Briefing Paper for Lead Ofsted Inspector

Our context

Our story

  • We are a highly successful 11-19 independent state school, situated within the Perry Barr area of Birmingham. We transferred into a new and much-improved campus in 2011 and converted to academy status in July 2013. Therefore, we are currently in our second year as a brand new school and we have one set of published results for GCSE and Sixth Form.
  • While an inspection of the academy will not refer to our predecessor school in its final report, it is important to understand our journey prior to and since we became an academy.
  • In the years prior to our academy conversion, renewed, highly effective leadership drove important and striking improvements in pupil achievement, the quality of teaching, behaviour and SMSC. Capacity for delivering good or better achievement became firmly established and was borne out by consistently good or better results. All of our successes were achieved as our buildings were knocked down and our current site was built. Our journey was recognised by Ofsted, government ministers and a range of other important agencies and national bodies. Our Outstanding Ethos and Values drive our sustainable and enduring improvement.

Academy status and our first year(s)

  • As an academy (July 2013), the new Broadway has not fallen back and in Summer 2014 our first year 11 results were very strong taking account of students’ relative starting points. Likewise, taking account of their starting points, most of our 6th form students also did well and achievement is rapidly improving for all students currently on roll. Almost one third of our year 13 cohort had started their secondary education at Level 3 or less. Of these 18 students, 15 are now undergraduates and the other 3 are apprentices. One is due to start university education in autumn 2015. We are very proud of their success.
  • Taking account of our local context (see details below) and the structure of our offer to students, we gauge the total achievement as being the outcome of all-through 11-18 or 11-17 journeys. From low or very low starting points especially in literacy matters, our students achieve KS4 standards which are close to or above national averages, representing exceptional progress. This is a result of highly effective leadership, very high expectations, skilful teaching, caring approaches and good relations with parents and the community. We devote ourselves to the success of our students and carefully take account of the significant work this requires.
  • When they begin their 6th form experience with us they still require high levels of confidence building and teaching. Consequently, our curriculum offers guidance, organisation and teaching which have been rapidly improved for all students currently on the roll 16-19, especially in Sciences.
  • In recent years, it has become normal for students to complete their full programmes of study at GCSE and AS/A2 or vocational courses at KS4 and KS5. Their results are well above any previous records for the community. Our young people are becoming the first in their families and communities to achieve these things as a norm, along with higher education or higher entry level into the labour market. There have been few or zero NEETS.
  • Our community has been transformed and made more cohesive as a result of our work. This is a vigilant, safe and caring institution that steadfastly protects its children, teaches them extremely well and ensures they are prepared to be very good citizens of a tolerant, respectful and law-abiding Britain, established on the parliamentary, democratic order. We have deliberately made provision for our children to be immersed in debate, to engage with figures of significant distinction (we recently hosted the United States Ambassador to the UK) and to see the vital importance of their participation in active, peaceful and disciplined citizenship.
  • We are never complacent. During challenging times for our community and significant changes in the local, national and global educational context, we are striving to ensure an outstanding performance in all we do, so as to become an outstanding school.
  • We do not work in isolation. Our strength is also drawn from our ability to work very well with external partner organisations and people to develop deep and sustainable relationships. We are proud to belong to the Titan group of schools, Bishop Challoner Teaching School Alliance and Birmingham Education Partnership. We also have many other partnerships with schools throughout the UK and abroad to ensure local children are well-educated, protected and able to commit to the values of modern Britain. For this reason, we have a very active and elected Student Council, year councils and have developed associated circles representing parents, community leaders and employers’ groups. Student leadership is a strong feature of the Academies work.

Important information about the academy

We have been open for around 7 terms with two sets of KS4 and KS5 results.

Prior to July 2013, the academy’s predecessor school was called The Broadway School. When inspected in January 2011, it was judged to be good with many compelling strengths. In May 2012, a subject inspection of ICT found the overall effectiveness to be outstanding.

Following conversion to academy status, our senior leadership team of the academy are largely unchanged; we have appointed a Deputy Head with responsibility for Inclusion.

The number on our roll is a little less stable than normal. The proportion of girls is lower than national 45/49% and probably largest in current year 9. At more than one in three, the number of FSM pupils is significantly higher than national.

Additional information from RAISE and the IDACI/neighbourhood analysis show striking levels of deprivation for children. The great majority of children live in the lowest 1000/32482 ranks of deprivation for the entire English system.

The proportion of students from an ethnic minority group is almost 100%. Pakistani and Bangladeshi students are the largest groups followed by those of Indian heritage. Smaller numbers of African heritage students are also in attendance.

We are secular in our foundation while many children who attend the academy observe a religious faith which is predominantly Islam.

The proportions of DSEN students at SA and SA+/Statement are firmly above national figures.

At around 1 in 6 of the number on roll, the proportion of students supported at school action is above the national average. At around 1 in 10 of the number on roll, the proportion of students supported at school action or statement is above the national average. We are currently adjusting our definitions to match the new DSEN arrangements.

The vast majority of students on the register of special needs for school action plus and statements are there for cognitive reasons and most are recorded as moderate learning difficulty, followed by speech and language, specific learning difficulty, autism and BESD (relatively small number). A small number of students are receiving education off site on a part-time basis.

Standards on entry to the academy


Pupils entered the academy in July 2013 from eight different year groups 7-14 and completed their final weeks of that academic year in the ‘new school’. Standards on entry varied. Their initial starting points in the predecessor school were low or significantly lower than average. They entered the academy having made significant progress across their time at the previous school.

Our analysis of the local context

This is an area with high levels of multiple deprivation. It is also parochial and traditional in outlook and while there is some ethnic diversity, it is relatively homogenous in terms of religious observance. Although there is deprivation, it is believed that owner occupancy is high in the area and familial cooperation facilitates this or rental arrangements.

Our child-level analysis of deprivation indices signals the following;

• 97% (1154) of our pupils reside within the lowest quartile of the 32482 ranked government SOAs
However, 900+ of this group reside at or below the lowest 4000 ranked SOAs.
• The vast majority of our pupils therefore live in the poorest 1/8th of government ranked SOAs in England.
• Whole areas of Lozells and East Handsworth fall into the lowest 800 deprivation levels for the country while there is even more notable deprivation at individual child level within these places.
• Unemployment within the Birmingham Ladywood constituency is 22% against a national average of 6% although this figure excludes long-term, structural joblessness which is masked by alternative benefit claims.

Leadership

Over the last academic years, 2013-2015, the heavy investment in the development of leadership at all levels of the academy has had a huge impact on all areas of school improvement: teaching and learning, behaviour, results and ethos. We have built tremendous leadership capacity throughout the academy from governance through to all aspects of school life. Senior staff and governors have created an ethos of high expectation and high support, they challenge and probe with discretion and integrity ensuring that all students exceed their potential.

Students from the most disadvantaged backgrounds flourish in an atmosphere of high aspiration and encouragement. Gifted students also do extremely well. Broadway broadens horizons and breaks down cultural and social barriers to success. We are robust in dealing with any underperformance which demonstrates the impact of strong, ethical and inspirational leadership. We have restructured the leadership team to make it more accountable with each director overseeing a directorate. This ensures that progress and behaviour can be monitored more rigorously. The Pastoral Team has recently undergone a re-structure to ensure the safeguarding and welfare of students continues to improve – there have been further improvements in all areas of the school as a result of this.

In addition to this we have further developed the middle leadership team through the Aspirational Senior Leadership Programme. This has been very successful with over 15 staff taking part and running their own school improvement projects linked to the SDP. The in-house MLDP has also proved very popular and successful with a significant impact on school improvement. We have also had secondments from middle leaders to the senior leadership team, once every term. We have worked very hard to further improve staff engagement; recent questionnaires have yielded very good results.

This year we have another 15 staff giving up their evenings and weekends to take part in the Aspiring Leadership Programme. A recent review stated that there are “waves of leadership capacity coming through the school”.

The MLDP is a National College level 1 leadership course which facilitates the development of skills and understanding needed to lead a project aimed at narrowing the gaps in achievement between pupils. The programme facilitator has been running the course for the last 4 years and last year developed a bespoke model of the MLDP to work in context with the Broadway vision and values. Eight participants across all directorates started the new “Leading Change” course last September. As part of the programme, each participant undertook a leadership challenge all of which had an impact on the quality of provision to pupils.

We have been instrumental in developing leadership capacity across schools in the North West of the city and have delivered high quality leadership programmes. We have also shared best practice in: values education, assessment and data for all staff, in many schools across the city and also at national level.

Student leadership is developed throughout all areas of the school. The senior student leadership team and student council are key partners in the sustainable improvements at Broadway. We have invested in leadership training for many of our students and they take a proactive role in the running of the academy.

We have again this year further improved our parental responses with an increase in outstanding ratings. Parent satisfaction is extremely high and the vast majority are very pleased with all aspects of school. We are oversubscribed with 91 on our waiting list. Our data is much improved across all key stages and the new assessment cycle will bring extra rigour to interventions and the monitoring of high quality teaching. Significant changes have been made to the curriculum and assessment procedures.

We are at the vanguard of change and innovation and have given presentations on outstanding practice to Senior HMIs and groups of Headteachers on our new assessment procedures and community cohesion issues related to the recent problems in Birmingham. Our management console is another example of outstanding practice and further evidence of the depth of the leadership capacity at Broadway. We have shared the console with Teaching Schools, Ofsted and other Headteachers.

After a rigorous inspection in July 2014 when children, parents, staff, the community and governors were interviewed at length, we received an Outstanding rating (Grade 1) from The Inclusion Quality Award for:

• Governance and Management
• The Inclusion Values of the School
• Learner Attitudes, Values and Personal Development
• Learner Progress and Improvement in Learning
• Learning and Teaching
• Work with Parents, Carers and Guardians
• The School in the Community (designated a centre of excellence)

The conviction with which the vision and values are translated was compelling. There is robust evidence to support the Academy’s recognition that inclusion is fundamental to ensuring the success of every student for academic, personal and social development…there is a relentless drive to keep improving, with inclusive practice and values underpinning such intentions

We have retained our Centre of Excellence Award in 2015, with another positive report and are now working towards Flagship status for our work on Values and Communities against extremism.

Leaders and Governors also undertook a safeguarding review with Ofsted trained Inspectors in July 2015, whilst this was very positive it continued to challenge us and further improve our practice.  The Headteacher is a HMI trained LA reviewer; members of SLT and governors undertake a whole school review every term.

Broadway Academy runs a separate community centre that is open from 7am -11pm 365 days a year. It has a footfall of over 100,000 people. The Headteacher secured extra funding (£3.4m) to develop the community and add to the Building Schools for the Future Programme. We have very close ties with the Police, and a highly effective Safe Haven on the school site. We work with the Police to serve the local community. Due to the exceptional relationship between Broadway and The West Midlands Police, Aston has some of the lowest crime rates in the West Midlands; children feel safer at Broadway Academy than any other school in the city (recent results of Police survey).

Our results again this year are excellent and indicate that teaching has again improved. Progress at Key Stage 4 is outstanding. Students join us in year 7 on average a year and a half below the national average in English and meet or exceed the national averages in year 11. Our constant drive to improve literacy is paying dividends; results in English are exceptional. The latest data shows that 97% of teaching is good or outstanding. Sixth Form results are excellent. Vocational subjects were outstanding as were some ASs in 2015, Our Sixth Form is in the top 25% of schools nationally for student progress (our current year 13 scored an ALPS 3 and year 12 is making as good if not better progress). Our Pupil Premium students excel at Broadway; the Head is a Pupil Premium Reviewer due to years of excellent results with this group of students.

The strong, values driven, ethical governance has ensured that Broadway Academy can sustain outstanding improvements. The governors are reflective, supportive and challenging. They systematically audit governance to ensure we have high caliber governors with the necessary skill set; hence we have strength in depth. Governors are exceptionally committed to the Broadway giving generously of their time to appropriately challenge and support the academy.

Values

A towering area of strength for the school is the work we have been doing for the last five years on Values. This work has permeated all that we do and sits at the heart of school improvement.

value

 

In the schools context we have developed a consensus with governors, students, parents, staff and community regarding our core values of: Inclusion, Generosity, Aspiration, Optimism, Responsibility, Appreciation, Integrity, and Respect.

We have been at the cutting edge of developing the relationship between Broadway Values and British Values. The Headteacher and governors have been working at a national level in this area and have spoken at the highest level about developing British Values in the Broadway context. We are leading on initiatives bringing communities together; united for peace and opposed to radicalisation and extremism – in Birmingham and the national context.

Curriculum

  • We have a broadly traditional curriculum delivered creatively and complemented by a full, extracurricular programme enhanced by an extensive range of trips and visits.  Leadership skills are developed through schemes such as the Duke of Edinburgh Award, Sports Coaching Awards and hillwalking expeditions for years 7, 8 and 9. Literacy and numeracy are developed at every opportunity, a reading book is provided for every pupil and all students in years 7 to 9 take public speaking qualifications. We work in partnership with over sixty businesses and with an exceptionally diverse range of faith, voluntary and third sector groups to ensure our students are fully prepared for life in Britain today.
  • To prepare years 7 and 8, all students take the following subjects within normal timetabled lessons: English, Mathematics, Science, History, Geography, RE (Birmingham Agreed Syllabus), Computing, Art, Music, Drama, Design, a language, and PE.
  • Citizenship, Personal and Social Health (PSHE) and Careers, Information Advice and Guidance (CIAG) are delivered through our Personal Development Programme (PDP) which is taught through bi weekly tutor group sessions, collapsed timetable PDP/work related learning and enterprise days for all key stages throughout the year, work experience and through the normal timetabled curriculum where relevant.
  • Students are taught for the majority of their subjects in banded pathway groups from year 7, with setting in Mathematics from year 7 and English and Science from year 9. There is a “nurture” based group within the E pathway in year 7 for those pupils with reading ages significantly below the majority of the cohort. These pupils are taught a tailored curriculum by a small number of staff with an emphasis on literacy. All year 7 pupils except the nurture group opt for a language subject in year 7. Pathways are organised in year 7 based on SATs data and both pathways and sets are regularly reviewed after each set of progress data. In years 7 and 8 Graphics, Resistant Materials, Textiles and Food are taught in a block as a rotation.
  • Students in year 7 who are working at below level 4 in English are withdrawn from certain lessons for additional literacy lessons. Students who are working below level 4 in Maths attend additional numeracy lessons at lunchtimes.
  • During year 8 students are provided with comprehensive information, advice and guidance to help them choose three additional optional subjects which they start at the beginning of year 9. They are able to choose from the following options: GCSE’s in Art/Textiles, Business Studies, Food, Health and Social Care, Citizenship, Computing, Drama, Geography, Graphic Products, History, Music and Physical Education.
  • All KS4 students from years 9-11 take combined English or separate GCSE English Language and GCSE English Literature, GCSE Mathematics, GCSE Science, PE and GCSE Religious Studies. From September 2015 all students in Years 9 and 10 will take either History or Geography

Achievement

GCSE Results 2014 and 2015 (Note that only 2014 figures can be compared for many measures).

  • Broadway students performed well in the 2014 summer GCSE exams, with 51% getting A*-C including Mathematics and English. This is a notable achievement as the cohort was 2.7 points below the national average on entry. These results bring Broadway in line with national averages at a time when many schools are seeing a drop in attainment.
  • This is complimented by a significant narrowing of the 5 A*-C EngMa attainment gap between the national (-17% in 2012, -4 in 2014). Over one-third of all students in year 11 came with a Key Stage 2 level below the floor standard of Level 4b, making it statistically unlikely for them to achieve a grade C or average 37-40 points by the end of Key Stage 4.
  • The fact that prior attainment is considerably lower than the national average yet attainment is in line demonstrates strong academic performance and progress. The gap between Broadway’s EngMa result and the national average has shrunk 13% in just two years.
  • Pupil Premium students have levels of attainment 8% above similar students nationally. A study of performance related to Key Stage 2 attainment proves that in each category Broadway students out-perform the national average at every level:
  • Low Prior Attainment: +9% on national.
  • Middle Prior Attainment: +13% on national.
  • High Prior Attainment: +5% on national.
  • Whilst there is a gap in attainment between Pupil Premium and non-Pupil Premium students, the gap is closing and when compared with national averages Broadway is above (PP vs. NPP= 44% vs. 66%; nationally this is 36% vs. 62%).
  • All students at Broadway Academy leave with at least one pass, whilst 94% achieve 5 A*-G (2% above national) and 60% A*-C. In short, students make excellent progress at Broadway Academy and students who enter the school with below national standard attainment, leave the school with attainment in line.
  • Value added has been a strong feature of Broadway, consistently putting the school in the top 9% of schools across the country for EngMa progress (Source: FFT). Value added was 1034.7 in 2012, 1033.8 in 2013 and 1025.5 in 2014. All of these figures are significantly above the national.
  • Furthermore English, Mathematics and Science have all appeared ‘significantly above’ in the last three years.
  • English Literature –ranked in the top 1% for progress by FFT.
  • English Language – ranked in the top 7% for progress by FFT.
  • Science Core – ranked in the top 1% for progress by FFT.
  • Biology – ranked in the top 1% for attainment by FFT.
  • Mathematics – ranked in the top 7% for progress by FFT.
  • Art – ranked in the top 4% for progress by FFT.
  • History – ranked in the top 20% for progress by FFT.
  • Whilst a slight statistical dip between 2013 and 2014, to achieve 1025.5 VA in the context of a school in one of the most deprived areas in the country and with many governmental changes to qualifications, both in terms of sitting exams and the toughening up of exams, the VA score reflects irrefutably that the standard of education is outstanding.
  • Whole school is ranked in the top 12% for Progress 8 by FFT (+0.44)

2015 Results

  • Broadway Academy’s EngMa result was 48%, a statistical dip from 2014 but this may be a relative increase given the context – post Wolf Review changes to the examination system.
  • GCSE 5 A*-C saw a significant increase of 9% (up from 60% in 2014), much higher than the minor increase seen nationally and Broadway’s figure on this measure is now above the national average.
  • 15 subjects had 3, 4 or 5 levels of progress better than the national average (some of these subjects bettered the national on all measures).
  • 10 subjects improved their attainment from 2014; this was especially significant in Music (+44%) and Drama (+50%).
  • 13 subjects have seen the number of A*/A grades increase. This is as a result of having very high aspirations for students and is testament to outstanding teaching. It is significant as only a small number of subjects nationally haven’t seen a drop in attainment.
  • EngMa for Pupil Premium students was 43% which is very impressive considering the national figure last year was 33% and although we do not know the EngMa comparison yet, Broadway’s result will be much higher.
  • The EngMa gap between PP and NPP was 22% in 2014. We have closed the gap to 14%.
  • On every attainment measure our Pupil Premium students are significantly above the 2014 national. We expect the 2015 national picture to compare us at least as favorably.
  • Broadway has no significant gender gap. Girls outperform boys by only 4% EngMa (last year’s national gap was over 10%).
  • Girls outperform boys by 3% in terms of 5 A*-C (last year’s national gap was 11.6%; the highest it had been since 2003)
  • SEN EngMa has increased by 2% to 21%
  • Pakistani students were a focus last academic year. Their EngMa score increased slightly (boys were a particular focus and increased by 6%) and their 5 A*-C (any GCSE) increased significantly, by 16% and is now above national averages. This is a very good example of Broadway identifying an area for improvement, acting upon it and measuring results.

Other comments on 5 A*-C EngMa 2014 and 2015: How Broadway Academy compares to the national standard

  • All year groups at Broadway Academy enter with prior attainment significantly below the national average which reflects the fact that the school operates in challenging circumstances. To emphasise this further when measured on Pupil Premium numbers, percentage of students with English not a first language, D/SEN or deprivation Broadway has a far higher proportion of these students than other schools. When comparing student attainment in these categories the evidence highlights how well Broadway students perform.
  • The Pupil Premium EngMa gap was 22% in 2014 which was recognised by RAISEonline and FFT as outstanding. In 2015 this has been reduced to a gap of 14% whilst the PP/NPP EngMa gap nationally was 26% last year.
  • In 2014 students registered as EAL (English as additional language) under-performed when compared with the national average (50% vs. 54%). In 2015 48% of our EAL students achieved the EngMa. However this statistic is an anomaly as Broadway Academy is almost a complete EAL school (95% 2015 year 11), as opposed to the vast majority of schools across England who will have a much smaller number. This is significant as such schools will be able to have more of an impact on a smaller number of students.
  • In 2014 students with no SEN outperformed the national for EngMa (67 vs. 64) whilst students placed on SA (School Action) was in line. The EngMa attainment of Indian students was above the national (79 vs. 72) whilst for Bangladeshi students this was in line (58 vs. 60). Pakistani students’ attainment was much lower than the national (36 vs. 51) and this became an acknowledged area for improvement (although Value Added for Pakistani students was still 1007).
  • As a result of intervention and a specific programme for improving the attainment of Pakistani students, this group’s 2015 attainment increased for EngMa and general 5 A*-C measure.
  • RAISEonline summaries from the last three years illustrate strong performance with all disadvantaged students and in 2014 English, Mathematics, Science, Languages and Humanities all returned Value Added of over 1000, the strongest performance in three years.
  • RAISEonline 2014 attainment data highlights the strong performances in many subject areas, in particular the EBacc, Mathematics and the Sciences, performance in Humanities is in line with the national whilst performance in Languages has improved greatly, this is especially positive given the large amount of students entered for a languages exam, in contrast to the national average.
  • French, German and Spanish all have A*-C attainment in line with national averages.
  • All but four subjects saw an increase in A*-A percentages (11 subjects saw an increase of more than 10%).
  • Strong attainment data in a variety of subject areas in 2014 and 2015 is further validation of the excellent progress that students make when one considers the low starting points and demonstrates that Broadway’s determination to meet national standards in terms of attainment is working.

Internal data tracking

Since academisation in July 2013 progress in English and Mathematics across all year groups has been strong, with many students in line to meet or exceed national standards. We have a sophisticated system that tracks students, giving them a GCSE benchmark in year 7 and tracks throughout the years. Staff are able to compare the students with their aspirational targets and with how similar students perform nationally. This has empowered staff and allows TLR holders, Heads of Department and SLT to monitor, identify underperforming students and intervene. Internal data suggests that we have the capacity to continue to be ranked in the top 10% of the country for progress and be at least in line in terms of attainment.

Internal data (last recorded in July 2015) identified the following:

Year 11 English and Mathematics

  • Progress in year 11 English was weak; it is now good with no significant gaps between different pupil groups.
  • In the current year 11 in Mathematics the gender gap evident in cycles 2 and 3 have closed.
  • The PP vs. non-PP gap in English in cycle 3 was 3.32 QCA points, equivalent to just over half a GCSE grade, this gap has closed to 1.93.
  • Pakistani girls make outstanding progress in year 11 English.
  • In year 11 Mathematics there are no significant gaps between ethnicities.

Year 10 English and Mathematics

  • Progress gap between English and Mathematics was 2.29 QCA points in Cycle 3 but has now closed to 1.77.
  • No significant gap between PP and non-PP students in English and Mathematics.
  • In English and Mathematics those with higher PA make stronger progress, in line with national trends.
  • In English we identified a small group of 12 students with KS2 level 4 prior attainment who had made slow progress. Actions were made off the back of this, including book scrutinies and lesson observations. As a result this small group is now making good progress.
  • Progress for girls with higher PA in Mathematics is outstanding.
  • Progress in English is good in all areas but especially with Indian students.
  • All ethnicities in English making good progress or outstanding progress.
  • A/G+T students make outstanding progress in Mathematics and English.

Year 9 English and Mathematics

  • Outstanding progress in English and in Mathematics.
  • No significant gap between PP and non-PP students in English or Mathematics.
  • Progress in English and Mathematics is good in all areas but is outstanding with students with high prior attainment.
  • 14 Girls with low PA are making outstanding progress in Mathematics.
  • No significant difference between SEN/D and non-SEN/D students.
  • All ethnicities in English and Mathematics making good progress or outstanding progress (Bangladeshi students the highest in English, Indian students the highest in Mathematics.
  • In Mathematics and English A/G+T students are making outstanding progress (13 students).
  • No significant weakness in either English or Mathematics in terms of progress.

Year 8 English and Mathematics

  • Outstanding progress in English and in Mathematics this has been particularly rapid in the latter half of the academic year.
  • No significant difference in progress of PP and non PP students in English and Mathematics.
  • Virtually no gender gap in either Mathematics or English.
  • Every child in year 7 is registered as EAL.
  • All ethnicities in English and Mathematics making good progress or outstanding progress, the group making the slowest progress in cycle 2 and 3 was Pakistani boys in English although this is now outstanding.
  • Following national trends, those with higher prior attainment (PA) at KS2 are progressing quicker than mid or low PA.
  • One area for improvement after Cycle 3 was students with low PA in English. This has rapidly improved.
  • In English, Indian students are continuing to make outstanding progress.
  • Data suggests that this is a strong cohort with few significant gaps in progress.

Teaching and learning

Broadway students make progress well above national averages at all key stages due to the excellent teaching they receive. This is a reflection of our strong commitment to professional development and our desire to constantly improve. Every subject teacher has an additional hour a week off timetable for joint professional development. These JPD “triads” are used to further develop excellent practice through joint planning and teaching, resourcing, reviewing and observing best practice. Individual triads are encouraged to share their resources and ideas with all staff through a whole school shared area and through the Broadway Academy Learning and Teaching Journal.

Lead Practitioners and an SLE drawn from across the school work within directorates to develop best practice in weekly directorate meetings and with any individual staff who may need additional support. The team work under the direction of two Assistants Heads and the Deputy Head (Academic) to deliver whole school training throughout the year on Inset Days, “Development Wednesdays” and additional Learning and Teaching twilight sessions every half term. In addition we have regular external expert speakers such as the educationalist, Barry Hymer and Clare Dunn from the Earls Teaching School who have recently delivered training on challenge, engagement and developing literacy through oracy. The LP team also delivers regular best practice slots during Wednesday morning staff briefings and hosts workshops at lunchtimes or after school where the need arises.
Monitoring of teaching and learning is done through daily learning walks, formal lesson observations, internal and external reviews. Data and information from the above is recorded on the console which allows live/real time tracking of teaching and learning across the school by senior managers.

We are part of the Titan Schools Partnership and take a lead part in modelling and sharing good practice across the North West Birmingham Schools’ Network. Last year we hosted staff from across the network on a wide range on topics such as Leadership, Computer Science, Humanities and Behaviour For Success. A number of our staff are working on whole school action research projects (such as the character development card or improving achievement of SEND pupils) for their own development or as part of their Masters qualifications, middle or senior leadership courses. Through the Titan Partnership and our close relationship with The Earls (an outstanding teaching school) we take advantage of and contribute to The Outstanding Teacher Programme, The Improving Teacher Programme, NQT workshops and Able, Gifted and Talented provision. This network of provision allows us to effectively support and help improve any subject areas or individuals by modelling best practice.

Personal development, behaviour and welfare

Students at Broadway Academy are educated within a totally positive ethos that helps them realise what their school has to offer. As a result, students’ attitudes towards school are exemplary, expressed through their high levels of commitment to learning and genuine interest in achieving their very best. They also conduct themselves in an exemplary manner, in and out of lessons and around the academy. They are respectful to one another and their teachers and they are extremely polite and welcoming towards visitors. Students are intensely proud of their school and demonstrate this by their attendance, punctuality, academic endeavour, good conduct in and out of school and respect for their learning environment.

The levels of care, guidance and security offered to students are also exemplary. Leaders, teachers and governors have created a very safe and vigilant environment in which to learn and develop into a young British subject of the 21st Century. Consequently, students feel safe, are confident in the academy’s desire for them to do well and know that their teachers will help them with any problem.

As a result of students’ standards of behaviour, respect for one another and commitment to learning (normally self-directed), we believe the ethos of the academy has made a significant contribution to their spiritual, moral, social and cultural development. Our students leave us with much to offer their community and wider British society in the 21st Century.

The continued improvements at Broadway Academy are testament to principled able leaders, parents/carers, students, governors and teachers.  They have united to create an ambitious, motivational and encouraging environment for all students and they have the support of the local community in their endeavour.

At Broadway Academy, pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.  We strongly encourage this by hosting a number of initiatives such as LAMDA at KS3 & KS5, our Values for Children delivery every week [V4C], our in-depth Personal Development Programme [PDP], through our assemblies.  Students’ confidence in being able to express their ideas and beliefs, often in creative and imaginative ways, without fear of ridicule; students feel this is an aspect of freedom of speech which enables them to develop as individuals.  Broadway Academy has further enhanced this through students being able to debate, question and talk to high profile members of the public – HRH Prince William, Benjamin Zephaniah, Matthew Barzun and Judy Murray to name a few.

We have a fully integrated and personalised high quality, impartial careers guidance that helps pupils to make informed choices about which courses suit their academic needs and aspirations. We thoroughly prepare our youngsters for the next stage of their education, employment, self-employment or training. The impact of the guidance has resulted in us having 0% NEET’s over the last two years.

At Broadway, pupils value their education and rarely miss a day at school. Attendance last academic year [2014-2015] was 95.40% [internal data] – above the national average. We have had 0% permanent exclusions for the last two years and our persistent absences are at 4.1% – below the national average.

Attendance rates of the last 3 academic years:

Academic Year

Attendance %

Persistent Absence

2011-2012

95.03%

6.21%

2012-2013

95.01%

4.52%

2013-2014

95.28%

3.17%

The school’s strategies to promote high standards of behaviour are extremely effective. Pupils are self-disciplined, independent and incidences of low-level disruption are extremely rare. During 2014-2015 we carried out 2180+ behaviour walks, 34.3% outstanding, 64.3% good and 1.1% was Requiring Improvement.  We also had 198+ formal lesson observations completed last academic year – 38.4% Outstanding, 59.1% Good, 2.5% Requiring Improvement.  We have been awarded Centre of Excellence status from the IQM Awards in July 2015. Our exclusion figures are below national and Birmingham averages 2013-2014 fixed term exclusions were 3.7%, compared to the national % of 5.80%. 2014-2015 internal data suggests fixed term exclusions were 4.5%.

The academy also makes good use of the Shared Provision Panel as a useful measure before a permanent exclusion becomes necessary. This enables us to place students at other schools initially for a 6-12 week placement which can then result in the student being taken on roll if successful. In the last two years we have placed 3 students via the Shared Provision Panel at other schools and of these 2 have been successfully taken on roll by the receiving school and 1 student was placed at St Georges Academy. We have also received 6 students over the last two years on a managed move and took 4 of them on roll.

The pupils of Broadway Academy work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Following a safeguarding review in July 2015, the school provides a safe and secure environment, and the students are confident in the academy’s capacity to protect them and help them to mature and develop.  In addition, the students were unanimous in saying that they felt safe in school, and had confidence in the staff to support them if they experienced personal as well as academic problems.  Almost all the students spoken with judged Behaviour, Attitudes to learning and Safeguarding to be ‘Outstanding’ because as a community the school really lives its values and the whole school community are expected to set an example for each other.

Our students are our biggest advocates; students at the school understand each other, each other’s backgrounds and cultures and the view and opinions of the wider community.  We are a school that strongly encourages questioning and discussion particularly around our values [which include British values].

Broadway Academy has an open culture and actively promotes all aspects of pupils’ welfare.  Our pupils are extremely safe and they understand how to keep themselves safe in different situations and settings.  We actively promote the role and responsibility of parents through recent messages about ‘parenting’, and reports of the school’s active involvement in the Prevent and Anti-Radicalisation initiatives currently in progress across Birmingham – e.g. the school’s involvement in a recent ‘United for Peace – Birmingham Communities United Against Extremism’ event at the University of Birmingham.

Broadway continues to lead the way in educating our community on key issues of PVE, so much so that we are working towards becoming a flagship school for British Values.  We have invited a number of visiting speakers to debate the key issues with our children; the likes of Monawar Hussain of the Oxford Foundation, US Ambassador to the UK Matthew Barzun and Michael Haines brother of David Haines (British citizen beheaded in Syria by IS).  The keynote speakers allowed our students to debate, question and discuss key issues that are pertinent within our school community. Additionally, the school works closely with Channel and Prevent organisations.

Safeguarding

  • All safeguarding requirements for the Academy are extremely effective, rigorously applied in all aspects of school life and understood by all stakeholders. The Academy works hard to promote and ensure a strong safety culture.
  • Staff and governors are provided with highly effective CPD on Safeguarding and risk assessment issues; the Academy has in place clear policies and practices which are continually monitored and evaluated and regularly updated as required.
  • There are regular and robust reviews carried out by the GB, recently by the LADO and a Safeguarding review by two Ofsted Inspectors. The Headteacher and his DSLs meet fortnightly to discuss Safeguarding and the protection of children at the Academy. Safeguarding is a standing agenda item at all meetings.
  • There are also regular briefings between senior leaders and the designated governor for safeguarding.
  • Our pupils’ feelings of safety also reflect the rigour and effectiveness of our safeguarding procedures through which we ensure that all statutory requirements are met and all staff and adults regularly working with children are vetted, whilst risk assessments are used assiduously for those working occasionally.
  • The academy works hard to keep abreast of online safety issues and has a regular cycle of promoting this to pupils through assemblies and in lessons to ensure that all pupils understand the risks associates with, for example, social networking and cyber bullying.
  • All pupils are well versed in risk taking behaviours and are guided towards making safe choices be it in relation to substance abuse, online-safety, crime involving weapons and gangs via a range of programmes including assemblies PHSE / guidance days, visiting speakers / theatre groups and in lessons which tackle the risks young people face in today’s world.
  • Pupils are encouraged to use the SHARP system to seek support or report any situations that cause them to worry for themselves or others, anonymously.
  • Any form of extreme behaviour or extremist views are challenged by all staff and referred to senior staff- we have a zero tolerance stance on this. Our Values work with the pupils supports this approach.
  • There is a deep rooted culture of keeping children safe and reducing the risks young people are increasingly exposed to embedded into the fabric of the school.
  • Our parents trust us to do the best by and for their children.
  • All referrals are followed up and the safeguarding procedures are adhered to in getting the best outcomes for our most vulnerable young people. It has been recently said that we are ‘fanatical’ in promoting a safe culture of learning and seeking to get the best outcomes for our most vulnerable pupils.

Radicalisation

All staff are familiar with the Academy’s safeguarding policy; radicalisation and the Channel processes are included within it. All staff have received the RAP 3 training and this is further supported with a regular cycle of whole staff briefings.

Staff at the Academy are made aware of the implications of the PREVENT DUTY.

Staff are aware of the internal SPoC for radicalisation/extremism concerns and enquiries.

Inclusion of the duty to prevent people being drawn into terrorism, together with reference to terrorist and/or extremist material is placed within the ICT code of conduct.

Firewalls and online security measures are in place to ensure that pupils cannot access extremist or inappropriate content. Where websites such as YouTube are permitted for the purpose of learning, but are used by pupils to access inappropriate material, staff are aware of how to respond to this, and how to report any extremist content encountered.

Relevant staff undertake awareness training, so that they are aware of what extremist material looks like.

The Academy has a strong commitment to the scrupulous promotion of the Government’s Prevent Strategy, and the importance of this, for their protection and well-being, is understood by the students.

Prayer facilities are equally available to students from all faiths. Rules around the use of such facilitates are in place-for example, they can only be used at certain times during the day.

Processes are in place to manage and minimise risks associated with prayer facilities.

British values are taught across the curriculum and are embedded in the learning culture of the Academy.

Opportunities to promote values are identified and utilised within the curriculum and within enrichment activities.

Pupils ‘acceptance and engagement’ with British values are developed through opportunities to practically experience how the values might apply in day to day life, for example, through mock elections, a school council or visits to faith institutions.

We include activities within existing lesson structure to enhance student resilience and to develop student’s critical thinking skills.

The Academy works tirelessly to raise awareness amongst students about the importance of critical thinking skills.

Appraisal

The appraisal process is a supportive process which is used to inform continuing professional development. As an academy we want to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Appraisal is linked to academy improvement priorities, Teachers’ Standards, Career Stage Expectations and the on-going professional development needs and priorities of individual teachers and support staff. To assist this ethos, training and guidance was provided and is updated every year to ensure all staff are equally confident with both the process of appraisal, including the use of our console system for recording appraisal and the quality of individual objectives.

Effective quality assurance and personal accountability were prioritised by the Headteacher and the Deputy Headteacher to ensure pay recommendations and Ofsted expectations were addressed. Reports were produced to enable the analysis of line manager overview recommendations based on provision and outcomes, teaching standards and career stage expectation. The outcomes were shared with the Leadership Governors in December 2014.

Broadway Academy Sixth Form

Broadway Sixth Form is on an upward trajectory. We offer a well-rounded curriculum to ensure that all students are equipped to meet the demands of further education, employment or training. This year all students are accessing a comprehensive enrichment programme that will allow students to develop the skills they need for future success. As well as this most of year 12 will be taking the EPQ which will not only give them valuable additional UCAS points but will also help prepare them for the rigours of higher level academic study. The Sixth form is supported by an excellent team of staff who work hard to ensure all students meet their potential. Also new this year is the use of academic mentoring by the form tutors. All students set targets and review their own progress as part of the assessment cycle. Form tutors recommend intervention where appropriate. There is also a greater emphasis of the tracking and monitoring of learning behaviours through sleuth.

Retention rates are significantly up on last year as is average point score. Students in Broadway Academy Sixth Form make excellent progress as evidenced by the majority of AS Subjects achieving an ALPs 3 or above (just four subjects below 3). Progress on level 3 qualifications in terms of value added is above average across nearly all subjects. Those few subjects with lower ALPs will be supported to ensure rapid progress occurs this academic year. An A2 action plan is already in place and this makes better use of the Sixth Form SSA to track, monitor and academically coach underperforming students.

In line with most recent guidance all students who have not achieved a C in Maths or English are supported to do so ensuring they can progress to the next stage of their development.

Broadway Academy Sixth Form had students achieve four A* grades for the first time. Raising the aspirations of our young people is pivotal to maintaining and increasing the number of top end grades for next year. This will be done through further development of the Russell Group stream which is made up of our most able Sixth Formers. The purpose of this is to ensure that our most able access quality higher education and are pushed to be aspirational in all aspects of their education.

Effectiveness of leadership and management

Leaders promote high expectations and use rigorous systems to drive improvement, including through monitoring and developing the quality of 16 to 19 provision and improving the progress and achievement of learners and groups of learners.

  • High expectations of all students ensure that there are marginal gaps between groups of learners.
  • A more refined curriculum that takes into account the new Government A level reform from September 2015.
  • Staff are effectively prepared for the new reforms.
  • Clear pathways and entry requirements have been modified in light of the changes ensuring students are on the light courses to ensure success (Btec or A level).
  • Academic rigour has been further developed as all students starting year 12 who are not resitting Maths or English are studying the EPQ.
  • Work experience is now bespoke and targeted towards students’ pathways.
  • Effective and established data and tracking models in place throughout all keys stages with the Academy.
  • High quality, impartial information and guidance is offered to all students to establish progression routes.
  • 0% NEET

Quality of teaching, learning and assessment

Teaching, learning and assessment support and challenge learners to make sustained and substantial progress in all aspects of their study programme. Teaching enables learners who fall behind to catch up swiftly and the most able to excel.

  • This year Broadway students achieved 4 A* grades for the first time. This demonstrates the improvement of the quality of teaching and learning.
  • Overall data shows an upward trend.

 

 

a-level points

 

  • Internal record of observations shows that teaching in the Sixth Form is rated no lower than good (with 60% of observations in year 12 and 50% in year 13 rated as Outstanding).
  • Very high expectations with the quality relationships to support students to meet them.
  • Knowledgeable, confident, hardworking staff who know their subject and convey knowledge, skills and understanding to our students successfully over time.
  • Commitment of staff to improve literacy standards of students as a key to high quality achievement.
  • High quality assessment which helps set the expectations, offers good feedback and checks for student understanding and progress across lessons and over time.
  • Well-organised teaching that supports different groups of pupils to learn very well and is closing remaining gaps.
  • Effective questioning which assesses students and promotes strong learning through challenge and discussion.
  • Effective use of time with a good balance of teacher leadership and pupil learning.
  • High quality, regular input from leaders and lead teachers for the improvement of teaching via our CPD programmes.
  • Sixth Form specific triads to increase consistency of teaching.
  • Capacity of leaders and staff to adopt good practice over time.
  • Commitment of staff to our improvement programmes including DR ICE.
  • Good quality QA of teaching which allows leaders to provide swift support to all staff and challenge where and when needed.
  • Effective tracking, monitoring and reporting of teaching through console.  Use of external reviews to moderate observation judgments and inform best practice.
  • Academic mentoring by form tutors to make better use of data at assessment points to ensure intervention is effective and timely.
  • A2 improvement plan to ensure A2 achieves at least ALPs 4 (AS came out Alps 3 Btec on course for achieving a ALPs 2 again).
  • Vast majority of AS subjects on Alps 3 or above.
  • Use of individual lesson RAPS to inform planning and intervention and highlight the outstanding student progress across the academy.
  • Introduction of more Btec courses planned for 2016.

Personal development, behaviour and welfare of learners

Learners develop personal, social, employability and independent learning skills and achieve high levels of punctuality, attendance and conduct, including through the contribution of non-qualification or enrichment activities and/or work experience.

  • High quality impartial careers advice and support.
  • Use of Unifrog to support future planning of career options.
  • High levels of student leadership through GO MAD programme.
  • High quality enrichment programme offer DofE, enterprise initiatives, social action group and sports leadership to enhance soft skills and ready students for employment or University.
  • All year 12 take part in quality work experience tailored to their needs.
  • Students attitudes to learning are positive as outcomes are positive.
  • Lesson observations demonstrate positive attitudes and relationships with staff.
  • Sixth Form students support younger students through mentoring and academic support.
  • Sixth Form learning champions work with year 11 students to push them to achieve their very best.
  • Impressive self-management on the part of students in lessons. Exemplary self-direction in the vast majority of settings across the curriculum.
  • Highly cooperative behaviour in lessons and helpfulness between students.
  • Safeguarding briefings to all staff and raising awareness to students on key pertinent issues [PVE, British Values & Broadway Values].
  • Encouraging students and staff to question and discuss key global and national issues with staff and visiting speakers such as Matthew Barzun [US Ambassador to the UK].
  • Rolling PDP and V4C programme, planned student guidance day for all students covering CSE, FGM, radicalisation, extremism, cyber safety/being safe online, emotional wellbeing, mental health and bullying [including homophobic bullying].
  • Centre of excellence in the IQM awards [July 2015].

Outcomes for learners

Almost all learners progress swiftly to higher levels during their study programme. Almost all learners complete their study programmes, achieve qualifications relevant to their career aims and move on to sustained education, employment, training or an apprenticeship.

Progress on level 3 qualifications in terms of value added is above average across nearly all subjects.

  • All students went onto education, employment or training this year with all but two going to first choice University.
  • 4 A* with more to come.
  • Progress of students in line with national averages and above in most subjects (Btec ALPs 2, AS ALPs 3 – Current year 13).
  • As in previous years, 11 of our successful year 13 students came to Broadway below level 4 and have gone onto University with excellent qualifications.
  • Improved retention with most students progressing onto A2 (74).
  • Current cohort in year 12 all making good progress and on track to at least maintain ALPs 3.

 

Broadway in the Media

http://www.lapidomedia.com/embrace-art-dialogue-radicalisation-schools

https://www.thersa.org/discover/publications-and-articles/rsa-blogs/2014/07/rsa-fellows-and-rsa-academies-collaborate-the-weston-beamor-jewellery-design-project/

http://www.midlandsbusinessnews.co.uk/chamber-broadway-academy-pioneer-business-school/

http://www.astonvision.co.uk/documents/Spring15BUGLE2_001.pdf

https://www.youtube.com/watch?v=hBpPqWVA7uY

http://www.studioschoolstrust.org/news-press/chamber-receives-strong-support-new-school-proposals

http://www.suttoncoldfieldobserver.co.uk/Broadway-Academy-pupils-practise-tennis-skills/story-21232294-detail/story.html

 

badge_vectorized

documents small

 

Open this document in PDF format here