INSPECTION REPORT
Beardwood High School
Blackburn
LEA area: Blackburn with Darwen
Unique reference number: 119708
Headteacher: Mrs Ruby Hussain
Lead inspector: Kathy MacFarlane
Dates of inspection: 13th – 16th October 2003
Inspection number: 258560
Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2003
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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.
Beardwood School - 2 INFORMATION ABOUT THE SCHOOL
Type of school: Comprehensive School category: Community Age range of students: 11-16 Gender of students: Mixed Number on roll; 1023
School address: Preston New Road Blackburn
Postcode: BB2 7AD
Telephone number: 01254 614980 Fax number: 01254 295163
Appropriate authority: Governing body Name of chair of governors: Christine Seddon
Date of previous inspection: 9/3/1998
CHARACTERISTICS OF THE SCHOOL
Beardwood School is a large mixed comprehensive school of 1023 students aged 11-16 years. The school serves an area of high socio-economic deprivation. The school’s intake has steadily increased. Most of its intake comes from the wider area of Blackburn. The percentages of students registered for free school meals and those with special educational needs are high compared to the national averages. The majority of students are from minority ethnic groups. Eighty-five per cent of students have English as an additional language, although only 5 per cent of these are at the early stages of learning English. A large number of students come to the school, or leave it, during the school year. Overall, attainment on entry to the school is lower than the average.
Beardwood School - 3 INFORMATION ABOUT THE INSPECTON TEAM
Members of the inspection team Subject responsibilities
3472 Kathy MacFarlane Lead inspector 9974 Daljit Singh Lay inspector 3552 David Darwood Team inspector History Religious education 31589 Robert Barbour Team inspector Mathematics 3549 David Oakley Team inspector Science 3555 Carol Emery Team inspector Design and technology Business education 27666 John Dockrell Team inspector Modern foreign languages 32587 Richard Sloan Team inspector English 20119 Tony Bell Team inspector Special educational needs 8360 Frederick Peacock Team inspector Citizenship Music 13217 Malcolm Butterworth Team inspector Physical education 20619 Jenny Hazlewood Team inspector Information and communication technology 15127 Bill Goodall Team inspector Art and design 30215 Helen Feasey Team inspector Geography 18547 Chetana Shah Team inspector Urdu English as an additional language
The inspection contractor was:
Altecq Education
102 Bath Road Cheltenham Gloucestershire
GL53 7JX
Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’, which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.oftsed.gov.uk).
Beardwood School - 4 REPORT CONTENTS
Page
PART A: SUMMARY OF THE REPORT 6
PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS
STANDARDS ACHIEVED BY STUDENTS 9
Standards achieved in areas of learning, subjects and courses
Students’ attitudes, values and other personal qualities
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 12
Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community
LEADERSHIP AND MANAGEMENT 18
OTHER SPECIFIED FEATURES – 19
Links with the community
PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES 20
SUBJECTS AND COURSES IN KEY STAGES 3 AND 4
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 34
Beardwood School - 5 PART A: SUMMARY OF THE REPORT
BEARDWOOD SCHOOL
OVERALL EVALUATION Beardwood School is effective and provides satisfactory value for money. Over the last three years, there has been a significant improvement in the quality of education provided by the school. Following the previous inspection, there were major problems concerning both the management and leadership of the school. The new headteacher provided a clear vision of what the school could and should achieve and is a powerful driving force. At the end of Year 9, national test results in 2003 showed a significant improvement. The progress made from Year 7 to Year 9 in 2002 and 2003 was very good. GCSE results have improved and, although below the national average, they are significantly better than those of similar schools. Students achieve well and make good progress. Those with special educational needs and those still learning English are catered for effectively. The school has clear priorities and strategies to bring about further improvement. There are, however, still problems relating to the use of information and communication technology.
The school’s main strengths and weaknesses are: · The leadership of the headteacher is very good. She has provided a clear vision and direction for the school, which is understood by all; · The strong commitment of the senior leadership team to raising standards and improving the range of opportunities available to students; · Teaching is good in Years 10 and 11 and satisfactory in Years 7 to 9. The progress of students across all years is also good; · The use of ICT across the school currently does not effectively support students’ learning; · The high-quality support provided for students with learning and behaviour difficulties and those at the early stages of learning English is effective; · The school does not always ensure that its monitoring procedures lead to effective improvements across the school. For example, the marking of students’ work and the organisation of the timetable; · Department leadership and management are satisfactory overall. It is unsatisfactory in ICT, science, design and technology and geography, but good in mathematics, history and religious education and very good in English and physical education. Elsewhere, it is satisfactory; · The school has sustained good links with the local community, which has contributed to the improved reputation of the school as well as gaining their support in improving students’ attitudes; · The very good partnership between all staff of the Learning Support Unit and the Social Inclusion Group ensures that all students in difficulty are enabled to return to their lessons after a short period of support; · High-ability students are not always sufficiently challenged and given appropriate work in lessons. However, the school provides good opportunities for these students outside of lessons.
How the school has changed since the last inspection. Overall, improvements since the previous inspection have been satisfactory. The change in the leadership of the school three years ago has led to important improvements in the provision. Standards in Years 7 to 9 have improved at a faster rate than those nationally. In Years 10 and 11, standards have improved over the last three years. There is now a clear management structure, as well as an appropriate development plan and agreed targets for improvement. Students’ literacy and numeracy skills have improved, but the provision for ICT remains unsatisfactory. The prospectus and annual report to parents now meet statutory requirements. The school has made good progress in all areas with the exception of ICT.
Beardwood School - 6 STANDARDS ACHIEVED
Year 11 results all schools similar schools Performance in GCSE/GNVQ examinations at the end of Year 11, compared with: 2001 2002 2003 2002 D C B Key: A - well above average; B – above average; C – average; D – below average; E – well below average. Similar schools are those, whose students attained similarly at the end of Year 9.
For the last few years, standards at the end of Year 9 have been well below the national average. Results in English and mathematics were better than those in science. Against similar schools, progress in these two subjects was excellent and in science it was satisfactory. The results in 2003 showed improvements in all three subjects, but particularly in mathematics. Results at the end of Year 11 in 2002 were similar to those achieved nationally and very good compared to similar schools. Results in 2003 saw a drop in the percentage of students obtaining five A*-C grades, but overall GCSE point scores were similar to 2002.
Achievement at the end of Year 9 is good. This is despite the relatively low levels of attainment of many students when they start at the school. Achievement at the end of Year 11 is good and is the result of effective teaching, which has high levels of expectation and leads to improved performance.
Students’ personal qualities, including their spiritual, moral, social and cultural development, are good overall. Their attitudes towards their lessons are good, as is their behaviour. Overall, attendance is satisfactory and the school has been successful in reducing the number of unauthorised absences.
QUALITY OF EDUCATION The quality of education provided by the school is satisfactory. Overall, teaching is satisfactory, although it is good in Years 10 and 11. In some areas there has been a difficulty in recruiting specialist staff and this has affected the quality of teaching. On occasions, timetabling arrangements are such that teachers are not always teaching their specialist subject. The majority of teachers enjoy good relationships with the students and are effective in motivating them. The care for students is good. All staff work hard to make them feel safe and secure. However, the school does not always guide each student’s development carefully enough to ensure that they know how to do better.
LEADERSHIP AND MANAGEMENT The overall leadership and management of the school are satisfactory. The leadership of the headteacher is very good. She is well supported by an effective senior leadership team, who recognise the school’s strengths and key areas of weakness. They give the school a clear sense of direction. Management overall is satisfactory. Many heads of department are effective in providing good leadership and manage their team of staff well. In a significant number of cases, these are less effective and lead to inconsistencies in implementing school policies as well as variability in the quality of teaching, particularly in Years 7 to 9. Whilst the governing body is supportive and holds the school to account, it is not sufficiently effective because it does not fulfil some of its legal obligations. There are also difficulties in recruiting sufficient governors, who regularly attend meetings.
PARENTS’ AND STUDENTS’ VIEWS OF THE SCHOOL Parents were overwhelmingly supportive of the school. A large majority reported that their children liked school, that teaching was good and that staff expected students to work hard. They also commented positively on the leadership and management of the school and the effective arrangements for settling new children into the school. A significant minority, however, expressed concern regarding behaviour and information provided to parents about their children’s progress.
Beardwood School - 7 Inspectors confirm the positive comments made by parents. They judged behaviour in school to be good overall. They did agree with the parents about the inadequate information provided on students’ progress. Students were generally positive about the school. A significant majority commented that they enjoyed school and were expected to work hard. They were, however, less positive about behaviour in the school and some had concerns about bullying and racial abuse. The inspectors found behaviour to be good in school and whilst there were examples of bullying and some racially motivated comments, cases were dealt with effectively.
IMPROVEMENTS NEEDED The most important things the school should do to improve are: · Improve the provision of ICT so that it can be used to support students and their learning; · Ensure that monitoring procedures used to identify good and poor practice in teaching and assessment result in improvements to give greater consistency across the school. This is particularly true with regard to improving marking so that students know what they need to do to improve; · Improve timetabling arrangements and the deployment of staff; · Ensure that the higher-attaining students are given challenging activities in their lessons; and, to meet statutory requirements: · Collective act of worship; · Data logging in ICT.
Beardwood School - 8 PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY STUDENTS
Standards achieved in areas of learning, subjects and courses
Overall, standards in all years are below the national average. However, standards in English and mathematics are average and bearing in mind the levels of attainment on entry to the school, the overall achievement for all students is good.
Main strengths and weaknesses · In 2002, standards at the end of Year 9 were below the national average in English and mathematics and well below in science. However, in 2002, the progress made from the beginning of Year 6 in English and mathematics was very good and in science it was satisfactory. Results in 2003 saw an improvement in all core subjects. · GCSE examination results in 2002 and 2003 (unconfirmed) were below average, but the school did as well as similar schools. · Standards of work seen during the inspection were below the national average overall. However, when considering the attainment of students at the beginning of Year 7, they make good progress and their overall achievement is good.
Commentary
1. Standards in national tests in 2002 at the end of Year 9 compared well with similar schools in English and mathematics, although they were below in science. The difference between the standards gained by girls and boys was greater than the national difference in 2002, with boys doing less well than girls. However, unconfirmed results for 2003 saw some improvement in English and a significant improvement in mathematics and science.
2. Results at GCSE are gradually improving in line with those nationally. Girls outperform boys to a similar extent as the national picture. Standards in Years 10 and 11, from the work seen during the inspection, were satisfactory, which was higher than recent results would indicate. Students’ achievement was good.
3. A number of factors have contributed to the below average standards. Poor attendance has been a key factor, although it has improved since the previous inspection. Additional factors have been the high numbers of students, who join or leave the school during the academic year, and the difficulties the school has experienced in recruiting specialist teachers in some areas.
4. Students’ good attitudes to their work and some good teaching, particular in Years 10 and 11, are leading to improved levels of achievement. Standards of work seen during the inspection in Years 7 to 9 were in line with national averages in English, mathematics, physical education, and religious education. In other subjects, they were below average. In Years 10 and 11, English, mathematics, art, history, physical education, textiles, Urdu and religious education were around the national average whilst the remaining subjects were below. However, students’ achievement in all subjects was at least satisfactory and in mathematics, food, textiles, history, Urdu and religious education, their achievement was good. In English, it was very good.
5. In 2003, the school set high targets for English and mathematics at the end of Year 9 and just failed to meet them. In science, a lower target was set and was exceeded by 13 per cent. In 2003, the school set challenging targets for the percentage of students gaining five A*-C grades at GCSE. It failed to meet this target, although it exceeded its five A*-G target.
6. There is some variation across the different ethnic groups in the school. By the end of Year 9, Indian girls do better than Indian boys in English and mathematics, but not in science.
Beardwood School - 9 Similarly, Pakistani girls do better than Pakistani boys, except in science. Pakistani students do less well than their Indian peers. Pakistani boys do less well than all other groups. This issue has been recognised by the school and is often the result of students’ poor personal organisation. Strategies are now in place to address this.
7. The achievement of students, who have special educational needs, is good overall. Their achievement is more consistent when they work in the learning support area. Gifted and talented students are often insufficiently challenged in lessons and, as a consequence, their achievement is unsatisfactory. Both these groups of students, however, have positive attitudes to their work and high levels of self-motivation.
8. Students with English as an Additional Language (EAL) make good progress and achieve well in relation to their attainment when they come to the school. Those students, who are in the early stages of learning English, do particularly well as a result of very good support. They make very good progress. Other EAL students receive support in lessons as appropriate. Progress made by this majority of students is variable, but good overall. In departments where language specialists work in collaboration with subject teachers to meet the language and learning needs of students, their effectiveness is shown in the good achievement of these students.
9. Standards of literacy are sufficient to support learning in other subjects. Speaking and listening are well developed and reading and writing skills are sufficient to cope with the demands of different subjects. Standards of numeracy are now in line with those nationally, which is an improvement since the previous inspection. Standards of ICT are well below average throughout the school. Currently, there is insufficient planning for implementing the school’s ICT strategy in some subject areas. However, the learning support area uses ICT well to help students with language and special educational needs to learn.
Key Stage 3
Standards in national tests at the end of Year 9 – average point scores in 2002.
Standards in: School results National results English 31.4 ( 30.8) 33.3 (33) mathematics 32.3 (31.9) 34.7 (34.4) Science 29.8 (29.1) 33.3 (33.1) There were 198 students in the year group. Figures in brackets are for the previous year.
Key Stage 4
Standards in GCSE/GNVQ examinations at the end of Year 11 in 2002.
School results National results Percentage of students gaining 5 or more A*-C 41 (29.2) 49.9 (48.4) grades Percentage of students gaining 5 or more A*-G 91 (92.6) 90.9 (90.9) grades Percentage of students gaining 1 or more A*-G 98 (N/A) N/A grades Average point score per pupil (best eight subjects) 36 (31.8) 39.8 (39 ) There were 181 students in the year group. The percentages include the equivalent GCSE grades obtained in GNVQ assessments. Figures in brackets are for the previous year.
Beardwood School - 10 Students’ attitudes, values and other personal qualities
Students’ attitudes and behaviour are good. Attendance is satisfactory and has improved since the previous inspection. Students’ personal development is satisfactory. This provision for their spiritual, moral, social and cultural development enables them to become mature and responsible citizens of the school and wider community.
Main strengths and weaknesses · In most subjects, attitudes to learning and behaviour are good and sometimes very good. These positive characteristics support constructive relationships in class and support students’ achievement. · Many students effectively participate in the social activities in school. They serve their school and wider community with pride, through work and community service, which supports their personal development. · Unauthorised absences remain below the national level and there are no permanent exclusions.
Commentary
10. Most students like coming to school, have a good work ethic and value the teaching and learning offered to them. Students conform to the school’s code of conduct and are often co- operative and effective communicators. They enjoy working in groups and approach their tasks in an enthusiastic and confident manner. This was evident in most lessons. Where teaching was uninspiring and the management of students ineffective, some students tended to waste time and disrupt the learning of others. Occasionally, silly and immature behaviour was also evident around school. This occurred when students were unsupervised and when staff did not challenge inappropriate behaviour.
11. Students’ attitudes, values and other personal qualities are very well developed within the EAL department. They are keen to come to school, enjoy all aspects of learning, and are interested and involved in extra-curricular activities such as Arabic study. EAL students show good, co- operative behaviour in class and this has a positive effect on progress during lessons. The EAL room is open at lunchtimes and new arrivals come along to meet, talk and make friends with other newly arrived students, who have similar language needs. Students feel safe and secure here as they quickly gain confidence in speaking English.
12. Outside of lessons, students enjoy participating in recreational and sports activities such as football, Danish rounders, cricket, and basketball. They also learn through the homework and information and communication technology club. These activities stimulate students’ learning, raise confidence and self-esteem and contribute significantly to their moral and cultural development. However, inspection evidence indicates that some students do not make effective use of these activities outside of lessons and this reduces their opportunities to work in groups.
13. Relationships between students and with teachers in lessons are usually good and contribute to the purposeful, informed and stimulating learning environment. Most students value working in mixed-gender and racial groups, which enables them to value and appreciate diversity. Teachers value their students and reward them by providing opportunities to serve the school and community. These are, for example, as prefects in Year 11, peer mentors in Year 10, class and school councillors and fundraisers. They serve the wider community through work experience, which is undertaken in a responsible and mature manner. These experiences contribute to students valuing themselves, their extended family and the community, and they become responsible citizens.
Beardwood School - 11 Attendance Attendance in the latest complete reporting year (%)
Authorised absence Unauthorised absence School data: 7.8 School data : 0.8 National data: 7.8 National data: 1.1 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Exclusions Ethnic background of students Exclusions in the last school year
No of Number of Number of Categories used in the Annual School Census students on fixed period permanent roll exclusions exclusions White – British 44 55 White – any other White background 7 2 Mixed – White and Asian 20 Mixed – any other mixed background 3 Asian or Asian British – Indian 421 26 Asian or Asian British – Pakistani 464 147 Asian or Asian British – Bangladeshi 27 Asian or Asian British – any other Asian background 27 Black or Black British – African 3 Any other ethnic group 4 No ethnic group recorded 9 The table gives the number of exclusions, which may be different from the number of students excluded.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
Teaching and learning
Overall, the provision for teaching and learning is satisfactory.
Main Strengths and weaknesses · Teachers’ good subject knowledge enables them to effectively clarify and explain difficult issues. · Planning is effective and ensures work is structured appropriately for the needs of students – particularly those with learning difficulties and those for whom English is not their first language. · Relationships in lessons are good and enable students to feel secure and confident that they will be supported in their learning. · There is too much use of non-specialist teachers in some subjects. · High expectations produce good levels of challenge except for the more able. · The overall quality of marking is unsatisfactory. · There are insufficient opportunities for students to develop independent learning skills. This is hindered by poor access to ICT in many areas.
Commentary
14. The standards of teaching are satisfactory overall. During the inspection, just over half the lessons seen were good, but one out of 10 lessons seen were unsatisfactory. There was more good teaching in Years 10 and 11. This has a positive effect on the quality of learning and
Beardwood School - 12 students’ achievements in these years. Specialist teachers have good subject knowledge. This allows them to include a variety of sources and additional material so they are able to extend students’ understanding of the subject. Over the past few years, there has been a concerted effort to establish some common understanding about how best to structure lessons. In most lessons, this has led to careful planning with regard to objectives and the balance of activities to be used to achieve them. This ensures that lessons are pitched at an appropriate level. These lessons start with a sharply focused whole-class introduction that builds on previous learning and checks and reinforces what students have learned in previous sessions. They end with a review of what has been learned, whilst setting a context for the next lesson. Such approaches were effectively used in maths, English, history and religious education. However, this was not consistently applied in all subjects and on occasions, work was unduly teacher directed. When there was no review, there was little time for students to reflect or scope to develop their independence or to work collaboratively.
15. Good lessons were also characterised by teachers’ high levels of expectation with regard to attitudes, behaviour and work. Students responded positively to this challenge. For example, in a Year 9 history lesson, students were able to use a range of sources, including quotes from Disraeli’s novel ‘Sybil’, to answer a question about Britain as two nations – the rich and the poor. Relationships between staff and students are good and this contributes to a relaxed yet purposeful learning atmosphere in lessons. As a result, students are confident about attempting difficult work. On those few occasions when the work lacks challenge and interest, or when expectations are not clear enough, some students do not behave as well as they should and are sometimes disruptive.
16. The teaching of literacy is satisfactory overall, but not all subject leaders are clear about their role in developing students’ literacy skills. As a result, their contribution is not as explicit or as planned as it should be. In other areas, literacy skills are effectively reinforced. This is particularly so in history, religious education, English and physical education. In a low-ability Year 7 group, for example, students’ listening skills were encouraged as the teacher asked students to close their eyes as they listened to a story from the New Testament and to imagine what was happening. This allowed them to focus purely on the teacher’s words. As a consequence, they were able to recall and comment on the key aspects of the reading.
17. Many teachers make insufficient use of ICT to support teaching and learning. This is in part the result of difficulties in gaining access to computers and the lack of appropriate software. Consequently, students’ skills are not as well developed as they might be and opportunities for students to develop their ICT skills in different contexts are missed.
18. Teaching for those with special educational needs and those with English as a second language is good overall. Good use is made of support assistants to motivate students with special educational needs to do their best. Individual education plans are clear and accurate and include guidance for teachers. Good use is made of ICT in the learning support rooms to reinforce students’ learning. However, in many classrooms, language skills are inconsistently developed. Little attention is paid to key words and there are too few opportunities for these students to talk about their work.
19. Overall, the teaching of students with English as an additional language is good. The quality of teaching and learning for beginners in the EAL room is very good. Teachers work with bilingual support staff to initially assess students’ skills in oracy, reading, spelling, mathematics, and non-verbal reasoning. Subsequent reading, reading comprehension and spelling tests are carried out every six months to ensure that students are progressing in these areas. Students are withdrawn for a limited period of time to work on individually structured programmes to meet their individual needs, but they enter mainstream classes as soon as possible. Specialist teachers are knowledgeable of the needs of the students and, consequently, their support makes a significant contribution to their progress in acquiring English. In-class support in collaboration with the subject teacher is very good. However, the amount of time available for such support is very limited as there is a great demand on support teachers’ time to meet the needs of the increasing number of newly arrived students.
Beardwood School - 13 Support in lessons for students beyond the early stage is satisfactory. It varies greatly from one subject to another. It reflects the inconsistent approach between departments in providing appropriate classroom strategies for all EAL students to access the curriculum fully. In lessons, there is little evidence of teachers making use of students’ own cultural and linguistic experiences to enable them to have greater access to the curriculum. Similarly, teachers rarely use these experiences to extend and relate the curriculum subject they teach for all students.
20. Whilst the school provides good opportunities for gifted and talented students outside of lessons, this is not always true in classes. Often, the work given to them is not sufficiently demanding or challenging to raise their levels of achievement. In some areas, this is done well and good examples were seen in mathematics, physical education and religious education. Indeed, in religious education, students have the opportunity to take their GCSE early and to study for AS level in Year 11.
21. Assessment is satisfactory overall. The school has satisfactory procedures for tracking and monitoring students’ academic progress. Records are clear, well maintained and readily available. Whilst data from these records is very well used in mathematics, some other departments seem reluctant to use them. A number of subjects still do not refer to the levels designated in the National Curriculum. In some cases, marking of students’ work is cursory. Whilst students’ work is marked thoroughly in English and physical education, there is often little or no written information appended to students’ work. This does not help students understand how to improve their performance. There are very good assessment practices for students with special educational needs. New arrivals to the school with limited English benefit from good assessment.
22. Where teaching was unsatisfactory, it was often due to a lack of challenge or over teacher- directed lessons, which didn’t stimulate the interests of the students. In addition, many of these lessons were taught by non-specialists or supply teachers, who didn’t always have sufficient subject knowledge. This affected the quality of teaching in these lessons. Whilst there are sufficient specialist teachers in most areas, these are not always deployed effectively. This makes it difficult for teachers to meet and discuss issues relating to a particular subject. As a consequence, it is harder to share good practice. The school has had difficulty in recruiting specialist teachers.
Summary of teaching observed during the inspection in 126 lessons
Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor
1 (1%) 21 (17%) 46 (37%) 45 (36 %) 11 (9%) 2 (1%) 0 (0%)
The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen. NB percentage figures are rounded up and so the total appears as more than 100. The judgement for teaching was made by observation of lessons as well as by interviews, analysis of pupil progress and careful scrutiny of students’ work.
The curriculum
Overall, the curriculum is satisfactory. Opportunities for enrichment are good. The range of extra- curricular activities is satisfactory. The overall accommodation is satisfactory, although, learning resources are unsatisfactory.
Main strengths and weaknesses · Students’ needs are met in increasingly varied ways through constant revision of the curriculum. · ICT does not meet statutory requirements. Access to ICT in all subjects is poor. · There is good provision for students with special educational needs and for those, who are learning English.
Beardwood School - 14 · There are many opportunities outside of lessons for students to obtain help with their learning and to participate in sport and other activities. · Some timetable and staffing arrangements have a negative impact on learning. · There is no daily act of collective worship and there is no provision for data logging in ICT or science.
Commentary
23. The school provides an increasingly varied and flexible curriculum, relevant to the needs of all students. Rigorous review of the curriculum is built into the school development plan. The headteacher and senior leadership team are vigorous in their pursuit of new ideas and alternative ways of raising the achievement of all students. The school has tackled most of the curriculum issues raised at the time of the previous inspection. However, ICT still does not meet statutory requirements and access to computers in all lessons is poor. The time available for music lessons is inadequate for students to make sufficient progress. There is no daily act of collective worship.
24. Students in Years 7 to 9 are given extra time to study English and mathematics in order to provide them with essential skills for all aspects of their learning. In Year 10, some more capable students studying religious education can take the GCSE examination after one year and then proceed to more advanced studies. New vocational GCSE subjects are available in art and design, business studies and in applied ICT, with more to come next year. There is a new opportunity this year for a small number of students in Year 10 to take part in vocational units of work, with recognised accreditation, at a local college. These students are benefiting from a more work-oriented focus and are enthusiastic about their experiences. Good careers advice and preparation for further education is provided through the PSHE programme and by access to the school’s careers library. Work experience and contacts with the careers service and local employers supplement this well.
25. The provision for students with special educational needs is good. With the help of well- trained, capable support staff, they have access to the full curriculum. In Years 10 and 11, alternatives to GCSE courses are available to enable less capable students to achieve appropriately. The provision for students, who have English as an additional language, is very good. About 85 per cent of the school has English as an additional language. Of these, about 96 students are at an early stage of English acquisition and receive targeted support. There are two students with a traveller background and 12 from asylum-seeking families. The provision for these students is well organised. The criterion for each stage of language acquisition is clear. The initial assessment, which is done in conjunction with bilingual support staff, involves the completion of a language and learning history. The school provides Polish, Czech, Farsi, Gujarati, Urdu and Punjabi support. Newly arrived students, who have fluency in their own language, are entered for a GCSE in modern foreign languages whenever possible. Turkish, Bengali, Farsi, German and Gujarati are all heritage languages for which new arrivals have been entered. The special educational needs and English as a second language staff work closely together to benefit the students.
26. The school has conducted a thorough audit of the impact of the Key Stage 3 Strategy, designed to raise standards, and is developing an imaginative range of activities to support the findings. There is a strong focus on identifying those students, who are not working to their full capacity. Lessons on study skills have been introduced into Year 7, external consultants are supporting individual departments and a learning mentor is working with underachieving students in Year 9. A good start has been made with Year 7 students, whose level of attainment in English on entry to the school is below the national average. Qualified staff and newly trained teaching assistants have already enabled a significant proportion of these students to reach expected levels.
27. The curriculum is enriched through an extensive programme of activities outside lessons. Homework and revision clubs help students with their academic studies. A wide range of
Beardwood School - 15 sporting and other activities, such as the Duke of Edinburgh Award Scheme, are increasingly popular. Music and drama presentations are restricted because it is difficult for many students to stay on after the end of the school day. Teachers work very hard to encourage participation and to broaden students’ experiences. However, there is very little evidence of a multicultural awareness of the rich cultural and linguistic diversity in and around the school.
28. During the inspection, the negative impact of some timetable and staffing arrangements was evident. Specialist teachers are not always deployed effectively to ensure that they are teaching to their strengths and expertise. The allocation of a large number of non-specialist teachers to humanities subjects restricts the monitoring of standards and progress. The splitting of classes between more than one teacher, for example in modern foreign languages and science, reduces the continuity of students’ learning.
29. Overall, learning resources are unsatisfactory. Most departments are provided to a satisfactory level of resources with the notable exception of information and communication technology (ICT). Resources for ICT are poor. Problems in accessing the Internet affect subjects across the entire curriculum. Despite significant spending over the last two years, many old and unreliable computers need to be replaced and teachers are experiencing difficulties in gaining access to ICT.
Care, guidance and support
Overall, the care for students is good and ensures that students feel safe and secure in the school. The systematic monitoring and guiding of individual student’s academic progress is satisfactory. The school has satisfactory arrangements for involving students in its work and development.
Main strengths and weaknesses · Most staff, particularly learning mentors, and the community liaison officer offer good advice, support and guidance and ensure the local community effectively contributes to the welfare and well-being of the school community.
Commentary
30. The good support and guidance and appropriate level of care effectively ensure that students make informed choices about themselves, others and their education. The arrangements for child protection and health and safety are in place and appropriate and ensure that the school community learns in a safe and secure environment.
31. The quality of support, guidance and care for students with special educational needs and those at the early stages of learning English is good. Friendly and approachable staff provide advice and guidance to students in the safe environment of the Learning Support Unit. The work of the unit is enhanced by staff with responsibilities for disaffected and less able students meeting regularly to ensure that all of them work to meet the needs of students with difficulties. The work of the unit is good and a strength of the school. Their work is very effectively supported by outside specialist agencies and voluntary community organisations. Staff and outsiders work in an imaginative, inspiring and proactive manner and ensure that students learn and achieve to the best of their ability. They provide support and guidance through the learning mentors and through a breakfast club as well as having drop-in sessions for students. These encourage effective communication between staff and students and support students’ homework needs.
32. The induction programme for new students is good and enables parents and the wider community to work alongside the school. They support the transition of students at each key stage and ensure the continuity of their progress and achievement.
33. Careers information sessions are good and enable students to make informed choices about the next stage of education, training and employment.
Beardwood School - 16 Partnership with parents, other schools and the community
The school has good links with parents, other schools and the community.
Main strengths and weaknesses · Most parents have reported that they are pleased with the school and much of the education and support offered to both parents and students. · The quality of information provided through school documents has improved since the previous inspection and complies with statutory requirements. · Reports to parents do not provide sufficiently clear information on pupils’ progress and areas for improvement.
34. There is an effective and growing trust between parents and school, which ensures satisfactory lines of communication between school and home. The school’s purposeful work with parents is reinforced by its constructive and effective relationship with other schools and the wider community.
35. The fruitful relationship between the school community and parents ensures effective learning and moral support for students. Most parents value the work of teachers and the very strong leadership of the headteacher. They appreciate the welcome they receive when attending family learning, social events and celebrating Eid. Parental support for the school was evident by the very high number of parents at the pre-inspection meeting. There are very good relationships with the parents of students with special educational needs. Parents are made welcome into the EAL room. They are able to speak with bilingual staff, who will act as interpreters where possible. The ethnic minority achievements teachers attend school parents’ meetings on a regular basis.
36. The school’s concerted efforts ensure a significant increase in the number of parents attending consultation meetings and curriculum workshops. There has also been a sharp reduction in the taking of extended family holidays in term-time. This partnership enables parents to grow in confidence and motivate their child’s learning in school, home and the community. Parents expressed concern about the quality of homework in some subjects. However, whilst this was found to be the case in some instances, overall, homework was satisfactory. The reporting of students’ individual progress is too vague and does not give sufficient detail on students’ strengths and weaknesses.
37. Links with other schools and colleges are good. They help to provide a wide range of educational opportunities in a spirit of harmony and co-operation. There is an effective programme arranged for the smooth induction of students from the feeder schools and the two special schools. Various activities, including sampling lessons, enable students to gain an understanding of what life will be like in the secondary school. Strong links also exist with the local college and universities to ensure a smooth transition for older students. GCSE vocational courses allow collaboration that enhances the educational provision on offer and gives students the chance to sample work-related learning. Two able students are studying AS level law at a neighbouring school and speak positively of working with different teachers and students.
Beardwood School - 17 LEADERSHIP AND MANAGEMENT
Overall, leadership and management are satisfactory.
Main strengths and weaknesses · Leadership by the headteacher is very good. She has shared her vision with all concerned with the school and given the school a new sense of direction. · There are very efficient financial planning processes in place. These support school priorities very well. · The senior leadership team has played a key role in the improvement of staff morale and effectiveness since the previous inspection. · The management of a significant number of departments is unsatisfactory. · The use of pupil performance data has yet to make an impact on standards of attainment.
38. The headteacher is a powerful driving force. In the three years that she has been in post, she has brought the staff together after a time of turmoil in the school. She has a clear vision for the future of the school, which has been shared with all involved with the school. She has the support of the governing body. They share her educational philosophy for a school that serves the community and enables students to achieve their potential irrespective of their background. Governance of the school is satisfactory overall. The main core of governors challenge as well as support the school and play an influential role in its work. However, there is an issue of non-attendance by some governors at meetings, which reduces the efficiency of their work. Governors have a duty to ensure that the school fulfils all its statutory responsibilities. In that the school fails to comply with the requirements for a daily act of collective worship, the governance cannot be satisfactory, not least because this was a key issue at the time of the last inspection.
39. The establishment of an effective senior leadership team has been a major factor in successfully giving the staff and governors a new sense of purpose and direction. Relationships are cordial and characterised by mutual respect. Rigorous systems for school review, such as the monitoring calendar, are in place. These are beginning to make an impact on management and teaching and learning when recommendations lead to appropriate action. Professional development is well led and very good. It builds upon the school’s performance management procedures and is a key area of the school improvement plan. External providers and experienced members of the school staff are being used, particularly in raising the quality of middle management in order to achieve greater consistency of practice. Currently, leadership by middle managers is inconsistent. It is very good in English and physical education, and good in mathematics, history, religious education, and for special educational needs. It is unsatisfactory in science, geography and ICT. Elsewhere, it is satisfactory.
40. The quality of management is satisfactory overall. Management by the headteacher and the senior leadership team is very good, but there is inconsistency in the quality of middle managers. Support by the senior leadership team is now beginning to have an effect on the situation. For example, an experienced middle manager has been paired with an inexperienced colleague to give support. Data about pupil performance is collected and reviewed. The school is beginning to analyse this information in order to take appropriate action. As yet, it is not effectively translated into individual pupil’s targets, particularly at the end of Year 9. Management by middle managers is very good in English and good in maths, history, religious education, physical education, EAL and special educational needs. It is satisfactory in other subjects, except for science, design and technology, geography, music, citizenship and ICT where it is unsatisfactory.
41. The school improvement plan is thorough and detailed. It clearly identifies school priorities and how they are to be achieved. Very efficient financial planning processes are in place and support school priorities and strategic planning very well. The standards that the school achieves compare very well with those of schools with students with similar prior attainment.
Beardwood School - 18 There is a strong commitment by the senior leadership team to incorporate students’ cultural and linguistic heritage into their learning activities in order to make the curriculum more accessible. The governors and senior leadership team still face the challenge of recruiting and appointing specialist teachers. Although the situation is gradually improving, at the time of the inspection there were 11 teachers on temporary contracts and a number of classes were taught by non-specialists.
42. The school had a significant deficit budget before the present head took over. The skills of the very well-qualified and experienced bursar, working closely with the governors, ensured that the budget was balanced after a period of severe financial restraint. The principles of best value are understood and effectively applied. The income per student received by the school is well above average. The progress that students make compared with those in similar schools is well above average. The school gives satisfactory value for money.
43. At the time of the previous inspection, the management and efficiency of the school required substantial improvement. The overall leadership and management of the school are now much improved and good progress has been made in these areas since the previous inspection.
Financial information Financial information for the year April 2002 to March 2003, including standards funding
Income and expenditure (£) Balances (£) Total income 3812325 Balance from previous year 318523 Total expenditure 3387610 Balance carried forward to the next 147245 Expenditure per pupil 3312
OTHER SPECIFIED FEATURES
What is the effectiveness of the links with the community?
Overall, the links with the community are good.
Main strengths and weaknesses · The school has good links with local primary schools and sixth-form institutions. · There are good links with support teams within the local education authority as well as religious leaders.
44. The school is rightly proud of their links with the local community, which are good. The school understands local needs and works hard to improve what it provides for both students and the community, which it serves. This outward-looking approach has helped to establish strong links by building up trust amongst students’ families. There is a direct telephone line to the school’s community liaison officer, who is available to advise and counsel parents and carers. The learning mentors also play an important role in this through working with disaffected students and their families. Life-long learning is working well and parents and other family members attend classes in order to work and learn collaboratively. These classes have been so successful that they are now being pioneered in six of the feeder schools. A number of the school staff are bilingual, which helps with communication and puts parents at ease. The school recently organised a family day of fun and learning in which over 1000 people took part, thus, strengthening community ties even further. Another mark of success is the large number of parents, who turn up for their children’s progress meetings. To emphasis the importance of community links, the school improvement plan underlines this part of the outreach programme to give it a high profile. The careers’ links are strong and there is good support from the business and religious communities.
Beardwood School - 19 PART C: THE QUALITY OF EDUCATION IN SUBJECTS AND COURSES
SUBJECTS IN KEY STAGES 3 and 4.
ENGLISH AND MODERN FOREIGN LANGUAGES
English
Provision in English is good.
Main strengths and weaknesses · Leadership and management are very effective in producing a sustained corporate approach to raising standards of attainment. · The department promotes high expectations among students, both in their behaviour and in the quality of their work. · The quality of teaching is good and results in students making very good progress. · The relationships the department develops between teachers and students are good. · There is insufficient access to ICT to support the English curriculum.
Commentary
45. Overall, standards of attainment in English are in line with national averages. In 2002, test results for students at the end of Year 9 were slightly below averages, but well above the average for similar schools based on attainment when students start in Year 7. In 2003, test results were in line with national averages. In 2002, in GCSE English, results were in line with the average and slightly above in English literature. In English, the performance of girls was slightly above average, while the performance of boys was significantly below. Similarly, in English literature, the performance of girls was significantly above average, while the performance of boys was slightly below. Despite a dip in results at GCSE in 2003, work seen during the inspection is in line with national averages.
46. Achievement overall is very good with students of all abilities making good progress. In speaking and listening, the highest-attaining students are able to participate confidently and ask questions, which develop their discussions very well. While lower-attaining students are less able to refine their ideas, they speak with energy and enthusiasm. In reading, higher- attaining students are able to identify the main themes in texts and expertly discuss character and motivation. Lower-attaining students can comment on main events. In writing, higher- attaining students can write confidently in a variety of styles, while lower-attaining students are less able to change their writing according to its purpose.
47. By the end of Year 11, higher-attaining students make good-quality contributions to discussions and are able to write confidently in a variety of styles for a range of different purposes. They respond well to both fiction and non-fiction texts. Lower-ability students speak less confidently and their writing is less well organised. They are less successful in understanding the texts they read and their responses are more limited.
48. The quality of teaching is good overall. Where teaching is successful, teachers show very good subject knowledge. They structure lessons so that students are clear about what they will be doing and are given opportunities to reflect on what they have learnt. Lessons proceed at a very good pace and include timed activities. There is a good range of activities in speaking and listening, reading and writing, which improves students’ participation and leads to very good collaborative work. Expectations were very high in every lesson seen during the inspection. Teachers ensured that students were challenged to improve by providing well- pitched work, which was underpinned by very clear expectations about standards of behaviour. Students find assessment of their work useful. Work is marked helpfully with comments that enable students to see how they can improve. Previous test results are well used to enable teachers to pitch the work they give to students at the correct level. The
Beardwood School - 20 department is becoming more effective in assessing students’ work and revising the teaching programme to meet the needs that arise from their analysis. Where teaching is less effective, teachers do not employ a wide enough range of strategies to meet the learning needs of all students.
49. Leadership and management of the department are very good. The head of department is dedicated to ensuring that all students reach the highest possible standards. This clear vision is effectively communicated to, and shared by, the rest of the department. Access to ICT to support the English curriculum is unsatisfactory and restricts the learning opportunities for independent research.
50. Improvement since the previous inspection is good. Where teaching was judged to be satisfactory, it is now good. Results at the time of the previous inspection were below national averages and are now in line. Achievement is now very good, whereas progress was judged as satisfactory. At the previous inspection, leadership was good; leadership and management are now very good.
Language and literacy across the curriculum
51. Standards of literacy are sufficient to support learning across the curriculum and the teaching of literacy is satisfactory overall. Speaking and listening skills are well developed and allow discussions to take place at a level that extends learning, particularly in religious education and music. Reading skills are satisfactory with students able to read a variety of texts and locate and use information from different sources. Competency in writing is such that most students are able to cope with writing demands made in different areas of the curriculum. This is particularly well developed in religious education.
Modern foreign languages
Provision for modern foreign languages is unsatisfactory.
Main strengths and weaknesses · There is good provision for students, who wish to study Urdu. · In French, programmes are being updated in line with current developments. · Students participate in a good range of language activities beyond the school. · The modern foreign language department does not have a specialist head of faculty. · Teaching does not sufficiently involve students actively in speaking the language. · The systems for assessment are not shared with students or used for target setting.
Commentary
52. In the 2002 GCSE in French, the percentage of students gaining grades A*-C is well below the national average. However, almost all students gained a grade. In 2003, there was a marked improvement at grades A*-C, although the percentage is still well below average. In 2002, and again in 2003, in Urdu, around half the students gained a grade A*-C and a high percentage achieved grades A* and A. Boys and girls perform equally well and show good achievement.
53. By the age of 14, standards in Urdu are at nationally expected levels and improve to be above average by the age of 16 years. At all age levels, speaking and listening are good. Levels are less consistently good in reading and writing because students have to learn the difficult script and their lessons are the only opportunity to use it. At all ages, standards in French are below expectations. Many students are not confident in speaking. Where the teaching is all in French, speaking skills are well above national levels. At all levels, written work is below expectations. For some students with low literacy levels there are often simple copying errors. The writing of higher-attaining students lacks the language and extended writing skills expected at this level. By the age of 16, achievement in Urdu is good because teachers have experience in preparing for the GCSE and students have gained mastery of the script.
Beardwood School - 21 Generally, achievement is satisfactory in French and prepares lower-attaining students and those with special educational needs to continue French studies. It is unsatisfactory for some higher-attaining students because teachers do not always have high expectations of these students.
54. There is some good practice in both languages, but overall teaching and learning are unsatisfactory. Where the teacher sustains the use of the foreign language and supports understanding by the use of mime and visual activities, students develop good listening and speaking skills. Where the teacher uses English too much to help understanding, the students become dependent and their skills are weak. The best planning includes activities to ensure that every student is active in speaking. In these lessons, students enjoy success and develop good attitudes. Planning is less satisfactory where the focus is on the topic rather than the methods to achieve it. In Urdu, there is only a limited variety of teaching strategies to capture students’ interest. Teachers’ assessment of student progress does not sufficiently explain the requirements of the National Curriculum levels or GCSE grades to students. As a result, they do not know the level at which they are working and these levels are not used to set targets for improvement. The problems of access to ICT facilities limit the variety of teaching and the opportunities to motivate some students.
55. Leadership and management of the faculty are satisfactory. The acting head of faculty has effectively supported teachers in establishing appropriate expectations of behaviour, but as a non-specialist, has not been able to lead subject-specific development. There is some good practice in the faculty, but there is no specialist support for the development of teaching. There has been satisfactory progress since the previous inspection. The timetabling of split classes and the proportion of examination teaching in the afternoon is one of the contributory reasons for the low standards.
MATHEMATICS
Overall the provision for mathematics is good.
Main strengths and weaknesses · Students make very good progress as they move through the school. · Teaching is good, with a significant proportion that is very good. · Students work hard and are well motivated. · There is very little use of ICT in the teaching of the subject. · Using and applying mathematics is underdeveloped, particularly in Years 7 to 9.
Commentary
56. Students enter the school with test results that are below the national average. By the time they reach Year 9, however, the 2003 results show that they have reached national expectations, although in 2002 they were below. The proportion of students reaching A*-C grades at GCSE at the end of Year 11 in both 2002 and 2003 was in line with the national average. Students, therefore, are making very good progress and all are achieving well.
57. The teaching of mathematics is good, and nearly half is very good. Teachers have very good subject knowledge, expect a great deal of students and teach lessons, which have a good pace. Teachers show a real commitment to the success of their students, and good provision is made for revision clubs and clinics. Students have positive attitudes, work hard and achieve high standards in relation to their ability. Students have, for example, good algebraic skills. There is, however, very little use made of ICT, as mathematics teachers are unable to access the ICT equipment. This is a much worse situation than at the previous inspection. Using and applying mathematics is underdeveloped in Years 7 to 9, limiting the experiences of students. There are too few opportunities for students to engage in discussion activities relating to mathematics.
Beardwood School - 22 58. Mathematics is well led and managed, with a strong focus on the achievement of individual students and good use of data. There is a good programme in place to monitor progress and the quality of teaching. Apart from the use of ICT, mathematics has improved since the previous inspection. Standards are higher, the leadership and management of the department are better and the quality of teaching is much improved.
Mathematics across the curriculum
59. Standards of numeracy, which were low at the time of the previous inspection, are now in line with national expectations. The school has a good policy for fostering numeracy across the curriculum, and its implementation is currently satisfactory. There is some good practice in design and technology, geography and science. There are also occasions, however, when the opportunities to develop numeracy in other subjects are missed.
SCIENCE
Provision in science is satisfactory.
Main strengths and weaknesses · The results in the national Key Stage 3 tests and at GCSE have improved. · Teaching, by some staff, is consistently good. · The refurbished accommodation is an improvement. · Leadership and management are unsatisfactory. · Schemes of work are unsatisfactory. · Marking is inconsistent and does not help students to improve.
Commentary
60. Results for students in the National Curriculum tests at the end of Year 9 were well below the national average and below those for similar schools in 2002 and 2003. However, students make at least the expected progress based on their performance in the tests at age 11 years. Some make better progress, achieving the higher levels in the tests at the end of Year 9. Results have risen each year for the last five years, faster than those nationally.
61. GCSE results have also risen over the last two years since all students have taken the modular double award course. This course is successful in giving students short-term goals and allowing them to improve module test results by re-sitting them. Results are, however, still well below the national average.
62. There is no consistent trend in difference in achievement between boys and girls at age 14 years. Boys performed better than girls in 2003 at GCSE level, but there was no difference between the achievement of boys and girls at age 16 in 2002.
63. Standards in the current Year 9 are unsatisfactory. However, given the students’ very low levels of attainment in science when they entered the school, this represents satisfactory achievement. This includes those students with special educational needs. Students of all abilities show increasingly good scientific knowledge and practical skills. They demonstrate good skills of prediction, handling apparatus and interpretation of results in investigative practical work.
64. Standards of attainment in the current Year11 are below average, although students have made satisfactory progress in comparison with their attainment when they started at the school.
65. Teaching is satisfactory overall. Half of the lessons seen were good, which is better than at the time of the previous inspection. However, one in 10 lessons was unsatisfactory, which is
Beardwood School - 23 worse than at the time of the previous inspection. Strong feature of the most effective lessons were activities, which required students to think for themselves, for example, in a Year 7 lesson about the volumes of gases used and produced during combustion. Questioning is often skilfully used to probe students’ understanding. In some lessons, the variety of activities and sheer enthusiasm of teachers stimulates students and motivates them to want to succeed. As a result, they learn more. Challenge is most evident when students are required to apply their knowledge, such as in a Year 11 lesson on interpretation of an electricity bill and a Year 9 lesson on pressure, where students were required to apply their numeracy skills to science. Where teaching is unsatisfactory, students’ attention is not captured and their engagement with tasks and explanations is superficial. As a result, they do not make sufficient progress. Marking is unsatisfactory. It is very inconsistent. There is no sharing of good practice; each member of staff has their own system. There are few comments or targets that help students to know how to improve their science.
66. Leadership and management are unsatisfactory. Since the previous inspection, limited progress has been made. There are no departmental schemes of work at either key stage. A resource base is being compiled for the Qualifications and Curriculum Agency (QCA) Key Stage 3 course, but staff are left to plan individually. There is no systematic guidance on appropriate activities and resources to meet the needs of students in different sets. This is particularly serious as there are currently two newly qualified teachers, a graduate trainee and two supply teachers in the department. In addition, several classes are shared between more than one teacher. Very good practice that exists in the department is not shared so that all staff and students can benefit from individual teacher’s good ideas.
67. Technical support, though increased, is still insufficient for nine laboratories. Accommodation has been improved. Most of the refurbished laboratories are very stimulating places in which to learn about science. There are some excellent informative displays celebrating students’ work and fostering their literacy and numeracy skills. There is little evidence of use of ICT by students in science lessons.
INFORMATION AND COMMUNICATION TECHNOLOGY
The quality of provision for information and communication technology (ICT) is unsatisfactory. The new national ICT strategy has been introduced, but some teachers are not yet confident in using it.
Main strengths and weaknesses · Good teaching in Years 10 and 11 succeeds in interesting and motivating students. · Most students have positive attitudes and behave well and this helps them to learn. · Examination results are well below the national average. · The Key Stage 3 ICT strategy still requires work and the teaching is inconsistent. · The number of computers is below average and many computers are old and unreliable. · Students do not have opportunities to learn about data logging in science or ICT because of insufficient equipment and software. · Leadership and management are unsatisfactory.
Commentary
68. Standards are below average and have not improved since the previous inspection. GCSE results in 2002 are well below average and also below the average of other subjects in the school. Unconfirmed results for the full GCSE in 2003 are lower than the previous year and are below the expectations of the school. In the short course, results are better, but still lower than expected. At the end of Year 9, standards are well below average because the Key Stage 3 ICT strategy is not fully implemented. Many computers are reaching the end of their effective life and there are frequent breakdowns. This has a negative impact on standards.
Beardwood School - 24 69. In Years 10 and 11, students achieve better in lessons than expected for their ability because of the good support and knowledge of their teachers. In Year 10, students build on previous skills well and prepare formulae to help with calculations on a spreadsheet, and in Year 11, students combine different ICT skills to produce reports. In Years 7, 8 and 9, students achieve lower than expected for their ability because some teachers are not yet confident in using new software. Year 7 students are consolidating presentation skills started in primary school, and in Year 9 they use control software for a traffic lights simulation. The majority of students in all years are well motivated and higher achievement is directly linked to positive attitudes and behaviour in lessons.
70. Teaching and learning are good in Years 10 and 11. A good range of teaching strategies engages students’ interest and there are high expectations for work and behaviour. Learning objectives are used to show students what they are to learn, but learning is not always reinforced at the end of the lesson. Although all teachers carry out assessment during lessons, and marking is frequent, there is not enough written guidance to help students set personal targets to improve their performance. Parents are involved when students are underachieving. Overall, teaching is unsatisfactory because of the inconsistent approach in Years 7, 8 and 9. The least able students do not have specially developed teaching resources and the most able lack the extra challenge to improve their learning.
71. Leadership and management are unsatisfactory. The range of examination courses has increased to meet the wider needs of students in Years 10 and 11. Timetabling arrangements mean that some classes have to be taught by different teachers. This leads to a lack of continuity in the teaching. The content of courses is not well co-ordinated and is inconsistent. There are frequent informal meetings, but support for inexperienced teachers is inadequate. There is a lack of formal guidance on appropriate teaching and learning strategies in departmental documentation.
Information and communication technology across the curriculum
72. The use of ICT in subjects across the curriculum is poor and there has been little improvement since the previous inspection. There is little evidence of departmental planning to implement a whole-school strategy for developing ICT across the curriculum. A high number of teachers have successfully concluded their national ICT training. However, the number of computers is below average and most subjects lack sufficient access. As a result, the positive benefits of training are not yet implemented in schemes of work. Where interactive whiteboards are installed, they have a positive impact on learning. The units for Language and Special Educational Needs use ICT well to help students learn. Extra-curricular activities are available at lunchtime for ICT students, but there is insufficient opportunity for other students to use ICT more effectively in all their subjects.
HUMANITIES
History
The overall provision for history is good.
Main strengths and weaknesses · Good-quality teaching has a positive effect on students’ learning, progress and achievement. · Leadership and management are good. · There are effective strategies for improving literacy. · Students have insufficient access to, and use of, ICT. · Monitoring does not lead to clear action to bring about improvement. · Marking is inconsistent and does not provide sufficient information for students in order that they might improve.
Beardwood School - 25 Commentary
73. Students’ standards on entry to the school are below average, as are their basic literacy skills. By the end of Year 9, standards are just below the national average. This represents good progress. GCSE results for the past few years have been at, or near to, the national average, although there was a dip in 2003. All students make good progress and their overall achievement is good. This is due to the good quality of teaching. Students with special educational needs are particularly well supported in lessons and their levels of achievement and overall progress are also good. Students demonstrate good ability in using historical resources. Support in developing their levels of literacy is effective. They are able to demonstrate their understanding of historical change and interpretation in their written and oral work.
74. Overall, teaching is good. Lessons are well planned so that students are exposed to a variety of activities and tasks. This holds their interest and takes into account the different learning styles and abilities of the students. Progress in history is helped by high expectations, which are a common feature of all lessons. All students respond well to these expectations even when material is particularly challenging. On occasions, however, there is insufficient challenge to the most able students in Years 7 to 9. Teachers and teaching assistants know the capabilities of their students and give them good individual support. They also make good use of questioning designed to encourage students to explain their answers and their thinking. Marking is unsatisfactory overall. It is variable in its effectiveness in helping students recognise strengths and weaknesses. There is also difficulty in using ICT and this, along with shortages of textbooks, restricts opportunities for students to undertake individual research. Underpinning the good teaching are the very good relationships between staff and students. This creates an atmosphere where students feel safe, secure and confident to raise questions. This promotes both their self-esteem and confidence.
75. Leadership and management of the department are good. There are clear and appropriate priorities for development and new schemes of work have been produced. Teachers are well supported and there is a good sense of team. Whilst monitoring takes place, it is not rigorous enough to ensure improvement in all lessons. Progress since the previous inspection has been satisfactory.
Geography
Provision in geography is unsatisfactory.
Main strengths and weaknesses · Standards are below the national average and are lower in Years 10 and 11 than at the time of the last inspection. · Achievement is unsatisfactory in Years 7 to 9. · There is insufficient monitoring of the quality of non-specialist teaching in Years 7 to 9 to ensure consistency of lesson preparation and teaching performance. · Assessment procedures are inconsistent and do not track students’ progress or help them to understand how to improve their work. · The planned use of ICT and access to computers in lessons is unsatisfactory. · Supportive relationships exist within the department.
Commentary
76. By the end of Year 9, standards of work are below average. Achievement is unsatisfactory. Most students can understand basic geographical vocabulary, but they find extended writing difficult. They are not given enough opportunity in lessons to discuss their work or to use ICT to develop their understanding of essential geographical skills and themes. In the GCSE examination in 2002, results were well below the national average. Students did less well in geography than in their other subjects. Results in 2003 showed a further decline and were
Beardwood School - 26 very low for the small number of girls, who had chosen this subject. Standards in the current Years 10 and 11 have improved, particularly for girls, but are still below the national average. Achievement is satisfactory overall. Lack of fieldwork and limited use of ICT restricts students’ ability to develop research and investigative skills.
77. Overall, teaching and learning are satisfactory, although better in Years 10 and 11 than in Years 7 to 9. In Years 7 to 9, non-specialists teach a significant proportion of lessons in classrooms without access to resources such as maps and atlases. This reduces students’ learning. One lesson was unsatisfactory because the non-specialist teacher’s subject knowledge was inadequate and incorrect. In another, students were not prepared well enough for tasks that were too difficult. In two lessons, good examples were seen of effective support for students with special educational needs and for those, who are still learning English. A good lesson was seen in Year 10 in which students were made to think for themselves about the complexities of flood prevention. Learning is reduced when the same worksheets are used for all students. Tasks are too difficult for those, who struggle, or they lack challenge for more capable students. There is very little planned, imaginative work to generate interest and enthusiasm in lessons. Opportunities for students to explore and understand the local area are missed. Although teachers mark books regularly, they rarely contain helpful comments that show students how to improve their work.
78. Leadership and management are unsatisfactory. Although there are supportive relationships within the department, there is only limited monitoring of teachers’ performance to ensure consistency. Assessment of work is fragmentary and does not produce reliable data that builds up a pattern of students’ attainment and progress, which can then be used to set targets for improvement. Schemes of work are not adapted as part of a rigorous process of review in order to improve standards and raise the profile of the subject. Many of the areas for development are unchanged since the previous inspection. Improvement since then has, therefore, been unsatisfactory.
Religious Education
Overall, provision for religious education is good.
Main strengths and weaknesses · The quality of teaching is good and high expectations are evident in all lessons. · Leadership and management are good and there are clear and appropriate strategies to raise standards. · Standards at the end of Year 11 are good and this represents very good progress from the attainment levels on entry to the school. · The use of specialist staff to other subjects and the consequent use of non-specialists reduces levels of achievement for some students and makes monitoring and sharing of good practice difficult. · There is good support given to those with learning difficulties and those for whom English is not their first language. · There is insufficient access to, or use of, ICT.
Commentary
79. Overall, standards are good. By the end of Year 9, standards are at the levels of attainment expected by the locally agreed syllabus. This is despite relatively low levels of knowledge of religious education and below average literacy skills when they begin Year 7. GCSE results for the last few years have been at or near to the national average and in 2003 they were better than the national figures. Nearly 50 per cent of the students entered obtained the higher grades of A*-B. There is now little significant difference in attainment between girls and boys. This shows good progress from the time of the previous inspection and is the result of well- focused teaching by the specialist staff within the department. Standards in the short GCSE course were less than the national average in 2003, although this is in part because of the
Beardwood School - 27 relatively lower-ability level of those entered. Students show good knowledge of the religions studied and by the end of Year 9 are able to recognise how religion impacts on people’s everyday lives. Achievement is good for all students, including those with special educational needs and those for whom English is not their first language.
80. Teaching is good and sometimes very good. Teachers generally are good ambassadors for their subject and there is an air of anticipation and a buzz of excitement in the best lessons. Lessons are well planned and build upon students’ previous knowledge and experiences. Teachers have high expectations both in terms of behaviour and work and students recognise and respond to them. In a Year 7 low-ability group, skilful and challenging teaching enabled students to identify and recognise the importance of the message in one of Jesus’ parables. Support staff offer good guidance to students with learning or language difficulties and work well with the class teacher. Marking of work is unsatisfactory overall, although there is some individual good practice. At its best, it is useful in enabling students to identify targets for improvement, but on other occasions it is unsatisfactory. Currently, due to difficulties of access, there is insufficient use of ICT to enable students to develop research and investigative skills. There is good provision for gifted and talented students in Years 10 and 11 and some students are now able to do GCSE in one year and pick up AS level in Year 11.
81. Leadership and management are good. The head of department is highly motivated and is keen to take on new ideas if they benefit the learning of the students. She is well supported by her colleagues. There are problems, however, in monitoring the work of all the teachers involved in religious education - particularly as there are several non-specialists involved. Overall, there has been good improvement since the previous inspection.
TECHNOLOGY
Design and Technology
Provision overall in design and technology is unsatisfactory, but satisfactory in food and textiles.
Main strengths and weaknesses · Students’ achievement in textiles is good. · The good teaching in textiles and food resulting in good achievement and progress by students. · Individual support given by all teachers to help students make progress in lessons. · Achievement at the end of Year 9 is restricted because planning and assessment do not build on experiences and learning gained in previous units of work. · Students have insufficient access to, and use of a range of, resources, including ICT. · The department has insufficient strategies for improvement, resulting in too many variations in teaching and standards across the department.
Commentary
82. Standards are well below national averages in all years and areas. However, in food and textile technology, standards are higher than in other areas of design and technology (D&T). Standards in food technology are below averages, but overall achievement is good. In 2003, standards in textile technology exceeded the national average. However, standards in resistant materials are significantly below the national average. Students enter the school with variable experiences, skills, knowledge and understanding in D&T. Overall, achievement is satisfactory. It is good in food and textiles because of the good teaching, but in other areas, achievement in D&T is still below what is expected by the end of Year 9. In all areas, students develop competent skills using a range of tools and equipment. They have a satisfactory understanding of how to use a design brief. In food and textiles, they improve their basic evaluative and research skills. However, due to the lack of whole-department planning and assessment, students are unable to build on their learning effectively from one unit of work to another, resulting in weak research, design and evaluative skills. In Years 10 and 11, students make good progress in food and textiles, but because of the inconsistencies in teaching and
Beardwood School - 28 learning in other areas, students make only satisfactory progress in many lessons and unsatisfactory progress in resistant materials. There is insufficient access to, and use of, a range of resources, including ICT, and consequently, the coverage of National Curriculum requirements in Years 7 to 9 and at GCSE is inadequate. Students are unable to develop ICT skills needed to help raise attainment in this subject.
83. Overall, teaching is satisfactory. Teaching in textiles and food is good, but there is some unsatisfactory teaching in resistant materials. Relationships between staff and students are good and students have a positive attitude towards their work. However, the lack of a consistent approach to teaching, planning and assessment results in variable standards and progress being made across the elements of D&T. Teaching supports the development of literacy and numeracy skills well. Teachers generally give good support to individual students to help them improve and make progress in lessons. Some lessons, however, lack sufficient challenge to develop the higher-attaining students.
84. Leadership is satisfactory. The recently appointed acting head of department has a clear view of the department’s strengths and weaknesses as well as strategies for its development. Management is unsatisfactory. The acting head of department has identified the need to develop departmental policies and ensure consistent practice across the department in order to ensure improvements in standards. However, as yet, these are not in place. Improvement since the previous inspection is unsatisfactory with variations in teaching and learning and low standards still being an issue.
VISUAL AND PERFORMING ARTS
Art and Design
Provision for art and design is satisfactory.
Main strengths and weaknesses · Standards are unsatisfactory by the end of Year 9, but improve to be satisfactory for those on the GCSE courses. · Leadership and management are unsatisfactory. · Assessment is weak; it is not used well to help students improve. · Non-specialist teachers are having problems teaching art and design. · Students behave well, but show little enthusiasm or excitement for the subject.
Commentary
85. Standards by the age of 14 are below national standards. However, the students make good progress from the very low standards when they come to the school. Their overall achievement is, therefore, satisfactory. The standards reported in the teacher assessments at the end of Year 9 have been consistently very high. However, these are clearly inaccurate and do not relate to the students’ actual standards of attainment. Their drawing skills are weak, and the work completed shows poor observational skills. Their study of the work of artists is better, but they show little awareness of designers or crafts-workers.
86. Standards in GCSE are satisfactory, which is an improvement since the previous inspection. The proportion gaining A* to C grades fell last year from the previously good position, where they were higher than the national average. The work in progress on the new applied art course is good. Students are using ICT and graphics skills well to produce quality work with professional presentation. The work in the single award course is very varied; some are doing well, but a number are producing low-level, poor-quality work. Boys and girls are achieving at a similar, satisfactory level. This is not the usual pattern, as traditionally girls do much better than boys in this subject. The students with special educational needs progress well and
Beardwood School - 29 achieve satisfactory results. Those with English as an additional language also take a full part in all lessons and they achieve well.
87. Teaching and learning are both satisfactory, but the use of assessment is not. Teaching on the GCSE courses is focused well on what needs to be done to pass the examination. The students know what they need to do to improve. Non-specialist teachers are struggling to teach art in unsuitable classrooms to classes in Years 7 to 9. They follow work set by the art teachers, but this does not give the students a satisfactory experience of the subject. Students’ learning is helped by their good behaviour and attitudes. Although most of the time they do as they are told, there is little excitement or enthusiasm evident until they get to Year 11. There they study more independently. Assessment is not used well across the subject. Data is gathered, but not really understood, so it cannot help the teachers to raise standards.
88. Leadership and management are, as yet, unsatisfactory. The new head of the faculty of design and technology is aware of the need to support the teacher responsible for art and design. Art and design operates independently from the rest of the faculty. Lines of communication are informal and sometimes unclear, for example, regarding funding for the new vocational course. There are good cultural links with artists in residence and visits to galleries, but there are very few examples of Asian art or design studied, or resources available for research.
89. Overall, the subject has made satisfactory improvement since the previous inspection, but there is still work to do.
Music
Provision in music is unsatisfactory.
Main strengths and weaknesses · There is insufficient time for music in Years 7 and 8. · The curriculum is restricted and this affects standards, which are below average. · Teaching encourages students to behave well and do their best. · Assessment is not used to raise standards. · There is no music in Years 10 and 11.
Commentary
90. By the end of Year 9, standards are below the national average. Students have had little experience of developing their musical ideas through improvising and composing music. This is because lessons are mainly devoted to learning musical theory in order to catch up with work missed in earlier years. Since music alternates every 9 weeks with an additional mathematics lesson, the time allocation for music in Years 7 and 8 is below average. Even so, there is an improvement on the previous inspection when standards were described as well below national expectations. Students’ achievement in music is satisfactory.
91. The teaching and learning in music are satisfactory. Teaching is confident and the students’ very good attitudes support the learning. However, the low-level tasks set in Year 9, although enjoyed by students because of the power-point presentation, do not match the National Curriculum requirements at the end of Year 9. This lack of a match is also confirmed by talking with students, listening to recordings and looking at students’ work. The large teaching room is light and airy and supports the learning. However, the practice rooms are in a poor state of repair, which means that they cannot be used for group work.
92. Whilst leadership is satisfactory, the management of the subject does not ensure that the curriculum being taught is giving students a rich musical experience. Although assessment appears in the scheme of work, apart from verbal comments, it does not seem to happen
Beardwood School - 30 regularly. Recent records are not available. The overall improvement in the department since the previous inspection is satisfactory.
PHYSICAL EDUCATION
Provision in physical education is good.
Main strengths and weaknesses · Leadership and management are both very good. · There is very effective supervision of students’ GCSE coursework. · Teaching is good. · Relationships between teachers and students are very good. · Students’ attitudes to the subject are very positive. · In occasional lessons, teachers do not expect enough of students.
Commentary
93. By the end of Year 9, standards of performance in practical aspects of the subject are in line with national standards. Year 8 girls have awareness of essential body tension in gymnastics and they can perform basic moves, which require them to control their body weight on their arms. However, this is not so clearly developed in Year 9. Apart from this, standards and achievement are at expected levels by the end of Year 9. In table tennis, girls have a good command of basic forehand and backhand strokes. Boys develop skills in soccer and can retain possession of the ball effectively. These skills are also obvious in the numerous inter- house competitions taking place at lunchtimes. In basketball too, boys acquire basic shooting skills and clearly understand basic defensive systems.
94. Standards at the end of Year 11 are good. Practical skills are consolidated by the end of Years 10 and 11. A very clear example is in table tennis when many students, both boys and girls, perform advanced skills and are able to impart topspin and slice to the ball. For theoretical components of the GCSE course, the more able boys, but particularly girls, present impressive written work. This is most noticeable when they draw up individual training programmes. Many use information technology well, particularly for word processing. Although only 15 students took GCSE in 2003, two acquired A* passes and another three acquired A passes. Three of these students have since proceeded to A Level PE courses in further education.
95. Overall, the standard of teaching is good. Relationships with classes are very good. Learning objectives are effectively shared with students at the outset of lessons and as a result, the students are clear about expectations. Most students make good progress, including those with special educational needs. When necessary, the latter are well supported. Specialist teachers have good subject knowledge, but a small number of lessons are taken by non- specialists. Practices are carefully staged and accommodate all ability levels. Occasionally, students are actively encouraged to evaluate each other’s performances, thus, increasing their understanding. Where teaching is excellent or very good, students are highly motivated. Lessons proceed with very lively pace and purpose and this leads to significant gains in learning. Occasionally, expectations are not sufficiently high and this leads to students not learning or achieving as effectively.
96. There has been a good improvement since the previous inspection, particularly in the achievements of girls.
Beardwood School - 31 Example of outstanding practice of effective leadership in physical education
The joint heads of the physical education department have a clear understanding about the department’s needs and how to achieve them. Very good leadership ensures that a strong corporate spirit exists within the department. In turn, this leads to good standards of learning and achievement, both very clearly reflected in the 2003 GCSE results. Accommodation is, in some respects, unsatisfactory, but maximum use is made of it. Displays within the department are of excellent quality, enabling students to gain important information and, at the same time, see their achievements celebrated. There is trust between teachers and students, which nurtures very good attitudes consistently shown by boys, girls and students with special educational needs. Because the particular circumstances of this school make after-school activities difficult, a very strong culture of lunchtime activities has been built around a house system. Many boys and girls, therefore, enjoy a whole range of opportunities to participate in competitive sports.
BUSINESS AND OTHER VOCATIONAL COURSES
Business Studies
The quality of provision in business studies is unsatisfactory.
Main strengths and weaknesses · Students have positive attitudes to business studies. · Staffing difficulties have had a negative impact on standards.
Commentary
97. The department offers GCSE and Applied Business courses to students in Years 10 and 11. During the inspection, documentation and examination results were analysed, and two lessons were observed, one at GCSE and one Applied Business class.
98. Standards in 2002 and 2003 at the end of Year 11 were well below national averages. The department has experienced some staffing difficulties and this has had an impact on standards. In lessons and in books, standards of work were satisfactory and sometimes better. Achievement was satisfactory. However, too many students have insufficient depth of knowledge of business concepts.
99. Teaching observed during the inspection was satisfactory overall. Good relationships exist between teachers and students. Positive attitudes towards the subject and students’ ability to work well together enable them to explore ideas and gain a better understanding of the tasks undertaken. When teaching was good, subject knowledge was shared effectively with students. A good lesson structure enabled them to work collaboratively and develop a measure of responsibility for planning and organising project work.
PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP
Provision for personal, social and health education and citizenship is satisfactory.
Main strengths and weaknesses · The school council makes a positive contribution to students’ understanding of citizenship. · Students regularly raise money for charities. · Whilst there are useful schemes of work in place, the school audit has not fully established in which subject areas aspects of citizenship are already being taught. · Teaching does not always inspire students to be interested and do their best.
Beardwood School - 32 Commentary
100. Standards at the end of Years 9 and 11 are below those expected and students’ achievement is unsatisfactory. Teaching is satisfactory overall. Whilst one very good lesson was seen involving discussion and role-play, many lessons are worksheet based and do not always stimulate interest. Monitoring of teaching has yet to establish whether the citizenship programmes of study are being systematically taught. At present, this whole area of learning has a low profile and there is little incentive for students to achieve well. However, a new co- ordinator for citizenship has recently been appointed. She is aware of the shortcomings and has plans prepared to tackle them. There is strong support from the senior leadership team to improve this whole area of learning. Local religious leaders, teachers, governors and parents have been involved in developing programmes to deal with sex education and drugs awareness.
Beardwood School - 33 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
Inspection judgement Grade
The overall effectiveness of the school 3 How inclusive the school is 3 How the school’s effectiveness has changed since its last inspection 4 Value for money provided by the school 4
Overall standards achieved 5 Pupils’ achievement 3
Pupils’ attitudes, values and other personal qualities 3 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 4
The quality of education provided by the school 4 The quality of teaching 4 How well pupils learn 4 The quality of assessment 4 How well the curriculum meets pupils needs 4 Enrichment of the curriculum, including out-of-school activities 3 Accommodation and resources 4 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 4 How well the school seeks and acts on pupils’ views 4 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 3 The school’s links with other schools and colleges 3
The leadership and management of the school 4 The governance of the school 5 The leadership of the headteacher 2 The leadership of other key staff 4 The effectiveness of management 4
Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).
* The work undertaken by governors is of good quality. They are supportive of the school and effective in the work they do, however, in view of the governing body failing to ensure that the school complies with the law on providing a daily act of collective worship, governance according to Ofsted criteria for judging the quality of the work of a governing body, is unsatisfactory.
Beardwood School - 34