Headlands

School

HEADLANDS SCHOOLSELF EVALUATION REPORT

2016/2107

0

HEADLANDS SCHOOLSELF-EVALUATION REPORT 2016/2017

Context 2016/2017

Headlands School is an independent special school, situated in a residential area of Penarth in the Vale of Glamorgan. It is part of the Action for Children charity. The school provides day and residential placements for pupils with social, emotional and behavioural difficulties. All pupils have a statement of Special Educational Needs (SEN). All pupils have a wide-range of additional learning needs, which include attachment disorders, attention deficit hyperactivity disorders and autistic spectrum disorders.

In 2016/2017 the school currently educates 68 pupils from key stage 2 to post-16. Key stage 2 currently has 15 pupils Key stage 3 currently has 23 pupils Key stage 4 currently has 17 pupils Post-16 currently has 13 pupils

*4 pupils left Headlands during 2016/2017

Nearly all pupils come from Welsh authorities (66), with very few pupils from English authorities (2). 17 pupils are residential with 14 of these having term-time residential placements and 3 having 52 week residential placements.

2016/2017 24/68 pupils (35%) have looked-after status (LAC) 31/68 pupils (46%) are diagnosed with autistic spectrum disorders (ASD) 26/68 pupils (38%) are diagnosed with ADHD (Attention Deficit-Hyperactivity Disorder) 10/68 pupils (15%) have attachment disorders highlighted on their Statement of Special Educational Needs

2015/2016 (35%) have looked-after status (LAC) (41%) are diagnosed with autistic spectrum disorders (ASD) (34%) are diagnosed with ADHD (Attention Deficit-Hyperactivity Disorder) (18%) have attachment disorders highlighted on their Statement of Special Educational Needs

1

Staffing/pupil structure

In 2016/2017 there are 11 class groups Key Stage 2 - Group Melyn/Group Glas Key stage 3 – Group B/Group W/Group FKey Stage 4 – Group G/Group C/Group K/Group MPost-16 – Post-16A/Post-16B

There are a total of 15 teachers/26 teaching assistants/5 HLTAsIn the majority of classes there are up to 7 pupils with 1 teacher and 2 Teaching Assistants

On-site resources

Key stage 2 teaching centre Key stage 3 and 4 teaching centre Post-16 teaching centre Spokes bike workshop All weather pitch Bike track Outdoor play area DT/Music workshop Café and catering facility Gym and multi-gym

Text in blue highlights our strengths

Text in red highlight our areas for improvement – these feed into the School Improvement Plan

2

Abbreviations

ICMP – Individual Crisis Management PlanIEP – Individual Education PlanIPC – International Primary CurriculumIMYC – International Middle Years CurriculumDDP – Dyadic Developmental PracticeTCI – Therapeutic Crisis InterventionPST – Pupil Support TeamLST – Learning Support TeamRST – Residential Support TeamHST – Health and Safety TeamAER – Annual Education ReviewSIP – School Improvement Plan SER – Self-evaluation Plan

nearly all = with very few exceptions most = 90% or more many = 70% or more a majority = over 60% half = 50% around half = close to 50% a minority = below 40% few = below 20% very few = less than 10%

The Common Inspection Framework

1 – Standards 1.1 Standards and progress overall 1.2 Standards and progress of specific groups 1.3 Standards and progress in skills 2 – Wellbeing and attitudes to learning 2.1 Wellbeing 2.2 Attitudes to learning 3 – Teaching and learning experiences 3.1 Quality of teaching 3.2 The breadth, balance and appropriateness of the curriculum 3.3 Provision for skills 4 – Care, support and guidance 4.1 Tracking, monitoring and the provision of learning support 4.2 Personal development 4.3 Safeguarding 5 – Leadership and management 5.1 Quality and effectiveness of leaders and managers 5.2 Self-evaluation processes and improvement planning 5.3 Professional learning 5.4 Use of resources

Excellent – Very strong, sustained performance and practice Good – Strong features, although minor aspects may require improvement Adequate and needs improvement – Strengths outweigh

3

weaknesses, but important aspects require improvement Unsatisfactory and needs urgent improvement – Important weaknesses outweigh strengths

Inspection area 1: StandardsEvaluation Evidence

1.1 Standards and progress overall1. Nearly all pupils make good or very good progress at Headlands over time, taking into consideration their achievements and attainments against their baseline information when they join the school. They make good/significant progress in line with their ability and individual needs.

All pupils who leave Headlands School move onto further education, training or work or specialist provision. All pupils leave Headlands School with a good variety of recognised qualifications, including GCSEs, Entry Levels, BTEC, Agored Cymru and ASDAN qualifications, which are appropriate to their ability, individual needs and interests. (See later for further details and breakdown of qualifications).

Over the past 3 years all pupils have moved onto college, training or work. Consequently, there are no pupils who are NEET (see evidence IA1 for 3 year breakdown)

2. Nearly all pupils make good progress with their Individual Education Plan (IEP) targets. The pattern has remained quite steady for the past 3 years. There is a considerable increase with the pupils fully meeting their IEP targets in the last 2 years.

Nearly all pupils work hard on their specific IEP targets in most sessions. The majority of pupils fully understand their targets and make good progress towards these in lessons.

Fully met Partly met Not met2016/2017 Around half 47% Around half 44% Very few 9%2015/2016 Around half 51% Minority <40% Very few <10%2014/2015 Minority <40% Around half 50% -

Of the very few pupils who did not meet their IEP targets, records show that extenuating circumstances contributed to these targets not being met.

3. Lesson observations show that nearly all pupils make good progress with their work in line with their abilities. They

1. Evidence filePost-16 evaluationEvidence IA1

2. Evidence fileIEP evaluation

3. Lesson observation fileEvidence IA1

4. Scrutiny of work evaluation

5. Evidence fileExamination reportEvidence IA1

6. Post-16 evaluation SER

4

Evaluation Evidencedemonstrate that nearly all pupils make good progress in learning during the lessons.

Through lesson observations and discussion with pupils it is clear that over the past 3 years the progress pupils make in lessons has improved and more excellent features regarding standards have been observed in lessons. Some of the excellent and very good features across the school include –

Nearly all pupils are able to recall previous learning and show good understanding of subject specific terminology in relation to their learning experience.

Nearly all pupils make good progress with their learning in relation to their individual needs and abilities As pupils’ progress through the school, pupils become more confident to ask thoughtful questions and show high

level organisational skills Nearly all pupils in class listen well and communicate effectively with staff and peers Nearly all pupils make significant progress with their reading skills and use subject specific vocabulary across the

curriculum when completing tasks. Nearly all pupils understand the tasks and use their thinking skills well to complete tasks. Nearly all pupils make sufficient progress with their number skills and older pupils apply their numeracy skills

effectively across the curriculum Nearly all pupils develop their thinking skills effectively and use these skills to solve a variety of problems. A majority of pupils acquire new knowledge, understanding and skills in sessions and apply this to new

situations. Nearly pupils make good progress in lessons in line with their abilities.

4. Scrutiny of work shows that most pupils make good progress with their work in line with their abilities, and many pupils look to improve their work. Scrutiny of pupil’s work (September 2014, June 2015 and May 2016) identifies that all pupils make comprehensive progress in their work, in line with their abilities.

Very good aspects of progress in learning include -

Nearly all pupils are able to apply numeracy skills well across the curriculum for example in topic work, science work and practical subjects

Nearly all pupils know what they need to do to improve their work Nearly all pupils apply their skills across the curriculum with appropriate evidence of ICT skills and literacy skills,

for example in IMYC sessions in key stage 3 A majority of pupils in post-16 complete good extended pieces of writing and write well for different purposes

However, scrutiny of work shows that many pupils do not always make enough progress with their writing skills and that

5

Evaluation Evidencetheir presentation of work is not always of the highest standard. Work does not show that pupils over time show a wide enough range of ICT skills (Refer to IA 1.3)

5. Nearly all pupils in post-16 achieve well in vocational courses and consequently obtain high quality and relevant vocational experience and qualifications. Nearly all pupils, including more able and less able pupils make good progress with their vocational choices, and consequently achieve a highly appropriate range of vocational qualifications.

See evidence IA1 for 3 year vocational qualification breakdown

Below are examples of pupils whop over time have made exceptional progress in relation to their individual needs and abilities -

In 2015/2016 1 pupil achieved AS level grade B in Mathematics

2 pupils (TW and JJ) have made exceptional progress during their time at Headlands and as a result, since leaving in 2016 have completed a full year in college and applied for university placements.

3 pupils (TW, JJ and GA) have presented their successful schooling stories in presentations to various professionals at national conferences. This highlights the progress pupils make during their time at Headlands and demonstrates the confidence pupils gain over time. These 3 pupils are examples of the exceptional progress made over time where pupils significantly improve their skills to prepare them for the next stage of their learning (see case studies in post-16 evaluation)

Nearly all pupils make good or very good progress and work hard on a wide variety of accreditations and examinations. As a result, nearly all pupils in post-16 and most pupils in key stage 4 achieve very good results in examinations in-line with their abilities. Over time more able pupils have achieved higher level passes at GCSE level. As shown in the table below.

Year A*-C % D-U %2016/2017 33 662015/2016 26 742014/2015 23 77

See evidence IA1 for further grades at GCSEIn 2016/20117 in key stage 4 and post-16, lower ability pupils achieved good results in line with their individual needs and

6

Evaluation Evidenceabilities. As a result, they achieved Entry Level qualifications in English (Entry level 1 – 3 pupilsEntry level 2 – 3 pupils Entry level 3 – 0 pupils) and Maths (Entry level 1 – 3 pupils Entry level 2 – 5 pupils Entry level 3 – 4 pupils)

In previous years pupils were achieving Essential skills qualifications in application of number and communication in line with their individual ability.

The quality, range and appropriateness of external qualifications achieved by pupils in relation to their individual needs and their baseline needs is a strength.

1.2 Standards and progress of specific groups 1. All pupils at Headlands School have a statement of Special Educational Needs (SEN). All pupils make good or very good progress in line with their abilities and needs. Throughout their time at Headlands School nearly all pupils achieved a wide range of highly appropriate qualifications in relation to their specific needs. Consequently, all leavers with specific needs are prepared for the next stage of their learning.

Over the last 3 years at Headlands there have been no significant differences between the progress of particular groups, for example LAC pupils or pupils with different types on ALN. This is mainly due to the nature of the school and the individual pathways the pupils choose and their aspirations to achieve well over time. There are minimal differences, for example as detailed below -

In 2016/2017 in key stage 4 pupils with ASD made slightly more academic progress than pupils without ASD.

In 2016/2017 in post-16 all pupils with ASD (7 pupils) completed GCSE examinations.

In 2016/2017 2 leavers with ASD came back to school to re-sit GCSE examinations. 1 pupil improved from a grade C in Maths Numeracy to a grade A. 1 pupil improved from grade D in English to grade C.

In November 2016 2 ASD pupils who re-sat GCSE English modules improved from grade D to grade C.

In 2016/2017 in key stage 4 LAC pupils made good progress, however this group made slightly less progress than non LAC pupils. 2 LAC pupils in key stage 4 secured placements in further education and 2 LAC pupils moved onto the next stage of education at Headlands School.

In 2016/2017 in post-16 all LAC pupils (3 pupils) successfully engaged in GCSE and vocationally accredited awards.

1. Evidence fileCategory of needsKey stage SER

7

Evaluation Evidence

Nearly all pupils, over time make as much progress as they can in relation to their starting point and their age and their ability.

1.3 Standards and progress in skills1. Literacy skills

Over the past 3 years nearly all pupils have made very good progress with their speaking, listening and reading skills. Pupils work hard on developing these skills, and as a result nearly all pupils make significant progress with these skills over time. In key stage 4 and post-16 most pupils make good progress with their speaking, listening, reading and writing skills and over time they complete a good standard of work and consequently the majority of pupils achieve higher level qualifications in English (6 pupils achieved GCSE English grade A-G - 2 Cs, 3 Ds, 1 F in post-16 in 2016/2017 and 6 pupils achieved Entry Level English - 3 level 2s, 3 level 3s at key stage 4 in 2016/2017. Pupils in post-16 complete extended pieces of writing where appropriate across the curriculum.

Over time pupils develop their speaking and listening skills well and as they move up through the school. They speak with a higher level of confidence and communicate more effectively with staff and each other both in and out of the classroom. This is a strength.

Basic writing skills are underdeveloped throughout the whole school, especially in key stages 2, 3 and 4. From lesson observations and scrutiny of work it is evident all pupils need to improve their writing skills in all sessions. This is an area for improvement.

See evidence IA1 for further 3 year breakdown across all key stages in relation to pupils progress in literacy skills

2. Numeracy skills

Over the last 3 years nearly all pupils made good progress with their numeracy skills. In key stage 2 and key stage 3 pupils worked hard on all aspects of number skills and made sufficient progress as a result. In 2016/2017 in key stage 2 around half of pupils (7/12) made good progress with their number skills, all pupils (12/12) made good progress with their shape space and measure skills. All pupils (12/12) made very good progress of 1 sub-level or more with their data handling and using and applying numeracy skills. In key stage 3 the majority of pupils (15/22) made extremely good progress in all area of numeracy skills, however a minority of pupils made little progress in these stands.

As pupils move through the school they continue to make good progress with number skills and consequently achieve a good level of qualification in line with their abilities. This is evident from the external qualifications achieved in key stage

1. Evidence fileEnglish evaluationKey stage reviews SER

2. Evidence fileMaths evaluationKey stage review SER

3. Evidence fileICT evaluationKey stage review SER

4. Lesson observation file

8

Evaluation Evidence4 and post-16. These qualification range from GCSEs, Essential Skills Wales qualifications to AS level qualifications.

In key stage 4 around half of pupils (7/15) made good progress of 1 sub-level or more in number skills. Few pupils (3/15) made very good progress in shape space and measure. The majority of pupils (9/15) made good progress of 1 sub-level in data handling and many pupils (11/15) made strong progress in using and applying mathematical skills.Through lesson observations all pupils in 1 session developed good number skills researching definitions of key concepts such as mean and mode. In post-16 a minority of pupils (3/9) made good progress in number skills, few pupils (2/9) made good progress with shape space and measure, a majority of pupils (6/9) made good progress with data handling skills and the majority of pupils (6/9) made very good progress in using and applying skills. Scrutiny of work shows that the use of number skills in pupils work is highly developed.

Over time 14 pupils in post-16 and key stage 4 achieved GCSE maths or GCSE Numeracy grade A-G (1 B, 4 Cs, 2 Ds, 2 Es, 3 Fs, 2 Gs) in 2016/2017

Over time pupils learn to use their numeracy skills effectively across the curriculum for example in food, catering, music and DT lessons, and outside the classroom when participating in activities such as cycling and swimming.

See evidence IA1 for further 3 year breakdown across all key stages in relation to pupils progress in numeracy skills.

3. ICT skills

Over the past 3 years the majority of pupils have made good progress with their ICT skills. Pupils use effective ICT skills across the curriculum for example for researching, recording and presentation. In key stage 4 and post-16 many pupils use their ICT skills to further their knowledge, and on occasion are able to do this independently. Nearly all pupils are able to use ICT in order to acquire new knowledge and present information in an effective way. Although the data highlights that nearly all pupils make good progress in their ICT skills, pupils do not use higher level ICT skills such coding, processing and the use of higher level ICT skills throughout the school. However, all pupils need to make more progress in developing a wider range of ICT skills over time in line with their individual needs and abilities.

See appendix 4 for further 3 year breakdown across all key stages in relation to ICT progress pupils are making.

4. Thinking skills

Over time nearly all pupils use and develop their thinking skills well across the school. Through lesson observations it is seen that pupils in all key stages use their thinking skills effectively to improve their work, understand what to do next and complete high-quality investigations. Over time pupils have improved their ability to plan, develop and reflect on tasks.

9

Evaluation EvidenceHowever, not all pupils feel confident to use their thinking skills to complete tasks independently. This improves over time in relation to their individual needs.

See evidence IA1 for further information regarding the thinking skills framework assessment and information relating to pupils developing their thinking skills over time.

Further comments:

Strengths

1.1 Nearly all pupils make good or very good progress at Headlands over time, in line with their ability and individual needs.

1.1 Lesson observations show that the progress made by nearly all pupils since starting at Headlands and as they move from one phase to another is a strength.

1.1 The quality and range of qualifications achieved by pupils in relation to their individual needs and their baseline needs is a strength.

1.1 All pupils who leave Headlands School move onto further education, training or work or specialist provision. Over the past 3 years all pupils have moved onto college, training or work. All pupils leave Headlands with a wide variety of recognised qualifications, which are appropriate to their ability, individual needs and interests.

1.2 Over the last 3 years at Headlands there have been no significant differences between the progress of particular groups, for example LAC pupils or pupils with different types on ALN.

1.3 Over time pupils develop their speaking and listening skills well and they speak with a higher level of confidence. They learn to communicate and interact more effectively with staff and each other.

Areas for improvement

1.1 All pupils need to make more progress with their writing skills and basic writing skills are underdeveloped throughout the whole school, especially in key stages 2, 3 and 4.

1.3 To ensure that all pupils take pride in the presentation of their work across the curriculum.

1.3 All pupils need to make more progress in developing a wider range of ICT skills over time in line with their individual needs and abilities. Work does not always show that over time pupils a wide enough range of ICT skills.

10

11

Inspection area 2: Wellbeing and attitudes to learningEvaluation Evidence

2.1 Wellbeing1. From responses from pupil questionnaires, over the past 3 years the percentage of pupils who ‘always’, ‘usually’ or ‘sometimes’ feel safe has remained consistently high (92% 2014/2015, 98% 2015/2016 and 91% 2016/2017). Over the past 3 years there has been a slight decrease in pupils who specifically state the ‘always’ feel safe (44% 2014/2015, 40% 2015/2016 and 34% 2016/2017). The highest percentage of pupils who state they only ‘sometimes’ feel safe in 2016/2017 was in key stage 3. This was linked to very few pupils having difficulty with their placement and have since moved to a more appropriate provision.

The percentage of pupils who always or usually feel that the school deals well with bullying has increased from 52% in 2014/2015 to 66% in 2016/2017 (see table below).

2014-15 2015-16 2016-170

1020304050

3226 30

20

4236

30

1625

18 149

Q2: Headlands deals well with bully-ing and makes sure I am safe

AlwaysUsuallySometimesNever

Academic Year

Perc

enta

ge o

f YPs

Responses from the parent questionnaire over the past 3 years show that nearly all parents strongly agree or agree that their child is safe at Headlands School.

See IA2 evidence for breakdown on pupil attitude on feeling safe and bullying.

2. All pupils across all key stages enjoy timetabled weekly physical activities including PE lessons in key stage 2, 3 and 4

1. Evidence filePupil questionnaireParent questionnaireEvidence IA2

2. Evidence filePupil questionnaireEvidence IA2

3. Evidence file Pupil questionnaire

4. Student Council minutesEvidence filePupil questionnaire

12

Evaluation Evidenceand Duke of Edinburgh in post-16.

Over time nearly all pupils develop a good understanding of how to be healthy. Nearly all pupils make good progress in a wide variety of physical activities and understand how to eat healthily. From the pupil questionnaire, nearly all pupils feel that Headlands teaches them how to be healthy (2014/2015 – 82% 2015/2016 – 94% 2016/2017 – 91%)

2014-15 2015-16 2016-170

1020304050 42 44

3726

1826

14

30 2818

6 9

Q4: Headlands teaches me how to be healthy

AlwaysUsuallySometimesNever

Academic Year

Perc

enta

ge o

f YPs

Nearly all pupils over time learn how to make healthy choices, for example in the school canteen and with a range of physical activities such as a majority of pupils taking part in cycling studies and a majority of key stage 4 and post-16 pupils take part in team games against other schools.

The majority of pupils take part in regular swimming activities.Nearly all pupils in post-16 achieve good qualifications in line with their ability, related to health and well-being including PE short course GCSE and Health and Social Care GCSE.

2014-2017 No of passes GradesPE GCSE short course

22 pupils 22 passes 1A, 1B, 6Cs, 1D, 2Es, 8Fs, 3Gs

Health and Social Care GCSE

14 pupils 14 passes 1B, 5Cs, 5Ds, 2Es, 1F

Nearly all parents strongly agree or agree that their child is encouraged to be healthy and take regular exercise.

13

Evaluation EvidenceSee IA2 evidence for further details and data on health-related feedback

3. From parent and pupils questionnaires only very few parents feel that children do not behave well at Headlands and over time less pupils feel that pupils do not behave well (2014/2105 – 20%, 2015/2016 – 16%, 2016/2017 – 6%).

Nearly all pupils take a full and active part in school improvement issues through the school council. The school council (known as the student council) are actively involved in issues related to the curriculum. They have improved ICT facilities and the school now has a well-resourced ICT suite as a result of their involvement. Other members of the council have ensured that the school has improved appropriate outdoor play facilities such as climbing apparatus for younger pupils and a basketball court for older pupils.

The Peer Mentoring Team enable new pupils to settle in well and feel safe in a new school environment and as a result build their confidence.

Most pupils in line with their abilities take on appropriate leadership roles over time and play a full part in the life and work of the school. As a result, the percentage of pupils who ‘always’, ‘usually’ or ‘sometimes’ state that the school listens to their views and makes changes we suggest has remained consistently high (86% 2014/2015, 86% 2015/2016 and 82% 2016/2017).

4. The majority of pupils feel they are helped to understand and respect people from different backgrounds. The response to this question has remained consistently high over the past 3 years where the majority of pupils respond ‘always’, ‘usually’ or ‘sometimes’ (94% 2014/2015, 92% 2015/2016 and 94% 2016/2017). There was a particularly positive response from key stage 2 where all pupils (100%) ‘always’ or ‘usually’ were helped to understand and respect people from different backgrounds.

Pupils over time develop and improve their understanding of children’s rights and how to be respectful to others. This is led by the Rights Respecting Schools Team.

2.2 Attitudes to learning 1. Nearly all pupils make significant progress with their social and emotional skills over time at Headlands School. This is evidenced through a Boxall Profile assessment carried out on a termly basis (this assessment reviews pupils’ progress across a number of social and emotional strands, on a developmental and diagnostic level). As a result, lesson observations show that over time nearly all pupils demonstrate good behaviour in lessons, around the school and relate well to each other and adults. Consequently, nearly all pupils in post-16, in relation to their individual needs –

1. Evidence fileBoxall evaluation

2. Lesson observation file

3. Evidence file

14

Evaluation Evidence behave very well during lessons settle well and engage well in tasks and enjoy learning show a very positive attitude towards learning and engage well with each other and adults work well independently

Lesson observations show that over time most pupils in relation to their individual needs and abilities –

listen effectively engage well in tasks are ready to learn at the start of lessons demonstrate good attitudes towards learning participate well in group activities and working effectively in pairs and older pupils work well with younger pupils for example in music

See IA2 evidence for further social and emotional skill evidence

2. Over time nearly all pupils learn to manage their behaviour more effectively and over time those pupils with a history of exclusion in their previous setting demonstrate good behaviour and attitudes to learning.

Over time most pupils requiring high numbers of safety physical intervention when they arrive at Headlands develop better coping skills which significantly reduce the amount of physical interventions required.

As pupils’ progress through the school the number of PSI required reduces significantly. The graph below highlights that pupils in key stage 2 and key stage 3 require the highest number of restraints. The graph shows a peak in Group G (key stage 3), and this was due to 1 pupil requiring 23/42 physical interventions. This pupil has consequently moved on to a more appropriate provision. Group G also have a high number of PSIs (36). 2 pupils accounted for 25/36 PSIs for this group. One pupil has consequently moved to a smaller provision and 1 pupil has been set up on a one to one programme to develop his social and emotional skills. In group K (key stage 4) 1 pupil accounted for 12/15 PSIs. This pupil has subsequently had amendments made to his individual timetable, in order to improve his coping strategies (see graph above).

PSI evaluation and individual pupil PSI evaluation

4. Evidence file

15

Evaluation Evidence

05

101520253035404550

37

44 42

10

36

12

6

15

8

2 0

Melyn Glas B W G F E K C P16 A P16 B

Class Group

Num

ber o

f PSI

s

Melyn/Glas – key stage 2B, W, G, F – key stage 3E, K, C – key stage 4P6A, P16B – post-16

Some individuals over a period of time have seen a significant reduction in the amount of physical interventions they require. This demonstrates that over time pupils who require numerous PSI improve their coping strategies and therefore require less PSIs (see table below).

16

Evaluation Evidence

Autumn 2016 Spring 2017 Summer 2017CB (key stage 3) 13 3 0

Autumn 2016 Spring 2017 Summer 2017AC (key stage 3) 10 3 0

Summer 2015 Autumn 2015 Spring 2016 Summer 2016 Autumn 2016

CA (key stage 3) 5 1 1 0 0

Autumn 2015 Spring 2016 Summer 2016 Autumn 2016 Spring 2017 Summer 2017LP (key stage 4)

5 0 0 1 1 0

Autumn 2014

Spring 2015

Summer 2015

Autumn 2015

Spring 2016

Summer 2016

Autumn 2016

Spring 2017

Summer 2017

GJ (post-16)

3 0 2 2 1 0 1 0 0

3. On the whole pupil’s attendance is very good. Nearly all pupils are placed at Headlands School after having very poor attendance in previous schools. Some pupils have not attended school for a long period of time. Therefore nearly all pupils make significant improvement in this area and as a result make good progress with their learning over time. The overall attendance for the past 3 years has remained high (90% and above)

Key Stage Analysis of attendance over time

2016/2017 2015/2016 2014/2015 Key Stage 2 93% 93% 95%Key Stage 3 91% 90% 91%Key Stage 4 87% 93% 93%Post-16 87% 93% 90%Overall 90% 92% 92%

17

Evaluation EvidencePost-16 and key stage 4 have seen a small drop in their attendance in 2016/2017. This was explained by one pupil from each key stage experiencing difficulty with attending school. Consequently both pupils have more on to more suitable provision.

See IA2 evidence for further details

Further comments:Strengths

2.1 Over time nearly all pupils develop a good understanding of how to be healthy.

2.1 Over time most pupils develop and improve their social and emotional skills.

2.2 On the whole pupil’s attendance is very good

Areas for improvement

2.1 Increase the percentage of pupils who state they always feel safe and free from physical, verbal and racial abuse at Headlands

18

Inspection area 3: Teaching and learning experiencesEvaluation Evidence

3.1 Quality of teachingThere is a thorough programme in relation to lesson observations, where all teachers are observed once a term. This includes peer observations and 2 observations by senior management per year. 1. Teaching and assessment Overall the teaching across the whole school over the past 2 years has improved with more sessions being observed as good or excellent. In 2015/2016 13 lessons were observed and the teaching was judged as good throughout. In 2016/2017 all 17 sessions observed were good or excellent (15 good, 2 excellent).

Nearly all parents ‘strongly agree’ or ‘agree’ that teaching is good.

2016/2017 2015/2016 2014/2015 Strongly agree/agree

98% 100% 97%

Don’t know 2% 0% 3%

In the good lessons teachers –

have very good relationships with the pupils manage pupils behaviour positively, safely and effectively use teaching assistants effectively and are good role models for the pupils make sure that the pace of learning is appropriate and meet the needs of all the pupils have secure subject knowledge have clear learning objectives for pupils learning develop suitable mid-term plans that are clear and well-structured to meet the needs of the pupils. However,

teachers need to take more account of individual pupils’ progress in each lesson when evaluating pupil progress and next steps

have high expectations of all pupils in relation to their needs and abilities use a wide range of resources to engage pupils interest use interesting and creative teaching approaches which are age appropriate provide good opportunities for pupils to develop their literacy, numeracy and thinking skills provide pupils with suitable opportunities to develop their ICT skills. However, teachers need to ensure that

1. Lesson observationsPupil feedback

2. Evidence fileParent feedback

3. Parent feedbackIA3 evidence

19

Evaluation Evidencepupils need to develop a wider range of appropriate ICT skills

plan well to ensure that pupils have useful opportunities to work independently, in pairs and whole class situations

provide stimulating starter activities to engage all pupils at the beginning of the lesson use various questioning techniques well to develop pupils’ responses and engage their understanding use highly effective verbal feedback, and use praise and encourage to effectively encourage the pupils to know

how well they are doing, improve their work and to remain on task provide good quality written feedback to help pupils improve their work provide appropriate opportunities for pupils in relation to their ability to assess their own performance and the

work of their peers

Of the few excellent lessons observed teachers – provide an excellent range of stimulating activities and resources to challenge all pupils including the more able

and talented pupils have very high expectations and use excellent pace in their lesson take risks such as engaging younger pupils to work effectively with older pupils

Teachers make good use of pupils’ targets when planning, for example IEPs and ICMPs. All teachers have high expectation of all pupils. As a result all pupils are encouraged to achieve to their full potential. Individual skills based IEPs (literacy, numeracy and social and emotional) targets are set for all pupils. These targets inform teachers planning ensuring highly effective skills development.

See IA3 evidence for further information on lesson observations.

3.2 The breadth, balance and appropriateness of the curriculum1. The school meets the needs of all its pupils through a well-supported and engaging curriculum. Learning experiences across the school stimulate and challenge nearly all pupils to engage well in their learning. As a result, all pupils make good progress over time in a wide variety of curriculum areas, in relation to their individual needs and abilities.

The school complies with the Independent School Standards (Wales) Regulations 20013 regarding the curriculum. Headlands School curriculum includes the 7 areas of learning (linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education)

The school works effectively to ensure that all pupils are placed in classes appropriate to their complex need and abilities. This is continuously assessed due to the changing needs of current pupils and new pupils to the school. Classes can range in size from 2 pupils up to 8 pupils.

1. Key stage policies

2. Planning evaluation

3. Curriculum policies

4. Examination evidence

5. Post-16 /key stage 4 evaluation

20

Evaluation Evidence

2. The school has a strategic approach to planning a broad and balanced curriculum. This enables all pupils to access the core and foundation subjects. Over the years Headlands has been creative in taking forward well considered curriculum initiatives for the benefit of individual and groups of pupils. These include music, drama, cycle studies, hospitality and catering and the vocational activities. All lessons are differentiated to meet the specific and complex needs of all the pupils and nurture based principles and actions are evident across all key stage curriculums. These specifically support the development of social and emotional skills. The school also offers learning experiences that enables pupils of all abilities to obtain a wide range of academic and vocational qualifications.

The school provides effective support for pupils in withdrawal groups to develop their skills for example catch up reading sessions, and specific vocational activities, such as music groups and cycle studies.

Where appropriate and linked to their learning teachers use the local community effectively to enhance the experiences during their planning for example using the local library, visiting Cardiff Bay and exploring Cardiff Castle. Teachers use the outside learning areas well to support the curriculum for example using the outdoor play area in key stage 2 and the gardening shed for older pupils. The curriculum builds on the pupils existing knowledge understanding and skills as they move through the school.

Throughout the school, where appropriate, many specific initiatives such as Rapid Reading, Writing and Maths, Wordsmith, Abacus, Science Bug, Spelling and Grammar Bug, Purple Mash (digital competence framework) have all been used and had a positive impact on pupil outcomes.

3. Key Stage Curriculum Aims

In key stage 2, the nurture based curriculum focuses on the development of literacy and numeracy skills in the morning sessions. The curriculum focuses on the IPC (thematic learning) in the afternoon sessions. This learning is underpinned by continuous and effective social and emotional skill development.

In key stage 3, the nurture based curriculum focuses on literacy, numeracy and ICT skills sessions in the morning. The curriculum focuses on the International Middle Years Curriculum (IMYC) in the afternoon sessions. Pupils are also prepared for transitions and moving into key stage 4. Where appropriate cohorts prepared for this transition by attending lessons with subject specialists in the afternoon sessions.

In key stage 4, alongside pupils developing their key skills and social and emotional skills via, pupils are well prepared for external qualifications including entry levels, GCSEs and a variety of vocational qualifications. Nurture based principles are continued to be employed by staff and seen in the environment in order for pupils to feel safe and secure

6. Lesson observation file

7. Planning file

21

Evaluation Evidenceduring the initial stage of preparing for life after school.

In post-16, pupils continue to develop their accreditation portfolio. Pupils have the opportunity to improve their previous grades and complete qualifications relating to preparation for working life. Nurture based principles are vital in this final key stage in order for pupils to transition safely and securely into college, employment or training.

4. Examination and accreditation offer

Nearly all pupils in key stage 4 and all pupils in post-16 are offered an extensive range of academic and vocational courses. This offer has been considerably widened over the past 3 years and includes –

GCSE (Maths, English, DT, PE, ICT, Biology, Business Studies, Health and Social Care, Chemistry) Agored Cymru BTEC ASDAN OCN AS Level (maths)

Nearly all of the above accreditations are provided in key stage 4 and post-16 curriculum. Highly effective links with other education providers including Stanwell High School, Infinity Education and Cardiff and the Vale College provide a few of these qualification s to meet the needs of a few pupils.

All pupils receive a high level of support with examinations and are very well prepared. The management of our examination facilities was described as ‘outstanding’ by WJEC. As a result, pupils achieve a higher standard of examination results.

5. Work experience opportunities

Work experience is an important and integral part of the key stage 4 and post-16 curriculum. Over the past 3 years opportunities for on-site and off-site work based learning have widened to meet the needs of all the pupils.

On-site work experience include: Spokes cycle repair shop (set up in 2013/2014) Headlands School café - Catering experience (set up in 2012/2013) Garden Maintenance Enterprise (set up in 2012/2013) Student workers – After-school employment (set up in 2013)

22

Evaluation Evidence Headlands School gym assistant (set up in 2013)

Off-site work experience include: Duffryn Gardens Cardiff Dogs Home Pearsons garage Sainsburys Windsor restaurant Penarth Bro Radio Barry

As a result, pupils are able to prepare themselves more effectively for the world of work. All leavers in 2014/2015, 2015/2016 and 2016/2017 were offered a place in specialist provision, work-based learning or college or gained employment.

In 2014/2015 many pupils undertook vocational work experience placements. 10/12 pupils completed vocational courses. In 2015/2016 all pupils (18/18) participated in one or more vocational projects. Projects in 2016/2017 include –

Duke of Edinburgh ASDAN short course (expressive arts) WJEC projects (various chosen topics) MPCT skills academy Garden Maintenance Grease production Café awards (through ASDAN)

There has been a consistently high percentage of pupils feeling they are prepared for the next stage of their lives. Over the past 3 years this figure has slightly increased (66% - 78%). This demonstrates that’s pupils are more prepared to move on from school.

In 2016/2017 many pupils (78%) stated they ‘always’ or ‘usually’ ready for my next school, college or start of working life.

In 2015/2016 all pupils (18/18) participated in one or more vocational activity either onsite or at a work experience placement.

2016/2017 – work experience add

23

Evaluation Evidence6. Lesson observations identify that all teachers have up to date subject knowledge and use this consistently throughout the school. In key stage 4 and post-16 all teachers consult with the WJEC termly to update knowledge of subject areas. In key stage 2 and key stage 3 all teachers have the opportunity to develop their subject knowledge through external courses and sharing excellent practice. Teachers have been on IPC/IMYC training and Nurture Group training. This has had a direct impact on improving teaching.

7. Planning is consistently good across the school. Learning objectives are clearly set for every lesson, and all lessons are very well resourced. The teachers use a consistent template for their planning, and subject and class specific curriculum files enables teachers and TAs opportunities to share planning and assessments. As a result lessons are well resourced, better structured, and managers can review planning more effectively. TAs and teachers work collaboratively to share planning and ensure the environment is suitable for the pupils needs. Teachers and TAs meet regularly to share planning, and there are a few excellent examples of TAs taking a lead on teaching activates in the classroom.

All subject areas and specific nurture groups have curriculum files that include planning, assessment information and skills development. These are working files that get updated regularly. The LST (Learning Support Team) regularly review these files and feedback to the teaching team. This supports planning to be consistent, and allows good practice to be shared in relation to skill development. As a result, nearly all planning refers to the development of literacy, numeracy, thinking and ICT skills. Through various training programmes all staff are encouraged to discuss skills with all pupils in all sessions.

Short term planning does not always take enough account of individual pupils progress in each lesson when evaluating pupil progress and next steps. 3.3 Provision for skillsThe provision for developing pupils skills’ is good throughout the school. As a result, nearly all pupils develop effective skills across the curriculum in relation to their individual needs and abilities.

1. Provision for Social and Emotional SkillsOver time pupils develop good social and emotional skills to ensure they are ready to learn. All key stages use information obtained from the Boxall Profile to feed directly into the pupil’s social and emotional IEP target. As a result, staff are able to specifically manage and resource their environment. This allows pupils to make substantial progress in their social and emotional skills. Key stage 2 and key stage 3 follow a nurture based programme, where all classrooms are suitably resourced and managed to develop key social and emotional skills. All learning environments are well managed and resourced throughout the school to allow all pupils to feel safe and secure in their classrooms.

1. Evidence fileBoxall evaluation

2. Lesson observation fileEvidence fileEnglish/Maths evaluation

3. Evidence file

24

Evaluation Evidence

Over the past 2 years lesson observations show very good examples of pupils developing their social and emotional skills.

2. Provision for literacy and numeracy skillsAll teachers use the Literacy and Numeracy Framework (LNF) appropriately in their planning to ensure all pupils have the opportunity to develop appropriate and relevant literacy and numeracy skills across the curriculum. All pupils have a literacy and numeracy target on their individual IEPs and these are reviewed termly and used well to inform future planning. Pupils have good opportunity to develop and improve their reading across the curriculum.

All pupils in key stage 2 and 3 have a key focus of their learning on literacy and numeracy skills, and develop these specifically in the morning where they follow ability-appropriate literacy and numeracy schemes of work. In key stage 4 and post-16 all pupils move on and develop the skills to prepare them to sit external qualifications in literacy and numeracy (GCSE English and GCSE maths).

All lessons, across key stage 2, 3, 4 and post-16 highlights the development of literacy and numeracy skills. However, they do not focus enough on developing pupils writing skills in key stages 2, 3 and 4.

3. Provision for ICT skillsAll classrooms are well-resourced for the use of ICT. All classrooms have at least 5 desktop computers and one interactive whiteboard, and the school has recently invested in 60 iPads that are used to support the development of skills in and out of the classroom. The school has also developed other ICT facilities including drones, pens and robots.

Lesson observations in key stage 3 (summer 2016) highlighted all pupils developing their ICT skills through researching ideas. In key stage 4 all pupils used ICT skills to take pictures of completed Tangrams and used computers to solve specific problems (summer 2016). In post-16 all pupils made good progress with ICT skills, learning new skills and procedures to specific software packages (summer 2016). Lesson observations in 2016/2017 highlight some specific good examples of ICT used to develop specific skills. One very good example was 1 pupil completing an ICT project and sharing this with his peers.

Pupils have the opportunity to use iPads effectively to read extracts, record outcomes for experiments and self-assess for example in PE. They also have opportunities to use interactive whiteboards effectively in lessons for example to complete group activities and create short movies. However, the school needs to look at the progression of ICT skills across the curriculum and key stages and secure that pupils have a wide enough range of appropriate ICT skills. The school needs to make further use of the Digital Competency Framework (DCF), to support pupils developing a wider range of ICT skills.

ICT evaluation

4. Lesson observation fileKey stage evaluations

25

Evaluation Evidence

4. Provision for thinking skillsAll teachers provide good opportunities for all pupils to develop their thinking skills across the curriculum, for example International Primary Curriculum (IPC) and the International Middle Years Curriculum (IMYC). Over time pupils use effective thinking skills and work independently to solve problems and develop their questioning skills.

The Outstanding Teacher Programme (OTP) has enabled teachers to develop and improved the effectiveness of pupils using their thinking skills. All teachers receive regular training on the use of thinking skills. By the end of 2015/2016 there are 9 teachers who have completed the 10 day OTP training programme. These teachers then plan the training for the rest of the teaching team.

As a direct result, many initiatives such as Rapid Reading, Writing and Maths, Wordsmith, Abacus, Science Bug, Spelling and Grammar Bug, Purple Mash (digital competence framework) have all been used and had a positive impact on pupil outcomes.

Further comments:

Strengths

3.1 Teaching is consistently good since 2014/2015 where some excellent features have been identified

3.2 The school meets the needs of all its pupils through a well-supported and engaging curriculum. Learning experiences across the school stimulate and challenge nearly all pupils to engage well in their learning.

3.3 The provision for developing pupils’ skills is good throughout the school.

Areas for improvement

3.1 Teachers need to provide pupils with opportunities to develop a wider range of appropriate ICT skills.

3.1 Provide younger pupils with more opportunities to improve their writing skills.

3.1 Share good practice regarding excellent teaching across the school.

3.2 Teachers need to take more account of individual pupils’ progress in each lesson when evaluating pupil progress and next steps

26

Evaluation Evidence 3.3 Tthe school needs to look at the progression of ICT skills across the curriculum and key stages and secure that pupils have a wide enough range of appropriate ICT skills. The school needs to make further use of the Digital Competency Framework (DCF), to support pupils developing a wider range of ICT skills.

3.3 Planning does not always provide enough opportunities for pupils to make good progress with their writing skills in key stage 2,3 and 4.

27

Inspection area 4: Care, support and guidanceEvaluation Evidence

4.1 Tracking, monitoring and the provision of learning support1. The whole school has embedded effective recording, tracking and analysing assessment tools to show pupils progress in their learning, wellbeing, attendance and behaviour as they move through the school. All staff understand and use these schools well As a result, staff are able to respond appropriately to the individual needs of all the pupils regarding their learning and well-being and provide them with a high level of care, support and guidance.

The assessment tool for learning (Connecting Steps) ensures all teachers can capture pupils’ very small steps of progress. This software gives all teachers a more specific understanding of exactly where pupils sit within the national curriculum levels. All heads of core subjects are able to produce termly evaluations of all pupils in these curriculum areas. This information is shared with all teachers who then use it effectively for all mid and long-term planning. An outcome of using this assessment tool is that all classes are grouped effectively according to the pupils’ specific educational needs.

The assessment tool used by the school for wellbeing is the Boxall Profile. This regularly assesses all pupils social and emotional skill development and provides individual targets specific to the needs of each pupil. As a result of the robust tracking pupils are supported effectively, so that over time they can engage positively with the school. Nearly all pupils benefit highly from the opportunities they are offered.

The school has established good procedures for tracking and monitoring attendance which are reviewed and analysed regularly. As a result nearly all pupils’ attendance improves considerably as they move through the school.

The school follows a clear and well-defined behaviour policy which is reviewed regularly. The procedures outlined in the policy ensure that nearly all pupils learn to improve their behaviour over time. The behaviour of all pupils is tracked and monitored very effectively as they move through the school

However, due to the context of the school and the nature of the pupils’ individual needs, the school continues to ensure that numbers of incidents of bullying are reviewed regularly and dealt with appropriately to ensure that all pupils feel free from physical, verbal and racial abuse.

2. All pupils have a Statement of Special Educational Needs (SEN). All the pupils’ statements are reviewed through Annual Education Reviews (AER). This meeting reviews the current statement and evaluates all the progress they have made throughout the year. All pupils have good quality IEPs and ICMPs which are used effectively to track their progress on termly basis. All plans are reviewed and revised regularly, and are used well to inform teachers mid-term planning.

1. Behaviour policyAttendance evaluation

2. Main pupil filesAER minutesICMP fileIEP file

3. Parent questionnaire

4. Log books (parent contact)

5. Evidence file Category of needs

6. End of year reports

7. LAC pupil files

28

Evaluation EvidenceThey show pupils incremental steps over time.

3. The school has developed very good links with other networks of professionals provide valuable opportunities to share innovative practice and these are used successfully to improve provision and raise standards. e.g. visits from other mainstream and special secondary and primary schools. This involved 2 pupils attending Stanwell High School to complete higher-level qualifications. Contact with overseas special schools in Netherlands have been maintained. In 2016, the sharing of good practice in nurture groups was instrumental in the school obtaining the Nurture Group Network quality mark.

The school utilises other highly skilled professionals, e.g. clinical and educational psychologists to guide staff in the development of pupils’ emotional and social wellbeing. These measures allow regular review of our plans for complex cases and good support for staff. Attachment focused practice has become a priority for further development. In 2015/16 the school commissioned an assessment by a DDP (Dyadic Developmental Practice) primary consultant whose evaluative feedback resulted in an action plan written by PST in consultation with clinical psychologists to obtain DDPI certification. Links with the Vale of Glamorgan and Swansea University continue to provide valuable opportunities for further staff development. These strategic partnerships have allowed continued development of teaching skills and new ideas. Leaders have developed strong relationships with national companies who have worked in partnership with the school to deliver projects such as Superstars (art), Velotech, F.A.S.T., School Beat and the Prevent Agenda.

Careers Wales Service and local businesses, support work experience placements. This supports pupils’ preparation for the world of work. In 2016, leaders in post 16 initiated the Careers Wales continuous quality improvement award. There is a programme of review, evaluation and improvement within our working relationship with them. The school has good relationships with professional bodies such as LEAs, FE providers, Army Preparation College and Careers Services from year 9 onwards. This ensures effective planning and preparation for pupils’ transitions to either post 16, college or other training providers. As a result, all leavers are better prepared for the next stage of their lives after leaving Headlands School.

The school works very closely with social services to ensure all Looked After Children (LAC) receive the appropriate support. All LAC pupils have regular LAC meetings.

All pupils receive appropriate support for examinations. All pupils are assessed, and as a result special considerations are given to pupils who require additional support. This includes the use of a prompter, scribe, reader, word processor, smaller rooms for examinations and enlarged examination papers. Participation in examinations has increased over the past 3 years, and pupils are now achieving higher level qualifications as a result of more appropriate support.

In response to parents/carers questionnaire regarding whether their child receives appropriate additional support in

29

Evaluation Evidencerelation to particular individual needs, parents provide positive feedback.

2016/2017 2015/2016 2014/2015Strongly agree/agree

96% 98% 97%

Don’t know 4% 2% 3%Disagree 0% 0% 0%

4. The school communicates and works very effectively with all parents and carers. All parents receive purposeful weekly communication via email and phone calls. This builds up good relationships and keeps all parents and carers well-informed. There is also a very close relationship between staff in the residential houses and school staff to ensure high quality planning for all pupils.

5. End of year reports for parents are very informative and let all parents know the progress their child has made over the academic year across all subject areas. From the end of year reports parents are able to understand how their child can make progress in the future. From the parent questionnaire, it is clear that all parents feel they are kept informed about their child’s progress.

2016/2017 2015/2016 2014/2015Strongly agree/agree

100% 98% 100%

Don’t know - 2% -

All parents are invited to attend annual reviews for all pupils. These reviews are an opportunity for all professional involved with the pupil to discuss the progress being made and identify ways forward. All parents are encouraged to support their pupils progress through consistent strategies and interventions.

4.2 Personal development

1. The school has a well-established and very effective wellbeing and PSE curriculum. This supports the development of social and emotional skills for all pupils effectively. All pupils receive weekly PSE lessons (pupils in post-16 receive Health and Social Care). The PSE provision is led by an experienced teacher, who ensures the curriculum covers a wide range of topics and uses relevant professionals who come into the school and work with the pupils (Including the fire service, police, drug awareness etc.) Through PSE all pupils receive advice and guidance regarding substance misuse, sex and relationships, online safety, equality and diversity, extremism and leading a healthy lifestyle. Over time, pupils

1. Wellbeing policy

2. Healthy schools awardPSE fileMenus

30

Evaluation Evidenceunderstand how to make better choices which impacts on their health and wellbeing.

The PSE curriculum and the wellbeing curriculum continuously improve the pupils ability to develop better coping strategies alongside understanding the difference between right and wrong and the needs of others. As a result, pupils can cope more effectively in difficult situations, and work more effectively in group situations.

2. The school has a strong ethos around healthy eating and is part of the Healthy Schools Initiative. This encourages all pupils to lead an active and healthy lifestyle. The school provides pupils with healthy and balanced meals throughout the day. This has had an impact on the number of pupils who believe that the school teachers them to be healthy.

2016/2017 2015/2016 2014/2015Strongly agree/agree

63% 72% 68%

Sometimes 28% 30% 14%Never 9% 6% 18%

3. The school supports pupils to take on responsibilities for example by becoming peer mentors, organising educational visits, participating in local fund-raising events and raising money for various charities. As a result, over time, they learn to play a full part in the school and the wider community.

Pupils also participate in decision making at a whole school level, for example through the school council. They take responsibility for improving the learning environment for example the implementation of resources for ICT and expanding the outdoor learning space. The Student Council meet with the Principal on a regular basis to discuss and plan school improvement issues (see Student Council minutes)

4. The school makes good arrangements which help to prepare pupils for the opportunities, responsibilities and experiences of adult life. These include careers advice, individual careers meetings, a range of appropriate work experiences (on and off-site), and also follow specific subjects related to independent living.

5. The school offers pupils great opportunities to take part in various local and overseas trips and excursions. These include:

Snowboarding trip – Italy (2006, 2007, 2008, 2010, 2012) Snowboarding trip – France (2013, 2014, 2015, 2016, 2017) DoE expedition – Norway (2015) DoE expedition – Snowdon N. Wales (2015)

3. Peer mentoring fileStudent council minutes

4. Pupil files – Careers Wales meeting

5. School trip evidence – photos and videos

6. Sporting evidence

7. Behaviour policy

31

Evaluation Evidence DoE expedition – Northern Spain Cycling trip – France (2012, 2015, 2017) Euro Disney – Paris (2011, 2013, 2015) Lapland – Finland (2016) Football trip - Everton FC, QPR FC (2016)

These trips allow pupils to broaden their experiences and learn about different cultures and environments.

6. The school provides pupils with a wide-range of sporting events including, swimming galas, football matches, athletics events, dance competitions, charity events, rugby courses. These all support pupils to develop their ability to work effectively in a team and improves their self-esteem.

7. The school policy and procedures for managing pupils behaviour is well established. The school’s behaviour management model (TCI) underpins the wellbeing curriculum and is used consistently by all staff. This includes responding and managing effectively to incidents related to poor behaviour, bullying, harassment and discrimination. The school ethos is to foster a positive approach to develop pupils ability to cope and succeed in their next stage of life.

The school recognises that incidents of bullying occur and are proactive in putting in strategies to support those pupils affected. Many systems have been put in place to support anti-bullying in school. These include an effective anti-bullying policy, Peer Mentoring system, anti-bullying awareness sessions, student council meetings and involvement in Cardiff Schools Anti-Bullying Network meetings. As a result, more pupils ‘always’, ‘usually’ or ‘sometimes’ feel safe at Headlands (see below).

2016/2017 2015/2016 2014/2015Always/usually 54% 62% 66%Sometimes 36% 36% 26%Never 9% 2% 8%

As a result, the number of pupils who ‘always’ or ‘usually’ feel that Headlands deals well with bullying has increased (see below).

2016/2017 2015/2016 2014/2015

32

Evaluation EvidenceAlways/usually 66% 68% 52%Sometimes 25% 16% 30%Never 9% 14% 18%

Additional psychological support for pupils with the most complex needs is available using monthly consultations with staff to discuss and analyse behaviour and support appropriate interventions.

8. The school uses service and specialist agencies very effectively to provide for individual pupils who face considerable barriers to learning. They include –

Clinical psychologists, who offer support, guidance and training to staff. An independent advocate service, offering impartial advice to all pupils. Community police links, offering support on the prevention of criminal activity. Child and Adolescent Mental Health Service (CAMHS) Careers Wales, who are involved with our pupils regarding careers opportunities from year 9 onwards and

provide pupils with impartial guidance and advice related to future career choices. Social Services (supporting LAC pupils) Youth Offending Service Speech and language services Diabetic team

9. The school supports all pupils understand issues related to equality and diversity and develop a tolerance and respect to others. Pupils also develop their understanding of harassment, discrimination, bullying and extremism. The school achieves this through pastoral sessions and a comprehensive PSE curriculum.

4.3 SafeguardingThe school has effective and thorough safeguarding arrangements. All staff are aware of the schools safeguarding policy and all staff receive regular training and awareness sessions.

1. The school has a named safeguarding officer (Maxine Cahill) who provides advice, training and support to all staff. As a result, all staff have very good knowledge of the safeguarding and child protection policies. In her absence Gwen Currell (Teaching Support Team Leader) is the named safeguarding officer.

2. The school has very strong links with the Vale of Glamorgan Local Safeguarding for Children Board. Child protection cases are reported quickly which ensures that all pupils are kept safe.

1. Safeguarding policy

2. Safeguarding SER

3. Safeguarding SER

4. Training matrix

5. Visitor book

33

Evaluation Evidence

3. The school policy complies with All Wales Child Protection Procedures 2008.

4. All staff receive regular training in the policies and procedures that apply with safeguarding arrangements.

5. All visitors must sign in and out of school and wear a badge while on the premises.

6. The school has very thorough risk assessment procedures for trips and activities. A detailed risk assessment is completed before every trip, and signed off. This follows Action for Children policy.

7. The school has a highly effective Health and Safety Team. A specialist team meet fortnightly to discuss health and safety issues and implement any changes and updates.

8. The school works with Trosgynnal, an independent advocacy service for all pupils. The advocate visits on a monthly basis and is available for all pupils to discuss any issues for them. There is a strong response to the pupil questionnaire asking if pupils have someone to talk to if they are worried.

Due to the vulnerability of some of our pupils, we have established very good links with the Local Safeguarding Children’s Board (LSCB). In child protection cases processes are followed quickly and efficiently.

6. Trip and activities policy/file

7. HST minutes

8. Wellbeing curriculum

Further comments:

Strengths

4.1 The whole school has embedded effective recording, tracking and analysing assessment tools which show pupils progress in their learning, wellbeing, attendance and behaviour as they move through the school.

4.1 The school communicates and works very effectively with all parents and carers.

4.1 The school has developed very good links with other networks of professionals provide valuable opportunities to share innovative practice and these are used successfully to improve provision and raise standards

Areas for improvement

4.2 Due to the context of the school and the nature of the pupils individual needs, the school continues to ensure that numbers of incidents of bullying are reviewed regularly and dealt with appropriately to ensure that all pupils feel free from physical, verbal and racial abuse.

34

Evaluation Evidence

35

Inspection area 5: Leadership and managementEvaluation Evidence

5.1Quality and effectiveness of leaders and managers1. The school has highly appropriate aims and strategic objectives which are very well matched to the needs of all the pupils. There are clearly defined roles and responsibilities for senior and middle managers.

The school’s leadership team (SLT) has established clear and concise documents and policies which support the implementation of curriculum aims. These are reviewed annually and reflect the widening offer to pupils across all key stages. However, all policies need to be reviewed with more vigour on a regular basis to ensure they are clear and concise and contain up to date necessary information. The outcome of this is a highly specialised learning environment where all members of staff make a valuable contribution to the school’s development.

2. The SLT works collaboratively to develop and implement the strategic direction of the school. From SLT, work is effectively devolved into several multi-disciplinary teams who drive school improvement through specific areas. i.e. Pupil Support Team (PST) is responsible for monitoring pupil’s health and wellbeing, Learning Support Team (LST) is responsible for monitoring pupil’s learning outcomes and the Health and Safety team (HST) is responsible for monitoring the overall safety of the school environment. The outcome of this is that pupils make good progress in relation to their safety, wellbeing and learning over time. Leaders and managers at all levels set high expectations for staff, pupils and themselves. Leadership responsibilities are distributed effectively to many staff who contribute significantly to the schools improvement work.

3. The work of the LST is directly linked to school improvement and is seen to continuously raise standards in teaching and learning throughout the school. The school’s prospectus, website and the teaching and learning policy clearly outline the school’s ethos that “Expectations are everything”. This is supported by inset training, coaching and mentoring, and sharing good practice. This is reinforced through lesson observations to evaluate teaching performance, reviewed termly and reflected in improving pupil performance e.g. pupils make good progress with their literacy skills in relation to their individual targets and achieve high-quality examination results. LST has introducing Person Centred Practice (PCP) that has effectively promoted pupil voice.

4. The work of PST improves the wellbeing of pupils and reduces the number of restrictive physical interventions. This is achieved by delivering initial 4-day Therapeutic Crisis Intervention (TCI) training and delivering annual updates and assessments. This training is differentiated to facilitate key stage appropriate expertise. There is also a weekly review of physical intervention records. PST leads successfully on other interventions which build skills on the early intervention techniques and link them to attachment theory. PST also drive forward Dyadic Developmental Practice (DDP) to complement TCI. Other key initiatives have been the successful implementation and monitoring of the school’s anti bullying

1. School vision

2. LST/SLT/PST/HST meeting minutes

3. LST minutes

4. PST minutesStaff training matrix

5. HST minutes

6. Multi-disciplinary teams

7. Inset training

8. DDP action plan

9. Lesson observation file

10. Evidence filePupil questionnaireParent questionnaire

11. Staff qualifications

12. Staff qualifications

13. Leadership qualifications

36

Evaluation Evidencepolicy and procedure and UNICEF Rights Respecting Schools (RRS), to ensure more pupils feel safe.

5. The work of HST is to monitor and review all aspects of safety within the school and its environment. Managers update health and safety risk assessments using a rolling programme and there is opportunity to share health and safety information or concerns which need addressing. As a result, we feel the school complies with health and safety regulations.

6. As part of the schools ethos for distributed leadership the school has successfully developed various multi-disciplinary teams made up of small groups of teachers and teaching assistants that effectively support school improvement. e.g. Nurture Group team, Literacy and Numeracy Framework (LNF) team, Rights Respecting Schools (RRS) team, Autism Awareness Group and more recently the Digital Competency Team. Teachers have had the opportunity to share good practice in their specific areas and with other schools. The Learning Support Team has identified teachers who have been judged as good or excellent and have supported them accessing the Outstanding Teacher Programme (OTP). This learning is then shared in INSET training to develop excellent teaching throughout the school. For example, following the successful achievement of the Nurture Group Network Quality Mark in 2016. These principles are now used across the key stages and effectively improving the standards in literacy, numeracy and social and emotional skill development throughout the school.

7. Headlands Continuous Professional Development (CPD) training is appropriately matched to the School Improvement (SIP) targets, developing the range of knowledge and skills for all staff. A timetabled INSET training programme provides an emphasis on core subjects and valuable opportunities for all teams to work collaboratively. In addition to this Action for Children (AFC) e-Learning provides core induction training in areas such as safeguarding, inclusion and health and safety.

8. The school has undertaken a long term strategy to further develop pupils’ social and emotional skills. Therefore, it has undertaken a 3 year project with the aim of achieving DDPI certification, this will enable the school to become a national centre from which we can share good practice with other providers. The majority of staff have achieved DDP Level 1 certification and it is planned that by the end of academic year 2017/18 all teaching and residential staff will have received Level 1 certification.

9. Regular lesson observations including observations used for performance management in the school are programmed throughout the year. In 2015/2016 the school commissioned a consultant to evaluate the standards of teaching in all key stages. These observations were individually fed back to all teachers and further recommendations were made. From these recommendations the senior management lesson observation focus was on individual key stages, in order to give a more focused series of evaluations and recommendations for each key stage. This promotes a culture of high expectations for both staff and pupils. There are clear links from the outcomes of these observations that feedback into the SIP, for example writing and ICT skills. In autumn 2017 this process is to be repeated with a focus on the standard of teaching and learning and quality assurance of key documentation.

14. Links with external agencies

15. SIP/SER

16. Independent Schools standards (2003)

37

Evaluation Evidence

10. Key stakeholders including Governors, LEAs, parents and pupils are clear about our work and the quality of what we do. They are regularly invited to attend a range of educational and care reviews. Parents consistently strongly agree that the school keep them well informed about their child’s progress and that overall, they are satisfied with the setting (parent questionnaire). School governors have clear responsibilities and understand their roles within the school. They act as a critical friend regularly for example, quality assuring the learning environment in key stage 2. They also play a crucial role in the implementation and monitoring of the safeguarding policy.

11. Procedures for performance management for all teachers and teaching assistants are very well established and effectively inform CPD. This has resulted in CPD being strategically planned for leaders, teachers, NQTs and TAs so that the school continues to improve. Two leaders have extended their diplomas to complete Masters level qualifications. Two unqualified teachers have successfully completed their PGCE. A further Higher-Level Teaching Assistant (HLTA) and senior manager have completed their first year PGCE. The school encourages HLTAs to undertake a PGCE level qualification as an alternative to the HLTA status. The Teaching Assistants (TAs) have accessed Essential Skills Wales in communication skills, numeracy skills and ICT skills. 3 TAs have taken a resit in GCSE English to improve their grade to enable access to a PGCE. In the staff survey, nearly all the staff ‘strongly agree’ or ‘agree’ that the school supports them.

12. The school has good processes to support leadership and management. All school leaders have access to higher level accredited degree courses in addition to training in Middle Level Leadership (MLL) using a variety of education providers. Five leaders in key positions have Masters qualifications in special educational needs and a further one is undertaking this qualification. This has resulted in an improvement to support systems for pupils.

13. In 2015/16 6 school leaders achieved a diploma in MLL and one teacher accessed an external leadership course. In 2016/17 a further cohort of teachers, HLTAs and business support staff completed a similar course. As a result, more staff have a greater understanding of the school improvement cycles and are more actively involved in implementing the action plan. Heads of key stages make clear links between the SIP priorities and classroom practice and prioritise specific areas of development within the curriculum. This is linked to the OTP and has a positive impact on teaching.

14. The school uses strategic partnerships effectively and works collaboratively with other agencies and schools to build capacity for school improvement. These include, South Wales Special School Heads Group (SWASSH), Vale of Glamorgan Middle Leaders Support Network and IPC and IMYC Network. Staff also work with other educational partners including the Nurture Group Networking and Various other vocational partnerships for example, Velotech. An example of the outcome is pupils gaining a wider range of highly appropriate qualifications, matched to the individual needs of the pupils.

15. Action for Children set appropriate targets and leaders use relevant information about performance on a regular basis to address any underperformance, and set high quality objectives and targets that are linked with school improvement.

38

Evaluation EvidenceProprietors offer good levels of support, guidance and challenge to ensure the school continues to make improvements. There is a clear procedure for responding to complaints, and all interested parties are informed of this as part of the parent information pack prior to admission. School policies are reviewed on a regular basis. The school has a clear model to evaluate its performance and make improvements. The SIP is reviewed on a regular basis by the LST/PST. They prioritise performance areas and create action plans to support improvement.

16. The school keep comprehensive evidence of meeting the Independent Schools Standards Regulations (2003). The school conforms to Independent Schools Standards (Wales) Regulations 2003. The school management reviews its compliance annually through LST and PST. Leaders and managers have shown over the years that they can sustain high quality provision and outcomes and improve any areas identified e.g. Recommendations from Annual Monitoring visits from Estyn (see files).

5.2Self-evaluation processes and improvement planning 1. The school has detailed and well-established self-evaluation processes. The school gathers and analyses first hand evidence on standards and provision, including teaching. There is clear evidence that audits and evaluations have led to improvements in teaching and performance. This is supported by the information presented in IA1, such as examination results, physical restraint data and Boxall Profile analysis.

2. The school systematically gathers information from a wide range of partners, who support the school in identifying strengths and areas for improvement. It ensures that the views of pupils, staff, parents/carers and other stakeholders for example social workers, governors, Careers Wales and a large range of specialist services are taken into consideration.

3. The school uses information from the SER to set priorities and challenging targets for improvements. Gathering of data and annual evaluation reports support the identification of areas for improvement. All heads of key stages complete termly reports on the progress being made in their key stage. This information is then amalgamated and feeds into the SER on an annual basis. From this priority areas for improvement are identified and support improvement. The school has a detailed SER that is reviewed regularly. Strengths and areas for improvement are appropriately identified in the SER and inform the SIP. However, the SER has not always clearly show what needs to be improved and why.

4. Relevant and measurable priorities for improvement are outlined in the SIP along with the appropriate allocation of resources. These plans have specific timescales and identify which members of staff are responsible for their implementation. They note success criteria and have clear actions to make sure that leaders are able to monitor progress effectively and regularly. However, success criteria needs to be measurable and with more specific timescales. The school has always aimed to produced high quality improvement planning that clearly identifies priorities for improvement which link closely to outcomes of the SER. However, this has been identified as an area for development.

1. SER/SIP

2. SIP

3. SER

4. SIP

5. Learning environment evaluation

6. Estyn recommendations file

7. Governor minutes

8. Lesson observation evaluation

39

Evaluation Evidence5. Following the SER processes the school has been continuously making improvements which has impacted positively on pupils learning and wellbeing, for example, by improving the quality of teaching and improving the learning environment.

6. The school has a very good track record of responding appropriately to both the recommendations from the Estyn inspection in 2012 and subsequent annual monitoring visits which have led to an improvement for example in the quality of teaching, the anti-bullying procedures and policy, developing the key stage 2 environment and improving the quality of key policies.

7. The school uses key data to evaluate the impact of its work and the outcomes of its pupils. The Principal presents an annual report to governors along with the SER and SIP. The governors are critical friends and hold the school accountable for specific performance measures. The SLT redirects this evaluative feedback to the various multi-disciplinary teams for action. The LST completes termly key stage evaluations focusing on pupil progress. These termly reports feed into an annual evaluation for each key stage and as a result leaders and managers know the strengths and areas for improvement well. Critical information then feeds into the whole school SER that is completed annually.

8. There is a good system of monitoring and observation of classroom practices and the information gathered is used in a purposeful and highly effective manner, improving provision and raising teaching standards. Various forms of lesson observations ensure teaching standards remain high and allow the sharing of excellent practice. Self-evaluation processes have shown that this has had a positive impact on the standard of teaching in recent years.

5.3 Professional learning

1. All teachers and teaching assistants have access to a wide range of training to support the effective improvement of teaching and learning across the whole school. The high quality CPD over the past 3 years include the following –

6 teachers have gained a Diploma in Middle Level Leadership. 9 teachers have successfully completed the OTP 10 day course. 4 teachers have undertaken a Master’s degree in SEN. teachers/Teaching Assistants (TAs) have completed Nurture Group training (nearly all have completed the

accredited assignment for this). 2 teachers have undertaken IMYC training. All teachers/TAs have received a range of OTP training days as well as sharing excellent practice both

internally and with other schools (ICT with Willows High School)

As a result, staff improve their practice across the school and share this practice with their peers. This impacts positively on pupils learning and their wellbeing.

1. Staff qualifications

2. Staff appraisals

3. Teachers planning

4. Lesson observationsEvaluations 5. Sickness absence records

6. Evidence from sharing good practice

40

Evaluation Evidence

2. Performance management and appraisal processes for all staff identify areas of professional learning development clearly for all teachers and teaching assistants and the school allocates appropriate funding to ensure that they all access appropriate training linked to their individual targets. When staff identify similar targets the school initiates training which can be accessed by the whole school for example developing strategies for engaging all pupils at the start of lessons.

3. There is a good system in place for all staff to share good practice in school and the professional community. There are timetabled sessions for teachers to share curriculum planning with other teachers and TAs. This enhances a consistent approach to teaching and learning.

4. Senior and middle leaders, during performance management observations and other lesson observations always identify good practice and this information is shared across the whole school.

5. Leaders at Headlands address issues of underperformance robustly and directly and where necessary manage and support long-term sickness of individual staff. There have been no issues related to underperformance in terms of the quality of teaching in the past 3 years.

6. Staff work well with other schools, relevant organisations and providers of professional learning to share and develop their professional practice effectively. For example –

The school has well established links with a range of external agencies such as local authorities, local mainstream schools, universities and other SEBD schools in the region along with parents, carers and governors.

Some pupils have attended Stanwell Comprehensive School on a part-time basis to undertake subjects not available at Headlands.

Links with the Vale of Glamorgan and Swansea University continue to provide valuable opportunities for further staff development. These strategic partnerships have allowed continued development of teaching skills and new ideas.

Leaders have developed strong relationships with national companies who have worked in partnership with the school to deliver projects such as Superstars (art), Velotech, F.A.S.T., School Beat and the Prevent Agenda

Careers Wales Service and local businesses, support work experience placements. This supports pupils’ preparation for the world of work. In 2016, leaders in post 16 initiated the Careers Wales continuous quality improvement award. There is a programme of review, evaluation and improvement within our working relationship with them. As a result, all leavers are better prepared for the next stage of their lives after leaving Headlands School.

The school has good relationships with professional bodies such as LEAs, FE providers, Army Preparation College and Careers Services from year 9 onwards. This ensures effective planning and preparation for pupils’ transitions

41

Evaluation Evidenceto either post 16, college or other training providers

5.4 Use of resources1. The school has an good level of skilled and highly qualified staff to deliver its curriculum effectively. Nearly all teachers hold QTS and are members of the GTCW. Teaching staff demonstrate very good skills in their specialist curriculum areas. The expectation for newly appointed TAs is a minimum education qualification of GCSE grades A-C in Maths and English. For existing staff, the school has provided Essential Skills Wales level 2 qualification in communication and numeracy, in partnership with Cardiff and the Vale College. This has been delivered in the workplace. TAs, where possible, are placed to work in the key stage which best suits their skills, education and experience. All HLTAs and a number of TAs deliver subject specific and cover sessions. They develop their skills in identified curriculum areas to offer extra-curricular activities to pupils, for example, cycling and DT.

2. The school has a good range of resources including high quality ICT equipment, catering facilities and a cycle work shop which skilled and experienced staff use effectively.

3. The learning environment appropriately supports teaching and learning of good quality as well as supporting the physical and mental wellbeing of all pupils. The school has a good record of investing in its learning environments. The internal spaces i.e. classrooms are regularly redecorated. All classrooms have a good range of ICT equipment to support pupils learning and the school has recruited a fulltime specialist IT technician to support the maintenance and development of ICT systems. The school have invested in Rapid Reading, Rapid Writing and Rapid Maths and various accelerated learning programmes. Key stages 2 and 3 use IPC resources to improve basic skills. IMYC provides thematic based learning for key stage 3. Learning pods have been established to offer extra support for pupils in literacy and numeracy. The school has an environmental development plan which includes buildings and outdoor spaces.

4. The school meets the Independent Schools (Wales) Regulations 2003. The school feels confident that they comply with the Education (School Premises) Regulations 1999.

5. The school offers good value for money because outcomes for pupils are good. Staffing and resources are managed effectively and reviewed regularly. The teaching and learning budget is linked to SIP priorities. A Learning Needs Analysis (LNA) is in place to support teachers in improving their practice. CPD is identified through supervision and appraisal.

6. SIP areas are prioritised and budgeted appropriately. The schools budget is monitored and reviewed regularly by Action for Children. Heads of key stages and DHT review budgets on a weekly basis and prioritise yearly spends.

7. On-going improvement of facilities and buildings support pupil progress. Currently the main focus is expanding and improving our key stage 2 centre alongside creating a new residential care home.

1. GTCW membership

2. Learning environment evaluation

3. Key stage evaluations

4. Independent Standards evidence file

5. SIP

6. SIP

7. Business plan for on-going development

42

Evaluation Evidence

Further comments:

Strengths

5.1 Distributed leadership throughout the school ensures effective improvement in specific areas

5.1 The school has clear and appropriate aims and strategic objectives which are very well matched to the needs of all the pupils. There are clearly defined roles and responsibilities for senior and middle managers.

5.1 Procedures for performance management are very well established and effectively inform CPD. This has resulted in CPD being strategically planned for leaders, teachers, NQTs and TAs so that the school achieves consistent improvements.

5.3 All teachers and teaching assistant have access to a wide range of training to support the effective improvement of teaching and learning across the whole school.

5.4 The school has an appropriate level of staffing and learning resources to deliver its curriculum effectively

Areas for improvement

5.2 The SER should identify clearly what needs to be improved and why.

5.2 The SIP needs to clearly identify priorities for improvement that link to outcomes of the SER processes.

5.3 Currently the school is looking to expand and improve the key stage 2 centre, to develop a more highly effective and appropriate environment.

SIP area

Areas for development Target

1 Writing skills Ensure that all pupils develop their writing skills effectively across the curriculum

43

1.3 Standards and progress in skills 2 Presentation of work

2.2 Attitudes to learning Ensure that all pupils take pride in the presentation of their work across the curriculum

3 Teaching3.1 Quality of teaching

Continue to increase the percentage of observed lessons with excellent features regarding teaching

4 Teachers short-term planning3.2 Breadth, balance and appropriateness of the curriculum

Ensure that all teachers take more account of individual pupil progress in each lesson when evaluating their progress and planning next steps

5 ICT skills3.3 Provision for skills

Monitor the progression of ICT skills across the curriculum and key stages and ensure that all pupils develop a wider range of appropriate ICT skills

6 Behaviour4.2 Personal development

Continue to ensure that behaviour across the school is monitored and evaluated rigorously so that a higher percentage of pupils feel safe at Headlands

7 Attendance 4.2 Personal development

Continue to monitor and evaluate attendance rigorously to sustain/improve current overall attendance

8 School policies5.1 Quality and effectiveness of leaders and managers

Review all policies annually and ensure they are easy to read and contain all the necessary information

9 Self-evaluation processes5.2 Self-evaluation process and improvement planning

Ensure the self-evaluation processes identify clearly the key areas that need to be improved and that the SIP is closely linked to the outcomes of the SER

10 Resources 5.4 Use of resources

Expand and further improve the facilities in the key stage 2 teaching centre

44