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Inspection Report Chilwell Comprehensive School

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Inspection Report Chilwell Comprehensive School INSPECTION REPORT CHILWELL COMPREHENSIVE SCHOOL BEESTON LEA area: Nottinghamshire Unique reference number: 122854 Headteacher: Mrs H M P Robson Reporting inspector: Mr P Orr 16007 Dates of inspection: 6-10 November 2000 Inspection number: 223776 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2000 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: Comprehensive School category: Community Age range of pupils: 11 to 18 Gender of pupils: Mixed School address: Queens Road West Chilwell Beeston Nottinghamshire Postcode: NG9 5AL Telephone number: 0115 9252698 Fax number: 0115 9258167 Appropriate authority: Governing body Name of chair of governors: Mrs L A Golbey Date of previous inspection: 16 October 1995 Chilwell Comprehensive School - 3 INFORMATION ABOUT THE INSPECTION TEAM Team members Subject Aspect responsibilities responsibilities Patrick Orr Registered inspector What sort of school is 16007 it? 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? Brigid Quest-Ritson Lay inspector Pupils’ attitudes, 9724 values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? Valerie Banks Team inspector Geography 4677 Equal opportunities Reginald Fletcher Team inspector Music How good are the 15304 curricular and other opportunities offered to pupils? Sylvia Greenland Team inspector History 23324 Grace Marriott Team inspector Religious education 3674 Special educational needs David Morris Team inspector Art 4757 Sheila Nolan Team inspector Mathematics 28097 John Oxley Team inspector Physical education 2141 William Robson Team inspector English, drama and 3731 media studies Brian Smith Team inspector Science 5693 Peter Thompson Team inspector Design and technology 2183 Information technology Martyn Williams Team inspector Modern languages 16532 Chilwell Comprehensive School - 4 The inspection contractor was: Chapel House Inspection Unit Ltd The ICAA Education Centre Bighton ALRESFORD Hampshire SO24 9RE 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 Registrar Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE Chilwell Comprehensive School - 5 REPORT CONTENTS Paragraph PART A: SUMMARY OF THE REPORT 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 PART B: COMMENTARY HOW HIGH ARE STANDARDS? 1-26 The school’s results and achievements Pupils’ attitudes, values and personal development HOW WELL ARE PUPILS OR STUDENTS TAUGHT? 27-37 HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS? 38-62 HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 63-70 HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 71-74 HOW WELL IS THE SCHOOL LED AND MANAGED? 75-91 WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 92-93 PART C: SCHOOL DATA AND INDICATORS PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 94-193 Chilwell Comprehensive School - 6 PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL Chilwell School is a mixed comprehensive school for 1013 pupils aged 11 to 19, which has a rising roll and is over-subscribed. The whole ability range is present, but year groups vary, and attainment on entry is rising. It was average on entry to the present Years 7 to 9, but below average for the present Years 10 and 11. Pupils are from very mixed socio-economic backgrounds. About 11 per cent of pupils are on the school’s register for special educational needs, a below average proportion. The proportion of pupils entitled to free school meals is not far from the national figure. A small number of pupils speak English as an additional language, but very few are in the early stages of learning English. The sixth form is part of a consortium involving three schools in the locality. Typically, between 65 and 70 per cent of pupils have stayed on in full-time education after age 16. In 2000, the proportion rose to 88 per cent. HOW GOOD THE SCHOOL IS Chilwell Comprehensive School is an improving school, which is increasingly effective in almost all aspects of its life and work. The school is well led and in most respects well managed. Teaching is good at Key Stage 4 and in the sixth form, and GCSE results have improved considerably to reach above-average standards. The curriculum for older pupils meets their needs well. The school provides satisfactory value for money. What the school does well · Purposeful leadership and management are successful in raising standards. · The teaching is good at Key Stage 4 and in the sixth form. · GCSE results improved markedly in 1999 and 2000. · There are effective arrangements for tracking pupils’ progress and setting targets for improvement. · Pastoral care is good. · Pupils with special educational needs receive well-informed teaching in the individual needs department. · Careers education and vocational provision prepare pupils well for the next stage of their life. · There is a wide range of interesting and well-supported activities outside lessons. What could be improved · Teaching and learning should be better at Key Stage 3, as should standards, particularly in English. · The large size of most classes at Key Stage 3, and the lack of space in many classrooms and practical areas, have an adverse effect on pupils’ learning. · The school does not monitor the cost-effectiveness of its deployment of staff in sufficient detail. · The behaviour of a small minority of pupils, mainly boys, is unsatisfactory · Support assistants for pupils with special educational needs are often not used efficiently by subject teachers in lessons. · Overall, marking and homework are not used well enough to raise standards at Key Stage 3. 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 significant progress since it was last inspected in 1995. Almost all the weaknesses identified then have been followed up thoroughly. Standards have risen at Key Stage 4 and the quality of teaching has improved, though further improvement is needed at Key Stage 3. The curriculum matches national requirements more closely. Leadership and management are better, and teachers now work well together to raise standards. The exclusion rate has been reduced and attendance improved. Provision for information and communications technology is considerably better, but more needs to be done, particularly at Key Stage 4. The school has a budget deficit, which is not of its own making, and which is being reduced along lines agreed with the LEA. There are some Chilwell Comprehensive School - 7 weaknesses in staff deployment. Much has been done to improve the accommodation, but there are continuing difficulties in this area. The school is now part of a national project designed to raise standards at Key Stage 3, and this is beginning to have a positive impact. Provided weaknesses are tackled, the school is well placed to improve further. STANDARDS The table shows the standards achieved by 16 and 18 year olds based on average point scores in GCSE and A-level/AS-level examinations. Compared with Key Similar Performance in: All schools schools well above average A above average B 1997 1998 1999 1999 average C below average D GCSE examinations C D B B well below average E A-levels/AS-levels B A C The GCSE results for 2000 maintained the above-average standard of 1999. Since the last inspection, GCSE results have improved, markedly so in 1999 and 2000. In these years, the school exceeded its overall targets and its targets for most subjects. By contrast, the 2000 results in the national tests at Key Stage 3 were below the national average overall and continued a decline from the previous two years, particularly in English. The low results were mainly because girls did less well than they do nationally. Nevertheless, the test results were satisfactory overall when compared with the same pupils’ results at Key Stage 2 before they came to the school. A level results, for relatively small groups of students, have varied; in most years, the results have represented good progress from GCSE. In lessons and other work seen during the inspection, pupils’ overall progress at Key Stage 3 was satisfactory, and was good at Key Stage 4 and in the sixth form. Progress in English is good at Key Stage 4 and in the sixth form, but less so at Key Stage 3, where standards of writing and spoken English across the curriculum are lower than they should be, and some of the weaknesses persist in later years. Progress in mathematics varies considerably but, overall, is broadly satisfactory. Progress in science is satisfactory at Key Stage 3 and good in other age groups.
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