School Profile
Published 05 March 2008
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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Silverdale School Bents Crescent |
Local Authority: |
SHEFFIELD |
|---|---|
Age range: |
11 to 18 |
Number of pupils: |
1237 |
Head teacher: |
Mrs H Storey |
Chair of governors: |
Mr Jon Mordecai |
What have been our successes this year?
Specialist Status
Increased uptake and range of languages taught including Somali and Mandarin Chinese. Collaboration with partners, especially feeder primary schools.
More Global Links; a partnership has been formed with Shimen Middle School, Guangdong, China
Student Achievements
Pupils achieve external exam and test results well above average compared to other schools nationally, benchmarked criteria and LA targets.
A level - 61% A & B grades, 100% A – E, Average Points Score – 343
GCSE - 77.5% 5A* - C (including English and Maths), 79.5% 5A* - C, 36% at A* or A, Average Point Score 449, 100% 1A – G
KS3 English 91% level 5+ (54.6% level 6+), Maths 94.4% level 5+ (86.5% level 6+), Science 91% level 5+ (78.1% level 6+)
Ofsted Inspection
Inspectors judge that Silverdale is a good school with some outstanding features. Pupils reach standards well above average and, in some respects, outstanding. Attendance is excellent.
The headteacher and senior leaders provide clear direction for improvement.
Very good induction arrangements result in pupils quickly settling in and enjoying their new school.
Recent School Events
50th Anniversary Celebration and Activity Day
School Sports Day
Back to topWhat are we trying to improve?
A priority is to ensure students feel valued members of a learning community, to achieve this the school works to engage parents, the local and wider community.
The following areas have been identified
To develop consistent, regular means of feed back, evaluating the views of parents/carers and other stakeholders to measure the impact of actions the school has taken. This will enable a simple, effective, consistent evaluation of how far Silverdale meets the five outcomes of Every Child Matters.
To improve already high standards of student achievement through reviewing the KS3 curriculum, Data and Assessment for Learning to further develop strategies to improve the attainment of underachieving groups.
In preparation for moving to the new school we are aiming to develop students as independent, skilled learners, active global citizens who have the ability to grasp leadership opportunities.
Back to topHow much progress do pupils make between 11 and 16?
The chart shows our school's contextual value added (CVA) score relative to that of other secondary schools. CVA is a statistical means of assessing how effective a school is, by measuring pupils' progress using their test and examination results. The confidence interval shows the range within which we can be confident the score (calculated on the results of only one year group) represents the overall effectiveness of a school. The percentile rank shows the percentage of schools with a score equal to or higher than ours.
Our school
Confidence interval
How well do our pupils achieve at age 14?
This shows Key Stage 3 results for 2007. It shows the percentage of pupils eligible for KS3 tests (usually 14 year olds) who achieved or exceeded level 5.
Our school
Local schools (Local Authority)
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How well do our pupils achieve at age 16?
This shows the percentage of pupils (who were at the end of Key Stage 4) who in 2007 achieved 5 or more GCSEs (and equivalent) at grades A*- C, 5 or more GCSEs (and equivalent) at grades A*-C including English and mathematics GCSE, and one or more GCSEs (and equivalent) at grades A*-G.
Our school
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How have our results changed over time?
KS3
From 2003 to 2007 SAT results for English, Maths and Science have been well above average. English consistently achieving over 90% level 5+, Maths rising to 94.5% and Science rising from 86% in 2003 to 91% in 2007. The level 6+ results continue to improve significantly in Maths and Science, being 86% (up from 78%) and 78% (up from 74%) respectively. This achievement is consistent with being in the top 25% of schools nationally for value-added.
KS4
Over the last three years GCSE 5 A* - C pass rates have fluctuated between 76% to 84%, being 79.5% in 2007. However, three has been a significant improvement in 5A* - C (including English and Maths), up to 77.5% in 2007. All pupils in 2006 and 2007 achieved at least 1 A* - G, with 98% achieving 5A* - G in each of those years. The percentage of grades at A* or A has continued to be over 35% in each of the last three years.
In comparison with schools nationally, value-added from KS2 to KS4 and KS3 to KS4, placed the school in the top quartile in 2003 and 2004. In 2005 the school was in the top 5%.
Back to topHow are we making sure that every child gets teaching to meet their individual needs?
Pupils are assessed using a range of data, leading to appropriate interventions and strategies to support their individual needs. Pupils with Individual Education Plans have targets; pupils, parents and teachers are involved. Statemented and Hearing Impaired pupils receive dedicated teaching support in lessons. Parents and pupils receive data about attainment and effort three times a year, this leads to target setting.
Differentiation strategies are used in lessons, enabling all pupils to access the curriculum. At KS4 some pupils are offered alternative provision through the Extended Curriculum. By closely monitoring data, pupils at risk of underperformance are identified and appropriate strategies are determined by our SENCO, Key Stage Teams, EAL (English as an Additional Language) and Learning Mentors.
As part of staff training, teaching and learning strategies are regularly updated. Independent learning, thinking skills, different learning styles, assessment for learning and strategies to support these are all part of this programme.
How do we make sure all pupils attend their lessons and behave well?
Promoted through Form time, Assemblies, Pupil Planners, Key Stage Handbooks and Classroom Wall Displays. Attendance problems are addressed by Education Welfare Officers and Key Stage Leaders. Punctuality is recorded with incremental sanctions for lateness. There is constant reference to agreed Class Rules and an ethos of mutual respect and personal responsibility resulting in a calm learning environment. A stepped response to poor behaviour is used. Guidance on strategies is given to all staff. Pupils facing sustained difficulties are placed on a Pastoral Support Plan. Other agencies are involved as appropriate.
Back to topWhat have pupils told us about the school, and what have we done as a result?
The 'School Council' provides a forum for the dissemination of pupils views. Pupil views have influenced the rewards policy, uniform issues, environmental issues and BSF. They have also guided the allocation of SPA funding. Subject areas gather direct feedback from learners and have integrated this into their monitoring strategies. Learners provide direct feedback on performance in their written self-evaluation which forms part of their annual report to parents. Pupils views on the travel and planning aspects of the BSF project have been considered at all stages and are informing all aspects of the project.
Back to topHow are we working with parents and the community?
'The Voice' newsletter and the school web site are the main way of sharing information. The student planner provides a means for parents to express their views directly to form tutors. Parents Evenings and Open evenings are well attended by both parents and learners. The Headteacher communicates directly to parents on a regular basis. The Governors annual questionnaire to parents collects useful data which informs School Improvement Planning. Parent Governors are actively involved in many aspects of school life. There are a range of community groups including Silverdale Parents Association and the Somali Community forum. These discuss issues of concern, organise events and fund raise for the school.
Back to topWhat activities and options are available to pupils?
There is a wide range of extra-curricular activities including sporting, artistic and cultural activities. Inter-form activities and an annual sports day involve all pupils. There are opportunities to represent the school in a variety of sports. Support for study includes in-school provision as well as a “Homework Club” in Broomhall. A wide range of international links ensure that all pupils access the opportunities of global citizenship. Pupils are active in fund-raising. All pupils undertake work experience and vocational learning. Opportunities to take on responsibility within school are offered to all. The needs of specific religious groups are met via lunchtime provision.
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.
Our school
Local schools (Local Authority)
All schools
How do we make sure our pupils are healthy, safe and well-supported?
Our curriculum addresses healthy lifestyles including diet, exercise, alcohol, smoking, drugs and sex education. We focus on making informed and responsible choices. School meals, extra-curricular activities, school smoking and drugs policies and access to community health services are focussed on promoting these choices.
There is a tiered referral system which reflects pupils’ needs. Child Protection training, anti-bullying awareness and strategies are known to all staff. Pupils are aware of anti-bullying strategies. Safeguarding procedures are fully in place.
Pupils are supported by Key Stage teams, focussing on Form Tutors supporting a form for five years. There is additional support from SENCO, Learning Mentors and outside agencies.
What do our pupils do after year 11?
In 2006:
92.6% into learning
89.99% in full-time education
3.2% out of area
2.1% employment with training
2.1% not settled
1.1% no response
0.59% employment without training
0.59% non-employed status
What have we done in response to Ofsted?
The Teaching & Learning Team together with a programme of In-service Development encourage the sharing and development of good practice.
The Senior Leadership Team monitor and evaluate the work of all departments on a regular basis. This review is shared with members of the department and the governing body, action points are agreed.
All teachers have laptop computers to track and monitor pupil progress. At each assessment point (3 a year) a formal review of pupil progress is undertaken with the Key Stage Leader and the Senior Leadership Team.
The PSHE curriculum raises pupils awareness of environmental concerns. Additional waste bins have been provided and building inspections are undertaken by the Head and Deputy Headteachers.
Back to topInformation about our sixth form
Our results this year
Pupil entries have steadily increased at GCE with 138 in 2003, 154 in 2004 and 166 in 2005. Average point score per student in 2006 is now 343, in the top 50 comprehensives nationally. The proportion of A/B grades is now 63%. There were no U grades.
Back to topHow have our results changed over time?
Average point score per student has risen significantly: 290 in 2002 to 316 in 2004 (in the top 5% for value-added); 307 in 2005 and now 343 in 2006, in the top quartile nationally with an ALPs rating of 3. The proportion of A/B grades in 2006 was 63%, from 56%in 2005 and 60% in 2004. In terms of value added, Silverdale has been in the top 25% from 2002-06. Art, Biology, Chemistry, Economics & Business and Mathematics have performed excellently in at least 3 of those years.
Back to topWhat have been the successes of the sixth form this year?
Over 90% of Y13 pupils access Higher Education. The Enrichment programme has been further expanded to provide accredited opportunities to develop personal and vocational skills. Quality transition processes are in place for all pupils. Procedures have been embedded at Key Post-16 transition points to enable a wider cohort of pupils to access courses leading to academic success. Increased mentoring opportunities have been taken up by many sixth formers. Improved use of data has led to focussed interventions to raise student achievement.
Introduction of Critical Thinking at AS level has added breadth to the Year 12 curriculum.
Back to topWhat are we trying to improve in our sixth form?
To deliver a personalised curriculum matched to ability and aspiration in response to a changing cohort by providing study skills support. Embedding the AS Critical Thinking course and piloting A level Philosophy are curricular priorities. Silverdale is part of a consortium funded to pilot the International Baccalaureate qualification from September 2008.
It is intended to encourage ICT-based teaching and learning resources through a structured training programme to introduce the new A level syllabi from September 2008.
Back to topWhat do our students do after leaving the sixth form?
In 2007, 162 pupils completed Y13 with 106 going to University (including 5 to Oxbridge), 22 taking a year out, 3 commencing Art Foundation courses, 8 went into employment and 4 pupils destinations were unknown.
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: 114 2369991
Our website: http://www.silverdale.sheffield.sch.uk/
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