Self Evaluation Summary

       

NeneGate School Self Evaluation Summary Overview – September 2017

Outcomes

Quality of Teaching, Learning and Assessment

Personal Development, Behaviour and Welfare

Effectiveness of Leadership and Management

Key   areas of strength

*Broader curriculum on offer since last   inspection. KS2 and Year 7 and 8 following a creative curriculum which   enables students to link learning and have practical experiences

*KS4 accessing college and work placements   from Year 10 ensuring students have a clear picture of opportunities   available to them and can have a smooth transition post 16. 88% of year 10   students secured a two week block placement – week commencing 15th   May 2017. Audit by the skills service(Spring 17) showed positive feedback on   policy, planning, procedure and implementation of work placements.

*2016/17 wider range of academic and   vocational opportunities for students from Year 9 enabling them to follow   areas of interest and expertise.

*RHS level 1 and 2 qualifications   achieved

*Prince’s Trust embedded and students achieving   Certificates, Awards and Diplomas. Students can achieve success no matter   when they join school and build on it during their time here.

*All students (100%) 2015/16 achieved a   Maths Qualification. All students (100%) achieved a Maths qualification   2016/17. (Sep 17)

*8/9 (89%) achieved an English and   Science Qualification. (2016)

* 100% of students achieved an English   qualification (2017) and 5/7 (72%) achieved a science qualification

*Programme of external moderation with   all Special Schools is embedded, ensuring accuracy in measuring progress   across school

*8/9 (89%) have secured a college   placement for September (2016) One offered college place but failed on two   occasions to attend interview. NEET team involved.

100% of 2017 leavers have secured   places in college – No NEET

*Reading is a priority across school, 71% have made progress averaging an increase of 1 year   and 6 months. This ensures students can access learning in all subjects.

*All staff trained in Phonics to ensure   consistency in application across school. Calculations policy embedded and   consistently applied across school.

*Introduction of Progress and   Achievement Files for all students. Students take ownership of their own   learning and pride in their achievements.

*Data capture 3 – Summer 2017 (compared   to Data Capture 3 2016)

  •   In English, 67%   of pupils made progress in comparison to 52% the previous academic year.
  •   In Maths 90% have   made progress compared to 69% the last academic year..
  •   In Science 60%   of pupils have made progress compared to 46% the last academic year.
  •   Data has   improved because of a more robust monitoring system, accurate data entry as   identified through external moderation and earlier intervention being applied.   Individual pupil progress meetings have made teachers more accountable.

Key   areas of strength

*Learning walks show that teaching is   Good or better. Focus for spring term (2017)was on peer observations and   sharing best practice. (Quality assured by the Triad Heads and SIA).   Observations Summer 2017 show that all teaching is at least Good.

*All Learning Support Assistants   observed and given feedback/targets. (3 times a year). One T.A currently   receiving package of support.

*Programme of external moderation with   Special Schools, in order to share best practice.

*Triangulated data collected and   analysed three times a year. Individual pupil progress meetings held with   staff (starting January 2017). Three successful rounds of individual Pupil   Progress meetings have now taken place with SENDCO and SLT and specific   interventions put in place. (July 2017)

*Academic interventions delivered in   phonics, handwriting, reading, maths and dyslexia. Monitored by SENDCO for   effectiveness and reported to SLT

*All interventions logged and recorded   in the pupil’s intervention log book, to enable skills to be practiced in all   lessons.

*Students encouraged to take   responsibility for own learning via learning passports and ‘flight paths’. Learning   walks show that this is becoming embedded with all students (July 2017)

*Stimulating displays across school,   generating a positive ethos that permeates across the school.

*Marking policy followed consistently   across school  demonstrating that   students make progress over time.(Updated and ratified May 2017), training   delivered to all staff (Sep 17)

*Assessment Data available to all staff   on shared drive, ensuring all staff are clear about the starting point for   each student.

*A system for measuring the acquisition   of soft skills has been implemented to ensure students are making progress in   all areas. 77% of students have maintained or made progress (May 2017) . End   of year Soft Skills audit showed that 80% of students had made progress, 37%   of these had more than doubled their score. 6% of students maintained and 14%   saw a decrease(July 2017)

 

*Two members of staff have completed   Boxall Training which has been cascaded down to all staff. Initial profiles   have been completed ( June 2017) Pilot of interventions to begin September 17   with a view to extending across whole school by July 2018.

*All departments have an action plan   that outlines short and long term (2-3years) objectives. These will be   reviewed each term (Sep 17)

 

 

Key   areas of strength

*Robust procedures in place to promote   positive behaviour. Regularly discussed with whole school community.   Evidenced in Student Voice, Tutor feedback and discussed and updated every   half term with staff.(Sep 17)

* Book scrutiny and displays show that   students take pride in their work.

*Development of new logo and uniform by   students demonstrates pride in their school and appearance

*Peer mentoring both internally and   externally (Phoenix PMLD Special School) allows students to show empathy and   consideration for others.

*Engagement in restorative approaches   allows students to reflect on their own behaviour and that of others and find   positive solutions for moving forward. All staff received further training in   April 2017 and the script was shared with students. To be embedded 2017/18

*System of ‘Lifelines and Strategies’   supports student behaviour. Out of class data shows that there is a decline   in number of students out of lessons

*Decline overall in number of Physical   Interventions required this  academic   year (2016/17)as evidenced in data. Increase Jan-Mar addressed through   further staff training with a focus on de-escalation and positive handling of   smaller children.

*Welfare interventions delivered in   school and twice weekly access to counsellor allows students to discuss any   issues and ensures that there is less negative impact on learning

*Robust safeguarding procedures are in   place, they are monitored both internally and externally. (Head of   Safeguarding,  Peterborough L.A visit   Summer 2017) All staff are aware of key documents including Keeping Children   Safe in Education (September 2016) and are aware of designated personnel in   school. September 2017 training focussed on Prevent, FGM and CSE.

*Consistent approach to bullying and   prejudice. Schools council discussions and feedback shows students feel safe   in school

*All non attendance addressed via first   day calling. Detailed attendance records kept for all students. Involvement   of Attendance Service when required

 

 

Key   areas of strength

*Positive relationships between all   members of the school community evidenced in staff, student and parent   surveys and comments in visitors’ book.

*Leaders have a clear picture of strengths   and areas for development. Robust SEF and SDP with breakdown of priorities   give an up to date view of school’s position

*Governance is increasingly a strength.   New Chair and other governors provide support and challenge. Governor visits   and minutes of meetings demonstrate progress.

*The curriculum is continually reviewed   to meet the varying needs of all students. Learning walks and observations   show a high percentage of students engage positively with their learning.

*Safeguarding is effective due to   robust internal procedures. External visit by Head of Safeguarding at L.A   demonstrates stringent procedures in place(Summer Term 2017 – evidence in   report). All staff have had further training on Keeping Children Safe in   Education 2016 and have completed a questionnaire to demonstrate   understanding (Spring 2017)

* Pupil’s welfare is actively promoted   within school and through effective work with external partners. Policies and   procedures are regularly updated and are monitored by SIA, Governors and   Triad Schools.

*All staff and most Governors have   received PREVENT training ensuring everyone is vigilant and aware of systems   for reporting concerns. Training revisited Spring Term 2017 and Home Office   on line training completed by all staff.

*SMSC and fundamental British values   are promoted and embedded across school as evidenced in planning, learning   walks and on displays.

*Performance management used   effectively to challenge and support teacher improvement.

* Staff well being is promoted and   questionnaires show that staff are positive about CPD and work/life balance.   This ensures a stable workforce and allows relationships with students and others   to flourish. One T.A (11%) and no teachers have left in the last 3 years.

*NeneGate  was approached by the Local Authority to be   a Behaviour Hub for primary aged children offering in-reach and outreach   services. Acknowledgement of expertise within school. Letters and emails from   schools show that support already given has been well received.

*School Improvement Advisor has   delivered training to Governors which has resulted in even greater challenge.

 

Key   areas for development

*Review qualifications and awards on   offer for those entering late KS3/KS4

*The local authority still has a number   of EHCP’s that have not been transferred from statements. Those that have   been received show that targets are being embedded across school

*The creative curriculum continues to   be embedded in KS2 and Year 7 and 8 ensuring access to a broader curriculum

Key   areas for development

*Continue to embed use of learning passports   and flight paths

*Continue to embed the system for   measuring soft skills/ Boxall Profiles

*Maintain all teaching observations as   Good or better ensuring triangulation of evidence.

*Assessment policy to be updated to   incorporate marking, moderation and work scrutiny

*Implement new system for measuring   data

Key   areas for development

*Continue to address small number of   students with persistent attendance issues using full range of sanctions   available

*Continue to reduce fixed term   exclusions and physical interventions

*Embed Restorative Approaches across   school

Key   areas for development

*Continue to develop more external   partnerships with Good/Outstanding schools to improve standardisation and   learn from best practice

*Behaviour Hub is established and   offering in-reach and outreach support to Peterborough Primary Schools   (Launch event 27th June)

 

Evidence   – Learning walks, data, external moderation with other Peterborough Special   Schools.

Evidence-   Paired observations and learning walks, Triad schools moderation. School   improvement Advisor.

Evidence   – Out of Class data, learning walks, visitor’s book. Governor Safeguarding   audits.

Evidence   – School Improvement Advisor, Triad schools moderation, Governor learning   walks and Governor meeting minutes.