School Profile
Published 2006
This is the most recent profile available for this school.
The information provided was correct at the time of publishing. Please be aware that details may have changed.
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Riddlesdown High School Honister Heights |
Local Authority: |
Croydon |
|---|---|
Age range: |
11 to 16 |
Number of pupils: |
1517 |
Head teacher: |
Dr D R Dibbs |
Chair of governors: |
Mr A. Carter |
What have been our successes this year?
The GCSE examination results speak for themselves and are almost as good as last year's best ever results. The overall A Level pass rate was 97%. The School is not complacent about this and there are still areas where results could be improved.
Progress as a specialist science college has transformed the School. Every classroom is now fitted with the latest projection equipment enabling the whole class to view wonderful presentations. Teachers can now monitor childrens' progress and performance using a school-wide computer network. Under-achievers can be easily identified and helped. The School is now serving as the focal point for science t4aching in the area and running training courses and special events that benefit other schools as well as Riddlesdown pupils.
Special effort has been made to reach out to the community, with our pupils working at conservation tasks on the Downs and with the Riddlesdown Redidents' Assocation developing a local nature trail.
What are we trying to improve?
The Governing Body will continue to support the Senior Management Team in the implementation of the School Change and Development Plan 2005. This includes: maintaining the existing ethos, traditions and academic standards of the School in the light of significant staff changes; recruiting and retaining a full complement of staff in the face of teacher shortages; encouraging a consistent approach to achievement of good order and discipline in the School, with regard to the pressures that influence young people's lives today; and building on and developing School/parent communication.
We have once again set realistic targets at Key Stage 3 based on pupils' individual CAT scores and increased our target for the year group average points score at GCSE.
How much progress do pupils make between 11 and 16?
This score shows how well pupils progress between 11 and 16, taking account of their different starting points. Our score of 1002.7 means that on average, our pupils achieve similar results in their GCSEs compared to pupils with similar attainment at age 11.
How well do our pupils achieve in year 11?
This shows the percentage of pupils (who were 16 years old at the end of the year) who in 2005 achieved 5 or more GCSEs at grades A*-C (or GNVQ equivalent), and one or more GCSEs at grades A*-G (or GNVQ equivalent).
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How well do our pupils achieve at age 14?
This shows Key Stage 3 results for 2005. It shows the percentage of pupils eligible for KS3 tests (usually 14 year olds) who achieved or exceeded level 5.
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How have our results changed over time?
Results at GCSE are good and have been consistently above the national averages for the last 18 years. The percentage of pupils gaining 5 or more A* - C grades at GCSE has been consistently above 60% since 1999, without resorting to the spurious use of non-GCSE results to boost numbers. English, Science and Maths results have been signicantly above the national average, by as much as three points, since 2001. Similar results are seen at KS3, with significantly greater number of pupils reaching levels 4, 5, 6 and 7 than is the case nationally, and significantly fewer failing to reach Level 3. Overall the results are good but teachers are not complacent and work hard to continue to improve results. Value added above CAT predictions is seen in all subjects, particularly at higher grades.
Back to topHow are we making sure that every child gets teaching to meet their individual needs?
Pupils take a CAT test on arrival in their first year. Results, which are sent to parents, are used to predict final examination results. This is our basline data. Pupil progress is assessed after every five hours of teaching time, and results compared with the baseline data. Pupils, teachers and parents are made aware if expected progress is not maintained. Teachers use the results of regular assessments to inform the future teaching of individual pupils. Parents are kept informed with regular reports and at parents' evenings. Attendance at parents' evening is always above 90%. Particular causes for concern will result in individual consultations between pupils, parents and teachers.
We aim to expand the minds of all our pupils with a broad and balanced curriculum; we do not condemn the less able to a limited curriculum and teachers challenge pupils to think about a variety of topics, making apparently dry, irrelevant subjects exciting, interesting and pertinent to their everyday lives.
How do we make sure our pupils are healthy, safe and well-supported?
Personal development is good; pupils are confident and articulate. They are well supervised throughout the day, and all staff play their part in supervision. Assemblies are exemplary and usually include good input from the Faculty Heads, staff and pupils. Positive messages are put across and a warm atmosphere engendered. Staff work together to provide worthwhile activities during pastoral time and tutors have good relationships with their pupils.
Pupils enjoy their time in the School and are offered a wide range of extra-curricular activities and visits; they know how to enjoy a healthy lifestyle even if they choose not to practise it! Regular pupil questionnaires tell us that pupils feel safe in School and regular in-house evaluation shows that the atmosphere is very calm in lessons.
How are we working with parents and the community?
Parents have direct access, not only to tutors, but to a nominated Assistant Head Teacher. Regular daily communication between home and School is by a homework diary and a weekly newsheet. Most parents make written responses to School report and their comments are usually supportive. Parents and teachers meet informally at social events where concerns can be shared.
The School works with seven local primary schools and the local special school on a regular basis. It organises community lectures on scientific topics and training sessions for teachers and technicians throughout the region. We work with the local countryside wardens on conservation and management tasks on the local downlands. Our nature trail will link local secondary and primary schools together.
What activities are available to pupils?
A regular pattern of fieldwork courses and visits continues to help, and hopefully enrich, pupils. Our Governors' Report lists 18 visits, 12 of which were residential, as being particularly noteworthy examples of an extensive programme. Music, dance and drama have a high profile in the School and again the Governors' Report lists nine activities as being particulary noteworthy. At least seven individual fund-raising activities took place throughout the year. Nearly a third of all the pupils in the Third, Fourth and Fifth Year take part in the Duke of Edinburgh Award. Almost every night children take part in competitive sporting events and ten different sports are discussed in the Governors' Report.
It is safe to say that any pupil who wants to take part in extra-curricular events can.
What have pupils told us about the school, and what have we done as a result?
Pupils are able to express their views through year group committees and the school council. Each summer pupils complete a confidential questionnaire similar to Ofsted. Results are analysed by staff and action taken. Pupils' views are overwhelmingly positive and they agree that the School is a good one, that they are well taught and that the School is well-run. However a significant number of pupils had concerns about other pupils' behaviour and this relects the desire of the majority of our pupils to do well. A further survey specific to this problem was devised, the School increased staff presence between lessons and set regular targets for monitoring behaviour. Pupils discussed these concerns in their tutor groups. Behaviour improved and pupils have not raised the issue again.
Back to topHow do we make sure all pupils attend their lessons and behave well?
The vast majority of pupils arrive on time and behave well. This is not only because they care about their education but also because their lessons are interesting. A few pupils do arrive late and they are given detentions. The School believes that reward is better than punishment. There is a popular commendation system that rewards good work and annual celebration evenings acknowledge the achievements of yeargroups. If punishment is necessary detentions are given and if they fail to correct the problem, parental interviews take place. As a result both temporary and permanent exclusions are rare.
Back to topHow do our absence rates compare with other schools?
This chart shows the percentage of half days missed through authorised and unauthorised absence by all pupils at the school. Information is given for the school, for schools within the local authority and for all schools.
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What do our pupils do after year 11?
In September 2005 48% of our pupils continued in our Sixth Form Centre, 41% went on to further education in another college and 11% entered employment.
Back to topWhat have we done in response to Ofsted?
The School has not been visited by Ofsted since 2000, but was visited in October 2005. They confirmed that Riddlesdown is a good School and action is being taken in response to their visit. This will be reported in the 2005/6 profile.
Back to topMore Information
If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:
By telephone: 020 86685136
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