Marlwood School Inspection report
Unique Reference Number 109325 Local Authority South Gloucestershire Inspection number 356527 Inspection dates 18–19 November 2010 Reporting inspector Anne Looney
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Comprehensive School category Voluntary controlled Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1205 Of which, number on roll in the sixth form 201 Appropriate authority The governing body Chair Kathryn Khan Headteacher Keith Geary Date of previous school inspection 30 January 2008 School address Vattingstone Lane Bristol BS35 3LA Telephone number 01454 862525 Fax number 01454 411052 Email address [email protected]
Age group 11–18 Inspection dates 18–19 November 2010 Inspection number 356527 Inspection report: Marlwood School, 18–19 November 2010 2 of 15
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Royal Exchange Buildings St Ann's Square Manchester M2 7LA
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© Crown copyright 2010 Inspection report: Marlwood School, 18–19 November 2010 3 of 15
Introduction
This inspection was carried out by one of Her Majesty's Inspectors and four additional inspectors. Inspectors observed 39 lessons, observed 39 teachers, held telephone discussions with a sample of the school's partners and held meetings with members of the governing body, staff and groups of students. They observed the school's work, and looked at the school's self-evaluation and improvement planning documents, external evaluations of the school's work, policy documents and students' work. They also scrutinised 281 questionnaires sent in by parents and carers, and those completed by staff and a sample of students from each year group.�� The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas. How good is the achievement of all students, including that of minority groups? How effectively do teaching and the curriculum meet the academic and personal needs of all groups of students? How well are middle leaders involved in the drive for improvement, and how effectively do all leaders ensure that monitoring and evaluation lead to targeted intervention and improvement?
Information about the school
Marlwood School is larger than the average comprehensive, serving an extensive catchment area. The majority of students are White British, and there are few students who are known to be eligible for free school meals. The proportion of students from minority ethnic groups or who speak English as an additional language is below average. The school achieved specialist status in science in 2003 and was re-designated in 2008. The school's Investors in People status was renewed in 2009. In 2010, the school was awarded Artsmark Gold. The proportion of pupils with special educational needs and/or disabilities is broadly average and has increased over the last three years. These pupils' needs include specific learning difficulties and behavioural, emotional and social difficulties. Inspection report: Marlwood School, 18–19 November 2010 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? 2
The school's capacity for sustained improvement 2
Main findings
Marlwood is a good school. It has made steady improvement in students' academic outcomes since the last inspection while maintaining a strong sense of being an inclusive community. Attainment is above average and the school has worked hard, and successfully, to improve GCSE results in subjects where performance had been less strong. It has also had considerable success in improving the standards that boys reach by the age of 16. All students make good progress, although progress has been more marked in Years 10 and 11 than in Years 7 to 9. A key element of the school's success is the outstanding care, guidance and support which students receive. Almost all students who responded to the questionnaire said that they felt safe at the school and that the school prepared them well for the future. The support given to those students experiencing difficulties in their lives is excellent. Attendance has improved, and students' good behaviour plays a strong role in their positive attitudes to learning. Students make a good contribution both to their school and to the wider community. Indeed, all the outcomes that relate to students' broader personal development are good. There is consensus amongst teachers that there is now a much greater focus on, and discussion about, teaching and its impact on learning. This has led to greater sharing of ideas and teaching is now good, ensuring that students make good gains in learning. Lessons are well resourced and planned, and teachers' relationships with their classes are good. A key characteristic of the good teaching observed during the inspection was the manner in which teachers involved students in their learning by extensive and well- planned independent or group work. There is still some inconsistency in the way teachers meet the needs of all students by stretching all and providing support for lower-ability. There is also some variation in students' knowledge and understanding of exactly how to improve their work. The school provides a good curriculum which is broad and balanced throughout, reflects the strengths of its science specialism and which has increasing personalisation, particularly in Years 10 and 11. Senior leaders have set a clear and shared agenda for improvement. They have developed well the support for, and accountability of, middle leaders and, as a result, the effectiveness of action taken at middle leader level has improved. Challenging targets are accepted as the norm and students' progress towards these targets is regularly and carefully monitored. A particularly effective tool is the rolling programme by which leaders focus in turn on the progress of different minority groups. There has been a concerted programme of lesson observations and the school has made very good use of local authority personnel to support the standardisation of judgements on teaching. Continuing professional development is used well to help teachers improve their teaching following observation. These actions and the subsequent positive impact on students' achievement indicate that the school has a good capacity to improve. Senior leaders and the governing Inspection report: Marlwood School, 18–19 November 2010 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 body have a clear picture of the school's strengths and areas for development. Their formal self-evaluation is detailed and judgements are well supported by evidence.
What does the school need to do to improve further?
Accelerate the rate at which all students make progress by ensuring that teachers consistently: plan to meet the learning needs of students of all abilities and ensure that activities provide sufficient challenge and/or support to help students meet their goals ensure that students are clear about exactly what they need to do to improve their work in all their subjects. Outcomes for individuals and groups of pupils 2
Students of all ages and abilities show positive attitudes to their learning. They engage particularly well when they are stimulated through skilful questioning and when the work challenges them to work to the best of their ability. Collaborative learning is a strength in some subjects, for example in English and history. Students are articulate and contribute well in lessons. The large majority make good progress in lessons. Students' learning and progress are less pronounced when tasks are too directed by the teacher and students are less active participants. Those with special educational needs and/or disabilities make as good progress as their peers. This is largely due to the good teaching and individualised support they receive from the learning support department. The proportion of students attaining five A* to C grades and five A* to C grades including English and mathematics has risen steadily to the point in 2009 where both were significantly above the national average. This upward trend was continued in 2010 where the rise was marked. An analysis of unvalidated data from 2010 indicates that the school's intervention led to improved outcomes in geography, business studies and physical education. Students make excellent progress in English whereas progress in mathematics, while improving, has not been as strong for some average-ability boys. The school's own tracking data, however, have become increasingly accurate and show that gaps between groups of students are closing. These data also indicate that students in the current Year 11 are on track to reach the challenging targets set for them. Students act as peer mentors for younger students from their own school and for particular individuals or groups in the partner primary schools, and they contribute actively to charities and fundraising. They have clear views on what helps them learn. Students develop good workplace skills and the proportion not in education, training or employment after the age of 16 is low. A minority of students who completed the questionnaire felt that the school did not help them to keep healthy. Inspectors pursued this concern but judged that students had a good understanding of how to keep healthy and that the school supported them in this. Students have a strong sense of right and wrong and display acceptance of difference.
Inspection report: Marlwood School, 18–19 November 2010 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
These are the grades for pupils' outcomes
Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account: 2 Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities 2 and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to 2 their future economic well-being
Taking into account: 2 Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2
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?
Teachers convey clear expectations to students on how they expect them to learn and behave. They manage behaviour well and ensure that any incidents of poor behaviour do not interfere with learning. Teachers deploy teaching assistants well to ensure all students can access the lesson. Lessons are well prepared and teachers make good use of an extensive range of information and communication technology to stimulate students. Lessons have differentiated objectives which are routinely shared with the students but there is less consistency in the way in which teachers make use of activities which challenge all students and which provide support for lower-ability students. This tends to be the case when students have insufficient opportunity to work other than as a whole class. A range of assessment opportunities are used in the majority of subjects and consistently effectively so in English. Marking is regular but there are some inconsistencies in the marking of students' work and in the detail of the feedback. From the time students enter the school there is an aim to tailor the curriculum to meet their needs. Transition into the school is facilitated by activities, for example, in science, music and drama which act as bridges between primary and secondary education. In Years 7 to 9, literacy support groups help learners with specific needs and there are curriculum- based activities for the gifted and talented. The school is developing its vocational offer but this provision has already had a positive impact on students who might otherwise have felt excluded from education. There is good extra-curricular Inspection report: Marlwood School, 18–19 November 2010 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 provision which is generally well supported, although the take-up by boys has, however, varied across year groups. Transition into the school is very well managed and the quality of these arrangements is acknowledged by parents who commented on the questionnaire. Students receive very good guidance on their future and are encouraged to be aspirational. The support for vulnerable students is outstanding and mentoring plays a key role in ensuring that excluded students are well re-integrated into school.
These are the grades for the quality of provision
The quality of teaching 2
Taking into account: 2 The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, 2 through partnerships
The effectiveness of care, guidance and support 1
How effective are leadership and management?
The senior leaders have succeeded well in sharing the drive for improvement throughout the school. Middle leaders say that communication has improved, that their contributions are valued and that they have a greater say in the school's development. Middle leaders are now playing a leading role in cross-curricular groups on, for example, teaching and learning, assessment and inclusion. They are well supported by 'their' link senior leader but are also challenged to monitor outcomes and provision rigorously. The school is making good use of data to analyse past attainment and to track the progress made by groups of students. The improvement planning process is informed well by the detailed self-evaluation but some of the development plans themselves, while comprehensive, are not sufficiently focused on the impact on outcomes for students and how they might be measured. The governing body is equally committed to improvement and uses its knowledge of the strengths and weaknesses of the school to make robust challenges. Their involvement in setting strategic priorities is developing well.� Engagement with parents and carers is good. The parents' and carers' forums, established since the last inspection, provide a good opportunity for parents and carers to have a greater involvement in decision making within the school. While the school is rightly pleased with attendance at parents' evenings, it has also set itself the appropriate target to increase attendance at information evenings. The overall effectiveness of the school's partnerships is good; the school is particularly strong in the promotion of students' well- being and personal development. The school works very well with a large range of external agencies to ensure the quality of its care, guidance and support. The work done by students through the school's specialism and at local primary schools contributes very well to the development of their self-confidence and consideration for others. There are good procedures to ensure the safety of the students. The school promotes inclusion and equality of opportunity well and has worked successfully to close any gaps in Inspection report: Marlwood School, 18–19 November 2010 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 performance between groups. The school also promotes community cohesion effectively. The school's analysis shows a good understanding of the characteristics of its local community and has identified well, and planned for, the development of activities to develop a greater understanding of cohesion at a national level.
These are the grades for leadership and management
The effectiveness of leadership and management in embedding ambition and driving 2 improvement
Taking into account: 2 The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the 2 school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles 2 discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2
Sixth form
Overall, students make good progress relative to their starting points. The majority of the students complete A level where progress has improved over the last three years. The school accepts a wide range of ability of students into its sixth form and progress at AS level is satisfactory overall and improving. There is some variation between subjects but outcomes in all subjects at A level improved in 2010. Retention rates rose in 2010, following management intervention, and are now good. Attendance rates are also good, and students enjoy school and are full of praise for the support they receive and the quality of the teaching. Students make an extremely strong contribution to the school and local community, involving themselves in local, national and international projects. Their contribution to the work of a local special school and the sensitivity of the students were praised highly by the headteacher of that school. Students are caring and take their work with the younger students very seriously. Teaching is good overall. Teachers have strong subject knowledge and, as in the main school, exploit well their good working relationships with the students. There is good development of independent learning and other key skills. Teachers make effective use of assessment to support learning and students are clear what they need to do to improve. The curriculum is broad and the school supports students to make the appropriate choices. It meets local needs and there is effective collaborative work with other local providers to ensure a good match to need. There is a good level of enrichment activities to Inspection report: Marlwood School, 18–19 November 2010 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
enhance the taught curriculum. Students are well cared for and supported academically through the tutorial system. Leaders and managers acted swiftly following the disappointing AS results in 2009. Interventions were varied and well targeted: support was given to teachers in the weaker performing subjects, support strategies were devised for individual students and greater support was given to middle managers to enhance their use of data on students' progress. As in the main school, the school makes good use of its partnerships to extend choice and to prepare students for their futures, whether in higher education or employment. Leaders involve students well and their views and needs are effectively taken into account. ���������
These are the grades for the sixth form
Overall effectiveness of the sixth form 2
Taking into account: 2 Outcomes for students in the sixth form
The quality of provision in the sixth form 2
Leadership and management of the sixth form 2
Views of parents and carers
Most parents and carers who responded to the questionnaire said that their children were happy at the school and that they, themselves, were happy with their children's experience at Marlwood. Almost all believed that the school kept their children safe. A very small minority expressed concerns about how well the school helped them support their children's learning, about how much the school took account of their suggestions and about the school's effectiveness in dealing with unacceptable behaviour. The inspection team followed up these areas but found no evidence to support their concerns and judged those aspects of the school to be good. Inspection report: Marlwood School, 18–19 November 2010 10 of 15
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Marlwood 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 281 completed questionnaires by the end of the on-site inspection. In total, there are 1205 pupils registered at the school.
Strongly Strongly Statements Agree Disagree agree disagree Total % Total % Total % Total % My child enjoys school 89 32 170 60 17 6 5 2 The school keeps my child 81 29 190 68 4 1 3 1 safe My school informs me about 93 33 158 56 21 7 3 1 my child's progress My child is making enough 97 35 139 49 30 11 4 1 progress at this school The teaching is good at this 80 28 165 59 22 8 1 0 school The school helps me to 61 22 165 59 36 13 3 1 support my child's learning The school helps my child to 37 13 197 70 27 10 7 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 78 28 163 58 19 7 4 2 children who are finishing school, entering further or higher education, or entering employment) The school meets my child's 74 26 168 60 29 10 1 0 particular needs The school deals effectively 69 25 154 55 35 12 7 2 with unacceptable behaviour The school takes account of 62 22 152 54 31 11 11 4 my suggestions and concerns
The school is led and 55 29 172 61 28 10 8 3 managed effectively Overall, I am happy with my child's experience at this 99 35 149 53 21 7 5 2 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: Marlwood School, 18–19 November 2010 11 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 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9
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 March 2010 and are the most recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools inspected during the autumn and spring terms 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. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements. Inspection report: Marlwood School, 18–19 November 2010 12 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: Marlwood School, 18–19 November 2010 13 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.
22 November 2010 � Dear Pupils and Students � Inspection of Marlwood School, Alveston, BS35 3LA � Thank you for you help and for taking the time to talk to us during the recent inspection. We enjoyed finding out about your school and we judged it to be good. � We were pleased to see that standards had risen and that your school has continued to make sure that your personal development is promoted. Your attendance has improved and we thought your behaviour was good and contributed to the good progress you made in lessons. Almost all of you told us you felt safe in school and that your school prepared you well for your future. You get on well with your teachers and the teaching you receive is good. We thought that the school gave you outstanding care, guidance and support, particularly for those of you who have had a few difficulties. Your curriculum choice is broad and balanced and you benefit from the school's specialism in science, both through the curriculum and in work in the community. We thought, in fact, that you made a significant contribution to the school and your local community. The senior leaders set you challenging targets and keep a close eye on your progress. They have a clear picture of what needs to be improved and are working with the subject leaders and heads of year to make those improvements. They have spent a lot of time looking at teaching to see how it can be improved and teachers are well supported to make their teaching better. We have asked the school to continue this work on teaching and learning and to help you make even more progress than you are making at the moment. We have asked teachers to be more consistent in the way they plan to meet your needs in lessons and provide support and challenge where they are needed. We also think that teachers need to make sure that all of you are clear about exactly what you need to do to improve your work in all your subjects. � You can help by continuing to display your positive attitudes towards your school. � Inspection report: Marlwood School, 18–19 November 2010 14 of 15
Yours sincerely
� Anne Looney Her Majesty's Inspector Inspection report: Marlwood School, 18–19 November 2010 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 1234 234, or email [email protected].