INSPECTION REPORT

LITHERLAND HIGH SCHOOL

Litherland

LEA area: Sefton

Unique reference number: 104951

Headteacher: Mr J Donnelly

Lead inspector: Mr W K Baxendale

Dates of inspection: 22nd - 25th March 2004

Inspection number: 258693

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. INFORMATION ABOUT THE SCHOOL

Type of school: Comprehensive School category: Community Age range of pupils: 11-16 Gender of pupils: Mixed Number on roll: 861

School address: Sterrix Lane Litherland Liverpool Postcode: Merseyside L21 0DB

Telephone number: 01519 284449 Fax number: 01519 490247

Appropriate authority: The governing body Name of chair of governors: Mr A E Trim

Date of previous inspection: November 1997

CHARACTERISTICS OF THE SCHOOL

Litherland High School is a mixed comprehensive school educating 861 pupils in the 11 to 16 age range. It has grown substantially since the previous inspection and is now of about average size. The school is up to capacity in every year except Year 7 where the first effects of a big fall in the local birth rate are felt. This is a specialist Language College that also has extra funding through the ‘Excellence in Cities' (EIC) initiative. The school won a Schools Achievement award in 2002 and it has Beacon Status. Young Enterprise operates. The school is in a particularly deprived area of a region that has severe economic problems. Virtually all the pupils are from a White British heritage, with only nine from other backgrounds. Of these, none has English at an early stage of acquisition. An above average proportion of the pupils is entitled to a free school meal. Pupil mobility is low compared with the national pattern; there are two refugee pupils. One-quarter of the pupils is on the schools register of special educational needs; this is above average, but the number of pupils with a statement of special educational needs is very low, as a result of a local decision to discontinue the arrangement in secondary schools. Attainment on entry is below average.

Litherland High School - 1 INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities 02928 Mr W K Baxendale Lead inspector 19741 Mr T Smith Lay inspector 04720 Mr G Carter Team inspector Science 19214 Mr G Price Team inspector English English as an additional language 11183 Mr G Foster Team inspector Religious education 23544 Mr G Hedley Team inspector Art and design 22524 Mrs S Innes Team inspector Design and technology Information and communication technology 08070 Mr J Haves Team inspector History Citizenship 19915 Mrs P Hooton Team inspector Geography 12475 Mr S Johnson Team inspector Music 03943 Mr D Innes Team inspector Physical education Special educational needs 20287 Mr D Harris Team inspector French German Spanish 10558 Mr R Kennard Team inspector Mathematics

The inspection contractor was:

Eclipse Education (UK) Limited 14 Enterprise House Kingsway Team Valley Gateshead NE11 0SR

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

Litherland High School - 2 REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 4

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS 6

STANDARDS ACHIEVED BY PUPILS 6

Standards achieved in areas of learning, subjects and courses

Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 10

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

LEADERSHIP AND MANAGEMENT 15

PART C: THE QUALITY OF EDUCATION IN AREAS OF SUBJECTS AND COURSES 18

SUBJECTS IN KEY STAGES 3 AND 4

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 33

Litherland High School - 3 PART A: SUMMARY OF THE REPORT

OVERALL EVALUATION

Litherland High School is a very effective school that is helping to create a real culture shift in its local community. Languages, including the operation of the Specialist College and information and communication technology (ICT) are outstanding. EIC (Excellence in Cities) funding is used very imaginatively to raise standards. The school does very well by all pupils, irrespective of background; its motto, ‘Achieving By Caring’ works. GCSE results are well above those obtained by pupils attending similar schools. The good quality of education broadens pupils’ horizons excellently. Pupils say ‘It's a great place in which to learn'. Visionary, dynamic leadership by the headteacher instils the confidence to do well. Leadership and management are very good. Governance is satisfactory. Matching the overall quality of provision with the about average cost of educating pupils, the school gives very good value for money.

The school’s main strengths and weaknesses are: · ICT is the key to pupils’ good learning. · Teaching and learning are good and all pupils achieve well. · There is a very good atmosphere in the school; pupils want to learn. · Too often, the way teachers mark pupils’ work lacks enough guidance to show them how to improve. · The ways managers spread good practice is not systematic enough.

Improvements since the previous inspection are good. Standards have risen substantially and the quality of education has improved a lot. Improvement priorities directed at raising self-esteem and respect are bearing fruit; those to improve management have scope for further development. The key issues of the previous report have received attention and improvements have been put in place, but arrangements for collective worship are unsatisfactory, despite governors’ serious attempts to carry out this duty.

STANDARDS ACHIEVED

Standards are below average among 11 year-old newcomers and 14 year-olds at the end of Year 9, but they are average when pupils leave as 16 year-olds. Compared with similar schools, standards are well above average by then. Achievement is good throughout the school. Pupils with special educational needs achieve well because of the good extra help they receive. Work in lessons and in books suggests that standards are likely to continue to rise. Pupils have average literacy and mathematics standards and in ICT standards are well above average. The school has put a lot of work into improving the ways pupils can learn; success is showing in rising standards. Very successful concentration on key skills means that nine out of every ten pupils leave with a sheaf of GCSE passes that will stand them in good stead for their next stages in learning or training.

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

Pupils’ attitudes and behaviour are good. Pupils’ spiritual, moral, social and cultural development is very good. Attendance is satisfactory. Pupils enjoy their school life; they develop well as young persons. They are punctual and, because most try their best, they achieve well. Provision for helping pupils to appreciate others' cultural traditions is excellent. There is a bit of immature behaviour; this and any bullying are handled very well.

Litherland High School - 4 QUALITY OF EDUCATION

The quality of education is good. A lot of work to improve the ways pupils learn is paying off very well. Teaching and learning are good. Teachers make the work interesting and pupils react well, The imaginative uses of ICT to help learning are very distinctive features of provision. Pupils so enjoy learning and are excited about it; they concentrate remarkably well in lessons, but they do not get enough chances to think things out between themselves. Assessment is satisfactory. Data collection is thorough and results are used well to help pupils who are falling behind. The contribution of learning mentors is a strength of the school's provision. When teachers mark pupils' written work they do not give them enough hints on how to do better.

Curriculum provision is very good. The curriculum caters very well for the needs and wishes of the full range of pupils. Chances to learn outside lessons and off site are excellent; they raise standards. Language College and ICT provision have broadened learning opportunities remarkably well. The care and welfare of pupils are good. Support and guidance are very good. Pupils feel secure and well disposed to school life in which they learn well and play full parts. Partnerships with other schools, colleges and with the local community are very good. The school makes a real difference locally.

LEADERSHIP AND MANAGEMENT

Leadership and management together are very good. Leadership is very good; it provides a very clear sense of purpose and direction. Leadership's direct influence on raising standards is outstanding. It gives talent the chance to flourish, fosters teamwork very well and has made the school a national leader in the ways ICT is used to stimulate learning and in the teaching of languages to inner urban pupils. Management is good; it makes sure the school runs smoothly, although the ways senior and middle leaders and managers check on how well things are going has scope for improvement. Management of special educational needs is also good. Governance is satisfactory. Governors hold the school well to account but they fail in some of their statutory duties, so these parts of their work are unsatisfactory.

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents and pupils see provision as good. Inspectors agree with the very many parents who think their children are taught well and make good progress through being expected to work and try hard. The very well led and managed school makes good arrangements for settling pupils in. Some reservations were expressed on behaviour. Pupils also like the place, they think they are taught well and are expected to work hard. In their returns they had quite severe reservations about bullying and behaviour, but the many pupils who talked with inspectors were all much more muted about bullying. Inspectors' findings on behaviour are listed above.

IMPROVEMENTS NEEDED

The most important things the school should do to improve are: · Make clear arrangements for managers to check very carefully on teaching and learning so as to spread good practice. · Make sure that pupils’ written work is marked regularly and that teachers' comments show them how to improve their work further. Similarly, in lessons, make sure what has been covered in lessons is checked rigorously at the end to see how well it has been taken in by the pupils. · As the subjects that make widest and best use of ICT outperform others, spread its use as a means of raising standards in the weaker ones, especially religious education.

And, to meet statutory requirements: · Make the system in place for a daily act of collective worship work. Report fully to parents.

Litherland High School - 5 PART B: COMMENTARY ON THE INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS

Standards achieved in areas of subjects and courses

From below average starts, the pupils achieve well and leave with about average standards. Results of national tests at the end of Year 9 were below average in 2003. Trends over time are consistently upwards. GCSE results have risen a lot since the previous inspection. GCSE results, at grades A*- C, were below average in 2003, but value-added was above average and the pupils' average point scores were average, which shows good achievement throughout the school, especially as the school has so few genuinely high attainers to boost averages: all pupils do well. Pupils with special educational needs achieve just as well as the rest because of the good extra help they receive. Boys' and girls' performances are much closer than is the case nationally and the very few pupils from a minority ethnic background do equally as well as others. Standards in lessons and in written work show achievement continues to be good from Year 7 to Year 11.

Main strengths and weaknesses

· Pupils achieve well throughout the school. · Standards in ICT are well above average by the time pupils leave as 16 year-olds. · Achievement in foreign languages is particularly impressive. · Pupils leave school armed with a sheaf of full GCSEs that reflect very closely industry's claimed needs.

Commentary

1 Conflicting evidence makes it hard to be specific about pupils' attainment when they start the school. Results of national tests, taken in primary schools in Year 6, suggest just above average attainment. Other very widely used assessments, conducted each year by the school, show pupils have the capacity to reach average standards, but that their mathematics is below average and their English well below. Inspection evidence supports the below average conclusion. It is also clear that the school has very few high attaining pupils when they start.

2 The 2003 results of national tests at the end of Year 9 were below the national average in each of English, mathematics and science for the proportions of pupils reaching expected standards. With the three subjects taken together, average point scores were also below average for the age group. They have been so since the time of the previous inspection, but the upward trend of improvement has been consistent with the national one. Although higher than the other two subjects, English results have seesawed, whilst those in mathematics and science have shown steady improvements.

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

Standards in: School results National results English 32.3 (30.7) 33.4 (33.3) mathematics 33.8 (33.1) 35.4 (34.7) science 32.0 (31.3) 33.6 (33.3) There were 178 pupils in the year group. Figures in brackets are for the previous year

3 Average point scores are below average mainly because of the absence of higher attainers to boost them. Point scores are well below average compared with those of pupils with supposed similar prior attainment in Year 6, yet against pupils in schools with similar entitlement to a free school meal, the same scores are above average. Whilst nationally published figures suggest poor

Litherland High School - 6 achievement in Years 7 to 9, inspection evidence belies this; the consensus of inspectors, from careful work scrutiny and observation, is that pupils achieve well in these years. 4 The school concentrates successfully on raising standards in English, mathematics and science in Years 7 to 9; achievement is good in all three subjects. At the same time it is very good in ICT, Spanish and French and in no subject is it unsatisfactory; in most it is good. Significant factors that lead to good achievement are good teaching, very imaginative use of ICT, specialist Language College and EIC funding to help learning and, very importantly, most pupils' wish to learn.

5 A similar concentration on raising boys' attainment has been successful, although it has had the effect of helping girls to improve too. Boys now reach standards that are much closer to those of girls than is the case nationally so that, overall, boys achieve slightly better than girls. There are some variations between subjects. The main difference is in the quality of writing: girls are better at it. The very few pupils from minority group backgrounds achieve equally as well as others, sometimes better. The achievement of pupils with special educational needs is good and very good in modern foreign languages and ICT.

6 Pupils speak confidently about their ambitions. A very important aspect of the school's success is in the ways by which it persuades them that learning is exciting and valuable when very many come from backgrounds where, because of permanent or long-term non-employment, the work ethic can be alien. This is a very effective school, because it broadens pupils' horizons and raises standards so well. The school exercises a very positive effect on its local community's self- belief.

7 Pupils also achieve well in Years 10 and 11. With a more secure benchmark from which to make comparisons, the value added to pupils' education between the end of Year 9 and when they leave after GCSE is above average. Average point scores for GCSE results (both for the best eight and for all subjects entered) are well above those obtained by pupils in similar schools, from both prior attainment and free school meal entitlement standpoints. The school beats its targets, set in collaboration with the LEA (local education authority), by a substantial margin at all levels. Boys' and girls' average point scores are very close to the national average, exemplifying good achievement. The proportion of higher grades achieved in examinations and tests is increasing.

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 43 (43) 52 (50) Percentage of pupils gaining 5 or more A*-G grades 91 (88) 91 (91) Percentage of pupils gaining 1 or more A*-G grades 95 (95) 96 (96) Average point score per pupil (best eight subjects) 33.2 (32.4) 34.7 (34.8) There were 151 pupils in the year group. The percentages include the equivalent GCSE grades obtained in GNVQ assessments. Figures in brackets are for the previous year.

8 The school's aim to give its pupils the best chances in life is based on the simple premise that they should leave armed with full GCSE certification in subjects the world of work prizes. It does so successfully. The percentage of pupils obtaining 5 or more GCSE passes at any grade is at the national average, which is very good considering the nature of the school's catchment. The proportions of pupils obtaining a GCSE pass in all four subjects, English, mathematics and double award science are above average, too. Results in Spanish are average, but considering that virtually every pupil year by year takes the examination, alongside the well above average numbers taking more than one language, they are remarkably good, as too are the well above average ICT results, also from a full year group entry. ICT is the key to the school's success, as the pupils see it as crucial to their futures. GCSE results in English literature are also impressive, with large entry and above average pass rate for grades A*-C. Similar pass rates are above average in art and design and food studies too, though with lower numbers entered. Results in religious education are well below average, but very nearly the whole year takes the full examination, which is exceptional.

Litherland High School - 7 However, the subject makes less use of ICT than the rest and this is significant, as pupils rate it the less, as a result. The school produces young persons who attain standards that place them in good stead to make their way further in education or training.

9 Over the past five years, the upward trend in the average points scores obtained by pupils in GCSE examinations has been broadly in line with the national trend. In 2003, pupils with special educational needs obtained GCSE results that were well above expectation based upon standards assessed when they entered the school. They left with an average of eight passes; those with a statement of special educational need averaged seven passes.

10 Pupils' literacy skills improve as they move through the school. They become adept at writing for a variety of purposes and they talk well about their studies, although there is scope in some subjects to give them more chances to talk about their work in class. When reading aloud some pupils lack confidence. Pupils' mathematical skills develop sufficiently to allow them to work out satisfactorily things like equations in science or measurements in design and technology. Their competence in using ICT is very good; this complements the hard work in class when ICT-based work keeps them at it, without respite, for the whole of lessons. This enjoyable treadmill helps to raise standards by sustaining motivation and interest.

11 Standards have risen substantially since the previous inspection; GCSE results are now much higher (on average about 15 per cent for higher pass rates at grades A*-C). Indications are that improvements in design and technology will translate themselves into higher GCSE pass rates because of improving leadership and organisation of the subject. The same can be said of history and of geography. The school appears well set to have over half its pupils obtain 5 or more GCSE passes at grades A*-C in the next rounds.

Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes to school and behaviour are good. Attendance is satisfactory. Provision for personal development including their spiritual, moral, cultural and social development is very good.

Main strengths and weaknesses

· The school works hard and is very successful in raising pupils' aspirations. · Pupils enjoy learning and willingly take on responsibility. · Standards of behaviour are good, particularly in class, with very little in-school bullying. · Exclusions are very low. · The school has very good procedures for monitoring attendance. · The school's motto, ‘Achieving By Caring', is clearly reflected in the very good provision for cultivating pupils’ personal development. · Pupils take less pride in the school premises than they do in their work.

Commentary

12 The school places strong emphasis on raising pupils’ aspirations and self-esteem, and promotes them very successfully. Pupils’ attitudes towards their studies have improved since the previous inspection and are now very good. They rate school highly; they show real interest in their work and pursue each new task with purpose and determination, although their general resourcefulness and ability to work independently are somewhat limited. They listen well in class and respond sensibly. However, not enough opportunities are provided for them to share ideas through group or paired work.

13 Ac tivities organised for pupils outside the normal run of lessons are well supported. Opportunities offered for pupils to take on responsibilities are readily accepted, and the duties associated with them carried out well. The school council is a good example of this. Elected members value their roles and are fully committed to improving school facilities, but inspectors feel more could be done to raise the profile of this body generally. The first-rate interpretation of the

Litherland High School - 8 possibilities to be had from specialist Language College status and from EIC funding underlies the pupils' improving attitudes. Visitors from close by and far afield are made particularly welcome. Pupils, for example, from a nearby school for those with severe behavioural problems relish coming to study Spanish, as they quickly appreciate what the school offers. At the same time groups of pupils on exchange from Spain and personnel from the Catalan education service found the pupils' attitudes disarmingly positive and friendly. The plans to extend provision to accommodate pupils with physical disabilities in order to raise pupils' self-esteem and horizons appear very well founded.

14 The school has high expectations for pupils’ behaviour, and measures to achieve this are implemented well by all staff, particularly in class where behaviour is good. Around school, behaviour is sometimes boisterous and not as good as in class, partly because of pupils' need to let off steam after concentrating hard. Relationships between pupils, and between pupils and staff are very good. Inspectors find that bullying is handled well when it occurs, although a few parents are unsure about this. Pupils’ treatment of their school environment is not as good as it could be. The exterior of the building is unattractive and the playground is in poor condition.

Attendance

Attendance percentage in the latest complete reporting year (91.1%)

Authorised absence Unauthorised absence School data 8.0 School data 0.9 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.

15 Attendance is just below the national norm, and has been for several years, although it is much better than at the previous inspection, because pupils enjoy coming to school. Punctuality is generally good. Registers are marked properly. They are monitored with extreme thoroughness and very prompt contact is made with parents if their child is not in school without good cause. This is good practice and helping to minimise levels of unauthorised absence, which are lower than the national rate.

Exclusions

Ethnic background of pupils Exclusions in the last school year

No of Number of Number of Categories used in the Annual School Census pupils on fixed period permanent roll exclusions exclusions White – British 852 14 0 Black or Black British – Caribbean 1 0 0 Black or Black British – African 2 0 0 Black or Black British – any other Black background 1 0 0 Any other ethnic group 5 0 0 The table gives the number of exclusions, which may be different from the number of pupils excluded.

16 Exclusions are very low when compared with other schools nationally: the school's motto ‘Achieving By Caring' is again very well exemplified by this fact. Since the school provides a haven for numerous pupils who fail to cope in other schools, this is a very good record; the inspection provided clear examples of how effectively pupils with severe disturbances are managed in class and how they do make progress without detriment to others.

Litherland High School - 9 17 The provision that encourages pupils to appreciate their own and others’ cultural traditions is excellent. The curriculum offers many opportunities for them to understand their own society and other cultures through the teaching of different languages, the employment of staff from different countries and the many contacts with schools in Spain, the Czech Republic and China. These are very effectively developed through both personal visits and regular e-mail communication.

18 The provision for ensuring that pupils know the difference between right and wrong and understanding their responsibilities for living in a community is very good. The school sets out very clear rules and guidance for behaviour. It encourages pupils to act responsibly towards one another and to take responsibility for their own actions. The school has an ethos that establishes clear expectations of all pupils, to respect one another and all staff are effective role models for this.

19 The provision for encouraging self-knowledge and spiritual awareness is good. The school successfully provides opportunities for reflection and encourages pupils to recognise that true happiness comes from within oneself. Thought provoking assemblies and thoughtful displays around the school help establish an atmosphere that encourages pupils to ‘stop and think’ before they act, although there is room for improvement in the discarding of litter on site. Although the governors have considered the provision of a daily act of collective worship very carefully and arranged a common programme of 'thoughts for the day’, its interpretation by tutors is inconsistent. There are some very good examples, but overall, provision is sporadic and so does not meet statutory requirements.

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

20 The pupils enjoy a good quality education. Pupils' good achievement, behaviour and attitudes are very closely related to the good quality of teaching that helps them to learn well. Particular strengths lie in the uses of ICT to raise standards. Aspects of assessment have scope for further improvement. Pupils benefit from a very well devised curriculum, especially for Years 10 and 11. Those with special educational needs also enjoy good provision.

Teaching and learning

The quality of teaching is good. The quality of learning is good. Assessment is satisfactory.

Main strengths and weaknesses

· The often-outstanding use of ICT raises pupils’ interest in learning and their achievement. · Pupils think the school is a ‘great place’ to learn: they do so, well. · There are weaknesses in both the marking of books and the use of assessment to set targets for improvement. · Teaching and learning are very good in ICT, Spanish and German. · The range of teaching methods, including ICT, is not broad enough, especially in religious education.

Commentary

21 Improvements since the previous inspection are very good. Changes have come about through:

· Careful appointments to vacancies that have brought in some very good new teachers brimming with ideas that gel well with those of remaining longer established teachers who are themselves open to innovation. · Highly imaginative use of specialist languages college funding. · Exploiting the use of ICT to help learning and becoming a national focus of good practice in the process. · Making the best of close associations with initial training providers, for training and recruitment.

Litherland High School - 10 · Very effective use of government ‘EIC' grant to appoint mentors who make very good contributions to raising standards by working closely with pupils.

Litherland High School - 11 22 The table below gives a very clear indication of the good quality of teaching. Learning follows a similar pattern; it also is good. There are no discernible differences in teaching and learning quality between Year 7 to 9 and the GCSE Years, 10 and 11. Improvements since the previous inspection are good; there is now no unsatisfactory teaching and the proportions of very good teaching have risen well. The main reasons for improvements are cited above.

Summary of teaching observed during the inspection in 118 lessons

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

2 (2%) 33 (28%) 51 (43%) 32 (27%) 0 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.

23 Common features of the very good ICT, Spanish and German teaching are first-rate planning that makes sure teachers in these subjects and their pupils know what they will be doing. Irrespective of which teacher pupils have, the way the subject is taught will be very much the same: stimulating and rewarding. The teachers' willingness to try and to share new ideas is very good and very thorough piloting of innovation occurs before inclusion in the shared ranges of teaching activities, available to all on computer. The departments spend a lot of time discussing their work and so gain and keep the respect of the pupils who match their endeavour in large measure. Learning thus reflects teaching and is very good, as also is achievement.

24 Teachers manage pupils well and have a good command of the subjects they teach. Several come from the immediate area and their insider knowledge and understanding of the way pupils think and behave are a great help in stimulating learning and making their colleagues aware of how to go about the job. Teachers do understand their charges not only in class, but also in support roles outside. Mutual respect is very strong in the school.

25 Learning is good, as pupils are motivated to work hard in lessons by the good quality of teaching that generates good attitudes in class. In fact, attitudes and learning follow very closely the quality of education in each subject: very good in ICT, Spanish and German and good everywhere else. Only very occasionally are attitudes in lessons unsatisfactory and that occurs when, for example, teaching fails to stimulate higher attainers. The pupils are very frank and will let you know, without hesitation, if their diet is not up to their demanding expectations: teaching meets these well. A lot of the good teaching is directed efficiently towards getting the pupils to think for themselves; work in business studies was a good case in point. However, in too many lessons, teachers don't get the pupils to work together in pairs or groups to find their own solutions to the work studied; this is a comparative weakness. On the other hand, the pupils listen, work diligently, enjoy learning and get results that are well up to what might reasonably be expected, becoming adept in the use of ICT in the process.

26 Good learning is helped by the very good contributions of a small team of mentors permanently employed to pick up pupils who are falling behind and so help them to catch up. The service goes well beyond this, as many more than those intended use the chances to drop in to talk about their work and to find how they could do better. Good learning support assistants also make valuable contributions to pupils with special educational needs, helping them to learn well, to keep up and to produce the examination results referred to in paragraph 9, above.

27 The main difference between the quality of teaching in different subjects is in the use made of ICT. There is a direct correlation between standards, and also the quality of learning and teaching. The clearest example is religious education where the teaching has not kept up with the rest of the subjects in making learning come to life by using computer technology. The pupils themselves are critical of this and, although they take the GCSE course in well above average numbers, and have good attitudes in class, they feel they do not get the same stimulus to learning they find virtually everywhere else.

Litherland High School - 12 28 The imaginative use of ICT has numerous benefits for pupils' good learning. It keeps them on their toes throughout lessons; there are very few moments when the good pace of learning slows down. Pupils are ready to let off steam after concentrating as hard as they do. The homemade and commercial presentations that involve the pupils very closely, match or go beyond the recreational uses pupils make of computers outside school. The numbers of pupils wanting to stay on after school to extend their studies is testament to the interest generated by the learning in class. Because they use a variety of computer applications in class, pupils find no problems in using the Internet to extend their studies too. Pupils are neither natural researchers nor seekers after knowledge; they do not learn independently with any degree of spontaneity, but the use of computers goes a long way to helping them to learn and the good use they make of the information and communication centre (ICC) also helps to raise standards.

29 Teachers have good information about pupils with special educational needs and their individual difficulties so that they are generally able to provide appropriate help. The targets contained in individual education plans, however, are sometimes too vague and time limits for their achievement are unclear, so that it becomes difficult to measure short-term progress and to celebrate pupils’ successes in reaching clear targets.

30 Assessment is satisfactory. Senior leadership analyses data very closely and reports relevant details to subject leaders who, in turn, undergo scrutiny of the GCSE and national test for 14 year-olds results by governors and senior managers. In these respects assessment is thorough. The data that arise are used to help the very good mentor support staff to give extra help to those pupils who need it and to others during their every day work. Such assessment is also thorough; it raises standards. There are some weaknesses. Checking at the end of lessons on what has been learned is less systematic than good practice requires. Correction of written work has not improved enough since the previous inspection; as a result, standards are not raised well enough by it. With notable exceptions, for example, in English, too little of the marking has the added bonus for pupils of clear information on how they might improve. There are some good examples of pupils helping in the assessment of how well they have done themselves, but this is not widespread enough. Considering how well the school has adopted the workload reduction initiative for teachers by, for instance using learning support assistants and mentors very well, this aspect of professional make- up remains unsatisfactory. Teachers and tutors do not use the data provided by the school readily enough to set targets for improvement to complement the work of mentors.

The curriculum

Curriculum provision is very good. Opportunities for enrichment are excellent. Accommodation and resources are satisfactory.

Main strengths and weaknesses

· The curriculum has very good breadth and relevance to the needs of all pupils. · Language College provision widens horizons and enriches the learning of all pupils excellently. · Vocational and work-related courses in Years 10 and 11 are strengths. · Opportunities for learning outside lessons are very good. · Some parts of the accommodation are unsatisfactory.

Commentary

31 Provision for Years 7 to 9 meets the statutory requirements of the National Curriculum with an equitable distribution of time between subjects. The combination of classes of mixed and of similar ability contributes to good achievement and is efficient in the use of available extra help for those with special educational needs. Almost all pupils study at least two languages and continue with at least one to GCSE. The development of good skills of ICT is carefully planned and contributes significantly to motivation and learning. Provision for religious education meets the

Litherland High School - 13 requirements of the locally agreed syllabus throughout and provision for personal, social and health education (PSHE) and for citizenship is similarly satisfactory. 32 Pupils in Years 10 and 11 are offered a broad and balanced curriculum with a good range of courses leading to GCSE and GNVQ qualifications. The proportion choosing to study two foreign languages is well above average and some begin a third language. Pupils for whom a full programme of courses leading to examination is inappropriate can choose from a flexible range of vocational and work-related courses, some run in partnership with local colleges and also work placements. Pupils receive good information and guidance about opportunities for future education, training and employment. Pupils in Year 10 have two weeks of work experience that is exploited well, for example, to give focus to PSHE lessons.

33 The school makes good provision for pupils with special educational needs. Responsibilities are shared effectively between staff so that needs are identified quickly, appropriate support is provided and its effectiveness is monitored. The principal recommendations of the Revised Code of Practice are observed and records are carefully maintained. The learning support facility provides positive help for small numbers of pupils mainly in Years 8 and 9 who are withdrawn from classes for behavioural or other special reasons. They are kept in touch with work done by their classmates and are skilfully helped to improve confidence and behaviour so that they can rejoin their classes. Pupils with learning difficulties requiring extra help benefit from the good work of learning support assistants. The very good team of learning mentors is available to all pupils for guidance, discussion and advice. Those who have regular appointments with them value the help they receive and achieve well.

34 Opportunities for enrichment and acceleration of learning for the most able pupils are provided within subjects and through a good range of school activities that raise achievement. Such provisions further demonstrate the school’s commitment to the learning and personal development of all its pupils.

35 The school provides an excellent range of opportunities both inside and outside lessons for improving the learning and experience of pupils at all levels of attainment. Some of these relate to pupils with particular talents and abilities and help to raise aspirations and extend learning. Others are associated with the work of the school as a Language College. There are links with Spain, France, the Czech Republic and China via exchange and other visits, teacher exchanges and through ICT. These together with contact with teachers and visitors from other cultures extend pupils’ learning and their understanding and acceptance of other cultures. There are clubs to support learning in many subjects, visits to universities, drama, dance and music performances, opportunities to play team and individual games to a good standard, to perform music, even to practise Chinese calligraphy and cookery.

36 There are sufficient teachers to meet curriculum needs. Teachers are well qualified to teach their specialist subjects, with particular strengths in ICT and modern foreign languages, each subject having a particularly good balance of experience and youth. The extent of technical support available is good in science, design and technology and excellent in modern foreign languages. Very good mentor and support teams are highly appreciated by the pupils themselves and are also at the hub of rising standards.

37 The school has adequate accommodation to deliver the planned curriculum although the buildings have a rather worn appearance, both inside and out.

38 Learning resources are good generally and very good in modern foreign languages. The school is very well equipped with computers, although there are gaps in art and design. Very good use is made of interactive whiteboards in classrooms, but old computers slow down the pace of learning in design and technology. The ICC makes a very positive contribution to pupils' learning; it is very well used and contains a suitable range of fiction and non-fiction books, as well as up-to-date computer equipment for research. Pupils, acting as ICA’s (information and communication assistants), are able to play significant parts in the running of the ICC under the very expert guidance of the teacher in charge, so helping very much their personal development.

Litherland High School - 14 Care, guidance and support

Provision for ensuring pupils’ care, welfare, health and safety is good. Support and guidance are very good. The school has satisfactory arrangements for involving pupils in the work of the school.

Main strengths and weaknesses

· Child protection arrangements are secure. · Suitable health and safety measures are in place although some concerns were identified. · The pastoral system operates well. · Full advantage is taken of local and government initiatives. · Induction arrangements are very good. · Careers education is good.

Commentary

39 Suitable health and safety measures, including Internet security, are in place and risk assessments are carried out, as a matter of routine. Child protection arrangements are secure; a member of staff has designated responsibility for liaising with outside agencies and is properly trained to carry out the duties associated with this role. However, some concerns were identified during the inspection and brought to the school’s attention.

40 Teachers genuinely care for their pupils and put a lot of successful effort into raising their self-esteem and confidence. The pastoral system operates well and relationships generally are very good. As a result, pupils find staff very approachable and are confident to discuss any problems or concerns with them. Full advantage is taken of all opportunities provided through the EIC scheme, and this is helping to raise pupils’ aspirations and achievements. The very good work and dedication shown by the school’s learning mentors are notable instances of this. Close links with community police, who attend the daily breakfast club, and with bodies, such as those who run the Youth inclusion programme, are also making valuable contributions to pupils' understanding of their roles as responsible members of society.

41 Very good arrangements for the induction of new pupils help them to settle quickly into school life. Good systems for checking pupils’ academic progress and achievements are already in place, but there is scope for further development of data to set clearer targets for improvement, both in subjects and amongst individual pupils in addition to what is achieved through the learning mentor system. Pupils' personal development is well monitored. Praise and rewards are used well to encourage effort. Achievements are recognised and celebrated on Achievement Days, which occur four times a year, and which provide a good bridge between home and school, as parents attend or receive detailed information on progress.

42 The school values pupils’ views and comments about the way it operates; it seeks their opinions through occasional questionnaires and through the school council, although the general profile of this body could be higher.

43 Good, carefully planned, careers education for all year groups runs through the curriculum for PSHE. Work experience opportunities for pupils in Year 10 are well organised. Pupils have good access to external careers advisors and good quality careers information (including relevant computer software) is available to them. They receive good quality guidance for the next stage of education through talks, visits and support from their tutors.

Partnership with parents, other schools and the community

The school has satisfactory links with parents. Links with other schools and colleges are very good. Links with the community are very good.

Litherland High School - 15 Main strengths and weaknesses

· Links with the community are used very well to broaden pupils’ learning. · Language links with other schools are particularly good. · The quality of pupils’ reports could be better. · The prospectus and governors’ reports do not fully meet requirements.

Commentary

44 Parents are very satisfied with the way the school gets their child to work hard, the good quality of teaching and the progress their children make. They think the school is well led and managed and they are comfortable in approaching the school with suggestions or problems. Inspectors agree with these opinions. There are concerns over aspects of behaviour, including bullying, but inspection found these problems were dealt with well when they occurred. The school continues to work hard to get parents more involved in their children’s education and receives satisfactory levels of support from them. Parents of pupils in Year 7 provide good help with reading, and many parents throughout the school helped magnificently with fund-raising for Language College status. There are no formal arrangements for seeking parents’ views about the school, although the headteacher and other members of staff are always available to meet parents and discuss any problems with them. Parents receive satisfactory information about their children’s progress and school life generally, but there is scope for improvement. Pupils’ annual reports are often short on details about achievement and rarely identify areas where improvements could be made. There is no statement in the prospectus to let parents know they have a right to withdraw their children from collective worship, as well as religious education. The governors’ annual report is also incomplete. It does not give details of the progress made in addressing issues raised at the previous inspection and the section about staff development is inadequate. The school does not always, as it should, provide sufficient information to parents of its higher attaining pupils, about the additional provisions it makes for their children.

45 Links with the local community are used effectively to enhance and enrich the curriculum. The school is very outward looking. It has developed very good contacts with schools in other countries, and, through these, exchange visits are organised and opportunities are provided for foreign teachers and pupils to work in school. This helps to broaden pupils’ horizons, as well as making significant contributions to their cultural development. Close working links have been established with many local agencies including the police and welfare services, and full advantage is taken of opportunities provided by the EIC scheme. As a result, pupils’ aspirations are rising, and their understanding of their roles in society is improving greatly. Pupils continue to give generously to charity; this helps to raise their awareness of the needs of those less fortunate than themselves.

46 Links with other schools and colleges have improved since the previous inspection and are now very good, particularly through Spanish teaching, both for partner primary and special schools. For primary school pupils this helps prepare for their life in secondary school and also gives them a good grasp of the language by the start of Year 7. Good arrangements for transferring pupils from primary schools receive very strong parental approval and those for transferring Year 11 pupils to their next stages of education or training also operate smoothly and well.

LEADERSHIP AND MANAGEMENT

Leadership and management are very good. Leadership by the headteacher is very good. The leadership of key staff is good. Management is good and governance is satisfactory. Although the governors have given considerable attention to providing a daily act of collective worship, the measures taken are interpreted inconsistently; so statutory requirements are not met.

Main strengths and weaknesses

· This is a school that knows where it is going and leaves no stone unturned to get there.

Litherland High School - 16 · Leadership has a very strong influence on raising standards and on making sure that no one is excluded from the chances the school offers. · Senior and middle managers' parts in checking on the quality of teaching and learning and making sure all the available information is put to best use to raise standards have scope for improvement. · Governors do not carry out all their statutory duties.

Commentary

47 The dynamic leadership of a particularly caring, committed headteacher drives this school inexorably forward: his highly successful entrepreneurial skills are widely recognised. Good improvements since the previous inspection are directly attributable to the headteacher's first-rate skills in fostering staff teamwork, in giving talent full rein, for example, in the excellent languages college provision, and in exploiting any available opportunity to help pupils develop as young persons. The clarity of vision and sense of shared purpose are excellent; as a result, the school has become a renowned model of good practice in its use of ICT to raise standards and in modern foreign languages (a desert at the time of the previous inspection). Recommendations related to leadership and management made in the previous report have been implemented, although there is room for further development of the ways good practice is identified and shared. Part-time secondments of the headteacher to central government and to the LEA to advise on the use of ICT to raise standards are very well planned so as not to affect the smooth running of the school adversely.

48 Good management reinforces the strengths of leadership. The school has an effective organisation structure that ensures its smooth running. Senior managers supply all relevant information to subject department heads who, in turn, are accountable to governors and leadership for the results they produce. Management of special educational needs is also good, particularly in the ways pupils identified through the system are given extra help to keep up and achieve well. This provision is so good that it compensates to a large extent what could be serious gaps in management. Senior managers have responsibility for checking the operation of given departments, but the arrangement only goes part way to making sure school policy is put into practice. Teaching, other than under the performance management scheme, is not checked often or rigorously enough to help spread good practice even further, or to make sure that books are marked helpfully enough. There are notable exceptions in modern foreign languages and ICT.

49 On the other hand, performance management works well. Staff professional development has been adequately enhanced in most departments. Good use has been made of school based training and support to develop the use of interactive whiteboards as significant teaching aids. The induction process for new staff is effective in those departments with recently appointed staff. In the modern foreign languages department the substantial number of new appointments, including some newly qualified teachers, have been very well integrated. There are very good, productive links with higher education for teacher training.

50 Satisfactory governance underpins the school's progress, although its effectiveness rests too squarely on the shoulders of a nucleus of very committed governors. Main contributions are in keeping the school under close scrutiny through collaborative analysis of examination results, positive help in arranging changes to the staff when necessary and very careful appointments to it. The governors are very financially aware and keep a very close eye on the budget, making sure of unquestioned probity and applying the principles of best value scrupulously in their dealings, but also using the services of the local community whenever possible. The governors have thought through the provision of a daily act of collective worship very carefully; they have explored all avenues and made recommendations to provide alternatives to the full gathering of pupils. As their recommendations are not carried out uniformly, they fail in their legal duty to provide a daily act of collective worship. Governors also omit to inform parents of the aspects of provision reported above in their annual correspondence with them.

Litherland High School - 17 Financial information

Financial information for the year April 2002 to March 2003

Income and expenditure (£) Balances (£) Total income 2,592,654 Balance from previous year 101,691 Total expenditure 2,605,999 Balance carried forward to the next 88,346 Expenditure per pupil 2910 32

51 The budget balances well. Extra EIC grant, expanded upon elsewhere in this report, is used particularly well; it is a very good aid to learning. Surpluses are clearly earmarked for major expenditure, for example to extend ICT provision into art and design and technology. The governors forecast expenditure needs well, including the heavy replacement costs of the current very good ICT provision. They are equally aware of clouds on the not too distant horizon in the forms of likely discontinuation of specific grant and an unavoidable reduction in the school roll owing to a substantial fall in the local birth rate, seen already in smaller numbers in Year 7. Considering the very good quality of education, good achievement and the average costs of educating each pupil, the school provides very good value for money.

Litherland High School - 18 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 good.

Main strengths and weaknesses

· Good teaching helps many pupils to make progress beyond expectations. · Pupils enjoy lessons and learn well so that by Year 9 their English is much better than when they joined the school. · Pupils do outstandingly well to gain GCSE English literature results above the national average. · Pupils have too few chances to work together in pairs or groups to develop more fully their speaking and listening skills. · Assessing how pupils make progress against national standards is not systematic.

Commentary

52 When pupils join the school their standards in English are below average. On joining the school pupils quickly develop basic skills because all lessons focus on improving language and because teachers mark work carefully to show pupils how they can write more effectively. As a result spelling and punctuation are generally accurate. Pupils read aloud competently but often lack confidence. However, reading has a strong focus in English lessons, especially in Year 7. Large numbers of pupils in Years 7 to 9 make regular use of the Information and Communication Centre to extend their reading. In Years 7 to 9 pupils organise letters, reports and stories well but do not often develop their responses to the very highest levels. Their own poems often demonstrate good awareness of form and vivid visual description. Consistently good teaching helps pupils to improve work in books and folders so that it matches national expectations by Year 9. Pupils' achievement is, therefore, good. Results for 2003 in national tests at the end of Year 9 were only just below the national average. Improvement over the last four years has outpaced national improvement. Boys did particularly well to gain almost identical results to girls, as nationally they lag behind. Overall results were very similar to those in mathematics and science.

53 In Years 10 and 11 pupils maintain their good progress. Although results in GCSE English are below the national average they are above those in mathematics and science. Well over 90 per cent of pupils gained a GCSE English grade A* to G, realising the school's wish to give pupils, including those with special educational needs, who achieve well throughout, a flying start in life through a good command of basic skills.

54 GCSE results in English literature were even better. More than four out of five pupils in Year 11 took the examination and three out of five of these achieved higher grades, A*-C. This was a remarkable achievement. Boys’ results were behind those of girls, in line with the national pattern. Pupils from all ethnic backgrounds achieve equally well. By Year 11 written assignments are well expressed and include appropriate detail. Essays on Steinbeck’s ‘Of Mice and Men’ were particularly perceptive in their analysis of characters and themes. Overall achievement in Years 10 and 11 is good.

55 Teaching and learning are good. Lessons are always lively and well planned. Teachers usually manage classes very skilfully with a minimum of fuss. Just occasionally standards of behaviour are allowed to fall and in these lessons pupils make less progress. Pupils like their teachers, enjoy learning and often work enthusiastically in class. An excellent display of work on vampires by Year 7 pupils and lively performances by Year 9 pupils enacting the meeting between

Litherland High School - 19 Macbeth and the ghost of Banquo were very good examples of this enthusiasm. Teachers do not always provide pupils with enough opportunities to develop speaking and listening skills through focused work in pairs or small groups. This holds back many of the quieter pupils who contribute rarely to whole class discussions. By Year 11 higher-attaining pupils are capable of very impressive oral performances as seen in an outstandingly entertaining balloon debate.

56 Good leadership and management help teachers to work together more closely. Programmes of lessons for pupils in Years 7 to 9 have been well revised to give a rich and balanced diet and to provide good progression from year to year. However, procedures for assessing the work of pupils do not ensure that progress against national standards is regularly and effectively monitored. Since the previous inspection improvement has been good. Standards of work by Year 11 are now higher and there is a higher proportion of good teaching.

Language and literacy across the curriculum

57 Good progress has also been made since the previous inspection in improving language and literacy across the curriculum. Standards of literacy rise to just about average. Pupils usually express themselves clearly when speaking. Reading levels are below average when pupils join the school but support for reading is good, especially for those with the biggest problems. As a result, pupils generally meet the demands for reading in all subjects, although in religious education some texts studied are too hard for lower-attaining pupils. In history, pupils lack confidence when they read aloud. This is unsurprising since opportunities for reading aloud are limited in all but a few subjects. Pupils are encouraged to read for research in science, geography, religious education, ICT and music. In geography, pupils also develop skimming and scanning techniques. The Information and Communication Centre also helps the development of reading across the school, especially among younger pupils. Pupils show in their exercise books and folders that they can write accurately for a range of purposes. In religious education, modern foreign languages, history and ICT teachers give pupils valuable help with the structuring and accuracy of their writing.

Modern foreign languages

Provision in modern foreign languages is excellent.

Main strengths and weaknesses

· Pupils achieve very well and have very positive attitudes to learning languages. · Pupils’ learning is helped enormously by very good teaching that makes imaginative use of the department’s excellent ICT resources. · The languages curriculum offers an unusually broad and varied range of opportunities. · Through outstanding leadership the modern foreign languages department has made excellent progress since the previous inspection. · The skills of reading and writing are less well developed than listening and speaking.

58 The award of Language College status in 2002 has allowed the school to create a very strong team of specialist teachers and support staff, and to purchase the latest in language teaching technology. Outstanding leadership of the modern foreign languages department, and of the Language College, is ensuring that these excellent assets are put to best use for the benefit of pupils. As a result of very good teaching and very positive attitudes, pupils achieve very well at all levels. They benefit from learning two foreign languages and from the unusually rich menu of foreign visits and cultural activities that the school provides.

59 In 2003 GCSE Spanish results at higher grades, A*-C, were similar to the national average. Almost all Year 11 pupils were entered for Spanish and all were awarded a GCSE grade. They achieved very well. Girls did better than boys, but by no more than the national difference. Pupils who took French as a second language gained above average results.

Litherland High School - 20 60 Standards of work seen in Year 11 are in line with the national average in Spanish. The well above average numbers of pupils doing French, as a second language, are also achieving average standards. Standards in the small group of pupils also doing German in Year 11 as a third language are, as yet, below average. Having started German in Year 10 they still have some ground to cover but are catching up fast. Pupils are achieving very well all round, particularly in speaking and listening, because teachers are very skilful in getting pupils to practise their speaking. Many pupils, boys as well as girls, have a good accent and pronunciation and are confident in expressing their opinions in the foreign language. Higher-attaining pupils write fairly accurately and show they understand the difference between tenses. Pupils of lower attainment and those with learning needs achieve as well as the others, though they struggle with writing in Spanish.

61 In Year 9 standards are average in Spanish and below average in French. This is because pupils start French a year later than Spanish. As in the older years, achievement is very good because pupils are taught in a lively way that allows them to learn actively and enjoyably. Pupils speak confidently and understand a great deal of their teachers’ fluent Spanish and French. This aspect of their work is above average for both boys and girls, and for pupils with learning needs, who achieve very well in smaller groups. Girls do better than boys at writing because they cope better with the detail of spelling and grammar. The skills of reading and writing, however, are relatively undeveloped. This important area does not get enough attention.

62 Pupils learn very well because teaching is very good. In more than half the lessons teaching was very good or excellent and it was never less than satisfactory. Two aspects stand out in particular and explain why pupils learn so well:

63 Teachers are all excellent linguists and use Spanish, French or German almost all the time so that pupils hear it spoken copiously and understand it well as a result.

64 Teachers have all become very skilful at using the electronic whiteboards, now installed in every room. In capable hands this technology brings colour, fun and flexibility to learning a language. Pupils now have much more chance to practise new language in different ways, such as competition and role-play, so that their pronunciation and fluency improve.

65 Pupils also improve their speaking through frequent contacts with the foreign language assistants whose skills are put to very good use. Teachers mark pupils’ written work helpfully although in French marking does not grade their work enough. In all three languages there is not enough insistence on pupils correcting their own work.

66 The department and the Language College are led with real vision and energy. It is a measure of this excellent leadership, and the strong support from senior management, that the subject has moved excellently, in the relatively short time since the previous inspection, to become a pioneering department that is attracting much interest from outside. This in turn has brought the reputation and the increased funding that have allowed real innovation and have attracted very good teachers, as well as support staff and language assistants from Spain and France.

67 The curriculum for languages is superbly broad and wide-ranging. Within the timetable all pupils, regardless of their attainment, study at least two languages in Years 8 and 9, and many of them continue with both to GCSE. Outside the taught curriculum the school has fostered links with schools and individuals from other countries such as China, Portugal and the Czech Republic. Pupils have contact with foreign nationals from several different countries and can e-mail people in these countries, or visit them. The work of the Language College permeates and reflects the ethos of the whole school, lifting pupils’ horizons and enriching their personal development: the school cares and pupils achieve.

MATHEMATICS

Provision in mathematics is good.

Main strengths and weaknesses

Litherland High School - 21 · Pupils’ attitudes to learning are good. · Teachers’ have good subject knowledge and take practical steps to motivate their pupils. · Departmental leadership promotes good teamwork. · Teaching quality is not checked systematically. · Pupils rarely receive constructive written feedback on the quality of their work in lessons.

Commentary

68 Pupils' average points scores in national tests taken at the end of Year 9 have been below average in comparison with national averages for the last few years. However, pupils do achieve well in Years 7 to 9 in relation to their attainment level on entry to the school and their current standards in lessons are close to national expectations. For example, pupils in Year 7 can compare and order fractions and in Year 8 they can articulate the purpose of scatter graphs; in Year 9 pupils can successfully solve ratio problems. In comparison to schools with a similar proportion of children receiving free school meals, the standards achieved by pupils are above average. There are no significant differences in performance between boys and girls.

69 The percentage of pupils obtaining higher grade GCSE, A*-C, passes in 2003 was well below the national average. However, the percentage of pupils obtaining an A*-G grade was in line with the national average, which reflects well on the teaching received by pupils across the ability range. It also shows the school's success in providing pupils with the basic skills necessary to make a real go of life outside school. Pupils have under performed in mathematics in the last two years relative to their performance in other subjects and fewer pupils get the highest, A*-B, grades than do so nationally. In lessons pupils are currently achieving standards that are closer to national expectations. For example a group of high attaining pupils in Year 11 demonstrated good underlying understanding of the methods for calculating the probability of independent and dependent events. In Year 10, a low attaining group of pupils, including pupils with special educational needs, showed proficiency in calculations involving money and weights. Boys outperformed girls in 2003 but it was the other way round in 2002. Overall achievement in Years 10 and 11 is good.

70 Mathematics teaching is good and enlivened by the use of interactive whiteboard technology. Good subject knowledge underpins much of what teachers do to enable pupils to make progress. Pupils are given a good range of learning opportunities, including practical work. However, in Years 7 to 9, there is scope for further opportunities for pupils to generalise and justify mathematical relationships.

71 Pupils are well behaved and willing to learn, which they do well. Relationships between pupils and staff are good. The range of pupils able to respond to teachers' questions is sometimes limited. As in English, there are too few chances for pupils to talk together about their work, to help them reinforce their learning. Pupils' workbooks are generally well cared for and the presentation of their work is satisfactory. Pupils accept and do homework, as a useful way of consolidating their knowledge.

72 Although homework is typically marked and commented upon, written feedback or constructive comments about work done in lessons is unsatisfactory because it is inconsistent and too rarely done. Scrutiny of pupils’ work in lessons is also too irregular to allow teachers to focus their lesson-end resumes of what has or has not been learned successfully.

73 Members of the department willingly offer their time after school to assist pupils with any mathematical problems; this is good practice. Good departmental leadership has promoted the sharing of resources and teamwork in the writing of units of work. However, there are too few examples of extension and simplification tasks and of opportunities for the use of mathematical software by pupils in the units so far produced.

74 The management of the department is satisfactory. There is a well-established pattern of testing pupils each a half term. The head of department has a good grasp of the statistical data

Litherland High School - 22 about pupils’ performance. However, teaching quality and the standards of pupils’ work in lessons are not regularly monitored; this is a weakness.

75 Improvements since the previous inspection are satisfactory. Standards have improved. Pupils continue to achieve well and their behaviour in lessons remains good. Teaching quality has improved, but it is not checked rigorously enough. Plans to promote numeracy across the curriculum have come to fruition.

Mathematics across the curriculum

76 Mathematics across the curriculum is well led. Good guidance has been provided to all subjects and liaison between departments has been effective. Science teachers are adept at reviewing mathematical ideas and numeracy skills are used satisfactorily in other subjects, for example, in science (graphical representation of experimental evidence), design and technology (measuring) and geography (fieldwork).

SCIENCE

Provision in science is satisfactory.

Main strengths and weaknesses

· The pupils achieve well by the end of Year 9. · In most lessons, pupils’ good attitudes and behaviour contribute to good learning. · The quality of teaching and learning is good. · Assessment data are not used effectively to improve performance. · Good resources contribute to good teaching and learning.

Commentary

77 In the 2003 national tests, taken in Year 9, results were below average compared to all schools but above average compared to similar ones. The attainment of girls was below that of boys. Over the last four years standards have improved steadily, in line with the national trend, with more pupils attaining at the higher level (Level 6). The 2003 GCSE examination results were well below average, compared to schools nationally, but were average when compared to similar ones. The proportion of passes at grades A*-C has improved since the time of the previous inspection. Boys outperformed girls when compared to the national differences between girls and boys.

78 From lessons and work seen, attainment in Year 9 is broadly average and in Years 7 to 9 pupils achieve well. In Year 11, overall attainment is below average and achievement is satisfactory, considering the pupils' prior attainment, which in Year 9 was well below average. A significant proportion of higher attaining pupils reached standards in line with those expected nationally. The achievement of pupils with special educational needs and gifted and talented pupils is similar to that of other pupils. In Year 9, pupils have a sound grasp of the reactivity of elements and displacement reactions. By Year 11, pupils distinguish well between different types of chemical action and reaction. Some average and lower attaining pupils have difficulty evaluating experiment results and recording them with accurate use of suitable language and correct labelling of graphs.

79 Pupils behave well and contribute actively in most lessons. When involved in investigations, they support each other well, treat apparatus carefully and show interest in their observations. In the occasional lesson, pupils’ attitudes and behaviour undermine learning for some.

80 The overall quality of teaching is good and has been maintained since the time of the previous inspection. Most teachers make very good use of ICT to interest and motivate pupils and assess their understanding effectively through class and group discussions. In the best lessons, the pace is lively and a good range of teaching methods and resources are used to engage all pupils so that they achieve well. In a few lessons the highest achievers are not adequately challenged and

Litherland High School - 23 some lessons end without the opportunity to consolidate the learning of different groups, such as those with special educational needs. Good quality textbooks are well used, particularly for homework, which is set regularly and completed satisfactorily.

Litherland High School - 24 81 The department is well led by a head of department who is committed to raising standards and building an effective team of teachers. Improvement since the previous inspection has been satisfactory. The improvement in the quality of learning resources and schemes of work has had a positive effect on teaching and learning. The quality of technical support is very good and contributes well to the quality of teaching and learning. The overall management is satisfactory. Assessment procedures are effective and have been suitably refined since the time of the previous inspection. However, data generated from such procedures is not used fully to inform pupils how to improve or to review the overall performance of the department. The use of classroom observation is under- developed as a tool for improving the quality of provision further.

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology (ICT) is very good.

Main strengths and weaknesses

· Pupils achieve highly because of very good teaching. · Standards are above average by Year 9 and well above by Year 11. · Leadership and management are very good. · Pupils enjoy ICT and work hard.

Commentary

82 Standards of attainment are above average by Year 9. This is because pupils benefit from very good teaching and develop enthusiasm for learning in ICT. Pupils are confident users of computers. Their understanding of the basic applications such as desktop publishing, use of spreadsheets and databases are secure so that they can apply skills and knowledge to help their learning in other subjects. Pupils present information well and use the Internet confidently for research.

83 Standards are well above average by Year 11. The proportion of pupils obtaining pass grades, A*-C, in GCSE and GNVQ examinations in 2003 was well above average and almost all pupils obtained passes in Key Skills courses. Current standards are similarly high. Pupils organise and present coursework very well. Lower attaining pupils have weak skills for analysis and do not always explain their work in enough detail. Most pupils show very good understanding of whose attention they are trying to win when they create publicity materials for small businesses. They have secure understanding and very good skills in using complex databases that they develop to manage aspects of business.

84 Achievement is very good in relation to pupils’ prior attainment and ability. They have variable experience before entering the school but their skills and knowledge are below average overall. In Year 7 pupils quickly become confident with computers. Pupils in all years are highly motivated and very well behaved in lessons, which helps them to achieve higher standards than expected in relation to their prior attainment in the subject and assessed general ability. Pupils with special educational needs make particularly good progress with presenting work and improving their writing skills, so that, by Year 11, they can write at length and with reasonable accuracy. The writing skills of all pupils improve significantly through drafting and redrafting their work to reach the high standards they aim for.

85 The quality of teaching and learning is very good. Very good relationships in lessons encourage pupils to contribute to discussion and to answer questions confidently. Teachers use very good subject knowledge and a wide range of experience to plan well-structured and inspiring lessons. Teachers transmit their own enthusiasm for the subject and use highly effective teaching methods, so pupils learn very effectively. Pupils respond very well to the high expectations teachers have of them because their self-esteem and confidence are raised.

Litherland High School - 25 86 Leadership and management are very good. Rigorous strategic planning backs the head of department's insight into subject development and strong commitment to high standards. Day-to- day management is very good and teachers new to teaching are very well supported. Links with primary schools have not yet been well developed; this limits work that can be planned to build on earlier learning.

Information and communication technology across the curriculum

87 The cross-curricular provision for ICT is very good. The enthusiasm of teachers and pupils for using ICT is a strength of the school. Provision reflects the school’s commitment to using ICT to help raise standards: there is a direct relationship between the quality and use made and achievement and standards in subjects. They are very good, for example in ICT and modern foreign languages and weaker in religious education. Pupils’ learning in separate ICT lessons is secure so that they are able to use what they have learned confidently and competently to help their work in other subjects. Their skills and knowledge are above average. Cross-curricular provision is monitored by senior managers, as part of their oversight of provision in all subjects. They have a clear vision for the development of ICT in the school and strongly encourage all teachers to use it. There is, however, insufficient formal co-ordination of cross-curricular ICT to inform subject teachers reliably of the levels of skills and knowledge that pupils have. This limits teachers’ ability to build upon established learning.

88 The school is well equipped with interactive whiteboards in most departments. Teachers use them effectively to explain new work. The school has a well-planned replacement and extension plan for ICT resources and requires teachers to justify their need and their use before providing them. In art and design, there is currently not enough access to ICT resources but new equipment has just been acquired. In design and technology, the computers are too old for use with modern software for computer aided designing and this slows the pace of lessons. There is good access to resources outside lessons and they are well used, particularly in specialist computer rooms and the ICC (library).

HUMANITIES

Geography

Provision in geography is satisfactory.

Main strengths and weaknesses

· New leadership is revitalising the department and establishing stability. · Good teaching ensures an accurate, strong base of knowledge and understanding. · GCSE results are not good enough. · Assessment in Years 7 to 9 is successfully increasing pupils’ knowledge of their achievements and areas for improvement.

Commentary

89 Pupils’ are tested early in Year 7, so that teachers can better measure progress from what are well below average geography skills that are compounded by literacy problems. Although pupils achieve well in Years 7 to 9, standards of work seen in Year 9 are still below average. Pupils’ graphical skills, use of Internet for research and ICT for presenting and analysing results of surveys and questionnaires are well established and help to develop numeracy. They accurately use geographical terms and theories and write succinctly about, for example, coastal erosion or the causes and aftermath of volcanoes. They work well in groups to plan diagrammatically and use notes to organise information from different types of sources. Pupils’ fieldwork demonstrates all these skills, where they also test hypotheses, write conclusions and review chosen strategies. Higher attaining pupils are better at interpreting findings, although most pupils do not go far enough when assessing the impact on people’s daily lives.

Litherland High School - 26 90 In 2003, GCSE results were below average, affected in the recent past by staffing problems, so the trend has not been steady. Action is in place for targeting the C/D grade boundary with frequent assessments, special after-school support and revision strategies. Standards of work seen in Year 11 are below average, although most pupils are working well up to expectations; they have achieved well since Year 9, especially with extended writing. They are inspired by fieldwork that brings out the best synthesis of geography skills including predictions based on evidence. At this stage they apply factual knowledge and interpret a range of evidence to make judgements about conflict arising from tourism, for example, in National Parks. Lack of fluency and imagination in the use of language limits the quality of extended writing for some.

91 Teaching is good. Lessons have a common pattern with “starter” activities that comprise what is to be studied and discussions with pupils, so they know how they are progressing and how to keep actively involved. As a result, learning is also good. Teachers provide opportunities for spiritual development through well-chosen resources and activities, which oblige pupils to express their feelings. Year 8 pupils, for example, budgeted for improvements to “their” shanty town in Kenya. Pupils keep their own record of “Wow and Wonder“ moments in geography as part of their unit progress chart in which they log conscientiously what they do well and targets for improvement. There is more scope for short, paired activities to broaden pupils talking.

92 Leadership and management are both good. Improvement since the previous inspection is satisfactory. Energy and clear vision have, in a very short time, led to overhaul of schemes of work and improvements in assessment and in teaching.

History

Provision in history is good.

Main strengths and weaknesses

· Teachers have a very good knowledge of the subject. · Resources, including ICT, are used effectively. · Marking does not always provide pupils with enough information on improvement. · Relationships are good and pupils respond well in class.

Commentary

93 In 2003, pupils in Year 9 reached standards that were below national expectations. In the same year, GCSE results for pupils in Year 11 were well below the national average. This was a small cohort of pupils of widely differing ability.

94 Standards are improving because of consistently good teaching. In Year 9, standards broadly match national expectations, which is good achievement for pupils whose attainment on entry to the school was below average. In Year 11, standards are below average, but a few pupils achieve above average standards. This is good achievement for pupils whose overall attainment at the start of the GCSE course was well below average.

95 The overall quality of teaching and learning is consistently good throughout the school. Teachers have a very secure knowledge and understanding of the subject. They present information clearly and provide pupils with good support through the use of relevant resources. Good relationships ensure pupils have positive attitudes to learning and so make good progress.

96 In Year 9, effective questioning enables pupils to identify, for example, health and safety issues in the Victorian working class home. They make good links between these and the likely consequences to individuals. Stimulating resource material presented on an interactive whiteboard was particularly helpful to a class of pupils with special educational needs. As a result, learning was good and all pupils completed the written task well. In Year 11, pupils receive good guidance on

Litherland High School - 27 examination technique through practising and discussing past questions. Pupils display secure knowledge and recall of events, for example, in Hitler’s Germany and build this into their written answers effectively.

Litherland High School - 28 97 On occasion, teaching is over directed and reduces opportunities for pupils to develop independent study skills; for example, in locating information. Teachers provide much encouragement to pupils and use the ‘effort grade’ effectively to motivate them. However, marking does not always provide a consistent picture of ‘attainment.’ As a result, pupils do not always have sufficient guidance to improve their class work.

98 The leadership and management of the department are good. There is a clear view of priorities and effective teamwork. The curriculum provides good opportunities for pupils of all abilities. An after school study club and a lunchtime history club provides good extra-curricular provision that helps raise standards and promotes interest in the subject. Good use is made of ICT, both as a teaching aid and by pupils to research topics and to present their work. The innovative use of a small area to create a departmental ICT suite is very effective. Improvement since the previous inspection is good; standards are higher, there is a greater emphasis on extended writing, good use of varied resources and well-presented displays of work.

Religious education

Provision in religious education is satisfactory.

Main strengths and weaknesses

· Standards in Years 7 to 9 are below the expectations of the locally agreed syllabus and at the end of Year 11 GCSE results are well below national averages. · Teaching does not always interest all pupils for the whole lesson, so learning is undermined. · Teachers have very good relationships with pupils. · There are insufficient resources and tasks to support effectively the learning of pupils with special educational needs and to challenge high achieving pupils.

Commentary

99 Standards throughout Years 7 to 9 are below expectations; pupils have limited subject knowledge and below average levels of literacy on entry to the school. In Years 10 and 11, all pupils do the GCSE course and most choose to enter the examination, so the number of candidates is much higher than in most schools. Results are negatively affected by pupils’ underdeveloped skills in extended writing.

100 Restricted vocabulary, poor spelling and low standards of presentation seriously affect some pupils’ achievement. Girls achieve more highly than do boys, but the achievement of pupils of all abilities is satisfactory. Teachers have prepared a detailed revision booklet for pupils in Year 11 so that their written work focuses on writing extended answers to GCSE examination questions. This is having a positive impact on the quality of answers and is raising standards. Similar work is being introduced in Year 9 and materials specifically designed to help pupils with special educational needs are being reintroduced.

101 Pupils are well motivated and want to learn. They are attentive, willing to discuss ideas and apply themselves to written tasks conscientiously. They relate to, and interact with, one another and with teachers very well. However, most have difficulty in understanding and expressing clearly their grasp of ideas and terminology, particularly in writing. Though willing to think, many pupils fail to make connections, for example, between a person’s attitude to an issue and their religious faith.

102 Teaching and learning are satisfactory. Pupils are well managed and the well-established learning climate has a positive effect on behaviour and progress. Teachers have good subject knowledge, which they use well to gain pupils’ interest. However, there is too little variety in teaching and learning methods used, for example, ICT is limited to homework and research activities. Teachers sometimes talk too much in lessons and pupils are not involved actively enough for them to learn thoroughly. Consequently, their progress is slowed and they do not develop independent learning skills. The quality of assessment is improving, but outcomes do not yet sufficiently inform

Litherland High School - 29 target setting or planning. Feedback comments on homework and other writing do not give pupils clear guidance on precisely what they must do to improve.

103 Leadership and management are satisfactory. The head of department has identified several important steps towards improvement. However, the department does not have an action plan to ensure that these translate into practice and are evaluated to check if they raise standards.

104 Improvement since the previous inspection is satisfactory in that all key issues have been successfully addressed, although progress is limited.

TECHNOLOGY

Design and technology

Provision in design and technology is satisfactory.

Main strengths and weaknesses

· Standards are good in food studies but are below expectation in resistant materials. · Overall standards are improving. · Recent staff changes are breathing new life into the subject. · There is insufficient reinforcement of common principles in different aspects of the subject.

Commentary

105 Standards in design and technology are below average overall, but are improving. This is because changes to leadership and management are providing a more co-ordinated approach to teaching the subject. By Year 9, pupils have satisfactory understanding of the design process. In resistant materials, they have satisfactory drawing skills but do not use them enough to illustrate development of their ideas. Knowledge of resistant materials is unsatisfactory. Pupils now in Year 7 have satisfactory skills and knowledge because they are benefiting from changed ways of teaching and learning. Pupils have a sound understanding of nutrition and good practical skills for preparing food, because good practice in teaching food studies is well established.

106 Examination results were below average overall in 2003 and in the preceding two years. They were adversely affected by very low standards in resistant materials. During the same period, standards in food studies were above average. Currently, standards are moving towards being well above average in food studies where pupils have a good understanding of the ingredients they use and the scientific principles related to food preparation. Standards have improved to below average in resistant materials. Pupils now design and make items of furniture to a sound standard, but they do not explain processes or know enough about the materials they use. Most pupils use computers effectively to present and analyse their work efficiently and attractively. Written work of lower attaining pupils is too often superficial.

107 Achievement is satisfactory overall. It is good in food studies because pupils complete work in depth and detail and respond very well to guidance from teachers. Pupils make good progress with drawing skills in graphics and resistant materials but they do not annotate work or explain it as it develops. Many pupils now in Year 11 fell behind with coursework in resistant materials in Year 10 but are now closing the gap because of good teaching. Pupils with special educational needs make similar progress to others because teachers help them to produce work they are proud of and so raise their self-esteem.

108 The quality of teaching and learning is satisfactory. There is some good teaching and occasionally it is very good. Teachers have good subject knowledge and plan their lessons to include a suitable balance of practical and theory work. In the best lessons, pupils learn effectively about the materials they use, but this is not always the case. Teachers have good relationships with pupils and firm but friendly management encourages pupils to join in activities confidently. Pupils’ work is

Litherland High School - 30 thoroughly assessed but teachers do not share information to assess combined standards for all areas. Teachers take opportunities to extend multicultural awareness, for example, by using technical terms in food from other languages such as Portuguese.

109 Leadership and management are satisfactory. The newly appointed head of department has made a good start with co-ordinating the work of teachers in the different areas. This has brought about a satisfactory improvement since the previous inspection, but there is not yet enough reinforcement between the different teachers of the principles of design and technology.

VISUAL AND PERFORMING ARTS

Art and design

Provision in art and design is good.

Main strengths and weaknesses

· GCSE results have improved significantly over the past three years. · The quality of teaching and learning is good. · The department is very well led and managed; a focus on improving teaching and learning is producing good results. · The use of colour is a strong feature of the work of the department. · Pupils’ preparation work is not fully developed as a learning and research tool. · There are too few chances for pupils to produce fine art and drawings.

110 Standards of work at the end of Year 9 are in line with expectations, this only being limited in some cases by the range of equipment available for such things as clay work. Never the less, pupils know what condition clay should be in for construction purposes and are able to use a range of construction and finishing techniques. Boys and girls do equally well. Achievement by the end of Year 9 is therefore satisfactory. GCSE results at grades A* to C in 2003 were above the national average. Achievement in Years 10 to 11 is good: because of the clear learning strategies employed with carefully staged activities, standards have risen significantly over the past three years.

111 The quality of teaching is good in Years 7 to 9. Teachers give very clear instructions and demonstrate techniques effectively. Teachers and the learning support assistants work effectively with individuals and small groups throughout lessons; as a result, learning is good. Pupils apply newly acquired skills, concentrate on their work and make good progress. Pupils with special educational needs are helped well by both teachers and support staff. They have good knowledge of the processes required to produce effective work in a good range of two and three-dimensional materials. Pupils identified as having particular gifts and talents do not get enough challenge.

112 The quality of teaching is also good in Years 10 and 11. Teachers know the subject well and demonstrations are effective. As a result, learning is good: lessons have good pace and pupils thoroughly enjoy their work. Learning opportunities are supported through the use of a wide range of materials; as a result drawing skills are good. There is a positive attitude towards pupils. Preparatory work, although contributing to the final piece, is limited in size and content; pupils’ learning would also be further enhanced by more frequent annotations at this stage of their work. Spiritual, moral, social and cultural dimensions of the curriculum are developed well through topics that focus on other cultures.

113 Based upon strong teamwork, leadership is very good. The head of department encourages the sharing of ideas and resources. Lesson observations take place frequently. Free periods are used on an informal basis for this purpose and the evidence of this practice is seen in the way delivery methods, art specific terminology and techniques are used. The advantages of the school's specialist language status are limited by the absence of ICT facilities in art and design. Management is good. Extra-curricular activities are frequent and well attended; the excellent display of their work exemplifies this. Teaching and learning plans are reviewed frequently. Assessment for

Litherland High School - 31 learning is under-developed: there is no formal assessment when pupils start from which to establish a baseline. Curriculum breadth does not include enough opportunities for pupils to use painting and drawing beyond those for design purposes.

114 Since the previous inspection improvements have been very good. Attainment has risen sharply. The use of colour is now one of the strongest features of the work of the department and pottery is an important aspect of the curriculum. Good teaching is firmly based on the acquisition of basic skills that let pupils achieve well.

Music

Provision in music is good.

Main strengths and weaknesses

· Leadership and management are good. · The use of resources is very good. · Both teachers and pupils use ICT very well as an aid to learning. · There is sometimes not enough variety in lessons because the use of time is not managed well enough. · Teachers have good relationships with pupils and manage them well. · Not enough homework is set in Years 7 to 9.

Commentary

115 The number of pupils entered for GCSE in music is too small for valid comparisons with national statistics. Pupils generally achieve average results, although there was a dip to below average in 2003. However, the pupils entered did as well overall in music as in their other subjects. In work seen, standards are average in both Years 7 to 9 and Years 10 and 11, with pupils achieving well in relation to their starting point. Boys and girls do equally well and the achievement of high attaining pupils is good, as a result of extension work, which challenges them, and tasks that allow pupils to perform at different levels. Pupils with special educational needs also achieve well, particularly in composition where very good use of ICT helps their learning. In Years 10 and 11, pupils use ICT very confidently and produce interesting musical compositions with a good choice of timbres and textures and also create effective chord sequences. In Years 7 to 9, pupils show a good understanding of rhythm and pitch notation, but do not transfer that knowledge to performance, where they are still over-reliant on letter names to identify notes.

116 The quality of teaching and learning is good in all years. The teachers have very good subject knowledge and supplement this well with good ICT skills. Management and control of pupils are good and based on good relationships with the pupils, which leads to productive working. A good level of individual help is given to pupils although sometimes, there is a need for more awareness of the whole class to ensure concentration. Generally, pupils learn well independently and also collaborate well in groups. Time is not always managed efficiently and some activities are allowed to run on for too long, which results in not enough variety in lessons. There is very good use of resources, such as keyboards and percussion instruments, which engage the pupils’ interest and motivate them well. The very good use of ICT by pupils, particularly in Years 10 and 11, has a significant effect on the quality of composition work, and teachers also use it effectively for illustration and demonstration. The assessment of pupils’ work is well organised and systematic; marking is conscientious. Homework is not set frequently enough to reinforce class work.

117 Leadership and management are good. Instrumental teaching is well co-ordinated and teachers provide good role models. There is good self evaluation and analysis of results, which are used to influence planning. The department is well organised and accessible to all pupils. The leadership encourages success and enjoyment of the subject. Regular, formal monitoring of teaching to check on teaching and learning quality and to spread good practice is under-developed, although informal monitoring occurs.

Litherland High School - 32 118 The department offers a good range of instrumental teaching of which a good number of pupils take advantage. However, the take-up is heavily biased towards guitar and percussion to the detriment of orchestral and band instruments.

119 Improvement since the previous inspection has been satisfactory. World music units are now included in the schemes of work and the curriculum has also been broadened by work on film and television music. Singing now features more strongly in both class and extra-curricular activities. More girls are now taking GCSE music in Year 10, although they are still under- represented in Year 11.

Physical education

Provision in physical education is good.

Main strengths and weaknesses

· The quality of teaching and learning is good. · Positive attitudes contribute to pupils' good achievement. · Weaknesses in writing reduce attainment at GCSE. · Good performance standards are evident in the successes of teams and individuals at local and district levels in a range of sports, with two girls representing England at basketball.

Commentary

120 Standards are above average by Year 9 in games and dance. Performance skills are good. Pupils have a good understanding of the principles and practice of attack and defence in games. In dance, they plan effective and often ambitious, yet realistic, sequences of movement. They are increasingly able to identify strengths and weaknesses in their own work and that of others. Pupils at all levels of attainment work hard to reach the best standards of which they are capable. They are proud of their successes and applaud those of others. These qualities contribute to good achievement.

121 Results at GCSE were below the national average in 2003, as they were in the two preceding years. All pupils succeeded in gaining a grade and the grades matched and sometimes exceeded expectation. Overall standards of performance skills in games in Years 10 and 11 are above average. Pupils enjoy lessons and work hard. Achievement of those following the GCSE course is good in the practical elements and a significant minority perform at a very good level. They show good technical understanding when evaluating strengths and weaknesses. Written work is less successful. ICT is well used for research and attractive presentation. Standards of literacy and numeracy are generally adequate for clear communication. Too often, however, pupils do not recognise what writing tasks require of them in terms of range, depth and organisation of content. In consequence, they fail to demonstrate their knowledge and understanding.

122 The quality of teaching and learning is good. Lessons are well planned so that pupils have opportunities to make appropriate decisions, develop and practise skills of performance and become able to explain strengths and weaknesses, for instance, of tactics used in football, netball and basketball. Teachers have good subject knowledge and provide good demonstrations, which help pupils to increase understanding. They respond to pupils' individual strengths and needs so that all, including those with learning difficulties and the talented, receive appropriate help and encouragement. Lessons have good variety and pace, which encourage concentration and efficient use of time. Teachers expect and get high standards of behaviour, effort and good progress. Praise and encouragement increase pupils’ confidence and help progress. Very good learning occurs in dance because very good teaching inspires pupils to be creative and ambitious, for example, by incorporating features of dance from different cultures into their performances. Marking of GCSE written work is insufficiently analytical and fails to give clear guidance to pupils on how to improve.

Litherland High School - 33 123 Leadership of the department is good. Teachers represent a strong team with the ability to learn from and support each other to the benefit of pupils. Better quality teaching and learning are features of good improvements since the previous inspection and pupils benefit from much improved opportunities to raise standards through much greater use of ICT.

BUSINESS AND OTHER VOCATIONAL COURSES

Business studies

124 Two lessons of business studies were sampled, one in Year 10 and the other in Year 11. This is a popular, newly-introduced course. The work requires pupils to conduct research individually or in pairs, which they do satisfactorily by Year 11. They are keenly interested and become more aware of the way business works from the point of the producer rather than the seduced consumers they are when they start. The course makes a good contribution to citizenship. Teaching and learning are good.

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

Citizenship

Provision in citizenship is satisfactory.

Main strengths and weaknesses

· The taught course meets basic statutory provision for all pupils. · The school’s positive ethos promotes the values of citizenship well. · The many enrichment opportunities, beyond the taught course, are not systematically identified in subject schemes of work. · Staff training in teaching citizenship is under-developed. · The marking of work is inconsistent. · The course provides some good opportunities for collaborative work and the development of independent learning.

Commentary

125 Citizenship is carefully interwoven with PSHE to provide the pupils with a satisfactory basis for facing life in and beyond school. The school provides a good programme of careers education, work experience, drugs awareness and sex education within the context of human relationships in family life.

126 Standards of attainment for pupils in Year 9 and in Year 11 are satisfactory. By Year 9, pupils know the main institutions of government and identify the role of crown, parliament and the courts clearly. They know how a parliamentary bill proceeds into law and draw up examples of their own preferred legislation. Pupils know they have both rights and responsibilities, based upon a notion of ‘respect for others.’

127 By Year 11, pupils broaden their understanding of their responsibilities within society. For example, they investigate how they might respond as witnesses to a crime and study the work of the jury system. They know how contracts of employment are drawn up. They consider how best to ‘sell themselves’ in interview and how to complete a job application. Overall achievement through the school is satisfactory; pupils develop their knowledge and understanding of citizenship issues steadily.

128 The quality of teaching is satisfactory in all year groups, but there is considerable variation in the level of challenge in different lessons. Where teaching is good, pupils are actively engaged in discussion and role-play. In a Year 9 lesson, pupils considered the issue of ‘children's’ rights’ in Asia. In three groups they played the roles of a multi-national company, factory employers and child

Litherland High School - 34 factory workers. Pupils recognise the impact of working conditions for children and collaborated effectively to make lively presentations of their ideas. Such lessons promote independent learning well.

129 However, too many lessons are over reliant upon the printed materials provided by the commercial scheme and too much work comprises basic, mechanistic tasks. There is insufficient extended writing to help pupils develop and record their ideas. Marking does not always provide pupils with enough guidance on how to improve their work. This variation of practice and development in teaching is principally a result of too little staff training, beyond informal guidance.

130 The leadership and management of citizenship are satisfactory. Priorities for improvement have been identified and curricular provision meets statutory requirements. The time allowed for the taught course is just adequate, so that enrichment relies upon provision found within the schools’ whole curriculum and a range of varied activities, such as charitable work and the school council. Such provision is somewhat incidental and not yet fully identified within subject schemes of work. There are good examples in place, such as work on global issues in geography. However, it is difficult to ensure equal access for all, particularly for pupils in Years 10 and 11. The co-ordinator is aware of the need to update the school's provision for citizenship and to ensure that it can fully meet reporting requirements by the end of the school year. During the inspection, there was not enough evidence to judge the quality of assessment procedures, which are at an early stage. There is evidence of pupil self-assessment being introduced to help pupils judge their own progress.

131 The very good ethos of the school promotes citizenship values well and this does underpin the standards achieved. However, the organisation of the citizenship course does not yet provide sufficient guarantees that all pupils derive equal opportunities beyond the basic statutory requirements.

Litherland High School - 35 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspection judgement Grade

The overall effectiveness of the school 2 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection 3 Value for money provided by the school 2

Overall standards achieved 4 Pupils’ achievement 3

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

The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 4 How well the curriculum meets pupils needs 2 Enrichment of the curriculum, including out-of-school activities 1 Accommodation and resources 4 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 4 The effectiveness of the school’s links with parents 4 The quality of the school’s links with the community 2 The school’s links with other schools and colleges 2

The leadership and management of the school 2 The governance of the school 4 The leadership of the headteacher 2 The leadership of other key staff 3 The effectiveness of management 3

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

Litherland High School - 36