This followed an Ofsted inspection on 26 April 2016 where the school was rated as ‘inadequate’ and began its supported journey to academisation.
Since May 1, 2017 as part of the Gosport and Fareham Multi Academy Trust Brune Park has embarked on a journey of improvement. Part of that journey of improvement is focusing on the school and GFM led improvement priorities, alongside a series of internal and external evaluations to see how we are progressing on our improvement journey.
Much of our feedback comes from students – we glean their feedback both formally and informally. There have been a range of student consultations and survey, either led or driven by student groups, councils or the the student leadership team. Formal consultations have included identifying ‘the school we want,’ what high expectations are with teaching, the ethos and culture of the school, timings of the school day, timings of lesson, uniform, homework and the school environment.
Informally students talk to staff, the student leadership team and parents, and pass this feedback to us to work on.
A team of parents have been working with us each half term since Brune Park joined the GFM. This team meet with the Headship team and members of SLT and give open and frank feedback on how it feels from a parent perspective, and how their children feedback to them. This ‘team’ hear from us what we are doing and what we hope the strategy is leading to, their feedback has consistently kept us up to date with where we remain inconsistent, where a strategy has not had the impact or reach it has intended. There have been small pockets of positive feedback. The feedback from this team continues to help shape our self evaluation and gives an important ‘reality check.’
Parents and carers also engage with the whole school (listed under ‘student feedback.’)
We try to take a very open and reflective approach to feedback from parents and carers when concerns, issues or challenges are flagged with us. We have worked with staff across the school to try to listen to feedback from parents and carers when it is not positive as a tool to help us improve. Parents and carers are really good at talking to us, meeting with us and sharing their reflections.
We follow a robust ‘complaints process’ where our focus is on hearing what is wrong and investigating in full. We do this following some of the principles in Matthew Syed’s book ‘Black box thinking,’ the principle being that we are open to learning about where we may have made mistakes in order to improve as we move forward.
Parents and carers in the Brune Park community are also very good at sharing with us when we are getting things right – we use this feedback too to try and help us further improve.
Self evaluation, asking questions, collecting evidence and data so we can see what is progressing as we want it to or not, is something we do as part of our day to day school leadership, and part of our medium and long term strategic leadership.
We engage in self evaluation of the following:
In June 2019 the school had a mini-inspection to look at the quality of our curriculum provision in English, Maths and Science.
We were pleased that the mini-inspection evidenced significant progress in the development of an aspirational curriculum and assessment strategy, and that our strategy is robust and on track.
‘There is high ambition for all pupils in Maths, Science and English which is exemplified in the whole-school target-setting flight path and in curriculum choices such as the Maths Mastery curriculum in KS3 and the selection of high-level academic texts in English.’
The full report can be read here.
We also assess the impact of strategies and activity where we set out to improve the quality of teaching, or the quality of the curriculum provision or assessment. We also assess whether strategies we have deployed to support students are proving effective for their progress and achievement, or their access to provision or support perhaps their behaviour, attendance and punctuality to school etc..
We review the quality and amount of homework being set alongside students views on the value of homework, and the feedback they receive on the homework they complete, and parents views of the quality of homework set, and the feedback their child receives.
We try to use our self evaluation, alongside feedback from students, parents and carers and our external evaluations to be honest with ourselves about where we are and where we need to be. Then put in place strategies to improve and monitor how these are improving things (or not.)
We are currently working on the school’s Self Evaluation Framework or SEF drawing on the current feedback from Ofsted on the shape of the new Ofsted Framework.
More details can be found at: https://www.gov.uk/government/news/chief-inspector-sets-out-vision-for-new-education-inspection-framework
The Brune Park Self Evaluation is focusing on these areas:
The school has formally requested an external evaluation of:
Feedback from each of these evaluations informs next stage planning:
External evaluation is sought from a range of educational or business consultants or experts – based on the expertise we feel the school needs.
Brune Park also engages in partnership evaluation with the School leadership team at Bay House School. Assistant Head teachers (AHTs) at Brune Park link with the AHT at Bay House who line manages the same Subject Area, or Whole School Strategy or Year Group. The AHT at Brune Park sets a ‘line of enquiry’ for their linked AHT at Bay House. The AHT from Bay House comes into Brune Park, observing lessons, meeting with students and/or staff – the Brune Park AHT does the same at Bay House. The outcome is that the two AHTs meet and talk through their findings; sharing whether or not the ‘line of enquiry’ shows positive self evaluation or not. This allows the AHT to understand if they are accurately self evaluating with a ‘fresh set of eyes’ perspective. The two AHT colleagues also share what they have seen that is positive, and what they have seen that may be in need of focus. They explore if there are ways colleagues in the two schools can work together to support professional learning or development – or whether practice in one of the schools can support developing practice in the other school, or as a joint activity.
The Headship teams of both schools engage in the same process and report back the AHT reports, and their reports to the Local Governing Committee and the GFM Board.
All of these activities support both self evaluation and reflection and therefore school improvement.
Please visit the original Ofsted report from 2016 to compare the progress we are now making in 2019: Report 2016.