Norlington School for Boys Inspection Report - Amended

Norlington School for Boys Inspection report - amended Unique Reference Number 103098 Local Authority Waltham Forest Inspection number 323755 Inspection dates 4–5 February 2009 Reporting inspector Nigel Fletcher HMI This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Boys Number on roll School (total) 525 Appropriate authority The governing body Chair Mr Stephen Pierpoint Headteacher Ms Jennifer Bax Date of previous school inspection 22 February 2006 School address Norlington Road Leyton London E10 6JZ Telephone number 020 8539 3055 Fax number 020 8988 9661 Age group 11–16 Inspection dates 4–5 February 2009 Inspection number 323755 Inspection Report: Norlington School for Boys, 4–5 February 2009 2 of 11 Amended Report Addendum Following a complaint the following amendments were made to the report: in the Overall Effectiveness of the School section 'Governors provide good support to the school, but do not always sufficiently challenge the senior team on how to raise standards.' has been amended to 'Governors provide good support to the school and do challenge senior leaders, but this has not yet led to higher standards.' and in the Leadership and Management section 'However, on occasions this challenge does not focus sufficiently enough on specifics such as teaching and learning, and reviewing students' progress.' has been amended to 'However, this challenge has not yet had sufficient impact on the quality of teaching and learning and students' progress.' © Crown copyright 2009 Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Inspection Report: Norlington School for Boys, 4–5 February 2009 3 of 11 Introduction The inspection was carried out by one of Her Majesty's Inspectors and two Additional Inspectors. Description of the school At Norlington School for Boys, the proportion of students eligible for free school meals is above average. Students come from diverse cultural and ethnic backgrounds. Over 90% are from minority ethnic communities, and around one third are from Pakistani heritage. Two thirds of students, a much higher proportion than that nationally, speak English as an additional language. The proportion of students with special educational needs, particularly those with moderate learning difficulties or behavioural, social and emotional difficulties, is high. The school gained the Healthy Schools Award in 2006 and Investors in People status in 2007. It has recently applied for specialist status in Mathematics and Computing. Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate Inspection Report: Norlington School for Boys, 4–5 February 2009 4 of 11 Overall effectiveness of the school Grade: 3 Norlington School provides a broad curriculum, satisfactory education, and good care and support. As a result, students make the academic progress expected of them and achieve good personal development. They gain in confidence, and develop the skills necessary to prepare them for the world outside. Students enter the school with attainment levels that are below average. In the Year 9 tests and Year 11 GCSE examinations, standards remain below average. Since the last inspection, standards have risen steadily. Although the proportion of students gaining 5 A* to C grades, including English and mathematics, is still just below average, there has been a rise of 10 percentage points since the last inspection. Overall, students achieve satisfactorily from low starting points, but their progress is variable across subjects. For example, it is improving in mathematics and science, but not sufficiently in English. Teaching and learning are satisfactory, though there is considerable variation in the quality of lessons. In the best lessons, teachers engage students and inspire them to learn and to make good progress. In less successful lessons, teachers do not always plan appropriate tasks and activities to meet the needs and interests of all students. In a few lessons, teaching is uninspiring, so that students lose concentration and the behaviour of a minority disrupts learning. Although the tracking of assessment information is developing, its use to plan lessons, or to set appropriate targets for students, varies. Leadership and management are satisfactory. The headteacher, appointed last year, has acted with energy and focus to begin to implement her clear and positive vision for the school. Her strategy for developing leadership and management at senior and middle levels is already having a perceptible impact. However, the rigour with which leaders at all levels develop and implement actions for improvement is inconsistent. Honest self-evaluation now provides senior staff and governors with a good understanding of the school's strengths and weaknesses, and these are reflected in their key priorities for development. For example, the school recognises that the quality of teaching and learning needs to be better in order to raise standards. Governors provide good support to the school and do challenge senior leaders, but this has not yet led to higher standards. The school has a realistic view of the quality of its provision, and acknowledges that there are still further improvements to be made. The use of more accurate and timely performance data has enabled the school to implement appropriate strategies and initiatives. Although these are in their early stages, there is evidence of raised expectations, and green shoots can already be seen. Inspectors agreed with most of the school's self-evaluation and the school's capacity to improve further is good. The curriculum is good and offers students a wide range of choices that meets most students' needs, whatever their abilities. The school continues to evaluate the curriculum for the development of new courses. It has firm plans in place to increase the vocational provision through collaboration with local schools and colleges for the new diplomas. Throughout the school, there is an extensive range of cultural, sporting, and other enrichment activities that enhance students' lives. As a result, the personal development of students is good. Indeed, their contribution to the community is outstanding. Students speak enthusiastically about the impact that the student council has on the development of the school, and the work that they do with local primary schools. Students enjoy school and feel safe. They are confident that their concerns are taken seriously and that their voice is heard by the school management. Inspection Report: Norlington School for Boys, 4–5 February 2009 5 of 11 Their appreciation for healthy lifestyles is outstanding. Many students participate in sporting activities and have the healthy meals offered at lunchtime. What the school should do to improve further ■ Raise attainment of students at all levels. ■ Increase the proportion of good or better teaching, so that it meets the needs of all students, and they know how to reach the next level. ■ Improve the way that leaders at all levels set clear direction, to ensure that students make good progress. A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection. Achievement and standards Grade: 3 Although standards are below average overall, all groups of students, including those with moderate learning difficulties or emotional and behavioural difficulties, achieve at least satisfactorily. The attainment of students when they enter the school in Year 7 is below average, particularly at the higher levels. In Years 7 to 9 students make satisfactory progress. However, achievement in mathematics is better than in English and science. In Years 10 and 11, students' achievement is satisfactory overall compared with their starting points. They make good progress in mathematics and satisfactory progress in English. The proportions of students gaining five or more higher grades at GCSE, and the proportion when English and mathematics are included, have improved at a faster rate than national averages, and are now just below the average for boys. All students achieve at least one pass at grades A* to G. However, there is some variation in performance between subjects. For example, a lower proportion of students attain high grades in English, French, and design and technology than they do in other subjects, such as mathematics and science. The school is fully aware of what is needed to raise standards. The school analyses the performance of specific groups of students and takes action to address any differences. For example, the African Caribbean Experience programme is beginning to have success in raising the achievement of students from Caribbean background. Personal development and well-being Grade: 2 The school's positive community ethos contributes greatly to students' enjoyment of school life. Students mix freely and harmoniously

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