th September 2018 Patrick Cozier Headteacher 1 2 Exam Results Uniform Issues at the Start of Term amp Behaviour Focus in General School Development Plan Priorities 201819 What I Will Cover This Evening ID: 760813
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Slide1
HWS PSA Meeting
Thursday 13th September 2018Patrick CozierHeadteacher
1
Slide22
Exam Results
Uniform Issues at the Start of Term (& Behaviour Focus in General)
School Development Plan Priorities 2018/19
What I Will Cover This Evening
Slide33
Firstly, a reminder…
Slide42018 GCSE Exam Results & Headlines(With some historical context)
2018201720162015E & M (4+)67%65%70%68%E & M (5+)48%49%N/AN/A5+ A*-C (EM)63%63%69%64%5+ A*-C67%71%77%74%5+ A and above26%25%32%28%
Some improvements on last year, but overall a similar set of results to previous years
4
Slide5GCSE Progress 8
Projected Progress 8 Score
+0.2+0.33Attainment 84.9Average Grade5.1 Average Grade
5
This has been calculated from a sample of 504 schools [4Matrix]. We do not know the official score yet
This has been calculated from a sample of over 1500 schools [FFT]. It’s another estimate
Slide6Recent Progress Trend
We have been significantly above the national average for progress for the last 6 years… we are very proud of this!
Year 201320142015201620172018Progress MeasureValue AddedValue AddedValue AddedProgress 8Progress 8Progress 8Score1014.11014.61022.7+0.25+0.26+0.2 to +0.33*% RankTop 25%Top 29%Top 18%Top 24%Top 24%??
4
Slide7GCSE – Subject Performance
7
Residuals
Residual analysis is an important indicator of departmental performance. It looks at how departments have performed within the school compared to other subjects
At HWS we use Residual vs National as one of our key indicators – this takes into additional account the differences in student outcomes on a national scale – e.g. the fact that students typically get higher grades in some subjects over othersHowever, the following data is based on last year’s national results hence these are estimates only at this stage
Slide8GCSE
– Subject Performance
8
Internal HWS Residuals
(last year equivalent in brackets)
Drama = +0.94
(+0.76)Food Technology = +0.80 (+0.38)Media Studies = +0.76 (+1.06)Art = +0.38 (+0.07)History = +0.28 (+0.30)Computer Science = +0.27 (-0.62)Music = +0.23 (+0.34)Geography = +0.22 (-0.27)Maths = +0.19 (+0.17)English Language = +0.19 (+0.08)
Slide9GCSE
– Subject Performance
9
Internal HWS Residuals
(last year equivalent in brackets)
Drama = +0.94
(+0.76)Food Technology = +0.80 (+0.38)Media Studies = +0.76 (+1.06)Art = +0.38 (+0.07)History = +0.28 (+0.30)Computer Science = +0.27 (-0.62)Music = +0.23 (+0.34)Geography = +0.22 (-0.27)Maths = +0.19 (+0.17)English Language = +0.19 (+0.08)
Slide10GCSE
– Subject Performance
10
Improved Subject Performance
Computer Science A*-Cs/9-4s up by 26.9%
Food Technology A*-Cs/9-4s up by 9.7%
Textiles A*-Cs/9-4s up by 6.7%English Language A*-Cs/9-4s up by 5.8%Art A*-Cs/9-4s up by 4.2%French A*-Cs/9-4s up by 3.3%
Slide11GCSE – Analysis of Groups – Progress
11
FFT Figures
Whole CohortBoysGirlsPupil PremiumNon-PPSENForecast Progress 8+0.33+0.01+0.65-0.22+0.69+0.10
Slide12GCSE – Analysis of Groups – Progress
12
FFT Figures
Whole CohortBoysGirlsPupil PremiumNon-PPSENForecast Progress 8+0.33+0.01+0.65-0.22+0.69+0.10National Figure for State Funded Schools2017-0.06-0.24+0.18-0.33+0.11-0.03
Slide13GCSE – Analysis of Groups – Progress
13
FFT Figures
Whole CohortBoysGirlsPupil PremiumNon-PPSENForecast Progress 8+0.33+0.01+0.65-0.22+0.69+0.10National Figure for State Funded Schools2017-0.06-0.24+0.18-0.33+0.11-0.03Difference+0.39+0.25+0.47+0.11+0.58+0.13
Slide14GCSE – Analysis of Groups – Progress
14
Prior Attainment on Entry
FFTWhole CohortLower AttainersMiddle AttainersHigher Attainers Forecast Progress 8+0.33-0.06+0.00+0.73
Slide15GCSE – Analysis of Groups – Progress
15
Prior Attainment on Entry
FFTWhole CohortLower AttainersMiddle AttainersHigher Attainers Forecast Progress 8+0.33-0.06+0.00+0.73National Figure for State Funded Schools2017-0.06-0.17-0.020.00
Slide16GCSE – Analysis of Groups – Progress
16
Prior Attainment on Entry
FFTWhole CohortLower AttainersMiddle AttainersHigher Attainers Forecast Progress 8+0.33-0.06+0.00+0.73National Figure for State Funded Schools2017-0.06-0.17-0.020.00Difference+0.39+0.11+0.02+0.73
Slide17Year 13 Results – A level & Equivalent
201020112012201320142015201620172018%A-C71%78%78%83%83%83%90%87%78%%A-E98%97%98%100%100%100%100%99%100%
17
Slide18A Level – Subject Performance
18
Outstanding Student Progress
(ALPS Scores)
Drama
=
ALPS 2 (11 students)Gov. & Politics = ALPS 2 (16 students)Music Tech. = ALPS 2 (5 students)
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%
Slide19A Level – Subject Performance
19
Improved Subject Performance
Drama – From ALPS 6 to ALPS 2
Psychology – From ALPS 6 to ALPS
4Economics – From ALPS 7 to ALPS 5English Language – From ALPS 8 to ALPS 6Music Tech. – From ALPS 3 to ALPS 2Art – From ALPS 5 to ALPS 4
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%
Slide20A Level – Subject Performance
20
Sustained High Performance
Gov
& Pol – Last 5 years – ALPS 2, 3, 3, 2 and 2History – Last 5 years – ALPS 2, 2, 2, 3 and 4Media Studies – Last 5 years – ALPS 3, 3, 3, 3 and 4Sociology – Last 5 years – ALPS 2, 3, 4 ,2 and 4Music Tech. – Last 3 years – ALPS 3, 3 and 2Chemistry – Last 4 years – ALPS 3, 3, 2 and 6
ALPS 1 = Top 1%
ALPS 2 = Top 10%
ALPS 3 = Top 25%
Slide21Some Initial Thoughts
GCSESome improvements to be proud of at subject levelGirls have performed strongly both in terms of attainment and progressWe have to look carefully at what is happening with our PP students and our boys – particularly those students who arrive as lower attainersIn school variation between departments is something we need to look at closelyPost 16Our overall A2 ALPS is a 4 which is down on the last three years, but still positive based on as it represents good student progress Solid departmental performances at A2 with very few departments performing poorly (i.e. ALPS 7, 8 or 9) – however, fewer departments achieving the top ALPS this yearOur AS performance is an improvement on last year (ALPS 5 vs last year’s ALPS 6)
21
Slide22Start of Term Behaviour Focus
UniformMerits and RewardsTrips
22
Slide23Slide24Slide25Slide26Slide27Slide28Slide29Slide30Slide31Slide32Insanity
Doing the same thing over and over again and expecting different results.
Slide3333
“We Establish What We Establish”
Slide3434
Messages to Staff at the Beginning of TermMore rewards for studentsMore emphasis on meritsClearer expectations for students – less ambiguity = less time wastedBetter movement around school between lessonsUniform issues reduced
Slide35MERITS
Trying new thingsShowing perseveranceHelping othersBeing courteousBe cooperativeShowing consideration for othersDoing excellent classworkDoing excellent homeworkMaking big improvementsBeing an ambassador for the school
Merits are starting at 0.How well did you do last year? What are you aiming for this year? Merits = rewards.
DON’T FORGET:
Merits
gains you access on to awards
trips.
Merits
equals badges.
Your points transfer to money in the
epraise
shop where you can buy things.
Slide36REWARD TRIPS ARE BACK!!!
To recognise your achievements, we are bringing back reward trips. Each year group will have the opportunity to vote for their preferred reward trip!
Listen for more information in assemblies this term!
Slide37epraise - DO NOT FORGET
Use
epraise
to see your achievements from your lessons and also where you may need to improve on.
Slide38Improved Lunchtime Activities
Basketball coachingFootball coachingTable tennisTrampoliningSkittles Club(see Ms Ward)
Slide39Positives
Merits
Increase in the actual number of merits awarded by teachers 6th – 12th September 2018 compared to same period last yearIncrease in the value of merits awarded 6th – 12th September 2018 compared to same period last year
6
th
– 12
th
September
2017
6
th
– 12
th
September
2018
Difference
Number of different times merits awarded by teachers
4108
9615
+5507
Value
of merits awarded by teachers
6873
17707
+10834
Slide40DEMERITS
Not following instructionsSpeaking out of turn/shouting outNot being in your correct seatInterrupting students or adultsThrowing thingsNot being silent when askedDistracting others, including with your body languageBeing disrespectful of othersAnything else that prevents the teacher and other students being able to fully focus on learning
Demerits are given to students who do not show the 4Cs.
5 demerits a day = same day detention at the end of the school day.
There a 9 levels of threshold with behaviour at Highgate Wood School; each level brings a consequence.
DO YOUR BEST!
Slide41EQUIPMENT AT HWS
PENCIL CASE
3 pensPurple pen Green pen 2 pencilsColoured pens or pencilsHighlighterRulerSharpener Rubber Calculator
SCHOOL BAG
Reading book Journal Pencil Case
CHECK YOUR EQUIPMENT!
Slide42READING BOOK
Remember, you have dedicated reading time for 15 minutes EVERY DAY (apart from week 1 Tuesday). Do not forget your book.
Slide43CALM IN BUILDINGS
What this means:Talking / low level noise OK / partner voicesNo physical contact – keeping your hands to yourselfMoving purposefully to the next venueNot blocking corridorsPairs are OK – not in threes or moreStudents following the correct direction to move around the school / from the departmental areaWalking on the correct side – on the left Students using the stairwells safely
Slide44SCHOOL UNIFORM –
NEW CHANGES
NO HOODIES ALLOWED
No student is allowed to wear a hoodie, ‘zip up’ jumper or sweatshirt on the school site. You must wear your blazer or a coat and blazer.
Slide45b
SCHOOL UNIFORM – NEW CHANGES
OVERCOATS ONLY OVER BLAZER
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN
Slide46b
SCHOOL UNIFORM –
SOCKS
PLAIN SOCKS ONLY
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN
Slide47b
SCHOOL UNIFORM –
TROUSERS
TAILORED
TROUSERS
ONLY
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM –
NO SANCTION GIVEN
Slide48b
SCHOOL UNIFORM – SHOES
INCORRECT UNIFORM –
SANCTION GIVEN
CORRECT UNIFORM – NO SANCTION GIVEN
Slide49INCORRECT UNIFORM CORRECTED BY 8.30am
SCHOOL UNIFORM –
NEW CHANGES
If you come to school with incorrect footwear or any incorrect or missing uniform item, then you must go to the House Office
before 8.30am to show the note to Mrs Malm who will issue a replacement item for that day or a note, if we do not have a replacement.
YOU MUST BRING A NOTE EXPLAINING FROM PARENTS; WHY AND HOW LONG YOU WILL NOT HAVE THE CORRECT UNIFORM
Slide50INCORRECT UNIFORM CORRECTED BY 8.30am
SCHOOL UNIFORM –
NEW CHANGES
It is your responsibility to do this before 8.30am.
Mrs Malm
Slide51INCORRECT UNIFORM CORRECTED BY 8.30am
SCHOOL UNIFORM –
NEW CHANGES
If you are
seen
during the day wearing incorrect footwear or any incorrect or missing uniform item, and do not have a note from the House Office, then you
will be out of circulation.
Slide52ON AT ALL TIMES AND IN THE BUILDINGS
BLAZERS
Exceptions:
Break time
Lunchtime
You must put them back on when the buzzer goes and you are entering the building
Slide53Positives
Uniform
Overwhelming number of students wearing the correct school uniformGreater clarity over what can and can’t be worn - assembliesDecrease in the number of students being kept out of circulation for incorrect uniformReduction in disruption caused to beginning of lessons from last yearStudents more cooperative about other aspects of uniform – ties, top buttons, shirts and skirts
Day
Number of
students kept out of circulation for incorrect uniform
Thursday
23
Friday
2
Monday
6
Tuesday
3
Wednesday
0
Thursday
4
Slide54Why This Approach On Uniform
We are a uniform school and it is an expectation that all students in years 7 to 11 wear full uniform appropriatelyUniform is one of the simplest things to get right in schoolPrevious approaches have not worked and too much teaching time and learning time is taken up on correcting uniform issuesStudents walking around school in non-uniform items models signals an acceptance that this is ok and leads to further purchases of non-uniform items (this is why we have decided to remove students from circulation)It works. In the space of a week, uniform issues have almost been eradicated. It is now exceptional to find a student out of uniform during the day
54
Slide55Where We Went Wrong…
Parents should have been more clearly notified about this in advanceUse of the term ‘Isolation’. This is not an accurate description of what occurred on the first full day of term last weekIn hindsight, Year 7 students should have been given more adjustment time (as they are with many of our behaviour expectations)
55
Slide56School Development Plan Priorities 2018/19
56
Slide5757
Slide5858
Slide5959
Slide6060
Equality
Slide6161
Equality
Equitability
Slide6262
Equality
Equitability
Removal of Barriers
Slide63Reducing the Gap Between the Disadvantaged Students and Other Students
If we are going to close the gap for our disadvantaged students then ‘equality’ is not enoughWe need to give them more support than other students to overcome barriers – Disadvantaged students must benefit from things that other students don’tIn addition to the support that we give, we have to consider to what extent we can remove the barriers for all students
63
Slide64Area
Aim
Achieving Outstanding Student Behaviour Through Consistent Implementation of The Behaviour Policy and the Setting of High Expectations
Improve the Behaviour of Students in Lesson
Improve the Behaviour of Students Around the Site During Lesson Changeover and Social Time
Further Develop the Behaviour Support and Intervention Available to Students Who Need It
Improving Reading and Literacy Across the
School
Ensure that all students in Key Stage 3 read for at least 15 minutes every day at an appropriate level to improve their reading age
All departments to develop strategies for teaching reading as appropriate to their curriculum areas
Ensure that all students in Key Stage 4 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
Ensure that all students at Post 16 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
Improving
the Attainment and Participation of Our
Disadvantaged Students
Improve the Attainment Levels and Progress of Disadvantaged Students at GCSE and A Level
Improve the Participation and Experience of Our Disadvantaged Students in Representative, Enrichment and Extra-Curricular Activities
Review HWS Grouping Data. Develop and Implement a Grouping Policy to Address any disproportionate representation of Disadvantaged Students
Implement Strategies to Improve the Engagement of Families of Disadvantaged Students
Slide65Area Aim Improving Reading and Literacy Across the School Ensure that all students in Key Stage 3 read for at least 15 minutes every day at an appropriate level to improve their reading ageAll departments to develop strategies for teaching reading as appropriate to their curriculum areasEnsure that all students in Key Stage 4 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes Ensure that all students at Post 16 engage in a reading (or other similarly focused) activity for at least 15 minutes every day linked to external assessment purposes
65
School Development Plan Priorities 2018/19
Slide66Data from Our Current Year 9 Students
Average Reading Age at the Start of Year 7Average Reading Age at the end of Year 7Average Progress in Reading AgeDisadvantaged Students (PP)10.0411.02+0.98Other Students (Non PP)11.1113.02+1.91
66
Slide67Current Year 8
The average reading age for our Y7 non-PP students in September was 12:01The average reading age for our Y7 PP students in September was 10:04
67
Slide6868
Event
Time
Period 1
8:35 – 9:30Period 29:30 – 10:30Break10:30 – 11:00Tutorial/Assembly11:00 – 11:10Reading Time11:10 – 11:25Period 311:25 – 12:20Period 412:20 – 13:20Lunch13:20 – 14:10Period 514:10 – 15:10Period 615:10 – 16:10
Reading Time – Structure of the Day from September 2018
Slide6969
Event
Time
Period 1
8:35 – 9:30Period 29:30 – 10:30Break10:30 – 11:00Tutorial/Assembly11:00 – 11:10Reading Time11:10 – 11:25Period 311:25 – 12:20Period 412:20 – 13:20Lunch13:20 – 14:10Period 514:10 – 15:10Period 615:10 – 16:10
Reading Time – Structure of the Day from September 2018
55 Minute Period 1
55 Minute Period 3
10 Minute Tutorial Time
To be reviewed next summer…
Slide7070
Event
Time
Period 18:35 – 9:30Period 29:30 – 10:25Break10:25 – 10:50Period 310:50 – 11:45Period 411:45 – 12:40Lunch12:40 – 13:30Period 513:30 – 14:25Break14:25 – 14:30Staff CPD14:30 – 16:30
Creating CPD Time – Once a Fortnight (Every Tuesday Week 1)
Slide7171
Event
Time
Period 18:35 – 9:30Period 29:30 – 10:25Break10:25 – 10:50Period 310:50 – 11:45Period 411:45 – 12:40Lunch12:40 – 13:30Period 513:30 – 14:25Break14:25 – 14:30Staff CPD14:30 – 16:30
Creating CPD Time – Once a Fortnight (Every Tuesday Week 1)
55 Minute Period 4
55 Minute Period 2
55 Minute Period 5
No Tutorial/
Assembly or Reading Time
5
Minute Break
25 Minute Break