MELLAND HIGH SCHOOL SELF-EVALUATION FORM For external verification of judgements see Quality Assurance, School development reports in: ‘About Our School’: www.melland.manchester.sch.uk

1. The key characteristics of our learners and our school 

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Melland High School (MHS) has been operating as an Academy and a member of Bright Futures Educational Trust (BFET) since August 2012. MHS is a positive and successful specialist support school which is a thriving, challenging and happy environment located with Cedar Mount Academy in the state of the art Gorton Education Village (GEV). The Executive Principal is a NLE and Director SEND across BFET and the school is a NSS. Melland has a remit to lead SEND across BFET, the sponsored academies of which have substantial areas of concern. All students and staff are aspirational and aim to achieve their personal best. Parental/carer partnership is key to supporting the learning process. Highly effective relationships with governors, community and Trust partners are established and support the continuing improvement process. Achievement on entry is low in relation to students’ chronological age. All students have statements. Students range from PL1 to L 2+ of the NC. Distribution varies over time; typically around 25% are PL1-3; 50% PL4-7; 25% P8-level 2+. Key characteristics of the learners – 33% have extremely complex and/or profound and multiple learning difficulties. A significant number of students have additional and exceptional emotional and behavioural, physical, ASD and sensory needs. 21% of students have high dependency health care needs. The prediction for the future indicates a significant increase of students with such complex needs. 49.3% of the Key Stage 3 and 4 school population is entitled to student premium either through FSM or LAC. 62% of students come from family backgrounds other than white British. 40% of students have EAL. The catchment area is central and east of the city, areas of high deprivation. As a BFET SEND Lead and a Manchester SEN specialist support school the impact is high on improvement in our partner schools in central and east Manchester, which is evidenced through a range of indicators such as HMI, Ofsted/Challenge Partners/ external QA feedback, leadership development and improved teaching, learning and student progress and achievement – all judged at least ‘good’. How well do students achieve?

Outstanding

Rigorous evidenced self-evaluation validated by Ofsted and a QAC evaluates students’ achievements to be securely good or outstanding (Ofsted 2013; Challenge Partners March 2014, QAC Report November 2014). All personal development outcomes, including students’ spiritual, moral, social and cultural (SMSC) development, is outstanding due to the schools inspirational provision (Ofsted Feb 2013). 

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The process of monitoring & evaluating outcomes in English and maths combined using the MHS Definition of Outstanding/Good progress (see Assessment & Whole School Target Setting) has provided both clarification and validation. Due to the spread of ability within each cohort, analysis must be interpreted with care and comparisons between cohorts remain problematic. For similar reasons it will always be necessary to reflect on the element of challenge year on year, both for individuals and within identified achievement groups. Achievement in combined English and maths measured using MHS Definition of Outstanding/Good Progress EKS4 2013

Achievement level

EKS4 2014

Outstanding

Good

Consolidated

Outstanding

Good

Consolidated

NC Level 1 and above

90%

10%

0%

82%

13%

5%

Levels P4 - P8

69%

29%

2%

77%

19%

4%

Levels P1(i) - P3(ii)

89%

11%

0%

64%

36%

0%

All

83%

17%

1%

74%

23%

3%

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Issues considered: o Evidence over a two year period suggests the definitions for specifically identified groups remain accurate in terms of effective challenge. o The process of monitoring & evaluating outcomes against a clear definition of outstanding/good progress at MHS remains beneficial. o Consideration should always be given to higher achieving individuals.

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End of Key Stage 4 2014 cohort – 96% of English targets were achieved and 97% of maths targets. 91% of EKS4 cohort 2014 averaged 2 levels of progress or more in English, maths, science &ICT across Key Stages 3 & 4. 100% of the EKS4 2014 Level P4 – P8 cohort made outstanding progress in all strands of maths. Attainment in Science has been significantly raised and evidenced by national benchmarking – the national percentile for the SLD cohort rose from 33 in 2012 to 47 in 2014. National Accreditation across KS4 has been reviewed. Asdan Personal Progress units were delivered and all portfolios were successful when sent for external moderation. In 2014 two KS4 students achieved the Bronze Arts Award and four students achieved a prestigious City & Guild Award in Video & Media Production. Twelve students achieved AQA Entry Level Certificate in PE. The impact of a two term cross curricular reading focus showed a 14% increase in students achieving their end of KS4 reading targets. Measures clearly demonstrate raised achievement in reading for all pupils – Ofsted 2013 states “students reading has improved”. The impact of a cross-curricular communication focus resulted in 91% of English targets achieved, with 100% of Speaking & Listening targets reached (37% achieved targets with additional challenge). MHS benchmarks itself against similar schools nationally (Centre for Evaluation and Monitoring, Durham University P Scale Project).

This graph compares MHS average value added score in 2014 to that of the national sample. 101.2 101 100.8 100.6 100.4

National

100.2 Melland High School

100 99.8 99.6 99.4 English

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Maths

Science

ICT

National Benchmarking feedback 2014 also indicates that the average scores for SLD pupils (years 7 to 11) in English, maths, ICT and PSHCE are comparatively higher than the national sample. Case studies are being used to demonstrate the outstanding progress that individual students achieve. These identify starting points on entry, any interventions in place and progress within a range of subjects and where appropriate parent and student views. Pupil Premium 2013/14 has been used effectively to close any gaps between rates of achievement of those in receipt of the funding and those not. For example the average English/maths combined points score increase in 2014 was slightly higher for pupils in receipt of Pupil Premium. Evidence demonstrates that outstanding progress in their personal development including resilience, confidence and self-esteem is a result of outstanding extended provision for example; the introduction of ‘Mindfulness’ for a small group of pupils has resulted positively on progress with 80% making accelerated progress in Speaking and Listening.

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Mindfulness Group - 2013/14 Achievement points in Speaking & Listening 60 40 27 20

20

27 17 15

23 17 13

40 32 27

25 22 20

EP

MW

2013

2014

0 CB

2012

MC

DO

2014-2015 School Improvement Priorities – Pupil Achievement   

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To further refine the outcomes and provision for pupils with ASD and complex needs in Year 7. To track, monitor, evaluate and report provision for and progress and achievement of pupils in receipt of pupil premium. To refine and develop English and maths moderation processes in MHS and across partner schools and academies to ensure accurate assessment and target setting.

How effective is our teaching?

Outstanding

The quality of teaching is judged to be outstanding (Ofsted 2013, Challenge Partners 2014). Teachers have excellent subject knowledge and use correct terminology within lessons which enable the pupils to develop their own skills knowledge and understanding. The language of learning is used extensively so that pupils know what they can do and what they need to do to make progress. Teaching continues to improve through rigorous appraisal, effective CPD cycle linked with BFET and the Alliance for Learning Teaching School as well as school based training linked appropriately to the school improvement plan. This enables staff to reflect and evaluate on their practice accurately. Evidence from focussed, strategically planned observation and evaluation of lessons over this year indicate that 89% have outstanding impact on student learning with 100% having good or better impact. New National Curriculum statutory requirements have been thoroughly researched and changes to subject curriculums have been implemented as required. A range of evidence, including lesson observations, demonstrates success in developing students as confident and competent learners who engage in creative learning opportunities. A creative agent is commissioned and professional creative practitioners share in developing and delivering projects. Joint evaluations of each project shows progress made by all students, some of which are linked to external accreditation such as City & Guilds in Media and Arts Award. For additional evidence see www.melland.manchester.sch.uk - ‘Watch our You Tube channel’. Media and technology continues to be an area of excellence. MHS is regarded as a centre of excellence across BFET, locally and nationally. ‘The innovative use of technology to create interactive learning environments truly is outstanding and provides real meaning for the students. It allows teachers and staff teams to be creative in the ways in which they structure learning experiences’ (Challenge Partners 2014). Recent evidence shows that staff & students have increased their knowledge & skills in the use of (App) technology and Augmented Reality. Governors and Student Leaders have quality assured this process. Strong teamwork and the very effective deployment of teaching assistants ensures that support is given where needed, that students are appropriately challenged and that they feel safe to take risks. Scrutiny of planning, evaluation and student targets together with regular student progress meetings with teachers demonstrates that staff have confidence in adapting teaching styles and strategies which are well matched to the specific needs and abilities of individual and groups of students. Moderated robust assessment systems in the school continue to enable teachers to effectively track progress and achievement and address issues of underachievement that inform the provision of appropriate interventions to impact on raising standards. Assessment, both formative and summative, is robust undertaken by strong multi-disciplinary teams and is validated by very effective processes for moderation. Lesson observations show that assessment for learning is of a consistently high quality. Students are challenged to manage their own learning and to take risks (Ofsted 2013). 3

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Students are active participants in their learning with self and peer assessment opportunities and they often act as advocates for their peers. This informs the next steps in their learning as evidenced through formal lesson observations. Individual curriculum content is shared with parents / carers and other relevant partners through termly planners. Annual school reviews report progress and identify learning objectives for the future. These reviews have informed parents and students about 2014 SEND reforms. EHCP transfer reviews are held at key transition points. Parents and carers report that they feel their children are taught well (Survey of Parents 2014).

2014-2015 School Improvement Priorities - Teaching    

To develop an ICT strategy ensuring the continuation of outstanding provision and practice. To review the provision and delivery of a healthy lifestyle curriculum including sex and relationship education (SRE). To embed functional skills and work related learning including the provision of independent careers advice. To devise and deliver a bespoke programme for precision teaching.

4. How good are standards of behaviour, attendance and student safety?   

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Outstanding

Safeguarding meets all statutory requirements (Ofsted 2013). A very extensive and varied programme of Safety, Health & Environment (SHE) has ensured the highest standards of security and sound financial management for all pupils and staff within the GEV. Students behave very well in lessons. They are confident and have high self-esteem and report that they feel safe and have confidence in staff to address any incidents should they occur (Student Leaders survey 2014). Advocates support some students to ensure everyone’s voice is heard. All staff have very high expectations not only for behaviour but for what they expect the students to achieve and the students respond positively. Strong relationships between staff and students ensure that any incidents of inappropriate behaviour are very skillfully managed and do not distract the learning of other group members. A range of strategies and interventions to increase well-being have been successfully introduced, raising pupils’ confidence and self- esteem eg; Mindfulness, Heartmath, Penn Resilience Students learn how behaviour affects social situations, as well as the moral implications around making the right choices and being sensitive to feelings and views of others. Students are helped to develop the social skills necessary for working and living together in the school and wider community. Spiritual, moral, social and cultural education (SMSC) is extremely well promoted in lessons and is carefully measured and evaluated, as part of the systematic process of observation and moderation. Analysis of data recorded in the SIMS Behaviour Module indicates the number of negative incidents recorded is reducing and the number of merits issued to students is markedly on the rise and ‘For Your Information’ being used successfully to inform strategies for intervention for individual students. A strong behaviour support team ensures a consistent approach and supports students to manage their own behaviour resulting in students now having good and improved conduct records. A strong emphasis on individual support plans and intervention strategies are managed and guided by staff with student self-evaluation being central to the process. Incidents of bullying and discrimination are extremely rare and students are aware of how to remain safe as a result of the excellent pastoral system. Students with different backgrounds get on extremely well and there have been no racist incidents reported over the last six years. A ‘Chill Out' room is available for all students to use, by referral or choice. This encourages students to take responsibility for managing their own behaviour. Teachers use and share with students the behaviour manager (SIMS), as a result students recognise that all staff are consistent in their expectations and management. The house system and awarding of house points promotes positive behaviour and celebrates success. Students and Student Leaders have significant involvement in further improving behaviour and discipline in line with school priority targets. School rules via the behaviour and discipline policy are regularly updated and students have adapted these to a ‘student friendly' version that promotes ownership and understanding. See ‘Students’ – ‘School Rules’ (for full policy Parents and Carers: Policies and Downloads). www.melland.manchester.sch.uk

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Students say they feel safe and parents agree. There are robust systems to ensure students safety, including safe recruitment of staff. Students are taught well how to keep as safe as possible. Students consistently apply these good levels of understanding to their choices of actions. Students are informed about safe internet/mobile phone usage. (E-safety leaflet). A highly successful Behaviour Diagnostic Review devised collaboratively, proved to be a useful, accurate and innovative audit tool. Staff training and development on safeguarding, behaviour & safety, resilience, emotional health and wellbeing are regularly updated to ensure new initiatives and statutory requirements are implemented eg; CSE, FGM and Anti-terrorism. A significant increase in student attendance has been achieved above the national average for special schools – 92.1% 2014, this is a 1.2% increase on 2013. Some student’s attendance is adversely affected by their medical conditions. (Student Case Studies) Highly effective individual support packages are put in place to support any student whose attendance is a cause for concern.

2014-2015 School Improvement Priorities - Behaviour, Attendance & Pupil Safety   5. 

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To improve emotional health and well-being of staff through the provision of ‘mindfulness’ training. To further improve behaviour outcomes for pupils by refining data analysis systems and processes. How effective are leadership and management, including governance?

Outstanding

School self- review and evaluation demonstrates ambitious and aspirational practices for continual improvement. (Ofsted Feb 2013). A clear framework of rigorous and robust quality assurance which supports teaching and learning, builds expertise and capacity and delivers positive outcomes for all pupils is now in place. BFET and National Challenge Partners (March 2014) ensure MHS sustains its improvement through rigorous external and internal quality assurance and quality CPD of all staff. All staff and leaders in MHS are engaged in personalised CPD provided by internal and external facilitators focused on improving staff effectiveness in their roles and improving student outcomes. The impact of all CPD is rigorously monitored & evaluated. The school benefits from and contributes to the Alliance for Learning Teaching School The contribution made by senior leaders, both within the school and as strategic leaders across BFET and Manchester partner schools, exemplifies their shared, strong vision, ambition and purpose to ensure continued and sustained improvement embracing new initiatives. A range of evidence including academy impact reports, demonstrates the successful implementation of a SEND strategy across BFET. Systems for school improvement planning are innovative, involving staff, students, parents/carers, governors and partners. As a result the school community has an excellent understanding and ownership of priorities and targets. This is adopted as a model of good practice across BFET schools and is confirmed as an area of excellent practice by challenge partners (2014). This approach impacts on continued school development. In effectively achieving all priorities, SLT and Governors have demonstrated impressive skills, knowledge and understanding of the school improvement process. This has been validated by a range of external QAs. The Improving and Monitoring Performance, Analysing and Challenging Targets (IMPACT) group that has representatives from the whole school community, holds senior leaders and all staff rigorously to account for the developments identified in the school improvement plan, drawing on a variety of evidence. This has established a whole school culture of self-evaluation. High priority is placed on effective and rigorous data analysis, benchmarking and their use to shape plans and provision. The inclusion of teachers in self- evaluation of lessons has led to a more thorough and robust evaluation of teaching and learning. Outcomes are used to support the continual development of personalised learning and structures to ensure teaching makes the best possible impact on students’ achievement and personal development. Students, student leaders, parent/carers and school partners’ voice play a significant role in evaluation processes. We encourage external perspectives and expertise as part of school self-evaluation. Evaluation of the leadership and management of teaching and learning is outstanding based on student outcomes. School has the capacity and systems to ensure personalised areas for improvement through CPD including training, coaching and mentoring. Robust appraisal and CPD seamlessly engages all staff in school development. All school staff, parents/carers & partners are provided with appropriate programme of CPD, the impact of which was rigorously monitored & evaluated. Appraisal procedures 5

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for all staff are well established and linked to professional standards and the annual school improvement targets. Subject co-ordinators have a clear understanding of their defined role in influencing and improving the quality of provision throughout school. Regular 'health checks'/progress meetings on priorities and areas for development ensures that the school continues to improve. A regular review of the curriculum ensures that it reflects the varied needs of individual and groups of learners and the provision is sensitively organised, aspirational and challenging to maximise opportunities, engagement and achievement. All students access an appropriately customised National Curriculum, which is complemented by the eclectic and tailored/adapted use of other assessment and teaching schemes, to create a bespoke assessment system, along with meaningful and stretching accreditation through eg OCR, GCSE, City and Guilds, AQA, ASDAN, Duke of Edinburgh and Arts Award. Use is made of expertise available from BFET academies and the ‘Alliance for Learning’ to support this where necessary. Student Leaders encourage their peers to express their views on the curriculum and their feedback on school provision impacts on future development. Parents also have the opportunity to express their views via questionnaires, meetings, focus groups, working parties and the annual review process. Parent / carers are well informed of their child's progress across all areas of the curriculum. Our annual school report format provides a detailed review of student achievement and it clearly signposts objectives and future priorities linked to the EHCP. This is complemented by parent / carer termly lesson plan summaries. The school culture celebrates achievement, challenge, commitment, punctuality and good attendance (96% for teachers) throughout the school year. This contributes to the school’s shared ethos, vision and aspirations. Our partnership working has high impact and value for the partner schools as evidenced by action plans and impact reports. Melland has successfully fulfilled a local specialist support school role, with the LA brokering and commissioning support for a range of schools. All BFET academies are supported in their provision, initially through a high quality SEND Diagnostic Review, and followed up with action plans, monitoring and evaluation. Governance is outstanding, Ofsted 2013. Governors have high levels of experience and expertise which are well-grounded in their knowledge of the life and work of the school. They robustly monitor and evaluate aspects of school life, such as achievement, finance, safeguarding, standards and curriculum. They are confident to challenge with knowledge and authority; issues are very well addressed and statutory responsibilities are expertly fulfilled with a built in culture of suitably reflecting upon their own effectiveness. Safeguarding is clearly woven into all aspects of school life and is quality assured in relation to child protection. See ‘Parents and Carers’ – ‘Policies and Downloads www.melland.manchester.sch.uk . SLT and a named governor have successfully completed the online Safer Recruitment in Education Training. The school's Single Central Record reflects that full checks on all members of staff currently employed in the school are in place. Governors have a good understanding of all issues relating to the safety of students and staff and keep the effectiveness of safeguarding under review.

2014-2015 School Improvement Priorities – Leadership, Management including Governance     

To lead on a programme of challenge and support for BFET schools to ensure the successful implementation of SEND reforms in line with the required timescales. Further develop roles, responsibilities, capacity and accountability of the: Outreach Team, ASD and complex needs staff, Associate Staff, SLT. Subject co-ordinators to undertake a full curriculum audit and review. To develop an autism training programme in conjunction with the TASS team to be delivered across BFET. To further improve effective communication with parents/carers through the development of the school website and new prospectus. Reviewed, monitored & evaluated by student leaders.

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6. How effective is the 6th form provision?  

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Outstanding

A revised 6th Form curriculum places a strong emphasis on personalised learning, choices and the application of skills, knowledge and understanding across a range of nationally accredited courses including functional literacy and numeracy. Outstanding progress is sustained in the Sixth Form. Of the 2014 leavers 100% of students who have had portfolios submitted for external moderation for ASDAN have achieved nationally recognised qualifications. In addition 25% of these students have achieved AQA Certificate in Employability Entry Level 3. 6 students enrolled on the Duke of Edinburgh Award Scheme and achieved Bronze Award and two achieved Silver. One student achieved the Bronze Arts Award. Assessment systems have been reviewed & revised. This has clarified the learning pathways for students from entry to exit at KS5. The breadth of achievement was celebrated during our end of year whole school assembly. Formative assessment and the careful tracking, monitoring and evaluation of progress continue via each accredited unit informing the level of achievement awarded. A destination-led curriculum reflects the age and changing needs of post 16 students with a strong emphasis on the development of thinking skills, emerging independence and confidence and the ability to apply knowledge within and beyond the school environment in preparation for their future lives. There are a wide range of additional opportunities including sensory based activities, work related placements and partnerships with local community organisations which enrich the students learning experiences. Independent careers information, advice and guidance (ICIAG) is provided for all pupils. Students are well prepared for the world of work through appropriate accreditation, effective workrelated learning and placements facilitated by Remploy and Manchester Metropolitan University – “Bridging the Gap”. Initial assessment on entry, informed by prior achievement and jointly moderated by 6th form tutors, ensure an appropriate and effectively tracked, monitored and evaluated pathway for each individual student with a clear focus on outcomes. Increasingly strong links with higher education, health and social care coupled with a collaborative focus on transition ensures each student moves with confidence to an appropriate post school placement. Compilation of a final leavers’ portfolio, summarising and celebrating individual achievement is shared with parents/carers and the whole school community. 2014-2015 School Improvement Priorities – 6th Form Provision

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To embed functional skills and work related learning including the provision of independent careers advice in sixth form.

7. How effective is the school overall, taking account of our earlier judgements?

Outstanding

All aspects of the school’s performance has been evaluated as outstanding, Ofsted 2013 (substantiated by Challenge Partners 2014); this points to outstanding overall effectiveness. The school is particularly successful in promoting equally good outcomes for different groups of students; removing any barriers to learning, as a result student achievement is outstanding. Impact of leadership and management Inspirational leadership and high quality management ensures that Melland continues to improve provision for all students. There is not a trace of complacency (Ofsted 2013). As earlier judgements and evidence have demonstrated, leaders and managers have been relentless in driving forward improvements and sustaining excellence in achievement, quality of teaching, quality of the curriculum, behaviour and attendance. Melland always seizes opportunities for innovation; an ethos of high expectations pervades throughout the school at all levels (QA Report 2014). Within leadership and management, evolving structures and innovative practice have strengthened the school’s capacity to improve. The work of MHS leadership team in supporting other Academies in the Trust and Schools across the LA makes a very positive difference to students experience in partner schools (Ofsted 2013). We believe the school provides outstanding value for money.

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Evidence Sources for SEF Evaluation Achievement: School Assessment Data, National Similar Schools Assessment Data including Durham University P-Scale Project, Progress Meetings, AQA, City and Guilds, GCSE, Ofsted Inspection Report 2013, QA Review Reports 2013 – 2014, Reports to Governors Teaching: SLT Monitoring Files, Assistant Principal and Subject Leader Monitoring Files, Appraisal Files, Teaching and Learning Review Reports, Reports to Governors Behaviour and Safety: SIMs Behaviour Logs, Attendance, Exclusion and Racist incident Logs, PIS, National & Local Reports on impact of Mindfulness on behaviour, Reports to Governors Leadership and Management: QA Practitioner Reports, Staff and Student Voice activities, Ofsted Feb 2013 Inspection Report, Challenge Partner Peer Review March 2014, Impact Reports of Training/CPD, Reports to Governors 8. The key priorities and the steps to be taken in order to sustain excellence or move the schools effectiveness up to the next grade. Linked to the 3 year strategic plan current priorities are set out in the school’s self-evaluation document, annual school improvement plan, action plans and evaluations www.melland.manchester.sch.uk .

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