Academy Status

Bullers Wood School converted to an Academy on 1st May 2011.

DfE

Bullers Wood School Funding Agreement

Bullers Wood School Performance Tables

Bullers Wood School
Local Authority: Bromley
Age range: 11-19
Number of pupils: 1534
Headteacher: Mr B Greene
Chair of governors: Mrs S Simons

What have been our successes this year?
The percentage of students gaining 5 or more A* -C grades including English and Mathematics was 81% in 2016.  At A Level 81.4 % of all grades were A*-C and 52.2% A*-B grades.

Behaviour and attendance at the School are excellent. Pupils achieve well and enjoy their learning. They contribute to the School and the wider community effectively and develop workplace and other skills that will contribute to their future economic well-being.

Students feel safe and adopt healthy lifestyles. The School is an environment that fosters and develops a strong spiritual, moral, social and cultural education.

What are we trying to improve?

The School’s strategic priorities are to ensure…

– …that we meet challenging and aspirational student achievement targets
– …we develop a culture of professional discourse to maintain high quality teaching and learning
– …outstanding student behaviour for learning based on the principles of ‘respect’ and ‘ready’
– …all members of the community, students and staff, have opportunities to develop leadership skills
– …students are prepared for life and challenges beyond both the academic and school as 21st Century global citizens
– …a vibrant and successful Sixth Form

How much progress do our pupils make between 11 and 16?

87% students made 3 or more levels of progress in English. 45% made 4 or more levels.

92.4% students made 3 or more levels of progress in Mathematics. 69.7% made 4 or more levels.

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

The percentage of A*/A grades achieved at GCSE over the past three years is consistently high.

SEN students are closely monitored to ensure that they are making good progress and are on track to meet their targets in all their subjects. Year 7 students are assessed immediately in order to identify particular difficulties with literacy and numeracy. These students receive additional classes in literacy and numeracy in addition to LSA/Sixth Form support during one form time each week. We also offer lunchtime and after-school homework clubs and lunchtime literacy clubs to support SEN students. Examination results over the past three years demonstrate the positive progress our SEN students are making.

The value that the School adds for the different ethnic groups shows they all make progress in line with or exceed expectations.

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

Attendance is high and the percentage of students who are persistently absent is low.

There are regular discussions between the Heads of Year and the relevant Assistant Headteacher about overall attendance for each year group including attendance for different categories of students and those who are persistently absent in each year group.

Attendance of students who complete their learning off-site is monitored by the Local Authority and the School on a regular basis.

Parents feel the School deals effectively with unacceptable behaviour. The building and facilities are respected by students and incidences of vandalism are very rare. Similarly student behaviour on the way to and from school is good with very few complaints from the public. Incidents of bullying are dealt with promptly and effectively, as are those relating to racism (which are rare). This is because systems for behaviour management and rewards are clear. Observations of lessons show that students demonstrate positive attitudes towards learning and that incidences of disruption in lessons are low. Students’ behaviour makes a strong contribution to good learning in lessons.

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

Many of our students make a contribution in our school and in the wider community. Students are advocates for reflection and agents for change within our community. Our School Council is well established and flourishing. Since its inception in 2005, the Council has: successfully campaigned for new picnic benches; designed the Attendance Diamond; taken part in SSAT leadership conferences; delivered assemblies; taken part in the staff interview process; attended Governors meetings and sat on the Parents, Pupils and Community Committee. An additional food servery has been installed as a result of the work of the Student Council 2014-15.

How are we working with parents and the community?

With effect from September 2009, the School has begun to carry out surveys of every year group. This has led to a series of actions e.g. an inaugural Parents Forum, focusing on improving communication with parents and engaging parents more effectively.

The school hosts a range of events to keep parents and carers informed of the next steps in their childs education, e.g. Sixth Form Open Evening, Year 10 and 11 Exam Information Evenings, Year 9 Information Evening and Year 7 and Year 12 Meet the Tutors Evening. The School is building on the parenting workshops held in recent years. The School website and Group Call keeps parents and carers informed of school events and procedures.

We have close links with our local community, embracing key initiatives and being founder members of a selection of these and foster key partnerships with interested groups.

Students are exposed to innovative and challenging topics which develop and enhances their understanding of communities outside the UK. As a Language College, there are well-established links with schools in other countries.

What activities and options are available to pupils?

There are a wide range of extra-curricular sports teams supported by staff and a range of external coaches. Top performers are encouraged to join external clubs (e.g. links with netball clubs, gymnastics, athletics etc). Many students are involved in Sport related after-school activities. Participation in a wide range of extra-curricular physical activities is very good. Students engage enthusiastically in inter-school competitions over the whole school year and extra-curricular activities.

The School enriches students’ knowledge & experience of cultures through visits, exchanges and other activities across the curriculum involving art galleries, international visits and speakers. We offer three sciences and four languages (French, Spanish, Italian and German. All students study two languages in Years7-9 and all students study at least one language in Years 10 and 11.

At Key Stage 4 students experience a personalised programme. Students can choose from a wide range of subjects and qualifications.

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

Students can study for a range of qualifications encompassing Healthy Lifestyles. The Duke of Edinburgh scheme encourages this approach, as do the variety of courses offered to Years 12 & 13, Health and Social Care, Child Care, Psychology, even courses in alternative therapies such as Yoga.

Students learn about sex and relationships education, the benefits of a healthy life-style and the dangers associated with smoking, alcohol and drug-taking through the PSHE programme and other curriculum areas.

The take-up of healthy options in the canteen is good.

Ofsted’s view of our school Ofsted Logo

Bullers Wood School is an outstanding school, with an outstanding sixth form. It is led by a close-knit, ambitious senior team that is determined to improve outcomes for students. Their clear and well-communicated vision of success for all gives a common sense of purpose to students and staff. Students achieve very well throughout Key Stages 3 and 4 to attain high standards at the end of Year 11. The

GCSE examination results have improved rapidly as a result of precisely targeted interventions and strengthened teaching. Students’ positive attitudes contribute strongly to their achievement and high attendance. The warm and supportive relationships throughout the school are an important factor in their enjoyment of school. Mutual respect and tolerance underpin the ethos of the school. Students’ spiritual, moral, social and cultural development is outstanding and is encouraged by the school’s emphasis on valuing and trusting one another.

Arrangements for care, guidance and support are outstanding so that students feel completely safe and are confident that any difficulties they have will be dealt with appropriately and without delay. The excellent curriculum is enriched by an outstanding range of well-supported extra-curricular activities, visits and visitors, which help to bring learning alive. Students’ acquisition and application of work- related skills make an excellent contribution to their preparation for life beyond school and their positive outlook. Almost all students progress into further education, employment or training. A large majority join the school’s sixth form.

Students’ contribution to the school and the wider community is outstanding. They are proud of, and committed to, their school, welcoming the extensive opportunities to take on responsibilities.

Teaching is good overall. In a range of lessons, outstanding practice was observed, although opportunities are sometimes missed to develop students’ capacity to learn independently. In many lessons, assessment information is used to plan learning activities which challenge students with differing abilities, so that learning proceeds at an appropriate pace and students make at least good progress. However, there are pockets of inconsistent practice in its use, including variability in the quality of marking.

The headteacher is supported very well by a highly effective governing body and senior team. The school knows itself well. Robust self-evaluation is guided by a thorough analysis of performance data and development planning that gives a secure framework for further improvement. There is no room for complacency in this school, only a passionate pursuit of even higher standards. The tenacious commitment to achieving excellence and a strong track record of success verify the school’s outstanding capacity to sustain improvement.

Date of last inspection: 25-26th May-2011

Ofsted graded our school as Outstanding.

What have we done in response to Ofsted 2011? Ofsted Logo

Following our last insepction, Ofsted identified the following key actions:

– Share expertise in assessment practice (marking) and strategies that develop students’ capacity to learn independently
– Ensure middle leaders are equally effective in evaluating and improving the work of their teams

We have addressed these issues by…

– Providing opportunities through CPD for colleagues to share good practice to focus on different pedagogical techniques
– Providing CPD for Middle Leaders on the new Ofsted framework and reviewing our lesson observation processes

Information about our sixth form

Taking account of their different starting points, the proportion of students making and exceeding expected progress are high compared with national progress. This is confirmed by external ‘Value Added’ measures.

Our academic performance is very strong over the last three years.

Our progression rates from AS to A2 are very good.

Students develop skills enabling them to take responsibility for their own learning and working with others. Sixth Formers are encouraged to play a role in the wider community and to take on leadership roles within the school.

There are many opportunities for gifted and talented students both through subject provision and the enrichment programme. Application to Oxbridge is encouraged and supported through Access programmes, for example: visits to an Oxbridge Conferences. We regularly place students at Oxford or Cambridge. Debating has enjoyed particular success at the school in both regional and national competitions. Students also have the opportunity to take part in MUNGA (Model United nations) each year, competing with other local schools.

What are we trying to improve in our sixth form?

– Further improve the academic performance.
– Further improve the standard of accommodation.
– Further increase the numbers who go on to study at Russell Group universities

What do our students do after leaving the sixth form?

A very high percentage of Year 13 students furthered their studies at either University or at Art, Drama and Dance colleges. Progression rates over the last three years are excellent. Out of 213 leavers in 2015, 179 secured places at university, 10 took a gap, 9 started school leavers’ programmes or apprenticeships and 5 employment.

Register of Pecuniary Interests

Our auditors have confirmed there are no relevant entries to be declared by Trustees of Budget Holders in the Schools Register of Pecuniary Interests, but it is the School’s policy to revise this document as and when a declaration is made.

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.

The information provided was correct at the time of publishing. Please be aware that details may have changed.