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What have been our successes this year?

We are pleased with the numerous successes that the school has enjoyed this year . Some of our many achievements in 2004-7 were:

• A positive Ofsted report in 2004 which stated that 'the school provides a good quality education for its students'.
• An Ofsted inspection of Religious Education in March 2007 judged all aspects to be good and students' behaviour to be very good. 
• Attendance at 94% and good staying on rates into further education.
• Results in GCSE that placed us 4th in a ranking of Norfolk High Schools. 
• Improved school environment with new Sports Hall, teaching block with 11 classrooms and new learning resource centre.
• Good behaviour of students ensuring an orderly, purposeful, caring environment.
•  Winners of the 2007 Philip Lawrence Award for our work to prevent and combat bullying.
• Success in County and national competitions in Football, Rugby and Netball.
• Foreign exchanges with France, Germany and Holland and trips abroad.
• Schools Community Award
• Dianna Princess of Wales and Philip Lawrence Awards for our antibullying work.
• Many clubs and activities
• An innovative programme of staff training.
• The introduction of mixed age tutor groups with a positive effect on relationships between students.

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What are we trying to improve?

• Our results are good and the value added (progress) that students make during their time in the school is positive but we are continuously working to improve our results even further. This has meant making sure that every subject department achieves good results. Our target for 2008 is for 65% of students to achieve 5 or more good GCSE grades and we are on target to achieve this.
• We recognised the need to improve provision for personal, social and health education and citizenship and have introduced a new programme.
• We have increased the number of senior managers by the addition of a Head of Student Progress and an additional Assistant Headteacher (Quality Assurance) so that we can focus even more closely on ensuring that every student achieves his or her full potential.
• We are committed to improving the reporting of students' achievements to parents and to seeking parents and students' views as a basis for improvement.
• We are exploring ways of increasing the range of vocational options available within school and developing the new Diploma courses.
• We are working hard to improve the literacy levels of some of our students by providing additional support.
• We are improving students' financial awareness.

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How much progress do pupils make between 11 and 16?

Our school

Confidence interval

The Contextual Value Added (CVA) score above is a measure of the progress that students make from entering the school at age 11 to leaving at age 16. As can be seen from the graph, only 32% of schools have a value added score that is better than Aylsham High School.  However although we are in the top one-third of schools nationally we are not complacent and are working hard to enable every student to make the best possible progress.  Our targets have been set to enable us to be in the top 25% of schools nationally.

We monitor students' progress very closely and provide additional support and adult mentoring for students at risk of under-achieving. Nationally girls outperform boys in examinations.  We are therefore involved in a pilot project with three other schools that is focussing on raising achievement of Year 8 boys.  This is just one of many actions that we are taking to ensure that students achieve the highest possible standards.

The progress that students make in mathematics is outstanding and places us in the top 10% of schools nationally.  We are also proud of the fact that both boys and girls make the progress that is expected. Pupils with special needs make excellent progress.

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How well do our pupils achieve at age 14?

As can be seen from the results graph, students at Aylsham High School achieve high standards at the end of Key Stage 3 (Age 14), which are well above the Norfolk and national averages in mathematics and science.  The value added results show that these students showed that they made good progress during their first three years in high school.  

The graph shows the percentage of students reaching Level 5.  A high proportion of these students actually achieved levels 6 and above.

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How well do our pupils achieve at age 16?

As can be seen from the above graph, in 2007:

• 62% of the students in Year 11 gained 5 or more A*-C grades at GCSE.
• 60% achieved 5 or more A*-C grades at GCSE including English and mathematics, which was 13% above the Norfolk average and placed the school equal fourth in the County. 

These headline figures do not give the full story of the GCSE successes of the students because many achieved far above the 5A*-C level..

Results in mathematics and English and some other subjects were outstanding:

• 81% of students achieved A*-C grades in English with 26% achieving A* or A grades.
• 74% of students achieved A*-C grades in mathematics 
• 77% of students achieved A*-C grades in ICT
• 77% of students achieved A*-C grades in French
• 89% of students achieved A*-C grades in music
• 77% of students achieved A*-C grades in geography
• 77% of students achieved A*-C grades in religious education
• 71% of students achieved A*-C grades in art 
• Virtually every subject achieved A*-C grades in excess of 60%       

Aylsham High School is a comprehensive school that does its best for every student.  The school has demonstrated its ability to provide challenge and achieve high standards for its students.

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How have our results changed over time?

The school's results have improved significantly over the past three years and, in 2007, they were well above national and Norfolk averages.  We improved our results in 2006 with 56% of students achieving 5 or more A*-C grades, which was broadly in line with Norfolk and national averages.  In 2007 we achieved results that were 13% above Norfolk and national averages.  We were pleased that nearly all these students achieved A*-C in English and mathematics. Our target for 2008 is 65% and our predictions indicate that we should achieve this very challenging target. 100% of students left with some qualifications - this remains stable and above average.
The school's results at Key Stage 3 (age 14) in English, mathematics and science have shown a rising trend and are well above national averages.

Students in our Specific Learning Difficulties unit showed outstanding progress with most achieving more than 5 A*-C grades at GCSE.

In the past two years our results have been in the top one third of schools nationally.  Our mathematics results are now in the top 10% of schools and 18% higher than the national average for % achieving A*-C grades. English results are now 22% higher than the national average for % achieving A*-C grades

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How are we making sure that every child gets teaching to meet their individual needs?

• We work closely with our feeder primary schools to ensure that we have data on every Year 6 student who will be coming to the school. This is enhanced by a teacher who is employed by Aylsham High School but who works in the primary schools for much of his time.
• In Year 7, some students, who have not reached the expected level at the end of Year 6, are placed in special groups that receive additional support with mathematics and literacy.
• From Year 8 onwards students are placed into ability groups for core subjects and teachers ensure that the work is challenging but matched to students' abilities. The setting arrangements are reviewed regularly and some students are moved between sets.
• Students who have special educational needs are closely monitored and receive support from the SEN department. 
• The senior management team uses data on students' performance to monitor their progress in every subject.
• Students who are identified as underachieving receive mentoring and additional support.
• Every teacher is observed teaching as part of the schools' performance management system.
• We have a programme of enrichment activities for students who are gifted or talented.
• We make extensive use of learning support assistants in classes.

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How do we make sure all pupils attend their lessons and behave well?

We work hard to develop in students a sense of responsibility for their own learning and behaviour. We also try to make the school a warm, welcoming place where students feel secure and valued. The response to this is excellent and the school is an orderly community where students help and support one another.

A register is marked in every lesson and absence checks are made. We telephone parents to check on absences.

We emphasise to students that the school is place for learning and that behaviour which impedes their own learning or prevents other students in the class from learning is not acceptable.

The school has a detailed system of rewards and sanctions which is applied consistently by staff. Students earn merits for good behaviour and receive certificates and prizes. A range of sanctions are used for poor behaviour, including detentions, time in the Reflections Room away from other students and the involvement of parents in behaviour support plans. 

We do all that we can to avoid exclusions although we do sometimes use fixed-term exclusions for very serious or frequently repeated breaches of the school's rules.  The school will not tolerate any form of bullying or physical abuse towards fellow students.

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What have pupils told us about the school, and what have we done as a result?

The questionnaire completed by students as part of the OFSTED inspection showed that 89% of students felt that they attend a good school. Since then we have used professionally produced questionnaires to assess the students' and parents' views about our school.  We have started an informal parents' forum, which representative parents attend, in order to discuss and provide views on all aspects of the school's provision.

We have a School Council, which allows students to express their views. Students told us that the number of credits needed for each level in our rewards system was too low so we raised the target levels. They also expressed a wish to be allowed to remain in the building at lunchtimes when the weather was cold. As a result students now have the choice as to whether they go outside. 

The school supports a number of charities. The decision as to which charities are supported is made by the students.

At the request of the students we introduced Rugby into the curriculum two years ago. We have also improved the dining facilities at the request of the students. We involve students in interviews for staff and are also training students to observe lessons and provide teachers with feedback.

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How are we working with parents and the community?

• We were one of only four schools nationally that received the schools community award in 2006 for work with the community.
• We believe that we will be able to encourage our students to raise their aspirations and achieve more if we work in partnership with parents/carers.
• We encourage parents to come into school and to discuss any concerns that they may have with us or to contact us by email, telephone, fax or letter.  We take any concerns seriously and take action accordingly. 
• We have set up a Parents Forum, to inform the Governing Body of parents' views.
• We offer a wide range of information sessions for parents, especially at key times eg. GCSE Options, post-16 pathways, curriculum information.
• We have appointed two Parent Support Workers to work with parents and support them.
• We have developed courses for parents and have appointed a Family Learning Co-ordinator to develop a range of opportunities.
• We work very closely with all of the schools in the Aylsham Cluster of primary schools.
• We have developed a Learning Community Partnership to promote learning throughout the Aylsham Cluster
• We are members of the Norfolk Community Leadership Network, which aims to forge closer links between schools and their communities.

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What activities and options are available to pupils?

• OFSTED stated that 'the provision and participation in extra-curricular activities are good'. We are a Quality in Study Support Established Centre which recognizes the breadth and quality of activities offered beyond the curriculum.
• We have a wide range of lunchtime and after school clubs.
• The Aylsham High School Football Academy, which is supported by the Football Association, is open to boys and girls in Years 10 and 11
• Students in Year 10 can become peer cousellors, called 'Friendly Faces' and, in Year 11, they can become prefects or hold other responsibilities.
• Students from all years can join  the Young Chamber of Commerce.
• We offer a wide range of out of hours PE and sport activities and have many successful teams.
• We run Summer Schools, Super Learning Days /Activities and a team building Army Day each year.
• Students take part in an extra curricular activities week at the end of the summer term
• We run sessions, open to all students in Years 5 and 6 from local primary schools, on Saturday mornings
• We offer a wide range of enrichment opportunities including a much acclaimed drama production, a wide range of trips, French and German Exchange visits and have links with schools in China and Russia.

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How do our absence rates compare with other schools?

As can be seen from the above data, students enjoy coming to Aylsham High School.  Attendance is amongst the best in Norfolk with days missed through absence being well below local Norfolk schools and all schools nationally.

If a student is absent parents are asked to contact the school.  If no contact is made a school secretary will phone the parents to enquire about the reason for absence.  In the very few cases when a students' absence gives cause for concern we work closely with parents and other agencies to bring about improvement.

We run a special support unit for a very small number of students who find it difficult to come to school.

Our parents support workers work closely with parents to help them ensure that their children attend school and arrive on time. 

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How do we make sure our pupils are healthy, safe and well-supported?

• We encourage students to report bullying incidents. We believe that no one has the right to cause upset or distress to others by bullying or unpleasant behaviour. We are therefore rigorous in promoting anti-bullying and in dealing with the few cases of bullying that occur.
• We have a teacher who is responsible for anti-bullying policies and actions.
• Mixed-age tutor groups, which were introduced four years ago, have significantly improved relationships between students.
• Students, called 'Friendly Faces' provide peer support and take action on low level disagreements between students.
• We have opened a new healthy eating area, which serves salads, milk drinks etc, and have removed chips etc from the main dining hall to comply with the expectations that food served in school will be healthy.
• Staff are approachable and all students have access to mentoring and advice from Connexions, a Mental Health Advisory Nurse, a YMCA counsellor and the School Nurse.
• Health and well-being feature strongly in the curriculum.
• Students have 1 hour per week of PE in Yrs 7-9 and 2 hours in Yrs 10 and 11.
• We provide advice to students on staying safe outside school and during their journeys to and from school.

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What do our pupils do after year 11?

We have one of the highest percentages in Norfolk of students staying on in education or employment with training beyond 16. We provide a wide range of advice and guidance.

• We provide vocational taster courses for students in Year 9 to help them with their option choices and run Year 9 and 10 information evenings for students and their parents, which provide information on courses, apprenticeships etc.
• Students are given detailed, impartial advice about their choices post 16, including talks and presentations from post-16 providers, and continue their studies at a wide range of institutions.
• All students have the opportunity for a careers interview with a Connexions adviser.
• All students have an period of work experience in Year 10.  

Many students take A level courses at our linked sixth form provider, Paston College, North Walsham or at sixth forms in Norwich or City College, Norwich. Feedback from sixth forms and colleges indicates that many of our former students go on to higher education at Universities, where they enjoy considerable success.

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What have we done in response to Ofsted?

In 2004, OFSTED praised many aspects of the school and said that we had made good progress since our last inspection four years previously.
In response to the few weaknesses identified we:

• Introduced a lesson of personal, social and health education (PSHE), including citizenship, for all students every two weeks. We also hold whole days on particular themes related to PSHE, such as drugs education, careers days etc.
• Introduced additional sanctions and a very rigorous approach to dealing with the very few students whose behaviour does not meet our high expectations.
• Improved the use of ICT and numeracy in subjects.
• Improved the system of reporting to parents and the organisation of parents' evenings.
• Teachers who hold management responsibilities and other staff carry out duties at lunchtime to ensure that the school site is a safe and orderly place.

We are genuinely looking forward to our next Ofsted inspection, which is due in the near future.  Although Ofsted said that we were a good school we are sure that we have improved considerably since our last inspection and can provide evidence, such as the upward trend in our examination results, to prove this.

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More 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: 01263 733270

Our website: http://www.aylshamhigh.com/

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