Item 10 Appendix 1

Education in Hampshire in the secondary years

This document summarises the principles that underpin secondary practice in Hampshire schools such that students in Hampshire have equal access to excellent learning opportunities regardless of where in the county they live. It builds on a parallel document: Principles and Purposes of Hampshire Primary Practice that includes the intended outcomes for Hampshire learners at age 11. Further information and amplification are in related LEA policies that are referred to within the text.

1. Secondary schools are learning communities with a culture that promotes and supports effective learning and teaching

Highly effective schools are self-evaluating schools and strive to provide structured continual professional development programmes for all staff. They thrive because there is a shared commitment in them to maintain and develop a learning community. This is derived from the expectations of the headteacher and governing body that are driven by senior and middle leaders and taken forward by all staff. This commitment starts with high quality induction of all staff regardless of their role and continues by meeting their ongoing needs and empowering them as they develop in that role. There is a clear expectation that effective learning is the key focus and the professional dialogue in the school must continually shape and improve this.

There is a learning culture within the school which supports this open dialogue and performance management should be used positively to provide accountability, inform school improvement planning, raise performance and maintain high standards. The Hampshire Teaching and Leadership College provides a county forum for developing the learning culture of all schools and encourages an effective learning dialogue between them.

2. The school ethos places a high value on the physical environment and its positive contribution to learning

Creating the right conditions for effective learning to take place is essential. The physical environment of the school has to support learning. This is important in terms of specialist facilities of course, but also to support the learning ethos of the school so that all areas of the school, including corridors and paths between buildings, have a part to play. Students need to be stimulated by the learning environment but also experience pride in their school and a sense of ownership. The Secondary School Design Philosophy provides guidance for schools in developing the learning environment.

The County Council believes that all secondary schools in Hampshire should remain comprehensive and should have either gained specialist status or aspire to do so in the future whilst in the meantime affiliating with other specialist and non-specialist schools in the locality. Specialist status not only helps schools to improve their physical environment and facilities in a specific area but also to enhance learning in all subjects of the curriculum. The County Council's Policy for the Development of Specialist Schools supports collaborative working within consortia and provides guidance for schools in preparing bids.

The County Council's policy of managing the supply of secondary places, as set out in the School Organisation Plan, aims to ensure that all secondary schools have a sufficiently large student and staff base to be able to offer the breadth of the curriculum that is necessary in a stimulating physical environment.

Of vital importance for a school is the maintenance and promotion of an environment that supports the safety and security of all members of the school community. The County Council also provides support through its long record of substantial investment in the improvement of school buildings. Its architects have a national reputation for producing buildings to an excellent standard. The effective maintenance of existing buildings and investment to update accommodation to meet changing curriculum needs are priorities in the County Council's capital programmes.

3. The curriculum has breadth and is responsive to the different learning needs of students.

Curriculum requirements are laid down by statute. It is then for each school to make an informed decision about how it will meet the needs of all its students and not just those groups that predominate. Particularly consideration should be given to provision for Children Looked After, ethnic minorities and vulnerable children. Each school is expected to contribute to aim 1 of the Corporate Strategy of the County Council - Maximising Life Opportunities. This means interpreting this entitlement to a broad and balanced curriculum in a flexible and responsive way that builds on learning in the previous stage and informs learning in the next. It is also important that the curriculum has future relevance for students as this will be motivating for them.

The LEA/LSC Strategy for developing 14-19 Education and Training as a single Phase sets out the extent to which 11-16 schools should view their curriculum within the wider post 14 context. Strong partnerships must therefore exist with other education providers such as colleges and other organisations such as Connexions. This Strategy describes the entitlement, skills and work related learning that should be an integral part of learning for all at Key Stage 4 and beyond.

In Hampshire schools, the curriculum should therefore be seen by a student as a whole learning experience both in and out of classrooms and before, during and after the timetabled day. It should encompass out of school and extended learning, including off-site learning or residential experiences and those periods of learning at home, supported, ideally by the on-line resources that the school provides. Structures which enable the voice of the student to influence the direction of more personalised programmes of learning should be established. Where a school has designated specialist status this should be used to enhance its capacity to support the needs of those students with particular talents as well as those with specific needs.

4. There is excellence in attainment and achievement with an entitlement to good progress for all.

A highly effective secondary school is one that builds on prior learning. It recognises the importance of the life opportunities afforded to students if they can achieve 5+A*-G grades at GCSE (to include English and mathematics), or the equivalent Level 1 qualification. The extent to which there is an unrelenting drive to achieve this aim for all and in each of the secondary years is a test of a school's resolve in this respect. Equally, and for those students who can achieve at Level 2, to maximise the number who gain 5+A*-C grades (to include English and mathematics) is to help secure a firm basis for further study or training up to and beyond age 19.

However it is a school's recognition of a student's wider achievements that will help contribute to the County Council's Strategy for Education in according them equal worth. This will be reflected in the importance given to learning beyond the classroom, how that is promoted, supported and recognised together with the steps taken by a school to secure the participation of all.

5. Timely and appropriate information is shared and used between and within schools to inform effective learning.

High quality self-evaluation, the planning that follows and the effectiveness of subsequent actions are the hallmarks of good school leadership. Arrangements under the New Relationship with Schools requires the County Council to manage and complement the work of School Improvement Partners by providing both the information and support necessary to achieve this goal. Every secondary school must therefore be able to select, analyse and use data and other information available, both nationally and locally, to evaluate school performance and the progress of all its students. The process contained in Supporting High Standards in Hampshire Schools explains how the LEA validates annually the effectiveness of all its schools and the quality of their self-evaluation.

The National Primary and Secondary Strategies both emphasise the importance of high quality transitions between phases and within phases. This should involve the exchange of information about the curriculum, learning, attainment and the personal development of students. The progress of pupils is then tracked systematically so that early interventions can be made if the learning falters. Only when the whole child is considered can continuity be achieved in important aspects such as personal development and for those students potentially at risk, where, for example, the Behaviour Support Policy provides an important framework.

6. No child is left out or left behind

(This section to be revisited in the light of consultation on The Children Act)

All children should be healthy and safe in Hampshire schools and colleges, enjoy their learning experiences and get the most from life in terms of achievement, economic independence and community involvement. The setting up of the Hampshire Children's Services Board by the Cabinet of the County Council, in July 2004 was a response to this agenda.

The Co-ordinated Scheme for Admissions applies to all secondary schools and aims to ensure that all those with special educational needs, disabilities or children looked after, are treated fairly and consistently, regardless of the status or location of the school for which they make an application. Hampshire County Council believes that local communities are best served by highly effective local comprehensive schools. It does not support the operation of selective admission procedures, either by ability or aptitude, in any of its maintained schools.

These beliefs are reflected in the policy statement for special educational needs which states as an aim, the development and implementation of more effective means of inclusion. Physical, emotional or behavioural difficulties must not be an obstacle to children with special needs being educated and supported in local maintained, mainstream provision. The education department is working with headteachers, governors, colleges and voluntary and statutory organisations to promote inclusion for a wider and greater complexity of special needs in all our schools. This includes ensuring that all students and parents or carers understand the importance of good attendance and its strong link with achievement.

7. Good behaviour is promoted and poor behaviour is managed well.

Student self-esteem, behaviour and academic success are influenced by the ethos of the school as a whole. The Rights, Respect and Responsibilities initiative has highlighted the importance of the consistent re-enforcement of responsibilities and the use of a rights-respecting dialogue amongst adults and children. This creates an ethos in which bullying cannot flourish within a school community.

Socially unacceptable behaviour impacts on the educational experience and enjoyment of other students and must therefore be addressed. However, exclusion from school has a detrimental effect on an individual student's life chances and on society as a whole. The unplanned movement of students between institutions transfers behavioural difficulties within the community of Hampshire schools.

The Behaviour Support Policy provides a framework for schools and colleges to develop strategies to manage student behaviour and tackle bullying, whilst providing a safe and inclusive place to learn. The County Council recognises that it has an important and proactive role in providing preventative advice to schools and in working with its partners to promote strong and safe local communities which discourage anti-social behaviour in all its forms.

8. Students' learning moves on when they are ready.

As students move from one stage of their formal education to the next, efficient and effective transition procedures must operate. The Report on 14-19 Reform makes clear that schools should attempt to organise their curricula so that pupil progress can be at the right stage of learning development for a child, not just at the right age. This has implications for school timetabling and for transfer within and between educational establishments. The maintenance of high quality, relevant and regularly updated records is of vital importance in addressing this challenge.

The County Council expects schools to provide a coherent, engaging and rich curriculum which enables students to progress at their own pace. Schools should provide teaching which makes students active learners not passive participants. For example, the policy on the Education of Able and Talented Pupils stresses the right of access to a curriculum which is challenging and allows achievement of the highest possible standards.

The HCC/LSC Strategy for developing 14-19 education and training as a single phase recommends the early establishment of effective procedures to ensure that information on the student and their achievement follows them through transition between key stages and from one institution to another. This is especially important at the time of transfer from primary to secondary school and from pre to post 16 education and training. Partnership between schools and post-16 providers is crucial for the development of appropriate routes for students and the move towards stage not age progression. The increasing range and flexibility on offer within our secondary schools makes the provision of independent, well-informed and timely careers advice and guidance a vital component in secondary education. Each student should be fully involved in identifying personal goals and planning his or her own pathways from KS3, through KS4 to post 16 education and training and into a life-long love of learning.

9. The school demonstrates a commitment to its local community

Highly effective schools are inclusive schools. This means that they serve the needs of all students who live in their community. The Lifelong Learning Strategy describes the underpinning role of schools as centres of learning in their communities and in promoting generic lifelong learning skills. The headteacher has a key role in the local community as the lead professional for learning and promoting high standards of achievement in the community. Local partnerships that encourage co-operative working in support of effective learning are a vital feature of the work of groups of schools, particularly in helping students as they transfer from one phase of education to another. This is paramount in those localities of relative deprivation where at this point in a student's education, they may be at greatest risk of faltering.

The County Council embraces the concept of full service extended schools and many schools in Hampshire already offer extended services to their communities both within and beyond the school day. This practice should develop further as the implications of the Children Act take effect. The Information Sharing Protocol will ensure that all agencies working in support of the child have access to the information they need in order to support learning, development and general well-being especially among those who may be vulnerable.

Summary of statements and success criteria

1. Secondary schools are learning communities with a culture that promotes and supports effective learning and teaching

Indicators:

Performance management and professional learning are seen as natural partners.

The headteacher is recognised as the lead learner and all adults employed in the school embrace the opportunities for professional learning that the school provides.

2. The school ethos places a high value on the physical environment and its positive contribution to learning.

Indicators:

The building and its environment are maintained in an orderly and attractive manner which commands the respect of the staff, students and the local community.

Specialist facilities are contemporary and appropriate for learning.

3. The curriculum has breadth and is responsive to the different learning needs of students..

Indicators:

Participation in education and training beyond age 16 in Hampshire exceeds the national average by at least five percentage points.

All secondary schools offer vocational programmes at Key Stage 4.

Access to learning is at a range of levels and students are involved in a dialogue about their learning to inform their progression routes and targets.

4. There is excellence in attainment and achievement underpinned by good progress for all.

Indicators:

All students achieving level 4 by the end of Key Stage 2 progress to at least level 5 by the end of Key Stage 3.

There is a year on year improvement in level 5+ outcomes at Key Stage 3.

All students achieve at least one Entry Level Qualification by the age of 16.

All pupils who achieve 5+A*-C grades (or equivalent) at GCSE (Level 2) have also gained a Level 2 qualification in English and mathematics.

5. Timely and appropriate information is shared and used between and within schools to inform effective learning.

Indicators:

Schools use self-evaluation to inform school improvement and the relationship with the School Improvement Partner.

All student information is accurate, appropriate, accessible and updated regularly.

Whole school performance data is benchmarked against key contextual indicators and other benchmarks.

6. No child is left out or left behind.

Indicators:

All Hampshire schools have attendance levels at the national median or higher when compared with those in similar circumstances.

All children are fairly treated by admissions procedures and receive full time educational provision that ensures they are able to play a meaningful role in society.

All vulnerable children or those at risk of not achieving are identified routinely through school procedures, early interventions arranged and outcomes measured.

7. Good behaviour is promoted and poor behaviour is managed well.

Indicators:

Policies lead to socially acceptable behaviour being seen as the norm amongst the whole school community.

Unacceptable behaviour is addressed within the school and in a just manner.

8. Students' learning moves on when they are ready.

Indicators:

There is a match between student learning skills and their access to appropriate learning and progression opportunities.

School organisation and timetabling structures facilitate rather than hinder the pursuit of individual learning pathways.

Partnerships between secondary schools and their primary and tertiary partners support progression and personalised learning.

9. The school demonstrates a commitment to its local Community.

Indicators:

The school contributes to learning and development in the community beyond the timetabled day through an appropriate range of provision using the schools facilities and expertise.

The school consults with and responds to the interests of pupils, parents and the community which it serves.

Policies and Strategies Referred to in this Document