In Year 12&13 subjects are based upon option blocks and are not set. Generally each block gets 10 hours of teaching in Year 12 and 9 hours in Year 13. Students now pursue 3 GCE/L3 options or equivalent for a 2 year duration. Enrichment time is built in to each student’s timetable and is equivalent to four hours per fortnight. We are the only school in Cumbria to its catchment area with a selective grammar school. The impact of selection is to concentrate any social, domestic or educational difficulties within this school as against an equal distribution of Other features two schools’ worth of difficulty between the schools involved. This is reflected in UCC prior attainment information available in the Inspection Data Summary Report (Page 3). 1 Overall Effectiveness F. Last revision date: October 2017 G. Author: N Ellery Consistent quality of teaching, learning and assessment. Summary Strong pastoral focus upon student welfare and smsc development. Improving GCSE results with a necessity to focus upon progress of upper ability students. A. Judgement from Sub-criterion B. Brief summary of main strengths and areas for development2 other sections Leaders and governors use performance management effectively The school is well staffed with degree-level subject experts. Expectations are high for all groups of to improve teaching. They use pupils and outcomes reflect this with results above the national average when the intake profile is accurate monitoring to identify and significantly below national averages [P8 (+0.1)]. spread good practice across the Assessment process has been refined to a line’ expectation set across 7 11 and the ‘flat – school. Quality of teaching, school will need further focus upon teaching and assessment materials to ensure accuracy of data. Teachers the continuing learning and The objective is to promote stretch and challenge to all students (particularly upper ability [boys], professional development provided assessment disadvantaged and SEN) throughout their learning. by the school. It is having a positive Lesson observations, moderated by previous HMI visits and an externally run mock Ofsted impact on their teaching and pupils’ inspection show that 85% of teaching is good or outstanding. A continued focus upon marking, learning. Teaching is consistently feedback along with stretch and challenge for upper ability in particular will be necessary in the strong across the school or, where it coming year and inform a personalised CPD programme. is not, it is improving rapidly through the provision of focused support.
In Year 12&13 subjects are based upon option blocks and are not set. Generally each block gets 10 hours of teaching in Year 12 and 9 hours in Year 13. Students now pursue 3 GCE/L3 options or equivalent for a 2 year duration. Enrichment time is built in to each student’s timetable and is equivalent to four hours per fortnight. Other features We are the only school in Cumbria to its catchment area with a selective grammar school. The impact of selection is to concentrate any social, domestic or educational difficulties within this school as against an equal distribution of two schools’ worth of difficulty between the schools involved. This is reflected in UCC prior attainment information available in the Inspection Data Summary Report (Page 3). 1 Overall Effectiveness F. Last revision date: October 2017 G. Author: N Ellery Summary Consistent quality of teaching, learning and assessment. Strong pastoral focus upon student welfare and smsc development. Improving GCSE results with a necessity to focus upon progress of upper ability students. Sub-criterion A. Judgement from other sections B. Brief summary of main strengths and areas for development2 Quality of teaching, learning and assessment Leaders and governors use performance management effectively to improve teaching. They use accurate monitoring to identify and spread good practice across the school. Teachers the continuing professional development provided by the school. It is having a positive impact on their teaching and pupils’ learning. Teaching is consistently strong across the school or, where it is not, it is improving rapidly through the provision of focused support. The school is well staffed with degree-level subject experts. Expectations are high for all groups of pupils and outcomes reflect this with results above the national average when the intake profile is significantly below national averages [P8 (+0.1)]. Assessment process has been refined to a ‘flat line’ expectation set across 7 – 11 and the school will need further focus upon teaching and assessment materials to ensure accuracy of data. The objective is to promote stretch and challenge to all students (particularly upper ability [boys], disadvantaged and SEN) throughout their learning. Lesson observations, moderated by previous HMI visits and an externally run mock Ofsted inspection show that 85% of teaching is good or outstanding. A continued focus upon marking, feedback along with stretch and challenge for upper ability in particular will be necessary in the coming year and inform a personalised CPD programme.
2017-18_-_ucc_sef_-_working_copy__jan_2018_.docx