Annual Report - Wilson Stuart · Pg. 10 Annual Report 2018 2017 Published October 2018 Analysis of...

Wilson Stuart School

Tel 0121 373 4475 Fax 0121 373 9842

Wilson Stuart School, Perry Common Road. Erdington. Birmingham. B23 7AT

Website www.wilsonstuart.co.uk Email [email protected]

Annual Report ACADEMIC YEAR 2017-2018

“To provide a ground-breaking learning environment with outstanding teaching, support

and pastoral care. We aim to empower all students to take their place in society with

as much independence, resilience, perseverance and self-awareness as they are

capable of achieving.”

http://www.wilsonstuart.co.uk/

mailto:[email protected]

Table of Contents

Published October 2018

Contents

About our school _____________________________________________________________ 1

Context ____________________________________________________________________ 2

Early Years (Nursery 2 - 4 and Reception 4 - 5 years of age) __________________________ 4

How we assess students? ______________________________________________________ 6

Key Stage 1 (Year 1 & 2) (5- 7 Years of age) _______________________________________ 7

Analysis of Progress in Key Stage 1 ______________________________________________ 8

Key Stage 2 (Year 3,4,5 & 6) (7- 11 Years of age) ___________________________________ 9

Analysis of Progress in Key Stage 2 _____________________________________________ 10

Key Stage 3 (Year 7, 8 & 9) (11- 14 Years of age) __________________________________ 12

Key Stage 4 (Year 10 & 11) (14- 16 Years of age) __________________________________ 14

Key Stage 5 (Year 12, 13 & 14) (16 - 19 Years of age) ______________________________ 199

Faculty Successes (English, Math’s, Science, Humanities, PMLD & EYFS) _____________ 22

Wilson Stuart School “A special academy” ________________________________________ 30

Pg. 01

Annual Report 2018 2017


About our school Wilson Stuart School is located in Perry Common, Erdington in

the north of Birmingham. It caters for 234 pupils aged 2-19

years. Some pupils have additional difficulties including sensory

impairment, learning difficulties, communication difficulties or

complex medical conditions. We have outstanding purpose-built

facilities and highly trained, enthusiastic and committed staff.

This combination enables us to provide the specialised

individual programmes required by our pupils.

Our new build inclusive nursery accommodates 16 children and opened in June 2017 and

September 2017 saw the opening of our new Main Stream Nursery – ‘Blue Sky’

accommodating up to 70, 2 to 4-year olds, allowing for greater collaboration and inclusive

practice across the school and departments.

We have separate Primary and Secondary Departments which offer full and extensive broad

curriculums operating for our most vulnerable and complex learners to those achieving SATS,

or at a later age; a good number of GCSE qualifications and outstanding progress 8 measures.

Our Sixth Form programme offers a variety of academic and vocational qualifications. It helps

prepare students for life post 19 by offering valuable extra-curricular activities, work

experiences and delivering key life skills as part of the overall curriculum.

A separate independent College (The Hive) was launched in September 2013 and now caters

for up to 70 students, providing an ideal pathway for some students.

Our last 5 OFSTED inspections have all resulted in an ’Outstanding’ report the latest taking

place in February 2015. We are very proud of our achievements and strive daily to maintain

our excellent standards. Once again, the school results this year continued to improve and

break national benchmarks in the education sector.

“The leadership and management of the school are outstanding at all levels. The work

with parents and numerous community partners is first class.” – Ofsted February 2015

Mr S Hughes – Executive Head Teacher

“We have high

expectations

for our students

and have

created an

environment in

which each

individual is

supported and

challenged to

achieve their

full potential,

both inside and

outside the

classroom.”

Pg. 02



Context

Special Needs – Primary Need of child

• 234 Students (0 – 19 years of age)

• 100% of students have an Education Health Care Plan, SEN Statement or are in the

process of having one finalised.

• Most students have a physical disability and / or complex medical need.

Social-economic context

• 57% of our students are eligible for free school meals against the national average of 28%.

This puts the school in the highest quintile. Highest 20% within the country.

• The deprivation indicator is 0.30 against the national average of 0.20 putting the school in

the top 20% of deprived locations across the country.

64%

16%

8%

5%4%3%

Context of Student Population Needs

(PD) Physical Disabilities

(PMLD) Profound & MultipleLearning Difficuluties

(SLD) Severe LearningDifficulties

(MLD) Moderate LearningDifficulties

(SLCN) Speech, Language &Communication Needs

Other Needs

Pg. 03



Ethnic Groups

• 44% of students are girls and 56% are boys.

• 36% of students do not have English as their first language. (16% national average)

• The school is not a faith school but celebrates all ethnicities, cultures, and religions on an

equal basis. British Values form part of the school values and beliefs.

Other Professionals onsite

• Other professionals on school site help support the care, health and wellbeing of the

students. This obviously also aids their learning and progress as they are fitter and

healthier. The school works in partnership with these organisations.

Pg. 04



Early Years (Nursery 2 - 4 and Reception 4 - 5 years of age) Key Features at EYFS:

• Pupils achieve lower than the national main stream expectations due to their complex needs, from their age-related start points.

• Most students on average progress an age-related band dependent their start points.

• Teacher judgements are accurate and moderated externally by the Local Authority.

• Teacher expectations of pupil progress are accurate from internally moderated samples (3 rounds per year).

• Pupil progress is in line with teacher targets and expectations.

• Pupils progress is greater for the higher ability students in older related age bands.

• Progress is slowest in the 0-11 Month band, especially for students with profound needs.

• Progress is typical to previous last 5 years.

• Twenty nine (29) pupils in EYFS for 2017-2018.

Wilson Stuart School EYFS Progress Overview 2017-2018 (29 Pupils)

Pg. 05



Early Years (Bluesky Nursery 2 - 4 years of age)

Key Features at EYFS:

• Pupils predominately achieve expected age related (75%) outcomes across BlueSky EYFS curriculum.

• Teacher judgements are accurate

• Forty-three (43) pupils in Bluesky EYFS provision for 2017-2018.

• Greatest progress seen in Communication and Language, PSE and Expressive arts and design.

• Further improvements to Mathematics curriculum and exposure to maths related activities to be implemented in 2018-2019

EYFS Areas% No % No % No

Personal, Social and Emotional 18.60% 8 76.74% 33 4.65% 2

Communication and Language 13.95% 6 83.72% 36 2.33% 1

Physical Development 25.58% 11 74.42% 32 0% 0

Literacy 23.26% 10 76.74% 33 0% 0

Mathematics 48.84% 21 51.16% 22 0% 0

Understanding the world 25.58% 11 74.42% 32 0% 0

Expressive arts and design 23.26% 10 74.42% 32 2.33% 1

Below Expected Expected Level Above Expected

Pg. 06



How we assess students ▪ The principle of assessment is to check and identify what a child understands and

what they need to learn next. This is done on a daily and lesson by lesson basis.

▪ Progress is formally checked on a termly basis. Targets are set for the end of each

year and end of each Key Stage. Some pupils will undertake tests and exams. Every

child will receive a written report during the year surrounding their progress. Parents

have two parents evening per year. These appointments are booked online.

▪ The school uses its own assessment system it has created; Wilson Stuart P Steps.

Its content has been designed over three years by Wilson Stuart School. The design of

one continuum is to be simpler for parents to understand the progress of a child.

▪ It incorporates the original P levels at the lower end and stretches up to the new

mainstream National Curriculum and GCSE, so we challenge every child regardless of

ability. (From P1i to P18).

▪ The new Rochford Review Key Performance Indicators (KPI’s) which are set to replace

P scales are incorporated. Comparisons can be made with past assessment systems

for when we moderate with external schools.

▪ Cognition level / Age appropriated learning is mapped into the scale. A software

platform ‘SOLAR’ records assessment data securely (GDPR compliant) online.

Pg. 07



Key Stage 1 (Year 1 & 2) (5- 7 Years of age)

Number of pupils assessed in final year of Key Stage 1 (Year 2) for 2017/18 Boys 7 Girls 6 Total 13 Disadvantaged 4

Teacher Assessment Key Stage 1

Key Features at Key Stage 1:

• Pupil’s scores have been mapped onto the interim Rochford Review measures.

• Students performed in line with teacher expectations with the majority in the upper quartile 23% (above expected) and median 54% (expected) measures.

Phonics Test (National Pass mark = 32 / 40).

• One year 1 pupil took the Phonics Test and scored 21/40.

• 10 pupils were working below phonics level for test at year one.

• One year 2 pupil took the phonics test and scored 18/40 (12/40 Last year).

• 12 pupils were working below the standard of the test at year 2.

Writing Reading Maths Science Writing Reading Maths Science

High

Attaining N/A

> Comple te d

P11

Expected

StandardComple te d P10

(Within P11)

Comple te d P9

(Within P10 )

Comple te d P8

(Within P9 )

Comple te d P6 -

Comple te d P7

(Within P7 a nd

P8 )

1 1 1 1

Comple te d P3 ii

- Comple te d

P6 (Within P4 ,

P5 a nd P6 )

2 2 2 2

Below Interim

Pre- KS1

standard codes

P1i - to

Comple te d P3 ii 10 10 10 10Cognition and Learning

(PMLD)

WTS

Working towards the expected

standard

PKF

Pre-Key Stage1: Foundations for the

expected Standard

Pre-Key Stage1: Emerging to the

expected standard

Pre-Key Stage1: Entry to the expected

Standard

2017-2018

KS 1

Tests

Pre KS1

Standard

Codes

Number of pupils Reporting Mechanism to DFE

Mai

n S

trea

m

GDS

Working at Greater Depth within the

expected standard

EXS

Working at the expected standard

Lower

Attaining

HNM* Has not met

the standard

Ro

chfo

rd R

evie

w

77% of students

working at or above expected

progress in Reading, Writing &

Mathematics

Teacher Assessments

were externally moderated as accurate

by Local Authority for

KS1

Pg. 08



Analysis of Progress in Key Stage 1

Reading

Writing

Mathematics

• Average KS1 point score = 3.3

100% of students in

English working at or above expected

progress in Key Stage

1

92% of students in

Math’s working at or above expected

progress in Key Stage

1

Pg. 09



Key Stage 2 (Year 3,4,5 & 6) (7- 11 Years of age)

Number of pupils assessed in final year of Key Stage 2 (Year 6) for 2017/18 Boys 9 Girls 4 Total 13 Disadvantaged 6

National Curriculum Test Results Key Stage 2

• No students were at the level to undertake the SATs tests in year 6.

Writing Reading Maths Science Writing Reading Maths Science

High

Attaining

GDS Working at

Greater

Depth within

the expected

standard

N/A N/A N/A > Comple te d

P16

Expected

StandardComple te d P15

(Within P16 )

WTS Working

towards the

expected

standard

Comple te d P11 -

P14

Comple te d P10

(Within P11) 1

Comple te d P9

(Within P10 ) 2 1

Comple te d P8

(Within P9 ) 1 1 2

Comple te d P6 -

Comple te d P7

(Within P7 a nd

P8 )

2 2 3 5

Comple te d P3 ii

- Comple te d

P6 (Within P4 ,

P5 a nd P6 )

6 6 6 6

Below Interim

Pre- KS2

standard codes

P1i - to

Comple te d P3 ii 2 2 2 2

Mai

n S

trea

m

KS 2

TestsEXS

Working at the expected standard

Lower

Attaining

HNM* Has not met the standard

HNM* Has not met

the standard

Ro

chfo

rd R

evie

w

PKG

Pre-Key Stage 2: Growing

Development

Pre-KS2

standard

codes

PKE

Pre-Key Stage 2: Early Development

PKF

Pre-Key Stage 2: Foundations for the

expected Standard

Pre-Key Stage 2: Emerging to the

expected standard

Pre-Key Stage 2: Entry to the expected

Standard

Cognition and Learning

(PMLD)

2017-2018

Reporting Mechanism to DFE Number of pupils

Teacher assessments

were accurate and

recorded against the ‘Rochford

Review Interim bands’

No Students at Standard for SATs

tests

Pg. 10



Analysis of Progress in Key Stage 2 Key Features at Key Stage 2:

▪ Three (3) students transferred from a main stream setting in year 5 and year 6 (Mid key stage). Their end of Key stage 1 data was inaccurate. Request sent to DFE. Teacher predictions from moderation and external moderation were accurate.

▪ Students progress in reading and writing was strong. Students performance in Maths (90% achieved expected or greater) was not as strong as it was in English although in line with expectations.

▪ Improvements in primary science. Specialist science teacher in primary introduced. Although this subject gets significantly less time than English and Maths.

▪ Only 2 students across all of KS2 did not make the required progress in Year 3. Both

had Profound and Multiple Learning difficulties (PMLD).

▪ 50% of students have English as Additional Language, 83% are non-mobile.

Reading

Writing

Mathematics

Science

100% of students in

Year 6 made

expected or above expected

progress in English

and Science

Pg. 11



*Please note 3 student amendments have been sent to DFE – awaiting publication in 2019.

End of Key Stage 2

2015-2016

End of Key Stage 2

2016-2017

2017-2018

KS2 Progress

Score*

Writing

-6.9

Reading

-7.0

Maths

-8.6

Pg. 12



Key Stage 3 (Year 7, 8 & 9) (11- 14 Years of age)

Key Features at Key Stage 3:

▪ Most subjects performed within the Upper quartile and Median range.

▪ Those students in the lower quartile at the start of year migrated into the median and upper quartile by end of year.

▪ No subject had greater than 13% within lower quartile by end of year. Improvement on last year which was at 25%.


KS3 Progress improved in English Math’s and

Science

Majority of students at

KS3 perform at expected or above expected

Pg. 13



Pupils with complex PMLD & Speech

and Language

needs make

slower progress

than other groups

Pg. 14



Key Stage 4 (Year 10 & 11) (14- 16 Years of age)

Number of pupils assessed in final year of Key Stage 4 (Year 11 Students)

Boys 12 Girls 6 Total 18 Disadvantaged 11

• 5 students targeted for GCSE Progress 8 measures.

• 2 students moved down a year due to EAL, medical intervention, seizures and operation.

Key Stage 4 – GCSE / BTEC Results 2017 to 2018

The school gained

some of its highest GCSE

results in the school

history

Pg. 15



Progress 8 Progress 8 is a new secondary accountability measure aimed at measuring the progress of pupils across the best selected set of 8 subjects. It is a type of value added measure, meaning that pupils' results are compared to the actual achievements of other pupils with the same prior attainment.

• The schools overall Progress 8 value was -0.93* this includes all students at year 11

including those working significantly below GCSE level and our PMLD students.

• Progress 8 Lower confidence value = -1.55

• Progress 8 Upper confidence value = - 0.31

• The Schools Progress 8 value was the highest in the city for third year running against all other special schools with secondary provision.

• Students at GCSE level (63%) gained better than predicted grades in all subjects when

compared against their KS2 projections.

* Amendments have been sent to DFE. Publication in 2019

Key Features:

• Students undertaking GCSE on average did better (62.8%) than their start points projected.

• Staff predictions for GCSE were in line with results, although more students achieved better than expected grades compared to last year.

• 100% pass rate for GCSE and Entry Level results.

• English Language and English Literature (Previous area of improvement, 2 years ago)

Exceptional results, and one student achieved grade 6.

• Maths performed in line with their expectations but not too the same extent as other subjects although still produced excellent results.

• Science had the highest point score across all subject groups and introduced new synergy qualification.

• Three (3) students gained high enough results to migrate to main stream post 16 provision.

High upper confidence value for

the school

School ranked with

highest Special School

Progress 8 value in

Birmingham.

Pg. 16



Key Stage 4 - Entry Level Results 2017 to 2018

School ranked with

highest Special School

Progress 8 value in

Birmingham.

Pg. 17



Key Stage 4 Destinations


NEETS0%

Employment 0%

Wilson Stuart Sixth Form

83%

Main Stream College

17%

Year 11 (End of Key Stage 4) Destination Data

English

Pupils Below At Above Pupils Below At Above Pupils Below At Above

All years 35 25% 75% 35 25% 75% 36 22% 78%

Yr10 18 7% 93% 18 13% 87% 19 20% 80%

Yr11 17 41% 59% 17 35% 65% 17 24% 76%

Mathematics


All years 35 3% 33% 64% 35 3% 42% 55% 36 3% 36% 61%

Yr10 18 31% 69% 18 44% 56% 19 44% 56%

Yr11 17 6% 35% 59% 17 6% 41% 53% 17 6% 29% 65%

Science


All years 35 3% 19% 78% 35 3% 22% 75% 36 3% 16% 81%

Yr10 18 13% 87% 18 20% 80% 19 20% 80%

Yr11 17 6% 24% 71% 17 6% 24% 71% 17 6% 12% 82%

Art


All years 35 9% 12% 79% 35 3% 18% 79% 36 3% 18% 79%

Yr10 18 6% 13% 81% 18 19% 81% 19 19% 81%

Yr11 17 12% 12% 76% 17 6% 18% 76% 17 6% 18% 76%

Autumn Spring Summer




0% NEETS.

100% moved onto

successful transitions

Pg. 18



Computing


All years 35 3% 22% 75% 35 3% 28% 69% 36 3% 25% 72%

Yr10 18 20% 80% 18 33% 67% 19 27% 73%

Yr11 17 6% 24% 71% 17 6% 24% 71% 17 6% 24% 71%

D&T


All years 35 3% 18% 79% 35 3% 27% 70% 36 3% 30% 67%

Yr10 18 19% 81% 18 31% 69% 19 38% 63%

Yr11 17 6% 18% 76% 17 6% 24% 71% 17 6% 24% 71%

Geography


All years 35 3% 9% 88% 35 3% 27% 70% 36 3% 15% 82%

Yr10 18 6% 94% 18 25% 75% 19 19% 81%

Yr11 17 6% 12% 82% 17 6% 29% 65% 17 6% 12% 82%

History


All years 35 3% 36% 61% 35 3% 42% 55% 36 3% 45% 52%

Yr10 18 13% 88% 18 25% 75% 19 25% 75%

Yr11 17 6% 59% 35% 17 6% 59% 35% 17 6% 65% 29%

Music


All years 32 3% 29% 68% 32 3% 32% 65% 33 3% 29% 68%

Yr10 15 14% 86% 15 21% 79% 16 21% 79%

Yr11 17 6% 41% 53% 17 6% 41% 53% 17 6% 35% 59%

PE


All years 35 3% 19% 78% 35 3% 34% 63% 36 3% 34% 63%

Yr10 18 7% 93% 18 20% 80% 19 33% 67%

Yr11 17 6% 29% 65% 17 6% 47% 47% 17 6% 35% 59%







Pg. 19



Key Stage 5 (Year 12, 13 & 14) (16 - 19 Years of age)

Number of pupils assessed in final year of Key Stage 5 (Year 14 Students)

Boys 10 Girls 5 Total 1 Disadvantaged 5

Key Stage 5 – GCSE / BTEC Results 2017 to 2018

Pg. 20



Key Stage 5 - Entry Level Results 2017 to 2018

Key Features: • 100% pass rate at GCSE & BTEC qualifications. 96.2% for Entry Level.

• All GCSE retakes achieved higher than their Year 11 end points.

• English / Maths, some students did not reach their anticipated prediction on new specification.

Failed, 3.8%

Below Expected,

0.0%

Expected, 88.5%

Above Expected,

7.7%

KS5 ENTRY LEVEL RESULTS 2017-2018

Pg. 21



• 3 students achieved level 3 qualifications in ICT.

• GCSE results showed improvement from last year.

• Destination data remained at 100% (0% NEETS) .

• Retention data remained at 100%

Destination data at end of Key Stage 5

FE Further

Education 74%

HE Higher Education

0%

Employment / Apprenticeship

10%

NEET 16%

Yr 14 Destination Data 2016

FE FurtherEducation

HE HigherEducation

Employment /Aprenticeship

NEET FE Further Education

100%

HE Higher Education

0%


0% NEET Not in Education, Employment or Training

0%


FE Further Education

HE Higher Education

Employment /Apprenticeship

NEET Not in Education,Employment or Training


100%

HE Higher Education

0%


0%NEET Not in Education, Employment or Training

0%



HE Higher Education


NEET Not in Education, Employment orTraining

Pg. 22



English Faculty Success

Communication - The English faculty have focused on developing the pupils’

confidence and competence in spoken language and listening to enhance the

effectiveness of their communication across a range of contexts and audiences:

• the Talkabout programme has been developed across the whole school also

incorporating the Hive College.

• following the success of the Open Theatre drama workshops, we have established

very popular non-verbal physical drama sessions across each phase of the school

and the Hive.

• Very well attended Parent Engagement event for Talkabout/Non-verbal drama –

parents worked with their children during the session.

• Each pupil has a Communication target on their IEP, PLP, SHIN which is

monitored and reviewed across the year.

• We have organised frequent staff training for different areas of Communication.

• We now have a Communication Champion in the majority of our classes – training

is ongoing for the Champions, as the Faculty believe in the importance of

continuing professional development.

Cross-curricular links

The English faculty have worked with all teachers to promote cross-curricular literacy.

We have provided opportunities for all subject teachers across primary and secondary

to explore the strategy and plan literacy activities into their lessons. At the end of the

year the Science Faculty leader published cross-curricular, practical strategies to

promote literacy and learning in any subject.

World Book Day provided the ideal opportunity to

showcase cross-curricular literacy. Our school theme

was animals and many staff and students entered into

the fun of the event dressed as an animal from a

book. Every teacher planned a lesson around a story.

We were also treated to a spectacular performance of

‘The Jungle Book’ by M&M Theatrical productions, who transformed the hall.

English gained some of the best

results in the school for its GCSE results

Pg. 23



Maths Faculty Success

Fewer students in lower quartile by end of year compared to

previous years

Students have had the opportunity to develop their math’s skills through a

variety of activities and situations. In addition to innovative and stimulating

math’s lessons, students have been able to use and apply their mathematical

knowledge through a range of trips, which have been a huge success; for

example, using their money skills in restaurants, Birmingham Markets, fish and

chip shops, Aldi and corner shop.

This year many classes have successfully carried out cross

faculty work through purchasing ingredients and assisting

in cooking a dish. By doing this students had the

opportunity to apply their money and measuring skills

through real life situations. In addition to this there have

been many cross phase and cross faculty work

To help children grasp multiplication in a fun way we had the opportunity to have access to a Tunes

Times tables workshop, where times tables were introduced through songs with mathematical lyrics

that are fun and memorable. Students really enjoyed the session because it made times tables

easier to understand through music, rhyme and performance poetry. Some classes have been

successfully using this technique in their math’s lessons.

To encourage parental engagement, various informal parent numeracy

sessions have been carried out with most of the math’s group. This is where

parents have joined in a math’s lesson with their child and they have been

shown various methods and resources used in school; these experiences

have generated positive feedback from parents that attended, as it gave them

the opportunity to see their children working in a school environment.

Tunes Times tables

Pg. 24



Science Faculty Success

Science Day:

Primary and Secondary classes enjoyed a Science/Critical Thinking Day which involved a

range of science themed activities and tested student’s critical thinking skills. We had a very

special visit from the Animal Man, who allowed students to touch the animals and even place a

snake around our neck! Students also enjoyed a treasure hunt activity, making animal habitats,

identifying animal sounds and footprints. The animal habitats that we created were proudly

displayed in our reception area. Our GCSE students also took part in some ecology field work

and used a new sampling technique called a quadrat.

Environment week

During May all students across the school took part in Environment week. Each class was

given an area of the school grounds to audit and improve the look in order to encourage people

to get outside more! Students took part in many activities such as weeding, planting flowers,

sweeping up, cleaning the bike shelter and even painting the fence! All classes did a great job

and took real ownership and pride in improving and maintaining their area.

Sponsored Mile

The sponsored mile was an event that was organised to help fundraise for residential trips in

school. The sponsored mile ran alongside a new initiative launched across primary schools

called ‘The Daily Mile’. This was launched across the country to help improve the physical,

social, emotional and mental health and wellbeing of our children – regardless of age, ability or

personal circumstances. All classes were asked to participate, and they had to travel for 1

mile within the school grounds; this equates to 6 laps of our playing field. Students were

given the opportunity to travel in which ever mode they prefer. This included be jogging,

walking unaided, walking with a frame, using their manual chair, using their power chair and

even using the adapted bicycles. The students raised over £1327!

Real bodies exhibition

Our GCSE students were given a fantastic opportunity to visit the Real Bodies exhibition at the NEC. It was a very interesting and thought-provoking exhibition.

“Real Bodies presents the artful display of 20 real, perfectly preserved human bodies and over 200 anatomical specimens, inviting visitors of all ages to examine the human experience from the first breath to the last in a dramatic and moving display. This educational exhibition pushes boundaries while seamlessly blending art, science and emotion as a museum of self.”

Highest student scores /

grades out of all GCSE

subjects

Pg. 25



Humanities Faculty Success

Humanities

Visits: The delivery of field visits to places like Carding Mill Valley in the Long Mynd to

study rivers, housing areas within Birmingham to measure the quality of the environment,

Bosworth Battlefield and Heritage Site to learn about the Wars of the Roses and West

Bromwich Town Centre to learn about peoples’ shopping habits, empower pupils’

understanding about the world we live in. It fosters their understanding of our natural

environment and widens their experiences.

Teaching: Staff are very skilled and dedicated to helping the pupils progress and achieve

to the best of their abilities. Lessons are fun using a variety of teaching strategies like

individual and group work activities, role play, fact finding and there is a fast pace of

learning with many opportunities for pupils’ understanding to be checked. The confidence

and communication skills of the pupils are continually developed and the teamwork ethos

that exists within the faculty is a real strength.

Results: Humanities has had many years of outstanding GCSE Geography and Entry

Level Pathways results. Last year was the first time GCSE History has been introduced

requiring pupils to learn a great deal of historical content and write essay style questions.

The results were excellent and reflected the dedication and hard work of the teaching

staff, TA’s and pupils themselves.

Design Technology

Due to schools limited funds this academic year, extra activities have revolved around children

designing and making things that can be sold or used instead of spending £.

From donated pallets: Children of KS3 and 4 cut, shaped and assembled wheelbarrows,

Which were then potted and sold by the Hive.

Projects: 3.4 designed, created, potted and sold ‘upcycled planters. From foraging and using

scrap materials from the schools build, students created more Christmas table displays.

Individual lunch time projects have been taking place where children have designed and made

products that help them. e.g. 3.1 student designed and created a feeding tube hook, so his arm

doesn’t get tired.

Art

Pudsey art competition, primary and secondary winners. Christmas Card project, yet again

children have designed Christmas cards, profits made went to school funds.

Art lunch club continues. Festivals events always includes arts activity.

All children in primary and secondary school have created a painted stone, to be placed in the

sensory garden.

Pg. 26



IT & Computing

Teacher CPD Sessions: In the department of IT there are 6 teaching the subject, having

teacher CPD sessions allowed me to showcase the different software, lesson resources and

equipment which is available to them to use when delivering the subject. It allowed teachers to

share good practice and share any concerns they have with delivering the curriculum.

Whole school E-Safety Staff Training SDP: Three training sessions delivered over the year

on two separate training days. Staff have been informed about the different ICT policies, how to

stay safe online and the different forms of bullying that can occur online. All policies have been

updated

E-Safety Parent workshops: Two E-Safety workshops have been delivered over the

academic year, 15 parents in total attended the workshops which was a fantastic turnout

Success with access to computers: Over the academic year we have been trailing and

reviewing different access strategies with 4 students. I can now state that all students are

working independently and can access the computer. Once the students are set up by a staff

member, staff will allow the students to complete their work independently. It has been a great

success and 3 of the students have completed an Entry Level 1 qualification. Exams:

Introduction of 2 new accreditations which have been successfully delivered

Food Technology

Information: This year more sixth form students achieved their BTEC in Home Cooking skills

and OCR Home Management skills. Students have been involved in preparing and cooking

foods for Christmas lunch, Valentines party, Halloween disco and leavers BBQ. 5.4, worked

with PMLD in a cross-curricular Australian day preparing food, sending invitations and serving

at the BBQ.

Mrs.Ladkin supported Citi serve in appointing the new Catering Supervisor, who has certainly

made vast improvements to standards of school meals at Wilson Stuart in providing a healthy

salad bar. This support is also being given to Hive College who may possibly be having Citi

Serve provision next year

CPD: Food Hygiene Qualifications delivered to Blue Sky, Hive staff and students by Mrs

Ladkin as her role as a trainer and affiliated member of the Chartered Institute of

Environmental Health.

Pg. 27



PMLD Faculty Success

PMLD Faculty Success

All pupils within the PMLD Department follow a curriculum that is

personalised and individualised in meeting both their learning and

physical needs. This incorporates the four key areas of:

• cognition and learning

• communication and interaction

• social, emotional and mental health

• sensory and physical

The themes this year have included stepping back in time,

weather, oceans, different cultures, Australia and magic. We have

had celebration days at the end of each term to acknowledge and

praise the pupils with all the amazing activities and learning they

have participated in.

We also enjoyed a collaboration with 5.4 in 6th Form who

organised an Australia Day celebration involving, food, music and

games. This will be one of many to come next year!

The students have enjoyed a range of educational visits which has

included the Sea Life Centre, Hatton Country World and Farm,

Ash End farm, Witton Lakes and Drayton Manor.

Dudley zoo came in during the summer term and brought in a

wide range of animals for the students to get up close to. These

included a large snail, guinea pig, snake, lizard and cockroach!

It has been another wonderful year within the PMLD faculty where

the student’s individual successes have been celebrated and

enjoyed.

Pg. 28



EYFS Faculty Success

The Early Years Faculty at Wilson Stuart School has had a

fantastic year. There has been great progress in all areas

of Early Years Development. Many children have improved

their gross motor skills enabling them to move around their

environment more independently. This might include

moving across the floor unsupported for the first time,

pulling to standing, using walkers and even independent

standing and walking. There have been great strides

forward in fine motor and self-help skills with children

beginning to form recognisable letters, holding their own

cup and feeding themselves independently.

Communication continues to be a big focus throughout the

faculty. Children have used pecs, in class activities.

Links with Bluesky Nursery are going well and pupils are

enjoying playing alongside and with their friends. They get

excited when see each other around school.

Parents have been invited in to various activities including

a play workshop and a workshop on ‘Emerging Reading and

Phonics’. The turn out and support from parents has been extremely

encouraging.

Caterpillars and Bees have continued their links Perry Common

Library and taken advantage of the local environment to visit

supermarkets and Witton Lakes Park. There have been very

successful trips to The Snowdome, Ash End House Farm and

Drayton Manor (with the support of Wylde Green Rotary Club).

Pg. 29



Sixth Form Faculty Success

6th Form

Wilson Stuart 6th Form is where our students are encouraged to develop

their independence and communication skills in preparation for life after school. We follow a

mainly vocational curriculum – offering a range of highly successful courses from Entry Level 1

to Level 2. These include OCR’s Life and Living Skills, CoPE, The Prince’s Trust, AQA’s Gold

and Silver Steps in English, a range of English-Speaking Board

qualifications and Jamie Oliver’s BTEC in Home Cooking. ICT

is offered up to Level 3 for our most able students as well as

GCSE re-sits in Maths and English. We run in ability groups

across Years 12, 13 and 14. We are delighted that this

academic year we welcome 5.5 – our 6th Form PMLD class.

However, there is so much more to us than academic achievement.

We believe strongly that the 6th Form should give back to the school

and the community. We run the Macmillan Coffee morning, support

younger students in lessons, organise events for younger students

such as the Christmas Party for Monkeys and Meerkats and provide

a yearly film production – such as our version of West Side Story

(2016) and Charlie and the Chocolate Factory (2017) and The

Wizard of Oz (2018). All these events help build our students’ self-

confidence and ability to communicate effectively.

Work experience and Careers Advice is a key element of our 6th Form with students being

offered a range of internal and external placements in

liaison with Julie Pallister, the Work Placement Officer.

We pride ourselves on our SRE, PLP and Transition Plan

systems as a way of encouraging our students’ ability to

stay safe, self-reflect and set achievable but challenging

targets in all areas of their lives in preparation for their post

19 transition.

Pg. 30



Wilson Stuart School “A special academy”

Key Group Analysis:

No Key groups (Boys, Girls, Ethnicity, Free School Meals, Pupil Premium, Banded

funding) statistically viably outperformed other groups. Analysis showed they very

much performed in line with the whole school trends. Our Pupil premium continue to

slightly outperform non pupil premium students by about 5% on average.

“Wilson Stuart has produced excellent results for yet

another year. The school’s profound population has

continued to grow, and students have achieved

fantastic qualifications. Thank you to our parents, staff

and wider professionals who help our students

achieve the very best they can be!”

Mr Wilson - Head of Secondary School

Wilson Stuart School

Wilson Stuart School, Perry Common Road. Erdington. Birmingham.

B23 7AT

Tel 0121 373 4475 Fax 0121 373 9842

Website www.wilsonstuart.co.uk

http://www.wilsonstuart.co.uk/

Annual Report - Wilson Stuart · Pg. 10 Annual Report 2018 2017 Published October 2018 Analysis of...

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