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What have been our successes this year?

The school won an award for its GCSEs including English and maths and five of our students were in the top five candidates nationally .Our examination results continue to be well above national averages. Students performed well at GCSE with 68% gaining 5 or more A* to C grades at GCSE. The three-year average for the school shows the percentage of students gaining 5 or more A* to C grades to be 66% which again is above national averages. Our 5 A* to C rate including maths and science is 63%, again significantly above average. The difference between the two key measures is only 5% which again is better than the national average at 13%. We are continuing to focus on GCSE achievement and raising achievement and value added measures from Key Stage 2 to 4, however, our raising achievement agenda addresses all key stages; we attained our best ever A Level results this year and continue to make improvements at Key Stage 3.

Wetherby High School is a Specialist Technology College. Specialist Status has supported achievement through a focus on learning and through enhanced resources to support learning. We have excellent resources for the community in the Design Centre and the Learning Cafe. 

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What are we trying to improve?

The school has strategies in place targeted at improving standards of achievement and the quality of teaching and learning across all key stages. The school has improved how it collects and shares data on students’ progress, so that learning can be tailored to individual need. We are also developing ways of learning that help students to work independently and to be able to transfer learning skills from one subject to another so that they can learn more effectively and adapt their learning to different situations. In addition, the development of new technologies and the use of ICT in classrooms are enabling students to become much more actively involved in their learning.

We are developing the range of courses that we offer particularly at Key Stage 4. Our ongoing programme to improve facilities continues at a pace. Further planned facilities include a new dance and drama studio, as well as the Wetherby Construction Base for the delivery of vocational courses, creating provision for our students and available to students from Boston Spa School. The school is continuing to develop a five-year estate management plan with Education Leeds to further improve the physical fabric of the building.

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How much progress do pupils make between 11 and 16?

Our school

Confidence interval

The KS2 – 4 CVA measure is 989.2 (source: DfES performance tables). The KS2-4 percentile has improved slightly and our focus is to continue this improvement. The significant areas analysis (3 year trend) shows that we have two measures for KS2-4 which are below average. They are lower and upper girls. Many of the areas which were below expectations have improved. The analysis also shows the need to target for both upper boys and girls for further improvement.

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How well do our pupils achieve at age 14?

Attainment at KS3 is above the national average. The CVA measure has shown a steady improvement from the 85th percentile in 2005 to the 48th percentile in 2007. The value added using pro attainment puts us in the 30th percentile which is significantly above expectations.  

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How well do our pupils achieve at age 16?

Standards at KS4 are exceptionally high. According to RAISEonline, our relative attainment is significantly above average and has been since 2005. Our 5 A* - C (including English and maths) is very high in comparison to the national average and has been for the previous four years. Our target for this measure in 2007 was 62% - this was taken from the FFT D estimate for the cohort. In 2007 63% of our Year 11 students achieved 5 A* - C (including English and Maths). The national average for this measure is 45.7% (source: Jim Knight MP, Schools Minister, TES 26^th Oct. 2007). We are pleased that our pass rate for this key measure is increasing steadily from the 53% we achieved in 2005. The 63% we achieved in 2007 is equivalent to the FFT D target for this measure.

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How have our results changed over time?

In the years from 1999, the school had year on year success in improving achievement at Key Stage 4 and there is a continuing improving pattern. The school’s results, which were already above national average, rose a huge 20% over four years and the work of students and staff was recognised with a school’s achievement award. These high standards of achievement were again met in the Summer of 2006 and analysis of future years shows that the students at Wetherby High School have the potential to break these records. We fully expect to raise achievement further at Key Stage 4 and have even greater success at the end of Key Stage 3 and at A Level. Students’ attainment on entry, although varying from year to year, is above the national average.

 

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How are we making sure that every child gets teaching to meet their individual needs?

The school has systems for target setting and the monitoring of progress of individual students. Form tutors meet with each of their students to review progress. The school makes very good use of data to support teaching and learning; all staff have access to detailed information on our central database. Each subject sets individual targets and the school produces interim reports for parents twice a year in addition to the annual report. The interim reports inform parents of attainment, effort and target grades for each subject and give an indication of any underachievement. 

Students with special needs are identified, individual plans are drawn up and a range of opportunities provided for these students. Our students are supported in applications for the National Academy for Gifted and Talented. We have a Special Educational Needs Co-ordinator, two Higher Level Teaching Assistants, 11 teaching assistants, a learning mentor and behavioural support workers all supporting the work of individual students. We have good relationships with outside agencies who can provide individual support to our students, including the Educational Welfare Officer, speech and language therapist, Social Services and the Deaf and Hearing Impaired Service.

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How do we make sure all pupils attend their lessons and behave well?

Our attendance rates for the school are above national average. Students attend school and enjoy their learning. We have an electronic registration system which registers students directly into afternoon lessons and therefore, allows more time for learning. Form tutors and Year leaders monitor attendance as do subject teachers in each lesson. We have an attendance initiative with certificates and prizes for excellent attendance.

Our students' behaviour is good. We have a positive discipline system, focusing on praise and encouragement through a series of rewards, including commendations for good work, effort and citizenship. Rewards include bronze, silver, gold and platinum certificates, letters home, praise in class and in assemblies. We teach students of the importance of appropriate behaviour in the learning context and encourage mutual respect, courtesy, care and consideration of others.

The Headteacher and the senior team are out and about the school visiting classrooms regularly and helping to remind the students of the high standards of behaviour required. All staff in school support high standards of behaviour.

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What have pupils told us about the school, and what have we done as a result?

 

This year, we have begun to gather students' views in a formal way through the use of questionnaires and through involvement in the evaluation of aspects of learning. Student representatives are members of year councils and gather views on the school through form groups. On the recommendation of the School Council, we have purchased picnic benches and other outdoor seating arrangements. We have made display space available and introduced re-cycling of cardboard and paper. Positive feedback with regard to school trips and other extra curricular events has led to further enrichment activities.

Students’ views have informed planning for training. They have also had influence on courses offered, for example, the increasing range of subjects available for students in the sixth form. Subject areas conduct student questionnaires at key assessment points, for example, after the mock examinations. The feedback informs future planning for teaching and learning at subject level and across the whole school.

 

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How are we working with parents and the community?

The school is working closely with all local primary schools who will be using the new Design Centre developed as part of our Specialist Technology Status. We are also working closely with members of the Salvation Army who as part of Specialist Status are offering educational courses to the local community in the new Learning Café, as well as developing a partnership with the school to support inclusion. Links with the community and business have been maintained through business curriculum projects and the work experience and work related learning programme. Almost all of our year 10 students take part and work experience continues to be most worthwhile. Our Specialist Status plan develops partnerships further with local business and industry.

The PTA supports the school significantly through a range of fund raising activities. We share information with parents through the Headteacher’s Newsletter to parents each half term. We also maintain a dialogue with parents, both informally and through the planner and responses to reports and letters. The school has a new website and is developing a Virtual Learning Environment (VLE) to be accessed also by parents, further helping parents to support and monitor student progress.

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What activities and options are available to pupils?

The school provides a very wide range of activities in sport, music and drama, as well as related to other subject areas. Achievement in team sports has been of an excellent standard with the school fielding an exceptional number of sides in local competitions. Our students have reached the finals of the magistrate’s court competition. The Information Technology facilities are available every lunch time. An after school study club operates in the library after school each day. The Salvation Army has a base on site and open their Sanctuary each lunchtime for different year groups. In addition, there is a full range of enterprise activities which help to prepare our students for the world of work.

The 2006 residential experience for year 8, which is located in the Lake District, was again a great success. A ski trip ran for the first time in February 2007 to France and was a great success with students, parents and staff. The Holland Football trip is in its second year and now includes girls’ teams.

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How do our absence rates compare with other schools?

Our absence rate is low compared to other schools nationally and those within Education Leeds. Our absence rate is 7.5% Our authorised absence rate is 5.9% and our unauthorised absence rate is 1.6%.

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How do we make sure our pupils are healthy, safe and well-supported?

Our students develop a sound understanding of how to live healthy lifestyles through PSHCE, Games and PE and Food courses. The school has a strong PE Department offering a wide range of sports and extra curricular activities. The school is also part of the School Sports Programme which has created additional opportunities for physical activities. At Key Stage 3, all students have two hours per week of physical activity and at Key Stage 4, three hours across the fortnight is enhanced by lunchtime and after school activities. Food Technology is compulsory at Key Stage 3. Around a third of students take Food Technology through to GCSE. The school nurse and other health workers offer drop-in sessions for students.

The school has few issues of bullying. The school has a well-established anti-bullying policy and a clear reporting system, including the reporting of racist incidents.

All our staff are trained in Child Protection procedures and there are two designated teachers for Child Protection. The Headteacher is trained in safe recruitment. The Learning Mentor is available to all students and supports those identified as having issues that are affecting learning. Two Behavioural Support Workers also support vulnerable students.

 

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What do our pupils do after year 11?

 

Just under half of our year 11 students return to our sixth form to follow AS and A2 Level courses in a wide range of subjects. Some students access sixth form courses in other institutions, choosing sixth form studies near to home or seek courses that are not offered presently in our sixth form, particularly vocational courses. Around half of students enter college courses for training schemes or go on to employment.

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Ofsted’s view of our school

Wetherby High judges itself to be a school which provides a satisfactory quality of education for its pupils and inspectors agree. It is a popular school with some elements of good practice in management and teaching and learning but there are also areas that require significant improvement to ensure consistently good practice. The school does not consult widely with parents and pupils or act upon their views but recognises the need to do so more in the future. Personal development and well-being are satisfactory and behaviour observed during the inspection was good, despite concerns expressed by a significant minority of parents. Care, guidance and support for pupils are satisfactory. Although pupils receive good pastoral support, not all pupils are supported sufficiently well with learning. This is because not all teachers make enough use of assessment information to plan lessons to meet the individual needs of pupils. The curriculum generally meets statutory requirements and the needs of learners. Although standards of attainment are slightly higher than the national average in Key Stages 3 and 4, achievement of pupils could be better in all phases. Through their monitoring of teaching, learning and achievement, most leaders and managers know where strengths and weaknesses in subject departments occur. The newly developing leadership team have the capacity to ensure that improvements made since the last inspection can be sustained and built upon. The evidence seen in the inspection shows that most pupils make at least satisfactory progress in lessons and that pupils are on track to achieve challenging targets. Technology college status has brought about improvements to teaching and learning resources, the curriculum and partnership working. The school provides satisfactory value for money.

Date of last inspection: 08-Jun-2006

Ofsted graded our school as satisfactory

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

Ofsted recognised the potential of the school and the capacity of its senior leadership team to continue to raise standards.

Since the last Inspection in June 2006, our results show that the school has already significantly raised standards. We set ourselves challenging targets in line with the top 25% of schools nationally this year and we achieved all but one in that highest category. Our 5+A*-C rate including English and maths has risen year on year and is now 17% above the national average. The school was recognised by the Specialist Schools and Academies Trust for this achievement.  

In addition, we have modelled new data systems on those of outstanding schools and have robust systems that support student progress and inform planning for learning and teaching. We have made changes to our meetings cycle and to the way in which we monitor learning and teaching, introducing Ofsted style quality assurance observations. We are now consulting widely with students, parents and staff, for example, three major surveys were carried out in January 2008. We have established a parents' group to support planning and improvement and students help to inform major developments for the school.

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Our results this year

We achieved our highest results in the A Level examinations this year. At A2 Level, 19 subjects achieved a 100% pass rate: Art, Biology, Business Studies and Business Vocational, D&T Food, Drama, English Langauge and Literature, English Literature French, Geography, History, ICT, Music Technology, Physics, Politics, Psychology, Sociology and Sports Studies. Our A-B pass rate was 43% and the overall pass rate was 96%. Students in this year group made very good progress building from their GCSE results. In 2006, the school was the highest achieving state school with reference to boys’ PE performance in Sports Studies this year and recognised as such by the ‘Good Schools Guide’ and results remain strong in this area. The A2 grade for our institution is 5 which places our attainment in the middle of providers.

Our students are also performing well at AS Level, again our best results ever. Our overall A-E pass rate was 89% which is 1% above the national average. Our students also made progress on value added measure increasing three points on the nine point scale and we have a much improved average points score, which rose from 117 points in the Summer examinations of 2006 to 175 points in 2007.

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How have our results changed over time?

The school has an upward trend in its results. Achievement at KS5 has been consistently around the national average and higher in some years. This is a pattern that has been held over the last ten years. With well qualified specialist staff teaching A Level, many of our wide range of A Level subjects have been consistently strong across the years.

New subjects, such as Sociology, Pychology and Sports Studies have been introduced and have been both popular and very successful. Subjects have been enhanced with additional resources provided through our Specialist Status. Product Design Graphics, for example, uses sophisticated technologies and has risen further both in terms of popularity and success.

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What have been the successes of the sixth form this year?

We have reinstated the positions of Head Girl and Head Boy at the school this year and have appointed two Senior Student Leaders and 24 Student Leaders. These students are ambassadors for the school and are models of excellence for our younger students across the subject areas. Study time has been reviewed and new practices are supporting student achievement. We have introduced a new Teaching and Learning Responsibility post specifically to lead excellent learning in the Sixth Form and share high quality practice. We continue to offer a wide range of courses and our Sixth Form numbers are projected to increase further into next year. Provision in the Sixth Form has benefitted from our Specialist Status with high tech additions, such as our 3D printer.

Students benefit from an active role in the life of the whole school. Our sixth formers support students in other year groups, for example, through the very successful Paired Reading Scheme with year 7; the Peer Mentoring Scheme and involvement with year 6 induction. Sixth Form students have been active in fund raising, for example, Comic Relief. A number of our students have won prestigious national awards, for example, for photography.

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What are we trying to improve in our sixth form?

We continually look to enhance the quality of learning and teaching post-16 in order secure our place in the top schools nationally for post-16 education. We are developing independent thinking skills and the range of learning styles. Lessons are observed and good practice shared between teachers of sixth form courses. We are using target grades more effectively to support sixth form studies, monitoring work at key assessment points and carrying out one-to-one consultations with reference to progress.

The curriculum presently covers a significant range of AS and A2 courses and we are now planning for the development of vocational programmes and courses at Level 2 which can provide progression through to a different range of Level 3 courses. We are increasing support for students, strengthening leadership and planning improvement to tutorial support, modelling ideas on approaches used in higher education. We wish also to further the involvement of our students in taking responsibility, supporting students through the school and in contributing to school decisions.

Sixth Formers are able to take part in a range of extra curricular activities currently. However, with the involvement of the students, we would like to widen the range.

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What do our students do after leaving the sixth form?

 The majority of our students progress to university courses, a few move straight to employment, some take a gap year before going to university.
 
The remaining students who do not apply through UCAS will generally pursue one of the following:

Art Foundation year at local college

Employment

Gap year

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More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 01937 522500

Our website: http://www.wetherbyhigh.co.uk

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