Myton School

Myton School

File:Mytonbadge100.jpg
Type	Academy
Headteacher	Paul MacIntyre (Retiring August 2016)
Location	Myton Road Warwick Warwickshire CV34 6PJ England
Local authority	Warwickshire
DfE URN	125767 Tables
Ofsted	Reports
Students	1,700
Gender	Coeducational
Ages	11–18
Houses	Each student in year 7 to 11 belongs to one of the Houses listed and participates in events to earn points for their particular House: Beauchamp, Leycester, Greville, Montgomery, Oken
Colours	These are awarded in subject such as PE, Art, Eco-Club & Music in recognition of attendance, effort, commitment and achievement over the year.
Website	www.mytonschool.co.uk

Myton School is an 11-18 coeducational comprehensive school. Most students live locally, although the school attracts students from outside the priority area. The school is located on Myton Road in the town of Warwick in Warwickshire, England. The history of the school in its current form dates from 1968. As of January 2015 the school has around 1,700 students.

History

The school started life as Oken High School, a mixed-sex, non-selective secondary school which was opened in 1954. In 1959 Oken became Oken High School for Boys when the girls were transferred to the newly established Beauchamp High School for Girls. The two single-sex schools had each moved to the site that Myton School presently occupies and they were amalgamated in 1968. Since then the school has grown substantially as the size of each school year has increased, 11-year-olds were admitted for the first time in 1996 (when Warwickshire changed its secondary school start date to a year earlier) and as the Sixth Form has grown in size. The school became a grant maintained school in 1992, and a foundation school after grant maintained status was abolished by the incoming Labour government in 1997. Under the government's school specialisation funding scheme it has become a specialist Science College. On 1 July 2011, the school became an academy.

Aim

The School's aim is to ensure both students and staff are successful through achieving their full potential as learners and individuals. To attain this aim, the School strives to ensure all are successful learners who know how to improve their learning, being equipped to be critical and reflective learners at Myton and beyond.

Achievement

In 2015 67% of GCSE candidates achieved 5 A*-C grades including English and Maths.

In 2014 73% of GCSE candidates achieved 5 A*-C grades including English and Maths. 35% of GCSE entries gained A*/A grades, including a 55% A*-A pass rate in GCSE History.

In 2013 95% of GCSE candidates achieved 5 A*-C grades, and 75% achieving 5 A*-C grades including English and Maths.

In 2012 70% of GCSE candidates achieved 5 or more A*–C grades, and 64% achieving 5 A*-C grades including English and Maths and 98% of A-Level candidates achieved A-C grades.

Sixth Form

Myton School has a Sixth Form of approximately 300 students. The Sixth Form offers a challenging and supportive framework of outstanding teaching. The school has a dedicated Sixth Form Support Tutor, skilled in such key areas as UCAS & Oxbridge applications. Ofsted 2012 noted the 'outstanding teaching' in the Sixth Form as a significant strength of the school. 85% of the students on average gain entry to their first choice university on leaving, including Oxford, Cambridge and overseas.

Behaviour for Learning

Myton School expects academic, social and personal discipline of the highest possible standard, in order to achieve outstanding behaviour for learning. The School has a consequence system (C1 to C3)

• Warning: Off task behavior and failure to follow the Code of Conduct
• C1: Failure to respond to warning. Non compliance with instructions. Form Tutor and Head of Department informed
• C2: Failure to modify conduct. Detention set by the class teacher. Head of Department, Form Tutor and home contacted
• C3: Persistent disruption. preventing teaching and interrupting learning of others. Student sent to the 'Parking Zone'

If this behavior is continued, the student may end up in isolation or temporarily excluded.

Myton School also uses a reward system for good progress. (VIVO rewards.)

At the end of every term, students are given trackers called ATL's (Attitude to learning). These trackers are to show parents and form tutors how well the child is working. Also on the tracker, the subject department provides a projected grade or level for the subject. ATL's go from 1-6

• ATL 1: A poorly motivated student
  • His/hers behavior and negative attitude adversely affects his/her learning and that of others
  • He/She is often inattentive and/or disruptive in class
  • He/She regularly fails to complete class work or homework
• ATL 2: An underachieving student
  • May demonstrate little motivation to learn
  • May show only minimal commitment to class work and homework
  • Behavior/attentiveness may be inconsistent
• ATL 3: A student with the potential to achieve more
  • May show limited commitment, which may be hindering progress
  • Is capable of distinguishing what is needed to enhance his/her learning
  • Class work and/or homework may be completed to a basic standard and sometimes may not be attempted
• ATL 4: A hard working student
  • Works in a standard that reflects his/her ability
  • Demonstrates some initiative
  • Will seek assistance when it is required
  • Completes all tasks presented to him/her
• ATL 5: A very committed student
  • Demonstrates a keen interest in his/her work
  • Is determined to achieve
  • Is developing the skills to enhance his/her own learning
  • Will always try to complete work to the best of his/her ability
• ATL 6: A highly motivated student
  • Takes full responsibility for his/her learning
  • Works to the best of his/her ability
  • Demonstrates an ability to work independently
  • Has a positive approach to learning

An ATL of 3 or below is cause for concern.

Extra Curricular Activities

• Includes:
  • Creative & Performing Arts
  • World Challenge
  • Myton Choir
  • Digital Photography
  • Creative writing
  • Cheer Leading
  • Horse Club
  • Duke of Edinburgh Award
  • Eco Club
  • Pets' Club
  • WINGS
  • Wheelchair basketball

Controversy

Myton School caused outrage in November 2015 from its decision to board up one of the most important murals of the artist Alan Sorrell. The School justified this act in a Newsletter under the Heading "Sorrell mural protected for future generations",saying "In the instance of our lower school reception, which acts as the main student entrance to the school, we felt that the whole area needed to be adapted to create a bright, engaging and stimulating entrance for our students." The unique mural has been covered by plastic boards with slogans such as Enthusiasm and zest, Self Control and,ironically, Curiosity.

OFSTED

This is a school that requires improvement

An inspection on the 12–13 January 2016 concluded that "This is a school that requires improvement".

The most recent OFSTED report is as follows:

Inspection dates 12–13 January 2016

Overall effectiveness: Requires improvement

Effectiveness of leadership and management: Requires improvement

Quality of teaching, learning and assessment: Requires improvement

Personal development, behaviour and welfare: Good

Outcomes for pupils: Requires improvement

16 to 19 study programmes: Good

Overall effectiveness at previous inspection: Good

The summary of key findings for parents and pupils is as followed:

• This is a school that requires improvement
  • Progress in some subjects, year groups and for some groups of pupils is too slow and so pupils’ achievements are not high enough, especially for disabled pupils, those who have special educational needs and those who are disadvantaged.
  • Reading is not given a high enough priority in the school. Pupils lack support to help them to improve their reading skills or to encourage them to read more, such as to find out more about subjects they are studying.
  • Mathematics teaching in Year 7 fails to build on what pupils have already learned at Key Stage 2. Pupils have too few opportunities to improve their problem-solving skills.
  • Many disadvantaged pupils underachieve each year and actions taken to make sure this stops are not having enough impact.
  • A wealth of information on pupils’ achievements is available to teachers, but this is not always used well to help them to plan work for pupils or to identify gaps in their learning.
  • School leaders have chosen to continue to teach and to assess work at Key Stage 3 using the old National Curriculum levels. This does not always support high enough expectations of what pupils can achieve at this key stage.
  • Senior leaders and governors are unable to hold other leaders to account well enough because work to improve the school is not robustly monitored or evaluated to find out whether it is actually making enough of a difference.
  • Governors do not know enough about whether the pupil premium funding and the Year 7 catch-up funding are helping the pupils who are entitled to this support.
• The school has the following strengths
  • Pupils are kept safe and a great deal of support is available to make sure pupils are happy and exceptionally well cared for at this school.
  • Pupils behave well around school, showing respect for adults and for each other. Bullying is very rare.
  • The most-able pupils in Year 11 are effectively challenged through a further mathematics course providing studies in mathematics to greater depth.
  • The sixth form is good because most sixth-form learners make good progress and develop the skills they need for further education or employment.
  • Pupils have the opportunity to attend off-site work-based courses, leading to apprenticeships if they wish. Sixth-form learners can take part in work experience.

External links

• Official website