Newlands Girls’ School Profile 2010
What have been our successes this year?
We are delighted that our students attained outstandingly high results in examinations again this year. 75% of our GCSE students achieved five or more grades at A*-C including English and Maths, following three years at 73%. This is the highest in the local authority and significantly above the national average.
Achievement by our Sixth Form students was graded as ‘Outstanding’ by the nationally recognised ALPS measure of progress which compares schools and colleges across the country, following three years’ achievement graded as ‘Excellent’. Around 25% of our A Level grades were A and more than half the A Level grades achieved were A or B for the fourth year in a row. We are proud that our students were able to build so much on their successes lower down the school.
We are pleased with the way our third specialism in Applied Learning is enabling us to extend the range of our curriculum to include at Key Stage 4 BTEC qualifications in Science, ICT, Travel & Tourism, Retail, Sport and Skills for Working Life and, at Key Stage 5, BTEC Level 3 qualifications in Medical Sciences and Business and BTEC Level 2 qualifications selected to meet the individual needs and wishes of our students.
We are very pleased that so many of our students take part in extra-curricular activities ranging from lunchtime clubs to cultural visits overseas and we are proud of the quality and range of opportunities on offer to them. Recent, highly successful study visits have included World Challenge expeditions to Iceland and Romania, our annual ski trip and a Geography field trip to Morocco. There have been a variety of excellent concerts, our annual musical and sixth form production and well attended summer and Easter schools. Almost 400 pupils were involved in our outstanding Gym and Dance Show. Superb performances by our sports teams include successes by several of our school teams in borough, regional and national competitions in Netball, Hockey, Rounders and Athletics.
Recent recognition of the high quality of our work includes:
Artsmark Silver Award, Healthy School National Award, Eco School Bronze Award and working towards Silver, Leading Parent Partnership Award (LPPA), Quality in Study Support (QISS), BTEC Approved Centre and FMSIS financial management accreditation.
What are we trying to improve?
Our objectives are:
• To ensure that standards continue to rise so that every girl can fulfil her academic potential
• To continue to develop our provision so that all girls can flourish within a learning environment that is safe, stimulating and offers extensive opportunities for personal development and well-being.
• To undertake the further development of strategies that will help our school to become harmonious, respectful of rights and responsibilities and able to extend opportunities into the wider community
• To develop staff training and development as a key driver of school improvement
• To ensure that our School Buildings are fit for our increasing numbers and the delivery of 21st century learning
• To create an e-learning environment that supports the needs and aspirations of all learners
How have our results changed over time?
Our pupils’ progress from KS2 to KS3 has been significantly above the national average for 6 of the last 7 years. In English, 90% of pupils have achieved Level 5 or above in 6 of the last 8 years, in 2009, 89% achieved this and the percentage achieving Level 6 and above is up 15% to 77%. In Maths and Science, two of our specialist school departments, pupils’ attainment exceeds the national average each year. Attainment in Maths is outstanding and progress in Maths has been significantly above national averages for 6 years in a row. Pupils’ attainment in Science is good, significantly above national averages for the past 6 years and there has been strong improvement in the specialist areas of ICT and D&T. Attainment in other subjects remains very good at both levels 5+ and 6+; nine of the thirteen departments had teacher assessments of over 90% Level 5 and above.
At Key Stage 4, attainment for 5+A*-C, including English and Maths, is outstanding. 75% achieved this key indicator in 2009, following three years at 73%, the highest in the local authority and significantly above the national average. The percentage of pupils achieving 5 or more A* to C grades in all their subjects has exceeded 70% in 7 of the last 8 years and has been 78% or above for 6 of the last 7 years, including 2009.
English results consistently show 80% or more of the pupils achieving A* to C.
Results in Mathematics are outstanding and significantly above national averages for the last five years. Progress from KS2 to KS4 in Maths is significantly above the national average for the 6th year in a row.
Results in Science have improved in each of the last three years.
How are we making sure that every child gets teaching to meet their individual needs?
Personalised and independent learning is strongly developed within the school. Gifted and Talented students are identified and we currently have members of the Young, Gifted and Talented scheme. All subjects make specialist G&T provision.
The Learning Support department both provides and supports teaching to meet the needs of many individuals. Individual learning targets are written for SEN students to identify their particular needs and to provide strategies for staff. We have a team of Teaching Assistants who provide in class support for girls and communicate with teachers on their needs. Specialist Support Services observe pupils in class and feed back to the teacher with advice and further strategies. We have successfully introduced 1:1 tuition in English or Maths for selected Year 9 pupils this year.
Through personalised and comprehensive Information Advice and Guidance (IAG) we empower our students to plan and manage their own futures. Our Careers Coordinator and Learning Mentors work closely with Connexions Advisers ensuring that students are able to investigate independently opportunities for learning and work and are able to interpret information and identify partiality and bias.
Support is given to English as an Additional Language girls new to this country by one to one tuition through Ethnic Minority Achievement Grant and by teaching assistants in lessons.
The learning needs of any student whose behaviour is causing concern is supported by the use of a support plan. The Behaviour Support Plan is agreed by the student, her parents and the Head of Year. Targets are set and support is put in place by the school. The targets are shared with teaching staff and are regularly reviewed. The Student Focus Centre provides one-to-one and small-group support for students, working particularly on self-esteem and anger management.
How do we make sure our pupils are healthy, safe and well-supported?
The school sees a healthy lifestyle for its community as a priority and has a good success record in promoting a positive approach to healthy living. We hold the Healthy Schools National Award. We encourage healthy eating and it is a regular item on School Council and form discussion. We have a Healthy Eating Charter signed by every form.
PE is a strength of the school, both in terms of numbers and success at all levels inside and outside the curriculum. All girls from Year 7 to Year 12 take part in physical activity as part of our curriculum. 21 different sports are on offer, well above the local average, and pupils are encouraged to continue enjoying physical activity outside school by joining one or more local clubs.
Each Year group is supported by a strong pastoral team. Particularly effective is our primary transition, support from the school nurse and school counsellor and the work of our Special Educational Needs team. Our work with visually impaired girls has been highly praised. We are part of an Extended Schools Cluster which is a Pathfinder for Targeted Mental Health Support (TaMHS) and are using government funding to investigate intervention strategies to enhance the wellbeing of vulnerable groups.
We continue to run an anti Bullying week with assemblies and lots of activities. We have pupils fully trained as peer mediators ready to support anyone affected by bullying.
We ensure that all our pupils are able to access extra-curricular activities. We use the ‘Energise’ subsidy to support pupils receiving free school meals in this way, and the cluster of schools we belong to is being used as an example of good practice.
How are we working with parents and the community?
Parent partnership is developed through regular reporting on pupil progress and achievement, positive parenting sessions, parents’ evenings, Headteacher’s surgeries, information evenings, regular surveys to gain parents’ views on how well we are working with them and their daughters, the Student Planner, letters home to praise and to highlight concerns, the involvement of parent governors in school decision making and telephone contact. We host a regular and lively Parents’ Forum and have achieved the Leading Parent Partnership Award (LPPA). Parents are also involved in Annual Reviews for students with Statements, Learning Support meetings, Behaviour Support Plans and Pastoral Support Plans. The school website and regular newsletters inform parents of what is happening in school and has links to keep children safe when using the internet. Parents and community guests attend concerts, shows, events and exhibitions to see aspects of the School in action.
Through Technology College, Extended Schools, Training School Status and the Schools’ Sports Co-coordinator Scheme, our family of schools, community partners, members of our community including those without previous experience of the English education system and local business have access to specialist facilities and training opportunities. We are continuing to develop partnerships with members of the business community through Applied Learning specialist status.
Charity fundraising is an important part of school life; all forms adopt a charity and pupils put on regular assemblies to support causes e.g. Epilepsy awareness, the Teenage Cancer Trust and John Radcliff Hospital's children's ward. Sixth form students give support voluntarily in local primary schools and at WAMDSAD sport for disabled people centre.
What activities and options are available to pupils?
Pupils follow a broad and balanced curriculum. At KS4, all girls follow GCSE courses, a few choose to combine some GCSEs with one or more BTEC qualification. All study Maths, English, Science (double or triple), D&T, IT, RE, PE and Citizenship and the majority choose one language from French, Spanish and German, one humanity and one arts based subject. BTEC qualifications are offered in Science, ICT, Travel & Tourism, Retail, Sport and Skills for Working Life. In addition we work in partnership with Berkshire College of Agriculture to deliver a level 2 Hair & Beauty qualification.
At KS5, students have a wide range of A level courses to choose from, 23 within school and additional choices through our local Consortium. Some students have chosen BTEC Level 3 Medical Science, which is a new course starting in September, or BTEC Level 3 in Business. Students who do not achieve 5 GCSE A*-C including English and Maths have the opportunity to study Level 2 BTEC courses in the Sixth Form.
Pupils at Newlands have a wealth of extra curricular activities to choose from. There are many sporting teams and musical groups and choirs to be involved with across all ages. Clubs include Drama Club, Newlands Records, Maths Club, Sustainable Schools Group, Science Club, Reading Club, Gym and Dance, Spanish Club, IT Club and Art Club. Pupils take part in local and national competitions and recent successes have been enjoyed in competitions run by the NHS, the Red Cross, the SACRE and local magistrates. Pupils have a voice in the running of the school through the School Council, the Sixth Form Committee and groups are set up to consult about issues including uniform, the school day, Sixth Form accommodation and catering. Foreign visits including World Challenge Expeditions, field trips and theatre and gallery study visits are very popular. Every form adopts a charity and plans fund raising events. Pupils take part in Work Experience, Enterprise Learning Days and Higher Education conferences. All pupils have access to lunchtime and after school study support in the library and ICT suites and many subjects offer small-group support outside lessons.
What have pupils told us about the school, and what have we done as a result?
Pupil surveys tell us that pupils have a confident and positive approach to school life and that most enjoy coming to school. Surveys also told us that pupils are confident to approach staff, particularly about serious issues, but that they sometimes prefer to talk about their experiences to other girls. As a result, we trained students from years 10 and 12 to act as peer mediators and created opportunities for girls to meet with them.
We changed the school uniform because pupils asked us to and pupils were involved in designing and choosing it. Sixth Form students were active in deciding on their dress code and on their study and social accommodation.
Students found the dining hall drab and uninviting. A major programme of refurbishment has resulted in an exciting and welcoming split-level development where students are served food from menus they have helped construct and, out of break and lunchtime, Sixth Form students can study in informal surroundings.
The school day was adjusted as a temporary response to the snow in January 2010. Many pupils were highly positive about the change and, following formal consultation, we have decided to adopt an altered structure to the school day from September.
The introduction of Spanish GCSE and the extension of the range of BTEC courses have followed consultation with pupils.
We have a very active School Council led by the Head Girls. The School has acted on views of the student body as presented by members of the School Council to improve emotional and physical well being and to promote a safer, healthier and greener lifestyle. The school toilets have been refurbished; there are water dispensers in the corridors, every classroom has a paper recycling bin for which students take responsibility and a salad bar and a pasta bar are available in the Cafeteria.
How do we make sure all pupils attend their lessons and behave well?
Tutors meet with their forms each day. They move through the school with their forms, so know and understand the girls well. The school monitors attendance and punctuality and has a policy of first day contact with parents when girls are absent from school. Teachers register pupils each lesson. Attendance is above average and improving due to the support given by our attendance officer and the work of our pastoral teams. Any amount of absence causes concern.
Behaviour in lessons and around the school is very good. Pupils have a positive attitude to learning and there is little disruption in lessons. We have a clear system of rewards and sanctions centred on the Behaviour Policy which has been agreed by staff and the school council. The Golden Rules are displayed around the school.
Pupils respond well to the school's rewards system which includes form points, 'Rainbow Tickets', Commendations, the Newlands Award for Excellence, cups and colours assemblies, letters home, 6th form presentation evenings and trips to reward attendance and improvement and achievement.
Exclusions are very low due to early intervention work through the Student Focus Centre. The Centre is having an impact on improving pupil behaviour, working in particular on anger management and self esteem.
What do our pupils do after year 11?
The majority, around 75%, stay at Newlands. Most 6th Form students follow AS/A2 or equivalent applied courses. Some also study AS/A2 courses at other local schools. Most study 4 subjects to AS and carry 3 on to A2. Around a dozen students each year follow a Level 2 BTEC course. Of those who leave, most study full-time, usually at Henley, Reading or Langley College or the BCA. A few cross into Bucks to follow AS/A2 courses. A small minority of our students go into work-based learning or employment with or without training, usually hairdressing or sales.
What have we done in response to Ofsted?
We have changed the way pupils’ targets are produced, using Fischer Family Trust data for Key Stages 3 and 4 and ALIS targets at Key Stage 5, so that teachers and parents can help them to achieve as well as they can and so that pupils know how well they are doing and what they can achieve.
We have made more use of the results of pupil, parent and staff surveys in order to improve our work, for example by developing communication with parents further.
We have developed Sixth Form students’ independent learning skills by extending provision, by appointing a Learning Mentor and by exchanging best practice in teaching independent study skills. Each Sixth Form subject has worked to promote greater individual responsibility and even higher aspirations on the part of students.
We now use Sixth Form students as subject mentors for younger pupils. We have reviewed the rewards we give pupils to make them suitable for pupils in each Key Stage.
Information about our sixth form
Our results this year
We were very pleased with our leavers’ attainment and achievement in the sixth form in 2009. At A Level, 22.2% grades were A and 57.4% A or B, meaning that the school target of 35.6% A/B was exceeded by 21.8%. The average points per student was 299. In 14 subjects, two thirds or more of the students achieved an A or B grade.
The value added by our Sixth Form, measured by our ALPS ‘T’ score of 2 for value added, was outstanding, having been excellent for the three previous years and graded significantly better than the national average by the DCSF.
We were delighted with the attainment of our Level 2 students, 64% of whom gained a Distinction in their BTEC Diplomas.
How have our results changed over time?
We have maintained exceptionally high standards over the last four years. 26.6% of grades were A in 2008, 24% in 2007 and 25% in 2006. The % of A/B grades was 56.6% in 2008, 51% in 2007 and 54%in 2006.The average points score per pupil in 2008 was 309.6, 286 in 2007 and 287 in 2006.
The number of students entered for A2 examinations is on an upward trend. It has increased from 73 in 2002 to 92 in 2009 and our 2010 cohort is larger still.
The value added by our Sixth Form has improved strongly in recent years Achievement by our Sixth Form students was graded as ‘Outstanding’ by the nationally recognised ALPS measure of progress which compares schools and colleges across the country, following three years’ achievement graded as ‘Excellent’.
What have been the successes of the sixth form this year?
Our Year 13 leavers achieved A Level results which maintained the excellent standard of the previous three years’ leavers and most girls achieved the university place of their choice.
We are delighted that more students than ever before have chosen to study with us in the Sixth Form. We have improved the Sixth Form induction process so that Year 11 students are able to be a “Sixth Former for a Day” and experience Sixth Form lessons before they choose what to do after GCSEs.
We were pleased with the increased breadth of study available to students, including BTEC Level 3 in Medical Science, BTEC Level 3 in Business and new Level 2 BTEC options selected to meet the needs and wishes of our students.
We are keener than ever to help girls to use their independent study time effectively. We have increased the number of laptops for students to use and have made more areas of the school available to them to study in, including the newly refurbished cafeteria and mezzanine floor. We are very pleased with how well they use the study spaces.
We have worked with a group of our Year 12 to plan the refurbishment of their common room, which was ready for September, and all Sixth Form tutor groups have representation on a group developing longer-term plans for a new Sixth Form block.
What are we trying to improve in our sixth form?
We want to continue to develop the range and quality of the curriculum available to our students and of its delivery, including subjects offered through the local consortium.
We want the value added by all our departments to be excellent.
We want to improve the enrichment provision for our Sixth Form students to meet their needs better, including through the new Activity Week.
We want to improve facilities for our large and growing Sixth Form.
What do our students do after leaving the sixth form?
Most students leave to pursue university courses. Others, around 10%, go to college, mostly to follow an Art and Design Foundation Course. Students gain university places on courses including Medicine and Biochemistry, Psychology, Philosophy and RE, History, Primary Teaching, Business Management, Accountancy and Finance, English, Physics, Maths, Aviation, Sports Science and International relations and Politics. Some undertake a gap year, typically combining employment with opportunities to gain maturity and experience through helping others. A further small percentage, typically less than 10%, goes on to employment, mostly in financial or clerical occupations.