Priorities from accreditation:

1. Communication with parents

Communication with parents has been systematised through termly primary phase curriculum newsletters where the HPL focusses for the term are identified. All open evenings include a specific presentation on HPL delivered by key members of staff and students. School achievement points are awarded to students for demonstrating each of the ACPs and VAAs and linked to the rewards system. Every report explains the expected age-appropriate development of ACPs and VAAs to parents and this forms the basis of parents evening conversations across all phases of the school. Social media posts regularly highlight student use of HPL elements both in and out of school.

2. Integration across whole school

HPL lead practitioners have been working with specific departments within school to improve consistency of HPL practice. The profile of HPL has been raised in Post 16 through a planned programme of assemblies, the careers programme and enrichment activities. The broadening of access to Post 16 opportunities for students through vocational pathways has reinforced the belief that high performance is possible for all. The school Extended Leadership Team conference facilitates dialogue between different phases and subjects and CPD led by HPL Expert teachers and HPL Teacher Leaders.

3. Recording progress with ACPs and VAAs

The harmonisation of student achievement points and school reports give parents and carers clear information on how students are developing in their use of ACPS and VAAs within school. Teacher make holistic judgements on student progress in their use of the ACPs and VAAs at two census points

Since initial accreditation the school has worked to optimise practice in staff training, induction and ongoing PD. The CCS career professional development journey includes compulsory HPL units for new staff and opportunities for teachers to engage on the HPL teacher pathways. Participation in these programmes is incentivised through a credit system which also promotes engagement in evidence based, and research led approaches to pedagogical development. 8 staff are currently on one of the HPL teacher pathways, and one colleague received an outstanding submission award at the 2024 Annual Conference which reflects the commitment of staff to the HPL ethos. Staff survey data shows that 85% of staff place equal emphasis on teaching both content and the necessary skills to enable high performance, while 89% ensure that their pedagogical approach develops student independence and expertise.

The school is aware that HPL optimisation is an ongoing process that requires constant evolution as cohorts of students and staff members move through the school. Areas of comparative weakness have been targeted for support from Teacher Experts/Lead Practitioners. The HPL drive team is aware that staff who join mid-year have not had equal access to the HPL induction and this is a priority for development. HPL is a core element of the school development plan and focuses on the school achieving its stated mission of top 10% performance, reflecting the belief that all students are capable of high performance. The CCS 7 expectations for teaching ensure that HPL ACPs and VAAs are an integral part of lessons, reinforced by weekly briefing items, training days and monitoring of lessons and climate for learning. Teacher appraisal makes explicit reference to teaching the skills to enable high performance and so is woven into the fabric of school life. Staff recruitment packs have a section on the HPL philosophy and this forms part of the selection process. We are beginning to see teachers from other HPL schools choosing to join CCS following a visit to see the school in action. The school has hosted visit by AET executives and Leeds Academies to look at how the HPL philosophy can be embedded as well as through informal contacts in local area networks. HPL is woven into the pastoral and assembly programme to ensure that students are able to take their place as global citizens.

As is common in many HPL schools in the English state sector, parental engagement beyond the primary phase is increasingly difficult to sustain. Increased efforts to engage parents through activities such as the cross-phase science fair, which promoted enquiry led learning, saw 150 students and their parents involved. We now look to build upon these foundations. Our social media feeds continually promote and highlight HPL and Caroline Chisholm School is over-subscribed in every year group except reception (mirroring national demographic trends).

HPL is having a measurable impact on student perceptions and attitudes with only 9% of secondary students disagreeing or strongly disagreeing with the statement that they are capable of getting really good grades. Destination measures show that 98% of 16-year-olds are in a sustained placement or continuing education (compared to 94% nationally), and 93% of 18-year-olds have gone on to further study or work (compared to 83% nationally). We are now seeing students securing highly competitive positions in leading industries as a result of their ability to articulate high performance. Increasing numbers of students are achieving a good pass in both English and Maths with 57% achieving it in 2023 (45% national average, LA average 44%) and the school’s commitment to ensuring the vast majority of students enter the EBacc has ensured that strong academic performance is the expected outcome.