Fortismere School Inspection Report
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Fortismere School Inspection report Unique Reference Number 102156 Local Authority Haringey Inspection number 376675 Inspection dates 17–18 November 2011 Reporting inspector Clare Gillies This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Comprehensive School category Foundation Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1,643 Of which, number on roll in the sixth form 430 Appropriate authority The governing body Chair Claire Murdoch Headteacher Helen Anthony Date of previous school inspection 18 May 2007 School address Southwing Tetherdown Muswell Hill N10 1NE Telephone number 020 8365 4400 Fax number 020 8444 7511 Email address [email protected] Age group 11–19 Inspection date(s) 17–18 November 2011 Inspection number 376675 Inspection report: Fortismere School, 17–18 November 2011 2 of 15 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email [email protected] . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Piccadilly Gate Store St Manchester M1 2WD T: 0300 123 4234 Textphone: 0161 618 8524 E: [email protected] W: www.ofsted.gov.uk © Crown copyright 2011 Inspection report: Fortismere School, 17–18 November 2011 3 of 15 Introduction This inspection was carried out by six additional inspectors. They observed 55 part- lessons and, including registrations and assembly, about 60 teachers. Meetings were held with several groups of students, including members of the school council, members of the governing body, senior leaders and members of staff. Inspectors observed the school’s work and looked at lesson observation records, data about past and current achievement, exclusions, attendance and participation in extra- curricular activities, and safeguarding policies and procedures. They analysed questionnaires completed by 158 staff, 153 parents and carers, and 146 students chosen at random from all years. The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas. The 2011 examination results, including the progress made by different groups of students, and the value added to students’ achievement by the sixth form. Relationships with parents and carers, and the impact of the recently introduced behaviour-for-learning strategy. Evidence that teaching and learning have improved, particularly in the preparation of work for different abilities, and in the use of assessment to plan learning. Information about the school The school is larger than average with over one quarter of its students in the sixth form. It has specialisms in mathematics, computing, music and modern foreign languages. Half the students are White British, about one tenth from Other White backgrounds and a third from other minority ethnic groups. The school has lower than the national proportion of students with special educational needs and/or disabilities but a higher than average proportion with statements of special educational needs, predominantly for autistic disorder spectrum and behavioural, emotional and social difficulties. The proportion of students known to be eligible for free school meals is low. There are more boys than girls, except in Year 7 and the sixth form. The school has an International School Award and Artsmark Gold and Sportsmark awards, and shares a site with a school for deaf children and a primary school reception class. The headteacher took up her post in September 2010. Inspection report: Fortismere School, 17–18 November 2011 4 of 15 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms Inspection judgements Overall effectiveness: how good is the school? 1 The school’s capacity for sustained improvement 2 Main findings The school is outstandingly effective. Standards have risen since the previous inspection with a significant increase in 2011. Students made very respectable progress in the past but their present high levels of achievement are reflected in better examination grades and the greater number of students going to university. It is therefore not surprising to find that the quality of teaching has improved; it is good or better in the large majority of lessons and outstanding in the sixth form. Comments from parents and carers referred to the ‘wonderful’ and ‘dedicated and professional’ teachers. Students make outstanding progress because their hard work, consistent application, and encouragement and support for learning at home are combined with good and effective teaching. A student described the school’s ethos as ‘informal but with high academic standards’, an apt description for a school with no uniform and where students are assumed to be sensible and act with maturity; practically all of them do. Whatever their ethnic or cultural background, students get on very well together. This contributes to the improved behaviour and a harmonious atmosphere. Despite the overall improvement, the percentage of A* and A grades at GCSE and A level is not so high in a small minority of subjects. Teachers have recently focused on preparing work that matches students’ different capabilities and asking questions which stimulate their higher-order thinking, but this good practice does not happen in all lessons. The inspection confirmed the school’s evaluation of the quality of marking, which is that teachers’ comments do not always tell students exactly what they must do to improve, and that they do not always expect students to respond to feedback. A parent wrote that her child was ‘exceptionally happy’ at school and the inspection confirmed that practically all students enjoy being at school and feel very safe. The school promotes good health but not quite rigorously enough. Only Key Stage 3 students have two hours of physical education lessons a week, and the department has not yet met its target of at least half the students participating in activities. Healthy lifestyles are promoted in subjects such as science and citizenship, although a few parents and carers expressed concerns about the quality of the canteen food. Although an extremely small minority still voice their concerns, the school’s relationships with parents and carers, the key issue in the previous inspection report, are much better. The headteacher has been single-minded in her successful drive to improve the school and raise levels of attainment. Senior and middle leaders, some Inspection report: Fortismere School, 17–18 November 2011 5 of 15 Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms of whom are new to their posts, have supported a comprehensive list of successful initiatives and have realistic plans to take them further; the school knows exactly where there is scope for improvement because data monitoring and analysis are much more accurate. For example, plans to generate more outstanding lessons are based on meticulous analysis and insight into the quality of teaching and learning. These positive factors, together with the marked improvement in students’ attainment, demonstrate that the school’s capacity to improve is good. What does the school need to do to improve further? Increase the percentage of A* and A grades at GCSE and A level in 2012 by: − insisting on lesson preparation which generates work at the right level for all students, particularly those who are gifted and talented − establishing a marking policy which makes it clear how often work should be marked and which sets the standard for detailed, practical comments on how students can improve − giving students time in lessons to reflect and respond to the written comments on their work. Promote students’ healthy lifestyles more rigorously by: − increasing the number of hours of physical activity for students, especially in Years 10 to 13 − encouraging and monitoring attendance at extra-curricular sports in all years. Outcomes for individuals and groups of pupils 1 The excellent relationships between students and teachers significantly contribute to students’ good learning. Students relish discussions and group work. They are attentive, work hard and contribute insightful and sophisticated thoughts and ideas, especially when teachers skilfully stretch their thinking with probing questions. In a Year 8 English lesson practising speaking skills, students used rhetorical questions and sophisticated vocabulary to argue their cases. Groups of Year 7 students in history confidently prioritised historical evidence using a wide range of different approaches. Students enter Year 7 with above-average levels of attainment and then make outstanding progress between Years 7 and 11.