Self Evaluation Headlines

The Headlines


Effective Leadership
The school is meticulous in monitoring work, the provision, assessment and achievements, leading to an accurate understanding of the school, targeting interventions to raise the quality of teaching and pupils' outcomes as well as providing clarity for further direction. Teaching over time and pupils' rates of progress at The Collett School are Outstanding.

Knowing The Purpose of Education
Innovative, long-term partnerships with our local and wider communities are courted and sustained by the school for the benefit of our children transitioning to adulthood. Our reflective curriculum engenders independence and choice - securing the pupils' sense of purpose for learning.

Self-Belief and Worth
Children are thriving at The Collett School as a result of respectful relationships that support high levels of self-esteem and a desire to be fully engaged in school life, leading to a high degree of pride in personal as well as others' achievements. Value and worth is found through achievement, attainment, progress and a deep understanding of our personal and collective responsibilities.

Self Evaluation: Overall Effectiveness (Dec 2017)

2014 Ofsted Areas for Improvement:
Improve the effectiveness of the MLT, Ensure that 100% teaching is good+ and that weaknesses in Key Stage 4 are eliminated, Ensure consistent use of Marking Policy, Ensuring that teachers plan work that takes into account pupils starting points and that is neither too easy or too hard, Ensuring new leaders gain experience in the monitoring and evaluating of teaching, including giving feedback to teaching staff. Continue to develop self-evaluation at all levels.
  • Since the last inspection, teaching has improved to become outstanding over time, with no weaknesses in any key stage, effectively tracked and managed for quick impact. Teachers make clear to pupils how they can improve their work with a comprehensive, whole school approach to marking that enables children to reflect, make corrections and improve their work and develop their metacognition. Teachers effectively differentiate work with age-appropriate resources, evidenced through effective planning, work scrutiny, marking and personalisation of the curriculum. Teaching is pitched at the correct level for pupils to make outstanding progress

  • An outstanding understanding of pupils’ progress is gleaned through our excellent, bespoke systems for assessment, CAPPs, which enables all stakeholders to have a comprehensive view of pupils’ attainment, ability, gaps in knowledge/skills, standards and the next steps for learning. It has been deemed ‘excellent’ by an Ofsted inspector and is now used by three outstanding schools (SLD, PRU and LD schools) as a system for assessing pupils from 4-17 years. Hard data is obtained for soft skills through CAPPS in the areas of communication, PSD and kinaesthesia. Pupils and parents form an integral part of PSD CAPPS assessment, improving parents’ understanding and confidence in how their children are assessed, in areas they value as crucially important.

  • Comprehensive analysis of our data, benchmarked with national data of mainstream and special school children is triangulated with observations and work scrutiny. In turn, this leads to co-determined interventions, which have improved outcomes for underachieving and vulnerable groups. Differences in attainment have diminished and PPG progress now exceeds non-PPG. Progress data now illustrates outstanding progress across all vulnerable groups of learners

  • Distributed school leadership, including subject leadership, is outstanding as a result of an accurate understanding of the school and its component parts, determined by the meticulous scrutiny and analysis of the provision in conjunction with other stakeholders’ experiences with training and specific actions put in place to improve the quality of teaching. Staff demonstrate accountability and a passion for school improvement, evidenced within the school’s comprehensive CPD and Performance Appraisal systems. The Governing Body minutes show how senior leaders are held to account and improvements led through highly effective governance . Parent View shows immense support and pride in the school as a result of informed, trustful, relationships with staff

  • Significant fundraising has facilitated new classrooms (2), music room (1), interventions rooms (3), treehouse library and sensory spaces throughout the school to improve access to learning. Accessibility issues are continually improved through innovative fundraising and creative solutions in order to improve access for people with different levels of ability.

  • Safeguarding is effective: children are safe, feel safe and are thriving at The Collett School evidenced through high levels of self-esteem and a desire to be fully engaged in school life. Relationships are highly respectful between all adults and children, sustained to establish a high degree of pride in personal as well as others' achievements. Attendance and punctuality are very high considering 78 children have medical conditions and around 50 children attend Great Ormand Street Hospital in London. A raft of support is provided by the school to support parents with LDD to improve their child’s punctuality. Children’s punctuality to lessons after breaks is excellent. Spiritual, moral, social and cultural guidance in the school is exceptional. The recent (Nov 2016) Health and Safety Review was Outstanding. The NAS’s ASD Accreditation – Excellent (November 2016)

  • The Collett School has sustained a provision of Post-16 on site, funded by West Herts College to provide 5 day provision for vulnerable learners and is developing provision for Leading and teaching Apprenticeships. Work placements and the experience of work is a meaningful and purposeful activity: e.g. Aerospace where our children work with Aerospace employees, North Herts Post-16 students. Innovative, long-term partnerships with the local and wider community are courted and sustained, leading to real, long-term improvements for the young people with SEND

School's Strategic Development Plan

STRATEGIC AIM A: LEARNING AND GROWTH
To innovate and grow expertise in SEND, embedding Teacher-Led Development Work (TLDW)

STRATEGIC AIM B: Effective Teaching
SLCN: Embed strategies for working with Elklan and SCERTS across the school

STRATEGIC AIM C: Skills for Life
To sustain writing across the curriculum, particularly through functional literacy

Area Objectives to Meet the Strategic Aims 2017-2018
LEADERSHIP Objectives
100% teaching will be good+ with 70% of teaching over time, outstanding
Leaders will co-produce, develop and communicate the vision for The Collett School in its partnership with St Luke's School and Forest House Education Centre
Leaders will support improvements in staff knowledge through the application of research and embedding of TLDW

TEACHING & LEARNING Objectives
100% teaching will be good+ with 70% of teaching over time, outstanding.
Further development of functional skills and work-related learning will evidence progress in pupils' awareness and interest in their choices for adulthood.
Staff increase research into best practices, contextualise and apply strategies to raise the quality of our provision further.
Teaching Assistants will be effectively deployed to further improve pupils' progress in learning

PSD, SAFEGUARDING, BEHAVIOUR, WELFARE Objectives
Children are safeguarded and the impact of the school in keeping children safe is measured and significant.
Our work with parents and carers will evidence a positive impact on children's outcomes and wellbeing.
Behaviours for learning will continue to improve as a result of effectively targetted interventions

OUTCOMES Objectives
Expectations of increased progress/attainment is focused and directed towards individuals' areas of needs
90% pupils meet Expected Progress targets overall, where more than 85% meet Expected Progress in Writing
To continue to ensure CAPPS is robust and progress mapped with other systems of assessment to ensure standards are maintained
Pupils' achievements/attainment in life after Collett is used effectively to baseline our curriculum and evidence where outcomes are being met and sustained.

Success Criteria Measures The Impact of Our:


Overall Effectiveness,
Robustness of our Child Protection and Safeguarding
Effectiveness of Leadership and Management
Quality of Teaching, Learning and Assessment
Pupils' Personal Development, Behaviour and Welfare
Outcomes Pupils Achieve
Spiritual, Moral and Cultural Values of the school
Effectiveness of our partnerships with parents and carers
Effectiveness of our partnerships with other organisations