School Improvement

Treviglas Community College Action Plan 2017-18

Please find below a summary of our Action Plan 2017-18. If any parent/carer 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

Treviglas Action Plan 2017-18

Summary of recent monitoring visit reports

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.

Summary

  • 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.

In addition:

  • 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.

Actions

  • 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

Summary

  • 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.

Actions

  • 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.

 

 

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