‘Be the Best You Can Be!’ Presentation to New Parents June 2020
Background • Middle School (1979) 9-13 Year Olds (420 Pupils) • Years 5 / 6 Key Stage 2Primary • Years 7 / 8 Key Stage 3Secondary • Federated with St Mary’s First School, Wheaton Aston – April 2011 • September 2013 – New Governor led Nursery opened at St Marys • 1 October 2019 – Academy conversion joined St Chad’s Academies Trust • Intake from four first schools and beyond……….very good transition • Specialist facilities and teachers – Science, ICT, French, Sport etc • Music & Performing Arts Studio, Art Studio, D&T Room new entrance and Food Room extension • Trained Cover Supervisors and Teaching Assistants • Member of Wolgarston Collaboration of Schools – Transfer to Wolgarston – Year 9 • New Outdoor Gym (August 2017) • New Science Laboratory (January 2018) • Refurbished Remembrance Garden opened – May 2019 • Specialist Science College Status (2009) • Basic Skills Quality Mark Award 2009, 2012, 2015, 2018 • International School Award (2013) • Primary Science Quality Mark Gold (2014) • Accelerated Reader School – (March 2016) •Gold School Games’ Award – 2017-18 • Stonewall Champion (February 2019) • The Quality in Careers Standard (July 2019)
Acting Executive Principal Senior Mr J Smith Designated Safeguarding Lead Leadership Team Assistant Principal Mrs V Priestly (Key Stage 3 - Pastoral) Deputy Designated Safeguarding Lead Assistant Principal of Key Stage 2 Pupil Progress Mrs R Clews (Deputy Safeguarding Lead) Assistant Principal of Key Stage 3 Teaching and Learning Mr W Slater (Deputy Safeguarding Lead) SENCO Mrs S Highfield (Mental Health Leader) (Deputy Safeguarding Lead) Mrs S Cornes Head of Administrative Team and P.A. to Executive Principal All members of SLT are members of our Mental Health Team
OFSTED April 2018 We have now been classed as GOOD overall with the following grades for each aspect: Effectiveness of Leadership and Management GOOD • Quality of Teaching, Learning and Assessment GOOD • Personal development, behaviour and welfare OUTSTANDING • Outcomes for pupils GOOD • The whole school community shows an exceptional commitment to keeping pupils as safe as • possible. The headteacher provides strong leadership and staff value the guidance and support they • receive from him. All staff share his determination and passion to inspire pupils to achieve their full potential. Teaching is consistently good. As a result, the vast majority of pupils achieve well in all • subjects. They make strong progress from the beginning of Year 5 to the end of Year 8. The curriculum develops pupils’ love of learning across a range of subjects. It is enhanced by a • range of trips, visits and stimulating learning experiences. Teaching assistants support pupils very effectively. • Governors have a detailed understanding of all aspects of school performance and hold leaders • to account for it. Teachers plan carefully to meet pupils’ learning needs and use questions effectively to check • what pupils can do. Pupils’ personal development and welfare are exceptionally well developed. Their personal, • social and health education (PSHE) is of the highest quality. Pupils have a deep understanding of fundamental British values. Staff prepare pupils to be responsible citizens in Britain and the wider world. Pupils’ behaviour is impeccable. They are confident, polite and exceptionally respectful of all • adults and one another. Leaders monitor attendance closely. Attendance rates have improved. Staff help pupils to settle quickly into Year 5, and Year 8 pupils receive support and guidance • to prepare them for key stage 4 in high school.
To reach outstanding, we must……………. Improve Leadership at all levels by developing a strategic overview of how well different groups of pupils are achieving in all subjects. HMI Ann Pritchard told us that our understanding and analysis of individual pupils’ progress and attainment was good but to move to outstanding we need to look in more detail at the progress of individual groups such as Pupil Premium, Looked After Children, Higher attainers in all subjects etc to see how they correlate across different subjects. Broaden CIAG to support career choices beyond Key stage 4. CIAG (Career Information and Guidance) HMI said that our general careers advice is good but thought we could do more to expand on career choices beyond Key Stage 4 e.g. apprenticeships. Ensure that teachers consistently plan work to meet the needs of lower- attaining pupils in all subjects. This issue related to some lower attaining pupils being given work which was too challenging for them so that we need to get the ‘pitch’ of the lesson more precise for this group.
Christian Distinctiveness Brewood CE Middle Academy is a faith school with a distinctive Christian Character which reflects the Church of England tradition. We ensure that within the Anglican tradition we uphold the principle of being inclusive and in promoting cohesion in our school and across our local community. Our Christian Values: Wisdom & Knowledge Hope & Aspirations Dignity & Respect Community & Service To develop these values we: Hold whole school, class worship and Celebration Praise services weekly • Have regular visits to St Mary & St Chad’s Church, Lichfield Cathedral • Have close links with Lichfield Diocese ie. our Christian Distinctiveness Advisor • Are joining St Chad’s Academies Trust in the Autumn Term 2019 • The School has a SIAMS Inspection every 5 years. We were graded as ‘satisfactory’ in February 2017. Since the Inspection the school has made significant improvements to the quality of Collective Worship and pupils’ involvement in this. We have also embedded our Christian Values in all aspects of school life.
School Vision 2020
Key Improvement Areas 2019-20 In order to become outstanding we need to: Priority 1 The Quality of Education Brewood CE INTENT Middle Academy The new school’s curriculum is planned and sequenced so that new knowledge and skills build upon what has been taught before and towards its clearly defined end ‘Be the Best you points. can Be! The monitoring cycle focusses on how teacher’s planning, lessons & pupils’ books link To further increase the attendance of all together. pupils causing concern particularly vulnerable IMPLEMENTATION groups and targeted Pupil Premium Pupils. Teachers ensure that pupils embed key concepts in their long-term memory & apply To ensure all pupils follow the them fluently. ‘Life in all its Non-negotiables and this is consistently Teachers use verbal feedback, marking & assessment to check pupils’ understanding Fullness’ applied across school by all staff. in order to inform teaching, and to help pupils embed and use knowledge fluently and develop their understanding. John 10.10 IMPACT By the end of Key Stage 2 progress & attainment for Year 6 pupils is broadly in-line with national outcomes for reading, writing, SPaG and maths. The attainment of PP pupils and other key groups is broadly in-line with national outcomes at the end of Year 6 and Year 8. Pupils workbooks and feedback demonstrate: For the SLT to work strategically to raise standards Knowledge of the subject across both schools. That new skills are applied & developed For the Executive Headteacher to ensure that both Interest & engagement in the subject federated schools fully embrace the priorities of Progress from starting points the St Chad’s MAT and contribute to its aims ie. That homework tasks embed and extend learning joint projects - Primary Science Quality Mark. A high level of presentation Middle leaders carry out the key aspects of their Pupils read widely and often, with fluency and comprehension appropriate to their role to ensure good outcomes for pupils and to meet age with effective use of Accelerated Reader, Guided & ERIC time. termly to discuss best practice. Key For the SLT to ensure that the new curriculum Completed meets the requirements of the new OFSTED Being embedded Framework and that our 3 curriculum drivers are during the year fully realised ie. Personal Development, Raising Aspirations and Courageous Advocacy. To develop further the LIFE modules and specifically the Sex & For the Deputy Headteacher to ensure all staff Relationships Policy so that we are fully compliant. follow the RADY (Raising Achievement of Produced: 17.10.19 Disadvantaged Youngsters) Action Plan. To further develop the Careers programme by meeting all the For the federated governing body to carry out their recommendations of the Careers Award. 3 key functions relating to finance, school ethos and To look at ways of broadening the Cultural Capital of pupils through our school performance. educational visits programme. For all stakeholders to review the school’s vision statement and to ensure we are meeting the For the Leader of Mental Health (SENCO) and team (SLT) to support requirements of the SIAMs evaluation schedule. staff with mental health issues and provide appropriate mental health provision for all pupils.
Recommend
More recommend
