Unsatisfactory and needs urgent improvement – Important weaknesses outweigh strengths Inspection area 1: Standards Evaluation Evidence 1.1 Standards and progress overall 1. Nearly all pupils make good or very good progress at Headlands over time, taking into consideration their 1. Evidence file achievements and attainments against their baseline information when they join the school. They make good/significant Post-16 evaluation progress in line with their ability and individual needs. Evidence IA1 All pupils who Headlands School move onto further education, training or work or specialist provision. All pupils 2. Evidence file leave Headlands School with a good variety of recognised qualifications, including GCSEs, Entry Levels, BTEC, Agored IEP evaluation Cymru and ASDAN qualifications, which are appropriate to their ability, individual needs and interests. (See later for further details and breakdown of qualifications). 3. Lesson observation file Over the past 3 all pupils have moved onto college, training or work. Consequently, there are no pupils who are Evidence IA1 NEET (see evidence IA1 for 3 year breakdown) 4. Scrutiny of work 2. Nearly all pupils make good progress with their Individual Education Plan (IEP) targets. The pattern has remained evaluation quite steady for the past 3 years. There is a considerable increase with the pupils fully meeting their IEP targets in the last 2 years. 5. Evidence file Examination report Nearly all pupils work hard on their specific IEP targets in most sessions. The majority of pupils fully understand their Evidence IA1 targets and make good progress towards these in lessons. 6. Post-16 evaluation SER Of the very few pupils who did not meet IEP targets, records show that extenuating circumstances contributed to these targets not being met. 3. Lesson observations show that nearly all pupils make good progress with work in line with their abilities. They demonstrate that nearly all pupils make good progress in learning during the lessons.
Unsatisfactory and needs urgent improvement – Important weaknesses outweigh strengths Inspection area 1: Standards Evaluation Evidence 1.1 Standards and progress overall 1. Nearly all pupils make good or very good progress at Headlands over time, taking into consideration their achievements and attainments against their baseline information when they join the school. They make good/significant progress in line with their ability and individual needs. All pupils who Headlands School move onto further education, training or work or specialist provision. All pupils leave Headlands School with a good variety of recognised qualifications, including GCSEs, Entry Levels, BTEC, Agored Cymru and ASDAN qualifications, which are appropriate to their ability, individual needs and interests. (See later for further details and breakdown of qualifications). Over the past 3 all pupils have moved onto college, training or work. Consequently, there are no pupils who are NEET (see evidence IA1 for 3 year breakdown) 2. Nearly all pupils make good progress with their Individual Education Plan (IEP) targets. The pattern has remained quite steady for the past 3 years. There is a considerable increase with the pupils fully meeting their IEP targets in the last 2 years. Nearly all pupils work hard on their specific IEP targets in most sessions. The majority of pupils fully understand their targets and make good progress towards these in lessons. Of the very few pupils who did not meet IEP targets, records show that extenuating circumstances contributed to these targets not being met. 3. Lesson observations show that nearly all pupils make good progress with work in line with their abilities. They demonstrate that nearly all pupils make good progress in learning during the lessons. 1. Evidence file Post-16 evaluation Evidence IA1 2. Evidence file IEP evaluation 3. Lesson observation file Evidence IA1 4. Scrutiny of work evaluation 5. Evidence file Examination report Evidence IA1 6. Post-16 evaluation SER
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