INSPECTION REPORT

MARLWOOD SCHOOL

Alveston, Bristol

LEA area: South Gloucestershire

Unique reference number: 109325

Headteacher: Keith Geary

Lead inspector: Ian Stuart

Dates of inspection: 4 – 8 October 2004

Inspection number: 268852

Inspection carried out under section 10 of the School Inspections Act 1996

© Crown copyright 2004

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.

Marlwood School - 2

INFORMATION ABOUT THE SCHOOL

Type of school: Comprehensive School category: Voluntary controlled Age range of pupils: 11 – 18 Gender of pupils: Mixed Number on roll: 1354

School address: Vattingstone Lane Alveston Bristol Postcode: BS35 3LA

Telephone number: 01454 862525 Fax number: 01454 862550

Appropriate authority: Governing body Name of chair of governors: Mrs M Streatfield

Date of previous 25 January 1999 inspection:

CHARACTERISTICS OF THE SCHOOL

Marlwood is a large school serving an extensive area to the north of Bristol; a high proportion of pupils come to school by bus. The school had its origins as Thornbury Grammar School 400 years ago, and moved to its present site when it became a comprehensive school in 1972. The Thornbury Grammar School Trust still plays a part in some of the school’s traditions, and the school has the status of a Voluntary Controlled school through the Foundation, though there are no religious affiliations. The school is heavily over-subscribed. Pupils come from a wide range of backgrounds and circumstances, but, overall, the socio-economic circumstances of pupils are more advantageous than average. Relatively few join or leave the school other than at the usual times of admission or leaving. Pupils’ levels of attainment on entry cover the full spectrum and are a bit above average overall. The number of pupils identified as having special educational needs is below the national average, though the percentage of pupils with statements of special educational needs is broadly average. The most common needs are moderate learning difficulties. The proportion of pupils whose first language is not English is low, and most pupils come from white British backgrounds. The school has been a Beacon School and became a specialist Science College in September 2003. It also has the Investors in People and the Sportsmark awards, and, in September 2004, it became a Leading Edge school.

Marlwood School - 3

INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities

19298 Ian Stuart Lead inspector 9391 Norma Ball Lay inspector 23393 Brian Dower Team inspector English; post-16 English 15268 John English Team inspector Mathematics; post-16 mathematics 1248 Joseph Edge Team inspector Science; post-16 chemistry 31441 Margaret King Team inspector Post-16 physics 10385 Keith Hopkins Team inspector Design and technology; post-16 design and technology 18638 Christopher Shaw Team inspector Information and communication technology (ICT); citizenship 27666 John Dockrell Team inspector Modern foreign languages 10759 Lynn Bappa Team inspector Religious education; post-16 sociology; English as an additional language 30743 Neil Cowell Team inspector Geography; special educational needs 11672 Peter Harle Team inspector Art and design; drama 31673 John Gwyer-Roberts Team inspector Music; work related learning 20192 Terry McDermott Team inspector Physical education; post-16 sports science 13122 Stephanie Matthews Team inspector History; post-16 history; business studies; post-16 business studies

The inspection contractor was:

Serco QAA Herringston Barn Herringston Dorchester Dorset DT2 9PU

Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted

Marlwood School - 4 Inspections’, which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk).

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REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 7

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS 12

Standards achieved in subjects and courses

Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 18

Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community

LEADERSHIP AND MANAGEMENT 27

WORK RELATED LEARNING 30

PART C: THE QUALITY OF EDUCATION IN SUBJECTS AND COURSES 32

SUBJECTS AND COURSES IN KEY STAGES 3 AND 4

SUBJECTS AND COURSES IN THE SIXTH FORM

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 69

Marlwood School - 6

PART A: SUMMARY OF THE REPORT

OVERALL EVALUATION

Marlwood is a good school with many very good features. It provides good value for money. Overall, standards are well above average and most pupils and students achieve very well. It is building on the major strengths it has had for many years, and is well placed to become even more effective as new developments progressively have an impact. The school has a very caring atmosphere which provides a strong foundation to support achievement and personal development. Overall, teaching and learning are very good. Leadership and management are very good in promoting a common sense of purpose and in planning continual improvements.

The school’s main strengths and weaknesses are:

· Pupils achieve high standards because the overall quality of the teaching they receive is high. · The headteacher, senior managers and governors have a very clear and coherent view of necessary developments, and are ably supported by middle managers and other staff. · Pupils are very well cared for, a process that starts with very good induction procedures. · Pupils have a strong sense of trust and respect for their teachers, and are much involved in the life of the school. · Standards in information and communication technology (ICT) are below those of other subjects. · Support for pupils with special educational needs is very good within the school’s strong culture of inclusion. · The behaviour of a minority of pupils is not good enough, holding back their and others’ progress at times. · There are very good opportunities for enrichment and extra-curricular activities to extend learning and promote pupils’ personal development.

Improvement since the last inspection and recently has been good. There have been some fluctuations in standards, but, generally, high standards have been maintained. The proportion of very good and excellent teaching has increased since the last inspection, indicating success of policies to evaluate and improve teaching. There are still some inconsistencies in using assessment data as a way of helping pupils to improve, but, in general, improvements to the curriculum mean that it is now better meeting the needs of most pupils.

STANDARDS ACHIEVED

all schools similar schools Performance compared with: 2001 2002 2003 2003 Year 11 GCSE/GNVQ examinations A A A B Year 13 A/AS level and VCE examinations A A A Key: A - well above average; B – above average; C – average; D – below average; E – well below average For Year 11, similar schools are those whose pupils attained similarly at the end of Year 9.

Marlwood School - 7 Overall achievement is very good. Pupils’ attainment in the tests taken in their last term at primary school is above average, but standards in many subjects across the whole curriculum are average when pupils enter the school, as is the overall quality of their written work. Standards in most subjects rise quickly, and there is much success at improving the quality of writing in Years 7 to 9; this makes a significant contribution to the very good achievement that takes place. The Year 9 results were well above average in 2004, with English showing a marked improvement. Present standards in Year 9 in most subjects are above average, and in some, including English, mathematics and science, they are well above average. Very good achievement is sustained by most pupils in Years 10 and 11. Although there was a dip in the number of higher grades in 2004, overall results remained well above average. Science results have been very high in most recent years, with a high proportion of A* and A grades. However, there are variations in performance between subjects, some of them marked, both in overall results and in the number of very high grades obtained. In work seen during the inspection in Years 10 and 11, it is clear that well above average standards are being reached in many, but not all, subjects.

Pupils’ personal qualities, including their spiritual, moral, social and cultural development, are good. The good and very good behaviour by most pupils is spoiled by a number of pupils whose self-discipline is poor. Attendance and punctuality are satisfactory.

QUALITY OF EDUCATION

The quality of education is very good. Overall, teaching is very good, though there are variations in its quality, including a small amount of unsatisfactory teaching. Teachers’ very good subject expertise is a great strength and this often leads to very interesting lessons, with pupils keen to learn. The best lessons challenge pupils of all abilities very well, stretching them to reach their full potential. Where this degree of challenge is lacking, or when there is insufficient attention to meeting the needs of all pupils within the class, learning is less successful because not all pupils are motivated. There has been a concerted effort to improve assessment as a tool for learning, but the use teachers make of the information in their teaching strategies is not consistent. The curriculum is good and improving. Recent innovations are providing better opportunities for pupils at different levels of ability, including a new work related course in Year 10 and, funded by Science College money, enhanced provision for science in Years 10 and 11 through after-school classes. Overall, enrichment and extra-curricular opportunities are very good.

LEADERSHIP AND MANAGEMENT

Leadership and management are very good. Although relatively recently appointed, the headteacher is providing very strong leadership. The main priorities for improvement have been very clearly identified, and a committed and skilled senior team are working very well together with a shared vision for the future development of the school. The senior team recognises that the school is not yet as effective as it could be because of weaker personal qualities - self discipline and motivation - of a minority of pupils. They are well supported by middle managers, and by governors, whose many strengths are very effectively harnessed for the benefit of the school. The school’s finances are very well managed. The statutory requirement for daily collective worship is not met because of lack of space, but there are other good opportunities to support pupils’ spiritual development.

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Marlwood School - 8 Most parents and pupils are very pleased with the school. Parents generally believe their children achieve well because they are well taught and expected to work hard. They and their children are very satisfied about induction arrangements. Some concerns about the format and content of annual reports to parents are valid, but some concerns about enrichment and extra- curricular opportunities are not justified as these are very good. Pupils are generally very happy in a friendly school, and they believe they are well taught and trusted. They have some concerns about poor behaviour and they would like a review of school uniform.

IMPROVEMENTS NEEDED

The most important things the school should do to improve are:

· Focus developments in ICT on strategies to raise pupils’ standards in the subject. · Ensure that the new behaviour policy is successfully implemented. and, to meet statutory requirements:

· Provide a daily act of collective worship. THE SIXTH FORM AT MARLWOOD SCHOOL

OVERALL EVALUATION

Marlwood has a good sixth form that is cost effective. Standards are well above average in many subjects; students’ overall average points score has been well above average in recent years, though there was a drop in 2004, and there is potential for better results in some areas. Teaching is very good overall, and most students achieve well, enabling them to move on successfully to the next stage of their education or training. Students are mature, well- rounded young people.

The main strengths and weaknesses are:

· Most teaching is good or better, enabling very good learning to take place in many lessons. · Although achievement is good, it does not always reflect the very good teaching and learning that occur in many individual lessons. · The new head of sixth form is making a very positive impact on the life and development of the sixth form. · There are very good relationships between students and with teachers, and students are well involved in the life of the school as a whole. · The curriculum meets the needs of most students, with an increasing range of courses and enrichment opportunities. · But, some rationalisation of sixth form courses would allow even more effective provision within existing resources.

QUALITY AND STANDARDS IN SUBJECTS AND COURSES OF THE CURRICULUM

Judgements about the provision in the subjects and courses inspected in detail in the sixth form are shown below. They are based mainly on the quality of teaching and learning and how well students achieve. Not all subjects in the sixth form were inspected, but most, if not inspected in detail, were sampled. Curriculum area Evaluation

Marlwood School - 9 English, languages and Very good in English. Most students achieve well, responding well to their communication teachers’ excellent subject knowledge and intellectual rigour. Courses in modern foreign languages were sampled. Mathematics Very good in mathematics. Very good teaching encourages students’ enthusiasm for mathematics and their very good progress. Science Good in chemistry. Standards are above average, though with variations, with good teaching leading to improving understanding. Good in Physics. Students with higher standards achieve very well, others less so; varied learning activities engage and support students. Courses in biology were sampled. Information and communication Courses in this curriculum area were sampled. technology Humanities Good in history. Standards in this very popular subject are above average; teaching is good, with good course guides and visits. Very good in sociology. Teaching is very good with very good achievement, especially in coursework, from enthusiastic students. Other courses in this curriculum area were sampled. Engineering, technology and Good in design and technology. Very good teaching creates a very good manufacturing ethos for learning with high levels of individual support. Visual and performing arts and Courses in this curriculum area were sampled. media

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Hospitality, sports, leisure and Good in sports studies. Achievement is good; consistently good teaching travel leads to good learning and well motivated students. Other courses in this curriculum area were sampled. Business Good in business studies. High quality resources and good teaching from teachers with business experience help students achieve well. Other courses in this curriculum area were sampled. Health and social care A new course in health and social care has just been introduced, and one lesson was sampled. General education Courses in this curriculum area were sampled. Full details of courses inspected in detail and brief comments about courses that were sampled can be found in the sixth form subject section of the main report. The curriculum areas are broadly common across all post-16 education and training. They do not necessarily correspond with subjects and courses taught by the school. Inspectors make judgements in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. Excellent and very good are equivalent to the judgement ‘outstanding’ in further education and sixth form college reports; poor and very poor are equivalent to ‘very weak’.

ADVICE, GUIDANCE AND SUPPORT

The quality of advice, guidance and support is good. Tutors know students in their care well and are available to discuss concerns and problems. The programme for tutor periods covers essential general aspects of advice and guidance, and the new enhanced enrichment programme in Year 12 will go a long way in strengthening certain areas over which students have some concerns.

LEADERSHIP AND MANAGEMENT OF THE SIXTH FORM

Leadership and management are very good. The sixth form is seen as an essential and intrinsic part of the school whilst cultivating its own distinctive ethos. There is a developing culture of self-evaluation and critical analysis of performance. The sixth form is managed very well on a day-to-day basis, including a new communications system between staff and students. Spending on the sixth form is appropriate to income, and the sixth form is cost- effective.

STUDENTS’ VIEWS OF THE SIXTH FORM

Most students are strongly supportive of their sixth form; they appreciate what one of them called ‘the Marlwood bubble’ which surrounds and supports them. They enjoy being in the sixth form and believe they are well taught by subject specialists who are accessible and helpful to them if they have difficulties. Most of them value their increased freedom, the respect with which they are generally treated, and the opportunities they have as sixth formers. A number have concerns about the quality of careers advice they received in Year 11, and some specific concerns about the structure of guidance processes for university application have been passed on to the school by the inspection team. Members of the inspection team enjoyed very much their conversations with sixth formers and thank them for their help and co-operation.

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PART B: COMMENTARY ON THE INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS

Standards achieved in areas of learning, subjects and courses

Standards of work seen during the inspection are well above average, compared with schools nationally, for the ends of Years 9 and 11. Achievement – the measure of how well pupils are doing taking their progress and capability into account – is very good. Standards seen in the sixth form are above those found nationally in sixth forms, and students are achieving well.

Main strengths and weaknesses

· Overall standards rise from a bit above average on entry, with most pupils achieving very well. · Test results at the end of Year 9 and GCSE results are well above average, but with some marked differences between subjects and considerable variations from year to year. · Achievement in the core subjects of English, mathematics and science is very good. · Standards in ICT are not as high as in other subjects. · Pupils with special educational needs and particularly talented pupils achieve very well because teachers plan to meet their needs.

Commentary

1. The attainment of pupils on entry covers the full spectrum with some very talented and gifted pupils and some who have complex educational needs. Overall, in all recent years, pupils’ test results in the national tests taken in Year 6 have been above average and towards the well above average category. However, the cognitive ability tests (CATs) administered by the school show a much more varied picture. There are variations between years and between boys and girls, but the broad picture is a bit above average with verbal scores tending to be weaker than the non-verbal scores; indeed, boys’ verbal scores for the present Years 10 and 11 were slightly below average on entry and average on entry for the present Years 8 and 9. Inspection evidence indicates that pupils’ standards on entry in the core subjects are average in English and above average in mathematics and science; in most subjects, standards are average on entry. Taking all evidence into consideration, the overall standard of attainment of pupils on entry is a bit above average.

Standards in national tests at the end of Year 9 – average point scores in 2003

Standards in: School results National results English 34.2 (34.4) 33.4 (33.3) mathematics 38.6 (38.3) 35.4 (34.7) science 38.0 (37.3) 33.6 (33.3) There were 233 pupils in the year group. Figures in brackets are for the previous year

Marlwood School - 12 2. Taken as a whole over the three years up to 2003, results in the tests taken at the end of Year 9 have been well above the national average. Results in science have been very high, with English being the weakest at above average; because of the lower English results in 2002 and 2003, the overall trend was below the national trend. Although there were variations between different years and between subjects in different years, the gap between boys’ and girls’ performance was similar to the national picture. Using pupils’ test results at the end of Year 6 as the benchmark, results in 2003 showed good achievement overall, but with science being very high and English below average. However, using other benchmarks for attainment on entry, many pupils achieved very well. Although full national comparisons for 2004 are not available at the time of writing, overall results will also be well above the national average, with a very encouraging improvement in English, especially at the higher levels; although the science results are down, mathematics results at the higher levels will be well above average.

Standards in GCSE/GNVQ examinations at the end of Year 11 in 2003

School results National results Percentage of pupils gaining 5 or more A*-C grades 77 (76) 52 (50) Percentage of pupils gaining 5 or more A*-G grades 91 (99) 91 (91) Percentage of pupils gaining 1 or more A*-G grades 97 (99) 96 (96) Average point score per pupil (best eight subjects) 42.3 (42.6) 34.7 (34.8) There were 212 pupils in the year group. The percentages include the equivalent GCSE grades obtained in GNVQ assessments. Figures in brackets are for the previous year.

3. Overall GCSE results have been well above average in recent years, and, when full national comparisons for 2004 are available, will be well above average in 2004. GCSE performance has shown fluctuations, with a peak in 2001 when boys did particularly well. Boys did less well in 2002 and 2003 when their overall results were above, rather than well above, average. However, although girls perform better than boys, the gap has usually been less than the national gap, except in 2003 when it was greater. The trend in results up to 2003 had been similar to the upward national trend, with the proportion of pupils gaining five or more A*-C grades increasing. Of some concern in 2003 was the drop in the proportion of pupils reaching the five or more A*-G threshold. However, in 2004, the overall average points score and the proportion reaching the five or more A*-G threshold rose significantly; the proportion attaining five or more A*-C fell, though the proportion is still well above the national average. These results over recent years indicate that most pupils have achieved very well in relation to their prior attainment, especially over the full five years of their secondary education. However, subject results do show considerable variations in the numbers getting the very highest A* and A grades and in the proportion getting other grades. For example, in 2003, a very impressive third of pupils obtained an A*or A in science but only ten per cent did in English, although the proportion gaining an A*-C grade was similar. The differences in 2004 were less marked but still there, although the proportion gaining A*-C was actually higher in English than in science. In 2004, 70 per cent or more of pupils gained an A*-C in textiles, religious education, graphics, food technology, drama, history, French and English, and, for a group of year 10 pupils, statistics.

4. In work seen during the inspection, standards are also well above average at the end of Years 9 and 11. Overall achievement is very good, though there are variations between subjects and within subjects. Improvements in literacy skills are a particularly strong

Marlwood School - 13 feature of pupils’ achievements, with effective teaching strategies developing pupils’ ability to write at length in, for example, science and history. Other literacy skills, including reading and speaking, are also encouraged, helping considerably in extending pupils’ achievements. In many of the foundation subjects, including, for example, art and design, design and technology and history, where pupils have only average standards on entry, achievement in Year 7 to 9 is particularly good, so that, by the end of Year 9, standards are at least above average and often well above average. Progress in modern foreign languages, where most pupils have had no experience of learning, is also very good. This very good achievement in the earlier years provides a very firm foundation for subsequent work at GCSE.

5. There are several factors that contribute to how successfully pupils achieve and to whether their standards are improving. The most important factors are the quality of teaching and the degree of motivation and commitment of pupils. These factors are, of course, related, and, where these factors are consistently strong, then all pupils achieve very well. For example, in modern foreign languages, speaking and listening skills are very good because of the opportunities created to practise the skills. In English, the quality of analytical writing and the ability to use the English language fluently improves greatly because of opportunities presented to pupils to develop their skills. By the end of Year 11, in design and technology, pupils’ literacy and presentation skills are exceptionally good in the work of higher attaining pupils. Standards in ICT, although average and improving, are not as high as in other subjects. All pupils do now have access to some specialist teaching, but skills are not yet consistently developed, and pupils lack experience of more advanced data-handling skills. Pupils who are not taking ICT as an examination subject in Year 10 and 11 are maintaining their average standards.

6. The achievement of pupils with special educational needs is very good. Their progress is similar to other pupils because teachers understand their needs and plan to meet them. Where pupils have additional support in classes, their achievement is particularly good. There are no pupils who are in the early stages of learning English as an additional language, but those pupils whose first language is not English achieve as well as their classmates.

Sixth form

Standards in GCE A/AS level and VCE examinations at the end of Year 13 in 2003

School results National results Percentage of entries gaining A-E grades 91.8 (93.2) 89.4 (92.6) Percentage of entries gaining A-B grades 29.7 (35.0) 32.6 (35.3) Average point score per pupil 318.8 (287.8) 258.2 (263.3) There were 113 pupils in the year group. Figures in brackets are for the previous year

7. The overall average points score of students at A level was well above the national average in 2002 and 2003; the percentages of grades in different categories were generally above average. National comparisons for 2004 are not yet available, but, because of a fall in results in 2004, it is likely that overall results are above, rather than well above, average. As, overall, students enter the sixth form with above average standards, achievement in the sixth form in recent years has been good. Evidence from work seen

Marlwood School - 14 during the inspection confirms that present standards are above average and achievement is also good, though evidence from the University of Durham’s advanced level information system, to which the school subscribes, is less positive both for 2004 and for the last three years.

8. In lessons, much of the teaching and learning in the sixth form is very good, and nearly all is at least good. Students’ achievement over time does not always match the progress they make in individual lessons. The reasons for this are complex and a challenge for the school is to raise achievement to an even higher level. A part of the explanation is that some students’ independent study skills are not as well developed as their other skills which means that they do not progress outside lessons as well as they do within lessons; in some subjects there is evidence that coursework is not as strong as other aspects of work and this lowers overall achievement. Within some subjects, higher attaining students are generally doing better than others, indicating scope for further strategies to address issues of variation in performance. Where sixth form work is particularly successful, students’ are achieving very well, and encouraging developments in the sixth form enrichment and tutorial programmes have much potential to promote the further development of the full range of students’ study skills.

9. A few examples will illustrate some of the best of the quality and scope of students’ standards and achievement. In English, achievement is good because students respond positively to their teachers’ example for intellectual rigour; standards are well above average, with well developed analytical skills. In mathematics, achievement is very good with a self-critical approach seeking deeper understanding. History students can discuss complex issues, and they respond well to opportunities for independent research and group work. Standards in sociology are high because of success in coursework and in independent learning skills.

Pupils’ attitudes, values and other personal qualities

Overall, the attitudes, values and personal qualities which pupils develop are good. Attendance and punctuality are satisfactory. Pupils’ spiritual, moral, social and cultural development is good.

Main strengths and weaknesses

· Pupils like their school and show real loyalty to it. · The good behaviour and positive attitudes in the majority of classes promotes a good learning atmosphere. · The behaviour of a minority of pupils is not good enough, can be challenging and sometimes prevents others from learning. · The school has worked systematically and effectively on developing the new behaviour policy, which is beginning to have an impact in the school. · Pupils are very willing to undertake a wide range of responsibilities in the school and in the community. · Late arrival in the morning by a number of pupils is directly related to bus transport problems.

Commentary

Marlwood School - 15 10. The school has worked with determination to improve levels of attendance which are satisfactory and in line with the national average overall. Regular monitoring of attendance and daily calls to check on absences are strategies which are well used by the school, and are being effective in helping to improve attendance. The new strategy of setting up an attendance panel to review attendance problems with families should further enhance the school’s efforts to improve the attendance of some pupils. Punctuality to lessons and to school is satisfactory. However, pupils who have to make the journey to school by bus often arrive late, missing tutor time and assemblies, and as a result experience an unsettled start to their school day. The school has taken measures to try to resolve this problem but have met with very little success. The Education Welfare Officer provides very good support for the school in monitoring attendance and punctuality.

Attendance in the latest complete reporting year (2002/3) (%)

Authorised absence Unauthorised absence School data 7.2 School data 0.8 National data 7.2 National data 1.1 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

11. Pupils feel strongly that theirs is a good school and that they are valued and helped to do their best. In the majority of lessons behaviour is good. However, in some classes in all year groups, a few pupils can be inattentive and sometimes challenging. Poor behaviour is managed well by most staff but, nevertheless, in some lessons learning is interrupted by the unsatisfactory behaviour of a few. The new behaviour policy, though still in draft form, is welcomed by staff and pupils and is increasingly effective in the school, but there is room for further improvement. It is important that the behaviour policy is successfully and consistently integrated into the school so that the small pockets of unsatisfactory behaviour are managed effectively. Some parents expressed concern about behaviour and the involvement of parents through a questionnaire and through a parent governor on a working party has been valuable in shaping the new policy. In their questionnaire, some pupils drew attention to bullying but the inspection revealed that this was not an issue. Around school and during breaks, pupils are lively, noisy but are generally good-natured, even at lunchtimes in the crowded dining areas. Behaviour, especially among boys, can sometimes be boisterous but no bullying was seen. Where incidents of unacceptable behaviour or bullying do occur, they are dealt with fairly and firmly. There were 85 recent fixed period exclusions and 2 permanent ones in the last school year. This represents an increase since the last inspection when there were 23 and 1 respectively. The school uses exclusions only when absolutely necessary, after other strategies have been exhausted, or to reinforce the behaviour code when there is very serious misconduct.

Ethnic background of pupils Exclusions in the last school year

Number of Number of No of pupils Categories used in the Annual School Census fixed period permanent on roll exclusions exclusions White – British 1298 84 2 White – Irish 3 0 0 White – any other White background 18 0 0

Marlwood School - 16 Mixed – White and Black Caribbean 5 0 0 Mixed – White and Black African 2 0 0 Mixed – White and Asian 5 0 0 Mixed – any other mixed background 5 0 0 Asian or Asian British – Indian 10 1 0 Asian or Asian British – Pakistani 3 0 0 Asian or Asian British – Bangladeshi 1 0 0 Asian or Asian British – any other Asian background 3 0 0 Black or Black British – Caribbean 1 0 0 Chinese 7 0 0 Any other ethnic group 2 0 0 No ethnic group recorded 14 0 0 The table gives the number of exclusions, which may be different from the number of pupils excluded.

12. Around the school and during breaks pupils are lively, friendly and enjoy good relationships with each other and with staff. The majority of pupils have positive attitudes to their work. They listen attentively, join in well with activities and discussions and show enthusiasm for what they are asked to do. In a Year 7 religious education class, for example, pupils were animated and very perceptive in their discussion on the physical and non-physical dimensions of a human being. Good relationships at every level are a positive feature of the school. Pupils feel that there is a clear emphasis on helping them to gain not only skills but also confidence to help them learn and to mature. Pupils are very willing to undertake a range of important responsibilities in the school such as acting as School Councillors, friends for new arrivals at the school and in Year 9 there is a rota for receptionists in the main entrance. The School Council is an effective pupil voice in the school. Pupils contribute ideas and time to the work of the Council with enthusiasm. Duties are carried out with pride and dignity and are a valuable part of helping young people develop and mature.

13. The school does not meet the statutory requirement of providing a daily act of collective worship for all pupils, stating that lack of suitable accommodation prevents this at present. However, assemblies, lessons and other activities contribute to pupils’ self-knowledge, their respect for the values and beliefs of others and their overall spiritual development which is good. Spiritual development is underpinned by some inspirational teaching and there are opportunities to be creative in many lessons in art and design, design and technology and drama; a spiritual dimension is present in religious education lessons with pupils reflecting on matters outside the material world. The school develops very well in pupils the principles distinguishing right from wrong, with important moral issues addressed across the curriculum. In addition to the opportunities to develop socially and to contribute to socially responsible activities described in the previous paragraph, there are many similar good opportunities in lessons. Collaborative work is a strong feature of many subjects, and, for example, group work and accepting responsibility for one’s own work are common features in drama and art and design. Overall provision to develop pupil’s appreciation of their own and others’ cultural traditions is good. Examples include celebrations of pupils’ own cultural heritage and traditions in drama and much work on religions, cultures and traditions from across the world in religious education. Black authors are part of the English department’s resources, art and design uses styles and

Marlwood School - 17 traditions from across the world, and foreign trips and exchanges are a basic part of modern languages provision. Despite strengths, however, practices to prepare pupils for life in a multi-cultural society are variable.

Sixth form

14. Students of all abilities enjoy their sixth form experience and this is reflected in their confidence and maturity as they go about their classes. They have a good range of interesting courses which grip their interest and they show real commitment to their work. For example, in a Year 12 health and social care class, students worked with quiet dedication on research material to support their views on the moral, ethical and legal aspects of a recent case surrounding life and death decisions in medical care. Behaviour and attitudes are very good; very good relationships between students and teachers and students are evident in lessons and help to promote a mature and productive learning atmosphere. Sixth formers provide good role models for other pupils and have a strong commitment to helping and supporting younger pupils by listening to their problems and even supporting them in some classes. Students feel that they are valued and their role in the school is respected. Attendance is monitored on a regular basis and overall attendance and punctuality are sound.

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided by the school is very good overall. Teaching and learning are very good, though there are variations in the quality of teaching. The curriculum is good, with some very positive recent developments. The school cares for its pupils and students very well, and guidance is good. Partnerships with parents and the wider community are good, and links with other schools and colleges are very good.

Teaching and learning

Teaching and learning are very good overall, with a relatively small amount that is less than good and only a very small amount that is unsatisfactory. Over 90 per cent of sixth form teaching is good or better. Assessment is good and much improved, though the effective use of data is still variable.

Main strengths and weaknesses

· Teachers’ very good subject expertise is the foundation of the high quality of much of the teaching. · The best lessons challenge pupils and students of all abilities very well, stretching them to reach their full potential. · Most teachers plan very well and have high expectations that everyone in the class will work hard. · Less successful lessons make insufficient demands of pupils and students, and do not cater fully for the needs of all within the class. · Assessment procedures are good and work well in most subjects to provide information for teaching strategies, target setting and reporting.

Marlwood School - 18 Commentary

Summary of teaching observed during the inspection in 192 lessons

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

7 (3.7%) 80 (41.7%) 80 (41.7%) 21 (10.9%) 4 (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.

15. Nearly all lessons are taught by subject experts, and teachers’ high levels of command of the subjects and the courses they are teaching are hallmarks of teaching in the school. The confidence this gives them is transmitted to pupils who, in turn, have confidence in their ability to learn from the logical and expert way teachers present the lessons. As well as very good academic qualifications, teachers often bring other expertise; for example, in business studies their experience of business and industry adds an extra dimension to their teaching. In modern foreign languages, teaching in the foreign language encourages pupils to speak in that language and is a clear indication of the high expectations teachers have of their pupils.

16. Most lessons are very well planned and address the needs of different groups of pupils in the class very well. Linked very closely with the quality of planning is the degree of challenge and the expectations teachers have of pupils. Where all of these are of high quality, the impact on pupils’ learning is profound. In some science lessons, for example, teaching is inspirational; teachers drive the lesson hard both for the pace of work and for the quality of thinking they demand. English teachers review the way they work and plan lessons to take account of individuals and groups; this results in a very brisk pace and rigour in lessons which promotes high standards and rapid learning.

17. Teaching methods are generally effective in promoting learning. Many teachers successfully blend enthusiasm and humour with high intellectual demands that have very positive impacts on pupils’ attitudes to learning. Pupils learn well because they are enjoying their lessons and the challenges they face. Increasingly teachers are effectively using modern technology in their lessons. In mathematics, for example, teachers’ use of interactive white boards means their demonstrations are dynamic and help considerably in encouraging pupils’ approach to problem solving. Where there is not enough emphasis on problem solving, learning is less effective as it is the process that dominates rather than the thinking. Homework is generally used effectively to extend learning, but, at times, too much of it is of the ‘finish off’ variety rather than encouraging deeper understanding. However, in many subjects such as English, music, drama, physical education, history, geography and modern foreign languages, other types of extension work in the form of extra-curricular activities develop understanding and promote enjoyment.

18. Encouraging pupils to work independently and creatively is another feature of the best teaching. This is often achieved by the very good relationships that exist in many lessons; such relationships in a very supportive environment encourage risk taking and highly creative work. Whilst seen across the curriculum, work in art and design and in design and technology particularly reflects these strengths in the teaching and learning. Less successful lessons tend to have certain common characteristics. They are often too dominated by the teacher and not based enough on the needs of different groups or individuals in the class; as a result, pupils are not adequately stretched and their

Marlwood School - 19 productivity and focus on tasks are reduced. Whilst, in some of these lessons, it tends to be the higher attainers that are not challenged enough, that is not always the case. Sometimes, pupils’ progress is held back by unsatisfactory behaviour. Usually, but not always, this is related to weaknesses in teaching methods, principally by not planning adequately for the needs of pupils in the lesson. Even when behaviour is not an issue, when teachers slavishly follow a scheme of work, without adapting it to particular circumstances, pupils become bored and their learning suffers.

19. Teaching for pupils with special educational needs is very good, and this contributes significantly to the way the school inclusively embraces all its pupils. Teachers know and address pupils’ needs well because good individual education plans make needs, targets and strategies clear. Learning is particularly good where pupils are supported in classes, by specialist teaching assistants, learning support assistants or special educational needs teachers, well briefed by the teacher. Where pupils are taught in small classes they benefit from teachers skilled in both the subject and in catering for their special educational needs; this aids their learning and personal development. Pupils make particularly good progress in Years 7, 8 and 9 in specialist literacy classes following the national programme and where they receive additional support with mathematics and science. In Years 10 and 11, some of the lowest attaining pupils learn very well because they are well taught by an experienced teacher giving individual tuition leading to, for example, an Entry Level Certificate in geography. Additional courses at Entry and Foundation Levels in science also make very good provision. These courses are very well matched to pupils’ needs.

20. Most subject areas follow a consistent method of assessment so that pupils are clear about how well they are doing. A pilot project to involve pupils more in the assessment and target setting of their own work, using the National Curriculum levels, has provided the impetus for other subjects to take this approach. In science this is done very well and in mathematics modern languages and religious education, it is done well so that pupils are clear about the level at which they are working. This helps them understand what is needed to improve and enhances their learning. There is good practice in geography where pupils are assessed on entry to give a useful baseline to build on, and, in drama, self-assessment is used effectively to improve performance. Many, but not all, subjects analyse test and examinations data and use this information to give an indication of future performance. These ‘predictions’ are then modified regularly in the light of current performance to help set targets for improvement. This good practice does not occur in some subjects, and, in ICT, pupils are not assessed in Years 10 and 11 unless they take the examination course.

Sixth form

21. The characteristics of successful teaching and learning seen in the rest of the school are also seen in the sixth form. Indeed, the overall quality of teaching in the sixth form is slightly higher than the rest of the school, with over 90 per cent of lessons being judged good or better and none unsatisfactory.

22. The very best lessons are splendid collaborative occasions between the teacher and the students, with the teacher’s expert subject knowledge and love of the subject being communicated to students in an intellectually demanding way that encourages dialogue and promotes their own independent learning to deepen their understanding. In English,

Marlwood School - 20 for example, teachers’ thorough knowledge, coupled with very good relationships with students, gives the students confidence and high aspirations which are realised in rigorous, challenging lessons proceeding at a fast pace. In the best mathematics lessons, processes and solutions are examined and students coached through discussions of key concepts to reveal underlying structures which help to deepen their understanding.

23. There are many lessons of equal calibre to those described above where detailed planning and high expectations lead to students’ acquiring appropriate skills, knowledge and understanding, with a growing capacity to work independently. Assessment of students’ work and evaluation of their strengths and weaknesses are also good in most cases, and there are many examples of good practice such as students videoing their presentations in travel and tourism lessons so that they can also analyse and improve their skills. However, in some subjects, the quality of feedback to students is variable so that, sometimes, students do not always know how to improve. Where the quality of dialogue between the teacher and students is not very well developed, the ability of students to consolidate their knowledge through active learning techniques is lessened, and where students have fewer opportunities to develop their independent learning skills, their longer term progress is often less than their learning in individual lessons. The curriculum

Curriculum provision is good overall with increasing innovative features which are catering better than in the past for the needs of all pupils and students. Opportunities for enrichment are very good. Accommodation and resources are generally good, though there are some accommodation problems; the match of teachers to the curriculum is very good, as is the match of support staff to the needs of the school.

Main strengths and weaknesses

· Curriculum provision especially in Years 10 and 11 and the sixth form has expanded and meets most pupils’ and students’ needs well. · Pupils’ and students’ learning is well supported and extended by a very good programme of enrichment through extra-curricular activities, visits, clubs, work related opportunities and involvement in the community. · The inclusion of pupils with special educational needs in lessons and the full life of the school is very good, and ensures they are able to access the full curriculum. · Some rationalisation of sixth form courses would allow even more effective provision within existing resources. · The school has made good use of innovative planning of the curriculum and good flexibility in courses is now available in Years 10 and 11 and the sixth form.

Commentary

24. The school provides good opportunities for pupils to learn in Years 7 to 9 which fulfil the requirements of the National Curriculum and the locally Agreed Syllabus in religious education. Unlike the situation until recently, nearly all pupils have specific lessons to teach them ICT skills. Both French and German are available from Year 7 making good use of staff expertise in both languages. Pupils are directed to a language based upon the school selection criteria unless parents express preference and this does lead to some disappointment for pupils. In Year 9 pupils identified on the basis of higher attainment in their first foreign language may take a second language and those who do

Marlwood School - 21 so reach a high standard, but few continue the study of two languages into Years 10 and 11. An additional foreign language does mean that, for those pupils, there is a timetable adjustment and a period of drama and physical education is lost, but language focused use of ICT is available to pupils who would otherwise miss ICT classes. However, there is no evidence that the reduced time in these areas adversely affects pupils’ standards.

25. The school has recognised that the traditional GCSE curriculum is not appropriate for some pupils and the enterprising and innovative approach adopted by the school to providing a wide range of new courses to meet the needs of all pupils is very commendable. For example, the STAR course for a number of students in Year 10 is having a positive impact on the pupils selected for the programme. The diversified curriculum, and the enrichment which it provides for learning experiences outside of school, combine a varied mix of traditional GCSE courses to be interlinked with work related learning, national life skills work and interaction with Filton College. The early signs appear to be very positive for these pupils; they are finding satisfaction and achievement in a more varied programme of activities which both promotes their achievement and improves their confidence. Departments within the school are beginning to be equally innovative. For example, in science and mathematics, there are alternative courses to stretch more able pupils and also to recognise the more diverse needs of the less able; evidence indicates that these are successful. In mathematics, a statistics course is available for higher attainers. In science, ‘21st Century Science’ is a popular option for some pupils and higher attaining pupils are able to take three single science subjects in classes after normal school hours and work in more depth in the individual sciences.

26. The very good overall provision that is made for pupils with special educational needs, described in different parts of the report, ensures that they have full access to the curriculum and that curricular provision is inclusive; where necessary, adaptations to courses are made and courses particularly appropriate to pupils with special educational needs are provided. The school also has effective procedures to support pupils whose first language is not English.

27. Extra-curricular provision for pupils is very good. A rich variety of clubs and activities in school, trips and foreign visits occur on a regular basis and not only extend the learning opportunities of pupils but promotes their social awareness, and understanding of the role and responsibility of citizens. Pupils participate with enthusiasm in activities such as sport, drama and music, raise money for charities and join in community events and work experience with enthusiasm and gain very well from these experiences.

28. Staffing in the school is very good, with a particularly good match of teachers to the curriculum. In English staffing is excellent and is very good in mathematics, science, design and technology, history, modern foreign languages and religious education. Nearly all teachers have good qualifications that match the subject they teach and this has a direct influence on the standards achieved by the pupils. The match of support staff to the needs of the school, and their deployment to subjects, are very good, and ensure the smooth running of the school and sound management of its systems.

29. Although there are some problems, overall, the school’s accommodation is good. Since the last inspection, rooms for all subject areas have been arranged relatively closely together. Music and art and design have areas that provide attractive learning environments. With funding from the new status as a science college, the school has extended the science area with a spacious new laboratory, office and preparation room.

Marlwood School - 22 There has been an increase in the number of rooms for ICT with computers and interactive whiteboards, and the use of these is enhancing teaching and learning. The school made a commendable decision to locate the area for pupils with special educational needs in a central area of the building, but the area is too cramped and has insufficient facilities for the number of staff and pupil groups who use the area. Although the quality of work for pupils with special educational needs is high, the accommodation is unsatisfactory as it restricts both the breadth and amount of learning that can be managed. The sixth form has its own social and study areas which, though small for the numbers of sixth formers, are attractive and useful. The library is a very good resource and offers an extensive range of activities. Library use is a regular feature for classes in Years 7 and 8, but it is too small to offer quiet study facilities throughout the day.

30. The popularity of the school and the high numbers of pupils and students result in high occupancy levels and the sharing of rooms. This limits the flexibility to adapt the building further to meet current needs or further curriculum development. A particular concern is the absence of a large assembly or performance area. As a result, the sports hall and drama hall have to be used for ten weeks of the year for examinations and for other large events. This disruption has a serious impact on the teaching in those areas. The purchase of two temporary classrooms has significantly reduced the use of dining areas for teaching, which was a major concern at the last inspection, and plans for building new dining facilities will improve the situation further and provide more attractive areas to eat the very good quality food that the school’s catering service provides. The provision of outdoor picnic benches has also helped address the problem of present limited eating areas. The school is well-maintained and clean. The site is attractive and the displays inside the building enhance the learning environment.

31. The resources available to support teaching are good. However, with the increasing role of ICT in teaching, several departments need increased resources and greater access to the shared computer suites; there are also some gaps in specialist equipment for music and design and technology which restricts the range of learning opportunities.

Marlwood School - 23 Sixth form

32. The range of academic courses in the sixth form is good, giving commendable breadth and choice to sixth formers who wish to study, and are suitable for, advanced levels courses. The curriculum has been developed in recent years to extend the range of vocational courses, though these are mainly advanced level courses. Whilst this overall provision is good and meets the needs of the vast majority of sixth formers, there is relatively little in the way of intermediate courses that bridge the gap for some students for whom a full programme of advanced courses is not suitable but who wish to remain at the school. There is scope for some rationalisation of provision that, with careful planning, might enable some more suitable courses, which would allow more continuity from GCSE to sixth form courses, to be provided. Such a rationalisation would also allow more effective teaching and learning opportunities by eliminating some courses where the numbers of students are really too small for the rigorous exchanges that are a feature of good sixth form teaching, and by creating extra classes where numbers are becoming too large for the necessary amount of individual attention which is another characteristic of good sixth form teaching.

33. A notable feature of the sixth form curriculum is the extensive programme of enrichment that is made available for all students. This provision has been extended and more formalised in Year 12 this term and is very good indeed. There are intellectually demanding opportunities such as AS level courses in general studies and critical thinking, opportunities to develop key skills, especially ICT, and sporting activities, as well as more recreational and community focused activities. Students enjoy their opportunities to participate in a range of work related and community based initiatives including helping in local schools and supporting younger pupils in their own school. Such experiences extend their learning and reinforce their understanding of their place as citizens, giving and sharing with others.

Care, guidance and support

The school provides a very caring and supportive environment which encourages the full inclusion of pupils. They are very carefully introduced to the school and, at all stages, their views are sought and acted upon.

Main strengths and weaknesses

· Good child protection structures are in place. · Staff assign a high priority to the care of all pupils. · Very good induction arrangements are in place for all new pupils. · An active and effective School Council voices pupils’ and students’ views and ideas well. · Pupils are able to find help and support when they have problems.

Commentary

34. All staff feel that the care and support of pupils are very important parts of their responsibilities. Child protection matters and all areas of health and safety are well managed. Regular risk assessments and inspections of equipment are carried out and all departments give appropriate priority to this area so that pupils work in a safe and healthy environment. Accident records are analysed and action taken to remedy any issues that

Marlwood School - 24 may come to light. The school nurse and staff with first aid training provide good care for pupils who are unwell. In addition to advising on health matters, the school nurse also makes a valuable contribution to the pastoral programme and is a person in whom pupils often feel confident confiding their problems.

35. All staff have a strong commitment to their pupils’ well-being and achievement. Pupils recognise this and the majority consult staff when they have problems or concerns knowing they will be listened to and helped. The pastoral system is carefully structured; tutors and year heads move through the school with their pupils so that they build good relationships and a depth of understanding and knowledge about the pupils in their care over a period of time. Assessment procedures are well managed so that staff are able to track the progress of pupils and their personal development. Through regular exchanges of information about pupils both on an informal level and through formal monitoring procedures, staff are able to identify quickly concerns about pupils so that rapid and well targeted intervention is possible. For example, for pupils who are showing signs of loss of motivation with their work or school in general, referrals can be made to the Learning Mentor and a variety of strategies and support systems put in place to help them continue their studies and achieve in what they do. The good care and guidance provided by staff is recognised and valued by pupils.

36. Induction arrangements for pupils entering Year 7 and at other times are equally well organised, sensitive and very supportive so that the transition to a new school is as calm and reassuring as possible. Parents are especially pleased with the care taken to help their children settle in school. Careers guidance, through the pastoral programme and also additional support provided by Connexions, is satisfactory providing pupils with a sound understanding of their own strengths and possible careers routes. In one careers lesson, though the careers library is well organised and very available to pupils, computer access was limited which meant that accessing computer based careers packages was restricted. Information about courses in Years 10 and 11 and after Year 11 is effectively presented and plans exist to improve this area further. For example, information about courses in the sixth form, and other opportunities which exist for education after the age of 16, are already being announced to younger pupils, with sixth form students talking about new courses available and how they have enjoyed them.

37. A very good feature of the school is the regular consultation of pupils especially through the School Council which meets on a regular basis and operates in close partnership with the Year Councils. The School Council have been very well involved with the recent initiative to look at behaviour in the school and produce a new behaviour policy. Pupils show a keen grasp of their role and responsibilities and have already contributed significantly to the development of aspects of school life that affect them closely. Courses and new initiatives are discussed with pupils and they are asked to give their views. Such consultation ensures pupils feel well involved in their own learning and in their school generally and this contributes well to their mature approach to what they do as they feel they are part of a learning partnership. Many of them, however, say they would like a review of school uniform.

Sixth form

38. The overall quality of support, advice and guidance in the sixth form is good. The school has undergone a year in which there was an interim arrangement to cover the

Marlwood School - 25 responsibilities of head of sixth form. The newly appointed head of sixth has made an immediate impact and is at the heart of the positive atmosphere. An open door policy ensures that students feel cared for and free to approach staff. The head of sixth form and pastoral staff have a very good knowledge of the students in their care and are readily available to help with any concerns and provide good advice and support. There is a relaxed atmosphere in the sixth form but also a lively buzz of activity and work; it is vibrant and happy. Students’ views are widely and regularly canvassed. A very good example of this is the regular evaluation of courses that students are asked to do so that they can comment on the value, interest and content of the courses they study.

39. Students’ questionnaires revealed a good level of satisfaction with their sixth form and during the inspection this positive view was enthusiastically confirmed. They are especially positive about the enrichment programme which is available to them and takes them out into the community where they show the same sense of pride in the roles they undertake as they do in school. Some expressed concerns about the careers advice they received before joining the sixth form and also advice about university applications and these comments have been passed on to the school, but the inspection team found this area to be satisfactory and is aware that plans are in place to improve it further. Students enjoy being part of the sixth form; they believe they are well taught, a view confirmed by the inspection. Partnership with parents, other schools and the community

The school has a good partnership with parents, which is continuing to develop. Links with schools and colleges are very good and well maintained. The partnership with the community is good and much valued by the school.

Main strengths and weaknesses

· Parents’ views are sought regularly and valued. · A good range of well presented information is provided for parents, though the content and style of annual reports to parents is an area for development. · Very good links with other schools, colleges and universities have provided enrichment for the school and its pupils and extended learning opportunities. · Community and business links are well used to provide extended learning opportunities for pupils.

Commentary

40. Parents are pleased with many aspects of the school. They are happy that their children like school, make good progress, and are encouraged to work hard and do their best. Parents also feel comfortable about approaching the school if they have problems or concerns. Some parents were concerned that the school did not do enough to seek their views or take account of their suggestions. The inspection found that the school consulted parents well and an especially appropriate example was the involvement of parents through a questionnaire in the whole school initiative to improve behaviour and prepare a new behaviour policy. Some parents had expressed concerns about behaviour and bullying; although the inspection team judges behaviour to be good overall, some unacceptable behaviour was seen during the inspection. It is commendable that parents had been involved in the new initiative, and the successful implementation of the new behaviour policy is very important for the future success of the school. Criticisms from a

Marlwood School - 26 number of parents about the range of extra-curricular activities are not justified as these are very good.

41. Parents are kept well informed about what is happening by regular informal letters and the popular Grapevine publication. The prospectus and Governors’ Annual Report to parents are comprehensive and present data and information clearly. Pupils’ annual reports are well structured setting out helpfully what pupils have studied and allow pupils to comment on each subject. However, analysis of progress is not sufficiently detailed or effectively linked to national criteria. Pupils set targets for improvement, but these are very general, not easily measurable nor sufficiently specific to give parents a very clear picture of exactly how their children can improve their work. Short termly reports give parents a rapid overview of their child’s progress in terms of effort and attainment and are welcomed by parents. Consultation evenings and a range of very helpful booklets about courses and option choices are attractive and very well presented, providing a valuable stock of information for parents to consult when they need to. The support given to the school by the PTA is greatly valued and a reflection of the loyalty of parents towards the school.

42. Pupils with special educational needs and their parents benefit from very good liaison with all the appropriate external agencies and support services. All requirements of the Code of Practice for Special Educational Needs are met fully, and parents are included very fully in arrangements for provision to meet pupils’ needs.

43. The contribution of the community to pupils’ achievement is good and they are encouraged to join in a diverse range of local events and initiatives which extend their studies but also help them to mature and develop an awareness of their roles as citizens. The generous use of time by members of the business community in organising mock interviews and providing places for work experience for pupils is greatly valued. Pupils are generous in response to charities, both local and national, and perform in productions and join in local events with enthusiasm. The school is available for community use and regularly hosts sports events for local primary schools. Links to local agencies are well used and effectively co-ordinated by the school to extend the very good pastoral and academic guidance for pupils. For example, the support given to the school by the Education Welfare Office in improving levels of attendance has been very helpful.

44. The links with local feeder schools and a range of other education establishments is a notable feature of the school. Support and developing innovative work, linked with important education initiatives as a Beacon School, is extensive and overall very good. After school in-service training initiatives for staff and support for local primary schools are but two of the regular educational commitments of the school. It is through the very good links established with local primary schools and careful organisation that the school has developed very good transfer arrangements. Parents certainly appreciate the careful way in which their children are helped to adjust to the secondary stage of their education.

LEADERSHIP AND MANAGEMENT

Leadership and management are very good. The headteacher provides very strong leadership, giving the school a clear sense of direction; he is ably supported by senior managers. The school is very well governed by very committed governors who show vision and drive, though the statutory requirement for daily collective worship is not met.

Marlwood School - 27 Main strengths and weaknesses

· The headteacher, senior managers and governors have a very accurate view of the school’s strengths and weaknesses. · The school development plan, together with the science college development plan, is very good, with a sharp focus on ways of raising overall performance. · Leadership and management of middle managers are good, with much very good practice. · The sixth form is very well led and managed, with a clear understanding of future development needs.

Commentary

45. The governing body is well organised with a strong committee structure. Governors provide a very good blend of professional and parental insights and strengths, which are very effectively harnessed for the benefit of the school. Committed to promoting improvement and providing the best for all pupils, they both support and challenge staff to drive the school forward. Through the committee structure and curriculum links, governors are involved in all stages of policy formulation, planning and scrutiny; as a result, they are very influential in forming the vision for the school and very good in understanding its strengths and weaknesses. They are aware that the school does not provide a daily act of collective worship but state that limitations in the accommodation prevent the school’s meeting this requirement being met in full. Governors regard ongoing training and refining of their skills as very important, and monitor carefully all training courses available as well as governors’ participation. They provide good support for the senior management team and have been determined and perceptive in their approach to the appointment of new key staff to the school. Nearly all the present senior management team have been appointed in the last two years, and it has been with a clear set of priorities for future developments that new appointments have been made. Indeed, the key task for the new headteacher and the new senior management team has been, and still is, to get the right blend of building on the considerable strengths of the school, developed over many years and enjoying a very good reputation, and moving the school forward in innovative and challenging ways to meet the needs of all pupils, including increasing numbers with social and behavioural problems.

46. The headteacher, appointed in September 2003, has made an immediate impression on the school and identified, through outstandingly clear vision and careful review, the main priorities for improvement to promote the best possible provision for pupils. Clarity, energy and a sense of purpose have been harnessed well to re-organise responsibilities, develop a committed and skilled senior team and work with governors and staff to determine a shared vision for the school, and structure this into a succinct and practical development plan. Staff have made, and are making, a strong contribution to the school and have welcomed and adjusted to changes in leadership and approach with a positive and professional will. The senior management team have complementary skills and provide very effective partners with the headteacher and other staff in promoting innovation, such as the comprehensive revision of new pathways in the curriculum planning and a thorough review of behaviour. Indeed, issues identified by the inspection team for further development have already been clearly recognised by the headteacher and senior staff. The school development plan is a very good document with a small

Marlwood School - 28 number of clear priorities, broken into manageable objectives which, in turn, become a series of precise targets with action plans and success criteria. It should be a powerful tool for development and evaluation. The nine objectives within the three priorities are exactly right, and stated with commendable clarity. If the plan is fully and successfully implemented, the strengths of the school will be accentuated, and its relative weaknesses, including variations in pupils’ performance, in teaching and in pupils’ behaviour, largely eliminated. It is at the heart of what successful leadership and management are all about. Sensibly, it is short term whilst a longer term strategic plan is formulated by governors and through the school’s consultation processes.

47. Leadership and management of heads of subject and heads of year are good. In subject areas they are particularly strong in English, mathematics, science, art and design, design and technology, history, modern foreign languages, religious education, drama and special educational needs. In most areas, subject leaders set a good example by their own practice, have a clear view of ways forward and manage other staff as an effective team. Monitoring pupils’ progress through effective assessment arrangements and monitoring the quality of teaching are areas for further development in some subjects. The management of special educational needs very effectively ensures very good provision for pupils with special educational needs because the large team of teachers and specialist teaching assistants are very well deployed and managed.

48. The induction of all staff new to the school, including newly qualified and support staff, is very good. There is a regular series of induction events aimed to guide new staff through the school’s day-to-day running and procedures. The use of mentors and supporters for these new staff ensures that they quickly settle into the school’s routines. The continuing professional development of staff is also very good. Professional development is focused clearly on the needs of the staff and the school, identified in the school development plan and on the targets identified through performance management. The school’s contribution to initial teacher training is another very good feature. There are good links with local teacher training establishments and there are high levels of co-operation.

49. One of the most significant developments recently has been the school’s acquiring specialist Science College status. This has been managed very well. The original bid was very impressive, and now there are many indications of the successful implementation of the plans, including appropriate use of science college funding. The links between the school development plan and the science college development plan are commendably clear, complementing each other very well. A simple, but very effective, paper links the school development plan with science college initiatives, making the tracking of developments clear and the monitoring of the impact robust. All the targets related to science college objectives are being analysed with a precise evaluation of the current position. This is very good practice, giving clear management information for determining future action.

Marlwood School - 29

Financial information for the year April 2003 to March 2004

Income and expenditure (£) Balances (£) Total income 4,680,305 Balance from previous year 62,052 Total expenditure 4,516,657 Balance carried forward to the next 225,700 Expenditure per pupil 3,256

50. Financial management is very good, and is clearly linked to the school’s priorities within the school development plan and science college development plan. Patterns of expenditure are logical within budget constraints which are tight; the school receives significantly less per pupil than the average found nationally for similar schools by about £400, and gives good value for the money it gets. At present, there is a prudent, but not excessive, balance, the use of most of which is planned for strategic developments in the short and medium terms.

Sixth form

51. Leadership and management of the sixth form are very good. The sixth form is seen as an essential and intrinsic part of the school whilst cultivating its own distinctive ethos. There is a developing culture of self-evaluation and critical analysis of performance. The new head of sixth form is already making a significant contribution to the sixth form, and has a clear understanding of where and why there are areas where improvement is needed. She also has a very clear view of the future development of the sixth form, and the introduction of the new enrichment programme in Year 12 is an example of decisive and immediate action. Future developments will include the development of more vocationally orientated courses for less academically inclined students to provide better pathways from Years 10 and 11. The head of sixth form is ably supported by the experienced heads of year and team of tutors. This ensures that the sixth form is managed very well on a day-to-day basis, and the new communications system between staff and students is commendable. Students’ work is monitored well and students are encouraged to give time to help younger pupils in the school with library research and reading, to help in local primary schools, to help with staff duties at breaktimes and lunchtimes and to provide a drop in and talking facility for younger pupils in the school. Most sixth formers do this willingly, an indication of the good ethos which is cultivated by those responsible for the sixth form.

WORK RELATED LEARNING

52. The school’s provision for work related learning (WRL) is satisfactory as statutory requirements are met. There is no co-ordinator at present, but it is effectively managed by two members of the senior management team. There is a WRL development plan which addresses clearly areas for improvement. The school is undertaking a cross-curricular audit of departments in relation to WRL at present. A strength of the provision is the school’s STAR programme for some pupils in Year 10 which addresses the need to balance vocational and work related learning with fewer GCSE examinations for lower attaining pupils. It is a well run and carefully planned course. Careers education is satisfactory and pupils in Year 10 have a work experience programme which is popular

Marlwood School - 30 with them and well regarded by employers and parents. Year 11 pupils are given interviews and debriefing opportunities by local employers. Whole school events such as an Industry Day and activities during activities week, as well as work during tutor periods and TCP (tutor, citizenship and PSHE (personal, social and health education) lessons help develop the overall provision in Years 7 to 9.

Marlwood School - 31

PART C: THE QUALITY OF EDUCATION IN SUBJECTS AND COURSES

SUBJECTS AND COURSES IN KEY STAGES 3 and 4

ENGLISH AND MODERN FOREIGN LANGUAGES

English

Provision in English is very good.

Main strengths and weaknesses

· Pupils attain well above average standards by Year 11 and achievement is very good. · Pupils achieve well because of the very good teaching and their own positive attitudes to learning. · There is an improving trend in standards because of the very good leadership and management of the subject. · The procedure for monitoring and evaluating pupils’ performance across Years 7, 8 and 9 lacks rigour.

Commentary

53. Standards in the 2003 national tests at the end of Year 9 were above average for boys and girls and this represents good achievement when account is taken of their average writing skills on entry to the school. This is the second year of above average results compared to well above average standards attained in 2000 and 2001. The results were the same as those attained at the time of the previous inspection but were below the standards reached in mathematics and science, particularly in terms of attainment at the higher levels 6 and 7. Results improved significantly in 2004 with the proportion of boys and girls reaching levels 6 and 7 rising markedly. This was because there was greater emphasis in the teaching on improving writing skills, a factor which also influenced the most competent pupils’ performance at GCSE in 2004.

54. The proportion of pupils obtaining a grade in the A* to C range in the 2003 GCSE English language examinations was well above average for boys and girls and achievement was very good. The proportion of Year 11 pupils entered for the examination was well above that seen nationally and nearly every candidate passed. This testifies to the very good progress made by the least competent pupils. Fewer pupils, however, attained at the highest A* and A grades when compared to the performance of the most competent boys and girls in mathematics and science. The results were similar to those obtained at the last inspection. Attainment in the 2003 English literature examinations was broadly similar to that in English language. There was a significant improvement in the proportion of boys and girls gaining the highest A* and A grades in the English language examinations in 2004.

55. Pupils’ learning is very good because of the quality of their analytical writing and their ability to use the English language fluently and flexibly in a range of contexts. Achievement

Marlwood School - 32 is also very good because the standard of writing seen in Years 9 and 11 is well above that expected nationally. Pupils from different cultural backgrounds attain equally well. Boys and girls who have special educational needs also make very good progress and their work is of a standard to attain worthwhile GCSE grades. There is a proficient use of computers by all pupils to improve the quality of writing. There are some pupils, mainly boys of average and below average competency, who do not structure their extended writing in a coherent and logical manner. They often fail to paragraph their work correctly. Standards of reading are well above average and the issues they reflect on in that reading make a significant contribution to their moral, social and cultural awareness. Speaking and listening skills are well above the standard seen nationally. Pupils are confident and articulate when speaking in groups and to the whole class and they listen well, showing respect for each other’s views. Achievement in developing reading, speaking and listening skills is very good.

56. Achievement over time is very good because of pupils’ positive attitudes to learning and good behaviour. Even the few reluctant learners are managed well and encouraged to persevere. Pupils form good working relationships in the classroom and are supportive of each other. The very good teaching underpins pupils’ achievement. There is excellent subject knowledge and teachers regularly review the way they work and plan their lessons to take account of the learning needs of individuals and groups. This has resulted in greater pace and rigour in the teaching which has contributed to the improvement in standards. Expectations are high. The library is used extensively as a learning resource and the librarian works closely with teachers to improve pupils’ reading and research skills. Electronic teaching aids are used to good effect, as are high quality teacher produced materials. Pupils participate in an extensive range of extra-curricular activities which extend their understanding and enjoyment of the subject. There are a few occasions when lessons are taught outside of the subject base. Time is then lost in movement and teachers do not have ready access to resources.

57. Leadership and management are very good. Well-managed teamwork to improve teaching and learning has been a factor in securing the raising of standards evident in the 2004 results and in the work seen during the inspection. There is a strong sense of common purpose and morale is high. Clear developmental priorities are in place to improve further the quality of pupils’ writing and the range and complexity of their reading. There have been significant improvements since the last inspection in raising standards, in using computers as a teaching and learning aid, in introducing pace into lessons and making better use of time, and in teachers working collaboratively to share good practice. Pupils’ progress in Years 7, 8 and 9 is not tracked against national expectations on a regular basis and so they do not know how successful they are in developing the competencies required by the subject. The department is aware of this and it is a developmental priority. There is the capacity to improve further on the already very good provision because teachers are self-critical and are committed to on-going professional development.

Language and literacy across the curriculum

58. Pupils enter the school with average English language and literacy skills. By the time they leave, however, their competency is well above that seen nationally. Boys and girls are writing and speaking fluently by the end of Year 11 and they can interpret and evaluate the texts they meet in all subjects. They progress well because of the work undertaken by the

Marlwood School - 33 literacy co-ordinator to disseminate good practice and the willingness of staff to incorporate that practice into their teaching.

59. Effective teaching strategies are in place in science and history for developing pupils’ ability to write at length. Pupils read well in modern foreign languages because of the structured reading programme. There is good oral work undertaken in design technology with pupils speaking at length about their work. The librarian works closely with subject areas to provide opportunities for pupils to develop their language and library skills. Such good practice is ongoing and contributes significantly to pupils’ well above average standards.

Modern foreign languages

Provision in modern foreign languages is very good.

Main strengths and weaknesses

· GCSE results are consistently well above national averages. · The perceptive leadership of the department is leading to improvements in teaching. · The use of National Curriculum levels gives pupils a clear understanding of their attainment.

Commentary

60. In the 2003 GCSE examinations, the percentage of pupils in both French and German gaining the higher grades A*-C was significantly above national figures and achievement was very good. At the highest grades of A* and A, both boys and girls bettered the national average significantly. Pupils’ results in languages are better than in their other subjects. The pattern of results is consistently better than the national pattern. The difference between boys and girls is much less marked than usually found.

61. By the end of Year 9, standards in both languages are well above national expectations and pupils speak and write with confidence. Average attaining pupils early in Year 9 are already working at levels normally expected at the end of the year. Lower attaining pupils and those with special educational needs can communicate basic information even where there are simple mistakes. By the end of Year 11, standards in both languages continue at well above national averages. Pupils benefit from teachers’ guidance to show the features of quality writing that attract the higher grades in course work. Their speaking and listening skills are very good as a result of the opportunities created for practice. In all year groups, achievement is very good.

62. Teaching in both languages is very good. A key feature is the high level of expectation. Teachers challenge the pupils by teaching in the foreign language. As a result pupils develop good listening skills. Planning has a strong focus on activities to develop the key skill of speaking and pupils gain the confidence to converse in a range of basic situations. Teachers encourage pupils to think for themselves and initiate questions. The increasing use of National Curriculum levels makes pupils understand their attainment and targets. Work is marked with encouraging comments but there is less consistency in the expectation for neat presentation. Pupils have positive attitudes to language learning and their willingness to be active learners contributes to the high standards.

Marlwood School - 34 63. Leadership and management of the department are excellent. The head of department sets a good example through his own teaching and commitment. The department works well as a team. Thorough analysis of the work of the department has identified the issues for development. Staff participation in professional development is reflected in much exemplary practice, which is shared. An extension of the current arrangements for lesson observation could enhance this sharing of good practice. The opportunities arising from having a departmental computer suite are being used to enrich teaching. The department offers opportunities to visit both France and Germany. A survey shows that those students participating have increased motivation for language learning and at GCSE have improved by one grade. Since the last inspection improvement has been good. High standards have been maintained and there are improvements in assessment and in the use of ICT.

MATHEMATICS

Provision in mathematics is very good.

Main strengths and weaknesses

· Pupils’ achievement is very good, and standards are well above average. · Overall, teaching is very good. · There are very good extra-curricular activities. · In some lessons pupils’ misconceptions are not identified and corrected quickly enough. · Leadership is very good and the teachers are well qualified and dedicated.

Commentary

64. Standards in mathematics are well above average by the end of Years 9 and 11. In the national tests at the end of Year 9 in 2003, 85 per cent of the pupils attained at least the expected level 5, and 64 per cent were one level higher. These results were above the average for similar schools. Over the last five years attainment in these exams has steadily improved. In 2004 the results were broadly similar. In the GCSE examinations in 2003, 66 per cent of the pupils gained a grade A* to C, which was well above average, and this standard was broadly maintained in 2004.

65. The overall achievement of the pupils from their entry into the school up to Year 11 is very good, although there are some small groups of pupils who are not always achieving as well as this. This includes higher attaining pupils in some groups who are not being challenged sufficiently, and some of the lower and middle attaining pupils, who from time to time find the concepts and processes too difficult to understand. The achievement is very good because of the overall quality of the teaching, and a good attitude to learning on the part of most of the pupils. The pupils with special educational needs achieve as well as their peers, due to their inclusion in the appropriate sets, slightly smaller classes, and additional personal support from their teachers and learning support assistants, except during the short period they spend in the mixed ability classes in Year 7 when the support for them is inadequate.

66. The overall quality of the teaching is very good. As a result, the pupils make very good progress in many lessons and usually make at least good progress. Two lessons in every five are very good, an equal number are good, and the remaining one lesson in five is at

Marlwood School - 35 least satisfactory. A key feature of all the lessons is the way the teachers use the technology of interactive white boards to provide dynamic demonstrations of key mathematical principles and processes. This is only limited by the fact that most classes in Years 10 and 11 must spend one or two lessons each week in classrooms which do not have this equipment. The teachers are all good mathematicians, and they explain processes and model how to solve problems clearly and accurately. In the best lessons, there is a very good learning atmosphere, and the pupils are challenged to think about underlying concepts and to solve problems, but in a few lessons there is not enough of a problem solving approach or enough challenge for the more able pupils. In lessons with weaknesses, the main issue is a lack of a systematic way of finding out whether pupils have understood the concepts and processes being taught. As a result, some pupils have misconceptions which are not quickly enough corrected, and this inhibits their progress.

67. Most of the pupils take care and pride in the presentation of their work, although a significant minority would find that with more attention they would cut down on mistakes and have exercise books better suited to effective revision. Most of the pupils work hard during the lesson, support each other well, and maintain a high level of concentration on the task in hand.

68. The leadership and management of the department are very good. Pupils cover all areas of the curriculum at an appropriate level. Standards of numeracy are good overall, although lower attaining pupils would benefit from more active mental arithmetic practice. Assessment of the progress of individual pupils to identify and reverse underachievement is very good. There are some inconsistencies in departmental practices, for example in the marking, but in general the department is very well organised, and there are good opportunities for the teachers to share good practice and improve their professional standards. The department is well resourced.

69. Improvement since the last inspection has been very good. Standards have risen, and pupils’ achievement, that is their progress in the long term, has improved mainly because the quality of the teaching has improved.

Mathematics across the curriculum

70. Standards of numeracy are very good, and in all subjects the pupils are able to use their mathematical knowledge and numeracy skills to enhance their learning across the curriculum. The numeracy policy provides good enhancement opportunities for pupils; however, it does not yet systematically ensure consistent practices, both in the use of numeracy and in the work of departments other than mathematics, in encouraging and developing higher standards of numeracy, particularly in lower attaining pupils. In mathematics lessons, more could be done to develop the numeracy skills of such pupils. During the inspection, some good examples were seen where the good standards of numeracy and mathematics enabled the teachers and pupils to enhance their studies. This was particularly the case in science, design and technology, and geography.

SCIENCE

Provision in science is very good.

Main strengths and weaknesses

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· Standards attained are well above national expectations for all year groups. · Pupils of all abilities achieve very good improvements in standards year on year. · Teaching and learning are both consistently very good. · Very good leadership and management of key factors are the basis for significant improvements in standards since the previous inspection. · Very good initiatives, linked to the new Science College status, have broadened very successfully provision in Years 10 and 11. · Necessary action is underway to recoup the falls in standards which occurred during 2003-2004.

Commentary

71. The standards attained by the ends of Years 9 and 11 are well above national averages. Standards in the national tests at the end of Year 9 in 2003 were well above average, including a significantly higher than average percentage attaining Level 7 and above. Year 11 science results in GCSE in 2003 were well above average, including a very high percentage attaining A and A* grades. Hardly any students finished their GCSE course with results below E grade. However, the 2004 results showed significant falls compared to results for 2003 both for national tests at the end of Years 9 and for GCSE at the end of Year 11. But standards during the inspection, held during the fourth week of the new school year, are already well above nationally expected levels for all year groups.

72. Achievement is very good overall. By the end of Years 9 and 11, in 2003, pupils improved their attainment much more than the average improvement for all pupils. The extent of such improvement by the end of Year 9 in 2003 was very high. Achievement during the inspection for all year groups remains very good. For example, achievements of pupils in Years 7, 8 and 9 are almost invariably very good. Achievement for Years 10 and 11 varies from excellent to satisfactory.

73. Teaching and learning are both overall very good. During the inspection no unsatisfactory teaching was seen, and good number of lessons are excellent, providing an inspirational experience for the pupils. Learners acquire and consolidate new understanding very efficiently. Teachers plan very well so that lessons are full of variety and interest. Teachers drive lessons hard, both for the pace of work and the quality of thinking they demand. Feedback to pupils, about their work and how they can improve it, is very clear.

74. Several factors influence standards, all positively. Leadership and management are both very good. Steady and good improvements have been secured for attainment, achievement, teaching and learning since the previous inspection. There is an excellent staff team because of the teachers' strong specialist capabilities plus the very fine skills of the technicians. The curriculum is very good. Years 7, 8 and 9 are very well served by the responses of managers to Key Stage 3 initiatives, especially those for science and for language and literacy across the curriculum. New courses for pupils in Years 10 and 11 are very effective so that both gifted and talented pupils, and those who find science difficult, achieve remarkably well. The provision of after school enhancement courses to enable significant numbers of able pupils to take GCSEs in each of the separate sciences and the introduction of a more practical and vocationally based ‘21st century science’ course for some pupils has very successfully broadened the science curriculum to meet the needs of all pupils. Recent investments in new accommodation, plus ample and much improved facilities for ICT, are already enhancing standards.

Marlwood School - 37

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology (ICT) is satisfactory.

Main strengths and weaknesses

· Pupils are not achieving as well in ICT as they are in most of their other subjects. · There is insufficient continuity and progression in pupils’ learning in Years 7 to 11. · ICT is increasingly used to support learning in nearly all the subjects of the curriculum, and many teachers use ICT enthusiastically and effectively in their teaching.

Commentary

75. Standards in the teacher assessment at the end of Year 9 in 2004 were around average although a lower percentage of pupils reached the higher levels than nationally. The school is entering a group of pupils for the GCSE examination at the end of Year 11 for the first time in 2005. There are no other assessment data for 2004.

76. Standards at the end of Year 9 are average. As pupils enter Year 7 with average knowledge and skills, achievement during Years 7 to 9 is broadly satisfactory. The programme of study has recently been updated to ensure that all pupils in Years 7 to 11 get some specialist ICT teaching, a situation which did not occur in the past. However, the coverage in Year 9 does not consistently develop pupils’ skills, and, although there is specialist teaching, it is not always challenging enough. Pupils are able to create simple multi-media displays, spreadsheets, posters and word processed documents, but lack experience of more advanced data-handling techniques. By the end of Year 11, standards are also average. Pupils have varied knowledge and skills on entry to Year 10. Those who are not on an examination course are able to maintain their skills adequately in other subject areas. Pupils are achieving well in the current Year 10 GCSE classes but standards in the Year 11 GCSE group are below average. Overall, achievement is satisfactory. Girls generally do better than boys, in line with the national picture. This is because, with some notable exceptions, they tend to be more focused and better organised. Pupils with special educational needs are supported adequately in lessons, but there was no specific planning for their needs in lesson plans that were seen during the inspection; they do, however, make satisfactory progress. There are some talented pupils, including some with special educational needs, who are given opportunities to follow their interest, such as programming World Wide Web (www) pages. They make good progress in their chosen field.

77. Teaching is satisfactory overall and some good lessons were seen at all levels, although more in Years 7 to 9. Teachers use resources well and often set imaginative tasks. In a good Year 8 lesson, pupils linked a World Wide Web site on weather to their own spreadsheets to provide a ‘live’ database. This was a challenging task for the majority of pupils and achievement was good overall because of the clear instructions and powerful software. However, higher attaining pupils were not equally stretched in, for example, interpreting the data and checking their accuracy. Pupils enjoy ICT and are keen to use the Internet and e-mail. They make good use of the online-resources provided by the school and skilfully presented by the teachers. In some lessons they do not always listen carefully to instructions and this slows their progress. In one Year 10 lesson, the class

Marlwood School - 38 could not settle to work because of disruption caused by a group of girls. In the best lessons, teachers use a range of strategies to engage and involve the pupils. The least successful lessons were too teacher-directed and not based enough on an assessment of the needs of different groups or individuals. The department’s new assessment strategies are satisfactory and will involve pupils more in setting targets for improvement. At present, pupils do not know the National Curriculum level at which they are working and, therefore, are not sufficiently sure what they need to do to improve. End of year assessment gives teachers an accurate picture of pupils’ attainment although not, at present, in Years 10 and 11.

78. The leadership and management of ICT in the school are satisfactory. There is a complex management structure with the co-ordinator working with senior managers for some of his time over two years on long-term planning and development of ICT in the school. This has enabled the school to develop the networking and software resources well. The range of computer and laptop suites provide a good service to most subject areas in the school and these are effectively used. The school has made efforts to improve achievement by introducing more specialist ICT lessons and by introducing an examination course. ICT rooms are available to pupils at all levels at break and lunchtime. The teachers run an all- girls ICT club which helps to stimulate interest and confidence in using ICT. However, there is a lack of overall drive on standards through tackling issues in teaching and learning. The provision of resources and the training and motivation of staff to use ICT has been done well. Some teachers are providing good role models for others, for example in science, geography or modern languages. Occasionally lessons have been dogged by technical problems but generally lessons are enhanced by the use of prepared interactive whiteboard presentations. The ‘virtual classroom’ promises to be a powerful tool for learning and is already appreciated by some groups of pupils.

79. Improvement since the previous inspection has been satisfactory. Developments have generally kept pace with current trends. The improvements to the provision of resources and to the curriculum have meant that pupils now experience a wider range of opportunities than at the time of the previous inspection.

Information and communication technology across the curriculum

80. The pupils’ competence in ICT is average at the end of Year 9. Their knowledge and skills enable them to search for and present information in a range of ways and for a variety of audiences. Fewer pupils than might be expected can select appropriate software to tackle tasks such as financial planning or managing a database. At the end of Year 11 competence is average overall. Pupils can design posters or animated presentations and create a range of different documents such as leaflets, CVs or World Wide Web pages. In other subject areas, pupils’ competence is adequate for them to undertake tasks such as designing electronic circuits or 3-D images, logging data of sound levels or researching the population of Brazil.

HUMANITIES

Geography

Provision in geography is satisfactory.

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Main strengths and weaknesses

· Teaching is good with a widening range of methods in use that are now having a positive impact on learning. · Standards, particularly at GCSE, are not yet improving sufficiently quickly. · The subject makes good contributions to citizenship and to pupils’ spiritual, moral, social and cultural development. · More analysis of data and links with examination boards would help to raise standards.

Commentary

81. Results in GCSE examinations in 2003 were average, though more boys attained the higher grades than did so nationally. Boys and girls did less well in geography than in than in their other subjects. The proportion of pupils attaining the higher grades in 2004 declined from 2003. Standards vary from year to year and are not showing a sufficient trend of improvement. On entry to the school pupils have average standards of geographical skills and knowledge. By the end of Year 9, standards are also average. All pupils, including those with special educational needs, and pupils with English as an additional language, show satisfactory achievement in Years 7 to 9. In Years 10 and 11, pupils make good progress in lessons but their satisfactory achievement over time doesn’t reflect the good progress in individual lessons.

82. Teaching is good and this leads to good learning in most lessons. Teachers are well prepared, well qualified and employ a range of strategies to make classwork interesting, relevant and enjoyable. Behaviour is well managed. Lessons are very well planned with good opportunities for well-motivated pupils to take responsibility for their learning. Active teaching and learning methods promote good learning and understanding. Tasks and materials are well matched to the needs of most pupils, including good provision to support those with special educational needs and extend higher attaining pupils. There is good attention to use of accurate geographical vocabulary. Literacy and numeracy skills are used well. The latest technologies are employed to fullest effect but are not available in all classrooms. GCSE candidates have clear targets and are keen to attain their expected grades. All these very positive factors should be leading to good achievement over time, but there is not sufficient emphasis on examination expectations in most lessons and this is reducing the impact of the good teaching. Where this emphasis was present, for example in one very good Year 10 lesson on the Kobe earthquake, expectations were very high and a strong examination focus drove the lesson; questioning and general work on plate tectonics were very demanding and pupils responded very well to such challenging teaching, leading to high attainment in the lesson. Generally, homework is well planned and used effectively in all years to extend geographical knowledge.

83. Leadership and management of the department have many strong aspects and are satisfactory overall. Planning is sound and assessment is good; however, attainment data is not analysed and used critically enough to identify opportunities to raise performance. Leadership is not focused strongly enough on raising examination standards. There is not enough inter-action with GCSE examination boards, and GCSE coursework is not managed well enough. These are factors that are holding back achievement in a subject that, in many other respects, has good features. For example, well planned citizenship

Marlwood School - 40 and spiritual, moral, social and cultural topics are good features in work for all years. There is some use of ICT in all years but this still needs development, and, overall geographical learning resources are relatively limited. Standards in GCSE and in Key Stage 3 have declined relative to national averages since the last inspection and there has not yet been sufficient improvement. However there have been some good developments, and there is much potential for future developments.

History

Provision in history is very good.

Main strengths and weaknesses

· Standards are well above the national average in Years 9 and 11. · Very good use is made of visits to historical sites and the department is very well led. · Teaching is very good because lessons are very well planned and resourced. · The subject provides very good support for development in literacy and citizenship. · Computers are used well for coursework but they are not available in classrooms. · Independent learning is encouraged but some pupils do not respond or behave well enough.

Marlwood School - 41 Commentary

84. By the end of Year 9, standards are well above average. The trend at GCSE at A* to C grades has been well above the national average. In 2003 a very high percentage of pupils were awarded the highest grades. Present standards are well above average. Boys achieve as well as girls and they make valuable contributions in class discussion. Pupils achieve very well at GCSE because of their own very good attitudes and because of the quality of teaching and learning. Planning is focused on the need to improve standards in literacy and to promote skills and understanding as well as knowledge. There is a clear focus on independence in learning in most lessons. However learning and achievement is sometimes affected by the unsatisfactory behaviour of individuals.

85. Teaching and learning are very good and the most successful lessons promote active learning and a high level of participation by pupils. In Year 9 pupils talk enthusiastically about the topics that they are studying and, for example, the majority have a good understanding of why women wanted the vote because of the role-play approach used. Work on the First World War is clearly very well planned and pupils experience field trips to the battlefield sites as well as in the local area. Pupils in Years 7 and 8 achieve very well because they are encouraged to develop a high level of skill in, for example, using and evaluating evidence. In Year 9 a recent focus on extended writing has produced some very good results. Higher attaining pupils produce excellent work on Edwardian England while average and lower attaining pupils show an understanding of class differences for example in explaining how the poorer passengers were treated on the Titanic. The course work produced by Year 11 is often of a very high standard and, although the department has only limited access to computers, pupils use ICT well for coursework completed at home. The subject makes a valuable contribution to citizenship in, for example, the consideration of public health issues. Most pupils in Years 10 and 11 show the level of ability that is required for success at GCSE.

86. Work is carefully assessed and pupils are given the opportunity to work in pairs and groups and to evaluate and review their own work and that of others. Each lesson provides a variety of experiences and teachers have the high level of knowledge, enthusiasm and expertise that enables them to inspire their pupils. In a Year 8 lesson on witchcraft the subject was made accessible to all pupils by the use of drama. Support for pupils with special needs is very good.

87. Management is good, particularly in the development of resources, monitoring and planning although there is still some variation in the quality of teaching. Leadership is very good and there is a clear emphasis on promoting progression, continuity and a love of history. The subject is very popular and many pupils choose to take it at GCSE. Improvement since the last inspection has been good in raising standards, developing schemes of work and supporting new initiatives such as citizenship.

Religious education

Provision in religious education is very good.

Main strengths and weaknesses

· Examination results are consistently above the national average.

Marlwood School - 42 · Teaching is very good and enables most pupils to achieve well. · Schemes of work are very effective and are shared with pupils. · A small number of pupils cause low-level disruption in some lessons.

Commentary

88. Results in the 2003 GCSE examination were well above the national average for the subject. The unconfirmed results for 2004 suggest that the trend remains towards well above average grades. 89. By the end of Year 9, pupils’ standards are above average overall. In Attainment Target 2 (learning from religion), however, standards are well above average, with pupils able to evaluate religious and other views on questions about meaning and purpose. They can give well-argued accounts of their own and others’ values and commitments in the light of different religious and other views on moral issues. This represents good achievement since pupils enter the school with average levels of knowledge, understanding and skills in religious education. By the end of Year 11, pupils’ standards in the GCSE group are well above average. This represents very good achievement. Standards for those pupils who are not in the GCSE group are above average and they are achieving well. Time allocation, however, is below what is generally recommended in locally agreed syllabuses, and this low allocation of time restricts achievement to good, rather than very good.

90. By the end of Year 9, pupils have secure knowledge and understanding of the key beliefs and practices of Christianity and of the other world faiths represented in Britain, and can appreciate the ways in which such faiths affect daily life. They use specialist vocabulary with growing confidence, although many find pronunciation of some key words difficult. Most pupils have developed high-level skills in empathy and reflection. All pupils move beyond the externals of religion to probe deeper questions of meaning and morality. Throughout all year groups there are examples of lengthy and sensitive writing. Pupils in Years 10 and 11 build effectively on existing skills and knowledge. They form their own ideas on a wide range of ethical and religious issues and can apply their understanding to current situations.

91. Teaching is very good overall. There are many strengths in the teaching, which have a very positive impact on both pupils’ attitudes and the quality of their learning. Lessons are very well planned. Enthusiasm and humour are characteristics of all lessons and intellectual demands are high. This means that pupils enjoy their lessons and rise to the challenges they face. Clear exposition, coupled with effective questioning and prompting makes pupils think beyond the obvious in all year groups. Because of the very good teaching, pupils participate actively in their lessons and are prepared to work hard. Most pupils behave well, although a small number (mostly girls) cause low-level disruption in a small number of lessons which reduces the level of achievement for all pupils in the class.

92. Leadership and management are both very good. There is clarity of vision and a shared commitment to improve. Procedures are supportive and non-bureaucratic. Schemes of work are a particular strength of the department. Religious education was not inspected under the Section 10 inspection arrangements last time, so it is not possible to make a judgement on improvement.

TECHNOLOGY

Design and technology

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Provision in design and technology is very good.

Main strengths and weaknesses

· Overall GCSE results are well above average. · Standards are improving, with those in textiles being very high. · Very good teaching generates high standards, very good achievement and very positive attitudes towards learning. · The subject is being very well led with a clear vision for future developments, and management is very effective. · The current assessment practice does not fully inform pupils of how well they are doing in relation to National Curriculum levels of attainment. · Computer aided manufacturing remains underdeveloped.

Commentary

93. The end of Year 9 teachers' assessment in the subject shows pupils to be attaining above the average when compared with similar schools. This is confirmed by inspection evidence. Pupils are given good opportunities of working in a broad range of materials including electronics. Most pupils enter school with variable skills, knowledge and understanding in the subject and make good progress, achieving well by the end of Year 9. This is because very good teaching develops their understanding of the principles and processes of designing well. Teaching inspires most pupils and they are keen to produce final products that are true to their original design ideas. In achieving this they show good skills in using tools and equipment. The assessment practice is thorough based on the school system but at present does not enable all pupils to be well informed about their National Curriculum levels. The recently introduced system in Years 7 and 8 fully involves the pupils and effectively establishes targets for self improvement and a better match to National Curriculum levels. Lower attaining pupils and those with special educational needs achieve as well as do others due to the very high level of individual support that teachers provide all pupils.

94. GCSE results in most of the design and technology subjects are well above the average when compared with similar schools and are very high in textiles. This reflects a sustained improvement in standards. Results in textiles were reported as well below the national averages in the previous report and are now very high. The unconfirmed GCSE results for 2004 show a further improvement on 2003 reflecting a continuing improvement in standards. Current standards in Year 11 reflect these results and represent very good achievement overall. Literacy and presentation skills are exceptionally good in the work of the higher attaining pupils. All pupils research their work well and there is generally a good balance between computer-generated graphics and free hand work. Making skills are good and often very good with outcomes that are true to the initial design specification. Because of the very good teaching pupils show a very positive attitude towards learning. Very good lesson planning provides pupils with clear objectives and there is a very good sequence in the progression of their work. There is a very high expectation of quality outcomes from all pupils which results in a good sense of pride in their work. Pupils are very articulate and can explain their design ideas lucidly showing a very good understanding of the design process and principles. Teachers mark work regularly and provide detailed, clear, and constructive comments that inform pupils of what they need to

Marlwood School - 44 do to improve. Pupils respond very well to the challenges set them and speak highly of the support and guidance provided by their teachers.

95. Leadership and management are very good and have sustained a good improvement since the previous inspection. Leadership has a clear vision for the direction of the subject and all the teaching staff share in this. The management of the subject is highly effective in ensuring that the policies and practice are implemented with very good support for new teachers and supply teachers covering absences. This ensures the day-to-day delivery of the subject is consistent and very effective. The technical support provided is very effective in supporting the learning throughout the three key stages, but is insufficient to meet the needs of all material areas in this large department. The use of the computer has improved in general and particularly in relation to computer aided design work but a lack of resources in the area limits further developments, both in the use of computers in, for example, food rooms and particularly to program a computer to manufacture a product in all years.

VISUAL AND PERFORMING ARTS

Art and design

Provision in art and design is very good.

Marlwood School - 45 Main strengths and weaknesses

· Examination results are consistently well above the national average. · Teaching and learning are very good, especially in Years 10 and 11 · Leadership and management are very good, with excellent features, in spite of present temporary arrangements. · Access to ICT across the department is limited, which narrows the breadth of experience for many pupils, and the assessment system does not link National Curriculum criteria and levels to self evaluation in all topics.

Commentary

96. GCSE results have been consistently well above the national average over the last five years, and the current Year 11 group are similarly strong. Attainment in lessons and work seen is above the national average in Years 7 to 9 and well above it in Years 10 and 11. High quality displays in the department and around the school both celebrate pupils’ attainments and inspire others. Boys and girls attain equally well, and fellow pupils recognise and applaud success in others. The quality and quantity of work are excellent, especially from pupils in examination groups.

97. Pupils achieve very well. Those with special educational needs achieve as well as their peers, and often work at a higher level in art than in other areas. A wide range of media and styles were seen, including pen and pencil observed drawing, charcoal, pastels, relief and three dimensional work and ceramics. Work based on natural forms shows very good progress and development. There is very clear development as pupils go through the school, and the high expectations of teachers lead to intensive progress and good quality work.

98. Teaching and learning are both very good. Teaching is characterised by high level expertise from fine art to photography and graphics, and linked to very good planning involving clear targets for all pupils. The needs of those with special needs and the most able are taken full account of, and challenge and high expectations are the norm. Very good relationships enable pupils to take artistic risks in a very supportive learning environment, and pupils learn through skill development and applying these skills in a highly creative context.

99. Leadership and management are very good; the passion for the subject shines through, and efficiency and effectiveness are departmental characteristics. The curriculum is broad and balanced, and world art is fully represented; however, access to ICT is not always easy which puts some limitations on the range of activities, and the work related curriculum is by default rather than intent. Assessment is being reviewed, but does not yet link National Curriculum criteria and levels to self assessment in all topics; doing this would sharpen still further pupils’ understanding of the standard they are at. Attitudes and behaviour are always very good, and pupils are determined to succeed while knowing that they will receive all the support necessary.

100. Improvement since the last inspection has been good, maintaining previous strengths and adding new ones.

Music

Marlwood School - 46

Provision in music is good.

Main strengths and weaknesses

· Pupils achieve well in music because teaching is good. · There are good numbers of pupils learning musical instruments. · The quality of extra curricular music is very good. · There is a lack of computers in the department which limits pupils’ experiences. Commentary

101. Standards in the GCSE examination were above average in 2003. In the most recent examination results have dipped. In most years, impressive numbers of pupils opt for music examination courses. They achieve well, especially in performing and composing activities.

102. When pupils enter the school, their standards in the subject are broadly average. By the end of Year 9 standards are above average and this represents good achievement. Pupils can sing and play keyboards with confidence and listen to music using appropriate musical terminology. In Year 11 standards are above average with pupils making good progress. Boys achieve as well as girls and pupils with special educational needs make good progress appropriate to their capabilities. However, the needs of higher attaining pupils are not fully addressed in schemes of work, nor are assessment strategies sufficiently embedded in the curriculum so that pupils know at what level they are working and how to improve their work. Targeting and monitoring procedures need to be used to inform learning. There are very few opportunities for pupils in Years 7 to 9 to experiment with computer music. All these factors limit all pupils reaching their full potential.

103. Teaching and learning are good, with examples of very good teaching. Teachers have secure subject knowledge and generally have high expectations of work and behaviour. Lessons are well planned and activities are varied and well timed. Most lessons have effective starter activities, but tasks do not always cater for the needs of the lower and higher attainers.

104. Opportunities are missed for pupils to evaluate their work in many practical activities and, therefore, learn from this self-evaluation. In all years, strategies for encouraging pupils to become independent learners are not sufficiently exploited. Nonetheless, pupils show good attitudes in music and are generally enthusiastic about the subject.

105. Overall, curriculum leadership and management are good. However, schemes of work do not give enough detail of the link between learning activities and the expected outcomes. A strength of the department is the extra-curricular provision which is very good and is well supported by a team of visiting teachers. There are good numbers learning instruments and this has a direct influence on raising standards, particularly in Years 10 and 11. The department offers a good range of musical activities in break time and lunch times. This makes an important contribution to the cultural life of the school. Improvement since the last inspection has been good with standards maintained and the successful recruitment of pupils on to the music course in Years 10 and 11. The match of work to pupils of different abilities and opportunities to use computers in music are areas still to be fully addressed.

Marlwood School - 47

Drama

Provision in drama is very good.

Main strengths and weaknesses

· Examination results are well above the national average; they have returned to previous high levels. · Improvements in accommodation have improved access to excellence. · Teaching and learning are very good, particularly with Years 10 and 11. · Very good leadership and management build effectively on expertise and passion. · Opportunities to use drama in preparing pupils to live in a multi-cultural society are underdeveloped.

Commentary

106. GCSE results were well above the national average in 2000 and 2001; they dropped in the next two years, but have returned to their previous high level, and the current Year 11 group is very strong. Attainment is above the national average in Years 7 to 9, and well above it in Years 10 and 11. There are many opportunities for the most able to excel, and this was very well shown with the Year 11 examination group, who were working in groups on a wide range of theatre skills to develop a performance aimed at younger primary school pupils. They were clearly very proud of what they were doing, and shared their delight. The very lively extra-curricular programme provides an exciting extension to the curriculum for many pupils.

107. Achievement is good in Years 7 to 9, and very good in Years 10 and 11. Those with special needs achieve as well as other pupils, and indeed do so well in lessons that they cannot be identified by an observer. Progress is based on a balance between skill development and the application of creative ideas and improvisation to make pieces of drama and theatre.

108. Teaching and learning are both very good. All staff have well developed expertise; planning is very good, and clear targets set and shared. Lessons are well structured, and there is a balance between positive support and high expectation and challenge. Relationships are excellent, and consequently pupils feel very secure; they support each other very well. There is a powerful sense of community which leads to a very good atmosphere for learning. Pupils accept responsibility for their own learning, and co- operate and collaborate very well in groupings which are established to match the activity concerned.

109. Leadership and management are both very good. They are built on a sense of excitement and passion, and the teachers’ enthusiasm is matched by pupils’ responses. The accommodation is now very good apart from times when the hall is used for examinations. Resources, built up over many years, are excellent, and the school is devising a way to make them available for community use. The curriculum is broad and balanced, and under constant development; however, elements of drama which would help pupils prepare for life in a multi-cultural society are underdeveloped. The work related

Marlwood School - 48 curriculum is by default rather than intent, but its content is very good. There is a good assessment system which involves peer and self assessment. The good provision at the last inspection has been maintained, and new strengths added.

PHYSICAL EDUCATION

Provision in physical education is good.

Main strengths and weaknesses

· Good quality teaching in lessons leads to consistently good learning by pupils. · The achievement of pupils in GCSE examinations is very good. · Pupils’ achievement is good in all lessons. · Assessment practices are not tied to nationally recognised standards, nor do they directly influence the teaching of the curriculum.

Commentary

110. Standards in GCSE examinations in 2003 were well above the national average for the subject, though they have dropped to around last year’s average level in 2004. In 2003, boys were significantly more successful in the examination than girls.

111. Pupils enter the school in Year 7 with average levels of attainment. Achievement in Years 7 to 9 is good for all groups of pupils, due to a combination of good teaching and high levels of pupils’ motivation in lessons. As a result, attainment improves over Years 7 to 9 to reach an above average standard by the end of Year 9. This is confirmed by teachers’ assessments and by inspection observations. By the end of Year 11, the standard of work seen in the course taken by all pupils remains above average. This represents consistently good achievement for pupils over time.

112. In the work seen during the inspection in Years 7 to 9, there is no significant difference in the good achievement between boys and girls. The same is true of other groups of pupils who have work set which is well matched to their needs. In all lessons, pupils demonstrate increasing control and levels of accuracy in hockey, basketball, soccer, volleyball, rugby, and gymnastics. Pupils know why and how to warm up before strenuous activity, and have some knowledge of the names of the muscles they are stretching. They show increasing confidence to express their evaluations of their own and others’ performances.

113. The work seen in the course taken by all pupils in Years 10 and 11 is above average standard. Many pupils in GCSE groups work at a standard well above the national average, with one or two pupils being capable of exceptional performance. In lessons, pupils work hard to develop their knowledge and understanding of the subtleties of high quality games play, and strive to apply these principles. Pupils have a good understanding of health related exercise. Their knowledge of anatomy is good and they can give the correct anatomical names of the parts of the body being warmed up prior to exercise.

114. Pupils’ attitudes to learning are very good in all years. They respond well to the challenges created by the purposeful approach used within the department. They are enthusiastic, appropriately turned out for all activities and show real enjoyment of the subject. They are

Marlwood School - 49 attentive and listen carefully to instruction. The capacity of most to sustain concentration is good. Relationships between teachers and their pupils are very good. In all lessons, pupils work well both as individuals and when collaborating in groups of varying sizes. They react positively to the high expectations of their teachers and show initiative and a sense of responsibility for their own learning.

115. Teaching and learning are consistently good. Four very good lessons were seen. The specialist teachers have good knowledge of the subject, pay due regard to health and safety, and plan their lessons carefully. This leads directly to good learning. They have high expectations of their pupils and give clear and precise explanations and demonstrations. Pupils of all abilities rise to the appropriate challenges set by their teachers, and they learn effectively. Clear learning objectives for lessons, shared with pupils, ensure that pupils know what they have to do to make progress. Pupils are provided with many opportunities for independent learning. The full use of technical vocabulary contributes to the development of pupils’ literacy skills. Pupils have regular opportunities to observe, analyse and refine their own and others’ work and to comment on performance against specific criteria.

116. Leadership and management are good. The teachers form a well-balanced and experienced team. Their skills are complementary and they support each other well. Assessments are not yet tied to any recognised national standard, though clear evidence suggests that this will shortly be remedied so that pupils know more clearly what they need to do to improve and teachers can link their assessments with national norms. Furthermore, assessments are not used with sufficient rigour to influence the curriculum or the planning of teaching. The department gives many opportunities for pupils to engage in extra-curricular activities both internally and in external competitions, but the distances many pupils travel to school prevents some from participating in these voluntary activities.

117. Overall, improvement since the last inspection has been good. Strengths have been maintained, and most weaknesses have been addressed, although others, such as assessment, are only now beginning to be resolved.

BUSINESS AND OTHER VOCATIONAL COURSES

In addition to business studies, a double award course in leisure and tourism is taught in Years 10 and 11. One lesson was sampled; teaching was good with pupils’ average standards representing good achievement. Their motivation, behaviour and interest were very good, and computers, interactive technology and the internet were used very effectively in both learning and teaching. Some low attaining pupils have the opportunity to acquire a National Skills Profile, and a new work related course for low attaining pupils in Year 10 has been introduced this term.

Business studies

Provision in business studies is good.

Main strengths and weaknesses

· Standards were above the national average in 2003 and they are average in the present Year 11; pupils achieve well although few reach the highest grades. · Teaching and learning are good and resources have been developed well, but access to

Marlwood School - 50 computers is limited. · The department is well led and managed with clear strengths in developing business and curriculum links.

Commentary

118. In 2003 results were above the national average although relatively few pupils were awarded the highest grades. Boys did less well than girls but there were relatively few girls taking the course. There was no evidence of differing achievement between boys and girls in work seen during the inspection. In 2004 GCSE results were lower, particularly at A* -G because a number of pupils failed to complete coursework. The trend is for standards to be in line with those found nationally and standards in the present Year 11 are average. This represents good achievement as standards on entry to the course are below average because pupils from a wide range of attainment choose the subject.

119. Attitudes are good overall and pupils respond well to the good quality of teaching and learn well in class. Pupils in Year 11 work hard in lessons and, in lessons seen during the inspection, they benefited from well-structured tasks provided by their teachers. Both year groups have satisfactory ICT skills and most pupils use their skills well in producing good quality course work that is now completed earlier in the course. Year 11 understand cash flow and the value of break-even analysis very well because of the very good illustrations provided. In Year 10, pupils made good gains in learning because the advantages and disadvantages of partnerships were explored very thoroughly. The highest attaining pupils use their skills in numeracy well although lower attaining pupils are impeded by weaknesses in literacy.

120. Teachers have a thorough knowledge of the subject and all have the experience in business that adds an extra dimension to teaching about the business world. The department has good quality resources and they are well used but not all classrooms have ICT resources. Assessment is very thorough and good use is made of available data including information about pupils’ prior attainment.

121. The good quality of teaching and learning are a result of the good leadership and management of the new head of department. Teachers are supported well and curriculum and resource development have been prioritised so that all pupils can achieve well. The new links with local business and industry now provide a valuable resource for learning. Good improvement has been made since the previous inspection.

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

The programme for personal, social and health education (PSHE) and citizenship is taught in tutorial periods, in subjects across the curriculum, and in regular TCP (tutor, citizenship and PSHE) lessons. The programme is led and managed by the co-ordinator for PSHE and citizenship, and both elements are reported in the following section on citizenship. Citizenship

Provision in citizenship is good.

Main strengths and weaknesses

· Overall, pupils achieve above average standards.

Marlwood School - 51 · Very detailed planning and coverage of the curriculum involves all subjects and all form tutors. · Teaching is good overall and particularly in religious education and geography lessons. · The value of the citizenship and the PSHE curriculum is widely appreciated, but not all teachers are fully committed to, or equally prepared for, its delivery.

Commentary

122. The teacher assessments shows three-quarters of pupils at the end of Year 9 in 2004 achieved the expected standards or above in citizenship. Pupils have a good understanding of their rights and their responsibilities towards each other and the wider community. They understand the duties of a citizen and most are prepared to undertake duties and responsibilities in their school, such as tackling issues which affect them, sitting on the school council and supporting charities. They are less knowledgeable about the way that government works but are familiar with organisations such as trading standards and consumer protection groups.

123. Achievement is good. Pupils improve their ability to find out about the role of the citizen by using a range of information sources. They are prepared to engage in debate and show respect for each other’s feelings and values. Their understanding of the world of work and careers opportunities helps them make decisions and choices about their future.

124. Teaching is good overall. It works best when pupils are fully engaged by the teacher who helps the topics come alive by relating the ideas to his or her own or the pupils’ own experience. Some good examples of team teaching and whole year group teaching were seen where this happened. The lessons are usually well prepared and the teachers have a good grasp of the subject and the resources. In a Year 9 lesson on rights and responsibilities, pupils explored tricky problems involved in buying and selling faulty goods. The teacher presented the ideas well and probing questions revealed that pupils had a good grasp of their rights as consumers. Pupils tend to learn more when they are engaged by visual stimuli or vivid descriptions. Not all teachers do this well and, in some lessons, when the printed resources were slavishly followed, pupils became bored or distracted and learning was limited. Pupils respond well to visiting speakers, such as a police officer or a nurse, who can bring topics to life for them. In less successful lessons, teachers tend to talk from the front of the class with not enough opportunity for pupils to become involved.

125. Leadership and management of the citizenship and the PSHE programmes are very good. The leader has a very clear vision, involving the whole school, in a drive to help pupils become involved in a wide range of school and community activities, as well as following the prescribed curriculum. The leader for citizenship and PSHE works closely with heads of year and other pastoral staff to monitor teaching and learning, as well as the work in tutorial periods. The school has integrated the two programmes very effectively so that all the usual elements of PSHE are followed, including drugs, sex and relationships aspects at the appropriate stages. ICT also plays an important part: pupils are taught how to research and gain useful information from a variety of data sources. They also employ a range of useful tools, for example in choosing career paths using dedicated software.

126. The planning for the curriculum is very good and permeates all aspects of school life as well as being built into most subjects. All subject areas are involved in the planning and

Marlwood School - 52 nearly all teachers involved in its delivery. So, for example, pupils will learn about the concepts of equality whilst studying population in Brazil or how morals arise from different religions in a religious education lesson. History lessons also provide plenty of opportunities for learning how government and institutions arise. Curiously, few pupils know much about our own government and political parties, but could talk about voting and their concepts of citizenship from their studies of Roman times.

127. The assessment process is good in giving the school a picture of overall standards, but it is not yet integrated into teaching and learning. For example, in lessons, pupils are not usually involved in assessing their own progress through clear targets or objectives, as they might be in other subjects.

128. Given the enthusiasm and commitment of the leader for citizenship, there is much potential for further improvement in standards, providing the necessary commitment and enthusiasm is forthcoming from all teachers, both in their specialist subjects and, very importantly, in tutor periods and TCP lessons.

Marlwood School - 53 SUBJECTS AND COURSES IN THE SIXTH FORM

In the inspection, nine subjects and courses were inspected and are reported on in detail. Work in other subjects and courses was sampled and contributed to the overall picture of teaching and learning in the school.

The table below shows entry and performance information for courses completed in 2003, the latest year for which national comparisons are available.

AS results are only shown for students who did not proceed to take the subject at A level.

Level 3 GCE AS level courses Subject Number % gaining grades % gaining grades Average point entered A-E A-B score

School England School England School England

Art and design 8 87.5 80.1 25.0 23.7 31.3 29.9

Biology 21 57.1 65.2 0 11.1 14.8 20.6

Business studies 3 100 76.4 0 16.3 30.0 26.2

Chemistry 8 87.5 72.7 12.5 13.9 30.0 24.1

Drama 2 50.0 86.5 0 19.6 20.0 30.6

Economics 5 60.0 73.6 20.0 20.1 28.0 26.4

English/English language 5 80.0 82.9 0 17.5 22.0 28.7

English literature 3 100 85.9 33.3 19.1 40.0 30.2

French 5 60.0 78.2 0 18.9 18.0 27.6

Design and technology 4 100 74.9 25.0 15.1 35.0 25.3

General studies 83 89.2 73.9 16.9 17.8 30.7 25.7

Geography 6 83.3 74.3 0 19.8 23.3 26.5

German 4 100 81.5 0 19.3 22.5 28.9

History 10 100 80.7 30.0 19.5 36.0 28.6

Home economics 3 66.7 78.4 0 17.6 16.7 27.0

Mathematics 10 90.0 61.9 30.0 17.1 33.0 22.1

Other social studies 15 66.7 69.7 20.0 16.7 23.3 24.1

Physics 12 58.3 68.6 16.7 14.4 19.2 22.7

Religious studies 7 71.4 80.2 0 22.6 20.0 29.8

Sociology 4 100 71.8 25.0 18.4 35.0 25.4

Sports/PE studies 8 75.0 73.2 0 11.4 16.3 23.1

Total 226 81.0 73.9 14.2 17.4 26.7 25.7

Marlwood School - 54

Level 3 GCE A level and VCE courses Subject Number % gaining grades % gaining grades Average point entered A-E A-B score

School England School England School England

Art and design 12 100 98.6 50.0 50.2 93.3 87.5

Biology 26 100 96.4 46.2 39.2 86.9 78.6

Business studies 5 100 98.7 60.0 36.8 96.0 80.1

Chemistry 10 100 97.6 70.0 49.0 94.0 84.9

Drama 8 100 99.5 0 40.1 67.5 83.6

Economics 3 100 98.9 100 52.0 106.7 88.3

English/English language 20 100 99.4 20.0 36.3 79.0 80.9

English literature 17 100 99.5 41.2 46.5 91.8 86.5

French 5 100 98.8 40.0 51.5 76.0 87.6

Design and technology 11 100 97.8 18.2 35.0 70.9 77.9

General studies 44 97.7 94.7 43.2 31.0 85.0 73.1

Geography 23 95.7 98.7 26.1 44.5 70.4 84.0

German 5 100 98.4 0 47.9 68.0 84.8

History 35 100 99.0 28.6 44.6 78.3 84.6

Home economics 3 100 98.1 0 34.6 60.0 76.6

Mathematics 20 100 96.7 80.0 55.6 105.0 88.8

Music 3 100 98.8 66.7 38.9 100.0 81.1

Other social studies 24 95.8 97.4 29.2 42.7 75.8 81.8

Physics 18 94.4 96.7 50.0 44.6 86.7 81.7

Religious studies 8 100 98.8 25.0 46.7 80.0 85.6

Sociology 19 100 98.2 47.4 44.3 89.5 83.6

Sports/PE studies 10 100 98.0 30.0 30.9 72.0 75.2

Total 329 98.8 97.7 39.2 42.1 83.3 81.9

Business VCE 30 100 65.0 40.0 14.6 84.0 60.1

Art and design VQ 10 80.0 69.3 40.0 23.8 70.0 70.2

Total 40 95.5 n/a 40.0 n/a 80.5 85.5

ENGLISH, LANGUAGES AND COMMUNICATION

The focus was on English, but small groups of students take French in Year 12, and German in Years 12 and 13. One Year 12 German lesson was sampled. Teaching was good, and students, who joined the group with high GCSE grades, were achieving well. There are some

Marlwood School - 55 weaknesses in their grammar as they make the transition from GCSE, but, in the lesson, some students had prepared good presentations to give to the group.

English

Provision in English is very good.

Main strengths and weaknesses

· Most students attain well above average results at A level and their achievement is good. · Most students respond positively to the example set by their teachers for intellectual rigour. · Teachers have excellent subject knowledge and work effectively as a team. · A few students under-achieve on the English literature course because they have poor independent learning skills.

Commentary

129. The curriculum provision for students wishing to pursue their English studies in the sixth form is good. English literature and English language courses are offered at AS level for one year and at A level for those students wishing to study for a second year. The subjects are popular with male and female students.

130. In the 2003 A level examinations students attained well above average results in English literature and above average standards in English language. The results were better than at the time of the previous inspection and represent good achievement. The 2004 English language results were similar to those of 2003 but there was a dip in performance in the 2004 English literature results compared to 2003. This was because of under- achievement on the part of some students who failed to work productively outside of lessons because of poor independent learning skills. Students’ performance in the 2003 AS examinations was above average in both subjects and achievement was good. The 2004 AS results were similar to those of 2003.

131. The work seen in Year 13 during the course of the inspection in both subjects is well above the standard expected nationally and achievement is good. Literature students have well developed analytical skills which are evident in the quality of their extended critical writing. Those studying English language understand the concepts underlying language acquisition and development and appreciate its rich and diverse use in a variety of contexts. The interpretation and evaluation of English texts is done well and most students have the maturity to express a personal view on the literature they read. Students are working productively in class. Teachers have identified the causes of the recent under-achievement and are guiding the less competent students on how to work independently. Standards in the fifth week of the AS courses are above average and match the above average attainment of these students at GCSE. They are progressing well in coming to terms with the more rigorous demands of sixth form work.

132. Teaching is very good. Teachers have a thorough knowledge of both subjects and they understand the learning needs of the young men and women whom they know well and respect. This, together with the very good working relationships, engenders confidence

Marlwood School - 56 and high aspirations in the students. There is pace and rigour in lessons and teachers’ questioning challenges students to reflect on their work and speak at length about their learning. The evaluation of students’ work is done thoroughly and constructive advice given on how to improve. Students speak highly of the support and guidance they receive in both subjects. Their understanding and enjoyment of the subjects are further developed through an extensive programme of extra-curricular activities.

133. There is very good leadership and management of the subject. The newly appointed head of department has a clear vision of how to improve on the very good provision she inherits. She is providing strong leadership and already has the loyalty and support of experienced, committed and skilled subject specialists who work effectively as a team. Rigorous systems are in place for evaluating the subject’s performance and for monitoring the quality of teaching and learning. There has been good improvement since the time of the previous inspection, particularly in terms of the increased number of students studying English and the improvement in standards. The department is well placed to raise standards further because teachers constantly review their performance and seek ways to make their teaching both stimulating and challenging.

Language and literacy across the curriculum

134. Students in the sixth form have above average English language and literacy skills. They have a good command of the spoken and written language and can use it flexibly in different contexts. This was seen in all the subject areas inspected.

MATHEMATICS

Provision in mathematics is very good.

Main strengths and weaknesses

· Students work very hard and their achievement is very good, with above average standards. · The overall quality of the teaching is very good and at times excellent. · The curriculum is broad and balanced, although there is no choice in the modules which students can study. · Leadership is very good and the well qualified and experienced teachers show a real enthusiasm for their subject.

Commentary

135. Standards in mathematics in advanced level courses are above average. In the A level examinations in 2003, 80 per cent of the students obtained one of the top grades A or B, which was well above the national average. Male students performed particularly well. At AS level 30 per cent obtained a grade A or B which was well above average. These results were the best for many years. The results both in 2002, and, more recently in 2004, were nevertheless above average, with 64 per cent obtaining a grade A or B in 2004. In the further mathematics examination, five out of the six students obtained a grade A or B.

136. In present work, students’ achievement is very good. In all the classes they work very hard. Many of them are developing a good self-critical approach, and seek a deeper

Marlwood School - 57 understanding of what they are doing. The good quality of the students’ work and its accuracy support their achievement.

137. The quality of the teaching is very good overall, varying in different classes from good to excellent. All the teachers are very good mathematicians, with a good degree of familiarity with the requirements of the syllabus, and their explanations are clear and precise. They provide the students with a very good model for tackling standard mathematical problems. In the best lessons, processes and solutions are examined, and the students are coached through discussions of key concepts to reveal underlying structures and help deepen their understanding.

138. Leadership is very good, and the progress of the students is monitored very well. Because of practical limitations in ensuring that the students can each study the range of subjects available in the sixth form, the department has opted to fix the modules which are studied, rather than, for example, have sets specialising in either mechanics or statistics. This clearly limits students’ choice, but results in a broad and well balanced course. The course is effectively organised, and the students speak well of the quality of the provision which they receive; they are particularly grateful for the unstinting individual support offered by the teachers. They also gain considerable inspiration from the enthusiasm for the subject which is evident in the teaching. 139. Improvement since the last inspection has been good. Although the attainment levels are not as high as at the previous inspection, this is partly a reflection of the increased popularity of the subject and widening range of starting points on to the course. The students’ achievements and the quality of the teaching have been maintained. The department has responded positively to the recent curriculum changes.

Mathematics across the curriculum

140. Standards of numeracy fully support those applications required in subjects in the sixth form. Particularly good practice was noted in science, design and technology, and business studies.

SCIENCE

The focus was on chemistry and physics, but biology was also sampled. There are large- sized groups in all three subjects, and 35 Year 13 biology students were undertaking a residential field course during the inspection. One biology lesson was observed, and some students’ work scrutinised. In the lesson, teaching was very good as the teacher encouraged independent study by clarifying what books and articles in the library could be used to take the work further, and by offering interesting thoughts to broaden and enliven the topic; most students were attaining well above average standards. Standards have been well above average in recent years at A level.

Chemistry

Provision in chemistry is good.

Main strengths and weaknesses

Marlwood School - 58 · Standards overall are above national averages. · Students improve their knowledge and understanding well. · Overall, teaching and learning are both good. · More could be done to tackle variations in standards attained. · Chemistry courses are popular and successful.

Commentary

141. Standards attained at A level are above national averages. Results in 2003, compared to national averages, were well above average for A level and above average for AS level. Results for 2004, compared to results in 2003, are lower for A level, but significantly better for AS. Standards observed during the inspection week varied from below average to well above average. Overall, current standards are above average. Chemistry is a popular and successful subject at advanced level and numbers taking the subject have risen significantly in recent years. Almost all students complete their courses, with very few ungraded results. A high proportion move on from AS level to A level.

142. Achievement is good overall. Students enter the AS course with mostly high GCSE results. The results in recent years show good achievement for both AS and A level courses. During the inspection, in the fifth week of their new AS course, Year 12 students coped well, even with complex work. The work of Year 13 students showed steady improvement over time, as well as very thorough coverage of topics.

143. Teaching and learning are both good. Students study seriously and productively. For example, most are making very effective use of the well-structured opportunities for independent learning. A key asset for students is that their teachers are chemistry specialists with considerable general experience. Lessons are well structured, giving full insights into even the harder elements of A grade work. Marking is detailed and students use the advice well.

144. Other factors have an impact on standards. Leadership and management are good overall. For example, staff create a regular flow of accurate measures of the extent of students' progress. Teachers then adapt their strategies and students know how to improve their knowledge and understanding. However, managers and leaders could do more to tackle variations in standards attained by students. Whilst it is useful that this variation is known to staff, from the progress measures and from the monitoring of teaching by senior staff, more needs to be done to promote strategies to address the problem. Students benefit substantially from access to very good resources such as accommodation, stocks of texts and equipment, and the very good technical support.

Physics

Provision in physics is good.

Main strengths and weaknesses

· Standards are consistently above average. · Those with higher standards on entry achieve very well, but those with lower standard on entry achieve less well.

Marlwood School - 59 · Varied learning activities, backed by very good written resources, engage and support students. · There is good knowledge of strengths and weaknesses in provision and very good sharing of strategies. · Assessment of students’ work and feedback to them is variable.

Commentary

145. Results in the A level examination in 2003 were above the national average. They improved slightly in 2004, continuing a rising trend over the last three years. AS level results were in line with the national average in 2003. Again they improved in 2004, especially the proportion securing a grade. Whilst few females take the course, their results are in line with their more numerous male peers. The subject recruits very well and retention levels are high. Data presented by the school shows that these results represent good achievement.

146. Standards of work seen during the inspection were consistently above average. More than half of the students are working at levels indicative of higher grades A or B and this represents very good achievement for students with higher standards on entry. Those with lower standards on entry make less good progress. Standards in practical investigations are more variable, with some males’ work less good than in their theory assignments and tests.

147. Teaching and learning are good overall, with very good features. Teachers are very well qualified and knowledgeable and this is used to extend students’ wider interests, for instance through university visits and the engineering education scheme. Learning activities are varied, including practical investigations, group research using ICT and students’ presentations to the class. Therefore, students enjoy physics, work well together and have very good attitudes to their studies. Very good booklets provide students with all the information they need about the topics and examination requirements so that they are well prepared. They take considerable responsibility for their learning, checking their answers and re-working homework assignments as necessary. This particularly suits more able students. In better lessons, the teacher’s blend of questioning with explanations is well judged and students’ questions are rarely answered directly, encouraging them to think things through for themselves. The pace and depth of lessons can be daunting for those of lower standards on entry. Sometimes answers are given before they have had sufficient time to grapple with the problem. Students value the availability of their teachers both in and beyond lessons. Whilst teachers provide feedback on coursework and tests, the quality of assessment and feedback on routine assignments is more variable, so students do not always know how to improve further.

148. Leadership is very good and management is good. There is a clear sense of purpose and very good teamwork. Good knowledge of the many strengths and few weaknesses underpins planning and action. For example, in response to a high failure rate at AS, the standards of entry to the course have been raised. The best teachers have worked with other staff to develop strategies to secure better learning. Improvement is satisfactory. In the last three years, standards have risen slightly and achievement has remained good. The department is well placed for further improvements.

INFORMATION AND COMMUNICATION TECHNOLOGY

Marlwood School - 60 A small group has started an AVCE course this year, and a number of ‘drop-in’ classes are available to sixth formers as part of the overall enrichment programme so that they can improve their ICT skills. One lesson from each course was sampled. In the Year 12 AVCE lesson teaching and learning were good. Students used a multi-media presentation to demonstrate aspects of front pages from different newspapers. The knowledgeable teacher provided a good opportunity for students to build their confidence and develop research skills. None of the students had any previous ICT qualification, so achievement was good. In the ‘drop-in’ lesson, teaching and learning were also good, with detailed individual help for students whose attitudes and interest were very good. Students, none of whom had had formal lessons in ICT since Year 8, were developing useful skills and achieving well.

Information and communication technology across the curriculum

149. Students’ competence in ICT is average in the sixth form. Most are able to use computers, the school network and the internet at a level which enables them to make good use of the opportunities presented on the different courses they are taking. Art students, for example, were able to search for images to help them in their study of Francis Bacon; others videoed their presentations in travel and tourism, whilst others undertook statistical analyses in geography. Students have good opportunities to use a computer terminal at most times during the school day. The sixth form computer suite, for instance, is well used both for homework, private study and ‘drop-in’ sessions with a teacher to help brush up software skills.

HUMANITIES

The focus was on history and sociology, but geography, religious studies and psychology are also taught and lessons in each of these subjects were sampled.

150. In the geography lesson observed in Year 12, the teaching was good; the 12 students were learning and achieving well because expectations were high and they worked hard to reach average standards. Standards were below average for the eight students in the Year 13 lesson; teaching and learning were satisfactory, but more challenge and pace were needed to promote better achievement.

151. One lesson in religious education was sampled. Teaching was satisfactory, but with some very good features. Overall, students’ learning was satisfactory. Students are provided with very good resource material and essay guidance which is helping their writing, but they had few opportunities to participate actively in the lesson.

152. Large numbers of students study psychology, with two groups in Year 12 and three in Year 13. Two lessons in the subject were sampled, with good and very good teaching and learning being seen. Students join the courses with a very wide range of prior attainment, but they show good levels of interest and motivation. They are achieving well, and are being stretched intellectually. The course is very well structured with course work guides and student handbooks being particularly valuable in supporting students’ progress.

Marlwood School - 61 History

Provision in history is good.

Main strengths and weaknesses

· Standards are above average in Year 13. · The department provides good learning experiences, including a range of visits. · Assessment is used very well and students are given very good guidance on how to improve their work. · Students make only limited use of ICT resources and computers were not used in any of the observed lessons. · There are many opportunities for independent learning and students respond well in class. · History is very popular and group sizes are increasing in Year 12.

Commentary

153. In 2003 results were below the national average although most students met or improved on their predicted grades. All students passed in 2004 and half of them were awarded A or B grades. AS results in 2004 indicate that students achieve well and that standards are above average. The subject is very popular with very large classes in Year 12; overall standards are average on entry to the course. There is no significant difference between the results of male and female students now because the department has identified a tendency for male students to do less well and has put strategies in place to address this.

154. In Year 13, students achieve well because they benefit from good teaching and very good advice about examination requirements. A high level of contributions by students is encouraged in most lessons. Students can discuss complex issues such as the political and ideological factors affecting the voting patterns in Germany in the 1930s and clearly respond very well to opportunities for independent research and group work. Students are provided with high quality course guides and a range of visits, including a planned visit to Eastern Europe, but access to ICT resources is limited. In Year 12 most students already show a secure understanding of the electoral system in the eighteenth century although some are vague about the relative powers of the Commons and Lords in the twenty first century. The increased number of students is putting some pressure on resources and teaching staff. By Year 13 the highest attaining students write high quality essays and most students plan their work well Assessment contributes to student motivation because marking is very thorough. The course chosen provided a good contrast with topics studied at GCSE and this encourages a high level of students’ interest.

155. The good quality of teaching and learning is a result of the very good leadership and good management. The department has a good balance of responsibility for different aspects of the course, resources and assessment procedures are being used very well. Standards have been maintained, more students recruited and new courses developed; the subject has improved well since the last inspection.

Sociology

Provision in sociology is very good.

Marlwood School - 62 Main strengths and weaknesses

· Coursework standards are well above average. · Students in sociology achieve very well as a result of very good teaching. · Students are enthusiastic about their lessons. · The subject is very well led with a strong focus on improvement. · A small number of students lack confidence in verbal discussion. Commentary

156. Standards at A level in 2003 were above the national average for A and B grades. All students who sat the examination obtained a pass grade. The 2004 examination results show a higher percentage of students with the highest grades, particularly in course work where 22 out of 24 students obtained a grade A or B.

157. Standards in Year 13 are well above average. Students build very well on what they have learnt in Year 12 and are developing a clear understanding of different theoretical traditions. They are beginning to apply a range of theoretical concepts to unfamiliar situations. Although students can describe the findings of both qualitative and quantitative research well, they are not yet always sure what underlying principles each study represents. Standards in coursework are very high, with students speaking knowledgeably and with growing confidence about a wide range of topics such as reconstituted families, the Freemasons, or television violence. Standards in Year 12 are above average. Students have made a very good start to their course. Their achievement is very good – they have not previously studied this subject – and they have already made clear and rapid gains in their knowledge and understanding. Students in Year 13 also achieve very well.

158. Teaching and learning are very good. Lessons are challenging and carefully planned. Students are encouraged to become independent learners within a very supportive framework. Teaching is very enthusiastic and good humoured. Students react positively to this and show very good levels of concentration and perseverance. As a result, students show enthusiasm for the subject. However, a small number of students lack confidence in discussion, tending to answer briefly rather than at length. Sociology is an increasingly popular option for both male and female students, and it recruits a wide range of ability in line with its inclusive ethos.

159. Curriculum leadership and management are very good. The head of department shows a very clear sense of purpose and direction. Teachers work very well together as a team, and the subject is moving forward very well.

ENGINEERING, TECHNOLOGY AND MANUFACTURING

Design and technology

Provision in design and technology is very good.

Main strengths and weaknesses

Marlwood School - 63 · The ethos for learning is very good, as are the relationships between teachers and students. · All students receive very high levels of individual support. · The very good leadership and management have encouraged a common sense of purpose and enthusiasm for future developments. · Achievement is sometimes held back by weaker independent learning skills. · Opportunities for students to experience higher order computer manufacturing techniques are limited.

Commentary

160. Students enter advanced level courses with variable qualifications and experiences in the subjects. A significant proportion have not studied the subject to GCSE level. In 2003, across all the design and technology subjects, results were in line with the national averages. The grades were well matched to the school's predictions for each student based on their entry qualifications. Retention rates are good with the great majority of students progressing from AS levels into A level courses and completing their courses.

161. The standards seen during the inspection are in line with national averages and are well matched to the school's predictions for each student. The policy of accepting lower than average entry qualifications applies to all design and technology subjects. As a result, although standards are only average in national comparisons, this represents good achievement overall in both Years 12 and 13. Very good teaching promotes very good learning that was seen in all five lessons observed. As a result, students are achieving well. Most students analyse problems well and are innovative and creative when designing, particularly so in textiles where outcomes show considerable flair and imagination and very good making skills using a broad range of techniques. In the work of some students, graphical communication skills are very basic and traditional and lack flair or the desired impact when developing and explaining a design. Also, many students initially find Unit 1 - materials, components and construction - difficult to cope with successfully, generally reflecting their lack of background experience in the subject. Basic ICT skills are generally good and there is a good balance between computer-generated and hand drawn work. Achievement of some students is held back because they are over- reliant on teacher support and have yet to develop appropriate independent learning skills to enable them to be autonomous learners, particularly at the start of their AS courses. Most students show good skills in using computer aided design software but there are very limited opportunities for students to programme a machine to produce a product.

162. Teaching and learning are very good in all lessons. Links with industry and the community, including a local nursery school and an ice-cream manufacturer, are good, encouraging students to relate their work to real projects and industrial practice. The department is currently rejuvenating links to improve provision in this respect. Relationships between teachers and students are very good and often excellent, and students receive high levels of individual tuition which encourages very good learning.

163. The new leadership and management of the areas of study are very good. Since the previous inspection there has been a significant change in staffing and early signs indicate the department is well placed for sustaining the good improvement seen. There is a very clear vision for the direction of all design and technology work. A very good evaluation of the sixth form provision in design and technology has established and

Marlwood School - 64 prioritised the work that needs to be done to improve standards. The whole teaching staff enthusiastically shares in this development which bodes well for the future of the subject.

VISUAL AND PERFORMING ARTS AND MEDIA

In this curriculum area, courses in art and photography, music, and drama and theatre studies are taught. Although none were inspected in depth, all the courses were sampled.

164. Art and photography are both taught in Year 12 and 13. Both provide very good opportunities for sixth formers. Teaching and learning are very good, promoting high standards and very good achievement. Developmental work that was seen was excellent, and wonderful visual imagery was being created by students who were able to draw on a wide range of skills and apply them in new ways. One student, for example, showed some very high quality finely observed pencil drawings of plants and flowers, and another student’s painting of his design for a large scale ceramic piece was inspiring.

165. Two music lessons were sampled, one in each of Years 12 and 13. Although numbers are too small to make valid national comparisons about standards, good teaching, coupled with very detailed subject knowledge by the teacher, ensured that students made good progress in their listening and composing skills. Students feel well supported in their work.

166. Drama and theatre studies is strong both as an examination subject and as extra- curricular provision. Teaching and learning are very good, and students respond very well to teachers’ enthusiasm and passion. Students’ participation in the outstanding extra- curricular drama has a major influence on younger pupils. In a very exciting lesson, Year 13 students devised a piece of theatre for Year 9 pupils using the text, style and influence of Berthold Brecht.

HOSPITALITY, SPORTS, LEISURE AND TRAVEL

The focus was on sports science, but the AVCE course in travel and tourism was sampled. On the evidence seen, this advanced vocational course is not meeting the needs of all the students on it. Four students started the course in Year 12; three are continuing into the second year of the course and are re-taking next term the module test that they took at the end of Year 12. Although they are well taught in well planned and interesting lessons and relationships are very good, standards are too low for success in the course. The six students in Year 12 are also well taught, with very good relationships; achievement within the lesson was good.

Sports Science

Provision in sports science is good.

Main strengths and weaknesses

· Consistently good teaching leads directly to good learning. · Students’ good commitment to study ensures their good achievement. · Good leadership and management of the subject supports the progress students make. · There are insufficient opportunities for students to develop their independent learning skills.

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Commentary

167. In 2003, results in the A level examinations were average. It is likely that the 2004 A level results are average, and those at AS level above average. In general, the students in these groups started their advanced courses with below average prior attainment, and so have achieved well over time.

168. The standard of work seen during the inspection in both Year 12 (AS level) and Year 13 (A level) is above average. In a good Year 12 lesson, students gained a clear understanding of the kinesiology of basic human movement patterns. They were able to analyse accurately the action of the different joints in the leg when cycling, and could identify the muscles which initiated and controlled these movements. The lesson was carried through in a spirit of good humour and mutual trust between the teacher and the students. In a Year 13 lesson on the psychology of sport, students were very thoughtfully engaged linking together theories related to motivation and to the quality of performance. They successfully matched these theories to both elite international performance, and to the learning of basic skills by younger secondary school age children. In both of these lessons learning was successfully led by the teacher.

169. Students have very good attitudes to their studies. They complete their work assignments assiduously, make their own reference notes, and work well together in collaboration to improve their levels of understanding. Before embarking on their courses, most students have a clear picture of the structure and difficulty of the work they will be required to complete, and the advantages they will gain by following these courses. There is evidence to suggest that some students find difficulty following the course because their understanding of the basic principles of this area of knowledge lacks sophistication. Many students go on to higher education in related areas of study.

170. Teaching is consistently good, and this leads directly to good learning. Committed and expert teachers expect the best of the students, who respond with enjoyment and a focused determination to succeed. The best lessons are characterised by the detailed planning of teaching, high expectations that students will extend their learning, and the linking of the learning outcomes to model examination answers. However, opportunities for dialogue in lessons to synthesise knowledge from a range of opinions are restricted, as are opportunities to develop independent learning skills.

171. The department benefits from good leadership and management. The staff are well balanced in terms of experience and skills, and regular rotation ensures that no teacher becomes deskilled in any aspect of the examination syllabus. There is a clear vision of continuous improvement underpinning all the work that the department does. The progress students are making is measured and tracked. Regular verbal and written feedback ensures that students know how well they are doing.

BUSINESS

The focus was on the business studies courses, but advanced level courses in economics are also taught to small groups in Years 12 and 13. One Year 13 lesson in economics was sampled. Teaching and learning were very good, with a lively pace. Students contributed well to the lesson, sparking ideas within the class; discussions were well led by the teacher, and achievement was high.

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Business studies

Provision in business studies is good.

Main strengths and weaknesses

· Present standards are above the national average in Year 13. · Results at A level and AVCE in 2003 were well above the national average. · Students’ attitudes are good, but there are very few students in some classes. · Teachers’ very good subject knowledge and experience of business or industry enhance students’ learning. · ICT is used well by all students when they have good access during some lessons, but some rooms have no ICT facilities. · High quality business links are being developed and the department is led very well.

Commentary

172. A level results in 2003 were well above the national average although relatively few students took the examination. AVCE results were well above the national average from a large entry. In 2004 results were similar, though only four students took the AVCE. The trend is for standards to be above the national average, as they are in the present Year 13; this represents good achievement overall as standards on entry to courses are at the national average. Retention rates are good and students adapt well to the demands of a higher-level courses especially as not all have taken the subject at GCSE.

173. Students participate well in lessons. There are only two students in the Year 12 and Year 13 double entry AVCE classes, and this does limit group-based activities and the amount of student centred learning that takes place. They use computer resources well and benefit from high quality presentations by teachers and visiting speakers; however, computers are not available in all teaching rooms and this limits the range of activities. Students respond well to opportunities to take responsibility for their own learning and often take a leading role in class. There are more male students overall but no clear differences in attainment; individually female students achieve very well.

174. Teachers have very good subject knowledge and are able to use recent experience in business to provide apt examples. They provide very good role models for their students. Key features of teaching and learning are the high quality of assessment and of the resources provided for students. The challenge and pace of work in lessons are good and students enjoy a range of business related activities and visits. Teachers are skilled at questioning, to assess understanding and encourage higher-level thinking such as discussing market segmentation. Students’ assignments indicate a good grasp of business theory and a clear understanding of the examination board criteria because these aspects of the course are very well taught. Some initially find difficulty with case studies but, by Year 13, they are very confident with this aspect of their studies.

175. The department is very well led and it is managed well. Resources are well developed and there is a clear vision for the future of the subject. Very good support is available for individual students because of the small size of classes, and the timing of coursework has been improved. Planning is good and teamwork is a major factor in the department’s success. Improvement since the previous inspection has been good.

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HEALTH AND SOCIAL CARE

A double unit advanced course in health and social care has been introduced into Year 12 this term. Twelve female students are taking the course, and indications from the one lesson that was sampled are positive. Teaching and learning were very good. The pace of the lesson was brisk, with interesting material and very positive attitudes and behaviour from the group. The quality of discussion about the moral, social and legal issues of a highly topical and difficult case involving a very ill child was high.

PERSONAL DEVELOPMENT AND GENERAL PROGRAMMES

Formal provision for sixth formers’ personal development occurs at the same time as for pupils in the rest of the school through a planned programme of tutor periods and TCP (tutorial, citizenship and PSE) lessons. Two TCP lessons were observed. The Year 13 lesson was well taught with good learning experiences, closely linking interview techniques with real life situations whether higher education or work. The Year 12 lesson was very good. Starting with the whole year group in the common room, students progressively split into tutor groups and smaller groups to discuss issues to do with children’s rights. Students were actively involved and made judgements, leading to some very interesting and sensible thinking about race and culture. There was real commitment from students in this very well planned and organised lesson; overall the lesson made a very good contribution students’ knowledge and understanding of ethnic and cultural issues, as part of their development as world citizens.

A wide ranging enrichment programme has now been introduced for Year 12 students. At different times in the week, students commit themselves to a range of activities which comprise: sports centre activities; community service, including learning support and peer mentoring in school and helping at local primary schools; Young Enterprise; basic ICT skills; AS level critical thinking; AS level general studies. Lessons in general studies and ICT were sampled. Comments about the ICT lesson are made in the ICT section. Teaching in the general studies lesson was good, with a lively style, though there was some reluctance of some students to participate actively which meant their learning was only satisfactory. The lesson’s content of analysing documents about controversial issues was part of a relevant and worthwhile course aimed at broadening students’ understanding of a range of contemporary matters.

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Sixth form School Inspection judgement grade grade

The overall effectiveness of the sixth form and the school 3 3 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection 3 3 Cost effectiveness of the sixth form / value for money provided by the school 3 3

Overall standards achieved 2 Pupils’ achievement 3 2

Pupils’ attitudes, values and other personal qualities 3 Attendance 4 4 Attitudes 2 3 Behaviour, including the extent of exclusions 2 3 Pupils’ spiritual, moral, social and cultural development 3

The quality of education provided by the school 2 The quality of teaching 2 2 How well pupils learn 2 2 The quality of assessment 3 3 How well the curriculum meets pupils’ needs 3 3 Enrichment of the curriculum, including out-of-school activities 2 Accommodation and resources 3 3 Pupils’ care, welfare, health and safety 2 Support, advice and guidance for pupils 3 3 How well the school seeks and acts on pupils’ views 2 2 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 3 3 The school’s links with other schools and colleges 2 2

The leadership and management of the school 2 The governance of the school 2 2 The leadership of the headteacher 2 The leadership of other key staff 2 2 The effectiveness of management 2 2

Marlwood School - 69 Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

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