Message From The Principal: Challenge Partners
This is the first year we have worked with Challenge Partners, which is where schools collaborate to improve their practice. Along with meetings to share ideas, each school has a collaborative ‘review’, that sees 4 or 5 senior leaders from other schools join a Lead Reviewer for a three day visit. Dr Stevens, Ms Green, Mrs Bonilla, and Miss Morphitis have already visited other schools for their reviews, and last week was our turn to be reviewed. The review focuses on three areas: Leadership; provision and outcomes; and provision for SEND and pupil premium children. The process was extremely positive with the report including some lovely praise for the exceptional work conducted by the staff, some of which is included below.
Leaders focus first and foremost on embedding the school’s core values of hard work, discipline, honesty and humility. In doing so, they seek to educate in the widest sense. Students confirm that teachers promote these values through their words and actions. A Year 10 student explained that “the values are implemented in our daily lives, both inside and outside of school so that we carry them beyond”.
The school’s aspirations for its students as citizens are matched by student outcomes. The progress students make is above average. The performance of low prior attainment students, whose progress standards are nearly three-quarters of a grade above zero, is notably strong.
GCSE outcomes for disadvantaged students are significantly above national averages. Students with EAL progress at a greater rate than their non-EAL peers. The proportion of disadvantaged students achieving GCSEs at grade 5 is greater than the national average for all students. This illustrates the effectiveness of whole school and in-class strategies for disadvantaged students.
Students commented positively on their personal experience of one-to-one support, counselling and speech, language and communication interventions. One such student reported that “teachers really care, and no-one’s left behind with their learning”.
Leaders nurture a sophisticated approach to teaching and learning. They develop effective implementation of lesson phases, not just beginnings and ends, but the “learning pit” when knowledge acquisition and understanding occur.
In a Year 9 assembly one of the houses presented to the rest of the year group on its rich ethnic diversity. The atmosphere of mutual respect between presenters and audience was impressive.
Expectations of behaviour are high. Systems to promote “disruption-free learning” are largely effective. Poor behaviour is dealt with on a restorative basis. Positive role modelling by other students and staff however is prominent. The appointment of “lead greeters” in each class to welcome visitors to lessons, explain the context and share written work is highly effective.
While it is very nice to hear so many good things about our school, we are still committed to improving further in all areas. As another of the quotes from the report says ‘There is no complacency in this school’.