Characteristics of your school

Attainment on entry is broadly average compared with the national picture (Evidence: KS2 APS of e-PANDA, CAT tests taken by Y7 for the last 3 years). CAT tests on entry indicate a broadly average profile, with strengths in thinking skills (Non-Verbal SAS). There are 12 students with a Statement of SEN, a further 34 on School Action Plus (Evidence: SEN file).

The catchment area is a mixture of private and council housing spread across the many outlying villages in this part of Westshire. The socio-economic mix is favourable when compared with the densely populated parts of the county, but still contains pockets of significant disadvantage (Evidence Acorn Statistics). The electoral ward where the vast majority of the students live, is 2,321th out of 8,159 wards in the country (Evidence: index of multiple deprivation). Other students come from even less advantaged wards. There were 996 on roll in January 2005 (Evidence: annual school census) with 11.7% entitled to FSM and 4% from minority ethnic groups. In the last academic year 18 pupils joined the school, 32 left within the school year.

Within the community there are low aspirations, little commitment to learning and limited ambition (Evidence: audits on adult learning). The local population is inward looking and has limited cultural diversity. Most students are from a white-working class background. Unemployment is 1.5 times the national average.

The school is committed to a high quality education for all students. A balanced curriculum (See quality of provision) is geared to create the best possible preparation for an uncertain future. We work with the community in raising aspirations (“Learning in Partnership”), which reinforces the drive to raise academic standards in school. The school ethos is strong and evident from the successful Specialist School bid for humanities status. The main subjects of English, citizenship and RE provide a clear thrust in boosting active citizenship, whilst giving students the skills to apply and the opportunity to celebrate their learning achievements throughout the community.

ASTs working with feeder primary schools have been well received and built strong links for progression in learning (Evidence: feedback from schools, student surveys). Outreach work on MFL has forged effective links and led to a smoother transition (Evidence: student survey). Good links exist with our partner secondary school, with regular joint meetings at leadership level and at subject level (Evidence: Minutes of joint SLT and subject meetings). As an increasingly valuable partnership, this is actively promoting professional development as well as improving the quality and range of provision; for example, the curriculum for citizenship and collaborative provision of vacationally related courses in KS4.

As part of the Westshire e-Learning Project (funded through European Objective 1), ICT resources are significantly enhanced and allowing the development of e-learning, by building on existing good practice. In January 2005 the school became part of the Westshire Alliance, part of the local authority 14 – 19 action plan through which links have been established with another local school to use our facilities for courses in Y10 and Y11.

Aids to raising performance include our:

• new headteacher, experienced leadership team and newly appointed middle leaders
• specialist School status and associated performance targets, additional resourcing and the access to the regional and national network of expertise.
• well qualified, experienced and committed staff

The new Headteacher started in January 2006 after the previous head left in August 2005. In the interim, the school was led by an Acting Headteacher - one of the Deputy Heads. The strong tradition of collaborative leadership and the quality of the senior staff team ensured that the temporary arrangement did not constrain the development of the school (Evidence: Link Inspector Report Jan 2006).

Barriers to raising performance include the:

• wide-spread nature of the site, the small size of classrooms and lack of suitable spaces constricts learning.
• school site restricts recreation space and activities for learners and community use.
• core funding is relatively low resulting in a high PTR (Evidence: LA Report May 2005).
• difficulties in recruiting high calibre staff to lead mathematics, ICT and citizenship.
• uncertainty of the BSF programme and the LA plans to rebuild a reduced number of secondary schools from 2009 onward.

The spectre of local reorganisation based on a model of working with the community and engaged in learning for all, complements the school ethos and our recent Specialist School designation.

Some important chracteristics are:

• the positive impact of the school Learning Team for leading developments to create more effective learning across the curriculum. This team includes the ASTs.

• the effective partnerships established within the local community (Evidence: Specialist School plan)

• the skillful co-ordination of citizenship and the creation of a dedicated PHSCE team to deliver both citizenship and PHSE, ensuring greater consistency, and the introduction of a GCSE citizenship short course in September 2005

• the positive impact and response of learners as a result of our the revised pastoral system that was implemented from September 2005. This has been achieved by the significant role of support staff, including our newly appointed Session Manager.

The school's has a new, focused School Improvement Plan that is grounded in our robust self evaluation processes. From our improving approaches to evaluating the available quantitative and qualitative data, our four main priorities are to:

• raise academic standards in mathematics, science, history and geography

• improve the quality of learning via more effective and consistent teaching

• work in partnership to raise aspirations of learners, families and the community

• be proactive and purposeful with the the proposed BSF programme.

Our Specialist School strategy plan puts the priorities in a proper context, highlighting the challenge we have to overcome - the low aspiration culture of learners. We are keen to actively motivate and engage all members of the school and the community we serve with a sustainable strategy to ensure an effective approach to lifelong learning.