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Cottingham High School and Sixth Form College Harland Way, Cottingham, HU16 5PX

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Cottingham High School and Sixth Form College Harland Way, Cottingham, HU16 5PX School report Cottingham High School and Sixth Form College Harland Way, Cottingham, HU16 5PX Inspection dates 6–7 May 2015 Previous inspection: Requires improvement 3 Overall effectiveness This inspection: Requires improvement 3 Leadership and management Good 2 Behaviour and safety of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Achievement of pupils Requires improvement 3 Sixth form provision Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Students make expected, rather than good, Expectations of the attendance of all groups of progress through the school, including in the sixth students are not high enough and overall form. attendance is broadly average in Years 7 to 11. Progress is not consistently good. This is because Behaviour is not consistently good. There is some not all teachers use the data they have about degree of inconsistency in the expectations of students’ achievement to plan work that helps students’ behaviour of a few members of staff and them to achieve their potential. their management of it. Students are not always engaged and involved in The sixth form provision requires improvement. It their learning and this slows their progress down. mirrors the rest of the school in the variability of Disabled students and those who have special the quality of teaching. Information about students’ educational needs do not regularly learn well. progress is not analysed sharply enough to promote Teaching and the tracking of their progress are students’ consistently good progress. not checked closely enough to ensure the students’ needs are met. The school has the following strengths The headteacher has strengthened leadership and Students feel secure and safe in school due to their put actions in place that, together with the work trust in the staff and the good systems in place to of senior leaders, are starting to drive keep them safe. improvements. The school is now in a better Overall, students’ spiritual, moral, social and position to move forward. cultural understanding is supported effectively The governing body has improved and now through lessons and assemblies, preparing them challenges the school strongly in all aspects of its well overall for adulthood and the world of work. work and especially teaching and achievement. Vulnerable students are nurtured throughout the Improvements are emerging. Students make good school and make good gains in their personal, social progress in English, humanities, science and and emotional development. modern foreign languages by the end of Year 11. Progress in Key Stage 3 is accelerating because the good systems in place are having a good impact on the pace of learning. Inspection report: Cottingham High School and Sixth Form College, 6–7 May 2015 2 of 10 Information about this inspection The inspectors observed a broad range of teaching and learning throughout the school, including joint observations with the headteacher and individual members of the senior leadership team. The inspectors talked with students during lessons and at break and lunch times. They met formally with five groups of students to find out their views about the quality of education they receive at the school. The inspectors also held meetings with senior and subject leaders, members of the governing body and a representative of the local authority. The inspectors looked at a variety of documentation including information about the achievement of all groups of students in the school. They checked the school’s development plan, scrutinised students’ work, checked records of their attendance, and behaviour and exclusion data, and reviewed policies to help keep them safe. In carrying out the inspection, the inspectors took into account the 88 responses to the Ofsted online questionnaire (Parent View), the telephone calls from parents and the 81 responses given in the staff questionnaire. Inspection team Lynne Blakelock, Lead inspector Additional Inspector Peter Bailey Additional Inspector Judith Gooding Additional Inspector Georgiana Sale Additional Inspector Melanie Williams Additional Inspector Inspection report: Cottingham High School and Sixth Form College, 6–7 May 2015 3 of 10 Full report Information about this school The school is larger than most others of its type. The number on roll has declined significantly in the last four years, reflecting the picture across the East Riding. Most students are of White British heritage and speak English as their first language. The proportion of students known to be disadvantaged and therefore supported through the pupil premium is in line with the national average. The pupil premium funding is additional government funding to support those students who are known to be eligible for free school meals, and those who are looked after by the local authority. The proportion of disabled students and those who have special educational needs is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11. A few students learn off-site at the local pupil referral unit, Local Works Motorvation, or at local authority alternative provision, to avoid exclusion. The headteacher took up his post in June 2013. The sixth form is in a consortium with Hessle High School and Wolfreton School. The school is part of The Wolds Teaching Alliance, led by the South Hunsley School and Sixth Form College, which is graded outstanding by Ofsted. The school supports Cottingham School in Initial Teacher Education (ITE). What does the school need to do to improve further? Improve the quality of teaching and accelerate the rate of students’ progress, including in the sixth form, by making sure that: teachers use the data about the levels at which students are working to provide work that enables students of all abilities to achieve their potential students are engaged and involved in their learning to promote their faster progress teachers plan accurately for the specific needs of disabled students and those who have special educational needs. Promote the good attitudes to learning of all students and their continued well-being by ensuring that: all teachers have the highest expectations of students’ attitudes to learning and manage behaviour consistently through implementing the behaviour policy all students understand the importance of good attendance in helping them to achieve their best and have attendance goals to do so. Inspection report: Cottingham High School and Sixth Form College, 6–7 May 2015 4 of 10 Inspection judgements The leadership and management are good The headteacher is improving the school and its capacity quickly through the good systems he has put in place since his appointment. He provides strong, focused and supportive leadership, resulting in the approval of the staff who know exactly what is expected of them and are rising to the challenge. There has been a culture shift in the school which the staff and students value. The students, in particular, say how much the school is improving in terms of helping them to learn better and through promoting better behaviour. The headteacher has restructured the leadership team so that it meets better the school’s priorities. A resulting strength is the wealth of data about students’ progress. Under the headteacher’s leadership, there is a far greater focus on collecting information about progress regularly and analysing it thoroughly. Most importantly, the assistant headteacher in charge of data holds faculty and subject leaders to account for responding to the data. Consequently, standards in several subjects where performance has been weaker in the past, such as history in the sixth form, are improving this year. Leaders know that more needs doing, and a lot is work in progress. However, progress in Key Stage 3 and in English, science, humanities and modern foreign languages is accelerating. The quality of teaching and achievement is rising because of the clear steer by leaders and the hard work of teachers in improving students’ rates of progress. Overall, the monitoring of teaching is more rigorous. The impact of the work of the leader of teaching is clear in the improvements being seen in the quality of teaching. This is in response to actions based on the leaders’ findings from observing teaching. Many weaker aspects have been addressed although the effect of change is not consistent across the school. Nevertheless, there is a strong culture to improve and the most effective teachers support those who are building up their skills and effectiveness. Teachers’ performance targets are appropriate in the school’s drive to improve teaching, progress and leadership. Targets are measureable and achievable. Staff receive help in achieving them through reviews, courses and training. Faculty and subject leaders are effective. As part of the stronger management team, they are developing quickly their roles in strengthening leadership across the school, particularly in striving to accelerate the progress of students. Leaders of the sixth form and of special educational needs throughout the school have strengths in the pastoral care of the students. However, their monitoring of teaching and analysis of students’ progress are not fully effective in increasing the rate of progress of the students because these lack rigour. The leader of disadvantaged students is using the pupil premium money more effectively. This ensures a consistent narrowing of the gap with other students in the school and nationally. It is an improving picture through the school. The school has improved the curriculum to better ensure that the needs and career aspirations of all groups of students are met. Leaders have planned appropriately for the new curriculum and are in the process of introducing a new system of assessment. Students enjoy the wide programme of personal and social education which incorporates comprehensive input on careers guidance.
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