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School Summary Self Evaluation 2016-17

School Context

Inner city selective 11–18 girls’ grammar school: entry by 11+ exam (596 Yrs 7–11) and entry to Sixth Form (196) requiring 5 A*-B GCSEs incl. English and Maths.  Majority come from within the city with 22.57% from outlying areas.  Students have a range of social backgrounds, from prosperous outlying villages to more challenging areas of the city.  PP budget for 2016/2017 is £110,000.  6.2% state that English is not their home language of which 5.2% are EAL students. In the last 6 years, 17.1% of students have been eligible for FSM, which is a higher average than other grammar schools in the area. School motto "For Life Not School We Learn" drives our vision.  Active member of South West Academic Trust – partnership of 11 SW grammar schools + Exeter University;member of Plymouth CiC working with 16 Secondaries and Primaries. International work is particularly strong (International Schools Award reaccredited 2015-18) – 12 year partnership with Ahantaman School, Sekondi-Takoradi in Ghana. Links with Confucius Institute China.  Students benefit from many enrichment opportunities: additional GCSEs: Astronomy, STEM activity; Formula 24 Greenpower race; National Bar Mock Champions 2013; Mock election 2015, Model UN, public speaking competitions, subject-linked visits; French/German exchanges, House Festivals; charity events; Duke of Edinburgh Award; Young Enterprise (Winners 2016 Plymouth, SW Regional finalists). Gold Sports Mark Award; inspirational speakers - local politicians and Heather Fell, an Olympian athlete.

Leadership and Management     Grade – 2

  • 94% parents strongly agree or agree the school is led and managed effectively (Survey May 2014)
  • 96% of parents strongly agree or agree the school promotes high standards and expectations (Survey May 2014)
  • A refined system of monitoring and evaluation is ensuring that middle leaders are supported to ensure greater accountability and sharper improvement planning.
  • A tighter appraisal system and more targeted CPD has resulted in teaching staff being more sharply focused on improving their practice.
  • Middle leaders encouraged to participate in training for leadership e.g. 4 HODs engaged in training provided by SWAT (13/15) and aspirational HODs training provided by Assistant Headteacher responsible for Teaching and Learning.
  • Curriculum is broad and enriching; constantly under review and changes being implemented. Extra subjects to yr 8 and above offered e.g. Astronomy.
  • Governing Body reconstituted to ensure that the skills base is used more effectively to support school improvement.

Focus 2016-2017:

  • To deepen the skills and expertise of middle leaders and UPS3 teachers so that they consistently and effectively contribute to the school’s drive for improvement.
  • To keep the leadership structure under review to ensure that it is cost effective and efficiently meets school needs.
  • To ensure curriculum changes are implemented effectively
  • To implement new procedures for the effective procurement and purchase of ICT equipment which directly meets teaching needs and takes account of future trends
  • To resource the school effectively whilst managing a deficit budget.

Quality of Teaching, Learning and Assessment     Grade – 2

  • Lesson observations are evidence that an increasing number of teachers achieve Outstanding judgements:
  • Grade 1:2011/12 = 15%; 2012/13 = 31.5%; 2013/14 = 40%; 2014/15 = 48.9%; 2015-16: central record kept - no longer graded
  • Evidence of improvement supported by parents (Survey May ’14): 41.8% strongly agreed (22.5% 2011) and 54.4% agreed (68.5% in 2011) that teaching is of a good quality and 86.4% of students interviewed said teaching had greatly improved over last 3 years. (External Consultant report June ’15) Central lessons observation record now indicates specific areas for staff development
  • Trained Ofsted Inspector confirms accuracy of lesson observation judgements of 6 senior observers (Oct ’13).
  • CPD Groups 13/14 and 14/15 all staff engaged in Action Research Projects; some have led city-wide or SWAT training sessions e.g. Science day hosted here, Maths Jurassic Hub collaboration and SWAT conference.
  • Improvement in quality of PD: staff rating PD as good increased from 30.95% 2013-14 to 41.86% 2014-15, and Good/Excellent’ increased from 38.09% 2013-14 to 44.19% 2014-15. (External Consultant report June ’15)
  • Programme of Subject Reviews ensures HoDs continuously evaluate their practices in collaboration with SLT (see policy).
  • Teachers give students good feedback (work scrutiny, student interviews); strategies are being developed to make this more incisive and effective.
  • Students’ attitudes to learning very positive as reported in internal monitoring & A2L data.  However work continues to develop their resilience (Wellbeing curriculum)

Focus 2016-2017:

  • To continue the development of Department assessment and reporting procedures
  • To  support effective professional development that ensures curriculum change and collaboration
  • To further develop provision for Most Able so that they become more independent learners with high aspirations.
  • To continue implementing whole school Literacy strategy.
  • To pilot use of Google apps for education tools across selected subjects.

Personal Development, Welfare and Behaviour of students               Grade –1 

  • Wellbeing of staff and students is central to the ethos of the school as demonstrated by our curriculum, dedicated Student Support Base, TAC interventions and bespoke CEIAG (Investor in Careers award reaccredited 2016)
  • Tutoring system reformed: specialist Year 7 transition team, small tutor groups (20) throughout school
  • Safeguarding Audit and Review by 2 trained Ofsted inspectors (Oct ‘14) supports our judgement; regular training given
  • Esafety mark achieved, accreditation being investigated
  • 93% of parents agree or strongly agree their child feels safe at school (survey May ’14); security further improved by installation of electronic gates.
  • Audit and parental survey agree bullying is rare and is dealt with effectively.(Peer mentors/Specialist member of staff)
  • Students behave considerately towards each other; their behaviour adds greatly to good teaching and learning; close supportive relationship between staff and students observed across school (External Consultant report June ’15)
  • Vast majority of girls are proud of their school and most take on some responsibility and/or participate through wide range of opportunities e.g. School Council led by Head Girl Team; Student Voice; Subject Captains; House Teams; Student Leaders; Sports Leaders etc. Exceptional uptake of some e.g. DoE (72% of the cohort, 5% nationally, 81% retention, silver 27.5% of cohort, 1% nationally)
  • Strong House system fosters close, supportive bonds and outlet for creativity in termly whole day Festivals
  • Attendance, 13/14: 96.3% (Yrs7–11), 14/15: 95.65% (Yrs7–11), 15-16: 95.3%
  • Strong curriculum links to extend global awareness; SMSC development to become active citizens.

Focus 2016-2017:

  • To continue embedding the Wellbeing of students and staff as a core principle across the school
  • To update the system of rewards and sanctions to improve learning behaviours, promoting a positive mindset
  • Online - safety: continue to use 360° Audit to improve overall standards.
  • Review and update Single Equalities Scheme, implement actions and monitor consistency of application.

The effectiveness of the 16 to 19 study programmes      Grade – 2

  • Sixth Form outcomes show strong and ongoing improvement.  A*-B grades at A2 rising to 56.4% in 2016 from 46.4% in 2011; AS A-B grades rising to 48.7% in 2015 from 31.3% in 2011.
  • 2015 VA scores: A2 = 0.02; EP = 0.07; AS = 0.23 (sig)
  • New data analysis package being used to facilitate earlier and more effective target setting.
  • Analysis of Sixth Form lesson observations shows similar pattern of improvement over the past 3 years:
  • Grade 1: 2011/12 = 12.9%; 2012/13 = 43%; 2013/14 = 50%; 2014/15 = 55.8%, 2015-16: central record kept - no longer graded
  • Destinations: 104 students (2016): 65% university, 16% gap year (with university place 2016) or other study; 19% employment or training. Clear programme of preparation for  further study/employment being delivered
  • Attendance, 13/14: 91.8%. 14/15: 93.5%; 15-16: 91% effective use of KS5 administrator who coordinates interventions
  • Leadership skills developed through wide range of opportunities: Head Girl Team; Subject Captains; House Captains, organising mock election, 3 House Festivals, competitions; Sports Leaders etc.
  • Strong curriculum links extend global awareness/SMSC to become active citizens: led mock election, MUN, magistrates, Ghana exchange, Parliament Trip, Ethiopia/Swaziland trips, Auschwitz scholarship
  • CIAG effective as evidenced by dedicated Careers Coordinator, Investors in Careers Award (2016) and UCAS mentoring system

Focus 2016-2017:

  • To ensure that the changes made to the leadership and management of the Sixth Form are having an impact on improvements
  • To continue improving progress and outcomes at Key Stages 5 for all significant measures, particularly in Maths.
  • To improve tracking and interventions for all students including pupil premium and small group students to maximise achievement.
  • To continue to provide interventions and support for underperforming Departments, particularly Maths and Physics..
  • To embed Wellbeing of students and staff as a principle.

Outcomes for Students            Grade – 2 (Main School)

  • KS3 attainment is always above National average.
  • GCSE - attainment is above National average: 95.8% achieved 5A*/C including English and Maths with a capped 8 Av. point score of 47.47 (2016) with, 35% gaining 5A*/A grades (2016). Progress 8 figure is -0.05.
  • KS2-4 Exceeding expected levels of progress: Maths 55%; English 45.8%. Making 3 levels of progress: 82.5% in English, 90% in Maths. Those not making expected progress (Maths/ English) tend to be enter from KS2 with 5B/5C
  • 86.6% made 3 Levels of Progress in both English and Maths.  With 83.3% for FSM students (80% for E6) and 75% for Forces students.  A provision map for all pupil premium students is available.
  • Attainment and Progress in the Sciences are below expectation.
  • Current Student Progress Years 7 – 13: See current data sheet and ‘TAC’ [Team Around the Child] comments, tracking students during the year.  This data is used by tutors as well as teachers to monitor progress.
  • 97.3% of parents agreed or strongly agreed that their child is making good progress (survey May ‘14)
  • Refined system identifies need for intervention (TAC process) to minimise underperformance

Focus 2016-2017:

  • To continue improving progress and outcomes at Key Stages 3 & 4 for all significant measures.
  • To improve tracking and interventions for all students including pupil premium and small group students
  • To continue to provide interventions and support for underperforming Departments, particularly English, MFL, Science..
  • To revise and implement assessment and reporting in each year group to address changes in national policy.

Overall Effectiveness    Grade – 2

  • External reports support our judgements of ‘Overall Effectiveness’ as 2 with capacity for sustained improvement; e.g. Science Subject Inspection (’13), commissioned OFSTED inspector (’13) and LA safeguarding audit (’14).
  • Culture and ethos established of high expectations and aspiration, in a safe, caring and supportive environment
  • Middle Leaders empowered to drive improvement together with Senior Leaders, with rigorous monitoring and a focus on tracking student progress central to this aim.
  • Parental survey (May 2014) shows 59.2% strongly agree and 38.8% agree that they are happy with their child’s experiences at Plymouth High (improved from 56% strongly agree and 39% agree in 2011). Similarly 59.2% strongly agree and 38.8% agree that their child benefits from being at PHSG.

A thoughtful and caring approach to a wide ranging and enriching curriculum enables students to thrive; “For Life Not School We Learn”