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Inspection Report Newtown High School 2015

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Inspection Report Newtown High School 2015 A report on Newtown High School Dolfor Road Newtown Powys SY16 1JE Date of inspection: May 2015 by Estyn, Her Majesty’s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer three key questions: Key Question 1: How good are the outcomes? Key Question 2: How good is provision? Key Question 3: How good are leadership and management? Inspectors also provide an overall judgement on the school’s current performance and on its prospects for improvement. In these evaluations, inspectors use a four-point scale: Judgement What the judgement means Excellent Many strengths, including significant examples of sector-leading practice Good Many strengths and no important areas requiring significant improvement Adequate Strengths outweigh areas for improvement Unsatisfactory Important areas for improvement outweigh strengths The report was produced in accordance with Section 28 of the Education Act 2005. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court, Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.uk © Crown Copyright 2015: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified. Publication date: 22/07/2015 A report on Newtown High School May 2015 Context Newtown High School is an English-medium, mixed 11-18 comprehensive school situated in Powys. Currently, it has 1,124 pupils on roll including 89 in the sixth form. This is more than at the time of the last inspection, when there were 816, including 109 in the sixth form. This is mainly due to the transfer of pupils from John Beddoes School in Presteigne following its closure in April 2014. The school serves the towns of Newtown, Presteigne and Knighton, as well as the large rural areas surrounding the three towns. Pupils are drawn from within Montgomeryshire, Radnorshire, and Herefordshire. Pupils come mainly from 13 partner primary schools. Just over 13% of pupils are eligible for free school meals. This is lower than the national average of 17.5% for secondary schools in Wales. Just over 10% of pupils live in the 20% most deprived areas in Wales. Around 1.3% of pupils have statements of special educational needs compared with 2.4% for Wales as a whole. Around 37.6% of pupils have a special educational need, which is higher than the national average of 20.1%. Nearly all pupils are from a White British background. Very few pupils speak Welsh fluently. The headteacher has been in post since January 2004. The leadership team is made up of the headteacher, two deputy headteachers, three assistant headteachers and the head of sixth form. The individual school budget per pupil for Newtown School in 2014-2015 is £4,178 per pupil. The maximum per pupil in the secondary schools in Powys is £4,406 and the minimum is £1,895. Newtown High School is fifth out of the 12 secondary schools in terms of its school budget per pupil. 1 A report on Newtown High School May 2015 Summary The school’s current performance Adequate The school’s prospects for improvement Adequate Current performance The school’s current performance is judged to be adequate because: In key stage 4, there is strong performance in indicators that include a wide range of qualifications Pupils make good progress in their subject knowledge, understanding and skills in the majority of lessons Many pupils are resilient in their learning There is effective provision for pupils with additional learning needs There is effective partnership working that has increased the range of options in key stage 4 and the sixth form There is an inclusive ethos However: In key stage 4, in indicators that include English and mathematics, performance is below the average for similar schools Attendance is below the expected level, and persistent absenteeism is too high The quality of teaching and assessment varies too much within and across departments The provision for developing pupils’ numeracy and information and communication technology (ICT) skills is underdeveloped Arrangements to prevent and address bullying are not applied consistently or effectively enough Prospects for improvement Prospects for improvement are judged as adequate because: The headteacher and leaders communicate a clear vision and strategic direction for school improvement consistently to the staff, pupils and the wider community The leadership has secured improvements in standards at key stage 4 that include wider qualifications The headteacher and senior leaders understand the strengths and areas for improvement in the school Clear aims, strategies and policies focus suitably on raising standards and improving the quality of teaching and provision Governors understand their roles and provide appropriate challenge to the school 2 A report on Newtown High School May 2015 However: There is too much variation in the quality of middle leaders so that a majority of them have not been able to secure sufficient consistency and quality in teaching and assessment within their areas of responsibility In a few cases, senior leaders do not hold middle leaders to account robustly enough for improving outcomes in standards and wellbeing There are inconsistencies in the rigour of self-evaluation and improvement planning by senior and middle leaders Recommendations R1 Improve performance at key stage 4 in the indicators that include English and mathematics R2 Improve attendance and reduce fixed term exclusions R3 Improve provision for developing pupils’ numeracy and ICT skills across the curriculum R4 Improve the quality of teaching and assessment R5 Review and strengthen the school’s arrangements for tackling bullying R6 Improve the quality and consistency of middle leadership to ensure that they secure sufficient improvements in standards and wellbeing within their areas of responsibility R7 Improve the rigour and effectiveness of self-evaluation and improvement planning What happens next? The school will draw up an action plan which shows how it is going to address the recommendations. Estyn will monitor the school’s progress. 3 A report on Newtown High School May 2015 Main findings Key Question 1: How good are outcomes? Adequate Standards: Adequate At key stage 4, in 2014, the performance in those indicators that include a wider range of qualifications is strong. Significantly more pupils achieve at least five qualifications at GCSE equivalent grades A* to C than in similar schools. However, the proportion of pupils who gain at least five GCSE qualifications or equivalent at grades A*-C including English and mathematics is much lower than the proportion in similar schools and nationally. Pupils make considerable progress from previous key stages in wider qualifications but they do not make enough progress from key stage 3 in qualifications that include English, mathematics and science. At key stage 3, performance at the expected level is above the average for similar schools in all of the indicators but weaker at the higher levels. Pupils' progress from the previous key stage is better than expected in all key indicators. In 2014, performance in the sixth form is slightly above the family and national averages for the level 3 threshold and the wider points score. In 2014, the performance of boys at key stage 4 is better than that of boys in similar schools in half of the indicators. The gap between the performance of boys and girls is less than in similar schools in many indicators. However, in a few indicators this is due to the underperformance of girls. At key stage 3, the performance of boys is better than that of boys in similar schools in many indicators at the expected level and a majority of indicators at the higher levels. The performance of girls is better than that of girls in similar schools in all indicators at the expected level but below in nearly all at the higher levels. The gap between the performance of boys and girls is less than in similar schools in half of the indicators. In 2014, at key stage 4, the performance of pupils eligible for free school meals is well above the average for similar schools in the indicators that include a wide range of qualifications, but below in those that include mathematics. At key stage 3, the performance of these pupils is above the average for similar schools in all indicators. In a majority of lessons, pupils make good or better progress. In these lessons, many demonstrate secure recall of information and are resilient in their learning. A minority have strong independent learning skills and many work well together. Most pupils listen well and are keen to contribute to class discussions. A majority of pupils share their ideas and opinions clearly. A minority are confident speakers and provide well-developed answers. They use a wide vocabulary, including subject specific terminology, well. Many pupils read confidently for a range of purposes. A particular strength is their ability to scan texts accurately for information. A few more able pupils use inference and deduction effectively to improve their understanding of 4 A report on Newtown High School May 2015 a range of texts. Most pupils produce a suitable range of extended writing and understand the purpose of that writing clearly. A minority are not secure in their sense of audience. As a result, they make incorrect language choices and their writing lacks the correct tone. A few more able pupils produce well-crafted, analytical writing and use a sophisticated vocabulary.
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