Mexborough School Inspection report

Unique Reference Number 106788 Local Authority Doncaster Inspection number 356028 Inspection dates 19–20 January 2011 Reporting inspector Tanya Harber Stuart HMI

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

Type of school Secondary School category Community Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1126 Of which, number on roll in the sixth form 128 Appropriate authority The governing body Chair Cllr Sue Phillips Headteacher Mrs Mirjam Buhler-Willey Date of previous school inspection 14 November 2007 School address Maple Road Mexborough South Yorkshire S64 9S D Telephone number 01709 585858 Fax number 01709 578080 Email address [email protected]

Age group 11–19 Inspection dates 19–20 January 2011 Inspection number 356028 Inspection report: Mexborough School, 19–20 January 2011 2 of 15

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© Crown copyright 2011 Inspection report: Mexborough School, 19–20 January 2011 3 of 15

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and four additional inspectors. Inspectors observed 38 lessons and saw 38 teachers. Of the lesson observations, 19 were carried out jointly with members of staff, including the senior leadership team. In addition, inspectors observed tutor time. Meetings were held with groups of students, members of staff, members of the senior leadership team and members of the governing body. Inspectors observed the school's work, and looked at the school improvement plan, minutes of governors' meetings and reports from the National Challenge Adviser and the local authority. The team took into account 136 questionnaires completed by parents and carers as well as the questionnaires completed by the students and the staff. The inspection team reviewed many aspects of the school's work. It looked at a number of key areas: how well leaders and managers, at all levels, are tackling the areas for improvement from the last inspection report and the mathematics survey visit; in particular, the impact of actions on improving teaching, raising attainment and increasing achievement the effectiveness of teaching, the curriculum and also care, guidance and support in enabling the rising proportion of students with special educational needs and/or disabilities to make at least satisfactory progress the impact of teaching on improving the attainment and increasing the achievement of all students.

Information about the school

Mexborough School is a larger-than-average secondary school which mainly serves the wards of Mexborough, Conisborough and Denaby. Few students speak English as an additional language and most students are of White British heritage. The proportion of students with a statement of special education needs is lower than found nationally as is the proportion of students who have special educational needs and/or disabilities. However, the proportion of students with special educational needs and/or disabilities is increasing year-by-year. The school has specialist status in science and holds the Healthy School and International School awards. The school received a mathematics subject survey visit in March 2010 which judged overall effectiveness of mathematics to be inadequate. In recent years the senior leadership and management of the school has suffered much turbulence. The headteacher took up post in September 2010. Inspection report: Mexborough School, 19–20 January 2011 4 of 15

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

Inspection judgements

Overall effectiveness: how good is the school? 4

The school's capacity for sustained improvement 4

Main findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement. Since the last inspection, the improvements needed to raise attainment and increase achievement have not happened quickly enough, nor at the magnitude needed. The leaders and managers, including the governing body, have not secured the improvements required to ensure students make at least satisfactory progress during their time at the school. The expectations and aspirations of both staff and students are too low. In 2010, students left the school with levels of attainment which were much higher than in previous years in terms of the proportion gaining five or more A* to C grades at GCSE. The proportion obtaining five or more A* to C grades including English and mathematics was, for the first time in three years, above the national challenge floor targets. However, overall levels of attainment are low. Given that levels of attainment on entry to the school are broadly average, most students, whatever their prior attainment, make inadequate progress. Overall students' achievement and the extent to which they enjoy their learning are inadequate. Students make inadequate progress overall because teaching, the curriculum, and care, guidance and support are all inadequate. Progress is tracked and monitored but this is not done rigorously enough to support at least satisfactory progress for all students, especially those whose circumstances make them more vulnerable. The curriculum provided does not challenge the students and does not meet their needs and interests. The provision made for the development of the basic skills of numeracy, literacy, and information and communication technology (ICT) is inadequate. Too many students do not acquire the basic skills they need to ensure their future economic well-being. Absence, including that which is persistent, has been reduced but too many students do not attend school regularly and attendance is low. Behaviour is inadequate and the number of fixed-term exclusions, although reducing, is too high. Self-evaluation by leaders is over-optimistic. Not all the policies and procedures for safeguarding and equal opportunities are in place, and they are not reviewed or monitored regularly. Since the last inspection, achievement has fallen and teaching does not support the students in making satisfactory progress. Targets are not challenging and are not being used effectively to raise expectations and improve outcomes. Leaders and managers are not held to account by the governing body for the implementation and impact of their actions. Given the decline in outcomes, the inadequate provision and the inadequate Inspection report: Mexborough School, 19–20 January 2011 5 of 15

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms leadership and management, including governance, the school's capacity to improve is inadequate.

What does the school need to do to improve further?

Improve the rates of progress to ensure all students reach at least average attainment by: providing a curriculum which meets their needs and interests and challenges them appropriately embedding and tracking the development of students' skills in ICT, literacy and numeracy during their time at the school rigorously monitoring all students' progress, especially the more vulnerable and those with special educational needs and/or disabilities and taking swift action to eradicate weaknesses identified. Improve the quality of teaching by: ensuring that assessment data are accurate using data to support the planning of lessons so that they meet the needs and interests of all the students ensuring that students are challenged to make at least satisfactory progress focusing teaching on what the students need to learn rather than on the tasks they need to complete. Improve outcomes for students by: increasing the attendance rate, in particular, reducing the proportion of students who are persistently absent reducing the number of fixed-period exclusions improving students' behaviour Develop leadership and management at all levels, including governance by: raising the staff's expectations of the students, particularly with regard to their behaviour, attendance and attainment increasing the aspirations of the students implementing a rigorous and regular system of monitoring, evaluation and review putting in place a challenging target-setting system which enables the students to make at least satisfactory progress ensuring that all safeguarding and equal opportunity policies and procedures are in place and are regularly and rigorous monitored and reviewed holding to account those responsible for the implementation and impact of agreed actions. Outcomes for individuals and groups of pupils 4

Inspection report: Mexborough School, 19–20 January 2011 6 of 15

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

In good lessons, students are motivated and enjoy their learning. However, there are not enough of these lessons and many students state that they do not enjoy school. Students with special educational needs and/or disabilities make inadequate progress during their time at the school. Over the past three years, students have left the school with levels of attainment in mathematics which are too low given the students' starting points. Attendance, which was low at the last inspection and an area for improvement, has improved. However it is still low. Although exclusions are reducing they remain above the national average. As an alternative to permanent exclusion a number of students attend courses run by off- site providers, but these fail to enable the students to make sufficient progress in the key skills of literacy and numeracy. Both in the student questionnaire and in discussion with inspectors, a significant minority of students said they often felt unsafe in the school, particularly at certain locations on the school site. Low attendance, combined with the high proportion of students who leave the school with low attainment and are then not in education, training or employment means that students' preparation for their economic well-being is inadequate. Students make a satisfactory contribution to the development of the school. Of particular note is the training session for all staff on what makes a good lesson which the students produced and delivered. The very large majority of students take part in in over three hours of sport a week. Students in Year 10 and 11 enjoy the opportunities to be sport and dance leaders and have led activities with Year 7 students and Year 2 pupils at local primary schools.

Inspection report: Mexborough School, 19–20 January 2011 7 of 15

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

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 4

Taking into account: 4 Pupils' attainment¹

The quality of pupils' learning and their progress 4

The quality of learning for pupils with special educational needs and/or disabilities 4 and their progress

The extent to which pupils feel safe 4

Pupils' behaviour 4

The extent to which pupils adopt healthy lifestyles 3

The extent to which pupils contribute to the school and wider community 3

The extent to which pupils develop workplace and other skills that will contribute to 4 their future economic well-being

Taking into account: 4 Pupils' attendance¹

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

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

How effective is the provision?

Teaching is too variable and in too many lessons students make inadequate progress. During the inspection, a significant proportion of mathematics lessons were inadequate. The specialist science status enhances the curriculum through 'science week' and links with Yale University, but the quality of science teaching is not good enough. Although some teaching assistants help students to make satisfactory progress in lessons, the work of others is not effective. Some teachers do not take into account students' needs and interests and do not provide resources and activities which challenge and support them. Lessons often consist of all the students completing the same task. Work is rarely matched closely enough to the students' abilities, often because the lesson is planned around what the students will do rather than what they need to learn. Marking is poor; it is not used to help the teacher plan the next lesson and too often does not inform the students about what they need to do to improve. As marking is often inaccurate, this means teachers and students have an over-optimistic view of their achievements and the progress they have made. This means their needs and interests are not being met and, in even in the best lessons observed, they make only satisfactory progress. In the better lessons, there was a quicker pace of learning. In these lessons the teacher had planned the lesson well. The learning resources engaged and motivated the students and meet their varying needs and interests. For example, in a Year 7 lesson based on the Inspection report: Mexborough School, 19–20 January 2011 8 of 15

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms way alcohol is advertised, the questioning challenged the students to think and encouraged them to develop their answers further. In these better lessons, expectations of what the students can achieve are higher. However, there are too few of these good lessons to ensure that the inadequate progress students made in the past is overcome. The curriculum is inadequate. In particular, provision for the development of the basic skills students need for life after school is weak. For example, the courses provided to students who left the school in 2010 did not closely match their interests and abilities and did not allow them to acquire the necessary skills and knowledge needed. The inadequate curriculum meant that these students, many of whom had circumstances which made them more vulnerable, made inadequate progress. Care, guidance and support are inadequate. Students reported that they do not feel safe and this combined with insufficient record keeping of behaviour incidents means that appropriate care or guidance is not provided. Some of the relevant policies and procedures have not been monitored and reviewed regularly or rigorously enough. The school does not know if they are having a positive impact on outcomes for students and, in particular, the more vulnerable students.

These are the grades for the quality of provision

The quality of teaching 4

Taking into account: 4 The use of assessment to support learning

The extent to which the curriculum meets pupils' needs, including, where relevant, 4 through partnerships

The effectiveness of care, guidance and support 3

How effective are leadership and management?

The newly appointed headteacher has implemented plans to tackle the weaknesses in teaching, the curriculum and students' attainment and achievement. However, it is too early to judge the impact of these plans. Leaders and managers have recently begun to carry out self-evaluation, but are too often overgenerous in judging the impact of the actions taken. The next steps needed to ensure that students make satisfactory progress are not highlighted with enough clarity. Since the last inspection, the governing body has not challenged the leaders and managers of the school to ensure that weaknesses are tackled and improvements are made. Outcomes for students in terms of achievement and other aspects of their personal development have fallen. The governing body's action plan does not set out how governors will support and challenge leaders and managers to address the inadequate progress made by students and the poor quality of teaching. The promotion of equalities is inadequate. Policies and procedures to ensure the promotion of equal opportunities are not in place. Safeguarding policies and procedures are inadequate. They are not robust enough as shown by the fact students do not feel safe in the school. Inspection report: Mexborough School, 19–20 January 2011 9 of 15

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

The school's promotion of community cohesion is satisfactory. Links with local primary schools to support transition between Year 6 and Year 7 are effective. There are links which enable the students to contribute to the development of the local community. 'Arts week' provides opportunities for the students and the local community to work together. In addition, the science specialism supports the development of community cohesion through links with primary schools.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving 4 improvement

Taking into account: 4 The leadership and management of teaching and learning

The effectiveness of the governing body in challenging and supporting the 4 school so that weaknesses are tackled decisively and statutory responsibilities met

The effectiveness of the school's engagement with parents and carers 3

The effectiveness of partnerships in promoting learning and well-being 3

The effectiveness with which the school promotes equality of opportunity and tackles 4 discrimination

The effectiveness of safeguarding procedures 4

The effectiveness with which the school promotes community cohesion 3

The effectiveness with which the school deploys resources to achieve value for money 4

Sixth form

The leaders and managers in the sixth form have identified weakness and are tackling these in a systematic way. For example, there has been a focus on raising levels of attendance, especially in Year 12 and the strategies put in place are having an impact. In addition, variations in the progress made by students on different courses have been reduced. Overall, the students make satisfactory progress during their time in the sixth form. Lessons are securely planned and the good relationships between the staff and the students mean that students make at least satisfactory progress. Students are given opportunities to gain the skills they need to enable them to succeed at school and in their lives afterwards. The quality of marking varies between subjects; some helps the students to improve by providing helpful information but other marking is cursory. The curriculum offers the students a range of opportunities which are appropriate to their academic backgrounds and their aspirations for the future. However, because of the inadequacies in safeguarding referred to earlier in the report, the leadership and management of the sixth form and the overall effectiveness of the sixth form are inadequate.

Inspection report: Mexborough School, 19–20 January 2011 10 of 15

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

These are the grades for the sixth form

Overall effectiveness of the sixth form 4

Taking into account: 3 Outcomes for students in the sixth form

The quality of provision in the sixth form 3

Leadership and management of the sixth form 4

Views of parents and carers

Most parents and carers are supportive of the school and are satisfied with the work they do. They believe it keeps their children safe. Some parents and carers have concerns about behaviour and the way the school meets the individual needs of their children. The inspection team rigorously investigated these concerns. Behaviour was judged to be inadequate as was the provision in terms of teaching, the curriculum, and care, guidance and support. Inspection report: Mexborough School, 19–20 January 2011 11 of 15

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Mexborough School to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

The inspection team received 136 completed questionnaires by the end of the on-site inspection. In total, there are 1126 pupils registered at the school.

Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 27 20 96 71 8 6 5 4 The school keeps my child 24 18 103 76 6 4 2 1 safe My school informs me about 34 25 86 63 12 9 4 3 my child's progress My child is making enough 28 21 89 65 15 11 2 1 progress at this school The teaching is good at this 17 13 98 72 11 8 4 3 school The school helps me to 16 12 87 64 23 17 3 2 support my child's learning The school helps my child to 18 13 94 69 16 12 3 2 have a healthy lifestyle The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for 17 13 96 71 8 6 2 1 children who are finishing school, entering further or higher education, or entering employment) The school meets my child's 20 15 93 68 17 13 3 2 particular needs The school deals effectively 15 11 84 62 27 20 4 3 with unacceptable behaviour The school takes account of 14 10 87 64 16 12 5 4 my suggestions and concerns The school is led and 18 13 94 69 13 10 4 3 managed effectively Overall, I am happy with my child's experience at this 27 20 92 68 13 10 2 1 school

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%. Inspection report: Mexborough School, 19–20 January 2011 12 of 15

Glossary

What inspection judgements mean

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 59 35 3 3

Primary schools 9 44 39 7

Secondary schools 13 36 41 11

Sixth forms 15 39 43 3

Special schools 35 43 17 5

Pupil referral units 21 42 29 9

All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk).

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

Percentages are rounded and do not always add exactly to 100.

Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units. Inspection report: Mexborough School, 19–20 January 2011 13 of 15

Common terminology used by inspectors

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

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

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

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

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

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

The school's capacity for sustained improvement. Outcomes for individuals and groups of pupils. The quality of teaching. The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support.

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started. Inspection report: Mexborough School, 19–20 January 2011 14 of 15

This letter is provided for the school, parents and carers to share with their children. It describes Ofsted's main findings from the inspection of their school.

21 February 2010

Dear Students Inspection of Mexborough School, Mexborough, S64 9SD Thank you for welcoming me, and the inspection team, to your school recently. I would like to thank those of you who filled in a questionnaire, and those of you who spoke to us. The information you gave us enabled us to take your views into account. Although in 2010 students left the school with levels of attainment which were much higher than in previous years, the inspection raised many concerns. In particular about the amount of progress some of you make in lessons and during your time at the school. Too many of you are not making the progress you should. In too many lessons, you are not challenged and all of you are asked to complete the same activities. Too many of you do not enjoy school, as shown by your low attendance. In addition, too many of you behave poorly and some are excluded. You told us you are concerned about your safety in school. The curriculum provided, and the care, guidance and support you receive, do not enable you to learn as effectively as you could. To help your school improve we have asked the governors and leaders to: improve lessons and make sure that learning activities motivate and challenge you make sure the curriculum and the care, guidance and support you receive help you to make better progress make sure you achieve better results improve behaviour and attendance make sure you are safe in school, and feel safe make sure everybody concentrates on providing you with a better education. We have judged your school to require 'special measures'. This means it will receive additional support to help it improve and inspectors will visit regularly to check on its progress. All of you can play your part by attending school regularly and taking responsibility for your own behaviour.

Yours sincerely

Tanya Harber Stuart Her Majesty's Inspector Inspection report: Mexborough School, 19–20 January 2011 15 of 15

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].