The quality of provision

The vast majority of teaching is at least satisfactory and often better, with examples of outstanding teaching (Evidence: lesson observations). Following training, the lesson observations have been quality assured and moderated by the the LA link inspector. There is an increasing understanding and consensus amongst teachers about the key elements of effective teaching. As a result, there is greater risk taking in the planning of learning activities and the quality of lessons is improving.

Strengths are:

• at least satisfactory progress being made in lessons/homework;
• learners are clear about learning objectives and particpate in evaluation;
• activities geared to match the needs of individual and groups of learner;
• consistent approaches to promoting self-discipline;

The KS3 Strategy is having a positive impact in some areas, but we need to be satisfied that this is more widely based. Our agreement with the LA’s KS3 Strategy Team was a significant ‘step forward’ in ensuring that the work of the team was effectively co-ordinated across the school to support the sharing of good practice in teaching and learning.

Our use and analyses of all types of data is effective at year and whole school level but not consistent enough for individual and groups (Evidence: Self Review File). Feedback from an external consultant has led to changes in our arrangements for using assessment data with individual and groups. Teachers, learners and parents/carers report that they are better informed about academic progress (Evidence: consultant report, lesson plans, departmental feedback, feedback from learners, parental survey).

Lesson observations and our evaluations confirm the positive impact the Learning Team has had following a number of sessions with identified learners. This is giving individuals appropriate skills to make progress with their own learning (Evidence: Lesson observations, School Review File).

Attendance by parents and carers has increased because they are actively involved in our target setting days - in partnership with teachers. Our new style parents’ evenings create more opportunities for parents/carers to work with us. The impact of the new Inclusion Team over the past year has also established good links with the parents/carers of identified learners. This has resulted in the better understanding and the exchange of information (Evidence: Parental surveys and feedback). Links between subject areas and parents/carers on specific issues such as GCSE course work deadlines and information has also been significant in raising performance of targeted learners (Evidence: Student Monitoring files).

At present, the curriculum provision is satisfactory. In both key stages the school provides a broad and balanced curriculum, with an emphasis on transferable skills. This is a crucial part of the school ethos and is seen in the curriculum statement (Evidence: Minutes of Curriculum Committee).

1. The curriculum at KS3

There is a strong emphasis on developing literacy and numeracy as part of the core curriculum. Learners are set by ability in English, maths and French and organised in mixed ability classes for science, technology, ICT, history, geography, art, music, PE, RE, and PSHCE. Dance and drama are included as separate subjects and more able learners are able to take a second MFL (Spanish or German) in Year 8 and Year 9 (Evidence: curriculum file). Feedback from learners, particularly in Year 7 and 8, has been positive (Evidence: KS3 survey)

2. The curriculum at KS4

All students study English Language, maths, double award science, a MFL, technology and RE (Ethics and Philosophy short course), PE, PSHCE, and careers. Most learners also elect to study English Literature or media studies for some Y10. Learners can elect to select three subjects in the option blocks covering art, applied business studies, single business studies, dance, drama, geography, history, music, GCSE PE and a second MFL. Small groups of students are working towards key skills qualifications in communication and numeracy and ASDAN awards. Within the technology option, some students are studying construction, engineering and food preparation in our new partnership programme with the local college and approved training providers (Evidence: curriculum file).

3. Extending KS4 pathways

Our Specialist School Status will build on this core entitlement. Some students will take a full course in GCSE RE and a "fast track" for ‘AS’ English language and/or philosophy. From next academic year, all Y10 students will study GCSE citizenship (short course). ICT will become a discrete option at KS4 (Evidence: Specialist School Plan). Initial consultation with learners and parents/carers provided positive feedback on these proposals (Evidence: curriculum review).

Alternative pathways at KS4 are limited at present but we have firm plans to extend our partnership with the local college and training providers to include more vocational courses in leisure and tourism as well as engineering (Evidence: Partnership Strategy Document).

4. Staying healthy and safe

The PSHCE programme is extensive and incorporates modules on "staying healthy" and "staying safe" which involve external speakers and programmes (Evidence: PSHCE file). We have worked closely with the LA catering service to ensure that there is a good supply of information and displays about nutrition in the school canteen, associated recreational areas and to keep parents/carers informed. We are designated a Healthy School (2006).

Individuals whom we consider to be at risk are actively supported and encouraged to select healthy options by our lunch-time teams with sensitive one-to-one counselling and mentoring by our Learning Mentors and external agencies for a small number of young people. Feedback on our initiatives to promote personal safety and "date safe" projects have been positive (Evidence: "Keep Safe" survey).

Feedback from learners consistenly give a positive view about the lack of bullying within school (Evidence: Surveys). The Year and School Councils have undertaken extensive work on issues such as healthy eating, smoking and improved toilets (Evidence: Year & School Council Minutes). Our recent Community Summit, led by our School Council, considered Leisure and Health (Evidence: Community Summit file).

5. Enrichment activities

We provide an extensive range of enrichment activities to enable learners to achieve in a variety of different ways as well as enjoy themselves (Evidence: Participation File)

We provide a good quality programme for lifelong sporting activities - with a high percentage of take-up from our students (Evidence: Sport England Evaluation Report, Particpation File). These programmes are led by our PE Department, building upon our commitment with the NOF Sports Development Project.

All learners participate in a planned work experience and awareness programme. The quality of the programme is well regarded (Evidence: LSC Report 1994-95, WEXP File). Whilst this does develop enterprise skills, our provision is not satisfactory because there is little emphasis on teamwork and collaboration with the different employment sectors represented in the community.

Personal development is good and a strength of the school (Evidence: Active Citizenship Project DVD). There is a genuine, caring ethos whereby staff know their students and their family backgrounds well. At 92%, attendance rates are satisfactory and closely monitored by the Attendance Officer and the Inclusion Team.

Transition from primary school is successful (Evidence: Year 7 survey). The Liaison Coordinator visits all feeder schools, along with SEN staff and Learning Mentors. Our MFL and English staff regularly work in those schools and wider departmental involvement is increasing (Evidence: School partnerships). Y10 voluteers act as "buddies" and visit all feeder schools to work with Y6 pupils and additional support to ensure the smooth transition of vulnerable learners is provided by our learning mentors and the LSU. Feedback from our new intake has been positive over the past two years (Evidence: Intake survey).

The Pastoral Team is now re-organised to provide a clear focus on behaviour mentoring and on academic achievement. An Assistant Head leads the Inclusion Team, with the Session Manager linking with Learning Mentors and the LSU. Two Achievement Leaders manage academic progress. Form Tutors are central to the process of care and know individual learners as they remain together from Year 7-11. Learning Mentors work with an identified individuals. We have worked hard to support our groups of disaffected learners by the targeted use of Learning Mentors and the effective practice in the LSU (Evidence: %1+A*-G at GCSE; LA monitoring report on disaffection).

Take-up of places at Breakfast Club is high and particpation in the Homework Club has increased (Evidence: Club records). Around 20% of students regularly access the Library and Learning Resources Centre between 8 am to 5 pm (Evidence: LLRC records). In addition, we provide a series of Revision Skills Programmes, organised through Gifted and Talented programme for students in Y9 and Y11 and a high proportion of these students partcipate in our holiday and weekend teaching programmes (Evidence: G&T file). Trial SATs in all KS3 subjects identify specific weaknesses, and we use the analysis to create relevant intervention strategies.

Prior to transition, every new entrant receive a great deal of information about the work of the school (Evidence: Open Evening file; School prospectus; Taster Day programme). Data about the previous performance of learners in Y6 is shared with the Y7 team and used for grouping and setting arrangements (Evidence: New intake file).

Guidance is provided in weekly PSHCE lessons with a dedicated careers lesson in Y10 and Y11. Careers education is also included in the Y9 citizenship programme to support students in making option choices for KS4. Our contracted Connexions/Careers Adviser provides general and specialist advice dependent upon need. The SEN Department works very closely with all staff monitoring the progress of learners and are proactive in working with parent/parents. This results in the provision of clear and through IEPs for use by teachers.

We aim to:

1. Improve the overall rate of progress of learners by ensuring a greater consistency in the quality of teaching, the effective use of assessment, IEP and G&T data to create personalised activities to match learning needs.

2. Integrate support structures within the school to ensure effective provision focusing, in particular, on the LSU, Learning Mentors and new Inclusion Team.

3. Establish a broader KS4 curriculum to offer a greater range of learning and vocational pathways.

4. Ensure that there is planned provision for business and enterprise education as part of an inclusive approach to work-related learning.