Transcript Transition 2013 - Haverstock School

Open Evening 2012
John Dowd
Headteacher
“Welcome to
Haverstock!”
Haverstock School
“We offer a first-rate comprehensive education
for local families, helping to build a strong,
integrated local community”
- Inclusive
- Comprehensive
- Community School
About Us
•
•
•
•
•
•
•
•
•
•
•
Students on roll 1250
2/3 boys and 1/3 girls
Number of home languages 52
Number of countries of origins 61
Refugees 30%
SEN 51%
Statemented pupils 53
Free School Meals 48%
Number of Teachers 104
Number of Inclusion staff 22
Number of Support Staff 60
My view of a good school - as a parent
•
•
•
•
•
•
•
•
•
•
•
•
•
•
High levels of pupil performance
Pupils are happy
Achievement is promoted
Inequality is challenged
Excellent teaching and learning
Good behaviour and strong relationships
Pupils feel safe and free from bullying
Pupils and staff feel valued
Strong leadership – a clear vision for improvement where
everyone contributes
Excellent teaching
Strong support
Lots of opportunity for involvement in extra-curricular
activities – clubs, visits, sport and events
The needs of individuals as well as groups are met
Sense of identity and pride
What makes a good school?
“The school has to be welcoming, with
friendly staff and pupils and reasonably
clean and respectable – not too posh but not
really scabby either. I think exam results give a
false impression because many schools excel in
other categories “
Ofsted 2011
• Haverstock is a good school, where attainment is rising quickly and
students make good progress. It has many outstanding features, including
the curriculum and the quality of care, guidance and support.
• Teachers and other staff know students very well as individuals, and
outstanding care, guidance and support contribute greatly to students’
security, enjoyment and achievement.
• The curriculum is outstanding.
• The curriculum is broad, balanced and carefully tailored to meet students’
diverse and challenging needs.
• Transition arrangements are highly effective in helping students to settle
quickly when they join the school, and in preparing them for the next
stage of their education, and for training and future employment.
Maths
What we did to raise attainment
-
-
Employed more teachers
Reduced group size Years 8-11
Strict setting
Changed pedagogy (model of teaching)
- Diagnostic/forensic
- Focused on what they don’t know
- Don’t focus on what they know
- Increased pace
- Increased formal tests/assessments
Restructured management
Increased the accountability of staff and students
Made it relevant
Improved tracking
Regular homework club and follow up
Some of our high achievers
Total
Av Pts /
Entry
Male
12
55.23
11A
Male
11
54.87
Masuma
11T
Female
11
53.3
Shilpa
11A
Female
11
52.52
Arbnor
11R
Male
13
52
Amel
11A
Female
12
51.5
Katie
11H
Female
11
50.91
Anika
11A
Female
10
50.91
Kevin
11S
Male
13
50.29
Name
TG
Gender
Kamil
11E
Sahid
A*
A
8
6
4
6
2
3
3
3
5
6
1
9
5
5
8
9
1
B
C
1
1
4
2
4
1
2
3
2
Highlights
Subjects to mention
– Maths 68% (of 209 students) - 12A*s, 25As, 26Bs (31% 63 students)
– English 57% 5A*s, 8As
– English Literature 87% - 6A*s, 17As
– Single Sciences 95% 5A*s, 25As
– Core Science 60%
– Art 88% (up 53%)
– Drama 68% (up 48%)
– RS 85% (up 12%)
– Food Technology 71% (up 54%)
– French 74% (up 41%)
– Spanish 95% (up 40%)
– Geography 58% (up 28%)
– Sociology 65% (up 12%)
– ICT 85% (up 12 %)
– BTECs 100% Pass or higher
YEARS 7 – 9 CURRICULUM 2012 – 2013
The table below shows numbers of 60 minute periods per fortnight
Year 7
English 7
Year 8
English 7
Year 9
English 7
Maths 7
Maths 7
Maths 7
Science 6
Science 7
Science 7
History and
Religious Studies 5
French 5
Integrated Humanities
Scheme 11
Geography and Citizenship 5
Spanish 4
Spanish 4
Music 2
Music 2
Art 2
Art and Design 2
Technology 3
Technology 3
P.E. 4
ICT 2
Drama 2
P.E. 4
ICT 2
Drama 2
Target students under Level 4
in KS2 English SATS
withdrawn for literacy
intervention 8 periods a
fortnight
ICT 4
Religious Studies
and Citizenship 4
(Top MFL groups - 2
additional French lessons)
P.E. 4
Art
History
Geography
Product Design
Drama
Music
Year 9 Options
4
In year 9,
students study 3
of these options
and study each
option for 4
hours a
fortnight, total
of 12 hours per
fortnight.
The extended curriculum
An extensive range of clubs, visits and activities
took place last year
1. Breakfast and library from 7.30am
2. Daily lunchtime clubs: ICT, film club, study
club, music tech, knitting club, jewellery
club, amnesty club
3. Daily after school clubs: homework clubs
across the curriculum, life drawing, circus
skills, music club, film club, football,
trampolining, basket ball, rugby,
skateboarding, karate, cheer leading,
fitness, art studio, debate club
The extended curriculum
•
•
•
•
•
•
•
•
•
Guys and Dolls production
The Art Exhibition and the Design Technology Exhibition
Summer Music Concert next week, Friday 13th July
The ‘In Tents’ poetry work
The school’s contribution to the Intergeneration Exhibition at the
V&A
The Olswang Art Award and London Egg project
The achievement of the Design Ventura Award and the Design and
Technology Exhibition
John Laing Young Enterprise Award. Commended for innovative
products.
A huge number of trips and visits, including Outward Bound to the
Lake District, skiing in Andorra, Art/Geography New York trip,
Japanese Club visit to Tokyo, Army Cadets Summer Camp to Wales,
Duke of Edinburgh Expedition to the South Downs, Year 7
Shakespeare Trip to the Globe, Year 10 Geography trip to Norfolk,
School Choir appearance at the National Theatre, Book Club trip to
the Harry Potter film set, to name just a few.
Progression post-16 and beyond
•
•
•
•
•
200 students in the sixth form
Wide range of level 2 and 3 courses
95% of Year 13 go on to university
Nationally acclaimed Careers Academy
Business and Finance, Creative and Media and
STEM
• Internships, business mentor, network, guru
lectures and business suits
• Excellent information, advice and guidance
• New sixth form building
What makes a good school?
“What makes a good school for me is a school
that promotes equality, and treats all its pupils
equally. Luckily for me, that’s my school.”
“What makes a good school is the quality of its
teachers, its facilities but most importantly is its
desire to care and foster for each of its pupils.”
Ofsted 2011
• The quality of teaching is now good and an increasing
proportion of lessons are outstanding.
• A key feature in the school’s improvement has been the
success of the Headteacher in empowering his senior and
middle leaders. Targets are challenging and morale is high.
• Teachers and other staff know students very well as
individuals, and outstanding care, guidance and support
contribute greatly to students’ security, enjoyment and
achievement.
• Students artistic, sporting, cultural, moral and spiritual
development is outstanding.
• They gain an excellent understanding of diverse cultures, and
of moral and ethical issues.
Ethos and Core Values
• A culture based on respect, strong
relationships and tolerance
• An unequivocal challenge to discrimination
and inequality
• All have equal value
• Childhood is precious
• We define our culture by our attitudes,
actions and behaviour
Uniform and Equipment
•
•
•
•
•
•
•
Navy blazer (school jumper optional)
Black trousers and skirt
Grey shirt and school tie
Black shoes
Strong sturdy bag
Pencil case, pen, pencil, ruler and calculator
Hoodies and baseball caps are not to be worn
What makes a good school?
“I think that a good school is when the teachers
know when to have fun and when to teach, that
they deal with the troublemakers so they don’t
disrupt the class, that the students are
enthusiastic and that the facilities are clean (and
good food)!”
Ofsted 2011
• Behaviour is good. Students enjoy very
harmonious relationships with each other.
• Students enjoy school and feel extremely safe.
Incidents of bullying, including cyber-bullying, are
extremely rare and dealt with appropriately and
promptly.
• The school’s arrangements for safeguarding
young people are outstanding.
What makes a good school?
“I think good children make a good school. Some
schools have a bad reputation but that’s
because of the students. If you are surrounded
by people not that bothered about studying,
how are you meant to feel?”
Ofsted 2011
• Transition arrangements are highly effective in helping students to
settle quickly when they join the school, and in preparing them for
the next stage of their education, and for training and future
employment.
• The school has established outstanding partnerships, including with
its partner primary schools, the school-based police officer, and
local authority support services, as well as extensive community
partnerships and contacts it has made through its business and
enterprise specialism.
• The school’s success is enhanced and enriched by its engagement
with parents and extensive partnerships from which students
benefit a great deal.
Working with our Community
• Close links and partnerships with primary schools - 7
summer schools, including literacy, performing arts,
media, citizenship and sport
• Extensive business links - GE, Olswang, Santander,
NBC Universal Studios, Sony, Morgan Stanley
• Community partners - The Roundhouse, Hampstead
Theatre, Global Generation
• Performing arts - Wigmore Hall, Royal Festival Hall,
Albert Hall, V&A
• Intergenerational work - Valentines Tea Dance,
Christmas hampers, Saturday bingo and film
What makes a good school
“I think a good school is a school which
is always trying to improve and where
everyone knows what they need to
do”
Vision and further improvement
• The head teacher and senior leadership team are passionate,
determined and effective. Their vision for the school is shared by
staff, students and the community, as well as the governing body,
which is highly effective in supporting and challenging school
leaders.
• There is a culture of high expectations and a track record of
improvement which, together with the school’s accurate and
honest assessment of its own strengths and priorities for further
development, mean that the school has a good capacity to improve.
• The head teacher provides inspirational leadership, and with the
support of his highly competent senior leadership team, has given
staff a clear sense of direction and ambition.
• The governing body has made an outstanding contribution to the
improvements that the school has made. It takes good account of
the views of staff, students, parents and carers.
Infrastructure and Teamwork
Governing Body
Headteacher
Deputy KS3
Deputy KS4
Director of
Operations
and Finance
Deputy KS5
Assistant Heads: Teaching and Learning
Curriculum
Team Leaders
Pastoral Team
Leaders
Subject Leaders
Tutors
Office
Finance
HR
Facilities Management
Our vision for the future
• To ensure that every pupil who is a member of Haverstock learns and
attains as well as possible, and that they gain the knowledge, skills and
qualifications that will most set them up for success as adults.
• To successfully launch our students into the first few years of their life
beyond school. To prepare them for the wider world whilst they are here
and maintain contact support for those who seek it after they have left.
• To develop in each pupil the life-skills they need to be fulfilled and
responsible citizens whilst they are at Haverstock and after they have left.
• To create a working environment at Haverstock which is fulfilling.
• To offer a first-rate comprehensive education option for local families,
helping to build a strong, integrated local community.
• To contribute to a wider movement that is working to improve education
and, in particular, the life chances of those from disadvantaged
backgrounds.