Monitoring and Evaluating Attainment
The school has effective procedures in place to monitor patterns of attainment as young people progress through their education. Results are analysed by various relevant characteristics (e.g. ethnicity, gender, social class etc.) that may reveal indirect discrimination. Strategies are in place to tackle achievement gaps.
All departments, teachers, tutors curriculum co-ordinators, College Leaders, Link managers have lots of data. There are data policies within the school. There is good use of data to support student success, monitoring and evaluating.(FFT, ALPS, Value Added, CATS/SATS etc.)
FFT is often true. Strategies are in place to address achievement gaps through constant review and reflection of the use of the data. We live, sleep and breathe data, it is coming ‘out of our ears’.
- The ‘free school meal’ PP – Pupil Premium data is one that continues to be reviewed.
Monitoring and Evaluating Opportunities, School Experience and Achievements
The school has effective procedures in place to monitor responses to, participation and success in wider educational and social experiences. For example students satisfaction with aspects of school, participation in school trips, sports, out of hours activities, community placements, positions of responsibility, creative performances. Patterns that do not reflect the wider population of the school are investigated.
The school has effective procedures to monitor response through the Parent Portal and communication with parents, staff and students, the results of which are used by the school for forward planning.
- The last statement will need work on and needs to be addressed.
Inclusion Indicators
The school has effective procedures to monitor inclusion indicators such as attendance, behaviour, admissions and transfers, harassment incidents (including racist, religious and homophobic), disciplinary sanctions including exclusions.
The school attendance is clearly monitored with the use of attendance officers in each year. Poor behaviour is challenged. Data processing is seen as strength of the school. Sanctions are generally used effectively as long as staff adheres to the discipline procedures. The racist, religious and homophobic incidents are logged on SIMS, along with other behavioural issues from a drop down menu.
What happens to an incident after it has been reported – feedback?
- All incidents need to be carefully logged on SIMS.
Welcoming Induction
The school has effective procedures to welcome and integrate new arrivals. All school staff understand their responsibilities in this process. Direct evaluation of the experience is sought from young people and parents.
The induction of year 9 students and 6th form first day is excellent. Also the induction of new teachers is seen as a very positive and welcoming experience. Students, staff and parents are very appreciative of this process.
- Too much is done Year 8 – Year 9. More emphasis could be placed on tolerance and celebrating difference.
Diverse Role Models
Efforts are made to ensure that all learners encounter role models representing a wide range of the population including those who do not conform to stereotypes of age, gender, ethnicity, occupation and those from backgrounds different from their own. Contacts with groups who are not represented in the immediate community are especially sought.
This is tackled well in MFL, English, History and RE. Good examples of this are projects such as ‘ask the engineer’, the ‘Native American visit’, community lectures’, assemblies and visiting speakers.
- Suggestion for improvements are to get the community lecture visitors to address the whole school.
- Make the school more aware of festivals and celebrations.
- Have video conferencing and links to the world wide community.
- There is not enough diversity of people from the wider community invited in for the benefit of the whole school. At the moment it happens in pockets.
Behaviour for Positive Relationships
All members of the school know that behaviour which undermines positive relationships (including threats of violence, abuse, discriminatory behaviour and bullying) is dealt with firmly and effectively by the school
Action by the College & Guidance teams when addressing issues which undermines positive relationships is seen as supportive of individuals and departments. There are clear policies which are shared with staff and a hierarchy of actions to follow.
- Consistency of approach would improve this, particularly the adherence to the disciplinary policy.
Equalities Legislation
All staff know their legal duties under equalities legislation and are aware of the systems within the school to deal with incidents of discrimination. Incidents are properly recorded and monitored.
Incidents are properly recorded and monitored.
- Safeguarding files are kept in each department area. The staff are briefed on any ‘new’ legislation as appropriate.
- SIMS is used to record positive not just negative issues.
Professional Development
The school has identified the areas of professional development needed for the workforce to improve the equity and excellence dimension of its work in cohesion and has plans in place to provide it.
A staff day on community cohesion addressed the above. A lot of staff have been on courses where there have been elements of equity and excellence referred to.
- Staff would appreciate the opportunity to look again at the legal duties of their role.
- Need more teacher exchanges with other schools or visits to look at this aspect elsewhere.
Student Voice
Students develop the skills to contribute to the evaluation and improvement of equal opportunities within the school. Their contributions are welcomed and acted upon.
This is a really good aspect of the school allowing for their contributions to be listened to and acted upon. Students are able to discuss inequalities they perceive.
- Are all students from different social class, ethnicity, ‘free school meals’ PP represented on the student / college voice?
- We need more ‘thoughts from the classroom’.
- Do the College councils meet on a regular basis?
- Excellent for the students but we need to take notice of the Staff Voice!
Awareness of School Values
Become familiar with the schools’ vision of a diverse, inclusive, tolerant and equitable society.
The school develops this through its assemblies, its displays and the posters in and outside the classroom. Academic achievement is the ‘mainstay’ of the school values, along with the many clubs and extracurricular activities – the reward system (tokens) etc.
- The staff and students could learn to be more tolerant of each other.
- This could be developed through the use of Motivational Interviewing, and adopting more positive reinforcement through the use of the reward system.
Awareness of Own Identity
Develop an interest and pride in, and deeper knowledge of, their family roots and their emerging cultural allegiances and, for some, their religious or spiritual identity.
We have touched on this through Theology & Ethics, PSHCE and the World in Dorset Day.
- This could be addressed more through a Genealogy day for students and staff.
Expressing Own Identity
Find new ways to express their emerging and changing identities in positive and creative ways that encourage interaction with others.
This does happen within the classroom environment with opportunities for the students to express themselves as individuals. It is also apparent in clubs and opportunities outside of school they are involved in.
- It could be developed through a school newspaper in the lower school, and by giving the students the opportunity to talk about their backgrounds.
- Does uniform enable this – could the year 11 students have more days when they can be 6th formers. The Student Voice spent a day in the life of a 6th former.
Appreciating Other's Lives
Develop empathy and insight into the lives of people from different backgrounds – through literature, other media and personal contacts.
The students have had a variety of experiences ranging from exchange trips, visits, visiting speakers to Poets the many school exchanges and Fair trade.
- We could do more to celebrate festivals from different religions.
- Encourage more school visits particularly within different cities in this country and abroad, through further establishing the links via the College international school links.
Respect For Different Viewpoints
Be encouraged to recognise and respect how people see things from different viewpoints.
This is encouraged in the classroom in English, Humanities, Psychology, and Philosophy and Theology & Ethics. We have an intolerance of Bullying when this occurs because there is disrespect and a failure to accept another persons point of view.
- We could have more guest speakers, theatre companies (the recent one for the Humanities days were excellent) and workshops for students.
Controversial Issues
Opportunities to discuss sensitive and controversial issues with staff who have the confidence to guide the debate and develop appropriate thinking skills.
There is a strong pastoral/tutor system with opportunities for students to have 1:1 Academic tutorials, supported by the SIMS information. There are group discussions across the curriculum. The role of the Guidance Leaders is crucial here.
- We could encourage more debating/dramatic/philosophical societies maybe run by the 6th form for the lower school.
Cultural Appreciation
Have opportunities to enjoy cultural and creative experiences that reflect and celebrate UK's increasing diversity.
Previously we have given the students the opportunity to go to the George Green School in London and had the Native Indian visits. The College links with international schools will develop this further.
- We need to do more of this through celebrating cultural diversity with themed days within the school. We do not necessarily have a coherent implicit appreciation of he UK’s increasing diversity
Peer Learning, Leadership and Responsibility
Develop the skills and confidence to recognise when their peers need help or support, to take on roles of mentor, coach or mediator for others and understand the skills required to assume peer leadership in a variety of settings (e.g. sports, reading support, student councils, community service)
There is a strong system of leadership in place as well as a developed Student Voice and Student Union in the 6th form. The Pathways course allows for students to undertake community links, and to work at KMC. The AQA Bacc encourages students to volunteer. The Sports Leaders allows for links between the 6th form and the lower school through Sport and gives the 6th form students responsibility, this works in other areas such as maths.
- The school needs to look at linking the 6th form more with the lower school.
Democratic Decision Making
Gain experience and understanding of democratic decision-making and recognise its significance in British society.
This is seen in the election of the presidents for the Student Union and also in the voting of the chair for the Student Voice. Citizenship through the PSHCE programme has been revamped and part of the programme for the whole of the lower school.
Recognising Commonalities
Learn about cultural and religious diversity with an underpinning theme exploring commonalities and respecting differences.
This is apparent in the work done within the Theology & Ethics department and Social Science within Sociology, Psychology and Philosophy.
- As a school we could celebrate religious festivals and make these parts of the daily events of the school life.
UK Culture
Find out about the diverse roots and sources of modern UK culture including the ways that English language has borrowed from other languages.
This is seen in PSHCE, also through History lessons, World in Dorset Days, and through the delivery of Languages French, Spanish and German and within the English curriculum.
Fundamental Equality Principles
Learn the significance of basic principles of equal opportunities, justice and human rights as they apply to their own daily lives and to wider community and global issues. They become increasingly aware (when this is consistent with their other areas of knowledge) of the significance of these principles to citizenship and democracy
This has been addressed through the George Green project and as a school we need to continue to develop this type of exchange. This will become evident through the work & charities of the College teams. It is also evident in RE/Philosophy and within the.The DASP pyramid is working on the Rights for Respecting school project. The SV are actively involved in this. There will be a Rights Fest on October 24th for the whole pyramid.
Regular Work With Different People
Learn through close and structured collaboration in many different working groups, requiring them to encounter different styles of thinking and to develop flexible interactive skills.
Some of these groups include differing ages, genders and backgrounds.
The students get the opportunity to work with different people through tutor groups, setting groups, and option groups. They frequently are encouraged to change their working groups in class. Also this is evident in the various groups they are involved in as part of the extra curricular programme.
- The students could mix more with other years through whole school activities and better links across 6th form and lower school.
- This may be hypothetically addressed through PSHCE.
Team and Communication Skills
Develop collaborative team skills and associated communication skills through planned activities that progress year on year through the curriculum.
This is present within the classroom. With Sport for all, Musical events, Sports teams and College teams.
- There needs to be more interdepartmental communication so we can learn more of each other and to further reinforce the togetherness of the whole school ethos.
A Share in Power
Gain understanding that, in a working democracy, people have a share in power that can influence the decisions which affect them and the people around them.
This can be seen in the power that is given to the student voice getting them involved in voting for the trips they want and voicing opinions on the toilets. It is very evident in College Councils, Student Union, and Sports teams and Captains.
- Does the Student Voice have too much adult influence should they be allowed to make decisions without the presence of adults?
Social Change is Possible
Realise that change and improvement can come about through human collective efforts guided by a shared vision of well-considered goals.
Collective school things are valued, from Sports day through the visit by Outisde Speakers and visitors, everyone responds collectively. The shared goals of achievement are paramount in relation to student learning and individuals achieving their potential.
- A collective effort to tidy up the school particularly in relation to litter should be considered.
Professional Development
The school has identified the areas of professional development needed by their workforce to improve the teaching and learning for the promotion of community cohesion and has plans in place to provide it.
The CPD for staff has been vigorous and effective in many ways, this includes support staff and TA’s. INSET is valued.
- More links between staff for CPD within the pyramid would enhance this. Staff days together with the DASP schools. More staff togetherness to promote community cohesion between staff which will cascade down to the students.
Student Voice
Students develop the skills to contribute to the evaluation and improvement of teaching, learning and the curriculum. Their contributions are welcomed and acted upon.
This is excellent within the school both within the 6th form and the Student Union and the Student Voice in the lower school.
The students have been involved within the curriculum and have a voice in the Teaching and Learning. They visited the other DASP schools to observe lessons and feedback to the Heads of the pyramid their findings on ‘what makes a good lesson and what could be improved’ this was then filtered down to each subject area. The students have also been asked to volunteer ‘what makes a good homework’ – this has been presented to the SLT for feedback.
Should the students meet on their own?
- Let the students have a link with the curriculum groups.
