Haydon School

A Message from Lord Pickles and Lord Blunkett, followed by Haydon School's best practice article

The ability to listen and learn from one another has always been vital in parliament, in business and in most aspects of daily life. But at this particular moment in time, as national and global events continue to reiterate, it is uncommonly crucial that we forge new channels of communication and reinforce existing ones. The following article from Haydon School is an attempt to do just that. We would welcome your thoughts on this or any other Parliamentary Review article.

Blunkett signature Rt Hon The Lord David Blunkett
Pickles signature Rt Hon The Lord Eric Pickles

www.haydonschool.com

THE PARLIAMENTARY REVIEW
Highlighting best practice
30 | HAYDON SCHOOL
Robert Jones, head teacher
We offer our sixth form students an exclusive use of the
facilities at Haydon Sixth Form, from having an all-day
café to a dedicated study room
Based in Hillingdon, London, is Haydon School, a mixed
secondary school with a sixth form. Commitment to their
vision – “Individual excellence in a caring community”
– ensured that Haydon Sixth Form maintained Ofsted’s
“outstanding” status for the last ten years as well as the whole
school. An area of particular quality within Haydon School is
their sixth form, with 2016-17 showing some of their strongest
results yet. Their year 13 performed in the top 25 per cent
of the nation’s students and year 12 in the top ten per cent.
A*-B grades in year 13 jumped by six per cent in one year and
A-B grades in year 12 went up by seven per cent in one year.
Approximately 30 per cent of all year 13 students attend Russell
Group universities each year. Their support of apprenticeships is
exceptional and helps secure placements in Skanska, Warner
Brothers, the Department of Justice, British Airways and
accountancy and finance firms. Speaking on the schools behalf
is Robert Jones, the head teacher.
Pursuing excellence
The size of our sixth form at 450 students allows us to provide 32 subjects for
year 11 students to choose from. We are now able to expand this to 40 subjects,
as we work in collaboration with three other sixth forms in the borough. This
consortium is known as the “4H Sixth Form Consortium”, with its launch in
September 2018.
REPORT CARD
HAYDON SCHOOL
»Head teacher: Robert Jones
»Founded in 1977
»Based in Pinner, Harrow
»Type of school: Mixed
secondary and sixth form,
academy as of 2011
»No. of students: 1,900
»Ofsted: “Outstanding”
Haydon School
31HAYDON SCHOOL |
BEST PRACTICE REPRESENTATIVE 2018
»EXTRA FACTS
»We have fantastic provision for students to take part in outdoor
and volunteer activities.
»We have a full time member of staff who oversees our Duke of
Edinburgh programme. As a result of this we have the highest
pass rate in the Borough of Hillingdon. We have 65 students going
for gold this year (22 are in year 12), 67 going for silver and 120
going for bronze. All gold awards are received through an event at
Buckingham Palace.
»Year 7 will be going to Wales on an Outward Bound tripthis year,
year 8 will be going toNewlands Park in Chalfont St. Giles , and
year 9 will go to France.
»We also send a group of students on World Challenge trips every
other year. The last trip was to Borneo and the coming trip is to
Nepal.
So what goes on behind the scenes to
help secure “individual excellence in
a caring community”? The sixth form
leadership team aim to focus on what
matters: high academic standards
for both staff and students, rigorous
self-evaluation, pastoral care, extra-
curricular provision and the success of
all groups of ourstudents.
Excellent practices to secure high
academic standards starts with
regular use of data, which can
provide indicators of complex human
behaviours. It’s the starting point
to identify areas of need or “gaps”
within individual students and
subject performance. Our focus is the
progress of students, and the data
tells us which students and subject
areas are not meeting their progress
targets. Individual excellence means
we focus on the individual and how
they are performing against their own
targets, not arbitrary targets set by
the school which may be inaccurate.
This means that a student who ought
to be achieving an A grade but is
currently achieving a C is given equal
intervention to the student who ought
to achieve a C but may be achieving
an E. The goal is for students to pursue
“individual excellence”.
Excellence on a subject level is again
surrounding the progress of students
within that subject area. The data
we use can tell us if most students
are making above expected progress,
expected progress or below expected
progress. Those subject areas which
have students below expected
progress are held to account. This
is done through meetings with the
head of sixth form to discuss why
these students may be underachieving
and what interventions will be put
in place to rectify this. We find we
get the best out of staff not only
when we hold them to account
(excellence) but when we do so in a
caring community. The aim of subject
progress meetings is not to chide staff,
but to work in partnership with them
so each individual student can make
significant progress. We work diligently
to hire well-qualified staff and then
trust them to fulfil their roles well.
Working in partnership through caring
accountability brings out the best in
staff and students alike.
Rigorous and accurate self-
evaluation is part of any individual or
collaborative excellence. At the start
of each academic year the Sixth Form
Leadership Team triangulate data from
student and staff voices and qualitative
and quantitative data to create an
“Improvement Plan” for the year. This
is also done consulting the Ofsted
criteria for what makes an outstanding
sixth form. Evidence is collated against
Ofsted criteria; gaps are identified
We encourage our
students to become
leaders through our
student leadership team
of 20 students and by
mentoring year 7 in
a “buddy system” to
support the transition of
lower school students
We believe in
developing the
whole person
through
community
activities
THE PARLIAMENTARY REVIEW
Highlighting best practice
32 | HAYDON SCHOOL
and made part of the Improvement
Plan. Our view of Ofsted is not that
they provide a panacea for all gaps we
encounter in our practice, but we find
that Ofsted keep “the main thing the
main thing”, namely the well-being and
success of all students in the sixthform.
In-school care
We don’t view students as data points.
They are young, dynamic individuals
who deserve to feel cared for in their
chosen place of academic study. To aid
this we have a layered pastoral care
system. At its core is the form tutor,
whose role it is to ensure smooth
transition from year 11 to 12. They
track daily attendance, punctuality
and academic progress and can
see any changes within the student
immediately, so quick pastoral care can
be applied where needed.
In year 13 the form tutor becomes
a mentor of sorts, holding weekly
tutorials with students to discuss wider
learning opportunities. The second
layer of pastoral care comes from the
deputy year leader. These staff are
non-teaching, allowing them to focus
entirely on student well-being, which
is vital with a year group of over 200
students. They track attendance at a
year group level, notice patterns of
behaviour for the group, and maintain
constant communication with home.
The third layer is the year leader.
This strategic member of the team
offers further pastoral support for
student needs, especially when
there may be issues of safeguarding
involved. Although they are on the
pastoral side of the school, they
focus predominantly on the academic
achievement of the students in their
year group. Every opportunity to
read data provides them with the
information they need to drive form
tutor intervention, hold meetings with
parents and support teaching staff. The
final layer of pastoral support lies with
the head of sixth form who oversees
well-being issues alongside academic
performance to ensure both pastoral
and academic sides of the sixth form
meld together.
A broad extra-curricular programme
allows students to develop individual
excellence. Haydon School is the
largest provider of the Duke of
Edinburgh programme in the Borough
of Hillingdon. Of the 65 students
going for gold this academic year, 20
come from year 12. This programme
requires students to volunteer,
develop a new skill and participate
inaphysicalactivity.
Every other year students participate in
World Challenge, going on a three-
week international expedition and
completing charity work. Our extensive
provision for high-achieving pupils
starting in year 7 and carrying through
year 13 prepares students well for
the demands at top universities. Each
HAP completes the EPQ at Levels 1, 2
and 3, which involves the writing of a
5,000-word essay and presenting it to
a panel of staff. In short: “Individual
excellence in a caring community.”
A broad extra-
curricular
programme
allows
students to
develop
individual
excellence
Students are well
resourced to meet
the demands of the
courses they study, and
the demands found in
higher education and
the work place

www.haydonschool.com

This article was sponsored by Haydon School. The Parliamentary Review is wholly funded by the representatives who write for it. The publication in which this article originally appeared contained the following foreword from Rt Hon Kwasi Kwarteng.

Rt Hon Kwasi Kwarteng's Foreword For The Parliamentary Review

By Rt Hon Kwasi Kwarteng

This year’s Parliamentary Review reflects on a tumultuous and extraordinary year, globally and nationally. As well as being an MP, I am a keen student of history, and I am conscious that 2020 would mark the end of an era. It will be remembered as the year in which we concluded Brexit negotiations and finally left the European Union. Above all, it will be remembered as the year of Covid-19.

In our fight against the pandemic, I am delighted that our vaccination programme is beginning to turn the tide – and I pay tribute to the British businesses, scientists and all those who have helped us to achieve this. But the virus has dealt enormous damage, and we now have a duty to rebuild our economy.

We must ensure that businesses are protected. We have made more than £350 billion available to that end, with grants, business rates relief and our furlough scheme supporting more than 11 million people and jobs in every corner of the country, maintaining livelihoods while easing the pressure on employers. The next step is to work with business to build back better and greener, putting the net zero carbon challenge at the heart of our recovery. This is a complex undertaking, but one which I hope will be recognised as a once in a lifetime opportunity.

Through the prime minister’s ten point plan for a green industrial revolution, we can level up every region of the UK, supporting 250,000 green jobs while we accelerate our progress towards net zero carbon emissions.

With our commitment to raise R&D spending to 2.4% of GDP and the creation of the Advanced Research & Invention Agency, we are empowering our fantastic researchers to take on groundbreaking research, delivering funding with flexibility and speed. With this approach, innovators will be able to work with our traditional industrial heartlands to explore new technologies, and design and manufacture the products on which the future will be built – ready for export around the globe.

And I believe trade will flourish. We are a leading nation in the fight against climate change. As the host of COP26 this year, we have an incredible opportunity to market our low-carbon products and expertise. Our departure from the EU gives us the chance to be a champion of truly global free trade; we have already signed trade deals with more than 60 countries around the world.

As we turn the page and leave 2020 behind, I am excited about the new chapter which Britain is now writing for itself, and for the opportunities which lie ahead of us.
Rt Hon Kwasi Kwarteng
Secretary of State for Business, Energy and Industrial Strategy