Created on Wednesday, 05 February 2014 13:54
Teachers are more systematic in their development of students’ skills and understanding in the use of language. Teachers’ questioning encourages students to offer detailed responses, through which they explore and explain their ideas and opinions, as well as extending the range of their speaking skills. There is a well-planned balance between the teachers’ introduction of new vocabulary, support for speaking and writing tasks and opportunities for creative, imaginative and independent work
In lessons students were engaged and demonstrated positive attitudes to their learning
The school behaviour policy is supported by effective rewards and acknowledgement of positive behaviour
Weekly meetings of HoYs ensure that pastoral behavioural, and academic concerns are kept under close review
Referrals to Behaviour Support have reduced by two thirds this year.
There is a properly maintained log book in the detention centre.
The return to a year system has had a positive effect on behaviour.
On our school walkabouts we did not hear any shouting from staff – as we might have in comparable schools
On three walk abouts during lesson time the school was quiet and orderly with no wanderers on the corridors at all. The only incident seen was one angry student who was being escorted and managed appropriately by a pastoral worker.
Senco has the material necessary to construct a clear provision map of support available in the academy, including the use of the Hodder reading programme to improve the reading level of new arrivals
Heads of year report that since the appointment of new Principal there has been greater clarity and sense of purpose There is plenty of after school activity, particularly sports