St John Fisher Catholic School

A Message from Lord Pickles and Lord Blunkett, followed by St John Fisher Catholic 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 St John Fisher Catholic 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.stjohnfisher.school

47ST JOHN FISHER CATHOLIC COMPREHENSIVE SCHOOL |
BEST PRACTICE REPRESENTATIVE 2018
Dympna Lennon, head teacher
Year 13 history
students
St John Fisher Catholic Comprehensive School is a secondary
school based in Chatham, Kent. Following poor GCSE
results in 2016, Dympna Lennon was appointed as the
new head teacher, which has led to more successful results
and significant changes in the way the school is led. Dympna
explains how her restructuring has changed the school for the
better and enabled the community to be proud once again.
Following the disappointing GCSE results of 2016, I quickly identified what went
wrong. In response, I worked with my staff to put a robust and strategic plan in
place to address the issues, and systematically implemented that plan. Overall, we
have aimed to implement the systems and structures that create the environment
for effective teaching andlearning.
Staffing and curriculum
Significant staff turnover was a key issue at the school before my arrival. Twenty-
eight staff left at the end of the 2016 summer term, while 22 left during the year.
This had an enormous impact on students’ learning; for example, some students
had ten maths teachers during their five years at the school. There were also
significant numbers of inexperienced or unqualified staff.
To address our staff retention issues, I articulated my new vision for the school. As
a result, staff bought into the vision and decided to stay. There is a strong culture
of support and challenge at the school. Staff are held to account for their work and
they, in turn, hold others to account. This “no excuses” culture permeates the work
we do every day.
REPORT CARD
ST JOHN FISHER CATHOLIC
COMPREHENSIVE SCHOOL
»Head teacher: DympnaLennon
»Founded in 1964
»Based in Chatham, Kent
»Type of school: Catholic
secondary school
»No. of students: 900
»93.2 per cent attendance in
2016, which increased to 95.1
per cent a year later
St John Fisher Catholic
Comprehensive School
THE PARLIAMENTARY REVIEW
Highlighting best practice
48 | ST JOHN FISHER CATHOLIC COMPREHENSIVE SCHOOL
Secondly, we improved the quality
of teachers at the school. The school
largely stopped working with teacher
training organisations as I recognised
the need to improve the depth of
pedagogical and subject knowledge
among our own staff. We invested
time and resources in a personalised
and differentiated programme of
CPD to develop teachers’ subject
knowledge and their ability to
communicate this to students.
Thirdly, we have focused on
supporting staff health and wellbeing.
We have introduced staff Christmas
and summer parties, praise letters, and
personal birthday cards so that staff
feel valued and motivated to go the
extra mile.
My early analysis also indicated that
there were no clear curriculum plans
and we did not liaise with the primary
schools effectively, therefore wasting
time at Key Stage 3. In response, we
reviewed our curriculum from year 7 to
year 13. New schemes of learning with
dynamic resources were put in place,
while quality was assured through both
good practice visits to other schools
and experts coming in to visit us.
We trialled a new approach to
assessment with year 7, ensuring
that students got quality feedback
and then acted on it to improve the
standard of their work. Following an
extensive review, this new system
was adopted across the school. It has
resulted in us reducing the amount of
time staff spend on ineffective marking
while increasing the time spent on
differentiated planning of lessons,
leading to much improved teaching.
Attendance
Attendance was 93.2 per cent at the
end of 2016, with poor attenders
being particularly concentrated in
the older year groups. Six different
members of staff had been responsible
for tracking attendance; I restructured
the system so that we had a single
accountable attendance officer.
We have also developed a far more
robust partnership with our external
attendance support partner, who takes
negligent parents to court when it
is necessary. As a result, our overall
attendance increased to 95.1 per cent
the following year.
Behaviour management and
exclusions
There had been 642 days of exclusion
during the year prior to my arrival,
as well as 13 permanent exclusions.
In order to create the right climate
for learning, we introduced a
challenging behaviour system to
manage low level disruption, making
students immediately aware of the
consequences of their poor behaviour.
Year 7 having fun
learning in music
Year 12 private study
period
New schemes
oflearning with
dynamic
resources were
put in place,
while quality
was assured
through both
good practice
visits and experts
coming in
49ST JOHN FISHER CATHOLIC COMPREHENSIVE SCHOOL |
BEST PRACTICE REPRESENTATIVE 2018
Our behaviour interventions were
designed to be targeted, to deploy
external agencies where necessary, and
to be clear to all students and staff.
We worked to build relationships with
all parents and carers, especially those
who had been traditionally hard to
reach. Overall, we reduced the number
of permanent exclusions to just one
student, with an 80 per cent reduction
in the days of fixed-term exclusion
compared to the previous year.
The tracking and monitoring systems
were not fit for purpose as our data
was inaccurate and staff were not
intervening with the correct students.
We worked with external partners to
implement a new data system based on
sensible aspirational targets. Intervention
is now data led, so that staff use
accurate tracking to identify and further
support underachieving pupils.
Working with external partners
We have made considerable efforts to
build up our reputation, introducing
more community meetings as well
as a new parents’ association. The
governing body recruited new parent
governors and we have used our
pastoral care team proactively.
We started to build relationships with
other schools, establishing links with
our Catholic primary feeder schools
as well as developing a partnership
with St Paul’s Academy in Greenwich.
We work together on teaching and
learning, as well as developing middle
leadership. We are also part of a sixth
form consortium, and have, together
with two other providers, reaffirmed
our commitment to working together.
Leadership team
Prior to my arrival, the leadership
team was disparate and did not
have sufficient impact. In response,
a temporary AHT was appointed to
lead on behaviour and as designated
safeguarding lead. I shared the raising
standards leader responsibilities
between two senior colleagues. Finally,
I appointed an assistant head teacher
to be in charge of CPD as well as
teaching and learning. This ensured
that the team operatedeffectively.
We also restructured the school day; all
students line up in the playground with
their equipment, to show that they are
ready to start the day before moving
on to form time, with breakfast being
available to staff and students prior to
8.30am. Resources for each morning’s
registration session are accessible on
the school landing page, ensuring an
orderly start to the day.
Looking forward
It was a challenging year for staff
and students, but the systems
and structures implemented had a
significant impact, with our summer
2017 GCSE results being significantly
improved, resulting in an overall
Progress 8 score of -0.08. Having spent
my first year putting structures and
systems in place, I now look forward
to the future, when SJF will improve to
reach the potential that it promises.
We have begun
building
relationships
with other
schools,
establishing
links with our
Catholic primary
feeder schools
as well as
developing a
partnership with
St. Paul’s
Academy in
Greenwich
Year 9 design technology
students

www.stjohnfisher.school

This article was sponsored by St John Fisher Catholic 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