HUNTERHOUSE COLLEGE ANNUAL REPORThunterhousecollege.org.uk/wp-content/uploads/2015/... · Miss L Gribbons BA, PGCE September 2016 5. Members Appointed by the Department Appointment

Annual Report 2013-2014

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HUNTERHOUSE COLLEGE

ANNUAL REPORT

OF

THE BOARD OF GOVERNORS

FOR THE SCHOOL YEAR

SEPTEMBER 2013 - AUGUST 2014


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The Board of Governors of Hunterhouse College is pleased to present the Annual Report. It is in the format and structure as prescribed by the Department of Education. In order to fully appreciate the work and progress of the school this document should be read alongside the reports presented at Prize Giving events and in the School Magazine.

HUNTERHOUSE COLLEGE - MISSION STATEMENT UNA CRESCAMUS - “LET US GROW TOGETHER”

Hunterhouse College strives to enable every girl to reach the highest academic and personal distinction of which she is capable.

AIMS: Hunterhouse College aims, in co-operating with parents*, to stimulate, challenge and encourage self-discipline, organised study and enthusiasm for work and recreation. The College aims to provide an enriching whole school experience and to involve its girls actively in the learning processes within four broad areas - the academic, the personal, the social and the vocational: 1. ACADEMIC We aim to ensure that the aptitudes and abilities of each girl are discovered and developed to the full during her school career and that

upon leaving she will:

(a) have developed a wide range of recognised skills; (b) have attained publicly acknowledged standards in a variety of subjects (c) be prepared through her experiences and achievements in school to proceed to higher or further education or employment

according to her choice and talents. 2. PERSONAL We aim to provide an environment within which each girl will discover and develop her personal qualities and values, individual skills,

independence of mind and self-esteem. In developing and nurturing these values and standards we are aware that, for some, they will be rooted in religious conviction - both

Christian and non-Christian - and, for others, in their sense of social and individual justice and well being. 3. SOCIAL We aim to help each girl recognise, understand and develop her role in the school community and in society at large by:

(a) promoting in her a sense of responsibility (b) encouraging her to be aware of the differences between people and to respect those differences (c) fostering a consciousness of her wider environment.

4. VOCATIONAL We aim to :

(a) prepare each girl for commitment to the work place by developing the necessary practical and intellectual skills and insight into the world of work through participating in voluntary or paid work or leisure activities

(b) help individuals evaluate their own suitability for specific careers and meet the needs of these careers (c) encourage adaptability in relation to school activities and ultimately to employment situations (d) foster the enjoyment of education and encourage its continuation throughout adult life.

* Throughout this document and associated literature ‘parents’ means ‘those with parental responsibility’.


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HUNTERHOUSE COLLEGE

THE BOARD OF GOVERNORS AND TERMS OF OFFICE

1. Principal: Mr A Gibson MA, DipEd, PQH Chairman: Mr D McClay Secretary: Mrs C Donaldson ACIS, DipIPPM 2. Members Elected in accordance with the Articles of Association Mr L Coey Mr D Dempster ACII Ms J Houston BSSc, FCA, FABRP Mr J Lockett OBE, BA, MEd, CTC Mr D McClay Miss B McNeill BA, DipEd, FEd Mr C Redpath LLB One third of these members retire at each Annual General Meeting and are eligible for re-election. 3. Members Elected by Parents Re-election Mr P Kay BSc October 2014 Mr C Shaw BSc, Dip Arch, RIBA October 2014 4. Members Elected by Assistant Teachers: Re-election Mr P Elliott MA, FRCO, PGCE, PQH September 2016 Miss L Gribbons BA, PGCE September 2016 5. Members Appointed by the Department Appointment Lady C Eames OBE, LLB, MPhil June 2012 Mr R Holley BA, FCA June 2012 Mr M McCollum June 2012 Dr M Murphy PhD, RIBA, PGCHE November 2012 6. Members Co-opted under Article 122 of the 1989 Order - not applicable

_______________________

STAFF: The following changes took place:

STAFF WHO LEFT THE SCHOOL (June 2014) Teacher of Home Economics Mrs L Bell Teacher of Music Mr P Elliott Teacher of History Miss L Hamill Teacher of Chemistry Mrs E Lennox

STAFF WHO JOINED THE SCHOOL (September 2014)

Teacher of History Dr P Johnson Teacher of Home Economics Miss R Moody

_______________________ CURRICULUM 2013-2014 Within Key Stage 3, Hunterhouse College follows the Northern Ireland Curriculum. Hunterhouse College endeavours to maintain a broad balanced curriculum with maximum possible flexibility in choice of subjects at GCSE and AS and A2 level. During the Sixth Form girls have access to a wide range of enrichment courses designed to develop interests and skills which will extend knowledge and support examination work. All girls follow a Personal Development and Careers Education programme. Sixth Form students have the opportunity to achieve the Certificate of Personal Effectiveness and to take part in Young Enterprise.


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A LEVEL RESULTS AUGUST 2014 % of pupils achieving grades * Year 14: 81 pupils (SEN: 3)

SUMMARY OF GCE RESULTS ('A' LEVEL) SUMMER 2014

%

SUBJECT No. Entered

A* A B C D E U X

Art & Design 5 20.0 60.0 20.0

Biology 15 13.3 20.0 40.0 26.7

Applied Business 16 18.8 18.8 25.0 18.8 12.5 6.3

Business Studies 20 10.0 5.0 30.0 25.0 30.0

Chemistry 9 11.1 11.1 33.3 33.3 11.1

English Literature 17 5.9 23.5 17.6 47.1 5.9

Film Studies 4 25.0 50.0 25.0

French 2 50.0 50.0

Further Mathematics 1 100.0

Geography 22 9.1 18.2 22.7 36.4 13.6

German 1 100.0

Applied Health & Social Care 21 9.5 14.3 52.4 23.8

History 10 40.0 30.0 10.0 10.0 10.0

Home Economics 8 12.5 12.5 50.0 25.0

ICT 12 8.3 25.0 16.7 33.3 16.7

Mathematics 9 44.4 11.1 44.4

Music 4 25.0 25.0 25.0 25.0

Performing Arts 3 66.7 33.3

Physical Education 2 50.0 50.0

Physics 2 50.0 50.0

Political Studies 2 50.0 50.0

Religious Studies 14 35.7 21.4 28.6 14.3

Sociology 22 13.6 40.9 18.2 18.2 9.1

Spanish 2 50.0 50.0

Technology & Design 8 12.5 12.5 12.5 37.5 12.5 12.5

* At date of publication

Examination Performance at A level (%)

Entered for 2 or more subjects

2 or more passes at

A* - E

NI Average

Entered for 3 or more subjects

3 or more passes at

A* - C

NI Average

2014 99 99 98 96 65 65

2013 100 99 98 93 52 65

2012 100 100 98 94 64 65


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A LEVEL RESULTS AUGUST 2013 % of pupils achieving grades

SUBJECT No. entered A* A B C D E U X

Art & Design 6 16.7 50.0 16.7 16.7

Biology 18 5.6 16.7 27.8 27.8 5.6 11.1 5.6

Business Studies 14 14.3 28.6 35.7 21.4

Applied Business 15 13.3 20.0 46.7 20.0

Chemistry 5 20.0 40.0 20.0 20.0


Film Studies 7 28.6 71.4

French 3 33.3 66.7

Geography 14 14.3 21.4 21.4 28.6 14.3

German 3 33.3 66.7

Applied Health & Social Care 21 4.8 19.0 19.0 42.9 14.3

History 12 8.3 33.3 50.0 8.3

Home Economics 9 22.2 11.1 44.4 11.1 11.1

ICT 17 23.5 35.3 17.6 17.6 5.9

Mathematics 7 14.3 42.9 42.9

Music 4 50.0 50.0


Physical Education 3 33.3 33.3 33.3

Political Studies 8 12.5 62.5 25.0


Sociology 30 10.0 26.7 23.3 30.0 6.7 3.3

Spanish 6 33.3 50.0 16.7

Technology & Design 4 25.0 50.0 25.0

A LEVEL RESULTS AUGUST 2012 % of pupils achieving grades

SUBJECT No. entered A* A B C D E U X

Art & Design 5 20.0 40.0 40.0

Biology 28 3.6 7.1 17.9 25.0 32.1 14.3

Business Studies 8 62.5 25.0 12.5

Applied Business 14 28.6 14.3 57.1

Chemistry 8 25.0 12.5 37.5 25.0


Film Studies 7 28.6 57.1 14.3

French 4 25.0 50.0 25.0


Geography 21 9.5 9.5 42.9 28.6 9.5


History 19 5.3 36.8 31.6 10.5 15.8

Home Economics 11 9.1 72.7 9.1 9.1

ICT 14 7.1 35.7 42.9 14.3

Mathematics 13 23.1 23.1 38.5 7.7 7.7

Music 3 33.3 66.7

Performing Arts 4 50.0 25.0 25.0


Physics 4 75.0 25.0

Political Studies 17 5.9 23.5 41.2 17.6 11.8


Sociology 33 6.1 18.2 30.3 24.2 18.2 3.0

Spanish 5 40.0 40.0 20.0



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AS LEVEL RESULTS 2014 Year 13: 106 pupils (SEN: 13)

AS Level Results August 2014 % of pupils achieving grades

Subject No. Entered A B C D E U X

Art & Design 7 14.3 42.9 28.6 14.3

Biology 20 25.0 20.0 30.0 15.0 5.0 5.0


Applied Business 16 25.0 37.5 25.0 6.3 6.3

Chemistry 7 28.6 28.6 28.6 14.3

English Literature 20 30.0 25.0 45.0

Film Studies 3 66.7 33.3

French 5 40.0 20.0 20.0 20.0

Geography 29 17.2 27.6 24.1 13.8 17.2

German 2 50.0 50.0


History 16 6.3 12.5 25.0 12.5 43.8

Home Economics 5 60.0 20.0 20.0

ICT 18 5.6 16.7 38.9 16.7 16.7 5.6

Mathematics 11 45.5 27.3 27.3

Music 11 9.1 9.1 45.5 18.2 18.2


Physical Education 1 100.0

Physics 4 25.0 50.0 25.0


Religious Studies 8 75.0 12.5 12.5

Sociology 38 13.2 21.1 13.2 23.7 15.8 13.2

Spanish 3 66.7 33.3

Technology & Design 12 25.0 33.3 25.0 16.7


Subject No. entered A B C D E U X

Art & Design 6 16.7 16.7 33.3 16.7 16.7

Biology 17 29.4 23.5 35.3 5.9 5.9


Applied Business 19 36.8 36.8 15.8 10.5

Chemistry 11 36.4 36.4 27.3


Film Studies 4 25.0 25.0 50.0

French 2 50.0 50.0

Geography 27 18.5 25.9 29.6 11.1 11.1 3.7

German 1 100.0


History 13 30.8 30.8 7.7 7.7 7.7 15.4

Home Economics 14 14.3 7.1 7.1 28.6 28.6 14.3

ICT 16 18.8 18.8 31.3 12.5 18.8

Mathematics 13 38.5 7.7 15.4 30.8 7.7


Music 4 50.0 25.0 25.0

Performing Arts 6 50.0 16.7 33.3


Physics 8 25.0 25.0 12.5 12.5 25.0


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Political Studies 3 33.3 33.3 33.3


Sociology 28 14.3 42.9 14.3 21.4 7.1

Spanish 3 66.7 33.3



Subject No. entered A B C D E U X

Art & Design 8 37.5 12.5 25.0 25.0

Biology 24 4.2 20.8 20.8 25.0 16.7 12.5


Applied Business 17 58.8 41.2

Chemistry 8 12.5 25.0 25.0 12.5 25.0

English Literature 22 22.7 9.1 40.9 27.3

Film Studies 3 33.3 33.3 33.3

French 7 14.3 57.1 28.6

Geography 19 10.5 26.3 21.1 31.6 10.5

German 3 33.3 66.7

Applied Health & Social Care 29 20.7 27.6 44.8 3.4 3.4

History 21 9.5 9.5 23.8 14.3 14.3 28.6

Home Economics 12 25.0 8.3 25.0 16.7 8.3 16.7

ICT 22 18.2 40.9 13.6 18.2 9.1

Mathematics 12 16.7 16.7 33.3 16.7 8.3 8.3

Music 7 28.6 57.1 14.3

Performing Arts 10 20.0 60.0 10.0 10.0


Physics 3 33.3 33.3 33.3


Religious Studies 5 20.0 20.0 60.0

Sociology 41 19.5 24.4 22 19.5 12.2 2.44

Spanish 9 11.1 22.2 55.6 11.1


SUPPLEMENTARY EXAM RESULTS (Years 13 and 14)

Year Awarding Body Name of

Qualification No Entered

% achieving Qualification

2014 OCR Young Enterprise 4 75

CCEA COPE 12 100

2013 OCR Young Enterprise 2 100

2012 CCEA COPE 74 100

OCR Young Enterprise 8 75

Destination of Year 13 students

Number Percentage

2014 Pupils leaving school at the end of Year 13 19 18

Pupils continuing into Year 14 87 82

2013 Pupils leaving school at the end of Year 13 9 9


2012

Pupils leaving school at the end of Year 13 8 8



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GCSE RESULTS AUGUST 2014 * Year 12: 99 pupils (SEN: 11)

GCSE RESULTS AUGUST 2014 % of pupils achieving grades

SUBJECT No.

entered A* A B C D E F G U X

Additional Mathematics 12 25.0 33.3 25.0 16.7

Art & Design 16 18.8 31.3 31.3 18.8

Business Studies 54 1.9 24.1 44.4 16.7 7.4 1.9 1.9 1.9

Chinese 2 100

Double Award Science 164 1.8 25.0 48.8 21.3 3.0

Drama 15 60.0 20.0 20.0

English 99 18.2 41.4 36.4 4.0

English Literature 26 19.2 46.2 26.9 7.7

French 32 15.6 25.0 37.5 21.9

Geography 59 5.1 23.7 35.6 20.3 11.9 3.4

German 13 7.7 7.7 53.8 23.1 7.7

History 38 2.6 42.1 21.1 18.4 15.8

Home Economics 19 5.3 68.4 26.3

ICT 46 45.7 34.8 13.0 6.5

Journalism 14 21.4 7.1 35.7 21.4 14.3

Learning for Life & Work 97 1.0 32.0 46.4 16.5 3.1 1.0

Mathematics 99 6.1 16.2 35.4 39.4 3.0

Music 13 15.4 23.1 30.8 30.8

Physical Education 12 16.7 25.0 50.0 8.3

Religious Studies 15 13.3 40.0 26.7 6.7 6.7 6.7

Single Award Science 16 81.3 18.8

Spanish 41 7.3 36.6 36.6 19.5


Religious Studies (SHORT) 79 5.1 25.3 26.6 22.8 12.7 3.8 1.3 2.5

* At date of publication Additional GCSE Information (1)

Percentage

No. entered for 5 or more subjects

Percentage entered for 5 or more subjects

5 or more passes at grades A* - C

NI Average

5 or more passes at grades A* - C including English and Mathematics

NI Average

2014

99 100 97 82 92 65

2013

104 100 93 80 78 61

2012

100 100 98 78 86 59


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Additional GCSE Information (2)

2014 2013 2012

School

NI average

School NI

average School

NI average

Percentage of pupils in Year 12 achieving 5 or more GCSEs at grades A* - C

97 82 93 80 98 78

Percentage of pupils in Year 12 achieving 5 or more GCSEs at grades A* - C including English and Mathematics

92 65 78 61 86 59

Percentage of FSME* pupils in Year 12 achieving 5 or more GCSEs at grades A* - C including English and Mathematics

100 92 29 34 100 Not

available

Percentage of Year 12 leavers achieving 5 or more GCSEs at grades A* - C including English and Mathematics

88 87 72 Not

available 62

Not available

Percentage of FSME Year 12 leavers achieving 5 or more GCSEs at grades A* - C including English and Mathematics

100 Not

available 50

Not available

100 Not

available

* FSME: Free School Meals Entitled


SUBJECT No. Entered

A* A B C D E F G U X

Additional Mathematics 20 30.0 45.0 10.0 10.0 5.0

Art & Design 30 13.3 10.0 26.7 33.3 13.3 3.3

Business Studies 48 14.6 22.9 39.6 14.6 6.3 2.1

Double Award Science 180 2.8 18.3 48.3 27.8 2.2 0.6

Drama 21 9.5 57.1 33.3

English 104 10.6 33.7 37.5 17.3 1.0


French 50 2.0 6.0 18.0 38.0 26.0 8.0 2.0

Geography 65 4.6 13.8 30.8 32.3 13.8 3.1 1.5

German 13 15.4 23.1 15.4 23.1 23.1

History 38 5.3 18.4 34.2 31.6 10.5

Home Economics 17 5.9 5.9 64.7 23.5

ICT 49 8.2 59.2 24.5 6.1 2.0

Journalism 5 20.0 20.0 60.0

Learning for Life & Work 103 6.8 32.0 43.7 12.6 3.9 1.0

Mathematics 104 4.8 14.4 33.7 39.4 6.7 1.0

Music 16 12.5 25.0 50.0 12.5

Physical Education 19 5.3 10.5 47.4 15.8 15.8 5.3


Single Award Science 14 0.0 0.0 71.4 14.3 14.3

Spanish 41 12.2 31.7 43.9 12.2


Religious Studies Short Course

94 3.2 24.5 28.7 27.7 8.5 7.4


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SUBJECT No. entered A* A B C D E F G U X

Additional Mathematics 25 16.0 8.0 48.0 20.0 8.0

Art & Design 20 10.0 10.0 45.0 15.0 15.0 5.0

Business Studies 56 12.5 25.0 44.6 17.9

Double Award Science 204 2.9 15.7 30.4 43.1 7.8

Drama 21 9.5 19.0 42.9 28.6

English 103 1.0 19.4 33.0 35.0 10.7 1.0

English Literature 30 23.3 43.3 33.3

French 39 10.3 15.4 23.1 30.8 17.9 2.6

Geography 57 5.3 17.5 28.1 31.6 15.8 1.8

German 22 9.1 22.7 31.8 22.7 9.1 4.5

History 36 19.4 8.3 41.7 19.4 8.3 2.8

Home Economics 30 3.3 3.3 43.3 50.0

ICT 42 7.1 50.0 33.3 9.5

Journalism 15 26.7 40.0 33.3

Learning for Life & Work 103 14.6 44.7 36.9 1.9 1.9

Mathematics 103 8.7 24.3 37.9 24.3 4.9

Music 9 11.1 66.7 22.2



Spanish 42 9.5 16.7 42.9 26.2 4.8


Religious Studies Short Course

85 9.4 17.6 25.9 25.9 10.6 9.4 1.2

Careers Education Information Advice and Guidance The Careers programme is delivered both through subjects and on a specialist basis by a Careers team which provides Careers Education modules and guidance and counselling sessions at key transition points of pupils’ education. Pupils have access to Careers information from a variety of sources including the CareerZone, Careers and Higher Education talks, conventions and workshops and, in Sixth Form, a work experience and mock interview programme. The emphasis is on the development of individual personal career plans.

Attendance rate: 2013/14 94.3 STAFF DEVELOPMENT DAYS Staff Development Days took place on the following dates:

Tuesday 20th August 2013 Marking for Improvement

PRSD

School Development Plan

Wednesday 21st August 2013 Assertive Mentoring

Guided Learning

Self-Evaluation

Thursday 22nd August 2013 Action Plans

Beginning Teacher Support

Monday 4th November 2013 Classroom Practice

Epipen usage

Assertive Mentoring

Departmental Work

Friday 14th February 2014 School Development Plan

Self-Evaluation

Monday 17th March 2014 Departmental Self-Evaluation

Monday 26th May 2014 Action Plans

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Summary of Progress against School Development Plan

CORE PRIORITY A - STANDARDS AND ACHIEVEMENTS

A1 Literacy During the academic year 2013-14 the following developments took place:

• The Area learning Community (SBALC) received funding through the DE Strategic Development Fund for literacy and numeracy initiatives. A separate Action Plan was produced.

• PIE Testing was completed for current Year 8 pupils.

• Weekly Literacy support sessions were delivered and accessed predominantly by Year 8 students. Feedback gained from pupils as part of Monitoring Week Three was very positive.

• Literacy Support workshops were delivered for Year 11 and 12 students The following areas of improvement have been identified as priorities for the academic year 2014-15:

• The Area learning Community (SBALC) has successfully bid for further funding through the DE Strategic Development Fund for literacy and numeracy initiatives. A separate Action Plan has been produced.

• Literacy Policy to be reviewed to take account of recent developments

• Use of PIE data to target support and to inform curriculum planning and SEN support

• Delivery of Year 8 Literacy Day to include PIE testing and tailored individual support

• Literacy input into Year 8 Carousel Programme

• Year 9 English ‘Developing Vocabulary’ unit of work to be delivered

• All departments to include one literacy success criterion in all Marking for Improvement tasks at KS3 to scaffold improvement in GCSE ‘Use of Communication’ question

• Provision of INSET for staff on strategies for improving literacy in the classroom

• Extend PIE\PIM testing to each year at KS3 to provide further benchmarking and diagnostic information. A2 Numeracy During the academic year 2013-14 the following developments took place:

• The Area learning Community (SBALC) received funding through the DE Strategic Development Fund for literacy and numeracy initiatives. A separate Action Plan was produced.

• PIM testing was undertaken for current Year 8 pupils

• A KS3 support programme ran throughout year. Pupils provided very positive feedback during the second Monitoring Week

• Specific support was given for new Year 9 students in the period September- October

• Two formal intervention periods (Oct-Dec) and (Feb- May) were identified. The following areas of improvement have been identified as priorities for the academic year 2014-15:

• The Area learning Community (SBALC) has successfully bid for further funding through the DE Strategic Development Fund for literacy and numeracy initiatives. A separate Action Plan has been produced.

• Numeracy Policy to be reviewed to take account of recent developments

• Use of PIM data to target support and to inform curriculum planning and SEN support

• Changes to be made timetable structure to enable all Year 10 classes to be taught at same time. This will allow for more targeted work and will link to changes at GCSE

• Numeracy input to Year 8 Carousel programme

• Continued support for new Year 9 students to ensure that gaps in understanding are dealt with

• Embed tracking, intervention and support at KS4

• SoWs to be amended to include reference to other subjects

• Extend PIE\PIM testing to each year at KS3 to provide further benchmarking and diagnostic information.


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A3 GCSE Performance During the academic year 2013-14 the following developments took place:

• See also B1 Learning and Teaching, B2 Assertive Mentoring, B3 Marking for Improvement, B4 Pastoral Provision, B6 CEIAG Provision

• The GCSE School Improvement Group was set up as part of Learning Together Programme. All documentation is available for individual departments and summary key stage reports.

• The Impact of departmental improvement strategies at GCSE level was undertaken through Monitoring Weeks. All impact reports are available.

• An Additional Assertive Mentoring Programme was set up for a significant number of targeted Year 12 students and rolled out for current Year 11 students. An Impact report has been produced by SMS.

• New courses were introduced in Key Skills and Non-GCSE Italian

• A programme of study leave workshops was made available to Year 12 students The following areas of improvement have been identified as priorities for the academic year 2014-15:

• Further development of the School Improvement Group initiative

• The continued use of Monitoring Weeks to measure the impact of new departmental priorities as identified in Departmental Action Plans

• The continuation of the Additional Assertive Mentoring Programme, with Year 11 students to begin this process in June

• To review the structure of Year 11 summer examination resits with an early reduction of GCSE programme for a number of students

• To review the examination period and reporting schedule for Year 11 Summer Exams both internal and external

• A new curriculum and timetable structure to be developed for the academic year 2015-16 which will include: reduction of maximum number of GCSEs to 9.5; review of elements of core curriculum including Languages and LLW and RS and Science (single award to have potential of additional option); changes made to options structure if required

• Plan for the introduction of two courses for academic year 2015-16 to ensure Entitlement Framework compliance. Continued discussions with SERC re Moving Image Arts and Photography

• Move CAT Tests to earlier in year to facilitate options – assertive mentoring day

• Introduce a Year 10 Options Evening for the end of February

• To further develop and embed in Action Plans intervention strategies for A*-B benchmarking

A4 A Level Performance During the academic year 2013-14 the following developments took place:

• See also B1 Learning and Teaching, B2 Assertive Mentoring, B3 Marking for Improvement, B4 Pastoral Provision, B6 CEIAG Provision

• The school is compliant with the requirements of the Entitlement Framework. BTeC Performing Arts was offered for the first time for the academic year 2013-14

• New entry criteria were agreed by the BoG. The threshold for automatic progression into Year 14 being raised to CCD and all students entering Year 13 with fewer than 15 GCSE points being required to choose at least one Applied course

• The Additional Assertive Mentoring Programme was introduced for a targeted number of Year 14 students. The positive impact of this change was demonstrated by the high standard of AS resit grades

• The Guided Learning initiative was embedded and evaluated by a QA group and a summary report produced

• All subject departments were required to identify evaluate and report on strategies for C-D borderline students. Encouraging results as evidenced by AS resits

• The Post-16 School Improvement Group was set up as part of the Learning Together Programme. All documentation is available for individual departments and summary key stage reports

• The impact of departmental improvement strategies at Post 16 level was evaluated through the Monitoring Weeks The following areas of improvement have been identified as priorities for the academic year 2014-15:

• BTeC Sport and Applied Science will be offered as new courses at Post 16 level

• Further consultation and discussion to take place to ensure that the school is fully compliant with the requirements of the Entitlement Framework for the academic year 2015-16. Courses being considered are DA Applied Health and Social Care and BTeC Hospitality

• Further development of the School Improvement Group initiative

• The continued use of Monitoring Weeks to measure the impact of new departmental priorities as identified in Action Plans


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• Continue with focus on strategies for successful study at A Level with all departments to produce contextualized advice. This will be the focus for the first round of monitoring

• Introduce Additional Assertive Mentoring Programme into Year 13 CORE PRIORITY B - PROVISION FOR LEARNING B1 Learning and Teaching During the academic year 2013-14 the following developments took place:

Department Action Plans redesigned to have a specific strand on ‘Learning and Teaching’. All departments identified subject specific issues which were then tracked during subsequent Monitoring weeks

Issues identified by departments included: effective questioning; active learning strategies; starters and plenaries; group work to promote achievement

Sections of over sixty lessons were observed during monitoring week two and all staff were given individualised feedback - key stage summaries produced and provided for HoDs

Whole staff training took place on ‘Marking for Improvement’ , ‘Guided Learning’, ‘Effective Questioning’ and ‘Discussion’

A QA report on Guided Learning was produced to inform future practice

Procedures were drawn up for staff to allow for the more regular use of classroom observations as a way of gathering first hand evidence about classroom practice adopted by a number of departments

The following areas of improvement have been identified as priorities for the academic year 2014-15:

• All departments will be required to include within their Action Plans a focus on use of ICT specific to one phase. Further staff training will be required and wider dissemination of best practice

• All departments will be required to have a minimum of one learning and teaching improvement strategy at each Key Stage

• SBALC will have a shared focus on independent learning

• Further guidance to be provided for staff on how to use lesson observation to build best practice and as part of the self - evaluation process

• The Shared PRSD focus will be the use of the Trusted Colleague Network

• Departments SoWs to be amended for new 2015-16 curriculum structure B2 Assertive Mentoring During the academic year 2013-14 the following developments took place:

• Assertive Mentoring is now embedded across Years 11-14 and has been formally reviewed.

• An Additional Assertive Mentoring programme was introduced for targeted Year 14 students. Impact reports have been produced.

• An Additional Assertive Mentoring programme was introduced for targeted Year 12 students. Impact report has been being produced.

• CAT 4 testing was introduced to inform target-setting in Year 11

• The Additional Assertive Mentoring Programme will be extended to targeted Year 11 students during the summer term


• Amendments to be made to Assertive Mentoring process. These will include: documentation and changes to be made to how students are briefed prior to Progress Review meeting; timings of meetings

• The Additional Assertive Mentoring Programme to be extended to Year 13 pupils

• The AM programme to be used to inform support for SEN pupils

• To extend the Assertive Mentoring Programme into Years 8-10. This will involve a ‘soft’ approach using CAT Reports\Progress levels with Tutors taking responsibility from HOYs

• Create opportunities and trial procedures for the mentoring to staff – ‘becoming a mentoring school’

B3 Marking for improvement (MfI) During the academic year 2013-14 the following developments took place:

• MfI was a compulsory element of all department Action Plans at KS3, GCSE and Post 16


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• All year groups have completed a minimum of six MfI tasks with departments reviewing the impact of this initiative

• MfI was discussed at School Improvement Group meetings for each key stage

• MfI was a specific focus for Monitoring Week Two with individual reports provided for each department as well as key stage summaries

• Best practice was circulated to all departments through SIG meetings

• The implementation and impact of MfI was discussed at the Board of Governors Education Committee The following areas of improvement have been identified as priorities for the academic year 2014-15:

Departments to refine MfI practice and embed as appropriate

First substantive piece of work to be completed in Year 13 by end of September to inform Learning Guidance

All departments to amend KS3 MfI tasks to include one literacy focused success criteria. Staff INSET will be required and support provided by the Literacy Co-ordinator

MfI across the school to be formally reviewed by the Extended Senior Leadership Team

Sixth Form and GCSE subject guidance to be amended to contextualise information given to students with MfI / literacy input B4 Pastoral Provision During the academic year 2013-14 the following developments took place:

• Pastoral Action Plans were piloted for all year groups – this has created a greater consistency of approach.

• Pastoral Action Plans have been reviewed on a regular basis at weekly link meetings

• A Pastoral Quality Assurance (QA) Group was set up as part of the Learning Together Programme which evaluated a range of pastoral initiatives

• QA report produced on the Guided Learning initiative in the Sixth Form

• A Pastoral Support Register was introduced and used to target individual support and to monitor impact of intervention strategies. An impact report is being completed for each year group.

• The Morning Carousel Programme was introduced and a schedule agreed for next year. This will link to CEIAG, PD and Progress File

• HoYs have provided ongoing mentoring for targeted students with meetings held in January. Targets were set on an individualised basis

• Tree of Knowledge PTA-funded workshops for Year 11 and Year 12 took place covering a range of issues to support learning in all subject areas. The formal feedback from pupils was very positive

• First day absence strategies have been introduced. The following areas of improvement have been identified as priorities for the academic year 2014-15:

• The introduction of a new pastoral team structure to include Pastoral Co-ordinator, SENCOs and designated admin support

• The action planning process for all pastoral teams to be formalised; all to have a similar structure; form teachers involved to a greater extent in the monitoring, review and evaluation of initiatives; year teams to work together on shared projects

• Further staff training on self-harm and social media

• Continued involvement in SBALC Pastoral group - development of shared policies

• Development of a new e-safety policy to bring procedures in line with c2K transformation, impact of social media and increasing use of mobile technology

• Pilot annual parental questionnaires on one / small number of pastoral issues (use of SurveyMonkey)

• Formalise morning Carousel Programme - this to be a mandatory part of all Pastoral Action Plans

• Induction of new designated pastoral admin support

• Extension of Monitoring Weeks (currently used to monitor implementation of Department targets) to measure impact of Year team specific targets – self-evaluation initiative

• Refinement of Pastoral Support Register in light of year 1 review B5 SEN Provision During the academic year 2013-14 the following developments took place:

PIM testing was undertaken in Year 8

PIE testing was undertaken in Year 8

The SEN group identified procedures on how to monitor the implementation of agreed strategies in class


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Two new computer programmes in diagnostic testing were piloted

A bank of adjustments and strategies for teachers to use in their planning grids was agreed

The structure of IEPS was changed to become more accessible to staff with a focus on producing an evidenced based judgment on progress The following areas of improvement have been identified as priorities for the academic year 2014-15:

PIM+ PIE testing to be used to inform specific support through IEPs

The Induction of new SENCOs as part of the wider Pastoral and Examinations and Assessment teams

Training in the use of diagnostic testing for identified staff

To review the Gifted and Talented Policy

To use the Assertive Mentoring process to inform support for SEN pupils B6 CEIAG Provision During the academic year 2013-14 the following developments took place:

The CEIAG group was established as part of the Learning Together Programme. LTP group members met with HoDs to evaluate subject-based CEIAG provision using the agreed SBALC tool and agree points for development

The CEIAG Entitlement and Personal Career Planning was reviewed to incorporate shortfall from DE Preparing for Success

The delivery of timetabled CEIAG time for Year 10 was agreed via Carousel Programme 2014-15

The programme for potential Year 12 leavers was enhanced by: follow-up appointments with the Careers Service for 20 pupils identified as likely leavers at the initial guidance interview; lunchtime presentations from local Regional Colleges; contact at the Careers Convention with 23 local employers, 3 Regional Colleges and 5 third level providers with widening participation access; work placement in late June offered to 20 identified Yr 12 leavers


• The Inclusion of a work related learning strand within the overall Careers Action Plan to bring this into line with the requirement for all post holders to produce an Action Plan for their area of responsibility

• The development of a 4-week module of CEIAG activities within the morning Carousel Programme for Year 10

• The development of KS3 and KS4 programme based on eprogress file

• The development of the UCAS team to include induction and training of two staff members

• Further enhancement of subject-based CEIAG, showing progression on the CEIAG audit tool

• Any further target set as a result of the EF SBALC Implementation Plan 2014-15

• The introduction of a specific Year 10 Options Day CORE PRIORITY C - LEADERSHIP AND MANAGEMENT C1 Staff Development During the academic year 2013-14 the following developments took place:

• Whole staff training was delivered on 'Planning for Improvement', 'Marking for Improvement', 'Effective Self-Evaluation', ‘Guided Learning’, ‘Assertive Mentoring’ and 'Effective Questioning'

• Staff were involved in a range of groups as part of Learning Together Programme and in quality assurance process

• The role of the HoY was further developed through introduction of Pastoral Action Plans and Pastoral Support Register

• The evidence base for self-evaluation was improved – data, lesson observations, work scrutiny, pupil voice all used

• HoDs and other staff were involved in the three School Improvement Groups

• Formalising of monitoring / accountability function – mid cycle Action Plan meetings, final review meeting with Governor The following areas of improvement have been identified as priorities for the academic year 2014-15:

• The creation of Extended Senior Leadership Team to further develop leadership capacity

• Further development of role of Form Teacher in shaping, implementing and monitoring pastoral strategies to support learning

• Further refinement of Learning Together Programme to support wider school initiatives


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C2 Shared Leadership During the academic year 2013-14 the following developments took place:

A new style Departmental Action Plan was introduced which included the following: three distinct stands – Planning, Learning and Teaching and Assessment; a number of targets were also specified for departments to link these more explicitly to whole school initiatives; sharper focus on self-evaluation

Whole School INSET took place on ‘Effective Self-Evaluation’ and ‘Planning for Improvement – procedures to be integrated into all Departmental Action Plans

Pastoral Action Plans were introduced across the school

Formal review meetings took place with HoDs in January – summary document produced for each HoD

Review Meetings took place in May with Governor presence

The delivery of Action Plan targets and whole school issues was monitored through School Improvement Groups for KS3 GCSE and Post -16, and the Monitoring Weeks programme

Senior Team roles were redefined to sharpen the management and leadership of school improvement strategies and linked to the monitoring process

Learning Together Programme was developed to include a range of groups focused on the delivery of SDP and ETI Action Plan targets

Development of Examinations and Assessment Team The following areas of improvement have been identified as priorities for the academic year 2014-15:

• Introduction of a new structure of senior leadership to include: changed meeting structure for Senior Leadership Team to separate out more formally the operational management and strategic leadership functions; development of an Extended Senior Leadership Team with separate but complementary remit

• All Action Plans to be completed in draft format before the end of term to allow for more effective lead in to ETI FUI

• SIGs and monitoring process to continue with amendments to timing

• Delivery of Pastoral Action Plans to be monitored in the same way as Department Action Plans

• Development of SENCO team as part of a wider Pastoral team

• Induction of SENCOs and Pastoral Co-ordinator C3 Governance During the academic year 2013-14 the following developments took place:

Governors reviewed their own SEP which informs priorities for committees to be addressed throughout the year

SDP and ETI Action Plan was a standing agenda item for Education Committee

Programme of Staff presentations to Education Committee undertaken which has included Post 16 School Improvement; GCSE School Improvement focus on Marking for Improvement; Pastoral support for learning; Curriculum Development

Governors linked to individual departments and to attend Exam Performance Review Meeting – Action Plan Review meeting The following areas of improvement have been identified as priorities for the academic year 2014-15:

• Governors to develop their own Action Plan to target areas in which they have graded themselves as being either ‘Effective’ or ‘Less Effective’

• Quality Assurance Groups to present to Education Committee

• Involvement of Governors in Learning Walks initiative

Documents

HUNTERHOUSE COLLEGE ANNUAL REPORThunterhousecollege.org.uk/wp-content/uploads/2015/... · Miss L Gribbons BA, PGCE September 2016 5. Members Appointed by the Department Appointment