INSET DAY 192014 AGENDA 8 30 9 00

INSET DAY 1/9/2014

AGENDA • • • 8. 30 - 9. 00���� 9. 00 – 9. 30���� Messages 9. 30 - 10. 00 -10. 15 -10. 45 10 -45 - 11. 00 - 11. 30 - 12. 15 Changes to the Pastoral Programme (Hall) Data Folders (Hal Preparing for Ofsted Break, coffee, tea. HOH and Pastoral Support Team Meeting Community and 6 th form Pastoral Team meetings • 12. 15 - 13. 00 Lunch (provided) • • 13. 00 – 2. 30 - 2. 45 – 3. 30 - 4. 30 Department Meeting Time (In Departments) SEN UPDATE (Hall) Child Protection Training/ policies update – ALL staff. (Hall) New staff induction Training- For all new staff. • • Welcome back, celebrations. (Hall) Vision and Ethos for 2014 (Hall) and Headteachers’

CONGRATULATIONS… • Best ever Year 13 results = 51% A*- B grades • Consistently high GCSE grades = 65% A* - C including English and mathematics • Wrotham School is the 3 rd best performing nonselective school in Kent (3/70) (Based on 5 GCSEs with E and m) • Excellent BTEC performance with many students making 4 levels of progress

HEADLINE RESULTS KS 4 65% 5 A*-C incl Eng and Maths(Best Entry) 58% 5 A*-C incl Eng and Maths(First Entry) 77% 5 A*-C at GCSE

GCSE/BTEC results – 2014 headline figures A*-C GCSE Art Citizenship English Language English Literature Food Tech French Geography Graphics History Maths Performing Arts RE Spanish Science (additional) Science (triple): Biology Chemistry Physics BTEC/OCR 87% 80% 79% 70% 54% 38% 71% 56% 71% 92% 78% 29% 71% 100% 95% Business Studies 100% ICT 100% Music 100% Science BTEC 100% Sport 100%

Year 13 Level 3 Results 2014 BTEC A+/A A+/B A+/C A+/E 75% 96% 100% A 2 LEVEL OVERALL A+/A A+/B A+/C A+/E 0% 20% 54% 100% Number of Students Year 13 = 44 42% 51% 77% 100%

ALEVEL PERFORMANCE AS 2012 A* - B % 8% A* - C % 28% A* - E % 92% 2013 A* - B % 19% A* - C % 54% A* - E % 91% 2014 A* - B % 13% A* - C % 30% A* - E % 74% 2012 A* - B % 28% A* - C % 65% A* - E % 99% 2013 A* - B % 48% A* - C % 76% A* - E % 100% 2014 A* - B % 51% A* - C % 77% A* - E % 100% A 2

Year 13 Subject Results 2014 TRAVEL AND TOURISM SPORT SOCIOLOGY 100% 0% 64% 60% 42% 100% 50% 64% 60% 51% 44 100% 75% 100% 80% 77% 100% 100% SCIENCE BTEC SCIENCE PHOTOGRAPHY MEDIA STUDIES IT HISTORY GEOGRAPHY ENGLISH LITERATURE Business Studies ART A*-A 0% 76% 0% 0% 0% 92% 0% 0% 0% A* - B 83% 76% 0% 0% 14% 92% 0% 33% 0% A* -C 83% 100% 0% 33% 43% 100% 50% 100% 38% A* - E 100% 100% 100%

Year 12 Level 3 Results 2014 BTEC A+/A A+/B A+/C A+/E - % - % AS LEVEL OVERALL A+/A A+/B A+/C A+/E 2% 13% 30% 74% Number of Students Year 12 = 73 2% 13% 30% 74%

Year 12 Subject Results 2014 2% A* - B 36% 0% 8% 0% 29% 11% 7% 33% 29% 0% 0% 0% 13% 73 A* -C 0% 17% 13% 29% 33% 86% 36% 67% 57% 0% 25% 14% 11% 33% 30% A* - E 100% 50% 100% 86% 89% 100% 93% 36% 50% 57% 53% 100% 74% TRAVEL AND TOURISM 0% SOCIOLOGY 0% RE 0% PHYSICS 0% PSYCHOLOGY 0% PHOTOGRAPHY 0% PRODUCT DESIGN 17% MEDIA STUDIES 0% MATHS 29% 73% 0% HISTORY 0% GEOGRAPHY 0% ENGLISH LIT 0% CHEMISTRY 0% BIOLOGY 0% ART A*-A

Wrotham School High Expectations, Challenge and Opportunity

High Expectations • All students at Wrotham School deserve to have the highest expectations made of them. These should be as high as in any selective or fee paying school • High expectations aspirations • Challenging the culture of expectations in nonselective schools • Students (and parents) know and understand that they must work hard to be successful at GCSE and A level

Challenge • Students are challenged and supported to make ‘outstanding’ progress (4 levels+) • All yr 7 and 8 students to be stretched well beyond their prior attainment • High prior attaining students deserve to be challenged too – requires effective differentiation • Year 11 all to achieve 5+ A*-C GCSEs with English and mathematics • High prior attaining students challenged to achieve A and A* grades at GCSE and A level

Opportunity • Through ‘outstanding’ teaching our students have the opportunity to achieve the highest grades and to all make excellent progress • The House system is developed to provide opportunities for students to develop and appreciate academic and professional skills (Wrotham Passport) • Our students are provided with excellent Information, Advice and Guidance • We provide an ‘outstanding’ post 16 provision where students have the opportunity to study academic subjects and develop the skills and confidence to access university • Extra curricular activities improve in all areas • Post 16 opportunities, through programmes of study, develop beyond the academic eg D of E • We become the school of choice in the local area for yrs 7 -13

Delivery • Consistently high expectations • T and L; Good to Outstanding • Information, Advice and Guidance is of the highest quality from year 7 through to year 13 • We develop our site so that it matches the high expectations we have of our students and each other • We get the recognition we deserve for providing ‘outstanding education’ for our students

What are the ‘values’ of Wrotham School • Please use a post it note and write down 5 values that you believe Wrotham school exhibits or that we should strive for • Then use another to write down your top 3 motivations for doing the job you do

Our foci for this academic year: 1. Raising aspirations across our school community 2. Developing leadership at every level 3. Consistency of high expectations and achievement

Strategic Development Aims 2014 - 2020 • Students are supported by their families and have high aspirations for their achievement and future lives • All staff are driven by a passion for learning. Teachers have up to date knowledge of their subject area and teaching pedagogy • Our school is a learning environment which provides excellent facilities for teaching, learning and relaxation • We develop a curriculum that provides opportunities for students to become resilient, confident and able to make positive choices • We develop the capacity of the school

Preparing for Ofsted – key changes for Sept. 2014 Inspectors will explore: • How well accurate assessment is used • Whethere is a culture of high expectations • If our curriculum promotes British Values - democracy, the rule of law, individual liberty and mutual respect and the tolerance of others with different faith and beliefs • If we are meeting the requirements for 16 -19 programmes of study at post 16

Individual lessons will not be graded Increased focus on the teaching of mathematics Increased emphasis on whether teachers command the respect of the class and set out clear expectations of behaviour Book scrutiny to ensure teachers’ marking and assessment are in line with school policy and improve students’ learning Overall separate judgement on the sixth form returns

Outstanding grade descriptor for quality of teaching • Much teaching over time in all key stages and most subjects is outstanding and never less than consistently good • All teachers have consistently high expectations of all pupils…. • Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene • The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

• Teachers and other adults authoritatively impart knowledge to ensure that pupils are engaged in learning • Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. • Teachers use well-judged teaching strategies, including setting appropriate homework that…match pupils’ needs accurately.

Our approach to Ofsted • We are calm but determined • We know our school • Outcomes for students are excellent and improving • We are in charge of our classrooms • We know what good and outstanding teaching is (challenge, high expectations, differentiation, questioning, pace is not speed, less is more)

Data Folders Purpose - Provides a clear “go to” resources for teachers when planning differentiated lessons. - All data in one consistent location. - To be used in lesson observations to show differentiation and progress. - To be used by teachers in cover lessons. - To accompany a seating plan for each class to aid teaching. - To provide quick reference for target grades.

Data Folders What goes inside? - Class lists containing individual data on each class of students. - Progress vs target data produced each semester. - Seating plans for each class. - Any other tracking information for each class.

Data Folders You need to… - Keep them updated as a working resource. Use them to plan effectively for each child. Keep them neat, tidy and in a safe place. Add and update seating plans for each class that you teach.

Data Folders • What is provided… • A folder and dividers. • A set list for every class you teach containing all relevant information on each student. • A target grade sheet and tracking document for each class. • Progress updates each semester.

Karen Ward Student Development

External judgement • Students’ very positive attitudes to school contribute to a friendly and welcoming atmosphere. Students are polite, well-mannered and helpful. • Students’ attitudes to learning are difficult to fault. They work very hard, are keen to do well and such positive attitudes ensure that most classrooms are peaceful and calm places where learning can flourish. - Ofsted inspection team 2013

Your judgement • How many students didn’t fulfil their potential last year? • How many didn’t get their target grades in the summer exams? • Why?

Changing the culture • What do students need to do that they’re not doing now? • What are the skills and attributes they need to develop to be successful both now and in the future? - 5 minutes

Common frustrations • • • Group work Contributions to discussions Answering and asking questions Presentation of an idea or an argument Independent study Having a growth mind-set

How do we develop our students? • We need to weave ‘student development’ into the fabric of what we do • We need to provide opportunities for development and train our young people in the skills we know are essential for success

Opportunity Teamwork • Community Time project (5 weeks) • At least one teamwork centred lesson per subject • Involvement in an extra-curricular activity How many opportunities for development?

Reward • It needs to feel as though it counts towards something • It needs to be part of a bigger picture - what’s the point? • Sense of achievement

Wrotham School Passport to Success

Contributions to Discussions WROTHAM PASSPORT Independent Study Problem Solving Performance and Presentation Teamwork Leadership Growth Mind-Set Citizenship Well-Being Self-Presentation Cultural Experiences

Wrotham School Passport to Success Level Academic Achievement Professional Skills GOLD On track to achieve target grades (4 LP) in 8 subjects including English, mathematics and science, and on track to exceed target grades in at least 3 subjects. Have succeeded in all Professional skills 30 HP awarded in all different skill areas SILVER On track to achieve target grades (4 LP) in 8 subjects including English, mathematics and science. Have succeeded in all Professional skills 10 HP awarded in at least 10 different skill areas BRONZE On track to achieve target grades (4 LP) in 5+ subjects including English, mathematics and science. Have succeeded in all Professional skills 5 HP awarded in at least 5 different skill areas

R 6 R 1 R 2 R 3 R 4 R 5 R 6 CULTURAL EXPERIENCES WELL-BEING CITIZENSHIP SELFPRESENTATION LEADERSHIP TEAMWORK GROWTH MINDSET PROBLEM SOLVING CONTRIBUTIONS TO DISCUSSIONS PERFORAMANCE & PRESENTATION INDEPENDENT STUDY DRAMA ART RE DESIGN TECHNOLOGY PE FRENCH GEOGRAPHY HISTORY SCIENCE MATHS ENGLISH Passport to Success Student Tracker 2014 -15

By the end of their time with us… • • Confident and ambitious young people Strong communication skills Independent learners Problem solvers Thirst for knowledge Sense of moral purpose Care about the world they live in

Setting the tone • Community Time – purposeful and positive start to the day • Uniform, equipment, technology, attitude – clear expectations revisited every day • Role model our expectations interactions, punctuality and being prepared • Support our colleagues - consistency in expectations and challenge

Wrotham School Passport to Success

Safeguarding and Child Protection Everybody who works with children, especially those who have regular daily contact, has a duty to help protect children from abuse.

Recent research tells us… • One in 7 (13. 3%) secondary school children have been neglected at some point, with one in 10 children (9. 8%) severely neglected. • Neglect is the most common reason for a child to be the subject of a child protection plan or on a child protection register in the UK. • One in 20 children (4. 8%) have experienced contact sexual abuse. • More than one in three children (34%) who experienced contact sexual abuse by an adult did not tell anyone else about it.

• In a Child. Line survey of 13 • Almost half (46%) of -18 year olds: children and young people say they have • 60% said they had been bullied at school at asked for a sexual image some point in their lives. or video of themselves • 40% said they had created • 38% of young people have been affected by an image or video of cyber-bullying, with themselves abusive emails (26%) and • 25% said they had sent an text messages (24%) image or video of being the most common themselves to someone methods. else.

Rising numbers • The number of counselling sessions Child. Line held about cyber bulling increased by 87% in 2012/13 compared with the previous year. • The number of counselling sessions Child. Line holds where self-harm and suicide are the main concern continues to rise.

Safer recruitment • Criminal record checks have prevented 150, 000 unsuitable people from gaining access to children or vulnerable adults in England Wales. • 46, 557 people have been placed on the barred list for working with children in England, Wales and Northern Ireland since October 2009.

Students need you to protect them http: //www. nspcc. org. uk/Inform/research/findings/howsafe/how-safe 2014_wda 101852. html#animation

Referral process You are concerned that a child has suffered or is likely to suffer harm. You are concerned about the conduct of a member of staff. Contact Designated Safeguarding Lead: Karen Ward

Next steps Karen will record your concerns and consider I will record your concerns and consider the most appropriate next step. If the allegation is against a member of staff, I will is against a member of staff, Karen will consult with the Area Designated Officer on how the matter is with the Area Designated Officer on how the to be investigated. matter is to be investigated. If you have referred a child and their situation does not seem to be improving you can press for reconsideration.

A child talks to you about abuse or neglect Listen to the child. DO not directly question. Encourage them to talk using: ‘Tell’ ‘Explain’ ‘Describe’ Explain that you cannot promise that you will keep the information secret or not to speak to others – you will need to get help to keep them safe Make an accurate record of the information you are given taking care to record the timing, setting and people present, the child’s presentation as well as what was said. Do not ask the child to repeat their account of events to anyone Contact the Designated Safeguarding Lead: Karen Ward

Your concern could be just the tip of the iceberg DON’T WAIT UNTIL YOU’RE SURE! Safeguarding Policy & Staff Safeguarding Flowchart

Behaviour for Learning Target: Skilled and highly consistent behavior management by all staff makes a strong contribution to an exceptionally positive climate for learning

Safeguarding: Serious Incidents Cause Consequence Duration Notes Serious Incidents- Violence, sexual harassment, racism, homophobia, drug and alcohol use, smoking, bullying, cyber bullying, bringing the school into disrepute, persistent disruption, defiance or poor behaviour. Referral to Designated Safeguarding Lead. Variable depending on seriousness of incident and circumstances. 1 -45 days or permanent. Parental meetings and behaviour improvement plans will be put into place. Each case will be judged on individual circumstances and an investigation, and will be based on a balance of probability, following all national guidelines for exclusions in schools Internal Exclusion, fixed term exclusion, permanent exclusion or managed move.

Safeguarding: Punctuality Cause Consequence Duration Notes Late arrival to lesson (without reasonable explanation). This includes Community Time. Detention Equivalent to the Break/lunchtime amount of time late only Staff meet and greet at the classroom door. Anyone entering the room after the lesson has started is late.

Disruption to Learning First Second Third Verbal Warning C 1 issued C 2 issued Final verbal warning. (detention) 10 -25 minutes Lunchtime Fourth C 3 Issued Removed from the classroom. LOL detention 25 -60 minutes Lunchtime or after school A phone call home will made to discuss behaviour.

Uniform and Equipment Cause Consequence Duration Notes Incorrect Uniform Warning then isolation during break and lunch until corrected. Until uniform is correct. If the issue is not resolved quickly parents will be contacted. Parents will be contacted to collect student if uniform issue cannot be addressed in school. Jewellery, Hoodies, Confiscation other prohibited items. Until end of day Repeat offence may lead to request to parents to collect. Prohibited use of mobile phones Until end of day Repeat offence may lead to request to parents to collect. Confiscation

Uniform and Equipment Cause Consequence Duration Notes Refusal to comply Internal Exclusion with reasonable requests (defiance) Half to full day Repeat offence will lead to further sanctions. Parents contacted. Poorly Equipped (planner, stationery, etc. ) N/A Repeat offence will lead to tutor intervention. Parents contacted. Verbal Warning/ note in planner

Disregard for school policy Cause Consequence Duration Notes Refusal to comply Internal Exclusion with reasonable requests (defiance) Half to full day Repeat offence will lead to further sanctions. Parents contacted. Failure to attend a lunchtime or after school detention 60 minutes Lunchtime / after school Failure to attend a detention without a valid reason will result in an escalation of the sanction to Leadership team detention. Escalation of detention if no reasonable explanation is provided. Parents contacted Persistent Serious incidents. Permanent Exclusion.

Reaching our target • Supporting each other with consistent application of Bf. L policy • Not walking past something that doesn’t meet our expectations • Asking for/accepting support from your Lo. L or Ho. H • Bf. L does not replace skilled classroom management: - Establish clear routines and rituals - High expectations for attitude to learning - Building positive relationships