OfSTED Inspection 7th and 8th December 2016 Feedback to Parents Bower Park Academy A SPECIALIST MEDIA ARTS COLLEGE OfSTED Inspection 7th and 8th December 2016 Feedback to Parents

My Vision No matter what their starting point or personal circumstances, every student can achieve success at Bower Park Academy Our moral purpose is to the make a difference to the life chances of every student attending the Academy. We will do this by: Maximise achievement Developing valued citizen Building learning power Our vision is built on high expectations and high aspirations. Success depends on building a strong learning community with a strong culture of learning – students, staff and parents.

Getting to Good in Two Years 5 Fundamental Strands of Development: High-quality teaching and learning Strong culture of learning – high expectations and aspirations Outstanding leadership – challenge and support Effective tracking of student progress and appropriate intervention Consistency, consistency, consistency Both previous schools – rapid improvement in results - 24 to 60% in 4 years Understand what is needed 5 key strands – already started

Context for the Inspection Inspections are historic - based on trends over the last three years of results Bower’s results over the past three years show a huge amount of underachievement Hence, only 3 options in terms of judgements: Requires Improvement Serious Weaknesses Special Measures

Main Findings – Weaknesses Leaders and governors have been far too slow to improve outcomes for pupils. Performance management is weak. Leaders are not rigorous in their use of self- evaluation The school improvement plan is not focused on the key activities needed to raise standards. Teachers are not consistently using the school’s feedback policy. Disadvantaged pupils, including the most able, make inadequate progress. Teaching lacks challenge, particularly for the most able. Assessment processes, particularly at key stage 3, are not accurately evaluating the quality of teaching. There is a wide variability in the quality of leadership at all levels. There is too much inconsistency across the school.

Main Findings – Positives Staff know pupils well, particularly those who are vulnerable. As a result, pupils benefit from early help when needed. The curriculum is improving. Pupils now benefit from studying appropriate courses relative to their different abilities. Strategies to improve pupils’ reading skills are showing impact. There are pockets of effective teaching in some subjects, including art and design, drama, physical education and religious education Pupils are polite, courteous and friendly. They report that bullying is rare and that they feel safe at the school. Pupils are confident in talking about how to keep themselves safe, including when online and using new technologies Pupils are respectful to each other and they integrate well. Uniform standards are high.

Areas for Improvements - Leadership What Ofsted said: Ensuring that the school improvement plan focuses on specific activities and includes measurable outcomes Improving how pupil progress is monitored, particularly at key stage 3 Ensuring that senior and middle leaders are consistently effective in their roles Ensuring that leaders and governors routinely evaluate pupil premium expenditure Ensuring that systems for managing attendance and behaviour provide information so that leaders can identify any emerging trends and patterns for different groups of pupils Refining how teachers’ performance is evaluated Actions: ITB – stronger governance and holding senior leaders accountable ELAT – building leadership capacity ELAT system for monitoring student progress in KS3 ELAT - New systems for monitoring attendance and behaviour A new Post Ofsted Action Plan – judged fit for purpose by HMI New leadership structure – clarity of roles and responsibilities - higher levels of accountability More effective monitoring of teaching and learning New Pupil Premium plan focusing on outcomes New performance management process

Areas for Improvement – Teaching: What Ofsted said: Rapidly improve the quality of teaching so that outcomes for pupils significantly increase, particularly in mathematics and science, by: To plan lessons that challenge pupils, including the most able, to achieve the grades of which they are capable To give high-quality feedback to pupils so that they are clear about what they have to do to improve their learning To have the highest expectations of what pupils should be learning For pupils to practise and deepen their mathematical skills across the curriculum. Actions: ELAT sharing best practice Expertise and support Teaching School – excellent training opportunities Intensive CPD for all teachers (TEEP) Weekly training sessions – sharing best practice Recruitment of Lead Practitioners Recruitment of new staff in science and maths Recruitment of Maths tutors Revised marking and feedback policy 10 non-negotiables for teachers Tighter scrutiny of teaching, learning and assessment – teachers receive regular feedback Coaching plans to support teachers Maths across the curriculum coordinator and champions

Finally… I am determined to lead this school to be highly successful I have been here before and know what is required We have staff who are committed to our succeed We have fantastic students We have supportive parents who care Together we will show Ofsted how fast we are improving: March – DFE April – Ofsted

Questions?