The Thomas Hardye School

Community Cohesion

Equity and excellence

MONITORING AND EVALUATING ATTAINMENT
The school has effective procedures in place to monitor patterns of attainment as young people progress through their education. Results are analysed by various relevant characteristics (e.g. ethnicity, gender, social class etc.) that may reveal indirect discrimination. Strategies are in place to tackle achievement gaps.

All departments, teachers, tutors curriculum co-ordinators, College Leaders, Link managers have lots of data.  There are data policies within the school. There is good use of data to support student success, monitoring and evaluating.(FFT, ALPS, Value Added, CATS/SATS etc.)
  FFT is often true. Strategies are in place to address achievement gaps through constant review and reflection of the use of the data. We live, sleep and breathe data, it is coming ‘out of our ears’.

  • The ‘free school meal’ PP – Pupil Premium data is one that continues to be reviewed.

MONITORING AND EVALUATING OPPORTUNITIES, SCHOOL EXPERIENCE AND ACHIEVEMENTS
The school has effective procedures in place to monitor responses to, participation and success in wider educational and social experiences. For example students satisfaction with aspects of school, participation in school trips, sports, out of hours activities, community placements, positions of responsibility, creative performances. Patterns that do not reflect the wider population of the school are investigated.

The school has effective procedures to monitor response through the Parent Portal and communication with parents, staff and students, the results of which are used by the school for forward planning.

  • The last statement will need work on and needs to be addressed.

 INCLUSION INDICATORS
The school has effective procedures to monitor inclusion indicators such as attendance, behaviour, admissions and transfers, harassment incidents (including racist, religious and homophobic), disciplinary sanctions including exclusions.

The school attendance is clearly monitored with the use of attendance officers in each year.  Poor behaviour is challenged.  Data processing is seen as strength of the school. Sanctions are generally used effectively as long as staff adheres to the discipline procedures. The racist, religious and homophobic incidents are logged on SIMS, along with other behavioural issues from a drop down menu.

What happens to an incident after it has been reported – feedback?

  • All incidents need to be carefully logged on SIMS.

 WELCOMING INDUCTION
The school has effective procedures to welcome and integrate new arrivals. All school staff understand their responsibilities in this process. Direct evaluation of the experience is sought from young people and parents.

The induction of year 9 students and 6th form first day is excellent.  Also the induction of new teachers is seen as a very positive and welcoming experience. Students, staff and parents are very appreciative of this process.

  • Too much is done Year 8 – Year 9. More emphasis could be placed on tolerance and celebrating difference.

DIVERSE ROLE MODELS
Efforts are made to ensure that all learners encounter role models representing a wide range of the population including those who do not conform to stereotypes of age, gender, ethnicity, occupation and those from backgrounds different from their own. Contacts with groups who are not represented in the immediate community are especially sought.

This is tackled well in MFL, English, History and RE.  Good examples of this are projects such as ‘ask the engineer’, the ‘Native American visit’, community lectures’, assemblies and visiting speakers.

  • Suggestion for improvements are to get the community lecture visitors to address the whole school.
  • Make the school more aware of festivals and celebrations.
  • Have video conferencing and links to the world wide community.
  • There is not enough diversity of people from the wider community invited in for the benefit of the whole school. At the moment it happens in pockets.

BEHAVIOUR FOR POSITIVE RELATIONSHIPS
All members of the school know that behaviour which undermines positive relationships (including threats of violence, abuse, discriminatory behaviour and bullying) is dealt with firmly and effectively by the school

Action by the College & Guidance teams when addressing issues which undermines positive relationships is seen as supportive of individuals and departments. There are clear policies which are shared with staff and a hierarchy of actions to follow.

  • Consistency of approach would improve this, particularly the adherence to the disciplinary policy.

 

EQUALITIES LEGISLATION
All staff know their legal duties under equalities legislation and are aware of the systems within the school to deal with incidents of discrimination.
Incidents are properly recorded and monitored.

Incidents are properly recorded and monitored.

  • Safeguarding files are kept in each department area. The staff are briefed on any ‘new’ legislation as appropriate.
  • SIMS is used to record positive not just negative issues.

 

PROFESSIONAL DEVELOPMENT
The school has identified the areas of professional development needed for the workforce to improve the equity and excellence dimension of its work in cohesion and has plans in place to provide it.

 A staff day on community cohesion  addressed the above.  A lot of staff have been on courses where there have been elements of equity and excellence referred to.

  • Staff would appreciate the opportunity to look again at the legal duties of their role.
  • Need more teacher exchanges with other schools or visits to look at this aspect elsewhere.

 

STUDENT VOICE


Students develop the skills to contribute to the evaluation and improvement of equal opportunities within the school. Their contributions are welcomed and acted upon.

 This is a really good aspect of the school allowing for their contributions to be listened to and acted upon. Students are able to discuss inequalities they perceive.

  • Are all students from different social class, ethnicity, ‘free school meals’ PP represented on the student / college voice?
  • We need more ‘thoughts from the classroom’.
  • Do the College councils meet on a regular basis?
  • Excellent for the students but we need to take notice of the Staff Voice!

 

See our other Community Cohesion pages

Community Cohesion - Community Engagement

Community Cohesion - Teaching, Learning and Curriculum

 

 

 

 

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