Agenda item

11.15

Janet Johnson, Strategic Lead for Vulnerable Learners, will attend to present the Strategic Overview 2016-2020 and Alison Wallis, performance Information Manager will present a report on the educational attainment of Vulnerable Leaners.

Mr Niall McWilliams, Principal of Oxford Academy and Mr Jon Gargan, Vice Principal of Oxford Academy have been invited to join the discussion and share good practice.

Education Scrutiny Committee considered a report which presented an overview of the educational attainment of vulnerable learners.  Janet Johnson, Strategic Lead for Vulnerable Learners, had attended to present the Strategic Overview 2016-2020 and Alison Wallis, performance Information Manage present the trend data in relation to the educational attainment of Vulnerable Leaners.

Mr Niall McWilliams, Principal of Oxford Academy had also been invited to join the discussion and share good practice as the 14^th best performing academy in the Country.

Mr McWilliams outlined the broad framework of how the Academy operated.  In terms of School Improvement, Mr McWilliams used 4 main building blocks

Behaviour – the academy expected very high standards of behaviour in and outside of the classroom and taught children about behaviour for learning.  The Academy also provided wrap around pastoral care.

Curriculum – the academy had adopted a curriculum approach with a very high focus on maths and English.  Students worked on maths, English and a science at least once a day and sometimes more.  The academy went for depth instead of breadth.

Teachers and Learning – all teachers follow a framework and tell students what they are going to learn.  The teachers show students what success looks like and to tell them if they are right or wrong after each lesson.

Track Progress Vigorously – the academy does lots and lots of testing – formal testing in the hall.  We look for subjects that will help the students and will help the school.  We look for courses to benefit students to give them a chance.

What are you doing that is different?

Rigour.  We apply teach – boost – teach and each student has a unique personal learning checklist. We do a lot of testing and then we analyse the data to see what we need to do to get the student into another group.

What would you say the most important step is?

Behaviour.  Also Head teachers and keeping teachers.

Is your Rigorous teaching based on tests more than teacher assessment?

Yes, I need validation data.  The data is then validated by people I know or by examiners.  This ensures a mastery of English and maths.

Your Progress 8 across open and EBac.  If you are focusing on these how are you achieving across the board?

We are really struggling with this.  I don’t think I can offer music and drama this year.  If I was a school in an advantage area I could offer a broad curriculum.  I do not have enough numbers coming through the doors to offer those subjects 1 language to 3, music, drama, RE and ICT are all under threat.  I am constantly scanning the horizon to look at what qualifications are good for students at school.  I am very concerned about the future of the Academy and being able to offer the level of pastoral care and curriculum. 

How has the new fairer funding formula affecting you?

New fairer funding is not fair.  At this moment in time we do not have enough number coming through the doors.  This is largely down to parental perception – they are avoiding Oxford Academy because of high level of disadvantaged children.

Following discussion the Committee noted the report and thanked Mr McWilliams for coming to share good practice with the Committee and wished him well for the future.