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Inspection Report the Cressex Community School

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Inspection Report the Cressex Community School INSPECTION REPORT THE CRESSEX COMMUNITY SCHOOL High Wycombe LEA area: Buckinghamshire Unique reference number: 110500 Head teacher: Mrs L Caldicott Reporting inspector: Mr R Palmer 31198 Dates of inspection: 15th – 19th October 2001 Inspection number: 219326 Full inspection carried out under section 10 of the School Inspections Act 1996 Crown copyright 2001. 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. INFORMATION ABOUT THE SCHOOL Type of school: Secondary Modern School category: Community Age range of pupils: 11 to 18 Gender of pupils: Mixed School address: Holmer’s Lane High Wycombe Bucks Postcode: HP12 4QA Telephone number: 01494 437729 Fax number: 01494 461502 Appropriate authority: The Governing Body Name of chair of governors: Dr K Simmons Date of previous inspection: 8th November 1999 The Cressex Community School - 3 INFORMATION ABOUT THE INSPECTION TEAM Subject responsibilities Aspect Team members responsibilities 31198 R Palmer Registered Information about the inspector school The school’s results and achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 9724 B Quest Lay Pupils’ attitudes, Ritson inspector values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 30690 G Allison Team Information and inspector communication technology (ICT) 8216 G Binks Team English inspector 7926 J Bowden Team Physical education inspector Provision for pupils with special educational needs 12499 M Durkin Team English inspector 4773 P Gilliat Team History inspector Religious education 10209 V Gormally Team Art and design inspector Design and technology The Cressex Community School - 4 23188 V Maunder Team Science How good are the inspector curricular and other opportunities offered to pupils? 18846 P Priest Team Music inspector 27485 M Sims Team Urdu inspector Equality of opportunity Provision for pupils with English as an additional language 13623 J Waddington Team GNVQ inspector Provision for students in the sixth form 4829 I Waters Team French inspector 20497 V Williams Team Geography inspector 22691 R Woodhouse Team Mathematics inspector The inspection contractor was: Independent School Inspection Services (ISIS) 15 The Birches Bramhope LEEDS LS16 9DP Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE The Cressex Community School - 5 REPORT CONTENTS Page PART A: SUMMARY OF THE REPORT 7 - 15 Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school ANNEX: THE SIXTH FORM PART B: COMMENTARY HOW HIGH ARE STANDARDS? 16 - 22 The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development HOW WELL ARE PUPILS OR STUDENTS TAUGHT? 22 - 27 HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS? 27 - 32 HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 32 - 35 HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 35 - 36 HOW WELL IS THE SCHOOL LED AND MANAGED? 36 - 42 WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 43 PART C: SCHOOL DATA AND INDICATORS 44 - 48 PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES IN KEY STAGES 3 AND 4 49 - 78 PART E: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES IN THE SIXTH FORM 79 - 93 The Cressex Community School - 6 PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL Cressex School is a co-educational, secondary modern school for pupils aged 11 to 18 years, located on the south western side of High Wycombe. The school is of average size compared with all secondary schools in England. It has 900 pupils (466 boys and 434 girls), including 99 students in the sixth form. The number of pupils entering the school at the age of 11 is increasing and exceeded the school’s standard number for admissions in 2001. Pupils come from areas of established housing close by the school and from other parts of the town. They have a wide range of socio-economic backgrounds. Many pupils experience financial disadvantage. The proportion of pupils known to be eligible for free school meals, two pupils in every five, is well above the national average. A very high proportion, more than one pupil in every two, speaks English as an additional language, including 18 pupils who are at an early stage of learning English. A very large proportion, three out of every four pupils, are of non-white ethnic background. The large majority of these pupils are of Pakistani heritage. About one in every 20 pupils is of Afro-Caribbean heritage. An above average proportion of pupils, one in every four, has special educational needs. Most of these pupils have specific or moderate learning difficulties or emotional and behavioural difficulties. The proportion of pupils with statements of special educational needs, about one in every 35, is average. The attainment of pupils on entry at age 11 is well below average. This is because around four pupils in every ten in the area attend grammar schools that select their pupils on the basis of high attainment. The number of pupils joining or leaving during the school year is high; in 2000/2001 around one in every eight pupils either joined or left the school. The school has significant difficulties in recruiting teachers of suitable quality. Six vacancies are currently filled by temporary, short-term appointments. HOW GOOD THE SCHOOL IS The school is improving. It now provides a satisfactory quality of education for pupils of all backgrounds and levels of attainment. Leadership and management, particularly of the head teacher, are good. They are key factors in the school’s good progress since its previous inspection. Standards are generally well below the national average. However, achievement for pupils of all backgrounds and levels of attainment is satisfactory in Years 7 to 9 and usually good in other years. This is because the quality of teaching has improved, is satisfactory overall, and often good or very good. GCSE results in 2000 represented good achievement based on pupils’ prior attainments. The achievement of pupils of black African and Caribbean heritage, though satisfactory, is not as high as that of other pupils. The school is working hard to raise the achievement of these particular pupils. Higher achievement is hindered by the school’s inability to recruit suitably qualified teachers in some subjects and by the unsatisfactory attendance of a decreasing minority of pupils. Pupils’ learning is satisfactory. The school has more strengths than weaknesses. Senior managers and most staff have a determination and a capacity to improve. It provides a good standard of care for its pupils and provides satisfactory value for money. What the school does well · Achievement at the end of Year 11 in most subjects is good compared with pupils’ previous attainment. · GCSE results recently in English literature and religious education are slightly above average and represent very good achievement. Results in Urdu in 2001 were well above average. · Good leadership and management, particularly of the head teacher, ensure the The Cressex Community School - 7 school’s good progress. · A large amount of teaching is good or better and contributes to pupils’ good achievement. · Provision for pupils’ social development is very good and contributes to racial harmony. · Very good provision for pupils with special educational needs enables them to achieve well. What could be improved · Unsatisfactory teaching occurs because the school is unable to recruit enough teachers of suitable quality. · Pupils do not develop or use their skills in numeracy or information and communication technology (ICT) to improve their work in many subjects. · Unsatisfactory curricular provision adversely affects pupils’ standards in French and in Urdu. · Attendance has improved but remains unsatisfactory. · Health and safety arrangements do not prevent vehicles driving around the site while pupils are at school. The areas for improvement will form the basis of the governors’ action plan. HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION The school has made good improvement in the short period since its previous inspection in 1999, when it was judged to have serious weaknesses. The governing body, as a result of its commitment and intensive training, has improved its work considerably and is now effective in managing and supporting the work of the school. The leadership of the head teacher is particularly good and provides inspiration for staff and pupils alike. However, results in the national tests for pupils aged 14 improved slightly in 2001. GCSE results in 2000 were above average in comparison with results achieved by similar schools and were above expectations based on pupils’ prior attainment. The quality of teaching has improved as a result of effective programmes of in-service training and is satisfactory overall.
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