Inspection under Section 163 of the - Estyn · 2015-10-10 · Inspection under Section 163 of the Education Act 2002 A report on the quality of education in St Gerard’s School Trust

Inspection under Section 163 of the Education Act 2002

A report on the quality of education in

St Gerard’s School Trust Ffriddoedd Road, Bangor, LL57 2EL

School number: 6616008

Date of inspection: 12-16 May 2008

by Estyn, Her Majesty’s Inspectorate for Education and Training in Wales

Date of publication: 11 July 2008

The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting:

nursery schools and settings that are maintained by, or receive funding from, local authorities (LAs);

primary schools; secondary schools; special schools; pupil referral units; independent schools; further education; adult community-based learning; youth support services; youth and community work training; LAs; teacher education and training; work-based learning; careers companies; offender learning; and the education, guidance and training elements of the Department for Work and

Pensions funded training programmes. Estyn also:

provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others; and

makes public good practice based on inspection evidence.

Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.uk © Crown Copyright 2008: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified. Copies of this report have been provided to the school for members of staff. A copy of the summary report is sent to every family with a child at the school. The school is not required to provide copies of the full report to parents or members of the public but may do so on request. Also, on request, the school must make arrangements for parents to have access to the full report.

mailto:[email protected]

http://www.estyn.gov.uk/

Introduction St Gerard’s School Trust was inspected as part of a national programme for the inspection of independent schools under section 163 of the Education Act 2002. The main purpose of inspection under this section is to report on compliance with the Independent School Standards (Wales) Regulations 2003. In schools that provide non-maintained nursery education, this report also satisfies the requirements of Schedule 26 of the School Standards and Framework Act 1998. In addition, inspection reports identify good features and shortcomings, so that a school may improve the quality of education it offers and raise the standards its pupils achieve. The inspection of all independent schools within a six-year cycle is also designed to give parents information about the performance of their child’s school. The inspection of St Gerard’s School Trust took place between 12 May 2008 and 16 May 2008. A team of inspectors from Estyn, Her Majesty’s Inspectorate for Training and Education in Wales, undertook the inspection. Estyn is a statutory body independent of, but funded by, the National Assembly for Wales. The team made its judgements having considered the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils’ spiritual, moral, social and cultural development. The report is written in accordance with Estyn’s Common Inspection Framework (which is available at www.estyn.gov.uk). Estyn’s reports follow its guidance for the writing and editing of reports, which is available on the Estyn website (www.estyn.gov.uk). The table below shows the terms that Estyn uses and a broad idea of their meaning. The table is for guidance only.

Nearly all with very few exceptions Most 90% or more Many 70% or more A majority over 60% Half/around half close to 50% A minority below 40% Few below 20% Very few less than 10%

The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 good with outstanding features Grade 2 good features and no important shortcomings Grade 3 good features outweigh shortcomings Grade 4 some good features, but shortcomings in important areas Grade 5 many important shortcomings

http://www.estyn.gov.uk/

Year groups and key stages Independent schools use a variety of systems for numbering year groups. This report, however, uses a common system of numbering year groups from the start of compulsory schooling to 18 years of age. This system emphasises the importance of continuity and eases communication among schools, governing bodies and parents. St Gerard’s school uses the term kindergarten to refer to the year group of pupils of nursery age. The term ‘Reception’ (R) refers to the year group of pupils in a primary school who reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase:

Year R Y1 Y2 Y3 Y4 Y5 Y6 Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11

Secondary phase:

Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 Ages 11-12 12-13 13-14 14-15 15-16 16-17 17-18

The National Curriculum covers four key stages as follows:

Key stage 1 Year 1 and Year 2 Key stage 2 Year 3 to Year 6 Key stage 3 Year 7 to Year 9 Key stage 4 Year 10 and Year 11

Although independent schools are not required to follow the National Curriculum, we use these terms for convenience.

Contents Page Context

1

Summary

3

Compliance with the regulations for registration 9 Recommendations

10

Standards

11

Key Question 1: How well do learners achieve?

11

The quality of education and training

14

Key Question 2: How effective are teaching, training and assessment?

14

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

15

Key Question 4: How well are learners cared for, guided and supported?

17

Leadership and management

19

Key Question 5: How effective are leadership and strategic management?

19

Key Question 6: How well do leaders and managers evaluate and improve quality and standards?

20

Key Question 7: How efficient are leaders and managers in using resources?

22

Standards achieved in subjects and areas of learning

25

English Welsh second language Mathematics Science Biology Chemistry Physics Information technology Modern foreign languages History Geography Art Music Physical education

2527293132333435373840434546

Religious education Drama

4850

School's response to the inspection

52

Appendices 1 Basic information about the school 2 School data and indicators 3 Public examination results 4 Evidence base of the inspection 5 Composition and responsibilities of the inspection team

Report by HM Inspectorate for Education and Training in Wales St Gerard’s School Trust, May 2008

Context The nature of the provider

1 St Gerard’s school is an independent non-selective day school for boys and girls aged three to 18. The school was founded in 1915 by the Congregation of the Sisters of Mercy as a girls’ day and boarding school. It has been a fully co-educational day school since the early 1980s. In 1990, St Gerard’s Trust was formed and the present headteacher was appointed as the first lay headteacher in 1991.

2 As a Catholic foundation, St Gerard’s school aims to create a Christian setting in which every young person has the opportunity to make the most of his or her individual gifts, laying the firm foundation for a successful future within a caring community. Whilst the school has a Catholic foundation, it has a long tradition of welcoming pupils of all faiths and none.

3 The school is located near the centre of Bangor and serves a wide catchment area that covers the Llŷn Peninsula, Snowdonia and the counties of Anglesey, Gwynedd, Conwy and Denbighshire.

4 Currently the school has 281 pupils on roll, including 10 nursery pupils. There are 65 pupils in the junior school for pupils aged 3-11 and 216 in the senior school for pupils aged 11-18, of whom 46 are in the sixth form. There are slightly more girls than boys.

5 There is no formal assessment for entry into the junior school. Potential entrants are invited to spend a ‘taster day’ during which an informal assessment is made to ensure that the school’s learning environment is compatible with the child’s needs. Pupils entering Year 7 take an internal assessment in English and mathematics in the middle term of the year preceding their entry. This is used as a basis for ensuring effective provision at the start of the pupil’s senior school career.

6 Most of the pupils’ first language is English and all teaching is through the medium of English. About 4% of pupils are from Welsh-speaking families. The school does not aim to make pupils bilingual in English and Welsh but provides opportunities for pupils to study Welsh as a second language in key stages 1-4. About 2% of the pupils come from minority ethnic backgrounds.

7 There are no pupils with a statement of special educational needs on the school register although the school has identified 18 pupils in the senior school who need additional learning support.

8 St Gerard’s school was last inspected by the Independent Schools’ Inspectorate (ISI) in 2002.

1


The school’s priorities and targets

9 The school seeks to promote the all-round development, academic, social and spiritual of all pupils and to help pupils develop as happy, confident people who, as adults, will make a responsible, positive, disciplined and unselfish contribution to society.

10 In its development plan, the school aims to make improvements in the areas of:

• buildings and accommodation;

• quality of teaching and learning;

• curriculum development;

• expansion of personal and social education; and

• appraisal and professional development.

2


Summary

11 St Gerard’s school meets all of the regulatory requirements necessary to comply with the Independent School Standards (Wales) Regulations 2003.

Tables of grades awarded

12 The inspection team judged the school’s work as follows:

Key Question

Inspection grade

1 How well do learners achieve? 2

2 How effective are teaching, training and assessment? 2

3 How well do the learning experiences meet the needs and interests of learners and the wider community? 2

4 How well are learners cared for, guided and supported? 2

5 How effective are leadership and strategic management? 3

6 How well do leaders and managers evaluate and improve quality and standards? 3

7 How efficient are leaders and managers in using resources? 2

Standards of achievement

13 The inspection team cannot report on standards for the under-fives because, during the inspection, there were fewer than five children in the kindergarten and reception classes. The quality of provision for these children is reported in the section on Key Question 3.

14 Overall, pupils’ standards of achievement in the lessons inspected are as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 11% 70% 16% 2% 0%

Percentages have been rounded to the nearest whole number and do not add up to 100

15 These standards of achievement are in line with the target set by the Welsh Assembly Government for 2010 for maintained schools, that 98% of classes should achieve grade 3 or better.

3


The grades awarded in the subjects inspected are as follows:

Subject Key stage 1

Key stage 2

Key stage 3

Key stage 4

Sixth form

English 3 3 2 1 1 Welsh second language n/a* 3 1 1 n/a Mathematics 3 2 2 1 1 Science 3 3 2 n/a n/a Biology n/a n/a n/a 2 2 Chemistry n/a n/a n/a 2 2 Physics n/a n/a n/a 2 2 Information technology 2 2 2 1 n/a Modern foreign languages n/a 2 2 1 2 History 3 3 2 1 1 Geography 4 4 2 2 1 Art 3 2 2 2 1 Music n/a* 2 2 2 n/a**Physical education n/a* 2 2 2 n/a Religious education 4 3 2 1 2 Drama n/a n/a 2 1 n/a*

16 Standards are consistently good in key stage 4 and in the sixth form, where there

are outstanding features in about one-fifth of lessons observed. Standards in key stage 3 are consistently good. However, standards are weaker in key stages 1 and 2.

17 There are outstanding features in over half of the subjects inspected in key stage 4 and in half of the subjects in the sixth form. In most subjects, as pupils move through the school, they achieve progressively higher standards.

18 From Year 9 onwards, nearly all pupils make very good progress and are well prepared to move on to the next stage in their learning. However, in about half of the subjects in key stages 1 and 2, pupils do not make enough progress.

19 Pupils with additional learning needs (ALN) and those speaking English as an additional language (EAL) generally make good progress.

20 In key stage 4 and the sixth form, pupils make very good progress in acquiring the knowledge and skills needed for external examinations. Results at both GCSE and A level are in line with the highest attaining schools in Wales and represent very good achievement on the part of these pupils.

21 Speaking and listening skills are outstanding in key stage 4 and the sixth form and are good in the junior school and key stage 3. Pupils of all ages have good reading * The inspection team is unable to report on standards of Welsh second language, music and physical

education in key stage 1 and drama in the sixth form because during the inspection no lessons were observed in these subjects.

** The inspection team is unable to report on standards of music in the sixth form because of the small number of pupils studying the subject.

4


skills. In the senior school, pupils’ writing skills are good; however, in the junior school they are less well developed. Across the school, pupils’ numeracy skills are generally good and they are very good in key stage 4 and in the sixth form. In the senior school, pupils’ information and communications technology (ICT) skills are generally good although, in the junior school, these skills are less well developed. Throughout the school, pupils do not apply their ICT skills enough in subjects across the curriculum.

22 Most pupils’ personal, social and learning skills are well developed in both the junior and senior schools. Almost all pupils behave well, have a good attitude to their work and, in the senior school, are highly motivated to succeed. Attendance and punctuality are good across the school. The quality of education and training

23 In the lessons observed, the inspection team judged the quality of teaching as follows:


24 The percentage of lessons in which the quality of teaching is grade 2 or better is

above the proportion of lessons at grade 2 or better in independent schools inspected by Estyn in 2006-2007. In the senior school, teaching is grade 2 or above in 91% of lessons and there are no lessons where teaching is grade 4.

25 Throughout the school, most teachers establish supportive working relationships with pupils, based on mutual respect. Teachers know pupils well and make good use of praise and encouragement to build their confidence. Many lessons contain a variety of carefully-prepared activities and effective questioning that engage pupils’ interest and develop their understanding.

26 In lessons that have shortcomings, this is most commonly because expectations are too low and lessons lack pace and variety. In these lessons, there is often too much reliance on worksheets and learning activities do not meet the needs of all pupils or build on their previous learning.

27 Assessment is good overall. Across the school, the marking of work is careful and regular and, in the senior school, clearly indicates the standards pupils are achieving. However, in the majority of cases, marking does not give pupils a clear understanding of what they need to do to improve.

28 The school is starting to develop systems to track the progress of pupils throughout the school but these systems are at an early stage and are not fully embedded.

29 Overall, reports to parents are good. They are produced regularly and provide parents with detailed information on pupils’ achievement and progress. However, in key stages 1 and 2, and in a few subjects at key stage 3, comments concentrate largely on effort and attitude and targets for pupils are not precise enough.

5


30 The school offers a broad curriculum that meets the needs of pupils and contributes

effectively to the achievement of the school’s aims. The curriculum is fully accessible to all, regardless of gender, race and background. Across the school, pupils’ experiences prepare them well for their future education and lives.

31 The school enriches pupils’ curriculum experiences through fieldwork, educational visits and a modest range of out-of-hours activities and learning opportunities that include sport, music, dance and drama.

32 The school provides good opportunities to promote pupils’ spiritual, moral, social and cultural development. Pupils have open attitudes to other cultures, exhibit mature values and relate well to their peers and to others.

33 The curriculum takes account of employers’ needs and enables pupils to develop well many of the skills that employers are seeking. However, while pupils in Year 10 have opportunities to participate in a day’s work experience, overall their work-related experience is limited.

34 There are shortcomings in curriculum planning in the junior school. These include a lack of schemes of work in most areas of the curriculum, which affects continuity and progression in the development of pupils’ knowledge, understanding and skills.

35 The school provides all pupils with good care and support. Staff give time willingly to assist pupils with their work or discuss any concerns.

36 The school has good induction arrangements that ensure pupils are well prepared and appropriately supported when they transfer from the junior to the senior school and that new pupils in all year groups settle quickly. Staff provide valuable support and guidance to help pupils when choosing their options for examination courses and deciding on courses and appropriate settings for study, training and employment after the age of 16.

37 There are appropriate and effective policies and procedures for behaviour management. The school has good strategies to prevent bullying and, should an incident occur, deal with it promptly and effectively. Pupils are taught to recognise, respect and celebrate diversity.

38 The school has effective and efficient systems for identifying and quickly following-up pupil absence.

39 There are clear and appropriate child protection arrangements and effective arrangements for health and safety.

40 Pupils with additional learning needs receive considerable individual support, in part because of the small classes and teaching groups, which enables them to make good progress overall. However, there is no formal system to carry out diagnostic testing of pupils who are experiencing difficulties.

41 The school has very few pupils with EAL and offers appropriate one-to-one teaching support from a language specialist.

6


Leadership and management

42 Throughout the school, there is a shared vision and clearly-stated ethos, based on its Christian foundation, which guides the school’s educational philosophy and influences all areas of school life. Expectations and procedures are well understood and effectively implemented.

43 The headteacher provides committed, purposeful and effective leadership. She has been largely responsible for setting-out the school’s direction and promoting the school’s values and principles. Together with the deputy head, she has been particularly effective in promoting a positive learning environment and managing a well-motivated and committed staff.

44 The governing body oversees the work of the school carefully, ensures it maintains its ethos and values and fulfils all of the legal duties placed upon it. The school meets all of the regulatory requirements necessary to comply with the Independent School Standards (Wales) Regulations 2003.

45 The school is developing a more systematic and structured approach to self-evaluation. Through this process, senior managers have identified strengths and areas for improvement realistically. Governors have clear priorities to maintain and improve further the quality of provision and standards. Together with the headteacher and bursar, governors ensure that resources are appropriately allocated to meet the school’s priorities. Through careful budgeting, governors have taken appropriate action to enable the school to recruit and retain specialist teachers.

46 The school has made good progress to meet a majority of the recommendations of the last inspection. It has improved the way it maintains pupils’ records, provides personal and social education (PSE) and careers education and develops pupils’ spiritual and cultural awareness.

47 There are sufficient staff who are appropriately deployed. Teaching staff are generally experienced, well qualified and, particularly in the senior school, have good subject knowledge. Although few in number, non-teaching staff provide very good support.

48 Generally, resources are adequate in both the junior and senior schools. Nearly all junior school classes have a computer, though staff and pupils use them too rarely.

49 Accommodation in the whole school is generally fit for purpose. Rooms are comfortable, welcoming and appropriately furnished. The school makes very good use of the high-quality sports facilities at the university for physical education lessons.

50 The school manages its resources very efficiently, and handles its finances carefully and prudently. The very good standards pupils achieve by the time they leave the school indicate that the school provides value for money.

51 Despite these good features, there are shortcomings in the quality of leadership and management. These include:

7


• a lack of strategic leadership in the junior school that limits the extent of quality

assurance and planning for improvement;

• not enough delegation and distribution of management responsibilities across the school;

• a lack of rigour and consistency in the monitoring of the work of subject areas in

the senior school and the limited knowledge that senior managers have about the quality of teaching, learning and standards in the junior school;

• shortcomings in the quality of improvement planning, which is not linked closely

enough to self-evaluation; and • too slow progress in developing procedures for staff appraisal and the

assessment and co-ordination of provision for pupils with additional learning needs.

52 Also, there are some shortcomings in the quality of accommodation and resources.

These include the limited availability of ICT equipment in subject areas in the senior school and, in the junior school, a lack of small apparatus for pupils’ recreational use at break time and a limited range of large outdoor play equipment for younger pupils.

8


Compliance with the regulations for registration The quality of education provided by the school

53 The school meets the regulatory requirements for this standard. The spiritual, moral, social and cultural development of pupils

54 The school meets the regulatory requirements for this standard. Welfare, health and safety of pupils

55 The school meets the regulatory requirements for this standard.

The suitability of proprietors and staff


Premises of and boarding accommodation at schools

57 The school meets the regulatory requirements for this standard. The provision of information

58 The school meets the regulatory requirements for this standard. The manner in which complaints are to be handled


9


Recommendations

60 In order to improve the school further, the staff and governors need to:

R1 take steps to raise the standards that pupils achieve in those subjects judged to be grade 3 or below;

R2 review management structures to ensure responsibilities are better distributed,

more clearly defined and have a more strategic focus; R3 further develop staff appraisal procedures throughout the school and link these

to the provision of appropriate professional development opportunities for staff;*

R4 develop more comprehensive arrangements for monitoring and evaluating

teaching and the standards pupils achieve, ensuring that these lead to more effective planning for improvement; and

R5 improve arrangements for the assessment and co-ordination of provision for

pupils who have additional learning needs.

61 Estyn advises the proprietor to amend the school’s current development plan to show what action the school intends to take in response to the recommendations. It is also advisable to circulate this plan, or a summary of it, to all parents at the school. * This area has already been identified in the school development plan.

10


Standards Key Question 1: How well do learners achieve? Grade 2: Good features and no important shortcomings

62 In its self-evaluation report, the school awarded this key question a grade 2. The findings of the inspection team match the judgement made by the school.

63 Overall, pupils’ standards of achievement in the lessons inspected throughout the school are as follows:


Percentages have been rounded to the nearest whole number and do not add up to 100

64 These standards of achievement are in line with the target set by the Welsh Assembly Government for 2010 for maintained schools, that 98% of classes should achieve grade 3 or better.

65 The grades awarded for standards in the subjects inspected appear in the earlier summary section of the report.

66 Standards are consistently good in key stage 4 and in the sixth form, where there are outstanding features in about one-fifth of lessons observed. Standards in key stage 3 are consistently good; however, standards are weaker in key stages 1 and 2. There are shortcomings in well over half of the lessons observed in key stage 1 and in almost one-third of lessons in key stage 2.

67 There are outstanding features in over half of the subjects inspected in key stage 4 and in half of the subjects in the sixth form. In most subjects, as pupils move through the school, they achieve progressively higher standards. There are outstanding features in English, mathematics and history in both key stage 4 and the sixth form; in Welsh, IT, modern foreign languages, religious education and drama in key stage 4 and in geography and art in the sixth form.

68 Pupils succeed very well in external examinations. There are no significant differences in standards between girls and boys. In key stage 4 and the sixth form, pupils make very good progress in acquiring the knowledge and skills needed for external examinations. Results at both GCSE and A level are in line with the highest attaining schools in Wales.

69 At GCSE the percentage of pupils gaining five or more A* to C grades has been between 81% and 89% for the last three years. This is well above the average for all schools in Wales of 54%. High numbers of pupils in many subjects at GCSE attain the very highest A* or A grades. These results represent very good achievement for these pupils.

11


70 At A level over the last three years, the percentage of students who achieved two or

more A-E grades has been 100% compared with the Wales average of around 94%. The percentage of passes at grades A and B has been between 74% and 85%, which is well above the average for Wales of 50%. These results represent very good achievement for these pupils.

71 Figures from the Welsh Joint Education Committee (WJEC) indicate that, in the last three years, students’ performance in A level examinations has been better, in many subjects, than that predicted by their GCSE results.

72 From Year 9 onwards, nearly all pupils make very good progress and are well prepared to move on to the next stage in their learning. In the last three years, all sixth form students have progressed to university to follow their chosen courses. However, in about half of the subjects in key stages 1 and 2, pupils do not make enough progress.

73 Speaking and listening skills are outstanding in key stage 4 and the sixth form and are good in the junior school and key stage 3. In all key stages, most pupils participate enthusiastically in discussions and speak clearly, accurately, with increasing confidence and, in key stage 4 and the sixth form, very articulately. In the senior school, pupils use subject-specific and technical terminology confidently and their ability to apply knowledge in different contexts is particularly well developed. Pupils of all ages have good reading skills. In the senior school, pupils’ writing skills are good; however, in the junior school, they are less well developed. The writing skills of a minority of more able pupils in the senior school are very good. Across the curriculum, most pupils throughout the school do not proof-read their work enough to correct spelling, grammar and punctuation errors.

74 Across the school, pupils’ numeracy skills are generally good and they are very good in key stage 4 and in the sixth form, where pupils use these skills very effectively, for example, in science to successfully complete calculations and in using and presenting information on graphs and charts in geography. In history, Year 9 pupils produce particularly detailed and thoughtful analyses of a range of statistical and other economic evidence.

75 In the senior school, pupils’ ICT skills are generally good. However, they do not apply these skills enough in subjects across the curriculum. In the junior school, pupils do not apply and develop ICT skills in a systematic and sustained way across the curriculum.

76 Most pupils’ personal, social and learning skills are well developed in both the junior and senior schools. In the senior school, most pupils develop particularly good independent learning skills. They recall and apply knowledge that they have acquired in previous lessons well and ask informed questions to further their understanding. However, in the junior school, most pupils’ skills of investigation, enquiry and independent learning are underdeveloped and they do not have a clear idea of how well they are doing and what they need to do to improve.

12


77 Pupils with additional learning needs generally make good progress by the end of key

stage 4. Most use a broad range of vocabulary, speak in class with confidence and read well. A few of these pupils have difficulty with spelling and handwriting.

78 A small number of pupils speak English as an additional language (EAL). These pupils make very good progress in English and attain GCSE qualifications that are in line with their ability.

79 Almost all pupils behave well, have a good attitude to their work and, in the senior school, are highly motivated to succeed. In a few subjects such as geography, mathematics, modern foreign languages and physical education, pupils work well with others in pairs or small groups. However, on occasion, the behaviour of a very few key stage 1 and younger key stage 2 pupils disrupts the learning of others.

80 Attendance and punctuality are good across the school.

13


The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 2: Good features and no important shortcomings


82 In the lessons observed, the inspection team judged the quality of teaching as follows:


83 The percentage of lessons in which the quality of teaching is grade 2 or better is

above the proportion of lessons at grade 2 or better in independent schools inspected by Estyn in 2006-2007. In the senior school, teaching is grade 2 or above in 91% of lessons and there are no lessons where teaching is grade 4.

84 All the lessons with outstanding features occurred in the senior school. In these lessons the most common outstanding features include stimulating and particularly well-planned learning activities that are skilfully managed, and very high levels of challenge and demand that encourage high achievement.

85 Throughout the school, most teachers establish supportive working relationships with pupils, based on mutual respect. Teachers know pupils well and make good use of praise and encouragement to build their confidence.

86 In many lessons awarded grade 2 or better for teaching, the good features include: • well-structured lessons that proceed at a brisk pace; • a variety of carefully-prepared activities that engage pupils’ interest and develop

their understanding; • work that is well matched to pupils’ needs; and

• good use of probing questioning that involves all pupils and challenges them to

think more deeply.

87 Throughout the school, and particularly in key stages 3 and 4 and in the sixth form, many teachers have good subject knowledge. In the senior school, most teachers have a very good understanding of the requirements of GCSE and A level specifications and prepare pupils thoroughly for public examinations.

88 In those lessons graded 3 or below for teaching, the most common shortcomings are that expectations are too low and lessons lack pace and variety. There is too much

14


reliance on worksheets and learning activities do not meet the needs of all pupils or build on their previous learning.

89 Assessment is good overall. In the junior school, staff provide useful oral feedback to pupils and conscientiously mark work, but provide few comments that help pupils to know how to improve. In the senior school, marking is regular and thorough in many classes and includes supportive comments that clearly indicate the standards pupils are achieving. In a minority of classes, marking also enables pupils to know how to improve. In a few classes, marking is not consistent and significant errors are not always corrected.

90 In a minority of lessons, pupils are involved in the assessment process by evaluating their own progress and achievement. In a few lessons, pupils benefit from this practice and contribute very perceptive judgements about the quality of their work. However, in other lessons, pupils do not fully understand the criteria they should use.

91 The school is starting to develop systems to track the progress of pupils throughout the school but these systems are at an early stage and are not fully embedded.

92 Overall, reports to parents are good. They are produced regularly and provide parents with detailed information on pupils’ achievement and progress. In key stage 4 and the sixth form, reports contain targets for achievement at GCSE and A level and most identify what pupils need to do to improve. However, in key stages 1 and 2, and in a few subjects at key stage 3, comments concentrate largely on effort and attitude and targets for pupils are not precise enough. Key Question 3: How well do the learning experiences meet the needs and

interests of learners and the wider community? Grade 2: Good features and no important shortcomings


94 The school offers a broad curriculum that meets the needs of pupils and contributes effectively to the achievement of the school’s aims. Pupils have suitable experiences across the seven areas of learning required by the Independent School Standards (Wales) Regulations 2003.

95 The curriculum is fully accessible to all, regardless of gender, race and background. Across the school, pupils’ experiences prepare them well for their future education and their lives.

96 In the junior school, there is a good range of subjects and an appropriate emphasis on developing pupils’ literacy and numeracy skills. The curriculum for the under-fives gives children access to experiences and opportunities that form sound foundations for learning. At this stage, the strong focus on the environment contributes well to children’s knowledge and understanding of the world. Pupils begin to study Welsh as a second language in Year 1 and French in Year 3. These studies extend the range of learning opportunities well. Specialist teaching for older junior pupils in subjects

15


such as music, physical education and French, enhances progression and pupils’ transition to the senior school.

97 In the senior school, the traditional curriculum continues to focus on literacy and numeracy. Pupils have opportunities to study most National Curriculum subjects to GCSE. In Year 7, all pupils study French, German and Welsh as a second language before choosing two languages in Year 8. All pupils in key stage 4 continue to study at least one language and also follow the internationally recognised European Computer Driving Licence (ECDL), a basic computing skills course. Pupils may continue to study almost all GCSE subjects to A level and these studies enable progression to a wide range of higher education courses.

98 There is some flexibility in the curriculum in key stage 4, for example, in the GCSE option blocks, which mostly reflect pupil preferences. Pupils are able to enter a few GCSE examinations early. The National Curriculum Orders are the basis used for developing almost all schemes of work. Good-quality planning at this stage ensures the progressive development of pupils’ knowledge, understanding and skills. In most subject areas, planning identifies learning activities that support the development of pupils’ key skills. At A level, the school appropriately increases students’ flexibility of choice through careful organisation of option blocks. The school allocates an adequate amount of time to all GCSE and A level subjects. Overall, these arrangements contribute effectively to the high standards pupils achieve at the end of key stage 4 and in the sixth form.

99 The school enriches pupils’ curriculum experiences through fieldwork, educational visits and the contributions of visitors to the school. A modest range of out-of-hours activities and learning opportunities also enhances pupils’ experiences. These activities include sport, music, dance and drama. There are also opportunities for pupils to participate in competitions, awards and entrepreneurial events, including the British Biology Olympiad, the Duke of Edinburgh’s Award Scheme and mathematical challenges organised by the UK Mathematical Trust.

100 The school provides good opportunities to promote pupils’ spiritual, moral, social and cultural development. The well-structured personal and social education (PSE) programme throughout the junior school and a specific programme in Years 8 and 9 in the senior school make a very positive contribution to pupils’ social and moral development and understanding of citizenship. Assemblies and areas of the curriculum, such as English, drama, religious education and physical education make a good contribution to pupils’ spiritual and cultural development. Pupils have open attitudes to other cultures, exhibit mature values and relate well to their peers and to others. Aspects of the curriculum, such as science and geography, promote education for sustainable development well.

101 The curriculum takes account of employers’ needs. Pupils develop well many of the skills that employers are seeking, such as good communication, strong motivation and team-working skills. While pupils in Year 10 have opportunities to participate in a day’s work experience, overall their work-related experience is limited. The school has productive partnerships with a range of outside agencies. The delivery of Careers Education and Guidance, in partnership with Careers Wales, is successful in meeting older pupils’ needs.

16


102 There are opportunities for pupils to take on responsibility in the junior school, such

as acting as class monitors and prefects and helping in the kindergarten. In the senior school, older pupils organise and elect members of the editorial team for the school newsletter and sixth formers help with the junior Dragon Sports. Throughout the school, pupils are involved in charitable events and recycling programmes that enable them to appreciate the need to care for others and the environment.

103 Despite these generally positive features across the school, there are shortcomings in curriculum planning in the junior school. These include: • activities in the kindergarten and reception classes that are not always suitable

for children’s stage of development; and • a lack of schemes of work in most areas of the curriculum, which affects

continuity and progression in the development of pupils’ knowledge, understanding and skills.

104 There is limited curriculum continuity between the junior and senior schools in many

subjects, including English, mathematics and history. As a result, there is some repetition and duplication of work, which hinders key stage 3 pupils’ progress. Across the school, planning for the development of key skills across the curriculum, particularly in applying and developing information and communications technology (ICT) skills, is underdeveloped. Key Question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings


106 The school provides all pupils with good care and support. There is a high level of mutual respect between teachers and pupils. Small class sizes ensure that pupils are well known to their teachers. Staff give time willingly to assist pupils with their work or discuss any concerns. Although there are no formal systems for ensuring that pupils’ views about the school are sought, they feel that there are good informal channels that allow them to express their views.

107 The extent and quality of communication with parents is good. The school’s ‘open door’ policy, regular newsletters, twice-yearly written reports and annual parents’ consultation evenings ensure that parents are well informed. Parents state that they are very pleased with the support and guidance that the school provides for their children.

108 The school has good arrangements for pastoral transition that ensure pupils are well prepared and appropriately supported when they transfer from the junior to the senior school. There are good-quality induction arrangements in place, to ensure new pupils in all year groups settle quickly. Staff provide valuable support and guidance to help pupils when choosing their options for examination courses and deciding on courses and appropriate settings for study, training and employment after the age of 16.

17


109 The school meets all the Welfare, Health and Safety Standards as required by the

Independent School Standards (Wales) Regulations 2003 and implements its stated procedures appropriately.

110 There are appropriate and effective policies and procedures for behaviour management. The school has good strategies to prevent bullying and, should an incident occur, deal with it promptly and effectively. The school is an inclusive community, where all pupils receive equal access to all areas of the school’s provision. Pupils are taught to recognise, respect and celebrate diversity and senior school pupils are particularly supportive of each other.

111 The school has effective and efficient systems for identifying and quickly following up pupil absence. Parents are fully aware that the school places a high priority on regular attendance.

112 Provision for ensuring pupils’ well-being is good. The school is committed to raising awareness of healthy life styles through its physical education programme and work in personal and social education (PSE). There are effective arrangements for health and safety, first aid, risk assessments and fire safety. All staff know the agreed procedures and these are conscientiously followed. Pupils are well supervised during all activities and at break and lunch times. Security arrangements are comprehensive.

113 The school follows the required procedures for the appointment and vetting of all staff and volunteers. There is a detailed child protection policy that sets out clear guidance for staff and they are well informed about procedures. The school fully meets its responsibilities in relation to disability access requirements.

114 Pupils with additional learning needs receive considerable individual support, in part because of the small classes and teaching groups, which enables them to make good progress overall.

115 There are well-organised records about each pupil and staff have regular opportunities to discuss their progress. These help to ensure that staff are aware of pupils who have special educational needs (SEN) and those few who speak English as an additional language (EAL). There is no formal system to carry out diagnostic testing of pupils who are experiencing difficulties.

116 In the junior school, staff have recently introduced a formal policy to identify, set learning targets and monitor the progress of those pupils who have SEN. This initiative is at a very early stage of development and does not impact enough on pupils’ standards of achievement, except in reading. Currently, junior school staff rely too much on teachers’ informal knowledge of pupils’ learning needs. Across the school, staff are not familiar enough with specific strategies they could use to support dyslexic pupils in class lessons.

117 The school has very few pupils with EAL and offers appropriate one-to-one teaching support from a language specialist.

18


Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 3: Good features outweigh shortcomings

118 In its self-evaluation report, the school awarded this key question a grade 2. The findings of the inspection team do not match the judgement made by the school because, although there are good features, the team identified some shortcomings in aspects of leadership and strategic management.

119 Throughout the school, there is a shared vision and clearly-stated ethos, based on its Christian foundation, which guides the school’s educational philosophy and influences all areas of school life. This common sense of purpose is effectively demonstrated through a well-motivated teaching staff and through pupils’ generally good behaviour and positive attitudes to learning. The school has clear aims and values that promote equality for all. Mutual respect and tolerance of others are evident in all areas of the school’s work.

120 There are effective communication channels. Through an informative website, the school outlines its aims, makes clear its expectations and informs parents about school matters and issues related to their children. There is a good range of policies and procedures that the school has greatly enhanced and refined in recent years. These procedures are well understood and effectively implemented.

121 The headteacher provides committed, purposeful and effective leadership. She has been largely responsible for setting out the school’s direction and promoting the school’s values and principles. Through astute financial management, the headteacher and the bursar ensure that resources are appropriately allocated to meet the school’s priorities. Together with the deputy head, the headteacher has been particularly effective in promoting a positive learning environment and managing a well-motivated and committed staff.

122 In about half of the senior school departments, such as English, geography, history, mathematics and physical education, management is good. In these departments, there are comprehensive and effective policies and procedures and subject leaders provide clear direction and have a good awareness of subject area developments. This is not consistent across the school.

123 Administrative systems are effective. The good quality of communication, organisation and record-keeping ensures the day-to-day running of the school is smooth and efficient.

124 There is a good range of beneficial partnerships with particular community groups and other providers of education and training such as the University of Bangor and Coleg Menai as well as effective links with Careers Wales. These partnerships have led to improved curriculum arrangements and a better understanding of developing teaching methodologies.

19


125 The governing body has an appropriate balance of educational and wider professional expertise. As a group, governors have a well-defined educational philosophy that meets parental expectations. The governing body delegates responsibility appropriately for the day-to-day running of the school to the headteacher and senior managers. Through regular meetings of its well-structured committees, the governing body oversees the work of the school carefully, ensures it maintains its ethos and values and fulfils all of the legal duties placed upon it.

126 Despite these good features, there are shortcomings in the quality of leadership and strategic management. These include: • a lack of strategic leadership in the junior school that limits the extent of quality

assurance and planning for improvement; • not enough delegation and distribution of management responsibilities across

the school; • a lack of clarity in line-management responsibilities, specifically with regard to

carrying-out evaluations of the work of subject departments, including robust analyses of pupils’ performances; and

• not enough clarity in junior school subject co-ordinators’ roles and insufficient

guidance for co-ordinators to effectively plan curriculum arrangements and carry out evaluations of the work of this phase of the school.

127 Responsibilities for co-ordinating the personal and social education programme and

the development of pupils’ key skills across the curriculum are not clearly defined. There is also no member of staff with direct responsibility for co-ordinating provision for those pupils with additional learning needs.

128 Liaison between the senior and junior schools about arrangements for continuity and progression in pupils’ learning experiences between key stages 2 and 3 are not good enough.

129 The headteacher has carried out lesson observations for all senior school staff and in a few departments teachers have carried out helpful peer observations. However, overall the arrangements for appraisal and for monitoring the performance of individuals and teams are not systematic. Appraisal does not lead to effective target-setting and is not directly linked to determining priorities for professional development. Throughout the school, most staff do not receive enough in-service training.

Key Question 6: How well do leaders and managers evaluate and improve

quality and standards? Grade 3: Good features outweigh shortcomings

130 In its self-evaluation report, the school awarded this key question a grade 2. The findings of the inspection team do not match the judgement made by the school

20


because, although there are good features, the team identified some shortcomings in aspects of the school’s self-evaluation and planning for improvement.

131 The inspection team agrees with the school’s judgement in five of the other six key questions.

132 Governors have clear priorities to maintain and improve further the quality of provision and standards. Through careful budgeting, they have taken appropriate action to enable the school to recruit and retain specialist teachers. Governors are also committed to maintaining small class sizes to improve further the quality of teaching.

133 In the senior school, managers monitor and evaluate pupils’ performance at the end of key stages and in external examinations. The school knows how past performance compares with national comparators at GCSE and A level. However, the school does not use data at a whole-school level well enough to analyse the performance of pupils of different abilities or to set targets for pupils so that it can track pupils’ progress and ensure that pupils achieve to the best of their ability.

134 In the senior school, senior managers monitor and evaluate pupils’ progress and the quality of provision through meetings with subject leaders and in whole-school staff and departmental meetings. Over the last two years, senior managers and teachers have given increasing priority to producing systematic schemes of work, common assessment procedures and carrying-out self-evaluation reviews.

135 The headteacher has carried-out a comprehensive programme of lesson observations in all subjects in the senior school. She has a good understanding of the quality of teaching and standards in classes across the senior school and follows up issues in respect of the quality of pupils’ work if improvement is needed. However, senior managers do not know enough about the quality of teaching, learning and standards in the junior school.

136 In the senior school, heads of department are responsible for monitoring and establishing self-evaluation procedures in subject areas. A few departments have good programmes of peer observations and departmental development plans that identify key issues that usually relate to improving teaching. However, the rigour of the monitoring process is not consistent and does not focus enough on the standards pupils achieve.

137 The school produced a detailed self-evaluation report for the inspection using the criteria from Estyn’s inspection framework. Senior managers have identified strengths and areas for improvement realistically, particularly in respect of provision in the senior school. The school’s evaluations match many of the findings of the inspection team. The process of producing the self-evaluation report has helped the school to identify a number of issues that staff were previously not aware of, particularly in respect of the quality of teaching and assessment arrangements in the junior school.

21


138 The school has good relationships and communication with parents but does not

seek out their views, or those of pupils, formally as part of self-evaluation and planning for improvement.

139 The priorities for improvement in the self-evaluation report are not linked closely enough to school development planning because the current school development plan pre-dates the self-evaluation report. The school development plan is not an effective tool for improvement because there are few clear priorities or measurable success criteria that relate to the quality of teaching and the impact of provision on standards. There is no clear distinction between short-term, medium-term and long-term planning and not enough information on how the school will fund the planned actions.

140 The school has made good progress to meet a majority of the recommendations of the last inspection. It has improved the way it maintains pupils’ records, provides personal and social education (PSE) and careers education and develops pupils’ spiritual and cultural awareness. However, progress in developing procedures for staff appraisal and the assessment and co-ordination of provision for pupils with additional learning needs is too slow. Key Question 7: How efficient are leaders and managers in using resources? Grade 2: Good features and no important shortcomings


142 Throughout the school, there are sufficient teaching staff, allowing for relatively small class sizes. Teaching staff are generally experienced, well qualified and, particularly in the senior school, have good subject knowledge. Generally, staff are appropriately deployed. Senior school subject specialists work effectively in the junior school, for example in music, Welsh, French and physical education, to enhance progression and pupils’ transition to the senior school.

143 Most staff in the senior school are well-informed about current practice. In particular, they have a good understanding of the requirements of GCSE and A level specifications, in part due to a member of each senior school subject department attending the courses provided by the relevant examination boards.

144 In the junior school, only a minority of teachers have sufficient knowledge and expertise to teach all aspects of the junior school’s curriculum. This is a particular shortcoming, for example, when using ICT as it inhibits opportunities for pupils to develop their ICT skills across the curriculum.

145 The school supports staff applications for professional development well.

146 The school provides good support for newly-qualified teachers and new members of staff. There is a developing partnership with the initial teacher training (ITT) department at Bangor University.

22


147 Although few in number, non-teaching staff provide very good administrative,

technical and classroom support that is of great benefit to the work of the school, Generally, resources are adequate in both the junior and senior schools. In the junior school, there is a suitable range of resources to teach subjects across the curriculum. Library resources are generally appropriate, with an adequate, well-organised stock of fiction and non-fiction, in good condition. Nearly all classes have a computer.

148 In most subjects in the senior school, pupils have appropriate reference resources such as a suitable textbook. A minority of departments have a good range of additional materials, including a department library. A few departments, for example mathematics, use information technology well as a learning aid, whilst others, such as geography, make good use of visual resources.

149 Accommodation in the whole school is generally fit for purpose. Rooms are comfortable, welcoming and appropriately furnished.

150 In the junior school, accommodation is suitable and the junior school play area and kindergarten outdoor area are adequate. There are several attractive displays of pupils’ work. The junior library is used regularly by pupils and provides suitable accommodation for teaching and learning.

151 Most senior school teachers have their own subject room. Science laboratories are of a good standard. In several subjects, for example science, geography, history, modern foreign languages and in particular Welsh, good displays assist learning or help to create a good subject ethos.

152 The school makes very good use of the high-quality sports facilities at the university for physical education lessons.

153 However, despite these good features, there are some shortcomings in the quality of accommodation and resources. These include: • not enough small apparatus for pupils’ recreational use at break time, or enough

large outdoor play equipment for younger pupils;

• a few shortages of resources such as fieldwork equipment in geography and sports equipment;

• the limited availability of ICT equipment in subject areas and limited access to

the IT room, which restricts pupils’ use of ICT across the curriculum; • a few rooms that are crowded when used for teaching some of the larger

classes; • the lack of a senior school library, which limits research-based work on-site for

older pupils; and • pupils not being able to visit the junior library independently because it is in a

separate building.

23


154 There is good long-term planning to improve certain whole-school facilities. Through

prudent financial management, for example, the school has accumulated enough funds to support the building of a new classroom block in the near future.

155 The allocation of resource funding to departments is not based on any precise formula, and departments receive varying, but broadly appropriate, amounts based on previous practice. The school responds well to specific requests from subject co-ordinators for extra funding, if these are justifiable.

156 The school manages its resources very efficiently, and handles its finances carefully and prudently. Through the work of the Finance Committee, governors fulfil their role in regularly monitoring expenditure. The very good standards pupils achieve by the time they leave the school indicate that the school provides value for money.

24


Standards achieved in subjects and areas of learning English Key stage 1: Grade 3 - Good features outweigh shortcomings Key stage 2: Grade 3 - Good features outweigh shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features Sixth form: Grade 1 - Good with outstanding features

157 Examination results in English and English Literature at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. Examination results in English literature at A level in the last three years have been well above national averages for passes at A/B. These results represent very good achievement for these pupils. Outstanding features

158 Sixth form students and most key stage 4 pupils: • read perceptively and can infer meaning, often with astute insight;

• sustain an argument at length, justifying a point of view with well-chosen

evidence and quotation; and • have an excellent understanding of the techniques writers use to create effect

and convey meaning.

159 In the sixth form, students: • have a very thorough knowledge and understanding of the historical and cultural

contexts of literary texts; and • write confidently in a mature, fluent and critical style.

Good features

160 In all key stages, most pupils: • listen carefully and respond well to instructions with older key stage 2 pupils

listening critically to justify their own contributions; and

• make good progress in their reading skills to show increasing accuracy and fluency and good understanding.

25


161 In key stage 1, pupils:

• make progress from tracing and copying letters to writing independently; and

• understand basic punctuation and, for the most part, present their work in a

legible fashion.

162 Older key stage 1 pupils begin to develop a sense of imagination and a few produce good extended writing.

163 Most key stage 2 pupils: • usually locate information easily and confidently using devices such as the

contents and index pages to help them; • discuss authors with ease and recall their favourite works with enthusiasm in

Years 5 and 6; and • gain a secure understanding of grammatical terms and generally use these

accurately in their writing.

164 In key stage 2, a minority of older pupils often produce interesting imaginative work that shows control over character, plot and setting. By the end of the key stage, a few pupils write very well in a range of forms producing work that is lively and imaginative.

165 At key stage 3, most pupils:

• respond with understanding to a good range of literary texts;

• express themselves well with a good vocabulary and expression in narrative and

descriptive writing; and • by the end of the key stage, develop a good understanding of features of

non-literary styles.

166 In key stage 4 and the sixth form, most pupils: • analyse texts in detail giving sound critical attention to plot, character and theme

in literary texts; • have a good understanding of form, structure and style in a range of texts and

use these features well in their own writing; and • structure and sustain writing of a good length and quality, using mature

vocabulary and varied sentence structures.

26


Shortcomings

167 In key stage 1, pupils do not make enough progress in writing. Many pupils have a limited range of spelling strategies. A small minority of pupils do not hold pencils correctly and form letters inconsistently.

168 Younger key stage 2 pupils do not develop the skills of composition well enough. Throughout the key stage but particularly in Years 3 and 4, pupils do not plan, draft, edit and proof read their writing enough so as to improve and extend the composition and accuracy of their work. A small minority of older key stage 2 pupils do not sustain or complete their writing well enough.

169 In key stage 3, pupils in Years 7 and 8 do not develop their skills in reading and writing non-literary forms to the same high standard as their imaginative and descriptive work.

170 In key stages 3 and 4, a large minority of pupils do not edit or proof read their written work to correct spelling, punctuation and paragraphing well enough. Welsh second language Key stage 2: Grade 3 - Good features outweigh shortcomings Key stage 3: Grade 1 - Good with outstanding features Key stage 4: Grade 1 - Good with outstanding features

171 Examination results in Welsh second language at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. These results are well above those to be expected for pupils of similar ability. Outstanding features

172 In Year 9 and key stage 4: • most pupils listen intently and respond orally with confidence and accuracy;

• most pupils apply themselves extremely well in pair and small group oral work;

• most pupils give reasons for their answers and express opinions to the whole

class with fluency and confidence;

• many pupils, including those with little previous Welsh, speak with increasing fluency and a good accent in extended sentences, sometimes using more than one subordinate clause;

27


• a significant minority of pupils write long narratives on a wide range of topics,

communicating ideas very well in complex sentences and using a wide range of tenses and rich vocabulary; and

• a few pupils write with a high level of accuracy.

Good features

173 Key stage 2 pupils have generally good reading skills and, in role-play and pair work, make good use of well-planned language charts to ask questions and construct appropriate answers.

174 Pupils in Years 3 and 4: • show good understanding of simple requests, questions and instructions and

more complex sentences; and

• gain an appropriate vocabulary and learn how to repeat simple language patterns that enables them to talk about topics such as the weather and clothing and offer and respond well to basic greetings and questions.

175 A significant majority of key stage 2 pupils develop good standards of pronunciation.

176 A few older key stage 2 pupils construct extended sentences accurately using basic

language patterns.

177 In both key stages 3 and 4, nearly all pupils have good accents and pronounce words well. They ask good questions as well as answer them.

178 In Years 7 and 8: • pupils learn to use a good range of basic structures and vocabulary, pronounce

words well and read text fluently and with expression; and

• around half of the pupils produce good short narratives about topics such as their family, their everyday life, school and shopping.

179 In Year 9 and key stage 4:

• although they make errors, all pupils succeed in communicating ideas effectively;

and

• many pupils write improved new drafts of written pieces and begin to learn from their previous mistakes.

28


Shortcomings

180 In key stage 2: • pupils do not develop their language skills enough since, throughout the key

stage, most spoken and written responses are confined to the present tense; and

• few pupils are confident speakers and many lack assurance to develop responses beyond a word or two.

181 In key stages 3 and 4, a minority of pupils make a few errors in pronunciation.

182 In key stage 3:

• about half of the pupils make some careless errors in spelling and structures and

do not consistently write corrections or improved versions of their work; and

• a minority of pupils do not develop their written responses enough, and present their work untidily.

Mathematics Key stage 1: Grade 3 - Good features outweigh shortcomings Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features Sixth form: Grade 1 - Good with outstanding features

183 Examination results in mathematics at GCSE for the last three years have been well above national averages for passes at A*-C and at A*/A. Examination results in this subject at A level in the last three years have been well above national averages for passes at A/B. These results represent very good achievement on the part of these pupils. Outstanding features

184 In key stage 4 and the sixth form, pupils: • make very good progress in acquiring the knowledge and skills needed for public

examinations; • readily recall the knowledge and skills they have learned previously and use

these well to quickly understand new concepts; and • have very good skills in algebra and apply these effectively in a range of

contexts.

29


185 In these key stages, the most able understand well the key ideas in mathematics and

complete work to a high standard.

186 Nearly all sixth form students demonstrate an excellent understanding of the principles of differentiation and integration. Good features

187 In all key stages, pupils develop an increasingly good understanding of place value. At appropriate stages, most use numbers confidently in written and mental calculations. Older pupils calculate with an extended range of numbers including integers, fractions, decimals and percentages.

188 Older pupils in key stage 1 solve problems involving money and measure accurately in centimetres while older pupils in key stage 2 have a good understanding of mathematical vocabulary.

189 Most pupils in key stages 2, 3 and 4 know the properties of two-dimensional shapes well. At appropriate stages, they measure and calculate lengths, areas and angles effectively.

190 In key stages 3 and 4 and in the sixth form, nearly all pupils explain their reasoning clearly using appropriate mathematical language. Older pupils in key stage 2 have a good understanding of mathematical vocabulary.

191 In the senior school, many pupils: • ask perceptive questions to improve their understanding of their work in

mathematics; and

• persevere well to solve harder problems.

192 In key stages 3 and 4, most pupils draw and interpret statistical diagrams accurately and learn to calculate probabilities of increasingly complex events.

193 In key stage 3, many older pupils make very good progress in algebra.

194 More able pupils in key stage 4 are developing well their skills to justify and prove results using valid mathematical reasoning.

195 In the sixth form, nearly all students have a sound understanding of the principles of mechanics and statistics and successfully apply techniques learned in pure mathematics to these subjects.

30


Shortcomings

196 In key stage 1, pupils’ progress in data handling and shape and space is slower than their progress in other aspects of mathematics.

197 In key stage 2, pupils generally lack confidence in practical applications of mathematics.

198 In key stage 3, a minority of pupils use calculators inappropriately for calculations that they can evaluate mentally. Science Key stage 1: Grade 3 - Good features outweigh shortcomings Key stage 2: Grade 3 - Good features outweigh shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Good features

199 In key stage 1, pupils: • develop an understanding of living things through, for example, opportunities to

observe the growth of plants; • begin to identify the different human senses and how these help people to be

aware of the world around them; and • begin to use basic classification appropriately, for example, to correctly identify

living and non-living things.

200 Key stage 2 pupils: • are developing their knowledge and understanding of life processes and living

things well when, for example, they study the conditions for healthy growth and development;

• acquire a good understanding of an increasing range of scientific vocabulary;

• understand the properties of some different groups of materials and appreciate

that some changes are non-reversible; and • understand the use of electricity in everyday life and its behaviour in simple

circuits.

201 In key stage 3, most pupils: • achieve good standards in their knowledge and understanding of science;

31


• use appropriate scientific terminology; and

• show good recall of previous work and can apply it in familiar and, sometimes,

unfamiliar contexts.

202 Almost all pupils in key stage 3 develop good practical skills and can recognise patterns in their results. Shortcomings

203 In key stages 1 and 2: • pupils’ ability to predict, observe, investigate and experiment at first hand is not

well developed; • most pupils have limited understanding of what constitutes fair testing; and

• pupils’ ability to record their work independently, in a range of ways, is limited.

204 In key stage 3:

• a few pupils have difficulty constructing appropriate tables to record their results;

and

• a small minority of younger pupils choose not to change their preconceived views despite the evidence.

Biology Key stage 4: Grade 2 - Good features and no important shortcomings Sixth form: Grade 2 - Good features and no important shortcomings

205 Examination results in biology at GCSE over the last three years have been well above national averages for passes at A*-C and A*/A. Examination results in biology at A level in 2007 were in line with the national average for passes at A/B, but above national averages in the previous two years. These results represent good achievement for these pupils. Good features

206 In key stage 4 and the sixth form: • almost all pupils show a good understanding of biological facts and concepts and

communicate this effectively in written and oral work;

• almost all pupils have a very good grasp of scientific terminology and a few correctly deduce the meaning of scientific terms by analysing common prefixes and suffices;

32


• most pupils apply previously learned knowledge well in new contexts; and

• most show a very good understanding of course assessment requirements and

tailor their responses well to meet exam criteria.

207 Sixth form students produce microscope diagrams that show a high degree of clarity, correct relative proportions and accurate calculations of size and magnification. Shortcomings

208 In key stage 4: • a few pupils do not fully justify their conclusions; and

• the graph work of a few pupils, while plotted accurately, often contains aspects of

poor practice, such as the lack of a coherent title or labelling of axes with accompanying units.

Chemistry Key stage 4: Grade 2 - Good features and no important shortcomings Sixth form: Grade 2 - Good features and no important shortcomings

209 Examination results in chemistry at GCSE over the last three years have been well above national averages for grades A*-C and A*/A. Results at A level in 2007 were slightly below, but in the previous two years well above, national averages for passes at grades A/B. These results represent good achievement for these pupils. Good features

210 In key stage 4, most pupils: • demonstrate a very good knowledge, with understanding, of terminology

associated with investigations, for example, many are able to explain in detail the difference between the terms dependent and independent variable;

• apply their knowledge well in a variety of different contexts, such as test and

examination papers, which they answer to a high degree of accuracy; • recall well a good range of facts and principles, such as the products of chemical

reactions and the conditions which might affect the rate of a chemical reaction; and

• carry out independent research in chemical symbols, atomic number and

electronic structure effectively. .

33


211 Most students in the sixth form:

• have a good recall of factual information and make good progress during lessons to quickly gain knowledge and understanding of the topic under review;

• show a good understanding on the effects of chemistry on society; and

• apply good mathematical skills to complete calculations correctly.

212 In their very high-quality answers to past paper questions, detailed records of

practical work and very good application of knowledge, a few of the most able sixth form students produce work of a particularly high standard.

Shortcomings

213 In key stage 4, most pupils do not write symbol equations accurately enough.

214 In key stage 4 and the sixth form, a few pupils do not read examination questions with enough care and occasionally do not provide enough depth in their responses to questions. This prevents these pupils from attaining the highest standards of which they are capable. Physics Key stage 4: Grade 2 - Good features and no important shortcomings Sixth form: Grade 2 - Good features and no important shortcomings

215 Examination results in physics at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. Examination results in physics at A level in the last three years have been well above national averages for passes at A/B. These results represent good and sometimes very good achievement for these pupils. Good features

216 In key stage 4: • most pupils have a good understanding of physical processes, such as the

properties of magnets, and can apply this knowledge to provide appropriate explanations of electromagnetism;

• pupils display a very good understanding of planetary physics, energy, electricity

and moments; and • almost all pupils draw accurate diagrams to illustrate electric circuits, reflection

and refraction.

34


217 In carrying out high quality investigations, most key stage 4 pupils produce:

• well-designed plans that show a good understanding of variables, including

those that need to be controlled, in order to collect accurate, valid and reliable results; and

• thoughtful evaluations that show a good understanding of the limits of precision

of the apparatus they use to collect results.

218 In the sixth form, most students: • readily recall physical equations and almost all successfully complete

calculations and represent data by producing accurate graphs; and • define and accurately explain physical terms from a variety of contexts.

Shortcomings

219 In key stage 4, a few pupils do not acquire a deep enough understanding of the subject.

220 In the sixth form, a few students do not explain their understanding of physics precisely or logically enough. Information technology Key stage 1: Grade 2 - Good features and no important shortcomings Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features

221 All key stage 4 students follow the internationally recognised European Computer Driving Licence (ECDL), a basic computing skills course. All students gain at least a Level 1 grade with almost every student completing all seven modules and achieving the full ECDL certificate. This reflects very good achievement for these students. Outstanding features

222 In key stage 4, most pupils have an extensive knowledge and understanding of the hardware and software programmes they use to communicate information and process data.

35


Good features

223 In key stages 1 and 2, most pupils: • use the computer, the keyboard and the mouse with growing skills and

confidence;

• make good progress with their keyboard inputting skills and in their understanding of the function of particular keys to input and format text;

• readily change and arrange fonts and layouts in appropriate combinations that

suit their design ideas; and

• by the end of Year 6, successfully use a broad range of software programs to research and present their ideas.

224 Most key stage 3 pupils use computer hardware and software very effectively and

confidently. These pupils: • make good and often very good progress in developing their skills in selecting

programme icons, negotiating menus and using the functions and features of the required programme;

• use word processing software, spreadsheet, PowerPoint and desk top publishing

applications very well to manipulate data and information;

• create documents that are well suited to having a desired impact on their audience; and

• use a range of peripheral equipment such as a scanner and digital camera well

and use photo enhancing software effectively to manipulate the images captured to produce very imaginative outcomes.

225 Most key stage 4 pupils:

• have a good knowledge and understanding of both the theoretical and practical

aspects of the subject and use a broad range of sophisticated computer techniques very effectively;

• access a range of computer programs independently, for example when using

the internet for research purposes; and

• create interesting and informative presentations in a variety of different contexts. Shortcomings

226 In key stages 1 and 2, a few pupils do not develop to a sufficient depth the ability to reflect on and evaluate critically the outcome of their work.

36


Modern foreign languages Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features Sixth form: Grade 2 - Good features and no important shortcomings

227 Examination results in modern foreign languages at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. These results are above those to be expected for pupils of similar ability.

228 Examination results in modern foreign languages at A level in the last three years have been above national averages for passes at A/B. These results are broadly in line with those to be expected for pupils of similar ability. Outstanding features

229 In key stage 4, most pupils: • develop all language skills very well to achieve outstanding results in GCSE

examinations; • understand very well a wide range of spoken and written texts on contemporary

issues; and

• communicate information very effectively.

230 A minority of key stage 4 pupils write fluently, using a very good range of expression to construct well-argued extended essays. They make few major errors and often compose particularly complex sentences. Good features

231 In key stage 2, pupils develop a sound foundation for their studies in the senior school. Most pupils: • listen well and understand class vocabulary and instructions;

• make successful efforts to pronounce words accurately; and

• try to speak in short sentences rather than single words or phrases.

232 Key stage 3 pupils develop a growing understanding of spoken and written language

in a good range of appropriate topics, as well as structures and grammar. In Year 8, for example, pupils understand why they sometimes need to change the word order in German.

37


233 Older key stage 3 pupils speak confidently.

234 In key stage 4;

• pupils increasingly write good extended narratives, often re-using or adapting

previous texts; and

• many pupils speak competently to convey information.

235 In the sixth form, students: • understand a wide range of texts about the topics of the A level syllabus and

re-use the language well in their own writing;

• generally understand the spoken language well, and speak confidently about topics they have studied; and

• write with good knowledge about different issues, often doing so fluently and

expressively. Shortcomings

236 In key stage 2, a minority of pupils do not use full sentences and do not remember new words or pronounce words accurately.

237 In key stage 3: • about half of the Year 8 and a few Year 9 pupils produce only short responses to

spoken questions, or struggle to sustain simple dialogues in pairs without written support; and

• a minority of pupils do not yet use the target language spontaneously enough.

238 In key stages 3 and 4, about half of the pupils, while succeeding in communicating

information, make avoidable errors in their writing.

239 A minority of sixth form students make careless written errors and lack confidence in speaking. A small minority pronounce simple words incorrectly. History Key stage 1: Grade 3 - Good features outweigh shortcomings Key stage 2: Grade 3 - Good features outweigh shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features Sixth form: Grade 1 - Good with outstanding features

38


240 Examination results in history at GCSE in the last three years have been well above

national averages for passes at A*-C and A*/A. These results are above those to be expected for pupils of similar ability.

241 Examination results in history at A level have been above national averages for A/B passes in two of the last three years and above those to be expected for students of similar ability. In the third year, passes were below national averages for A/B but above those for A-E passes. These results are broadly in line with students’ ability. Outstanding features

242 In key stage 4, many pupils display outstanding features in both their coursework on Russia and Israel and in assignments on both Germany and Britain. These outstanding features are: • the in-depth levels of pupils’ knowledge and their very firm understanding of

complex political issues;

• pupils’ capacity to develop in-depth enquiries and well thought out interpretations;

• very skilful and perceptive evaluation of historical sources in order to develop

clear explanations of motivation, causation and consequence; and • very well-organised, well-written and extremely knowledgeable accounts.

243 In the sixth form, a significant minority of students produce extended written accounts

that display: • an expert range of knowledge and understanding;

• a consistent clarity of focus that is applied to knowledgeable interpretations and

very well-argued conclusions; • a capacity to cross-reference to other events and periods of history to support

their answers; and • impressive depth and breath of analysis of relevant historiography.

Good features

244 In all key stages, pupils show a good standard of chronological understanding and a clear awareness that there are many sources of evidence about the past.

245 In key stages 1 and 2, pupils display a good outline knowledge and understanding of

the topics studied.

39


246 In key stage 3:

• most pupils make good progress in developing a range of historical skills such as

asking historical questions and undertaking historical investigations;

• pupils in Years 8 and 9 show good knowledge and understanding of topics from local and Welsh history such as the Welsh Bible, the copper industry on Anglesey and industrial change in Wales; and

• Year 9 pupils produce particularly detailed and thoughtful analyses of a range of

statistical and other economic evidence to explain the causes of epidemics and some reasons for the abolition slavery and the industrial and social changes in eighteenth and nineteenth century Wales.

247 Many sixth form students develop a firm understanding of background contexts

through looking at prevalent ideas and trends in the societies and periods studied. Shortcomings

248 In key stage 1, and to a lesser extent in key stage 2, pupils do not develop sufficiently their enquiry and interpretation skills. These pupils tend to focus too much on extracting and re-cycling received information.

249 Pupils in key stages 1 and 2 have very little knowledge of the history of their local area.

250 In key stage 3, pupils occasionally make errors in their geographical definitions, assuming that the present day definitions are also historically valid.

251 A minority of pupils in Years 7 and 8 tend to by-pass evidence to support

pre-conceived conclusions. This is especially common in their work on the events of 1066, the Normans in Wales and the Spanish Armada.

252 A small minority of sixth form students do not give enough depth and weight to concluding comments in written assignments and coursework. Geography Key stage 1: Grade 4 - Some good features but shortcomings in important

areas Key stage 2: Grade 4 - Some good features but shortcomings in important

areas Key stage 3: Grade 2 - Good features and no important shortcomings

Key stage 4: Grade 2 - Good features and no important shortcomings

Sixth form: Grade 1 - Good with outstanding features

40


253 Examination results in geography at GCSE in the last three years have been well

above national averages for passes at A*-C and, for two out of the three years, well above national averages for passes at A*/A. These results represent good achievement for these pupils.

254 Examination results in geography at A level in the last three years have been well

above national averages for passes at A/B. These results represent very good achievement for these pupils. Outstanding features

255 Pupils in the sixth form have a very detailed and thorough knowledge and understanding of their work in all aspects of geography. They:

• provide very accurate and precise descriptions and explanations;

• understand and apply concepts and theories to suitable case studies drawn from

a wide range of contexts and scales;

• have highly-developed skills in conducting geographical enquiries and fieldwork; and

• show maturity and sophistication when examining geographical issues. Good features

256 Key stage 1 pupils: • are beginning to use simple maps to identify countries within the United Kingdom

and the world; and • are developing an understanding of a few basic geographical terms, for example,

mountains, rivers and capital cities.

257 In key stage 2: • younger pupils are developing an understanding of the similarities and

differences between their own daily lives and those of children in a contrasting environment in Africa; and

• older pupils are developing their skills of using maps to find and present

locational information and follow directions.

258 Most pupils in key stages 3 and 4 and the sixth form: • have a secure grasp of geographical terms and vocabulary;

• display a good knowledge of the location, features and character of the places

they study, including the local area and Wales;

41


• understand well physical geography processes and the features that result from

them, for example waterfalls in Year 7 and glaciation in Year 10; • gain appropriate, accurate and up-to-date geographical information effectively

from a wide range of sources;

• understand, at a level appropriate to their age, the main ideas associated with sustainable development and global citizenship;

• explore effectively people’s views and opinions about a wide range of

geographical issues, for example the development of wind farms in Year 8 and coastal protection in Colwyn Bay in Year 10; and

• have well-developed map skills and use these effectively to develop their

knowledge and understanding.

259 In key stage 4 and the sixth form, most pupils: • have a confident understanding of key geographical concepts and

generalisations;

• describe and explain successfully patterns and processes in human geography, for example in their work on Manchester in Year 11 and employment in North Wales in the sixth form;

• use geographical skills and techniques with accuracy and precision;

• undertake effective fieldwork that enhances their understanding of the topics studied at GCSE and A level; and

• conduct purposeful and organised enquiries that result in convincing and well-supported conclusions.

Shortcomings

260 In key stages 1 and 2, pupils: • lack knowledge of the geography of the local area through first hand

experiences; • have under-developed mapping skills;

• have limited independent geographical enquiry skills; and

• do not develop well enough their ability to record their work independently.

261 In key stage 1, pupils’ knowledge and understanding of a contrasting locality is

under-developed.

42


262 Key stage 2 pupils:

• have limited ability to ask questions about places and themes and formulate their

own ideas and opinions about geographical issues; and • do not have sufficient understanding of the wider context of Wales and the world.

263 Many key stage 3 pupils do not have a full enough understanding of human

geography. A minority of key stage 3 pupils’ geographical enquiry skills are under-developed. Art Key stage 1: Grade 3 - Good features outweigh shortcomings Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 2 - Good features and no important shortcomings Sixth form: Grade 1 - Good with outstanding features

264 Examination results in art at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. These results are in line with most pupils’ ability.

265 Examination results in art at A level have been well above national averages for passes at A/B. These results represent very good achievement for these pupils. Outstanding features

266 In the sixth form, students: • undertake relevant and thorough research into the work of artists and art

movements;

• make extensive use of the local environment, both urban and landscape, as a stimulus for artwork; and produce original, well-crafted outcomes; and

• skilfully control a range of two and three-dimensional materials to execute their

work. Good features

267 In key stages 1 and 2, most pupils use a variety of materials and tools well to achieve interesting effects in their pictures and paintings. In key stage 1, pupils experiment well with some of the visual language of art, including line and colour.

43


268 In key stage 2, most pupils:

• develop their observational skills well and use sketchbooks effectively;

• control a range of materials and techniques well to achieve a variety of effects,

such as when making masks and model vehicles; • experiment imaginatively and modify their work to improve it; and

• produce work that shows careful attention to proportion and perspective.

269 In key stage 3, pupils continue to make good use of their sketchbooks to record well

annotated preliminary studies that are used to clarify their thinking. In this key stage, pupils: • produce studies from natural forms that are further developed through a range of

media, including clay and silk paintings; and

• are familiar with the work of many artists, including Welsh artists.

270 In key stage 4, pupils: • produce effective portrait studies representing a range of ethnic backgrounds;

• make stimulating three-dimensional sculptures in clay based on natural forms

such as mushrooms and fungi; and • work confidently with the medium of Batik.

271 In the sixth form, students produce expressive landscape paintings inspired by the

work of Impressionist artists. These students produce detailed and well-considered evaluations of their own work. Shortcomings

272 In key stage 1, pupils’ work lacks progression and the elements of art such as tone, pattern and shape are less well developed. At this stage, pupils’ analytical and evaluative skills are under-developed.

273 In key stages 3 and 4, a few pupils’ observational drawing skills are under-developed.

44


Music Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 2 - Good features and no important shortcomings

274 Examination results in music at GCSE were broadly in line with national averages in 2006 and well above national averages in 2007 for passes at A*-C and A*/A. These results are in line with pupils’ ability. In the sixth form, examination entry numbers in the last three years in music have been too small to support valid comparisons. Good features

275 In key stages 2, 3 and 4, almost all pupils sing in tune and with good tone-quality. About half of the pupils in Year 9 sing with particularly good technical control and musical expression.

276 In key stages 2, 3 and 4, almost all pupils listen carefully and keep good time when they perform with others. In key stages 2 and 3, almost all pupils make good progress in playing individually on electronic keyboards or percussion instruments. Almost all key stage 4 pupils perform competently on their chosen instruments.

277 In key stages 3 and 4, almost all pupils create musical compositions of good quality.

278 In key stages 2, 3 and 4, almost all pupils: • show good recall of previous learning and make clear progress in appraising

music; and

• apply their listening skills effectively to identify different instruments and voices, and use suitable musical terminology to describe how these are used in various pieces of recorded music.

Shortcomings

279 In key stage 2: • a few pupils in Years 3 and 4 find it difficult to play in time together; and

• the completed compositions of many pupils in Years 5 and 6 show little

inventiveness or musical expression.

280 In key stage 3, a few pupils do not control their singing well enough to produce a good vocal sound.

281 In key stage 4, the completed compositions of a few pupils in Year 11 lack musical imagination.

45


Physical education Key stage 2: Grade 2 - Good features and no important shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 2 - Good features and no important shortcomings

282 GCSE examination results in physical education in the last three years have been well above national averages for passes at A*-C and A*/A. These results represent good achievement for these pupils. Good features

283 In all key stages, pupils: • show an increasing awareness of the effects and benefits of exercise on the

body and the principles of warming up, stretching and cooling down properly;

• understand and consistently follow relevant rules and safety procedures in all activities, demonstrating a very good understanding of risk and how to take responsibility for their own actions; and

• remember clearly what they have learned previously and make good progress

during lessons.

284 In key stage 2, the majority of pupils: • display increasing control in their ability to send, receive and strike a ball; and

• develop a good awareness of the rules of team and individual sports and

understand and observe the conventions of fair play.

285 By the end of key stage 2, the majority of pupils swim confidently with increasingly efficient strokes and breathing technique.

286 In key stages 3 and 4, most pupils: • make good progress in lessons, consolidating and refining their skills and

techniques to show increasing control and greater precision, for example when throwing a shot, discus or javelin in athletics; and

• develop their appreciation of the principles underpinning effective performance in

the activities in which they take part.

287 Key stage 3 pupils work very hard and successfully in small groups to improve their technique and performance in a fitness circuit.

46



• develop their awareness of different muscle groups and explain accurately how

these muscles initiate specific movements;

• recall accurately the key rules of the individual and team games they play;

• increase their understanding and ability to accurately evaluate their own and others’ performances; and

• suggest appropriate strategies to improve and refine performance.

289 In key stage 4 GCSE lessons, most pupils make very good progress in developing

the knowledge and skills required for the GCSE examination. For example, they: • have a good recall of previously learned concepts and issues;

• use specific terminology correctly;

• know how the circulatory and respiratory systems function;

• understand the key principles associated with acquisition of skill; and

• have a good appreciation of conventions of fair play and how rules in sport may

be adapted or refined for particular purposes.

290 More able key stage 4 pupils apply theoretical principles well to their practical applications, such as when describing how different body types are well suited to particular roles in sporting activities. Shortcomings

291 In practical activities, more able pupils do not always develop their skills and understanding enough.

292 In their GCSE lessons, a few key stage 4 pupils are less secure in their knowledge and understanding, such as when relating theoretical principles to practical situations in specific sports.

47


Religious education Key stage 1: Grade 4 - Some good features but shortcomings in important

areas Key stage 2: Grade 3 - Good features outweigh shortcomings Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features Sixth form: Grade 2 - Good features and no important shortcomings

293 Examination results in religious education at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. These results are above those to be expected for pupils of similar ability.

294 Examination entries in this subject at A level in the last three years have been too small for valid national comparisons. Results have been broadly in line with students’ ability. Outstanding features

295 Most Year 11 pupils: • demonstrate a wide-ranging and highly detailed knowledge and understanding of

the topics they study;

• analyse carefully the responses people make to life’s questions, recognising clearly the complexity of many profound issues; and

• apply their learning effectively to offer well-argued, informed and reflective

responses to contemporary moral and social issues. Good features

296 In key stage 1, most pupils can name a number of world religions. A majority of these pupils recall details of Bible stories they have recently studied and show a keen interest in religious artefacts used in a lesson.

297 Most key stage 2 pupils: • recall accurately and show a good outline understanding of previous work; and

• have a good awareness of important feelings, values and principles and apply

these thoughtfully to things they need to do in their own lives.

298 In Years 5 and 6, pupils re-write Bible stories, such as the Easter story well and develop good outline knowledge of Islam and Hinduism.

48



• identify clearly many of the important figures, beliefs, and practices of the

religions they study;

• make appropriate connections between key events in the foundation of a religious tradition and the forms of worship that they inspired;

• compare and contrast thoughtfully key beliefs, to help explain why believers act

as they do; and • have a good understanding of relevant religious and symbolic language.

300 By Year 9, most pupils:

• offer their personal viewpoints, in a considered manner, on a range of issues

such as euthanasia, family breakdown and prejudice; and

• begin to identify what influences their values but also take good account of the views of others.


• describe well different religious traditions;

• use religious language and interpret imagery appropriately; and

• draw on a good range of evidence to support their standpoints.

302 In the sixth form, most students evaluate well the place of beliefs in contemporary

society, making sensible deductions about the function and impact of religious celebrations.

303 A minority of sixth form students:

• use terminology consistently well in context;

• compare and contrast different Christian schools of thought and the views of

specific scholars well; and • construct and develop coherent arguments based on their comprehensive

knowledge of the topics studied. Shortcomings

304 In key stage 1, pupils do not: • reflect sufficiently on values and ideas;

49


• refine their understanding by reflecting on their work; and

• record their findings in illustrations, writing, diagrams or other formats.

305 In key stage 2:

• younger pupils do not provide enough of their own ideas and feelings about the

topics studied; and

• the written work of older pupils, following educational visits, for example to a Mosque, lacks depth and detail.

306 Most younger key stage 3 pupils do not explore enough their own values and beliefs.

307 A few Year 10 pupils do not apply their learning and reflect fully to explain their

personal standpoints.

308 A minority of sixth form students do not structure arguments well and draw only on a narrow range of evidence. Drama Key stage 3: Grade 2 - Good features and no important shortcomings Key stage 4: Grade 1 - Good with outstanding features

309 It was not possible to see first hand evidence of the practical work of sixth form students studying drama at AS level. However, their coursework has outstanding features that show that they make very good progress and build on their previous high attainment at GCSE.

310 Examination results in drama at GCSE in the last three years have been well above national averages for passes at A*-C and A*/A. These results represent very good achievement for these pupils. Outstanding features

311 In key stage 4, pupils: • use their excellent knowledge and understanding of a range of dramatic

techniques very effectively in polished improvisations and scripted performances; and

• explore and respond to texts, drawing on independent research, at a very

sophisticated level in notes and written coursework.

50


Good features

312 Key stage 4 pupils: • have a good understanding of staging and use space, timing and tableau well to

convey mood and tension; • have a detailed knowledge of a range of challenging drama texts and their

historical contexts; and • analyse and evaluate critically different styles of acting methods and styles.

313 At key stages 3 and 4, pupils:

• have a good physical presence and convey character well through movement,

body language, gesture and facial expression; and • perform to a high standard for external audiences.

314 At key stage 3, pupils:

• work imaginatively and constructively to create sequences and extended

improvisations; and • use subject terminology appropriately when devising and describing their work.

Shortcomings

315 A few pupils in key stages 3 and 4 lack confidence in voice projection.

316 At key stage 3, pupils do not always evaluate their practical work thoroughly enough to improve and polish their performance in classwork.

51


School's response to the inspection The trustees, governors, senior leadership, teachers and support staff welcome the report of the Estyn inspection team. As well as noting that the school has, since the last inspection, maintained very high standards in many key areas both of the curriculum and of school life, the report notes further progress in recommendations that came from that inspection. The Estyn inspection team credited the school with an honest self-evaluation that identified the direction in which the school should now move forward. The report’s recommendations focus upon encouraging the school in its next phase of development, for which an action plan will be formulated in due course. The recommendations centre upon aspects of monitoring and evaluation of pupils and staff appraisal and development. The school welcomed the many positive aspects of the teaching, learning and conduct of the school upon which the inspection team commented. They found the school community to be motivated, hardworking and happy, where pupils have open attitudes to other cultures, exhibit mature values and relate well to their peers and others. We are particularly pleased that the school meets all the requirements of the Independent School Standards (Wales) Regulations 2003 and that parents’ communication with the team revealed they are very pleased with the support and guidance that we provide for their children. A copy of the school’s action plan in response to the inspection recommendations will be sent to all parents.

52

Appendix 1 Basic information about the school Name of school St Gerard’s School Trust School type Independent Age-range of pupils 3-18 Address of school

Ffriddoedd Road, Bangor, Gwynedd

Postcode LL57 2EL Telephone number 01248 351656 Headteacher Miss Anne Parkinson Date of appointment January 1991 Chair of governors Miss Jean McQueen Lead inspector Mr John F Thomas HMI Dates of inspection 12-16 May 2008

Appendix 2 Primary school data and indicators

Number of pupils in each year group Year group N

(fte) R Y1 Y2 Y3 Y4 Y5 Y6 Total

Number of pupils 2.3 3 6 9 8 10 12 12 62.3

Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 5 2 6.24

Staffing information Pupil: teacher (fte) ratio (excluding nursery and special classes) 11:1 Pupil: adult (fte) ratio in nursery classes 6:1 Pupil: adult (fte) ratio in special classes n/a Average class size, excluding nursery and special classes 10 Teacher (fte): class ratio 1:1

Percentage attendance for three complete terms prior to inspection Term Nursery Reception Year 1-Year 6 Term 1 90.1% 94.9% 91.5% Term 2 84.6% 94.4% 94.6% Term 3 62.5% 94.4% 91.8%

Number of pupils excluded during 12 months prior to inspection 0 Secondary school data and indicators

Year group Y7 Y8 Y9 Y10 Y11 Y12 Y13 Total Number of pupils 21 29 46 32 44 33 13 218

Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 22 5 25.6

Staffing information Pupil: teacher (fte) ratio (excluding special classes) 8.5:1 Pupil: adult (fte) ratio in special classes n/a Average teaching group size 11.8 Overall contact ratio (percentage) 72.2%

Percentage attendance for three complete terms prior to the inspection Y7 Y8 Y9 Y10 Y11 Y12 Y13 Whole school Term 1 93% 86% 94% 96% 92% 93% 90% 92% Term 2 94% 93% 98% 100% 98% 89% 90% 95% Term 3 92% 96% 92% 92% 94% 93% 95% 93%

Number of pupils excluded during 12 months prior to inspection 0

Appendix 3 Public examination results: For pupils aged 15, results in GCSE, Entry Level Qualification, GNVQ and NVQ Number of pupils aged 15 on the school roll in January 2007 47 Average GCSE or GNVQ points score per pupil 58 The percentage of 15 year old pupils who in 2007:

School Gwynedd Unitary

Authority

Wales

entered for 5 or more GCSEs or equivalent 91% 90% 87%

attained at least 5 GCSE grades A* to C, the equivalent vocational qualifications or a combination of both

89% 61% 54%

attained at least 5 GCSE grades A* to G, the equivalent vocational qualifications or a combination of both

91% 90% 86%

attained GCSE grades A*-C in each of mathematics, science, English or Welsh first language (the core subject indicator)

85% 46% 40%

entered at least one Entry level qualification, GCSE short course or GCSE 98% 99% 97%

attained one or more GCSE grades A*-C or the vocational qualification equivalent 96% 84% 77%

attained one or more GCSE grades A*-G or the vocational qualification equivalent 98% 96% 93%

attained no graded GCSE or the vocational qualification equivalent 2% 4% 7%

attained one or more Entry level qualification only n/a 2% 3%

For pupils aged 17, results in A/AS, GNVQs and NVQs Number of pupils aged 17 in January 2007 22 Number of pupils entered for 2 or more GCE A level examinations or equivalent in 2007 22

Number of pupils entered for fewer than 2 GCE A levels or equivalent in 20 0

School Gwynedd Unitary

Authority

Wales

Percentage of pupils entered who achieved 2 or more grades A-C 86% 63% 67%

Percentage of pupils entered who achieved 2 or more grades A-E 100% 95% 94%

Average points score per candidate entering 2 or more subjects 26 20 20

Appendix 4 Evidence base of the inspection Seventeen inspectors, including a peer assessor and the school’s nominee, spent the equivalent of 54 inspector days at the school and met as a team before the inspection. These inspectors visited: • 124 lessons or part lessons;

• a cross-section of registrations, tutorial sessions, assemblies and acts of

collective worship; and • a range of extra-curricular activities.

Members of the inspection team had meetings with: • the headteacher, governors, parents and staff before the inspection;

• senior managers, teachers, technical, medical and support staff; and

• groups of pupils and students representing each key stage.

The team also considered: • documents provided by the school, including the school’s self-evaluation reports;

• 83 responses to a parental questionnaire;

• several letters from parents of pupils or former pupils and from organisations with

which the school has links; • a selection of pupils’ past and current work from across the age and ability

range; and • samples of pupils’ reports.

After the inspection, the team held meetings with subject departments, senior managers and the governors.

Appendix 5 Composition and responsibilities of the inspection team J – Junior School S – Secondary School

Team member Responsibilities John Thomas HMI Lead Inspector

Secondary phase co-ordinator Key Question 5 Physical education (J and S)

Wendy Young HMI Primary phase co-ordinator Key Question 3 Early Years, English (J), Art (J) and PSE (J)

Barry Rees HMI Key Question 1 Biology (S), physics (S) and science (S)

Mererid Stone HMI

Key Question 2 Mathematics (S)

Rhona Edwards Additional Inspector

Key Question 4 Geography (J), science (J) and physical education (J)

Andy Hawkins HMI Key Question 6 English (S) and drama (S)

Steffan James HMI Key Question7 Modern foreign languages (J and S) and Welsh second language (S)

Gareth Adams Additional Inspector

Music (J and S)

Martin Holmes Additional Inspector

Chemistry (S), physics (S) and science (S)

Keith Hopkins Additional Inspector

Information technology (J and S)

Rosemary Lait HMI Special educational needs (J and S) English as an additional language (S) PSE (S) Key Question 4

Alun Morgan HMI History (J and S), mathematics (P), religious education (P) and Welsh second language (P)

Ray Owen HMI Art (S)

Nigel Vaughan HMI Geography (S)

Martyn Williams Additional Inspector

Religious education including religious studies (S)

Pam Creed Director of Studies, The Cathedral School, Llandaff

Peer assessor

Campbell Harrison Deputy Head

School nominee

Acknowledgement The inspection team express their thanks to the headteacher, governors, staff and pupils of St Gerard’s school for their co-operation and courtesy throughout the inspection.

Documents

Inspection under Section 163 of the - Estyn · 2015-10-10 · Inspection under Section 163 of the Education Act 2002 A report on the quality of education in St Gerard’s School Trust