School Evaluation Form
2018 – 2019
Longsands Academy was opened in September 1960 as "Longsands School", a Secondary
Modern, under its original headmaster Harold K Whiting. The academy’s motto, “Donata
”, translates as 'rejoice to repay the gift', highlighting the academy’s belief that the
learning of powerful knowledge is a gift which should be enjoyed by students and staff alike.
This is reflected in our core purpose: to secure the best possible experience, learning and
outcomes for each young person for whom we have responsibility.
In addition, staff and students adhere to a set of core values:
● care and respect for self and others;
● clear and open communication;
● high aspirations and the determination to fulfil them;
● strong relationships and shared goals achieved through teamwork.
Today, Longsands Academy is a successful, ful y inclusive secondary school which holds a
respected position at the heart of its community, St Neots, a market town in the South west of
Cambridgeshire, with a population of over 30,000. In September 2018, Longsands Academy
joined the Astrea Academy Trust, whose mission: ‘Inspiring Beyond Measure’, reflects our
approach that an exceptional education is rich and empowering beyond the narrow confines of
formal examination success. Al schools within the Trust, therefore, focus on encouraging and
nurturing Resilience, Empathy, Aspiration, Contribution and Happiness in al of our children and
The Astrea Principles of Learning state that
al children, regardless of background, have an
entitlement to an education that extends their potential and equips them to be successful
citizens…through the highest standards of learning, facilitated by the very best adults working
with them. As such, staff at Longsands Academy, pride themselves on providing an engaging
and supportive environment in which our students feel empowered to reach and embrace their
ful potential with confidence. Our staff are committed to nurturing the abilities of every child
with a curriculum which promotes academic excel ence and recognises the distinct uniqueness
of our students. The opportunities we provide al ow al students to showcase their talents,
whether through the traditional school day or as a result of the wealth of extra-curricular
activities that we provide. We are extremely proud of the achievements of our students that are
a result of the high expectations of behaviour, learning and teaching and the strong, supportive
relationships that exist between staff, students and their parents/carers. Furthermore, in order
to develop the important qualities of independent learning and resilience, our students are
encouraged to take responsibility for their learning both in and out of lessons.
The Academy has approximately 1450 students on rol in Years 7-11 with a further 420 students
attending the St Neots Sixth Form Centre and partner providers of post-16 education -
Stageworks and the St Neots Footbal Club. The make-up of students in Years 7-11:
Summary: Overall Effectiveness
When considering al criteria within this section, the best fit is good. There is evidence of
outstanding practice in several key areas, including policies and procedures to keep students
safe, establishment of the Academy’s core values and culture, the transition of students
ork for C
for the 2015-16 and 2016-2017 Year 11 cohorts, 2017-18?), s
trong levels o
and the work done to ensure students learn to respect others and develop into positive
members of modern Britain. In addition, there is strong f ocus o
urriculum both i n t erms o
appropriate pathways and the development of subject-specific pedagogy within a
knowledge-rich curriculum. This is supported by our Curriculum Vision, our commitment to
department-led CPD and a review & development process which aims to develop individuals
through a col aborative approach to classroom observations. As a result, t here i s a c
of effective or highly effective teaching across the curriculum a
t al k
ey stages, a
s highlighted i n
staff observations as wel as quality assurance practices throughout the academic year.
Outcomes are good because, in 2018, KS4 results outperformed national averages at grades
9-7/A*A, 9-5 and/or 9-4/A*-C in a significant number of subject areas including English
Language, Maths, Further Maths, Biology, Physics, Art Photography, Child Development,
History, Latin, Media, French, Music and RE. Despite the introduction of a more rigorous s
GCSEs, 2018 results improved in 12 of the 18 new, linear qualifications. Our strong
performance in English and maths in 2017 held up in 2018 with Eng 4+ = 77.4%, 5+ = 61.6%
and maths 4+ = 74.9%, 5+ =48.7%.
This feeds into an overal Basics 4+ figure of 67.7% , 5+ = 42.7% and 5A*-CEM (4+) = 6
our Ebacc % at 4+ improved to 2
ur Attainment 8 f igure improved t o 46.8 (
whilst the number of students achieving a positive Progress 8 figure improved by 8.0%. As a
result, our overal Progress 8 figure improved to 0.01 and contains positive figures in 3 o
f the 4
elements (2017 in brackets): Eng = 0.03 (0.14), ma = 0.29 (0.31), Ebacc = 0.26 (0.14); in
addition, Science VA = 0.19 (0.04), Languages VA = 0.07 (0.07) and Humanities VA = 0.29
(0.02). Whilst our P8 score for the open element shows a -0.14 figure, this is a significant
improvement on the 2017 figure of -0.46.
NB/ It should also be noted that official DfE (ASP) and Ofsted (IDSR) data for this year group
includes up to 8 ‘outliers’ (EOTAS students) who w
ducated at P
rospect House, our o
provision (which achieved a top grade 4 rating fol owing a LA audit in October 2017). These
students faced a range of issues and chal enges which meant that mainstream education was
not appropriate for them to ensure their safety & wel -being or achieve a positive academic
outcome. Despite this, they have al secured a post-16 pathway? a
nd, as s
uccess f or t his
cohort can be evidence in individual case studies. Our own 2018 figures do not include this
cohort (outliers) for these reasons.
At GCSE, a focus for senior and middle leaders at the academy is to ensure that al students
attain and make excel ent progress across the whole curriculum with a particular emphasis on
the performance of sub-groups, most notably students designated as disadvantaged. Whilst
measures employed during 2017/18 have had a measurable impact on the performance of the
cohort, the data below (excluding 8 outliers in 2018, 3 of whom were disadvantaged and 13
students in 2017, 5 of whom were d
isadvantaged) indicates that f urther w
ork is n
eeded t o c
the attainment and progress gap between this cohort and their non-disadvantaged peers:
2018 (49 students, 17.6%)
2017 (48 students, 17.5%)
A range of planned interventions for t he c
ear are d
etailed i n o
upil Premium S
Statement and subsequent Action Plan which have been careful y chosen in response to
feedback from recent scrutiny visits as wel a
ur own i nvestigation i nto f urther m
to engage and extend these students and, subsequently, improving their final outcomes. A
CCC Performance Review visit in January 2018 highlighted the progress made in this area as
wel as identifying areas to develop further. Our immediate r
esponse t o t his w
as t o e
governance and leadership of this aspect of our work as wel increasing the capacity available
to support this cohort of students in their academic and extra-curricular endeavours. Our focus
on a knowledge-rich curriculum, planned work with an external agency, Learning P
as wel as col aborative support from partner schools within our new MAT, Astrea, wil provide
invaluable support for this academy priority.
Work wil also continue to maximise the outcomes of students classified as SEN. In 2018, the
cohort of 16 students achieved an overal P8 s
core of -
chieving a p
P8 and individual outcomes ranging from -3.09 to +0.90. Our SEN department, with support
from our Astrea partners, wil continue to provide bespoke learning packages to suit the needs
of this cohort and ensure we maximise their academic and non-academic outcomes.
In addition, our work to ensure students wil low levels of numeracy and literacy on entry wil
continue to be a similar focus so that al are ful y supported to make progress in their learning.
The remit of our Interventions Director has been extended to include disadvantaged students
and we are determined to build on a successful programme of interventions in 2017-2018 in
order to close the gap further between these students and their non-disadvantaged peers.
We continue to focus on supporting student outcomes in the open element suite of
qualifications. Our work during the 2017/18 academic year improved outcomes within this
element as evidenced by an improved P8 figure of -0.14, from -0.46 in 2017. This has been
achieved by targeting the support of our PiXL Associate, Lisa Goodship, and by enhancing an
established system of SLT link meetings to include rigorous quality assurance mechanisms in
order to ensure subject leaders establish targeted and effective support to underperforming
Cautious forecasts f or o
ear 11 c
eptember 2018 P
ata, i ndicate
a Progress 8 figure for ma of 0.47, Eng -
0.14, Ebacc 0.09, O
.01, overal 0
whilst Basics at 5+ is forecast 50.9% (target 50%). Our disadvantaged cohort is forecasted to
achieve a Progress 8 score of -0.18 vs in-house non of 0.16 (gap reduced from 0.64 to 0.34)
and a Basics at 5+ of 23.4% (target 35%). NB/ data excludes 4 outliers, educated at our AP
A key focus for the academy during 2018/19 is the continued development o
curriculum which ful y reflects o
ore purpose a
focus across a
stages but most notably KS3, where departments wil continue to review their curriculum offer
including the key knowledge which is taught and how it is sequenced as wel as the pedagogy
applied to its delivery. I n 2
017/18, we began a
urriculum review a
al students fol ow appropriate curriculum pathways which enables them to enjoy and achieve
across al subject areas. This wil gather pace this year and we are determined to make this a
routine aspect of our work so that our curriculum offer is responsive to national changes and
ful y supportive of our core purpose and CLFP protocols.
A key feature of our curriculum vision is the development of our staff whether this is their
leadership competency, subject expertise or p
here i s s
til work t o b
to achieve complete consistency within and across departments with regard to the quality of
teaching and learning, as evidenced in the 2018 Department Reviews and confirmed in quality
assurance mechanisms. Our focus on cognitive science & research-based evidence,
department-led CPD to develop subject specialism and col aborative work within the Astrea
MAT wil support this academy-wide priority which is at the heart of our school improvement
Lastly, the academy is not yet outstanding because there is stil work to be done to further
improve students’ behaviour to the point where it can be described as ‘impeccable’ at al times
during the day with a focus on a smal cohort of persistent concerns.
As evidenced in the 2018 GCSE outcomes, a key priority for the academy is to accelerate the
attainment and progress of our disadvantaged cohort in al year groups. Our actions fol ow an
audit by the CCC Performance Review in February 2018 which focussed on our disadvantaged
provision, an Ofsted Section 8 inspection in May as wel as our own analysis of the impact of
existing strategies. Subsequent measures to address the gaps include improved leadership
and accountability and increased capacity to support our growing disadvantaged cohort. This
has enabled our Director of Interventions to now have a complete overview of al support
provided for al cohorts of students in need including SEN, disadvantaged and catch-up literacy
& numeracy. We have increased our engagement with ‘Learning Performance’ (external study
guides) to include al year groups and targeted parents. Col aborative work with our Senior
Assistant Principal for KS4 is supporting a number of actions targeted at our current Year 11
disadvantaged cohort. Whilst time is needed for the impact of these actions to be ful y felt,
forecasts for the 2018-19 Year 11 cohort indicate a Progress 8 score of -0.18, improved from
-0.43 and a Basics 9-5 figure of 23.4%, up from 19.2% in 2018.
As highlighted in the May Ofsted letter, the disadvantaged strategy fal s under a general
academy priority which is to ensure that teaching is responsive to the needs of al learners,
especial y disadvantaged, SEN and boys which are al cohorts which under-perform in aspects
of their studies. This is being addressed by the measures outlined above plus an increased
focus on the curriculum in terms of pathways, content and pedagogy. A refreshed curriculum
vision was presented to staff in September 2018 and senior leaders are focussed on
supporting middle leaders/subject leads in developing their own curricula using an agreed,
common language. This includes regular quality assurance support, curriculum chal enge, time
to discuss and develop subject-specific expertise and LPD which incorporates col aborative
lesson planning and observations. This is further supported by a programme of ‘Seen Working
Wednesdays’, a weekly T&L blog and our growing LPD library. In addition, our growing
col aborative work with partner academies within the Astrea Trust wil is already supporting our
Our AP provision (shared with Ernulf Academy) has, in recent years, been a strength of the
academy, as evidenced in our most recent review in November 2017 when our AP base,
Prospect House, was graded at Stage 4 in the Local Authorities Alternative Provision County
Directory, the highest level of quality assurance. In September 2018, the shared AP unit
moved into a larger site on the Ernulf campus, making use of a vacated sixth form building.
This resource has afforded us the opportunity to work col aboratively both with Ernulf and
Astrea in order to ensure that the KS4 curriculum enables al students, who receive their
education through our AP team, to maximise their attainment and progress. Whilst
acknowledging that the provision caters for our most chal enging, and often vulnerable,
students with a wide range of needs, outcomes in 2018 (8 students, 6 PPI) gave individual
Progress 8 scores ranging from -1.8 to -7.7 (average -3.7).
Progress and Impact:
Improved governance via a ‘Transitional Management Board’ fol owing our transfer to the
Astrea Academy Trust.
A further developed culture of high expectations delivered via ambitious targets for al students
in Years 7-11. Current Year 11 continue to use FFTD20 targets which, if achieved, would give
an estimated Attainment 8 of 52.1, Progress 8 of +0.45 and Basics at 5+ of 54.9. Astrea-set
targets for Years 7-10 are aimed to give an estimated Progress 8 score of +0.5 (Year 10), rising
to +0.81 for the current Year 7.
Routine evaluation and development of our system of department QA checks via SLT link
meetings, HoD QA mechanisms, department reviews and department SEF & improvement plan
reviews have ensured that our middle leaders have a growing insight and body of evidence
which informs improvements in teaching, learning and subsequent outcomes.
Attendance data for 2017-2018
Our increased focus on social behaviour, respect and courtesy has involved the use of
achievement and behaviour points, SLT behaviour walks, centralised detentions and an
increased use of our Senior Prefect body to model exemplary conduct and behaviour. Our
analysis of achievement and behaviour points by individual, sub-group, subject and class al ows
us to target interventions to further support this aspect of our work. This is supported by
analysis of internal isolation and exclusion data.
Our work to improve strategic planning at a senior level has ensured that the academy’s SEF &
SIP priorities are informed by data and external audit. Academy priorities were communicated to
staff in June 2018 to enable Department Improvement Plans and individual objectives to
support the academy SIP.
Academy priorities fol owing the Ofsted visit in May 2018 were communicated to HoDs in June
and signal ed an academy-wide focus on curriculum. A re-launched Curriculum Vision
document was presented to to al staff in September 2018 and key aspects communicated to
students and parents. Actions to support this priority are detailed in the previous section.
We continue to invest time, energy and resources into our extensive extra-curricular
programme; most recent acknowledgements of our curriculum are from Camps International
and the National Citizenship Service who, in September 2018, awarded the academy the Silver
We continue to strongly promote British Values via the work of our Citizenship Coordinator. In
September 2018 we launched a revamped PSHE curriculum under the banner ‘Learning for Life
and Work’. This is organised into 3 strands (‘Living in the Wider World’, ‘Relationships’ and
‘Health & Wel being’) which further develop our teaching in this area.
We have worked hard to develop effective systems to monitor the progress made by students
across al year groups. Our feedback policy is bespoke to individual departments and their
particular context in terms of curriculum time and content. We have an established system of
quality assurance which involves lesson visits, book-looks and student voice feedback as wel
as weekly RSL meetings focussed on the attainment and progress of our Year 11 cohort.
Recent developments include the introduction of Doddle which enhances monitoring of home
learning tasks and subsequent feedback and the move to Heads of Year in KS3 who have a
clear achievement and progress focus.
Staff at the academy engage daily with parents via traditional media as wel as more recent
developments including Facebook, Twitter, Doddle and the SIMS Parents’ app (by 25/9/18, 87%
of Year 7 parents had signed up to the app). Parents are also invited to complete the Ofsted
questionnaire after each consultation evening and this is an area we are hoping to develop
Student wel -being and equality continues to have a high profile at Longsands Academy and our
commitment to Student Voice continues to be a key vehicle for ensuring that students are
heard, understood and supported. We now have SV leads in each Key Stage as wel as Student
Leaders in Year 9 and our Year 11 Prefect body led by a Head Boy and Girl and their deputies.
Our Young Carers programme continues to be wel attended and has recently received national
recognition via the Bronze YC Award. Staff lead a weekly LGBTQ meeting and we have
recently introduced changing and toilet facilities for transgender students. In 2018, we were
delighted to achieve the ‘Quality in Careers Standard’ for our work with CEIAG and our
destinations data has, in recent years, shown a 0% NEET figure which includes data for
students at our AP provision. The Vice-Principal is our designated safeguarding lead and there
are 5 further DPs within our key stage student support teams. Our systems were described as
effective during the Ofsted visit in May 2018 acknowledging that ‘students and parents agree
that they feel safe and wel cared for at the academy’. In September 2018 we adopted the
‘MyConcern’ online recording system.
Self-evaluation grade: 2
a. The design, implementation and evaluation of a knowledge-rich and careful y
b. A curriculum review at Key Stage 4 in line with CLFP process and procedures.
c. Effective and efficient use of public funds to support our core purpose and ensure
long-term financial security.
d. Effective literacy support and intervention for students in Years 7-9.
e. Effective numeracy support and intervention for students in Years 7-9.
f. Promoting positive staff wel -being.
g. Positive community engagement and fund-raising.
Quality of Teaching and Learning
Lesson observation data from 2017-18 provided a picture of the quality of teaching and
learning that was more positive than examination outcomes would suggest. Our chal enge,
and request from middle leaders, is for effective teachers to have extended opportunities to
work alongside, and learn from, highly effective teachers in their subject area. In response to
the request for more time t o d
evote to o
ur core p
f i mproving learning a
nd t eaching w
have developed the scope of departmental QA processes and support for middle leaders to
‘Unleash Great Teaching’ and become rigorous in reviewing how to lead the development of
teaching. The LPD programme for 18-19 provides calendered time to ensure subject
communities can observe one another teach and develop consistently outstanding teaching
through jointly planned lessons which are evaluated with Heads of subject and SLT l inks, a
providing opportunities to ensure R and D teaching targets align with departmental learning
and teaching priorities. With our transfer to the Astrea Trust teaching principal guidance,
appraisal processes and training opportunities wil be accessed to further raise the quality of
teaching and learning standards.
In Spring 2018, fol owing meetings to review p
rogress t owards R
and D t argets, b
and learning walks, Heads of subject evaluated the quality of teaching, feedback and student
progress. 8 members of staff were identified as needing s
upport i n o
f t hese a
of these 3 left in July 2018, 1 returned from sick leave in September and is being closely
monitored, 1 has become part time (only teaching in the Key Stage in which he was
successful), 2 are receiving coaching and support from experienced col eagues and one is
completing our Developing Teacher Programme.
We continue to develop our successful NQT programme ensuring teachers new to the
profession are supported to deliver high quality lessons: our retention rate is very high, due in
part to a highly effective RQT programme. We h
1% of t he 63 t eachers employed
as NQTs since 2009 for 3 years or more. Our links with Cambridge University provide us with
wel qualified staff, often in shortage curriculum areas including Science, maths and Modern
Further development of effective feedback and responsive teaching is a key chal enge for
teaching and learning to become outstanding:
whilst evidence from learning walks, student
panels and feedback from Ofsted reveals that the majority of t eaching s
feedback to learners in line with Academy guidance, verbal feedback to chal enge and
develop progress during lessons is an area for development. ‘Active learners, responsive
teachers’ - was a training focus delivered direct response to SLT departmental reviews. To
support the development of responsive teaching HODs have audited t heir practice u
research by Dylan W
obert Coe a
aisy Christadoulou has
also been shared to support teachers to develop their use of active learning strategies and
increase levels of student independence, and engagement.
Development of a knowledge rich curriculum is a key chal enge for 2018-19: middle leaders
have begun using the Doddle platform to provide resources to increase low-stakes testing
championed by Dylan and Christadoulou research, and curriculum review is encouraging the
development of programmes of study that interleave topics, provide opportunities for spaced
repetition and knowledge organisers for al topic areas over the coming year. Some middle
leaders have already demonstrated and shared emerging practice, and are using their up to
date engagement with local and national subject communities to engage their teams with
emerging teaching pedagogies. Other middle leaders are being supported to become equal y
outward looking by their SLT l ink: s
hared f rames of r
eference with the Longsands w
and Seen Working effective practice shared on Wednesdays are areas we are developing.
Similarly, DTT and Power to Perform strategies used by 2,000 schools, many of which are
developing outstanding practice, is available to col eagues in the form of our PiXL m
which provides staff with access to outstanding resources, subject conferences, , and the
support of our PiXL associate Lisa G
oodship whose s
upport to i mprove o
MFL and Business Studies have been extended to support al departments, and a remit to
support PE, Geography and History departments to improve level 5-9 GCSE outcomes, and
improved A* - B outcomes at KS5. The evidence of impact on outcomes from those
departments who ful y engaged with and accessed PiXL support strategies and resources is
encouraging and needs to accessed more consistently by al departments, particularly in the
light of concerns regarding workload.
We are proud to have accessed places for our most able disadvantaged learners to attend
t Portsmouth, L
arwick and Cambridge U
have supported Year 12 and 13 students to secure Arkwright University Scholarships. In
addition wins at national Vex Robotics competitions and Business Enterprise awards, and
international success with Maths chal enges are further evidence of enabling our most able
learners to access success beyond the classroom. Nonetheless, we are aware that these are
able learners with a desire
to fulfil potential. In response to Ofsted feedback regarding
chal enging all
most able students a Most Able Champion has been appointed to further
support and chal enge the most able s
ho l ack t he m
otivation i s a
nother key p
riority f or
the year ahead. Alongside this focus we continue supporting tutors and teachers with p
and proven strategies to promote self-belief, resilience and growth mindset approaches critical
for success in life, as wel as school-work. Al students, including the much referenced PP
cohort, continue to be supported in these areas as we extend the walking talking mock and
power to perform approaches used in Year 1
1 t o other year g
romote t he s
to our parents and carers.
Progress and impact:
In response to the research recommendations of Professor R
obert Coe t eachers h
jointly planned lessons in response to departmental priorities in groupings devised by HODs;
the groups wil conduct lessons observations by mid November, and wil then meet again to
review progress towards agreed targets. On 16th January teachers wil formal y present their
insights and reflections on pedagogy within teams, joined by SLT links. ‘Time to talk about
teaching’ is a much heard cry in education: feedback from staff about this developmental
approach to the first observation of the year has been very positive indeed. Ful evaluation w
take place in the S
pring term, w
ith t raditional ‘ high s
takes’ observations s
cheduled t o take place
as part of the Spring Departmental review.
Al Heads of Subject have met with SLT links to d
iscuss t he c
oncept ‘ building l earning cultures’
in their teams, and to review their leadership of innovation in response to ideas from David
Weston (Teacher Development Trust) and Bridget Clay (Teach First). ‘Unleashing Great
Teaching:Secrets to the most effective teacher development’ is providing thought provoking
and shared frames of reference to devlelop middle leaders.
Evidence of developing knowledge rich curriculum approaches has been delivered in the form
of one Head of Subject sharing a two year curriculum plan with interleaved revisiting of topics
built in at our first Heads of Department meeting. In terms of low-stakes testing the first 17 days
of Doddle use has seen over 1500 homeworks set: many using low stakes tests have been
completed, and next lessons planned in response to areas of misunderstanding. Our first Seen
Working Wednesday saw the Head of History model how he used test data to plan a lesson.
Our PiXL associate has met with Heads of Subject to outline a number of strategies and
resources which can be accessed to raise standards and levels of engagement: during the
meeting our Head of Business and MFL talked about forensic use of data to diagnose student
misunderstandings, offer ‘therepies’ and re-test students, and the creation of personalised
learning checklists to support students. The ICT, Geography, History and PE departments are
working with her on strategies to increase 5-9 and PP performance.
Our most able champion has identified underperforming students in Year 11, and has met their
tutors to share insights into barriers to achievement. Coaching of the students is already
underway, and a presentation on barriers and strategies to overcome them wil be delivered
later in the term to the students themselves. In a similar vein Year 8 parents have fedback
positively in response to how Doddle works and a presentation on helping your child develop
self- belief: guidance on growth mindsets, including VR links to Carol Dweck and the
opportunity to buy discounted copies of Matthew Syed’s You are Awesome (al year 7s wil read
the book and engage with concepts in the Spring term).
Self-evaluation grade: 2
a. Routine use of research-based evidence and cognitive science to support the
development of subject-specific pedagogy.
b. CPD which develops reflective and highly effective classroom practitioners who
are confident pedagogical experts within their discipline and responsive to the
needs of al learners.
c. CPD which develops reflective and effective middle and senior leaders who
discharge their responsibilities in accordance with the Astrea Value Partners.
d. Effective use of ICT to support highly effective teaching and learning.
e. Effective quality assurance mechanisms which support developments in
teaching & learning.
Personal Development, Behaviour and
The last academic year saw an introduction of a new system for monitoring behaviour and
attendance across the Academy. The system, based within our SIMS package, enabled us to
monitor behaviour concerns and achievement success across year groups, gender and vulnerable
groups. The numbers of points awarded spiked in the first term and then settled in terms 2 and 3;
therefore we are looking forward to seeing a more consistent picture in the coming year. However,
there were some clear areas identified on which to focus this year. The first is the awarding of
achievement points. In both years 7 and 8 achievement points exceeded 14,000 but by year 11 this
had fal en to 4,500 therefore a more consistent approach is needed by staff. Secondly, the gender
gap between boys and girls was marked, particularly in behaviour points therefore this wil also be a
focus. Final y, the number of achievement points awarded to disadvantaged students was
proportionate in relation to achievement points compared to non-disadvantaged but the percentage
was too high for behaviour points.
Attendance continues to be good but we did have a chal enging year in terms of il ness and the
number of weeks in the school year that students (and staff) continued to be significantly unwel .
Overal attendance for the year (removing year 11 once their examination season had started) was
95%. Further work is needed with our KS4 year groups to improve this overal figure; they did not
have the benefit of new attendance systems when they joined the school and, therefore, as year
groups their attendance fel short of 95%. There were some improvements in the attendance of
disadvantaged students but this remains an area of focus for us in the coming year.
Analysis of attitude to learning data identify a number of priorities including a reduction in the
number of 3s awarded across al year groups especial y in years 9, 10 and 11. Fewer than 12% of
grades awarded were a 3 in years 7 and 8 but in years 9 upwards this rose to just under 15% in
year 9 and up to almost 19% in year 11. The other area for improvement relates to our
disadvantaged cohort whose percentage of ATL 1 is significantly lower than for non-disadvantaged
across al year groups, by over 10% in al year groups.
Progress and impact:
Our new system for awarding achievement and behaviour points provided us with much more data
which enabled us to work with students who were causing particular concern last year. The most
notable success was from a targeted group of year 7 and 8 students, mainly boys, who were able
to reduce the number of behaviour points they col ecting in response to a rewards system. The
scheme was extended throughout the remainder of the year as student feedback was so positive
therefore we were able to reward more students. This year we have introduced badges in each
key stage to recognise students whose scores for achievement points minus behaviour points are
high. Consideration of attendance and punctuality is also given to those chosen to receive badges.
Two year ago we introduced a new attendance strategy and attempted to change the mind-set of
both parents and and students in relation to absence from school. Evidence of the impact is clear
within years 7 and 8 who benefited from this as their attendance, as individual year groups, last
year was over 1% higher than students in the upper year groups.
Attitude to learning data showed an overal improvement from the first data col ection point in the
Autumn Term to the final one in the Summer. Particular improvements were seen in the number of
1s awarded to students in years 7 and 9 which rose by around 10% in both years groups. Rises of
7% were seen in years 7 and 10, also very positive, and year 11 also saw an improvement albeit
We have recently introduced a new electronic system in to monitor our safeguarding concerns.
The new system is al owing us to monitor concerns more closely and ensures the whole DP team
of six col eagues are able to view every concern and every update to these as they occur. This
enables us to work more col aboratively and provides added security that if a DP is absent, any
one of us could pick up a concern and demonstrate detailed knowledge of it. A local authority audit
of our Safeguarding provision in the summer of 2018 found our procedures to be strong and
In January of 2018 we achieved an award for our Careers Education, Information, Advice and
Guidance which recognised the quality of our provision and plans for the future. Our PSHE
curriculum has been renamed ‘Learning for Life and Work’ (LLW) restructured into three strands
with strand leaders having reviewed our previous provision in each of their areas. Staff have
received training prior to delivery of their strand and this is already having an impact in the quality
of teaching and learning seen during recent informal observations.
Whilst the introduction of a new school uniform was only compulsory for the new year 7 cohort, the
numbers of students in older year groups wearing the new uniform has increased dramatical y
since the start of term. Student and parent feedback, and that from our community has been
overwhelmingly positive and we have only had to work with a very smal number of parents to
ensure students are complying with our expectations. The number of students being spoken to in
relation to negative behaviour on learning walks by senior staff has decreased compared to last
year which we believe is, at least in part, related to the new smarter look.
Self-evaluation grade: 2
a. Effective safeguarding practices.
b. Impeccable behaviour demonstrated within classrooms and corridors by al students
c. High levels of attendance and punctuality by al students.
d. Positive student wel -being.
e. Highly effective CEIAG which ensures no student becomes NEET post-16 or post-18.
f. Al students wear the uniform with pride.
g. Effective PSHE through our Learning for Life and Work programme.
h. High attitude to learning grades
Outcomes & Achievement
Not al students in al subjects, e
special y a
cross the ‘open bucket’ subjects in Key S
consistently strong progress, nor develop secure knowledge, understanding and skil s,
considering their different starting points. This has been an ongoing priority. Our work during t he
2017/18 academic year significantly improved outcomes within this element as e
improved P8 figure of -0.14, from -0.46 in 2017. Indeed, the Key Stage 4 Curriculum Review
implemented for 2018 ensured that students now receive enhanced advice, information and
guidance in making their Key Stage 4 subject preferences and the Review also facilitated
subjects more curriculum time to teach the more rigorous 9-1 Key Stage 4 qualifications. The
move to embrace a knowledge-rich curriculum should also, in turn, support improved progress
ttainment in t hese s
y ensuring students are e
ith t he s
disciplinary knowledge in each subject area as the curriculum is sequenced t o al ow t his learning
to be embedded.
Currently, not al s
ake outstanding p
rogress f rom t heir g
s our m
recent Ofsted report commented, Leaders have ensured ‘that teachers prioritise disadvantaged
pupils within lessons, when asking questions or providing feedback’. However, the same
document referenced the fact that ‘disadvantaged pupils made too little progress overal in both
2016 and 2017’. While some progress was made with disadvantaged attainment in 2018, the
progress of students designated as PPI or SEN does not yet match that of other pupils with the
same starting points. In addition, the progress and attainment of b
oys continues t o b
e a f ocus f or
Longsands Academy in 2018 (girls’ P8 = 0.41, boys = -0.22). Final y, we wil concentrate on
ensuring that students from al bands in KS2 are chal enged to make more than expected
progress, most notably those with a high band designation. This is a feature of our more able
student focus (2018 P8 lower = -0.08, middle = 0.21, higher = 0.04).
A key chal enge for KS3 this academic year is assessing and reporting progress. It is our
intention to adopt a new system of assessment, fol owing the removal of National Curriculum
levels. Whilst in this period of transition, Longsands has been continuing with ‘Longsands Levels’
which are a paral el grade system similar to NC levels. In conjunction with the Astrea data
provided, plus MiDYIS and KS2 scores we wil be finalising and adopting a new KS3 assessment
system this academic year. We aim to have the new system in place for September 2019, and
embedded within al SoL in al departments. We want to ensure that we can monitor and
establish the progress of al students in KS3 in a robust manner.
Progress and impact:
Outcomes are good because, in 2018, KS4 results outperformed national averages in a
significant number of subject areas. Moreover, from different starting points, progress in English
and in mathematics is close to or above national figures. At grades 9-4 or A*-C these subjects
included Biology (91.7% v 74.8%), Child Development (69.4% v 53.4%), Drama (75% v 74%),
English Language (71.7% v 62%), F
9.7%), Further M
(96.6% v 95.5%), Media Studies (71.4% v 64.6%), Music (80% v 74.7%), Photography (92.3% v
74.8%), Physics (92.6% v 9
1.8). At g
-5, t hese s
ubjects i ncluded
English Language (53.1% v 44.6%), French (63.6% v 54.1%), History (53.2% v 51.9%), Maths
(47.7% v 40.3%), Photography (65.4% v 58%) and RE (68.3% v 60.4). Final y, at grades 9-7 o
A*-A these subjects included English Language (15.7% v 13.9%), History (28.3% v 24.7%),
Maths (17.5% v 15.7%), Further Maths (72.4% v 58%), Photography (23.1% v 22.5%) and RE
(30% v 29.9%). Although comparison with previous years is problematic, this builds on the
positive work achieved in 2017, when the Key Stage 4 results showed a significant increase in
both progress and attainment for students at Longsands Academy. In 2018, our Attainment 8
figure improved to 46.84 whilst the number of students achieving a positive Progress 8 figure
improved by 8.0%. As a result, our Progress 8 figure showed overal improvement.
A key line of line of enquiry in our most recent Ofsted report was to establish whether our
students, particularly the most able, complete work that is suitably chal enging. In 2018, a
particularly pleasing a
spect of t he o
utcomes was the attainment of o
ur more able s
tudents. This is
evidenced by the f act that 2
l grades for t he 9
ompared t o the
aspirational FFTD20 target of 21%. Going forward, we wil continue to ensure that our m
students are receiving the support they need to reach their ful p
e f urther
supported throughout the Academy by the work of our newly appointment More Able Champion.
The 2018 results again confirmed the strong progress, developing secure knowledge,
understanding and skil s of students with regards to their progress and attainment in Maths and
English. 10% (target 10.4%) of students achieved grades 9-7 in English and Maths and 42.3%
(target 47.3%) of students achieved grades 9-5 in English and Maths.
The accuracy of teacher p
redictions has i mproved across a
reas and in 2018 the
Academy outcomes for 5A*CEM (5+) of 40.9% was nearly in line with predictions (42.7%). With
the benefit of increased knowledge of grade boundaries for new 9-1 G
improving the accuracy of our forecasts to improve targeted interventions a key area of
development in 2018.
Students make consistently strong progress in a wide range of subjects across al year groups
based on their starting points. Al students are tracked across in terms of their progress and
attainment during Key Stage 4. The designation of each student is checked and a report
published for each year group after each progress review. Subject teams are required to
moderate al data col ection and where appropriate benchmark data against national grade
boundaries. This data is shared across the SLT and the subject leaders. Where
underperformance is identified, interventions are put in place to support accelerated progress.
This process was further strengthened in 2018 with the introduction of designated Raising
Standards Leader Meetings which sought to identify the strengths and areas of improvement
needed for targeted students in order to improve their a
were positive feature of our recent Ofsted inspection, which commented, ‘Teachers are tracking
these pupils’ progress very careful y; subject and senior leaders are w
orking together t o review i t
and plan appropriate support for pupils who need it. This approach is starting to remove the
barriers to pupils’ learning, particularly at Key Stage 4’. Key Stage 3
Students in al Key Stage 3 year groups have now sat the KS2 exams under the new assessment
system, therefore using NC assessments means that it is difficult to track progress with
confidence and with any meaning. Equal y, this causes confusion for parents and students who
are now familiar with the new KS2 assessments. The process of conversion to a more effective
system has started with Years 7 & 9 having sat MiDYIS tests with Year 8 soon to be completed. MiDYIS - initial analysis of Year 7 results:
15 students are identified as being in the top 2% national y as ‘gifted’ (score over 130)
215+ students are identified as being at or above average, with a mean score of 100
18 students are identified as being below average (score below 90)
The use of baseline testing for Year 7 students was discussed at the first TL3 meeting (teaching
and learning representatives from each department, with a focus for KS3) during last academic
year. For subjects not taught and/or tested at KS2 it was agreed that these baseline tests were
vital to gain a clearer view of what knowledge students had at the start of KS3. The most able,
gender groups, PPI and disadvantaged students wil continue to be areas of focus as part of the
analysis completed on progress and attainment.
TL3 wil continue to build upon the work completed in the previous year, in particular looking at
the new assessment system and current SoL and our commitment to a knowledge-rich
curriculum. The work completed in the summer term, in creating cross-curricular lessons
delivered to the visiting Year 6 students, were knowledge by students and feeder staff as being
rich and chal enging. This wil continue to be an item for discussion at future TL3 meetings
alongside the consideration to map the KS3 curriculum to ensure rigour, enrichment and progress
for al .
Summary of progress for 2017-18:
Students are tracked through each Progress Review, with SLT, HoY and HoD analysing and
evaluating attainment and progress. In addition, the PPI coordinator for KS3 supports with
interventions fol owing each data drop. Student making least or no progress across a range of
subjects, are monitored by the relevant HoY who wil liaise with al relevant stakeholders.
39 = NC level 6
33 = NC level 5
27 = NC level 4
Self-evaluation grade: 2
a. Achievement in Year 11 shows a P8 figure of +0.3 in summer 2019 with Basics 9-5 of
b. Achieve a Basics figure of 35% for disadvantaged Year 11 students.
c. Reduce variance between the attainment and progress of key groups al owing al
students the same chance of success..
d. Meaningful KS3 assessment and monitoring which effectively tracks students’
e. Al students, in al subjects, have demonstrated progress in their learning by the end
of each academic year in Years 7-9.