INSPECTION REPORT
ST AMBROSE BARLOW CATHOLIC HIGH SCHOOL
Netherton, Bootle
LEA area: Sefton
Unique reference number: 104963
Headteacher: Mr A Traynor
Lead inspector: Dr Kenneth C Thomas
Dates of inspection: 26 – 28 April 2004
Inspection number: 258736
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.
St Ambrose Barlow Catholic High School - 2 INFORMATION ABOUT THE SCHOOL
Type of school: Comprehensive School category: Voluntary Aided Age range of pupils: 11 to 16 years Gender of pupils: Mixed Number on roll; 449
School address: Copy Lane Netherton Bootle Merseyside Postcode: L30 7PQ
Telephone number: 0151 5267044 Fax number: 0151 5272153
Appropriate authority: The governing body Name of chair of governors: Mrs V Leatherbarrow
Date of previous inspection: 11 May 1998
CHARACTERISTICS OF THE SCHOOL
St Ambrose Barlow Roman Catholic High School is a comprehensive school for boys and girls aged between 11 to 16 years. With 449 pupils on roll the school is smaller than most other secondary schools. The school provides for pupils across the ability range, though attainment on entry is well below average, overall. The numbers of boys and girls in the school are roughly equal, but there are significantly more girls than boys in Year 10. The proportion of pupils with special educational needs is above average, as is the proportion of pupils with statements of special needs. Pupils with the highest levels of need mostly have specific learning difficulties (dyslexia), moderate learning difficulties or social, emotional and behavioural difficulties. There are a few pupils with autism or speech and communication difficulties. Less than one per cent of the pupils is from minority ethnic backgrounds. There are no pupils with English as an additional language. The school serves an area of severe economic disadvantage and the proportion of pupils eligible for free school meals is over twice the national average. It has received three Schools Achievement Awards for improvements in examination results and holds the Sportsmark Award.
St Ambrose Barlow Catholic High School - 3 INFORMATION ABOUT THE INSPECTION TEAM
Members of the inspection team Subject responsibilities
3390 Kenneth Thomas Lead inspector 14214 Gillian Smith Lay inspector 10905 Alan Brewerton Team inspector Science 11838 Derek Cronin Team inspector Modern foreign languages 19414 Janet Flisher Team inspector English as an additional language English 10209 Vincent Gormally Team inspector Art and design 15051 Lynne Kauffman Team inspector Design and technology 11548 David Lee Team inspector Mathematics 8052 Kenneth McKenzie Team inspector Information and communication technology 19152 Richard Merryfield Team inspector History 23308 John Morrell Team inspector Citizenship Music 11300 Barry Smith Team inspector Special educational needs Geography 31192 John Stewart Team inspector Physical education
The inspection contractor was:
Cambridge Education Associates
Demeter House Station Road Cambridge CB1 2RS
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).
St Ambrose Barlow Catholic High School - 4 REPORT CONTENTS
Page
PART A: SUMMARY OF THE REPORT 6
PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS 8
Standards achieved in subjects
Pupils’ attitudes, values and other personal qualities
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 12
Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community
LEADERSHIP AND MANAGEMENT 17
PART C: THE QUALITY OF EDUCATION IN SUBJECTS 20
SUBJECTS IN KEY STAGES 3 AND 4
PART D: SUMMARY OF MAIN INSPECTION JUDGEMENTS 35
St Ambrose Barlow Catholic High School - 5 PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION
This is a very effective school and one that provides a very good quality of education for all pupils. Pupils achieve very well and although standards are well below average on entry and at the end of Year 9, GCSE examination results are average at the end of Year 11. The success of the school is based on much good teaching and the excellent leadership of the headteacher, together with very good support from senior managers and outstanding teamwork involving all school staff. The school provides good value for money.
The school’s main strengths and weaknesses are: · The headteacher’s clarity of purpose and thoughtful leadership ensures that there is a continuous drive to raise standards. · Good and often very good teaching contribute to very good achievement; however, there is a need to provide more opportunities for pupils to engage in independent learning activities. · Pupils’ weak literacy skills impede performance in tests and examinations. · Very good support and guidance promote good attitudes and very good behaviour. These contribute significantly to the exceptionally positive and friendly ethos of the school. · The school’s procedures for identifying its strengths and weaknesses in order to plan for improvement are very good. · Procedures for identifying and making provision for pupils with special educational needs are very good.
The school has made very good improvement since the last inspection. There is now more good and very good teaching, and standards are rising. In recognition of this the school has gained three achievement awards. All of the key issues identified in the last report have been tackled systematically. There are no longer any weaknesses in school management and all statutory requirements are now met. The introduction of rigorous monitoring procedures has led to a significant improvement in pupils’ attendance. Action has also been taken to improve pupils’ literacy and numeracy skills, and to provide more opportunities for pupils to engage in independent learning activities. However, these are ongoing issues that continue to feature in school improvement planning.
STANDARDS ACHIEVED
all schools similar schools Performance compared with: 2001 2002 2003 2003 Year 11 GCSE/GNVQ examinations E D C A Key: A - well above average; B – above average; C – average; D – below average; E – well below average. For Year 11, similar schools are those whose pupils attained similarly at the end of Year 9.
Achievement is very good, overall. It is better in Years 10 and 11, where it is very good, than in Years 7 to 9, where it is good. Pupils make very good progress during their time in the school from well below average standards on entry. There is no significant difference in achievement by gender or by ethnicity. Although the standard of work in Years 7 to 9 is below average, overall, it is above that indicated by the well below average national test results in English and the below average test results in mathematics and science. Standards improve in Years 10 and 11, and taken together, the 2003 GCSE results were average. This also applied to the A* to G results in English, mathematics and science, and most other subjects, although significantly fewer pupils obtain grades in the A* to C range than pupils nationally. Nevertheless, the school exceeded the challenging target set for the proportion of pupils obtaining the higher GCSE grades. GCSE results in ICT were outstanding and significantly above the national average. The achievement of pupils with special educational needs and of gifted and talented pupils is comparable with that of their peers.
St Ambrose Barlow Catholic High School - 6 Pupils’ attitudes are good and their behaviour is very good. The total number of fixed period and permanent exclusions is average for a school of this size. Pupils’ personal development, including their spiritual, moral, social and cultural development, is very good. Attendance has improved and is now approaching the national average. Punctuality is good.
QUALITY OF EDUCATION
The quality of education provided by the school is very good. Teaching and learning are good with much that is very good. The quality of the curriculum and provision to enrich pupils’ learning outside lessons are very good. Pupils are provided with very good support and guidance. Parents show satisfactory commitment and involvement in their children’s education. Very good links with other schools and the community enhance provision. Other than weaknesses in the accommodation for music, there are no major shortcomings in provision.
LEADERSHIP AND MANAGEMENT
Leadership and management of the school are very good. The leadership of the headteacher is excellent and that of other key staff very good. The management of the school is very good. The school makes very good use of evaluation information to identify strengths and tackle weaknesses. Governance of the school is very good.
PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL
Parents are very pleased with the school. They express no major concerns and are particularly pleased with the support their children receive and the progress they are making. Pupils are equally positive, although the questionnaire responses indicated a certain amount of disquiet about bullying and behaviour. Inspectors agree with the parents’ and pupils’ positive views and found no evidence to support pupils’ concerns. Indeed, during discussions pupils expressed surprise at the findings of the questionnaire.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are: · Continue and intensify the drive to raise standards of literacy. · Provide more opportunities for pupils to engage in independent learning activities.
Both of these issues feature in school improvement planning.
St Ambrose Barlow Catholic High School - 7 PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS
Standards achieved in subjects
Examination and test results over time show an improving trend. Achievement is good at the end of Year 9. It is very good by the end of Year 11. Standards in science are average, but below average in English and mathematics.
Main strengths and weaknesses
· GCSE examination results are well above average when compared with those achieved in similar schools. · National Curriculum test results are well above average in comparison with schools in similar socio-economic circumstances. · GCSE examination results have risen at a faster rate than nationally since the last inspection. · Pupils achieve very well in Years 10 and 11 because of good teaching, high expectations and an exceptionally supportive school ethos. · National Curriculum test results in English have fallen over the last three years.
Commentary
Standards in national tests at the end of Year 9 – average point scores in 2003
Standards in: School results National results English 29.3 (29.5) 33.4 (33.3) Mathematics 32.9 (30.9) 35.4 (34.7) Science 31.8 (30.9) 33.6 (33.3) There were 93 pupils in the year group. Figures in brackets are for the previous year.
1. Standards of attainment on entry in Year 7 are, overall, well below average. Standards of attainment in English are particularly low with about a third of pupils not having attained the expected National Curriculum Level 4 and very few attaining above this level. Although standards in mathematics and science are slightly above those in English, they also are well below average. However, from the time pupils enter St Ambrose Barlow School they are educated in an atmosphere in which there is a constant emphasis on achievement and the realisation of human potential. Because all of the school’s activities are geared towards this end, the school ethos is exceptionally supportive with many factors contributing to pupils’ very good achievement by the end of Year 11. Amongst these factors are: · Outstanding school leadership that promotes equality and values the contributions of the whole school community. · The promotion of a set of values, principles and beliefs to inform pupils’ perspectives on life and guide their behaviour. · Good teaching and learning. · A determination to emphasise quality in all that is provided for pupils. · The careful use of all additional grants and resources received by the school to ensure that they are used to raise achievement and standards.
2. The overall results in the Year 9 National Curriculum tests have been rising at the same rate as results nationally over the last four years. Although the 2003 results in mathematics and science were below average, the school’s challenging targets for the proportions of pupils reaching Level 5 or above were met in both subjects. This represented very good progress
St Ambrose Barlow Catholic High School - 8 from pupils’ test results in science at the end of Year 6 and good progress in mathematics. In comparison with schools in similar socio-economic circumstances results in science and mathematics were well above average. In comparison with similar schools based on prior attainment (these are schools in which pupils attained similar standards at the end of Year 6) the results were well above average in science and above average in mathematics. Pupils’ progress in English is impeded by weak literacy skills and although the school is doing much to raise standards of literacy this remains an ongoing issue and one that is having an adverse impact on achievement. This is reflected in the 2003 test results, which were well below average and below the ambitious target set for the proportion of pupils reaching Level 5 or above. The results were well below average in comparison with similar schools based on prior attainment and average in comparison with schools in similar socio-economic circumstances.
3. There have been some differences in performance by boys and girls over the past few years but overall performance by gender very much reflects the national picture, with performance in mathematics and science being similar, but girls’ results being higher in English. Although the standard of work in Years 7 to 9 is below average, overall, it is above that indicated by the 2003 National Curriculum test results. The school carefully evaluates the progress of groups and individuals so that support can be well focused to raise achievement. For example, new measures have been introduced to identify pupils who may be at risk of underachieving and the role of year heads has been changed to include the systematic monitoring of pupils’ academic progress as well as their personal progress.
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 52 (36) 52 (50) Percentage of pupils gaining 5 or more A*-G grades 84 (90) 91 (91) Percentage of pupils gaining 1 or more A*-G grades 98 (97) 96 (96) Average point score per student (best eight subjects) 32.5 (31.3) 34.7 (34.8) There were 83 pupils in the year group. The percentages include the equivalent GCSE grades obtained in GNVQ assessments. Figures in brackets are for the previous year.
4. The impact of being educated in such a highly supportive atmosphere is seen at the end of Year 11 where results in the GCSE examination have been rising at a faster rate than results nationally. The proportion of pupils achieving five or more A* to C grades in 2003 was average in comparison with all schools. The results were well above average both in comparison with schools where pupils attained similar standards at the end of Year 9 and schools that are in similar socio-economic circumstances. These results represented very good achievement and exceeded the challenging target set for the year group. The proportion of pupils who achieved five or more A* to G grades was below average, although average in comparison with similar schools based on prior attainment. This was because a small number of pupils followed an alternative work-based learning course that was more suited to their needs. Girls achieved better overall results than boys, although the difference was similar to that observed nationally.
5. The proportion of pupils gaining A* to G grades in English, mathematics and science, and most other subjects, in 2003 was average. However, in many subjects significantly fewer pupils obtained grades in the A* to C range than pupils nationally. The exceptions were ICT, where results were outstanding, with the proportion of pupils gaining A* to C grades significantly above the national average; design and technology, where the accumulated results were above average; and science and physical education, where results in this grade range were average. In most other subjects the numbers of entries are too small to make comparisons with national figures meaningful.
St Ambrose Barlow Catholic High School - 9 6. Although systematic attention is paid to the development of pupils’ literacy skills in all subjects, weaknesses in these skills present a barrier to performance at the higher GCSE grades. Concerted attention has been given to the development of pupils’ mathematical skills and these have improved and are used satisfactorily in subjects across the curriculum. Pupils with special educational needs achieve well in lessons and often very well in relation to the objectives set in their individual education plans. Basic ICT skills are good and continued investment in resources is enhancing their application and development across the curriculum.
Pupils’ attitudes, values and other personal qualities
Pupils’ attitudes to school are good and they are very well behaved. The number of exclusions is average for a school of this size. Pupils’ attendance has improved significantly since the last inspection and it is now approaching the national average; their punctuality is good. Pupils’ personal development, including their spiritual, moral, social and cultural development, is very good.
Main strengths and weaknesses
· The intention to realise individual potential, happiness and fulfilment underpins everyday school life and creates a very good climate for learning. · All members of staff share very high expectations of pupils’ behaviour. · A strong sense of community and very good relationships underpin pupils’ positive attitudes towards school. · Procedures for monitoring and promoting pupils’ attendance have improved and are now very good.
Commentary
7. The school’s mission statement puts the following aims at the forefront of its work: the promotion of the value of the Christian Gospel, the recognition of the worth and achievements of all and the creation of an environment within which each individual can fulfil his or her full potential. This school truly lives out this ethos of high endeavour and all members of staff work very hard to surround pupils with outstanding quality in all aspects of school life. They share a whole-hearted and sincere commitment to high achievement both for themselves and the pupils. For example, during the inspection, several members of staff were presented with certificates for their own achievements during assembly, making a clear demonstration that learning is a lifelong process and that all can strive to improve. Within this highly constructive and supportive atmosphere, pupils receive a very good education. The broad curriculum ensures that pupils enjoy access to many opportunities that help them to develop personally and intellectually.
Exclusions
Ethnic background of students Exclusions in the last college year
Number of Number of No of students Categories used in the Annual School Census fixed period permanent on roll exclusions exclusions White – British 445 3 3 The table gives the number of exclusions, which may be different from the number of students excluded.
8. The system of assertive discipline is implemented most effectively and teachers are very consistent in the way they manage pupils’ behaviour. As a result, pupils know exactly what is expected of them and the overwhelming majority willingly conform. Their sensible and mature behaviour has a very positive effect on the standard of their work and academic progress. To reflect the emphasis on achievement, year heads have been redesignated as progress
St Ambrose Barlow Catholic High School - 10 managers and their role has been broadened to include the monitoring and support of pupils’ academic progress. The progress managers, special educational needs co-ordinator and behavioural support staff work closely together to ensure that pupils’ individual needs are met. Relationships between pupils and with adults are mutually respectful and supportive. This creates a very friendly atmosphere and one that permeates all aspects of school life. The pupils’ questionnaire elicited very positive responses to almost all questions. Inspectors agree with their positive views. The exception was related to incidents of bullying or racist abuse. The inspection team explored this issue thoroughly during formal and informal discussions with pupils. Pupils expressed some surprise at the response to the questionnaire item and said that such incidents were very rare and if any incident did occur then it would be dealt with immediately and effectively. The inspection team supports these views. Procedures for managing behaviour are exceptionally effective and there have been no racist incidents for at least the last two years.
Attendance
Attendance in the latest complete reporting year (%)
Authorised absence Unauthorised absence School data 8.4 School data 0.8 National data 7.2 National data 1.1 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
9. A key issue from the last inspection was that the school should improve the way in which it monitored pupils’ attendance. It has responded very well to this issue and the introduction of rigorous procedures have helped to raise attendance so that it is now just below the national average. The appointment of a full-time home/school liaison officer means that unexplained or unjustified absences are immediately challenged. In addition, very good teamwork between all members of staff and regular truancy sweeps by senior managers, discourage pupils from missing lessons. There is a very good range of incentives to reward pupils who have outstanding attendance. In addition, pupils in Years 10 and 11 who have achieved at least 90 per cent attendance receive a Compact Graduation Certificate. This guarantees them an interview with a local employer when they leave school and stands them in good stead when applying for a job.
10. Provision for pupils’ moral, social and cultural development is very good. Provision for pupils’ spiritual development is excellent. Spirituality is embedded in the pupils’ faith, reflected in the work that they produce and applied within the community of the school. Central to the aims of the school is the all-round development of pupils within a Catholic Christian framework. This commitment influences all of the school’s activities and is much in evidence in the general school ethos. Pupils are educated in an environment based upon clear values and principles. These values and principles influence every aspect of school life and pupils feel secure, valued and respected. There is clear recognition by the school that the spiritual and moral development of pupils has a vital impact on their aspirations, attitudes and achievement. This aspect of pupils’ personal development is exceptionally well co-ordinated and there are numerous and valuable examples of opportunities for reflection and discussion of spiritual and moral issues in all curriculum areas. This is a great strength of the school and a significant contributory factor to pupils’ personal development.
11. Pupils’ positive moral and social development is evident from their understanding of and agreement with rules. This leads to very good behaviour that has a beneficial impact on learning. Subject areas strive to develop pupils’ self respect and confidence and the personal, social and health education (PSHE) and citizenship programmes provide a very good preparation for adult life. There are chances to think about moral and social issues through subjects such as English, history, art and design and geography. For example, in English and
St Ambrose Barlow Catholic High School - 11 history lessons, ethical and moral questions about political extremism, the Holocaust and genocide, exploitation and conservation are raised to give pupils an opportunity to confront issues that have a range of complex opinions surrounding them. Staff provide excellent role models of how to behave, what is right and wrong, how to relate to people, and respect for similarities and differences. Pupils develop an understanding of the traditions and values of other faiths, and an appreciation of cultural diversity is celebrated in many subjects. In this school pupils learn to respect people for who they are rather than what jobs they do or what their cultural and religious beliefs might be. During discussions with inspectors, the very few pupils from ethnic minority groups said that they felt secure and very well looked after.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
The quality of education provided by the school is very good. Teaching and learning are good. The quality of the curriculum is very good. Provision for PSHE is excellent. The school makes very good provision to enrich pupils’ learning outside lessons. Pupils are provided with very good care, support and guidance. Links with parents are good and those with other schools, higher education and the community are very good.
Teaching and learning
Teaching and learning are good, with very little difference between year groups. Good use is made of assessment to support pupils’ learning.
Main strengths and weaknesses
· Good lesson planning, together with the effective use of teachers’ very good subject knowledge, promotes good learning. · In many lessons pupils are too dependent on their teachers and are not given enough opportunities to engage in independent learning. · Pupils respond well to teachers’ high expectations and try hard to do well. · Relationships in the classroom are very good and teachers create a very positive and supportive environment for learning. · Teaching assistants play a very effective role in supporting classroom learning.
Commentary
Summary of teaching observed during the inspection in 89 lessons
Excellent Very good Good Satisfactory Unsatisfactor Poor Very Poor y
0 (0%) 27 (30%) 42 (47%) 19 (21%) 1 (1%) 0 (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.
12. The quality of teaching and learning has improved since the last inspection. There is now more good and very good teaching. Teaching is now good in all years and very good in about twice as many lessons as at the time of the last inspection. This has a significant impact on pupils’ learning, particularly in Years 10 and 11. In these years, teachers ensure that examination techniques are taught and understood. This, together with pupils’ positive attitudes, very good behaviour and the highly supportive environment for learning, are the major factors in their very good progress and achievement. Specific weaknesses identified in the last inspection have been tackled with considerable success. Only one unsatisfactory lesson was observed during the inspection. This was in Spanish and related to temporary teaching. Teaching in physical education, which was judged to be unsatisfactory at the time of the last
St Ambrose Barlow Catholic High School - 12 inspection, shows significant improvement and is now good in Years 7 to 9 and very good in Years 10 and 11.
13. A particular strength of much of the best teaching is the way in which teachers use their very good knowledge of their subjects to plan learning activities that are appropriate to pupils’ levels of attainment. In these lessons pupils know what they have to do and are able to proceed to the next, more demanding, task with a minimum of difficulty. As a result, learning builds in an incremental way. Teachers communicate high expectations and make determined efforts to raise pupils’ aspirations. Pupils respond positively and are willing to try their hardest. A general characteristic of teaching is the consistent implementation of the school’s behaviour policy. The firm but friendly control teachers exert over their classes, results in a productive working atmosphere in which learning can thrive. In the very best lessons teachers capitalise on this and encourage pupils to engage in more independent learning activities. Opportunities to engage in such activities help to stimulate pupils’ curiosity and imagination, and lead to more rapid progress in learning. This is seen in the best science and art lessons, for example. Although progress has been made on this issue since the last inspection, more needs to be done. In many lessons and in most subjects, pupils are not provided with enough opportunities to engage in independent learning activities and are too dependent on their teachers. This slows the pace of lessons and the progress pupils make.
14. The structures of the Key Stage 3 strategy are put to good use by many teachers and are having a beneficial effect on the pupils’ learning. Starter activities help to focus the pupils’ minds on the learning ahead. The purpose of the lesson is explained and, in the best teaching, is returned to at the end as a means of helping the pupils to evaluate the learning that has taken place and the progress that they have made. Resources are used imaginatively and in most subjects ICT is used effectively to make teaching more interesting and to support learning. This is a significant improvement since the last inspection.
15. One of the many strengths of the school is the very effective use of teaching assistants to provide support in lessons. They provide very good general support and support for pupils with special educational needs. Teaching assistants also operate well alongside special educational needs teachers when working with small groups of pupils for specific skill development. The effective deployment of teaching assistants has a significant impact on pupils’ learning and ensures that there is not an over-emphasis on withdrawing pupils for individual and small group work. Teachers generally stretch the higher-attaining pupils in their classes and make their lessons lively and interesting.
16. Assessment is used well to support pupils’ achievement. Marking is regular and in most subjects it is focused on helping pupils to improve. Pupils know what levels they are working at and their predicted and target GCSE grades are shared with them. There is increasing use of self-assessment and peer assessment. There is excellent assessment practice in science where pupils’ progress is closely tracked and assessment information is used in the planning of teaching and in refining the curriculum. Very full and detailed assessment information is being used to raise standards in Years 7 to 9 in English. There are, however, some subjects where assessment is not as effective. In geography, for example, pupils do not have a good understanding of the standards they are achieving and targets are not as useful as they could be. In history, pupils are not required to write out spelling corrections regularly and the assessment of National Curriculum attainment levels at the end of Year 9 is not accurate enough.
The curriculum
The school provides a very good curriculum, very well enriched by extra-curricular opportunities. The school is well staffed, and accommodation and resources support learning well.
Main strengths and weaknesses
St Ambrose Barlow Catholic High School - 13 · The curriculum contributes significantly to the school’s excellent ethos. · A strong academic focus supports the development of a culture of aspiration and achievement. · Very good review and evaluation have led to effective innovation. · There are excellent arrangements for PSHE, which includes careers education and citizenship. · Very good provision is made for pupils with special educational needs and those with particular gifts and talents. · The school is maintained to an exceptionally high standard of cleanliness. This makes a significant contribution to the ethos of the school. · A very wide range of extra-curricular opportunities enriches pupils’ educational experience and personal development.
Commentary
17. The school’s mission statement includes a commitment to ‘a curriculum, which is designed to fulfil the potential of each individual.’ The aim of the curriculum is to provide as many pupils as possible with opportunities to achieve higher GCSE grades, to enable them to compete in further education and the workplace on equal terms with youngsters from more advantaged social and economic backgrounds. In Years 7 to 9, all National Curriculum subjects are studied. Drama is taught in English lessons and higher-attaining pupils start a second modern language in Year 9. In Years 10 and 11, the usual range of academic courses has recently been supplemented by media studies, drama and a GNVQ course in ICT. The school complies with all statutory requirements, including a daily act of collective worship. The curriculum is very well used as a vehicle for raising aspirations by showing pupils and their parents what they can achieve. The rapidly improving trend in GCSE results shows that the courses offered are both suitable and successful.
18. The curriculum is reviewed and evaluated effectively by senior managers and governors. They have rectified weaknesses identified in the previous inspection report in connection with non- compliance with statutory requirements in ICT and curriculum continuity in design and technology. Provision in ICT is now very good. Currently, there are few work-related courses. A small number of pupils in Years 10 and 11 follow an ‘Impact’ course, which consists of training and work placements outside school. The school is now evaluating the possibility of providing vocational GCSE courses. In the meantime, the GNVQ course in ICT has been so successful that it has been extended to start in Year 9. Another example of innovative practice can be seen in arrangements for the teaching of PSHE, careers and citizenship. The timetable is suspended on one day each half-term for all pupils. This day is used to provide a well co-ordinated PSHE and citizenship programme, with an increasing emphasis on careers guidance in Years 9 to 11. All staff are involved, as well as visiting speakers. The quality of this provision has been recognised by external inspectors and the Connexions careers service as a model of good practice.
19. The school provides very good opportunities for extra-curricular activities to enrich pupils’ educational experience. Many subjects provide booster classes or clubs after school and in holidays. Both girls and boys enjoy participation in a range of sports teams and clubs. The school is very successful in its fixtures, and its achievement is recognised by the Sportsmark award. Although there is a limited number of residential visits, the school makes very good use of local amenities, such as art galleries, theatres, museums and businesses, for educational visits. It also makes very good use of visitors, such as the National Theatre Company, an artist and composer in residence, and representatives from local football clubs, to work with pupils. Links with feeder schools and colleges ensure continuity in curricular provision and good preparation for the next stage of education or work. The school demonstrates its outstanding ethos through further activities, which take pupils into the local community. The Steel Pans band and the drama club perform in primary schools; work experience for Year 10 pupils is organised by the local Education Business Partnership; and, during the inspection, pupils were involved in litter retrieval as part of a ‘Make Netherton Sparkle’ campaign. Through activities such as this, pupils learn the value of giving as well as receiving.
St Ambrose Barlow Catholic High School - 14 20. The school is very successful in ensuring that the needs of all pupils are met through the curriculum and that all have equal access to the range of opportunities on offer. Pupils with special educational needs generally have access to the whole curriculum. There is very little withdrawal from lessons and the great majority of pupils receive in-class support. Teaching assistants play a major role in promoting access and monitoring the progress of pupils they work with. After statutory support for statemented pupils has been provided, teaching assistants are allocated to subjects. This enables teaching assistants to develop subject expertise and strengthens liaison between subjects and the learning support department. When pupils are withdrawn for individual or small group teaching it is very well focused and closely monitored. All teachers are fully informed of the needs of pupils on the list of pupils with special needs and good use is made of their individual education plans to ensure that learning activities are well matched to their needs. The school maintains an overview of provision for gifted and talented pupils and lists are kept by the school and within departments. As part of the strategy for raising aspirations and achievement the school is keen to ensure that the needs of these pupils are met. A very good range of activities and educational visits is provided and the school is very well placed to develop provision further.
21. The school is well staffed and teachers have a wide range of relevant experience and subject expertise. The school is at the forefront of workforce reform. Consistent with the aims of this national initiative, many administrative tasks are delegated to teaching assistants. This allows teachers to concentrate on teaching and learning. Training and professional development opportunities are very good and are closely linked to the school improvement plan. The accommodation is good and greatly enhanced by the exceptionally good displays of pupils’ work in corridors and classrooms and the evident pride that the school caretaker, with the support of the school cleaning staff, takes in ensuring that the school is maintained to the highest standards of cleanliness. One of the main aims of the school is to raise pupils’ and parents’ aspirations and to achieve this, sets out to provide pupils with quality in all aspects of their education. The spotlessly clean learning environment makes a significant contribution to the achievement of this aim. Only in music, where noise from the instrumental rooms interferes with learning in the main teaching room, is the accommodation unsatisfactory. The library is staffed by a qualified librarian and provides spacious accommodation that is well equipped with computers and reference books to support independent research. The provision of resources for learning has improved since the previous inspection and is now good in most subjects. Over recent years a significant investment has been made in ICT to support teaching and learning. There are new well-equipped computer suites, and Interactive whiteboards are used effectively in most subjects. In only a few subjects is ICT now not used consistently and effectively to support teaching and learning.
Care, guidance and support
Arrangements to ensure pupils’ care, welfare, health and safety are very good. The school provides very good support, advice and guidance and involves pupils well in its work and development.
Main strengths and weaknesses
· Members of staff work closely as a team in order to ensure that pupils are very well looked after during the day. · Very good academic support and close monitoring of pupils’ personal development underpin pupils’ progress. · Close working relationships promote a very positive atmosphere within which pupils are encouraged to commit themselves fully to their work. · The effective use of the ‘Pupils’ Attitudes to Self and School’ (PASS) survey enables the school to gauge pupils’ views and to identify any at risk of underachieving at an early stage.
St Ambrose Barlow Catholic High School - 15 Commentary
22. From the time pupils enter St Ambrose Barlow School, pupils are immersed in an environment where they are constantly encouraged to ‘have a go’ at every opportunity and to have high personal aspirations. This occurs within an atmosphere of unfailing care and support and pupils speak very highly of all the adults who work within the school. The culture of the school is summarised by the comments volunteered by one parent, “Ambrose Barlow School is a rare school – still small enough to care but progressive in wanting the best (for its pupils).”
23. The level of support and guidance provided for pupils was high quality at the time of the last inspection and this continues to be the case. Members of staff work as an excellent team and provide a very strong network of support and encouragement. The Chaplain makes a significant contribution to the life of the school and is very highly regarded by pupils and staff alike. They place enormous trust in his advice, support and guidance. During discussions, all pupils said that they would feel able to seek help from at least one person, should the need arise. Progress managers help to bridge the gap between the academic and personal sides of pupils’ welfare and ensure that the most appropriate form of support is provided for pupils who are in particular need.
24. The PASS survey provides a very sophisticated analysis of pupils’ attitudes, including their self-regard, confidence in learning and attitudes towards themselves as learners. The use of this survey enables the school to identify any potential problems and target additional support at a very early stage. During discussions, pupils of all ages were very clear about how they are getting along with their work and what they have to do to improve. In addition to many booster activities to raise achievement the school provides revision materials for Year 11 pupils and holds an Easter revision school, and a motivational ‘Super Learning Day’ to boost pupils’ self-confidence. In addition, the learning support centre provides very good advice for individuals who require additional help.
Partnership with parents, other schools and the community
Links with parents have strengthened since the last inspection and are now good. Links with the community and other schools and colleges continue to be very good.
Main strengths and weaknesses
· Strong links with the local community enrich the curriculum and provide very good opportunities to foster pupils’ personal development. · Very good links with other schools and further education providers facilitate the smooth and efficient transfer of pupils and help them to make informed choices about their education. · Constructive links with parents help pupils to make good progress in their learning. · Parents are very pleased with the positive way in which the school responds to their suggestions for improvement.
Commentary
25. Parents are very loyal and supportive of the school, and are proud of its many achievements. The school reciprocates by encouraging them to play an active part in their children’s education. A full-time home/school liaison officer is now in post and she liaises with parents over a wide range of issues, including their children’s attendance. Comments made by parents show that they genuinely appreciate her warm and welcoming approach. Analysis of parents’ pre-inspection questionnaire endorses these positive views. In fact, there are no aspects of the school’s work that generate any concern. Almost everyone who returned their questionnaire indicated that they find members of staff to be approachable and nine out of ten believe their children are making good progress. Their confidence in the quality of education
St Ambrose Barlow Catholic High School - 16 provided is very well founded. Indeed, inspectors think the standard of work achieved by the pupils is very good and that they make good progress from the moment they arrive in Year 7. 26. The parents of pupils with special educational needs are kept very well informed of their progress and personal development. The overwhelming majority attend their child’s annual reviews and play a full part in setting their targets for improvement. They are also interested in learning about their children’s education and there is a good attendance at the various information evenings. For example, the school holds annual meetings to help parents to support their children during Year 9 and Year 11 and these are very well attended.
27. The school makes very good use of its strong links with the local parishes and the wider community. For example, pupils give generous donations to local and national charities, such as Dr Barnados and the Catholic Fund for Overseas Development. Extra-curricular sport is very popular and helps to boost pupils’ self-esteem and confidence. Pupils achieve considerable success at local, regional and national levels. In addition, the school steel band regularly entertains at a nearby football club and members of the local community make good use of the sports facilities during the evenings and weekends.
28. There are very effective links with the Sefton Education and Business Partnership. Several mentors from industry come into school to guide pupils on potential careers and to provide mock interviews. These links ensure that pupils are well prepared when they are subsequently applying for jobs or identifying a potential career. This project is very well established and students and mentors alike derive great benefit from their regular sessions.
29. The school is an active member of the South Sefton Excellence in Cities partnership and Educational Action Zone. Staff and pupils alike benefit from extensive links with the school’s four main contributory primary schools and numerous other secondary and special schools. For example, teachers and support staff swap ideas on common issues such as the on-going drive to promote regular attendance. Accompanied by their peers from Bootle High School, pupils undertake litter picks and there are also links between the two school councils. Very good liaison with Southport and Hugh Baird College and local schools with sixth forms enables pupils to choose the most appropriate courses when they leave at the end of Year 11.
LEADERSHIP AND MANAGEMENT
Leadership and management are very good. The headteacher provides excellent leadership and is very well supported by senior colleagues. Leadership elsewhere in the school is very good. Management is very good. Very good planning, underpinned by effective monitoring, is helping to take the school forward. Governance of the school is very good.
Main strengths and weaknesses
· The headteacher inspires staff and ensures that pupils are educated in a highly supportive environment and one that is based upon clear values and principles. · Excellent leadership in science, physical education, ICT and citizenship has a significant impact on provision and standards. · Rigorous procedures for monitoring and evaluating the work of departments are helping to raise standards. · Governors are very supportive and fulfil their statutory responsibilities very well.
Commentary
30. The headteacher has a clear vision for the future development of the school and is totally committed to the raising of standards in all areas of the school’s work. This commitment, which is shared by other senior managers, is communicated unequivocally to all staff and supported by very effective procedures for monitoring and evaluating the work of the school. This very strong leadership is having a significant impact on the quality of education provided by the school. Performance and other management information is analysed systematically
St Ambrose Barlow Catholic High School - 17 and used effectively as part of the procedures for reviewing the work of departments. Because of this the school has a very clear picture of its strengths and is able to tackle weaknesses. As a result, very good improvement has been made since the last inspection and standards are rising.
31. Among the many strengths of the school is the willingness to share leadership roles and responsibilities. This is very much part of the distinctive ethos of the school and consistent with the Christian principles that permeate all daily activities and guide planning. Because clear values and principles influence every aspect of school life, pupils feel secure, valued and respected. There is also a willingness to identify, adapt and apply good practice from a range of outside sources in order to ensure continued improvement. Other key staff share the headteacher’s vision and work hard in their own areas of responsibility to achieve the school’s targets. Leadership is excellent in physical education, science, ICT and citizenship. It is satisfactory in English and good or very good in all other subjects. The school has a very stable staff because all staff enjoy working at the school. Effective teamwork, at all levels, is a strong feature of the school and this makes a significant contribution to standards and achievement.
32. The management of the school is very good. Performance management is fully implemented. The key issues for action identified in the last inspection report have been tackled vigorously. There are no longer any weaknesses in school management and the ICT curriculum now fully meets statutory requirements. Because of rigorous monitoring the quality of teaching, learning and pupils’ attendance have improved. The need to improve pupils’ literacy and numeracy skills, together with the need to provide more opportunities for pupils to engage in independent learning, were also identified as key issues for action in the last report. Vigorous action has also been taken to tackle these issues and with some success. However, these are ongoing issues that continue to feature in school improvement planning. Strong action has also been taken to tackle the issue of the decline in the National Curriculum test results in English at the end of Year 9. An action plan is being implemented and closely monitored by senior staff.
33. The school has established a comprehensive assessment database and very good use is made of this information by the senior managers and heads of department. This makes a significant contribution to standards and achievement. The school improvement plan is comprehensive, contains appropriate targets and is closely linked to department plans. Planning for improvement in subject departments is generally good at all levels. The very good leadership and management of special educational needs enable staff to work very well together to ensure that provision is very good.
34. The school’s financial management is very effective. It allows teachers to concentrate on teaching and seeks best value for money both in purchasing goods and services and in educational outcomes. The school is in receipt of additional funding through Excellence in Cities, Education Action Zone, the Behaviour Improvement Project and the Leadership Incentive Grant. All of this income is spent for the intended purposes and is having a positive impact on attendance, behaviour and standards.
35. Governors are very supportive of the school and fulfil all of their statutory duties. Governors are very clear about the challenges the school faces. They are most keen that innovation and change are focused on raising standards and maintaining the very strong caring and supportive ethos of the school. Governors work closely with the school and fully endorse the principle of ensuring that the school provides for the needs of all groups of pupils. This principle is made explicit in the school’s race equality and cultural diversity policy and evidenced in the inclusive nature of the school. The support of governors provides the headteacher and senior leadership team with a great deal of confidence in planning new developments. Governors monitor the budget with care and ensure that financial planning and management are very effective.
St Ambrose Barlow Catholic High School - 18 Financial information
Financial information for the year April 2002 to March 2003
Income and expenditure (£) Balances (£) Total income 1,589,005 Balance from previous year 161,551 Total expenditure 1,594,853 Balance carried forward to the next 155,703 Expenditure per pupil 3,467
St Ambrose Barlow Catholic High School - 19 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES
SUBJECTS IN KEY STAGES 3 AND 4
ENGLISH AND MODERN FOREIGN LANGUAGES
English
Provision in English is satisfactory.
Main strengths and weaknesses
· Results in GCSE examinations have risen steadily over the last four years. · Standards in the national tests at the end of Year 9 have declined since the last inspection. · Low standards of literacy affect the attainment of all pupils, including higher-attaining pupils. · Pupils behave very well and want to learn. This contributes to the very good relationships and the positive environment for learning. · Pupils are not given enough opportunity to develop independence and responsibility for their own learning.
Commentary
36. Pupils’ attainment when they enter the school is well below average and their weak literacy skills are a very real barrier to the raising of standards. Nevertheless, the GCSE results in English have shown a steady improvement since the last inspection. In 2003 they were below average, and about the same as in schools where pupils had similar levels of prior attainment, but well above schools whose pupils come from similar socio-economic circumstances. This represents good achievement for those pupils. This improvement has not, however, been seen in the national tests for pupils at the end of Year 9. Results in these tests have shown a falling trend and in 2003 were well below average. This still represents satisfactory achievement given the standards on entry. Girls perform better than boys in tests and examinations, reflecting the national picture.
37. The response during the current school year to this falling trend in national tests has been rigorous. Assessment information, previously underused by the department, is now being employed very effectively. Detailed analysis of pupils’ performance in the 2003 tests has identified where marks were lost and the curriculum has been redesigned to address these areas of weakness. Equally detailed information enables the close tracking of pupils’ progress and the prediction of performance levels. Reading skills have been improved through a range of initiatives, including the use of adults to work with pupils on a one-to-one basis, but speaking and writing skills remain below average.
38. Teaching and learning are good in Years 7 to 9 because of the changes effected recently, and are satisfactory in Years 10 and 11. Strengths in teaching include the way teachers manage their classes so that pupils can concentrate and learning is orderly. ICT is used well to motivate pupils and to improve presentation of work and teachers ensure that pupils understand the importance of planning, drafting and editing their work. There are, however, some aspects of teaching that need improvement. Pupils are not given enough opportunity to talk about their work or to become active and independent learners. Marking does not focus well enough on showing pupils how to improve their writing skills. This is particularly the case with higher-attaining pupils whose work indicates that they often have an understanding far in advance of their ability to express their ideas. This is a major factor in the relatively low number of A* and A grades in GCSE examinations.
St Ambrose Barlow Catholic High School - 20 39. Leadership and management of the subject are satisfactory. The head of department sets a good model for other staff through his own very good skills in the classroom and his exemplary commitment to his pupils. There has, however, been inadequate use in the past of assessment information and not enough attention has been paid to ensuring that teaching is equally effective across the department.
40. Improvement since the last inspection has been satisfactory. Standards have risen in GCSE English despite the falling standards at the end of Year 9. In addition, the breadth of the curriculum offered to Years 10 and 11 has been enhanced by the inclusion of media studies and drama. Standards in these subjects in the 2003 GCSE examinations were average and above average respectively and represent very good achievement for pupils in these new examination courses.
Language and literacy across the curriculum
41. Pupils’ literacy skills are weak and the raising of these standards remains a priority for the school. From listening to pupils and reading their work it is apparent that they understand and have ideas far beyond their ability to express these, either in speaking or in writing. While they are articulate when talking amongst themselves or on a one-to-one basis with teachers, when asked to address the class many find it difficult to frame adequate responses. Similarly, when writing in more formal styles, such as in literature essays, their ideas far outstrip their powers of communication. This inability to compose well-expressed and sophisticated prose severely restricts access to higher grades in GCSE in those subjects, such as English and history, which are dependent on good language skills.
42. However, the school is heavily committed to tackling these low standards, and teachers’ understanding and use of appropriate strategies in all subjects are beginning to have a positive effect. For instance, in science, the systematic teaching of the correct spelling of key words and of how to write in a scientific style has contributed to the rapidly rising standards in the subject. The school now needs to refine these strategies even further by giving pupils more opportunities to discuss their work and by teaching them how to evaluate and correct their own and others’ writing. An integral element of this should be the constant use of a dictionary and a Thesaurus to improve spelling and vocabulary.
MODERN FOREIGN LANGUAGES
In modern foreign languages the focus of the inspection was on Spanish. Work in French was sampled. Higher-attaining pupils take French as a second language in Year 9 and the standards of pupils currently in Year 9 are broadly consistent with national expectations. A small number of pupils continue with the language into Year 10 and standards are well below expectations. Temporary teaching arrangements were in place during the period of the inspection and teaching and learning in the two lessons observed were satisfactory.
Spanish
Provision in Spanish is good
Main strengths and weaknesses
· Pupils achieve very well in Years 7 to 9 to reach average standards. · GCSE results in Spanish were well below average in 2003, but there is an improving trend. · Very good leadership and management have sustained improvement despite discontinuity in staffing. · Standards in writing have improved considerably since the previous inspection, but oral standards remain weak.
St Ambrose Barlow Catholic High School - 21 Commentary
43. Teachers’ assessments for 2003 indicate that an improving trend has been sustained in Spanish. Girls did better than boys, by much greater than the national margin. GCSE results were well below average, affected by the very low performance of boys and by discontinuity in teaching due to staff absence through illness. Girls’ results continued to improve.
44. Inspection evidence shows that standards are average at the end of Year 9. The strong focus on literacy skills and providing regular opportunities for extended writing has improved written expression considerably, with higher-attaining pupils able to write accounts in the past tense. All pupils include opinions routinely in oral and written work. Pupils show enthusiasm throughout Years 7 to 9, and acquire sufficient vocabulary and awareness of language rules to understand most of what they hear and read. Sadly, they are insecure in speaking, so that oral standards are much more variable. Despite this, most pupils achieve much better than expected, in terms of their attainment levels on entry. Girls dominate the top sets and do much better than boys. Standards seen in Year 11 are below average, largely because pupils continue to lack oral confidence and produce little from memory. However, the structure of coursework helps them to write meaningfully on a range of topics, so that achievement is satisfactory, overall, and improvement is being sustained.
45. The quality of teaching and learning is good. Teachers have very good subject knowledge, including National Curriculum levels and GCSE criteria. The strong focus on these in lessons helps pupils to understand their progress. Very good use of ICT and competitive oral activities are key elements in the drive to improve boys’ standards. In a minority of lessons, learning is not as good as teaching because pupils’ weak basic skills inhibit their progress. They need a good deal of support and reassurance, and are unable to aspire to independence in their learning. The recent provision of a foreign language assistant from Chile is beginning to raise oral standards, and supports the subject’s contribution to citizenship. The very good quality of marking helps pupils to understand errors and provides valuable guidance for future work. It is an example of the caring approach to individuals, which permeates the school’s work.
46. In addition to other responsibilities within the school, the head of department has had to cope with a prolonged period of staff absences. In this context, her leadership and management are very good. Temporary teaching staff are very well supported and standards continue to improve. Good improvement has been made on most issues arising from the previous inspection, especially on standards in writing. Assessment procedures and arrangements for monitoring work in the subject are good. Accommodation and resources support learning well.
MATHEMATICS
Provision in mathematics is good.
Main strengths and weaknesses
· Standards are rising in Years 7 to 9 and GCSE results are improving. · Good teaching ensures that pupils learn in a systematic way. · Very good subject leadership is having a positive impact on standards. · Teaching assistants make a very effective contribution to pupils’ learning. · Too few pupils achieve the higher grades in the GCSE examination. · Assessment is not yet rigorous enough to help pupils improve.
St Ambrose Barlow Catholic High School - 22 Commentary
47. Results in the Year 9 National Curriculum tests in 2003 were below the national average, but well above average when compared with schools in which pupils attained similar standards at the end of Year 6. The performance by boys and girls is very similar. The school’s challenging targets for the proportion of pupils reaching Level 5 and above were met. This represents good progress when standards on entry are taken into account. Test results in mathematics are above those for English and similar to those in science.
48. The number of pupils gaining GCSE A* to G grades in 2003 was close to the national average. For grades A* to C, results were well below average. A feature of the 2003 results was the significant improvement of boys to match the performance of girls. These results represent satisfactory progress and achievement.
49. Inspection evidence shows that standards in Year 9 are improving and are consistent with recent test results. The standards being achieved by higher-attaining pupils in Years 7 to 9 are above national expectations. These pupils have good numerical competence and are extended in their learning through good teaching. Standards, overall, in Years 7 to 9 have improved because of the impact of the National Strategy for mathematics.
50. In Years 10 and 11 standards remain below national averages. Although boys and girls achieve similar standards boys are more confident than girls. The rate of improvement is hindered because pupils lack confidence to tackle work independently and their literacy skills are not sufficiently well-developed for them to give good explanations of their work when answering examination questions. Pupils with special educational needs are provided with very good support from both teachers and teaching assistants. As a result, their achievement is comparable with that of their peers at the end of Years 9 and 11.
51. The quality of teaching and learning is good across Years 7 to 11. Some very good teaching is seen in Years 7 to 9, where teachers use a greater variety of learning activities, and as a result pupils are more motivated and become more engaged in lessons. Teaching is good because teachers are well qualified to teach mathematics and ensure that pupils learn in a systematic way. The main strengths of teaching are very good planning, structured lessons with clear learning objectives, and a strong focus on developing pupils’ literacy and numeracy skills. All lessons start with an introductory activity that consolidates and extends pupils’ understanding of basic mathematical concepts. However, because lesson summaries are sometimes hurried, the opportunity for teachers to assess and consolidate pupils’ understanding is missed. Teachers make use of ICT to engage pupils in learning and to extend their understanding.
52. The marking of pupils’ work is undertaken regularly but does not always provide pupils with advice on how to improve. Not enough use is made of test results and other assessment information in order to enable pupils to set personal targets and to assess their own progress.
53. Leadership and management of the subject are very good. The head of department provides a good role model and is very committed to raising standards. Support from teaching assistants is very good and these staff make a significant contribution to the support of pupils and the effectiveness of the department. Relationships with pupils are very good and all staff give generously of their time to support pupils through after-school clubs and revision workshops. Good procedures are in place to monitor teaching and learning. There is a clear action plan to improve teaching and learning and to raise standards. The introduction of a GCSE statistics course for the more able pupils in Year 10 has boosted pupils’ confidence and competence in mathematics. With improving examination results, progress since the last inspection is good and the department has the capacity to improve further.
St Ambrose Barlow Catholic High School - 23 Mathematics across the curriculum
54. Pupils’ competence in mathematics is sufficiently well-developed to allow them to make progress in other subjects. There are good examples of the use of mathematics in geography, where pupils measure and use scales and coordinates confidently. In science, pupils construct and interpret graphs well and are able to draw lines of best fit. In modern foreign languages, pupils apply their mathematical skills in the construction of graphs and charts.
SCIENCE
Provision in science is very good.
Main strengths and weaknesses
· As a result of good teaching, and the very good use of assessment to support teaching and learning, achievement is very good. · Test and examination results have improved significantly since the last inspection. · Subject leadership and management are outstanding. · Attitudes and behaviour are very good. · The number of pupils gaining higher grades GCSE grades is well below average. · There are not enough dedicated computers and associated hardware, to carry out sensor and data-logging work in investigations.
Commentary
55. In 2003, the National Curriculum test results for pupils at the end of Year 9 were below average. Girls’ results were better than those for boys. Results were better than those for English, but below mathematics results. Teachers assessed accurately the attainment of pupils in Year 9. Results have improved since the last inspection. Compared with attainment on entry, achievement was very good.
56. GCSE examination results, in 2003, were average. Although results for double award science were above average, those for single award were well below average. Results were better than those for both English and mathematics. Boys’ results were better than those for girls. Achievement relative to attainment at the end of Year 9 was very good. Results have improved significantly since the last inspection.
57. In all years, pupils are making very good gains in their knowledge, skills and understanding. Achievement from Year 7 to Year 11 is very good. Standards in Years 7 to 9 are in line with expectations. By the end of Year 9, higher-attaining pupils can write balanced chemical equations and have a good understanding of micro-organisms. Lower-attaining pupils are less secure. They are, for example, less confident in writing balanced chemical equations, but make good attempts at writing word equations. In Years 10 and 11, standards are also as expected. Although higher-attaining pupils have a good understanding of how to measure electrical resistance and the factors, which affect the electrical resistance in a wire, lower- attaining pupils are much less secure in their understanding. They do, however, recognise that electrical resistance is linked to the current and voltage in a circuit.
58. Teaching is good. In some lessons, teaching is very good. No unsatisfactory teaching was observed. The principal features of teaching were the effective use of teachers’ very good subject knowledge, their high expectations of pupils, good well-focused planning and, in most lessons, a range of methods, which maintain interest and engender learning. The opportunities for independent learning have improved significantly since the last inspection. Homework, when set, extends or consolidates classwork.
St Ambrose Barlow Catholic High School - 24 59. Assessment and its use to monitor the progress of students and to guide teaching and learning, is exemplary. However, whilst day-to-day marking is very thorough, it does not always provide advice on how to improve. The identification of appropriate learning objectives coupled with very good support, enables most pupils, including those with special educational needs, to make very good progress in improving their knowledge and understanding of scientific concepts.
60. Subject leadership and management are excellent. The head of science has a very clear vision of what is needed to improve. She is supported by an adequate number of well-qualified and experienced teachers. Educational direction is clear and very well focused on improving standards through scientific investigation. Development planning is highly effective and manageable. Procedures for the monitoring and evaluation of teaching and learning are excellent. Although there have been improvements in the use of ICT as a teaching tool, the department does not have enough computers, nor data-logging equipment, to support the school’s investigative approach to teaching and learning. Very good progress has been made since the last inspection and the capacity for improvement is very good.
INFORMATION AND COMMUNICATION TECHNOLOGY
Provision in information and communication technology (ICT) is very good.
Main strengths and weaknesses
· The leadership and management of the ICT department are excellent and have a significant impact on standards. · Very good teaching and learning lead to very good achievement. GCSE examination results are significantly above average. · Assessment information is used very effectively to guide and monitor pupils’ progress. · Very good resources are used very effectively to support teaching and learning. · The size and shape of some ICT accommodation has an adverse effect on teaching options.
Commentary
61. GCSE examination results have been consistently well above average in recent years in both the full and short courses. Frequently, all candidates have attained A* to C grades, which represents outstanding achievement from well below average standards on entry to the school. In 2003, all candidates took the full GCSE course and the proportion gaining A* to C grades was significantly above average. The attainment of boys was slightly better than that of girls. For the first time in 2003, a group of pupils was entered for the GNVQ ICT examination and obtained an above average pass rate.
62. Almost all pupils in Years 10 and 11 now follow an accredited ICT course. Because of very good teaching, standards seen in lessons and in samples of work indicate that pupils make very good progress from Year 7. By the last term in Year 9 standards, overall, are at least above national expectations and often well above. Good and often very good progress is maintained through Years 10 and 11, where pupils produce coursework of a high standard. Teachers use their very good subject knowledge and knowledge of the GCSE requirements to ensure that pupils are thoroughly prepared for the examination. Expectations are high and pupils respond well to the very supportive learning environment. Because assessment is very thorough and discussed in detail with pupils, they know how well they are doing and what is needed to improve. Very effective use is also made of pupil self-evaluation to promote greater independence in learning and an understanding of how work can be improved. The few pupils who do not follow an examination course in ICT are provided with appropriately structured opportunities to develop their skills and knowledge.
St Ambrose Barlow Catholic High School - 25 63. The leadership and management of the ICT department are excellent, and all staff, including teaching and technical assistants, work very effectively as a team. Courses in all years are planned in detail to ensure that all ICT requirements are met. In Years 7 to 9, work is based upon the national strategy for ICT and, from September, Year 9 pupils have been given the added challenge of beginning a GNVQ ICT course. The careful monitoring of all aspects of the department’s work is used to guide planning and this has been instrumental in the rise in standards, as has the significant increase in ICT resources since the last inspection. There is now a better than average number of computers for a school of this size and interactive whiteboards are being used effectively in most subjects. Very good technician support ensures that networked resources are reliable. This increases the confidence of staff and pupils. Because there is very good supported access to computers outside lesson times, pupils without home computers have good opportunities to complete homework and coursework in ICT and other subjects. There has been a significant improvement in standards and in the provision for ICT since the last inspection.
Information and communication technology across the curriculum
64. The overall planning, installation and maintenance of ICT resources is very good. The curriculum has been audited in detail and resources are now being well-targeted to raise standards. There have been significant improvements since the last inspection. ICT is used well to enhance teaching and learning in almost all subjects and the use of an increasing number of interactive whiteboards is developing well. The English department make good use of the computer suites and use their interactive boards to good effect. The displays of pupils’ computer-based English work are very good. ICT is used effectively in mathematics and is good in science, but in science there is a need for more subject-specific equipment to enhance practical activities. A wide range of ICT applications is used in modern foreign languages, particularly Spanish, and digital cameras are used effectively in all years to analyse performance and for peer assessment in physical education. However, there is a need for greater consistency in the use of ICT to support teaching and learning in art and design, and history. The use of ICT in design and technology is very good in resistant materials and graphics, but a lack of appropriate ICT equipment in textiles and food constrains pupils’ learning experiences. Not enough use is made of ICT in music, because there are not enough computers readily available in the music room. However, this situation is to be rectified following the recent delivery of a batch of new computers.
HUMANITIES
Geography
Provision in geography is satisfactory.
Main strengths and weaknesses
· Good teaching, particularly in Years 7 to 9, promotes the learning of pupils at all levels of attainment. · Pupils’ good attitudes and behaviour foster good relationships and achievement. · Effective strategies are used to apply and develop pupils’ ICT, literacy and numeracy skills. · There are weaknesses in the assessment procedures and in the use of assessment information for target-setting. · Recruitment of pupils to the GCSE course is low.
Commentary
65. Teachers’ assessments indicate that the proportion of students at the expected Level 5 or above, at the end of Year 9, is just below average. Work seen during the inspection confirms that overall standards are just below national expectations, but improving. Higher-attaining
St Ambrose Barlow Catholic High School - 26 pupils are achieving standards that are more in line with expectations. These standards represent good achievement when pupils’ well-below-average standards on entry are taken into account. Because small numbers of pupils choose to take the GCSE course, the examination results fluctuate, and comparisons with national figures are unreliable. In 2003, for example, the proportion of pupils gaining A* to C grades was significantly below average, but in 2002 the proportion was above average. Few higher-attaining pupils choose to take the GCSE option and the attendance of some pupils is irregular. These factors also affect examination performance. Only two girls are currently studying geography in Years 10 and 11. Inspection evidence indicates that the standard of the work of the two small groups currently in Years 10 and 11 is below course expectations, but that most pupils are reaching predicted grades and achieving satisfactorily.
66. In Years 7 to 9, pupils gain a wide knowledge of places, processes and patterns through studies of the local area and project work on topics such as the impact of tourism and development on Kenya. Pupils apply their numerical skills well and their work is regularly improved by use of ICT. Good attention is paid to the development of pupils’ literacy skills, and extended writing includes a range of styles, including letter-writing and the writing of imaginative brochures. There is strong emphasis on the use of correct geographical vocabulary and pupils learn to give accurate verbal responses. Progress is sometimes slowed because pupils are too dependent on the teacher, but, when given the opportunity, they display confidence in paired and group work. Boys and girls work equally well, but girls’ work is generally better presented. Effective use is made of fieldwork to extend knowledge and understanding. In Years 10 and 11 pupils expand their investigative skills through coursework in which they learn to hypothesise, gather and analyse evidence and make decisions; as seen, for example, in work comparing the functions of shopping centres. Pupils at all attainment levels, including those with special education needs, make good progress because work is well-matched to their attainment levels.
67. Teaching and learning are good and sometimes very good. Lessons are well planned, with learning objectives made clear and reinforced through repetition and questioning. Teachers make good use of audio-visual aids to stimulate interest and concentration, and experienced teaching assistants make a significant contribution to pupils’ learning. Not enough use is made of National Curriculum levels in the assessment of pupils’ work in Years 7 to 9, with the consequence that target-setting is not precise and the monitoring of pupils’ progress is not entirely effective.
68. Leadership and management are satisfactory. There is only one specialist teacher, but she has identified priorities for improving the department. Foremost amongst these are the improvement of assessment procedures and increased recruitment to the GCSE course. The work being done in Years 7 to 9 indicates that the subject has the capacity to maintain the good improvement made since the last inspection.
History
Provision in history is good.
Main strengths and weaknesses
· Pupils achieve well because of good teaching. · Poor literacy levels have an adverse impact on standards. · Pupils' confidence and independence in their learning is limited. · Very good behaviour enhances classroom relationships and underpins learning. · Teachers know and care for their pupils very well.
St Ambrose Barlow Catholic High School - 27 Commentary
69. In 2003, the end of Year 9 teacher assessments showed that attainment was below average, although this reflected good achievement as pupils’ attainment on entry was well below. Overall, GCSE pass levels have been close to average in recent years and boys’ and girls’ results have fluctuated, although without any consistent pattern. The proportions of pupils gaining grades A* to C have remained well below average, although there has been a rising trend since 2001.
70. In Year 9, standards are below average. Pupils enter the school with little historical knowledge and low literacy standards, which restricts their access to sources and hampers them from expressing themselves in written work, as accurately and clearly as they might. All pupils, including both boys and girls and those with special educational needs, achieve well in selecting and deploying information from a range of evidence to answer historical questions. In a lesson on Hitler’s Germany, higher-attaining pupils offered perceptive insights into the effectiveness of Nazi propaganda techniques.
71. In Year 11, standards of work seen are below average, although, in the current Year 10, they are higher than that. Pupils make good progress in understanding the complex causes of the First World War and in analysing the changing nature of race relations in the USA. Higher- attaining pupils complete good quality extended writing, although the limited amounts completed by average and lower-attaining pupils means that their answers lack the depth and detail necessary for higher grades. Their work often continues to be marred by errors in spelling and grammar.
72. Learning is good because teachers plan thoroughly, have high expectations and manage their classes very skilfully; additionally, most pupils have positive attitudes and behave very well. Teachers provide good support for learning through their knowledge of, and care for, individual pupils. They also provide comprehensive and detailed GCSE study notes, although one adverse consequence of this, and of the degree of teacher direction in some lessons, is that pupils’ confidence and independence in their learning may be undermined. Books are marked regularly and thoroughly, although opportunities for correcting errors in spelling and grammar during lessons are sometimes missed.
73. Attractive and good quality display and the care, which pupils evidently take in the presentation of their work, are a reflection of the good leadership and management of the subject. There are more opportunities for pupils to engage in extended writing and the use of computers has increased. However, there is a need for greater consistency in the use of ICT to support teaching and learning. Satisfactory improvement has been made since the last inspection.
TECHNOLOGY
Design and technology
Provision in design and technology is good.
Main strengths and weaknesses
· Good specialist teaching raises the attainment of all pupils. · Attention to detail in practical work enhances pupils’ pride and self-esteem. · Teaching assistants make significant contributions to lessons and support the learning of pupils of all attainment levels. · Limited computer access for food technology has an adverse impact on the achievement of higher grades in the GCSE examination. · Pupils are too dependent on teachers in some lessons and this restricts independent learning.
St Ambrose Barlow Catholic High School - 28 Commentary
74. On entry to the school, pupils’ competence in designing and making products is low. The 2003 teachers’ assessments indicate that standards at the end of Year 9 are broadly in line with the national average. Boys’ performance is better than girls. Inspection evidence confirms this position. Pupils make good progress because there is a clear emphasis on raising standards, and modules of work are carefully planned to achieve this goal. The accumulated GCSE results are above the national average at A* to C grades. The introduction of graphics has contributed to these good results. The school enters more pupils for GCSE design and technology than schools nationally, providing good opportunities for all pupils in design and technology. Pupils with special needs achieve well, because work is well matched to their needs and teaching assistants provide effective support.
75. Work seen during the inspection shows that pupils make good progress from their low skill base on entry to the school. Making is very good, but the lesson time of fifty-minutes makes it difficult for some groups to complete their practical work. The consistent emphasis on the correct use of technical language and opportunities to engage in extended writing are helping to improve pupils’ literacy skills. A new initiative to develop pupils’ research, evaluation and product analysis skills is beginning to improve generic skills across all technology subjects.
76. Some high quality practical work is seen in Year 11. Work of this quality is a feature of the department and indicates why pupils are achieving well and why examination results are improving. However, some incomplete projects and the irregular attendance of some pupils had an adverse impact on overall results in 2003. Pupils are provided with good quality materials and these, together with the effective application of the expertise of teachers, helps pupils to produce very good quality crafted products. Innovative thinking on the development of the 14 to 19 curriculum is expanding opportunities for pupils. In Year 10, Young Enterprise prompts pupils to consider the challenges of batch and mass production, as well as the social responsibility of designers in their use of resources and provision of value for money. Pupils explore different values and beliefs successfully when they examine different life styles through food and fabric design and innovative projects such as stained glass development and jewellery.
77. Teaching and learning are good, with a significant proportion that is very good. The high level of commitment of teachers, together with their enthusiasm for the subject, is helping to raise pupils’ aspirations. Lessons are well planned, with activities well-matched to the different attainment levels of pupils. However, in some lessons, pupils are too dependent on their teachers and are not provided with enough opportunities to take responsibility for their own learning. Teachers and teaching assistants work very well together and provide very good role models for pupils. Behaviour management is very good.
78. Very good subject leadership shows a strong commitment to the school’s ethos and a clear vision for the development of the subject. The department is well staffed and teachers, teaching assistants and technical support staff form a very effective team. However, there is a lack of technical support in food and textiles. Management is good, with a strong focus on raising standards. There has been very good progress from the previous inspection. All weaknesses identified in the last report have been tackled vigorously and standards are rising.
St Ambrose Barlow Catholic High School - 29 VISUAL AND PERFORMING ARTS
Art and design
Provision in art and design is good.
Main strengths and weaknesses
· Results in GCSE examinations have improved steadily over recent years. · The quality of teaching is consistently good. · Pupils’ progress is aided by their positive attitudes and very good behaviour in lessons. · Staffing limitations restricts provision for three-dimensional design. · Not enough use is made of ICT, particularly during Years 7 to 9.
Commentary
79. Teachers’ assessments show that the proportion of pupils reaching National Curriculum Level 5 or above at the end of Year 9, in 2003, was below the average. Inspection evidence shows that the work of pupils currently in Year 9 is consistently above national expectations. These standards represent very good achievement and progress in relation to pupils’ general level of attainment on entry to the school. The standard of the work of girls tends to be above that of boys. A strong feature of pupils’ work in Years 7 to 9 is the very effective use of the art of other cultures as a source of inspiration. Over the last three years, GCSE results have improved from well below average to be close to average in 2003. These results represent good achievement and progress from entry in Year 7. Although girls tend to obtain better results than boys the achievement of both groups is similar.
80. Continued improvement was evident in work seen during the inspection and standards, overall, at the end of Year 11, are above course expectations. Portrait work in drawing and painting reaches a high standard, and experimental compositions in built-up felt show originality. In all years, however, work in three-dimensional design is limited and ICT is comparatively underused.
81. The quality of teaching in the department is consistently good, and in a significant proportion of lessons it is very good. All lessons are carefully prepared and a full range of teaching strategies is used. Demonstration is employed effectively, with good use made of the subject expertise of teachers. A very strong feature of teaching is the review of learning that takes place at the end of lessons. This provides good opportunities for reflection on progress made and for the sharing of views on the quality of work produced during the lesson. The quality of pupil learning reflects the quality of teaching. Pupils work purposefully in lessons and their progress is enhanced by very good behaviour. The sensitive quality of the teaching, together with the very positive response of pupils, results in a pleasant and productive working atmosphere in lessons. Assessment is thorough and searching, homework being set and monitored regularly. The internal assessment of work, at the end of Year 9, however, is not, in its present form, totally reliable as an indication of pupil attainment. The basic problem is a lack of clarity in the definition of level descriptions and the result is a degree of inaccuracy in judgements of attainment and progress. The problem is, however, recognised and the revision of assessment criteria is currently underway.
82. The work of the department is organised well and the quality of leadership and management is very good. Very good teamwork underpins the progress being made. Displays of work, both within the department and around the school, enhance the school environment and provide an important resource for learning. The accommodation is excellent. Rooms are well furnished and provide comfortable working space. The lack of technical assistance, however, restricts the development of work in ceramics. Since the last inspection, major curriculum change has taken place. Standards have risen and teaching is no longer over-supportive.
St Ambrose Barlow Catholic High School - 30 Music
Provision in music is good.
Main strengths and weaknesses
· The teachers’ determination to raise standards and enable pupils to participate in worthwhile musical experiences. · Good lesson planning that results in realistic challenges being offered to pupils of all attainment levels. · Pupils are able to participate in a wide range of extra-curricular activities. · The accommodation is unsatisfactory because noise from instrumental lessons interferes with teaching and learning in the main classroom. · The music curriculum is restricted because the use of ICT not fully integrated into lessons. · Pupils need to have more access to listening activities to prepare for the GCSE listening paper.
Commentary
83. The 2003 teachers’ assessments show that, by the end of Year 9, attainment was average. The proportion of pupils attaining A* to C grades in the GCSE examination was also average. Unfortunately, one of the pupils did not complete the coursework, thereby adversely distorting the otherwise very good marks. All the other pupils achieved results that were higher than their predicted grades.
84. Inspection evidence shows that standards in Year 9 are in line with expectations. As pupils’ attainment on entry in Year 7 is below average, standards at the end of Year 9 represent good achievement. At the time of the inspection, there were not enough opportunities for pupils to work with ICT. This is having an adverse impact in all years on the achievement of many lower-attaining pupils. The shortage of ICT is also affecting the breadth of the curriculum that the department is able to offer to all pupils. The department has received a supply of new computers and these are about to be installed. Standards in Years 10 and 11 are consistent with course expectations, although pupils are experiencing difficulties in tackling the listening section of the GCSE examination. These difficulties have arisen because of gaps in coverage of the syllabus in Years 7 to 9. The new head of department has identified this weakness and is taking action to tackle the issue.
85. Teaching and learning are good. In Years 7 to 9, pupils enjoy the practical nature of the course and make good progress because tasks are well suited to their attainment levels. As a result, pupils with special educational needs make good progress and higher-attaining pupils receive realistic challenges. A specialist teaching assistant makes a good contribution in several lessons and provides effective support for the lower-attaining pupils. Pupils’ learning is also enhanced by teachers’ good lesson planning, clear explanations and appropriate allocation of time for the completion of tasks. Pupil demonstrations are used effectively to inspire others in the class. In some lessons, in Years 10 and 11, the quality of learning does not always match the quality of teaching because progress is slowed by the weaknesses in pupils’ listening skills.
86. The leadership and management of the subject are good. Since the last inspection a new head of department has been appointed and most of the issues raised in the last report have been tackled. As a result, improvement has been good. The department is committed to providing all pupils with worthwhile musical opportunities and to raising standards. The curriculum is undergoing constant revision to take into account the better progress being made in Years 7 to 9 and there are more opportunities for pupils to participate in musical events outside the classroom. Visiting musicians run workshops, either within the school or in neighbouring schools, which result in memorable performances; for example, a production of Aida with a cast of professional soloists. The accommodation remains unsatisfactory as there
St Ambrose Barlow Catholic High School - 31 are not enough dedicated music teaching rooms and practice rooms, and noise from instrumental lessons interferes with learning in the main classroom. Access to ICT is limited as the new equipment has yet to be installed.
PHYSICAL EDUCATION
Provision in physical education is very good.
Main strengths and weaknesses
· Teachers’ good subject knowledge and well-planned, progressive learning tasks, enable pupils to achieve well in Years 7 to 9 and very well in Years 10 and 11. · Leadership is outstanding, with a very clear vision for future improvement. · Pupils display very good attitudes and behaviour. · Very good use of on-going assessment ensures that pupils know how well they are doing and how to improve.
Commentary
87. In the 2003 GSCE examination, results were broadly in line with the national average, representing very good achievement. Pupils achieve better in physical education than in the other subjects that they take. Assessments made by teachers show that standards at the end of the Year 9 are average.
88. Base-line assessments made by teachers show that pupils enter the school with standards that are below the national average. All pupils, including those with special educational needs, achieve well so that by the end of Year 9 standards are in line with the national average.
89. It was not possible to observe any examination classes during the period of the inspection. However, analysis of pupils’ work shows that pupils following the GCSE course are making good progress and standards of theoretical knowledge are generally consistent with course expectations. The quantity and quality of work indicates that pupils are very keen and have positive attitudes to the subject. In core practical activities, pupils achieve very well to attain standards that are above expectations. Pupils know the components of fitness, the effects of exercise on the body and have a good knowledge of anatomical vocabulary, supported by effective use of key words. They have good co-ordination, can plan their own aerobics sequences, and are able to take on the role of coach to the rest of their group.
90. The quality of teaching and learning is good in Years 7 to 9, and very good in Years 10 and 11. There is no unsatisfactory teaching. In the most effective lessons, the quality of teachers’ knowledge, and well-structured learning activities, enable pupils to acquire new skills and knowledge. Lesson objectives are shared so that pupils are aware of what they are about to learn. They are given very good opportunities to evaluate the level of their own performance and that of others and suggest ways to improve. Very good relationships and class management ensure that pupils show very good attitudes and behaviour. The marking of work is very good and helps pupils to know how well they are doing and how to improve. However, in a very few lessons, progress was slowed because the range of equipment used was too narrow and the physical demands were not high enough.
91. Leadership is outstanding and the subject is managed very well. The securing of the Sportsmark award for a second time acknowledges the very good quality of provision, and the school is now preparing a bid for Sports College status. The improvements since the last inspection in standards, especially in Years 10 and 11, and the quality of teaching, reflect the very clear vision, dynamism and ambition of the leadership. The quality of schemes of work is exemplary and, along with very good monitoring and support, is central to the rise in
St Ambrose Barlow Catholic High School - 32 standards. Planning clearly identifies objectives for literacy, numeracy and citizenship and ICT is well used for the analysis of performance. Outdoor accommodation is very good but indoor facilities are limited and the changing-rooms need refurbishing.
PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP
92. The provision for personal, social, and health education is excellent. It is taught alongside citizenship and careers on six days in each academic year. Although no lessons were observed during the inspection, there is enough evidence to indicate that teaching and learning are very good or better. Requirements to cover sex education and substance abuse are fully met. The successful fusion of the original PSHE curriculum with those of careers education and citizenship has produced a series of complementary and inter-related units, which very successfully contribute to the development of the pupils in the school. It has led to the devising and running of a Programme of Study devoted to preparing young people for life-long learning.
Citizenship
Provision in citizenship is excellent.
Main strengths and weaknesses
· The subject co-ordinator’s clear vision and excellent organisational skills have had a significant impact on provision and standards. · The strong commitment of the teaching team ensures very good teaching and learning. · Other subjects make a very good contribution to citizenship, but in a few lessons learning is not reinforced by drawing pupils’ attention explicitly to the citizenship elements.
Commentary
93. Teachers’ assessments show that, by the end of Year 9 in the summer of 2003, the attainment of a large majority of pupils was consistent with national expectations. As pupils do not start citizenship until Year 7 their attainment represents good achievement.
94. Citizenship is combined with PSHE and careers, and taught on six whole days during the school year. Consequently, it was not possible to see any lessons devoted specifically to the subject. However, contributions to citizenship were observed in other subject lessons, and where the pupils’ attention was explicitly drawn to this fact, teaching and learning were found to be good or better. For example, physical education lessons contain a different citizenship theme each week – during the inspection week it was ‘co-operation’. This theme is discussed at the beginning of each lesson and specifically referred to during the lesson. Further references were observed in mathematics during a discussion on percentages and the need to master the techniques involved in working out Value-Added and other tax rates. A discussion about Spanish food in a modern languages lesson developed into a comparison between the two cultures and an examination of prejudice in society. Citizenship was also included in lesson plans in most other subjects, but in a few lessons the connections between the topic being studied and citizenship were not drawn to pupils’ attention.
95. A recording of parts of the lessons taught on the most recent citizenship day was made available to the inspection team. This provided a valuable insight into the very good quality of teaching and learning that take place on these occasions. This very good quality of teaching is underpinned by teacher’s specialising in a particular element of the day, which they then repeat to other classes throughout the day. Because of this, teachers are able to plan very interesting lessons that include a range of challenging learning activities that promote a high level of participation and encourage pupils to express and discuss their own ideas. Pupils respond well to these lessons and their attitudes and behaviour are very good.
St Ambrose Barlow Catholic High School - 33 96. Pupils are given opportunities to engage in responsible decision-making by deciding, for example, which charity is to be targeted each term. Eleven charities have benefited this year from pupils’ fund-raising activities, including Cystic Fibrosis, Macmillan Nurses, Flame (a charity raising funds to take disabled children to Lourdes) and Debra. Further opportunities for decision-making are found in their work on the school council, where pupils are expressing their opinions about school and community matters with growing confidence. In one such project, they are heavily involved in the allocation of £200,000 of public funds. Their commitment has attracted the attention of the local Member of Parliament who is currently arranging a visit for the school council to the Houses of Parliament.
97. The leadership and management of the subject are excellent. The enthusiasm of the head of department is infectious and the teaching staff and teaching assistants form a highly effective team. The curriculum is excellent and regular reviews ensure that the units are relevant to pupils’ personal development. However, pupils often have no record of the coverage of citizenship in other subjects.
St Ambrose Barlow Catholic High School - 34 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
Inspection judgement Grade
The overall effectiveness of the school 2 How inclusive the school is 1 How the school’s effectiveness has changed since its last inspection 2 Value for money provided by the school 3
Overall standards achieved 3 Pupils’ achievement 2
Pupils’ attitudes, values and other personal qualities 1 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 2 Pupils’ spiritual, moral, social and cultural development 2
The quality of education provided by the school 2 The quality of teaching 3 How well pupils learn 3 The quality of assessment 3 How well the curriculum meets pupils needs 2 Enrichment of the curriculum, including out-of-school activities 2 Accommodation and resources 3 Pupils’ care, welfare, health and safety 2 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 3 The effectiveness of the school’s links with parents 3 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 2 The leadership of the headteacher 1 The leadership of other key staff 2 The effectiveness of management 2
Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).
St Ambrose Barlow Catholic High School - 35