Inclusion Quality Mark - The Duston · PDF fileIQM Self-Evaluation ©Inclusion Quality...

©Inclusion Quality Mark (UK) Ltd

The Duston School May 2014 2013/2014

Inclusion Quality Mark

School/College Name: The Duston School

School Address: Berrywood Road

Tel No: 01604 460004

Head teacher’s/Principal’s Name: Mrs Jane Herriman, Executive Principal, Ms Gill Salver, Principal

Head teacher’s/Principal’s Email Address: [email protected] [email protected]

IQM Coordinator’s Name: Allyson Swan

IQM Coordinator’s Email Address: [email protected]

School Website: www.thedustonschool.org

Number of students on roll: 1360

mailto:[email protected]



http://www.thedustonschool.org/

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

IQM Self-Evaluation

©Inclusion Quality Mark (UK) Ltd 2013/2014

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 se lf-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.


IQM Self-Evaluation


Information about this school The Duston School is a larger than the average secondary school (1360 on role), situated on the western flank of Northampton .It became part of

the Academies Enterprise Trust in June 2012 as a convertor academy. In its last Ofsted Inspection in November 2013 it was graded as Outstanding

in all areas.

The school is involved in supporting two other secondary schools, Thomas Becket Catholic School in Northampton and the Sir Herbert Leon

Academy in Milton Keynes. There is an Executive Principal working across Sir Herbert Leon and The Duston School.

The proportion of disabled students and those who have special educational needs supported through school action is much higher than average.

The proportion of disabled students and those who have special educational needs supported through school action plus or with a statement of

special educational needs is higher than average.

The proportion of students whose first language is not English is average.

The proportion of students who are known to be eligible for the pupil premium (additional government funding for specific students, including

those known to be eligible for free school meals) is average.

There is a specially resourced provision (‘Designated Special Provision’) for students with special educational needs relating to autistic spectrum

disorder. Currently there are 23 students with this difficulty. These students attend all of their lessons in classes within the main school.

The school has specialisms in business and enterprise, and in science.

In 2013 62% of all pupils attained 5 GCSEs A*-C (EM) which was an increase of 12% from 2012. This places the school in the top 40% of

similar school’s results.

Ofsted described this as “rising sharply” and stated that “The progress that students make in English and maths is better than in most school”.

IQM Self-Evaluation


IQM Self-Evaluation


Awards

Ofsted Inspection November 2013

Winners of the #FabSchool Award September 2013

Winners of the SLA School Library Design of the Year Award – 2012

Winners of the National Diana Award for Fund Raising - 2012

Winners of the Carbon Trading School of the Year in Northamptonshire – 2012- saving over £12,600 of C02emissions in a year

Finalists for the NGA Outstanding Governance of the Year – 2011

Inclusion Quality Mark (IQM) – 2011 - 2014

Disability Symbol (two tick) received 2006, reaccredited 2008, 2010 and November 2012

Arts Mark Gold Award – 2012 – 2015

Healthy Schools Award – 2012 - 2015

Customer Service Excellence Award (2011)

Investors in People Gold Award: TDS is a flagship School (2011)

Financial Management Standard in Schools (2010)

Customer Service Award (2010)

Most Outstanding Leadership Team (2009)

Healthy Schools Award Report (2008)

Inclusion Quality Mark Report (2008)

Investors in People Report (2008)

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/RV5%20FINAL%20425117_0.pdf#overlay-context=page/achievements

http://www.thedustonschool.org/article/wed-02-oct-2013/duston-school-wins-fabschool-award-twitter-feed

http://tds.aetweb.org/article/thu-22-nov-2012/school-library-design-award-2012

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/Diana%20Award.pdf#overlay-context=page/achievements

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/The%20Duston%20School%20Finalists%20in%20The%20National%20Governing%20Body%20of%20the%20Year%20for%202011_0.pdf#overlay-context=page/achievements

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/IQM%20The_Duston_School_-_May_2011.pdf#overlay-context=page/achievements

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/CSE2011.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/IIP%20Report%20FINAL.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/FMSiS.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/CustomerServiceReport2010%281%29.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/press_release_june_2009.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/hs_award_letter_june08.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/IQM_report_April08.pdf

http://www.thedustonschool.org/sites/tds.aetweb.org/files/attachments/investors_in_people_report_feb08.pdf

IQM Self-Evaluation


Rationale for undertaking the IQM assessment

We are an inclusive establishment which encourages all our stakeholders to become involved in and become part of the process of learning and personal

development. As an Outstanding school we are constantly striving to self-evaluate and ensure that we continue to adapt and thrive despite a challenging

external educational landscape. We believe that the process of undertaking the IQM assessment is a valuable one as it offers us the opportunity to revisit

our structures and explore them with an external critical eye.

Our most exciting challenge in the last year has been School2School support and it has been a fantastic opportunity to work so closely with other schools.

This will continue to be one of our main drivers over the next year as we believe that an Outstanding School has a moral duty to do so. The sharing of

ideas and good practise across different settings is very powerful and essential for future growth. We believe that as an IQM school we can model

initiatives which other schools may find helpful.

Overview of Leadership and Management of Inclusion (an organisation chart and short summary would suffice)

Inclusion is not seen as a separate entity-it is woven into the roles of many staff, including at a senior level. The Well Being Team, which incorporates

Safeguarding, Supporting Heads of Years with pastoral issues, the work of the DSP and the DSENDCO is Line Managed by the Vice Principal Mrs

Maureen Raine, working with Assistant Principal Mr James Barker.

The Standards Team monitors and tracks the progress and attainment of all students, tracks vulnerable students and puts support packages in place as

required. This team is led by Principal Ms Gill Salver, supported by Assistant Principals Mr Paul McFadden (KS3&4, Timetabling and Curriculum). Ms

Rhiannon Ellis (KS4) and Ms Natalie Adams (Post 16).

Teaching assistants are, in the main, deployed directly to Faculties.

Interest in Centre of Excellence status Yes/No

Interest in Flagship status Yes/No

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

The School prides itself on the values embedded within its stated aims and practices. Throughout all aspects of our work there is a tangible and constant belief

that effective education must engage, embrace and have a positive impact on all learners. We believe that all stakeholders are well cared for, supported and

valued.

Staff induction is effective and all staff –whether trainees or new members of the SLT are expected to be effective role models for the Inclusion agenda.

Staff are aware that all views are valued and many staff regularly contribute to briefings or to delivery at CPD or Inset sessions.

As an Inclusive School it is particularly important to us that we do look externally and a significant development in the last year has been the increased

amount of School2 School support we have undertaken.

We received a letter from the Deputy Prime Minister last year congratulation us on our use of Pupil Premium.

We celebrate all achievement-our Celebration evenings are a highlight of the school year. We also use our Vivo miles rewards system to show students how

much we value their positive contributions.

Policy Yes/No Practice 1 2 3

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

Update and improve new staff induction programme, taking into account large numbers of trainees within the school.

Use the May 14 Behaviour Review findings to analyse issues and work collaboratively with students and staff to get full “Buy In” to systems and ensure that the respect agenda is at the heart of the school.

IQM Self-Evaluation


Criteria Organisation Evidence Evidence Location.

1.1 All staff, parents and Governors are

committed to Inclusive practices. Contract of work

Home School Agreement

Policies in place and adhered to by all

School vision / mission statement

Inclusion policy

SEN policy

Staff handbook, calendar

OFSTED report

Interview Governor

1.2 Individual difference is valued DSP/PIC

Inclusion / curriculum maps

Tracking data

IEPs

Support staff timetables

Planning identifies use of different learning styles

Key worker support

Peer mentoring

Differentiation of individual plans

Inclusion register

Celebration awards

Vivo reward scheme

Emphasis of different starting points in lesson planning

Exploring different cultures-Global Education and

assemblies

MRA

1.3 There is effective management and

organisation of inclusive practice

throughout the school.

Behaviour policy

Equal opportunities /Race Equality policy

Anti-bullying policy

Single equality policy

Incidents are logged onto SIMs

Ofsted

RGO / MRA

IQM Self-Evaluation


Race related incidents are reported to the LA

Safeguarding policy

All policies updated and approved by the Governing Body

Policy leaflets

Whole school / class rules

Behaviour / lunchtime incident forms

Acknowledged by external sources

Working with other schools to replicate our good

practise

1.4 There is effective induction and

transition. Induction & EAL induction mentors

Welcome booklet

Buddy system

Student induction procedures

Whole school assemblies

School employ induction mentor

EAL mentor

Induction process for new staff with reviews – NQT induction

policy

All staff undergo a personalised induction programme

and are well supported by buddies/mentors

Students transition carefully planned-focus on vulnerable

students-working with throughout year 6

Buddy system

Pastoral support

Communication with transferring / receiving school

Student yellow folders passed to relevant staff

DSP / PIC assessments Transfer days

Fact – Finder days

CATs

Transfer data – yellow folders

Staff – CFU/VPa

Students - JBA

IQM Self-Evaluation


Staff meetings allocated to discuss students transferring to

new teachers

Student IEP and target information transferred from previous

school setting

Parent induction meetings for new prospective parents

Multi-agency support

Good links with transfer schools

Vulnerable groups identified and supported on entry into

Year 7

Post 16 planning and information sessions

DSP transition programmes

Super Learning days for G&T students 1.5 There is effective personal support or

mentoring available to individuals.

E Buddy system

EAL Workbook

EAL Revision club

Many students are appointed mentors to support their

pastoral or academic needs

Vulnerable and statemented students also have key

workers.

Each year group has a guidance assistant to work with

students on pastoral matters

Wellbeing DTO/RGO/CWA

1.6 Effective safeguarding processes. External reports

Regular training updates for all staff

Induction for new staff

JBA/DTO

1.7 The staff model school expectations

and develop good relationships with

learners.

Ofsted report

Interview with staff members

Leadership team – provide positive role models for school

ethos – leading by example and modelling inclusive practices

and policies

Parent involvement through invites/letters etc

Performance management for all staff

Observation – Learning Walk JNI?

IQM Self-Evaluation


1.8 Behaviour policies are well understood

and implemented by all staff.

Training regularly offered

Focus of this half term’s staff briefings Behaviour and Safety

Regular review of systems

Behaviour review conducted May 14 and action plans

currently being written

Discussion with staff – JBA

1.9 Barriers to learning are identified and

addressed. T & L policy

Tracking data / transfer data

Targets, result predictions

Review meetings – IEP, SEN

Inclusion maps

Attendance data

Annotated Matrices

Seating Plans

Assessments

CATs tests

ALIS tests for Post 16

SIMs data

Fluid groups / mixed ability streaming with faculties

Tracking meetings with key staff

Staff training

Work with primary schools-early intervention.

Pupil attitudes to Self and School used

Proactive rather than reactive practises- targeted year 7

and 8 students placed on 6 week Positive Impact centre

programme

RGO/JBA/DTO

1.10 Achievement by all is celebrated in a

variety of forms. Behaviour policy

Celebration assemblies

Praise postcards, use of CDRT, certificates, awards

Positive marking process

Buddy system

Vivo miles

Celebration Evenings Feedback

Vivo Miles ASW

PIC Awards

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War room (year 11)

Presentation evening at the end of the year for invitations only

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.

Staff CPD programme

Professional Support Programme

Wednesday CPD Sessions

School of Rock

Video CPD

Briefings and Twilight Sessions

Personalised Support

Teacher Improving Performance Programme

(TIPP)

Flipped Learning Observations

Galleried Lessons / Directory of Expertise

Outstanding Teacher Programme (OTP)

Masters in Education Modules

External Courses

NQT and School Direct Programme

Bright Sparks

IRIS Connect

TLR Breakfasts

Joint DoL Meetings

Middle Leader Training

Middle Leader Development Programme

Teaching Leaders Programme

Talent Management and Succession Planning

ESS MLDP

RGO

MRA

TWA

John Murray - Governor

1.12 Pupil premium has an identifiable and

measurable impact on pupil progress.

Pupil Premium Application

Letter from Nick Clegg

Tracking data available

Scrutiny cycle included a session just on Pupil Premium

1.13 Pupil premium use is communicated

via school website. Website regularly updated

Communication also via School Newsletter

Website

www.thedustonschool.org

IQM Self-Evaluation


Assessor’s Comments - Element 1 The Inclusion Values and Practices of the School

The vision for the school states ‘Throughout all aspects of our work there is a tangible and constant belief that effective education must engage,

embrace and have a positive impact on all learners. We believe that all stakeholders are well cared for, supported and valued”. This vision is

being fully realised and is tangible in the ethos and culture of the school. Inclusion is not an add-on but is part of the fabric of the school. All

the staff, students, parents and governors I spoke to understand the values and principles of the school and are fully signed up to them. The most

recent Ofsted report (November 2013) confirms this.

The Equal Opportunities Policy and the Inclusion Policy outline the inclusive values that the school promotes and the students I talked to

confirmed that the school makes all students welcome.

Transition arrangements are thorough and pupils told me they felt welcomed and supported throughout the transition period. Induction of

students arriving mid-term is carefully planned, implemented and tracked. There are similar induction processes in place for staff new to the

school. Vulnerable pupils are quickly identified and supported by the Well-Being and Pastoral teams. Individual one-to-one support is offered

to those who need it and there are many different support groups available to students who need targeted support.

The school includes staff as well as students and support staff are valued and included in all aspects of school life including Professional

Development and Performance Management.

Achievement is celebrated at every opportunity through celebration evenings for each year group, through postcards home and through the Vivo

Miles Reward system.

Leadership of all areas is very effective and is designed to ensure that inclusive practice permeates every aspect of the school. Clear systems are

in place for monitoring all policy and practice.

Behaviour for learning is very good and exclusion figures are low. Students say they feel safe and secure in school. There has been a recent

review of the behaviour policy and an action plan to address issues raised is being discussed.

Pupil Premium students are carefully targeted to meet the needs of pupils in receipt of this grant and as a result the gap between FSM pupils and

non-FSM is narrowing. The congratulatory letter from Nick Clegg confirms this!

IQM Self-Evaluation


Safeguarding arrangements are considered a priority and there are five teachers who are designated Child Protection Officers. All staff receive

regular training on Child Protection and know who they should go to if there is a problem. I interviewed one of the governors designated as the

safeguarding governor and he was very clear about his responsibilities and duties. He is very experienced in this field and has received

additional support and guidance from the LA and senior staff at the school.

Behaviour for Learning is good and teachers are able to teach and students can learn in safe and supportive environment. Attendance is very

good thanks to the hard work of the attendance team & commitment of most parents to get their child to school every day.

Bullying does not appear to be an issue but does happen. Students told me that they would have no hesitation in telling a member of staff and

asking for help if they needed it. The anti-bullying policy is well known and well used.

Pupils are assessed and tracked five times a year and data is analysed to check the progress of individuals and groups of students. The Heads of

Department & Faculty analyse their own data and discuss outcomes with their SLT Line Manager and with their teams who then draw up and

action plan to address any issues. Underachievement is spotted quickly and action is taken to address it.

Strengths:-

Inclusive practice permeates the school at all levels. This is led by the Executive Head, the Principal and Senior Team, who are role models to staff and students alike.

Areas for development:-

The Equal Opportunities Policy could be revisited by students and staff and written in a more accessible format that would make it more

relevant to all stakeholders.

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.

The school is fortunate that we have a bright and relatively new building- we moved into our new site in 2007. However, we hope that it is not just the

newness of the building which makes it an attractive environment for our learners, staff and visitors. We celebrate students’ work and as Ofsted stated “

Students benefit from working in very attractive surroundings. These are enhanced by the very high quality of displays of art, informative posters and most

importantly, examples of students’ work”.

Many visitors comment on how helpful and approachable our reception staff are. In the last IQM inspection the assessor noted “ ..a wide range of visitors

were observed arriving and being dealt with. In all cases they were made welcome, their enquiries were attended to in a personable manner and arrangements

made”.

The school prides itself on achieving Gold standard in the Customer Excellence Awards.

The school benefits from some superb learning spaces-in particular the Hub which is a thriving, centrally located resource where students can work and take

part in activities during breaks and after school. The Accelerated reader scheme offers an attractive range of differentiated books for students and students

enjoy taking the quizzes online.

Classrooms are bright and well equipped to meet the needs of all learners. Differentiated resources and pathways are in place, TAs are employed effectively

Ofsted stated “ Teachers and teaching assistants work very well together to ensure that teaching meets the needs of thw whole class, including disabled

students and those with special needs. Teaching assistants are very well deployed and are skilled at providing close one to one support or assisting larger

groups of students.” EAL students benefit from the work of a very experienced, dedicated EAL leader.

We also benefit from excellent IT provision-soon to be improved even further with the introduction of smart TVs in every classroom and with the

introduction of the student IPad scheme.

Resources are adapted to student needs-for an example all past exam papers photocopied on to purple paper to support a current year 11 students with

revision.

“A further finding was that the school offers a welcoming environment for students with the curriculum being highly personalised and imaginative providing

a wide range of effective learning opportunities for all to engage in learning.” (Customer Service Award)

IQM Self-Evaluation




Do an analysis of Post 16 needs with a view to moving them into a different area of the school to give them more independence and some

recreational space.

Launch of new VLE to improve access and quality of provision for all learners.

Introduce 1to1 IPad initiative-aiming to ensure all learners have access to tablet technology by Sep 16

Our new all through school is opening in Sep 15- we will be working on planning to ensure that the primary building is used to most effectively

enhance the learning of the students.

IQM Self-Evaluation


Criteria Organisation Evidence Evidence Location

2.1 The learning environment is well

planned to support learning and teaching.

Benefiting from new (2007) purpose built building.

Regular reviews of learning spaces to meet needs e.g. current

plan to move Post 16

Need for larger Teaching and Learning office to better support

staff

Re-launch of the Hub as a more flexible learning space.

Regular IT updates

Currently planning new Smart TVs in all rooms to replace

existing whiteboards/projectors

Learning Walk

2.2 Resources, the library and accessible

ICT are arranged to support learning.

ICT identified on all medium term planning

ICT planning used and displayed on weekly plans where

applicable

ICT budget information

Laptops for student use in-class

Desk tops available for student/staff use in ICT suite

Current and varied ICT resources/equipment: digital cameras,

and roamers all widely used in discrete subjects and cross

curricular

ICT equipment used to support individual students with

specific learning needs

Computerized library system

Extra-curricular ICT Study Club and Computer club

Introduction of iPads

E booking system for rooms

Accelerated reader programme based in Hub.

Specialist staff to support timetabled library lessons.

Employment of Book Buddies ( adults who listen to students

read)

Library refurbished to provide more flexible working space

Learning Walk (ASP)

Learning Walk (ICT - LWA)

IQM Self-Evaluation


2.3 There is order and organisation of

resources for accessibility and ease of

movement.

IPads in each faculty area.

Each Faculty area has ample storage in classrooms and within

the Faculty work space for storage etc.

Wheelchair accessible desk in each IT rooms

Learning Walk

Interview Elizabeth Parker year 8

2.4 Differential resources for individual,

including specialised, needs e.g. more able

learners and/or learners requiring

additional support.

Interview with students

Different filters for dyslexic students

Laptops for identified students

Post 16 Bursary

Exam papers on different coloured papers

Exams held in small rooms to suit individual

JNI – MAGT

RGO/TWA/TMA

2.5 Communication, oral and written, is

effective in supporting learning and

teaching including parent needs for

translation and interpretation.

Personalised Induction Programme in folder

Quality of presentations at staff briefings-always followed up

by emailing presentation and materials to staff

Articles in Newsletters

Translated letters

CWA –

2.6 Classroom arrangements, including

TA deployment and use, support good

learning.

Seating plan, communication log and timetables

Monitoring of TA performance

Support staff timetables

Support for targeted children

Small groups and individuals identified for support in

planning

IEP, IBP, PSP planning

Clear direction through teachers planning

Regular reviews with support staff

SEND reviews

Annotated matrices

Ofsted

RGO/MRA

2.7 Positive images of Inclusive practice,

displays and photographs, newsletters are

evident.

Library resources

Displays around school

Positive images promoted through resources that are identified

in planning and used in World Studies

Cultural inset

ASW

Learning Walk

IQM Self-Evaluation


Cultural off-site student visits

Curriculum long term plans

Newsletters

2.8 Celebrations of achievements at

different levels and a variety of means. T & L feedback observatories

Assemblies

Annual reports

Parent evenings – targets given to parents

SEN reviews

External assessments

IEPs – discussed with parents and targets discussed with

students

Support staff / key worker feedback during area planning

times

Staff feedback following SEN reviews

Targeted and positive marking

Newsletters

Positive Postcards sent home

PIC EAL JNI

Vivos ASW

Celebration Evenings

2.9 Use of ICT to enhance learning across

abilities. All students have log-ons for ICT

My Maths

Ipad Digitgroup-promoting innovative quality learning

through tablet technology

Iris Connect used by staff to support each other, review own

teaching etc.

RHE/LWA

2.10 Adaptive ICT for individual needs. Coloured screens

Ipads

Laptops for targeted students

JMA

2.11 Additional resources and adaptations

for disabled (differently abled) students. Differentiated timetables

Exam papers are printed on coloured paper for Dyslexic

students (colour to suit the student).

STH/RGO/MRA

IQM Self-Evaluation


Handouts in lessons should be printed on coloured paper in a

Dyslexia friendly font for those students who need it.

Teachers are regularly reminded to do this.

Class profiles show this information

Annotated matrix

2.12 Resources are purchased to identified

need. School uniform and school equipment needs supported

One to one tutoring (in school and online) for identified

students

Writing slopes

Coloured overlays

Pen grips

Handwriting pens

Left handed scissors

Handwriting frames

Visual cue cards

Doodle books

Stress balls/tangles

Room dividers to provide de-escalation space

Punch bag

Radio for calming music

Large beanbag for tactile/sensory students

Rug, chairs and coffee table to create a social interaction area

Individual white boards and pens for use in class

Sand & electronic timers for use in class

10 x laptops specifically for SEN pupil use.

Xbox and television and games to use for socialising and

reward time

5 x laptops specifically for exams

RGO

Assessor’s Comments - Element 2 The Learning Environment, Resources and ICT

IQM Self-Evaluation


The new building is very impressive and is very well maintained. It is spacious and light and comfortable with many electronic whiteboards in

classrooms and many well equipped computer suits. The iPad project is opening new avenues in terms of using IT. Displays are used

effectively to consolidate learning. This is confirmed in the Ofsted Report. The Library and Hub are well equipped and used well. The school

is fully accessible to students and staff with a range of disabilities. Specialist equipment is provided for those who need it. New Primary

provision is planned and building work has started and Duston will be an all through school from September 2015.

ICT is well used in the school and facilities are good. There are wheelchair accessible desks in each IT room and numerous IT learning aids are

available to students who need them. Laptops, iPads, digital cameras and other ICT resources and equipment are widely used in individual

subject areas and around the school.

Achievement is celebrated at every opportunity including annual Celebration Evenings for each Year group which are well attended by parents.

Students are nominated by Heads of Faculty. The Vivo Miles scheme is well established and teachers use it sensibly. Points make prizes and

even for the most sophisticated older students who still gather points for mobile top-ups, iTunes etc. Postcards home, assemblies all contribute

to the achievement culture.

The School Newsletters is published every six weeks and ensures parents and the community are kept abreast of the journey the school is on.

All school documents are produced in the Duston ‘house’ style and are clear and accessible to all stakeholders.

There are 28 Teaching Assistants who are mostly attached to Departments. The system works well and TAs are well -trained and well-informed

to support children with particular special needs and others when the need arises. Teachers have been trained to work in partnership with TAs

and they appreciate the additional support provided to help them include students with a range of special needs. Students wi th English as an

Additional Language (EAL) are also quickly identified and supported.

Differentiation and matching of work to individual needs is a priority for the school and the teaching and learning team are developing

innovative practice in this area. The team understand the importance of matching work to individuals is the best way of raising achievement of

all students.

The school takes training and development of all staff very seriously and ensures that all staff are included and empowered to fulfil their role.

Strengths:-

The ethos and atmosphere in the school is warm and welcoming.

IQM Self-Evaluation


The building is fit for purpose and is fully accessible and is well maintained and well used.

Displays enhance student learning.

Resources are well used and targeted to support learning.

Planning for differentiation is a key priority and there is innovative practice in this area.


There are no significant areas for development.

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)


Ofsted stated “There is an exceptionally positive learning atmosphere throughout the school” and “Students display excellent attitudes to learning. Our

regular Student feedback weeks means that we take into account what our learners tell us and act upon it accordingly.

Students demonstrate a shared ethos of respect for all learners-our DSP learners are fully integrated into mainstream classrooms.

The work of the Well Being Team ensures that students are supported out of lessons and with overcoming external barriers to learning. This team is a costly

but valuable resource. The staff are all non-teachers who are very skilled at working with young people to support them- we developed this team after a visit

to George Green’s School in London a few years ago!

Ofsted stated “Students understand the school’s rules well and know that there are consequences for breaking them. There is little bullying and all incidents

are properly recorded and dealt with. The school makes strong efforts to make sure that students have a thorough understanding of different types of bullying,

including those based on prejudice. Parents and staff are positive about students’ behaviour, and the school’s monitoring records show that any issues raised

by parents are dealt with effectively. “ and “Students take their learning seriously. They will confidently take the lead in lessons when asked and play their

full part in paired or group tasks. They know how important school is to them and as a result, they are attentive and sustain concentration so that they can

complete tasks to the best of their ability. “

Many students choose to stay behind every day to take part in extra learning opportunities. Attendance at Saturday and holiday learning sessions is also

excellent.

We are currently undertaking a two week Behaviour review to ensure that our systems are still effective and to amend as appropriate.



Behaviour systems to be adapted following feedback from Behaviour review May 14

Member of SLT to oversee Extra Curriculum offer to ensure wider variety of activities on offer

Extend current School 2 school support to give staff opportunities to further develop and share good practise.

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3.1 Clear understanding of policies on

behaviour, bullying, harassment and

inclusion.

Behaviour review

Interviews with staff and staff questionnaires Behaviour policy

Equal opportunities /Race Equality policy

Anti-bullying policy

Single equality policy

Incidents are logged onto SIMs

Race related incidents are reported to NCC

Safeguarding policy

All policies updated and approved by the Governing Body

Whole school / class rules

Behaviour / lunchtime incident forms

Staff interviews

3.2 Effective induction and transition Transition work includes working with vulnerable students

throughout year 6.

A Hero’s journey

Visits to primary schools

Attendance at school events

Additional school visits for vulnerable students (including

students who are the only one transferring from their primary

school)

Work of our Primary trained member of staff both pre and post

transition

Super Learning days for G&T students

Year 7 Interviews - JBA

3.3 Respect for others and appreciation of

different needs Low damage costs

To be observed- students positive attitudes towards DSP

students and others with disabilities

Student fund raising and donation of their Vivo points to

charity

Learning Walk – Student

discussions

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Supporting school in Africa-providing a hot meal daily for

every students

Always a Chance Charity Fund Raising

3.4 Know how to access school support

for individual needs. Pastoral Support Assistants

Heads of Year and Inclusion staff ensure students know how

to access help Equal opportunities policy

Disability access plan

Risk assessments

Appropriate / relevant staff attend induction meeting with

parent / carer to discuss students / family’s individual needs

Appropriate liaison with NCC, previous school, parent/carer

and student for induction of statemented student – IEPs

established and support allocated

Discussion – Cadre AEL

3.5 Have a clear view of how to improve

their learning. Student Passports

Target setting in books and student awareness of “Next Steps

to succeed”

Curriculum broadened every year

Virtual teaching

Assessment for learning shown on planning

Assessment and monitoring techniques used

Clear behaviour management adapted to individual student

needs

Range of teaching strategies and styles to support ALPS

Planning showing individual needs met through different

techniques and resources

Resources and programmes used for specific student needs

Collaborative approach through multi-agency working

Inset provided to support individual learning styles

Discussion Students JNI

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3.6 Demonstrate personal and community

responsibility. Student risk assessment

Charity fundraising

Behaviour in lessons

Correspondence

3.7 There is visible evidence of inclusive

behaviour – from staff and/or children.

Observed during assessment

Welcome into school

Disabled access and parking

New-site development – meets DDA standards

Customer Excellence Award

Investors in people – gold

School ethos, information leaflets promotes inclusion

Induction procedure for new families; liaison with previous

school, analysis of records, meeting with parent / carer

assessment on entry / parental feedback

Parent invitation into school

Newsletters

Annual report

Targets given out

Homework

Parent workshops

PSA / key worker timetable and activities

Weekly bulletin informs staff of visitors into school

Visitors signing in book

Induction procedures for new staff – mentoring and T & L

handbook

Learning Walk

3.8 There is a culture of mutual respect. SMSC Leaflet

Observed during assessment

Inclusion policy

Equal opportunities policy

Race equality policy

Whole school ethos recognises and celebrates diversity –

assemblies an displays

Global Education curriculum

Learning Walk

Ofsted

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Personalised timetables

Range of multicultural resources

Tracking sheets showing a range of student’s progress

Student evaluations

Peer support evident, encouraged for EAL students/families

EAL coffee mornings

EAL students sit GCSEs in their “mother tongue”

3.9 Classroom behaviour managed

effectively; supporting learning. Observed during assessment

Positive behaviour reinforcement Behaviour4learning

Learning Walk

JBA

3.10 Take on responsibility to support

school aims. Vivo contributions to charities chose by Student Cadre

Observed through student discussion

Cadre AEL/PFO

Vivos Charity – ASW

3.11 Out of class activities take up. Data available

Registers

JRO/JBA/JNI

3.12 Range of out of class activities

offered.

Extra Curricular Leaflet

After school activities

Long term plans include trips and visitors

Northampton football club work

Saints programme / visits

Breakfast clubs – individual departments during exam time

Homework – LRC study support

Lunchtime activities

Peripatetic music lessons

Sports Day / Swimming Gala

Contribute to Duston Community fete

Fundraising / Charity works links with Gambia school

Links with Duston pensioners group and the Salon

JRO/JBA/JNI

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3.13 Learners have aspirations for the

future. Gifted and Talented Leaflet MRI

NAD

3.14 Learners are regularly consulted

about school issues, with outcomes

considered and addressed.

Student Cadre

Post 16 Head Team

Student Surveys

Cadre –AEL PFO

Post 16 Panel – NAD/SAC

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Assessor’s Comments - Element 3 Learning Attitudes, Values and Personal Development

The inclusion and equal opportunities policies are translated into practice and are evident around the school in the way that people treat each

other.

The behaviour of students is very good and the students I interviewed were very clear about what was expected of them. Classroom behaviour is

conducive to good learning and students move around the school in a clam and purposeful manner. There are very few exclusions and there are

many strategies in place to support youngsters who find it difficult to manage their behaviour. The Well-Being and Pastoral teams are central to

the inclusive ethos. Anti-bullying strategies are well known and students said this was something they worried about before coming to the

school. However, when they arrived at the school they found that it was not a big issue and was very rare. Students said they would tell their

parents and teachers if it was happening to them or to their friends. They would not keep quiet about it and are confident that the school would

deal with it. One disabled student told me that another student had called her names and been unkind but her friend took her straight to a

member of staff who dealt with it immediately. It has not reoccurred.

Transfer arrangements are extremely well planned and delivered. I interviewed two Year 7 pupils who had recently been through the process.

The school is now oversubscribed but has not always been so and even those who did not chose it as a first choice told me that they were now

glad they had got a place at The Duston School. The school is involved in delivering an Authority wide transition Bridging Unit. Staff have

been trained to deliver it and to assess it. This provides useful information for placing students in tutor groups.

The transition process is very thorough and is very effective. There are additional arrangements put in place for more vulnerable students.

Students sit CATs tests before they start at the school and these are amalgamated with the SATs tests to ensure that students are placed in

appropriate sets when they start school. Those who arrive as mid-term admissions are assessed to make sure they are placed in the right sets.

The students and parents I spoke to were very complimentary about the transition process.

Respect for each other is a cornerstone of the school and is evident in all areas. Students are very generous and raise a great deal of money for

various charities throughout the years. Many donate their reward Vivo Miles to charity.

Student Passports are used to support vulnerable students or mid-term admissions or anyone who needs short term support. These provide all the

information a teacher might need to plan and teach appropriately for individuals who might need short term support.

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Marking and feedback to students is a priority for the school and good practice can be seen in exercise books. Students are able to articulate

what they have learned and what they need to do next to improve their work. They enter into a dialogue with their teachers and take action to

move to the next stage. This is impressive practice.

The curriculum is innovative and is constantly under review. Currently it meets the need of a wide range of learners. The school is currently

redrafting the KS3 curriculum in line with the new National Curriculum.

The provision for More Able and Talented students is clearly defined and understood and teachers ensure that youngsters are challenged and

pushed to ensure they achieve their full potential.

Attendance at school is around 95% due to the hard work of the Well-Being & Attendance Team and due to the attitudes of the learners who

want to be at school.

Safeguarding is a high priority and the school makes sure students are safe and secure at school. There are two Safeguarding Governors who are

very clear about their role. Child protection procedures are well embedded and carefully monitored. Safeguarding the most vulnerable students

is part of the ethos of the school.

Students are given very clear feedback on their work and this helps them improve their work. Marking is a priority and is quickly becoming a

real strength of the school.

Students with disabilities are included fully in the school and children are very tolerant of differences and very protective of each other

especially of the most vulnerable.

Student Voice is an important aspect of the school. The Sixth Form Students lead on this and work alongside the younger students on the

Student Council.

Homework is regularly set by teachers and is carefully marked. Students appreciate the feedback from their teachers.

Target grades are set according to KS2 results but predicted grades are given every year on present performance. Students know their targets

and more importantly know what they have to do to reach them.

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Careers advice and guidance is provided for older students to help with UCAS Forms & Apprenticeship applications. All those who want a

careers interview are given one.

There is an annual Musical production that all age groups can participate in.

There is an extensive programme of extra-curricular activities including sport and music as well as academic catch-up classes. A PE teacher

organises the programme and does his best to monitor attendance.

Finally, a comment from a Sixth Form student:-

“Duston is a brilliant environment to learn in’. I like the people…. Teachers are lovely and always willing to go the extra mile for us. They

give us lots of support. They are friendly but make us work hard. They are easy to get on with. They listen to us.”

Strengths:-

The Well-Being team provide very targeted support to the most vulnerable students and are the backbone to the school.

The attitude of learners is very good and they are keen to learn and achieve.

Transition arrangements are very good.


Attendance at extra-curricular activities needs to be monitored and analysed so that the school can look at the impact of different classes and see if different groups and individuals should be targeted. This will be important in terms of pupils in receipt of the Pupil Premium grant,

SEND students and More Able & Talented students.

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Element 4 - Learner Progress and the Impact on Learning

Element 4:- Learner Progress and the Impact on Learning

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

GCSE results for 2013 were above the national average and standards are rising rapidly across the school. As students typically start Year 7 with attainment

which is significantly below expectation, this represents outstanding achievement. “ More able students achieve well; their attainment is often impressive “

(Ofsted)

Our policies for Learning and Teaching are exemplary and CPD is personalised and targeted to address student needs. Staff use data effectively and are well

supported by the Standards Team in terms of tracking and target setting. Pupils are aware of their targets and the next steps they need to secure success.

Transition is well managed and we are particularly excited that we will become an all through school in September 2015 as we believe that more joined up

thinking between key stages will be beneficial for all.



Further develop use of transition matrices and Standards folders and support with our partner schools to do the same

Plan a system to replace levels which is meaningful to students and parents.

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4.1 Analysis - evidence that data informs

teaching and learning at an individual

level.

Standards folders show careful annotation of data to inform

seating plans, differentiation needs and strategies to maximise

student progress.

PA data is collected termly to establish every students’ attitude

to learning, current grade and target grade. This is used to

measure student progress and put in place interventions and

support where necessary.

PA data is used to hold Scrutiny Meetings and discuss

intervention strategies for relevant students.

More Able students in Year 10 are provided additional

mentoring in core subjects if early GCSE underperformance is

noticed. The cohort comes from PA data and each mentor is an

established, good or better teacher.

Teachers are provided with detailed target grades in order for

them to plan appropriately challenging work.

JNI

4.2 Different learning needs are identified

and acted upon. Student passports are kept up to date in order to inform staff of

different learning needs. These include practical strategies for

how the member of staff can cater for these needs.

Directors of Learning meet bi-weekly with TLR holders to

discuss the needs of learners within their subject areas. Where

necessary, these needs are also discussed in bi-weekly

meetings between Directors of Learning and their Senior

Leadership Team Link. The SLT Link ensures the needs are

acted upon. Minutes of these meetings are stored

confidentially.

More Able, Gifted and Talented students are identified on a

central register and on SIMS. These are both updated bi-

annually. Each Director of Learning bears responsibility for

maintaining accurate records of identified students in order

JNI

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that provision for them is part of faculty planning and

preparation.

More Able, Gifted and Talented students are offered a

substantial extra-curricular portfolio of opportunities to

develop their skills.

There are two dedicated staff identifying students and

providing small group, intensive literacy and numeracy

learning for those students not entering the school with a Level

4 in English and Maths.

4.3 Variety of teaching and learning

approaches evident. Learning Walk, Lesson Visit and Drop In records show a

range of effective teaching and learning techniques in use,

leading to good and outstanding quality of teaching.

IRIS Connect videos show teachers engaging in a variety of

approaches.

PPD sessions revolve around different approaches to teaching

and learning. The school keeps a detailed record of these

sessions.

Student Voice informs the approaches to teaching and

learning.

JNI

4.4 Learning plans are adapted to

developing needs.

Schemes of Work include provision for students with

developing needs.

Teaching Assistants work alongside teachers to establish the

needs for individuals within the class.

Lesson Observation forms document the use of other adults to

support students with developing needs within the lesson.

Schemes of Work and Lesson Observation paperwork shows

how teachers adapt plans, tasks and activities for more able

students.

JNI/RGOTWA

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Currently, subjects are adapting plans in order to incorporate

the school SMSC drive to commemorate the centenary of

World War One.

4.5 Learner attainment is regularly tracked PA data is based on formal assessments.

Years 7 and 8 sit formal assessments in English, Maths,

History and Geography to measure attainment in these

subject areas.

Students are moved bands in light of attainment data.

Departments have established assessments to track

attainment and offer interventions, or additional challenge,

where necessary.

Data is collected five times each year (see calendar attached

and draft 2014-15 calendar). Each time this is reported to

parents (see example Progress Assessment grade sheet). The

data is then uploaded into SISRA (see screen shots) and staff

can access it from here. SISRA is available to all staff and

regular training sessions are held to help with this.

CSP/PMC

4.6 Learning targets are known to learners

and staff, supporting progress.

PA data clearly identifies targets for students to support

progress in underachieving areas.

Students are told their target levels in subjects, with

numerous departments writing these on their exercise

books/folders to be constantly reminded.

Staff are provided with detailed matrices to show progress of

students in each class, thus allowing staff to set targets.

Passports have clear targets for student development, with

strategies to support.

Progress Assessment grade sheets show targets for all

subjects (see example attached) and class teachers are given

targets for all students on their class profile (see example

attached)

CSP/PMC

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4.7 Feedback from teachers, oral and

written, and self-evaluation makes a

positive contribution to learning.

Flipped Lesson Observations show a dialogue between

teachers about lessons, and include peer and self-evaluation

of lessons.

Teachers on the TIPP (Teacher Improved Performance

Programme) receive weekly feedback on their progress based

on dedicated mentoring from a senior member of staff.

Staff have provided extensive responses to SLT initiatives,

such as our Behaviour System Review, to inform policies

relating to classroom learning.

Our 30 Day Challenge for staff provides daily oral feedback

and discussion, leading to positive standards in the

classroom.

JNI

4.8 Evidence of good achievement across

all identifiable groups. Ofsted report

See Outcomes Summaries and SISRA screen shots

CSP/PMC

Ofsted Report

4.9 Evidence of evaluation of outcomes

and adapted practices, for all groups. See annotated class matrices CSP/PMC

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Assessor’s Comments - Element 4 Learner Progress and the Impact on Learning

The dedicated data team analyse the data and provide teachers and middle leaders with data they can use to plan appropriately for the needs of

students in their class or subject area. It is clear from the most recent Ofsted Report and from my discussions with teacher s and middle and

senior leaders confirm that the data is well used to plan appropriate lessons and to track progression of individuals and groups of students. All

teachers are given a Standards Folder with all the information they need about school data and about lesson planning. These are part of the

induction for all staff and contain photos of pupils they will teach, information about use of a seating plan for all classes (with a clear rationale)

etc. There are five assessment periods in the school year and data is collected and analysed after each one. The data team and middle leaders are

quick to spot a student who is standing still or not making progress.

Standards at the school are high and GCSE results are above average. Attainment on entry has been very low (around 26.3) but this is now

improving as primary schools get better. Value added data is impressive (Raise on Line). The gap between FSM & Non-FSM is narrowing.

Pupil Premium used to employ a primary school teacher to work with those who did not achieve level 4c.

English as an Additional Language – there are small numbers with no English when they arrive. However, there is a support programme in

place to meet their needs.

There were about 45 mid-term admissions but they are not tracked as a specific group. There are 51 students with statements of special

educational needs – about 25 with additional needs.

Pupil Passports are used to inform teachers about individual needs of students. They also identify areas of strength & suggest strategies for

success, their latest progress assessment and areas of difficulty.

The focus of the School Development Plan is on four whole school priorities:-

- Feedback to students.

- Checking for understanding.

- Differentiation.

- Using data to focus on learning.

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Strengths:-

Differentiation and matching of work to student individual needs is innovative practice.

The very focused SDP with four clear priorities that are known by all staff.


The school needs to monitor the progress of students who arrive mid-term to ensure they are making expected progress.

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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.)

The following statements are taken from our Ofsted report (Nov 2013)

Most of the teaching observed by inspectors was either good or outstanding. This closely matches school leaders’ own assessment and

shows a clear understanding of what makes for good teaching and learning. “

Teaching in the sixth form is always at least good with some that is outstanding, and is the main reason for students’ improving progress.

Teachers have very high expectations of their students. They use the information they have about them, together with their excellent subject

knowledge, to plan challenging lessons which engage students and help them to make rapid gains in their learning.

An impressive range of techniques is used in lessons. They have been developed within the school so that all teachers can confidently use

them with success. A good example was seen in a Year 13 art lesson, where the teacher’s skilful questioning encouraged students to

challenge themselves to improve the quality of their work. Students were able to describe exactly what they needed to do to produce what

was frequently very high quality work.

A common strength is the way teachers provide extension activities which help students to deepen their understanding. In a Year 8

mathematics lesson, the teacher had carefully planned the lesson so that groups of pupils could work at their own level and make good

progress. The most able students were encouraged to move ahead more quickly, while others spent more time making sure that they had

understood the task properly. The teacher’s very impressive classroom management skills meant that all groups were supported when

necessary and also that one-to-one support was given when needed.

Teachers provide useful feedback to students on the quality or their work and what they should do to improve. Students are given time in

lessons to reflect on the changes they need to make to their work.

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Teachers and teaching assistants work very well together to ensure that teaching meets the needs of the whole class, including disabled students

and those with special educational needs. Teaching assistants are very well deployed and are skilled at providing close one to one support or

assisting larger groups of students. They help build the confidence of students who they assist and have a clear impact on their progress.

Teachers and other staff employed to support students from the specialist provision work very effectively in all lessons to ensure they can access

the learning and contribute to and benefit from it to the full, alongside their classmates. These students consequently make good gains in their

progress because staff make concerted and successful efforts to help them cope with their specific difficulties.

The leadership of teaching is exceptional. The monitoring of teaching by senior staff is extremely rigorous. Teachers are continually working to

improve their performance and are supported by a very impressive programme of training and development opportunities.

Percentage of lessons at good or better =



Further develop a comprehensive approach to ensure lessons are delivered with different starting points which enables all learners to make rapid

progress in relation to their ability.

Support staff –we want to develop a common language for the role of support staff within lessons and monitor effectiveness of them to ensure

consistency. We are looking at adapting the .9 framework which we use for teachers to produce something similar for TAs.

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5.1 Performance management targets have an

impact on learning and teaching

Ofsted - Outstanding

SLE Applications

Teaching School Application to support schools in the

wider community

Support Staff obtaining professional external

qualifications to support best practice within the

classroom.

Teaching staff set targets relating to personal

development and department results to drive up

standards

MRA

5.2 The school Learning and Teaching policy is

well implemented and monitored. Directors of Learning and Middle Leaders complete

Lesson Observations, Learning Walks, Lesson Visits

and drop ins as required in the policy. Paperwork is

stored confidentially.

The school tackles underachievement through its

Teacher Improved Performance Programme. TIPP

folder.

The school regularly reviews its Quality of Teaching

statistics in a triangulated approach, avoiding snapshot

lesson judgements. Directors of Learning and SLT

Links meet to discuss these statistics as part of Line

Management meetings.

The school undertakes regular Student Voice and

Student Feedback Weeks. Records of these are shared

with Directors of Learning and SLT.

The school runs a weekly programme of Personal

Professional Development for staff. Registers of

attendance are kept for these.

The policy is reviewed regularly and is currently being

examined by the Governing Body.

JNI

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5.3 L&T plans and schemes of work are adapted

to local (individual) needs. Schemes of Work include provision for students with

developing academic or behavioural needs.

The use of the Learning Design philosophy, referring

to starting points and learning pathways, ensures that

learning is personalised to individual needs and allows

all to make good progress.

Teaching Assistants work alongside teachers to

establish the needs for individuals within the class.

Teaching Assistants are part of the consideration of

seating plans.

Schemes of Work and Lesson Observation paperwork

shows how teachers adapt plans, tasks and activities

for more able students.

Departments offer enrichment opportunities for

students to develop their learning content in an out of

classroom manner. These form part of the scheme of

work (e.g. Duxford Museum supports study of WW2

in History). Trips paperwork will support this.

JNI

5.4 Awareness of, and provision for, individual

learning needs.

DSP – paperwork

MAG&T register updated bi-annually and leads to

enrichment opportunities for these students (e.g. Stars

in the Making, Reach for the Stars).

Staff provided with updated MAG&T register in order

to inform planning for learning needs.

Student passports make staff aware of learning needs

and provide strategies for how these needs can be met.

PA data, and the result of Scrutiny Meetings, identify

students with individual learning needs. Directors of

Learning ensure that these needs are being met

through meetings with TLR holders.

JNI/RGO/TWA

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Teaching Assistants used to support the behaviour and

academic needs of students within a class setting, as

seen by seating plans.

There are two dedicated staff identifying students and

providing small group, intensive literacy and

numeracy learning for those students not entering the

school with a Level 4 in English and Maths.

5.5 Awareness of expected outcomes at year end. Reports

Teachers enter a predicted grade into SIMS at each

data collection

War Room

CSP/PMC

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 Visits, Lesson Observations and Learning

Walks all show that objectives are clearly

communicated to students.

The use of the Learning Design philosophy, referring

to starting points and learning pathways, ensures that

learning is personalised to individual needs and allows

all to make good progress. Students made progress

expected of their ability.

IRIS Connect videos show teachers engaging in a

variety of approaches.

PPD sessions revolve around different approaches to

teaching and learning. The school keeps a detailed

record of these sessions.

Student Voice informs the approaches to teaching and

learning.

Ofsted praised the range of learning and teaching

approaches, as well as the communication of

objectives to students.

Annotated Matrix

JNI

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5.7 All resources, including TA and ICT are used

appropriately and effectively to enhance learning. Use of iPads within faculties to promote learning.

Booking sheets show successful “buy-in” from staff.

A range of PPD sessions that focused around using

iPad technology in learning.

Twilight sessions held on using iPads within learning.

Schemes of Learning reflect ICT opportunities.

High uptake of ICT suites and Laptops in order to

provide online learning opportunities.

Creation of the VLE is on-going in order to provide

further ICT opportunities.

Teaching Assistants used to manage the behavioural

and academic needs to students, as seen on seating

plan annotations.

Lesson Visits, Lesson Observations and Learning

Walks document appropriate use of adult support in

the classrooms observed.

Reference to positive use of other adults in our Ofsted

report.

JNI

Ofsted

5.8 Communication within classroom effectively

supports learning. Teachers communicate expectations, objectives and

explanations of tasks clearly, as documented by

Lesson Visits, Lesson Observation and Learning Walk

paperwork and Ofsted report.


paperwork shows students discuss their learning and

work well with other students to problem solve,

discuss or present their learning in the classroom.


paperwork shows a culture of respect between teachers

and students, and between students, that allows high

quality learning to take place.

JNI

Lesson Walk

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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.

Student work is marked regularly with praise, targets

and next steps identified. (Purple and Green Pens)

Students respond to feedback through Dedicated

Improvement and Reflection Time, developing

previous learning and making improvements.

Student exercise books will show evidence of self and

peer assessment.

Assessments are marked to ascertain attainment.

Starting points are used, based on marking and

feedback, to set appropriately challenging tasks.

Teacher markbooks and SIMS records key assessment

grades and attitudes to learning to identify

interventions.

PA data is used to establish interventions.

5.10 Reports to parents are detailed, informative

and support future learning.

Example report in folder

CSP

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Assessor’s Comments - Element 5 Learning and Teaching (Monitoring)

‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’ . Dylan Williams. This quote is on

the front page of Teachers Personal Professional Development folder and it clearly articulates the way The Duston School works. The emphasis

on developing teachers and teaching is stark. There is no complacency and teachers want to get better and better.

Teaching is a real strength of this school. Much time, effort and resources are put into improving what goes on in the class room. The Teaching

and Learning Team are very proactive in leading this work and involving all staff. They are very reflective and forward thinking across the

school. They are open and honest about what they see as the issues and barriers and what they are doing to find solutions. There is a ‘can-do’

attitude that permeates the school.

The school are using an AET 9 Point framework to develop teaching and learning and this is used to monitor the quality of teaching and

learning. The school no longer grade lessons after one observation but triangulate judgements from work scrutiny and middle leaders’ walk-

throughs & lesson visits. Teachers who are consistently judged as good and outstanding organise their own observations with trusted peers. The

system works really well and teachers feel trusted.

There is no prescribed way of teaching although a detailed framework is provided to guide teachers as to the key elements of outstanding lessons.

They are told to do it their way. ‘Whatever works for you and your students is ok’.

The Teaching & Learning Team are looking very carefully at differentiation and matching and are trialling a Learning Design framework

designed to help teachers access individuals starting points and prior knowledge about different subjects. This way less time is lost and learning

is more targeted. This is a work in progress but is an indication of the innovative and creative practice that is going on in The Duston School.

All staff are supported through a very detailed Personalised Professional Development Plan and the school holds the IIP Gold Award. Staff feel

valued and appreciated. For instance the TIPP programme is carefully planned to support teachers who require improvement. This is very

thorough, very strategic and very successful. It is not punitive in any way. For those who are on the verge of Requires Improvement join a 30

Day Challenge Programme. This means they meet for 10 minutes a day, every day with T & L coach. This has been very successful.

Other development programmes include the Bright Sparks (Research Programme) – two people on Internal research programme, the

Teaching Leaders Programme & NPML which will be delivered from the school running from the school next year. Others schools will be

invited to attend.

IQM Self-Evaluation


CPD for support staff is also a priority with a full programme of accredited and non-accredited courses that staff can choose from.

Initial Teacher Training is well established and there are 28 this year – a mixture of School Direct & Graduate Teachers. The programme is

planned alongside NQT programmes which is very detailed and thorough. NQTs and Beginning Teachers told me they are really well

supported.

Teachers are willing to take risks in the classroom and the motto in every classroom ‘Fail is your first attempt in learning” is displayed throughout

encouraging teachers and students to take risks and try something different even if it’s hard.

Finally a quote from a member of the teaching staff:-

‘This is an innovative school’. We never stand still and are always pushing forward’.

Strengths:-

The quality of teaching and the continuous push to improve teaching is a real strength. The reflective can-do approach is admirable and involves all teachers.

Professional Development of staff is exemplary and innovative.

Monitoring and review of teaching is thorough and is supportive.



IQM Self-Evaluation


Element 6:- Parents, Carers and Guardians

IQM Self-Evaluation


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

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

Parents and carers are kept well informed-the school uses text and emails effectively as well as the School Newsletter to achieve this. We encourage parental

views and after an event hand out evaluation forms or have laptops set up where parents can complete a quick anonymous survey to let us know their views.

Our website also offers a clear range of information, including policies etc.

The SLT has a regularly timetabled after school “drop in “ where parents can come into school without an appointment and talk to senior leaders about any

concerns.

“The school is successful at working with parents to bring about improvements for students who find behaving well difficult “ (Ofsted Nov 2013)

Complaints are carefully managed and followed up”. I had the opportunity to meet with parents and talk to a number of complainants and in general there is a

feeling of satisfaction with the services being delivered by the school staff team with open and honest dialogue in place.” And “From the parents I met they

confirmed that they have direct contact with tutors whether by e mail or phone. One parent told me that if she e mails her daughters tutor in the evening she

would receive a reply by e mail within 24 hours.

And “It was most evident from the parents that I met that there is open dialogue between themselves and the school. In a case of severe weather they had

received a text by 6.45am to notify them that the school would be closed and was kept informed daily until the school could be re-opened.” (Customer Service

Excellence Award)



We are going to introduce data access for parents.

We are planning to extend our parent workshops this year to offer a wider variety of activities eg e-safety, using tablet technology etc.

We are going to extend our staff survey monkey questionnaires to design some for parents to access so that we can work with parents more

effectively, having a clearer idea of concerns and issues.

IQM Self-Evaluation



6.1 Parents have opportunities to be

involved in their child’s education.

Transition evenings, parents evenings, reports and follow ups,

family SEAL initiative

MAGT group parents events

Parents invited to celebration evenings.

Performances

Picnic in the Quad

Meet the tutor evening

Parents invited in to Specialism events.

Regular Celebratory calls to parents.

Academic review day

EAL parents coffee morning

Assertive mentoring parents evening

Targets communicated to parents

MAGT / PIC

6.2 Two-way communication, by a variety

of means, is easy and effective, supporting

inclusion.

HOY/Tutor/Wellbeing staff communication, commitment to

meetings when parents have concerns, open email channels

when particular concerns to speed communication

Reports and passports with parents signature to monitor

SLT drop in, meet the tutor evenings

Callout communication as part of B4L

Academic review day

Email, Text, Letters, Website,

Telephone

6.3 Parents are confident that their

children are valued and included.

Positive communication into HOY/SLT/DTO regarding

solutions to issues

Parent surveys

Inclusion Policy

Rewards & Consequences policy – Vivo miles

IEP reviews

Student questionnaires

Feedback from parents evenings

Key support worker feedback

Multi-agency feedback in review meetings

Interview with parents

IQM Self-Evaluation


6.4 Parent-teacher discussions and reports

are productive and supportive of learning

progress.

Case studies again, mainly evidenced through meetings with

parents

Parent invites across school

Annual reports

Academic review days

Newsletters

Targets given to parents

Open evening

Home-school books

Parent Evenings

6.5 Parent concerns are addressed. Response letters/communication re: concerns, clear complaints

procedure on website, examples of how this has been used,

case studies SLT drop in

Inclusion Policy

Key worker support

Meeting arrange with AP

Parent questionnaire feedback

Informal discussions with parents

Customer Excellence-how complaints are dealt with

Phone parents

HoY – complaints ASW

6.6 Parents are involved in decisions about

their child. Support checklist (that JBA and DTO have been working on)

shows clear evidence of how parents are involved in most

steps

Fast Track boy group - parents involved.

VLE

Parent Governors in place

Parent invites across school – parents evenings, open evening,

academic reviews, information sessions

Inclusion parents evening

Parents Evenings

EAL parents coffee morning

Assertive mentoring parents evening

Key worker timetables

Annual report

Parent Evenings

TMA

IQM Self-Evaluation


Targets communicated to parents

Family SEAL

Options Interviews

6.7 Parents value the school. Positive letters/emails

Oversubscribed in Y6-7, waiting list in Year 7,8.

School full in years 7 and 8, only 1 place in year 9

Positive letters ASW

6.8 The school regularly seeks parents’

views on a range of school issues. Parents actively involved as GB members, Parent Surveys,

parent feedback slips after parents evenings/celebration

evenings

Consultation with parents on new developments in the school.

Primary school etc

Surveys

IQM Self-Evaluation


Assessor’s Comments - Element 6 - Parents, Carers and Guardians

The school goes to great lengths to involve parents/carers. There are many opportunities for parents to come into school to discuss their child’s

progress or other issues around their well-being. Parents I spoke to were very happy with the school and the quality of education their child was

receiving. The Wellbeing team working closely with the Year team to ensure children are well supported and thriving. Communication with

parents is open and honest and a real partnership. Vulnerable parents are supported sensitively and with great care. Suppor t is provided to help

them in their parenting role.

Complaints usually don’t get far in terms of official complaints as issues are resolved very quickly. Parents feel confident about contacting the

school and know who they should go to – usually the Tutor in the first instance. The school has a range of adults employed to look after the

students and to make sure they can get on with their learning.

I spoke to four parents who still had children at the school. They were without fail, full of praise for the support they get from the school and are

very pleased with the progress their child (children) is making. A few parents told me about instances where problems had arisen and how they

contacted the school to discuss the issues and these had been resolved very quickly and efficiently. Staff are quick to return phone calls or

emails. Key workers attached to vulnerable students have an important role in communicating with the parents of vulnerable students and this

ensures there is no miscommunication and parents are able to build up a trusting relationship with individual members of staff.

Parents are very happy with the transition arrangements and all said they had plenty of opportunities to come into school to meet teachers or for

celebration events and performances. The regular newsletter also provides information about what has been going on in the school.

Furthermore, the school website is an important communication tool which is well used by parents/carers.

Strengths:-

Open and honest communications between the school and parents/carers.

Key workers provide clear communication for parents of vulnerable students.

The Wellbeing Team and Pastoral Teams work together and keep parents well informed.



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)


The School has an Outstanding and innovative Governing Body. When the school had an IEB many of the highly regarded professionals who had been placed

on the Board chose to stay on after the school was able to reintroduce its own substantive governing body. Governors include an ex- Director of Education who

also worked for the Prime Minister’s delivery Unit., a retired Local Authority officer, an Ofsted Inspector and the managing Director of a highly regarded

Awarding Board which identifies good practise in schools. This Governing Body was a runner up in the National Governing Body awards in 2011.

“ The school is one of only six schools to reach the all England finals for Outstanding Governance Award. The award aims to celebrate good school

governance and examples of best practice throughout the school governance community.” (Customer Service Excellence Award)

“The governing body is efficiently organised and plays a full part in the life of the school. It has been very influential in the success of the school and its

transformation in recent years. It challenges the Principal and senior leaders in tackling areas for improvement. A properly planned programme of visits means

that the school’s work is regularly checked. Governors are trained well and properly informed so that they can work effectively and perceptively with the

school in areas such as safeguarding, child protection and staff recruitment. The governors have a good knowledge of how well the school is doing and a clear

picture of students’ achievements. They also understand the teacher appraisal system and what is done to tackle any underperformance. They know that

teachers’ objectives are linked to improved outcomes for pupils and that pay progression is dependent on these being achieved. Finances are properly used and

governors carefully monitor the use of pupil premium funding to bring about improvement for eligible pupils. “ (Ofsted Nov 13)

As an Outstanding Academy we are not required to undergo close monitoring from Academies Enterprise Trust, We have been asked by them to support two

of their other schools and we are currently looking at effective models of governance across the schools.



We are going to redesign the way the GB works in terms of committees and have more opportunities for the GB to meet together. We are

exploring a new models of governance across one or two of our partner schools and The Duston School

IQM Self-Evaluation



7.1 The Governing Body is committed to

the Inclusion ethos of the school and

related policies.

Inclusion Policy

Policies shared and approved with inclusion as part of

curriculum policies

Governor Meetings

SEND (Inclusion) Governor

The Co-ordinating Group – address strategic issues

Full Governing Body

Full Agendas

Visits by governors to school, ie Finance Governor meets with

School Business Manager

School values

Policy available to view on the School

Website

Copy of Policy list in folder.

List of Nominated Governors in

folder.

List of Co-ordinating Group Members

and their Terms of Reference in folder.

Governor’s Minutes and Agendas

available from the Clerk for viewing.

Governing Body Terms of Reference

in folder.

7.2 The Governing Body has undertaken

training across a range of needs and has a

plan for future identified needs.

Knowledgeable Governing Body.

Individual Governors have undergone Safer Recruitment

Training

Governors receive training at Governing Body Briefings

All Governors have Safeguarding Training as part of their

induction pack

RaiseOnline Training

Governor Leaflet in folder.

Certificates for Safer Recruitment

Training in folder.

Copies of Briefing Agendas in folder

7.3 There is a named Governor linked to

SEND, inclusion, safeguarding.

Individual Governors named as the SEND (Inclusion) and

Safeguarding Governors

List of Nominated Governors in

folder.

7.4 Governors are clear in their support

and challenge roles.

Principal Performance management and targets

Result target and predictions

High expectation of Leadership Team and SEND re-behaviour

& attendance

Behaviour policy

Review meetings

Governor’s Minutes and Agendas

available from the Clerk for

viewing.

IQM Self-Evaluation


Tracking data

Transfer data

SIMS data

Inclusion maps

Attendance data

IEPs

SEN reviews

Achievement leaders

Full Governing Body Meetings

Principals 2014 Targets in folder.

7.5 Governor committee agendas and

minutes show evidence of Inclusion

discussions.

Resource Management Committee Agendas and Minutes

Standards & Well Being Committee Agendas and Minutes

Governor’s Committee Agendas and

Minutes available from the Clerk for

viewing.

List of Resource Management

Committee members and their Terms

of Reference in folder.

List of Standards & Well Being

Committee members and their Terms

of Reference in folder.

7.6 Governors make regular visits to the

school in connection with their roles and

responsibilities

Governors are invited to attend school events each term, ie

drama performances and concerts.

Nominated Governors visit the school. ie Finance Governor

meets with school Business Manager regularly.

Governors participate in staff appointments.

Governor visit reports in folder.

7.7 External views are sought to validate

and support school development. Anne Berger report

Faculty Reviews by Richard Sutton

S2S Faculty Reviews NSG

Governors participate in staff appointments. They are involved

in the recruitment and appointment of Assistant Principals and

Heads of Faculties.

All school policies available to view

on the School Website.

Ann Berger report in folder.

IQM Self-Evaluation


Governors ratify all school policies. Faculty Reviews by Richard Sutton in

folder.

7.8 There is partnership with and support

for local and other linked schools. Outreach document

S2S Actions for TBCS and SHLA

Town schools

Sports partnership

Feeder schools

Transfer arrangements

Shared curriculum with other schools and colleges

Shared IT technician

Free inclusion training offered

Named partner school with TBCS

Leon and TBCS

7.9 There are systems to evaluate the

effectiveness of the Governing Body and

management of the school in inclusive

practice.

Nomination for outstanding Governing Body Award

Investors in People – Gold

Inclusion Policy

Full Governing Body

Ofsted Report

NGA Award

Policy available to view on School

Website.

Governing Body Agendas and

Minutes available from the

Clerk to view.

Copy of Ofsted Report in folder.

Copy of NGA information in

folder.

IQM Self-Evaluation


Assessor’s Comments - Element 7 - Governing Body and Management

Governors play a very important role in the leadership of The Duston School. They were originally brought together as an IEB when the school

was in special measures and most have stayed on. They are a group with many specialist skills who contribute a great deal to the organisation.

This is not by chance as they have been carefully selected (to become governors) because of the skills and experience they bring. Governors are

very proud of what the school has achieved to date and the journey it has travelled. They fully appreciate the strengths of the Executive

Principal and her team and put the success of the school firmly down to their hard work and vision.

I interviewed one of the governors responsible for safeguarding. His background is in this area as an education professional and he was targeted

to join the governors because of his specialist skills and knowledge. He meets regularly with the member of SLT with overall responsibility for

safeguarding and regular reports are brought to the Governing Body meeting. He has been to training organised by the LA and has also had

training around safeguarding issues in school. He confirms that Safeguarding is a key priority for governors.

I also interviewed the joint Chair of Governors who has been part of the Governing Body since the IEB days. She is extremely knowledgeable

and experienced and she and other governors know the school well. Induction processes for governors are planned and are effective.

Governors confirmed that they are given a great deal of information and SLT come along to meetings to present and explain it. Governors are

not worried about challenging staff and asking questions no matter how difficult. Staff expect this and are not defensive about being challenged.

Quite the reverse. They look on this as an opportunity to talk through their presentation and to clarify what their analyses tells them. The

relationship between the SLT & all staff and governors is professional and supportive. However, governors understand their role in challenging

the Executive Principal and her team and are very able and willing to do this as and when required. Governors told me that SLT are so reflective

and keen to improve they rarely need to be challenged. Governors don’t just ‘nod’ everything through but have far reaching honest discussions.

Governors are invited to take part in regular Learning Walks as a way of monitoring what is happening in teaching & learning.

I also interviewed the Clerk to Governors who knows the school well and also Clerks for other schools.

There are two governors Working Groups (i) Standards and (ii) Resources. There is also a Coordinating group which consists of two Chairs of

the Working Groups plus the two joint Chairs of Governors. The coordination group meet regularly with the Executive Principal/Principal and

plan agendas then. They also plan training for Governors, do the heads’ PR and look at the draft SDP before it is taken to full governors’

meetings.

IQM Self-Evaluation


Plans are afoot to have the Governing Body supporting other Governing Bodies in schools twinned/linked/supported with or by The Duston

School.

Work with other agencies

The school have been working closely with the Department of Education, with the AET Academy network and they work with the Local

Authority whose services are bought in by the school.

Strengths:-

The Governors bring a wide range of expertise and experience to the school and they have been instrumental in supporting the school in its journey to outstanding.



IQM Self-Evaluation


Element 8:- The School in the Community

IQM Self-Evaluation


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


Ofsted (Nov 2013)

The school’s innovative curriculum is designed so that all students are able to reach their full personal and academic potential. Very good use is made of all

of the school’s facilities as well as a range of other resources, such as local businesses and guest speakers. This is enhanced by an impressive range after

school activities including art, drama, sport and revision classes. Students receive good quality advice about the options available to them when they leave,

both from the school and through independent agencies. Consequently, they are very well prepared for life after school.

The school uses its business and enterprise, and science specialisms to enhance opportunities for students. For example, it has used its links with local

businesses to strengthen teaching and learning in mathematics.” There are successful partnerships in place including support from both national and local

organisations, some examples include Barclaycard, BT, Anglian Water, National Grid and Lush, the latter being the co-founder of the international ‘Lush’

company and a past student of the school.” (Customer Service Excellence Award)



The Executive Principal is the Chair of the Area Improvement Partnership-a legal entity which embraces all 69 Northampton Town Schools.

We have been responsible for introducing many initiatives across the town and leading on data development, teaching and Learning and have,

in the past, supported many schools with the Inclusion Agenda. We will continue to expand on this in the coming year-leading on a model

where schools join together to do reviews, We are planning a Post 16 review with another local school in Jan 15.

We have been informally supporting our local Catholic Secondary School Thomas Becket and this support is going to be expanded from Sep

14 to include Data, HR, Finance, IT, teaching and Learning, Leadership, Behaviour and Safety.

IQM Self-Evaluation



8.1 The school has audited the local and

wider community as a resource. Swimming pool used by community

Football pitches used by community

Evening classes

Keep fit classes in the hall

Specialism/Swimming

Pool/Eclipse/James Robinson/Football

8.2 There are links with local and wider

clubs and organisations. After school clubs

Athletic and other PE and musical events outside school

School Trips / visits

Enterprise & specialism activities e.g. Science Week

Disability coaching

Specialism Video

Duston Hawks Basketball Club

Duston Hawks Volleyball Club

11th Northampton Boys’ Brigade

Northampton Saints

Sportsmark criteria achieved

James Robinson

8.3 Expertise and resources are shared to

advantage pupils.

AIP Conference

Bridges to Schools

Photography Day

Design & Technology Day

Space Dome

Music Cluster Event

Water Rockets

Teaching School Application to support schools in the wider

community

SLE applications by members of staff

Primary School Visits - Specialism

8.4 The school is valued by the local

community.

Charity events links with a school in Gambia i.e.,

Picnic in the quad & Christmas market

Barclaycard links

Lush

Specialism Business Links

IQM Self-Evaluation


8.5 The school is involved in community

life.

Christmas Fayre flyer

Parish Council Visit

Helen Houghton, PCSO

Duston Day In The Park

Attends parish council meetings to answer any concerns from

the community.

Specialism/Parish Council/Helen

Houghton

8.6 The community is involved in the life

of the school. Whole school tracker – extra curricular activities

Long term plans include school trips and visitors in school –

youth worker, crime stoppers org. friends of St Lukes

church, Duston Area partnership meetings, Duston Parish

Council, Friends of Duston School, Business Mentors

Record aims, objectives of all activities and evaluate

Parent courses – Inclusion Workshops, GCSE revision for

parents

After school activities

Assemblies

Rev Baines/Mayor and

Mayoress/Parish Council visit

8.7 The school has systems to canvas

local opinion, evaluate outcomes and act

on findings.

Survey Monkey

AIP

Duston Parish Council

Interaction with local businesses e.g. Barclaycard

Business mentors

Media Coverage

Church involvement (Rev Baines)

Lighthouse Trust

Work of Specialist Team

Extensive use of outside agencies

Partnerships in managed moves

Surveys

IQM Self-Evaluation


Assessor’s Comments - Element 8 The School in the Community

The school is a specialist school for Business and Enterprise and for Science.

The Specialism Team organise all major school and community events and are responsible for developing new relationships and links with

businesses and other community organisations. They then liaise with these organisations and with staff in school to help develop useful

curriculum or pastoral links. Currently there are over 50 business links including Barclay Card who provide mentors & various events. LUSH is

a local company led by an ex-student and they work with the Hair & Beauty department. There is also an established international link with a

school in the Gambia. Other local companies provide different events and support for business and enterprise activities. STEM subjects are

supported by BP.

The school has a good Careers Education & Guidance programme. All students have access to ‘UEXPLORE’ which is a Computer Programme

that helps them get their CV ready. Work experience is not the norm for all students but is targeted at students taking particular courses.

Currently the Neighbourhood Development Programme, which involves the Parish Council, are developing a 10 year plan for the neighbourhood

and representatives from the school attend the committee meetings and will be fully involved in helping to develop this plan. This group and the

local community have been consulted about the plans for the new primary school being built in the grounds of The Duston School.

There are many activities organised throughout the year to involve the community and external organisations. For instance Duston students

participate in the National Enterprise finals and the whole of Year 10 took part this year.

The Northampton Area Improvement Partnership made up of 69 schools is an important element in working collaboratively with other schools.

The Executive Principal Chairs this group along with one of the primary heads and a range of collaborative activities are organised and delivered

through this group.

Duston is currently working closely with two schools in the area who need support and there are plans to extend these links. Staff at the school

are involved in providing this support and the formal links around leadership and financial arrangements are in place. This working with and

supporting other schools appears to have a motivating effect on the staff at Duston who see this as a professional development opportunity and

are clear about this as a learning opportunity for them as well as for the school they are supporting. Governors are soon to be involved in this

programme.

Strengths:-

IQM Self-Evaluation


Duston is working very effectively with a number of schools in the local area and this is a very beneficial arrangement for a ll concerned.

The Specialist Team take on the role of organising major events and liaise effectively with outside agencies and this means the burden is not

on the classroom teacher. This is a useful model.



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