Treviglas Community College Action Plan 2018-19
Please find below a summary of our Action Plan 2018-19. If any parent/guardian would like to scrutinise the detailed Action Plan then they are welcome to arrange to meet with the Headteacher by contacting Mrs A Datlen, PA to Headteacher on 01637 872076 or by email to: A.Datlen@treviglas.cornwall.sch.uk
School leaders take effective action towards the removal of special measures
Summary of recent monitoring visit reports
School Effectiveness Cornwall – Monitoring visit 11th October 2018
The timetable has changed from September to a five period day and therefore from 100 minute to sixty minute lessons. Leadership report that staff have responded well to this with only some of the practical subjects finding the change to the lesson length a challenge. The new timetable has freed up staff from the sixth form to run additional intervention or for specialists to be better targeted to specific groups. The new structure has given more time to foundation subjects in key stage 3 and to options in key stage 4.
- Tutor time has been moved to the start of the day and tutor groups are no longer vertical in structure. This has enabled the introduction of Year-group appropriate tutor activities, many of which are focused upon careers guidance. There is also a focus in these sessions on readiness for learning, behaviour, equipment and good manners.
- A PSHE programme and Religious studies have been introduced to the curriculum. The Leader of Learning for PSHE along with the Heads of Year are responsible for the PSHE programme for each year group which is then delivered by tutors.
- Middle leaders note that pupils are working harder and responding to the need for increased pace in lessons.
- Teachers are using more precise and focused questioning techniques in order to get maximum engagement in the shorter lessons. The PE department are, for example, using Kagan structures, whilst English are making increased used of ‘think-pair-share’.
- Middle leaders are engaged with performance management of their teams for the first time this year, describing this as an opportunity to have, ‘a big teaching and learning conversation’.
- A single, simple format has been introduced for all monitoring and this complements the set structures for drop-ins and work scrutiny. This data then feeds into the new five point action plan format and the termly reviews that result in amendments and adjustments to said plans. The ‘led by’ column of these plans links back to performance management and increased accountability of middle leaders for their teams’ CPD.
- Continuing professional development is provided internally but is also sourced from other providers such as PiXL, CASH subject leader sessions and the Royal Shakespeare Company.
- The college has moved to recording ‘current’ assessment, i.e. a focus upon what pupils can do now, for tracking student progress within each year group.
- Assessments are cumulative, term by term, with the emphasis upon determining what pupils don’t know and then targeting intervention at the right time to address this.
- Last year the focus was on discussion of marking and feedback. Now the emphasis is upon making every lesson count and embedding challenge for all pupils.
- Parents are pleased that behaviour has improved and believe that there is less disruptive behaviour in class. They appreciate the new parents’ evenings. They say that communication has always been good; this includes communication with the special educational needs staff.
- Parents like the new timetable, they appreciate that its more regular structure supports pupils with special educational needs. Homework is also more regular now and exercise books are coming home more frequently. Parents do not mourn the demise of long, project based homework. They are appreciative of the reintroduction of personal, social, health and economic education.
- [Students} like the new lesson structure. They note the increased pace and feel that they are learning more. They like the frequency with which subjects come around on the timetable and say that, ‘everyday feels like a long Wednesday’. They are aware of the change in the assessment regime, noting that, ‘they’re testing where we are at and what we need to learn.’
- The College is continuing to make good progress towards improvement since the last monitoring visit and the Ofsted section 8 inspection.
- The acting Headteacher is effectively leading school improvement
- The leadership team is clear and focussed on the next steps for improvement and are developing into a strong group driving change forward
- The Interim Executive Board continue to effectively support and challenge the senior leadership team and are robust in their conversations
- External support brokered by SEC for Leadership and Management is judged to be effective
- Teaching is more consistent across the college, although there are still areas to develop further so that all pupils receive high quality lessons all of the time.
- The new timetable and curriculum structure appear to be accelerating progress
- The new tutor time sessions and the move to horizontal tutor groups have added to the purposeful atmosphere around the college
- The special educational needs department have responded well to the advice from the local authority and consequently the identification and support for pupils with special educational needs is improving
- Capacity for further improvement in SEND provision is judged to be good and no further visits are required to specifically focus on SEND, unless requested by the school. This decision will be kept under review.
School Effectiveness Cornwall – Monitoring visit 11th July 2018
Main findings – Leadership and management
- The action plan and accompanying timeline is being used effectively to ensure that improvement continues.
- Responsibility is clearly defined and senior leaders are working well together to secure improvement; supported well by the interim executive board.
- Middle leaders have a better understanding of their roles than in previous years.
- Middle leaders report that they have a good working relationship with the senior leadership team and consequently feel supported in carrying out their roles.
- Line management of the middle leaders is carried out by the Hub Directors, who use the opportunity to challenge and coach.
- Although the action plan has been written by the Headteacher; middle leaders are clear about their part in it and are able to evidence their monitoring of teaching, learning and assessment.
- Middle leaders are able to identify the key strengths and areas for development within lessons as evidenced by joint observations carried out during this visit.
- The SEN team have clearer roles and responsibilities and are well led by the Deputy Headteacher and SENCO.
- The head teacher and senior leadership team have revised the schools’ action plan and timeline in light of the findings in the latest Ofsted monitoring report ready for September.
- Leadership and management of SEN continues to develop and is becoming stronger. Reviews of the roles and responsibilities of staff at all levels are resulting in improved provision for students.
- Identification of students’ needs has improved which means that targeted support is appropriate and therefore more effective.
- Middle leaders are taking on a greater role than before in supporting the drive for school improvement. They are able to identify good teaching practice and where it is not as good.
- There are still inconsistencies in the quality of teaching and learning, with too much didactic teaching observed.
- Marking and feedback is not yet clear and effective enough to support student progress.
- Behaviour has improved although there is still evidence of students not being on task during lessons; this is often as a result of weaker planning.
- Attendance remains a priority, with the school demonstrating that the actions that is has taken this year are beginning to have some impact. This is as a result of a committed focus by senior leaders and the team.
- The school has identified the students that need greater support in attending school and are working with families to address this.
- Students report that they like coming to school and have welcomed the move to horizontal tutor groups.
Letter from Ofsted following their monitoring visit on 5th and 6th June 2018: Treviglas Community College 10048738 Final PDF
Staff, pupils and parents at Treviglas Community College are pleased to have received an encouraging special measures monitoring inspection letter from Ofsted indicating that “leaders and managers are taking effective action towards the removal of special measures.”
In the letter, Her Majesty’s Inspector Mr. Stephen Lee highlights that school leaders “have undertaken a wide-ranging programme to review and renew the way the school works. As a result, aspects of the school’s work are beginning to make the improvements required. For example, teaching is improving, low attendance is being tackled more effectively and the provision for pupils who have special educational needs (SEN) and/or disabilities is getting better.”
It is stated that “many new approaches have been implemented and are beginning to have an impact” but recognised in the letter that these new approaches “will take time before they are fully embedded in the work of the school.”
Among the areas of improvement recognised by Ofsted inspectors in the letter were:
- school leaders have undertaken a wide-ranging programme to review and renew the way the school works. As a result, aspects of the school’s work are beginning to make the improvements required e.g. teaching is improving, low attendance is being tackled more effectively, the provision for pupils who have special educational needs (SEN) and/or disabilities is getting better
- teaching is now setting higher expectations of the quality of work that is acceptable and many pupils are responding to this well, especially the most able. Teaching is now helping this group of pupils to make better progress than in the past
- pupils’ attitudes to learning are clearly improving, especially when teaching is more effective than it was in the past.
- the development of accountability at all levels. The Interim Executive Board, which replaced the previous Governing Body, is holding senior leaders robustly to account for improving the quality of education. Greater clarity of leadership structures, leaders at all levels are working together much more coherently to improve outcomes for pupils
- safeguarding in the school is effective
- leaders have introduced a more effective programme to monitor, evaluate and improve the quality of teaching. Challenging conversations about underperformance are now taking place, whereas in the past they were avoided at all levels of leadership
- the acting headteacher has introduced a set of minimum expectations for teachers
- the school’s assessment and tracking system has improved. It now provides more meaningful information about pupils’ attainment and the progress they are making
- the school has been particularly successful in bringing down the rate of overall persistent absence which has reduced considerably
Inspectors identified areas in the letter where improvement is needed, including:
- the way the school’s timetable is constructed is a serious barrier to pupils’ effective learning. School leaders are acutely aware of this and have plans in place to radically alter both the structure of the school day and the way the curriculum is delivered in 2018/19
- variation in the quality of teaching that pupils receive, both between and within subjects
- impact of school leaders’ actions in the work of those pupils with middle or lower prior attainment
- teachers’ ability to pitch work at the right level for pupils’ starting points
Mrs. Michelle Dunleavy, Acting Headteacher at Treviglas Commuity College, said: ‘whilst we are delighted that we are on the right trajectory towards the removal of special measures, there is still work to be done and we are not complacent. This is a positive step forward and the radical changes we are making to the timetable in September 2018 to remove barriers to effective learning will provide a further boost to our rate of improvement. The provision of the highest standard of education for each child at Treviglas is my upmost priority. I want to take this opportunity to thank our staff, pupils and parents for their commitment to this improvement journey to date.’
School Effectiveness Cornwall – Monitoring visit 17th April 2018
Main findings-Leadership and management
- The school action plan and timeline are being used by the headteacher to plan school training, development and monitoring; record impact and provide an evidence base of the work that is being carried out by the school to secure improvement. This is shared with the interim executive board and senior leaders.
- The quality of teaching is showing signs of improvement. Teaching is monitored regularly by the senior leadership team and recorded systematically in a central area. During the monitoring visit, senior leaders made accurate judgements of the quality teaching and learning seen and were able to give informed feedback and guidance for next steps.
- Consistent lesson structures are recognised as a positive development by parents, citing two examples of how their children, one with additional needs, benefit from knowing their targets and the expectations for the lessons. Some students however, are less clear about the changes that have been implemented.
- The morale of teaching staff is good. Teachers report that they are working harder and increasingly smarter. This is leading to better differentiation and planning of lessons which are resulting in an improvement in the behaviour of students in the classroom.
- There has been a review of the timings of the school day, lesson length and tutor structure. Changes have been communicated to parents and will be implemented in the new academic year.
- Parents are appreciative of increased communication from the school and have made suggestions as to how this could be made even clearer.
- The school has made progress towards implementing the actions as highlighted in the previous SEC monitoring report for SEN
- Parents are appreciative of increased communication from the school and have made suggestions as to how this could be made even clearer.
- The school has made progress towards implementing the actions as highlighted in the previous SEC monitoring report for SEN,
- Senior leaders meet with the Heads of House weekly to review attendance and behaviour. Attendance is improving slightly. Persistent absence remains a concern having increased this term; although it remains lower than during the previous academic year.
- The head teacher and senior leadership team are working hard to embed the changes required to secure improvement across the school. This is beginning to show signs of impact, for example the overall quality of teaching seen during this visit is better than in previous visits.
- There are still areas of inconsistency in practice such as marking and feedback, but these have been identified by the senior leadership team and there are plans in place to address these issues.
- The interim executive board meet monthly and offer robust challenge and support. Meetings are linked to the progress that is being made towards the action plan.
- Attendance, particularly persistent absence of vulnerable groups, remains a concern. The school has good systems and structures in place to support the drive to reduce absences and is using the education welfare officer effectively to work with families. The assistant headteacher with responsibility for attendance leads
this team well and is embedding the correct practices across the school however the evidence of impact is yet to be seen.
- The school has responded positively to the previous SEND monitoring report and have begun to address the actions highlighted during the visit. Further work is required to ensure security around assessments and judgements of student needs and the subsequent progress that student make following intervention.
- The majority of students are well behaved and engage well in their learning.
School Effectiveness Cornwall – Monitoring visit 29th January 2018
To all parents and guardians. We have now received the monitoring report from the Local Authority visit on the 29th January 2018. It states:
Quality of teaching, learning and assessment
The quality of teaching and learning remains inconsistent, although there is evidence of some improvement from the lessons observed during this visit.
Where learning is effective:
- Learning objectives and the essential question are clearly displayed and referred to during the lesson.
- Students are aware of their target grades, where they are now and what they need to do to improve.
- The level of challenge is personalised and appropriate for students.
- A range of support for students is available which allows students to work with greater independence, for example language dictionaries, exemplar work on classroom walls and word mats.
- Student attitudes to learning are generally good.
- Marking is better and students use it to improve their work further.
- Questioning is targeted on a mix of more able pupil premium and non-pupil premium students and does not depend upon hands up. Probing and praising language is used for example ‘your method is good’ and ‘tease that out.’
- Teaching embeds reasoning and problem solving approaches for example in mathematics.
Where learning is less effective:
- The class teacher does not check on whether students understand what they need to do to succeed in their learning. As a consequence not all students are aware of what they need to do to achieve the expected learning outcomes. Some students are disadvantaged and not able to contribute to the lesson.
- Insufficient account is taken of what students already know, understand and can do. Learning activities within lessons are not pitched accurately to allow students, particularly the more able, to make good progress.
- The pace of the lesson drops, therefore students drift off task. Students who have finished have to wait for teacher and further work or challenge is not available.
- Opportunities are missed by teachers to model what students are expected to achieve, or how they will achieve.
- Lessons do not provide opportunities for speaking and listening or discussion to allow students to consolidate their understanding and embed their learning.
- The classroom environment is underdeveloped and not used by students to support their learning.
- Students report that parents like books going home so that they can see what is being done. This was confirmed by the parents during their meeting with a school effectiveness officer.
- Parents report a lack of consistency in the frequency of exercise books going home, citing that students did not have them in time to revise for tests properly.
- Parents report some confusion regarding the setting of homework and the expectations of teachers that this is completed by students, which they feel is not consistent across the school
- Parents would welcome more information and support regarding the use of ‘Mathswatch’ program used for maths homework.
- Parents report that behaviour has improved with no reports of bullying from their children.
School Effectiveness Cornwall – Monitoring visit 13th December 2017
The school have now received the report from the monitoring visit that took place on Wednesday 13th December 2017 by the Local Authority as part of standard operating procedures for a school judged to be inadequate and requiring special measures.
- This was the second School Effectiveness Cornwall (SEC) visit since the school received its most recent section 5 Ofsted inspection
- The visit equated to 3.0 officer days
The officers visited 16 lessons across key stages 3 and 4, met with students from year 10 and a group of parents. They identified that where learning is better:
- Learning objectives and essential questions are clearly displayed and referred to during the lesson
- Students know what they need to do to improve and respond to marking appropriately
- Attitudes to learning are positive and students respond well to questioning
- Questioning is targeted and does not depend upon hands up. Teachers ask probing supplementary questions such as, ‘Yes, but why?’
- Work is displayed on the Wonder Walls and student books contain a good quantity of marked work with next steps feedback
- Students are well supported by support staff in class
Where teaching is less effective:
- The activities are not planned sufficiently taking into account the prior knowledge of students or their ability. Consequently some students are not actively engaged in their learning
- The classroom environment is poor which is reflected in a lack of pride in the work produced
- Teachers rely upon a ‘hands up; approach to questioning, which means that it cannot be targeted upon pupil premium or other student groups
- Teachers do not check for understanding before moving on to the next stage of the lesson and this means that some students are left behind
- Teachers do not make best use of their interactions during group, paired or individual work to further develop or reinforce learning
- Teachers and students do not make use of prompts and exemplification in displays where they exist
The date of the next visit by the Local Authority is on Monday 29th January
Rob Haring (Education Adviser) – monitoring visit 30th November 2017
What are the school’s strengths?
The School is in the midst of a period of turbulence. Following an Ofsted inspection (June 2017) in which the school was judged inadequate the Governing Body has been dissolved, an IEB established, and an Acting Headteacher appointed.
- The Acting Headteacher, who was previously Deputy Headteacher at the school, is working hard to stabilise the school and embark on a rapid improvement journey against a backdrop of budget deficit and long-term absence from within the SLT.
- The Acting Headteacher is a long serving member of staff and is passionate about the school and its students. She knows the school well and is honest in her opinion of the school’s current position and the challenge that lies ahead. She recognises that all of the school’s key performance indicators fall significantly short of where they would expect to be.
- The Acting Headteacher has introduced a new behaviour policy and there is evidence that this is having an impact. During the visit students were calm, respectful and in the lessons visited behaviour was fine. Having said these students were compliant as opposed to exhibiting a thirst for learning.
- Despite the difficulties facing the school, students were positive and the Year 11 students spoken to were keen to do well and succeed in their GCSE examinations. Indeed, several spoke of hoping or striving to achieve high grades in English and Maths.
- Importantly the SLT has managed to recruit new staff that joined the school at the start of the academic year. Most notably the maths department is now fully staffed with qualified maths teachers – a contrast to recent years.
- English teaching was seen in Year 11 and seemed secure and consistent across the groups seen. The snippet of a top set Year 11 seen was engaging with a degree of ‘sparkle’ and was an illustration of what can be achieved.
- There is clear evidence that marking is improving and that students are receiving feedback on how to improve.
Areas for Development
- The shape of the school day and structure of the curriculum are barriers to success that need to be overcome. For students to enjoy a rich, broad and engaging learning experience whilst at the same achieving a portfolio of examination success changes need to be made.
- The quality of teaching and learning needs to be developed such that more lessons genuinely engage students’ interest, spark a passion for learning and secure progress.
- Data tracking and monitoring systems need to be established that scaffold realistic ambition and effectively inform progress.
- Student attendance needs to improve. Work has begun in this crucial area but attendance remains below the national average.
- Strengthen middle leadership such that it can become a real driver for school improvement.
School Effectiveness Cornwall – Monitoring visit 13th October 2017
Where learning was seen to be effective
- Children in Care are on track or above and making steady progress within the lesson.
- Students work well together for example exploring how different tones can be used to change meaning when acting out a scene from Romeo and Juliet.
- The quality of presentation in exercise books reflects the pride that students feel towards their work.
- Consistent use of ‘essential questions’ to further learning.
- Consistent referral to grades and the levels that students are working towards allows students to see what is expected of them and what success looks like.
- Extension questions are used to encourage in-depth thinking and thinking beyond.
- ‘Even better if’ comments promote deeper thinking and understanding for the students and are responded to thoughtfully.
Where learning is less effective:
- Students are not engaged in their learning and consequently they are off task.
- Questioning is closed and does not develop clear understanding for all.
- Opportunities are not taken to deal with misunderstandings and misconceptions to deepen knowledge or challenge the more able.
- Inconsistent use is made of ‘even better if’ comments.
- The pace of the lesson is too slow resulting in students making too little progress.
- Teachers talk during ‘thinking’ and ‘working’ times which distracts students from their work.
- Teachers and leaders should demonstrate the high expectations expected by the school for the quality of learning so that it is evident in classrooms and students’ work.
- Teachers and leaders should ensure consistency in presentation, marking and feedback so that students can make good progress.
- Consistency of in class support and marking is required to ensure that the good progress of children in care is maintained.
- Improve the quality of teaching and learning by: ensuring that assessment is used effectively to inform teachers’ planning and delivery of future learning; ensuring lessons are planned around clear learning objectives which are based on what students already know, understand and can do; ensuring that the pitch, differentiation and pace of lessons allows students to make good progress; developing the use of questioning so that students can consolidate their learning and are challenged to articulate their thinking and understanding
- Review the use and effectiveness of 100 minute lessons
- The Local Authority to explore the commissioned support for the school with regard to Special Educational Needs and Disabilities (SEND).
School Effectiveness Cornwall – Pupil Premium monitoring visit Monday 25th September 2017
- There has been a positive and purposeful start to the term and this is evidenced in the books of pupil premium students and conversation with them.
- The governors have been involved in the current review of progress for students eligible for pupil premium. They are regularly conducting work scrutiny of a sample of students’ work which includes those that are disadvantaged. They scrutinise the pupil premium spend and there is a nominated governor with pupil premium oversight.
- Students and staff share a sense that expectations and aspirations have been raised for all students. It is important that, in the effort to raise the progress and achievement of disadvantaged pupils, appropriate language is used. The 2017-18 plan suggests that these students need to ‘catch-up’, but the school knows that it has more able pupil premium students who are achieving well.
- Leadership of pupil premium is clear and staff know that this is a priority for the school.
- The evidence of focused interventions for pupil premium students in Key Stage 3 suggest that, in the long term, progress will increase.
- Use the best practice seen in some lessons to drive improvements in the teaching of disadvantaged students.
- Further work needs to be done to develop consistency in marking and feedback across subjects.
- Teaching and learning should make best use of questioning to extend students’ understanding (metacognition) and to target questioning in order to improve the progress of disadvantaged pupils.
- Teachers need to develop an understanding of the sub-sets of student groupings. E.g. More able pupil premium students.
- The school website needs to be updated.