Open Evening 2012 John Dowd Headteacher. “Welcome to Haverstock!”

Open Evening 2012John Dowd

Headteacher

“Welcome to Haverstock!”

Haverstock School

“We offer a first-rate comprehensive education for local families, helping to build a strong, integrated local community”

-Inclusive-Comprehensive-Community School

About Us• Students on roll 1250• 2/3 boys and 1/3 girls• Number of home languages 52• Number of countries of origins 61• Refugees 30%• SEN 51%• Statemented pupils 53• Free School Meals 48%• Number of Teachers 104• Number of Inclusion staff 22• Number of Support Staff 60

My view of a good school - as a parent• High levels of pupil performance • Pupils are happy• Achievement is promoted• Inequality is challenged • Excellent teaching and learning• Good behaviour and strong relationships• Pupils feel safe and free from bullying• Pupils and staff feel valued• Strong leadership – a clear vision for improvement where everyone

contributes • Excellent teaching • Strong support• Lots of opportunity for involvement in extra-curricular activities –

clubs, visits, sport and events• The needs of individuals as well as groups are met• Sense of identity and pride

What makes a good school?

“The school has to be welcoming, withfriendly staff and pupils and reasonably clean and respectable – not too posh but notreally scabby either. I think exam results give afalse impression because many schools excel inother categories “

Ofsted 2011• Haverstock is a good school, where attainment is rising quickly and

students make good progress. It has many outstanding features, including the curriculum and the quality of care, guidance and support.

• Teachers and other staff know students very well as individuals, and outstanding care, guidance and support contribute greatly to students’ security, enjoyment and achievement.

• The curriculum is outstanding.

• The curriculum is broad, balanced and carefully tailored to meet students’ diverse and challenging needs.

• Transition arrangements are highly effective in helping students to settle quickly when they join the school, and in preparing them for the next stage of their education, and for training and future employment.

Maths What we did to raise attainment

- Employed more teachers- Reduced group size Years 8-11- Strict setting- Changed pedagogy (model of teaching)

- Diagnostic/forensic- Focused on what they don’t know- Don’t focus on what they know- Increased pace- Increased formal tests/assessments

- Restructured management- Increased the accountability of staff and students- Made it relevant- Improved tracking- Regular homework club and follow up

Some of our high achievers

Name TG Gender Total Av Pts / Entry A* A B C

Kamil 11E Male 12 55.23 8 3 1

Sahid 11A Male 11 54.87 6 5

Masuma 11T Female 11 53.3 4 6 1

Shilpa 11A Female 11 52.52 6 1 4

Arbnor 11R Male 13 52 2 9 2

Amel 11A Female 12 51.5 3 5 4

Katie 11H Female 11 50.91 3 5 1 2

Anika 11A Female 10 50.91 8 2

Kevin 11S Male 13 50.29 1 9 3

HighlightsSubjects to mention– Maths 68% (of 209 students) - 12A*s, 25As, 26Bs (31% 63 students)– English 57% 5A*s, 8As– English Literature 87% - 6A*s, 17As – Single Sciences 95% 5A*s, 25As– Core Science 60%– Art 88% (up 53%) – Drama 68% (up 48%) – RS 85% (up 12%) – Food Technology 71% (up 54%) – French 74% (up 41%)– Spanish 95% (up 40%)– Geography 58% (up 28%) – Sociology 65% (up 12%)– ICT 85% (up 12 %) – BTECs 100% Pass or higher

YEARS 7 – 9 CURRICULUM 2012 – 2013The table below shows numbers of 60 minute periods per fortnight

Year 7 Year 8 Year 9English 7 English 7 English 7Maths 7 Maths 7 Maths 7

Science 6 Science 7 Science 7

Integrated Humanities Scheme 11

History and Religious Studies 5

French 5ICT 4

Geography and Citizenship 5

Religious Studies and Citizenship 4

(Top MFL groups - 2 additional French lessons)

Spanish 4 Spanish 4

Music 2 Music 2 P.E. 4Art 2 Art and Design 2 Art  Year 9

Options4

 In year 9, students

study 3 of these options

and study each option for 4 hours a

fortnight, total of 12 hours per fortnight.

Technology 3 Technology 3History

P.E. 4 ICT 2Geography

Drama 2 P.E. 4Product Design

ICT 2 Drama 2Drama

 Target students under Level 4 in KS2 English SATS withdrawn for

literacy intervention 8 periods a fortnight

 Music

The extended curriculumAn extensive range of clubs, visits and activities took place last year1. Breakfast and library from 7.30am2. Daily lunchtime clubs: ICT, film club, study

club, music tech, knitting club, jewellery club, amnesty club

3. Daily after school clubs: homework clubs across the curriculum, life drawing, circus skills, music club, film club, football,

trampolining, basket ball, rugby, skateboarding, karate, cheer leading, fitness, art studio, debate club

The extended curriculum• Guys and Dolls production• The Art Exhibition and the Design Technology Exhibition• Summer Music Concert next week, Friday 13th July• The ‘In Tents’ poetry work• The school’s contribution to the Intergeneration Exhibition at the

V&A• The Olswang Art Award and London Egg project• The achievement of the Design Ventura Award and the Design and

Technology Exhibition• John Laing Young Enterprise Award. Commended for innovative

products. • A huge number of trips and visits, including Outward Bound to the

Lake District, skiing in Andorra, Art/Geography New York trip, Japanese Club visit to Tokyo, Army Cadets Summer Camp to Wales, Duke of Edinburgh Expedition to the South Downs, Year 7 Shakespeare Trip to the Globe, Year 10 Geography trip to Norfolk, School Choir appearance at the National Theatre, Book Club trip to the Harry Potter film set, to name just a few.

Progression post-16 and beyond• 200 students in the sixth form• Wide range of level 2 and 3 courses• 95% of Year 13 go on to university• Nationally acclaimed Careers Academy• Business and Finance, Creative and Media and

STEM• Internships, business mentor, network, guru

lectures and business suits• Excellent information, advice and guidance• New sixth form building

What makes a good school?

“What makes a good school for me is a school that promotes equality, and treats all its pupils equally. Luckily for me, that’s my school.”

“What makes a good school is the quality of its teachers, its facilities but most importantly is its desire to care and foster for each of its pupils.”

Ofsted 2011• The quality of teaching is now good and an increasing

proportion of lessons are outstanding.

• A key feature in the school’s improvement has been the success of the Headteacher in empowering his senior and middle leaders. Targets are challenging and morale is high.

• Teachers and other staff know students very well as individuals, and outstanding care, guidance and support contribute greatly to students’ security, enjoyment and achievement.

• Students artistic, sporting, cultural, moral and spiritual development is outstanding.

• They gain an excellent understanding of diverse cultures, and of moral and ethical issues.

Ethos and Core Values

• A culture based on respect, strong relationships and tolerance

• An unequivocal challenge to discrimination and inequality

• All have equal value• Childhood is precious • We define our culture by our attitudes, actions

and behaviour

Uniform and Equipment

• Navy blazer (school jumper optional)• Black trousers and skirt• Grey shirt and school tie• Black shoes• Strong sturdy bag• Pencil case, pen, pencil, ruler and calculator• Hoodies and baseball caps are not to be worn

What makes a good school?

“I think that a good school is when the teachers know when to have fun and when to teach, that they deal with the troublemakers so they don’t disrupt the class, that the students are enthusiastic and that the facilities are clean (and good food)!”

Ofsted 2011• Behaviour is good. Students enjoy very

harmonious relationships with each other.

• Students enjoy school and feel extremely safe. Incidents of bullying, including cyber-bullying, are extremely rare and dealt with appropriately and promptly.

• The school’s arrangements for safeguarding young people are outstanding.

What makes a good school?

“I think good children make a good school. Some schools have a bad reputation but that’s because of the students. If you are surrounded by people not that bothered about studying, how are you meant to feel?”

Ofsted 2011• Transition arrangements are highly effective in helping students to

settle quickly when they join the school, and in preparing them for the next stage of their education, and for training and future employment.

• The school has established outstanding partnerships, including with its partner primary schools, the school-based police officer, and local authority support services, as well as extensive community partnerships and contacts it has made through its business and enterprise specialism.

• The school’s success is enhanced and enriched by its engagement with parents and extensive partnerships from which students benefit a great deal.

Working with our Community

• Close links and partnerships with primary schools - 7 summer schools, including literacy, performing arts, media, citizenship and sport

• Extensive business links - GE, Olswang, Santander, NBC Universal Studios, Sony, Morgan Stanley

• Community partners - The Roundhouse, Hampstead Theatre, Global Generation

• Performing arts - Wigmore Hall, Royal Festival Hall, Albert Hall, V&A

• Intergenerational work - Valentines Tea Dance, Christmas hampers, Saturday bingo and film

What makes a good school

“I think a good school is a school which is always trying to improve and where everyone knows what they need to do”

Vision and further improvement• The head teacher and senior leadership team are passionate,

determined and effective. Their vision for the school is shared by staff, students and the community, as well as the governing body, which is highly effective in supporting and challenging school leaders.

• There is a culture of high expectations and a track record of improvement which, together with the school’s accurate and honest assessment of its own strengths and priorities for further development, mean that the school has a good capacity to improve.

• The head teacher provides inspirational leadership, and with the support of his highly competent senior leadership team, has given staff a clear sense of direction and ambition.

• The governing body has made an outstanding contribution to the improvements that the school has made. It takes good account of the views of staff, students, parents and carers.

Infrastructure and Teamwork

Governing Body

Headteacher

Deputy KS3 Deputy KS4 Deputy KS5

Assistant Heads: Teaching and Learning

Director of Operations and Finance

Office Finance

HR Facilities Management

Curriculum Team Leaders

Pastoral Team Leaders

Tutors Subject Leaders

Our vision for the future• To ensure that every pupil who is a member of Haverstock learns and

attains as well as possible, and that they gain the knowledge, skills and qualifications that will most set them up for success as adults.

• To successfully launch our students into the first few years of their life beyond school. To prepare them for the wider world whilst they are here and maintain contact support for those who seek it after they have left.

• To develop in each pupil the life-skills they need to be fulfilled and responsible citizens whilst they are at Haverstock and after they have left.

• To create a working environment at Haverstock which is fulfilling.

• To offer a first-rate comprehensive education option for local families, helping to build a strong, integrated local community.

• To contribute to a wider movement that is working to improve education and, in particular, the life chances of those from disadvantaged backgrounds.