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Prince William School

School Improvement and Post-Ofsted Action Plan

School Improvement and Development

Each year the Principal and the Senior Leadership Team review and evaluate the work of the school and decide on key priorities for improvement for the following year.

In 2017, we are very pleased to say, the A level results were very good, especially the achievement of the highest grades, with 19% achieving AAB or better; above the national average.  The GCSE results were also well above national averages in most subjects and the progress students had made from Key Stage 2 was extremely good for most students, with the school achieving an estimated Progress score of +0.36 which places the school in the top 25% of school nationally for student progress. 

However, we have identified that:

  • Boys achieve less well than girls, both in terms of outcomes and in terms of progress;
  • Socially Disadvantaged students do not make as much progress as they should;
  • Progress in Maths, whilst positive, is not as strong as it is in English & other subjects;
  • Although the most-able students performed very well at A level, some sixth form students did not make as much progress as they should have done.

Thus, for 2017/18 the School Improvement and Development Plan, posted here in September and updated in October, January, March and July has the following priorities:

  • To improve the effectiveness of leadership and management across the school to a consistently good standard
  • To improve the progress and achievement of socially disadvantaged students across the school
  • To improve the progress and achievement of boys across the school
  • To improve the quality of teaching and learning across the school, but particularly in Maths
  • To improve outcomes for all students, especially the disadvantages and Key Stage 5
  • To improve the quality of marking feedback and assessment across the school
  • To improve the students’ Behaviour for Learning across the school
  • To improve the sixth form provision and student outcomes in the sixth form.

Full details can be seen on the SIDP document attached below.


Post Ofsted Action Plan

The School Improvement and Development Plan (SIDP) posted on this section of the website in September, had already identified most of the areas that Ofsted identified as needing improving. However, the detailed Post Ofsted Action Plan (POAP) which is also attached below, and sets out how the school is intending to work towards making all of the improvements Ofsted raised specifically, and the progress made towards each action is highlighted in the final two columns.

This work is set against a background of insufficient staffing in many areas of the school, so there will be a major recruitment drive over the course of the next few months as well, to try to establish a full and stable staff, and to increase the capacity of the leadership across the school.

The Ofsted report summary of what the school needs to do to improve further, which is the basis of the POAP, is also copied here for reference:

  1. Improve the quality of teaching, learning and assessment, especially in mathematics and languages, by ensuring that all teachers:
    • have high expectations of what pupils are able to achieve
    • apply the school’s assessment and feedback policy consistently, so that pupils know what they need to do to improve
    • use information about pupils’ abilities and skills to plan learning that challenges pupils sufficiently and matches their varying needs and abilities, particularly for disadvantaged pupils and pupils who have low prior attainment.
  2. Improve pupils’ personal development, behaviour and welfare by:
    • increasing the attendance of groups of pupils, particularly disadvantaged pupils and pupils who have SEN and/or disabilities
    • reducing instances of low-level disruption in lessons, so that all pupils can make at least good progress
    • working with pupils to reduce instances of bullying and ensuring that all pupils have confidence in the school’s ability to deal effectively with incidents of bullying.
  3. Improve the quality of leadership and management by:
    • ensuring that all leaders thoroughly evaluate the quality of the provision for which they are responsible, to support them in contributing more effectively to school improvement
    • carefully analysing incidents of behaviour and incidents of bullying, so that these can be dealt with more systematically
    • increasing the opportunities for teachers to share best practice and to learn from each other
    • developing a secure oversight of the use of additional government funding, particularly the pupil premium and the Year 7 literacy and numeracy catch-up funding, to enable the eligible groups of pupils to make better progress
    • developing the skills of middle leaders so that, within their areas of responsibility, they are able to hold teachers to account for the quality of teaching, learning and assessment and the progress and attainment of pupils
    • building on the improved relationship between the academy trust and the local governing board, so that there is greater clarity about their respective roles in holding senior leaders to account and in supporting the school.
  4. Improve the provision in the sixth form by ensuring that the quality of teaching and learning is consistently good in all subjects.