inspection report · · 2018-03-23gu12 4as telephone number: 01252 322530 fax number: ... ken...

INSPECTION REPORT

The Connaught School

Aldershot

LEA area: Hampshire

Unique Reference Number: 116470

Headteacher: J P Hanna

Reporting inspector: Clare Gillies

20597

Dates of inspection: 29 November – 3 December 1999

Under OFSTED contract number: 708131

Inspection carried out under Section 10 of the School Inspections Act 1996

© Crown Copyright 2000

This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are

stated. Further copies of this report are obtainable from the school.

Under the School Inspections Act 1996, the appropriate authority must provide a copy of this report and/or its summary free of charge to certain categories of people. Every registered parent of a registered pupil at the school should receive a free copy of the summary of the report within ten working days of receipt of the summary by the

appropriate authority. A charge not exceeding the cost of supply may be made by the appropriate authority for any other copies of the report and/or its summary provided to any person who asks for one.

The appropriate authority should make a copy of the report and the summary available for inspection by members of the public at such times and at such a place as may be reasonable

Any enquiries about this legislation should be addressed to the OFSTED Compliance Helpline

Tel. 0171421 6567

The Connaught School - 3

INFORMATION ABOUT THE SCHOOL

Type of school: Comprehensive

Type of control: County

Age range of pupils: 11-16 Years

Gender of pupils: Mixed

School address: Tongham Road

Aldershot

Hampshire

GU12 4AS

Telephone number: 01252 322530

Fax number: 01252 322530

Appropriate authority: Governing body

Name of chair of governors: L W Thomas

Date of previous inspection: March 1995


INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilitiesClare Gillies, RgI Child development Attainment and progress

TeachingLeadership and management

Shirley Elomari, Lay Inspector Attitude’s, behaviour and personal developmentAttendanceSupport, guidance and pupils’ welfarePartnership with parents and the community

Geoffrey Binks English and dramaSpecial educational needsEnglish as an additional language

Wendy Ashby MathematicsKen Hounslow Science EfficiencyOlivia Hall Art Assessment

Business studies StaffingCareers education

Graham Preston Design and technologyInformation and communication technology

Philip Burchell History CurriculumVal Banks Geography

Equal opportunitiesCharlotte Goodchild Modern foreign languages Learning resourcesBarbara Johnstone MusicJudy Evans Physical education AccommodationLaurence Moscrop Religious education Pupils’ spiritual, moral, social and

cultural developmentPersonal and social education

The inspection contractor was:

Cambridge Education Associates Ltd

51 St Andrew's Road

Chesterton

Cambridge

CB4 1EQ

01223 578500

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

The Registrar

The Office for Standards in Education

Alexandra House

33 Kingsway

London WC2B 6SE


REPORT CONTENTS

Paragraph

MAIN FINDINGS

What the school does well

Where the school has weaknesses

How the school has improved since the last inspection

Standards in subjects

Quality of teaching

Other aspects of the school

The parents’ views of the school

KEY ISSUES FOR ACTION

INTRODUCTION 1-11

Characteristics of the school

Key indicators

PART A: ASPECTS OF THE SCHOOL

Educational standards achieved by pupils at the school 12-42

Attainment and progress

Attitudes, behaviour and personal development

Attendance

Quality of education provided 43-87

Teaching

The curriculum and assessment

Pupils’ spiritual, moral, social and cultural development

Support, guidance and pupils’ welfare

Partnership with parents and the community

The management and efficiency of the school 88-112

Leadership and management

Staffing, accommodation and learning resources

The efficiency of the school


PART B: CURRICULUM AREAS AND SUBJECTS

English, mathematics and science 113-140

Other subjects or courses 141-225

PART C: INSPECTION DATA

Summary of inspection evidence 226-231

Data and indicators 232-235


MAIN FINDINGS

What the school does well

The percentage of pupils achieving five GCSE grades A*-G is above the average and improving. A significant percentage of pupils achieve grades which are higher than those predicted by their Year 7 reading ages. The gap between girls’ and boys’ performance narrowed in 1999.

Teaching was good or better in over 50 per cent of lessons seen during the inspection.

Relationships between pupils and between pupils and teachers are good.

The range of extra-curricular activities is good.

Careers education and guidance are good.

Provision for pupils’ moral and social development is good. The quality of assemblies has improved since the last inspection.

Financial planning and control and school administration are good

· Where the school has weaknesses

The average points scores achieved in the 1999 National Curriculum tests at the end of Year 9 were below the national average in mathematics and science. The percentage of pupils achieving GCSE grades A*-C was well below the national average in English language, science, physical education, religious education and drama. GCSE science results have declined significantly over the last four years.

The curriculum does not meet statutory requirements: pupils have too few lessons for the religious education Agreed Syllabus to be covered properly and approximately two-thirds of pupils do not follow a design and technology course in Years 10 and 11. The majority of subjects do not use information and communication technology enough.

Attendance is below the national average and is affecting standards of attainment. The school does not have strong enough procedures to promote good attendance and to encourage good behaviour.

Pupils who speak English as an additional language, the number of whom has recently increased, do not receive enough support, partly because external funding is low.

The strengths balance the weaknesses. The governors’ action plan will set out the how the weaknesses identified during the inspection are to be tackled. The plan will be sent out to all parents or guardians of pupils at the school.

· How the school has improved since the last inspection

The role of governors in the management of the school has improved. Committees have been set up to cover all areas for which the governors have responsibility. However, governors do not yet act as “critical friends” to the headteacher and lack confidence to question, debate and challenge issues in depth. Thirty-eight pupils in Year 7 are withdrawn from modern foreign language lessons, to receive literacy support, which makes it difficult for them to catch up in Year 8. Statutory requirements for religious education are not met as one lesson a week is not enough time to cover the LEA Agreed Syllabus; this is still a key issue. Arrangements for registration in the afternoon meet legal requirements. A daily act of collective worship has not been introduced although the quality of assemblies has improved.

The percentage of satisfactory or better teaching has increased since the last inspection. Attendance is below 90 per cent. The high number of temporary exclusions has recently begun to drop. The percentages of pupils achieving A*-G, or better than predicted grades (based on reading ages on entry), are significantly above average and improving, but standards in GCSE science (and in English langauge in 1999) are well below average. Taking all factors into account, progress since the last inspection is less than expected. The inspection team believes that this situation is largely explained by staffing problems, particularly long-term absence through ill health, and that reasonably effective strategies and systems are in place for progress to be better.


· Standards in subjects

The following table shows standards achieved by 14 and 16 year olds in national tests, GCSE examinations in 1999:

Performance in: Compared with all schools

Compared with similar schools

·K

ey

well above average A

above average B

average CKey Stage 3 D D below average D

GCSE Examinations C C well below average E

The average points scores achieved in the National Curriculum tests at the end of Year 9 were very close to the average in English but below the average in mathematics and science. The percentage of pupils reaching the higher levels (level 6 and above) was below the average in English and mathematics and well below the average in science.

The percentage of pupils achieving five GCSE grades A*-G has been above the average for several years. The average points score for pupils has risen slightly since 1997 and the gap between girls’ and boys’ performance narrowed in 1999. In 1999 the proportions of pupils gaining A*-C in GCSE were below national averages, significantly below the average in English language, science, child development, physical education, religious education and drama but they were close to the average in art, French and business studies. Overall progress is sound in all years and it was good in almost half the lessons seen during the inspection.

In all years, attainment in information and communication technology has improved since the beginning of the Autumn term 1999 and progress in lessons is now good, although over time it is still unsatisfactory. Attainment in religious education, for pupils in Years 7 to 9 and those not following the GCSE course in Years 10 and 11, is below the standards outlined in the Agreed Syllabus.

·

Quality of teaching

Overall quality Most effective in: Least effective in:Years 7-9 Satisfactory Art, history and

information and communication

technology

Science and physical education

Years 10-11 Satisfactory English, music and child development

English SatisfactoryMathematics Satisfactory

The overall quality of teaching is satisfactory. It has improved since the last inspection. During the inspection teaching was satisfactory or better in 94 per cent of lessons, and good in 53 per cent of lessons, including eleven per cent when it was very good. Teaching was unsatisfactory in nine lessons (six taught by temporary teachers).

Teaching was particularly effective in Years 8 and 9, where it was very good in approximately 20 per cent of lessons, although three of the unsatisfactory lessons were observed in Year 9. Less than 50 per cent of teaching was good or better in Years 7 and 11, which was reflected in relatively lower progress in these years. At least half the teaching was good or better overall in mathematics, art, design and technology, history, information and communication technology, modern foreign languages, music, business studies and child development.


Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that strengths outweigh any weaknesses. Most effective teaching was characterised by being very good in over 50 per cent of lessons seen in Years 7 to 9, and over 20 per cent of lessons seen in Years 10 and 11. Least effective teaching had a relatively low percentage of lessons when teaching was good.

· Other aspects of the school

Aspect CommentBehaviour Satisfactory overall. In many lessons pupils behave well and work hard.

However, the minor incidents of unsatisfactory behaviour seen during the inspection and the high number of exclusions point to the need for improving procedures to promote good discipline.

Attendance Below the national average and affecting standards of attainment. The school does not have strong enough procedures to monitor and encourage good attendance.

Ethos* The majority of pupils have satisfactory attitudes to their work. They know they are expected to produce their best work at all times. Relationships between pupils and between pupils and teachers are mainly good.

Leadership and management Sound overall. The senior management team and the majority of middle managers work hard to support the pupils. Teaching and curriculum development are not monitored well enough.

Curriculum The curriculum does not meet statutory requirements: pupils have too few lessons for the religious education Agreed Syllabus to be covered properly and approximately two-thirds of pupils do not follow a design and technology course in Years 10 and 11. Thirty-eight Year 7 pupils do not study a modern foreign language. The majority of subjects do not use information and communication technology enough. Further development of non-GCSE qualifications and vocational courses would strengthen the relevance and breadth of the curriculum in Years 10 and 11. Careers education and guidance are good.

Pupils with special educational needs

Make sound progress. Provision for their needs is satisfactory and the support provided by the special educational needs co-ordinator and the classroom assistants is good.

Spiritual, moral, social & cultural development

Good overall, particularly for pupils’ moral and social development. The quality of assemblies has improved since the last inspection.

Staffing, resources and accommodation

Satisfactory, although staff absence, particularly in science and geography, has created temporary problems in continuity. Although the number of computers has increased, many machines are fairly old. Accommodation developments have been held up in recent months.

Value for money Satisfactory. Financial planning, control and administration are good.

*Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards.

· The parents’ views of the school

What most parents like about the school What some parents are not happy aboutThe extra-curricular activities.

That the school enables their children to achieve a good standard of work.

Only nine parents attended the meeting with the Registered inspector before the inspection. Approximately 16 per cent of parents (almost half from Years 7 and 8) returned the questionnaire, of whom thirteen added written comments. The inspection team confirms their observations about the extra-curricular activities and that pupils work well in the majority of lessons. Standards are discussed elsewhere in this report. Some toilets do need to be improved. No evidence of smoking was noticed during the inspection although pupils indicated that this sometimes


happens.


· KEY ISSUES FOR ACTION

To raise standards further the school should:

extend the ‘Essential Standards’ procedures to include structured, regular, formal monitoring and evaluation of teaching by the senior management team and heads of department (90);

improve the regularity and quality of marking so that all pupils know what they have to do to improve their attainment (52, 129, 138, 187, 202);

improve all teaching and share the best practice, within and between departments, for example in how to interpret statistical data for curriculum and lesson planning and for setting targets (18, 47);

structure all lessons to include greater variety, pace and interest (48, 49);

develop thorough and detailed schemes of work in science (139);

implement the literacy and numeracy policies and monitor that all departments implement them rigorously (23, 33);

persevere with efforts to promote good behaviour and to develop teachers’ range of responses to unacceptable behaviour; monitor the use of detention, exclusions and removal from lessons. (35, 38, 77).

Improve the curriculum

increase the amount of time for religious education so that the requirements of the locally Agreed Syllabus are met (56, 152, 157);

further consider extending the range of qualifications and vocational options in Years 10 and 11 (58);

increase the amount of time for personal and social education, particularly in Years 10 and 11 (57, 60);

fulfil statutory requirements for design and technology courses in Years 10 and 11 (56, 168, 175).

Improve attendance (41, 42):

finalise the attendance policy and introduce it rigorously, making the issue a high profile one within the school by, for example, publishing weekly statistics, by tutor group and years (79), presenting statistics to pupils and parents which highlight the correlation between poor attendance and poor results (81) and examining what strategies are used in tutor groups which have relatively high attendance;

continue to work closely with the educational welfare service to follow up persistent absentees as soon as possible (79);

extend systems to recognise and reward good attendance, particularly in Years 10 and 11 (41);

In addition to the key issues above, the following less significant weaknesses should be considered for inclusion in the action plan:

Stability in staffing (20, 97)

Provision for pupils’ multicultural awareness (74)

Outside sports facilities (218)

Role of governors (94)

Annual reports (83, 138)

Prospectus and governors’ annual report to parents (82)


· INTRODUCTION

· Characteristics of the school

1.The Connaught school is an average sized 11-16 comprehensive school with 814 pupils. In Year 7 there are 184 pupils, compared to Year 11 which has 143 pupils. Boys outnumber girls in all years, particularly in Year 11. The school opened in September 1987 after the merger of a boys’ and a girls’ school, both of which had falling rolls. Numbers have fluctuated since the school opened but they are increasing at present.

2.Almost 140 pupils are eligible for free school meals, just under 17 per cent, which is just below the national average. Twenty-nine pupils (3.5 per cent) have English as additional language, slightly higher than in most schools. The main languages spoken are Urdu, Panjabi, Portuguese and Nepalese. Almost six per cent of pupils are from minority ethnic groups, the two main groups being Pakistani and black-Caribbean. Almost 43 per cent, 349 pupils, are on the register of special educational needs, which is well above the national average. Nine pupils have statements of special educational needs, which is broadly in line with the national average.

3.The majority of pupils who attend The Connaught school come from homes where the percentage of adults with higher qualifications is below the national average and unemployment is below the average for North East Hampshire. The wards in which the two main feeder primary schools are found (accounting for approximately half the present Year 7 pupils) have a relatively low percentage of children in high social class households and a relatively high percentage of children in overcrowded households, with single parent families and families receiving income support. One third of pupils entering the school need learning support and a significant number have behavioural problems and lack motivation.

4.The percentage of pupils who continue into higher education, 58 per cent in 1998, is rising. The majority go to Farnborough Sixth Form College or College of Technology. In 1998 30 per cent entered employment, well above the local area average, and over seven per cent found placements in modern apprenticeship schemes or national traineeships.

5.The school’s mission statement is ‘Excellence for all’. The school aims ‘to educate its pupils through the effective delivery of the curriculum and to enable all pupils to develop into happy, well-rounded, responsible individuals ready to make their contribution to the society of tomorrow, through confidence in themselves and an understanding of the world around them’.

6.The school has set the following targets: for GCSE results in 2000, an average points score of 37, 35 per cent five grades A*-C and 93 per cent five grades A*-G; for GCSE results in 2001, an average points score of 38, 35 per cent five grades A*-C and 98 per cent five grades A*-G.

6.

6. Key indicators

7.Attainment at Key Stage 31

Number of registered pupils in final year of Key Stage 3Year Boys Girls Total

for latest reporting year:1999 85 79 164


7. National Curriculum Test Results

English Mathematics Science

Number of pupils Boys 45 49 41at NC Level 5 or Girls 61 46 37

above Total 106 95 78Percentage at NC School 64(45) 57(52) 48(54)Level 5 or above National 63(65) 62(60) 54(56)

Percentage at NC School 18(23) 28(23) 7(15)Level 6 or above National 28(35) 38(36) 23(27)

7. Teacher Assessments English Mathematics ScienceNumber of pupils Boys 40 38 42at NC Level 5 or Girls 59 41 44

above Total 99 79 86Percentage at NC School 61(51) 49(59) 48(74)Level 5 or above National 64(62) 64(64) 59(62)

Percentage at NC School 13(19) 18(23) 7(15)Level 6 or above National 31(31) 37(37) 28(31)

.........................................2

Percentages in parentheses refer to the year before the latest reporting year

8.Attainment at Key Stage 43

Number of 15 year olds on roll in January of the latestYear Boys Girls Total

reporting year:1999 77 74 151

GCSE Results 5 or more grades A* to C

5 or more grades

A* to G

1 or more grades A* to G

Number of pupils Boys 20 75 77achieving Girls 28 70 70

standard specified Total 48 145 147Percentage achieving School 31.8(35.20) 96.7(92.7) 99.3(96.1)

standard specified National 46.3(44.6) 90.7(89.8) 95.7(95.2)

.........................................3

Percentages in parentheses refer to the year before the latest reporting year

9.Attendance

Percentage of half days (sessions) missed %

through absence for the latest complete Authorised School 9.8

reporting year: Absence National comparative data 7.9

Unauthorised School 1.3

Absence National comparative data 1.19.

10. Exclusions


Number of exclusions of pupils (of statutory school age) during Number

the previous year: Fixed period 81

Permanent 2


11. Quality of teaching

Percentage of teaching observed which is: %

Very good or better 11

Satisfactory or better 94

Less than satisfactory 6


11. PART A: ASPECTS OF THE SCHOOL

11. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL

11. Attainment and progress

10.Overall attainment is below the national average but a wide variation exists between subjects. National Curriculum test and GCSE results have fluctuated considerably since the last inspection so it is difficult to discern trends, either overall or in particular subjects. For example, in 1996 almost 40 per cent of pupils achieved five GCSE grades A*-C, but in 1997 only 27 per cent achieved them; English results were at their highest in 1998, when mathematics results were at their lowest. Two major contributory factors have been the varying levels of attainment on entry to the school and significant staffing problems, mainly long-term absence. During the last academic year, all members of the English department were present for only four weeks and during the inspection the science and geography departments were dependent on temporary teachers to be at full strength.

11.The Connaught school does not receive an intake that reflects the normal distribution of attainment, as some higher attaining pupils enter selective schools or alternative secondary schools. Approximately half the pupils come from two local primary schools which are struggling to raise attainment at the end of Year 6. In 1992 and 1994 a significantly high percentage of pupils entered the school with reading ages below age eleven. Relatively low GCSE results in 1997 and 1999 correlate closely with these reading ages. In the majority of years one third of pupils in Year 7 need learning support.

12.In the 1999 National Curriculum tests at the end of Year 9 the proportion of pupils reaching level 5 and above in English was in line with the national average and the average for similar schools (based on the proportion of pupils who take free school meals). The percentage of pupils reaching level 5 and above in mathematics and science was below the national and similar school average. The percentage of pupils reaching level 6 and above was below both averages in English and mathematics and well below in science. Science results have declined for the last four years but English results have slightly increased since the last inspection.

13.In 1999 32 per cent of pupils achieved five grades A*-C compared to the national average of 46 per cent. The percentage of pupils achieving five grades A*-G was above the national average, which it has been for many years, and an improvement on the previous year. The average GCSE points score per pupil, which also reflects how well lower attaining pupils do in these examinations, was 35.2, close to the national average of 38 points. The average GCSE points score per pupil dropped in 1997, but since then it has recovered and is almost at the peak level it reached in 1996 (when 33 A* grades were achieved). Despite this, the percentage of pupils achieving five grades A*-C was almost the same as it was at the time of the previous inspection. The gap between boys’ and girls’ results narrowed in 1999, particularly in English literature, reflecting some success in the school’s determination to reduce boys’ underachievement. Although two boys achieved the only A* grades in English, as a whole they performed significantly below girls.

14.The percentage of pupils achieving grades A*-C in 1999 (with the national averages in brackets) was 32 per cent in English (58), 41 per cent in mathematics (48) and 27 per cent in dual award science (50) – only taken by lower attaining pupils. Out of 45 pupils, one achieved grade C in single award science. Mathematics results were close to the national and similar schools average, English results were well below and overall science results were very low. The percentage of pupils achieving grades A*-C was close to the average in art, French and business studies, significantly below average in religious education and drama, child development, resistant materials, catering and physical education. Results in all other subjects were below average.

15.In work seen during the inspection standards in Years 7 to 9 were below average in English, mathematics (but pupils’ investigation and thinking skills are good) science, design and technology, geography, information and communication technology and religious education and average in all others. In most higher attaining sets standards are at least average. In work seen in GCSE classes standards were well below average in science, below in English, design and technology and geography and average in all others. Standards in non-GCSE religious education groups are below average. Work covered in information and communication technology


in recent months is good, but overall attainment is below average.

16.The school evaluates progress and sets targets by comparing pupils’ reading ages and results of tests taken early in Year 7 (when available) with GCSE results five years later. Only recently has the school evaluated primary school National Curriculum tests with those achieved at the end of Year 9, and the latter with GCSE results. Deeper analysis of the wide range of data available will help the school to set appropriate targets and to highlight more pupils who require extra support. A member of the senior management team has effectively analysed attainment, according to gender, ethnicity and pupls who have English as a second language, which confirms that these pupils do achieve their full potential. However, the recent increase in the number of pupils who speak English as an additional language, which is not matched by enough external support, is a cause for concern.

17.Pupils with special educational needs achieve satisfactory standards compared to their prior attainment and make sound progress. Although many of them have poor literacy and numeracy skills, all those who were entered for English, English literature and mathematics obtained GCSE pass grades in 1999. Progress in language skills is good for selected Year 7 pupils and older pupils (such as those with dyslexia) who receive intensive tuition either in small groups or individually. Progress for a few pupils at the first two stages of the register of special educational needs is held back when individual teachers do not consider their particular needs carefully. Although many pupils with special educational needs benefit from being in smaller groups in several subjects, in mathematics, teaching does not always meet the needs of pupils with behavioural difficulties or specific learning problems. Special educational needs pupils benefit from using information and communication technology in their learning support programmes.

18.Relative to their Year 9 National Curriculum test results, pupils who took GCSE examinations in 1999 achieved overall points scores at the top of the predicted range (and above predictions related to their reading ages on entry), but not in English and science. Had these results mirrored the same added value as mathematics did between 1997 and 1999, GCSE results would have been considerably higher. It is a matter for concern that staffing problems, particularly during the last academic year, clearly have an impact on achievement in the core subjects of English and science at GCSE and science in Year 9 and that over the last four years results have declined in drama and religious education. Overall progress since the last inspection is not what could be expected.

19.In English, Year 9 higher attaining pupils read, speak and write at levels appropriate for their age. Lower attaining pupils recall and discuss books they have read confidently but their writing and spelling are weak. Overall progress is good in Years 7 to 9. The lowest attaining readers in Year 7 receive intensive language teaching and make good progress. In Years 10 and 11 many pupils have a good detailed grasp of character and themes in their GCSE texts. They discuss poems intelligently. Drafts of coursework develop in maturity and accuracy through the examination course. Progress, which is sound overall, is particularly good in reading in Years 10 and 11.

20.By the end of Year 9, where progress is good in mathematics, pupils are familiar with handling data, investigation work and basic statistical techniques. A few high attaining Year 11 pupils introduce and analyse their own methods and average attaining pupils justify their reasons for presenting their results in a particular way. Pupils’ reasoning skills are well matched to their abilities, but they do not draw graphs and diagrams well. Progress in Years 10 and 11 is sound. Pupils’ knowledge of mathematical topics is gradually extended but without enough emphasis on accuracy and precision. Pupils do not get enough practice in mental work to develop fast recall and proficient calculating skills.

21.A helpful literacy policy has recently been produced to guide the school forward. Activities already started include a paired reading scheme for both low attaining readers and pupils for whom English is an additional language. There is little evidence that departments consider language and literacy development enough in their teaching although drama lessons provide valuably extend speaking and listening skills. The school numeracy policy is being re-drafted to ensure that teachers in all subjects talk about and handle number in the same way. At present, the use of number is minimal. In science, some older pupils are held back by weak numbers skills, although in geography pupils' work in data handling is developed through fieldwork. Very little development of numeracy skills is seen in other subjects.


22.In science the majority of pupils have only a basic understanding of many concepts. They have problems reaching the correct conclusions from experiments and offering convincing explanations. Pupils find it difficult to remember facts and apply their knowledge and understanding to new examples, although progress in Years 7 to 9 is now sound. In GCSE classes progress is unsatisfactory over time, as pupils leave the school with well below average scientific knowledge and understanding. The unsatisfactory progress in the past stems from poor management over a long time. However, during the inspection progress in lessons was practically always sound.

23.Attainment in information and communication technology has improved since the beginning of this term and progress in lessons is now good, although over time it is still unsatisfactory. Recent gains are clear in Year 8, where pupils now set up their own databases, and in Year 9 where they use spreadsheets and calculate formulae confidently. Year 11 pupils successfully use spreadsheet applications but their previous GCSE assignment work on databases is significantly weaker. Increased access to computers after school and in some lessons means that a significant minority have sound information retrieval skills using the Internet and CD-ROM facilities. Opportunities to make progress in other subjects are still rare.

24.In religious education pupils have an adequate knowledge and understanding of Christianity and Hinduism and apply these to a range of ethical concerns. Pupils express an opinion on these issues but find it difficult to argue from more than one point of view. In the non-GCSE groups pupils have a only superficial knowledge and understanding of religious beliefs, values and traditions. Progress for GCSE pupils is good but, although satisfactory in individual lessons, it is unsatisfactory for others as there is too little time to cover the syllabus. Statutory requirements for religious education are not met.

25.By the end of Year 9 pupils are familiar with the formal elements of art and most use appropriate language and have a basic understanding of composition. Younger pupils’ drawing skills are limited. In GCSE classes many pupils draw carefully and show some inventiveness in imaginative sculptures. However, pupils do not understand enough about non-western art traditions. All pupils make good progress.

26.In design and technology lower attaining pupils find it hard to design and plan their work but all pupils use various tools and machines safely and with some accuracy. Progress is sound in all years, particularly in textiles (sewing machine skills) and resistant materials (cutting shaping and joining plastics). Pupils’ progress acquiring designing and planning skills has improved since the last inspection. Higher attaining food technology pupils improve their evaluation skills and many lower attaining catering pupils work with increasing speed and accuracy. Progress in resistant materials is more uneven because pupils have limited skills and application. Progress in business studies and child development is good.

27.Pupils are good at finding places and features on maps and photographs in geography. Most understand basic geographical patterns and processes and complete simple investigations but their research skills are not strong. Only higher attaining pupils use a range of techniques competently in fieldwork (and coursework in GCSE classes) and interpret data. Progress is sound in geography and good in history. In history most pupils remember and understand basic facts but in all years the standard of extended written work is generally below average. Most use historical sources to describe relevant features and some draw complex conclusions from these. By the end of Year 11 the majority of pupils explain the use and limitations of different types of information sources well and have good evaluation skills.

28.In Years 7 to 9 many pupils respond immediately to classroom commands in French or German. and usually understand taped conversations at a fast pace. Their speaking skills range from confident and accurate to rather hesitant. Pupils do not use the foreign language enough when talking to each other in lessons. In Years 10 and 11 higher attaining pupils write at length and their understanding of grammar and structure develops well. In all years pupils make good progress overall.

29.In Years 7 to 9 all pupils make sound progress in music in Years 7 to 9 and good progress developing their aural skills and musical vocabulary. They write down short rhythmic patterns from dictation and understand the role of the conductor and how characters are portrayed in music. Pupils gain confidence composing, rehearsing and performing and understanding different musical styles. In Years 10 and 11 progress is good.


Pupils develop secure aural skills and show skill at writing compositions for instruments and voices.

30.By the end of Year 9 pupils have a sound knowledge of the rules and positions in games. In gymnastics they plan, perform and evaluate sequences well and develop their creative skills by composing dance ideas. Progress and levels of fitness in physical education are sound in all years. In Years 10 and 11 pupils increase their knowledge and understanding of games and perform skills with more control and accuracy. Progress is better in activities where pupils are fully involved in planning, performing and analysing their performance. Pupils with special educational needs are fully integrated in to the physical education programme and make sound progress.

31.Attainment in several subjects is clearly held back by some pupils’ poor literacy and/or numeracy skills. In several subjects, such as history and religious education, pupils articulate their ideas but cannot put them down on paper so well. In other subjects, such as science and design and technology, they find it hard to interpret or draw diagrams and graphs. The literacy and numeracy policies are not yet embedded in the school’s culture.

33. Attitudes, behaviour and personal development

32.Most pupils have a positive attitude to learning and this has a clear impact on their progress. They usually show interest in lessons, concentrate well and persevere to complete the work set. However, there are occasions when pupils become restless and lose their concentration. This occurs when they are expected to listen to a teacher for long periods of time, and when the work is not interesting, stimulating and challenging. In the best lessons, pupils often enjoy their work. Although many pupils take a pride in their work, a significant minority pays too little attention to its presentation. When offered the opportunity to work in small groups pupils co-operate well together and work effectively. They usually support one another appropriately and listen well to teachers and each other.

33.Pupils with special educational needs generally share these positive attitudes but in some cases they are unable to sustain their concentration and this leads to disruption of lessons at times. The setting arrangements create large proportions of pupils with special educational needs in lower or mixed attainment sets. A significant minority of teachers, particularly temporary teachers, do not have appropriate strategies for dealing with pupils with behavioural difficulties. Heads of year do not all involve themselves enough in sorting out issues of poor behaviour, and in effectively intervening to forestall intervention by members of the senior management team. However, some heads of year and many teachers are skilful at dealing with such behaviour and know how to alter it rather than merely suppress it.

34.Pupils respond well and often with enthusiasm when given the responsibility for their own learning through, for example, investigative work, research or decision making exercises. However, such opportunities are not widespread in all subjects, and in many lessons teachers lead throughout. The development of independent learning skills is further hampered by limited access to information and communication technology in some subjects. The programme of extra-curricular activities, which is particularly strong in sport and music, has a positive impact on the personal development of the considerable numbers of pupils who choose to take part. Large numbers of pupils also take part in school productions, talent concerts and variety shows. Year 10 pupils are involved in the Trident Challenge, which includes community service and personal challenge. The system of year and school councils gives pupils a voice in decisions that affect them. Those pupils involved gain an understanding of democratic processes in action.

35.Standards of behaviour throughout the school are satisfactory. The school functions as an orderly community. Pupils are generally polite and courteous. They talk confidently and informatively to adults. They treat their own, other pupils’ and the school’s property and equipment with due respect. Levels of vandalism and graffiti are low. The level of boisterous, physical play in breaks and lunchtimes is high and on rare occasions it spills over into lessons or develops into fighting. The school has proper criteria and procedures for exclusion, which are followed closely. However, the rate of fixed term exclusions has remained high since the time of the previous inspection, despite attempts to reduce it and only in the last twelve months has the number dropped a little. Permanent exclusion is seen as a last resort and the rate is low. In the year before the last


inspection four pupils were permanently excluded, but only one has been in the last twelve months. Full records of exclusion are kept and are monitored by the head teacher.


36.A clearly defined system of appropriate sanctions operates and all pupils are aware of it. A system of commendation for good work and good effort is used, but good behaviour is not systematically praised, especially in Years 10 and 11. Form tutors, do not seize all opportunities to encourage and convey support. Concentration on sanctions at the expense of praise and occasionally talking to pupils without respect for their age, do not help those who are disaffected to learn to control and improve their behaviour.

37.The overall quality of relationships is a good throughout the school. Most pupils relate well to teachers. They almost always treat others with courtesy and consideration and show respect for the values, feelings and beliefs of others. During the inspection one pupil made a thoughtless remark about skin colour, and the immediate reaction by pupils who heard it confirmed that the great majority of pupils strongly believe in racial tolerance and harmony and support each other in such situations. Pupils report that serious bullying is rare. It is dealt with effectively and promptly when it does occur and a number of Year 11 pupils have been trained to act as pupil counsellors.

38.The school provides an appropriate range of opportunities for pupils to take responsibility. A council for every year group feeds into a school council. This provides a forum for pupils’ ideas and views to be heard. The year councils are involved in organising fund raising activities for charity. Some pupils in Year 11 act as prefects and others as pupil counsellors. Prefects have a range of appropriate duties. All pupils have the opportunity to undertake a short period of reception duty on a regular basis.

40. Attendance

39.Attendance rates are consistently below the national average and below the 90 per cent benchmark. In only one year since the time of the previous inspection has attendance been above the national average, and the attendance figures are now slightly lower than they were at the time of the previous inspection. Levels of authorised absence are high and particularly so in Years 10 and 11. A significant number of pupils in all year groups have a recurrent pattern of absence. This has a negative impact on their learning and progress.

40.At the time of the previous inspection, the school was in breach of regulations by taking registration at the end of the afternoon session. Since then the school has succeeded in having the regulations changed, so it now meets legal requirements. A small but significant number of pupils are habitually late in the mornings. Registers also show that many pupils are occasionally late although, when in school, pupils are generally punctual to lessons. Pupils with physical or severe emotional problems are welcomed into the learning support rooms. This is a caring and supportive way to encourage them to attend school, even if they are experiencing stress.

42. QUALITY OF EDUCATION PROVIDED

42. Teaching

41.The overall quality of teaching is satisfactory. It has improved since the last inspection, when more than ten per cent was unsatisfactory. During the inspection teaching was satisfactory or better in 94 per cent of lessons, and good in 53 per cent of lessons, including eleven per cent when it was very good. Teaching was excellent in one Year 10 English lesson and unsatisfactory in nine lessons: one in English, two in mathematics, one in science, one in drama, three in geography and one in personal and social education. Six of these lessons were taught by temporary teachers.

42.Teaching was particularly effective in Years 8 and 9, where it was very good in approximately 20 per cent of lessons, although three of the unsatisfactory lessons were observed in Year 9. Less than 50 per cent of teaching was good or better in Years 7 and 11, which was reflected in relatively lower progress in lessons in these years. At least half the teaching was good or better overall in mathematics, art, design and technology, history, information and communication technology, modern foreign languages, music, business studies and child development. It was particularly effective in art, history and information and communication technology in Years 10 and 11: in these subjects taken together over 50 per cent of teaching was very good. In Years 7-


9, it was particularly effective in art, English, music and child development: in these subjects taken together over 20 per cent was very good. Least effective teaching, with a relatively low percentage of good teaching, was observed in science and physical education in Years 7 to 9 and, to a lesser extent, in mathematics, modern foreign languages and non-GCSE religious education in Years 10 and 11.

43.Teachers have good knowledge and understanding of the subjects they teach and set high expectations, particularly in Years 7 to 9. English teachers have very good understanding of literary texts. Mathematics teachers use their expertise successfully to develop pupils’ learning through games and discovery methods. They challenge pupils' thinking and match their speed to pupils' attainment, giving less confident pupils time to answer. Although science teachers are knowledgeable, occasionally their lessons lack sparkle and they fail to give pupils a sense of the awe and wonder in science, or enough experience of practical work. Art teachers use examples of pupils’ and artists’ work to explain and demonstrate tasks clearly. Design and technology staff have considerable specialist experience; their demonstrations are clear and they give pupils good support in practical activities. In catering the teacher effectively urges pupils to complete two tasks at once, as happens in professional situations.

44.Business studies, history and music teachers are both knowledgeable and enthusiastic and the information and communication technology co-ordinator has excellent understanding of how to teach computer skills. In modern foreign language lessons most teachers use French or German fluently and extensively when talking to the whole class, but not always enough at other times, such as when handing out books Particularly good teaching related to subject expertise was observed in gymnastics, short tennis, trampolining and health related exercise. Unsatisfactory teaching in a minority of geography lessons, when pupils’ questions were not answered clearly, was explained mainly by the temporary teacher’s lack of subject expertise. In a few art and mathematics lessons, oral work does not happen enough for teachers to check understanding and pupils to share ideas. In the best art lessons, teachers use skilful and effective questioning to check pupils’ understanding of technical terms and to encourage them to elaborate their ideas and to volunteer opinions.

45.Teachers’ overall planning and methods and their use of time and resources are sound, with particular strengths in some subjects and classes. In the very best English lessons detailed planning includes seating arrangements for group work, the use of every available minute, and the involvement of each pupil in a range of reading, speaking and writing activities. The main subject content of mathematics lessons is often dealt with in an imaginative and thought provoking way but teachers have a tendency to stretch the main theme of the lesson to fit the 70 minutes. Their writing on the board is not of a uniformly high standard. The best is excellent, clearly written and easy to follow. In most lessons teachers deepen pupils’ knowledge and balance direction and independent learning well.

46.In drama, lessons tend to start slowly and sometimes end unsatisfactorily, with pupils not always being fully clear what is expected from them. As a result pupils do not behave well and their lack of co-operation does not lead to productive group work. In geography, when teaching is good pupils are interested and there is a balance between instruction and activities and several different resources, such as maps and videos, are used effectively. History teachers are strong in whole-class, teacher-led work. However, this predominant teaching style means that many pupils do not fully develop independent learning skills, although sources, activity sheets and texts are used well, and sometimes very imaginatively. Lessons are well planned to develop skills and several key elements of history at the same time.

47.Resources such as overhead projectors, tape-recorders, flashcards or videos are not used enough in modern foreign languages and teachers rely too much on textbooks. In physical education, praise, encouragement and evaluative feedback improve pupils’ learning and performance. Lessons are well planned and organised with a balance of activities: warm-up, development of skills and application of these into a sequence, dance, or game. A cool-down was observed only in health related exercise. In most games lessons seen during the inspection, tasks were mainly teacher-directed with an emphasis on performance: pupils are given too few opportunities to plan and evaluate their work and therefore to be responsible for their own learning. When teaching is good in religious education, pupils’ knowledge and understanding of world religions are continually reinforced at the same time as the development of reflection and evaluation skills.

48.The majority of teachers have good behaviour management skills, although when these are lacking pupils can easily become restless and make little progress. High standards are expected, and mostly achieved in science.


Classroom management and behaviour are particularly good in design and technology. In practical subjects, such as design and technology, information and communication technology, music and physical education, good behaviour is achieved by teachers carefully balancing practical work and effective question or demonstration sessions. Occasionally pupils’ behaviour reflects their concerns about staff changes. Understandably, they are more likely to concentrate and buckle down to work if they have the same teacher for many months.

49.Day-to-day assessment and the use of homework are satisfactory overall. Several mathematics lessons seen were well rounded off by detailed discussion about the homework set, so that pupils understood exactly what they had to do and felt supported. Teachers' marking in mathematics lacks consistency. The best includes corrections, comments and targets for improvement whereas at the other extreme there is little written feedback or encouragement for pupils. The quality and quantity of homework in science are variable; tests on topics are held too infrequently to raise the levels of pupils’ recall and understanding; and the quality of teachers’ marking and assessment techniques is inconsistent. The reports written for parents are poor, with minimal comments which do not highlight strengths and weaknesses.

50.In art, teachers set homework that is clearly linked to projects, with a focus on literacy, and they mark it well by providing constructive feedback, particularly in Years 7 to 9. In geography, teachers do not write helpful comments or follow up incomplete work; some homework usefully underpins classwork and some is too easy. In information and communication technology work is assessed regularly and related to clear National Curriculum levels and GCSE marking schemes, which helps pupils to monitor their own progress. Modern foreign language teachers do not take in books often enough and marking is poor, especially in German. Work is not marked consistently in music, so pupils do not know how to improve their composing or other skills.

51.Work is partly matched to pupils’ attainment by setting pupils for several subjects. Teachers are sensitive to the needs of lower attainers and pupils with special educational needs, although they rarely adapt individual education plans to provide subject specific targets for the latter. On a one-to-one basis, the majority of teachers support pupils with special educational needs well. In science, although material is available, teachers do not provide enough suitable work for pupils with different attainment. In some English lessons there is no evidence of pre-planning with special needs support assistants to make the best use of their time. Measures taken to address boys’ underachievement include training for staff, guidance on mixed gender seating, and personal tutoring for identified low achievers. The help given by eight support assistants is always sound and often good, particularly when teachers have discussed work with them in advance. When support assistants guide pupils with behaviour problems confidently, teachers focus on pupils with other problems, such as dyslexia, and all make good progress.

52.The science department uses information and communication technology to collect data from experiments with measuring sensors. However, the equipment is very old and limited, so that pupils only watch demonstrations. Information and communication technology is hardly used at all in English, art, geography or modern foreign languages. In history it is used very well with whole classes but accommodation and storage problems mean it is not used by individuals enough. The provision for information and communication technology has improved in mathematics since the last report, but it is erratic as some teachers use it more than others. Composing software is used most successfully on two computers in music. Generally, pupils do not use computers enough, particularly for GCSE coursework, but the school development plan reflects the high priority given to the development of information and communication technology.

54. The curriculum and assessment

53.In the last inspection report aspects of the curriculum were criticised. Some pupils were withdrawn from physical education and music in Years 7 and 8 to support development of their literacy skills, and as a result did not receive their full entitlement to those subjects. Statutory requirements for the provision of religious education to all pupils were not met in accordance with the local education authority Agreed Syllabus, as too little time was allocated to this subject. Information and communication technology was not used enough in all subjects of the curriculum nor to support pupils with special educational needs. Low levels of funding for pupils with special educational needs in Years 10 and 11 resulted in less provision, which adversely affected their quality


of learning and standards of achievement. Spiritual and cultural aspects of the curriculum were not as well developed as social and moral aspects, which were also of variable quality. The school has made some progress on most of these issues, but provision for religious education is still a key issue and information and communication technology developments have only started recently.

54.The curriculum is unsatisfactory overall and lacks breadth and balance because of the following features. Religious education is only allocated one lesson per week in Years 7 to 9 and approximately half a lesson a week in Years 10 and 11. This is too little time for the Agreed Syllabus to be taught effectively to all pupils except for those who choose to follow the GCSE course. Statutory requirements are also not met in Years 10 and 11, where two-thirds of pupils do not follow a course in design and technology. The range of design and technology options is more limited compared to similar schools; textiles, for example, is not offered. Information and communication technology is taught to all pupils as a discrete subject, but is not used enough in other subjects, with the exception of limited good practice in music, mathematics, design and technology and history. In Year 7, 38 pupils do not study a modern foreign language to receive intensive English language support. Some begin a foreign language during that year and all do so in Year 8, but find it difficult to catch up.

55.With three lessons a week in Years 7 to 9, geography and history have a generous amount of time; other subjects have an average amount of time. Personal and social education is taught to all pupils as part of a well-planned programme of support but its impact is limited in Years 10 and 11 as it shares one lesson a week with religious education. The curriculum for Years 10 and 11 covers the required subjects of the National Curriculum (apart from design and technology) and the option choice system means that most pupils maintain a reasonable breadth by selecting one humanities course, one modern foreign language and one creative arts subject.

56.Almost 50 pupils a year study business studies instead of design and technology. The range of vocational courses in Years 10 and 11 is limited, restricting the choice for pupils who would find these subjects and GNVQ qualifications useful for their future career. Very few pupils are disapplied from the National Curriculum, but several lower attaining pupils, particularly boys and some pupils with poor attendance, would benefit from a wider choice of vocational subjects. Good features of the curriculum are that higher attaining pupils may take statistics in their own time as an additional GCSE subject, and efforts are made to help pupils to take more than one subject per option group if there is enough demand.

57.The quality of careers education is good and well supported by the careers service. The school has good links with the community through local colleges, industry, local employers and theatre groups. It is particularly well integrated into school life, with the Trident and Young Enterprise Schemes, and it contributes to pupils’ Records of Achievement. A carefully structured careers education programme is taught in tutor groups from Year 7 onwards, with careers evenings, group discussions and the opportunity for Year 9 pupils to participate in industry and further education workshops. In Year 10 and 11, pupils have discrete time for careers which includes useful interviews with career consultants and visiting speakers. Pupils value opportunities for work experience in Year 10 and have a good understanding of the qualifications required for different types of work. These vocationally-directed initiatives are effective in helping pupils with career choices.

58.The programme for personal and social education, which has improved since the last inspection, is good. Clear units of work have been written, on sex education, drugs and alcohol abuse, and an effective unit for Year 7 pupils gives them guidance on such issues as behaviour, friendships, study skills and personal safety. In Years 10 and 11 pupils examine several moral and social issues such as goals and aspirations, justice and equality, love and marriage and various ethical topics such as euthanasia, suicide, death and grief. Too little time is allocated, particularly in Years 10 and 11, for the personal and social education programme to be delivered in depth or for pupils to discuss important ideas fully. Consequently, aspects of citizenship and topics like use of leisure time remain undeveloped. Study skills are discussed as part of the careers programme. The fact that religious education and personal and social education are delivered as a combined subject means that neither can be delivered effectively; as such, the personal and social education programme remains incomplete.

59.The majority of pupils have equal access to the curriculum, although only Year 10 pupils placed in the single science band can choose to study child development. Pupils are mainly taught in mixed attainment groups in Year 7 and in a mixture of higher and mixed attainment sets in Years 8 and 9. In Years 10 and 11 some


subjects set pupils if the numbers and timetable allow. Lower attainment groups in most subjects are small, which helps these pupils to make progress. In some subjects in all years most mixed attainment groups include a broad band of attainment. On occasions pupils in these groups are not provided with work which fully matches their individual needs.

60.The school’s approach to equality of access and opportunity to the curriculum is sound. As boys outnumber girls, the best possible ratio in form and teaching groups is considered carefully. Instrumental and singing lessons are available to all pupils regardless of their financial circumstances and extra-curricular activities are open to all pupils. Beyond the school’s control, pupils who speak English as an additional language receive too little support and some find it difficult to participate in all subjects of the National Curriculum.

61.The provision for pupils with special educational needs is sound. Individual education plans are prepared for each pupil and kept in departments, but targets are written in general terms and teachers rarely manipulate them for specific subjects. Support staff communicate and liaise well with most teachers and give effective support. Setting arrangements help teachers to plan to meet pupils’ needs on a broad basis but, particularly when support staff are not available, plans are not always focused enough to support all pupils in their individual targets. Examples of very good practice were observed during the inspection - for example, for a visually impaired pupil, one with a physical disability and for several pupils with dyslexia. Boys with poor literacy skills have been encouraged to read more by the purchase of extra non-fiction books.

62.Across the school curricular planning is satisfactory overall. All departments have policy documents and schemes of work in place, though the quality of them is variable, and poor in science. In general, long-term and medium-term planning incorporates the progressive development of pupils’ knowledge and skills over time. Links with primary schools are strong, although further development at the subject level, would help teachers to build on topics that pupils have covered before.

63.A good range of extra-curricular activities strengthens the curriculum. This includes Young Enterprise and Trident activities, homework, art, chess and writers’ clubs, Internet ‘surfing’ and a good range of musical and sporting activities. Pupils are given opportunities to take part in school drama productions and to learn a range of musical instruments. A particular strength is paired reading where pupils needing extra support are offered the opportunity to read with the assistant librarian and older pupils on the Trident scheme. A variety of education and social visits takes place, including trips abroad.

64.The school has satisfactory procedures and systems for the assessment and monitoring of pupils’ attainment and progress. The sound assessment policy explains the main purposes of assessment and gives good guidance as to how it should be carried out. Departmental assessment policies show a consistent approach, using National Curriculum levels to describe attainment and letters for effort. In mathematics, systematic records of pupils’ attainment targets feed into end of year reports, but the department does not standardise assessment at the end of Year 9. Monitoring is inconsistent in science, modern foreign languages and drama. Pupils’ self-assessment is at different stages of development across the subject areas. It is good in art, music and physical education while in design and technology, for example, pupils are not involved in assessment, nor are the criteria shared with them as explicitly as they might.

65.The school makes satisfactory use of assessment to inform curricular planning overall. In response to GCSE results a few syllabuses have been changed; for example, the modern foreign language and mathematics departments have introduced successful modular GCSE courses. The quality of baseline data has improved and all teachers now receive attainment on entry statistics for Year 7 pupils. GCSE results are analysed in several ways (for example, by teaching group or by gender) but sophisticated analysis of links between data generated in Year 6 in primary schools and Years 7, 9 and 11, is at an early stage. Several departments use test results to plan future lessons, particularly for history and information and communication technology, and record progress effectively. However, such systems are not yet coherently developed throughout the school. In science, the extent to which assessment information is used to inform planning is poor and is an issue for the department.

66.GCSE target grades, derived from an analysis of pupils’ performance in Year 7 and Year 9 tests, are in place and recorded on individual cards which pupils take home regularly through the year. Although invited to make


comments, departments do not generate these targets and rarely alter the ones they receive from senior management. Systems to track pupils’ progress systematically and rigorously across the years lack coherence, particularly in science, geography, religious education and physical education. There has been some improvement in school assessment procedures since the last inspection; however, pupils’ self-assessment and targets in Years 7 to 9 have yet to be fully developed in all subjects.

67.Pupils with special educational needs occasionally remain on stage 1 of the register for longer than is necessary. This is because teachers find it helpful to be reminded which pupils have needed support in the past. This is not good practice as it artificially inflates the number of pupils on the register. Teachers, form tutors and year heads all contribute to discussions about movement within stages of the register. Annual and transitional reviews are thorough and professional.

69. Pupils’ spiritual, moral, social and cultural development

68.Overall provision for this aspect of school life is good, though some elements of it are stronger than others. Provision for spiritual development is satisfactory. Well-developed assembly themes, on topics such as religious healing, trust in God, praise and modesty, are an important feature of school life (although the statutory requirement for a daily act of collective worship is still not met). Occasionally assemblies include a brief period of quiet where pupils can reflect on, for example, forgiveness, co-operation or the future, and some include a brief prayer. Other opportunities to develop spiritual awareness, to reflect on human experiences and life in general are carefully structured in religious education where, for example, pupils gather round a candle and think about others in unfortunate circumstances, such as prisoners of conscience. In music pupils are encouraged to respond to sounds from other cultures, for example through Indian music. In history pupils reflect on the values of the past and compare them with present ones, for example when studying the 16th century. Some progress on spiritual awareness has been made since the last inspection, but there is still potential to develop this across the curriculum, in a more systematic and organised way.

69.Provision for pupils’ moral development is good. Teachers provide effective role models for pupils and expect them to behave well, care for others and have a clear sense of right and wrong. The school has a number of codes which guide pupils in their decision making. The code of conduct clearly indicates that they are expected to behave sensibly, to encourage others and to be courteous. Elements in the personal and social education programme include work on bullying, smoking, alcohol, sex education, moral values and justice and equality. The units for Year 7 pupils specifically include guidance on the transition between primary and secondary school.

70.Significant assembly themes also give moral guidance on, for example racial awareness, helping others, decision making, drugs awareness, and conflict and choices. Religious education lessons examine moral codes in different religious traditions and in physical education lessons, the ethos makes it clear that fair play and honesty are expected. During the inspection one pupil made a thoughtless remark to another, related to skin colour, and the ensuing uproar in the form group showed that the great majority of pupils strongly believe in racial tolerance and harmony. Stereotypes are challenged in English; for example, pupils study the attitudes of males to the only female character in ‘Of Mice and Men’. In religious education discussions have included reference to black images of Jesus.

71.Provision for pupils’ social development is good. There are many activities in the school which encourage pupils to form positive relationships. These include activities days, musical productions, variety shows, homework clubs, a chess club and a range of musical and sporting clubs, as well as trips abroad. Pupils are given opportunities to take responsibility through the school council, the prefect system, pupil counsellors, raising money for charities and paired reading. There is some participation in the wider community but it is mostly restricted to the activities of the steel band and charity fund raising. The Trident Challenge in Years 10 and 11 encourages pupils to be actively involved in the school community and to assist as guides and helpers at parents’ evenings and open evenings. Pupils also help at Christmas parties. Opportunities to develop an understanding of citizenship are found in assembly themes such as friendship and helping others, and in some personal and social education lessons, for example on love and marriage and justice and inequality. Individual departments also have an input as most stress co-operative skills such as collaborative work, work in pairs, discussion skills and learning to listen and respect different points of view.


72.Provision for cultural development is satisfactory. Pupils appreciate their own cultural traditions through visits to, for example, the Avon Tyrrell Centre, the Globe Theatre, Greenwich and several art galleries and museums. A number of clubs and activities, such as gym and dance, drama, steel band and various shows, all add to cultural awareness. Art and poetry displays (sometimes the results of competitions) are prominent in the school. Provision to appreciate the diversity and richness of other cultures is provided through trips to France and Germany and in pupil exchanges. Work in individual departments supplements this, as in religious education, where pupils study world religions and cultures, and other cross-cultural study elements in English, art, history and geography. The bilingual magazine, produced by pupils who speak English as an additional language, is a valuable contribution to cultural awareness. Assembly topics too include references to Diwali, Guru Nanak and Muhammad. Although there has been some improvement since the last inspection, there is still potential to acknowledge and celebrate further the multicultural character of Great Britain as a whole and to further acknowledge and celebrate in a more open way the different cultures represented within the school itself.

74. Support, guidance and pupils’ welfare

73.The school provides satisfactory support and guidance for pupils. Pastoral care is well organised and the majority of heads of year and form tutors carry out their pastoral duties conscientiously. The monitoring of academic progress is satisfactory. The school has implemented a system of individual tutoring by which each pupil has around five interviews a year with his or her form tutor to discuss matters of pastoral and academic concern. GCSE pupils have target grades for each subject and progress towards these is reviewed regularly. In general, however, teachers do not translate these grades (to be effective in promoting good progress) into subject-specific, stepped targets for improvement. Parents are sent a copy of the termly grade cards, which build up to give an outline of progress. The school has a wide range of relevant assessment data and is beginning to use it effectively to guide individual progress.

74.The monitoring of personal development is satisfactory. This is addressed during the personal tutoring interviews, particularly in Years 7 to 9. Pastoral staff know the pupils well and apply their knowledge sensitively to guide their work. Pupils in all years appreciate the time and concern which teachers offer them and are confident that there is always an adult to turn to in need. Form tutors teach the programme of personal and social education in Year 7 and specialist teachers in other years. Limited time for personal and social education means that important issues, such as sex education and drugs education, are not re-visited in greater depth as pupils move through the school. It also limits the number of outside speakers to support the programme. Careers guidance is taught separately and pupils value the comprehensive lessons they have in Years 10 and 11. These also prepare them very well for their work experience.

75.The school has an appropriate code of conduct and sound policies and procedures to monitor behaviour. Form tutors have an overview of any unacceptable behaviour through the report card system. However, in some cases pupils stay on report for long periods of time, which diminishes the effectiveness of the system. A commendation system is in place in Years 7 to 9. In Years 10 and 11, despite certificates for effort, colours for sports and presentation evenings, strong emphasis is given to sanctions rather than to praise and rewardfor good behaviour. Appropriate procedures are in place to deal quickly and effectively with any reported incidents of bullying and pupils state that teachers listen carefully to their concerns. A number of pupils in Year 11 are trained to act as peer counsellors for younger pupils and this effectively supplements the procedures.

76.Although it has dropped slightly in the last twelve months, the level of fixed term exclusions remains high but a number of initiatives have been taken since the previous inspection. These include internal exclusion for persistent disruptive behaviour and the headteacher’s detention. The school has appropriate criteria in place for exclusion and almost all fixed term exclusions relate to incidents of violence, theft and persistent unacceptable behaviour. Procedures are rigorously followed in all cases, whether exclusions are for fixed term or permanent. The rate of permanent exclusion is low, reflecting the school’s commitment to keeping pupils in school whenever possible.

77.Given the unsatisfactory attendance figures, the school has too few strategies in place to promote the importance of regular, prompt attendance and to reduce the frequent incidence of recurrent absence. The school


development plan includes a ‘review of internal arrangements for the encouragement of attendance’. Procedures for monitoring attendance and punctuality are satisfactory. All unexplained absences are followed up and pastoral staff monitor attendance on a regular basis. The school has worked hard and with good effect to limit the amount of holiday taken in term time. The education welfare service is involved when attendance problems develop but, in the recent past, its staffing problems have reduced the effectiveness of this support. Statutory requirements for recording and reporting attendance and lateness are met.

78.The good policy and procedures for child protection are very clear and all staff are aware of them. Procedures for first aid are good but the school has too few personnel with up-to-date first aid certificates. This is unsatisfactory, as leisure centre staff are used to supplement the school’s first aid provision. Arrangements for storing and administering medicines are very good. Regular health and safety checks are carried out and staff pay good attention to health and safety issues in practical work in, for example, design and technology, science and physical education. Appropriate risk assessment has been carried out. A small number of minor health and safety issues are outstanding, all of which are known to the school. A major structural health and safety issue, which arose during the inspection, required the prompt closure of two classrooms. The consequences of this were managed effectively.

80. Partnership with parents and the community

79.The school has the confidence and support of parents, who are generally happy with the standards of work their children achieve and the provision of extra-curricular activities. Few parents choose to be actively involved in the daily life of the school and, for the majority, their involvement with the work their children are doing is limited. A significant minority of parents do not support the school’s efforts to improve attendance.

80.The overall quality of information for parents is satisfactory. Parents are kept informed of school matters through a variety of formal and informal communications. The prospectus and the governors’ annual report contain a good range of information but there are minor omissions in both. The prospectus fails to inform parents of their right to withdraw their child from religious education and collective worship. The governors’ annual report does not have a statement about funding for special educational needs, and the sections on admission procedures and facilities for physically disabled pupils lack clarity. The half-termly newsletters provide information about forthcoming events and celebrate a wide range of achievements. Each pupil has a homework diary that parents are expected to sign on a weekly basis, but this is not fully developed as an effective channel of communication between home and school.

81.Several times a year, parents receive a grade card with number and letters for attainment and effort. Over time these provide a simple overview of progress. Annual progress reports include attendance figures, an overall grade for attainment and effort and brief curriculum outlines for each subject, some of which are not written in accessible language. Although parents are pleased with the style of these reports, teachers tend to describe enjoyment and effort rather than progress in terms of specific gains in skills, knowledge and understanding. Strengths and weaknesses are not always identified clearly. If targets for improvement are provided, they are rarely well-focused enough to guide future progress effectively. The comments in annual reports are generally unsatisfactory. They are frequently very brief and rarely relate specifically to the subject. It is not unusual for the comment to be one sentence long and in some cases teachers make no comment on a year’s work.

82.Parents have the opportunity to attend one consultation evening a year and, largely owing to much effort on the part of the school, attendance at these is increasing. The attendance at the Year 10 parents’ evening held during the inspection was 71 per cent, the highest recorded at the school. Those with a child in Year 7 have an additional parents’ evening in the Autumn term to discuss how well their child is settling into school. Parents of pupils with special educational needs are kept well-informed and are invited to their children’s annual reviews.

83.The school has an appropriate and well-established induction programme for new pupils which is appreciated by both parents and their children. Well-established links with local colleges help pupils to plan the next stage of their education or training. Pupils have the opportunity to attend taster and open days and college staff visit the school on a regular basis.


84.The school has a sound range of links with the community and with local business and industry, which contributes positively to pupils’ personal development. All pupils in Year 10 have the opportunity to undertake two weeks of work experience. Arrangements for this are good and well supported by work carried out in careers education and by links with First Partnership. In recent years the school has successfully been involved in the Young Enterprise scheme. Pupils in Year 10 take part in the Trident initiative, which includes work experience, community service and personal challenge; a good number of them complete the programme. The steel band performs at a wide range of events outside school - for example, local fetes, a wedding reception and workshops in primary schools. The school organises a popular activities day for Years 7 to 9 each Summer, with a wide range of activities both in school and out.

85.The school organises a limited range of trips for pupils to extend the curriculum. For example, pupils sometimes have the opportunity to see the play they are studying in English, there are trips to places of historic interest in history and fieldwork in geography. However, such opportunities are not well developed in all subjects; for example, the use of local industry in design and technology is limited. Overall, trips and visits do not make a strong impact on pupils’ experiences and development. Money is raised for charities but opportunities for community service outside the school are limited. The school maintains good working relationships with a wide range of external support agencies such as the special educational needs support services, education welfare service and school medical services.

87. THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL

87. Leadership and management

86.The headteacher makes his determination to raise standards clear to all members of the school community. He directs the school with considerable professionalism and expertise. However, significant staffing problems, combined with fluctuating standards of attainment on entry, have frustrated his efforts to push standards up. Staffing problems are mostly related to long-term health problems and a few teachers not fully embracing recent educational developments, and it may be several months before the staffing structure is stable. Many teachers work very hard, particularly when their colleagues are absent, and do not always feel reassured that their efforts are valued and appreciated. The deputy heads work well together and contribute effectively to the smooth running of the school, as does the special educational needs co-ordinator and the great majority of heads of department and pastoral heads.

87.Although the governing body has strengthened its procedures, it is not yet a force in strategic planning. Nevertheless, overall leadership is sound and the headteacher determines a clear educational direction for the school. He is meticulous about following correct procedures, for example about matters relating to pupil exclusions or staff competency. However, the manner in which some of these events take place does not always receive full approval from the all members of the governing body or the local education authority. For example, the innovative introduction of a payment to attend a headteacher’s detention is an unusual way to try to prevent exclusions. The inspection team has concerns about the message this conveys to pupils; it also has concerns about the withdrawal of 38 Year 7 pupils from modern foreign languages to attend literacy support:. disapplication from subjects of the National Curriculum is a headteacher’s discretionary power, but it is intended to be exercised mainly for individual pupils in Years 10 and 11 who would benefit from following vocational courses.

88.Monitoring and evaluation of teaching and curriculum development are described in a valuable document related to ‘Essential Standards’. Certain procedures, such as visits to lessons by the senior management team, are ‘at random’ during the academic year. Without formal, regular observations of classes, minor teaching problems are not always picked up quickly (though they are identified by yearly analysis of individual teachers’ results). Similarly, if only heads of department check marking, once a term, weaknesses may not be identified. Although monitoring and evaluation are not satisfactory overall, the senior management team provides very strong and helpful support for members of staff who have problems, for example with controlling pupils’ behaviour in particular classes.


89.The school’s published aim, ‘excellence for all’, certainly conveys high expectations of what pupils can achieve. In several lessons observed during the inspection, teachers made it clear that pupils should be matching or exceeding their targets, and pupils, particularly in Years 10 and 11, are sensibly concerned about how staff absence may affect their performance in examinations. To encourage a constructive interest in their child’s work, parents of pupils in Years 10 and 11 receive a summary of pupils’ responses to an annual questionnaire; evidence suggests that this does increase their support. Although the quality of annual reports is criticised in this report, the school certainly does a great deal to ‘maintain effective channels of communication between school and home’. Overall implementation of aims, values and policies is good.

90.Almost 90 per cent of parents who responded to the pre-inspection questionnaire feel the school establishes ‘an effective learning environment’, and over 60 per cent that its values and attitudes have a positive impact on their children. These responses reflect the sound ethos of the school. The school aims to ‘value all pupils equally’ and tries to make the equal opportunities policy permeate many aspects of school life. However a minority of pupils, particularly in Years 10 and 11, feel the pressure on them to achieve high grades is not always balanced by enough praise, encouragement and support. Widening the range of vocational courses in these years would offer lower attaining pupils more chances of achieving qualifications.

91.Development planning is sound overall with particular strengths in how the senior management team and senior staff evaluate what has been achieved in the past year, before they consider the next. All items over £200 are costed but the link between curriculum delivery, resource management and school management (the three headings under which individual actions are listed) and specific ideas about raising standards are not emphasized enough. Statements do not include any outcomes that can be measured, or steps towards them. Greater consultation with teachers, at an early stage, would help them to share ideas and focus on different time scales for developments.

92.The role of governors in the management of the school has improved with the setting up of committees which discuss, for example, the curriculum and finance. Since the previous inspection the governing body has reviewed, and adjusted where necessary, all its procedures. Governors are now linked with particular departments, successfully in certain subjects such as geography. However, governors do not yet act as ‘critical friends’ to the headteacher and lack confidence to question, debate and challenge issues in depth. Not all of them appreciate that their role is to probe the rationale behind decisions reached by the senior management team, to debate whether innovations are fully in the spirit of the law, to consider how other schools tackle problems, and, most importantly, to question how developments will raise standards.

93.Afternoon registration arrangements now meet legal requirements. Statutory requirements to hold a daily act of collective worship and to deliver the local education authority’s Agreed religious education Syllabus (still a key issue) are not met, but the quality of assemblies has improved. The percentage of satisfactory or better teaching has increased since the last inspection. Attendance is below 90 per cent and the high number of temporary exclusions has recently begun to drop.

94.The percentages of pupils achieving A*-G, or better than predicted grades (based on reading ages on entry) in GCSE examinations are significantly above average and improving, but standards in GCSE science are well below average. Taking all factors into account, progress since the last inspection is less than expected. The inspection team believes that this situation is largely explained by staffing problems, particularly long-term absence through ill health, and that reasonably effective strategies and systems are in place for progress to be better. Several health and safety issues, especially about storage in corridors, were raised during the inspection and all, apart from two fire doors not working properly, were resolved immediately.

96.

Staffing, accommodation and learning resources

95.The number of teachers and their qualifications and experience meet the demands of the curriculum well when they are all present. In the past several long-term staff absences have created problems, some of which still remain. In the present calendar year, staffing has lacked continuity in English, science and geography and pupils have been taught by temporary teachers. The ratio of pupils to teachers is higher than in most comprehensive schools, although the amount of time teachers are in the classroom is average. The special


educational needs co-ordinator is well qualified and the team of support assistants bring a wealth of valuable experience to their work. Staff provide good role models and women are well represented in management positions. Many teaching and non-teaching staff give willingly of their time, to support pupils and to provide a good range of extra-curricular activities.


96.Overall, the level of support staff is satisfactory. The science department has a well qualified and efficient technician team and the modern foreign languages department has an effective French assistant. Administrative, technical and other staff provide a valuable service to both staff and pupils. Technical support for information and communication technology and design and technology is not enough, as these departments share one technician. This has some impact on the amount of time available for curriculum development and training in information and communication technology and for the provision of the resistant materials in design and technology.

97.Arrangements for the induction of newly-appointed and newly qualified staff are satisfactory and comply with requirements. Induction tours, subject mentors and the professional colleagues’ support are included in the comprehensive school policy. Appraisal is in abeyance, although plans are prepared to base a new scheme on the expected advice from the Department for Education and Employment. A member of the senior management team is, together with an oversight of in-service training, responsible for the professional development of teaching and non-teaching staff. Staff development is generally satisfactory and most departments have had enough opportunities to be involved in further training and development.

98.The provision and adequacy of accommodation for teaching the curriculum are satisfactory. Accommodation for most subjects is located within a central building, with two further buildings providing specialist facilities for science and technology. The school benefits from sharing the Connaught leisure centre facilities which provide the physical education department with good indoor specialist accommodation.

99.The school has a building improvement and maintenance programme planned for several years. Since the last inspection the office accommodation, reception area and learning support base have all been updated and improved, along with the relocation of the caretaker’s office and store. Construction of a purpose built music suite, library and resource centre has been held up, but building should begin in the next few months. Temporarily the music department has been moved into the careers and the dining rooms; these are not suitable and so music accommodation is poor. The history department is still housed in temporary accommodation which has not improved since the last inspection. Storage around the school continues to be a concern as there is too little, particularly for physical education equipment. Around the school improved displays now celebrate pupils’ achievements; they are especially good in art, geography, history and physical education.

100.The dining room is still too small, especially for younger pupils. The school is aware of, and has been seeking support to modernise, the poor provision of toilets and showering facilities. The toilets are unpleasant and parents and pupils understandably complain about them. The showers for physical education are communal and are completely unsuitable for growing adolescents. The learning support department has good accommodation near the centre of the school, with space for three small groups to work simultaneously, an interview room and small office.

101.The school is well maintained and cleaning is improving. The gymnasium and changing areas are now of an acceptable standard. One fire door in the English block and one at the entrance to the sports hall do not operate properly and must be replaced. Heating in the indoor physical education areas is poor. A considerable amount of litter disfigures the edges of several outside areas. The playgrounds, also used for physical education, are poorly drained and, without covers, the tennis net supports are potentially hazardous. The design of the school prevents wheelchair access to all parts of the building, but this does not affect any current pupils.

102.In 1998-99, expenditure on resources per pupil was slightly above the national average. Departments generally have enough textbooks and equipment to deliver the curriculum and to provide suitable materials for all pupils, although the majority do not have enough textbooks to allow each pupil a personal copy. However, there are some shortages; for example, the science department has too few computers and limited software and data-logging equipment and the art department does not have enough good-quality pictures for critical and contextual analysis.

103.The school library continues to provide a good induction programme for new pupils and the ratio of books to pupils is above the national average. A full-time library assistant means the library is open during break,


lunchtimes and after school. Although at times it is crowded, the borrowing rate is low compared to other Hampshire schools. In the last inspection report library accommodation was criticised as being small and cramped for a secondary school; this will be remedied when the delayed building programme is complete.

104.The school’s ratio of pupils to computers is close to the national average but many of the computers are out of date. The school is fully aware of this and has responded in its development planning. However, the current range of equipment makes it difficult to develop information and communication technology properly across the curriculum. Some departments make good use of resources beyond the school. These include geography trips to the Natural History Museum, Kew Gardens and Dorset and history department visits to Fishbourne, Portsmouth and the Imperial War Museum.

106. The efficiency of the school

105.The quality of financial planning is good. The school development plan is now more closely costed than at the time of the last inspection. Any developments over £200 are costed whilst others are contained within budget. In 1994 the school had difficulty balancing its budget, now it has a small surplus which, combined with external funding, is allocated to the development of information and communication technology. Concerns that the school would receive less income because of falling rolls have not materialised; more pupils than before have chosen the school as their first choice for September 2000, which will result in a net increase in pupil numbers. The governing body finance committee meets regularly and their involvement is better than at the time of the last inspection. Governors do not yet examine the school development plan rigorously, to assess the likely impact of initiatives on standards and progress or to probe the order of priorities.

106.The proportion of the budget dedicated to teaching staff is average. Administration and clerical staff costs are high. Recently the school has made some reductions in these costs by reducing the number of hours for some staff. Funds are allocated to departments by a precise formula, which is seen as fair by heads of departments. Departments requiring to spend large sums, for example when replacing textbooks, discuss their needs with the headteacher. The budget is usually flexible enough to accommodate such items. High levels of expenditure on temporary teachers, owing to long-term absences, inevitably have a significant impact on the school’s budget. In the last academic year the expenditure on temporary staff was almost double the national average.

107.The school spends the delegated budget it receives for pupils with special educational needs correctly and provides them with the support they require. A detailed audit for each pupil who may need support is carried out meticulously, and the local education authority then allocates a sum directly into the school’s budget. With funding becoming increasingly difficult to secure, the school considers its staffing carefully. The balance between specialist teachers and support assistants is adjusted each year depending on what best serves the pupils with special educational needs. Support for pupils with statements is well organised and effective. Support teachers and assistants contribute to homework clubs and some lunchtime activities. However, the mathematics department does not always make the best use of the support staff it receives in lessons. In science, support assistants attend very few lessons so that progress for a few pupils with special educational needs is held back.

108.Overall, the school makes satisfactory use of its staff, accommodation, and resources in most areas. The modern foreign language department is well organised so that only in Years 7 to 9 do staff teach their second language. However the department’s equipment (such as videos and overhead projectors) is not used very often. Despite high costs the school makes good use of its administrative and clerical staff, who make a valuable contribution to the smooth running of the school. Most subjects make efficient use of the accommodation and resources provided. Despite its poor accommodation, the music department makes the very best use of the temporary space available. The physical education department makes very good use of its accommodation, although this is restricted during examination periods. Several departments state that they find it difficult to book time to use the information and communication technology room. This is surprising since currently it is underused. The mathematics department, for example, could certainly make better use of the information and communication technology room.


109.Financial control and school administration are good. The school administration officer deals efficiently with the day-to-day processing of school accounts. The latest auditor’s report confirms that there is good practice in financial administration. Most of its minor recommendations have been dealt with. The current state of spending is recorded clearly and submitted to governors at regular intervals throughout the year. It is possible to tell which, if any, departments are likely to underspend their allocation. Departments can decide not to spend some of the money available if they wish to purchase more expensive items next year. The point has to be argued and each case is decided on its merits. All departments have good records of their spending.

110.Pupils enter the school with standards of attainment which are below the national average. Their social-economic circumstances are also below the national average. Teaching is satisfactory overall and rates of progress are sound. Nevertheless, standards of attainment at the end of Years 9 and 11 remain below the national average. The cost of educating each pupil is slightly above the average for secondary schools nationally. Taking all these judgements into consideration, the school provides satisfactory value for money.


112. PART B: CURRICULUM AREAS AND SUBJECTS

112. ENGLISH, MATHEMATICS AND SCIENCE

112. English

111.Pupils’ attainment at the end of Year 9 is just below the national average. In the 1999 National Curriculum tests the percentage of pupils reaching level 5 and above, an improvement on the previous year, was in line with the national and similar school averages. However, the percentage reaching the higher grades was below the national and similar school averages. Attainment at the end of Year 11 is below the national average. In 1999 32 per cent of pupils (a drop from 1998) achieved GCSE grades A*-C, well below the national (58 per cent) and similar school averages. This was partly due to staffing problems, especially long-term absence, which have affected continuity in lessons over the last four years. Boys achieved particularly poor results, well below the national average, whereas girls performed much better. Work seen during the inspection did not show such a marked difference. English GCSE results in 1999 were slightly better than in science but lower than in mathematics. In English literature, an improvement on 1998 results, 49 per cent of pupils achieved grades A*-C compared to the national average of 62 per cent.

112.By the end of Year 9 higher attaining pupils read, speak and write at levels appropriate for their age. For example, they prepare and deliver short, interesting talks to a whole group skilfully and with great maturity, reflecting on a range of topics such as animal rights and the dangers of smoking. Lower attaining pupils recall and discuss confidently books they have read but their writing and spelling are weaker. In lessons they manage to write a few short answers to questions, but evidence of imaginative or extended writing is limited. Many have difficulty spelling similar sounding words correctly - for example, ‘their’ and ‘they’re’ or ‘its’ and ‘it’s’.

113.Higher attaining boys and girls in Years 10 and 11 contribute in lessons with skill and enjoyment. In revision classes in Year 11 some pupils work purposefully in groups to examine their set literature texts and to frame the types of questions which might be used in examinations. Many pupils have a good detailed grasp of character and themes in ‘Of Mice & Men’, ‘Macbeth’ and ‘An Inspector Calls’. They discuss poems intelligently and report back to the whole class to lead discussion. The variation in attainment and examination success is linked to the methods of teaching. In lessons where pupils are encouraged and expected to speak and write at length they do so well. In other lessons where they listen to the teacher for longer than is necessary and when time is not used purposefully, they achieve less.

114.Overall progress is good in Years 7 to 9. Using reading and spelling tests taken on entry to the school and collecting samples of writing in Years 7 to 9, the department monitors pupils’ work closely. Thorough liaison with the learning support teachers and assistants means that pupils on the register of special educational needs are monitored carefully and supported effectively. The lowest attaining readers in Year 7 receive intensive language teaching for four lessons per week in their first year, which helps them to improve their reading and writing. The improvement in pupils’ performance in the 1999 National Curriculum tests compared with previous years indicates the level of progress made.

115.Overall progress is sound in Years 10 and 11, but it is particularly good in reading. The examination course for both language and literature requires the detailed knowledge and interpretation of plays, novels and poems; pupils in both Years 10 and 11 were observed making intelligent and perceptive comments about the relationships of the central characters in ‘Unman, Wittering and Zigo,’ ‘Macbeth’ and ‘An Inspector Calls.’ Folders of writing show that completed drafts of course work develop in maturity and accuracy through the examination course. Again progress for most pupils is good when compared to the level of their writing skills when they enter the school. The amount of progress is linked to the consistency of teaching received during the course. Pupils on the register of special educational needs are realistic about their targets and feel well supported.

116.Pupils’ attitudes to learning in English are satisfactory in Years 7 to 9, but with some variation between groups, and good in Years 10 and 11. Higher attaining pupils in Years 8 and 9 are keen and enthusiastic about their work. One group, for example, showed enjoyment when examining in detail possible interpretations of ‘The


Listeners’ by De La Mare. Another group presented short talks to each other with the class acting as a critical but encouraging audience. In contrast, the working atmosphere of another Year 9 group was disturbed by unacceptably noisy and disruptive behaviour by a small number of uninterested boys. In Years 10 and 11 pupils’ attitudes are very positive. They are well-motivated, show interest in their work and behave appropriately in lessons. When required they work collaboratively and present findings to the whole group sensibly.

117.The quality of teaching is satisfactory, overall. It was good or better in over 40 per cent of lessons during the inspection and at least very good in over 20 per cent of lessons in Years 10 and 11, where it was most effective. It has improved since the last inspection but the overall satisfactory standard disguises the great variation between the best teaching (excellent in one lesson) and the more dominant satisfactory or even unsatisfactory teaching (in one lesson). All teachers have good subject knowledge, particularly of examination and other literary texts. In the very best lessons planning is detailed to include seating plans, organisation of working groups, the use of every available minute, and the involvement of each pupil in a range of reading, speaking and writing activities. Teachers make many interactions with individuals, engender much enthusiasm and often evaluate performance during the lesson. In other lessons planning is not detailed enough, with too little variety in activities. In some lessons there is no evidence of pre-planning with special needs support assistants to make the best use of their time.

118.This is a well-managed and very well-led department. The only deficiencies noted were a shortage of dictionaries in one room and too few class readers for each pupil in another. Classrooms display interesting examples of pupils’ recent writing. The head of department liaises well with the librarian and with the learning support teachers. Record keeping is good, as it was at the time of the last inspection, but the annual reports to parents do not give them a clear enough detailed picture of pupils’ strengths and weaknesses in English. The work of the department would benefit from a re-examination of the schemes of work for Years 7 to 9; although topics and units of work meet National Curriculum requirements they lack guidance on styles of teaching which might help to involve pupils more fully in all lessons. The department uses information and communication technology more than at the time of the last inspection, but could still expand and develop this further.

119.The school has made a good start to promoting a whole-school approach to improving literacy. A helpful policy, which reflects the aims of the National Literacy Strategy has recently been produced to guide the school forward. Activities which have started include a paired reading scheme to help lower attaining readers and pupils for whom English is an additional language. Only four pupils attended a paired session observed during the inspection but eleven pupils benefited from participation in a language lunchtime club. The club activities led by language assistants and the visiting language support teacher are helpful for those who speak English as an additional language. The current project, writing and publishing a bilingual magazine, helps language development and indicates that the school values contributions from different cultural backgrounds. The school rightly feels that three hours per week of external language support is not enough when there is an influx of early stage language learners, as there has been recently. As yet there are few signs that subject departments, other than English and learning support, are considering language and literacy development in their teaching. Some good use is made of descriptive language in physical education and dance lessons. Drama lessons, particularly in Year 9, provide a valuable opportunity to extend the National Curriculum requirements for speaking and listening in English.

121. Mathematics

120.At the end of Year 9, pupils' attainment in mathematics over recent years has been below the national average. In the 1999 National Curriculum tests, the proportion of pupils reaching level 5 and above was close to the national average but below it for the higher levels (although five per cent of pupils achieved level 7) and the overall average for similar schools. All pupils are entered for GCSE and results in 1999 were better than in English and science. The proportion achieving A*-G grades is consistently above the national average. In 1999, 41 per cent of pupils achieved A*-C compared to the national average of 48 per cent. This was considerably better than in the previous two years. In addition, 27 pupils were entered for GCSE statistics; 41 per cent of them achieved grades A*-C.


121.In work seen during the inspection, attainment is below average at the end of Year 9. However, the department focuses on developing pupils’ investigation, thinking and decision making skills. This they do most successfully and it bears fruit in GCSE years where pupils produce strong coursework. As national tests focus more on knowledge, the good progress made in Years 7 to 9 is not so evident in these results. By the end of Year 9, high attaining pupils tackle problems associated with Pythagoras's theorem; low attaining pupils discover for themselves how to find the volume of a cuboid and then apply their knowledge to calculate the volumes of boxes which they have measured. Pupils are confident in handling data and are familiar with basic statistical techniques.

122.By Year 11 a few high attaining pupils introduce and analyse their own methods for investigations and average attaining pupils justify their reasons for presenting their results in a particular way. In one Year 11 lesson, lower attaining pupils busily designed and constructed containers for a known weight of sweets, successfully testing and modifying their attempts. Attainment at the end of Year 11 is in line with the average.

123.Lower attaining pupils’ reasoning skills are well matched to their abilities, but they find it difficult to communicate their ideas clearly and to draw accurate and neat graphs and diagrams. Pupils’ knowledge of various mathematical topics is gradually extended but without enough emphasis on accuracy and precision in their work. Pupils do not get enough practice in mental work to develop fast recall and proficient calculating skills.

124.In general, progress in Years 7 to 9 is good and in Years 10 and 11 it is sound. Progress reflects teaching and is inconsistent; there are several pockets of underachievement. The reasons for these are pupils' poor attendance which mars their progress, and weaknesses in teaching. Pupils with special educational needs benefit from being in smaller mathematics groups and having appropriate teaching in most cases. Teaching does not always meet the needs of pupils with behavioural difficulties or those with dyslexia. In general, pupils with special educational needs make satisfactory progress.

125.Pupils in Years 7 to 9 have a better attitude to mathematics than many older pupils. Pupils' behaviour in lessons is at least satisfactory and often good. When teaching does not fully meet pupils’ needs some chatting occurs but they usually listen sensibly. In many lessons pupils are keen to answer questions. Many take pride in their written work, but teachers' expectations here are not always high enough. Nevertheless, the way in which pupils are taught develops their ability to work independently.

126.The quality of teaching is satisfactory overall. During the inspection it was good in 50 per cent of lessons and unsatisfactory in just two lessons. Teachers' good command of mathematics enables them to use games and discovery methods successfully to develop pupils' learning. They recognize individual pupils' strengths and move them on. The main subject content of lessons is often dealt with in an imaginative and thought provoking way. Most lessons last for 70 minutes and a weakness of many lessons is the failure to make the best use of this time. Teachers have a tendency to stretch the main theme of the lesson to fill the time rather than providing more activities or a change of topic. This taxes pupils' concentration and so they work slowly. When teaching was good teachers pitched their explanations at exactly the right level, paced the lessons well, and managed to alter the activities so that pupils were always busy. Several lessons were rounded off well by the teacher discussing the homework set in detail, so that pupils understood exactly what they had to do and felt supported. Homework is generally well planned.

127.Most teachers have good questioning skills. They challenge pupils' thinking and match their speed to pupils' attainment by giving less confident pupils time to answer. Generally, however, there is not enough oral work. Pupils have too few opportunities to talk about mathematics and to contribute in lessons. The unsatisfactory lessons seen were marked by the teachers' failure to appreciate and consider pupils’ precise attainment and needs. Teachers use mathematical equipment effectively to help pupils to learn. Support assistants, when available, are not always used to best advantage in lessons. Teachers' boardwork is not of a uniformly high standard. The best is excellent; it is clearly written, easy to follow and exemplifies good practice in the subject. Teachers' marking lacks consistency. The best includes corrections, comments and targets for improvement, whereas at the other extreme there is little written feedback or encouragement for pupils.

128.It is good that pupils are often required to express their answers in short written sentences, but generally teachers


pay too little attention to the literacy aspect of this work. The provision for information and communication technology has improved since the last report, but it is erratic. There is a useful bank of mathematics software but access to the computer suite is sometimes difficult and some teachers are more confident than others about using it. Formal assessment procedures are good overall but teachers' assessments at the end of Year 9 are not standardised across the department. GCSE results are analysed carefully and in 1998 this led to the introduction of modular GCSE courses to boost pupils' performance. The department is united and well led. The senior management team and head of department do not monitor the department’s work rigorously enough to ensure consistently high standards.

129.The school’s numeracy policy is being re-drafted to make sure that teachers in all other subjects talk about and handle number in the same way. At present, the use of number in other subjects is minimal. In science, some older pupils are held back by weak numbers skills - for example, when working out the cost of electricity. In geography, pupils learn how to sort data, particularly statistics generated by fieldwork, but they do not analyse them in enough depth.

131. Science

130.Attainment in the National Curriculum tests at the end of Year 9 in 1999 was below the national average for boys and girls. When compared with similar schools pupils’ performance was below average for those reaching level 5 and above, but well below average for those reaching level 6 and above. Past results have been fairly static but in 1999 they dropped, particularly at the higher levels. GCSE results in double award science show a significant falling trend from the time of the last inspection. Results were close to the national average but by 1999 only 27 per cent of pupils achieved grades A*-C, well below the national (50 per cent) and similar school averages. In GCSE single science in 1999, taken by lower attainers, one pupil out of 45 achieved grade C; in the previous two years no pupils achieved this level. GCSE results in science have been below those achieved in the majority of other subjects for several years.

131.In work seen, standards in Years 7 to 9 were low. Whilst higher attaining pupils in Year 9 have a sound understanding of forces, others have only a very basic knowledge of how particles are arranged in solids, liquids, and gases. Pupils write up their experiments by using a suitable variety of methods but many find it difficult to reach the correct conclusions. Higher attaining pupils in Year 11 state the factors behind changes (for example, the amount of electricity produced by induction) but their explanations are very superficial. Very few pupils achieve the highest GCSE grades because they find it difficult to apply their knowledge and understanding to new examples and many have weak numeracy skills as well. In all years pupils find it difficult to remember facts and even to show understanding of work covered recently.

132.Overall, pupils make sound progress in Years 7 to 9. They enter the school with just below average attainment and achieve a similar standard by the end of Year 9. In GCSE classes progress is unsatisfactory over time as pupils leave the school with well below average scientific knowledge and understanding. There are many reasons for the unsatisfactory progress in the past, which stem from poor management over a long time. However, in work seen during the inspection progress was better than it has been and in individual lessons it was practically always sound. For example, pupils made sound progress in learning about the relative movements of the sun, moon, and Earth in Year 7 and, irrespective of their attainment, learning about balanced diets, or investigating how the area of a parachute is related to how long it takes to fall, in Year 8. Year 9 pupils made good progress learning about gaseous exchange taking place in the lungs. Progress was unsatisfactory in one Year 8 lesson because the teacher did not control the pupils well, so that too little work was covered.

133.Year 10 pupils made good progress revising for a chemistry module test as did Year 11 pupils revising topics such as calculations for electricity costs or the nervous system. Pupils with special educational needs make as good progress as others. On occasions their progress is held back when support staff are not available or when teachers do not prepare work they can understand easily. Teachers are aware of those pupils with individual education plans but they do not monitor their progress carefully enough as they do not set subject specific targets.


134.Pupils’ attitudes to science are too passive. Only a few show interest and, even then, rarely enjoyment. Not surprisingly, many pupils are concerned about the effect of staff absences on their work and their morale is low. The school is actively seeking to bring about staff stability. It will then be necessary, to raise attainment, to make special efforts to raise the status of the department in the eyes of the pupils. Behaviour is usually satisfactory or better, so that most pupils have every opportunity to learn. They work well together when carrying out group work, follow instructions, and use materials safely. When moving around the laboratory to collect materials, and equipment pupils act responsibly. However, opportunities for them to show initiative are limited because of the over-directive approach to teaching.

135.The overall quality of teaching is satisfactory. During the inspection it was good in almost 40 per cent of lessons and unsatisfactory in one. No particular differences in teaching exist between Years 7 to 9 and GCSE classes, but in most years a significant lack of sparkle was noted. No examples were seen of teachers giving pupils a sense of the awe and wonder in science and very little practical work was observed, a reflection of teachers’ lack of confidence to take chances. If pupils’ interest in science is to be rekindled, it is vital that these important areas are improved.

136.Teachers set high standards for discipline, which are mostly achieved. They have thorough subject knowledge and understanding, plan lessons carefully and occasionally use an interesting range of resources and methods. Although material is available, teachers do not provide enough suitable work for pupils with different attainment. The quality and quantity of homework are variable, tests on topics are held too infrequently to raise the levels of pupils’ recall and understanding, and the quality of teachers’ marking and assessment techniques is inconsistent. The reports written for parents are poor, with minimal comments which do not highlight strengths and weaknesses.

137.The management of the department, including monitoring by the head of department, was poor up to the half term before the inspection. Since then the second in the department, appointed at the beginning of term, has taken over as an effective acting head of department. Another new member of staff is away on long-term sick leave so qualified temporary staff, of varying quality, are teaching one third of the lessons. Schemes of work for all years are poor, not written to a common format and they do not plan well for continuity and progression. The recent introduction of a modular GCSE course was good as it is more suitable for the pupils but, without experience of running this type of course, teachers do not have strategies for enabling pupils to reap the benefits fully.

138.The department makes some uses of information and communication technology, using measuring sensors to collect data from experiments. However, the equipment is very old and limited, so that pupils only watch demonstrations. Assessment is used to form groups of pupils who have similar attainment, but the procedures are only partially effective (reflected in the variable match between the Year 9 teachers’ assessments and results in the National Curriculum tests). The way in which assessment information is used to monitor teaching and planning requires much development. Pupils have not been told of the level or grade they are working at in the various strands of science and without specific targets they do not know how to improve their work. The department is well supported by a qualified, efficient technician team. Whilst enough money is available for regular annual cost, a capital injection is needed to overcome the serious shortage of equipment - for example, urgently needed computers, data-logging equipment, and textbooks for Years 7 to 9. Due attention is given to health and safety and no issues were noted during the inspection.

140. OTHER SUBJECTS OR COURSES

140. Information and communication technology

139.Low standards in Year 9 are reflected in the 1999 teachers’ assessment that 49 per cent of pupils reached National Curriculum level 5 and above compared with 59 per cent nationally. Standards at the end of Year 11 are low, though considerably better than in 1999, when only 14 per cent of pupils achieved grades A*-C in a short GCSE course. Year 11 pupils, like those in Year 9, have recently benefited from better teaching and computers, so the standard of work in their folders varies considerably.

140.When pupils in Years 7 to 9 use desk top publishing applications, partly because the computers are not up-to-


date, their work is limited to combining simple text with graphics or clipart. Data handling skills, including the use of databases, are only used a little. In contrast, in areas which have been taught recently, mainly using spreadsheets for modelling and presentation, pupils’ knowledge and skills are considerably stronger. For example, in Year 9 discrete information and communication technology lessons pupils calculate formulae confidently and design a spreadsheet for their own research activity. In current work, Year 11 pupils successfully use a spreadsheet application to design a simple holiday booking system and have a secure understanding of how this must operate. Previous GCSE assignment work on databases is significantly weaker. Increased access to computers after school and in some lessons means that a significant minority have sound information retrieval skills, using the Internet and CD-ROM facilities.

141.Progress in the discrete lessons in Years 7-9 has significantly improved and is often good, but pupils’ progress over time is unsatisfactory because in the past cross-curricular use and development were very limited and provision was poor. Recent gains are clear in Year 8, where pupils learn how to set up their own databases, and in Year 9 where they use spreadsheets with great confidence. Higher attaining pupils make further progress, using computers at home as do all those who attend after school clubs. However, opportunities to make progress in other subjects are still rare and tend to be restricted to English, mathematics, history, and design and technology. Special educational needs pupils additionally benefit from the use of information and communication technology within their supported learning programmes.

142.Pupils in Years 10 and 11 have similarly benefited from improved provision in their core GCSE short course and now make mostly sound progress in their spreadsheets assignments, both in lessons and after school. Higher attaining pupils are now improving their earlier assignments, which should help to improve their final results. Other GCSE subjects such as business studies, office applications and music provide specific structured information and communication technology opportunities for some pupils, all of whom make satisfactory progress. However, most pupils do not make the progress over time that might be expected.

143.Interest in computers has risen significantly in the last few months as the quality of teaching has improved and access to computers after school has increased; large numbers of pupils use facilities every evening and attend the twice weekly Internet club. Behaviour is mostly good in lessons. Pupils concentrate on their assignments and support each other well on occasion.

144.The quality of teaching is good. During the inspection it was good in over 65 per cent of lessons, including 33 per cent when it was very good. It is particularly effective in Years 7 to 9. The subject co-ordinator has excellent knowledge and is well supported by interested and increasingly capable colleagues. Lesson planning is mostly sound and improving as new materials and activities are developed. When teaching is very good, expectations are high, work is challenging, lessons move fast and audio visual aids which stimulate interest and help understanding are used most effectively. Behaviour management is mostly good and is based on positive relationships with pupils. Work is assessed regularly and related to clear National Curriculum levels and GCSE marking schemes which helps pupils to monitor their own progress. Staff regularly review the effectiveness of the new work schemes.

145.In a subject that has made little progress since the last inspection, the new information and communication technology co-ordinator has made an excellent start as both teacher and manager. Few subjects currently provide planned information and communication technology opportunities for pupils in Years 7 to 9 and, while examples of good practice exist in some GCSE courses, only a minority of pupils use computers effectively for course work. The discrete information and communication technology lessons in all years mean that the National Curriculum programmes of study are now being covered, though measurement and control, identified as limited in the last report, are still under-developed.

146.Lack of staff development and too few up-to-date computer facilities continue to act as a brake on wider school development. The information and communication technology co-ordinator has worked with staff in identifying training and resource needs and has produced a very good development plan that makes effective use of external funding. Too little technician support and limited time to manage the developments are holding back progress. However, the increased use of information and communication technology by staff and pupils and the increasing progress pupils are making are both positive indicators for the future.


148. Religious education

147.Attainment is below the standards outlined in the Agreed Syllabus for all pupils except for those following the GCSE course, where attainment observed during the inspection is about average. GCSE results have declined from being above the average in 1996 to well below the national average in 1999: 27 per cent of pupils achieved grades A* to C compared to 57 per cent nationally. In 1998 over 40 pupils took the GCSE examination but in 1999 only eleven did.

148.By the end of Year 9 pupils have an adequate knowledge and understanding of Christianity and other religions represented in Great Britain, notably Judaism and Buddhism, and apply these to a range of ethical concerns such as marriage or peace and conflict. Pupils express an opinion on these issues but find it difficult to argue from more than one point of view. They have a basic understanding of technical vocabulary and sometimes use it correctly, but not always systematically. They make simple connections between religion and people’s lives, but find it hard to describe connections between practice and different beliefs.

149.In the non-GCSE groups pupils have a superficial knowledge and understanding of the beliefs, values and traditions of the two religions they have chosen to study and although they consider what influence these have on society and on some moral and social issues, do not do so in any depth. Only on rare occasions do pupils identify, investigate and respond to some fundamental questions raised by life and human experience. Examples of extended writing are few and not well developed.

150.Progress in the GCSE group is good. Basic knowledge about Christian and Hindu beliefs is extended so that pupils have an insight into how these beliefs, and associated authority and ceremonies, relate to a variety of moral issues such as the family, humankind and nature. Progress in evaluating these issues from more than one point of view is slower. Progress in the non-GCSE groups and in Years 7 to 9 is satisfactory in individual lessons. Pupils can describe, analyse and explain examples which illustrate the relevance and place of religion in contemporary society. However, they have so few lessons during the year that progress over time is unsatisfactory and the content and depth of the Agreed Syllabus cannot be covered properly. Pupils have neither time to examine evidence nor opportunities to discuss, evaluate and reflect on different viewpoints, skills which are part of the Agreed Syllabus.

151.Pupils with special educational needs make sound progress, as teachers are aware of their needs and plan accordingly. However, the extension work provided for higher attaining pupils does not always challenge them enough, so they do not reach their full potential. Limited evidence suggests that girls make better progress. The progress of pupils speaking English as an additional language is limited and the teachers are concerned about their progress but do their best to support them.

152.Pupils in GCSE groups respond very well in lessons, behave well, join in enthusiastically and are clearly interested in this subject. Concentration in GCSE classes is good, but it is more variable in other classes in all years, particularly if the work is not demanding or the lesson is too closely directed by the teacher and has no clear outcome. Pupils are willing to consider the spiritual dimensions of life and to engage in a search for meaning and purpose but this needs to be more explicitly encouraged by teachers.

153.The quality of teaching in GCSE classes is good. Pupils are encouraged to give personal responses to a range of issues but they are not challenged to give personal responses to specifically religious issues. Teaching in other classes is satisfactory. Often, though lessons are well prepared, the specifically religious content is weak and expectations both in terms of pace and depth are too low and some teachers do not allow enough time for pupils to do enough writing. In Years 7 to 9 particularly, more rigour and more extended writing would help raise pupils’ attainment.

154.In Years 7 to 9 teaching is always satisfactory and during the inspection it was good in 40 per cent of lessons. With a good balance between the two attainment targets of the Agreed Syllabus pupils can both learn about religions and learn from them. However, over the three years, too few lessons contain an explicitly religious content. When teaching is good the central activities of the lesson are related to specific religious traditions so that the pupils’ knowledge and understanding of world religions are continually reinforced at the same time as


skills of reflection and evaluation are encouraged.

155.The department is well managed by a specialist head of department, although a quarter of lessons are taught by a non-specialist. With so little time in all years, and because religious education is combined with personal and social education, the school is not meeting statutory requirements as the requirements of the Agreed Syllabus cannot be met This was the case at the last inspection so there has been no progress since then. Information and communication technology is not used at all. The department makes a valuable contribution to pupils’ spiritual, moral, social and cultural development as it does to development of their literacy skills, with its introduction and explanation of new words and phrases. Good displays are found in both the main religious education room and in the corridor.

157. Art

156.Standards of attainment in art are average at the end of Year 9 and have improved since the last inspection. Results in GCSE art examinations in 1999 were only one per cent below the national average, with 62 per cent of pupils achieving grades A*-C. This is an improvement on the previous two years, when GCSE A*-C results were below the national average, and reflects the overall rising trend since the last inspection. Reflecting the national pattern, girls have performed better than boys over the past four years. Overall, pupils in art achieve A*-G grades in line with national averages.

157.In Years 7 to 9 most pupils confidently and effectively use a wide range of materials in two and three dimensions. Figures in wire and paper show successful use of technical and expressive skills to create an interlocking sculpture. Pupils become familiar with the formal elements of art, such as line, tone, pattern, texture, colour and composition and systematically record their ideas, processes and evaluations of their investigative work in sketchbooks. In Year 7, to create self-portraits, pupils use a digital photograph as a starting point to experiment and build up skills of shading techniques, such as cross-hatching, blending, pencil tonal gradations and mixing and controlling colour. They know how to blend skin tones and apply highlights with increasing accuracy.

158.Many average and lower attaining younger pupils’ skills in drawing from direct observation are limited, though most develop these using mixed media. In Year 9, pupils develop their own investigations; for example, when weaving fabric to create a textured composition they build on past knowledge and work with ‘white’ materials to refine their understanding of light and shade. Pupils of all levels of attainment show an increasing ability to organise and experiment with materials to develop an idea and sustain their projects over a period. By the end of Year 9, most plan and research confidently and many use appropriate art language to describe what they can do.

159.The attainment of pupils at the end of Year 11 is average. Pupils revisit themes from direct observation with increasing fluency and accuracy. In Year 10 most make careful drawings, enlarging sections to make bold detailed compositions, for example of machine parts. They develop their print making skills and produce successful mono-prints. Higher attaining pupils in Year 11 show some inventiveness in their imaginative large scale sculptures which effectively combine a variety of cultures and traditions. However, when undertaking investigation for research projects, pupils do not use their knowledge and understanding about artists enough. Sketch books are not used regularly to record observations and to explore different techniques.

160.All pupils make good progress over time in all years. Pupils enter Year 7 with a wide range of attainment and make satisfactory progress in painting, three-dimensional studies and recording ideas from experience. They make good progress in learning key words and using them in written evaluations of their work. Younger pupils develop their investigation skills and, referring to useful prompt sheets, learn how to assess their own work. Most have a basic understanding of composition by the end of Year 9. Their skills and understanding are extended through Years 10 and 11 but their knowledge of non-western art traditions does not develop enough. Higher attaining pupils widen their art vocabulary. Lower attaining pupils and those who speak English as an additional language or special educational needs make good progress. Teachers give them helpful explanations, demonstrations and support and select materials and resources for them carefully. Opportunities to extend higher attaining pupils by comparing techniques are sometimes missed, as displays of


their work are not always well presented alongside the work of related artists and good quality artefacts.

161.Pupils’ attitudes to are lessons are good; they enjoy their lessons and many take pride in their work. Most show initiative in organising equipment and act sensibly and safely in the art rooms. They work well collaboratively and relationships with teachers are very good. A few Years 10 and 11 pupils lack self-esteem, though they gain confidence when they talk about their work individually with teachers. Behaviour is generally good in most lessons, owing largely to the personal commitment of teachers, but occasionally a few pupils do not listen properly, become restless and lack concentration.

162.The quality of teaching is good overall and during the inspection over 40 percent of teaching was good and over 40 per cent very good. It was particularly effective in Years 7 to 9 where 60 per cent was very good. Teachers’ expertise and confidence are good. They use examples of pupils’ and artists’ work to explain and demonstrate tasks clearly - for example, in how to complete a woven fabric study or in using artists’ prints to discuss finishes for pupils’ figurative sculptures. Challenging tasks are progressively developed to provide an enjoyable and worthwhile experience for pupils, who are motivated to tackle problems and improve their skills.

163.In the best lessons, teachers use skilful and effective questioning to check pupils’ understanding of technical terms and to encourage them to elaborate their ideas and to volunteer opinions. In most lessons teachers deepen pupils’ knowledge and balance direction and independent learning well. Where there are shortcomings work is less demanding; for example, in Years 10 and 11 painting techniques are not linked to critical and contextual issues enough and pupils’ understanding of concepts is not checked during the lesson. Teachers set homework that is well linked to projects, with a focus on literacy, and they mark it well by providing constructive feedback, particularly in Years 7 to 9.

164.Though the art curriculum is broad, information and communication technology has yet to be developed. The department is well led with a good focus on assessment, though this is not used consistently to inform curricular planning. Visits to galleries have improved for GCSE pupils, though the number of activity days, visiting artists and good quality artist print resources have not been extended since the last inspection. There is no provision for ceramics, though the department now offers graphics, which is popular with boys in Years 10 and 11. Extra-curricular provision is good and impressive examples of pupils’ work are displayed around the school.

166.

166. Design and technology

165.Teacher assessments in 1999 recorded that 57 per cent of Year 9 pupils achieved level 5 or above, in line with the national average. In work seen during the inspection the percentage is lower because in the three main areas of technology, textiles, food and resistant materials (including timber, plastic and metal), too few design activities are completed in Years 7 to 9. In some classes, particularly higher attaining sets, recent efforts to address this weakness mean that standards in lessons are average.

166.Standards of attainment are low at the end of Year 11. In 1999 41 per cent of pupils achieved grades A*-C compared to the national average of 50 per cent. This aggregate result masks variation between the different GCSE courses and the fact that the school allows two thirds of pupils to opt out of recognised design and technology programmes. In food technology, a low achieving subject in the last inspection, 50 per cent of a relatively small number of pupils, mainly girls, achieved grades A*-C, now in line with the national average. A similar standard was reflected in GCSE catering, a worthwhile practical food course. Results in GCSE resistant materials have declined considerably since the last inspection, with only 30 per cent of pupils achieving grades A*-C. However, this is partly the result of a high proportion of lower attaining and special educational needs pupils taking the course. In fact, in all three courses, pupils usually perform better compared to their other GCSE results.

167.In current work seen standards in food technology continue to be in line with the national average, with pupils showing good research skills, a clear design awareness reflected in product testing and evaluation, and effective use of information and communication technology. In food technology Year 9 higher attaining


pupils have a sound understanding of product analysis as a part of design, while in resistant materials they present graphical work well and have a clear understanding of the properties of different materials. Lower attaining pupils, including those with special educational needs, show a more limited capacity to design and plan their work, often because of a lack of writing and graphical skills. However, levels of attainment in resistant materials and catering are a little low as only a small number of high and average attainers take these courses. Even so, when making different products in all areas pupils use various tools and machines safely and with some accuracy.

168.Progress in Years 7 to 9 is sound, particularly as the steadily improving work schemes provide a better balance between designing and making. Year 7 pupils make progress in handling different tools and materials, notably in textiles where lower attaining pupils gain confidence in using sewing machines. Similar progress is made by other Year 7 pupils in resistant materials – cutting, shaping and joining plastics - though the extended length of the project slows the overall rate of progress. In the past designing and planning skills developed slowly, particularly for middle and lower attaining pupils.; current lessons show a conscious attempt to address this. For example in Year 9 resistant materials, pupils gain a clear understanding of production planning when designing a candle holder and in food technology they improve their awareness of different aspects of commercial production in producing a design specification for scones. Year 9 special educational needs pupils make steady gains in their making skills, when, for example, using a wood lathe under supervision.

169.Progress in Years 10 and 11 is sound overall and good in some lessons. Higher attaining pupils taking food technology improve their evaluation skills and experiment with a wider range of food materials. Many lower attaining catering pupils work collaboratively, with increasing speed and accuracy in simulated business contexts. Progress in resistant materials is more uneven because some pupils have limited skills and application, though most make sound gains in knowledge and skills when given support.

170.Pupils are interested in their work though commitment slackens for a few in Year 11. Pupils behave well and show considerable application in the different practical activities. The ability to work independently is less evident in the earlier years though this improves in the GCSE courses; pupils make increasing use of homework for personal research and become more confident in their design activities.

171.Teaching is always at least satisfactory and during the inspection it was good in 60 per cent of lessons and particularly effective in Years 10 and 11. This reflects improvement since the last inspection. Staff share a range of knowledge that, though less developed in some aspects of design education and textiles technology, includes considerable specialist experience of how to support pupils in practical activities. Most lessons are well planned, with the better teaching providing variety and pace. Teachers establish clear standards about the quality of work expected, particularly in the GCSE courses. Classroom management is good so that behaviour is good. The best practice makes effective use of lesson time and equipment through well organised activities; for example, teachers vary practical work by introducing effective question or demonstration sessions.

172.All staff give clear demonstrations and positive classroom support. The best practice encourages pupils to develop design ideas through realistic contexts, with good use of exemplars and opportunities to test and evaluate ideas. The catering course also provides an appropriate work context to develop practical skills; pupils have to meet deadlines and the teacher effectively urges them to complete two tasks at once, as happens in professional situations. However, few staff make particular use of links with industry in their teaching. Homework is set regularly and used with increasing effectiveness. Assessment practice in the GCSE courses is good and teachers now assess pupils’ progress against National Curriculum levels in Years 7 to 9. However, recently introduced procedures do not yet give pupils clear enough guidance as to how they can improve.

173.The appointment of a design and technology co-ordinator has started to bring about improvements in the Years 7 to 9 schemes of work and staff have co-operated well to create a supportive team. However, the continuation of two distinct technology departments, each with its own development plans and budgets, works against the coherent development of the subject. Even more seriously, the school policy of allowing a substantial number of pupils to take business studies instead of design and technology, contravenes the statutory requirement for all pupils to follow a design and technology subject in Years 10 and 11. A further


consequence is that the school no longer provides graphic products, a strength in the previous inspection, and pupils cannot continue to study textiles or systems and control after Year 9. The design and technology staff have limited but high quality support from a technician who is increasingly needed to assist in information and communication technology development across the school. The lack of information and communication technology facilities and software limits food technology work on nutritional analysis, and the effective use of computer-assisted design and modelling equipment.

175. Drama

174.Pupils’ attainment in drama in the GCSE examination is well below the national average and well below what was achieved at the time of the last OFSTED inspection. In 1999 28 per cent of pupils achieved grades A*-C compared to 68 per cent nationally. Despite this, in the last two years all pupils completed the course and were awarded a pass grade. A change of examination syllabus and a change in option courses for Years 10 and 11 partly account for these differences.

175.In the lessons observed during the inspection attainment and progress varied considerably. A Year 10 group showed embarrassment and limited communication skills in performance. In contrast, most Year 11 pupils, performing scripted scenes, achieved standards appropriate for their age and for the stage of the course. Some of these pupils moved well and used space effectively. Most interpreted tensions in relationships satisfactorily. Year 9 pupils were similarly at different stages of development. Poor reading skills in one group meant that they could not perform a Shakespeare scene effectively, but another class overcame the unfamiliarity of the language well to act a scene from Romeo and Juliet very capably.

176.Pupils’ variable attainment, progress and behaviour reflect the organisation of lessons. Teaching was satisfactory in three lessons seen and unsatisfactory in one. Lessons tend to start slowly. Occasionally, lessons end unsatisfactorily, with pupils not being fully clear about what is expected from them. As a result some of them do not behave well and their lack of co-operation hinders productive group work. In lessons where pupils understand the overall pattern of the drama course, particularly in Year 11, they work well in groups and constructive teaching and guidance take place. These older pupils show that they have acquired sound skills in staging, lighting and producing short plays as well as performing them.

177.The school has a good studio for drama teaching with direct access to the hall stage. These facilities are used productively. All the GCSE groups are able to produce competent lighting plans for their assessed performances. Many pupils enjoy participating in school productions.

179. Geography

178.By the end of Year 9 overall attainment is low but most pupils have sound practical skills. In recent years GCSE examination results at grades A*-C have fluctuated below the national average, except in 1998 when they were just above average. In 1999 39 per cent of pupils achieved grades A*-C, considerably below the national average of 56 per cent. The percentage achieving grades A*-G was above the national average. There was little difference between the performance of boys and girls and both did better than in several of their other subjects. Attainment is low at the end of Year 11.

179.Pupils are particularly good at finding places and features on maps and photographs. Higher attaining pupils remember work well but many lower attaining pupils find it difficult to remember basic information, despite the attention given to geographical vocabulary. Most can follow simple structured investigations but their research skills are under-developed. They lack opportunities to devise their own questions, to develop their critical thinking skills and to develop these skills through sustained discussion and group work. Most have some understanding of pattern and process and caring for the environment and relate these to specific areas. For example, they describe the positive and negative impact of winter sports on the Italian Alps and appreciate the potential conflicts generated.


180.By the end of Year 11, pupils broaden the range of techniques they use. In urban coursework and coastal studies, higher attaining pupils use a range of techniques competently and show good understanding of geographical ideas. Middle attaining pupils give sound explanations but their data analysis and conclusions are superficial. Lower attaining pupils use and describe some basic techniques. Most pupils have a reasonable understanding of meteorological processes, which they apply when studying hurricanes, for example. Lower attaining pupils find such ideas more difficult to grasp because of gaps in their understanding about the causes of rainfall. In all years pupils develop their practical techniques well in fieldwork and they handle numbers well enough to present data well but they find it difficult to interpret them sensibly. Pupils do not use computers and geographical software to help them in their work.

181.Progress is satisfactory overall. Many pupils enter the school with below average standards in geography and poor literacy skills that affect the quantity and quality of their written work. They soon acquire sound basic skills and, by studying the local region, they increase their knowledge and understanding of simple geographical concepts. Over time, their written work improves and most write reasonable length answers by the end of Year 9, although lower attaining pupils still have difficulty expressing their ideas clearly. They respond well to opportunities to write creatively. Year 8 pupils, for example, use their knowledge to write effective poems about quarries.

182.In lessons seen during the inspection progress was directly related to the quality of teaching. When teaching was interesting and pupils had some measure of responsibility, they made good progress. For example, in a Year 7 lesson on planning a route to visit places of interest in Hampshire, pupils searched for information effectively as they had already discussed the topic and could therefore be selective. In a minority of lessons, they made slower progress because the work was too easy and they were given too long to complete tasks. Some pupils’ progress is slow because staff absence has caused temporary problems of continuity. GCSE pupils build well on earlier work related to topics such as climate, farming and industry. Although pupils improve their research skills, the enquiries set are still too tightly structured, which makes it hard for pupils to achieve the highest GCSE grades. Pupils with special educational needs make satisfactory progress, particularly when they have support in class, although individual education plans could be referred to more, to improve their performance. Most achieve a GCSE pass grade

183.The majority of pupils are positive about their work, reflected in the number who choose to study geography in Year 10. Their enjoyment of practical activities is shown in the resulting imaginative work on display. Most work sensibly and get on well together and with their teachers. A minority are poor listeners and easily become bored and restless, especially when teaching is over-directed.

184.The quality of teaching is satisfactory, overall. During the inspection it was good in nearly 40 per cent of lessons, particularly those delivered by specialist teachers. Some unsatisfactory teaching was seen in a minority of lessons, explained mainly by a lack of subject expertise and inadequate knowledge of the standards required. Work was not well adapted to match the range of pupils’ attainment and too long was spent on activities that did not involve everyone, so that many lost interest. Mostly teachers plan lessons well and use resources effectively to interest pupils. Specialists have the expertise to answer pupils’ questions clearly and to develop pupils’ ideas. Usually they set work at an appropriate level, but occasionally they do not intervene quickly enough to maintain or increase pace.

185.When teaching is good pupils are interested and there is a balance between instruction and activities. This was shown in a Year 11 lesson about hurricanes. Reading together and then mapping the distribution of hurricanes set the scene well. A high quality video helped to explain their formation. Skilful questioning by the teacher developed understanding, tested for accuracy and encouraged some discussion; as a result, pupils made good progress. Teachers set homework regularly. Some usefully underpins classwork but some is too easy. Pupils cannot take textbooks home, which makes it hard for them to revise. Although teachers use praise effectively to encourage pupils in class, when they mark books they do not provide guidance about how pupils should improve their answers and do not consistently follow up incomplete work.

186.The department is well managed but the absence of one teacher has caused temporary staffing difficulties and some classes are taught by two teachers. This has made heavy demands on the head of department. Since the last inspection, pupils have benefited from more practical and investigative work. Statistical data about pupils and assessment results are not used enough to plan the curriculum or to help pupils make progress.


Information and communication technology is still not used because teachers have not received enough training to use it effectively.

188. History

187.In the 1999 Year 9 teacher assessments a slightly higher percentage of pupils achieved level 5 and above than nationally but a lower percentage achieved level 6 and above, a small improvement on the previous year. In work seen in Years 7 to 9 the majority of pupils attain average standards and most others achieve high standards in lessons. However, standards are better in oral work than written work, in which standards vary from slightly above to well below average. In 1999 GCSE examinations 36 per cent of pupils achieved grades A*-C, well below the national average of 60 per cent. This was an improvement on the previous year but lower than the results achieved in 1996. Matching the school’s performance, over the last four years the percentage of pupils achieving grades A*-G has been at, or above, the national average. Although more girls achieve A*-C grades, boys’ results are higher than in their other subjects and compared to the average for boys in other schools.

188.By the end of Year 9 most pupils remember and understand basic facts and skills, such as the sequence and effects of events. Although they clearly understand the similarities and differences between periods and events when questioned, they are less confident when writing answers and need the good support given by their teachers to achieve full and well-structured work, which not all achieve. Although pupils’ unsupported extended written work is generally below average, many do complete careful and well-presented work and displays in classrooms are of a high standard. Most use historical sources to describe relevant features of the topics being studied and some are able to infer and draw complex conclusions from these. For example, most pupils in a top Year 8 set appreciate that the existence of many churches in a sixteenth century lithograph of London implies that this was a more religious age than our own, but that to prove this one would need information of a different kind.

189.In work seen there was no overall difference between girls’ and boys’ levels, with most attaining average standards in lessons, but average to below average standards in written work. In Years 10 and 11 most pupils continue to explain ideas better out loud than on paper. By the end of Year 11 most pupils recall relevant facts well and draw sensible conclusions based on them; a minority use a variety of information and sources to explain complex ideas. For example, in revision sessions seen during the inspection most pupils offered basic explanations for the difficulty in achieving peace in 1919 at the end of the Great War, while some could list several reasons for the attitude of each of the great powers. Most explained the use and limitations of different types of information sources well. Attainment at the end of Year 11 is below average.

190.In all years the majority of pupils respond very positively to the high expectations teachers set and make at least good progress both in lessons and through Years 7 to 9. Pupils of all ages and attainment levels respond well to challenging work, which encourages varied, and appropriately high levels of complexity in discussion, thinking, recording and presentation. For example, in a mixed attainment Year 8 set pupils combined knowledge from previous lessons on Tudor living conditions with new facts, gained from several sources, which they then used to advertise a Tudor house for sale. Most pupils improve their enquiry, evaluation and presentation skills. Pupils’ knowledge and understanding of new facts, ideas and concepts increase consistently and appropriately in all years. This is due to teachers’ good organisation, good planning, high expectations, and particularly to their skills in questioning and explanation. Progress over time in the GCSE classes is sound.

191.Pupils with special educational needs make generally satisfactory progress. Work is planned mostly for whole classes or groups, but teachers are sensitive to pupils’ individual needs and adapt work appropriately in lessons. Co-operation between the history and special educational needs departments is effective; learning support staff liaise well with teachers and with each other, and support pupils well. Individual education plans are not used to full effect, however, and more sophisticated planning for individual needs is possible.

192.Pupils are generally well motivated and concentrate effectively in lessons; many clearly enjoy history lessons. They are good at listening to and co-operating with their teachers and with each other. Most speak quite well


in teacher-led discussions, but only some speak or write well at length. Most answer questions readily and some are confident to ask searching questions. Many clearly enjoy history lessons.

193.Teaching is good, overall. During the inspection it was at least good in over 75 per cent of lessons, and very good in almost 40 per cent. It was particularly effective in Years 7 to 9, where the most imaginative teaching was seen. Teachers are enthusiastic and their subject knowledge is good. They communicate clear aims and high expectations to pupils, and are strong in whole-class, teacher-led work. However, this predominant teaching style means that many pupils do not fully develop independent learning skills or master how to cope confidently with new work on their own; no group work was seen during the inspection. Teachers also develop other aspects of the curriculum - for example, language and spiritual and moral development - well. Sources, activity sheets and texts are used well, and sometimes very imaginatively. Much well-planned and challenging work is provided, and pupils progress accordingly. Lessons are well planned to develop skills and several key elements of history at the same time. Homework is used satisfactorily and marking is supportive.

194.Good progress has been made since the last inspection. The department is well managed and constructively self-critical. Systems are generally good, but teaching is not monitored and evaluated formally and statistical data are not analysed enough to guarantee that all pupils reach their full potential. The department development plan is satisfactory, but does not identify priorities or provide for evaluation of success. Assessment has improved since the last inspection and is used well to monitor pupils’ progress and to plan future work. Pupils are well informed about their progress at a general level, but lack precise targets for specific history skills and concepts. Information and communication technology is still used effectively with whole classes but accommodation and storage problems make it difficult for individual pupils to use it. Despite teachers’ efforts to overcome the disadvantages of their accommodation, the mobile classrooms used for history neither fully support imaginative teaching techniques nor promote high esteem for the subject on the part of pupils.

196.

Modern foreign languages

195.In all years standards of attainment in the four language skills of listening, speaking, reading and writing are at least average in higher attaining sets and just average, or slightly below, in all other sets. Standards of attainment are well below average in Years 8 and 9 classes which include pupils who did not study a foreign language in Year 7. GCSE results in both French and German have been variable in recent years although over the last three years the trend is upwards in French and slightly down in German. In 1999 49 per cent of pupils achieved grades A*-C in French, very close to the national average of 51 per cent and 39 per cent in German, below the national average of 55 per cent. These results compare well with other subjects in the school.

196.In Years 7 to 9 listening skills develop well. Many pupils respond immediately to classroom commands in French or German. and even when taped conversations are delivered at a fast pace, they usually understand what is being said. Their speaking skills range from confident and accurate to rather hesitant, although the majority of pupils reply in full sentences when describing, for example, their pets. Pupils do not use the foreign language enough for routine interactions with their teachers, for example, when asking for a book. No planned programme systematically extends reading skills beyond the textbook. Pupils copy sentences reasonably accurately and by Year 9 higher attainers write short letters and accounts transposing learnt material into new situations.

197.In Years 10 and 11 higher attaining pupils write at greater length using different styles, such as for formal and informal letters, and their understanding of grammar and structure develops well. In German pupils have a thorough grasp of the verb position in subordinate clauses and in French they write an account of a previous holiday showing a clear distinction in the correct use of both perfect and imperfect tenses.

198.In all years pupils make sound progress and it is good in the majority of lessons. Very fast progress is made in some higher attaining sets: for example, in a Year 9 French group, ten minutes after intensive exposure to new material, pupils held dialogues in pairs, confidently using new phrases without reference to any notes. Pupils with special educational needs generally make sound progress, although teaching materials are not


reviewed regularly to make sure that they meet these pupils’ learning needs. A minority of pupils who speak English as an additional language do not receive enough support in lessons to ensure good progress.

199.Pupils are generally co-operative and respond well to questions. In a few classes, mainly higher attaining sets and groups in Year 7, pupils are genuinely enthusiastic about learning a foreign language. They listen carefully to tapes and usually concentrate well when writing. They consult dictionaries routinely and, given frequent opportunities, most work sensibly in pairs.

200.Teaching is always satisfactory. During the inspection it was good in 50 per cent of lessons. It was most effective in Years 7 to 9 and very good in one Year 9 French lesson. All teachers are competent linguists who speak both French and German fluently. In lessons, most use the foreign language extensively when talking to the whole class, but not always enough at other times, such as when handing out books. Lessons are well planned and proceed at a brisk pace. Expectations are high for all pupils. Resources such as overhead projectors, tape-recorders, flash-cards or videos are not used enough. In some lessons teachers rely too much on the textbook, or sentences for translation rather than stimulating resources and activities combined with an enthusiastic teaching style. Formal assessment procedures meet National Curriculum requirements but teachers do not take in books regularly and marking is generally poor, especially in German in Years 7 to 9.

201.Pupils start German or French in Year 7 and continue with that language for five years. All are entered for the GCSE examination. They cannot study a second foreign language. The department has benefited from stable and well-qualified staffing over the past five years but although teachers meet regularly, there is not a strong team spirit; resources such as worksheets are not shared enough. Documentation is generally sound. Adequate systems are not in place to monitor and support teaching and check on the quality of marking. The department is well resourced with good-quality modern textbooks, although at present only a minority of pupils can take these home. Good displays of pupils’ work are put up in the classrooms. There is a well established programme of exchanges with French and German schools.

203. Music

202.By the end of Year 9 standards of attainment are average. In 1999 four out of eight pupils achieved GCSE grades A*-C, a lower percentage than the national average. With only small numbers studying this subject in Years 10 and 11 in the past, results have fluctuated above and below the national average from one year to the next. There is no significant difference in boys’ and girls’ examination results. A few pupils who follow the GCSE course have limited experience of playing instruments, apart from in class in Years 7 to 9, but in Years 10 and 11 they receive free instrumental lessons. They have only a short time in which to gain proficiency, which occasionally has some bearing on their overall examination results. Music is an increasingly popular GCSE option choice, with almost 40 pupils studying it in the present Years 10 and 11. In work seen during the inspection standards were average in GCSE classes.

203.Pupils in Years 7 to 9 have a range of musical experiences that develop their aural, vocal, performing, composing and listening skills. Pupils, including those with special educational needs, make satisfactory progress and good progress in developing their aural skills. In a Year 7 lesson pupils showed good ability and good progress when writing down short rhythmic patterns from dictation. They understood how these could be notated and played various patterns in a group, with each pupil following a different part. In Year 8 pupils understand the role of the conductor and how characters are portrayed in music. They use appropriate musical vocabulary to describe what they see, when, for example, watching extracts from a video of the opera Don Giovanni by Mozart. In a Year 9 lesson, pupils gained confidence when composing, rehearsing and performing a rap as part of their project on music from Trinidad. They understood the style of the music and could perform their raps fluently, showing a good awareness of pulse and adding a rhythmic accompaniment on the keyboard. Pupils made satisfactory progress when discussing and evaluating each performance.

204.In Years 10 and 11, where progress is good, pupils develop secure aural skills, write down rhythmic patterns correctly and identify intervals in a major scale. They show skill at writing compositions for instruments and voices and have a satisfactory knowledge of chord structures. They use music technology well to devise and refine their ideas. In Year 11 pupils use different styles and structures for their composition work, including


melody lines with accompaniment, waltzes and compositions based on a pentatonic scale.

205.Pupils in both key stages have good attitudes towards the subject and listen attentively to musical extracts. Many participate enthusiastically in extra-curricular activities. In Years 7 to 9 they are generally well-behaved and concentrate on tasks. They work co-operatively in groups and effectively share and exchange ideas. In Years 10 and 11 pupils show a positive approach to learning. When developing their compositions they work well independently and use the computer software confidently.

206.The quality of teaching is good overall. During the inspection it was good in 70 per cent of lessons and particularly effective in GCSE classes, where 25 per cent was very good. Teachers have secure subject knowledge, convey their enthusiasm to pupils and use their own musical skills to support pupils’ work. The development of pupils’ aural skills receives a strong focus in lessons. Teachers are aware of the wide range of pupils’ musical abilities and offer additional support when required. Lessons are well planned and teachers help pupils to use computer software effectively to notate and develop their compositions. There is good teaching in extra-curricular activities and this has a positive impact on pupils’ performing skills. Teachers also ensure that appropriate attention is given to develop pupils’ literacy skills.

207.The department is well led. Schemes of work and assessment procedures are satisfactory. Pupils are occasionally involved in their own self-assessment. Good liaison has been established with local primary schools and musical events are held for these pupils in the Summer term. The present accommodation is poor. A new purpose built music suite is scheduled for construction within this academic year. In the meantime, lessons are taught in the careers room and in the dinning room and a lack of storage space creates additional problems . The one practice room is used by visiting instrumental teachers. The range of resources is satisfactory and includes keyboards, a selection of classroom instruments, steel pans, orchestral instruments, two computers and software.

208.Over 300 pupils are involved in extra-curricular activities which include a school band, a choir and several steel bands, a Christmas carol service and two school concerts and a major production a year; rehearsals have started for The Greatest Show on Earth, to be performed in 2000. Pupils have taken part in concerts both in and out of school - for example, at the Royal Festival Hall in the National Festival of Music for Youth. The steel band groups have played at a number of venues, including a wedding reception, a fete at a senior citizens’ home and Victoria Day at Aldershot. A successful gamelan workshop was held recently. Instrumental lessons for brass, woodwind, percussion, guitar, keyboard and voice are provided for over 100 pupils by peripatetic teachers from the Hampshire music service and these teachers make a worthwhile contribution to the work of the department. In all instrumental lessons seen during the inspection teaching was always good. The subject makes a good contribution to pupils’ spiritual, moral, social and cultural development. The school has been successful in addressing the weaknesses highlighted in the previous inspection report. All pupils in Years 7 and 8 receive the full-time allocation for lessons and the resources for music technology are now in place.

210. Physical education

209.Attainment in all years is average and matches teachers’ assessments of standards. In 1999 11 per cent of pupils achieved grades A*-C in GCSE physical education, well below the national average of 51 per cent. By the end of Year 9 pupils have a sound knowledge of the rules and positions in games. They perform basic sending and receiving skills with increasing confidence and control, use simple tactics and strategies and apply them in full-recognised games. In gymnastics pupils plan, perform and evaluate sequences of movements with increasing body tension. In Year 7 dance pupils develop their creative skills by composing and performing dance ideas which link language and movement.

210.By the end of Year 11, pupils increase their knowledge and understanding of games and perform skills with more control and accuracy. Higher attainers use more advanced tactics and strategies and anticipate moves to outwit their opponents in a range of games. In Year 11 trampolining, girls plan their own more complex routines and perform with increasing confidence, fluency and height. In all years pupils demonstrate sound levels of physical fitness. They are aware of their own and others’ safety and use the equipment and facilities with due care and attention.


211.Progress is satisfactory. Pupils build upon, practise and improve newly acquired skills and further develop their knowledge and understanding of different activities as they move through the school. Progress is better in activities where pupils are fully involved in planning, performing and analysing their performance. Higher attainers in all years make good progress, adapting and modifying skills to new and changing situations in games. Pupils with special educational needs are fully integrated in the physical education programme and make sound progress.

212.Pupils are punctual to lessons, wear appropriate clothing, and are willing to participate and be physically active. They are enthusiastic and enjoy their lessons. They listen and respond well to instructions. In health related exercise in Year 10 girls worked consistently well, independent of the teacher. Pupils develop good social and co-operative skills and demonstrate fair play and good sporting behaviour with partners, in small groups and competitive team play.

213.Teaching is satisfactory overall. Some good teaching was observed in gymnastics, short tennis, trampolining and health related exercise. It was good in 50 per cent of lessons in Years 10 and 11 but less effective in Years 7 to 9. All teachers in the department are knowledgeable specialists in a range of activities. They have high expectations in standards of clothing, participation, behaviour and attitudes to work. Teachers manage the pupils well and develop positive relationships. Praise, encouragement and evaluative feedback improve pupils’ learning and performance. Lessons are well planned and organised with a balance of activities: warm-up, development of skills and application of these into a sequence, dance, or game. A cool-down was only observed in health related exercise. In most games lessons seen during the inspection, tasks were mainly teacher directed with an emphasis on performance. Pupils were given too few opportunities to plan and evaluate their work and therefore to be responsible for their own learning.

214.With an emphasis on games teaching, the curriculum in Years 7 to 9 is broad but not balanced. Pupils in Year 9 have access to one double lesson of physical education a week and take part in a limited range of activities. The curriculum in Years 10 and 11 allows pupils to study two areas of activity in depth but not fully as performer, coach and official. The provision for extra-curricular recreational and sporting activities is good and attendance has improved. A large number of boys and girls represents the school in a wide range of competitive sports.

215.Leadership and management are satisfactory, although long-term strategic planning and the monitoring and evaluating of physical education are not well developed. Schemes and units of work have been reviewed and developed in Years 7 to 9 but are incomplete for Years 10 and 11. Assessment of pupils’ work is satisfactory but it is not used to inform lesson plans. The department does not currently carry out a full risk assessment. Physical education benefits from the dual use of the leisure centre and the provision of specialist accommodation is good. However, the temperature in the indoor areas is often too low.

216.Considerable amounts of litter lie on the edges of several outside areas. The playgrounds, also used for physical education, are poorly drained and, without covers, the tennis net supports are potentially hazardous. The department office is too small to deal with the organisation of the subject. The provision of specialist equipment is good, well maintained and safely and securely stored; however, there are too few visual resources, such as videos, to develop pupils’ independent learning skills. Good displays cover current issues and trends in the world of sport and celebrate pupils’ achievements in school and extra-curricular activities. The department does not use information and communication technology.

217.Since the last inspection a new head of department has been appointed. A GCSE course has been introduced and although results are well below average the number of pupils on the course (mainly lower attainers) has increased and results are improving. However, the number of girls taking the examination is very low. Standards have been maintained but in games lessons, which dominate the curriculum in Years 7 to 9, pupils are still not fully involved in planning and evaluating their work.


219. Vocational courses in Years 10 and 11: business studies and office applications and child development (catering is described in design and technology)

219. Business studies and office applications

218.In 1999 47 per cent of pupils achieved GCSE grades A*-C, close to the national average of 52 per cent. In the previous year results were above the national average. From work seen during the inspection, attainment is broadly average. Skills gained in the preparation of business plans and researching information are evident in effective group discussions. Many average and lower attaining pupils show limited skills in using business language, though knowledge about different types of ownership and partnership develops steadily. An office applications course has been recently introduced; the majority of pupils handle and communicate informationusing word processing and databases with increasing confidence. For example, most pupils assemble text and graphics in columns to create a newspaper front page with increasing accuracy of presentation. Higher attaining pupils show a good standard of application in selecting and refining fonts and using colour in their finished designs.

219.Progress overall is good. Pupils in Year 10 make steady progress in developing an understanding of the nature of business. For example, they learn about the differences between a service and a commercial based industry and make extend their insight by preparing a business plan to borrow the money to buy a restaurant. Lower attaining pupils and pupils with special educational needs, with the help of word processing, make good progress in the quality of their written work. Pupils’ attitudes to learning are good and their concentration is sustained by good class management. A few pupils are willing to ask and answer questions, though many lack the confidence to volunteer thoughts and opinions because their basic knowledge of business vocabulary is weak. Pupils show care and a pride in presenting work and co-operate effectively in groups to collect information. Working relationships between the pupils and teachers are good as is behaviour, because the activities provided are worthwhile and engaging.

220.The quality of teaching is at least satisfactory. It was good in over 60 per cent of lessons seen during the inspection. Teachers are confident in their expertise and, by reference to well-chosen examples, they explain and demonstrate business concepts effectively. In one lesson an explanation about why a business plan is an important tool was made very clear and pupils enjoyed the challenge of selecting a business venture for sale in the local trading magazine, and writing their own business plan. Pupils are given support and encouragement in day-to -day assessment which helps them to tackle assignments with growing confidence, however, they rarely evaluate and discuss their work as a group.

222. Child development

221.In 1999 13 per cent of pupils achieved grades A*-C. Attainment is well below the national average. Although the percentage of grades A*-C was higher in the last two years, a small number of pupils either failed to achieve a pass grade or reached the lowest pass grade. In 1999 grade E was the lowest grade recorded, a significant improvement. The context for these results is that the groups contain a very high percentage of pupils with special educational needs (75 per cent in Year 10) and for many pupils their highest grade is achieved in child development. Attendance is poor and frequently one quarter of a class are absent. Nevertheless, pupils clearly enjoy this subject and help to create a purposeful and productive atmosphere in lessons.

222.Pupils have a basic understanding of human reproduction and how children develop in their first five years. In relation to their attainment at the beginning of the course they make good progress. They master stages of growth or change effectively by sequencing pictures and simple notes. Some of their notes are rather long-winded and lack titles and sub-headings that would make them more helpful for revision. The practical and relevant nature of this vocational course is beneficial and useful to all pupils. A significant number study related courses at college.

223.Teaching is consistently good and it was very good in one lesson seen during the inspection. To be sure that pupils complete their large and small items of coursework, an examination atmosphere is created which pupils find helpful. These lessons are highlighted on the school’s weekly newsletters so that pupils realise attendance is important. Practical work is effectively included as often as possible, such as testing the qualities of different toothpaste in removing food stains from teeth. Marking is sound but, over the two-year course, pupils draw title pages for homework too often. Small items of writing and learning do not feature regularly in homework. Examination questions, or selected sections, are not used regularly to show pupils how to select material for and how to organise their answers.


225. PART C: INSPECTION DATA

225. SUMMARY OF INSPECTION EVIDENCE

1.Before the inspection the registered inspector held a meeting attended by nine parents and the team considered the responses of 128 parents to a questionnaire about their opinions of the school.

2.Thirteen inspectors spent the equivalent of 47 days in the school, gathering first-hand evidence. Over 160 lessons or parts of lessons were observed. Approximately 50 further observations were made of form periods, registration times, assemblies, and a range of extra-curricular activities.

3.Discussions were held with pupils in all classes during the course of lessons, and separate discussions were arranged with some pupils in order that they could talk about aspects of their work or involvement in school activities.

4.All teachers were seen teaching at least once and the majority were seen on three or more occasions. Subject inspectors held planned discussions with all members of middle management. Interviews also took place with the governors, the headteacher, deputy heads and teachers with particular responsibilities. Inspectors analysed the work of high, average and low attainers and students with special educational needs, from each year group.

5.The previous OFSTED report, action plan, policy documents, schemes of work, development and financial plans and further documentation provided by the school were scrutinised both before, during and after the inspection.

6.Attendance registers, records kept on pupils, particularly in relation to their attainment on entry and their progress, and the teachers’ planning were inspected.

231. DATA AND INDICATORS

7.Pupil data

Number of pupils

on roll (full-time

equivalent)

Number of pupils

with statements of

SEN

Number of pupils on

school’s register of

SEN

Number of full-time

pupils eligible for free

school meals

Y7 – Y11 814 9 349 138

8.Teachers and classes

233. Qualified teachers (Y7 – Y11)

Total number of qualified teachers (full-time equivalent): 44.85

Number of pupils per qualified teacher: 14.918

233. Education support staff (Y7 – Y11)

Total number of education support staff: 12

Total aggregate hours worked each week: 286


Percentage of time teachers spend in contact with classes: 77.4

Average teaching group size: KS3 25

KS4 20

1.Financial data

Financial year: 1998/99

£

Total Income 1894611

Total Expenditure 1909097

Expenditure per pupil 2345

Balance brought forward from previous year 50497

Balance carried forward to next year 36014

2.PARENTAL SURVEY

Number of questionnaires sent out: 841

Number of questionnaires returned: 128

Responses (percentage of answers in each category):

Strongly agree

Agree Neither Disagree Strongly disagree

I feel the school encourages parents to play an active part in the life of the school

26 54 15 6 0

I would find it easy to approach the school with questions or problems to do with my child(ren)

36 48 9 5 2

The school handles complaints from parents well 26 41 27 3 3

The school gives me a clear understanding of what is taught

25 53 12 10 0

The school keeps me well informed about my child(ren)’s progress

34 51 9 6 0

The school enables my child(ren) to achieve a good standard of work

3 54 7 2 1

The school encourages children to get involved in more than just their daily lessons

35 51 10 4 0

I am satisfied with the work that my child(ren) is/are expected to do at home

24 56 8 11 1

The school’s values and attitudes have a positive effect on my child(ren)

24 49 19 7 1

The school achieves high standards of good behaviour 23 55 15 6 1

My child(ren) like(s) school 31 48 16 2 3

235.

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