Inclusion Quality Mark - Wilmslow High School · Kirkland Rowell independent survey from Students,...

©Inclusion Quality Mark (UK) Ltd 2013/2014

Inclusion Quality Mark

School/College Name: Wilmslow High School

School Address: Holly Road, Wilmlsow. SK9 1LZ

Tel No: 01625 441 050

Headteacher’s Name: Mrs G Bremner

Headteacher’s Email Address: [email protected]

IQM Coordinator’s Name:

IQM Coordinator’s Email Address:

School Website: www.wilmslowhigh.com

Number of students on roll: 2013

mailto:[email protected]

http://www.wilmslowhigh.com/

http://www.istockphoto.com/stock-photo-523518-group-of-paper-peoples-circle-humanity.php

IQM Self-Evaluation


Guidance for successful completion of the IQM award

The coordinator role is to ensure that a clear picture of the school approach to inclusive practice is captured within the self-evaluation document.

To demonstrate that Inclusion has a school wide impact and is sustainable, the school would be advised to devolve the responsibility for

information gathering to a broad group, with the IQM coordinator organising and collating the evidence. A good example from a successful

school was a post-it wall in the staff room to which any staff member could contribute.

Please complete this document which includes all 8 elements of the assessment framework. This should not be an unduly onerous task. It is sufficient

to use bullet points under “organisation evidence” and “evidence location”. It is suggested that the school narrative and tabular aspects should be

completed simultaneously, to support coherence.

Evidence can be drawn from a wide range of sources, including Ofsted reports, LA or Academy reports, but should draw widely from school

self-evaluation exercises and monitoring activities. It should demonstrate what can be seen in practice.

Where asked to include a numeric judgement:-

1=high level practice

2=good level practice

3=developing practice

The first page allows the school an opportunity to support the IQM Assessor in creating a clear view of the school, context, the reasoning behind

the IQM award application and sustainability, as well as a guide to Inclusion organisation within the school.

The elements may be completed in any order and some evidence may be used to support two or more criteria. At any point, but certainly when

three elements are complete, coordinators are asked to forward these to IQM for an overview and guidance, before completion of the whole

scheme. Email support is available, please contact us using [email protected]. Feedback is generally within 4 –5 days.

For telephone support, please use: 01256 316536. This will reduce the possibility of wasting any unnecessary time and give you the confidence

to complete the remaining elements as you work towards achieving this award.

By the time you have completed 3 elements you should set a date for assessment. This gives IQM the time to organise for an assessor to be

assigned to your school. The assessor will be in contact approximately 2 weeks before the assessment with regards to the actual requirements for

the visit.

mailto:[email protected]

IQM Self-Evaluation


School context description:

Wilmslow High School is a large secondary school with a sizeable sixth form, currently with 2013 students on role. The school is popular with

families in the area and is consistently oversubscribed. The majority of students are white British, with small groups from a range of minority

ethnic backgrounds. 6.3% of the students are eligible for Free School Meals (FSM), 4% of students have English as an Additional Language

(EAL) and 17% of students are supported by Statements or School Action Plus (SAP). An above average percentage of students have a

statement of special educational needs because the school has specialist provision for students with hearing impairment and autistic spectrum

disorders. The school has Sports College status and holds Healthy Schools and Sportsmark Gold awards. In 2013 the school secured 65% A*-C

grades at GCSE, 56% A*-B grades at A2-Level and was rated as Outstanding by Ofsted in its 2011 full inspection.

Rationale for undertaking the IQM assessment:

The school has recently invested in a £1.5M development to expand the provision of Inclusion, Student Services and Learning Support

departments. This has not only increased capacity but also has led to the creation of new roles including a dedicated Head of Inclusion, leading a

team of Higher Level Teaching Assistants (HLTAs) and a Family Support Worker (FSW). This additional commitment to inclusive education

underlies the application for IQM status.

Overview of Leadership and Management of Inclusion:

See Inclusion Handbook

Interest in Centre of Excellence status In future

Interest in Flagship status In future

If yes to either, please append relevant paperwork

IQM Self-Evaluation


Element 1 - The Inclusion Values of the School

IQM Self-Evaluation


Element 1:- The Inclusion Values and Practice of the School

School overview commentary:

Education at Wilmslow High School is based on the premise that all children are of equal value, the belief that education has intrinsic worth and

the determination to meet students educational needs by presenting challenging and engaging opportunities to learn. The school aims to establish

a culture that values achievement, encourages students and staff to develop their full potential and recognises individual success. In addition, the

school is determined to ensure equality in provision for all students, via enabling access to all students with special educational needs. Finally,

the school is an inclusive community without discrimination, aiming to celebrate all differences, whether on the grounds of gender, age, race,

ability, disability or background.

Policy Yes Practice 1

Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation)

With the development of new build Inclusion and Learning Support accommodation and the recruitment of further specialist staff, Wilmslow

High School seeks to drive the inclusion agenda forward yet further. The Head of Inclusion is tasked with the organisation and deployment of

external agencies where appropriate and orchestrating bespoke provision for students with the most significant barriers to learning. As part of the

development of the new Inclusion provision, the number of specialist agencies and educational opportunities will increase alongside the growth

of a new, sixth-form-led mentoring and coaching service.

IQM Self-Evaluation


Criteria Organisation Evidence Evidence Location.

1.1 All staff, parents and Governors are

committed to Inclusive practices.

Kirkland Rowell independent survey from Staff and Parents

5-Day PHCSE programme varied across each year group, for

the full academic year

Overview of school rationale, aims and student entitlement

Student Services pastoral feedback / positive strategies Excel

worksheet

Governors Meetings / Delivery by Head of Student Services

Kirkland Rowell responses (DH)

PHCSE Timetable (TM)

Staff Handbook (SM)

Pastoral Feedback Mark Sheet (SM)

Governors Meeting minutes (AB)

1.2 Individual difference is valued Assemblies on a variety of subjects in order to break down

barriers of discrimination and celebrate difference

5-Day PHCSE programme varied across each year group, for

the full academic year

Specific week-long focuses to school calendar such as

‘Dyslexia Awareness Week’

Continued promotion of ‘Every Child Matters Agenda’

Assembly rota (LE)

PHCSE Timetable (TM)

School calendar

Inclusion Handbook (DC)

1.3 There is effective management and

organisation of inclusive practice

throughout the school.

Lesson observation proforma to encourage differentiation

Student Services / Learning Support / Form Tutors / Inclusion

Lesson observation proforma (DH)

Management structure: School

Handbook

IQM Self-Evaluation


Sixth form Leadership

‘Wilmslow Way’ celebration of achievement for all

Individualised curriculum pathways

Form Tutor guide

‘Wilmslow Way’ emails and

rewards assemblies (DJ/DM)

IFS Mon SIMS Worksheet

Form Tutor Guide (SM)

1.4 There is effective induction and

transition.

Primary transition fortnight (16th – 27th June 2014) with

introductory activities between Student Services and

Curriculum Teams

Prior information gathering as part of this process to identify

students at risk of struggling with transition into High School

Learning Support / Inclusion Early Interventions

Y7 “Settling In Days” in conjunction with Y7 Parents Evening

Primary transition timetable (LE)

Feeder primary school responses to

behaviour and nurture group survey

(GT)


School calendar

1.5 There is effective personal support

or mentoring available to individuals.

Deputy Head Boy/Girls and Senior Prefects: Anti-bullying,

Student Management School Council (SMSC), Form Helpers,

Peer Mentors, Curriculum and Inclusion.

Curriculum study support sessions and extension activities

through the Xtra Programme

Individual Student Services and Inclusion departmental

interviews and subsequent interventions

‘Securing Success’ interventions coordinated by Student

Sixth Form Leadership Model

(JM/CD)

Xtra Programme (MV)

IFS Mon Mark Sheets

‘Securing Success’ interventions

(SM)

Student Services Handbook

IQM Self-Evaluation


Services and aimed at students in grey population

Counselling services available

Youth Support Services and Family Support Worker available

Volunteer group timetabled for Inclusion students

Inclusion student timetables (DC)

1.6 Effective safeguarding processes. Safeguarding training and advice for staff, coordinated by

Senior Student Manager and Director of Student Services

All staff are trained in safeguarding: new staff complete an

online course when they join

Online training for all staff

New robust safeguarding policies

Safeguarding Handbook (AB)

Documented examples of

safeguarding in action (AB)

School calendar

1.7 The staff model school expectations

and develop good relationships with

learners.

Student Services and Form Tutor protocols and advice in

relationships with students

Full school Ofsted inspection

Kirkland Rowell independent survey from Students, Parents

and Staff

Student Services review data

Student Services Handbook (SM)

Form Tutor Handbook (SM)

Ofsted Report 2011

Kirkland Rowell responses (DH)

Student Services Review (SM)

1.8 Behaviour policies are well

understood and implemented by all

staff.

‘Wilmslow Way’ initiative for monitoring and managing

behaviour and achievement

‘Wilmslow Way’ Handbook (DC)

IQM Self-Evaluation


Observations of Behaviour for Learning (BfL), Teaching and

Learning as part of full school Ofsted inspection

Student Services Serious Incident Form (‘SIF’), ‘On Call’ and

Uniform Card protocols

Staff Handbook (SM)

Ofsted Report 2011


1.9 Barriers to learning are identified

and addressed.

Individual Student Services and Inclusion departmental

interviews and subsequent interventions

Year Group Interventions

IFS Mon SIMS Marksheet data on Head of House and Student

Manager interventions

IFS Mon Mark Sheet Logs (DH)

IFS Mon SIMS Marksheet

1.10 Achievement by all is celebrated

in a variety of forms.

School displays

Rewards policy as part of the ‘Wilmslow Way’ initiative

Awards Evenings

Recognition of achievement in House Assemblies

Commendation letters sent to students from Headteacher

SIMS InTouch system to communicate achievements more

effectively to parents

School displays

‘Wilmslow Way’ Handbook (DC)

School Calendar / High Notes /

High News (MV)

House Assembly observations (LE)

Commendation letters

SIMS InTouch emails and text

messages (DH)

IQM Self-Evaluation


1.11. There is a clear (individual,

governor, whole school) plan for CPD

in inclusion, supported by external

expertise where relevant and inclusion

has been the subject of staff CPD

within the past 12 months.

CPD activities organised in-house and by LA specifically for

Student Services on the Inclusion agenda

Regular INSET sessions to ensure all students make progress

and barriers to learning are identified

External expertise on attachment / nurture group research and

other educational psychological principles accessed and

sessions run

Inclusion forms part of a whole school Student Services ‘group

objective’ in order that any CPD activity can be linked to this

De-escalation training for Student Services team

Educational Psychologist report for Inclusion with

recommendations provided

Knutsford, Poynton and Wilmslow (KPW) soft confederacy

school links

‘Blue Sky’ online CPD application

(PN)

INSET agenda

Educational Psychologist Report

School SEF

1.12 Pupil premium has an identifiable

and measurable impact on pupil

progress.

Pupil premium case studies written to showcase impact of pupil

premium spending on progress of students

‘Wilmslow High School Data Dashboard’ on ‘Closing the Gap’

Pupil Premium Interventions focus group meeting (Deputy,

Assistant Headteacher - Student Services and Assistant

Headteacher - Teaching and Learning)

Analysis of Pupil Premium spending and impact

Pupil premium case studies (SM)

Ofsted Data Dashboard PDF

Pupil Premium meeting minutes

and Case Studies (TM)

‘Blue Sky’ online CPD application

AQR Examination Reports (DH)

IQM Self-Evaluation


NPQSL projects relating to “Closing the Gap”

Examination reports / case studies relating to Pupil Premium

students

Student Services Case studies (DJ)

1.13 Pupil premium use is

communicated via school website.

Details of pupil premium spending and outcomes to be

communicated via new updated school website

School website

IQM Self-Evaluation


Assessor commentary – Element 1 The Inclusion Values and Practice of the School

Wilmslow High School is an outstandingly inclusive school, striving to meet the aspirations of a diverse learning community. Superficial

examination of the school’s externally provided data belies a significant diversity within the school’s population. The school draws its students

from across the full range of socio-economic groupings and, due to the large pupil admission number, this results in significant numbers of

students who arrive with barriers to their learning.

Inclusion is at the heart of the practice of Wilmslow High School. Its leadership is passionate about the school and the quality of provision it

provides for its community. Throughout the period of assessment school leaders at senior and middle management levels and all staff talked

with passion and enthusiasm about their work and the school’s commitment to reviewing and improving its systems, procedures and provision

for all its stakeholders.

One of the many strengths of Wilmslow High School is its reflective nature. It places great store by constantly reviewing its practice and

surveying all stakeholders so as to impact upon future activity and actions. Area and Faculty reviews are strengthened by including student

feedback. Students themselves clearly know their targets.

The progress of all groups of students is carefully tracked by SLT, Faculty leaders and teachers. Assessment for Learning is carried out by staff,

planning is adjusted accordingly, clarifying interventions. Explicit differentiation and appropriate intervention were noted in classroom

observation of English, Science and P.E. lessons. The teachers clearly took account of students’ prior knowledge, needs and learning before

moving forward with the lesson. Teaching Assistants are fully integrated into the teaching and learning activities, are highly trained and fully

supported by the school.

Extracurricular activities are an outstanding strength of the school with an extensive range of the highest quality of provision. Take up is high

and the involvement of students is monitored, however take up of particular groupings of students (for example Pupil Premium) could be an area

for development as part of strategies to address underachievement. Students go on from Wilmslow High (a Specialist Sports College) to national

and International levels of competition in sport. Leadership development opportunities for students at WHS are outstanding.

The school publishes its use of the Pupil Premium on the (excellent and up to date) school website. The school is committed to narrowing the

gap for this targeted group and it monitors its provision and actions extensively. It can clearly demonstrate its considerable effectiveness in its

use of a range of targeted resources.

IQM Self-Evaluation


Staff are open and generous in the sharing of information and about their roles, plans and their commitment to the inclusion agenda.

Transition processes are outstanding with extended and enhanced provision for students with additional needs. The SENCO engages with the

Annual Review of Year 5 Statemented students who are expecting to attend Wilmslow High. She also attends all Year 6 Statemented students

who have committed to Wilmslow High School. Students with additional needs also enjoy two or more additional day visits to their High

School or engage in a varied range of activities to ease and enhance the transition process.

Interviews with Governors demonstrated how the inclusive ethos permeates all aspects of the school. Governors bring a variety of experiences

to the school and they take an active role in both the strategic and day to day activities. Safeguarding strategies are securely in place.

Strengths:-

Inclusive practices permeate all aspects of the work of Wilmslow High School.

The Governors, head teacher, senior leadership team and all staff are outstanding in their clarity of commitment to the inclusion agenda.

It is a self-evaluating school which not only constantly reflects upon its work but also acts upon the outcomes in a timely manner.

Student progress is excellent, building on teachers’ knowledge of their students and a clear, shared understanding of how progress should be

made.

The clear commitment to place the student at the centre of the school’s provision.

Support for students is outstanding, with extensive learning support strategies, ICT support and an excellent range of additional and extra-

curricular provision.

The school maximises its Specialist Sports status, with a vast range of high quality activities and experiences on offer for all students.

Leadership development opportunities for students at WHS are outstanding.

IQM Self-Evaluation


Areas for Development:-

To monitor the take up of extracurricular activities by student groupings (for example Pupil Premium students) so as to inform learning and

student development strategies.

To develop a leading role in sharing the school’s best inclusive practice through its active participation to become a Centre of Excellence in

the future.

IQM Self-Evaluation


Element 2 - The Learning Environment, Resources and ICT

IQM Self-Evaluation


Element 2 - The Learning Environment, Resources and ICT

School overview commentary. This narrative should demonstrate how the school environment is arranged to enhance learning across all needs.

Learning environments at Wilmslow High School are varied and adapted to meet the needs of learners of all abilities, across a number of diverse

subject specialisms. In each case, facilities are of excellent condition, are well stocked and well equipped to enable learners to engage with the

topic and maximise their potential. Practical subjects are particularly well provisioned, with state of the art PE facilities, comprehensive

Technology provision and a suite of newly installed science laboratories to name but a few. The new £1.6M Inclusion and Learning Support

building is testament to the school’s commitment to enhancing the learning environment of the school at every opportunity, whilst the

programme of annual refurbishment works maintain a professional appearance and ensure that students learn in an environment of which they

can be proud.

Classrooms are particularly well provisioned in each discipline, with Curriculum Team leaders taking responsibility for their own budgets and

proactively ensuring that they have access to leading resources, whether provided by external publishers or made in-house. Corridors and

communal spaces feature colourful and professional displays celebrating success and inclusive practices.

Wilmslow High School staff are fully conversant with the latest developments in ICT, integrating opportunities for computer-based learning into

schemes of work and utilising opportunities for this at all ability levels in an attempt to use technology as a means of removing barriers to

learning and enhancing learning experiences.



The £1.6M new build facility aims to expand both resources and ICT provision, with particular focus on Inclusion and Learning Support.

Additional development of the “Support Xtra” space in the old Learning Support accommodation will bring together data and ICT support, 6th

form learning mentors and networkers and targeted intervention for Medical Needs catch-up. The Inclusion team are also seeking to develop the

delivery of the Unit Award scheme to both support engagement, recognise and celebrate success.

IQM Self-Evaluation


Criteria Organisation Evidence Evidence Location

2.1 The learning environment is well

planned to support learning and teaching.

VLE designed to enable students access to school resources,

assessment and notices

‘Wilmslow Way’ personalised dashboard to communicate

achievement and behaviour data to students

High levels of access to ICT provision

Inclusion teaching environment (Guided and Planned

Learning Areas)

Maths support area

LRC resource, including paired reading scheme

Intervention by LSA’s now restructured into specialisms

ASC resource in new build for targeted intervention

Links to school website to promote school learning agendas

and advertise school news

SIMS Learning Gateway being introduced to aid teaching

and learning by sharing key classroom information with staff

and parents

VLE

School website

School observation

Meeting with SENCo (JG)

SIMS Learning Gateway (DH)

2.2 Resources, the library and accessible

ICT are arranged to support learning.

Cheshire East Intranet to share key resources and news with

staff

Cheshire East Intranet

IQM Self-Evaluation


Computer access in Inclusion

Net book access for students across school

Library fully resourced with ICT facilities

Library support sessions run by Nicola Mason

School observation

School calendar

2.3 There is order and organisation of

resources for accessibility and ease of

movement.

VLE accessible externally by students at home and

customisable by curriculum teams

Library fully organised and well stocked with books,

learning resources and periodicals as well as providing

advice and guidance with web-based learning tools

VLE

Library observation (NM)

2.4 Differential resources for individual,

including specialised, needs e.g. more able

learners and/or learners requiring

additional support.

EdLounge specialist ICT provision to support students

engaging in BTEC vocational qualifications

Further Maths curriculum tailored to stretch and challenge

the most able students based on STATs (Student Teacher

Agreed Targets)

Specialist software used by learning support, including Word

Shark, Number Shark, Typing Tournament, Lucid

Assessment (for exam concessions), and Inspirations Mind

Mapping software

EdLounge administrator login

(CM/JR)

Meeting with Richard Edge (Head

of Maths)

Learning Support demonstration

2.5 Communication, oral and written, is

effective in supporting learning and

teaching including parent needs for

translation and interpretation.

VLE designed to enable students access to school resources,

assessment and notices

‘Wilmslow Way’ personalised dashboard to communicate

VLE

School website

IQM Self-Evaluation


achievement and behaviour data to students

Links to school website to promote school learning agendas

and advertise school news

SIMS Learning Gateway being introduced to aid teaching

and learning by sharing key classroom information with staff

and parents

SIMS ‘InTouch’ system development for introduction in

September 2014, further developing the Wilmslow Way

Parents workshops in Maths and Science

Development of new Assistant Headteacher: Community

role to recognise need for greater communication

High News and High Notes – regular communication with

home and celebration of successes

SIMS Learning Gateway and SIMS

‘InTouch’ (DH)

Meeting with Gareth Jones (Head of

Science) / Richard Edge (Head of

Maths) / Mark Vincent (Assistant

Headteacher)

2.6 Classroom arrangements, including

TA deployment and use, support good

learning.

Classrooms fully equipped with ICT facilities including

projectors, networked staff and student computers and many

interactive whiteboards

TA staff computer literate and able to help support students

with use of ICT in lessons

LSA restructuring and deployment in curriculum team

specialisms in order to promote professional development in

staff as well as the success of interventions / differentiation

Classroom observation

TEEP-based Lesson Plan proforma

(DH)


IQM Self-Evaluation


2.7 Positive images of Inclusive practice,

displays and photographs, newsletters are

evident.

Inclusion assembly led by Gemma Tinsley & Matthew

Dooling

Boccia tournament publicised

Numerous school displays celebrating success as well as

inclusive practices

High Notes / High News / High Performance / School

Newsletter publications

Parent Pay announcements to parents as a means of

communication

Assembly rota (LE)

School displays

High Notes / High News / High

Performance (MV)

2.8 Celebrations of achievements at

different levels and a variety of means.

‘Wilmslow Way’ rewards as part of current practice as well

as future ‘Steps to Success’ agenda (Sept 2014)

Assemblies, including new rewards assemblies to have a

specific focus on recognising and celebrating success

High Notes / High News / High Performance / School

Newsletter publications

Numerous school displays celebrating success as well as

inclusive practices

Staff briefings as a means of communicating and promoting

school successes with staff each day


Wilmslow Way Meeting (DC/DM)

High Notes / High News / High

Performance (MV)

School displays

Staff meeting observation

IQM Self-Evaluation


2.9 Use of ICT to enhance learning across

abilities.

Wide ranging ICT provision across school

Specialist ICT provision specific to a range of subject

specialisms including Music Technology (Room 102)

Alpha Smart provision

Interactive Whiteboard investment, with particular focus on

new provision for KS3/KS4 Learning Support / Inclusion

classroom space

Collation of all relevant ICT-based resources for Planned

Learning Area of Inclusion new build



Room 102 refurnished as an iMac suite for Music

Technology course

ICT learning area


Learning Support / Inclusion

observation (DC)

Planned Learning Area tour (DC)


(CM/JR)

School observation

2.10 Adaptive ICT for individual needs. ICT provision specific to a range of subject specialisms

including Music Technology (Room 102)




classroom space




observation (DC)



(CM/JR)

IQM Self-Evaluation





2.11 Additional resources and adaptations

for disabled (differently abled) students.

Specialist software used by learning support, including Word

Shark, Number Shark, Typing Tournament, Lucid

Assessment (for exam concessions), and Inspirations Mind

Mapping software

Specialist “nurture” provision from Gemma Tinsley

Inclusion and Student Services provision

New build provision including specialist toilet,

physiotherapy bed, lift and evacuation chair

Learning Support demonstration

(JG)

Nurture Group Meeting (GT)

Inclusion Meeting (DC/SM)

2.12 Resources are purchased to identified

need.

Wide ranging ICT provision across school

Specialist ICT provision specific to a range of subject

specialisms including Music Technology (Room 102)




classroom space





Raspberry Pie programming teaching as ICT subject-specific

extension activity



observation



(CM/JR)

ICT lesson programming session

observation (KK)

IQM Self-Evaluation


Assessor commentary – Element 2 The Learning Environment, Resources and ICT

Wilmslow High School is a very large (2013 students) secondary school which is making excellent use of its extensive and modern resources

and facilities. On entering the school through the secure ‘airlock’ entrance, visitors are immediately greeted by an exciting and celebratory

entrance hall. The school sets great store by its use of display, and throughout the school the walls of classrooms and corridors alike are covered

with well-maintained pieces of students’ work and photographs of visits, trips and sporting celebrations.

There is one small area of the school which is not DDA compliant however the school is aware of this and it seeking to address this issue.

Curriculum areas are suited, assisting oversight by faculty leaders. The school enthusiastically retains its specialism of Sport and this is clearly

demonstrated by its extensive and celebrated use of its state-of-the-art sporting facilities. The new £1.6M Inclusion and Learning Support

building demonstrates the school’s commitment to enhancing the learning environment of the school and its focus on supporting the learning and

social needs of all students.

The provision and deployment of Information and Communication Technology is a real strength of the school. From its up to date website

through to learning support, ICT plays an integral part in learning processes. Students and their parents can access student information. SIMS

Learning Gateway has been introduced to aid teaching and learning by sharing key classroom information with staff and parents, however there

is an identified need to make this more user-friendly.

The computer to student ratio is high with many desktop machines in suites supported by banks of portable laptops and other devices.

Interactive whiteboards and data projectors are in active use throughout the school, and in most lessons observed the teachers made extensive

and appropriate use of them.

Learners are successfully supported by a range of appropriate software, including Word Shark, Number Shark, Typing Tournament, Lucid

Assessment (for exam concessions), and Inspirations Mind Mapping software. Safeguarding and e-safety strategies are well established and an

integral element of the school’s provision.

Student progress is very closely monitored and information is stored on SIMS to provide a well-managed student progress and tracking system.

This is used by all staff and is an integral element of the school’s data system. The school’s work is informed by data, not driven by data and

senior managers provide outstanding reports which clearly demonstrate their holistic and inclusive awareness of the school and the wider

stakeholders in the learning partnership.

IQM Self-Evaluation


Strengths:-

The school, whilst not 100% fully DDA compliant, facilitates full and effective access to all areas of the curriculum and to extended

activities.

The use of ICT is outstanding in the way it impacts upon learning and the support of all stakeholders.

The learning resource centre is valued by students. It is well-resourced, organised and supports a range of activities.

There is ICT knowledge and expertise within the school at all levels and this is very well managed. The analysis of student data

demonstrates an astute understanding of the school, its stakeholders and its locality.


To develop further the school’s ability to share online student information with parents in the areas of behaviour, attendance and academic

achievement.

IQM Self-Evaluation


Element 3 - Learner Attitudes, Values and Personal Development

IQM Self-Evaluation


Element 3 - Learner Attitudes, Values and Personal Development (based on

in-school observation and discussions with learners)

School overview commentary

As outlined below, students at Wilmslow High School have positive attitudes towards learning and demonstrate values and behaviour that

support the corporate life of the school. Students are encouraged to flourish in terms of their personal development, whether in KS3, KS4 or KS5

and a well-established leadership pathway exists for them to take additional responsibility for many aspects of the school as a community. The

school is proactive in gathering independent evidence from Ofsted inspections, as well as via Kirkland Rowell surveys in order to be confident

that the holistic development of its young people is at the forefront of all aspects of both curricular and extra-curricular delivery.



Future plans in this area include additional development to the transition programme, focusing on students in additional need of nurture group

support. In addition, organic changes to the ‘Wilmlsow Way’ and Inclusion agendas will further improve the attitudes and values of students at

school, by aiming to improve behaviour, achievement and attendance. Despite the fact that the new Inclusion provision is in its infancy,

opportunities are already developing which bring together volunteers of all ages in the surrounding community in coordination with students, to

deliver exciting projects which will engage all involved.

IQM Self-Evaluation



3.1 Clear understanding of policies on

behaviour, bullying, harassment and

inclusion.

Inclusion Handbook written to clarify working policies and

practice

Staff handbook including details of anti-bullying protocols,

behaviour guidelines, sanctions, rewards and uniform cards.

Student planners and posters in form rooms outline details of

‘Wilmslow Way’ behaviour, sanction and achievements

policies (under review for Sept 2014).

Pastoral feedback Mark Sheet and emails including positive

strategies

Reorganised staff duty protocols (Staff Handbook)

Securing Success focus board in staff room

Restraint policy and positive handling training

Inclusion Handbook

Staff Handbook (SM)

Student Planner

‘Wilmslow Way’ Form Posters

Pastoral updates email

Securing Success Initiative Meeting

(DH)

BlueSky training (PN)

3.2 Effective induction and transition Primary transition fortnight (16th – 27th June 2014) with

introductory activities between Student Services and

Curriculum Teams

Prior information gathering as part of this process to identify

students at risk of struggling with transition into High

School

Transition Assemblies delivered by Director of Student

Primary transition timetable

Feeder primary school responses to

behaviour and nurture group survey


School calendar

IQM Self-Evaluation


Services (SM)

Learning Support / Inclusion Early Interventions

Y7 “Settling In Days” in conjunction with Y7 Parents

Evening

New transition forms for gathering information

Transition Meeting (LE)

3.3 Respect for others and appreciation of

different needs

“Around the school, students’ behaviour is exemplary.

Students are polite, courteous, friendly and helpful. Students

are proud of the school and fully understand ‘The Wilmslow

Way’ based on ‘behaviour, pride and success.” (Ofsted,

2013)

Ofsted Report November 2013

3.4 Know how to access school support

for individual needs. Inclusion provision, policies and protocols

Student Services, comprising Heads of House and Student

Managers

Support Xtra development

Inclusion Handbook

Meeting with Head of House

Support Xtra Development

(SM/MV)

3.5 Have a clear view of how to improve

their learning. STAT policy across curriculum teams, including the logging

of teacher interventions

Securing success interventions, including those by Heads of

House, Form Tutor (‘Light Touch’), Maths and English

1:1 Mentoring and intervention via Inclusion

IFS Mon Mark Sheets

Securing Success Initiative Meeting

(DH)

Inclusion observation

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3.6 Demonstrate personal and community

responsibility.

House assemblies encourage a celebration of difference and

help engender a sense of personal responsibility and

community spirit

SK9 and nurture group volunteers, coordinated by Family

Support Worker and Youth Support Team

Nurture group volunteer projects including charity

fundraising activities throughout the year

PHSCE focus on community engagement, including “Walk

the Edge” activity in the summer

Numerous students involved in charity fundraising events

such as the sixth form Fashion Show and the community

Coffee and Carols service

Educational expeditions in sixth form (Kenya, Borneo, Peru)

encourage a sense of global responsibility and promote

community agendas in LEDCs

External agency support including POP referrals and police

liaison via PHSCE programme

Senior Student Manager coordinating Railway Group and

Friends of Wilmslow

Recently developed role of Assistant Headteacher:

Communities

Assembly rota

Timetable of events

VIS4 Forms

PHSCE timetable

School calendar

‘High News’ in-school publication

PHSCE programme Meeting (TM)

Senior Student Manager Meeting

(AB)

Meeting with Communities school

Lead: Assistant Headteacher (MV)

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3.7 There is visible evidence of inclusive

behaviour – from staff and/or children.

Whole-school Ofsted inspection November 2013 rated

Behaviour and Safety in the school as “Outstanding”

Lesson observation proforma to encourage inclusive practice

and differentiation

BIEP process and review linked to Work Log in Inclusion

Inclusion Pastoral Feedback document to staff, detailing

alternate provision and intervention by external professionals

Student council meetings

Ofsted Report Nov 2013

Lesson observation proforma

BIEP

Inclusion Pastoral Update email

Student Council Meeting

observation / minutes (AB)

3.8 There is a culture of mutual respect. House assemblies encourage tolerance and a celebration of

difference

Kirkland Rowell questionnaire feedback

Wilmslow Way initiative (to be developed during 2014)

Student Services review

Assembly rota

Kirkland Rowell Review Results

Wilmslow Way Handbook

Director of Student Services

Meeting (SM)

3.9 Classroom behaviour managed

effectively; supporting learning.

Whole-school Ofsted inspection November 2013 rated

Behaviour and Safety in the school as “Outstanding”


3.10 Take on responsibility to support

school aims.

Sixth form leadership initiative to support Inclusion agenda,

facilitated by staff, students responsible for collating a

timetable of mentor supervision and supporting students

Student commitment to supporting school agendas including

Inclusion timetable (DC)

Student Xtra Timetable and support

of events (MV)

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Parent’s Evening and Xtra Curriculum events such as

Community Tea Party

Grounds Work Group established and led by sixth form

group to transform school grounds, including pitching to and

securing interest from external professionals

Details of Grounds Work Group

(MV)

3.11 Out of class activities take up. Extensive ‘Xtra’ Programme of after-school enrichment

activities

National successes celebrated via High Performance

Form tutors incentivise and celebrate extra-curricular

participation by awarding weekly achievement points

Wilmslow Way rewards policy

SIMS achievement points awarded

by form tutor for ‘Extra-curricular

Participation’ across school

‘High Performance’ glossy

publication

Wilmslow Way Handbook

3.12 Range of out of class activities

offered.

See above (3.11)

Extensive ‘Xtra’ Programme of after-school enrichment

activities

Comprehensive sporting fixtures catering for all abilities

Xtra timetable

P.E. Team fixtures / emails / notices

3.13 Learners have aspirations for the

future.

Fully developed careers programme (focused on KS4

students), encouraging students to consider their next steps

after school, delivered through PHSCE timetable.

Careers advisory service available

PHSCE timetable

Careers advisor / coordinator

meeting / observation (AR/PJ)

School calendar

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Work experience weeks in both KS4 and KS5

Sixth form team is experienced in managing the UCAS

process for all university applicants, as well as offering

advice for those choosing to go into employment or training

“Students receive excellent independent careers advice

throughout their time in school. This, combined with

successful visits, such as to Manchester airport to learn work

skills, and university visits, helps students make informed

decisions about their future careers to match their aspirations

and interests.” (Ofsted, Nov 2013)

Sixth form leadership model implemented via contexts such

as Networkers and Inclusion Mentors

UCAS process observation /

discussion (HC)



Meeting (JM/CD)

3.14 Learners are regularly consulted

about school issues, with outcomes

considered and addressed.

Student Management Council (SMC) and Sixth Form SMC

meet regularly to discuss school agendas and enable student

voice to be heard

Kirkland Rowell surveys conducted on Students, Staff and

Parents to look for strengths and areas for development

Ofsted student consultation during November 2013 whole-

school inspection

Sixth form leadership model implemented and regular

consultations with Senior Prefects

School calendar

SMC minutes

Kirkland Rowell responses



Meeting (JM/CD)

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Assessor commentary – Element 3 Learner Attitudes, Values and Personal Development

Students in the school are very welcoming and polite. A number of students were my guides for the three days of the assessment. All were

rightfully proud of their school and were able to show me many aspects of the school’s work.

Wilmslow High School is fully committed to meeting the needs of all of its students and that everyone is of equal value. Respect for self and for

others is a clear message within the school, and is evidenced by the way in which students interact with each other, with staff and with visitors to

the school. Behaviour throughout the school was exemplary. It was a delight to be faced by so many smiling students throughout the three day

assessment. Litter was noticeable by its absence and there was no graffiti seen throughout the visit. ‘The Wilmslow Way’ was a regularly

quoted mantra of the school. It is clearly understood by all stakeholders

Students speak very highly of the school and the way in which staff care for their academic, moral and social needs. Students know that they can

approach staff with confidence and speak highly of the lengths to which the school has gone to support the needs of individuals. Students have

an extensive range of opportunities to develop leadership skills, including buddying, reader and learner support, prefects, and sports leadership.

Students know their targets and what they have to do in order to reach the next level.

The deployment of learning support staff ensures that those students in need of help receive this in a carefully managed way. SEN, Gifted and

Talented, Inclusion and pastoral information is comprehensive and ensures that all staff are fully aware of the particular needs of Inclusion,

Gifted and Talented, Statemented, School Action and School Action Plus students. Communications, especially information from Heads of

House and the Inclusion Manager on a weekly/fortnightly email basis (with additional security protection for enhanced confidentiality)

demonstrate outstanding practice.

The school works hard to empower its students and provides extended opportunities for them. There are extensive extracurricular activities on

offer. As a Sports Specialist College, a vast range of additional sporting activities are available, including a ‘by invitation only’ programme for

students with additional needs to provide protective and needs-sensitive sporting opportunities.

Clear policies exist in the school including anti-bullying, special educational needs, safeguarding and inclusion. Students from the specialist

Hearing Impaired and Autism Spectrum groups are fully integrated to the school’s provision. E-Safety strategies and e-security are strengths of

the school.

The House system consists of four Houses; Bollin, Norcliffe, Thorngrove and Harefield, which sub-divide the school of over 2000 students into

‘schools within schools’. The Heads of House also have Year responsibility which enables the same senior manager to manage the transition

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processes from KS2 to KS3. This provides a consistency of approach with partner Primary schools and enhances the transition process for

students with additional needs.

PHSCE is currently delivered by Form Tutors, by Assemblies and by PHSCE Days where cross-curricular links and skills are interwoven into a

variety of experiences.

Careers guidance and work experience provision are strengths of the school. All Year 10 and Year 12 students are offered work experience

placements and the school has successfully placed all Inclusion students. The reduction of external support through Connexions means that the

school will need to develop its own systems to ensure that it is able to track non-6th form student destinations.

Strengths:-

The school is outstanding in the way it responds to the academic, social and emotional needs of its students.

Despite the large size of the school its organisational model and clear systems enhance the ability for staff to know their students well and to

cater for their individual needs.

Students appreciate the care and support provided by the staff and the caring culture of the school.

Extracurricular provision by the school is outstanding.

The opportunities for developing leadership and responsibility of both students and staff are outstanding.

E-Safety and security are excellent.

Careers guidance and work experience provision are strengths of the school.


To continue to review the delivery strategy of PHSCE provision.

To continue to address the challenge of monitoring student destinations.

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Element 4 - Learner Progress and the Impact on Learning

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Element 4:- Learner Progress and the Impact on Learning

School overview commentary (based on interpretation of school data - both current data as well as previous year’s outcomes)

“From their above average starting points most students make good progress. The proportion of students gaining five GCSE passes at grade C or

above, including English and mathematics remains above the national average despite a dip in results in 2013. Students who have high

attainment on entry to the school achieve very well. The proportion making more than expected progress has been above the nat ional average in

English and mathematics over the last three years.” Ofsted, 2013



As highlighted in the most recent Ofsted full-school inspection, key groups of students have been identified as in need of additional intervention

to ensure progress. Students designated as Pupil Premium and Special Educational Needs students of the School Action Plus category are in

particular need of assistance in order to ‘Close the gap’ on attainment. This is the rationale behind the ‘Securing Success’ programme, a year-

specific intervention, led by Heads of House and designed to improve academic progress for all.

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4.1 Analysis - evidence that data informs

teaching and learning at an individual

level.

Pastoral Updates email to staff including strategies for

success

Prior attainment and essential information on SIMS Mark

Sheets, including information on Concern Levels, HoH

comments and Interventions recorded via Assessment

Manager 7

Curriculum teams usage of Mark Sheets and use of these to

inform teaching practices

CPD standards used to encourage use of data to inform

teaching and learning at an individual level

Data, Teaching and Learning

Meeting (DH)

Teaching Standards and CPD

Meeting (PN)

Science Department demonstration

of data usage in teaching (DM/GJ)

4.2 Different learning needs are identified

and acted upon.

Curriculum adaptations coordinated by Deputy Headteacher

and implemented across curriculum teams and via Inclusion

Learning Support restructuring around subject specialisms

enabling staff to become more confident on specifications

and the demands of assessments

Lesson planning reorganised around a "Learning Journey",

alongside differentiation to tailor provision to individual

needs

Attendance management information passed to pastoral team

Curriculum Pathways meeting (JP)

Learning Support restructuring

meeting (JG)


‘Pastoral Updates’ emails (SM)

‘Securing Success’ overview and

data from IFS Mon Mark Sheet

(SM)

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and used to determine interventions at Head of House level

Securing Success Y7-11 interventions

Family Support Worker interventions logged via ‘Quick

Response Forms’ filed on each student

Learning support initial information (September)

New transition information, gathered by new forms and

shared with tutors

‘Quick Response Forms’ (BJ)

Transition Coordinator’s Meeting

(JG/LE)

4.3 Variety of teaching and learning

approaches evident.

AfL Principles well embedded in teaching and learning

practice across school, as evidenced by team, SLT and

external curriculum reviews

School SEF and internal curriculum evaluations log variety

of approaches to teaching and learning

TEEP training focus and processes

Lesson observation proforma to encourage a variety of

teaching methods to address a number of learning styles

Individualised timetables in Inclusion provision as a model

of variety in timetables of those with greatest need of

engagement

Full School Ofsted Report Nov

2013 and Science Report Oct 2010

School SEF and Curriculum

Evaluations, Teaching and Learning

Coordinators meeting (DH/CS/JL)


Inclusion meeting and observation

(DC)

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4.4 Learning plans are adapted to

developing needs.

Curriculum adaptations coordinated by Deputy Headteacher

and implemented across curriculum teams and via Inclusion

Learning Support restructuring around subject specialisms

enabling staff to become more confident on specifications

and the demands of assessments

Lesson planning reorganised around a "Learning Journey",

alongside differentiation to tailor provision to individual

needs

Attendance management information passed to pastoral team

and used to determine interventions at Head of House level

Securing Success Y7-11 interventions

Family Support Worker interventions logged via ‘Quick

Response Forms’ filed on each student

Multi-agency review meetings for students on the basis of

statementing, or vulnerability on the Continuum of Need

Flexible and dynamic short, medium and long term planning

in curriculum teams

Curriculum Pathways meeting (JP)

Learning Support restructuring

meeting (JG)


‘Pastoral Updates’ emails (SM)



(SM)

‘Quick Response Forms’ (BJ)

Reviews for Statemented, Child in

Need (CIN) and Looked After

Children (LAC) (DC)

Example short, medium and long

term planning for Psychology (DC)

4.5 Learner attainment is regularly tracked Indicators system of tracking and monitoring across

curriculum teams

Assessment Manager 7 Mark Sheets being implemented by

Example Indicators Report (DH)

Meeting regarding Assessment

Manager 7 for tracking and

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curriculum teams and linked to SIMS Learning Gateway to

share information with home

Curriculum team monitoring and tracking systems such as

Psychology spreadsheet and ‘Updates’ emails home

Year group interventions:

Y11: Securing Success

Y10: Peer Mentoring

Y9: Metacognition

Y8: Headstart

Y7: Transitions

‘Securing Success’ intervention allocating RAG rating to

the progress of each student according to progress on

attendance, effort and achievement in Maths and English

monitoring (DH)

Psychology Spreadsheet and

‘Updates’ system (DC)

‘Securing Success’ RAG ratings on

IFS Mon Mark Sheet (DH)

Year Group Interventions

discussions (SM)

4.6 Learning targets are known to learners

and staff, supporting progress.

Indicators system of tracking and monitoring across

curriculum teams, forming the basis of pastoral and

academic interventions. These include the use of ‘Student

Teacher Agreed Targets’ and are discussed during Tutor

Review days

Assessment Manager 7 Mark Sheets being implemented by

curriculum teams and linked to SIMS Learning Gateway to

share information with students via the VLE and with home

Curriculum team monitoring and tracking systems such as

Psychology spreadsheet, ‘Updates’ emails home and tracker

cards for students to monitor progress


Meeting regarding Assessment

Manager 7 for tracking and

monitoring (DH)

Psychology Spreadsheet, ‘Updates’

system and Tracker cards (DC)

‘Securing Success’ RAG ratings on

IFS Mon Mark Sheet (DH)


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AfL Principles well embedded in teaching and learning

practice across school, as evidenced by team, SLT and

external curriculum reviews


4.7 Feedback from teachers, oral and

written, and self-evaluation makes a

positive contribution to learning.

School marking policy adhered to in order to encourage

consistency and quality of feedback, in line with RWCM

agenda

Feedback for examination groups based on AfL principles,

informing constructive feedback and target setting in

curriculum teams

Indicators and school reports system gives detailed written

feedback and feed forward advice to students from the

pastoral perspective as well as each of the curriculum teams

Additional emphasis placed on Y11 GCSE results by

recently introduced Mock Certificate Evening ceremony

School Handbook

Example Y13 Psychology marking,

feedback and target setting (DC)


School Calendar

4.8 Evidence of good achievement across

all identifiable groups.

2013 Ofsted report detailing need to improve on

performance of particular key groups including FSM (PP),

CFC and SEN+ has led to heightened prominence of

‘Securing Success’ interventions groups (Y7-11)

Securing Success board to increase awareness of students

from key demographics vulnerable to underachievement and

promote communication by staff about successful strategies

and areas of concern with these students



‘Securing Success’ Board (DH)

Meeting with Headteacher (GB)

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Strategic focus on pupil premium students

Regular leadership meeting to discuss particular groups

4.9 Evidence of evaluation of outcomes

and adapted practices, for all groups.

Inclusion termly review process, evaluating the effect of all

interventions on the basis of attendance, behaviour and

achievement

‘Securing Success’ intervention groups (Y7-11) evaluated

according to progress on RAG ratings for attendance, effort

and achievement in Maths, English and Science

Organiser group projects for aspiring middle management

staff, to promote school and CPD agenda. Each intervention

evaluated in terms of impact

AQR Exams Report and individual student case studies

Pupil Premium focus group and case study interventions via

TM in order to effect further change on school data

Action Research groups coordinated via Assistant

Headteacher

Example review form (DC)



(SM)

Organiser project overview (JP)

AQR Report (DH)

Pupil Premium intervention group

briefing (TM)

Action Research briefing (DH)

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Assessor commentary – Element 4 Learner Progress and the Impact on Learning

Wilmslow High School knows its students extremely well. The school uses Key Stage 2, CAT scores and other assessments to benchmark

students on arrival. Externally provided Key Stage Two data indicates that students arriving at Wilmslow High School are significantly above

average ability. Staff ensure that their lesson planning provides opportunities for all students, with learning objectives shared and a range of

differentiated strategies in use. All data is held on the school’s comprehensive computerised assessment system and is accessible to staff. While

this is a school informed by data, it is not driven by data, but by the individual needs of the student, and offers a bespoke service in a school of

over two thousand students.

All students have annual targets based on prior attainment. Student attainment is tracked against these targets at least termly. This is analysed,

RAG rated and intervention strategies are put in place to address any underperformance. Lessons observed demonstrated that teachers and

support staff were aware of the detailed needs of their students including those in Inclusion, on SA, SA+ or who are Gifted and Talented.

Reviews of students’ progress are undertaken at least three times a year and the outcomes are shared with staff, the students and their parents.

Students understand and appreciate their levels and what they need to do in order to improve the standard of their work. This is clearly

evidenced in the marking of students’ work recorded in their workbooks.

The school is working very hard to ensure that students supported by Pupil Premium make good progress and the impact of the work done by the

school in this area is very carefully monitored. There are extensive amounts of energy, resources and professional expertise being brought to

bear on the historic under-achievement of Pupil Premium students. The gathering and use of academic data and social development information

is a real strength of the school. It evaluates data by several groups and cohorts and challenges the school’s performance and provision for each

of these groups. The large size of some of the school cohorts verses the school’s number on roll requires that the school and other parties

carefully weigh the significance of externally provided data.

There is a rapidly developing clarity of intervention strategies and an integrated use of delivery agents, both from within the school and in the

use of external specialists.

The school may wish to re-consider the structure of the school day. The ten minute registration period at the end of each day totals to over six

and a half days of potential additional teaching time annually. This ten minutes/6.5 days is used to ‘book-end’ The Wilmslow Way with

Behaviour Points and to share messages. Behaviour was observed as excellent, student attendance is recorded in all lessons and messages could

be emailed to teachers during the final lesson of the day.

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Strengths:-

Wilmslow High School knows its students very well. This is a data rich school which makes effective use of such data to target student

academic and social support and proactively improve learning.

Learner performance is analysed by all possible groupings (gender, ethnicity, LAC, SEN, Pupil Premium, G&T etc.)

The efficient gathering and use of data enables the school to effectively target its learning and teaching resources.

Transition arrangements are excellent.

Targeted support for students with Special Educational Needs and in Inclusion is very effectively managed.

There is a clear focus on the appropriate and effective use of Pupil Premium. The school is highly focussed upon ‘narrowing the gap’.


To re-consider the structure of the school day. The ten minute registration period at the end of each day totals to over six and a half days of

potential additional teaching time.

To continue to develop an integrated student support strategy which maximises the effectiveness of all support agencies within the school,

including Inclusion and Special Educational Needs.

To continue to develop and extend differentiation in teaching and learning consistently across the school.

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Element 5 - Learning and Teaching

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Element 5 - Learning and Teaching (monitoring)

School overview commentary (Evidence supplied from in-school monitoring visits. Comment on the breadth of opportunities available to

support specific needs.)

Wilmslow High School places Teaching and Learning at the heart of its agenda. New for this year are specific Teaching and Learning

Coordinator roles to raise the profile of current research and practical teaching strategies. This takes place through the dissemination of practical

resources and suggestions with staff, as well as the opportunity for staff to attend training sessions with a specific focus (e.g. differentiation). The

school is committed to a comprehensive curriculum review process, involving a team, internal and external cycle of inspection over 3 years.

These reviews enable quality assurance of teaching and learning by evaluating the extent to which students enjoy a varied and engaging

experience in lessons. It also ensures that appropriate questioning, feedback and differentiation are provided, in line with the Assessment for

Learning (AfL) agenda.

Percentage of lessons at good or better = See DH for most recent Curriculum Evaluation review



As issues with ICT and internet infrastructure are addressed, the school is poised to launch SIMS Learning Gateway and InTouch systems to

communicate more effectively with parents on the full range of school matters such as regarding attendance, behaviour, achievement and

examination results. The next phase of development of the Wilmslow Way will ensure that effective teaching and learning is supported by

sanction and reward protocols, encouraging all students to, “take pride in their behaviour and strive for success in all that they do.”

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5.1 Performance management targets have an

impact on learning and teaching

Performance Management / Continuous Professional

Development Objectives relate to teaching and

learning, including impact assessments

Pay review process linked to standards at all levels

Pay review and CPD process linked

to standards, with standards linked

to Teaching and Learning (Blue Sky

/ PN)

5.2 The school Learning and Teaching policy is

well implemented and monitored.

Teaching and Learning Coordinator roles to

encourage, develop and embed positive practice

INSET programme has a strong focus on both

Teaching and Learning and CPD

Action Research groups coordinated by DH to

investigate impact of interventions in the classroom

R:/school documents/teaching and

learning/teaching and learning

resources

Teaching and Learning

Coordinators meeting (CS/JL)

CPD, INSET and Action Research

Groups (PN & DH)

5.3 L&T plans and schemes of work are adapted

to local (individual) needs.

Flexible schemes of work encouraged to enable

lessons to be adaptable to needs of class or

individuals


encourage, develop and embed positive practice (e.g.

Differentiation Workshop for teachers)

Example Scheme of Work to

evidence short, medium and long

term planning (DC / DH)

WHS Lesson Plan proforma



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5.4 Awareness of, and provision for, individual

learning needs.

‘IFS Mon’ Mark Sheet details Strategies for Success

for students on high concern levels

Securing Success interventions targeted at either

Academic, Pastoral, Learning Support, Inclusion,

English and Maths

Lesson plan proforma detailing differentiation

Learning Support interventions tailored to individual

learning and medical needs and disseminated to staff

via key confidential documents to aid planning

Off-site provision monitored and reviewed

Learning Support link staff identified for each

curriculum team to support partnership with teachers

Inclusion resource tailors educational provision to

specific individual needs and reviews these regularly


‘Securing Success’ interventions

(SM)



Inclusion Meeting (DC)

5.5 Awareness of expected outcomes at year end. Student Teacher Agreed Targets (STATs) used to

enable teachers flexibility between Fisher Family

Trust (FFT) predications and professional judgement

FFT data engaged with at Team Leader, Curriculum

Team Leader and Leadership level, as evidenced in

each Assessment and Qualification Report (AQR)

SIMS data engaged with by teachers through

Indicators and Prior Achievement Mark Sheets

Teaching, Learning and Data

meeting (DH)

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5.6 Lessons have clearly articulated purpose,

including clear differential expectation and

engaging contexts for learning are developed

where appropriate. A range of L&T approaches

used.

Lesson plan proforma detailing differentiation

Curriculum evaluations have a focus




Curriculum Evaluations (DH)



5.7 All resources, including TA and ICT are used

appropriately and effectively to enhance learning.

For ICT, see Element 2

‘IFS Mon’ Mark Sheet details Strategies for Success

for students on high concern levels

Lesson plan proforma detailing differentiation and

deployment of support staff

Learning Support interventions tailored to individual

learning and medical needs and disseminated to staff

via key confidential documents to aid planning

Learning Support link staff identified for each

curriculum team to support partnership with teachers

Inclusion resource tailors educational provision to

specific individual needs and reviews these regularly

See Element 2




Inclusion Meeting (DC)

5.8 Communication within classroom effectively

supports learning.

Lesson plan proforma encouraging planned

questioning according to AFL agenda

Curriculum evaluations include scrutiny of marking

policy and evaluation of this




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5.9 Effective engagement with learning and oral

feedback and guidance supports learning.

Self and peer assessment supports learning.

Written feedback offers guidance for future

learning.

Lesson outcomes inform developing planning.

Teacher records monitor progress and identify

interventions.

Lesson plan proforma encouraging planned

questioning and feedback according to AFL agenda

Curriculum evaluations include scrutiny of marking

policy and evaluation of this



Teachers use planners and computer-based records to

provide feedback via Indicators and year-specific

Parent’s Evenings

English and Maths feedback intervention based on

Sutton Trust research





School Calendar

Sutton Trust research via the

Education Endowment Fund

5.10 Reports to parents are detailed, informative

and support future learning.

Indicators reports detailing effort, attainment and

statement bank information for each subject as well

as pastoral feedback

SIMS Learning Gateway and InTouch systems in

early stages of introduction to communicate

achievements more effectively to parents

Mock Examination Results Evenings to raise profile

for exam groups with parents and students

Example Indicators report

SIMS Learning Gateway and

InTouch demonstration (DH)

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Assessor commentary – Element 5 Learning and Teaching (monitoring)

Performance management targets are explicitly linked to the school development plan, teaching and student achievement. The school is rigorous

in its monitoring procedures and is increasingly successful in raising the quality of learning and teaching. The CPD programme is enhanced by

its support of staff who ‘bid’ to pursue focussed lines of enquiry in line with the school’s priorities.

Teaching and learning is an ever-present area for development and staff praised the school for its willingness to try new strategies, structures and

support in order to enhance its provision for its stakeholders.

Assessment for learning is embedded and revised lesson planning proforma illustrate that staff are well informed about the particular needs of

their students and strategies for success.

Positive monitoring procedures are in place, including learning walks, support programmes, review of marking and feedback (including student

feedback) and data analysis. SIMS enables all staff to share and monitor progress data, however the school wishes to enhance the accessibility

and ‘readability’ of this data to a wider audience, including parents.

Underachievement is quickly identified and remedial strategies developed and implemented. The school provides some of the best data analysis

that I have seen and shares this with staff and Governors. Informed by its data the school knows itself well and the challenges (and

opportunities) faced by its stakeholders.

Curriculum area reviews are undertaken on a regular basis, including self-review, review by senior managers and by external specialists.

Student feedback contributes to these processes.

The school is considering the use of portable video systems (IRIS/Learning Eye or similar) to remotely capture learning and teaching activities

and to share best practice. Staff would welcome opportunities to share this best practice within a trusting and open professional environment.

Throughout the period of the assessment it was clear that there were excellent relationships between students and teachers. Students talked of

the common purpose and that there was mutual respect in the classroom. The time and effort made by staff was greatly appreciated by the

students, enabling them to undertake a wide range of additional learning and social activities both within the school and beyond.

The leadership team have successfully transmitted their vision for the school to the staff and students. There is a clear view of the direction in

which the school is to travel and there is a relentless drive for improvement in all aspects of the school’s provision.

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Strengths:-

There is a consistency of purpose across the whole school. There is a confidence to try new strategies within an enabling professionally

supportive ethos.

Students are aware of their targets; these are overtly stated in the marking of their work and they know what they must do in order to reach

the next level of their work.

Students value and appreciate the work done by staff in assessing their work.

Excellent transition arrangements, including in-year admissions, ensure effective induction and a seamless learning and social experience.

School structures focus on the removing of barriers to learning and to maximising opportunity.

CPD focuses on the raising of quality of provision and the sharing of best practice.

Performance management/appraisals are linked to teacher standards and an area of focus relates to meeting the needs of students as well as

looking at the individual professional needs of staff.

The unremitting drive to improve the standard of the school’s provision.


To continue to build the learning organisation by sharing best practice (perhaps using IRIS or similar ICT systems).

To review the need for more in-service time to be allocated for teaching and learning strategies. Any additional time could be integrated with

an action research element of the school’s work for Centre of Excellence development.

To continue to develop SIMS data presentation so as to enhance its user-friendliness for a wider audience.

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Element 6:- Parents, Carers and Guardians

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Element 6:- Parents, Carers and Guardians (referred to as parents in document)

School overview commentary (please include results of surveys/questionnaires)

In the most recent whole school report of November 2013, Ofsted commented that, “the vast majority [of parents] would recommend the school

to another parent and expressed the view that the school was very well led and managed.” Wilmslow High School takes great pride in working

alongside parents to maximise the potential of its young people. As well as communicating regularly by conventional means, the school strives

to use new approaches to engaging parents, as exemplified by the recent piloting and roll-out of the SIMS InTouch module to communicate key

information on attendance, examinations, behaviour and achievement via email, post or SMS text messages. There is significant evidence in the

Kirkland Rowell survey to demonstrate that parents are extremely happy with the educational offer at Wilmslow High School.



Never underestimating the significant impact that parental support can make to student progress, the science and maths departments at Wilmslow

High School have piloted new strategies of parental education on the demands of the syllabus. One example has been the attempt to ‘demystify’

the Data Analysis, Case Study and Full Investigation strands of Controlled Assessment. Feedback from these evenings has been so encouraging

that this looks set to grow across additional curricula. Other new technical developments include the upgrading of the school ICT infrastructure

in order to successfully deploy the SIMS InTouch module, as outlined above.

IQM Self-Evaluation



6.1 Parents have opportunities to be

involved in their child’s education.

Parents benefit from close communication with the school

via a number of means including:

Termly ‘Indicators’ reports

Annual parent’s evenings

KS4 and KS5 options evenings

Y7 ‘settling in’ evening

Y6 parents evening

Open days and open evenings

Communication through student services

GCSE Mock Results presentation evening

Controlled Assessment Parent’s Evenings

Briefings for various school visits

Inclusion Home-school meetings and contracts

Parent-student Inclusion lessons and sessions

Various presentation evenings

In each case, the views of parents are part of the process of

developing curricular and extra-curricular provision.

High notes learning tips shared with parents

The Parent-Teacher Association (PTA) is a forum for

parents to contribute democratically to the running of the

school and instigate change.

School Calendar

Indicators reports

PTA Minutes

Parent-Student Inclusion provision

meeting (DC)

High Notes

IQM Self-Evaluation


6.2 Two-way communication, by a variety

of means, is easy and effective, supporting

inclusion.

Teachers have the autonomy to regularly make contact with

parents via email, phone or by post, in each case initiating a

two-way dialogue

Psychology ‘Updates’ emails are an example of bespoke

regular email reporting, helping initiate discussion

Departmental praise postcards sent to recognise success

InTouch communication system in early stages of roll-out in

order for staff to communicate with parents via post, email

and now SMS text.

Attendance text messages through the attendance officer

SIMS “Action” logs for

Achievement and Behaviour Logs

Psychology Updates Emails

Praise postcards

InTouch demonstration (DH)

6.3 Parents are confident that their

children are valued and included.

“Parents indicate overwhelmingly that their children are

happy in school and that they feel safe. They also say the

school makes sure students are well behaved and deals

effectively with any bullying.” (Ofsted, 2013)

Parents informed via website, VLE, emails and text

messages regarding school rewards, student services key

review documents communicated

School council consultations

Independent ‘Kirkland Rowell’ surveys sent to parents and

staff each year in order to evidence this


Kirkland Rowell Report (DH)

School Council meeting (AB)

IQM Self-Evaluation


6.4 Parent-teacher discussions and reports

are productive and supportive of learning

progress.

“The vast majority of parents who responded to Parent View

believe that their children are making good progress.”

(Ofsted, 2013)

See 6.1-6.3


See 6.1-6.3

6.5 Parent concerns are addressed. Independent ‘Kirkland Rowell’ surveys sent to parents and


“The school communicates well with parents and

successfully uses a wide range of strategies to engage them,

such as holding meetings in a youth club to help them take

an active part in supporting their child’s learning.” (Ofsted,

2013)

Student Services review and responses to Kirkland Rowell

data and information

Student Services Report and

Kirkland Rowell Report (SM)


6.6 Parents are involved in decisions about

their child.

See 6.1 See 6.1

6.7 Parents value the school. Independent ‘Kirkland Rowell’ surveys sent to parents and


“The vast majority of parents who responded to Parent View

believe that their children are making good progress.”

(Ofsted, 2013)

Kirkland Rowell Report (DH)


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6.8 The school regularly seeks parents’

views on a range of school issues.

See 6.1-6.7 See 6.1-6.7

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Assessor commentary – Element 6 Parents, Carers and Guardians

Parents were very supportive of the school and the work it does in inclusion matters. They spoke well about the work done at Wilmslow High

School to support its students, whatever their needs. They spoke eloquently about the inclusive ethos of the school, its achievements and the

differences that it had made to the lives of their children.

Transition work was particularly praised and they said how smoothly their children were integrated within the new learning community. The

school works very hard to place students appropriately in their form groupings, all driven by the inclusion agenda which permeates the school.

Mid-term admissions are very well managed by the school and later entrants were able to bond with existing student groupings.

Communications between the school and parents were described as excellent. Relationships between home and the school are transparent and

trusting, enhanced by the role of the Family Support Worker. She works with the widest range of external agencies to support the learning

triangle of student, parents and school.

The students’ planners are used as are other forms of communication, including phone calls, emails, texts, letters, praise postcards and the use of

the website.

Parents feel welcomed when they enter school. They were very confident in the school’s reporting systems and valued teachers’ investment in

parents’ meetings and reviews. Parents complimented the school’s openness to new ideas and to the way they handled difficult issues when they

arose.

The school is proactive in seeking out the opinions of parents and carers, using questionnaires and analysing results to inform practice and gain

ideas.

The use of Dictaphones for daily two-way communications with parents of the autism spectrum students demonstrates the creative use of

technology to ensure appropriate communications between home and school are secured.

Strengths:-

Wilmslow High School regards parents as an essential element of the learning partnership.

IQM Self-Evaluation


Parents praised the school for its extensive support for students with additional needs.

The school is open and transparent, and seeks to enhance its working relationships with the parent body. Communication channels are good

and innovative strategies are used.

The school is proactive in seeking the opinions and views of parents.


To develop further the school’s ability to share online information with parents in the area of behaviour, attendance and academic

achievement.

To enhance the consistent use of the Student Planner as an element of the school’s homework policy and enhance the family’s role in the

learning partnership.

IQM Self-Evaluation


Element 7:- Governing Body and Management, External Accountability/Support

IQM Self-Evaluation


Element 7:- Governing Body and Management:- External Accountability/Support

(LA, Academy Trust, external validation)

School overview commentary: The governing body take a proactive approach to the development, progression and continuous improvement of

the school. Governors are well informed, visiting the school regularly and communicate high expectations of the school leadership and

management teams. Governors are committed to an inclusion ethos that promotes learning and achievement for all and hold senior leaders to

account on academic and pastoral outcomes of student progress.

External agencies are used to support school staff, leverage specialist expertise and best practice to support progress and the school is in a soft

federation with two local high schools to drive collaboration.


Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation):

The governing body and senior leadership team have identified key areas of improvement for inclusion ahead of the next school improvement

plan. As part of this plan, ‘Closing the gap’ for pupil premium students, early interventions and a robust pastoral program are a core focus. They

are the key enablers to unlocking the full potential of each student driving progress both academically and pastorally which can be monitored and

assessed through a set of key performance indicators.

IQM Self-Evaluation



7.1 The Governing Body is committed to

the Inclusion ethos of the school and

related policies.

“Governors have a close overview of how the school is performing in examinations and ask challenging questions of senior leaders,

their ability to do this result from their knowledge and

understanding of comparative data. They monitor how the pupil premium funding is spent and are currently questioning the impact

of this spending on the progress and attainment of students known

to be eligible for free school meals and those supported at school

action plus.” OFSTED 2013

Governors actively monitor inclusion from review of the policy in

place to practice.

‘The Role of the Governor” guidance document


Meeting agenda and minutes

Role of the Governor (DB)

7.2 The Governing Body has undertaken

training across a range of needs and has a

plan for future identified needs.

The governing body are well trained and knowledgeable about

inclusion. Training is organised on a regular basis and

governors are conversant with their statutory responsibilities.

Governors regularly attend courses, conferences including the

annual Governor conference and have hosted workshops for

the governing body onsite.

Governor effectiveness training is provided for new

governors.

Exclusion training provided by Cheshire East (Jenny Elliot)

Governor induction handbook for

new governors

Training Governor in post (CA)

Training bookings (CA)

7.3 There is a named Governor linked to

SEND, inclusion, safeguarding.

There are nominated governors for SEN, Safeguarding and

Training

Safeguarding Governor (DB)

SEN Governor (LK)

Training (CA)

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7.4 Governors are clear in their support

and challenge roles.

“The governing body is well informed, and holds all leaders

rigorously, and in their words ‘viciously’ to account.

Governors are strongly committed to supporting the school

and are never complacent. Their involvement in school along

with detailed information from leaders ensures that governors

have a clear understanding of the schools strengths and

priorities for improvement” OFSTED 2013

A committee structure enables governors to focus on key

areas of school performance and each have a dedicated chair

and vice chair to facilitate meetings.

At the Learning Student Support committee, the agenda

focuses to inclusion practice such as; pupil premium, learning

need, monitoring predicted academic outcomes, governor

effectiveness admissions and attendance.

In Finance and Buildings, the agenda is focused to ensuring

buildings and site are fit for purpose for a growing school. There

is cost focus to regulating the budget to ensure value for money

and driving cost efficiencies.

At Personnel governors focus on staffing updates, succession

planning, CPD for staff, policy reviews.

The Headteacher and Chair of Governors regularly meet to

ensure the link between school and the governing body is

strong.

The governing body have a range of specialist skills and

experience to make decisions that enhance the development

and progress of the school, through the main governing

meetings, the committees and visits to school.

The school website highlights governors positions filled and

the different ‘constituencies’ they represent.


Meeting minutes and agendas

Skills Matrix (DB)

School website

IQM Self-Evaluation


7.5 Governor committee agendas and

minutes show evidence of Inclusion

discussions.

The Learning Student Support agendas specifically focus on

inclusion and inclusive practice across the whole school. At

all meetings, Curriculum, Learning and Assessment and

Student Services are standard items. Agenda items include:

Pupil Premium, SEN, Gifted and Talented, impact reports,

departmental presentations.

Meeting minutes and agenda

7.6 Governors make regular visits to the

school in connection with their roles and

responsibilities

“The governors are regular visitors to the school and through efficient committees they ensure that the performance management

of teachers is rigorous, yet fair. They have a clear understanding of

how senior leaders respond to any underperformance” OFSTED 2013

All governors have access and actively visit the school. All

have been issued with a school pass. For example, governors

have recently participated in a visit to school to see the

inclusion unit and receive a presentation from the Director of

Student Services and Head of Inclusion.

All governors attend parents’ evenings on a rotational basis

throughout the year.

Outside of the main governing body meetings and

committees, governors support other working groups and

initiatives within school alongside staff. For example,

business in the community, PHSCE, rewards and recognition.

One governor volunteers in the LRC of the school in order to

provide support to students of a range of backgrounds (AB)


School pass log (BD)

Parents evening rota (LK)

Meeting minutes, presentations

(JH)

Governor’s Meeting

IQM Self-Evaluation


7.7 External views are sought to validate

and support school development.

Wilmslow High School leverage expert from external bodies

and agencies to consult and provide specialist training and

support. Examples include:

Youth Support Service

Wellbeing Hub (including CAMHS intervention)

PCSO links

Director of Community Engagement role (MV)

Achievement partners (MV)

SK9 Group

Family Support Worker

Kirkland Rowell questionnaire giving feedback on all aspects

of school including governance.

Inclusion multi-agency timetables

and meeting (DC / SM)

Kirkland Rowell questionnaire

responses (DH)

7.8 There is partnership with and support

for local and other linked schools.

Wilmslow High School in soft federation with Knustford and

Poynton High Schools

Wilmslow High School transition program to work with

primary feeder schools

Altrincham College of Arts temporary transfer sanctions

Assistant Headteacher (SM) provided training to Holmes

Chapel, Poynton and Culcheth High Schools and Ysgol

Rhinabon school on Ofsted guidelines and inspections

Assistant Headteacher (DH) and Head of Inclusion (DC)

provided training to schools during Cheshire East conference

on uses of data and Inclusion policies

Meeting with Assistant

Headteachers and Head of

Inclusion (SM/DH/DC)

IQM Self-Evaluation


7.9 There are systems to evaluate the

effectiveness of the Governing Body and

management of the school in inclusive

practice.

IQM process

Ofsted reports

Student services review process


Anti-bullying “Big” Award

Inclusion and Student Services

meeting (DC / SM)



responses (DH)

IQM Self-Evaluation


Assessor commentary – Element 7 Governing Body and Management - External Accountability/Support

The leadership of the school, by Governors and the Senior Leadership Team is outstanding. The school is led by an inspirational head teacher

who is totally committed to achieving the very best for all the students in her charge. There is a shared drive to be an outstanding school in all

areas and aspects of its work.

The Governors of Wilmslow High School are informed, well trained and enthusiastic about their responsible role as senior leaders of the school.

They bring to their positions a wide range of experience and talents.

They have clearly defined roles and responsibilities, undertake training and play a full and active part in the strategic and day to day running of

WHS.

There is a governor with safeguarding and child protection responsibilities. She, together with other governors, has safe-appointment training.

The governors know their school well and are fully committed to its further development and improvement. Resources are allocated to reflect

the inclusive values of the school.

The inclusion agenda is the foundation of their principles for the school and its future progress. Governors stated that they are critical and

challenging friends of the school and contribute to a partnership in governance and leadership. Governors meet regularly with the staff and

receive regular reports from all school leaders.

Governors acknowledge the outstanding commitment of the school staff, praising the lengths to which staff go. They are clear that the school’s

ethos, leadership and direction are strengths of the school.

The school works closely with many schools in the Wilmslow area and is a member of a soft federation with Knutsford and Poynton High

Schools.

There is excellent practice at Wilmslow High and the school could seek further opportunities to share its best practice in the area of inclusion.

It is a (rightfully) confident school in its drive to meet the professional challenges and opportunities it faces.

IQM Self-Evaluation


Strengths:-

The school regards review and innovation as standard practice.

The inclusive nature of the school is shared between all its stakeholders.

The school plays a key role within both the local and wider community. It plays a leading role within its soft federation and enjoys a very

supportive relationship with Cheshire-East Local Authority.

The Governing Body plays a full and active role in the strategic leadership of the school. They are well trained, supportive, and critical

friends.

Child protection and safeguarding strategies are secure.


There are no significant areas for development.

IQM Self-Evaluation


Element 8:- The School in the Community

IQM Self-Evaluation


Element 8:- The School in the Community - How this supports inclusion

School overview commentary: The development of community links is an important aspect of the school’s operation and is very much an area of

growth. Students' learning does not start and stop at the school gates: Wilmslow High School plays a key role as a community 'hub', bringing

together 'Achievement Partners' to offer a range of support and opportunities for all students, their families and our wider community. These

range from work experience to mentoring, adult education to hosting major community events and sporting facilities to charity fundraising.

The school is positioned very much at the heart of the local community. A strong partnership between the school and the community is

promoted which is integral to our students developing into successful and confident young people who contribute to society. Examples of these

opportunities are: using links developed through the specialist sports status, students have access to a wide range of on and off site ‘X-tra’

learning experiences, 7 days a week, including visits from inspirational elite sportsmen and women (Jessica Ennis); the outstanding school

facilities are open to the community and for targeted clubs encouraging students and families to take part in a range of activities and leadership

opportunities; the school has a large number of ‘Achievement Partners’ who offer support in a variety of forms be it sponsorship of attendance

awards, supporting the curriculum or offering support to families in need; the school has excellent links with local businesses that provide work

experience and job opportunities (eg. Artisan Market); the school is the venue for many local area partnership and agency support meetings; the

newly formed ‘Community Well Being Hub’ offers a range of positive services to all students and the school is very active in exploring ways of

engaging and supporting families in need through a number of new initiatives.


Future plans in this area (can be used as Flagship/Centre of Excellence criteria in relevant documentation):

Future plans include a development of the school’s family learning offer, adult education, use of social media and targeted support for families.

Excellent progress has been made in this area and the school views the role of the community in impacting upon student achievement as being of

great importance: this is evident from the school creating a community role on the leadership group.

IQM Self-Evaluation



8.1 The school has audited the local and

wider community as a resource.

School Kirkland Rowell surveys completed for students,

parents and staff.

Presentations at Wilmslow Business Group and Local Area

Partnership meetings.

Various meetings, networking and enquiries that have led to

the development of the Achievement Partners database (in

development)

Advertising/promotion in school publications.

Hard and electronic copies of the

results

Presentations on file

See Achievement Partner database

and promotional leaflet

See High performance/High

News/High Notes issues and the

school website

8.2 There are links with local and wider

clubs and organisations.

High Community and Leisure club links database

Youth Sports Trust partnership

Wilmslow Educational Partnership

Achievement Partners database

Barclays: Innovation programme

Oakenclough Children’s Centre partnership

On the school system

Minutes of meetings

Minutes of meetings

On school system

High News

Email contact

8.3 Expertise and resources are shared to

advantage pupils.

PHSCE Days Evidenced in publications,

planning documents and

IQM Self-Evaluation


Well-being Hub provision

Careers advice

Work experience placements

Primary/Secondary School Partnerships (eg. Heads of PE

forum)

Business sponsorship eg. iPad attendance awards

Assembly inputs

timetables

See timetable of provision

Database of placements

Various minutes showing the

collaboration with school partners

to aid transition and share

resources/ideas

Publications and email

confirmation

See assembly rota

8.4 The school is valued by the local

community.

Kirkland Rowell surveys - community

Complimentary correspondence file

Clippings from local newspaper and Wilmslow website

Informal conversations and feedback: Saturday mornings

sports fixtures

Hard and electronic copies

Headteacher

Evidence file

8.5 The school is involved in community

life.

Hosts Community Events: Wilmslow Show and Music

festival

Hub for community sports and leisure activities

See promotional material and

publications

Timetable of club use and other

activity eg. zumba

IQM Self-Evaluation


Contributions to local media: Express and Wilmslow.co.uk

Charity fundraising events for community charities

Hosts community meetings: police focus group/SK9 youth

group/LAP

Hosts community clubs, organisations and church groups

World expedition visits: Borneo

Community participation: litter picks, station refurbishment,

performance at Christmas Lights switch on, Gingerbread Man

involvement......

Actively involved in town planning conversations

Evidence in clippings file

Record of fundraising efforts

Record of meeting room use

Lettings records

See publications for evidence

See publications for evidence

Lifestyle corridor minutes and

conversations

8.6 The community is involved in the life

of the school.

Joint school community events: Coffee and carols and the

summer community tea party

Numerous school productions

See inputs detailed in previous section (8.3)

Publications

Publications

8.7 The school has systems to canvas local

opinion, evaluate outcomes and act on

findings.

Kirkland Rowell Surveys (mentioned previously)

Presence at numerous forums: WEP/LAP/WBG

Feedback from Wilmslow.co.uk website

Parents have informal and more formal opportunities to

feedback: open evening feedback form/parent drop ins/reply

to High Notes. All feedback is discussed as part of

operational LG meetings and appropriate action taken

Hard and electronic copies

Minutes of meetings

See site history

Feedback results/proformas/High

Notes/LG minutes/school

development and action plans

IQM Self-Evaluation


Assessor commentary – Element 8 The School in the Community – How this supports inclusion

Wilmslow High School has outstanding links with both the immediate and wider community. The school evidences its commitment to this

integral aspect of the school by its allocation of a member of the leadership team to oversee this area of focus.

The school surveys all stakeholders, seeking to learn what works well, areas for development or improvement and potential opportunities. It has

worked hard to partner a wide number of community groups, including the Youth Sports Trust, Oakenclough Children’s Centre and the

Wilmslow Educational Partnership.

The school plays a pro-active, hands-on role within its community with Wilmslow High Volunteers making a positive contribution to both the

community and the young people’s personal development.

The school’s specialist sports facilities are extremely well used by the community and by the school in its extensive extra-curricular programme.

The school maximises its Sports specialism by attracting leading sportsmen and women to motivate and inspire the student body.

The school offers the fullest range of extra-curricular provision including visits in the UK and internationally. Upcoming international trips are

to be made to CERN, France, Germany, Spain, and Iceland. Great care is taken to ensure that all students have access to these opportunities by

discreetly supporting families and individual students so that they may partake fully in all school activities.

Strengths:-

Wilmslow High works hard to offer the widest range of social, moral and cultural opportunities for its students.

The school is fully committed to an inclusive working partnership with all areas of its community.

The self-evaluation of its own performance is valued and respected by its partners.


To continue to develop the widest range of inclusive, community opportunities for the students of Wilmslow High School.

Inclusion Quality Mark - Wilmslow High School · Kirkland Rowell independent survey from Students,...

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