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Do your best!

NORTH RIDGE HIGH SPECIALIST SUPPORT

SCHOOL

SELF EVALUATION

March 2014

HEAD TEACHER – BERNICE KOSTICK

CHAIR OF GOVERNORS- SUE SAMUEL

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Characteristics of the school:

North Ridge High is a fast developing school. We aspire to being an outstanding

school and as a team have worked hard to try to achieve this. We provide high

quality education and care for our pupils. We believe that every moment they

spend at North Ridge is an opportunity for them to learn and grow.

North Ridge High School is as a special school designated for learners aged 11-19

years. The special needs of the learners include moderate (27) to severe learning

difficulties (63), profound and multiple learning difficulties (14). Some learners have

additional sensory and physical disabilities and we also have an increasing number of

pupils with high dependency medical needs. Some pupils have complex behavioural needs

(17). This group is growing.

North Ridge High's mission statement is: "The pupils, staff and governors will do

their best in all aspects of life at North Ridge High. We will foster learning within

an environment which is disciplined, calm, safe, stimulating, and enjoyable and

within which there is mutual respect."

This reflects the ethos of the school. We are committed to helping the learners to

achieve the very best they can by providing a broad, balanced and purposeful

curriculum. We consider that we do this very well. The learners really enjoy school.

There are currently 121 learners on roll. The designated school numbers is 110 making

the school oversubscribed. Over 60% FSM. 7 pupils are subject to Child In Need, 13

pupils are LAC and 4 pupils are supported by the Troubled Families team.

All pupils arrive at the school with attainment levels significantly below that of their

mainstream peers. Every pupil has a Statement of Special Educational Needs. In terms

of attainment on entry, the majority of pupils are working within p1 level and up to level

3 of the National Curriculum.

We are commissioned by Manchester LA as a specialist support school to offer

outreach support, training and guidance for mainstream schools in the north district.

We have continued to offer training and support to our partners for our specialism

area of Behaviour and personal, social, health, citizenship and health education. We

offer training and support to our other partners- Greater Manchester Police – Plant

Hill station and Project for Inclusion youth club and Manchester Factory Zone. We are

recognised by our partners and Manchester L.A. as providing high quality provision for

pupils with SEN in North Manchester.

Our learners benefit from being able to arrive at school from 8.30a.m. in the morning

offering a breakfast club. We offer after school activities on a Tuesday evening and

many exciting lunchtime clubs. We offer holiday clubs at Easter, summer and February

½ term.

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We have a satellite class base for a small group of Year 14 students taught full time at

North Manchester General Hospital.

Most recent Ofsted inspection outcomes:

Inspection date:

9-10 May 2011

Overall Grade: 2

Key Action Points:

Build on students’ achievement by ensuring that:

- assessment information is always used to plan activities or match learning

resources in lessons to the different needs of students

- marking always informs students how to improve learning.

Ensure middle leaders develop their roles further by enabling them to:

- Monitor the impact of teaching and the use of assessment on students’

learning and progress across the school.

- Ensure greater consistency in the quality of teaching and the use of

assessment within their areas of responsibility

Accreditations and awards

Rights Respecting Schools

Healthy Schools

Cultural Diversity quality mark – platinum

FMSS

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Summary of School Self Evaluation in relation to the Achievement of Pupils.

School’s Judgement about the

Achievement of Pupils (SEF) Judgement

grade

Progress 1

Acquisition of knowledge and understanding 1

Skills 1

Reading skills 1/2

Learning and Quality of work for all pupils 1

Attainment -

Overall best fit judgements on Achievement of pupils at the school 1

Overall Judgement

Overall leaders judge achievement for pupils within the school to be outstanding.

This is because taking account of their starting points, the proportion of pupils making

and exceeding expected progress is high compared to national figures, as evidenced by

CASPA data. In addition, pupils make both rapid and sustained progress over time

across a wide range of subjects and develop a range of key skills to great effect.

Overall, the quality of work and learning for the pupils shows that they achieve

exceptionally well. In order to further secure this judgement by June 2014 school

leaders are focused on further improving provision in reading using phonic strategies

across the curriculum. We have prioritised language and communication development-

improving our use of signing, use of symbols and objects of reference in order to

develop a total communication approach across the school.

There are a high proportion of pupils in our school who are in receipt of the pupil

premium (70%). 3 pupils are subject to Child In Need, 9 pupils are LAC, 2 pupils are

subject to Child Protection and 5 pupils are supported by the Troubled Families team.

As a result, the school operates a range of strategies focused on pupil progress

including: 1:1 tuition for literacy and numeracy, individualised learning for complex

pupils, nurture group and sensory integration for complex learners (supported by an

O.T. commissioned by school).

Most recent monitoring of whole school shows:

27% of pupils are making upper quartile/outstanding progress in core subjects

and 73% are making good/expected progress.

44% of pupils are making upper quartile/outstanding progress in reading.

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36% of pupils are making upper quartile/outstanding progress in maths.

A significant strength of the school is the high quality of curriculum provision which in

most subjects leads to outstanding achievement for pupils. This is the case as a result

of concerted actions being taken that have led to pupils making rapid and sustained

progress over time. These include:

Significant development of the role of subject leaders in improving teaching and

the curriculum over time;

The organisation of groups of pupils according to their learning styles-

specifically exceptional; sensory; practical and vocational in order to ensure that

curriculum delivery is matched to pupils individual learning needs;

Improvements made to the quality of teaching over time as demonstrated by

teachers and teaching assistants- this is now characterised in most cases to be

good and outstanding teaching across the school;

Focused intervention and monitoring to improve provision in curriculum areas

identified as a focus for development, typically resulting in improved outcomes

for pupils from their starting points.

The impact of this work is evidenced by the pupil progress data measured against p

levels and national curriculum levels, as appropriate, on at least a termly basis. In

addition, regular monitoring through learning walks, work scrutiny and rigorous

appraisal systems secures improvements in teaching, provision and outcomes for pupils.

This is validated by regular quality assurance visits and reports by an external and

independent professional and in-depth moderation activities with leaders from partner

schools.

School leaders judge PSHCE to be consistently outstanding over time. This is because

the provision, which is characterised by a high quality multi agency approach, challenges

and promotes appropriate engagement with others and supports personal well-being for

all pupils. This year’s focus on teaching using Miss Dorothy.com resources further

strengthens pupils’ understanding of their rights and responsibilities within their lives

and the wider community.

Students are well prepared for the world of work through unique opportunities for post

16 students to access meaningful work related learning. We work in partnership with a

Remploy job coach to ensure realistic well-matched work opportunities. We have an

outstanding provision at North Manchester General Hospital set up in September 2013,

where pupils learn within a work setting for the majority of the week. Careful scrutiny

of this provision has led to our outstanding judgement of pupil progress. (see October

2013 sweep report)

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Rigorous monitoring of pupils achievements ensures that current rates of progress are

maintained or exceeded throughout the year. In order to ensure such progress and

have the best impact we:

Group pupils according to primary need across each Key Stage.

Carefully baseline pupils upon entry and set challenging targets that are

reviewed regularly.

Teach a wide range of accredited courses across Key Stage 4 and 5 to ensure

that all pupils aspire to a high level of achievement.

Provide a wide curriculum that offers many opportunities to promote skills for

future adult life including resilience, confidence, independence and commitment.

This prepares them exceptionally well for the next stage in their education

training or employment.

Monitor progress through regular assessment to inform areas requiring

development for future teaching and learning.

Use a wide range of plans including behaviour plans, care plans and

communication profiles to support pupils in making maximum progress in their

learning.

Write Individual Education Plans that are monitored and reviewed to ensure

focused progress for each pupil.

Targeted individual and small group sessions focused on ensuring the maximum

progress of pupils in mathematics and English skills.

Nurture group for a targeted number of pupils

The impact of this is evidenced by:

Pupils progress shown through B Squared small steps and CASPA data

Accreditation results over time

Numeracy and Literacy test results over time.

IEP evaluations

Evaluation of Target setting evidence

Evaluated evidence of progress made as a result of 1:1 tuition

Successful sustained post school placements in a variety of provisions leading to

employment.

Boxhall evaluations

Priorities for future development:

- More robust evaluation of skills acquired through work related learning.

- Ensuring consistency in testing / screening for literacy numeracy skills

(training for TAs)

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Summary of School Self Evaluation in relation to the quality of teaching

School’s Judgement about the

The Quality of Teaching (SEF) Judgement

grade

Quality of teaching and its impact on learning 1/2

High Expectations 1

Use of Assessment and planning to inform teaching 1

Assessment for Learning during lessons 1/2

Marking and feedback 1

Motivation and encouraging engagement 1

The effectiveness of teaching strategies 1

Teaching of Key Skills across the curriculum 1/2

Overall best fit judgements on Achievement of pupils at the school 1

Overall Judgement

Overall the school judges teaching and learning to be good with outstanding features.

A large majority of pupils make rapid and sustained progress. Most teaching is

consistently good (65%), with a growing number of examples of outstanding practice

(30%). Therefore in total a very large majority is consistently good/outstanding. The

changing picture is that good lessons are solidly good with outstanding features. We

have 2 teachers currently on maternity leave. By April 2014, following a series of

concerted actions as identified in this section of the SEF, the school expects to

be judging this to be outstanding.

A very large majority of teachers have consistently high expectations of all pupils.

Most teachers plan and teach lessons that enable pupils to learn exceptionally well

across the curriculum. Teachers apply subject knowledge and are able to plan

effectively to deliver the curriculum to a wide range of special needs.

Pupils’ learning styles and special needs are well assessed and understood by staff

matching effective interventions to ensure maximum learning.

Teachers plan and teach lessons that enable pupils to learn exceptionally well across

the curriculum.

The impact of teaching and learning ensures that pupils are making rapid and sustained

progress evidenced in our school data.

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Teachers offer more than a single specialism, promoting cross curricular understanding

of topics. This consistency ensures good relationships and high level of motivation and

engagement in all lessons and activities.

During lessons teachers use high quality questioning and prompting to systematically

and effectively check pupils’ understanding in order to intervene as required to ensure

maximum impact in learning.

Consistently high quality marking and constructive written and verbal feedback from

staff together with pupils own self - evaluation ensures that they make rapid progress.

We have improved the quality of teaching and learning as a direct result of:

- Where there are lessons requiring improvement, comprehensive strategies of

support are in place to move this to good.

- Comprehensive CPD programme with a clear focus on teaching and learning

during 2011/12 and 2012/13.

- Peer mentoring for teachers requiring support.

- Lesson observations quality assured by external partners.

- A significant focus on improving the learning environment and resources.

Priorities for future development:

- Ensuring consistency in curriculum planning

- On-going support and peer mentoring

- Support for the small number of teachers requiring movement from

‘requires improvement’ to ‘good’.

- External visits to look at outstanding practice in other schools.

- Developing further focus on the quality of teaching from the curriculum co-

ordinator perspective.

- Support for new teachers in using North Ridge strategies for Teaching and

Learning.

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Summary of School Self Evaluation in relation to behaviour and safety

School’s Judgement about behaviour and safety (SEF)

Judgement

grade

Pupils conduct, manners and punctuality 1

Pupils’ attitudes to learning 1

Impact of school’s positive behaviour strategies 1

Safety 1

Impact of anti- bullying approaches 1

Parents’ , staff and pupils’ views 1

Overall best fit judgements about Behaviour & Safety 1

Overall Judgement

Overall, the school currently judges this aspect to be outstanding. The school has

highly effective practice for managing and supporting pupil behaviour. Pupil’s behaviour

in all aspects of school life is exemplary. There is a clear culture of mutual respect

which is evidenced by very high levels of engagement, courtesy, collaboration and co-

operation. For the majority of students, behaviour in lessons is outstanding. Pupils

enjoy their lessons, want to be in school and are engaged in learning, often in co-

operation with others. Pupils are clear that everyone has a right to learn in lessons.

They know also that this brings a responsibility to behave well.

It is evident that pupils feel safe in school, their perceptions of safety are highly

positive. This is reflected in pupil voice evidence and confirmed by parental views on

safety. Pupils feel confident to express their opinions within a climate in the school of

respect and understanding of rights and responsibilities. The quality of relationships

between adults and pupils, as well as between pupils themselves, is such that open and

honest discussion is possible around contentious issues.

Since the school opened in 2006, the attendance continues to improve despite the

challenges that an increasingly complex student population brings.

The outcomes have been enhanced as a direct result of high quality actions that have

been implemented by all staff to improve behaviour and safety since 2006.

Calm and supportive environment

Agreed code of conduct with high expectations of behaviour

Individual time tables, social stories, behaviour plans, risk assessments,

positive handling plans

School council

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Reward systems

Restorative language and approaches

Rights Respecting Schools Award and Cultural Diversity Quality Mark

Multi Agency Approach

PSHCE curriculum and Miss Dorothy

Ongoing high quality training including Team Teach, Restorative Language,

Jigsaw

Family support work including training, workshops e.g. speak easy,

individual case work focused on behaviour, safety and attendance

The impact of this work is evidenced by;

Regular lesson observations

Pupil voice booklets

RRSA and CDQM files

Quality Assurance visits and reports

Behaviour and incident logs

Attendance data

CPD records

H&S records and latest audit report

Priorities for future development work:

All classes to be using Miss Dorothy resources

New staff to be trained in all approaches used to support pupils in managing

their behaviour

Further training and development for pupils and their families around e

safety

To provide further training on language and communication, types of special

needs and the impact on behaviour.

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Summary of School Self Evaluation in relation to leadership and management

School’s Judgement about The quality of Leadership and Management

of the School (SEF)

Judgement

grade Direction and impact 1 Securing commitment and monitoring for improvement 1 Improving teaching and learning 1 Performance Management & the Professional Standards 1/2 Impact of literacy policies 1 Engagement with parents and carers 1 Impact of the curriculum 1 The effectiveness of safeguarding procedures 1 Governance- financial management linked to impact for all pupils 1

Overall best fit judgements about The quality of Leadership in

and Management of the School

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Overall Judgement

The school judges the overall leadership and management of the school as outstanding.

In the pursuit of excellence the senior leadership team and governing body

demonstrate an uncompromising and highly successful drive to strongly improve

achievement. All staff demonstrate a high level of respect and courtesy for pupils and

others. We base our actions on an in depth and accurate understanding of the school’s

performance and of staff and pupil’s attributes.

In order to ensure such progress and have the best impact we:

Have a highly effective and rigorous annual action planning process that involves

all stakeholders;

Have regular and in-depth evaluation of the progress towards the School

Development Plan, in response to and preparation for the changing needs of the

school;

Weekly Extended Leadership team meetings with a solution focused approach

towards strategic planning, raising standards, pupil engagement and well-being;

Consistent and regular communication and liaison with professionals – including

termly multi- agency meeting;

Highly effective annual staff appraisal system and well- structured efficient

CPD programme (Blue Sky) for all staff that addresses individual need and whole

school priorities. There is a synergy between the use of the Teacher Standards

to identify areas for development linked to appraisal targets.

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Have a well- structured Governor link programme

There is an uncompromising commitment by all key stakeholders to ensure that

safeguarding procedures are robust and highly effective

The impact of this is evidenced by:

Our rigorous school development planning process- including reports to the

Governing Body and Quality Assurance Partner who provide constructive advice

and guidance as well as appropriate challenge.

A regular programme of ESLT and Governing Body meetings, which address

agendas of strategic priorities, on -going areas of development, rolling programs

of review and responsive agenda items, according to the current needs within

the school.

Close liaison with all professionals who are involved in the welfare of pupils

Feedback reports following rigorous monitoring and observations of lessons and

pupil’s work.

Parents’ feedback and evaluation of the high quality training and workshops

provided by school.

Our rigorous safeguarding procedures, which include an annual programme of

training, audits, review of policies and procedures, governor monitoring and

evaluation and a clear staff awareness of whistleblowing.

Priorities for future development work:

- Joint observations to continue.

- Ensure that artefacts are used for lessons and that curriculum leaders

support teachers in knowing what is available. To include this information in

the induction for new staff.

- Further training on synthetic phonics for all staff.

- Further training for all staff on TSI (Training in Systematic Instruction).

- More effective use of resources such as allotment, radio station.

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Summary of School Self Evaluation in relation to overall effectiveness

School’s Judgement about The overall effectiveness

of the School (SEF)

Judgement

grade Leadership & Management 1 Outcomes- Including the quality of teaching and its impact on

achievement 1

Pupils’ attainment, progress and learning in literacy (Achievement) 1 Behaviour, SMSC and Community Cohesion 1 Experience and readiness for the next stage of education/training 1

Overall best fit judgements about The overall

effectiveness of the School

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Overall Judgement

Since our last Ofsted inspection in May 2011 we have continued to make rapid sustained

progress in all areas of school life. We believe that we are an outstanding school and

that we constantly try to improve our systems to become even better at providing and

outstanding education for all the pupils whilst they attend North Ridge.

Staff have continued to develop confidence and expertise in the areas of teaching,

learning, behaviour management and self-evaluation.

All staff have consistently high expectations of the standard of professional practice

and the progress we expect from all pupils in all areas of learning

The leadership team and Governors has been strengthened by the presence of 2 new

Governors from the Business Community and 2 TLRs leading in the area of teaching and

learning in Mathematics and Language/Communication. There has been a relentless

drive to raise standards.

Best practice is spread across school through a highly effective staff training

programme, appraisal system, coaching and peer support.

Roles and responsibilities are clearly defined and support provided to develop

professionally.

The cycle of school self-evaluation and development is well organised and includes all

members of our community in a highly effective way.

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The curriculum has developed extensively over the past 3 years providing dynamic and

creative opportunities for all learners preparing them in a meaningful way for life

beyond school.

The school plays a vital and valued role within the local community by providing support,

training, and advice to schools, services and employers. Our pupils have established

themselves as reliable ambassadors in the local community through their work

experience and volunteering at North Manchester General hospital.

We provide parents and carers with a wide range of events and individual case work to

ensure that they feel supported and that their child makes maximum progress.

Priorities for future development work:

- Continue to improve the quality of teaching and learning to good or outstanding

by the end of 2013/14

- Continue to improve assessment for learning by involving more able pupils even

more in understanding and measuring their progress

- Improve pupils’ access to ICT/ I pads and Apps

- Further develop leadership – succession planning (to increase capacity to

support partners), even better leadership of foundation subjects.

- Increase even more opportunities for work related learning – Boggart Hole Cafe,

allotment.

- Plan for the extension to the 16-19 provision by April 2015.