Effective practice in Hard to Shift schools – Christ Church C of E Primary School, Lambeth

Date of issue: Jan. 2008

Theme: Schools Causing Concern (SCC)

School context and profile

Number on roll: 170. Age range: four to 11.

The school is one form entry and serves an urban area of high social deprivation, with 50% of pupils receiving free school meals. More than 90% of pupils are from minority ethnic groups, the largest being those from Black Caribbean and Black African backgrounds. Almost half of the pupils are learning English as an Additional Language (EAL). The proportion of pupils with learning difficulties is well above average and pupil mobility is very high. The school has been 'soft' federated with a local community school since September 2005 when the headteacher of the community school became executive headteacher of both schools.

The school was inspected in June 2006 when both leadership and capacity to improve were judged as outstanding.

2005 Key Stage 2 results: English L4+ 29%; mathematics L4+ 38%
2006 Key Stage 2 results: English L4+ 64%; mathematics L4+ 64%
2007 Key Stage 2 results: English L4+ 89%; mathematics L4+ 78%

Barriers to improvement

Leadership difficulties had been caused as a result of a period of acting headship arrangements
There were difficulties with administrative staffing and systems
There were no self-evaluation forms and school development plan in place
Staff morale was very low
Behaviour was very poor
The quality of teaching was generally very poor
There were very low levels of attainment (for Key Stage L4+ 30-40% range).

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The school-based issues – what needed to change?

A functioning leadership team needed to be developed
Systems needed to be established for monitoring and tracking pupil progress
Assessment skills and systems to support planning had to be developed
The classroom environment needed to reflect enjoyment and achievement, and playtimes made more activity-focused.

Priorities for the Raising Attainment Plan (RAP) included improving:

teaching, including the learning environment
behaviour
attendance and punctuality
involvement of parents, especially raising their expectations about their children's learning.

What was done?

The processes of the Intensifying Support Programme (ISP) were implemented which was critical to improving pupil tracking and assessment systems
A learning and teaching policy which set high expectations was introduced
Joint planning with staff from the other school helped develop skills, a sharing of resources and curriculum expertise
Team teaching; peer support for staff; classroom observations; and scrutiny of work books was established
A whole-school behaviour policy involving restorative justice was developed
Whole-school training which included support staff introduced to support the implementation of whole-school policies
A Special Educational Needs Coordinator (SENCO) improved multi-agency involvement to support children and families
Efforts were made to engage and involve parents through coffee and breakfast mornings; additional information evenings; phoning parents about positive as well as behaviour issues; and being visible at the school gate.

Monitoring and evaluation

Success criteria for the RAP included:

100% of lessons to be at least satisfactory
reduction in number of behaviour incidents
improved attendance and punctuality
raised levels of attainment – termly assessments and National Curriculum tests
increased attendance of parents at pupil progress meetings and assemblies.

The local authority (LA) led the process of change by:

negotiating the federation with the Diocesan Board
ensuring the school had expertise of consultants and advisers
providing additional funds and Human Resources (HR) support.

The Diocesan Board provided an interim Chair of Governors, the local Archdeacon.

The school has been continuously supported by the LA and the Diocesan Board through an 'Action Group' that met regularly.

What has been the overall impact?

'The atmosphere is now much more positive, purposeful, happy and calm.'

'The key has been the two staff groups working together, sharing ideas, seeing what’s possible and having a laugh together.'

'The staff at both schools began to see that this was worthwhile for their own professional development. Now they operate much more like one team and the sharing of expertise is two-way.'

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Local authority support and challenge

The urgent priority was improving the quality of leadership which was achieved by setting up the federation and new leadership team.

In addition the following were seen as essential:

raising the quality of teaching and learning
improving attendance and behaviour.

What was done?

Role of school improvement adviser; teaching and learning consultants

Support for change was from the highest level of the LA and the Diocesan Board, who were key to the initial agreement of the community school/Church of England federation
Initially, leadership was improved by the secondment of another headteacher for a term. He identified the extent of the deficits; made key personnel changes including the appointment of a SENCO and improved the learning environment
The 'soft' federation arrangements then provided both quality leadership and continuity. The host school being large (600+ pupils) had the staffing resource and capacity to provide a deputy for the leadership team and advanced skills teacher (AST)
LA adviser and consultants jointly monitored teaching and learning at regular intervals to address weaknesses
HR support was provided for teaching and administrative staffing issues
Consultant time for monitoring and staff development was provided. (30 days initially.)
An action group, chaired by a LA adviser, met monthly and involved the headteacher and chair of Governors
A strategic LA group supported building developments
'Introducing ISP raised the game.'

Monitoring and evaluation

Classroom observations and systems for assessment and tracking of pupil progress. Initially the target was 100% of teaching at least satisfactory
Provision of LA data provided local and national comparisons for particular groups of learners
Reduction in behaviour problems including exclusions
Bringing attendance closer to the national average – this remains a key priority
Ensuring that the school is continuously monitored by the LA through the school improvement monitoring group, which is chaired by the Director of Children's Services. This scrutinises the school's self-evaluation; receives feedback from the action group and the School Improvement Adviser; and allocates support on a termly basis.

What has been the overall impact?

'You can throw all the support you like into a school, but until you have a good leader with the ability to develop sufficient capacity within the school then you are not going to make a difference. The headteacher has a real gift for spotting talent within staff and developing their leadership potential.'

Sustainability – what next?

The federation will continue until at least 2009
The consultant will continue working alongside the AST from the host school – expertise remains for both schools to access
A new school building is planned for completion towards the end of 2009/early 2010
The principles of ISP have been transferred to the host school

What will the school do?

Build on the learning of the last two years and consolidate for the next two
Continue with the quality assurance and monitoring measures
Ensure that recruitment procedures select the right staff for the future
Prepare for the end of the federation arrangement.

What will the LA do?

In the long term, identify a suitable successor and transitional arrangements for when the soft federation comes to an end
Develop arrangements with the local children's centre to raise prior attainment of pupils.

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