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Transforming Educational Outcomes: Strategies for Success at The Aveley School

This presentation highlights the significant changes at The Aveley School under new leadership to improve student attainment and progress. With evidence from OFSTED inspections and performance indicators, the session discusses the context of past challenges, including declining pupil numbers and budget pressures. It outlines innovative tactics and strategies implemented, such as personalized learning, integrated curriculums, and enhanced pastoral support. The focus is on the future vision for the academy, emphasizing flexibility, engagement, and raising aspirations among students.

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Transforming Educational Outcomes: Strategies for Success at The Aveley School

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Presentation Transcript

  1. What a Difference a Year Makes! Mr Huw Derrick Vice Principal (Attainment and Progress) Mr Ron Pritchard Raising Attainment Co-ordinator The Context - 15 mins Tactics and Strategies - 30 mins The Future -15 mins

  2. The Context

  3. The Predecessor School The Aveley School Thurrock Local Authority Inspection - ‘Special Measures’

  4. New Headteacher: Mrs Tess Walker BSc(Hons) MA PGCE NPQH The Aveley School OFSTED Inspection (Jan 2007) – Satisfactory with Good features Designation as a Specialist Humanities School (Sept 2007)

  5. Belhus Chase Specialist Humanities College Most improved Specialist Humanities College High Achieving JESSON school CVA percentile ranking: 2008 - 6; 2009 - 2 VA percentile ranking: 2008 - 24; 2009 - 7

  6. Sustained Improvement?

  7. Outstanding learning and progress for all?

  8. National Challenge (June 2008) % 5+ A*-C Grades Inc En and Ma

  9. 2009 RAISEonline Relative Performance Indicators English Language: 4.9 Sig + (Ranked 1st) Mathematics: 2.7 Sig + (Ranked 3rd )

  10. Progress by similar pupils nationally (taking account of school context) at the 25th percentile

  11. The future from a Belhus Chase Perspective (a dawning reality during the 2007/8 year)

  12. On top of all that! Declining Pupil Numbers Increasing Turbulence Buildings Sinking/Leaking Budget pressures in meeting Pupil need Recruitment and retention difficulties by September 2008 – actively seeking Academy Status Turkeys voting for Christmas Opened in September 2009 as Ormiston Park Academy

  13. Tactics and Strategies

  14. New Leadership Thinking Transformational Non – Contextual Demanding

  15. Curriculum Transformation - Integrated

  16. Curriculum Transformation - Combined / Flexible

  17. Three Colleges Pastoral Transformation

  18. Transforming Care Guidance and Support

  19. Academy Target setting

  20. Subject Accountability

  21. Immediate Action Starting with year 11 Knowledge based Attention to detail

  22. Setting Individual Targets

  23. Knowing student attainment

  24. Early Entry - Dense Delivery From this: To this:

  25. Planned Programme

  26. Pre November Interventions Personalised Provision Timetable Suspension to focus on En and Ma English Coursework Week Speaking and Listening Day Tutor Time Key Points in Maths Revision Techniques / Motivation sessions Specialist Maths and English Topic Carousel After school Classes only En and Ma Half Term Booster Sessions in En and Ma Pre Exam Breakfast / Briefing

  27. Position Statements

  28. November onwards Group changes based on expected outcomes New focus for after school classes Curriculum/Progress Leader Engagement Subject Teacher Monitoring and Action Pastoral Coordinators Engagement Targeted and Personalised Programme Active Engagement of Parents Other Curriculum Interventions Focussed Holiday Learning Post Results Double Maths/English Further re grouping in Maths

  29. The War Room

  30. Strategic Planning

  31. What if?

  32. Final Efforts One to One Tutoring Prioritising student needs Additional Targeted Tutoring Ensuring Academy Achievement Raising Aspirations and Expectation

  33. Expected Outcomes

  34. The Future

  35. Increasing the Attention/Pupil and Facility/Pupil ratios A Staggered Day A Staggered Year

  36. Flexible Pathways

  37. Increasing the flexibility and personalisation of learning Stage not Age Pupils not Classes

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