The Causeway School Inspection Report

The Causeway School Inspection report

Unique Reference Number 131669 Local Authority East Sussex Inspection number 341189 Inspection dates 30 September–1 October 2009 Reporting inspector Alan Taylor-Bennett HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 774 Appropriate authority The governing body Chair David Hines Executive Headteacher Terry Boatwright Date of previous school inspection 27–28 September 2006 School address Larkspur Drive Eastbourne East Sussex BN23 8EJ Telephone number 01323 465700 Fax number 01323 740097 Email address [email protected]

Age group 11–16 Inspection date(s) 30 September–1 October 2009 Inspection number 341189

Inspection report: The Causeway School, 30 September–1 October 2009 2 of 15

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404045, or email [email protected]. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St. Ann's Square Manchester M2 7LA

Inspection report: The Causeway School, 30 September–1 October 2009 3 of 15

Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and three additional inspectors. The inspectors visited 26 lessons and held meetings with staff, governors and pupils. They observed the school’s work, and looked at the school’s self-evaluation and action planning documents, its policies, the minutes of meetings, analyses of pupil outcomes, including test and examination results produced by the school and the local authority, the outcome of pupil and staff questionnaires and the 248 parental questionnaires returned.

The inspection team reviewed many aspects of the school’s work. It looked in detail at the following:

whether the indications of improvement in the 2009 examination results are convincing evidence of improving attainment and progress of pupils overall evidence of the school’s capacity to sustain improvements, given the nature of the leadership arrangements currently in place the attendance of pupils.

Information about the school

The Causeway School is a slightly smaller-than-average community school whose pupil numbers have fallen over several years. It has had considerable changes to its leadership over the last four years but there is now a very close working relationship with a neighbouring secondary school involving shared executive leadership arrangements. The proportion of its pupils who have learning difficulties and/or disabilities is greater than average. The number of pupils from minority ethnic groups is relatively low. The school holds the Sportsmark and Healthy School awards, and the Investors in People standard. The school shares a site with Hazel Court, a special school for children with complex learning difficulties.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3

The school’s capacity for sustained improvement 2

Main findings

The quality of education provided by The Causeway School is satisfactory and there are clear indications that it has improved over the last year and can continue to improve. Although attainment is low overall, it is improving quickly. Pupils’ progress and the quality of their learning are satisfactory and improving rapidly and securely. Pupils work well in lessons but many do not enjoy being challenged by more difficult work, or applying skills in unfamiliar situations. This lack of self- confidence limits the progress they can make and results in low aspirations. The improvements are driven by an executive headteacher, executive team and senior team at the school who have commitment and passion to achieve the highest quality outcomes for pupils. The executive headteacher’s vision for the school is strong, clear and very well communicated. Many staff, pupils and parents commented on this, and attributed the improvements they have seen directly to it. Teaching is satisfactory and it is improving. Important techniques, such as marking pupils’ work to guide future progress and using individual targets in a focused way, are inconsistently applied across classrooms. The school cares for, supports and guides pupils well, and pupils feel safe and looked after. Behaviour around the site and in lessons is good. However, many pupils find it difficult to learn collaboratively and to engage in lessons actively without continual support from their teachers. The school works well with a range of partners to improve outcomes for pupils. The school sets accurate and useful targets for pupils to achieve in each subject but they are not always used effectively in lessons to inform teaching and as the basis of useful feedback to pupils about their work. The curriculum is good and strongly supports the current improvements evident in pupils’ attainment and in the quality of their learning. Attendance is low.

What does the school need to do to improve further?

Improve attendance by the end of the academic year 2009/10 to at least the national average (91.6%) by − using the strong partnerships established with outside agencies such as the education welfare service and national challenge adviser to

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

complement the school’s existing good systems − working with some parents and carers to help them to see the benefits of sending their child to school more reliably (and not, for example, take their children out of school for holidays in term time). Improve the quality of teaching and learning so that by September 2010 it is consistently good across all departments by − using the clear and accurate targets the school produces for each pupil to inform teaching strategies and the use of resources in lessons − improving the quality of teachers’ written feedback on pupils’ work − providing more structured means of developing pupils’ capacity to learn cooperatively. Raise attainment to match national average standards at Key Stage 4 in all important respects by − providing a broader range of activities, both in the classroom and beyond, that will develop pupils’ self confidence as learners − ensuring that the many routes for success offered by the school’s curriculum raise aspirations by engaging and motivating pupils.

About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Outcomes for individuals and groups of pupils 3

The examination results for 2009 showed significant improvement on previous years. Many more pupils obtained C grades at GCSE, or their equivalent in vocational qualifications and the proportion of pupils obtaining five or more grade C passes including English and maths was not significantly different from the national average. All groups of pupils make satisfactory progress in lessons. Those who have learning difficulties and/or disabilities progress satisfactorily because of the good support they receive. The quality of learning in classrooms across the school is improving rapidly because of aspects of good provision and the good leadership and management of the school. Pupils work willingly and cooperatively in lessons but too often miss opportunities to cooperate productively in their learning and make good progress together. This combination of low but rapidly improving attainment and satisfactory and securely improving progress means that pupils’ overall achievement and enjoyment is satisfactory.

Pupils feel safe and secure at school. Many new Year 7 pupils made a point of saying that they and their parents had reservations about coming to the school, but they were already enjoying it very much and had settled in well. One summed this up by saying, ‘All the teachers are fab. I really enjoy it here.’ Older pupils show a good appreciation of the opportunities that the school presents for them to adopt healthy lifestyles. Although not everyone takes part in sports after school and chooses the healthy options in the canteen, pupils consistently express a good level of

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

understanding about what constitutes a healthy lifestyle. Pupils show good awareness of the dangers of drug and alcohol abuse and many choose to take advantage of special provision, for example the smoking cessation courses and the fitness and nutrition club. Despite an element of concern in some parent questionnaires, behaviour around the site is generally good and pupils feel that they have a good level of physical and emotional security. Pupils are welcoming and friendly and, although boisterous sometimes, often behave thoughtfully towards each other. Bullying is regarded as rare and, as one pupil put it ‘gets sorted once your head of year knows’. Behaviour in lessons is satisfactory, although attitudes towards learning are too passive to enable good progress to be made often enough, and group work rarely stretches and extends understanding.

Pupils enjoy contributing to the school community and many senior pupils act as good role models for younger ones. The school council is active and makes a difference, for example in the provision of more healthy food in the dining room. Many pupils express their views in focus groups that discuss all aspects of the work of the school. The links with Hazel Court School are particularly valuable and enjoyable and many pupils described how much they have learned and benefited from working alongside their peers there. Pupils develop an appreciation of wider cultural experiences through the music, drama and art clubs and a Year 8 trip to Spain. They develop a satisfactory awareness of the spiritual aspects of their lives in assemblies, in some lessons and in tutor time by taking advantage of the opportunities for personal reflection on relevant issues, sometimes comparing their situation with children in other cultures.

Pupils’ preparation for future economic well-being is satisfactory. They appreciate the good information, advice and guidance provided at key transition points. The school is aware that pupils’ level of basic skills and their capacity to apply these in the range of experiences to be encountered post-16 are areas for further improvement. Attendance is significantly below the national average and the leadership of the school has targeted this for urgent improvement, especially in its work with those parents who do not appear to appreciate the importance of their child attending school regularly.

These are the grades for pupils’ outcomes

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

The extent to which pupils adopt healthy lifestyles 3 The extent to which pupils contribute to the school and wider community 3 The extent to which pupils develop workplace and other skills that will 3 contribute to their future economic well-being Taking into account: 4 Pupils’ attendance1 The extent of pupils’ spiritual, moral, social and cultural development 3

How effective is the provision?

The school accurately gauges the quality of teaching and the use of assessment as satisfactory and improving. Sometimes the satisfactory teaching does not promote a sense of self-motivation and the skills to enable cooperative learning. This limits progress. In addition, written feedback following assessment of their work is felt by pupils to be of variable quality across departments and too often does not point the way to improvements clearly enough. Where teaching is good it is because the outcomes for pupils’ learning are clearly explained at the outset and allow for pupils of various abilities to make progress. These lessons provide a variety of activities, with well-managed transitions between them. In addition, the teacher has good subject knowledge and shows enthusiasm for the topic, and there is time given at the end of the lesson to reflecting on the learning achieved. This good teaching is always based on teachers using their knowledge of each pupil’s potential and regularly checking on individuals’ progress throughout the lesson.

The improvements in the quality of learning and the teaching seen in classrooms around the school, and improvements in recent examination outcomes, are closely connected to improvements in the range of courses and qualifications now available to pupils. This good curriculum provision enables pupils to match their personal strengths and interests more closely to what they learn and how they are required to demonstrate their learning. The range of available qualifications is impressive. Horse care, motor vehicle maintenance, wider key skills and BTEC physical education (PE) for all sit alongside more established GCSE courses. It is not unusual for there to be several pathways available within one subject area, for example in science. The accelerated learning course in the lower school eases the transition from primary to secondary school well. It allows for pupils to develop important literacy skills and provides flexible opportunities for smaller groups to enjoy wider experiences such as Spanish conversation and music performance. Pupils learn to express their views and attitudes through art and dance in, for example, the accelerated learning course in Year 7. Social development is woven throughout the curriculum, for example, in personal, social and health education and history. Pupils in all year groups were keen to tell inspectors how much they enjoyed this variety of provision.

Pupils are cared for, guided and supported in an organised and very effective way throughout their time at the school. There is a wide range of good quality provision for vulnerable pupils, and for those who need extra care and attention at certain

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

times. ‘The Sanctuary’ is a haven for those who have emotional or physical health issues or who sometimes just need ‘time out’. It is a valuable way of ensuring that some pupils do not choose to stop coming to school because they find being in lessons difficult for some reason. Staff work closely and in a well-coordinated fashion to enable pupils to be happy and successful. For example, the pastoral assistants have improved punctuality significantly, and this is reinforced by all staff through the behaviour-for-learning code. Staff are generous with their time and there is frequently someone around after school to help pupils catch up with missed work or provide extra support with homework.

These are the grades for the quality of provision

The quality of teaching 3 Taking into account: The use of assessment to support learning 3 The extent to which the curriculum meets pupils’ needs, including, where 2 relevant, through partnerships The effectiveness of care, guidance and support 2

How effective are leadership and management?

Soon after their arrival at the school the executive headteacher and his team ensured that staff felt supported to deliver the high expectations of pupils they communicated. There is a clear sense across the school of a focus on pupil achievement in its broadest sense. Good management systems are in place to maintain high levels of accountability for driving and maintaining improvement in the quality of provision and outcomes. Staff training is systematic and effective, and it is built into the school’s everyday work. Because of these systems and the ethos established, the improvements made so far have already had some significant impact. Improvement strategies have also been designed to be secure so that, very importantly, they give the school a good capacity to improve further. For example, improvement in the quality of teaching results from a whole-school drive for consistency in the application of certain techniques in classrooms, good quality staff training, and enabling teachers to inspire and motivate pupils through a good quality curriculum. The school has a sophisticated approach to establishing performance targets for pupils that takes into account their previous achievement and their individual situations, but also what the school can do specifically for them.

The governing body shows consistent and resolute support for the work of the school. Through a very good knowledge of current strengths and development needs, governors actively support the work of the executive team and the senior leadership, and provide appropriate and determined challenge leading to further improvement. Governors have provided vital continuity during a time of significant change over the last few years, and have consistently acted in the best interests of the pupils and their families. They ensure that satisfactory value for money is achieved by the school.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

The school works very closely with a wide range of partners and this has had significant impact in securing improvements in the quality of the curriculum and in the quality of care, guidance and support. For example, there are coordinated timetables to allow for joint provision in examination courses across several local schools and colleges. Coordination with a range of care and advice providers such as education welfare services, Connexions and the on-site drop-in centre for older pupils operating in liaison with the local primary health care trust extend opportunities for pupils to access good quality care and advice. Safeguarding has an appropriately high priority in the school and all aspects are managed satisfactorily. The ‘Keep Kids Safe’ texting service now in place has already demonstrated its usefulness with regard to checking absence and quickly conveying short, simple pieces of information. The school is aware of many parents’ wish to have more frequent and clearer reports about pupils’ progress, and has plans to address this.

The school has a good level of awareness of the achievement of different groups of pupils, for example, those from minority ethnic backgrounds, and monitors their progress closely. Discrimination is tackled satisfactorily and many pupils have an interest in, and a positive view of, ethnic and cultural differences. The school has a wholehearted commitment to serving the needs of its community. It has a detailed knowledge of the degree of local community cohesion and has taken steps to respond in practical and useful ways such as through the provision of a parents’ support group and a Dads’ and Lads’ Club. It is beginning to use its evaluation of the impact of these activities to inform future strategies to further improve community links.

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and 2 driving improvement Taking into account: 2 The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities 2 met The effectiveness of the school’s engagement with parents and carers 3 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and 3 tackles discrimination The effectiveness of safeguarding procedures 3 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for 3 money

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Views of parents and carers

Several parents expressed their strong approval of the improvements they felt had come about since the new executive leadership arrangements were put in place. Many parents of the new Year 7 were particularly pleased with how happy and enthusiastic about school their child is. A significant minority of parents feel that communications between home and school could be better. Inspectors are satisfied that the school is aware of this and has begun to address it successfully. The feeling of the significant minority who have concerns about the school’s provision for a healthy lifestyle for its pupils is taken seriously by the school and this is also associated with communication issues. Concerns about how the school deals with poor behaviour were apparent in some returns but did not emerge as an issue during the inspection.

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Responses from parents and carers to Ofsted’s questionnaire Ofsted invited all the registered parents and carers of pupils registered at The Causeway School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school. The inspection team received 248 completed questionnaires by the end of the on-site inspection. In total, there are 774 pupils registered at the school.

Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 81 34 144 58 18 7 5 2 The school keeps my child 67 27 155 63 17 7 4 2 safe The school informs me about 50 20 145 59 29 12 5 2 my child’s progress My child is making enough 58 23 146 59 21 9 3 2 progress at this school The teaching is good at this 56 23 148 60 18 7 4 2 school The school helps me to 45 18 143 58 35 14 4 2 support my child’s learning The school helps my child to 21 9 159 64 37 15 11 4 have a healthy lifestyle The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for 44 18 148 60 27 11 2 1 children who are finishing school, entering further or higher education, or entering employment) The school meets my child’s 44 18 160 65 20 8 4 2 particular needs The school deals effectively 55 22 124 50 36 15 12 5 with unacceptable behaviour The school takes account of my suggestions and 23 9 150 61 27 11 8 3 concerns The school is led and 53 21 164 66 16 7 2 1 managed effectively Overall, I am happy with my child’s experience at this 77 31 137 55 19 8 7 3 school

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Glossary

What inspection judgements mean

Grade Judgement Description Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools) Type of school Outstanding Good Satisfactory Inadequate Nursery schools 39 58 3 0 Primary schools 13 50 33 4 Secondary 17 40 34 9 schools Sixth forms 18 43 37 2 Special schools 26 54 18 2 Pupil referral 7 55 30 7 units All schools 15 49 32 5

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above were reported in The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2007/08. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be. The school’s capacity for sustained improvement. Outcomes for individuals and groups of pupils. The quality of teaching. The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support.

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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2 October 2009

Dear Pupils

Inspection of The Causeway School, Eastbourne BN23 8EJ

Thank you for welcoming us into your school during the recent two-day inspection. My team and I enjoyed meeting you and finding out about how well The Causeway is meeting your needs and caring for you. It is our judgement that your school is providing you with a satisfactory education, and that it is an improving school.

We were particularly impressed by the wide range of courses and qualifications available to you, and how well the curriculum can meet your needs and interests. Other strengths included how well you are cared for, guided and supported. There are many support mechanisms in place to help all of you be as happy and successful as you can be, and several of you were keen to let us know how much you appreciate them.

Many of you, and a lot of your parents, commented on how much the school has improved over the last year. This is because of the good leadership of your executive headteacher and his team, and because the governors and staff are willing to do whatever it takes to ensure that you do well.

I have asked your executive headteacher to improve the school in three ways. He was already aware of their importance and we were able to agree them very easily.

Attendance is low. The school is working hard to improve this and there are signs of success, but a lot of the responsibility lies with some of you and your parents. Teaching is satisfactory but could be better in certain ways. These include giving you better feedback on your work, encouraging you to work more cooperatively in lessons, and teachers using their knowledge of your strengths and weaknesses to plan lessons more carefully. Many of you like to work well within your ‘comfort zone’. I have asked that teachers encourage you to accept more of a challenge in lessons and so to improve your chances of getting higher grades in your exams.

Once again, thank you for your contribution to the inspection. Very best wishes for your future happiness and success.

Yours faithfully

Alan Taylor-Bennett HMI

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Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email [email protected].

The Cavendish School Inspection report

Unique Reference Number 114605 Local Authority East Sussex Inspection number 326049 Inspection dates 10–11 June 2009 Reporting inspector Clare Gillies

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number on roll School (total) 992 Appropriate authority The governing body Chair N Askew Headteacher KJ Fitzpatrick Date of previous school inspection November 2005 School address Eldon Road Eastbourne East Sussex BN21 1UE Telephone number 01323 731340 Fax number 01323 739572

Age group 11–16 Inspection date(s) 10–11 June 2009 Inspection number 326049

Inspection report: The Cavendish School, 10–11 June 2009 2 of 12

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Inspection report: The Cavendish School, 10–11 June 2009 3 of 12

Introduction

The inspection was carried out by four additional inspectors.

Description of the school The school has held specialist arts status since 2002. Boys outnumber girls, particularly in Years 7 and 11. Less than 20% of students are from minority ethnic backgrounds; for about half of them English is not their first language. A lower than average proportion of students has learning difficulties and/or disabilities which are mainly linked to behavioural, emotional and social needs. The school has gained several national accreditations including Healthy Schools and Artsmark Gold. Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

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Overall effectiveness of the school Grade: 2

This is a good school. In September 2008, the new headteacher determined to reverse the slight decline in standards and achievement, particularly in mathematics, since 2006. He has succeeded by generating a culture of high expectations amongst staff and students. They, and parents, are clear that the school is moving forward fast, that morale is high and that they feel confident that the school is set to improve further in the future. The very positive changes that have happened during the last 10 months, confirm that the school’s capacity to improve is outstanding.

The headteacher has appointed an enthusiastic and confident senior leadership team. He has welcomed local authority advice and support and introduced strong measures to ensure students achieve well in 2009 and beyond. Teachers feel valued and fully support the initiatives the headteacher has introduced. Behaviour, which is good, has improved and the number of fixed-term exclusions has fallen. Attendance is now average. Students are cared for well. The school’s evaluation of its strengths and areas for development is excellent, as is senior and middle leaders’ united work to follow the clear direction established for improvement.

Achievement is good, particularly in Years 7 to 9. Standards are now above average, having risen fast this year. In several subjects, they are well above average. In GCSE and applied art and design, one of the school’s specialist subjects, over 70% of students attained A*/A grades in 2008. Students are regularly involved in high quality performances of drama, music and dance and their contribution to the local community, particularly its enjoyment of the arts, is excellent.

Many students take on positions of responsibility and develop good leadership and social skills. The active school council is one of several ways in which the school listens and responds to students’ opinions. Students enjoy school life and have very good relationships with teachers. Students’ spiritual, moral, social and cultural development is good. They discuss their understanding of diversity and community issues confidently.

Teaching is good, with many lessons including a range of interesting activities so that students are engaged and learn well. By showing students how to carry out research and how best to complete coursework, teachers encourage them to work independently. The school has succinct data showing how well students are doing and many teachers use these to plan work at different levels. However, in some lessons this does not happen so that some students find the work too easy or too difficult, including subjects where students are set by ability.

Some parents have concerns about the regularity and quality of homework which was not set consistently at the time of the previous inspection. The school has tried alternatives styles and ways of setting homework but these have not been successful and senior leaders know that further work is needed on this. Another issue in the previous inspection report, the lack of citizenship in all years, has been tackled very well and this subject, combined with life skills, is now a strength of the good curriculum. These subjects prepare students well for their future education and lives beyond school.

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What the school should do to improve further

Ensure that all teachers plan work to match students’ range of abilities so that higher attainers are challenged and lower attainers can tackle work confidently. Decide what style of homework is best for students and set it regularly.

Achievement and standards Grade: 2

Standards are now above average and in all years students achieve well. Students enter the school with average levels of attainment. Historically, they have made better progress in Years 7 to 9 than in Years 10 and 11. The 2008 points score for students’ best eight GCSEs was significantly above average. Girls achieved well but the percentage of boys attaining five or more GCSE grades A* to C, including English and mathematics, was below average because they underachieved.

This year, regular and accurate monitoring of performance meant that underachieving students in Year 11 were highlighted early enough for intense intervention to have a positive impact. Individual support, after school, Saturday morning and half-term and holiday revision sessions have contributed to good progress in Years 10 and 11. From the beginning of the year, students knew what GCSE grades they should achieve. One-third of Year 11 students were entered for mathematics GCSE early and all attained grade C or above. Moderated coursework marks in several subjects add extra weight to the school’s confidence that boys will achieve well in 2009.

In most of the school’s specialist subjects, standards are consistently high, especially in art and design and dance. In several other subjects, such as English literature, history, humanities, religious education and physical education, GCSE results were well above average in 2008. The few students from minority ethnic backgrounds achieve at least as well as others, as do those with learning difficulties and/or disabilities.

Personal development and well-being Grade: 2

The headteacher encourages students to express their views about school life through the school council. A few students have been trained to observe lessons and to comment on teaching styles. Almost one in four students is involved in the council or working parties, for example, choosing a local charity and organising fund raising. As a student observed, ‘Anyone can get involved. It’s very diverse here but everyone counts’.

The large majority of students are confident, respectful, and keen to do well. Those who find it hard to concentrate in lessons now receive support which is helping them to behave more thoughtfully. Students understand the importance of leading healthy lifestyles. Many participate in sports outside school hours. Students respond well to the life skills programme which ensures that they know the dangers of drugs and alcohol and understand sex and relationships issues and the importance of safe lifestyles, for example in using the Internet.

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Students take part in a wide range of activities in the local community. Their artwork, for example, is displayed in a seafront hotel and loaned to local businesses. The school has established valuable links with schools overseas, for example in France and Malawi, and recently achieved the Intermediate International School Award.

Students benefit from placements with local companies. During the inspection, an excellent assembly informed Year 10 students about health and safety issues in the workplace. Students’ literacy, numeracy and computer skills, and their understanding of basic finance (through citizenship lessons) are good.

Quality of provision

Teaching and learning Grade: 2

With the strong focus on raising standards, the quality of teaching has improved this year and staffing changes have led to better learning, for example in mathematics. The majority of lessons include a good range of activities and imaginative ways to make learning interesting. Teachers know their subjects well and prepare resources very efficiently. Some teachers are skilled at using interactive whiteboards but governors and senior leaders know that others need more training to exploit the full potential of this modern technology.

Many teachers now refer to assessment data when they plan their lessons, adapt work to match all students’ understanding and different abilities and make it clear what students need to do to improve their work. Occasionally, they do not prepare work specifically for high attainers, gifted and talented students or those with learning difficulties and/or disabilities.

The school has made the quality of teachers’ questioning skills a top priority this year. Increasingly, teachers give students time to answer questions and then respond to their answers with another question to extend their thinking. In lessons where learning is only satisfactory, the pace loses momentum, teachers talk for too long or do not explain tasks clearly enough for students to get going quickly.

The school has a strong reputation for the quality of its teaching in the arts within the local and wider community. The specialism is beginning to influence teaching in other subjects, for example, drama techniques of role-play and hot seating make learning fun and stimulating in humanities.

Curriculum and other activities Grade: 2

Provision for the arts is very good and students particularly enjoy lessons in these subjects. A parent commented that her daughter’s ‘creative and academic skills had been nurtured and developed’. Participation in extra-curricular activities is good. The extensive arts community programme is popular. The school arranges several interesting activities specifically for gifted and talented students, particularly in the arts, sports and science.

Inspection report: The Cavendish School, 10–11 June 2009 7 of 12

Students have a good choice of vocational and academic subjects in Years 10 and 11, structured into combinations to suit their different abilities and interests. Around the school, numerous displays about citizenship topics and their links with all subjects help students to appreciate this subject’s relevance to their lives.

For the few students who find it difficult to cope with the full curriculum, the headteacher has introduced practical activities, such as horticulture, where they can succeed. Such alternative courses, and more vocational subjects, will be built into the curriculum in the future along with changes to the balance of subjects in Years 7 to 9. The school is well prepared to deliver diplomas in partnership with other schools in the local federation.

Care, guidance and support Grade: 2

Arrangements for pastoral care are very effective. A parent wrote that the school ‘has a wonderful team of receptionists and student welfare staff’. Students speak highly of the support they receive from their form tutors and learning coordinators and from the new ‘Guidance and Support’ team. It has very strong links with a wide range of external agencies. The impact of its work is seen in the reduction of fixed- term exclusions and the high quality care for looked after children and those with learning difficulties and/or disabilities. However, for the latter group, the school has rightly identified the need for more support in the classroom.

Transition arrangements from primary schools are planned well. Guidance when students choose their option subjects for Years 10 and 11 is good. The school has achieved an award for its high quality careers advice. Most students proceed to further education.

Attendance is below the school’s target. The school has established new practices which are successfully addressing this. Safeguarding and child protection procedures are comprehensive and fully up-to-date. The checking system for newly appointed staff and other adults is outstandingly efficient.

In all subjects, students have targets which are challenging but realistic. They know how well they are doing as standards and progress are tracked systematically. Most students are aware of what they need to do to improve their work.

Leadership and management Grade: 2

The headteacher has tackled underachievement head on and inspired teachers to aim high. Senior and middle leaders know what they are expected to deliver and have responded to the challenge enthusiastically. Standards and progress have improved. A parent wrote that ‘The headteacher has re-energised the school.’ Students comment that they appreciate his open-door policy and seeing him around the school.

The governing body realises that, in the past, it did not probe whether standards and achievement were high enough. Following training on data analysis, governors now understand, for example, that in 2008, Year 11 boys should have done better in their

Inspection report: The Cavendish School, 10–11 June 2009 8 of 12

GCSEs. The chair of governors observes that governors are ‘right up to our elbows now’ and blending loyal support with probing questions.

The harmonious school is a cohesive community that reflects the high profile given to equality of opportunity. Parents attend evening classes and have regular email contact with tutors and other staff. Excellent links with the local community, through the arts, work with primary schools and further education providers and businesses, all contribute to students’ personal development.

Students have many opportunities to learn about other faiths, traditions and cultures in many subjects and in well-prepared assemblies. An enjoyable assembly on chocolate highlighted the philanthropic work of the founder of a famous chocolate company. Work in humanities and links with international schools broaden students’ horizons but their knowledge and understanding of life in communities elsewhere in the United Kingdom is less developed.

The headteacher has used a budget surplus to appoint additional teaching and non- teaching staff. The positive impact on students’ well-being and progress is clear. Students’ access to computers will improve in the next academic year as several much-needed new computer suites are ordered.

Inspection report: The Cavendish School, 10–11 June 2009 9 of 12

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk. Inspection report: The Cavendish School, 10–11 June 2009 10 of 12

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 1 learners’ well-being? The capacity to make any necessary improvements 1

Achievement and standards How well do learners achieve? 2 The standards 1 reached by learners 2 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

All white boxes must be completed. The grey boxes are used wherever the inspection team has sufficient evidence to come to a secure judgement.

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Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 2 learners’ needs? How well do the curriculum and other activities meet the range of 2 needs and interests of learners? How well are learners cared for, guided and supported? 2

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 To improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: The Cavendish School, 10–11 June 2009 12 of 12

Annex B

June 11 2009

Dear Students

Inspection of The Cavendish School, Eastbourne BN21 1UE

Thank you for being so welcoming when we visited your school. We much enjoyed talking to many of you and wish we had had more time to meet all of you. Yours is a good school and you achieve well in your work. You told us that Mr Fitzpatrick has done lots of good things in his first year and we agree with you. Most importantly, he realised that GCSE results could be better and made sure that Year 11 students were really well prepared to sit their examinations. You are taught well so there is nothing to stop you doing even better in the future.

We were impressed with the number of you who take on responsibilities, such as being members of the school council, and it is clear that your views on school life are valued. You certainly benefit from the school’s arts specialism which means that you can enjoy art and design, dance, drama and music lessons and get involved in the local community.

All schools have things that could be better! We have asked your school to improve the homework that you are given and to set it regularly. We have also asked teachers to make sure they prepare work specifically for those of you who find some lessons either too difficult or too easy.

We hope that all of you will have a good summer when the holidays arrive and that your future lives will be successful and happy.

Yours faithfully

Clare Gillies Lead inspector

Robertsbridge Community College Inspection report

Unique Reference Number 114588 Local Authority East Sussex Inspection number 338411 Inspection dates 30 September–1 October 2009 Reporting inspector Christopher Wood HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 609 Appropriate authority The governing body Chair Cathy Burke Headteacher Karen Roberts Date of previous school inspection 21 September 2006 School address Knelle Road Robertsbridge TN32 5EA Telephone number 01580 880360 Fax number 01580 882120 Email address [email protected]

Age group 11–16 Inspection date(s) 30 September–1 October 2009 Inspection number 338411

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 2 of 14

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404045, or email [email protected] . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St. Ann's Square Manchester M2 7LA

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 3 of 14

Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and three additional inspectors. The inspectors visited 32 lessons and held meetings with governors, staff and groups of students. They also visited assemblies, tutor time and a session of the college council. Inspectors looked at students’ work in lessons, records of meetings, monitoring and evaluation, and information relating to the students’ academic progress and well-being. They also analysed 74 questionnaires returned from parents.

The inspection team reviewed many aspects of the school’s work. It looked in detail at the following:

the achievement of boys and students with special educational needs and/or disabilities, particularly in Key Stage 4, to determine whether teaching is appropriately adapted and/or sufficiently challenging the impact that changes to the curriculum have had on raising attainment, including the contribution made by specialist subjects the effectiveness of leadership and management at all levels in addressing areas of underperformance.

Information about the school

Robertsbridge Community College is smaller than the average comprehensive school. Most pupils come from White British backgrounds. There are very few pupils from minority ethnic backgrounds or who speak English as an additional language. There are more boys than girls in most year groups. The proportion of pupils who are entitled to free school meals is below average. The number of pupils with special educational needs and/or disabilities is broadly average, whilst the number of pupils with a statement of educational needs is slightly above that seen nationally.

The school has been a designated specialist college for mathematics and computing since 2004.

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 4 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2

The school’s capacity for sustained improvement 2

Main findings

Robertsbridge Community College is a good school that continues to improve under the determined and aspirational leadership of its headteacher. As a result of her decisive actions and the commitment of staff, notable improvements have been seen since the last inspection. The curriculum, which is now good, has been substantially restructured and provides students with a broad, balanced and increasingly personalised experience. As a result of improved provision, the proportion of students who attain five A* to C grades including English and mathematics has risen above national averages, improving at a faster rate than seen nationally. Students achieve exceptionally well in the specialist subject of mathematics.

An atmosphere of calm pervades the college and there is a tangible sense of belonging to a community in which all are valued and accepted. Staff and students work together with pride so that everyone can flourish. Partnerships are outstanding. Through its promotion of extended services, its leading role working with local schools and excellent links with other agencies, the college has ensured that the well-being of its students and those from partner schools has improved. One parent, echoing the views of many, said of their son, ‘I believe this school will help him fulfil his potential and realise his valuable contribution to society. He is aiming high and is always encouraged by his teachers.’

The quality of teaching in the college is good. Some is outstanding, but the quality remains inconsistent and the detailed information that teachers have about how well students are doing is not always used to adapt the learning to meet the needs of different groups of students. Regular monitoring of lessons provides the college with an accurate view of their strengths and weaknesses but this information is not used sufficiently well to improve the standard of teaching and learning.

Self-evaluation by senior and middle leaders is perceptive and consistently leads to well-formulated improvement plans. Monitoring and evaluation routinely provide the college with a platform for swift action to tackle areas that are judged to be underperforming. For example, insightful analysis of the performance of different groups of students has led to the setting up of a ‘narrowing the gap’ group of heads of house and subject leaders in the core areas of English, mathematics and science. Although relatively new, this innovative group has built well on previous whole-school approaches to targeting and mentoring underperforming students. Such well thought out systems, alongside better provision and outcomes, demonstrate a good capacity in future years to sustain and build upon improvements already made.

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 5 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

Use existing information about students’ prior attainment to ensure that lessons are planned more closely to meet the needs of students across the full ability range. Use the information gained from lesson monitoring to improve further the quality of teaching and learning, by: − increasing the range of opportunities for students to develop their independent learning and problem solving skills − enhancing the skills of students in assessing their own performance and that of other students − developing further the use of teachers’ questioning to encourage and extend high quality discussion amongst students.

Outcomes for individuals and groups of pupils 2

In lessons, students are keen to do well and apply themselves fully to the range of activities they are offered. This is supported by their good behaviour and positive relationships with staff. They take pride in their work and enjoy participating in class discussion. The college has rightly identified boys and students with special educational needs and/or disabilities as groups who have, in the past, underperformed. Prompt action, well understood by staff, has been taken to address these issues and is beginning to have a positive impact. As a result, inspectors observed that these groups were making progress at the same good rate as their peers.

Students make good progress during their time at the college. Attainment by the end of Year 11 is broadly average, although it is usually higher in the core subjects. In 2008, the college achieved its best results, with a significant rise in the number of students attaining five good GCSEs, including English and mathematics. Unvalidated examination results for 2009 show a fall on the previous year but, taken together, indicate a rising trend. Furthermore, achievement in mathematics has been consistently outstanding over time and underpins the subject’s strong contribution to the college’s specialist status. This secure grounding in the basic skills, science and information and communication technology (ICT), coupled with improving attendance, means that students are well prepared for their future lives.

Students of all ages have an excellent understanding of how to keep themselves safe and act responsibly both in lessons and around the college campus. They are extremely confident that issues are dealt with promptly and feel exceptionally well cared for by the staff who look after them. As one Year 8 student commented, ‘There is always someone to talk to. If you are struggling, the teachers are always there to help.’

The active college council is well respected and represents the views of the entire

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 6 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

school body. Students enjoy the responsibility they take on as prefects, mentors or sports leaders. Whether working with primary children, raising money for charity, designing headdresses for the local carnival or cooking for the elderly, the students’ help and support are highly valued. Consequently, their contribution to both the school and wider community is outstanding.

Students understand the importance of good health and the majority are committed to adopting healthy lifestyles. Many participate in and enjoy the range of sporting opportunities that are on offer. Students have a strong sense of justice. They are tolerant and demonstrate a willingness to engage with ideas and opinions that are not their own.

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning 2 Taking into account: 3 Pupils’ attainment 1 The quality of pupils’ learning and their progress 2 The quality of learning for pupils with special educational needs and/or disabilities and their progress 2 The extent to which pupils feel safe 1 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 1 The extent to which pupils develop workplace and other skills that will 2 contribute to their future economic well-being Taking into account: 3 Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teachers consistently demonstrate strong subject knowledge. Clear objectives a nd learning outcomes are identified in most lessons, which commonly proceed at a good pace. In an outstanding geography lesson, for example, students made rapid progress because the activities were planned and timed in such a way as to stimulate high levels of thinking, reasoning and speculation. Questioning is also generally used effectively to extend and challenge students’ understanding. In one history lesson, focused on the suffragettes, the students’ ability to articulate a reasoned argument about a complex ethical issue was developed productively as a result of the teacher’s precise and skilful questioning. Inspectors also observed some good use of self- assessment and peer assessment, supported by effective feedback from teachers.

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 7 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Where this was the case, students could talk confidently about their learning and understood what they needed to do to improve their work.

However, the best practice is not consistently seen in lessons. Teachers sometimes talk for too long and students are not always given sufficient opportunities to take ownership of their learning. In particular, the good assessment information that is available to teachers is not yet used sufficiently well to plan lessons that are closely adapted to the needs of different students. Consequently, in these instances, students’ learning and progress are slower than in the more successful lessons.

The curriculum has improved greatly since the last inspection, contributing to improving outcomes. Students can now study a range of academic, vocational and non-accredited courses. The personal, social and health education (PSHE) curriculum has been revised and is now taught through discrete lessons in Key Stage 3 and theme based ‘drop down’ sessions in Key Stage 4. Other recent developments have included the introduction of a diploma in information technology. The specialist subjects, in particular mathematics, make a good contribution to the curriculum. Wisely, the school is monitoring closely the changes it has made at both Key Stages 3 and 4. Students are also able to extend their talents in sport, drama, art and music through a well-devised extra-curricular programme. A range of educational visits help students to put their learning into context. Recent drama productions such as Oliver and Toad of Toad Hall have involved high numbers of students and were exceptionally well received by audiences.

Support for vulnerable students is comprehensive and tailored to need, and involves high levels of outside agency support and good involvement of parents. There are strong and improving links with primary schools and the arrangements for transfer from Year 6 to Year 7 are well developed. Good advice is offered to students when choosing their Key Stage 4 and post-16 options. As a result of the college’s coordinated actions, good progress has been made in improving attendance, in particular reducing the number of students who are frequently absent. Where problems arise, the school acts promptly. For example, one parent noted gratefully that ‘a recent bullying issue was dealt with immediately and effectively’.

These are the grades for the quality of provision

The quality of teaching 2 Taking into account: The use of assessment to support learning 2 The extent to which the curriculum meets pupils’ needs, including, where 2 relevant, through partnerships The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders and managers at all levels communicate a clear and compelling vision which

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 8 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

is shared by members of the college staff. As one subject leader confidently stated, ‘We’re a small school that wants big progress.’ The strong and cohesive senior leadership team has been successfully restructured and is focused resolutely on tackling weaknesses and building on existing strengths. This, alongside the highly successful partnerships and strong engagement with parents, has led to improving outcomes for students. Good use is made of a range of monitoring activities by leaders at different levels. These provide the school with an accurate view of how well students are doing. Some systems, however, are relatively new or developing and have yet to have a full impact on raising attainment or accelerating progress. Rigorous monitoring of the performance of different groups, coupled with decisive action to narrow existing gaps, demonstrates the college’s commitment to promoting equal opportunities and eliminating discrimination. Self-evaluation is good throughout the college. Where analysis is less searching or action plans need a sharper focus, senior leaders are quick to provide appropriate support and guidance.

The college knows its community well and promotes cohesion particularly well within the school and in the surrounding area. However, it has also extended the range of meaningful opportunities available to engage with students from other faiths and backgrounds. For example, representatives from the college benefited greatly from providing prefect training to fellow students in an inner-city, culturally diverse school. The college is right to prioritise the further development of such opportunities as a means of preparing students even better for later life in multicultural modern Britain.

The governing body has a broad range of expertise and shares the college’s high aspirations for what students can achieve. Governors are supportive of the college but do not shy away from timely challenge. Through their developing role as link governors, they have become increasingly active in collaborating with departments to secure further improvement. Clear policies and procedures for safeguarding are enacted thoroughly and monitored so that young people are kept safe at all times.

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and 2 driving improvement Taking into account: 2 The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities 2 met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 1 The effectiveness with which the school promotes equality of opportunity and 2 tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 9 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

The effectiveness with which the school deploys resources to achieve value for 2 money

Views of parents and carers

A very large majority of parents are supportive of the school’s work in all areas. Indeed, overall the responses were consistently more favourable than those seen nationally. In particular, parents appreciated the calm and positive atmosphere in the college and recognised astutely the work that it does to foster community spirit, enabling students of all ages to mix and make good progress.

Parents also praised the work of senior staff and teachers, who were commonly described as encouraging, friendly and approachable. Several noted, in particular, the support that their children had received from staff and older pupils in helping them to settle, with one parent describing transition arrangements as ‘fantastic’. Others commented that, because of the good teaching and positive relationships, their children felt confident, happy and challenged. One parent stated that their child ‘has gone from a just average achieving child to A band. I could not be happier’.

A few parents expressed concerns about minor or specific behaviour issues. A very small minority of concerns related to the quality of communication between the school and the home, particularity in terms of the clarity of the information they receive about attainment and progress.

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 10 of 14

Responses from parents and carers to Ofsted’s questionnaire Ofsted invited all the registered parents and carers of pupils registered at Robertsbridge Community College to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school. The inspection team received 74 completed questionnaires by the end of the on-site inspection. In total, there are 609 pupils registered at the school.

Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 31 42 39 53 2 3 1 1 The school keeps my child safe 32 43 40 54 1 1 0 0 The school informs me about my child’s progress 28 38 39 53 5 7 0 0 My child is making enough progress at this school 23 31 44 60 3 4 0 0 The teaching is good at this school 27 37 42 57 3 4 0 0 The school helps me to support my child’s learning 16 22 49 66 6 8 1 1 The school helps my child to have a healthy lifestyle 20 27 51 69 2 3 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 22 30 45 61 2 3 0 0 The school meets my child’s particular needs 25 34 44 60 2 3 1 1 The school deals effectively with unacceptable behaviour 25 34 38 51 7 10 0 0 The school takes account of my suggestions and concerns 19 26 45 61 3 4 0 0 The school is led and managed effectively 36 49 33 45 3 4 0 0 Overall, I am happy with my child’s experience at this school 37 50 33 45 1 1 0 0

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 11 of 14

Glossary

What inspection judgements mean

Overall effectiveness of schools inspected between September 2007 and July 2008

The data in the table above were reported in The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2007/08. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 12 of 14

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners. Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be. The school’s capacity for sustained improvement. Outcomes for individuals and groups of pupils. The quality of teaching. The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support.

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 13 of 14

2 October 2009

Dear Students

Inspection of Robertsbridge Community College, Robertsbridge TN32 5EA

You may remember that I visited your school recently with a team of inspectors to see how well you were doing. We were all very grateful for your warm welcome and the time you took to talk to us so openly. Here are some of the main things that we found out:

You go to a good and improving school. Your school is well led and you and your parents appreciate the work done by the teachers to care for you and help you learn. You have been doing better in your examinations and more of you are getting good grades at GCSE, including mathematics and English. You feel very safe in the school and know there is always someone to turn to if you need help. When you are given the opportunity, you enjoy meeting and working with students from different backgrounds. You contribute extremely well to the community through your work as prefects, mentors, members of the college council and the many events that you support in the local area. Your behaviour in lessons and around the school is good. Almost all of you are polite, courteous and work well together to give the college such a strong sense of community. Your attendance is also getting better. You enjoy your lessons and make good progress because they are usually well planned by teachers who really know their subjects. However, sometimes you don’t get enough opportunities to work independently. The curriculum has improved a lot since the last inspection and this is helping you to do better. You particularly enjoy taking part in sporting and drama activities and your recent productions such as Oliver and Toad of Toad Hall were very successful.

I have asked your headteacher to look at improving some areas of the school’s work so that it is even better. All of the staff at the college are keen to make sure that:

information about how well you are doing is used more consistently to plan lessons that challenge you and help you to do better in your work you have more opportunities to work independently, discuss your learning, and think about what you need to do next to improve.

You can help by continuing to work hard and participating fully when your teachers give you work that is challenging and requires you to think.

Yours faithfully

Chris Wood Her Majesty’s Inspector

Inspection report: Robertsbridge Community College, 30 September–1 October 2009 14 of 14

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045 , or email [email protected] .

Torfield School Inspection report

Unique Reference Number 114690 Local Authority East Sussex Inspection number 338425 Inspection dates 16–17 September 2009 Reporting inspector Anne Duffy HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Special School category Community special Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 63 Appropriate authority The governing body Chair Mrs Georgina Sexton Headteacher Mrs Jean Mockford Date of previous school inspection 6 February 2007 School address Croft Road Hastings East Sussex TN34 3JT Telephone number 01424 428228 Fax number 08700 941559 Email address [email protected]

Age group 4–11 Inspection dates 16–17 September 2009 Inspection number 338425

Inspection report: Torfield School, 16–17 September 2009 2 of 13

Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and two additional inspectors. The inspectors visited eight lessons, and held meetings with governors, staff and pupils. They observed the school’s work, and looked at documentation including pupils’ work, the school’s planning, records and policy documents as well the newsletter. They also considered 44 questionnaires from parents and carers, 37 from pupils and 41 from staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail at the following:

The progress made by all children and pupils. The quality of teaching and teaching support, including the use of assessment to support learning. The contribution made by curricular and extra-curricular opportunities to pupil outcomes, including laying the foundations for adult life. The effectiveness of leadership and management, including performance management and CPD, in ensuring accountability, embedding ambition and driving improvement across the school. Arrangements for safeguarding.

Information about the school

Torfield is a special school for pupils with autism, communication and associated learning difficulties. Most pupils are of White British background and boys outnumber girls by nine to one. The school has two sites: the main site, for pupils from Year 2 to Year 6, and the nurture centre, which includes pupils in the Early Years Foundation Stage, Year 1 and a small number of Year 2 pupils. Pupils join the school at different ages and stages of their school career, some having had previously negative experiences of education.

Inspection report: Torfield School, 16–17 September 2009 3 of 13

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3

The school’s capacity for sustained improvement 2

Main findings

Torfield is a satisfactory school which meets the behavioural and social needs of its pupils well. Support, guidance and care are strong and a creative curriculum ensures that pupils enjoy their education. ‘I like everything’, reported one little girl.

The school’s good capacity for sustained improvement is evident in many areas. The headteacher and senior leaders have led the school through a period of rapid change as it has developed to meet the needs of its increasingly complex population. It has gained accreditation from the National Autistic Society, becoming the first school within the local authority to do so. Demonstrating effective self-evaluation, the school has worked hard to improve the environment for learning and increase the skill of all staff in meeting the behavioural, social and communication needs of pupils with autistic spectrum disorder. As a result, pupils’ progress in personal development is good. This is recognised by one pupil who said, ‘I have learnt to be a mature boy.’

Pupils’ attitude to learning is good. Overall, their achievement is satisfactory. The increasingly detailed tracking system used to monitor pupils’ progress indicates that those who join the school in the nurture centre make more rapid and consistent progress in their learning than elsewhere in the school. This is because learning is broken down into small enough steps to support good progress for every pupil and staff work well together with a common purpose. The quality of lessons is more variable at the main site. A range of targets is set for each pupil but the focus on behaviour and social skills sometimes overshadows other areas. As a result, pupils, and the staff supporting them, are not always clear about what each one is going to learn rather than do in each lesson.

All staff have worked hard to create an exciting curriculum and a safe, attractive learning environment for their pupils. Shared ambition to create outstanding provision across the two sites is evident and well established. The leadership and management teams, together with the relatively new learning leaders and specialist teaching assistants, are committed to providing equal opportunities for each of their pupils. In this, they have achieved notable success with individual pupils who have previously found school difficult. However, there is more work to be done to ensure that all staff contribute equally to high quality teaching so that all pupils learn well and make as much progress as they can in every lesson.

Inspection report: Torfield School, 16–17 September 2009 4 of 13

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

Increase the number of lessons in which pupils make good or outstanding progress by: − streamlining the process of target setting so that short-term targets are clear and used by all concerned, including the pupils themselves, to challenge and support learning − ensuring that lesson objectives always make clear what pupils will learn, rather than what they will do.

Extend the good practice already evident in some parts of the school by: − ensuring that the monitoring and evaluation of teaching is consistent at all levels and includes teachers’ own evaluation of how well their lessons have had an impact upon pupils’ learning.

About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Outcomes for individuals and groups of pupils 3

Overall, pupils make satisfactory progress in their learning. They consistently make the most progress in personal and social education. Individual attainment varies according to the starting point and ability of each pupil. For the large majority, levels of attainment are below average but a few pupils reach levels that are equal to those expected nationally. The school has taken effective action to ensure that girls are not disadvantaged by their relatively small number. Pupils, as well as their parents and carers, are positive about the difference that Torfield makes to their attitude to school and learning. As one parent wrote, ‘Torfield is the best thing that happened to my child since she started full-time education.’ Children in the Early Years Foundation Stage, and the Key Stage 1 classes in the nurture centre, make greater strides in their learning than those in the main school. While this is due, to some extent, to greater consistency in teaching and assessment, it also supports the school’s view that early intervention is most effective in meeting the particular needs of these children.

Pupils thoroughly enjoy school. From the very early stages of their education, they demonstrate pride in their achievements and there is a very real sense of shared pleasure when a new skill is mastered. Pupils move safely around the different areas of the school and have confidence in every member of staff. As a result, they feel secure in a range of situations and are increasingly willing to attempt new tasks with diminishing anxiety. They rightly recognise that school helps them to improve their behaviour. Older pupils know who they can go to if they have a problem. Inspectors witnessed this in action when one boy came determinedly into the headteacher’s office, rightly confident that she would listen to his point of view because what he

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

was feeling at that time was ‘very important’.

Pupils’ spiritual, moral, social and cultural development is good. It is enhanced by interesting artistic and cultural events as well as music assemblies which pupils join in with gusto. Pupils make full use of the range of sporting opportunities available both within and outside school, including using the swimming pool and the outdoor play equipment. Reflecting the school’s Healthy School and Activemark awards, pupils demonstrate that they understand how to lead healthy lifestyles. Many of them enjoy the well-balanced lunches that are provided. Those who prefer to bring their own food respond well to the school’s encouragement to bring fruit and vegetables instead of crisps and sweets. Pupils at both sites enjoy growing their own vegetables. The many social opportunities are underpinned by good progress in information and communication technology and satisfactory progress in mathematics and literacy. As a result, pupils develop skills that will support them when they are older. With a few exceptions, they attend regularly; well-planned transition as they start school means that even the very newest pupils enter happily and with confidence.

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning 3 Taking into account: 4 Pupils’ attainment1 The quality of pupils’ learning and their progress 3 The quality of learning for pupils with special educational needs and/or disabilities and their progress 3 The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 3 The extent to which pupils develop workplace and other skills that will 3 contribute to their future economic well-being Taking into account: 3 Pupils’ attendance1 The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?

Lessons are usually enjoyable and pupils respond well to opportunities to join a group or use a range of interesting resources. Good use is made of visual timetables to ensure that pupils know what they are going to do and to support them in taking responsibility for moving on to the next task. Pupils experience a mix of listening to

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

the teacher, responding to questions and opportunities to work independently. This, along with good strategies to manage pupils’ behaviour, means that pupils are generally attentive and display good attitudes to learning.

Teachers’ assessment of pupils’ learning and progress over time is thorough. Staff use this information well to identify pupils who need additional intervention. Day-to- day assessment is weaker. This means that, in some lessons, group work is not pitched at exactly the right level to ensure individual progress. There is sometimes an overemphasis on ‘good sitting’ or ‘good listening’ and pupils become restless. When this happens, teaching assistants are used to keep pupils on task in a group rather than work with them individually and so opportunities are missed for extending individual progress. Staff know pupils very well. However, sometimes too much reliance is placed upon the individual views of teachers, rather than lesson plans and evaluation, to measure how well pupils are doing in lessons.

The creative curriculum has been used well to enhance pupils’ motivation to learn, to cope with new situations and to speed up their progress in English, mathematics and science. Pupils’ development of communication and social skills is supported well by speech, language and communication programmes. Whole school topics such as ‘feasts and festivals’ introduce pupils well to other lives, cultures and experiences. The range of activities in school and off-site contributes very well to pupils’ development and well-being. There are good opportunities for them to work together with school staff and with outside agencies. Pupils enjoy joining others from neighbouring mainstream schools in projects such as the Butterfly Sparkle Music Festival.

Staff work hard to provide effectively for the needs of pupils who are more vulnerable or who find it very difficult to behave well. The school has strong evidence to show that this has a significant impact upon the future life-chances of many of its pupils. Where appropriate, pupils are prepared well for a move to mainstream school.

These are the grades for the quality of provision

How effective are leadership and management?

Realistic self-evaluation, led by the headteacher, has helped the school to address identified areas for development well. The very real impact is evident in the improvement in the enhanced environment and in the progress made by pupils in the

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

areas of social skills, communication and behaviour. The learning leaders are emerging as an increasingly strong element. Their input into school improvement has yet to have its full effect because they are not fully involved in the regular monitoring of teaching and learning. The school works very effectively with a range of partners to guide pupils and support their families. This reflects the school’s strong commitment to equality of opportunity for its increasingly complex school population. The school provides high levels of professional development and training for its own and other staff. Resources are used appropriately to achieve value for money.

The governing body provides a satisfactory level of challenge and has a clear understanding of the strengths and weaknesses of the school. Governors undertake their duties diligently and have supported the school well through a period of change and development. They recognise that the next steps are to ensure increased consistency in monitoring teaching, learning and progress at all levels. Arrangements for safeguarding are good and reflect the school’s emphasis upon providing good pastoral care and a safe environment.

The school’s contribution to building a cohesive community within and beyond its own population is strong. The outreach team is well used by other schools. The leadership team are aware of the difficulties faced by parents who live some distance away, and use a variety of means, including very informative newsletters and meetings, to keep them in touch. Both parents and professionals value the information the school provides about autistic spectrum disorder. Through the targeted efforts of the school, many pupils have overcome significant social and communication difficulties and are able to participate increasingly well in family and community, as well as school, life.

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and 3 driving improvement Taking into account: 3 The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities 3 met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and 2 tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for 3 money

Inspection report: Torfield School, 16–17 September 2009 8 of 13

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Early Years Foundation Stage

Children enjoy their time in the Early Years Foundation Stage and make good progress overall. Their welfare is given a high priority and carefully planned transition means that children settle quickly and well. Routines are well established and this increases children’s feeling of safety in and around the centre. As far as possible, they develop an awareness of healthy lifestyles because their diet and exercise programmes are monitored closely. Children’s personal development is good, and for some it is outstanding. This is because staff form very effective relationships with the children, manage them thoughtfully and are committed to creating a range of opportunities for them. Staff encourage children to express their feelings and ideas as far as they are able and each contribution is welcomed and respected. Consequently, children feel valued and develop trust in those working with them. Given their range of needs, children’s behaviour is good. They gradually develop an awareness of others and an understanding of what is expected of them. The carefully planned approach to communication supports different aspects of language development successfully.

Leadership and management are good. The school has responded thoughtfully to the requirements of the Early Years Foundation Stage curriculum, adapting it appropriately to suit the needs of the children. Record keeping is thorough and children’s’ progress is closely observed. However, targets, plans and records are not always linked in a way that ensures that the best possible progress is being made.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2 Taking into account: 2 Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management of the Early Years Foundation Stage 2

Views of parents and carers

The overwhelming majority of parents and carers are positive about the school. Within these positive returns, the number of those who strongly agree that their child is safe and enjoys school was higher than those who strongly agree that their child is making good progress. This reflects, to some extent, the emphasis placed on these different aspects within the school. However, the strong parent and carer satisfaction is reflected in a few of the comments made: ‘He is a changed child, more included now he is here’; ‘Staff give children a stable, calm, environment; ‘The school is like a big family’ and ‘My son has made amazing progress.’

Inspection report: Torfield School, 16–17 September 2009 9 of 13

Responses from parents and carers to Ofsted’s questionnaire Ofsted invited all the registered parents and carers of pupils registered at Torfield School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school. The inspection team received 44 completed questionnaires by the end of the on-site inspection. In total, there are 63 pupils registered at the school.

Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 32 72.7 12 27.3 0 0 0 0 The school keeps my child 0 0 35 79.5 9 20.5 0 0 safe The school informs me about 0 0 30 68.2 11 25 1 2.3 my child’s progress My child is making enough 0 0 23 52.3 15 34.1 0 0 progress at this school The teaching is good at this 0 0 33 75 8 18.2 0 0 school The school helps me to 0 0 26 59.1 16 36.4 0 0 support my child’s learning The school helps my child to 25 56.8 14 31 1 2.3 have a healthy lifestyle 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for 26 59.1 10 22.7 1 2.3 0 0 children who are finishing school, entering further or higher education, or entering employment) The school meets my child’s 0 0 34 77.3 10 22.7 0 0 particular needs The school deals effectively 0 0 29 65.9 12 27.3 1 2.3 with unacceptable behaviour The school takes account of my suggestions and 31 70.5 11 25 0 0 0 0 concerns The school is led and 32 72.7 10 22.7 0 0 managed effectively 0 0 Overall, I am happy with my child’s experience at this 33 75 8 18.2 0 0 0 0 school

Inspection report: Torfield School, 16–17 September 2009 10 of 13

Glossary

What inspection judgements mean

Overall effectiveness of schools inspected between September 2007 and July 2008

Inspection report: Torfield School, 16–17 September 2009 11 of 13

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness: the following judgements, in particular, influence what the overall effectiveness judgement will be. The school’s capacity for sustained improvement. Outcomes for individuals and groups of pupils. The quality of teaching. The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support.

Inspection report: Torfield School, 16–17 September 2009 12 of 13

18 September 2009

Dear Pupils

Inspection of Torfield School, Hastings TA34 3JT

Thank you for helping us to learn about your school. We really enjoyed our visit. It was good to meet so many of you and to see how well you are doing. I am writing this letter to tell you what we found.

Torfield is a satisfactory school which guides and cares for you well. You all seem to enjoy school; you are safe and very well cared for. We could see that you and the staff have all worked very hard to improve your communication and this has helped you to behave better and to learn more. There are plenty of interesting things for you to do both in and out of school. The school council told us about the good ideas that they have had and we were pleased that these have helped to make things better for everyone. It was good to see how much you enjoy using the spaces you have to play and grow things in.

Your headteacher and all the staff work hard to help you. We think that it is important that everyone who works with you helps you to learn as much as possible, as well as keep you safe. We have asked the teachers to look at the way they plan their lessons and keep records so that everyone, including you, can see clearly how well you are doing. We have also asked that all staff think about the best ways of making sure you all learn as much as you can in lessons. This means that different people may visit your class from time to time to see what is happening and how well your lessons are helping you to learn.

We hope that you will all try your best and wish you good luck for the future.

Yours faithfully

Anne Duffy Her Majesty’s Inspector

Inspection report: Torfield School, 16–17 September 2009 13 of 13

William Parker Sports College Inspection report

Unique Reference Number 114610 Local Authority East Sussex Inspection number 338419 Inspection dates 16–17 September 2009 Reporting inspector Jacqueline White HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Voluntary controlled Age range of pupils 11–19 Gender of pupils Boys Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1367 Of which, number on roll in the sixth form 192 Appropriate authority The local authority Chair Mr Gareth Bendon Headteacher Mr John Court Date of previous school inspection 29–30 November 2006 School address Parkstone Road Hastings East Sussex TN34 2NT Telephone number 01424 439888 Fax number 01424 461472 Email address [email protected]

Age group 11–19 Inspection date(s) 16–17 September 2009 Inspection number 338419

Inspection report: Error! Reference source not found. , 16–17 September 2009 2 of 14

Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and six additional inspectors. The inspectors visited 38 lessons, and held meetings with staff, students and governors. They observed the college’s work, and looked at a range of evidence including assessment information, key policies and practices, the college improvement plan and the questionnaires completed by the students, parents and staff.

The inspection team reviewed many aspects of the college’s work. It looked in detail at the following:

The effectiveness of strategies to eliminate in-college variation in student performance. The capacity of leaders and managers to drive and sustain improvement. How well teaching challenges students and accelerates their progress.

Information about the school

William Parker is the only boys’ school in East Sussex. It is larger than average and operates a joint sixth form with Helenswood Girls’ School. Most students are of White British heritage, with a small number from minority ethnic groups. Very few students speak English as an additional language. The number of students taking up free school meals is below average. The proportion of students with learning difficulties and/or disabilities is almost twice the national average. The school has been a specialist sports college since 1998.

Inspection report: William Parker Sports College, 16–17 September 2009 3 of 14

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3

The school’s capacity for sustained improvement 3

Main findings

The college has come through a period of considerable change in the last 18 months, including the appointment of a headteacher and three deputy headteachers. A fundamental restructuring of teaching and support staff has been successfully achieved. The newly formed senior leadership team is growing in confidence and beginning to operate as a cohesive group with a shared vision for improvement. The headteacher has a clear view of the strengths and weaknesses of the college. He is driving through improvements in systems and practices with energy and determination but they are not yet embedded and making an impact in all areas of the college’s performance. Some leadership practice is highly effective and training programmes are in place to share these strengths. However, not all leaders evaluate the work of their teams and drive improvement independently. As a result of these inconsistencies, capacity to improve is satisfactory and students’ performance across subjects is uneven. Overall, students make satisfactory progress to reach average standards. Examination results improved considerably this year, with more students achieving five A* to C GCSEs and more including English and mathematics in the five.

The college cares for and supports its students well, and most feel safe and enjoy learning. Students’ positive attitudes were captured in a comment from a Year 8 student who said, quite simply, ‘I like everything about this school.’ The strong values of care and respect, promoted through assemblies, tutor time and the house system help students to develop a clear sense of right and wrong. Most behave appropriately and make a positive contribution to the college and wider community. For example, some students are members of the Youth Parliament for Hastings.

The college’s specialist status makes an important contribution to students’ personal development, particularly in fostering their leadership skills and raising self-esteem. The good opportunities to participate in sporting activities give variety and balance to the curriculum and are greatly appreciated by students. The college has developed strong links with the local community through its Sport Education Centre and Phoenix Arts Centre which offer a range of courses for adults.

Quite rightly, senior leaders have prioritised the improvement of teaching and learning. There is good practice in a number of subject areas. Some teachers plan well-structured lessons which engage the students. They deliver these lessons at a lively pace, with plenary sessions at the end where students evaluate their progress together. These teachers skilfully probe and consolidate students’ understanding in

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

lessons, know exactly where students are in their learning and judge expertly when they are ready to take the next steps. These skills are not shared by all teachers.

What does the school need to do to improve further?

Embed assessment practices in teaching and learning so that all teachers: − use assessment information to match learning opportunities to students’ needs − evaluate students’ progress in lessons and give them clear feedback about their next learning steps − help students develop the skills of self-assessment through regular opportunities to evaluate their work in lessons.

Share best practice in teaching and learning particularly: − lesson planning − maintaining pace − using plenary sessions to evaluate and reinforce learning − methods to increase students’ participation and engagement

Develop the skills of evaluation at all levels of leadership and management through: − regular lesson observations − sampling students’ work − moderation and analysis of assessment information.

About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Outcomes for individuals and groups of pupils 3

Students’ achievement is satisfactory , with no particular groups underachieving significantly. The college’s systems for tracking students’ progress and well-being are developing. Teachers have more information to help them tailor provision to individual needs and the more regular review of students’ progress is identifying groups who may need additional support. As a consequence, students taking up free school meals are now making better progress. Well-targeted and coordinated support for students with learning difficulties and/or disabilities ensures they make good progress.

There are good opportunities for students to develop workplace skills but their preparation for economic well-being is hampered by the lack of a coordinated cross- curricular approach to the development of literacy, numeracy and information communication technology skills. In addition, GCSE results in English and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

mathematics have been erratic over the last two years.

In the majority of lessons observed, students were making satisfactory progress. The quality of students’ behaviour in the lessons was usually related to the effectiveness of teaching. Where teaching was at its best, so was students’ behaviour. Where teaching was insufficiently challenging and teachers were not skilful in implementing behaviour management strategies, learning was disrupted and students’ progress slowed. The great majority of students work productively in lessons and have positive attitudes to learning, as demonstrated by their improving attendance and punctuality.

The college has very good systems in place for monitoring attendance and supporting students at risk of falling into an irregular pattern of attendance. Performance in reducing persistent absence has been excellent.

Specialism in sport contributes well to students’ adoption of healthy lifestyles, with high participation rates in sporting activities. Students are very proud of the college’s sporting achievements which have gained not only local but national recognition.

Along with the staff, students have experienced many changes in recent months. They believe things are improving and value the positive relationships they have with staff. In the student questionnaire, a few students raised concerns about bullying and disruptive behaviour in lessons but most feel safe and have the confidence to take any problems to staff to get them sorted out. The different groups of students interviewed by inspectors were unanimous in feeling safe and well cared for. They knew how to keep themselves safe and avoid situations that would put them at risk.

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning 3 Taking into account: 3 Pupils’ attainment 1 The quality of pupils’ learning and their progress 3 The quality of learning for pupils with special educational needs and/or disabilities and their progress 2 The extent to which pupils feel safe 2 Pupils’ behaviour 3 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

The extent to which pupils develop workplace and other skills that will

contribute to their future economic well-being 3 Taking into account: Pupils’ attendance 1 3

The extent of pupils’ spiritual, moral, social and cultural development 3

How effective is the provision?

The overall quality of teaching is satisfactory. The following features are evident when it is most effective:

− trusting relationships enable students to be bold in their learning and develop their ideas with confidence − effective evaluation of individual students’ learning is used to fill gaps in understanding and accelerate progress − skilful questioning requires students to think for themselves, synthesise information and apply what they have learnt − a snappy pace focuses students and maintains their motivation − new technologies are used well to engage students and increase their participation − teachers use assessment information to plan a close match between learning objectives and students’ needs − there is a good range of activities, including working in groups and pairs − teachers give students opportunities to learn independently rather than being overly directive − students are trained to evaluate their own and each other’s work.

The observation of teaching and learning is more regular. Good systems have been devised and some senior leaders are expert in judging the quality of teaching and its impact on learning. However, the systems and expertise are not yet ingrained in the culture of the college, and good and outstanding practice is not sufficiently shared. Consequently, inconsistencies prevail. There are weaknesses in planning, especially the use of assessment information to match learning objectives precisely to students’ needs. The pace of too many lessons is too slow and students are not required to develop their thinking sufficiently. Opportunities for students to work independently and take responsibility for their learning are missed. Plenary sessions are not always used well to fix learning points and evaluate students’ progress. The combined effect of these key shortcomings is to cap the progress of some students.

The curriculum meets students’ needs and aspirations, but more so in Key Stage 4 than Key Stage 3, where further development is required. It allows for progression, offering both academic and vocational options. It caters well for students whose circumstances make them vulnerable. For example, the Train to Learn programme has been highly successful in keeping students who might otherwise have been

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

excluded in college and engaged with learning. Students enjoy the wide variety of extra-curricular activities. Strengths in sport are well balanced by very good expressive arts provision. Students’ experiences are broadened through the college’s links with local tertiary colleges and the joint sixth form arrangements.

Parents and students rightly praise the care, guidance and support extended to students. Levels of support and care for students are well targeted. The college works effectively with other agencies to draw services in to meet students’ diverse needs. Good careers guidance helps students make appropriate choices about the next stage of education, employment or training.

These are the grades for the quality of provision

The quality of teaching 3 Taking into account: The use of assessment to support learning 3 The extent to which the curriculum meets pupils’ needs, including, where 3 relevant, through partnerships The effectiveness of care, guidance and support 2

How effective are leadership and management?

Senior leaders are ambitious for students and for the college. The fulfilment of every student’s potential is central to the college’s ethos. Equality of opportunity is promoted through the curriculum and initiatives such as Train to Learn. Incidents of racism are rare and any discrimination is tackled forcefully. The use of target setting to raise achievement is strengthening but there is more work to do in using information about the achievement of different groups of students proactively to tailor learning, prevent underachievement and accelerate progress.

The college is working more effectively to develop good partnerships with parents. Parents are involved in reviewing students’ progress but formal opportunities to set and review learning targets are infrequent. The thriving parent and teacher association contributes to college life through a wide range of social and fundraising events, and by supporting educational activities.

The new staffing structure and performance management system are raising standards of professionalism and increasing accountability for student outcomes. Governors are very committed to the college and passionate about its continuous improvement. They provide good support and satisfactory challenge. An influential core know the college well but the effectiveness of governor links with departments is variable and evaluation of the work of teams across the school is not systematic enough.

Safeguarding procedures are robust and meticulously maintained. The college has

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

made appropriate checks on all adults who work with the students and ensures its single central record of such checks is updated at the recommended intervals. Activities spearheaded by the college make a valuable contribution to community cohesion. For example, the community football programme helps to tackle any disaffection amongst youths in the locality and promotes team building and leadership skills. However, the college does not evaluate the impact of its work in the community in a coherent and organised way.

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and 3 driving improvement Taking into account: 3 The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities 3 met The effectiveness of the school’s engagement with parents and carers 3 The effectiveness of partnerships in promoting learning and well-being 3 The effectiveness with which the school promotes equality of opportunity and 3 tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for 3 money

Sixth form

Arrangements for the leadership and management of the joint sixth form have been significantly strengthened alongside systems for monitoring and evaluating provision. Concerted action has been taken to ensure that courses are now well matched to students’ aptitudes and aspirations. Interviews and taster programmes are helping students to make the right choices. Consequently, outcomes for students are improving, with increasing numbers entering higher and further education.

The sixth form lessons observed were satisfactory or better. Teachers have good subject knowledge but methods for increasing participation and developing higher order thinking skills in lessons are sometimes limited. Assessment information is not used consistently well to plan learning that stretches students and accelerates their progress.

Student attitudes are positive and relationships are strong. Effective measures are taken to support, guide and keep students safe. The sixth form enriches the college;

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

students make a positive contribution to college life and act as good role models by readily taking on roles of responsibility, involving themselves in voluntary work and supporting younger students when they can.

These are the grades for the sixth form

Overall effectiveness of the sixth form 3 Taking into account: 3 Outcomes for students in the sixth form The quality of provision in the sixth form 3 Leadership and management of the sixth form 3

Views of parents and carers

Most parents who completed questionnaires are supportive of the college and are satisfied that pupils are kept safe, learn well and enjoy college life. A small minority of parents are concerned that the college does not deal effectively with unacceptable behaviour.

Inspection report: William Parker Sports College, 16–17 September 2009 10 of 14

Responses from parents and carers to Ofsted’s questionnaire Ofsted invited all the registered parents and carers of students registered at William Parker Sports College to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school. Inspection team received 200 completed questionnaires by the end of the on-site inspection. In total, there are 1367 students registered at the school.

Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 55 27.6 126 63.3 13 6.5 4 2.0 The school keeps my child 50 25.0 136 68.0 9 4.5 4 2.0 safe The school informs me about 49 24.5 125 62.5 13 6.5 3 1.5 my child’s progress My child is making enough 52 26.0 114 57.0 18 9.0 3 1.5 progress at this school The teaching is good at this 56 27.5 121 60.5 9 4.5 3 1.5 school The school helps me to 33 16.6 123 61.8 23 11.6 7 3.5 support my child’s learning The school helps my child to 40 20.0 133 66.5 16 8.0 4 2.0 have a healthy lifestyle The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for 50 25.0 118 59.9 11 5.5 5 2.5 children who are finishing school, entering further or higher education, or entering employment) The school meets my child’s 50 25.1 121 60.8 13 6.5 6 3.0 particular needs The school deals effectively 47 23.5 99 49.5 23 11.5 17 8.5 with unacceptable behaviour The school takes account of my suggestions and 29 14.5 124 62.0 22 11.0 7 3.5 concerns The school is led and 42 21.0 125 62.5 19 9.5 4 2.0 managed effectively Overall, I am happy with my child’s experience at this 64 32.0 112 56.0 14 7.0 3 1.5 school

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Glossary

What inspection judgements mean

Overall effectiveness of schools inspected between September 2007 and July 2008

Inspection report: William Parker , 16–17 September 2009 12 of 14

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Inspection report: William Parker , 16–17 September 2009 13 of 14

18 September 2009

Dear Students

Inspection of William Parker Sports College, Hastings TN32 2NT

Thank you so much for helping us when we came to inspect your college last week. We were impressed with how welcoming and polite most of you were. You enjoy college life and this is evident in your improving attendance. Your academic achievement is satisfactory and you have demonstrated real strengths in some subjects. You are particularly proud of the college’s sporting achievements. In the majority of lessons observed, you were making satisfactory progress. In the most effective lessons, you made good progress. Your behaviour is generally satisfactory but a few of you become involved in disruptive behaviour in lessons, especially when teachers do not stretch you enough or follow the college’s behaviour management system. The overall effectiveness of the college is satisfactory.

The college works hard to make sure you are safe, well supported and cared for. The good relationships you have with staff are important to you. You appreciate the extra-curricular activities available and have a good choice of courses in Key Stage 4. After lots of changes, most of you believe that things are settling down and getting better. Your headteacher and many of the other leaders know what needs to be done to improve the college, and have already started to do this. We have prioritised the following:

ensure teachers match learning closely to your needs, check your progress in lessons, give you clear feedback about your next learning steps and help you develop the skills to assess your own work share the best teaching practice ensure all leaders can assess and improve the effectiveness of their teams.

You can help the college to move forward by working hard in lessons and not allowing yourselves to be distracted.

Good luck in the future.

Yours faithfully

Jacqueline White Her Majesty’s Inspector

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Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045 , or email [email protected] .