SIAMS-FINAL-Jan-2017-Version-Format-7

Outcomes for children and learners are good due to the rapid improvements made from 2014 to 2016 as confirmed by GCSE results September 2016 and internal data across all year groups Prog

Name of school: SIR THOMAS BOTELER CHURCH OF ENGLAND HIGH SCHOOL

URN: 133672

Date of the last Section 48 inspection: 7th and 8th

October 2010 (John Wilson) Judgement – Outstanding

“When educating the minds of our young, we

Lama

SCHOOL CONTEXT

Sir Thomas Boteler Church of England High School serves both Dioceses of

Liverpool and Chester and is a former specialist Music College Sir Thomas

Boteler Church of England High School serves predominantly the community of

Latchford East, West and Westy

 The school is smaller than national average with 539 students currently on

roll (September 2016) The school has a Designated Provision (Cognition

and Learning), currently with 10 students (5 in Y11, 3 in Y10 and 2 in Y 9)

The reason for the falling role is due to the birth rate being particularly low

for the past 3 years This will increase over the next 5 years Also, due to

us still having a judgement of Special Measures (which is inaccurate now),

and us unfortunately being a victim of circumstance due to legislation, the

community is obviously apprehensive This is despite us improving at a

rapid rate and meeting our AFIs within a 2-year window

 An interim Executive Committee has improved the Governance of the

School This group now includes representatives from both Chester and

Liverpool Dioceses

 Strong SEND department with new appointments of a SENCO and a Lead

Teacher for our Designated Provision

 Student’s ability is below the national average for Class of 2016 and

current Y11, Y10, Y9 Y8 are slightly above the national average

 The 2016 YR 11 cohort had an APS of 27.2 (-0.3 below National)

 Significant increase in GCSE examinations results between 2014-2016 26%

5A*-C EM to 55%5A*-C EM The basics measure increased from 32% to

59% which is in line with the National Average

 The proportion of students eligible for Pupil Premium is currently 30.6%

which is above the national average of 28.5% and places the school in the

60th percentile for FSM

 The proportion of students with SEN (statement/school action plus) is

13.4% which is above the national average of 7.3% and places the school

in the 80th percentile for this measure

 The school population is predominantly of white British ethnic origin

(90.9%) There are 5.2% EAL students The majority of students are of

Eastern European origin The number of EAL students is increasing

although this is still below national

 The number of looked after children is 10

 Child Protection Plans = 7 students (5 families)

 Family Support and CIN= 5 students

 Private Fostering = 0

 21% of the school roll are classed as vulnerable

 We are fully committed to Equal Opportunities with all our students and

staff and have examples to support this

 There has been a significant change of staffing since our last section 5

inspection in September 2014 In September 2015 there were 21 new

members of staff and this turnover was reduced to 6 teachers by

September 2016

 The Leadership of the School have a more focussed vision to raising

outcomes for young people across a suite of subjects and this led to a 28%

increase in 5 or more GCSEs including Maths and English in two years

This has made us the most improved school in Warrington and one of the

most improved in England

Significant Staffing Changes and appointments

 The Headteacher (who has a Postgraduate Diploma in Christian

Leadership) was appointed in September 2014 and a new senior

leadership team has been established during 2014-15 with clearly defined

roles and responsibilities

 A new Deputy Headteacher (who has a Postgraduate Diploma in Christian

Leadership) was appointed in March 2015 This has led to more effective

teaching, learning and CPD for staff

 A new Assistant Headteacher with responsibility for assessment

commenced in September 2014 This has led to more effective use of

data by all staff to inform and improve the quality of teaching, improve

learning and assessment

 Two more Assistant Headteachers have been appointed: One for Personal

Development, Behaviour and Welfare and another for Student Leadership

Transition and Community Partnerships

 Several experienced members of staff have been employed to strengthen

key subject areas such as Maths, English, Science and RE We also

strengthened support staff by the appointments of a full-time Attendance

Officer and a Safeguarding Officer

 71% of the senior leadership team were appointed to new roles in

September 2014/2015

 43% of teaching staff were new in September 2015

 53% of middle leaders were new in September 2015 We strengthened

Middle Leaders further by September 2016 - 89% of Middle leaders are

now new in their current post since our last Section 5 September in 2014

(this includes key areas such as English, Maths Science and RE)

people with extraordinary determination ” zig ziglar

THE VISION AND VALUES OF THE SCHOOL

Through God, We Care

At Sir Thomas Boteler Church of England High School, we aim to provide all ourstudents with outstanding educational provision, in a supportive and inclusiveenvironment which is underpinned by Christian Values Students are at the heart

of everything we do and no child will ever be left behind All our students willreceive an inspiring and balanced learning experience which is delivered bydedicated and committed staff, who go above and beyond to secure the bestoutcomes for each student

The commitment from the teaching staff comes from the 5 K’s

Knowing the context

Knowing their class

Knowing the individuals in their class

Knowing the school and wider community

Knowing that they will have an impact on the lives of every individual in theircare

Respect and Integrity are the values which the whole community live by and arethe firm foundations on which we stand Our whole school community is relentless

in the pursuit for excellence and are committed to raising standards so that everystudent reaches their full potential

Our Christian beliefs and values are weaved into our mantra of “HighExpectations, High Aspirations and High Standards -You will succeed.” This is anon-negotiable for every member of staff and student in our school communityand this is demonstrated in a variety of ways

We are determined to diminish the differences with in school variation, so that allstudents make the progress they are capable of regardless of their starting point.Every young person in our care is equally important and deserves the besteducation possible

At Sir Thomas Boteler Church of England High School, we have a strong moralpurpose to develop the whole child; spiritually, academically and pastorally Weequip them with the skills, knowledge and understanding for lifelong learning in

an ever changing society We will inspire, support and challenge the students,making sure they seek to attain the highest grades, make as much progress aspossible and fulfil their potential, so our local community can thrive

All our students have a right to learn and our teachers have a right to teach Weare tolerant of one another and build strong relationships We learn from eachother and from our mistakes We find only solutions to problems and not barriers

We overcome adversity as a team and focus on the ways forward As a staff weare resilient and ensure that no matter what, the students come first We help andsupport our staff develop resilience through our well-being programme, as it isimportant that our whole school community feel they are supported and lookedafter

Each member of staff is a role model for our students and models the HighExpectations, High Aspirations and High Standards throughout all they do Theyare clear on their roles and responsibilities and the impact needed They all instilthe belief in the students that they will succeed

Everyone in our school community has the passion and drive to ensure all ourlearners succeed and that they are happy and safe At Sir Thomas Boteler Church

of England High School, we will support all our students to the best of our abilities

to help them succeed in becoming lifelong learners, equipped with the knowledge

and skills to achieve their goals, knowing that ‘Through God We Care’

SUMMARY

Sir Thomas Boteler Church of England High School has visionary, inspiredleadership which focusses on the school as a worshipping community and whereeducational and academic excellence for all students is pursued in a Christiancontext The School Community lives by our Christian Values which are modelled

in our everyday practice of ‘Through God We Care’ and our High Expectations,High Aspirations and High Standards - You will succeed

We are effective because of the Christian leadership (at every level) thatpermeates all aspects of school life and our drive improving outcomes and lifechances for our young people This demonstrated through the huge increase inacademic achievement within the last 2 years

“I am the good shepherd the good shepherd lays down his life for his sheep” John 10:11

This is the part of scripture that the Headteacher aligns with her vision and valuesand is her promise to the young people and school community that she will always

go above and beyond to ensure they succeed

PROGRESS IN ADDRESSING THE FOCUS FOR DEVELOPMENT IN THE PREVIOUS INSPECTION

Previous Inspection October 2010

Inspector: John Wilson

Judgement: Outstanding (all areas)

Focus for development 1: Enable students to take more ownership of and to give direction to their learning in RS

 Teachers facilitate learning in

RS and allow students to

develop and have ownership

or their learning

 Strategic plans (Department

Improvement Plan) has

focused actions on learner led

learning (Please also refer to

the RS Handbook 2016-2017

for full details)

 Students model best practice

for others within their RS

lessons, leading on key

aspects of the RS curriculum

 SMSC built into all lessons in

all departments so students

can link learning

 Clear curriculum map in place

for all year groups which have

schemes for learning that build

in independence and

development of learning

 New RS team New Head of

Department and RS teachers

as well as the Line Manager

 The humanities teachers have

volunteered to take on RS

classes as they see the value

and impact of the cross

fertilisation of teaching has on

the young people

 Our Youth for Christ Youth

worker (Kim Wellens)

facilitates learning within the

classes she supports to enable

our ambassadors and students

have a lead role within RE

 Students are confident and are able

to conduct debates and discussions,facilitating the learning for theirpeers and leading whereappropriate

 There is clear strategic direction for

RS and the value of RS is evidentthrough the cohort of studentsstudying it at GCSE and their mostrecent 2016 outcomes of 82% A*-Cand 26% A*-A

 Many of the key students who havedone particularly well with this havegone on to lead on our ambassadorcourse and lead regularly on wholeschool events They model theChristian Values on a daily basis

 SMSC is natural and not forced and

is integral to teaching and learning.Sometimes it is implicit butstudents are aware and embrace itwhere appropriate

 Students see methodology behindwhat, and why they are learningwithin RS They are now able totransfer the skills and values toother curriculum areas

 Leadership and strategic direction

of the department is now in placeand permeates now across wholeschool

 Strong teachers teaching RSconsistently, resulting in studentsmaking expected and more thanexpected progress Students have alove of learning in RS

 Students recognise the importance

we place on Christian teaching byemploying Kim to come and workwith classes both in a teaching andpastoral role

Focus for development 2: Enable pupils to plan independently and regularly the collective worship in tutor groups

New Collective Worship Programme

 Prayer and reflection time every day in Form

 Collective Form Worship once per week, often led by students via Reboo

 Year Group Collective Worship once per week

 Sharing of the Supper (Eucharist) available for every Year group once per

week

 Collective Worship for Whole School once per term in the surrounding

Churches

 Inauguration Service Year 7

 Harvest Festival (all year groups)

 Remembrance Service (all year groups)

 Advent Services (all year groups)

 Christmas Community Carol Service in St Elphin’s Parish Church

 Holocaust Memorial Service (selected year groups)

 Easter Services (all year groups)

 Leavers Service (Year 11)

 Life Church every Sunday in School for the community

 New Way to Worship

programme in place

 Collective worship takes place

formally once a week for every

year group

 All assemblies have a spiritual

and or Christian message and

are Collective Worship

 All tutor groups participate in

celebrating our religious

festivals or key events

 All tutor groups attend the

Advent and Easter Services

within our local community

(Whole school goes to 4

different Churches at these

times to celebrate and

worship)

 Way to Worship and integral part ofour pastoral programme andbecause it is high profile it is valued

as it is what we stand for

 Clarity of expectation for thestudents and the role they have toplay in our Christian Distinctiveness.They value the leadershipopportunities and development

 Our Christian distinctivenesspermeates and underpinseverything we do and is visible in all

we are trying to do and achieve

 Students and the school communityhave an active role to play withinthese e.g.) The RemembranceService

 Going to worship in a Church ismore familiar to the students andthey now have the respect andunderstand the behaviours needed

in a place of worship and in theHouses of God Additionally, many

 Sharing of the Supper

(Eucharist) available to all

tutor groups and students are

encouraged to take a lead role

 Students form each tutor

group invited to Worship Band

on Friday morning

 The School Council has a lead

role within the charities aspect

which is delegated out to tutor

groups

 Each tutor group has the

opportunity to lead and

contribute to an assembly

of the messages and sermons havebecome much more studentsfriendly and accessible which hasremoved some of the students’barriers and/or reluctance toexperience worship

 Many of the student population donot attend Church and this givesthem the opportunity to participateand experience the Eucharist Italso provides an opportunity forstaff to participate and worship too

 Students are able to worshipthrough music and theseambassadors are used at keyservices and assemblies throughoutthe year

 Our Charities are so important to usand especially in relating this to ourChristian Values of compassion andkindness for the local, national andglobal community This is the kind

of school we aspire to be

 Students are much more confident in their beliefs andpractices in front of their peers Weaspire to all students feeling valuedand respected by their peers forleading on a key message inassembly, worship or the Schoolnewsletter In this way we aspire tostudent voice contributing tostudents self-efficacy which should

self-in turn contribute to thedevelopment of the whole child

“ Observe good faith and justice toward all nations Cultivate peace and harmony with all ” zig ziglar

2014 (Fullcourse)

Achieved

2015 (Fullcourse)

Achieved

2016 (Fullcourse)

2017Projectedforecast

2016National

(25%

cohortentry)

75% (3%

of cohortentry)

94%

(29% ofcohortentry)

82%

(50% ofcohortentry)Sig +Raiseonline

85%

(77% ofcohortentry)

70%

(46% of aschoolscohortareenterednationally)

In 2013, selected students were entered for a short course qualification in RS In 2014,

a minority of students were entered for a GCSE qualification From 2014, a priority was

to increase the proportion of students entered for GCSE RS As a school, our aim was toexceed the proportion of students entered for RS nationally and also exceed theproportion of students achieving the highest A* - A grades and significantly exceed theproportion of students securing grades A* - C This was achieved by our 2016 GCSEcohort The proportion of students achieving A* - A grades were broadly in line withnational pass rates with A* - C grades being significantly higher than what wasachieved nationally As a school, our next goal is to continue to increase entry ratesbuilding to full cohort entry and still significantly exceed national pass rates andstudents achieving the highest grades stretching our ablest learners

Outcomes for children and learners are good due to the rapid improvements made from 2014 to 2016 as confirmed by GCSE results (September 2016) and internal data across all year groups

Progress over time (2014 to 2016)

 In September 2014 the new SLT identified many areas for improvement andhas effectively tackled many of these; securing improvement in teaching andlearning, progress of students in Maths, English and other subjects, qualityassurance procedures resulting in accurate grade forecasting and robustness

of progress data, teachers’ use of data, and Performance Management

 The proportion of students achieving 5A*-C in EM has increased from 26% in

 For 2016 Progress 8 score -0.3 (2015 P8 score -0.44)

 Since 2014 the focus on improving Y11 outcomes has shifted towards ensuringthe progress of all cohorts and student groups are tracked accurately to make

at least expected progress and to ensure progress in KS3 is at least in line withage related expectations

 School assessment and tracking systems are accurate and robust in mostsubject areas due to effective quality assurance processes as evidenced by theaccurate grade forecasting in the 2015-2016 GCSE outcomes This issupported by the 5A*-C in EM forecasted figure of 55% with 55% of studentsachieving this measure

Headlines Achieved 2014 Achieved 2015 Achieved 2016

Key Performance Indicator Analysis Whole School 2014-2016

 In September 2014 the achievement of students was inadequate Thepercentage of pupils achieving 5A*-C including English and Maths wassignificantly below predictions The proportion of disadvantaged studentsmaking expected progress in Maths and English was far too low andsignificantly below progress rates of other students nationally Boysachievement was poor with only a minority achieving 5A*-C in EM Rates ofprogress needed to improve rapidly

AFI from Ofsted section 5 September 2015 “Take urgent steps to improve the quality of teaching so that it is at least good in all subjects, particularly in English and mathematics, in order that the progress of all groups of students accelerates rapidly and they achieve well”.

2016 GCSE Results

Key Performance Indicator Analysis

 61% of students achieved 5A*-C (National 64%) (45% 2015) (33% 2014) Thisincrease since 2014 demonstrates the improvement in the quality of teachingand learning across most subjects

 59% of students achieved the basics measure (2015 National 58%) (35%2015) (31% 2014)

 55% achieved 5A*-C in EM (National 55%) (32% 2015) (26% 2014)

 School tracking systems predicted 55% of students would achieve 5A*-C in EM

showing grade forecasting methodology is accurate and robust

 Progress 8 score -0.3 (P8 score 2015 -0.44)

 The improvements in the quality of teaching and learning in maths and English

is evidenced by the outcomes achieved in 2016 as well as internal evidencebase such as lesson observations and work scrutiny

 67% of students achieved A*-C in Maths (National 67%) (63% 2015) (51%2014)

 60% of students made expected progress in Maths (National 65%) (59% 2015)(40% 2014)

 71% of students achieved A*-C in English (2015 National 67%)

 71% of students made expected progress in English (2015 National 70%)

 60% of boys achieved 5A*-C in EM exceeding National expectations (National50%) (28% 2015) (14% 2014)

 73% of boys achieved A*-C in Maths exceeding National expectations (66%)

 93% of most able students achieved 5A*-C in EM (National 90%)

 High prior achievement students’ Progress 8 measure – 0.12

 25% of students with SEN (K) achieved 5A*-C in EM (National 23%)

 60% of SEN (K) code students make expected progress in English (National54%) and 40% made expected progress in Maths (National 42%)

 50% of students with SEN (EHC) made expected progress in English (National29%) and 25% made expected progress in maths (National 21%)

 The proportion of students achieving A*-C in Citizenship, Drama, EnglishLiterature, History, Maths, Music, PE, Product Design and RE met or exceedednational averages which demonstrates progress towards our AFI focussing onimproving the quality of teaching and learning This is also evidenced throughwork sampling (internal and external)

 82% of students achieved A*-C in RE with a cohort (74) students exceeding thesize of the national cohort entry A greater proportion of students are beingentered for RE each year with a view to build to full cohort entry As a school

we place a great deal of significance on the delivery of RE as we are concernednot only with intellectual knowledge but also emotional and effective learning

Areas for Development

 Increase the proportion of disadvantaged students (26% 2016) achieving

5A*-C in EM to ensure it is similar to or improving in relation to other pupilsnationally (National disadvantaged 36%) (National other 62%) (29% 2015)(10% 2014)

 Diminish the differences (-36%) between proportion of disadvantaged studentsand other students nationally achieving 5A*-C in EM (National gap – 26%) (-33% 2015) (-52% 2014)

 Of the 42 disadvantaged students in Year 11 2016, 14 of these students joinedthe school as in year admissions Removing these students from thedisadvantaged cohort would result in 36% of disadvantaged studentsachieving 5A*-C in EM reducing the gap between the proportion ofdisadvantaged students and other students nationally to 26% Of the 14students that joined as in year admissions 5/14 students were low ability priorattainment and 9/14 were middle ability prior attainment

 Increase the proportion of most able students achieving A*-A grades in Englishand across all supporting subjects

 Increase the proportion of girls (51% 2016) achieving 5A*-C in EM (National61%) (37% 2015) (34% 2014)

 Increase middle ability student Progress 8 score – 0.43

 Increase the proportion of girls (62%) achieving A*-C in Maths (National 68%)(59% 2015) (56% 2014)

 Increase the proportion of students achieving A*-A grades in the majority ofsubjects

 Increase the proportion of students making more than expected progress inMaths and English

 Increase the proportion of SEN (EHC) students achieving the basics measure

 Increase the proportion of LAC achieving the basics measure and makingexpected progress in maths

KS3

At KS3 student’s progress in English, maths and science and in a wide range of

subjects is improving quickly Progress in all subject areas is measured from the KS2 average of English and mathematics Current year 7, 8 and 9 students have

experienced a comprehensive transition programme The aim of the programme is toidentify gaps in literacy, numeracy and attendance issues so we can close these fromthe beginning of the school year ensuring students make progress from day one Thishas resulted in students making good progress at KS3

Current pupils are making good progress in most subjects including English and

mathematics from their given starting points For example, in English the proportion

of year 8 students making progress by prior achievement band are (100%) high,

(65%) medium and (67%) low These figures exceed national progress rates for pupilswith the same starting point This is also true for year 8 progress rates in maths with the exception of middle prior achievement band pupils (49%) compared to 67%

nationally

Progress rates in year 9 in both English and maths, with the exception of high prior achievement band pupils in English (76%) compared to 81% nationally, are higher than the progress made by pupils nationally with the same starting point for each prior achievement band

Across a wide range of subjects, the progress of disadvantaged pupils and those with special educational needs is improving towards that of other students with the same starting points Current year 8 disadvantaged students are making 80% expected progress in English and 76% expected progress in maths These rates of progress exceed the 2015 national figure for the proportion of other students making progress

in English (75%) and maths (71%)

Current year 9 students are making 75% expected progress in English and 85%

expected progress in maths As for year 8, these figures exceed the progress made

by other students nationally (2015 national average)

The progress of disadvantaged pupils and those with special educational needs is improving across most subject areas For current year 8 students, 48% of students are making expected progress in 5+ subjects including English and mathematics This compares favourably, with 53% of other students making progress in this

measure It should be noted that students in KS3 have one English element and one Science in this subject count supressing this measure

For current year 9 students, 42% of students are making expected progress in 5+ subjects including English and mathematics This again, compares well with 49% of other students making progress in the same measure

Differences exist between the progress made by disadvantaged students in Year 10 and both other students in school and other students nationally Students are makinggood progress when compared to students with the same starting points nationally However, rates of progress for the disadvantaged students in this year group are too

low This year group did not experience the transition programme delivered to the younger year groups This is linked to the attendance figure of the disadvantaged students in this year group of 92.22 compared to 94.40 for other students in the

same year group This year group is now at the focus of the school pupil premium action plan

Validity of Assessment

 A significant amount of research has taken place to ensure students work isaccurately assessed This has meant grade forecasting can now take placewith confidence Students in danger of falling behind can be identified withcorrect intervention put into place so they can catch up

 Continued work will be undertaken in the quality assurance of controlledassessments in some foundation subjects

 To ensure continued validity of predictions, assessment subjects will be

moderated internally and externally by schools in the Warrington Challenge.

This enables the school to make confident predictions around future progress

The School’s Christian Values

 Our Mission Statement was rewritten during the academic year 2014-2015 byrepresentatives of each stakeholder group It emphasises the Christian values

which underpin what we stand for: "Through God We Care”

 All stakeholders [students, staff, parents and governors] were given theopportunity to reflect on our shared Christian Values which enabled thecommunity to feel a sense of ownership of the selected values we would use tofocus on weekly and termly Each half term, there is a theme based on one ofour Christian Values and a “Thought for the Day” published on staff and studentbulletins and on the front page of the school’s website The themes for acts ofworship, including those taken by visiting speakers, are based on the currenttheme of the half-term All Year 7 students are given an introductory session tothe school’s values during their induction days at the beginning of their first year

at the school

 The school’s Pastoral Care systems are outstanding and are based on the beliefthat ‘Through God We Care’ The school has invested in an Attendance Officerand Well Being Worker to ensure our students have the best support possible

 The school believes that it should meet the learning needs of all its students andoffers a wide, balanced and inclusive curriculum at all key stages to preparethem for life in the 21st Century Curriculum areas incorporate the values intotheir lessons where possible and always have an SMSC focus There is anemphasis on each student fulfilling their talent and potential, whatever thatmight be, and of the school’s responsibility to find each child’s gift or talent Thefully inclusive nature of the school enables the students to achieve greatsuccess

 School Policies are prepared with the view that all members of the schoolcommunity are important and by having respect for one another we canachieving anything taking in comfort that God cares about each and every one

of us

 The school has a SMSC Policy into which every curriculum area has made acontribution

Spiritual, Moral, Social and Cultural Development

Spiritual and Moral Development

 Worship, both traditional and contemporary, are at the centre of the school’s life

 Students of all abilities are encouraged to take an active part in acts of worship,whole-school and tutor group Eucharist (Sharing of the Supper), public servicesand preparing seasonal artefacts

 The school’s Chaplain, Rev Stuart McTaggart (he is taking up the official post inFebruary 2017), will play a vital role in the spiritual life of the school and willprovide pastoral counselling for students and staff

 We celebrate Christian festivals and those of the world faiths represented in theschool This helps develop our faith as well as spirituality

 A quiet place is provided for students and staff of faith Well-being opportunitiesfor staff have helped their spiritual development, such as massage and yoga

 Students develop moral behaviour and attitudes during their time at the schooland this is commented on regularly in feedback from visitors

 Spirituality and morality are developed through curriculum provision The schoolhas a SMSC policy in place which sets out how curriculum areas contribute to thedevelopment of qualities and values in all students and a sense of awe andwonder

Social and Cultural Development

 Students have the opportunities to visit many religious places of worship and weregularly attend the Catholic, Methodist and Baptist churches in our communityfor our whole school Advent and Easter Services

 Whilst remaining predominately Anglican in nature, Collective Worship alsoincludes the recognition of the major world faith festivals represented in theschool

 Extensive opportunities are given across the year groups for students to attendlocal, national and international cultural events

 School educational visits help students and staff’s social and cultural awarenesse.g.) London, France, Austria, Poland, Old Trafford, Manchester Opera House,John Ryland Library etc

 We have a community prayer box which is communicated through our BotelerBulletin, where members of the community are able to drop prayers off so wecan pray for them in school This is something we replicate for the schoolcommunity too

 Our students are heavily involved in promoting our Christian Ethos through Artwork that is public For example, Our Christmas Cards are always designed byour young people

Responsible Citizens

 The school’s PSHE curriculum enables the students, year on year, to develop anunderstanding of citizenship, service and stewardship Students and staff ascreations of God, are encouraged to value and protect their health and well-being For example, bringing in the dogs from the Cheshire dogs home to calmthe students before their GCSE examination

 Membership of the School Council/House Teams and their sub-committeesenables students to develop skills in citizenship, teamwork, community spirit andschool improvement

 The students, led by our School Council, raise money enthusiastically andgenerously for those in need around the world This is linked specifically to anumber of our Christian Values – most obviously, Compassion and Community

 All students are encouraged to raise money where they can for charities andembrace the values of compassion and kindness

Good relationships and behaviour

 ‘Though God We Care’, encapsulates our relationships and dealings with eachother

 Our “High Expectations, High Aspirations, High Standards - You will succeed” andencouragement of the students enables them to thrive in an inclusive andsupportive atmosphere

 Excellent relationships between staff and students and students with each otherare a fundamental feature of our school Evidence of this can be found in ourOfsted report and the HMI monitoring visits This can be further demonstrated byour 10 nominations by students for the National Pearson Teaching Awards, which

in the past have resulted in winners and commendations

 Our positive Behaviour Policy puts the Christian Values into practice and creates

an ethos where staff can teach and students can achieve in a caring, safe andhappy environment

 The school enjoys very good relationships with parents and carers Manycomment enthusiastically on the support and communication between schooland home

The school environment and its impact on spiritual development

 A great deal of planning and resources have gone into making the school anenvironment which feels safe, welcoming and inspiring on a day to day basis.The building is maintained in a good state of repair to ensure it is a clean, safeand pleasant environment conducive to work, worship and recreation

 The school witnesses to its Christian foundation by proudly displaying visualsymbols of faith throughout the school A cross and the school’s MissionStatement are also on display in as many areas as possible, but is also present inthe ‘feel’ of the school Spiritual and thematic pictures and posters aredisplayed in corridors, together with celebratory displays of students’ work.Many form rooms, which double as classrooms, have a prayer posted for thebenefit of the students where possible

 A dedicated reflection space is available during most of the year for studentsand staff of all faiths This is being refurbished at the moment

 Students are encouraged through acts of worship and form periods to feel ashared responsibility for the school environment

Impact of Provision

Parent Surveys are taken at every parents’ evening These are the most recent

statistics (Key questions, more available on request) If a parent/carer disagrees then they are phoned straight away so we can resolve any problems

Year 7

My child is happy at school 98% strongly agree or agree

My child feels safe at school 98% strongly agree or agree

The school deals effectively with bullying 93% strongly agree or agree

The school responds well to any concern 100% strongly agree or agree

Year 9

My child is happy at school 98% strongly agree or agree

My child feels safe at school 98% strongly agree or agree

The school deals effectively with bullying 91% strongly agree or agree

The school responds well to any concern 100% strongly agree or agree

Year 10

My child is happy at school 98% strongly agree or agree

My child feels safe at school 98% strongly agree or agree

The school deals effectively with bullying 96% strongly agree or agree

The school responds well to any concern 98% strongly agree or agree

Year 11

My child is happy at school 98% strongly agree or agree

My child feels safe at school 100% strongly agree or agree

The school deals effectively with bullying 94% strongly agree or agree

The school responds well to any concern 96% strongly agree or agree

 Our Christian Values have a significant impact on the school community

 Collective Worship is focussed and thematic throughout the year

 All leaders of worship are aware of the contribution they can make to bringingvitality and relevance to our values

 Students understand and can articulate their meaning and relevance in theirlives Our students are excellent ambassadors for the school, practicallydemonstrating the school’s mission statement of being a cohesive learningcommunity, showing the love of Christ through friendship, compassion andthanksgiving They show high moral and social conduct

 We have zero tolerance of any type of bullying and discrimination and have wonthe Wise Up Gold Award for the prevention of bullying and hate crime 2 yearsrunning We are also the Cheshire winners for the Crimebeat award (tacklingcrime and anti-social behaviour)

 Students from all Key Stages lead worship and thanksgiving

 Year 9 students act as Ambassadors to all Year 7 students to facilitate the latter’stransition to secondary school

 Strong relationships and behaviour among most students

 The school has excellent pastoral care and positive student safety record

 Procedures for safeguarding students are rigorous and robust and we are oftenused a best practice across the LA

 The curriculum and staffing is adapted each year to meet the needs of allstudents

 Students with special needs, with low prior attainment or in care make progress

at all key stages The school is making rapid improvement in diminishing thedifferences for students on free school meals

 Students who have been permanently excluded from their school, or are at risk

of being so, are welcomed into the community of Sir Thomas Boteler Church ofEngland High School to give them the opportunity of a fresh start The majoritythrive in the Christian atmosphere, ethos and values system of the school

Spiritual, moral, social and cultural development

 The impact of the school’s spiritual ethos has created an atmosphere ofreverence and joy during acts of worship Students are more keen to take part inForm (Way to Worship) and whole-school acts of worship, whole-schoolEucharists, Year group services and public services in an atmosphere of supportand encouragement from their peers

 Students feel more comfortable and secure in taking an active role in leadingacts of worship through readings, dance, music and singing Individual studentshave taken whole-school acts of worship

 Way to Worship has enabled individuals and groups of students to lead FormWorship

 Students speak with respect and understanding of the faiths of those different totheir own

 Our highly successful enterprise activities in local and national competitions andevents encourage and promote several of our Christian Values – e.g community,compassion, friendship and trust Enterprise education has enabled our students

to achieve success at the highest levels in local and national competitions every

year

 The enrichment activities through our extra-curricular provision especially musicwhere our World Music is on a National level Recently the Music and dramadepartment (Crunchy Harmonies) were involved in an event named ‘Breakingthe Barriers’ led by the Mayor of Warrington (Cllr Faisal Rashid) This eventexplored the common theme of humanity running through each religion

 There are many visits to Theatres, e.g English visit to Liverpool Empire to watch

‘Blood Brothers’, places of cultural, political and/or religious importance such asChester Cathedral with the Music department or the Houses of Parliament withCitizenship There are opportunities for our young people to experience otherNationalities and cultures both within the UK and abroad, e.g Languagesdepartment lead a day trip to France, History to the Battlefields of WWI in Franceand Belgium as well as visits that focus on social development such as the Skitrip to Austria both within the UK and abroad

Responsible citizens

 PSHCE lessons, based on SMSC and the school’s Christian values, have enabledstudents to receive a wide experience of learning on such areas as self-worth,Christian relationships, looking after the body, good citizenship, preparing for theworld of work, relationships with others

 The school has an active and effective School Council Led by the Head Girl andsupported by the Chair of Governors and Headteacher, the Council assists in theappointing of all staff (via their own interview process), suggests areas of schoolimprovement, leads student voice and self-evaluation processes, and has its ownbudget to spend on facilities In addition, students contribute enthusiastically toresearch into preferred learning and teaching styles, curriculum, canteenprovision, PE issues and the writing of whole-school policies (e.g the BehaviourPolicy)

 The students, guided by the School Council, take the initiative in raising apleasing amount of money every year to support those in need Charities includeComic Relief, St Rocco’s, Mission Christmas, Children in Need, Jeans for Genes,Sports Relief, Zoe’s Place and contributions towards disaster relief

Good relationships and behaviour

The school’s values have a positive influence on behaviour and relationships

 Most students have embraced the new culture and ethos of ‘High Expectations,High Aspirations and High Standards’ and this has led to improvements inbehaviour and safety

 New school rules and responsibilities, a staff and student charter of expectationsand a new home-school agreement have all been introduced This worksalongside the new behaviour for learning steps, lesson monitor and rewardssystem

 The school continues to celebrate student success through the annualachievement evenings

 The RESPECT initiative is displayed throughout the school Student behaviourduring lessons is generally positive with the vast majority of students engagedand responding well to the Behaviour for Learning policy This is reflected in theexclusion summary compared to the previous academic year There continues to

be a reduction of incidents resulting in fixed term exclusions

 The number of permanent exclusions has reduced from 0.8%(6 students) to0.31% (2 students) of the school roll

 The number of students experiencing more than one day of exclusion has

 The culture of the school has transformed Climate for learning is improving with

a stronger focus on pupil engagement in lessons and quality first teaching This

is particularly evident at KS3 where there are high levels of ‘good’ and

‘outstanding’ attitudes to learning across all lessons Year 7 at 96.21% and Year

8 at 93.91 It can also be noted that Year 11 recorded 94.89% of ‘good’ or

‘outstanding’ across all lessons

 There was an introduction of a 10-day behaviour focus which led to positivefeedback by staff and students This resulted in a change to the detentionsystem (See March Headteacher report), providing further support for classroomteachers and early intervention for students Due to staff and student voice, thissystem now forms a key part of sanctions whilst also providing opportunities forrestorative work

 Students who regularly cause concern are identified through departmental andpastoral procedures and are monitored by the pastoral leaders for each yeargroup The system has different stages of intervention and each stage ofescalation is managed by a more senior member of staff and involves parentsand governors

 Alternative provision for students whose needs may be met more effectively byalternative providers is offered through New Horizons (PRU), the Vulnerable PupilUnit, the Relationship Centre, SGI sports programme and Cornerstones

 13 students accessed provision at New Horizons This supported the school inensuring that students now have the appropriate provision via their EHCP

 Incidents of bullying (including homophobic) and racism remain low There were

3 bullying incidents and 4 racist incidents during the academic year, which isfewer that the previous academic year The School has won the ‘Wise Up’ award

at Gold level for the past 2 years, recognising the work it does with Anti-bullying

 The move to horizontal tutoring has increased efficiency of teaching and pastoralstaff in addressing issues when they arise, allowing for sharp and timelyinterventions

 The Pastoral team is led by a member of the Senior Leadership team (AHT) Eachyear group is well supported by a Progress Leader and Pastoral Leader whoprovide excellent care, guidance and support and regular feedback toparents/carers The pastoral system promotes an atmosphere of positivebehaviour with staff challenging and recording inappropriate behaviour andregularly rewarding and praising positive behaviour with a systematic approach

to promoting good attendance and punctuality

 Bespoke tutor timetables for each year group are in place which focuses on ATL,attendance, worship, PSHE/Literacy and assembly time We have also hadmotivational assemblies for all year groups which has led to improved attitudes

to learning, attendance, progress and outcomes

 The school also take advantage of opportunities for outside agencies, includingMusical performance by nationwide pop groups to deliver key messages tostudents The most recent session focussing on radicalisation.

 Links have been established with Kooth (Mental Health and well-being forstudents) and have shown impact in our approach to learning Before theEnglish language GCSE on Tuesday 7th June, the Deputy Headteacher organised ade-stress session for the Year 11 students by Cheshire dogs’ home which manystaff attended too This is based on research about how stroking a dog candistress students and has been implemented in Russell Group Universities inEngland as well as other Universities in Scotland and the USA

 The school plays a key part in the delivery of the ‘future in minds’ project acrossWarrington Creating awareness of mental health and addressing those thatrequire support

 The Health and Wellbeing Officer works with students with mental healthconcerns This includes 1:1 session and also nurture groups

 The school receives support from an NHS specialist as a school nurse addressingthe support required for individuals E.g Building resilience, self-esteem, healthyeating and sexual health

 The school runs a breakfast club, largely targeting pupil premium students Itcan be seen that 80% of the students have improved attendance and punctuality

as a result

 The Deputy Headteacher plans a staff well-being programme that aligns to theCPD and staff calendar This was commented on favourably by HMI in January2016

 We have also established a link with Stonewall where an Assistant Headteacherattended a ‘train the trainer’ course This focussing on prejudice-based bullying

in relation to LGBT

 IAG and careers fairs ensure pupils can make informed choices about the nextstage of learning, employment, self-employment or training Attendance at theseevents is 98% of the eligible cohort, which have been collated through registersand surveys (See IAG survey, NEET figures)

 The school buys into support from the Local Authority Careers service to provideadditional guidance for all students in Year11; especially those identified asRONI

 External providers are engaged with in efforts to provide personalised timetablesfor students in subject areas not taught at school e.g Motor VehicleMaintenance/Construction

 Local Colleges, including Priestley, Warrington Collegiate, Cronton, Riverside andAppleton deliver assemblies for Year 11 students during the Autumn Termsupported by further interventions throughout the academic year

 Post-16 IAG is enhanced as a result of the school being involved in positivepartnerships with a number of local and regional post-16 providers and colleges