Self-Evaluation Summary 2015-16
Section 1: School Context
Together We Will:
• Provide opportunity, security and encouragement
• Accept guidance, responsibility and diversity
• Share success, achievement and pride
• Build self-belief, resilience and community
Within a caring environment based on mutual respect and trust.
Our specialist secondary school was established in January 1996 to educate boys with behavioural, emotional and social difficulties (BESD); our new
designation is as an Academy for students with Social, Emotional and Mental Health needs (SEMH). As a school we strive to improve outcomes academically,
but also acknowledge that balanced mental health, social skills and emotional development is also a priority for our students.
Our vision is to prepare students for their life beyond education. We achieve this by recognising that all
students are individuals and as such provide them with a personal ‘pathway’ of learning. We believe
our students should enjoy ‘the learning journey’ which should continue beyond LWS. This is achieved
by having high expectations that reflect the challenges our students face as a young adult, post-16.
We have high but realistic expectations for our students. However, almost all students have complex
needs; these require significant time, targeted strategies and patience to address them. Students EHCP
needs can manifest themselves with extreme, yet varying degrees of anti-social behaviour. We
empower students to take responsibility for their behaviours whilst equipping them with coping
methods and strategies when faced with these challenges. Our unique tiered behaviour policy provides
us with the capacity to address behavioural needs, whilst supporting their additional needs. Our
‘home-school’ agreement, service level agreements and variety of communication methods aim to
establish a framework of support for a consistent approach to a students’ development, an
encompassing multi-agency approach.
Emphasis is placed on the development of the ‘whole child’ and their well-being, our OPEAR approach
– establishing positive outcomes. We also strongly encourage creative arts, life skills, as well as
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Self-Evaluation Summary 2015-16
learning through sport and physical activity. Our Specialist Support Assistants (SSAs) provide specific interventions for students’, such as English and Maths
boosters, attendance strategies, speech and language development, emotional literacy, therapeutic approaches and home-school liaison. We have an
attached Educational Psychologist and Psychotherapist.
Student profile
Identified Need at LWS Academy
100
90
80
70
60
50
40
30
20
10
0
88
39
37
0
7
12
85
80
29
2
10
12
2
10
15
2
5
2
2
2
2
% School Population
Every student has a ‘live’ digital profile which we regard as an enhanced case study approach. This enables us to analyse and contextualise strategies and
expectations against current outcomes. The approach helps us to track and monitor changes in student engagement, learning, behaviour, circumstances and
monitor impact of strategies at the click of a button. The use of our ‘digital profile’ approach has enabled us to create a ‘tailored’ curriculum for every
student – treating them all as individuals and providing a personalized model. Each group in the school has specific qualities and attributes. A great example
of this is our ‘Delta’ group for our more EV high risk students. ‘Delta’ provides a base camp for learning for these students, who are then able to explore the
rest of the curriculum from this group and work towards being integrated into the main school groups. A model of our how we group and progress our
students is to the right.
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Self-Evaluation Summary 2015-16
Student
Transitions
Students will achieve GCSE, Entry Level and BTEC
qualifications across all subjects and have the
opportunity to gain a Level 1 qualification at college in
Key Stage 4. The curriculum aims to help re-engage
students with learning, through the use of specialist
providers and organisations.
Post - 16
Pathway
Student progress is assessed in real-time, every fifty
minutes. We track students’ emotional and social
development through the 'Life Events Scale' and 'Boxall
Profile'. The LWS specifically designed ‘whole school selfevaluation database’ provides real-time and historical
data on the performance of the school, subjects and
students. At LWS we closely monitor this system–
measuring impact and refining strategies according to
analysis. This system is the tool for school improvement
through driving leadership strategies and provides whilst
also the analysing a method of tracking student progress
after the removal of National Curriculum Levels in
September 2014.
KS4
Group
KS4
Group
Beta
Gamma
Alpha
Delta
Year 7,8,9
High Risk /
Vulnerability
EV / High Risk
Our Judgements

Overall effectiveness – Good

Outcomes for children and learners – Good

Effectiveness of leadership and management –
Outstanding

Personal development, behaviour and welfare
– Good
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
Good Quality of teaching, learning and
assessment – Good
Self-Evaluation Summary 2015-16
Section 2: Outcomes for children and learners
Although attainment levels are not in line with national averages, students do make progress over time given their starting points and prior attainment levels.
In English, a large majority of students (70%), make progress in line with prior learning rates (PLR) with the majority of students (50%) making the expected national
measure of three of more levels of progress. In Maths, most students (83%) make progress in line with their PLR, whilst a large majority (70%) are on track to make three
levels of progress.
April 2016
Maths
Achievement
% Progress
against 3
levels of
progress
% Progress
against
Personal
Learning Rate
Average
Lesson
Target %
Whole School
Year 7
Year 8
Year 9
Year 10
Year 11
100%
100%
63%
44%
14%
100%
100%
63%
56%
29%
45%
53%
60%
48%
30.2
% of
students
who joined
at Yr 7
48%
English
Achievement
% Progress
against 3
levels of
progress
% Progress
against
Personal
Learning Rate
Average
Lesson
Target %
% of
students
who joined
at Yr 7
48%
100%
100%
100%
33%
14%
100%
100%
100%
33%
43%
56%
45%
59.6
60%
43%
78%
71%
22%
20%
50%
Whole School
78%
71%
22%
20%
50%
Year 7
Year 8
Year 9
Year 10
Year 11
NEET Data and Destination Analysis 2016
Student
Number
4
0
0
0
1
2
Destination
College
Sixth form school or college
Apprenticeships
Job without training
Moved out of area
NEET
NEET data demonstrates that of a cohort of seven Year 11 students, two (33%) were classified being NEET (as of
September2016). 67% of students have started and maintained a college place, and one student (17%) has moved out of
county
Although two students were reported as NEET, both students were referred to appropriate third party organisations who
work with the school to enable successful Key Stage 5 transitions.
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Self-Evaluation Summary 2015-16
School Based Analysis:
Trends in student achievement are very dependent on cohort specifics,
however LWS continues to provide GCSE opportunities in most subjects. In
2015 62% left with GCSE English / 92% in Maths / 90% in Science. 62% left
with both English and Maths GCSE. Our 2016 cohort presented significant
complex needs and as a result we saw a significant decline in achievement.
Student engagement in learning (%) over the academic year 2015-16. Students and staff
aim for 70% learning engagement or above;
Data over the last four academic years indicates that a majority of students
achieve GCSE English and Maths as well as achieving five GCSEs grade A*-G
(including English and Maths).
Since our last inspection GCSE pass results have increased significantly - 83%
average pass rate in English and Maths since 2013. 2016 has marked a decline
in this trend.
2014 / 15
High engagement
Working towards
Low Engagement
Autumn / Winter
37%
39%
24%
Spring
50%
23%
27%
Summer
59%
33%
8%
2015 / 16
High engagement
Working towards
Low Engagement
Autumn / Winter
43%
43%
14%
Spring
41%
42%
17%
Summer
40%
51%
9%
2016 Year 11 Accreditation
2016 Year 10 Accreditation
Number of students
10
Number of students
4
5
10
8
7
2
3
8
7
5
3
3
0
0
0
1
0
Entry Level Laser Level
Qualification Learning
Cohort of 7 students
iGCSE
Adult
Numeracy
GCSE
Other
accreditation
Entry Level Laser Level
Qualification Learning
Cohort of 11
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iGCSE
Adult
Numeracy
GCSE
Other
accreditation
Self-Evaluation Summary 2015-16
Pupil Premium Students:
Learning Engagement of Pupil Premium Groups (2015-16)
English
100
80
'Closing the Gap' at LWS
Maths
88
80
76
63
65
54
60
50
59
61
40
20
20
0
Service Students
Looked After
Children (LAC)
72
74
74
Combined PP average
School Average
Non- PP Average
60
40
Pupil Premium
Students
Learning Engagement %
100
0
Year 7
Pupil premium attainment is analysed weekly (through learning engagement in lessons) as well as yearly. Data shows that there are reasonably high learning engagement
levels in both English and Maths for all categories of pupil premium with Maths demonstrating higher engagement levels overall. The learning engagement gap is
decreasing against the school and non-pupil premium student averages.
Section 2: The quality of teaching, learning and assessment
The quality of teaching in the school is good, due to the very large majority of teachers been rated as ‘good and outstanding’. Teachers plan well across time, embedding
literacy and numeracy across the curriculum. The school has a very successful marking policy which is adhered to by all teachers/ support staff. This policy allows students
to make, particularly in English and Maths, expected progress in line with national measures. The majority of students also receive targeted interventions that include
catch-up literacy, social skills, emotional literacy, therapeutic story writing and 1:1 numeracy support.
The school has worked hard in ensuring that students have access to a variety of learning platforms. This includes our Virtual Learning Environment (VLE), as well as specific
departmental learning aids. For example; My Maths and Literacy Apps. However, this is something that we are continually targeting based on engagement levels of parents
and students. Homework is often set through these mediums.
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Self-Evaluation Summary 2015-16
Lesson Observations 2013-2014
Good and Outstanding
Development
Inadequate
Lesson Observations 2014-2015
Good and Outstanding
Development
Inadequate
Lesson Observations 2015-16
Good and Outstanding
Development
Inadequate
14%
4% 4%
12%
88%
92%
86%
Progress is reported three times a year; this consists of a full report and two progress records. The school monitors student progress in real-time and can provide student
performance data via the student digital profile as a ‘real-time’ document. Progress is tracked through ‘learning engagement’ which is measured every lesson to provide a
trajectory of progress on a student’s digital profile.
Students at LWS Academy are immersed in Spiritual, Moral, Social and Cultural issues. As part of our specialist weekly SMSC sessions, students investigate, discover and
explore SMSC issues. Each year the school has a cultural day which culminates in a 6 week in-depth study into a world culture. Students gain experience and enjoyment
through our varied curriculum in the form of class work and discussion, visiting speakers, sportspeople and artists, as well as a variety of educational trips within their own
community, as well as nationally. The schools database records the Moral and Social aspect of SMSC as part of the SEAL targets.
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Self-Evaluation Summary 2015-16
GROW at LWS
Grow was introduced at LWS in March 2015 as a strategy to improve collaborative learning
and student participation at the start of lessons. The process was put in place of the
traditional lesson objective & teacher instruction at the start of class. Talking through the
process allows teachers to fully gauge the ability of the class, the stage they are at from
previous learning, allowing them to correctly level the lesson. The student participation
during the introduction of the lesson allows all students to know who and where to go for
help- improving collaborative skills. Students are more aware of what and how to complete
tasks after completing the grow process – improving independence. The process can be used
(and is used) not only at the start but as a review throughout and at the end of the lesson to
help guide students through their work.
Why GROW?
The National Curriculum 2014 states that schools and academies must offer a broad and
balanced curriculum which prepares pupils for the opportunities, responsibilities and
experiences of later life (Department for Education, 2015). The importance of higher order
thinking skills is not prescribed within the curriculum, but without them the interwoven
transferable nature it is trying to achieve will not succeed. Sir Ken Robinsons key Note TED
Talk (TED, 2010) encapsulates this notion. Most teachers, like sportspeople and other
professionals who use coaching as a performance management tool, are familiar with the
concept and positives it can bring. When GROW is used effectively in lessons it allows
students to structure their thinking and problem solve individually or collaboratively.
LWS TAXONOMY
Blooms (and Anderson’s) taxonomy link directly to the GROW MODEL (diagram attached).
The complex nature of the students at LWS academy, along with the disengagement with
learning students present with when arriving at LWS, a pre-Blooms taxonomy has to be
introduced. Engagement and experience, which is achieved through the strong focus on
transition and a tailored curriculum, allow the students to become immersed in education,
the process and protocols of the Academy before an academic education is sought.
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Self-Evaluation Summary 2015-16
The Learning Journey has been
embedded in the practice of teachers
planning since a pilot was completed in
2012. All teachers now use a jointly
agreed consistent method of planning
which demonstrates the learning journey
a student/class has been on or the
potential to be on.
There is also a space dedicated to
reviewing lessons which ensures specific
tracking of any students who may have
gaps in their learning.
An example of ‘Traffic Light’ planning structure:
Traffic Light Planning:
Traffic light planning allows students to see their learning
journey mapped out in their books. All teachers will
communicate through this planning medium to identify gaps in
knowledge and inform teachers’ planning over time.
Traffic lights are also linked to the LWS mastery statements for
each subject area, which have been designed specifically for
SEMH pupil needs. These ‘building blocks’ are designed to
demonstrate the sometimes smaller steps of progress that some
of our students exhibit. Mastery statements are being developed
with other secondary schools in Fareham and Gosport to ensure
consistency and standardisation of progress.
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Self-Evaluation Summary 2015-16
Section 3: Personal development, behaviour and welfare
Incidents around the school are tracked using our self-evaluation system, collating the number of Physical, Verbal, Damage and Bullying incidents, we examine patterns and
trends to inform strategy – personalised behaviour management strategies, such as IEP targets, de-briefing, meetings, targeted interventions and Whole school initiatives
such as point targets, VIVOs and therapeutic approaches are also used.
Every student has a journal which is an integral part of our behaviour tracking
through our Student Information Database. The adjacent table illustrates the
monthly count of ‘incidents’ for the 2015-16 academic year.
We had a rise in incidents towards the end of the academic year due to various
reasons, including new students transitioning into the school, exam stress &
anxiety, as well as enhanced behaviour strategies and expectations around
certain types of behaviour.
Categories are linked to the Hampshire Audit categories for SEN and include;
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Self-Evaluation Summary 2015-16
Social Emotional Aspects Learning (SEAL) are also monitored in real-time and recorded in our self-evaluation system. This is a strong indicator of our successful SMSC
approach and a student’s social and emotional development at LWS.
Attendance
Attendance by the whole cohort of students has been identified as an area of development by SLT. The charts below display whole school attendance for 2014/15/16. We
divide student attendance between ‘regular attendees’ and students who are on ‘bespoke’ packages. These students have highly specialised intervention strategies which
may be due to the severe manifestations and/or mental health needs preventing them from attending school full time.
Regular attenders 2015-16
5%
12%
Attendance
Authorised absence
Unauthorised absence
83%
Therapeutic and Specialist Interventions contribute significantly to the ‘Tailored curriculum’ for each student – All our SSAs (Specialist Support Assistants) provide targeted
intervention for identified students across a range of approaches and strategies, these include - Therapeutic story writing, social skills, mindfulness, brain training,
emotional literacy, speech and language, catch up reading, music, art, college, work experience, fish4life, 1:1 learning, FEIPS Counselling and home tuition packages. Our
therapeutic team consists of a Psychotherapist and Educational Psychologist. Both professionals work with students directly and support staff with specific strategies and
guidance.
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Self-Evaluation Summary 2015-16
We have clear protocols around students who choose to leave the school site. Students who leave without permission are subject to the ‘Missing Students Policy’. Initially,
staff will attempt to follow and risk assess the situation depending on the students’ particular circumstances, however if after 20mins the student is not in sight then the
missing persons policy is followed. This involves contacting parents/carers and the police due to the vulnerable nature of our students. This policy is separate from
individual support strategies for students who require time off the school site to calm after serious incidents.
An integral process within our behaviour policy is our partnership
working with Hampshire Police and the Youth Offending Team.
Through this work we are able to work collaboratively between all
three agencies with students and their families to appreciate the
decision making process and subsequent consequences.
This relationship and partnership working allows a much targeted
approach to dealing with criminal matters and focuses education of
crime on the victims in a bid for a restorative approach at LWS.
Internet usage and safety are taken very seriously due to the vulnerable nature of our students, with zero tolerance on cyber-bullying and an internet safety policy. Two
members of staff are CEOP (Child Exploitation and Online Protection) ambassadors and keep all staff, parents and governors up to date on techniques for protection online.
We also have three members of staff who are CPLO trained. All staff and Governors have received ‘Prevent’ training.
Staff prefer to reward rather than sanction, although the latter is required at times. Positive behaviour and achievement is celebrated by positive after-schools, VIVO points,
phone calls home, certificates, whole school award ceremonies, end of term trips and activities. Sanctions include break, lunch and after-school detentions, twilight/night
school, working in isolation, home tuition packages, meetings with parents and carers at school or home, SLT tracking. The academy has recently introduced its ‘Golden
Rules’ to ensure consistency across student groups with regards to the learning expectations, as well as classroom conduct whilst at school.
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Self-Evaluation Summary 2015-16
Exclusion data: behaviours which will result in exclusion are for the high health and safety risks including: Climbing the roof, leaving the school site without permission and
use and/or possessing and/or distribution of any banned substances. The month of February (2016) saw a large increase in exclusions due to a managed move away from
LWS and time the authority spent looking for an alternative placement.
Total excluded sessions 2013-2014
Total sessions excluded 2015-2016
Total Sessions Excluded 2014-2015
40.0
40.0
40.0
35.0
35.0
35.0
30.0
30.0
30.0
25.0
25.0
20.0
15.0
10.0
5.0
22.0
19.0
12.0
10.0
9.0
15.0
14.0
15.0
10.0
0.0
0.0
0.0 0.0
0.0
Sept Oct Nov Dec Jan Feb Mar Apr May June July
20.5
14.0
12.5
9.5
10.0
10.0
4.0
25.0
20.0 18.0
20.0
16.0
14.0
35.5
4.0 4.0
5.0
0.0
3.0
0.0
0.0 0.0
2.0
0.0
Sept Oct Nov Dec Jan Feb Mar Apr MayJune July
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3.0 2.5 2.5
5.0
0.0
0.5
0.0
Sept Oct Nov Dec Jan Feb Mar Apr MayJune July
Self-Evaluation Summary 2015-16
What our students say about us?
Below are some highlighted responses from our annual student survey.
The school is interested in the views of
its students
Agree
Disagree
There is an adult you would go to if you were
worried at school
Agree
Disagree
I feel trusted to do things
Agree
Disagree
17%
14%
28%
72%
83%
86%
I want to do well in lessons
Agree
Disagree
8%
I want to achieve examination success
Agree
Disagree
Rewards and sanctions are fair
Agree
Disagree
11%
31%
69%
92%
89%
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Self-Evaluation Summary 2015-16
Section 4: Effectiveness of leadership and management
The SLT has a relatively new structure, which consists of the Head teacher,
Deputy Head, Student Support Leader and Business and Administration Leader.
Each role is defined with joint responsibilities for the leadership and management
of the whole school.
We have built capacity for leadership and management within the school, with
investment in our team and building on strong foundations. We have a strong
interview and induction process, ensuring that we acquire the best staff for this
environment.
The Head teacher supports the Executive Headship Team of a local ‘good’
Secondary School to support the development of joint strategy and leadership.
We are strategic partners with 2 Teaching School Alliances – Pioneer (Primary and
Secondary) and The Mulberry Bush (Special).
The whole school community is aware of the SDIP and this is embedded into the
performance management of staff.
Our LLP, district & area education managers, county inspectors have all noted the
schools’ drive for improvement and the determination to improve its students’
outcomes. We are an active participant of the ‘Peer review’ model which is coordinated by our teaching school partner (The Mulberry Bush). This self-evaluation
process is nationally recognised and is an excellent mechanism for school
improvement.
A significant capacity to improve has come from our networking and support for other
schools in matters of SEMH. We have recognised that we are the specialists in BESD in
the local educational landscape and could be doing more to improve the capacity in
mainstream schools for SEMH type students and CPD for our colleagues there. As
members of SSAT we are part of a special school consultation group for the DFE and
have presented a various national events on school improvement and self-evaluation,
primarily on our approach to ‘life beyond levels’ and our self-evaluation database.
LWS works as a collaborative partner of Southampton University, Chichester
University and Winchester University and offer training and teaching/experience
placements. SLT also lecture at these universities to help build capacity for positive
behaviour management in new teachers and establish future interest in teaching
within SEN.
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Self-Evaluation Summary 2015-16
Head Teacher
Business and
Administration
Leader
Office Team and
ICT Team
Caretaker/House
Keeper
Student
Support Leader
Student
Support Team
Theraputic team
Specialist Support
Assistants
Deputy Head
Teacher
TLL + Middle
Leaders (2)
Teacher x 7
Unqualified
Teacher x 1
Our curriculum is tailored to an individual’s needs and aspirations, but with the specific target of preparing them for their next transition in life. The graphs above details
the current breakdown of the curriculum for both KS3 and KS4. The percentile break down of the curriculum for KS3 and KS4 is demonstrated below. The alternative
provision (AP) percentile has been calculated for Year 10 (Omega) who attend Youth Options one day per week however more individualised alternative provision (e.g.
college and work experience) will differ from student to student.
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Self-Evaluation Summary 2015-16
ALPHA (7)
BETA (8)
GAMMA (9)
OMEGA (10)
YEAR 11
English
16
16
16
12
16
Science
12
12
12
12
12
Maths
16
16
16
16
16
PE
8
8
8
8
8
DT
12
12
12
12
12
Life Skills/PSHE
8
8
8
4
8
ARTS
8
8
8
4
8
Alternative Provision
20
PBL
20
20
20
20
20
Performance management is seen as a self-improving process and used to develop all staff in areas of whole school and individual developments. Full and interim meetings
are carried out to assess progress against targets. The Academy uses Blue Sky Education to monitor and track all performance management processes including CPD.
Academy Governance:
We have a strong and full governing body, which is well represented
and committed to challenging the senior leaders on all aspects of
school performance.
Governing Body
(Chair - Kirsty
Robinson)
Governors meet half-termly and all meetings are recorded. Recent
introductions have led to good improvements in Governance. The
introduction of a Governors protocol for visits, Skills Audit and
affiliated Governors to specific roles/staff members within the
Academy have help develop a new level of self-evaluation and
challenge for the governors and the academy.
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Staffing, Pay, Finance,
buildings and site
Curriculum,
Pathways and Core
(Chair - Paul Salter)
(Chair - Colin Knight)