All school policies available to view
on the School Website.
Ann Berger report in folder.
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Governors ratify all school policies. Faculty Reviews by Richard Sutton in
folder.
7.8 There is partnership with and support
for local and other linked schools. Outreach document
S2S Actions for TBCS and SHLA
Town schools
Sports partnership
Feeder schools
Transfer arrangements
Shared curriculum with other schools and colleges
Shared IT technician
Free inclusion training offered
Named partner school with TBCS
Leon and TBCS
7.9 There are systems to evaluate the
effectiveness of the Governing Body and
management of the school in inclusive
practice.
Nomination for outstanding Governing Body Award
Investors in People – Gold
Inclusion Policy
Full Governing Body
Ofsted Report
NGA Award
Policy available to view on School
Website.
Governing Body Agendas and
Minutes available from the
Clerk to view.
Copy of Ofsted Report in folder.
Copy of NGA information in
folder.
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Assessor’s Comments - Element 7 - Governing Body and Management
Governors play a very important role in the leadership of The Duston School. They were originally brought together as an IEB when the school
was in special measures and most have stayed on. They are a group with many specialist skills who contribute a great deal to the organisation.
This is not by chance as they have been carefully selected (to become governors) because of the skills and experience they bring. Governors are
very proud of what the school has achieved to date and the journey it has travelled. They fully appreciate the strengths of the Executive
Principal and her team and put the success of the school firmly down to their hard work and vision.
I interviewed one of the governors responsible for safeguarding. His background is in this area as an education professional and he was targeted
to join the governors because of his specialist skills and knowledge. He meets regularly with the member of SLT with overall responsibility for
safeguarding and regular reports are brought to the Governing Body meeting. He has been to training organised by the LA and has also had
training around safeguarding issues in school. He confirms that Safeguarding is a key priority for governors.
I also interviewed the joint Chair of Governors who has been part of the Governing Body since the IEB days. She is extremely knowledgeable
and experienced and she and other governors know the school well. Induction processes for governors are planned and are effective.
Governors confirmed that they are given a great deal of information and SLT come along to meetings to present and explain it. Governors are
not worried about challenging staff and asking questions no matter how difficult. Staff expect this and are not defensive about being challenged.
Quite the reverse. They look on this as an opportunity to talk through their presentation and to clarify what their analyses tells them. The
relationship between the SLT & all staff and governors is professional and supportive. However, governors understand their role in challenging
the Executive Principal and her team and are very able and willing to do this as and when required. Governors told me that SLT are so reflective
and keen to improve they rarely need to be challenged. Governors don’t just ‘nod’ everything through but have far reaching honest discussions.
Governors are invited to take part in regular Learning Walks as a way of monitoring what is happening in teaching & learning.
I also interviewed the Clerk to Governors who knows the school well and also Clerks for other schools.
There are two governors Working Groups (i) Standards and (ii) Resources. There is also a Coordinating group which consists of two Chairs of
the Working Groups plus the two joint Chairs of Governors. The coordination group meet regularly with the Executive Principal/Principal and
plan agendas then. They also plan training for Governors, do the heads’ PR and look at the draft SDP before it is taken to full governors’
meetings.
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Plans are afoot to have the Governing Body supporting other Governing Bodies in schools twinned/linked/supported with or by The Duston
School.
Work with other agencies
The school have been working closely with the Department of Education, with the AET Academy network and they work with the Local
Authority whose services are bought in by the school.
Strengths:-
The Governors bring a wide range of expertise and experience to the school and they have been instrumental in supporting the school in its journey to outstanding.
Areas for development:-
There are no significant areas for development.
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Element 8:- The School in the Community
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Element 8:- The School in the Community - How this supports inclusion
School overview commentary
Ofsted (Nov 2013)
The school’s innovative curriculum is designed so that all students are able to reach their full personal and academic potential. Very good use is made of all
of the school’s facilities as well as a range of other resources, such as local businesses and guest speakers. This is enhanced by an impressive range after
school activities including art, drama, sport and revision classes. Students receive good quality advice about the options available to them when they leave,
both from the school and through independent agencies. Consequently, they are very well prepared for life after school.
The school uses its business and enterprise, and science specialisms to enhance opportunities for students. For example, it has used its links with local
businesses to strengthen teaching and learning in mathematics.” There are successful partnerships in place including support from both national and local
organisations, some examples include Barclaycard, BT, Anglian Water, National Grid and Lush, the latter being the co-founder of the international ‘Lush’
company and a past student of the school.” (Customer Service Excellence Award)
Policy Yes/No Practice 1 2 3
Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)
The Executive Principal is the Chair of the Area Improvement Partnership-a legal entity which embraces all 69 Northampton Town Schools.
We have been responsible for introducing many initiatives across the town and leading on data development, teaching and Learning and have,
in the past, supported many schools with the Inclusion Agenda. We will continue to expand on this in the coming year-leading on a model
where schools join together to do reviews, We are planning a Post 16 review with another local school in Jan 15.
We have been informally supporting our local Catholic Secondary School Thomas Becket and this support is going to be expanded from Sep
14 to include Data, HR, Finance, IT, teaching and Learning, Leadership, Behaviour and Safety.
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Criteria Organisation Evidence Evidence Location
8.1 The school has audited the local and
wider community as a resource. Swimming pool used by community
Football pitches used by community
Evening classes
Keep fit classes in the hall
Specialism/Swimming
Pool/Eclipse/James Robinson/Football
8.2 There are links with local and wider
clubs and organisations. After school clubs
Athletic and other PE and musical events outside school
School Trips / visits
Enterprise & specialism activities e.g. Science Week
Disability coaching
Specialism Video
Duston Hawks Basketball Club
Duston Hawks Volleyball Club
11th Northampton Boys’ Brigade
Northampton Saints
Sportsmark criteria achieved
James Robinson
8.3 Expertise and resources are shared to
advantage pupils.
AIP Conference
Bridges to Schools
Photography Day
Design & Technology Day
Space Dome
Music Cluster Event
Water Rockets
Teaching School Application to support schools in the wider
community
SLE applications by members of staff
Primary School Visits - Specialism
8.4 The school is valued by the local
community.
Charity events links with a school in Gambia i.e.,
Picnic in the quad & Christmas market
Barclaycard links
Lush
Specialism Business Links
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8.5 The school is involved in community
life.
Christmas Fayre flyer
Parish Council Visit
Helen Houghton, PCSO
Duston Day In The Park
Attends parish council meetings to answer any concerns from
the community.
Specialism/Parish Council/Helen
Houghton
8.6 The community is involved in the life
of the school. Whole school tracker – extra curricular activities
Long term plans include school trips and visitors in school –
youth worker, crime stoppers org. friends of St Lukes
church, Duston Area partnership meetings, Duston Parish
Council, Friends of Duston School, Business Mentors
Record aims, objectives of all activities and evaluate
Parent courses – Inclusion Workshops, GCSE revision for
parents
After school activities
Assemblies
Rev Baines/Mayor and
Mayoress/Parish Council visit
8.7 The school has systems to canvas
local opinion, evaluate outcomes and act
on findings.
Survey Monkey
AIP
Duston Parish Council
Interaction with local businesses e.g. Barclaycard
Business mentors
Media Coverage
Church involvement (Rev Baines)
Lighthouse Trust
Work of Specialist Team
Extensive use of outside agencies
Partnerships in managed moves
Surveys
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Assessor’s Comments - Element 8 The School in the Community
The school is a specialist school for Business and Enterprise and for Science.
The Specialism Team organise all major school and community events and are responsible for developing new relationships and links with
businesses and other community organisations. They then liaise with these organisations and with staff in school to help develop useful
curriculum or pastoral links. Currently there are over 50 business links including Barclay Card who provide mentors & various events. LUSH is
a local company led by an ex-student and they work with the Hair & Beauty department. There is also an established international link with a
school in the Gambia. Other local companies provide different events and support for business and enterprise activities. STEM subjects are
supported by BP.
The school has a good Careers Education & Guidance programme. All students have access to ‘UEXPLORE’ which is a Computer Programme
that helps them get their CV ready. Work experience is not the norm for all students but is targeted at students taking particular courses.
Currently the Neighbourhood Development Programme, which involves the Parish Council, are developing a 10 year plan for the neighbourhood
and representatives from the school attend the committee meetings and will be fully involved in helping to develop this plan. This group and the
local community have been consulted about the plans for the new primary school being built in the grounds of The Duston School.
There are many activities organised throughout the year to involve the community and external organisations. For instance Duston students
participate in the National Enterprise finals and the whole of Year 10 took part this year.
The Northampton Area Improvement Partnership made up of 69 schools is an important element in working collaboratively with other schools.
The Executive Principal Chairs this group along with one of the primary heads and a range of collaborative activities are organised and delivered
through this group.
Duston is currently working closely with two schools in the area who need support and there are plans to extend these links. Staff at the school
are involved in providing this support and the formal links around leadership and financial arrangements are in place. This working with and
supporting other schools appears to have a motivating effect on the staff at Duston who see this as a professional development opportunity and
are clear about this as a learning opportunity for them as well as for the school they are supporting. Governors are soon to be involved in this
programme.
Strengths:-
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Duston is working very effectively with a number of schools in the local area and this is a very beneficial arrangement for a ll concerned.
The Specialist Team take on the role of organising major events and liaise effectively with outside agencies and this means the burden is not
on the classroom teacher. This is a useful model.
Areas for development:-
There are no significant areas for development.